The Curriculum Starting From Early Education

The Curriculum Starting From Early Education
If I had to choose any of the six educational philosophies I would choose Essentialism. I believe that
all individuals should be taught the same curriculum starting from early education in order to
success in our society. According to (Gutek 2013), genuine education involves learning basic skills,
that are needed to function effectively in civilized society. Human Nature Aspects According to
(Kronfeldner, M 2014) essentialist hypothesizes, that there exists some characteristic unique to and
shared by all members of Homo sapiens which explains why they are the way they are. All humans
are inherited with the same basic characteristic that makes us all unique. (Willis J 2008), believes
that there are some features common to all human beings–that is, independent of individual, cultural
and historical factors–that are conducive to a good life and human flourishing. With that being said,
there is a general agreement that all humans share the same basic human nature characteristics.
Personal Reaction All humans have the basic desire to live a good, flourishing life which may
pertains to health, money or love. I believe our human nature would do anything to pursue these
common beliefs. Humans are eager to learn only if it meets their basic human nature needs.
Furthermore, I believe our society shape our independent thinking; what we hope for in our future
will shape our basic human nature. The School Purpose The purpose of schools is to educate every
student regardless of
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The Career Technical Education Model Curriculum Standards
ABSTRACT
Today's economy demands a better educated workforce than ever before, and jobs in this new
economy require more complex knowledge and skills than the jobs of the past. The California
Department of Education and the California State Board of Education are pleased to present the
California Career Technical Education Framework for California Public Schools, Grades Seven
through Twelve. The California Career Technical Education Model Curriculum Standards, Grades
Seven Through Twelve, adopted by the State Board of Education (SBE) in 2005, was designed to
help achieve that goal by providing educators with rigorous, balanced standards reflecting both the
essential knowledge needed to achieve a seamless transition to careers or postsecondary education
or training and the specific skills required for each of the state's 58 career pathways.
This publication, the Career Technical Education Framework for California Public Schools, is the
blueprint for educators to use in implementing the career technical education (CTE) model
curriculum standards adopted by the SBE. It provides a context for the content laid out by the
standards, discusses best practices, and explores important issues in the implementation of those
standards.
INTRODUCTION
Career and technical education (CTE) is an educational strategy for providing young people with the
academic, technical, and employability skills and knowledge to pursue postsecondary training or
higher education and enter a career field

General Education Curriculum
The progress in the general education curriculum is broken down in a few parts. The general
education curriculum is to be taught to non–disabled students, and IDEA requires students with
disabilities be involved to the maximum magnitude which is appropriate for each student
individually. All students, including those with disabilities, will participate in the general education
curriculum and will meet certain standards in that curriculum. Three practices or laws of progress in
the general education curriculum can be defined: progress toward IEP goals, which is required by
federal law, participation in State district–wide assessments and establishment of state level
performance goals and indicators.
First, progress talks about the importance of what the federal law requires and promotes. IDEA
(Individuals with Disabilities Education Act) requires specific categories of disabilities under which
children may be eligible for special education and related services. IDEA requires the IEP to show
how a student will be involved and progress in the general education curriculum. By using the
student assessments, IEP shows the student progress in present levels of performance, annual goal,
and supplementary aids and services, program ... Show more content on Helpwriting.net ...
General curriculum must meet the standards of appropriate information given, improve instruction,
and making school accountable to students, their families, and the public. This general curriculum
allows the annual participation in state district–wide assessments. The Common Core State
Standards (CCSS) was adopted by state education agencies. The standards were created to develop
actuality learning goals pertaining to each grade level, beginning elementary to high school graduate
ready for college and career. Students benefit for CCSS by being in high expectations to achieve
success in their learning

Effects Of Curriculum On Elementary School Physical Education
In Step 2 the authors stated purpose was to "Determine the effects of a curriculum designed by
following social constructivist learning theory on learning fitness knowledge critical to healthful
living in elementary school physical education. Specifically, we asked whether and to what extent
curriculum influences elementary school students' knowledge gain in three areas important to fitness
development and healthful living: cardiorespiratory health, muscular capacity, and the principle of
maintaining body flexibility and good nutrition." (Sun, Chen, Zhu & Ennis, 2012, p. 217). After
finishing their research study, the authors asserted that the results of the investigation concluded that
"The superior knowledge gain in students who experienced the treatment curriculum can be
attributed to the impact of the curriculum. Contributing factors include curricular coherence and the
emphasis on helping students internalize the knowledge and skills in the curriculum and creating a
highly learning– oriented learning community in which ZPDs can be meaningfully determined for
students to enrich the learning experience. With the development of redefining learning as
conceptual change in education, the evidence, based on knowledge gain determined by standardized
tests, may be limiting still. Further studies incorporating conceptual change measures should be
conducted to further our understanding of the power of curriculum on learning." (Sun, Chen, Zhu &
Ennis, 2012, p. 228). The

The Importance Of Physical Education In School Curriculum?
Today we are facing certain issues that are helping in incorporating physical education in school
curriculum since we have come to realization of the benefits. We face a lack of physical activity
amongst children when physical activity is required for their well–being. We have issues on why
physical education is in need now more than ever–in schools. While also recognizing the reasons as
to why some schools are now adopting physical education to the curriculum. Physical education is
or should become incorporated in schools more due to lack of inactivity. It has proven to help in
preventing obesity amongst the children and teens when physical education was added in the
learning curriculum. As it was proven by "physical activity across the curriculum (PAAC) it has
shown promise in weight management" (Gibson, et al, 2008). PAAC evaluated "4905 children from
24 schools" for a year by helping teachers involving physical activity in their teaching lessons to
better help in improving, and teaching kids about being active. The PAAC helped teachers create
lesson plans with physical activities during breaks and make other lesson plans a bit more fun than
just the regular routine. During the time, that PAAC was helping with the lesson plans it was shown,
that teachers had increased physical activity from "47 minutes to 65 minutes" as well as helped with
behavioral issues some students might have or fidgeting plus it made them more focused and alert
which the teachers loved. Still

National Curriculum Of Physical Education
Smith (1991) explains that the way in which the pupils understand the value and purpose of PE may
influence the way in which the lesson is delivered and what pupils achieve. Papaioannou and
Macdonald (1993) go on to say that pupil personal progress and success is achieved when the pupils
see the lesson objectives and learning outcomes as purposeful.
Pupils who don't understand the benefits of PE and therefore don't value it are likely to not
participate in lessons and drop out of sport and become inactivate once they have left school, if not
before (Graham, 1995a; Harris, 1994).
As Hallam and Ireson (1999) suggest, education is about ensuring pupils learn skills and gain
qualifications so that when they leave they are find employment in whatever ... Show more content
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Langley (1995) explains that because of this, there is a lack of understanding when doing tasks and
has allowed in pupils thinking that PE is just a break from 'normal' lessons (Green, 1998).
Locke (1992) suggests, that pupils are not 'buying' into the PE curriculum because they feel the
activities on offer are irrelevant to them.
Woodhouse (1996): Green (1998); Penney (1999) imply that, the National Curriculum of Physical
Education, objectives and general requirements are not fully appreciated and understood by pupils
whom it is designed for.
Harris (1994); Macdonald et al (2005) studies have shown that young people value PE for the
cathartic function it can provide and because it was seen as enjoyable subject where the pupils can
'have fun and be with friends' (Harris, 1994:145) while playing team games (Macdonald et al.,
2005).
Flintoff & Scraton (2001:10) explain from their study that pupils see the key purpose of PE as 'a
break from academic work'. Jones & Cheetham, (2001:90) also found this as a key theme in their
study with pupils explaining how PE is a 'break' from other academic subject 'such as English and
maths'. However, the pupils could also recognise that the main purpose of PE was to be active and
participate in sport but this was not what the pupils valued most from the

Accreditation For Physical Therapy Education Curriculum
The Commission for Accreditation for Physical Therapy Education Curriculum as Viewed Through
the Lens of Social Meliorism
Nancy Smith
ECI 700 Curriculum Theory
North Carolina State University
The Commission for Accreditation for Physical Therapy Education Curriculum as Viewed Through
the Lens of Social Meliorism Curricula can be viewed from different perspectives in order to
critically evaluate how they might best influence students, institutions, and faculty. The purpose of
this paper is to evaluate the Commission on Accreditation for Physical Therapy Education (CAPTE)
Evaluative Criteria for Physical Therapist (PT) Programs and its relationship to a social meliorist
framework. First, a description of the curricula ... Show more content on Helpwriting.net ...
CAPTE was established in 1977 by the American Physical Therapy Association (APTA), and has
served as the sole accrediting agency for physical therapist and physical therapist assistant programs
(http://www.capteonline.org/WhatWeDo/ , retrieved 12/10/2014). While accreditation is a voluntary
process for programs, graduation from a "PT or PTA program that meets the accreditation standards
of CAPTE or is substantially equivalent" is required for students to be able to be eligible to take the
PT national licensure exam. (NPTE Candidate Handbook. General Information, retrieved
12/10/2014).
In its work as an accrediting body, CAPTE has established programmatic standards and criteria for
evaluation of Physical Therapist and Physical Therapist Assistant programs. These standards are
influenced by "the profession in defining the nature of contemporary practice and determining
practice expectations and the demands that are placed on graduates" (CAPTE Evaluative Criteria, p.
i, 2014). CAPTE references five documents in the derivation of these standards: the Guide to
Physical Therapist Practice, which describes patient/client management, and the Normative Model
of Physical Therapist Professional Education, "which focuses on the prerogatives, perspectives,
beliefs, and values relative to PT education," the APTA Code of Ethics, the Guide for Professional
Conduct, and the Standards of Practice (CAPTE Evaluative

Liberal Arts Education Should Be Implemented Into A New...
For centuries, a liberal arts education was a sign of a well–rounded, creative individual. However, in
an ever changing era, a liberal arts education is nothing more than an example of how little people
enjoy change. Nowadays, numerous jobs require basic to intermediate computer skills, literacy in
basic business and economic concepts, and a remedial understanding of geography, social customs,
and current events. The core curriculum of a liberal arts education, which includes history, math, art,
science, English, literature, and a variety of social sciences, needs to be expanded to encompass the
subjects people encounter every day in the 21st century. This paper is directed towards a general
audience dedicated to improving centers of ... Show more content on Helpwriting.net ...
Natural sciences entail subjects such as biology, chemistry, and physics, whereas formal sciences
include mathematics. Although the subjects which teach computer skills, business skills, and world
awareness are offered at most universities, they are not required classes, even though they are
quickly becoming necessary skills in the world. The liberal arts standard curriculum needs to be
adjusted to overcome the gap which exists between what students are expected to know and
understand and what they are actually taught. The goal of a liberal arts education is to create a well–
rounded, educated individual. Expanding and adjusting a liberal arts education to meet the
requirements of an ever changing society does in no way hinder this goal. In all actuality, expanding
a liberal arts education to require new subjects would simply create more well–rounded individuals.
Furthermore, changing the liberal arts curriculum is nothing new. The original curriculum developed
by the Greeks only included grammar, rhetoric, and logic and was soon expanded during the
medieval times to include four new topics (Haidar). Changing the curriculum becomes necessary
when new skill sets are required in society. Since the last time the liberal arts curriculum was
adapted, technology has expanded and with it new skills are required of employees. With the gap
that exists between what skills are necessary and what is

School Curriculum And Programs For Their Secondary Education
Every year, bright and brilliant students enter or continue in the Folsom Cordova Unified School
District (FCUSD) for their secondary education. These are students who are capable of outshining
each other with their own unique and various ways. There are students who simply want to graduate.
Then, there are also students who are unsure and unconfident about their paths however aiming for
high educations. Lastly, there are students who are vigorously passionate and confident aiming for
the pinnacle. FCUSD has done their best to optimize school curriculum and programs that appeals to
all types of students. The current curriculum is able to provide students proper education followed
by the California Curriculum & Instruction as well as help students who are lacking behind – better
known as accelerated courses. The current curriculum is working, but is it able to keep up with the
fast moving stream of the reputable colleges? Can FCUSD further aid the vigorously passionate and
confident student aim for their academic career path by improving the curriculum? Yes, FCUSD is
capable of making a different academic acceleration program that encourages outstanding high
school students to learn academic subject outside conventional education at a faster rate by means of
available resources and/or online courses. The purpose of this program is to give the opportunity for
students who finds the conventional education too slow and would like to take higher courses like in
community college

Multicultural Education : An Essential Part Of The Curriculum
I believe multicultural education is an essential part of the curriculum in the United States. As a
culturally diversifying nation, multicultural education as become imperative. America is considered
to be a "melting pot" because of the many people from different cultures and background have
emigrated in search of a better life. Immigrants have brought with them their own unique cultures.
When working with the public, especially children within a school system, it is imperative to
become somewhat knowledgeable of different cultural beliefs and practices in order to help these
children adjust to the traditional classroom. As demographic changes in the United States have
significantly increased, the cultural diversity of student populations in public schools, multicultural
policies, and practices have become important.
As our demographic is changing and population is coming from various unique cultures and
background, it 's imperative to see a change in the society. Teachers really need to start adding other
cultural elements to the courses which they will teach to younger generation. Students are the
foundation for the next generation to build and stand together as a whole unity. In order for them to
be so, it 's really important if they learn about other cultural diversity differences and their beliefs. If
it 's not the school that 'll teach the students then who else would. One of the main issue is racism
and the root cause of it is ignorance. Ethnic studies is a

3rd Grade Bilingual Education Curriculum
Over the years data has become a major part of school starting in pre–kindergarten. Evaluations
happen every day in school. The only thing that make a different is when and what type. Is the
evaluation given after instruction daily or just after a unit? Next, what happens with the data from
the evaluation? Are the standards retaught or is it just time to move to the next unit? Being a teacher
it is baffling how you can teach a whole lesson and only half if that many of your students
understood. The concerning point is that you're not only responsible for the half that understand.
You are also responsible for the half that didn't understand. After teaching for so many years now I
have noticed there is not a perfect class. With knowing this when teachers receive bad test results on
an assessment they should ask their selves the same questions. Why do they not understand and
what can I do differently? However, these are the question that the teacher is being ... Show more
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Half of the study comes from a 3rd grade bilingual class and has being in bilingual class from pre–
kindergarten through 3rd grade. All students are from low income poverty neighborhood
surrounding the school. With the difference in environment all these students are subject to the
belief that they all should be in the same academic achievement level as higher city students that do
not live in low income poverty areas.
Problem Statement
The purpose of this action research project is to evaluate the impact of formative assessment on
fourth grade math student's achievement. The project will use performance data to restructure
spiraling back lesson over pass standard for higher level on retention and achievement. There is one
specific question that will be attempting to be answered with this research:
1. How will formative assessments impact fourth grade students' math

Implied Curriculum: Physical Education for All Students
Physical education is a component of the American education system about which politicians,
administrators, doctors, and others frequently debate. Some see it as an integral part of a student's
education – a part that is often underemphasized due to time and budget constraints. Others see it as
a non–essential, indicating that a student's academic day should not be interrupted with something as
non–academic as sports (Pill, 2012). In fact, currently only 2.1 percent of high schools provide the
nationally recommended daily physical education, CDC found (Society of Health and Physical
Educators, 2014). Based on the recommendations from the leading research, however, many schools
are adopting a more holistic view of the student, emphasizing ... Show more content on
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This problem, which Soukup, Henrick, and Barton–Weston (2010) relate to a phenomenon called
exercise identity, is one that has some researchers concerned. Inspired by the research that shows
that active adolescents are more likely to be active adults, Soukup, Henrick, and Barton–Weston
conducted a study on the differences between the exercise identities of athletes versus non–athletes.
They found that the affective domain was more likely to determine lifelong exercise than the
cognitive domain. That is, students who enjoyed athletics due to camaraderie, competition, etc. were
more like to engage in lifelong fitness than those who cognitively knew the benefits of lifelong
fitness but did not participate in extracurricular sports. Based on their findings, the researchers
recommend that schools work to provide extracurricular athletic activities for all students, whether
intervarsity or intramural. Schools should offer after–school activities that will appeal to all students,
not just activities for the physically elite. Such activities might include hiking, biking, Ultimate
Frisbee, and more. By offering a wide array of choices, students can participate in activities that they
find enjoyable, thus encouraging lifelong fitness.
Both physical education classes and athletic programs offer opportunities for students to develop
their physical

Special Education Curriculum For Students With Disabilities
1. From your perspective, what exactly, are we talking about when we say "special education
curriculum"? At first I was a little confused about this question. I was thinking about special
education curriculum in the terms of an adaptive curriculum. After reading the articles form this
module and locating my own article, "special education curriculum" refers to what educators are
doing to make the general education curriculum accessible to students with disabilities. Although
there have been many changes related to the education of students with disabilities, there is still a
noticeable gap in achievement between students without disabilities and students with disabilities
(Aron & Loprest, 2012).
2. Describe the legal climate of special education today. How does this climate affect the decisions
we make in designing and implementing special education curricula? Provide specific examples.
There are many legal issues that arise in the area of special education. During the summer 2015
school term I completed the course Special Education Law. In this course I discovered that litigation
regarding the laws of IDEA and Section 504 are on the rise. Parents are more educated of their
rights and there are advocates as well as organizations readily available to assist student with
disabilities as well as their parents. Some of the topics that can cause legal issues include placement
in the least restrictive environment, progress monitoring of goals and objectives and making

Curriculum Of American Education Essay
Malala Yousafzai, Bill Gates, Michelle Obama, and Emma Watson. What do all of these people have
in common? Besides being people that I personally look up to, these are all activists for education
around the world. As someone who has been fortunate enough to have gone through school in such
an excellent district, I have seen the impact that an excellent education can have on a child. This is
why I firmly believe that education is the strongest asset that any generation can have to succeed.
In recent years, the United States has fallen behind other countries in education. While we might not
be seeing the immediate effects right now, but unless we make education more accessible and
comparable to other countries' curriculum, Americans will fall behind in the global market. It is
imperative that the curriculum of American schools is reevaluated in order to help future generations
have the assets required of them in our globalized world.
In addition to traditional classroom education, knowledge is also critical in order to create a more ...
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In most other countries, children begin learning a second language very early in their schooling.
Most American schools, however, do not begin foreign language instruction until middle or high
school. It is clear to see the detrimental effects of this. If you ask anyone who took a foreign
language class in high school, chances are that they have retained none of it, unless they continued
to study it in college. This is because by the teenage years, it is much harder for the human brain to
learn a second language. If more schools began teaching a second language in elementary schools, it
is more likely that students will retain more language skills. As a result, more individuals will have
the language skills required in this global market to succeed with international relations and

Education As A Viable Curriculum
Introduction Education evolves to ensure students are receiving the appropriate skills they need
when they graduated high school or choose a career and compete globally in terms of human
resources. Thus, curriculum plays an essential role in equipping these children from elementary up
to high school in the area of their intellectual and social aspect. However, do we have a guaranteed
and viable curriculum to equip these children? Viable Curriculum As established by Marzano, about
a guaranteed viable curriculum 'is primarily a combination of opportunity to learn and time (2003,
p.22).Likewise, he even emphasized OPT (opportunity to learn) is a strong link in student
achievement, considering OPT give all students the chance to determine the skills used to assess
their capabilities in mathematics (Marzano, 2003). Furthermore, given a viable curriculum should
also be matched with appropriate classroom instruction. However, how do we measure if the
instruction given is adequate? There is a need of a viable grading system to determine the validity of
student's learning. Grading System Students tend to aim high to achieve for academic excellence if
there is a visual representation of their invested time and effort. This serves as the best motivating
factor and inspiration of students to persevere and aim for the best which is the achievement grade.
As Wright and Murray stated, grading system produce a valid measure of learning considering that it
constitutes the academic

A Comparative Study of the National Curriculum for...
Physical education has yet to become an established and important feature in Australian and English
school programs. At one level physical education has enjoyed considerable political support,
acquired support from athletes and secured a place on Australia and England's national curriculum.
However on another level physical education has been the subject of crisis meetings in Australia, on
the verge of being wiped out in later secondary school education in England and had numerous
reviews. So why is physical education important? The major factor being the increasing rise in
obesity, but also children appear to have less knowledge of physical skill, lack fitness and are very
inactive is a few reasons why physical education needs remain in ... Show more content on
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Drawing on past and present literature an analysis and comparison of the two countries will
hopefully draw some conclusions on the developments needed in physical education, but will also
draw on the positive aspects as well.
Time Allocation in Australia
Physical Education (PE) has been compulsory in the Australian national curriculum since 1946. Its
purpose and name has changed on several occasions, starting off as PE, then changing to Sport
Education, to Health, and now Health and Physical Education (HPE). Australia's curriculum is
organized into states like the American curriculum and each state is responsible for its policy and
operation of PE. However the Australian government have stated that children from ages 5–18 while
at school must undertake some compulsory PE. It is considered that children should undertake
overall 200 minutes of physical education, 100 minutes of active sport and 100 minutes of PE in
secondary school. However this has seen not to be the case as the ACHPER Fitness survey of 1987
found that in the schools surveyed an average of 116 minutes a week was being allocated to PE.
Researchers believe a minimum of 3 lessons of skill learning each 45 minutes long and 3 fitness
sessions a week each 30 minutes should be allocated to HPE, and this being the absolute minimum
(htpp://web.ceo.adl.catholic.ed.au cited 10/01/2005). However Moore 1994 feels

Australian Higher Education Curriculum Analysis
The Australian Higher Education quality assurance framework, introduced in 2000, had the core
function to ensure that quality assurance policies added value to the higher education sector and
positioned Australia as a major stakeholder in the global trend to towards "for profit" higher
education. In 2005, the Australian Vice Chancellors' Committee (AVCC), after reviewing quality
assurance frameworks, committed itself through the 'code of Practice and Guidelines for Australian
Universities, to the principle that; "the provision of education services to international students, both
on–shore and off–shore, brings with it the ethical commitment that quality education be provided
and that value be given for the investment made by international students"

The Debate Surrounding Australian Education Curriculum
Introduction
The debate surrounds Australian education curriculum has become one of the most critical topics by
educators. According to Kelly (1999), curriculum can be, and is, used, for many different types
teaching program. Kerr also defines curriculum as, 'All the learning which is planned and guided by
the school, whether it is carried on in groups or individually, inside or outside the school". (quoted
in Kelly 1983: 10; see also, Kelly 1999). These educational curriculums will not only focus on how
different curriculums are planned, but on the essence of curriculums that will ensure what have been
planned are justifiable in educational term. Therefore, it is important for educators and teachers to
identify teaching curriculums that ... Show more content on Helpwriting.net ...
The new English and EAL study design received most intense debate as they are the only primary
core units that are compulsory for every VCE students. While local educators proposed for a more
practical approach to the new English/EAL curriculum with stronger emphasis on speaking, reading
and creativity in students' use of the language instead of focus on essay based text response and final
exam. However, state policy makers prefered to remain the strong academic focus in the new
curriculum and ensure all students reach a certain level of academic standard through SAC (school
assessed coursework) and final exam. This essay will discuss the essence of a good curriculum and
then compare those two different approaches by review a number of academic literature in order to
discuss similarity, strength and weakness of both approaches. The last part of this essay will discuss
how the new EAL curriculum balance between the two style of approaches and potential implication
teachers and schools can draw from the implementation of new EAL study design.
Nature of curriculum
Through last few decades, educators have been contantly arguing about the supposed nature of
education curriculum as each educator has

PK Curriculum: Education and Curriculum Constructivism
Background The Early Child Curriculum
Preschool education has evolved dramatically since the early 20th century; from strict and rigid
control paradigms, to enriched programs like the Montessori Method and beyond. Learning is a life–
long adventure in the philosophy of discovery. To maximize learning, one cannot underestimate two
things: learning opportunities and the environment surrounding the learning activity. Learning
opportunities must be interesting, meaningful, and purposeful for learners particularly children.
Education prepares children for life, not for any specific social institution. Since each person is born
with innate gifts that are unique to their own personality, the perceptive educator must nurture those
gifts and help the child discover their own individual purpose. Because the process of education is
individualized, the school should be away from an indoor "room" and, if possible, in the country,
without textbooks, in which the teacher uses nature to discuss science, art, history, philosophy, etc.
Rote memorization is discouraged, as is corporal punishment. In fact, the two most important
lessons for historical viewpoints on education are that the child learns morality by experiencing the
consequences of inappropriate acts and that the most important thing a teacher can do is guide the
process of thinking and reading, so that the child can explore the world through their own gifts. This
is particularly important when thinking about children as open

Assesing the Curriculum for Special Education
CENTRAL PHILIPPINE UNIVERSITY
SCHOOL OF GRADUATE STUDIES
Jaro, Iloilo City
ASSESSING THE CURRICULUM FOR SPECIAL EDUCATION
A RESEARCH PAPER
In Partial Fulfillment of the Course
In
Educ. 647
Supervision of Instruction
Presented to:
Dr. Lucy B. Catalogo
Professor
Presented by:
Lori Grace A. Advincula
MAED 2 –1
March 25, 2008
Table of Contents
Chapter I. Introduction .......................................... 2 Background of the Study.................... 2
Objectives of the Study ...................... 2 Statement of the Problem .................... 3 Scope and
Limitation ........................ 4 Hypothesis ..................................... 5
Chapter II. Review of Related Literature ................. 6
Chapter III. Methodology and Procedure ................ 10

CHAPTER I
Introduction
Background School can be ... Show more content on Helpwriting.net ...
Most educators believe that children with disabilities and nondisabled children should be taught
together whenever possible. Isolating children with disabilities may lower their self–esteem and may
reduce their ability to deal with other people. The practice of integrating children with disabilities
into regular school programs is called mainstreaming, or inclusion. Students with disabilities attend
special classrooms or schools only if their need for very specialized services makes mainstreaming
impossible. Many children with disabilities attend regular classes most of the school day: They work
with a specially trained teacher for part of each day to improve specific skills. These sessions may
be held in a classroom called a resource room, which may be equipped with such materials as
Braille typewriters and relief maps for blind students. Other students with disabilities attend special
classes most of the day but join the rest of the children for certain activities. For example, students
with mental retardation (MR) may join other children who do not have MR for art and physical
education. Although the place where instruction occurs (the setting) is seen as important in the field
of special education, the types of curricular modifications and interventions may be a more
important area to focus on in the future.
Hypothesis
This research is important in giving helpful ideas in

Education Is The Implementation Of A Standard Curriculum
Introduction One of the most significant and prevalent changes seen in education is the
implementation of a standard curriculum. Prior to this effort there were many ineffective practices
that occurred within the nation's schools. According to Girod, G.R., & Girod, M (n.d.), there was a
time that students were measured on such things as a spelling test. If you spelled a certain number of
words correctly you were considered a good speller, but did that mean you actually understood the
context of the word or was it just memorization? Although there is much debate as to whether or not
standard curriculum is fair to all students given different learning styles and aptitudes, in this paper I
will go over the some of the important factors and benefits in implementing a standard curriculum. I
will also go over how one district in Tempe does exactly this. The Importance of Curriculum at the
District Level District frameworks are those that are developed at a local or regional district level. If
possible a curriculum committee will be established at the local level to help address the issues
coming from a higher level, according to Berkas, N., Pattison, C. (2000). The benefit of such district
level leadership is that it coordinates and aligns the curriculum and assessment to ensure alignment
with the state and district standards. A further benefit is that teachers are trained and prepared to
meet the higher expectations of the state and district and to deliver a shared

Education Reform And Curriculum Design
lowest approval rating in history (Gallup Poll) is sty mied in debate and influenced more by
corporation
–
backe d lobbying engines than by our vote, do student s interact with the government in the way the
political knowledge they are asked to learn seems to suggest they do?
At the time of our nation's foundi ng, Thomas Jefferson believed a reading public meant a better
educated, therefore more actively democratic
,
public. Students' training in citizenship began with their literacy. He and Horace Mann's first
attempts to codify an
American public school system w ere designed around this philosophy. Conversations regarding
student education reform and curriculum design are often still centered on the assumption that
b ... Show more content on Helpwriting.net ...
Thus education should be modeled around creating this hierarchy of participation. His idea was not
universally accepted however, and John Dewey published several compliment pieces countering
Lippmann's claims. Dewey did not argue that
much of the democratic processes as described by Lippmann were problematic.
He
conceded that current models were not ideal.
However, he did reject any solution tha t erected a hierarchy with an amateur/expert citizen binary.
Dewey believed the solution was to provide a better and more holistic education to the public,
therefore enriching the public's ability to discern media messages a nd avoid manufacture d consent
(Whipple)
.
Dew
ey stated In the Public & Its Problems
,
"It is not necessary that the many should have knowledge and skill to carry on the needed
investigations; what is required is that they hav e the ability to judge the knowledge supplied by
others upon common concerns." This emphasis on education leading to discursive, analytical
students echoes in current media literacy conversations.
This
sentiment remained the centerpiece of conver sations about student civics education, even as the
world and technology changed. During testimony to a Senate committee, Ted Kennedy argued that,

"because of the enormous impact of modern communications, especially television, our youth are
extremely well informed on all the crucial issues of our time, foreign and domestic,

The Hidden Curriculum In Education
Cheswin Roman 209188731
Hidden Curriculum essay
This essay will explain what the Hidden Curriculum is and its implications on issues in the South
African system. The essay will also reflect my understanding of the concept hidden curriculum. I
will also explain the different levels in the educational system. The second section of the essay I will
focus on what I have identified as the hidden curriculum during my teaching practice experience. In
my conclusion I will address the hidden curriculum in order to redress the concern I have identified.
The hidden curriculum is lessons that we as educators teach informally or unintentionally at school.
Learners will learn unintended values, beliefs, behaviours and norms in the classroom and the social
learning environment (Department of Educational Studies, 2015). They may learn how to interact
with other learners for example debates and class discussions and group work. Hidden curriculum
will initially begin at a young age for learners. In primary school they will be taught how to greet an
educator and to say please and thank you (Department of Educational Studies, 2015). We can
basically ... Show more content on Helpwriting.net ...
During my classroom observations it was clear that parents are transferring a lot of the blame or
responsibility to the schools and educators. Educators had to teach the learners to greet and respect
other learners. The principal also made use of the hidden curriculum by telling educators to see that
the learners are in class during periods and to speak to learners that are a problem. Another example
that I saw during my teaching experience was that if learners got good grades and turn in their
homework on time or even listen to the educator during the class they were rewarded. By doing this
the educator taught the learners how to behave as well as to take pride in their

The National Curriculum For Primary Education
Why does England have a National Curriculum for primary education? To what extent does the
National Curriculum 2014 for English, mathematics or science reflect current theories of teaching
and learning?
The National Curriculum prescribes what should be taught in both primary and secondary state
schools and is set out by the Department of Education. It and when. It is organised into four blocks
called 'Key Stages', with KS1 and KS2 in primary schools (Department for Education, 2013). There
are twelve subjects, classified in to 'core' and 'other foundation' subjects, each set out in a
programme of study. The programmes of study also contain 'attainment targets' for each subject
(House of Commons, 2009). Unlike other countries the National ... Show more content on
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Additionally, it intended to improve the coherence within the curriculum and provide objectives for
attainment at different stages of school (DES, 1987). Subsequently, the National Curriculum for
England was introduced in1989. Its intention was to standardise the content taught across schools
and to raise standards so that England could compete with other countries academically (Kelly,
1994).
Since the inception of the National Curriculum there have been several initiatives to change the
content, format and guidance within it. In 1998, the National Literacy and Numeracy Strategies,
aimed at primary education, were launched by the Labour Government (House of Commons, 2009).
They were introduced to help teachers set "appropriately high expectations" and increase the
percentage of children receiving a level 4 by the time they left primary school (The National
Numeracy Strategy, 1998). In 1993 and 1999 there were major reviews of the NC resulting in the
reduction of prescribed content (Roberts, 2014). Additionally, The Independent Review of the
Primary Curriculum by Jim Rose was published in 2009, which led the way for the changes being
introduced to the new NC in 2013 (Rose, 2009). Performance has been a major incentive behind
reviewing the NC at various stages. In the document, Reform of the National Curriculum in England
(2013) it states:

The Curriculum For Excellence And Education
The Curriculum for Excellence, introduced in 2014, aims to transform education in Scotland for
ages 3–18. It intends to progress the standards of education and learning in the country by moving
away from more traditional methods of teaching. This strategy, developed by the Scottish
Government, recognises that learning is a lifelong process, beginning at birth, and therefore it is
important to employ methods which prepare children from a young age for a life of work. In order
to do so, the curriculum is based on seven key principles which are designed to provide young
people with the knowledge and skills for life in the 21st century. This knowledge and skill is learnt
through experiences and opportunities which are carefully planned for each age group, encouraging
space for learning out with the standard school subject boundaries. The programme has four main
outcomes prompting children to become successful learners, confident individuals, responsible
citizens and effective contributors. Once an individual has completed the education programme,
reflections of the curriculum's purpose can be assessed in the child or young person to see if they
have met the proposed outcomes and therefore determining the overall success.
One of the key principles of the curriculum is Health and Wellbeing. This area focuses on the
development and maintenance of young people's mental, emotional, social and physical health. As
well as promoting a healthy lifestyle, full of activity, challenge and

Basic Education And Physical Education Curriculum
Standards have not always been a part of the regular Physical Education curriculum. Physical
Education curriculum was determined by the teacher or school district alone, and had no clear
objectives as a whole. Curriculum only had a common goal and did not take into consideration how
the specific goal was going to be met. Standards sets on an outline that a teacher can use to create a
curriculum that clearly outlines the Do standards help if they are integrated into the physical
education curriculum? Both sides will be uncovered and reveal information relating to the teacher's
stance, on whether they disagree or agree with standards being a crucial part of everyday
curriculum. The reasons opposing standards in physical education curriculum are given a potential
solution. Setting aside our personal preference as educators, students benefit much more from a
curriculum because, it sets a
Physical Education is taught in schools throughout the nation. Shape America, formerly the National
Association for Sport and Physical Education (NASPE), developed standards for Physical Education
classes. Each grade level ranging from kindergarten to twelfth grade is assigned five standards
(Shape America, n.d.). As students get older they are taught to develop locomotor function and
concepts for healthy living. When the standards are met, they help promote a lifelong understanding
of healthy ways to keep physically active. Most states, like California, follow standards based on the

Integrating Curriculum Into Mainstream / Regular Education
Differentiated curriculum is establishing an inclusive environment, which accommodates the
learning styles and characteristics of every student (Ashman & Elkins, 2009). Through the
evaluation and analysing of theories and relevant data the concept: 'why differentiated curriculum
entered into mainstream/regular education ', can be determined. The impact on education of
political, cultural, ethical and social ideologies will be evident. A brief history of special education,
the ensuing revolution of inclusive education, together with variance in language and terminology
used over time, will support the introduction of curriculum differentiation into mainstream/regular
education. "Today all teachers are expected to be responsive to the needs of the diverse learners in
their classrooms" (Arends & Kilcher, 2010, p. 105). Owing to the significant diversity in society, the
twenty–first century classroom is composed of a vast array of student styles and needs; greater than
previously experienced (Van Sciver, 2005). A differentiated classroom incorporates an assortment of
learning opportunities to engage students of varying levels of readiness, pace, interests and profiles
(Tomlinson, 2005, as cited in Todd, 2014). Differentiated curriculum focuses on student strengths
and similarities; the teaching/learning framework (the content, resources, instruction, student output
and assessment) is designed in a way that preserves students ' locus of control (Ashman & Elkins,
2009).

Pros And Cons Of The Ontario Sex-Education Curriculum
Recently there has been a lot of debate about the new sexual education curriculum being taught to
children from a younger age and how it will affect them. Some people say that children are too
young to be learning this information and then how they use it will be in a negative manner. What
frightens most parents is that they can raise their children as they wish, but have very little control
over what other people do with their children (Wolfe, D. A. 2015, February 28).The Ontario sex–
education curriculum is an necessary step to address the fears of parents that their children could be
victimized, harmed, or take part in behaviours that carry significant risk but the new curriculum is
quite different from the older version because it is more explicit, it also is going against catholic
school ... Show more content on Helpwriting.net ...
Benjamin Levin (Ontario's Radical Sex Ed Curriculum).
The new curriculum that began in September of 2015 differentiates from the older version that was
introduced in 2010 which was "shelved" in 3 days after publically being shared. Both the one
documented in 2010 and 2015 are age–inappropriate teachings. The difference is that Kathleen
Wynne has made the curriculum more explicit and more age inappropriate than before, and also
increasing the mentions of the "Gender Identity" theory, sexual "identities" and "orientations" (Rage,
G. 2015, August 07). Another explicit thing being taught in the new curriculum would be anal
intercourse. It is being presented in a way that students will interpret it as carrying no risk for STIs
than vaginal intercourse, this is misleading because it carries 3000% of a higher risk for contracting
HIV in an individual. The curriculum downplays the seriousness of contracting HIV, leaving the

My Reflection Of Education: My Philosophy Of Curriculum
Every child brings unique qualities to the classroom. We group our children by age, with the idea
that they will be of equal ability in terms of academics and development. However, not every child
is the same. Thus, it is necessary to analyze one's instructional setting to develop the most successful
philosophy of curriculum that will ensure all students will succeed. There are children with
diagnosed disabilities, developmental deficits, and other challenges that provide for a unique puzzle
to piece together so that one can create a successful classroom full of thriving students. These
exceptional needs of students must be addressed by teachers when it comes to the curriculum so that
these students can also succeed. Identifying the needs of students and then using that information
within a philosophy of curriculum with specific measures of success is is essential for any teacher.
My philosophy of curriculum is primary Learner–Centered, and secondarily a mix of Social
Efficiency and Social Reconstruction ideologies. Therefore, my philosophy naturally allows for the
planning of exceptional students due to having a Learner–Centered nature. I view my students as
individuals first, and as my whole class ... Show more content on Helpwriting.net ...
This is representative of the Learner–Centered ideology, which I plan on using in my classroom as a
source of inspiration for my students with exceptional needs. These students need the individual
focus that this ideology outlines. The exceptionalities that my students possess require some extra
thought and care in terms of instruction, evaluation, and expectations. For these students, education
is all about the journey, and not necessarily the destination. There may be a concrete goal in place,
but these students are also capable of growing and succeeding just as other students without

Multicultural Education And Anti-Biased Curriculum
Culture Culture is defined as the arts and other manifestations of human intellectual achievement
regarded collectively; the beliefs, customs, arts, etc., of a particular society, group, place, or time.
(Definition from Google Define: Culture) Early childhood educators have become more interested
in integrating culture into the preschool classroom. Over the years, Multicultural Education and
Anti–Biased Curriculum are being implemented with hopes of children feeling more welcomed,
validated and able to corporate with others in the classroom. Many educators also believe that
introducing different cultures to young children will prove to have many benefits throughout
childhood development and adulthood. The cultures that are represented in ... Show more content on
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I envision the first and second week of school to be "All About Me." In this topic I would send
home a letter/activity for the student and parent/primary caregiver to describe the culture they
closely relate too. In the letter I would inform parents how important culture inclusion is and that
students will be exposed to the cultures of the other students in the class. Other ways I would
incorporate culture into the classroom is through activities and experiences. In the housekeeping
center I would have clothes from different cultures and visual aids. Also, if I could find empty boxes
from foods of different cultures I would put them in the cabinets for students to play with. I would
also label my classroom in English, Spanish and possibly another language like Mandurian or
French. In my literacy center I would include books of different languages and books that introduce
different cultures. Culture can be implemented in a preschool curriculum through many activities,
discussions, books and play experiences. My hope is that multiple exposures to diverse languages
and cultures can help all children grow up to understand the complexity of cultures and to value its
role in shaping who they are–everywhere they

Consumer Education Curriculum Analysis
When starting out on this project, I was planning a module for District 95's consumer education
course. The goal was to bring a blended learning or distance learning opportunity to the students
within the District. While planning and designing this module, many different aspects came up. Who
will be implementing this module, how long will it take the learners to get through the module, how
does this module compare to the face–to–face classroom, how will this module be implemented, and
what will be in place for a backup plan in case the technology component fails. Throughout this
paper we will be taking an in–depth look at each of these aspects, in order to give a clear picture of
this module. Part A: The Who and How Based on Figure 1, we ... Show more content on
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We could control the content of the course, knowing that it aligns with what our District's objectives
are, and most importantly keep FTE up." Thus, the beginning of planning the module. At this point
I, myself am going to be the one who will be doing them implementation, but if the program takes
off, I could end up training others in the Business Education Department on how to instruct the
course. Twelve Days That is correct, 12 days. The traditional summer sessions are Monday through
Thursdays, from 7:15 a.m. to 1:30 p.m. with Fridays as a non–attendance day. When breaks are
removed that is four hours of instructional time. The idea of distance learning brought up a few
areas of discontentment. The first came from the Business Education Department, "how to keep the
validity of the unit tests." Even in the face–to–face classroom, I have seen students take screenshots
of the materials located on Canvas (our learning management software). This reason alone, is why
this module went from being a full distance learning course, to a blended learning course. Blended
learning courses "incorporate both online and face–to–face activities, often require more preparation
time outside of the classroom for students than traditional face–to–face courses" (Margolis, Poter, &
Pitterle, 2017). Students will be expected to come into the building for the unit tests after they have
completed the online module with all the formative assessments. District 95 offers two

Middle Years Business Education Curriculum
7502EDN – Middle Years Business Education Curriculum
Task 1 – Business Education in Junior Secondary settings
"Why is Business Studies important to teach to junior secondary students?"
Australian Curriculum, Assessment and Reporting Authority states clearly in the rationale under the
Subject of Year 7–10 Economics and Business that "As mass global flows of people, resources,
finances and information produce social, economic, political and environmental complexities and
challenges, Australia needs enterprising individuals who can make informed decisions and actively
participate in society and the economy as individuals and more broadly as global citizens" (para 1).
Young people will face a number of social, economic and moral challenges ... Show more content on
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The business studies program provides rich opportunities for relevant, real–world learning
experiences. In business studies, programs that provide pathways to specific apprenticeship and
workplace destinations and that include cooperative education courses provide students with
valuable information and connections that help them to explore potential work and business
opportunities.
1) What do they need to learn? What can they learn from this subject?
2) How the knowledge help them in the future
3) What they can learn about literacy, numeracy and ICT skills via business education?
4)
References:
1) Australian Curriculum. (n.d.) 7–10 Economics and Business. Retrieved from
http://www.australiancurriculum.edu.au/humanities–and–social–sciences/economics–and–business
2) Bujea, E. (1987). Business education practices and trends: A literature review (SIDRU Research
Report No.4). Saskatchewan: University of Regina.
3) A statement from Business Educators Australasia [BEA] Inc. (2008). Business education in
Australia's curriculum. Retrieved from

Learning Worthy Curriculum And Its Impact On Middle Level...
Through the completion of this project, I was given the opportunity to increase my knowledge in a
number of ways. It allowed me to expand my ability to use reflective skills as I made connections
between my personal philosophy of the education of young adolescents with the coursework, field
experiences, and literature. I found this project quite difficult because the This We Believe
characteristics were all great for a successful school for young adolescents. To make my selection of
my top five characteristics, I had to use the order of elimination by evaluating and synthesizing each
statements. The first characteristic that I chose was Curriculum is challenging, exploratory,
integrative, and relevant. To offer students the best ... Show more content on Helpwriting.net ...
The curriculum is considered rich when the materials, core, and class are challenging and
exploratory. "The inclusion of "substantive issues and skills," prior knowledge challenges, and the
ability to enable students to take responsibility for their learning " are all ways to make curriculum
rich or challenging.(Powell, Sara D.; pg. 145) Along with challenging, exploratory curriculum
allows students to make discoveries and choices. As discussed in class, giving students a choice will
open the door to successful and self–motivational learning. The word, REAL, would be compared to
the statement's word "integrative". The textbook and class discussions helped me to understand the
importance of connecting curriculum to students lives and the real–world. I learned that a student
will be more eager to participate, learn, and care about curriculum that has purpose outside of the
learning environment. By simply including real–world scenarios in word problems, the students will
feel the connections and grasp the content easier and faster. The phrases "making sense of content
and experiences" is used in the textbook to show the importance of integrative curriculum. Lastly,
the curriculum must show relevance. In class discussion, my classmates and I all agreed that we all
despise coursework that has no purpose. Busy–work is the term used in class to describe irrelevant
curriculum. Relevant curriculum allows students to expand their knowledge by

Hidden Education And The Hidden Curriculum
Question 1
The hidden curriculum is sensed in every district building, school, and classroom, and an observant
outsider will be able to perceive the way things work and pick up on the culture and values of the
school as they travel the halls. Yet, the students inside and teachers attend each day, perhaps
unaware of the established environment and system. This hidden or implicit curriculum plays a
significant role in the educational life of a student and the professional life of a teacher, as the norms
and day–to–day happenings engender a culture that impacts behavior and beliefs. Some aspects of
the hidden curriculum are hard to identify, while some are purposeful but not explicitly taught. The
following authors address the various definitions and issues that are associated with this powerful
facet of learners' education and educators' profession.
First, Jackson (1968) describes hidden curriculum as the "substance" of school life that warrants
serious attention (in Flinders & Thornton, 2013). Students spend hours and hours in school, with no
choice whether or not to go, and the unnoticed and unremarkable events that occur each day
collectively have a powerful impact on a child. Jackson compares schools to prisons, where
attendance is involuntary and the norms and routines are learned. Just like a prisoner, if a child does
not conform and learn the rules of his environment, he will struggle to make it through. Jackson
identifies criteria of hidden curriculum for

Reasoning for Keeping Physical Education in the Curriculum
Dear Mr Vaughan
I am writing in accordance to the letter you sent out about abolishing Physical Education from your
school's curriculum. I wish to express my reasoning and justifications for Physical Education to be
included.
My main issue is with your statement that PE should be abolished because it has little educational
significance. I could not disagree more, it has more significance, as it doesn't go in pursuit of
'knowledge' per say, it aims to achieve: An improvement in perceptual knowledge of everyday
surroundings, this helps to give students a greater ability to respond to situations in appropriate way;
It also helps the students to focus, if they are in a game situation, they will focus on what they're
doing in order to respond ... Show more content on Helpwriting.net ...
They will learn how to compete with themselves and others. This, alongside a degree of self–
improvement can be powerful life skills that could prove very useful in their future careers. Other
skills that PE can offer an assistance with are: team building and leadership skills that will also
provoke the awareness of the people around you and make the students alert to how the peers
around them work and give them guidance and support on how to improve or overcome some
problems or obstacles they may encounter, be this within PE, other lessons, and everyday life.
I feel strongly about the inclusion of PE as it can completely change the attitudes of students for a
more positive point of view on many subjects. It has many more positive implications on students
than it does negatives, your students will have a break from the typical classroom environment and
get a break from just sitting in class and having to swallow a large intake of information which, can
be difficult for some students. Learning becomes practical and more student oriented which can
involve those students who learn in: kinaesthetic, auditory, and visual ways. The students who find
sitting and having to read and make notes difficult have ample opportunity to excel in Physical
Education, as they have a chance to learn in their preferred way and gain self–esteem and
confidence to try more

Diabetes Education Curriculum Analysis
When designing an educational class for newly diagnosed diabetics in the community, the
curriculum should incorporate active teaching, learning theories, creativity, fun and experiential
learning. A comprehensive curriculum is fundamental to the education of a well prepared and
clinically effective educator (Neidorf, 2012). This curriculum is consistent with the American
Diabetes Association (ADA) concept of diabetes education and empower people with diabetes and
healthcare team members in an effort to improve prevention strategies and diabetes outcomes
(2013). In addition, a curriculum can serve as a mechanism to facilitate the delivery of diabetes
education standards, provide for consistent preparation of healthcare team members, and support ...
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Each evaluation method will follow along in the same order as teaching strategies. Each learner will
be checked off on proper use of glucometer with return demonstration (psychomotor). Research has
found that patients who have had hands–on education on the use of meters and how to interpret the
data are more likely to perform self–blood glucose monitoring on a regular basis (Funnell, 2014).
Each learner will demonstrate (psychomotor) proper use of checking his or her blood glucose with a
glucometer.
Each learner will verbalize and write in his or her food log what foods they have eaten on this day
(affective). Maintaining a food diary can help identify areas of weaknesses and how to prepare
better menu plans (Funnell, 2014). Each learner will state the different food groups and their
nutritional value (cognitive). The learner's knowledge of the different food groups and their
nutritional value can lead to healthy lifestyle choices (Funnell, 2014). Each learner will be able to
verbalize the importance of family support (affective). A person empowerment and response through
family support leads to life satisfaction (Funnell, 2014). At the end of this class and each class that
follows, a short ten yes/no questionnaire will be filled out to determine the learner's understanding
of material presented. It will also allow feedback of course

Ontario Sex Education Curriculum Analysis
Being a parent is already hard enough, but adding social media into the equation, and suddenly
topics like: sexting, gender fluidity and anal sex are taking the foreground. In response to this
unregulated adult information, Service Ontario who made the Ontario Sex Education Curriculum
has decided to take necessary steps and include more similar topics into elementary schools.
All education has its own purpose, even sex education. According to Service Ontario, "The revised
health and physical education curriculum is based on the vision that the knowledge and skills
students acquire in the program will benefit, throughout their lives and enable them to thrive in an
ever–changing world by helping them ... lead healthy, active lives and promote healthy, ... Show
more content on Helpwriting.net ...
The school leads the sex education and has the curriculum to first educate students. It is not only the
responsibility of the school or government; the parents also have responsibilities to teach their
children at home. According to A Parent's Guide, it says, "Parents help their children form values
about relationships and behaviours and their sexual health." (Ontario, 2015) The schools, parents,
and communities are responsible for educations of children to feel involved in the changed and new
concept society has developed. Most parents tend to avoid this kind of communication with their
children. Parents are the most important role models to give the proper ideals on the issues. The
results and conclusions depend on the children, not the parents or communities. Parents should give
the right for the children to decide about the issues without forcing any specific opinions on them.
Society should give the opportunities to the children to face the challenges that come ahead, and
make decisions to solve problems based on the education they had in their childhood. With the
decisions, children or students can develop their ideas of the sexual issues and topics by themselves.
Through this stage, they are able to grow up further with

Education And The National Curriculum Framework
While teaching in state–maintained schools, it is necessary that the National Curriculum Framework
is followed and children are taught the relevant skills and knowledge stated within each Programme
of Study. Therefore, there must be structure to the lessons where these skills and knowledge are to
be developed throughout the academic year. Previous teaching strategies required teachers to follow
a rigid plan where each individual lesson was to last one hour and be taught at a certain time on a
certain day (i.e. The Literacy Hour). These strategies are no longer necessary for teachers to follow
anymore; it is now possible for teachers to integrate lessons using a central theme, enabling them to
teach pupils in a more imaginative and original way, which will stimulate children's interest and
engagement whilst still developing the necessary skills and knowledge specified in the National
Curriculum (Sewell, 2015). This integrated curriculum allows children to pursue learning in a
holistic way without the restrictions often imposed by subject boundaries (Kelly, 2001). 'Subject
integration provides an opportunity for students to make natural and meaningful connections
between and among multiple content areas' (Bogan, King–McKenzie, & Bantwini, 2012:1055). The
human brain does not separate knowledge into discrete partitions but creates a complex web of
information that recognises patterns...', thus thematic teaching works with the brain rather than
counter to its natural function

What Impact Has The 2008 National Curriculum For Physical...
Physical Education foundation
What impact has the 2008 National Curriculum for Physical Education, had in schools? How well
does it equip children to want to take part in physical activity outside of school hours?
What impact has the 2008 National Curriculum for Physical Education, had in schools? How well
does it equip children to want to take part in physical activity outside of school hours?
Physical education is a vital part of education in schools and has changed significantly over many
years and generations to become what it has now from the 1992 curriculum (Accessed at
http://www.legislation.gov.uk/uksi/1992/603/contents/made. Last accessed 13/03/2011) to the newly
introduced 2008 curriculum. It has changed in many ways ... Show more content on Helpwriting.net
...
Not only that, but Physical Education also provides hobbies for participants to follow on later in life
for recreational purposes, as professionals or amateurs. After school activities are on offer in many
schools as extra–curricular activities, providing something for pupils to take part in. Subsequently
this can reduce levels of crime in communities. Sports and Physical Education helps draws away
negative energy, redirecting it into sport, reducing crime, improving community safety and
increasing participation in sports with schemes to prevent children turning to crime.
The national curriculum states that 'PE develops pupils' competence and confidence to take part in a
range of physical activities that become a central part of their lives, both in and out of school.'
(QCDA, 2008)
The 2008 National Curriculum states that ' aims for all young people to become successful learners
who enjoy learning, make progress and achieve, be confident individuals who are able to live safe
healthy and fulfilling lives and be responsible citizens who make positive contributions to society'
(Physical Education Programme of study, Anon, 2007: 189) The Curriculum has been designed to
help pupils learn vital skills which will aid them later in life on ventures and in occupational
environments as well as allowing the development of core values

The Curriculum Starting From Early Education

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