Top PDF School Changes and Adaptations for Curriculum and Assessment Delivery

School Changes and Adaptations for Curriculum and Assessment Delivery

School Changes and Adaptations for Curriculum and Assessment Delivery

3.97 A further cost that some schools have incurred relates to resources and hardware. A few have sought to invest in hardware. One special and Curriculum Design and Development Pioneer school partnered with a technology company to establish a VR centre, an English medium secondary and Partner school invested £20,000 in laptops for pupils, while an English medium secondary and Professional Learning Pioneer school invested in Chromebooks for its year 7 pupils. The hardware investment provided resources to accompany and support the delivery of the new curriculum. At times, however, this investment was more than that specifically allocated to curriculum change through the Pioneer funding. An English medium secondary and Professional Learning Pioneer school noted for example, that they had spent more than their Pioneer funding grant on the curriculum changes when resources and broader costs were taken into account. IT resources in particular were believed by teachers to be essential to the delivery of the new curriculum. ‘It cost us way more than the money we get. If it’s going to work, you’re going to have to invest. Technology and resources have cost implications, but there will be a time when the IT costs will level out’ (Senior Staff Interview, English medium Secondary and Professional Learning Pioneer School).
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School Changes and Adaptations for Curriculum and Assessment Delivery

School Changes and Adaptations for Curriculum and Assessment Delivery

Dydw i ddim yn siŵr faint o ysgolion eraill, yn enwedig y rhai nad ydynt wedi dechrau eto ac nad ydynt yn rhan o’r rhaglen Arloesi, sy’n gwybod ei bod hi’n bosib secondio athro neu athra[r]

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in curriculum and assessment Current Perception Counting the changes since the 1990s

in curriculum and assessment Current Perception Counting the changes since the 1990s

Today more students than ever before are staying at school. A combination of society’s changing expectations and legislative reform has encouraged students who might have left school at Year 10 in 1995 to now complete Year 12. Schools have changed to accommodate this more diverse cohort of senior students. It is not necessarily reasonable to expect that subjects like Maths C and Physics could or should maintain their proportion of enrolments during this transition.

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High School Curriculum of Water Conservation

High School Curriculum of Water Conservation

Year after year there are statistics that point to global warming which results in less and less rain for California. This means that agriculture will be portioned smaller amounts of water from California’s total usable water. The global warming does not destroy water, but rather the climate changes will transfer the usable water into a form of water that we cannot use like seawater. With smaller amounts of snow and rain our rivers will dry up

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LiteracyPlanet & the Australian Curriculum: Pre-School

LiteracyPlanet & the Australian Curriculum: Pre-School

An Australian-developed resource, LiteracyPlanet is founded on the beliefs that literacy skills are an essential foundation for life, and students learn better when they are engaged and having fun. Teachers are instrumental in helping their students develop these valuable skills, and need curriculum-aligned resources that are effective and easy to use.

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SPEEDWAY HIGH SCHOOL CURRICULUM GUIDE

SPEEDWAY HIGH SCHOOL CURRICULUM GUIDE

Students taking this course are provided with a balanced comprehensive study of music through the concert band, which develops skills in the motor, cognitive, and affective domains. Instruction is designed to enable students to connect, examine, define, try, extend, refine, and integrate music study into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including, but not limited to: tone production, technical skills, intonation, music reading skills, listening skills, analyzing music, and studying historically significant styles of music. Experiences include, but are not limited to, improvising, conducting, playing by ear, and sight reading. Students are given opportunities to develop the ability to understand the composer’s intent in order to connect the performer to the audience. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as culmination of daily rehearsals and musical goals. Students are required to participate in marching band (football AND summer band), basketball pep band, seasonal concerts, and the 500 parades. Evaluation of music and music performance is included.
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Business School Administration - Requirements and Curriculum

Business School Administration - Requirements and Curriculum

The School of Business Administration at the University of Vermont prepares students to become responsible managers in a dynamic, interconnected, and complex, sustainable global economy. To accomplish this, we cultivate awareness of the importance of creating sustainable businesses that value ethical, social, and environmental responsibilities. We infuse innovation and leadership in our curriculum, and develop graduates who are skilled at identifying problems and opportunities, and who make decisions based on adept analysis. Our faculty strives to achieve teaching excellence, promote thought leadership, and advance management practice.
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THE INCORPORATION OF THINKING SKILLS IN THE SCHOOL CURRICULUM *

THE INCORPORATION OF THINKING SKILLS IN THE SCHOOL CURRICULUM *

From the results of the study, it can be derived that teachers did incorporate thinking skills in their teaching. However, based on the perceptions of their students, it was just about average which implies that there are ample room for improvement. The approach utilized in the Malaysian classrooms is inferential. In other words, thinking skills are incorporated indirectly. The assumption is that students are encouraged to seek and figure out answers and to apply to situations with guidance from the teachers. The students would eventually acquire higher level thinking processes. It is also argued that thinking cannot be separated from its context and its transfer is likely to happen if thinking is embedded in all teaching and learning. Content and process are both important (Nisbet, 1990). However within the context of this study’s findings, it is therefore suggested that educators and curriculum planners should give a thought on teaching thinking skills explicitly as a subject on its own. This is because studies have shown that teachers teaching thinking skills explicitly to students were found to produce students who exhibited increased critical thinking behavior after the teachers received training (Hudgins & Edelman, 1986). In yet another study (Robinson, 1987), it was found that there were significant improvement in higher thinking skills according to Bloom Taxonomy (analysis, synthesis and evaluation) when teachers, after undergoing in-service sessions, provided thinking skills activities for the students.
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Implementing Character Education into School Curriculum

Implementing Character Education into School Curriculum

woman voices her concerns in Stiff-Williams article, saying that she fears for the safety of her son at his own high school. She recalled her son being called a “trashy nigger” by a peer, along with other types of bullying from several students (Stiff-Williams, 2010, pg. 115). She feared that her son was going in the wrong direction and was being steered down the wrong path because of the bullying he was enduring. The article continued to address the many problems in schools because there is no character development, leaving students helpless and left to face their peers alone. It can lead to early pregnancy, alcohol abuse, criminal behavior, and drug use. (Stiff-Williams, 2010, pg. 115). As educators and parents, we all share a concern that our children will risk their lives and futures by making poor or life-threatening decisions (Stiff-Williams, 2010, pg. 115). Issues such as these have increased the need for Character Education more and more.
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Perspectives on the design of the school geometry curriculum

Perspectives on the design of the school geometry curriculum

A crucial question in mathematics education is the design of the mathematics curriculum. Nowhere in the mathematics curriculum has this been felt more keenly than in geometry. In the UK as long ago as 1871, an Association for the Improvement of Geometry Teaching was formed, which later evolved into the Mathematical Association. Since then there have probably been more than a dozen major inquiries into the teaching and learning of geometry (some UK-based, some international), all of which have had to consider the issue of the design of the geometry curriculum.

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SCHOOL CURRICULUM AND TRIBAL STUDENTS: IMPLICATIONS

SCHOOL CURRICULUM AND TRIBAL STUDENTS: IMPLICATIONS

In principle our school curriculum we have a problem of identifying and connecting with the real world needs and our cultural fabric. It is old-fashioned and based on theory and black- board teaching. They carry on inherent abhorrence of vocational training or manual skill building, which actually are the building blocks of the society. The Ashram schools primarily cater to tribal children. So they should consider the tribal socio-economic, educational and cultural uniqueness. Mainstreaming them through regional language and mainline curriculum is an issue that considering and catering to ground-level tribal needs and aspirations is a more important issue. Tribals being isolated and stigmatized naturally are exocentric and carry an attitude. This should be considered sensitively and fairly by the mainstream urbane community.
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Brookside High School Curriculum Guide

Brookside High School Curriculum Guide

CHORALE A - Offered during the first semester only, this course is the first of a required two course series covering the entire school year. Students must audition to make choir. This course provides a choir experience for the student who wishes to challenge him or herself by performing more advanced chorale literature. Students study, work and practice together, enabling them to present quality musical programs with success. Other goals include the promotion of responsibility, leadership, organization and performance skills. The choir may participate in annual conference-wide Choral Festivals, and will present 4 concerts a year. Successful completion of this course will require students to demonstrate proficiency in the following Ohio Academic Content Standards in Music grades: Historical, Cultural and Social Contexts 9-12 - (Benchmarks A,B); Creative Expression and Communication 9-12 - (Benchmarks A,B); Analyzing and Responding 9-12 - (Benchmarks A,B,D); Valuing Music/Aesthetic Reflection 9-12 - ( Benchmarks A,B); Connections, Relationships and Applications 9-12 - (Benchmark A).
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Engaging Foreign Curriculum Experts in Curriculum Design: A Case Study of Primary School Curriculum Change in Lesotho

Engaging Foreign Curriculum Experts in Curriculum Design: A Case Study of Primary School Curriculum Change in Lesotho

Cognizant of the fact that qualitative research interviews are collaboratively produced between the interviewer and the interviewee (Silverman [17]), we held all the interviews in a place where the respondents would be free to talk without feeling intimidated. For curriculum specialists, interviews were held in their offices at the curriculum development centre (NCDC). As most of them occupy offices individually, these were quiet rooms with no disturbances from other offices. All the interview meetings were planned for the convenience of the officers and where there were two officers in one office, the interviews were held in a vacant separate room to avoid interruptions from the observer. Two of the interviews were held at workshop venues (Lake-Side Hotel) as the officers held residential dissemination workshops for the curriculum developed with the assistance of foreign consultants. The workshops were for the education officers and District Resource Teachers (DRTs) who, in turn, were supposed to cascade the information to schools’ representatives and the schools’ representatives to pass knowledge to teachers in schools. We attended workshops as per invitation of the participants (curriculum specialists and Director-NCDC) where I was assured that they would have spare time within their workshop schedule for interviews. These were also held in separate quiet rooms with no disturbances from the workshop attendees.
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Changes in the financing and delivery of health care

Changes in the financing and delivery of health care

the scarcity of patient care revenues at AHC hospitals. Because federal funding for research at AHCs is increasing at a slower rate than in previous decades [14] and because the proliferation of managed care is threatening the ability of medical schools to obtain external funding [17], medical schools may be relying more heavily on clinical revenues to supplement externally funded research. Patient care rev- enues are also diminishing at a greater rate for public AHC hospitals than for private ones [15]. AHC hospitals with less patient care revenues, such as AHC hospitals affiliated with research-intensive medical schools and public AHC hospi- tals, may have more incentive or need to contain costs than AHC hospitals with more abundant patient care revenues. As mentioned, increasing the use of ancillary services has been suggested as one way to improve the efficiency of health care delivery. As we hypothesized and our results suggest, in- creased use of physical therapy services was associated with a more cost-efficient outcome for both patient groups. Table 2. Association between AHC Hospital Characteristics and Use of Physical Therapy Services
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Enabling Media Rich Curriculum with Content Delivery Networking

Enabling Media Rich Curriculum with Content Delivery Networking

Reactive - Stores and serves content from edge nodes on the local network based on users’. requests and content freshness (pull model)[r]

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Verifying High School Accounting Curriculum Objectives: An Indirect Assessment of Students Learning Experiences, Outcomes and Gaps

Verifying High School Accounting Curriculum Objectives: An Indirect Assessment of Students Learning Experiences, Outcomes and Gaps

These findings implies that, majority of the students who are enrolled in the accounting degree programs may lack most of the requisite accounting competencies for the program despite the fact that they graduate with grade A, B+ or B in accounting at the WASSCE. The situation may be worst in the case of students who attained grades lower than grade B. A significant proportion of the learning objectives are not achieved and hence constitute learning gap. Whiles coverage is an issue, students inability to perform task involve in the learning objectives covered in school is even much greater an issue. These problems may be attributed to a host of factors yet to be investigated. Going forward, more research is needed to find out empirical explanation to these findings.
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The assessment strategy: An elusive curriculum structure

The assessment strategy: An elusive curriculum structure

learning and teaching methods and assessment’ (Knight 2001, 369). Curriculum revision for the diploma programmes was a process of intensive critical reflection of content, approaches, methods, activities, procedures and practices for teaching, learning and assessment. The dynamic, organic nature of curriculum revision and curriculum development refutes the reductionist view that curriculum is a static blueprint for implementation. This institution viewed the revision of diplomas as a window of opportunity to bring about the kinds of changes that would render the qualifications current, responsive to industry and society, and relevant regarding knowledge, skills and values for a super-complex world (Barnett 2000). This article focuses on how four departments conceived assessments for their diploma programmes. The discussion is located within the framework of different perspectives of assessment as espoused by James (2014). The purpose of this article is to foreground the importance of thinking strategically about assessment at programme level. Within the context of this article, a programme refers to ‘a purposeful structured set of learning experiences that leads to a qualification’ (CHE 2013, 44), and consists of a composite, complementary subject structure across the levels of learning. This notion of a programme-wide systems approach to assessment is reinforced by Knight (2000, 239), who argues ‘that attention should be paid to the collection of courses or modules that together comprise a programme leading towards a named award’. He claims that assessment strategies ‘only make operational sense if attention is concentrated upon assessment arrangements in complete programmes’ of study (Knight 2000, 239). Although this article raises issues of assessment, it is not viewed in isolation of teaching and learning. Given the institutional stance of constructive alignment as an approach to teaching and learning, assessment is viewed as a constituent part of a whole within a holistic framework of teaching and learning practice.
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Integrating Cooperatives into the Business School Curriculum

Integrating Cooperatives into the Business School Curriculum

Mary’s University University of Sherbrooke University of Saskatchewan University of Toronto University of Victoria. University of Fraser Valley.[r]

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Curriculum, instruction, assessment, issues and concerns in the Saint Mary’s University graduate school: Perspectives from stakeholders

Curriculum, instruction, assessment, issues and concerns in the Saint Mary’s University graduate school: Perspectives from stakeholders

Graduate education is the apex of the educational system (Article XIII, Section 66, of the Manual of Regulations for Private Higher Education, 2008). The promotion and high level of achievement of demonstrated success and quality in teaching and scholarship on graduate levels manifest a higher education institute’s academic excellence. Graduate education should take the lead role in enhancing the quality of Philippine higher education towards global competitiveness and world-class scholarship. As a Level III accredited Higher Education Institution, the Graduate School of SMU has a reasonably high standard of instruction, a highly visible research tradition and a strong faculty development programs (MORPHE, 2008). To maintain this academic recognition, the institution conducted assessment of its programs on the areas of curriculum, instructional materials, evaluation and grading, community service and involvement, library and physical facilities, admission and student services and research activities. This study employed the descriptive type of research through the use of the survey method, interview and focus group discussions with the faculty, alumni and the graduate students enrolled in the different graduate programs of the university. Results show that the provisions or conditions of all the areas of the graduate programs are moderately extensive and functioning well. Inasmuch as the Graduate School is now on its Level III status, the study recommends more comprehensive efforts to raise the provisions and conditions to a status of excellence.
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