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Journal articles on the topic 'For National Curriculum Key Stage 3'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

HUDSON, BRIAN, SYLVIA JOHNSON, JOHN ROUTLEDGE, JIM SMITH, and PETER SMITH. "Mathematics National Curriculum Tests Key Stage 3: Purpose and Value?" Teaching Mathematics and its Applications 12, no. 2 (1993): 49–51. http://dx.doi.org/10.1093/teamat/12.2.49.

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2

Swanwick, Keith. "Assessing Musical Quality in the National Curriculum." British Journal of Music Education 14, no. 3 (1997): 205–15. http://dx.doi.org/10.1017/s0265051700001200.

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Recommendations for the assessment of music at Key Stage 3 now accompany the revised National Curriculum for both England and Wales. Although some of the material may be helpful to teachers, certain underlying assumptions compromise valid and reliable assessment. Weaknesses arise from initial confusion when formulating attainment targets, the vagueness and ambiguity of music curriculum wording and reliance on End of Key Stage Descriptions for assessing the work of pupils throughout the whole key stage, causing elements of complexity and range to be inappropriately introduced at each assessment

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3

Booth, Martin, and Chris Husbands. "The history National Curriculum in England and Wales: assessment at Key Stage 3." Curriculum Journal 4, no. 1 (1993): 21–36. http://dx.doi.org/10.1080/0958517930040103.

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4

Rayment, Trevor. "Assessing National Curriculum Art AT2, Knowledge and Understanding: A small-scale project at Key Stage 3." International Journal of Art Design Education 18, no. 2 (1999): 189–94. http://dx.doi.org/10.1111/1468-5949.00173.

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5

Whetton, D. R., Edith Briggs, and Kathleen Shaw. "Maths Alive!: INSET Mathematics for the National Curriculum (Key Stages 1, 2, 3)." Mathematical Gazette 81, no. 490 (1997): 142. http://dx.doi.org/10.2307/3618800.

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6

Steeg, Torben. "Electronics and control in the revised National Curriculum and the Key Stage 3 QCA schemes of work." Electronics Education 2000, no. 3 (2000): 31–33. http://dx.doi.org/10.1049/ee.2000.0049.

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7

Dalladay, Christopher. "Growing Musicians in English secondary schools at Key Stage 3 (age 11–14)." British Journal of Music Education 34, no. 3 (2017): 321–35. http://dx.doi.org/10.1017/s0265051717000110.

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The National Curriculum for Music in England at Key Stage 3 (KS3; age 11–14) declares its purpose that pupils should be inspired to ‘develop a love of music and their talent as musicians’ (DfE, 2013: KS3 Music). The Office for Standards in Education (Ofsted) have criticised secondary schools for a lack of progress in the musical development of pupils (e.g. Ofsted, 2012). This paper reports on an exploratory study into how far class music lessons at KS3 provide for the development of the musician and the relationship between the musical values of music teachers and classroom practice. The resea

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8

Phillips, Robert H. "Teachers' perceptions of the first year's implementation of Key Stage 3 history in the National Curriculum in England." Research Papers in Education 8, no. 3 (1993): 329–53. http://dx.doi.org/10.1080/0267152930080304.

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9

Parkinson, John, Dave Hendley, Howard Tanner, and Andrew Stables. "Pupils’ Attitudes to Science in Key Stage 3 of the National Curriculum: a study of pupils in South Wales." Research in Science & Technological Education 16, no. 2 (1998): 165–76. http://dx.doi.org/10.1080/0263514980160206.

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10

Hendley, Dave, Andrew Stables, John Parkinson, and Howard Tanner. "Pupils' attitudes to technology in key stage 3 of the national curriculum: A study of pupils in South Wales." International Journal of Technology and Design Education 6, no. 1 (1996): 15–29. http://dx.doi.org/10.1007/bf00571070.

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11

Fautley, Martin, and Jonathan Savage. "Assessment of composing in the lower secondary school in the English National Curriculum." British Journal of Music Education 28, no. 01 (2011): 51–67. http://dx.doi.org/10.1017/s0265051710000410.

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This article reports the results of research into teachers’ practices concerning the assessment of composing at Key Stage 3 in the National Curriculum for Music in England. It finds that many teachers are using NC levels for assessing individual pieces of work, a process for which they were never intended. It also finds that teachers find it difficult to show progress using NC levels, and that many teachers have rewritten the levels into child-friendly language, thus causing further difficulties.

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12

Terry, Paul. "Accommodating the history of music within the National Curriculum." British Journal of Music Education 12, no. 1 (1995): 29–43. http://dx.doi.org/10.1017/s0265051700002370.

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Under current legislation, the history of music forms a specific strand of listening and appraising at Key Stages 1 to 3. This article discusses some philosophical and practical aspects of these current requirements, together with their implications for further and higher education, as well as attempting an anticipation of future developments in the light of the recent review of the National Curriculum as a whole.

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13

Patterson, Derek H. "Introducing and assessing National Curriculum history at Key Stage 3 in a 13–18 comprehensive school. Formative versus summative assessment." Curriculum Journal 5, no. 2 (1994): 195–213. http://dx.doi.org/10.1080/0958517940050205.

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14

Kang, Hyun-Young. "A Study on Mathematics Education in the UK: Focusing on high school math education." Korean School Mathematics Society 25, no. 2 (2022): 175–94. http://dx.doi.org/10.30807/ksms.2022.25.2.004.

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This study intends to suggest implications by comparing Korea's high school mathematics curriculum with the UK's high school mathematics curriculum ahead of the 2022 revision of the mathematics curriculum. The UK has revised assessments to emphasize post-16 mathematics since 2017. Accordingly, the contents of Key Stage 4, Core Maths and A-level, which correspond to the UK high school mathematics curriculum, were examined and compared with Korean high school math subjects. In the UK, mathematics education is emphasized at the high school level. In the UK national curriculum, students’ options f

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15

Cooksey, John M., and Graham F. Welch. "Adolescence, Singing Development and National Curricula Design." British Journal of Music Education 15, no. 1 (1998): 99–119. http://dx.doi.org/10.1017/s026505170000379x.

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Adolescence is characterised by a distinctive phase of vocal development which bridges childhood and adulthood. Various research studies over the past twenty years have demonstrated that the physical maturation of the adolescent voice mechanism produces a systematic change in both the male and female singing voice. Longitudinal research data indicate that there are distinctive features to each stage of adolescent voice change and that, with an appropriate matching of repertoire, it is possible for all young people to continue to sing successfully throughout this period. The traditional and ste

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16

Bowden, A. "The ROX Project: a museum Earth Science education package." Geological Curator 6, no. 10 (1998): 389–94. http://dx.doi.org/10.55468/gc482.

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The National Curriculum has fundamentally altered the education system. Pressure on schools to accomplish set targets has resulted in the death of the casual museum visit. However, Earth Science is a subject which teachers find difficult to resource in schools. Museums which respond to the National Curriculum and offer an attractive, carefully structured package are ideally equipped to exploit the huge potential of the education market. The aim of the ROX Project is to provide a simple, comprehensive and enjoyable way for Key Stage 2 (age 7-11) school children to accomplish part of the Nationa

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17

Day, Maximilian. "Boudicca, broken bones and behaviour management: a case study of teaching causation at Key Stage 3." Journal of Classics Teaching 20, no. 39 (2019): 4–13. http://dx.doi.org/10.1017/s2058631019000023.

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I have always thought that teachers should not teach what to think but how to think, and I wanted to embody this attitude within my own practice of teaching Classics. It was also interesting to me to link this to the ongoing debates in history teaching surrounding the relationship between the acquisition of substantive knowledge (i.e. the facts of history: dates, battles, names, etc.) and the acquisition of second-order concepts (i.e. the framework within which such knowledge is understood: e.g. historical interpretations, ascribing significance to events, understanding causation). According t

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18

Jarvis, Helen L., and Susan E. Gathercole. "Verbal and non-verbal working memory and achievements on National Curriculum tests at 11 and 14 years of age." Educational and Child Psychology 20, no. 3 (2003): 123–40. http://dx.doi.org/10.53841/bpsecp.2003.20.3.123.

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AbstractRecent research has found links between working memory and performance on National Curriculum tests. However, these studies have employed only verbal complex span tasks as measures of the central executive component of working memory. In the present study, children at Key Stages 2 and 3 of the National Curriculum (aged 11 and 14 years) were tested on measures of the phonological loop and visuospatial sketchpad as well as both verbal and nonverbal central executive tasks. Confirmatory factor analysis identified two factors: one verbal working memory factor associated with both the phono

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19

Odam, George. "Teaching composing in secondary schools: the creative dream." British Journal of Music Education 17, no. 2 (2000): 109–27. http://dx.doi.org/10.1017/s0265051700000218.

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Composing is an obligatory activity at Key Stage 3 in the present National Curriculum in music for England and for Wales. The research programme, based on field visits, seminars and questionnaires, seeks to identify a basis for effective classroom practice through direct observation of experienced teachers and their pupils in twenty-six State secondary schools across England. Visits have also been made to Northern Ireland, Scotland and Wales. Group-work is the dominant working method in most secondary schools. Much time is at present wasted in group-work and it contributes significantly to str

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20

Hendley, Dave, John Parkinson, Andrew Stables, and Howard Tanner. "Gender Differences in Pupil Attitudes to the National Curriculum Foundation Subjects of English, Mathematics, Science and Technology in Key Stage 3 in South Wales." Educational Studies 21, no. 1 (1995): 85–97. http://dx.doi.org/10.1080/0305569950210107.

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21

Gross, Jean. "Supporting children with gaps in their mathematical understanding: The impact of the National Numeracy Strategy (NNS) on children who find mathematics difficult." Educational and Child Psychology 24, no. 2 (2007): 145–55. http://dx.doi.org/10.53841/bpsecp.2007.24.2.145.

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This paper outlines and evaluates developments within the NNS that have addressed the needs of lower attaining pupils. Data is presented to show that these pupils have not benefited from the NNS as much as other pupils. The rationale and form of the additional Wave 3 intervention materials are then described. Evaluation of impact has so far been qualitative, involving comments made by teachers and the children themselves. Quantitative information is still awaited and will include statistics of on the number of pupils continuing to attain below National Curriculum Level 3 at the end of Key Stag

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22

Cresswell, M. J. "Aggregation and Awarding Methods for National Curriculum Assessments in England and Wales: a comparison of approaches proposed for Key Stages 3 and 4." Assessment in Education: Principles, Policy & Practice 1, no. 1 (1994): 45–62. http://dx.doi.org/10.1080/0969594940010104.

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23

Popović, Ana, Irella Bogut, Željka Crnojević, and Željko Popović. "Children’s Play The Ecological Story in Function of Ecological Education of Preschool Children." Pannoniana 3, no. 1-2 (2019): 146–72. http://dx.doi.org/10.2478/pannonia-2019-0009.

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Abstract Today, the importance of ecological education is often highlighted, although the current National Curriculum for Early and Preschool Education doesn’t even mention it. Although ecological education is not mentioned in this baseline document, various activities in this direction are often carried out in our kindergartens. An example of this is the play The Ecological Story by the author Sanja Seferović-Bosak from her collection of plays Maštarije: Igrokazi za djecu od 3 do 13 godina (eng. Pipe Dreams: Plays for Children of 3-13 years). This paper describes the preparation and performan

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24

Yeoman, Kay, Laura Bowater, and Elena Nardi. "The representation of research in the national curriculum and secondary school pupils’ perceptions of research, its function, usefulness and value to their lives." F1000Research 4 (December 14, 2015): 1442. http://dx.doi.org/10.12688/f1000research.7449.1.

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Young people’s views on research, how it’s conducted and whether it’s important, influences the decisions they make about their further studies and career choices. We investigate how research is represented within the English national curriculum and the examination boards because we recognise that what is being taught influences secondary pupil views on research. We use questionnaire data to focus particularly on pupil perceptions of research in the sciences and the scientific method. The questionnaire was a 25-item Likert Scale (1-5) distributed to seven collaborating schools. We received 263

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25

Azevedo, Luyanne Catarina Lourenço de, and Ana Cláudia Carvalho Giordani. "A INVISIBILIZAÇÃO DOS MARCADORES SOCIAIS GÊNERO E RAÇA NA GEOGRAFIA DA BASE NACIONAL COMUM CURRICULAR / THE INVISIBILITY OF GENDER AND RACE SOCIAL MARKERS IN THE GEOGRAPHY OF BRAZIL’S COMMON CURRICULUM NATIONAL BASE." Geographia Meridionalis 5, no. 1 (2019): 03–31. http://dx.doi.org/10.15210/gm.v5i1.15747.

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As temáticas da diferença constituem aspectos políticos e pedagógicos nos currículos da geografia escolar. Este trabalho tem o objetivo de compreender como são apresentados os marcadores sociais de gênero e raça na etapa ensino fundamental do currículo de geografia e na area de Ciências Sociais e Aplicadas da Base Nacional Comum Curricular (BNCC). Os outros objetivos, que auxiliaram a construir a pesquisa, são: (1) Relacionar espaço, gênero e raça a partir da geografia escolar; (2) Identificar as implicações das discussões de gênero e raça na BNCC no que tange a geografia escolar; (3) Analisar

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26

Volkova, Liudmyla. "A SURVEY OF CHANGES INTRODUCED INTO SCHOOL CURRICULAR FROM THE POSITION OF MULTICULTURALISM." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (2020): 262–65. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-262-265.

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The article deals with a coverage and analysis of experience of Britain school authorities in implementing the principle of multiculturalism in the curriculum of key 3 and 4 stage of studying. The author begins with an analysis of the term ‘multiculturalism’, stating that the term is now widely used in scientific works of European researchers, while the term policulturalism that is used in Ukrainian discourse, is only a translation of it. Further on, the article describes the views of European scientists on the notion of ‘culture’, which, according to them, is a changeable and flexible phenome

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27

Gelinas, Lillee S., Conner D. Reynolds, Joshua Lindsley, and Janet Lieto. "Generating a Future Vision of Patient Safety: A Pilot Program to Test the Integration of Certified Professional in Patient Safety™ Curriculum into Undergraduate Medical Education." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110258. http://dx.doi.org/10.1177/23821205211025854.

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Preventable healthcare-associated harm results in significant morbidity and mortality in the United States, costing nearly 400 000 patient lives annually. The Institute for Healthcare Improvement provides high-quality educational resources tailored for working healthcare professionals. One such resource is the Certified Professional in Patient Safety (CPPS™) review course, which equips professionals with advanced proficiency in 5 core patient safety domains. The CPPS™ certification is the only interprofessional, patient safety science credential recognized worldwide. In 2010, the Lucian Leape

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28

Yeoman, Kay, Laura Bowater, and Elena Nardi. "The representation of scientific research in the national curriculum and secondary school pupils’ perceptions of research, its function, usefulness and value to their lives." F1000Research 4 (February 12, 2016): 1442. http://dx.doi.org/10.12688/f1000research.7449.2.

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Young people’s views on what research is, how it is conducted and whether it is important, influences the decisions they make about their further studies and career choices. In this paper we report the analysis of questionnaire data with a particular focus on pupil perceptions of research in the sciences and of the scientific method. The questionnaire was a 25-item Likert Scale (1-5) distributed to seven collaborating schools. We received 2634 returns from pupils across key stages 3, 4 and 5. We also asked teachers to complete the questionnaire in order to explore how they thought their pupils

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29

Hodson, Derek. "Going Beyond STS Education: Building a Curriculum for Sociopolitical Activism." Canadian Journal of Science, Mathematics and Technology Education 20, no. 4 (2020): 592–622. http://dx.doi.org/10.1007/s42330-020-00114-6.

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AbstractThe focus of this paper is on the Science-Technology-Society (STS) initiative, developed in the 1980s, subsequently expanded to STSE to acknowledge environmental concerns and later expanded further to include the provision of opportunities for students to confront socioscientific issues (SSI), often of a controversial and certainly of a topical nature.The article focuses on the key issues that need to be addressed in building such a curriculum, including selection of appropriate SSI, ensuring access to the necessary scientific knowledge, developing the necessary media literacy to acces

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30

Lynch, Timothy. "Resource Package Training Framework for Producing Quality Graduates to Work in Rural, Regional and Remote Australia." Australian and International Journal of Rural Education 24, no. 2 (2014): 1–14. http://dx.doi.org/10.47381/aijre.v24i2.682.

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The purpose of this paper is to advocate the resource package for producing quality graduates to work in rural, regional and remote Australia (TERRR Network), using a global perspective. This paper argues that the resource package achieves more than the objectives of the original project; ‘Developing Strategies at the Pre-service Level to Address Critical Teacher Attraction and Retention Issues in Australian Rural, Regional and Remote Schools’. Through implementation of the resource package, subsequently all Teacher Education students develop the ability to understand context and build confide

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31

Paula, Līga, and Aiga Grīnfelde. "THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS." Problems of Education in the 21st Century 76, no. 3 (2018): 364–79. http://dx.doi.org/10.33225/pec/18.76.364.

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Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were o

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32

Richards, Colin. "Implementing the National Curriculum at Key Stage 2." Curriculum Journal 4, no. 2 (1993): 231–38. http://dx.doi.org/10.1080/0958517930040205.

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33

Ogilvie, Len. "Key Stage-Struck! Assessment and class music making." British Journal of Music Education 9, no. 3 (1992): 201–9. http://dx.doi.org/10.1017/s0265051700009086.

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As the time for the implementation of the National Curriculum in Music approaches, will the tail of assessment begin to wag the dog of class-room music and dissipate all that has been achieved in providing the dynamic, challenging and fulfilling experiences that now characterise many class music lessons? This article sets out some proposals for an assessment strategy which, it is hoped, is faithful to the intentions of the National Curriculum Music Working Group in allowing practical music to flourish but with a greater sense of direction and enhanced awareness of the power of musical expressi

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34

West, Anne, Jean Hailes, and Pam Sammons. "Children's Attitudes to the National Curriculum at Key Stage 1." British Educational Research Journal 23, no. 5 (1997): 597–613. http://dx.doi.org/10.1080/0141192970230504.

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35

He, Qingping, Malcolm Hayes, and Dylan Wiliam. "Classification accuracy in Key Stage 2 National Curriculum tests in England." Research Papers in Education 28, no. 1 (2013): 22–42. http://dx.doi.org/10.1080/02671522.2012.754225.

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36

Williams, Mary. "The English National Curriculum at Key Stage 2 ? How Successful is It?" Literacy 27, no. 3 (1993): 9–14. http://dx.doi.org/10.1111/j.1467-9345.1993.tb00097.x.

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37

Galton, Maurice. "The National Curriculum balance sheet for Key Stage 2: a researcher's view." Curriculum Journal 11, no. 3 (2000): 323–41. http://dx.doi.org/10.1080/09585170050200558.

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38

Thomas, Ruth. "The Music National Curriculum: Overcoming a Compromise." British Journal of Music Education 14, no. 3 (1997): 217–35. http://dx.doi.org/10.1017/s0265051700001212.

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The 1995 Music National Curriculum orders represent a significant change from the Interim Report of 1990 in which the Music Working Group presented its findings and made recommendations to the Secretary of State for Education for a new curriculum. This article explores developments which have led from the original recommendations to the 1995 Curriculum. As it now stands, the curriculum does not develop children's musical skills and understanding in a systematic way. This is not helpful, even to the music specialist, but also it gives rise to another problem. At Key Stages 1 and 2, where there

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39

Verran, Joanna, J. Verran, B. Brintnell, N. Brownrigg, and R. Garcia. "The Body Game: developed by undergraduates for Key Stage 2 National Curriculum Science." Journal of Biological Education 31, no. 3 (1997): 181–84. http://dx.doi.org/10.1080/00219266.1997.9655560.

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40

Shorrocks-Taylor, Diane, Janice Curry, Bronwen Swinnerton, and Nick Nelson. "National Curriculum Mathematics Tests in England at Key Stage 2: Weights and measures?" Oxford Review of Education 29, no. 1 (2003): 51–66. http://dx.doi.org/10.1080/03054980307438.

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Schagen, Ian, and Marian Sainsbury. "Multilevel Analysis of the Key Stage 1 National Curriculum Assessment Data in 1995." Oxford Review of Education 22, no. 3 (1996): 265–72. http://dx.doi.org/10.1080/0305498960220302.

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42

Kinchin, Ian M. "Mapping the Key Stage 3 National Science Strategy: Cells." Journal of Biological Education 38, no. 1 (2003): 30–31. http://dx.doi.org/10.1080/00219266.2003.9655892.

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Asyari, Hasyim, Dewi Sukarti, Sita Ratnaningsih, and Nurul Rizqi Azizah. "Readiness of Study Programs in Achieving Superior Accreditation Ratings: An Analysis Using the CIPPO Evaluation Model." TARBIYA: Journal of Education in Muslim Society 10, no. 2 (2023): 251–68. http://dx.doi.org/10.15408/tjems.v10i2.39885.

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AbstractThis study explores the readiness of study programs to meet the nine-criteria policy set by the National Accreditation Agency for Higher Education (NAAHE/BAN-PT) in Indonesia and identifies strategies for achieving superior accreditation ratings. Using a qualitative case study approach, the research involved document analysis, observations, and in-depth interviews with fifteen key stakeholders. Data were analyzed through the CIPPO evaluation model. The findings reveal that: 1) the task force team meticulously prepared for the accreditation process across all stages; 2) effective coordi

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44

Mull, Eric, and Swaroop Pinto. "0489 Sleep Disordered Medicine: A Residents Perspective." Sleep 45, Supplement_1 (2022): A216—A217. http://dx.doi.org/10.1093/sleep/zsac079.486.

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Abstract Introduction It is known that sleep medicine is a relatively young subspeciality when compared to other more establish subspecialities, such as cardiology or intensive care medicine. The field gained noticeable recognition following the introduction of positive pressure therapy as a noninvasive method to treat obstructive sleep apnea in 1981. That new method prompted an increased interest in the area of sleep apnea and in all sleep disorders in general. For over the past four decades, sleep medicine has evolved greatly and grown significantly enough to justify the recognition of sleep

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45

Gibb, Sarah. "Reflections on year 6 reading attainment." Headteacher Update 2020, no. 1 (2020): 24–25. http://dx.doi.org/10.12968/htup.2020.1.24.

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The key stage 2 national curriculum tests can give us far greater insights than just a scaled score. Sarah Gibb explores what individual question data can tell us about which skills pupils successfully demonstrate in year 6 and which areas prove more challenging

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46

Schagen, Ian. "Multilevel Analysis of the Key Stage 1 National Curriculum Assessment Data in 1991 and 1992." Oxford Review of Education 20, no. 2 (1994): 163–71. http://dx.doi.org/10.1080/0305498940200201.

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47

El Masri, Yasmine H., Steve Ferrara, Peter W. Foltz, and Jo-Anne Baird. "Predicting item difficulty of science national curriculum tests: the case of key stage 2 assessments." Curriculum Journal 28, no. 1 (2017): 59–82. http://dx.doi.org/10.1080/09585176.2016.1232201.

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48

Cho, Daeyoun. "Narrative Analysis of Archaeological Data in British History Textbooks: Focusing on the Textbooks of <Key Stage 2>." Korean Ancient Historical Society 124 (May 30, 2024): 59–78. http://dx.doi.org/10.18040/sgs.2024.124.59.

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This paper examines the characteristics of archaeological narratives in British history textbooks, where modern archaeology was established early. In the England, the National Curriculum has been in place since 1988, and the government has provided guidelines on what should be taught in history classes. According to the recently revised National Curriculum, the study of British prehistory and ancient history is intensively taught at the Key Stage 2, which corresponds to the 3rd to 6th grades of elementary school in Korea, and it is very characteristic that archaeological descriptions are inten

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49

Gibson, Kenneth. "Technology and Design, at Key Stage 3, within the Northern Ireland curriculum: teachers’ perceptions." International Journal of Technology and Design Education 19, no. 1 (2007): 37–54. http://dx.doi.org/10.1007/s10798-007-9039-z.

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50

Kwon, Boeun, and Nan Sook Yu. "Development of Content System in Practical Problem-Based Home Economics Global Citizenship Education Program for Elementary School Students." Korean Home Economics Education Association 35, no. 4 (2023): 81–98. http://dx.doi.org/10.19031/jkheea.2023.12.35.4.81.

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Abstract:

The purpose of this study is to develop the global citizenship education program content system in the context of the 2022 revised home economics curriculum, recognizing the need for global citizenship education. The study is grounded in practical problem-based program. In the analysis stage, the educational trend requiring global citizenship education in the national curriculum was elucidated by analyzing the 2022 revised curriculum documents and future education documents related to global citizenship education. A framework for global citizenship education goals within home economics curricu

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