Assessment 1 Assessment 1 Report due: Monday 28 June 23:59 AWST Module 1 explores curriculum and how formal education and therefore the experiences of learners are shaped by forces within and beyond...

5
Perspectives On Curriculum
PERSPECTIVES ON CURRICULUM
Table of Contents
Introduction    3
Part I    3
Curriculum is Not a Document    3
Values and Power Enacted by Curriculum    4
The Philosophy of Educators    7
The Third Teacher    8
Part II    8
Part III    10
Conclusion    11
References    12
Introduction
In this assessment we shall synthesize and reflect the topics that were a part of the Module1. It covers the reflective note and the synthesis of the topic. Thereafter a narrative is added that reflects the aspects covered in the topics of the aforementioned Module. And in the concluding part there is a statement connecting the synthesis and the narrative.
Part I
    This part insights the synthesis and reflection of the topics covered in the Module I. The part entails the detailed analysis about curriculum and several aspects in connection to the curriculum relating to the education, educator and the learner.
Curriculum is Not a Document
Curriculum refers to a structure provided to the teachers for exploring the capabilities interests and the knowledge of the students. More profoundly we can present curriculum as a framework that provide guidance to the teachers for nourishing and assessing students according to their abilities and standards. It assists the teachers to plan about the all around activities to be conducted as a part of the formal education. However a curriculum is not just methods and measures to be delivered to the students. It covers more than the academic perceptions in the formal education. Moreover an effective curriculum reflects the overall development of the students inspiring his or her cognitive development, physical development and intellectual development. Therefore a curriculum not only includes the syllabus of the formal education but also initiate activities that nourishes the students to learn and achieve (Cuthbert, 2019). A curriculum includes those aspects which may not be presented in the plan but are adopted for creating interests among the students. It is evident for a teacher to understand that curriculum is based on several aspects that makes curriculum not just a document. For instance an intended curriculum reflects those activities that teachers want students to learn. A null curriculum reflects those aspects that teachers do not prefer to be explored by the students. While hidden curriculum are those part of the curriculum that the students learn but was not intended by the teachers to learn and hence they did not intentionally direct it to the students (Gobby & Walker, 2017.) Enacted curriculum is the aspect which records what students learn based on how it was delivered by the teacher to the students. The lived curriculum covers those aspects that what the students actually learn given all the circumstances and proceedings delivered and exercised by the teachers. So from these aspects of curriculum it is a to point out that curriculum is not just a written document or a plan rather it covers all the activities that a teacher or a education specialist exercise to strive for success of the students and prepare the skills of problem solving among them. Curriculum therefore can be recognized as a spectrum ranging from abstract to concrete developing the attitude, personality, knowledge and skills of the students (Perry& Southwell, 2014).
Values and Power Enacted by Curriculum
Curriculum includes every school activity that nurtures the attitude and the personality of the student. Therefore it plays an essential role in inculcating the values and ethics of the society in the students from a young age. In order to reflect the societal and the cultural norm of a nation it is evident to initiate effective school based activities for the students to understand the values that develops his personality such that the enact according to those values as a member and an individual of the broader community. Curriculum must be directed in a way that initiates a building of values in the school community by a sustained value education program and encouraging aspects like leadership in the school campuses for developing components among the individual in the schooling years. Further development of positive relationships in classrooms and integrating the values propounded in schools with that of the values taught to the students in the school (Cuthbert, 2019). The principal aspects that focuses on an efficient practice of enacting values in school comprises of an effective use of a common and shared language among all the students in the school. Keeping in mind the aspect of harmony among all the students belonging to different cultures can be inculcated by addressing with a common language in the classroom. Besides using pedagogies which focuses on values and centers upon the students must be one of the principal aspect of the curriculum. Value education must be and integrated part of the curriculum and not just simply a program or an event. It must be made compulsory and must be in cited among the students about the importance of it in the daily lives which shall establish them as a diligent individual in the society (Portelli & Vibert, 2002).
A curriculum inculcates models that it enables the student to understand and reflect on explicit and implicit aspects of values in their life and implements those aspects in their individual lives. Besides the students must be fasted and instilled in them the intercultural aspects of the society and create a sense of social cohesion and social inclusion amongst them. An effective...