Curriculum Analysis.

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( Curriculum Analysis )










Mr. / Girgis


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Curriculum Analysis




Other Relevant items:



1-Curriculum Writing


2-Curriculum Analysis



3-Curriculum Design.


4-Curriculum Development.


5-Critical thinking research


6-Curriculum localization.


7-Curriculum Contextualization.


8-Curriculum Activities


9-Curriculum with Google Slides.


10- Lesson presentation for adults.


11-British Curriculum VS Egyptian 

Curriculum

1-A model  lesson plan.


2-How to teach a novel.



3-USAID TILO Program


4-USAID NAQAAE Program


5-Problem-based learning


6-Curriculum Adaptation.


7-Curriculum Materials.


8-Curricuum Map.


9_Lesson presentation  / slide decks.


10-Teaching English for Adults



Curriculum Analysis



Definition:



In a world facing unprecedented change and 

acceleration, the best things in education may be

 the most difficult to measure, highlighting the 

importance of curriculum analysis.



So, what is curriculum analysis and what does it 

achieve? Interpretations can vary but as with many

 types of review, it enables you to identify which 

strengths to keep, but also the areas to develop and 

improve.




 Curriculum analysis can entail a review of 

curriculum suitability and relevance, in the context of 

macro trends - for example, at a societal or

 technological level. It may also involve an assessment 

of different curricula worldwide, with a view to 

incorporating best practices.




The curriculum analysis is a kind of a map.  It is a plan

with regard to the objectives, content, learning materials,

assessment as well as the methods employed as a

guidelines in conducting learning activities in order to

achieve the goal of a certain education as a learning

outcome.


 



The intended curriculum:


It  is the documented, official plan -- or what faculty hope

students will learn. The plan includes the answers of the 

following questions: 

What is the vision of the curriculum?

What is the mission of the curriculum? What aims do we 

want to achieve? What objectives do we lie to realize? 

What are te purposes of the curriculum?



The achieved curriculum


It includes knowledge, skills and attitudes that are

truly learned and remembered. They must be based on 

implementing critical thinking skills through education policy,

curriculum, AI skills and quality assessment.  All of them 

must work simultaneously to have a good citizen with the

skills of solving problems, making decisions, practice, 

analysis, synthesis, evaluation, creation and innovation.


 


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Significance:


The Curriculum takes content (from external standards and

local goals) and shapes it into a plan for how to conduct

effective teaching and learning.  It is thus more than a list

of topics and lists of key facts and skills (the “input” 



It is a map of how to achieve the “outputs” of desired

student performance, in which appropriate learning

activities and assessments are suggested to make it

 more likely that students achieve the desired results.


 


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The idea :



I can base the ideas on a previous curriculum designed

 to incorporate cognitive and constructivist approaches

 to learning while I cater to the needs, abilities and

interests of the learner, society, the universities, and

teachers, and set the standards for writing course

books, course syllabi, lesson plans, and teaching

material.

 




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The job market is tough. New demands of digital literacy,

 the rise of artificial intelligence and a complex labour 

market mean that while the importance of curriculum 

analysis has never been more evident, it is difficult to 

decide on and incorporate curriculum changes quickly.



In fact, countries still show a mismatch of skills 

demanded and what students can offer. Curriculum 

developers are faced with the challenge of both arming 

students with relevant skills for their first job and 

creating fearless entrepreneurs.



This means cultivating the confidence, social 

competence and resilience necessary to say, 'If I can’t 

find a job, I can always create one.' If students are 

unable to find or create a job for themselves, 

education will not have been useful.


 



A successful curriculum?




It could be said that the importance of a curriculum is 

realized by the means or structure it provides, to 

achieve pre - established goals in education. Curricula

 may be standardized or include a high degree of 

autonomy - but all share a purpose to meet set aims 

successfully.



The effectiveness of a school curriculum is determined 

by a wide range of factors. However, in order to become 

useful citizens in society and achieve long-term success,

 what knowledge, skills, attitudes or values should be

 a priority? This is a key question and one that truly y 

stresses the importance of curriculum analysis.



Moreover, are values like a love of learning, well-being 

and emotional or social competence more paramount

 to achievement? What are the key characteristics of a 

successful 21st century curriculum?



These were just a few of the questions driving debate

 at the 2018 Education World Forum (EWF). London hosted

 the world’s largest gathering of educators and ministers 

to explore the future of education policy and curriculum 

analysis.



One of the major takeaways was using competency-

based learning to prepare students for a global context 

of uncertainty, as part of an overall aim to enable education 

equity.


 




Competence-based pedagogy




With today’s technology, we are able to know something

 in seconds. The power to discover solutions and search 

for answers sits at the tips of our fingers on our smart 

devices.



This has changed education. Many educators have

 begun to embrace frameworks that teach how to learn 

and think with competency-based learning, rather than how 

to memorize information or knowledge.



A competency-based curriculum’s 


importance is its mission to provide 


students with:


The confidence to problem-solve in a real-world context


The skills to navigate perspective across an ocean of

available information.



The aptitude to work and communicate with others in 

intercultural contexts.



The readiness to embrace differences and multiple 

points of views.



The ability to identify courses of action and pioneer 

creative solutions.



Beyond receiving good grades or finding a job, this

 type of learning aims to ignite a sense of local and 

global responsibility.



By fuelling students with the desire and skills to build

 a more peaceful and sustainable world, they can

 become open and active citizens.


 


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Importance of curriculum analysis



As we heard at the 2018 EWF, schools and universities 

are pivoting away from their traditional role as gateways

 between knowledge and students. By blending offline 

teaching styles with online tools, learning is becoming 

more social and interactive.



While involvement may vary by country, school type, 

seniority and several other factors, one key role of 

teachers in curriculum development can be to help 

ensure coherence. Before the 2018 EWF, we outlined how 

improvement in education isn’t achieved solely through

 changes to systems. Instead, refinements in single 

aspects, for example in curriculum or teacher support,

 can be highly successful.



Students and teachers are increasingly working 

together to define projects with peer-to-peer learning, 

project-based problem solving, social learning and 

entrepreneurial education. This doesn’t mean that 

educators should focus only on competency or

 ignore knowledge.



However, the importance of curriculum analysis is 

demonstrated by many now making space for 

vocational skills and values, to give students the 

confidence to thrive and shape their world. Countries 

globally are planning to future-proof their education 

through curriculum and assessment reform.



Cambridge Partnership for Education has partnered with more 

than 25 governments to improve education systems 

worldwide. It’s part of our commitment to the UN 

Sustainable Development Goal 4 - ensuring inclusive and 

equitable quality education for all.


 


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Curriculum elements:


The education curriculum analysis includes the 

following elements for the whole content of the set-

book that should be taught and applied all the year 

round.




1- General Aims:



By the end of the course, the following aims will have 


been achieved:


1-Achieving policy making.  Learning languages and


 culture creates understanding, friendship and 


cooperation among peoples and countries all over 


the world.


2-Developing language Listening and speaking skills to


 be used as a means of communication with others.


3-Developing the skills of reading and writing.


4-Practising Knowledge, attitudes, culture, social 


values, competences, fun and performance.


5-Achieving relevance and learners' needs and abilities.


6-Acquiring skills and experiences to solve real 


problems.

 


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2-The objectives:


1. They describe the aims of a course in terms of units of


learning.


2. They provide the basis for the organization of teaching


activities.


3. They describe learning in terms of observable


performance.


4-The teacher mentions the cognitive aims, the behavioral


 aims and the emotional aims of teaching each unit. 


5-The objectives are often seen to depend upon a

systematic analysis of the learners’ communicative needs.

 Needs analysis is part of the process by which aims and

 objectives are determined.


 


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3- The course Content (Input stage):


In language teaching, Input refers to the linguistic content

of a course. It seems logical to assume that before we can

 teach a language, we need to decide what linguistic

content to teach.



Once content has been selected, it then, needs to be

organized into teachable and learnable units as well as

arranged in a rational sequence.  The result is a syllabus.


 



4- Methodology


The activity-based learning method includes project-based


 teaching, teaching through solving problems, feed-back, 


mind-mapping, brainstorming, playing the roles, acting,


miming, elicitation, inductive method. deductive method,


singing, playing games, using gestures, practical


education,guessing, thinking, innovating,


creation, imagination,interviewing, dialoguing, pair work,


group work,collaborative work, using realia, real


situations, and doing exercises.



The teacher can use audio and visual aids that


include pictures, cards, flash cards, flip charts,


school magazines, wall charts, drawings, letter


 building cards, designs, paintings, sentence


building cards and grids.  The teacher himself


is an audio-visual learning aid through his gestures


and facial expressions.

 


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Technology


The role of technology is very important in active learning.


 The teacher mentions the type of technology he sees


suitable and he is going to use like:


the cassette, video, the computer, the internet, the data


show, the overhead projector, the power point computer


 program, computer logo program, computer excel


program, the adding machine, TV programs, The SAT


Education  Channels programs, Slides, CDs, Tapes,


and school broadcast.



 Technology offers us electronic teaching. I mean that the


 teacher must have an electronic lesson plan which must


be previously prepared on a CD before.



The teacher can enable the learners to use electronic


program like MS picture management, Movie-maker,


Lingoes program, Jing program, Free-mind program,...


 



Resources / materials:



1-The Set-Book.


2-The Work Book.



3-The teacher's guide.


4-My experiences.


5-Maps, magazines and authentic situations.


6-Authentic material.


7-Electronic programs and IQ Board.


8-The Environment.


9-Video films.


10-The internet .


 



5-The Activities:


1-Co-Curriculum activities.


They are the classroom activities which include


 learners' share in discussion, pair work, group work,


 learning projects, interviewing, playing the roles,


singing, drawing, painting, designing, songs, games,


written work, oral discussion, workbook exercises,


group work projects and all forms of participation and


 interaction. They are graded.



2-Extra-Curriculum activities.


A-There are outside classroom activities which include


 sharing in school parties , school congregations, doing


 researches, school broadcast, bulletin board, English


club and school magazines.


They are not graded.


B-There are outside school activities which include


school trips, visiting life sites to face real situations.


They are not graded.


 


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6-Assessment:



It is based on listening, speaking, knowledge,


 attitudes and performance.


It includes:


1-Self assessment.


2-Peer assessment.


3-Tutor assessment.



Assessment areas to improve:

Interaction, participation, practice and communication.


Assessment Tools:


1-Discussion and interviews.


2-learners' portfolio.


3-Check lists.(Formative and summative)


4-Homework.


5-Embedded Assessments.


6-Standards register.


7-Formative feedback.



9- Electronic Portfolios can be used to directly


assess student work.


 


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7- Learning outcomes


The learning outcomes refer to the achievement of the

desired purposes or results.  The evidence means the

extent of progress or the indicators or the learning

outcomes that can be seen and illustrated

through observing the learners' performance.



The performance includes pair work, group work,

researches, sharing, interaction, participation, 

dialoguing, evaluating, exploration, visiting the 

libraries and using technology in learning.  learners'

written exercises, grades, projects and  portfolio are 

evidences for the learner's progress too.


 



Curriculum Map / Matrix



 / Curriculum full evaluation:



1-The  aims or the desired purposes have been 


achieved.


2-Learners are prepared for future reading and


writing skills.


3-As for the basic principles of my curriculum, 


coherence,permanent change, innovation and


competences are considered and different approaches


 are integrated in my curriculum design.


4-The cultures have been learnt and practiced.


5-The 4 language skills have been acquired efficiently.



 




Other Resources:


1-English Grammar


2-The English Idioms.


3-The 4 English language skills.


4-Human Resources Management.  


5-Homogeneous VS Heterogeneous.


6-A model Lesson.



7-Curriculum Design.


8-Interaction  /  Interactivity


9-Education with a good quality.


10-Teaching methods for 4 stages


11-Social media inside classrooms


12-Talented / Gifted and Slow Learners.


13-Uk Education System.


14-Creativity teaching.


15-The role of the Good teacher,

Forum cover


English Teaching Forum 2014,


Volume 52, Number 4


1-Spoken Grammar




2-Environments for Learning



3-Integrating Environmental Education


4-Teaching Students to Categorize


TOEFL Essay Topics



5-Fish All Around Us




6-Classroom Activities



7-The Lighter Side: "Fish Tanks"


8-Teaching for social change/awareness.


9- Using Technology in Teaching



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