Ed8 curriculum development system

2. CDS: The WHY of it
 Every school worthy of the name needs to keep on
improving.
 True, a school can get by with the barest minimum in
terms of curricular requirements.
 For some school, the adoption of an RTU (ready – to –
use curriculum in the form of an adopted commercial
textbooks series becomes the standard mode of
curriculum planning and implementing.

3. The Triple Thrusts

4.  UNITY
A coordinated, coherent curriculum system brings the
staff together to articulate expected learning out-comes
for different levels and make everybody “pull in the same
direction”
The principal’s role is to “orchestrate” or “direct” the
varied contributions of the staff members according to a
cooperatively drawn-up and mutually accepted
education “libretto” of “script.”

5.  CONTINUITY
Consequently, the school never moves onward. It takes a few
steps forward only to fall back and start all over again every
time a new principal takes over, following the dictum, “bagong
hari, bagong gawi;bagong factotum, bagong kurikulum.”
This culture of discontinuity not only negates whatever gains
may have been made but also be very demoralizing to the staff
who must bear the brunt of the constant change and
continuing overhaul of the program.

6.  QUALITY
If we spend so much money, time and effort to ensure high
quality in the production of material products, should we not
be more concerned with quality when forming the “human
product” – our students today and graduates of tomorrow ?
And the improvement of our society is depends upon the quality
of our graduates. We gave too much effort to them who will
bring our nation of that kind of society that we expect and
deserved, no less.

7.  QUALITY
Implies the following:
1. Planning
2. Development
3. Control

8. CDS: The HOW of it
 How can unity, continuity, and quality can be achieved
through the school curriculum?
 It is our contention that the systematic and
collaborative process of CDS will be answer to the
question.

9.  The four stages involved in the initiation and
implementation of CDS are all meant to bring about
these triple thrusts
The stages involved in the process are the following:
Stage 1. CONCEPTUALIZING to underscore
Stage 2. CONCEPTUALIZING the thrust of quality
Stage 3. Operationalzing – to address the thrust of
unity
Stage 4. Institutionalizing - to ensure the thrust of
continuity

10.  Conceptualizing Phase
One useful way of looking at a school is to view it as a
“production system”. One of the characteristics of all systems
activity is the transformation of the input through all the
system’s processes and structure into an output.

11. Fig. 1 – 3 Generic Production Mechanism
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INPUT
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INPUT
THRU - PUT
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Quality Control
Mechanism