Curriculum Reform. It is the responsibility of those in charge of directing the learning process, both teachers and administration, to review current curriculum policies and programs and to study and initiate reform of those areas that need to be improved or advanced to meet the changes in our present day society. The educational institution can best fulfill its responsibilities in this area only when those in the position to direct, and those who are trained in educational philosophy and performance, use their special training and ability to improve the talents of the students.
A. Recognizing that the various academic departments, and the teachers within those departments, possess unique instructional skills in their particular discipline, it should be primarily their responsibility for evaluating and recommending curriculum reform within their respective discipline to the administration.
B. Recognizing also that the primary responsibility of the educational institution is to serve the academic needs of its body, and that education is most meaningful when it is pursued in terms of self-determined needs, every effort should be made by the various departments and teachers to seek the active participation of student committees in evaluating the current program and formulating proposals for curriculum reform.
C. As curriculum reform evolves, every effort should be made by those in charge of scheduling teacher assignments to take full advantage of the unique skills and background of individual teachers by employing those skills in academic situations, such as elective courses with the stated interest of the teacher(s) involved.
D. On the elementary level the same considerations for evaluating current curriculum programs and policies, and initiating curriculum reform, should be recognized as on the secondary level.
E. The Administration and the Board, recognizing the need for continuing evaluation and reform brought to their attention through the professional interest and concern of the faculty, should be responsive to all educational proposals which might evolve from the curriculum reform processes outlined above, and should make every effort to incorporate such proposals into the academic program of our school.
Curriculum Reform. Each child will be guided to work to the best of his/her abilities and at his/her pace to attain the competencies outlined in the Curriculum Reform. The school will ensure that the knowledge students acquire in the classroom is meaningful to them, in order for the child to apply and be able to transfer it to other situations. This will encourage lifelong learning. The child will be encouraged to work cooperatively in the classroom and develop methodical working skills. By taking an active part in the different thematic projects, the child will also be encouraged to auto-evaluate himself/herself. This will render the “learning” more meaningful.
Curriculum Reform. The local authority has significant influence over education; however, a range of other organisations and groups will also have significant roles to play in order to achieve this outcome, summarised as: • Schools Governing Bodies • Central South Consortium • Head teachers • Recovery Board • Colleges IS ANYONE BETTER OFF Title 2012/13 2013/14 2014/15 2015/16 The percentage of pupils who achieve the expected level in the Foundation Phase Indicator (in teacher assessments) Actual 74.0 77.8 81.2 Target 77.8 81.5 83.0 The percentage of pupils achieving the Core Subject Indicator at the end of Key Stage 2 Actual 77.3 81.2 84.2 Target 81.2 83.5 85.8 The percentage of pupils who achieve the level 2 threshold including English or Welsh and mathematics Actual 32.5 38.7 48.5 Target 38.7 42.0 44.0 The percentage of pupils who achieve the level 2 threshold including vocational equivalents Actual 64.3 73.0 81.9 Target 73.0 74.0 80.8 The percentage of pupils who leave compulsory education without an approved external qualification Actual 0.29 0.14 1.50 Target 0.29 0.28 0.24 HOW WELL DID WE DO Title 2012/13 2013/14 2014/15 2015/16 The percentage of overall (half day sessions) pupil attendance in primary school Actual 92.9 93.3 93.9
Curriculum Reform. Article IX - Teacher Participation; Sections A, B, C 5. Article XIII - Teaching Hours
Curriculum Reform. We will embark on a comprehensive review of our curriculum to ensure that it challenges learners, preparing them for the world of work and lifelong learning. We will ensure that our undergraduate students are exposed to the research work of the University community, and the contribution that it can make in addressing these challenges. In recognition of the importance of broadening student awareness of major global issues, deepening their critical thinking skills, and preparing them to ‘learn on-line’, we will introduce a range of online, optional curricular elements for undergraduates to include, for example, Design, Ethics/ Philosophy, Sustainability, and Creativity. We recognise the importance of technology in the future world of work and society and will ensure that our students are familiar with new and emergent technologies (AI, Data Analytics, IoT etc.). Accordingly, we will incorporate appropriate levels of technological awareness in all our degree programmes.
