Comes from the Latin root,

“currere”, which means “to run”.

In educational usage, the “course of

the race”, with time came to stand

for the “course of study”.

•Curriculum may be

classified as macro or

generic and micro or

specific.

• Common to all schools in the country.

• The general course of studies

mandated for all Philippine schools.

• Made up of subject areas required of

students to complete and earn

credentials corresponding to a school

level.

• For a particular school.

• All brands have the same basic ingredients but each has its brand name and its own distinguishing features.

• Refers to what learning expectations schools include in the prescribed subject areas.

• The sum of all learning content,

experiences and resources that are

purposely selected, organized and

implemented by the school in

pursuit of its peculiar mandate as

a distinct institution of learning

and human development.

• A specific word that

connotes “change”.

Change means any

alternation or modification

in the existing order of

things.

• Purposeful change is change

that is intentional or directional.

There must be clearly specified

targets or objectives. This kind

of change is something that one

wills or causes to happen.

• Planning in this case has two

things: First, there is a series

of systematic and sequential

steps leading to a target.

Secondly, these are executed

over a period of time.

•Positive change brings

about improvement. It

takes a person or a group

to higher levels of

perfection.

• Webster Collegiate Dictionary (1986 Ed)

= an assemblage of objects in some form

of regular interdependence or interaction;

an organic organized whole, as, the solar

system or a telephone system.

• In Management = some form of structure

or operation, concept or function,

composed of united and integrated parts.

• BOUNDARY – a system has well-defined limits.

• ENVIRONMENT – a system operates in a specific time and space context.

• TENSION – by its nature, a system implies existence and activity.

• EQUILIBRIUM – a system strives to maintain a steady state so it can continue to function.

• HIERARCHY – systems come in different sizes.

• FEEDBACK – every system has a communication network

• SYNERGY – this, simply put is “ the whole is greater that the sum of its parts.”

• INTERDEPENDENCE – in the systems context, the word suggests that the element of a system cannot act on their on.

• SYSTEM is the integration of separate

but interdependent and interacting parts

into an organic whole which is meant to

accomplish a certain purpose or perform

a specific function.

• THREE Important Features of a System:

- Parts

- Whole

- Function

• To have a system, we need

parts. But these parts must

come together in a network

of interaction and

relationships.

• In a system, what counts more

is the totality, not so much the

separate parts. The parts do not

exactly lose their identity and

importance but are subsumed

under the larger entity.

• What is really significant in a

system is both how the individual

parts work and how they all work

together as one to bring about the

intended function of the whole

system. The key word is

“interrelatedness.”

• Put together, CDS spells out

Curriculum Development System

which shall be defined as – 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.

A CONCEPTUAL BASE: THE TYLER RATIONALE

• The technique of inventorying,

organizing and presenting the

substance of a curriculum finds

refinement in Ralph Tyler’s four-step

analysis of formal education or

schooling which has come to be

known as the “Tyler Rationale.”

LEARNING CONTENT

LEARNING EXPERIENCES

LEARNING OUTCOMES

CURRICULUM

Three (3) Fundamental Elements of the School Curriculum

• Purpose

• Means

• Assessment of Outcomes

THE CURRICULUM SYSTEM:

A LINEAR MODEL

Hilda Taba came up with an expanded version including seven (7) major steps in curriculum development.

1. Diagnosis of learner needs and expectations of larger society

2. Formulation of learning objectives

3. Selection of learning content

4.Organization of learning content

5. Selection of learning experiences

6. Organization of learning experiences

7. Determination of what to evaluate and the means of doing it.

THE CURRICULUM SYSTEM:

A LINEAR MODEL

• Subsystem 1 indicates the direction and intention of the educational effort.

• Subsystem 2 is the learning content.

• Subsystem 3 is made up of learning experiences, activities and resources which constitutes the wherewithal for attaining the learning objectives.

• Subsystem 4 has to do with measurement and evaluation of learning outcomes.