CURRICULUM

inspired by

Mirella Stugient & Zofia Aktonorowicz

Our curriculum
❖ Curriculum of English
❖ Curriculum understood as arrangement of learning environment for
children
➢ learning environment = physical setting (locations, classroom, seating
arrangement, etc.), the culture of a class (characteristics, ethos, interaction
patterns, etc.), organisation of work by the teacher (groupings, activities,
technology, etc.)
❖ Integrated curriculum
❖ Hidden curriculum
Introduction

‘I hear and I forget. I see and I remember. I do and I

understand.’ - Confucius

‘Students are not empty mugs into which knowledge is

poured from the teacher’s jug. They are the makers of
meaning and knowledge.’ - constructivism, experiential learning
What’s worth knowing?
Our curriculum is inspired by the visit to Zielone Przedszkole in Warsaw -
kindergarten created on the basis of Scandinavian approach.

Also, we took into consideration some previous theories regarding the

process of education. We joined the experience of our educational
journey, theories by Piaget, Vygotsky, Bruner, Kolb, and Ausubel in order
to create our own curriculum.
“It is at the kindergarten in Targówek in
Warsaw that children will EXPERIENCE their
most beautiful adventures, they will
DISCOVER, EXPERIENCE and
INDEPENDENTLY EXPLORE the world
around them, including using modern
technologies. The concept of kindergarten also
assumes active COOPERATION with both
PARENTS, the local community, universities
and PARTNERS FROM ABROAD.” - Zielone
Przedszkole website
When does the learning take place?
● experiments, hands-on activities, “doing something” → learning happens
through experience
● variety of stimuli → students learn when they approach
things holistically (perception, experience, cognition)
● spiral curriculum → continuous revisitation of various
concepts, broadening the knowledge systematically
● making connections between the general, already
possessed knowledge and new information leads to
establishing misconceptions and changing them
● social learning, group/pair work → social interactions act as a stimulus for
learning, promote thinking, engagement
What is the role of the teacher?
We created the curriculum where the emphasis is on student learning.

Teacher is the facilitator and should help students by designing activities and
carrying them out in ways that offer each learner the chance to engage in the
manner that suits them best.

Also, teacher should take the students through the whole process of learning in
sequence. The teacher is responsible for creating the curriculum that suits best
their learners. The teacher tries to help students to stimulate the learning through
creating concept maps and providing the new material which is connected with
something that was before. In a way, teacher creates the spiral curriculum, but the
student discovers the material on his/her own.
What is the role of the teacher?
Educator can ask the following question to enhance student’s learning

● Did you notice...?

● Why did that happen?
● Does that happen in life?
● Why does that happen?
● How can you use that?

Teacher’s task is to organize teaching techniques to meet the students needs.

What is the role of the student?
● independent learning,

● thinking,

● discovering individual abilities, passions and interests,

● building a value system,

● work in a team following your own curiosity,

● developing faith in one's own abilities,

● living in harmony with nature,

● the use of modern technologies in a creative way.

What is the role of the student?

● Self-initiative, an "intention to learn" and an "active phase of learning"

● Learner's experience is the most important in the learning process.

● Active involvement

● One cannot learn by simply watching or reading about it, to learn effectively the
individual, team or organisation must actually do

● Vocabulary is very important to discuss with others.

● The learner makes comparisons between what they have done, reflect upon and
what they already know.
How is the school organised?
● school creates the possibilities for students to experience the world in the
classroom and outside it (in-class lessons, trips, visits to other places)
● classroom
○ a certain amount of free space that encourages active participation in “doing
things”
○ displays of students’ works, discussed topics
○ modern technology equipment
○ realia, manipulatives, books
● textbooks as aids, not the only basis for teaching-learning process
● active cooperation with parents - community building
Additional information/reflection
Learning is a process of integration.
Learning is more important than teaching.
The teacher frames the environment, offers a
starting point, suggests a direction and
invites the student into the learning process.
Schools are organizing extracurricular
activities to engage students in learning
beyond the classroom.
(Zielone Przedszkole - activities outside the
classroom, drama, gymnastics, horse riding,
English used everyday)
References
Zielone Przedszkole, http://www.zieloneprzedszkole.edu.pl/przedszkole/idea-i-program,

Sadullah D. , The Teacher’s Educational Leadership Roles According to Kolb’s Theory of Learning, Retrieved from:
http://www.idosi.org/hssj/hssj4(2)09/7.pdf

Kolb D. Experiential Learning Theory. Retrived from

https://weatherhead.case.edu/departments/organizational-behavior/workingPapers/WP-07-02.pdf

Cunningham Bob, Experiential Learning in Public Administration Education. Retrieved from

http://web.utk.edu/~bobc/document/experiential%20learning.pdf

Pritchard, A. & Woollard, J. (2010). Psychology for the classroom: Constructivism and social learning. Routledge: Abingdon,
UK.

Novak, J.D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional
hierarchies leading to empowerment of learners. Sci Ed, 86, 548-571. Retrieved from:
http://onlinelibrary.wiley.com/doi/10.1002/sce.10032/epdf

http://edglossary.org/learning-environment/