Belize High School

A curriculum framework is a document which provides information, guidelines, suggested resources and models of expected performance for a school or district. The curriculum framework for the Belize High School which outlines the standards, knowledge, skills, attitudes and disposition were developed to reflect empirical research findings governing effective schools and high educational achievement. Therefore, the curriculum framework reflects ten principles for academic success and personal and social development in 21st century schools.

Note that while the standards in this document represent what students should learn and be able to do, the performances are non-prescriptive. Hence, teachers should be afforded the opportunity to exercise autonomy and professional discretion in keeping with the expected profile, goals, and curriculum vision and mission.

Principle 1: A school curriculum should portray what students should know, be able to do, and identify effective instructional practices and relevant assessment consistent with a country’s educational system (Lewis et al., 1999; Marzano and Kendall, 1998).

Principle 2: Every aspect of a curriculum should refocus on students’ unique qualities and address their emotional, intellectual and social needs (Duncan-Andrade, 2004).

Principle 3: The teaching and learning opportunities should aim to promote autonomous individuals who are self evaluative and committed to a balanced education (Vallerand, Fortier, & Guay, 1997).

Principle 4: A holistic curriculum is one which facilitates linkages across various disciplines, thereby expositing students to an interdisciplinary approach to learning (Johannessen, 2002; Colombo, Sadowski, Walsh, 2000; Hsiung, Chen, and Wang, 2000).

Principle 5: Delivery of a school curriculum requires the collaborative efforts of all stakeholders in education (Langer, 1999).

Principle 6: School curricula should consider the individual needs and competencies of learners and are so designed to enable students to master important concepts and skills required for active participation and personal development in a technologically changing environment (Hsiung et al., 2000).

Principle 7: Curriculum design should identify cross curricular skills which filter across all subject areas providing students with strong foundational skills and competencies (Czerniak, 1999; Foss, 1998).

Principle 8: Survival in the 21st century requires individuals who can communicate effectively using different media (Langer, 1999).

Principle 9: Programs must be assessed using alternative and traditional forms of assessment. Students and parents should play an integral role in students’ assessment and learning (Black & Williams, 1998; Marzano 1990; Marzano and Costa 1998).

Principle 10: Standards and expectations should be credible and accounted for throughout the school curriculum (Wiggins et al., 1998).