Curriculum Design Unit 4: Politics

Political forces, both inside and outside schools, shape what students learn by influencing curriculum content, structure, and delivery.

Individuals and groups with a vested interest in curriculum decisions, including government agencies, educators, policymakers, and the public.

The curriculum can be used to promote specific political ideologies and values, sometimes for the purpose of social control.

Political beliefs significantly impact curriculum decisions at national, state, and local levels.

A curriculum's portrayal of national values and history.

Curricula can be shaped to prepare students for specific roles in the future workforce.

Curriculum considerations regarding fairness and equality in education.

A dynamic process of negotiation and debate involving stakeholders with differing interests and perspectives, aiming to decide what knowledge and skills are suitable for students.

Curricula that emphasize national history, symbols, and values to foster a sense of national identity.

Curriculum components that aim to instill democratic values, citizenship, and governance in students.

Curriculum decisions can change based on the political party in power, often reflecting their political platform.

Different political viewpoints advocating for contrasting curricula; conservatives often emphasize traditional values, while liberal groups commonly favor diversity and social justice.

Political campaigns that focus on education reforms, leading to curriculum changes.

Teachers, parents, and interest groups that influence curriculum decisions by lobbying for or against specific topics.

Influence from parent associations and teacher unions on curriculum development, especially regarding the inclusion of certain topics.

Corporations and religious organizations can impact curriculum decisions by advocating for or against specific content.

This model emphasizes the role of power dynamics, interest groups, and political agendas in shaping the curriculum. It views curriculum decisions as a result of negotiation and compromise between various political forces.

This feature of the Political Model suggests that the curriculum is not a neutral reflection of knowledge but a product of various groups vying for their ideologies to be represented.

This feature emphasizes the role of government policies, particularly at the national level, in determining the content and scope of the curriculum.

This feature highlights how most curriculum decisions involve negotiations and compromises between groups with different perspectives, resulting in a curriculum that reflects a balance of interests.

This model advocates for a curriculum that addresses social problems and injustices. It aims to equip students with critical thinking skills to actively engage in creating social change.

Inspired by thinkers like Paulo Freire, this approach emphasizes the need for education to empower students to question and challenge existing social structures, ultimately contributing to social change.

The Social Reconstruction Model aims to use the curriculum to address social issues and empower students to create a more just and equitable society.

Statements outlining the knowledge, skills, and abilities students are expected to gain after a learning experience.

Learning outcomes provide clear direction for teaching, learning, and assessment, ensuring students understand what's expected and how to achieve success.

Learning outcomes focused on acquiring factual knowledge, concepts, and information.

Learning outcomes offer students clarity on desired learning goals, guiding their efforts.

Clear learning outcomes inform teaching strategies, content selection, and assessment methods to enhance student learning.

Well-defined learning outcomes enable the design of assessments that accurately measure student progress.

Learning outcomes allow for monitoring teaching effectiveness and gauging student achievement.

Learning outcomes can be classified based on the cognitive skills required, such as knowledge-based outcomes that focus on acquiring facts.

A hierarchical framework that classifies learning objectives into six levels of cognitive complexity, from basic recall to higher-order thinking skills.

The lowest level of Bloom's Taxonomy, focusing on recalling facts and information.

The second level of Bloom's Taxonomy, involving comprehension and interpretation of information.

The third level of Bloom's Taxonomy, where knowledge is applied to new situations.

The fourth level of Bloom's Taxonomy, involving breaking down complex ideas into their components.

The fifth level of Bloom's Taxonomy, where judgments and opinions are formed.

The highest level of Bloom's Taxonomy, involving putting together elements into a new structure.

Ensuring that assessments accurately measure the intended learning outcomes.

The complex connection between political decisions and what gets taught in schools. It involves how political beliefs and priorities influence what, how, and why certain subjects are included.

This relationship is crucial because it determines the content and direction of education. It impacts how students are trained to think and how societies prepare future generations.

Creating a curriculum requires a delicate balance between meeting political demands and using effective teaching methods. It involves dealing with limited resources, training teachers, and ensuring curriculum coherence.

This requires adapting to changing political needs and continually evaluating whether the curriculum is working well. It involves ensuring the curriculum meets the evolving needs of students and educators.

These are clear goals for what students should learn and achieve, serving as the foundation for teaching and assessment. They ensure the curriculum stays focused on achieving its aims.

Learning outcomes act as a bridge between the overall goals set by policymakers and what happens in actual classrooms. They help to ensure accountability and prepare students for success.

The interplay between politics, curriculum choices, and student outcomes needs careful management. Curricula should not only align with political priorities but also be sound in terms of teaching and learning.