CHAPTER 2

CURRICULUM
PLANNING
GROUP 1
UNI-C
 01 Curriculum Sources and Influences

Society as Source of Curriculum

02
03 Learners as Source of Curriculum

Discipline or Subject Matter as Source of

04 Curriculum

05 Curriculum Influences

06 Students

SUB- 07 School’s Vision, Mission and Core Values

TOPICS 08 Admission and Retention Policies

09 Faculty Members
 10 School Administrators and Board of Trustees

11 Accrediting Agencies

12 Government Policies and Agencies

13 Markets Demands (General)

14 Alumni

Media Information and Communications

15 Technologies (ICT)

16 The Church and Church-related Agencies

SUB- 17 School Facilities and Other Resources

TOPICS 18 Student Service

19 Reflections on Curriculum Planning

Curriculum Sources and Influences
TYLER (1949)
3 Major Sources

Subject Matter Society Learners

Curriculum Sources and Influences
TYLER (1949)
3 Major Sources

Subject Matter Society Learners

Learning
Goals Content Evaluation
Experiences

4 Elements of Curriculum
SUBJECT MATTER

Understanding the
nature of subject
matter is important

To provide knowledge
and skills that are
essential to the nature
of the discipline

This also helps in

selecting and
designing
curriculum contents
SOCIETY
Requires the
understanding of
nature of society in
developing a
curriculum

Provides comprehensive
idea of the needs, demands,
and problems of society,
and the development and
the implementation of the
curriculum

Provides information about

the context in which the
curriculum will be used and
to make it more relevant and
responsive
LEARNERS
Knowing their needs,
nature and interests,
learning styles, and
thinking styles

Includes knowing the

various issues and
problems about them
since they are the direct
subjects of the curriculum

Important source of
curriculum in selecting
the learning
experiences of the
curriculum
SOCIETY AS SOURCE OF CURRICULUM
POLITICAL
CONDITIONS

SOCIO-ECONOMIC

✓Understanding the context is

important in developing a relevant
CULTURAL and responsive curriculum.
✓It is useful in selecting curriculum
goals, objectives, content, and
learning experiences.
SOCIETY AS SOURCE OF CURRICULUM
 SOCIETY AS SOURCE OF CURRICULUM

Multilingual
and
Security
multicultural problems
Climate
change

Disease
and
poverty

Everyday life of people

SOCIETY AS SOURCE OF CURRICULUM
Education
Simply
through
respond
curriculum
LEARNERS AS
SOURCE OF
CURRICULUM
 Learners as source of curriculum
Knowledge about the learners is one of major sources of the curriculum.
Through the curriculum content is set by the

Department of Education (DepEd)

Commission on Higher Education (CHED)

Technical education skills development authority (TESDA)

 STUDENTS COME FROM:

Different
Different Provinces Different Cultures
Languages
DISCIPLINE
OR SUBJECT
MATTER AS
SOURCE OF
CURRICULUM

Nature of the discipline or subject
matter
• one of the main sources of curriculum
• Different subjects are unique in terms of
design and content
there are similarities in skills,
concepts, and strands in
different subjects that may be
possible points for integration.
Understanding the nature of discipline
or subject matter requires educators to
closely analyze the contents
prescribed by the department of
education especially the K-12
curriculum.
Technical Education Skills
Development Authority (TESDA)
• prescribes different contents of the
modules offered for each particular
subject for vocational or technical
courses.
• The skills that should be learned
including the materials needed and the
time that is required for training are
clearly specified in each module.
Commission on Higher
Education
▪ prescribes guidelines in different
courses
▪ The curricular requirements that include
course title, course credit and course
descriptions are based on the CHED
Memorandum Orders(CMOs)
The curriculum framework, curriculum goals, descriptions,
standards and competencies in different subjects will help
educators understand what should be taught and how to
teach the different subjects.
CURRICULUM
INFLUENCES
Aside from the major curriculum sources,
Stark and Lattuca (1997) identified three
major factors that influence (Figure 2).

External Influences
Society/Government
Discipline Associations;
Marketplace/Alumni

Organizational
Influences Academic
Program Relationships Plan
Resources
Governance

Internal Influences
Faculty, Students,
Discipline, and
Program Mission
Stark and Lattuca use the term It provides the sources of data and
curriculum influences to refer to information for developing curriculum.
these three factors that are very Knowing these curriculum influences is
influential in curriculum useful in making the curriculum more
development. relevant and responsive to the educational
system in the Philippines.

According to them, these A research curriculum conducted by

curriculum influences affect the Pawilen (2011) shows the results of the
whole academic plan that Focus Group Discussion (FGD) with the
incorporates a total blueprint for faculty members and administrators who
action, including the purposes, identified several curriculum influences that
activities, and ways of measuring they always considered whenever they
success. plan, design, develop, revise, and evaluate
the curriculum.
Understanding the different
curriculum influence is useful in These identified curriculum influence are
knowing the different factors that shown in Table 1. They affect curriculum
are needed to be considered in processes in the school level.
developing a curriculum.
 Table 1. Curriculum Influences
• Students / Learners
• College Philosophy, Vision, and Mission
• K-12 Basic Education Curriculum
• Admission and Retention Policies, and School Rules
• Faculty Members
• School Administrators
• Requirements from Government Agencies
• Licensure Examinations (For Higher Education)
• Accreditation Standards
• Market Demands
• Alumni and Funding Sources
• Media and Information and Communication Technologies (ICT)
• Church and Church-related Agencies (for religious schools)
• School Facilities and other Resources
• Other Disciplines or Courses and Programs offered by the School
• Student Services
STUDENTS
Considered as the most influential among the different curriculum influences especially in
designing the implemented curriculum.

Learners have different interest, needs, talents, abilities, learning styles, and
thinking preferences.

Students could learn more if their interest and learning styles are considered.

Many students want a variety of learning experiences in their classes

and practical application of their lessons in real-life situations.

They came from different families with different cultures, religious

affiliations, beliefs, language, and socio-economic status.

Students’ backgrounds, especially their demographic characteristics,

influence their attitude and performance toward learning.

For college, the academic background of the students is influential

in curriculum planning.
SCHOOL’S
VISION,
MISSION,
AND CORE
VALUES
 ➢are the fundamental bases in developing
the four requirements of curriculum goals
and objectives, content and learning
experiences, and evaluation
01

➢are reflections of what the

➢factors are included in institution can contribute to
all lesson plans or SCHOOL’S the society and to the
course syllabi to VISION, development of individuals,
ensure that the core 02 MISSION, & 04 students and alumni are
values of the institution CORE VALUES expected to possess the
are included in the core values of their
syllabi. schools

➢are reflected in the planned,

03 implemented, and hidden
curriculum of the school
ADMISSION
AND
RETENTION
POLICIES
 Third influential An important part of
factors the intended and
implemented
curriculum

Sets the standard of what kind

of students are admitted and Rules also develop
what are the things they need to the hidden
do as students of the institution curriculum of the
until they graduate school
FACULTY
MEMBERS
 FACULTY MEMBERS
➢Faculty members bring ➢Faculty ➢Faculty
with them their members members
educational background, have take the
experiences, expertise, different role of a
and personal, interests, second
professional, and teaching parent to ➢Faculty
political views on the styles, and their members
institution philosophies students are
empowered
to make
curricular
and
➢Faculty ➢Faculty ➢Faculty instructional
members members members are innovations
are modify and plan the key
experts in their syllabi implementers
their fields based on their of the
expertise and curriculum
researches
 SCHOOL
ADMINISTRATORS
AND BOARD OF
TRUSTEES
 ADMINISTRATORS AND BOARD OF TRUSTEES
Wiles and Bondi (2006), and Stark and Latucca (1997)
➢Recognized the influence of school officials and the
school bureaucracy in curriculum processes

Curriculum

➢Provides ➢Sets and approves rules ➢Their abilities and skills as ➢Their academic
leadership in for school, administer the curriculum leaders and preparation and
schools, planning, implementation managers are essential in previous experiences
colleges, and and evaluation of the curriculum development, are noted to influence
universities curriculum implementation, and the development of
evaluation the curriculum
ACCREDITING
AGENCIES,
GOVERNMENT
POLICIES &
AGENCIES,
MARKET DEMANDS
(GENERAL)
 1 2
Accrediting agencies are equa
lly influential in basic educatio
n and in higher education, like
the DepEd and CHED, the ac
crediting agencies set the nec
essary standard for curriculum
, instruction, faculty, and facilit
ies and influence how the curr
icular program are governed.
ACCREDITING
AGENCIES
3
Market demands or the need
s of the society are very influ
The respondent identifie ential in planning and develo
d government policies a ping curriculum, it is imperati
nd agencies as most infl ve that students are prepare
uential in curriculum pla d in terms of knowledge, valu
es, and skills to meet the nee
nning and development.
ds and demands of different i
nstitution in the society.
GOVERNMENT POLI MARKET DEMANDS
CIES & AGENCIES (GENERAL)
ALUMNI
 ALUMNI
considered as one of the external influences on curriculum development

Very helpful in terms of donating money to support programs for students

,faculty scholarship, Professional chairs, facilities, and financing students
activities.

The living testimony of the curriculum or the quality

of education offered by a particular school
MEDIA AND INFORMATION
AND COMMUNICATION
TECHNOLOGIES(ICT)
 two of the external curriculum
influences
MEDIA and
INFORMATION and
COMMUNICATIONS Enables students and teachers to
access almost all the information
TECHNOLOGIES (ICT) they need for teaching and learning

Allows to access online journals,

papers, and other information to
be used for teaching and learning
THE CHURCH AND
CHURCH-RELATED
AGENCIES
 serve as extension program or mission
programs of the churches and religious
orders that established them.

Christian Schools Institutional Requirements

Christian living
public subjects theology
subjects.
SCHOOL
FACILITIES AND
OTHER
RESOURCES
STUDENT SERVICE
REFLECTIONS ON
CURRICULUM
PLANNING
 Curriculum planning is an essential of curriculum
development. It sets the tone for curriculum development
activities. We are taught to examine the needs and
demands of the society, understand the nature of the
discipline and structure of knowledge, and analyze the
nature and needs of the learners.
Curriculum
planning
supplies Importance
learning
outcomes along
with activities
of
designed to
help achieve Curriculum
those outcomes
Daily Planning
teaching
 Knowledge about the learners – help us to
understand that curriculum must respond to the
nature, needs, interest, learning styles, and thinking
preferences of every learner.

Background of your student

• It is very important to find out about situation and
background.
Communication is the key to
know about students
• Understand their emotions

Know about their Goals /

Dreams
➢ Helps us to realize that a curriculum must be made relevant
and responsive to the needs and demands of the society. A
curriculum should be context-based and it must uphold
social values and edify democratic principles of the society.
What is the subject knowledge and why is it important?

➢Knowledge is one of the most important factors determining the

development of global economy and society. Humankind needs a fair
distributions of resources of knowledge because its major social problems
and difficulties today are due to existing deep-going differences in their
possession in use.

➢ Is the actual knowledge teachers are expected to teach.

➢ Having secure subject knowledge not only allows teachers to instruct

(In – depth) with confidence, but it insures that teachers are more able and
prepared, to address misconceptions that have a detrimental effect on their
understanding.
Knowledge about the
discipline of subject
matter
➢Helps us to understand
the different disciplines,
subjects, and academic
fields. Enables every
curriculum worker to
understand essential
contents that should be
covered in a particular
discipline.
 Criteria Used in Selection of Subject Matter for
the Curriculum
Utility
usefulness of the content
either for the present or
the future.
Learnability
within the range of
the experience of
the learners
Feasibility
can be learned within the
time allowed, resources
available, expertise of the
teacher, nature of learner
Self-sufficiency
less teaching effort and educational
resources, less learner’s effort but more
results and effective learning outcomes
most economical manner
(Scheffler,1970)
Significance
contribute to basic ideas to
achieve overall aim of
curriculum, develop
learning skills
Validity
meaningful to the learner
based on maturity, prior
experience, educational
and social value
 Criteria Used in Selection of Subject
Matter for the Curriculum

Utility Feasibility
usefulness of the content either for the can be learned within the time allowed,
present or the future. resources available, expertise of the
teacher, nature of learner

Self-sufficiency
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Learnability Your Text Here

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