Review of Curriculum Models

Focuses on detailed evaluations of academic and personal growth rather than grades until at least grade 6.

Prioritizes developing a better understanding of math, science, history, geography, art, and literacy areas.

This curriculum is NOT a one-size-fits-all. It is made to be specific to the interests and learning of each child.

Developed in 1962 to help the development, learning, and academic success of children and teens in poor neighbourhoods

Ensures that the classroom is organized and labeled to give children a sense of independence and initiative

Educators stay with the same group of children for five to eight years, keeping a familiar and comforting environment

This curriculum values all 100 languages of the children, both verbal and nonverbal as equal

This curriculum uses open-ended materials, and Jolly Phonics as a means of learning.

Anthroposophy is the center of this curriculum.

In the early '60s, the creator of this curriculum began testing out his ideas on a group of children in Summer Camp.

This curriculum spent many years designing sets of materials to best suit concepts/skills that children gravitate toward

Founded in 1929, this curriculum used universal patterns of development found in all children, regardless of generation

This curriculum strives to support the child through “head, heart, and hands,” focusing on the child as a whole.

Curriculum research was conducted through travels in Europe to expand knowledge to create new ideas for the curriculum

Believes that children act on initiative in the classroom and can use the educators as a support in their exploration

The founder of this curriculum developed a concept known as “cultural literacy”

This curriculum mainly uses educator-directed learning to scaffold knowledge

Uses big/welcoming spaces to allow for individual play or group play, whether it be outdoors or on a table or the floor.

Founded in 1986 after observations that determined comprehension skills are influenced by previous background knowledge

This curriculum aims to nurture children’s eagerness for knowledge, respect, and understanding

This curriculum minimally uses textbooks and technology in the classroom.

Children use a variety of artistic tools to support subjects including gardening, art, sculpting, sewing, and music.

This curriculum uses a mix of interactive activity books and exploration to build on past knowledge

This curriculum arranges the classroom in a way that supports children best through active learning

These materials are open-ended and consist of loose parts, art supplies, and blocks

This curriculum uses self-correcting materials, allowing children to problem-solve on their own

This curriculum was founded in 1919 and is rooted in spiritual-scientific research.

Prioritizes teaching children sequential programming, reading comprehension, and creative & collaborative learning.

This curriculum sees the environment as the “third teacher”

The materials should be open-ended, reflect interests, support active learning, and reflect each child’s home, culture

Prioritizes strengthening growth in cognitive, emotional, social, and physical development for teens/youth

This curriculum uses materials with different sizes and textures and reflects the community

Uses child-directed activities and a hands-on approach in the classroom to allow children to immerse themselves fully

The materials/equipment are bright, attractive, cultural, and natural for complex sensory and intellectual development

The foundation of this curriculum was based on research from Jean Piaget and John Dewey

Strives to make the classroom a place of research, learning, and reflection, to benefit children/families, and educators

Encourages children to collaborate with peers and educators, build off of their interests, and direct open play learning

These materials encourage creativity, experimentation, exploration, and open-ended play

This curriculum frequently uses large-group settings/activities.

Focuses on 5 main principles; assessment, adult-child interactions, routines, learning environment, and active learning