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Implementing A New Mathematics Curriculum At the

Secondary School Level

The development of a new national curriculum at the secondary school level is a

significant endeavour that requires careful planning and consideration. Our team will outline

a plan of action for the development and implementation of a new national curriculum at the

secondary school level. The primary objective of this curriculum is to equip students with the

necessary knowledge and skills to excel at advanced levels in Mathematics, while

simultaneously preparing them for the demands of the job market of the twenty-first century.

We will discuss the philosophical approach underpinning our team's view of the curriculum,

the purpose of the school, the intended learning outcomes for students, the design of teaching

styles, and the process for curriculum development. Additionally, we will explore a model for

curriculum implementation and diffusion, along with addressing three potential challenges

and proposing strategies to overcome them.

Our team’s overall philosophical view of education stems from a combination of

progressivism and its antecedent pragmatism. Perez (2022) posits that

pragmatists believe that reality is constantly changing so we learn best through

experience. According to pragmatists, the learner is constantly conversing and being changed

by the environment with whom he or she is interacting. There is “no absolute and unchanging

truth, but rather, truth is what works” (Cohen, 1999, p.1). Based on what is learned at any

point and time, the learner or the world in which he or she is interacting can be changed.

Similarly, on progressive learning Kohn (2008) describes it as a return to a centuries old

practice of thoughtful schooling which included hands-on learning, multiage classrooms, and

mentor-apprentice relationships.
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These lead to our team’s belief that the purpose of the school is to prepare students for the

challenges of the twenty-first century by providing them with a well-rounded education. The

philosophical approach guiding our team's view of this new curriculum is a student-centred

and holistic approach. As posited by Kohn (2008) one of the core values of a progressive

school is the notion of attending to the whole child, in which case progressive educators are

concerned with helping children become not only good learners but also good people. Our

team also believes that the purpose of the school is not only to impart knowledge but also to

foster student growth and development. Education should not only enable students to excel in

their chosen discipline but also equip them with essential life skills, nurture their critical

thinking abilities, foster their creativity and establish a level of adaptability which may allow

them to thrive in the job market. “Schooling isn’t seen as being about just academics, nor is

intellectual growth limited to verbal and mathematical proficiencies.” (Kohn, 2008)

We envision students learning a curriculum that integrates academic knowledge with

relevant, contemporary skills. Students should not only acquire subject-specific knowledge

but also develop essential modern competencies such as critical thinking, creativity,

communication, collaboration, digital literacy, and adaptability. Additionally, students should

cultivate empathy, ethical values and cultural awareness to prepare them for the diverse and

interconnected global world. Ideally, students should also gain a sense of social

responsibility; “a main tenet of progressivism is for the school to improve society.” (Perez,

2022)

To achieve our objectives, we envision a student-centred approach to teaching and

learning. Teachers will act as facilitators, guiding students in their learning journey through

interactive and experiential activities. To align with the new curriculum's objectives, teachers

should adopt an approach that focuses on active learning, problem-solving, and inquiry-based
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methods. Teachers should act as facilitators, encouraging students to explore, question, and

discover knowledge independently. This approach will promote student engagement, self-

motivation, and a deeper understanding of the subject matter. Students would be involved in

lessons primarily focused project-based learning, real-world applications, and

interdisciplinary connections. In our ideal classroom, technology will be integrated

seamlessly, thus enhancing learning experiences. Assessment methods will be diversified,

focusing on both formative and summative evaluations which would include practical

applications, projects, presentations, and self-assessment; these assessments ensuring a

comprehensive understanding of students' capabilities. As stated by Perez (2022)

Some of the key instructional methods used by Progressivist teachers include: promoting

discovery and self-directed learning, engaging students in active learning, integrating socially

relevant themes, promoting values of community, cooperation, tolerance, justice, and

democratic equality, encouraging the use of group activities, promoting the application of

projects to enhance learning, engaging students in critical thinking, challenging students to

work on their problem solving skills, developing decision making techniques and utilizing

cooperative learning strategies (Webb et. al., 2010).

In determining the process by which to develop the new curriculum our team found Taba’s

development model may be best suited to meeting our desired outcomes. This model

emphasizes assessing student needs and developing curriculum in a cyclical manner. With

this model in mind, our team will follow a systematic process to develop the new curriculum.

The development process will follow a few steps to make appropriate considerations.

Firstly, a needs assessment where we conduct surveys, interviews, and consultations with

educators, students, parents, and industry experts would be done to identify current

challenges and future demands in the subject area, to identify the current strengths and
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weaknesses of the existing curriculum and to determine students’ potential needs if they

decide to pursue advanced level studies. Afterwards, the input and feedback of various

stakeholders would be engaged to ensure a holistic and inclusive approach. This extensive list

would include educators, subject matter experts, industry professionals, teachers, parents,

students and other community members in the curriculum development process to help refine

it with their suggestions.

Following this, the desired learning outcomes and competencies would be clearly defined.

These would align with the subject area, advanced level studies and necessary modern skills.

Which, in turn, would lead to the designing of a curriculum framework that includes a

balanced combination of subject-specific content, interdisciplinary connections, and

pedagogical strategies that promote active learning, critical thinking, and skill development.

These being in place would allow us to develop a comprehensive assessment framework that

aligns with the learning outcomes. Both formative and summative assessment methods that

measure content knowledge and students' ability to apply their learning in real-world contexts

would be included.

Moreover, teachers would undergo comprehensive professional development to support

them in understanding and implementing the new curriculum effectively. This is in addition

to relevant resources such as: textbooks, digital materials, and supplementary materials being

created and curated to support teaching and learning; with some attention placed on

accessibility and inclusivity. These would precede a pilot of the curriculum in selected

schools where we would gather feedback from teachers and students, and make necessary

revisions based on evaluations. Finally, prior to implementation, revisions would be made to

the curriculum based on outcomes and feedback from the pilots and additional stakeholder

input.
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To ensure successful implementation and diffusion of the new curriculum, we propose

adopting the "Train-the-Trainer" model. This model involves training a core group of

educators who will then disseminate the knowledge and skills to their peers in a cascading

manner.

This approach has several benefits. First, experts would develop from the initial group of

trainees as they receive in-depth training; consequently, allowing them to develop a strong

understanding of the curriculum and its objectives. As a result, Peer-to-Peer Learning would

take place in the schools since educators are more likely to embrace new ideas and practices

when they come from their colleagues. This model fosters an organic sense of collaboration

and shared responsibility. Due to this, the train-the-trainer model enables the efficient and

cost-effective dissemination of the curriculum to a larger number of teachers across the

country. Additionally, this model affords some degree of flexibility as once someone has

been trained into an expert any changes to the school system around them would barely

impact the dissemination process.

Nevertheless, some challenges may occur as the curriculum is implemented. First,

implementing a new curriculum often faces resistance from teachers, administrators, and

other stakeholders. To address this challenge, we propose comprehensive professional

development programs that provide ongoing support, training, and resources to facilitate a

smooth transition. Another problem is inadequate funding, infrastructure, and technological

resources can hinder the effective implementation of the curriculum. We recommend seeking

partnerships with both public sector and private sector organizations to secure additional

resources and support. Finally, it is necessary to reiterate that involving all relevant

stakeholders, including parents, students, and community members, is crucial for the

successful dissemination of the curriculum. Establishing effective communication channels,

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conducting regular feedback sessions, and addressing concerns promptly will help ensure

widespread acceptance and engagement.

In brief, developing and implementing a new national curriculum requires careful

planning, collaboration, and a clear vision of desired outcomes. By adopting a student-

centred approach, utilizing innovative teaching methods, and involving all stakeholders, we

can create a curriculum that prepares students for advanced levels of study and equip them

with the skills necessary to thrive in the job market. Addressing challenges through ongoing

professional development, resource mobilization, and stakeholder engagement will help

ensure the successful implementation of the curriculum using best practices.

References
Asempapa, R., Sturgill, D., & Adabor, J. (2017). How Did We Get Here? The Path to Our Current Kʹ12
Mathematics. Retrieved from Aurco:
https://aurco.org/journals/AURCO_Journal_2017/Current%20K%2012%20Mathematics%20
Education%20Curriculum%20p1-10.pdf

Fullan, M. (2007). The new meaning of educational change fourth edition. Teachers College Press,
1234 Amsterdam Avenue, New York, NY.

Kidd, C. (2013). Curriculum Models. Retrieved from http://macsaigteacher.weebly.com/:

http://macsaigteacher.weebly.com/curriculum-models.html

Kohn, A. (2008). Progressive Education Why It’s Hard to Beat, But Also Hard to. Retrieved from
alfiekohn.org: http://www.alfiekohn.org/article/progressive-education/?print=pdf

National Instituute of corrections office of juvenile justice and deliquency prevention. (n.d.). NUTS
AND BOLTS OF THE CURRICULUM DEVELOPMENT PROCESS. Retrieved from info.nicic.gov:
https://info.nicic.gov/nicrp/system/files/019007.pdf

Perez, D. D. (2022). SOCIAL FOUNDATIONS OF K-12 EDUCATION. Retrieved from

kstatelibraries.pressbooks.pub:
https://kstatelibraries.pressbooks.pub/dellaperezproject/front-matter/about-the-author/

THE NATIONAL COUNCIL on education and the disciplines. (2001). Mathematics and democracy the
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Train-The-Trainer Model: What is it, Benefits, and Where to Start. (2022, November 2022). Retrieved
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University of Connecticut. (n.d.). THE MULTIPLE MENU MODEL FOR DEVELOPING DIFFERENTIATED
CURRICULUM. Retrieved from gifted.uconn.edu:
https://gifted.uconn.edu/mmm_differentiated_curriculum/