Curriculum Changes and Challenges

By. I Gede Saman


The curriculum can change so many things in my subject as especially in math for primary. Because of the curriculum like the road for the car. The road is curriculum and the car is students and teachers. The curriculum of Cambridge really helps us at school to find the solution to the problem at a strategy for teaching and help the students to be happy when learning process. This also for the teacher. When we have and find a great curriculum, we can challenge our self to share the knowledge with our children also with the others teacher. For my subject, the curriculum can help to make sure we following the indicators in my subject is math. Also, the curriculum has been aligned with the Cambridge Lower Secondary and Upper Secondary Mathematics strands. A clear progression can be mapped of learning objectives and thereby learners’ learning. This really useful curriculum because has a link between the primary to the lower secondary and upper secondary. This is a really great curriculum. In the prose’s of learning, we can combined Geometry and Measure to form one strand and renamed Data Handling to ‘Statistics and Probability’ to better reflect the mathematics content. The learning objectives within Statistics and Probability have changed focus from processing data to interpretation of data as this better prepares learners with the skills needed to foster a deeper understanding of data analysis that is often presented in real-world contexts. This is really fun and use full for the student’s future.

Before we teach in the class, we must make good and use-full plan for the students. Plan to teach challenging areas of the syllabus:

  1. Read and make sure we as a teacher understand the syllabus. Because the teacher  uses the syllabus to transferring indicators to the students. If the teacher does not understand the syllabus, this will difficult for the students to understand the topic or indicator they must learn. Cambridge syllabus is a really perfect syllabus. But if the teachers do not really understand and cannot use the syllabus, the syllabus doesn’t have meaning and just useless.
  2. When the teacher all ready understand the point and the step of the syllabus, now as a teacher we can find the challenge from students. Because the syllabus is a road map for the teacher to give or transferring knowledge to the students. The teacher needs to review and adapt our lesson planning to consider repetition of learning and also we need to review subject content to make sure you are confident to support learners with any new prior learning that is now required. Also as a teacher, we need to review and adapt our lesson planning to identify and address potential gaps in learners understanding. After that, we can use the transition document for our subject and stage to identify the significant gaps in prior knowledge our learners are likely to have. The Progression Grids on the support site will help you identify these gaps. Formatively assess your learners before the learning objectives are taught so you can understand if learners have prior gaps, and how significant these gaps are. And the last we can do adapt new Schemes of Work from the earlier stage to bridge the gap so it is suitable for your learners. Then, teach as separate or new lessons, or incorporate into lessons alongside the required learning objectives for your subjects and stage.

How do we know the interventions we have planned are effective or not? We know the interventions we have planned are effective or not when we give our students post-test or questions to make sure they understand or not with the indicator we learn. When the students get a low score, we need to do repetitions of learning or review with the same topic but different challenges. All so we can do reflections with the students or our colleagues in the school to find the best way or strategy for the next learning process. The goal is to make a better learning process and make sure our students get all the indicators in the learning process.

This what I find about the elements of the curriculum most challenging to teach with my students and colleague during the learning process with the curriculum of Cambridge.