The International Primary Curriculum ( Ipc )

As a result, Zwick (2002, p. 542) has noted that implementing change programmes in organisations that realise positive outcomes remain problematic for many organisations in the 21st century. Ayodeji & Oyesola (2011, p. 235) have postulated that organisational change is a dynamic process, which when taken poorly contribute to employee resistance to it, and eventually leads to failure of the whole process. 3|Page Organisation Behaviour; MGTS 1601; Individual Essay; Employee resistance to change Yuanli Zhang 43401163 Employees resist changes when they occur in the organisations for several reasons. Many organisations when they introduce changes are likely to stick to the ‘top-down organisational change’ process (Awasthy, Chandrasekaran & Gupta, 2011, pp.

This essay will explore the ways in which the curriculum should be delivered to foundation stage

Change should be seen as a challenge and embraced with enthusiasm (Marquis & Huston, 2012). In my professional and personal life, I view and respond to change as a way to make improvements to existing regulations and circumstances. I embark upon the quest with determination to succeed at whatever task is presented to me. Life without change can become unchallenging and stagnant (Marquis & Huston, 2012). As society and technology advance, you must incorporate the necessary transformations that arise with it.

The process skills approach to teaching is defined as the educator helping children develop science skills and processes to confidently undertake their own investigations (Campbell, 2012). These skills are developed through: communicating, science language, asking questions, making sense of phenomena, predicting, modelling, conducting investigations, planning, testing, observing, reasoning, and drawing conclusions of science concepts (Campbell, 2012). When the educator assist children’s learning, it is important to put the emphasis on the nature of science and scientific concepts. Guided discovery approach to teaching requires the educator to ask effective questions that encourage children to explore and extend their investigations throughout science learning (Campbell, 2012). This can be developed through play experiences as children explore their world around them. An interactive approach to teaching children is based on questions that lead explorations and the educators to provide essential resources to guide these explorations (Campbell, 2012). It is the educators’ responsibility to support children’s development, ideas, questions, ways of thinking, and develop scientific thinking. Furthermore, an inquiry approach to teaching relates to children investigating the answers to their own

Change is difficult because all organizations cultures, structures, mission, and values are unique. As a result, there is not a “blueprint” that leaders can follow to ensure change initiative success. However, understanding the conditions that promote successful change processes is critically important for leaders. If employees do not support

This assignment is a case study of a child’s engagement, inquiry skills and understanding of physical or chemical understandings. There are two parts to the assignment that build to the final case study report. Part A is to design a science inquiry activity suitable for engaging a child at junior primary with physical or chemical science understandings that uses materials like water, sand, ball or tubes. At the next, it is needed to figure out how the planned inquiry activity links to the Australian Curriculum and the early Years Learning Framework. This report also needs to explain and justify the learning theory that underpins the activity and the proposed teaching and learning approach. At the last

In order to examine this issue further, this research will look at a number of different sources. Contemporary managerial sources are explored in order to understand how other voices in the field are describing similar methods for change. First, popular structures for change management are examined, especially within their correlation to Palmer & Dunford (2009). This is followed with an extensive

In the review of the book, “Making Change Work: Practical Tools for Overcoming Human Resistance to Change,” I decided to summarize the major steps the book establishes. It discusses how to begin the change process by understanding your need for change, to the final step of the change process where an organization needs to implement changes. After summarizing the steps, I am going to show how the book relates to the textbook, Organizational Change: An Action-Oriented Toolkit, as well as giving a managerial implication.

The National Curriculum for Science (2013), anticipates to advance all pupils’ scientific knowledge and conceptualise understanding through the segmented scientific approaches; biology, chemistry and physics. In addition, pupils should have an awareness of the nature, processes and approaches used within science, through the various scientific enquires that enable pupils to answer questions related to the world and life. Finally, the aims of the science curriculum also consider that children must have the resources to fund the knowledge that is necessary to use science in the, present and future tense states the Department of Education (2013).

This research focuses on science in early childhood education, because as an educator I have always had an interest in science and I often wonder whether I am teaching this topic effectively and correctly for the children. I will define ‘What is science? And I will use a minimum of six articles relating to my topic. What is Science? Duschl, Schweingruber, & Shouse, defines science, Science is both a body of knowledge that represents current understanding of natural systems and the process whereby that body of knowledge has been established and is continually extended, refined, and

The only permanent thing in the world is change. Even educational systems change. Philippine educational system has undergone numerous modifications since its very beginning. In Pre-Spanish time, education was informal and there was no room for studying. Boys were taught how to look for food and their needs by their father and girls were taught how to do household chores by their mother. They used their own alphabet called Alibata to read and write. It was composed of 17 symbols which represents the letters of the alphabet. When the Spanish conquered Philippines, education became formal. Schools from primary level to tertiary level were established by the Religious orders. Because of this, education focused in Christianity and Christian Doctrines. Eventually, changes transpired when Americans occupied Philippines for 45 years. In line with their colonization, free education in all public schools was given by Commonwealth. At that time, the importance of nationalism, the

Remembering the integration in learning is very important, the ministries of education and culture has established that science learning in the 2013 curriculum must be implemented in an integrated patter. The content of the subjects comes from sub-discipline of science that is biology, physics and chemistry. In other words, science learning should be integrated from sub-discipline content of biology, physics and

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing

A change is the process of changing the old way or usual way of doing thing and implements a new way or different path of doing thing and thus change could create fear of the unknown for the participants (Mintzberg& Waters, 1985)6. In order to make change happen, it is important for both parties, the change recipient and change agent to actively seeking information, feedback, goal and objective of change. The key word here would be “Communication”. By being honest to the recipient, letting them known of the expectation from the change and the beneficial likeliness that change would bring to personal gain and to the organisation, this would encourage the participant to adopt change process (Kim & Rousseau, 2006)7.

The biggest problem seems to be the lack of lab equipment and real lab classes. At its core, science is not a theoretical subject. It is based on physical experiments. A boring lecture on refraction can never replace the wealth of practical information and visual feedback obtained in the lab. Through practical lessons, kids will be able to cultivate an ability to think by themselves through experiments in physics, chemistry and biology. 'Even in the A Level course, we don't have the opportunity to conduct our own experiments but we race to finish the questions in the question paper and pull at our hair when the answers don't come out right. The teachers are so bent upon completing the syllabus that they seem to forget that they have a responsibility of making the subject more exciting to us.' This was the general combined opinion of most of the senior students of English medium schools.