Critical Introduction To Curriculum Theory - Myassignmenthelp.Com

Question: What is your vision for children leaving school after 10 years of schooling in terms of what they should know, their values and attitudes, and skills they should gain? Answer: Introduction According to Thomas (2015), life after school is one of the most important phrases for an individual. The teachings and discipline that are provided in school need to be applied in every aspect of life after leaving the school. The essay discusses the vision of students after ten years of leaving school along with the knowledge that they need to apply. The manner in which they can adjust in the modern world is best expressed in the essay by analysing the curriculum that is taught in schools. For this reason, the school curriculum activity of Maldives is analysed. A critical evaluation of the Maldivian situation is analysed and the manner in which students can apply the skills and knowledge of the curriculums in future is presented in the essay. Discussion The life of an individual during the school period is one of the most important phrases. As stated by Doll Jr (2015) the early exposure to education and a disciplined life starts from the experiences that occur in school. School life helps an individual to interact with different other individuals belonging to different class and culture. These interactions can help the individuals to understand the meaning of life and gain more insights into the way one can shape its life. According to Beane (2016), early exposure to a community or a particular type of behaviour tends to remain with an individual for life. Without such exposure, it can be difficult for individuals to shape their lives by providing a proper direction. To do so successfully, it is necessary that the teachers in the school provide the guidance required. It is also the responsibility of the school management to provide a set of proper and relevant curriculum for bringing up the youth. The normal expectations from school are to build up a character of an individual. It is said that the seeds of taking a particular turn in life need to be sowed in the early years to avoid any type of odd situation in the future (Van Lier, 2014). The knowledge gained from attending school can be used at any point in the life of an individual. Ten years after leaving school, it is expected that the education and the exposure to life received during the educational days, can help individuals choose a right career for themselves. The vision needs to be honouring the school and any other educational institute that they have been a part of throughout their lives. Hence, a discussion can be made about the knowledge that is required to be given to the individuals, along with the values and skills that the individuals need to be exposed to. The values, attitudes and skills of the individuals can be derived from the curriculum provided by the schools. According to Sleeter and Carmona (2016), it is the responsibility of the managerial staff of the schools and the education department to decide upon the best curriculum that suits the requirements of the individuals. These decisions are made based on the analysis of the current situation in the education system along with the economic stature of a country. For example, in a country like the Maldives, the economy is said to provide support to the middle-class people. Unlike countries like China or UK, Maldives is more of a middle economy country with a population of more than 427,756. The majority of the income comes from the tourism sectors as the Maldives is considered a place meant for tourist attraction. Hence, the curriculum activity of the country needs to focus on the improvement of life of the people. To do so it is important that theoretical as well practical skills knowledge is provided to the students attending the schools. As observed by Glatthorn, Jailall and Jailall (2016) the values provided in schools are important as it directs the life of an individual. Children spend most of their time at school by interacting with other children. The advice provided to them by their teachers is more effective than that advice provided to them by their parents. However, Ross (2014) is of the opinion that family members and teachers play an equal part in developing the values of children. The two elements that are important in the development of a child need to work simultaneously to ensure that proper value is provided to the children. The value of education, as well as discipline, need to be taught from the primary level. This can help the children to understand and gain the required exposure towards life. Interest in the curriculum needs to be provided to the children to ensure that the correct practice is being preached (Parkay, 2017). In this regard, it can be said that the attitude of the children also needs to be developed. Most of the times it has been seen that attitude problem plays an important role in setting up a career of an individual. Individuals need to be aware of the people around them along with the situation around the area so that they can be presentable to other people (Winder et al., 2016). It is important for every individual to maintain their attitudes and vary them according to the situation. For example, the behaviour required with a boss of an organisation cannot be the same as the behaviour required with a friend. The difference in attitudes and respect need to be taught to the children in the school itself so that they can apply it in the future. However, Barrow (2015) stated that values and attitudes of an individual are related to one another. This is mainly because of the fact that the attitudes of an individual development through its value. The duty of the teachers at school is to ensure that proper value is taught to the children so that the attitude remains calm and respectable. Hunkins and Ornstein (2016) said that having a negative attitude could deter a person from achieving great results in the future. At the same time person having a bad attitude, mainly behaving rudely with other people can also have a negative impact on their career. Hence, it is important to ensure that the attitude of an individual remain neutral and varies with the situation. Such thoughts can come only after a proper value has been taught at the school level. Hence, it is important for the schools to provide the required education so that proper attitude can be formed. Flook et al. (2015) stated that a good attitude could be maintained if the individual has a proper skill set. The skill set of the children needs to be developed via theoretical as well as practical experience. It is important for the teachers as well as the education department to maintain a curriculum that encourages both types of learning. Most of the times it is believed that education is the only thing that can be included in the curriculum of children. However, Nespor (2014) is of the opinion that a proper time needs to be allocated for playing and creativity of the children. This can help in developing their skills of innovation and teamwork. Both these factors are important for gaining success in the modern business world. The skills provided need to be such that it is of immense value in the future of the children. Thus, it is important that along with values and attitude, development of skills be also encouraged by the schools (Keating, 2014). After analysing the importance of school, it can be said that the vision of the children after leaving school needs to make full utilisation of the activities taught in school. The values, attitudes and skills that the school have helped to develop include the manner in which individuals can implement it successfully in future. In the words of Little-Wienert et al. (2017), every school needs to maintain the necessities that are required for developing a good future for the children. These necessities range from a good curriculum activity that comprises of an equal balance of education as well as playing opportunities. Opportunities regarding creativity are another important aspect that schools need to provide to the children. In light of this statement, the curriculum activity of the schools established in the Maldives can be analysed. It is to be noted that the schools in the Maldives consist of both public as well private undertakings (Halpern, 2014). Hence, it is important to keep in mind that the curriculum may vary from one school to another. The Maldives educational system gets its roots from the policies and procedures that have been set up by the ancestors and the founders of the land. The current educational system in the country defines the tradition of the country and ensures that fair opportunity is provided to every individual willing to pursue education. Some of the traditional schools like madhrasa, makthab and edhuruge are privately owned schools that have existed in the country since the early civilisation (Null, 2016). Until 1960, the educational system of Maldives consisted of the curriculums prescribed in the traditional schools. For example, in edhuruge, the curriculum includes providing private tuition to children. These tuitions were given based on various topics that included reading the Quran, writing in the mother tongue of the country and solving some arithmetic problems. The traditional style of curriculum provided the basic education to the children that can be enough for them to earn a living in t he future (Noriea et al., 2017). However, even after 1960, the Western style of education was not introduced in every school of the region. Some of the private and English-medium schools received the Western culture of education in the hopes that it can be used as an experiment to record the reactions of the people. As stated by West, Loftin and Snyder (2017), the experiment was a huge success among the children as well as the parents. However, one of the biggest challenges that were faced by the people was to recruit teachers that had the skills of delivering lectures in English. For this, a training method was established that provided opportunities for individuals to receive training for meeting the requirements of the curriculum. According to Norcross et al. (2016), this gave rise to the public sector schools. These schools were made as per the British system so that an organised curriculum can be maintained along with proper instructions. Having analysed the historical development of the education sector in the Maldives, Pinar (2014) stated that the most important policy relating to education in the country is the National Curriculum Framework. This policy is outlined to support and ensure that the best quality of education is provided to the people in the country. The aim of the policy is to encourage children to think in a contemporary manner that can help them to gain success in future. In this regard, it can be said that the duty of the schools also plays a major role in the formation of the policy. Jiang et al. (2015) are of the opinion that the schools need to elaborate the learning experience of the students. A description is provided to the schools stating each stage of development and understanding capability of the students. The vision of the policy guides the principles that set up its design. The importance of Maldives society is taken into account and it is important that the children be given proper oppo rtunities to continue living their dreams. In this regard, certain examples of schools can be taken into consideration while addressing the curriculum activities in the Maldives. One of the most popular schools in the country is the Ghiyasuddin International School (GIS). This school was established in 1999 and is one of the examples of public-owned schools. The motto of the school denotes LEARN AND LEAD, which indicates the level of future development that the school undertakes. The vision of the school includes the excellence of students as well as the staff to develop a conscience towards the environment, culture and society. The challenges that students may face in the modern world are addressed in the school (Gis.edu.mv, 2018). It is the most important curriculum activities that the Government sector of Maldives have undertaken to address the recurring problem in the society. According to Sleeter and Carmona (2016), this school takes on the modern challenges of the society and ensures that children remain up-to-date in a technical field as well as other areas that may threaten their growth in future. Another example of a school that may be taken is the Billabong High International School. This is the first international school to be set up in Male and has continued to function for over six years. As was the aim of the traditional schools in the country, recruiting foreign members to teach the children is maintained in this school. The BHIS recruits people from foreign lands so that they can teach the curriculum to the children. BHIS is a highly developed school that encourages the children to be developed from the pre-school age (Billabonghigh.mv, 2018). The vision and mission of the school are to provide dynamic education to the children and ensure that every individual recognises and develop their potential so that they can have a better future. This provides an opportunity for the students to be creative at an early age (Brauer Ferguson, 2015). In this regard, it can be said that the curriculum activities of Maldives are based on the choices made at the central, regional and school level. The Central level consists of the Ministry of Education (MOE), Educational Development Centre (EDC) and the Institute of Teacher Education (ITE). The aim of the Central level is to set up policies that can be applied at the national level. For example, the MOE sets up codes for the behaviour of the students. At the same time, the teachers are trained as per the goals of the nation that are set up by the ITE. Parkay, Anctil and Hass (2014) stated that the methods and approaches of the teachers while teaching in the educational sector is modern and consist of training teachers with certain methodologies. Textbooks for secondary schools are provided so that the syllabus can be developed from the textbook. However, Noriea et al. (2017) countered this by stating that syllabus from the textbooks cannot ensure the creativity of the students. In this regard, examinations are set and evaluated that expect the students to meet the standards set by the Central level. The Regional level consists of the Island Offices, Atoll Education Centres (ATE) and Atoll Primary Schools (APS). The aim of the Regional level is to interpret the roles of the teachers and ensure that the behavioural codes that have been set at the Central level are interpreted to the students. At the same time, local rules are also set up so that the local authorities governing the schools can maintain command over the schools. The curriculum plan at this level includes the national syllabus and the schools tend to follow the national timetable set up at the Central. Robotin, Shaheen and Ismail (2016) observed that the approach at the Regional level is more or less similar to the approach at the Central level. However, one of the opportunities that the Regional level provides is the fact that it conducts field trip for the student. Such establishments help in developing the interactions between the teachers and the students and allow the students to be exposed to the reality of lif e. In this regard, an example can be provided that highlights the importance of field trip. The Central for Higher Secondary Education (CHE) or the Science Education Centre is a famous Government school that carters level A students. This school is recognised for producing the most talented individuals of the country and is considered as one of the best educational institutions in the country. The aim of the school is to encourage students to develop a proper career path that can help them to be enrolled in a proper university (Chse.edu.mv, 2018). One of the biggest opportunities that the school provides to the students is the opportunity to go on field trips. This helps in the improving the creativity of the students and ensures that the practical experience they receive help in the development of a good career in the future. Thus, the curriculum activities of the school are aligned with the stated activities of the Central level (Gupta, 2017). Another example that can be provided is the Ahmadhiyya International School. This is a private school set up in 1979. Over the years, the school have developed modern education system and is currently one of the best private schools in the country. The school is run at the regional level that helps the students to remain disciplined in within the premises. The vision of the school is to drive the creativity interests of the students so that they can achieve excellence in the academic field. The development of a child in every challenging factor in life is the value that is inserted by the school (Ahmadhiyya.edu.mv, 2018). It has been observed that the school provides an environment for stimulating a feeling of empathy among the students. A balanced curriculum structure provides opportunities for the students so that they can fulfil their individual need based on self-potential. As stated by Munsi and Guha (2014) one of the biggest factors of the school is that it provides equal oppor tunities to all students irrespective of gender, culture and race to excel in the academic department. The examples provided highlight the school curriculum practised that are stated in the Central and Regional level. However, a third level exists that provide an equal emphasis on the curriculum activities and the academic education for the students. In the words of Atai (2018), the School level consists of supervisors, teachers, community and the Parent/Teacher Association (PTA). The aim of this level is to interpret the objectives of the pupils and ensure that the behavioural regulations set up the Central level are followed. The curriculum activity is to ensure that the syllabus of the national level is followed. However, the timetable is set as per the discretion of the supervisors and the teachers. Norcross et al. (2016) stated that one of the most beneficial factors that the school level provide is the interaction between the parents and the teachers. As stated earlier, the development of a child depends upon the nourishment provided by the parents as well as the teachers. Hence, it can be said that the Parents/Teachers Association provide an opportunity to the parents as well as the teachers to understand the child and based on it, future plans can make for their development. At the school level, the methods are related to the needs of the students. Teachers have the freedom to teach the local community for the development of the society (Hunkins Ornstein, 2016). The importance provided at the school level consists of the textbooks that help an individual to gain theoretical knowledge. Other advantages that the school level curriculum provides are the continuous evaluation of the students by indulging them in various examinations. These examinations are an internal evaluation of the students based on which marks are given. Thus, it can be said that this level, every aspect of the achievement of the students are evaluated and the foundation of values and skills required for future development. Hence, another example can be given that highlights the manner in which the school level curriculum is implemented. Ishkander School is one of the oldest schools set up in the country for promoting education. The primary aim of the school is to develop children for the primary grades and sent them off to Amimiya and Majeediyya schools. These schools can be considered as madhrasas as the school focus on developing the basic education among the students. It can be said that the aim of the Ishkander School is to develop the base of the children so that they can earn a living as an honest citizen. However, one of the biggest advantages of the schools is the fact that it encourages extracurricular activities (Iskandhar.edu.mv, 2018). The school develop students in grades 1 to 7. It can be considered as the prime time in which children can decide on a career path that they need to focus on. Therefore, it can be said that the school is one of the best while developing the roots for career p rogress in a child. Another example that can be provided is that of the Majeediya School. It is the first school that has been set up by the Government of Maldives and take in students from other schools after their initial growth. It started off a single-gender school, but with time and growing demand for equal opportunities, this school was opened to both genders. The aim of the school is to establish itself in the Maldives as the best school by working hard and providing the required development for the students. The aim of the institution is to ensure that the students are encouraged to pursue their dreams and develop potential based on the success of their excellence (Majeediyya.edu.mv/web, 2018). The school teaches three core values that are important for maintaining success in the competitive world. These include respect, learning and leading. According to Parkay, Anctil and Hass (2014), these three values are essential for individuals to be respectable in a community. Hence, based on the separate analysis of the levels of curriculum activities in the Maldives it can be said that the aim of all the levels are directed towards the betterment of the children and securing a future for not only the country but also the country. As observed by Winder et al. (2016) the Maldives is one of the developed countries in the world. Hence, it is not surprising that the country has a magnitude of talented individuals that can bring about more improvement in the country. It is the duty of the schools to ensure the children from an early age address such talents so that they can develop themselves in the future. Keeping this in mind it can be said that the educational goals are aimed at developing capable individuals so that dedication may be provided to preserve the rich heritage of the nation (Robotin, Shaheen Ismail, 2016). However, there have been certain changes in the curriculum activities in the recent time that have accounted for changes in the policies an d procedures of schools. Despite the fact that the aim is to develop a better future for the children, the focus mostly has been on the improvement of environment and social standards of the country. The curriculum activities of many of the schools have diverted attention towards the development of the environment. This includes addressing issues such as greenhouse effect, global warming and rise of sea level. Apart from these social evils such as overpopulation, a standard of living and unemployment are some of the issues that have been incorporated into the curriculum of the schools. According to Doll Jr (2015), the changes form the rationale of modern society and Maldives need to address these issues mostly because it is one of the best travelling destinations for tourists. The change in curriculum started since 1990 as countries gained freedom to visit one another for business, trade or pleasure. In the words of Sleeter and Carmona (2016), the introduction of these social concepts presented the curriculu m activities with a new perspective. Hence, an entire change in syllabus needed to be incorporated so that new chapters can be addressed for the betterment of the children as well as the country. Despite the success of the curriculum activities, there were certain challenges that were faced by the developers of the curriculum. According to Thomas (2015), each curriculum developer is in-charge of a particular subject. The development of the curriculum is a complicated process as the curriculum needs to be designed based on the level of the students. The appropriateness of the content and the textbooks that provide guidance to the teachers also need to be managed. Hence, as observed by Beane (2016) the issues arise in a three-fold basis. These levels include the designing level, implementation level and at the evaluation level. It has been seen that some of the curriculum developers need further training as they remain unaware of the recent progress that has been made in the curriculum activities. Apart from this lack of regular feedback from the teachers regarding the effectiveness of the curriculum activities, become a major factor for the developers. This is because the deve lopers remain unaware of the performances of the students until an examination is conducted. Conclusion There have also been instances when the curriculum activities have not aligned with the examination taken at the school level. This makes it difficult to access the performance of the students and ensure that a proper framework is developed for the students. Thus, it can be concluded that at the implementation stage it is necessary that the developers maintain contact with the teachers. One of the most consistent curriculums that every school in the Maldives preach is the love and belief towards their religion. This consistency needs to be maintained in every subject so that it becomes possible to access the students and their development. Teaching values, norms, skills and attitudes to the children at an early stage provide assurance that a bright career can be developed. The introduction of various reforms and contents in the national curriculum can ensure that the goals and objectives set out at the various levels of curriculum development are achieved. Reference Ahmadhiyya.edu.mv. (2018).Ahmadhiyya.edu.mv. Retrieved 20 February 2018, from https://www.ahmadhiyya.edu.mv/ Atai, M. R. (2018). National Curriculum.The TESOL Encyclopedia of English Language Teaching. Barrow, R. (2015).Giving teaching back to teachers: A criticalmanagement introduction to curriculum theory. Routledge. Beane, J. A. (2016).Curriculum integration: Designing the core of democratic education. Teachers College Press. Billabonghigh.mv (2018).Billabong High International School Maldives. Retrieved 20 February 2018, from https://www.billabonghigh.mv/ Brauer, D. G., Ferguson, K. J. (2015). The integrated curriculum in medicalmanagement education: AMEE Guide No. 96.Medical teacher,37(4), 312-322. Chse.edu.mv. (2018).Chse.edu.mv. Retrieved 20 February 2018, from https://chse.edu.mv/ Doll Jr, W. E. (2015).A post-modern perspective on curriculum. Teachers College Press. Flook, L., Goldberg, S. B., Pinger, L., Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum.Developmental psychology,51(1), 44. Gis.edu.mv. (2018).Gis.edu.mv. Retrieved 20 February 2018, from https://www.gis.edu.mv/ Glatthorn, A. A., Jailall, J. M., Jailall, J. K. (2016).The principal as curriculum leader: Shaping what is taught and tested. Corwin Press. Gupta, A. (2017). How neoliberal globalization is shaping early childhood education policies in India, China, Singapore, Sri Lanka and the Maldives.Policy Futures in Education, 147. Halpern, D. F. (2014).Critical thinking across the curriculum: A brief edition of thought knowledge. Routledge. Hunkins, F. P., Ornstein, A. C. (2016). Curriculum: Foundations, principles, and issues. Iskandhar.edu.mv. (2018).Iskandhar.edu. Retrieved 20 February 2018, from https://Iskandhar.edu.mv/ Jiang, L., Meng, D., Zhao, Q., Shan, S., Hauptmann, A. G. (2015). Self-Paced Curriculum Learning. InAAAI(Vol. 2, No. 5.4, p. 6). Keating, S. B. (2014).Curriculum development and evaluation in nursing. Springer Publishing Company. Little-Wienert, K., Hsu, D., Torrey, S., Lemke, D., Patel, B., Turner, T., Doughty, C. (2017). Pediatric Emergency Medicine Online Curriculum Improves Resident Knowledge Scores, But Will They Use It?.Pediatric emergency care,33(11), 713-717. Majeediyya.edu.mv/web. (2018).Majeediyya.edu.mv. Retrieved 20 February 2018, from https://majeediyya.edu.mv/web/ Munsi, K., Guha, D. (2014). Status of Life Skill Education in Teacher Education Curriculum of SAARC Countries: A Comparative Evaluation.Journal of Education Social Policy,1(1), 93-99. Nespor, J. (2014).Knowledge in motion: Space, time and curriculum in undergraduate physics and management. Routledge. Norcross, J. C., Hailstorks, R., Aiken, L. S., Pfund, R. A., Stamm, K. E., Christidis, P. (2016). Undergraduate study in psychology: Curriculum and assessment.American Psychologist,71(2), 89. Noriea, A. H., Redmond, N., Weil, R. A., Curry, W. A., Peek, M. E., Willett, L. L. (2017). Development of a Multifaceted Health Disparities Curriculum for Medical Residents.Family medicine,49(10), 796-802. Null, W. (2016).Curriculum: From theory to practice. Rowman Littlefield. Parkay, F. W., Anctil, E. J., Hass, G. (2014).Curriculum leadership: Readings for developing quality educational programs. Prentice Hall. Parkay, F.W. (2017).Curriculum leadership: Readings for developing quality educational programs. Prentice Hall. Pinar, W. (2014).Curriculum: Toward new identities. Routledge. Robotin, M. C., Shaheem, M., Ismail, A. S. (2016). Using consensus methods to develop a country-specific Master of Public Health curriculum for the Republic of Maldives.Advances in medical education and practice,7, 73. Ross, E. W. (Ed.). (2014).Social Studies Curriculum, The: Purposes, Problems, and Possibilities. Suny Press. Sleeter, C., Carmona, J. F. (2016).Un-standardizing curriculum: Multicultural teaching in the standards-based classroom. Teachers College Press. Thomas, P. A. (2015).Curriculum development for medical education: a six-step approach. JHU Press. Van Lier, L. (2014).Interaction in the language curriculum: Awareness, autonomy and authenticity. Routledge. West, E., Loftin, C. T., Snyder, C. L. (2017). Curriculum design.Position Paper,6. Winder, J. S., Juza, R. M., Sasaki, J., Rogers, A. M., Pauli, E. M., Haluck, R. S., ... Lyn-Sue, J. R. (2016). Implementing a robotics curriculum at an academic general surgery training program: our initial experience.Journal of robotic surgery,10(3), 209-213.