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• Curriculum sources


  • Subject matter
  • Society
  • Learners
• Elements of curriculum


  • Goal
  • Content
  • Learning experiences
  • Evaluations
• Society as a source of curriculum


  • Curricula should reflect the values, needs, and aspirations of society as a whole
  • What is taught in schools should align with the cultural, economic, and political context of the broader society
  • Curriculum developers might draw on societal goals, trends, and issues to shape educational content and goals
• Learners as a source of curriculum


  • Places the learner at the center of the curriculum design process
  • Curriculum should be tailored to the interests, abilities, and needs of individual students or groups of students
  • Encourages educators to consider students' developmental stages, prior knowledge, cultural backgrounds, and learning styles when designing curriculum
  • Personalized learning approaches, where students have a degree of choice and autonomy in their educational paths, often stem from this perspective
• Discipline or subject matter as a source of curriculum


  • Prioritizes the content and structure of specific academic disciplines or subjects
  • Curriculum should be organized around established bodies of knowledge within various subject areas
  • Curriculum developers often base their decisions on standards, research, and best practices within each discipline
  • Prevalent in traditional educational systems where subjects like mathematics, language arts, science, and social studies are taught separately
• Curriculum influences

  • External
  • Internal
  • Organizational
• Students/Learners as a curriculum influence


  • Considered the most influential among the different curriculum influences, especially in designing the implemented curriculum
  • Students come from different families with different cultures, religious affiliations, beliefs, language, and socio-economic status
• Students/Learners


  The most influential among the different curriculum influences especially in designing the implemented curriculum
• School's Vision, Mission, and Core Values

  • Very influential factors in developing the curriculum
  • Fundamental bases in developing the curriculum goals and objectives, content, learning experiences and evaluation
  • Reflections of what the institution can contribute to the society and to the development of individuals
• Admission and Retention Policies and School Rules


  Set the standard of what kind of students are admitted and what are the things they need to do as students of the institution until they graduate
• Faculty Members


  Bring with their educational background, experiences, expertise and personal, professional and political views on the institution
• School Administratorsand board of trustees


  Play an important role in providing curriculum leadership in schools, colleges and universities
• Accrediting Agencies


  • Set the necessary standards for curriculum, instruction, faculty and facilities and influence how the curricular programs are governed
  • Determines the quality of the courses being offered in an institution
• Government Policies and Agencies


  Most influential in curriculum planning and development
• Market Demands


  • Very influential in planning and developing curriculum
  • It is imperative that students are prepared in terms of knowledge, values and skills to meet the needs and demands of different institutions in the society
• Alumni and Funding Sources


  • Considered as one of the external influences on curriculum development
  • The alumni are the living testimony of the curriculum or the quality of education offered by a particular school
• Media and Information and Communication Technologies (ICT)


  • External curriculum influences
  • The presence of Technology, especially, the internet, enables the students and teachers to access almost all the information from online journals and papers they need for teaching and learning
• The Church and Church- related Agencies (for religious schools)


  Many religious institutions serve as extension programs or mission programs of the churches and religious orders that established them
• School Facilities and other Resources


  • Very important in the implementation of the curriculum
  • Useful in providing quality education, especially in implementing the curriculum
• Student Services


  • Very important in curriculum development
  • Helps curriculum workers and developers in planning, developing, and implementing, a relevant and responsive curriculum for different learners and schools
• External Influences such as Society/ Government, Discipline Associations, Market Place/ Alumni

  Organizational Influences- Program Relationships, Resources, Governance

  Internal Influences- Faculty, Students, Discipline and Program Mission

    
• Campus Ministry- helps in the spiritual nourishment of the student in sectarian school

  Guidance and Counseling Services- provides professional help to students with various personal and psychological concerns.

  Health Services- responds to various heath- related concerns of the students through a clinic with full-time health workers.

  Financial Assistance and Scholarships- provides financial assistance to deserving students.

  Students Affairs Office- guides the students in organizing activities and provides all form of support for academic and personal development of the students in the school.