The Curriculum Development System for Language Curriculum for Secondary Schools

2. Central to the framework of the
curriculum is the need for language
learning that is contextualized,
interactive, and integrated.

7. •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”.

8. •SCOPE AND ORGANIZATION
•MACRO CURRICULUM: (Generic)
•general course mandated for all schools
which made up of subject areas to be
completed to earn credentials.

9. SCOPE AND ORGANIZATION
•MICRO CURRICULUM: (Specific)
•refers to what learning expectations
schools include in the prescribed subject
areas.

10. •DEVELOPMENT
•a deliberate, planned change that brings
an institution to a higher level of
perfection or quality of performance.

11. •Characteristics of Development:
•a. PURPOSEFUL
•b. PLANNED
•c. PROGRESSIVE

12. •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

13. •Features of System:
•a. PARTS
•b. WHOLE
•c. FUNCTION

15. •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

16. •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.

17. •Fundamental Elements:
•c. ASSESSMENT OUTCOMES
•Measures the degree to which purposes have
been met.

19. •Quadruple Thrusts of CDS:
•a. ACCOUNTABILITY
• responsibility of the School for
accomplishing its avowed purpose and the
degree in which it is accomplished.

20. •Quadruple Thrusts of CDS:
•b. UNITY
• coordinated, coherent curriculum system
brings the school staff together to
articulate expected learning outcomes.

21. •Quadruple Thrusts of CDS:
•c. CONTINUITY
•Continuous development of previously
developed curricula.
•d. QUALITY
•implies planning, development and control.

22. •Stages involved in the process
are the following:
•1. CONCEPTUALIZING PHASE
•2. CONTEXTUALIZING PHASE
•to underscore the thrusts of quality and
accountability

23. •Stages involved in the process
are the following:
•3. OPERATIONALIZING PHASE
•to address the thrust of unity
•4. INSTITUTIONALIZING PHASE
•Measures the degree to which purposes
•have been met.