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Curriculum Mutters is, for me, a long overdue publication. Its genesis is due to the thinking of our colleagues in the Ministry of Education who wanted to encourage debate about curriculum, in particular with the current review of curriculum, and those at the New Zealand Council for Educational Research who recognised the need for such a publication. Both groups knew that many papers were being prepared for the Ministry and that these could be modified for more general circulation. The Ministry agreed to contribute to some of the production costs in the initial years while the publication was being established. It was with pleasure that I accepted the invitation to edit Curriculum Mutters, as I also felt there was a need for more debate on curriculum, and my pleasure has continued as I found many contributors very willing to share their ideas. While each of us has our own ideas about curriculum, I am confident this journal will raise issues we have not all considered, that will stimulate further thinking about curriculum in schools, early childhood services, and other areas of education, and will become a resource for the further study of curriculum theory and practice. However, curriculum matters are not merely subjects for academic study; they are central to the making of educational policy at government, institutional, and classroom levels. The curriculum determines what is taught and emphasised, and sometimes how it is taught. Indeed, one matter of interest to me is how a curriculum document might best serve these dual and sometimes competing purposes--representing government policy and guiding teachers. My aim in this editorial is to raise two matters--the purposes of education that underpin curriculum, and the related development processes. This is intended to complement the \work of other contributors who are considering more specific aspects of curriculum. Before starting on these two foci, it is germane to consider what is meant by the word curriculum. Most of my work has been in mathematics education. From that perspective my first inclination is to define terms--however, defining curriculum is difficult. Different people working in different contexts construct different meanings for the word, and many think of a particular form of curriculum as the total curriculum (for example, national curriculum, textbooks, school scheme, lesson plans, taught curriculum, learnt curriculum, or assessed curriculum). One definition that covers most of these forms is all planning for the classroom, though this leads to a discussion about whether the curriculum should focus only on what is to be taught, or also on how such topics are to he taught. In using the word planning in my definition, I am reminded of what Davis (1996, p. 273) wrote: ... an enacted curriculum is one that should be planned, but not predetermined. It involves a complex weaving of intended and chance happenings, of deliberate and accidental actions. At times the teaching is based on careful analysis and thoughtful decision: more often it is simply a consequence of the way the teacher stands in the world. Curriculum exists in both educational and societal environments, but the aspirations within such environments are not always well summarised by the aims of education; sometimes a broader paradigmatic statement can better serve this purpose. Beeby (1986) described these statements as "educational myths". He said: ... educational myths, if they are deep-rooted in the community from which they spring, are the very means by which an educational system matures. A myth is far more than a temporary view of 'reality'. It embodies ideals and aspirations ... And, if myths stimulate us to alter 'reality, the consequent practical changes then lead us to adopt new myths. (p. xvi) Within New Zealand education Beeby described the pre-1920 myth as "survival of the fittest", the period 1920-1935 as representing the movement from the survival of the fittest to "progressive" education, an(] the myth for the 1935-1965 era as being "equality of opportunity". …

Science in schooling has for the first time been recently considered as a verified whole for the 10 or 12 of its compulsory years, rather than for a limited sector of schooling or for a particular group of students. This has also been occurring as part of a wider review and plan for the whole curriculum of schooling. A framework has been provided consisting of a matrix of strands of intended content for learning across a number of levels approximating the years of schooling. There is a sense and expectation of continuous progression in the learning of science. Earlier notions of progression in science curricula are explored and compared with what has now appeared in the national curricula in England and Wales, New Zealand and Australia. The notions of curriculum opportunity and curriculum purpose for science education are introduced as factors that would lead to a shift in the sense of progression from a focus on Science itself to an emphasis on the learners' changing need of Science as they progress through the years of schooling.

The purpose of this study was to analyze two subject competencies (practical problem-solving capability and independent life capability) reflected in the activity tasks included in the ‘home life and safety’ area of 12 middle school technology-home economics textbooks in accordance with the 2015 revised curriculum. The analysis criteria were sub-elements of two subject competencies. Seven sub-elements were derived from each competency. Frequency analysis was performed to determine how often the sub-elements were reflected in the activity tasks. The results were as follows. First, with regard to the sub-elements of ‘practical problem-solving capability’, ‘value judgment’ was reflected most frequently in the activity tasks followed by ‘exemplification of solution’, ‘logical thinking’, ‘critical thinking’, ‘decision-making’, ‘practical reasoning’, and ‘evaluation of solutions’. Secondly, the sub-elements of ‘independent life capability’ were unevenly distributed in the activity tasks. The ‘capability to perform conscious living’ was reflected most frequently followed by ‘development and self-identity’, ‘time, money, and leisure management’, and ‘reasonable consumption and resource utilization’. For teachers wanting to teach activity-oriented classes and student participatory classes, the results pinpoint the materials necessary to develop learners’ subject competencies by using textbooks from different publishing companies.

Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools. The resulting guides detail how schools might take a ‘whole school approach’ to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes.

This paper will explore the key findings identified in the five arts discipline-specific papers which comprise this special theme issue. Each of the participant researchers have situated Dance, Drama, Media Arts, Music and Visual Arts within the context of the Australian Curriculum: The Arts and what they characterise as its social justice imperatives. A narrative phenomenological approach has been adopted to enable the participant researchers to socially co-construct an analysis of their experiences working with the Australian Curriculum: The Arts including challenges, implications and the future for their respective discipline areas and the Arts overall. The three key themes from these collective voices revealed a quality arts education is an entitlement for every child and young person; the Arts provide important opportunities for children and young people from diverse backgrounds and cultures to demonstrate their learning, express themselves and participate; and arts educators and the Arts industry need to work together to strengthen community understanding about the value of the Arts in education. This process provided important insights into how exposure and engagement with the Arts shape the ways in which children and young people make meaning in their lives, enhance their overall wellbeing, increase their sense of social responsibility and contribute to a socially-just society.

This paper explores the role of the Senior Project Officer: The Arts for the Australian Curriculum Assessment Reporting Authority (ACARA) in facilitating the writing of the foundation Shape of the Australian Curriculum: The Arts (2011) paper for the national curriculum, with a particular focus on the discipline area of music. The collaboration between the five arts specialists was underpinned by an acknowledgement that each Australian student was entitled to a high-quality arts education involving each of the five arts forms of Dance, Drama, Media Arts, Music and Visual Arts. As it was for the other arts forms, the music curriculum needed to cater simultaneously for music specialists, primary generalist teachers and secondary teachers across a variety of school contexts. This balancing act was further problematised by that fact that each of the States and Territories adhered to particular approaches to music education that were often incompatible. The researchers have used a Collaborative Autoethnography approach (CAE) to explore the Senior Project Officer’s experiences with the arts, particularly music at school, and her later involvement in the arts through her professional career with a focus on the role of the Senior Project Officer: The Arts. Two major themes emerged from the CAE: the impact of schooling experiences and diversity in pedagogical approaches. These themes highlighted the social justice principles of equity and accessibility which underpin the Australian Curriculum: The Arts.

This paper examines the personal and professional experiences of the five arts leaders who co-wrote the foundation document for Australia’s first national curriculum in the Arts. Their personal and professional backgrounds, which were explored during in depth interviews, drove the complex collaborative process that informed the first iteration of the Australian Curriculum: The Arts. Though each couched their responses in the context of their background and arts discipline, they shared an awareness of the important role of the Arts in providing the analytical tools for children and young people to identify and subsequently challenge social injustice. The findings, which are presented as a group narrative using a Narrative Inquiry approach, reveal how the five arts leaders’ individual lived experience, disciplinary experience and expertise, and commitment to collaborative leadership informed their approach. It was one driven by their shared belief that all Australian students, regardless of their background, are entitled to a quality arts education. Refereed/Peer-reviewed

This text correlates the researches focused on the analysis of the relationship between Physical Education in School and Cross-cutting Themes, with the aim of understanding the importance of this relationship, seeking a dialogue between the discipline and the reality of the school community in a significant way in the process of critical development of students. Four field research papers that related school physical education to cross-cutting themes were selected, as well as official documents such as the Law of Guidelines and bases of Education, National Curriculum Parameters and the Common National Curriculum Base to compose the background of the arguments of this work. In view of the discussions presented, it is concluded that Physical Education must emerge for society as a curricular discipline that deals with the body in its various manifestations and not only in its sporting procedural approach. For this the adherence of the Cross-cutting Themes inserted into the curriculum to contextualize it and problematizes it, it can be an important step for the discipline to get out of the bonds of an alienating sportive practice.

Ten years have passed since the first meetings of Arts advisors to start identifying the priorities and approaches that the Arts may take when formalised into a national curriculum structure. Now the time has come for reviewing the past to inform the future. Now is the time for reviewing, interrogating and challenging the Australian Curriculum: The Arts for a socially just world. The purpose of this paper is to focus on the process of positioning Visual Arts in the curriculum and the role of Visual Arts to meet social justice imperatives. The paper presents a critical discussion of the Arts and a critical consideration of my role in the writing of the shaping papers. This approach allows an identification of some highlights and challenges along the way. The more philosophical part of the discussion addresses the politics of curriculum and the politics of knowledge through Visual Arts, as it situates the underpinning principles of aesthetics and meaning-making through the Arts. The paper shows how acts of hospitality disrupt practices of domination and marginalisation; and how such acts activate ethical practices of social justice in the Arts, and Visual Arts in particular. The paper claims that Visual Arts as a learning area has a potent role in reflecting and shaping attitudes to social justice, and that education in Visual Arts may contribute to authenticating and legitimising one’s place in the world based upon credible ethical foundations.

As Novas Diretrizes Curriculares Nacionais dos cursos de graduação em Educação Física (DCNEF) /Brasil, de 2018, propõem um ordenamento dos conhecimentos acerca do lazer nessa área específica. O presente trabalho tem como objetivo analisar o trato do lazer nessas novas diretrizes e nas anteriores, de 2004, com a finalidade de identificar e refletir sobre o atual direcionamento acerca do lazer no contexto da formação profissional em Educação Física. A pesquisa é descritiva e documental e de natureza qualitativa. Como resultado destaca-se que há uma falta de abordagem sobre a temática do lazer nas novas diretrizes, principalmente na Etapa Comum e na Formação Específica na modalidade Educação Física – Licenciatura. Entende-se ainda que é fundamental um amplo debate sobre o novo documento para que não seja minimizada a importância do tratamento pedagógico do lazer na formação do professor de Educação Física.

The present article aims at understanding, based on bibliographic research, the challenges and possibilities of the art studio in Early Childhood Education and its contribution to development, inspired on the pedagogic approach of Reggio Emilia (IT). Of exploratory objective, basic nature and qualitative approach, this research had as technique the documentation. It can be highlighted that the approach of Reggio Emilia, in concerns art, approximates what the National Curriculum Guidelines for Early Childhood Education (2010), the Common National Curriculum Base (2018) and the Curriculum Base of the municipality of Palhoca (2019) present and orient regarding art in childhood education institutions. Furthermore, it can be concluded that the studio contributes to a great extent to pedagogic practices with art, and its possibilities are not constricted to this space, what makes it possible to take as reference and inspiration the approach of Reggio Emilia to the reality of Brazilian early childhood education institutions.

O presente trabalho busca discutir as contribuições acerca da Teoria da Enunciação, proposta por Émile Benveniste para o ensino da Língua Portuguesa, segundo as diretrizes dos Parâmetros Curriculares Nacionais– PCN, de forma a analisar as proposições de Benveniste em contraponto ao método de tratamento da língua pelas instituições de ensino básico. Desse modo, Benveniste postula que é por meio da linguagem que o homem se insere na sociedade, de maneira que é, também, pela interação cultural que os rudimentos de uma língua são aprendidos. Logo, nota-se que, majoritariamente, os PCN priorizam o ensino da Língua Portuguesa em sua norma-padrão, excluindo variantes da língua coloquial, as quais são absorvidas no falar cotidiano de um determinado grupo. Para tanto, são utilizadas obras de autores como Marcos Bagno, Roxane Rojo entre outros, a fim de verificar o tratamento do ensino das normas da Língua Portuguesa, em detrimento às particularidades de cada indivíduo, o que pode ser observado no diálogo com recortes da teoria de Benveniste. Destarte, a pesquisa possui caráter bibliográfico e analítico, à medida que são estudados excertos de textos dos autores supracitados, com o fito de estabelecer uma análise aos PCN, junto à teoria linguística de Benveniste.

Este artigo objetiva investigar e compreender o governamento da infância voltado para a Educação Infantil por meio das definições propostas pela Base Nacional Comum Curricular. Justifica-se este estudo por entender tal documento normativo como orientador para uma formação massificante e predefinida em etapas que regulam a ação docente. Metodologicamente, esta pesquisa caracteriza-se como pensada no campo das Ciências Humanas, sendo de abordagem qualitativa, dialogando com: Foucault, 2008, 2010), Bujes (2002), Veiga-Neto e Saraiva (2011). Foi realizada uma análise documental, tomando como material analítico a Lei de Diretrizes e Bases; as Diretrizes Curriculares Nacionais para a Educação Infantil, mas primordialmente a Base Nacional Comum Curricular, no tocante à Educação Infantil. Análises dos documentos demonstram um retorno a antigas concepções preparatórias da Educação Infantil para o Ensino Fundamental, desconsiderando os processos regionais e culturais vividos por múltiplas infâncias.

Actualmente se observan diferentes actitudes, comportamientos e interacciones en el ámbito familiar, educativo, sociocultural, económico y político, producto del saber, del pensar y del sentir, que son poco alentadoras para una sociedad justa y democrática. Asimismo, la variedad de información poco objetiva ejerce gran influencia, en personas que indudablemente necesitan mejorar su capacidad de pensar. El presente artículo señala que el pensamiento crítico debe ser abordado desde las instituciones educativas y desde la labor docente, mediante una investigación responsable, revisión documental y diseño de programas pertinentes que faciliten la implementación de prácticas pedagógicas innovadoras con sustento científico y empírico para la apropiación crítica y reflexiva del pensamiento en los estudiantes. La propuesta educativa más pertinente para desarrollar el pensamiento crítico es el enfoque por competencias de Tobón, enfoque en el cual se sustenta el Currículo Nacional de la Educación Básica, por ello, se sugiere que el pensamiento crítico debe ser considerado como competencia transversal al aprendizaje y a las áreas curriculares de las diferentes modalidades y niveles educativos; promoviendo el rol protagónico del estudiante y la responsabilidad del docente. El objetivo del presente artículo es generar la reflexión de los docentes en función al pensamiento crítico y su práctica pedagógica para que logren comprender la relevancia de implementar nuevas estrategias metodológicas que contribuyan a desarrollar, fortalecer y consolidar el pensamiento crítico, favoreciendo así la formación integral de los estudiantes

In this article I interact with the narratives of five Pākehā (European) secondary school teachers, who choose to teach Aotearoa New Zealand histories including about Te Tiriti o Waitangi at senior level (years 11–13). I highlight characteristics of the active stance adopted by participants towards teaching and learning the difficult histories of home, central to which are the effects of colonisation and Indigenous Māori–settler entanglements. Drawing on Sara Ahmed’s (2015) understanding of the key role played by emotion in shaping social and political attachments, I argue that emotional work was just as important as intellectual effort on the part of participants for helping form and fortify their stance. Subject knowledge and effective pedagogical skills are crucial, but neither transcend the affective realm, where teacher orientation toward the content itself can influence the quality of student engagement. To provide background context for participants’ narratives, I outline active elements in history education discourse featuring Pākehā positionality and the practice of ignorance in relation to school curricula and settler constructions of history. This study has implications for teacher professional development as schools prepare to respond to forthcoming changes in national curriculum policy making the study of New Zealand histories compulsory for primary and junior secondary students.

This article focuses on Chilean students from vulnerable school contexts facing a standard national curriculum. It offers insights into students’ voices, while uncovering what they want to learn an...

This paper examines caste bias in Odia language textbooks prescribed by the Government in middle schools in the State of Odisha, India. The analysis focuses on 10 textbooks for Social Science and Odia literature prescribed for Classes IV to VIII. The framework proposed by Sadker and Zittleman (2007) to study gender bias in educational material in the United States is contextualized for an application to Indian textbooks. Content analysis identified seven types of bias, with ‘invisibility’ bias being the most important form of bias. This first-ever systematic analysis of caste bias within curricular material in India brings to fore the exclusion of Scheduled Castes. The persistence of caste bias across textbooks is in direct violation of the recommendations of the National Curriculum Framework-2005 and systematically creates an illusion that Indian society is an equitable one. We suggest that there is a need for further evaluation of regional language school textbooks to assess the extent of bias in curricular material.

O artigo pretende apresentar contribuições do pensamento de Jean Piaget ao ensino de jornalismo. Enfoca-se a natureza ativa do educando na construção de conhecimento, conforme preconizado pelas Diretrizes Curriculares Nacionais (DCNs) para o curso de Jornalismo (MEC/ CNE, 2013), bem como a importância do conflito cognitivo, o valor do erro e do conhecimento sobre como se constrói a aprendizagem. Embora Piaget não tenha concebido uma metodologia pedagógica, adaptações, apropriações reflexões e novas teorizações acerca de preceitos de sua epistemologia genética podem oferecer abordagens para processos de ensino e de aprendizagem construtivistas. Neste ensaio, elabora-se um diálogo entre as DCNs e os modelos didáticos de inspiração piagetiana, propostos por Gruber e Vonèche (1977) e atualizados por Macedo (2012).

O trabalho pretende apresentar as experiências de ex-bolsistas e bolsista do Núcleo de Estudos Afro-Brasileiros-NEAB/UDESC em atividades extensionistas em diferentes operações no Núcleo Extensionista Rondon, nos anos 2011, 2013, 2018 e 2019. Objetivamos refletir sobre nossa percepção em relação às ações de extensão no âmbito universitário, as quais participamos, e relacioná-las com as oficinas realizadas no NER/UDESC. Dessa forma, refletir sobre as ações NEABianas relacionadas aos trabalhos que diz respeito à equidade racial e à visibilidade das culturas africanas e afro-brasileira, conforme a Lei Federal 10.639/03, em conformidade com as Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana (2004), enfatizando a importância destas ações na região de execução da Operação NER/UDESC. Nossa metodologia neste texto pauta-se numa reflexão crítica sobre as experiências vivenciadas pelas participantes nas operações indicadas. Os principais resultados e conclusões dizem respeito ao entendimento de que a extensão universitária é uma potente forma de construir e consolidar políticas públicas de democratização do conhecimento nas IES brasileiras, bem como da promoção da igualdade racial.

In 2015, England saw the introduction of a new GCSE English Language, as part of changes to the National Curriculum (NC). At the time, concerns about and protests against the proposed new GCSE English Literature were widely reported (Kennedy, 2014; Tickle, 2013), while the proposed new GCSE English Language attracted less popular attention and criticism. However, GCSE Results Day on the 22nd of August 2019 saw criticism about English Language taking centre stage (Andrews, 2019; Leedham, 2019). The main concerns are that: 1.the exams for GCSE English Language are too difficult for a significant number of students, without any real alternative English qualification on offer;2.students aged 16–19 who fail to achieve at least a Grade 4 (pass) are required to re-take their GCSE English Language;3.the repetitive, narrow focus of the GCSE English Language course itself means that significantly fewer students are taking up English Language at A level (Leedham, 2019; Whittaker, 2019).

O presente artigo apresenta uma revisão bibliográfica sistemática nas plataformas Capes, Eric e Scielo das pesquisas sobre produção audiovisual do gênero documentário com alunos e ênfase na autoria, protagonismo e autonomia dos estudantes durante a realização das obras. O artigo contextualiza, também, a importância de tais práticas a partir das competências gerais da Base Nacional Comum Curricular, da relevância do multiletramento (ROJO, 2009) e aponta para a potência de novas pesquisas sobre a produção de imagens no âmbito da convergência digital, da cultura participativa (JENKINS, 2009) e do estado de ubiquidades dos aparelhos (SANTAELLA, 2014) em sala de aula.

The article presents an overview of transversal competencies through the prism of physical education. The main component of the study was an analysis of the National Core Curriculum 2014 for Basic Education in Finland. Analyses of the curriculum began with a literature review on changes in the Finnish curriculum, especially transversal competencies. The next step was to concentrate on the curriculum and to identify how issues of physical education were solved. The problem method was used, including the study of documents concerning educational change. The article uses primary rather than secondary sources. In order to present physical education from a Finnish perspective, the following research questions were formulated: 1) What tasks are included in the curriculum? 2) What are the strengths of the physical education curriculum? 3) What role does the national curriculum play in the global success of Finnish education in the 21 st century? To sum up, the national curriculum plays a major role in the global success of Finnish physical education in the 21 st century and prepares global citizens who are able to live in the contemporary, globalised world.

In this article I explore a challenge identified by teachers involved in a recent research project on curriculum integration. Teachers described this challenge as how to balance the need to “cover” The New Zealand Curriculum with the need to support student agency. I describe how teachers saw this challenge, and the different ways they responded to it. I end by considering how our conceptions of knowledge might contribute to the ways in which we might think about and address this challenge.

Анотація. В освітніх рекомендаціях в Японії класифікація ігор з м’ячем ділиться на «гол-тип», «мережевий», «бейсбольний» тощо, і рекомендації фокусуються на «розумінні ігор». Однак результати не досягають інтелектуального «дедуктивного» рівня. Автор пропонує шлях для розуміння значущості процесу розвитку в конкурентній боротьбі, представляючи концептуальну схему, засновану на дослідженні теорії ігрової структури. Результати цього дослідження сприятимуть проведенню уроків фізичної культури, де можна створювати і грати «перед нами, тут і зараз». Для вирішення нових завдань Міністерство освіти, культури, спорту, науки та технологій Японії готує національну навчальну програму для шкіл та переглядає її приблизно раз на 10 років, починаючи з кінця Другої світової війни. Мета. Створення і впровадження в уроки фізичної культури ігрового методу. Результати. У навчальних рекомендаціях зміст, що розглядається в навчальній програмі з фізичного виховання, організований багатовекторно. При цьому, оскільки кількість навчальних годин, призначених для фізичного виховання, не перевищує кількості годин інших навчальних предметів протягом шкільного освітнього періоду, неможливо охопити всі види фізичної активності на уроках фізичної культури, та залучити тренера для кожного виду спорту. Незважаючи на це, ігри з видів спорту з подібними характеристиками згруповані разом, а деякі види беруться за прототип та практикуються в кожній групі. Ключові слова: ігри з м’ячем, адаптовані ігри, інтелектуальні спортивні ігри.

The key objective of the 2015 revised national curriculum in South Korea is nurturing transformative and creative convergence talent of students. Home economics teachers in South Korea have tried to shift the empirical-rational science-based home economics instruction into critical science perspective-based home economics instruction so that learners can develop these competencies. To help with this change, this study aimed to reveal the process of a teacher’s reflection to implement critical science perspective-based instruction and resolve the difficulties on the reasoning stage, which is a key course of the instruction. Action research as a qualitative research approach was conducted. For the analysis it employed materials such as instruction observation journals, teacher’s reflection journals, student interview records etc. The study revealed that it needed the teacher’s constant challenges and reflections on the thinking process for implementing critical science perspective-based instruction. Through the reflection, the teacher realized that she should break away from her teaching tendencies and her fixed ideas of pedagogy, which reflected the empirical-rational science-based perspective. Also, it found that the teacher should experience and get familiar with how to think at each stage of practical reasoning earlier than the students: Identifying concerns, understanding context of concerns, making and evaluating alternatives, setting valued ends, and making a judgment about action. Based on these findings, the proposals of developing teacher’s communities, teacher training, and a national home economics curriculum are suggested.

This essay explores the creativity and learning that can take place when students are given the opportunity to go beyond the GCSE set poems and create their own poetry anthologies. I argue that in ...

O artigo apresenta uma proposta de prática pedagógica para o ensino de arte com jogos digitais (games). Inicia com contextualização sobre o uso de mídias digitais na escola atual, já considerando o contexto da pandemia do COVID-19. Depois, apresenta os fundamentos teórico-metodológicos da proposta: como a BNCC incluiu os jogos digitais; a perspectiva da Cultura Visual; singularidades da mídia jogos digitais. Por fim, apresenta a proposta de prática de ensino de arte com games, voltada a alunos dos Anos Finais do Ensino Fundamental, enfocando objetos de conhecimento e habilidades das unidades Artes Visuais e Artes Integradas. A proposta abrange seis semanas letivas e inclui: objetivos e temas a serem trabalhados; procedimentos metodológicos e materiais da sequência didática; instrumentos e critérios de avaliação. Destaca-se que a proposta é um ponto de partida, não uma prescrição, e deve ser adaptada pelo/a docente tendo em vista cada contexto de ensino.

The aims of this study to find the process of formulating, implementation and evaluation of the curriculum strategy strategy for the International Islamic Boarding School Islamic education model at the Thursina IIBS Islamic Education Institute Malang Regency. The method in this study uses a qualitative approach, case study research with multi-site design, data collection techniques, namely: interviews, observations, and document studies, analysis techniques using single cases and cross-cases. The results of this study are: (1) Formulation of the curriculum development strategy of the International Islamic Boarding School model through the following stages: first, the input strategy: combining the Islamic boarding school curriculum, the national curriculum and the international curriculum namely the Coumbridge Curriculum, graduates from the International Islamic Boarding School (IIBS) will have a charter Coumbbrige, Second, process strategy: developing curriculum through language strengthening and self-development with global insight (enrichment and extension), third, output strategy: commitment to the quality of graduates who have an Islamic personality (morally excelent), globally minded (internationally minded) , and spirited leader (an inspiring leader). (2) Implementation of the strategy of developing Islamic education curriculum model International Islamic Boarding School (IIBS), implementation of the curriculum through the process of organizational culture and refocusing the organization and specialization class (Moslem scholar, entrepreneur, sciencepreneur, professional) (3) Evaluation of strategy development of Islamic education curriculum the International Islamic Boarding School model, the evaluation adapts to the standard curriculum blending the pesantren curriculum, national, and international, the evaluation is carried out holistically starting from the input, process, output, and outcome by involving all stakeholders in curriculum development.

Education services are meant for developing the cognitive capacities of all individuals, though this may vary with individuals given their variable genetic make-up. Early childhood education is one way in which children are developed for the future. This study sought to establish how early childhood education services were valued, made available and accessible to children in a developing country. Open-ended interviews and observations were the instruments used for data collection. Thematic analysis was the data analysis method used in this study. The findings of the study revealed that there were benefits in preschool education and that those learners who missed early childhood education were slow and took long to grasp concepts. The study also found that in the Kingdom of Eswatini not all children of early childhood going age go to school due to limited finances, poverty and sicknesses. The study concluded that privately-owned early childhood development centres are expensive and most parents could not afford the fees. The study recommended that the ministry should consider ECE and start funding preschool education and also provide a documented curriculum to ensure that children who attended preschool get the required skill as expected. The Ministry of Education needs to provide for ECE if they have to achieve their goal of providing equal and quality education to all Eswatini children. The ministry should be prepared to build more preschools, to at least see each primary school having a preschool owned by the government linked to it

For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.