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The main goal of education is to help in the development of all areas of the child’s life.

An integrated curriculum in early childhood education is one which incorporates all areas of development physical, cognitive, emotional and social of the child. It views learning and teaching in a holistic way that reflects the real world which is interactive without any  restrictions.

The integration focuses on engaging students, increasing their interest of the subject matter and thus improve effective learning. The main purpose of an integrated curriculum is to help students develop Higher-order thinking skills, interpersonal relationship and effective communication. Moreover, collaboration of the students and teachers to make lessons, that address social issues and student concerns in an effective way. (Vars, 2001).

Curriculum integration has varied terms:

The interdisciplinary or multidisciplinary approach is a comprehensive method that covers a topic by integrating multiple knowledge domains. It crosses the boundaries of a curriculum to enhance the scope and depth of learning.

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It recognizes that the curriculum includes :

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It recognizes that the curriculum includes :

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The curriculum also incorporates investigative processes and technology.

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The UAE Ministry of Education Al warda (MOE) Curriculum teaches 14 subjects to various grades of pupils. It has been created very much in line with the UAE's goals and values. The curriculum is used by all public schools, and some private schools that have chosen to follow it.

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Why is curriculum integration important?

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Why is curriculum integration important?

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According to Beane (1997), the philosophy behind the practice of curriculum integration stems from the view that learning occurs when new knowledge and experiences are integrated with previous learning.

Beane and Brodhagen (1996) point out that curriculum integration offers any challenging curriculum higher standards and world-class education that is so often talked about, but rarely experienced.

Beane (1997) further points out that students in integrated curricula generally do well or better on standardized tests than students in conventional curricula. Also, he maintains that, properly constructed and implemented, integrated curricula can improve test scores because the emphasis on the four sets of relationships increases students’ motivation to learn. Increased student motivation enhances their abilities to master concepts.

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The Early Years Foundation Stage (EYFS) is the statutory framework for Early Years education in England.

The EYFS framework focuses on supporting children from birth to age 5. It covers all the aims in early childhood education it helps developing students personal and social skills throughout their learning journey to be ready for the next step.

the learning aims of the EYFS framework are split into seven areas, known as the prime and specific areas of learning.

The prime areas of learning covered in the Early Years Curriculum Framework are:

Personal, social and emotional development (PSED)

Physical development (PD)

Communication and language (C&L)

There are also specific areas of learning:

Literacy (L)

Mathematics (M)

Understanding the World (UW)

Expressive arts & design (EAD)

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Scope mean the areas of development addressed by the curriculum.

Sequence are the plan and the materials to develop students learning.

EYFS scope and sequence is basically about planning for Children’s Play and Learning includes practical guidance and ideas on creating a learning environments indoors and outdoors, planning exciting learning experiences, it show the importance of play as a context for teaching. regarding to the scientists theories that they really focus on throughout their planning.

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1.     Few learning out comes do not address students with special needs and are not time bound.

2.     Scope and sequence of the curriculum is not set in a holistic and chronological order.

3.     There is need to include learning outcomes focused on social and emotional development of the child.

4.     There is need to bring innovation in assessment methods.

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1.     For development of “SMART” learning outcomes one must refer to Blooms’ taxonomy especially when dealing in cognitive domain of leaning & teaching.  “SMART” Learning outcomes can be developed that can cater the needs of all students.

2.     As a general rule scope and sequence of any taught unit must be in chronological order.

3.     Continuous constructive feedback to students and parents can bridge the gap between learning at school and in outer world and in this way students get a chance to improve their skill before actual evaluation

4.     For development of effective formative assessment one should consider Millers’ triangle to assess educational competencies (Armstrong, P. (2010).

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·       Egan, K. (1978). What is curriculum?. Curriculum Inquiry, 8(1), 65-72.

·       Farah, S., & Ridge, N. (2009). Challenges to curriculum development in the UAE. Dubai school of government policy brief, 16, 1-10.

·       Gaad, E., Arif, M., & Scott, F. (2006). Systems analysis of the UAE education system. International Journal of Educational Management.

·       Kysilka, M. L. (1998). Understanding integrated curriculum. Curriculum journal, 9(2), 197-209.

·       Magoma, C. M. (2016). The Shift and Emphasis towards Curriculum Integration: Meaning and Rationale. African Educational Research Journal, 4(2), 25-30.

·       Stephenson, L. (2010). Developing curriculum leadership in the UAE. Education, Business and Society: Contemporary Middle Eastern Issues.

·       Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

·       http://www.resourcefulschools.org/activities/songs-and-poems/sing-along-recycling-songs ∙

·       Harrell, P. (2010). Teaching an integrated science curriculum: Linking teacher knowledge and teaching assignments. Issues in Teacher Education, 19(1), 145-165.

·       Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education, 12(5), 23-37.

·       Erlandson, C., & McVittie, J. (2001). Student voices on integrative curriculum. Middle School Journal, 33(2), 28-36.

·       Mustafa, J. (2011). Proposing a model for integration of social issues in school curriculum. International Journal of Academic Research, 3(1), 925-931.

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The focus in both curricula is to prepare active and lifelong learners meeting the challenges of colleges and universities, but main objective is to bring up the highly educated and contributing individuals that can meet the challenges of the dynamic global community.

The two curricula offer many major components of learning at the same level and pace. For example in UAE schools there is main focus on the subjects related to active use of higher mental functions like Numeracy and exactly the same is in EYFS, the children are taught English & Maths when they are awake and alert. However, alongside the appropriateness of achievable learning outcome, there is need for including Social and emotional aspect in learning outcomes in every unit in MOE ECE curriculum.

In MOE ECE curriculum, in early year learning, much stress is laid mark-making and a deep level of language understanding and students are expected to demonstrate their understanding of the language quickly even though it is a foreign language. In EYFS curriculum the main focus is on a broader understanding of the linguistic skills and then moving on to higher level. Similarly students are encouraged to start early writing and there is lot of focus on accurate letter formation in MOE ECE curriculum and in contrast it is delayed in EYFS curriculum.

However, the two systems become increasingly similar as children get older and move into elementary schools. At this stage teachers offer a broad range of subjects and ensure that adequate yearly progress is made by putting in place effective assessment measures. For this purpose formative as well as summative assessment are used at different levels to ensure that no child is left behind (Gaad, E., Arif, M., & Scott, F. (2006).  In general, the EYFS curriculum offers a holistic liberal arts approach to education from kindergarten all the way through graduation. In the MOE ECE educational set up there is an encouraging approach towards liberal arts with some reservations and, as learners get older, it becomes increasingly specialized. The philosophy in MOE ECE is to ensure that each learner is challenged to progress at a rate over and above the rate at an average school. Based on general average statistics, most children educated in UAE are a year or more ahead of their EYFS counterparts in math and language.

Although there are many similarities between the EYFS and MOE ECE curriculum, there are some prominent differences. The MOE ECE curriculum tends to have a national focus while the EYFS curriculum tends to have a broader global perspective. The MOE ECE curriculum often relies heavily on text books with occasional use of texts and other sources while the EYFS curriculum uses a variety of sources and authentic texts. As UK has a multicultural make up, so religious education is very diverse and covers multi faiths. This is quite different compared to here in UAE and you will learn lots about other cultures more. The MOE ECE curriculum has the capacity to accommodate the varied learning experiences and diverse backgrounds that children bring to school (Farah, S., & Ridge, N. (2009).

Both educational systems offer a high standard education for children and assist students by using innovative teaching strategies in developing their interests and talents not only for university but also for this rapidly changing and more demanding global village.

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An integrated curriculum aims to connect the theory learned in the classroom, with practical and real-life experiences which are designed to facilitate connections across the curriculum.

It is basic human instinct to link their experiences with the knowledge of different things they have. Similarly Students also feel a need to make connections of their experience in the classroom to the real world. It is believed that we learn at a deeper level when connections are made in the way in which it exists around us and throughout the world, not when we are in a fabricated, disconnected structure ((Magoma, C. M. (2016).

A major driving force behind integrated teaching and learning is the belief that when themes, subjects, or projects are combined students begin to see meaningful links between the subject matter. A deeper level of meaning is connected to the knowledge and skill when students are engaged through integrated curriculum (Stephenson, L. (2010).

In recent years, curriculum integration is an incredibly important issue in the field of education. There are three strong arguments supporting an integrated curriculum. First, there is simply too much information to be covered in the traditional structure of a forty or fifty minute class period. Secondly, most subjects are taught to students in isolation from other related information. Thirdly, a lecture-based, didactic curriculum tends to ignore the needs and capabilities of our students by having a departmentalized approach.

It is understandable that integrated curriculum relieves disconnection adopts measures that counter check fragmentation. In this way make learning a more connected experience, so it significantly enhance level of personal achievement. The nature of integrated curriculum is viewed as a means to enhance student motivation by providing students with a curriculum that has student-based and often student selected themes. By using student-centered approach various activities and actual learning seem to prevail across various disciplines.

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Unit: Earth

Target grade level: KG-1

Subject:  Geography

Duration: 2-3 lessons/week

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This unit basically is a blend of various activities based on learning the language related to earth and environment. Students share information about different features of earth’s physical environment like deserts, ocean and  mountains. They identify and recognise new words in a stream of a speech and demonstrate understanding. They a develop self-confidence in using new words to express various information about geographical features. They learn to express themselves. The also get a chance to improve their interpersonal skills. Students are taught specific skills and strategies to answer simple questions and problem solving while performing structured activities.

The basic structure of this unit can be extended in a spiral way and repeated in next term with broader and advanced objectives. For example, the teacher can select variety of tools and media and by using increasingly complex phrases and language to share information, thoughts and ideas. Students can learn use of appropriate use of adjective and adverbs to describe geographical features of different places.

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Awareness of our planet and world around us.

Learning environment friendly activities.

Express thoughts and ideas through drawing.

A positive sense of identity and awareness of the feeling of others species.

Appropriate expression of a range of new words and writing a small sentences by using a variety of tools and media.

Gradually complex  word bank development.

Interpersonal and communication skills.

Team work

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Students in this unit develop a concept of universe, planets and our Earth. They try to explore a range of features about our planet that are needed to be used in different situations. They develop an understanding of how ecosystem works.

The unit also helps students to know and use geography. Additionally, children also learn to perform simple activities that can demonstrate the environment friendly behavior. By engaging in structured theme based team activities they get a chance to develop decision making and improve interpersonal skills.

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Create illustrations of something learned or experienced  in response to teacher instructions

Demonstrates understanding of the concept by answering simple questions.

Actively participates in storytelling and reading activities with teacher.

Begins to pronounce new and complex words related to unit theme.

Identify environment sounds and use appropriate vocabulary to express that..

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Developing Children’s Understanding of big question vocabulary

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Developing Children’s Understanding of big question vocabulary

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Throughout the unit, there are many opportunities for the key words environment, living things, and impact to
be discussed, defined, and revisited. During Read-Alouds and Shared-Readings such as the Morning Message, they can be highlighted as important or key words and discussed within the context of the text.

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1.1 Ask questions about and describe some natural
occurrences, using their own observations and
representations.

1.3 Explore patterns in the natural and built
environment.

2.1 State problems and pose questions before and
during investigations.

2.2 Make predictions and observations before and
during investigations.

2.4 Communicate results and findings from individual
and group investigations.

3.3. Identify ways in which they can care for, and
show respect for the environment.

1.5 Use language in various contexts to connect new
experiences with what they already know.

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- Water and vegetable oil (mix with food coloring) with sea life toys.
- Discuss the concept pollution and how it impacts the living things in the environment.

1.1 Ask questions about and describe some natural
occurrences, using their own observations and
representations.
2.1 State problems and pose questions before and
during investigations.
2.2 Make predictions and observations before and
during investigations.
2.3 Select and use materials to carry out their own
explorations.
2.4 Communicate results and findings from individual
and group investigations.
3.2 Describe what would happen if something in the
local environment changed.
3.3. Identify ways in which they can care for, and
show respect for the environment.
3.4 Participate in environmentally friendly activities in
the classroom and the school yard.
1.5 Use language in various contexts to connect new
experiences with what they already know.

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2.1 State problems and pose questions before and
during investigations.

3.3. Identify ways in which they can care for, and
show respect for the environment.

3.4 Participate in environmentally friendly activities in
the classroom and the school yard.

G3.1 Explore, sort and compare traditional and non-
traditional two-dimensional shapes and three-
dimensional figures.

1.5 Use language in various contexts to connect new
experiences with what they already know.

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Create posters or write a letter to others making them aware of why recycling is important or how they can positively impact the environment.

3.3. Identify ways in which they can care for, and
show respect for the environment.
3.4 Participate in environmentally friendly activities in
the classroom and the school yard.
1.5 Use language in various contexts to connect new
experiences with what they already know.
1.6 Use language to talk about their thinking, to
reflect, and to solve problems.
1.7 Use specialized vocabulary for a variety of
purposes.
1.8 Ask questions for a variety of purposes and in a
variety of contexts.

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In the suggestions for MOE curriculum we agree with the third point which is the constructive feedback for the students because in teaching practice we can see how affective it is for the students and how they get very encouraged. It's affect not only on their educational level but also in their behaviour.

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Hamda and Eman

Your padlet organizations really grabbed my attention. I wanted to keep reading.

Your assessment is clear. When I read it, I know exactly what your explanation will be about.

We like how both of you explained the rationale for curriculum integration full of details. This part gave me a clear image in my mind.

Overall, you done a good work . We like how both of you explained each points with clarification. I hope you enjoyed doing the assessment. Thank you and keep going.

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Maitha

This assessment is very clear. When I read it, I know exactly what your explanation will be about.

We like how you explained the importance of teacher to be participate with children in full of details. This part gave me a clear image in my mind.

Overall, you done a good work but, some points needs more information such as the comparison between the two curriculum. I hope you enjoyed doing the assessment. Thank you and keep going. 🌹

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The informations are valid and it helped us to understand some points that we've struggled with before. Keep working and good luck

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Azza and Mahra, you covered the assessment parts successfully.  You supported your arguments, claims, and statements with reference, which makes your work substantial. In the first part of the assessment, "Description and Importance of the Integrated Curriculum," you have mentioned many different points. Information bout the multidisciplinary approach, the significance of the integration, and the rationale were clear and detailed. However, it would have been better to write the rationale in the form of successive paragraphs that are connected to ideas and supported by examples. You have provided a clear and accurate overview of the MOE curriculum, and we liked the example you mentioned regarding the structure of the unit. It's good that you have mentioned the prime areas of learning covered in the Early Years Curriculum Framework and the specific areas of learning. You have included two indexes covering the relationships between the 11 components of the MOE ECE Al Warda curriculum and the EYFS curriculum. We recommend adding information from the curriculum itself along with your comments to each component. We liked that you wrote the similarities and differences in detail. You mentioned that there is a need to include learning outcomes focused on the social and emotional development of the child. We recommend including examples of the learning outcomes that focus on the social and emotional development of the child. Also, you mentioned that there is a need to bring innovation in assessment methods. We suggest mentioning how teachers can be innovative in assessment methods. In general, you did the work well, and it is clear that you worked hard on it.

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I like the way they do their work and all the informations are clear and i can understand them step by step, they also explain all the point by order.