Curriculum Analysis Is Conducted on

¶ … Curriculum Analysis is conducted on Lyons Township High School (LTHS) (LaGrange, Illinois); District 204. LTHS crafts its philosophical beliefs as making "meaningful learning and dedicated teaching in a student-centered environment its highest priority" (http://www.lths.net/About_LTHS/). Its motto is Vita Plena, the quest for the fulfilling life. In this manner, the school pledges, "to foster the full intellectual, physical, moral, and aesthetic growth of all students" (ibid.).

The school's diverse and comprehensive curriculum consists of the following subjects: Adult education; alternative school; applied technology; art; business education; driver education; family and consumer sciences; science; music; mathematics; physical welfare; language arts; and world languages. The school boasts modern-day library / discovery center facilities. It provides its students with career and counseling services as well as with health services and student assistance. Summer programs are in place. It furnishes Academic Clubs; Fine Art Groups; Service Groups; and Performance Groups, as well as an admirable sports program.

Its code of conduct stresses "healthful living habits, discipline, leadership, teamwork, and respect for rules and regulations" (http://www.lths.net/Activities/Code_of_Conduct.html). The school's mission aligns with its curricular policies in that it provides its students with the savvy, modern-day American possibility of living an independent, resourceful existence. On the other hand, its connotation of 'full' existence seems to cohere to an ethnocentric standard of pragmatism and money-oriented goals (e.g., applied technology; business education; consumer science).

A European educational perspective, for instance, would criticize the lack of liberal subjects - such as philosophy, history, or literature - from its curriculum, and point to the omission of these as indicating a limited, uni-dimensional existence. The school's code of conduct, too, seems to be lopsided in that it focuses on alcohol, steroids, drugs, controlled substances and tobacco to the exclusion of other values.

Recommendations based on findings My recommendations, therefore, would recommend the implementation of subjects, such as history, literature, philosophy, logic, rhetoric, theology, sociology, and anthropology into its curricula. I would also suggest that the school expand and accentuate its rules of conduct to other nuances such as sexual conduct, violence, general academic performance, and general politeness. (Some of these rules being, of course, more emphasized than others). Thirdly, it seems to me that LTHS needs to broaden its cultural perspective.

Several of the ways in which it can do so are the following: by incorporating a course on world history, world philosophy and other comparative disciplines into its curriculum, by actively studying the practices of other nations (possibly by hosting intercultural events or by inviting representatives to speak), and by featuring competitions that revolve around multicultural aspects. Less emphasis, too, should be placed on material values (such as driving, consumer education, and business) and more on academic traditional values that last and promote value.

It is these that can produce a multi-faceted individual and serve the individual in all manners of his existence. Lastly too, the school might consider offering workshops such as on ethics or social skills in its curricula. This would help the student more effectively deal with post-graduate existence and the challenges of living in an increasingly complex, diversified world.

Summary of Findings A Curriculum Analysis provides a resource for the school to help them make certain that their philosophy/mission is begin carried out in the curriculum and make recommendations on how they can improve the means in which they align the school philosophy and policies to the curriculum. This curriculum analysis recognizes that the philosophical beliefs and policies of LTHS are somewhat misaligned.

Although it provides the students with the trappings of a comprehensive curriculum alongside its motto of Vita Plena, it seems to define this 'quest for the fulfilling life' from its own ethnocentric American perspective and, consequently,.