Subject: Curriculum Development Course: Bachelor of Science in Education Topic: Curriculum Planning Sub topics: - sources of curriclum - influences to curriculum

1. Curriculum
Planning
Curriculum
Planning
Blessie Justine G. Arellano
BSED-Earning Units
Curriculum Development

2. To be able to discuss the different
curriculum sources and influences;
Identify the different roles of
teachers and school administrators
in curriculum planning.
Analyze the different levels of
curriculum planning; and
2
3
1
End Goals

3. Curriculum
Sources
2
1 Focus of
this Report
Curriculum
Influences

4. Sources of
Curriculum
Sources of
Curriculum

5. Learners Subject
Matter
Society
3 SOURCES OF CURRICULUM
Tyler (1949)

6. Learners
Subject
Matter
Society
3 SOURCES
OF CURRICULUM
4 ELEMENTS
OF CURRICULUM
Goals
Content
Learning
Experiences
Evaluation

7. 3 major sources of
curriculum:
Why do we need to
identify them/
what is their
significance?
Learners
Subject
Matter
Society

8. Subject
Matter
Different subjects are unique in
terms of design and content.
There are skills and contents that
should be emphasized in each of
the disciplines.
Determining these helps curriculum
workers to understand the essentials
that should be covered in a subject.

9. Subject
Matter
SUBJECT/DISCIPLINE
Unique in
design and
content
Skills and
concepts that
should be
emphasized

10. CURRICULUM
framework
goals
descriptions
standards
competencies
Sources of Curriculum: (1) Subject Matter
Elements*
common in
every subject
*understanding these will help
educators understand what
should be taught and how to
teach the different subjects.

11. Prescribes guidelines in
different courses
Curricular requirements
that include course title,
course credit, and course
descriptions are based on
CMOs
(e.g. CMO No. 20 S. 2013)
Understanding the
nature of the discipline or
subject matter requires
educators to closely
analyze the contents
prescribed by the
Department of
Education, especially K-12
curriculum
*PRESCRIBE:
(1) Skills to be learned
(2) Materials needed
(3) Time required for
training
Sources of Curriculum: (1) Subject Matter
Modules* for each subject
(vocational or technical)

12. Learners
Understanding the nature of the learners
—this means knowing their:
 needs
 attitude
 interests
 learning styles
 thinking styles
 issues/problems about them
These are important to consider about the
learners since they are the direct subjects of
the curriculum.

13. Learners
However, there are situations where
educators and curriculum developers align
the curriculum to the needs and nature of
the students.
This is done by faculty members planning
their:
 individual syllabi
 unit plans; and
 lesson plans
— according to their interpretation of the
curriculum.

14. PERSONAL
province
culture
language
educational
background
(public or private)
EDUCATIONAL
learning styles
needs
level of motivation
(low, moderate, high)
types of motivation
(intrinsic or
extrinsic)
Sources of Curriculum: (2) Learners
THINGS TO CONSIDER WHEN
DEALING WITH LEARNERS

15. Society
Having a clear understanding of
the nature of society gives a
comprehensive idea of its:
 needs
 demands
 problems
What the society needs makes the
curriculum relevant and responsive.

16. Society
Specifically, teachers need to
understand the societal context*
 cultural
 socio-economic
 sociopolitical conditions
 societal changes
Considering these is important to
make the curriculum relevant.

17. Sources of Curriculum: (3) Society
Societal
Changes
S&T
New technology
New information
New findings
Economics
Issues
Demands for 21st Century Workforce
Cultural
Multiculturalism
Multilingualism
Sociopolitical
Climate Change
Security Problems (Peace/Terrorism)
Health
Poverty
Others

18. Influences to
Curriculum

19. Internal External Organizational
3 MAJOR INFLUENCES THAT
AFFECT CURRICULUM
Stark and Lattuca (1997)

20. ACADEMIC
PLAN
EXTERNAL
INFLUENCES
[Society/Government
Discipline Associations;
Marketplace/Alumni]
ORGANIZATIONAL
INFLUENCES
[Program Relationships;
Resources; Governance]
INTERNAL
INFLUENCES
[Faculty; Students;
Discipline; Program
Mission]
Curriculum Influences

21. STUDENTS/LEARNERS
COLLEGE PHILOSOPHY, VISION,
MISSION
K-12 BASIC EDUCATION CURRICULUM
ADMISSION/RETENTION
POLICIES/SCHOOL RULES
FACULTY MEMBERS
SCHOOL ADMINISTRATORS
REQUIREMENTS FROM GOV’T
AGENCIES
LICENSURE EXAMS (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 & OTHER
RESOURCES
OTHER DISCIPLINES/
COURSES/PROGRAMS OFFERED BY
SCHOOLS
STUDENT SERVICES
CURRICULUM INFLUENCES

22. CURRICULUM INFLUENCES
INTERNAL EXTERNAL ORGANIZATIONAL
Students/ Learners
K-12 Basic Education
Curriculum
Admission/Retention Policies/
School Rules
Philosophy/Mission/Vision
Requirements from
Government Agencies
School Administrators
Faculty Licensure Exams
Church/Church-related
Agencies
Accreditation Standards
Other disciplines/Courses &
Programs offered by school
Market Demands Student Services
Alumni, Funding Sources
Media and ICT & Other
School Resources

23. Internal External Organizational
3 MAJOR INFLUENCES THAT
AFFECT CURRICULUM
Stark and Lattuca (1997)

24. Internal
Influences
STUDENTS/
LEARNERS
 It is a given that as individuals, learners
have different beliefs and backgrounds.
 Students learn more if their interest and
learning styles are considered.
 Learning experiences mean more to
students when their lessons give them
pointers on practical/real-life situations.

26. Influences to curriculum: (1) Internal; (1) Learners
interests
needs
talents
abilities
learning
styles
thinking
preferen
ces
culture
religious
affiliatio
ns
socio-
economi
c status
beliefs
 Their demographic
characteristics influence
their attitude and
performance towards
learning.

27. Internal
Influences
Faculty members bring with them/have
their:
 educational backgrounds
 experiences
 expertise
 personal, professional, political views
 different interests
 teaching styles
 philosophies
These affect how they plan, develop,
and implement the curriculum.
FACULTY
MEMBERS

28. Internal
Influences
Teachers are the key implementers of
the curriculum. As such, the success of
any curriculum and instruction highly
depends on them.
FACULTY
MEMBERS

29.  A school’s philosophies are reflections of what
the institution can contribute to the society and
to the development of the individuals.
Internal
Influences
EXAMPLE: HTC-GSC VISION & MISSION
SCHOOL’S
VISION/
MISSION/
CORE VALUES

30. Internal External Organizational
3 MAJOR INFLUENCES THAT
AFFECT CURRICULUM
Stark and Lattuca (1997)

31. External
Influences
K-12 DESIGN
• Sufficient time for mastery
of concepts & skills
• Develop lifelong learners
Prepare graduates for:
• Tertiary education
• Middle-level skills
• Employment, and
• Entrepreneurship
K-12 BEC

32. REQUIREMENTS
FROM
GOVERNMENT
AGENCIES
 Issues Department Orders (DOs) and
memoranda that serve as guide for all
public & private schools
 Prescribes official curriculum for basic
education and issues guidelines for
operations for private schools
External
Influences

33. Prescribes the:
 minimum general education
 professional courses
 course credits
 course descriptions
 faculty qualifications
 facilities
 other requirements for
implementation, administration of
courses
External
Influences
REQUIREMENTS
FROM
GOVERNMENT
AGENCIES
The Commission on Higher Education
(CHED)

34. Licensure Exams heavily
influence the subjects in the
curriculum in universities,
especially for Board courses.
External
Influences
LICENSURE
EXAMS

35. Influences to curriculum: (3) External Influences; (6) Licensure Exams
Domains/Subjects included
in the CPA Boards

36. Accrediting agencies that set standards
(aside from DepEd & CHED)
 ACSCU-AAI
 PAASCU
 AACCUP
Accrediting agencies set the
necessary standards for:
 Curriculum
 Instruction
 Faculty
 Facilities
 Quality of courses being offered
External
Influences
ACCREDITATION
STANDARDS

37. MARKET
DEMANDS
Graduates are expected to
possess 21st century:
 Values
 Knowledge
 Technology literacy
 Functional literacy
 Skills needed for demands of
different institutions
Schools are expected to develop
graduates that will be assets and
good citizens of the society.
External
Influences

38. ALUMNI,
FUNDING
SOURCES
Alumni are helpful in terms of:
 donating money to support
programs for students
 faculty scholarships
 professorial chairs
 facilities
 financing students’ activities
External
Influences
EXTERNAL INFLUENCES (A): Alumni
Even their comments/evaluation/ feedback
based on their previous experiences as
students are very useful for improving the
implemented curriculum of the school.

39. ALUMNI,
FUNDING
SOURCES
Funding sources can affect how
curricula in a college can be
implemented.
Curriculum may be impacted
positively because funding sources
help an institution acquire physical
resources (e.g. buildings, equipment).
External
Influences
EXTERNAL INFLUENCES (B): Funding
Sources

40. MEDIA AND ICT
& OTHER SCHOOL
RESOURCES
External
Influences
Default school resources
 classrooms
 libraries
 labs
 ICT equipment
 clinics/med services
 counselling office
Resources make the learning
environment conducive.

41. MEDIA AND ICT
& OTHER SCHOOL
RESOURCES
External
Influences
MEDIA & ICT:
 Heavily affect how a curriculum is
implemented, especially during this
pandemic
 Connects the student and faculty to
each other and to the world
 Source of information

42. Internal External Organizational
3 MAJOR INFLUENCES THAT
AFFECT CURRICULUM
Stark and Lattuca (1997)

43.  Policies set the standard of what
kind of students are admitted
Organizational
Influences
Excerpt from: MSU-GSC College of Medicine Admission Guidelines
(following MSU-Marawi standards)
ADMISSION AND
RETENTION
POLICIES,
SCHOOL RULES

44. Organizational
Influences
SCHOOL
ADMINISTRATORS
Examples of Organizations behind an
institution that affect curriculum:
 Board of Trustees
 Board of Regents (for university systems)
 Technical Working Groups* (TWGs)
Apart from setting rules for the school, they
affect the curriculum by:
 planning
 reaching critical decisions
 implementation
 evaluation

45. Organizational
Influences
CHURCH/
CHURCH-RELATED
AGENCIES
Many religious institutions serve as an
extension/mission programs
implemented by the church.
 Bible subjects
 Theology
 Christian Living subjects
 Retreats
 Chapel services
Due to this background, the curriculum
includes:

46. Organizational
Influences
OTHER DISCIPLINES/
COURSES &
PROGRAMS
OFFERED BY SCHOOL
Learning must be intersectional in
order to make a holistic learner that
is competent—if not an expert—in
other subjects.
Aside from this, some post-graduate
entrance exams (e.g. NMAT) require units
in certain subjects (e.g. Sociology,
Psychology, Physics).

47. Organizational
Influences
STUDENT SERVICES
 Campus Ministry
 Guidance/Counselling
Services
 Health Services
 Financial Assistance &
Scholarships
 Student Affairs Office

48. Curriculum
Sources
2
1 Short
Recap
Curriculum
Influences

49. Learners Subject
Matter
Society
3 SOURCES OF CURRICULUM
Tyler (1949)

50. Internal External Organizational
3 MAJOR INFLUENCES THAT
AFFECT CURRICULUM
Stark and Lattuca (1997)

51. Thank you for listening!
Thank you for listening!

52. According to this report,
companies perceive K-12
graduates as not yet fully
prepared for real-world jobs. In
your opinion, explain the two
sides of this problem:
1) Why are companies hesitant to
hire K-12 graduates?; and
2) Why do you think K-12
graduates ARE fully prepared
for real-world jobs?
FULL REPORT: https://www.philstar.com/business/business-as-
usual/2019/09/30/1955967/companies-still-hesitant-hire-k-12-graduates