Curriculum Development - Eduard08 Rex29 Aiza12 Josephine23
THE NATURE AND SCOPE OFCURRICULUMDEVELOPMENT(PHILIPPINE CONTEXT)
Principles of EducationEducation should have a program based on an understanding andassessment of social forces and conditionsEducation should have a program both practicaland effectiveEducation should bring the school closer to people Education should focus in the child becomingthe center of education activities.
Principles of Education Education requires the formulation of objectives interms of pupils growth and not in terms of subjectmatter. Education should pay attention to articulation of the 3levels of education. Education programs should provide opportunities forall these types of learners Education should concern itself with the moralrehabilitation of the youth Varied methods and materials need to be tried tovalue learning more meaningful Education should stress love of democracy.
Curriculum “currere” which means to runCourse ofthe raceCourse ofthe study
Definitions of Curriculum Some authors define curriculum as the totaleffort of the school to bring about desiredoutcomes in school and out-of-schoolsituations. It is also defined as a sequence of potentialexperiences set up in school for the purpose ofdisciplining children and youth in group ways ofthinking and acting.
Definition(s) of Curriculum Curriculum – is a structured set oflearning outcomes or task thateducators usually call goals andobjectives. ( Howell and Evans 1995) Curriculum – is the “what” ofteaching. Curriculum – listings of subjects to betaught in school.
CURRICULUM A document which describes a structured seriesof learning objectives and outcomes for a givensubject matter area Includes a specification of what should belearned, how it should be taught, and the planfor implementing/assessing the learning
Curriculum A body of courses and learning experiences A sum of total of all the experiences inside andoutside the school A plan or blueprint for activities in the schoolincludes learning that students will develop;the means to assess what has been learned Articulates the relationships among itsdifferent elements; objectives, contents,evaluation and others
Curriculum A systematic group or courses or sequence ofsubjects A general overall plan of the content orspecific materials of instruction that schoolshould offer the student by way of qualifyingher for graduations Planned courses or other activities or intendedopportunities or experiences or to what isactualized for the leaner under the directionof the school.
Curriculum articulation orCurriculum alignment The process of matching learning activitieswith desired outcomes, or matching what istaught to what is tested.
Curriculum conceptions The way developers think and act aboutcurriculum particularly in terms of curriculumdevelopment
Curriculum content Information that has been selected forinclusion in the curriculum
Curriculum criticism The art of critiquing. It is the way of “seeing”a curriculum; of viewing the innovation closeup. Criticism requires practitioners who arecapable of making knowledgeable andinformed statements and judgments aboutcurriculum intentions and resultant activities.
Curriculum decision making The process of making choices for curriculumaction, requiring selection from the range ofalternative curriculum directions.
Curriculum design The process of conceptualizing and arrangingthe elements of curriculum into coherentpattern
Curriculum development The process of planning learning opportunitiesintended to bring about certain desiredchanges in students, and the assessment of theextent to which these changes have takenplace.
Curriculum dissemination The process of ensuring that a curriculumreaches the target population, that is, thedeliberate intention to inform clients of aninnovation. The process includes such aspects as trainingthose who will present the materials,sensitizing those who will monitor it, andother goal-oriented activities to facilitate theadoption of the innovation
Curriculum elements(aims, goals, objectives) Those distinct, yet related, parts of the wholecurriculum including curriculum intents (aims,goals and objectives), content, learningactivities and evaluation.
Curriculum evaluation The process of delineating, obtaining andproviding information useful in makingcurriculum decisions and judgments.
Curriculum guide A written statement of objectives, content,and activities to be used with particularsubject at specified grade levels.
Curriculum implementation Translating plans into action
Curriculum foundations Those basic forces that influence and shapethe content and organization of thecurriculum.
Curriculum management Involves activities associated with planning,regulating, coordinating, developing,implementing and evaluating the curriculum
Curriculum outcomes Intended results of the teaching-learningprocess as identified in a curriculum document(usually called syllabus) and expressed as a setof broad, comprehensive, assessable andobservable indicators of student achievementincluding attitudes and values.
Curriculum planning The preliminary phase of curriculumdevelopment when the curriculum workersmake decisions and take actions to establishthe plan that teachers and students will carryout.
Curriculum practice Precise activities teachers and curriculumspecialist engage in while, while inquiringabout planning or implementing thecurriculum
Curriculum presage Activities and forces that influence curriculumdevelopers in their curriculum decision makingtasks.
Curriculum process A continuous cycle of activities in which allelements of the curriculum are considered andinterrelated.
CURRICULUM All planned learning opportunitiesoffered by the organization tolearners and the experienceslearners encounter when thecurriculum is implemented; the totalexperiences planned for a school orstudents
Curriculum Laboratory Curriculum laboratory is a place or workshopwhere curriculum materials are gathered orused by teachers or learners of curriculum. Resource Unit is a collection or suggestedlearning activities and materials organizedaround a given topic or area which a teachermight utilize in planning, developing, andevaluating a learning unit.
TechnologicalinnovationsTheories onthe learningprocessFactors whichinfluence curriculumapproachesPhilosophy ofEducation
TWO SCHOOLS OF THOUGHT ONCURRICULUM DEVELOPMENTProgressiveSchool
The Essentialist School It considers the curriculum as something rigidconsisting of discipline subjects. It considers all learners as much as the sameand it aims to fit the learner into the existingsocial order and thereby maintain the statusquo Its major motivation is discipline and considersfreedom as an outcome and not a means ofeducation.
The Essentialist School Its approach is authoritative and theteacher’s role is to assign lessons and torecite recitations. It is book-centered and the methodsrecommended are memory work ,mastery of facts and skills, anddevelopment of abstract intelligence.
The Essentialist School It has no interest in social action andlife activities. Its measurement of outcomes arestandard tests based on subject mattermastery.
Traditional Points of View ofCurriculum Body of subjects or subject matter preparedby the teachers for the students to learn. Synonymous to “course study”. “Permanent studies” where the rule ofgrammar, reading, rhetoric, logic andmathematics for basic educationemphasized.(Hutchins) Most of the traditional ideas view curriculumas written documents or plan of action inaccomplishing goals.
The Progressive School It conceives of the curriculum as somethingflexible based on areas of interest. It is learner-centered, having in mind that notwo persons are alike. Its factor of motivation is individualachievement believing that persons arenaturally good.
The Progressive School The Role of the teacher is to stimulatedirect learning process. It uses a life experience approach to fitthe student for future social life.
The Progressive School Constant revision of aims and experimentaltechniques of teaching and learning areimperatives in curriculum development inorder to create independent thinking,initiative, self-reliance, individuality, selfexpression and activity in the learner.
The Progressive School Its measurement of outcomes are nowdevices taking into considerationsubject matter and personality values.
Progressive Points of View ofCurriculum Listing of subjects, syllabi, course of study andlist of courses or specific discipline can only becalled curriculum if these written materials areactualized by the learner. Total learning experiences of the individual. All experiences children have under the guidanceof teachers. – Caswell & Campbell Experiences in the classroom which are plannedand enacted by the teacher, and also learned bythe students. – Marsh and Willis
Different Theories Conflicting philosophies of education have influencedcurriculum principles and practices. A NUMBER OF “self-evident educational truths” in thepast are now seen to be rather educational myths; suchas teachers know, children or learners don’t; alllearners should be treated alike.
Different Theories The fundamental concepts of some curriculahave changed. In many areas, new methodologies:programmed instruction, Computer AssistedInstruction, Tutorials, Large and Small GroupInstruction, and a variety of individualizedinstruction procedures have been developed.
Different Emphases There is the curricular emphasis on thesubject matter for the mind, with priority invalue to literature, intellectual history, ideasof religion, philosophy, studies. There is the curricular emphasis on theobservable facts, the world of things.
Different Emphases Another curricular emphasis is the school’sdependence on Scholasticism, Another curriculum stresses the importance ofexperience – process.
Different Emphasis A recent curricular emphasis is that ofexisting choice. The learner must learn skills, acquireknowledge, and make decisions.
Ralph Tyler Model: Four BasicPrinciple1. Purposes of the school2. Educational experiences related tothe purpose3. Organization of the experiences4. Evaluation of the experiences
Hilda Taba : GrassrootsApproach1. Diagnosis of learners needs andexpectations of the larger society.2. Formulation of learning objectives.3. Selection of the learning content.4. Organization of learning content.5. Selection of the learning experiences.6. Organization of learning activities.7. Determination of what to evaluate andthe means of doing it.
Curriculum Development Tyler’s Questions of Curriculum Developmentwill provide 4 steps: What educational purposes should the schoolseek to attain? What educational experiences can be providedthat are likely to attain these purposes? How can these educational experiences beeffectively organised? How can we determine whether thesepurposes are being attained?
Steps. In answering Tyler’s questions, we arrive the followingbasic steps of curriculum development: Selection of aims, goals and objectives; Selection of learning experiences and content; Organisation of learning experiences; and Evaluation of the extent to which the objectives havebeen achieved. The 4 steps above are basic, because they can be morethan 4
Curriculum Development Some curriculumexperts like Tyler saythat the steps arefollowed in a sequenceor a straight line. This model that assumesthat curriculum decisionmaking follows astraight line is calledlinear model1234 Selection of Aims Selection of Content &Learning Experiences Organizsation ofcontent & LearningExperiences Evaluation of Learningoutcomes
Curriculum Development Other scholars argue thatcurriculum decision makingis not a simple linear processthat necessarily starts withaims. One of them is Wheeler(1978) who believes thatcurriculum decision makingcan start from any point andcan come back to any of thepoints e.g. like a cycleAims, Goals& ObjectivesEvaluationOrganisation &Integration ofLearningExperiences &ContentSelection ofLearningExperiencesSelection ofContent
Curriculum Development Kerr (1968) alsobelieves that curriculumprocess is a very comlexset of activities anddecisions and theyinteract a lot. Changes made incontent may necessitatechanges in experiences,which may again bringabout changes inevaluation etc.ObjectiveEvaluationContentLearningExperience
Selection of Aims and Objectives Every curriculum is aimed at developing in the learnerscertain competencies or abilities. The curriculum processmust therefore clearly identify the aims that the curriculumis intended to achieve. Curriculum aims range from the very broad to the morespecific. In fact, that is why we use the terms aims, goalsand objectives to refer to them. Aims are broad statementswhich cover all of the experiences provided in thecurriculum; goals are tied to specific subjects or group ofcontents within the curriculum; while objectives describethe more specific outcomes that can be attained as a resultof lessons or instruction delivered at the classroom.
Factors in Selecting Aims Analysis of our culture: we should take into account our culturalvalues, norms and expectations when selecting aims, The present status of the learner: what has the learner already known?What are his/her characteristics? What is he/she ready for? The state of our knowledge of the subject matter or content: Weshould examine new developments in knowledge to see if they containthings that are of real value to the learner and society. Relevance to school’s philosophy of education: each nation has its ownphilosophy of education which its schools try to implement. Nigeria’sphilosophy of education is contained in its National Policy onEducation. We should ask whether the objectives we select arerelevant to this philosophy; Consistency with our theory of learning: at any time in any society,there is a dominant conception of learning i.e. our understanding whatlearning is and how it takes place. For instance, the National Policy onEducation anticipates that the Nigerian child is active, exploratory andimaginative.
Selection of Content & LearningExperiences Content is what we teach; learning experience is an activitywhich the learner engages in which results in changes in hisbehaviour; We should select those contents and learning experiences thatwill in attaining the goals of the curriculum; There are some factors to consider in selecting both learningexperiences and content. We shall first examine those criteria for selecting learningexperiences
Factors in Selecting LearningExperiences Validity: this refers to the relevance of the statedlearning experience to the stated goals of thecurriculum; Relevance to life: learning experience must berelated to the learner’s real life situations in and outof school; Variety: learning experiences must cater to theneeds of different types of learners by providingdifferent types of experiences; Suitability: learning experiences must be suitable tothe learners present state of learning andcharacteristics:
Selection of learning experiences Cumulation: even though experiences provided maybe different, they should all lead to the attainmentof the same goal; subsequent experiences shouldbuild on earlier ones; Multiple Learning: a single learning experience maybring about multiple outcomes. Such learningexperiences are important because of their multiplebenefits.
Factors in Selecting Content Validity: means two things, is the content related to theobjectives, and is the content true or authentic; Significance: is the content significant or will lead it to themore mastery or more understanding of the course orsubject; Utility: here the question is whether the content selectedis useful i.e. will lead to the acquisition of skills andknowledge that are considered useful by society? Interest: is the content interesting to the learner? Or canthe content be made interesting to learners? Learnability: is the content selected such that learnerscan learn and understand given their present level/
CURRICULUM IN THEPHILIPPINES
Curriculum Development in thePhilippines Touched on the religion, economic, political, and socialinfluences and events that took place in the country. Colonial rules in the Philippines tailored the curriculumto serve colonial goals and objectives.
The Need for Curriculum Framework What learning objectives should be included? What will be the bases for the choice of objectives? Will the choice be based on the learners’ needs andinterests, or rather on the needs of the society? Will the selection depend on tradition, the nature ofknowledge, or the learners’ characteristics? What philosophical and psychological theories regardingthe nature of learners as well as the learning process willunderpin the organization of the content? Will the choice of methodology be in line with acceptedteaching-learning principles? Will the evaluation procedure be able to measure thelearning that is taking place?
The result of lack of Framework Sari-sari (hodgepodge)Pira-piraso (piemal)Tagpi-tagpi (patchwork)Sabog (lack of focus)Malabo (vague)Lakas ng kutob (gutfeel)Hula-hula (hunches)Gaya-gaya (patterned from an existing model)Bahala na (by chance)Patama-tama (non-deliberate)
The Areas of Concern Cultural Values Knowledge of Learner Knowledge Of Teaching-Learning Theoriesand Principles Body of Knowledge
Cultural ValuesVisible Rules Food Dress Language Music Dance Means of Livelihood Political Behavior Family Community NormsNon-Visible Philosophy Beliefs Value System
Knowledge of the Learner Program forDecentralizedEducationalDevelopment (PRODED)- Content Based (not onthe learner and learningprocess) The Basic EducationCurriculum (BEC) andSecondary EducationDevelopment Program(SEDP) – addresses thelearner and learningprocess
Determinants of Learning in Philippines EducationalDevelopment ProjectImplementing TaskForce(EDPITAF) –revealed thatcommunity and homevariables have greaterimpact on learning thanschool factors.Factors: Use of electricity Parental education Parents’ perception ofacademic abilities andinterests of thechildren Parents’ attitude Geography (Region) School Type Socio economic statusof the Family
Knowledge of Teaching-LearningPrinciples Behaviorism CognitiveDevelopmentPsychology Cognitive FieldPsychologyThe New Elementary SchoolCurriculum (NESC) and NewSecondary EducationCurriculum (NSEC) demonstrate ample evidenceof the inclusion ofbehaviorist psychologicalprinciples through the use ofbehavioral objectives, drills,practices, and homeworksreinforces learning.
HISTORICAL CONTEXT Before 1521 – Education before the coming of theSpaniards 1521-1896 –Education during the Spanish Regime 1896 -1898 – Education during Philippine Revolution 1899 – 1935 – Education during the American Occupation 1935 – 1941 – Education during the PhilippineCommonwealth 1941 – 1944 – Education during the Japanese Occupation 1945 – 1946 – Education after WWII 1946 – present – Education under the Philippine Republic
The Pre-Spanish Curriculum The Filipino possessed a culture of their own. They had contacts with other foreign peoplesfrom Arabia, India, China, Indo-China, andBorneo. The inhabitants were civilized people,possessing their systems of writing, laws andmoral standards in a well organizedgovernment.
The Pre-Spanish Curriculum As shown in the rule of Barangays, their codeof laws –the code of Kalantiao and Maragtas,their belief in Bathala, and the solidarity ofthe family were obedience and respect hadbeen practiced.
Pre-Spanish Devised-Curriculum The Spanish Missionaries aim to control of theFilipinos, both body and soul. The curriculum then consisted of 3 R’s(reading, writing and religion) to attain goalswere the acceptance of Catholicism and theacceptance of Spanish rule.
The Spanish Devised Curriculum The schools were parochial or conventschools. The main readings were the catecismo. The method of instruction was mainlyindividual memorization.
AMERICAN Devised Curriculum The motive of the Americans was to conquerthe Filipinos not only physically but alsomentally. The public school system established andheaded by an American until 1935. The curriculum was based on the ideals andtraditions of America and her hierarchy ofvalues. English was the medium of instruction.
American Devised Curriculum The primary curriculum prescribed for theFilipinos consisted of three grades whichprovides training in two aspects:1. Body Training – physical education2. Mental Training – English, Nature Study, andArithmetic.
Commonwealth Curriculum (1935-1946) considered as the period ofexpansion and reform in the Philippinecurriculum. The educational leaders expanded thecurriculum by introducing course in farming,domestic science, etc.
Commonwealth Curriculum Commonwealth Act 586, also known aseducational Act of 1940, recognized theelementary school system.
Japanese Devised Curriculum They devised a curriculum for the Filipinos tosuit their vested interest. They introduced many changes in thecurriculum by including Nippongo, andabolishing English as the medium of instructionand as a subject.
Japanese Devised Curriculum All textbooks were censored and revised. It caused a “black out” in Philippine educationand impeded the educational progress of theFilipinos.
Liberation Period Curriculum (1945) Steps were taken to improve thecurriculum existing before the war, somesteps taken were to restore grade VII, toabolish the double-single session, and mostespecially to adopt the modern trends ineducation taken from the U.S.
Liberation Period Curriculum The curriculum remained basically the sameas before and was still subject-centered.
Philippine Republic Curriculum Great experiments in the community school and theuse of vernacular in the first two grades of theprimary schools as the medium of instruction weresome of them.
Philippine Republic Curriculum An experiment worth mentioning that led to achange in the Philippine EducationalPhilosophy was that of school and communitycollaboration pioneered by Jose V. Aguilar. Schools are increasingly using instructionalmaterials that are Philippine-oriented.
Philippine Republic Curriculum Memorandum No. 30, 1966 sets the order of priority inthe purchase of books for use in the schools were asfollows: Books which are contributions to Phil. Literature Books on character education and other librarymaterials Library equipment and permanent features
Philippine Constitution
Education
Section I. The states shall protect andpromote the right of all citizens toquality education at all levels andshall take appropriate steps tomake such education accessible toall.
Section 2 Establish, maintain and support acomplete, adequate and integratedsystem of education relevant to theneeds of the people and society. Establish and maintain a system of freepublic education in the elementary andhigh school levels. Without limiting thenatural right of parents to rear theirchildren, elementary education iscompulsory for all children of schoolage:
Establish and maintain a system of scholarshipgrants, students loan programs, subsidies, andother incentives which shall be available todeserving students in both public and privateschools, especially to the underprivileged. Encourage non formal, informal and indigenouslearning systems, as well as self-learning,independent, and out of school study programsparticularly those that respond to communityneeds. Provide adult citizens, the dis abled, and out ofschool with training in civics, vocationalefficiency, and other skills.
Section 3. All educational institutions shall include thestudy of the constitution as part of thecurricula. They shall inculcate patriotism and nationalism,foster love of humanity, respect for humanrights, appreciation of the role of nationalheroes in the historical development of thecountry, teach the rights and duties ofcitizenship, strengthen ethical and spiritualvalues, develop moral character and personaldiscipline, encourage critical and creativethinking, broaden scientific and technologicalknowledge and promote vocation efficiency.
Section 4. The state recognizes the complementary roles ofpublic and private institutions in the educationalsystem and shall exercise reasonable supervisionand regulation of all educational institutions. Educational institutions, other than thoseestablished by religious groups and mission boards,shall be owned solely by citizens of the Philippinesor corporations or association atleast 60 percentum of the capital of which is owned by suchcitizens.
Section 5. The state shall take into account regional andsectorial needs and conditions and shallencourage local planning in the development ofeducational policies and programs. Academic freedom shall be enjoyed in allinstitutions of higher learning. Every citizen has a right to select a profession orcourse of study, subject to fair, reasonable, andequitable admission and academic requirements.
Language
Section 6. The national language of the Philippines isFilipino. As it involves, it shall be furtherdeveloped and enriched on the basis ofexisting Philippine and other languages.
Section 7. For purposes of communication andinstruction, the official languages of thePhilippines are Filipino and, until otherwiseprovided by law, English.
Section 8. This constitution shall establish a nationallanguage commission composed ofrepresentatives of various regions anddisciplines which shall undertake, coordinate,and promote researchers for the development,propagation and preservation of Filipino andother languages.
Science and Technology
Section 10. Science and technology are essential fornational development and progress. The stateshall give priority to research anddevelopment, invention, innovation, and theirutilization, and to science and technologyeducation, training and services. It shallsupport indigenous, appropriate, and selfreliant scientific and technologicalcapabilities,.
Section 11. The congress may provide for incentives,including tax deductions, to encourage privateparticipation in programs of basic and appliedscientific research. Scholarships, grants in aid,or other forms of incentives shall be providedto deserving science students, researchers,scientists, inventors, technologists, andspecially gifted citizens.
Section 12. The state shall regulate the transfer andpromote the adaptation of technology from allsources for the national benefit. It shallencourage the widest participation of privategroups, and local governments.
Section 13. The state shall protect and secure theexclusive rights of scientists inventors, artist,and other gifted citizens to their intellectualproperty and creations, particularly whenbeneficial to the people for such period asmay be provided by law.
Arts and Culture
Section 14. The state shall foster the preservation,enrichment, and dynamic evolution of aFilipino national culture based on the principleof unity in diversity in a climate of freeartistic and intellectual expressions.
Section 15. Arts and letters shall enjoy the patronage ofthe state. The state shall conserve,promote,and popularize the nations historicaland cultural heritage and resources, as well asartistic creations.
Section 16. All the country's artistic and historic wealthconstitutes the cultural treasurer of the nationand shall be under the protection of the statewhich may regulate its disposition.
Section 17. The state shall recognize, respect, and protectthe rights of indigenous, cultural communitiesto preserve and develop their cultures,traditions and institutions., it shall considerthese rights in the formulation of nationalplans and policies.
Sports
Section 19. The state shall promote physical educationand encourage sports programs, leaguecompetitions, and amateur sports, includingtraining for international competitions, tofoster self discipline, team work, andexcellence for the development of a healthyand alert citizenry.
The presidential decrees affectingthe curriculum can be summarized. A. presidential decree no. 6-A (September29, 1972)authorizing the undertaking ofeducational development projectsproviding for the mechanics ofimplementation and financing thereof, andfor other purposes.SECTION 1. Title- EDUCATIONALDEVELOPMENT DECREE OF 1972.SECTION 2. Declaration of policy.SECTION 3. Statement ofobjectives.
Section 4. Guiding principles of the ten year program:a. improvement of curricular programs and quality ofinstructions.b. upgrading of academic standards.c. democratization of access to educationalopportunities.d. restructuring of higher education.e.training middle level technical and agriculturalmanpower. Section 5. Appropriations:
B. presidential decree no. 146 (march 9, 1973)upgrading the quality of education in thephilippines by requiring all high school graduatesseeking admission to post secondary degreeprograms necessitating a minimum of four years’study to pass a national entrance examinationand appropriating funds thereof. Section 1. Declaration of policy.
C. presidential decree no. 176 ( april 16, 1973)implementation section 8 (7), article XV, ofthe new constitution.The letters of instruction affecting thecurriculum can be summarized as follows: letter of instructions no. 47integration of family planning incurricula. Letter of instruction no. 48encouraging the discussion of
Curriculum Laboratory Curriculum laboratory is a place or workshop where curriculum materials are gathered or used by teachers or learners of curriculum. Resource Unit is a collection or suggested learning activities and materials organized around a given topic or area which a teacher might utilize in planning, developing, and
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
1.6.1 A religious knowledge curriculum 26 1.6.2 A religious studies curriculum 27 1.6.3 A religious education curriculum 27 1.7 Religious knowledge and the national curriculum 29 1.8 Religious knowledge and the humanities 31 1.9 Conclusion 35 CHAPTER TWO: REVIEW OF THE RELIGIOUS KNOWLEDGE CURRICULUM IN NIGERIA 36 2.1 The development of the religious knowledge curriculum in 36 2.1.1 The .
the key recommendations made in the Curriculum Development Council's Senior Secondary Curriculum Guide (2009), Technology Education Key Learning Area Curriculum Guide (Primary 1-Secondary 3) (2002) and the final report on the Holistic Review of the School Curriculum Learning to Learn - The Way Forward in Curriculum Development (2001). The
curriculum design. I have organized the class around our curriculum development work, using a backward design framework. We will also consider a series of current issues in curriculum design and curriculum leadership. Guiding questions for the seminar include: What political, social, and pedagogical purposes does curriculum serve?
Handbook for Curriculum Assessment Curriculum Assessment: An Overview What is curriculum assessment? Curriculum assessment is a process of gathering and analyzing information from multiple sources in order to improve student learning in sustainable ways. Why bother assessing curriculum? Curriculum assessment can serve several major purposes:
High-Quality High-Quality Curriculum Curriculum HOW TO OR DESIGN REVISE ADOPT CURRICULUM ALIGNED TO STUDENT SUCCESS ANGELA DI MICHELE LALOR LALOR ENSURING ENSURING ENSURING High-Q uality Curriculum HOW TO DESIGN, REVISE, OR ADOPT CURRICULUM ALIGNED TO STUDENT SUCCESS We know that curriculum is the core of the classroom experience, but what makes a
1.1 The Single National Curriculum Mathematics (I -V) 2020: 1.2. Aims of Mathematics Curriculum 1.3. Mathematics Curriculum Content Strands and Standards 1.4 The Mathematics Curriculum Standards and Benchmarks Chapter 02: Progression Grid Chapter 03: Curriculum for Mathematics Grade I Chapter 04: Curriculum for Mathematics Grade II
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