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Explorationand organization of beliefs about teaching and learning within aschool community

Aschool community has teaching and learning as its primary purpose forexistence. The staff strives to give students opportunities tosucceed in a dynamic, engaging, and determined environment. Thecurriculum monitors the development, conveyance, and sequencing oflearning practices for students. The doctrines of teaching, learning,and evaluation often direct school planning and classroom activities.The doctrines are echoed in the beliefs concerning teaching andlearning.&nbspThe teaching and learning programs are built to beconsistent with the vision of the school community. This is upheldthrough expert programs and partnerships with polytechnics, employergroups, universities, and training providers.&nbspTeacherscreate a teaching and learning atmosphere, which accommodates allstudents to learn, get self-confident, inventive and prosperous byachieving their potential.

Theschool community bases on many beliefs in tackling teachingand learning. They believe that each student can be inspired with ayearning to study to the extent that they become accountable. Theteachers use a variety of strategies, which accommodate thediverse&nbsplearning methods, offering engagement and motivation forthe students. Learning should also be focused on inquiry, discovery,experimentation, reinforcement, repetition, and research. Bothcollaboration and independence should be upheld in teaching andlearning to achieve the desired outcomes. Also, the school shouldgive students a chance to reflect and evaluate themselves to fullydevelop their capacity(Tanner&amp Tanner, 2013).Other than school work, teaching and learning should help thestudents to develop constructive relationships characterized byhonesty, mutual&nbsprespect, acceptance, support, and encouragement.

Thestrengths and weaknesses of standards and curricula in use by WestVirginia and neighboring states

TheWest&nbspVirginia&nbspBoard of&nbspEducation is tasked with theestablishment of quality educational&nbspstandards&nbspconcerning&nbspalleducation&nbspcurricula. These enable the teachers&nbspto explain,and the students&nbspto acquire skills&nbspand competencies&nbspvitalfor success&nbspat workplace, and for additional education.

Thestrengths of the standards and curricula lead to the production ofcompetent human resources. The physical education curriculum iseffective because it entails the vision to integrate technology intothe entire curriculum. Students get the opportunity to use technologyentwined with relevant&nbspcurriculum content. It involves variousstandards like the movement&nbspforms, which helps in thedevelopment of physical abilities required for the enjoyment ofphysical activities. The standard requires the improvement of motorskills to assist students in to participate regularly in physicalactivities(Tanner&amp Tanner, 2013).Additionally, it has the physical activity, physical fitness, andresponsible social and personal behavior standards. Anothersignificance of the standards and curricula are the learningstandards, which give a detailed description of what students oughtto know at the end of the instructional sequence. The instructionalstandards provide guidance in planning and offer a foundation for thedetermination of suitable assessments, instructional resources, andstrategies. Lastly, the standards are significant as they have theperformance descriptors. These enable the evaluation of students fromthe novice to the distinguished level. All these are resourcesrequired for the preparation of students to meet new challenges.

However,the Boardof Education should realize that the system should be adjusted tomeet the demands of the dynamic world(Tanner&amp Tanner, 2013).The teaching methods employed do not increase the interest ofstudents in the science and mathematics fields. Therefore, bettermethods should be formulated to improve the overall curriculum.Moreover, the standards and curriculum are not entrepreneurial innature. Hence, many students end up becoming unemployed after schoolas they cannot be innovative.

Prevailingconcepts of curriculum on purpose, history, methods, organization,and evaluation

Thecurriculum purposes to help the children to learn successfully, beresponsible citizens, become confident and contribute effectively tothe society. Historically, the curriculum has undergone evolution formore than two-hundred years. It was narrow involving the teaching ofwriting, reading, and arithmetic. Currently, it is broad andencompasses both the core competencies and various learning practices(Wiles&amp Bondi, 2015).Some of the curriculum methods include the universal design, whichhelps in the production of materials and designs that can be used byall people. The family-centered&nbspcurriculum program supports thefamily, the teaching and learning practices, and the research-ledlearning practices method. Curriculum organization entails choosingthe curriculum elements and designing them appropriately to formcurriculum type and structure. To efficiently organize curriculum,sequence, integration, and continuity is required. Curriculumevaluation involves making conclusions concerning the curriculum’sworth. It is concerned with the curriculum’s impact, its process ofdevelopment, and its design and content in comparison with thescientific,economic, and social changes.

Ideasof change in curriculum taking into account the needs, abilities, andinterests of a diverse student population

Sincechanging the curriculum causes people to change, it is necessary toconsider these changes to accommodate the changing aspirations andneeds in society. Enthusiasm among students should lead to curriculumchange to fulfill their needs. To be inclusive of the diverse studentpopulation, curriculum change should take place after an evaluationby an external group. As such, the entire school should be active inprofessional and innovative activities. Moreover, the involvement ofthe administration should be democratic to ensure all opinions arehelpful. The environment, constituencies, and external organizationsshould be considered to ensure the new curriculum caters for theneeds of all students(Wiles&amp Bondi, 2015).However, change in the curriculum can be hindered due to lack ofdesire, time constraints, and opposition by the stakeholders.Therefore, the student diversity does not prevent curriculum change,and as such, other stakeholders including teachers should be analyzedto ascertain the actual constraints of curriculum change..


Tanner,D. &amp Tanner, L. (2013). Curriculum development (7th Ed.).New York: Macmillan.

Wiles,J. &amp Bondi, J. (2015). Curriculum development (9th Ed.).Columbus: C.E. Merrill Pub. Co.