curriculum report ham sashck bdjsxb aHaj

Presenters Names
ANAH MAE ANTOINETTE NICOLE STEPHEN IRISH JOANNA

CURRICULUM
INNOVATON
This is chapter discusses the concept of
curriculum innovation are
presents different examples of curriculum
innovations across different
levels of educatíon from preschool to
tertiary level. In this chapter, you
should be able to:
1. define curriculum innovation;
2. analyze the different types of curriculum
innovations; and
3. appreciate the positive contribution of
curriculum innovations in the education
system.
4
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THE CURRICULUM
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CURRICULUM
INNOVATION
In general, innovation may mean a new object, new idea, ideal practice
or the process by which a new object, idea, or practice comes to be adopted by
an individual group or organization (Marsh & Willis, 2007). It may also mean the
planned application of ends or means, new to the adopting educational system,
and intended to improve the effectiveness and efficiency of the system (Henderson,
1985). Curriculum innovations are new knowledge about curriculum, new curriculum
theories, outstanding curricular practices, new curriculum, or new curriculum designs that are sometimes
developed out of a research in education or other studies from other disciplines and academic fields.
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UNDERSTANDING
THE CURRICULUM

Oftentimes, curriculum innovation is associated with curriculum change. A
term in curriculum studies which means any changes in the curriculum that is either planned or
unplanned. Curriculum innovations, therefore, are positive changes or improvements that are happening
in the education system particularly in the area of curriculum. Michael Fullan (1989) identified four core
changes in educational context that shape the definition of curriculum innovation. These core changes in
schools
include:
CURRICULUM INNOVATION
1. Some forms of regrouping or new grouping (structure):
2. New curriculum materials;
3. Changes in some aspects of teaching practices (new activities, skills, behavior);
4. A change in beliefs or understandings vis-à-vis curriculum and learning.

A. STANDARD-BASED EDUCATION
UNDERSTANDING
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A standards-based curriculum is designed based on content standards as explicated by
experts in the field (Glatthorn et al.,. 1998). Curriculum standards include general
statements of knowledge. skills. and attitudes that students should learn and master as a
result of schooling (Marzano, 1996; Glatthorn et al., 1998). They are statements of what
students should know and be able to do. Standards generally include three different
aspects: knowledge, skills, and dispositions.

THREE DIFFERENT ASPECTS
1. Knowledge or content standards describes what students should know.
These including theme or conceptual strands that should be nurtured throughout
the student’s education.
2. Skills Standards include thinking and process skills and strategies that
students should acquire,
3.Dispositions are attitudes and values that should be developed and nurtured in
students.

CURRICULUM STANDARDS are different from
competencies. Standards are broader while
COMPETENCIES are more specific and prescriptive in terms
of the scope of knowledge, skills, and values that students
Literatures offer many reasons or positive benefits for developing
curriculum standards. For instance,
CURRICULUM STANDARDS
provide a structure that allows students to learn common
knowledge, skills, and values. They give direction or
framework in
designing a course.

VanTässel-Baska (2008) identified varieties of benefits of using curriculum
standards to education:
1. Ensure that students learn what they need to know for high-level
functioning in the 21st century.
2. Ensure educational quality across school districts and educational
institutions.
3. Provide educators with guideposts to mark the way to providing students
with meaningful outcomes to work on.
4. Provide a curriculum template within which teachers and candidates are
able to
focus on instructional delivery techniques that work.

B. MULTICULTURAL
CURRICULUM
UNDERSTANDING
THE CURRICULUM
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A multicultural curriculum aims to promote cultural literacy and cultural Understanding.
Schools use different Strategies and approaches to develop cultural literacy and promote
cultural understanding. Usually, this is done through cultural
awareness activities by knowing the different costumes, songs. literatures, foods, and
introducing them to different historical places of different countries as part of daily lessons,
However, cultural awareness alone is not sufficient to develop cultural understanding.

Banks (1994) identified five dimensions that schools could adopt when trying to implement
multicultural curriculum. These dimensions are very useful in developing cultural literacy
and in promoting cultural understanding in schools.
1. Content Integration deals with the extent to which teachers use examples and content from
a variety of cultures and groups to illustrate key concepts, principles, generalizations, and
theories in their subject area or discipline.
2. The Knowledge Construction Process consists of methods, activities,
and questions teachers use to help students to understand, investigate,
and determine how implicit cultural assumptions, frames of reference,
perspectives, and biases within a discipline influence the ways in which
knowledge is constructed.

3. Prejudice Reduction describes the characteristics of students' attitudes
and strategies that can be used to help them develop more democratic
attitudes and values.
4. Equity Pedagogy exists when teachers modify their teaching in ways that will facilitate the
academic achievement of students from diverse racial, cultural, ethnic, and gender groups.
5. An Empowering School Culture and Social Structure involves the
restructuring of the culture and organization of the school so the students from diverse racial,
ethnic, and gender groups will experience quality.

There are many ways in which a multicultural curriculum can be
developed and implemented. Bennett (1999) proposed a
multicultural curriculum focusing on six goals:
1. Develop multiple historical perspectives;
2. Strengthen cultural consciousness;
3. Strengthen intercultural competence;
4. Combat racism, sexism, and other forms of prejudice and
discrimination;
5. Increase awareness of the state of the planet and global
dynamics
6. Build social action skills.
Following these ideas, it is important to develop teaching strategies
and instructional materials that promote the development of
cultural literacy and cultural understanding among

C. INDIGENOUS CURRICULUM
UNDERSTANDING
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The idea of an indigenous curriculum was a product of a vision to make curriculum
relevant and responsive to the needs and context of indigenous people. It links the
curriculum with the society's culture and history. It values the importance of
integrating indigenous knowledge systems of the people to the existing curriculum.

The Author's earlier studies on indigenous curriculum provided a
framework for linking indigenous knowledge with the curriculum and
provided several dimensions. that serve as a framework for the
development of an indigenous curriculum:
1. Construct knowledge so that young children understand how experiences,
personal views, and other peoples' ideas influence the development of
scientific concepts and scientific knowledge.
2. Use instructional strategies that promote academic success for children of
different cultures.
3. Integrating contents and activities that reflect the learners' culture, history
traditions, and indigenous knowledge in the curriculum
4. Utilize community's cultural, material, and human resources in the
development and implementation of the curriculum.

Specifically, indigenous curriculum may consider using and implementing
the following strategies at the school level:
1. Integrating contents of activities that reflect the learner’s culture,
history, tradition, and indigenous knowledge in the curriculum.
2. Using the local language as the medium of instruction for several
subjects
like Math, Science, Social Studies, Physical Education, Music, Values
Education, and Home Economics and Livelihood Education
3. Involving community folks and local teachers in the development of
the
Curriculum
4. Developing local instructional materials and learning outside the
classroom by utilizing various community resources that are available

D. BRAIN-BASED EDUCATION
UNDERSTANDING
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Prominent advocates in brain-based education, Caine and Caine (1997)
considered curriculum and instruction from a brain-based approach. They
begin with brain-mind learning principles derived from brain research
findings and apply these principles in the classroom and in designing a
curriculum.

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THESE PRINCIPLES ARE:
1. The brain is a whole system and includes physiology, emotions, imagination, and predisposition.
These must all be considered as a whole.
2. The brain develops in relationship to interactions with the
Environment and with others.
3. A quality of being human is the search for personal meaning.
4.People create meaning through perceiving certain patterns of understanding.
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and wholes at the same time.
7. Learning includes both focused attention and peripheral input.

E. GIFTED EDUCATION
CURRICULUM
UNDERSTANDING
THE CURRICULUM
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Gifted Education Curriculum is designed to respond to the needs of a
growing
number of gifted learners and to develop gifted potentials. There are
several examples
of gifted curriculum models presented as follows:

4
1.THE SCHOOLWIDE ENRICHMENT MODEL (SEM)
(RENZULLI & REIS, 2009, 1997)
is widely implemented as an enrichment program used
gifted and talented
students and a magnet theme/enrichment approach for
interested in high- end learning and developing the
all students (Davis, Rimm,
and Siegle, 2011). The major goal of the SEM is the
education
pedagogy to total school improvement.

4
2. PARALLEL CURRICULUM MODEL
The Parallel Curriculum Model (PCM) evolved from a
National Association for gifted Children curriculum in
1998. A group of scholars (Tomlinson, Kaplan, Renzulli,
Purcell, Leppien, & Burns) collaboratively developed this
model. It is based on the premise that every learner is
somewhere on a path toward expertise in a content
area. It promotes a curriculum model for developing the
abilities of all students and extending the abilities of
students who perform at advanced levels.

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The PCM offers four curriculum parallels that incorporate the
element of ascending intellectual demand to help teachers.
The four curriculum parallels in this model are:
A. Core Curriculum focuses on the nature of knowledge that is embedded in
the discipline. This includes the core concepts, skills, and values that are
unique for each discipline.
B. Curriculum of Connection focuses on the integration or
interconnectedness
of knowledge across different disciplines

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C. Curriculum of Practice involves the application of knowledge to different
real-life situations and the methodology of a practitioner.
D. Curriculum of ldentity fits the learner's values and goals and those that
characterize practicing professionals.

CURRICULUM
INNOVATON
This is chapter discusses the concept of
curriculum innovation are
presents different examples of curriculum
innovations across different
levels of educatíon from preschool to
tertiary level. In this chapter, you
should be able to:
1. define curriculum innovation;
2. analyze the different types of curriculum
innovations; and
3. appreciate the positive contribution of curriculum
innovations in the education system.
4
UNDERSTANDING
THE CURRICULUM
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3. AUTONOMOUS LEARNER MODEL
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Betts (2004) F pointed out that curricular offerings typically fall into three levels level I is a
prescribed curriculum and instruction that focuses on state standard level Il involves
differentiation of curriculum based on individual differences. Ievel III features learner-
differentiated options where students are self-directed and teachers
provide opportunities for the learners to be in charge of their learning. This model focuses
on the third level.

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The Autonomous Learner Model is divided into five major
dimensions:
Orientation acquaints students, teachers, and administrators with the
central concept in gifted education and the specifics of this model.
this level, gifted students work together in doing self-understanding
exercises that will help them be familiarized with each other.
The students are expected to develop an Advanced Learning Plan as part of the
orientation experience that includes information about their giftedness various personal
and academic needs, learning experiences
they might need, and other things that will help them succeed in school.

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dimensions:
B. Individual Development focuses more clearly on developing skills, concepts
and attitudes that promote lifelong learning and self-directed learning
C. Enrichment Activities involve two kinds of differentiation
curriculum, namely (1) differentiation of curriculum by the teachers
and (2) differentiation by the student. Students are exposed to various
Activities to develop their passion for learning.
d. Seminars are designed to give each person in a small group the opportunity to
research a topic and present it in seminar format to other people or to a group.

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dimensions:
e. In-depth Study is one in which students pursue areas of interest
term individual or r small group studies. The students will decide wh
will be learned, the process of doing it, the product, how content will
presented, and how the entire learning process will be evaluated.

4. INTEGRATED CURRICULUM MODEL
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THE CURRICULUM
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This model is a popular way of organizing or designing different kinds
curriculum. The Center for Gifted Education at the College of William and Mary
developed its curriculum n based on this model and has trained many teachers around
the world in using their curriculum materials (Davis et al., 2011). The model presented
three dimensions based on the model of VanTassel-Baska (1987) that guide the
development of the curriculum.

UNDERSTANDING
THE CURRICULUM
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a. Advanced Content Dimension meets the needs of gifted students
acceleration by providing content earlier and faster than same
age peers would normally receive it. Content area experts
and educators work collaboratively to develop the content, and
they align key topics, concepts, and habits of mind within a domain to content area stand
activities to develop their passion for learning.

UNDERSTANDING
THE CURRICULUM
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B. Process/Product Dimension incorporates direct instruction and
embedded activities that promote higher-order thinking skills and create opportunities for
independent pursuit in areas of student interest.
C.Issues/Themes Dimension is where learning experiences are organized. In doing so,
students are able to develop deeper ideas and philosophies that ultimately promote
understanding of the structure of knowledge learned.

5. KIDS ACADEMIA MODEL
UNDERSTANDING
THE CURRICULUM
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Kids Academia is a program for young Japanese children ages 5-8, which was
developed by Dr. Manabu Sumida in 2010. The program is designed to provide excellent
science experiences for gifted children in Japan. The kids who participated in the
program were rigorously selected using a checklist adopted from the Gifted Behavior
Checklist in Science for Primary Children. Faustino, Hiwatig, and Sumida
(2011) identified three major phases that are followed in the development of the
curriculum.

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A. Group Meeting and Brainstorming Activities.
The teachers and teaching assistants hold several meetings and
to decide on the themes that will be included in the program. A
program is also done during this phase.
B. Selection of Contents for Each Theme.
The teachers and teaching assistants carefully select the lessons
included in the theme. A rigorous study of the topic is done in

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C. Designing Lessons.
This phase includes the careful preparation of lesson plans
and other instructional materials needed for implementing each lesson.

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The activities for each lesson were selected based on the following guidelines developed
by Dr. Sumida:
a. Stimulates the interest of the children
b. Allows children to express their own ideas and findings
c. Uses cheap and easy-to-find materials
d. Teaches the correct use of scientific terms
e. Uses simple laboratory equipment
f. Allows individual or group activities
g. Encourages socio-emotional development
h. Connects to other subjects and to everyday life experiences
i. Includes topics related to family and community
j. Uses materials connected to family and community
k. Applies what children learned to their families and society

F. DIFFERENTIATED CURRICULUM
UNDERSTANDING
THE CURRICULUM
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Differentiation is a philosophy that enables teachers to plan strategically order to reach
the needs of the diverse learners in classrooms today. A differentiated Curriculum,
therefore, is a curriculum that considers the unique characteristic learning styles, thinking
preferences, intelligence, need, cultural backgrounds
interests, gender, and other unique characteristics of the learners. It is a curriculum that
enhances learning, making it learner-centered and dynamic.

Framework for Selecting Activities for Differentiated Instruction Climate
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CLIMATE KNOWING THE
LEARNERS
ASSESSMENT LEARNING TASKS INSTRUCTIONAL
STRATEGIES
• Nurturing
• Inclusive
• Multi-
sensory
• Stimulating
• Complex
• Challenging
• Questioning
• Learning styles
• Thinking styles
• Traditional
assessment
• Authentic
assessment
• Total Group
• Alone
• Paired
• Small Group
(TAPS)
• Brain-based
• Constructivist
• Cooperative
Learning
• Responsive to
the learning
Styles of the
Learner
• Developmentally
appropriate
• Culturally
relevant and
responsive
UNDERSTANDING
THE CURRICULUM

G. TECHNOLOGY INTEGRATION
UNDERSTANDING
THE CURRICULUM
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Technology offers multiple opportunities to improve teaching and learning and the total
education system. The Internet, for example, provides vast information that people may
need to know. The Internet is more than just a collection of knowledge. It also offers
different ways and opportunities for discovering and sharing information nowadays,
everything is almost possible with a single click of the computer monitor and by using
any search engine.

UNDERSTANDING
THE CURRICULUM
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Technology Integration is breaking the geographical barriers in education. It creating a
new space for meaningful learning. With technology, it is now possible to connect and
interact with other schools, educators, and other institutions from different parts of the
world. There are several innovations from basic education to
graduate education that are associated or influenced by technology integration. Some of
these innovations are:

UNDERSTANDING
THE CURRICULUM
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Some of these innovations are:
• distance education
• computer-assisted instruction
• online learning
• teleconferencing
• online libraries
• webinars
• online journals; and
• e-books.

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THE CURRICULUM
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ICT literacy is now fast-becoming an important form of literacy that is essential for each
learner to learn and master. It also requires all teachers to be ICT literate to be able to
utilize technology to enhance or improve the way they teach. It is a important for
teachers to teach students how to use technology responsibly, especially with the current
popularity of social networking and other technological innovations.

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THE CURRICULUM
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Outcome-based education (OBE) is one of the dominant curriculum innovations in higher
education today. It came out as a curricular requirement for specific fields of study in
engineering, nursing, and tourism education, among others. ASEAN education
framework for higher education requires all colleges, universities, and institutes to
transform all their educational programs to OBE.
OBE is defined as a curriculum design that ensures coherent, logical, and Systematic
alignment between and among the Different levels of outcomes.

Figure 18
UNDERSTANDING
THE CURRICULUM
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INSTITUTIONAL
LEVEL
PROGRAM LEVEL COURSE LEVEL
• Philosophy
• Vision
• Mission
• Aims
• Program Goals
• Program
Competencies
• Course
Objectives
• Instructional
Objectives
4

Figure 18. Different Levels and Types of
Outcomes
UNDERSTANDING
THE CURRICULUM
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Obe as a curriculum design enables higher education institutions to develop various
curricula based on the needs of students and the demands of society. It encourages
educational institutions to clearly focues and organize the learning environment that
supports the development of students and the implementation of the curriculum.
4

Accrding to Spady (1994), there are two common
approaches to an OBE curriculum, namely:
UNDERSTANDING
THE CURRICULUM
1. Traditional/ Transitional Approaches emphasizes students
mastery of traditional subject-related academic outcomes (
focus on subject- specific content ) and cross- discipline
ability to solve problems or to work cooperatively).
2. Transformational Approaches emphasizes long-term cross-
curricular outcomes that are related directly to student’s future
being productive worker or a responsible citizen or a parent.
4

Spady also identified four essential principles of OBE.
These are as follows:
UNDERSTANDING
THE CURRICULUM
1. Clarity of focus means that everything teachers do must be clearly focused on what
they want learners to ultimately be able to do successfully.
2. Designing back means that the starting point for all curriculum design must be a clear
definition of the significant learning that students are to achieve by the end of their formal
education.
3. High expectation for all students.
4. Expanded opportunities for all learners.
4

UNDERSTANDING
THE CURRICULUM
Designing curriculum based on OBE principles is a noble process of making curriculum
relevant and responsive to the students' needs and requires a paradigm shift in teaching
and learning. Malan (2000) identified several features of outcomes-based learning.
• It is needs-driven.
• Curricula are designed in terms of the knowledge, skills, and attitudes expected from
graduates and aim to equip students for lifelong learning.
• It is outcomes-driven.
• The model has a line that runs from taking cognizance of training needs to setting an
aim (purpose) for the program, goals for syllabus themes, learning outcomes, and
finally assessing the learning outcomes in terms of the set learning objectives.
4

UNDERSTANDING
THE CURRICULUM
• It has a design-down approach.
• Linked to the needs and the purpose of the program, learning
after the desired outcomes have been specified. Content
achieve the desired learning outcomes, which are aimed at
lifelong learning.
• It specifies outcomes and levels of outcomes.
• Learning objectives are described in terms of Benjamin
Bloom's cognitive, affective, and psychomotor domains and set
according to Robert Mager's guidelines for formulating
objectives.
4

UNDERSTANDING
THE CURRICULUM
• It specifies outcomes and levels of outcomes.
• Learning objectives are described in terms of Benjamin
and psychomotor domains and set according to Robert Mager's
formulating objectives.
• The focus shifts from teaching to learning.
• The model has student-centered learning approach where
Study guides help the learners to organize their learning
continuous assessment, and self-assessment are major
4

UNDERSTANDING
THE CURRICULUM
• The focus shifts from teaching to learning.
• The model has student-centered learning approach where
Study guides help the learners to organize their learning
continuous assessment, and self-assessment are major
• 4

Phase 3
Phase 1 Phase 2
Vision and
Mission
Charter for
University and
college
Needs and
demands
Institutional
outcomes
Program
Outcomes
Goal
Competencies
Course Learning
Outcomes
Objectives
Content
Learning
Experiences
Evaluation
Figure 19 OBE Planning Process at Program Level 4

Figure 19. OBE Planning Process at Program Level
UNDERSTANDING
THE CURRICULUM
Phase 1. Developing Institutional Outcome
- the first phase of OBE is conducting needs analysis to analyze
the vision and mission of the HEI, analyse the charter of the HEl if
university, and examine the needs and demands of the society.
analysis will serve as the basis for developing the institutional
outcome clearly defines the ideal type of graduate that the HEl
contribute to the society. The institutional outcome defines the
enables them to design the different academic programs and
culture that includes the core values of the HEI.
4
4

UNDERSTANDING
THE CURRICULUM
Phase 2. Developing Program Outcomes
- the second phase of OBE IS TO design the program. At this
identify the desired attributes, knowledge, skills, and values that
HEl aims to develop. Development of program outcomes is
academic units. The program outcomes reflect necessary
graduate of the academic program should possess. It is important
ooutcomes directly reflect the institutional outcome of HEI.
4

UNDERSTANDING
THE CURRICULUM
Phase 3. Developing Course Learning Outcomes
- the third phases to develop the learning outcomes for different
courses. It is important t that learning outcomes reflect the
college for a particular degree program from undergraduate to
postgraduate levels. Examples of these includes BS Biology ,BS
Nursing, BS HRM, Bachelor in Elementary Education (BEED), MD,
steps that should be followed in developing learning MS, PhD, and
programs offered in the university or college.
4

Step 3
(Identify Program
Outcomes)
Step 1
(Ideal Graduate)
Scientist
Programs
Outcomes
• Develop critical
thinking skills and
creativity
• Produce scientific
research on
Philippine issues
and problems
• Communicate
research findings
in various forms to
the academe and
to the public
Step 2
(Graduate Attributes)
Nationalists
Innovators
Critical Thinkers
and Creatives
Effective
Communicators
Figure 20. Process for Developing Program Outcomes 4
Example:

Figure 20. Process for Developing Program Outcomes
UNDERSTANDING
THE CURRICULUM
Step 1. Developing Course Competencies.
Each set of competencies should reflect the nature of the courses,
embody the course description, and focus on the learner and
learning. Costa and Kallick (2009) encouraged educators to
include habits of mind in the course outcomes or competencies.
These habits of mind are essential for students to accomplish the
desired learning tasks or outcomes. These are behaviors such as
striving for accuracy, metacognition, persistence, creating,
innovating, taking responsible risks, remaining open to
continuous learning, and applying past knowledge to new
situations, among others.
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UNDERSTANDING
THE CURRICULUM
Step 2. Developing a Curriculum Map.
In this process, it is important for the college faculty to develop a
curriculum map (see Figure 21) to plot the program outcomes
with the specific courses for a particular degree program. In the
curriculum map, the contribution made by each course to achieve
the expected learning outcomes should be clear. It is necessary to
see that each set of course competencies be logically organized in
a spiral progression considering two architectonics of curriculum:
the vertical organization (sequence) and horizontal organization
(scope and integration).
4

Figure 21: Sample Curriculum Map Template
UNDERSTANDING THE
CURRICULUM
C O U R S E S
Course 1 Course 2 Course 3 Course 4 Course 5
Competencies Competencies Competencies Competencies Competencies
4

UNDERSTANDING
THE CURRICULUM
Step 1. Developing the Syllabus.
In this process, the faculty will develop the syllabus for each
course. This includes identifying course content, learning
activities, and course requirements or assessment tools. OBE
requires all teachers to focus on the outcomes prescribed for each
course. Contrary to many information and lectures that there is a
prescribed syllabus template, OBE does not prescribe any
template of syllabus. It simply directs teachers that the teaching
and learning experiences as reflected in the syllabus should be
aligned perfectly with the course competencies.
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I. TRANSITION CURRICULUM
UNDERSTANDING
THE CURRICULUM
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The transition program is designed for special learners that are intellectual. disabled and
those that are physically handicapped. It is designed to meet their special needs and
respond to their specific interests. It is like a care package that will empower the learners
in their transition from home to school, or from post. elementary or post-secondary to the
world of work. In the transition program. The learners will also enjoy an education that
will enable them to become functional in their everyday lives.

I. TRANSITION CURRICULUM
UNDERSTANDING
THE CURRICULUM
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The Transition Program in the Philippines could be expanded to many different possible
points of entry that will extend the scope of transition program from young children to
adults. These may include the following examples:
1. Transition to school life
-may include children and adult special learners who would like to attend or who have
been assessed to be ready for regular school under the inclusion program.

UNDERSTANDING
THE CURRICULUM
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2. Transition after post-secondary schooling
includes programs that will prepare special learners for vocational courses and on-the-
job trainings. It may also include programs that will help students move to higher
education if possible.
3. Transition from school to entrepreneurship
includes programs that will allow special learners to become entrepreneurs in their
respective communities.
4. Transition from school to adult life
includes programs that will allow students to adjust and adapt to adult life.

UNDERSTANDING
THE CURRICULUM
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5. Transition to functional life
- includes learning of life skills that will allow The special learners
care of themselves and develop some special skills that they can

CURRICULUM
INNOVATON
4
UNDERSTANDING
THE CURRICULUM
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IN A NUTSHELL
REFLECTION ON

UNDERSTANDING
THE CURRICULUM
• Educators and curriculum workers are always encouraged to innovate
in the curriculum.
• Curriculum innovation's are essential changes in the curriculum that
have Positive results for the school and for the students.
• In proposing curriculum innovations, the curriculum worker should
study the nature of the innovation in relation to the social context of the
learners and the school.
4

UNDERSTANDING
THE CURRICULUM
• Teachers and administrators play an important role in introducing and
implementing curriculum innovations.
• The success of any curriculum innovation is based on the support of
stakeholders and the government.
• Curricular innovations at the local school level are encouraged.
4

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