Successful Curriculum Development

HP
by HAZEL RUTH PUYOS2 views·Updated Jun 20, 2022
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  1. So the national curriculum not only provides a
  2. basis for explaining what students are to learn
  3. and at what stage,
  4. but it also raises expectations by including
  5. the key concepts that
  6. all students need to achieve by the end of each year phase.
  7. Thus the real challenge is to
  8. find attention approach
  9. that informs drives
  10. and enables the attainment of high standards by all students
  11. well at the same time
  12. addressing developmental variants and the differences
  13. inexperience, prior
  14. like prior knowledge and interest.
  15. Yeah,
  16. that learners
  17. bring to the classroom.
  18. So in order to meet this challenge, a schools model for planning
  19. and curriculum development
  20. could
  21. potentially
  22. look
  23. much different from
  24. the linear doesn't planned for months and topic sequence
  25. curriculum documents that have that some schools have used traditionally.
  26. But the danger with this traditional method
  27. is that students could progress forward to the
  28. next lesson in the pre planned sequence regardless of
  29. whether or not they not had
  30. they not had completed, lee grasp the key subject knowledge or skill.
  31. Although the national curriculum as
  32. prescriptive, in terms of what all students must learn,
  33. teachers will need to continue to be creative and use of
  34. varied strategies when teaching the standards and objectives
  35. so that nearly all students are unable to understand
  36. the new knowledge or skill
  37. being taught before progressing to the next
  38. next we have the high quality assessment practice.
  39. So it is commonly accepted that high quality teachers are skilled
  40. at using assessment strategies
  41. to adapt their teaching
  42. in order to meet pupils different needs and those
  43. accelerate learning.
  44. However,
  45. since most
  46. students are now expected to achieve
  47. the standard, the same standards,
  48. the assessment
  49. process needs to be even more varied and comprehensive.
  50. All teachers will need to become adapt,
  51. producing a variety of assessment strategies,
  52. including
  53. the rich of the rich questioning
  54. in order to extend and expand learning.
  55. So this is essential not only to identify what
  56. has been learned and understood and by whom,
  57. but also to identify which
  58. students
  59. need more
  60. immediate input or further challenge and to determine
  61. when they will move on.
  62. For example,
  63. building banks of question
  64. from the internet and other sources to support
  65. learning and check if the pupil has understood
  66. the key ideas.
  67. So in addition, the underlying principle that most
  68. students are deemed
  69. capable of
  70. reaching high standards requires schools
  71. to rethink their approach
  72. the assessment in order to
  73. inform
  74. next we have differentiation.
  75. So when teacher
  76. teachers plan and deliver a standards based curriculum more than ever
  77. it is important that teaching can respond to the learners needs,
  78. so what is necessary is flexibility.
  79. A recognition that learning outcomes
  80. in terms of knowledge, skills and understanding. So those are unpredictable.
  81. So students may quickly grasp
  82. A new skill one day
  83. and be able to use that skill in more additional
  84. and more
  85. challenging ways
  86. and then only to find
  87. out that they struggle later on
  88. with the later content and requires additional support.
  89. Frequent assessment provides teacher with
  90. feedback on how well students are learning
  91. where difficulties in learning arise within the national curriculum,
  92. teachers are given the responsibility for seeking
  93. um, more an alternative approaches
  94. to teaching a particular skill or developing knowledge and understanding
  95. so each day
  96. different in the bed wall,
  97. students or group of students may need additional support for further challenge,
  98. so differentiation,
  99. therefore becomes more complex
  100. than simply providing different daily activities and input for
  101. fixed ability group.