1. WHAT ARE THE THINGS TO CONSIDER IN IMPLEMENTING THE CURRICULUM?

Curriculum, broadly defines to the knowledge and skills pupils are expected to learn, which includes
the learning standards or learning objectives they are expected to meet; the units and lessons that
teachers teach; the assignments and projects given to the pupils; the books, materials, videos,
presentations, and readings used in the classroom; and the tests, assessments, and other methods
used to evaluate pupils’ learning.

In implementing these curriculum, there are things need to consider in order for it to be delivered
effectively and efficiently. Teaching strategies is one way of exposing the pupils to learn and be expected
to participate well in the classroom. This can be done through different method the teacher can share to
his/her pupils. The following are some suggestions on the ways of helping pupils learn:
a. Group teachings – Pupils are grouped according to the attainment, rate of progress,
handicapping conditions and age.
b. Individualized Educational Programme (IEP) – this is for the teaching staff and non-teaching
staff to formulate learning targets unique to each pupil which are the bases for the curriculum
design.
c. Learning through practice – pertains to the physical participation of the pupils through facilities
that they can adjust well to society after leaving school.
d. Time tabling – involves allocation of time to different subjects in the time table in order to place
emphasis on every subjects matters the teachers can have.
Another thing to consider in implementing curriculum is by assessment and review of the curriculum.
Through assessments, pupils can get a real picture of their progress. This can guide and stimulate their
learning. And by assessments, there are purposes such as follows;
a. Identify pupils’ need in learning;
b. Help teachers plan pupils’ learning programmes;
c. Indicate which targets have been reached and which have not; and
d. Continual review
For various purposes, assessment should be continual. At the different stages of learning, assessment
can perform the following functions:
a. Preliminary Assessment;
b. Formative Assessment; and
c. Summative Assessment

Sources: Chapter 5 – Implementing the curriculum

https://cd.edb.gov.hk/la_03/chi/curr_guides/physically/=ep-5.htm
 2. WHAT IS CURICULUM INNOVATION?

Curriculum innovation is defined as deliberate actions to improve a learning environment by adapting a

method of presenting material to students that involves human interaction, hands-on activities and student
feedback, according to the Annual Review of Applied Linguistics. Changes in curriculum may involve
innovation, but in general, change in terms of curriculum involves adapting a new educational method and
not necessarily a method with human interaction. When curriculum innovation or change is made in the
classroom, it can enhance the social skills of students and focus on unique methods for teaching historical,
technological, organizational or political lessons. An innovative lesson may encourage students to use online
tools, multimedia software applications or hands-on lab experiments and outdoor archeology adventures.
An innovative curriculum relies on students to make discoveries with an instructor present to serve as a
mentor or guide instead of taking the role of the expert who controls the learning. Projects may include
individual self-study assignments or group activities that produce a final product, such as a newsletter, video,
presentation or theatrical production. Curriculum innovation encourages educators to defy the norm and think
outside of the box to reach all types of learners with individualized styles instead of focusing on lessons that
are effective for just a few average students in a classroom.

Sources: What is a curriculum innovations and change? Reference.com

https://www.reference.com/education/curriculum-innovation-change-
http://www.readyunlimited.com/wp-content/uploads/2015/09/Curriculum-Innovation-in-schools-ofsted.pdf

3. HOW DOES OUTCOME-BASED EDUCATION SUPPORT ACADEMIC FREEDOM?

Outcome-based education is a model of education that rejects the traditional focus on what the school
provides to students, in favor of making students demonstrate that they "know and are able to do"
whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable,
measurable outcomes. Nothing about OBE demands the adoption of any specific outcome. For example,
many countries write their OBE standards so that they focus strictly on mathematics, language, science,
and history, without ever referring to attitudes, social skills, or moral values.

The key features which may be used to judge if a system has implemented an outcomes-based education
systems are:

a. Creation of a curriculum framework that outlines specific, measurable outcomes. The standards
included in the frameworks are usually chosen through the area's normal political process.

b. A commitment not only to provide an opportunity of education, but to require learning outcomes
for advancement. Promotion to the next grade, a diploma, or other reward is granted upon
achievement of the standards, while extra classes, repeating the year, or other consequences
entail upon those who do not meet the standards.

c. Standards-based assessments that determines whether students have achieved the stated
standard. Assessments may take any form, so long as the assessments actually measure whether
the student knows the required information or can perform the required task.

d. A commitment that all students of all groups will ultimately reach the same minimum standards.
Schools may not "give up" on unsuccessful students.