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Group members:
1- Shamma Salem
2- Najlaa Salem
3- Asma Khalfan

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Integrated curriculum is connecting concepts and ideas from different subjects.  The goal of integration is to help pupils make connections so they can participate in activities that are meaningful and relevant to their lives also connecting ideas together from different subjects allow the students to understand the concept more deeply and from different angels. Integrating art skills in a math lesson is one of the common examples of integration, teacher can integrate art with math by asking the students to draw five flowers by using their fingers and some colours. Another example of integration is connecting science with the English subject by asking the student to read or write the names of the animals. Integration recognizes and strengthens the connections that exist among all things. A curriculum that is integrated means that learning is synthesised across conventional subject areas and that learning experiences are planned to reinforce one another which will allow the content to ingrained in the pupil’s brains.  (Take online courses. earn college credit. Research Schools, Degrees & Careers 2022)

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Al Warda unit plan provide a detailed overview for the themes that will be taught to the students. For example, in KG 2 theme 5 shows an overview that introduce the children to the weather, sky and space. It focuses on weather, geographic features and the world habitats. The purpose of this topic is to educate the students more in the earth and environment field to increase their knowledge about the different types of weather and how the temperature is different from country to another, Moreover, the students will be more familiar with the UAE weather.  The title of theme five is ‘Weather, sky and space’ and it discuss the weather in the UAE and around the world it also discusses the sky during the day and the night, the difference between the day and the night animals and how it feels during the day and night. It also includes the rockets and the space which will add to the student’s knowledge about our earth, how many rocket in the space and their different sizes. Delivering the information by using four different domains reading, writing, speaking, and listening will help the students to understand the topic in a deep and an easy way. Moreover, this theme will allow the students to understand what is going in our universe and nature.

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The unit chosen is about Earth and environment for KG students. The scope of the unit focuses on how we impact the environment. The unit plan integrates math, science, art, writing and imagination. The main goal of the plan is ‘We are learning about how our environment impacts us and how we can also impact our environment’ while  the curriculum expectations includes demonstrating an understanding of the natural world and the need to care for and respect the environment, demonstrating an awareness of the natural and built environment through hands on investigations, observations, questions, and representations of their findings, Conducting a simple investigations through free exploration, focused exploration, and guided activity, using inquiry skills. It provides a detailed description of the centres and the activities. The unit plan includes Subsequent days section that have written in it what will happen in the next days regards the learning topic also it includes what are the possible questions that will be asked in the lesson. Its provided also some evidence of the formative assessments that have done during the lesson (plant centre).

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The problem of improving the educational plan can be approached from a variety of perspectives. Are we improving curriculum and instruction, attitudes, and teaching and learning of the students?

All of the mentioned elements can be improved, but they won't be successful if we don't start strengthening the curriculum, which is the most important component of education. We must first ensure that the contents we are providing are appropriate if we want to produce a new generation of learners who are better. In this paper, I'll analyze the educational gaps in the MOE curriculum, looking closely at the areas that could use better in the hopes of improving it in order to increase the caliber of instruction provided.

All of the mentioned elements can be improved, but they won't be successful if we don't start strengthening the curriculum, which is the most important component of education. We must first ensure that the contents we are providing are appropriate if we want to produce a new generation of learners who are better. In this paper, I'll analyze the educational gaps in the MOE curriculum, looking closely at the areas that could use better in the hopes of improving it in order to increase the caliber of instruction provided.

·      Outcomes:

First and foremost, occasionally it is difficult to accomplish the goals that educators aim for. This is because the learners' cultural and environmental contexts are irrelevant. While one of the MOE's goals is to develop globally minded students with broad views and holistic viewpoints, their physical environment still requires a lot of improvement in order to match their educational environment. To produce the best outcomes and get the greatest benefits, it can only be effective if both components function together.

·      Evaluation:

Second, while measuring the level of achievement of students, evaluation systems can produce results that are not entirely reliable. There should be a more thorough and useful approach in place. The different exam systems place a significant emphasis against the summative tests. As it primarily assesses memory, this can occasionally produce inaccurate findings. To accurately determine if students have understood the content being taught, more open methods must be provided. External tests, such the MAP, CAT, and many others, have done a good job of giving a more comprehensive perspective on students' abilities; these findings can be taken into account later to examine the students' level of achievement towards the conclusion of the academic year (Sumsion and Goodfellow, 2007).

·      Assessment:

Third, MOE just offers observation as a data tool for assessment, and that is insufficient.Both Waxman and Hersh claim that (1995) Important observation will help ensure that teachers are giving students a positive learning experience. However, passively watching the students won't be beneficial in any way. At the start of class and throughout the lesson, teachers must evaluate pupils on a variety of fronts and determine whether they understand the material. Furthermore "encourage teachers and curriculum planners to first 'think like an assessor' before designing specific units and lessons, and therefore to consider upfront how they will determine if students have attained the desired understandings" because assessment is so important to their pedagogical design (Wiggins and McTighe, 2005).

.      Timing:

The time-based curriculum might use some improvement as the pace of the lessons can occasionally prevent students from receiving all of the knowledge they need on a particular topic. Given that students fluctuate, and that pace cannot be a hard standard to play by, educators must be considered when figuring out how much time must be spent to teaching particular subjects. Although the pandemic being there for more than two years, the MOE curriculum is unaffected. This has had a significant detrimental impact on learners as the educational gap between where they should be and where they are has grown exponentially.

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The relationships between the 11 components of the MOE ECE Al Warda and UK curriculums 

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The relationships between the 11 components of the MOE ECE Al Warda and UK curriculums 

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.   Outcomes:

The purpose and goals of a course or academic program are better understood by students and teachers when there is consistency on the learning outcomes. Faculty can attempt to provide a clear path for student achievement by defining clear and comprehensive learning outcomes. The cornerstones of course design and assessment, learning outcomes guide students' attention to what matters. Because they can help all students understand what is expected of them, learning outcomes can also be considered as an inclusive teaching strategy. The fact that more and more kids are engaging in prekindergarten, as well as the fact that state academic standards for kindergarten are becoming more and more widespread (Graue 2006). Whether it is a short course or a degree program, the learning outcomes should be identified and documented prior to the commencement of the course in order to know and evaluate whether the course is exactly planned and carried out. To effectively conduct and complete the course, the teaching context, learning activities, and assessment scheme must be correctly structured based on the defined learning outcomes (Singh, 2017). During our previous teaching practice, I noticed that students get a little confused and lost the time my MST or I forget to explain the learning outcomes.

We can improve Outcomes by:

-      Teachers should recognize the way they teach and focus on introducing learning outcomes, for example teachers can brainstorm before every lesson.

-      Indicate the knowledge or skills that students should have achieved by the end of a certain course.

-      Implement different learning style like using Technology

.   Evaluation:

A student's learning and comprehension of the subject matter are evaluated for grading and reporting reasons. It is a way for the teacher to let the student know how well they are performing in a certain topic area or subjects overall. Teachers in kindergarten must evaluate students' progress in each of the five learning domains listed in The Kindergarten Program. Kindergarten teachers must also take each child's spiritual, cognitive, physical, emotional, and social development into account because young children go through various stages as they grow and learn. According to my last teaching practice, I noticed that some of the parents attend some of the teacher’s evaluation on their children, and sometimes the principle attends the teacher’s evaluation on her students.

Aspects of development:

- Respect for each student's inherent worth

-The cycle of teaching and learning

-Diagnosing, summarizing, and formative

-Appropriate and reflective of both process and product

-Regular communication with students, parents, and guardians

.   Assessment:

To be able to assess the efficiency of the planned lessons and teaching methodologies and to identify areas for improvement to help Kindergarten students meet the learning goals, teachers must conduct assessments. The MOE curriculum provides for student observation during the lesson; however, this is insufficient. More information should be gathered by the teacher to get to know the kids and their interests. From my previous teaching practice, also in my last TP my MST used to evaluate her students during the lesson and focuses a lot on reminding them every class what they have taken the last class and make one of the student’s standup and speak to motivate the others.

Here are some recommendations for improvement:

1-   Use Diagnostic assessment:

is used to find out what the pupils already know and are capable of doing as well as to identify weaknesses and strengths so that the appropriate instruction can be given. The diagnostic evaluation techniques used in Kindergarten include:

-Running records
- Inventories
- Surveys
- “Ready to Learn” checklists

2-   Use Formative assessment:

is the ongoing assessment of students' learning that is used to guide and enhance output and instruction. Among the formative assessment techniques used in kindergarten are:

-Observation the students
-Student journals
-Self and peer reflection
-Questions and answers
- Discussions

3- Use Summative assessment:

Contrarily, summative assessment results in tests, grades, academic reports, and qualifications that are highly valued in society (Biggs, 2003).

Teachers can use:

-Quizzes
-Tests
-Final evaluation

4-   Use Peer assessment:

Peer assessment is a form of collaborative learning strategy where students judge the work of their peers and are also given credit for their own work.

In Kindergarten, assessment data on a student's development are acquired in the context of regular classroom activities using a variety of techniques. The teacher can create accurate growth assessments of each student's development and organize effective lessons using a variety of assessment methodologies.

.   Timing:

MOE has to be clearer about timing components. More planning time throughout the school day was selected by a group of teachers as the most significant aspect that would improve their ability to teach (Rentner, Kober, & Frizzell, 2016). There isn't much time for planning, and when breakfast time comes around, students eat and take their time cleaning up before returning to the carpet, as I observed in my own teaching practice. At the end of the school day, teachers do not have time for planning or discussion with other teachers.

-Teachers should arrange their time with each other and collaborate.

-Teachers can put a timer in class or a small ring bell to manage the time during their lesson and eating.

-Teachers can put a timetable for each lesson with the remaining time for the whole-class activity, centers and for the breakfast time.

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Noted Similarities and Differences between the MOE and the UK Curriculums

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Noted Similarities and Differences between the MOE and the UK Curriculums

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·       Sumsion & Goodfellow, J. S. (2007). Identifying generic skills through curriculum mapping: a critical evaluation. Taylor & Francis Online, 329-346.

·       WAXMAN, HERSH C. 1995. "Classroom Observations of Effective Teaching." In Teaching: Theory into Practice, ed. Allan C. Ornstein. Needham Heights, MA: Allyn and Bacon.

·     Singh, M. K. (2017, March). Importance and Benefits of Learning Outcomes. Retrieved from researchgate: https://www.researchgate.net/publication/315637432_Importance_and_Benefits_of_Learning_Outcomes

·     Student learning outcomes. Student Learning Assessment. (n.d.). Retrieved September 13, 2022, from https://assessment.wisc.edu/student-learning-outcomes/

·     Gullo, D. F., & Hughes, K. (2010, November 9). Reclaiming kindergarten: Part I. questions about theory and practice - early childhood education journal. SpringerLink. Retrieved September 13, 2022, from https://link.springer.com/article/10.1007/s10643-010-0429-6

·     Assessment, evaluation and reporting in kindergarten a guide ... - OAFCCD. (n.d.). Retrieved September 13, 2022, from http://oafccd.com/documents/timiskaming/npscdsbKindergartenAssessment.pdf

·     Biggs, J. (2003). Teaching for quality learning at university. Berkshire: Open University Press.

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 Feedback and Commentary of Other Groups 1 & 2

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 Feedback and Commentary of Other Groups 1 & 2

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1- Moza and shama/

they follow all the rubric, everything is organized, nice colors & pictures  / the video they put describe what curriculum is in a nice and easy definition

2- Mariam/ Fakhra/ Fatima
They choose two curriculum MOE and UK

We liked al warda unit plan of MOE and UK unit Plan

Both overviews have full details.