Overview of curriculum models Author: Geraldine O’Neill Email: Geraldine.m.oneill@ucd.ie Date: 13th January 2010 Overview of curriculum models Ornstein and Hunkins (2009‚ p15) contend that curriculum development encompasses how a ‘curriculum is planned‚ implemented and evaluated‚ as well as what people‚ processes and procedures are involved..’. Curriculum models help designers to systematically and transparently map out the rationale for the use of particular teaching‚ learning and assessment
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incorporate a range of specialized provision that can be accessed according to need. A key factor that determines the success‚ of inclusive provision is the training of staff‚ and the impact of that training in the planning‚ differentiation and presentation of the curriculum. (Reid‚ 2011). The aim of my presentation was to discuss and elaborate on Inclusion with my focus primarily on the 1981 Education Act and also the link between Special Educational Needs (SEN) and Provision and what the SEN Code of
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Assess the differing aims of the allies of the Versailles conference and show how these aims were reflected in the terms of the agreement. The Treaty of Versailles was one of numerous treaties signed and discussed at the Paris Peace Conference in 1919 after World War I‚ the five main countries involved were the Great Britain‚ USA‚ France‚ Italy and Germany. The Treaty of Versailles focused on the compensation Germany had to pay to the allies after the war. Great Britain‚ USA‚ France‚ Italy
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For this assignment I have chosen to design an improved curriculum for a Level 3 Unit for National Diploma Travel & Tourism students. The unit‚ Long Haul Travel Destinations‚ has been delivered by another tutor for the last 4 years. I believe this unit should motivate the students to want to learn more about some of the exciting and varied Long Haul destinations around the globe‚ particularly those who may not have travelled to destinations outside of the UK or Europe. Currently‚ it is delivered
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Consistency of Bismarck’s Aims Consistent Aims 1) Patriotism to Prussia Otto van Bismarck is credited with the unification of Germany. However‚ it can be argued that he deliberately fostered this myth‚ and that it was never his aim to begin with: he had not intended unification and was a Prussian patriot first. He distrusted Southern Catholic German states and feared the submergence of Prussia in a united Germany. Above all else‚ Bismarck was consistently concerned to uphold and extend the
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nations of the world do not work together to prevent it." The League of Nations was Wilson’s idea in keeping the world at peace and it had four main aims: to stop war‚ to disarm‚ to improve people’s lives and jobs and to enforce the Treaty of Versailles. Even though the aims of the League are presently clearly ? historians still argue that the real aims of the League are not what they appear to be. The League believed in keeping peace all around the world‚ showing shown clearly through its name the
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Kawonda Starling Programs and Curriculum Planning ECE 312 Administrations of Early Childhood Ed. Programs Instructor Tracy Reed June 2‚ 2013 Early childhood education programs are formed by administrators coming together to form curriculums for teachers in the program to have as a guide to teach young children. For an example‚ each county has a board of education for the school system with administrators who form a curriculum for teachers to teach by; and administrators leads the teachers
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1. Explain the terms area of convergence and area of origin and explain what each term reveals to an investigator. The area of convergence of an impact spatter pattern is the area the individual stains emanated from on a two-dimensional plane. The area of origin of a bloodstain pattern in three-dimensional space may represent the position of the victim or suspect when the stain-producing event took place. These areas can determine and reveal to an investigator the direction of force‚ angle of impact
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Hardison Grand Canyon University SPE 330 February 19‚ 2012 Rubrics and spirals Hardison 2. Rubrics are performance based assessments that evaluate a student’s performance on any given task or set of task that leads to a final product or learning outcome. Rubrics use a specific criterion as a basis for evaluating or assessing student performances as indicated in narrative descriptions that are separated into levels of possible performance related to a given task. Starting with the highest
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Explain the need for keeping records of assessment of learning and describe the types of records you would maintain. Accurate‚ factual‚ up to date Record keeping is a very important part of a teacher’s role. They need to keep effective assessment records for every student. It allows both teacher and the student to reassess the teaching-learning relationship. This identity’s which students need more help‚ guidance and support and helps them understand what they need to do next to improve their
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