Curriculum Implementation: A Practical Assessment and Reflection

This practical assessment delves into the implementation and evaluation of a curriculum designed for children aged 0-18 months, emphasizing holistic learning and development. It covers reflections on strengths, goals, and the learning environment, alongside detailed planning that incorporates children's interests and effective teaching practices aligned with the Early Years Learning Framework (EYLF). The curriculum integrates visual, auditory, and tactile learning experiences to cater to diverse learning styles. Feedback mechanisms are discussed to ensure continuous improvement, and a specific implementation plan is outlined, focusing on collaborative efforts among educators and family involvement. The report section provides an overview of the curriculum's objectives, the physical environment and materials used, engagement strategies, and interactions with children, ultimately aiming to foster respectful relationships, enhance learning diversity, and develop problem-solving and creative skills. Modifications to the curriculum are also considered to adapt to children's evolving needs and interests.

Practical assessment 5

Table of Contents
1. Reflection and evaluation..........................................................................................................3
2. Documenting and planning of curriculum.....................................................................................3
3. Plan for learning experiences.........................................................................................................4
4 Feedback.........................................................................................................................................5
5. Option to undertake in implementing the curriculum....................................................................6
6. Implementing curriculum..............................................................................................................6
7. Report............................................................................................................................................7
8. Modifications in curriculum..........................................................................................................8
REFERENCES:...................................................................................................................................10

1. Reflection and evaluation
Reflecting and evaluation of curriculum within learning environment can be done by
analysing strengths, goals and specific aspects related to varied learning environment.
a) Strength: The strengths of current curriculum is based on fact that children are able to
develop responsibility with huge cooperation, creative abilities within extended time frame
based on specific efficacy. Children are able to develop new skills such as problem-solving,
experimentation skills with huge enthusiasm along with research skills diversely. Also,
curriculum for student has new learning opportunities where 40 technologies have been found
to be used (Sonu and Marri, 2018).
b) Goals: The goal of current curriculum is to provide stimulated holistic learning and
development environment for children, where the children interest, behaviour can be
improvised. There will be activities developed within curriculum, where interaction sessions
will be for 1 hour for children to develop new skills timely and also technically improvise
their confident rapport in proper manner.
c) Learning environment: The learning environment for students within curriculum, is based
on adapting new resourceful experience, strengthen up their interest within interactive
activities. Goal is also to provide care, empathy and respect along with physical well-being
where commitment to develop imagination potentialities among children will be improved.
2. Documenting and planning of curriculum
The curriculum for the children will be focusing on aspects related to children
interests, ideas and strengths based on effective learning practices. Curriculum based on
productive learnings, will be focused on towards technical vision for determined new
competencies. Teachers aim to further engage children in developing effective response for
new leaning practices, where this will innovatively develop proper confident learning
aptitude. About children: The children has interest in learning creative habits, effectively
practice higher effective studying habits within play which enables to gather holistic
experience. Children at small age look for varied creative learning, by taking up plays
and games at interactive sessions diversely for engaged on new specifics. Learning environment: The indoor and outdoor learning environment, and within
international teaching strategies have been found to be authentically effective for
enhancing new play and leaning goals. The learning environment will be also

improved on, based on specific developed learning procedures, based on effective
new learning practices for connective improved vision. Teaching practices:The teaching practices within curriculum will be based on making
student learn problem solving skills, implementation of creative learning and
researching skills efficiently. Also, children resourceful learning by connecting
through informative visual technologies, processed materials will be developed on
within curriculum. Teaching practices, will be based on strengthening new learning
habits among children for holistic effective diverse learning variedly based on
improvised creative advanced abilities (McLaughlin and Cherrington, 2018).
Links to FLYF:
The curriculum responds to children studying principles such as developing secure,
respectful and professional relationships, high expectations with huge equality and respect for
learning diversity among children. The curriculum has responded to Fly years learning
framework effectively, by bringing specific focus on new creative learning abilities along
with new learning abilities. Also, links to Fly also enables to develop proper response for
strengthened improved new student activities from children activities. Curriculum will have
prior focus on adhering specific focus on new learning goals, based on improvised learning
abilities within extended time period aspects.
3. Plan for learning experiences
Curriculum will include learning experiences based on visual learning, auditory
learning and tactile learning styles, where students will be able to develop new varied range
of informative experience for strengthened improvement in learning. Visual learning,
auditory learning and tactile learning will be based on functional creative innovation findings
for extended new confident abilities. Also children will be able to develop effective
responses, from childhood age from further extended detailed learning vision for improvised
efficacy based on new competencies diversely.
 Visual learning: Learning experiences will be focusing on improving visual learning
experiences for children, where this will be focusing on promoting children self
interests and stimulating holistic learning experiences based on development goals
diversely. The children will be able to develop informative interests, develop effective
visual learning abilities innovatively and for strengthening working aspects
informatively (Wood and Shears, 2018).

 Auditory learning: Another experience is auditory learning experience, where this
will improvise specific learning abilities informatively, based on listening and
speaking goals for development in creative sessions. The curriculum will have audio
chapters, where session will include activities connected to further improvise new
abilities for effective holistic learning through development scenarios diversely. Also
children will be give learning activities, based on improvised sessions goals
functionally within extended time period aspects for technically evolving functional
new practices actively. Auditory learning, is one of the specific new advanced
learning experience which will be based on advanced improvised efficacy for
strengthening higher time run engagement.
 Tactile learning: The tactile learning will be done through improvised learning by
touch practise, based on stimulating holistic learning and development of children
thinking capabilities based on effective interests and strengths. It can be also analysed
that children will be also able to learn sensational practice, within curriculum and
evolve on new improvised learning within developed learning abilities functionally
(Collins, 2017).
Reflecting on children interests, behaviour and play strengths will be based on improvised
finding where there further extended improvised new learning will be done among children.
4 Feedback
The curriculum of leader has been found to be effective for children, as aim is to
motivate new learning practices profoundly, and also technically develop effective learning
environment based on further extended new learning experiences. While reflecting on
philosophy of services, it has been found that students are able to develop new practices
based on strengthened creative skills profoundly. It can be also analysed that curriculum has
taken specific focus on time frame of all detailed activities played within school, for engaging
children in effective activities learning for optimum vision enhancement. As leader, there has
been also specific focus developed on for connected new significant extended larger aspects,
which has harnessed evaluation competently based on larger diverse growth dynamically.
Also, curriculum of leader will be based on significant functional new learning specifics for
engaging towards long term goals, for long term results among children development.

5. Option to undertake in implementing the curriculum
Answer:
In order to implement the curriculum the option A will be adopted after confirming it
with the room leader and workplace supervisor. As a room leader to will implement the
curriculum in the room independently. The curriculum is for the students of age group 0-18
months. As a room leader I will involves all the educators I.e. Poshi, Caitlin, Sue and Amrin
and ensure that they are working in collaboration. Working with all educators in the room
helps to ensure that all the educators are aware of curriculum and their respective duties. The
curriculum is created with the view as the children have shown interest in the socialising as
well in establishment of relationships with peers (Ten Cate and et.al., 2018). The objective in
curriculum focus towards providing an environment to children which will help them in
gaining a better understanding in socialising and building relationships in over a month rather
than in a fortnight. After that the environment of the room will be set up. It will involve
making available the resources which are required in the activities.
They can involve books, kitchen items, group activity resources, sand pit toys and
outdoor play material as well. As a room leader I have the responsibility to work in
collaboration with all the children as well as with their families throughout the
implementation of curriculum. It will require to discuss in detail what will be done in
throughout the curriculum, what activities will be conducted as well as the benefits of
conducting activities on the children as well. Involving families in the curriculum will helps
in generating a sense of trust with the families. Generating a sense of trust as important as it
reduces interventions in the curriculum activities as well as it allows to better understanding
of the activities better.
6. Implementing curriculum
Answer:
The curriculum will focus on providing the holistic learning among the children of
age group 0-18 month. It also focuses on proving an environment for children which helps in
development of their learning and experiences through which their interests and behaviours
could be enhanced. The curriculum will be implemented by the room leader and with the
collaboration of other educators. The curriculum can be implemented with the collaboration
of educators as well as children involved. It will also need the cooperation of families of
children involved.

The planned learning experience of focus group of children is to develop various
skills in children of age group 0-18 months. The skills such as problem solving, research
skills, experimentation skills and continuous learning skills can be enhanced with help of new
learning opportunities such as technologies. The technologies can be visual aids,
presentations and videos etc. Various materials will be used. The learning objective of
improving the behaviours of children will be implemented through the creating strong
relationships of children with the educators (Akhmetshin and et.al., 2019). It will help the
educators to mould the behaviours of children as they desire. As the children are of very early
age, it will allow to improvise and influence their behaviours very easily.
Another objective will focus on the planned learning experience of children’s
interests, strengths and ideas associated with the effective learning practices among children
of a focus age group. The planned learning objective is to provide learning environment
which is based on the adaption of new strengthen up and resourceful activities for their
interest within the interactive activities (Chan, 2018). The objective was to provide empathy,
respect and care along with physical well-being in which commitment to development of
imagination potentialities in children involved. It will strengthen their learning practices as
well as enhancing their creative leaning habits and effective learning practices within play
that enables to collect holistic experiences. All these leads towards enhanced learning habits
and behaviours.
7. Report
a) Overview: The curriculum was focused towards providing the children experiences which
emphasised on the development of respectful, professional and secure relationships, enhanced
respect for learning diversity and equality among children (Wahyuningsih and Afandi,
2020). It will focus on the focus group consisting of age group of 0-18 months of children.
The teaching intensions for each child were to develop their learn problem solving skills,
research skills as well as implementation of creative learning. The objective of the
environment is to provide the students learning in a fun and safe environment. It will lead to
build good relationships with the children and educators as well as the relationships between
educators and the families of children.
b) Physical environment and materials: for the learning experience the outdoor learning and
indoor leaning environments were used. It have proved to be an effective tool for new plays

and learning goals. For the learning, informative visual technologies, processed materials will
be developed on within curriculum were used (Tronsmo and Nerland, 2018). Other materials
will include books, sand sip toys, kitchen items, group activity resources and outdoor play
materials. The natural materials will also be used in the activities for learning such as sand to
perform the sad sip activities.
c) Strategies for engagement: Various strategies which will be used to engage the students
will involve experimental teaching, role play, encouraging through visual technologies and
involvement of families in the activities. It will encourage them to encourage their self-
directed play and engagement with peers for the activities and experiences.
d) Interactions with children: For interacting with children direct communication will be used
with help of some visual aids to encourage them to participate, constructs meanings and
models for the experiences being providing (Gonzalez and et.al., 2019). Some additional
support through their teachers and the family members of children involved will be provided.
Interactions will be conducted frequently every 2-3 hours. Children were informed regarding
the activities to be done in advance as well as how they can seek assistance and support of
their teachers. The objective of learning was to create an environment where learning was fun
and where the students seeks learning wit interest.
e) Learning objectives and pedagogical practices: The learning objectives were attained
through providing experience and environments. The experiences were linked with the
experience of children through various strategies such as outdoor games and indoor games.
These were also involved with the families so that better experiences can be provided
(Handelzalts, 2019).
8. Modifications in curriculum
Answer:
In the implementation of curriculum various modifications were introduced along the way.
The modifications were documented as in:
Modification in resources: In the curriculum various resources were mentioned which were
needed to undertake the activities and curriculum as a whole. These resources involved
books, group activity resources, kitchen items, sand pit toys as well as outdoor play materials.
However after the implementation it was analysed that some other resources also needed to
be added in the curriculum (Page, Trudgett and Bodkin-Andrews, 2019). These resources

involved notebooks, pencils, drawing materials and painting materials as well. Some
additional materials might involve group project tables and chairs in room so that children
can perform activities with collaborating with each other.
Modification in experiences: As it was observed that children showed very little or no
interest in the indoor activities such as reading. So it was removed from the experiences
mentioned in the curriculum. Apart from that other experiences such as engagement of
children in more outdoor games. It was observed children showed particular and high
interests in performing outdoor games. So this experience will be used instead of indoor
writing activities. The modifications were introduced with view to enhance the learning and
learning experiences win the students.
Modification in routine: It was observed that children were bored with the same routine for
the outdoor activities. So is was decided to change the routine so that children show more
interest in the activity as well it fits perfectly in the given experience (Widiaty and et.al.,
2020). The modifications in routine will create a unique experience for the students in which
they will not get bored and will remain excited to participate and model in the activities.
Amendments in experiences: In the curriculum various amendments were also introduced.
These amendments allowed the experiences to follows the interests of children and also
enhanced their learning as well.
Apart from these it was observed that children were showing interest in the environments of
curriculum. So the time for interaction with the environments as well as the experiences were
enhanced so that children can enhance their own experiences with it. Allowing more time to
children for interacting with the environment can also enhance their interest in the particular
environment as well enhance their understanding for these experiences (Nasir, 2021).

REFERENCES:
Books and journals:
Akhmetshin, E.M. and et.al., 2019. Acquisition of entrepreneurial skills and competences:
Curriculum development and evaluation for higher education. Journal of
Entrepreneurship Education. 22(1). pp.1-12.
Chan, C.S., 2018. Proposing and illustrating a research-informed approach to curriculum
development for specific topics in business English. English for Specific Purposes. 52.
pp.27-46.
Collins, A., 2017. What's worth teaching?: Rethinking curriculum in the age of technology.
Teachers College Press.
Gonzalez, C.M. and et.al., 2019. A qualitative study of New York medical student views on
implicit bias instruction: Implications for curriculum development. Journal of general
internal medicine. 34(5). pp.692-698.
Handelzalts, A., 2019. Collaborative curriculum development in teacher design teams.
In Collaborative curriculum design for sustainable innovation and teacher
learning (pp. 159-173). Springer, Cham.
McLaughlin, T. and Cherrington, S., 2018. Creating a Rich Curriculum through Intentional
Teaching. Early Childhood Folio. 22(1). pp.33-38.
Nasir, M., 2021. Curriculum development and accreditation standards in the traditional
islamic schools in Indonesia. Journal of Curriculum Studies Research. 3(2). pp.37-56.
Oppici, L., Rudd, J. R., Buszard, T. and Spittle, S., 2020. Efficacy of a 7-week dance (RCT)
PE curriculum with different teaching pedagogies and levels of cognitive challenge to
improve working memory capacity and motor competence in 8–10 years old
children. Psychology of Sport and Exercise. 50. p.101675.
Page, S., Trudgett, M. and Bodkin-Andrews, G., 2019. Creating a degree-focused
pedagogical framework to guide Indigenous graduate attribute curriculum
development. Higher Education. 78(1). pp.1-15.
Sonu, D. and Marri, A. R., 2018. The hidden curriculum in financial literacy: Economics,
standards, and the teaching of young children.
Ten Cate, O. and et.al., 2018. The EPA-based Utrecht undergraduate clinical curriculum:
Development and implementation. Medical teacher. 40(5). pp.506-513.
Tronsmo, E. and Nerland, M., 2018. Local curriculum development as object construction: A
sociomaterial analysis. Teaching and Teacher Education. 72. pp.33-43.
Wahyuningsih, S. and Afandi, M., 2020. Investigating English Speaking Problems:
Implications for Speaking Curriculum Development in Indonesia. European Journal of
Educational Research. 9(3). pp.967-977.
Widiaty, I. and et.al., 2020. Multiplatform application technology–based heutagogy on
learning batik: A curriculum development framework. Indonesian Journal of Science
and Technology. 5(1). pp.45-61.

Wood, S. and Shears, B., 2018. Teaching children with severe learning difficulties: A radical
reappraisal. Routledge.