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What is curriculum experience
Insights about curriculum
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Understanding the curriculum experience:
Curriculum being more than just a document:
Rather than curriculum being just a formal document which is written by the government for teachers to implement in their classroom, Blaise and Nuttall (2011), give a different insight to what curriculum is. They break curriculum down into five different concepts; the intended curriculum, the enacted curriculum, the hidden curriculum, the null curriculum and the lived curriculum. (Blaise & Nuttall, 2011, pp. 82-95). These five concepts create a method of teaching where the students are learning through experiences. In order for this to happen, this method of teaching needs to be adopted by the teachers and the school. As stated in Marsh and Wills (2007),
15). Teachers need to be prepared for the unexpected. They need to allow their day to be somewhat unplanned in order for students to learn from their own experiences. Schools world (2016) states that Albert Bradbeer primary school is very flexible when teaching. The students were allowed to contribute to the planning of their activities in the classroom, they then are given the opportunity to explore and experience independently. Kathryn Pritchard (foundation stage coordinator) stated that by doing so, the activities would change from what she expected would happen, and develop into something she didn’t even think the students were capable of - such as creating and running their own teddy veterinary clinic in the classroom. This resulted in the
Overtime, curriculum has adapted through our society to become more accepting and aware of different needs, values, cultures and beliefs. Stakeholders have also played a part in adapting the official curriculum, they have expressed their needs for students graduating. To investigate this, an interview was taken place with Peter Campbell who completed year 12 and went on to have many career experiences which qualified him to have the job he has today – a Transport Operations manager.
Nowadays, teachers are often flexible when planning their activities, this is because each student is different. Students have different needs; socially, emotionally and physically. My Interviewee attended school during the mid – late 1900s. Linking to the McCreadie (2006) reading, both boys and girls received education in the basic subjects – mathematics, literacy and science, however a lot of their schooling day was taken up with singing, mannerisms and making sure each student was groomed appropriately. As stated by Malaguzzi (1993), each student has a different context, as do educators. Each student should be seen as an individual with different skills and talents, educators should be attentive and helpful towards students, instead of judgemental. (pp. 52-54). The interviewee stated that during his schooling experience he felt that each student was seen as just a number, all
In the text, Becoming a Teacher, the author reflects on why gender is included as a dimension of multicultural education, which is defined by Parkay (2016), “multicultural education is committed to the goal of providing all students – regardless of socioeconomic status; gender; sexual orientation; or ethnic, racial, or cultural backgrounds – with equal opportunities to learn in school” (p. 291). These cultural dissimilarities between the genders are created by the expectations society stereotypes them to follow. As Parkay explained in the text, “through sex role stereotyping, families, the media, the school, and other powerful social forces condition boys and girls to act in certain ways regardless of ability or interests” (2016, p. 296). According to this, students are categorized by society standards, which
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...
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.
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
By educating children, we need to prepare them for the life in a fast changing society where they can be responsive, fulfilled and innovative. The ability to use methods of teaching and learning within the curriculum is important when trying to make it possible. Countless amounts of schools have already been familiarising themselves with the importance of creativity and ways of how to teach, how to make the learning more holistic, more engaging and more creative. With the new curriculum complete, there are consequently many more opportunities and challenges for teachers to provide the best and most appropriate learning opportunities for the pupils they teach. The White Paper on education, publicising the new curriculum, stated it ‘creates scope for teachers to inspire’. It foresees ‘teachers taking greater control over what is taught in schools, innovating in how the...
Key education initiatives are introduced to develop a framework for 21st century competencies and student outcomes. It aims to developing a broader range of skills such as critical thinking and creativity. Schools will have more autonomy so as to encourage innovation and cater to a wider variety of interests and aptitudes in the students. In the opening speech of MOE Work Plan Seminar 2015, Dr Heng reiterated the new phase, Student-Centric Values-Driven Education which was introduced in the year 2000. He had spoken about putting values and character development at the center of the education system. Character and Citizenship Education (CCE) is emphasised as values shape the character of our young and the character of our society. With that, Dr Heng related outcomes of encouraging stories of how students do well in CCE and how the values instilled has impacted other
According to Glatthorn, Boschee and Whitehead (2006, p.74), a curriculum theory is a set of related educational concepts that affords a systematic and illuminating perspective on curricular phenomena. In a simpler term, a curriculum theory is an academic discipline devoted to examining and shaping educational curricula (Wikipedia, curriculum theory). One that would be a proponent of a structured-oriented curriculum would be concerned primarily with analyzing the components of the curriculum and their interrelationships. They will tend to be descriptive and explanatory in intent whereas, one that is a proponent of a value-oriented curriculum would be concerned primarily with analyzing the values and assumptions of curriculum makers and their
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...
In sum, my experience with the implementation of CCE Curriculum taught me that effective school change could not be done in isolation without consideration to all the change frames, a theme that was explored in depth by Hoban. (Hoban, 2002) It would also depend on the interactions between the different change frames. (Hoban 2002) Hence, change has to be implemented systemically considering all that complexity in a school because it would not work unless all the components of the school system worked in unison. And as we stepped into the world of post-modernity, rationality and scientific laws could not always control or predict human actions, school change then has to respect the diversity inherently in human action by working with the teachers at all possible levels of interactions.
In the classroom teachers need to be flexible to put in to practice many different
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.