Comprehensive Review and Analysis of Class VII Mathematics Curriculum

This report provides a critical analysis of the Class VII mathematics curriculum developed by the Curriculum and Professional Support Division of Bhutan. It examines the curriculum's issues and practices, aiming to reconstruct a better course, particularly in the context of mathematics. The report focuses on Scriven's model for curriculum evaluation, utilizing both formative and summative approaches to assess the curriculum's effectiveness. It also explores preferred design and development models, specifically the learner-centered design and Tyler Rationale, highlighting their roles in shaping the curriculum's structure and learning objectives. The subject outline, learning outcomes, subject teaching and learning methods, and assessment strategies are discussed, followed by a reflection and conclusion. The report emphasizes the importance of aligning curriculum design with student needs and employing effective pedagogical approaches to enhance the learning experience in mathematics. The curriculum's learning outcomes include numeracy skills, fractions, decimal operations, geometrical and measurement skills, understanding integers, and algebra. The report concludes that the curriculum should incorporate various theoretical and practical elements to enhance learning and achieve desired outcomes.

Review of Curriculum Project

Table of Contents
Introduction......................................................................................................................................1
Preferred Theoretical Foundations – Scriven’s Model for Curriculum Evaluation.........................1
Preferred Design and development models.....................................................................................2
Learner-centred design model.....................................................................................................3
Tyler Rationale Curriculum Development Model.......................................................................3
Reconstructing Curriculum in Context............................................................................................4
Subject Outline and learning outcomes...........................................................................................5
Subject teaching and learning, Student participation and assessment.............................................6
Subject teaching...............................................................................................................................6
Reflection and Conclusion...............................................................................................................6
REFERENCES................................................................................................................................9

Introduction
Curriculum activities includes those programs which are used for constructing an effective
learning environment, where children can grow their social and intellectual skills, moral values
and other to become a good learner (Locatelli, 2018). For setting a course of study or curriculum,
it is essential for policy makers or other associated staff in educational centres, to concern on
broad & balanced curriculum which is rich in literacy. This will help in providing the
opportunities to children as per their age group to read and write, within a range of context.
Designing the course in such a manner that includes factors like personal values, national values,
resources, social context and more, aid staff members in educational centres to establish proper
learning environment (McLachlan, Fleer and Edwards, 2018).
Under the present report, a critical analysis is done on mathematical curriculum which is set
by Curriculum and Professional Support Division (The Department of School Education) of
Bhutan. The purpose behind this critical analysis is to identify the issue and practices with its
contextual influence, for reconstructing the better course. To review and develop
conceptualisations, mathematics course is selected especially for Class VII, where children
become enough mature to understand what is being taught to them and gives proper contribution
to teachers to grab knowledge and enhance learning experience. But as mathematics is
considered as the most complex and difficult subject, which includes a range of concepts,
therefore, to set the course, it is essential to set it in proper way as per level of class. For
reconstructing and implementation of curriculum document, preferred design and development
models are also being discussed in present assessment.
Preferred Theoretical Foundations – Scriven’s Model for Curriculum
Evaluation
For evaluating if planned course, co-curriculum activities, programs as well as opportunities
that are developed and organised, are actually give desired output or not, a number of theoretical
foundations can be used. It includes CIPP Model, Tyler’s Model, Stake’s Model etc. which helps
in describing the process including underpinned conceptual framework regarding with a matter
(Rovio-Johansson, 2018). These models are mainly used for providing a conceptual framework
to design a particular evaluation, which is depended upon specific purpose of same. By
evaluating curriculum, such models give solution also for further improvement. In context with
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present curriculum which is set for Class VII, curriculum evaluation is done by using Scriven’s
model. This model is also known as Goal-free evaluation model, which is propounded by
Michael Scriven in 1991. For evaluating progress of curriculum program, this model mainly
emphasis on actual effects of set learning activities on identified needs (Pourdavood and Liu,
2019). Rather than focusing on whether criteria of program goals have been met or not, Scriven’s
model examines on the way program is designed to meet needs of pupils. Therefore, to evaluate
and determine effectiveness of current curriculum, two methods are mainly used under this
model – Formative and Summative (Kang and et. al., 2018). Formative evaluation is carried out
during development of curriculum activities, that helps in analysing need of any kind of
modification for further learning program. By obtaining outcomes of formative evaluation,
different components of programs can be selected and strategies for improvement can be taken
also. While Summative evaluation is done after implementation of some activities of set
curriculum, which will help in summarising the merits as well as demerits of learning
programme for evaluating overall effectiveness (Pietarinen, Pyhältö and Soini, 2019). This
would can be used to analyse if set programs are operated satisfactorily over a certain period or
not, so that quality control of the same can be maintained. Criteria includes in Scriven’s model to
judge evaluation includes Validity, Reliability, Credibility/ Objectivity, Timeliness/ Importance,
Relevance, Scope and Efficiency, by taking a number of methodologies. The first states to
determine objective effectives of design curriculum including its degree of intention. After then,
evaluate actual effects of programme against the profile of identified needs (Nthontho, 2018).
Further, determine perspective of each learner to evaluate if the way knowledge given to them,
meet their learning needs or they want some changes to grab same, so that further modifications
can be done.
Preferred Design and development models
Curriculum design refers to deliberate organizational institution of curriculum within an
effective learning environment. For designing curriculums of different-different course,
educators are required to identity what needs to be done, who will teach and way to demonstrate
course, including learning objectives or primarily outcomes of each course (Thorburn, 2018).
Hereby, through remembering that curriculum programs contains knowledge as well as skills
which is expected that each student should possess effectively, course can be designed in
systematic manner. Along with this, by thinking about the way curriculum is designed,
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instructors must ensure that all the necessary requirements. For this purpose, using an
appropriate design and development model, they can explore several approaches and teaching
methods for achievement of learning goals (Fellner, 2018). Basically, three main types of
curriculum design are used, for developing a programme, viz. Learner-centred, Subject-centred
and Problem-centred. This model mostly revolves around specific subject, like mathematics,
biology and other. Therefore, while designing curriculum, focus is mainly given on subject
instead of learners’ need. This design model used basically in public or primary schools, where
teachers focuses on discipline of subjects. But it tends to arise a number of problems like failure
in developing interests among students towards subject knowledge, which affect learning
outcomes also (Mahabeer, 2018). In this regard, for current curriculum Learner-centred model is
used and Tyler Rationale is taken for curriculum development.
Learner-centred design model
This designing model considers the interests, needs and learning goals of students to develop
curriculum and create learning objectives. For this purpose, learning outcomes are designed by
taking under consideration the personal needs of each student, therefore, standardised curriculum
is not subjected (Woods and et. al., 2019). Using this design model, also helps in empowering
pupils under primary session to shape and develop their future as per own choice. Along with
this, a number of differentiated instructional plans also gives an opportunity to educators to
select pedagogical style and assignments for enhance learning experience within classrooms.
Furthermore, such type of design models also aids to engage learners in co-curriculum activities,
which ultimately helps in achievement of learning objectives (Goodson, 2018). But the only
drawback of using this model to design present mathematical curriculum is that it arises pressure
on teachers to use specific methods or adopt effective pedagogical style to teach as per learning
needs of pupils.
Tyler Rationale Curriculum Development Model
This linear model is proposed in 1940 by Ralph Tyler, where for developing curriculum,
four main components are composed – learning objectives, co-curriculum activities, organisation
of programme and evaluation of same (Locatelli, 2018). In other words, this model concerns on
basic principles of curriculum that instructs the educators to determine purpose of primary
schools for developing curriculum, identify learning and educational experience, organising
experience to provide knowledge and evaluate effectiveness of entire process. In this regard, to
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develop curriculum, first step is that educators need to create objectives like for Mathematics,
students of Class VII should have skills to solve probabilistic questions easily (McLachlan, Fleer
and Edwards, 2018). This would be stated as one of the objectives that students will definitely
learn after completing the session. After creating of learning outcomes, next step is to develop
learning experiences, which help students to reach towards desired goals.
For current curriculum of mathematics, if teachers are expected that students will enhance
their mathematical skills and grab knowledge easily, whatever they are taught, then it is essential
to demonstrate subject in proper manner (Rovio-Johansson, 2018). For this purpose, ICT is used
as a resource of teaching practice, where through real life examples, teachers will teach set
course in easy manner. Along with this, it would also help in developing interest among students
and encouraging them to give their support in attainment of learning objectives. The third step in
the process of curriculum development include way of organizing learning experiences. As
mathematics is considered as most complex subject, where proper attention of all individuals is
essential to meet learning objectives (Pourdavood and Liu, 2019). Therefore, instead of writing
or making notes immediately when teacher is demonstrating the concepts, students need to give
proper attention first. Similarly, teachers are also required to monitor and identify if whatever
they are teaching, are understandable for students or not, so that timely modification in pedagogy
or activities can be done. The last step in this phase is to evaluate learning objectives, after
completion of each course, by giving assessments to students and instruct them to submit on pre-
determined time. Thus, implementing these stages, help instructors to design and develop current
curriculum of maths effectively, in desired manner.
Reconstructing Curriculum in Context
Today, for teaching purpose, it becomes essential to turn educational aims into specific
learning objectives, which show if pupils are able to reach towards expected goals (Kang and et.
al., 2018). In this regard, it becomes necessary to understand decisions which are taken to
enhance learning experience regarding with particular area of curriculum process, may not affect
the other. If aims, teaching objectives, learning and other process, will consider in isolation, then
it might arise major difficulties. Therefore, taking developing and designing models while
making curriculum, will help instructors to identify development needs of learners and nature of
subject, which are being taught during class (Pietarinen, Pyhältö and Soini, 2019). This would
further aid to increase effectiveness of set curriculum as well. In context with present curriculum,
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each covered activity is underpinned via a range of theoretical and practical elements, where
before teaching the main subject, prior test will be being taken, to determine how much students
are able to learn (Mahabeer, 2018). This would help in making prior decisions to implement
resources like ICT (Information and Communication Technologies) in teaching practices, so that
students can learn adequately in the manner, in which they are being taught. For reconstructing
the curriculum of mathematics, these resources and Tyler’ Rationale, including Learner-centred
models are used.
Subject Outline and learning outcomes
In present curriculum of mathematics, which is being set for Class VII, includes a range of
learning outcomes, which highlights what students will gain after completing this session. Some
important learning outcomes are highlighted as per beneath:
 Achieve the numeracy skills regarding with multiple factors of a digit, including the
concept of even, odd, whole numbers, divisibility concept to determine if a number is
whole number or not etc.
 Another unit of curriculum describes the concept of fractions, where after completion of
session, students will enhance their abilities regarding with fraction and its basic
operations.
 Knowledge of decimal operations, which includes how to multiply decimal digits,
dividing them with other decimals, comparison of decimal algorithm and more. After
completion of this strand, student will be able to explore concept of mental math with
decimals, including basic operations (multiplication and division).
 To enhance geometrical and measurement regarding skills under students, where
providing knowledge about how to calculate area of triangle, drawing and classification
will help learners to grab knowledge effectively. Students after implementation of this
curriculum, will able to construct and measure triangle appropriately.
 By providing a number of charts and other curriculum, students will become able to
understand how concept of integers is different from set of other real numbers. They will
understand where concepts of integers are used to analyse real life situations like
interpreting the temperature reading accurately.
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 Through concept of algebra, students will also be able to turn complex problems into
algebraic terms and find solution accordingly. They will acknowledge about where
algebraic concepts can be used to find solution of any problem mathematically.
For assessing and meeting set learning outcomes, special focus is given on resources like ICT
technologies, so that teachers gain opportunity to bring attention and more contribution of
students on the concepts they are being taught in class. Through presentation, educators can
entail curriculum activities more better (Locatelli, 2018). Therefore, while reconstructing the
curriculum of mathematics, such information will be outlined and implemented accordingly to
meet learning objectives.
Subject teaching and learning, Student participation and assessment
In order to meet learning objectives, special concern is giving to include participation of
students in curriculum program (McLachlan, Fleer and Edwards, 2018). For this purpose,
teachers prepare notes and make plans to conduct activities in a predetermined time period.
Through this process, what is going to teach in next class is acknowledged by admin staff also.
So, in case of urgency, for providing extra curriculum, time can be set accordingly. Along with
this, to measure ability of each student whether course that has been taught to them, are grabbed
by them or not, assessment sheet will also prepare. Such assessment sheets are categorised into
two manners, that are formative and summative ones (Fellner, 2018). Through formative
assessments, teachers provide ability to learners to develop self-assessment techniques, for
enhancing learning skills. The other main benefits which can be gained by giving formative
assessments are improvement in academic achievement, increase in student engagement,
personalised the learning experience and so on. While summative assessments will help in
measuring the achievement of learning outcomes, after ending of the course. Giving summative
sheets also help in evaluating skill acquisition, student learning, accomplishment of learning
objectives etc. Along with this, planner will also set both weekly and monthly basis, that would
help in reducing pressure on teachers to determine what needs to be taught in class, to gain
attention and increase interest among students for mathematical concepts.
Subject teaching
Concerning on the learner-centred design model and Tyler Rationale curriculum
development model. the assessment aspect reflects that there is a requirement of reconstructing
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the mathematics curriculum. These models state what need to be considered for developing
effective curriculum, like identification of learning needs of pupils at individual level and make
changes accordingly, in such a manner that it will not affect other set activities.
Reflection and Conclusion
For teaching maths, the main objectives set in curriculum includes proficiency in basic
mathematical skills, comprehension of its fundamental concepts, appreciation of some significant
meanings, development of the desirable skills and efficiency in sound applications of this course
(Nthontho, 2018). Therefore, to design course and develop curriculum as per class levels, general
principles of leadership related to pedagogy are needed to be concerned first by policy makers. It
includes Principles of leadership, which are mostly revolve around Child-Centeredness,
Community-Centeredness, Activity-Centeredness, Integration and Conservative etc. As per the
principle of Child-Centeredness, curriculum must be based on learning capabilities and needs of
children. This implies that course must meet their physical, emotional, intellectual and social
needs (Thorburn, 2018). While community-centeredness states that under educational centres,
pupils must treat individually, i.e. teachers should help them at individual level to grab
knowledge and enhance learning experience. As action is considered as sign of life therefore,
principle of activity-centeredness states that way of providing education should be on the basis of
‘learning by doing’, where pupils will naturally take interest to enrol in such activities that
enhance their physical and mental abilities (Fellner, 2018). Moving on another principle i.e.
forward looking principle, it states that main aim of education is to helps learners to understand
their surrounding environment and enable them to prepare for an effective and worthy life. For
this purpose, activities in curriculum, must be prepared in such a manner that helps students to
cultivate a sense of understanding and respecting own and other traditions effectively.
For reconstructing the existing curriculum of mathematics, the principles of teacher
leadership need to be taken (Woods and et. al., 2019). The primary aspect in this regard, which I
would like to consider to reconstruct the curriculum is teacher leadership, because they are
known as facilitators of building effective community of learning as per Crowther and et. al.
(2009, p. 13). Along with this, it is also essential for teachers to ensure that students must work
in group. This would enable educators to develop engagement under students to grab knowledge
more effectively. This kind of reconstructing the curriculum of mathematics, will give an
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opportunity also to teachers for enhancing their prospectus and developing programme as per
needs of learners (Goodson, 2018).
Thus, designing the curriculum by taking a number of design and development models,
including the principles of Crowther (2009), has aid me to expand my knowledge about how co-
curricular activities give support to both teachers and learners in achieving set learning
outcomes. Making modifications in pedagogy, techniques and implementation of resource, will
give opportunity to teachers to provide better learning environment to students.
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REFERENCES
Books and Journals
Fellner, K. D. (2018). Embodying decoloniality: Indigenizing curriculum and
pedagogy. American journal of community psychology. 62(3-4), 283-293.
Goodson, I. (2018). International perspectives in curriculum history. Routledge.
Kang, H., & Kim, S. et. al. (2018). A study on professional development program for
mathematics teachers about process-focused assessment. Journal of Educational
Research in Mathematics. 28(3). 321-343.
Locatelli, S. W. (2018). Information and communication technology (ICT) as a metacognitive
strategy for reconstructing science concepts. LUMAT-B: International Journal on Math,
Science and Technology Education. 3(2). 15-27.
Mahabeer, P. (2018). Curriculum decision-makers on decolonising the teacher education
curriculum. South African Journal of Education. 38(4).
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning,
assessment and implementation. Cambridge University Press.
Nthontho, M. A. (2018). Inquiry-based approach: reconstructing the undergraduate teaching and
learning space. The Independent Journal of Teaching and Learning. 13(1). 28-40.
Pietarinen, J., Pyhältö, K., & Soini, T. (2019). Shared sense-making in curriculum reform:
Orchestrating the local curriculum work. Scandinavian Journal of Educational
Research. 63(4). 491-505.
Pourdavood, R., & Liu, X. (2019). Confrontation and Reconstruction of Beliefs and Attitudes
towards Mathematics. International Journal of Learning, Teaching and Educational
Research. 18(11).
Rovio-Johansson, A. (2018). Variation in approaches to lesson analysis–alternative tools for the
reconstruction of teaching. International Journal for Lesson and Learning Studies.
Thorburn, M. (2018). Reconstructing Dewey: Habit, embodiment and health and well-
being. British Journal of Educational Studies. 66(3). 307-319.
Woods, P. & Boyle, et. al. (2019). Restructuring schools, reconstructing teachers: Responding to
change in the primary school. Routledge.
Crowther & et. al. (2002). Developing Teacher Leaders: How Teacher Leadership Enhances
School Success.
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