Physical Education

A. Proper growth and development

Proper growth and development involve steady progress in physical,

cognitive, emotional, and social aspects throughout life, achieving
milestones and reaching potential while maintaining good health and well-
being. Influenced by both genetics and environment, this process requires
nurturing environments, good nutrition, education, and supportive
relationships. By promoting adaptability, flexibility, and competence,
individuals can overcome challenges, flourish, and ultimately contribute to
personal and societal advancement
(Proper growth and development involve balanced progress in physical,
cognitive, emotional, and social aspects, achieved through nurturing environments,
good nutrition, education, and supportive relationships, helping individuals to adapt,
succeed, and contribute to society)
1. Physical conditioning
 Playing sports like soccer, basketball, or swimming to stay active and improve teamwork
and coordination.
 Do regular exercises like jogging, yoga, or biking to keep your heart and muscles strong.

2. Cognitive conditioning
• Reading books, working puzzles, or playing educational games to
stimulate intellectual curiosity and critical thinking skills.

3. Emotional Conditioning
 Doing mindfulness exercises or meditation to improve focus, manage emotions, and
handle stress.
 Writing in a journal or expressing feelings through art, writing, or music to express
emotions and become more adaptable.
 Joining group activities or therapy sessions to build empathy, communication skills, and
positive relationships.

4. Social Conditioning
 Volunteering for community service or joining clubs to feel connected and give back to
others.
 Playing team sports or doing group activities to learn teamwork, cooperation, and
leadership.
 Going to social events, parties, or gatherings to improve social skills, make connections,
and appreciate different perspectives.

B. Proper functioning of various systems of the body.

Maintaining overall health relies on the proper functioning of the
body's systems, including respiratory, circulatory, digestive, skeletal,
and muscular systems, which work together to sustain life and well-
being. Understanding how these systems function and promoting
healthy habits such as nutrition and exercise is crucial for preventing
health issues and promoting vitality.
(Staying healthy means all the body's systems, like breathing, blood flow, digestion,
bones, and muscles, have to work well together. Knowing how they work and doing
healthy things like eating right and exercising is key to staying healthy and full of
energy.)

1. Respiratory System
• Conducting simple trials demonstrating lung capacity, similar
to blowing up balloons or measuring breaths.
• Engaging in physical conditioning like running or skipping to
witness increased heart rate and deeper breathing.
• Learning about the significance of fresh air and rehearsing
deep breathing exercises during outdoor recesses.

2. Circulatory System
• Demonstrating the rotation of blood using models or plates to
illustrate the path of blood through the heart and body.
• sharing in conditioning that increases heart rate, like jumping
jacks or dancing, to understand the part of the heart in pumps blood.
• bandy the significance of a balanced diet and regular exercise
in maintaining a healthy circulatory system.
3. Digestive System
• Creating interactive models of the digestive tract using household
materials to understand the process of digestion.
• Exploring the nutritional value of different foods through hands-
on conditioning like sorting fruits and vegetables based on their fiber
content.
• Role-playing scenarios to pretend the trip of food through the
digestive system, emphasizing the significance of biting and healthy eating
habits.

4. Skeletal System
• Assembling skeletal models or using X-ray images to identify major
bones and their functions in the body.
• Engaging in conditioning like hopscotch or yoga poses to promote
balance, inflexibility, and bone strength.
• Discussing the significance of calcium-rich foods like milk and leafy
greens in supporting healthy bones.

5. Muscular System
• sharing in exercises similar to push-ups, squats, or arm circles to
feel muscles working and understand their part in movement.
• Exploring the conception of muscle burnout through conditioning
like holding a plank position or lifting light weights.
• Discuss the significance of proper hydration and rest for muscle
recovery and growth.
C. Development of skills through better neuromuscular collaboration

In early childhood, improving neuromuscular coordination is crucial for

developing important skills in physical activity, thinking, and social
interaction. Neuromuscular coordination involves the complex interaction
between the brain and muscles, allowing children to move with precision
and control. Through activities that challenge this coordination, children
not only improve their motor skills but also enhance cognitive functions like
attention, problem-solving, and spatial awareness.

Conditioning for Elementary Grades

1. Handicap Courses
• Set up handicap courses in the schoolyard or spa with different
challenges such as crawling under coverts, balancing on shafts, and
jumping over hurdles.
• Encourage scholars to navigate the course with dexterity and
collaboration, incorporating movements like hopping, skipping, and
sidestepping.
2. Balloon Volleyball
• Divide scholars into brigades and give each platoon a balloon.
• Encourage players to volley the balloon back and forth over a
designated net or line, using hand-eye collaboration and timing to keep the
balloon in play.
3. Simon Says
• Play a classic game of Simon Says, where scholars must hear
precisely and follow instructions to perform specific conduct.
•Incorporate movements that challenge neuromuscular collaboration,
like touching toes while balancing on one bottom or stroking their head
while rubbing their stomach.
4. Dance Party
• Host a cotillion party in the classroom or playground, playing upbeat
music and encouraging scholars to move freely and expressively.
• Educate simple cotillion routines or encourage scholars to produce
their moves, promoting collaboration, meter, and creativity.
5. Hula-Hoop Challenges
• give hula loops of various sizes and challenge pupils to perform
different tasks, similar to spinning the circle around their midriff, arms, or
legs.
• Organize relay races or competitions to see who can keep the hula
circle spinning the longest, promoting balance, collaboration, and
perseverance.

a. To help the students develop a scientific point of view of health about

traditional and modern concepts of health.
Introducing students to both traditional and modern concepts of health
offers a rich learning experience. They explore ancient healing methods,
herbal remedies, and holistic approaches alongside current scientific
knowledge about biology, nutrition, and illness prevention. By
understanding both perspectives, students gain insights into how different
cultures have approached health throughout history and learn to critically
evaluate scientific evidence. This balanced approach encourages
appreciation for cultural diversity while promoting scientific understanding.
Overall, this educational approach enhances students' understanding of
health, fosters critical thinking skills, and cultivates a deeper appreciation
for the complexities of well-being. Encouraging elementary students to
embrace both traditional and modern health concepts is a valuable
educational opportunity.

Teaching kids about both old and new health ideas shows them different
ways of thinking and the science behind them. They learn about ancient
healing methods and modern biology, which helps them think critically and
understand health better. This mix of old and new ideas helps them
appreciate different viewpoints and become smarter about their well-being.
Activities in elementary grades
1. Cultural Health Practices Showcase
• Invite pupils to delve into and present traditional health practices from
different cultures around the world.
• Encourage them to produce posters or multimedia presentations
emphasizing traditional mending styles, herbal remedies, and preventative
measures.
2. Plant Identification and Uses
• Take pupils on a nature walk to identify original plants and herbs with
medicinal properties.
• talk over how different cultures have used these plants for healing
purposes and encourage pupils to produce their own" herbal medicine
guides."
3. Comparative Health Studies
• Divide pupils into groups and assign each group a specific health topic,
such as nutrition, hygiene, or physical exercise.
• Have pupils research traditional and modern approaches to their assigned
topic, comparing and differing practices across different cultures and ages.
2. Science Experiments
• Conduct simple experiments that illustrate basic health concepts, similar
to the significance of hand washing in helping the spread of origins or the
goods of exercise on heart rate.
• bandy how scientific principles underlie these health practices and
encourage pupils to draw connections between traditional perception and
modern scientific findings.
5. Guest Speakers or Virtual tenures
• Invite original health interpreters, herbalists, or artistic experts to speak to
the class about traditional health practices in their community.
• Take virtual tours of galleries or artistic centers focused on health and
medicine, exploring artifacts and shows related to traditional recovery
styles.
6. Storytelling and Role-Playing
• Read culturally different children's books or reports that incorporate
themes of health, recovery, and wellness.
• Encourage pupils to act out scenes from the stories or produce sketches
based on traditional and modern health practices they have learned about
b. To enable the pupils to identify health problems and understand their
part in health and medical departments in meeting those problems

In today's complex healthcare world, it's crucial to teach elementary students

about health and encourage them to get involved in health initiatives. Helping
students identify health problems builds critical thinking skills and empowers
them to speak up for their health and their community's well-being.
Understanding their roles in health organizations prepares students to
contribute effectively to solving health challenges. By seeing how individual
actions and teamwork connect, students learn the importance of working
together to address health issues.

(In today's healthcare system, elementary students need to learn about health problems
and their role in addressing them, which helps develop critical thinking and empowers
them to advocate for their well-being and that of their communities.)

Activities for Elementary Grades

1. Health Issue Brainstorming
• Encourage pupils to participate in their observations and experiences, and
collect a list of implicit health issues to research further.
2. Health Problem Investigation
• Divide pupils into small groups and assign each group a specific health
issue to explore, similar to nutrition, physical activity, hygiene, or internal
health.
• give resources similar to books, websites, or guest speakers to help
pupils gather information about the causes, consequences, and possible
results related to their assigned health problem.
3. Community Health Mapping
• Take pupils on a walking tour of the school neighborhood or nearby
community to observe environmental factors that may impact health, similar
to access to parks, healthy food options, or pollution sources.
• Have pupils create charts or diagrams emphasizing areas of concern and
possible resources or means for addressing health problems.
4. Guest Speaker Visits
• Invite original health professionals, such as nurses, doctors, or public
health teachers, to speak to the class about their places in addressing
health issues.
• Encourage pupils to ask questions and learn about different career paths
within health and medical agencies, inspiring future aspirations and
interests.
5. Health Campaign Planning
• Guide pupils in developing health creation campaigns or initiatives to
address a specific health issue identified by the class.
• Allow pupils to communicate creative strategies, similar to creating
placards, organizing events, or producing educational videos, to raise
mindfulness and encourage healthy actions.
6. Reflective journaling
• give pupils journals or reflection sheets to document their reflections,
passions, and experiences as they engage in conditioning related to
connecting health problems and understanding their part in addressing
them.
• Encourage pupils to consider how their conduct and opinions can
positively impact the health and well-being of themselves and others.
c. to enable to take an interest in current events related to health.

In today's rapidly changing world, keeping up with current health events is

crucial for making informed decisions and participating in discussions
about public health. Encouraging students to engage with these events not
only builds health knowledge but also fosters curiosity, mindfulness, and
civic involvement from a young age. By exploring and understanding the
latest health news, educators empower students to play an active role in
shaping the future of healthcare. Additionally, exposure to current events
helps students see how health is connected to social, environmental, and
economic factors, leading to a more holistic understanding of health issues.
(In today's world, it's important for individuals, including students, to stay informed
about health-related current events so they can make informed decisions, participate in
discussions, and develop a sense of civic engagement and mindfulness, ultimately
shaping the future of healthcare)
Activities for Elementary Grades
1. Health News Scavenger Hunt
• give pupils journals, magazines, or online resources containing health-
related newspapers.
• Organize a scavenger search where pupils search for and highlight
papers covering topics similar to nutrition, physical exercise, disease
prevention, or community health initiatives.
2. Health News Discussion Circles
• Divide pupils into small groups and assign each group a current health-
related news composition to read and discuss.
• Facilitate group conversations where pupils participate in key points from
their papers, ask questions, and express their opinions or concerns about
the content.
3. Health News Journal
• Have pupils produce their health news journals or scrapbooks to record
and reflect on health-related newspapers they come through.
• Encourage pupils to write summaries of the papers, share their studies
and responses, and propose ways to apply what they have learned to their
daily lives.
4. Health News Presentations
• Assign pupils to explore a current health-related news topic of interest to
them and prepare a short presentation to share with the class.
• give guidelines for the presentations, similar to summarizing the
composition, discussing its applicability and implications, and suggesting
ways to promote health in response to the news.
5. Health News Poster Boards
• Set up poster board displays in the classroom or school hallway to
showcase current health-related newspapers.
• Encourage pupils to produce posters featuring crucial information from the
papers, along with images, infographics, or quotations that capture the
essence of the news.
6. Health News Role-Playing
• Organize role-playing activities where pupils take on the places of
journalists, health experts, or community members discussing a
recent health-related event or issue.
• Allow pupils to improvise interviews, debates, or news reports based on
their understanding of the current event and its implications.

Kay sir ged

Tung sa image nga reference
Sprandel, D. (1975). A definition of curriculum. Improving College and University Teaching, 23(3), 180-
183.

Curriculum Definition Collection

A. Bestor (1956): The curriculum must consist essentially of disciplined study in five great
areas: 1) command of mother tongue and the systematic study of grammar, literature, and
writing. 2) mathematics, 3) sciences, 4) history, 5) foreign language.

Albert Oliver (1977): curriculum is “the educational program of the school” and divided into four
basic elements: 1) program of studies, 2) program of experiences, 3) program of service, 4)
hidden curriculum.
B. Othanel Smith (1957): A sequence of potential experiences is set up in the school for the
purpose of disciplining children and youth in group ways of thinking and acting. This set of
experiences is referred to as the curriculum.

Bell (1971): the offering of socially valued knowledge, skills, and attitudes made available to
students through a variety of arrangements during the time they are at school, college, or
university.

Bobbit (1918): Curriculum is that series of things which children and youth must do and
experience by way of developing abilities to do the things well that make up the affairs of adult
life; and to be in all respects what adults should be.

Caswell and Campbell (1935): curriculum is composed of all of the experiences children have
under the guidance of the teacher."

Daniel Tanner and Laurel N. Tanner (1988) "that reconstruction of knowledge and experience
systematically developed under the auspices of the school (or university), to enable the learner
to increase his or her control of knowledge and experience."

David G. Armstrong (1989): "is a master plan for selecting content and organizing learning
experiences for the purpose of changing and developing learners' behaviors and insights."

Decker Walker (1990): A curriculum consists of those matter: A. that teachers and students
attend to together, B. that students, teachers, and others concerned generally recognize as
important to study and learn, as indicated particularly by using them as a basis for judging the
success of both school and scholar, C. the manner in which these matters are organized in
relationship to one another, in relationship to the other elements in the immediate educational
situation and in time and space.

Duncan and Frymier (1967): a set of events, either proposed, occurring, or having occurred,
which has the potential for reconstructing human experience.

Goodman (1963): A set of abstractions from actual industries, arts, professions, and civic
activities, and these abstraction are brought into the school-box and taught.

Harnack (1968) The curriculum embodies all the teaching-learning experiences guided and
directed by the school.

Hass (1980): The curriculum is all of the experiences that individual learners have in a program
of education whose purpose is to achieve broad goals and related specific objectives, which is
planned in terms of a framework of theory and research or past and present professional
practice.

Hilda Taba (1962): "All curricula, no matter what their particular design, are composed of certain
elements. A curriculum usually contains a statement of aims and of specific objectives; it
indicates some selection and organization of content; it either implies or manifests certain
patterns of learning and teaching, whether because the objectives demand them or because the
content organization requires them. Finally, it includes a program of evaluation of the
outcomes."

Hollis L. Caswell and Doak S. Campbell: "all the experiences children have under the guidance
of teachers."

J. Galen Saylor, William M. Alexander, and Arthur J. Lewis (1974): "We define curriculum as a
plan for providing sets of learning opportunities to achieve broad goals and related specific
objectives for an identifiable population served by a single school center for persons to be
educated."

Johnson (1967): Curriculum is a structural series of intended learning outcomes. Curriculum

prescribes (or at least anticipates) the results of instruction. It does not prescribe the means...
To be used in achieving the results.

Jon Wiles and Joseph Bondi (1989): curriculum is a goal or set of values, which are activated
through a development process culminating in classroom experiences for students. The degree
to which those experiences are a true representation of the envisioned goal or goals is a direct
function of the effectiveness of the curriculum development efforts.
Krug (1957): Curriculum consists of all the means of instruction used by the school to provide
opportunities for student learning experiences leading to desired learning outcomes.

Musgrave (1968): the contrived activity and experience- organized, focused, systematic- that
life, unaided, would not provide.

P. Phenix (1962): The curriculum should consist entirely of knowledge which comes from the
disciplines... Education should be conceived as a guided recapitulation of the process of inquiry
which gave rise to the fruitful bodies of organized knowledge comprising the established
disciplines.

Peter F. Oliva (1989): "the program, a plan, content, and learning experiences."

Ralph Tyler (1957): The curriculum is all of the learning of students which is planned by and
directed by the school to attain its educational goals.

Robert Hutchins (1936): The curriculum should consist of permanent studies-rules of grammar,
reading, rhetoric and logic, and mathematics (for the elementary and secondary school), and
the greatest books of the western world (beginning at the secondary level of schooling).

Ronald C. Doll (1988): "the formal and informal content and process by which learners gain
knowledge and understanding, develop skills, and alter attitudes, appreciations, and values
under the auspices of that school."

Ronald Doll (1970): The curriculum is now generally considered to be all of the experiences
that learners have under the auspices of the school.

Shaver and Berlak (1968): situations or activities arranged and brought into play by the teacher
to effect student learning.

Smith and Orlovsky (1978): the content pupils are expected to learn.
Introduction to Curriculum:
Definitions, categories, analysis, development & change

If we hope to create a truly equitable and excellent public school system in the coming decades, then we
must begin by asking what we, as a society, consider to be the most consequential goals of public
education, and for whom. Carol D. Lee

Introduction

Curriculum is the process we use to answer questions like the one above and the answer of what we are,
what we want our children to become, and how to achieve it.

The word curriculum originated in ancient Rome and meant a chariot race course.
Imagine Julius Ceaser talking about which team of horses, driver, chariot would run the curriculum
fastest.

Contents Overview

 Introduction

 Sample mission statement

 Definition analysis

o Definitions

o Five categories

 Strategic plan

 Analyzing Curricular Change

o Context of the problem

o Creating arguments for & against specific changes

o Frameworks & other tools for creating arguments & communicating support for them

 Development model

 Survey or curriculum thought provoker

Today curriculum focuses on what is learned from school experiences or a course of study. It is
documented in curriculum guides, which are documents created from planning and used to implement
what is planned.

However, are these documents the entire curriculum?

This article includes:

A survey of thought provokers to review your current beliefs and assumptions about education, schooling,
and hence curriculum. An analysis of different meanings and definitions of curriculum that suggests there
are five categories of definitions. It includes suggestions, guidelines, and a model to analyze the different
elements of curriculum to use to plan and consider curriculum change or to develop new ones along with
documents, rationals, framweworks, and other tools to create and communicate arguments to support
your decisions and work.

Documents such as:

 Mission statement

 Strategic plans

 Principled procedures

 Educational philosophy

 Sample perspectus for integrated curriculum: Mission statement, Assumptions, Outcomes, Goals,
Summary of goals, and planning frameworks.

While teachers may create curriculum for their own courses, curriculum planning and review is most often
done in groups. While the general suggestion for decision making & implementation for parent &
community involvement are helpful when working together with any group, the following additional
considerations should be made clear to all participants in curriculum planning groups:

When working with curriculum groups it is essential everyone agree to a consensual, evidence based
process, where diverse perspectives are considered and the members of the group are committed to
reaching a sensible agreement on the essential question: What content, skills, and dispositions should
young people learn?

Sample document - Mission statement

It is the mission of the school to create lifelong learners and contributing members of society. The school
realizes a partnership of parents, teachers, community members, and administrators who are needed for
learners to be successful. It is the responsibility of this partnership to make and assess decisions with
regard to cooperative decision-making, for creating a learning culture with appropriate interactions for a
learning environment where teachers can facilitate learning and affect student success. A process that
facilitates the development of ethical citizens with democratic values, social skills, appreciation for
heritage, culture, creative expression, and life on Earth. Who will be lifelong learners who are contributing
members of society responsive to solving problems and making decisions that care and respect all life for
a sustainable Earth.

Definition analysis

Curriculum probably has a greater variety of definitions than any other word used in education. You can
review twenty+ definitions or this representative handful:

 Curriculum is everything that happens within the school, including extra class activities, guidance,
and interpersonal relationships.

 Curriculum is that which is taught both inside and outside of school directed by the school.

 Curriculum is everything that is planned by school personnel.

  Curriculum is a series of experiences undergone by learners in school.

 Curriculum is that which an individual learner experiences as a result of schooling.

The definition you select will effect the way you "do curriculum".

If you accept a definition of curriculum as a set of subjects you face a much simpler task than a school
system which takes on the responsibility for all experiences the learner has both inside and outside of the
school.

Be aware, you may select or favor, a particular definition, but others exist and are just as favored by
others and should not be rejected lightly as all have advantages and disadvantages.

 How does your definition fit with these five categories of curriculum?

Curriculum definitions five categories:

If you review curriculum definitions you will find they can be classified into five categories:

1. Curriculum as a product - program, document, electronic media, or multimedia

2. Curriculum as a program of study - usually courses offered, curriculum sequences of study in

standards as benchmarks, gateways, aims

3. Curriculum as intended learnings - goals, content, concepts, generalizations, outcomes

4. Curriculum as experiences of the learner - activities, planned and unplanned

5. Hidden curriculum - what students learn that isn't planned - unless you plan for this - or is it
possible?

Let's look at some advantages and disadvantages of each:

1. Curriculum as product

Defining curriculum as a product - program, document, electronic media, or multimedia has:

Disadvantages

1. Limits curriculum to specific programs, courses, activities, or outcomes described in those

documents.

2. Assumes all possible outcomes can or will be described in such documents.

3. May separate processes of learning from what is to be learned.

Advantages

1. Can be described in concrete terms and definite ways.

2. Provides direction for planning and development by producing a document.

Authors with related works: James Macdonald, Hilda Taba, Beauchamp

2. Curriculum as program of study

Defining curriculum as program of study or list of courses in school is usually used to describe activities
or events used to achieve specific purposes. From required courses of study to electives.
Advantages

1. Easily described in concrete terms.

2. Recognize learning takes place in many different settings in school.

Disadvantages

1. View that all learners learning is contained in programs.

2. Programs imply that what is described, is what students will actually learn.

Authors with related work: Bestor, Phenix

Curriculum as program of study usually centers on a subject presentation approach such as national
standards classified by subject, or standardized testing organizations which encourages school districts to
organize class schedules around subject areas, hiring teachers according to their certification in subject
areas and hence teachers set subject related yearly goals. Select subject oriented textbooks and use
them as a course of study, create plans for a course of study based on a subject orientation and
sequence subject related activities for a school year with a daily schedule divided into subject areas.

Advantages

1. Easy to understand as it has been the traditional approach

2. Linear development

3. Easily revised, usually one text per subject,

4. Easily managed,

Disadvantages

1. Mastery of content can be deceiving if mastery is defined at lower levels of Bloom's Taxonomy.

2. Predominately goal oriented.

3. Less likely to have heterogeneous grouping and grouping across grades levels.

4. Less likely to offer students choices or a personalized instruction so learning is not at each
student's level and rate.

3. Defining curriculum as intended learnings

Defining curriculum as intended learnings or what is to be learned, not how or why.

Advantages

1. Curriculum becomes a concept rather than a product.

2. More manageable focus by limiting the scope.

Disadvantages

1. Fragmentation by not including: how to achieve and why it needs to be achieved.

4. Curriculum as experiences of the learner

Advantages
 1. Focuses on learning and the learner, rather than teaching.

2. includes all experiences planned and unplanned.

3. Can allow for broader experiences.

4. Can be more meaningful learning if it relates to student interests, needs, or if students help select
meaningful learning activities.

5. Can be greater retention of learning as subject matter takes on a more increasingly personal
significance, and progress becomes a means to achieve power.

Disadvantages

1. more abstract and complex

2. makes curriculum so comprehensive that it cannot be described in simple terms or short phrases

An experienced centered approach is most likely implemented with a unit, project, portfolio approach.
Where a topic like: people and transportation is selected and modifies the subject content for a specific
purpose usually related to and based on student's needs. It is more flexible to meet changing needs of
the students, correlate learning across subject by themes and relate to the real world.

5. Curriculum as planned and hidden

Intended learnings and experiences are not the only elements of curriculum. It's helpful when thinking
abut curriculum to remember that all curriculum planning can be thought of as the 1) planned curriculum
and what isn't planned as the 2) hidden curriculum. Both of these are important to consider when we think
about education and how or students will be prepared for their future lives.

Other considerations:

Students learn in accordance with their purposes and experiences, therefore we must look to a
responsive interactive relationship with them to know whether they are or not learning and if so what.
What they learn is dependent on what they choose to actively perceive and how they are able to perceive
and negotiate their perceptions to construct meaning, and connect it to their current understandings.

No matter what we do, nothing is possible without the learners involvement. Therefore, any of these
descriptions of curriculum must include a student centered approach that is responsive to the their needs.

Different school systems and different teachers may use different approaches and achieve the same
goals, but no one can achieve their goals without the student's involvement.

MOST curriculum change is cut and paste reorganization, more of this and less of this, move physical
science to 8th grade and biological science to 7th, switch short stories and poetry from semester to
semester, add a special class for media/computers, bring the guidance counselor into the classroom once
every two weeks to work with the students,...

These kind of changes, usually well meaning and based on students' needs, don't truly have much of a
chance for large scale success. Yes, there are anecdotal, proof by selective instance kinds of stories, but
overall a really significant impact for a curricular change must change the way a majority of the faculty,
staff, and students go about learning.

To achieve this a curriculum development model can be used to analyze any changes and develop
a strategic plan to attain significant change.
Curriculum development process or model

When reviewing and developing curriculum it is important to use a process that includes a thorough
review and comprehensive inclusion of all the conditions which will affect your success or failure. A model
to do that provides a checklist of what to consider when making decisions to achieve an inclusive review
and development process.

The following model includes: who the participants will be that are involved in the process, the types of
documents to be created, what screens will be used and their possible affects on the decisions made, and
the type of process used.

Documentation types for

Participants Decision Screens Process
Enacted Curriculum

Combination including  Mission statement Current practices  On going

some or all assessment,
 Vision statements Knowledge (Standards and non
representatives from:
standard)  strategic
 teachers,  Deliberation of beliefs / planning,
assumptions / aims /  Organization as
 administration, goals subjects (See  needs
information on what assessment, and
 staff,  Principled Procedures teachers need to know, other
subject information and
 community,  Common needs  reviews of
its dimensions:
 students, Knowledge documentation knowledge, mission, beliefs,
practice/process, principles,
 parents, Subjects, social skill, disposition/attitude, and assumptions,
multicultural, special needs, perspective) policy,
 business extracurricular, character procedures,
partners education, values, ethics,  Integration by subject or outcomes and
moral, citizenship, emotional, themes or big ideas discuss
technology, bullying, violence. relevance of
Grouping of Resources
mission to
participants Knowledge can be organized
 Funding, identified areas
around: goals, concepts,
of concern.
 Selective, objectives, benchmarks,  Budget,
learning outcomes, Proceduralized through:
 Inclusive,  Physical plant building, Discussion, questioning,
All of which can be written as
 Large groups, recognition of problems,
specific or general and  Community,
identify areas of concern
published in documents such
 Small groups,  Business, on which to focus and
as:
select area or problem…
 Programs of study  Technology,
Governance and
 Instructional Examples  Teachers,
Leadership of Change process
participants  Teacher action plans  Staff,
Ideas to consider when
 Hierarchical,  Materials analyzing possible
 Teacher/student(s)
interactions, curricular change
 Democratic, Scientific research
interactions with  Describe
 Boss materials, ideas, and Wisdom of practice rationale for why
management, students interactions change is
Philosophy good life, citizens,
with students in necessary and
 Lead parents, administration,
different groupings. how change fits
management, students, teachers, traditions,
with mission…
 Assessment beliefs, assumptions, new
 Conflict Procedures trends  Identify goals
resolution,
 Handbooks for Psychology  Identify
 Decision teachers, students, resources,
making,  Nature of the student,
and parents with policy people who
 Resistance to and procedures  Learning theory, might be
related to school, extra involved,
change,
curricular activities,  Child and adolescent possible
 Win - Win management, decision development, conflicts, what
making... success could
 Motivation
look like, how to
 Time lines measure
 Grouping of students,
 Resource documents success, who
 Social would evaluate
 Strategic planning, five and how.
Sociology
year plans...
 Develop plan
Assessment and evaluation
 Develop time line
Community citizens, parents,
Hidden curriculum
students, business, rural,  Describe what
urban, gender, ethnicity, flexibility is
diversity included for
School and classroom success and
environment relevance to
mission
Multicultural
 Implement plan
Scheduling - Time frames,
Calendar year, day  On going
assessment
Change
 Evaluate
Interactions responsiveness,
instructional, conflict resolution,
consensus building, behavior
management

Graduation requirements,
gateways, retention

Class size, school size,

Violence, Safety

Special needs
Strategic plan

A strategic plan usually includes the following elements created with a curriculum development process or
something similar with the goal of creating a document to guide the achievement of specific goals. It often
includes the following elements:

Elements of a strategic plan

 Mission and vision statements: These collaboratively drafted statements identify the aspirations
and integral components of a school system. They assert the distinctive features of the school
system and its people within it that best represent what it stands for, as well as the kind of
organization the community would like it to become.

 Core values: Also collaboratively expressed, these principles organize and sustain daily work of
the school system, its community members, leadership, and staff.

 Theory of practice: This articulation defines the means and methodology by which the school
system will realize its core values, mission, and vision in the work that it undertakes. The theory
of practice commits the school system to a particular approach as it seeks to achieve its its goals
for its students, staff, and families, typically anchored in a body of research supported by
empirical evidence of effectiveness.

 Strategic goal with action steps: These goals specifically identify the concrete actions to be
undertaken, in keeping with the theory of practice, that you and your team feel has the greatest
likelihood of realizing your vision and mission, while remaining true to your core values. Often
these goals are identified as SMART (specific, measurable, actionable, relevant, and timely)
goals, but the strategic planning process typically ensures that goals produced within the plan
already have those characteristics.

 Key performance indicators: These metrics, collected uniformly via well-developed measurement
tools, guide decision-makers and are used to ascertain progress toward clearly expressed targets
and are also used make mid course adjustments by school and school system personnel.

 Targets: These benchmarks indicate whether progress is being made on the key performance
indicators.

 Inventory of Resources: These are the assets, materials, and labor required to undertake the
agreed upon theory of practice in order to meet the performance targets.

 Assigned responsibilities and timeline: This is a clear and detailed delineation of which individuals
or teams are responsible for which set of activities or milestones, at any given time.

 Monitoring and reporting systems: The method used to report the results of activities and
milestones, along with key performance indicators, to all relevant stakeholders and personnel to
ascertain whether progress is being made on the system goals.

Analyzing Curricular Change:

Ideas and Variables to Consider before changing

Context of the problem

  Origin of the problem

 History of the problem

 Has it always been a problem

 Why has it not been recognized as one? or if it has Why has it not been solved?

 What sustains it?

 What has been done to overcome the problem?

 Why does the problem persist in spite of these efforts?

 If there has not been any action, then why not?

 Are there other plausible ways of posing the problem? What can be said for them?

 Is one way of posing it unquestionably better or is it possible that the problem is really complex,
made up of many overlapping problems of separate origin?

Suggestions for creating arguments for & against specific changes

Possible reasons to support or reject arguments

Arguments for desirability: Doing X will:

 realize an ideal, attain a goal (or avoid ills)

 realize inherent potential (of students, society, humanity)

 conform to tradition (classics)

 achieve freshness, novelty

 allow students to have experiences judged to be inherently good

 satisfy wants, desires, preferences, interests

 be natural, conform to natural law

Arguments for utility: Doing X will:

 lead to results that will be directly useful in life outside school

 meet needs (students’. society’s)

 be consistent with social trends - society will embrace it

 be instrumental to ideal realization

 be instrumental to further important learning

Arguments for obligation: Doing X will:

 meet (fail to meet) a moral obligation, such as:

 minister to basic human needs

  be just, fair

 promote equality

 promote freedom, liberty

 promote human dignity

 be consistent with moral code

 meet (fail to meet) a legal obligation, such as:

 a constitutional right

 provision of a duly enacted law

Arguments for feasibility: Doing X will:

 achieve (fail to achieve) the results we seek

 require resources we can (cannot) afford

 impose time requirements we can (cannot) meet

 produce desirable (undesirable) side effects

 incur acceptable (unacceptable) transition costs

 require human abilities we can (cannot) expect to find

 require human willingness we can (cannot) expect to find

 require social/political/institutional acceptance, support we can (cannot) expect to receive

 expose us to risks we can (cannot) bear

 achieve a satisfactory (unsatisfactory) overall benefit/cost ratio

Check for soundness of arguments

 Show selected argumentative strategies show inconsistency:

o between two aims or ideals

o between actions and ideals

o between two actions

 Show failure to resolve the problem as construed

 Show faulty assumptions

 Produce counter-evidence

 Produce a superior problem construct

 Challenge a value expressed or implied

  Identify a value that is neglected or violated

 Show superior comparative advantage (If X is good, Y is better)

 Show undesirable holistic or emergent properties of the curriculum, such as:

o balance

o comprehension

o integration, coordination, unity, coherence

 Show lack of relevance to contemporary life

 Communicated the problem in a very defensible manner.

 Considered all of the most promising alternative courses of action the merits of each, and the
validity of each.

Frameworks & other tools for creating arguments & communicating support for them

 Issue Analysis Heuristic - bank worksheet & sample issues analyzed for democratic education for
all

 Position Analysis Heuristic - explanation and worksheet

 PQRST Single-sentence-pattern to present an argument - explanation and work sheet

 Reasoning & proof

 Decision Making, Critical Thinking, Problem Solving, and Change Processes Change Process

Survey or Curriculum Thought Provoker

Directions: Leave the ones you agree with and cross out the ones you disagree with.

Curriculum is:

1. A curriculum that concentrates on teaching and learning is in the best interest of all students.

2. Standards are necessary to establish a focus to educate students for the real world.

3. Teachers should be thought of as mainly a technocrat.

4. Teachers should be thought of as mainly an automaton.

5. Teachers should be thought of as mainly a trainer.

6. Teachers should be thought of as facilitators of learning.

7. The way that you understand the world is better than the way that your parents or grandparents
understood the world.

8. The way that you relate to people is better for the world than the way your parents or
grandparents related to people.
 9. Children and adolescents should be taught to think on their own.

10. Children and adolescents should be indoctrinated into the ways of the culture.

11. Children and adolescents should be trained into the ways of the culture.

12. Children and adolescents should be educated so they will be able to create a culture.

13. School is for knowledge making.

14. School is for knowledge getting.

15. Education is best thought of as a ladder of opportunity.

16. Education is best thought of as a highway of opportunity.

17. Children should be treated as clay to be molded.

18. We know what children should learn.

19. We know what children will need to know in 20 years.

20. An educational objective is an oxymoron.

21. Human development is potential to be developed by the teacher, parent, employer, state, or
nation.

22. Human development is to be achieved by the individual child to control their destiny.

23. Students should learn for the sake of learning.

24. Education is to maximize the individual's control over society.

25. There is a basic set of knowledge that all students need to know.

26. All students need to have access to the same educational opportunities.

27. All students need to develop certain skills and knowledge that will enable them to contribute to
the continued growth of technological and industrial society.

28. We should insist that all pupils have access to the same knowledge.

29. We should tailor educational experiences to suit the individual needs of all pupils.

30. Pupils should have opportunities to develop intellectual and moral qualities to meaningfully
participate in a democracy.

31. If children find that learning is fun, they will be successful.

Review your selections and write a consolidation.

Curriculum is
How do your ideas of curriculum fit with your ideas of education and teaching?

Curriculum Definition Collection

A. Bestor (1956): The curriculum must consist essentially of disciplined study in five great areas: 1) command of
mother tongue and the systematic study of grammar, literature, and writing. 2) mathematics, 3) sciences, 4) history,
5) foreign language.

Albert Oliver (1977): curriculum is “the educational program of the school” and divided into four basic elements: 1)
program of studies, 2) program of experiences, 3) program of service, 4) hidden curriculum.

B. Othanel Smith (1957): A sequence of potential experiences is set up in the school for the purpose of disciplining
children and youth in group ways of thinking and acting. This set of experiences is referred to as the curriculum.

Bell (1971): the offering of socially valued knowledge, skills, and attitudes made available to students through a
variety of arrangements during the time they are at school, college, or university.

Bobbit (1918): Curriculum is that series of things which children and youth must do and experience by way of
developing abilities to do the things well that make up the affairs of adult life; and to be in all respects what adults
should be.

Caswell and Campbell (1935): curriculum is composed of all of the experiences children have under the guidance
of the teacher."

Daniel Tanner and Laurel N. Tanner (1988) "that reconstruction of knowledge and experience systematically
developed under the auspices of the school (or university), to enable the learner to increase his or her control of
knowledge and experience."

David G. Armstrong (1989): "is a master plan for selecting content and organizing learning experiences for the
purpose of changing and developing learners' behaviors and insights."

Decker Walker (1990): A curriculum consists of those matter: A. that teachers and students attend to together, B.
that students, teachers, and others concerned generally recognize as important to study and learn, as indicated
particularly by using them as a basis for judging the success of both school and scholar, C. the manner in which
these matters are organized in relationship to one another, in relationship to the other elements in the immediate
educational situation and in time and space.

Duncan and Frymier (1967): a set of events, either proposed, occurring, or having occurred, which has the potential
for reconstructing human experience.

Goodman (1963): A set of abstractions from actual industries, arts, professions, and civic activities, and these
abstraction are brought into the school-box and taught.

Harnack (1968) The curriculum embodies all the teaching-learning experiences guided and directed by the school.
Hass (1980): The curriculum is all of the experiences that individual learners have in a program of education whose
purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of
theory and research or past and present professional practice.

Hilda Taba (1962): "All curricula, no matter what their particular design, are composed of certain elements. A
curriculum usually contains a statement of aims and of specific objectives; it indicates some selection and
organization of content; it either implies or manifests certain patterns of learning and teaching, whether because the
objectives demand them or because the content organization requires them. Finally, it includes a program of
evaluation of the outcomes."

Hollis L. Caswell and Doak S. Campbell: "all the experiences children have under the guidance of teachers."

J. Galen Saylor, William M. Alexander, and Arthur J. Lewis (1974): "We define curriculum as a plan for providing
sets of learning opportunities to achieve broad goals and related specific objectives for an identifiable population
served by a single school center for persons to be educated."

Johnson (1967): Curriculum is a structural series of intended learning outcomes. Curriculum prescribes (or at least
anticipates) the results of instruction. It does not prescribe the means... To be used in achieving the results.

Jon Wiles and Joseph Bondi (1989): curriculum is a goal or set of values, which are activated through a
development process culminating in classroom experiences for students. The degree to which those experiences
are a true representation of the envisioned goal or goals is a direct function of the effectiveness of the curriculum
development efforts.

Krug (1957): Curriculum consists of all the means of instruction used by the school to provide opportunities for
student learning experiences leading to desired learning outcomes.

Musgrave (1968): the contrived activity and experience- organized, focused, systematic- that life, unaided, would
not provide.

P. Phenix (1962): The curriculum should consist entirely of knowledge which comes from the disciplines...
Education should be conceived as a guided recapitulation of the process of inquiry which gave rise to the fruitful
bodies of organized knowledge comprising the established disciplines.

Peter F. Oliva (1989): "the program, a plan, content, and learning experiences."

Ralph Tyler (1957): The curriculum is all of the learning of students which is planned by and directed by the school
to attain its educational goals.

Robert Hutchins (1936): The curriculum should consist of permanent studies-rules of grammar, reading, rhetoric
and logic, and mathematics (for the elementary and secondary school), and the greatest books of the western world
(beginning at the secondary level of schooling).

Ronald C. Doll (1988): "the formal and informal content and process by which learners gain knowledge and
understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of that school."
Ronald Doll (1970): The curriculum is now generally considered to be all of the experiences that learners have
under the auspices of the school.

Shaver and Berlak (1968): situations or activities arranged and brought into play by the teacher to effect student
learning.

Smith and Orlovsky (1978): the content pupils are expected to learn.

Dr. Robert Sweetland's notes

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