Exploration of the design process and content of grade one Lebanese official Arabic curriculum -

Abstract

This study was designed to explore the design process of the currently designed Grade One Arabic, and the content of the currently applied Grade One Arabic Curriculum designed by Center of Educational Research and Development [CERD] in Lebanon. The study has three purposes: a) explore the design process of the currently designed grade one Arabic Curriculum, and determine to what extent it matches theoretical models, b) explore the content of the currently applied grade one Arabic Curriculum, and determine to what extent it covers language arts areas proposed by Cox (2008), and c) explore the content of the 1997 grade one Arabic Curriculum, and determine to what extent it covers twenty first century skill proposed by Voogt and Roblin (2012).The study used a qualitative research design which employed the grounded theory and content analysis methodologies. Data were collected using individual interviews with six curriculum designers, and analysis of curriculum documents. Data received from interviews were transcribed and categorized into previously developed categories for this study; and compared to criteria designed for this study to describe interviewees understanding of a curriculum and the design process they followed to design it. Data acquired from curriculum documents were reviewed and compared to the criteria developed for this study in order to identify to what extent the content covers Language Arts areas proposed by Cox (2008) and twenty first century skill proposed by Voogt and Roblin (2012). Findings revealed that curriculum designers agree that that the process of curriculum design started by conducting needs analysis, then learning competencies were designed. Designers then developed content and assessment tools. Concerning the content, findings showed that: reading skills are fully covered, writing, listening, speaking, viewing and visual presentation, and grammar skills are partially covered, and spelling skills are not covered in this curriculum. Findings also showed that: digital literacy skills