2. 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”.

3. •Curriculum may be
classified as macro or
generic and micro or
specific.

4. • 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.

5. • 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.

6. • 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.

7. • A specific word that
connotes “change”.
Change means any
alternation or modification
in the existing order of
things.

8. • 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.

9. • 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.

10. •Positive change brings
about improvement. It
takes a person or a group
to higher levels of
perfection.

11. • 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.

12. • 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.

13. • 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.

14. • 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

15. • To have a system, we need
parts. But these parts must
come together in a network
of interaction and
relationships.

16. • 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.

17. • 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.”

18. • 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.

19. 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.”

20. LEARNING
CONTENT
LEARNING CURRICU
EXPERIENCES
LUM
LEARNING
OUTCOMES

21. Three (3) Fundamental Elements of
the School Curriculum
• Purpose
• Means
• Assessment of Outcomes

23. 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

24. THE CURRICULUM SYSTEM:
A LINEAR MODEL
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.

26. • 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.