# data[].attributes.body
Knowledge
Cross Curricular, Broad
Inquiry, Problem, Project Based
Transferable Skills, Competencies
Assessments
Assessments for, as, of
Flexible, responsive
Observational
Conversations
Peer editing
Student self assessment
Ongoing, guides practice
Planning
Considering Student's Prior knowledge
Ongoing, flexible
Explicit Criteria
Teacher
Facilitator of knowledge
Evaluation of teaching and assessment
Reflective
Students
Co-creators
Seeds of opportunity
Giving voice to each student, student investment
Student Self-Assessment, Reflective Learning
Developing Knowledge
Community
More parent involvement
Activities outside of school
Broad programs

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Knowledge
Utilitarian Knowledge
Subject centred
Prescriptive, Sequenced
Assessments
Increments
Uniformity
Fairness/Standard
Product of learning (standardized)
Summative
Planning
Can be fixed
Set programs
Teacher
Holder of Knowledge
Expert
Students
Developing/ mastering skills
Receiving knowledge
Community
Less parent involvment

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This is how you swim! Some of you won't make it.

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Boats and boating--Equipment and supplies

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How can I help you to swim? You are supported however you need.

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Where do you want to swim?  We want you to choose destination.

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Hayes, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment and pedagogy, Discourse: studies in the cultural politics of education, 24(2), 225-245

McMillan, J. H. (2014).  Classroom assessment: Principles and practice for effective standards-based instruction (6th ed., pp. 1-20, 57-64,74-88). Boston, MA: Pearson.

Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6 th ed.). Boston, MA: Pearson.  Read Chapter 6, pp. 149-173.

Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.

Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five preschool curricula—comparative perspective. International Journal of Early Childhood, 38(1), 11.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189x029007004

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Emphasis on present and future with views as changeable and relative, subject matter is a means to teach skills and attitudes, teacher is a guide for learning, agent for change. Ornstein, p.107

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To promote individual intellectual growth, focus on essential skills that are inclusive of the 3 R's, mastery of subject matter, preservation of the past, teacher is authority

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Rights of a child for a quality of life, opportunity for building understanding of the world and perspectives on learning and playing. 5 models include:
1. Swedish - Stimulate learning through life
2. Reggio- Child's rights central
3. Hi Scope - Developmental stages
4. Te Wharaki - Universal interconnectedness
5. Experimental Education - Situational learning

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Science
Learner
Knowledge
Moral Doctrine
Society

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Real life situation, Reconstructionist, Students as a group, Multicultural Context.

Examples of this design:
- Problem Based
- Project Based
- Inquiry Based

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Child Centred, Experience Centred, Romantic Radical, Humanistic, Cognitive.

Examples of this design:
-Organic Curriculum
-Developmental Curriculum

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Academic Rationalism, Subject, Discipline, Broad Subject, Means to an End

Examples of this design:
- Single-subject
- Correlated-subjects
- Broad
- Thematic Instruction
- Interdisciplinary Integrated Studies

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1. Academic
2.Technology - Cognitive
3. Humanistic - Learner Centred
4.Actualization/Individualizatoin
5. Social Reconstruction

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" the beginning point in curriculum decision making and is the basis for all subsequent decisions regarding curriculum. Philosophy becomes the criterion for determining the aims, means, and ends of curriculum.” Ornstein, 1991, p.103

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Curriculum designs are based on Philosophical  foundations and the Source of the design

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“Conceptions of curriculum can be used to look at a curriculum through various viewpoints. It’s simply a way to see how a curriculum is defined. (Sowell, 2005).

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Scope (Horizontal) , Sequence (Vertical) , Continuity (Vertical), Integration (Horizontal), and Articulation (Horizontal and Vertical)