Introduction to the foundations of planning a curriculum.

2. • Recognize the Challenges of Curriculum Planning
• Evaluate the Theoretical, Conceptual, and
Philosophical Foundations of Curriculum
• Discuss the Role of Schools as a Social System and its
Operational Concept
• Identify the Four Foundation Areas of Planning
Objectives:

3. • Is the process whereby the
advance arrangement of
learning opportunities for a
particular population of
learners is created.
Curriculum Planning

4. What the
parents/stakeholders
want
As Interpreted by the
Curriculum Task
Force
As conceived by the
school administrators
As implemented by
the teachers
Challenges of Curriculum Planning

5. What the students need
• “Curriculum” can mean different things
to different people.
• Curriculum designers and developers go
by a set of assumptions as well as their
own conception of what a curriculum
should put emphasis on.

6. The major problem in the building and planning of any curriculum is
to establish as clearly as possible the educational objective.
 What is it for which we are educating?
 What is it that the proposed curriculum must be designed to
produce?
 What are the means by which these objectives are attained?
Challenges to Curriculum Planning

7. • Sari – sari (hodgepodge)
• Pira-piraso (piemal)
• Tagpi-tagpi (patchwork)
• Sabog (lack of focus)
• Malabo (vague)
Lack of Curriculum Planning will result to:
• Lakas ng kutob (gutfeel)
• Hula – hula (hunches)
• Gaya – gaya (patterned from an existing model)
• Bahala na (by chance)
• Patama – tama (non – deliberate)
A teacher is a curriculum designer, curriculum
implementer and evaluator.

8. • Pupils/Students, along
with their needs and
developmental tasks
• Cultural values, social
problems and demands
• Mission, goals and
objectives of schools
• The multidimensional
process of learning
Crucial Factors that exert great influence on Curriculum Planning
• The school’s internal & external
environment
• Availability of Skills and
Resources
• Developments and findings in
scientific research
• Curriculum controls exercised by
external agencies

9. • Policy Makers
• State Agencies such as
DepEd, CHED and TESDA
• Accrediting bodies
• Educational Associations
Who are Curriculum Planners/Innovators?
• School Personnel
• Students
• Parents and Laymen
• Specialists and consultants

10. • Philosophical
• Historical
• Psychological
• Social Foundations of
Education
The Bases of Curriculum Planning

11. Philosophical Foundations of Curriculum
• Philosophy provides educators, teachers and curriculum
makers with framework for planning, implementing
and evaluating curriculum in schools.
• It reflects life experience, common beliefs, social and
economic background and education.

12. Perennialism – to educate
the rational person; to
cultivate the intellect -Teachers help students to
think with reasons.
- Focus on classical subjects
and use of great books
Essesntialism – to
promote intellectual
growth and educate a
competent person -Teacher is the authority
-Essential subjects are
taught
-Excellence in education
Progressivism – to
promote democratic and
social living. Knowledge
lead to growth &
development.
-Teachers are student –
centered and subjects
are interdisciplinary
-Contextualized
curriculum
Reconstructionism – to
improve and reconstruct
society – Education for
change -Teachers are agents of
change
-Equality of educational
opportunities, access to
global education

13. Historical
Perspective of
Curriculum
Curriculum prepares students for
adult life. Objectives and Activities
should be sequenced.
Franklin Bobbit
The subject matter and activities are
planned by the teacher
Werret Charters
The curriculum develops social
relationships and small group
instruction.
William Kilpatrick
Curriculum is child – centered and
develops the whole child. The teacher
should plan the activities in advance.
Harold Rugg
Curriculum is a set of experiences.
Subject matter is developed around
social functions and learners’ interest.
Hollis Caswell
Subject matter is organized in terms of
knowledge, skills and attitude. To
educate generalist not specialist.
Ralph Tyler
“The curriculum is
ever changing putting
in knowledge and
content from many
fields of discipline.”

14. Psychological Foundations
• Behaviorist – learning should be organized in order that students can experience
success in the process of mastering subject matter. The method is introduced in step
by step manner with proper sequencing of tasks.
• Cognitive – learning is rooted in the subject matter. Students are exposed to problem
solving and thinking skills in teaching and learning. Practices like reflective
thinking, creative and intuitive thinking, discovery learning and others are
encouraged.
• Humanistic – curriculum is concerned with the process not the products; personal
needs, psychological meaning and environmental situations. How learners develop
their human potential.

15. Social Foundations of Education
Schools exist within the social context.
Societal culture affects and shapes
schools and their curricula. Schools are
formal institutions that address more
complex and interrelated societies and
the world.
Society as ever dynamic is a source of very fast changes which are difficult to cope with the to
adjust to. Schools are made to understand these changes. Thus, school curricula should address
diversity, explosion of knowledge, school reforms and education for all.

16. School Purpose
Tyler believed that learning should be
meaningful to the student and his
community, that it should be taught
through appropriately designed and
organized learning experiences, and that
learning should be evaluated not only to see
what students are really learning, but to see
what changes might need to be made to the
curriculum. - Ralph Tyler
The four principles include:
1. Defining appropriate learning objectives.
2. Establishing useful learning experiences.
3. Organizing learning experiences to have a maximum
cumulative effect.
4. Evaluating the curriculum and revising those aspects
that did not prove to be effective.

17. School Management Model
Concerning Man
Concerning Society Learning
Knowledge

18. School Leadership
• The school administrator has to make decisions on matters of
substance (what to be done) and process (how it is to be done).
• Three tasks of a school leader – Managing work & organization,
managing people, and managing production and operations.
• Organizational Creativity – Develop an acceptance of change,
encourage new ideas, permit more interactions, tolerate failure,
provide clear objectives and freedom to achieve them, offer
recognition.

19. Philosophical - Theological Foundations
Origin and End of Human Beings

20. The Process of Human Learning
1. ENVIRONMENT
Exploration of the
“Real World”
2. EXPERIENCE
Reception of stimulus
via the senses
3. PROCESSING
Deriving personal
meaning, value or use
5. ENVIRONMENT
Verification and
Application to real life
4. BEHAVIOR
A more or less lasting
change

21. Dual Functions of Learning
Intellectual, Spiritual – Moral,
Sociological, psychological,
physiological, occupational
Transmission,
Conservation,
Transformation
Socio – cultural,
economic, politico -
legal

22. Four Foundation Areas of Planning
Learning as a Process
 Behavioral Approach – viewing learning as a product of teacher
behavior
 Need Structured Approach – deals with needs and drives of students
and use such natural motivational energy to promote learning.
 Environmental Approach – restructuring of learning environment or
of students’ perception so that they may free to develop.

23. Human Growth & Development
 Knowledge of human development has also provided the impetus for
the development of a host of new school programs (early childhood
education, special education, middle school education & others)
Treatment of Knowledge
 Technology - knowledge bases are growing daily on the internet.
 Students are learning intellectually through internet usage.
 Schools should nurture intellectual competence and accept MI’s

24. Social Force
 The role of internet, radio, television and computers in learning and
communication
 Shifting of social currents
Social forces are any human created ways of doing things that
influence, pressure, or force people to behave, interact with others, and
think in specified ways. People can embrace social forces, be swept
along or bypassed by them, and most importantly challenge them.

25. Who is Accountable?
The Blaming Syndrome, A Vicious Cycle
“Don’t Fix the Blame, Fix the Problem”
“Let us work in harmony in attaining the common ends of education”

26. References:
https://www.sociologyguide.com/socio-short-notes/social-force.php
https://prezi.com/vot3sv_dljhq/foundations-of-curriculum-
planning/?frame=3167a382570e03b592f066c9b0e0bff467587473
https://resources.instructure.com/courses/7/pages/ralph-
tyler#:~:text=Tyler%20believed%20that%20learning%20should,to%20be%20made%20to%20the
bowers1961.pdf
CURRICULUM PLANNING IN THE PHILIPPINES (slideshare.net)
Microsoft Word - MODULE 1.docx (unesco.org)
Palma, Jesus C. (2009). Curriculum Development System 2nd Edition. National Book Store.
Aquino, Gaudencio V. (2008). Curriculum Innovation. National Book Store.
Bilbao, Purita P. et. al. (2008). Curriculum Development. Lorimar Publishing, Inc.