Mind Map: Analyzing the New Bridges Curriculum for Grade Two Students

This essay presents a curriculum review and analysis using a mind map, focusing on the introduction of the Bridges book into the grade two curriculum. The aim is to broaden the students' outlook and knowledge by incorporating Western cultural elements while retaining their native identity. The essay emphasizes the importance of content sequencing, pacing the course work according to students' learning abilities, and providing necessary resources such as the Bridges book, activity books, and additional reading materials. It also touches upon the need for special attention to students who may require extra support to keep up with the curriculum's pace. The primary objective is to enhance the educational experience and ensure effective learning outcomes for all students.

Running head: MIND MAP
Mind Map
Name of the student:
Name of the University:
Author Note:

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Figure 1: Mind Map of the new course work
Source: (Created by the Author)
Review and analysis
Curriculum forms an important aspect of the educational life of the students (Austin et
al., 2014). It is often seen that the kind of curriculum followed in the academic life of the
students leaves a lasting impression on the character as well as the personality of the students
(Al-Khouri, 2012). Therefore, it is very essential to select the right kind of syllabus for the
course work (Ruban, 2012). Therefore, with this particular objective we introduced the recent
Bridges book in the curriculum of the grade two students. This particular book will not only
enable the students to retain the native elements in the character of the students but will also
enable them to gain new elements of the Western culture in their own personality. It is
commonly seen that the standard of English followed in the countries like United Arab
Emirates where English forms the second or maybe the third language of the students is not
on par with the standard of English followed in the Western countries where English is the

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mother tongue language (Bishop & Verleger, 2013). Therefore, we introduced the new course
work with this particular objective in view.
It is to be noted that the primary objective of education is to broaden to outlook as
well as the knowledge of the students (Bishop & Verleger, 2013). Therefore, the contents of
this particular book will enable the students as well as the teachers to broaden the outlook as
well as the knowledge of the students. The learning outcomes like the retention of the native
elements in the character of the students along with the incorporation of the Western elements
will also be achieved by this particular book.
Content sequencing forms an important aspect of the course work and the teachers as
well as the professors should pay extra attention to its achievement (Ruban, 2012). Content
sequencing can be defined as the process by means of which the entire course work is
sequenced as per the learning capabilities of the students (Ruban, 2012). Therefore, special
attention needs to be directed to the fact that the teachers should cover one particular topic at
a time and move on the next one only after the successful completion of the first one. This
will not help in the leaning process of the students but will also enable them to understand the
various entities of the course work and will also enable them to link the entire course work.
The pace of the course work should be set as the learning abilities of the students (Al-
Khouri, 2012). It is to be noted that the learning abilities of the various students in the class
are not the same and the teachers should set the pace of the course work as the standard of the
majority of the students in the class (Al-Khouri, 2012). Students who are not able to follow
the pace set the teacher should be provided with extra or special classes in a bid to enable
them to understand the course work in a much better manner.
The primary resource which will be needed is obviously the book Bridges prescribed
in the course work. Students will also need to have access to the activity book which

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accompanies this particular book. It is to be note that the majority of the activities in this
particular book are pair activities so adequate allocation of resources will form an important
aspect of the educational process. The students will also require some additional reading
materials in order to understand the course work in a better manner.

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References
Al-Khouri, A. M. (2012). eGovernment strategies the case of the United Arab Emirates
(UAE). European Journal of ePractice, 17, 126-150.
Austin, A. E., Chapman, D. W., Farah, S., Wilson, E., & Ridge, N. (2014). Expatriate
academic staff in the United Arab Emirates: the nature of their work experiences in
higher education institutions. Higher Education, 68(4), 541-557.
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the
research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9, pp.
1-18).
Ruban, N. A. B. H. (2012). United Arab Emirates. TIMSS 2011 Encyclopedia, 961.