Category: Curriculum

The problem of learning modern languages has emerged with the spread of the international relations. Students in key stage 3 understand that the more they learn in their age, the more opportunities they are going to have in the future. To understand the importance of the modern languages in key stage 3 in English curriculum, the following portfolio has been created. Using the article Languages needed, but no plans to learn by Joe Light as a practical reference to the problem, the information may be used as the motivational note for students. Teachers should explain that having a desire to learn languages in the future, they may face the problem of inability for doing this. Reading the article by Joe Light (2011), teachers can consider the importance of doing something now, and students can be highly motivated.

Modern languages in key stage 3 play very important role in English curriculum. It is obvious that too much attention is paid to communication and the languages students learn. Anna Bawden reports that Modern languages are increasingly becoming an elite subject, dominated by the middle classes and concentrated at the top universities (2007). The problem has been created by the closure of the departments in the universities because fewer and fewer students choose languages as their future profession. It is predicted that in the nearest future the UK linguists is going to be a rare profession.

To solve the problem, its roots should b considered. Students at the key stage 3 have language as a compulsory subject, still, after 14 years old students have an opportunity to choose whether to choose language studying or not. Only half of students choose it. Thus, the teachers in key stage 3 have a responsible task  to encourage students learn modern languages in the future. The article under discussion offers numerous reasons why students should learn languages, especially English, Spanish, German and Italian.

The report Modern foreign languages: Programme of study for key stage 3 and attainment targets (2007) offers the information about students achievements, skills and abilities obtained while learning. This can be considered as guidelines for teaching. The structured information in the report allows us to consider the attainment targets of studying, such as listening and responding, speaking, reading and responding, and writing. Each attainment target is discussed in detail where the information is presented about the samples of the tasks which may be given for students. Moreover, the level of students competences is mentioned in the report in the relation to each target. One of the most useful features of this report is presentation of the levels. Teachers can check students development within each target. This opportunity is created by means of the detailed description of students abilities from the 1^st up to 8^th level (Modern foreign languages 2007).

Continuing the discussion of the topic of the importance of languages and the planning in English curricular, the following report should be dwelt upon. Inspection of Modern Languages: Observations and Issues (2004) is a report which is aimed at offering teachers the information which may be helpful in school development planning. This piece of writing touches more topics if to compare it with Modern foreign languages, the main idea of this report is not just to inform teachers about the competences students should acquire, but also contribute to the whole teaching process. The information in the report is a structured and analyzed critics of reports collected from different schools which deal with modern languages. Reading the information, one may find the information devoted to quality of language provision and of teaching and learning.

The report does not offer solutions and recommendations, it just presents the critical overview of the situation in other schools and enumerates some strategies which may be used to solve the problems. The information from the report should be thoroughly considered and the conclusion should be made. It is possible to use the information from the report in practice. On the one hand, the report provides us with the helpful theoretical hints connected with the problems students and teachers face. On the other hand, practical recommendations are offered, which may be used after slight corrections and adjustment to the situation in the school and students skills and level of knowledge (Inspection of Modern Languages 2004).

The article Putting languages on the (drop down) menu: innovative writing frames in modern foreign language teaching by Taylor, Lazarus & Cole (2005) offer the InterActive Education Project aimed at teaching students learn foreign language. Students of 14 years old may be offered this specific system. One of the main advantages of the system is that it does not only teach students grammar, vocabulary and other features of the language, but also offers socio-cultural background. According to Taylor, Lazarus and Cole (2005) The InterActive Education Project, however, had a strong socio-cultural perspective, rather than focusing on theories of linguistics (p. 437). The peculiarity of this project is that information and communication technologies are used for teaching writing. It is possible to take some specific ideas from the article and apply those while teaching students modern languages. Some pieces of information may be used separately from the whole InterActive Education Project.

The absence of the policy for primary modern foreign language provision is the United Kingdom is the main focus of the discussion in the article Primary modern foreign languages: an overview of recent research, key issues and challenges for educational policy and practice by Hunt, Barnes, Powell, Lindsay and Muijs (2005). Considering the motivation of students of different age, the authors of the research concluded that students between 11 and 14 have positive attitude to learning modern languages, still, they required more motivation than students of the primary school. Research may be helpful inn motivating students learn modern languages in key stage 3, as the problems students face are described.

Teachers should understand the reasons of students lack of desire to learn languages and consider those. Being legally directed the research shows that UK needs common legal documentation in the relation to teaching modern languages. This may help structure the work in the whole country and encourage teachers use the experience offered by other schools. The authors of the research make a conclusion that switching languages between KS2 and KS3 fails to achieve continuity, though some emphasis on transferable language learning skills may help to improve performance in the second foreign language at secondary school (Hunt, Barnes, Powell, Lindsay and Muijs 2005, p. 380). His information is really helpful for develop in English curricular as teachers should reconsider it and use other techniques is the existing ones are ineffective.

Barnes (2005) also describes the problem of motivation in her article A passion for languages: motivation and preparation to teach modern foreign languages in eight cohorts of beginning teachers. The focus of the article is the motivation to study language in key stage 4, where it is not compulsory any more. Those teachers who teach key stage 3 students bear greatest responsibility as they have to encourage students choose language learning on the further stages. The research conducted in the article shows that only passion and great desire to learn language in the future may be the reason for students to choose it in key stage 4. Teachers should motivate students and use the information presented in the research as the basis for creating curricular and planning the lesson.

Hiep (2007) in the article Communicative language teaching: unity within diversity considers the problems connected with communicative language teaching. On the one hand, students understand that importance of this practice and try to implement it in the teaching process. On the other hand, teachers do not consider all the purposes of communicative language teaching and implement only the primary one. Facing the problems in the implementation, teachers do not see the reasons for them and continue using the same strategies in teachers. Hiep (2007) writes CLT should not be treated as a package of formulaic, prescriptive classroom techniques (p. 200). Teaching should be creative. The inspiration teachers experience while creating lesson plan should be delivered to students and only in this case communicative language teaching is going to be successful. The article and the research conducted on the problem of communicative language teaching helps teachers understand their main mistake and direct their attempts at the correct area.

Reference List

Barnes, A 2005, A passion for languages: motivation and preparation to teach modern foreign languages in eight cohorts of beginning teachers, Research Papers in Education, vol. 20, no. 4, pp. 349-369.

Bawden, A 2007, Chattering classes, The Guardian. Web.

Hiep, P 2007, Communicative language teaching: unity within diversity, ELT Journal: English Language Teachers Journal, vol. 61, no. 3, pp. 193-201.

Hunt, M, Barnes, A, Powell, B, Lindsay, G & Muijs, D 2005, Primary modern foreign languages: an overview of recent research, key issues and challenges for educational policy and practice, Research Papers in Education, vol. 20, no. 4, pp. 371-390.

Inspection of Modern Languages: Observations and Issues 2004, Inspectorate. Web.

Light, J 2011, Languages needed, but no plans to learn, Wall Street Journal (Online). Web.

Modern foreign languages: Programme of study for key stage 3 and attainment targets 2007, Qualifications and Curriculum Authority. Web.

Taylor, A, Lazarus, E & Cole, R 2005, Putting languages on the (drop down) menu: innovative writing frames in modern foreign language teaching, Educational Review, vol. 57, no. 4, pp. 435-455.

Introduction

The choice of an approach to curriculum is a very consequential decision. It will have a significant impact on the level of students skills and literacy. All pros and cons of each of both systems need to be taken into consideration before deciding between core knowledge curriculum and flexible approaches to education. Developing students creativity and considering interests of ethnic minorities, the creative approach has proven to be the most effective method for reaching the main educational goal of persons socialization.

Discussion

The recent tendency to deny the benefits of flexible curriculum putting emphasis on its negative sides was caused by misinterpreting the main principle of the approach. The fact is that developing creativity and logical structure of the curriculum are not mutually exclusive notions. It is possible to offer students creative assignments and touch upon topics which would be interesting and useful for a concrete class logically structuring the curriculum at the same time. Besides providing the students with opportunities to develop their communicative skills and to realize their creative potential, flexible curriculum allows teachers to prepare lessons considering ethnical and cultural characteristics of the students. Core knowledge curriculum approach presupposing acquiring concrete materials during concrete years of study, has got certain advantages as well. Focus on logical structure of the materials would allow students to obtain a comprehensive understanding of disciplines. On the other hand, core knowledge curriculum gives preference to western culture not taking into consideration interests of children who are representative of ethnical minorities. Standardizing the curriculum would limit the educators opportunities for satisfying demands of all students using and individual approach, cultivating tolerance to other nationalities and broadening the learners scope. It is preferable to leave the existing flexible curriculum alive, considering the logical structure of the courses and general guidelines concerning the level of childrens literacy and basic skills after a certain grade.

Creative approach is beneficial for developing students analytical thinking and communicative skills which would be beneficial for the process of their socialization. Creative students are able to come up with various responses towards an assignment or test as they are all engaged in diverse thinking and there is no a single answer which is considered to be the right one. The diversification in thinking generates various original ideas which can be sorted out by thorough analysis and in-depth argument; there is a best answer which will be arrived at. When a group of students are put together, the ideas they come up are numerous as compared to when they are put separately. Though Yale researchers found out that the same number of people generate more and better ideas separately than together (Bronson Forget Brainstorming), the importance of team work skills should not be underestimated. the experience of collaborative work might be useful in childrens professional career. Statistically it has been noted that children who are more creative during there childhood are more successful being adults. The intelligence quotient (IQ) of a child does not necessarily indicate how creative they would be in the future. One in three people is likely to be creative in his lifetime if he/she is more creative in childhood. This is related to the intelligence quotient of a person when he/she was a child. For one to be creative, it is not necessarily to tell the individual to do so. Actually, it would be even senseless. Such an instruction may just cause people to freeze up (Bronson Forget Brainstorming). Creativity is achieved by giving some sort of encouragement, telling learners that every person is unique and is able to think independently therefore coming up with something that another persons cannot.

While creativity in American schools is dropping, the Chinese are trying their best to improve creativity in their students. Their curriculum is being restructured to emphasize creativity. Though some parts of the curriculum may not help them while they are doing their exams it at least helps them with their creative thinking. The drilling approach that was once used in Chinese in their institutions is being removed and is being substituted by a problem-based one. In most of the citys primary and middle schools, art, music, and physical education are staples of the curriculum (Baker). In other words, the Chinese educational system is aimed at harmonious development of personality instead of acquiring certain information blocks and developing basic skills. Beside the experience of this developed country, one more argument for choosing the creative approach are the physiological peculiarities of all human beings. The recent scientific researches proved that creativity is one of normal functions of the brains, while lack of creativitynot having loads of itis the real risk factor (Bronson The Creative Crisis). Limiting the students opportunities for developing their creative thinking and realizing their creative potential might have negative impact on childrens further development.

Conclusion

Despite certain advantages of core knowledge curriculum approach, the flexible curriculum should be left alive. Creative approach allows considering interests of ethnical minorities, adapting the programs to needs of a certain class and developing the learners creative thinking.

Works Cited

1. Bronson, Po and Ashley Merryman. Forget Brainstorming. Newsweek, 2010.
2. Bronson, Po and Ashley Merryman. The Creativity Crisis. Newsweek, 2010.
3. Baker, Linda. Chinese Schools Get Creative. The Christian Science Monitor. 2004.

Introduction

A curriculum describes the steps to be followed in the implementation of the learning and teaching process of a particular subject. Its contents include; teaching methodologies, teaching aids, content breakdown, and time allocation to the different parts of the content. This paper develops a mathematics curriculum for adult learners based on the motivational framework of Ginsberg and Wlodkowski. The motivational frameworks are based on inclusion, attitude development of meaning, and competency (Margery, 2011). In the process of curriculum development, it is important to understand the learning characteristics and abilities of the learner. The adult learners comprise of diverse learning abilities; hence, an adult curriculum should seek to address the diverse nature of the learner (Margery and Wlodkowsk, 2009). The curriculum should also strive to develop the learners attitude to the subject, have a meaning to the learner, and develop their competency.

An Adult Education Curriculum for Mathematics

This curriculum is based on the following objectives;

1. The learner should be able to apply number counting and sense to develop real-life problems
2. Apply the skills of typical measurement to develop real-life problems
3. Apply the geometric knowledge to identify and solve real-life problems

The tools used in the curriculum to promote the motivational framework of Ginsberg and Wlodkowski

Ginsberg and Wlodkowskis motivational framework emphasize inclusion, attitude, creation of meaning, and development of competency (Wlodkowski, 2008). In order to achieve inclusion, the curriculum suggests a variety of learning activities that are friendly to both gender and different learning capabilities. Learning activities suggested in the curriculum revolve around reading, writing, calculating, measuring, and recording, all of which can be undertaken by all students with ease. The curriculum puts weight on activities that are relevant to real-life situations to create meaning for the students. By drawing examples from real-life examples, the learner is able to connect the information learned in class with what they physically see outside class (Wlodkowski, 2008). There is also a greater emphasis on hands-on activities to empower the students in terms of competency and development of the right attitude towards the subject.

Reference List

Margery, G. (2011). A Transformative Professional Learning: A System to Transform Teacher and Student Learning. London: Sage Ltd.

Margery, G. and Wlodkowski, R. (2009). Diversity and Motivation: Culturally Responsive Teaching in College. New York: John Wiley and Sons Inc.

Wlodkowski, R. (2008). Enhancing Adult Motivation to Learn. A Comprehensive Guide for Teaching all Adults. New York: John Wiley and Sons Inc.

Mathematical skills are necessary for students aspiring to have a great job, an exciting career as well as an open-ended future (Ajmal 12). Taking algebra courses forms the basis for acquiring these skills. Many life lessons are obtained through these courses, and every aspect of a persons life applies mathematical skills. For these reasons, math plays a critical role in everyones daily life.

Reasons why college degrees include algebra in the curriculum

Every other year, a high number of students joining colleges take algebra in their degree courses for some reasons. Firstly, algebra courses are considered to be a traditional mathematical sequence for all students entering college. Additionally, college algebra serves as a traditional need for those students intending to take courses in other fields or become majors in some of those fields (Faghihi et al. 184). Algebra is particularly essential in courses such as laboratory sciences, business, and economics as well as math majors. Further, the course is taken as a general education requirement especially at the public universities (Eddy et al. 61).

An example when algebra is useful for a line of work

Different career fields apply algebra gained skills to carry out a variety of activities and handle the real-world data. A job as a market research analyst demands a strong foundation in math, which includes algebra skills. In this job, one needs to be comfortable with variables and formulas to manage to work with formulas in spreadsheets while gathering and analyzing statistical data. A market research analyst also makes reports that involve graphs, charts, and tables that are used while making presentations. Therefore, it is essential for him or her to be able to discuss intelligently and interpret these reports. Algebra provides the kind of mathematical understanding and skills required to perform these tasks (Tularam 43).

Lessons students gain from taking math in college

Students taking maths in college benefit from skills acquired from the subject since they apply them to their real life situations. They face challenging situations that do not necessary involve numbers, but they can still use the same maths skills in solving them. Algebra teaches students how to solve problems using logic and sense in a more thorough way than any other subject does. They can solve problems through a systematic process up to the point where there is enough reason to draw a conclusion (Ajmal 12). Maths subject inspires students to be hardworking, determined and focused on being able to acquire all the necessary skills and understanding needed to pass the subject. Being perfect at the subject requires students to adhere to a rigorous studying plan.

This mode of studying ensures that students have to attend all their classes, be active participants in the class by contributing to discussions and asking questions and do all their class assignments. These lessons are applicable in other areas of the students life such as engaging in co-curricular activities or ensuring commitment while handling other matters in their lives. Skills gained in math, therefore, allow students to become individuals that have an all round development that is important in their life (Gaertner et al. 152).

A verse that is an encouragement while taking this course

One encouraging verse in this course can be obtained from the bible. It states, For which of you, intending to build a tower, sitteth not down first, and counteth the cost, whether he have sufficient to finish it? (Blue Letter Bible par. 28). This verse is an encouragement because it shows the significance of the course in peoples everyday life. Most of the accomplishments in life apply mathematical skills and failure to be equipped with them is likely to result in negative results.

Works cited

Ajmal, Shafia. Real-life mathematics experience in primary. Prime Number28.1 (2013): 12. Print.

Blue Letter Bible  Luk 14: Gospel of Luke 14 (Blue Letter Bible: KJV  King James Version). Blue Letter Bible. Sowing Circle. N.p, n.d., Web.

Eddy, Colleen M., et al. Unifying the Algebra for All Movement. Journal of Advanced Academics 26.1 (2015): 59-92. Print.

Faghihi, Usef, et al. How Gamification Applies for Educational Purpose Specially with College Algebra. Procedia Computer Science 41 (2014): 182-187. Print.

Gaertner, Matthew N., et al. Preparing students for college and careers: The causal role of algebra II. Research in Higher Education 55.2 (2014): 143-165. Print.

Tularam, Gurudeo Anand. Mathematics in finance and economics: importance of teaching higher order mathematical thinking skills in finance. e-Journal of Business Education and Scholarship Teaching 7.1 (2013): 43. Print.

Curriculum Development Theory and Strategy

In developing a curriculum, a proper choice of development theory plays a vital part. A correctly identified and meaningful theory presents a core around which all subsequent actions are performed. Importantly, the realities of a modern world present certain challenges for individuals involved in the curricular development. Therefore, some theories are considered ill-fitted for the requirements set up by modern social and cultural setting. For instance, the theories which are collectively known as subject-centered are only partially applicable to the modern school education.

On the other hand, the humanistic theory, currently used in our school district, is commonly criticized for the lack of robustness, giving way to uncontrolled deviations (Rolfe, 2014). Besides, the success of learning process based on the humanistic theory visibly depends on the proficiency of teachers, which puts additional burden on the bodies responsible for hiring and training of staff (Rolfe, 2014). Therefore, the updated curriculum is to be built upon a broader learner-centered theory, with particular emphasis on experience. An experience-centered curriculum has several advantages over the current humanistic-oriented one:

• Offers an opportunity for continuous and dynamic adjustment in the educational process;
• Favors disciplines over subjects, strengthening the position of multidisciplinary learning;
• Improves compatibility of the presented material with the needs and interests of students;
• Allows flexibility of the learning process not only for educators but also for students, which promotes empowerment and initiative;
• Students are exposed to experience-based situations which improve critical thinking and activate their capacity for knowledge applicability;
• Introduce interest points which serve as anchors for actualization of existing formal knowledge;
• Promotes collaboration and social skills (Ornstein & Hunkins, 2013).

Most importantly, since the experience-based theory resides within learner-based domain, it is expected to improve the results of education without disrupting the majority of established school activities. In other words, the current staff is expected to have few difficulties during the transition. Therefore, the curricular strategy of discovery learning, which currently serves as a foundation for our knowledge delivery, can be retained for the new curriculum design. In accordance with this strategy, the observations of the specific objects and processes can be utilized to describe broader concepts and phenomena while at the same time actualize the obtained experience and suggest its applications in other situations, catering to the requirements of the experience-based theory.

Curriculum Cycles and Phases

To ensure the systematic and methodical approach to design, the curriculum development is to be developed in four consecutive steps, commonly termed components. The first component is the assessment of needs. During its first phase, the relevant data on the success and shortcomings of the curriculum is collected. This can be done either through review of the available results of student testing, such as achievement tests, or, if the data is insufficient or imprecise, by issuing additional tests to the target groups (English, 2010). During the next phase, the collected data is processed and converted into meaningful results. This phase allows detecting the disadvantages and flaws in the previous design which are to be addressed during the development as well as the benefits and successful decisions which can be retained or adapted to the new curriculum. Importantly, the learner-based curriculum also requires the acknowledgment of behavioral patterns of the students. Therefore, it is also necessary to collect and process the data which illustrates it (Gordon & Browne, 2013).

The second component is the development of curriculum. The first phase of development is based on the pursued philosophy of the establishment and consists of determining the goals and objectives of the learning process. The former illustrate the general desired direction taken by the establishment while the latter are used to specify the concrete outcomes of the process, e.g. the results demonstrated by the students after completing a school year or studying a specific discipline (Ornstein & Hunkins, 2013). During the next phase, the educational content is chosen which creates the best opportunities for reaching the set goals and objectives.

This data obtained during the needs assessment component can be of particular use here since most of the time the success of student outcomes depends can be traced back to the educational content. This is a comparatively voluminous phase since the preferable arrangement of the chosen material is also decided during this phase. Finally, the scope and depth of the content must be determined during this phase to ensure the compatibility of the content with the intended outcomes. On the final phase of this component, the content is supplied with relevant methods of delivery. Two sets of data are expected to be produced at the end of this component, one listing the activities (e.g. methods) aligned with the developed curriculum and another containing details on the intended accommodation of the curriculum. Such approach to development, known as backward design, is a recent innovation thought to be beneficial for certain disciplines (Richards, 2013).

The third component is the curriculum implementation. During the first phase of implementation, the curriculum product is produced. This phase should be allocated enough time and resources to allow for finding a vendor and settling organizational issues. Once this is done, the testing phase commences. First, the committee responsible for the design devises an appropriate set of tests and the criteria for determining their success. Next, the participants (teachers and students) are allocated, and relevant means of monitoring and communication are established.

If the testing produces signs of faulty design or the designated performance criteria are not met, the curriculum is retracted and revised in attempt to amend the mistakes. If the testing is successful, the next phase commences, which ensures the level of qualification required by the new curriculum. These requirements are met by updating the knowledge and skills of the existing staff and modifying the hiring practices to obtain new specialists if necessary. Finally, during the fourth phase of this component, the new curriculum is being implemented in the manner similar to testing with a similar level of monitoring but on a larger scope.

The final component of the curriculum design is evaluation. It consists of two phases similar to those of needs assessment, although they do not follow each other in succession. Rather, the data collection and analysis occur persistently throughout the course of curriculum implementation and form a basis of the data which can later be used during the needs assessment once the need arises to review the curriculum (English, 2010).

Stakeholder Involvement and Conflict Management

Four primary stakeholder groups can be outlined in the curriculum design. The first consists of educators. The second includes school administration and related managerial groups involved in the process. The third is the entities responsible for investment and supply of resources. The fourth is the recipients of knowledge. Aside from the students, this group includes their parents and the local community. The latter two do not participate directly in the curriculum design but their expectations are important to address. The local community, in particular, is interested in having skilled young generation capable of effectively operating in the modern society (Cullen & Hill, 2013).

Some of its members such as local employers can produce relevant data on shortcomings of education. Therefore, communication channels need to be established to collect the data from this group. One way of doing this is development of a section on a school district website where suggestions can be filed and tracked for the taken actions. Naturally, conflicts of interests are expected to occur, which can be managed through the same system. For instance, if the expectation of parents are not met, the relevant section of the website must feature a detailed explanation of the reason for the decision to decline the suggested innovation and provide rationale for the preferred alternative. In addition, regular meetings of the representatives of each stakeholder group must be scheduled, during which the arising conflicts can be settled and optimal decisions negotiated.

Curriculum Development Timeline

The estimated time for developing a new curriculum is four years from the initial needs assessment to the commencing of the assessment phase. Data collection of the first component requires at least one full year to form a meaningful picture of the strengths and weaknesses of the pervious design. The development component requires a similar amount of time, with the content and methods of delivery being the most time-consuming phases. The choice of goals and objectives is relatively short given the fact that they are largely similar with those characteristic for the humanistic design theory. Unless the data points to the emergence of new demands by the environment, all of the phases, including the preliminary assessment of the design, are to be completed within eight to nine months.

The implementation component is much more lengthy, with the production of the initial artifact requiring the least time (less than two months). However, the testing demands a full year cycle and can commence directly after the artifact is produced. Since its results will produce the data useful for adjusting hiring and training practices, their approximate combined duration is to be around three months total. Finally, the full implementation is expected to occur the next year, making two years the shortest possible duration. Since evaluation (the fourth component) is not bound to a certain period, it is not listed separately but instead commences simultaneously with the full implementation.

Acknowledgment of Current Trends

The recent highly dynamic urban environment sets new requirements for citizens, including the ability to think critically, operate within an unfamiliar setting, and apply existing knowledge to create value (Zahabioun, Yousefy, Yarmohammadian, & Keshtiaray, 2013). Such demands are traditionally associated with problem-centered approach, which gains popularity in modern curricular design (Savery, 2015). However, a learner-centered theory also encourages independent inquiry, promotes lifelong learning, and prepares learners for real-world problems (Savery, 2015). Therefore, the acknowledgment of the recent trends in curricular design is possible without deviation from the chosen theory and strategies.

References

Cullen, R., & Hill, R. R. (2013). Curriculum designed for an equitable pedagogy. Education Sciences, 3(1), 17-29.

English, F. W. (2010). Deciding what to teach and test: Developing, aligning, and leading the curriculum. Thousand Oaks, CA: Corwin Press.

Gordon, A. M., & Browne, K. W. (2013). Beginnings & beyond: Foundations in early childhood education. Boston, MA: Cengage Learning.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues. Harlow, England: Pearson Education, Limited.

Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5-33.

Rolfe, G. (2014). Rethinking reflective education: what would Dewey have done?. Nurse education today, 34(8), 1179-1183.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. In A. Walker, H. Leary, C. Hmelo-Silver, & P. Ertmer (Eds.), Essential readings in problem-based learning (pp. 5-15). West Lafayette, IN: Purdue University Press.

Zahabioun, S., Yousefy, A., Yarmohammadian, M. H., & Keshtiaray, N. (2013). Global citizenship education and its implications for curriculum goals at the age of globalization. International Education Studies, 6(1), 195-206.

The best way to design a curriculum would be developing an initial perception of how the curriculum is viewed. For instance, a curriculum can be viewed as a product or a means that produces something out of the people who go through it. It can also be viewed as a process; meaning that there is no clearly defined content that learners are expected to know.

The content can be adjusted any time depending on the need of the learners. However, having an integrated approach to designing a curriculum is more effective than dealing with individual models of curriculum design. Since the aspects of each model are very important, then combining them into one would yield more efficient and effective curriculum.

Resources have to be considered in the designing of a curriculum. The resources are aligned with the curriculum in sense that each of the identified learning experiences and teaching lessons would require the aid of learning resources to enhance learning process. For instance, sometimes it requires instructors to use external teaching aid in order for a concept to be understood by learners.

A good strategy has to be used to ensure that the curriculum is implemented effectively. The first thing is that the instructors and the school heads have to be in serviced since they are the main agents of implementation. The purpose of in servicing is to update the main implementers on any changes, discoveries and new knowledge that the curriculum will contain.

This is necessary since in this time and age, the world is experiencing a revolution in Information technology. There are new discoveries and innovations that can be custom made to fit the needs of an educational system within a district or an individual institution. In servicing is also good for instructors since it helps them to overcome some of the cultural limitations that they may have.

Another way in which implementation of the curriculum is done in the school is actual teaching. Here the teacher communicates the content of the curriculum using the recommended methods of teaching.

The quality assurance education officers from the city or state government would also visit the school once in a while to ensure that the actual process of instruction is done accurately and that the instructors are observing all the requirements for maintaining high standards. In cases where the instructors have little bit of limitation, the officers would offer suggestions for positive adjustments.

In order for curriculum to measure up to standards by yielding the intended results, it has to be evaluated constantly. This is done by the implementers of curriculum especially the instructors. The instructors are the ones who have the greater responsibility of implementing curriculum since they are the ones who interact with the students.

The performance of the students is one of the ways in which the curriculum is evaluated. The process of evaluation that was conducted in the school involved the following evaluation principles: continuity, comprehensiveness, consistency with the objectives, and validity and reliability.

Continuity implies that the curriculum continues from one level to another. The contents of one level must be linked to the contents of another level, by offering a foundation. The process of evaluating the comprehensiveness of the curriculum involved finding out the level, depth, and breadth of its coverage.

Validity as one of the principles of assessments, is finding out whether the content presented by the curriculum is relevant in the society. In order for the evaluation to be effective, both summative and formative evaluations have to be done. The agents involved in the both implementation and evaluation include learners, instructors and government education agencies.

Based on the interview, there were several things about curriculum development design and evaluation that one could learn. For instance there is a need for learners to be actively involved in the process of curriculum development. Despite the model that should be selected for curriculum design, the learners should always be included in the picture.

Learning process is based on the needs of the learners since they are the ones being trained. Therefore the curriculum selected within a learning institution should be one that focuses on the needs of the learners. It is important to first of all evaluate the learners and note their diversity in terms of social and experiential background, developmental levels, motivational levels, and entry knowledge level.

The needs of the learners can be identified and then set the ground for selection of the curriculum objectives. Similarly, once the objectives are set, the content can easily be picked that would meet the goals and objectives set.

The deployment or implementation of the curriculum is vested upon the instructors, the school leadership staff, and the some of the subordinate staff. The instructors are the ones who play a key role in the implementation process. They interact with the learners directly and get to learn more about each of their learners on daily basis.

They are supposed to conduct formative evaluation regularly to determine the progress of the learners. At the same time they are meant to conduct summative evaluation to determine whether the goals and objectives that were initially set have been achieved. In order to be accountable for the implementation process, the instructors are also required to be evaluated based on their methodology and how they interact with the learners.

Subject matter experts are essential for the delivery of the expected content in curriculum design. The district specifically uses them for secondary level of curriculum mapping since the learners at this level are more advanced and require subject matter experts in order for them to effectively learn the advanced content in the curriculum.

However in elementary level, the content is very basic and therefore the subject matter experts are not necessary. Funding curriculum is important for sustaining the process of implementation. It impacts implementation in the sense that some of the learning experiences require money in order for effective learning to be achieved.

Curriculum mapping is gathering all the information that relates to curriculum, identifying all the important content and skills that need to be taught, coming up with an appropriate instructional method that will be employed, and designing an effective and efficient means of assessment. A curriculum map is very useful as it is able to identify all the important activities for curricula.

It is in fact an effective guideline for an instructor to use in the classroom to effectively cover all the important content and classroom activities that are needed to complete a program.

It provides a clear range or scope of the knowledge and skills that the learners have to gain over a specific period of time. Through the designing of a curriculum map, the necessary resources can be linked and used appropriately for the effective delivery of subject content.

Following the assessment that was conducted on my instructional unit learners, the model for curriculum implemented at the school is the Tyler model. The diversity in the learners contributed to the selection of the Tyler model. It is based on the view of curriculum as a product where there is an agreed content of knowledge that each of the learners is expected to gain.

In addition to knowledge, there are also specific skills that the learners have to master as well. With this model, the skills and knowledge that the learners are expected to gain are viewed as a product that is manufactured in the learning process. The learners have to first gain the knowledge and then transmit the knowledge into action.

This means that they have to apply the knowledge they gain. Curriculum theory that views learning as a product is one that is quite organized in the sense it has stipulated steps that needs to be accurately followed in order achieve the ultimate product manufactured from learning.

References

Bloom, B. (1986). Taxonomy of Educational objectives: the classification of educational goals. New york: David Mackay Company.

Gerald, B. (1999). Curriculum development: a text book for students. London: McMillian Publishers.

Kerr, J. (1996). Changing the curriculum. London: University of London Press.

The curriculum approach selected by an educator can influence the overall quality of learning. While concentrating on principles of early childhood education, much attention should be paid to selecting approaches that are most effective to address childrens needs and that are supported by theoretical perspectives, as it is stated according to the Early Years Learning Framework (EYLF). Thus, children can learn while interacting and observing the world around them (Council of Australian Governments, 2010).

They can also learn certain concepts and principles while participating in different types of activities. The success of the teaching practice depends on the approach followed by a teacher. Therefore, the purpose of this paper is to discuss curriculum approaches, teaching strategies, and classroom practices that can be used to educate children, as well as describe theories that can explain the choice of these approaches. It is also important to analyze the consequences of such strategies for children, appraise the current approach, and propose a personal development plan to address weaknesses in the teachers method.

Curriculum Approaches, Teaching Strategies, and Classroom Practices

A variety of curriculum approaches can be used by teachers to organize a teaching-learning process and address the philosophy of an educator, as well as the needs of students. The choice of a certain curriculum approach determines the focus on specific teaching strategies and classroom practices to guarantee the adherence to the principles of this or that curriculum (Arthur, Beecher, & Death, 2014). Three curriculum approaches that should be discussed in detail concerning the associated strategies and practices are the child-centered approach, the integrated approach, and the inclusive approach because they can be applied by an educator as a bundle to achieve certain learning goals.

Child-Centred Approach

While working with children, it is important to refer to the principles of the child-centered approach. Early childhood education is based on the idea that children should learn in a positive environment with the help of such means as interaction and play. As a result, the focus is on a child and his or her needs (Arthur et al., 2014). The child-centered approach allows for concentrating on students needs, interests, abilities, and experiences. Teaching strategies that are used about this approach are group work, play, demonstration, and discussion.

Therefore, classroom practices can include the pre-lesson discussion of a daily plan in the form of a game, the selection of lesson activities with a focus on childrens moods, and the choice of a book for reading according to students interests. The accentuated students motivation and the focus on their emotions play key roles in this approach. For example, the Language Arts (English) lesson that is organized following these principles can include such acts as the discussion of the finished books in the form of a game. Children can choose the next book to read among the proposed ones, they can work with visual materials, and they can improve their vocabulary while discussing the book with each other.

Integrated Approach

In addition to the child-centered approach, it is also important to apply the integrated approach. It is significant for pre-school and primary school children to focus on links between objects and processes, and the use of thematic blocks or the focus on interdisciplinary connections are effective to be utilized in early childhood education (Arthur et al., 2014). Thus, the integrated approach is based on such teaching strategies as the demonstration, modeling, explanation, and the use of experiments among others. As a result, the associated classroom practices include the work with different materials to draw or create an object to illustrate discussions and the use of music, dancing, and games in Arts or Humanities lessons among other practices. For instance, the lesson in Language Arts that is based on the integrated approach includes the use of drawing materials to provide illustrations for the read stories, the enactment of passages, and the guided work on a poster while utilizing the web materials.

Inclusive Approach

One more approach to be used in a class with young children is the inclusive approach. According to the principles of this approach, all children should have an opportunity to develop their skills and abilities in a positive inclusive environment of a classroom. As a result, the focus is on respecting diversity, and students with different cultural and ethnic backgrounds, as well as students with special needs and different learning styles are involved in a teaching-learning process as a class (Arthur et al., 2014). Teaching strategies that are used to promote the work and cooperation of diverse students are group work, teamwork, the work on adjusted assignments, discussions, and the use of different types of materials (PowerPoint presentations, videos, tables, audio records, and objects).

Classroom practices include the preparation and distribution of materials that are appropriate for students with different needs and learning styles and the organization of the pair and group work for English learners among other practices (Bentley-Williams & Morgan, 2013). For example, the class includes one visually impaired child, one English learner, and one child with learning difficulties. The focus on the inclusive approach means that all these children will be provided with specific materials that are suitable for their needs and levels (Queensland Curriculum and Assessment Authority, 2014a). Still, they will also be involved in the class and group work to the extent appropriate for the concrete case to guarantee their inclusion and effective interaction with other students.

Theories and Beliefs to Support Approaches and Strategies

According to the EYLF, a range of theories can support specific strategies and approaches to the development of young children (Council of Australian Governments, 2010). The selection of the child-centered, integrative, and inclusive curriculum approaches as key ones to organize a teaching-learning process is based on adopting the theoretical framework that includes developmental, socio-cultural, and socio-behavioral theories (Arthur et al., 2014). Although researchers also determine critical and post-structuralist theories, the selected philosophies are most effective to support the educators actions and used strategies.

Developmental Theories

According to the principles of developmental theories, each child develops following a certain pattern, and at each stage, he or she has some milestones or changes to overcome. The focus on different stages to accentuate developmental changes is typical of Piagets theory that is used to support the child-centered approach in the teaching practice (Arthur et al., 2014). At many stages of their development, children have various needs, demonstrate different capacities, and can develop only certain skills. Therefore, this theory supports the child-centered approach and the choice of age-appropriate teaching strategies and activities. These activities are known as developmentally appropriate practices that include the play and group work, as it is proposed by Piaget (Arthur et al., 2014). The choice of strategies and practices depends on the childs age and developmental stage to correlate his or her needs and the way of presenting the material to learn.

Socio-Cultural Theories

Although developmental theories are effective to support the use of the child-centered approach in teaching, the problem is in the fact that some children do not demonstrate certain results or changes at different stages because of the impact of a variety of other factors, including society and culture. Socio-cultural theories are important to explain how the students environment can influence their learning and acquisition of skills. Following Vygotskys theory, it is possible to state that children learn while being influenced by their social environment (Arthur et al., 2014).

It is important for them to learn, referring to other people as models or while communicating with them. The high role of interactions in childrens learning explains the focus on the inclusive approach in the teaching practice. Diverse children need to be included in one supportive environment to learn from each other and develop their skills (Kemp, Kishida, Carter, & Sweller, 2013). Therefore, this theory explains the focus on the work in pairs, group work, and teamwork while creating an inclusive environment. Also, this approach allows children to interact freely and learn from each other.

Socio-behavioral Theories

This group of theories is important to support both child-centered and integrated approaches. Thus, according to these theories, children learn from the environment that can form their behaviors. Following Skinner, the learning process and development of certain behaviors can be influenced by the use of reinforcers that can be presented as rewards or punishment (Arthur et al., 2014). This theory supports the child-centered and integrated approaches concerning the fact that rewards stimulate childrens motivation as they develop behaviors, and they also stimulate the childrens interest in certain activities, as it is in a case of integrated lessons. Therefore, teaching strategies and practices are selected to influence children and achieve the desired behavior or development of a certain skill. In this context, lessons based on the idea of integration are often full of references to role models and patterns to follow to demonstrate the expected behavior.

Consequences for Childrens Learning

The application of various curriculum approaches and associated strategies and practices can have different effects on childrens learning, development, and experiences. While applying practices related to the child-centered approach, it is possible to expect that children learn following the age-appropriate pace and to participate in developmentally appropriate activities (Arthur et al., 2014). As a result, pressure and stress are minimal, and it is possible to expect a high level of motivation regarding learning. The appropriate time-management during lessons, frequent and active breaks, games, and the use of visual materials is important to stimulate learning in pre-school and primary school children.

The practices associated with the integrated approach are also effective to encourage childrens learning because the discussed strategies and activities stimulate communication between an educator and children, as well as between different groups of students. As a result, children receive an opportunity to develop their communication and language skills, improve abilities to perform creative tasks, and develop skills in literacy and numeracy (Council of Australian Governments, 2010). Also, these practices are important to increase the students motivation to learn and broaden their views.

Much attention should be paid to the role of practices used in the context of the inclusive approach to stimulate childrens learning. According to Kemp et al. (2013), those children with disabilities who study in the inclusive environment are inclined to demonstrate the higher results in learning than those children who are taught in separate groups. Furthermore, Bentley-Williams and Morgan (2013) state that inclusive classes are effective to help children in developing their communication and social skills. Hung (2015) also supports the idea that inclusive environments are good for English learners because they demonstrate the higher results in language acquisition when they have an opportunity to communicate with native speakers regularly and participate in group activities. Therefore, the practices proposed to stimulate interaction in the class and address different students needs can have positive effects on childrens learning and experiences.

Appraisal of Teaching Approaches

Even though the discussed approaches, strategies, and practices are selected with the focus on the theoretical background and concerning evidence regarding the best teaching practices, it is possible to identify both strengths and weaknesses in the presented philosophy of teaching and selected methods. It is important to state that the focus on the child-centered approach is effective to be used in early childhood education because it is supported concerning developmental theories (Council of Australian Governments, 2010). As a result, the proposed strategies and practices can be discussed as age or developmentally appropriate ones.

Furthermore, the focus on the inclusive approach and associated strategies is also a strength of the teachers style and practice because it provides an opportunity to develop as a reflective teacher who can respect diversity and address different students needs and interests (Queensland Curriculum and Assessment Authority, 2014c). Also, the created environment can be discussed as positive, motivational, and focused on child-centered activities. The varied instructions and materials are used to address different students needs.

However, to cover needs of students with different ethnic, cultural, and social backgrounds, it is relevant to apply the principles of the multicultural approach because the inclusive approach is more oriented to the work with children with disabilities and special needs in the learning process, and more effective practices for culturally diverse students can be proposed concerning the multicultural and multilingual approach.

The number of ethnicities living in Australia is significant, and it is important to provide all children with equal opportunities to develop their potential (Queensland Curriculum and Assessment Authority, 2014c). Therefore, more attention should be paid to developing the teachers skills in proposing effective multicultural and multilingual strategies and practices in the classroom (Queensland Curriculum and Assessment Authority, 2014b). From this perspective, the improvement of professional knowledge and skills regarding the implementation of the multicultural and multilingual approach is one of the areas for further development. It is important to concentrate on preparing tasks for culturally and linguistically diverse students and improve skills in using more than one language during lessons.

Also, it is possible to support the use of the integrated approach to the curriculum in some lessons by the multiple intelligences approach and associated practices. To guarantee that all children realize their potential to learn the material and develop different skills, it is important to provide them with opportunities to develop their linguistic, mathematical, music, interpersonal, and other intelligence in the most efficient manner. From this point, even if the integrated approach is effectively adapted for the proposed lessons, the teacher should also focus on developing students multiple intelligences, as it is proposed according to Gardners theory (Arthur et al., 2014).

Therefore, the second area for professional development is the work on applying the multiple intelligences approach to the daily teaching practice. The third important area is communication with parents and families. Although the regular interaction with parents is effectively monitored at the current stage to guarantee that all children develop their skills and feel comfortable in the class, the focus on additional approaches makes the educator pay more attention to improving the interaction with families to develop the partnerships and stimulate childrens development (Queensland Curriculum and Assessment Authority, 2016).

Personal Development Plan

To address the identified areas for further professional growth, it is important to create a personal development plan which aim is to schedule specific activities to achieve the set goals. One main goal and three associated objectives are determined for the personal development plan. The activities to achieve them and periods are stated concerning the teachers needs and availability of resources (Table 1).

Table 1. Personal Development Plan.

The personal development plan is created with the focus on proposing activities and strategies to complete three main objectives associated with the gaps identified during the appraisal of the teaching practice based on the implementation of child-centered, integrated, and inclusive approaches. The activities are supported by a list of resources required to achieve the objectives. The plan demonstrates how a teacher can benefit from researching the literature related to the problem, communicating with professionals, attending conferences, and interacting with parents.

Conclusion

The paper presents a detailed discussion of the used curriculum approaches with the focus on teaching strategies and classroom practices. The details are provided regarding the child-centered, integrated, and inclusive approaches, and the discussion is supported by examples. It is possible to state that the choice of these approaches is explained concerning three theoretical perspectives, including developmental, socio-cultural, and socio-behaviorist theories. The expected consequences of applying these approaches to practice are also discussed in detail. Much attention is paid to evaluating the appropriateness of the proposed teaching strategy and creating a personal development plan that should be effective to address the identified gaps in the approach and enhance the teachers competencies.

References

Arthur, L., Beecher, B., & Death, E. (2014). Programming and planning in early childhood settings. Sydney, Australia: Cengage Learning.

Bentley-Williams, R., & Morgan, J. (2013). Inclusive education: Pre-service teachers reflexive learning on diversity and their challenging role. Asia-Pacific Journal of Teacher Education, 41(2), 173-185.

Council of Australian Governments. (2010). Belonging, being, and becoming: Educators Guide to the Early Years Learning Framework for Australia. Web.

Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.

Kemp, C., Kishida, Y., Carter, M., & Sweller, N. (2013). The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings. Early Childhood Research Quarterly, 28(1), 134-143.

Queensland Curriculum and Assessment Authority. (2014a). Children with disabilities: Planning adjustments. Web.

Queensland Curriculum and Assessment Authority. (2014b).English as an additional language. Web.

Queensland Curriculum and Assessment Authority. (2014c). Inclusion in the early years. Web.

Queensland Curriculum and Assessment Authority. (2016). Engaged parents. Web.

What is the purpose of the Mathematics curriculum? How does Mathematics relate to the other curriculum areas?

Mathematics is always underlined as one of the basic constituencies of classical education. Professionals believe that it helps students develop a sense of wonder that is continuously developing, which allows them to deepen their knowledge in different spheres and learn more critical information. In addition to that, it makes learners perceive the world in connection with order, pattern, and relation. It is emphasized that the study of mathematics reveals the beautiful order of things so that its main aim is to describe it in the framework of the natural world. Today, the representatives of the general public mainly see it as a language that is used only by scientists. However, the mathematics curriculum is expected to develop reasoning skills and logical thought that are advantageous in everyday life. All in all, it tends to focus on the development of a general understanding of order and harmony that is taken from a concrete foundation (Treloar, 2012). Even though mathematics is focused on arithmetic and geometry, it is often tightly connected with other curriculum areas. For example, during the classes of physical education, students can be asked to gather in groups of four or count the equipment that is required for sports.

Within the mathematics curriculum, name the three strands that need to be developed and explain their function and the sequence for each of the three mathematics strands.

The mathematics curriculum should be discussed regarding each of its standards that reveal the content that should be learned. In this way, it will be advantageous to consider the number and algebra first of all, as they are developed simultaneously. Students resort to both number sense and a range of strategies for the calculation to get an understanding of different operations. They learn the concepts of variable and function, as well as work with equivalences. All in all, they obtain a chance to maintain investigations, find solutions and provide reasoning. The second standard deals with measurement and geometry that are discussed together due to their practical relevance. In this framework, learners improve their understanding of size, shape, position, and movement. They focus on the properties of different objects and figures to reach geometric arguments. Finally, it is significant to consider statistics and probability. Students learn to identify critical data, analyze it and summarize its interpretation. They assess the likelihood and define probabilities due to the developed ability of critical thinking and reasoned judgment. This standard presupposes that students utilize both experimental and theoretical approaches when evaluating statistical information. What is more, they are expected to provide personal intuitions about particular data (ACARA, 2012).

Describe three mathematics materials and explain how you move from the concrete to the abstract.

Different mathematics materials can be used to move from concrete to abstract. The most advantage can be obtained from those tools that can be moved around by students but not just demonstrated by the teacher. In addition to that, these objects should belong to the students world so that they are already familiar with them. For example, cubes can be used in the framework of mathematics instruction. They can be gathered in units, flats, and longs. Cubes are helpful when dealing with various procedures, including counting, ratios, and addition, etc. Two-sided counters in a shape of a circle can also be advantageous when focusing on percentages, integers, and division, etc. Finally, beads on a string can be used for basic mathematical operations and counting.

From the very beginning, students should be introduced to an object, cubes, for instance. They learn particular skills with their help. They can count cubes, holding them in their hands, and getting familiar with their attributes. Then, learners are expected to move to the representational stage. They can draw cubes with simple representations so that they do not use the very objects anymore. Such replacement leads to an abstract understanding of the skill. During the last stage, the abstract is reached. Students are encouraged to resort to their language to share information and ensure proper solutions (Degarcia, 2008).

Define how control of error functions in selected mathematics materials. Give at least 3 examples.

Control of error is significant to point in education because it allows children to correct themselves in the case of any mistakes. In this way, they can avoid teachers corrections and remain motivated to continue working (NAMC, 2013). For example, when working with cubes, children can be asked to count them. It will be advantageous if a teacher writes the numbers of the objects and puts them in proper order so that students can check whether their answers are correct. When teaching division with two-side counters, teachers can use some boxes for answers. It will be beneficial to put the results under them. Focusing on the beads on a string, a teacher should prepare beads of different colors so that when multiplying all yellow items students obtained the same number as when multiplying all green ones.

Clarify the role of language in the mathematics curriculum and give examples of materials.

Language plays a great role in mathematics because it allows teachers to introduce a specialist mathematical vocabulary. It is known as mathematical discourse and is often used in class. It includes technical terms, more general terms, and everyday words that obtain a new meaning. The first group of words is the most critical because teachers need to provide students with the vocabulary that have never faced before. It may be the most challenging group of words in this way. For instance, a teacher can resort to such words as equilateral or quotient. The second group of words is easier because it consists of those words some children already know. But there is a possibility that learners find these words challenging to use as they are needed only in particular situations. For example, children maybe not sure regarding the meaning of factor or frequency, which may lead to confusion. Finally, the last group of words includes the simplest terms. Even though they are used to describe unrelated ideas, these elements of mathematical vocabulary can be easily memorized. These words include such ones as difference and area. In addition to that, it is critical to mention that even the usage of those words that help to develop syntax (such as: and, then, a) may affect the sense of the sentence (Barwell, 2011).

Describe the direct aims and the indirect aims of two mathematics materials.

Different mathematic materials can be used when working with students. They all have both direct and indirect aims within a class. The first ones are connected with purely mathematical considerations, while the second ones may refer to the wide variety of other spheres (Balsam Montessori Program, 2017). For example, when working with beads on a string, the direct aim which is considered by the educator is likely to be to teach students counting to 20 or something like that. However, at the same time, such a tool can be used to fulfill an indirect aim of the development of fine motor skills and color differentiation. Similarly, two-sided counters can be used with the focus on the direct aim of mathematic activities, such as division. At the same time, it will surely help an educator to develop students fine motor skills, personal independence, and intellect. It will assist in color differentiation and strengthen ones will. In general, a direct aim is developed based on the class topic. It allows to ensures that children obtain the required knowledge and skills. An indirect aim, in its turn, is often connected with practical life and other vital achievements.

Briefly discuss the sensorial aspects of the mathematics materials and how this provides a foundation for further understanding of mathematics.

The sensorial aspects of the mathematics materials deal with students senses and their development. In general, they can be used to enhance childrens knowledge of colors, shapes, textures, forms, and other characteristics of different objects. It is significant to mention that they resort to controlling error. Facing some chaotic situation, a child receives an opportunity to categorize and classify both the items introduced by the teacher or additional information. In this way, psychological and neurological development is supported. Due to the utilization of sensorial materials, children have an opportunity to prepare for intellectual life. They develop critical thinking, proper judgment, and association. In this way, the further understanding of mathematics is also likely to be enhanced because students will be motivated to work and reach significant achievement. In addition to that, well-developed sensorial aspects can allow children to understand the situation extremely quickly. It is easier for them to remember different forms and associate numbers with mathematics vocabulary. Activities within this area allow dividing into different groups such items as cubes and rods so that they are immediately recollecting those specific characteristics these items have (Boure, 2008).

What principles are followed in presenting math concepts?

When presenting math concepts, teachers should take into consideration several principles. First of all, it is significant to ensure both why something works and then how does it work. It seems to be advantageous if an educator reveals the reason for required actions because such an approach allows ensuring procedural understanding. Then, it is also vital to remember those goals that reveal the necessity to teach and learn this subject. It allows to practice further studies, and ask for advice, etc. In the same framework, it is also critical for me to ensure that learners have an opportunity to practice on the Internet instead of any misunderstanding. The next principle deals with the usage of those tools students resort to when studying. If they include those items children already have at home, it is no critical to look for some additional improvement. Finally, it is significant to ensure that students are willing to get to know more information connected to math. They should be motivated to do their best and to achieve success (Miller, 2015).

A prospective parent is asking when his/her child is ready to count. How would you explain to the parent based on the Montessori philosophy?

If I am approached by a parent who is willing to get to know when her daughter is ready to count, I would like to tell her that it is not an urgent progressive change, which she should wait for. Considering Montessoris ideas, I need to explain to her that age is not that critical. It is vital to have some support from the outside so that there is a desire to make everything close to one another. Before calculating, it is significant to ensure that the child can cope with easier operations. In this way, it is expected that some improvement will be observed while the educator can attract the childs interest. I would emphasize that I try to give my learners some freedom so that they do not feel obliged to follow my rules but just oblation some. I would state that my role is to assist a child but not to make one follow some norms (Hendron, 2012).

What mathematics materials help the child gain mastery of the decimal system?

Trying to ensure that students gain mastery of the decimal system, educators should start to teach them counting in tens, using cubes and stairs. Then the number of rods should be given. The names of the numbers can be discussed along with the rods they belong to or considered separately. It is also possible to focus on the decimal system with the help of the spindle box and cards (Montessori sensorial education, 2016). All in all, the decimal system will be introduced with its special names from the very beginning so that a child learns the required vocabulary before being occupied in decimal learning activities. It is possible to use fun games later. For instance, life problems can be discussed so that their relevance is considered.

List all the activities which contribute to the childs ability to count with understanding to 1000.

Childs ability to count to 1000 can be enhanced with the help of a special application that consists of 6 section that allows corresponding the names of numbers. During the first one, kids count from 1 to 11 and then to 20. Using the Quality game, they receive an opportunity to focus on matching. Thus they match numbers and objects. Unlike the previous game, this one allows revealing that number. With the help of the Hundred hoard, numbers up to 1000 can be learned. It is also possible to let children match the name of the number pronounced by the educator and its equivalent. There is also a possibility to play a game vice-versa, focusing on the sounds of the numbers and finding the way they are written. Finally, it is possible to play a tracing game (Teachers with Apps, 2016). It is possible to play the Math City as well, building a multi-story house, counting the bread and platforms. In addition to that, teachers can introduce other games that do not require any technical materials. For example, children can be asked to count numbers, substituting all 3 with a clap. They can also count in an ordinary way but treat ten as one (Pramono, 2014).

How would you help a child to develop an understanding of mathematical four operations in Montessori math?

If there is a necessity to help a child to develop an understanding of mathematical four operations in Montessori math, I will try to resort to some learning games so that he/she got interested and involved in this process. I will resort to the bead material to explain to a child how to build different numbers. I will try to let a child maintain all activities under my supervision but will emphasize self-correction. Using math with dominoes, I will teach him/her to add numbers. With the help of cubes, I am going to explain subtraction. I will use matching puzzles to explain the principles of division. Finally, I will use tables and pyramids for multiplication. Of course, it is not possible to resort to the same approach all the time that is why it is critical to focus on particular children and their characteristics so that the approaches selected for teaching correlate with ones needs and abilities.

References

ACARA. (2012). Content structure. Web.

Balsam Montessori Program. (2017). Montessori method. Web.

Barwell, R. (2011). The role of language in mathematics. Web.

Bourne, L. (2008). All about Montessori math. Web.

Degarcia. (2008).Concrete-representational-abstract instructional approach. Web.

Hendron, R. (2012).Introduction to mathematics. Web.

NAMC. (2013). The importance of control of error in the Montessori environment [Web log comment]. Web.

Montessori sensorial education and early math experiences. (2016). Web.

Miller, M. (2015).Four principles of deeply effective math teaching. Web.

Pramono, E. (2014). Montessori Math City offers a solid way for kids to learn numbers up to 1,000. Web.

Teachers with Apps. (2016). New & improved Montessori numbers  Learn to count from 1 to 1000. Web.

Treloar, T. (2012). The purpose of mathematics in a classical education. Web.

There is no doubt that the process of developing a curriculum that addresses the needs of students is a complex phenomenon that rarely adheres to a pre-established pattern. The process systematically plans what content will be taught, the target audience to be taught and how the curriculum will be administered. For instance, what content will be taught is determined by the target audience such as their education, maturity and stage of development. Usually, teachers and other stakeholders such as parents and educators work as a team in curriculum development. A critical part of this process entails the practice of advancing teaching, learning and assessment for all students (Lummis, 2001, p. 3). Student learning improves when teachers, parents and facilitators focus on understanding the distinctive capabilities and the needs of students. There are four phases in the construction of curriculum which are discussed below.

The first phase which is the planning phase in curriculum construction is divided into three sections. The first section focuses on the major issue facing the target group. This section addresses the attributes of the issue at hand. The issue statement is also used to determine the scope of the curriculum content. The second section involves the formation of the curriculum development team. This team includes teachers, parents and education experts. Some of the topics addressed in this section include; procedures for selecting members of the curriculum development team (usually done by the school administration), roles of team members, and the principles of teamwork and collaboration (Natural Resources Management, 1996, p.4).

The main objective is to constitute an effective team that boasts of members with relevant skills in curriculum development (Hussain & Dogar 2011, p.263). The team (made up of teachers, parents and school administration) makes logical decisions concerning the target group (student attributes), content, planned outcomes, procedures and assessment strategies. The third section entails needs assessment and analysis. The first step involves identifying methods for carrying out a needs assessment. Several procedures are focused on addressing what is required and by whom with respect to the identified issue. A number of of the procedures such as focus groups, knowledge, attitude, practice survey and environmental scanning are addressed in this section. The second step entails analysis of the information collected by academic experts. It involves the identification of the attributes of the target group, a procedure to prioritize needs, emerging trends from the data collected, and procedures to identify discrepancies between knowledge and practice (Natural Resources Management, 1996, p.4).

The second phase focuses on the planned outcomes, the content and the methods. There are three sections in this phase. The first section addresses the planned outcomes. A planned outcome describes what students will be able to accomplish after taking part in curriculum activities. This section entails a description of the educational objectives (done by the teachers), the constituents of the educational objectives (performance, condition and principles), illustrations of the educational objectives, and a summary of learning behaviors. The section involves selection of content (what will be taught) that will improve the learning process of the student. Some of the questions addressed at this point include; if the educational objective is to be accomplished, what will the student need to learn? What kind of skills, behaviors, attitudes and knowledge will be taught and practiced? The extent (scope of skills, behaviors, attitudes and knowledge) and the order sequence are also addressed at this point. The third section, which comes after the content of the curriculum is selected, is to plan learning experiences to enable the student attain appropriate educational objectives. This role is carried out by teachers, parents and academicians (Natural Resources Management, 1996, p.6).

The third phase entails implementation of the curriculum plan. This is usually done by teachers and the school administration. The actual construction of curriculum materials commences after the content and experimental techniques have been established. A number of activities take place at this stage. They include recommendations for searching and assessing current materials, assessment criteria, and recommendation for producing curriculum materials. In addition, the curriculum is tested and revised appropriately during this phase. This phase entails recommendations to choose appropriate sites and carry out a formative assessment of curriculum materials. It is worthy to note that the entire process of curriculum construction will be rendered irrelevant if facilitators (teachers) are not adequately trained to implement it. Consequently, suggestions should be made to hire and train qualified facilitators to implement the curriculum. Finally, a plan should be designed to promote and implement the newly developed curriculum (Hussain & Dogar 2011, p.264).

Evaluation and reporting is the final phase undertaken in curriculum development. Formative and summative are the two techniques employed in curriculum development. Formative assessment is employed during the needs evaluation as well as content development and testing steps. On the other hand, summative assessment is carried out by academic experts and parents to evaluate and report on the results of the curriculum. Summative evaluation appraises assessment plans and recommends simple processes to produce legitimate and trustworthy information. A series of queries are presented to steer the summative assessment procedure and a model assessment format is recommended by both parents and academic experts. The last aspect in an assessment plan is delivering the outcomes of the curriculum development process into the hands of individuals who can utilize them. During this step, recommendations for what and how to report to main stakeholders (particularly financial and policy decision makers) are offered by academic experts and a concise discussion on how to acquire resources for extra programming is done (Hussain & Dogar 2011, p.268).

References

1. Hussain, A., & Dogar, A.H. (2011). Evaluation of Curriculum Development Process. International Journal of Humanities and Social Sciences, 1, 263-271.
2. Lummis, B. (2001). Turning Points: Transforming Middle Schools: Guide to Curriculum Development. Boston, Massachusetts: Center for Collaborative Education.
3. Natural Resources Management. (1996). Overview of theCurriculum Development Process. Web.

Curriculum development is a well structured plan of the subjects to be taught in school and what is being learned by students as is reflected in the courses that are offered for study and the programme in school. This systematic plan is then embedded in an official documentary or put together as a curriculum guide and then disseminated to the interest groups and key stake-holders in the education sector for the purposes of implementation and strict adherence.

A curriculum has to be made mandatory and not a choice. The curriculum discussed in this paper is very specific and follows the formula 6-3-3-4.These curriculum has been developed to reflect the changing scenarios in the world today and the dynamics in the job market.

Currently the kind of curriculum followed will go along way in determining the quality of workforce being produced and will too affect the economic advancement of a country. A nation build on strong education or school system will be well managed and its base will always be on a sound footing (Hunkins, Ornstein, 2009, pp.6-30).

Some countries have very comprehensive curriculum development and education system such as the one used in Saudi Arabia. Saudi Arabia is one of the countries with very high literacy levels in the world today which stands at 62.8%. The percentages of males who are literate stand at 71.5% while that of female stands at 50.2%.

The system of segregation in terms of the sexes is followed in Saudi with the education system being divided into three distinct parts which are usually administered separately. Important to note is that both the boys and girls usually do the same exams.The curriculum in Saudi Arabia follows the technical-scientific approach.

The distinctions of the education administration include the education specific for boys, for the girls and also the traditional education which is muslim oriented.The curriculum followed in the country constitute 6 years in the primary school with the age of the students being 6-12 years, then intermediate schooling at the age of 12-15 years which takes 3years at most.

After the intermediate the student proceeds to secondary school which again takes 3 years at the gae of 15-18years. Students at secondary school level can choose the general school, religious school or the technical secondary. After the secondary school the curriculum of Saudi Arabia stipulates that a student proceeds to for higher education at the university which takes 4 years at the age of above 18years.

After the higher education at the university, there is the university higher education where one can persue masters which takes 2 years, general diploma in the department of education which takes 1 year or do PhD which takes 3 years following a qualification for a masters degree and where one has to present a dissertation which should be based on own and independent work on research (Hunkins, Ornstein, 2009, pp.40-57)

The 6-3-3-4 curriculum identified in this paper is reflective of the one for Saudi Arabia but distinct. It is embedded and undertaken in the following way. The system is usually administered separately for each of the four stages involved and no segregation by sexes as both boys and girls are taught in same classes and environment.

The first six years involves children aged between six to twelve years. These will be called primary school in which upon completion a student will be awarded a leaving certificate called the general certificate for primary education. The curriculum will incorporate subjects like English, Kiswahili, art education, history, Christian religious education, home economics, geography, mathematics, basic agriculture, social education &ethics and science.

The grade attained will depend on how a student passes the exams administered at the end of the six years and the grade will also determine the kind of school the student will get admitted for the post-primary education. The six years of primary school will be administered in rural areas, sub-urban and also in urban areas.

It will therefore be mandatory all over the country as it will be under the supervision of the provincial and district education officials. A class in primary school will not exceed forty students and not less than ten. Two teachers who have graduated from a primary teachers training college must oversee one class although teachers available will teach different subjects for the different classes.

The purpose and objective of the curriculum provided in primary school is to prepare the students for the post-primary education and also to enable them have knowledge of different languages (Hunkins, Ornstein, 2009, pp.62-80)

After completing the primary school education, a student will proceed to the intermediate school. The duration at intermediate school is three years and the age of the child is twelve to fifteen years. A certificate will be awarded upon successful completion of the intermediate school which is the intermediate certificate.

The intermediate guide has provision for subjects like English, Kiswahili, mathematics, history, geography, home economics, Christian religious education, agriculture, social education & ethics and also science. The grade level is given upon the successful pass of the examination administered after the three years.

The objective of the intermediate school curriculum is to put more emphasis on the knowledge acquired at the primary school and in so doing prepare the students for the secondary education. Secondary school will involve students going to different categories of schools such as national, provincial, district and also day schools.

The admission to these schools will depend on how well a student passes the intermediate school exam with those who perform well securing themselves places in national schools and down to the day schools for those who perform dismally. Teachers at this level are also those who have graduated from the primary school teachers training colleges.

The number of the students in the intermediate school will depend on the available infrastructure such as classrooms and also teacher to the student ratio. Like the primary level education, these too will be offered in the whole country regardless of the settings such as urban, rural or sub-urban.

The schools will be under the supervision of the ministry of basic education representatives at the provincial and district levels. The ministry will also cater for the employees in schools who too are crucial for the smooth implementation of the curriculum provided. The employees are such as the accountant, cleaners, store keeper and also the cooks (Hunkins, Ornstein, 2009, pp.41-60).

After the intermediate school a student will proceed to the secondary school. There are various categories of secondary schools in this curriculum all of them taking a duration of three years with the age of the students being fifteen to eighteen years.

The first is the general secondary school which has a curriculum outline with subjects such as English, Kiswahili, mathematics, biology, chemistry, physics, history, geography, building construction and art education.

Note that those who score above 60% in the examinations administered at the end of the three years will be eligible for admission to higher education institutions i.e. universities to pursue courses in sciences while those scoring below 60% will opt for literary courses or humanities.

They will also get a certificate. The objective of the curriculum development in the general secondary school is to identify students capabilities and the subjects which they can consider as they choose their future careers.

The second kind of secondary school is the religious school. The curriculum for the religious school outline includes such subjects like history, geography and Christian religious education with those who are successful getting a certificate called religious secondary school certificate.

They too qualify to persue university education in social sciences and theology. The other type of secondary school is the technical/vocational school. The students admitted will be mostly those who perform poorly in the intermediate school. At the technical institutions they will be able to acquire skills in carpentry, masonry, computer studies, driving and other vocational courses.

At the end of the training they will then be awarded a diploma in vocational training certificate. Except for the technical training institutes the secondary school teachers will be those who have graduated from the university on the field of education and who have majored in specific subject line (Hunkins, Ornstein, 2009, pp.112-153).

Those who successfully complete the general and religious secondary education will proceed to the university for further studies which take four years except for courses such as medicine, veterinary medicine, engineering, clinical sciences and pharmacy that take between five and seven years. The age of the students is eighteen and above.

The curriculum here includes courses such as accounting, economics, business, humanities, social sciences, public administration, law, arts and environment just to mention a few.The objective of the university education is to give students career skills for the purposes of working in the different areas of specialization.

Graduates of higher education will now be eligible for employment as professionals in the publc service, private sector or can choose to go to private practice. Teachers at this level are the lecturers with higher qualifications such as masters or PhD. After the four years of higher education one can choose to also go for the university-higher education to pursue masters and PhD (Hunkins, Ornstein, 2009, pp.170-200).

There is usually two curriculum development approaches, the technical-scientific and non-technical non-scientific. The curriculum developed in my school is reflective of the technical-scientific or systematic approach where by the objectives of the curriculum are set, plans for the curriculum are then drawn and applied and finally the outcome of the whole process or the product is measured using the set available measuring options.

The role of the political arena participants in the curriculum development is to lobby the community for public meetings for the purposes of creating awareness about the curriculum. They also play a role in creating legislation to anchor the curriculum in law and therefore giving it a lawful backing for the purposes of thorough implementation and adoption.

The students also play a critical role in the curriculum development by giving their views on what they want incorporated in the curriculum. They also have a role in enlightening others who may not understand the curriculum development procedure. Students also ensure that their teachers adhere to the set guidelines and that they dont divert them from the set standards and the textbooks recommended.

The teachers play a role in implementing the curriculum in terms of contents and the books they use for the various subjects. Principals role cannot be over-emphasized as they are the overall overseers in schools to ensure that the curriculum development takes effect by supervising the students and teachers and follow up on the recommendations.

Curriculum experts on the other hand have the professional knowledge on curriculum development and will therefore play the role of guiding the other stake-holders and interest groups. Assistant super intendeds role in the school is to ensure the superintended is well briefed on the curriculum development, implementation and the challenges that are encountered.

The superintended role is to advice on areas that need his/her guidance and too ensure that the curriculum development takes off on a smooth start. Those outside the school district will play the role of ensuring checks and balances on those bend on ruining a process which is noble and ended for success (Hunkins, Ornstein, 2009, pp.205-242).

In conclusion, I do favour the technical-scientific approach to curriculum development as its the case in Saudi Arabia. Only those who have expertise in curriculum development are involved in coming up with the structure of the curriculum contrary to what is seen in non-technical non-scientific where by students, teachers and the community are involved.

This approach has its objectives which are well outlined and a plan which is put in place for undertaking of the curriculum development and also some measurement stick on product or outcome (Hunkins, Ornstein, 2009, pp.330-360).

Reference

Hunkins, F & Ornstein, A. (2009).Curriculum foundation,principles,and issues. Washington, DC: Allyn and Bacon press.