Why I Believe For Teaching Curriculum

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

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.

Brady and Kennedy (2010) define the term curriculum as ‘the means by which young people and adults gain the essential knowledge, skills and attributes they need to be productive and informed citizens in a democratic society.’ However the term has many varied definitions, it can be described as being the subject matter, the overall plan for teaching or the outcome of what is taught (Wiles, 2005). Marsh and Willis (cited in Marsh, 2009, p. 3) break curriculum down into three individual areas of ‘planned curriculum’, the objectives and aims, ‘enacted curriculum’, how the objectives are

Assessment is essential in teaching throughout any subject or course in practical and theory work. First initial assessment is used to ensure students are on the correct course. Once learning starts differentiated formative assessments are carried out throughout ending with summative assessment which usually warrants a grade or a pass.

There are a variety of definitions in relation to the term “curriculum”. Hence, in the educational field curriculum has always been one of the main aspect. In other word, “curriculum” seems to be considered as what teachers are going to teach and what learners are going to learn. Moreover, it has been designed to develop the attributes, knowledge and skills to allow children to be successful, confident, responsible and effective learners. Therefore, I am going to look at curriculum transmitted like a body of knowledge, curriculum as product verses process and curriculum as praxis as different ways of approaching curriculum theory and practice.

The debate surrounds Australian education curriculum has become one of the most critical topics by educators. According to Kelly (1999), curriculum can be, and is, used, for many different types teaching program. Kerr also defines curriculum as, 'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school”. (quoted in Kelly 1983: 10; see also, Kelly 1999). These educational curriculums will not only focus on how different curriculums are planned, but on the essence of curriculums that will ensure what have been planned are justifiable in educational term. Therefore, it is important for educators and teachers to identify teaching curriculums that

The curriculum is often perceived as simply a document that tells teachers what to teach and when to teach it. However, this is an inaccurate perception. The curriculum is a more complex, dynamic, integrated concept that influences what children experience at school in order to learn (Blaise and Nuttall, 2011, p.80). There are five key concepts in Blaise and Nuttall’s, 2011 curriculum theory including; the intended curriculum (experiences that teachers want their students to have in accordance with official documents), the enacted curriculum (experiences that teachers actually provide), the hidden curriculum (implicit learning that occurs without the teacher’s

In his book Basic Principles of Curriculum and Instruction, Ralph Tyler outlines four critical components of curriculum that may serve as a guide to the creation of curriculum as well as a tool for the analysis and interpretation of curriculum. The four basic components consist of educational purposes (or objectives), educational experiences (or learning activities), organization, and evaluation (Tyler, 1949, p. 1). While Tyler does speak to each of these four components, nearly half of the book is devoted to the section on objectives. For Tyler, the objectives are the starting point in the development of the curriculum and the cornerstone upon which the rest of the curriculum is shaped. Given the shifts that have occurred in education

Thus far, we have focused upon models and approaches for determining the purposes that curriculum should fulfill. Other decisions must be made about how to achieve stated purposes and how best to evaluate progress toward goals intended. The choice of emphasizing purpose and content as a first step in curriculum development is arbitrary. Alan Purves has been building curriculum for over twenty years. When was asked to think about the processes by which he developed and arranged materials to effect learning, he realized that existing models are a fine way to look at curriculum but that they don't tell a person how to proceed any more than a blueprint tells where to begin building a house. Purves knows that curriculum reflects the

It has been noted that there is a great comparison and contrast that exist between the national curriculum and the alternative curriculum. These comparisons and contrasts mainly occur as a result of how the curriculums address the effectiveness in teaching of key subject areas such as English, Maths and even ICT. It has been argued that the teaching of these three key subjects should take into consideration the holistic development of the child. Curriculum is generally defined as the lesson and the academic content that is either taught in school or a specific programme that is viewed to be academic. In some cases; like for example the dictionary, curriculum is usually defined as the courses that a school offers to its learners though this terminology is rarely used in such a general sense by the schools. The definition of curriculum mainly depends on how widely or broadly educators define or even employ it (Abbott 2001).

Let me begin with the definition of curriculum. The word originated in Greece where it literally meant a course. The running and chariot tracks were the course it related to. In Latin the curriculum was a racing chariot and currere meant to run, Smith(1996,2000). Over the years the curriculum has evolved with political, economic and social environments all having their influences.

According to Blaise and Nuttall (2011), to understand curriculum, we must first understand what is meant by the term curriculum. Within curriculum there are five key concepts, they are the intended curriculum The Intended curriculum is the curriculum that the teachers want the children to experience in order to develop particular knowledge, skills, and attitudes. (Blaise & Nuttall, 2011, p. 82). The enacted curriculum is what teachers want students to experience. important reason why the intended curriculum is enacted differently from teacher to teacher, from classroom to classroom, is that a key part of a teachers work is to interpret the official curriculum, taking into account a wide range of variables that are specific to their classroom and school setting.

School curriculum is a hot topic today thanks to the implementation of Common Core. Five personal beliefs I have regarding school curriculum are fairly simple. One, curriculum should promote individual’s growth and development. Second, curriculum for each grade level should be common throughout the United States. Third, curriculum should be developed with the students’ best interest in mind. Fourth, curriculum should be allowed to be implemented using a variety of resources. Lastly, curriculum should be developed that helps students mature into productive citizens and lifelong learners.

The curriculum development process refers to the systematic organization of the contents teachers will teach student and how teachers should teach and evaluate the content. The development of teaching curriculum is the responsibility of the government, educators, and parents. Today, curriculum development presents the relevant stakeholder with strategic and policy challenges. In practice, a curriculum outlines method and resources needed for teaching and learning as well as the assessment of learners. Therefore, the curriculum plays a critical role in the learning process. The concept of curriculum development is an integral part of education and on which the teaching and learning processes are anchored thus the need to consider the resources for teachers and needs of students to enhance quality in educational outcomes.

A curriculum consists of a varying scope that defines the desired learning experiences that an educational institution desire to inculcate to their students. A curriculum, therefore may be a unit, a sequence of courses, or the school’s entire program of studies which may take place inside or outside of class or school when directed by the faculty member or personnel of the school. It encompasses the total opportunities for learning provided by the educational institution. A curriculum is designed to teach a variety of subjects, giving students access to an education that is not exclusive but open to all mediums of understanding and knowledge. It is a plan that focuses and guides classroom instruction