Tested curriculum is that which is taught in order to be assessed. One example of tested curriculum would be in spelling, where a child is given a list of spellings to take home and learn in preparation to be tested at some later stage. There is no other motive behind the curriculum other than for the child to learn the information presented (Cuban, 1995).
The hidden curriculum relates to the aspects of schooling which are implicit, such as aspects which produce changes in the students' values, perceptions and behaviors. These changes may be either desirable or undesirable, depending upon the behaviors and attitudes learnt. This has the power to affect an educational institution, particularly if the hidden curriculum produces undesirable effects in children (Glatthorn et al., 2006). For example in a school in which many of the children are perceived to develop worsening behavior and attitudes as they get older, there are likely to be repercussions from both parents and school governing bodies which would force the school to take action and change various elements of the organization.
The excluded curriculum is that which is excluded either intentionally or unintentionally....
Curriculum and Instructional Leadership: A commitment to life-long and self-directed learning is essential for effective learning-centered curriculum and instructional leaders. These leaders need to have a deeper understanding of the way students learn and their level of learning. In most cases, effective instructional leaders are extremely committed and involved in both curricular and instructional issues that have a direct impact on student accomplishment ("What is Instructional Leadership?" 2005). Currently, efficient school
According to the Education World Web site, the National Standards for Language Arts was created by the National Council of Teachers of English. The Language arts include reading, writing, speaking and listening skills. For the English language, the National Standards include building skills involving communication, critical thinking, and evaluation. The educational system is to provide students with a wider perspective not only of themselves, but also of the world
For example, to assess arithmetic, number and operations concepts, the measurable objectives used include the pupil being able to demonstrate an understanding of the relative magnitude of numbers, being able to accurately solve problems involving proportional reasoning and applying properties of numbers. These criteria would be assessed and supported through documentation as evidence. To assess the overall depth of knowledge of each pupil, the attainment of each measurable objective
Curriculum The learning and skills sector (LSS) is an Essential part of educational development in the United Kingdom. For many years this educational program faltered and was not taken seriously. However in recent years Legislators in the UK have dedicated a great deal of time and resources to improving LSS. According to Maxwell (2009) The Learning and Skills Sector (LSS) in England is diverse, comprising further education (FE) colleges, sixth-form colleges, personal
These two areas of the curriculum are equally important and thus should be treated that way. Both should have excellent programs for students so that they have an outstanding chance to succeed in both. The other area that the school needs to enhance is that of their theology curriculum. They appear to have a very good basic program but one that could be made even better with a little
Curriculum Trends in the Next 10 Years For more than 20 years, curriculum and its accompanying emphasis on standards and accountability for learning have dominated the debate over improving education. Today, the controversy over how to provide equity in achieving the curriculum, how to achieve compatibility between equity and high standards, and what comprises a meaningful curriculum are increasingly commonplace and serve to focus attention on the performance and progress of
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