Dynamic community generated curriculum


Community generated curriculum based on inquiry

Curriculum should come from the community not the cupboard.  Charter schools are approved because they supposedly are meeting an absent community need.  This is totally unnecessary if the local public school is properly funded and connected to the life of the community, whether these needs be based on culture, language, academic interests etc. 

Community generated curriculum means the students and teacher select the subject matter and build the course as they go.  Content is not prescribed by rigid state guidelines.  In guiding the inquiry, teachers develop principles of scientific research in all classrooms so students are empowered to analyze everyday affairs so they can look around them and understand what they see.  

Inquiry based instruction means that students are constantly investigating.  It challenges students to create, propose a problem and seek its solution through experimentation.  In this way students are taught how to think not merely want to think.  

CORE demands that local communities have a voice in building the curriculum of their school!

Arts Education

There is plenty of research demonstrating how essential an art based education is to the development of students.  Students who engage regularly in art activities demonstrate higher proficiency in language arts, math and science than children who do not participate.  

Art education also builds critical thinking skills and presentation skills that apply across all academic fields and professions. This is one of the main demands parents have placed upon the public education system.  Yet the pursuit of test scores combined with shrinking budgets have placed the arts on the chopping block.  Music, painting, graphic design, dance, theater, poetry and more should be regularly available to all LAUSD students at all academic levels.

CORE demands the restoration and development or arts education in all LAUSD schools.  

Technical education

The current educational model has become overly one sided in regards to a narrow focus on giving students theoretical knowledge necessary for preparing them for four years universities.  This is an important focus not to be discarded but in pursuit of this goal we have abandoned many of the more practical subjects such wood shop, auto shop, and home economics.  In the computer age technical education takes on a new significance as production methods continue to rapidly develop.  Students have to have a strong understanding of how things actually work.  A student who can write great essays and solve mathematical problems but cannot prepare a healthy meal or understand the most basic processes of production is ill equipped for life.   Technical education combines the theoretical with the practical and the political so students are well rounded individuals capable of solving problems and being creative in all areas of life.  

CORE demands technical education be reincorporated into the curriculum!