Curriculum Models with a Guideline and Directions on How a Program of Study Is Offered - Essay Example

urriсulum Rероrt: Name: Name of the institution: Curriculum model refers to the structure in which a program of study is offered. This can either be a subject matter oriented curriculum model or the competency oriented model. On a similar note, the researched curriculum model involves theories that are well articulated and experimented upon to for an outcome (In Gosper, & In Ifenthaler, 2013). With this in mind this essay focuses on two distinct part; to discuss the purpose and role of researched curriculum models, using at least three curriculum models to inform the discussion and secondly, to Present and overview of the AUSVELS with the examples to show how its curriculum document impact on teaching practice. Firstly, the model of curriculum development is very ambiguous and it contains a combination of so many models; the Tyler model is a model that pays special attention to the planning phase. It is very purposeful for it plays a role of selecting the objectives presented by other educators. In addition, the objectives are gathered by collecting data from different sources such as the learners, the modern life out of school environment as well as the subject matter. These objectives are later screened using the educational and social philosophy of the school and the psychology of learning which marks them specific instructional objectives. The model helped to analyze data that is relevant to the needs and the interests of the student. These interests comprises of social, educational, occupational, recreational, physical and psychological (In Gosper, & In Ifenthaler, 2013). Scientific management influences this model and is presently used in education purpose, experience as well as the structure of the curriculum. The model is very good because it emphasizes on four democratic goals which are; recognizing each individual as a human being irrespective of race, nationality, social and economic status, offering an opportunity for participation in activities, in the social group within a society, encouraging for variability and not being in demand of one type of personality and faith plus intelligence as a methodology of solving particular problems without solely depending on the autocratic authority of even an aristocratic group. Therefore, it plays a role of fighting and combating barriers that can hinder education. The Leyton Soto Model is very purposeful for it gains its fundamentals from the Tyler model. It aims at integrating a curriculum by selecting objectives and evaluating experiences. It deals with the concepts of Tyler but focus on experiences and these experiences help mostly while knowing what is needed to be taught in school to serve the whole humanity even in the future (Null, 2011). Similar to Tyler model scientific management influences this model and is presently used in education purpose, experience as well as the structure of the curriculum. The “Taba Model” which is designed by teachers and not just handed down as it has been the case with authorities. It plays a role in creating specific teaching learning units for the students they are dealing with and not to create a curriculum design. This is a very vital model for it offers an opportunity to find the student at a point of their need (In Gosper, & In Ifenthaler, 2013). This model is attributed to the major input from teachers and it is currently used in schools for the education purposes and especially for the holistic approach; it is inclusive of all caliber of student especially those with learning disability. Secondly, the outcome based curriculum model is used in America. It is a model that focuses on knowledge attitudes and the skills encompassing professional practice, the curriculum itself is not standardized; therefore the use of this model is to reach standardized outcomes. Each model contains four year program and partnership of community college and they agree on these competencies. The model involves practice partners as a link between practice and education. In addition, this model can be used to serve a considerable number of students and it serves as a platform for other curricula shared modes. Moreover, it provides seamless, streamlined programs. It involves a cyclical process and is a six stage progressive process beginning with the agreeing on competencies and ending with implementation and the evaluation of the outcomes. Lastly, objective model is a curriculum planning model used in America initiated by Bobbitt. He argued that the education objective is to prepare the students for the future. Therefore, he implemented this model to form a curriculum plan that will help in developing skills and knowledge enabling students to fit in their future careers. Through the use of this model the curriculum moves in the direction of objective of education. AUSVELS has a structure that provides a single curriculum for the foundation level- to level 10. It incorporates the Australian curriculum for it developed within a framework reflecting specific Victorian priorities for teaching and learning. It is designed to make sure that the schools and teacher should not manage two differing curriculum and reporting frameworks especially while the Australian curriculum was still in the developmental stage. AUSVELS has three strands; physical personal and social learning strand- it focuses on students’ self- awareness and their sense of belonging in the society. This makes them know how to be healthy and be active and they are taught life skills in building social relationship and interpersonal relationship. They are accountable for their learning and they are taught of their rights and responsibilities as citizens. The second strand is the Discipline-based learning- students are taught knowledge, skills and behavior in the arts, humanities, sciences, English and mathematics among other languages. The third strand is the Interdisciplinary learning- the students are given an opportunity for exploring dissimilar ways of thinking, socializing and problem solving. They are able to learn how use techniques in planning, analyzing, evaluating and presentation. They also learn how to be creative, process and design principles (AUSVEL, 2014). Within each strand there is a domain (distinct bodies of knowledge, skills and behaviors) the domains in AUSVELS are derived from the Australian Curriculum learning area. These learning areas are science, history, English and mathematics. The domains are organized into content descriptions and achievement standards. Other domains in AUSVELS are derived from the VELS- Victorian Essential Learning Standards and they are organized into learning focus statement and standards. The standard itself outlines the necessary knowledge, skills and behaviors that students are expected to manifest in each domain and hence the domains are written for all students (AUSVEL,2014). In AUSVELS, the curriculum document impacts upon teaching practice in a very distinct way. This can be clearly seen in every domain and this means that the teacher should act according to the requirement of each domain as dictated by the document stands. For example, in English the teacher must ensure that every level is well described and it serves the purpose as per the curriculum document. Basically, the English curriculum is build around three interrelated strands of language namely, literature, literacy and language. This means that the teacher should create programs that balance and integrate all the three strands. These strands should aim at developing the knowledge, understanding and skills to listen, read, view, speak, write and create. The teaching should focus on building concepts, processes and skills that were developed in previous levels. For example in level three and four the students must be able to communicate with their peers and teachers on face to face basis and to use the social networks. In this level to the students should engage with numerous texts as part of the enjoyment. Therefore, the teacher should provide material that encourages listening, reading, viewing, and interpreting spoken and written multimodal text with the aim of entertaining. The texts should also persuade and inform (AUSVEL,2014). In Science too there are levels that should impact on the teaching practice for every teacher. The content in Science comprise of three strands the science of understanding, science inquiry skills and science as a human Endeavour. This impacts on the teaching practice because it means that the teacher must incorporate all the three strands of the curriculum interrelating and teaching the content in an integrated manner. In addition, the teacher should be the one to deal with the order and detail in which the content description is organized in the program of teaching and learning. For instance, from the foundation to the level two students must learn that observations are organized to help reveal a pattern. In return, these patterns are used to predict phenomena. Therefore, the teacher ensures that the students know how to observe and describe the behaviors and the properties of objects, materials and living things. They should also be introduced in the changes that surround them inclusive of the ones that impact on them such as weather. The changes that they can effect like moving things and changing shape should also be explored. The teacher is also supposed to help the students learn that seeking answers for questions and making observation is at the centre of science. Activities to help them learn to use senses in gathering different types of information should also be emphasized. Therefore, the curriculum document in Science strand impacts a great deal on teaching and learning for it helps the teacher to take initiative and teach the child on things that will have an effect even on their future (AUSVEL, 2014). To conclude, several curriculum models give a guideline and directions on how a program of study is offered. By so doing, the teacher is able to work with this model to better the work he is engaged in as well as be informed for good outcomes of the students. The theories, related to the models sometimes link with others, but some stand on their own. For example AUSVEL offers a distinct structure with the strands and domain which helps to impact on education while teaching and learning. Therefore, the teacher does not just teach but follow certain procedures to ensure that certain things fit perfectly in different domain depending on the subject he/she is entrusted with. References: In Gosper, M., & In Ifenthaler, D. (2013). Curriculum models for the 21st century: Using learning technologies in higher education. Null, J. W. (2011). Curriculum: From theory to practice. Lanham, Md: Rowman & Littlefield. AUSVELS,(2014). Strands, Domains and Dimensions: Retrieved on 26th March 2014 from< http://ausvels.vcaa.vic.edu.au/Overview/Strands-Domains-and-Dimensions> AUSVELS,(2014).: The Australian Curriculum in Victoria: Retrieved on 26th March 2014 fromhttp://ausvels.vcaa.vic.edu.au/ Read More