Abstract
This paper presents Event based Pedagogy (EBP) KS model, a whole-school approach to curriculum integration in one of the schools in the Maldives. The research associated with this model is funded by Faculty of Education, Monash University, Australia. Maldives implemented their new curriculum in 2014 in collaboration with Cambridge University Press (National Institute of Education, 2014). However, according to a study by The Maldives National University (MNU) indicated very serious concerns regarding implementing the curriculum appropriately. Some of these concerns include; lack of adequate resources, low confidence of the school staff, lack of parental
involvement, inconsistent practices, failure of incorporate all the key competencies and inability to exercise the flexibility within the curriculum (MNU, 2016). Therefore, based on current research findings a whole-school integration model called Event Based Pedagogy (EBP) Kinbidhoo School (KS) Model was conceptualised. This model is based on the idea that "learning is adoption of meanings learned through mediation and practices individuals face in their environment while learning to participate in joint activities" (Vygotsky, 1930, 1978). The implications suggest that learning outcomes from different learning areas should be integrated to create events where learning outcomes are achieved through a series of activities. The evidence from the pilot project suggests; teachers are more confident with curriculum expectations and are able to utilise available resources, parents are more willing to involve, all the key learning areas are incorporated, there is more flexibility in learning and the practices around implementing the curriculum are more consistent and coherent.
involvement, inconsistent practices, failure of incorporate all the key competencies and inability to exercise the flexibility within the curriculum (MNU, 2016). Therefore, based on current research findings a whole-school integration model called Event Based Pedagogy (EBP) Kinbidhoo School (KS) Model was conceptualised. This model is based on the idea that "learning is adoption of meanings learned through mediation and practices individuals face in their environment while learning to participate in joint activities" (Vygotsky, 1930, 1978). The implications suggest that learning outcomes from different learning areas should be integrated to create events where learning outcomes are achieved through a series of activities. The evidence from the pilot project suggests; teachers are more confident with curriculum expectations and are able to utilise available resources, parents are more willing to involve, all the key learning areas are incorporated, there is more flexibility in learning and the practices around implementing the curriculum are more consistent and coherent.
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - 2018 |
| Event | European Conference on Education 2018 - The Jurys Inn, Brighton, United Kingdom Duration: 29 Jun 2018 → 1 Jul 2018 https://ece.iafor.org/ece2018/ https://papers.iafor.org/proceedings/conference-proceedings-ece2018/ (Proceedings) |
Conference
| Conference | European Conference on Education 2018 |
|---|---|
| Abbreviated title | ECE 2018 |
| Country/Territory | United Kingdom |
| City | Brighton |
| Period | 29/06/18 → 1/07/18 |
| Internet address |