Essay On Curriculum Design

Essay On Curriculum Design
America has a diverse educational system and is responsible for ensuring that curriculum is reflective of this diversity. As America becomes more
diverse, it is commonplace for several languages to be spoken in a single school (five languages were represented in my classroom alone last year),
and the demand for teachers trained at tackling the academic, emotional, and social needs of students is pressing. Transcending race, the issue is not
easily rectified by offering to place teachers who "look like" their students in the classroom; rather, the more viable solution is in training teachers to
become more sensitive to students' academic and cultural needs. Furthermore, socioeconomic differences contribute to this "great divide" that...show
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Public–school systems are brimming with minority students who are becoming increasingly deficient in the knowledge and skills needed for
self–sustainability in the 21st century. I worked as an elementary teacher in Title I schools for more than two decades and witnessed students being
taught topics bearing very little relevance to their cultures or interests. The concern for the content being taught prompted me to write curriculum that
incorporated topics aligned to the standards, relevant to students' culture and interests. When the topic of students' cultural interest was brought to
teachers' attention, many did not understand the need to examine their practices from their students' perspectives, causing many teachers to dismiss the
curriculum, choosing to adhere to the status quo. People's culture influences how they navigate in society, impacting their interactions and assimilation
within the educational arena. Culture impacts students' learning, thereby, necessitating that teachers remain mindful of students' diversity. Moreover,
the culture gap existing between students and teachers needs to be narrowed to facilitate more positive teacher and student outcomes through training
opportunities. Teachers need to be trained in understanding the cultural diversity of students, resulting in best practices reflective of diversity. It is not
enough to provide teachers with a two–hour training on the differences between
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Cross-Curricular Learning Essay
'Making cognitive connections, within subjects and between subjects...' ( Piaget 1977, Cockburn and Haylock 2008,Rose 2009) is an aspect of
cross–curricular learning. Generally speaking, cross–curricular learning is when skills, knowledge and attitudes of a number of disciplines which are
applied to a single experience, problem, question, theme or idea. In simple terms, it's also known as a thematic approach. From this point, I'd be
exploring the reasons why a thematic approach should be adopted in the classroom and this approach could deliver the four core subjects in the
National Curriculum in Key Stage 1. On top of that I'd be exploring the issues raised of adopting a cross–curricular approach and the implications of
using a theme–based...show more content...
This form of assessment allows me to find out children's prior learning experiences and interests and gives me an indication of where they are at,
whilst children getting to have a 'voice' in what goes on in their classroom. On top of that, at the start of the term children would be able to engage in
theme based lessons by inquiring them to suggest themes they'd like to study over the next half term, this gives children the power to take control of
their own learning and supports children's intrinsic motivation of wanting to learn for themselves.
Again, due to the fact that children's interests and experiences are used to form a platform for learning, the thematic approach tends to lend itself to be
more motivating for pupils in conjunction with their wider life experiences, as suggested by Barnes (2009). (Mumford. D (2000) Planning a
theme–based unit, Canada: Pacific Edge Publishing Ltd) This kind of assumption asserts that all children responds positively to the same style of
teaching or the same stimulus. However, he neglects that motivation arises from many sources and children are inspired by different and unpredictable
outputs. It is therefore understood that cross–curricular approach will not suit all children. But at the same time, as my role as a

Curriculum Development
Curriculum Development Process Purpose 1. This paper describes the curriculum development process that will be used to develop the national
curriculum. It also describes the structure of writing teams and consultation groups that will be involved in the national curriculum development.
Background 2. The Board is committed to a process of curriculum development in each learning area that: provides opportunities for consultation
establishes achievable timelines ensures high quality curriculum documents. 3. The proposed process involves four phases: I. Curriculum shaping II.
Curriculum writing III. Implementation IV. Curriculum evaluation and review 4. Major features of the process are as follows. Advice is sought at...show
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i.e. What will the key content organizers or structures look like? – What will the senior years curriculum look like in terms of the course structure i.e.
the purpose and focus for each course – How might teaching and learning in this area aid development of the general capabilities of literacy, numeracy,
ICT, creativity and thinking skills? – Which of the other general capabilities can be naturally and explicitly represented in the content and achievement
standards of the learning area? How? ACARA Curriculum Development Process v3.0 5 August 2009– What are the key considerations that would
make this Australian curriculum a world class curriculum? – What are the implications of a futures–orientation' or more 'contemporary orientation' for
the learning area curriculum? Conduct of a national forum to consider and respond to the initial shape paper Consultation on the initial shape paper
with curriculum authorities, professional associations and other curriculum experts Step Three – Preparation and publication of Shape Paper The
preparation and publication of a Shape of the Australian Curriculum: < Area>, that will guide the curriculum writing phase. This step will involve the
following actions. Development by the lead writer(s) of a draft Shape of the Australian Curriculum: Endorsement by the Board for widespread
consultation on the draft shape paper, involving teachers and key stakeholder groups, including professional associations, curriculum

My Writing Goals And Curriculum
This course's goals and curriculum seem to be a wonderful way for me to become a more effective teacher. Sometimes I run into situations when I
can't effectively help my students. The knowledge I would gain from this course would help me to better answer my students' questions. Furthermore,
I want to expand my knowledge of English grammar. As a native speaker, I find it hard to explain certain grammar components. I believe the best
teachers have a wonderful command of grammar and great language awareness. This course would help me build and refine these skills.
I was first introduced to how terrible my language awareness was while obtaining my CELTA last summer. But I learned quick and worked hard. My
biggest challenge was a 40 minute lesson about the narrative tenses. I spent hours learning the tenses, writing CCQs, creating examples, and
designing materials. When time came to teach I was ready. I achieved the aims and I received an 'Above Standard' grade for that lesson. I found this
to be the highlight of my CELTA experience. I felt a wonderful sense of accomplishment and received wonderful feedback from my tutor.
Apart from obtaining a CELTA I have 22 months of ESL teaching experience. I have instructed complete beginners to advance students. I have
successfully implemented Cambridge teaching methodologies into my classes. I have experience using state–of–the–art technology for teaching
purposes. In the future I am interested in completing a DIPTESOL or DELTA.

Curriculum and Syllabus Design
CHAPTER 1
DISCUSSION
A. DEFINITION
1. KTSP ( School Based Curriculum / SBC ) 2006
According to Abdullah (2009:319–320) government regulations No.19, 2005 on National Education standard(Bab 1 pasal 1 ayat 15), KTSP is an
operational curriculum developed and implemented in each educational unit. KTSP is the refinement of the curriculum 2004.
Based on that definition, the school was given full authority to develop and implement the curriculum. KTSP( SBC ) was implemented according to
the ability of schools by providing greater autonomy to the principal in the development of curriculum for each school to know more about the
condition of their education unit.
2. CURRICULUM 2013 ( National Character Curriculum )
Changes in curriculum...show more content...
* The goal of new curriculum : a. Students : * Make more creative, innovative, and more productive * To increase be able to observe, question, reason,
and communicate (present), for which they obtain or what they know after receiving learning materials. * Through this curriculum students are
expected to have competency attitudes, skills and knowledge are much better so that later they can be successful in dealing with various problems and
challenges of his time, into a better future. b. Teachers : * More enthusiastic in learning activities. c. ManajemenSatuanPendididkan : * Emphasizes to
give of learning services including counseling and enrichment. * Anticipating the growing number of variations in learning activities d. Country : * To
improve competitiveness. * To increase international reputation, especially in the education sector. * Follow the development of era. e. Society : * To
obtain competent graduates * To improve the wealth
C. IMPLEMENTATION
The implementation of Curriculum 2013
The development of curriculum 2013 have been in RENCANA PEMBANGUNAN JANGKA MENENGAH NASIONAL (RPJMN) 2010–2014. The
goal of this curriculum are increasing the balance competence between attitude, skill and knowledge. This competence supported by 4 pillar. There are,

productive, creative, inovative and

Curriculum And Pedagogy Essay
Curriculum and Pedagogy: The curriculum is experienced by all students, albeit in different forms. So, curriculum which is based on more interaction
between the students and teachers is more likely to acceptable. There is a body of evidence from the US (and increasingly in other countries) that the
more students interact with other students and staff, the more likely they are to persist (e.g. Astin, 1984; Tinto, 1997). Due to interaction among
students, they learn a great deal from each other. Furthermore, both social and academic integration into a higher education institution have a positive
impact on their sense of belonging to (Reay et al., 2001), and ultimately learning within, that environment (Thomas, 2002).
Despite different forms of delivery and modes across disciplines, the curriculum forms a platform for the implementation of strategies and dimensions
that engage students in their learning experience...show more content...
In the context of a worldwide paradigm shift towards student–centered outcomes–based approaches, and at a time when many Pakistani universities in
the departments are developing learning, teaching assessment strategies, this research reviews what the research literature says about the impact of
quality strategies on students' learning. It then proceeds to translate that into practical suggestions for practice with the specific intention that assists to
inform departments in the development of appropriate teaching and learning strategies and learner–centered approaches and practices which meet the
university general principles on quality. Assessment defines what students regard as important, how they spend their time and how they come to see
themselves as students and then as graduates. As students' points of view indicate, assessment always defines the actual curriculum (Ramsden, 1992:

The Importance Of Curriculum
Curriculum can be modified and adapted to provide effective learning experiences and teaching strategies that are inclusive to all students. Making
learning accessible, classroom environment and engaging learning are some of the strategies that educators can implement to ensure accessible
learning to all students. Although there may be some of the advantages and difficulties that may arise as a result of implementing these teaching and
learning strategies educators must have a variety of strategies that can be used in all classrooms.
Providing an education that is accessible to all is to recognize that all students' are unique individuals. Which means to understand that their emotional,
educational, social and physical needs are diverse and will require differentiated approaches. Educators need to be aware of the many barriers that may
affect learning. Curriculum is said to one of the main barriers to creating an inclusive learning environment. For example, if a teacher expects all
students to demonstrate their knowledge of decimals and exponents through lecture only, they are essentially creating missed opportunities and
potential barriers for individual students. Students that encounter poor mathematical understanding, will not benefit from being just told about
decimals and exponents. Mathematics is a subject that requires hands on learning and manipulatives. A teacher who is unaware of this, may lose her
students during the lesson due to the lack of prior knowledge of

The Importance Of Curriculum Development
Curriculum is an important part of education. Education can help ensure student success not only academically but also in today's world. College
courses give students the knowledge and skill sets needed to be successful in their chosen career majors. It is important that post secondary institutions
have focused curriculum on not only general education courses but also those that are specific to every college major. Curriculum developers contend to
create relevant and meaningful curriculum that increases students' knowledge and sequentially prepare them for the world after graduation. Curriculum
development is an extensive process that cannot be taken lightly. Some curriculum developers may find the process as a "field of utter confusion"
(Oliva, 2013). There is no set method of creating perfect curriculum. Class or course curriculum is unique and considerations must be taken to
determine the best philosophy, model, etc. to use when establishing curriculum.
An important factor when developing curriculum is the person or persons responsible for creating the curriculum. I had the opportunity to interview a
curriculum developer from a local community college to learn what the development process is at her institution. She is the program director and
curriculum designer for a Medical Assisting program at a local community college. She is a Registered Medical Assistant (RMA) who holds an
Associate degree in Radiologic Technology, Bachelor Degree in General Science, and

My Writing Philosophy
Being an effective Instructor of Composition at the community college level requires a variety of skills and talents, many of which simply can't be
taught in formal classroom settings. Facing constant pressure to make judgments that have weighty consequences is just one of the challenges of
teaching writing. A writing teacher who is too strict or inflexible can give students the excuse they may be seeking to withdraw or not perform in
class. Some students are only too eager to proclaim that they can't possibly meet high standards in writing, so there is "no use in even trying." Putting
stringent rules in place for a writing class does not necessarily provide an atmosphere that will foster successful student writing. But being lenient and
...show more content...
Which students are just trying to take advantage of a sensitive and compassionate teacher? And it is fair to other students to make exceptions for
students with seemingly extenuating circumstances?
Teaching writing has a way of forcing me to evaluate my principals and ethics on a daily basis. This is an exhausting task. While it could be argued
that teachers of all subjects have to deal with this dilemma, the very nature of writing presents a unique situation. Students cannot seem to resist
writing a personal essay whether one is requested or not. A teacher of Math or Chemistry is not likely to receive an essay in which personal
information is disclosed. Even with my limited years of experience teaching writing in college and high school, I can confirm that students write mainly
about what they know. And what they know best is their own lives. Receiving essays and verbal communications of a personal nature–and in turn
responding to such offerings–––seems to be part of the job. This observation confirms one of the conclusions drawn by Dan Morgan in an essay
entitled "Ethical Issues Raised By Students' Personal Writing" published in College English in March 1998. Morgan illustrates some of his experiences
as a writing teacher and more importantly, shares with his reader insights about the ambiguous complexion of writing instruction today:
The inescapable conclusion is that the very nature of teaching itself has changed, especially in

Intended Curriculum
Curriculum can be broken into three forms: intended curriculum, implemented curriculum and attained curriculum. Intended curriculum is the goals for
instruction, that are set through: schools, school districts, states, and national organizations. The TIMSS illustrates intended curriculum through the
school's textbooks, curriculum guides, programs, and surveys of educational higher–ups. Implemented curriculum is the pursuit of desired goals within
the classroom, and the teacher's performance in the learning process. The TIMSS studies for implemented curriculum include videotapes and surveys
from a teachers' course. The surveys include the teachers instructional practices, beliefs on education, subject being taught, and other factors that
influence the student's test scores. Attained curriculum is the...show more content...
The vacancies drive employers to seek outsourced labor to fulfil these roles. Without reform in the education system, the United States will not be able
to compete with international education standards, or the growing demand for innovation.
Einstein stated, "It is the supreme art of the teacher to awaken joy in creative expression and knowledge." Einstein's quote highlights his side on the
matter. He favors a learning environment that allows the teacher to bring joy and knowledge, while simultaneously benefiting the children of American
schools. It is the teacher's "supreme art," or true purpose, to have their students excel in their classroom.
Einstein would seek reform in the education system. He would find it necessary to improve math and science in schools, and have a curriculum that
will forge a desire to achieve within the students. Einstein experienced the first hand importance of collaboration between science and mathematics,
politics, and economics. Einstein would seek for a way to gain the America's student interest, in math and

Should Curriculum Be Standardized for All? Essay
Students are expected to become well educated, self–thinking, and creative citizens. When teachers are expected to teach to a state guided curriculum
students are limited to the standards and content of knowledge. Students are all given the same multiple choice test, on the same day, at the same time.
Students are not given a chance to show their depth of knowledge. Schools must decide how to teach the standardized curriculum. Schools must figure
out how to mesh a standardized and non–standardized curriculum. Can students guide their own curriculum and perform well on tests? Standardized
Curriculum and Testing With a standardized curriculum comes standardized testing. A standardized curriculum limits what students learn.
...show more
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Parents want their child at the top of the class and a head of the others. In a standardized curriculum, students become stressed because of the standards
that are set. Students are not exploring, creating, or analyzing. Students are not developing their identity. Non–standardized Curriculum In a
non–standardized curriculum, students have more control over their learning. The teacher sets the umbrella of the standard but the students can choose
what they want to learn from that standard. Student's freedom of thought, right to question, and the freedom to spread ideas are encouraged in this
classroom. A non–standardized curriculum allows students to focus on higher level thinking skills. Students are encouraged to learn from each other.
Students are encouraged to challenge each other. Teacher's use Bloom's Taxonomy to have student think deeper into concepts. Instead of students
learning ten concepts over the course of a year, students learn six that are more in depth. Students use a variety of alternative assessments to show their
depth of knowledge. A student can choose how to display their knowledge. Students may give a presentation, create a 3–D model, design a PowerPoint,
or write a story or a variety of other ways to present their ideas. A form of a non–standardized curriculum is the Montessori curriculum. In the
Montessori curriculum the teacher is more of a guide. Students take charge of their learning. Students

Reflection Paper On Curriculum
Curriculum Reflection Ste. Genevieve R–II school district is located in Southeast Missouri. The district's mission statement is Working Together to
Create Success at Ste. Genevieve and Beyond. One of the most successful ways that the Ste. Genevieve faculty collaborates together concerns their
method of curriculum development, alignment, and revision. This reflection assignment will examine the curriculum process of Ste. Genevieve R–II.
The following items will be addressed within this analysis: the definition of curriculum, the district's formal/informal/hidden curriculum, the district's
curriculum leadership, the impact of Missouri Standards on the district, the district's current plan for curriculum revision, and a...show more content...
Ste. Genevieve R–II has all three forms of curriculum. The formal curriculum is composed of various documents saved to Google Drive. Information
used to achieve this formal curriculum includes the following documents: the Missouri Learning Standards for the departments, the Missouri Learning
Standards Crosswalk showing standards and alignment, the Missouri Learning Standards Terminology for various departments, curriculum checklists,
information about backward design, pacing guides, unit/lesson plan documents, and assessments. The informal curriculum is present at Ste. Genevieve
R–II, but it is not in documented form. The values of the teachers creating the curriculum play a role in its development and implementation. Each
teacher brings their own style into the classroom; as a result, the curriculum is followed, but it is followed in different ways as teachers place their
individual teaching style into their instruction. For example, when teaching skills about literary theme, one teacher might include a specific piece of
literature based on student interest. Another teacher might not include the same piece of literature, but the concept of theme will still be an aspect of
their lessons. Another example might be in regards to teaching other kinds of lessons that are

Curriculum Essay
Illinois's State Board of Education, ISBE, has been enforcing teachers to assess students from first grade up to high school using the Partnership for
Assessment of Readiness for College and Careers, or PARCC, which assess students in subject areas: Mathematics and English Language Arts
/Literacy. PARCC assessment aligns with Common Core State Standards, CCSS, commonly used by Illinois teachers. Commonly found in Unit 1
was to defining words or phrases using such as question 1, Part A, "What is the meaning of the word drift as it used in paragraph 18 of "Just Like
Home"? Often times students may be misled to read the whole text to comprehend the meaning of a word or phrase. Question 1 Part A asses students
on their ability to use context...show more content...
By referring to context and word choice, students must summarize how the main character feels at the end of the story. Throughout the PARCC English
/Language Arts, students must apply reading strategies teachers have taught their students. In the PARCC English/Language Arts, students must apply
reading strategies learned during the school year to successfully achieve PARCC. A reading strategy students apply to the PARCC is inferencing and
using contextual clues to answer questions. Unit 1 Question 10 correlates to CCSS, (CC.4.R.L. 1 Knowledge of Language): Key Ideas and Details:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from text. Furthermore, students
select two traits of the lion in the story and selecting one sentence for each trait as evidence of how the lion demonstrates the trait. Students use both
details from the story to support the trait by using inferences and use contextual clues of how sentences apply to the selected traits.
Question 10 in Unit 2 examines the text a step further in order for students to analyze the text beyond comprehension. Unit 2 Question 10 refers to
CCSS, (CC.4.R.I. 7): Integration of Knowledge and Ideas: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain

The Importance Of Curriculum Development
Curriculum Development: Theory, Meaning and Practice Xueni Li Final Project A written for EDFN 521 Dr. Rosaire Ifedi Ashland University
October 14, 2017 1.Overview: The Importance of the Curriculum "Curriculum is often one of the main concerns in the educational field. What kind
of curricula should we offer to learners?......"Curriculum" seems to be considered greatly as what teachers are going to teach and, in other words,
what learners are going to learn. In fact, "curriculum" is also closely related to how well the learners learn–the outcomes. Thus, as an umbrella term,
"curriculum" includes a lot of issues" (Wensu, 2012, p.1). For example, what kind of content the curriculum should have? How do teachers implement
the curriculums? What about the assessment and feedback of the curriculum? I am going to analyzing a curriculum document, the Common Core State
Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (I will call it ELA document or ELA
Standards in this paper) to shows how these issues are related to the curriculum in the following paragraphs. 2.Why Do We Need Curriculum? Why we
need a curriculum? This is a question which has been put up by many educators. A curriculum is the essential part of many educational institutions such
as schools, colleges, universities. For these institutions, they must have their own common standards to achieve teaching and learning process–in other
words, to decide what

National Curriculum
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 theeducation 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...show more content...
This can help in raising standards of all children, which has been identified as a key feature of the National Curriculum.
Another key feature is that the National Curriculum identifies key subject disciplines. All the National Curriculum subjects are organised to show a
carefully designed framework that will maximise a learners opportunities to achieve success. As illustrated by the QCA (2007), for Design and
Technology, the curriculum is organised into 4 parts, which are: 1. key concepts 2. key features 3. range and content 4. curriculum opportunities.
The key concepts aspect is then divided up into further sub–sections and these are: * designing and making * cultural understanding * creativity *
critical evaluation.
As an increasingly important subject, the key concepts demonstrate how Design and Technology creates an interactive decision making process for
pupils. For instance the subject combines a practical base with a sound knowledge base, while allowing learning to take place from other areas of the
curriculum. In order to learn, pupils have to think creatively and diversely to develop innovative products that can meet a human need. Although the
National Curriculum is content based, Design and Technology allows pupils to absorb content because it acknowledges creativity. This allows for a
fuller development process. Furthermore the National Curriculum with regards to Design and Technology understands that children

Through the completion of my graduate program in Curriculum, Instruction, and Assessment, I have gained an immense amount of knowledge and a
plethora of skills which I have used and found valuable in my seventh grade English classroom. My outlook on student learning and my empathy
towards students has also been positively affected by the program. These learning opportunities have led me to become a better educator both inside
and outside of the classroom. One of my most influential experiences took place with my very first class, ED 523 taught by Dr. Howe. In this course,
I learned about the Understanding by Design (UbD) Framework created by Wiggins and McTighe. This framework focuses on a backward design
approach that uses big...show more content...
It also gives them the ability to make connections to real world situations and get the "big picture". By using the Backward Design approach, my
assessment practices have also been positively affected. Now that I know exactly how I am assessing my students before I teach a unit, I am able to
address misunderstandings in advance and provide students with rubrics and assessment materials before they start a project or assignment, so they
know exactly what is expected of them. I have found that students perform better and are more engaged when they know my expectations in advance. I
have also discovered that students are more conscientious about their grade or performance when they are able to look at my assessment tool and ask
questions or check off the tasks they have completed. Within three months of taking ED 523, my school district began using curriculum mapping.
Curriculum mapping has facilitated my district in eliminating gaps and repetition in the curriculum and has allowed us to develop a fluent scope and
sequence. This process has optimized student learning in my classroom. I now know what the students have already learned and can build upon those
skills and understandings and can also better prepare them for the content they will be introduced to in the future. The mapping process has given me
the ability to create cross curricular units with my colleagues. The students

Essay on Curriculum and Instruction
Theories and Practices in Curriculum and Instruction
Marno AngaDr. Erlinda Navarro
MA in Educational ManagementM–F 11:00 am – 1:00 pm
Finals Examinations – Answers
2. Search any Memorandum Order from DepEd or CHED and analyze their relevance to curriculum reengineering.
According to CHED Memorandum Order (CMO) No. 38, Series of 2010 (kindly see attachment for copy of file), they have delineated the different
subjects being taught in both AB and BS Psychology. They have broken the course into the following: General Education| 63 units| Required Course| 28
units| Basic Course| 8 units| Natural Sciences| 20 units| Elective Courses| 15 units| Physical Education | 8 units| National Service Training...show more
content...
This term focuses not just a minor tweak or changes in the existing curriculum, but focuses on the total overhauling of the system. The curriculum
reengineering is a daunting task not just for the developer and expert but also in the school administrators and everyone below him/her. The question of
how often should we conduct curriculum reengineering be done? The answer is as often as possible.
The second part of that answer is when is that even occurring? If the evaluation program yields that there are gross differences between your curriculum
and the outside world then curriculum reengineering should be done. But I have said before, curriculum reengineering is a curriculum overhaul. It is
taking up a curriculum, breaking it apart and reassembling it. This should not be happening. A curriculum should be a smooth transition from one point
to another. But if this overhauling do occur, however, this means that the proper fail safe mechanisms were not established and proper checks and
balances were not set–up properly. This is where curriculum evaluation takes its role as an agent of change.
Curriculum evaluation is so important that it helps highlight the strengths, expose the flaw and challenges of the current or planned curriculum. It
offers a distinct view on how everything works. Imagine a teacher just teaching all day for the past forty years and not even evaluated once. Then she
leaves the

What Is Curriculum
What is curriculum?
1. Curriculum is a complex term; it can be broad or narrow. Curriculum is a set of broad decision about what is to be taught and how it is taught, that
determine the general frame within which lessons are planned and learning take place (Farrant ,M A p.12). Curriculum is seen as theeducation umbrella
of national education that includes the lessons, the timetable and the academic content prescribed by the national education department in schools or
program over several years. The curriculum compromises opportunities for learning provided by schools and establishes quality relationship of what is
learnt and what operates outside the school. It guides learning experience designed to facilitate students learning to develop quality education system.
Narrow view of curriculum can be a course of study or different subjects offered in schools...show more content...
Children are learning culture of because it is integrated whereby cultural day is celebrated each year at school. Parents meeting are done termly and
they are informed of what is happening at school through letter writing. The relationship between the principal within teachers, learners and the
regional office is very strong. There is always informative briefing every morning. The academic, social, and behavioral expectations established by
schools are communicate to learners on Monday morning at the assembly. Cultural perspectives is practices at our school because learners are
recognized, integrate, or honor diversity and multicultural perspectives which may convey both intentional and unintended messages to learners. Some
schools may expect everyone to communicate in English only while other schools, however, may actively integrate or celebrate the multicultural
diversity of the student body by inviting students and parents Community members are always involved in the

Literacy Curriculum
I have experience a lot of new topics in this curriculum from vocabulary, grammar, free writing, and how to build a concrete essay. Learning these
factors help me build a better understanding of literacy. The main topic we went over was learning how to create a thesis statement and supporting
details. By reading short stories, cite reading, and answering questions about passages. Learning that in class help me understand the steps of being a
great writer. The components of literacy is having a thesis, knowing the problem or question, reflection and most importantly structure. These
components are highly important because it makes a flow in a logical way. To continue, I will be explaining the different aspects I learn in class that
involves

Essay On Curriculum Design

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