Curriculum of Philosophy

Curriculum of Philosophy
[Name of the Writer]
[Name of the Institution]

Curriculum of Philosophy

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Table of Contents
Introduction ..................................................................................................................................... 3
The Planning and Development Process......................................................................................... 4
Esprit de Corp ................................................................................................................................. 6
Biblical Integration ......................................................................................................................... 7
Filling out the Worksheet for Biblical Integration ...................................................................... 7
Examples ..................................................................................................................................... 8
Conclusion ...................................................................................................................................... 9
References ....................................................................................................................................... 9

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Introduction

The study of curriculum and writing is a process in a state of constant improvement. In

general, subject-area teams are appointed which come up with how to develop the curriculum for
a school. Depending on the size of the school, the development teams are appointed. It is
imperative to include representatives from every department including library, talented and gifted
education and special education to be included in the development teams (Ascd.org, 2014).
If the representatives for the development of a particular curriculum are from a central
office alone, it will not be adequate. Entire administrative staff should be on board with the
curriculum development team in order to ensure that the course proceeds smoothly and all the
required information and study materials are adequately available. As a general practice, the team
responsible for the development of the curriculum should review every single curriculum
document annually and conduct a thorough revision. They are the ones responsible for updating
the curriculum based on the curriculum revision cycle which usually is six to eight years.
It is imperative to develop and establish a curriculum revision cycle since it is essential to
managing appropriate curriculum budget and the workload involved in the process.
This particular study focuses on changing the entire curriculum of a particular school
regarding the subject area of science. Sciences may include social studies, math, health, and even
religion. In order for changing the curriculum of a particular subject area, the commonly accepted
practice is to spread it out through the entire course of six to eight years. In that way, after six to
eight years, the curriculum will have completely changed with the new curriculum set to be
implemented. For that proper planning and development process takes places throughout the
course of curriculum revision cycle with necessary administrators on the team.

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The Planning and Development Process

Step

Curriculum Goal

Instructional Goal

Timeframe

Product

Step 1:

Analysis of

Identification of

Year 1

Rationale and

Establishment of

National and Sate

Book(s) (Shepard

Philosophy

Foundation

Standards

& Greene, 2008)

behind

(Banks, 2005)

Curriculum

Step 2: Analysis

Review of Local,

Debriefing of Book

Year 1

Graduate Goals

of Data

State, and National

Chapters

Description of

Test Data

Planning of

Course

Review Surveys

effective

Establishment

from Students,

instructional

of effective

Teachers and

practices for the

instructional

Parents

content of book

Practices

Step 3:

Development of

Development of

Summer

Rubrics

Assessments

benchmark

rubrics

Camp

District

assessments

Learn how to write

performance

a constructed

assessments

response

Step 4: Writing

Develop Scope and

Summer

Sequence and

Curriculum Map

Camp

Scope
Curriculum
Map

Curriculum of Philosophy

Step

Curriculum Goal

Instructional Goal

Timeframe

Product

Step 5: Review

Review of relevant

Development of

Summer

Text selected

of Resources

texts (books) with

textbook review

Camp

for grades (2

the team

form

3 per grade)

Identification of
best institutional
practices
Step 6: Pilot

Teachers demo

Development of

Year 2

Process

two units from the

instructional policy

resources for

selected texts

for curriculum

the curriculum

Step 7:

Board reviews the

Board instructions,

Approval of

text and

amendments and

approves/

Board

performance of

reviews

disproves the

Year 2

teachers

Selection of

Board

curriculum

Step 8:

Training of staff

Curriculum team

Year 3

Development of

with new materials

members should be

posted online

Staff

and curriculum

trained as

Selection of

curriculum mentors

appropriate

and trainers

trainers

Step 9:

Implementation is

Mentors help with

Implementation

monitored

the implementation

achievement by

process throughout

students

the school

Years 3-7

Curriculum is

Increased

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Esprit de Corp

For the new curriculum plan to succeed, it is imperative to develop commitment of the
entire staff to the new approach. This concept is referred to as Esprit de Corp. A sense of common
purpose is crucial to the success of every development plan (Grosz, 2008). If the vast majority of
the school community is not fully committed or otherwise supports the implementation of a new
system and curriculum in a continuous and consistent manner, the system is sure to fail.
Staff members or member of the school community who are not open to such change or
otherwise comfortable with the change in curriculum will unconsciously or consciously try to
sabotage the system. However, if the program proves to be successful, as planned, many people
against the change initially would then vote in favor. It is imperative that individuals at every level
including students, community leaders, bus drivers, cafeteria staff, parents, teacher assistants,
teachers, administrators and support staff, be given opportunities to contribute towards the
development and improvement of the curriculum and the program plan before they are ordered or
directed to abide by the overall change.
This will be achieved in the following manner (Behavioradvisor.com, 2014):

All the faculty will be offered a change to engage in the development and implementation
of the plan

Members who appear to be opposed to the change will be sought out and necessary
explanations will be provided for the reason behind the change

Staff development sessions will be conducted in order to make sure that all the parties
familiarize themselves with the change in curriculum prior to implementation.

This will ensure necessary attitudes towards the change by the entire school community.

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Biblical Integration

Biblical integration can be planned. It is a practice that should be carried out throughout and
within the academic day. It basically helps in revealing how a particular topic relates to the nature
and character of the following (Biblical Integration, 2011):

God

Mankind

Purpose

Creation

Moral Order

The goal of biblical integration is for the student to be able to think biblically and critically.
This cannot be achieved unless the teacher himself is a biblical and critical thinker. The lesson
plan worksheet can be used in order to biblically integrate a particular subject area
(Transformingteachers.org, 2014). It is a plain, simple and easy-to-use worksheets which should
help out teachers to plan and create an integrated lesson. It has a very basic structure. Following is
how a lesson plan worksheet will be carried out.
Filling out the Worksheet for Biblical Integration
1. The objective of the lesson is first written down. Biblical component relevant to the
objective is not noted down
2. The lesson is written out with reference to the book pages, teaching procedures, and
teaching activities etc.

Curriculum of Philosophy

3. The assessment criteria is filled out whereby the lesson objectives will be measured. This
part includes the develop of re-teaching activities or an extended activities to go with the
original lesson
4. The biblical principal that incorporates the entire lesson objective is established. The
biblical integration should reveal the Truth behind the stated lesson objective
5. The biblically integrated lesson objective is formulated. This is achieved by combining the
lesson objective and the biblical principal that outlines it
6. Bible verses, question, stories and ideas are then written out. This components reveal the
biblical principle and should be included throughout the lesson and not only at the end
7. A biblically based assessment criteria is formulated.
Examples
Lesson Objective

Biblical Principle

Biblically Integrated Lesson Objective

Science: Students

God designed the different

Students will identify how God

should be able to

layers of the atmosphere for

designed the layers of Earths

identify the layers

protection, for life to exist on

atmosphere with specific characteristics

and characteristics

Earth

in order for life to exist

Social Studies:

Made in the image of God,

Students will compare and contrast the

Students will

man has inherent worth and

rights a man should have inherently

compare and

value. Government is a godly

since man is a special creation, made in

contrast civil and

structure for the dispensing of

the image of God.

human rights

Gods protection and justice

of Earths
Atmosphere

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Conclusion

The change in any curriculum plan takes an average of 6-7 years. It is imperative that all the school
members be on board with the plan otherwise the plan will fail. Biblical integration is a necessary
component whereby student study subjects with relevant integrations from the Bible enforcing
firm beliefs relevant to religion.

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References

Ascd.org,. (2014). Developing Curriculum Leadership and Design. Retrieved 7 May 2014, from
http://www.ascd.org/publications/books/108005/chapters/Developing-CurriculumLeadership-and-Design.aspx
Banks, J. (2005). Our country's regions (1st ed.). New York: Macmillan/McGraw-Hill.
Behavioradvisor.com,. (2014). Developing a School Wide Behavior Management System.
Retrieved 7 May 2014, from http://www.behavioradvisor.com/SchoolWideSystem.html
Biblical Integration,. (2011). Biblical Integration Lesson Plan Worksheet. Retrieved 7 May 2014,
from http://bible.biblicalintegration.com/write-a-lesson-plan/
Grosz, R. (2008). Esprit de Corps (The Value of Morale). The Internet Journal Of Allied Health
Sciences And Practice, 6(4), 1-4. doi:1540-580X
Shepard, J., & Greene, R. (2008). Sociology & you (1st ed.). New York: Glencoe/McGraw Hill.
Transformingteachers.org,. (2014). Transforming Teachers - Biblical Integration. Retrieved 7
May 2014, from
http://www.transformingteachers.org/index.php?option=com_content&task=blogcategory&
id=13&Itemid=142