Reflective Statement : Reflective Statements Essay

Brady and Kennedy (2007) explain the stakeholders that influence the curriculum are classified into two specific groups. Individuals which consist of students, parents and teachers and their concerns with the curriculum and groups consisting of government, community groups, business community and Universities all of which garner their own interest to ensure society continues to be shaped by the correct curriculum (Brady & Kennedy, 2007). This highlights the need for a diverse level of input into the curriculum. Brady and Kennedy (2007) convey that everyone in the community has a role to play to shape the curriculum and as a society we look to give the young people and adults the essential knowledge, skills and attitudes to be productive and informed citizens. All individuals and groups help form and improve the curriculum and are an integral part of the future learning of

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

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

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

This essay is a reflective account on my experience within the introductory period of my practice when caring for a patient. The essay will give the definition of reflection. This reflective essay will help me demonstrate how my experience in practice has helped me achieve one of the learning outcomes in my learning plan, (appendix 1). Driscoll (2000) will be used as a reflective model. The essay will explore what (description of events) so what (analysis) and now what (action plan). This essay is going to reflect on the importance of good communication with patients.

6). Brady and Kennedy recognise that teachers are the professionals as their training equips them with the skills and knowledge, in other words “teachers, in reality, are the mediators of the curriculum” (Brady & Kennedy, 2014, p. 6). Businesses are the stakeholders who employ these students in the future, so they wish to see that “the school curriculum must deliver outcomes that are relevant to employment opportunities and the economic needs of society” (Brady & Kennedy, 2014, p. 4). The governments have the same enthusiasm as the businesses when it comes to the designing of the school curriculum. One of the government’s main reasoning of involvement in the school curriculum is because of the awareness progressing design of the knowledge development of Australia’s future citizens. “In general, democratic governments wish to see a community that is socially cohesive, politically literate, culturally sophisticated, tolerant and just” (Brady & Kennedy, 2014, p. 7). The school curriculum has a big impact and can do what the governments and businesses want for the

Developing an innovative curriculum each school calendar year is very imperative when producing an effective learning environment for students and faculty members. The term “curriculum” is known as the academic content that is taught in schools. School leaders and teachers may define curriculum as courses offered by the school, but is rarely used in such a general sense in school. When developing the curriculum, one must attain to the organized preparation of the lesson that is going to be taught in that given school year. Being an Christian educator and leader, it is imperative to show the Christian philosophy and worldview on how the plan impacts the belief and opinions about curriculum development, express my personal belief about the truth of society,

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.

The National Curriculum is thought by many to be complex and unclear. However, it is at the heart of the education system in England. This is noted by Baumann et al (1997) and Kyriacou (2009) who document that the basis for the National Curriculum was established in the Education Reform Act 1988; creating the idea that education must begin with the needs and interests of the child. The following model acknowledges how the National Curriculum is central to a school and a pupils learning.

Reflecting back on my experiences from my Writing 39C (and Writing 39B) class, I can acknowledge the changes and evolution in myself as a writer. In my Week 1 Self-Assessment, which was written at the beginning of the Writing 39C course in reflection to Writing 39B, I mentioned that one of my central strategies in my writing process is focusing on the pre-writing. My pre-writing process includes strategies such as brainstorming and outlining. I mentioned in the self-assessment that I would “pick up the strategies I have learned and continue to use them in the course of Writing 39C”. With that, I carried the strategy of pre-writing over to Writing 39C knowing that research papers would require a plenty amount of pre-writing. A method commonly used in research papers that I have gained experience in from this course is creating annotated bibliographies which I would consider a part of the pre-writing process. Annotated bibliographies assisted me in my writing significantly by helping me feel better prepared and giving me groundwork for starting my research paper.

Defining and creating the perfect curriculum has been a struggle for educators and administrators since the creation of universities. This struggle has continued throughout the evolution of the American higher education institutions. Starting with Harvard University in the 17th century and following all the way through to today where there are over 4,000 institutions of higher education in the United States. The goals of universities have stayed relatively the same in that they want to create prepared individuals who go out into the world ready to work and make it a better place. The challenge has been that what the world requires is constantly changing and therefore the knowledge that individuals enter the world with needs

Emporia State University’s Masters Degree in Curriculum and Instruction fostered an excitement and passion in me that extends beyond simply writing “good” lesson plans and creative thematic units. Instead of focusing on the specifics of curricula design and implementation, the program has opened my eyes to theoretical foundations and roles. The skills, knowledge, and dispositions acquired over the past two years have shaped my influence and effectiveness in a classroom, as well as my long-term goals as a professional. The ultimate goal of any strong curriculum is to outline what the student should know and be able to do. Curriculum is built on four major foundations: history, philosophy, psychology, and sociology.

Undeniably, the implementation of a national curriculum will have a significant impact on the Australian education system. Therefore, my understanding of this educational reform and the contention arising from this national curriculum will form the basis of this paper. The paper will also discuss how I will navigate the implemented policies while remaining authentic in my teaching values and practices. Moreover, this will be done by establishing my understanding of the curriculum in the educational context before responding to two literary quotes.

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.