Educ 5 Lesson 2

Curriculum Planning
Chapter 2
Objectives
1 2 3
Discuss different Analyze different Identify roles of
curriculum sources levels of curriculum teachers and school
and influences. planning. administrators in
curriculum planning.
• We dream of Filipinos who passionately
love their country and whose values
and competencies enable them to
THE realize their full potential and
contribute meaningfully to building the
DEPED nation.
VISION • As a learner-centered public institution,

the Department of Education
continuously improves itself to better
serve its stakeholders.
THE DEPED MISSION
To protect and promote the

Students learn in a child-
right of every Filipino to Teachers facilitate learning
friendly, gender-sensitive,
quality, equitable, culture- and constantly nurture
safe, and motivating
based, and complete basic every learner.
environment.
education where:
Administrators and staff, as Family, community, and

stewards of the institution, other stakeholders are
ensure an enabling and actively engaged and share
supportive environment for responsibility for developing
effective learning to happen. life-long learners.
•Maka-Diyos
OUR •Maka-tao
CORE •Makakalika
VALUES san
•Makabansa
Tyler (1949) A. Subject
Curriculum identified 3
sources of
curriculum
Matter –
content of what
is to be taught
Sources
and B. Society-
context in which
C. Learners –
Influences
curriculum will
diversities of
be used-
learners
relevant &
responsive
Subject Matter as Source of Curriculum
Different subjects are unique in terms of design and

content.
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.
Trifocalization in education: DepEd for basic education

(public and private), CHED (tertiary education) TESDA (tech-
voc)
Understanding context of the
society is important in developing a
relevant and responsive curriculum.
Society as It is useful in selecting curriculum
source of goals and objectives and learning
experiences.
Curriculum
It must also address
multilingualism and
multiculturalism in education.
Knowledge about the learners is
one of the major sources of the
curriculum.
Learners as
Curriculum is aligned to the needs
source of and nature of the learners.
Curriculum
Learners’ diversities are also given
emphasis in curriculum
development and implementation.
Curriculum Influences for Academic plan
(Stark & Lattuca)
External Influences (Society/government/Associations etc)
Internal Influences (Faculty/Students, Discipline/Program

Mission)
Organizational Influences (Program relationships,

Resources and Governance)
Curriculum Influences (Pawilen, 2011)
Students College K-12 Basic Admission and
philosophy/vision education Retention Policies,
learners /mission Curriculum and School Rules
Requirements
Faculty School from Licensure
Members Administrators Government Examinations
Agencies
Alumni and
Accreditation Market
Funding ICT
Standards
Source Demands
Church and School Other disciplines or

Church-related Facilities and
Student Courses and
Agencies Resources Services Programs Offered
by the School
They are very influential factors in developing the
School’s curriculum.
Vision, They are the fundamental bases in developing the four

elements of the curriculum goals and objectives,
content, learning experiences and evaluation.
Mission All faculty members and students are required to
and Core reflect this type of education in their

teaching/learning, lesson plans, and in the syllabus.
Values These are the reflections of what the institution can

contribute to the society and to the development of
individuals.
THINGS TO 1. The values and educational aims of the school must
guide all decisions about the curriculum. Normally this
results in a balance of subjects and activities covering
CONSIDER different educational processes, objectives and content,
developing a holistic set of skills and knowledge.
IN
CURRICUL 2. Quality is more important than quantity. It can
be tempting to add more subjects and/or content
UM to the curriculum, with the noble intention of
maximizing learning. Too much content, however,
PLANNING does not allow time to support depth of
understanding and the practice students need for
deep learning. Less can actually be more.
THINGS TO CONSIDER IN
CURRICULUM PLANNING
3. Progression through the

4. A spiral approach to skill
curriculum must be consistent.
development is supported. Each
The curriculum should give
successive stage revisits critical
learners the understanding,
learning areas and builds on
knowledge and skills they need
them, respecting the learners’
to allow them to progress to the
developmental stage
next educational stage.
• The curriculum is an “academic
plan,” which should include: the
What should be purpose of the curriculum (i.e.,
goals for student learning),
included in content, sequence (the order of
curriculum? the learning experience),
instructional methods,
instructional resources,
evaluation approaches, and how
adjustments to the plan will be
made based on experience ...

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Curriculum Planning

VISION • As a learner-centered public institution,

To protect and promote the

Administrators and staff, as Family, community, and

Different subjects are unique in terms of design and

Curriculum framework, curriculum goals, descriptions, standards, and

Trifocalization in education: DepEd for basic education

External Influences (Society/government/Associations etc)

Internal Influences (Faculty/Students, Discipline/Program

Organizational Influences (Program relationships,

Church and School Other disciplines or

Vision, They are the fundamental bases in developing the four

and Core reflect this type of education in their

Values These are the reflections of what the institution can

3. Progression through the

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