This document discusses two approaches to curriculum - systems-managerial and intellectual-academic. The systems-managerial approach views curriculum as a system with inputs, processes, and outputs, and emphasizes the managerial role of administrators. It lists the key functions of school leaders to ensure successful curriculum implementation. The intellectual-academic approach emphasizes using theories and principles in curriculum planning, influenced by philosophers like Dewey. It analyzes the historical, cultural, and philosophical underpinnings of curriculum.

1. Curriculum
Approaches
Systems-managerial and Intellectual Academic
Discussed by: Angelie T.
Magdasoc
II – 17 BSE
English

2. •
Systems-managerial
Approach of inputs,
Considers the major interconnected elements
throughputs (process) and outputs that comprise the
educational system
• Emphasizes the managerial/leadership and supervisory aspects
of curriculum especially in the implementation and
organization process
• The school leader has to be competent in performing the
following self-explanatory functions to ensure the successful
implementation of the curriculum:

3. 1.
2.
3.
4.
5.
6.
7.
Motivate interest of all stakeholders.
Encourage participation and involvement of all stakeholders.
Arbitrate conflicting interests of various groups.
Synthesize divergent viewpoints.
Identify common vision and goals.
Encourage unity of purpose.
Translate abstract ideas into concrete ones.

4. 8. Clarify vague ideas
9. Organize and implement in-service programs.
10. Communicate timely and accurate information to all
stakeholders.
11. Procure needed materials.
12. Monitor curriculum implementation.
13. Organize and implement a mechanism for periodic
evaluation.
14. Create a climate of innovation and change.

5. Systems-managerial View of Curriculum
Development
INPUTS
Resources
(human, physica
l, financial)
Information
STRUCTURE AND
PROCESSES
Curriculum
Organization
Instruction
Evaluation
Supervision
(motivation,
communicatio
n, leadership
styles,
decisionmaking)
OUTPUTS
Success and
Failure
ENVIRONMENT
Public Demand and
Expectations
FEEDBACK
Adapted from the basic systems model in J. H. Ballantine. 1989. The Sociology of Education: A Systematic
Analysis. Prentice-Hall, Inc., p.13

6. Systems-managerial
Approach
• An offshoot of the linear behavioral-rational approach.
• Emphasizes the role of administrators and supervisors in
ensuring the effective and efficient operation of the school
system aimed to produce the desired outcomes
• The main objective is to insure that in implementation of the
curriculum, human and material resources are optimally used
to produced the expressed objectives.

7. Beauchamp’s Curriculum
Development Model (1975)
• Based on a systems-managerial framework
• Has the ff. crucial stages for planning which generally
correspond to the curriculum development approach for
SEDP:
1. Determining the arena or setting for curriculum engineering:
country, school, classroom
2. Selecting key players and their involvement in the planning
process: curriculum
specialists, teachers, administrators, students, lay citizens, and
non-teaching staff

8. 3. Establishing procedures in developing the curriculum design
4. Determining implementation procedures
5. Evaluating the curriculum which involves four dimensions:
evaluation f teacher’s use of the curriculum; evaluation of
student outcomes; evaluation of the curriculum design; and
evaluation of the curriculum system

9. Source: Bureau of Secondary Education, Department of Education, Culture and
Sports. 1993. Manual of Information on Secondary Education

10. Source: Bureau of Secondary Education, Department of Education, Culture and
Sports. 1993. Manual of Information on Secondary Education

11. Source: Basic Education Curriculum. (2002). Department of Education. Pasig
City:DepEd.

12. Intellectual-academic
Approach
• Emphasizes the importance of theories and principles in
curriculum planning
• Influenced by the philosophical and intellectual works of
Dewey (1916), Morrison (1926) and Bode (1927)
• Attempts to analyze and synthesize the historical development,
cultural demands and philosophical ideas which underpin the
curriculum, including issues and trends