Subject: Curriculum Development
Course: Bachelor of Science in Education
Topic: Curriculum Planning
Sub topics:
- sources of curriclum
- influences to curriculum
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
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.
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.
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
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
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.
25.
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
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
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
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).
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