The Curriculum Design And Development

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 more content on Helpwriting.net
...
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
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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
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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

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
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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

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

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 USAAbstract 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,

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. ... Show more content on
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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

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) teenage pregnancy 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 ...
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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

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 in education 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

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

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 ... Show more content on
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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

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

Arinze Nwagwu Essay
DTLLS UNIT 7
Assignment 1 & 2
Curriculum Development for Inclusive Practice
ARINZE NWAGWU
Content Pages
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

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
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

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 the 21st Century. The introduction of the Australian Curriculum is
designed to supply all young Australians across the States and Territories an education that is of
equal and high standards. This Essay will discuss the structure of the ... Show more content on
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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

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 ... Show more content on
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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

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 on Education, 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
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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

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.
|Lesson/period |Topic |Sub–topic |Reference |Resource |
|2 |English Alphabet |Last 11 consonants

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

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 ... Show more content on
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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

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
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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.

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 ...
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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 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

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 of school 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

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 more
content on Helpwriting.net ...
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

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 Helpwriting.net ...
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

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

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

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

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

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,

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
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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?

Curriculum Development and Change
INTRODUCTION
There seems to be a lot of controversy and uncertainty as to ¡¥what is the curriculum?¡¦ 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 ¡¥good
curriculum practice¡¦ 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
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 ¡¥objective¡¦ 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

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

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 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

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

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

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,

The Curriculum Design And Development

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