Curriculum in USA

PROFILE OF BASIC EDUCATION CURRICULUM IN USA

The purpose of education at all levels of education including primary school level (Elementary School) in the United States compiled since 1991 and still in force today briefly formulated in the following 10 destinations:

1.        Each student should have the ability to communicate and computational (calculation);

2.        Each student must apply the research methods (inquiry) and the knowledge that has been learned, and can use that knowledge in methods and interdisciplinary applications;

3.        Every student should have the knowledge, understanding, and appreciation of the artistic, cultural and intellectual achievements, as well as developing the ability to express a personal flair;

4.        Each student should have and be able to apply knowledge about the political, economic and social institutions in the country and abroad;

5.        Each student must adhere to and practice the basic values ​​of citizenship and has, and can use their skills, knowledge, understanding, and attitudes necessary for participation in the democratic life of the country;

6.        Each student should be able to develop the ability to understand, appreciate and work with others who differ in terms of race, gender, ability, cultural, religious and ethnic background of the political, economic, social as well as understand and appreciate the values, beliefs and the attitude adopted by them;

7.        Each student should have knowledge about the ecological consequences of the use of natural resources and the environment;

8.        Each student must be prepared to enter Secondary Education (Secondary Education);

9.        Each student must be able to develop the knowledge, skills, and attitudes that will enhance your personal life, positive skills, and functions in a democratic society;

10.    Every student should be able to develop a lifelong commitment to learning and being build.

The purpose tenth colored the content development / curriculum materials in schools, both at the level of national / state and local levels.

In the history of education in the USA (United States), the determination of what should be taught in school is owned by the local community (local communities) and State or province called states. Thus, very diverse curriculum content, adapted to the circumstances of society and the State. There is no educational system or curriculum nationwide. State (State) and the public alike have the power / authority in determining the material / content and structure of the curriculum. Furthermore, school organizations at the local level allowed to determine the program or curriculum content of all still in rambu- signs or instructions set by the State government (State), add or complete the graduation requirements, determine the selection of the program to be taught, and proposed a program or syllabus which will be developed by the State.

Basically the curriculum development process centered on State (State), but as a teacher, school, or district can design their own courses are offered according to the guidelines / instructions issued by the State. Schools should create a program in accordance with the requirements of State and designing a curriculum to prepare students for the state exam (state examinations). Syllabi for all subjects (subjects) issued by the State government for all levels of schooling, while schools allowed to submit alternative syllabus and develop additional options as a program. In some cases, the syllabus for the selection of programs should be direviu by SED (State Education Department). At the end of the school and the teachers are responsible for determining what should be taught and how to teach, and to make consideration of any rules, policies and judgments. Parents, teachers' organizations, researchers, as well as business leaders are often involved in the development of policy recommendations curriculum determination, could even be a member of the curriculum commission, task forces and advisory body SED.

At the school and classroom level, teachers can develop a curriculum based on the standards and framework of the State government (State), using sources of material as determined by the government or define their own. Thus, in the US education teachers are expected to use the standards and framework as a basis for curriculum development, they could consider flexibility / suppleness design a curriculum for a class of their own, including in selecting media and methods of learning.

There are no requirements regarding the allocation of time spent on each subject, so each school and teachers use the time each lesson diperyaratkan by the government and should be taught at the primary school level (level 1 to 6), namely:

1.         Mathematics (Mathematic);

2.         Reading (Reading);

3.         Spelling (Spelling);

4.         Writing (Writing);

5.         English (English Language);

6.         Geography (Geography);

7.         American History (US History);

8.         Social Sciences (Social Studies);

9.         Health (Healthy);

10.     Music (Music);

11.     Arts (Visual Arts);

12.     Sports (Physical Education).

In relation to the evaluation of the curriculum, in the United States there is no formal mechanism for evaluating the effectiveness of the school curriculum or curriculum framework set by government (State). The framework is usually developed by curriculum experts from among teachers or other education experts and experts on subjects based on the results of the Review of the latest standards and practices contained in the report of the curriculum at the level of State (State) and national, for example, based on the results the 'Review an agency called the National Council of mathematics Teacher publishes curriculum and evaluation standards for school mathematics courses at the school.

Dosen: DIRGANTARA WICAKSONO

Mata Kuliah: Perencanaan Pembelajaran