Marks of a Good Curriculum

Here are some marks of a good curriculum which may be used as criteria for
evaluation purposes.
1. A good curriculum is systematically planned and evaluated.
a. A defnite organization is responsible for coordinating planning and
evaluation.
b. Steps in planning and evaluation are logically defned and taken.
c. Ways of working utilize the contributions of all concerned.
2. A good curriculum refects adequately the aims of the school.
a. The aculty has defned comprehensive educational aims.
b. The scope of the curriculum includes areas related to all stated aims.
c. !ach curriculum opportunity is planned with reference to one or
more aims.
d. "n planning curriculum opportunities from year to year and in each
area# teachers consider the total scope of aims.
3. A good curriculum maintains alance among all the aims of the
school.
a. The curriculum gives attention to each aim commensurate with its
importance.
b. The total plan of curriculum opportunities in basic areas# school
activities and special interests re$ects careful planning with respect to
all aims
c. %uidance of each individual helps provide him with a program which
is well&balanced in terms of his needs and capacities
d. The school organization# schedule# and facilities help in giving
appropriate attention to each aim.
e. 'lassroom activities and schedules are arranged so as to provide a
balanced program of varied learning activities.
!. A good curriculum promotes continuity of e"perience.
a. (rovisions are made for the smooth transition and continuing
achievement of pupils form one classroom# grade# or school to one
another.
b. 'urriculum plans in areas which e)tend over several years are
developed vertically.
c. 'lassroom practices give attention to the maturity and learning
problems of each pupil.
d. 'ooperative planning and teaching provide for e)change of
information about pupil*s learning e)periences.
#. A good curriculum arranges learning opportunities fe"ily for
adaptation to particular situations and individuals.
a. 'urriculum guides encourage teachers to make their own plans for
specifc learning situations.
b. 'ooperative teaching and planning utilize many opportunities as
they arise to share learning resources and special talents.
c. Time allotments and schedules are modifed as need +ustifes.
d. "n accordance with their maturity. (upils participate in the planning
of learning e)periences.
e. the selection of learning e)periences re$ects careful attention to the
demands of the learning situation.
$. A good curriculum utili%es the most e&ective learning e"periences
and resources availale.
a. ,earning e)periences are developed so that pupils see purpose#
meaning# and signifcance in each activity.
b. -eeded available resources are utilized at the time they are relevant
and helpful.
c. .se of the right learning resources for each pupil is encouraged.
d. Teachers discriminate wisely between activities which pupils carry
on independently and those in which teacher&pupil interaction is
desirable.
'. A good curriculum makes ma"imum provision for the
development of the learners.
a. The program provides a wide range of opportunities for individuals
of varying abilities# needs# and interests.
b. !)tensive arrangements are made for the educational diagnosis of
individual learners.
c. Self&directed# independent study is encouraged wherever possible
and advisable.
d. Self&motivation and self&evaluation are stimulated and emphasized
throughout the learning opportunities of the school.
e. The curriculum promotes individual development rather than
conformity to some hypothetical standard.
f. The school attempts to follow up its former students both as a
service to them for evaluative data.
Curriculum (evelopment
'urriculum comes from the word /currere0 which means to run which
later come to stand as the course of study.
1evelopment is the process of developing or being developed.
'urriculum 1evelopment is the process of selecting# organizing#
e)ecuting and evaluating the learning e)periences on the basis of the needs#
abilities# and interest of learners# and on the basis of the nature of the
society or community.
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