Curriculum Guide

Curriculum Guide

Introduction

Core curriculum aims to promote the intellectual, personal, social, emotional and physical development of the students. It includes not only the formal program of lessons, including Early Learning Goals for the Foundation Stage and National Curriculum, but also the informal program; the lunchtime and after school clubs, extra-curricular activities and those features which define the school ethos and values. Parents are provided with a Curriculum Newsletter at the beginning of each term to help them keep informed of the work being covered in class.

One of the key elements of education of students is related to decisions made ??regarding the curriculum and, in particular, in specific areas formal education. But curriculum decisions are not purely technical decisions that specify thee education programs (Pinar et al, 2005). All educational activities in determining specific targets learning cannot be oblivious to the cultural, social context, the psychological dimension of course, the teaching and relationships established between individuals (teachers and students) and content, materials, time and objectives sought.

Curriculum Issues

The main issues with curriculums in professional settings are identified as fragmentation of curriculums, where the context is not found to be in line with the aim of the curriculum i.e. what the student must know. Another issue is lack of incorporating understanding-based knowledge into the text that in fact encourages mere rote learning. If the curriculum is not balanced, it seems to be too easy for school and yet too difficult for high school students. It doesn't truly reflect their potential (Pinar et al, 2005).

The procedural model for curriculum development is historically associated with the work of Tyler, who used four key questions to outline the continuum from purposes to experiences to evaluation:

What educational purposes should the school seek to attain?

What educational experiences can be provided that are likely to attain these purposes?

How can these educational experiences be effectively organized?

How can we determine whether these purposes are being attained?

Strategy and Forces

There are different forces influencing the curriculum development which needs to be strategized.

Religious Forces

The religion is considered an important factor in shaping and developing the curriculum overtime. The curriculum of all the countries have been shaped up and developed as per the requirements of their religion. For example, in Arabic schools Islamic curriculum is taught to the students of high school so that the students remain aware of their religious values and later implement the same in their practical life.

Social Forces

Social forces have also played important role in shaping and developing the curriculum over time. As there is technological advancement in the developed societies and innovations have been made, similarly curriculum has also been shaped up to acquaint the students with the knowledge of information technology so that they are able to make innovations and take part in the future progress of their country (Fish and Coles, 2005). The computer technology has influenced the curriculum development at all the levels.

Political Forces

As the schools, colleges and universities are run by government funding, the curriculum must also be shaped according to the political ...