Curriculum Artifact Analysis: Analysis Of Curriculum Artifact Analysis

Curriculum Artifact Analysis

Introduction: When one thinks of a curriculum what is it that comes to one’s mind? Is it just an official document or is there something more than that. The term curriculum has various perspectives in general it constitutes the teaching and learning process or one can say that is the intended curriculum that is usually presented in official document and is employed as a guiding document . Within a classroom setting the curriculum can be altered through a range of interactions and what is delivered is the “implemented curriculum “ and what the learners actually learn or achieve is the achieved or learned curriculum. In addition to this there is the hidden curriculum which helps develop moral values and beliefs

The tools and techniques used are comprehensive which helps assess a learner’s development in the area of learning like the ability to understand, analysis, and apply knowledge acquired through creative process that are evaluated. The evaluation section was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science and Formative assessment were to evaluate the students everyday learning situations during teaching to help identify gaps which help provide feedback to teachers to be able take remedial action through the use of various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and implementation of various techniques like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars. While the life skills activities looked at enhancing the thinking, social and emotional skills, the summative assessment looked at assessing skills like teamwork and what does it intend to achieve, should it prepare a child for the future or should it help a child understand what he/she learns. When we think of curriculum there are various types of curriculum that one comes across like objective driven, content driven, process driven and many a time it is a combination of one or more curriculum that is in practice. When we talk of curriculum should it be designed to give children the confidence and ability to face the world and should it help them apply the knowledge they gained in their own daily situations. In a culturally diverse country like India it is good to include local culture and traditional skills and also no one particular curriculum will serve the purpose and hence it has to be a mix. Just as the Indian Educational philosophers envisaged, education to be an engagement of mind along with body and spirit where it should not focus on preparation for a job but rather a preparation for life and it has to help build self confidence among the children to face their fear and must also give the agency to the learner . Pedagogical practices must thereby enable students to engage with creative processes that are unique and provide the freedom of expression for their ideas through exploration and experimentation therefore freedom must be an intrinsic part of pedagogy and teachers must act as facilitators rather than controllers to help guide the creative process in a