The school curriculum which is guided by learning objectives, assessments and so on, contains and dictates lessons, materials and contents. This essay will critically analyse the role of the curriculum and assessment of children’s learning in helping children achieve their full potential…
This essay stresses that the school curriculum essentially answers two questions: what should be taught in schools and how it should be taught. Curriculum planners will typically establish a standard for teaching and learning and will determine expected outcomes and what should be taught and who teaching should be conducted in order to achieve expected outcomes. However, teachers are responsible for the implementation and development of the curriculum. All too often however, teachers have demonstrated a tendency to ignore the curriculum or make only a half-hearted attempt to fully implement the curriculum.
This paper makes a conclusion that England’s school curriculum policy directs that all publically funded schools are required to develop a curriculum that is ‘balanced and broadly based’ and ‘promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society’. The school curriculum must also ‘prepare pupils at the school for the opportunities, responsibilities and experiences of later life’. The national curriculum, which is a compulsory part of the school curriculum, ‘introduces’ student to the ‘best that has been thought and said; and helps engender an appreciation of human creativity and achievement’. In this regard, the national curriculum outlines main areas of education that students are at liberty to enhance and incorporate in lessons for helping children learn and develop skills and knowledge in compliance with the school’s curriculum. ...
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“The Role of the School Curriculum and the Assessment of Childrens Essay”, n.d. https://studentshare.net/education/751728-the-role-of-the-school-curriculum-and-the-assessment-of-childrens-learning.
It is at 3-7 years of life that their activities are organised as play as a sensory experience. Want and Harris (2002) state that young children learn only what actions to perform via observation and they simply imitate or mimic. Children do not perform observed actions because these are effective (emulation).
This paper proceeds further discussing the psychological development of children and the factors affecting it, which includes social class too. It then discusses the contributions of National Curriculum and Foundation Stage Curriculum in making the education system a better place for the children’s learning and development.
According to the paper the limitations of current National Curriculum provision, from a 'quality' perspective which incorporates public recognition of cultural and linguistic diversity, entitlement to language maintenance/development/certification and a multilingual dimension to KAL for all pupils, should be obvious. The present National Curriculum provision is far from offering 'quality', in terms of any additive definition of 'equal opportunity', to our bilingual pupils.
Children during the early years of their foundation studies are most likely to imbibe the cultural values for their life time and most of the things that children learn during nursery period are likely to leave long lasting impressions on their
curriculum for all children regardless of their ability (normally developing or with special education needs). It also analyzes the multiple roles of teachers and their impact on the education of children, and why we must educate
It will also look into the child’s social and emotional development; appreciate the significance of literacy; use of information technology to harness their capacity and creativity as young learners of this world.
It can be reckoned
The teaching practice has experienced numerous changes that have made the professional more significant and success oriented. In an argument by Siegler & Alibali (2005) the teaching has become more efficient based on the success