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.

1. CURRICULUM DEVELOPMENT
SYSTEM

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.

9. Systematic View of Curriculum:
PURPOSE
IDEAL
GRADUATE
MEANS
ASSESSMENT

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…

18. CURRICULUM DEVELOPMENT is a... TEAM EFFORT!

19. THANK YOU!