Curriculum

Reform
reasons

 For effective schooling and teaching

 encourage greater curricular
standardization and consistency
across states, schools, grade levels,
subject areas, and courses

 school improvement
 increase teacher effectiveness
 bring their
Standards curriculum into
requirements alignment with
the learning
expectations
outlined in the
new standards
 the methods
Assessment
used to
requirements
measure
student’s
learning
compel
teachers to
teach the
content and
skills that will
eventually be
evaluated
 Schools may try to improve
Curriculum curriculum quality by bringing
alignment teaching activities and course
expectations into “alignment”
with learning standards and
other school courses

Curriculum mapping

To create a more consistent and coherent academic program by making

sure that teachers teach the most important content and eliminate
learning gaps
 The design and goals of any
Curriculum curriculum reflect the educational
philosophy philosophy of the educators who
developed it
 curriculum reform may occur through
Consequently the adoption of a different philosophy
or model of teaching by a school or
educator

Project-based learning
Community-based learning

Authentic learning
 provided the background for
So Curriculum new approaches to language
reform teaching and for the
development of new
language teaching materials

Reform not merely means to reshape, to

reconfigure, to make different, but also
mean to make improvement.
 In some cases,
schools decide
to purchase or
adopt a
curriculum that
Curriculum
has been
packages
developed by an
outside
organization
 The resources that schools
Curriculum provide to teachers that can
resources also have a significant
effect on curriculum

Text-books
 Curriculum
standardization States, districts, and schools
may also try to improve
teaching quality and
effectiveness by requiring, or
simply encouraging, teachers
to use either a standardized
curriculum or common
processes for developing
curriculum
Curriculum scripting

it requires teachers not only to follow a

particular sequence of preprepared
lessons, but to actually read aloud from a
teaching script in class
Components of The benchmarks or expectations
Goals for teaching and learning, often
curriculum made explicit in the form of a
scope and sequence of skills to
be addressed

Methods The specific instructional

methods for the teacher,
often described in a
teacher’s edition

The media and tools that

Materials are used for teaching and
learning

The reasons for and

Assessment methods of measuring
student progress
 is to prepare the
student to thrive
The Purpose of within the society as
Curriculum
it is—and that
includes the capacity
for positive change
and growth
 Curriculum
Theory

Cocern
with

1. the underlying ideological and

philosophical assumptions of
curriculum (curriculum philosophy);
2. the conceptualization of
three main components of
curriculum:

 purposes and content,

 Instruction

 Evaluation; and ....

•Stakeholders are individuals or institutions
that are interested in the school
curriculum. Their interests vary in degree
and complexity. They get involved in
many different ways in the
implementation, because the curriculum
affects them directly or indirectly.
 1. Learners at
the Center of
the Curriculum
Learners in all levels The learner is placed at the
will influence the center of the process
curriculum by their
active and direct
involvement
Important Role of the Learners in
the Curriculum

Consider as the center of the educational

process

Learners or students are the very reason why

school exists

•Learners are the primary stakeholders in the

curriculum
 Aspiration
and
personal
goals Mental
Learner’s age Development

Emotional
The Development
Gender Implementation
Cultural
of Curriculum background
Physical
Development Interest

Factors to be considered
 Written
Curriculum
Learner’s
learning
Success of So should fit the
Achievement Curriculum learner’s
characteristics

In order
to get

Success in
Education
Teachers as Curriculum Developers and
implementers
 In the teaching and learning process

 Planning and writing the curriculum

 He/she writes curriculum daily through a

lesson plan, unit plan or yearly plan.

 He prepares activities for the students

to do.
 He addresses the goals, needs, interests, of the learners by creating
experiences from where the students can learn.

He designs, enriches and modifies the curriculum to

suit the learner’s characteristics
are part of textbooks committees, faculty selection
boards, school evaluation committee or textbook
writers themselves.

 become architects of school curriculum by developing their own

school curricula taking into consideration their own expertise, the
context of the school and the abilities of the learners

teachers’ role shifts from a developer to an

implementer. From a designer or technician to a
decision maker
 The teachers’ role now shifts from planning to doing. Doing here
implies guiding, facilitating and directing activities which will be
done by the students

 The teachers’ role as an implementer is very crucial. Unsuccessful

implementation of the curriculum becomes the root of the
educational failure, thus some would say that the root of the
educational problem is the teacher

The teachers’ role now shifts from planning to

doing. Doing here implies guiding, facilitating
and directing activities which will be done by the
students