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The curriculum is a critical element of any victorious educational process. An adequate curriculum provides a quantifiable strategy and framework for providing great instruction to teachers, students, administrators, and community stakeholders. The curriculum delineates the student knowledge results, standards, and skills before advancing to the following levels (Mushtaq, 2012). Brazee and Capelluti (1995) describe curriculum integration as a prevailing perspective of learning that concedes the necessity for students to sense the broad picture. An integrated curriculum is one in which students broaden their knowledge in domains bonded to certain parts of their surroundings. It examines learning and teaching as a holistically comprehensive approach and reflects the actual world (Humphreys, Ellis, & Post, 1981).

An integrated curriculum can offer a range of benefits for students. By linking subjects together, students are able to see how different topics and concepts are connected, which can help them to apply their skills in a more meaningful way. This type of approach can also promote a more comprehensive and holistic understanding of a subject, as students are able to see it from multiple perspectives.
In the example provided, the teacher integrates the science and math subjects with the reading activity by using the story of "Baking Cookies" as a starting point. By exploring the recipe and ingredients, students are able to apply their knowledge of counting and adding in a real-world context. Additionally, by categorizing the ingredients as either liquid or powdery, students are able to connect their understanding of the matter to the concept of cooking.

The integrated curriculum delivers a learning environment that offers this coherent education, permitting associations between subjects to be made within and across (Beane, 1997; Etim, 2005; Fraser, 2000; Murdoch Hornsby, 1997).

The integrated curriculum can provide students with a more engaging and comprehensive learning experience. By linking subjects together, students are able to see how different topics are connected and how they can be applied in a real-world context. This type of approach can promote deeper learning and help students to develop a more integrated knowledge base.The Newzealand MOE defined the integrated curriculum as the broad education that links within and across learning areas. (Ministry of Education, 2007, p. 9).

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The issue of improving the educational plan can be approached from several viewpoints. Are we improving the curriculum and instruction, students' attitudes, and teaching and learning?

All of the aforementioned elements can be improved, but they will be ineffective unless we begin to strengthen the curriculum, which is the most important component of education. If we want to produce a new generation of better learners, we must first ensure that the content we provide is appropriate. In this paper, I'll examine the educational gaps in the MOE curriculum, focusing on the areas that could be improved in order to improve the caliber of instruction provided.

Outcomes:
First and above all, it is occasionally difficult to achieve the goals that educators set for themselves. This is because the cultural and environmental contexts of the learners are irrelevant. While one of the MOE's goals is to develop globally minded students with broad perspectives and holistic viewpoints, their physical environment still needs a lot of work to match their educational environment. It can only be effective if both components work together to produce the best results and reap the most benefits.

Evaluation:
Furthermore, evaluation systems can produce results that are not entirely reliable when measuring students' levels of achievement. A more thorough and useful approach should be implemented. The various exam systems place a strong emphasis on summative tests. Because it primarily assesses memory, it can occasionally produce incorrect results. More open methods must be provided to accurately determine whether students have understood the content being taught. External tests, such as the MAP, CAT, and many others, have done a good job of providing a more comprehensive perspective on students' abilities; these findings can be used later to examine the students' level of achievement as the academic year comes to a close (Sumsion and Goodfellow, 2007).

Assessment:
Finally, the MOE only provides observation as a data tool for assessment, which is insufficient.

According to Waxman and Hersh (1995), important observation will help ensure that teachers provide students with a positive learning experience. Passively observing the students, on the other hand, will be ineffective. Teachers must evaluate students on a variety of fronts at the start of class and throughout the lesson to determine whether they understand the material. Furthermore, because assessment is so important to their pedagogical design, "encourage teachers and curriculum planners to first 'think like an assessor' before designing specific units and lessons, and thus to consider upfront how they will determine if students have attained the desired understandings" (Wiggins and McTighe, 2005).

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The framework of the MOE Kindergarten curriculum promotes youths' holistic growth and supplies students with formulated knowledge and skills required to succeed, thrive, and prosper in primary school and beyond. The MOE ECE curriculum targets KG1 and KG2. There are different Subjects including Arabic, English, Islamic, mathematics, science, social studies, moral education, and Chinese for some schools. It associates concepts across various subjects using themes for learning to take place in a significant context. Themes are related to children's experiences and the natural world, such as Going to School, Earth, Humans and Animals, and Toys and Technology.

The UAE has prioritized early childhood education over the past seven decades by offering a wide range of preschool and early childhood education opportunities. During this time, the curriculum has undergone several changes to enhance children's early cognitive, physical, social, and emotional development.(MOE, 2019)

In the 1950s to 1970s, various curricula from Bahrain, Egypt, Kuwait, Qatar, and Saudi Arabia were used. In the 1970s to 1990s, the curriculum was primarily based on the Egyptian model, and the language of instruction was Arabic.

In the 1990s, the UAE Ministry of Education partnered with UAE University to develop a new English language curriculum. This curriculum used English as the language of instruction for scientific subjects and mathematics.(Ridge et al., 2017)

From 2001 to 2010, English was used as the medium of instruction for science and mathematics, with additional hours of English language instruction. In 2010, the New School Model was launched in Abu Dhabi, which emphasized bilingual instruction in Arabic and English, a reduction in the number of subjects, and a heavy emphasis on STEM subjects and the development of 21st-century skills.

In 2012, the Mohammed Bin Rashid Smart Learning Program was established, emphasizing the use of technology in education. In 2016, the Ministry of Education introduced new subjects and created new streams, including history, geography, economics, and social studies, which were combined into one stream. New subjects were also introduced, including innovative design, health sciences, career guidance, life skills, and business management. Additionally, a special 'elite' stream was introduced to nurture gifted students.

Overall, the UAE's ECE curriculum has undergone significant development over the past seven decades, reflecting a growing emphasis on bilingualism, STEM subjects, 21st-century skills, and the use of technology in education.(Ridge et al., 2017)

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Lilian Katz Quote: "Curriculum should help children make deeper and fuller understanding of their own experience."

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"Curriculum should help children make deeper and fuller understanding of their own experience." - Lilian Katz quotes from Quotefancy.com

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The unit selected is about Earth and the environment for KG students. The scope of the unit concentrates on how we affect the environment. The unit plan incorporates math, science, art, writing, and imagination. The major goal of the plan is ‘We are discovering how our environment impacts us and how we can also impact our environment’ while the curriculum expectations include establishing an understanding of the natural world and the essentials to care for and respect the environment, indicating an awareness of the natural and produced environment through hands-on experiments, observations, questions, and drawings of their findings, Executing a simple investigation through free exploration, focused exploration, and guided activity, using inquiry skills. It delivers a detailed explanation of the centers and the activities. The unit plan contains a Subsequent days section that has documents in it about what will happen in the next days regards the learning topic furthermore it possesses what are the potential questions that will be requested in the lesson. It delivered evidence of the formative assessments that have accomplished during the lesson (plant center).

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Evaluation:

For grading and reporting purposes, a student's learning and comprehension of the subject matter are evaluated. It is a method for the teacher to inform the student of their overall performance in a specific topic area or subjects. Kindergarten teachers must assess students' progress in each of the five learning domains outlined in The Kindergarten Program. Kindergarten teachers must also consider each child's spiritual, cognitive, physical, emotional, and social development, as young children progress through different stages as they grow and learn. According to my most recent teaching experience, some parents attend some of the teacher's evaluations of their children, and the principal occasionally attends the teacher's evaluations of her students.

Developmental aspects:

-The teaching and learning cycle.

-Diagnosis, summarization, and formative assessment.

-Continuous contact with students, parents, and guardians.

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The curricula in the UK and MOE are standardized. From kindergarten to grade 12, it offers inclusive education. Based on the stated and implicit aims of the educational framework, each curriculum offers learners special benefits. Additionally, it includes outcomes, objectives, content, scope, sequence, assessment, timing, evaluation, technique, resources, and tasks all important components of curriculum design.

Similarities;
1. Outcomes, The learning objectives for the lessons were not mentioned in either the MOE Al Warda or the UK curricula.

2. Objectives: are clearly stated in the MOE Al Warda and UK curricula, and they describe what the children will be able to perform during the classes.

3. Assessment: The assessment component was stated in both the MOE Al Warda and the UK curricula. Additionally, it is crucial to test the students' knowledge after a subject has been delivered in order to improve instruction.

4. Evaluation: Neither the UAE nor the UK curricula made any indication of how assessments will be conducted in the classroom.

5. Methodology: The classroom teaching techniques employed in both curricula were the same.

6. Resources: Both curricula reference a range of resources.

7. Task: In each class and activity, tasks are explicitly mentioned in the MOE and UK curricula.

Differences:

The content of the lessons is detailed in the MOE Al Warda curriculum, and the class is divided into three sections: whole class, small group, and learning centers, each with a leveled activity for the students. The UK curriculum, on the other hand, does not specify how the content will be taught in detail.

The sequence of teaching is clearly stated in the MOE curriculum. Moreover, in the United Kingdom, the curriculum is not clearly defined.

Timing: The timing of the unit's teaching is mentioned in the MOE Al Warda curriculum. Meanwhile, it is not mentioned in the United Kingdom.

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Al Warda Curriculum (MOE ECE )Theme overview 

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Al Warda Curriculum (MOE ECE )Theme overview 

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Scope and Sequence:

I agree that a more precise scope and sequence can be a helpful tool for the UAE MOE ECE curriculum. A detailed scope and sequence can help teachers and other education staff to plan and organize learning experiences that are developmentally appropriate for children, taking into account their ages and stages of development. By breaking down learning outcomes into specific time frames, teachers can ensure that they are providing children with the necessary support and scaffolding to achieve their learning goals.

In addition, a detailed scope and sequence can also help teachers to identify areas where children may be struggling or may need additional support. By closely monitoring children's progress and using assessment data to inform their teaching practices, teachers can make adjustments to their instruction to better meet children's needs.

Overall, a well-designed scope and sequence can be an effective tool for improving the quality of early childhood education and ensuring that children receive the support and guidance they need to thrive and succeed in school and in life.

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Here is an example of how the curriculum components for the UAE MOE ECE curriculum could be organized into columns:

Column 1: Learning Outcomes
This column includes the specific learning outcomes that children are expected to achieve as part of the ECE curriculum. These outcomes may include language and literacy skills, math and science concepts, social and emotional development, and physical development.

Column 2: Teaching Methods
This column includes the various teaching methods and strategies that teachers can use to help children achieve the learning outcomes. These methods may include direct instruction, hands-on learning, cooperative learning, and experiential learning.

Column 3: Assessment Methods
This column includes the various methods and tools that teachers can use to assess children's learning and progress. These may include observations, checklists, portfolios, and rubrics, as well as assessments of children's self-assessment, peer assessment, teacher assessment, and family assessment.

Overall, by organizing the curriculum components into these three columns, teachers and other education staff can more easily understand the various components of the curriculum and how they can work together to support children's learning and development. This format can also help ensure that all aspects of the curriculum are effectively implemented and assessed.

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Sample_Living and Non Living Things Unit Plan.pdf 

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Well done on incorporating all the information in this pallet. The comparison between the MOE curriculum and the UK curriculum is complete, and you did a great job of defining the differences and similarities between the two curricula. We were impressed by how clearly you offered suggestions and stated the critical gaps. Given that both curriculums have clear outcomes, objectives, assessments, evaluations, methodologies, resources, and activities, it would appear that the MOE curriculum and the UK curriculum are very similar. However, they differ in scope, sequence, and timing. Excellent work overall!

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We used WhatsApp to collaborate, divided the work, and follow what we have done and what we have to do. Also, we've communicated via email to send documents to each other.

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By observing the group assessment, we clarified that the group has well mentioned all the aspects and the requirements for the bellow assessment by having a strong introduction that representing the Integrated curriculum and rationale curriculum integration. The group has chosen UK curriculum and share a useful study and well understanding aspect about the curriculum, we learned and gained lot of information about the chosen curriculum. The group has shared evidence and documents to prove their words with each of the aspects. In the suggestion for improvement the group has mentioned in details a lot of helpful points and explaining each point in the best way and giving reasons for each suggestion. As a group we liked the whole group work and how well they worked hard on the assessment, and we can tell by observing the whole assessment how hard they worked on the assessment.