THE CURRICULUM AND ITS IMPLETATION
PREFACE
In the name of Alloh, most Gracious, most Merciful. The praise be to Alloh, the Lord of the worlds, and the sequel is for those who keep their duty unto Him, further, here will be no hostility except against wrongdoers.
Blessing and solution be upon the most honorable prophet and messenger, His family all His disciples, and those who follow them in goodness till the Day of Judgment.
And I offer my expression of gratitude to Alloh, due to His favor and charity, so, the writer has finished writing this research paper.
This paper is submitted to The Curriculum and Its Implementation in partial fulfillment of the requirements for taking the duty.
After making a great effort, the writer finally completed his research paper. However, he realizes that there are still many shortcomings in this paper. Therefore he enthusiastically welcomes the objective criticism and constructive suggestion for the improvement of this paper.
Finally, the writer hopes that this paper will be useful not only for the writer himself but also for the readers.
Magelang, October 5th 2012
THE CURRICULUM AND ITS IMPLETATION
1. WHAT IS CURRICULUM?
From your experience, define the term ‘curriculum’. Now, compare your definition with the following given by scholars in the subject area. A curriculum is a “plan or program of all experiences which the learner encounters under the direction of a school” (Tanner and Tanner, 1995: 158). According to Gatawa (1990: 8), it is “the totality of the experiences of children for which schools are responsible”. All this is in agreement with Sergiovanni and Starrat (1983), who argue that curriculum is “that which a student is supposed to encounter, study, practice and master what the student learns”. For others such as Beach and Reinhatz (1989: 97), a curriculum outlines a “prescribed series of courses to take”.
The word curriculum comes from the Latin word meaning "a course for racing." It's interesting how closely this metaphor fits the way in which educators perceive the curriculum in schools. Teachers often speak about "covering" concepts as one would speak about "covering" ground. And that coverage is often a race against the testing clock.
Informal education,a curriculum /kəˈrɪkjʉləm/;plural: (curricula /kəˈrɪkjʉlə/ or curriculum) is the set of courses, and their content, offered at a school or university. As an idea, curriculum came from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. Curriculum has numerous definitions, which can be slightly confusing. In its broadest sense a curriculum may refer to all courses offered at a school. This is particularly true of schools at the university level, where the diversity of a curriculum might be an attractive point to a potential student.
A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curriculum, or its entire sum of lessons and teachings, is designed to improve national testing scores or help students learn the basics. An individual teacher might also refer to his or her curriculum, meaning all the subjects that will be taught during a school year.
On the other hand, a high school might refer to a curriculum as the courses required in order to receive one’s diploma. They might also refer to curriculum in exactly the same way as the elementary school, and use curriculum to mean both individual courses needed to pass, and the overall offering of courses, which help prepare a student for life after high school.
2. IMPORTANCE OF CURRICULUM
Every successful concept and project in life requires a proper framework and planning. This relates to all processes, including education. Whenever we embark on any new plan or procedure, we need to make sure that we have all the plans drawn up. What is on offer, what are the resources that we have, what are the steps, which we need to take and what are the goals that we need to achieve are some elements that need to be looked upon. A similar set of constraints when applied to education in schools and colleges gives birth to curriculum. A curriculum is a set of courses, including their content, offered at a school or university. The curriculum often contains a detailed list of subjects and the elements of teaching them.
John Franklin Bobbitt’s “The Curriculum” published in 1918 mentions curriculum as an idea that has its roots in the Latin word ‘race-course’. He also explained “The Curriculum” as the course of deeds and experiences through which children grow up into adults and get going for success in the society. A curriculum is more than putting together a set of academically required subjects. It must consider all aspects of the student life, the learning needs of students, the time available for the sessions and the teachers’ idea, capability and workload. Now that we know the constitution of a curriculum, let us study its importance in the lines that follow.
In High Schools
At high school levels, teenagers can take their own liberty in choosing their path. Though complete autonomy does not rest with a student, a level of choice is very evident. This helps in the development of the teenager, with added importance of being given the field of his own choice. At this stage, the development is more focused and rampant, enhanced through a proper curriculum. Without an effective curriculum, a student would not be able to understand or meet the challenges of the society.
3. KINDS OF CURRICULUM/ CURRICULUM ORIENTATION
The five basic types of curriculum are Traditional, Thematic, Programmed, Classical, and Technological. The most used curriculum can be found within these broader categories.
1. Traditional
This is the traditional workbook/textbook approach familiar to those who attended American public schools growing up. It is comprised of 6-7 unrelated subjects with a different book for each. It is grade specific and may be expensive.
Examples: Bob Jones, A Beka, Calvert Learning Style Match: Visual and Auditory
Pros: More likely to cover the basics, lesson plans laid out, security
Cons: Time consuming, expensive, difficult to teach several grades simultaneously, subjects each taught separately
Works well for:
· A child used to being in school (and that was doing well)
· A methodical, routine learner
· A mom who needs reassurance
· A mom who likes routine and does not have time to plan her own curriculum
· A first time home-schooling parent
Cautions: Keep in mind that even teachers at school do not cover every page in every book. In math they may assign odds or evens on certain assignments.
2. Thematic Unit Study
This type is known as “thematic learning,” “teaching across the curriculum,” or integrated study. Basic school subjects are studied in light of a particular topic, theme, or historical period instead of isolated subjects. Most often, a separate phonics and math program is needed (though some companies include them as supplements or offer choices).
Examples: KONOS, Weaver, Design a Study, Sonlight, Greenleaf Press, Moving Beyond the Page
Learning Style Match: Multi-sensory
Pros: All ages learn together; uses real books, inexpensive, teaches to child’s area of interest;
Cons: Can have gaps in skills so needs balance; can be overwhelming to new homeschoolers, lesson plans are more flexible and require you to provide the structure; may lack resource materials on the field, lacks test taking skills in content areas;
Works well for:
· A child pulled out of school that is burned out on learning
· A creative mom that feels secure about her abilities
· Multiple children in different grades
· Children who have difficulty sitting still and prefer hands-on learning
Cautions: This type of curriculum can be hit and miss. For 5th and 6th grade you many need to bring in a textbook and tests for content areas.
3. Programmed:
This type is often based on a self-paced, sequential workbook. It requires no preparation and usually little direct teaching by the parent.
Examples: Alpha Omega, School of Tomorrow, “PACES,” Switched-On Schoolhouse
Learning Style Match: Visual
Pros: Very easy to use, little preparation, lessons planned out, independent learner based, self-paced, especially great for content areas;
Cons: Not appropriate for younger grades, not suitable for auditory learners (except for Switched on Schoolhouse), boring to some, not designed to be interactive, skill building might be lacking;
Works well for:
· A mom who is very busy with little time for individual learning
· A child who loves workbooks and routine learning
· A family in transition
· A mom who just had a baby
· A child who is able to sit still, stay focused, and needs little direction or discipline
4. Classical
“The Trivium” is stages or ways of learning that coincide with a child’s cognitive development.
· Grammar Stage—What’s in their world (PreK-2nd or 3rd)
· Dialectic Stage—Tell me more. Tell my why. How does it work? Compare/contrast; Connect real things to abstract. (2nd or 3rd – 5th or 6th)
· Rhetoric Stage—What does it mean to me? What do I do with this info? How am I going to use it? Logic/Debate. (Middle school to Adult)
Examples: My Father’s World (most self-contained, similar to Sonlight yet with chronological approach); Veritas Press; Memoria Press;
Reference book—The Well-Trained Mind (Baur)
Learning Style Match: Multi-sensory
Pros: Works well for families with children close in ability level; developmentally appropriate methods; uses real books; unit study approach to content; systematic/chronological method to content; hooked/linked to history; progression of knowledge;
Cons: May not “feel” structured when compared to traditional curriculum; Not yet, totally self-contained; may be difficult to use when there is a wide ability gap between children; may be easy to miss certain skills
5. Technological Learning
This includes internet and software based programs. The internet provides multi-sensory, interactive learning via multi-media learning. Software provides the same in a more controlled environment (minus the interaction).
Examples: NorthStar Academy; University of Nebraska; K-12; Potter’s School; Liberty U; Texas Tech University K-12; Switched-on School House
Learning Style Match: Multi-sensory, visual, auditory
Pros: Can be more interactive and engaging; provides structured learning so child can learn more independently; can be great preparation for future learning—delivery system of the future; opportunity to learn from a different teacher or teachers on line; can have virtual classmates;
Cons: on-line can be pricey; can be frustrating if not technologically savvy or if student has poor typing or reading skills; has set deadlines so less scheduling flexibility; may include more “busy work” as it is more of a structured school environment; software has preprogrammed responses and if child does not answer with exact response, may cause frustration.
4. COMPONENT OF CURRICULUM
Since the curriculum is concerned with a general rationale for formulating policy decisions, it combines educational-cultural goals with language goals. For example, an overall educational approach could focus on one of the following major views: (a). a behavioristic orientation, (b). a rational-cognitive orientation, and (c). a humanistic orientation. a. Behavioristic orientation considers the human species to be a passive organism, reacting to external, environmental stimuli, b. Rational-Cognitive orientation considers the human species to be the source and initiator of all acts, and c. Humanistic orientation is concerned with each individual’s growth and development, while emphasizing affective factors as well.
Generally, an educational orientation is compatible with one or more linguistic and language learning theories. Thus, the behavioristic view is an educational-psychological philosophy which is compatible with a structuralist view of language and a stimulus-response view about human language learning.
There are three basic orientations of curriculum, one concerning with the theory of language, one concerning with the language learning theory, and one concerning pedagogical aspects. All these factors can be reflected partially or fully in a wide variety of language learning approach.
When people use the word curriculum, they are generally referring to the content chosen to be taught—the official curriculum. In schools that have adopted standards, the official curriculum reflects the content of those standards. There is, however, more to a curriculum than the specific items listed in the official curriculum guide.
The following sections describe several alternative perspectives on the total curriculum in schools—what is actually taught and learned.
Elements of Curriculum
The curriculum has four elements that are in constant
interaction:
• purpose (goals and objectives)
• content or subject matter
• methods or learning experiences
• evaluation.
The diagram that follows shows the interaction among these elements.
CONTEXT (Social/Political/Technological/Environmental/Economic
Adapted from Gatawa, B. S. M. (1990: 11). The Politics of the
School Curriculum: An Introduction. Harare: Jongwe Press.
It is the interaction of these elements in the social, political,
economic, technological and environmental context that
constitutes a curriculum. Now let us look at each element in turn.
5. THE ENGLISH CURRICULUM OF SENIOR HIGH SCHOOL IN INDONESIA
ü The 1984 English Language Teaching (ELT) Syllabus.The 1984 curriculum is based on the amendment of 1975 curriculum (Kasihani cited by Emilia 2005). The education is ruled in UUPP (Undang-Undang Pendidikan dan Pengajaran) No. 4, 1950. The goal of education is membentuk manusia susila jang tjakap dan warga Negara jang demokratis serta bertanggung-djawab tentang kesedjahteraan masyarakat dan tanah air (Chapter II, article 3). As the situational needs, in Pidato Kenegaraan at August 16, 1984 the president of Indonesia address the goal of education development in Repelita III is to improve quality of education, learning opportunity, relevance of education and development, efficiency and effectively of management of education by training and curriculum improvement for fulfilling development skillful labor (Repelita III Chapter XVII). Therefore, due to the needs and situational analysis, the changing of curriculum is necessary.
ü The 1994 English Syllabus
The 1994 English syllabus emerged as the approval of UU Sistem Pendidikan Nasional No. 2, 1989. The goal of national education is to develop mentality of nation which is imbued with, faith, moral, science and skill, and also to increase responsibility as nation (chapter II, article 4). In addition, in chapter IX, article 37 states that curriculum development in every school level is based the development of learner and situational needs, national development, and development of science, technology and art. Therefore for the need of globalization and 21st century, the goal of ELT addresses to the development of communicative competence in English, including reading, listening, speaking and writing skill simultaneously by mastering 1,000 words for Lower secondary level and 2,500 words for higher secondary level (Depdikbud 1993; Huda 1999: 119).
ü The 2004 ELT Syllabus
The 2004 ELT Syllabus emerges after a year of launching of Undang-Undang Sistem Pendidikan Nasional (UU. SISDIKNAS) No. 20, 2003. The aim of national education is to develop learners’ potentials so that they become persons imbued with human values who are faithful and possess morals and noble character; healthy, knowledgeable, competent, creative, independent; and as citizens, are democratic and responsible (Chapter II, Article 3). Moreover, in chapter II, article 3 states that the development of curriculum is influenced by the development of paradigm of philosophy, learning and language theory. The emerging of post-structural paradigm in philosophy movement influences the theory of how language is learnt and taught which views learning language as medium to deconstruct social life (Connole, Smith & Wiseman 1993; Alawasilah 2008).
However, it, in SMU, focuses on written language based on more advance genre type such as descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, exposition explanation, discussion, commentary, and review.
The syllabus is skill-based (Krahnke, 1987: 50) in more traditional way of viewing is called competence-based instruction (Richard 2001: 159; Krahnke, 1987: 50) in which competence is viewed as similar as “behavioral objectives defined as what a learner is able to do as a result instruction” (Krahnke 1987:50).
Principles of developing the 2004 competence-based syllabus are scientific based, learner’s needs, systematic, relevant, consistent and adequate (Dekdasmen 2004:11). Furthermore, there are six steps of developing this syllabus; (1) writing subject identity, (2) formulating standard competence, (3) deciding basic competence, (4) deciding material and its explanation, (5) deciding learning strategy, and (6) deciding time allocation and resources (Dikdasmen 2004: 25). However, this curriculum is no longer used. In 2006, government launched School -based curriculum (KTSP). For some instances, KTSP is the development of the 2004 curriculum.
ü The 2006 ELT / Kurikulum Tingkat Satuan Pendidikan (KTSP) Syllabus
The spirit of decentralization, as showed by Act of local Autonomy No. 22, 1999 revised by Act of Local Autonomy No. 32, 2004 and hand in hand with Act No. 20, 2003, is seen in the 2006 curriculum. In this regard, education is not merely central government’s responsibility; local government also has responsibility in managing and funding education. Therefore, kurikulum Tingkat Satuan Pendidikan (KTSP) is developed from Standard of content by schools based on their context and potential.
Although KTSP varies between one and other schools, Government gives some regulations stated in Governmental Regulation (PP) No. 19, 2005 concerning National Standard of Education (SNP) at May 16, 2005. Furthermore, all standards are ruled by PERMENDIKNAS.
English, as stated in standard of content (PERMENDIKNAS No. 22, 2006), is learned at elementary two hours in a week (as Mulok for class IV, V and VI), at junior and senior high school four hours in a week except for language program in SMU – five hours in a week. Moreover, the standard competence of graduate of English (PERMEN No. 23, 2006) for each level is communicative competence in the form of spoken of language accompanying action for elementary school, in the form of spoken and written for achieving functional literacy level for junior high school and in the form of spoken and written for achieving informational literacy level for senior high school.
From the goal and scope above, we can see that every school level is simultaneously ‘variable focus design’ which emphasizes to gradual change (Huda, 1999).
The syllabus, in this curriculum, perceived as the plan of learning process with lesson plan- RPP (PP No. 19, 2005, chapter IV, article 20; PERMEN No. 41, 2007) which consists of standard of competence, basic standard, material, learning activities, learning indicators, assessment, time allocation and resources (PP No. 19, 2005, Chapter IV, article 20; Depdiknas, 2006; PERMEN No. 41, 2007). The syllabus is developed by a teacher or group teacher supervised by department of education based on standard of content, standard competence of graduate and guiding of arrangement of school-based curriculum (Appendix of PERMEN No. 41, 2007).
6. CURRICULUM AIMS/GOAL
Aims are general statements that provide direction or intent to educational action. Aims are usually written in amorphous terms using words like: learn, know, understand, appreciate, and these are not directly measurable. Aims may serve as organizing principles of educational direction for more than one grade. Indeed these organizing principles may encompass the continuum of educational direction for entire programs, subject areas or the district.
Examplr :Students will understand and become proficient at identifying the different types of spoken English.
Goals of this Curriculum
Goals are statements of educational intention which are more specific than aims. Goals too may encompass an entire program, subject area, or multiple grade levels. They may be in either amorphous language or in more specific behavioral terms.
· To enable students reflect on their feelings, beliefs, and understanding of discrimination.
· To help students understand that discrimination is not just the result of individual actions, but rather a system of exclusion that affects economic, social, political, and cultural institutions.
· To help students place their individual behaviours in the context of larger social systems.
· To engage students in critical analysis of discrimination that links economic, social, cultural, political, and historic issues.
· To help students understand that solutions to discrimination need to go beyond individual acts to address systemic change.
· To provide opportunities for students to make meaningful, positive actions to combat discrimination.
Example : Students will be able to identify and use American slang terms and phrases.
7. CURRICULUM CONTENT
“Content or Subject Matter, processes, approaches, feelings-the curriculum always contains some of all these but it takes delibate planning to capitalize on this wide range of content.”
Many argument in education revolve around content and process. We accuse fellow educators of overemphasis on one or the other. Sometimes we seem to insist that people choose between them.
It is intriguing to see what happens to such arguments if curriculum content is viewed as all the potential learnings contained in experiences for which schools and colleges assume responsibility, all the potential learnings sought trhough both general and specialized education.
The content of the curriculum:
• is divided into bodies of knowledge, for example, mathematics, English and science;
• outlines the desired attitudes and values;
• includes cherished skills;
• is determined by prevailing theories of knowledge; and
• caters to ideological, vocational and technical considerations.
You should note that the curriculum content must be applicable to the solution of the problems affecting the society which uses it.
8. HOW TO IMPLEMENT OF CURRICULUM
Definition of Curriculum Implementation
Curriculum implementation entails putting into practice the officially prescribed courses of study, syllabuses and subjects. The process involves helping the learner acquire knowledge or experience. It is important to note that curriculum implementation cannot take place without the learner. The learner is therefore the central figure in the curriculum implementation process. Implementation takes place as the learner acquires the planned or intended experiences, knowledge, skills, ideas and attitudes that are aimed at enabling the same learner to function effectively in a society (University of Zimbabwe, 1995: Viewed from this perspective, curriculum implementation also refers to the stage when the curriculum itself, as an educational programme, is put into effect. Putting the curriculum into operation requires an implementing agent. Implementation takes place when the teacher-constructed syllabus, the teacher’s personality, the teaching materials and the teaching environment interact with the learner (University of Zimbabwe, 1995: 9). Curriculum implementation therefore refers to how the planned or officially designed course of study is translated by the teacher into syllabuses, schemes of work and lessons to be delivered to students.
Factors That Influence Curriculum Implementation
List what you consider to be the factors that influence curriculum implementation and see whether they are similar to the ones discussed below:
The Teacher
As Whitaker (1979) asserts in the University of Zimbabwe (1995: 26) module, the teachers view their role in curriculum implementation as an autonomous one. They select and decide what to teach from the prescribed syllabus or curriculum. Since implementation takes place through the interaction of the learner and the planned learning opportunities, the role and influence of the teacher in the process is indisputable (University of Zimbabwe, 1995: 28).
The Learners
Learners are also a critical element in curriculum implementation. While teachers are the arbiters of the classroom practice, the learners hold the key to what is actually transmitted and adopted from the official curriculum. The official curriculum can be quite different from the curriculum that is actually implemented. The learner factor influences teachers in their selection of learning experiences, hence the need to consider the diverse characteristics of learners in curriculum implementation (University of Zimbabwe, 1995: 31). For example, home background and learner ability can determine what is actually achieved in the classroom.
Resource Materials and Facilities
From your experience, you are aware that no meaningful teaching and learning take place without adequate resource materials. This applies to curriculum implementation as well. For the officially designed curriculum to be fully implemented as per plan, the government or Ministry of Education should supply schools with adequate resource materials such as textbooks, teaching aids and stationery in order to enable teachers and learners to play their role satisfactorily in the curriculum implementation process.
Interest Groups
Can you identify interest groups in your country that could influence the implementation of curricula? A number of these groups exist in almost all Southern African Development Community (SADC) countries. These include parents, parents’ and teachers’ associations, School Development Associations (SDAs) and School Development Committees (SDCs) in Zimbabwe, religious organisations, local authorities, companies and private school proprietors. These groups can influence implementation in the following ways:
• Provide schools with financial resources to purchase required materials.
• Demand the inclusion of certain subjects in the curriculum.
• Influence learners to reject courses they consider detrimental to the interests of the group.
It is therefore important to involve these groups at the
curriculum planning stage.
The School Environment
One other factor that influences curriculum implementation concerns the particular circumstances of each school (University of Zimbabwe, 1995). Schools located in rich socio-economic environments and those that have adequate human and material resources can implement the curriculum to an extent that would be difficult or impossible for schools in poor economic environments.
Culture and Ideology
Cultural and ideological differences within a society or country can also influence curriculum implementation. Some communities may resist a domineering culture or government ideology and hence affect the implementation of the centrally planned curriculum.
Instructional Supervision
Curriculum implementation cannot be achieved unless it has been made possible through the supervisory function of the school head. The head does this through:
• deploying staff,
• allocating time to subjects taught at the school,
• providing teaching and learning materials, and
• creating an atmosphere conducive to effective teaching and learning. As stated in Curriculum Implementation (University of
Zimbabwe, 1995: 36), the head “monitors and guides curriculum implementation through ensuring that schemes of work, lesson plans and records of marks are prepared regularly”.
Assessment
Assessment in the form of examinations influences curriculum implementation tremendously. Due to the great value given to public examination certificates by communities and schools, teachers have tended to concentrate on subjects that promote academic excellence and little else.
9. CONCLUSION AND SUGGESTION
Conclusion
The curriculum is a plan or program of all experiences which a student is supposed to encounter, study, practice and master what the student learns in the formal school. From the definitions, it is possible to state that a curriculum has the following characteristics:
• It comprises the experiences of children for which the
school is responsible.
• It has content.
• It is planned.
• It is a series of courses to be taken by students.
The curriculum is very important to the formal school because it can control the experience in the class. The Curriculum” as the course of deeds and experiences through which children grow up into adults and get going for success in the society. A curriculum is more than putting together a set of academically required subjects. It must consider all aspects of the student life, the learning needs of students, the time available for the sessions and the teachers’ idea, capability and workload. Now that we know the constitution of a curriculum, let us study its importance in the lines that follow.
Suggestion
Special Education English Curriculum Suggestions The English Task Force recommends that each teacher of English in a special education classroom:
· be an active member of the general education English(PLC) Professional Learning Community or English Department
· coordinate literature selections with the general education English Department,
· work closely with the other English teachers in the special education department to develop a cohesive and sequential English curriculum in their department that is based on Indonesia Standards
· work closely with the reading teacher(s) in the general education and special education departments to determine which programs will be used in English and which will be used in Reading
· work closely with the teacher(s) in the general education and special education departments to determine which materials will be used in Indonesia prep and which will be used in the English classes.
The English Task Force recommends that the following content areas be included to develop the skills to be proficient to pass the school.
• Vocabulary Development
· Selected from the reading selections
· Academic word lists
• Grammar/Syntax
· Study correct grammar, spelling, punctuation, capitalization and sentence structure.
•Reading
Reading selections should be both:
· Non-fiction - Expository Reading as well as
· Literature (novels (one per semester/term), short stories, poetry, literary terms)
• Writing
· Write at least one expository essay, one essay in response to a literature prompt and one in-class essay each semester.
· Engage in the writing process utilizing prewriting, drafting, revision, and editing.
•Speech
· Deliver at least one formal speech and participate in small group and full class discussions each semester.
REFERRENCE
• University of Zimbabwe. (1995). Curriculum Implementation, Change and Innovation. (Module EA3AD 303). Harare: Centre for Distance Education, University of Zimbabwe. Urevbu, A.
• Beach, D. M., and Reinhatz, J. (1989). Supervision: Focus on Instruction. New York: Harper and Row.
• Farrant, J. S. (1980). Principles and Practice of Education. Harare: Longman Zimbabwe.
• Gatawa, B. S. M. (1990). The Politics of the School Curriculum: An Introduction. Harare: Jongwe Press. Theory and Practice. Worthington, OH: C. A. Jones.
• Tanner, D., and Tanner, L. (1995). Curriculum Development: Theory into Practice (3rd ed.). Englewood Cliffs, NJ: Merrill.
• http://en.wikipedia.org/wiki/Curriculum
• Eisner, E. (1994). The Educational Imagination: On the Design and Evaluation of School Programs, 3rd ed. New York: Macmillan College Publishing.
• http://theeducationcafe.wordpress.com/2012/01/14/snapshots-of-a-vsl-1/]
• http://www.shvoong.com/social-sciences/education/2117900-components-curriculum/#ixzz27xglHELz
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