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PART A
1.Purpose of Curriculum and Pedagogy
2.Choose the Approach: Project BasedLearning
PART B
Component 1: Curriculum Aim, Goals and
Objective
Component 2: Curriculum Content and
Subject Matter
Component 3: Curriculum Experience
Component 4: Curriculum Evaluation

2-3
4

5
6-9
10-11
11-12

Conclusion

13

Reference

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PART A
1. Purpose of the Curriculum and Pedagogy
What is curriculum?
The term curriculum refers to the lessons and academic content taught in a school or in a
specific course or program. In dictionaries, curriculum is often defined as the courses offered
by a school, but it is rarely used in such a general sense in schools. Depending on how
broadly educators define or employ the term, curriculum typically refers to the knowledge
and skills students are expected to learn, which includes the learning standards or learning
objectives they are expected to meet; the units and lessons that teachers teach; the
assignments and projects given to students; the books, materials, videos, presentations, and
readings used in a course; and the tests, assessments, and other methods used to evaluate
student learning. An individual teachers curriculum, for example, would be the
specific learning standards, lessons, assignments, and materials used to organize and teach
a particular course.
Numerous theorists have developed teaching and learning models and taxonomies to teach
students the techniques of creative and productive thinking. It is essential that a teacher is
familiar with these when designing a curriculum specifically catering for gifted students.
The models included in this section do not form an exhaustive list but can make a useful
start when designing a differentiated curriculum for gifted and talented students. According to
Maker in Teaching Models in Education of the Gifted "a teaching-learning model is a
structural framework that serves as a guide for developing specific educational activities and
environments" (1982).
Features common to all models are:

an identified purpose or area of concentration;

underlying explicit and implicit assumptions about the characteristics of learners and

about the teaching-learning process;

guidelines for developing specific day-to-day learning experiences;
definite patterns and requirements for these learning activities; and

a body of research surrounding their development or an evaluation of their

effectiveness

Aspects of any model can be used in curriculum design. What is chosen will depend on the
school environment, the resources available and the desired outcomes.
When planning to incorporate any of the models into a program, teachers should use the
Curriculum Framework learning and teaching principles to guide learning, teaching and
assessment for students to achieve the outcomes. In regards to gifted and talented students
these principles may assist whole school and individual/group planning to provide for their
specific needs.
What is pedagogy?
Pedagogy is an encompassing term concerned with what a teacher does to influence
learning in others. As the importance of high quality early childhood education and care
services for children has become more clearly understood, so has the teacher/educators
role in the provision of these services. This demands a clear understanding of the meaning
of pedagogy and how it plays out in individual educators and services. The definitions below
show a range of thinking around the term pedagogy, all of which have what a teacher does
and how they do it at their core. The National Quality Agenda in Australia uses the term
educator to encompass all with direct contact and responsibility for childrens learning and
development in early childhood education and care services. For the purpose of this
document the terms teacher and educator are used interchangeably.
Pedagogy that enhances wellbeing:

builds positive relationships between teacher and students

Is responsive to the individual needs of students.

Teachers do this by:

demonstrating respect for their students as individuals

providing opportunities for students to:

o

build on their strengths

use their preferred learning styles

3

work cooperatively in groups

negotiate what and how they learn

2. Choose the Project Based-Learning Approach

We choose the approach in teaching and learning model for the curriculum design is Project
Based Learning. Because from this approach students can explore their skill and they learn
how to solve the problems and also identify the problems. Students also will get more
experience from this approach.
Project based learning is an approach to teaching that focuses preschool on having students
engage in explorations of real world problems and challenges. Through these explorations,
they develop their content knowledge, but also develop solutions to problems. This approach
to teaching functions to engage students that may be disinterested in traditional content
because it allows them to identify problems in their community or the world at large that they
want to solve. It also provides teachers and students with opportunities to be creative. In
kindergarten that commit to project based learning, students can engage in a project, and
learn all subjects as they complete their project. In the process, the teacher looks far ways to
connect the subject to the project in turn, students look to teacher to content knowledge so
they can complete their project.

The origins of the Project-Based Learning method

The modern project-based approach to learning is attributed to early childhood educator
Lillian Katz, author of Engaging Childrens Minds: The Project Approach (1989), which
outlined this teaching method. According to Katz, the project method was used sporadically
in the United States from 1885 until World War II as a central part of the progressive
education movement. She became involved in the project approach in the 1970s and has
been teaching it ever since.
Through the project approach

defined by Illinois Projects in Practice as an in depth

investigation of a topic undertaken by a class, group of children or individual child in an early

childhood classroom or at home children are nurtured in an environment that does not place
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limits on their creativity or enforce time restrictions. This flexible framework is believed to
promote brain development by encouraging children to collaborate with each other and solve
challenges as they arise throughout their project.
The goal is for children to become engaged in their own learning while educators serve as
guides rather than instructors. There is no right or wrong answer in project development,
which encourages children to take risks and embrace learning through creative thought.

PART B
Component 1: Curriculum Aim, Goals and Objectives
1.1 Aim

To the all teacher and student at the preschool or kindergarten in early childhood
education.

1.2 Goals

This intellectual framing of the idea of pedagogy supposes a coherence and

deliberateness that is often absent in practice. Indeed, a review of the literature on
early childhood curriculum suggests some reluctance to spell out even a limited set
of specific goals. The three well-known programs briefly mentioned below are ones
that have clearly articulated goals.

The

Montessori

approach

(Montessori,

1964)

promotes

childrens

active,

independent observation and exploration of concrete materials to develop concepts

or skills. Through this activity children develop a clear image of what they were trying
to accomplish, thus developing self-discipline, self-reliance, and intrinsic motivation.

The curriculum offers children active engagement in planning their learning, as well
as opportunity to enhance language and develop concepts through experiencing and
representing different aspects of classification, seriation, number, spatial relations,
and time.

3.0 Objectives

Understand the role of developmentally appropriate, anti-bias programming for

individuals and groups of young children, based on developmental needs and

interests.
Demonstrate

developmentally appropriate curriculum, and a philosophy of education.

Develop appropriate short and long-term goals.
Plan a developmentally appropriate, anti-bias project for young children that provides

for emerging curriculum based on childrens developmental needs and interests.

Investigate individual differences and learning styles in children and adults.
Demonstrate an understanding of the teachers role and responsibilities in

the

relationship

among

principles

of

child

development,

implementing developmentally appropriate curriculum.

Component 2: Content or Subject Matter

2.0 What is content or subject matter in curriculum?
All curricula have content, regardless on their design or models. Content is more than simply
information to be learned in school. To same curriculum specialist content or subject matter
is another term for knowledge. It is compendium act concepts generalization, principles of
accumulated discoveries and inventions of man down the centuries, due to mans
exploration of his world. This is subject centered- view of the curriculum. On the other those
who view knowledge as learner-centered, relates knowledge to the individuals personal and
social world and how he or she defines reality. According to Gerome Bruner, knowledge is a
model we construct to give meaning and structure to regularities in experience.
Curriculum content is another main lever of education quality. The knowledge, skills and
attitudes imparted by learning areas/subjects, cross-cutting approaches and extra-curricular
activities is a main source of systematic and comprehensive learning. While learners may
learn from many other different sources (especially in an informal way from the Media and
Internet), curriculums advantages in structuring and sequencing learning represents a major
asset for sustainable acquisitions that ought to be well exploited and capitalized on.

2.1 The subject matter of Project Based-Learning approach

PBL (Project Based-Learning) promotes lifelong learning because PBL and the use of
technology enable students, teachers, and administrators to reach out beyond the school
building. Students become engaged builders of a new knowledge base and become active,
lifelong learners. PBL teaches children to take control of their learning, the first step as
lifelong learners. Authentic assessment and evaluation allow us to systematically
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document a child's progress and development. PBL encourages this by doing the
following:

It lets the teacher have multiple assessment opportunities.

It allows a child to demonstrate his or her capabilities while working

independently.

It shows the child's ability to apply desired skills such as doing research.

It develops the child's ability to work with his or her peers, building teamwork
and group skills.

It allows the teacher to learn more about the child as a person.

It helps the teacher communicate in progressive and meaningful ways with

the child or a group of children on a range of issues.

2.2 The content of the Project based-learning approach

A. PBL and Technology Use Bring a New Relevance to the Learning at Hand
By bringing real-life context and technology to the curriculum through a PBL approach,
students are encouraged to become independent workers, critical thinkers, and lifelong
learners. Teachers can communicate with administrators, exchange ideas with other
teachers and subject-area experts, and communicate with parents, all the while breaking
down invisible barriers such as isolation of the classroom, fear of embarking on an unfamiliar
process, and lack of assurances of success. PBL is not just a way of learning; it's a way of
working together. If students learn to take responsibility for their own learning, they will form
the basis for the way they will work with others in their adult lives.
B. 21st Century skill on Project Based Learning approach
With this combination of skills, students become directors and managers of their learning
process, guided and mentored by a skilled teacher. These 21st century skills include:

personal and social responsibility

planning, critical thinking, reasoning, and creativity

strong communication skills, both for interpersonal and presentation needs

cross-cultural understanding

visualizing and decision making

knowing how and when to use technology and choosing the most appropriate tool for
the task

2.3 How the Project Based-Learning work?

Project-based learning, as with all lessons, requires much preparation and planning. It
begins with an idea and an essential question. When you are designing the project and the
essential question that will launch the activities, it is important to remember that many
content standards will be addressed. With these standards in mind, devise a plan that will
integrate as many subjects as possible into the project. Have in mind what materials and
resources will be accessible to the students. Next, students will need assistance in
managing their time a definite life skill. Finally, have multiple means for assessing your
students' completion of the project.
1. Design a Plan for the Project
When designing the project, it is essential that you have in mind which content standards will
be addressed. Involve the students in planning; they will feel ownership of the project when
they are actively involved in decision making. Select activities that support the question and
utilize the curriculum, thus fuelling the process. Integrate as many subjects as possible into
the project. Know what materials and resources will be accessible to the students to assist

them. Be prepared to delve deeper into new topics and new issues that arise as the students
become increasingly involved in the active pursuit of answers.
2. Create a Schedule
Design a timeline for project components. Realize that changes to the schedule will happen.
Be flexible, but help the students realize that a time will come when they need to finalize
their thoughts, findings, and evaluations.
3. Monitor the Students and the Progress of the Project
To maintain control without preventing students from taking responsibility for their work,
follow these steps which is facilitate the process and the love of learning. Teach the students
how to work collaboratively and designate fluid roles for group members. Have students
choose their primary roles, but assume responsibility and interactivity for all group roles.
Besides that, remind them that every part of the process belongs to each individual and
needs each student's total involvement. Provide resources and guidance and assess the
process by creating team and project rubrics.

4. Assess the Outcome

Assessment meets many needs. It

Provides diagnostic feedback.

Helps educators set standards.

Allows one to evaluate progress and relate that progress to others.

Gives students feedback on how well they understand the information and on what
they need to improve.

Helps the teacher design instruction to teach more effectively.

Whenever possible, give the students the opportunity to conduct self-assessment. When a
student's assessment and the teacher's assessment don't agree, schedule a student-teacher
conference to let the student explain in more detail his or her understanding of the content
and justify the outcome.
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5. Evaluate the Experience

Little time for reflection is available in the busy schedule of the school day, yet reflection is a
key component of learning. How do we expect our students to synthesize new knowledge if
they are not given time to reflect on what they have discovered? Too often, we teachers do
not allow ourselves that time, either. Designate a time for reflection of the daily activities.
Allow for individual reflection, such as journaling, as well as group reflection and discussion.
For example, validate what students have learned and make suggestions for improvement.
The project based-learning approach can work based on the five step above. It is can help
the project based learning either successful or not. The project based learning one of the
approach in the curriculum and more use in early childhood education.

Component 3: Curriculum Experience

Teaching strategies convert the written curriculum to instruction. The teacher and the learner
take actions to facilitate learnings. The actions are based on planned objectives, subject
matter to be taken and the support materials to be used. These will include a multitude of
teaching methods and educational activities which will enhance learning. Among these are
the time-tested methods, inquiry approaches, constructivist and other emerging strategies
that complement new theories in teaching and learning. Educational activities like field
viewing, conducting experiment, interacting with computer programs, field trips and other
experiential learning skill also form part of the repertoire of teaching. Project learning, also
known as project-based learning, is a dynamic approach to teaching in which students
explore real-world problems and challenges, simultaneously developing cross-curriculum
skills while working in small collaborative groups.
Because project-based learning is filled with active and engaged learning, it inspires
students to obtain a deeper knowledge of the subjects they're studying. Research also
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indicates that students are more likely to retain the knowledge gained through this approach
far more readily than through traditional textbook-centered learning. In addition, students
develop confidence and self-direction as they move through both team-based and
independent work.
In the process of completing their projects, students also hone their organizational and
research skills, develop better communication with their peers and adults, and often work
within their community while seeing the positive effect of their work.
Because students are evaluated on the basis of their projects, rather than on the
comparatively narrow rubrics defined by exams, essays, and written reports, assessment of
project-based work is often more meaningful to them. They quickly see how academic work
can connect to real-life issues -- and may even be inspired to pursue a career or engage in
activism that relates to the project they developed.
Students also thrive on the greater flexibility of project learning. In addition to participating in
traditional assessment, they might be evaluated on presentations to a community audience
they have assiduously prepared for, informative tours of a local historical site based on their
recently acquired expertise, or screening of a scripted film they have painstakingly produced.
Project learning is also an effective way to integrate technology into the curriculum. A typical
project can easily accommodate computers and the Internet, as well as interactive
whiteboards, global-positioning-system (GPS) devices, digital still cameras, video cameras,
and associated editing equipment.
Adopting a project-learning approach in your classroom or school can invigorate your
learning environment, energizing the curriculum with a real-world relevance and sparking
students' desire to explore, investigate, and understand their world.

Component 4: Curriculum Evaluation

As collaboration and project-based learning become preeminent ways of teaching and
learning, many teachers struggle with how to evaluate these types of lessons. Traditional
methods of evaluation, which have many flaws on their own, are not well-suited for
interdisciplinary, multi-modal learning. Teachers need ideas for encouraging students,
providing meaningful feedback, and setting students up for success.
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Project-based learning (PBL), also known as challenge-based learning, begins with the
assumption that there may be more than one right answer. Finding creative solutions to a
problem or a driving question is what makes the learning meaningful and lasting, and also
difficult to evaluate from a traditional standpoint. When projects are interdisciplinary, it
becomes even more of a challenge for teachers to critique subjects that may be unfamiliar.
4.1 What Counts as an Evaluation?
If we understand evaluation as some type of feedback on the progress or achievement of a
student, then it can take many different shapes and be as formal or informal as needed. I
think evaluations should have four dimensions:

Self

Peer

Teacher

Audience

While rubric score sheets can be a quick, efficient way of providing feedback to a big class,
oral and written feedback is more personal and specific.
Self-evaluation is an especially important piece of the summative evaluation because it taps
into higher-level thinking and awareness of the material, process, and final product. It makes
students think about their successes, mistakes, and goals for the next time. Choose oral or
written form, and include expectations or rubrics for this evaluation.
Peer evaluations are unique to collaborative projects, and I find that they facilitate a better
collaborative process because the teacher considers the student experience. We can use
this information to modify the workflow for the next project and hold students accountable for
their work (effort, constructive contributions to the team, etc.).

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Conclusion
As the conclusion, the Project based learning is a non -traditional education model that
seeks to better prepare students for solving real-world problems and issues while teaching
them what they need to know to succeed in school right now. We choose this approach
which is the project based learning because structures curriculum around discrete projects,
presenting students with multi-step problems to solve or asking them complex questions
they are then required to answer. Such projects often force students to use multiple learning
techniques to succeed, including research, logical deduction, and iterative learning (trial and
error). Since these projects are usually too large and complex for one student to do alone,
project based learning also tends to encourage teamwork. Connecting academic situations
to the real world is one of the largest benefits of project based learning. Students learn with
the same approach they will eventually use in their hobbies, passions, and careers. This
ingrains essential problem-solving techniques within them early on, drastically increasing
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their chances of success in whatever career they choose once their education has
completed. Part of this is that project based learning requires the use of multiple problemsolving methods, which helps students not only cultivate a balanced approach but also learn
to switch approaches when their initial attempt fails to work.
This project based-learning also include in the curriculum and pedagogy. We learn that the
innovations in curriculum and pedagogy are motivated by the need to educate and train
students in the most up-to-date knowledge and skills. The research-focused nature of
postgraduate study allows a creative and original approach to engaging students. This is not
only relevant to new courses or modules as well-established courses may benefit from a
review of content and teaching methods. Innovation may involve cross-faculty approaches or
research centre collaboration. In addition, the professional dimension of many programmes
also allows for innovation through external partner collaboration.
Careful planning is necessary to ensure the implementation of the curriculum. Thus, the
school plays an important role in creating a conductive environment encouraging
excellences. In this respect, headmaster and teacher need to understand and internalize the
national educational philosophy. The aim and objectives of the national education policy and
the integrated approach of the curriculum. Apart from the school and parents, society also
plays an important role. The success of the curriculum depends on societys support in
assisting the school to develop pupils personalities and to participate actively in matters
relating to education.

Reference

http://www.edutopia.org/project-based-learning-guide-importance
http://www.huffingtonpost.com/christopher-emdin/5-new-approaches-to-teachingstrategies_b_4697731.html
http://www.unesco.org/new/en/education/themes/strengthening-educationsystems/quality-framework/technical-notes/defining-curriculum-content/
https://www.scribd.com/doc/317004254/Curriculum-Content-or-Subject-Matter
file:///C:/Users/user/Downloads/CA-Statement-Pedagogy.pdf
file:///C:/Users/user/Downloads/http---www.aphref.aph.gov.au-house-committee-edt-

eofb-report-chapter4.pdf
http://edglossary.org/curriculum/
http://www.edutopia.org/blog/evaluating-pbl-michael-hernandez

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