Reflective deliberation in the formulation of a school curriculum policy

1988 ◽  
Vol 20 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Stewart A. Bonser ◽  
Shirley J. Grundy
Keyword(s):  
School Curriculum ◽  
Curriculum Policy

• The governing body has agreed and published, and regularly reviews, the aims of the curriculum. • The governing body has considered and adopted (and, if desired, modified) its curriculum policy, where required in line with the local authority’s policy. • The governing body determines a policy for delivering a broad and balanced curriculum within the statutory framework in consultation with the headteacher (DfEE, 1996b, p. 7). • The headteacher draws up a school curriculum plan within the overall statutory framework and the policy framework set by the governing body (ibid). • The headteacher ensures the implementation of the curriculum plan and reports on it to the governing body (ibid). • The governing body ensures that appropriate monitoring arrangements are in place and that outcomes are being evaluated through reports from the headteacher (ibid). • The governing body has determined the level and composition of staffing within the school. • The governing body ensures that the curriculum meets the needs of all pupils. • The curriculum promotes the spiritual, moral, cultural, mental and physical development of pupils (Ofsted, 1995, p. 79). • The curriculum prepares pupils for the opportunities, responsibilities and experiences of adult life (ibid). • The school provides health education, including education about drug misuse (ibid). In addition: • Appropriate opportunities for choice are provided for all pupils. • Appropriate support is provided for all pupils. • Appropriate information about the curriculum, syllabuses and schemes of work is given to pupils and parents. • Teacher assessments of pupils’ attainment at the end of Key Stage tests will fall within x per cent of test results. • A satisfaction questionnaire will be delivered to all pupils once a year, covering areas such as learning outcomes, social aspects of the school, safety, confidence, enjoyment, values. • The governing body will agree patterns of rewards and sanctions used withn the school, and receive reports on their use by year and by department/subject area/class.

2002 ◽  
pp. 63-63
Keyword(s):  
School Safety ◽  
Adult Life ◽  
School Curriculum ◽  
Physical Development ◽  
Subject Area ◽  
Drug Misuse ◽  
Policy Framework ◽  
Curriculum Policy ◽  
Governing Body ◽  
Teacher Assessments

scholarly journals Multilingualism as Curriculum Policy in Cameroon Education System

2020 ◽  
pp. 26-35
Author(s):  
Yaro Loveline
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Curriculum ◽  
Sustainable Growth ◽  
Indigenous Languages ◽  
National Language ◽  
Curriculum Policy ◽  
Secondary Sources ◽  
The Government

The concern on the effective inclusion of indigenous languages in the school curriculum has been central to educational discussions among scholars and stakeholders. It is true that language as a medium of communication is very vital for sustainable growth in any society. However, the level of implementation of the policy of multilingualism in classrooms in Cameroon poses so many pedagogical challenges. While the Government is collaborating with private agencies such as PROPELCA(Cameroon National Language Association) in introducing the teaching of national languages in primary schools,  and though the Government through the Ministry of Basic Education has also created an inspectorate in charge of the introduction of indigenous languages in Primary schools, there still exist some resistance from stakeholders to introduce the teaching of native languages in the curriculum of schools despite recommendations made in the 1995 education forum and the provision in article 4 section 5 of the 1998 Education Law. The study argues that, since the introduction of multilingualism as curriculum policy in Cameroon, its implementation is still at the pilot stage. Using the Historical analytic approach, data was collected from primary and secondary sources in establishing the level of use of the curriculum policy of multilingualism as a guide to teaching and learning in schools in Cameroon.

Education and Change in South Australia

1983 ◽  
Vol 27 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Malcolm Skilbeck
Keyword(s):  
Public Sector ◽  
Local Level ◽  
South Australia ◽  
School Curriculum ◽  
Curriculum Policy ◽  
State Education ◽  
Education Community ◽  
The World ◽  
Australian Education ◽  
Topical Interest

Publication of a major state report whose interest lies primarily in its proposals for the recentralization of school curriculum is a sign of the transformation that is occurring in several parts of the world. What the Keeves Report, Education and Change in South Australia, says on this subject has already provoked a strong, critical reaction in parts of the Australian education community, not least from the teachers associations. But it is not only the curriculum analysis which has great topical interest. Set against the Keeves Committee's views on (1) the nature of social change, (2) the professional roles of teachers, and (3) the scope and functions of the state education bureaucracy, the proposals for concentration of curriculum power within that bureaucracy and very largely at state, not regional or local, level may be seen as a determined attempt to recentralize authority for education generally. The Report is an unusual example of sustained examination of curriculum policy and administration, prepared at a time of economic if not social crisis in a State until recently identified with optimism and innovation. By its uncompromising stand on the key question of where authority in a state system might best lie, it raises fundamental questions about public sector control, which take it well beyond the milieu of South Australian education.

scholarly journals Teachers’ fidelity to curriculum: an insight from teachers’ implementation of the Indonesian EFL curriculum policy

2020 ◽  
Vol 3 (2) ◽  
pp. 50-55
Author(s):  
I Iskandar
Keyword(s):  
Curriculum Implementation ◽  
School Curriculum ◽  
National Standards ◽  
Decision Makers ◽  
Curriculum Policy ◽  
Top Down ◽  
Efl Teachers ◽  
K 13 ◽  
Interviewing Technique ◽  
High Degree

While the notion of partnership has become the new genre of curriculum implementation, Indonesian government has decided to shift back to centralized curriculum policy by issuing the 2013 curriculum (K-13). The reason is that teachers are incapable of shaping their own school curriculum based on the National Standards of Education. Centralized curriculum policy leaves the classroom as the end of the chain of decisions in which the position of teachers is merely as implementers, rather than involved decision-makers. This type of curriculum clearly demands high degree of teachers’ fidelity. The purpose of this study is to investigate the extent to which EFL teachers faithfully commit themselves to fidelity approach to curriculum implementation of the K-13 at Senior High Schools in Makassar, Indonesia. Four EFL teachers were interviewed using ethnographic interviewing technique. The findings showed that these EFL teachers implement the K-13 with high degree of fidelity. The findings, however, indicate that these teachers’ commitment to fidelity approach split into two distinctive reasons: interactive and coercive. The former means that teachers adhered to K-13 because they perceived it as being comprehensible through their interaction with the K-13 documents, while the latter seemed to be influenced by the K-13 curriculum policy that was typically coercive and top down practice.

scholarly journals History Curriculum Policy of Senior High School during Sukarno Era

2020 ◽  
Vol 30 (2) ◽  
pp. 180-192
Author(s):  
Zulkarnain Zulkarnain
Keyword(s):  
High School ◽  
School Curriculum ◽  
Senior High School ◽  
Curriculum Policy ◽  
Analysis Model ◽  
Secondary Sources ◽  
Interactive Analysis ◽  
History Curriculum ◽  
Strategic Role ◽  
National Ideology

This article aims to investigate the history curriculum policy of senior high school during the Sukarno era. The method used is qualitative research by using the historical approach. Also, this research used document study as the primary method. A document study was conducted to both the primary and secondary sources for the source triangulation. Additionally, the complementary approach used interviews with several practitioners and academics, including the practitioners of the Indonesia history curriculum. Data analysis used an interactive analysis model. The results show that during 1945-1951, the history curriculum of senior high school still used AMS (Algemene Middelbare School) curriculum as the inheritance from the Dutch Indies era, so it is directed to the political policy, and the materials are clearly oriented to politics, doctrine, national ideology. The philosophical foundation of history curriculum policy in senior high school during the Sukarno Era is based on Pancasila and UUD 1945. But its implementation refers to government politics and essentialism and perennialism philosophy. The position of history subject in senior high school during the Sukarno era has a strategic role in creating historical awareness and nationalism. However, Manipol USDEK indoctrination was very visible.  Artikel ini bertujuan untuk menyelidiki kebijakan kurikulum sejarah SMA pada era Sukarno. Metode yang digunakan adalah penelitian kualitatif dengan menggunakan pendekatan sejarah. Selain itu, penelitian ini menggunakan studi dokumen sebagai metode utama. Studi dokumen dilakukan pada sumber primer dan sekunder untuk triangulasi sumber. Selain itu, pendekatan komplementer menggunakan wawancara dengan beberapa praktisi dan akademisi, termasuk praktisi kurikulum sejarah Indonesia. Analisis data menggunakan model analisis interaktif. Hasil penelitian menunjukkan bahwa selama tahun 1945-1951, kurikulum sejarah sekolah menengah atas masih menggunakan kurikulum AMS (Algemene Middelbare School) sebagai warisan dari jaman Hindia Belanda, sehingga mengarah pada kebijakan politik, dan materi yang jelas berorientasi pada politik, doktrin, ideologi nasional. Landasan filosofis kebijakan kurikulum sejarah di Sekolah Menengah Atas pada masa Sukarno berpijak pada Pancasila dan UUD 1945. Namun implementasinya mengacu pada filosofi politik pemerintahan dan esensialisme dan perenialisme. Kedudukan mata pelajaran sejarah di sekolah menengah atas pada era Soekarno memiliki peran strategis dalam menciptakan kesadaran sejarah dan nasionalisme. Namun, indoktrinasi Manipol USDEK sangat terlihat. 

An Examination of the Development of the Concept of Gifted Education in the United Kingdom an Analysis of the Current Position with Suggestions for a Positive Way Forward

1985 ◽  
Vol 3 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Belle Wallace ◽  
Harvey B. Adams
Keyword(s):  
United Kingdom ◽  
Gifted Education ◽  
School Curriculum ◽  
Curriculum Policy ◽  
Current Position ◽  
Exceptional Children ◽  
The United Kingdom ◽  
State Education ◽  
Recent Government

This paper gives a brief summary of the background of educational development in the United Kingdom in the 20th Century. The growth of concern for the needs of exceptional children is described within this framework and various reasons are suggested for the reluctance of many educators to use the term ‘gifted’ in the context of state education in the United Kingdom. Recent government guidelines however, have requested Local Education Authorities to review their curriculum policy and specifically mention that attention must be paid to the needs of exceptionally able pupils. The writers suggest that the way forward is for schools to examine the quality of their provision for all pupils and to analyse the extent to which pupils have the opportunity to reveal their talents and abilities, thereby signalling their need for further extension within the school curriculum.

scholarly journals Policy Brief: All Standards, All Students? The Misalignment of NGSS with California’s Science Course Graduation Policy

2010 ◽  
Vol 5 (1) ◽  
pp. 61-69
Author(s):  
Jenna Porter
Keyword(s):  
High School ◽  
Science Education ◽  
School Curriculum ◽  
Next Generation Science Standards ◽  
Curriculum Policy ◽  
Science Standards ◽  
High School Curriculum ◽  
College And Career ◽  
Imple Mentation ◽  
Science Framework

This policy brief provides an overview of the vision and organization of the Next Generation Science Standards (NGSS), and reviews three high school curriculum imple-mentation models developed for the California Science Framework. The brief aims to promote social justice in science education, and addresses the need for reforming curriculum, policy, and practices to improve the equitable preparedness of students for college and career. Recom-mendations for policy improvements to high school sci-ence course requirements will also be presented.

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