Core Cycle Capabilities in Modern Curriculum Design

Current Curriculum Objectives and Cycle Capabilities

The current curriculum objectives are expressed in the form of cycle capabilities, which are explained below:

• Cognitive and Intellectual Capabilities: These refer to mental structures that enable us to understand, synthesize, and analyze. One must know how to use these skills. These capabilities enable us to achieve certain objectives, such as identifying and raising questions and problems from daily experiences using knowledge and collaborating with others.
• Motor Capacities: These refer to skills and movement—in short, everything related to the musculoskeletal system. The objectives pursued are to know your own body and develop habits that contribute to health and quality of life.
• Personal and Emotional Development Capacities: These help develop the personality of the subject. Coupled with school capacity, the objective is for the student to act independently in normal activities and in relation to the group, where they must develop emotional skills and initiative. It is important to consider the student's disposition for learning (attitude, motivation, interest, and self-concept).
• Interpersonal Skills: These involve the rules concerning relations between students and teachers, the teaching style, and the classroom climate. The goal is for students to participate in group activities. Students must respect the rules while articulating their tastes and preferences with peers.
• Social Integration Capacities: These allow students to learn and be integrated into the environment, facilitating the individual's socialization. The goal is for students to establish constructive relations with others; for example, when unknown or conflicting situations arise, they can be constructive rather than destructive. This is a very important point in modern schooling because there has been an increase in student violence, and we must redirect these facts.

Developing Capabilities vs. Behaviors

We must develop capabilities, not just behaviors. In the old traditional school, educators were obsessed with behavioral changes. Today, we know that skills can lead to behavioral changes. The objectives should be listed in terms of process orientation—the way forward to reach them—whereas the traditional school focused on the final product.