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A Curriculum Reform for English and Science - Coggle Diagram

- - - - Step 1: Articulating a Program Philosophy for Primary Education.
        
        Upon what guiding principles are our new program established?
        
        What are the central beliefs about teaching and learning in English?
        
        Why learn English?
        
        What are the essential questions we want to communicate?
        
        How do we use assessments to improve the program and student learning?
      - Step 2: Developing and Sequencing of Grade-Level and Course Objectives
        
        Are our goals measurable and measurable?
        
        Is the objective specific enough to give the reader a clear understanding of what the student should do without being so detailed and trivial?
        
        Is the objective compatible with the program's goals and philosophy and the real and emerging needs of students?
        
        Is the purpose realistic and attainable for and by the students?
        
        Are suitable materials and other resources available to make the objective achievable?
      - Step 3: Identifying Resource Materials to Assist with Program Implementation
        
        look through a broad range of supplementary materials, instructional modules for specific units, computer software, and the like to meet curriculum objectives.
      - Step 4: Developing or Identifying Assessment Items and Instruments to Measure Student Progress.
        
        .
        
        performance-based assessments
        
        course criterion-referenced assessments
        
        Common grade-level assessments
      - C. Implementing
        
        Timeline: 2 years
        
        Considerations:
        
        to become aware of the new curriculum and its overall design, mainly how it differs from the current curriculum
        
        to become familiar with the new curriculum
        
        piloting of the new curriculum and new materials in classrooms requires full implementation and well integration into the teachers' day-to-day practice.
        
        D. Monitoring &Evaluating
        
        Determining the Success of the New Program
        
        will periodically gather data on perceptions of the new program strengths, weaknesses, needs, preferences for textbooks and other materials, and topics or objectives that do not seem to be working effectively.
        
        Updating the New Program.
        
        periodically update the curriculum guide through grade-level teachers' meetings designed to share materials, activities, units, assessments, and even student work
- - - - C. Implementing
        
        D. Monitoring &Evaluating
        
        Analyze current teaching practices and learning goals through Formative & Summative Evaluations of teaching and learning
        
        to help improve teaching strategies and approach
        
        to explore curricular questions
        
        Formative Assessments
        
        Informal Interview
        
        Strategic Questioning
        
        Students' Course Note
        
        Summative Assessments
        
        Student Evaluation Form
        
        Resolve Articulation and develop final strategies
        
        compare and contrast the existing and proposed curriculum implementation processes through research and collection of data.
        
        Retain effective implementing processes
        
        Revise or Replace ineffective implementing processes
        
        Discuss involving parties such as: administration, faculty, students, parents.
        
        Align the Implementation with the Academic Calendar (National or Regional)
        
        Consider factors in setting the Implementing Timeline
        
        4 more items...
      - Devise a strategy to include more practical topics/units that allow students to embark on more research through two suggested steps.
        
        visit interviews, industrial attachments, internships, among others.
        
        In the form of a visit to manufacturing and service organizations and school laboratories
        
        focus on reducing redundancy of learning the same topics across the various subjects, including Science.
        
        topics being taught more than once in different subject matters can be taught once to reduce the number of taught topics.
        
        saves time in completing the syllabus making it faster to accomplish some units and have enough time for revision.