All of the mentioned elements can be improved, but they won't be successful if we don't start strengthening the curriculum, which is the most important component of education. We must first ensure that the contents we are providing are appropriate if we want to produce a new generation of learners who are better. In this paper, I'll analyze the educational gaps in the MOE curriculum, looking closely at the areas that could use better in the hopes of improving it in order to increase the caliber of instruction provided.

 

All of the mentioned elements can be improved, but they won't be successful if we don't start strengthening the curriculum, which is the most important component of education. We must first ensure that the contents we are providing are appropriate if we want to produce a new generation of learners who are better. In this paper, I'll analyze the educational gaps in the MOE curriculum, looking closely at the areas that could use better in the hopes of improving it in order to increase the caliber of instruction provided.


·      Outcomes:

First and foremost, occasionally it is difficult to accomplish the goals that educators aim for. This is because the learners' cultural and environmental contexts are irrelevant. While one of the MOE's goals is to develop globally minded students with broad views and holistic viewpoints, their physical environment still requires a lot of improvement in order to match their educational environment. To produce the best outcomes and get the greatest benefits, it can only be effective if both components function together.

·      Evaluation:

Second, while measuring the level of achievement of students, evaluation systems can produce results that are not entirely reliable. There should be a more thorough and useful approach in place. The different exam systems place a significant emphasis against the summative tests. As it primarily assesses memory, this can occasionally produce inaccurate findings. To accurately determine if students have understood the content being taught, more open methods must be provided. External tests, such the MAP, CAT, and many others, have done a good job of giving a more comprehensive perspective on students' abilities; these findings can be taken into account later to examine the students' level of achievement towards the conclusion of the academic year (Sumsion and Goodfellow, 2007).

·      Assessment:

Third, MOE just offers observation as a data tool for assessment, and that is insufficient.Both Waxman and Hersh claim that (1995) Important observation will help ensure that teachers are giving students a positive learning experience. However, passively watching the students won't be beneficial in any way. At the start of class and throughout the lesson, teachers must evaluate pupils on a variety of fronts and determine whether they understand the material. Furthermore "encourage teachers and curriculum planners to first 'think like an assessor' before designing specific units and lessons, and therefore to consider upfront how they will determine if students have attained the desired understandings" because assessment is so important to their pedagogical design (Wiggins and McTighe, 2005).

.      Timing: 

The time-based curriculum might use some improvement as the pace of the lessons can occasionally prevent students from receiving all of the knowledge they need on a particular topic. Given that students fluctuate, and that pace cannot be a hard standard to play by, educators must be considered when figuring out how much time must be spent to teaching particular subjects. Although the pandemic being there for more than two years, the MOE curriculum is unaffected. This has had a significant detrimental impact on learners as the educational gap between where they should be and where they are has grown exponentially.

-      Indicate the knowledge or skills that students should have achieved by the end of a certain course.

-      Implement different learning style like using Technology


.   Evaluation:  

A student's learning and comprehension of the subject matter are evaluated for grading and reporting reasons. It is a way for the teacher to let the student know how well they are performing in a certain topic area or subjects overall. Teachers in kindergarten must evaluate students' progress in each of the five learning domains listed in The Kindergarten Program. Kindergarten teachers must also take each child's spiritual, cognitive, physical, emotional, and social development into account because young children go through various stages as they grow and learn. According to my last teaching practice, I noticed that some of the parents attend some of the teacher’s evaluation on their children, and sometimes the principle attends the teacher’s evaluation on her students.

Aspects of development: 

- Respect for each student's inherent worth 

-The cycle of teaching and learning 

-Diagnosing, summarizing, and formative 

-Appropriate and reflective of both process and product 

-Regular communication with students, parents, and guardians


.   Assessment:

To be able to assess the efficiency of the planned lessons and teaching methodologies and to identify areas for improvement to help Kindergarten students meet the learning goals, teachers must conduct assessments. The MOE curriculum provides for student observation during the lesson; however, this is insufficient. More information should be gathered by the teacher to get to know the kids and their interests. From my previous teaching practice, also in my last TP my MST used to evaluate her students during the lesson and focuses a lot on reminding them every class what they have taken the last class and make one of the student’s standup and speak to motivate the others.

Here are some recommendations for improvement:

1-   Use Diagnostic assessment:

is used to find out what the pupils already know and are capable of doing as well as to identify weaknesses and strengths so that the appropriate instruction can be given. The diagnostic evaluation techniques used in Kindergarten include:

-Running records
- Inventories
- Surveys
- “Ready to Learn” checklists

2-   Use Formative assessment:

is the ongoing assessment of students' learning that is used to guide and enhance output and instruction. Among the formative assessment techniques used in kindergarten are:

-Observation the students
-Student journals
-Self and peer reflection
-Questions and answers
- Discussions

3- Use Summative assessment:

Contrarily, summative assessment results in tests, grades, academic reports, and qualifications that are highly valued in society (Biggs, 2003).

Teachers can use:

-Quizzes 
-Tests
-Final evaluation 

4-   Use Peer assessment:

Peer assessment is a form of collaborative learning strategy where students judge the work of their peers and are also given credit for their own work.

In Kindergarten, assessment data on a student's development are acquired in the context of regular classroom activities using a variety of techniques. The teacher can create accurate growth assessments of each student's development and organize effective lessons using a variety of assessment methodologies.

.   Timing:

MOE has to be clearer about timing components. More planning time throughout the school day was selected by a group of teachers as the most significant aspect that would improve their ability to teach (Rentner, Kober, & Frizzell, 2016). There isn't much time for planning, and when breakfast time comes around, students eat and take their time cleaning up before returning to the carpet, as I observed in my own teaching practice. At the end of the school day, teachers do not have time for planning or discussion with other teachers.

-Teachers should arrange their time with each other and collaborate.

-Teachers can put a timer in class or a small ring bell to manage the time during their lesson and eating. 

-Teachers can put a timetable for each lesson with the remaining time for the whole-class activity, centers and for the breakfast time. 

 

·       WAXMAN, HERSH C. 1995. "Classroom Observations of Effective Teaching." In Teaching: Theory into Practice, ed. Allan C. Ornstein. Needham Heights, MA: Allyn and Bacon.

·     Singh, M. K. (2017, March). Importance and Benefits of Learning Outcomes. Retrieved from researchgate: https://www.researchgate.net/publication/315637432_Importance_and_Benefits_of_Learning_Outcomes

 

·     Student learning outcomes. Student Learning Assessment. (n.d.). Retrieved September 13, 2022, from https://assessment.wisc.edu/student-learning-outcomes/

 

 

·     Gullo, D. F., & Hughes, K. (2010, November 9). Reclaiming kindergarten: Part I. questions about theory and practice - early childhood education journal. SpringerLink. Retrieved September 13, 2022, from https://link.springer.com/article/10.1007/s10643-010-0429-6

·     Assessment, evaluation and reporting in kindergarten a guide ... - OAFCCD. (n.d.). Retrieved September 13, 2022, from http://oafccd.com/documents/timiskaming/npscdsbKindergartenAssessment.pdf  

·     Biggs, J. (2003). Teaching for quality learning at university. Berkshire: Open University Press.

We liked al warda unit plan of MOE and UK unit Plan

Both overviews have full details.