Education_Curriculum_Review's of few
Difficult for students to shift boards if need arises.IGCSE International General Certificate of Secondary Education (IGCSE) is an academically rigorous, internationally used, specialized, English language curriculum which is offered to students to prepare them for International Baccalaureate and CIE A-level.
India goes majority of school's with CBSE syllabus which is also very structured, highly predictable and controlled. All national entrance examinations are conducted as per this syllabus. ICSE on the other hand is conducted by yet another board, CISCE or the Council for the Indian School Certificate Examination. It is similar to AISSE conducted by CBSE.
Singapore System of Study aims to investigate teachers’ beliefs about curriculum and how their beliefs are associated with their pedagogical practices which in turn shape students’ learning. Research evidence from the OECD (2009) shows that teachers’ beliefs, practices and attitudes are closely associated with teachers’ strategies to shape students’ learning, school improvement and effectiveness, as well as teachers’ professional development. Specifically, teachers’ beliefs about curriculum guide their pedagogical practices in the classrooms. It is pivotal to understand teachers’ beliefs about curriculum as the teacher contributes to about 30% of student learning outcome (Hattie, 2003). Although curriculum orientations have been widely discussed in the literature, in Singapore, the extent to which teachers hold these curriculum orientations is not documented and research on teachers’ beliefs and curriculum orientations are scarce. Moreover, Singapore has attracted much international attention after her significant, sustained, and widespread gains in student outcomes academic attainment such as the Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and the Programme for International Student Assessment (PISA). It is timely to examine the implied curriculum philosophies underpinning the Singapore system in collaboration with the Curriculum Policy Office (CPO) at the Ministry of Education (MOE) as they are embarking on a nation-wide documentation of teachers’ beliefs about curriculum and pedagogical practices. The analyses of this system-wide study might likely surface curriculum ideologies which are unique to Singapore’s context.
Adopting a curriculum perspective creates certain risks. The benefi t, of course, is immense in that the word “curriculum” for educational systems is something like the word “learner” for school purpose. There are no schools without learners and there are no educational purposes without learners. Learner is the “holistic center” of discourse in this area. Similarly, curriculum is a holistic center of discourse about system education . The word curriculum requires thought that reaches out to people, places, and things, to parents, communities, nations, and internationally, and it relates to what is taught – subject, character, and values – and it reaches out to interrelationships among teachers and students, administrators, parents, the
community, and others.
In short, educational discourse is simplifi ed without the word curriculum, mightily complicated with it, yet more real, more vital and valid, with its use. Risks flow from this word as the holistic center of educational discourse.
Note:Info gathered and optimised with Self opinion.
Stay aware Stay Care.
India goes majority of school's with CBSE syllabus which is also very structured, highly predictable and controlled. All national entrance examinations are conducted as per this syllabus. ICSE on the other hand is conducted by yet another board, CISCE or the Council for the Indian School Certificate Examination. It is similar to AISSE conducted by CBSE.
Singapore System of Study aims to investigate teachers’ beliefs about curriculum and how their beliefs are associated with their pedagogical practices which in turn shape students’ learning. Research evidence from the OECD (2009) shows that teachers’ beliefs, practices and attitudes are closely associated with teachers’ strategies to shape students’ learning, school improvement and effectiveness, as well as teachers’ professional development. Specifically, teachers’ beliefs about curriculum guide their pedagogical practices in the classrooms. It is pivotal to understand teachers’ beliefs about curriculum as the teacher contributes to about 30% of student learning outcome (Hattie, 2003). Although curriculum orientations have been widely discussed in the literature, in Singapore, the extent to which teachers hold these curriculum orientations is not documented and research on teachers’ beliefs and curriculum orientations are scarce. Moreover, Singapore has attracted much international attention after her significant, sustained, and widespread gains in student outcomes academic attainment such as the Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and the Programme for International Student Assessment (PISA). It is timely to examine the implied curriculum philosophies underpinning the Singapore system in collaboration with the Curriculum Policy Office (CPO) at the Ministry of Education (MOE) as they are embarking on a nation-wide documentation of teachers’ beliefs about curriculum and pedagogical practices. The analyses of this system-wide study might likely surface curriculum ideologies which are unique to Singapore’s context.
Adopting a curriculum perspective creates certain risks. The benefi t, of course, is immense in that the word “curriculum” for educational systems is something like the word “learner” for school purpose. There are no schools without learners and there are no educational purposes without learners. Learner is the “holistic center” of discourse in this area. Similarly, curriculum is a holistic center of discourse about system education . The word curriculum requires thought that reaches out to people, places, and things, to parents, communities, nations, and internationally, and it relates to what is taught – subject, character, and values – and it reaches out to interrelationships among teachers and students, administrators, parents, the
community, and others.
In short, educational discourse is simplifi ed without the word curriculum, mightily complicated with it, yet more real, more vital and valid, with its use. Risks flow from this word as the holistic center of educational discourse.
Note:Info gathered and optimised with Self opinion.
Stay aware Stay Care.
Comments
Post a Comment