Components of Curriculum Frameworks
Rolf and Pechman (1995) note that a curriculum framework may contain the following components:
Bartells (cited in Curry & Temple, 1992, p. 9) suggests that a curriculum framework may include the following information:
- Vision statement that sets the rationale for a state framework in relation
to state needs.
- Content expectations/standards, often defined as a combination of subject-area
topics and student skills and often reflecting some of the concepts identified
in the national documents available when the frameworks were developed in
the individual states.
- Pedagogy and teacher practices in combination with presentation of subject
- Equity linkages (such as opportunity-to-learn objectives or standards).
- Policy linkages (a comprehensive approach to the relationships of content
to student assessment, professional development, teacher preparation and certification,
support services, school governance, facilities, community involvement, and
other areas of policy).
- Performance expectations/standards and recommendations for the use of alternative
forms of assessment.
- Rationale for the use of technology and tools in the classroom.
NCREL work in school districts has revealed other components found in some district frameworks:
- Learner and school outcomes.
- Content standards.
- Assessment/student performance standards.
- Themes and concepts of the discipline.
- Professional development/instructional strategies.
- Instructional technology strategies.
- Sample programs/curriculum units.
- Instructional materials criteria.
- Interdisciplinary strategies."
- Overviews of content areas with attention to real-world applications.
- Overviews of specific content themes for broader understanding of content and content themes by teachers.
- Sample student performances.
- Linkages of broad-based district goals to content standards and student performances.
- Linkages or cross-referencing to state and national standards.
- Linkages or cross-referencing to adopted materials.
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