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Curriculum & Knowledge
Curriculum occurs in the classroom, taking the nature of planned and
unplanned knowledge acquisition.
While planned curriculum is the set of written objectives initiated by
the board of studies that teachers abide by in their teaching strategies
and inclusion of appropriate content consisting of the six Key Learning
Areas and their adaptations to the three stages as in the NSW syllabi,
unplanned content occurs in a much more ‘unofficial’ manner.
Unplanned curriculum includes in particular the knowledge of values that
are taught to students which often occurs unbeknown to the teacher. This
is taught through the attitudes that teachers possess in their teaching
strategies. Curriculum and Knowledge is an area that all teachers must
become accustomed and familiarised with to aide their professional development.
Evidence and Justification
Through my participation in Language as a Social Practice, a first year
subject in my course, I have ascertained the knowledge of the different
text types appropriate to primary educational level development. To summate
my understanding of these text types, I have chosen to format this information
into a table which is available through the link below.
Text type table
This knowledge of planned curriculum that I have ascertained, will
better enable me to teach effectively the curriculum knowledge of text
types
that NSW syllabus documents require, and thus is a justified example
of curriculum and knowledge.
As another assessment in my Language as Social Practice subject, I
was required to submit an essay that developed my understanding of
both primary
and secondary discourse communities and their applications in schooling
and socio-cultural scenarios. My understanding of this is outlined
in the power point presentation available through the link below.
Essay
The knowledge and understandings and discourse communities and their
applications in a schooling context are essential information for
teaching in a primary education environment. To ensure that students
receive
the best education available to them, their becoming insiders to
the various
discourse communities that schooling presents is essential as it
allows them understanding of the curriculum knowledge. Because of this,
knowledge
of discourse communities is absolutely imperative for teachers to
learn thus aiding the students in entering the discourse communities
and
improving curriculum knowledge.
For my final example of curriculum and knowledge, I will draw on
an experience from my first practicum, An Introduction to the Profession.
At the school
I attended, I was confronted with a scenario where I was left alone
in the classroom. Two students, who were at a stage two level, proceeded
to engage in offensive name calling to each other. At this point
I
intervened
adopting strategies to end the negative situation which was effective.
In doing so, I engaged in unplanned curriculum teaching a value to
the students that this behaviour was not acceptable.
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