EDUCATIONAL PLANNING

AND CURRICULUM
DEVELOPMENT
JUDITH S. RABACAL, Ph.D.

CURRICULUM

Latin

word curere
means to run

Educational

usage
course of study

In what follows we are going to look at four ways of

approaching curriculum theory and practice:

1. Curriculum as a body of knowledge to be

transmitted.
2. Curriculum as an attempt to achieve certain ends in
students - product.
3. Curriculum as process.
4. Curriculum as praxis.

It

is helpful to consider these ways of

approaching curriculum theory and
practice in the light of Aristotle's
influential
categorization
of
knowledge into
three
disciplines:
the theoretical,
the productive and
the practical.

Syllabus

Process

Praxis

Product

written plan that is specific and

prescriptive indicates the objectives;
defines the scope and sequence of the
content; identifies the strategies and
activities of learning experiences, a
tacit of agreement from educationists
about
the
importance
of
the
curriculum in education. ( Bago, 2008)

CURRICULUM DEVELOPMENT

Specific word that connotes change

means alteration or modification in
existing order of things.
In curriculum development change
must be:
Purposeful
Planned
Progressive

 The

process of selecting, organizing,

and evaluating learning experiences
on the basis of the needs , abilities
and interests of learners and the
nature of the society or community.

 It

is defined as the process of selecting,

organizing, executing, and evaluating the
learning experiences on the basis of the needs,
abilities, and interest of learners, and on the
basis of the nature of the society or community.

It

is a continuous process for the possibilities of

improving the teaching learning situation.

 Its

goal is a positive change; process;

transformation in the lives of the
learners based on school mission and
goals.

It

should be product in coordinated

program of meaningful experiences for
learners development.

CURRICULUM AS PRODUCT
The

dominant modes of describing

and managing education are today
couched in the productive form.
Education is most often seen as a
technical exercise. Objectives are
set, a plan drawn up, then applied,
and
the
outcomes
(products)
measured.

Thus, in the late 1980s and the

1990s many of the debates about
the National Curriculum for
schools did not so much concern
how the curriculum was thought
about as to what its objectives
and content might be.

WHY CURRICULUM NEEDS A

FRAMEWORK
Patchwork

( tagpi-tagpi)
Lack of focus (Sabog )
Vague (malabo)
Gut feel ( lakas ng Kutob)
Hunches (hula-hula)
Patterned from existing model
( gaya-gaya)

CURRICULUM
Is a decision-making process that involves a variety
of concerns. Adelaida L. Bago 2008
Objectives
Society
Philosophy
Teaching & Learning Philosophy
Learners

CURRICULUM AS PRAXIS
Curriculum

as praxis is, in many

respects, a development of the
process model. While the process
model is driven by general principles
and places an emphasis on judgment
and meaning making, it does not
make explicit statements about the
interests it serves.

 It

may, for example, be used in such a

way that does not make continual
reference to collective human well-being
and to the emancipation of the human
spirit. The praxis model of curriculum
theory and practice brings these to the
center of the process and makes an
explicit commitment to emancipation.
Thus action is not simply informed, it is
also committed. It is praxis.

Teacher Education and Development Map

Retirement
DepEd/CHED/TEIs

In-Service
Training
and Professional
Development
DepEd

Teacher
Induction

CHED/TEI
s

Entry to
Teacher
Education

CHED/TEIs/Schools

National
Competency
Based Teacher
Standards

PreService
Training
PRC

Teacher
Licensure
DepEd / CSC

Teacher Human Resource Planning,

Recruitment, Selection, Deployment, and
Recognition System

The NCBTS Structure

DOMAIN 1: SOCIAL REGARD FOR
LEARNING
DOMAIN 2: THE LEARNING
ENVIRONMENT
DOMAIN 3: THE DIVERSITY OF
LEARNERS
DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING,
ASSESSING & REPORTING
DOMAIN 6: COMMUNITY
LINKAGES
DOMAIN 7: PERSONAL &
PROFESSIONAL GROWTH

DOMAIN 1: SOCIAL REGARD FOR LEARNING

DOMAIN 2: THE LEARNING ENVIRONMENT
DOMAIN 3: THE DIVERSITY OF LEARNERS

DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING, ASSESSING & REPORTING

DOMAIN 6: COMMUNITY LINKAGES
DOMAIN 7: PERSONAL GROWTH &
PROFESSIONAL DEVELOPMENT

Entry to Teacher Education

More qualified pre-service

teachers

Pre-Service Teacher Education

More qualified teacher

education graduates

TEDP and NCBTS

Teacher Licensure

More qualified licensed

professional teachers

Teacher HR Planning
Recruitment, Selection,
Deployment and Recognition
System

More qualified teacher

applicants and new hires

Teacher Induction

More qualified beginning

teachers

In-Service Education and

Professional Development

Phases of Teacher Development

More qualified teachers in the

service

Outcomes of TEDP/NCBTS

Reform Outcomes of TEDP and NCBTS in Different Phases of

Teacher Development Map

FOUR BASIC PRINCIPLES IN CURRICULUM

DEVELOPMENT (TYLER)
1.
2.
3.
4.

Purposes of the school

Educational experiences related to the
purposes
Organization of these experiences
Evaluation of the purpose when
undertaking curriculum development
projects

TYLERS SYSTEM VIEW OF

CURRICULUM

PURPOSE

MEANS

IDEAL
GRADUATE

ASSESSMENT

Purpose goals and direction the school

should take.
Means which suggest the learning
experiences and resources that are to
be selected organized and implemented
in the pursuit of purpose.
Assessment of Outcome degree to
which purposes have been met.

SCHOOL OF THOUGHTS FOR

CURRICULUM DEVELOPMENT

Essentialist Schoolas something

subjects.

Progressivist

rigid

consider curriculum
consisting of discipline

School-includes

the
pragmatists , experientialists, reconstructionists,
materialists, existentialists , conceives of the
curriculum as something flexible based on areas
of interest. ( It is learner centered)

CURRICULUM DEVELOPMENT
IN THE PHILIPPINES
The

Pre Spanish Curriculum

Arabia, India, Indo China and Borneo

The inhabitants were civilized ( Andres &

Francisco, 1989)
w/ systems of writing, laws & moral
standards
system of government
No organized educational system

SPANISH DEVISED CURRICULUM

It is consist of 3 Rs
Reading
Writing
Religion

Method
Memorization

Type of School
Reading Materials
Parochial
Cartilla
Convent
Caton
Catecismo
Ungraded school program

AMERICAN DEVISED CURRICULUM

Curriculum was prescribed in 1904

Composed of 3 levels
Primary
Intermediate
Collegiate ( NORMAL SCHOOL)
it aims to replace the soldiers & Thomasites

Establishment of Public Schools 1935

Medium of InstructionENGLISH
Main training
BODY & MENTAL

CURRICULUM DURING THE

COMMONWEALTH
(1935-1946)
Introduction of the ff courses
farming, trade, business, domestic science,
etc.

Commonwealth Act 586 ( Educ. Act of 1940)

Eliminating of Grade VII

JAPANESE DEVISED CURRICULUM

Introduction of Nippongo & the elimination of

English as medium of instruction and as a
subject.
All textbooks were censored and revised

Japanese Education causes blackout in Philippine

Education.

CURRICULUM DURING THE

LIBERATION PERIOD
1945

To restore Grade VII

Adopt modern trends in
education from the U.S.
Curriculum remains subject
centered.

CURRICULUM DURING THE

PHILIPPINE REPUBLIC

Granting of independence to Filipinos led to some

educational reforms in the curriculum.

Community school project -1949

(Andres, et.al. 1989)
Use of Vernacular as a medium
of communication for the first 2
grades (Jose V. Aguilar)

REVISION OF ELEMENTARY
CURRICULUM
Integrated

school offers Grade

7
Before a pupil can move on to the
next level or High School.

PRODED PROGRAM FOR DECENTRALIZED

EDUCATIONAL DEVELOPMENT
1982-1986
PRODED

was a major curricular reform

in elementary education.

The

primary Objectives of the Program

were to ensure over all quality and to
increase the efficiency of elementary
education.

2 MOST INFLUENTIAL
CURRICULUM DEVELOPMENT MODEL

RBEC & BEC

Revised Basic Education

Curriculum
Basic Education Curriculum

TYPES OF CURRICULUM
1. Overt, explicit, or written curriculum usually
confined to those written understandings and
directions formally designated and review by
administrators, curriculum directors and teachers often
collectively.
2. Societal Curriculum massive, on-going, informal
curriculum of family, peer groups, neighborhoods,
churches organizations, occupations, mass, media, and
other socializing forces that educate all of us
throughout our lives. (Cortes)

3. Hidden or covert curriculum implied by the

very structure and nature of school. It also

refers to the kind of learning children
derived from the very nature and
organizational design of the public school, as
well as the form behavior and attitude of
teachers and administrators.

4. Null Curriculum do not teach, thus giving

students the message that these elements
are not important in their educational
experiences

5. Phantom Curriculum the messages prevalent in and

through exposure to any type of media. These
components and messages play a major part in
enculturating students into the meta-culture.
6. Concomitant curriculum this type of curriculum may
be received at church, in the context of religious
expression, lesson on values, ethics or morals, molded
behaviors or social experiences based on the familys
preferences

7. Rhetorical curriculum ideas offered by policy

makers, school officials, administrators, or politicians.
8.Curriculum in-use is the actual curriculum that is
delivered and presented by each teacher.
9.Received curriculum those things that students
actually take out from classroom; those concept and
content that are truly learned and remembered.

10. Internal curriculum processes, content, and

knowledge. While educators should be aware of this
curriculum, they have little control over internal
curriculum since it is unique to each student.
11.Electronic curriculum those lesson learned
through searching the internet for information or
through using e-learning or e-form of communication
(Wilson, 2004)

CURRICULUM DESIGN GUIDE

1.
2.
3.

4.
5.

The curriculum is holistic and coherent.

The curriculum is inclusive and accessible /
student centered
The curriculum fosters a deep approach to
learning, encouraging independence in
learning.
The curriculum is based upon/has links to
research and scholarship
The curriculum is based on feedback,
evaluation and review

APPROACHES TO CURRICULUM
1. SUBJECT

CENTERED
2. CHILD CENTERED
3. PROBLEM CENTERED

THE CHILD-CENTERED
CURRICULUM

The philosophy underlying this curriculum

design is that the child is the center of
educational process and the curriculum should be
built upon his interests, abilities, purposes, and
needs. This type of curriculum emerge from the
expensive research carried in the early 20th
Century by John Dewey and his followers.

THE SUBJECT-CENTERED
CURRICULUM
The subject-centered curriculum is organized on
the basis of the separate and distinct subjects,
each of which embodies a body of knowledge and
skills. The learner is expected to acquire this
body of knowledge and skills.

THE PROBLEM-CENTERED
CURRICULUM

The problem-centered curriculum is conceived as

the framework in which the child is guided
toward maturity within the context of the social
group.

Thank you