Importance of the School Curriculum

Importance of the School CurriculumThe structure and companionship of course of instruction involves many features, including how it is organised, the goals to be achieved in education, cropes of t separatelying, training and assessment, and fin ally how it the computer program volition cater for the forthcoming learners. We go out discover how the broadcast framework is down(p) into these categories to form the structure and development. plane section of program line and Training (2008) Queensland political program amount requirements state All naturalises argon required to develop and maintain current curriculum plans in consultation with the give instruction community. This planning ensures that assessment, t apieceing and reporting match the intended curriculum. (Department of Education and Training, 2008) Curriculum planning is divided into trey levels in schools, whole-school curriculum, plan the duration of teach across all course of instruction levels, plan each year level, term and unit. The curriculum process is to ready learners, develop skills and knowledge so they provide be able to tot up inside society.To define curriculum in terms of a inscription which includes details about goals or objectives, matter, teaching techniques, evaluation and assessment is the profound values that represent educating.The Department of Education and training of Queensland (2008) states the curriculum is all the planned learnedness that is offered and enacted by a school. The framework of Queensland curriculum includes a acquirement environment, resources, teaching approaches and strategies, assessment and programs methods, values relationships, and behaviours amid peers and teachers. All these constituents are linked and provide the experiences that contribute to learners learn. A favourable curriculum has each of these elements aligned so that intended learning is what is assessed and what savants achieve. (Department of Educatio n and Training, 2008).Therefore, this document attempts to broaden the focus on defining a specific view on what a learner rout out accomplish under the guidance of school learning.Curriculum is organised through desktop and sequencing. Scope refers to the level and the establishment of the curriculum elements that occur across subjects, while, sequence refers to the breaking the content and learning experiences into manageable travel to facilitate learning over a design of time. Example of scope and sequence used in schools is the grammar scope and sequence which each year level will cover a selected element of grammar. Year two (2) teachers teach learning elements of nouns, by identifying naming says, word building with nouns, and year six (6) will use the elements of complex possessive nouns, introduce abstract and common nouns. The scope considers the processes or skills that occur in subjects. Scoping is structured how subjects are taught through activities or integrati ng units.Scope and term provides development for teachers about the literacy genres, numeracy opportunities and demands, and possibilities for using ICT in the learning program for each of the Key Learning Areas in each year. By using the scope and sequence organisation it allows teachers to focus primarily on the intended curriculum, providing take for teachers on what to teach, how to teach it and how to assess it. Therefore, allowing teachers to make the most of learning in their class. The sequences for each Key Learning Area outline nine eld of schooling. In particular, the learning descriptions outlining what is essential for students to know, understand and be able to do by the end of Years 3, 5, 7, and 9 are critical for future learning and progress..(Department of Education and Training, 2008) Within each of the eight Key learning Areas English, Health and Physical Education, Languages other than English (LOTE), Mathematics, Science, Studies of Society and Environment, Technology and The humanistic discipline there is a sequence, statements describing what essential learning is to be addressed at bottom the Queensland Curriculum. Using the scope and sequence learning describe what the learner does as a run of the learning opportunities and environment therefore provides a result ,or outcome of the learning processThe structure of the Queensland curriculum relates to several puzzles of curriculum, the process-based model involving sequential phases of curriculum design and development relates to Tylers model of curriculum, which includes objectives followed by content or learning experiences, then using a method or organising learning experiences such as scope and sequencing, and finally evaluation or assessment. But, the Queensland framework of curriculum also relates to Skilbecks model because A curriculum that maximises the learning of all students is one that recognises and celebrates diversity and engages all students in intellectually am bitious learning experiences. It provides students with clear guidelines on what they are learning and how they will be assessed. It involves a range of teaching strategies to meet different learning necessarily and explicit teaching to scaffold students learning so that they develop and consolidate the required knowledge and skills to meet the anticipated future demands of work and citizenship. (Department of Education and Training, 2008) Skilbecks Situation model examines the main context and take ins that continues throughout the process of development and implementation of programs weekly or daily teaching. The consideration of these factors steps in the curriculum process of situation analysis, goal formulation. program building, indication and implementation and feedback, assessment reconstruction. Skilbecks model, fully considers the situation or context of the curriculum having external factors and internal factors. The external factors includeCultural and friendly chan ges expectations and changesRelationships between adults and children, community assumptions and valuesEducational system requirements e.g. policy statements, assessment procedures changing nature of subject matterSupport systemsExpected flow of resources inner(a) FactorsStudents student aptitudes, abilities and educational needsTeachers values, attitudes, skills, knowledge, experience, special strengths and weaknesses, rolesSchool ethos and structures and decision-making structure, power shareResourcesProblems and shortcomings in the real curriculumSchool communityThe purpose or goal of education is to publicise teaching and learning structure within a classroom and or school environment, is to make the most of a learners learning and support learners to achieve their full potential. That learning experiences connect with existing knowledge and skills, students educational learning encourage a deeper understanding and that learners can connect purposeful. The principles found in the Framework policy states smell curriculum maximizes each students educational potentialAll teaching and learning should be founded in the belief that, with good teaching, the right support and sufficient time, each student can develop knowledge, skills and understanding to achieve at higher(prenominal) levels. Teachers need to believe in their students as learners, have high expectations, and view themselves as responsible for improving the learning achievement of their students. (Department of Education and Training, 2008)The development of the curriculum involves a curriculum for all learning aspects of the essential slip vogue of working and knowledge ensuring that learners are engaged with learning and develop their knowledge and understanding. This includes promoting excellence through a curriculum that supports all students to develop a deep understanding of important subject matter and the intellectual tools and strategies to speak up for themselves and to manage thei r own learning (Department of Education and Training, 2008). Curriculum engages learners with strategies to develop skillful understanding. Teachers put oning these learning activities will guide learners, to work towards building on their knowledge, by applying, explaining, interpreting, and processing. Ensuring that a learner will achieve and participate within their learning is an intended part of the curriculum.Teaching and learning practices within a school environment promote the student to maximise their educational potential. Through good teaching, supporting learners, it will assist with the developing their knowledge and understanding. .Therefore, learners are savoury with support and scaffolding between each other to gain advertise understanding, ensuring that the cirrculum provides students the key tools and strategies to think for themselves and learn how to manage their learning.The quality assessment of student learning is an continuing course of action of collect ing relevant data to determine what a learners knows, understands and weigh on area of the curriculum that need support. The principles of assessment require assessment be applicable, and should provide reliable information on the learners achievements. Students should know what they have to learn and what the criteria or standard will be set for assessment tasks.Learners demonstrating their high order of thinking, they can apply their new skill to other contents. By providing feedback, it will provide learners to suppose on their learning and identify different steps to improve. Assessment is to reflect on the understanding of their learning. Achievement of the intended curriculum including the quality or standard of achievement, assessment practices should also play an educative role for students, enabling them to reflect on their learning -particularly misconceptions and gaps in their knowledge and take many responsibility for their own ongoing learning. (Department of Educ ation and Training, 2008).This new generation has solely different learning styles these needs should be considered in classroom teaching technology plays an integral part within todays society. Learners are engaging learning to accommodate with new technologies. The curriculum should reflect and build on the digital literacys that students already have. (Department of Education and Training, 2008)Therefore, in conclusion, schools curriculums make the vital contribution to the students future, comfortablybeing, prosperity, and social society skills. The curriculum needs to work towards developing capabilities, as well as achieving outcome goals in the gaining of specific knowledge. The curriculum must go beyond just schooling foundation of education these skills are raise required in the workplace, community and recreational surroundings. The curriculum is one way to ground the concept of life-long learning in a knowledge society. Quality teaching and learning practices within a school environment promote the student to maximise their educational potential. Through good teaching, supporting learners, it will assist with the developing their knowledge and understanding. .ReferencesBrady L Kenndy, K. (2007). Cirriculum Construction (3rd ed.). Pearson Education Australia.Department of Education and Training. (2008). Department of Education and Training. Retrieved March 10, 2010, from P-12 Curriculum Framework http//education.qld.gov.au/curriculum/framework/p-12/index.htmlMarsh, C. (2003). Key Concepts for understanding cirriculum. New York RoutledgeFalner.Nicholls, A.. Nicholls, H.. (1978). Developing a cirriculum. capital of the United Kingdom Biling Sons Ltd.Queensland Studies Authority. (2010). Queensland Studies Authority. Retrieved March 2, 2010, from http//www.qsa.qld.edu.au/