Curriculum Development The term curriculum originates from the Latin meaning “race course”. The term has been expanded and today is more widely used in education to mean "a plan for a sustained process of teaching and learning" (Pratt‚ 1997‚ p. 5). There are numerous formats for curriculum models. They can be deductive‚ meaning “they proceed from the general (examining the needs of society‚ for example) to the specific (specifying instructional objectives‚ for example)”‚ or inductive
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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
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Teaching in the Lifelong Learning Sector DTLLS Module: Curriculum Development for Inclusive Practice Code: LL222 Year: 2009/2010 Name: Vicki Bootland Student ID: 165883 Tutor: Janis Noble Curriculum Development for Inclusive Practice The word ‘curriculum’ originates from the chariot tracks in Greece. In Latin ‘curriculum’ was a racing chariot; and ‘currere’ was to run. Therefore it was a course. ‘Curriculum is a body of knowledge-content and/or subjects. Education
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a Balanced Curriculum for the 21st Century Throughout history the purposes and components of a school’s curriculum have incorporated a variety of elements. The goals of education have varied from creating a productive citizen to producing a respectful and moral person to generating a basic knowledge of subject areas to preparing the student for skilled employment. With the fast paced changes in technology in the 21st century the need for a meaningful and well-developed curriculum has come to
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Education Department S. Y. 2011-2012 Submitted by: JUSHABETH G. GARCERA BSEd-III Submitted to: DR. BELEN DOMINGUIANO Instructor FS4 Exploring the Curriculum FIELD STUDY ------------------------------------------------- Episode 1 ------------------------------------------------- LOOK DEEPER INTO THE CONCEPTS‚ NATURE AND PURPOSES OF THE CURRICULUM Name of FS Student Jushabeth G. Garcera________________________________ Course BSEd (Bachelor of Secondary Education Year & Section III___
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S. Austria Submitted by: Andadi‚ Glena Ray Ann Shermyn E. Chan‚ Jessica F. Kinomes‚ April Joy (7:30-11:45 Saturday) October 6‚ 2012 COMPARISON AND CONTRAST IN THE CURRICULUM OF THE UNIVERSITY OF THE CORDILLERAS AND BENGUET STATE UNIVERSITY I.GRAPH II.OBSERVATION: | SUGGESTED CURRICULUM | UNIVERSITY OF THE CORDILLERAS | BENGUET STATE UNIVERSITY | GENERAL EDUCATION | 63 | 71 | 63 | PROFESSIONAL EDUCATION | 51 | 57 | 57 | FIELD OF SPECIALIZATION | 60 | 60 | 57
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The hidden curriculum American Marxist economists and sociologists Bowles and Gintis (1976) believed that through education there is a “Hidden Curriculum” which helped to achieve the objectives of the capitalists. (To provide capitalists with a hardworking‚ subservient‚ docile and obedient work force.) The hidden curriculum consists of those things that pupils learn through the experience of attending school‚ not educational objectives. Bowles and Gintis state that the hidden curriculum shapes the
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IES CATEGORY IV - ELECTRONICS AND TELECOMMUNICATION ENGINEERING Group A Services/Posts (i) Indian Railway Service of Signal Engineers. (ii) Indian Railway Stores Service (Tele-communication/Electronics Engineering Posts). (iii) Indian Ordnance Factories Service (Engineering Branch) (Electronics Engineering Posts). (iv) Indian Naval Armament Service (Electronics Engineering Posts). (v) Central Power Engineering Service (Electronics & Telecommunication Engineering Posts) (vi) Assistant
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Music and Movement Lesson Plan-Revised Title: Ring-a-Round the Rosie with a Twist Age: Kindergarten (5-6 years) Rationales: Social Skills (turn-taking‚ learning classmates’ names)‚ Gross Motor Skills (walking/running in circle‚ hopping)‚ Language and Literacy skills (letter awareness and recognition‚ sound recognition)‚ Emotional Skills (self-expression)‚ Creative Skills (getting to do what they want when they fall down) PASS Skills: Group Interaction Standard 3.1 and 3.2‚ Large Motor
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professor for ECE300 I already had an idea how the class is going to be. The class load is the same as when I had her for ECE300 (I seems like a lot if you don’t plan ahead). An A way I am happy I do not have to go and observe children like previously ECE classes I had taken because of my schedule for this semester. Being able to visit two different CBO’s and talking to parent coordinator seems more flexible with my schedule and I already have ideas where I want to go. At first I did not know what the
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