Curriculum Decision for 4th-Grade English Classes

Introduction

Adequate curriculum selection is an important task that ensures the positive outcomes of learner-centered education. The criteria for curriculum selection and elaboration are often obscure, causing confusion among school authorities. The present paper offers three central principles for curriculum selection for 4th grade English classes. The proposed criteria are based on Virginia English standards of learning and include interest, feasibility, and biblical worldview.

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Stakeholders

In order to elaborate the criteria for curriculum selection, it is beneficial to appreciate the stakeholders of the matter. An adequate curriculum benefits a wide variety of people, including students, teachers, parents, and school authorities. A well-elaborated education program guarantees that students are able to learn the proposed skills in the most efficient manner (Bilbao, Lucido, Iringan, & Javier, 2008). Teachers design and implement the course of study to ensure the satisfaction of others. Parents are responsible for their children’s education; therefore, they are interested in a well-designed curriculum. School authorities, such as the principal, are accountable for the decision-making process supporting or rejecting the proposed education program. Curriculum selection should protect the interests of all the stakeholders, ensuring the best possible outcomes.

Framework and Subject Focus Areas

Since the present paper offers criteria for curriculum selection for 4th grade English classes, it is vital to understand the framework and the subject focus areas. According to the Virginia Department of Education (VDE, 2010) curriculum framework, 4th-grade students are to develop the oral communication, reading, writing, and research skills. Students are to be able to effectively engage in discussions, agreeing, or disagreeing with other participants (VDE, 2010). While reading, they should “use strategies such as word analysis, use of context clues, and the making of inferences to gain meaning from text” (VDE, 2010, p. 103). In terms of writing, teachers are advised to focus on writing compelling narratives and explanations. Finally, students are expected to conduct a short research project, integrating knowledge acquired from several sources, and avoiding plagiarism. In short, the proposed framework ensures the learnability and significance of the curriculum.

Proposed Criteria for Curriculum Selection

Biblical Worldview

The benefits of biblical worldview are plentiful for everyone, including 4th-grade students. Christian education benefits students by giving them a broader and healthier perspective on the world than their peers (Christ Chapel Academy, n.d.). Additionally, the biblical worldview promotes the compassionate and empathetic spirit of learning, improving the satisfaction of students and their parents (Christ Chapel Academy, n.d.). Every learner needs to understand that “the fear of the Lord is the beginning of wisdom, and knowledge of the Holy One is understanding” (Proverbs 9:10, The New King James Version). The appreciation of this simple truth will provide common grounds for communication and provide additional topics for research. For example, teachers can start a discussion about what is right and wrong without the fear of being lost in opinions. Biblical worldview gives clear answers to all ethical questions, and if the students share one viewpoint, they are less likely to be confused. This is especially relevant for 4th-graders since their critical thinking skills are just starting to develop (VDE, 2010). In short, the curriculum should be based on a biblical worldview to ensure positive learner outcomes.

Interest

In learner-centered education, interest is one of the top priorities since it ensures the satisfaction of students and their parents. Students seem to learn best if the subject is captivating and meaningful to them (Bilbao et al., 2008). For 4th-grade English classes, this means that students should read, write, and conduct researches about the subjects of interest. The topic selection that arouses curiosity among students ensures meaningful discussions and improves motivation for learning (Bilbao et al., 2008). For instance, 4th-graders are more likely to be willing to talk about their pets rather than politics since they are more interested in describing their life experience (Bilbao et al., 2008). The proposed criterion is associated with increased adherence of students to the curriculum and improved satisfaction of learners and their parents.

Feasibility

Feasibility implies the ability to implement the subject matter given the current circumstances fully. The curriculum should consider the real situation of the school, the government, and society, in general (Bilbao et al., 2008). In other words, teachers and school authorities are to consider all the available resources and timeframe to make a final decision about the curriculum. For example, teachers should not give a task if there is not enough time to complete it. Additionally, decision-makers need to be aware of the staffing situation and avoid selecting an education program if there is an inadequate number of teachers or learning material. In relation to the subject, the feasibility criterion guarantees that all the students will acquire holistic knowledge relevant to 4th-grade English classes. Feasibility ensures the appreciation of the purpose of the subject among students and improves outcomes in all four focus areas, including reading, writing, oral conversation, and research (Bilbao et al., 2008). In brief, feasibility is a vital criterion for curriculum selection since it takes into consideration available resources.

Conclusion

Curriculum selection is a complicated task since decision-makers are to consider the interests of all the stakeholders. The conducted research focused on the choice of educational programs for 4th-grade students revealed three crucial criteria for adequate selection. The curriculum should be based on a biblical worldview, arouse interest among students, and be feasible.

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References

Bilbao, P. P., Lucido, P. I., Iringan, T. C., & Javier, R. B. (2008). Curriculum development. Quezon City, Philippines: Lorimar Publishing, Inc.

Christ Chapel Academy. (n.d.). Proven benefits of a Christian education. Web.

Virginia Department of Education. (2010). Virginia English standards of learning: Curriculum framework 2010. Web.

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StudyCorgi. (2021, June 3). Curriculum Decision for 4th-Grade English Classes. Retrieved from https://studycorgi.com/curriculum-decision-for-4th-grade-english-classes/

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"Curriculum Decision for 4th-Grade English Classes." StudyCorgi, 3 June 2021, studycorgi.com/curriculum-decision-for-4th-grade-english-classes/.

1. StudyCorgi. "Curriculum Decision for 4th-Grade English Classes." June 3, 2021. https://studycorgi.com/curriculum-decision-for-4th-grade-english-classes/.


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StudyCorgi. "Curriculum Decision for 4th-Grade English Classes." June 3, 2021. https://studycorgi.com/curriculum-decision-for-4th-grade-english-classes/.

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StudyCorgi. 2021. "Curriculum Decision for 4th-Grade English Classes." June 3, 2021. https://studycorgi.com/curriculum-decision-for-4th-grade-english-classes/.

References

StudyCorgi. (2021) 'Curriculum Decision for 4th-Grade English Classes'. 3 June.

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