CHAPTER 2:

CURRICULUM PLANNING
BARETE, JHAN ALGENBERT
ADOLFO, RIGINE
ALFUERTO, REGINE
 CURRICULUM AS SOURCES AND
INFLUENCES

THREE MAJOR SOURCES OF CURRICULUM

(TYLER, 1949)
a. SUBJECT MATTER
b. SOCIETY
c. LEARNERS
 SUBJECT MATTER

 It
is important to understand the nature of the
subject matter in order to provide knowledge
and skills that are essential to the discipline.
This also helps in selecting and designing
curriculum contents.
 SOCIETY

 Provides a more comprehensive idea of the

needs, demands and problem of the society, and
the available resources that can be utilized in
the development and implementation of the
curriculum (Tyler1949).
 Provides information about the context in
which the curriculum will be used. This is
important to make the curriculum more relevant
and response.
 LEARNERS
 Includes knowing their needs nature various issues and
problems about them.
 Direct subjects of the school curriculum. Hence making
the learners as one of the curriculum sources is important
in selecting the learning experiences for the curriculum
(Tyler1949).
 SOCIETY AS
SOURCE OF
CURRICULUM
 SOCIETY AS SOURCE OF
CURRICULUM

 Understanding the context is important in developing a

relevant and responsive curriculum (Tyler, 1949;
Nicholls& Nicholls, 1978).
 It is useful in selecting curriculum goals and objectives,
content, and learning experiences (Taba, 1962; Stark &
Lattuca, 1997; Oliva, 2005).
LEARNERS AS A
SOURCE OF
CURRICULUM
 LEARNERS AS A SOURCE OF
CURRICULUM
 one of the major sources of the curriculum
 they have different cultures, languages,
learning style, needs, and types and levels of
motivation
 different
in terms of socio-economic status and
educational backgrounds (public or private).
 supported by several curriculum scholars and are
well-presented in their curriculum development
models (Taba, 1962; Wheeler, 1967; Walker, 1972;
Skilbeck, 1976; Nicholls, 1978; Print, 1993; Stark
& Latucca, 1997; Olivia, 2005).
 DISCIPLINE OR
SUBJECT MATTER
AS A SOURCE OF
CURRICULUM
 DISCIPLINE OR SUBJECT
MATTER AS A SOURCE OF
CURRICULUM
 one of the main sources of curriculum, (Tyler, 1949)
 requires educators to closely analyze the contents prescribed by
the Department of Education especially the K-12 Curriculum.
 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
 The Commission on Higher Education also prescribes
guidelines in different subjects. Several curricular
innovations and changes set by the government were
considered and strictly followed in designing the official
curriculum of a particular school, college, or university.
The curricular requirements that include course title,
course credit, and course descriptions based on the
CHED Memorandum Orders (CMOs) which CHED
issued for different courses.
 Technical Education Skills Development Authority
(TESDA) also 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.