Curriculum Design Quotes

Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.

Not only does every Hebrew word have its own definition, but every Hebrew letter, within the word, has its own meaning. God placed before you a great banquet of universal truths. All this in 22 Hebrew letters. Every letter contains a progressive curriculum designed to teach you about this marvelous world that God gave us. These letters will flavor each word’s definition claiming its place in God’s well organized universe.

A classroom needs to feel like a safe place for both students and teachers. In order for creativity and higher level thinking to be present in the classrooms, a feeling of safety must first be present in the classrooms.

That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.

Teachers should encourage students’ creativity. That means that it’s okay for class to get a little wild sometimes. You can’t have creativity without getting a little wild sometimes. That means in our classrooms we should hear lively discussions, insightful debates, engaging conversations, exchanges of ideas, and informative play.

I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.

As Bruce Lee famously said, “Under duress, we do not rise to our expectations, but fall to our level of training.” Hundreds of years of living in a context designed by pillagers of the land and captors of people—without sufficient intervention—naturally establishes the curriculum of the training to which we fall. Our methodologies are forged within the default mindset of colonization, capitalism-as-religion, corporation-as-demigod, domination over people and planet, winner take all, rape and plunder as spoils of victory, human and natural resources taken as objects of subjugation to the land-owning, resource-controlling, very, very privileged few.

My mother's going to love you, you know. Although," I paused, "I'm not sure the feeling will be mutual." "You make her sound like such an ogre." "Harpy." "What?" "Ogres are male. Harpies are female. At least, I think so. Shit, I don't know. I'm a graphic designer. Mythology wasn't on the curriculum." Cat worked at a local bank as an IT consultant, and I doubted she knew much more about mythic creatures than I did. "Anyway, I think she's too short to be an ogre.

tried to impose ‘intelligent design’ creationism on the science curriculum of a local public school—a move of ‘breathtaking inanity’, to quote Judge Jones

patience was not just a manner, it was the very form of seminar teaching. Columbia’s core curriculum had been designed not to enshrine the authority of the lecturing professor (that was something done at Harvard) but to reach understanding through discussion, however clumsy and uncertain. Till this moment, I never knew myself. . . . Vanity, not love has been my folly!

I have homeschooled long enough to see all kinds of resources working for all kinds of different families. I have learned that no method, curriculum or style of learning is one-size-fits-all.

the most common approach to curriculum design is to address the needs of the so-called “average student.” Of course this average student is a myth, a statistical artifact not corresponding to any actual individual. But because so much of the curriculum and teaching methods employed in most schools are based on the needs of this mythical average student, they are also laden with inadvertent and unnecessary barriers to learning.

The overemphasis on standardized tests forces teachers to teach the same restricted, unintuitive curriculum. Longtime educator Brent Evans has said that today's schools are organized as assembly lines, "(running at a set speed) and with each worker (teacher) at designated places (way levels) on the assembly line performing predetermined actions on products (students) considered to be somewhat generic (one-size-fits-all) and passive (waiting to be filled or formed to the desired shape).

The fifth principle emphasizes another human strength: whenever possible, we should take measures to re-spatialize the information we think about. We inherited “a mind on the hoof,” as Andy Clark puts it: a brain that was built to pick a path through a landscape and to find the way back home. Neuroscientific research indicates that our brains process and store information—even, or especially, abstract information—in the form of mental maps. We can work in concert with the brain’s natural spatial orientation by placing the information we encounter into expressly spatial formats: creating memory palaces, for example, or designing concept maps. In the realm of education research, experts now speak of “spatializing the curriculum”—that is, simultaneously drawing on and strengthening students’ spatial capacities by having them employ spatial language and gestures, engage in sketching and mapmaking, and learn to interpret and create charts, tables, and diagrams. The spatialized

The intellectual climate has become increasingly unfavorable to the study of the relations between religion and culture in the modern world and the modern university. For theology has long since lost its position as a dominant faculty in the university and as an integral part of the general educational curriculum. It continues to exist on sufferance only as a specialized ecclesiastical study designed for the clergy. Consequently the student in a modern university may be totally ignorant of religion.

Clearly, there exists an entire class of people who gain immense profit, prestige and power from the existence of the government. It is equally true that, as a collective, these people have enormous control and influence over the minds of children, since it is that same government that educates virtually every child for six or more hours a day, five days a week, for almost a decade and a half of their formative years. To analogize this situation, can we imagine that we would be at all surprised that children who came out of 14 years of religious indoctrination would in general believe in the existence and virtue of God? Would we be at all surprised if the strong arguments for atheism were left off a curriculum expressly designed by the priests, who directly profit from the maintenance of religious belief? In fact, we would fully expect such children to be actively trained in the rejection of arguments for atheism – inoculated against it, so to speak, so that they would react with scorn or hostility to such arguments.

In 2010, the Priesthood quorums and Relief Society used the same manual (Gospel Principles)… Most lessons consist of a few pages of exposition on various themes… studded with scriptural citations and quotations from leaders of the church. These are followed by points of discussion like “Think about what you can do to keep the purpose of the Sabbath in mind as you prepare for the day each week.” Gospel Principles instructs teachers not to substitute outside materials, however interesting they may be. In practice this ensures that a common set of ideas are taught in all Mormon chapels every Sunday. That these ideas are the basic principles of the faith mean that Mormon Sunday schools and other church lessons function quite intentionally as devotional exercises rather than instruction in new concepts. The curriculum encourages teachers to ask questions that encourage catechistic reaffirmation of core beliefs. Further, lessons focus to a great extent on the importance of basic practices like prayer, paying tithing, and reading scripture rather than on doctrinal content… Correlated materials are designed not to promote theological reflection, but to produce Mormons dedicated to living the tenants of their faith.

It was a first step toward making progress in reaching broad agreement on how a W-course would be defined. Incidentally, but importantly, it was also a first step in raising awareness of the implications of the writing-intensive requirement, and in encouraging departmental conversations that would articulate values about writing that the criteria would represent. The draft criteria went out to thirty departments with questions about faculty expectations of entering and graduating students’ writing; existing or planned courses that could be designated as W-courses; resources that departments would need to assist implementation; and an invitation to comment on the draft criteria.

The culture of repudiation marks a crumbling of the Enlightenment in other ways. As is frequently remarked, the spirit of free enquiry is now disappearing from schools and universities in the West. Books are put on or struck off the curriculum on grounds of political correctness; speech codes and counselling services police the language and conduct of both students and teachers; many courses are designed to impart ideological conformity rather than free enquiry, and students are often penalized for having drawn some heretical conclusion about the leading issues of the day. In sensitive areas, such as the study of race and sex, censorship is overtly directed not only at students but also at any teacher, however impartial and scrupulous, who comes up with the wrong conclusions

Girls and young women are also starving because the women’s movement changed educational institutions and the workplace enough to make them admit women, but not yet enough to change the maleness of power itself. Women in “coeducational” schools and colleges are still isolated from one another, and admitted as men manqué. Women’s studies are kept on the margins of the curriculum, and fewer than 5 percent of professors are women; the worldview taught young women is male. The pressure on them is to conform themselves to the masculine atmosphere. Separated from their mothers, young women on campus have few older role models who are not male; how can they learn how to love their bodies? The main images of women given them to admire and emulate are not of impressive, wise older women, but of girls their own age or younger, who are not respected for their minds. Physically, these universities are ordered for men or unwomaned women. They are overhung with oil portraits of men; engraved with the rolling names of men; designed, like the Yale Club in New York, which for twenty years after women were admitted had no women’s changing room, for men. They are not lit for women who want to escape rape; at Yale, campus police maps showing the most dangerous street corners for rape were allegedly kept from the student body so as not to alarm parents. The colleges are only marginally concerned with the things that happen to women’s bodies that do not happen to the bodies of the men. Women students sense this institutional wish that the problems of their female bodies would just fade away; responding, the bodies themselves fade away.

I WANT TO end this list by talking a little more about the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them. This meant spending not only the time to find the best outside teachers but also the real cost of freeing people up during their workday to take the classes. So what exactly was Pixar getting out of all of this? It wasn’t that the class material directly enhanced our employees’ job performance. Instead, there was something about an apprentice lighting technician sitting alongside an experienced animator, who in turn was sitting next to someone who worked in legal or accounting or security—that proved immensely valuable. In the classroom setting, people interacted in a way they didn’t in the workplace. They felt free to be goofy, relaxed, open, vulnerable. Hierarchy did not apply, and as a result, communication thrived. Simply by providing an excuse for us all to toil side by side, humbled by the challenge of sketching a self-portrait or writing computer code or taming a lump of clay, P.U. changed the culture for the better. It taught everyone at Pixar, no matter their title, to respect the work that their colleagues did. And it made us all beginners again. Creativity involves missteps and imperfections. I wanted our people to get comfortable with that idea—that both the organization and its members should be willing, at times, to operate on the edge. I can understand that the leaders of many companies might wonder whether or not such classes would truly be useful, worth the expense. And I’ll admit that these social interactions I describe were an unexpected benefit. But the purpose of P.U. was never to turn programmers into artists or artists into belly dancers. Instead, it was to send a signal about how important it is for every one of us to keep learning new things. That, too, is a key part of remaining flexible: keeping our brains nimble by pushing ourselves to try things we haven’t tried before. That’s what P.U. lets our people do, and I believe it makes us stronger.

No matter how perfect your curriculum plan looks in September, in June you may look back and realize that the actual school year played out completely differently! We can’t perfectly plan for an unforeseen future.

the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them.

Tight on goals, loose on means” is how U.S. Secretary of Education Arne Duncan has described his expectations of accountability systems, and that phrase aptly describes our aim for curriculum. When the means of learning are restrictive, the goals of learning get warped.18

By bringing community members into the school, forming partnerships with local organizations, initiating joint planning activities, grounding curriculum in local knowledge and issues, becoming curriculum designers, giving students the chance to create knowledge, nurturing their agency and voice, and linking children and youth to adults outside the school, it becomes possible for schools to become vital centers of community learning and activity, institutions worthy of both children’s attention and adults’ support.

Philosophy is to become a subject on the Irish Republic’s school curriculum for the first time under a plan developed by minister for education Jan O’Sullivan, to give “students an opportunity to explore the concepts and ideas of philosophy in the 21st century.” Believing that it will make “a significant contribution to giving students the tools to critically engage in an informed manner with the world around them” the Minister says she will ask the National Council for Curriculum and Assessment (NCCA) to design a short Philosophy course that can be taught in the early years of secondary school.

Despite compelling new knowledge about learning, how the brain works, and what constitutes effective classroom groupings, classrooms have changed little over the past 100 years. We still assume that children of a given age are enough like each other that they can and should traverse the same curriculum in the same fashion. Further, schools act as though all children should finish classroom tasks as near to the same moment as possible, and that school year should be the same length for all learners. To this end, teachers generally assess student content mastery via tests based on specific chapters of the adopted textbook and summative tests at the end of designated marking periods. Teachers use the same grading system for all children of a given age and grade, whatever their starting point at the beginning of the year, with grades providing little if any indication of whether individual students have grown since the previous grading period or the degree to which students' attitudes and habits of mind contributed to their success or stagnation. Toward the end of the school year, schools administer standardized tests on the premise that all students of a certain age should have reached an average level of performance on the prescribed content by the testing date. Teachers, students, and schools that achieve the desired level of performance are celebrated; those that do not perform as desired are reprimanded, without any regard to the backgrounds, opportunities, and support systems available to any of the parties. Curriculum often has been based on goals that require students to accumulate and retain a variety of facts or to practice skills that are far removed from any meaningful context. Drill-and-practice worksheets are still a prime educational technology, a legacy of behaviorism rooted firmly in the 1930s. Teachers still largely run "tight ship" classes and are likely to work harder and more actively than their students much of the time.

Many school programs seem to offer either The Cultural Literacy Track or The Vocational Track. The Cultural Literacy programs are designed for the “smart kids” who are going to go on to ever-higher levels of both education and financial success. This track, with no pretense of being real world, includes classes on classics, foreign languages, and math theory (such as calculus). It is a curriculum based on “teach what has been taught.” The Vocational programs are for the “remedial kids” who are going to have only blue-collar futures if they are in high school (taking classes such as wood working) or inflexible paraprofessional paths if they are in college (such as degrees in physical therapy). This two-tier approach is an immoral sorting system with crippling consequences. Maybe worse, it also presents a false dichotomy. Instead, true wisdom comes from a synthesis of those two perspectives and more. The

Personalized learning means learners... •    know how they learn best. •    are co-designers of the curriculum and the learning environment. •    have flexible learning anytime and anywhere. •    have a voice in and choice about their learning. •    have quality teachers who are partners in learning. •    use a competency-based model to demonstrate mastery. •    self-direct their learning. •    design their learning path for college and career.

Students . . . •    learn in a classroom. •    are assigned a task to do. •    follow required objectives. •    do the assignment designed by the teacher or curriculum. •    seek information for the assignment. •    work individually or in a group depending on assignment. •    earn a grade to reflect meeting the objectives and standards. Learners . . . •    develop their own learning goals. •    monitor their progress in meeting their goals. •    have a purpose or interest to learn something. •    ask questions. •    seek information. •    find ways to collaborate with others. •    want to know something because they want to know it—not for a grade. •    are curious about life and never stop learning.

At Rheims, the serfs and farmers and peasants filled gigantic spaces with the most incredible stained-glass windows in the world, but they never bothered to sign even one of them. No one knows who designed or made them, because our modern form of institutional boasting did not yet exist as a corruption of communitarian feeling. After all these centuries, they still announce what being human really means.

The IASHS, the “Harvard” of human sexuality credentialing and curriculum design, seeks to legalize prostitution for all “those disadvantaged because of age… .” Indeed, they “would legalize adult child sex, incest, child prostitution, and child pornography—providing that such practices are “consensual.”843

Ray Honeyford was an upright, conscientious teacher, who believed it to be his duty to prepare children for responsible life in society, and who was confronted with the question of how to do this, when the children are the offspring of Muslim peasants from Pakistan, and the society is that of England. Honeyford’s article honestly conveyed the problem, together with his proposed solution, which was to integrate the children into the surrounding secular culture, while protecting them from the punishments administered in their pre-school classes in the local madrasah, meanwhile opposing their parents’ plans to take them away whenever it suited them to Pakistan. He saw no sense in the doctrine of multiculturalism, and believed that the future of our country depends upon our ability to integrate its recently arrived minorities, through a shared curriculum in the schools and a secular rule of law that could protect women and girls from the kind of abuse to which he was a distressed witness. Everything Ray Honeyford said is now the official doctrine of our major political parties: too late, of course, to achieve the results that he hoped for, but nevertheless not too late to point out that those who persecuted him and who surrounded his school with their inane chants of ‘Ray-cist’ have never suffered, as he suffered, for their part in the conflict. Notwithstanding his frequently exasperated tone, Ray Honeyford was a profoundly gentle man, who was prepared to pay the price of truthfulness at a time of lies. But he was sacked from his job, and the teaching profession lost one of its most humane and public-spirited representatives. This was one example of a prolonged Stalinist purge by the educational establishment, designed to remove all signs of patriotism from our schools and to erase the memory of England from the cultural record. Henceforth the Salisbury Review was branded as a ‘racist’ publication, and my own academic career thrown into doubt.

He talks some more about classes he likes--not many--and those he doesn't like, and it is clear that, whatever sophisticated planning has gone into curriculum design at Alan's school, the distinction between a good class and a bad class, from his point of view, has a lot to do with the freedom it offers to stand up and walk around.

I hate and have always hated the word therapist. I detest the idea that my work, if it is work at all, is therapeutic work, that I am a member of what some of my colleagues call— without irony— the helping professions. My pride has sought always to refresh itself in the bracing chill of Freud’s most merciless formulations, his statement that a cure only is a renewed acquaintance with "everyday misery,” his designation of psychoanalytic work as a “school of suffering.” I reject the claim that psychotherapeutic treatment promises peace of mind, or comfort with oneself, however much these may be the happy by- products of the treatment— the accessory consolations, if you will. Rather than seeking to enhance self- esteem or contentment, the work strives for the opposite, to strip away all illusions of self- sufficiency or autonomy. At its most successful, this school of suffering is a curriculum in awe. The true object of this awe is the sheer, impossible fact of being here at all— to have precipitated like a sudden dew from lightless and dimensionless nothing. That is the horizon of the treatment, the recognition that we appear from nowhere under inscrutable stars, at a place and time we did not choose, driven by desires we do not choose, toward a death we do not choose, a death that chose us for its own even in our mother’s womb. Maybe this is only madness to you. Why shouldn’t it be?

When the fugitives arrived in Lawrence, most had only the clothes on their backs, and in many cases those were rags. “They were strong and industrious,” Rev. Cordley wrote, “and by a little effort, work was found for them and very few, if any of them, became objects of charity.” But while they were eager to make their new lives in freedom, they needed help translating their industriousness into livelihoods. Nearly all were illiterate because most slaveholding states had strict laws making it illegal to teach slaves to read or write. Fugitives arriving in Lawrence equated learning with liberty, so their thirst for education was overwhelming. But the town’s fine educational system was not able to accommodate the number of eager new students. Mr. S. N. Simpson, one of the town’s 1855 pioneers, had started the first Sunday schools in town when he arrived, and he conceived a system of education for the fugitives based on his Sunday school model. Classes would be taught by volunteers in the evenings, and the curriculum would include basic reading, writing, and arithmetic, along with lectures designed to help them establish themselves in the community. The people of Lawrence were as excited to teach as their students were excited to learn, and enough volunteers were available to split the first class of about one hundred men and women into groups of six or eight.214 Josiah C. Trask, the editor of the Lawrence State Journal, spent an evening in January 1862 visiting the school and devoted an article to his observations. Eighty-three students, taught by twenty-seven teachers, met in the courthouse. “One young man who had been to the school only five nights,” Trask wrote, “began with the alphabet, [and] now spells in words of two syllables.” He observed that there was a class of little girls, “eager and restless,” a class of grown men, “solemn and earnest,” a class of “maidens in their teens,” and “another of elderly women.” Trask observed that the students were “straining forward with all their might, as if they could not learn fast enough.” He concluded, observing that all eighty-three students came to class each evening “after working hard all day to earn their bread,” while the twenty-seven teachers, “some of them our most cultivated and refined ladies and gentlemen,” labored night after night, “voluntarily and without compensation.” It was “a sight not often seen.”215

Other states also reoriented their telling of regional and national history. In Maharashtra, in the rewriting of history textbooks, a drastic cut was made in the book for class 7: the chapter on the Mughal Empire under Akbar was cut down to three lines.78 Uttar Pradesh simply deleted the Mughal Empire from some of its history textbooks,79 while the University of Delhi drastically reduced the study of this period in its history curriculum.80 In the syllabus of Nagpur University, a chapter that discussed the roles of the RSS, the Hindu Mahasabha, and the Muslim League in the making of communalism has been replaced by another one titled “Rashtriya Swayamsevak Sangh (RSS) Role in Nation Building.”81 Alongside official examinations in Uttar Pradesh, the Sangh Parivar organized a test of general culture open to all schools in the state. According to the brochure designed to help students prepare for this test, which Amit Shah released in Lucknow in August 2017, India was a Hindu Rashtra, and Swami Vivekananda had defended Hindutva in Chicago in 1893.82 In Karnataka, after canceling Tipu Sultan Jayanti, the festival that the state used to organize to celebrate the birth of this eighteenth-century Muslim ruler, the BJP government also dropped the chapter dealing with this historical figure from the class 7 textbook in 2019.83 This decision was made in the context of the COVID-19 pandemic that had led the government of India to ask all states to reduce syllabi for students in classes 1 through 10 by 30 percent, in light of the learning challenges brought about by the lockdown.84 The decision of the Karnataka government, in fact, fit in with a larger picture. Under cover of the pandemic, the Central Board of Secondary Education (CBSE), India’s largest education board, decided that all over India “government-run schools no longer have to teach chapters on democratic rights, secularism, federalism, and citizenship, among other topics.”85 To foster assimilation of knowledge that amounted to propaganda, final exams have increasingly focused on the heroic deeds of Hindu icons and reforms initiated by the Modi government, even on the person of the prime minister.

If we aim to get it right with all youth, a productive starting point is to design teaching and learning to the group (s) of students who have been marginalized the most in society and within schools. Thus, we need frameworks that have been written by people of color and designed for children of color.

Hiba S. is one of the pioneer Iraqi women academics and authors in the field of media and journalism, currently exiled in Amman. During a visit to her office in summer 2014, Hiba shared that the early days of the occupation in 2003 were the most difficult she had ever experienced. She recollected: ‘I was sitting in my garden smoking when I suddenly saw a huge American tank driving through the street. I saw a Black soldier on the top of the tank. He looked at me and did the victory sign with his fingers. Had I had a pistol in my hand, I would have immediately shot myself in the head right then and there. The pain I felt upon seeing that image is indescribable. I felt as though all the years we had spent building our country, educating our students to make them better humans were gone with the wind.’ Hiba’s description carries strong feelings of loss, defeat, and humiliation. Also significant in her narrative is that the first American soldier she encountered in post-invasion Iraq was a Black soldier making the victory sign. This is perhaps one of the most ironic and paradoxical images of the occupation. A Black soldier from a historically and consistently oppressed group in American society, who, one might imagine had no choice but to join the military, coming to Iraq and making the victory sign to a humiliated Iraqi academic whose country was ravaged by war. In a way, this image is worthy of a long pause. It is an encounter of two oppressed and defeated groups of people—Iraqis and African Americans meeting as enemies in a warzone. But, if one digs deeper, are these people really 'enemies' or allies struggling against the same oppressors? Do the real enemies ever come to the battlefield? Or do they hide behind closed doors planning wars and invasions while sending other 'oppressed' and 'diverse' faces to the battlefield to fight wars on their behalf? Hiba then recalled the early months of the occupation at the University of Baghdad where she taught. She noted that the first thing the Coalition Provisional Authority (CPA) tried to do was to change the curriculum Iraqi academics had designed, taught, and improved over the decades. While the Americans succeeded in doing this at the primary and high school levels, Hiba believed that they did not succeed as much at the university level. Iraqi professors knew better than to allow the 'Americanization of the curriculum' to take place. 'We knew the materials we were teaching were excellent even compared to international standards,' she said. 'They [the occupiers] tried to immediately inject subjects like "democracy" and "human rights" as if we Iraqis didn’t know what these concepts meant.' It is clear from Hiba’s testimony, also articulated by several other interviewees, that the Iraqi education system was one of the occupying forces’ earliest targets in their desire to reshape and restructure Iraqi society and peoples’ collective consciousness.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

I was one of those girls being taught, via a curriculum, a news media and a popular culture that were almost entirely devoid of women, that brilliance didn’t belong to me.

FASHION DESIGN @ IIIFT Mumbai IIIFT’s curriculum aim to equip students with knowledge on Design Concept, Fashion Illustration, Textile Design, Pattern Making, Garment Construction, colours, silhouette, proportion, fabric, print, pattern, texture, sampling and construction; the prototyping stage of flat pattern cutting, structure, and embellishment till the promotion of the design. Focus on practical work makes IIIFT the best fashion design college in mumbai.

Vihaan’s IAS Academy is one of the unique mpsc classes in pune. We offer Coaching & guidance services to students. Coaching is offered with the help of certified faculties for skills development, personal effectiveness, and career management. Our curriculum is well designed for all the kind of competitions.

In constantly responding to preconceived ideas, children lose opportunities to demonstrate original thinking, organize concepts, and design formats which capture their intent. Prescribed curriculum, an exclusively predetermined learning agenda, ignores the contexts that are naturally created by childhood. Although some elements of prescription have value in planning curriculum, the notion of the "child's curriculum" has long been buried under layers of national, state, district, and school mandates.

Don’t Make Me Think by Steve Krug is an excellent introduction to web usability. We passionately believe it should be on the school curriculum. Designed for Use by Lukas Mathis is less entertaining than Don’t Make Me Think, but it covers more usability concepts. If this book list seems worryingly short, that’s a testament to how much ground this book covers. The Visual Display of Quantitative Information by Edward R. Tufte contains many examples of complex data shown in beautifully elegant ways. Don’t be put off by its technical-sounding title. It’s fun to read.

In On the Origin of Species, Darwin openly acknowledged important weaknesses in his theory and professed his own doubts about key aspects of it. Yet today’s public defenders of a Darwin-only science curriculum apparently do not want these, or any other scientific doubts about contemporary Darwinian theory, reported to students.

Standardized tests remove a teacher’s discretion in the curriculum; strict sentencing guidelines prevent a judge from judging. It seems to be our liberal political instincts that push us in this direction of centralizing authority; we distrust authority in the hands of individuals. With its reverence for neutral process, liberalism is, by design, a politics of irresponsibility.

Yet neither they nor the condition of academic philosophy more generally is sufficient to explain the radical marginalization of philosophical concerns in our culture. This marginalization has several aspects. In part it is a matter of the relegation of philosophy in the vast majority of colleges and universities to a subordinate position in the curriculum, an inessential elective for those who happen to like that sort of thing. But this itself is a symptom of a more general malaise. For to a remarkable extent the norms of our secularized culture not only exclude any serious and systematic questioning of oneself and others about the nature of the human good and the order of things, but they also exclude questioning those dominant cultural norms that make it so difficult to pose these philosophical questions outside academic contexts in any serious and systematic way. We have within our social order few, if any milieus within which reflective and critical enquiry concerning the central issues of human life can be sustained and the education to which we subject our young is not well-designed to develop the habits of thought necessary for such questioning. This tends to be a culture of answers, not of questions, and those answers, whether secular or religious, liberal or conservative, are generally delivered as though meant to put an end to questioning. So it is not just that the philosophy of the academic philosopher has been marginalized in the college curriculum. It is also and more importantly that, when plain persons do try to ask those questions about the human good and the nature of things in which the philosophical enterprise is rooted, the culture immediately invites them to think about something else and to forget those questions.

we’ve been taught to think small, to stay within the lines, to fit in and follow the rules, other people’s rules. These rules are designed to help us fit into society, but they work counter to our innate desire to achieve Level 10 success. Nowhere in my formal education was I taught how to think outside the box, explore my unique gifts, or discover which rules the world’s most successful people played by, which would have given me a clear road map showing me the way to join them. Where was that curriculum? The standard life track is to go to school, get a steady job, and work until you’re sixty-five, when hopefully you’ll have enough money for a mediocre retirement. We are conditioned to be responsible, docile, and average—to fit in. But all of this behavior is learned. It has nothing to do with the person that you are or, rather, can choose to be. Eventually we learn to distrust our own instincts and become cynical toward ourselves. We see people who achieve extraordinary success as outliers. They are “different.” Starting from childhood and over many years, we are conditioned by other people’s beliefs about what is possible for us.

That is, 3-year-olds who are above average in prosocial behavior tend to become 15-year-olds who are above average in prosocial behavior. Amazingly, one study even found that how much preschoolers shared predicted how prosocial they were in their early 30s (Eisenberg, Hofer, Sulik, & Liew, 2014). Think about all the experiences those children had across three decades that could have turned them in different directions, yet for the most part the children who were more prosocial in preschool remained the more prosocial as adults.

These days, we've gotten incredibly fussy. With our personal playlists, our complicated made-to-order half-caf, half-decaf lattes, our special mattresses that can adjust for each sleeper, our individually designed college curriculums, we've gotten out of the habit of making do with what's at hand. Part of living with abandon is giving oneself over to one's circumstances without any expectation that things are going to be to our liking anytime soon. We can hope that things will improve, but it shouldn't prevent us from doing what we've set out to do. Julia had an astonishing capacity to be content with what was in front of her, whether it be a cooking school run on spit and a string or a less than perfect hunk of meat. She made do and moved on and rarely regretted it.

it’s important that the curriculum as a whole has these characteristics. Diversity: It should be broadly based to cover the sorts of understanding that we want for all students and to provide proper opportunities for them as individuals to discover their personal strengths and interests. Depth: It should provide appropriate choices so that as they develop, students can pursue their own interests in proper depth. Dynamism: The curriculum should be designed to allow for collaboration and interaction between students of different ages and teachers with different specialties. It should build bridges with the wider community, and it should evolve and develop in the process.

The word curriculum originated in the 1600s as a derivative of the Latin word for “course,” specifically a course for a horse or chariot race. That’s a far cry from the stuffy academic flavor the word carries today. Before it was used in formal education, curriculum referred to the necessary stages of development children go through on their way to adulthood. And before it evolved into a rigid syllabus of assignments and tests, a curriculum was a series of tasks and experiences designed to take someone on a journey toward maturity.

Or think about an elementary-school teacher. She knows her goal: to teach the material mandated by the state curriculum committee. She knows her audience: third graders with a range of knowledge and skills. She knows how to speak effectively—she’s a virtuoso of posture and diction and eye contact. So the goal is clear, the audience is clear, and the format is clear. But the design of the message itself is far from clear. The biology students need to understand mitosis—okay, now what? There are an infinite number of ways to teach mitosis. Which way will stick? And how do you know in advance?

In curriculum design, collaboration is key, as diverse stakeholders come together to set clear goals and create a framework that ensures meaningful and engaging learning experiences for all students.

A well-designed curriculum is like a treasure trove, filled with opportunities for students to explore, discover, and grow intellectually, socially, and emotionally.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Integrating arts into the curriculum cultivates creativity, self-expression, and emotional intelligence, enriching the learning experience and nurturing well-rounded individuals capable of making meaningful contributions to society.