drama look like? 42 5.3 What do good facilities and resources in drama look like? 44 6 Conclusion 46 Appendix 1 Drama and the early learning goals within 48 the Foundation Stage Appendix 2 The National Curriculum for England – English 50 Appendix 3 Drama within the Primary Strategy 54 Appendix 4 Drama and the Key Stage 3 National Strategy 58 Appendix 5 Inclusive education 60 Appendix 6 Ofsted’s guidance on inspecting drama 11–16
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To Kill a Mockingbird Articles 6. To Kill a Mockingbird is a great novel and should be read in Canadian schools. According to me, Harper Lee’s To kill a Mockingbird should continue to be a part of the Canadian curriculum because of three main reasons , the novel depicts many good values for Canadian students , the novels develops the students vocabulary and, it denounces segregation, racism, and prejudice. The novel teaches a student various good values, such as to take a stand for what you
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content increases to be covered within the curriculum (Devereaux-Melillo, Dowling, Abdallah, Findeisen, & Knight, 2013). The need to examine curricular transformation is imperative in order to manage content saturation, and abate the separation of the classroom and clinical teaching. This paper will outline the following processes: (a) the development of a concept-based curricular plan for a baccalaureate program, (b) the impact of a concept-cased curriculum (CBC) on the faculty, students, finances
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LIST OF LAWS, ACTS AND DECREES AS LEGAL BASES OF PHILIPPINE EDUCATION Act #74-enacted in January 21, 1901. It provides for the establishment of Department of Public Instruction and establishment of PCAT now TUP and PNS now PNU Act #1870 founding of UP (June 18, 1908) Act #2706 Private School Law (enacted March 10, 1917) Commonwealth Act #1- preparatory military training shall begin in Elementary grade school at age 10. This act was amended by PD 1706 (August 8, 1980) requiring all
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| Curriculum Paper Report – Written Assessment # 2 | Academic Report | Contents: Introduction/Curriculum Focus pg 2 School & Class Context pg 2 Inclusive Teaching Principles pg 2-3 Curriculum features pg 3-5 Potential challenges of curriculum implementation pg 5 References pg 6 Word count: (excluding references) 1,630 Word Count: (Report and Curriculum Plan combined) 2,499 Curriculum Focus The curriculum plan that
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influence of curriculum, co-curricular activities, religion, classroom activities and culture in the development of moral values among high school students. • Based on the variables considered for the study, male teachers, teachers above 5 years of experience and Government teachers comparatively had favourable opinion regarding the positive
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and so on. Through various activities, schools play a vital role in strengthening and enhancing the concepts that students learn which ultimately develops the character of the students. As per Sulaiman & Amri (2011) the concepts of co-curriculum are divided into two parts. Firstly, the co-curricular activities should be a part of curriculum in which all students must take part. Mostly based on the nature of the activities, they are carried out, in and out of the classrooms. For example, teachers
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sources or knowledge about changes that may occur in our curriculum that could affect the children’s future. One thing I noticed is that school nowadays has now finally shown its cracks and holes that is drastically affecting our society. School punishes people for making mistakes. The punishment could be in verbal, psychological, or sometimes physical form. How does that happen? When you made a mistake or did not comply to a certain curriculum, you would be told you are wrong or even get scolded or
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CHARACTER EDUCATION AND ME In the world, we have more than 5000 languages and many different religions. Since we all are human beings, we have conformity to a standard of right. Conformity to a standard of right or particular moral excellence is the definition of virtue in the dictionary. [1] Although the word virtue first used in 13th century, becoming excellent in moral strengths started with humanity. Therefore educating our own moral strengths which are defined as character started
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Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and
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