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The MOE curriculum is used in all public schools, The ECE programmed needs to be determined by children’s developmental and contextual needs, and some private schools are able to use the MOE ECE curriculum. It's optional for them, but not for all schools. The MOE ECE curriculum targets KG1 and KG2. The subjects they learn in the MOE ECE curriculum are English, Islamic, Arabic, science, moral education, math, and Chinese for some schools. Instruction in MOE schools is conducted in Arabic, although English is emphasized as a second language. Concepts are related to different subject themes. The themes they used in the MOE curriculum are relate to the students' experiences (during the school year) and the world around them, such as: plants, humans, day and night, national day, and animals.44

The MOE ECE outcomes are related to a child development knowledge base. They use their understanding of: young children's characteristics and needs, creating environments that are healthy, challenging for each child and Building family and community relationships

Other subjects taught on the MOE ECE curriculum are quite broad-based and include:

Islamic Studies, Music, and Fine Arts

Science and Social Study:

History and Geography

Mathematics

English

Geology

Psychology

Economics

Social study

Anthropology

The MOE goals One of the strategic objectives is to ensure all students have a quality education, including pre-school education. Achieve excellent leadership and educational efficiency. Quality assurance and general aspects, including teaching delivery, also Improve school programs for teaching elderly students and Improve kindergarten education

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The unit plan is for KG 2 students ( week 1 lets explore ) , students will read a storyis called ( my bike ride ), the learning intentions is

Listening:  Listen with interest, engagement and curiosity when stories are read aloud.

Speaking: Pronounce new and increasingly complex words correctly.

Emergent reading:  Identify features of a book such as a title.

Children will follow directions and imaging they bike ride, explore a book and learn a song about simple directional phrases, in this way students will learn how to say the position direction by listing, saying and doing.

Draw children's attention to the backpack and binoculars and encourage them to listen for the initial sound as you repeat the words 'backpack' and 'binoculars' to them. Point to other items in the pictures in the story and ask questions such as What do they look like? To give the children a chance to speak and make them involved,

While the teacher read the story for the children they will explore and know the preposition/direction words and invite them to show the directions using actions or arm movement, and the teacher will give them a chance to say direction sentence but omit the prepositional words for children to fill in Example: I am going ... the hill. I am turning ...

The activity the student will do:

We’re Going on a Bear Hunt: in this part, the children will take part in interactive reading of the book We’re Going on a Bear Hunt. The focus is on rhythm, volume and giving children the opportunity to participate in storytelling.

Our school map:  Children review map-making and places around the school, using prepositional words and phrases.
In this unite while the student use their imagination is good for them because its will develop their critical thinking and creativity, parents and adults nurture children's imaginations and take joy in their creative thoughts and acts, ” the more a child sees, hears, and experiences, the more he knows and assimilates, the more elements of reality he will have in his experience, and the more productive will be the operation of his imagination”(Vygotsky, , 1930:15)

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Course Name: EDU 4203 Integrated Curriculum Mapping
Task Title: Report
Course Teacher: Robin Ogdole
Students Name:
Razna Farhan - H00322761
Ohoud Yaser - H00348414

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The integrated curriculum is the subject matter of many articles advocating schools adopt it in order to solve a number of curriculum challenges. Various authors have presented models of integrated curriculum in an attempt to help teachers understand it (Kysilka, 1998).

Educators are often concerned about how to 'blend' content and/or create "seamless" curricula, but these models aim to illustrate their process of curriculum integration. Integrated curriculum planning frameworks are described in Susan Drake's (1993) article by using the terms multidisciplinary, interdisciplinary, and transdisciplinary. Her definition of multidisciplinary is that a topic or theme is addressed by the diverse disciplines, thus preserving the integrity of each discipline.

Children can learn holistically with an integrated curriculum, since they are not restricted by subjects. According to Muir, early childhood programs focus on helping children acquire basic learning skills by integrating all curriculum areas (1911).

An integrated approach acknowledges the relationships that exist between all things and builds on them. “The brain learns best in real-life, immersion-style multi-path learning, fragmented, piecemeal presenting can forever kill the joy and love of learning” (Jensen, 1996). As the brain makes more connections, the greater the chance of making high level inferences.

Gordon described an integrated curriculum learning that integrates traditional subjects and learning experiences that are mutually reinforcing. Through this approach, children learn how to transfer their learning to other settings (1991).

Sue (1996) states that the purpose of integrating curriculums is to give students a greater understanding of the course subject matter and to train them in applying the information learned in class to a real-world scenario. We believe that children can acquire and use basic skills in all content areas through integrated teaching and learning processes and develop positive attitudes to continue their learning in the school.

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The USA Curriculum is based on American Common Core State Standards for English Language Arts, Math, History/Geography, and Next Generation Science Standards for Science. Students learn the fundamentals of reading, writing, and communication so they can become lifelong readers, writers, and communicators. The aim of the American curriculum is to implement enriched, balanced, and broad American curriculum with an international perspective that adheres to US Common Core State Standards and Next Generation Science Standards.

Students develop their reading skills during their early academic years, and kindergarten through grade three is the best time to develop them. In order for students to master the essential skills and concepts, teachers must organize and deliver instruction that is effective and efficient. Students' abilities are met through differentiated instruction.

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I chose Kindergarten Integrated Unit Plan in North Clackamas School District. The theme is about "My Five senses", the importance of this theme is that everything that the students know is about the world comes to them through their fives senses. Humans gather information about their environment through the use of sight, hearing, smell, taste, and touch. Each of these five senses responds to specific stimuli in the world around us, and each uses a unique part of the body to take in information. This unit plan focused in English subject integrated with Science and PHE (Physical and Health Education). It aims for 5 to 7 years old.

It is important for the students to make observations and use language to describe those observations when exploring the senses. These skills are integral to the scientific method. The unit plan includes that teachers should use these five senses to reinforce learning behaviors and skills throughout children's school experiences.
There is an essential question in the unit plan which is "How do I use my body and my brain to learn about the world?".

In this unit, students will identify the body’s five different senses—seeing, hearing, smelling, tasting, and touching. Students will explore what body parts are involved in each of these senses and experience how the senses interpret their surrounding environment. Students will also learn how we take care of the different senses and that certain devices can enhance or change how the senses work.
Learning about the five senses will help the child's attention to the five senses and discussing them increases understanding of and communication about the world around us (Waller, 2004).

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Anon. (2017). Curriculum Scope and Sequence. Retrieved from Eclkc: https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/ncedtl-ecc-curriculum-scope-sequence.pdf

Bouslama.F. (2003). A Novel Outcome-Based Educational Model and its Effect on Student Learning, Curriculum Development, and Assessment. Journal of Information Technology Education, 2, 204-214.

Broh.B. (2002). Linking Extracurricular Programming to Academic Achievement: Who Benefits and W. Sociology of Education , 75(1), 69-95.

Bahadir.F. (2020). Determining the Standards of Teaching and Learning Process as a Component of Curriculum*. International Journal of Progressive Education, 16(3), 34-52.

Bhatnagar, R. (2005). . A Manual for Preschool Teachers. National Council for Educational Research and Training.Retrieved Jan 25, 2022, from Early childhood Education curriculum framework: http://14.139.60.153/bitstream/123456789/130/1/EARLY%20CHILDHOOD%20EDUCATION%20CURRICULUM%20FRAMEWORK%20%28DRAFT%29.pdf

Cheema.A. (2020). Impact of ECE on Social Competencies and Language Learning. Journal of Early Childhood Care and Education, 4, 79–96.

Cale.C. (2016). Barriers to effective curriculum implementation. Research in Higher Education Journal, 36.

Essa.L. (2019). Early Childhood Education. United States of America : Sage Publications .

Forte.K. (2016, May). Hardware Trojans: Lessons Learned after One Decade of Research. ACM Transactions on Design Automation of Electronic Systems, 22(1), 1-23.

Gronlund.N. (1970). Stating Behavioral Objectives for Classroom Instruction. Eric, 58.

Jaycox.L. (2006, September ). Challenges in the Evaluation and Implementation of School-Based Prevention and Intervention Programs on Sensitive Topics. American Journal of Evaluation , 27(3), 320-336.

Jensen. (1996). Integrated Curriculum. Sage, 553-558.

Kari.I. (2011, August ). Quality in early childhood education and care: a case study of disadvantage. Educational Researcher, 38(3), 257-274.

Kysilka.M. (2006, November 24). Understanding integrated curriculum. The Curriculum Journal , 9(2), 197-209.

Kandiko, Camille. (2013, March 30). taking a global view of the student experience. (T. s. experience, Producer) Retrieved from https://www.universityworldnews.com/post.php?story=20130328120529307

Muir.J. (1911). Integrated Curriculum in the Primary Program. Retrieved from Education: https://www.education.ne.gov/wp-content/uploads/2017/07/IC.pdf

Paolo.M. (2019, January 30). Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development. Sustainability, 11(7), 2-16.

Susan.D. (2004). Integrated Curriculum. Virginia, USA.

Sue.W. (1996). The Integrated Curriculum Link in Early Childhood Education. Eric, 383.

Smith.S. (2003, January ). Assessing Students' Performances in a Competency-based Curriculum. Academic Medicin , 78(1), 97-107.

Vygotsky. (2019, March 12th). cultivating children's ceativty through art. Retrieved from art.play.children.learning: http://www.louisapenfold.com/collective-creativity-vygotsky/

Waller.D. (2004, February ). Body-based senses enhance knowledge of directions in large-scale environments. Retrieved from Springer Link: https://link.springer.com/article/10.3758/BF03206476

Wood.E. (2016, February 5). Curriculum in early childhood education: critical questions about content, coherence, and control. The Curriculum Journal, 27(3), 387-405.

Zhou.J. (2009). Using Digital Resources for the ECE Curriculum in China: Current Needs and Future Development. An International Journal, 1(4), 285-293.

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After choosing these two curriculums we recognized that there are some differences and similarities between MOE and USA curriculum. Firstly, the MOE curriculum did not mention the outcome component but the US includes a lot of outcomes. The US curriculum talked about the five senses throughout children’s school experiences as they reinforce learning behaviors and skills. Secondly, both curriculums included the objectives, they focused on developing the students’ areas such as, speaking, listening reading and writing and improve the students’ skills in the school. Rolina states that the importance of improving the students’ skills is when children can do the things they want or need to do, they're more likely to cooperate, when children learn new skills, they also build independence, confidence and self-esteem (2013). In addition, MOE discussed the content of the lessons which is all about the earth while US linked all the lessons to the five senses. However, the MOE included the sequences of the lessons, they divided them into different parts whereas the US did not mention the order of the lessons.

On the other hand, USA curriculum addressed the timing of the lessons in the unit plan to explain what teachers are going to teach and what students will learn at particular times in the school, while the MOE did not set the time for lessons, activities and lesson sections. According to Forte timing a lesson correctly, therefore, is imperative for ensuring that the current students get the full lesson to which they are entitled, while not over-running and causing the following lesson to start late (2016). Bothe US and MOE curriculum did not evaluate the way of implementation of the unit plan to provide the assessment of the whole course study from teachers, students and administrators. Evaluating the teaching is a way of ensuring that the school are doing all they can to help the students achieve their potential, by regularly evaluating the school curriculum they are more likely to provide for students with a continually improving learning experience (Karin, 2011).

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Gaps in MOE curriculum

Educational plan assessment is a fundamental part of the ceaseless quality improvement process. A "wrong" or "inadequate" educational plan will decrease understudies' information on the material. Educational plan holes designate "off-base or deficient" components of the educational program (Gannod, Gannod, and Henderson, 2005). We should distinguish significant lacks in the MOE ECE educational plan as a feature of the appraisal.
The primary crucial defect in the MOE ECE program is the absence of a solitary assessment instrument, perception. Despite the fact that perception is a significant strategy, it is inadequate all alone. As indicated by Peggy Mak (2002), even the most competent instructors find it challenging to help students in gaining a lot of information. Teachers should utilize a scope of assessment ways to deal with measure understudies' abilities to decide the convenience of specific study hall exercises. To see how much their understudies have learned, they need have a lot of both quality and amount information. It is important to survey understudies in various strategies to accomplish this objective (Maki, 2002). Furthermore, in spite of the way that learning targets are critical to the two students and teachers, there is a lack of learning results referenced in the educational plan. Data, abilities, gifts, mentalities, and information are altogether parts of learning results. They are gained by understudies because of their effective association in a progression of instructive exercises. In actuality, they represent much more. They offer a component for characterizing and describing curricular modules, units, and certifications, as well as comments about levels, cycles, and point norms The learning result isn't just a helpful instrument. It mirrors a methodology that is the foundation of the new instructive engineering and assumes a fundamental part in a lot bigger climate (Adam, 2004). Accordingly, we consider the absence of expressly indicated learning objectives in the educational program to be an imperfection. Third, the program doesn't fuse any assessment methods. Notwithstanding, to upgrade the instructing and learning process, evaluation is required. Instructive appraisal has developed at an incredible rate, as per Arnold Love (2010). As the restrictions of instructive appraisal keep on growing, so do the reasons for assessment. Understudies' development, school systems, and responsibility for results all benefit from assessments. To further develop school execution and encourage new learning conditions, heads and instructors should lead their own assessments. As an outcome, we consider the shortfall of an assessment procedure in the educational plan to be a blemish.

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Assessment (first improvement.)

Brookhart (2010) depicts developmental appraisal as various systems that instructors use to assess understudies' information, advancing requirements, and scholarly accomplishment while they are as yet in the learning system. Developmental appraisals, for example, leave slips, questions, and introductions, permit instructors to work on understudies' advancing by giving criticism and working on their insight, capacities, and accomplishments. Appraisal is a significant component of helping since it permits instructors to judge whether or not the achievements were met. It affects decisions concerning grades, development, and instructive necessities (Lidz, 2003). We advocate including various kinds of developmental appraisal strategies into the MOE educational plan assessments to further develop them. Developmental evaluation is at the core of superb youth work on, as per the EYFS practice direction.

Various appraisal strategies should be recognized in the educational program to offer evidence of when and how really understudies gain the planned goals. We additionally suggest utilizing a blend of subjective and quantitative techniques. Understudies' accomplishment of learning results can't be resolved just by perception. Different apparatuses, like agendas, rubrics, and rating abilities, will support understanding understudies' accomplishment. Agendas and rating scales are subjective assessments that find out if certain capacities are available (Brassard and Boehm, 2011). By making objectives and rules straightforward, rubrics can upgrade learning and further develop schooling (Jonsson and Svingby, 2007). A blend of methods helps the teacher in distinguishing and further developing effective growth opportunities for understudies (Landrigan and Mulligan, 2013).

Separating the appraisal devices is what we advocate. As per our previous showing experience at a tuition based school, the educator utilized an assortment of evaluations for various gatherings of understudies. Separated appraisal is the most common way of fitting evaluations to the capacity of understudies. Its will likely meet understudies' singular necessities while additionally working on their capacity to display what they've realized. Understudies contrast in their levels of learning, readiness, scholastic status, abilities, and foundations, as per constructivist Piaget. Thus, instructors should utilize various appraisal techniques to satisfy different advancing needs (Tomlinson and Moon, 2014).
Improvement - Evaluation(2nd improvement)

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Improvement - Evaluation(2nd improvement)

Assessment is a significant piece of the instructing and learning process. It is a significant piece of any educational plan and assumes a vital part in figuring out what understudies realize (Agrawal, 2007). Candlin and Edelhoff (1982) guarantee that students learn best when they realize how their endeavors will be evaluated. The evaluation is likewise significant in laying out what and how educators instruct. Training is seen as a drawn out interest in the improvement of HR, like abilities, inspiration, and information (Agrawal, 2007). As per Ogunniyi, evaluation assists with working on the creation and adequacy of instructive projects (1984). It goes about as an implicit screen inside the program, permitting you to quantify your learning progress consistently. It additionally adds to the program's plan and advancement.
In the educating and learning process, the evaluation framework is vital. Since it is a nonstop practice, it helps instructors and understudies in working on their educating and learning (Manichander, 2016). It aids the advancement of students' instructive qualities and achievements. In instructing and learning, assessment is unavoidable since decisions are made in all parts of the instructive cycle (Taylor and Tyler, 2011). A basic part that upgrades understudies, educational plan, and educators is missing from the MOE ECE program. The need of assessing evaluations at the finish of each unit should be perceived by educational plan creators, as well as the advantages that will result.

Educator assessment: Teachers assume a basic part in increasing instructive expectations. Generally, guaranteeing that educators are appropriately ready, adequately prepared, and inspired to play out their best is basic to further developing school productivity and reasonableness. Thus, satisfactory training observing and appraisal are required assuming that the viability of schooling is to be amplified.
(Nhundu, 1999). It's basic to comprehend your showing assets and spots for development (Kupermintz, 2003). Instructor appraisal, in this assessment, is an imperative advance toward upgrading educating and learning effectiveness and increasing instructive expectations. Many variables add to well-rounded schooling, as per Shymansky (1978), however the teacher is the main supporter of the program's prosperity. Thus, apparently assessing educator adequacy is similarly just about as significant as assessing understudy achievement (Kupermintz, 2003). During our past educating practicum encounters, we saw various occasions in which the school chief suddenly enters the study hall and surveys the educators' exhibition. We've additionally seen educators appear and give valuable analysis to their associates. The information is considered, and the assessed boundary improves because of the distinguished blemishes. The consequences of assessments are not terrible all of the time, since educators might get acclaim and a solicitation for the level to be kept up with on the off chance that it is outstanding. Accordingly, the MOE ECE educational plan ought to incorporate assessment and give valuable open doors for educators to improve their showing abilities and approaches. They ought to likewise consider permitting partners to survey and offer input to each other.

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Assessing understudies:
As indicated by Serevina and Muliyati (2018), to accomplish an assortment of targets, evaluating little youngsters is basic since it gives data that permits overseers, educational program creators, and teachers to more readily comprehend kids' development and learning capacities (Serevina and D, 2018). It empowers youth program laborers to evaluate how well they are meeting their youngsters' objectives. It gives a portion of the data expected for program the executives and helps in the progression of youngster improvement information (Serevina and D, 2018). The best appraisal in an instructing and learning local area, as per the National Research Council (2003), is one that backings and rewards great showing rehearses in light of understudy learning results. At its ideal, understudy learning assessment urges understudies to understand their own assets and cutoff points, as well as the qualities and constraints of others, as well as such data they'll have to close learning holes and clear up mistaken assumptions Students will partake in self-appraisal and ceaseless execution improvement for the other lives, as per the National Research Council (2008), in the event that such assessment is applied fittingly. Accordingly, understudies ought to have the option to observe their levels through the MOE ECE program. Moreover, evaluation furnishes educators with the opportunity to adjust educational program to suit understudies and their requirements.

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1. Comments To Asma, Fatima and Sara's group - Razna's Feedback

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1. Comments To Asma, Fatima and Sara's group - Razna's Feedback

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The Padlet Link
https://padlet.com/h00360485/mc4639m8x4ecfd6k

Asma, Fatima and Sara you have successfully meet all the assessment requirements. Your Padlet is highly organized. It was very clear for me to read and understand your work especially when you wrote introduction about your project which gave me an idea about what you are going to talk about in this assessment. I like the way that you mentioned extra information like important terminology, video, quotes and books this is a strong evidence to show that you searched a lot about the chosen curriculum, and you included variety of references in your descriptions of the curriculums.

However, regarding to the relationships between the 11 components for both curriculums I suggest you include literature to the relationship column, so it’s can support your ideas that you have. Also, its will be great if you discuss the advantages and disadvantages of these components and how it’s will affect the curriculum implementation.

Overall, you did a great job and talked about important information in details.

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2. Comments To Marha Ali and Maitha Ali Group - Razna's Feedback

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2. Comments To Marha Ali and Maitha Ali Group - Razna's Feedback

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The Padlet link:
https://padlet.com/mahraalbloushi3/a09covvbahq25k2

Marha and Maitha, I like the way that you mentioned the MOE curriculum in depth. You clearly explained the Australian curriculum by including the learning areas in the curriculum and you supported that with literature which is great that you showed examples of that from others perspective. Both of you have successfully provide the overview of the components in each curriculum and you discussed the effect of that component positively, you talked about the advantages of the component to students and teachers.

However, there are some areas needs improvement in your assessment. Firstly, I suggest you discuss the disadvantages of the component not only the advantages. Secondly, you can find extra information that can support your idea in google scholar this is will show you how it might affect the implementation of the curriculum negatively. Also, your APA references need to be in alphabetical order.

In general, both of you did a great effort well done!

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3. comments for Jawaher and Aisha's group/Ohoud's Feedback 

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3. comments for Jawaher and Aisha's group/Ohoud's Feedback 

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Aisha and Jawaher has a lot of clear information, the background of the MOE curriculum its clearly readable and understandable it’s give me lots of idea about what they will talk about in their padlet, its excellent they have quotations referencing in each paragraph, I like they put a symbols picture for each curriculum this gives us a clear idea about the curriculum logo, they complete all the 11 components for each curriculum the MOE and the Australian curriculum’

In column, they include the schools name they use MOE curriculum that give me and ideas about the schools in UAE they used MOE ECE and what the subject they teach the students in the schools such as Arabic, English, Islamic, mathematics physics, social studies and moral education, and they included the themes and the and what’s MOE ECE school teach such as KG1 KG2, also for the Austrian curriculum they have clear ideas about the subject and the grade they teach, Aisha and Jawaher includes an APA reference.

Over all the padlet has lots of clear ideas and it’s not complicated also highly organized, but you have to develop you ideas, think of including an example of the themes for each curriculum.

https://padlet.com/AishaSaif/xqiuqb69q6tofja9

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EDU 4203 Assessment 1 Report Curriculum Comparison   

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4. comments for Shamsa and Moudhi's group/ Ohoud's Feedback

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4. comments for Shamsa and Moudhi's group/ Ohoud's Feedback

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Moudhi and shammsa did an excellent job I read all your information that you implement it in your Pallet, such as the introduction and the background of the two curriculum its very clear and its gives me a clear information about what the other curriculum you will compare with ‘the MOE curriculum’, I like your padlet its highly organized you meet all the assessment requirements, when I did the fourth column ‘ the similarities and differences between the MOE ECE and the Austrian ideas you described all the different between the two curriculums, I like the way how you organized your points its highly organized, also you implement the reference in APA style so we can look at your resource clearly. But I have a suggestion for you, I advise you to put more information about the MOE and the Austrian curriculum such as a video or picture about the activities that the teacher can teach the students in the classroom.

https://padlet.com/h00299825/3ys4pr2vv1elfsld

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Ohoud and razna have a great job. It shows attached all the requirements with clear information. They did an excellent job of describing the MOE curriculum and USA curriculum. They explain each component very well with deep information. They performed a great job on the suggestion part and they add a good citations. I like how you structured your points. It's well-organized, and you've included an APA-style reference so we can see your source easily. Overall, they did an excellent job, and it is evident that you put in a lot of effort.

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Razna and Ohoud, You did a really great job! your information are detailed and very clear. You have mentioned the USA Curriculum in a helpful way and you overview the curriculum in a simple way that the reader will benefit from. we liked the unit plan that you choose which is about the five senses and how you give a clear overview of it. You use very strong resources to support it with your writing. However, we recommend providing suggestions about how to improve the gaps that you have mentioned. Overall, you did the work very well, and it is clear that you worked hard on it.

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Ohoud and Razna you performed a fantastic job! Your information is comprehensive and easy to understand. You've described the USA Curriculum in a helpful way, and you've provided a concise outline of the curriculum that the reader will like. We loved the unit plan you chose, which is on the five senses, and how you presented it in a clear manner. With your writing, you employ a lot of solid materials to back it up. However, we encourage making recommendations for how to close the holes you've identified. Overall, you did an excellent job.