Sheltered Curriculum at the Ho Chi Minh City School Research Paper

Introduction

A curriculum guide is a document that is formulated by learning institutions and agencies; it details the attitudes, the goals, and the purpose of the education program. It also outlines the learning experiences, the resources available, and how learners will be assessed upon completion of the program as well as what the students are expected to have learned through the program. Additionally, it acts as a support for the teacher in his or her attempt to achieve these goals. Creating an effective curriculum guide requires a multi-step and ongoing process. The process begins with assessing the preexisting curriculum and finally formulating a new one as well as implementing it. This is then followed by evaluating the new program to see how well it is performing after its implementation. In articulating and developing a curriculum, there is a need to articulate a K-12 Program Philosophy, define K-12 Program, grade-level, and course goals. It also involves developing and Sequencing of Grade-Level as well as Course Objectives, identifying resource materials to assist with program implementation, and finally spotting the assessment items and instruments to measure student progress.

This paper will look at The Sheltered Curriculum at The British International School (BIS) Ho Chi Minh City, and determine the educational purposes it represents, the emphasis on process and or product, how it represents subject matter to students, and apply various theoretical curricular perspectives regarding purpose and content to the resolution of a curricular problem.

The educational purposes it represents

The program is structured in a way to address some of the issues addressed or perceived to be a major cause of students performing dismally in their assessment test as well as addressing the social growth and development of the students. The issues it addresses include students learning EFL (English as a Foreign Language) which has largely been unstructured in the secondary school textbooks. It also tries to address how courses such as science, ICT, physical education, and music can be taught without any disruptions. Additionally, it tries to have students learn in a multi-cultural environment and have them join in the school activities. For the teacher, there is a detailed outline on how to get the students to do their homework and participate in the class activities (Eisner, 1979).

The main aim of the curriculum is to fast track route of intensive English instruction to put students of high academic ability, who join BIS with low English skills, into the mainstream on a similar footing as their English-speaking peers

The emphasis on process and or product

The program emphasizes creating a close-knit working group of teachers who share ideas and plan on the way forward in teaching the students. It also looks to help the students assimilate the language of the syllabus they are being taught and its contents through the English language. The program also follows up the performance and progresses of a student through daily monitoring as well as regular assessments being done. It strives to create parental and student approval of the program and improve the degree of integration of the whole school in the achievement of the school’s goals (Herschbach, 1989).

How it represents subject matter to students

For students with special education needs, professional teachers are assigned to the students and their study program is altered to effectively cater to their needs. High-ability students are identified and are placed in the mainstream after one or two terms according to their progress in the program. The program begins with building the stage where the students are given activities that help to build on their existing knowledge so that the new can relate with what they already know. The next step is meant to deconstruct the text and involves the students learning the rudiments of the language. In the next step, the students and the teacher jointly construct the text through writing and finally, the students are left to independently construct the genre as the teacher follows their progress.

Apply various theoretical curricular perspectives regarding purpose and content to the resolution of a curricular problem

The purpose of the curriculum is to help the students and the teacher to achieve the goal of the school, which is to fast track route of intensive English instruction and to put students of high academic ability, who join BIS with low English skills into the mainstream on a similar footing as their English-speaking peers (Draper, 2011). This is done by first identifying the student who needs special attention and those who will attend the regular classes (Frymier, 1972). It is also detailed in a systematic outline that the school strives to follow in achieving these goals. For the student, they are placed in a multi-cultural institution that will help them to grow both socially and in their education. The curriculum also tries to tackle the problem that faces many teachers of students not participating in the class. This is done by identifying the problem and offering a way forward in tackling these problems (Greene, 1971).

References

1. Draper, C. (2011). The sheltered curriculum at the British international school Ho Chi Minh City.
2. Eisner, E.W. (1979). The educational imagination. New York: Macmillan Publishing.
3. Frymier, J.R. (1972). A school for tomorrow. In G. Saylor (Ed.). The school of the future now. Washington, D.C.: Association for Supervision and Curriculum Development.
4. Greene, M. (1971). Curriculum and consciousness. Teachers College Record, 73(2), 253-269.
5. Herschbach, D. R. (1989). Conceptualizing change; Curriculum design patterns. NY: Routlegde