Titlebook: Curriculum for High Ability Learners; Issues, Trends and P Liang See Tan,Letchmi Devi Ponnusamy,Chwee Geok Qu Book 2017 Springer Nature Sin

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Theory, Research and Conceptions of Curriculum for High Ability Learners: Key Findings, Issues and rn More (TLLM) attempt to strengthen teacher capacity to customise curriculum and instruction to engage the learners. Two major changes took place involving the high-ability learners (HALs). In 2004, the Ministry of Education (MOE) implemented the Integrated Programme (IP) at the secondary level to

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Developing Science Curriculum for Gifted Learners in South Korea,KEDI). KEDI was founded in 1972 as a government commissioned NGO institution and serves as a leading institution in educational policy research and planning, guiding the national agenda in formulating a unique education system contributing to Korea’s dynamic growth. .) and distributed amongst 16 pro

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Processes and Issues in Concept-Based Curriculum for Science,specific strategies to foster deeper conceptual understanding and their outcomes in our own attempts to adapt the regular Chemistry and Biology curriculum as we taught high-ability Year 11 and 12 learners. We also reflect on how other possible concept-development strategies (we encountered some of t

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Curriculum Evaluation, these days is ‘Will this be tested? If not, why are you teaching it?’ It is probably true that the testing tail wags the curriculum dog especially in systems where success is inextricably tied to student performance in standardised exams and international studies.

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https://doi.org/10.1007/978-3-322-92836-8o live in and constantly adapt knowledge in an increasingly complex and changing future. There is now a mind shift amongst educators that curriculum needs to foster deeper thinking, flexibility and synthesising of thoughts and ideas.