Curriculum Philosophy Paper

Frymier, A. B., & Houser, M. L. (2000). The teacher student relationship as an interpersonal

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.

The purpose of the Comprehensive Curriculum Project (CCP) is to analyze the myriad of issues that have arisen over the last few years revolving around curricula and its use in the classroom, school, and district. With the 2010 state adoption of the Common Core, educators experienced many different transitional issues and developmental issues revolving around the curricula. In order to develop a deeper understanding of these issues it is important to conduct interviews, look at the Teacher Working Conditions survey, and to analyze local organizational models that might affect the transition to the new standards.

Education is the key to the success of student’s in school today there are philosophies that structure the way an educator direct the class. Essentialism is one of the key concept focuses in school system first following the standard curriculum is important to implement on the journey for higher learning if it is achieved than the success rate will be greater. Teachers are designed to obtain knowledge from attending college, workshops and other resources by learning from these

I teach in an eighth grade classroom that is set in a Jr-Sr. High school. It is located in the Jr. High hallway, near the rear of our high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. I painted my room a turquoise beach blue and it is decorated with various beach themed paraphernalia. I also have many inspirational quote posters up around my room, hoping to engage my students into deeper thinking. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Many computer applications suited for 1:1 schools are used in our building. We begin our day at 7:40am with a zero period for professional development and meetings. The students have seven, forty-five minute periods beginning at 8:20am and continuing until 3:15pm. My classes include four “regular” English classes, one “Honors” class, an Essential Skills class that rotates every week with two other teachers, and a prep period. My duties throughout the year consist of sponsoring the Jr. High Student Council as well as parking lot duty for two weeks during second semester. We adhere closely to the Indiana State Standards and use the ISTEP and NWEA mandated assessments. We, as teachers, are given free rein to teach how we see fit; however, we were asked to submit curriculum mapping outlining the content/topics, key terms, sources/resources, assessments

As postmodern educators feel their way through an ever changing multicultural classroom environment, it is imperative that each hold firmly to their philosophical positions and do not let society influence them in a negative way. At the same time all teachers should be continually reflecting inwardly to make oneself accountable to their profession.

Yet even with these realizations that delve into the deeper meaning of education, modern education is still calling for simple measurable outcomes and continues to be geared towards specific employment ideas. This model of education is blatantly inadequate though. Many students today will end up holding jobs not yet invented in fields not yet discovered, so the teaching of answers to today’s questions is utterly useless. Albert Einstein once said, “Education is not the learning of facts, but the training of the mind to think.” and this statement reigns true throughout time. To continue academic success, the education system needs to impart a mastery of one’s own mind that allows students to not only answer current questions but also to pose questions that will shape the future world.

“How Are Educators Responding? The New Zealand Ministry of Education dines five key capabilities for living and lifelong learning listed as: Thinking, using language, symbols, and text Managing Self-Relating to others, and Participating and contributing” (Crockett). These required skills can also be found in Common Core. Common Core is what a student, K-12, should know in math and English language arts when they transition to each grade. These standards are frequently found in the college and career world worthless. There is a gap in between what college instructors want from their students because of what Common Core taught. College instructors, according to ACT Inc., found that students in middle and high schools are mainly summarizing author's ideas and analyzing source text, but college instructors want students who can “generate sound ideas - a skill applicable across much broader contexts” (Strauss). This is directly related to what 21st century student’s skills should be. “So, according to the folks we’ve asked, the consensus is that students need transparency-level skills in these areas: Problem solving, Creativity and, Analytic thinking, Collaboration, Communication and, Ethics, action, and accountability” (Strauss). Each particular skill has a reason for being on this list. Problem solving is for situations that we cannot conceive right now. In addition, those who are skilled in this area are more likely to not be watched by the higher up more than others. Creativity is something that Common Core diminishes. If you ask a student what creativity is most responses will be, “expression” or “uniqueness”. This is very important to the first skill because thinking outside the box can help find much better solutions. Collaboration and communication go hand-in-hand. Work forces of the future will all be connected through all

The National Curriculum advocates that teachers need to be implementing strategies in lessons in order to make education inclusive and accessible to every pupil, including those pupils that have a special educational need and disability (SEND). Consequently, these learning needs must be supported in order for them to overcome any learning barriers that are presented. In 2016. 1,228,785 pupils were documented as having a learning difficulty, of which nearly 26% of these pupils had the condition, Autistic Spectrum Disorder (ASD). The aim of this rationale will be to justify the strategies implemented in the science lesson plan, making it inclusive for the named child George.

Another problem with our education system is that students are not taught technical nor business skills needed to succeed in the world today. The world is constantly changing, however, the education system is not changing along with it. According to Scott Gerber “While organizations like Junior Achievement (JA) educate students in work readiness and provide hands-on experience in financial planning for kids K-12,many of these programs are underfunded, and find it difficult to work within current infrastructures — even in situations where traditional system cannot offer other alternatives” ( “Here’s the Real Problem With America’s Educational System”). Students are not prepared to go into the work force simply because they do not obtain the right set of skills. The world is always advancing with new technologies and techniques. Gerber states in his article “Whether we’re training the next generation of entrepreneurs or entrepreneurially minded individuals, we must ensure our support systems catch up to the current-day needs of America’s workforce — or risk losing our standing as innovators” (“Here’s the Real Problem With America’s Educational System”). If students are not being taught the technical and business skills needed in the world today they will be unprepared for the future.

The purpose of education is enlightening the mind socially, morally and academically. It is also to have knowledge about the world and everything around us. Education is Knowledge. It makes us acquire skills and gives you an insight on the things you desire to know. There are many philosophies that have been established already but my philosophy of education is that every child has the ability to learn and when given the opportunity the outcome is powerful. Education is a unique and individual learning experience to each student therefore teachers should be passionate about teaching and make an impact on each of their student. In order to get through to each student, a teacher must fully understand his/her job. As a teacher, you are assigned

Hidden curriculum” refers to unwritten or unspoken rules, expectations, idioms, and metaphors that everyone knows, but are not directly taught. Often, students that lack understanding or knowledge of the unwritten social rules are prone to be bullied, ignored, or misunderstood. Students with learning disabilities struggle with observational skills necessary to understand and interpret these unwritten and unspoken rules. Some of these struggles can be seen in tardiness, use of the cafeteria, location of classes, use of lockers, and much more. Students with learning disabilities can be seen as unmotivated, uninterested, or lazy due to misunderstanding of the unspoken and unwritten rules. Often, students with learning disabilities may misinterpret

A debate on whether education is still the driving factor to success in the 21st century has been blooming for some time now which has many of us asking, “Is education still necessary for one to succeed nowadays?” This issue of whether education still holds that value of being the primary aspect of achieving success is of particular interest because it could mean that it could potentially create depreciation in the demand for education in the future, and money spent on acquiring an education could be used to pursue entrepreneurial ventures.

Curriculum is a term often highlighted during discourse about education and most commonly understood as a policy with overt leaning outcomes for teachers to apply and achieve. Ornstein and Hunkins (1998), as cited by Selvaraj (2010), defined curriculum based on two lenses; micro and macro, which identify the term as both policy towards certain goals and what students experience with consideration for relevant theories and principles central to its development and implementation. However, Wilson (n.d.) argued that curriculum is not restricted to certain individuals, subjects and environments, since teaching and learning can also occur beyond the scope of official curriculum (Ebert & Culyer, as cited in Marsh, Clarke & Pittaway, 2014). I believe this interpretation is the closest to the true nature of curriculum, or education, as there are more complex layers to curriculum than just a written guideline. For example, not one curriculum is similar to another because it is subjected to influences from continuum number of factors, such as politics and economy. Hence, it is wise to conclude that curriculum could not be defined based on a singular perspective due to its dependability on context.

Economic realignment, evolution of technology, changing demographic trends and new ways of living and working are radically altering how education providers operate. These trends may be gradual but they are also powerful trajectories of change that have the potential to thrust education institutions, companies, governments and societies into freefall. The change heralded by these megatrends lies beyond our direct control but not beyond our influence. By getting a picture of how the world is changing and what these megatrends are, we can alter our destiny and remain viable and thrive in the future. Not only can we understand our market threats, but more importantly we can identify business opportunities and it is those institutions that recognise global trends and plan for a changing world that will be the market leaders of the future.