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Evidence - Based Approaches Of Curriculum Implementantion. Some Grass-Roots Exemples

Table 1:

No. Indicator Descriptors
1 Documents of the school that make explicit reference to curriculum development at school level Documents relevant for the curriculum development at school level (e.g., the management plan of the committee for curriculum) include elements that demonstrate the adaptation of the National Curriculum to the perceived school needs (e.g., priorities of the school in relation to the curriculum implementation for the school year)The dissemination of documents of curriculum implementation by means of activities at the level of the local community (e.g., uploading the timetable on the school website)
2 Roles and responsibilities of school structures in the curriculum design at school level Co-ordination of the activities of the significant committees that are responsible for the curriculum at school level (e.g., didactics committees for various subjects, the head teachers' committee)Identifying and disseminating at school level of good practices in the field of individual coaching and teaching (for individual performance and recuperation) Exchanges of good practices and topical activities in the field of curriculum design are set in the school timetable (e.g., at the beginning of the school year, after the activities in the program 'The School Otherwise') Group initiatives in the field of curriculum design are encouraged Partnerships with other schools aimed at exchanging examples of good practices in the field are setActions focused on quality assurance of the curriculum design are initiated and discussed in relevant structures
3 Roles and responsibilities of teachers in the field of curriculum design at school level Teachers participate in group activities aimed at developing documents and materials used in implementing he curriculum at classroom level (e.g., teaching plans for the whole year/semester, models of evaluation instruments, models of teaching units) Development of auxiliary instruments for the didactic activity and assessment, and their use as educational resources
4 The curriculum design process at school level uses effectively human resources and the specifics of the school community (logistics, educational setting, urban/rural setting The particularities of the school are used as assets in curriculum design developed by the teachersThe alignment between curriculum and assessment and evaluation is used (e.g., activities before and after assessment schemes at national level or term papers, activities aimed at reducing negative influences within the educational setting) Training activities are organized at school level in the field of competences related to curriculum designDebates and meetings are organized in relation to educational support materials that are on offer on a yearly basis
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