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Meaning of curriculum
Strength and weaknesses of curriculum development
What is the importance of curriculum development
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The word "curriculum" as it is defined from its early Latin origins means literally "to run a course”. Curriculum documents arrange the content for teaching whilst providing the foundational elements required by teachers to affect learning (Krause 2006) The curriculum can be exemplified through many different means such as; A set of subjects, content, a program of studies, a set of materials, a set of performance objectives, a course of study, everything that is planned by school personnel and most important that which an individual learner experiences as a result of school. (Olivia 1997) The link between Curriculum and learning is of paramount importance in any educational institution. (Needs to flow better) This essay will aim to critique and evaluate a curriculum document in relation to educational purposes, sociological perspectives and learning designs linking to issues studied in semester one of Curriculum studies. The first section of this essay will address the chosen curriculum document which in this instance is the NSW Personal Development, Health and Physical Education (PDHPE) K-6 Syllabus. The address will aim to include why the document was developed and the theory behind thus document. This address will include pedagogical approaches in specific accordance to the areas of the document that I will be focussing my evaluation upon. The sociological perspective of the essay will be mirrored through the topic, Diversity and in a more specific strand; Gender and how it relates to the NSW PDHPE document. The third section of the essay will then attend to the learning design sequence which in turn will explain how the curriculum document was constructed whilst critiquing how gender diversity is positively encompassed within ...
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...he NSW Personal Development, Health and Physical Education K-6 Syllabus, The Board of Studies New South Wales
Oxford Online Dictionary Learning (1927) original definition as printed in Oxford Dictionary. Accessed on 12/03/2010 from http://dictionary.reference.com/browse/learning
Penney, D (2002) Gender and Physical Education: Contemporary issues and future directions
(Name) (2002) United States Department of Health and Human Services, Encyclopaedia of Health
Rink, J (1993) Teaching Physical Education for Learning, Mosby, St Louis, MO
Ruskin, R (2008) Personal Development, Health and Physical Education, Outcomes 1, Preliminary Course
Scraton, S (1993) Equality, coeducation and physical education in the secondary school, in Equality, Education and Physical Education, Falmer Press, London
The Quality Teaching Framework Pedagogy- Board of Studies
Connected to this theme is the development of a shared, lived experience, where students and teacher are involved in an ongoing negotiation of curriculum. In the first 13 chapters, Paley’s central focus is to develop a learning community within the safety of the classroom. In the second half of her book, Paley illustrates how the combination of these two themes in turn offers an opportunity for what we call an opening up of the definition of curriculum. This review is an analysis of these three themes within the organizational framework of Paley’s book. The theme of children and teachers as co-creators of curriculum is established in the first chapter when Paley says, “Each year I wait to be reawakened by a Reeny … something to ponder deeply and expand upon extravagantly” (p.10). Reeny responds to this call by asserting herself early on as a curriculum leader in Paley’s classroom. Because children themselves are curriculum makers and leaders, curriculum cannot be imposed upon the learner. Ultimately, this opening up of the discussion of what curriculum means is established by Reeny in the last lines of the book when she announces: “But I’m thinking, why don’t you stay and we’ll talk about it. Don’t fly away. See we can keep talking about it, okay?” (p. 99). It is in Reeny’s utterance that we understand—the curriculum conversation must necessarily begin with students’
Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu...
The Australian curriculum has been designed for children in their schooling years from foundation to year twelve. Currently the curriculum has covered four learning areas (English, Mathematics, Science and History) from kindergarten to year ten. “The Australian Curriculum describes knowledge, skills and understanding organised by learning areas.” (ACARA, 2010 d). Each learning area contains a: rationale – describing the nature of learning, aims – the intended result of learning from the curriculum, year level description, strands – interrelated broad organisers for the content in each learning area, content descriptions – describe what teachers are expected to teach, content elaborations – content description sup...
Franklin Bobbitt in The Curriculum writes: ‘The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. People need the abilities, attitudes, habits, appreciations and forms of knowledge and these will be the objectives of the curriculum. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives.’ (Bobbit...
...m while having freedom to choose how to teach it. This allows the curriculum to become more personable. Teachers currently associate curriculum with government mandates. They believe that curriculum is what they are told to teach instead of what is desired to learn. Curriculum in the educational setting, according to Pinar, is intended to be used to teach us to think intellectually, sensitively, and with courage to prepare us to be individuals committed to other individuals.
Slee (2001) argues that inclusive schooling demands schools to recognise all types of difference from disabilities, ethnicity, gender, class and sexuality. Furthermore, he challenges schools to accept difference, to encourage and promote flexibility thus benefiting not only the curriculum and pedagogy, but the community and students themselves (Slee, 2001).
Fagrell, B., Larsson, H., & Redelius, K. (2012). The game within the game: girls' underperforming position in Physical Education.Gender & Education, 24(1), 101-118. doi:10.1080/09540253.2011.582032
Throughout an educational discourse, inclusion is a highly debated subject throughout the curriculum. During the past decade, there have been exceptional levels of funding and resources solely aimed at physical education and school sport within the United Kingdom (UK). The DFE suggests that 57% of children with SEND attend a mainstream school (DfES 2007). Physical Education (PE) has been a rising topic of discussion due to decrease in activity and an increasing level of child obesity within the UK(Coates and Vickerman 2009). There are various implemented strategies such as Physical Education School Sport and Club Links (PESSCL) and Physical Education and Sports Strategy for Young People (PESSYP), which are instruments to ‘direct and guide practice and policies’ (Fitzgerald and Stride, 2012). Using these governmental strategies, schools try and challenge and attempt to increase participation and engagement with the aim of providing ‘high quality PE lessons’ (Griffin 2012), which targets the government initiative particular the London 2012 Olympic and Paralympic games to encourage an promote inclusive PE and school sport (Green 2009). Additionally, Fitzgerald and Stride (2012) distinguish on the concluding issue of inclusion should be recongised as part of a broader international concern to promote inclusive education (Forlin et al. 2008). There are various aspects, which are of high debate within inclusion regarding the national curriculum, initial teacher training and experiences of student and teachers.
The public and private school in the United States remained separated the boys and girls in Physical Education until the passage of Title IX occurred in 1972. (Hannon, J.C., Ratliffe, T.) Due to the Scholars wanted to eliminate the gender inequity and inequitable teaching behaviors in physical education that limited the learning potential of boys and girls so Title IX was enacted. (Dunbar & O’Sullivan, 1986; Griffin, 1984; Treanor, Graber, Housner, & Wiegand, 1998). As a result, most secondary schools changed from single gender classes to coeducational classes in physical education. The physical education classes had become coeducational in nature and the boys and girls could take part in similar activities. (Gabbei, 2004; Hill & Cleven 2005). Lay (1990) stated that coeducational classes were one of the specific clauses issued by Title IX if they ignored this was breaking the law. Ligg (1993) also pointed out that the offering of single gender courses and programs were forbidden in Title IX. However, there were some arguments about coeducational physical education so it had led some calls for change. Scraton (1993) suggested that coeducational physical education returned to single gender physical education. The integration of boys and girls in physical educ...
Posner, G. (1998) ‘Models of curriculum planning’. In Beyer, L. and Apple, M. (eds) The Curriculum. Problems, Politics and Possibilities (2nd edn). New York: State University of New York Press.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
A curriculum is a compilation of study materials that are used at all grade levels, classroom and homework assignments and a set of teacher guides. It could also include a list of prescribed methodology and guidelines of teaching and some material for the parents etc. It is generally determined by an external governing body. However, there are some cases where it may be developed by the schools and teachers themselves.
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
Through the completion of my graduate program in Curriculum, Instruction, and Assessment, I have gained an immense amount of knowledge and a plethora of skills which I have used and found valuable in my seventh grade English classroom. My outlook on student learning and my empathy towards students has also been positively affected by the program. These learning opportunities have led me to become a better educator both inside and outside of the classroom.
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.