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Padlet 2 - https://padlet.com/h00413802/bch3o96mwyvbhg2w

Strengths of the work

The strengths of the work consist of vivid colouring, proper diagrams, and the right description related to integratingcurriculum mapping. It also expresses the three parts of the research in a proper way, and it helps the readers to understand it efficiently.

Areas of development

The areas of development are that there are more diagrams that are required to be put in the work, and the entire system needs to be pictorial. It is also observed that there are requirements for the sake of comparing the MOE curriculum to some other country in the report.

Suggestions on how to improve the work

It is possible to improve the work by providing suggestions on the improvement of an integrated curriculum and also the pattern of learning that is commensurate with the development of positive aspects. Also, a comparison with other curriculum must be made in order to ensure the right kind of development in the MOE curriculum.

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Padlet 1 - https://padlet.com/h00349466/76zficgvjvnkh86y

Strengths of the work

The strength of the work is that it is divided into proper sections that help in understanding the ways of integrated curriculum development. Also, it made a clear distinction between the curriculum of the US and that of MOE, and also, the problems that are associated with the MOE curriculum. The background colour is attractive, which encourages the reader to read more.

Areas of development

The areas of development that are mainly required for the overall work constitute the fact that it requires a diagram that helps in understanding the factors of curriculum development in a proper manner. It is seen that the diagrams are quite small and are not visible, and also, it needs to be a little more vivid and like a flowchart for better understanding.

Suggestions on how to improve the work

The work is possible be improved by means of increasing the number of diagrams in the poster. Along with that, the focus of the poster should be a little more towards the comparison between curriculum and not on the overview of the curriculum to a greater extent.

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1. Serrano-Baena, M., Triviño-Tarradas, P., Ruiz-Díaz, C., & Hidalgo Fernández, R. (2020). Implications of BREEAM Sustainability Assessment on the Design of Hotels. Sustainability, 12(16), 6550, DOI: 10.3390/su12166550.
2. Marsonet, M. (2019). Philosophy and logical positivism. Academicus International Scientific Journal, 12(1), 32-36, ISSN: 729572.
3. Wang, Y. (2019). Design of port e-business marketing management information system based on cloud computing. Journal of Coastal Research, 98(1), 75-79.
4. Etter, M. (2019). Social media and the formation of organisational reputation. Academy of management review, 5(2), 12-88 DOI: 10.1005.6595.2565.-5.
Gundry, D., & Deterding, S. (2019). Validity threats in quantitative data collection with games: A narrative survey. Simulation & Gaming, 50(3), 302-328; DOI: 10.1177/1046878118805515.
5. Liem, A. (2018). Interview schedule development for a sequential explanatory mixed method design: Complementary-alternative medicine (CAM) study among Indonesian psychologists. International Journal of Social Research Methodology, 513-525, DOI: 10.1080/13645579.2018.1434864.
6. Mohajan, H. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 23-48, DOI: 10.012/8545000020.3032.
7. Frasquet, M., Descals, A., & Ruiz-Molina, M. (2017). Understanding loyalty in multichannel retailing: the role of brand trust and brand attachment. International Journal of Retail & Distribution Management, 80-89, DOI: 10.0000001258745455.
8. Kramer, M., Strahan, A., Preslar, J., & Zaharatos, J. (2019). Changing the conversation: applying a health equity framework to maternal mortality reviews. American Journal of Obstetrics and Gynecology, 221(6), 609-e1, DOI: 10.12/738297493.
9. Alqatawenh, A. (2018). Transformational leadership style and its relationship with change management . Verslas: teorija ir praktik, 19(1), 17-22, DOI: 10.12/876536964382.
Nasir, B., Toombs, M., Kondalsamy-Chennakesavan, S., &

10. Kisely, S. (2018). Common mental disorders among Indigenous people living in regional, remote and metropolitan Australia: a cross-sectional study. BMJ Open, 43(2), 12-45, DOI: 10.12/8487775483929.
11. Cnattingius, S., Johansson, S., & Razaz, N. (2020). Apgar score and risk of neonatal death among preterm infants. New England Journal of Medicine, 383(1), 49-57, DOI: 10.1056/NEJMoa1915075.
12. Mi, Z., Guan, D., & Liu, Z. (2019). Cities: The core of climate change mitigation. ,, pp. Journal of Cleaner Production, 207(1), 582-589, DOI: 10.12/64072907493.

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The Relationships between the 11 Components of the Selected International Curriculum

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The Relationships between the 11 Components of the Selected International Curriculum

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The selected International curriculum is based in the UK, which currently has the curriculum based upon EYFS, along with the curriculum of Wales, which has the foundation face and develops the competency factor in alignment to the outline focus (Gundry & Deterding, 2019). The medium for education is English, and the schemes for work are denoted utilising the early year framework as is the foundation stage, which has been successful in creating a plan for successful implementation of effective skill set and outline development (Liem, 2018). In this consideration, the international curriculum, which promotes cognitive skills and helps in the development of the factors for growth in terms of generating effective output, has again considered the development of an effective skill set alongside the matured focus for effective growth.

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The UAE MOE ECE curriculum is based on the main aim to establish early childhood education and care influence, which proposes to develop several cultural values alongside competency factors (Etter, 2019). The digital participation of students has considerably increased with the help of this curriculum basis, and it is introduced in order to level up the competency factors the curriculum is designed in order to promote basic skills, which include cognitive development and also influence the behaviour of going to school (Frasquet, Descals, & Ruiz-Molina, 2017). In addition to this, the resources which have been taken up in order to complement the development of effective output have also created phonological awareness.

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The integrated curriculum within the UAE has focused on the development of competency among the students, especially those belonging to lower classes (Alqatawenh, 2018). It has focused on domains like reasoning leading, speaking, writing and listening skills which have maintained a stable output and have helped in the recognition of overall competency. Especially within the English language level-based system, the integrated curriculum has been impactful from level 0 to kindergarten classes which have helped in the development of cognitive capacity and potential (Cnattingius, Johansson, & Razaz, 2020). The particular rationale behind curriculum integration is to provide a better learning opportunity to individuals who are competent for increasing their skills as well as focusing on improved learning outcomes.

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The suggestions for improvement have been focused on the development of the effective skill set and are related directly to the output under which the background for mechanical ability is increased. The utilisation of bandura's theory for social learning is one of the most implicated suggestions under which the support benefits are available to improve the teaching experiences.

The development of an interactive classroom is also another suggestion which should be implemented at once to the improvement of the mechanical ability of students (Serrano-Baena, Triviño-Tarradas, Ruiz-Díaz, & Hidalgo Fernández, 2020).

The cognitive benefits are to be done through mental exercises and the development of focused benefits, which have been implicated within the mechanical output outcome.

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The critical gaps within the two curricula have been outlined with a majority focus on improved vocabulary and conditioner benefits which help in the development of the inputs in alignment with the improved educational background (Mohajan, 2018). The major focus is laid upon the rationalised output, which has implications in their way and also derives its benefits from effective conditions. The definitions of effective output and rationale for justification are seated within the educational theory and credible sources for teaching factors which include Albert bandura's social learning theory.

The critical gap also aligns with the development of effective output and is aligned with the directed circumstances under which there is a critical ability for the development of mental ability outcome (Nasir, Toombs, Kondalsamy-Chennakesavan, & Kisely, 2018). The overall focus for the educational background is laid upon the condition of benefits and is aligned directly with the situational background, which helps in the development of mechanised learning behaviour.

In addition to all of this, within the UAE ECE background of learning and mechanised output, it is implicated that the mathematical skill sets are also Alliance which is not present within the international background for curriculum

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Noted Similarities and Differences between the 2 Selected Curricula

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Noted Similarities and Differences between the 2 Selected Curricula

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The similarities between the UAE curriculum for the development of early childhood education to that of the international chosen curricula of the UK are associated with development for the focus on competitive skills and cognitive outcome, which is the basis of important educational background (Marsonet, 2019). In this consideration, the noted similarities lie between the improvement of reading skills and tactical benefits, which contemplate the ability for successful implication and are also alive with the gaps for improvement. The development of the condition with the formulation of important differences and cognitive standards lies with the specific directions for effective conditions and also implicates efficient output.

The major differences align with the development of efficient conditions and are limited to the differentiated mechanism for selected curricula (Mi, Guan, & Liu, 2019). In UAE, the basic focus is given towards improved conditions for mechanised output and also has their relevance with English language input; however, in the case of the UK, the English language preferences are lesser and overall geographical scenario and historical outputs are better in design.

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MOE Curriculum- represent the relationships between the 11 components of an integrated curriculum.

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MOE Curriculum- represent the relationships between the 11 components of an integrated curriculum.

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Introduction and Background of Selected Integrated Curriculum

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Introduction and Background of Selected Integrated Curriculum

# data[].attributes.body
The selected International curriculum is based in the UK, which currently has the curriculum based upon EYFS, along with the curriculum of Wales, which has the foundation face and develops the competency factor in alignment to the outline focus (Gundry & Deterding, 2019). The medium for education is English, and the schemes for work are denoted utilising the early year framework as is the foundation stage, which has been successful in creating a plan for successful implementation of effective skill set and outline development (Liem, 2018). In this consideration, the international curriculum, which promotes cognitive skills and helps in the development of the factors for growth in terms of generating effective output, has again considered the development of an effective skill set alongside the matured focus for effective growth.

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Integrated Curriculum- represent the relationships between the 11 components of an integrated curriculum.

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Integrated Curriculum- represent the relationships between the 11 components of an integrated curriculum.

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Introduction and Background of MOE Curriculum

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Introduction and Background of MOE Curriculum