Curriculum design and implementation principles

Curriculum Assessment

The objective of this work is to examine the curriculum area and for that purpose this study chose English & Arts for the 9th grade. The writer of this work located the curriculum areas with no problems and information was readily available. The curriculum was well organized and provided an overview of the Curriculum specifically for Instructional Pacing and Monitoring which included the sections:

Knowledge core;

Instructional practices;

Student tasks and 4) Outcomes.

The 'knowledge core' section contained information concerning the major concepts and processes while the 'instructional practices' section related what teachers do in the classroom. The third section as it sounds was concerning 'what students do' in the classroom and the fourth section entitled 'outcomes' provided information concerning 'evidence in classrooms'. This was true for all ninth grade classes in fact and provided very efficient processing of the information concerning the curriculum for each class with the semesters divided into groups of four for each quarter of the school year.

FINDINGS: CURRICULUM QUALITY

The curriculum quality of the English and Arts classes in 9th grade was found to be excellent. For example in the Curriculum Overviews for Instructional Pacing and Monitoring, of the First Six Weeks of the 9th grade stated inclusive in the 'knowledge core' section was as follows in describing major concepts and processes "...metacognitive reading skills such as finding the main ideal, visualizing and inferring and making connects enhance comprehension" supports the curriculum in its processes and conceptual design.

Additionally related is that readers in this first six weeks of the 9th grade should "develop, select and apply strategies" to assist them in reading comprehension." Equally matching such is the teacher's responsibility for administering timed readings to assess the independent reading rate of individual students as well as their responsibility to establishing a learning community within the classroom and to engage students in processes that enhances their reading comprehension and reading skills.

Category

Score applied 1-3 being least effective and efficient and 3 being most effective and efficient

Strategy

Processes

Practices

Sound Theory

Collaboration

Assessment of Learning

Engaging Students

FINDINGS: CURRICULUM IMPLEMENTATION