School Curriculum as a Process and Learning Experiences - Essay Example

School Curriculum Introduction Curriculum is the greater blueprint, the broad guidelines as well as areas/topics of study. The responsibility of a teacher is to interpret, plan and execute the curriculum on a daily basis (Biggins & Vaininetti, 2000). It is through the teacher that the theory is actually put into practice.  Curriculum usually entails objectives and goals that are actionable, achievable, and assessable. On the other hand, lesson plans are drawn up for delivering the curriculum in a systematic manner. Through lesson plans time lines set - from daily to term/semester. Resources are also generated or sourced, teaching, learning aids, activities, and projects are identified. Furthermore, through lesson plans, instructional strategies are determined ( Neaum & Tallack, 2000). Finally, assessment as well as evaluation tools are determined and implemented. In general, a curriculum is broad-based. Teachers are the only people know the demographics, diversity as well as abilities of their students. The teacher customizes the syllabus order to appropriately cater to the needs of individual students and the requirements of the class in general. The teacher can determine or choose the method of instruction that would be best suited to the class in order to attain the larger curricular objectives.  This paper identifies and discusses different concepts and definitions of curriculum and show how they can be related to what one does as a teacher in the classroom particularly in the New Senior Secondary Curriculum in Hong Kong. Curriculum as Syllabus to be transmitted A good number of people still associate a school curriculum with a syllabus. Naturally, a syllabus originates from the Greek language and is used to mean a succinct statement, the contents of a treatise, as well as the collection of subjects taught in schools (Brissette, Wales, & OConnell, 2013). In the usage that a good number of people are conversant with, the term is connected with courses resulting in examinations. What are contained in materials used for instruction are topics along with some additional notes that set out the areas for examination. A syllabus will not largely indicate the relative significance of its topics as well as the order of study. According to White (2004), people who compile syllabuses tend to follow the order of contents in the traditional textbooks or a shape of a college or university course in which they may have taken part. Therefore, an approach to practice and curriculum theory, which is based on the syllabus, is only wholly concerned with content (White, 2004). In other words, in the context of syllabus, curriculum is as a collection or body of subjects or knowledge-content. In this sense, education is the process by which such content is delivered to learners by the most effective methods of delivery. The bottom-line is that the process of learning is planned and guided by the school, whether it is undertaken in groups or individual level, inside or outside the school. My major responsibility in the New Senior Secondary Curriculum/syllabus is would be to showcase course content to the students. For instance, I would dedicate my first day of class for introductions, and the course content would be amongst those things introduced. In addition, I would recommend questions whose answers are obtained from the course content, some current issues that relate to the course content, or other things that best illustrates why the content is of utmost importance. I would also establish relevance and promote intrigue in order to help motivate students to learn right from the beginning. Curriculum as product Today, the dominant modes of defining as well as managing education are couched in the form that is highly productive (DePaola, Ponzo, & Scoppa, 2013).  As such, education is often viewed as a technical undertaking.  That is, objectives are first set, a plan is then drawn up, followed by application, and finally the results or simply products are measured.  Curriculum as a product helps in thinking about education alongside its influence in Hong Kong.  This aspect as well touches on with the emergency of vocationalism as well as the increasing concern with competencies. In most cases, the debates concerning the National Curriculum for schools are centered on how the curriculums is perceived as to what its content and objectives could be. Maskell, Watkins and Haworth (2013), as a product, the curriculum must result from an agreement amongst all stakeholders including communities, educational professionals, as well as the State on what students should take on during their normal schooling. As a new teacher, my main responsibility would be to inform students about the importance of the course content, what is appropriate for them, the required learning environment and the choice of the best methods of instruction that is in line with the content. Curriculum as learning experiences The school curriculum generally defines the viewpoint of society in relation to what is worth learning’, in line with the abilities of students at varied stages as well as their ways of observing and learning about the world (Fan, 2012). In this case, people move away from the term or concept of the curriculum as a "document" to the term or concept of the curriculum as "learning experiences" as the latter connotes all experiences that enrich the effectiveness of learning. Thus, the curriculum as learning experiences encompasses the aims, the process of learning, learning contents and social environments. According to education commission (2000), all students must go through the following five experiences of learning: ethics, physique, intellect, social skills as well as aesthetics for wholesome development. As a teacher, I would give emphasis to these experiences of learning to ensure that students develop morally. In this case, it would ensure that they have developed in terms of personal character and interpersonal skills, have respect for other people, perseverance and strong feeling of their national identity. In terms of intellectual development, I would, from day one lay a strong foundation of knowledge by taking them through the content and motivating them. I would, through small projects like cleaning the open-air markets, foster a strong feeling of responsibility amongst my students. I would also ensure students are leading a healthier lifestyle by teaching them best methods of maintain personal hygiene. Finally, my major responsibility would be advising students on career choices especially those that fall under their currents subjects. Curriculum as a process As it has been seen, the school curriculum as product model is strongly dependent on the developed behavioral objectives (Kirkley, 2013).  Essentially, the curriculum is as well a set of documents for execution or learning experiences.  Curriculum theory as well as practice can also be a process.  According to Lawton (2012), in this context, curriculum is not a physical aspect, but the interaction of learners, teachers and knowledge.  In other words, as a process, the school curriculum is what takes place in the classroom as well as the process of preparation and evaluation. Essentially, this model entails an array of elements that constantly interact. To some extent, this model stands out as an active process linked with the practical aspect or form of reasoning. As a teacher, I would enter the New Senior Secondary with the ability to think critically and with an understanding of my role as well as the expectations of the school. Guided by these aspects, I would encourage conversations between students in order to enhance their group participation and thinking capacity. In the end, I would continually assess the process to identify areas that require change or enhancement. Curriculum as praxis In a number of respects, curriculum as praxis enhances or further develops the process model. For instance, whilst the process model emphasizes judgment as well as making of meanings, praxis model does not make overt statements particularly on the interests served ( Lawton, 2012). Defining the curriculum as praxis brings the theory and teaching practice to the center of the process as well as making an explicit commitment to deliverance.   In other words, the action or process of teaching is not merely informed, it comes with commitment as well.  Critical pedagogy is more than just positioning the learning experience within the learner’s experience: it entails taking the experiences of both the teacher and his or her learners through negotiation and dialogue (Maskell, Watkins, & Haworth, 2013). This process helps in recognizing the problematic aspect between the learners’ and teacher’s experiences. The most important thing about the praxis model is that it allows and motivates, teachers and students to openly face the real issues of their being and relationships. As a teacher, of course with some personal, but shared meaningful ideas and commitment to emancipation, I would deploy the appropriate actions and strategies to motivate the students and make them buy into my ability during the first class encounter. This would make it easier for me to take them through the syllabus without encountering many challenges. It would also make them like my subject and this would mean faster understanding and completion of the course content. Curriculum as a basic structure for setting the learning targets According to Neaum and Tallack (2000), school curriculum as a basic structure for setting the learning targets encompasses the skills, performances, attitudes, as well as values students are expected to learn from the course contents. It as well incorporates statements of desired student outcomes, descriptions of the recommended materials, and the intended sequence to be employed to help students attain the outcomes (Mulryan-Kyne, 2010). In other words, this model ensures the standards of education at various stages of schooling process. In order to achieve this, the model is composed of three interconnected elements including key areas of learning, generic skills as well as values and attitudes. As a teacher, I would take up my role cognizant of the fact that in Asian society, people have high expectations and explicit goals are critical in effective learning process. I would make sure that the learning targets of generic skills, learning areas, values and attitudes are specifically set for students to acquire the basic knowledge required for real life practice. For instance, the existing subjects will be placed into a number of learning areas such as Chinese Language Education, English Language Education, Personal, Social and Humanities Education and Technology Education. In this case, I would ensure that Chinese history and culture are taught in such a way enhances a sense of national identity, this will be achieved through using important historical events, arts, scientific developments and achievements of great Chinese people. I would also introduce to my students some important generic skills such as collaboration skills (negotiation, listening and appreciation). These skills would assist the students to effectively engage in tasks and group discussions. Apart from learning areas and generic skills, I would as well introduce them to positive values and attitudes. Some of the values introduced would be cognitive functioning, responsibility, commitment and attitudes support motivation. These skills would enable my students to relate with others positively and perform tasks well. Conclusion The total learning experience for both students and teacher is provided at school. It encompasses the syllabus, the approaches or methods of delivery adopted, and other aspects, such as traditions and values, which relate to the manner or way of running the school. The courses are usually organized in a sequence or systematic manner to make the process of learning easier. In learning institutions, a curriculum covers several grades. Thus, curriculum may be associated with the entire program offered in a classroom setting or any other environment that support the process of learning. Each classroom or stage of learning is assigned some sections of the curriculum by the school. As a teacher, I would be responsible for implementing the curriculum assigned by the school. This would achieved through proper planning, adopting appropriate teaching methodologies and strategies, accessing sources or materials and above all involving students. References Biggins, C., & Vaininetti, M. (2000). Guidelines for Identifying and Educating Students with Serious Emotional Disturbance. Connecticut: State of Connecticut department of Education. Brissette, I., Wales, K., & OConnell, M. (2013). valuating the Wellness School Assessment Tool for Use in Public Health Practice to Improve School Nutrition and Physical Education Policies in New York. Journal of School Health, 83(11), 757-762. DePaola, M., Ponzo, M., & Scoppa, V. (2013). Class size effects on student achievement: heterogeneity across abilities and fields. Education Economics, 21(2), 135-153. Fan, F. (2012). Class Size: Effects on Students Academic Achievements and Some Remedial Measures. Research in Education, 80(87), 95-98. Kirkley, D. (2013). Hospitality & Tourism-- Linking Industry to the Classroom. 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