Posted by Administrator
Wednesday, 28 July 2010 08:40
When the Head of the English Department of my current school asked me to work with them on the Mini-English Program, I felt elated. I expected that this could be another challenging experience.
I was directed to design a “world-class” MEP curriculum. The school claimed that the school was gearing fast to make it a “world-class” standard. And so, the English Department Head started feeding me with many confusing information on the subjects that need to be offered and the plans they have with the MEP. The plans are very promising and creating a curriculum is indeed ‘something.’ But how does one prepare a curriculum?
Preparing an ideal curriculum is not an easy task and implementing it is even tougher. Oftentimes, we thought that designing a curriculum is as easy as copying other school’s course offerings, competencies and strategies. And the funniest thing about it is when a teacher copies three or four textbooks’ contents and then handily presents them as the “curriculum.” Professional curriculum developers have three common stronger traits: they are academically sensitive, patient and realistic. I would like to share my plans and some ideas that you might find interesting and I am hoping that you might share your views on the matter.
The Mini-English Program is very similar to bilingual education. It means some subjects are taught in English and others are in the native tongue. The task is to create “different” courses or subjects. And by ‘different’ it means making relevant and interesting course or subject titles. For instance, instead of the usual “Reading and Writing” course title, “Short Story Reading” or “Composition Writing” may be appropriate.
Now, you just don’t create a course because you just feel like doing it. Designing a curriculum depends on the information you have gathered. Sensitivity is needed when you are gathering important information. Consider the competencies and standards set by the Ministry of Education, the goals and plans of the school administrators, the cultural impact of the curriculum to the students, the relevance and appropriateness of the courses, the academic preparation, study skills and educational needs of the students, the qualifications of the teachers and the availability of resources and facilities. Oftentimes, just as when you thought that you have already prepared am ideal curriculum, it is still on your superiors’ desk as if it’s waiting to be mummified for display. If this happens, then there’s something wrong. And it’s your job to find that out.
Whatever the reason of a slow response from your Department Head, patience is very important. I’ve made a draft of the curriculum plan for a week, and to my surprise after three weeks of waiting, my Department Head didn’t even bother to study it and perhaps even to take a look at it. When I had a chance to talk to him about it, he started giving reasons. He’s reasonable though and you have no choice but to give them all the time he needs and then hope that it won’t be a race against time when he gives you the go signal. Patience is needed because you are bringing in a change. It is possible that there is a few teachers who are involved in the program who are afraid of changes. Without the full support of everybody who is involved in the program, it may be just a waste of time. Thus it is always important to involve them in designing the curriculum by simply considering their suggestions, concerns and even fears. Your level of patience goes beyond waiting and so it involves consideration.
When you feel that the school is not ready for change then you have to be realistic. Admit that there are certain things that can never be changed. Despite of their positive attempt to make some changes, they have probably realized that it was not that easy. And you can’t blame them if they can not deliver. The best thing that you can do is to do the best you can do to help your students in the classroom. This is the reality. Curriculum developers are also teachers. They knew that realistic changes could happen in the classroom with the students. And this is something achievable with best interest.
A curriculum is meant to set the educational standards. However, when that curriculum does not seem to work given the circumstances, expect that it is a cuLITTERum waiting to be trashed in the bin.
When the Head of the English Department of my current school asked me to work with them on the Mini-English Program, I felt elated. I expected that this could be another challenging experience. 
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