Category: Curriculum

Introduction

As adult schooling programs are certified and drawn into the instructive mainstream they become assembled as strategic components within wide nationwide policies. The standards and values underpinning such policies may be different to the teachers’ own instructive and community beliefs. Tutors themselves tend to have a diminishing amount of power over, or input into, the educational principles that arrange what and how they educate.

The emergence of economic rationalism heralded a shift in focus whereby the education sector was obliged to comply with the needs of industry and productivity by skilling job seekers and providing a support for industry training. The standards and values underpinning these government policies may differ to those standards and beliefs held by the teacher. Whereas once teachers relied to a great extent upon their skills, experience and expertise, now they are very much governed in what and how they educate as dictated by competency-based assessment/regulated curriculum.

The purposes of the CGEA program

The CGEA (Certificate of General Education for Adults), is a set of certified courses to advance the literacy, numeracy and general education proficiencies of adults aged 15 and above. Participants in this program are able to make use of it in various ways, such as advancing their skills in the workplace, furthering their education and training, increase their role in community or perhaps in regard to their own personal learning needs.

The uniqueness of the curriculum of this program is that it has been created with the account of the competency opportunities; in order the students had the possibility to compete while studying language, thus striving to be the best. In competency grounded study, students enhance knowledge, abilities and approaches required to achieve a competency standard. But the fact is that they are pitted against competencies and criteria, not against each other. Students have to express their competence. They may do this at any time – a week after starting a class, 20 weeks or even a year later. (Adult Literacy Basic Education Program, 2007).

The Certificate of General Education for Adults (CGEA) is created to certify non-school training passageways up to tertiary entrance standard. It was adjusted from an earlier adult literacy curriculum program by the Adult Community and Further Education Board (ACFEB) in Victoria with the intention of conforming the requirements of the National Training Reform Agenda. The former frames consisted of four stages of accomplishment and four areas of literacy as social experience: literacy for convenient aims, literacy for experience, literacy for personal expression, and literacy for public disputes. (Adult Literacy Basic Education Program, 2007).

National policies of adult teaching

The national policies and principles include the norms of providing the allover secondary education for everyone working and living in Australia, in order everybody could communicate fully inspite of the differing language and cultural background, or just unfinished education on various reasons. Adults from low socio-economic environments have been classified as the most underprivileged and under-represented cluster of all. Modifications to the endowment of higher education since the 1995-1996 national fairness review might be anticipated to have influenced unhelpfully on admittance to higher education for people from low socio-economic environments, mainly the significant enlargements to and banding of HECS costs, the decreasing of the compensation threshold, and the enlarged numbers and variety of fee paying courses, comprising undergraduate courses.

Overview of the evolution of the program

In 2006 the CGEA set of courses was reworked and recertified. While the new CGEA has preserved the concentration of the prior curriculum, changes have been made in order with VQA principles and in comeback to reaction from applicants, learners and other industry plenipotentiaries. The main changes are the following:

• Each course now has a heart unit on enhancement a learning plan and assortment.
• The classes at Certificates I and II levels also have a center unit on preparation and realizing the project.
• There is greater regulation in choosing optional elements and components.
• The reading and writing and the numeracy and mathematics components have been divided into smaller elements in order to allow attainable results and greater flexibility.
• All characteristics of numeracy have been preserved but the learning results at finicky levels have been changed.
• A new course, 21770VIC Course in Initial General Education for Adults, has been added prior to the Introductory level to correspond the requires of beginning literacy learners. This course has been maintained by tutors working with learners in settings such as alterations, or learners with sensory disabilities. On triumphant conclusion of this course applicants are awarded a Statement of Attainment.

The CGEA included a much more compound frames of four stages of proficiency, four torrents (Reading and Writing, Verbal Communication, Numerical and Mathematical Notions, and General Curriculum Options). ‘Reading’ and ‘Writing’ were discretely quantifiable and each separated into four sectors – convenient purposes, knowledge, personal-expression and public discussions. Verbal Communication was also split into the four parts; Numerical and Mathematical conceptions divided into five sectors of mathematical ability; and the General prospectus alternative separated into seven fields.

It should be mentioned, that the CGEA curriculum could be regarded as one of the mo9st efficient, as alongside with the thoroughly elaborated courses and teaching principles, the managers of the program hire highly-experienced tutors. The requirements for the educators are really high. This can be shown even on the example of the few of them.

CGEA teachers must:

• Be able to demonstrate equivalent competencies to those in TAA40104, or
• Hold BSZ40198 Certificate IV in Assessment and Workplace Training from the BSZ98Training Package for Assessment and Workplace Training, or
• Be under the direct administration of an individual who clutches these competencies.
• Should have assumed expert study in educating adult literacy and numeracy if educating core abilities for reading and writing or numeracy
• Must have applicable employment competencies, no less than to the level being assessed. (Adult, Community and Further Education 2007)

Aims and objectives of the program

The aims and objectives of the CGEA are to meet the needs of learners in developing pathways to further education, training and employment.

In 1992 the Australian government introduced policies to boost the country’s economic standing. The inception of The National Training Reform Agenda (NTRA) signalled a new national system of training which brought with it new regulatory authorities and funding programs. The two salient features of the NTRA were the introduction of award re-structuring and the requirement that all training be competency-based. Concurrently, the establishment of The Australian Language and Literacy Policy (ALLP) was purposed towards investing in human capital and increasing the productivity of industry as well the employability of workers. (Stevens & Mcguinn, 2004)

The subsidiary, but no less important – the creation of the networks of the members of these programs for further cooperation, experience and information exchange. To support general public viewing different examines offered by various stages of government services.

Pedagogical underpinnings of the curriculum

The theoretical background of the curriculum involves the pedagogical approaches of teaching English to adults, often including the components of ”English as a foreign language” approach. Adults who learn English get to the task an adult behavior, enduring educational training, an enhanced brainpower, a claim to get what they desire, reasonably clear aims, and above all strong stimulus to make as quick progress as possible. These are redoubtable requirements which far outweigh any shortcomings, and make teaching adults a demanding and rewarding experience. (Huddleston & Unwin, 2002)

The teaching methods, being based on the principles of competency, use the theory of collective teaching, as one of the new approaches in teaching, which challenges the methodology of personal teaching approaches. Team education and interdisciplinary study are frequently chased to create a superior sense of educational community and appointment and to build better curricular rationality for students. Team education and interdisciplinary study can supply an integral counterpoint by fetching multiple corrective perspectives jointly to understand compound issues. Team education and interdisciplinary training also make sense to those who consider that miscellaneous, multidisciplinary standpoints are compulsory for understanding the densities of the contemporary world. (Prichard & Sawyer, 1994)

Relating the academic theories, it is argued, that in this fast-moving sector it is anticipated that learning technologists keep up to date with existing study and theory by reading periodicals, joining appropriate mail lists, going to and participating in e-learning symposiums and preserving a network of contacts. This is normal performance for academic workers and is viewed as an essential part of their task. In the education technology sector, nevertheless, it is not always recognized, either through contractual circumstances or throughout the maintenance of line managers. (Oliver, 2002)

Brief overview of the target audience

In the CGEA and other competency-grounded curriculum, the competency standards are referred to as learning outcomes.

As the CGEA is a curriculum frames allow flexible and modified programs to correspond the needs of a varied range of students. It is used with adults who:

• Desire to advance their literacy, numeracy and general education opportunities
• Have not completed secondary school
• Come from language backgrounds other than English.

It is increasingly used with groups of young adults. (Adult Literacy Basic Education Program 2007)

Principle of delivery

The main principle of training is the flexibility. Flexible delivery is meant to use a flexible and discussed advance with students as well as being flexible to admission and delivery.

Flexible delivery supposes the applicants:

• Do not have to be present at certain times
• Can join up at any time
• Can learn for a long or short period of time

The applicants of the program

As it has been pointed above – the program has been elaborated for the adults above 15. The additional requirements for the learners are the desire to continue education, have at least Basic English language skills, as the program involves the principles of tutoring of English language to those, who has another language background. The common information which is provided on the issues of potential learners usually includes the data on what the applicants may do having the certificates of the CGEA graduation. Except participating in the public discussions or just communicating with the others, revealing the acquired competency experience, the learners may apply for the higher educational levels, which include the getting of the advanced knowledge in various spheres, but mostly in numeracy, literacy, communicational language, and some specific knowledge in the sphere of disputing.

After the finishing of the courses, applicants are registered in the NRS (National Reporting System), which is nationally recognized mechanism for reporting results of adult English language, literacy and numeracy programs, and being registered, they have the better opportunity to be hired for the high-salary job.

The learners of the program are usually the working people, as the curricula are always designed with possibility of flexibility. The relations among the learners are also the key issue in the success of the study, so it is usually anticipated, that the applicants will maintain the contact, and several systems of it had been worked out. This not only helps to maintain the studying process, but helps to shape the imagination about personal characteristics of every applicant.

• Initial meetings, enrolment days, residentials (residentials can be pricey and difficult to arrange – but extremely worthwhile)
• “At home” days – when applicants are invited to attend the centre to meet each other.
• A weekly lettering
• A regular student newsletter – involving letters and articles from applicants, book reviews, photos, news of literacy curricula on TV, etc. (This could include audio cassette back up for students working at level 1 and even level 2 in reading and writing.
• Pen-pals, net-pals, phone-pals – no matter what medium is chosen, as a way to connect on-site and off-site applicants and give an opportunity for authentic Literacy/Verbal experience.
• Telephone link-ups – between two off-site applicants or among an on-site and an off-site learner. Many phone schemes are allowing setting up a three way conversation, without the need for operator aid. Once more, this can be part of the Verbal component of the curriculum, so it has a reason and direction.

As for the abilities of the applicants (another feature that can be said on the issue of the characteristics of the learners), that it is rather preferable for them to be familiar with the global net, as some assignments require the search of the materials in internet, or in the cases of team works and projects – the information exchange by the means of e-mail.

If analyze the age groups of the learners, then, it could be said, that every age group has its own purposes of studying. The program mostly designed for the immigrants, and people who did not have an opportunity to continue or finish the secondary education on various reasons, but now have the great desire and opportunity to accomplish it. It would be rather difficult to define some common reason which can be relevant to everybody, but the purpose, with which the applicants start the program, is the only – to continue education for the further employment, or passing of the exam for attaining the citizenship. But all the applicants may be divided into several categories:

• Inquirers-they develop their ordinary inquisitiveness. They obtain the skills compulsory to conduct query and research and show sovereignty in learning. They vigorously take pleasure in learning and this love of education is usually constant throughout their lives.
• Knowledgeable -they discover notions, ideas and issues that have local and worldwide implication. In so doing, they obtain in-depth knowledge and enhance understanding crosswise a broad and impartial range of subjects.
• Thinkers-they experience initiative in applying thinking abilities critically and imaginatively to recognize and advance complex problems, and make consistent, decent decisions.
• Communicators- they realize and articulate ideas and information assertively and imaginatively in more than one language and in a variety of modes of communication. They work successfully and eagerly in partnership with others.
• Principled- they act with honesty and candor, with a strong sense of evenhandedness, impartiality and admiration for the dignity of the personage, groups and communities. They take accountability for their own actions and the outcomes that go along with them.
• Open-minded – they realize and are pleased about their own cultures and individual histories, and are open to the standpoints, values and customs of other individuals and societies. They are familiarized to seeking and evaluating a variety of points of view, and are enthusiastic to grow from the practice.
• Caring- They show sympathy, consideration and high opinion towards the requirements and feelings of others. They have an individual commitment to overhaul, and act to make a constructive difference to the lives of others and to the surroundings.
• Risk-takers- They loom unknown situations and indecision with courage and consideration, and have the freedom of spirit to discover new roles, ideas and strategies. They are courageous and articulate in protecting their beliefs.
• Balanced- They realize the significance of rational, physical and emotional stability to accomplish individual well-being for themselves and others.
• Reflective- They give considerate contemplation to their own knowledge and experience. They are able to assess and understand their powers and restraints in order to sustain their education and personal expansion.

References

Adult, Community and Further Education 2007 “Implementation Guide” the Department for Victorian Communities

Adult Literacy Basic Education Program 2007.

Competency Based Curriculum 2007 CGAE.

Jill Sanguinetti 2001 “ Pedagogy, Performativity and Power: Teachers engaging with competency-based literacy education” International literacy conference

Target Groups 2007 CGEA.

Broughton, Geoffrey, et al. Teaching English as a Foreign Language. New York: Routledge, 1980.

Levy, Yonata, ed. Other Children, Other Languages: Issues in the Theory of Language Acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.

Prichard, Keith W., and R. Mclaran Sawyer, eds. Handbook of College Teaching: Theory and Applications. Westport, CT: Greenwood Press, 1994

Byram, Michael, ed. Routledge Encyclopedia of Language Teaching and Learning. London: Routledge, 2001

Huddleston, Prue, and Lorna Unwin. Teaching and Learning in Further Education: Diversity and Change. London: RoutledgeFalmer, 2002.

Stevens, David, and Nicholas Mcguinn. The Art of Teaching Secondary English: Innovative and Creative Approaches. New York: RoutledgeFalmer, 2004

Oliver, M. What do learning technologists do? Educational Developments, 3, 2, 19-21. 2002

A curriculum is an integral part of any systematic educational process. However, the creation of an effective curriculum and the revision of existing curricula may be difficult. It is stated that the teacher involvement in the processes of such creation and revision may lead to significantly better curricula (Huizinga, Handelzalts, Nieveen, & Voogt, 2014). Therefore, it is important for teachers to understand the process of curriculum designing.

In this paper, some guidelines for curriculum creation and revision will be provided; in particular, a number of guiding questions for curriculum designing will be offered, some recommendations for its revision will be supplied, and the issue of devising assessments will be discussed.

While designing a curriculum, it is important to consider a number of guiding questions. First, it is paramount to ask oneself what the aims of the course the curriculum of which is being created are. For instance, a history course for ninth-grade students will likely be aimed at giving the learners a broad picture of the described period and providing them with chance to learn to critically read and understand the materials, while a university’s course in history for history students will most likely be aimed at in-depth understanding of the period in question.

Second, it is recommended to take into account the audience. For example, a statistics course for mathematicians will differ from a statistics course for sociologists. (It is possible to see that the first two issues are interconnected.) Third, a curriculum needs to be consistent; this requirement may often cause difficulties for curriculum designers (Huizinga et al., 2014). Fourth, it is important that a curriculum allows for employing innovative educational techniques where appropriate, for example, blended learning (Mirriahi, Alonzo, & Fox, 2015).

And, fifth, a curriculum should be up-to-date, ought to include information that was uncovered in recent studies, and needs to be relevant to the current and the forecast needs of the society (O’Keefe, 2013).

Because of the need of an educational course to be up-to-date, it is paramount to regularly revise and update its curriculum. It is possible to state that the frequency of carrying out such updates cannot be universally prescribed, but depends on the discipline that is being taught and on the needs of the society. For instance, in an ancient history class, it may not be crucial to substantially revise the course every year; however, at least minor updates that would show the importance of the discussed topics from the point of view of the current events, and ones that would include recent findings, should be carried out.

At the same time, a course in modern history requires more frequent updates. Finally, the curricula for such disciplines as medicine or technology should be revised often, for much new knowledge pertaining to these spheres appears every day (O’Keefe, 2013).

An essential part of a curriculum is the assessment techniques. These should be related to the aims of the course. For instance, a high-school student may be required to show their skill of critically comparing a few pieces of data in a history course, whereas a university student of history should also demonstrate in-depth knowledge of the events. The descriptions of different tasks (as well as the curricula of whole courses) may also include rubrics, for they provide a way for a student to understand what exactly is expected from them.

To sum up, it should be stressed that, while creating a curriculum, it is paramount to take into account a number of issues, such as the aim of the course, the audience, the curriculum’s consistency, the use of innovative educational techniques, and the needs of the society. It is also important to regularly revise the curriculum (however, the frequency of revisions should depend on the specifics of the course), and to create proper assessment techniques that would be related to the aims of the course and be convenient for both the student and the teacher.

References

Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2014). Teacher involvement in curriculum design: Need for support to enhance teachers’ design expertise. Journal of Curriculum Studies, 46(1), 33-57. Web.

Mirriahi, N., Alonzo, D., & Fox, B. (2015). A blended learning framework for curriculum design and professional development. Research in Learning Technology, 23, 1-14. Web.

O’Keefe, R. D. (2013). Applying principles of innovation to curriculum revision. International Journal of Innovation Science, 5(3), 173-178. Web.

Introduction

Curriculum development is a cluster of courses and their stuffing accessible in schools at elementary level through to University. It’s dubbed from the Latin word racecourse which means to the itinerary of performance and experiences through which children develop in anticipation of becoming full-grown adults. Maurice. T., H (1992). However, for curriculums to be effective and bare optimum results, they have to undergo massive alignment and re-alignment to facilitate educational institutions to enhance continuity in terms of objectives, textbooks, guides, and tested and develop a curriculum of subjects that is compliant of a global scale.

The worst anathema bedeviling the education system in America emanates from the mere fact that most educationalists have consciously brought to a standstill the education scenario in elementary schools.

Exclusivity has been perfected in America where children from the minority backgrounds have been granted little or no consideration at all. The syndrome is far unmistakable in high school which has registered huge figure of dropouts among African American students. Realistically the No child Left Out policy can only achieve its objectives only if the political controversies surrounding it can be dealt with before myriad children from diverse underprivileged backgrounds get down the drain. Michel, D. J., & Douglas. F (2006).

Aligning Curriculum with Appraisal

Curriculums ought to be centered on setting up principles for student’s performance as a guiding factor behind other policies, such as the use of textbooks and other instructional materials, subject appraisal and teacher and administrator credentialing, pre-service education and professional development that determines what students are familiar with and can do and what they cannot comprehend nor do. Gregory Warner & Patrick S.S (2005).

To circumvent inconsistency between curriculum and appraisal, a performance structure should be aligned to the curriculum framework. Wallace D. J (1995). The appraisal system is used as an effective professional progress contrivance as well; this helps educators to understand what entails of the students work and how such work could be assessed to improve on the approaches. Bossman, S.A. (1995).

Community Involvement

Curriculums should be integrated to incorporate schools and communities, by enhancing parental solidification of home learning; restructuring schools to facilitate more parental inventiveness in the academic circles of their children. Michel, D. J., & Douglas. F (2006). Emphasis on parental involvement is crucial in essence because they impact children’s achievement and self-esteem for both parent and child. Curriculum development at elementary level should be standardly oriented focusing on the student’s ability. The alignment of the curriculum should help students comprehend the subject theme, which includes understandings, skills and concepts, and content for assessment. Bossman, S.A. (1995).

Conclusion

In few words, curriculum development should transcend the political, social, economical or the perceived background, purposely for the gain of children and consequently for upholding the dream of the No Child Left Out (NLCB) philosophy. Wallace D. J (1995). Since societies are dynamic, curriculum should be aligned in the sense that teachers deliver content that is agreeable across the diversified framework. Teachers should be motivated through sound remunerations and also be retrained to meet with the changing variables in the education domain. Bennett, D (2002).

References

Bennett, D (2002). Reinforcing Multicultural and Global Perspectives; the Perspective Curriculum.

Bossman, S.A. (1995). “Inter-Continental Values for a comprehensive Core Curriculum” Journal of Higher Education, Vol. 30.

Gregory Warner & Patrick S.S (2005). Authentic Approach in reforming Elementary Education: Hopkins University Press.

Maurice. T., H (1992). “Global Curriculum Dimensions”. Strategizing the Future for Higher Education pp.30-44.

Michel, D. J., & Douglas. F (2006). Curriculum Development and Reform Enhancement. Upper Saddle River.

Wallace D. J (1995). Policy implementation on global dimensions of higher education.The European Association for International Education.

Introduction

A national curriculum was introduced in England and Wales for the first time in 1988. It applies to all pupils attending state schools during the period οf compulsory education from age five to age 16.

At the end of each key stage statutory assessment of pupils takes place involving both externally written tests and teacher assessment. At key stages 1, 2, and 3 the tests are the same for all pupils in the country. At key stage 4, the tests are the General Certificate of Secondary Education (GCSE) examinations which are organized and administered by several examination boards, and schools are free to choose the board they wish to use. Except οf key stage 1, the tests consist of formal, timed papers taken under strict examination conditions and marked by external examiners. The teacher assessments are intended to take into account the classwork, homework, and other information obtained by the teachers during the key stage.

The attainment of pupils at the end of key stages 1-3 are reported in terms of οf levels. Currently, there are eight levels with an opportunity for exceptional performance above level 8 to be reported. The national curriculum contains descriptions of each level which are intended to guide teachers in making their teacher assessments. GCSE performance at the end of key stage 4 is reported using lettered grades A*-G. A* has been introduced recently to represent an exceptional performance above that of grade A.

The introduction of the national curriculum

The introduction of the national curriculum and its associated testing arrangements has caused much anxiety, confusion, and eventual antagonism on the part of οf teachers. An indication of the difficulties encountered is that we are now coping with the third version of the science curriculum in seven years. This is not the place to go into this in detail, but a good description of the establishment of the testing arrangements about the national curriculum and οf the difficulties encountered is given by Black (1994).

Teacher as Evaluator

In the planning of the national curriculum in England and Wales, the Task Group on Assessment and Testing (Department for Education and Science, 1988) identified four purposes of assessment in schools: formative, diagnostic, summative, and evaluative. The formative purpose emphasizes the positive achievements of pupils in helping them to make progress, the diagnostic purpose emphasizes the identification of weaknesses and misunderstandings so that they may be put right.

Both formative assessment and diagnostic assessment are essential, planned, and integral parts οf teaching. They are continuous processes whose main aim is to help pupils to make progress. This means the results of the assessment should be used to achieve this aim, not just recorded, and they should be used by both teachers and pupils.

Summative assessment, as its name implies, comes at the end (of a unit, of a term, of a year, οf schooling, etc) and it attempts to summarise the performance of pupils at that stage so that reports can be made. A major difference between formative and summative is that the latter involves no feedback to pupils to help them improve.

The evaluative purpose of assessment says something about the performance of teachers or institutions. Recently the emphasis given to the publication in England οf league tables of examination results enabling comparisons of schools to take place has increased the importance of the evaluative purpose of assessment.

Teaching Business Ethics

Teacher assessment, sometimes called coursework assessment, is an integral part οf the GCSE examination taken at the age of 16. It is also required for the reports made at ages 7, 11, and 14 (at the end of key stages 1, 2, and 3). The reports on individual pupils go to parents and other teachers. Aggregated reports for whole schools are intended to be made public but there is currently an interregnum in these arrangements at ages 7, 11, and 14 as the government plans how to take account of the large-scale opposition shown by teachers to the testing procedures.

The emphasis in these uses of teacher assessment is, thus, summative, and many teachers have this restricted view οf it. However, inevitably and inescapably, formative assessment is an assessment done by teachers, and so this is also teacher assessment. While less in evidence, perhaps because of a perceived lack of objectivity, nevertheless it is clear that the results of teacher assessment could be used for evaluative purposes.

Teacher assessment, therefore, has formative, diagnostic, summative, and evaluative purposes. It is important to remember this because there is increasing evidence, as we will indicate below, that teachers are tending to concentrate on the summative purpose at the expense of formative and diagnostic purposes.

References

Black, P. J. (1994). Performance assessment and accountability: The experience in England and Wales. Educational Evaluation and Policy Analysis, 16 (2), 191-203.

Department οf Education and Science. (1988). National curriculum: Task group on assessment and testing: A report. London: Department of Education and Science and Welsh Office.

Marshall, B. (1995). Teacher assessment in national curriculum English. In B. Fairbrother, P. Black, & P. Gill (Eds.), Teachers assessing pupils: Lessons from science classrooms. Hatfield: Association for Science Education.

Painter, R. (1994). Testing time for industry. The Sunday Times. Section 4, p.9.

Swain, J. (1995). Survey on national curriculum statutory assessment in science. In B. Fairbrother, P. Black, & P. Gill (Eds.), Teachers assessing pupils: Lessons from science classrooms. Hatfield: Association for Science Education.

Introduction

The problem of curriculum development stands out against the background of the U.S. educational system. Texas educators recognize the importance of curriculum adaptation to trends and beliefs that exist nowadays in American society and use the student-centered approach in the development of their curricula. Currently, several principles affect this development significantly. These principles are oriented towards technology, higher education, soft skills, and students’ engagement.

Nowadays, educators are encouraged to incorporate digital technologies into their curricula since the representatives of the post-Millennial generation are true digital natives. Educators are required to develop in their student’s such soft skills as communicability, collaboration, creativity, and critical thinking. Besides, the school curriculum should be aligned with higher education and motivate students to be engaged in their disciplines.

The U.S. educational system has developed into one of the most effective ones because educators clearly understand which areas require modifications and work to improve those areas. The Houston educators’ approach to curriculum development should inspire all professionals in the educational sphere.

Strategies for Maintaining School Facilities

The school maintenance is an important component of resource management. It aims to provide a clean and safe environment that is suitable for learning. As all effective organizational activities, school maintenance requires certain planning strategies. Among these strategies, one may single out preventive maintenance, external and internal communication, and stakeholders’ involvement in the facility maintenance.

The idea of preventive maintenance is that all equipment is checked on a regular basis in order to avoid emergencies. Preventive maintenance is possible when three stages of planning are employed: auditing, scheduling, and arrangement.

Communication in school maintenance helps to organize the maintenance process in a way that participants understand their role in this process. Internal communication includes administration, professors, maintenance staff, and even students. The external communication process presupposes contacts with any participants outside the school framework that are involved in the maintenance work.

The personal involvement of each participant in the maintenance activity contributes to a healthy, safe, and clean place for the educational process.

I believe that these three strategies are rational and effective and particularly like the idea of personal involvement of students in the facility management. This strategy not only contributes to the creation of a clean environment in schools but also shows that the public weal depends on each and every one.

Decision Making

Strategic management is an effective form of management that continues to gain favor among specialists. There are two types of decision-making strategies that are applied in strategic management: shared and rational-analytical decision making.

Shared decision making is based on the idea of the coordinated actions of a group in solving a particular problem. This strategy involves four components: autocratic, joint, consultative, and delegation decisions. The rational-analytical decision-making strategy uses evidence and rationality in problem-solving. In the process of solution development, a person evaluates some situations and factors that affect it, distinguishing between relevant and irrelevant facts.

Both shared and rational-analytical decision-making strategies are efficient. To my mind, decision-makers may well combine these strategies instead of using them separately. Such a combination will be useful in developing the best solutions in management activities.

School Board Meeting

School board meetings are a significant component of the educational institution functioning. Usually held on a regular basis, they welcome different participants. The board meeting of the Galena Park Middle School was not a regular meeting of the school board; however, the issues that were discussed at this meeting were of the important character and required the participation of the Board of Trustees. Those issues included the approval of personnel items, discussion of business (acceptance of the budget for 2016/2017 and adoption of the compensation plan for the same timeframe), approval of the student code of conduct, and student-parent handbook for the school year, the Board comments, and calendar reminders.

The meeting can be considered productive since the solutions that participants made corresponded and met the objectives, audience, and the content of the meeting. In order to achieve such efficiency, the participants followed such principles as clarity, cohesion in decision-making, compliance with the goals, concreteness, and efficient timing.

Educational Leadership

The school food services financing is challenged with a problem of proper allocation of resources and budgets. Because of the state’s low expenses in the school food services financing, schools save on healthy meals, making their choice in favor of junk and semi-processed food. It seems to be a critical issue since there is a direct connection between the food and academic performance of students. School leaders are responsible for the healthy future of the nation. By solving the problem of the prevalence of junk food in school menus, leaders will decrease the number of those who are diagnosed with such diseases as diabetes mellitus, obesity, and other diseases related to being overweight.

For this purpose, leaders should develop strategies for reducing the criticality of federal financial allocations and make the schools less dependent upon the state. Also, local and state authorities may consider the wide distribution of the Smart Snack system that meets federal nourishment requirements.

Philosophy

Definition

The examined curriculum is the New School (NS) Curriculum designed as a part of the Abu Dhabi Education system reform. The NS Curriculum was implemented in all Abu Dhabi kindergartens and first-grade classes in 2011. Further on, it was likewise implemented in Grades 4 and 5 in 2011 and 2012, respectively. The curriculum is defined as “An Outcome-Based Curriculum” since a particular emphasis is put on the establishment of a new paradigm of learning objectives that are supposed to be accomplished with the implementation of this curriculum (Abu Dhabi Education Council, 2016).

Vision, Mission, and Values

The mission of the NS Curriculum is to ensure that Abu Dhabi learners exhibit the essential skills as well as the relevant level of understanding of each subject that complies with the standards set within the NS Education Model. The vision of the NS Curriculum is to establish a consistent student-centered education system that would allow for continual improvement of the learning outcomes. The NS Curriculum prioritizes such values as individual approaches supported by the integration of the new technologies. Likewise, it puts a particular emphasis on the enhancement of students’ literacy and consistent development of teachers’ professionalism (Abu Dhabi Education Council, 2016).

Philosophical Basis

Analyzing the key characteristics of the NS Curriculum, it can be suggested that its design relies on Dewey’s philosophy, according to which, “education perpetuates and improves society by properly organizing learners’ experience” (Ornstein & Hunkins, 2009, p. 150). Thus, this thesis was reproduced by Dr. Pierson, the ADEC’s Director, during her speech at Bedaya Forum. Hence, the speaker noted that the implementation of the new education model and the upgrade of the curriculum was mainly aimed at letting the local learners acquire a “meaningful learning experience, indoor and outdoor spaces to support physical and social learning” (Khamis, 2010, para. 8).

Curriculum Learning Theory

The analysis of the NS Curriculum shows that the major learning theory underpinning its content is constructivism. This theory puts a particular focuses on learner’s individuality, free exploration, and autonomy. The new curriculum appears to envision similar prospects. Hence, it is aimed at providing students with a wide range of learning tools and resources, letting them develop their individual approaches to studies (Abu Dhabi Education Council, 2016). Farah and Ridge (2009) believe that the shift to a more liberal learning theory is the result of the intensive intrusion of the Western ideology in Abu Dhabi’s institutions.

Standards

Description

According to the official data, the NS Curriculum relies on a set of standards that define the criteria for the desired learning outcome, within every subject dimension. These standards are established by the Abu Dhabi Education Council (ADEC) and, thus, are obligatory for all the educational institutions in Abu Dhabi. The main feature of the new standards is that they prioritize the learners’ language speaking skills – the latter are expected to exhibit a good command of both Arabic and English (Abu Dhabi Education Council, 2016).

It is important to note that the new standards likewise outline the expected quality of teachers’ performance, making the continuous training of the latter imperative (Khamis, 2010).

Historical Analysis

From the historical perspective, the new standards offer the extended version of the old content; in the meantime, they remain narrow-focused opposite to the curriculum standards established in other countries. Hence, Farah and Ridge (2009) note that the standards were designed in order to reshape the local education system, according to the Western model. Although the new standards set advanced requirements for language learning outcomes, they appear to neglect such disciples as IT, Art, and Music. The impact of the world trends on the standards shaping is likewise admitted by Dr. Lynne Pierson, that admits that the new curriculum paradigm is “based upon the highest international standards” (Khamis, 2010, para. 6).

Curriculum Content

Content

The subject set of the NS Curriculum comprises English, Arabic, and other languages that are united in a World Literacy group, mathematical sciences, social science traditions, science, arts, music, and humanities. It likewise includes physical education and healthy living (see App.1).

The skillset, in its turn, comprises critical thinking, problem-solving, information use, creativity, innovation, cultural or global awareness, civic and personal responsibility, work ethic, and collaboration. Each of the enumerated disciples is associated with a list of requirements for the expected learning outcomes within this particular domain. Likewise, each skill relates to the associated criteria that describe to what extent it is expected to be developed (Curriculum Content Model, 2010).

Scope and Sequence

The major scope of the instruction time is appointed to Arabic, English languages, and Mathematics, with an insignificant prevalence of the former. Science and religion are second in the frame of the scope of time allocated for a particular subject. A significant amount of instruction time is likewise appointed to social studies. Other disciples turn out to be less time-consuming, while music is not represented at all. It is essential to note that the described norms are relevant to those established by the UAE MOE – the correlation for those established by UAE MAG can vary insignificantly (Farah & Ridge, 2009).

Content’s Alignment with the Standards

The curriculum’s content is properly aligned with the set standards. Hence, for instance, the standards provide for the enhancement of learners’ linguistic competence and the formation of a bilingual individual (Abu Dhabi Education Council, 2016). As a result, the major part of instruction time is appointed to such disciplines as Arabic and English languages (Farah & Ridge, 2009). Similarly, according to Dr. Al Khaili, the new standards aim to raise an “appreciative of the UAE heritage and culture” (Khamis, 2010). As a consequence, the skill-related sector of the curriculum content puts a particular emphasis on the need for developing a strong cultural competence (Curriculum Content Model, 2010).

Pedagogy

Instructional and Learning Strategies

The learning strategy that composes the basis of the NS Curriculum is the so-called “whole child philosophy,” which implies the implementation of a multifaceted approach to learning. According to the Abu Dhabi Education Council (2012), teachers are supposed to apply varied pedagogical methods and tactics in order to ensure the complex development of a learner’s personality. Thus, in the course of their studies, learners need to be trained to enhance their social, problem solving, attitudinal, emotional, and innovation skills (see App. 2). In other words, teachers are instructed to move beyond the knowledge scope and integrate diverse methodologies into their practice.

Scope of Diversity in the Curriculum

The NS Curriculum does not imply a wide scope of diversity. Thus, the curriculum does not appear to offer any differentiation by gender, sex, or other identities. Likewise, it does not provide for choosing a program in accordance with a particular level of difficulty. The only natural differentiation it implies is the grade level classification.

Use of Technology

Technology is one of the key priorities of the NS Model – the NS Curriculum puts a particular emphasis on the importance of the use of technology resources in the education process. Thus, in her speech, Dr. Lynne Pierson emphasizes the need for establishing “the technology-rich learning environment” (Khamis, 2010, para. 7). From this perspective, it is likewise critical to point out the significance of the e-learning format in the context of the new education model. Hence, in accordance with the NS Curriculum, teachers are required to demonstrate appropriate use of the e-learning facilities in order to provide substantial learners’ support (Abu Dhabi Education Council, 2016).

Assessment

Internal Assessments

At the internal level, the ongoing test assessment is recognized to be the central instrument for effective education processes. Thus, both students and teachers undergo tests in different domains in order to demonstrate their progress through the course of the education flow (Abu Dhabi Education Council, 2016). It is important to note that teachers are likewise trained and tested onsite – according to Dr. Pierson, it helps to maintain the integrity of the learning process and create a healthy and favorable education environment (Khamis, 2010).

External Assessments

External assessment is carried out on the basis of the UAE National Assessment Program (UAENAP) developed with the intensive collaboration with Australian Researchers. The designed program aims to assess the extent to which learners’ progress in the context of the new education program complies with the set standards. The program comprises various tests in three disciplines: Mathematics, Science, Native and English Languages. The assessment results are highly assistive in terms of evaluating the efficacy of the curriculum. Hence, for instance, the essentials of the NS Curriculum were defined on the basis of the findings of the UAENAP in November 2010 (Egbert, 2012).

Assessment Benchmarks

Internal assessments are carried out on an ongoing basis, and their main target is to ensure a consistent track of the learners’ progress. As a result, they might employ various benchmark sets depending on the discipline or the learners’ grades. External assessments, in their turn, target exclusive accuracy since the output information is supposed to reflect the efficacy of the entire education model. The learners start being tested from Grade 3 and retake the assessment tests every two years. The tests are held in Languages, Science, and Mathematics (Egbert, 2012).

Assessment’s Alignment with the Standards

All the assessments are aligned with the set standards. It is important to point out that the new standards implemented on the basis of the NS Curriculum are designed to comply with the international education standards. In such a manner, UAE learners can consider different prospects of further education and are enabled to apply to the world recognized universities in case their results meet the relevant requirements (Abu Dhabi Education Council, 2012).

Curriculum Review & Reform

Internal Review and Validity of the Curriculum

According to Ornstein and Hunkins (2009), the validity of a curriculum can be ensured through determining the relevant standards, collecting the essential data, and applying the standards to evaluate the quality. From this perspective, the NS Curriculum is valid since it complies with the international education standards and relies upon the recognized learning theories and philosophies.

The validity evaluation should be likewise supported by the long-term evidence that is impossible to retrieve at the current stage when the period of the NS Curriculum implementation is so insignificant. Therefore, to date, the pay-off evaluation method is the only alternative available as it allows drawing conclusions relying on the “short-term results of a curriculum” (Ornstein & Hunkins, 2009, p. 283).

External Review and Validity of the Curriculum

At the external level, the validity of a curriculum is commonly tested by measuring the key indicators of the education progress (Ornstein & Hunkins, 2009). From this perspective, it is important to point out that with the implementation of the NS Curriculum, the instruction time for some disciplines that have been prioritized in the frame of the new education model (i.e., English Language and Science) has increased by 30%. Meanwhile, for other prioritized subjects, such as Native Language, the instruction time remains at the level of 2004-2004, which means that the efficacy of the implementation is only partially evidenced by the practical outcomes (The Ministry of Education Strategy 2010 – 2020, n. d.). Meanwhile, since the plan is designed for a ten-year period, the current evaluation of its validity might be irrational.

Human and Financial Resources

Effectiveness of Human Resources

In order to comply with the set standards and accomplish the target strategic objectives, the implementation of the NS Curriculum is supported with consistent human resources. Hence, the Abu Dhabi Education Council (2012) notes that most professional specialists in Arabic and English languages are involved in enhancing learners’ bilingual competence. Additionally, the human resource is supported by the active inclusion of such stakeholders as government, business embedded centers, and universities that are likely to provide valuable assistance in terms of finance and research.

Effectiveness of Financial Resources

The funding is at the discretion of the entity composed of Abu Dhabi Education Council members, recognized universities, private parties and businesses, and the Ministry Of Higher Education and Scientific Research in UAE. The entity is responsible for allocating funds in an appropriate manner and ensuring its rationale use through consistent monitoring (Abu Dhabi Education Council, 2012). Therefore, a reliable funding system was created to allow for effective financial resource allocation.

Curricula Comparison

Strengths and Challenges of the Curricula

First and foremost, it should be pointed out that NS Curriculum is a new project, the efficiency of which will be challenged throughout the implementation period. The opposed curriculum, i.e., Finnish National Core Curriculum for Basic Education, is, on the contrary, a well-established program the efficacy of which has been evidenced throughout the time. It can be noted that both curricula rely on the principle of continuous outcome improvement and student-focused approach to education. In the meantime, Finnish National Core Curriculum for Basic Education exhibits less integrity in its structure – it provides for the design of individual local curricula and allows for the standard discrepancies (Finnish National Board of Education, n. d.).

Contextual Relevance

Both curricula were designed to support the formation of a personality that possesses all the necessary skills and qualities to fit in the modern context. Hence, a particular emphasis is put on the development of communication and research skills that are vital in the age of globalization. Finnish National Core Curriculum for Basic Education is more focused on the formation of an international identity in learners, while NS Curriculum is ambiguous from this standpoint. On the one hand, it strives to provide the learners with an opportunity to meet international standards. On the other hand, it cultivates their national and cultural identities.

Impact of the Global Reform Movement

The impact of the Global Reform Movement on the curricula is not evidently expressed in their content. Hence, none of the curricula puts an emphasis on the commercial aspect of the education process or sets the conditions that would enhance competence within the teaching workforce. Therefore, in the frame of the discussed curricula, education is viewed as continual personality development rather than the means of increasing human capital.

Reflection & Recommendations

Evaluation

The validity of the analyzed local curriculum is evidenced by the integrity of the education principles it promotes and the set standards. The NS Curriculum has a consistently shaped vision and mission and a reliable resource basis (Abu Dhabi Education Council, 2012). Since the implementation of this curriculum is still in process, a more accurate evaluation will be possible only upon its completion, when the relevant measurements and assessments will become available.

Recommended Changes

Upon relying on the analysis of the best practices, it might be proposed that the curriculum avoids an aggressive prioritization of specific subjects and focuses on the consistent improvement of the learning outcomes within all discipline domains.

Lessons Learned From the Project

The work on the project has helped to acquire a better understanding of curriculum structure, the principles of its functioning, and its educational value. Additionally, this research has been useful in terms of developing a more complex approach to curriculum evaluation, showing that measurements and tests are not the only tools that should be used to ensure an accurate assessment.

Reference List

Abu Dhabi Education Council. (2012). Abu Dhabi education reform: The Road to 2030. Web.

Abu Dhabi Education Council. (2016). New School Model. Web.

Curriculum Content Model. (2010). Web.

Egbert, A. (2012). A clearer picture: national and international testing in the UAE. International Developments, 2(2), 1-6.

Farah, S., & Ridge, N. (2009). Challenges to curriculum development in the UAE. Policy Brief, 16(1), 1-7.

Finnish National Board of Education. (n. d.). Amendments and additions to the National Core Curriculum for Basic Education. Web.

Khamis, M. (2010). Al Khaili announces the launch of the New School Model that will be implemented in all of Abu Dhabi schools within six years. Web.

Ornstein, A., & Hunkins, F. (2009). Curriculum Design. In Curriculum: Foundations, Principles, and Issues. Boston, MA: Allyn and Bacon.

The Ministry of Educational Strategy 2010-2020. (n. d.). Web.

The curriculum can be regarded as a backbone of a county’s education that is influenced by social, economic, political and cultural peculiarities of the nation. It is possible to compare two curriculum models to unveil some characteristics of different approaches. The USA curriculum can be compared with the one used in Singapore as these two countries can be regarded as leading nations when it comes to economic and social stability.

One of the major differences between the two curriculum models is the focus as the US educators employ a learner-centered approach while Singapore teachers utilize a subject-centered paradigm (Sparapani, Perez, Gould, Hillman, & Clark, 2014). In the USA, the development of a life-long learner is one of the most important goals while this aspect has little attention in Singapore (Hogan, 2014). The methods used to deliver the curriculum model also differ as Singaporean teachers rely on textbooks and drills while US teachers provide more freedom to students and tend to encourage students to think critically rather than memorize facts. A quick comparison of major peculiarities of the curricula of two countries is provided in a chart below.

School Philosophy

The philosophy of a school is the pathway for the educational establishment that may transcend it to affect the entire community. I will join a school that will have the philosophy of constant development and collaboration. The school will focus on the fostering of lifelong learners who are able and willing to think critically to contribute to the development of the community and the entire nation. At that, the school will not simply focus on the interaction with students. The school will try to encourage all the stakeholders to participate in the process of the development of new generations. The collaboration with students’ parents, organizations, officials and so on will be one of the goals of the school.

As the campus leader, I will try to make the stakeholders share the philosophy. One of the steps to achieve this goal is the use of shared leadership. Hughes and Pickeral (2013) note that this kind of leadership presupposes the creation of partnerships, the introduction of the shared purpose, shared responsibilities, respect between stakeholders, and teaching “inner strength” or, in other words, optimism, persistence, self-control and so on (p. 3).

I will use this paradigm to ensure the adoption of the philosophy described above. I will pay specific attention to the creation of the favorable climate in the school. I will launch a discussion of barriers to mutual trust. The discussion will mainly involve students, the faculty, parents and the administration. One of the particular methods to encourage this knowledge sharing is attention to every opinion and perspective. All students starting with the elementary school will participate in surveys, discussions, workshops and so on. I will try to create a community where people are eager to collaborate to achieve certain goals.

Research Paper Topic

The development of curriculum is an important issue to consider. It is possible to focus on various topics and areas. However, one of the aspects has received particular attention but still there are different views on the matter. Standards developed are associated with numerous questions yet to be answered (Tran, Reys, Teuscher, Dingman, & Kasmer, 2016). Tran et al. (2016) concentrate on mathematics, but standards in other disciplines are associated with similar concerns.

For instance, it is not clear how to make sure that all peculiarities of students are taken into account. One of the goals of the US education is to encourage students to be creative and find different methods to approach problems. However, the existence of standards poses threats to achieving this goal. More so, the world is developing at a very high pace, and students should acquire various skills and diverse knowledge to be able to enter higher educational establishments or labor force market.

However, it can be rather hard to choose the most relevant skills to be included in the standard. It can also be quite difficult to include all the necessary skills into the curriculum due to the time limits. Therefore, it is clear that educators face significant issues when it comes to the development of standards. Addressing these issues will make the overall system more effective as academic goals (that are incorporated into standards) will be clearly outlined.

Curriculum Issues

Cook (2010) identifies a number of controversial curriculum issues that include such aspects as students’ outcomes, evaluation paradigm, educational goals and so on. However, the author does not mention all of the existing issues. For instance, the researcher outlines some perspectives employed when developing the curriculum (objectives-oriented or process oriented and so on), but it is unclear which paradigm is the most effective.

The author notes that all of these approaches are used in parts, but the proportion of each of the paradigms is in question. The majority of educators tend to focus on objectives, but this approach is hardly consistent with the learner-centered paradigm. Thus, it is important to identify the extent to which each of the perspectives should be employed when developing the curriculum for a particular subject, a particular educational facility, or state.

It is crucial to make sure that the focus on students’ ability to learn and think critically can be maintained. Thus, educators cannot concentrate on disciplines and a set of standards. At the same time, it is also necessary to ensure the development of certain knowledge base that will allow students to achieve their academic goals. The search for balance between these major paradigms is still a controversial issue.

Curriculum Methods and Planning

Luke, Woods, and Weir (2013) note that instruction and curriculum are interdependent. However, when choosing between the two, it is necessary to note that the curriculum comes first. The curriculum is the framework that shapes instruction, and it can be regarded as the major guideline to follow. When planning, teachers should start with the curriculum. It is essential to identify major goals to meet and areas to cover. This often affects the way the material will be delivered (Luke et al., 2013).

The teacher should understand what topics should be covered and when each topic can be discussed. In other words, the teacher may try different teaching practices to ensure the effectiveness of the curriculum.

However, it is essential to identify major peculiarities of the curriculum to be able to choose the most appropriate instruction. A simple example can illustrate the effectiveness of this paradigm. Teachers can use effective teaching practices that will inevitably fail if they are inconsistent with the curriculum since students acquire skills and knowledge that is used in the acquisition of other types of skills. The lack of a rigid plan (curriculum) will create the chaos and will prevent students from proper development as some information will be forgotten before students can use it.

Community of Learners

To achieve all academic goals effectively, schools should be communities of learners. Such communities can be characterized by a number of features. First, there is an efficient collaboration that involved all the stakeholders. Students, teachers, and parents, as well as the administration, try to work together to address some goals (Hughes & Pickeral, 2013). The collaboration is, in its turn, ensured by effective communication and knowledge sharing. Students are not the only people who learn in the school.

Parents also learn from teachers who may tell parents about their children and ways to communicate with them. Teachers learn from their students, as well as their parents, and develop new teaching practices and methods or even values and beliefs.

As a leader, I am responsible for the creation or maintenance of these characteristics. Thus, I will try to create the necessary platform for effective communication and collaboration. The use of technology will be instrumental in this process. For instance, I will encourage the stakeholders to use a social network or even specific software that will be used in the school. I will also launch numerous venues to bring the stakeholders together. These can be fairs, workshops, excursions, concerts, charity activities, and so on. Clearly, the lack of time and focus on personal issues can prevent the school from becoming the community of learners. However, I will stress the benefit of such an approach, which will (gradually) encourage people to be more active.

References

Cook, D.A. (2010). Twelve tips for evaluating educational programs. Medical Teacher, 32(4), 296-301.

Hogan, D. (2014). Why is Singapore’s school system so successful, and is it a model for the West? Web.

Hughes, W., & Pickeral, T. (2013). School climate and shared leadership. Web.

Luke, A., Woods, A., & Weir, K. (2013). Curriculum design, equity and the technical form of the curriculum. In A. Luke, A., Woods, & K. Weir (Eds.), Curriculum, syllabus design, and equity (pp. 6-40). New York, NY: Routledge.

Sparapani, E.F., Perez, D.C., Gould, J., Hillman, S., & Clark, L. (2014). A global curriculum? Understanding teaching and learning in the United States, Taiwan, India, and Mexico. Sage Open, 4(2). Web.

Tran, D., Reys, B.J., Teuscher, D., Dingman, S., & Kasmer, L. (2016). Research commentary: Analysis of curriculum standards: An important research area. Journal of Research in Mathematics Education, 47(2). Web.

Curriculum development is an area of concern for many schools that have to comply with regulations and meet the standards of the state but also have to align these standards with their values, goals, and methods used. Harmony Public School is one of the educational establishments located in the Houston Texas HISD. The school focuses on math as well as such subjects as science, computer technologies, and engineering. This is a K-12 charter school that aims at preparing students for college. The school has come up with a new curriculum for English (9^th grade). This curriculum aims at addressing the focus of the district to improve students’ skills, knowledge, and abilities associated with the use of technology.

One of the most important characteristic features of the curriculum is its integration of technology. Clearly, such subjects as math or science are closely related to the use of digital resources, but the English curriculum can be quite difficult to bring closer to the use of technology. One of the spheres where technology is linked to the subject is associated with assessment and tests. The school makes extensive use of such software as Study Island that is aimed at helping students to prepare for tests as well as improving their knowledge and skills (Harmony Public Schools, 2016).

As for the curriculum planning and development process, teachers and curriculum writers had in mind the principles of the district’s improvement plan. One of the major provisions of the plan is concerned with the need to increase the use of technology as well as improve students’ digital literacy. The developers of the curriculum started with identifying areas where these principles could be manifested.

The developers identified such areas as research, writing, digital literacy. Therefore, the curriculum was enriched by goals that included the use of technology in research, writing (especially persuasive writing), digital literacy, and so on. As far as the area of digital literacy is concerned, it was decided to focus on sources’ relevance and information credibility that is crucial for the proper use of the Internet during academic research.

It is necessary to note that this curriculum is effective as it enables educators and students to reach their goals. Students receive the necessary skills that can help them in their future academic (as well as professional and personal) life. The use of technology is properly incorporated into the overall curriculum that is consistent with the state standards. Remarkably, students acquire the skills that are required at their level, but they receive a deeper understanding of the way technology can be utilized in the most effective way.

At that, the focus on assessment is one of the flaws of the curriculum. A significant part of the technology use is associated with the preparation for tests and exams. However, this focus is likely to limit students’ knowledge, skills, as well as the thirst for learning and can confine the process to mere answering a set of questions. It can be much more effective to concentrate on the use of technology in academic research and writing as even creative writing can be facilitated by technology.

In conclusion, it is possible to note that Harmony Public School has come up with an effective curriculum for English (9^th grade). The curriculum extends students’ knowledge and broadens their horizons associated with the use of technology in language learning. However, the focus on assessment and exams is a considerable downside of this part of the curriculum. The school’s curriculum developers should concentrate on the development of students’ skills and abilities associated with such areas as academic research and writing rather than passing certain exams and taking some tests.

Reference

Harmony Public Schools. (2016). English I (9^th grade). Web.

The Most Appealing Ideas

In her book, H. Lynn Erickson focused on concept-based learning. One of the most appealing ideas expressed by the author was the introduction of her perspective on the subject. In particular, Erickson began her book by explaining what concept-based learning stands for and what kind of knowledge it represents. The author connected concept-based learning with the speedy development of technology that changed the face of various industries. In turn, skills and abilities required from young workers changed significantly compared to those popular during the times of their parents’ youth. As a result, in accordance with new requirements, educational standards and curricular contents also have to transform in order to stay relevant in the rapidly changing world.

It is possible to state that one of the most interesting aspects of the book was the author’s ability to explain the idea and meaning behind concept-based curricula. This achievement is particularly remarkable in the light of the general lack of understanding of this concept by educational authorities and school administrations which, in turn, results in the lack of its application. Practically, Erickson managed to view and describe a concept-based curriculum using simple and comprehensible language.

Another appealing idea expressed by Erickson in her book is the presentation of the state and national standards as some of the main resources that need to be used by educators as the sources of deep knowledge and additional information about the subjects they teach and the ways in which their disciplines should be presented. This idea is interesting because it emphasizes the importance of state and national standards that can be overlooked by educational practitioners.

The Implications of the Ideas in the Book for Me as an Educator

First of all, the ideas presented in the book imply that the ongoing learning and self-improvement are some of the core tasks and duties of educators as professionals. By stating that the development of technologies and industries calls for corresponding adjustments in the field of education, the author also emphasizes that teachers need to change alongside their programs and requirements. Moreover, Erickson points out that national and state standards play a vital role in the process of change because they are designed to serve as guidance for educators willing to keep their practices up to date with the latest changes in the society and industries.

As a result, it is possible to make a conclusion that the latter statement also implies that modern educators are to review their local as well as national standards in order to understand the latest requirements and demands from their performance. Moreover, the author’s point is that the standards serve as essential resources for educators because they offer a deep understanding of their respective disciplines. In particular, in the changing world, the value, perception, and meaning of various disciplines may change in accordance with new shifts in industries and their weight. As a result, in order for educators to be able to provide students with the relevant academic knowledge and practical skills, they have to keep track of all the latest changes in their fields.

According to Erickson, designing an appropriate concept-based curriculum is a very complex task that requires a collective effort of educational professionals of various levels and specializations. To be more precise, the author’s explanation of what concept-based curricula stand for implies that changes facilitated by teachers alone and introduced at the level of personal performance are not enough. In order to design and implement a new kind of curriculum, many educational professionals need to come together, assess the current challenges, evaluate potential barriers, weigh possible outcomes, and then reshape the existing curricula in accordance with the concept-based principles and the latest standards.

The Ideas That I Challenge

In her book, Erickson juxtaposes concept-based and performance-based theories of education. In the author’s opinion, the system that is currently employed to guide curricula and instruction is solely performance-based. The author characterizes this approach as old-fashioned and ineffective because it is strictly guided by theory and the students’ understanding of topics – a shallow and superficial method, as noted by Erickson. Instead of these inefficient strategies, the author proposes switching to concept-based learning that is focused on the provision of practical knowledge relevant in the contemporary society.

The idea that I challenge is the author’s encouragement of educators to opt for concept-based curricula. Erickson criticizes performance-based approach because of its focus on standardized testing and its results as indicators of academic success level. Specifically, the author notes that the abundant number of topics and subjects that can replicate one another, as well as the detailed theoretical coverage of the subjects studied in the US schools, cause the lack of students’ active learning. In turn, the knowledge that was obtained from textbooks and never applied in practice is basically useless because it lacks the connection to the concept.

However, from the practical point of view, switching to concept-based curricula and instruction would be likely to shorten the list of subjects studied in schools, eliminate some disciplines, and restructure schools by means of leaving many teachers without jobs. Additionally, this change would require education to become more interactive and diverse in terms of teaching techniques and methods, which, in turn, could create more pressure on learners and their families making education less affordable.

The Most Appealing Ideas

In Active Literacy Across the Curriculum, Heidi Hayes-Jacobs focuses specifically on the ways in which language is taught in modern American schools. Literacy is a vital aspect in education; as a result, the appropriate and effective teaching of the English language could boost a variety of skills and abilities required for the students’ further success in academic performance and life. In that way, one of the ideas that I find the most appealing is the author’s vision that every educator needs to become an active language teacher.

Hayes-Jacobs believes that teaching literacy required a collective effort of all the educational personnel. In other words, educators of all specializations could participate in language teaching. However, in order to achieve this kind of immersive literacy provision, educators would have to reevaluate and reshape their own professional roles and adjust their performance, strategies, and techniques in order to add the aspects of literacy teaching as some of the active practices.

Another idea that I found particularly interesting in this book is the author’s perspective on notetaking. Hayes-Jacobs views notetaking as an important and highly useful tool for learning. As a result, the author is convinced that notetaking needs to become a separate focus of educators among the skills and abilities they aim to develop in their students.

I fully agree with the author in this regard because notetaking strategies and habits of an individual usually signify his or her ways of reception and processing of new information, as well as the acquisition and retention of knowledge. In that way, the development of the skills of notetaking that are connected to the ability to isolate the most important pieces of information and build a flexible system of techniques helping to write them down and memorize is highly important. These skills could be used not only for the quick documentation of new information but also as the training for active listening and analytical thinking.

The Implications of the Ideas in the Book for Me as an Educator

The book by Hayes-Jacobs was written specifically for educators and intended to provide them with innovative methods and practices that would help improve their performance. The implication of the idea that all educators regardless of their specializations and disciplines need to become active language teachers is the need for the modern teachers to reassess their approaches to teaching and start making an emphasis on literacy. Moreover, since the author proposes that the aforementioned transformation needs to be integrated throughout the entire district or community, the implication is that educators of every school would need to engage in collaborative practices and exchange knowledge, experiences, and strategies with their colleagues and peers from other areas.

In addition, the author also expressed the idea about the importance of the literacy mapping – a process that would help educational authorities to keep track of the consistency with which literacy is taught in schools, as well as the methods and strategies used for this activity. Literacy mapping is needed in order for educational leaders and authorities to be able to monitor how well literacy is taught and whether or not it is overlooked as a part of a curriculum.

Also, the idea of mapping stands for the possibility that the performance of educators would be evaluated in terms of their inclusion of literacy concepts. In that way, this approach implies that in some cases, educators may have to introduce changes in their routines and adjust their performance in order to integrate literacy and language teaching in a more thorough manner.

The Ideas That I Challenge

The ideas expressed by Hayes-Jacobs in her book are rather valuable and relevant. In the contemporary world, literacy is an important concept that serves as the basis of a variety of vital skills for future professionals. Literacy represents a significant part of almost any working process and also is essential in personal and social lives of members of the general public. Consequently, the integration of literacy teaching in schools by means of adding some elements of literacy and language training into every discipline could be very beneficial for the learners.

At the same time, the idea that I would like to challenge is the reassessment of individual practices of teachers and the obligatory addition of literacy teaching elements in their programs and courses. As useful as this change could become, it also carries several potential challenges for educators. First of all, the processes of mapping and assessment stand for the educators’ need to fit in a new set of standards while they are still trying to adopt and incorporate all the other requirements and maintain a diverse curriculum simultaneously.

From the practical perspective, this change seems to produce much pressure on educators who are already overloaded with rules and requirements. In that way, in order to ensure that the change is successful, it is critical for educational leaders to adjust the literacy teaching strategies and add them as elements matching respective disciplines and fitting into various courses without overwhelming them and the professionals who teach them.