Rico, Angelica Rose A.

BSED III-A3

Reflective Journal No. 3

Curriculum Development System have a moral responsibility to make a conscious effort

to systematize their curriculum and instruction in order to produce graduates who will bring
about the kind of society we anticipate and deserve. I have realized that there are questions that
needs to be answered in making curriculum. The questions arises: how can the school curriculum
attain accountability, unity, continuity, and quality? The systematic and collaborative process of
CDS, we believe, will provide an answer to question.

The four steps of CDS initiation and implementation are all designed to achieve theses
quadruple thrusts. There are four stages involved in the process such as conceptualizing to
underscore, conceptualizing thrusts of quality and accountability, operationalizing to address the
thrust of unity and institutionalizing to ensure he thrust of continuity. On the other hand, viewing
a school as a “production system” is one valuable perspective. The transformation of input
through the system’s components is one of the feature of all system activity. The transformation
of procedures and structure into a final product.

In genetic Production System, the input is made up of “raw materials” gathered from the
environment and introduced into the system according to the product’s specification. The
process, also known as through-put is a complicated set of operations, phases, procedures, and
activities that transform the input. The “finished product”, or the material in its terminal state
with new valued added, is the output. Consumers of the product invariably judge the results of
system operation. As a result, is a system is to maintain itself and its operation, it must ensure
that its output is acceptable. Some type of product quality control is required to assure such
acceptability. The system must allow for ongoing evaluation of its output vid feedback.

Similarly, in the school development system, we must first visualize our product, which
is the ideal graduate at the end of the process or upon graduation. One way to do this is to create
a profile of this individual in terms of the knowledge he will have, the skills he will be able to
apply, and the attitudes and values he will internalize. The school will now procure the inputs or
students recruits once we have a good idea of the performance. Two points about the feedback
can be seen in the model. The figure is triangular in shape, just like the production. This implies
that the input has the ability to be transformed into the desired output. Meaning, the students we
accept into our school should be made of stuff that can be shaped to resemble or come as similar
to the Ideal Graduate as possible. To be sure, none of our graduates can meet all of the criteria,
but we should provide a minimum appropriate level or norm for assessing and certifying that
they possess the qualities required for a productive society.