Development of Critical Thinking Skills: An Analysis of English Curriculum Grades I-XII (2019)

Abstract

Introduction: This qualitative study analysed the English Language Curriculum for Grades I-XII (2019) to assess how well it promotes critical thinking among secondary school students. The study aimed to determine the extent to which the curriculum facilitates the development of critical thinking skills.

Methodology: The curriculum document was selected through purposeful sampling and analyzed using qualitative content analysis with NVivo 12 software. This method enabled a detailed examination of the curriculum content to identify elements related to critical thinking.

Results/Findings: The analysis confirmed that critical thinking is deeply embedded in the curriculum through the integration of critical thinking skills with language skills, particularly reading and writing. Using Bloom's Taxonomy, the curriculum emphasizes activities designed to develop higher-level thinking skills. Additionally, well structured assessments require students to answer analytical and evaluative questions, aligning with the objectives of fostering critical thinking.

Future Direction: For the curriculum's potential to be fully realized, teachers must thoroughly understand its objectives and effectively implement the prescribed strategies. Continuous professional development and support for teachers are crucial to ensure the successful integration of critical thinking skills in teaching practices.