This document outlines the curriculum development system (CDS) process. It defines curriculum and discusses the macro and micro levels. A CDS is described as a customized, coherent program to continually improve curriculum and instruction. It discusses the parts (learning content, experiences, outcomes), whole (curriculum), and function (learning outcomes) of curriculum as a system. The stages of the CDS process are conceptualizing, contextualizing, operationalizing, and institutionalizing phases. The goal is to develop a unified, continuous, accountable, and high-quality curriculum through a collaborative team effort.
2. CDS: The What of it
CURRICULUM:
Comes from the Latin word “currere”, which
means “to run”
In educational usage, the “course of the race”
Time came to stand for the “course of study”.
3. CDS: The What of it
SCOPE AND ORGANIZATION
MACRO CURRICULUM: (Generic)
- general course mandated for all schools
which made up of subject areas to be
completed to earn credentials.
MICRO CURRICULUM: (Specific)
- refers to what learning expectations
schools include in the prescribed subject
areas.
4. CDS: The What of it
DEVELOPMENT
- a deliberate, planned change that brings
an enterprise or institution to a higher level of
perfection or quality of performance.
Characteristics of Development:
a. PURPOSEFUL
b. PLANNED
c. PROGRESSIVE
5. CDS: The What of it
SYSTEM
- integration of separate but interdependent
and interacting parts into an organic whole
which meant to accomplish a certain purpose or
perform a specific function
Features of System:
a. PARTS
b. WHOLE
c. FUNCTION
6. Curriculum as a System:
PARTS
WHOLE
FUNCTION
LEARNING CONTENT
LEARNING EXPERIENCES
LEARNING OUTCOMES
CURRICULUM
IDEAL
GRADUATE
7. CDS: (Spells out…)
CURRICULUM DEVELOPMENT SYSTEM –
- 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.
8. CDS: The What of it
Fundamental Elements:
a. PURPOSE
- Goals and directions the school should take
b. MEANS
- Learning experiences and resources are to
be selected, organized, and implemented in
pursuit of the purpose.
c. ASSESSMENT OUTCOMES
- Measures the degree to which purposes
have been met.
10. CDS: The WHY of It
Quadruple Thrusts of CDS:
a. ACCOUNTABILITY
- responsibility of the School for
accomplishing its avowed purpose and the
degree in which it is accomplished.
b. UNITY
- coordinated, coherent curriculum system
brings the school staff together to articulate
expected learning outcomes.
11. CDS: The WHY of It
c. CONTINUITY
- The state or quality of being continuous.
d. QUALITY
- implies planning, development and
control.
12. CDS: The HOW of It
Stages involved in the process are the following:
1. CONCEPTUALIZING PHASE
2. CONTEXTUALIZING PHASE
- to underscore the thrusts of quality and
accountability
3. OPERATIONALIZING PHASE
- to address the thrust of unity
4. INSTITUTIONALIZING PHASE
- Measures the degree to which purposes
have been met.
13. School Production System Model:
1. CONCEPTUALIZING PHASE
FEEDBACK
1
AREAS
CLE
2
3
4
L EV E LS
5
6
7
8
9
10
E NV I RO N M E NT
E NV I RO N M E NT
SCHOO L
FIL
ENG
SUBJECT
MAT
SC
AP
M/A
INCOMING
STUDENTS
INPUT
IDEAL
GRADUATE
PE
THRU-PUT
SCHOOL CURRICULUM-INSTRUCTION
QUALITY ASSURANCE SCHEME
OUTPUT
14. School Production System Model:
2. CONTEXTUALIZING PHASE
THE P-I-E MANAGEMENT PROCESS:
Formulation or clarification
Of the School Purpose
PLANNING
“Where do we want
to go”
IMPLEMENTING
EVALUATING
“How do we
get there”
“How to know
If we are getting
there”
Master plan or blueprint
of the instructional school
program
Indicator of the level
learning
15. School Production System Model:
2. OPERATIONALIZING PHASE
1. Preparing School
Staff/Acquiring knowhow
3. Setting up Subject
Area Task Forces
(STFs)
5. Translating subject
matter/learning
content
6. Piloting/field
Testing the scheme
2. Clarifying School
Purpose
4. Allocating subject
matter/learning
content
7. Evaluating/Revising
Draft documents
8. Going into 3-year
development cycles
PROCESS OF OPERATIONALIZING CDS IN A SCHOOL SET-UP
16. 4. INSTITUTIONALIZING PHASE
3-year Development Cycle
PURPOSE
LEARNING CONTENT
IDEAL
GRADUATE
MEANS
ASSESSMENT
LEARNING EXPERIENCES
& RESOURCES
LEARNING OUTCOMES
17. 4. INSTITUTIONALIZING PHASE
3-year Development Cycle
CYCLE SPAN (3 YEARS)
Cycle I: SY 2000-2003
Year 1:
SY 2001-2002
Focus:
Sub-system I: Objectives and Content
Year 2:
SY 2002-2003
Focus:
Sub-system II: Instructional Strategies and Resources
Year 3:
SY 2003-2004
Focus:
Sub-system III: Evaluation Scheme
Cycle II: SY 2003-2006
Year 1:
SY 2001-2002
Year 2:
Year 3:
SY 2002-2003
SY 2003-2004
Sequence of focused activities is
repeated
The Cycle continues ad infinitum…