This article discusses a 30-hour curriculum for pre-schoolers to develop workplace skills. It includes modules on workplace environment, health and safety, interactive learning, and more. The article also highlights the resources required for implementation.
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Curriculum Leadership For Pre-schoolers Student name
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Curriculum Leadership1 Introduction Teacher’s guidance plays a vital role for all the students, along with this, they also help in collecting the relevant data for evaluating the preschool students’ performances and their progress to their parents.Other than the teachers’ assistance and responsibility, the ministry of education of Singapore are responsible for training the appropriate leadership and management skills so, that the central leaders and lead teachers get fully equipped with the required skills to enhance the capabilities of the early age children’s(Petersen, 2016). Moreover, the key responsibility of the teachers or educators is to guide and develop their supervisory leadershipskills(Beach, & Reinhartz 2000).Furthermore, the top management has a responsibility to guide and develop their staff and the entire management towards their performances. Lastly, they also have to majorly focus on the concept, the understanding and the strategic direction needs to be taken into consideration(Petersen, 2016). 30 hours of courses curriculum This 30 hours course curriculum aids the preschool children to learn, generate and develop their skills for which they are best.As though these skills and their children competencies are accomplished and make them aware and ready about the future outcomes. Moreover, the operative curriculum also triggers students understanding and their knowledge, which helps in generating the areas for their practical issues and difficulties, and progress (Posner, 2004). 1-5 Hours In these hours of the module, first and the foremost activity of the tutor is to make students know about the workplace, about departments within the workplace. How all activities within the departments differ from one another? This entire module goes in explaining about the workplace internal and the external environment. How the outside issues of the environment can majorly affect’ the internal working of the workplace? What are the management principles? How do people work within it?(Ng, 2015). Moreover, students should be taught about workplace activities, who are workers? What all kind of work they do? What all skills they have to stay within the workplace for the longer period? What all kind of risk they take to generate profitable returns? What are profits and losses to the workplace? All such practices by telling related stories, picture recognition
Curriculum Leadership2 generates curiosity within them to know more about it. This all assists those kiddos to understand the workers as well as workplace knowledge(Shift, 2018). 5-7 hours In these hours of the module, teachers have to perform teachings on the worker's office, their health and security issues and much more. The children right from the beginning should know about the skills and the qualities required for the performance within the job. Certain programmes are set for their learning phases, which will have an effect on the understanding ability of the children. Even tutors have to work over the different programmes for their accepting of their work actions and the entire in and out the working of the organization(Brennan, 2018). 7-9 hours In this segment of the curriculum, educators have to use reliable substantial, classroom actions, develop classrooms, and decorate them in such a way that makes students get attracted it with it and can easily retain and grasp whatever is taught in the workplace context. As all such educational activities assist them in understanding about the workplace (Petersen, 2016)and will be easier for the teachers to teach and by applying various tools and techniques for generating and increasing their learning power in relation to the improvement of skills of the students(Brent, 2016). Other than this, the role of the facilitator and the others as the resource managers has to develop a small skit show or the role-play performances by the students by making them clear about the functioning within the workplace.Such kind of educational activities helps in learning and adopting the skills and the working performed by the workers within the organization and there will be more specific and understand that how the workers of differently performing as compared to the others departments(Ornstein and Hunkins, 2004). 9-11 hours In this fourth module of the curriculum states that educators should also focus on the responsibility for creating and generating the safer environment for the young ones in order to discover their potentials towards the working and learning for the workplace. Besides teaching and carrying out the role-play activities and small skits, it is the duty of the educator to also manage the routine care of the young ones(Begg, 2017).Moreover, tutors major priority towards children is to enrich children’s aesthetics and creative expression, how they
Curriculum Leadership3 are able to discover the world? What are their thinking processes? What all the actions they take while taking knowledge about the workplace? Furthermore, tutors should also focus over their language, actions, and motor skills activities, social and lastly the emotional development while performing certain acts in the context of workplace understanding (D'Rozario, Low, Avila, & Cheung, 2012). 11-14 hours In this particular module, the tutor should also work over the teaching and learning skills, likewise, the simulation is one the activity that helps the student to grasp the knowledge about the given topic. Kids must play and learn at their own speed, so the right place for the preschool's simulator kids is to play with the equipment’s, tracing activities, count money. As simulation is one of those activities, which are interesting for students while learning along with this keeps them occupied with rewards and appreciation to boost their spirit for their learning. Moreover, brainteasers and jigsaws puzzles create the environment for fun learning, which helps the tutors to get to know about the student's interest, their learning ways, their grasping ways about the workplace aspect(Cox, and Sanders, 2018). 14-18 hours In this module, as simulation activities help kids to understand what in future the workplace activities are considered how they are performed, for all this they also play the acts done cartoon characters on the schools educational applications, so that it should be a full fun activity that promotes school simulator to learn about the new concept. Some of the colorful and attractive animated pre-school games also work for developing the understanding criteria for the kids about the workplace scenario. Furthermore, the role-play activity played by the superheroes will also be a good source for their understanding, as they will inspire to work correctly, as they do for everyone. By the adoption of all these activities will make it easier for both the tutor and even student to grasp knowledge about the workplace aspect. They will be clearer about what is being taught to them. By trying all such activities and small exercises with them activates their thinking power in that particular direction. Lastly, the tutor has to know about how students react over each activity, whether they are interested, in which activity they are clearer with the concept? What more is to be done for gaining clarity over each subject and much more?
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Curriculum Leadership4 18-22 hours In this particular module of the curriculum, after the simulation, the activities in which they participated are judged whether they are easily performing. What more activities can be added or get into a change that would assist the kids in a proper understanding of the concept of the workplace. Here, there a requirement for putting an innovative skill into an act. Likewise, the real play in between the students and the tools and the equipment’s will help in the understanding of the workplace environment. So that they can self-feel that, how things are carried out within a society or the workstation and how workers deal with every situation raised in the organization (Ng, 2015).By this, the new revised and the additional techniques are taken into consideration in form of new skills, information so that kids can easily understand the broader concept through the different concept of learning(Tilya, and Mafumiko, 2018). 22-25 hours In this particular activity, the tutor should also focus on the newer concept named as action leaning along with the hand on learning. As these approaches are helpful for the children throughout the day, likewise exploring with the material, learning by doing, moving throughout the class and interact with one another(The people development network, 2018). In this, the teachers should act as the facilitator not by telling the children what to do with the material but by asking them the questions that how to use that material in new and creative ways. This concept is good for grasping the new skills for the children because the young kids discover best through their senses, through their movement and ultimately the curiosity about the world around them(Angela Danielle Carter, 2019). Moreover, experimental learning is also one of the techniques that bring together the observation, creativity and active interactions, which allow the children to see the purpose and enjoy their learning experience. By this, they not only improve their motor skills but also focus on language skills by listening to their teachers such as the vocabulary they use. By all these techniques, children can easily improve the individual’s capacity to collaborate, helps in gaining the other common worldviews. In addition, through this, their children can also generate and learn and can have a greater alertness about the cultural magnitudes of the workstation(Corbett, Vibert, & Green, (2016).
Curriculum Leadership5 25-27 hours This module of the curriculum highlights about the future concept, which majorly focuses on the proper planning done by the tutor, and the development programmes that help in generating the growth for the educating the pre-schoolers. Moreover, educators should develop their interaction with the children with which the joy of seeing their development and progress will motivate both the educators as well as the kids towards the activities and learning about the workplace. Other than this, the scenario building is also one of the ways in which the children get the early experiences and which forms the foundation for all the learning, health and as well as the behavior which lasts into adulthood (Kwalker, 2015) Lastly, to gain clarity about the student performances, tutors had to conduct the tour and detect through the investigation or by setting up a program in which they will perform what is being told to them. By this, the problem detection can be done easily for their improvements. Furthermore, through scenario building, picture stories, team games all such activities help the tutor to know more about the kiddo’s progress and making them more resentful for the workplace scenarioO’Brien, et al, 2017). 27-30 hours In this module, all the above activities are tested and considered for the identification of the leading and gaining of the workplace scenario. With the formulation of the entire framework, which was predefined, generates more opportunities for developing them professionally through the continued adoption of the professional development courses. Moreover, the tutor should also develop the structured professional development programme so that all the learning in early age leads to last until adulthood. A revised version of the curriculum In the above-revised version of the curriculum which states that all the above aforesaid mentioned activities for learning and grasping about the workplace environment is really important for the kids to understand for the future. All activities help in activating the children learning capacity about the workplace at the early stage, which in future helps them in understanding the future scenario easily and can make them prepare to face any future challenge related to the workplace. However, the proper feedbacks tutor should swot the children learning capacity and alter some of the techniques through the innovative skills, which could be helpful for their learning and for their development. By question them,
Curriculum Leadership6 whether students are able to reply spontaneously or not, is also one of the ways to know about the students understand power(Ang, 2013). Resources Required In order to implement the above design curriculum, students should be available in all the hours of the assigned tasks and for their learning. Likewise, timing which is allocated to the students should be there on time for performing every activity for their learning and development. Moreover, the material which is required for the generating the above given mentioned activities are like LED boards for the superheroes role-play activities and the skit performances for that role play area should be there so that they can easily perform their skit. Furthermore, the light reading materials for casual readings, picture books, display boards, group project material, charts, photos, diagrams, cut-outs from the magazines and newspapers. Lastly, preschools simulator kids are to play with the equipment’s, tracing activities, count money. As simulation is one of those activities, which are interesting for students while learning along with this keeps them occupied with rewards and appreciation to boost their spirit for their learning(Velthuis, Fisser, & Pieters, 2015). Conclusion This 30 hours curriculum course concludes that pre-schoolers can easily adapt to any of the activities in which their tutors mold them. Along with this, it also helps the tutor to know more about the students grasping power, their skills, and the competencies to achieve the targets set by them. Lastly, this curriculum provokes the students’ experiences, creates the room for the pre-schoolers to stance difficulties and the concerns, and cultivates tactics for guiding and teaching them. References Angela Danielle Carter. (2019).what can be learned from action learning coaching? Learnings of novice action learners and their coach.Action Learning: Research and Practice16:1, pages 23-36. Begg, A. (2017). Getting behind the curriculum: Teachers as curriculum developers.Teachers and curriculum,2(1). Brennan, W. K. (2018).Curricular needs of slow learners. Oxen: Routledge.
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Curriculum Leadership7 Brent, A. (2016).Philosophical foundations for the curriculum. Oxen: Routledge Beach, D. M. & Reinhartz (2000). Supervisory Leadership: Focus on Instruction. Massachusetts: Allyn & Bacon Corbett, M., Vibert, A., & Green, M. (2016).Improvising the Curriculum: Alternatives to Scripted Schooling. Oxen: Routledge Cox, T. and Sanders, S., (2018).The impact of the National Curriculum on the teaching of five-year-olds. Oxen: Routledge. Kwalker, (2015)Futuring education. Retrieved from: https://kwalker1532.wordpress.com/2015/01/28/futuring-education/ Ng, D. F. S. (2015). Leadership learning for complex organizations. Cogent Education, 2(1), 1-30. O’Brien, B. C., Bachhuber, M. R., Teherani, A., Iker, T. M., Batt, J., & O’Sullivan, P. S. (2017). Systems-oriented workplace learning experiences for early learners: Three models.Academic Medicine,92(5), 684-693. Ornstein and Hunkins (2004).Chaper 8 Curriculum Design Petersen, A. (2016). Perspectives of special education teachers on general education curriculum access: Preliminary results.Research and Practice for Persons with Severe Disabilities,41(1), 19-35. Posner, G. J. (2004).Analysing the Curriculum. Boston: McGraw Hill. Chapter 1: concepts of curriculum and purposes of curriculum study Shift. (2018).Before, during and after training: improving knowledge transfer in your organization in 3 stages. Retrieved from: https://www.shiftelearning.com/blog/improving-knowledge-transfer The people development network. (2018).workplace action learning. Retrieved from: https://peopledevelopmentmagazine.com/human-resources/workplace-action- learning/
Curriculum Leadership8 Tilya, F. and Mafumiko, F., (2018). the compatibility between teaching methods and competency-based curriculum in Tanzania.Papers in Education and Development, (29) Toiviainen, H., & Kerosuo, H. (2016). Development curriculum for knowledge-based organizations: Lessons from a learning network. InProfessional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications(pp. 408- 426). IGI Global Velthuis, C., Fisser, P., & Pieters, J. (2015). Collaborative curriculum design to increase science-teaching self-efficacy: A case study.The Journal of Educational Research,108(3), 217-225 Ang, L. (2013). The Singapore context: A framework for a kindergarten curriculum. InThe Early Years Curriculum(pp. 123-139). Oxen: Routledge. D'Rozario, V., Low, E. L., Avila, A. P., & Cheung, S. (2012). Service learning using English language teaching in pre-service teacher education in Singapore.Asia Pacific Journal of Education,32(4), 441-454.