Guidelines for Curriculum

Development

A good curriculum must posses specific

characteristics in the pursuit of the aims of

education the schools are to pursue . In order to achieve these aims , a good curriculum must:

1. Encourage inquiry and creativity

A good curriculum must allow the learners to use their intellect , talent and abilities in order for them to exert full effort that would sharpen their full potentials as a learners . As a result, individual development among learners will be attained.

A good curriculum is develop through the efforts of the group of individuals from different sectors of the society who are acknowledgeable about the interest ,needs and resources of the learner and the society as a whole. The curriculum is a product of many minds and energies.

2. Be democratic with regards to procedure

It should also upholds the equal rights of the different learners towards learning. The democracy with regards to the procedure goes with the acceptance of individual differences of the learners.

The curriculum must take into consideration that every learner has his/her own ability ,intellect ,personality ,skill and talent. These considerations make up the learners differences resulting to different needs towards learning.

3. Accept individual differences

The curriculum must be open to different changes brought by new findings and methods due to our fast changing world. These must be accepted in order for the curriculum to still attain its goals.

4. Take into consideration scientific and scholarly findings and methods

A good curriculum minimize memorization because too much memorization often lacks understanding. If the concept was just memorized without understanding , it will just stored in your short term memory and you will probably forget about it after you have taken exams for example .

5. Minimize memorization and maximize discovery

This situation does not show affective learning. On the contrary ,a good curriculum must maximize discoveries because it provides better learning. According to the ability of the brain to retain certain concept , it is said that 90% of what you did and 70% of what you said are retained in our brain. Therefore ,the more discoveries done ,the more learning took place.

6. Take into consideration the potential for achievement through either the individual learner or the group This explains that every potential

which are given proper attention and consideration by the teachers provides a strong encouragement and motivation in the learners toward the learning process.

Teachers must be exposed to different modern teaching materials such as solving grades by Microsoft excel and using power point presentations. They must be open to these roles in order for them to be an effective educators.

7. Employ teacher resources in a multi-dimensional role

For the curriculum to be effective ,it must have continuous evaluation and monitoring. The curriculum must adapt it’s educational activities and services to meet the needs of a modern and dynamic community . Simply ,a good curriculum is a progressive curriculum .

8. Be continuously evolving

A good curriculum reflects on the needs of the individual in the society as a whole. The curriculum is in proper shape in order to meet the challenges in times and make education more resp0nsive to the clientele it serves.

9. Be based on the needs of the people

It takes a period of time in planning, management , evaluation and development of a good curriculum .

10. Be the result of the long-term effort

A good curriculum provides the proper instructional equipment and meeting places that are often most conducive to learning. It includes the student-teacher relationship, guidance and counseling program, health services and etc.

11. Be a complex of details

The classes and the activities should be planned so as to achieve an orderly development of the subject matter and step-by-step progress of the learner. There is a smooth transition and continuing achievement of the learners from one subject matter, classroom, grade or school to another. A good curriculum provides continuity of experience.

12. Provide for the logical sequence of subject matter

The curriculum is responsive to the needs of the community. The school offers its assistance in the improvement and realization of ongoing programs of the community. There is a cooperative effort between the school and the community towards greater productivity.

13. Complement and cooperate with other programs of the community

The curriculum helps the learner to become the best part that he can possibly be. The curriculum support the system is secured to augment existing sources for its efficient and effective implementation.

14. Have educational quality

A good curriculum must be ready to incorporate changes whenever necessary. The curriculum is open to revision and development to meet the demands of globalization and digital age.

15. Have administrative flexibility

What are Marks of a Good Curriculum ?

1.A good curriculum is systematically planned and evaluated.

2.A good curriculum reflects adequately the aims of the school.

3.A good curriculum maintains balance among all aims of the school.

4.A good curriculum promotes continuity of experience.

End!:P

According to Chapman, “ the work of a skillful and worthy translator is to observe the sentences, figures and forms of speech proposed in his author.”

The translator must:1. Avoid word-for-word renderings2. Attempt to reach the spirit of the

original3. Avoid over loose translations by

basing the translation on a sound scholarly investigation of other versions and glosses.

Three Basic Types of Translation according to John Dyden:

1.Metaphase- turning an author word by word and line by line, from one language into another.

2.Paraphrase- translation with latitude, the Ciceronian ‘sense-for-sense’ view of translation.

3.Imitation- translator can abandon the text of the original as he sees fit.

The Third Period

Proponents: ( no proponents

stated)

Key Developments

Stars with the publication of the first papers on machine translation in 1940s’

Characterized Introduction of Structural and Applied Linguistics.

Concept or principles of translation during

this periodThis period is characterized by contrastive studies in morphology and syntax among others which help the translator identify similarities and differences between NL and FL.

Comprises two eras:

First Pioneering era ( 1949-1954)

Second era- the invention of the first generation of machine translation.

The FourthPeriod

Proponents: Russian Literary

theorists(Polysytem Theory)

Germans(Skopos Theory)

Key Developments

This period has witnessed the emergence of many new theories:

Polysytem TheorySkopos Theory

Concepts or principles of

translation during this periodPolysytem Theory (Russian

Literary Theorists)

Offers general model for understanding analyzing and describing the functions, evolution of literary systems, its specific application to the study of translated literature.

These systems have several levels:1. Linguistic2.Cultural3. Social

Skopos Theory ( Germans)

Reflects the shift from predominantly linguistic and rather formal theories to a more functional and socioculturally oriented concept of translation.