CURRICULUM

DEVELOPMENT
GROUP MEMBERS ROOM 3:
ARITRA RAI A/P BALARAJOO
LUGAHNESWARI A/P GANESAN
NURSYAFIQAH BINTI MOHD SHAMREE
SRI ASHA VARDHINI A/P PRAKASH
Capacity building
• process to increase the individual and collective abilities of professional staff to
continuously improve student learning. For nearly 30 years, researchers studied schools
and leadership, developing models to determine the linkage between leaders and school
improvement
Capability building
• the aim of the Capacity Building Service is to strengthen the ability of schools and
teachers to meet the needs of 'at risk' students in eastern metropolitan Department of
Education and Training (DET) schools and, wherever possible, to enable students to
remain in their neighbourhood schools
 WHAT DO YOU THINK ABOUT “CAPACOTY AND
CAPABILITY BUILDING” TO FACILITATE CURRICULUM
IMPLEMENTATION?

RESOURCES:
• Conceptual framework
Curriculum change is a dynamic and challenging process, and its success depends on all
stakeholders having the capacity to develop or adopt a shared vision, positive attitudes and
commitment. Moreover, they need to develop the necessary professional competencies in the
various aspects of curriculum change.
IDENTIFY NEW CURRICULUM:
• The Department should provide relevant and accessible resources to accompany any
curriculum change and have an effective communication strategy so that teachers know
where and how to access them
CAPACITY OF THE SCHOOL
• Approaches to encouraging discourse about curriculum philosophy, concepts, change and the
implications for education systems
• Strategies for promoting new approaches to teaching and learning, information and
communications technology
• Issues in school based training and teacher education
• Whole school issues
CAPABILITY OF THE PEOPLE:
• most important person in the curriculum implementation process is the teacher. With their
knowledge, experiences and competencies, teachers are central to any curriculum
development effort. Better teachers support better learning because they are most
knowledgeable about the practice of teaching and are responsible for introducing the
curriculum in the classroom. If another party has already developed the curriculum, the
teachers have to make an effort to know and understand it. So, teachers should be involved
in curriculum development. For example, teacher’s opinions and ideas should be
incorporated into the curriculum for development.
• during the curriculum process, teachers use a prescribed curriculum to build lessons that
have global impact. For example, teachers integrate examples of diverse people who have
made significant contributions in the content area. The intentionality of building inclusion
helps dispel stereotypes and to encourage students to look favorably upon diverse groups. If
district issued books or materials do not highlight historically underrepresented groups,
teachers can provide supplemental materials during the curriculum process.
.THANK YOU.