Chapter 2: Curriculum Planning PDF

CHAPTER 2: CURRICULUM PLANNING 3 Curriculum Sources 1. Society – Understanding the cultural, socio-economic, and political situations makes the curriculum responsive. It is considered to be one of the sources for curriculum because it provides a more comprehensive idea of the needs, demand...

CHAPTER 2: CURRICULUM PLANNING 3 Curriculum Sources 1. Society – Understanding the cultural, socio-economic, and political situations makes the curriculum responsive. It is considered to be one of the sources for curriculum because it provides a more comprehensive idea of the needs, demands, and problems of society and the available resources that can be utilized in the development and implementation of the curriculum (Tyler, 1949). It provides information about the context in which the curriculum will be used. 2. Learners – Alignment of the curriculum to the learners’ diversity or differences. It is considered to be one of the sources for curriculum because learners are the direct subjects of the curriculum. That’s why it is important to select their learning experiences based on their needs, nature, interests, learning styles, and thinking styles. It includes knowing the various issues and problems related to them. 3. Discipline or Subject Matter – A guide of what should be taught. It is considered to be one of the sources for curriculum because different subjects may have similarities but it doesn’t deny the fact that they too have differences. Subjects are unique and some skills and contents should be emphasized in each of discipline. Hence, understanding the nature of disciple would help educators what should be taught and how to teach that different subjects. Curriculum Influences 1. Students – The most influential as they are the focus of the curriculum. 2. School Vision, Mission, and Core Values – Fundamental bases in crafting curriculum objectives, content, learning experiences, and evaluation. These are the intentions of the schools that’s why the lesson plan or the curriculum should be crafted in alignment with this. These mainly the reason why the school exists —to produce functionally literate individuals. It is the reflection to what the institution can contribute to society and the development of individuals. 3. Faculty Members – they are the second parents of their students that’s why many students believe in what they say and teach (the key implementers of the curriculum) Teachers just like students are unique. They have different interests, teaching styles, and philosophies, which influence the way they plan, develop, and implement the curriculum. 4. Admission and Retention Policies – Set of rules on how students are admitted and the things they need to do to stay in a particular course of school. It sets 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. 5. School Administrators – Providing curriculum leadership. (E.g. School Principals or Deans) Apart from setting and approving rules for the school, they administer the planning, implementation, and evaluation of the curriculum. CHAPTER 2: CURRICULUM PLANNING 6. Accrediting Agencies – Evaluate the programs’ administration. (E.g. PAASCU) 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. They determine the quality of the courses being offered in institutions that’s why some especially private school try their best to improve the governance and implementation of their various curricular and co-curricular programs. 7. Government Policies and Agencies – Issued guidelines, orders, and memoranda. They issued the guidelines for operations in either private or public schools. It includes regulating the do’s and don’ts of the school. 8. Market Demands – the society’s needs Students must be prepared in terms of knowledge, values, and skills to meet the needs and demands of different institutions in society. 9. Alumni – They become external stakeholders and proofs of successful curriculum implementation. 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. 10. Media and Information and Communications Technologies (ICT) – Easy access to references, record keeping of school documents, and connecting the school to the global community. As much as it changes the landscape of schooling, it also changes how the courses are planned and implemented, especially how the content of the curriculum will be put together. 11. Religion – Developing the students to be God-loving and fearing. Many religious institutions offer institutional requirements such as Bible, subjects, theology, and other rlg. actvts. 12. School Facilities – Ex. Classrooms, laboratories, clinics, counseling office, canteen, chapel… They’re useful in providing quality education, especially in implementing the curriculum. 13. Student Services Campus Ministry – helps in the spiritual nourishment of the students in sectarian schools Guidance and Counseling Services (Guidance Office) – provides professional help to students with various personal and psychological concerns Health Services (Clinic) – responds to various health-related concerns of the students through a clinic with full-time health workers Financial Assistance and Scholarships (Scholarship Office) – provides financial assistance to deserving students Student Affairs Office – guides the students in organizing activities and provides all forms of support for the 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. Reflections on Curriculum Planning 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 - help 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 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 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. “Planning decimates the probability of failure” -Limz-