Question: Module 1 explores curriculum and how formal education and therefore the experiences of learners are shaped by forces within and beyond education (e.g. culture, power, politics). This...

Question:

Module 1 explores curriculum and how formal education and therefore the experiences of learners are shaped by forces within and beyond education (e.g. culture, power, politics). This assessment task aims for you to demonstrate your understanding of some of the ideas explored in Module 1. To complete this task successfully, we recommend that you begin preparing for this assessment from the beginning of the unit - complete the assessment preparation activities found in Module 1, and read the required readings as outlined in each topic.

Task description

This task hasTHREEparts.

PART 1: Synthesis (approx. 1200 words)

Using the unit readings from Module 1, identify and write about the important ideas raised. More than a summary, you should
synthesise
or combine ideas from across readings. Your synthesis should demonstrate a depth of understanding of ideas raised in the unit and its readings (e.g. related to curriculum, the education system, educators, learners and/or their experiences).

Module 1 (Read topics 1-4) to write your synthesis, using in-text referencing. You may also choose to include readings from the Additional Readings section of the Reading List

PART 2: Story
(approx. 800 words)

Next, use your synthesis to reflect on and then write an insightful and interesting story about a personal experience of schooling. Your narrative may be an autobiographical anecdote or memoir based on your learning or an experience you observed and/or encountered in your schooling. You may write this as a creative story based on your actual experiences. Your narrative should highlight, connect with and demonstrate a sophisticated understanding of one or more of the ideas you have raised in Part 1. Do not use in-text referencing for Part 2.

PART 3: Connection (approx. 300 words)

Following the narrative, write a statement that explains the connection between your synthesis and your narrative. You must use in-text referencing for this. You can use the following sentence starters to assist:

- My narrative has been informed by my reading/s of:

- The unit’s big ideas I am showing in this narrative are:

Notes AND Checklist: 140

• Writing must be Academic.


• Word count: 2000-2500 words. This includes all text (headings, in-text citations, captions and direct quotes). It excludes the Reference List. No 10% +/-.


• Reference using APA 7th edition.You must include page numbers in all of your in-text references.

· Write from Text book and recommended books not from any external resourse. ( Go through reading list Topic 1 to 4 there 6 reading including textbooks recommended)

· Use two readings per paragraph for academic strength and synthesis of ideas

· Part 1 Body paragraphs must have referencing in them.

· For Part B, narrative, Link the work with key concepts, then used the examples (from my school life) to demonstrate my understanding of them. No referencing is needed in Part 2, Just keep connection with the discussed key concept.

· Use every sentence from textbook and from recommended reading not from any

external resources.

· Check literacy errors in your eassay.

· Reference page is on a separate page at the end of my written work. Reference formate: APA 7 STYLE

· Only have one reference page at the end of my work and it is in alphabetical order, has hanging indents, and contains at least FIVE of the expected readings for this task.

· Include A LOT of the new key terms from the unit in assessment.

· Do not use direct quote, Paraphrase the sentence.

What you have to do:

1. Lon in in my university. Curtain university oasis. Here is login id: 20861193 and password: Rahnafraiaf.

(When you enter password use last full stop, Just copy and paste)

2. Go to Blackboard and select EDC 140. Left side you will find Reading List. You need to go through from Topic 1 to Topic 4 there given 6 reading list. Take all information from the recommended 6 Books please.

3. Left side from the option where you find reading list there you will find Module 1. There 4 contents, “Is curriculum a document? Power and values through curriculum, The educator’s philosophy, The third teacher.” you need cover this all 4 contents on Synthesis ( PART 1 ). With in text citation from recommended books and use Examples.

Ø
Writing Instruction:

· Must be in Academic.

·
Part 1:
A clear, coherent, and sociologically-informed synthesis that demonstrates a thoughtful, sophisticated and critical understanding of key issues and ideas drawn from the unit. It consistently makes meaningful connections between ideas with at least two citations per paragraph. There is appropriate, judicious, and accurate selection of information, with ideas, language and concepts incorporated correctly and thoughtfully. The ideas are well-explained and developed in their complexity, and in the best cases the synthesis is rigorous and nuanced.

· Part 2: The narrative is thoughtful, focused, engaging, wellcrafted and appropriate for the task. It effectively conveys or applies (through a story focused on a school experience) one or more ideas linked to their synthesis. The story and Part 3 demonstrate an insightful and nuanced understanding the complexity around the ideas and experiences conveyed, and the complex relationships between schooling and its wider context.

· Reading: Supported by the use of page numbers in all in-text referencing, it consistently, judiciously and precisely uses and references at least 5 unit readings from Module 1 (from at least 4 topics) to explain and develop the ideas presented. Its use of additional references supports the strength and credibility of the submission.

· Elements of writing: Spelling, grammar, and punctuation errors. Fluent sentence and paragraph construction.

*** For a help here is a sample. This is just a sample to follow. Please do not copy.

Sample 1:

PART ONE:

If only it was as simple as seeing the curriculum as a singular document or policy that outlines the plan of the content to be taught within a classroom setting, shaping our learners and enabling them for success. However, influences from society, cultural and political domains have impacted the content and learning experiences forcing upon the curriculum experiences in a broader context which cannot be contained within a single written policy (XXXX). The curriculum can be a powerful tool for change in a society and it is understandably fought over bypoliticians, corporate bodies, parents and teachers. It has sparked mass debates on what should orshould not be included and yet it is still not ‘value neutral’ and contains many forms of bias (XXXX). As XXXX (XXXX) discovered when teaching in Zimbabwe, ‘teaching is always a political act’. The Alice Springs (Mparntwe) Education Declaration places importance on Aboriginal and Torres Strait Islander cultures, acknowledging their importance in history and bringing it into the classroom (XXXX). Looking into the way Indigenous people tell their dream-time-stories with their rich history and great knowledge on local fauna and flora thus should be considered an important part of the curriculum (XXXX).

The national curriculum being taught in primary and secondary schools looks different in each classroom, as it is interpreted and enacted within that environment. This is due to the interpretation by the individual teacher and their understanding of the content, and their social, cultural, and political views (XXXX). Portelli and Vibert (XXXX, p. XX) comments to the amazing achievements of Emily Carr Elementary School in Canada, which has gone beyond the ‘official curriculum’ (XXXX) and embraced a ‘curriculum of life’ (XXX) or the lived curriculum (XXXX). Learning is not bound to the classroom and can take place at a local drug store, incorporate other classrooms or nature walks around the neighbourhood (XXXX). These environments are to be embraced and integrated into curriculum.

In the case of Juliet Lewer and her kindergarten class, the nature walk, creating an ecological identity is an example of using her own teaching pedagogy in an exciting way that keeps the children engaged and stimulated about their learning (XXXX). Through the nature walks, she created an environment for the children to explore and learn from (XXXX). Although initially the curriculum was not at the forefront of the walk, it was still evident in a negotiated curriculumwhereby the children and their parents got to share their experience by actively participating (XXXX). The image of the learner is not seen as a passive bystander but as a learner engaging, negotiating from where they are at (XXXX). Learning took place while exploring - this is evident from the children’s conversations at the start compared with their understanding in the end (XXXX). Both Emily Carr Elementary School and Lance Holt School (XXXX) had a progressive teaching philosophy, going beyond just the documented curriculum displaying what Hansen calls ‘Inquiring teachers’ (XXXX) in going beyond the intended curriculum. Teachers should not be afraid to apply themselves to thinking out of the box and provide well thought out alternatives to the learning environment and approach of the intended curriculum.

If we only see children as ‘empty vessels needing to be filled with knowledge’ (XXXX) enforcedby a white washed curriculum controlling the same image of learning, we have succumbed to ‘the old wine bottle’ (XXXX), yet learners need to be seen as already having a foundation of knowledge and it is up to the teacher to build on that foundation, not deny its existence or systematically scraping it away to build a new one that is more acceptable to the curriculum, educators and education system. As educators we should not stifle our students learning purely because it doesn’t fit into one of the curriculum boxes, rather as educators we should encourage students to explore their own theories when confronted with a new learning opportunity. XXXX (XXXX) daughter, Nina, is clearly outside the box of the required image of a child as described in the formal curriculum and is encouraged by a thinking and researching adult to pursue her theory through the learning process (XXXX). So ultimately as educators we need to put on our resourceful thinking hats and apply critical reflection to plan learning experiences to meet the diverse worlds of our learners.

It is argued that merely teaching to programs, standardised tests and measuring outcomes is not an effective way of educating students. Educators need to have critical thinking skills. Hansen (XXXX) describes it as having discernment, pondering and analysing, or what Kincheloe (XXXX) calls being a ‘knowledge worker’. The educator is always asking questions. These educators are not afraid to address the ‘null curriculum’ (XXXX) and see these opportunities as achallenge to grow with their students. An educator uses critical reflective practices when they areattentive to their students’ needs, socio-economic backgrounds, their abilities, their strengths, and actively listening to them (XXXX) . As teachers we should always critically challenge our own teaching and to use the resources at hand to better the learning experience of learners.

Reflective teachers actively listen to their students for feedback and take that information to adjust their teaching, which reflects the negotiated curriculum (XXXX). Developing a teaching pedagogy that encourages students to participate in their environment, builds in them a strong sense of belonging to the ‘social reality’ (XXXX) of their world. Having an understanding of the sociocultural forces that drive the community will help in developing activities and experiences that are engaging to learners.

PART ONE - REPORT

An intended curriculum was traditionally viewed as a value-neutral document of content for educators to teach to students (XXXX). Forces from within and beyond a classroom from the political, social, economic, and cultural domains, heavily influence the delivered intended curriculum, as does the curriculum decisions made daily by educators (XXXX). Currently in Australia, influential curriculum stakeholders can manipulate the content of the intended curriculum to reflect the dominant ethnic groups’ culture and consequently reinforce certain traditions, norms, and values in hopes of controlling the sociocultural outcomes of society (XXXX).

Many educators now view curriculum as the unplanned and planned learning experiences of students in a learning setting and understand that what students experience in their learning environment is referred to as a ‘lived curriculum’ (XXXX). Although a student’s experience of a curriculum is ‘lived’, curriculum variations can include the enacted, hidden, null, negotiated, and emergent curriculums (XXXX). The decisions made by the powers and forces behind these curricula, dictate what students can learn, versus what or how they wish to learn (XXXX). Consequently, the Australian education system does not currently meet the diverse needs of learners and continues to create a gap between social classes and cultures (XXXX).

In attempts to combat inequality in enacted curriculums, educators use a personal reflective practice known as critical reflective practice (CRP), to view curriculum in its complexity; as a lived experience, to question the conventions and traditions underlying it (XXXX). CRP empowers educators to better understand the contexts of curriculum and their critical practices to improve the learning experiences and lived curriculums for students (XXXX). Redefining teachers as intellectually aware professionals, CRP encourages a democratic view of education which promotes self-regulation and self-responsibility to encourage educators to make informed decisions, break down ideological perspectives, minimise risks and to hopefully improve teaching philosophies and further facilitate their own professional development (XXXX). Without CRP, null curriculums which censor important information from students such as gender and sexual diversity, religious beliefs, historical contexts, and socioeconomic inequalities, can continue to marginalise minority groups and misrepresent diversities in curriculum applications (XXXX).

In 2016, the Safe Schools Coalition tried to implement a federally funded, gender diversity educational toolkit known as the ‘Safe Schools Learning Resources’, with the objective being to educate students about the gender norms that exist outside of the dominant, Anglo Australian norms of the intended curriculum. With only 12 per cent of Australian students reporting being taught that homophobia was morally unjust, the resources were aimed to support the many students who identify as being LGBTIQ (lesbian, gay, bisexual, transgender, intersex, and queer). As research statistics indicated, schools who swapped a null curriculum for an inclusive sexual education program, experienced significantly less homophobic prejudicial behaviour in their schools, in comparison to the 80 per cent of LGBTIQ students who reported feeling unsafe at school due to experiencing homophobic abuse (XXXX). However, the conservative political powers behind curriculum decision making at the time, deemed the learning resources to be culturally and age inappropriate for presentation to all primary and secondary students in an educational setting and dramatically altered the resources to suit their political and sociocultural ideals (XXXX).

An inclusive classroom environment is created by an educator who can think and approach sociocultural and economic diversity in appropriate ways to shape positive learning experiences for students (XXXX). Marginalised learners are criticized for their deficit thinking and are typically being blamed for the education system’s low attendance rates, because their social, political, cultural, or economic inequality is seen to be producing ‘problem students’ (XXXX). The government’s focus over the past decade to implement neoliberal education reforms (XXXX) such as standardised testing (NAPLAN), sought to make schools and their educators more accountable for student performances, further widened the gap of inequality in learning settings (XXXX).

Such reforms do not address the root causes of low student performance rates such as health, poverty, housing, and unemployment which are unrecognized in hidden curriculum (XXXX). These contributing to low attendance and student performance in Australian schools, result in students exhibiting no desire to complete 12 years of compulsory education. Many students (especially those from disadvantaged backgrounds) find school as a place that numbs their creativity and cultural identity through reinforcing conformity (XXXX). Breaking down the walls of hidden and null curricula, allowed The Emily Carr Elementary School (ECES) in Canada to positively negotiate their curriculum to implement a socio-culturally responsive, democratic pedagogy of hope (XXXX).

Instead of an educators image being that of a prisoner to the stakeholders’ curriculum, who is the expert in a classroom and must use the ‘banking model’ system, to impart their information and wisdom onto their passive learners (XXXX), the educators of the ECES enacted a curriculum that considered the disadvantages of the community (XXXX). They utilised the ‘funds of knowledge’ of their students to implement critical practice to guide learners to find real-life resolutions to locally contentious behaviours and issues (XXXX). As a result, The ‘Curriculum of Life’ school-based research project (XXXX) demonstrated that to achieve genuine democracy and community related learning experiences, explicit teaching of traditional norms must be replaced with pedagogies that use experimental and imaginative thinking, to cohesively weave cultural and professional images and beliefs together (XXXX). As a result, fundamentally transforming student engagement rates and academic performances in schools (XXXX).

An educator with a ‘criticalist’ teaching philosophy understands that power produces disadvantage and privilege and therefore uses CRP to analyse traditional ideologies and challenge the intended curriculum through a constructivist pedagogical approach, that values inclusivity and students’ sociocultural backgrounds as significant learning tools. Such intellectually informed educators understand the significance of empowering students with the knowledge and skills necessary for tackling sociocultural injustices (XXXX). Encouraging independent thinking, expert wondering and researching, allows educators and learners to critically construct their own understanding and knowledge of society, whilst potentially diminishing the image of educators as untrustworthy teachers who require monitoring and managing (XXXX).

By working to produce an interactive and supportive lived curriculum experience for learners, educators are inspired to perceive the world through the eyes of a child, and to respect all learners as competent human beings rather than incompetent, immature children (XXXX). Educational theorist Montessori emphasised that the connection between places and learning experiences is created by a three-way relationship between teachers, students and the ‘third teacher’ or learning environment. Fellow constructivist theorists Piaget and Vygotsky also highlighted how cognitive, cultural, and social development in children are promoted by a rich learning environment (XXXX). Consequently, in early childhood settings intentionally designed learning environments such as those seen in the ‘Reggio Emilia’ approach, play a vital role in delivering an emergent curriculum such as those recommended in from the Early Years Learning Framework (EYLF) (XXXX). The principles of the EYLF are to use a play-based pedagogy to encourage learners to belong, be and become by constructing their own knowledge of the world, through the expert wondering of planned and unplanned spaces (XXXX).

Creating a classroom culture that has an overall soft and intentional design aesthetic and which includes multisensory stimuli, child sized furniture and open and flexible learning

areas can harmoniously promote osmosis between centres, communities, parents, and learners (XXXX). Educators can create learning environments which coincide with academic learning outcomes to construct rich ecological identities in children. These ultimately promote a future sense of responsibility and concern for the sustainability of their environments (XXXX). By including learners, parents, and communities as part of a negotiated curriculum, positive role modelling of sustainability is promoted, and educators can use their professional and ethical responsibility to empower everyone to be a part of the solution. Thus, reinforcing the value of the relationships between parents, students, and the places where they belong (XXXX).

Part Two: Personal Reflection:

It was an exciting day at Lancelin Primary, a day that students always looked forward to andfor Isaac this was his first experience outside the classroom in his new school after movingfrom Rockingham earlier that year. His new found friend Liam took him under his wing andthey had formed a strong friendship in only a few short weeks. Being outside the classroomwas exiting for Isaac as he came from a very strict and traditional private primary schoolwhere king of the pack had been banned because it was “too rough”. For the longest time,Isaac thought that the classroom was the only place where learning could occur and wasconfused that the teachers were so approving of the learning process even though therewasn’t a classroom in sight.

Because he had such a good relationship with Liam who loved going to frogs rock each yearas an excursion, Isaac without knowing became just as excited as Liam was to go on thisadventure, the day before after school he got into the car with his mum and explained allabout frogs rock and how excited he was to go, his mother told him “not to get too excited,you might be let down by the time you get there”. In true Isaac fashion, he didn’t listen to hisMother’s advice and kept getting excited about the new experiences that he was going tohave at frog’s rock.

The bus arrived at school at 8:45am and they were off to frog’s rock, they arrived and hisMum was right, he shouldn’t have gotten his hopes up. Each child was given a shovel and abig bin bag that they were to fill with weeds and rubbish, this wasn’t Isaac’s idea of funwhatsoever. Isaac and Liam decided that it would be best to work together to get the jobdone faster. Without any instruction from the teachers, the children were off, each choosinga specific area they were going to focus on. Isaac asked Liam as they began weeding theirarea “so where abouts are all these frogs?” Liam replied “Oh its summer time, the river is alldry the frogs are only out when its wet”. Isaac although disappointed was interested in howmuch Liam knew about the frogs. “How do you know that?” Isaac asked “Well last year afterwe went to Frogs Rock Mrs Skoglund asked us to research something, we didn’t know aboutfrogs rock” Liam replied. Isaac was amazed at how much Liam knew about Lancelin and allthe parts of the process at frog’s rock. Isaac asked “did you learn about how to weed fromhere” “Yes” Liam replied, “What about the seasons” Isaac continued “Well, yes becausefrogs need the water to have tadpoles and there’s only water here in winter”.

Liam continued to explain to Isaac all the ins and outs of frog’s rock to Isaac, from theseasonal changes, to how the ecosystem changes throughout the year. He was telling Isaachow important it is to weed regularly so other plants don’t get suffocated and to clean up allthe rubbish so no animals get sick or die. He went on saying how he had been down hereeach year since his first year at school and how it had changed in that time. “Before wecame down and started looking after this place, there were weeds everywhere and the frogsweren’t even able to get into the stream because of all the thick weeds around” Liam said“this means they can’t lay their eggs and if we don’t do the weeding each year then there willbe no frogs left here”.

Isaac was so surprised with how much Liam knew about the local ecosystem aroundLancelin and how confident has was with all of his knowledge. He kept asking questions andwithout hesitation Liam would answer them. Coming from the big city Isaac had barely setfoot into his backyard let alone gotten his hands dirty in the garden. After weeding, the boyswent to play, climbing trees, digging holes and jumping from rock to rock. This is somethingthat Isaac would’ve never imagined doing at his old school and was so surprised that theteachers weren’t telling them off for being in the tress as high as they were. Isaac keptnoticing that no one was getting in trouble for doing anything as long as they weren’t hurtinganyone, which no one was. All the children had free reign to enjoy the outside and Isaacthought this was really cool. After a few hours of playing and many hours weeding theteachers whistles blew and it was time to get back on the bus to go back to school, Isaacbarely even made it on the bus before falling asleep, dreaming about all the frogs that heand Liam helped that day. Back at school for the end of the day Isaac got into the car withhis Mum and was explaining everything that Liam told him that day. Isaac said that at first,he thought it would be boring but he had so much fun learning and playing withoutboundaries. Isaac knowing that he has to wait another year to go back was sad, but he knewthat by the time next year comes around Liam would have taught him so much more aboutfrog’s rock and everything that Lancelin has to offer.

SAMPLE FOR ASSESSMENT ONE Part Two – Reflection:

Jane had an old t-shirt tucked into her denim shorts and stood awkwardly at the step to her classroom. Her mother had dropped her at school and rushed off to work, unable to stay on her first day at a new school. It was the middle of the school year and Jane, her mother, and Jane’s two older brothers had just moved from Ipswich, a rural town in southeast Queensland to Springwood, a suburb on the outskirts of Brisbane.

The school bell rang and the students in Jane’s class began moving together, recognising the cues and routines specific to their class - their hidden curriculum - so they lined up in two neat rows along the side of the classroom. Most children wore a mixture of green and gold school uniforms, with others dressed in casual clothes. Each child held their lunchbox and sat cross-legged on the ground. Jane felt out of place, like she didn’t belong, even though she followed along with what the other students were doing. She was embarrassed that she wasn’t in uniform and didn’t have the right shoes or hat. She looked down at the ground, terrified of standing out.

Miss Austin opened the classroom door and walked out in front of the students. Each little face looked up to greet her with a smile. “Good morning, 4B!”, beamed Miss Austin, and the class responded generously with “Good morning, Miss Austin!”. “Let’s all go inside, put our schoolbags and lunchboxes away, and sit on the mat.”

The children stood and began filing through the door, impatient to get their bags packed away before running over to the mat. Jane entered the classroom at the rear of the group and Miss Austin caught her eye and directed her where to place her belongings with a nod. Miss Austin was dressed in a striped green dress and Jane would learn of her vast array of brightly coloured clothes over the coming months. Her dress sense reflected her teaching philosophy – interesting, with an element of surprise.

The classroom was tidy but colourful. Dozens of books lined shelves, art pieces were pinned up to dry and half-finished projects covered tables at the side. A corner was filled with cushions and soft rugs. The student’s desks were arranged in small clusters of four, with students facing each other instead of the blackboard at the front of the room. Shared resources were central to each cluster, which was lucky because Jane didn’t have any pencils or books to bring with her that day.

Jane walked over to where the other students were setting themselves down on the mat. It was an open area between two classrooms and all students were coming together for the morning’s formalities. The children fell silent as the teachers took their seats in front of them. Again, they all knew what the expected behaviour was and followed it unquestioningly, as did Jane.

They began with The Lord’s Prayer. The students knew the words and spoke the prayer softly and in time with the teachers. Stacey, a student with hearing difficulties, was seated towards the front near Miss Austin, and Miss Austin made a point of exaggerating the pronunciation of each of the words in the prayer, directing her face towards Stacey. Jane later found out that Stacey was learning to lip read with the help of Miss Austin, and the class was encouraged to also participate in this learning process. The children loved to speak words to see if Stacey could guess them, and Stacey’s confidence grew daily. Jane appreciated Miss Austin’s inclusive learning environment, as she felt she could belong there too.

After morning prayers, the children took their assigned seats at little wooden desks. Before introducing a new topic, Miss Austin liked to present questions to the class to see what they thought. She asked them what they knew about it, and what they wanted to know. The curriculum was negotiated, and each student was encouraged to contribute ideas from their knowledge and cultural backgrounds. For example, students were encouraged to share their cultural background, locate their countries of origin on world maps and globes, and talk about cultural events. Miss Austin extended this by arranging a day where children could bring dishes from their cultural heritage and dress in traditional ways. Each child’s culture was shared and celebrated whilst the children learned about the world.

Later that year, Miss Austin wrote a letter to Jane’s mother, inviting Jane to attend a “Writer’s Camp” that was being held in Tallebudgera, a town on the Gold Coast. Jane’s mother was so thrilled that she scraped together the money to be able to send her. The camp brought together children who expressed a love of reading and writing. Jane spent three days with students from all over Brisbane and the Gold Coast, exploring the camp area, surrounding bushland, and beaches, examining flora and fauna, and writing stories and poetry. They learned the history of the land and that Tallebudgera was an Aboriginal word meaning “good fish”. They were given countless opportunities to connect with the land, observing it, learning of the challenges it was facing with human inhabitants, and how to care for it. A deep connection was forged, and Jane remembers those places with clarity and attachment. The warm beach sand, the sound of the birds, and the Ocean View Lookout track and its carpet of leaves. Jane promised to return as often as possible.

Each year, Jane visits Tallebudgera, packing up the car and making the trip early with her children. Jane is careful to take time to reflect and reconnect with this place where she felt she belonged, to reignite her emotional and spiritual connection with this place, that forms part of her ecological identity.

References: APA 7 Style and Formatting from A to Z

Down, B. (2017). Critically reflective practice: What is it and why is it needed now? In B. Gobby & R. Walker (Eds.), Powers of curriculum: Sociological perspectives on education (pp. 118-141). Oxford University Press.

Giamminuti, S. (2017). Educators' philosophies: Encountering and weaving images. In B. Gobby & R. Walker (Eds.), Powers of curriculum: Sociological perspectives on education (pp. 86-117). Oxford University Press.

Gobby, B. (2017). What is curriculum? In B. Gobby & R. Walker (Eds.), Powers of curriculum: Sociological perspectives on education (pp. 5-34). Oxford University Press.

Kuh, L. P., & Rivard, M. (2014). The Prepared Environment: Aesthetic Legacies of Dewey, Montessori, and Reggio Emilia. In L.P. Kuh (Ed.),Thinking Critically about Environments for Young Children: Bridging Theory and Practice (pp. 11-32). Teachers College Press.https://books.google.com.au/books?
id=EEq0AwAAQBAJ&lpg=PA11&ots=pdO8oDjsj3&dq=kuh%20rivard
%202014&lr&pg=PA15#v=onepage&q=kuh%20rivard%202014&f=false

Mackey, G. (2016). Love the place where you belong: Ecological identity in early childhood. Early Education, 60, 26-30.https://search-informit-com-au.dbgw.lis.curtin.edu.au/documentSummary;dn=840867
170699985;res=IELHSS

Merewether, J. (2017). Environment: The Third Teacher. In B. Gobby & R. Walker (Eds.), Powers of curriculum: Sociological perspectives on education (pp. 394-418). Oxford University Press.

Portelli, J.A. & Vibert, A.B. (2010). A curriculum of life, Education Canada, 42(2), 36-39.https://www.edcan.ca/wp-content/uploads/EdCan-2002-v42-n2-Portelli.pdf

Robson, S. (2004). The physical environment. In L. Miller & J. Devereux (Eds.), Supporting children’s learning in the early years (pp. 205-216). David Fulton Publishers and Open University.

Sample of Part 3:

PART 3:

The year is 1988 and the location of my narrative is both at Claymore Public School followed by an excursion to the Sydney aquarium which still stands today. The socioeconomic status of the suburb of Claymore would be on the lower income status as it was known for being a government housing area.

The unit’s big ideas I am showing in my narrative are the environment and it being the third teacher, the emergent curriculum, the enacted curriculum, the educator’s philosophy and how Miss. Keech viewed the child, the interconnectedness of all these aspects and how it influences the experience that a learner has and remembers. The educator’s everyday choices within the learning setting has great influence over how a child feels and understands their place in the world. The educator has a duty of care and responsibility for each child that they teach regardless of theirs, the curriculum or the student’s cultural, social, political beliefs and values. What children mostly recall is how they felt during the experience which I feel is the reason why I remember the emotions related to the events in my narrative.

My narrative has been informed by my readings of:

Giamminuti, S. (2017). Educators’ philosophies: Encountering and weaving images. In B. Gobby & R. Walker. (Eds). Powers of Curriculum: sociological perspectives in education, (pp. 86-117). Oxford University Press.

Gobby, B. (2017). What is curriculum? In Gobby, B. & Walker, R. (Eds). Powers of curriculum: Sociological perspectives on education (pp. 5-34). Oxford University Press.

Merewether, J. (2017). Environment: The Third Teacher. In B. Gobby & R. Walker. (eds). Powers of Curriculum: sociological perspectives in education, (pp. 394-418). Oxford University Press.

References

Australian Curriculum, Assessment and Reporting Authority. (2019). Australian Curriculum: Science Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority (Version 5).https://www.australiancurriculum.edu.au/media/5653/ccp-tbi-f-6-ver5-online.pdf

Department of Education, Skills and Employment. (2020). The Alice Springs (Mparntwe) Education Declaration.https://www.dese.gov.au/alice-springs-mparntwe-
education-declaration/resources/alice-springs-mparntwe-education-declaration

Down, B. (2017). Critically reflective practice: What is it and why is it needed now? In Gobby, B. & Walker, R. (Eds). Powers of Curriculum: Sociological perspectives on education. (pp. 119-141). Oxford University Press.

Giamminuti, S. (2017). Educators’ philosophies: Encountering and weaving images. In B. Gobby & R. Walker. (Eds). Powers of Curriculum: sociological perspectives in education, (pp. 86-117). Oxford University Press.

Gobby, B. (2017). What is curriculum? In Gobby, B. & Walker, R. (Eds). Powers of curriculum: Sociological perspectives on education (pp. 5-34). Oxford University Press.

Mackey, G. (2016). Love the place where you belong: Ecological identity in early childhood, Early Education, 60, (pp. 26-30).

Mereweather, J. (2017). Environment: The Third Teacher. In B. Gobby & R. Walker. (eds). Powers of Curriculum: sociological perspectives in education, (pp. 394-418). Oxford University Press.

Portelli, J.A & Vilbert, A.B. (2010). A curriculum of life. Education Canada, 42 (2), pp. 36 –39.www.cea-ace.ca

*** Any concern just contact me please. Thank you