The Teacher And The School Curriculum

Mark Stephen A. Ravelas

Josephine C. Bermudez
Table of Contents

Module 1: Understanding Curriculum

Introduction 1
Learning Objectives 1
Lesson 1.Definitions of Curriculum 1
Lesson 2. Different Types of Curriculum 4
Lesson 3. Curriculum Foundations 5
Lesson 4. Curriculum Conceptions 6
Lesson 5. Elements of a Curriculum 7
Assessment Task 9
Summary 10
References 11

Module 2: Curriculum Planning

Introduction 12
Lesson 1. Curriculum Sources and Influences 12
Lesson 2. Curriculum Influences 15
Assessment Task 21
Summary 22
References 23
 Course Code: ED 07

COURSE DESCRIPTION:
This course includes the fundamental concepts and principles in curriculum and
curriculum development as a foundation to engage prospective teachers as curricularists.
The more active role of the teacher in planning, implementing and evaluating school
curriculum change vis-à-vis various context of teaching-learning and curricular reforms
shall be given emphasis.

Course Intended Learning Outcomes (CILO):

At the end of the course, students should be able to:

1. identify the role of the teacher in planning and implementing the curriculum
2. analyze the context, content, perspective and ideas of curriculum maker, teachers
and students;
3. create evidence-based solutions to a problem relative to curriculum design.
GRADING SYSTEM
Class Standing 60%
Major Exams 40%
Periodic Grade 100%

COURSE REQUIREMENTS
In order to pass the course, the students are expected to:
• Take and pass all quizzes, seatworks, long tests and major examinations.
• Complete and submit in due time assigned tasks, projects, group assignments.
• Abide by the student’s ethical role and character values in the use of blended learning.
• Participate and join in all online or digital activities of the College of Education and the
University as called for and attend all in person classes as officially encoded in your
schedule of classes.
• Observe the Laguna University Core Values at all times.
 MODULE 1
Understanding Curriculum
Introduction

I often wonder if many of our students feel like they are time traveling as they walk
through the school door each morning. As they cross the threshold, do they feel as if they are
entering a simulation of life in the 1980s? Then, at the end of the school day, do they feel that
they have returned to the 21st century? As educators, our challenge is to match the needs of
our learners to a world that is changing with great rapidity. To meet this challenge, we need to
become strategic learners ourselves by deliberately expanding our perspectives and updating
our approaches.

Learning Outcomes

At the end of this module, students should be able to:

1. define curriculum:
2. analyze the different types of curriculum;
3. discuss different curriculum foundations; and
4. discuss different curriculum conceptions.

Lesson 1. Definition of Curriculum (Pawilen, 2019)

A clear understanding of what curriculum is, helps scholars and students in

understanding the curriculum as a dynamic field in education. Reid (2006) opined that people
talk about, write about, legislate for, teach courses on, and take credits in curriculum; hence, it is
important to have a concrete explanation of what curriculum is.
Many books on curriculum present various images, characterizations, and definitions of
the term curriculum. To analyze or discuss all of these definitions would be a massive endeavor
since there are more than eleven hundred books written about curriculum (Schubert, 1980).
Presented in this book are just a few definitions provided by Saylor (1981), Beauchamp (1982),
Schubert (1986), Eisner (1985), Pinar (1995), Posner
(1995), Marsh (2004), Oliva (2005), Glatthorn (2006), and Reid (2006), among others:

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• Curriculum as a list of subjects. This definition suggests that curriculum is the "permanent"
or the traditional subjects offered in the school curriculum such as Mathematics, Language,
Science, Music, Arts, and others.
• Curriculum as learning experiences. This definition includes students' curricular and co-
curricular activities and the learning experiences they encounter inside or outside the
school. This definition includes the hidden curriculum or those things learned by the
students as a result of their experiences in the school with their peers, schoolmates,
teachers, school staff, or the values they learned from a school program. In short, it includes
the school culture.
• Curriculum as intended learning outcomes. This definition includes a list of learning
competencies or standards that students should learn in school.
• Curriculum as planned learning experiences. This includes documents specifying contents,
objectives, or general ideas of what students should know in schools or in a specific
discipline.
• Curriculum as a discipline. Curriculum as a discipline has its own principles, theories, and
practices.
• Curriculum as content or subject matter. This definition views curriculum as a series of
topics under each subject area.

It is important that curriculum workers have a common understanding of what curriculum

is. Their personal definition of curriculum defines the curriculum product that they will produce.
Many curriculum projects fail, and many curriculum researches appear vague because of an
unclear understanding of the field of curriculum. Besides this, only few people are experts in
curriculum studies, especially in the Philippines, who may be consulted regarding these projects
and researches.

Curriculum as a Program of Education;

A curriculum embodies the intentions of education, it is the program of education. A
curriculum carries the beliefs, values, attitudes, skills, knowledge and all that education is about.
One would wonder how especially formal education can take place without a curriculum.
Assumed Meanings of a Curriculum
A curriculum is what is taught in school. In other words a curriculum is a set of subjects.
To define a curriculum as ‘what is taught in schools’ is indeed, very vague. It is for this reason
that some often talk about ‘school curriculum’ in this general way and they tend to mean by this

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the range of subjects taught and the amount of teaching time given to each in terms of hours or
minutes.
As cited by Mulenga, I. M. 2018 Glatthorn et. al (2012) noted that definitions in
curriculum are varied because there are either descriptive, prescriptive or both. Prescriptive
definitions provide us with what “ought” to happen, and they more often than not take the form of
a plan, an intended programme, or some kind of expert opinion about what needs to take place
in the course of study, while the descriptive definitions go beyond the prescriptive terms as they
force thought about curriculum nor merely in terms of how things ought to be in real classrooms
or any other educational situations (Ellis, 2011). Some authors’ definitions of either slant are
presented in the following paragraphs. Some of the prescriptive definitions as reflected by Ellis
(2011) are:

Dewey (1902) explained that a curriculum is a continuous process of educational reconstruction

that should help the child move from his present experience into what is represented by the
organized bodies of truth that we call studies which present new experiences to the learner.

Tyler (1949) stated that curriculum is all the learning experiences planned and directed by the
school to attain its educational goals.

Print (1993) defined a curriculum as all the planned learning opportunities offered to learners by
the educational institution and the experiences learners encounter when the curriculum is
implemented.

These are just some of the prescriptive definitions of curriculum that exist in literature. But it is
also true as mentioned earlier that other definitions are quite descriptive such as the following
from Ellis (2011) as well;

Ragan (1960) defined a curriculum as all the experiences of the child for which the school
accepts responsibility.

Brown (2006) stated that a curriculum is all the student school experiences relating to the
improvement of skills and strategies in thinking critically and creatively, solving problems,
working collaboratively with others, communicating well, writing more effectively, reading more
analytically, and conducting research to solve problems.

Silva (2009) viewed a curriculum as an emphasis on what students can do with knowledge,
rather than what units of knowledge they have, is the essence of 21st century skills.

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With all these varied definitions of curriculum from renowned curriculum scholars, there seem to
be underlying elements that are commonly agreed as constituent of a good definition of a
curriculum.

Lesson 2. Definition of Curriculum (Pawilen, 2019)

Several curriculum scholars (see Glatthorn, Boschee, and Whitehead, 2006;

Print, 1993; Tanner and Tanner, 2007) cited nine types of curriculum in their books depending
on how curriculum is used in various institutions.

Ideal or Recommended Curriculum.

This refers to what scholars propose as the most appropriate curriculum for the learners.
For example, different professional organizations or various programs of study in different
universities may propose curriculum innovations or alternative curriculum. content as a result of
their researches.

Intended, Official, or Written Curriculum.

This refers to the official curriculum embodied in approved state curriculum guides
(Glatthorn, Boschee, and Whitehead, 2006). It is the curriculum prescribed by the government.
In the Philippine context, these are the prescribed courses from different government agencies:
the Department of Education (DepEd), the Commission on Higher Education (CHED), and the
Technical Education and Skills Development Authority (TESDA). Examples of this type of
curriculum are:
• The Kindergarten Curriculum Standards
• The K-12 Curriculum
• CHED Curriculum for General Education (Memorandum Order No. 20
• Series of 2013)
• TESDA Modules and Competencies

Implemented Curriculum

This type of curriculum refers to the actual implementation of the curriculum or what
teachers in the school teach. In many cases, teachers modify and improve their curriculum
based on the needs of the students or whenever there are new ideas in various disciplines that
are important to teach to the students. Academic freedom among faculty members in college

4
may also influence how professors plan and implement their courses.
Achieved Curriculum or Learned Curriculum.
This refers to the result of the curriculum or what students actually learned in school
(Print, 1993). The achieved curriculum reveals whether the students learned and whether the
schools are successful in attaining their curriculum goals and objectives.
Tested Curriculum.
This is a set of learning that is assessed in teacher-made classroom tests, curriculum-
referenced tests, and in standardized tests. (Glatthorn, Boschee, and Whitehead, 2006)
Entitlement Curriculum.
It refers to what the people or the general society believed the learners should expect to
learn in the educational system for them to become good members of the society.
Supported Curriculum.
This refers to the curriculum that is reflected on and shaped by the resources allocated
to support or deliver the official curriculum. (Glatthorn, Boschee, and Whitehead, 2006).
Null or Censored Curriculum.
This refers to various curriculum contents or topics that must not be taught to. the
students. (Tanner & Tanner, 2007)
Hidden Curriculum.
This refers to various skills, knowledge, and attitudes that students learn in school as a
result of their interaction with other students, staff, and faculty members. Although the hidden
curriculum is not actually taught in formal classroom learning, it is also true that the hidden
curriculum can be a product of the students' schooling. The hidden curriculum is very powerful
in developing the school culture (Print, 1993).

Lesson 3. Curriculum Foundations ( P a w i l e n , 2019)

Curriculum development scholars like Tyler (1949), Taba (1962), Eisner (1985), Saylor,
Alexander, and Lewis (1981), Print (1993), Sowell (1996), and Tanner and Tanner (2007)
generally identified three categories of sources for curriculum foundations:
(1) studies of learners and learning theory (psychology);
(2) studies of life (sociology and anthropology); and
(3) studies of the nature and value of knowledge (philosophy).
These curriculum sources or foundations influenced curriculum developers in framing
different curriculum conceptions and in developing curriculum.

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 Psychology as a discipline deals about understanding human behavior; hence, it is
important in curriculum development. According to Print (1993), psychology can provide
information in five important areas:
1. Educational objectives
2. Student characteristics
3. Learning processes
4. Teaching methods
5. Evaluation procedures
Meanwhile, studies about the society and culture -sociology and anthropology,
respectively-affect all curriculum processes. Sowell (1996) pointed out that. knowledge about
the society and its culture is important in selecting the content of the curriculum. It provides a
clear understanding of the context in which the curriculum is developed. Studies about the
society and culture help curriculum workers in understanding several social and educational
issues that affect curriculum processes and education in general.
On the other hand, philosophy as a foundation helps curriculum workers in
understanding the nature of knowledge and what subjects or topics are worthwhile. This is very
important in making decisions about the contents of the curriculum. Ornstein and Hunkins
(1993) mentioned that philosophy provides curriculum workers with a framework or base for
organizing schools and classrooms. It also provides educators with a framework for broad
issues and tasks, such as determining the goals of education, the content and its organization,
and the teaching and learning processes
Lesson 4. Curriculum Conceptions
(Pawilen, 2019)
Curriculum workers have different ideas about curriculum matters and curriculum
development processes. They have different points of view about curriculum concerns, goals
of what a curriculum should accomplish, and how a curriculum should be designed or
constructed. These explain the presence of various curriculum orientations or conceptions.
McNeil (2006), Eisner (1985), and Print (1993) identified six curriculum conceptions:
1. Academic Rationalist Conception - considered as the oldest among the curriculum
conceptions. It stresses the importance of different bodies of knowledge, known as
disciplines or subject areas, as the focus of the curriculum.
2. Cognitive Processes Conception - seeks to develop a repertoire of cognitive skills that
are applicable to a wide range of intellectual problems. The subject matters are

6
 instruments or tools for developing these cognitive skills that are lasting in the lives of
individuals.
3. Humanistic Conception - stresses the idea that curriculum or education is an instrument
for developing the full potential of individuals. It seeks to help individuals discover and
develop their unique identities. It stresses that curriculum should focus on the needs and
interests of individuals.
4. Social Reconstructionist Conception - views the school or schooling as an agency for
social change. Hence, it stresses that curriculum should respond to the different needs,
issues, problems, and demands of the societv.
5. Technological Conception - is preoccupied with the development of means to achieve
curriculum or educational goals. It views schooling as a complex system that can be
analyzed into its constituent components.
6. Eclectic Conception - is where curriculum workers find themselves aligning their ideas
with two or more curriculum conceptions. Hence, this curriculum conception reiterates
the realities in curriculum development that each of the curriculum conceptions is to be
considered and is influential to a certain extent in designing the curriculum.

Lesson 5. Elements of a Curriculum (Pawilen, 2019)

In general, a curriculum has four important elements. These elements must be present
in all curriculum documents or before a document can be called curriculum. These four
elements are curriculum intent, content, learning experiences, and evaluation.

Curriculum intent

Content

Learning Experience

Evaluation

Figure 1. Curriculum Elements

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1. Curriculum Intent - is the term used by Print (1993) to mean the direction that curriculum
developers wish to take as a result of participating in the curriculum. It includes the aims, goals,
and objectives found in any curriculum documents.
• Aims - are the broad statements of social or educational expectations.
• Aims include what is hoped to be achieved by the entire curriculum.
• Goals - are statements more specific than aims. Goals are general statements of what
concepts, skills, and values should be learned in the curriculum.
• Objectives -are specific learning outcomes. Objectives include what specific concepts,
skills, and values should be learned by the students. Usually, objectives are used in making
decisions or planning about instruction. These topics are based on the curriculum intents.
Contents may include values, concepts, or skills that are important for the learners to learn.
2. Learning Experiences - include all instructional strategies that are useful for the
implementation of the curriculum. These may appear in the form of activities, strategies,
methods, or approaches that are useful in implementing the curriculum or in teaching the
content.
3. Evaluation - includes the different ways and tools used for evaluating whether or not the
curriculum intents were realized. Evaluation tools are also used to evaluate the performance of
the learners after they have undergone the curriculum.

Hilda Taba (1962) observed that all curricula, no matter what design they have, are composed
of certain elements.
• A curriculum usually contains a statement of aims and specific objectives.
• It indicates some selection and organization of content.
• It either implies or manifests certain patterns of learning and teaching, whether because the
objectives demand them or because the content organization requires them.
• It includes a program of evaluation of the outcomes.
Understanding the different elements of curriculum will help curriculum workers
especially the teachers in designing curriculum and in analyzing the different curriculum
materials that are offered to schools and students.
As Recommended by Culala, H. J. D. & De Leon, J. A. V. (2019), The response of the Philippine
Basic Education Curriculum to the global call of Education for Sustainable Development may arguably
produced significant results. However, in order to maximize the full potential of ESD, it should transform
an individual to become critically aware and reflective on their own environment. Achieving this requires a
systemic solution a change culture in education, paradigmatic beliefs of teachers, education leaders,

8
political leaders, researchers, and even the learners. The paradigm shift from the traditional dominant
paradigm in sustainability in education necessitates a major overhaul on the system that everyone is
accustomed to. Terry Doyle (2008) and Maryellen Weimer (2013) make insightful arguments about how
teachers and students resist learner-centered teaching and learning and provide workable solutions on
how we can shift to the learning paradigm. Stephen Sterling focuses on the umbrella of how to deal with
issues and problems on sustainability and environment education. He diagrams it in what he calls the The
nesting four "Ps" of education systems (Sterling, 2004)

Assessment Task 1-1

Answer the following:

1. Write a personal definition of curriculum. Explain the definition.
2. Browse the Internet and check some examples of an ideal curriculum suggested by
professional organizations. List down the examples below.
3. Discuss the roles of teachers and other curriculum workers in ensuring the success of
the implemented curriculum.

Assessment Task 1-2: Definition of Curriculum

Write a reflective essay defining the concept of curriculum and its significance in education.
Provide examples to explain the different types of curriculum.
Assessment Task 1-3: Types of Curriculum
Create a presentation (use any graphic organizer) comparing and contrasting the different types
of curriculum, highlighting their key features and implications for teaching and learning.
Assessment Task 1-4: Curriculum Foundations
Conduct a research exploring the historical and philosophical foundations of curriculum. Present
your findings in a comprehensive report in a form of a booklet.
Assessment Task 1-5: Curriculum Conceptions
Develop a case study analyzing various curriculum conceptions and their impact on practices.
Propose recommendations for integrating diverse conceptions in curriculum development.
Assessment Task 1-6: Critical Review of Curriculum
Critically evaluate a specific curriculum model and its effectiveness in addressing the needs of
21st century learners. Provide suggestions for potential improvements based on your analysis.

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 Summary
Curriculum studies as an area in the field of education.
• Curriculum can be defined as:
- Set of contents
- Set of learning experiences

- Planned content
- Set of learning outcomes
• There are different types of curriculum:
- Intended curriculum
- Implemented curriculum
- Achieved curriculum
- Hidden curriculum
- Ideal or recommended curriculum
- Tested curriculum
- Entitlement curriculum
- Null or censored curriculum
- Supported curriculum
• Curriculum development is influenced by various academic fields that serve as foundations of
curriculum such as:
- Psychology (studies about the learners and learning theories)
- Philosophy (studies on the nature and value of knowledge)
- Sociology (studies on culture, society, and human activities)
• There are different types of curriculum conception
- Academic rationalist
- Cognitive processes
- Social reconstructionist
- Humanistic
- Technological

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 - Eclectic
There are four elements of curriculum
- Intent
- Content
- Learning experiences
- Evaluation

References

Hanan A. Alexander (2018). What is critical about critical pedagogy? Conflicting

conceptions of criticism in the curriculum, Educational Philosophy and Theory, 50:10,
903-916, DOI: 10.1080/00131857.2016.1228519

Mutale Mulenga, Innocent. (2018). Conceptualization and Definition of a Curriculum 2. 1-23.

Pawilen, Greg Tabios, The Teacher And The School Curriculum: A Guide to Development
Practice (First Edition)

V. De Leon, J. A., & D. Culala, H. J. (2019). Issues On Sustainability In Education: The

Philippine Basic Education Curriculum Conundrum. Jurnal
Kemanusiaan, 17 (2) https://
jurnalkemanusiaan.utm.my/index.php/kemanusiaan/article/view/338

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 MODULE 2
UPGRADING THE CURRICULUM: 21ST CENTURY
ASSESSMENT TYPES AND SKILLS

Introduction

The way to modernize our work is not to use a computer instead of a typewriter and call
it innovative. It is to replace existing practices. I believe that a practical route is to start with
assessments, then work on revising content and skills. Rather than introducing the wonders
and possibilities of hardware and software, it might be more effective if we started with what
teachers are familiar with: their curriculum. If the emphasis shifted from the technology to
formally examining each curriculum area in light of critical review questions, people might be
more likely to examine potential connections.

Learning Outcomes

At the end of this module, students 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.

Lesson 1.Curriculum Sources and Influences

( Pawilen , 2019)

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

Likewise, it is important to have a clear understanding of the nature of society in

12
developing a curriculum. This provides a more comprehensive idea of the needs, demands, and
problems of the society, and the available resources that can be utilized in the development and
implementation of the curriculum (Tyler, 1949). In short, society, as one of the curriculum
sources, provides information about the context in which the curriculum will be used. This is
important to make the curriculum more relevant and responsive.
Understanding the nature of the learners is also important in curriculum development.
Understanding the learners includes knowing their needs, nature, and interests, learning styles,
and thinking styles. It also includes knowing the various issues and problems about them. 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
Society is an important source of curriculum. Teachers need to understand the cultural,
socio-economic, and political conditions of the people. 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).
There are many changes in society that need to be considered in the curriculum.
Science and technology continue to influence our everyday life as new science findings, new
technology, and new information come in almost every single minute of a day. The new world of
economy also has its own issues and demands. For example, 21st century skills and new forms
of knowledge should be developed in the curriculum in order to develop a world-class
workforce.
In addition, the society is becoming multilingual and multicultural. Developing cultural
understanding and socio-cultural consciousness among the learners is becoming a
necessity. Other pressing social issues like climate change, security problems, diseases,
poverty, and many others also affect the everyday life of people. Educators and schools face
the challenge whether they will simply respond to the needs and demands of the society or have
education through its curriculum in order to develop or create the kind of society that everyone
wishes to have. There is a need to put a balance between pursuing the utopian goals of
education and its practical or economic goals.

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Learners as Source of Curriculum

Knowledge about the learners is one of the major sources of the curriculum. Although the
curriculum content is set by the Department of Education (DepEd), Commission on Higher
Education (CHED), or the Technical Education Skills Development Authority (TESDA),
educators and curriculum developers have tried to align the curriculum to the needs and nature
of the students. This process is done when faculty members plan their individual syllabi, unit
plans, and lesson plans as an interpretation of the intended curriculum.
As students come from different provinces, they have different cultures, languages,
learning styles, needs, and types and levels of motivation. The students are also different in
terms of socio-economic status and educational backgrounds (public or private). For these, the
students, as one major source of curriculum, are supported by several curriculum scholars and
are well-represented in their curriculum development models (Taba, 1962; Wheeler, 1967;
Walker, 1972; Skilbeck, 1976; Nicholls, 1978; Print, 1993; Stark & Lattuca, 1997; Oliva, 2005).

Discipline or Subject Matter as Source of Curriculum

Tyler (1949) identified the nature of the discipline or subject matter as one of the main
sources of curriculum. Different subiects are unique in terms of design and content. There are
specific skills and contents that should be emphasized in each of the disciplines. In some cases,
there are similarities in skills, concepts, and strands in different subjects that may be possible
points for 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. 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 courses.
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 are
based on the CHED Memorandum Orders (CMOs) which CHED issued for different courses.
For example CMO No. 20 Series of 2013 included the general education program for all
undergraduate courses or programs in the Philippines.

14
 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.

Lesson 2. Curriculum Influences (Pawilen, 2019)

Aside from the major curriculum sources, Stark and Lattuca (1997) identified three major
factors that influence curriculum development: external, internal, and organizational influences
(see Figure 2): Stark and Lattuca used the term curriculum influences to refer to these three
factors that are very influential in curriculum* development. According to them, these curriculum
influences affect the whole academic plan that incorporates a total blueprint for action, including
the purposes, activities, and ways of measuring success.

Understanding the different curriculum influences is useful in knowing the different

factors that are needed to be considered in developing a curriculum. It provides the sources of
data and information for developing curriculum. Knowing these curriculum influences is useful in
making the curriculum more relevant and responsive to the educational system of the
Philippines.
A research on curriculum influences conducted by Pawilen (2011) shows the results of
the Focus Group Discussion (GD) with the faculty members and administrators who identified
several curriculum influences that they always consider whenever they plan, design, develop,
revise, and evaluate the curriculum. These identified curriculum influences are shown in Table
1. They affect curriculum processes in the school level.

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 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
The students are considered as the most influential among the different curriculum
influences especially in designing the implemented curriculum. Learners have different interests,
needs, talents, abilities, learning styles, and thinking preferences. All these are important in
course planning. Teachers believe that the students could learn more if their interest and
learning styles are considered when planning their courses. 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. When teachers plan their courses, they alwavs keep
these in mind. They recognize that their previous experiences with the students, including the
students' performance in class, are sources of valuable information about the students'
capabilities. Many teachers observe during their classes that students' backgrounds, especially
their demographic characteristics, influence their attitude and performance toward learning.
Thus, students bring with them their culture in the school.
For college, the academic background of the students is influential in curriculum
planning. As students took up their basic education in either public or private schools in their

16
provinces, their academic skills and learning habits differ from those of the city. For instance,
some students have poor communication skills because of poor background in English
education in their basic education.

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 goals
and objectives, content, learning experiences, and evaluation. These three factors are included
in all the lesson plans or course syllabi to ensure that the core values of the institution are
included in the syllabi.
The vision, mission, and core values of the school are also reflected in the planned,
implemented, and hidden curriculum of the school. All faculty members are required to reflect
this type of education in their teaching, lesson plans, and in the syllabus. The vision, mission,
and core values of the school are reflections of what the institution can contribute to the society
and to the development of individuals.
Students and alumni are expected to possess the core values of their schools.

Admission and Retention Policies

The third influential factor is the 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. This is an important part of the intended and
implemented curriculum. School rules are set to give order and provide smooth implementation
of the curriculum. Rules also develop the hidden curriculum of the school.

Faculty Members
The influence of faculty members is also considered important. Faculty members bring
with them their educational background, experiences, expertise, and personal, professional, and
political views on the institution. They also have different interests, teaching styles, and
philosophies, which influence the way they plan, develop, and implement the curriculum.

In basic education, teachers take the role of a second parent to their students. Many
students believe in what they say and teach. They are not only seen as models of high ethical
life -students and other people also see them as intellectuals in various subject areas.
In the college level, teachers are seen as experts in their fields. They are expected to
know more about their subjects. The academic freedom enjoyed by faculty members also allows

17
them to modify and plan their syllabi based on their expertise and researches. The behaviors of
the faculty members also influence the hidden curriculum in college. Sometimes their students
take their professional and personal views on certain issues seriously as a principle.
Teachers, as recognized by Stark and Latucca (1997), are a major influence in
curriculum development. They are the key implementers of the curriculum. The success of any
curriculum and instruction highly depends on them. They need to be empowered to make
curricular and instructional innovations in their own schools.
Teachers are expected to be experts in the content of the subjects they teach. They should also
be experts in pedagogy.

School Administrators and Board of 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), among others. School administrators, including the board of trustees, play an
important role in providing curriculum leadership in schools, colleges, and universities. 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. They provide administrative and leadership support for the implementation
of the curriculum. Their abilities and skills as curriculum leaders and managers are essential in
curriculum development, implementation, and evaluation (Wiles & Bondi, 2006). Oliva (2005)
considered them as part of the entire team of curriculum workers in an institution. The academic
preparation and previous experiences of the administrators can also be noted to influence the
development of the curriculum.

Accrediting Agencies
Accrediting agencies are equally influential in basic education and in higher education.
Like the DepEd and CHED, the accrediting agencies set the necessary standards for
curriculum, instruction, faculty, and facilities, and influence how the curricular programs are
governed. Accrediting agencies determine the quality of the courses being offered in an
institution. As such, many schools especially private schools try their best to improve the
governance and implementation of their various curricular and co-curricular programs.

Some accrediting agencies in the Philippines are the Association of Christian Schools,
Colleges, and Universities Accrediting Agency Incorporation (ACSCU-AAI), Philippine
Accrediting Association of Schools, Colleges, and Universities (PAASCU), and the Accrediting

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Agency for Chartered Colleges and Universities in the Philippines (AACCUP). These accrediting
bodies are in charge of evaluating the quality of education for each member institution based on
criteria set by the accrediting agency.

Government Policies and Agencies

The 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. The Department of Education also prescribes the official curriculum for basic
education and issues the guidelines for operations for private schools.
For tertiary education, the CHED, through its series of memorandum orders, prescribes
the minimum general education and professional courses, course credits, and course
descriptions to be taken by the students. The CHED also prescribes the faculty qualifications,
facilities, and other requirements for the implementation and administration of the courses.

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. For example,
graduates are expected to develop or possess 21st century skills. They are expected to be
technologically literate. They are also expected to develop various literacies including functional
literacy. Schools are expected to develop graduates that can be assets and good citizens of the
society.

Alumni
The alumni are also considered as one of the external influences on curriculum
development. The alumni are very helpful in terms of donating money to support programs for
students, faculty scholarships, professorial chairs, facilities, and financing students' activities.
Besides financial help, their comments or their evaluation feedback based on their previous
experiences as students are very useful information for improving the implemented curriculum
of the school. The alumni are the living testimony of the curriculum or the quality of education
offered by a particular school.

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Media and Information and Communications Technologies (ICT)
Media and Information and Communications Technologies (ICT) are two of the external
curriculum influences. The presence of technology, especially the Internet, enables students
and teachers to access almost all the information 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 used for teaching and learning. Technology connects the school to the
global community.
In as much as ICT is changing the landscape of schooling, it is also changing how the
courses are planned and implemented, especially how the content of the curriculum will be put
together. Although it is expensive to have full ICT integration in schools, school administrators
try their best to achieve this goal. Computers, LCD projectors, Internet facilities, and other forms
of technology are made available for instructional purposes in the school.
The Church and Church-related Agencies
For religious schools, the different religious orders and the church play an important role
in school. Many religious institutions serve as extension programs or mission programs of the
churches and religious orders that established them.
The schools also offer institutional requirements such as Bible subjects, theology, and Christian
Living subjects. These subjects are required to all students. Religious schools also offer
retreats, chapel services, and other religious activities to their students.

School Facilities and Other Resources

School facilities and other resources are very important in the implementation of the
curriculum. The respondents explained that school facilities like classrooms, libraries,
laboratories, ICT equipment, dormitories, school clinics, counseling office, canteen, chapel
for sectarian schools, and laboratories are very useful in providing quality education,
especially in implementing the curriculum.

Student Services
The last among the influences are the existing student services or existing student
support system institutionalized by the schools. Among these services are the following:
• Campus Ministry - helps in the spiritual nourishment of the students in sectarian schools
• Guidance and Counseling Services - provides professional help to students with various
personal and psychological concerns
• Health Services - responds to various health-related concerns of the students through a

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 clinic with full-time health workers
• Financial Assistance and Scholarships - provides financial assistance to deserving
students

• Student Affairs Office - guides the students in organizing activities and provides all forms
of support for academic and personal development of the students in the school

These curriculum influences and sources are very important in curriculum development.
Responding to these curriculum sources and influences helps curriculum workers and
developers in planning, developing, and implementing a relevant and responsive curriculum for
different learners and schools. They help everyone involved in and affected by a curriculum
understand the context in which one is developed.
Moreover, when evaluating a curriculum, these curriculum sources and influences are the ones
that are looked into and reviewed.

Assessment Task 1-1

Answer the following questions:

1. Examine the K-12 Basic Education Curriculum. Identify the different learning areas,
subjects, and courses included in the curriculum.
2. Identify different skills, processes, values, and concepts that are important to learn in each
subject.
3. identify suggested industry skills and habits of mind that should be included to enhance the
curriculum.
4. What are your school's vision, mission, and core values?
5. Discuss your own understanding of your school's vision, mission, and core values.
6. How are your school's mission, vision, and core values reflected in your lessons and
school activities?
7. How relevant are your school's vision, mission, and core values to the needs of the
learners and the demands of the society?

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Assessment Task 1-2: Table 1. Curriculum Influences

Prepare a comparative analysis of different curriculum sources and influences, examining their
implications for curriculum planning and development.
Assessment Task 1-3: Levels of Curriculum Planning
Design a curriculum planning framework outlining the different levels of planning and their
respective considerations. Justify the significance of each level in effective curriculum design.
Assessment Task 1-4: Roles of Teachers in Curriculum Planning
Conduct interviews with educators and school administrators to explore their perspectives on
the roles of teachers and administrators in curriculum planning. Present your findings in a
detailed report.
Assessment Task 1-5: Integrating 21st Century Skills
Develop a curriculum proposal integrating 21st century skills into a specific subject area. Justify
the selection of skills and provide a detailed implementation plan.
Assessment Task1-6 : Critical Review of Curriculum Planning
Critically analyze a curriculum planning approach and its alignment with modern educational
needs. Propose innovative strategies for enhancing the planning process to meet the demands
of 21st century education.

Summary
Curriculum planning is an essential part of curriculum development. It sets the tone for
curriculum development activities. In curriculum planning, 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.
—Knowledge about the learners - helps us to understand that curriculum must respond to the
nature, needs, interest, learning styles, and thinking preferences of every learner. It makes us
realize that the purpose of the curriculum is not just to develop knowledge and skills but for the
holistic development of every learner.

—Knowledge about the society - 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

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principles of the society.
—Knowledge about the discipline of subject matter - helps us to understand the different
disciplines, subjects, and academic fields. It enables every curriculum worker to understand
essential contents that should be covered in a particular discipline.
There are also different curriculum influences: organizational, internal, and external
influences. Understanding these curriculum influences helps us appreciate the educational and
social context where each curriculum is developed and implemented.

Reference
Pawilen, Greg Tabios, The Teacher and the School Curriculum: A Guide to Curriculum
Development Practice (First Edition)

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