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Integrating new experiences and information with prior knowledge to facilitate the learning process is the rationale behind curriculum integration. This type of integration has the potential to expand students’ understanding of the world. It also has a strong link to the idea that the learning context in an educational setting emerges from the actual needs of the students. Curriculum integration is important because it promotes students’ development, which is essential for thriving in the community (Magoma, 2016). An integrated curriculum converts the discussion topic into applicable and meaningful contexts. In short, curriculum integration is important because it not only empowers students to acquire knowledge for potential use but also enables them to live successful lives in the future (Wall & Leckie, 2017).

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An integrated curriculum is a teaching strategy that incorporates knowledge from several subjects for educational instruction. Its objective is to connect diverse fields of study and acquire knowledge about different facets of the world. Multidisciplinary, interdisciplinary, and transdisciplinary are three different paradigms that best describe the integrated curriculum. The multidisciplinary paradigm draws information from several disciplines to boost practicality, but the main learning objectives stay grounded in the individual subject. The interdisciplinary paradigm, to support advanced learning objectives, combines discipline boundaries by searching for common themes in various disciplines. The transdisciplinary paradigm eliminates distinctions between academic fields and provides advanced learning objectives to tackle concerns about curriculum development. In short, an integrated curriculum is a teaching strategy that equips students for lifelong learning (Adamu, 2003).

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I have selected a one-week (Week 2) lesson plan from the UAE ECE curriculum that covers holidays and festivals, particularly on the theme “Special Days.”

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The target grade level for this curriculum is kindergarten grade 2.

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This curriculum covers a wide range of topics, including cultural awareness, listening, speaking, reading, and writing abilities.

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Holidays and Festivals are the generative themes of this lesson plan. However, I have specifically selected week 2 of this lesson plan, which focuses on the theme “Special Days.”

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The learning goals include the development of listening, speaking, reading, and writing abilities in children. Learners are expected to improve their listening skills by engaging in small group discussions, demonstrating comprehension of basic and complex phrases, and identifying phonemes. They are expected to enhance their speaking skills by participating in songs and rhymes. Additionally, learners are expected to improve their reading skills by understanding print directionality and participating in choral reading. Finally, they are expected to improve their writing skills by communicating ideas through writing and mark-making.

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The scope of the curriculum places a great emphasis on the developmental process of students. After gaining proficiency in listening and speaking abilities, learners go on to learn more advanced abilities such as reading and writing. The sequence of this curriculum includes different activities that support the development of listening, speaking, reading, and writing abilities and promote cultural awareness in students.

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I have selected the integrated curriculum of the United States. I have chosen unit 8 from cycle 4 of the USA integrated curriculum.

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This curriculum is designed for kindergarten (ELA.K.) students.

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English Language Arts (ELA) is the primary subject of this curriculum, which includes reading, writing, vocabulary, language development, phonological awareness, and literary analysis.

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Traditional tales (folk tales, fairy tales, and fables) are the generative theme of this curriculum. Its purpose is to build awareness of literary components and the writing process by introducing learners to the distinctive qualities of different genres.

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This curriculum lays out clear learning goals for kindergarten students. It covers the development of a wide range of language and literacy skills in kindergarten students. The learning goals of this curriculum include the development of active listening, phonological awareness, print awareness, vocabulary skills, response skills, literary skills, self-sustained reading, and comprehension skills.

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This curriculum builds on basic language abilities and moves on to more complex literacy skills in an organized way. The scope and sequence of this curriculum include the development of vocabulary skills, response skills, literary skills, self-sustained reading, active listening skills, and comprehension skills. In addition, awareness of phonemes and print is also included in the scope and sequence of this curriculum. This curriculum offers an organized approach to language development and literacy skills with an emphasis on traditional literature, all while meeting Texas English Knowledge and Skills/Students Expectations criteria.

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Outcomes: The outcomes of the UAE and US integrated curricula are similar because both emphasize the development of language and literary skills in children. Both curricula offer a range of different activities that support the development of language and literary skills in children.

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Objectives: The objectives of both curricula are similar, emphasizing the development of reading, writing, listening, and speaking skills. Both curricula place a strong emphasis on engaging students in group discussions, writing activities, reading activities, and phonological activities.

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Scope: Both curricula have a similar objective, with an emphasis on helping students develop a wide range of skills through various activities.

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Sequence: Both curricula are organized in a logical sequence designed to accommodate the phases of early childhood development.

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Timing: Both curricula have a specific time period; the UAE curriculum has a time period of four weeks, while the US curriculum has a time period of 27 days.

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The socio-emotional development of children is not given much attention in the UAE curriculum. While the curriculum covers language skills, literary skills, and cultural awareness, it does not support the development of socio-emotional skills in children. This gap should be addressed because the development of socio-emotional skills is essential for fostering self-control, resilience, and healthy relationships among children.

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This gap should be addressed by keeping in mind the Erik Erikson theory of psychosocial development. According to this theory, schools should encourage children (aged 3-5) to engage with their classmates and develop their own activities (Herbert, 2021). This approach will enable them to develop socio-emotional skills. The development of socio-emotional skills will make them independent, and they will be able to make decisions on their own.

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Content: Both curricula differ in terms of content or themes. The content of the UAE curriculum focuses on the introduction of holidays and festivals (special days), while the content of the US curriculum focuses on traditional tales, particularly folk tales, fables, and fairy tales.

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I would also like to provide evidence through my teaching experience. I have observed in my teaching practice that children with strong socio-emotional skills are more engaged, independent, and friendly. These children excel academically and achieve learning outcomes more appropriately compared to the children who do not possess socio-emotional skills. I have also observed that the incorporation of activities like cooperative games also helps children develop socio-emotional skills and build healthy relationships with their peers.

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Assessment: Both curricula differ in their assessment methods. The UAE curriculum focuses on formative assessment, while the US curriculum includes different assessments such as TX-KEA, Ren360K early literacy, Enchmark running records, and the Texas English Language Proficiency Assessment System.

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Evaluation: Both curricula differ in terms of assessment methods, so both curricula evaluate students by keeping in consideration the assessment methods.

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Methodolgy: The UAE curriculum employs choral reading, group discussions, and mark-making to engage students, while the US curriculum employs group discussions, hands-on activities, and exploration of multiple genres.

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The second gap I have observed is the lack of integration of technology in the UAE early childhood education curriculum. Although there are some digital activities included, technology is not fully integrated into the curriculum. This gap should be addressed because technology incorporation plays a great role in the learning of students. It helps students enhance their learning experiences and enables them to improve their knowledge of digital literacy.

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Resources: The resources of both curricula vary according to the themes of the lesson. Songs, rhymes, digital activities, flashcards, and board games are included in the resources of the UAE curriculum, while picture dictionaries, digital resources, and materials for hands-on activities are included in the resources of the US curriculum.

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Tasks: The tasks of both curricula vary according to the themes of the lesson. Tasks for the UAE curriculum include discussions, choral readings, drawing, and writing activities. On the other hand, tasks for the US curriculum include participating in inquiry and research, reading activities, and responding to texts.

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Constructivism theory will help address this critical gap. According to the theory of constructivism, students should be equipped with the ability to construct their own knowledge and information. Technology is regarded as an effective teaching tool by constructivists. Activities should be designed in a way that allows the use of technology by the students (Cox & Cox, 2009). In this way, students will be able to construct their own knowledge and share and express their own knowledge with others.

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The UAE early childhood curriculum should include activities that boost the socio-emotional development of children. The development of socio-emotional skills in children is important because it fosters self-control, resilience, and independence and helps them build healthy relationships with their peers.

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I am an early childhood educator, and I would like to provide evidence for this critical gap from my teaching experience. I incorporated different educational apps, instructional tools, and activities in my classroom. The incorporation of these technological tools helped students improve their learning outcomes and enhance their involvement in the activities. This approach also helped students increase their knowledge of 21st-century skills.

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a)  Educational Theory

Erik Erikson’s theory of psychosocial development supports this phenomenon. Erikson’s theory states that teachers should allow children to choose activities on their own. This freedom will help them become independent and develop socio-emotional skills. This will also help them develop confidence, and they will be able to interact more appropriately with their peers (Herbert, 2021).

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The third gap I have observed is the lack of integration of play-based learning strategies into the UAE curriculum. Play-based learning strategies play a great role in the development of children. This critical gap should be addressed because these strategies foster social, emotional, and cognitive abilities in children. The UAE curriculum should explicitly explain the incorporation of play-based learning strategies in classrooms.

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b)  Teaching Practice

I am a teacher, and from my teaching practice, I have observed that giving students the freedom to choose their own activities shapes them into better individuals. I have always given freedom to my students, and this has helped them achieve their learning objectives quickly and more appropriately.

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Piaget's theory of cognitive development will help address this critical gap in the UAE ECE curriculum. Piaget and play-based learning strategies get along well because Piaget’s theory supports the notion that children learn well via play-based activities. Play-based activities also help in the development of cognitive abilities in children. Piaget’s theory suggests that more hands-on activities should be incorporated into the curriculum for kindergarten students. This will help them develop and enhance their cognitive abilities (Janelle, 2021).

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The UAE early childhood curriculum should include technological applications in the classrooms. The incorporation of technology is important because it will help students gain real-world experience. They will be able to construct their own knowledge by using the technology. This will also enhance their knowledge of digital literacy and prepare them for the current era of digital technologies.

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a)  Educational Theory

Constructivism theory supports the idea of integrating technology into the curriculum of early childhood education. Constructivism theory considers technology as a great means to enhance the learning experiences of students. According to constructivists, integration of technology with other activities helps students reach their full potential (Cox & Cox, 2009).

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As a teacher, I would like to provide evidence for this critical gap from my teaching experience as well. I have observed that play-based activities and approaches greatly enhance the knowledge of students. In addition, I have observed that play-based approaches motivate students to participate more in activities. Furthermore, play-based activities enhance cognition and promote the development of socio-emotional skills in children.

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b)  Teaching Practice

As a kindergarten teacher, I have observed that integrating technological applications and digital resources in classrooms helps students grasp the concept of the lessons more clearly. I have also observed that the incorporation of technological applications keeps the students engaged and motivated. That is why I always try to include digital resources in my lesson plans.

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The UAE early childhood curriculum should include play-based learning approaches in the classrooms. The integration of play-based learning approaches is important because it helps students improve their cognitive abilities. Play-based learning approaches are also important for the early development of children. That is why the UAE curriculum should focus on incorporating play-based learning approaches in classrooms.

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a)  Educational Theory

Piaget’s theory of cognitive development supports the phenomenon of play-based learning approaches. Piaget’s theory suggests that teachers should engage children in hands-on activities. This will help them gain practical experience, improve cognition, and increase their exploration abilities (Janelle, 2021).

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b)  Teaching Practice

From my teaching practice, I have observed that play-based activities are effective in the development of children. In my kindergarten class, I engaged students in hands-on activities and took turns playing games. Students actively participated in these activities and showed great progress in their results. That is why play-based learning approaches should be incorporated into the curriculum.

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1.     Adamu, A. U. (2003, March). The concept of curriculum integration: Its meaning, scope and modalities. In Workshop on Integrating Qur’anic Education, Arewa House, Nigeria. 1-15. https://auadamu.com/phocadownload/Conference_Presentations/Education_Presentations/2003%20Curriculum%20Integration.pdf

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2.     Cox, J., & Cox, K. (2009). Constructivism and integrating technology in the classroom. Boise State University, Online retrieved on September, 9, 2013. https://www.icgiovanni23esimo.edu.it/wp/wp-content/uploads/2015/01/CONSTRUCTIVISM-AND-INTEGRATING-TECHNOLOGY-IN-THE-CLASSROOM.pdf

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3.     Herbert, L. (2021). The Erik Erikson Education Approach. London School of Childcare Studies. Retrieved from https://childcarestudies.co.uk/2021/08/26/the-erik-erikson-education-approach/

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4.     Janelle. (2021). Piaget and Play Based Learning. My Teaching Cupboard. Retrieved from https://www.myteachingcupboard.com/blog/piaget-and-play-based-learning-1

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5.     Magoma, C. M. (2016). The Shift and Emphasis towards Curriculum Integration: Meaning and Rationale. African Educational Research Journal, 4(2), 25-30. https://files.eric.ed.gov/fulltext/EJ1216181.pdf

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6.     Wall, A., & Leckie, A. (2017). Curriculum integration: an overview. Current Issues in Middle Level Education, 22(1), 36-40. https://files.eric.ed.gov/fulltext/EJ1151668.pdf

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1. Description of Integrated Curriculum and Rationale for Curriculum Integration.

2. Introduction and Background of the MOE ECE Curriculum.

3. Introduction and Background of the Selected Curriculum

4. The Relationships between the 11 Components of the UAE MOE ECE Curriculum

5. The Relationships between the 11 Components of the International Integrated Curriculum

6. Noted Similarities and Differences between the UAE MOE ECE and the International Integrated Curriculum

7. Critical Gaps Needing Improvement for UAE MOE ECE Curriculum

8. Suggestions for Improvement

9. Feedback and Commentary from Other Groups

10. Feedback and Commentary to Other Groups

11. Evidence of Teamwork

12. Reference List

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Task 1 (EDU 4203)

The teaching practicum school's curriculum aligns with the overarching goals of KG1 & KG2, introducing young learners to literacy through phonemic awareness, reading, writing, comprehension, and expression, with “FAEE” (sMiles) serving as a foundational step.

The curriculum promotes skill mastery over time, requiring a pace that balances new concepts with ample practice opportunities throughout the academic year.

Curriculum alignment is crucial for effective teaching and learning. It involves designing lesson plans and activities to align with learning outcomes, considering skills, concepts, instructional strategies, and resources, and integrating plans across different subjects.

The mentor school teacher (MST) discussed with me the curriculum pacing strategies to support student progression and differentiation, considering diverse needs and those requiring additional support or enrichment opportunities. Integrated activities enhance curriculum alignment by offering interdisciplinary learning experiences and fostering an understanding of key concepts across literacy, mathematics, and science.

I laid out a lesson plan that is well-paced and compliant with the curriculum of the teaching practicum school

(task one, I uploaded the weekly plan for my MST and my lesson plan related to the curriculum.)

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Feedback from Other Groups By:

Qasayed Abdulla - H00412359

Shamsa Mansoor - H00412237

Amal Sayedomer - H00412591

Great work!

You were following the whole instruction and the rubric as well, here is our feedback.

Firstly, the strengths: the integrated curriculum effectively connects knowledge from various subjects, promoting a holistic understanding of the world. Also, we like that it supports multidisciplinary, interdisciplinary, and transdisciplinary paradigms, allowing for practicality and advanced learning objectives.

Secondly, weaknesses or areas to improve: Socio-emotional development is not adequately addressed, necessitating the inclusion of activities to foster resilience and healthy relationships among children. Moreover, Critical Gaps in the UAE ECE Curriculum According to the first gap the UAE Early Childhood Education (ECE) curriculum lacks sufficient attention to the socio-emotional development of children. While emphasizing language skills, literary abilities, and cultural awareness, it ignores the vital need to nurture socio-emotional skills crucial for fostering self-control, resilience, and the establishment of healthy relationships. Plus, teachers may need additional training and support to effectively implement an integrated curriculum, including collaboration with colleagues from different disciplines.

Lastly, suggestions, to address the gap in socio-emotional development, incorporate activities that promote independence, confidence, and positive peer interactions, aligning with Erik Erikson's theory of psychosocial development. Allow flexibility in curriculum design to accommodate the unique needs and constraints of individual schools and educators. And providing opportunities for children to engage with their peers.

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We provided the comments to

Qasayed Abdulla - H00412359

Shamsa Mansoor - H00412237

Amal Sayedomer - H00412591

Great job,

Your report gives a brief and understandable summary of the advantages and reasoning behind an integrated curriculum, using credible references to back up your claims. It explains how subject integration may improve students' comprehension and get them ready for real-world problems.

Furthermore, your focus on coordinating curricular integration with developmentally appropriate teaching strategies highlights how crucial it is to modify instructional strategies to accommodate each student's unique needs and interests. This tailored strategy can improve learning results and engagement to a large degree.

The way you intend to evaluate and create tables that illustrate the connections between the USA curriculum and the Ministry of Education's Early Childhood Education (ECE) curriculum is a methodical and useful approach to show how various educational frameworks may be integrated. Tables and other visual representations can aid stakeholders in comprehending how various elements of an integrated curricular model complement and fit with one another.

Overall, your report does a good job of outlining the advantages and approaches of an integrated curriculum and offers a clear plan for more research and table design demonstration.

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We provided the comments to

Hamda Abdulla - H00412886

Latifa Mohammed - H00426861

Shamma Hamdan - H00384427

wonderful work,

Your group's analysis of curricular integration as a means of raising the value of education is perceptive and relevant. As they astutely point out, concerns about high dropout rates and national achievement levels have increased pressure on educators to make changes to the curriculum aimed at improving student performance. The organization understands that it can offer a more thorough and integrated approach to learning by supporting curricular integration, thereby addressing these pressing challenges.

Notably, the committee acknowledged curricular integration as a means of ensuring education is both feasible and relevant. At a time when educators are faced with ever-increasing demands and limits, curriculum integration offers a practical way to streamline teaching efforts while maintaining the impact and engagement of learning. This point of view highlights how important it is to consider curricular integration's practical applications for teachers and students in addition to its theoretical benefits.

Furthermore, the group's justification for curricular integration gains more weight when they cite studies on how kids learn. The argument for implementing integrated curricula as an evidence-based educational practice is strengthened by their viewpoint, which is founded on empirical data. This exemplifies a deliberate and comprehensive strategy for promoting intuitively sound educational ideas that are also backed by academic research.

All things considered, the group's analysis successfully highlights the significance and promise of curricular integration as a game-changing teaching method. They present a strong case for the broad use of integrated curricula in educational settings by addressing issues with student accomplishment and dropout rates, acknowledging its useful advantages for teachers, and supporting their claims with data from scientific studies.

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We provided the comments to

Shaikah Abdulla - H00412277

Iman Mohammed - H00427767

Amazing job,

Your group provides a persuasive defense of curricular integration, emphasizing the need to combine experiences and theoretical knowledge with practical applications to produce better learning outcomes. Including real-world experiences helps students understand the material better and its relevance to the broader context of global society. This point of view highlights the value of experiential learning and how it develops individuals into well-rounded individuals.

The group also criticizes the curriculum as a whole, saying that it does not do enough to promote critical thinking and holistic development. They argue that the traditional curriculum's divided structure may impede students' intellectual growth and is incompatible with their real-world experiences. An integrated approach is praised for its capacity to organize knowledge in a coherent way, which promotes deeper analysis and enables students to find connections between various topics. This understanding of how interconnected knowledge is emphasizes the need for a more comprehensive approach to education.

In general, the group does an excellent job of outlining how curricular integration supports meaningful learning experiences and holistic development. By questioning the traditional curriculum and drawing attention to the need for educational reform to better meet the needs of students in the complex world of today, they deepen the discussion.

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Feedback from other groups By:

Hamda Abdulla - H00412886

Latifa Mohammed - H00426861

Shamma Hamdan - H00384427

The topic is presented in great detail, with sufficient information about both curricula to facilitate understanding, and written in an organized and comprehensible language.

Suggestions for improvements:

Including examples of similarities and differences would have given the study a better methodology and added a conclusion.

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Feedback from other groups by:

Hessa Alameri - H00420530

Alnadi Alameri - H00348496

Shamma Ali - H00421785

The assessment is very well organized, which shows how hard you work. Curriculum integration makes sense when you consider how fresh experiences and information may be combined with existing knowledge to help students learn more easily. This kind of integration can meet students' real needs while also broadening their perspective of the world. Integrating curricula is important because it fosters student growth, which is essential for a community's survival. Research from sources like Wall & Leckie (2017) and Magoma (2016) supports the idea that an integrated curriculum turns conversation topics into relevant and meaningful settings. By doing this, it gives pupils the ability to live successful lives in the future, in addition to acquiring knowledge that may be useful in the future.

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Feedback from Other Groups By:

Shaikah Abdulla - H00412277

Iman Mohammed - H00427767

Using the pillar of integrating experiences with knowledge to facilitate learning, the group gave a thorough explanation of the added value offered by curricular integration.

The group provided evidence of the value of curricula in converting discussions into pertinent, meaningful contexts where theoretical ideas are combined with everyday language.

The benefits of curriculum integration over traditional curricula have generally been shown to be competitive. The group's work stands out because it acknowledged the critical gaps in the integrated curriculum, particularly about emotional development and the inadequate integration of technology in the early childhood stage, rather than giving the integrated curriculum absolute preference. In addition to pointing out the gaps, some recommendations for how to get to an integrated curriculum were made.

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We provided the comments to

Wadima Ahmed - H00427520

Fatma Humaid - H00427516

Sabha Althuwaib - H00412500

wonderful job,

They provided a clear and succinct description of the integrated curriculum and its significance in education. It does a good job of highlighting the advantages of combining several topic areas to improve student comprehension and get them ready for problems in the real world.

They have made a compelling case for the benefits of an integrated curriculum by highlighting the connections between professional experience and disciplinary knowledge. This comprehension is consistent with current beliefs and methods in education. The scholarly sources you cite support your claims with evidence of your in-depth knowledge of the subject.

In general, the input offered here offers a strong starting point for more research and conversation around integrated curriculum in learning environments. Continue the fantastic job!