CONCEPT OF CURRICULUM Curriculum planning refers to all the processes necessary to come up with, and write, a curriculum.

It encompasses identifying the individuals who will develop the curriculum, providing the needed venue and support (material, psychological), and monitoring the entire activity until the process of curriculum development is completed. On the other hand, curriculum development is the process of improving an existing curriculum or of creating a new one (subject/course, field of study/program). Thus, curriculum planning is a function of educational managers (e.g., superintendents, deans, principals), whereas curriculum development is a function of curriculum developers The process of developing a curriculum usually begins with an examination of the knowledge, skills, attitudes, and values students should exhibit on completion of a unit of study. The following are among the factors to consider at the stage of curriculum development process: y y y y y y The desired balance between the acquisition of content and mastery of processes Sequencing of content Students prior knowledge Identifuing methods for assessing student learning Short-term versus long-term performance Quality versus quantity

LEVELS OF CURRICULUM PLANNING I. SOCIAL CURRICULUM Judgment reached at the societal level which is the primary level serves as basis and reference for decisions reached at succeeding levels of curriculum inquiry in the country. Laws have also been passed which mandate the teaching of certain school subjects. National and international standards on the qualifications required of workers in different professions also significantly influence the judgment of curriculum developers at succeeding levels. Among such standards are those on nursing, the nursing licensure exam administered by the PRC on the practice of its range of profession as well as the demands of its industry which absorbs a large portion of graduates from such degree program. INSTITUTIONAL CURRICULUM It is in this level that educationists and academics can critically study and actively participate in curriculum construction. Curriculum inquiry at this level employs judgment reached at the societal level as criterion. The institutional level is subdivided into the national institutional sublevel and the local or regional institutional sublevel. INSTRUCTIONAL CURRICULUM

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This curriculum is envisioned to be interactive and to be more effective for contemporary learners who want to participate more actively in their learning experiences.