Research, design, and critically evaluate a curriculum model for a primary school based on the current National Curriculum or EYFS framework

Curriculum Matters in Primary Education Task (100%): Research, design, and critically evaluate a curriculum model for a primary school based on the current National Curriculum or EYFS framework (4,000 words) Knowledge and Understanding: 1 Reflect upon, discuss, and evaluate social, theoretical and political influences on the construction of a primary school curriculum 2 Demonstrate developing knowledge of statutory curricular frameworks for primary or early years education Abilities: 1. Critically applies theory and policy to practice, selecting and evaluating national and international curriculum design 2. Critically evaluates the influences and constraints of their curriculum model This following is a suggested structure that might form the basis of your written paper: Introduction This should provide an overview of the key sections of your paper; arguments being made within each section, and key theorists/research used. What is Curriculum? In this section you need to critically analyse historical and current conceptualisation of curriculum. You need to look at historical and current theories and debates about curriculum. Within this, you need to discuss, theoretical, social and political influences. You will also need to imbed some critique of policy (Ofsted’s working definition of curriculum, notion of an ‘ambitious curriculum’ etc.). As we know, the concept of curriculum is a ‘slippery’ term (Au, 2011; Young, 2014): you need to illustrate this and critique curriculum issues and definitions. See also Wyse et al., (2013) for discussion on more recent debates on the so-called ‘crisis’ in the curriculum. For Historical perspectives and theorists, you might want to look at: Ralph Tyler (1949): Four steps to curriculum Model Hilda Taba’s 7-step model When considering sociological perspectives of Curriculum (such as Michael Young, Dennis Lawton, Michael Apple), you need to discuss how curriculum is socially constructed, the link between the distribution of power, the interests of the powerful and the curriculum (Young, 1999): i.e. when considering power and construction of the curriculum, this raises questions about ‘who selects?’ (Lawton, 1980, p. vii) and who is advantaged and disadvantaged from these selections. For more Contemporary research and discussion: Dominic Wyse Mark Priestly: a more constructive definition is to view school curriculum as ‘the multi-layered social practices’ (Priestley, 2019, p. 8). Curriculum making as a social practice, and curriculum as a ‘state of becoming’ – it has a temporal dimension (Lingard, 2021, pp. 31-32). 3 dimensions of curriculum. You may also want to draw on some wider definitions that fit your system i.e. if you are looking at democracy and education and the work of Dewey, you may draw upon his definition of curriculum. Remember: you need to critically analyse these definitions – draw out the strengths and weaknesses. 1 The role of Education and the Curriculum In this section you need to discuss historical and current arguments about the purpose of education. You need to discuss how popular notions of education as a progressive force continue to be advanced in official and popular discourse, presenting education as performing numerous positive functions for: 1. the individual 2. The economy, 3. Society (Simmons and Smyth, 2018). Many have benefited socially, culturally and economically from education. You need to consider historical shifts over time: what has the purpose of education been and why? What political, economic and/or social influences have shaped changes in education and the curriculum (see Simmons and Smyth, 2018, pp. 234-235). You might draw on some key historical events and policies where significant changes were made reshaping the purpose and role of education. For example, the shift from progressive ere of education and the so-called ‘secret garden of the curriculum’, James Callaghan’s speech which signalled a redefinition of the purposes of education away from a focus on the individual towards a focus on the needs of society, interpreted more narrowly as the needs of the economy, and the 1988 Education Reform Act and the introduction of the national curriculum onwards. Related to purpose of education is the question of ‘what is worthwhile?’ and the crucial political question is ‘who makes the selections?: Will pupils decide what to learn? What role will teachers have in curriculum matters? Will it be entirely in state hands? In the paper you need to critically discuss whether education should be controlled by government, who designs the curriculum and who receives it. You might place these discussions in the section BUT they may fit elsewhere. You will then need to move beyond historical and contemporary purposes of education towards a critical discussion on the future role of education and the purpose of curriculum. We need education systems that develop knowledge and understanding of the complex worlds – social and natural – inhabited by diverse populations, and which go beyond a narrow focus on the development of competencies (Priestley & Philippou, 2019, pp. 1-2). You might want to discuss the OECD (2018) that identified three important roles for the future of education: 1. Environmental – for example climate change and degradation of natural resources. 2. Economic – for instance creating inclusive and sustainable economic models that do not marginalise whole populations. 3. Social – for example dealing constructively with issues relating to migration and increasing social diversity. Here you need to put forward your aims of education: Economic? social cohesion? knowledge? Collective/personal empowerment? Cultural Transmission? Preparation for Citizenship? Preparation for work? Democratic education/critical consciousness? Sustainable literacy? You need to clearly articulate and justify (using theory and relevant research) the values, purpose and influences underpinning your curriculum design – these are your core aims/dimensions/guidelines for education and the curriculum. These will underpin your argument and curriculum model throughout, so you need to consider how they translate into practice and the strengths and weaknesses of them. The Formal Curriculum: In this section, you need to show an understanding of historical and current policy on the National Curriculum or EYFS. You need to consider theoretical, social, and political influences. You also need to show an understanding of the statutory curriculum (NC or EYFS) e.g. Ofsted’s drive to construct an ‘ambitious’ curriculum (see Parker & Leat, 2021). Within this section you will need to consider (these should be reflective of your aims):  A national or common curriculum?  Will there be core/Foundation Subjects? Will you challenge the divide, if so why? ( 2  What subjects will be taught? Will there be any changes, again, if so why? These changes should be reflective of your aims. E.g. if one of your aims of education is about sustainability, you may add subjects about global and social matters. If it is about social justice, you may place critical literacy at the heart of the curriculum. Remember, there are only so many hours in the day, you must justify choices and consider strengths and limitations of including/ excluding subjects (see Lawton,1973, p.124-125). You will need to consider your curriculum in practice- the strengths and weaknesses of this. Relevant here are discussions around the neoliberalisation of schooling and how, perhaps, you are challenging/refashioning these. You might want to discuss:  Increasing constraints imposed on schools both nationally and locally (Ball, 1987).  Ball (2008): 2 policy technologies driving contemporary schooling.  Consequences of neoliberal regimes and discourse include pressures on teachers to teach to the test, consequently narrowing the curriculum (Priestley, 2010, p. 2).  Pedagogical styles: traditional or progressive? Does this challenge current pedagogy or reinforce it? And why this particular approach?  The term ‘delivery’: teachers are expected to deliver policy, deliver learning outcomes, deliver curricular entitlements(Priestley and Philippou, 2018).  Narrow conceptualisations of implementation constrain the development of more sophisticated understandings about how curriculum is made in diverse settings and about how curriculum making occurs as a non-linear recontextualisation process (Bernstein, 2000) (see Priestley and Philippou, 2018, p153).  See Lingard (2013) for a discussion of ‘economisation’ of schooling policy, pre-packaged curriculum, deskilling of teacher etc. In this section you might also want to discuss curriculum as a process, product, or praxis – which your module is reflective of and the strengths and weaknesses of this. The Hidden Curriculum: The formal curriculum inculcates particular forms of skill and knowledge – ‘know-how’ – learning to read and write, together with learning other skills and subject areas (Althusser, 1971). The hidden curriculum reproduces and instils specific workforces with expected and acceptable attitudes, desired behavioural norms, and personality characteristics – the ‘rules of good behaviour’ In this section you need to consider the social context: the hidden curriculum. You need to give consideration to relations and practices, social structures within schooling: you might want to consider here the effects of certain culture, class, ‘race’ and ethnicity. Will broader structures of the school be imposed on pupils in, will relations be authoritative? Or will you take a more relational approach? You must justify your approach to the hidden curriculum and this should be reflective of your aims and other aspects of the formal curriculum. Conclusion: This section should summarise main arguments throughout and pose some recommendations for practice/theory/broader economic, political, educational structures. You might want to consider: o Young’s distinction between a ‘curriculum of the past’ and a ‘curriculum for the future’ is useful in understanding the extent to which existing curricula reflect past social divisions rather than current trends and possibilities (Young, 1999, p.10). o What qualifications teachers need? Do any broader structural changes needed to be made to contemporary capitalist society? o What about ITT? Do changes need to be implemented here? o Do challenges need to be made to assessment/testing/ examination regime? ****Points to note throughout****: In the paper you need to compare and contrast at least one national model of curriculum and one international model of curriculum.

Analyze the book Sarah’s Key, developing parallels between literary lenses, literary devices, and themes in the Wars

Instructions:

Analyze the book Sarah’s Key, developing parallels between literary lenses, literary devices, and themes in the Wars etc.

8 slides in the presentation and they should include:

• Your chosen piece of literature must shed light on the entire course this includes:
• literary theories
• literary devices
• poetic devices and themes found in poems studied in ENG4U
• short stories and the themes found in the stories studied in ENG4U
• themes found in The Wars by Timothy Findley

• Your presentation should include analysis (links to ideas, characters and events from course material) and not just a summary

discuss how information technology is reshaping healthcare 

State one of the basic designs (descriptive, correlational, predictive correlational, experimental, or quasi-experimental) and describe a possible study that could be done using that design. What are the strengths and weaknesses of that design?

Description

Answer the following questions and reply to at least two colleagues:

State one of the basic designs mentioned in Chapter 8 (descriptive, correlational, predictive correlational, experimental, or quasi-experimental) and describe a possible study that could be done using that design. What are the strengths and weaknesses of that design? Be sure to cite the source of your information. Post your initial response of Module 2 and post your replies of Module 2. Late posts do not get any credit. Posts must be substantive and reflect thought and effort in the discussion. If you see your peer got something wrong, point it out to them. It is better to let them know now, because in a future assignment they will have to identify this type of information for a grade. Always remember to cite and reference your resources appropriately using APA format. You should be using in-text citations in your initial response. Use in-text citations as needed in your replies. GUIDELINES Use this space to provide specific guidelines for students to follow. Please see the sample below. Your initial response should be 100-200 words in length, reflecting on the prompt above. Reply to at least two classmates’ posts. Your response to your classmate’s discussion should be around 50 words (each) and add to the discussion (i.e. reflecting on their response, asking questions, etc.).

Write an analytical essay (900-1200 words) in which you analyze and interpret the short story “Edge of the World” by Souvankham Thammavongsa.

Write an analytical essay (900-1200 words) in which you analyze and interpret the short story “Edge of the World” by Souvankham Thammavongsa. Part of your essay must focus on the social setting and the narrative technique. Your essay must include references to the text. Material: Souvankham Thammavongsa, “Edge of the World”, 2020. ” Im not allowed to use outside sources, only “my own” writing and ofc quotes from the essay im analyzing – the “Edge of the World” one. Also, im danish so the options and things this site doesn’t completely translate to the danish school system, so if you have any questions please call or text my at 26251331 or send an email:)

Give two key examples of how innovation has benefitted Procter & Gamble?

1. Give two key examples of how innovation has benefitted Procter & Gamble?

2. When comparing Johnson and Johnson (J&J) to Procter and Gamble (P&G) Is there anything that one company could learn from the other and could apply in relation to their process of managing innovation? (you can answer this question in general terms or you could zone in and select ONE of the stages of the innovation management process when answering this question).

Describe what needs to be done (not how to do it) and WHY this is important for the success of this strategic change.

MODULE 4 – Implementing Strategic Change

Read and understand this assignment and the deadlines

YOU ARE TEAM 4:   Each of you are randomly assigned the role of Vice President of one of the following five major functional areas of Jakks Pacific:

– MARKETING

– FINANCE/ACCOUNTING

– HUMAN RESOURCES

– OPERATIONS/SUPPLY CHAIN

Assigned       – R&D/PRODUCT DEVELOPMENT (part 1)

——————— —————————–

The materials for this module are the Toy Industry/Jakks Pacific case reading from Module 3 (as well as your analysis and understanding of Jakks and their industry), the ‘UPDATE on Jakks’ provided in the Module 4 folder, and Chapter 10 of the textbook.

Review the Toy Industry/Jakks Pacific reading

Read the UPDATE on Jakks

Read Chapter 10

   Understanding Chapter 10 content is necessary for the PART 2 assignment

PART 2

Chapter 10 describes EIGHT major components of planning and effectively executing strategy or a strategic change. Your team is to consider these eight components with respect to Jakks and their strategic change initiative and to chose which FOUR you believe are most critical to this change being successful. You then will relate each functional area to these four priority change elements.

Your team report will address the tasks/questions below. Organize the Team report using these headings:

1. The four priority implementation components (see item #1 below)

                  III. Functional implications (see item #2 below)

1. Team process and participation (item 3 below)

1. Prioritize the top four components you believe are most critical for Jakks success. Simply provide a list of these four components with a brief description relating it to the Jakks strategic change.

A hypothetical Example (NOT relevant to the case):

1. Building the organization: Jakks will need to develop a competent Franchise management department to implement their new business model

This effort requires some discussion of the implications of this change within and across functional areas. (* Don’t just leave PART 1 of this project once you’ve submitted it. You are still in the role of functional VPs). One or more specific components may only be relevant to a needed major change in one functional area. That’s okay! Implementation efforts do not have to be equal across all areas or be company-wide.

2. For EACH of your four priority components:
3. Describe what needs to be done (not how to do it) and WHY this is important for the success of this strategic change.

1. Name each functional department involved in this implementation component and how they are affected/involved.

Therefore, this section will

NAME component ONE (e.g. “Fostering a new culture about execution”)

Name EACH of the five functional areas and describe if and how it will be involved in or affected by the efforts related to this one component of executing the change.

MARKETING

FINANCE/ACCOUNTING

HUMAN RESOURCES

OPERATIONS/SUPPLY CHAIN

R&D/PRODUCT DEVELOPMENT

(*the information here should use and build on your individual reports/thinking from step 1. This is where you will need to collaborate as a team (organization) to choose and explain your plans.

Then do the same for your components two, three, and four.

I know time is short for this but do your best!

Grades will be based on: (a) understanding and addressing the assignment; (b) quality/soundness of choice of top four implementation components; (c) quality and depth of thinking about relevant functional implications; (c) and clarity and quality of writing/communication. All members will receive the same grade EXCEPT for members not adequately participating or contributing to the team effort – who will be penalized between 5-30(all) points – or members performing exceptional team leadership who may get up to 5 points extra.

What [main] factors influence the transfer of a colloquial lexical item originating in one variety of English to the other five varieties of English?

This research strives to trace a cross-dialectal transfer of colloquial lexical items through blogs and blogging in general by means of the corpus of global web-based English with certain geographic specifications. The present paper contributes to three lines of research: research on Computer-Mediated Communication (CMC), the study on World Englishes (henceforth WEs) and Bilingualism/Multilingualism, as the study of Language Contact falls within this wider field. The analyzed varieties of English will serve as an illustration of current tendencies in dialectal influence through social media. Research Questions 1. What [main] factors influence the transfer of a colloquial lexical item originating in one variety of English to the other five varieties of English? 2. To what extend blogs (and thereby social media in more general sense) act as a site of dialectal spread? 3. Which dialect of English among the six varieties is the most influential lexifier? Hypothesis 1: Geographic proximity is no longer the main factor that influences the transfer. I think prestige plays a significant role in the transfer as well. Hypothesis 2: A consistent trend towards Americanization continues and, thus, AmE is the most influential lexifier. BrE is second. Hypothesis 3: Social media is a good example of contact environment between varieties of English. Mobility exposes speakers of one variety to other varieties of English, but social media exposes them even more, since they do not need to travel/go elsewhere to find themselves in a language contact situation.

Describe how at least 2 different methods of psychological profiling would identify offenders.

Description

Describe how at least 2 different methods of psychological profiling would identify offenders.. Then evaluate the contribution of these psychological profiling methods. Describe and evaluate how different psychological theories of offending would explain the criminal’s behaviour. Then outline and evaluate key research that supports these theories.

Describe and map, by creating two IDEFO diagrams, the main processes in the pre-construction phase (i.e. all the key processes preceding the construction phase) of the selected project.

Assessment task details and instructions Working individually, you are required to select and investigate a recent ‘iconic’ construction project completed in the last 10 years or currently progressing. The project can be located in any part of the world. Considering your selected iconic project, you should write a 3000-word research oriented report covering the following two tasks: TASKS 1. Introduce your selected project. The selected project should be named, and a brief background should be provided to introduce/describe the chosen project and to justify its iconic nature. Project key information and start and completion dates should be clearly specified by including relevant tables/figures. 2. Describe and map, by creating two IDEFO diagrams, the main processes in the pre-construction phase (i.e. all the key processes preceding the construction phase) of the selected project. The two IDEF0 diagrams should consist of a single Level 0 diagram (i.e., Context diagram) and a single Level 1 diagram. You should also select four processes, from your Level 1 IDEF0 diagram, and describe the flow of activities within these processes by using four UML Activity diagrams. The RIBA Plan of Work or CIOB Code of Practice for Project Management frameworks must be investigated and used to identify and map the main processes/activities and other relevant information to be included in your own diagrams. The selected framework should be clearly named in the report. Each diagram should be introduced and discussed in the report by clearly describing the processes/activities depicted in the diagram in the context of the selected project and of the selected project life cycle framework (i.e. RIBA Plan of Work or CIOB Code of Practice for Project Management). The description of the illustrated processes and activities is expected to be effectively supported by references to the selected project life cycle framework and relevant literature. You should also make appropriate assumptions as necessary and state them accordingly. The description of the four UML Assessment Information/Brief 3 Activity diagrams is expected to be more detailed than the description of the IDEF0 diagrams. Please note the following: (i) The report should focus on analysing theory and relevant publications. It should include a combination of synthesis of knowledge gained from relevant sources, your own diagrams and descriptions based on facts and theory. (ii) Students are required to acknowledge all sources from which they obtain information, by including in-text citations and references in the APA 7 th (Harvard) Style of referencing (see guidance on blackboard). (iii) The main emphasis in referencing should be on good quality secondary sources such as official reports, journal/conference articles, books. Students can also cite relevant websites. FORMAT Students should submit an individual 3000 word Microsoft Word report. All submissions should have a cover/title page and should be clearly structured by using relevant numbered chapters and sections. The cover/title page should include the following information: your programme (PMC/QS/ QSME), your study mode (FT/PT) the module name, the date, your roll number, and the total number of words included in the main body of the report (I.e., word count). A table of contents and a reference list should also be included in the report. Report basic structure example: – Report cover/title page with all requested information – Table of contents – Chapter 1 Introduction – Chapter 2 Project Background: brief background to describe the chosen project and justification of its iconic nature. – Chapter 3 Process Analysis: description of the main processes in the pre-construction phase: including the requested two IDEF0 diagrams, four UML Activity diagrams, and relevant descriptions of the processes/activities included in the diagrams. – Chapter 4 Conclusion – Reference List (APA 7th Harvard Style) Assessment Information/Brief 4 Informative headings/subheadings should be used to clearly present your material Checklist: The following checklist will help you to better organise your work. • Understand the assessment tasks and requirements – contact the tutor to clarify unclear aspects • Review the relevant module material • Research and review relevant literature to ensure you can proficiently analyse and discuss the requested topics in your report • Investigate the RIBA Plan of Work and CIOB Code of practice and use one of these frameworks to guide the creation of your diagrams and to inform your discussion • Ensure that the report is well presented and focused on the requested topics/tasks • Ensure that the report includes all requested diagrams and that each diagram is readable/clearly presented and proficiently discussed to demonstrate your knowledge of relevant processes • Check clarity of discussion and use of citations to appropriately reference your sources • Use the APA 7th referencing style for in-text citations (in the main body of your report) and in the reference list at the end of the report • Submit your report in the draft submission area of the Assessment Support module (in Blackboard), to produce the originality report and ensure that the report does not contain a large amount of text copied from other sources • Adjust the length of the report to meet the word limit requirements (3000-3300 words) and include the word count in the cover page of the report Assessment Information/Brief 5 Note: The final version of the completed assignment must be submitted to the correct Assessment Submission folder in the Process Management in Construction Blackboard module space. Knowledge and Understanding Practical, Professional or Subject Specific Skills Assessed intended learning outcomes On successful completion of this assessment, you will be able to: 1. Demonstrate knowledge and understanding of process thinking/ process modelling and analysis in the construction sector 2. Develop process maps to effectively analyse and describe construction projects. 3. Use alternative planning/modelling tools 4. Develop ability to critically analyse construction processes and process management techniques 1. Use alternative modelling/planning tools and techniques. 2. Analyse and model construction processes. 3. Ability to collect, analyse and present data. 4. Ability to critically reflect on current practices. 5. Develop critical awareness of planning/modelling approaches. Module Aims The aims of the module are: 1. To develop knowledge and understanding of the importance of process thinking in the management of construction projects. 2. To develop knowledge and practical understanding of process modelling and analysis. 3. To develop knowledge and understanding of process improvement and innovation/redesign. 4. To introduce tools and techniques used in process and project management. 5. To develop practical knowledge of planning and modelling software. Word count/ duration (if applicable) You should submit a 3000 word Microsoft Word report. Cover page, table of contents, tables, reference list, bibliography (optional) and appendices (optional) are not considered in the word count. Proportion of the word count that should be allocated to each task Task 1: minimum 500 maximum 800 words Task 2: minimum 2000 maximum 2300 words Conclusion: approximately 200 words Note: Assessment length is set for guidance of effort and to control marking load. If you submit a report which exceeds the number of words stated above by more than 10% the exceeding words/content will not be considered for the purpose of grading and feedback.