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A report on curriculum development
Comes from the Latin root,
 “currere”, which means “to run”.

In educational usage, the “course of
 the race”, with time came to stand
      for the “course of study”.
•Curriculum may be
 classified as macro or
 generic and micro or
 specific.
• Common to all schools in the country.
• The general course of studies
  mandated for all Philippine schools.
• Made up of subject areas required of
  students to complete and earn
  credentials corresponding to a school
  level.
• For a particular school.
• All brands have the same basic
  ingredients but each has its brand name
  and its own distinguishing features.
• Refers to what learning expectations
  schools include in the prescribed subject
  areas.
• The sum of all learning content,
  experiences and resources that are
  purposely selected, organized and
  implemented by the school in
  pursuit of its peculiar mandate as
  a distinct institution of learning
  and human development.
• A specific word that
  connotes “change”.
  Change means any
  alternation or modification
  in the existing order of
  things.
• Purposeful change is change
  that is intentional or directional.
  There must be clearly specified
  targets or objectives. This kind
  of change is something that one
  wills or causes to happen.
• Planning in this case has two
  things: First, there is a series
  of systematic and sequential
  steps leading to a target.
  Secondly, these are executed
  over a period of time.
•Positive change brings
 about improvement. It
 takes a person or a group
 to higher levels of
 perfection.
• Webster Collegiate Dictionary (1986 Ed)
  = an assemblage of objects in some form
  of regular interdependence or interaction;
  an organic organized whole, as, the solar
  system or a telephone system.
• In Management = some form of structure
  or operation, concept or function,
  composed of united and integrated parts.
• BOUNDARY – a system has well-defined limits.
• ENVIRONMENT – a system operates in a
  specific time and space context.
• TENSION – by its nature, a system implies
  existence and activity.
• EQUILIBRIUM – a system strives to maintain a
  steady state so it can continue to function.
• HIERARCHY – systems come in different sizes.
• FEEDBACK – every system has a
  communication network
• SYNERGY – this, simply put is “ the whole is
  greater that the sum of its parts.”
• INTERDEPENDENCE – in the systems context,
  the word suggests that the element of a
  system cannot act on their on.
• SYSTEM is the integration of separate
  but interdependent and interacting parts
  into an organic whole which is meant to
  accomplish a certain purpose or perform
  a specific function.
• THREE Important Features of a System:
     - Parts
     - Whole
     - Function
• To have a system, we need
  parts. But these parts must
  come together in a network
  of interaction and
  relationships.
• In a system, what counts more
  is the totality, not so much the
  separate parts. The parts do not
  exactly lose their identity and
  importance but are subsumed
  under the larger entity.
• What is really significant in a
  system is both how the individual
  parts work and how they all work
  together as one to bring about the
  intended function of the whole
  system. The key word is
  “interrelatedness.”
• Put together, CDS spells out
  Curriculum Development System
  which shall be defined as – a
  customized coherent and
  comprehensive program for
  continually updating and improving
  curriculum and instruction of a school
  so that it can better attain its purpose.
A CONCEPTUAL BASE:
 THE TYLER RATIONALE
• The technique of inventorying,
  organizing and presenting the
  substance of a curriculum finds
  refinement in Ralph Tyler’s four-step
  analysis of formal education or
  schooling which has come to be
  known as the “Tyler Rationale.”
LEARNING
CONTENT

 LEARNING     CURRICU
EXPERIENCES
                LUM
LEARNING
OUTCOMES
Three (3) Fundamental Elements of
      the School Curriculum

• Purpose
• Means
• Assessment of Outcomes
A report on curriculum development
THE CURRICULUM SYSTEM:
     A LINEAR MODEL
Hilda Taba came up with an expanded
  version including seven (7) major
  steps in curriculum development.
1. Diagnosis of learner needs and
   expectations of larger society
2. Formulation of learning objectives
THE CURRICULUM SYSTEM:
     A LINEAR MODEL
3. Selection of learning content
4.Organization of learning content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate
  and the means of doing it.
A report on curriculum development
• Subsystem 1 indicates the direction and
  intention of the educational effort.
• Subsystem 2 is the learning content.
• Subsystem 3 is made up of learning
  experiences, activities and resources
  which constitutes the wherewithal for
  attaining the learning objectives.
• Subsystem 4 has to do with
  measurement and evaluation of learning
  outcomes.
A report on curriculum development
A report on curriculum development

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A report on curriculum development

  • 2. Comes from the Latin root, “currere”, which means “to run”. In educational usage, the “course of the race”, with time came to stand for the “course of study”.
  • 3. •Curriculum may be classified as macro or generic and micro or specific.
  • 4. • Common to all schools in the country. • The general course of studies mandated for all Philippine schools. • Made up of subject areas required of students to complete and earn credentials corresponding to a school level.
  • 5. • For a particular school. • All brands have the same basic ingredients but each has its brand name and its own distinguishing features. • Refers to what learning expectations schools include in the prescribed subject areas.
  • 6. • The sum of all learning content, experiences and resources that are purposely selected, organized and implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and human development.
  • 7. • A specific word that connotes “change”. Change means any alternation or modification in the existing order of things.
  • 8. • Purposeful change is change that is intentional or directional. There must be clearly specified targets or objectives. This kind of change is something that one wills or causes to happen.
  • 9. • Planning in this case has two things: First, there is a series of systematic and sequential steps leading to a target. Secondly, these are executed over a period of time.
  • 10. •Positive change brings about improvement. It takes a person or a group to higher levels of perfection.
  • 11. • Webster Collegiate Dictionary (1986 Ed) = an assemblage of objects in some form of regular interdependence or interaction; an organic organized whole, as, the solar system or a telephone system. • In Management = some form of structure or operation, concept or function, composed of united and integrated parts.
  • 12. • BOUNDARY – a system has well-defined limits. • ENVIRONMENT – a system operates in a specific time and space context. • TENSION – by its nature, a system implies existence and activity. • EQUILIBRIUM – a system strives to maintain a steady state so it can continue to function.
  • 13. • HIERARCHY – systems come in different sizes. • FEEDBACK – every system has a communication network • SYNERGY – this, simply put is “ the whole is greater that the sum of its parts.” • INTERDEPENDENCE – in the systems context, the word suggests that the element of a system cannot act on their on.
  • 14. • SYSTEM is the integration of separate but interdependent and interacting parts into an organic whole which is meant to accomplish a certain purpose or perform a specific function. • THREE Important Features of a System: - Parts - Whole - Function
  • 15. • To have a system, we need parts. But these parts must come together in a network of interaction and relationships.
  • 16. • In a system, what counts more is the totality, not so much the separate parts. The parts do not exactly lose their identity and importance but are subsumed under the larger entity.
  • 17. • What is really significant in a system is both how the individual parts work and how they all work together as one to bring about the intended function of the whole system. The key word is “interrelatedness.”
  • 18. • Put together, CDS spells out Curriculum Development System which shall be defined as – a customized coherent and comprehensive program for continually updating and improving curriculum and instruction of a school so that it can better attain its purpose.
  • 19. A CONCEPTUAL BASE: THE TYLER RATIONALE • The technique of inventorying, organizing and presenting the substance of a curriculum finds refinement in Ralph Tyler’s four-step analysis of formal education or schooling which has come to be known as the “Tyler Rationale.”
  • 20. LEARNING CONTENT LEARNING CURRICU EXPERIENCES LUM LEARNING OUTCOMES
  • 21. Three (3) Fundamental Elements of the School Curriculum • Purpose • Means • Assessment of Outcomes
  • 23. THE CURRICULUM SYSTEM: A LINEAR MODEL Hilda Taba came up with an expanded version including seven (7) major steps in curriculum development. 1. Diagnosis of learner needs and expectations of larger society 2. Formulation of learning objectives
  • 24. THE CURRICULUM SYSTEM: A LINEAR MODEL 3. Selection of learning content 4.Organization of learning content 5. Selection of learning experiences 6. Organization of learning experiences 7. Determination of what to evaluate and the means of doing it.
  • 26. • Subsystem 1 indicates the direction and intention of the educational effort. • Subsystem 2 is the learning content. • Subsystem 3 is made up of learning experiences, activities and resources which constitutes the wherewithal for attaining the learning objectives. • Subsystem 4 has to do with measurement and evaluation of learning outcomes.