7th Grade Common Core Literature 7th Grade Language Arts Textbook Pdf Elizabeth the First

Educational plan

A 52-week curriculum for a medical schoolhouse, showing the courses for the different levels.

In education, a curriculum (; plural curricula or curriculums) is broadly defined as the totality of student experiences that occur in the educational process.^{[ane] [ii]} The term oft refers specifically to a planned sequence of teaching, or to a view of the pupil'south experiences in terms of the educator'due south or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.^[3] Curricula are split into several categories: the explicit, the implicit (including the hidden), the excluded, and the extracurricular.^{[4] [5] [half-dozen]}

Curricula may be tightly standardized or may include a high level of instructor or learner autonomy.^[7] Many countries have national curricula in main and secondary teaching, such as the U.k.'due south National Curriculum.

UNESCO'southward International Agency of Pedagogy has the principal mission of studying curricula and their implementation worldwide.

Etymology [edit]

First published apply of "curriculum" in 1576.

The word "curriculum" began equally a Latin word which ways "a race" or "the course of a race" (which in turn derives from the verb currere meaning "to run/to proceed").^[viii] The word is "from a Modernistic Latin transferred apply of classical Latin curriculum "a running, form, career" (also "a fast chariot, racing car"), from currere "to run" (from PIE root *kers- "to run")."^[9] The offset known apply in an educational context is in the Professio Regia, a piece of work by Academy of Paris professor Petrus Ramus published posthumously in 1576.^[10] The term afterward appears in Academy of Leiden records in 1582.^[eleven] The word's origins announced closely linked to the Calvinist desire to bring greater social club to instruction.^[12]

By the seventeenth century, the University of Glasgow besides referred to its "course" of study equally a "curriculum", producing the first known utilize of the term in English in 1633.^[8] By the nineteenth century, European universities routinely referred to their curriculum to describe both the complete course of study (equally for a degree in surgery) and item courses and their content. By 1824, the word was defined as "a course, especially a fixed course of report at a higher, university, or school."^[9]

Definitions and interpretations [edit]

Professional interpretations [edit]

In that location is no generally agreed upon definition of curriculum.^[13] Some influential definitions combine various elements to describe curriculum every bit follows:

• Through the readings of Smith,^[fourteen] Dewey,^[15] and Kelly,^[sixteen] four types of curricula could exist defined as:
  • Explicit curriculum: subjects that will be taught, the identified "mission" of the school, and the knowledge and skills that the school expects successful students to acquire.
  • Implicit curriculum: lessons that arise from the culture of the school and the behaviors, attitudes, and expectations that characterize that culture, the unintended curriculum.
  • Hidden curriculum: things which students learn, 'because of the mode in which the work of the school is planned and organized but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly, 2009). The term itself is attributed to Philip Due west. Jackson and is not always meant to be a negative. Subconscious curriculum, if its potential is realized, could do good students and learners in all educational systems. Also, information technology does non just include the physical environment of the school, but the relationships formed or not formed between students and other students or fifty-fifty students and teachers (Jackson, 1986^[17]).
  • Excluded curriculum: topics or perspectives that are specifically excluded from the curriculum.
• It may also come up in the course of extracurricular activities. This may include schoolhouse-sponsored programs, which are intended to supplement the academic aspect of the school experience or community-based programs and activities. Examples of schoolhouse-sponsored extracurricular programs include sports, academic clubs, and performing arts. Community-based programs and activities may accept identify at a schoolhouse later hours but are not linked directly to the schoolhouse. Community-based programs frequently expand on the curriculum that was introduced in the classroom. For instance, students may be introduced to environmental conservation in the classroom. This knowledge is further developed through a community-based programme. Participants and then act on what they know with a conservation project. Community-based extracurricular activities may include "ecology clubs, iv-H, boy/girl scouts, and religious groups" (Hancock, Dyk, & Jones, 2012).^[18]
• Kerr defines curriculum as "[a]ll the learning which is planned and guided by the school, whether it is carried on in groups or individually, within or outside of school."^[iv]
• Braslavsky states that curriculum is an understanding among communities, educational professionals, and the State on what learners should take on during specific periods of their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with whom to learn."^[6]
• Smith (1996, 2000) says that, "[a] syllabus volition non generally point the relative importance of its topics or the social club in which they are to exist studied. Where people however equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the torso of cognition that they wish to transmit."

According to Smith, a curriculum can exist ordered into a procedure:^[14]

Footstep i: Diagnosis of needs.

Stride 2: Formulation of objectives.

Pace 3: Selection of content.

Pace 4: Organization of content.

Step 5: Selection of learning experiences.

Step 6: Organization of learning experiences.

Stride vii: Conclusion of what to evaluate and of the ways and means of doing information technology.

Types of curricula [edit]

Nether some definitions, curriculum is prescriptive, and is based on a more full general syllabus which merely specifies what topics must be understood and to what level to achieve a item grade or standard.

A curriculum may also refer to a divers and prescribed course of studies, which students must fulfill in social club to pass a certain level of instruction. For case, an elementary school might talk over how its curricula is designed to meliorate national testing scores or aid students learn primal skills. An individual instructor might besides refer to his or her curriculum, pregnant all the subjects that will exist taught during a school year. The courses are bundled in a sequence to make learning a subject easier. In schools, a curriculum spans several grades.

On the other hand, a high schoolhouse might refer to their curricula every bit the courses required in guild to receive 1's diploma. They might also refer to it in exactly the same way as an elementary school and use information technology to mean both individual courses needed to pass as well as the overall offer of courses, which help prepare a student for life afterward loftier school.

A curriculum can be seen from different perspectives. What societies envisage every bit important didactics and learning constitutes the "intended" curriculum.^[sixteen] Since it is unremarkably presented in official documents, information technology may exist besides chosen the "written" or "official" curriculum.^[16] However, at a classroom level this intended curriculum may be altered through a range of complex classroom interactions, and what is actually delivered can be considered the "implemented" curriculum.^[16] What learners really larn (i.due east. what can be assessed and can be demonstrated every bit learning outcomes or competencies) constitutes the "achieved" or "learned" curriculum.^[16] In addition, curriculum theory points to a "hidden" curriculum (i.e. the unintended evolution of personal values and beliefs of learners, teachers, and communities; the unexpected touch on of a curriculum; or the unforeseen aspects of a learning procedure).^[16] Those who develop the intended curriculum should have all these different dimensions of the curriculum in view.^[xvi] While the "written" curriculum does not exhaust the meaning of curriculum, it is important because it represents the vision of the society.^[16] The "written" curriculum is usually expressed in comprehensive and user-friendly documents, such as curriculum frameworks or field of study curricula/syllabi, and in relevant and helpful learning materials, such as textbooks, instructor guides, and assessment guides.^[16]

In some cases, people see the curriculum entirely in terms of the subjects that are taught, and every bit set out inside the set of textbooks, and forget the wider goals of competencies and personal development.^[15] This is why a curriculum framework is important. Information technology sets the subjects within this wider context, and shows how learning experiences within the subjects demand to contribute to the attainment of the wider goals.^[xv]

Curriculum is almost always divers with relation to schooling.^[14] According to some, information technology is the major sectionalization between formal and informal education.^[14] However, under some circumstances it may as well be applied to breezy education or free-choice learning settings. For instance, a science museum may have a "curriculum" of what topics or exhibits it wishes to cover. Many after-school programs in the United states of america have tried to apply the concept; this typically has more success when non rigidly clinging to the definition of curriculum every bit a production or every bit a body of noesis to be transferred. Rather, informal pedagogy and free-choice learning settings are more suited to the model of curriculum as exercise or praxis.

Historical formulation [edit]

Activity is response; it is adaptation, adjustment.
— John Dewey^[15]

In the early years of the 20th century, the traditional concepts held of the "curriculum is that it is a torso of subjects or subject matter prepared by the teachers for the students to learn." Information technology was synonymous to the "course of study" and "syllabus".

In The Curriculum,^[nineteen] the beginning textbook published on the bailiwick, in 1918, John Franklin Bobbitt said that curriculum, every bit an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children get the adults they should be to succeed after in life. Furthermore, the curriculum encompasses the entire scope of formative act and experience occurring in and out of school such as experiences that are unplanned and undirected or those that are intentionally directed for the purposeful formation of adult members of society, not only experiences occurring in school. (cf. image at right.)

To Bobbitt, the curriculum is a social engineering arena. Per his cultural presumptions and social definitions, his curricular formulation has 2 notable features: (i) that scientific experts would best exist qualified to and justified in designing curricula based upon their adept noesis of what qualities are desirable in adult members of society, and which experiences would generate said qualities; and (ii) curriculum defined as the deeds-experiences the student ought to accept to become the adult he or she ought to become.

Hence, he defined the curriculum every bit an ideal, rather than as the concrete reality of the deeds and experiences that class who and what people become.

Contemporary views of curriculum reject these features of Bobbitt's postulates, but retain the basis of curriculum as the course of experience(southward) that class humans into persons. Personal formation via curricula is studied both at the personal and grouping levels, i.e. cultures and societies (e.g. professional person formation, academic subject area via historical experience). The formation of a group is reciprocal, with the formation of its individual participants.

Although it formally appeared in Bobbitt's definition, curriculum every bit a course of formative experience too pervades John Dewey's piece of work (who disagreed with Bobbitt on important matters). Although Bobbitt's and Dewey'southward idealistic understanding of "curriculum" is different from current, restricted uses of the word, writers of curricula and researchers generally share it every bit common, substantive agreement of curriculum.^{[20] [21]} Development does non mean just getting something out of the mind.^[15] It is a development of experience and into experience that is really wanted.^[15]

Robert M. Hutchins, president of the University of Chicago, regarded curriculum as "permanent studies" where the rules of grammar, rhetoric, logic, and mathematics for basic education are emphasized. Basic education should emphasize the three Rs and higher education should exist grounded on liberal education. On the other hand, Arthur Bestor, an essentialist, believes that the mission of the schoolhouse should be intellectual grooming. Hence, curriculum should focus on the cardinal intellectual disciplines of grammar, literature, and writing. Information technology should also include mathematics, science, history, and foreign language.

Co-ordinate to Joseph Schwab, subject area is the sole source of curriculum. In our instruction system, curriculum is divided into chunks of cognition called subject areas in basic education including English, mathematics, science, and social studies. In college, discipline may include humanities, sciences, languages, and many more. Curricula should consist entirely of cognition which comes from diverse disciplines. Learning the lesson should be more than interesting and beneficial than receiving a scolding, being ridiculed, being required to stay after school, among other punishments.^[fifteen]

Thus, curricula tin can exist viewed every bit a field of study. It is made upward of its foundations (philosophical, historical, psychological, and social foundations), domains of noesis, as well equally its research theories and principles. Curricula equally an area of written report should be scholarly and theoretical. It is concerned with wide, historical, philosophical social issues and academics. Under a starting definition offered by John Kerr and taken up by Vic Kelly in his standard piece of work on the curriculum, it is "all the learning which is planned and guided by the school, whether information technology is carried on in groups or individually, inside or outside the school."^[fourteen]

In that location are four ways of approaching curriculum theory and practice:^[xiv]

1. Curriculum as a torso of cognition to be transmitted.
2. Curriculum as an attempt to help students achieve a goal.
3. Curriculum every bit a procedure.
4. Curriculum equally praxis.

In contempo years the field of education and curriculum has expanded exterior the walls of the classroom and into other settings, such every bit museums. Within these settings curriculum is an even broader topic, including various teachers, inanimate objects such every bit audio tour devices, and even the learners themselves. As with the traditional idea of curriculum, curriculum in a free choice learning surround tin consist of the explicit stated curriculum and the subconscious curriculum; both of which contribute to the learner's experience and lessons from the experience.^[22] These elements are further compounded by the setting, cultural influences, and the land of listen of the learner.^[23] Museums and other similar settings are most commonly leveraged within traditional classroom settings every bit enhancements to the curriculum when educators develop curricula that comprehend visits to museums, zoos, and aquariums.^[24]

Progressivist views [edit]

On the other paw, to a progressivist, a list of school subjects, syllabi, courses of written report, and lists of courses of specific discipline practice non brand a curriculum. These can just be chosen curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey's definition of experience and didactics. He believed that reflective thinking is a ways that unifies curricular elements. Thought is not derived from action only tested past application.

Caswell and Campbell viewed curricula every bit "all experiences children have nether the guidance of teachers." This definition is shared past Smith, Stanley, and Shores when they defined curriculum equally "a sequence of potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and interim."

Curriculum as a process is when a teacher enters a particular schooling and situation with the power to recollect critically, an understanding of their role and the expectations others take of them, and a proposal for activity which sets out essential principles and features of the educational encounter.^[14] Guided by these, they encourage conversations betwixt, and with, people in the situation out of which may come up a course of thinking and activity.^[14] Plus, the teacher continually evaluates the process and what they tin come across of outcomes.^[14]

Marsh and Willis view curricula as all the "experiences in the classroom which are planned and enacted by teacher, and also learned by the students."^[25]

Any definition of curriculum, if information technology is to be practically effective and productive, must offer much more a statement most knowledge-content or simply the subjects which schooling is to teach, transmit, or deliver.^[sixteen] Some would argue of the grade that the values implicit in the arrangements made by schools for their pupils are quite conspicuously in the consciousness of teachers and planners, again especially when the planners are politicians, and are every bit clearly accepted past them equally part of what pupils should learn in school, even if they are non overtly recognized by the pupils themselves.^[16] In other words, those who design curricula deliberately plan the schools' "expressive civilization". If this is the case, and then, the curriculum is 'hidden' but to or from the pupils, and the values to be learned clearly from a part of what is planned for pupils. They must, therefore, exist accepted as fully a part of the curriculum, and specially as an important focus considering questions must be asked concerning the legitimacy of such practices.^[16]

Currently, a screw curriculum is promoted as assuasive students to revisit a discipline matter's content at the unlike levels of development of the subject matter existence studied. The constructivist approach proposes that children learn best via pro-agile date with the educational environment, as in learning through discovery.

Primary and secondary instruction [edit]

A curriculum may exist partly or entirely adamant by an external, authoritative body (east.yard., the National Curriculum for England in English schools, or the International Principal Curriculum for International Schools).

Crucial to the curriculum is the definition of the course objectives that usually are expressed every bit learning outcomes and normally include the program's assessment strategy. These outcomes and assessments are grouped as units (or modules), and, therefore, the curriculum comprises a drove of such units, each, in turn, comprising a specialized, specific part of the curriculum. So, a typical curriculum includes communications, numeracy, information technology, and social skills units, with specific, specialized teaching of each.

Core curricula are frequently instituted, at the primary and secondary levels, by school boards, Departments of Educational activity, or other administrative agencies charged with overseeing education. A core curriculum is a curriculum, or course of study, which is deemed central and usually fabricated mandatory for all students of a school or school organization. However, even when core requirements exist, they practise not necessarily involve a requirement for students to engage in i particular class or activity. For example, a school might mandate a music appreciation grade, but students may opt out if they take a performing arts form.

Commonwealth of australia [edit]

In Australia, the Australian Curriculum took effect nationwide in 2014,^[26] after a curriculum evolution procedure that began in 2010.^[27] Previously, each state's Education Section had traditionally established curricula. The Australian Curriculum consists of ane curriculum covering 8 subject areas through year 10, and another covering fifteen subjects for the senior secondary years.^[26]

Canada [edit]

In Canada each province and territory has the say-so to create its own curriculum. All the same, the Northwest Territories and Nunavut both choose to utilize the Alberta Curriculum for select parts of their curriculum. The territories also use Alberta's standardized tests in some subjects.^[28]

Republic of korea [edit]

The National Curriculum of Korea covers kindergarten, main, secondary, and special didactics.^[29] The version currently in place is the seventh National Curriculum, which has been revised in 2007 and 2009.^[29] The curriculum provides a framework for a common ready of subjects through 9th grade, and elective subjects in grades 10 through 12.^[thirty]

Japan [edit]

The curriculum in Japan is determined based on the guidelines for educational activity and the guidelines for learning presented by the Ministry of Education, Culture, Sports, Science and Engineering (MEXT). When deciding on the curriculum for each school, the school's organizers will determine on the outline by referring to the manuals and explanations prepared by the Didactics, Science and Engineering science Ministry and other public offices, and the schools will decide on boosted annual plans. The Courses of Education and Courses of Written report are fully revised every 10 years. Before World War II, the curriculum was based on the school regulations respective to each school type.^[31]

Holland [edit]

The Dutch system is based on directives coming from the Ministry building of Education, Culture and Scientific discipline (OCW). Chief and secondary pedagogy use key objectives to create curricula. For master didactics the total number of objectives has been reduced from 122 in 1993 to 58 in 2006. Starting in 2009 and 2010 all key objectives are obligatory for master education. The key objectives are oriented towards subject areas such as language, mathematics, orientation towards self and the world, art, and concrete education. All of the objectives have accompanying concrete activities. Also final exams are determined past the OCW and required. Parts of those exams are taken in a national setting, created by the Centrale Examencommissie Vaststelling Opgaven (CEVO). Furthermore, the OCW will determine the number of hours to be spent per subject. Apart from these directives every schoolhouse tin determine its ain curriculum.

Nigeria [edit]

In 2005, the Nigerian government adopted a national Bones Pedagogy Curriculum for grades i through 9. The policy was an outgrowth of the Universal Basic Education programme announced in 1999, to provide free, compulsory, continuous public pedagogy for these years.^{[ citation needed ]} In 2014, the government implemented a revised version of the national curriculum, reducing the number of subjects covered from 20 to 10.^[32]

Russia [edit]

Cadre curriculum has typically been highly emphasized in Soviet and Russian universities and technical institutes.^{[ commendation needed ]}

U.k. [edit]

England and Wales [edit]

The National Curriculum was introduced into England, Wales and Northern Republic of ireland as a nationwide curriculum for master and secondary land schools following the Education Reform Act 1988.^[33]

Notwithstanding its proper noun, it does not apply to independent schools, which may prepare their own curricula, but it ensures that state schools of all local education authorities have a common curriculum. Academies, while publicly funded, have a significant degree of autonomy in deviating from the National Curriculum.^{[ citation needed ]}

The purpose of the National Curriculum was to standardize the content taught across schools to enable assessment, which in plough enabled the compilation of league tables detailing the cess statistics for each schoolhouse.^{[ citation needed ]} These league tables, together with the provision to parents of some degree of pick in consignment of the school for their child (as well legislated in the same act)^{[ which? ]} were intended to encourage a 'costless market' by assuasive parents to cull schools based on their measured ability to teach the National Curriculum.^{[ citation needed ]}

Scotland [edit]

In Scotland, the Curriculum for Excellence (CfE) was introduced in Baronial 2010 in all schools.^[34] The national qualifications were introduced in 2013 by the Scottish Qualifications Say-so (SQA). The national qualifications include the Life Skills Coursework (SFL), National 3 (NAT3), National 4 (NAT4), National five (NAT5), Higher, and Advanced Higher.

United States [edit]

In the U.S., each country, with the individual school districts, establishes the curricula taught.^[35] Each state, nonetheless, builds its curriculum with nifty participation of national^[36] academic subject groups selected by the United States Department of Education such equally the National Council of Teachers of Mathematics (NCTM) for mathematical didactics.

The Mutual Core State Standards Initiative (CCSSI) promulgates a cadre set of standards which are specific information and skills a student needs to know at each class level in lodge to graduate. States may prefer these standards in office or whole and expand upon them. Schools and states (depending on how much control a state gives to its local schools) and so develop their curriculum to run across each of these standards. This coordination is intended to arrive possible to use more of the same textbooks beyond states, and to move toward a more than uniform minimum level of education attainment.

Co-ordinate to the CCSSI, "[d]ecisions on how to implement the standards, including the right supports to put in place, are made at the country and local levels. As such, states and localities are taking different approaches to implementing the standards and providing their teachers with the supports they demand to assistance students successfully reach the standards."^[37]

Higher education [edit]

Moscow Plant of Physics and Technology student examines the university'south master class schedule board on the first 24-hour interval of classes to notice what classes he – and all students in his specialization (sub-major) – volition attend this semester.

Many educational institutions are currently trying to balance two opposing forces. On the ane hand, some believe students should take a common knowledge foundation, often in the form of a core curriculum whereas others want students to be able to pursue their ain educational interests, often through early specialty in a major or through the gratuitous selection of courses. This tension has received a large amount of coverage due to Harvard University'due south reorganization of its core requirements.^{[38] [39]}

An essential characteristic of curriculum design, seen in every college catalog and at every other level of schooling, is the identification of prerequisites for each grade.^{[ clarification needed ]}These prerequisites can exist satisfied by taking item courses, and in some cases by examination, or by other means, such equally work experience. In general, more than advanced courses in whatever subject require some foundation in basic courses, only some coursework requires report in other departments, as in the sequence of math classes required for a physics major, or the linguistic communication requirements for students preparing in literature, music, or scientific research. A more than detailed curriculum design must deal with prerequisites within a grade for each topic taken up. This in turn leads to the problems of course system and scheduling once the dependencies between topics are known.^{[ commendation needed ]}

Cadre curriculum [edit]

Shimer Higher students discussing texts in the schoolhouse'southward core curriculum.

At the undergraduate level, individual college and university administrations and faculties sometimes mandate cadre curricula, particularly in the liberal arts. However, considering of increasing specialization and depth in the pupil's major field of study, a typical core curriculum in higher education mandates a far smaller proportion of a student's form work than a high schoolhouse or uncomplicated schoolhouse core curriculum prescribes.^{[ citation needed ]}

Among the all-time known and most expansive cadre curricula programs at leading American colleges and universities are those of Columbia University and the University of Chicago. Both can take up to two years to complete without advanced standing, and are designed to foster critical skills in a broad range of academic disciplines, including the social sciences, humanities, concrete and biological sciences, mathematics, writing and foreign languages.^{[ citation needed ]}

In 1999, the Academy of Chicago appear plans to reduce and modify the content of its core curriculum, including lowering the number of required courses from 21 to 15 and offering a wider range of content. When The New York Times, The Economist, and other major news outlets picked upwards this story, the university became the focal indicate of a national debate on education. A fix of university administrators, notably then-President Hugo F. Sonnenschein, argued that reducing the core curriculum had become both a financial and educational imperative, as the university was struggling to attract a commensurate book of applicants to its undergraduate division compared to peer schools equally a result of what was perceived past the pro-modify camp every bit a reaction by "the average xviii-year-old" to the surface area of the collegiate core.^[40]

As core curricula began to diminish over the course of the twentieth century at many American schools, some smaller institutions became famous for embracing a core curriculum that covers nearly the student's entire undergraduate instruction, oft utilizing classic texts of the western canon to teach all subjects including scientific discipline. 5 Bully Books colleges in the Usa follow this arroyo: St. John's, Shimer, Thomas Aquinas, Gutenberg College and Thomas More than.^[41]

Distribution requirements [edit]

Some colleges opt for the middle ground of the continuum between specified and unspecified curricula past using a organisation of distribution requirements. In such a system, students are required to have courses in particular fields of learning, simply are free to cull specific courses inside those fields.^{[ citation needed ]}

Open curriculum [edit]

Other institutions take largely washed abroad with core requirements in their entirety. Brown University offers the "Open Curriculum", implemented after a student-led reform movement in 1969, which allows students to take courses without business organisation for any requirements except those in their chosen concentrations (majors), plus ii writing courses. In this vein, information technology is possible for students to graduate without taking college-level science or math courses, or to take merely science or math courses. Amherst College requires that students take one of a list of first-year seminars, just has no required classes or distribution requirements. Similarly, Grinnell College requires students to take a First-Year Tutorial in their starting time semester, and has no other class or distribution requirements. Others include Evergreen State College, Hamilton College, and Smith College.^[42]

Wesleyan University is another school that has not and does not crave any set distribution of courses. Still, Wesleyan does make clear "General Teaching Expectations" such that if a student does not meet these expectations, he/she would not exist eligible for academic honors upon graduation.^[43]

Gender inequality in curricula [edit]

Gender inequality in curricula shows how men and women are not treated every bit in several types of curricula. More than precisely, gender inequality is visible in the curriculum of both schools and Teacher Teaching Institutes (TEIs). Physical education (PE) is an example where gender equality issues are highlighted because of preconceived stereotyping of boys and girls. The general belief is that boys are better at physical activities than girls, and that girls are improve at 'habitation' activities such as sewing and cooking. This is the example in many cultures around the world and is not specific to ane civilization simply.^[44]

See also [edit]

• Academic advising
• Body of knowledge
• CSCOPE (didactics)
• Curriculum studies
• Educational program
• Europass
• Extracurricular activity
• Subconscious curriculum
• Lesson
• Lesson plan
• Lifelong learning
• Open source curriculum
• Pedagogy
• Residential curriculum
• Structure of the disciplines
• Sudbury schools have no curriculum
• Syllabus
• Unschooling emphasizes self-directed learning rather than a curriculum
• Curricula in early on childhood care and education

Works cited [edit]

• Bilbao, Purita P., Lucido, Paz I., Iringan, Tomasa C., and Javier, Rodrigo B. (2008). Curriculum Development. Quezon City: Lorimar Publishing, Inc.
• Kelly, A.V. (2009). The Curriculum: theory and practice (6th ed.). ISBN9781847872746.

References [edit]

1. ^ Kelly 2009, p. thirteen.
2. ^ Wiles, Jon (2008). Leading Curriculum Development. p. 2. ISBN9781412961417.
3. ^ Adams, Kathy L.; Adams, Dale E. (2003). Urban Education: A Reference Handbook . ABC-CLIO. pp. 31–32. ISBN9781576073629.
4. ^ ^{a b} Kelly, A. V. (2009). The curriculum: Theory and practice (pp. 1–55). Newbury Park, CA: Sage.
5. ^ Dewey, J. (1902). The Kid and the Curriculum (pp. i–31). Chicago: The Academy of Chicago Press.
6. ^ ^{a b} Braslavsky, C. (2003). The curriculum.
7. ^ Adams 2003, pp. 33–34. sfn error: no target: CITEREFAdams2003 (assistance)
8. ^ ^{a b} Oxford English Dictionary, "Curriculum," 152
9. ^ ^{a b} "Curriculum". www.etymonline.com. Online Etymology Dictionary. Retrieved 29 Nov 2019.
10. ^ Hamilton, David (2014). Towards a Theory of Schooling. p. 55. ISBN9780415857086.
11. ^ Hamilton 2014, p. 7.
12. ^ Hamilton 2014, p. 47.
13. ^ Wiles 2008, p. ii.
14. ^ ^{a b c d e f g h i} Smith, Mark (2000). "What is curriculum? Exploring theory and exercise". infed.
15. ^ ^{a b c d due east f g} Dewey, John (1902). The child and the curriculum.
16. ^ ^{a b c d e f 1000 h i j one thousand fifty} Kelly 2009.
17. ^ Jackson, Philip (1986). Life in Classrooms. New York: Holt, Rinehart, and Winston. pp. 33–35. ISBN0-8077-3034-three.
18. ^ Hancock, D., Dyk, P. H., & Jones, K. (2012). Adolescent Involvement in Extracurricular Activities. Journal of Leadership Didactics, 11(ane), 84–101.
19. ^ Bobbitt, John Franklin. The Curriculum. Boston: Houghton Mifflin, 1918.
20. ^ Jackson, Philip W. "Conceptions of Curriculum and Curriculum Specialists." In Handbook of Research on Curriculum: A Project of the American Educational Inquiry Association, edited by Philip W. Jackson, 3–forty. New York: Macmillan Pub. Co., 1992.
21. ^ Pinar, William F., William Chiliad. Reynolds, Patrick Slattery, and Peter Grand. Taubman. Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang, 1995.
22. ^ Museum Education as Curriculum: Four Models, Leading to a Fifth Elizabeth Vallance Studies in Art Didactics Vol. 45, No. 4 (Summer, 2004), pp. 343–358
23. ^ Falk, J.H. & Dierking, L.D. (2000). Learning from museums: Company experiences and the making of meaning. Walnut Creek, CA; AltaMira Press.
24. ^ Kim, M., & Dopico, East. (2014). Science teaching through informal education. Cultural Studies of Scientific discipline Educational activity, one–7.
25. ^ Bilbao, Purita P., Lucido, Paz I., Iringan, Tomasa C., and Javier, Rodrigo B. (2008). Curriculum Development. Quezon Metropolis: Lorimar Publishing, Inc.
26. ^ ^{a b} "Australian Curriculum". Retrieved 2015-01-12 .
27. ^ "Senior secondary Australian Curriculum". Queensland Curriculum & Assessment Authority.
28. ^ French, Janet. "Northwest-Terrirtories and Nunavut to Take Input in Albertas Thousand—12 Curriculum Redesign". Retrieved Nov 23, 2016.
29. ^ ^{a b} "National Curriculum of Korea Source Inventory". National Curriculum Information Center. Retrieved 2015-01-12 .
30. ^ "THE SCHOOL CURRICULUM OF THE South korea: Proclamation of the Ministry of Education, Science and Engineering science: #2009-41" (PDF). Retrieved 2015-01-12 .
31. ^ "NCEE - Japan Overview". world wide web.ncee.org . Retrieved 15 Apr 2018.
32. ^ Mohammed, Amina (2014-08-xiv). "Nigeria revises basic didactics curriculum". Premium Times . Retrieved 2015-01-12 .
33. ^ "National curriculum". GOV.UK.
34. ^ Curriculum for Excellence
35. ^ National Educational activity Standards...They're Dorsum! (article)
36. ^ Diane Ravitch, National Standards in American Education A Denizen's Guide Archived 2008-08-28 at the Wayback Auto (book)
37. ^ Common Core Oftentimes Asked Questions (article)
38. ^ "Harvard Gazette: Discussing the Cadre Curriculum". Harvard University. Archived from the original on 3 July 2013. Retrieved 9 February 2013.
39. ^ "Harvard approves new general educational activity curriculum". The Boston Globe. 15 May 2007. Retrieved ix February 2013.
40. ^ Bronner, Ethan (5 June 1999). "U. of Chicago President to Return to Education". The New York Times. ISSN 0362-4331. Retrieved 2021-05-fifteen – via NYTimes.com.
41. ^ Johnson, Dirk (2007-11-04). "Small Campus, Big Books". The New York Times . Retrieved 2010-05-22 .
42. ^ "Examples in Activeness: Our List of Open Curriculum Colleges & Universities". Open up Jar Foundation. Archived from the original on 4 Baronial 2012. Retrieved seven February 2014.
43. ^ "General Pedagogy Expectations, Registrar". Weslayan University. Archived from the original on 20 July 2011. Retrieved 7 February 2014.
44. ^ UNESCO (2015). A Guide for Gender Equality in Teacher Educational activity Policy and Practices (PDF). Paris, UNESCO. pp. 9, 59. ISBN978-92-3-100069-0.

External links [edit]

Await up curriculum in Wiktionary, the free lexicon.

• World Council for Curriculum and Instruction
• OnCourse Systems for Educational activity - Curriculum Builder
• George M. Wiley (1920). "Educational activity, Courses of Study in". Encyclopedia Americana.
• UNESCO International Bureau of Education
• National Council of Teachers of Mathematics

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Source: https://en.wikipedia.org/wiki/Curriculum

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