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What Makes a Quality Curriculum?

Philip Stabback

The curriculum that determines if education is inclusive, significant and equitable

Learning domains:

Knowledge: content knowledge, propositional, or declarative, knowledge

Skills: procedural knowledge

Values: dispositional knowledge

Development of the Curriculum

The Curriculum Itself

Implementation of the Curriculum

Evaluation

Planned and systematic

Inclusive and consultative

Led by curriculum professionals

Cyclical in nature

Sustainable

Values each child and holds that every child matters equally

Comprises high quality, relevant and appropriate ‘content’ and contributes to the development of competence

Is well organized and structured

Is underpinned by a set of assumptions about how children learnIs underpinned by a set of assumptions about how children learn

Students

Teachers

Schools / learning environments

Education systems and authorities

Systematic and planned

Regular

Conducted by qualified and experienced people

Well-considered and contextually appropriate plans for the develop the curriculum allow expert inputs, specialist drafting and consultation.

Reflect broad social values and the country aspirations

Principals and teachers should be regarded to enhances the curriculum

Students the central in the success of their learning

Curriculum specialists in education institutions should assist in development of curriculum

Need to keep pace with a world which chage, also means that is a dynamic cycle of development, implementation and evaluation

Educational systems needs provide the leadership, resources, and expertise to ensure that the curriculum is regularly evaluated and improved

Each child is better at some things than at others, so the curriculum should provision for those who are at an educational disadvantage

1. Inclusive

2. Promotes new roles for the teacher

3. Differentiated

Gilbert Ryle’s distinction of propositional from procedural knowledge

Students need also to develop the skills, values and attitudes that are important for life and work

knowledge and information is usually presented in discrete subject areas

Curriculum needs to develop student competency in such areas

Communication

Collaboration

Critical thinking Problem-solving

Creativity

The management and appreciation of diversity

Learning to learn.

The Curriculum Framework: can be viewed as a constitution’ for the education system.

The Subject Curriculum (or Syllabus): required learning in a specific subject at various grades or stages

Textbooks, Teacher Guides and other support materials: sed by teachers to implement the curriculum

Each student is different

lLove for learning and a motivation to continue learning

Making connections between what they know and what is new

Students are no longer seen as passive recipients of knowledge

Students make connections between the prevoius knowledge and new knowledge

Need to adapt the curriculum in ways that ensure they learn effectively

Know all the learners nedds

Hep to create situations and activities tu encourage students learning

Encourage and support teachers in adopt a new teaching practice

Learning enviroments and materials

Supporting teachers and schools in being innovative and creative

Ensuring assessments, formative as well as summative, reflect the curriculum

Providing the resources and equipment necessary to implement the curriculum successfully

Allocating time in flexible ways

Clearly defined purpose and scope: evaluate the extent to which the school system is producing graduates with the competencies required by the curriculum

Based on valid data and criteria: use data collected from classroom observations, professional discussions

How often an evaluation of the whole curriculum should occur

Understanding of all facets of the curriculum and of evaluation strategies and processes