The idea of an underlying philosophy and what it can accomplish should not be underestimated.

Consider our education system today. It exists precisely because of our forefathers vision and belief that everyone is entitled to an education. Because visions and thoughts of those in control eventually pass on to the underlying subjects, it is essential that these visions and thoughts be written down clearly and be exposed openly to the community. If we believe that all students can learn under a given set of conditions, let us make an appropriate statement saying so. Perhaps our philosophy will include the infusion of technology. If it does, the community can be assured that the required software and computer lab time will be allotted for. Thus the philosophy from above sets the stage for learning. There are a number of fundamental questions that help determine the development and implementation of a plan for instruction. Regardless of definition or approach, curriculum can be organized into three major components: objectives, content or subject matter, and learning experiences. Think of objectives as a road map ( where are we going), content as the what of curriculum, and learning experiences as the how. The interrelationship Curriculum developers must always be concerned about what should be included in the curriculum and how to present and arrange what is selected. In other words, they must first deal with content or subject matter and then learning experiences. These tasks are preceded by formulating behavioral objectives, which act as a road map for the curriculum development and implementation process. Regardless of the curriculum approach or development model used, curriculum leaders cannot ignore these three components.

Committees charged with curriculum planning have options in selection of content and experiencesto be determined in part by the philosophical and psychological views of the committee members, the school, and the school district. Unquestionably, there is much content and a variety of learning experiences to include. Committee members must decide not only what content and learning experiences to include, but also, and more importantly, the relationship of objectives and content as well as the relationship of objectives to learning experiences. Relationship of Objectives and Content Objectives are usually stated in terms of expected outcomes. For example, a high school science teacher might develop a chronological list of topics to be covered in a high school biological science course: functions of human organisms, use of plant and animal resources, evolution and development, y Aim: one sentence (more or less) description of overall purpose of curriculum, including audience and the topic

y Rationale: paragraph describing why aim is worth achieving. This section would include assessment of needs. y Goals and objectives: list of the learning outcomes expected from participation in the curriculum. This section includes a discussion of how the curriculum supports national, state, and local stay Plans for assessment and evaluation: includes plan for
assessing learning and evaluating the curriculum as a whole. May include description of a model project, sample exam questions, or other elements of assessment. Also should include plan for evaluating the curriculum as a whole, including feedback from learners.ndards.

Assessment in Kindergarten Besides needing to report students' growth to family through progress reports, report cards, and conferences, assessments taken in Kindergarten are essential to gaining insight into how much students are growing and learning in your kindergarten program and to adjust the way you teach to better meet their needs. Kindergarten teachers tend to assess in a variety of ways. Whether through meeting with students one on one, making informal observations during the day, or saving projects and student work for a portfolio - get ready to watch your students bloom during their kindergarten year!
Goals of this Curriculum To enable students reflect on their feelings, beliefs, and understanding of discrimination. To help students understand that discrimination is not just the result of individual actions, but rather a system of exclusion that affects economic, social, political, and cultural institutions. To help students place their individual behaviours in the context of larger social systems. To engage students in critical analysis of discrimination that links economic, social, cultural, political, and historic issues. To help students understand that solutions to discrimination need to go beyond individual acts to address systemic change. To provide opportunities for students to make meaningful, positive actions to combat discrimination. noun 1. Usually, contents. a. something that is contained: the contents of a box. b. the subjects or topics covered in a book or document. c. the chapters or other formal divisions of a book or document: a table of contents. 2. something that is to be expressed through some medium, as speech, writing, or any of various arts: a poetic form adequate to a poetic content.

3. significance or profundity; meaning: a clever play that lacks content.

What We Know About Reading and Writing

There is a great deal of research on reading and writing and how best to help children. There are many debates about the teaching of reading. Some favor strict phonetic approaches; others a more general approach. No matter how your child is being taught in school, the most significant thing you can do to help your child become a good reader, writer and learner is to talk and engage your child in language activities. Speaking and Listening Talking comes before reading and writing. Without an understanding of language, it is difficult for young readers to comprehend and produce print. By talking and listening, your child will gain valuable insight into how to understand things. When we speak, we use facial expressions to help communicate, but in reading and writing there are no clues. Generally, speakers and listeners have a fairly easy time of understanding each other if they have some things in common. Think about the last time someone spoke to you about a topic with which you had no familiarity. A farmer would easily understand and talk about crop rotation, bio-engineered food, and product distribution, but the average listener might find these terms unfamiliar. Conversation on these topics would be difficult to understand. It is very important to help build your childs knowledge about things. Children gain new understanding and knowledge when they share information, and parents and caregivers need to keep in mind the two-way nature of a conversation. When adults converse with children, they should try to build on what the children know and should work to expand that knowledge. Parents are always observing their children and know the quizzical looks, blank expressions, and raised eyebrows that can indicate difficulty in understanding Reading and Writing: Things You

Can Do to Help
Reading and writing are ways of communicating, but they are obviously different from listening and speaking. The more the reader knows about the topic that is being written about, the easier it is for the reader to understand the written word. Readers -- whether children or adults -- bring both their interests and their background experiences to their reading. It is important to use books not just to build on childrens existing interests and knowledge, but also to expose them to things that are somewhat removed from their experiences. Exposure to new things and ideas enables intellectual and emotional growth. The following are some tips on what you can do to help your child: Read a book together. Look at and discuss the cover of the book and the title on the front page. Turn the pages together. Point to the words as your read. Point out repeated or key words in the story. Look at the pictures and discuss them. Write notes to and with your child. If you pack a lunch for your child, your note might just include a word or two with a simple picture. When your child receives a gift, write a thank you note together. Keep a memo board handy. As your child watches, mark down special dates and events. When your child is ready, encourage him to note things on the board. Reading becomes even more important as children progress through school. While much of the work in the early grades involves learning to read and write, as children go through the grades, reading impacts on their learning of subject area materials such as math, science or social studies. Put things in categoriesstart by using concrete household things such as cereals or magazines, then progress to more abstract things such as TV shows, lists of healthy Activities for You and Your Child foods, or charts of activities. Use letter tiles from any game to scramble up letters and make words. Use words that your child knows and then each of you takes turns using the word in a sentence. Also use letter tiles to develop groupings of words that all begin with the same letter. Ask your child to describe events in their life. Talking about experiences will help children think about them. Giving detailed descriptions and telling complete stories will also help children learn about how stories are written and what the stories they read mean. Ask your child to help you write the list of chores to do and then organize them according to location or time frames.

Reading, writing, listening and speaking go hand in hand. No matter what age your child is, you can play a very significant role in his/her progress. Build on the known, expand the unknown and provide a supportive

educative environment where children will thrive. Above all, please, remember that all children are different, even when they are the same age they will progress at different a pace. Given time, patience and support, they will all learn and thrive.

ECE 607 1. Observe and list down Recreational facilities found in each school.
- In the respective schools we visited, they have almost the same recreational facilities. In the outdoor activities they have the following: a huge ground for children to have their games and morning exercises, playhouse, sandbox, mini library in each classroom. These facilities provide children to have fun while learning.

2. How is Music taught in the school?

- Music is taught during their transition period, during circle time. It can be used as a motivation to a topic or lesson for them to easily understand and enjoy the lesson for that day.

3. Are there dramatic activities held in the school?

- Absolutely yes there are dramatic activities held in the schools like in Childrens Paradise they have presentations to showcase the talents of their children. It can be seen during foundations day, speech festival, kinder day and culminating activities.