INCA Education around the world

USA : Curricula (age 3-19)


Last updated: 20-Jul-2005

5.1 First phase: Pre-compulsory, age 3 - 5/6 [see 3.2.1]

The first phase in the education system in the USA is pre-compulsory pre-kindergarten and kindergarten education, which caters for those aged 3 - 5/6. In most states the curriculum for the actual kindergarten year (the year immediately preceding the start of compulsory education, children aged 5-6) is part of the overall framework for the curriculum from kindergarten to Grade 12 (children aged 5+ to 17/18). Details are therefore provided in sections 5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5 and 5.2.6.

5.1.1 Control

General/national

There is no national curriculum for pre-kindergarten education. Individual states have the right to establish curriculum guidelines.20,27 Some states have established specific standards/curriculum guidelines for pre-kindergarten children.158

Kentucky

In Kentucky, curriculum decisions are made by the school council, and activities for pre-kindergarten children aged 3 to 4+ should align with the curriculum for primary level students (kindergarten to Grade 3 in Kentucky, aged 5+ to 8/9). The state does not specify any one curriculum but encourages local districts to consider utilising multiple sources of guidance to assist in designing a pre-kindergarten curriculum.39

Maryland

The role of the Maryland State Department of Education in curriculum development is to establish rigorous standards in content, identify research-based best practices in instruction, and provide models for large scale and small scale assessment of students. As such, the state provides guidance to local school systems in determining goals and expectations for learning, for pre-kindergarten (age 3+) to Grade 12 (age 17/18). The state assists local school systems in the articulation of comprehensive programmes in English language arts, mathematics, science, environmental science, social studies, foreign language, English as a second language (ESL)/bilingual education, health, physical education, and the arts. Technical assistance targets the continuum of learning from early childhood and elementary school through to high school. The state supports the enhancement of curriculum and instruction through library media and technology, character education (see 5.2.2), and student service learning, and by addressing the diversity of Maryland students through multicultural emphases.72

See 5.1.2 in addition.

Massachusetts

Since the enactment of the (Massachusetts) Education Reform Act of 19937 state-wide curriculum frameworks across seven subject areas (see 5.1.2) have been developed for pre-kindergarten to Grade 12 education in Massachusetts.74

Each curriculum framework is considered to be work in progress and, consequently, is subject to continual refinement and strengthening. The frameworks are also continually reviewed to ensure that they remain current. Local communities use the frameworks to develop more specific, locally-adapted curricula. 74

Copies of the individual curriculum frameworks can be downloaded at the following Internet address:

http://www.doe.mass.edu/frameworks/

Whilst the (Massachusetts) Education Reform Act of 19937 required the state to establish educational goals, academic standards, curriculum frameworks and a system for evaluating individual schools and school districts and, very specifically required the state Board of Education to develop academic standards in the seven core subject areas (see 5.1.2), the Act also gave the Board discretion to develop academic standards in other subject areas if it chose to do so.82,109

Wisconsin

The state of Wisconsin recommends that the early childhood/pre-kindergarten/kindergarten curriculum should be "developmentally appropriate". Developmental appropriateness has three dimensions: age appropriateness, individual appropriateness and cultural appropriateness. Age appropriateness is based on research which indicates that there are universal, predictable sequences of growth and change that occur in children during the first nine years of life. Individually appropriate recognises that each child is a unique person with an individual pattern and timing of growth, as well as an individual personality, learning style and family background. Cultural appropriateness recognises the importance of the knowledge of the social and cultural contexts in which children live to ensure that learning experiences are meaningful, relevant, and respectful for the children and their families. Both the curriculum and the teacher's interaction with the child should be responsive to individual difference.118

5.1.2 Compulsory subjects

General/national

The first phase in the education system in the USA is pre-compulsory pre-kindergarten and kindergarten education which caters for those aged 3 - 5/6. In most states the curriculum for the actual kindergarten year (the year immediately preceding the start of compulsory education, children aged 5-6) is part of the overall framework for the curriculum from kindergarten to Grade 12 (children aged 5+ to 17/18). Details are therefore provided in section 5.2.2.

Kentucky

The pre-kindergarten programme in Kentucky (offered to children aged 3+; children with learning difficulties are admitted to pre-kindergarten programmes from age 3 in Kentucky, see 3.2.1) is expected to offer children 'developmentally appropriate experiences' in all areas of child development:

  • cognitive;
  • communication;
  • social;
  • physical;
  • emotional; and
  • creative expression.39

Specifically, the programme must assist young children in their interpersonal skills and in maximising self-management and independence. The educational component promotes development of skills in the following ways:

Cognition and communication:

  • encouraging children to explore and learn by doing (concrete experiential learning)
  • encouraging language understanding and use among children as well as between children and adults (language experience approach)
  • integrating skills across content areas into activities targeted towards the interests of children (integrated curriculum)
  • providing a balance of activities (indoor/outdoor, child/staff-initiated, structured/spontaneous, large/small group, group/individual, quiet/active)39.

Social and emotional development:

  • providing an environment of acceptance to help develop a positive self-concept
  • providing positive guidance for self-regulation of behaviour
  • providing positive adult and peer role models
  • having a curriculum which is relevant and reflective of the population being served.39

Physical development:

  • providing developmentally appropriate information on nutrition
  • involving children in snack and meal preparation where feasible
  • working with children during meals to develop language and problem-solving
  • providing appropriate indoor and outdoor space with materials and equipment designed to increase physical skills
  • providing developmentally appropriate instruction in health and safety procedures.39

Maryland

Under the Extended Elementary Education Programme (EEEP) for 4- to 5-year-olds (see 3.2.1), children receive developmentally appropriate experiences that address their literacy, cognitive, social, emotional, and physical needs.64

Massachusetts

As a result of the (Massachusetts) Education Reform Act of 19937, curriculum frameworks for pre-kindergarten to Grade 12 students have been established to cover seven discipline areas:

  • mathematics;
  • science and technology;
  • social science/social studies (includes US and world history, geography, economics, civics and government);
  • English language arts;
  • world languages;
  • the arts (includes dance, music, theatre and the visual arts); and
  • health (includes health education, physical education and family and consumer science education).74 

Copies of the individual curriculum frameworks can be downloaded at the following Internet address:
http://www.doe.mass.edu/frameworks/

These frameworks are intended to provide:

  • guides for creating a detailed curriculum;
  • guides for classroom assessment;
  • guides for selecting instructional materials;
  • guides for planning professional development;
  • guides for restructuring schools to support learning;
  • a presentation of critical issues that underlie learning, teaching and assessment; and
  • support for teachers to try innovations ad investigations that lead to high quality learning experiences for all students109.

These curriculum frameworks are not intended to provide:

  • detailed lesson plans or curriculum;
  • items on which all students must be tested;
  • directives for uniform programmes or texts; or
  • mandates for specific methodologies or programmes.109
    Wisconsin

In accordance with state law, schools must annually schedule at least 437 hours of direct student instruction in kindergarten. [http://www.dpi.state.wi.us/dpi/dlsis/cal/dayslaw.html].  10 per cent of these 437 hours should be devoted to music, physical education, health, science, and social studies.  These are to be taught on an integrated basis - children could work in two or more areas at a time e.g. music and movement.  They need not be taught as separate subjects.145

Further information on the curriculum for the kindergarten year (5- to 6-year-olds) is provided in section 5.2.2.

5.1.3 Optional/elective subjects

General/national

The first phase in the education system in the USA is pre-compulsory pre-kindergarten and kindergarten  education which caters for those aged 3 - 5/6. In most states the curriculum for the actual kindergarten year (the year immediately preceding the start of compulsory education, children aged 5-6) is part of the overall framework for the curriculum from kindergarten to Grade 12 (children aged 5+ to 17/18). Details are therefore provided in section 5.2.3.

In general, optional subjects are not applicable during this phase.

5.1.4 Formulation of curriculum

General/national kindergarten curriculum

The first phase in the education system in the USA is pre-compulsory pre-kindergarten and kindergarten education which caters for those aged 3 - 5/6. In most states the curriculum for the actual kindergarten year (the year immediately preceding the start of compulsory education, children aged 5-6) is part of the overall framework for the curriculum from kindergarten to Grade 12 (children aged 5+ to 17/18). Details are therefore provided in section 5.2.4.

Massachusetts

Content standards are developed for each of the seven curriculum frameworks. Each content standard has four components:

  • core concepts: these are 'organisers' or 'big ideas' which have been designed to help teachers and students conceptualise learning in the discipline;
  • strands: these describe the broad areas of knowledge and skills that students encounter pre-kindergarten through to Grade 12 as they study the core concepts of a discipline;
  • learning standards: these articulate the specific content that students study and the skills through which students practice the strands in developmentally appropriate ways. These are presented in Grade level clusters: Pre-kindergarten (age 3/4+) to Grade 4 (age 9-10), Grades 5-8 (ages 10+-14), Grades 9 and 10 (ages 14-16); and Grades 11 and 12, ages 16-18;
  • examples of student learning: these classroom ideas help teachers identify how the curriculum can be structured for students to demonstrate increasing mastery of content and skills at the Grade level clusters.109

These standards apply to all Grades in Massachusetts from pre-kindergarten through to high school.82

Wisconsin

See section 5.2.4.

5.1.5 Key skills

General/national

The first phase in the education system in the USA is pre-compulsory pre-kindergarten and kindergarten education which caters for those aged 3 - 5/6. In most states the curriculum for the actual kindergarten year (the year immediately preceding the start of compulsory education, children aged 5-6) is part of the overall framework for the curriculum from kindergarten to Grade 12 (children aged 5+ to 17/18). Details are therefore provided in section 5.2.5.

Massachusetts

The Massachusetts curriculum frameworks for pre-kindergarten to Grade 12 education establish three broad goals that are critical to lifelong learning and that frame the learning, teaching and assessment process. These are:

  • thinking and communicating: ways of making sense or meaning of the world and our experiences to ourselves and to others. Thinking includes being able to internalise new ideas and connect them to familiar concepts and prior knowledge. Communicating means putting learning into the language of speech or writing and requires reflection in such forms as examination, clarification, analysis and synthesis;
  • gaining and applying knowledge: involves pursuing ideas and experiences and applying new knowledge in real life contexts. This pursuit is interactive by nature. The more experiential it is, the more powerful the learning;
  • working and contributing: imply that student work is meaningful and purposeful and that the process and products of student work are valued contributions to the school and community. Imbedded in powerful learning experiences are notions of persistence, self-discipline, hard work and effort and pride in producing quality work.108

These goals aim to set a vision for the curriculum frameworks and for creating dynamic classrooms in which learning, teaching and assessment reflect best practices.108

Wisconsin

See 5.2.5.

5.1.6 Curriculum materials

General/national

The first phase in the education system in the USA is pre-compulsory pre-kindergarten and kindergarten education which caters for those aged 3 - 5/6. In most states the curriculum for the actual kindergarten year (the year immediately preceding the start of compulsory education, children aged 5-6) is part of the overall framework for the curriculum from kindergarten to Grade 12 (children aged 5+ to 17/18). Details are therefore provided in section 5.2.6.

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