Curriculum development system

CURRICULUM
DEVELOPMENT SYSTEM
The WHY of it
The HOW of it
END

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.

The Triple Thrusts
UNITY
QUALITYCONTINUITY
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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.”
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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. Back

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

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. Operationalizing – to address the thrust of
unity
Stage 4. Institutionalizing – to ensure the thrust of
continuity

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.

Fig. 1 – 3 Generic Production Mechanism
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M
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INPUT
IV
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III
OUTPUTTHRU -
PUT
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Mechanism
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THRU - PUT
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INPUT
Input represents the “raw materials”
appropriated from the environment and
introduced into system according to
specifications called for by intended
product.
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THRU-PUT
It is also called as “the Process”
It is consist of the complex set of:
- operations or stages
- procedures
- activities
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OUTPUT
It is the “finished product” or the material
in its terminal state with new value added
which is then issued or exported to the
environment.
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The outcome of system action is invariably
evaluated by the consumers of the product.
Thus, if a system is to maintain itself and its
operation, it is imperative that it ensures the
acceptability of its output.
The system has to provide for a continuous
assessment of its output through feedback
so needed adjustments can be made at any
point in the process.
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Curriculum development system

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