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Kansas Curriculum Document Analysis

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How is the curriculum Documented? The Science pacing guide for Kansas City Kansas school districts science curriculum is developed around the Next Generation Science Standards. These standards are based upon three main ideas, Science and engineering practices, Disciplinary core ideas, and the cross-cutting concepts. These standards are made up of what the next generation science standards website (2013) states as, “Performance expectations are the assessable statements of what students should know and be able to do,” (p.1). There are four topics discussed throughout the curriculum document these include Engineering, Earth Science, Space Science, Physical Science, and Life science. Each topic is portioned out into a topic arrangement. In this …show more content…

Two of these concepts I find very evident in my chosen curriculum document. These two concepts are Scope and sequence, and standards. Posner (2003) defines scope and sequence as, “a document listing the intended learning outcomes in each grade level, thereby giving the sequence of the curriculum; the outcomes are grouped according to topic, theme or dimension, thereby giving the scope of the curriculum” (p.6). The Kindergarten science pacing guide for the Kansas City Kansas School district is mapped out to look like the elements of scope and sequence. It gives teachers an outline of what order topics should be taught in and when they should be taught by. It also gives the big ideas and crosscutting concepts, unit plan, science performance task, online resources, and learning goals aligned with each projected topic. As for the standards part of this document, each standard is included throughout the document that are taken from the next generation science standards. Along with the science specific standards are common core standards that are crosscutting concepts incorporated into the curriculum as …show more content…

The science pacing guide is made up of the Next Generation Science Standards, as stated before, so I needed to find out who developed these standards first. As stated on the Next Generation Science standards website, “he development of the Next Generation Science Standards (NGSS) was a state-led effort. In addition to states, the National Research Council (NRC), the National Science Teachers Association (NSTA), the American Association for the Advancement of Science (AAAS), and other critical partners were active in the development and review of the NGSS and will continue to provide significant support to states as they consider adoption and implementation of the standards. Writing and review teams consisted of K–12 teachers, state science and policy staff, higher education faculty, scientists, engineers, cognitive scientists, and business leaders. Achieve managed the development process on behalf of the lead states” (FAQs page). As you can see I did not find specific people but I was able to find the major contributing body’s of people who contributed to the development of these standards. It seems to be a range of people from outside the educational field to actual teachers in the classroom. I found this to be very interesting make up a development

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After further analysis of the KCKPS science pacing guide I am able to conclude major findings from my study of the document. One major finding is that the curriculum document I chose had many different helpful aspects offered to the teacher. It includes many different online resources, a projected timeline for each unit, big ideas, and learning goals, as well as the standards the content is based off of. There was one limitation of the document that I found and that was how the content is being recommended to be taught to students. The content from this curriculum document does not take into consideration the students interest and needs.

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What path should the allied powers have gone down in order to create a world peace? Would the world consist of less poverty? How would world history and economy be different from how it is today? Nations opposing Adolf Hitler should have used collective security to potentially stop a world war. Three reasons why opposing nations should have used collective security is because if Hitler were appeased, then he would continue to imperialise other nations.

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The article states that “Teachers most often combine approaches to curriculum as they plan their week. For example, a teacher may plan a unit on magnets in the science area; a lesson on learning how to stop drop and roll during large group time and independent child choice time during which children may choose to continue their work on a project on turtles” (Harris Helm, 2008). I thought it was great that the article gave examples of curriculum and lesson plan ideas. It made connections on specific learning experiences. The article also addressed how “teachers can take the first steps to rich integration of standards and required curriculum into engaging learning experiences by making sure they have a clear understanding of what children need to learn and then anticipating how they might learn these in the learning experience” (Harris Helm, 2008).

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What are the purposes and content of the curriculum? When considering whether the science-pacing guide is training centered or education centered I had to first dive into what the focus for each unit in the pacing guide was focused on. Was the content more specific to certain skills and knowledge students should obtain or was it more broad overreaching topics? Posner (2004) states that “training refers to contexts in which we can predict with some confidence that specific situations in which people will use what they learn” where as he states that education, “refers to contexts in which we cannot predict with any specificity or certainty the situations in which people will use what they learn” (p.70).

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