Latest news with #curriculum
CBS News
a day ago
- General
- CBS News
San Francisco parents concerned over implementation of school district's ethnic studies class
San Francisco Unified School District parents are speaking out now that the district is requiring ninth graders to take a two-semester ethnic studies class. Just days before the 2024-25 school year, SFUSD sent an email to parents of incoming freshmen notifying them that their kids were enrolled in a yearlong ethnic studies class, something that was previously an elective. "It's teaching to a particular ideology, not actual history," said parent Viviane Safrin. She said she supports ethnic studies, but she's concerned about how this course is being implemented. "This course for our freshman has replaced world history," explained Safrin. "Our ninth graders are saying I took this course already in middle school and why am I having to take it again as a ninth grader for a full year?" It covers topics like racism, activism, and comparing the merits of capitalism versus socialism. "When I looked at what was being taught in this course, we've gone too far," said Safrin about what she saw in the curriculum published online. "And it's okay to say we've gone too far." Parent Scott Kravitz agrees. "I feel that instead of fostering critical thinking or knowledge, all that we're doing is creating ill-informed activists," Kravitz said. In 2021, a California bill required all high schools to offer an ethnic studies course by the 2025-2026 school year. It needs to become a graduation requirement by the 2029-30 school year. District leaders say they moved forward with the mandate properly, but parent Alex Wong questions that. "The president of the board at the time, Lainie Motamedi, said, 'Let's slow this down,' and the fact that SFUSD just continued to barrel through kind of just made me hesitant on why is everything being rushed when there's still a lot of questions to be answered about this," Wong said. Ethnic studies has been offered as an elective for about a decade. Wong said mandating a two-semester class will leave students missing out on other topics. "I think the problem with SFUSD is it's a full-year course," said Wong. "The state law only requires one semester. There are only so many days in the school year, and the fact that you're required to take an extra semester and leaves less time to take other classes kids may be interested in." On the state level, there are still four years before an ethnic studies class is required for graduation. All the parents CBS Bay Area spoke with hope SFUSD uses the extra time to re-evaluate the course. "Our city schools are reflective of the best of our society," said Safrin. "We want to raise our kids here and provide the highest quality, rigorous curriculum. Giving our kids many choices and opportunities to learn."
South China Morning Post
3 days ago
- General
- South China Morning Post
Hong Kong schools told to add national education elements to more subjects
Hong Kong's school curriculum framework has been revised to incorporate national education elements in more subjects, including English, maths, music, visual arts and sports. Advertisement Teaching examples include learning about ancient mathematicians' achievements, holding Chinese folk singing contests and learning how to play Chinese football games. Schools have also been asked to play patriotic songs on different occasions and broadcast major sports games live to boost patriotism. In a circular on Thursday, the Education Bureau told all schools, including those under the English Schools Foundation, Hong Kong's largest international school group, that the updated guide was to strengthen the learning of national security and align with the implementation of patriotic education. 'The Education Bureau has updated the curriculum framework and subject curriculum frameworks to keep national security education abreast of the times, providing teachers with clearer and more comprehensive guidelines, and helping schools further promote national security education on the existing solid foundation,' the circular said. Advertisement In 2021, less than a year after Beijing imposed the national security law on the city, the bureau released a master curriculum framework for national security education. Another 15 subject guides were released to detail how national security education should be implemented in primary and secondary schools.
CNA
3 days ago
- General
- CNA
From classroom to curriculum: How one educator is rethinking teaching for today's learners
As director of the Media, Arts & Design School at Singapore Polytechnic, Mr Mark Lu believed that giving students creative freedom in their learning was the best way to impart knowledge. Interestingly, not all his classmates at the National Institute of Education, Nanyang Technological University, Singapore (NIE NTU, Singapore), saw it the same way. Two fellow students in the Master of Education (Curriculum and Teaching) programme – one from the military and the other from healthcare – shared a contrasting perspective. In their fields, strict adherence to instructions was often critical, with real consequences in life-or-death situations. This eye-opening insight into the need for different teaching approaches deepened Mr Lu's interest in education. Mr Lu had enrolled in the part-time graduate programme at NIE after a conversation with his supervisor sparked a realisation: He wanted to better understand education policy, pedagogy and curriculum, and how he could better support lecturers in their work. LEARNING FROM MANY, TEACHING FOR ALL With over 30 graduate programmes and courses designed to sharpen critical thinking, enhance professional skills and open up new career paths, NIE attracts a growing number of students from a wide range of industries and countries. Their diverse perspectives and experiences enrich classroom discussions and learning for everyone. This diversity mirrors the changing student population in polytechnics. Mr Lu observed that today's polytechnic students come from increasingly varied educational backgrounds and life stages. Many are working adults returning as full-time students or trainees, each with their own goals and life experiences. As a result, polytechnic lecturers must adopt a flexible mindset and be equipped to teach both technical and soft skills. 'They need to design meaningful classroom experiences that inspire and motivate students from all walks of life and help them work toward their aspirations,' Mr Lu explained. 'At the same time, they have to balance a rigorous curriculum that builds resilience with an awareness of students' well-being.' In such a setting, having a wide-ranging community of fellow educators is important. Mr Lu, who graduated in January this year, said that the diverse student body at NIE was his favourite part of the programme. 'I met classmates from countries like China and Vietnam, and others from fields like the military, nursing, human resources and private education. Each of them is an educator in their own way, and they brought very different yet valuable perspectives on curriculum and teaching.' Mr Lu added that his NIE chat groups remain active. One of his classmates even works in the same polytechnic, though in a different school, and they've explored opportunities to collaborate. For Mr Lu, the graduate programme at NIE offered more than just academic knowledge – it refined his understanding of the many factors and stakeholders involved in shaping curriculum decisions and education policy. 'The course on globalisation and curriculum reform gave me a broader view of Singapore's education landscape and helped me better understand why schools are structured and managed the way they are,' he shared. He especially appreciated how classroom assignments encouraged students to apply what they learned to real-world contexts. Rather than working through fixed case studies, Mr Lu and his classmates were asked to explore how key concepts played out in their own workplaces. 'This pushed me to think more critically about my work and how I can better support both lecturers and students in my school,' he said. Before taking on the role of director, Mr Lu led his school's transdisciplinary unit – a team focused on developing a curriculum that helps students build transdisciplinary skills. This approach encourages students to draw from different disciplines and integrate multiple perspectives when solving problems. With insights gained from NIE courses on curriculum development, Mr Lu and his team designed a series of transdisciplinary studio projects, where students from different creative disciplines worked together to solve social issues and industry briefs innovatively. These projects received positive feedback from industry partners, who were impressed by the students' ideas. Thanks to the research courses he took at NIE, Mr Lu was also able to collaborate with his colleagues on developing a three-year longitudinal study examining the impact of his school's transdisciplinary curriculum. The study has since been presented at both local and international academic conferences. 'Through the transdisciplinary curriculum, our students are becoming more comfortable with ambiguity and more willing to take creative risks – traits that are essential in any creative field,' Mr Lu noted. 'We're now working on developing our own instrument to measure transdisciplinary thinking.' Enrolling in NIE and becoming a student again has reshaped Mr Lu's perspective. Once focused mainly on day-to-day teaching, he now views his work through a broader, more philosophical lens. He is also keen to continue an educational journey that he finds deeply fulfilling. 'I believe continuous learning is a fundamental part of our work. We don't just teach for others to learn – we learn to teach, and we keep learning while we teach. Though I've completed my Master's programme at NIE, I am excited to learn more when I embark on my PhD in August.' Applications for the January 2026 graduate intake at NIE NTU, Singapore, are now open. Apply by Jun 19, 2025, for coursework programmes, and Jul 24, 2025, for research programmes.
Yahoo
4 days ago
- General
- Yahoo
OK judge needs more time to make decision on controversial social studies standards
OKLAHOMA CITY (KFOR) — An Oklahoma County District judge said Wednesday he would need more time to consider arguments for and against a case that could see controversial social studies curriculum blocked from Oklahoma schools. Last month, News 4 reported former Oklahoma Attorney General Mike Hunter had joined the legal team representing a group of parents and teachers in a petition filed against the Oklahoma State Department of Education and the State Board of Education to stop the standards. The standards were approved by the State Board of Education in February, and lawmakers could have sent them back for additional review, but decided not to do so. They include biblical teachings and ask students to examine discrepancies in the 2020 election. The case is tied to the process in which the standards were approved and how they could impact Oklahomans. Public school parent-led group provides social studies curriculum opt-out form On Wednesday, Hunter's legal team opened arguments asking for an injunction or temporary restraining order in front of Judge Brent Dishman. Current Putnam City Public Schools educator, plaintiff, and former standards writing committee volunteer, James Welch, PhD, was called to the stand to testify. During his testimony, Welch said that he was brought on as the sole person writing psychology and sociology standards last year. Welch said last fall, he and 25 other teachers met in a University of Central Oklahoma conference room to review the standards. Welch said State Superintendent Ryan Walters attended and expressed to Welch and other attendees that he believed the committee members would do a good job. Welch said he was provided a set of standards from another state and was told attendees should model their standards based on them. He said he was concerned by blatant religious texts and pro-free enterprise standards, calling them 'extreme.' He also said that other attendees he spoke with were 'alarmed' as well. Welch noted that when he reviewed a draft copy of the standards in December, he noted that all mentions of the word 'diversity' in his subject areas had been stricken. He said he found that problematic, and that the material pertained to subjects that were vital for an understanding in government. He said seeing the changes created a 'crisis of conscience' for him and that he feared he would be reported, disciplined, or fired if he taught the areas omitted instead of what he described as a 'radical right wing viewpoint.' Oklahoma State Board of Education attorney, Chad Kutmas, pressed Welch about his experience, of which Welch admitted he had never been a part of standards writing processes prior to his volunteer commitment. Oklahoma State Department of Education attorney, Michael Beason, pressed Welch about copies of standards handed out at the fall meeting Welch was not supposed to take with him outside of the meeting. Welch admitted to doing so, but when pressed about whether he shared them with media outlets, Welch said he did not. Beason argued that Welch was disgruntled because he didn't agree with the standards contents. Hunter's legal team argued the process to approve the standard was inconsistent and that there were amendments made 'that nobody had ever seen.' He said the children across Oklahoma and their parents need to have confidence standards were implemented lawfully. Hunter argued the standards didn't come to the legislature lawfully, saying they were 'shoehorned' in and weren't properly deliberated. 'There has to be a recourse by citizens when there's a process like this that is so flawed,' said Hunter. News 4 has covered reports in which new board members appointed by Governor Kevin Stitt in February say they were not given enough time to review the standards, following the draft of the standards in December, and a 30-day window of public comment. News 4 shared in March that public comments obtained surrounding the altered standards were mostly negative, with only one comment supporting religious texts in schools. Despite that, attorneys for the board and OSDE argued Wednesday that the process, which isn't legally required, other than public comment and the legislature consideration, was all done by the book. They said there's no legal precedent to move the case forward since the legislature took no action, saying doing so would 'open up a Pandora's Box.' 'Just because you're a lawmaker doesn't mean you don't make mistakes,' said Hunter. Hunter asked a judge to consider a joint resolution filed this legislative session by Edmond Republican Adam Pugh that would have sent the standards back to the board. Pugh argued the standards would cost taxpayers millions of dollars in updates to textbooks and curriculum. Dishman seemed weary of accepting the quoted over $30 million figure Wednesday, but Hunter noted the board and OSDE hadn't provided any other figures. Hunter also wanted Dishman to review the public comments. 'In this situation, we certainly want the judge to review everything carefully and thoughtfully,' said Hunter. Attorneys for the board and OSDE, while not providing another estimate, disputed the costs, but they did encourage Dishman to consider a motion to dismiss the case, arguing it's only costing taxpayers more money in legal fees. 'I just don't think that's good government, and I don't think that that's a correct argument, nor do I think the judge is going to buy it,' said Hunter. Judge Dishman did not say when he expects to make a decision on separate motions for the injunction/restraining order or to dismiss the case. Hunter expects an update in June. News 4 reached out to a spokesperson for State Superintendent Ryan Walters on Wednesday, but his office declined to comment. Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
Daily Mail
25-05-2025
- Politics
- Daily Mail
Fury as top military schools are caught in secret underground plots to usurp Trump's orders
Top military schools have faced a swift backlash after using underground means to discuss books and topics banned by the Trump administration. Cadets and staff at the US Naval Academy have been creating non-governmental emails to chat about the banned ideas, including the likes of critical race theory. The president has cracked down on what made up the curriculum at the school, with faculty saying they run their research through an AI tool screen their findings. Words that are flagged include 'barrier', 'Black', 'allyship', 'cultural differences' and 'The Gulf of Mexico '. Professors have been told to teach that 'America and its founding documents remains the most powerful force for good in human history' after a memo Pete Hegseth. One unnamed professor told the Washington Post: 'We at the Naval Academy are here to prepare young officers to command. 'They need to know what we have learned from our study of politics and history and literature and languages. 'We are failing them and we are failing in our jobs if we suppress some things we know are true and we parrot other things we know are false.' They also said that students are feeling conflicted about the possibility of being deployed under the current White House. One professor said they had advised cadets to serve until they receive an order that they feel might be illegal. He told them if that point comes to 'reject it rather than compromise yourself'. Graham Parsons, a former professor of philosophy at West Point Military Academy, left his position earlier this month in protest over the changes to the curriculum. He said that the entire US armed forces have been left up in arms over Trump's reversal of DEI initiatives and social justice programs. Parsons told the outlet: 'It's a feeling of real whiplash. We used to raise the possibility in the military and beyond, there are still real structural problems with racism and sexism. That would not fly now.' He stood down from his post after writing a scathing opinion piece for The New York Times. In it, he said: 'I cannot tolerate these changes, which prevent me from doing my job responsibly. I am ashamed to be associated with the academy in its current form.' Trump was at West Point Academy on Saturday to give a commencement speech in which he vowed to ditch DEI programs and support for transgender service people. He said: 'We´re getting rid of distractions and we're focusing our military on its core mission: crushing America's adversaries, killing America's enemies and defending our great American flag like it has never been defended before. He later said that 'the job of the U.S. armed forces is not to host drag shows or transform foreign cultures,' a reference to drag shows on military bases that President Joe Biden's administration halted after Republican criticism. Trump said the cadets were graduating at a 'defining moment' in Army history as he accused political leaders in the past of sending soldiers into 'nation-building crusades to nations that wanted nothing to do with us.' He said he was clearing the military of transgender ideas, 'critical race theory' and types of training he called divisive and political.
