1.Examination of Relevant Syllabiand Curriculum GuidesSource: Marsh, C. (2004). Key Concepts forUnderstanding Curriculum, 3rd Ed. RoutledgeFalmer.LondonPrepared by: Leesha Roberts, Instructor II, UTT ,Valsayn Campus

2. What is Curriculum?(There are many definitions for Curriculum): Curriculum is those subjects that aremost useful for living in contemporarysociety. The subjects that make up this curriculum are usually chosen in terms ofmajor present-day issues and problems within society, but the definition itselfdoes not preclude individual students from making their own choices aboutwhich subjects are most useful. (Marsh, 2004; p.5) Curriculum is all planned learnings for which theschool is responsible. Planned learnings can be long written documents specifying content, shorterlists of intended learning outcomes, or simply the general ideas of teachersabout what students should know. Exponents of curriculum as a plan includeSaylor, Alexander, and Lewis (1981), Beauchamp (1981), and Posner (1998). 3. Characteristics of Curriculum Walker (1990) argues that the fundamental concepts of curriculum include: content: which may be depicted in terms of concept maps, topics, and themes, all of which are abstractions which people have invested and named; purpose: usually categorized as intellectual, social and personal; often divided into superordinate purposes; stated purposes are not always reliable indicators of actions; organization: planning is based upon scope and sequence (order of presence over time); can be tightly organized or relatively open- ended. 4. Who Is Involved inCurriculum? Curriculum workers are many and include school-based personnel such as: teachers, principals, and parents university-based specialists, and community groups, Industry government agencies and politicians. 5. What is a Curriculum Framework A curriculum framework can be defined as a group ofrelated subjects or themes, which fit togetheraccording to a predetermined set of criteria toappropriately cover an area of study. Each curriculum framework has the potential toprovide a structure for designing subjects and arationale and policy context for subsequent curriculumdevelopment of these subjects. Examples of school-oriented curriculum frameworksinclude: science (including, for example, biology, chemistry, physics, geology) and commerce (including, for example, accounting, office studies, economics, computing). 6. Curriculum Framework (contd) A curriculum framework document usually includes: a rationale or platform; scope and parameters of the curriculum area; broad goals and purposes of subjects withinthe curriculum area; guidelines for course design; content; teaching and learning principles; guidelines for evaluation of subjects; criteria for accreditation and certification ofsubjects; future developments for the area. 7. The advantages of usingcurriculum frameworks are: students have access to a broadereducation by being able to select from anumber of curriculum frameworks ratherthan a narrow range of traditional subjects; the curriculum will be more coherent andorderly because the framework for eachcurriculum area is arranged, usually fromkindergarten to secondary levels, andpriorities are established for each level; high-quality curriculum development islikely to occur because planning criteriaand standards apply consistently across allcurriculum frameworks; 8. there are opportunities for curriculumframeworks to include subjects which arehighly prescriptive and those that allowconsiderable flexibility and variation at theschool level; new content areas and skills can be easilyaccommodated in curriculum frameworksincluding various multidisciplinary andinterdisciplinary variations; curriculum frameworks developed at astate or regional level have the potential tobecome accepted as national frameworks; there are opportunities to incorporatedesirable skills into each framework suchas communication and language skills,numeracy skills, problem-solving skills. 9. The advantages of using curriculum frameworks are: there are opportunities for curriculum frameworksto include subjects which are highly prescriptiveand those that allow considerable flexibility andvariation at the school level; new content areas and skills can be easilyaccommodated in curriculum frameworksincluding various multidisciplinary andinterdisciplinary variations; curriculum frameworks developed at a state orregional level have the potential to becomeaccepted as national frameworks; there are opportunities to incorporate desirableskills into each framework such ascommunication and language skills, numeracy 10. The Disadvantages of usingCurriculum Frameworks are: If frameworks become too detailed they can becomevery directive for teachers; They can become an instrument of compliance andused as a means of control by central educationauthorities. 11. What is a Syllabus A syllabus is a written contract between teachers and learners that establishes competencies, class expectations, evaluation process, grading plan, required text(s) and supplies and other general class information. 12. Purpose of the Syllabus The syllabus serves the learners in several ways: It serves as a compass, directing you and thelearners as you travel from the beginning to theend of the course. It informs the learners of the final goal 13. Purpose of the Syllabus It tells learners the path to take to meet the goal,the obstacles to overcome, and the requirementsto reach the goal It tells the learner what kind of evidence willdocument that they reached the goal. It binds the learners who wish to succeed in alearning experience, to a path to follow. It binds the teacher to the same path. Ifinstructors wish to change the path, this is theirprerogative, but the change becomes part of arevised syllabus and must be communicated tothe learner, preferably in writing. 14. Components of the Syllabus A syllabus should contain more than an outline of course topics, a calendar of dates or a lists of readings. An effective, well developed syllabus has seven components. They are: Instructor information Course information Performance expectations Time line Grading plan Course expectations General information 15. Trinidad and Tobagos Scenario The Curriculum Development is charged with theresponsibility to operationalise the CurriculumDevelopment Process. Accordingly, the work of the division may be moreadequately described as designing, developing,implementing, monitoring, evaluating andreviewing curricula that are appropriate andrelevant to the needs and interests of adeveloping nation, such as ours.Source: www.moe.gov.tt accessed: 21/09/2010 16. Trinidad and Tobagos CurriculumDevelopment Process 17. Design: This involves all the preliminary work that is carried out to ensure that the curriculum is relevant, appropriate and workable. At this stage, the curriculum is conceptualized and attention is paid to arrangement of the varied components. Considerations include the focus on the philosophical underpinnings, goals, objectives, subject matter, learning experiences and evaluation ; all established in consultation with stakeholders. At present, emphasis is being placed on the learner in curriculum development activities. 18. Develop: In this stage, curriculum development involves planning, construction and the logical step-by- step procedures used to produce written documents, as well as print and non-print resource materials. These documents may include vision statements, goals, standards, performance benchmarks, learning activities and instructional strategies, interdisciplinary connections, and other integration activities that guide curriculum implementation. 19. Implement: This is the stage in which all stakeholders become part of the process by making their contribution to operationalise the curriculum as designed and developed. The process is managed by the officers of the Curriculum Development Division. It requires interaction between officers of the division, principals, teachers, parents, students and the general public, all key in the education of the child. Since implementation is a change activity, the Curriculum Development Division also engages in in-service teacher education through seminars and workshops to facilitate the required alteration of individuals knowledge, skills and attitude. 20. Monitor: This can be seen as part of the implementation process. It is at this stage that officers visit schools to verify that classroom practice is consistent with the established goals and objectives of the national curriculum. Data is gathered to inform policy and decision making relative to the curriculum. The monitoring activities also capture best practices for generalization and develop the working relationship between officers of the Curriculum Division and school personnel, allowing for technical support at the school level to be provided where needed. 21. Evaluate: At this stage, officers engage in analyzing data collected on the field to determine the effectiveness of the curriculum design and its implementation as they relate to the child. The process entails comprehensive study of the data with the view of identifying possible deficiencies and root causes that can lead to corrective action. It is the findings from this exercise that directly influence the final stage of review. 22. Review: The information gained from data analysis is used to guide appropriate adjustments to the curriculum documents. Such adjustments incorporate the strengths and address any apparent weakness of the implemented curriculum. Because of technological developments and the resulting ease with which new information can be shared, continuously evolving curriculum is now possible. Updates, links to resource material and successful teaching and learning experiences can be easily incorporated in curricula. These considerations are all geared towards curriculum improvement and improved student performance in meeting national, developmental and educational goals. 23. Discussion of the Various Syllabi Technical Vocational Areas: