THE PRINCIPAL’S OFFICE:

KUSSIN’S CORE CURRICULUM

Posted Friday, March 10, 2017 12:22 pm

By Steve Kussin

That’s right. In the series to follow, I am going to offer my own proposals for what students need to succeed in an increasingly competitive global economy.

I may sound angry; actually, I am more frustrated. I am tired of the seemingly endless wrangling, back and forth, give and take, tug of war, over what the curriculum should be. Recently, some revisions were announced. But I’m still not satisfied. Several weeks ago, I ran a similar series during my reports on WCBS Newsradio 880. Now I’d like to share those recommendations with my Herald readers.

I will go subject by subject and enumerate my proposals. Not only will I discuss what should be taught, but I’ll also talk about how “it” should be taught. We need to settle on the standards once and for all. And I want to point out, as I’ve done before, that it is premature to talk about assessments or linking test scores to teacher ratings before we first settle these curriculum matters.

Readers may find that some of my proposals are nothing new; they return to the course of study on which many of us were raised. I believe it served us well. My mantra is: “If ain’t broke, don’t fix it.” However, in some cases, I will discuss radical departures from the status quo. I also want to point out from the get-go that some of my suggestions may not win me friends, to say the least.

Let me preview coming attractions. I’ll examine the so-called core subjects: English Language Arts, Social Studies, Math, and Science in depth. We’ll look at World Language (its current name) and address the problem of being a monolingual country in a shrinking world. I’ll talk about the added significance which both Health and Physical Education have with this generation. I don’t want to see the elective departments neglected; we’ll investigate the place of Fine Arts, Music, Business Education, Technology, and Family & Consumer Science in the course of study.

I also want to focus on Vocational Education. Not every student is going to college and we need to look beyond academics per se. The good news is that educators are beginning to realize that there needs to be more than one pathway to a diploma.

I will revisit my campaign for the “four by four.” In other words, I want to see every student, with few exceptions and exemptions, take four years of the four subjects: English, Social Studies, Math, and Science. Yes, I realize the implications of such a proposal, both in terms of time and money. But if we’re to regain our academic supremacy in the world, bold steps need to be taken.

As I said above, we’ll also look at the “how.” Among the topics I’ll discuss is the need for more interdisciplinary studies, mainly between English and Social Studies — and — Math, Science, and Technology. I’ll also stress the need for more team teaching and collaboration among faculty members.

Although much of what I’ll detail in the columns to follow will focus on the secondary level, there will be a “trickle down” effect to the elementary level as well.

So fasten your seatbelts! We’re about to begin.

Let’s start with what I deem to be the ideal English Language Arts curriculum. One thing we can agree on: The curriculum should focus on reading, writing, listening, and speaking. Let’s assume that students have a single period of “English” each day. Ideally, I would like to see two separate periods: one for reading and one for writing. But I’ll accept, reluctantly, the single period, at least for now.

In grades 7-12, students should read eight to ten novels or plays each year. Eyebrows being raised already? Sounds like a lot? My generation managed to do it. Essays, poetry, and short stories should be infused into daily lessons. What should be avoided are one-page dittos followed by simple, low-level fact questions. That is NOT reading instruction! However, in some classes that is the norm.

Furthermore, there needs to be some curriculum “mapping” or realignment. Repetition needs to be avoided. Different works need to be read in each grade. I’ve come across cases whereby students read “Juliet Caesar” or “Romeo and Juliet” two or even three times during the course of their middle and high school careers.

Interestingly, Ithaca (where I did my student teaching) did curriculum mapping even before it was in vogue and there was such a term. A different play by Shakespeare was read in each grade. I even recall that with a single set of plays and accompanying materials, each junior English class was assigned to study “Macbeth” for a different three-week period.

We’re just getting started with English Language Arts. Coming up: innovative programs to get students to love reading. And then, the writing component.

Dr. Steven Kussin was a high school principal for 21 years. You can hear his “CBS on Education” reports three times a day weekdays on WCBS Newsradio 880. He is also an adjunct professor at Hofstra University and an educational consultant for school districts around the country. Contact him at sk3015@aol.com.

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THE PRINCIPAL’S OFFICE:

KUSSIN’S CORE CURRICULUM

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