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The integrated curriculum is an educational curriculum that is linked to different academic fields, and also includes multiple Curricula in one unit of study, instead of teaching subjects in a separate way. One of the goals of the integrated curriculum is to provide a more comprehensive and coherent educational experience for student. The integrated curriculum enhances student motivation, development and participation by making learning more flexible and easy to implement. What is meant by application is students' narration of the concepts and skills that learn in one subject and linking them to the rest of the fields. One of the advantages of the integrated curriculum in that it is a more attractive and purposeful approach to the education that student learn, and through this they can face the challenges and opportunities that they will face in their personal and professional lives.

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American curricula and MOE are standards-based. From kindergarten to the 12th grade, it offers inclusive education. It is composed of eleven main parts, with the broad results being the first. More specific objectives, content, scope, sequence, assessment, timing, evaluation, methodology, resources, and tasks follow.

The curriculum in the United States is limited to making abstract concepts concrete in relation to issues that are personally relevant and applicable.

method focuses on producing the desired results; a vision of the positive cognitive transformation that learners are expected to undergo is outlined, along with the skills that must be learned, the standards that must be fulfilled, and the resources needed to carry out this instruction.

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This curriculum explains the winter weather in the UAE, and the curriculum is designed to suit the kindergarten stage. This curriculum talks about the weather of the sky and space. In addition, the curriculum focuses on developing the student’s listening, speaking, and emerging skills that will develop and improve the student. English and science are also integrated by linking weather to space to facilitate students’ understanding and access to information easily. This curriculum focuses on enabling the student to recognize the categories of animals and clothing. For example, in the Cha class, a person must wear heavy clothes that keep him warm, not like some other days, which are like a head covering, a jacket, a hand covering, and a heavy scarf.

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Students learn to recognize, write, and count objects up to thirty in kindergarten. Additionally, they will learn how to add and subtract tiny amounts. Children are also taught fundamental concepts in geometry, algebraic thinking, and operations, according to the American kindergarten curriculum.

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As the best kindergarten school in Ajman, our curriculum is centered on our students and their developmental needs. Students at the kindergarten level are eager to explore the world that surrounds them. Through an active and innovative form of learning, and hands-on experiences, our students will develop a variety of age-appropriate skills. These skills encompass intellect, physicality, societal awareness, emotional intelligence, cognition, and semantics. The American curriculum for kindergarten students involves a multitude of learning experiences that are grounded on a meaningful understanding of early childhood development. These practical experiences are established daily within an integrated process curriculum that follows California U.S. curriculum standards for Language Arts, Mathematics, and Science and NGSS (Next Generation Science Standards) US standards.

1.English Language Art and literacy: Listening and Speaking - Reading - Writing to assess their English language proficiency

2.Math: Counting and Cardinality- Operations and Algebraic Thinking - Measurement and Data - Geometry to help students prepare for math

3.Science: Physical Sciences - Life Sciences - Earth and space sciences.
4.Personal & Social Development:
Children start to demonstrate positive attitudes, social skills, critical thinking, ability to solve problems, independence, an awareness of health and safety practices, and an awareness of their surroundings in order to build a foundation for lifelong participation in and appreciation for healthy living.

5.Physical education: Gross Motor Skills, Fine Motor Skills
6.Creative Art: drawing, painting, and cutting, pasting, and playing with dough...etc.

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American Kindergarten Curriculum | Best Kindergarten School Ajman | City American School

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One of the top-most KG schools in Ajman, offering kindergarten students a safe learning environment. We combine an all-inclusive curriculum with activities for a holistic development. Inquire now!

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overview of the use curriculum unit plan

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overview of the use curriculum unit plan

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State-by-state variations exist in academic requirements, but most districts provide a wide range of extracurricular activities that assist students discover their passions and grow into well-rounded people. Additionally, teachers use a hands-on, inquiry-based, differentiated approach to teaching in order to give each student a unique and engaging learning experience. Based on a varied K–12 experience, the American educational system aims to provide a wide range of courses that enable students to make well-informed decisions about their future endeavors.

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Organizing and aligning instructional plans to support student learning.

The Importance of Planning

Learning requires building new skills and understanding on prior knowledge and abilities. The order and way students experience new information will have a large impact on how successful they are at learning. A clear and succinct plan will play a large role in this success. There are two levels of plans that guide course building:

Scope and Sequence: The big-picture organization that covers the entire semester. The scope consists of the topics, concepts and skills that will be taught throughout the course. The sequence is the order in which these will be taught.

Unit Plans: The groupings of sequential lessons (by theme, topic, step in a process, skill, essential question, etc.) that are components of the course.

Your scope and sequence is a course map that identifies what concepts and skills students will learn and when. It helps instructors identify overarching topics and themes, as well as how the learning outcomes connect to each. Developing a scope and sequence can ensure how the learning outcomes are covered and achieved, and inform the appropriate amount of time it will take students to reach these outcomes.

Unit plans comprise what will be taught, how, for what purpose, and for how long. They are purposeful, clear, and well-paced plans including aligned teaching approaches and active learning strategies.

The benefit of planning is twofold.

First, it helps you create a high-quality plan that guides instruction, but also helps students understand what will be covered, why it will be covered, and how they will practice the knowledge, concepts and skills to meet the unit's objectives, and in turn, the course's learning outcomes.

Second, it ensures an aligned plan for instruction and learning that is inclusive of your students' learning needs. Having an organized plan helps you consider all the course design elements you need to integrate for your students to have successful learning experiences.

Planning helps you increase the likelihood of your students obtaining the course learning outcomes.

Scope and Sequence

To help you plan your scope and sequence, review your course planning sheet
from the design section. Your scope and sequence plan will organize and order your design plan. At this point you will begin grouping or outlining units centered around topics, skills, themes, objectives, or essential questions. First, identify the following components:

1. Topic: The topics, themes or big ideas you will cover. These groupings will serve as beginning sketches of units that will be developed during unit planning. Decide if your units will be thematic, goals-based or project-based.

2. Learning outcomes: Using the learning outcomes you designed from your course design template, determine which units will help students reach which learning outcomes of your course.

3. Unit objectives: Unit objectives align with course learning outcomes and are smaller in scope. Think about what you want students to be able to do at the end of each unit (not the end of the course) and which outcomes they contribute to.

4. Assessments: Using the assessments from your course design template, begin mapping out where larger summative assessments may occur to ensure that all learning outcomes are accounted for and that your scope accounts for the time needed for assessments

5. Sequence of activities: Using the activities from your course design template, map out re-occurring and unique activities, where they take place and how long. If aligned, these may overlap heavily with unit objectives.

6. Key resources: Select a diverse array of authentic texts and content. Ensure that these materials are presented in a variety of formats. (e.g., visual, auditory).

When mapping components make sure to consider the following:

Purpose: Think about the value of what you are teaching instead of trusting the content or sequence of other resources, such as a textbook.

Instructional sequence: Organize your topics, themes or big ideas in a manner that is optimal for student learning, and ensure that topics are interconnected and build on each other. Scaffold instruction to best support learning processes. Decide how much time you will need to spend on each topic.

When you build your scope and sequence plan use the following template:

After broadly grouping units in the scope and sequence stage, and considering components in relation to each other, you will now build the individual unit plans. The topics, content and materials, learning outcomes, assessments, and activities should all support the outcomes of the unit. As you build you may iteratively adjust the scope and sequence plan, and this may in turn affect other units.

The unit plan, guided by the scope and sequence template, consists of the following components:
Establishing Objectives

Unit objectives: (See above).

Essential questions: The defining questions that a unit will help answer. Essential questions help guide students to thoughtfully inquire and think deeply about the subject. The essential questions can either be course specific or unit specific.

Unit introduction: How you want to introduce a unit to your students. This is an opportunity to spark student interest and share the authentic application of the unit. This may include posting the unit's overview, objects, and essential questions followed by an instructor led introduction video.

Gathering Evidence
Assessments: Assessments measure student progress towards achieving learning outcomes. It is important to have a continuum of assessments that inform you and your students about their understandings and misunderstandings throughout the learning process. Consider diagnostic, formative and summative assessments.

Teaching and Learning
Activities: Activities contribute to learning concepts and skills and should clearly be connected to unit objectives. This includes choosing effective teaching methods, active learning strategies and how you will scaffold content to best support student learning.

When unit planning consider the following:

Expectations: Clear explanations for what students will do, why, and criteria for achievement. Make sure to describe your vision, focus, and objectives of the unit to your students. Take the time to answer questions and to address and support students' needs. Students should clearly understand the purpose and relevancy of the unit, as well as what is expected of them.

Continuity and consistency: For students to be successful it is very important that there is continuity and consistency across units. This information should be clearly stated and documented in the syllabus, and if applicable, in UB Learns.

Share unit components: Share with your students what each unit will include. Provide your students with a brief overview of the unit objectives, teaching methods, materials, assessments, activities, evaluation tools, and reflection process.

Adjust as needed: Although changes to unit plans can cause confusion, in some instances, changes should be made. During lessons you may observe that students are struggling, or after a lesson you conclude that students performed poorly on a task. These are times when adjustments to instruction can be beneficial. If no changes can be made in the moment, consider how a lesson or unit could be revised in the future. Take time to jot down your observations and encourage students to give feedback.

Scaffolding: Additionally, consider the diverse learning needs of your students and how scaffolding the content will benefit learners. Providing students with multiple exposures to concepts helps them deepen their understanding. Revisit or review content by creating engaging activities or formative assessments into your unit plan. For example, if students are expected to be able to synthesize and summarize a case study, provide them with guided instruction, as well as opportunities for individual and small group practice. This will help students be able to practice the skills needed to independently summarize a case study in the future.

When you build a unit plan use the following template:

Building a Unit in UB Learns

Consider how you will build the structure of your units in your LMS. We will discuss building individual lesson items on the subsequent pages. Follow the steps below to begin planning how you will build your units in UB Learns.

First, determine each unit's structure. This can include navigation of course content as well as choosing between folders, modules or or a combination of both. Be sure to remain consistent in both the structure you choose and the naming of each component. Use your scope and sequence to determine the best organizational strategy. Here is a quick overview of the two organizational options.

Folders: Folders can be created on multiple levels for nuanced organization with main folders containing one or more subfolders. Although this is an option, we suggest not going beyond 2 levels deep. Folders can include:
Documents, files, tests, assignments, multimedia, videos, links to websites, course links, journals, discussions and additional folders.

Learning Modules: Learning modules provide simple and sequential navigation, as well as immersion into a lesson without distraction. Modules can include:
Table of contents, documents, files, tests, assignments, multimedia, videos, links to websites, course links, journals, discussions and folders.

Overall, you should consider including the following details in each unit:

Unit name: Topic and week. (Note: if you include specific dates, these will need to be updated each semester.)

Unit objectives: Share with students the purpose and application of the unit.

Content overview: Provide descriptions, activities, assessments, assignments, discussions, etc.

Directions and expectations: Explain clear and concise directions and expectations, including assignment objectives and due dates.

Review course exemplars for further ideas on how you can organize and structure your course.
Build your plans

Step 1: Determine your scope and sequence by using the Scope and Sequence template.

Step 2: Choose a unit from the scope and sequence. Use this Unit Plan template to begin to build out your unit plan.

Step 3: If applicable, build and name a folder or module in UB Learns.

Step 4: Review your course design template and scope and sequence template and continue filling out the unit plan throughout the following pages.

Now that you have created your scope and sequence and outlined your unit, the next step is to learn how to scaffold content.

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Organizing and aligning instructional plans to support student learning.

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Both curricula use a range of tools to provide the material students want.

Lesson aims are included in both curricula.

The topics of content are covered in the same amount of time for both.

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the US curriculum uses more thorough methods—exit tickets, wrap-ups, etc.—to assess a student's completion of an outcome.

The evaluation methodology used in American curricula gives pupils several opportunities to do well on tests. The curriculum of MOE Alwarda is based solely on observation.

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How to use this curriculum – Operation Respect. (n.d.). https://operationrespect.org/get-started/how-to-use-this-curriculum/

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Learning outcomes help focus on important priorities that are appropriate to the needs of students. One of the advantages of learning outcomes is that they are based on the learner rather than on the teacher. Among their importance is achieving better and meaningful learning for students and also increasing the opportunities for active cooperation between students and their teachers. In addition to that The tool is developed and experiences are improved through continuous self-evaluation.

Activating the teacher’s role in improving learning outcomes:

Pay attention to good lesson planning.

Using various methods for evaluation.

Paying attention to good planning of educational levels.

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It is a collaborative process, which helps you to discuss collaboration with students and make it an actual and active practice within the classroom.

Teaching:

Assessment focuses on the role of students in linking learning to assessment. Through this, students become active, involved, and critical.

Teacher evaluation:

Teacher evaluation is a standardized process for evaluating and evaluating the teaching effectiveness of teachers. Teacher performance evaluations are intended to help promote a better educational experience for students and promote professional growth for teachers.

Formative feedback process:

Formative feedback helps students identify gaps in their knowledge, areas for improvement, resources they need, and learning strategies they may change or adapt to achieve course outcomes. Without formative feedback, students may not be aware of their misunderstandings.

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Assessment for learning is the process of collecting information about students' knowledge, skills and understanding in order to enrich teaching. The term “Assessment for Learning” was first coined by Professor David Coleman who wrote his pioneering book “Assessment for Learning: A Framework for Understanding” published in 1995. He defined AfL as follows:

“Assessment for learning is any activity that seeks to collect evidence about how well pupils have mastered specific aspects of a subject.”

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I was impressed by the work of Reem and Sarah, Amna. They did and wrote down all the requirements required of them and explained it clearly and the arrangement seemed clear. They wrote information about the United Arab Emirates and the United States of America, and explained the introduction to the ECE curriculum, which added valuable information to their research.

In addition, they were very careful in writing the references required of them. They did an amazing job writing the topic, and they all worked cooperatively and kindly, which is evident in the pictures. Keep it up, well done.

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Everything you need to know about American curriculum. BEAM. (n.d.). https://beam.co.ae/blog/everything-you-need-to-know-about-american-curriculum#:~:text=The%20American%20curriculum%20aims%20to,a%20better%20version%20of%20themselves.

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assessment

Assessment in education refers to evaluating students' knowledge, skills, and understanding through various methods. It helps teachers understand what students have learned and guides instruction.

Merely observing the pupils won't be beneficial.

Both at the start of the lesson and throughout it, teachers need to evaluate their pupils from several angles to make sure they understand the material.

Additionally, their approach "encourages teachers and curriculum planners to first 'think like an assessor' before designing specific units and lessons, and thus to consider upfront how they will determine if students have attained the desired understandings" because they value assessment so highly in their pedagogical design.

No linking between the topics

When teachers don't link topics together, it can make learning feel disjointed. It's important for teachers to create connections between subjects so that students can see how everything fits together. It helps make learning more meaningful and engaging.

When there are no linking topics in children's lessons, it can make it difficult for them to connect different concepts and see the bigger picture. This lack of continuity may hinder their understanding and engagement. Teachers can try incorporating cross-curricular themes or project-based learning to create connections between subjects. By integrating real-world examples and encouraging discussions, children can develop a deeper understanding and find relevance in their lessons.

More details about the lessons and activities

Providing more details about the lessons and activities in the early childhood classroom is crucial. It helps children understand what they will be learning and gives them a sense of purpose and direction. Detailed lesson plans and activity descriptions allow teachers to effectively communicate their goals and objectives.

moreover adding more details and information about lessons and activities is important because it helps provide a clear and comprehensive understanding for students. When teachers provide specific details, it helps students grasp the purpose, objectives, and expectations of the lesson. It also allows students to better prepare and actively engage in the learning process. Detailed information can enhance comprehension, promote critical thinking, and create a more meaningful learning experience overall.

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What is a theory for improvement

A theory for improvement is a set of linked ideas about how to improve some aspect of what is happening in your school for your learners. This learner-related improvement is usually expressed as a goal.

The theory posits that human behavior is learned observationally through modeling: by observing others, one forms an idea of how to perform new behaviors, and on subsequent occasions, this encoded information serves as a guide for action." Social learning theory (SLT) has also been influenced by causality Mutual: The person, behavior, and environment influence each other through self-efficacy and self-regulation, and learning employs self-confidence toward learning (self-efficacy) under conditions of the individual’s personal ideas about the appropriateness and inappropriateness of actions in improving his or her behaviors (self-regulation).

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Amna Ali, Sara Hezam, Ree Saeed group feedback

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Amna Ali, Sara Hezam, Ree Saeed group feedback

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Amira and her friends in the group worked on preparing a report reviewing the school curricula MOE and the American curriculum. The aim of this report was to identify education and compare it with international programs, and the differences between the MOE and the American were clearly and clearly explained. The American curriculum was reinforced with prominent evidence and documented in the report to prove the efficiency of the American curriculum . They worked hard to clarify the two curricula for each of the components because clarifying the two curricula gave us information about the curricula more broadly. We were drawn to the Suggestions for Improvement section by writing about what improvement theory is and defining it as a group of interconnected ideas on how to improve some aspects of a school for learners and what it aims to benefit them. They talked about activating this theory, which is done through human behavior and what is learned by observation and an idea about how to perform behaviors, in addition to the importance of employing learning and self-regulation to improve behaviors. The group has good ideas and would like to focus on writing and documenting sources. They worked in an organized manner because all the required points were clarified in the report.

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Ameera, Mariam and Baraka I liked your project because you successfully met all the evaluation criteria. Your project is very well organized. Reading and understanding your work is easy for me. I really liked your choice of curriculum that you talk about, and this curriculum explains the winter weather in the United Arab Emirates. This will benefit us in the future when we become teachers by teaching them about this curriculum correctly. I liked that you chose the second curriculum in the world to compare it with the ministry’s curriculum. You did a great job and covered the main topics in depth.

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Reem Ali - Shamsa Al-Qubaisi - Shamma Ateeq- Sara Salem (Feedback)

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Reem Ali - Shamsa Al-Qubaisi - Shamma Ateeq- Sara Salem (Feedback)

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This is our feedback for Reem Ali and Shamma Ateeq and Sara Salem and shamsa Al-Qubaisi group work for assessment 1, the group did an immaculate job with introduced the idea of the curriculum and embraced the different theories  from famous names on the educational industry such as John Dewey, they have many ideas and exploring of many different kinds of curriculums, starting from  the integrated curriculum approach and setting details from the UK Curriculum and the MOE ECE Curriculum.

They had a great job explaining the curriculums and the concepts of each curriculum which makes it easy for the reader to understand and comprehend,

as we have seen The International Integrated curriculum clearly brings what students will learn and how it fits with their skills.

By combining Vygotsky and Gardner's theories, the curriculum supports different learning styles. To improve, it could include more real-life examples and practical ways to implement the curriculum. Expanding the assessment methods would also help in understanding students' progress in this learning environment.

Additionally, looking into ways they have used to address critical gaps, like timing and outcomes, could provide valuable  awareness for improving teaching methods and creating fairer learning results.