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Journal articles on the topic 'Curriculum document'
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Brown, Terry. "Curriculum document update." Curriculum Journal 8, no. 1 (March 1997): 179–83. http://dx.doi.org/10.1080/09585176.1997.11070768.
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Brown, Terry. "Curriculum document update." Curriculum Journal 1, no. 3 (December 1990): 343–44. http://dx.doi.org/10.1080/0958517900010312.
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Brown, Terry. "Curriculum document update." Curriculum Journal 2, no. 1 (March 1991): 99–105. http://dx.doi.org/10.1080/0958517910020111.
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Brown, Terry. "Curriculum document update." Curriculum Journal 2, no. 2 (June 1991): 219–23. http://dx.doi.org/10.1080/0958517910020209.
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Brown, Terry. "Curriculum document update." Curriculum Journal 2, no. 3 (September 1991): 375–79. http://dx.doi.org/10.1080/0958517910020310.
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Brown, Terry. "Curriculum document update." Curriculum Journal 3, no. 1 (March 1992): 113–20. http://dx.doi.org/10.1080/0958517920030112.
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Brown, Terry. "Curriculum document update." Curriculum Journal 3, no. 2 (June 1992): 195–200. http://dx.doi.org/10.1080/0958517920030208.
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Brown, Terry. "Curriculum document update." Curriculum Journal 4, no. 2 (June 1993): 301–6. http://dx.doi.org/10.1080/0958517930040211.
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Brown, Terry. "Curriculum document update." Curriculum Journal 5, no. 1 (March 1994): 117–23. http://dx.doi.org/10.1080/0958517940050111.
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Brown, Terry. "Curriculum document update." Curriculum Journal 5, no. 2 (June 1994): 265–71. http://dx.doi.org/10.1080/0958517940050209.
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Brown, Terry. "Curriculum document update." Curriculum Journal 5, no. 3 (September 1994): 435–38. http://dx.doi.org/10.1080/0958517940050312.
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Brown, Terry. "Curriculum document update." Curriculum Journal 6, no. 1 (March 1995): 147–54. http://dx.doi.org/10.1080/0958517950060110.
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Brown, Terry. "Curriculum document update." Curriculum Journal 6, no. 2 (June 1995): 265–71. http://dx.doi.org/10.1080/0958517950060209.
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Brown, Terry. "Curriculum document update." Curriculum Journal 7, no. 3 (September 1996): 403–7. http://dx.doi.org/10.1080/0958517960070310.
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Joebagio, Hermanu. "Kontruksi Wacana Bhinneka Tunggal Ika dalam Dokumen Revisi Kurikulum 2013." Diakronika 18, no. 2 (January 4, 2019): 9. http://dx.doi.org/10.24036/diakronika/vol18-iss2/65.
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This study analyzes the construction of the discourse of Bhinneka Tunggal Ika in the 2013 Curriculum Revision document. The 2013 Curriculum Revision Document, specifically the High School Subject Syllabus Document for Indonesian History Subjects (2016) becomes the research body. Critical Discourse Analysis using the socio-cognitive approach is used as an analytical tool which consists of three intersecting layers of analysis, namely text, context, and intertextuality analysis of 2013 curriculum documents. negotiation space between local interests and national interests and strengthening diversity in unity. These two dimensions are the empirical basis of the foundation of curriculum development. The text of Unity in Diversity contextually reflects the hope of creating equality between diversity and unity.
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Pérez, Yuddy, Lourdes Rey, and Nayibe Rosado. "Characteristics of EFL Curriculum in the Colombian Caribbean Coast: The Case of 12 State Schools." English Language Teaching 12, no. 11 (October 29, 2019): 85. http://dx.doi.org/10.5539/elt.v12n11p85.
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Research related to English as Foreign Language (EFL) curricula in Colombia is scant and mainly focuses on the analysis of policies and the challenges they pose to institutions. Consequently, there is a need for studies of EFL curricula in place in Colombia to serve as basis for evaluation and adjustment of current educational policies. This descriptive study follows a qualitative exploratory approach and addresses this gap by identifying the characteristics of the EFL curricula from twelve state schools. Data were reviewed and evaluated using document and comparative analysis techniques. Results reveal that all institutions have curricular documents but not all those requested by the educational authorities. Some of these documents show a lack of consistency in terms of the conceptual underpinnings as well as a misalignment with the national requirements or with contextual needs. While awareness of the importance of having strong English programs and the positive outlook shown by institutional stakeholders seem to be conditions for success, limitations related to allocation of resources, classroom conditions, and environments conducive to learning hinder the implementation of the EFL curriculum.
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Costa Júnior, José Gerardo Bastos da, Francisca Leidiana de Souza, Luiz Antonio Da Silva dos Santos, and Francisco das Chagas Silva Souza. "O CURRÍCULO INTEGRADO NOS DOCUMENTOS DO IFRN: PERSPECTIVAS E DESAFIOS." Revista Labor 2, no. 18 (August 28, 2018): 180. http://dx.doi.org/10.29148/labor.v2i18.33515.
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Neste artigo, abordamos as perspectivas e os desafios enfrentados pelo Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) para colocar em prática a integração curricular. A metodologia constou de um pesquisa documental na qual foram analisados o Projeto Político-Pedagógico (PPP) dessa instituição e cinco Projetos Pedagógicos dos Cursos Técnicos de Nível Médio Integrados (PPC). Constatamos, no PPP, a preocupação do IFRN em destacar as bases teóricas marxistas em que se assentam o seu currículo. A formação integral e a necessária articulação entre a formação geral e a profissional são ressaltadas ao longo do documento. Entretanto, nos textos dos PPC, embora haja recorrências aos princípios defendidos pelo PPP, em algumas situações percebemos um distanciamento com relação às propostas desse documento que norteia o currículo integrado no IFRN. ABSTRACTThis article approaches the perspectives and challenges faced by the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) that sets in motion the curricular integration. The methodology had documental research that analysed the Pedagogical Political Project (PPP) of the institution and another five Course Pedagogical Projects (PPC) of different Integrated Vocational High School Courses. We perceived, in the PPPs, the concern of IFRN to highlight the theoretical Marxist basis that are present in their curriculum. The integral formation and the necessary articulation between general formation and vocational formation are also highlighted throughout the entire document. Although the PPCs have some recurrences of the principles defended by the PPPs, we also perceived the detachment, in some occasions, from the proposals of the document that supports the integrated curriculum at IFRN.
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Sari, Suci Noer Wulan, and Niken Anastasia Kusuma Wardani. "An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 1 (August 2, 2018): 23. http://dx.doi.org/10.21093/ijeltal.v3i1.113.
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Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.
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Cumyn, Annabelle, and Paul Gibson. "Validation of a Canadian curriculum in obstetric medicine." Obstetric Medicine 3, no. 4 (December 2010): 145–51. http://dx.doi.org/10.1258/om.2010.100038.
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A comprehensive curriculum for obstetric medicine was created through review and synthesis of several existing sources including a recent textbook, published curricula and a review of cases seen in a specialized clinical setting. The preliminary curriculum document then underwent local validation and reformulation of educational objectives with reference to the CanMEDS framework promoted by the Royal College of Physicians and Surgeons of Canada. This draft ‘Canadian’ Curriculum Content Validation Instrument, covering 34 medical conditions, was then distributed to a cohort of 29 Canadian obstetric internists (the study group) for review. All responders gave feedback on each of the 402 curricular items, with a high level of inter-rater agreement. A subgroup was subsequently convened ( n = 15) and Delphi methodology was used to review the major recommendations from the group, as well as nine additional problematic items, achieving a consensus on 38/43 survey items (88%). The final validated document was presented at the North American Society of Obstetric Medicine meeting in April 2010 in Toronto, Canada and distributed to study group members for local adaptation and implementation. Wider dissemination is planned in the near future.
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Hasan, Said Hamid. "THE DEVELOPMENT OF HISTORICAL THINKING AND SKILLS IN THE TEACHING OF HISTORY IN THE SENIOR SECONDARY SCHOOL CURRICULUM IN INDONESIA." Historia: Jurnal Pendidik dan Peneliti Sejarah 11, no. 2 (August 8, 2018): 1. http://dx.doi.org/10.17509/historia.v11i2.12324.
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The present study analyses history education as it is in curriculum document of senior secondary school. The curriculum document is a part of content standard document which is officially announced by Minister of National Education Regulation number 22 year 2005. This official document contains amongst others curriculum structure, competency standards and basic competency. Two major questions this study asks are (1) what is the concept of history education stipulated in curriculum document?, and (2) how far the existing curriculum provides possibilities for the development of historical thinking and skills? The questions are answered by analysing the document. Considering the characteristic of curriculum document which is an official document and all ideas are planned strictly and clearly written, the analysis uses logical analysis approach where the two research questions serve as analysis framework. The result shows that the exisiting curriculum conceived history education as a scientific discipline education. Also, the curriculum provides an ample opportunity to develop historical thinking and skills. Design used by the curriculum is concecutive design for the development of thinking and learning skills. It concluded that the concept of history education as a scientific discipline education is appropriate considering the objective of senior secondary education to prepare the students for university education. The study also suggests teachers of history to implement integrated design for the development of historical thinking and skills as an alternative to consecutive design.
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Khudrin, Ali. "Pelaksanaan Kurikulum Tingkat Satuan Pendidikan Pada MTs Negeri Yogyakarta II." Analisa 18, no. 1 (June 3, 2011): 121. http://dx.doi.org/10.18784/analisa.v18i1.128.
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The purpose of this research is to investigate the implementation of Kurikulum <br />Tingkat Satuan Pendidikan (School-Based Curriculum) in MTsN Yogyakarta <br />II. Using descriptive qualitative method, the research successfully reveals that the MTsN II Yogyakrta provides some steps for implementing the School-Based Curriculum: preparation, implementation, and evaluation. The first step, preparation, is started from making rules, regulations, technical guidelines and socialization, continued with organizing documents I and II of the curriculum. The second stage is the implementation of the School-Based Curriculum itself. The result of the research shows that MTsN II Yogyakarta performs the curriculum according to the document I and document II. The last step is evaluation. Some supporting factors for the implementation of the curriculum are facilities and infrastructures, instructional media, teaching materials, learning resources, and qualified human resources. While the only inhibiting factor is the fact that some teachers find difficulties in applying multi learning media.<br /><br />
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Mu'man, Sri Sumarni, and Ratna Dewanti. "CHARACTER BUILDING OF ETHICS IN UNDERGRADUATE ENGLISH CURRICULUM DOCUMENTS." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 2 (December 31, 2018): 106–15. http://dx.doi.org/10.21009/ijlecr.042.12.
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This study aimed to describe character building of ethics addressed in the undergraduate English curriculum documents. Curriculum document is a planning, implementation, evaluation, management, and administration of education programs either in written forms, spoken statements, descriptions, or archaeologies. The curriculum document which had been analyzed consisted of semester planning of teaching and learning program (SPTLP)/syllabus, learning material and assessment taken from three universities – one was from Jakarta and the others were from Bandung. This study used qualitative content analysis method. The result of this study showed that ethical values such as trustworthiness, respect, responsibility, fairness, caring, and citizenship were addressed in SPTLP/syllabus, learning materials, and assessments in each university either explicitly or implicitly in the form of words, phrases, and clauses. In SPTLP/syllabus, ethical values were presented in basic competences, learning objectives, and course policies. In learning materials, ethical values were presented in topics and contents while in assessments ethical values were presented in assessment competences, assessment criteria and assessment form, and course policies.
Keywords: Character Building, Ethics, and Curriculum Document.
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Rawle, Fiona, Tracey Bowen, Barb Murck, and Rosa Hong. "Curriculum Mapping Across the Disciplines: Differences, Approaches, and Strategies." Collected Essays on Learning and Teaching 10 (June 12, 2017): 75–88. http://dx.doi.org/10.22329/celt.v10i0.4765.
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Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purpose for initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in.
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Nguyen, Anh Thi Tuyet, Christine Cunningham, and Annamaria Paolino. "An Investigation into Chinese Influence on the Current Curriculum of Bachelor of Business English Degrees at Vietnamese Universities." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1179. http://dx.doi.org/10.17507/tpls.1010.01.
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In education across the world the curriculum plays a very important part, as it guides student learning and helps to realise what the teacher has planned. A lot of research has been conducted on curricula; however, few studies have investigated the Bachelor of Business English (BBE) curriculum and even less focusing on Vietnamese universities. This project aimed to investigate the present curricula of BBE at Vietnamese universities to gain important understandings about the purposes of the curriculum of BBE. The project adopted an interpretivist, qualitative approach using document analysis to investigate BBE curricula. Information about the present curricula was collected from the official websites of Vietnamese universities and was analysed using thematic coding. The findings revealed that the present curricula of BBE, which is a national curriculum framework, is influenced by the curriculum theories of Bobbit (1918) and Tyler (1949). In addition, the results show the components of the BBE curriculum has been influenced by a Chinese influenced BBE framework. And yet, interestingly, today there is a focus on English language competence, rather than Chinese or Russian language competence. Nevertheless, the key findings reveal some concerns with the present BBE curriculum in Vietnam.
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Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking." Journal of Education and Learning 5, no. 2 (March 6, 2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.
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<p>The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the study. The elements of aforementioned curriculums such as teaching approach, overall objectives, basic approach, basic skills, basic language skills, achievements, elements and methods were analyzed in terms of critical thinking. Both Turkish Education Curriculums have taken critical thinking as a basic skill, and have included critical thinking in the sections of overall objectives, basic approach and vision. On the other hand, 2006 Turkish curriculum is richer in methodological basis in terms of giving basic language skills, while 2015 Turkish curriculum is richer in terms of achievements.</p>
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Ling, Loh Su, Vincent Pang, and Denis Lajium. "THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)." Journal of Nusantara Studies (JONUS) 4, no. 1 (June 29, 2019): 300. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315.
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Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems. Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subject in the lower secondary level. The data collection is mainly through document analysis of the three individual STEM subjects’ standard documents and the planned curriculum map for the school, along with the document on ‘Education for Sustainable Development Goals Learning Objectives’. Four possible design challenges were formulated based on the themes in SDG incorporating selected standards from the three STEM subjects as well as addition of a few new related concepts and skills. The description offers a way to assist educators in planning similar STEM education lesson or programmes or activities through integration of the existing individual STEM disciplines curriculum standards for different level and context relevant to the students. Keywords: Contextual problem solving, integration, standard-based, STEM education, Sustainable Development Goals (SDG). Cite as: Loh, S. L., Pang, V., & Lajium, D. (2019). The planning of integrated STEM education based on standards and contextual issues of Sustainable Development Goals (SDG). Journal of Nusantara Studies, 4(1), 300-315. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315
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Taber, Keith S. "Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge." Foundations of Chemistry 22, no. 2 (September 26, 2019): 309–34. http://dx.doi.org/10.1007/s10698-019-09346-3.
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Abstract This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England (an official document published by the UK government). In particular, it is suggested that some statements in the official curriculum document are problematic if we expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways (i.e., proton transfer; electron transfer; electron sharing) and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention.
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McGregor, Heather E. "Curriculum Change in Nunavut: Towards Inuit Qaujimajatuqangit." Articles 47, no. 3 (March 18, 2013): 285–302. http://dx.doi.org/10.7202/1014860ar.
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Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum framework Piniaqtavut, the 1996 framework Inuuqatigiit: The Curriculum from the Inuit Perspective, and the 2007 foundation document Inuit Qaujimajatuqangit: Education Framework for Nunavut Curriculum. It goes on to describe the cross-curricular principles and philosophies of education in Nunavut, and identify the most important contributing factors in this system-wide curriculum change process. The intent is both to describe the approach taken in Nunavut, as well as to inform comparable work in other Indigenous contexts.
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Belbase, Shashidhar. "A Comparative Study of Mathematics Education in the United States and Nepal." Mathematics Education Forum Chitwan 4, no. 4 (November 15, 2019): 1–20. http://dx.doi.org/10.3126/mefc.v4i4.26355.
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The purpose of this paper is to compare four domains of mathematics education-curricular materials, pedagogical process, teacher education, and assessment of students’ learning in the United States of America (USA) and Nepal. I applied categorical thinking for document analysis from the literature to find some key concepts related to the four categories of comparison. The Common Core State Standards for Mathematics (CCSSM) is a major curriculum standard implemented in many states in the USA, whereas, the National Curriculum Framework (NCF) is the major policy document that guides school mathematics curricula in Nepal. Mostly, classroom practices are student-centred with problem-solving, reasoning and critical thinking in the USA, but it is mostly drill-and-practice in Nepal. Preservice mathematics teacher education in the USA and Nepal are conducted by universities, but there is a vast difference in the courses offered in these countries. Assessment of students’ learning in mathematics is continuously done in classroom activities and exams including some standardized exams in selected grades in the USA, whereas, assessment in Nepal is done with periodic and final exams including standardized district and national tests in selected grades. I discussed some implications of the study.
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Shamaghdari, Ehsan, and Soolmaz Nourabadi. "Pathology of obstacles of implementation of national curriculum document of Iran from the perspective of curriculum professors." LAPLAGE EM REVISTA 7, Extra-E (August 6, 2021): 556–63. http://dx.doi.org/10.24115/s2446-622020217extra-e1235p.556-563.
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The aim of the present study is to identify the obstacles to the implementation of the National Curriculum Document of the Islamic Republic of Iran from the perspective of curriculum professors. 46 professors of public universities in Tehran were selected as the available statistical sample. The results of the study indicate that the average importance of obstacles to the implementation of this document is a significant difference between the sample average and the hypothetical average of the community at a significant level of 0.01 (t = 58.30). The results indicate that the importance of obstacles to the implementation of this document is moderate to high because the average obtained 3.72 is higher than the hypothetical average of number 3. Also the results of Friedman test show that from the perspective of respondents, the most important obstacle to the implementation of this document was the human obstacles, and the least important factor was structural obstacles. This relationship is also statistically confirmed because the significance level obtained is less than 0.05.
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Othman, Ikhsan, and Wan Azimah Wan Kadir. "Teachers’ view on KSSR mathematics document standard of curriculum." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 2 (December 15, 2017): 19–30. http://dx.doi.org/10.37134/jpsmm.vol7.no2.2.2017.
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Primary School Standard Curriculum (KSSR being its acronym in Malay Language) was implemented since 2011 involving all subjects including Mathematics. Discussion in this paper is related to a study on teachers’ view on the syllabus used for KSSR Mathematics limited to level 1 primary school Mathematics. The study aimed to identify teachers’ view on the curriculum for the aspects of its objectives, learning experiences, organization of learning experiences and learning assessment. A four Likert scale questionnaire was built and used in the study. A total of 92 respondents from 58 primary schools were involved comprising of 44 males and 48 females teachers. Data were analyzed using SPSS version 20.0. The results of the study showed that teachers’ level of agreement on the curriculum was high for the aspect of objectives (mean score 3.396, SD 0.296); learning experiences (mean score 3.391, SD 0.286); organization of learning experiences (mean score of 3.452, SD 0.241); and learning assessment (mean score 3.376, SD 0.281). Analysis of t-test found that there was no significant difference at p ≤ .05 for teachers’ level of agreement between male teachers and female teachers for the mentioned aspects. Remark from this study is that; document standard of curriculum for KSSR Mathematics level 1 in Malaysian primary school is said to be suitable from teachers’ perspective. Studies involving larger samples and various other aspects of the curriculum should be done to get better and more accurate results.
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Suryadi, Bambang, Yuli Rahmawati, Bahrul Hayat, and Suprananto Suprananto. "Indonesia National Curriculum Reform in the Context of Standard-Based Education: Policy and Implementation." TARBIYA: Journal of Education in Muslim Society 6, no. 1 (December 29, 2019): 76–87. http://dx.doi.org/10.15408/tjems.v6i1.12883.
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AbstractCurriculum reform plays an essential role in assuring the success of systematic educational change. The purpose of this study is to portray the government policy and the issues of the Curriculum 2013 implementation. This study employed qualitative methodology using document analysis, observation and Focused Group Discussion (FGD) as data collection techniques. The results of this study show that the curricula philosophy of curriculum reform was well-articulated and relevant to meet the requirements of twenty-first century learning competencies. However, the curricula implementation process faced substantial challenges with technical problems regarding the national standards of education document, teacher training and competences, the availability of school textbooks, and classroom assessment implementation. The findings of this study have several implications for implementing the national curriculum in Indonesia. Therefore, alignment between the national standards of education document, the curriculum structure, and the assessment system is required in order to ensure the successful implementation of Curriculum 2013 throughout the nation.AbstrakReformasi kurikulum memainkan peran penting dalam memastikan keberhasilan perubahan pendidikan yang sistematis. Tujuan dari penelitian ini adalah untuk menggambarkan kebijakan pemerintah dan isu-isu implementasi Kurikulum 2013. Penelitian ini menggunakan metodologi kualitatif menggunakan analisis dokumen, observasi dan diskusi kelompok terpumpun sebagai teknik pengumpulan data. Hasil penelitian ini menunjukkan bahwa filosofi reformasi kurikulum diartikulasikan dengan baik dan relevan untuk memenuhi persyaratan kompetensi pembelajaran abad kedua puluh satu. Namun, proses implementasi kurikulum menghadapi tantangan besar dengan masalah teknis mengenai dokumen yang terkait dengan standar nasional pendidikan, pelatihan dan kompetensi guru, ketersediaan buku pelajaran di sekolah, dan implementasi penilaian di dalam kelas. Temuan penelitian ini memiliki beberapa implikasi untuk menerapkan kurikulum nasional di Indonesia. Oleh karena itu, diperlukan keselarasan antara dokumen standar nasional pendidikan, struktur kurikulum, dan sistem penilaian untuk memastikan keberhasilan implementasi Kurikulum 2013 di seluruh negara.
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Li, Minyi, Yulin Zhang, Lehan Yuan, and Åsta Birkeland. "A Critical Analysis of Education for Sustainability in Early Childhood Curriculum Documents in China and Norway." ECNU Review of Education 2, no. 4 (December 2019): 441–57. http://dx.doi.org/10.1177/2096531119893483.
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Purpose: This article examines how early childhood curriculum documents in two culturally different contexts are associated with current concepts of sustainability and principles of early childhood education for sustainability (ECEfS) in China and Norway. Design/Approach/Methods: Applying critical document analysis, the study explores a number of landmark curriculum documents from China and Norway, comparing the ways in which ECEfS is conceptualized, including the concept of sustainability, children as agents of change for sustainability, and sustainability in young children’s everyday lives. Findings: Corresponding to the analytical framework, China and Norway attach different importance to the three dimensions of sustainability—social-cultural, economic, and environmental. For example, Norway has a more autonomous view of children’s agency, while China gives more emphasis to teachers’ support. The two countries also have different perspectives on how to work with families and communities based on significantly different traditions and institutions. The comparative document analysis argues that predominant cultural dimensions in each context, such as collectivist and individualistic factors, may shape the understandings of sustainability in each country’s early years’ curriculum documents. Originality/Values: By broadening the focus on the social-cultural aspects of sustainability, this study extends the development of a culturally inclusive understanding of the concept of sustainability and contextualized/localized approaches to ECEfS across the globe.
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Safdieh, Joseph E., Raghav Govindarajan, Douglas J. Gelb, Yazmin Odia, and Madhu Soni. "Core curriculum guidelines for a required clinical neurology experience." Neurology 92, no. 13 (February 22, 2019): 619–26. http://dx.doi.org/10.1212/wnl.0000000000007187.
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Physicians in most specialties frequently encounter patients with neurologic conditions. For most non-neurologists, postgraduate neurologic education is variable and often limited, so every medical school's curriculum must include clinical learning experiences to ensure that all graduating medical students have the basic knowledge and skills required to care for patients with common neurologic symptoms and neurologic emergencies. In the nearly 20 years that have elapsed since the development of the initial American Academy of Neurology (AAN)–endorsed core curriculum for neurology clerkships, many medical school curricula have evolved to include self-directed learning, shortened foundational coursework, earlier clinical experiences, and increased utilization of longitudinal clerkships. A workgroup of both the Undergraduate Education Subcommittee and Consortium of Neurology Clerkship Directors of the AAN was formed to update the prior curriculum to ensure that the content is current and the format is consistent with evolving medical school curricula. The updated curriculum document replaces the term clerkship with experience, to allow for its use in nontraditional curricular structures. Other changes include a more streamlined list of symptom complexes, provision of a list of recommended clinical encounters, and incorporation of midrotation feedback. The hope is that these additions will provide a helpful resource to curriculum leaders in meeting national accreditation standards. The curriculum also includes new learning objectives related to cognitive bias, diagnostic errors, implicit bias, care for a diverse patient population, public health impact of neurologic disorders, and the impact of socioeconomic and regulatory factors on access to diagnostic and therapeutic resources.
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Herold, Frank. "‘There is new wording, but there is no real change in what we deliver’: Implementing the new National Curriculum for Physical Education in England." European Physical Education Review 26, no. 4 (February 20, 2020): 920–37. http://dx.doi.org/10.1177/1356336x19892649.
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This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have much impact on the current teaching of PE in England, with curricular stasis and divergence of practice being the most likely medium-term consequences.
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Adaspayeva, Nazym, and Sue Parkes. "Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum." New Zealand Annual Review of Education 25 (July 20, 2021): 57–75. http://dx.doi.org/10.26686/nzaroe.v25.6935.
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Global Citizenship Education is a significant theme in the United Nations Educational Sustainable Development Goal #4. The aim of the goal is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2015b). This article provides an insight into where and how notions of Global Citizenship and Global Citizenship Education are represented within the New Zealand Curriculum. The systematic review of the document’s content and learning objectives, themes, and categories were based on the thematic framework proposed by Cox and Browes. These were generated utilising UNESCO’s definitions of Global Citizenship Education and the International Association for the Evaluation of Educational Achievement’s international assessment studies of citizenship and civic education. In spite of the limitations of this research systematic review, that is, only the New Zealand Curriculum document is reviewed, this study adds some understandings of how and where Global Citizenship and Global Citizenship Education concepts exist at the curriculum level within Aotearoa New Zealand, making the suggestion of the incorporation of a Global Citizenship Education definition and concepts into the curriculum guideline documents to enhance the connection and fulfilment of Sustainable Development Goal #4.
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Rossi, Tony, Richard Tinning, Louise McCuaig, Karen Sirna, and Lisa Hunter. "With the Best of Intentions: A Critical Discourse Analysis of Physical Education Curriculum Materials." Journal of Teaching in Physical Education 28, no. 1 (January 2009): 75–89. http://dx.doi.org/10.1123/jtpe.28.1.75.
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Much of physical education curriculum in the developed world and specifically in Australia tends to be guided in principle by syllabus documents that represent, in varying degrees, some form of government education priorities. Through the use of critical discourse analysis we analyze one such syllabus example (an official syllabus document of one of the Australian States) to explore the relationships between the emancipatory/social justice expectations presented in the rubric of and introduction to the official syllabus document, and the language details of learning outcomes that indicate how the expectations might be satisfied. Given the complexity and multilevel pathways of message systems/ideologies we question the efficacy of such documents oriented around social justice principles to genuinely deliver more radical agendas which promote social change and encourage a preparedness to engage in social action leading to a betterment of society.
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Etse, Daniel, and Coral Ingley. "Higher education curriculum for sustainability." International Journal of Sustainability in Higher Education 17, no. 2 (March 7, 2016): 269–80. http://dx.doi.org/10.1108/ijshe-07-2015-0121.
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Purpose – The purpose of this study is to determine the degree of attention to and the nature of sustainability issues in the curriculum of the Higher National Diploma (HND) Purchasing and Supply Management programme of Ghana. Design/methodology/approach – Documentary research is the approach used to analyse the curriculum document for the programme of study. Findings – Findings of this study reveal a low presence of sustainability in the curriculum, and most of the sustainability sub-topics address issues of social justice, while economic sustainability issues feature the least. Practical implications – Deliberate and greater efforts should be made to integrate sustainability in the curriculum; all three dimensions of sustainability need to be well represented in the teaching and learning experiences; and there should be training and sensitisation of all relevant stakeholders in issues of sustainability. Originality/value – This study provides an analysis of a higher education curriculum in terms of attention given to sustainability and the nature of sustainability issues addressed therein. It sets the research agenda for the study of curricula of other programmes for sustainability, as research literature on higher education curricula for sustainability in Africa, especially Ghana, is scarce (GUNi et al., 2011).
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Freitas Martins, Denise Andrade de, and Maria Aparecida Augusto Satto Vilela. "A proposta da Base Nacional Comum Curricular para o ensino de Arte." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 3, no. 3 (December 8, 2019): 177. http://dx.doi.org/10.29181/2594-6463.2019.v3.n3.p177-187.
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ResumoContextualizamos brevemente o processo de discussão, elaboração, promulgação e homologação da BNCC, seguindo-se à sua problematização, com ênfase no ensino de arte na Educação Infantil e Ensino Fundamental, na tentativa de levantar os limites e as potencialidades da BNCC. Entendemos que este documento é o ponto final do percurso, que é o currículo (o quê, porquê, quando e como ensinar), dependendo de quem o realiza in loco, de modo a ser capaz de ação-reflexão-ação, ou seja, a práxis enquanto atividade de cada pessoa envolvida na promoção de uma educação escolar brasileira transformadora e libertadora.Palavras-chave: Base Nacional Comum Curricular. Ensino de Arte. Educação Infantil. Ensino Fundamental.The proposal of the Common Curricular National Base for teaching ArtsAbstractWe have briefly contextualized the discussion, elaboration, promulgation and homologation of Common Curricular National Base, following its problematic, emphasizing the teaching of arts in Children’s Education and Elementary School, when trying to raise the bar and potential of Common Curricular National Base. We understand that this document is the final stop of this route, which is the curriculum (what, why, when and how to teach), depending on who performs it in loco, so as to being capable of acting-reflecting-acting, that is, the practice while activity of each person involved in the promotion of a transforming and freeing Brazilian school education.Keywords: Common Curricular National Base. Arts Teaching. Children’s Education. Elementary School.La propuesta de la Base Nacional Común del Curriculum para la enseñanza de ArteResumenContextualizamos brevemente el proceso de discusión, elaboración, promulgación y homologación de la Base Nacional Común del Curriculum, luego de su problematización, con énfasis en la enseñanza del arte en la enseñanza de niños y en la escuela primaria, en un intento de elevar los límites y las potencialidades de la Base Nacional Común del Curriculum. Entendemos que este documento es el punto final del recorrido, que es el plan de estudios (qué, por qué, cuándo y cómo enseñar), dependiendo de quién lo hace in loco, con el fin de ser capaz de acción-reflexión-acción, esto es, La praxis mientras actividad de cada persona involucrada en la promoción de una educación escolar brasileña transformadora y liberadora.Palabras clave: Base Nacional Común del Curriculum. Educación Artística. Enseñanza de Niños. Escuela Primaria.
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Greenes, Carole, Linda Schulman, and Rika Spungin. "Developing Sense About Numbers." Arithmetic Teacher 40, no. 5 (January 1993): 279–84. http://dx.doi.org/10.5951/at.40.5.0279.
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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) identifies number sense as one of the major standards of the K–4 curriculum and recommends that mathematics curricula at these grade levels develop students' number-sense skills. For grades 5 to 8, the standards document states that students' abilities to identify numerical relationships are central to their understanding of numeration concepts and to their judgment of the reasonableness of answers in problem-solving situations. But what is number sense? And how can it be developed?
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Reisman, Abby, and Lisette Enumah. "Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse." Journal of Teacher Education 71, no. 5 (February 17, 2020): 551–67. http://dx.doi.org/10.1177/0022487119895503.
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History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers’ capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacting document-based history discussions. For three of four teachers, the intervention appeared to improve both their analysis of document-based discussion facilitation and their enactment of the practice. Teachers’ incoming proficiency and familiarity with document-based history instruction appeared to inform their experience throughout the intervention. We discuss implications for practice and future research on professional development for history teachers.
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Yasri, Hayyun Lathifaty. "Pengembangan Kurikulum Tahfizh Al Qur'an Di Pondok Pesantren Al Qur'an." J-MPI (Jurnal Manajemen Pendidikan Islam) 4, no. 1 (August 21, 2019): 9. http://dx.doi.org/10.18860/jmpi.v4i1.5850.
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<p><em>This reseach was aims to 1) develop a curricula document which have fulfill the expediency criteria for An Nur Qur’anic Islamic Boarding School of Malang, 2) know the expediency of the product that developed for An Nur Qur’anic Islamic Boarding School of Malang. The curriculum development in this reseach was used Beachamp Development Model which deliver: 1) the curricula document which have fulfill the expediency criteria to be applied in the An Nur Qur’anic Islamic Boarding School of Malang. 2) The application of the developed curriculum was been responsed good by the user. The distinction of this developed curricula with another curricula is the content of the developed curricula were cover the students need which include islamic sciences, qur’anic sciences, and sciences. In othes side, this curricula was developed the simmulation in its evaluation system. This simmulation was developed for testing students automatical memorize of Al Qur’an. So, the suggestion for this research is 1) adding the facility for supporting the student learning and memorizing. 2) The organizator should strengthen the student discipline system, especially in order to memorize the Holy Qur’an. 3) The Procurement of montly evaluation which was scheduled to evaluate student memorize progress.</em></p>
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Eriksen, Kristin Gregers. "The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses." Human Rights Education Review 1, no. 2 (December 20, 2018): 25–45. http://dx.doi.org/10.7577/hrer.2852.
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The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. Informed by the perspective that policy documents hold discursive productivity in the Foucauldian sense, this document is regarded as vital for locating normative cultural ideals. The analysis points to three discourses: indigeneity, multiculturalism and the common Norwegian cultural heritage perspective. Although the analysis suggests that there is a variety of possible citizenship identity positions, tensions are located in their ontological and epistemological claims regarding what it means to be Sami. The paper argues that indigenous perspectives might both challenge and complement current ideas of citizenship and human rights education. Notably, indigeneity accentuates the tension between universalism and recognition in human rights education. The paper also points to how the curriculum has great ambitions about the possibilities of inclusive practice within an educational system that lacks sufficient competence on Sami culture.
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Rind, Amjad Ali, and Shahid Hussain Mughal. "An Analysis of Pakistan’s National Curriculum of Mathematics at Secondary level." Electronic Journal of Education, Social Economics and Technology 1, no. 1 (August 30, 2020): 39–42. http://dx.doi.org/10.33122/ejeset.v1i1.4.
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The purpose of the study were to analyze the Curriculum document of National Curriculum of mathematics of secondary grades. The study employed qualitative research paradigm within it the discourse analysis technique was used to analyze the mathematics curriculum document. Discourse analysis helps in understanding the written, spoken and signs language used in any document analysis. The sample of the study were foreword, introduction, objectives, reviewer’s notes and list of reviewers, the sections of mathematics in the national curriculum of mathematics (2006) for secondary grades. The findings of the study revealed that the National Curriculum of mathematics (NCM) 2006 was focused on transfer of Knowledge. However, it neglected the conceptual understanding of essential subject matter. It has been also discovered that the content of the mathematics is not taught according to the prescribed curriculum. Moreover, standard were not implemented properly. The role learners were recipient of knowledge and that of teachers is transmitter .Thus, it neglected the participatory and constructive approach of teaching and learning mathematics. Moreover, the curriculum ideology was not considered while developing the mathematics curriculum. It is suggested that the curriculum developers should revisit the policy on social constructive approach so that curriculum can be taught conceptually rather than standard based. Moreover, formative assessment should be included throughout the year rather taking annual examinations. It is recommended that teachers should impart mathematics education by linking math to social context and encourage students to construct meanings socially.
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Turnbull, Wendy. "The New Zealand Technology Education Curriculum: A Critical Analysis of Theoretical Contributions." Citizenship, Social and Economics Education 4, no. 2 (June 2000): 83–91. http://dx.doi.org/10.2304/csee.2000.4.2.83.
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Technology education was formally introduced into the New Zealand Curriculum Framework in 1993. In 1995, the curriculum document Technology in the New Zealand Curriculum was published, becoming compulsory in schools from Year 1 to 13 in 1999. The development of the curriculum was preceded by the development of a definition and rationale for technology education. The whole curriculum development process involved consultation with many people from a variety of fields. Many learning theories informed the development of the document and these are clearly evident in the philosophy of the curriculum statement and its implementation in the classroom. As with the implementation of anything new, issues have arisen. The nature of authenticity in technology education and the associated implications for the professional development of teachers are issues that need to be addressed.
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Czigel, Érica, Fabiane Mondini, and Elisangela Pavanelo. "A Base Nacional Comum Curricular (BNCC) e a organização da matemática no ensino fundamental." Revista Pesquisa Qualitativa 7, no. 15 (December 23, 2019): 356. http://dx.doi.org/10.33361/rpq.2019.v.7.n.15.289.
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Resumo: Este artigo apresenta os resultados de um estudo sobre a organização da matemática para o Ensino Fundamental a partir da homologação da Base Nacional Comum Curricular (BNCC). Adotamos como metodologia a pesquisa qualitativa desenvolvida na abordagem fenomenológica. Por meio desse texto, apresentamos uma análise hermenêutica do documento da BNCC que divide opiniões: é considerada um avanço na educação escolar brasileira, no sentido de que procura valorizar as necessidades sociais das diferentes regiões do país, integrando componentes curriculares e temas transversais, que são pertinentes na formação dos cidadãos e, também, é visto como um retrocesso, por não estabelecer como base questões envolvendo gênero, educação sexual e diversidade cultural.Palavras-chave Base Nacional Comum Curricular; Legislação Escolar; Matemática. The national curriculum and the teaching of mathematics in BrazilAbstract: This paper presents the results of a study on the organization of mathematics for elementary school from the approval of the National Curriculum Common Base (BNCC). We adopted as methodology a qualitative research developed as a phenomenological approach. In this text we present a hermeneutic analysis of the BNCC document that divides opinions: it is considered an advance in Brazilian school education, in the sense that it seeks to value the social needs of different regions of the country, integrating curricular components and cross-cutting themes, which are relevant in the formation of citizens and, also, is seen as a setback, as it does not establish as basis issues involving gender, sexuality education and cultural diversity.Keywords: National Curriculum; School Legislation; Mathematics.
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ALVES, Eliane Fernandes Gadelha, and Dorivaldo Alves SALUSTIANO. "Concepções de diversidade na Base Nacional Comum Curricular – BNCC." INTERRITÓRIOS 6, no. 11 (August 6, 2020): 100. http://dx.doi.org/10.33052/inter.v6i11.247750.
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Este artigo apresenta resultados de uma pesquisa documental que teve como objetivo identificar concepções de diversidade no texto da Base Nacional Comum Curricular - BNCC, documento normativo que orientará as escolas na definição e/ou reelaboração de seus currículos. Foram identificadas as concepções universalista, celebratória e crítico-discursiva, com predominância da universalista e da celebratória, evidenciando que a cultura do silenciamento da diversidade se mantém hegemônica nesta política curricular ao enfatizar a uniformidade e a padronização de conhecimentos e indivíduos, secundarizando as diferenças culturais, étnicas, identitárias de vários coletivos de sujeitos (negros, quilombolas, índios, camponeses, mulheres, dentre outros) que reivindicam visibilidade e reconhecimentos em políticas curriculares. Os lugares e significados atribuídos à diversidade no corpus analisado evidenciam que a BNCC se constitui como referencial curricular que prioriza conhecimentos essencializados e universalistas, ao atribuir-lhes destaque em relação aos conhecimentos diversificados e enfatizar um ensino baseado em competências performativas para o mercado de trabalho.Concepções de Diversidade. Base Nacional Comum Curricular - BNCC. Políticas Curriculares. Sujeitos Sociais. ABSTRACT This article presents results of a documentary research whose central objective sought to identify the concepts of diversity in the text of the National Common Base Curriculum - BNCC, a normative document that will guide schools in the definition and/or reconstruction of their curricula. Universalist, celebratory and critical-discursive concepts were identified. Universalist and celebratory predominated, showing that the culture of silencing diversity remains hegemonic in this curricular policy, which emphasizes the uniformity and standardization of knowledge and individuals, secondary to cultural, ethnic, and identity differences of various collective groups (blacks, quilombolas, natives, peasants, women, landless, among others) who demand visibility and recognition in curricular policies. The places and meanings attributed to diversity in the analyzed corpus show that the BNCC is a curricular reference that prioritizes essentialized and universalist knowledge, by giving it prominence in relation to diversified knowledge, and emphasizing competencebased teaching performative for the labor market. Diversity concept. National Common Base Curriculum – BNCC. Curriculum Policies. Social Individuals.RESUMEN Este artículo presenta los resultados de una investigación documental que tuvo como objetivo identificar conceptos de diversidad en el texto de la Base Curricular Común Nacional - BNCC, un documento normativo que guiará a las escuelas en la definición y / o reelaboración de sus planes de estudio. Se identificaron concepciones universalistas, celebrativas y discursivas críticas, con predominio de universalistas y celebrativas, que muestran que la cultura de silenciar la diversidad sigue siendo hegemónica en esta política curricular al enfatizar la uniformidad y la estandarización del conocimiento y los individuos, secundaria a las diferencias culturales. , identidad étnica, de diversos colectivos de sujetos (negros, quilombolas, indios, campesinos, mujeres, entre otros) que exigen visibilidad y reconocimiento en las políticas curriculares. Los lugares y significados atribuidos a la diversidad en el corpus analizado muestran que BNCC se constituye a sí mismo como una referencia curricular que prioriza el conocimiento esencializado y universalista, dándoles importancia en relación con el conocimiento diversificado y enfatizando la enseñanza basada en habilidades performativas para el mercado laboral. Concepciones de Diversidad. Currículo Nacional de Base Común – BNCC. Políticas Curriculares. Temas Sociales. RIASSUNTOQuesto articolo presenta i risultati di una ricerca documentaria volta a identificare i concetti di diversità nel testo della National Curricular Base – BNCC, un documento normativo che guiderà le scuole nella definizione e / o rielaborazione dei loro curricula. Sono state identificate concetti universaliste, celebrative e discorsive-critiche, con una predominanza di universalista e celebrativa, dimostrando che la cultura del silenziamento della diversità rimane egemonica in questa politica curricolare enfatizzando l'uniformità e la standardizzazione della coscienza e degli individui, secondarie alle differenze culturali , etnica, identità di vari collettivi di soggetti (neri, quilombole, indiani, contadini, donne, tra gli altri) che richiedono visibilità e riconoscimento nelle politiche curricolari. I luoghi e i significati attribuiti alla diversità nel corpus analizzato mostrano che il BNCC si costituisce come riferimento curriculare che dà la priorità alla coscienza essenziale e universalistica, dando loro risalto in relazione a coscienze diversificate e sottolineando l'insegnamento basato su abilità performative per il mercato del lavoro. Coscienza de la diversità. Curriculum nazionale di base comune – BNCC. Politiche curricular. Materie sociali.
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Petherick, LeAnne. "Race and culture in the secondary school health and physical education curriculum in Ontario, Canada." Health Education 118, no. 2 (February 5, 2018): 144–58. http://dx.doi.org/10.1108/he-11-2016-0059.
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Purpose The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada. Design/methodology/approach Using Ontario’s secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens to identify how cultural and race identities are positioned in contemporary health education documents. The curriculum document and its newest strategies for teaching are the focus of analysis in this conceptual paper. Findings Within the curriculum new teaching strategies offer entry points for engaging students in learning more about culture and race. In particular, First Nation, Métis and Inuit identities are noted in the curriculum. Specifically, three areas of the curriculum point to topics of race and culture in health: eating; substance use, abuse and additions; and, movement activities. Within these three educational areas, the curriculum offers information about cultural practices to teach about what it means to understand health from a cultural lens. Social implications The HPE curriculum offers examples of how Ontario, Canada, is expanding its cultural approaches to knowing about and understanding health practices. The acknowledgment of First Nations, Métis and Inuit health and cultural ways of approaching health is significant when compared to other recently revised HPE curriculum from around the globe. The teaching strategies offered in the curriculum document provide one avenue to think about how identity, culture and race are being taught in health education classrooms. Originality/value First, with limited analysis of health education policy within schools, the use of critical theory provides opportunities for thinking about what comes next when broadening definitions of health to be more inclusive of cultural and race identity. Second, curriculum structures how teachers respond to the topics they are delivering, thus how HPE as a subject area promotes healthy practices is highly relevant to the field of health education. This paper provides an important acknowledgment of the educative work being undertaken in the revision of HPE curriculum.
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Piazza, Jenny A., Margaret M. Scott, and Elizabeth C. Carver. "Thematic Webbing and the Curriculum Standards in the Primary Grades." Arithmetic Teacher 41, no. 6 (February 1994): 294–98. http://dx.doi.org/10.5951/at.41.6.0294.
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The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) reflects the importance of understanding the development of knowledge at the K-4 level. The standards document recognizes that current instructional and curricular content must focus on students' active construction of mathematical knowledge. Instructional practices need to be conceptually oriented, involve children actively, emphasize the development of mathematical thinking and application, and include a broad range of content.
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Donnelly, Verity. "A critique of the NASEN policy document on Curriculum Access." Support for Learning 16, no. 4 (November 2001): 189–90. http://dx.doi.org/10.1111/1467-9604.00217.
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