Curriculum Development

Practitioners must look at all of these aspects, in order to protect children and young people’s educational needs schools and any other agencies, such as doctors, consultants, speech therapists, physio therapists need to come together and the multi-agencies then need to ensure specific needs are being identified and then catered to accordingly,

The Australian Curriculum basically makes sure that it is setting out the essential knowledge, understanding, skills and universal competences that are very essential for all Australian students. The Australian Curriculum makes sure that it defines the learning power of students as groundwork for their future learning, development and vigorous contribution in the Australian society. It makes obvious what every young Australians need to learn as they advance through their schooling. It is the basis for high worth teaching to come across the requirements of everyone of Australian students. Curriculum is intended to progress fruitful learners. Secure and resourceful persons and functioning and informed people (MCEECDYA, 2008, p.13). In 2008, the Australian Government swore to distribute a reasonable and just curriculum for the national's educational system, pulling the job away from the Local and State Governments. The drive of this was to generate a smooth phase of education all the way through the nation, and to also safeguard their countries locus into the 21st century. This essay will reveal the Nation's curriculum, its organization and development that had already been implemented for its initial opening in 2011.

For this program outcome I chose my curriculum analysis paper from CUR 512, Curriculum Analysis and Planning. In this course we defined curriculum, the aspects that are considered when writing curriculum, the theoretical perspectives found within curriculum, and the goals of the curriculum. By writing this paper, I was able to focus in on a unit that I teach in third grade social studies to get a full picture of the curriculum. I was also able to see the complex issues surrounding the curriculum that I never previously noticed.

In 2008 the new curriculum for the foundation stage in wales began its roll out. Its aim was to bring consistency and continuity to children’s education, thus transforming early year’s education in Wales. The principles on which the curriculum is based are that children should be provided with a good basis for future learning and the ability to apply their learning to everyday situations. Leighton Andrews, the former education minister, said in an article on the Welsh Government website that the curriculum was designed “to allow all children to flourish whatever their stage of development or learning ability” (Andrews, 2010). The Framework for Children’s Learning for 3 to 7 Year olds in Wales (here forth known as ‘The Framework’) outlines 7 key areas of learning. These are ‘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’. The curriculum focuses on holistic learning, meaning that whilst there are 7 separate areas of learning, they are to be taught in a way which entwines them together allowing for children to develop skills such as everyday problem solving by understanding that mathematics is not merely a school subject but a skill which is used in everyday life.

The Curriculum for Excellence describes eight curricular areas, three of which assign a responsibility to all teachers regardless of sector; namely Literacy, Numeracy, and Health and Wellbeing (HWB). Whereas some form of instruction in reading, writing and arithmetic has always been a feature of formal education, Health and Wellbeing is a relatively new addition to the school curriculum, both in Scotland and globally .

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.

Using subject headings together with a brief summary of the subject, describe the range and main provisions of the relevant National curriculum in the school where you are employed.

| Basic skills in numbers.Basic skills in writing & literacy.Learning to read.Learning diagraphs and some trigraphs at this stage.Basic use of ICT for enjoyment, learning, interaction and development.

The Australian Curriculum defines the outcomes expected in specific Learning Areas, General Capabilities and Cross Curriculum Priorities (Australian Curriculum Assessment and Reporting Authority [ACARA], 2010a).

The Australian Curriculum for the Humanities and Social Sciences plays an important role in harnessing students’ curiosity and imagination about the world they live in and empowers them to actively shape their lives; make reflective, informed decisions; value their belonging in a diverse and dynamic society; and positively contribute locally, nationally, regionally and

It is very important to meet the needs of 21st century learners in both academic settings and corporation learning centres. The main factor that influences the curriculum development is the Australian Government followed by factors including awareness of the diversity in terms of the target community socially, financially and psychologically.

In this report I will explain the purpose and design of the curriculum proposal. I will then review the feedback obtained from the validating panel and the changes made. Professional values will also be explained and the importance they have in the lifelong learning sector. In addition, I will explain how the course will be evaluated providing a summary of how records are currently being used. Finally, I will create an action plan highlighting development needs to the course design.

Professional development principles Ben embraces are Rigor, Relationships, Relevance and Realness. Mr. Rhodes continually emphasizes that work needs to have relevance and rigor in assignments and that the relationships teachers build with students is essential for success. Specific content used for staff development goals are Glenn Singleton’s work (Equity), National Achievement Gap, High Performing Schools, 90/90/90 Studies, 21st Century Skills, Marzano’s Instructional Strategies, and Heidi Hayes Jacobs’ literacy work. A variety of activities for teaching new skills to teachers occurs throughout the year. These include study groups, guest speakers, ERO (staff development classes), open classroom visits, master teachers sharing best practices in literacy, differentiated instruction, , math, and culturally responsive teaching, conference opportunities, mentors, district content area inservices, building inservice days, monthly district content area meetings, partnerships with universities, Collaborative Action Research for Equity (C.A.R.E.) cadre, and monthly building equity meetings. Mr. Rhodes uses the district Teaching Learning Cycle (Plan-Teach-Monitor- Adjust) to evaluate and assess the learning goals and make improvements. Ben also meets with Ben and the leadership team about the goals and creates the timeline to provide training and analyze progress. Evaluation of the learning goals using the SIP (as a living document) and individual goals are important

The workforce has developed rapidly over the years in relation to policy and statutory frameworks, with an emphasis upon the national curriculum in relation to literacy. The frameworks is influenced by political aspects by theoretical and political aspects. This has been reflected within practice as policy brings change and implications for practitioners and managers. Research has gone a long way to implement the revised national curriculum which was due to the concerns raised due to the fact as a country we are falling behind on the national league tables as we are in position 23 (DfEE, 2013), which is quite disappointing as English is our first language within Britain, and we have made no improvements within the last three years (DfEE, 2013).

From the Rusken College speech in 1976, a whole new approach to education was to be invented and from this came the introduction of the craft based qualifications, his idea of the government putting money into education and seeing very little return, made him concentrate on making people fit for work, in turn helping the economy and paying the government back on their investment. This is the main model used in my specialised curriculum. One of the attractions of this approach to curriculum theory is that it involves detailed attention to what people need to know in order for it to work. Lesson plans are produced with the main theme of ‘by the end of the session the learner will