Mapa conceptual

What makes a quality curriculum?

Development of the curriculum

The curriculum itself

Implementation of the curriculum

Evaluation of the curriculum

Curriculum:

Description of what, why, how and when the students should learn to have useful

results of learning

Planned

and systematic. Inclusive and consultative.

Led by curriculum professionals.

Cyclical in nature and sustainable

Values each

child and holds that every child matters equality, Comprises high quality,

relevant and appropriate “content” and contributes to the development of

competence.

Is well organized and structure

Is underpinned by a set of

assumptions about how children learn.

New

expectations placed on: students, teachers, school/learning environments and

education system and authorities

Systematic

and planned, regular and conducted by qualified and experienced people.

Principle

objective:

Categories

of criteria for judging curriculum quality

It’s a fair and inclusive manner, to enable students to acquire and develop the

knowledge, skills and values, and the associated capabilities and competences

to his lives

Development

of the curriculum, the curriculum itself, implementation of the curriculum and

evaluation of the curriculum

Include

dimensions of learning:

Aims, content, methods, recourses, time, assessment, etc.

Fundamental

questions

What

educational purposes do we seek to attain?

What educational experiences can be

provided that are likely to attain these purpose?

How should these educational

experiences be effectively organized?

How should we determine whether these

purposes are being attained?

Criteria for judging curriculum quality