英国论文代写谢菲尔德大学:BEPS课程
英国论文代写谢菲尔德大学:BEPS课程
根据Aus-VELS的观点，需要根据学习领域的结构，根据课程内的科目维护学科的核心位置。从教师或教育者的角度来看，这些学科被定义为某些世界方面的探究领域，侧重于世界的物理本质，及时的事件，计算结构和识字技能等。因此知识学科导致提供一个镜头。通过专门解释或解释几种现象的技术集，可以清楚地看到世界。因此，从教育者的角度来看，BEPS的课程是按照Aus-VELS定义的学科，通过扩展已经在该领域内已知的界限，为由特殊兴趣构成的个体提供社区意识。
根据教育者的观点，毫无疑问，AusVels在学习领域方面指导维护科目。这导致通过课程的一般结构中的共同能力实现内容包含定义（Arthur等，2012）。 BEPS课程还包括与AusVELS设计一致的明确结果。 20世纪80年代Ivor Goodson认为，学校内的学科不是对学习必不可少的共识的结果，而是积累地位，资源和领土的竞争努力的结果。因此，BEPS的课程包括对基于学习规则的方法的重要性的不同重新肯定的讨论，其中不仅有耐力而且有动态的系统方法。从教育者的角度来看，显而易见的是，在BEPS的位置上存在一个框架，因此它确保了它包括英语，数学，科学，社会科学，艺术和语言，健康方面的完整实质性领域。和技术进步。
英国论文代写谢菲尔德大学:BEPS课程
In accordance to the perspectives of Aus-VELS, there needs to be maintenance of a core place for disciplines based on subjects within the curriculum by the structure of learning area. From the perspective of a teacher or an educator these disciplines are defined as the inquiry field on certain world aspects focusing on the physical nature of world, timely events, structures of numeracy and skills of literacy etc. The knowledge discipline therefore leads towards offering a lens by which the world can be viewed clearly by specializing the technique sets that have interpreted or explained several phenomenon. Therefore from the perspective of the educator, the curriculum of BEPS is as per the disciplines defined through Aus-VELS, in terms of providing a community sense for individuals consisting of special interests by stretching the limits of what has been known within the field already.
As per the educator’s perspective, there is no doubt that AusVels leads towards maintenance of subjects in reference to the learning domain areas. This leads towards enabling the content inclusion definition through the common abilities in the general structure of curriculum (Arthur et al, 2012). The curriculum of BEPS also consists of a clear resulting consensus in alignment to the design of AusVELS. It was argued by Ivor Goodson, 1980s that subjects present within the school are not results of consensus over what is essential for learning but it is a result from efforts of competition for accumulating the status, resource and also territories. The curriculum of BEPS therefore consists of different re-affirmative deliberations of the significance to approach based on discipline for learning in which there is not only endurance but also a dynamic systematic approach.
From the perspective of an educator, it becomes evident that a framework is present in its place for BEPS and therefore it has ensured that it consists of complete substantial areas with respect to English, Mathematics, Science, Social Sciences, The Arts and Languages, Health and technological advancements.
