...|CURRICULUM |DATE |LEGAL BASIS |RATIONALE |FEATURES |FEEDBACK |MAJOR CRITICISM | |Secondary Education Development |1987 |The 1987 Constitution |“basic intellectual skills and |SSEDP is a response to the following |The programs RSEP, PROPED, NSEC, |The first issue is the role of | |Program (SEDP) | |Article 14 sec. 1 states |learning tools to continue |needs: |and SEDP all lead to the |education in national | | | |that “the state shall |learning and the values for |Continue the pupil development started|Secondary Education Development |development. Several researchers | | | |protect and promote the |successfully living lives in the|by the Program for Decentralize |and Improvement Project SEDIP |had delved into the different | | | |right of all citizens to |society” |Educational Development (PRODED) |(2000-2006). SEDIP is similar to |components affecting the | | | |quality education at all | |Improve the quality...
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...Curriculum Development Curriculum development is an evolving process. Societal expectations, new technologies and growing understanding of the learning process all drive the educational community to adapt and develop new strategies for developing and presenting needed curriculum. Curriculum can be defined in many ways. At its most fundamental roots, curriculum is a roadmap of planned ideas that are aimed at assisting the learner to acquire knowledge. In a more constructive sense, curriculum is an educational plan to assist in the delivery of information related to specific subject areas which meet specified learning goals (Dowd & Battles, 1996). When developing curriculum, it is important to recognize the issues and trends that affect the desired outcome of the educational process. In order to understand the changes that are occurring within curriculum development, it is important to recognize the fundamental principles utilized in the curriculum development process. There are many different models available for curriculum development. However, these models include the same fundamental principles develop an effective curriculum. The first step to developing a productive educational product is to identify the problem or need that the curriculum will address ("Six-Step Approach To Curriculum Development", n.d.). The second step is to know the target audience and understand the needs of the learners ("Six-Step Approach To Curriculum Development", n.d.). This will allow...
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...Structure & Development of the New South Wales (NSW) Primary Curriculum The New South Wales Primary Curriculum provides the framework for the outcomes based education currently in use in all Public schools in New South Wales. This essay will present a brief overview of the structure, definition, goals, influences, processes and show how it meets the needs of current and future learners. Drawing from various sources, an examination of the curriculums content and foundation, will provide a snapshot of where the educational direction is headed. Curriculum Structure and Development In 2004 the Board of Studies NSW developed the consultation paper, Defining Mandatory Outcomes in the K–6 Curriculum, which also involved surveys, submissions and state-wide consultation meetings with teachers across NSW. This process helped to bring about the current NSW Primary Curriculum Foundations Statements. Collaborating with teachers and educational professionals the statements developed by the board of studies NSW give clear direction of what must be taught through each of the stages of learning in the K-6 curriculum (The Board of Studies NSW, 2007). The NSW Primary Curriculum is structured into six key learning areas (KLA’s), English; Mathematics; Science and Technology; Human Society and its Environment; Creative Arts; and Personal Development, Health and Physical Education (PDHPE). The KLA’s, along with the syllabus, remain at the core of planning and programming, and are broken...
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...REPUBLIC OF TRINIDAD AND TOBAGO MINISTRY OF EDUCATION SECONDARY EDUCATION MODERNIZATION PROGRAMME DRAFT SECONDARY SCHOOL CURRICULUM Form Three Mathematics Curriculum Development Division October 2003 TABLE OF CONTENTS About this Draft i Foreword – A Note to Teachers iii Acknowledgements v PART ONE Introduction 1- 1 The Curriculum Underpinnings 1- 2 Philosophy of Education 1- 3 The Goals of Education 1- 5 The Essential Learning Outcomes 1- 6 The Curriculum Design and Development Process 1-11 PART TWO - CURRICULUM CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities 3- 6 Suggested Resources 3-15 PART FOUR - EVALUATION Elaboration of Assessment and Evaluation 4- 2 Evaluation Tools and Strategies 4- 5 Cross-referencing to Teachers’ Guide 4- 7 BIBLIOGRAPHY 4- 9 ___________________________________ i ABOUT THIS DRAFT Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter...
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...Diagnostic Written Task: The National Curriculum According to Directgov (2012), “the National Curriculum is a framework used by all the maintained schools to ensure that teaching and learning is balanced and consistent.” The National Curriculum is thought by many to be complex and unclear. However, it is at the heart of the education system in England. This is noted by Baumann et al (1997) and Kyriacou (2009) who document that the basis for the National Curriculum was established in the Education Reform Act 1988; creating the idea that education must begin with the needs and interests of the child. The following model acknowledges how the National Curriculum is central to a school and a pupils learning. School Curriculum Basic Curriculum National Curriculum It can suggest that the National Curriculum is a central organising feature to school learning and allows a core curriculum to be delivered in a standardised way. By identifying the skills required for learning, the National Curriculum provides a range of contexts and opportunities that presents a chance for all pupils to succeed as well as allowing for some flexibility in teaching. There are a range of key features within the National Curriculum and these have been outlined by the Department for Education (2011). They are; * to create a national benchmark through coherence across schools, * to set out essential knowledge that best meets the needs of the children, * to raise standards of...
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...Curriculum In Quality Education By : Rohmat Muflikhul Huda 1. Introduction In education we are never separated from the curriculum. The basis for the creation of curriculum educational settings. The curriculum is said to be successful if the trip went smoothly, and can be said to be in accordance with the plan. However, the curriculum is said to fail when encountering many obstacles along the way that makes the pace of the curriculum itself becomes obstructed. There are at least 4 times a change of curriculum in Indonesia, that began 94 years, from 1994 to the enactment of curriculum, until now is curriculum 2013. I chose this topic, because of the many debates every time to discuss curriculum that affect the level or quality of education itself. Basically, the quality of education itself is not only influenced by the course curriculum, but the way teachers teach and also the effectiveness of the learning process also greatly affect the quality of education. That which will be discussed later in this article, so it is not just the curriculum that will be discussed in this article, but the effectiveness, a great system in education, and also a good way of how the education will also be discussed in this article. 2. Discussion Background Research Education is very important in the lives of individuals around the world. It is also generally recognized that education is a key element in the socio – economic nation building. Each level has its own...
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...the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed through...
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..."The Impact of Media and Technology in Schools: A Research Report Prepared for The Bertelsmann Foundation Roschelle, J.M. Pea, R.D., Hoadley, C M . , Gordin, D.N. and Means, B.M. (2000). "Changing-How and What Children Learn in School With Computer-based Technologies." The Future of Children, 10:2, 76-101 Summary This article discusses a school district Spokane Public School District and how their Career and Technical Education (CTE) Business Department set out trying to improve the quality of technology instruction. By doing so they aligned the Computer Applications to some nine graders Language Arts, Algebra I and Senior Project requirements. These efforts were intended to provide more curriculum support to the core content areas, which would in turn help students meet local and state standards. This cross-curriculum integration has provided multiple learning opportunities for teachers. It also stated how the cross-curriculum has provided them with opportunities for the business teachers to become more aware of how data-driven decision making affects the curriculum development process. With this new alignment teachers have gained a better understanding of the CTE and core content standards, also teachers have implemented those best practice strategies based on those standards. The articles also talks about how the school district learned how to implement those new courses into the master schedule. Various research has identified that technology integration can enhance both...
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...12.1 Week 12 Bringing Technology to the Classroom The effectiveness and importance of integrating technology into school curricula has been a long awaited discussion. Advocates of technology’s role in instruction argue that technology improves student learning outcomes and prepares them for the technology-rich workplace. The use of technology continues to grow at a rapid pace. It is also playing a major role in the job industry. With that in mind, it would be beneficial to students for educators to integrate technology into the instruction, which is a more effective way of promoting actual technology use than is positioning technology as a “separate” or supplementary tool. Technology integration into the curriculum will help better prepare students for the computer based world. Technology integration into the curriculum will help better prepare students for the computer based world. “Technology is transforming society, and schools do not have a choice as to whether they will incorporate technology but rather how they will use it to enhance learning” ( North Central Regional Educational Laboratory & Illinois State Board of Education, 1995). Many educators would say that if teachers ever tried to integrate technology into the classroom, careful planning was a prerequisite for an effective implementation of technology in education. Many plans fail due to improper planning or poor execution. Technology should support the curricular goals. Technology should be used to improve...
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...Using evidence from the syllabus of your subject area at a pre-tertiary level of education in Ghana, discuss the dominant curriculum orientation(s) underlying the instructional programme. Introduction Science education has always been a part of the Ghanaian (and Sub-Saharan) culture. Modern education in Ghana came with the advent of European missionary and mercantile enterprises, and has largely become the vehicle for social upward mobility. Education in general, and science education, for that matter, is serious issues for all Ghanaians. Curriculum orientations are beliefs about what a school curriculum should achieve and how teaching, learning and assessment should occur (Eisner, 1970). The most fundamental concern of schooling is curriculum (Ornstein, 1982). These prepositions have led me to have an in depth study by evaluating the Ghanaian Basic School Science Curriculum from both the primary to the Junior High School levels trying to find out the various and dominant curriculum orientation(s) underlying the teaching and learning process of Integrated Science in schools. The Ghanaian Basic School Science Curriculum and Delivery The Ghanaian integrated science curriculum follows the “spiral approach,” treating the same themes at different times and in greater depths within each educational level. The curriculum is the modern replacement of what used to be called “nature study.” This is a generalist, survey course, which exposes the child to the universe. At this level...
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...Teachers as Curriculum Leaders Introduction: For the purpose of this assignment, the syllabus under consideration is the mathematics syllabus and the outcome that is to be discussed shall be the level 3 outcome for topic N 3.2. This outcome shall take in consideration the students’ ability to add and subtract numbers that are either whole or in fraction. This is related to a problem solving scenario where the students are not just given the numbers to work on but they are given a word problem that they would have to interpret and then solve in order to understand how the rules of addition and subtraction would work in the real life situations. This paper shall take a look at this outcome in terms of the various conceptions of the curriculum that Eisner and Vallance have laid out in their paper entitled “Five Conceptions of Curriculum: Their Roots and Implications for Curriculum Planning.” Keeping this in mind, it is vital for us to understand that even though it is the children that present us with the outcome of a curriculum, it is the teachers’ job to lead them to it. It is thus very important for the teachers to be professional and that they undergo specific professional development programs. Conceptions of Curriculum 1. The cognitive process approach to curriculum: a. Pedagogy In this regard, the teachers would need to focus on ‘how’ to teach the students instead of what they are teaching. With respect to our outcome, it is imperative that the teacher teaches...
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...Approach to Curriculum Development by L. Van Crowder Agricultural Education Officer Extension, Education and Communication Service (SDRE) FAO Research, Extension and Training Division See also "Participatory curriculum development in practice: An experience at the Eastern Caribbean Institute for Agriculture and Forestry in Trinidad and Tobago". Introduction Participants at the 1991 FAO Expert Consultation on agricultural education observed that major new developments in world agriculture, advances in science and technology and changes in population and society require the "integration of academic learning and development tasks". It was recommended that institutional approaches to decision making incorporate "a more participatory approach to the planning process" and that "feedback from the users...in curriculum review and revision offers an effective way of keeping research and teaching relevant and interesting". It seems clear that agricultural education institutions need to foster their relationship to the development process through the integration of academic scholarship with development tasks, including national but especially local development tasks. The implication is that a wide range of stakeholders in local development should participate in the curriculum development process -- that curriculum development can be an important mechanism for integrating teaching and learning with local (and national) development needs and concerns. Curriculum development: an overview ...
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...Introduction Curriculum as a field of study is relatively young. Most place its birth during the second or third decade of this century, often with the publication of Franklin Bobbitt's. In 1918, Denver superintendent Jesse Newlon's suggested use of teachers in curriculum development . It is important to note that the study of curriculum did not begin as an addition to an extant field, say as a subfield of psychology or philosophy. Rather, it began in administrative convenience: professional responsibility for curricular matters. They came from every academic background imaginable. This means different kinds of thinking from the scientific to the artistic have emerged in the curriculum field. Curriculum as a field includes curriculum theory, development, implementation (that is, instruction), and evaluation. Traditional, conceptual-empiricist, and reconceptualist are theoretical frameworks that govern specific approaches to curriculum issues. Each of these frameworks can be characterized by the dominant and subordinate assumptions that govern the knowledge and values which underline their respective modes of inquiry. Traditionalists: Educational philosophy (Pernalism and Essentialism) General Philosophy (Idealism and Realism) Educational Psychology (Behaviorism) History The field of curriculum studies began in the early 1920's, and grew out of the necessity and need...
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...rapid changes in the political areas and in Science and Technology impelled the government to recognize and strengthen further the national system of education to suit the education needs of the future along the line of education for all and to produce a work force that has the quality, capability and skill to handle more complex challenges. Cabinet committee of educational reforms was chaired by Dr. Mahathir Mohamad and was formed in 1974. The purpose of forming this committee was study the implementation of the National Education policy. Educational reforms released its findings in the Mahathir Report in 1979. The report suggested that education should meet the country’s manpower needs, especially in the development of science and technology and education should foster development of noble values. Objectives of Educational Reforms The government set the objectives as guideposts along the road that make the implement of Educational Reforms more smoothly. The main objective of Educational Reforms is to improve the conditions and quality of the educational system so that the development of country in science and technology can be improved. Furthermore, Ministry of Education wished to create an updated system of education that is of universal standard so that the student can always receive the latest information. Moreover, another objective is to fix a system of education that is “flexible” to current development to avoid being eliminated from the competition of the world...
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...Course Project: Technology Plan Author’s Name: Damar Grant Date: August 24, 2014 Course Project Introduction The aim of a technology plan within any institution is simply to supplement insight of excellence in academics and make sure that all the students authenticate competence. In today’s society change is refers to as a standard rather than a hypothesis. Students need to adjust learning by researching how to use new information to explore. It is the responsibilities of the teachers to teach students how to learn. A lecturer of mine once told me, it is not what you teach, but how you teach. In this paper the technology plan speaks to preparation for the future. It is design to assist in preparing our students for their future and administering skilled-learning for teachers and administrators. Background Damar Grant in a paper previously stated, “Children differ not only in their achievement level and their rate of learning, but also in almost every characteristic trait. They differ when they come into the world; they differ physically, mentally and socially. They differ even in their interests and special talents. They differ in learning. No one system of instruction can possible do full justice to all these differences and in all its aspects. One important thing to remember though, is that differences in teaching contribute to the difficulties in learning”. It is the intention to use this technology plan to develop an atmosphere...
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