Aligning Elementary School to Middle School Curriculum Essay

There has been an upsurge in political program coalescence actions among educational institutions in an attempt to reinforce the efficiency and force of book of instructions and assessment programs (fenland & Willis, 2003). The take aim to eliminate the differences in both eruditeness and direction has compelled leadership in educational settings to examine the concepts and skills taught in educational institutions (Marsh & Willis, 2003). Also, the No Child Left Behind (NCLB) program of 2002 justifies the signifi supportce of course of instruction coalescency activities (Clarke, Kayona, Ruebling & Stow, 2006).In curriculum development, on that point are three essential areas that need great considerations. One, the curriculum document needs to give direction, focus, and accountability in the nurture environment. (Clarke, Kayona, Ruebling & Stow, 2006). Two, the curriculum document should be revised on a regular basis by at least two educational leaders and three tamech ild outcomes that recognize what the learners acquire prior to offset should align with the standards set by the secernate.According to Clarke, Kayona, Ruebling & Stow, (2006) many educational institutions contrive non yet compoundd successfully the essentials standards within their curriculum nor maintained a written document to guide instruction. Again, the authorised role of leaders in educational setting to develop and implement curriculum is unambiguous with the coalescence of taught, written and well-tried curriculum. Clarke, Kayona, Ruebling & Stow, 2006) also affirms that the lack of curriculum coalescence can result to lower achievement where educators t each(prenominal) contents that is non part of the curriculum document and nor is it part of assessment material.This dissertation provide analyze the curriculum spokesperson and alignment between uncomplicated teach and midway nurture brformer(a)ly studies, specific tot wholeyy, fourth and seventh grade. I nclusive of this dissertation ordain be a picture to improve curriculum articulation and alignment between main(a) school and mettle school societal studies as wellspring as improve the pedantic betterment of school-age child and the consistency of the curriculum. Summary of Original Analysis The curriculum for the North Dakota surgical incision of humankind bid is a standards-based design that lays emphasis on the students ability.The curriculum is divided by heart-to-heart, grade level and standard. It explains the bosom contents for each subject with proficiency descriptors. The curriculum document is applicable to the mission of the North Dakota Department of Public Instruction as well as the objectives for the subjects. The Social Studies curriculum document for North Dakota Department of Public Instruction has five major themes for both elementary school and middle school as well as benchmark expectations in each category. The main ideas and academic expectation s are the same for both schools.The design of subject matter for adjoining educational stages includes concepts, skills, understandings, and the core content useful in assessment. The curriculum documents of North Dakota Department of Public Instruction for the elementary and middle school comprise upright piano alignment between the adjoining educational levels. The concepts, skills and understandings become more complicated amid the two educational levels. Therefore, learners should understand the concepts and skills of the elementary school before acquisition the concepts and skills of middle school.The concentration of the elementary school is narrower than that of middle school. The curriculum documents of both elementary and middle school do not exhibit horizontal alignment. Improvement of curriculum alignment, student proficiency and curriculum consistency Curriculum alignment is necessary to guarantee concord between the curriculums intentions and the instruction of the curriculum by exam what is taught. In effect, there is little or no space left field for differences in curriculum implementation.The educational leaders thereafter, assess educators by the academic degree in which the learners meet the set standards through standardized examination (Marsh & Willis, 2003). The vertical alignment links subjects that express a relationship and a ill-tempered order and then match the curriculum to the particular order. In this, students volition gain vital knowledge prior to the next subject. The alignment process in material reinforcement and flings teachers knowledge in relation to students ability.In addition, Melvin (2007 notes that vertical alignment enhances tuition for students as well as confabulation between teachers at various educational levels. Horizontal alignment transversally brings together curriculum objectives between subjects. Horizontal alignment benefits learners in that acquisition transmits to new situation where studen ts realize the significance of the knowledge gained (Wraga, 1999). The social studies curriculum within the North Dakota Department of Public Instruction between elementary and middle school, puts emphasis on standards and outlines objectives needed by students to learn.So as to improve curriculum alignment, it is necessary for curriculum at adjoining educational levels to lay emphasis on these objectives at every appropriate concomitant but not only within a particular grade. Glatthorns (1999) suggests it is important that the curriculum contain objectives for constant development, which can center on learning as well as testing when probable. Again, the curriculum should include enhancement building blocks for all learners. Educators can then assess the standards and align the taught, written and well-tried curriculum.By gathering the acknowledged state standards and applying resourcefulness, tutors can develop unit which, will be bear oning to the students. Teachers flexibil ity can also be put in play where the curriculum can be familiarised to meet the requirements and capability of the learners. In this strategy, educators align the written curriculum with the tested curriculum and the taught curriculum with the written one. As they implement the curriculum, In addition, teachers can include objectives for on exit development and enhancement units.This process will renounce learners to achieve high up grades on tests while the ongoing students will stand units of study that are plenary and thus will get their interest (Glatthorn, 1999). The North Dakota Department of Public Instruction maintains a standards-based curriculum that contains make of fundamental details and abilities at the lower end of Blooms Taxonomy, with no intention for connecting the fundamental details into more important outcomes of learning.Marsh and Willis (2003) contends that the progression that has been mandated by state would then be trussed by practical and fundamental knowledge with minimal consideration of lasting learning competency that is necessary to life as well as other areas of learning. A curriculum that lays out the necessity to address all students and concentrates on cognition development at a higher-level whilst keeping the standards-based curriculum is the some suitable to put into practice for the two adjoining educational stages (Wraga, 1999).A feature curriculum that is integrated, inclusive and student centered with holistic and multicultural aspects will enhance curriculum alignment both horizontally and vertically. In addition, this kind of curriculum will enhance learners academic progression and assist in curriculum consistency. Wraga (1999) admits that the standards-based curriculum must contain curriculum alignment of a larger curriculum that ensures lifelong learning.A curriculum that contains intrapersonal value encourages the learners to discuss learning and associate in relation to the learners life. Teaching and n urturing social skills through the curriculum allows cooperation of learners with other individuals, builds conflict resolution skills, and assists in team up building. The curriculum within the North Dakota Department of Public Instruction shall integrate multicultural aspect so as to align the curriculum with the instantlys society. Learners will get to value diverse culture and as a result develop communication among cultures.An all grade inclusive curriculum which is also adaptive is valuable to all learners it will offer equal learning opportunities to students with disabilities as well as allow all students to embrace diversity among individuals. A student-centered curriculum focuses on the learners but not the curriculum materials, content to be covered or written goals. When there is implementation of a standards-based curriculum in association with a combined curriculum and high-stakes testing, students are assured of lineament education.Layton & Lock (2007) asserts that student assessments are vital and in an effort to assist in academic progression of student educators should build tests that assess student learning correctly and countersink tests for the at-risk learners. Educators can unearth better ways of evaluating test results so as to identify learning needs of students and revise instruction. In addition this plan integrates authentic assessment. Authentic assessment demands the relevance and integration of skills vital to assoil complicated problems and allows enhanced substantiation of the students ability to prosper in all situations.Learners have a chance to explain themselves allowing teachers to better understand the learning process and get instant feedback for learners. Furthermore, the application of authentic assessment sets up teacher collaboration and collegiality as well as expands the reflection and doubt by the teacher. Conclusion Curriculum alignment involves matching a curriculums content to the use of tests so as to a ssess the learning of student (Marsh & Willis, 2003). Curriculum alignment calls for educational institutions to ensure consistence in the objectives, guides, textbooks, and tests that make up the curriculum (Marsh & Willis, 2003).Leaders in educational settings pay off academic achievement through standard testing as a means to find out what happens in schools. Institutions of education emphasize effectiveness through increasing academic achievement where they term decline in academic achievement as a problem in the quality of the curriculum. Thus, aligning the intended curriculum with the taught curriculum seems to resolve this problem (Marsh & Willis, 2003). By integrating the previous aspects into the North Dakota Department of Public Instruction curriculum, a more significant learning experience can be achieved by both educators and students.Lastly, curriculum alignment will be seen, student academic progression as well as curriculum consistency will improve (Marsh & Willis, 2 003). References Alexson, R. G. & Kemnitz, C. P. 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