Essay Writing Curriculum

Curriculum Design
Curriculum Design for Inclusive Practice Throughout this essay I will critically analyse the
principles and processes of curriculum design, looking at how they apply to my own curriculum. I
will look at both formal and informal elements of curriculum and also my own inclusive practice and
how effective it is. Let me begin with the definition of curriculum. The word originated in Greece
where it literally meant a course. The running and chariot tracks were the course it related to. In
Latin the curriculum was a racing chariot and currere meant to run, Smith(1996,2000). Over the
years the curriculum has evolved with political, economic and social environments all having their
influences. According to the New Oxford Dictionary of English...show more content...
I will try to explain a little about each of these in turn. The Outcome or Product model is closely
associated with the works of Ralph Tyler and Frank Bobbit. The works of the American theorists
dates back to as early as 1918. Bobbits work 'The Curriculum' talked of a learning cycle focusing
on learning targets which are often used in military teaching as it breaks jobs into processes so as
not to allow room for thought. Tyler (1949), questioned how learning experiences can be selected by
the teacher to be useful in attaining objectives or be organized for effective instruction and
evaluation and how staff may work on curriculum building. Blooms (1965) Taxonomy taught us to
teach to a higher level, aiming for our students to not just be able to answer a question but also
analyse and evaluate and create from information they had learnt. The Content model tends to
emphasize the importance of learning skills and ideas within a predetermined domain. The syllabus
is a list of facts or ideas where the teachers or trainers act as facilitators of instruction rather than
simply lecturers; although many content–based programs for the gifted place a strong emphasis on
lecture and discussion, VanTassel
–Baska (1986).The curriculum is organized in sequences of its
content and so by its very nature, making a proficiency–based model for achievement outcomes is
very feasible. Keating, (1976),
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Essay on Curriculum and Instruction
Theories and Practices in Curriculum and Instruction
Marno AngaDr. Erlinda Navarro
MA in Educational ManagementM–F 11:00 am – 1:00 pm
Finals Examinations – Answers
2. Search any Memorandum Order from DepEd or CHED and analyze their relevance to curriculum
reengineering.
According to CHED Memorandum Order (CMO) No. 38, Series of 2010 (kindly see attachment for
copy of file), they have delineated the different subjects being taught in both AB and BS Psychology.
They have broken the course into the following: General Education| 63 units| Required Course| 28
units| Basic Course| 8 units| Natural Sciences| 20 units| Elective Courses| 15 units| Physical
Education | 8 units| National Service Training...show more content...
This term focuses not just a minor tweak or changes in the existing curriculum, but focuses on the
total overhauling of the system. The curriculum reengineering is a daunting task not just for the
developer and expert but also in the school administrators and everyone below him/her. The question
of how often should we conduct curriculum reengineering be done? The answer is as often as
possible.
The second part of that answer is when is that even occurring? If the evaluation program yields that
there are gross differences between your curriculum and the outside world then curriculum
reengineering should be done. But I have said before, curriculum reengineering is a curriculum
overhaul. It is taking up a curriculum, breaking it apart and reassembling it. This should not be
happening. A curriculum should be a smooth transition from one point to another. But if this
overhauling do occur, however, this means that the proper fail safe mechanisms were not established
and proper checks and balances were not set–up properly. This is where curriculum evaluation takes
its role as an agent of change.
Curriculum evaluation is so important that it helps highlight the strengths, expose the flaw and
challenges of the current or planned curriculum. It offers a distinct view on how everything works.
Imagine a teacher just teaching all day for the past forty years and not even evaluated once. Then
she leaves the

The Importance Of Curriculum Development
Curriculum Development: Theory, Meaning and Practice Xueni Li Final Project A written for
EDFN 521 Dr. Rosaire Ifedi Ashland University October 14, 2017 1.Overview: The Importance of
the Curriculum "Curriculum is often one of the main concerns in the educational field. What kind
of curricula should we offer to learners?......"Curriculum" seems to be considered greatly as what
teachers are going to teach and, in other words, what learners are going to learn. In fact,
"curriculum" is also closely related to how well the learners learn–the outcomes. Thus, as an
umbrella term, "curriculum" includes a lot of issues" (Wensu, 2012, p.1). For example, what kind of
content the curriculum should have? How do teachers implement the curriculums? What about the
assessment and feedback of the curriculum? I am going to analyzing a curriculum document, the
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (I will call it ELA document or ELA Standards in this paper) to
shows how these issues are related to the curriculum in the following paragraphs. 2.Why Do We
Need Curriculum? Why we need a curriculum? This is a question which has been put up by many
educators. A curriculum is the essential part of many educational institutions such as schools,
colleges, universities. For these institutions, they must have their own common standards to achieve
teaching and learning process–in other words, to decide what

Reflection Paper On Curriculum
Curriculum Reflection Ste. Genevieve R–II school district is located in Southeast Missouri. The
district's mission statement is Working Together to Create Success at Ste. Genevieve and Beyond.
One of the most successful ways that the Ste. Genevieve faculty collaborates together concerns their
method of curriculum development, alignment, and revision. This reflection assignment will
examine the curriculum process of Ste. Genevieve R–II. The following items will be addressed
within this analysis: the definition of curriculum, the district's formal/informal/hidden curriculum,
the district's curriculum leadership, the impact of Missouri Standards on the district, the district's
current plan for curriculum revision, and a...show more content...
Ste. Genevieve R–II has all three forms of curriculum. The formal curriculum is composed of various
documents saved to Google Drive. Information used to achieve this formal curriculum includes the
following documents: the Missouri Learning Standards for the departments, the Missouri Learning
Standards Crosswalk showing standards and alignment, the Missouri Learning Standards
Terminology for various departments, curriculum checklists, information about backward design,
pacing guides, unit/lesson plan documents, and assessments. The informal curriculum is present at
Ste. Genevieve R–II, but it is not in documented form. The values of the teachers creating the
curriculum play a role in its development and implementation. Each teacher brings their own style
into the classroom; as a result, the curriculum is followed, but it is followed in different ways as
teachers place their individual teaching style into their instruction. For example, when teaching skills
about literary theme, one teacher might include a specific piece of literature based on student
interest. Another teacher might not include the same piece of literature, but the concept of theme
will still be an aspect of their lessons. Another example might be in regards to teaching other kinds
of lessons that are

My Writing Goals And Curriculum
This course's goals and curriculum seem to be a wonderful way for me to become a more effective
teacher. Sometimes I run into situations when I can't effectively help my students. The knowledge I
would gain from this course would help me to better answer my students' questions. Furthermore, I
want to expand my knowledge of English grammar. As a native speaker, I find it hard to explain
certain grammar components. I believe the best teachers have a wonderful command of grammar
and great language awareness. This course would help me build and refine these skills.
I was first introduced to how terrible my language awareness was while obtaining my CELTA last
summer. But I learned quick and worked hard. My biggest challenge was a 40 minute lesson about
the narrative tenses. I spent hours learning the tenses, writing CCQs, creating examples, and
designing materials. When time came to teach I was ready. I achieved the aims and I received an
'Above Standard' grade for that lesson. I found this to be the highlight of my CELTA experience. I
felt a wonderful sense of accomplishment and received wonderful feedback from my tutor.
Apart from obtaining a CELTA I have 22 months of ESL teaching experience. I have instructed
complete beginners to advance students. I have successfully implemented Cambridge teaching
methodologies into my classes. I have experience using state–of–the–art technology for teaching
purposes. In the future I am interested in completing a DIPTESOL or DELTA.

Curriculum and Syllabus Design
CHAPTER 1
DISCUSSION
A. DEFINITION
1. KTSP ( School Based Curriculum / SBC ) 2006
According to Abdullah (2009:319–320) government regulations No.19, 2005 on National Education
standard(Bab 1 pasal 1 ayat 15), KTSP is an operational curriculum developed and implemented in
each educational unit. KTSP is the refinement of the curriculum 2004.
Based on that definition, the school was given full authority to develop and implement the
curriculum. KTSP( SBC ) was implemented according to the ability of schools by providing greater
autonomy to the principal in the development of curriculum for each school to know more about the
condition of their education unit.
2. CURRICULUM 2013 ( National Character Curriculum )
Changes in curriculum...show more content...
* The goal of new curriculum : a. Students : * Make more creative, innovative, and more productive
* To increase be able to observe, question, reason, and communicate (present), for which they obtain
or what they know after receiving learning materials. * Through this curriculum students are
expected to have competency attitudes, skills and knowledge are much better so that later they can
be successful in dealing with various problems and challenges of his time, into a better future. b.
Teachers : * More enthusiastic in learning activities. c. ManajemenSatuanPendididkan : *
Emphasizes to give of learning services including counseling and enrichment. * Anticipating the
growing number of variations in learning activities d. Country : * To improve competitiveness. * To
increase international reputation, especially in the education sector. * Follow the development of
era. e. Society : * To obtain competent graduates * To improve the wealth
C. IMPLEMENTATION
The implementation of Curriculum 2013
The development of curriculum 2013 have been in RENCANA PEMBANGUNAN JANGKA
MENENGAH NASIONAL (RPJMN) 2010–2014. The goal of this curriculum are increasing the
balance competence between attitude, skill and knowledge. This competence supported by 4 pillar.
There are, productive, creative, inovative and

Curriculum Development
Curriculum Development Process Purpose 1. This paper describes the curriculum development
process that will be used to develop the national curriculum. It also describes the structure of writing
teams and consultation groups that will be involved in the national curriculum development.
Background 2. The Board is committed to a process of curriculum development in each learning area
that: provides opportunities for consultation establishes achievable timelines ensures high quality
curriculum documents. 3. The proposed process involves four phases: I. Curriculum shaping II.
Curriculum writing III. Implementation IV. Curriculum evaluation and review 4. Major features of
the process are as follows. Advice is sought at...show more content...
i.e. What will the key content organizers or structures look like? – What will the senior years
curriculum look like in terms of the course structure i.e. the purpose and focus for each course –
How might teaching and learning in this area aid development of the general capabilities of literacy,
numeracy, ICT, creativity and thinking skills?– Which of the other general capabilities can be
naturally and explicitly represented in the content and achievement standards of the learning area?
How? ACARA Curriculum Development Process v3.0 5 August 2009– What are the key
considerations that would make this Australian curriculum a world class curriculum? – What are the
implications of a futures–orientation' or more 'contemporary orientation' for the learning area
curriculum? Conduct of a national forum to consider and respond to the initial shape paper
Consultation on the initial shape paper with curriculum authorities, professional associations and
other curriculum experts Step Three – Preparation and publication of Shape Paper The preparation
and publication of a Shape of the Australian Curriculum: < Area>, that will guide the curriculum
writing phase. This step will involve the following actions. Development by the lead writer(s) of a
draft Shape of the Australian Curriculum: Endorsement by the Board for widespread consultation on
the draft shape paper, involving teachers and key stakeholder groups, including professional
associations, curriculum

Cross-Curricular Learning Essay
'Making cognitive connections, within subjects and between subjects...' ( Piaget 1977, Cockburn
and Haylock 2008,Rose 2009) is an aspect of cross–curricular learning. Generally speaking,
cross–curricular learning is when skills, knowledge and attitudes of a number of disciplines which
are applied to a single experience, problem, question, theme or idea. In simple terms, it's also known
as a thematic approach. From this point, I'd be exploring the reasons why a thematic approach
should be adopted in the classroom and this approach could deliver the four core subjects in the
National Curriculum in Key Stage 1. On top of that I'd be exploring the issues raised of adopting a
cross–curricular approach and the implications of using a theme–based...show more content...
This form of assessment allows me to find out children's prior learning experiences and interests
and gives me an indication of where they are at, whilst children getting to have a 'voice' in what
goes on in their classroom. On top of that, at the start of the term children would be able to engage in
theme based lessons by inquiring them to suggest themes they'd like to study over the next half term,
this gives children the power to take control of their own learning and supports children's intrinsic
motivation of wanting to learn for themselves.
Again, due to the fact that children's interests and experiences are used to form a platform for
learning, the thematic approach tends to lend itself to be more motivating for pupils in conjunction
with their wider life experiences, as suggested by Barnes (2009). (Mumford. D (2000) Planning a
theme–based unit, Canada: Pacific Edge Publishing Ltd) This kind of assumption asserts that all
children responds positively to the same style of teaching or the same stimulus. However, he
neglects that motivation arises from many sources and children are inspired by different and
unpredictable outputs. It is therefore understood that cross–curricular approach will not suit all
children. But at the same time, as my role as a

My Writing Philosophy
Being an effective Instructor of Composition at the community college level requires a variety of
skills and talents, many of which simply can't be taught in formal classroom settings. Facing
constant pressure to make judgments that have weighty consequences is just one of the challenges
of teaching writing. A writing teacher who is too strict or inflexible can give students the excuse
they may be seeking to withdraw or not perform in class. Some students are only too eager to
proclaim that they can't possibly meet high standards in writing, so there is "no use in even trying."
Putting stringent rules in place for a writing class does not necessarily provide an atmosphere that
will foster successful student writing. But being lenient and...show more content...
Which students are just trying to take advantage of a sensitive and compassionate teacher? And it is
fair to other students to make exceptions for students with seemingly extenuating circumstances?
Teaching writing has a way of forcing me to evaluate my principals and ethics on a daily basis.
This is an exhausting task. While it could be argued that teachers of all subjects have to deal with
this dilemma, the very nature of writing presents a unique situation. Students cannot seem to resist
writing a personal essay whether one is requested or not. A teacher of Math or Chemistry is not
likely to receive an essay in which personal information is disclosed. Even with my limited years of
experience teaching writing in college and high school, I can confirm that students write mainly
about what they know. And what they know best is their own lives. Receiving essays and verbal
communications of a personal nature–and in turn responding to such offerings–––seems to be part of
the job. This observation confirms one of the conclusions drawn by Dan Morgan in an essay entitled
"Ethical Issues Raised By Students' Personal Writing" published in College English in March 1998.
Morgan illustrates some of his experiences as a writing teacher and more importantly, shares with his
reader insights about the ambiguous complexion of writing instruction today:
The inescapable conclusion is that the very nature of teaching itself has changed, especially in

The Importance Of Curriculum Development
Curriculum is an important part of education. Education can help ensure student success not only
academically but also in today's world. College courses give students the knowledge and skill sets
needed to be successful in their chosen career majors. It is important that post secondary institutions
have focused curriculum on not only general education courses but also those that are specific to
every college major. Curriculum developers contend to create relevant and meaningful curriculum
that increases students' knowledge and sequentially prepare them for the world after graduation.
Curriculum development is an extensive process that cannot be taken lightly. Some curriculum
developers may find the process as a "field of utter confusion" (Oliva, 2013). There is no set method
of creating perfect curriculum. Class or course curriculum is unique and considerations must be
taken to determine the best philosophy, model, etc. to use when establishing curriculum.
An important factor when developing curriculum is the person or persons responsible for creating
the curriculum. I had the opportunity to interview a curriculum developer from a local community
college to learn what the development process is at her institution. She is the program director and
curriculum designer for a Medical Assisting program at a local community college. She is a
Registered Medical Assistant (RMA) who holds an Associate degree in Radiologic Technology,
Bachelor Degree in General Science, and

The Importance Of Curriculum
Curriculum can be modified and adapted to provide effective learning experiences and teaching
strategies that are inclusive to all students. Making learning accessible, classroom environment and
engaging learning are some of the strategies that educators can implement to ensure accessible
learning to all students. Although there may be some of the advantages and difficulties that may
arise as a result of implementing these teaching and learning strategies educators must have a variety
of strategies that can be used in all classrooms.
Providing an education that is accessible to all is to recognize that all students' are unique individuals.
Which means to understand that their emotional, educational, social and physical needs are diverse
and will require differentiated approaches. Educators need to be aware of the many barriers that may
affect learning. Curriculum is said to one of the main barriers to creating an inclusive learning
environment. For example, if a teacher expects all students to demonstrate their knowledge of
decimals and exponents through lecture only, they are essentially creating missed opportunities and
potential barriers for individual students. Students that encounter poor mathematical understanding,
will not benefit from being just told about decimals and exponents. Mathematics is a subject that
requires hands on learning and manipulatives. A teacher who is unaware of this, may lose her
students during the lesson due to the lack of prior knowledge of

Curriculum And Pedagogy Essay
Curriculum and Pedagogy: The curriculum is experienced by all students, albeit in different forms.
So, curriculum which is based on more interaction between the students and teachers is more likely
to acceptable. There is a body of evidence from the US (and increasingly in other countries) that the
more students interact with other students and staff, the more likely they are to persist (e.g. Astin,
1984; Tinto, 1997). Due to interaction among students, they learn a great deal from each other.
Furthermore, both social and academic integration into a higher education institution have a positive
impact on their sense of belonging to (Reay et al., 2001), and ultimately learning within, that
environment (Thomas, 2002).
Despite different forms of delivery and modes across disciplines, the curriculum forms a platform for
the implementation of strategies and dimensions that engage students in their learning experience
...show more content...
In the context of a worldwide paradigm shift towards student–centered outcomes–based approaches,
and at a time when many Pakistani universities in the departments are developing learning, teaching
assessment strategies, this research reviews what the research literature says about the impact of
quality strategies on students' learning. It then proceeds to translate that into practical suggestions
for practice with the specific intention that assists to inform departments in the development of
appropriate teaching and learning strategies and learner–centered approaches and practices which
meet the university general principles on quality. Assessment defines what students regard as
important, how they spend their time and how they come to see themselves as students and then as
graduates. As students' points of view indicate, assessment always defines the actual curriculum
(Ramsden, 1992:

What Is Curriculum
What is curriculum?
1. Curriculum is a complex term; it can be broad or narrow. Curriculum is a set of broad decision
about what is to be taught and how it is taught, that determine the general frame within which lessons
are planned and learning take place (Farrant ,M A p.12). Curriculum is seen as theeducation
umbrella of national education that includes the lessons, the timetable and the academic content
prescribed by the national education department in schools or program over several years. The
curriculum compromises opportunities for learning provided by schools and establishes quality
relationship of what is learnt and what operates outside the school. It guides learning experience
designed to facilitate students learning to develop quality education system. Narrow view of
curriculum can be a course of study or different subjects offered in schools...show more content...
Children are learning culture of because it is integrated whereby cultural day is celebrated each year
at school. Parents meeting are done termly and they are informed of what is happening at school
through letter writing. The relationship between the principal within teachers, learners and the
regional office is very strong. There is always informative briefing every morning. The academic,
social, and behavioral expectations established by schools are communicate to learners on Monday
morning at the assembly. Cultural perspectives is practices at our school because learners are
recognized, integrate, or honor diversity and multicultural perspectives which may convey both
intentional and unintended messages to learners. Some schools may expect everyone to
communicate in English only while other schools, however, may actively integrate or celebrate the
multicultural diversity of the student body by inviting students and parents Community members
are always involved in the

Essay On Curriculum Design
America has a diverse educational system and is responsible for ensuring that curriculum is
reflective of this diversity. As America becomes more diverse, it is commonplace for several
languages to be spoken in a single school (five languages were represented in my classroom alone
last year), and the demand for teachers trained at tackling the academic, emotional, and social needs
of students is pressing. Transcending race, the issue is not easily rectified by offering to place
teachers who "look like" their students in the classroom; rather, the more viable solution is in
training teachers to become more sensitive to students' academic and cultural needs. Furthermore,
socioeconomic differences contribute to this "great divide" that...show more content...
Public–school systems are brimming with minority students who are becoming increasingly deficient
in the knowledge and skills needed for self–sustainability in the 21st century. I worked as an
elementary teacher in Title I schools for more than two decades and witnessed students being taught
topics bearing very little relevance to their cultures or interests. The concern for the content being
taught prompted me to write curriculum that incorporated topics aligned to the standards, relevant to
students' culture and interests. When the topic of students' cultural interest was brought to teachers'
attention, many did not understand the need to examine their practices from their students'
perspectives, causing many teachers to dismiss the curriculum, choosing to adhere to the status quo.
People's culture influences how they navigate in society, impacting their interactions and
assimilation within the educational arena. Culture impacts students' learning, thereby, necessitating
that teachers remain mindful of students' diversity. Moreover, the culture gap existing between
students and teachers needs to be narrowed to facilitate more positive teacher and student outcomes
through training opportunities. Teachers need to be trained in understanding the cultural diversity of
students, resulting in best practices reflective of diversity. It is not enough to provide teachers with a
two–hour training on the differences between

Through the completion of my graduate program in Curriculum, Instruction, and Assessment, I
have gained an immense amount of knowledge and a plethora of skills which I have used and
found valuable in my seventh grade English classroom. My outlook on student learning and my
empathy towards students has also been positively affected by the program. These learning
opportunities have led me to become a better educator both inside and outside of the classroom.
One of my most influential experiences took place with my very first class, ED 523 taught by Dr.
Howe. In this course, I learned about the Understanding by Design (UbD) Framework created by
Wiggins and McTighe. This framework focuses on a backward design approach that uses big...show
more content...
It also gives them the ability to make connections to real world situations and get the "big picture".
By using the Backward Design approach, my assessment practices have also been positively
affected. Now that I know exactly how I am assessing my students before I teach a unit, I am able
to address misunderstandings in advance and provide students with rubrics and assessment materials
before they start a project or assignment, so they know exactly what is expected of them. I have
found that students perform better and are more engaged when they know my expectations in
advance. I have also discovered that students are more conscientious about their grade or
performance when they are able to look at my assessment tool and ask questions or check off the
tasks they have completed. Within three months of taking ED 523, my school district began using
curriculum mapping. Curriculum mapping has facilitated my district in eliminating gaps and
repetition in the curriculum and has allowed us to develop a fluent scope and sequence. This process
has optimized student learning in my classroom. I now know what the students have already learned
and can build upon those skills and understandings and can also better prepare them for the content
they will be introduced to in the future. The mapping process has given me the ability to create cross
curricular units with my colleagues. The students

Curriculum Essay
Illinois's State Board of Education, ISBE, has been enforcing teachers to assess students from
first grade up to high school using the Partnership for Assessment of Readiness for College and
Careers, or PARCC, which assess students in subject areas: Mathematics and English Language
Arts/Literacy. PARCC assessment aligns with Common Core State Standards, CCSS, commonly
used by Illinois teachers. Commonly found in Unit 1 was to defining words or phrases using such
as question 1, Part A, "What is the meaning of the word drift as it used in paragraph 18 of "Just
Like Home"? Often times students may be misled to read the whole text to comprehend the meaning
of a word or phrase. Question 1 Part A asses students on their ability to use context...show more
content...
By referring to context and word choice, students must summarize how the main character feels at
the end of the story. Throughout the PARCC English/Language Arts, students must apply reading
strategies teachers have taught their students. In the PARCC English/Language Arts, students must
apply reading strategies learned during the school year to successfully achieve PARCC. A reading
strategy students apply to the PARCC is inferencing and using contextual clues to answer questions.
Unit 1 Question 10 correlates to CCSS, (CC.4.R.L. 1 Knowledge of Language): Key Ideas and
Details: Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from text. Furthermore, students select two traits of the lion in the story
and selecting one sentence for each trait as evidence of how the lion demonstrates the trait. Students
use both details from the story to support the trait by using inferences and use contextual clues of
how sentences apply to the selected traits.
Question 10 in Unit 2 examines the text a step further in order for students to analyze the text
beyond comprehension. Unit 2 Question 10 refers to CCSS, (CC.4.R.I. 7): Integration of Knowledge
and Ideas: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain

Should Curriculum Be Standardized for All? Essay
Students are expected to become well educated, self–thinking, and creative citizens. When teachers
are expected to teach to a state guided curriculum students are limited to the standards and content of
knowledge. Students are all given the same multiple choice test, on the same day, at the same time.
Students are not given a chance to show their depth of knowledge. Schools must decide how to teach
the standardized curriculum. Schools must figure out how to mesh a standardized and
non–standardized curriculum. Can students guide their own curriculum and perform well on tests?
Standardized Curriculum and Testing With a standardized curriculum comes standardized testing. A
standardized curriculum limits what students learn....show more content...
Parents want their child at the top of the class and a head of the others. In a standardized curriculum,
students become stressed because of the standards that are set. Students are not exploring, creating,
or analyzing. Students are not developing their identity. Non–standardized Curriculum In a
non–standardized curriculum, students have more control over their learning. The teacher sets the
umbrella of the standard but the students can choose what they want to learn from that standard.
Student's freedom of thought, right to question, and the freedom to spread ideas are encouraged in
this classroom. A non–standardized curriculum allows students to focus on higher level thinking
skills. Students are encouraged to learn from each other. Students are encouraged to challenge each
other. Teacher's use Bloom's Taxonomy to have student think deeper into concepts. Instead of
students learning ten concepts over the course of a year, students learn six that are more in depth.
Students use a variety of alternative assessments to show their depth of knowledge. A student can
choose how to display their knowledge. Students may give a presentation, create a 3–D model,
design a PowerPoint, or write a story or a variety of other ways to present their ideas. A form of a
non–standardized curriculum is the Montessori curriculum. In the Montessori curriculum the teacher
is more of a guide. Students take charge of their learning. Students

National Curriculum
Diagnostic Written Task: The National Curriculum
According to Directgov (2012), "the National Curriculum is a framework used by all the maintained
schools to ensure that teaching and learning is balanced and consistent."
The National Curriculum is thought by many to be complex and unclear. However, it is at the heart
of the education system in England. This is noted by Baumann et al (1997) and Kyriacou (2009) who
document that the basis for the National Curriculum was established in the Education Reform Act
1988; creating the idea that education must begin with the needs and interests of the child. The
following model acknowledges how the National Curriculum is central to a school and a pupils
learning.
School Curriculum
Basic...show more content...
This can help in raising standards of all children, which has been identified as a key feature of the
National Curriculum.
Another key feature is that the National Curriculum identifies key subject disciplines. All the
National Curriculum subjects are organised to show a carefully designed framework that will
maximise a learners opportunities to achieve success. As illustrated by the QCA (2007), for Design
and Technology, the curriculum is organised into 4 parts, which are: 1. key concepts 2. key features
3. range and content 4. curriculum opportunities.
The key concepts aspect is then divided up into further sub–sections and these are: * designing and
making * cultural understanding * creativity * critical evaluation.
As an increasingly important subject, the key concepts demonstrate how Design and Technology
creates an interactive decision making process for pupils. For instance the subject combines a
practical base with a sound knowledge base, while allowing learning to take place from other areas
of the curriculum. In order to learn, pupils have to think creatively and diversely to develop
innovative products that can meet a human need. Although the National Curriculum is content
based, Design and Technology allows pupils to absorb content because it acknowledges creativity.
This allows for a fuller development process. Furthermore the National Curriculum with regards to
Design and Technology understands that children

Literacy Curriculum
I have experience a lot of new topics in this curriculum from vocabulary, grammar, free writing, and
how to build a concrete essay. Learning these factors help me build a better understanding of
literacy. The main topic we went over was learning how to create a thesis statement and supporting
details. By reading short stories, cite reading, and answering questions about passages. Learning that
in class help me understand the steps of being a great writer. The components of literacy is having a
thesis, knowing the problem or question, reflection and most importantly structure. These
components are highly important because it makes a flow in a logical way. To continue, I will be
explaining the different aspects I learn in class that involves

Intended Curriculum
Curriculum can be broken into three forms: intended curriculum, implemented curriculum and
attained curriculum. Intended curriculum is the goals for instruction, that are set through: schools,
school districts, states, and national organizations. The TIMSS illustrates intended curriculum
through the school's textbooks, curriculum guides, programs, and surveys of educational higher–ups.
Implemented curriculum is the pursuit of desired goals within the classroom, and the teacher's
performance in the learning process. The TIMSS studies for implemented curriculum include
videotapes and surveys from a teachers' course. The surveys include the teachers instructional
practices, beliefs on education, subject being taught, and other factors that influence the student's test
scores. Attained curriculum is the...show more content...
The vacancies drive employers to seek outsourced labor to fulfil these roles. Without reform in the
education system, the United States will not be able to compete with international education
standards, or the growing demand for innovation.
Einstein stated, "It is the supreme art of the teacher to awaken joy in creative expression and
knowledge." Einstein's quote highlights his side on the matter. He favors a learning environment
that allows the teacher to bring joy and knowledge, while simultaneously benefiting the children of
American schools. It is the teacher's "supreme art," or true purpose, to have their students excel in
their classroom.
Einstein would seek reform in the education system. He would find it necessary to improve math and
science in schools, and have a curriculum that will forge a desire to achieve within the students.
Einstein experienced the first hand importance of collaboration between science and mathematics,
politics, and economics. Einstein would seek for a way to gain the America's student interest, in
math and

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