Primary School Curriculum Research Articles

265 Empowering teachers inWales to deliver CPR in the primary school curriculum

265 Empowering teachers inWales to deliver CPR in the primary school curriculum

Differences in Learning Indonesian Literature in the 2013 Curriculum and the Independence Curriculum in Junior High Schools in Indonesia

Before the Covid-19 pandemic, Indonesia had been implementing the 2013 curriculum for primary and secondary schools. However, in response to the pandemic’s impact, Indonesia later shifted to an independent curriculum for primary and secondary schools. This study aims to elucidate the differences in learning Indonesian literature between the 2013 curriculum and the independent curriculum in Indonesian Junior High Schools. The research adopts a qualitative descriptive approach, employing data collection techniques such as document analysis and interviews with informants. Method triangulation is used to ensure data validity. Data analysis comprises data reduction, data analysis, and data presentation. The findings of the study reveal that under the 2013 curriculum, learning Indonesian literature was structured through a learning implementation plan (RPP). This plan encompassed core competencies, basic competencies, competency achievement indicators, learning objectives, approaches, models, and learning methods, as well as learning media, resources, steps, and assessment methods. On the other hand, the independent curriculum utilized a learning module, incorporating learning outcomes, learning objectives, approaches, models, and learning methods, as well as learning media, resources, student profiles of Pancasila (Indonesia’s national ideology), learning steps, and assessment methods. Notably, in the context of the independent curriculum, teachers are required to conduct diagnostic assessments and employ differentiated learning strategies to cater to individual student needs.
 Keywords: differences in learning Indonesian literature, 2013 curriculum, independence curriculum

Exploration of Entrepreneurship Management Strategies as Innovation and Sustainability in the Digital Era

This research aims to describe the role of financial literacy in developing financial management skills in early childhood, using descriptive qualitative methods. This research was conducted in several elementary schools, where data was collected through observation, in-depth interviews with teachers and parents, as well as analysis of documents and school records related to the curriculum and financial learning activities. The results of this research show that financial literacy plays a crucial role in shaping children's understanding of money, saving and spending. Children who are exposed to basic financial concepts from an early age demonstrate a more mature understanding of the value of money and the importance of financial management. In addition, it was found that interactive and engaging financial literacy teaching can increase children's interest and understanding of this topic. This research also reveals that support from parents and teachers is very important in developing children's financial literacy. Collaboration between school and home is an important factor in ensuring children receive consistent and effective financial education. Based on these findings, this study recommends more intensive integration of financial literacy in primary school curriculum and closer collaboration between schools and parents in educating children about financial management. In conclusion, financial literacy is an important aspect in early childhood education and has a significant impact on the formation of their financial management skills. The implications of this research are valuable for the development of educational policies and teaching practices in schools.

Effectiveness of the ‘BANGKIT’ Program to Support the Implementation of ‘Merdeka’ Curriculum in Primary Schools in a Wetland Environment

This research is motivated by the flexibility provided by the independent curriculum to educational units to develop school programs that suit local geographic, social and cultural characteristics. Higher education institutions as school partners need to conduct research and develop school programs that are relevant to the wetland environment. This research aims to determine the level of effectiveness of the '‘BANGKIT’' school program which is an acronym for Moral, Religious, Numeracy & Literacy, Environmental Care Movement, Collaboration, Information & Technology which is a reference for developing elementary school level school programs in the wetland environment of South Kalimantan. This research used the Research and Development method, the research subjects were 191 elementary school students in South Kalimantan, Indonesia. The research results show that the '‘BANGKIT’' program has proven to be significantly effective in increasing students' moral, religious, numeracy, literacy, ecological, collaboration and technology mastery competencies in wetland environments. The results of this research are supported by the results of the mean difference test using the paired sample t-test method with the help of SPSS software which shows a significance value that is smaller than 0.05 (0.05>0.000), the t-test value is greater than the t-table (2.337> 0.67667), and the posttest mean score was higher than the pretest (137.15>135.05). The level of increase if calculated using the N-Gain method shows a result of 0.312, which means there is an increase in the moderate category.

‘My picture is not in Wales’: pupils’ perceptions of cynefin (Belonging) in primary school curriculum development in Wales

ABSTRACT In the new Curriculum for Wales (Cwricwlwm i Gymru) which is phasing in from September 2022, the concept of ‘cynefin’ (‘the place where we feel we belong’) is core to developing children’s understandings of place and identity. While cynefin has long been considered in a wider cultural and heritage context in Wales, it is not yet clearly understood in education, and is rarely explored from the pupil perspective. Drawing on data gathered from four primary schools in Wales (n = 67 children, aged 7–10), using the method of photo elicitation to scaffold talk, this article explores children’s understandings of what cynefin means to them. Themes of people, place, activity, and emotions/feelings emerged, which interconnected in multiple, non-linear, and unique ways, indicating the importance of nuance in primary-level curricula design.

STEM professional development programs for science and mathematics primary school teachers: A systematic literature review

In order to compete worldwide, the school system must be transformed by raising educational standards by implementing the science, technology, engineering, and mathematics (STEM) education approach. The purpose of the primary school curriculum is closely aligned with the teaching goals of STEM education, which is to develop each child’s full potential, foster an interest in learning and promote children to develop skills in life. Training qualified science and mathematics primary teachers through professional development (PD) programs is necessary to raise young children who are knowledgeable and skilled in STEM. Therefore, a systematic literature review examined the significance and implementation of STEM PD programs for science and mathematics primary school teachers. The Scopus and Web of Science databases were utilized to find articles written and published between 2018 and 2022. This review gathered 22 articles and produced 14 subthemes under the main themes: Significance and the implementation of STEM PD for primary school teachers. Recommendations for further research are stated at the end of this paper.

POLITICS IN THE CLASSROOM

The main purpose of this paper is to point out the tendencies of increasing politicization of education, especially primary and secondary. The presence of politics in the classroom can be recognized: a) through various political contents in teaching that are prescribed in the official curriculum for primary and secondary schools and they are a derivative of the ruling value system and political culture of the given society; b) in the interactions and communication between students and teachers, between students, in extracurricular activities and the school environment, which all together constitute the “hidden curriculum”; and c) through student participation in school decision making related to teaching and extracurricular activities. In the research for the purposes of this paper, a functionalist theoretical methodological approach was applied, and the basic methods were qualitative content analysis and descriptive analytical method. These methods were applied in the analysis of contemporary and relevant literature in the field of sociological, political and pedagogical sciences, as well as the results of empirical research related to children's participation in school. The results of the research carried out in this paper indicate that in the official curriculum, political education is visible in the educational goals, political content in different subjects and teaching units, as well as in the methodical instructions to teachers for teaching. These factors of political education have their own ideological and political consistency and spill over into textbooks and other teaching aids so that they form an integral part of the educational process and socialization of children. In parallel with the official curriculum, the “hidden curriculum” also functions in the school. Among the numerous factors of the hidden curriculum, the relationship of the children with the teacher, as one of the first authorities outside the family, and then with the subject teachers, stands out in particular. social climate, which refers to the atmosphere in the classroom among peer groups, which favors the consolidation or reshaping of political attitudes and patterns of behavior; and learning culture, which refers to the influence of the school environment on political orientations and attitudes at school. Children's participation in school is expressed mainly as participation in the decision making process on issues of their interest. This paper points to the results of two empirical studies on children's participation. The first was implemented in Serbia in 2009, in Belgrade elementary schools on student leadership; and the second in Croatia during 2017, in primary and secondary schools on the overall participation of children in schools. In the first survey, the results indicate the value system on which children are brought up and the leadership in the department, which largely has the characteristics of political leadership. In the second research, the results show that children's participation is achieved mostly in extracurricular activities and that students consider participation in decision making important, as well as that their level of influence on decisions about changes in the school is low, because their suggestions are often ignored. Many teachers and professional associates at the school, as shown by the research results, pointed out that a higher level of children's participation means more obligations for them, which most do not want, and that is why children's participation in decision making is neglected. In schools, where adults recognize the importance and meaning of children's participation, their participation is more effective and changes are encouraged in school life. From these brief considerations, it is evident that the classroom is not only a room where classes are held, but also the scene of invisible but real influences that also have a political connotation.

Czech primary school teachers’ experience with the Philosophy for Children (P4C) approach

ABSTRACT The study presents the basic features of the Philosophy for Children (P4C) pedagogical approach and asks about the experiences of Czech primary school teachers in using it. The empirical investigation of qualitative design is based on interviews (n = 4) and their analysis using the Interpretative Phenomenological Analysis (IPA) method. The results point to the benefits of incorporating P4C into the primary school curriculum, especially in the development of children’s thinking, communication and social skills, in the transformation of the teacher’s role into a facilitator and in the deepening of teacher–student relationships into a partnership.

Legal Execution of Curriculum in Primary Schools: School Management Teams’ Perspectives

In terms of curriculum management in primary schools, the study's main goal was to examine the roles and experiences of school management teams (SMTs). Therefore, it was intended to look at the functions of SMTs as instructional leaders. A qualitative research strategy was adopted, and data were gathered through non-participant observation, individual interviews, focus groups, and document analysis. The participants' meanings of their lived experiences were described using the interpretivist paradigm. The management of curriculum implementation was viewed through the lenses of instructional leadership and traditional management ideas. SMTs, or participants with plenty of information, were chosen through purposeful sampling. It was discovered that the SMTs must apply both management and leadership constructs to manage the execution of the program effectively. Ineffective management and leadership prevent effective teaching from taking hold in classrooms. For schools to be effective, leadership and management must be of a high calibre. Additionally, it was discovered that while SMTs were able to recognize their tasks, some of them lacked expertise in managing the execution of curricula. Only primary schools were examined, and the study mostly relied on the opinions of the SMTs, which include the principle, deputy principal, departmental heads, subject heads, and senior teachers.

The Tatars of Siberia learning the Russian language in the late 19<sup>th</sup> – early 20<sup>th</sup> centuries

This article is devoted to the history of Russian language learning by the Tatars of Siberia in the late 19th–early 20th centuries. In accordance with the Rules on Measures for the Education of the Inorodets (national minority) Inhabiting Russia, Approved by His Majesty on March 26, 1870, schools were established where Muslims learned Russian and other secular disciplines as part of the primary school curriculum. The Tomsk Russian-Tatar School was the first to be established. It was opened in the 1875-1876 academic year. With the development of Jadid education in Siberia, from the end of the 19th century and especially after the Russian Revolution of 1905-1907, the Russian language was introduced in madrasahsand maktabs. The most important phenomenon was the creation of women’s maktabs, where, along with religious subjects, girls began to study secular disciplines. At the same time, Russian-Tatar schools were created in accordance with the education reform carried out by P. Stolypin, the Chairman of the Council of Ministers of the Russian Empire, and the introduction of a number of new Rules of the Ministry of Public Education (MNE) on the education of non-Russian peoples. In Siberia, the most significant examples were the Russian-Tatar school in Tyumen, opened in 1913, and the Tomsk two-class Russian-Tatar school, opened in 1913 in memory of the centenary of the Patriotic War of 1812. Along with education for Tatar children in Tomsk, courses for adults were run in Tomsk from 1909. In 1916, training courses were organized in Tomsk, where Muslim youths (primarily Tatars and Kazakhs) could prepare for a teacher’s certificate and a certificate of maturity exams. Russian Muslim libraries played an important role in familiarizing the Tatar population with Russian culture. Along with the periodicals and books in Tatar, other Turkic languages of the peoples of Russia and Arabic, there were periodicals and books in Russian. Thus, by the revolution of 1917, a whole set of Tatar Muslim educational and cultural-educational institutions had emerged in Siberia, which made it possible to study and further improve the level of proficiency in the Russian language and literature.

On the periphery of pedagogical practice in health and physical education (HPE): the importance of self-management skills for physical activity

ABSTRACT The purpose of the article is to discuss, explore and advocate for the importance of self-management skills (cognitive and behavioural) for physical activity in health and physical education (HPE) in relation to the newly revised Australian Curriculum. This conceptual paper is presented as two halves. The first half presents an examination of the contemporary literature around learning about physical activity and fitness knowledge (PAFK). In doing so, I present the importance of physical activity and the role of school physical education in the development of cognitive and behavioural skills and the contribution these can make to HPE curriculum and pedagogy. The second half explores and interrogates the proposed sub-strand Making Active Choices of version 9.0 of the Australian Curriculum: Health and Physical Education (AC: HPE). Here, I explore the literature as well as the proposed aims, rationale, content descriptions/elaborations and focus areas to ask questions of the legitimacy and value of PAFK and the role of self-management skills in contemporary curriculum policy. The contribution is timely, given the imminent development of the revised AC: HPE and its implications on curriculum and pedagogical enactment in primary and secondary schools here in Australia.

Challenges Affecting Parental Involvement in Competence-Based Curriculum Implementation in Tanga

In Tanzania, parents hold dual status in educational matters; they are stakeholders and they are important actors in curriculum implementation. The researcher subscribed to a qualitative approach, which involved a case study design to examine the challenges affecting parental involvement in the implementation of a competence-based curriculum in primary schools. The study used two instruments: a documentary review and an interview. The interview involved four parents whose children study in different primary schools in Tanga. The documentary review entailed reading various academic articles that contained information about parental involvement in education matters of their children. The findings indicated that parental involvement is affected by economic constraints and time constraints, among others. In conclusion, challenges such as financial constraints, less encouragement, perceptions, and insufficient awareness of parents’ roles in the implementation of CBC, specifically in primary schools, have led to unsuccessful home- and school-based parental involvement. Finally, the researcher recommends that school staff and the MoEST should provide education to parents on the significance of parental involvement and encourage parental involvement by educating parents on the importance of CBC implementation. Also, schools should offer a variety of ways through which parents can participate in the implementation of CBC

Investigating the Implementation of Single National Curriculum (SNC) In Primary Private Schools of Karachi

Investigating the Implementation of Single National Curriculum (SNC) In Primary Private Schools of Karachi

Implementation challenges of merdeka curriculum in primary schools

The aim of this study is to explain the implementation challenges of merdeka curriculum in primary school. The 47 articles were identified to discuss the understanding of merdeka curriculum, to know the merdeka curriculum challenges, and to overcome the challenges. The implementation of the Merdeka Curriculum in Indonesian primary schools presents a number of obstacles, including teacher comprehension of the curriculum, habituation, quality of education, implementation of specific subjects, and teacher preparedness. To ensure a correct understanding of the curriculum and the formation of appropriate habits in teachers, institutions, and students, policymakers should establish effective communication with teachers. Teacher preparation programs that emphasize differentiated learning can prepare educators to implement the Merdeka Curriculum. Integrating values-based learning programs and employing a well-structured educational management flow can also enhance the character education component and optimize the curriculum implementation. In addition, workshops and readiness-raising initiatives can improve teachers' mental and intellectual preparedness for the new curriculum's changes and challenges. By addressing these obstacles, the implementation of the Merdeka Curriculum in Indonesian primary schools can be made more effective, thereby augmenting the quality of education offered to Indonesian students.

Correlates of Early Handwriting: Differential Patterns for Girls and Boys

ABSTRACT Research Findings: Fluent and legible handwriting is associated with longer texts and higher text quality and is therefore an important goal in the primary school curriculum. While girls’ handwriting tends to be more proficient than boys’, potential differences in the correlates of girls’ and boys’ early handwriting are poorly understood. In this exploratory study, we investigated early handwriting (legibility, fluency, and time) and potential motor (fine motor skills, visuomotor integration) and cognitive (executive functions: inhibition, shifting, working memory) correlates in a sample of 118 first-grade children (46% girls, M age: 7 years, 5 months). We tested gender differences and explored correlates of early handwriting skills of girls and boys. Extending previous findings, fine motor skills and visuomotor integration were related to early handwriting legibility, fluency, and time. Furthermore, shifting and working memory, but not inhibition, were related to specific handwriting skills. Moreover, girls outperformed boys regarding fine motor skills, visuomotor integration, and handwriting legibility. Interestingly, while the correlates of handwriting were diverse and strong for girls, only a few weak correlates were identified for boys. Practice or Policy: These results lay the ground for tailoring adequate interventions to support girls and boys (differently) in acquiring fluent and legible handwriting.

How teachers perceive innovations in education

PurposeThis research study explores the perceptions of the importance and meaning of innovation in education by qualified teachers. The authors deliberately selected geography teachers for the research because the extraordinary dynamics of changes and innovations the teacher has to deal with are significantly reflected, particularly in geography teaching.Design/methodology/approachThe main aim of the research was to determine geography teachers' views on the importance, role and meaning of innovation in teaching. The research group consisted of 12 qualified teachers, and a semistructured interview was chosen as the research method. The research was conducted over six months, from October 2020 to March 2021.FindingsThis research confirmed the interest in introducing innovations into teaching by the teachers interviewed. Teachers mainly think of innovation as new ways of teaching that aim to revive and make teaching more attractive, to increase the motivation of all actors in the learning process. While teachers with more ample teaching experience connect innovations mainly with presentations, education games, and excursions, teachers-beginners and teachers with shorter teaching experience understand innovations mainly as the application of new trends in education, such as research projects and working with GIS and digital technologies. The research confirmed that lectures supported by presentations are the most frequently used teaching method for explaining the geography curriculum in primary and secondary schools. Presentations in which teachers focus on linking relationships and explaining connections more deeply replace existing textbooks and teaching texts for most teachers interviewed.Research limitations/implicationsThe number and qualifications of the teachers involved in the research.Practical implicationsTeachers see the quality of the school environment and the education system as the significant barriers to providing better geography education. They often come to innovations through their own study and activities and feel a significant lack of available materials for the practical application of innovations in teaching. They also perceive the support for creation by state authorities and educational institutions as insufficient. Most teachers interviewed would welcome regular training courses and vocational education on the appropriate introduction and use of innovations in the classrooms in the form of practical examples and developed methodologies.Originality/valueThe selection of teachers for the research was deliberate and included active teachers of both genders working in primary and secondary schools. The selected teachers had varying teaching experiences and studied different combinations of teaching subjects with geography.

Mental health disorder as a risk factor for domestic violence experienced by school children

PurposeDomestic violence is a universal social concern, and its implication on children’s mental health is a global health predicament. Although the aftereffect of domestic violence on the mental health of women is well researched, mental health disorders of children in terms of attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), oppositional defiant disorder (ODD), general anxiety disorder (GAD), separation anxiety disorder (AD) and mood disorder (MD) on account of domestic violence is rarely investigated. Hence, the purpose of the study is to investigate the impact of exposure to domestic violence on children’s mental health.Design/methodology/approachTo examine the correlation between domestic violence and mental health among children, in a survey of public primary schools in Ekiti State, Nigeria, the authors employed 664 pupils with simple random techniques. The Multidimensional Domestic Violence Scale assessed the participants’ exposure to domestic violence. The Child & Youth Mental Health General Screening Questionnaire was used to examine respondents’ mental health.FindingsThe results revealed a high incidence of domestic violence among children. It also showed a substantial correlation between domestic violence and the mental health of primary school pupils. Children living with domestic violence experience significantly increased rates of ADHD, ODD, AD, GAD and MD as forms of mental health disorders.Research limitations/implicationsGiven the unpleasantness of this social issue affecting the well-being of children globally, it is imperative to engage in intervention and prevention packages that will assist the victims, perpetrators, parents, teachers, schools and other stakeholders. Introducing counselling services into the primary school curriculum will assist victims and those at risk develop self-confidence that will enable them to report their violators. Although counselors do not diagnose, early detection of victims would assist in early intervention where counselors can use different techniques and approaches to help such victims to resolve all forms of cognitive distortions that can lead to mental health disorders. Counselling services can help in providing referral opportunities to victims or “at risk children,” rehabilitation and follow-up services for victims of domestic violence.Practical implicationsGovernment organizations should also reintroduce health-care services where clinical psychologists will be available in primary schools to provide psychological services to meet the needs of the victims.Originality/valueConclusively, the study presents evidence that children who witness domestic violence face a significant risk of developing mental health disorders. The findings highlight the potential harm that domestic violence can inflict on children’s mental well-being. Mental health conditions such as ADHD, CD, ODD, GAD, AD and MD are commonly observed in these children. It recommends establishing early intervention programs for children witnessing domestic violence in schools and communities and programs to detect and address mental health issues promptly.

COMPETENCY BASED CURRICULUM PREPAREDNESS: PERCEPTION OF TEACHERS IN SELECTED PUBLIC AND PRIVATE PRIMARY SCHOOLS IN KENYA

The purpose of the study was to establish teachers’ perception on their preparedness to implement the Competency Based Curriculum (CBC) in public and private primary schools in Kenya. CBC was rolled out by the Kenya Institute of Curriculum Development in January 2018 and since then, studies have indicated that teachers who are the key implementers of the curriculum are not adequately trained. The current study sought to establish teachers’ perception on their preparedness to implement the Competency Based Curriculum in selected public and private primary schools in Kenya. The study was anchored on instructional design theory and targeted 23,286 public primary schools and 9,058 private primary schools in Kenya. The actual sample was made of 19 public primary schools and 31 private primary schools. The study adopted a convergent parallel mixed methods research design using a cross sectional survey design for the quantitative method and phenomenological design for the qualitative method. Data were collected using questionnaires and focus group discussions. Descriptive and inferential statistics were generated using MS Excel 2020 and SPSS version 21. Qualitative data from the focus group discussions were analyzed thematically and report given in narrative form and direct quotes. The findings revealed among other factors that digital literacy is still a challenge among teachers and that the number of trained teachers in the selected schools was approaching expectation. Resources for CBC are there in a number of schools but quite inadequate in a number of public schools. The study recommended that the training of teachers at all levels should be on-going and that there is an urgent need to help teachers understand the use of CBC assessment rubrics.

Art Didactics and New Technologies in Primary School Field Practice: Augmented Reality Application for Multimodality

This paper is a result of a field application carried out in a public school in the city of Thessaloniki, Greece. We aimed at integrating an augmented reality application in the primary school curriculum. The role of Art Education in nowadays mostly has to do with specific tasks, traditional art methods and materials that will always have their place in the curriculum. Art education is a fundamental aspect of a well-rounded education. It goes beyond merely teaching artistic techniques; it instills valuable life skills, fosters creativity, and contributes to personal growth, cultural understanding, and societal enrichment. Digital technologies, especially in the post covid and postdigital era, have influenced both the education system in general and art didactics as well. The research question of the paper is how new technologies and applications are reinventing and reshaping art education. The use and the study of specific artworks is carried out in a way for the multisensory experience of contemporary cultural reality. The key is to find a true balance between the field art practice and the high-end tech integration. How can we address old school artworks and artistic content in a multimodal way? Can we address a class free lesson in school? By addressing this empirical, applied learning experience, we tried to facilitate student with the technology integration.

Developing Teacher Competencies for Teaching Evolution across the Primary School Curriculum: A Design Study of a Pre-Service Teacher Education Module

Numerous studies indicate that evolutionary concepts can and should be taught at the primary school level. However, teaching evolution in primary school is presumably not yet the norm globally. At the same time, the educational potential of evolutionary concepts lies in their applicability to many curriculum topics in the natural and social sciences. Capitalizing on this potential requires broad teacher content knowledge (CK) and pedagogical content knowledge (PCK) about the teaching of evolutionary concepts. However, not much is known regarding ways to develop primary teacher CK and PCK during pre-service training. In this article, we present the iterative design, implementation, and mixed methods formative evaluation (based on a design-based research framework) of a pre-service teacher education module. Its aim was to promote the development of pre-service primary school teacher CK, PCK, as well as motivation and confidence for teaching evolution across the primary school curriculum. Results indicate that pre-service teachers can be supported and motivated to teach evolutionary concepts across various themes in the primary school curriculum through a semester long course. Participants were able to develop core aspects of CK and PCK regarding the teaching of evolutionary concepts in primary school. The resulting module design integrates existing collective PCK on teaching evolution at the primary level as well as novel design considerations and teaching approaches that can be integrated into pre-service teacher education programs. However, challenges remain, particularly regarding the integration of evolutionary concepts in mandated curriculum standards such that the educational potential of evolution can be fully capitalized on by teachers.