MARKS OF A GOOD

CURRICULUM
Some marks of a good curriculum
which may be used as criteria for
evaluation purposes given by
J. Galen Saylor:
1. A good curriculum is
systematically planned and
evaluated.
 A definite organization is
responsible for coordinating
and planning and evaluation.
 Steps in planning and
evaluation are logically defined
and taken.
 Ways or workings utilize the
contributions of all concerned.
2. A good curriculum reflects
adequately the aims of the school.
 The faculty has defined
comprehensive educational aims.
 The scope of the curriculum
includes areas related to all stated
aims.
 Each curriculum opportunity is
planned with reference to one or
more aims.
 In planning curriculum
opportunities from year to year
and in each area, teachers
consider the total scope of aims.
3. A good curriculum maintains
balance among all aims of the
school.
 The curriculum gives attention
to each aim commensurate with
its importance.
 The total plan of curriculum
opportunities in basic areas,
school activities and special
interest reflects careful planning
with respect to all aims.
 The total plan of curriculum
opportunities in basic areas,
school activities and special
interest reflects careful planning
with respect to all aims.
 Guidance of each individual
helps provide him with a
program which is well-balanced
in terms of his needs and
capacities.
 The school organization,
schedule, and facilities help in
giving appropriate attention to
each aim.
 Classroom activities and
schedules are arranged so as to
provide a balanced program of
varied learning activities.
4. A good curriculum promotes
continuity of experience.
Provisions are made for the
smooth transition and
continuing achievement of pupils
from one classroom, grade or
school to another.
Curriculum plan in areas which
extend over several years are
developed vertically.
Classroom practices give
attention to the maturity and
learning problems of each pupil.
Cooperative planning and
teaching provide for exchange of
information about pupil’s
learning experiences.
5.A good curriculum arranges
learning opportunities flexibly for
adaptation to particular situations
and individuals.
 Curriculum guides encourage
teachers to make their own plans
for specific learning situations.
 Cooperative teaching and planning
utilize many opportunities as they
arise to share learning resources
and special talents.
Time allotments and schedules
are modified as need justifies.
In accordance with their
maturity, pupils participate in
the planning of learning
experiences.
The selection of learning
experiences reflects careful
attention to the demands of the
learning situation.
6. A good curriculum utilizes the
most effective learning
experiences and resources
available.
Learning experiences are
developed so that pupils see
purpose, meaning and
significance in each activity.
Needed available resources are
utilized at the time they are
relevant and helpful.
Use of the right learning
resource for each pupil is
encouraged.
Teachers discriminate wisely
between activities which pupils
carry on independently and
those in which teacher-pupil
interaction is desirable.
7. A good curriculum makes
maximum provision for the
development of each learner.
The program provides a wide
range of opportunities for
individuals of varying abilities,
needs, and interests.
Extensive arrangements are
made for the educational
diagnosis of individual learners.
Extensive arrangements are
made for the educational
diagnosis of individual learners.
Self-directed, independent study
is encouraged wherever possible
and advisable.
Self-motivation and self-
evaluation are stimulated and
emphasized throughout the
learning opportunities of the
school.
The curriculum promotes
individual development rather
conformity to some hypothetical
standard.
The school attempts to follow up
its former students both as a
service to them and for
evaluative data.