The Curriculum For Elementary Education

Early Childhood Education illustrates the teaching and care of children in other environments outside of the home. Early childhood centers on the development of all children no matter their gender, race, abilities, or ethnic orientation and gives knowledge of early childhood learning process, which entails values, culture, desires of parents for their children, and especially a child’s need for knowledgeable functionality in society.

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.

It is essential that educators create safe, welcoming environments that promote learning for all students in a classroom and to do this they must acknowledge issues of diversity and difference and know how to approach these issues. There are two key documents that guide educators in their planning and implementation of curriculum; The Australian Curriculum and The Early Years Learning Framework. Using these two documents to create learning programs, educators must enact an inclusive curriculum that empowers all students, regardless of differences. For educators to understand and address issues of diversity and differences such as socio-economic, cultural and ethnic backgrounds, language barriers and stereotypes around gender and sexuality, they must look at their own philosophy, values and beliefs around these issues.

Arts education provides students with the building blocks for the development of experience, knowledge and skills across many domains including imagination, self-expression, communication, relationships and creative and collaborative problem-solving. Research suggests that the use of quality arts programs have been linked to enhancing students overall academic achievement, empathy towards others and engagement in learning (Russel-Bowie, 2006; Cornett, 2014). The inclusion of arts in the curriculum is a globally recognised concept, encompassing many different cultures and concepts. More specifically the micro-teaching experiences at the Lady Cilento Children’s Festival will be focusing on the area of performing arts including a combination

I believe that any child should be able to enroll in school as soon as their brain begins to develop. I say this because it allows the child to begin learning and enhancing their skills early on. The quicker a child is introduced to material, the easier it is for them to be able to understand it. Also it will help the capability of the mind. Increasing the funds for children to attend school pre-kindergarden is a great idea. It will give children from all over an equal oppurtunity to enter schooling at an earlier age and to begin enhancing their knowledge. I believe in the motto "no child left behind." By the government increasing funds, it will allow the low-income students to feel as important as the upper income students due to creations

What is the curriculum at Wilson Elementary and how is it implemented? I chose to research the curriculum at Wilson Elementary School because it is the school I currently teach at. I was interested in the curriculum of Wilson because teachers are given the freedom and professional judgment to do what is best for students. This means we are all to use the district curriculums, but use data, strategies, best practices and supplemental material to do what is best and most effective for students. Wilson is part of Colorado Springs School District 11. It is located at 1409 De Reamer Circle near Palmer Park and Murray on the south east side of Colorado Springs. The school was built in 1969, has a building capacity of 385 and currently has around 410 students. Typically around 400 students are enrolled with approximately 110 students permitted. Wilson currently has 91% free and reduced lunch. It is a Title 1 school with a poverty rate of 88.48%. Wilson has a preschool program but it is not directly tied to the school. The Wilson Elementary School Vision is the same as the district’s vision: “Every student prepared for a world yet to be imagined.” Wilson’s Mission is “To pursue knowledge, strive for excellence and to model an attitude of contribution and gratitude, both individually and as a community.” The principal is Mr. Carlos Perez.

One reason why we believe that this novel is unsuited for the grade 11 curriculum is because of the language and references it uses. In Brave New World, Huxley uses many references to Shakespeare’s stories such as: The Tempest, Othello, Romeo and Juliet, and King Lear. In the past, we most likely would have read these stories in detail at school; however in present day, we do not go in depth with as many of them as before. Since we do not have much knowledge with Shakespeare, many of the references to these stories will be unknown to the present and future generations. This would mean many readers would be unable to understand many of the point that Huxley is trying to express through these references. Another area that may be confusing would

“In the 1990s, virtually all American States developed curriculum standards which in many cases their first ever state curricula. Whereas in states like Norway curriculum making has been a long standing institution and incipient curriculas are transpiring more frequently” (Philion, 46). They spell out what the addressed schools should be doing and so on; they are the constituting element of formal edifying leadership of departments of leadership. “These curricular expectations are manifest in one form or another in virtually all formal curriculum documents at the state level” (Landon, 62). It is widely accepted that the influence of formal curricula on edifying and authoritatively mandating practice is at best dubious. Acceptably, battle and

I decided to do Honor Diploma my sophomore year. The requirements that were included were community service hours. Majority of the community service projects I volunteered for included children interaction. After participating in a few carnivals and working with young children, I noticed that I really enjoyed working with children. This led me to start pursuing a degree in elementary education. I focused my Senior Project on elementary education as well so I could look deeper into this field and know what problems I would be facing if I were to continue pursuing this career. This has led me to decide education as my intended

I found an article on edweek.org. The article mainly talked about the curriculum in some middle schools. I found this article to be very interesting. The reason I find this article interesting is because student’s assignments were reviewed by The Education Trust. From the finding they found that assignments had very little challenge to them, instead they were “broken down into bite-size chunks, and much of the work was actually done for the students rather than by them.” This is a major issue because children are not being given proper education like we all like to believe. Without proper education, these children will not be prepared for the future. As future educators it’s our job to prepare children with the best education we have to offer.

Department of Education had implemented a new curriculum called K-12 education system which prolonged the educational program as it covers 1 year for attending the kindergarten, 6 years for elementary, 4 years for junior high school and additional 2 years for senior high school and with this, the students will be given an opportunity to learn more advanced subjects without quickening their learning process and so to have a better quality of education. It is sure to happen that there are numerous implications in implementing the K-12 curriculum which brought

Curriculum and Pedagogy: The curriculum is experienced by all students, albeit in different forms. So, curriculum which is based on more interaction between the students and teachers is more likely to acceptable. There is a body of evidence from the US (and increasingly in other countries) that the more students interact with other students and staff, the more likely they are to persist (e.g. Astin, 1984; Tinto, 1997). Due to interaction among students, they learn a great deal from each other. Furthermore, both social and academic integration into a higher education institution have a positive impact on their sense of belonging to (Reay et al., 2001), and ultimately learning within, that environment (Thomas, 2002).

The ability to problem solve is not always inherent in a person’s make-up. Some people have a natural ability to look at a situation or a process and come up with ideas on how to make improvements or offer alternatives. In the case of those whose problem solving skills are not innate, how do people develop this ability? Specifically, can the use of puzzles be an effective aid for developing problem-solving skills? If so, how easily can the new or improved skill set learned by using puzzles as a tool translate to day-to-day activities? Based on the definition in the third edition of the on-line Oxford English Dictionary, a puzzle is “a game, toy, or problem designed to test ingenuity or knowledge.” This research will look at the use of different puzzles and find out if these can be effective training tools to aid in developing or improving critical thinking in order to enhance one’s problem-solving skills.

School A has been using the International Primary Curriculum (IPC) for many years to teach the foundation subjects. However at the beginning of this academic year they chose to teach Science using the same initiative.

At the dawn of technical education two major philosophies emerged. The philosophers behind these theories were quite divergent in their beliefs. Charles Prosser and David Snedden were advocates of the social efficacy doctrine and believed that the primary goal of vocational education was to prepare individuals for work and the needs of industry. Furthermore, they believed a liberal arts education was reserved for individuals of status (Gordon, 2014). John Dewey advocated an education that not only prepared people for the workplace, but life itself. He was staunch in his belief that humans could not be treated as mere capital adjuncts to industry (Hyslop-Margison, 2012). The debate between supporters of the two theorems