A Strategy For Raising Curriculum Implementation

Early childhood education curriculums are becoming a national curriculum in most countries. With more governments and society thinking about education of under-fives we are seeing shifts in thinking and education to meet the changing world. We are developing children skills for the future to create a society where children feel they belong and can contribute to society. Curriculums are being influenced my social, political, cultural, historical and theoretical issues that are impacting different curriculums in the world. I am going to explore and develop my understanding about three different curriculums to recognise the different influences affecting curriculums. I am going to explore the curriculums of Te Whāriki: New Zealand, Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Curriculum for Excellence: Scotland. This will allow me to develop an understanding of other curriculums which I have not heard about to discover other way to education that I have not been taught in teacher’s college.

This chapter is all about redefining curriculum themes. The themes teachers do is just topical themes that actually may not benefit the students at all when it comes to development. We need to observe the children and find out what is their interests and use that to expand their learning. If we are going to have a curriculum it should be focus on were the kids are at and not from just a textbook. We need to go from traditional theme planning to developmental theme planning which is focused on the students and helping to develop them. This developmental theme planning will help when students are asking questions, their curiosity, their strengths and interests and their play. Children love to play whether it is pretend, exploration (they want to see how things work, feel, taste and etc.), construction or playing games with rules. Also, using things like birthday parties, fears of children like floods, earthquakes, cleanup, and setup to help provide developmental themes for the systems. It is important we have props beside toys that children can use when it comes to playing so they can explore different things. We should make themes off of observations that we see from our students.

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

Three main theories of education exist: behavioral, constructivist, and cognitive. I find myself ideologically aligned most closely with the constructivist approach, yet for reasons to be explored later in this document, find the theory one that can only offer guidance for my actions as a teacher a portion of the time I am working with students. Constructivism means students don’t just absorb information and understand

A cohesive approach to leaning where an individual is highest in terms of their involvement is one of the best approaches. It makes the learning approach an enjoyable activity and contributes to new knowledge. Therefore, for this reason the paper holds that the constructivism approach is one of the best methods of effectively teaching in the education sector, as my personal philosophy for education. It is beneficial and helps solve some of the unanswered questions such ambiguity, in knowledge and it being devoid of human experience that this paper goes on to support this notion.

There have been several changes but in form, not in content. Curricula should be modified in order to include models of instruction, materials and activities that take into consideration diverse students needs. The implementation of significant changes will help students to feel identified with their educational process. If learners are aware of their process they would determine their strengths and weaknesses to direct their process and prepare themselves for their personal and professional life. The challenge is basically transform students and teachers’ minds towards the concepts of education, inclusion and differenciated instruction. As long as the country accept that “everybody is different”, educational system will recognize the impact this fact has in our life project and life

I am motivated and driven to become a primary school teacher because I have been able to see just how successful the Cirriculum for Excellence is at influencing the lives of children and providing them with the tools to become successful learners and confident individuals. I would like to challenge children to become good citizens whilst providing them with the knowledge and skills to be effective contributors within society. Although Psychology is not a National Curriculum subject, I feel that the understanding of human behaviour will be beneficial when reacting to classroom and school dynamics. I am also particularly interested in child development and cognitive psychology, finding studies of memory and learning styles fascinating and so I am aware of how individual children prefer different ways to learn and I would aspire to adapt to this.

The children’s strengths, shortness’s, interests guide the curriculum emphasis in my classroom. I can see the aspects where my children do well and the aspects where they encounter difficulties or are interested. By observing the children while playing or doing an activity and documenting these observations. Another way of discovering what the children know and what they need to know or want to know is by using assessment. This understanding of each child becomes the backbone of curriculum and determine the types of activities and experiences that are presented through intentional classroom

The Foundation Phase completed its roll-out during the academic year 2011-2012. However, the Welsh Assembly Government (WAG) constantly observe children through documentation and therefore they adapt the curriculum to best suit the children and their needs. In this way, the Foundation Phase is ever-evolving and changing due to being constantly revised. The WAG believe there is always scope for revision and improvement. The key messages from the Framework for Children 's Learning for the 3 to 7-year-olds in Wales (The Framework) emphasise that all children should be receiving a good quality environment, experiential learning, sound adult observations and interactions and learn according to their interests. The Framework is essentially the

The implementation of the plans had been inspired by the education system that is taught in the world’s most successful schools. This includes countries such as; Hong Kong, Singapore, Finland and the UK. According to the Department for Education (2013) the main aim of the new National Curriculum is to raise standards and to produce productive, creative and well educated students. As a result of this, schools had to reform towards the demanding curriculum which has also had direct impact upon my practice this year.

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.

Implementing new curriculum across the state can be a daunting task for any essentialist based school district. Throughout the years, states has been forced to implement new curriculums based on changes in educational laws, demographics, and the advances within technology. History is a content area, which rarely gets revamped regarding the material. However, through this outline it will demonstrate how the history curriculum would be implemented to assist students across the curriculum, and how the new application of standards, community involvement, and collaborative planning’s will aid in the overall success of the student, state, and district.

Exactly how these teacher leaders might be selected, or otherwise identified, and how they might begin to achieve the goals (briefly) set out above, is more difficult to establish. There are, however some broad recommendations for teacher leaders presented in related literature that sketch out a roadmap for educational leaders to guide them toward effective leadership (and describe what effective leaders should be expected to competently achieve). Teacher leaders should, for example, help to organize learning institutions in such a way as to emphasize instructional improvement and support this with a jointly developed and clearly articulated vision of quality instruction (Supovitz, Sirinides, & May, 2010). The most effective educational leaders, one can assume, would be those who are able to act judiciously and sensitively, tempering the need for progress with a genuine concern for the wellbeing of educators – taking contextual peculiarities and the unique challenges accompanying any local educational enterprise into account.

Constructivism is one of the three learning theories developed to help explain the way children learn in the classroom. The scientist Jean Piaget and psychologist Lev Vygotsky were the theorists who developed constructivism. (Pass, 2004) Teachers today use these ideas, some use them at different times in their classrooms and others have used them combined into the same lesson. Constructivism can help students understand and retain the information they learn in the classroom. Piaget made detailed studies of cognition in children, these tests revealed that children have different cognitive abilities. According to Piaget, children are born with a very basic mental structure on where all learning and knowledge is based. Vygotsky believes that young children are actively involved in their own learning and the development of new understandings/schema. Vygotsky interpretation of interaction with peers is a good way to increase strategies and developing skills. Vygotsky came up with the idea of the zone of proximal development. He suggests that teachers who use cooperative learning exercises with students who struggle in school, the students tend to do better with the zone of proximal development. Teachers assist students by constructing the way of learning in the classroom, a learning that will support them throughout school and in the student’s futures.

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