Curriculum In Philippine Curriculum

Harry Wong defines curriculum as “the course of study and experiences that states what the students are to learn.” (Wong, 2009, p.232). Curriculum is the driving force of the content to be taught and the methods to be used. The most effective curriculum is designed by a committee made up of teachers, administrators, and curriculum specialists. This committee is tasked with unpacking standards as they are reviewed and integrated into the committee’s design. It also strives to propose curricular and instructional strategies that best convey the required content for each course of study.

A study conducted in 2003 by Ofsted that involved England, Denmark and Finland, showed England’s national curriculum compared to the other two countries was:

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

With this children will learn various social skills such as treatment in encountering conflict that will enable them to become virtuous members of society (Goodwin, 1999, p.29-34). This is what the national Curriculum aims for (Department for Education, 2014).

Based on the research and analysis undertaken, it is recommended that the most effective and authentic forms of assessment for writing and reading are writing portfolios and reading checklists, respectively. Although Brown & Hudson (1998) state that both these forms of assessment are time inefficient in that the initial creation of the criteria to cater for specific learning outcomes requires extensive planning, as well as possible teacher retraining, the benefits of such assessments far outweigh their limitations. The Australian Curriculum’s (n.d.) shift to accommodate diversity, inclusion, and inspire deeper learning and thinking in students requires more subjective, individually catered, and authentic assessment strategies that allow for

Indigenous Education in Australia has been the subject of ongoing policy focus and repeated official inquiry as the nation grapples with trying to achieve equity for these students, according to Gray and Beresford (2008). There are many underlying factors behind the development of a plateau effect of progress in this area, this paper will delve into the topic of the Australian Curriculum (ACARA) as one of these main factors effecting equity amongst students in schools. According to the Australian Curriculum Assessment and Reporting Authority, “the Australian Curriculum promotes excellence and equity for all students by providing a challenging curriculum from which rigorous, relevant and engaging learning programs can be developed that address

16. Four Phases of Curriculum Process Design Phase Development Phase Implementation Phase Evaluation Phase Figure 1: Four Phases of Curriculum Process FEEDBACK LOOPS

There have been several changes but in form, not in content. Curricula should be modified in order to include models of instruction, materials and activities that take into consideration diverse students needs. The implementation of significant changes will help students to feel identified with their educational process. If learners are aware of their process they would determine their strengths and weaknesses to direct their process and prepare themselves for their personal and professional life. The challenge is basically transform students and teachers’ minds towards the concepts of education, inclusion and differenciated instruction. As long as the country accept that “everybody is different”, educational system will recognize the impact this fact has in our life project and life

Humanities and Social Sciences involves students undertaking the process of inquiry learning in order to acquire the desired skills and understandings that are embedded within the Australian Curriculum. Reynolds (2014 p3) suggests that Humanities and Social Science learners need to be ‘self-directed, flexible, have complex thinking skills and be reflective of their learning’- these skills are solidly linked to the inquiry process and the Australian Curriculum and is why inquiry learning in the Humanities classroom is so important. (Reynolds, 2014)

There are many thoughts about curricula and its goals that it is supposed to accomplish. Looking back throughout history there are many changes that curriculum has gone through, from No Child Left Behind to the Common Core Curriculum. If you were to sit down with teachers, parents, community members, and even law makers I don’t think that you would get the same answer between any of them about what the general goals of curricula are. For me, it is a struggle to sit down and begin to think about what the goal of curricula. As a student and a teacher that has seen the changes in curricula my experiences have definitely influenced my thoughts about what the goals of curricula should be and the roles of the teacher, student, parent, and community are within those goals.

All students learn at different paces. Through the traditional structures of education, a proper curriculum should be constructed for the students. Although the traditional structural framework should be built on NEA’s Committee of Ten, students should also learn the basic common facts for intellectual and emotional development. I also believe that assessment in the classroom should be constant where students would have the chance to be graded through presentations,

Initially, prospective students believe that once they receive their diploma, core curriculums just disappear forever. Sadly, they’re wrong. These courses remain dormant throughout the summer post-graduation and then burden them for the next two years of their life. Luckily, Johns Hopkins takes an atypical approach. Once a student graduates, the idea of core curriculums flees due to the fact that you offer the opportunity for students to select courses they want.

Curriculum is a term often highlighted during discourse about education and most commonly understood as a policy with overt leaning outcomes for teachers to apply and achieve. Ornstein and Hunkins (1998), as cited by Selvaraj (2010), defined curriculum based on two lenses; micro and macro, which identify the term as both policy towards certain goals and what students experience with consideration for relevant theories and principles central to its development and implementation. However, Wilson (n.d.) argued that curriculum is not restricted to certain individuals, subjects and environments, since teaching and learning can also occur beyond the scope of official curriculum (Ebert & Culyer, as cited in Marsh, Clarke & Pittaway, 2014). I believe this interpretation is the closest to the true nature of curriculum, or education, as there are more complex layers to curriculum than just a written guideline. For example, not one curriculum is similar to another because it is subjected to influences from continuum number of factors, such as politics and economy. Hence, it is wise to conclude that curriculum could not be defined based on a singular perspective due to its dependability on context.

Curriculum is an essential tool in the implementation of a quality education. With its proper implementation, an excellent result in the educational system will be achieved. The educational system varies from one country to another in the whole world. For instance, most European countries are following the Bologna Accord while India appreciated very much the implementation of the Washington accord in their engineering programs. At present, the Philippines is facing certain adjustments if not changes in the educational system due to the implementation of the new set-up, the K-12. Developments and revisions on the materials needed in the teaching-learning situation as well as realignment on the programs offered were made.

The fulfillment of this humble undertaking would not have been possible without the persons who, in one way or another, have contributed for this undertaking to be realized.