Analysis of Curriculum

Aaesha AlShemaili- H00225265

One of the tasks of curriculum .. is to use the right methods to bring

the written, the taught, the supported, and the tested curriculums into closer
alignment, so that the learned curriculum is maximized.
Allan Glatthorn ____( Glatthorn, 1987, p. 4)
This quote summaries the real purpose of the curriculum so the element of
the curriculum should be identified and clarified for teachers in order to align
the learners needs into maximized curriculum. In this analysis, I will point out
four features that were missing in Gems Westminster School science curriculum
as following.
Content
At the first glance at the curriculum I couldnt identify the unit, lesson
title which I believe is essential part to know what is going to be taught in this
unit. From my perspective, by knowing the unit and name of the lesson teacher
can know the overview of the lesson and plan it using the content of the unit.

Unit 1: Hbitat

According to the Jonas (2007, p. 54), listing all the name of the lessons
that unit is offering the sufficient, professional and essential part of the
content in the curriculum. For instance, in figure 1 I recommend the unit name
with the lesson titles which I believe will make the curriculum more
approachable, easy to read and avoid reading everything in order to identify the
content of the unit.
Lesson 1

Introduction to
Habitat

Lesson 2

Types and animals

of the habitats

Lesson 3

Local Areas in
different habitats

Lesson 4

Veraiety of local
habitats

Lesson 5

plants and Habitat

Lesson 6

Different plants in
different habitats

Lesson 7

Overview of the
key

Lesson 8

Key creation

Lesson 9

Feeding habitat of
the birds

Lesson 10

Conclusion of the
test fair

Lesson 11

Food chain

Lesson 12

Food chains in
different habitats

Figure 1

Aaesha AlShemaili- H00225265

Analysis of Curriculum

However, by reading the objectives teacher can understand the content of

the unit but it will take more time. Even though the content is missing but the
school did a great job in giving the details of the tasks and how each lesson
should be taught which covers the scope, tasks and methodology of the content
of the science curriculum.
Timing

Figure 2
In figure 2, it shows that in each week teacher will teach two lesson in 3
days of the science lesson. Although the science curriculum represent in
sequence of each week but it didnt shows what each activity or component of
each lesson timing would be in one lesson which equals forty minutes. For
example, in most of the lesson student discuss their findings but it didnt show
the maximum time should teacher give the learners to discuss about it and as a
new teacher it will make them confuse. Moreover, it didnt represent how much
time should be taken in each assessment throughout the unit. Ozoji (2003)
suggest that an ideal curriculum should include the organization of the
methodology which includes timing of each task and assessment.
Goals or Outcomes
When teacher focus in generating the assessment she or he think to link or
match the assessment with the goals, outcomes or aim of the lesson (Kostelnik,
Soderman, & Whiren, 2011, 462). I think that having a goal in curriculum is
important because it gave the overall aim of the unit which will help teachers
while planning the lessons.
In addition, goals is defined as a desired result and a specific goal to
which educators commit (Wiggins & McTighe, 2005, p. 346). In my opinion goals
generate teacher creativity. For example, when I was trainee in Gems school I

Aaesha AlShemaili- H00225265

Analysis of Curriculum

was one of the best teacher to create students formative and summative
assessment that was aligned with the main goal of the week and unit. As a result,
I had a bulletin board of my assessments of week in the school which was align
with the main aim of the lesson. Therefore, goals are important to generate new
ideas and empower creativity within every teacher.
Assessment and Evaluation
From my observation of the curriculum, there was a section of the
assessment in each lesson but is not define as formative or summative
assessment. Moreover, in Gems Westminster School Science Curriculum unit 1
there was formative assessment in each lesson which defined as on-going
assessment that help teachers identify concepts and skills that students are
struggling to understand and it is like academic support for students to learn
more about the content (Great Schools, 2014).
In addition, assessing students knowledge through formative assessment is
very important as a teacher to know what is needed to retaught or reorganize
the lesson. Not only that, it help students to progress through feedback during
learning process and it also measure students progress (Just Science, n.d.). It
also to identify areas that may need improvement (Mickelsen, 2012).
On the other hand there were no trace of summative assessment and final
evaluation of the unit which made me think that excellent assessments should
include the range of formative and summative assessment.
In addition, summative assessment is defined as summary or final project
of students whole understanding of the topic and it is like the final grade or
evaluating students progress at the end of the unit, chapter or whole semester
without retaught the misconceptions (Just Science, n.d.). As a teacher one of
our job is evaluation students progress in each unit so I recommend for the
school to evaluate students underrating through mini quizzes after two weeks
and a final test.
To conclude, each component of the curriculum design helps to convert the
curriculum into ideal, approachable, easy to implement it and be like an essential
part and guide of teachers planning the lessons.

800 words without the citations and figures