Curriculum Plan

Sail Annie A.
Pasa PED 9
Group 3 1:00-4:00 PM (SUN)
For Research:
1. The Teacher and the Curriculum
In order for curriculum development to be effective and schools to be
successful, teachers must be involved in the development process. An
effective curriculum should reflect the philosophy, goals, objectives, learning
experiences, instructional resources, and assessments that comprise a
specific educational program. It must be a usable tool to assists teachers in
the development of individualized strategies and the methods and materials
necessary for them to be successful.
An effective curriculum provides teachers, students, administrators
and community stakeholders with a measurable plan and structure for
delivering a quality education. The curriculum identifies the learning
outcomes, standards and core competencies that students must
demonstrate before advancing to the next level. Teachers play a key role in
developing, implementing, assessing and modifying the curriculum. An
evidenced-based curriculum acts as a road map for teachers and students
to follow on the path to academic success.
And teacher is mediator between curriculum and students. She/he
knows various needs of students, educational institutions, industries, parents
(stakeholders). The quality of teacher education is maintained by curriculum
of Teacher Education. The curriculum development is dynamic process.
2. The Teacher as a curricularist
As a curricularist, I perceive this role as a highly organized and

responsible role. Being a curricularist require rigor and giving utmost
importance and significance to all details. Planning, evaluating, innovating,
and patience are some of the things that a curricularist should have in order to
provide the best kind of education as possible.
Teachers know their students' needs better than others involved in the
curriculum process. While state or federal standards often dictate the skills
covered by the curriculum, a teacher can provide insight into the type’s of
materials, activities and specific skills that need to be included. Teachers
from multiple grade-levels may collaborate to identify skills students need at
each level and ensure that the curriculum adequately prepares students to
advance to the next grade-level and to meet the standards. The
curriculum development process includes several stages such as planning,
preparing, designing, developing, implementing, evaluating, revising, and
improving.

Teachers know the needs of all stakeholders of teacher education.
Teachers can understand the psychology of the learner. Teachers are aware
about the teaching methods and teaching strategies. Teachers’ also play the
role as evaluator for the assessment of learning outcomes.
Teachers must implement the curriculum in their own classrooms,
sticking to the plan that has taken so much time, careful planning and effort
to create. When a teacher fails to properly implement a strong curriculum,
she risks not covering standards or failing to implement effective practices in
the classroom. That does not mean a teacher cannot make minor changes.
In fact, a strong curriculum is designed to allow a teacher to be flexible and
to insert a few personalized components or choose from among a selection
of activities.
Teachers are viable candidates for curriculum leadership is their
presence in the classroom level. It is in the classroom where the curriculum
is carried out. Since the classroom is basically the work field of teachers,
teachers experience first-hand the results of curriculum planning and how
these make an impact on the learners. Teachers are in the best position to
witness whether the curriculum is at odds or in keeping with the needs and
interests of students.
Follow up questions for understanding:

1. What are the four foundations of curriculum?
The four foundations of curriculum are as follows:
a. Sociological and Cultural Foundations
b. Philosophical Foundations
c. Historical Foundations
d. Psychological Foundation
2. Describe each foundation and its contribution to curriculum development.
a. Social and Cultural Foundation- Issues from society including groups
and institutions in the culture and their contribution to education.
Refers to issues from society that have an influence on curriculum.
There are many aspects of the society that need consideration in
curriculum making. These include: Changes occurring in societal
structures; Transmission of culture; social problems as issues for
Curriculum and Economics issues.
b. Philosophical Foundations- The philosophical foundation of

curriculum helps determine the driving purpose of education, as well
as the roles of the various participants. While all foundations propose
to set goals of curriculum, philosophy presents the manner of thinking
from which those goals are created. One’s driving philosophy suggests
if education should develop the individual or enforce group norms, if it
is to enforce group norms, it further defines if that should be the
norms of the current set or a move towards changing those norms.
c. Historical Foundations- Exploring the historical foundations of

curriculum can promote a sense of freedom and encourage educational
reform. Reviewing the history of education allows us to step outside of
the here and now, gaining a bigger picture and seeing ourselves within
it, realizing that the field of education must remain dynamic in order to
be effective. Throughout history, curricular choices have been made
out of necessity and to meet the specific needs of society at the time.
Also, it is through history that we see how predominant philosophies
have defined a society’s values, which in turn determined the current
purposes of education.
d. Psychological Foundation- The psychological foundation of
curriculum and instruction has continued to expand, especially with
exponential growth in neuroscience research. One might argue that it
is the psychological foundations of curriculum which hold the greatest
importance because it is here that we understand how students learn;
how to increase student motivation and satisfaction; how to achieve
educational “success” in its many definitions. However, curriculum
decisions and current educational practices in many schools do not yet
fully embrace the current research due to the prevailing philosophies
held by those in administrative power in the field of education. Again,
it is the philosophical foundation that holds the greatest importance
because it holds the greatest power. To gain acceptance of research-
based educational practices, we must not just show the success of
those practices, but also work toward changing the prevailing
philosophies that influence the attitudes of society.
3. Make a reflection why there is a need to understand the four foundations

of curriculum development.
There is a need to understand the four foundations of curriculum

development because these philosophy serves as the primary foundation
and guide for the development of curriculum and the program as a whole.
Decisions ranging from curriculum adoption to implementation of
instructional techniques are made in alignment with this philosophy.
Just as curriculum can be defined in a variety of ways, one can
approach the evaluation and creation of curriculum through more than one
foundational lens: philosophical, historical, psychological, and sociological.
All four of these hold importance in influencing curriculum and instruction.
However, it is the philosophical foundation which holds the greatest
importance because it is through one’s philosophical perspectives that the
historical, sociological, and psychological foundations are both perceived and
applied.

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Sail Annie A.

2. The Teacher as a curricularist

As a curricularist, I perceive this role as a highly organized and

Follow up questions for understanding:

b. Philosophical Foundations- The philosophical foundation of

c. Historical Foundations- Exploring the historical foundations of

3. Make a reflection why there is a need to understand the four foundations

There is a need to understand the four foundations of curriculum

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