Guiding Curriculum Development by Norton M. Scott;

Author:Norton, M. Scott;
Language: eng
Format: epub
Tags: undefined
Publisher: Rowman & Littlefield Publishers
Published: 2012-08-15T00:00:00+00:00

Example of One State’s Course of Study Requirements

One state defined its course of study as being required content for various subjects of kindergarten through grade 8. In doing so, the state board noted that the requirements were to be considered as minimal and that local school boards or teachers were not limited from enriching and enhancing the “minimum course content,” but rather encouraged to excel way beyond the basic standards.

Figure 4.2 is an example of how a state might set forth its responsibility for giving direction to curricular offerings at the local level. Such a procedure sets minimal goals and leaves room for local school districts to use their discretion in applying the state’s model. In addition, it serves teachers in their attempt to assess the status of a particular student and to provide a meaningful statement regarding a student’s progress on a standards-based report card. In addition, such a model could be especially helpful for elementary school teachers that commonly have had only one course in the teaching of mathematics and for supervisors who are planning in-service activities for local school teaching personnel.

The example is not presented as a model that local school districts should implement, but rather as an example of how a state might take the leadership for directing school curriculum without mandating exactly what must be taught or how the subject is to be taught. In addition, local school districts are free to expand the recommended content, for example, to introduce beginning algebra and geometry concepts as fits the case. The task of determining specific standards would also be facilitated by having information such as that provided in table 4.1.

Figure 4.2 Course Requirements for Arithmetic/Mathematics: Grades K–8 (Entry math concepts only) Key to Checklist

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