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The teacher must use technology in the classroom, which makes the lesson more enjoyable, but there must be follow-up that is appropriate for this age group.

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Overview of the UK curriculum for early education

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Overview of the UK curriculum for early education

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Overview
the UK curriculum's character. The information, abilities, and understanding that students should acquire throughout their education in the United Kingdom are outlined in this extensive collection of criteria. The government regularly reviews and changes the curriculum to ensure its relevance and currency. It is broken down into several phases and subjects.

Key Stages

1. the 0–5 age range is covered by the Early Years Foundation Stage (EYFS), which is concerned with their education. The primary goal of this stage is the development of abilities and knowledge in a range of areas, including language and communication, physical development, as well as personal, social, and emotional development.

2. Primary School (KS1). Children in this age range focus on learning the fundamentals of lessons like English, math, and science, as well as additional subjects like history, geography, art, and music, throughout this stage of education.

3. Second key (KS2). This phase of school concentrates on educating children between the ages of 7 and 11, and it expands upon the fundamental abilities learned in Key Stage 1 (KS1). English, maths, and science are studied at a higher level in KS2, along with extra subjects including history, geography, and modern foreign languages.

4. Third key  (KS3). This stage focuses on the education of students between the ages of 11 and 14 and provides students with a thorough curriculum that prepares them for secondary education. In order to provide a well-rounded educational experience, it includes other courses like languages, art, music, and physical education in addition to core subjects like English, mathematics, science, and the humanities.

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Kindergarten outcomes are significant as they serve to gauge a child's advancement and provide a means to monitor their growth over time (Turney & Kao, 2009). These outcomes typically assess a child's readiness for first grade, encompassing a broad spectrum of skills and knowledge areas. During our visits to various kindergartens across the UAE, we observed that some teachers struggle with effectively communicating the lesson's objectives.

Here are some suggested improvements:

1. Establish Clear Learning Goals: Prior to commencing a lesson, ensure you have well-defined learning objectives. Explain these objectives to your students in simple terms, helping them understand what they are working toward.

2. Encourage Student Engagement: Foster active student participation by prompting questions, encouraging idea sharing, and involving them in activities. This approach can enhance focus and improve information retention.

3. Regularly Assess Student Learning: Employ formative assessments throughout the lesson to gauge student comprehension. Adjust your teaching approach based on these assessments to ensure all students are progressing toward the learning goals.

In essence, the key to delivering lesson outcomes effectively to kindergarten students is to make the learning experience enjoyable, engaging, and interactive, all while keeping the learning objectives in mind.

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In this project, we will highlight the comparison between the UAE curriculum and the curriculum followed in Britain, and we will highlight some points of similarity and difference. The reason we chose to compare UAE curriculum with the British curriculum is because it is one of the most famous and respected curricula in the world of international education. Parents from all over the world look to British schools to prepare their children for success at British universities and beyond(British Curriculum: Everything You Need to Know, 2023).

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A course or subject's curriculum outlines the material that will be covered in that course or subject." course of study," however, in today's society and educational system, this definition is hotly debated and sometimes misunderstood (Priestly 2019). The curriculum is a method of teaching and learning that falls under a set of objectives and tactics. (Definitions of curriculum N.d)

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An integrated curriculum is a method of teaching that combines several subject areas into a single, interrelated course of study. An integrated curriculum goals to create connections across disciplines and show students how they relate to one another and real-life situations, as opposed to teaching subjects separately.(VanTassel-Baska, 2021).

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An integrated curriculum can be taught in a variety of ways, such as:

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An integrated curriculum can be taught in a variety of ways, such as:

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Project-based learning: includes students working on lengthy, interdisciplinary projects that let them use what they learn to solve problems in real life (Han, 2016).

Cross-disciplinary study: entails students exploring topics or concepts that go across several academic fields, such as sustainability, globalization, or social justice. (McPhillips,2018)

Authentic assessment: Through the use of several evaluation techniques that reflect the complex real-world abilities that students are learning, authentic assessment in an integrated curriculum goes beyond conventional tests and quizzes. often involves various assessment methods that reflect the complex real-world skills that students are developing(VanTassel-Baska, 2021).

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All educational levels, from nursery school to higher education, use integrated curricula, which is generally seen as a way to encourage the development of the critical thinking and problem-solving skills necessary for success.
There is much evidence supporting the idea of curriculum integration. Integration emphasizes and takes advantage of the connections established between various concepts. An integrated curriculum encourages learning that integrates conventional academic subjects with outside interests which serves as a scaffold for a community (Gobert, 2019). Furthermore, an integrated curriculum helps to improve a child's ability to apply what they learn in various situations. Many studies have hypothesized that the capacity for complex inferences increases with the number of connections the brain generates. A more accurate representation of the connections between knowledge and the outside world can be made by using an integrated approach.(VanTassel-Baska, 2021). In line with this point of view, the integrated curriculum emphasizes that the world is not divided into separate, unrelated subjects. Providing an inclusive and diversified curriculum for all disciplines, regardless of students' prior knowledge and backgrounds, also helps address equity issues.

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Overview of the MOE curriculum for early education

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Overview of the MOE curriculum for early education

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the development of the nation as a whole in the UAE. This development involves the adoption of the national curriculum, which seeks to reorient the emphasis of education away from rote learning and indoctrination toward the development of critical thinking and useful skills. All students are strongly encouraged to acquire the fundamental skills and knowledge of the modern world. The Kindergarten supports this concept. the basis for the kindergarten curriculum's goals and objectives. With a focus on giving children a developmentally appropriate, all-encompassing, and caring approach, this framework defines regulations and standards for the teaching and learning process. It focuses on the value of allowing students to actively construct their knowledge through active learning in appropriate situations. The objectives of successfully putting the framework into effect.  These objectives include raising the standard for instruction and learning standards, fostering uniformity throughout schools, and guaranteeing equal opportunity for every student.  Practical examples are provided in the practice guide that goes along with it to assist in putting the recommendations into practice.

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Overview of the MOE ECE Al Warda Unit Plan 

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Overview of the MOE ECE Al Warda Unit Plan 

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The earth is the main topic of the unit plan, which was made specifically for KG2 children. Through a variety of activities and centres, it emphasizes the development of speaking, listening, emerging reading, and emerging writing skills. It is hoped that students will be able to cooperate in groups, use simple words and phrases, express ideas, describe objects using adjectives, and relate events and stories to their own experiences through storytelling and reading exercises, among other things.

Al Warda's curriculum

The curriculum of Al Warda emphasizes modern educational ideas. Children can learn 28 letters using Al Warda, which consists of four petals, two leaves, a branch, a stem, and a strip of land. The Arabic alphabet is represented by these characters, together with mathematical quantities, geometrical forms, and English letters. Al Warda's instructional strategy strongly emphasises sound recognition, with each letter being connected to a particular sound. Students practice the sounds of each letter using a specific tool that makes the accompanying sound.
When the student is familiar with the letters' appearance and sounds, he can link the letters together to make words.

An Al Warda's Method instructs:

The students create a letter through flower deconstruction, synthesis, meditation, and flexibility of an abstract shape.

gaining knowledge by connecting words to their semantic contexts.

the letter's shape and sound across the words.

determining the letter's voice by listening to the sounds around you.

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Document from MOE ECE Al Warda curriculum

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Document from MOE ECE Al Warda curriculum

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Overview of the UK curriculum unit plan 

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Overview of the UK curriculum unit plan 

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The International Primary Curriculum (IPC) is an illustration of a UK international integrated Early Childhood Education (ECE) curriculum. The IPC adopts a thematic and cross-curricular approach to education, with a focus on children aged 5 to 11. Its main goals include encouraging global awareness, promoting personal development, and developing crucial abilities including communication, teamwork, and critical thinking. (Alhosani, 2022).

IPC is centred on important ideas known as "generative themes," which include overarching notions that cut across several fields and have application to contemporary issues. These themes cover subjects such as "Creating an Impact," "Understanding the Environment," and "Self-Expression."

The curriculum's learning objectives are met through exploring each theme in depth through a collection of "units of work." These units cover a range of topics, including language arts, social studies, science, and the arts, and they are made to meet a set of learning objectives. The IPC curriculum also emphasizes the growth of fundamental abilities like literacy and numeracy, as well as social and emotional learning and the promotion of an international perspective. (Alhosani, 2022).

The IPC's scope and sequencing are carefully designed to build on existing knowledge and encourage a thorough understanding of fundamental concepts and abilities as they develop through time.

When compared, The UAE MOE ECE program, in contrast, emphasizes the development of fundamental skills including language, numeracy, and social skills in a more traditional subject-based curriculum.(Al-Qatawneh & Al Rawashdeh 2019). Arabic, English, science, mathematics, and social studies are just a few of the essential disciplines covered in the curriculum, which is specifically designed for children between the ages of 4 and 6. The main goal is to develop fundamental abilities and knowledge in each subject matter, with a focus on promoting cultural values and language development.
Although both early childhood curricula aim at creating a firm foundation for learning, the IPC places a larger emphasis on integrating subjects and developing crucial abilities like teamwork and critical thinking. The UAE MOE ECE curriculum, in comparison, takes a more traditional approach focused on certain courses, with a focus on language and cultural values in particular.

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Overview of the International Primary Curriculum IPC   Education Destination Malaysia 1

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Sample_Living and Non Living Things Unit Plan

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1. Content: encompasses the information, abilities, and ideas that students are expected to gain throughout the curriculum. This encompasses various subjects like mathematics, science, history, and language arts.

2. Sequence: The order in which the information will be presented is dictated by the arrangement. It can have a linear or spiral structure and ensures that pupils learn the fundamentals before moving on to more difficult courses.

3. Outcomes: The desired results or accomplishments that students are expected to achieve by the end of the curriculum are referred to as outcomes. These goals often include broad, overarching objectives that specify the particular skills or information that students need to know or be able to understand.

4. Objectives: The desired learning outcomes, specific and measurable the strategies students will use to achieve them are defined by the objectives, which are specific and quantifiable.  They serve as the foundation for developing lesson plans and activities since they are more focused and detailed than results.

5. Scope: The scope of the curriculum, which describes the extent to which and in-depth the subject matter will be covered, establishes the curriculum's depth.  It defines the parameters of what will be covered, details what subjects will be included or excluded, and creates the scope of each topic's study.

6. Timing: Timing refers to the curriculum's length and the amount of time allotted for each distinct subject or lesson. The unit of measurement can be weeks, months, or academic years.

7. Tasks: the method of outlining and specifying precisely the duties or assignments that students are required to do as a part of their educational experience. It entails outlining specific guidelines, goals, and requirements for each work or activity within the curriculum.

8. Assessment: The methods used to evaluate students' learning and progress are referred to as assessment. It includes both formative and summative evaluations and provides teachers, students, and parents with feedback on how well their pupils are learning.

9. Evaluation: Evaluation includes the process of assessing how effectively the curriculum functions.  This includes evaluating the academic achievement of students, teachers' skill levels, and the overall structure and implementation of the program.

10. Methodology: is concerned with the approach taken to deliver the curriculum. It includes pedagogical approaches, teaching strategies, and instructional methods that are in line with the needs of the students and the curriculum's learning objective.

11. Resources: Resources are the materials, supplies, and tools required to put the curriculum into effect. These include things like worksheets, textbooks, and internet resources.

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EDU 4203 - Integrated Curriculum Mapping and Planning
Assessment Topic:
Report on The Relationships Between Integrated Curriculum Components.
Course Teacher:
Dr.Robin Ogdo
Students Names & ID:
Asma Mansour H00388723
Hanan Almarzooqi H00417139
Shammah Alzaabi H00388384

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Providing the necessary resources for the child in the art corner so that the child can be creative and make his imagination a reality on paper.

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Involve parents in classroom activities 

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Involve parents in classroom activities 

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Promoting parents’ participation in social events and national occasions.

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Developing fine motor skills through some sensory activities that rely on natural resources such as water and sand.

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Cultivating a love of building relationships between students and working within a team in the classroom and social events.

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Although the early childhood education (ECE) curricula in the United Arab Emirates (UAE) and the United Kingdom (UK) are different, there may be similarities and differences between the elements of their integrated curricula.

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Content: Both curricula provide in-depth instructions and detailed descriptions of the subjects and developmental regions to be taught.

Evaluation: Neither the UAE nor the UK curriculum include assessments in their written materials, despite the fact that evaluations are important for assessing the success of programs and identifying areas for improvement.

Methodology: To successfully illustrate the necessary concepts, a variety of teaching techniques are used in both the UAE and UK curriculums.

Resources: Both curricula take into account the availability of resources, providing a range of options for teaching materials and allowing for flexibility in lesson design.

Results: Both the UAE and UK curriculum place a strong emphasis on fostering a child's overall development, with clear definitions of the intended results at the end of each instructional unit.

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Task: In the UK curriculum, there is a strong emphasis on hands-on activities that encourage students to independently explore concepts. In contrast, while the UAE curriculum also includes tasks, they are not structured in the same manner as those in the UK.

Assessments: Both the UAE and UK ECE curriculums share similar assessment approaches. This involves continuous observation and monitoring of children's progress and development, along with regular reporting to parents. In the UK, the EYFS Profile is employed to assess children's progress at the conclusion of the early years foundation stage (usually around age 5), whereas the UAE uses a variety of assessment tools, encompassing both formative and summative assessments.

Timing: The UK curriculum provides a well-defined and specific timeframe for achieving the stated outcomes, which makes it a reasonable approach. Conversely, the UAE curriculum specifies the timing but lacks a structured plan, particularly in subjects like English, where understanding and achieving the outcomes typically take 15 to 20 minutes.

Outcomes: While the UK curriculum elaborates extensively on the lesson's general objectives, the MOE Al Warda curriculum in the UAE primarily mentions learning intentions rather than explicit learning outcomes.

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The Padlet wall displays critiques of educational disparities identified through a comparison of the UAE MOE and EYFS curricula. It is imperative to tackle these recognized learning gaps, as neglecting them may result in academic challenges for students.

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1. Outcome: Due to the diverse cultural and environmental backgrounds of learners, educators often face challenges in achieving their intended educational outcomes. Despite the Ministry of Education's objective of nurturing globally-minded learners with broad perspectives, there is a pressing need for significant improvements in educational facilities and environments in the UAE to meet the country's educational requirements.

2. Assessment: The UAE's MOE curriculum relies solely on observation and oral questioning as assessment methods. While these are essential for helping educators understand challenging behaviors, identify specific needs, grasp learner abilities, and document skills, it is also vital to introduce additional assessment techniques such as learner presentations and oral feedback. These measures are necessary to validate assessments, ensure a comprehensive understanding, and provide support when required. Reviews offer crucial insights into a child's development, covering cognitive, physical/motor, language, social-emotional, and learning aspects, benefiting educators, parents, and families. Hence, suggesting more assessment tools is critical to guiding educators in their own learning and evaluation processes.

3. Timing: Incorporating timing into the curriculum holds significant importance for several reasons. Firstly, it enables educators to track the progression of learning over time with their students. Secondly, it aids in effective time management during lessons by providing estimated durations for each topic. However, educators must also consider the pace of learners' comprehension and their age, being flexible in allocating time for specific subjects. While a time-based approach can be advantageous, it should not compromise the comprehensive delivery of subject content, necessitating careful consideration.

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1. Play-based Learning: Early childhood education should give high importance to play-based learning, as it fosters the cognitive, social, emotional, and physical growth of young children. The curriculum should offer ample opportunities for children to engage in play and exploration while also integrating academic content.

2. Inclusion and Diversity: Early childhood education should be inclusive and celebrate diversity. It's crucial to ensure that the curriculum includes activities and materials that mirror the diverse community and encourage children to value and respect differences.

3. Parent Engagement: Parents play a critical role in their child's early education. Therefore, the curriculum should incorporate chances for parents to participate in their child's learning and development, such as workshops, parent-teacher conferences, and take-home activities.

4. Professional Development for Educators: Educators are central to providing high-quality early childhood education. As a result, the curriculum should offer continuous professional development opportunities for teachers to stay updated with the latest research, best practices, and teaching methods.

5. Assessment and Evaluation: The curriculum should include a comprehensive system for assessing and evaluating children's progress and informing instruction. It's essential to use a variety of measures that are suitable for a child's stage of development, trustworthy, and valid to ensure accurate and equitable assessment of young children's learning.

6. Health and Safety: Prioritizing the health and safety of children should be a primary concern in early childhood education. The curriculum should include guidelines for maintaining a secure and healthy learning environment, covering topics such as illness policies, hygiene, and first aid.

7. Technology Integration: In today's digital age, early childhood education should incorporate technology into the curriculum in a way that aligns with a child's developmental stage. Teachers should be trained to utilize technology tools that support learning and development while promoting healthy screen time habits.

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Assessments hold a significant place in early childhood education (ECE), as they offer valuable insights into a child's development, learning, and overall welfare.

Here are some of the advantages of assessments in ECE:

1. Identifying developmental delays or learning challenges: Assessments can be instrumental in detecting if a child is facing difficulties in reaching specific developmental milestones or if they have a learning challenge that might necessitate early intervention or extra assistance.

2. Customizing instruction to individual requirements: Assessments can furnish information about a child's strengths and areas that need improvement, allowing teachers to personalize instruction to cater to each child's unique needs and capabilities.

3. Monitoring progress over time: Regular assessments aid in monitoring a child's progress over time, enabling educators to assess whether developmental milestones are being met or if sufficient academic advancement is occurring.

4. Facilitating communication with families: Assessments supply valuable insights to families regarding their child's development and learning, fostering effective communication between teachers and parents or caregivers.

5. Supporting program assessment: Assessments can be employed to appraise the effectiveness of ECE programs and determine whether adjustments are necessary to enhance outcomes for children.

In summary, assessments play an indispensable role in nurturing the growth and well-being of young children, ensuring that they receive the appropriate support and resources essential for their flourishing.

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To improve the MOE curriculum, it is advisable to provide detailed timetables that include the duration allocated to each assessment or activity, as proposed by (Muhammad Shamsuddin, 2017). This method encourages efficient time management, allowing educators to organize their lessons, allocate sufficient time for student learning, and cover a broader range of topics within a shorter timeframe.

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1. Incorporate more hands-on learning experiences. As per Piaget's theory, children progress through developmental stages influenced by their interactions and experiences with the world. Hands-on learning provides children with chances to explore, manipulate, and experiment with objects and materials in their surroundings, fostering the development of fresh concepts and ideas.

2. Encourage creativity and critical thinking: Nurturing creativity and critical thinking skills can assist children in honing problem-solving abilities and thinking creatively. Activities such as art, storytelling, and role-playing can be instrumental in developing these skills.

3. Integrate technology: Technology is integral to modern life, and including it in the curriculum can equip children with technological skills for the future. However, it's crucial to strike a balance between technology usage and other forms of learning experiences.

4. Promote inclusivity and diversity: Early childhood education serves as a pivotal period to encourage inclusivity and celebrate diversity. Incorporating diverse literature, toys, and experiences can help children cultivate empathy and respect for individuals from various backgrounds.

5. Focus on social-emotional development: Young children need to develop social and emotional skills like empathy, communication, and self-awareness. Integrating activities that emphasize these skills can aid in fostering healthy relationships and emotional regulation.

6. Engage families in the learning process: Families play a vital role in a child's development, and involving them in the educational journey can enhance their child's growth. Effective communication between families and educators can establish a supportive learning environment for the child.

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Alhosani, N. (2022). The influence of culture on early childhood education curriculum in the UAE. ECNU Review of Education, 5(2), 284-298.https://journals.sagepub.com/doi/pdf/10.1177/20965311221085984

Al-Qatawneh, S., & Al Rawashdeh, A. (2019). Gender representation in the Arabic language textbook for the ninth grade approved by the Ministry of Education for use in schools in the United Arab Emirates (UAE). Studies in Educational Evaluation, 60, 90-98.https://www.sciencedirect.com/science/article/pii/S0191491X18302001

Drake, S. M., & Reid, J. L. (2018). Integrated curriculum as an effective way to teach 21st-century capabilities. Asia Pacific journal of educational research, 1(1), 31-50.

Early Years Foundation Stage. (2012). Development matters in the Early Years

foundation stage (EYFS). Retrieved from https://foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf

Gallagher, K. (2020). Early language education in the United Arab Emirates. Handbook of Early Language Education, 1-29.

Gobert, M. T. (2019). Transformation in English language education in the UAE. Education in the United Arab Emirates: Innovation and transformation, 113-126.https://www.academia.edu/download/64806417/Transformation_in_English_Language_Education.pdf

Hijazi, R., & Shaqlaih, A. (2023). Statistical Thinking at Early Primary School Levels: Curriculum Perspectives in UAE Textbooks. Statistics Education Research Journal, 22(2), 13-13.

Howard, E., & Kheyfets, I. (2019). Early Childhood Education Impact Evaluations for the Middle East and North Africa: Summary of Workshop Discussions for the United Arab Emirates.

Macalister, J., & Nation, I. (2009, September 10). Language Curriculum Design. Routledge.

VanTassel-Baska, J. (2021). Introduction to the integrated curriculum model. In Content–Based Curriculum for high-ability learners (pp. 15-32). Routledge.https://www.taylorfrancis.com/chapters/edit/10.4324/9781003233824-3/introduction-integrated-curriculum-model-joyce-vantassel-baska

Wahba, K. M., England, L., & Taha, Z. A. (2017, July 17). Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II.

كمبر كسل. (2018, January 1).

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Relationships between the 11 components of the UAE MOE ECE Curriculum

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The Relationships between the 11 Components of the UAE MOE and UK curriculum

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Overall, I like how you structured the work for Asma, Hanan, and Shammah Group. However, you both did a great job of covering the necessary evaluation material. In addition, the curriculum details you give are both clear and reliable. In any case, I think it was quite evident that you were emphasizing the significance of integration across the curriculum. Finally, I appreciate how clearly the table on your part is on the Relationships between the 11 components of the UK International integrated curriculum. Wonderful work Ladies!

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I'm glad that I  found the introduction comprehensive and well-presented. It's great to hear that the evaluation requirements for the 11 components of the two curricula were properly addressed. Identifying the gaps in each curriculum is essential for understanding the existing issues and areas for improvement.

I'm pleased to hear that the improvement recommendations for each criterion were helpful and emphasized the significance of early childhood education. Providing actionable suggestions for enhancing the curricula is crucial for driving positive change and ensuring the best educational experiences for young learners.

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Your collaborative efforts are truly outstanding. You've proficiently and comprehensively recorded all the essential requisites. Your introductory section is masterfully constructed, delivering background information in a lucid and easily understandable manner. You've adeptly addressed all the evaluation criteria for the 11 elements of both curricula, though enhancing the connection between them would be beneficial. Additionally, you've effectively pinpointed substantial deficiencies that serve to illuminate issues within each curriculum. I commend your inclusion of enhancement recommendations for each standard, with a particular focus on the childhood segment. Nonetheless, the incorporation of more than five references may be deemed excessive. Your performance is undeniably exceptional!

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In my opinion, complies with all assessment requirements. Additionally, the introduction and background of the MOE ECE curriculum are well-explained and detailed, and the connections between the 11 components of the UAE MOE ECE Curriculum and the USA curriculum are perfectly justified. I liked that the addition, pictures, and evidence had a positive impact and made me understand the idea better. Additionally, you need to improve your work in a few areas, The language and punctuation must be improved, in addition to adding a video to clarify, but in general, it is a wonderful work. Well done.

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Feedback from Alyzaza, Maitha & Hajer group.

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Feedback from Alyzaza, Maitha & Hajer group.

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Well done on achieving the depth and accuracy of the subject. Your group shows an excellent level of collaboration with each other in the display of this teamwork project and includes evidence in your work. The students in the group work cover all the assessment criteria, and you provide an example of suggestions for improvement in real life.

The work includes an understanding of the relationships between the comparison of the critical gaps in the integrated curriculum and suggestions for curriculum improvement. I recognize that both of our groups were covering the comparison UK integrated curriculum that shows a similar interest in the curriculums. I have benefited from the overall information about the curriculum and the background.