Introduction
This essay is focusing on curriculum 2005 which is known as Outcome- based Education (OBE). An outcome refers to anything in which an individual can show knowledge or skill. Having information, knowing how to make decisions and how to resolve problems are among likely outcomes that a learner can obtain in a learning environment. The vital outcomes enable the learner to be equipped in life and be able to find employment. A learner, who has learnt how to solve problems, makes decisions and plan will be intelligent to do a better job.
The purpose of schooling is to take learners beyond their personal experiences, and to deliver them with access to powerful, conceptual knowledge that gives them access to further study opportunities and a variety of meaningful work opportunities. (Taylor, 2008) The main focus here is that the implementation of curriculum 2005 principles of knowledge integration and learner- centeredness in many South African classrooms, has led to the view that OBE has failed. Outcome- Based Education is based on a very simple, realistic, logical concept that every one of us uses everyday in our lives. An outcome- based approach means knowing what you want to accomplish and then taking the steps to do so. Curriculum 2005 had 3 features: OBE, integrated knowledge, and learner- centred pedagogy. Curriculum 2005 launched in March 1997, it was first implemented in grade 1 so that by 2005 it will be in grade 9.
Curriculum
• Curriculum is dynamic, ever-changing sequence of planned learning experiences.
• Curriculum is everything learners involvement in school.
• Curriculum is a cultural reproduction in a organized way. It is even more: it should also worth independent rational in the context of the...
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...s. (Taylor, 2008) This statement was to be use as a case study of learner- centred and knowledge integration on curriculum 2005. Knowledge integration is the task of identifying how new and previous knowledge interacts while joining new information into a knowledge base. . Learner- centred is focusing on learner’s discussion without constant instructor monitoring, the teacher provides feedback or correction when questions arise and learners evaluate their own learning. Teachers were also facing challenges of implementing this curriculum, teaching based on curriculum not content anymore. Jansen mentioned ten reasons of why curriculum 2005 will fail and I have mentioned them. Implementation of curriculum is not the same in black schools and white schools. After C2005 failed they introduced new curriculum in 2006 NCS.
Connected to this theme is the development of a shared, lived experience, where students and teacher are involved in an ongoing negotiation of curriculum. In the first 13 chapters, Paley’s central focus is to develop a learning community within the safety of the classroom. In the second half of her book, Paley illustrates how the combination of these two themes in turn offers an opportunity for what we call an opening up of the definition of curriculum. This review is an analysis of these three themes within the organizational framework of Paley’s book. The theme of children and teachers as co-creators of curriculum is established in the first chapter when Paley says, “Each year I wait to be reawakened by a Reeny … something to ponder deeply and expand upon extravagantly” (p.10). Reeny responds to this call by asserting herself early on as a curriculum leader in Paley’s classroom. Because children themselves are curriculum makers and leaders, curriculum cannot be imposed upon the learner. Ultimately, this opening up of the discussion of what curriculum means is established by Reeny in the last lines of the book when she announces: “But I’m thinking, why don’t you stay and we’ll talk about it. Don’t fly away. See we can keep talking about it, okay?” (p. 99). It is in Reeny’s utterance that we understand—the curriculum conversation must necessarily begin with students’
Vars, F. G. (2001). Can Curriculum Integration Survive in an Era of High-Stakes Testing?. Middle School Journal, 33 (2), 7-17. doi: 10.2307/23043475
He contends that naturalism, which means the belief that education is a natural progression that ought to be associated with natural, real life approaches and settings has contributed to the vagueness of the curriculum (Buras, 1999). As a result, naturalism had led to pedagogies that are process-oriented and child-centred through out the school system. Hirsch believes that such pedagogy is an insecure way of learning and is therefore responsible for the curriculum’s indistinct state (Buras, 1999). He also believed that post modernism and constructivism as well as multiculturalism were all factors that contributed towards this knowledge crisis (Lecture notes). For Hirsch, Learning involves the use of what he would call core content which encompasses relevant background knowledge, intellectual capital, traditional subject matter, book knowledge, shared national culture, vocabulary, and sol...
Different theories present own opinion of the most effective way through curriculum models. ‘Curriculum models are approaches or procedures for implementing a curriculum’. (Wilson, 2009: 522) Commonly curriculum are described as product, process and praxis. While curriculum as a product depends on the objectives as the learning goals and the measured means, a process model focuses on learning and relationship between learner and teacher. Chosen curriculum model depends on teaching and assessment strategies in some cases determinate by awarding bodies, organisational constrains, funding body and political initiatives. The dominant modes of describing and managing education are today couched in the productive form. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. It is a way of thinking about education that has grown in influence in the United Kingdom since the late 1970s with the rise of ‘vocationalism’ and the concern of competencies. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. (Wilson, 2009)
Throughout many years, education has played an important role in improving our minds and society. However, what many people tend to forget is that our education is not at the best it can be. Education is defined as receiving or giving systematic instruction, especially at a school or university. Many people today questions whether or not our education depends on the people teaching it or if it’s the student’s responsibility to want to learn. "To what extent do our schools serve the goals of a true education?" Education helps people learn new things, but it can be changed. Although education helps students learn and plan for the future, it can be improved to help benefit students ahead of time.
...m while having freedom to choose how to teach it. This allows the curriculum to become more personable. Teachers currently associate curriculum with government mandates. They believe that curriculum is what they are told to teach instead of what is desired to learn. Curriculum in the educational setting, according to Pinar, is intended to be used to teach us to think intellectually, sensitively, and with courage to prepare us to be individuals committed to other individuals.
Curriculum committees are a district staple. They are implemented as District-wide, building-specific, subject, and behavior for evaluation and revision of current curriculum and accompany resources. Feedback is solicited from Parent-groups, maintaining responsiveness to community priorities. Textbooks are adopted as tools to support concept application and generalization. However, they are not considered thee source of knowledge. Instructors are empowered to create and differentiate multi-faceted lessons. Cross-curricular collaboration aids this objective as well as promotes critical-thinking and creativity for students. Joint planning periods as well as on going and embedded profession development are also essential elements. Curriculum development and execution cannot be separated from professional training. They are interlocked facets of
Flinders, D. J. (1997). My Pedagogic Creed. The curriculum studies reader (4th ed.). New York: Routledge.
IEP stands for Individualized Education Program. An IEP is a written document required for each child who is eligible to receive special education services. It is provided to a student who has been determined first to have a disability, and second, to need special education services because of that disability. An IEP is very important and should never be overlooked by anyone. The purpose of an IEP is to make sure that only students whose educational performance is affected by a disability receive special services. An individual program plan is designed to make sure that students get the kind of educational experience that they deserve; an experience that results in success. The end goals for students who are on an IEP are to be involved in
In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
It is believed that the enactment of a curriculum is socially constituted and sustained by individuals within participatory contexts that shape students’ and teachers’ engagement (Gutiérrez & Rogoff, 2003; Holland, Lachiotte, Skinner, & Cain, 1998)....
Contrary to popular belief, curriculum integration entails more than simply linking lessons together along a common theme. It is more than just "rearranging existing lesson plans", it is an attempt to organize "curriculum around significant problems and issues…without regard for subject-area boundaries" (Beane, 1997). The goal of curriculum integration is to have students gain a deeper level of understanding across subject areas through interrelated thematic study. Themes are drawn from life "as it is being lived and experienced" with knowledge based around problem solving rather than rote skill acquisition (Beane, 1997).
One of the most clearly seen and common aim of schooling is to develop individuals ‘who have skills an...