1. CONCEPTUAL FRAMEWORK

2. GOVERNOR ANDRES PASCUAL COLLEGE
1045 M. Naval St., San Jose, Navotas City
 Leader: Jeffrey B. Villena
 Asst. Leader Rosana T. Soldevilla
 Secretary: Arlene F. Sanz
 Philosophical Perspective – Arlene F. Sanz and Rosana T. Soldevilla
 Curriculum Development System – Ma. Victoria Francisco
 What of Curriculum Development System – Shirley Mijares and Victor
Desacula
 The Why of CDS – MaricelSumaway
 The How of CDS – Jeffrey B. Villena

3. PHILOSOPHICAL PERSPECTIVE
Someone said the birth of a human being is God’s
testimony that He has not given up on the human
race.
Educators belong to that breed of people who
believe in a better tomorrow through the
transformation of the young.
Education is deemed a tedious and long-drawn
process and one may not even be around should
this dream materialize.
Beginning nevertheless and an opportunity for other
people to build on it in the future.

4. HUMAN BEINGS AND LEARNING
From the Christian perspective this world is the
offshoot of the creative work of a Supreme Being.
Human beings, being a part of this creative act came
from God and are going back to Him.
The Creator gave them the Law, a kind of a road
map that governs the functioning of his universe.
Man uses these two faculties in discerning what is
true and using this understanding to accept and do
what is good as required by this universal law of truth
and goodness.

5. The Cosmic Hierarchy: Place of
Human Beings in Creation
He is higher than non-living things and the highest
among living creatures. He is only lower than the angels
as Psalm 8 in the Holy Book states.
As a rational-moral being, man is the only creature on
earth equipped to interact and cope with his environment,
in its physical aspect through the process of socialization.
Through discernment he is able to retain what is good
and useful and rectify his initial missteps along the way.
Humankind has been able to progress all through the
ages.

6. Education and Schooling
Practically all conscious human behavior is learned
from others. The young person learns from his
elders and other significant persons around him
through imitation, instruction, advice and the
observance of social mores.

7. Education is as old as
humankind
The primary duty and responsibility to educate the young
inherently belongs to the parents.
This is due to the fact that the period of dependency of the
young human is rather long and the most natural person to
provide the care and nurturance he needs are the parents who
were responsible in bringing him into the world in the first
place.
The first function is personal development whereby the child
learns to become competent in all aspects of his person so he
can perform the common duties of life.
We can define education as the full and integrated
development of all the potentials of a human person for his/her
personal and social ends through instruction of and formation
by parents and other significant adults.

8. Schooling as a Mode of
Education
The demands of living in a developed and complex
society have put an added burden on parents in the tasks
of educating their children.
The school takes care of the specialized aspects of
education which parents themselves cannot provide. It
expose the young to the different branches of organized
human knowledge found in the different disciplines.
The school through its instrumentalities particularly
teachers, are expected to support the parents in the goal
of helping the young develop in all aspects-spiritual-
moral, intellectual, socio-cultural, psychological,
physiological and occupational-so he can be all that he
can be and become an effective and productive person
and a contributing member of society.

9. Modern-day School
Is patterned after the factory or mass-production system,
with its compulsory attendance, grouping by age, a
common curriculum, the granting of credentials and a
hierarchical set-up.
Modern version of school can be described as an
institution where the young are sent by their parents for
formal instruction.
A short-cut to life although one should not discount the
important role played by self-learning in the real world.
A school comes with it accountability to its stakeholders
and clientele. If distinct lines of accountability of home
and school are clearly drawn, then we can avoid blaming
each other.

10. Curriculum: The Core of
Schooling
The foregoing definition of schooling, it should, it
should obvious that the heart of the matter is
curriculum or what the school offers and promise to
deliver to its clientele. Parents choose a school
precisely on the merits of its curriculum and track
record of the school in making good its claims.
This true of curriculum designers and developers.
They go by a set of assumptions as well as their own
conception of what a curriculum
Should put emphasis on.

11. CDS: The What of it?
Curriculum which means to run.
Educational usage, the course of the race.
List of Subject areas as in the Elementary and
Secondary.
The content or minimum requirements of each
subject area taught in school since these may exist
only on paper and may not necessarily become part
of the lives of learners.
The course study which is just a guide, an outline
designed to help the teacher in planning and
implementing the curriculum.

12. The textbook series in as much as the curriculum
should come before textbooks and not the other way
around and textbooks are but one of the means of
implementing the curriculum.
Macro Curriculum has a broad scope, in this case,
nationwide. It can be termed generic since it is
common to all schools in the country. General
course of studies mandated for all Philippine
schools. Students to complete and earn credentials
corresponding to a school level the BASIC
EDUCATION.

13. Micro Curriculum on the other hand, is for a
particular school, is for a particular school.
- refers to what learning expectations schools
include in the prescribed subject areas.
CDS purposes,
-sum of all learning content, experiences and
resources that are purposely selected, organized
and implemented by in pursuit of its peculiar
mandate as a distinct institution of learning and
human development.

14. Such a definition skirts the issue of whether
curriculum should be concerned with learning
content or learning experiences, the WHAT or the
HOW of human formation.
The other point to note in this definition is that it
gives a narrower perspective and limits curriculum to
selected and structured learning content and
experiences for which the school cannot and should
not be held responsible for all aspects of the
student’s life.

15. School accountability defines clearly the scope and
parameters of programs and operations of the
institution qua special learning and formation.
It also brings to the fore the question of how well the
school is in control of its direction.

16. DEVELOPMENT
Is a specific word that connotes change. Change means
any alternation or modification in the existing order of
things.
CHANGE MUST BE PURPOSEFUL
- Is change that is intentional or directional.
- CHANGE MUST BE PLANNED
- Planning in this case means two things.
- Series of systematic and sequential steps leading to a
target
- Executed over a period time.
-

17. CHANGE MUST BE PROGRESSIVE
- Positive change brings about improvement. It takes
a person or a group to higher levels of perfection.
- Curriculum development then should be concerned
with the drawing up of plans for teaching and learning
activities in classroom situations that will bring about
positive changes in the lives of the learners.

18. SYSTEM
Is an assemblage of objects in some form of regular
interdependence or interaction; an organic organized
whole as the solar system or a telephone system.
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.

19. 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 whereby it is able to maintain coordination
among its constituent parts, monitor its operation,
and make improvements or corrections of any
dysfunction in the system.
SYNERGY –This, simply put is the whole is greater
than the sum of its parts.

20. INTERDEPENDENCE – In the systems context, the
World suggests that the elements of a system cannot
act on their own.
SYSTEM simply as 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.
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.

21. 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.
3 fundamental elements
1.Purpose-which indicates the goals and directions the
school should take
2. Means which suggests the learning experiences
and resources that are to be selected, organized,
and implemented in pursuit of the purpose.

22. 3. Assessment of Outcomes- which measures the
degree to which purposes have been met.
Finally, the all-important process of curriculum
development has one and only one function, and
that is, the formation of the IDEAL GRADUATE.

23. CURRICULUM SYSTEM: A
LINEAR MODEL
SEVEN MAJOR STEPS IN CURRICULUM
DEVELOPMENT. THESE ARE:
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.

24. Curriculum model above suggests an end-means
integration.
Curriculum component represents the end-plan
aspect of curriculum development which includes the
selection and organization phases while the
instruction component is the means-action part
consisting of the implementation and evaluation
phases.

25. CDS: THE WHY OF IT
Every school worthy of the name needs to keep on
improving.
ACCOUNTABILITY – this is a management concept.
UNITY- Some schools have little if any control over
what goes on in the classrooms.
CONTINUITY- Again in many schools, curriculum is
the exclusive domain of the principal or academic
coordinator or in some instances, a chosen few.
QUALITY- Finally, if were are in the business of
education for quality, we cannot afford to do our work
in a disorganized, cavalier manner.

26. CDS: THE HOW OF IT
At this point, the question can be asked: How can
accountability, unity, continuity, and quality be achieved
through the school curriculum.
Stages involved in the process are the following:
1. CONCEPTUALIZING – to underscore the
2. CONCEPTUALIZING COUNTABILITY- thrusts of
quality and accountability
3. OPERATIONALIZING- to address the thrust of unity.
4. INSTITUTIONALIZING – to ensure the thrust of
continuity.

27. 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 the system’s processes and structure into an
output.
Input represent the raw materials, appropriated from
the environment and introduced into the system
according to specifications called for by the intended
product.

28. The outcome of system action is invariably
evaluated by the consumers of the product. The
system has to provide for a continuous assessment
of its output through feedback so that needed
adjustments can be made at any point in the
process.
In the production system, we usually begin with a
conception of the output, defining its specifications or
identifying characteristics.

29. In like manner, in the school production system, we
must first envision our product the Ideal Graduate at
the end of the process or upon graduation.
Once we have a clear conception of the output the
school can now procure the inputs or students
recruits.
This is precisely what schooling is all about, to help
in the formation of the young human being.
The thru-put of the school system is much more
complex and involved than the ordinary system thru-
put.

30. The second feature of this thru-put is the horizontal
divisions designating the different subject areas in
school such as Communication Arts, Mathematics,
Science, Social Studies, Cultural Arts, Physical
Education and others.
At this point, it is apropos to point out some basic
differences between the mechanical production
system and the school production system.
Secondly, in the mechanical system, there are but a
relatively few stages and the whole process usually
requires a shorter time span.

31. Every teacher has to do it right at first try since there
is no second chance and the output cannot be
recalled.
Contextualizing Phase
The next phase involves fitting the conceptual
framework that is the production model in the context
of the school.

32. 1. Planning – this stage involves the formulation or
clarification of the school purpose.
2. Implementing- The selection of learning content
based on school purpose and organizing it for
systematic delivery in a Scope and Sequence Grid
for each subject area. The preparation for immediate
implementing of the SMB through the unit and
session ( lesson) plan or Plantillas for use in
classroom instruction.

33. 3. Evaluating-the results of instruction are measured
and evaluated vis-à-vis specified learning objectives
through a teacher made mastery test at the end of
every unit of instruction.

34. Operationalizing Phase
Assuming that a school is sold on the idea of
launching CDS, how does it go about initiating and
carrying it out.
1. 1. Preparation of School Staff- adoption of CDS
represents a major shift in the management of the
academic program of the school.
2. 2. Clarifying/ Defining school Vision and Mission.
This calls for the school staff going over the school
purpose philosophy, vision, mission, and goals, in
groups.

35. 3. Setting up of Subject Area Task Forces. The
teachers are grouped into the Subject Area Task
Force one per subject area.
4. Allocating Subject Matter for Instruction – The
purpose of the scope and sequence grid is to
provide an orderly progression of learning content
and to allocate this content to the different levels of
instruction.
5. Preparing the Unit/Session Plans. From the
SATF, the work shifts to the Grade Level Team GLT
or Year Level Team as the case may be.

36. 6. Piloting or Field Testing suggested that when the
first draft of the SSG, the SMB and the Plantillas are
ready, they should undergo a try-out period of at
least one school year involving some selected or
volunteer classes on each level.
7. Evaluating and Revising Draft Documents. After
the pilot run the SSG and SMB go back to the
SATFs and the Plantillas to the GLTs or YLTs for
review.
8. Going into the 3-Year Development Cycle. The
try-out may take a year or two.

37. INSTITUTIONALIZING PHASE
It is one thing to initiate a new curriculum, another to
make it take root and flourish in a school.
To do this , we need to ingrain the scheme in the
culture of the school.
After the pilot-testing stage, the school can go into
the 3 year development cycle.
In the first year of a cycle, attention is concentrated
on reviewing and updating school purpose
formulations and the corresponding learning
objectives and content as delineated in the Scope
and Sequence Grid and Subject Matter Budget.

38. The development effort comes full cycle after three
years but the work of improvement continues with
series of 3 year development cycles ad infinitum in
the never-ending process of curriculum
development.

39. Thank you!