CURRICULUM

ANALYSIS
What is Curriculum Analysis?

 Unpacks a curriculum into its component

parts (e.g. learning, teaching, knowledge,
society, resources);
 Evaluates how the parts fit together, say in
terms of focus and coherence;
 Checks underlying beliefs and assumptions;
and seeks justification for curriculum
choices and assumptions.
5 COMPLEMENTARY
FUNCTIONS
GENERAL EDUCATION

 It is the part of the curriculum that is designed to

provide for a common universe of discourse,
understanding, and competence for the purpose of
developing thinking, socially responsible citizens of a
free society.
 It provides a foundation for advancement into a major
field of specialization.
SPECIALIZED EDUCATION

It is that aspect of the curriculum

designed for the major field or
professional program of studies.
EXPLORATORY EDUCATION

This function provides knowledge

beyond those general specialized
education. This comes in the form
of electives, cognates, minor, or
allied subjects.
• At elementary level, exploratory function
is met through a range of activities and
projects extending from within the
common core of studies.
• At high school or college, the exploratory
experience may impel the students
towards a scientific career or away from
such career.
ENRICHMENT
EDUCATION
This part of curriculum is intended to
supplement and deepen one’s educative
experience beyond those connected
with general education, specialized
education, and exploratory education.
• At the elementary level, the
enrichment function is typically
provided not through course
options, but through activities
growing out of the common
learning.
• In the secondary school, students
who have completed the core
courses in English language arts.
SPECIALIZED-INTEREST EDUCAION

This function of the curriculum in the

secondary and college is typically met
through free electives.
CURRICULUM
PROCESS
GUIDING PRINCIPLES:
• The process is executed by a diverse team of teachers, other
certified staff, and/or administrators.
• The process is flexible and dynamic and should be tailored to meet
the needs of the discipline or specific course for which curriculum
is being developed.
• The curriculum developed will align to state, national, and/or
industry standards.
• The curriculum developed will be articulated from early childhood
to grade 12.
• The curriculum development process ensures that students
receive a viable and rigorous curriculum.
There are four major phases of the curriculum development process:
a. Plan and Research
b. Curriculum Development
c. Professional Learning and Curriculum Development
d. Curriculum Development and Implementation

The process is ongoing and cyclical. The curriculum development

process is flexible and dynamic and should be tailored to meet the needs
of the discipline or specific course development and to ensure that
students receive a viable rigorous curriculum.
PHASE 1: Plan and
Research
The goals of this phase are to gain a deeper
understanding of the standards and of the
best practices in the field and in education
and to develop a plan that will ensure
timely completion and implementation of
the curriculum development process.
PHASE II: Curriculum
Development
The goals of this phase are to create
yearlong curriculum map, to investigate
potential resources that will support the
curriculum, and to determine the
professional learning needs of the district
community.
PHASE III: Professional
Learning and Continued
Curriculum Development
During this phase, the curriculum will be
prepared for implementation and
professional learning will be provided to
the district community. Professional
learning will take place to ensure that the
written curriculum becomes taught
curriculum.
PHASE IV: Implementation
During this phase, the written curriculum will
become the taught curriculum. As the
curriculum is implemented, evaluation of the
curriculum will take place simultaneously as
teachers will be able to provide feedback to
improve instruction, curriculum, the use of
resources and assessments, and any other
aspect of learning and teaching as needed.
CURRICULUM
STANDARDS
CURRICULUM
STANDARDS OVERVIEW
Develop guidelines for standard literacy, alignment,
and resource gap analysis to design better
curriculum and assessments.
Standards serve as guidelines for educators
(and students involved in personalized
learning) to design curriculum and
assessments that represent what students
need to know and be able to do, as well as
develop instructional practices that
support the desired learning and
applications in authentic contexts.
To ensure quality standards-based curriculum, instruction, and
assessments, educators need to be:

Experiencing Standards Literacy

Attaining professional fluency in how to
read and interpret standards is essential for
designing quality standards-based learning
expectations and instructional practices.
Ensuring Standards Alignment
Standards alignment involves three focuses
which can be focused on individually or as a
standards suite: prioritizing critical standards
for student success and engagement;
designing systematic learning expectations
and/or units of study based on collegial
standards interpretation; and accurate
alignment of learning and teaching to the
standards (and vice versa).
Engaging in Standards-Resources Gap
Analysis
This type of analysis is needed now
more than ever, given the growing number
of “standards-aligned” lessons, activities,
and units of study available via Open
Educational Resources (OER) and for-profit
companies.
RESOURCES:
https://www.naperville203.org/Page/3973
https://www.curriculumdecisions.com/curriculum-standards-
overview/
https://www.slideshare.net/charmainederueda/functions-of-t
he-curriculum