Examples Of Curriculum Artifact Analysis

The curriculum is a complex framework that is used in education and is firmly embedded in society (Brady & Kennedy, 2007). Within the curriculum there are key concepts which include the intended curriculum, enacted curriculum, null curriculum, negotiated curriculum, emergent curriculum, hidden curriculum and lived curriculum (Gobby, 2015). The intended curriculum as explained by Gobby (2015) is the plan or framework on a national, state, school and classroom level. The enacted curriculum is what is practiced and is translated into a learning experience (Gobby, 2015). The null curriculum according to Gobby (2015) refers to what is not taught or avoided by educators. The negotiated curriculum is more of a community and hands on part of the curriculum which is learning experiences decided by more than just the educator (Gobby, 2015). The emergent curriculum as described by Gobby (2015) is the exploration of interesting and personally meaning information to children. The hidden curriculum is things that children

Ah Sam and Ackland (2005) defined curriculum as “… an interrelated set of plans of experiences that a student undertakes under the guidance of the school”. (p.42) While these two definitions are applied in school context, Horn and Banerjee (2009) described curriculum as the guidance of the project for a group of people. Similarly, Makura and Makura (2012) adopted the definition by Gatawa (1990) as “the instrument through which complex societies transmit and maintain cherished bodies of knowledge values and skills” (Makura & Makura, 2012, p. 509). They suggested that curricula did not exist in vacuum but shaped by a larger cultural values, traditions and beliefs of

The origins of the word curriculum date back to ancient times and in fact the work comes from the Latin word of currere: a course or race or to run (Smith, 1996,2000). Over many decades, people have argued over the various definitions. Tanner (1980) defined it as “the planned and guided learning experiences and intended outcomes”, whilst Pratt (1980) defined it as a written document describing goals planned, objectives, content and evaluation. So s it a course of study? Or can it be defined as content or a product( Marsh, 2008). Marsh (2008) goes on to include that at a variety of learning sites are a set of objectives for student learning. We can also relate this to Tyler’s objective curriculum model being that the first step to curriculum is always to set the objective. The Model of Taba from 1962, is the same model at Tyler’s but includes interaction and flow between all four stages, so we do not always need the objective before we start writing the content to the curriculum.

Curriculums are the roadmaps for schools which provide purpose and direction for administrators, educators, parents, and students. Curriculum typically refers to, “the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.” (Curriculum, 2015, para. 1) Curriculums may come in many shapes and forms, whether they’re purchased as a package at the school or district level or they’re created or refined by educators and

Curriculum, as stated by Glickman (2014) “is the what of instruction”. Additionally, Ornstein and Hunkins, (as cited by Glickman, Gordon and Ross-Gordon, 2014) have listed the elements of the curriculum and they “are sequence and continuity, scope and balance”. The mastery with which a teacher can incorporate the elements of the curriculum in instruction is categorized by levels. The levels of teacher involvement in curriculum implementation are described and exemplfied

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.

Teachers teach based on what resources are provided or what they can purchase or locate to assist in learning. Some contents have textbooks or consumables that are aligned with the state standards. This is not always the case. Some school have no textbook due to funding or students have to share the limited resources. With the continued changed in education, additional resources are sometimes needed to supplement instruction.

Brady and Kennedy (2010) define the term curriculum as ‘the means by which young people and adults gain the essential knowledge, skills and attributes they need to be productive and informed citizens in a democratic society.’ However the term has many varied definitions, it can be described as being the subject matter, the overall plan for teaching or the outcome of what is taught (Wiles, 2005). Marsh and Willis (cited in Marsh, 2009, p. 3) break curriculum down into three individual areas of ‘planned curriculum’, the objectives and aims, ‘enacted curriculum’, how the objectives are

Before reading chapter nine and ten of What Every Middle School Teacher Should Know, I always though of the curriculum as a set of standards that is needed to be teach in order for the students to pass for the year. I guess in high school and college that may be true, but in middle school it is completely different. The curriculum should incorporate the student’s experiences, lives, curiosities, and connections to learning and the outside world. Since middle school is a time where children are trying to find themselves in the world it is important to not only focus on the educational aspect for these students. Different parts of their lives need to be added into the curriculum in order for them to relate to what they learning.

A course curriculum incorporates learning the experience of a wide range of student learning. Curriculum proves why schools surpass other schools, they outshine in particular areas to demonstrate confidence, hands-on skills, visual and audio material and technology. If a school has a good curriculum they will become a stimulating and energetic environment for development so students can make exceptional advancement and succeed with high standards. Every curriculum should focus on learning outcomes and objectives. A good curriculum should contain diversity, meet all learning styles and innovative technology.

Curriculum for Excellence The term curriculum means everything that is planned for children and young people throughout their education. Curriculum for Excellence aim is to make a difference in Scottish education by providing a consistent, more flexible and enriched curriculum from 3 to 18. The purpose of the curriculum is to inspire the children to develop the four capacities • Successful learners • Confident individuals • Responsible citizens • Effective contributors.

Dynamic curriculum is the main focus of this article. In order to meet the requirement of chil-dren’s developmental domains, the curriculum must be planned according to the needs of en-rolled children. An activity should be planned to support the individual child development holistically. The programme provide the child with the space to explore in his own phase of development. When the environment is warm, child centred it will be welcoming to the chil-dren and as well as the parent. Every day the child would be coming to school with no nag-ging or any fuss; as the atmosphere in school is more appropriate for his age and with the equipment supporting him to explore. If the parents are clearly educated on their programme framework.

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

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.

According to Blaise and Nuttall (2011), to understand curriculum, we must first understand what is meant by the term curriculum. Within curriculum there are five key concepts, they are the intended curriculum The Intended curriculum is the curriculum that the teachers want the children to experience in order to develop particular knowledge, skills, and attitudes. (Blaise & Nuttall, 2011, p. 82). The enacted curriculum is what teachers want students to experience. important reason why the intended curriculum is enacted differently from teacher to teacher, from classroom to classroom, is that a key part of a teachers work is to interpret the official curriculum, taking into account a wide range of variables that are specific to their classroom and school setting.