MALIGAYANG ARAW

Buya, Krisha D.
Cruzat, Jan Zyrus
Hernandez, Erika M.
Olapa, John Kyle E.
Rosaria, Sairah S.
A BEACON’S PRAYER
Almighty God, You are sovereign, You are all
powerful, and You are my Creator, I praise You. Let
Your light within me shine before others, that they
may see Your good deeds and glorify You.(Matthew
5:16)
As I am rooted in Your Word, joyfully standing
strong, lead me please to walk in the way of love,
(Ephesians 5:2) just as Christ loved me, to where I
should be, Lord God. Let me reflect the bright light
that can only come from You who allowed me to be
a Beacon in the darkness, a light in this world.
Thank You for blessing me with the opportunity to
be filled with Your light and be a blessing and a
guide to many.
I am a Beacon because of who You are, Father. May
You work in me and through me today what is
pleasing to You, through Jesus Christ to whom be
glory forever and ever.(Hebrews 13:21)
AMEN
LETS PLAY !

PHOTO
COMBINATION
ING
CURRICULU
M
PLANNING
SOURCES
flu
INFLUENCES
 CHAPTER 2

CURRICULUM PLANNING
 Learning Objectives
This chapter provides information on the process of
curriculum planning as an important phase of curriculum
development. In this chapter, you should be able to:
1. Discuss different curriculum sources and influences;
2. Analyze different levels of curriculum planning; and
3. Identify different roles of teachers and school
administrators in curriculum planning.
 Curriculum Sources and influences
Tyler (1949) Identified three major sources of curriculum:
subject matter, society, and learners. Accordingly, these
curriculum sources need to be considered and examined to
identify the four elements of curriculum:

GOALS CONTENT

LEARNING
EXPERIENCES
EVALUATION
 Curriculum and influences
This provides a more comprehensive idea of the needs,
demands, and problems of the society, and available
resources that can be utilized in the development and
implementation of the curriculum ( Tyler, 1949)
The learners are the 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 ( Tyler, 1949).
Society as Source of
Curriculum
 Source of Curriculum
S Society is an important source of curriculum. Teachers
O need to understand the cultural, socio-economic, and
political conditions of the people. Understanding the
C context is important in developing in relevant and
I responsive curriculum (Tyler, 1949; Nicholls & Nicholls,
1978.
E It is useful in selecting curriculum goals and objectives,
T content, and learning experiences ( Taba, 1962; Starch
& Lattuca, 1997; Oliva, 2005)
y The society is becoming multilingual and multicultural.
 Source of Curriculum

S Science and technology continue to influence our

O everyday life as new science findings, new
technology, new information comes in almost
C every single minute day.
I Other pressing social issues like climate change,
E security problems, disease, poverty, and many
T others also affect the everyday life of people.
y
LEARNERS AS SOURCE
OF CURRICULUM
 Source of Curriculum
L Knowledge about the learners is one of the major sources
E of the curriculum. Although curriculum content is set by
the
A  Department of Education (DepEd)
R  Commission on Higher Education (CHED)
N  Technical Education Skills Development Authority (TESDA)
educators and curriculum developers have tried to align
E the curriculum to the needs and nature of the students.
R
S
DISIPLINE OR SUBJECT
MATTER AS SOURCE OF
CURRICULUM
 DISIPLINE OR SUBJECT MATTER AS SOURCE OF
CURRICULUM
 Different subject are unique in terms of design and content. There
are specific skills and content that should be emphasize in each of
the disciplines. In some cases, there are similarities in skills, concept,
and strands in different subjects that may be possible points of
integration.
 Understanding the nature of the discipline or subject matter requires
educators to closely analyze the contents prescribed by the
department of education especially the K-12 Curriculum.
Framework curriculum goals Descriptions Standards
Competencies
 DISIPLINE OR SUBJECT MATTER AS SOURCE OF
CURRICULUM
 The Commission on Higher Education
(CHED) also prescribes guidelines in
different courses.
 The curricular requirements that include
course title, course credit, and course
descriptions are based on the CHED
memorandum orders (CMO’s) which CHED
issued for different courses.
Ex. CMO’s No. 20 series of 2013
 DISIPLINE OR SUBJECT MATTER AS SOURCE OF
CURRICULUM

Technical Education Skills Development

Authority ( TESDA) also prescribes
different contents of the modules
offered for each particular subject for
vocational or technical course.
 Curriculum influences
 Stark and Lattuca (1997) identified three major factors that
influence curriculum development;

Academic
Plan

External Influences Organizational Influences

Society/ Government
Discipline Association
Marketplace/ Alumni
Internal Influences
Program relationships
Faculty, Students, Discipline,
Resources
and Program Mission.
Governance
 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 Examination ( for higher
Education)
 Accreditation Standard
 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
 Students Services
 Students/ Learners
 Students/ Learner are 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.
 Teachers believe that the students could learn more if their
interest and learning styles are considered when planning
their courses.
 They came from different families with different cultures,
religious, affiliations, beliefs, language, and socio economic
status. When teachers plan their courses, they keep these
mind.
 As student took up their basis education either public or
private schools ib their provinces, their academic skills and
learning habits from those of the city.
 SCHOOL’s VISION, MISSION, and CORE VALUES
The school vision, mission, and core values are very
influential factors in developing the curriculum. They are the
fundamental bases in developing the four elements of
curriculum goal and objectives, content, learning
experiences, and evaluation.
All faculty members are required to reflect this type of
education in their teaching, lesson plans, and in the syllabus.
 Admission and Retention policies

 These policies set the standard of

what kind of students are
admitted and what are the things
they need to do as students of the
institution until they graduate.
 Faculty Members
The influence of faculty members is also
considered important. Faculty members
bring with their educational background,
experiences, expertise and personal,
professional and political views on the
institution.
In basic education, teachers take the role
of a second parent to their students. Many
student believe in what they say and teach.
 Faculty Members

In the college level, teachers are seen as experts in their

fields. They are expected to know more about their subject.
The behaviors of the faculty members also influence the
hidden curriculum in college.
They are the major influence ,in curriculum development.
They are the key implementers of the curriculum. Stark and
Lattuca (1997)
 SHOOL ADMINISTRATOR and BOARD
TRUSTEES
 The influence of school officials and the
school bureaucracy in curriculum processes
were recognized by several curriculum
scholars like Wiles and Bondi (2006) and
Stark and Latucca (1997). School
Administrators, including the board of
trustees, play an important role in
providing curriculum leadership in schools,
colleges and universities.
 SHOOL ADMINISTRATOR and BOARD TRUSTEES

Apart from setting and

approving rules for the school,
they administer the planning,
implementation, and
evaluation of the curriculum.
The administrators then serve
as the curriculum and
instructional leaders.
 Accrediting Agencies
 Are equally influential in basic education and
in higher education. Like, DepEd and CHED, the
accrediting agencies set the necessary
standards for curriculum, instruction, faculty
and facilities and influence how the curricular
programs are governed. It determines the
quality of the courses being offered in an
institution.
 GOVERNMENT POLICIES ANG AGENCIES

 Respondents identified
government policies and agencies
as most influential in curriculum
planning and development. In
basic education, the department
of education issues Department
Orders (DOs) and memoranda
that serve as guide for all public
and private schools in the country.
 MARKET DEMANDS ( GENERAL)

 Market Demands or the needs of the

society are very influential in planning
and developing curriculum. It is
imperative that students are prepared
in terms of knowledge, values and
skills to meet the needs and demands
of different institutions in the society.
 ALUMNI
 The alumni are very helpful in
terms of donating money to
support programs for student,
faculty scholarships, professorial
chairs, facilities and financing
student activities.
 considered as one of the external influences
on curriculum development. The alumni are
the living testimony of the curriculum or the
quality of education offered by a particular
school
 Media and Information and Communication technologies (ICT)
 Are two of the external curriculum
influences. The presence of Technology,
especially, the internet, enables the students
and teachers to access almost all the
information from online journals and papers
they need for teaching and learning.
 This allows students and faculty members to
access online journals, papers, and other
information from the internet to be use for
teaching and learning.
TECHNOLOGY CONNECTS THE SCHOOL AND GLOBAL
COMMUNITY
 Church and church-related agencies
( For religious schools)
 Many religious institutions BIBLE Subject
serve as extension programs Theology
or mission programs of the CHRISTIAN
churches and religious orders
that established them. LIVING subject

 The school also offer

institutional requirements
such as
 .
School Facilities and other Resources
 It is very important - in the
implementation of the curriculum.
School facilities are very useful in
providing quality education,
especially in implementing the
curriculum.
Ex. Classroom, laboratories, ICT
equipment, dormitories, school clinic,
canteen , chapel and etc.
 STUDENT SERVICES
A. Campus Ministry- helps in the spiritual nourishment of
the student in sectarian schools.
 STUDENT SERVICES
B. Guidance and Counseling Services- provides professional
help to students with various personal and psychological
concerns.
 STUDENT SERVICES
C. Health Services- responds to various heath- related
concerns of the students through a clinic with full-time
health workers
 STUDENT SERVICES
D. Financial Assistance and Scholarships- provides financial
assistance to deserving students.
 STUDENT SERVICES
E. Students Affairs Office- guides the students in organizing
activities and provides all form of support for academic and
personal development of the students in the school.
Thank YOU FOR
LISTENING