Edc1400 Assignment 1

Edc1400 Assignment 1
Assignment1
Part 1 (A)
What is Curriculum?
For Curriculum it does not matter the religion or the nationality, children are educated into particular modes which can make sense of their experiences
and the environment around them, and also into a set of behavioral expectations, skills and knowledge, which the society requires for its future.
A curriculum In practice, though is more than this. it is useful to think of it as being much wider. As a working definition of a curriculum I would say
that it is the sum of all the activities, experiences and learning opportunities for which an institution or a teacher takes responsibility – either
deliberately or by default.
This includes in such a broad concept of curriculum the formal and ... Show more content on Helpwriting.net ...
The National Standard Preschool Curriculum was based on the education act 1996(Act 550, Law of Malaysia) which provides the fundamentals of the
curriculum policies in Malaysia. The Ministry of Education has been proactive in establishing free education for children, especially those in the rural
areas. Preschool education is viewed as an important experience for each child in Malaysia.
The National Preschool Curriculum states that 'the preschool curriculum promotes the holistic intellectual, languages, social, art and creativity,
psychomotor, cognitive and spiritual development of the children' (Ministry of Education, 2003, p.5,re trieved from http://www.scribd.com/doc
/22301974/Malaysian–Preschool–Education )
The objective of preschool curriculum is to reinforce the achievement of 'basic skills such as socialization process and personality development. The
basic skills taught at this level are communication, social and other skills Reading, Writing, Counting and Critical thinking in preparation for primary
schooling.
The National pre school curriculum was upgraded for the following reasons.

* To ensure continuity with the new National Standard Primary Curriculum. * The pre school curriculum is not too academically heavy for that
children ages 4 to 6 yrs.
The national Standard preschool curriculum is divided in to two modules.
* module is Core Subject Modules.
* module is Thematic
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Curriculum Development: Process
MODULE 5 Models in Curriculum Development INTRODUCTION Curriculum development is concerned with the drawing up of plans for teaching
and learning activities in classroom situations that will bring about positive changes in the lives of the learners. It is based on the school's mission and
goals and identifies ways of translating these into a coherent and coordinated program of meaningful experiences and conditions eliciting responses that
will lead to the transformation of the learners into authentic, warm and sensitive human beings (Palma, 1992). Moreover, the all–important process of
curriculum development has only one function, and that is, the formation of the "Ideal Graduate." This becomes the ultimate measure of the success...
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Consultant and supervisory services are needed to help solve general problem and problems related to areas of instruction, other needed services include
those related to instructional medial, special education programs the diagnosis and correction of learning difficulties, evaluation, and the in–service
education and the instructional staff. (f)Teaching strategies A variety of teaching strategies should be selected or designed for us in the instructional
program. There is a need for inductive strategies that include moves from the particular to the general and deductive strategies that include moves from
general to the particular. Discovery strategies in which the students themselves find out on their own and teacher–directed strategies in which the
students are guided systematically to in stated objectives are needed, along with strategies the call for varying degrees of teacher guidance,
combinations of the preceding strategies may be used to be develop and apply concepts, clarify values, and attain other objectives as various media are
used in different areas of the curriculum. In additions, construction should be given to the guidelines or principles of instruction for each area of the
curriculum. (g) Evaluation and accountability Diagnostic, formative and summative evaluations are needed to determine the needs of students assess

Curriculum Standards Should Align College and Work...
Introduction
The low percentage of high school students, who successfully transition to college without requiring developmental courses, supports the rationale for
action research on K through 12 curriculum development ability to produce college ready students. The Pennsylvania Common Core clearly notes that
curriculum standards should align college and work expectation. Unfortunately, the inability to meet the demands continue at the forefront. As a result,
I chose to approach this research from Problem Based Learning Theory (PBL). PBL focuses on the investigation and resolution of messy, real–world
problems – Curriculum Development (http://www.learning–theories.com/problem–based–learning–pbl.html). Comparison data from the K ... Show
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Who teaches the newly mapped curriculum to your staff? "We have a Teacher Leadership Council, formally a Curriculum Council, whose job it is to
lead department colleagues in the writing, implementation, and evaluation of curriculum and assessment. All committees require one administrator"
(Minnich). In a similar manner, higher education and K through 12 both have procedures in place through DACUM facilitators and Leadership Council
members. The level of development differs between institutions due to the level of education and training obtained by those leading and planning
invigorating ideas that support change.
Is there an articulation between grade levels? "Yes, we have vertical collaboration meetings between grade levels on a regular basis. This includes
meetings between the same subject areas in other buildings to ensure that the curriculum is aligned from one level to the next" (Minnich). However,
higher education maps specifically for one major verses foundational matriculation that requires retention and transferable skills throughout their
learning experience. In addition, the mapping process is initially reviewed for rigor by the department chair, library liaison, and curriculum compliance
/catalog editor – Erika Steenland, (title). Followed by, the Associate Provost, Academic Council, and Academic House/Faculty Senate for approval.
How much is the actual curriculum based on the written curriculum? "We

Theoretical And Contextual Approach In Curriculum Development
Curriculum Analysis
Introduction
Curriculum is the "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of
school" (Mccoy, 2013). To develop or revise nursing curriculum is a difficult task and requires a thorough knowledge of the curriculum development
process. The faculty and curriculum committee members need a proper direction right from planning, implementation and monitoring of the curricular
exercise. Nursing programs of study need to be dynamic and be ready to adapt to changes in regulations, standards, education, and nursing practice
(Mccoy, 2013).
Evidence–based Findings in Curriculum Analysis Curriculum development simply means the sum of all planned learned experiences which an
institution decides for its students. Some authors define curriculum as the total effort of the school to bring about desired outcomes in educational
institution and out of college situations (Gaberson, 2015). A curriculum is a comprehensive collection of statements that usually include a mission,
vision, and philosophy. Faculty beliefs about teaching, learning, nursing, health, person, diversity, and environment are included (Gaberson, 2015). A
conceptual framework organizes the curriculum information.
Theoretical and Contextual Approach in Curriculum Analysis
Learning theories may be used to organize a curriculum and to identify values and beliefs about learning processes. One example is Behaviorism

The Importance Of Curriculum Development
Curriculum is an important part of education. Education can help ensure student success not only academically but also in today's world. College
courses give students the knowledge and skill sets needed to be successful in their chosen career majors. It is important that post secondary institutions
have focused curriculum on not only general education courses but also those that are specific to every college major. Curriculum developers contend to
create relevant and meaningful curriculum that increases students' knowledge and sequentially prepare them for the world after graduation. Curriculum
development is an extensive process that cannot be taken lightly. Some curriculum developers may find the process as a "field of utter confusion"
(Oliva, 2013). There is no set method of creating perfect curriculum. Class or course curriculum is unique and considerations must be taken to
determine the best philosophy, model, etc. to use when establishing curriculum.
An important factor when developing curriculum is the person or persons responsible for creating the curriculum. I had the opportunity to interview a
curriculum developer from a local community college to learn what the development process is at her institution. She is the program director and
curriculum designer for a Medical Assisting program at a local community college. She is a Registered Medical Assistant (RMA) who holds an
Associate degree in Radiologic Technology, Bachelor Degree in General Science, and

The Importance Of Financial Support For Curriculum...
Financial Support for Curriculum Development
Money is what makes the world go around, or so that is what we are taught. There are many factors of curriculum design that focus around the
community, whether it is demographics or needs; these are taken into consideration when determining a new nursing program. Then there are financial
obligations of the institution and program that influence the development and the maintenance of a curriculum. In this paper the discussion will be
based on the financial aspect of nursing programs.
Discussion
Financial support for curriculum development is an important undertaking while designing the program. Keating discusses that there are financial
factors such as making sure that the program is realistic, ... Show more content on Helpwriting.net ...
This may include hospital chairman, public health officials, as well as stakeholders in the program itself. By utilizing a committee of people with
different backgrounds, the program will have an approach that would be innovative in structure as well as funding.
In addition, Keating noted that a "major resource for program development" is at the federal level through Health Resources and Services
Administration, Division of Nursing (2015, p. 174). Keating also discussed that there are mnay private foundations that allocate funds for nursing
programs; these include the Bill and Melinda Gates Foundation and Robert Wood Johnson Foundation (2015). These funds both public and private are
important in funding nursing programs. Lastly, partnerships are seen as a way to link health care education with health care agencies. In an article for
Colorado Nurse, it was noted that a program in Colorado explored a program design that partnered with a local hospital to complete the necessary
components to a BSN degree, with a savings of thirty five percent on tuition (2016). So understanding where the monies are allocated is huge to
maintaining a successful curriculum and program. Keating also discussed that partnerships could assist program funding, provide work–study
programs, and even allow students to earn academic credits (2015).
Nursing faculty plays an important role in funding for the program. Administrators and faculty staff alike have roles that

Evaluation Of A Project On Training Curriculum Development
I. INTRODUCTION
This capstone project literature review intends among others things, to refine the research ideas, demonstrate awareness of the current state of
knowledge on training curriculum development, its limitations and how the research fits in the context of a learning organization.
This research process makes a good starting point for the capstone project. The research uses evidence from conceptual theories to database research
literature from several learning organizations training & development methodologies. Booth, W. C., Colomb, G. G., & Williams, J. M. (2008) pointed
out that one good source is worth more than dozens of mediocre sources.
II. Describe a plan to collect and organize literature that uses systems, action ... Show more content on Helpwriting.net ...
A system is an interconnected set of elements that is coherently organized in a way that achieves something. "If you look at the definition closely for a
minute, you can see that a system must consist of three kinds of things: elements, interconnections and a function or purpose." (Meadows. D, 2009).
Others have come up with similar definitions of systems, including: Senge (2012) suggested that the discipline of systems thinking is useful for seeing
and understanding wholes, interrelations and change patterns. Second is roundtable theory which is a shared leadership theory for school change.
Gabriele (2002) explained that involving stakeholders in the decision–making process through shared leadership can lead to higher levels of
commitment. Lastly Argyris and Schon (1978) argued that organizational learning was critical to an organization's survival. They argued that
Double–Loop learning was the most effective way of making informed decisions about the way we design and carry out the action in achieving
organization learning.
The following section list publications that are areas of strength as it relates to system thinking in organization development:
1. Jackson, M. C. (1992). Systems Methodology for the Management Sciences. New York: Plenum.
2. Laszlo, E., & Laszlo, A. (1997). The Contribution of the Systems Sciences to the Humanities. Systems Research and Behavioral Science, 14(1), 5–19.
3. Meadows, D. H. (2009). Thinking in Systems – A Primer. London
4. Senge,

The Theories Of Cognitive Development On The Curriculum...
This paper will briefly describe the targeted instructional setting that is the foundation for the discussion that follows. Then this paper will present the
implications of several theories of cognitive development on the curriculum and instructional strategies used within the targeted instructional setting.
These include the cognitive development theories of Jean Piaget and Lev Vygotsky, among others. Based on these theories, two recommended
adjustments to the curriculum content for the targeted instructional setting will be presented along with a justification for the recommendations. This
is followed by a recommendation of two instructional strategies for the targeted instructional setting and a justification for the recommendation.
Wy'east Middle School (Wy'east) is the targeted instructional setting for this paper. Wy'east is an urban middle school that serves grades six through
eight. Wy'east is a Title 1 school in Step 5 of the school improvement process. Wy'east has a population of approximately 851 students comprised of
449 male and 402 female students. There are 18 different home languages spoken. Approximately 54% of the students qualify for the free and
reduced–price lunch program. There are 84 students active in the ELL program (ELLs) and many more that have been exited from the program. There
are 146 students in the Special Education program.
The school day runs from 8:15 a.m. until 2:45 p.m. Students attend core classes (English Language Arts,

Rationale Statement : The Development And Implementation...
Rationale Statement:
"Relationships are the foundation of the development and implementation of the curriculum for the infants and toddlers. Responsive caregiving and use
of individual caregiving routines(for example, nappy changing, meals, sleep) provide the frame for curriculum implementation. Parents should be
involved to take appropriate decision about the children's learning and development".
Introduction: Over the past few years, research in neuroscience and developmental psychology has create a great influence to shape 21st century
people's outlook towards young children's learning and development."Development and learning that occurs in early childhood is now widely regarded
as the foundation for future learning, health and well–being"(EDU30003,2015). Professor Loris Malaguzzi from Reggio Emilia, in Italy, championed
the idea of placing the image of the child at the core of pedagogy. He prefers to consider "each child's reality, provide comfortable environment, enjoy
relationship and work together with children and become totally involved" (Malaguzzi, 1993) in children's play. As the number of children attending
child care centres has continuously increasing, it is the responsibility of the early childhood educators to provide a nurturing, high quality learning
environment to the infants and toddlers. The Early Years Learning Framework [EYLF] (Department of Education, Employment and Workplace
Relations [DEEWR], 2008) values that each child is an individual and calls

A Brief Biography On The State Of Education
A Brief Biography It is interesting to note that one of the most influential educators and researchers of all time was rejected for a professorship
position because she was a woman and because she was overqualified (Fraenkel). Much to the benefit of present day curriculum development, the job
rejection landed her in a series of positions that would eventually lead to her work with the U.S. Office of Education. Described as a short, squat, and
spunky woman, Hilda Taba was notorious for her matter of fact, no nonsense approach in dealing with people (Krull, 481). Born in Estonia, in 1902,
she received a German education, and then went on to study in the United States. The combination and the contrast of her two educations would later
play an integral role in the formation of her curriculum ideals. Furthermore, her background in science contributed greatly to her scientific model of
curriculum development (Hayes, 15). Taba worked closely with some of the most influential curriculum researchers and theorist of the 21st Century,
including Benjamin Bloom, Ralph Tyler and John Dewey (Costa, Loveall, 57). In fact, many historical surveys regarding leaders of curriculum
development and progressive education commonly refer to Taba as a disciple of Dewey.
Learning and Curriculum Over the course of her career, Taba developed many theories regarding learning. In her seminal book, Curriculum
Development Theory and Practice (1962), Taba defined knowledge and classified it into three

Structure and Development of Curriculum Essay
Structure and Development of Curriculum. 'Australia's future depends upon each citizen having the necessary knowledge, understanding, skills and
values for a productive and rewarding life in an educated, just and open society' (Brady & Kennedy 2007) these skills, values and knowledge are
gained throughout the early years of individual's lives as they attend schools. The Australian Government ensures that all schools develop students in
the appropriate manner by deriving a national curriculum by which all schools must follow. The national curriculum is constructed by The Australian
curriculum, assessment and reporting authority (ACARA). How is the curriculum organized? There are four stages in the development of the Australian
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Finally, the objectives model then questions whether the learning goals or purposes are being reached. The Australian curriculum does this in its
final stage also as it reviews its implementation. The first step in both the Objectives model and the development of the Australian curriculum is the
stating of objectives. When referring to the objectives model, 'the source of these objectives includes what students need to know, what society
believes should be taught, and what subjects specialists consider important. No single source is adequate' (Brady & Kennedy 2008) This can
also be said for the development of objectives in the Australian curriculum as the first stage of developing the curriculum involves developing a
rough Shape of the curriculum content paper and 'Expert advice is sought in the development of an initial draft shape paper which is endorsed by
ACARA's Board for release for wide public consultation' (ACARA 2010) after the public provide feedback from the paper it may then be further
developed to meet the needs of

Development Of Business Analytics Curriculum
Development of Business Analytics Curricula – A Research Paper Apoorva Mathur Department of Operations Management & Information Systems,
College of Business, Northern Illinois University Dekalb, IL 60115 USA Abstract The world is changing around us rapidly. In today's marketplace,
the main focus of any organization is to keep up the impact of effect of quick changes, monetary movements, expanding asset shortage, urbanization,
aggressive competitors and innovation leap forward. They depend on the field of business analytics (BA) to have the capacity to to increase profitable
bits of knowledge from this unbelievably extensive volumes of quickly changing data and make it actionable. To keep up, the Industry is looking for
the talented and profoundly trained students in the field of big data analytics who can help their associations adjust to what is presently the truth.
Industry consistently reports serious shortages in the number of graduates prepared to succeed in the positions concentrated on business analytics. The
propose that in the previous 5 years, 130 graduate and college degree programs in business analytics have been propelled, yet the business pioneers
report that there is a huge gap between the skills required and preparation that most of the institutions give to their students. In this paper, we
summarize our results and provide some conclusions about analytics programs, including the current analysis and suggestions for the advancement of
analytics skills,

Curriculum Development and Change
INTRODUCTION
There seems to be a lot of controversy and uncertainty as to ВЎВҐwhat is the curriculum?ВЎВ¦ As such, there is a distributing lack of consensus on an
all–embracing definition of this comprehensive concept. This is, in part, due to the various interpretations, meanings, emphasis and approaches that the
scholars of curriculum studies embark upon. This, in turn, leaves the education practitioners and the general public in the dark as to what constitutes
that which should be considered as ВЎВҐgood curriculum practiceВЎВ¦ in educational institutions.
This exposition seeks to highlight and evaluate the key concepts of the curriculum and some of the factors that have marked influence on curriculum
planning, curriculum development and ... Show more content on Helpwriting.net ...
Curriculum Planning, Development and Change
3.1 Curriculum Planning
Professor Ralph Tyler notes with concern that curriculum planning consists of four dimensions namely objectives or goal, content or subject matter,
method or procedures and evaluation. This is a very simple and linear model which starts off by specifying what we intend to achieve (objectives).
Next the ground to be covered (content) is considered followed by the mechanisms to be put in place in reaching the goals envisage (methods) and
finally, make attempts to measure the success of the whole exercise (evaluation).
The ВЎВҐobjectiveВЎВ¦ planning model has been severely criticised since it does not leave room for interrelatedness of the separate dimensions. The
most preferred planning mode is a cyclical one which links up evaluation with the objectives to form a continuous cycle. Some scholars, however, argue
that evaluation should not be delayed until the end of the exercise rather it should occur continuously at any stage of the planning process.
There are other models that place emphasis on content (traditional approach) while some models focus solely on procedures (progressive approach).
All the planning models cited here, unfortunately, do not give precise answers in terms of criteria for the selection of objectives, content, alternative
procedures and forms of evaluation
Denis Lawton, (1973) as

Curriculum Development
As an emerging educator the education philosophy embraced will have great impact on the teaching and learning process, beliefs about students,
beliefs about knowledge concepts as well as the belief about what is worth knowing. This is so, as each of us perception or the construct of our
education philosophy differs as the source may be stemming from differing schools of thought. According to Wiles & Bondi, major philosophies of life
and education have traditionally been defined by three criteria; what is good, what is true and what is read. It must be understood that our perception
of these criteria differs and thus reveals a unique pattern of response. Wile & Bondi continue to posit that these responses when categorizes and tabled
becomes ... Show more content on Helpwriting.net ...
It is only prudent that in our attempt to create a positive teaching and learning experience that we take time to motivate students to learn. This must
form the pillar of a good education philosophy. Our students are our clients who enter each session with their differences that need to be
acknowledged in order to encourage the process of learning. With this in mind we will accept the reality that each learner grasps / learns differently.
These differences ought not to be taken lightly or be discouraged because in doing this one hinders the learning process for our students. To this end I
am of the opinion that the facilitator must cater to all different learners.
Teaching may be considered communicating knowledge concepts to students. Our philosophy as educators must be grounded in a sound belief as to
the process of imparting knowledge concepts as our presentation of these knowledge concepts whether in bits and pieces or the sum total reflect our
appreciation of the learner's ability to assimilate and accommodate new information and what portion. Therefore, as an emerging educator I believe that
the presentation of new information must be predicated on the existing schema in order to facilitate a progressive mode of learning.
Therefore, the facilitator will present information or create experiences that develop self–actualizing students. How we present the curriculum must
stimulate critical thinkers, help students to be effective communicators,

Simlab Curriculum Development
The stakeholders are the individuals may be the learners, health care providers, and policy makers of the institution or the hospital for identification of
the need, and development of curriculum for educational aspect to enhance the standard of care. Inter–professional team members are important in
continuation of patient care in any health care settings to implement patient safety, thereby positive outcome is achieved. The evidence–based
practices are demonstrated and practiced in sim lab and directed to care of real life events. The popularity of in–situ simlab training is the valid
educational strategy needs periodical assessment and evaluation for further improvement. The education process in both situation whether in simlab or
in the clinics – real life critical events are observed for implication of expectational competencies. The competencies of such procedure is programmed
by the stakeholders time to time with some changes. ... Show more content on Helpwriting.net ...
The article on, Inter–professional in–situ simulated team and resuscitation training for patient safety: Description and impact of a programmatic
Approach" which is based on the involvement of interprofessional members in implementation of programmatic approach in sim lab as well as in real
time cardiac resuscitation outcomes studied for further improvement (Zimmermann, Holzinger, Ganassi, Esslinger, Pilgrim, Allen, and Stocker, 2015).
In the development of curriculum, the Kern's framework was applied to help the stakeholder in the application of education program for assessment
(Zimmermann et al., 2015, p.

Curriculum Development Paper
Curriculum development paper
Jasdeep Mahngar
University of Phoenix
Developing and evaluating educational needs
NUR/588
Karen Burger
December 03, 2011
Curriculum development paper This paper develops a lesson plan for an education program. The education program focused for particular target
audience–teenage mothers. According to McGrew, Shore (1991) teenagepregnancy is one of the most difficult issues for the teenagers, their families,
and the community. The teenage parents are not ready for parenthood, and they drop off school to get a low paying job and never complete their
education. Most of them are dependent on their parents for financial support making their parents stressed emotionally. The education program ... Show
Recognition of post–partum depression and treatment Identification of instructional design model, learner characteristics, learning theory When
planning the content and the teaching methods to be employed in the delivery of this course, it has to be borne in mind that a great number of teenaged
mothers have not completed high school. Therefore, the course has to be presented in a simple manner. According to De Young (2009), if the learner
cannot comprehend the written material, the materials are of little value and result in non–compliance. In addition the fact that they are teenagers
means to make the course effective the course need to be presented in a dynamic "colorful" way to attract the attention and which will make an
impression. Use of audio visual aids, power point presentations, some handouts, use worksheets, quizzes, group discussions, and some practical
exercises would be beneficial in teaching the class. I would also include a guest speaker such as expert in midwifery and even any new mother who
have gone through the same experience. I will also make use of digital imagery to show teenagers what a fetus looks like at certain stages, etc. I
would use Knowles Learning theory, although because my target audiences are teenage mothers, I would have to adapt it to fit a teenage scenario as
opposed to adults. Knowles Learning theory is based on four assumptions relating to the adult learner and the fifth one was added later. According to

Faculty and Curriculum Development
Designing the curriculum is the most exciting and creative part of curriculum development. However, Faculty development program diplomas have
aims and goals whether or not they are clearly articulated. Therefore, faculty developers are obliged both professionally and ethically to meeting the
needs of the students, patients and the society. In such cases, faculty developer should be held accountable for the outcomes of their interventions. In
order to achieve these needs, it is necessary to implement a logical and systemic approach to curriculum development (Kern, 1998). Following the first
phase of implementation of the new program, a formal assessment must be carried out in order to adjust the process and to establish a link between ...
The curriculum of Faculty Development Diploma is conducted over one academic year with continuous evaluation and annual summation to
decide on promotion. The trainee has to fulfil his annual requirement to pass from the program. The program can accommodate 10 trainees. The
curriculum is conducted over one calendar year and provides teaching of eight blocks divided with corresponding months, four blocks are
compulsorily and four are optional, however only a total of 6 blocks are required over one academic year (24 credit hours). The academic year
starts at the beginning of September of each year and concludes by early June. There will be three academic blocks in the first semester followed by
three blocks in the following semester with classes meeting twice a week Tuesday and Thursday at 1pm and complete at 4pm in COMJ KSAU–HS,
There will being time off during mid–year break and summer and the holiday schedule is published at the beginning of the year and distributed to all
the trainees
An annual schedule is published before start of the academic year by 6 months and includes a yearly plan of activities and block distribution of each
training session. The trainee schedule includes different academic activities such as seminars, workshops, assignments, projects, journal club, problem
solving sessions and interactive lectures. The trainee must actively participate and highlight additional learning opportunities to ensure that

Reflection Paper On Curriculum
Curriculum Reflection Ste. Genevieve R–II school district is located in Southeast Missouri. The district's mission statement is Working Together to
Create Success at Ste. Genevieve and Beyond. One of the most successful ways that the Ste. Genevieve faculty collaborates together concerns their
method of curriculum development, alignment, and revision. This reflection assignment will examine the curriculum process of Ste. Genevieve R–II.
The following items will be addressed within this analysis: the definition of curriculum, the district's formal/informal/hidden curriculum, the district's
curriculum leadership, the impact of Missouri Standards on the district, the district's current plan for curriculum revision, and a... Show more content on
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Ste. Genevieve R–II has all three forms of curriculum. The formal curriculum is composed of various documents saved to Google Drive. Information
used to achieve this formal curriculum includes the following documents: the Missouri Learning Standards for the departments, the Missouri Learning
Standards Crosswalk showing standards and alignment, the Missouri Learning Standards Terminology for various departments, curriculum checklists,
information about backward design, pacing guides, unit/lesson plan documents, and assessments. The informal curriculum is present at Ste. Genevieve
R–II, but it is not in documented form. The values of the teachers creating the curriculum play a role in its development and implementation. Each
teacher brings their own style into the classroom; as a result, the curriculum is followed, but it is followed in different ways as teachers place their
individual teaching style into their instruction. For example, when teaching skills about literary theme, one teacher might include a specific piece of
literature based on student interest. Another teacher might not include the same piece of literature, but the concept of theme will still be an aspect of
their lessons. Another example might be in regards to teaching other kinds of lessons that are

Understanding And Working With Curriculum
Understanding and working with curriculum has become a daily occurrence for me. Upon graduating with my undergraduate degree, I would not have
been able to tell anyone about standards or how to correctly align a course. This is something that I do on a daily basis now and will continue to build
upon in my School Improvement Project. Our school recently bought new curriculum and it is my goal to ensure that the curriculum is correctly
aligned and leads to students' success. In the literature that I have read on this topic, there are a lot of people who use different words and phrases to
talk about aligning curriculum and meeting state standards. In the article, Aligning Curriculum, Standards, and Assessments: Fulfilling the promise of
School Reform, the author gives definitions for congruence, correspondences, bridged and gravitational alignment strategies. All of these ideas are
important in understanding alignment but giving a teacher these pieces of information will initially overwhelm them. Instead I feel that teachers need
to be taken through the beginning of curriculum development and work on the steps of curriculum mapping and alignment. Many teachers are given
curriculums that are aligned and provide them with their maps. Through this school improvement project, I plan on taking teachers on this journey
with me as I plan the new social studies curriculum. Additionally, the articles agree on the importance of having a standards aligned curriculum. First,
in the

Compare and Contrast: Early Years Foundation Stage...
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New
Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that 'sets the
standards for learning, development and care of children from birth to five' (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in
1996, based on the aspirations for children 'to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure
in their sense of belonging and in the knowledge that they make a valued contribution to society' (Ministry of Education, 1996). Throughout this essay,
the EYFS ... Show more content on Helpwriting.net ...
Furthermore, this means that children could be provided with an inadequate range of literacy experiences. Many studies have found that children's
literacy experience, before they start school, has a significant impact on later progress in learning to read and write (National Early Literacy Panel,
2008). Therefore, in relation to New Zealand's Te Whariki curriculum this could have detrimental effects on their pupils.
As highlighted, it is clear to see that literacy experiences are of great value and importance in a child's early and later development (National Early
Literacy Panel, 2008). The EYFS curriculum framework clearly displays this information for all Early Year practitioners to follow, demonstrating its
importance. Moreover, the DfE (2012) believes it is important for all young children to receive the same Early Years education, despite the child's
background and the EYFS curriculum framework accommodates this. Additionally, the EYFS curriculum is linked to the National Curriculum in
primary schools, and its framework helps to ensure that the child is ready to enter primary school (Soler and Miller, 2010). In contrast, the Te Whariki
curriculum focuses more

The Importance Of Curriculum Development
Curriculum Development: Theory, Meaning and Practice Xueni Li Final Project A written for EDFN 521 Dr. Rosaire Ifedi Ashland University
October 14, 2017 1.Overview: The Importance of the Curriculum "Curriculum is often one of the main concerns in the educational field. What kind
of curricula should we offer to learners?......"Curriculum" seems to be considered greatly as what teachers are going to teach and, in other words,
what learners are going to learn. In fact, "curriculum" is also closely related to how well the learners learn–the outcomes. Thus, as an umbrella term,
"curriculum" includes a lot of issues" (Wensu, 2012, p.1). For example, what kind of content the curriculum should have? How do teachers implement
the curriculums? What about the assessment and feedback of the curriculum? I am going to analyzing a curriculum document, the Common Core State
Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (I will call it ELA document or ELA
Standards in this paper) to shows how these issues are related to the curriculum in the following paragraphs. 2.Why Do We Need Curriculum? Why we
need a curriculum? This is a question which has been put up by many educators. A curriculum is the essential part of many educational institutions such
as schools, colleges, universities. For these institutions, they must have their own common standards to achieve teaching and learning process–in other
words, to decide what

Essay on The Australian National Curriculum
A National Curriculum has been of some importance within the Australian Governments for some time. Previous national planned curriculums have
been developed and failed a number of times. The Australian Governments with the guidance of the Melbourne Declaration on Educational Goals for
Young Australians have developed 'The Australian Curriculum'; A planned national curriculum from Foundation to Year 12 covering a variety of
learning areas or subjects catering for Diversity, Differences and the needs of the21st Century. The introduction of the Australian Curriculum is
designed to supply all young Australians across the States and Territories aneducation that is of equal and high standards. This Essay will discuss the
structure of the ... Show more content on Helpwriting.net ...
Development of the Curriculum has taken on a 'Traditional' structure of scope and sequence in regards to a formal Curriculum and disciplines or
content (i.e. English, Mathematics, Science, History, Etc.) but also included has been precise attention to ten General Capabilities; Literacy, Numeracy,
Information and Communication Technology (ICT), Thinking skills, Creativity, Self–management, Teamwork, Intercultural understanding, Ethical
behaviour and Social competence and also the inclusion of three Cross–Curriculum themes; Indigenous studies, Asian studies and Sustainability as
stated by Peter Hill (A National Curriculum: Looking forward, An Australian Curriculum to promote 21st Century learners, 2010).
The National Curriculum has some resemblance towards the Objectives Model established by Ralph. W. Tyler in 1949 (Brady & Kennedy, 2010)
whereas the curriculum is designed answering 4 key questions. Tyler's Objectives model involves establishing the objectives or aims, stating the
experiences or structure of the learning activities, implementation of the objectives and the assessment and evaluation of the learning activities
/objectives. Tyler (as cited in Brady & Kennedy, 2010, pg.207) believes 'evaluation is also a continuing process. Feedback may lead to a

Development Of The Foundation Phase Curriculum
Introduction:
The Foundation Phase curriculum was created and planned to be a progressive framework which takes place over the first four years of a child's
education (3–7 year olds). The Framework for Children's Learning for 3 to 7–year olds in Wales ("The Framework") aims to meet the wide range of
needs of the children across the Foundation Phase by providing them with the opportunity to develop a large range of skills which they will be able to
use for future learning and apply to their everyday life. The curriculums main focus is the holistic development of the child and the aim to build upon
their past learning experiences, skills and knowledge. The Framework sets out 7 key areas of learning which include: "Personal and Social
Development, Well–Being and Cultural Diversity", Language, Literacy and Communication Skills", "Mathematical Development", "Welsh Language
Development", "Knowledge and Understanding of the World", "Physical Development" and "Creative Development". These 7 areas of learning
should be taught in a cross curricular way so that the children can develop all 7 of these skills/ area no matter what lesson they are having. "They
should not be approached in isolation." DCELLS (2008:14).
Play:
Play is one of the main aspects of the foundation phase an is sometimes misconstrued as trivial and a waste of time. This is in fact false as play
provides children with the opportunity to develop, investigate and explore through first–hand experiences the things they

Structure and Development of the Australian Curriculum Essays
An Australian Curriculum has been en route for almost three decades, but due to inadequate support of its implementation, the ongoing developments
had been short–lived, until now. This essay will discuss how an Australian Curriculum is a major priority for the 21st century and will look at the
construction of this new curriculum including the impact that historic and current learning has had on present developments. Models of curriculum
have always provided support to educators, so how do these models relate to the Australian Curriculum? Are they still suitable reference points? And
what is the view of the learner? There are many definitions of curriculum, but this essay is going to discuss which definitions are valid for defining the
... Show more content on Helpwriting.net ...
The sequences of levels for learning at primary school are:
Kindergarten, Year One, Year Two, Year Three, Year Four, Year Five and Year Six.
Curriculum content is also focused on capabilities that students need to have achieved at different levels of schooling. These seven capabilities are;
literacy, numeracy, information and communication technology competence, critical and capable thinking, ethical behaviour, personal and social
competence and intellectual understanding. These capabilities can be addressed through the eight learning areas, which have been or are going to be
included in the national curriculum. The four principal subjects of Mathematics, English, Science and History – which have already been implemented
in the Australian Curriculum as part of phase one – and secondary subjects; Geography, Personal Development, Health and Physical Education
(PDHPE), creative arts, technology and languages – which are going to be implemented in the Australian Curriculum in phases two and three. These
learning areas and subjects cover the range of curriculum content in primary teaching and learning.
The scope of the curriculum is to provide students of all year levels, with knowledge, skills and attitude that will enable students to understand learning
and educational content and why it is important for their future.
Curriculum planning models form the basis of ideas for current curriculum developments. The Objectives model, constructed by Tyler

Curriculum Development Interview. This Paper Will Summarize
Curriculum Development Interview This paper will summarize the information gained by interviewing a Curriculum Specialist in a specific school
district in eastern South Dakota. How curriculum is used and who determines how it is used will be the basis of the interview. Other aspects will
include what the district's process is when adopting curriculums and finally how the teachers are effectively using it. Included will be a reflection
piece that will include the positive aspects of adopting and developing a curriculum, along with concerns and issues that may arise. In conclusion, there
will be a comparison on how curriculum is today compared to how it was used twenty years ago.
Demographics of the School District
In eastern South Dakota, ... Show more content on Helpwriting.net ...
During these discussions, different companies will come in with their curriculums and demonstrate why they feel theirs is the best option. These
companies will give different quotes, negotiate with the director, and offer free materials to support their cause. D. Tyler states "companies will always
give more free things if you ask, including discounts on shipping" (personal communication, January 19, 2017). When researching different companies,
the main thing the director researches is whether or not that company's curriculum follows South Dakota Common Core Standards. It is very important
that the curriculum materials follow a coherent method to teach the standards.
Curriculum Adoption Process This particular district is on a 7–year rotation when adopting curriculum. Prior to adopting a certain curriculum, the
district takes a year to study before a decision is made. During this year, different samples are received from different vendors that teachers are able
to use in their classrooms, in addition, there are professional development opportunities where teachers are able to get together and assess the series
using a rubric system the specialist has created. This way the teachers know if the curriculum is effective or not by implementing some of the samples
in their day to day lessons. After this process is completed, the district chooses two or three companies who scored well among the staff. Once the

4 1analyse Theories And Models Of Curriculum Development
4.1Analyse theories and models of curriculum development. According to John Delnay (1959) "Curriculum is all planned learning for which the
school is responsible. The curriculum is all the experiences learners have under the guidance of the school. How do we define Curriculum?
According to Bandi and Wales (2005), the most common definition derived from the word Latin root, which means racecourse. Bandi and Wales
(2005), also stated that for many students, the school curriculum is a race to be run. A series of obstacles, or hurdles (subjects) to be passed. This
implies that one of the functions of a curriculum is to provide a template or design which enables learning to take place. Curriculum development is
carried out as a planned development, implementation and review cycle. Educational psychologists and pedagogues have determined different
principles of learnings. One of them is Tyler (1949), he developed the objectives model, which was later modified by (1965), and Veness (2010). This
model proposed that learning is defined in terms of what learners should be able to do at the end of the course. It uses systematic approach to planning,
and it is learning outcome driven. There are four steps to curriculum design: 1.Identify the aims and specific objectives 2.Select the learning experience
3.Test the capacity of the course to achieve objectives 4.Explain the curriculum and objectives to teachers. Tyler (1949), recommends that curriculum
planners identify general

The Importance Of Nursing Curriculum Development
Similar to nursing theories, nursing curriculum provides a framework for the instructor and the learner. There are several issues within nursing
curriculum development. Nursing curriculum has to consistently adapt to reflect the changes with society, technological advances and nursing
workforce in healthcare. Nursing turnover affects the workforce in healthcare.
One issue in nursing curriculum is nursing turnovers in the workplace. Nursing turnovers is a problem that is not currently a major part of nursing
curriculum yet it affects a significant portion of nursing practice. "Nurse turnover is also a critical issue impacting hospital budgets worldwide and a
significant proportion of turnover costs are attributed to temporary replacement, highlighting the importance of nurse retention" (Duffield, 2014, pg.
2703). Another underlying concern also remains because there is no clearly defined categories to collect data to predict nursing turnovers trajectory.
There are also several factors that can impact nursing turnovers. There are factors such as "the state of the economy, organizational variables, individual
variables integrative variables, personal characteristics, other dimensions of work experience, external environment, behavioral predictors, and
cognitions" (Kovner, 2014, pg. 65). The reason for the nursing turnover may be voluntary, involuntary, derivative from the organization or just
professional turnover. A voluntary turnover occurs when it is done by the

Curriculum Development : Teaching And Learning
Curriculum Development Interview
Curriculum development refers to a process of critical questioning used in framing the activities of teaching and learning in schools. The process of
developing a curriculum translates broader statements of intent in actual plans and actions. Curriculum development involves designing and developing
integrated plans for teaching and learning, implementation, and the evaluation of the plants if they achieve learning objectives. Accordingly, the
intention of curriculum development is to align the planned, delivered, and experienced curriculums. On November 3, I contacted Rachel Yurk to
provide some insights on the curriculum development process of Cedarburg School District. Yurk is the Instructional Technology Specialist for
Cedarburg School District. As demonstrated by the Cedarburg school district curriculum development process, the primary purpose of curriculum
development is to guarantee integrated and coherent learning experiences to enhance personal, academic, and professional development of students.
Yurk studied Bachelor of Science ineducation at the University of Wisconsin, whitewater before proceeding to Aurora University and Cardinal Stritch
University where she earned Masters of Art in teaching and Instructional Technology Coordinator respectively (R. Yurk, personal communication,
November 3, 2014). Yurk taught for 18 years (until 2011) at the New Berlin School district before moving to Muskego–Norway School District as a
technology

Arinze Nwagwu Essay
DTLLS UNIT 7
Assignment 1 & 2
Curriculum Development for Inclusive Practice
ARINZE NWAGWU
ContentPages
The contexts in which education and training are provided 3 – 6
In the lifelong learning sector
Theories, Principles and Models of Curriculum Design on Inclusive learning and 7– 11
Teaching in our learning environment. References 12
1. Understand contexts in which education and training are provided in the lifelong learning sector
Kelly, A.V. (2004) Defines curriculum as all the learning which is planned and guided by the school, weather it is carried out in a group or
individually, inside or outside.
This definition ... Show more content on Helpwriting.net ...
It is an attempt to describe the work observed in classrooms. Finally, within limits, a recipe can be varied according to taste – so can a curriculum.
Stenhouse shifted the ground a little bit here. He was not saying that curriculum is the process, but rather the means by which the experience of
attempting to put an educational proposal into practice is made available.
When we come to think about this way of approaching curriculum, a number of possible problems do arise. The first is a problem for those who want
some greater degree of uniformity in what is taught. This approach to the theory of curriculum, because it places meaning–making and thinking at its
core and treats learners as subjects rather than objects, can lead to very different means being employed in classrooms and a high degree of variety in
content. As Stenhouse comments, the process model is essentially a critical model, not a marking model.
The major weakness and strength of the process model is that it rests upon the quality of teachers; also the approach is dependent upon the cultivation
of wisdom and meaning–making in the classroom. If the teacher is not up to this, then there will be severe limitations on what can happen educationally.
There have been some attempts to overcome this problem by developing materials and curriculum packages that focus more closely on the "process of

discovery" or "problem–solving", for example in science. But there

The Science Curriculum: Between Ideals And Outcomes
Curriculum as a term has various representations and levels that were being further discussed in Jan Van den Akker's article The Science Curriculum:
Between Ideals and Outcomes. This chapter started by defining curriculum from different scholars' perspectives as a term and its type (typology);
scholars have defined curriculum each providing different aspect about curriculum. The typology of curriculum provided 6 curriculum representations;
it is designed in an attempt to differentiate between different curriculum representations while ensuring the curriculum reform is reducing the gap
between the ideal curriculum and the attained one. In this chapter, Akker circulated his discussion around three factors that are substantive,
sociopolitical and technical–professional, whereby in substantive we identify the most worth science knowledge that should be present in the
curriculum, while in technical– professional we identify how the development and the implementation of the science curriculum will occur. Both
factors are being controlled by sociopolitical conditions. Under these factors, the chapter was divided into three sections: Historical overview of science
curriculum development, Current instructional school and classroom practices in science education, and Recent science curriculum development and
reform initiatives worldwide. In the first section, the historical overview of the science curriculum development was composed of two waves the era of
project ... Show more content on Helpwriting.net ...
However, if we dissected science curriculum into independent variables such as students, stockholders, parents, teachers, teaching methods, trends in
science education... and analyzed these variable while connecting them to each other. Then developed the science curriculum in relation to these
variable and researches conducted while ensuring this reform is implemented as a cycle to attain long–term effective

Structure and Development of Australian Curriculum Essay
Australia is entering into a new phase of curriculum whereby there will be no state by state curriculum. It will be a national curriculum that is
developed by the Australian Curriculum Assessment and Reporting Authority (ACARA). By introducing a national curriculum, the Australian
Government is hoping to unify what is taught throughout the states/territories. It is possible to analyse the Australian Curriculum in terms of the
definitions of curriculum it incorporates and how it is structured and how this is similar or different to various curriculum models. By using references
from various readings and analysing the National Australian Curriculum, this paper will also address the purpose and goal that is promoted by the
Australian... Show more content on Helpwriting.net ...
By being competent members of the community the student will be productive within the community in many different aspects but also would include
as a worker. Throughout the Australian Curriculum it mentions about having knowledge and skills as a main focus. By looking at various definitions
of curriculum it is evident that the Australian Curriculum covers a broad range of definitions of curriculum, however it does maintain its focus on one
main definition of curriculum. That being that the curriculum is what will be taught and what students need to learn. The Australian Curriculum is
structured by being divided into seven different sections. As outlined in the ACARA Information Sheet Structure of the Australian Curriculum (2010)
these elements are a rationale, aims, organisation overview, content descriptions, achievement standards which include work samples, general
capabilities and cross–curriculum priorities. The scope of the National Curriculum is divided into year levels, Foundation to Year 2, Years 3
–8, Years
9–10 and Years 11 and 12. ACARA are catering for the developmental needs of the students in each category, for example in Foundation to Year 2 the
child has a natural curiosity about their world and their desire to make sense of it, in Years 3 to 8 students move from concrete to abstract thinking,
Years 9 to 10 is the transition into adulthood and in Years 11 and 12 students need to be

The Curriculum Design And Development
Introduction
At the dawn of technical education two major philosophies emerged. The philosophers behind these theories were quite divergent in their beliefs.
Charles Prosser and David Snedden were advocates of the social efficacy doctrine and believed that the primary goal of vocational education was to
prepare individuals for work and the needs of industry. Furthermore, they believed a liberal arts education was reserved for individuals of status
(Gordon, 2014). John Dewey advocated an education that not only prepared people for the workplace, but life itself. He was staunch in his belief that
humans could not be treated as mere capital adjuncts to industry (Hyslop–Margison, 2012). The debate between supporters of the two theorems ... Show
6.Behaviorism. The concept that learning is based upon the association of stimuli and response through a system of rewards.
These 6 key principles are the foundation of various curriculum design methods in the Prosser–Snedden vision.
Competency based education (CBE) is based on the premise that education should be rooted in predetermined outcomes. According to Monjan and
Gassner, "Competency based programs are committed to the behavioral specification of both the educational objectives and the evaluate procedures
for all learning activities" (Monjan & Gassner, 2014, p. 4). Specification is done through performance objectives. If a student has successfully
completed a performance objective, then he is competent in that area. For example, a student learning to be a mechanic might have to demonstrate
knowledge of parts of an engine before he is permitted to remove and replace a part of an engine.
Mastery learning is another behaviorist approach in CTE. The foundation of mastery learning is Bloom's Taxonomy (Guskey, 2010). "In using this
strategy, teachers organize the important concepts and skills they want students to acquire into learning unit" (Guskey, 2010, p. 52). After each unit the
teacher administers a formative assessment. The formative assessment allows the instructor to identify where each students needs additional help. Task
analysis is the process of literally analyzing the task. Shepherd contends task analysis "in a way

Austrailian School Curriculum Essay
Structure and Development of Curriculum
Education needs to address the knowledge and skills that young Australians require to become competent citizens in the 21st century. In 2008, a
nation–wide curriculum was announced by then–Minister for Education, Employment and Workplace Relations, Minister for Social Inclusion and
Deputy Prime Minister Julia Gillard under the power of the Rudd Labour Government (Brady, 2010). Based on the Melbourne Declaration on
Educational Goals for Young Australians (Ministerial Council onEducation, Employment, Training and Youth Affairs [MCEETYA], 2008), The
Australian Curriculum, developed by the Australian Curriculum and Assessment Authority [ACARA], proposes to be a more homogenous approach to
education ... Show more content on Helpwriting.net ...
Seven areas of general capabilities are identified that students develop through successful application to the subject content, with some capabilities
developed in specific learning areas, whereas others can be developed in any learning area as the teacher sees fit (ACARA, 2009b), and provides
students with skills in literacy, numeracy, information and communication technology (ICT), critical and creative thinking, ethical behaviour, personal
and social competence, and intercultural understanding (ACARA, 2009b). Also identified are three cross–curriculum priorities that aim to "be both
relevant to the lives of students and address the contemporary issues they face" (ACARA, 2009c), and include studies in Aboriginal and Torres Strait
Islander histories and cultures, Asia and Australia's engagement with Asia, and the sustainability of our planet (ACARA, 2009c).
The Australian Curriculum builds upon the knowledge and skills students develop as learning progresses with the learning achieved in one year
forming the foundation for learning in subsequent years. It contains specific achievement standards in each learning area that are comprised of outcomes

Educational Philosophies Influence Curriculum From The...
Abstract
Educational philosophies influence curriculum from the establishment of the American school systems. The five major philosophies that have
influence American education are: 1) Idealism, 2) Essentialism, 3) Perennialism, 4) Progressivism, and 5) Experimentalism. Idealism, Essentialism, and
Perennialism are all teacher–based philosophies putting the teacher at the core of the educational experience, with students being passive members of
the classroom. In contrast, Progressivism and Experimentalism are student–centered philosophies that focus on the child and their contribution and
participation in the formation of classroom experiences, using teachers as guides to help students in their educational development. Although the
philosophies differ, many of them define curriculum as a encompassing unit of goals, methods, materials and assessment.
Introduction
Since the establishment of America's first schools, the American people have disagreed not only about what the purpose ofschool is, but also about
what schools should teach. Initially schools were supposed to "prepare men to vote intelligently and prepare women to train their sons properly. Moral
training based on the Protestant Bible would produce virtuous, well–behaved citizens [who knew not only] the three R's but [also] the general
principles of law, commerce, money, and government" (Kaestle, 1983, p. 5). During the 1780's educational theorists began calling for reform and in
1785 Massachusetts law

Essay about Structure and Development of The Australian...
The Australian Curriculum has been a 'long time coming', but its great that it is almost here now. The Australian Curriculum has been designed with
some relation to Tyler and Skillbeck's models. It is suspected that theorists such as Piaget were also considered during the development. The Australian
Curriculum relates to Piaget's stages of progression, with curriculum being designed for specific levels of maturation and development. With students
of this generation, it was incredibly important that an updated, curriculum was to be designed so that it could facilitate the needs of the 21st century
learners. This new generation of learners seem to be almost born with basic computer skills, so the ICT program has been completely redeveloped....
The quality of learning is based on the students' depth of understanding, amount of knowledge possessed and their sophistication of skills. Acceptable
work samples are annotated and provided to teachers to illustrate what is expected of their students when it comes to marking work, or writing reports.
The Reporting Framework is used from Foundation to Year Ten to report students' achievements to parents. The reports use an A– E framework which
helps parents understand where their child's learning abilities are residing. The Australian Curriculum is also divided into three phases. Phase one
includes teachings of English, Mathematics, Science and History. Phase two consists of studies in Geography, Languages and The Arts. Lastly, Phase
three includes other learning areas such as Physical Education, ICT studies, civics and citizenship.
The Australian Curriculum could be linked to models of curriculum such as Skillbeck's descriptive model and Tyler's prescriptive model. Tyler's
model is likened to the Australian Curriculum by it's structure. Tyler's prescriptive model clearly states goals and objectives that are to be achieved by
the end of the lesson/topic/year. This model diverted attention towards school curriculum and ways in which to improve it (Brady & Kennedy, 2010). It
encouraged teachers to "reflect explicitly on their educational intent" (Brady & Kennedy, 2010) also assuming teacher professionalism. Much like
Tyler's model, the

Professional Development Curriculum
Relationship to Professional Development Module
In CTE3323 Technical Applications, the student covered the use and integration of computers in the classroom and the office. Topics included history
of computers, computing hardware, word processing, spreadsheets, databases, desktop publishing, graphics, presentation software, the Internet, e–mail,
and web–page creation. The course goals were to understand the basic history of the computer and of the Internet, develop basic knowledge of
computer graphics programs, desktop publishing programs, database management programs, and programs unique to each instruction/trade
/employment area. Additionally, topics such as the origins of the Internet, how to evaluate it, and use it for research were discussed.
In CTE 3340 Occupational Skills for the 21st century, the learning Objectives for this course included a review the realities of current and past
employment and occupation trends, explore new and emerging 21st century occupations, examination of occupational skills and training ... Show more
content on Helpwriting.net ...
Additionally, from a workplace perspective, there were discussions focused on the professional roles and responsibilities that relate to human resource
development in an organizational setting.
PSY 3313 Psychology of Adulthood and Aging introduced the student students with an integrative overview of five different areas of adolescent
development: biological, cognitive, cultural beliefs, gender, and the self. It also provided an opportunity to familiarize the student with the multiple
contexts in which adolescent development takes place: family relationships; friends and peers; dating, love and sexuality; school; work; and

Curriculum Development Paper
Development of curriculum content that implements strategies and methods that enhance Language Acquisition.
Presented by:
Presented to:
Institution:
Contents
a) Grade/developmental level
b) Education needs and rational
c) Theoretical perspective
d) Learning objectives
e) Content outline
f) Strategies and methods
g) Resources
h) Lesson plans
i) references

Grade/ developmental level
This paper develops a lesson plan for an Education Program on language acquisition. The target group is children in level 1 learning a ... Show more
content on Helpwriting.net ...
c) English syllables.
d) Spelling of basic words.
e) Words meaning.
f) Words plural.
g) Tenses (past, present and future).
h) Sentence construction (simple sentences).
Strategies and methods: includes listening, observation, alliteration, singing, writing and answering questions.
Resources: Elementary English books, Learner's dictionary for beginners, assorted charts (alphabetical, pictures etc), models and a mock shop.
Lesson plans:
Lesson 1.
Objective: by the end of the lesson, the learner should be able to identify and pronounce the 5 vowels and the first 10 consonants.
|Lesson/period |Topic |Sub–topic |Reference |Resource |
|1 |English Alphabet |Vowels and first 10 |Elementary English Book. |Wall chart with letters. |
| | |consonants | |Model plastic letters. |
Lesson 2.
Objective: by the end of the lesson, the learner should be able to identify and pronounce the last 11 consonants.

The Discover Assessment & Curriculum Development Model
The DISCOVER Assessment & Curriculum Development Model: This model, which can be applied in any educational setting helps students build on
their strengths in problem solving and multiple intelligence. DISCOVER focuses on continuum problem solving which involves clearly solved
problems to open–ended problem. Criterion 1: Respect for individuals with diverse abilities, strengths, and goals (FULLY MET) In 1993, Maker
created DISCOVER to embrace Gardner's theory of multiple intelligence and designed curriculum for "individual(s) willingness and ability to meet
real challenges and resolve difficulties in his or her personal, academic, and professional environments in new and different but highly effective
ways" (Maker, 2009, p. 254). The main goal of this curriculum model was to build on a student 's' strength in problem solving and creativity using six
types of problem solving (Maker, 2009, p. 253). DISCOVER "included researchers from Navajo, Caucasian, Mexican–American, Hispanic, Asian,
Tohono O'Odham, and African–American cultures" to apply "research–based theories" to create curriculum from a diverse viewpoint (Maker, 2009, p.
282). Criterion 2: Provide for identification of out–of–school learning opportunities that match students abilities and interests (NOT MET) There are
not many opportunities for out–of–school learning opportunities. Though the teacher seems to have the option to further the students' problem solving
skills outside of the classroom, most of the

Unit 6: Curriculum Development for Inclusive Practice Essay
Curriculum Development
Unit 6 Curriculum Development for inclusive practice
Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes
content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with
identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word 'curriculum' is actually a Latin
word for 'racecourse'. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and
order in which it occurs are all part of the curriculum. There are a huge ... Show more content on Helpwriting.net ...
There are many models which affect the delivery of curriculum, way in which a teacher must attain the end result, should and could deliver to the
learners. For example, the product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural
objectives model. An example could be of a first aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass.
Training in the workplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what
must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of
curriculum. The advantages of the behavioural model are that there is normally a general statement of intent and this is hopefully ensuring avoidance
of vagueness. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned
material. Ralph Tyler (1971) stated that there is a guideline for curriculum development that the interacting influences of organized scholarship, the
learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental
questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives?

Edc1400 Assignment 1

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Edc1400 Assignment 1