CURRICULUM PLANNING in the PHILIPPINES

Presented by:

MARIE JOYCE D. SABLAN, R.N.

Definitions of Curriculum
Some authors define curriculum as the total effort of the school to bring about desired outcomes in school and out-of-school situations. It is also defined as a sequence of potential experiences set up in school for the purpose of disciplining children and youth in group ways of thinking and acting.

Definition(s) of Curriculum
Curriculum is a structured set of learning outcomes or task that educators usually call goals and objectives. ( Howell and Evans 1995) Curriculum is the what of teaching. Curriculum listings of subjects to be taught in school.

CURRICULUM PLANNING
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners. A curriculum guide is a written curriculum.

CURRICULUM PLANNING
It is defined as the process of selecting, organizing, executing, and evaluating learning experiences on the basis of the needs, abilities and interests of the learners and the nature of the society or community.

NEEDS AND IMPORTANCE OF CURRICULUM PLANNING

The need for Exactness and Particularity in making decisions about ends and means demands scientific curriculum planning. Curriculum planning develop well-coordinated, quality teaching, learning and assessment programs, which build students knowledge, skills and behaviors in the disciplines, as well as their interdisciplinary and/or physical, personal and social capacities. The full range of learning needs of students are addressed

THE BASES OF CURRICULUM PLANNING

History Philosophy Social forces Psychology Religion Contemporary Issues

LACK OF CURRICULUM PLANNING AND FRAMEWORK WILL RESULT TO:

Sari-sari (hodgepodge) Pira-piraso (piemal) Tagpi-tagpi (patchwork) Sabog (lack of focus) Malabo (vague) Lakas ng kutob (gutfeel) Hula-hula (hunches) Gaya-gaya (patterned from an existing model) Bahala na (by chance) Patama-tama (non-deliberate)

2 FACTORS IN
CURRICULUM PLANNING
1. Identifying relevant substantive decisions at increasing levels of specificity and precision 2. Checking for consistency between and among the endsandmeans decisions by a two way process of derivation and evaluation at each stage and by referring to data sources for basic information

Curriculum Development
Some curriculum experts like Tyler say that the steps are followed in a sequence or a straight line. This model that assumes that curriculum decision making follows a straight line is called linear model

1 2 3 4

Selection of Aims

Selection of Content & Learning Experiences Organization of content & Learning Experiences Evaluation of Learning outcomes

Curriculum Development
Other scholars argue that curriculum decision making is not a simple linear process that necessarily starts with aims. One of them is Wheeler (1978) who believes that curriculum decision making can start from any point and can come back to any of the points e.g. like a cycle
Evaluation Aims, Goals & Objectives

Organisation & Integration of Learning Experiences & Content

Selection of Learning Experiences

Selection of Content

Curriculum Development
Kerr (1968) also believes that curriculum process is a very comlex set of activities and decisions and they interact a lot. Changes made in content may necessitate changes in experiences, which may again bring about changes in evaluation etc.
Objective

Evaluation

Content

Learning Experience

2 MAJOR ISSUES AS TO WHO

PLANS THE CURRICULUM
1. National or State and Local curriculum control. 2. Relationship of laymen, academic scholars, and elementary school and secondary school and collegiate educators in curriculum planning, parents and etc.

NATIONAL OR STATE AND LOCAL CURRICULUM CONTROL

The existing uniformity and the national influences in the curriculum are frequently cited as an argument for stronger national curriculum control. However, many curriculum leaders have observed that the real progress in curriculum development is on a broken front.

CONTINUATION:
Schools do not achieve minimum or other standards at the same time. Neither do they develop with equal interest and success new ventures in the curriculum . Due to recognition to the role of local and regional experimentation in curriculum development must be granted.

CHARACTERISTICS OF A CURRICULUM PLANNER

Open-minded Willing to listen Ready to Adapt

OPENMINDED
Is an indispensable characteristics in those who plan the curriculum Understanding of the values of the past practices and of school community and traditions is important. Must analyze and evaluate all aspects of the program of schools to make certain in providing the best program. And to avoid hindering the acceptance of new ideas.

WILLING TO LISTEN
Well-founded criticisms on the curriculum and education must be listened to by the curriculum planners. Remediation of the curriculum ills strengthen the school program.

READY TO ADAPT
There is a wisdom adopting relevant foreign educational practices and must not resist change and experimentation.
Curriculum leaders should critically and thoroughly educational practices in other countries seeking new plans, methods, and programs that will be useful in improving the curriculum of our country.

Develop Skills and/or attitudethat enhance the following: 1. Productive work experiences and occupational success. 2. God health and physical fitness. 3. Rights and duties of demographic citizenry. 4. Conditions for success family life. 5. Wise consumer behaviour.

6. Understanding science and the nature of man. 7. Appreciation of arts, music and literature. 8. Wise of liesure time. 9. Respect for ethical values. 10.The ability to think rationally and communicate thoughts clearly.

End of Presentation Thank you!!!