In grades, K-5, I would see children taking a core process curriculum with literacy, math, physical education and the arts (music, visual arts), and a core content curriculum for science and civics (including history and citizenship). Cooperative and communication skills would be embedded.
In grades 6-8, students would continue to take literacy, math, and p.e. on a regular basis. Students would formally learn technology, metacognition and study skills on a repeating basis. Students would also cycle through a variety of electives including science, civics, arts, finance, languages, and vo-tech subjects.
In grades 9-10, students would continue to take literacy and math regularly, but begin to focus on some sort of disciplinary track, like college prep, vo-tech, health, technology, international studies, or arts. They would still take at least one course per semester in a different discipline track. By grades 11-12, students would focus mainly on their chosen track, with some elective opportunities. In this way, a high school would actually be a conglomeration of a number of departments.
Instead of homework, students would have independent follow-up work, and the school day might be extended to allow students time to complete it. The focus would be on research and extending one's understanding in the field. There should also be resource centers that would give students a place to receive help and find information.
Allowing students the opportunity to pursue areas of interest while providing a foundation of skills might cut down on a very basic problem in schools - many students are disengaged from what they are learning. By fostering their natural affinities, students would have greater internal motivation and would be better prepared for the post-secondary world, whether that means college, technical or vocational school, or the work force.
(originally posted 4/12/08)
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