Curriculum Design Project: Stars and Solar System for Grade 12

This project presents a curriculum design for a Grade 12 science program focused on stars and the solar system. The program aims to foster an inclusive environment where students can actively participate in learning and develop critical thinking skills. The curriculum outlines five learning goals: resource optimization, critical thinking development, promotion of creative thinking, ethical reasoning, and knowledge enhancement. Assessment methods include self-assessment and formative assessments to monitor student progress and address challenges. The pedagogical approaches emphasize active learning through collaborative, inquiry-based, and integrative methods. The curriculum's justification highlights the importance of understanding the universe, its evolution, and the role of stars and the solar system. It emphasizes the use of digital tools and traditional methods. The program's value lies in creating a scientifically literate society, promoting critical thinking, and fostering a deeper understanding of the world. The curriculum emphasizes practical learning to improve cooperation and manage behavioral aspects, promoting a two-way communication channel between teachers and students. The curriculum's cultural approach is based on practical learning, with the ideology of socialism which is based on grouping of people who possess similar characteristics.

Curriculum design

Table of Contents
SECTION A.....................................................................................................................................1
My education aims for this program............................................................................................1
Five learning goals that clearly emerge from the aims................................................................2
Brief outline of how students are to be assessed.........................................................................2
Brief outline of variety key pedagogical approaches..................................................................3
SECTION B.....................................................................................................................................3
Provide a justification for the curriculum program and assessment processes outlined above...3
Outline the value of the approaches in relation to the society.....................................................4
REFERENCES................................................................................................................................7

SECTION A
Education Institution (type – e.g. school, TAFE) High School
Learning Area/ Subject Physical Science
Grade/Year Level 12
Title of Program you have designed (topic) Stars and the Solar System
No. Weeks duration/ no. of sessions (6- 10 weeks) 6
Number of students 25
Compulsory /voluntary choice for attendance Compulsory
Cultural diversity Nil
Socio economic status student body Nil
Language(s) spoken in class English
Any other factor you considered important when
designing your program
The availability of audio visual
classrooms and other equipments
like laptops, etc.
My education aims for this program
Any educational program helps in establishing an open gateway to perform tasks in
accordance to attain the inclusive environment for the overall development of students on the
whole. The purpose is to encourage them to participate and collect by exchange of ideas,
perspectives and viewpoints (Law and et.al., 2018). This lays the foundation of transparency,
reliability and collaboration to initiate a progressive outlook in attaining the developmental
goals. The educative aims for the chosen program is to establish a safe and secured environment
for students to make their own decisions and learn from them. It also focuses on building trust
and compassion to make the world a better place to live in.
In regard to the aims, I aspire to create an environment of forward thinking approach and
without the presence of any discrimination or ignorance on the basis of religion, gender or
colour. I value the ethical code of practices including truth, honesty, integrity and kindness.
Moreover, aim is based on three functions of education and three domain of its purpose. They are
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qualification, socialisation and subjectification (Biesta, 2015). The innovative combination of
using the traditional learning styles and application of digital tools and techniques. Knowledge is
power and thus, I firmly believe that its value is never ending and must be exercised to maintain
harmony by developing young minds irrespective of negative emotions.
Five learning goals that clearly emerge from the aims
Goals are necessary tools to successfully achieve and complete the assigned tasks. The
aims are measurable and attainable in terms of creating environment to build better future for the
students. The prime objective is to make both assessable and non assessable outcomes to make
learning interesting and accessible as well. The outline of making learning goals is to create
holistic approaches in fulfilling the targeted aims. Firstly, the distribution of resources is integral
in making the optimisation of it for the betterment of the society on the whole. Secondly, the
learning goal includes about the development of critical thinking in the students to review the
complicated conceptual frameworks and provide solutions.
Thirdly, promotion of creative and innovative thinking is one of the learning goals to
make the entire learning assessment more appealing to the students (Pareja Roblin and et.al.,
2015). Next is the incorporation of ethical reasoning among students to differentiate between
right and wrong. Lastly, the learning goal is to enhance the existing knowledge to make the
students more valuable. These five learning goals are beneficial in establishing the integrative
literacy to minimise the gaps and make educational reforms transparent. This supports in
building better relations between the children and their families with teachers and counsellors.
Brief outline of how students are to be assessed
The program has been outlined to make the students aware about the aims and scope of
studying this module. It would help in shaping their cognitive abilities and enhance their existing
skills set with empowering them with gaining knowledge about principles, scientific reasoning
and practical learning. Herein, self assessment is adopted to make them responsible for the
actions and also boost their confidence in engaging the meta cognitive thinking to make the
learning interesting and practical based. Another used is formative assessments where the focus
is on adopting the teaching methods easily. It would help in gaining insights about a student's
capacities and abilities. These assessments would be assigned to know about the shortcomings or
challenges that act as obstacles and delayed the entire module's classes.
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Brief outline of variety key pedagogical approaches
Pedagogy purpose is to encourage the instructional approach that is prevalent in teaching
and is useful for active learning and students engagement. There are several pedagogical
approaches that might be handy while taking the route towards the learner centred pedagogy for
fulfilling the educational goals to introduce the strategic planning while giving knowledge to the
students (Mirriahi, Alonzo and Fox, 2015). As said by (Freire, 1972) the pedagogy of teacher
student contradiction involves attitude and practices. The teacher teaches and students are taught,
teacher knows everything and student know nothing, etc. Moreover, collaborative approaches is
one of them to be implemented and alongside, inquiry based approach and integrative approach
are also applicable. The effectiveness is dependent on the teacher and the associated qualification
and knowledge to impart education about the title “stars and the solar system”. The emphasis is
on making use of such approaches to improve cooperation among the students. It also brings
inquiry attribute to take questions and answers the queries to address it properly and maintain
something new about the possibilities and new techniques. This helps in cooperative learning and
managing the behavioural aspects.
SECTION B
Provide a justification for the curriculum program and assessment processes outlined above
This program is chosen because it will help students to gain knowledge about the overall
universe. In this the entire history of stars and solar system with evolution till now will be
explained. It will show them that how stars evolved and what were the major evolution occurred
within galaxy due to which solar system was formed. However, the curriculum program will
contain many other things and materials related to topic. It will be expanded in wide area
including various examples and things related to it.
The curriculum program is stared to focus on qualification and socialization of students
related to physical science and technology. It will help students in their qualification and
socialising with others subjectification (Biesta, 2015). It will help in creating an environment
through which students are able to gain knowledge of nature and universe. They will understand
surrounding environment and how it is been developed. The students will learn nature of
universe that includes planets, meteors, etc. and how it is changing (Goode, Hegarty and Levy,
2018). Besides this, it will reflect on how things are changing in present times. Moreover, the
student will get to know history of universe. Therefore, by developing interest among their
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critical thinking skills can be improved. However, they concept and logic behind universe can be
explained to them. They will learn about how stars are formed and what is their role in universe.
Beside this, study can include astronomy, natural objects, etc. there are many other things related
to it as well. These all are covered in it.
The curriculum program is emphasizing on imparting education about role and
significance of stars and the solar system on the evolution of human race. It is underpinning the
various aspects of the conceptual frameworks that has an impact on the earth's atmosphere.
Teachers are making use of traditional methods which are obsolete now and must be replaced
using the digital tools for making the practical learning as one of the effective educational
ideology. The justification involves wide range of tools, techniques and methods to make the
program successful which is conducted for six weeks. The focus is to develop and promote
scientific temperament on the young minds of children studying in Grade 12 at high school
levels.
The aim is to create an inclusive surrounding to provide a platform of holistic thinking in
understanding the several components and is made easier through structured module. Such
modules give students a platform in asking their doubts, queries and questions. It also aids in
creating a bridge between the teachers and students that encourage open communications and
minimising the gaps between them. Alongside, the assessments such as self assessment and
formative assessments are beneficial in making the typical examples and complicated theories
simplified for the students (Leppink and Duvivier, 2016). It helps in establishing the cognitive
thinking and promotion of innovative ideas among the set of students in the module to maintain
the major aim of conducting this module. Thus, it leads the foundation of practical learning with
the help of digital platforms to give the students more clarity and transparency and no scope of
any doubts.
Outline the value of the approaches in relation to the society
The approaches used here in this module are based on creating an inclusive environment
where there is need of only knowledge and scientific thinking. Herein, the sorts of people
included has the chance to experience one time opportunity about the space, solar system,
movement and other geographical key features (Kelly, 2009). This module included about
collaborative, inquiry based approach and integrative approaches to make the teachers realise the
importance of practical based learning to maintain the environment on a two way communication
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channels. It also avoids any delays or assist in overcoming the challenges or difficulties to make
the teacher and student relationship with clarity and reliability. Furthermore, the focus is on
creating a more sustainable society where there is scientific reasoning and intelligence quotient
and is only possible through the path of education. In regard to the above, it gives a more feasible
understanding of involved skills and adoption of strategies that help in using the approaches.
Such approaches only promote the use of digital tools with an application of forward thinking
perspectives to bring static changes in the society and explore the in depth understanding
required to solve the mysterious changes that has seen while studying about it. Thus, it leads top
proper preparation of group of instruction to impart solution centric learning method.
The cultural approach contains some conflicting elements. This is because it relies on
pluralism, creativity that direct teacher to make adapt a neural and less engaged concept. It
appears that the characteristics results in conflict (Walker and Soltis, 2004). This may find
dilemmatic expression in teacher attitude towards ideological involvement. But my ideology is
based on practical learning. This means that what I see I learn from it. This enables me to analyse
things in depth and try to do it practically. The ideology is socialism one as it is based on people
that are socially characterized by beliefs. It allows similar values and beliefs of people to learn
and gain knowledge. As a teacher I also learned things through this. It was easy for me to learn
various things and gain knowledge. Besides this, when I engaged with same beliefs of people it
was easy for me to implement practically. The ideology focused on grouping of people who
possess similar characteristics. Hence, the idea gave me platform to analyze values that how it
can be integrated.
So, I agree with the fact that traditional way of teaching is also better. Earlier students were
given teaching separately. They were not social with each other. But in present times it is
necessary to be socially involved. Here, groups or people with same beliefs and value must be
taught same thing. By this curriculum I will be able to provide practical knowledge of solar
system. I want to make student a better asset. This ideology will help me to transform traditional
way of teaching. Moreover, I want to change attitude of student towards digital approach. It
enables them to gain knowledge and implement it practically. In addition to it, by using digital
media and platform it will be easy to teach (Dewey, 1986). It will contain images, graphics, etc.
by which learning can be improved. Students can be engaged in effective way. With help of it,
they can gain knowledge and also get an idea on how to practically use that. They must be given
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teaching on basis of modern approach. It will support in improving their critical skills and
knowledge. By changing their perception about ideology an effective learning environment can
be developed.
As a teacher I think that it is necessary to give students lesions about solar system and
how it relates with Earth. Also, by this it will be easy for them to know how solar system was
created and earth evolved. The main idea or logic behind this is to engage students with things
they do not know. However, I understand that it is necessary to know how universe evolved and
what major changes occurred in it. I believe that student must know how stars, planets, etc. are
made of and how they can use this knowledge.
I believe that the main role of teacher is to provide education to students. So, the value of
teacher is very important in society. The overall social growth depends on teacher. Thus, as a
teacher I can provide knowledge. By socialism I will attract students who prefer similar interest.
Moreover, by engaging with students I will teach that how they can implement this in practical
way. Furthermore, I will evaluate is there any benefit is digital era of this unit. I will also teach
the logic and physics behind solar system. For example, for star I will teach them concept of
gravity as well. Therefore, all major elements and areas will be covered by me. I will not only
focus on specific thing but will explain unit in broader way. Moreover, if there are some areas
included in topic then I will also focus on them. It will support me in giving better and effective
teaching to students. They will know the logic behind physical science I will also show them
with models and 3 D pictures of solar system (Brooman, Darwent and Pimor, 2015). This can
be easy for me to observe that how socialism ideology is preferred and to what extent it benefits
in providing effective teaching.
I will include some reading materials in my teaching. In sociology ideology i will provide
knowledge to student on how solar system evolved. I will give some presentation and theoretical
knowledge about this unit. The other materials that I will include is history of solar system with
some scientist beliefs and opinions. With help of it I will teach students. But firstly it is
important that I include things that are related to topic. In order to create positive learning
environment I will engage with them. As this unit is related to physical science I require many
extra materials to show facts to students. Teaching by using materials such as images, facts, etc.
of every area and chapter will assist in giving a better understanding about physical science.
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Thus, it is stated that teaching physical science in students will enable them to learn
nature and universe. They will get a clear concept about solar system and how it was evolved.
There is need to improve knowledge on solar system and stars within students.
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REFERENCES
Books and Journals
Biesta, G., 2015. What is education for? On good education, teacher judgement, and educational
professionalism. European Journal of Education, 50(1), pp.75-87.
Brooman, S., Darwent, S. and Pimor, A., 2015. The student voice in higher education curriculum
design: is there value in listening?. Innovations in Education and Teaching
International, 52(6), pp.663-674.
Dewey, J., 1986, September. Experience and education. In The Educational Forum (Vol. 50, No.
3, pp. 241-252). Taylor & Francis Group.
Freire, P., 1972. Pedagogy of the Oppressed. 1968. Trans. Myra Bergman Ramos. New York:
Herder.
Goode, C.A., Hegarty, B. and Levy, C., 2018. Collaborative Curriculum Design and the Impact
on Organisational Culture. TechTrends, 62(4), pp.393-402.
Kelly, A.V., 2009. The curriculum: Theory and practice. Sage.
Law, J.K. and et.al., 2018. Student use and perceptions of mobile technology in clinical
clerkships–Guidance for curriculum design. The American Journal of Surgery, 215(1),
pp.196-199.
Leppink, J. and Duvivier, R., 2016. Twelve tips for medical curriculum design from a cognitive
load theory perspective. Medical teacher, 38(7), pp.669-674.
Mirriahi, N., Alonzo, D. and Fox, B., 2015. A blended learning framework for curriculum design
and professional development. Research in Learning Technology, 23.
Pareja Roblin, N. and et.al., 2015. Shifts in funding for science curriculum design and their
(unintended) consequences.
Relf, B. and et.al., 2017. Lighting the path (way): articulating curriculum design principles for
open access enabling programs.
Romiszowski, A.J., 2016. Designing instructional systems: Decision making in course planning
and curriculum design. Routledge.
Thombs, D.R., 2018. Rethinking Environmentally Responsible Behavior and Curriculum Design
for a Local Maine High School.
Walker, D.F. and Soltis, J.F., 2004. Curriculum and aims. Teachers College Press.
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