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The idea of an integrated curriculum has been developing since the late 19th century, though it wasn’t formally named until 1931. Colonel Francis Parker, a pioneer of progressive education, focused on the overall development of students—mental, physical, and moral. He introduced teaching methods that encouraged collaborative learning, and student-centered activities, and minimized traditional testing (Drake et al., 2020). His approach set the stage for what we now understand as an integrated curriculum.

An integrated curriculum combines various subject areas into a unified learning experience. It is a student-centered approach that organizes learning around significant themes relevant to both students and teachers. According to James Beane, this method links students' past experiences with present learning, promotes social integration, and encourages active participation in the learning process. Through thematic issues and project-based learning, students engage deeply with the content and have a say in what they study, making learning more meaningful and relevant (Wall, 2017).

The rationale for curriculum integration (IC) lies in its ability to make learning more effective by connecting knowledge to real-life experiences. Beane (1997) explains that IC enhances understanding by building on prior knowledge, addressing students' actual needs, and fostering their overall development. It promotes higher-order thinking, collaboration, and emotional engagement. Research supports IC’s academic benefits, such as improved problem-solving skills, increased motivation, and stronger teacher-student relationships (Venville et al., 2001). By unifying different subjects, IC provides students with a more cohesive, engaging learning experience that equips them with essential life skills for the 21st century (Magoma, 2016).

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The UAE's education system includes both public and private schools, with government schools following the national curriculum where Arabic is the main language of instruction, and English is used for scientific and technical subjects. Private schools offer a variety of international curricula, such as the International Baccalaureate (IB), British, American, and others, while also mandatorily teaching core subjects like Islamic Education, Social Studies, and Arabic. Key initiatives include the 2016 Moral Education program, which focuses on ethics and civic education, and the 2015 national program launched by Sheikh Mohammed bin Rashid to incorporate innovation and entrepreneurship into higher education, aiming to foster specialized talent for the UAE's future development (The United Arab Emirates’ Government portal, 2024).

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The Mission: focuses on developing an agile and innovative legislative and regulatory environment. The MOE aims to utilize advanced tools, techniques, and data to design proactive quality education services. This mission is achieved through collaboration with educational institutions and all societal segments to promote prosperity, well-being, and lifelong learning opportunities while enhancing educational outcomes. The strategic objectives include aligning education with future skills, advancing educational quality and efficiency, stimulating research and innovation, fostering positive citizenship, and adopting advanced technology.

The Vision: The Ministry of Education (MOE) for the period 2023-2026 envisions a future of "Sustainable Innovative Education for a World-leading Country." This vision emphasizes a commitment to leading-edge educational practices and sustainability. (Moe, 2023).

Key Values: underpinning these objectives are teamwork, agility, partnership, technology and innovation, and future foresight. The MOE’s goals also emphasize governance, creating supportive learning environments, recruiting top talent, and enhancing innovation practices

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Overview of the Australian Early Childhood Curriculum

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Overview of the Australian Early Childhood Curriculum

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The Australian early childhood curriculum is based on developmentally appropriate practices that aim to support young children's learning and development. This curriculum, referred to as the Early Years Learning Framework, is designed for the care and education of children from birth to five years of age in Australia (Millei & Jones, 2014).

The foundation of the Australian early childhood curriculum is the belief that children are active learners, and their learning and development should be supported through a holistic, developmentally appropriate, play-based approach (Seng, 1997). The curriculum also emphasizes the role of play, acknowledging that play and learning are not separate activities but rather interconnected. As pointed out by Samuelsson and Carlsson (2008), the curriculum promotes learning environments that foster children’s curiosity, imagination, and their ability to make sense of the world.

The philosophy behind the Australian early childhood curriculum also includes an understanding and appreciation of each child’s individuality. Recognizing that child development and learning are complex processes influenced by cultural, family, and individual factors, the curriculum emphasizes addressing the unique and special needs of each child (Farquhar & White, 2014).

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What is a curriculum in ECE?

Research conducted by Wood and Hedges (2016) defined curriculum in Early Childhood Education (ECE) as the subject matter knowledge, skills, dispositions, understanding, and values that form the foundation of a program of study, guiding children's learning and development, while also encompassing the interactions and available resources that shape children's experiences in the educational setting. Similarly, Edwards (2021) described curriculum in ECE as the method of instruction and learning, highlighting both what and how young children learn within early childhood education and care environments.

Why do we need a curriculum in ECE?

Children between the ages of three and five need a well-designed Early Childhood Education (ECE) curriculum to support their cognitive growth and set them up for future learning. It supports students' acquisition of fundamental skills including speaking, counting, and linguistic proficiency, all of which improve reading achievement. It also focuses on social, emotional, physical, and cognitive growth. This basis improves children’s general academic performance and prepares them for formal education (Ahmad et al., 2019).

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What is the Al Warda Curriculum?

The Al Warda Curriculum integrates modern behavioral, psychological, and educational theories with the latest advancements in education. Aligned with the UAE’s focus on fostering a strong national identity and promoting excellence, this curriculum introduces numerous cultural concepts to children in an engaging and accessible manner. It encourages students to develop analytical and critical thinking skills while equipping them with essential 21st-century competencies. Designed creatively and culturally, the curriculum specifically targets children's learning of Arabic letters. It employs a flower design with four petals, from which children can obtain 28 different shapes of Arabic letters. These letters are intended to be used at the beginning, middle, and end of words, enhancing the learning and development of children.

Philosophy of Al Warda Curriculum:

The philosophy of the Al Warda Curriculum is based on the principles of promoting a culturally appropriate and academically engaging educational process. It helps children learn Arabic letters and language in a straightforward manner that fosters the development of critical thinking skills and essential 21st-century skills, such as problem-solving and creativity. The curriculum simplifies the shapes of Arabic letters by reducing the total number to a more manageable amount, grouping the letters into 9 instead of the previous 18, and using only 2 shapes instead of 3. This approach assists children in learning more effectively while fostering their natural curiosity and making learning enjoyable.

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The Australian Curriculum, as outlined by Connor (2011), seeks to establish a democratic, equitable, and culturally diverse society through its mission and vision: 

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The Australian Curriculum, as outlined by Connor (2011), seeks to establish a democratic, equitable, and culturally diverse society through its mission and vision: 

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Mission: The mission of the Australian Curriculum is to nurture successful, confident, and creative learners who are also active and informed citizens. It emphasizes the right of every student to acquire the knowledge, understanding, and skills necessary for lifelong learning and meaningful participation in the Australian community.

Vision: Australia places great importance on education as a cornerstone in building a democratic, equitable, and just society. This society is envisioned as prosperous, cohesive, and culturally diverse, with a deep appreciation for Australia’s Indigenous cultures, which are integral to the nation’s history, present, and future.

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1. Intended curriculum refers to the knowledge and skills students are expected to acquire, as outlined by content standards that guide teachers (Porter et al., 2009).

2. Implemented curriculum refers to putting prescribed courses of study into practice, focusing on the learner's acquisition of the knowledge, skills, and experiences needed to function effectively in society (Chaudhary, 2015).

3. Attained curriculum refers to the results of the learning process, reflecting what students achieve in terms of their competencies, academic performance, attitudes, and beliefs (Çil & Çepni, 2014).

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Course:
EDU 4203 - Integrated Curriculum Mapping & Planning

Assessment Topic:
Report on The Relationships Between Integrated Curriculum Components

Course Teacher:
Dr. Robin Ogdol

Students Names:

Halima Ahmed - H00460964

Shahad Salah - H00461016

Sara Abdulaziz - H00461046

Amna Khaled - H00460825

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A curriculum typically involves four key elements: content, teaching and learning strategies, assessment processes, and evaluation processes (Prideaux, 2003). Akker (2007), expanding on different typologies, supports a framework of ten components to address specific planning questions for student learning:

Rationale or Vision: What is the purpose of learning?

Aims & Objectives: What goals are being pursued?

Content: What is being taught?

Learning Activities: How is the learning taking place?

Teacher Role: How does the teacher support learning?

Materials & Resources: What tools and resources are used?

Grouping: With whom are the students working?

Location: Where is the learning occurring?

Time: When does learning take place?

Assessment: How is progress measured?

It is essential to define and detail these components before developing a program or course to clarify various aspects of the curriculum, enhance its effectiveness, and improve the program's overall quality (Zohrabi, 2011). Additionally, it is important for teachers to clearly identify and define all curriculum components beforehand to ensure that every element of the course is well-understood and organized before the program starts (Zohrabi, 2008).

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The Most Implemented Curricula in Early Childhood Education (ECE)

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The Most Implemented Curricula in Early Childhood Education (ECE)

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Education during the early years of a child's development plays a crucial role in shaping the child's character and overall growth. Different countries have adopted various curriculum models to meet the developmental needs of young children. Among these, the Montessori approach is one of the most widely recognized and practiced. It emphasizes child-led activities, the use of materials, and the learning environment (Isaacs, 2018).

Another popular model is the Early Years Foundation Stage (EYFS) curriculum, which is implemented in many countries, including the United Kingdom. The EYFS aims to provide a well-rounded education that addresses several areas of development, such as communication and language, physical growth, and personal, social, and emotional development (Wood & Hedges, 2016).

In addition to these two models, there are several other emerging curricula in early childhood education, each rooted in distinct pedagogical beliefs and values. Notable examples include the Reggio Emilia approach, which emphasizes creativity and community involvement (Ross, 1982), and the High/Scope curriculum, which focuses on active learning (Holt, 2010).

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Types of Curriculum Integration Approaches:

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Types of Curriculum Integration Approaches:

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There are several approaches to integrating curricula. Drake and Reid (2018) outline three examples:

1. Multidisciplinary: Different subjects focus on a common theme, but each subject is taught separately.

2. Interdisciplinary: Subjects are integrated, with an emphasis on teaching skills like communication and critical thinking.

3. Transdisciplinary: Learning is centered around solving real-world problems by integrating all subjects.

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Tips for Developing an Integrated Curriculum by Malik & Malik (2011): 

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Tips for Developing an Integrated Curriculum by Malik & Malik (2011): 

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Tips for Developing an Integrated Curriculum

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The unit plan for KG2 focuses on engaging students in activities related to the theme "Earth." It emphasizes developing language, listening, and reading skills through interactive methods such as storytelling, singing, and movement. Key texts like My Bike Ride and We’re Going on a Bear Hunt are used to teach directional phrases and prepositions. The plan also includes hands-on sensory activities, creative projects, and small-group games, encouraging students to explore their surroundings, enhance their understanding of nature, and collaborate with peers.

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The Wombat Stew Dance Unit for Years F-2 engages students in using movement and dance to explore Wombat Stew by Marcia Vaughan and Pamela Lofts. Students learn to represent the animals from the story—like the dingo and platypus—through creative dance, focusing on fundamental movement skills and the elements of dance (space, time, dynamics). Aligned with the Australian Curriculum, the unit encourages improvisation and storytelling through dance, culminating in a performance. It also connects to subjects like English, Science, and Drama for a well-rounded learning experience.

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The 11 components of the Australian Curriculum

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The Relationships between the 11 Components of the Australian Curriculum

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The MOE and Australian curricula both emphasize active, student-centered learning but focus on different areas. The MOE curriculum centers on language development through storytelling and interactive activities, while the Australian curriculum focuses on physical expression and cultural understanding through dance. Both use hands-on methods and informal assessments, but with distinct educational aims: MOE prioritizes literacy, while the Australian curriculum emphasizes movement and creativity.

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MOE: Outcomes are not explicitly outlined; the focus is on specific tasks like storytelling, speaking, listening, and using descriptive language.

Australian Curriculum: Clearly defined outcomes, such as describing dance elements, performing sequences, and demonstrating safe practices by Year 2.

Difference: The Australian curriculum sets clear end goals, while the MOE integrates outcomes implicitly through task-oriented activities without specific learning targets.

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MOE: Objectives are embedded in activities, such as developing language skills like listening comprehension and using adjectives. They relate directly to specific tasks and lessons.

Australian Curriculum: Objectives are explicitly stated as "learning intentions," such as using dance elements to create performances and develop movement skills.

Similarity: Both curricula have clear objectives that guide learning; however, MOE focuses on language development, while the Australian curriculum emphasizes physical performance and expression.

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1. Lack of Cultural Relevance and Local Context Integration 

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1. Lack of Cultural Relevance and Local Context Integration 

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The UAE Ministry of Education's Early Childhood Education (ECE) curriculum has a critical gap in its integration of cultural relevance and local context. The "Humans and Animals" theme introduces concepts like body parts, animals, and growth, but often lacks a strong connection to the UAE's cultural heritage, traditions, and local environment. The curriculum uses familiar animal stories but misses opportunities to incorporate culturally significant animals and symbols, such as camels, falcons, and native desert flora and fauna. This lack of contextualization can reduce children's ability to connect learning content with their lives, impacting their understanding and emotional engagement (Thomas et al., 2013).

Incorporating elements unique to Emirati culture could foster identity and pride in young learners. Stories about regional traditions, local festivals, and traditional Bedouin culture could make the curriculum more relatable and engaging. Similarly, incorporating examples from local art forms, such as Arabic calligraphy or traditional Emirati clothing, could enhance multicultural awareness (Abdallah & Alkaabi, 2023).

Additionally, the curriculum's activities and stories could be enhanced by including narratives representing diverse Emirati communities and highlighting contemporary figures from various ethnic backgrounds, contributing to an inclusive learning environment that embraces diversity within the UAE (Crabtree, 2010).

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MOE: Content includes a variety of activities focused on language skills, such as interactive storytelling, role-play, and teaching prepositional language through physical movement.

Australian Curriculum: Content focuses on exploring movement through dance, creating sequences, learning about Australian animals, and cultural expressions, especially from Aboriginal and Torres Strait Islander cultures.

Difference: MOE centers on language acquisition and communication skills, whereas the Australian curriculum emphasizes physical expression and cultural learning through dance.

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MOE: Scope covers detailed learning intentions for speaking, listening, reading, and writing skills, with clear resources.

Australian Curriculum: The scope covers multiple lessons where students explore dance movements and improvise based on animal characteristics and cultural stories, incorporating English, Science, and Drama.

Similarity: Both curricula provide detailed guidance for teachers with clear learning objectives and activity descriptions, although MOE focuses on language and literacy while the Australian curriculum focuses on physical and cultural learning.

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MOE: Follows a logical sequence from introducing vocabulary, such as prepositions, to practicing through storytelling and role-play, reinforcing language skills through engaging tasks.

Australian Curriculum: Lessons introduce animals and movement concepts, exploring characteristics and creating dance routines, progressing from individual movements to full performances.

Similarity: Both curricula offer a structured learning sequence that builds on prior knowledge; MOE enhances language skills, while the Australian curriculum focuses on physical coordination and expression.

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MOE: Assessment is integrated within activities, such as observing children's use of adjectives or their ability to follow oral directions during explorations. Assessment is often informal and observational.

Australian Curriculum: Assessment is less formal, including documentation like filming performances or creating posters based on student ideas; formal assessment tools are suggested but not explicitly required.

Similarity: Both curricula use informal, performance-based assessment. MOE uses activity-based checks for language development, while the Australian curriculum assesses creative and physical performance in dance.

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2. Lack of Timing Guidelines in the Curriculum

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2. Lack of Timing Guidelines in the Curriculum

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A significant gap in the UAE Ministry of Education curriculum is the lack of timing considerations in the Unit “Humans and Animals.” This absence complicates lesson balance, as teachers may struggle to distribute appropriate time to various activities, potentially resulting in students receiving unequal exposure to critical concepts. Inconsistent timing across classrooms makes this issue worse by creating unequal educational experiences and not considering the different developmental needs of young learners.

Incorporating timing into a well-developed curriculum is essential, especially in early childhood education, where learners progress at different rates. Timing helps educators manage lesson delivery effectively by clarifying how long to spend on each topic and aligning instruction with students’ comprehension levels and developmental stages. A time-based approach can enhance curriculum development and address challenges posed by instructional pacing that may hinder comprehensive content delivery (Dillard & Siktberg, 2013). Addressing the timing gap in the curriculum is vital for improving its overall effectiveness and ensuring equitable learning opportunities for all students.

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MOE: Timing is not explicitly structured but indicates lessons typically last 15 minutes, followed by 30-minute learning center activities.

Australian Curriculum: Lessons are structured to last 45 to 60 minutes, providing more detailed timing for each learning phase.

Difference: The Australian curriculum provides specific guidelines for lesson duration, while the MOE lacks clear structure regarding lesson lengths.

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3. Lack of Support for Diverse Learning Needs 

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3. Lack of Support for Diverse Learning Needs 

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The UAE Ministry of Education's Early Childhood Education (ECE) curriculum shows a significant gap in addressing the diverse needs of all children, particularly those with special educational needs and disabilities (SEND). Its standardized approach does not account for varied learning styles and developmental stages, leading to disengagement and frustration, especially for children who don't fit the typical model (Bauml et al., 2016). This one-size-fits-all curriculum overlooks the unique abilities of children and further exacerbates these issues. Additionally, the lack of specific resources and strategies to support SEND students results in unequal learning opportunities, affecting their social interactions and emotional well-being, making it harder for them to integrate with peers and develop social skills.

Another concern is the variation in teachers' attitudes toward inclusive education. Some teachers favor traditional special education models over full inclusion, believing that SEND students may lack the necessary skills for mainstream classrooms (Gaad & Khan, 2007). During our Teaching Practicums (TP), we have noticed that the responsibility for these students often shifted to Special Education (SE) teachers, who would remove them from regular classes to resource rooms for targeted support, particularly in Arabic and math (Gaad, 2010). Although students with disabilities are present in mainstream settings, they still attend separate classes, which does not amount to true inclusion (Francisco et al., 2020). Merely placing children in mainstream settings without fully integrating them does not equate to true inclusion (De Beco, 2022).

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MOE: Whole-course evaluation is not explicitly mentioned.

Australian Curriculum: Similarly, no formal course-wide evaluation plan is provided.

Similarity: Neither curriculum explicitly mentions overall course evaluation, focusing more on assessment within specific activities or lessons.

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MOE: Employs an active approach, where children learn through participation, using role-play and storytelling supported by visual aids.

Australian Curriculum: Centers around exploration and improvisation, with students using physical movement to express ideas and create dance sequences, guided by teachers through kinesthetic learning.

Similarity: Both emphasize active learning methodologies, using hands-on activities. MOE focuses on language development, while the Australian curriculum highlights physical and creative expression.

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MOE: Utilizes a wide range of resources, including sensory trays, props, digital tools, and storytelling materials like puppets, closely tied to language activities.

Australian Curriculum: Resources include books, music, craft materials, and audiovisual equipment to support dance creation and cultural learning, with Australian animal stories like Wombat Stew integral to lessons.

Similarity: Both curricula make extensive use of varied resources to enhance engagement, supporting different focuses—language for MOE and dance/cultural expression for the Australian curriculum.

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MOE: Tasks focus on language development, including storytelling, role-play, and small group games, like "Going on a Bike Ride" to practice directional language.

Australian Curriculum: Tasks focus on creating and performing dance sequences, where students develop movements to represent animals from Australian stories and integrate these into choreographed performances.

Difference: MOE tasks revolve around language skills, while the Australian curriculum emphasizes physical movement, creativity, and performance in dance.

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Suggestion for Lack of Cultural Relevance and Local Context Integration 

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Suggestion for Lack of Cultural Relevance and Local Context Integration 

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To enhance the curriculum in the UAE, it is recommended to incorporate local cultural heritage, adapt teaching materials to the local context, celebrate national festivals and traditions, and include Emirati Arabic vocabulary and phrases. This approach would help children connect with the curriculum and foster a sense of belonging and pride (Daquila, 2020). Activities could include storytelling, traditional games, and interactions with cultural objects. Inviting local community members as guest speakers to share their experiences can further enrich learning. Teaching materials should reflect the UAE's context, featuring more stories by local authors and familiar images of national landmarks. Celebrating events like UAE National Day, Ramadan, and Eid will promote cultural appreciation and community engagement. Additionally, fostering cultural exchanges among children from different nationalities living in the UAE can enhance integration and mutual understanding (Al-Qinneh & Abu-Ayyash, 2020).

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Suggestion for Lack of Time Guidelines in the Curriculum

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Suggestion for Lack of Time Guidelines in the Curriculum

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To address timing gaps in the UAE curriculum, clear guidelines should allocate time for each activity while allowing flexibility to accommodate diverse learner needs. Incorporating time management into the curriculum helps align learning objectives with students' readiness, ensuring content is introduced progressively and preventing learners from becoming overwhelmed. Teachers should receive training on managing lesson time, with detailed plans that include specific durations for assessments and activities. This helps manage time effectively. A flexible framework, combined with regular assessments, allows teachers to adjust based on student comprehension. Collaboration among teachers can ensure consistency in timing practices, ultimately optimizing learning outcomes (Schneiderhan et al., 2019).

During our teaching practicums, we divide our lesson plans into distinct segments: circle time, learning centers, and closing time. This approach not only kept us organized but also made classroom management smoother. With this structure, students remained engaged, as each part of the lesson had a clear focus and purpose. Balanced content delivery became easier, and transitions between activities were more seamless. By dedicating proper attention to each phase, we found that the learning experience was more effective, supporting students' development in a well-rounded way.

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Suggestion for Lack of Support for Diverse Learning Needs

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Suggestion for Lack of Support for Diverse Learning Needs

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To effectively address the gap in the UAE Ministry of Education's Early Childhood Education (ECE) curriculum concerning the diverse learning needs of children, especially those with Special Educational Needs (SEN), it is essential to implement Differentiated Instruction (DI). This approach involves tailoring teaching methods, materials, and assessments to meet the varied learning requirements of students (Watts‐Taffe et al., 2012).

Research indicates that effective modifications can be categorized into instructional strategies, including providing individual support, allowing extra time for tasks, and utilizing specialized tools, such as A3-sized worksheets for students with visual impairments or assistive technology to accommodate diverse needs (Strogilos, 2023).

Currently, teachers in the UAE face challenges in implementing a truly differentiated curriculum due to factors such as large class sizes and a lack of training in special education strategies. Therefore, it is crucial to offer professional development focused on effective differentiation techniques. This training should empower educators to create inclusive lesson plans that address the specific needs of SEN students.

In a previous teaching practicum involving a student with autism, differentiation strategies were effectively incorporated into lesson plans. Activities were tailored to meet the child’s needs by breaking down tasks into smaller, manageable steps and establishing consistent routines. Visual aids and hands-on activities were provided, which engaged the student more effectively and facilitated a better grasp of concepts. This approach not only improved understanding but also increased participation in classroom activities.

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The importance of curriculum mapping and planning

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The importance of curriculum mapping and planning

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Since the 1980s, curriculum mapping has been recognized as a key strategy for improving the quality of education and promoting a culture of participation and collaboration within educational institutions (Rahimia et al., 2010). It provides a framework for documenting, aligning, visualizing, and evaluating essential curricular elements, such as learning outcomes, assessment tools, instructional methods, and student performance data, including pre-and post-testing scores (Rawle et al., 2017). Aligning curriculum content with standards helps identify gaps and overlaps, making it a crucial measure for quality improvement. By fostering faculty collaboration and empowering students with clear learning paths, curriculum mapping supports data-driven improvements and reflective teaching practices (Rawle et al., 2017). A significant benefit of curriculum mapping is its ability to align curricula with state standards and assessment practices (Smith & Chittams, 2024; Okojie et al., 2022). Without effective curriculum mapping, institutions cannot accurately assess outcomes or maximize resource efficiency (Alam & Benaida, 2022).

Moreover, curriculum planning involves setting educational goals, determining necessary resources and strategies, and ensuring effective implementation in schools (Amanah et al., 2022). Developing a curriculum plan consists of several steps (Soto, 2015). This process involves outlining the essential stages of curriculum development, including establishing a general framework, designing, testing, implementing, evaluating, refining the curriculum, determining necessary standards and specifications, and logically arranging these tasks in sequence according to a schedule (Alnaji, 2022). Curriculum planning is vital for ensuring that education meets national or state standards, engages students, and addresses their diverse needs (Pratt, 1994). Both curriculum mapping and planning enhance program quality, foster collaboration, and drive continuous improvement in education.

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One of us has gone to AIS, located in Sharjah, and observed how their curriculum is quite different. It is more play-based, focusing on fostering creativity, exploration, and hands-on learning experiences, rather than being solely structured around traditional academics. This approach encourages children to engage actively in their learning, developing critical thinking and problem-solving skills through play and discovery.

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All of us attended MOE schools, whether in Ajman or Umm Al Quwain and experienced various curricula. Unfortunately, government schools do not have a unified curriculum, and each time we went, there seemed to be an issue related to it. Despite these challenges, learning still took place. However, the focus was more on academics rather than play-based learning.