Curriculum Review Concepts Design Principles
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This document discusses key concepts and principles for organizing a curriculum review at a school. It addresses factors that should guide curriculum choices like mission and vision statements. It also discusses curriculum models and how assessment should inform curriculum planning. Additional topics covered include the importance of transferable skills, 21st century learning skills, and monitoring curriculum implementation through lesson observations and student interviews. The overall purpose is to provide guidance on conducting a thorough and meaningful curriculum review process.
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Curriculum Review Concepts Design Principles
- 1. Concepts and Design Principles in Organizing a Curriculum Review Adrian Scarlett Curriculum Director @MarymountParis
- 3. What is Curriculum? Define “Curriculum” in 140 characters or less.
- 4. Curriculum Priorities What factors should guide a school’s choice of curriculum model? How frequently should this be reviewed? Who should be involved in Curriculum Review?
- 6. Guiding Statements A school should be …. Mission Driven Vision Led And thus…….. Guiding Satements Must drive and lead all aspects of curriculum Guiding Statements are our “WHY”
- 7. Curriculum Models What curriculum model do you use at your school? Does this model best fit the Guiding Statements?
- 8. How should a Curriculum be reviewed, designed and implemented? When should Assessments be developed? How should Assessment inform planning? Consider: Understanding by Design advocates Backward Design. Is this the best model? Should assessment drive curriculum matters or should curriculum be the driving force?
- 9. The Importance of Transfer Making good links: • Does the link make learning more motivating ? • Does the link deepen children’s understanding? • Has the integrity of each subject been maintained? • Is there a natural overlap between the subjects being linked? • Are the links made explicit to children? • Can children see why they are making the link? • Does the link guarantee appropriate coverage and progression in the subjects involved? • Does medium-term planning dovetail learning between the subjects effectively?
- 10. There is no set definition of a Creative Curriculum Creative Curriculum Models are appropriate for Primary and Middle School phases and include topic-base Teachers plan topic-based approaches to learning for each year group, which are linked to a set of skills. Hands-on experiences, field trips are embedded into the curriculum and complement and support instruct • co-operation • communication • organisation • presentation • team work • problem solving • investigation
- 13. Collaboration Scope and sequence “Joined up thinking” How often to you meet at Grade Level/Teams to discuss curriculum matters? Do you keep the focus on curriculum or are you distracted by logistics / behaviourial issues / events?
- 14. Why “quality curriculum” really matters
- 15. The Place of 21st Century Learning Global Literacy Digital Literacy Social Literacy
- 16. Digital Literacy – Not just turning on a computer….we can do dumb things with a smartboad. Why is it better? Engagement! Deepening the content and encouraging research. (even to find what you might not be looking for!) Social networks are valuable, media allows multifaceted approach to expressing themselves – otherwise learning is too often linear …. Should we replace obsolete content (Middle East History/Politics, Science in textbooks), skills get dated, assessment processes? Blogs, Podcast, Wikis, Tweets from Benjamin Franklin/Winston Churchill, Facebook page for Julius Caesar or Napoleon, design an app…….. or then again do the questions at the end of chapter 2 or write a story that only your teacher will read! Television literacy? More of a force than print! Screenplays? Video podcasts? Prepare students 10/15 years times….. And it might just make learning more fun!
- 17. The International Dimension Host Country Mother Tongue International Mindedness Global Citizenship Connecting Classrooms
- 18. Social and Emotional Learning Happy children are effective learners! Can SEL be taught? Should SEL be taught? Who? Where? When?
- 19. The Language(s) of Instruction English medium Bi-lingual Multi-lingual
- 20. Scheduling Influence of Schedules, how do we group kids? Why are third graders always together? Silo’s of high school departments Quality of teacher meetings….. Schedules indicate school priorities!
- 21. Other Factors to Consider Resources “Extra Curricular models” Extended Schools Homework Partnership with Parents
- 22. Monitoring and Evaluation of Curriculum Lesson Observations Book Trawls Displays Interviews with Students Performance Management / Appraisal Curriculum Maps Planners
Editor's Notes
- “The total experience that students have in a school v The Content/Courses that we offer.”
- Simon Sinek
- Topic-based Theme-based Skills-based Standards-based PYP/MYP IPC
- At Grade Level Across Grade Level Links between Subjects - Avoid Compartmentalisation! How regularly is curriculum reviewed?