Curriculum Design For Ks1 And Ks2 Education Essay

This chapter discusses and reviews research work that is relevant to the work that is carried out in this undertaking. It besides provides an debut to National Curriculum of Key Stage 1 & A ; Key Stage 2 and applicable acquisition theories that influenced instructional design of tutoring system. This includes an analysis of the course of study and cardinal acquisition theories, paying peculiar attending to the importance of larning manners and larning penchant, and how those belongingss may be modelled. Besides discussed in this chapter are the cardinal rules for e-Learning and how to show content and communicate efficaciously is so analysed.

Figure: 1. Analysis of larning theoretical account

Curriculum design for KS1 and KS2

Definition of Curriculum

“ A course of study is the whole set of influences and events, both planned and unanticipated, which impinge upon pupils during their period of instruction and which will, earlier or subsequently, impact their ability to understand and accomplish the purposes of the class ( programme ) and, so, of the wider sphere for which they are being educated. ( Burrell et al. 1988 ) ” [ 8 ] .


The intent of learning maths is to enable kids to understand arithmetic, forms, and measuring, to manage mathematical information, and to assist them develop the accomplishments to utilize these in every twenty-four hours life [ 1 ] . Mathematicss instruction is more of import for learning and larning which gives assurance and competency to develop of the positive attitudes towards mathematics. It besides allows the kids to be prepared for farther surveies, and to the manner of thought and look in footings of mathematics, by larning of certain cardinal constructs. At Key Stages 1 and 2, job resolution and apprehension of the figure system is major facet of acquisition of mathematics [ 4 ] . Through both facets, kids can catch different manner of acquisition and work outing a job and that more than one reply could be possible. It gives chance to research, and ability to work out modus operandi and non modus operandi jobs in assortment of a context [ 3 ] .

Mathematicss is of import because it helps to do sense of our milieus. We count and step and kind points harmonizing to their form and size and this give us one manner in which we can depict the environment. Furthermore by giving us a assortment of tools to manage basic facts we can utilize mathematics to work out jobs which are parts of our mundane lives. It is of import that kids become confident and independent users of a scope of mathematical accomplishments.

National Curriculum

The undermentioned course of study is for Key Stage 1 & A ; 2 and is based closely on the National Curriculum as presented by Clemson et Al, 1998. In the primary school, the National Curriculum divides math into four countries [ 7 ] :

Using and Applying Mathematicss

Number and Number System

Shape, Space and Measures

Managing Datas

Using and Applying Mathematicss

In this country, kids are taught how to use math to mundane state of affairss, including the usage of mathematical footings and vocabulary. Every forenoon the kids will speak about subjects such as: the twenty-four hours, the day of the month, the conditions and other current events. The kids use math accomplishments daily in numeration and telling activities such as run alonging up for assembly, numbering and screening points in the schoolroom, looking at diary day of the months, yearss of the hebdomad and months of the twelvemonth [ 6 ] .

Problem work outing

Harmonizing to [ Clemson ] students should hold chances to [ 6 ] :

attack jobs affecting figure, and informations presented in a assortment of signifiers, in order identify what they need to make

develop flexible attacks to job resolution and expression for ways to get the better of troubles

do determinations about which operations and problem-solving schemes to utilize

organise and look into their work communication


use the right linguistic communication, symbols and vocabulary associated with figure and informations

communicate in spoken, pictural and written signifier, at first utilizing informal linguistic communication and recording, so mathematical linguistic communication and symbols concluding


present consequences in an organized manner

understand a general statement and look into whether peculiar instances match it

explicate their methods and concluding when work outing jobs affecting figure and informations [ 7 ] .

Numbers and the figure system

This country covers numeration, adding, deducting, multiplying and spliting. Equally good as acquisition tabular arraies “ off by bosom ” , kids pattern mental arithmetic and assorted ways of composing amounts out. They learn how to read jobs and work out how to work out them [ 6 ] .

Students should be taught to:


count faithfully up to 20 objects at first and recognize that if the objects are rearranged the figure stays the same ; be familiar with the Numberss 11 to 20 ; bit by bit extend numbering to 100 and beyond [ 7 ] .

Number forms and sequences

recognise and describe figure forms, including two- and three-digit multiples of 2, 5 or 10 recognizing their forms and utilizing these to do anticipations ; do general statements, utilizing words to depict a functional relationship, and test these ; recognise premier Numberss to 20 and square Numberss up to 10 Q 10 ; happen factor braces and all the premier factors of any two-digit whole number

create and describe figure forms ; explore and record forms related to add-on and minus, and so forms of multiples of 2, 5 and 10 explicating the forms and utilizing them to do anticipations ; recognise sequences, including odd and even Numberss to 30 so beyond ; recognize the relationship between halving and duplicating

read, write and order whole numbers, understanding that the place of a digit signifies its value ; use right the symbols & lt ; , & gt ; , = , a‰ ; multiply and split any whole number by 10 or 100, widening to multiplying and spliting by 1000 ; unit of ammunition whole numbers to the nearest 10 or 100 and so 1000 ; order a set of negative whole numbers [ 7 ]

interpret, generalise and usage simple relationships expressed in numerical, spacial and practical state of affairss, for illustration, happening tantamount signifiers of two digit Numberss ; understanding square and triangular Numberss ; understand and usage simple map machines ;

understand and usage, in context, fractions and per centums to gauge, describe and compare proportions of a whole ; recognize the equality between the decimal, fractional and per centum signifiers of a half, quarters, ten percents and hundredths.

understand and usage, in context, common fractions, denary fractions and per centums ; understand the equality of simple fractions ; research the relationships between fractions and per centums, for illustration, understand that half monetary value is the same as 50 % off.

The figure system and computations

read and write Numberss to 20 at first and so to 100 or beyond ; understand and utilize the vocabulary of comparing and telling these Numberss ; recognize that the place of a digit gives its value and cognize what each figure represents, including nothing as a place-holder ; order a set of one- and two-digit Numberss and place them on a figure line and hundred-square ; round any two-digit figure to the nearest 10.

estimation within computations, ab initio with Numberss within 100 and widening to all whole Numberss ; approximative Numberss to the nearest 10 or 100 ; estimation and approximate to derive a feeling for the size of a solution to a job, for illustration, understand that 32 ten 9 is about 30 ten 10 ;

understand that a missive can stand for an unknown figure, for illustration, 6 + a = 24.

consolidate cognition of add-on and minus facts for Numberss to 20 and utilize these, along with cognition of topographic point value and construction, to mentally obtain farther consequences, for illustration, 10 + 6 = 16, so 11+7 = 18, 13 + 7 = 20, etc, or 13 – 5 = 8, so 15 – 5 = 10, 19 – 5 = 14, etc ; cognize the generation facts to 10 tens 10 and utilize them to deduce rapidly the corresponding division facts ; develop a scope of mental methods for happening from known facts those that they have non learned, e.g. 7 ten 13 = 70 +21 = 91 ; recognise premier Numberss to at least 20 and square Numberss to at least 100 ; happen multiples, factors, regular hexahedrons and square roots of figure [ 6 ] .

develop a assortment of mental methods of calculation with whole numbers up to 100 and explicate schemes used ; utilize informal written methods to back up, record and explicate their logical thinking, e.g.2 x 19 =17×20 – 2 = 323 ; widen informal written methods to develop a scope of non-calculator methods of calculation that involve add-on and minus of whole numbers, come oning to methods for generation and division of up to three-digit by two-digit whole numbers [ 6 ] .

understand and utilize the relationships between the four operations, including opposites ; usage associated linguistic communication and recognize state of affairss to which the operations apply ; understand the rules ( non the names ) of the commutative, associatory and distributive Torahs as they apply to add-on and generation, and utilize them to make mental and written computations more expeditiously, for illustration, 127 + 56 + 23 = 127 + 3 + 20 + 56 = 130 + 20 + 56 = 150 + 56 = 206, or 2 ten 13 + 13 ten 3 = 2 ten 13 + 3 ten 13=20 ten 13 = 260 [ 6 ] .

extend methods of calculation to include add-on and minus with negative whole numbers and all four operations with decimals ; cipher fractions and per centums of measures, utilizing a reckoner where appropriate

Shape, Space and Measures

This country includes larning about the belongingss of forms ( such as trigons, squares and rectangles ) , including their names and what makes them similar to, and different from, each other. It besides includes larning about measurement – length, country, volume and weight – and how to utilize mensurating equipment such as swayers and graduated tables. Finally, it includes larning to state the clip [ 7 ] .

Understanding forms and belongingss of form

usage appropriate mathematical linguistic communication to depict and discourse forms and forms that can be seen or visualised

do common 3-D and 2-D forms and theoretical accounts, working with increasing attention and truth ; get down to sort forms harmonizing to mathematical standards

recognise and utilize the geometrical characteristics of forms, including vertices, sides/edges and surfaces, rectangles ( including squares ) , circles, trigons, regular hexahedrons, cuboids, come oning to hexagons, Pentagons, cylinders and domains ; recognize brooding symmetricalness in simple 2-D forms and forms [ 7 ] .

Understanding belongingss of place and motion

observe, visualise and describe places, waies and motions utilizing common words

recognise motions in a consecutive line ( interlingual renditions ) and rotary motions, and unite them in simple ways [ for illustration, give instructions to acquire to the caput instructor ‘s office or for revolving a programmable plaything [ 6 ] .

recognise right angles

Understanding steps

gauge the size of objects and order them by direct comparing utilizing appropriate linguistic communication ; put familiar events in chronological order ; comparison and step objects utilizing unvarying non-standard units [ for illustration, a straw, wooden regular hexahedron ] , so with a standard unit of length ( centimeter, m ) , weight ( kilogram ) , capacity ( cubic decimeter ) [ for illustration, ‘longer or shorter than a metre regulation ‘ , ‘three and- a-bit liter jugs ‘ ] ; compare the continuances of events utilizing a standard unit of clip

understand angle as a step of bend utilizing whole bends, half-turns and quarter-turns estimation, step and weigh objects ; take and utilize simple measurement instruments, reading and construing Numberss, and graduated tables to the nearest labeled division [ 7 ] .

Managing Datas

This begins to be taught at Key Stage 2, in the juniors, and includes larning how to roll up and screen information, and how to show it in graphs and charts.

Collecting, Representing and Interpreting Data

interpret tabular arraies used in mundane life ; interpret and create frequence tabular arraies, including those for sorted discrete informations

collect and represent discrete informations suitably utilizing graphs and diagrams, including saloon graphs, pictograms and line graphs ; construe a wider scope of graphs and diagrams that represent informations, including pie charts, utilizing a computing machine where appropriate

understand and usage, in relevant contexts, the manner, average and average as steps of norm, and the scope as a step of spread

draw meaningful decisions from statistics and graphs, and pass on these utilizing appropriate linguistic communication ; recognize why some decisions can be unsure or deceptive [ 7 ] .

Understanding and Using Probability

develop early thoughts of chance, by reflecting on experience and transporting out simple experiments ; utilize a vocabulary that includes the words ‘evens ‘ , ‘fair ‘ , ‘unfair ‘ , ‘certain ‘ , ‘likely ‘ , ‘probably ‘ and ‘ every bit likely ‘

Understand that the chance of any event lies between impossibleness and certainty, taking to the debut of the chance graduated table from 0 to 1 [ 6 ] .

The Curriculum purposes

The course of study for mathematics for school is a really wide one covering subjects as per centums, country, form, angles and bearings, chance and acquisition to manage metric units of measuring. Lessons are delivered in a set manner called the numeracy scheme with a batch of accent on mental procedures and figure computation.

From the short reappraisal of National course of study of Key phase 1 and Key phase 2, I found that there is non a common course of study widely accepted. Analysis besides revealed that every school has designed their ain course of study on the footing of the National Curriculum and they have their ain instruction manners. In footings of this undertaking, I would wish to concentrate on numeracy, Addition and Subtraction.

Counting figure

Numeracy is proficiency with figure that enables students to utilize flexible and effectual methods of calculation and recording and to use them with assurance and apprehension.

Numeracy instruction is about supplying students with a house foundation in mathematics and it is a cardinal accomplishment that every kid must larn decently. This cognition will assist them execute more complex computations as good.

Addition and Subtraction

Adding and deducting can be rather disputing. Making one job requires several stairss. Each measure has its ain set of accomplishments. “ To develop velocity and truth kids need to do usage of the facts that they know to deduce new facts ” . To consolidate cognition of add-on and minus facts for Numberss to 20 and utilize these, along with cognition of topographic point value and construction, to mentally obtain farther consequences, e.g. 10 + 3 = 13, so 14 + 4 = 18, 13 + 7 = 20, etc, or 13 – 5 = 8, so 15 – 5 = 10, 19 – 5 = 14, etc ; cognize the generation facts to 10 tens 10 and utilize them to deduce rapidly the corresponding division facts ; develop a scope of mental methods for happening from known facts those that they have non learned, e.g. 7 ten 13 = 70 + 21 = 91 ; recognise premier Numberss to at least 20 and square Numberss to at least 100 ; happen multiples, factors, regular hexahedrons and square roots of Numberss. Addition and minus is taught through practical experience of games and rimes.

In a course of study choice for the effectual instruction and acquisition of mathematics we have to clearly place the larning aims we wish the kids to accomplish. The demand and direction of happening elegant resources to back up the kids ‘s acquisition is all portion of giving the chance to see and hear different things and good pattern. The usage of computing machine systems, programmable playthings and reckoners all contribute to the procedure of larning mathematics. Their usage motivates kids to larn mathematics and besides helps them larn to accommodate rapidly to different engineerings. [ 3 ] .

Teaching school kids basic mathematics utilizing simple mathematical games should be fun. Although, there is batch of package for learning mathematics that are game based such as the 1s presently used by LEAs ( Local Education Authority ) and likewise there are a figure of Q & A ; A based tutoring systems for learning mathematics, there does non look to be any instruction package that tightly couples the two manners of instruction and larning [ 2 ] .

In a game based instruction system, the package will supply a figure of simple games which require some mathematical accomplishments. The game based learning system will hold a figure of trouble degrees in order to successfully finish the whole game. The system is wholly child/student driven with really small control from the package. There is really small elaborate monitoring in footings of the constructs the kid is familiar or unfamiliar with. There is besides limited feedback to the instructor.


Learning theory

This subdivision discusses the cardinal learning theories of Constructivism, Behaviourism and Cognitivism and their possible impact on this undertaking.


“ Constructivism is a doctrine of larning founded on the footing that, by reflecting on our experiences, we construct our ain apprehension of the universe we live in. Each of us generates our ain “ regulations ” and “ mental theoretical accounts, ” [ 9 ] which we use to do sense of our experiences. Learning, hence, is merely the procedure of seting our mental theoretical accounts to suit new experiences ” ( Michael J. Mahoney 2003 ) .

There is a enormous research done about the strength of multi acquisition manners and the deduction of these theories every bit good. The most important research in this field has been done by Jean Piaget ( Piaget, 1976 ; Piaget & A ; Inhelder, 1967 ) [ 11 ] and he has defined the Constructivist Learning Theory. All research workers are really supportive about this acquisition theory. In footings of this undertaking, the importance of this theory is as follows:

Learning as a whole individual

“ Children learn across multiple spheres and each sphere interacts with each other ( cognitive, societal, emotional, aesthetic, and moral ) . Learning is an integrating of all spheres of human development ” [ Bredecamp, 1987 ; Dewey, 1966 ] , e.g. if a kid is larning math or add-on system as a cognitive, and kid are merrily executing any undertakings that is called emotion. And if they can finish their undertaking in great liquors, or kid is hungry agencies physical [ 10 ] .

This type of larning manners provides a co-op, supportive, nurturing, riskless environment where every kid is valued and respected. The multi larning construct besides promotes success for every kid. Every constituent of multi acquisition manner is calculated to identify into a kid ‘s cognitive, societal, emotional, and physical abilities, which led to a kid to the following degree of growing [ 9 ] .

Shaffer ( 1988 ) suggests that kids who feel comfy with their academic and societal competences perform better in school and have more friends than those kids who feel socially inferior or academically unequal. Bloom ( 1981 ) defined as that success is straight related to a kid ‘s positive self-image and self-pride. Multiple learning manners provides good environment to the kids to larn as whole individual [ 12 ] .

Constructing the cognition

Piaget suggested that a kid inveterate gathers new experiences into his bing cognition base. “ As his interations with people and his environment widen, he changes and reorganizes his cognition ( Piaget, 1976 ; Piaget & A ; Inhelder, 1967 ) ” . Every kid ‘s cognition edifice processing is different and alone and they must construct their cognition themselves. In multiple larning systems the cognition development procedure takes topographic point continually by making direct experiences with existent universe and interactions with different environment, these all allow them to build their ain cognition in a sequence [ 11 ] .

Advancements through phases of cognitive development

Piaget believes that kids go through four phases of development: detector motor ( ages 0-2 ) ; preoperational ( ages 2-7 ) ; concrete operational ( ages 7-11 ) ; and formal operational ( ages 11-15 ) .The multiple larning manners will assist to back up each phase of development. Teacher besides supports each phase of development in a different ways. Because of development procedure of kids and they will hold adequate clip to develop at their ain cognitive gait [ 11 ] .

Learning through active and meaningful experiences

“ The enormous research has been done in this country which shows that childs learn through active and meaningful experiences. When they are engaged with their environment and people ” ( Piaget & A ; Inhelder, 1969 ; Piaget, 1976 ; Katz & A ; Chard, 1989 ) .

Research has shown that kids learn through active and meaningful experiences. They learn best when they are engaged with their environment and people ( Piaget & A ; Inhelder, 1969 ; Piaget, 1976 ; Katz & A ; Chard, 1989 ) . Harmonizing to Iran-Nejad ( McKeachie & A ; Berliner, 1990 ) , kids learn most efficaciously when their experiences are meaningful and relevant. When they enjoy with the meaningful acquisition activity on that environment they will understand more [ 12 ] . This sort of environment will back up the kids ‘s liberty through their pick.

Learning is a procedure

Children ‘s acquisition procedure is an on-going chronically procedure which is, some how learning from course of study based environment. We can plan accomplishments larning procedure in different context of demands of the kid and we help them to go a good reader, author and job convergent thinker. It means we can ease them through active engagement with larning procedure [ 9 ] .

Learning through games

We can make different larning environment, for illustration, playing games. It allows kids to take hazards, generate new thoughts, avoid the fright of failure, and to actively prosecute their organic structures and heads [ 9 ] .

Learning as an person

The diverseness in larning manner will drive kid to do single scholar which benefits the full educational construction. It allows a research worker to make more research on ego learning tutoring system [ 9 ] .

Harmonizing to constructivist attack, scholars will larn more with a teacher than from experience ( larning by making ) [ 12 ] . Similarly, scholars will larn more with a instructor ‘s talks ( text edition ) than from a computing machine ( by playing ) [ 13 ] . So we can reason that the best manner to larn is by holding pupils construct their ain cognition instead than person constructs it for them. Learning is an active procedure of making intending from different experiences. In other words, pupils will larn best by practising to make something useful on their ain with the coach as a guideline. Many pedagogues argued that traditional teacher-centric attack to larning make non reassign successfully to engineering and must be changed [ 14 ] .

The doctrine must alter from computing machines as learning machines to computing machines as tools to let scholars and instructors [ 13 ] . This engineering will non be utile without doing complete alterations in the instruction and larning schemes of scholars and instructors. While traditional instruction has required the scholar to originate cognitive tools [ 14 ] , the computing machine is a cognitive tool. As such, the computing machine can let persons to plan to back up and dispute the scholar ‘s thought, job work outing [ 13 ] and promote them to actively reflect on what is being learned.


Behaviourism is a theory of human larning that lone focal points on objectively discernible behaviours and does non necessitate specific cognition and mental activities. Behavior theorists define larning as nil more than the gaining of new behaviour. From an educational position the behaviorist scholar is viewed as a inactive receiver of cognition. Learning can so be viewed as the acquisition of this nonsubjective cognition through dry run and rectification [ 15 ] . From a learning position, behaviorism maintains that the function of a instructor is to reenforce right behavior.

It besides describes several cosmopolitan Torahs of behaviour. Its positive and negative support techniques can be really effectual — both in animate beings, and in interventions for human upsets such as autism and antisocial behaviour. Behaviorism frequently is used by instructors, who reward or punish pupil behaviours.

The behaviorist expects the instructor to predetermine all the accomplishments they believe are necessary for the pupils to larn and so show them to the group in a sequenced mode [ 16 ] . The impact of this theory on adaptative tutoring is double – the acquisition system should reenforce pupil behaviour that it perceives to be right and the acquisition system should besides hold a preset position as to the best order in which accomplishments and cognition should be presented.

In educational systems, behaviorism implies the laterality of the instructor, as in behavior alteration programmes. It can, nevertheless, be applied to an apprehension of unwilled acquisition.

For this intents, behaviorism is relevant chiefly to: A

Skill development, and

The rudimentss constructs ( or “ conditions ” ) of larning


Cognitivism describes as a mental procedure in which the scholar actively constructs or builds new thoughts or constructs based upon current and past cognition. It besides tries to detect and pattern the mental procedures on the portion of the scholar during the learning procedure. In other words, “ larning involves building one ‘s ain cognition from one ‘s ain experiences. In cognitive theories cognition is viewed as symbolic, mental buildings in the heads of persons, and larning becomes the procedure of perpetrating these symbolic representations to memory where they may be processed. Therefore, it is a really personal enterprise, whereby internalized constructs, regulations, and general rules may accordingly be applied in a practical real-world context.

The methods of constructivism emphasize pupils ‘ ability to work out real-life, practical jobs. Students typically work in concerted groups instead than separately ; they tend to concentrate on undertakings that require solutions to jobs instead than on instructional sequences that require acquisition of certain content accomplishments. The occupation of the instructor in constructivist theoretical accounts is to set up for needed resources and act as a usher to pupils while they set their ain ends and ‘teach themselves ‘ . [ 13 ] .

Cognitivism does acknowledge the being of mental phenomena, but views the environing environment as an nonsubjective world about which we may hold cognition. Harmonizing to [ Bruner ] , information peers acquisition, so outward visual aspects to that consequence are simply communications lighting the consequence of larning instead than larning itself [ 8 ] . As the head seeks a position of the nonsubjective world it goes through a figure of procedures when it receives information –

aˆ? Information is selectively received by Attention

aˆ? This information is so integrated into the built-in order of memory via a procedure of Encoding

aˆ? Information becomes knowledge when it is integrated into the bing cognitive construction

aˆ? The cognition can so be remembered in the procedure of Retrieval

aˆ? Provide conceptual theoretical accounts that scholars can utilize to recover bing mental theoretical accounts or to hive away the construction they will necessitate to utilize to larn the inside informations of the lesson.

From the educational intent its accent on instruction and larning procedure transportations to techniques to complement the attending, encoding and retrieval of cognition. This can be achieved by carefully understanding of content constructions, and mnemonics and reacting to physical experiences within their environments [ 12 ] . Therefore Cognitivism reinforces the scholar to build new information, and where the coach acts as a facilitator to convey the correct information which pupils should larn it.

Computer tutoring system works in a similar manner to how cognitive theoreticians believe worlds process information: receive, shop and retrieve. So we can reason that the tutoring system roles in the instruction position to show the instructional stuffs to be learned and bore the pupil until they understand it. Cognitivism is besides concerned with the active mental procedures of the scholar and its instructional interior decorators are more concerned with how to include a lesson which bases itself on the scholar ‘s old cognition and so back up towards new larning aims. The end of design is still to larn in the most efficient manner, but to interrupt the lesson down into balls that move from simple to complex and to construct harmonizing to scholar ‘s old larning mode [ 15 ] .

What is e-Learning?

e-learning is most frequently defined as the acquisition processes through computer-based acquisition, web-based acquisition, practical schoolrooms, and digital coaction [ 17 ] . e-Learning represents the whole class of technology-based acquisition and it besides provides formal and informal acquisition and preparation activities, procedures and events via the usage of all electronic media including the cyberspace, intranet, extranet, audio/video tape, Television, and CD-ROM [ 19 ] , personal organisers etc. Some define that the “ vitamin E ” in e-Learning agencies electronically based larning [ 17 ] . However, the electronic is non a sufficient definition of the “ vitamin E ” in e-Learning. So the term can besides connote effectual or efficient larning [ 19 ] .

On the practical side, the e-learning is defined more specifically than distance acquisition, which would include text-based acquisition and forming the class subjects to be taught and making multimedia CD-ROMS or net sites [ 19,5 ] . Learning class stuffs can be accessed from the web or intranet via a computing machine and coachs and scholars can pass on with each other via electronic medium by utilizing e-mail, chat or treatment forums [ 20 ] . Therefore, it must be considered as the chief method of bringing of preparation and it is besides used for classroom-based preparation [ 18 ] .

e-Learning or online acquisition is the term applied of different methods of acquisition, which are enhanced or facilitated by computing machines web engineerings [ 17 ] . This engineering enables to make, present, manage and support acquisition manner, anytime and anyplace. As a constituent of e-Learning are web-based or on-line acquisition that is likely to be the fastest-growing method for presenting instruction and preparation [ 18, 20 ] .

This engineering is quickly altering our lives. It provides every ordinary individual to hold entree to different assortments of information and cognition [ 5 ] via connexion to web.The users can entree plans from place or when going [ 20 ] . It will back up the different methods of larning manner, like sound, picture games based engineering and that preparation can be provided to multiple locations at the same clip [ 17 ] . This will enable educational establishment to supply preparation and of import information to multiple locations easy and handily. So it is really clip and cost effectual every bit good as efficient.

Learners can entree preparation when it is convenient for them [ 19 ] , at place or in the office because of the learning flexibleness. Users could larn whatever they want in their ain manner at their ain gait. Learner would acquire more control of their acquisition procedure means that there are more motivations to larn [ 20 ] . Learning and making activities in a group can run into both concern and scholars need [ 19 ] . e-Learning can be used for preparation at initial phases, to acquire new accomplishments and for uninterrupted updating of preparation at workplace. e-Learning can be used to specialise in a peculiar subject, to acquire excess information and support. e-Learning is a complete procedure of instruction and larning [ 19 ] .

Cardinal Principles for e-Learning theory

Harmonizing to [ Mark Nichols ] there are 10 cardinal rules of e-Learning which are as follows [ 17 ] :

“ e-Learning is a agency of implementing instruction that can be applied within changing instruction theoretical accounts ( for illustration, face to face or distance instruction ) and educational doctrines ( for illustration behaviorism and constructivism ) . ”

Harmonizing to this principle e-Learning delivers different manner of instruction and this type of instruction system connote the usage of a figure of different technological tools that can be applied in assorted context ; which is really utile in educational system. e-learning can be compared with face to confront bringing or distance instruction but it can be used within either of these theoretical accounts. It is really indispensable to implement these instruction theoretical accounts on e-Learning.

Harmonizing to [ Mark Nichols ] , it is possible to use different instruction doctrines utilizing e-Learning [ 17 ] .

This sort of technological tools will promote scholars to develop their ain cognition and those tools are extremely utile to present different larning manner in a really systematic mode [ 20 ] . “ The usage of engineering in instruction has a important history ” [ 17 ]

Harmonizing to [ Mark Nichols ] , in conformity with Skinner ‘s work ( Ravenscroft 2001 ) at the beginning, computing machines are applied in behaviorist manners, which are to the full controlled over by instructors and they used to make up one’s mind what is learned and how it is to be learned. Nowadays, more emphasize is on the constructivist usage of engineerings which helps to supply kids ( pupils ) with chances to build their ain degree of apprehensions. He has besides mentioned that “ Tam ( 2000 ) provides an first-class overview of how engineering can be used for constructivist intents. “ [ 17 ]

Harmonizing to present context of development of these technological tools, we need more attempt and promotion to supply quality instruction.

“ e-Learning enables alone signifiers of instruction that fits within the bing paradigms of face to face and distance instruction ” .

Harmonizing to [ Mark Nichols ] , this is one of the most new beat in larning manner by utilizing assorted technological tools. It provides new platform to show the bing educational paradigms in a wholly new environments. This engineering is really supportive to unite the strengths of face to face and distance signifiers of instruction in assorted accomplishments based design [ 19 ] . I think the function of instructor is altering in a dramatic mode because of online ego learning environment and the combined manners which represents the more developed signifier of bing instructional methodological analysiss. The blending up of assortment of classs does non truly concentrate on the making of a new paradigm because it is based on the same theoretical rules like face to face and distance classs [ 17 ] .

“ Blended acquisition can be thought of as a new genus, non a new species ; it is the consequence of development, non revolution ( see for illustration Nipper 1989 for an history of how engineering has resulted in new signifiers of distance instruction, and Garrison 2000 and Peters 2000 for an overview of distance instruction theory and its demand to germinate ) ” [ 17 ] .

This proficient tool has no strong statement for choosing platform because of ambiguity to take appropriate nomenclature to utilize in order to mention to these new signifiers of instruction systems. The term mixed-mode is fundamentally used to depict a blended signifier of face to face and distance an instruction system that does non mention a high engineering constituent. But some people prefer the term resource-based acquisition which involves active engagement with multiple resources ( books, diaries, newspapers, multi-media, web, community, and people ) where pupils are motivated to larn about a subject by seeking to happen information on it in every bit many ways and topographic points as possible [ 18 ] . Harmonizing to [ Mark Nichols ] “ Weller ( 2002 ) provides a helpful model for classification of such classs based on the extent to which they are didactic/constructivist and do usage of high/low degrees of engineering ” . It is besides clearly distinguish between strictly on-line and partially on-line and it ‘s importance, and that the philosophical model of class. This type of model is to be preferred when categorising assortment of different classs. In footings of this undertaking, I preferred resource-based acquisition manner because of its flexibleness in footings of adaptability to different acquisition manners and capable countries, and its publicity of pupil liberty. Students can develop learning accomplishments through formal and informal pattern with undertakings necessitating information from different resources.

“ Whichever term or classification is used, the attack can merely be used if purposeful instruction schemes are adopted. “ [ 17 ] .

“ The pick of e-Learning tools should reflect instead than find the teaching method of a class ; how engineering is used is more of import than which engineering is used. ”

Harmonizing to [ Mark Nichols ] “ if e-Learning is straight related to instruction, so it can be applied in conformity with changing teaching methods ” . He besides summaries Weller ‘s ( 2002 ) teaching methods as follows:


Resource based acquisition

Collaborative acquisition

Problem based acquisition

Narrative based instruction

Situated acquisition.

Technology can be applied based on these all teaching method listed above so we can state adaptability of engineering is non the major obstruction but the hapless execution of engineering must reflect ill implemented teaching method [ 20 ] . Therefore, we can reason the choices of larning attack or larning doctrine is more of import instead than choice of the engineering itself. Use of the effectual acquisition doctrine or pedagogical determinations can take to simple engineerings highly productive. Harmonizing to [ Mark Nichols ] , the Open University ‘s treatment forum CoSy documented by Mason, 1989 and Reintroduce of the Wolj scenario described by Jonassen et al 1997 are the major illustration of this rule. So we can reason that how engineering is used is more of import than which engineering is used.

“ e-Learning progresss chiefly through the successful execution of pedagogical invention ” .

A major accomplishment or success in learning pattern will do e-Learning more efficient and it does non in engineering, though engineering can enrich instruction and larning manner by supplying better platform.

Instructional interior decorators should drive e-Learning, non engineers ( Laurillard, 2000, in Nichols, 2002 ) .And, he besides mentioned who can maximise or farther develop e-Learning are existent advanced pedagogues. He has besides included Ravenscroft ‘s statement “ we can non truly transform educational pattern for the better through utilizing new engineerings unless we examine the functions the computing machine can play in genuinely stimulating, back uping and favoring advanced acquisition interactions that are linked to conceptual development and betterments in understanding. ” Further promotion in e-Learning will be a refinement procedure of the bing educational paradigms and we can besides reason that it will come from a better apprehension of the kineticss of instruction and acquisition accomplishment and non from more improved or functional engineering, though it provides chances for new and advanced teaching methods to develop better platform [ 20 ] .

On the footing of these statements, e-Learning developer demands to take adequately technological cognition in the context of the scholar ‘s psychological science and instructions stuff available in the Fieldss of instruction.

“ e-Learning can be used in two major ways ; the presentation of instruction content, and the facilitation of instruction procedures. ”

It means e-Learning can incorporate digital stuffs storage, allotment, presentation, synchronal, asynchronous, communicating, interactivity, multimedia, and entree trailing ( procedures ) – each of which is capable to multiple applications of usage and invention. It besides provides resource information and can play a critical portion in pupil, and it promotes self learning environment. So it can be used to supply entree to education content and processes. This rule merely depict current state of affairs of e-Learning tools so it ca n’t do any farther premise for future development of this engineering [ 17 ] .

“ e-Learning tools are best made to run within a carefully selected and optimally incorporate class design theoretical account. ”

Harmonizing to [ Mark Nichols ] , research has already supported to this rule, for illustration “ Clear design is a characteristic of successful online acquisition ( Swan 2001 ) , and a antiphonal teacher who facilitates larning and encourages pupils to research their acquisition at a conceptual degree is a must for effectual conceptual alteration ( Ramsden, 1992 ) . ” “ There is grounds that scholars require motivating from an teacher for conceptual contemplation to happen [ Hartley 1998 in Ravenscroft 2001 ] . ” Practice-based literature is clear that the “ construct it and they will come attack does non work with on-line treatment boards ” [ 17 ] , therefore we have to be certain of our intent before planing class theoretical account. So we can state that the simple adding tools on the bing class are non solution ; but a scholar has to recognize the existent benefit of e-Learning [ 20 ] .

“ e-Learning tools and techniques should be used merely after consideration has been given to online vs. offline tradeoffs. ”

The appropriate file size is really of import as pupils can go on their surveies when they are off from computing machine. Some of the stuffs can be provided on paper or CD-ROM instead than web.

Web is by and large used for treatment forums and contents ; that is often updated or is merely available during the existent class. It is convenient to bring forth some of the stuffs on CD-ROM or paper or both. Word paperss, slide shows, some inactive content offline, picture and audio stuffs can besides be available on these tapes and CD-ROM [ 17, 19, 18 ] .

“ Effective e-Learning pattern considers the ways in which end-users will prosecute with the acquisition chances provided to them. ”

This rule largely describes about the end-user behavior, and garnering right stuffs or choosing the acquisition chances are the major constituent of effectual e-Learning. So, e-Learning resources must be provided really carefully. If all resources are available through CD-ROM or online, so we do non necessitate to supply any printed stuffs [ 18 ] but who do non like to read from a computing machine screen are required to publish the stuffs out. Students need to entree online survey session from place which will necessitate better cyberspace installations [ 16 ] . This will give more chances for pupils to pattern in their free clip.

“ The overall purpose of instruction, that is, the development of the scholar in the context of a preset course of study or set of larning aims, does non alter when e-Learning is applied. ”

These larning aims of instruction systems will promote pupils to learn themselves by utilizing e-Learning tools. It will besides promote them to portion thoughts via bulletin board and if the bulletin board is non relevant to the course of study so we need to clear up the premises [ 20 ] . It means how the pupil will carry through their acquisition aims or how they can utilize the engineering that will take them to find their success. So we argue that course of study is a major constituent of success and it should be in standard format.

“ Merely pedagogical advantages will supply a permanent principle for implementing e-Learning attacks ” .

Harmonizing to [ Mark Nichols ] , they were Eisenstadt and Vincent ( 2000: eleven ) who reserved the advantages of engineering for those applications built on sound teaching method: “ Evidence continues to corroborate that the Web, as with other engineerings and media, can be successfully exploited provided that the educational demand to which it is applied is identified foremost. ”

The development of the art or profession of instruction may be helpful to turn out e-Learning investings it required more in future. We can reason that technological tools improve instruction and learning manner but it needs long-run committedness to utilize, and appropriate execution [ 17 ] .


Memory is a procedure of retaining, storing, and remembering experiences and it can be divide into three phases. First, active working memory refers to the impermanent representation of information that was merely experienced or merely retrieved. It means what we use instantly after we see or hear something [ 13 ] . These active representations are ephemeral, until our encephalon is traveling information from the short-run memory into the long-run memory. Short-run memory is good plenty for short period of clip, but the kid may bury what they learned by following twenty-four hours. They will hold new information for every new twenty-four hours but the chief trouble is retaining the information for long period of clip or in long-run memory. If they have learned something good that straight reassign into their long-run memory so it means it can hive away facts for every bit long as your kid ‘s life-time. Long-run memory signifiers from habit memory such as erudite accomplishments ( siting a bike ) and acknowledgment memory which includes the storage of general cognition and personal experiences. They can garner information from a assortment of beginnings easy ; and they may be good present in category treatment but likely they will fight for composing the reply down and the reading trial. If the instructor quizzes them orally, so we can happen how much they have learned.

Normally kids will hold short-run memory job like they merely retrieve for minute but they will non be able to remember it after few proceedingss. It is same with long -term memory, they can retrieve for one hebdomad but they may hold trouble in remembering it in the following hebdomad [ 14 ] . The major differences of kid ‘s short-run memory and long-run memory are merely about the length of clip to remember the events.

“ A kid ‘s memory may be stronger, or weaker, in ocular or audile channels, or you may happen it is stronger in verbal or non-verbal countries. Children who have hapless memory accomplishments need repeated reappraisal, even on things they appear to hold learned good. They are described as “ inconsistent ” by their instructors [ 16 ] . “

Learning manner will change from kids to kids, depending on their strengths. Some kids might hold more trouble to larn some topics than others. Some pupil can read complex word but they fail to spell even simple 1s right. Some will retrieve how to make math job but do non retrieve the facts.

If we encourage them to make frequent pattern utilizing different larning schemes that may assist to understand more,

Figure: 1.1. Memory processing

How Children Learn

Childs who are holding trouble to understand their school assignment, we can sort them in to this class: learn inefficient, inconsistently, and incompletely. Some adept believe that kids ‘s encephalons develop faster from birth to age three than any other clip ; and more learning takes topographic point during this clip than any other. If we provide more learning chances, from birth until school age, so more synapses will be formed. Brain development of this phase will play cardinal function for a kid ‘s success in future [ 22 ] .

Since kids ‘s earliest experiences affect how they will believe, learn and act, assisting kids learn from birth to school age is a important activity. If parents can make strong foundation for larning from the beginning, that will assist kids to execute better in future. Child encephalon will go more mature or lasting in clip, is utile manner to visualise how they learn [ 13 ] .

Childs who learn inconsistently or inefficiently seem to construct delicate tracts to the information they need. It ‘s possible that one clip their encephalon takes one path and another clip chooses a different path. They use several partly-built waies to the information, but none of them systematically plenty to be able to acquire to the information rapidly, easy and confidently. Or they may break up the information, and shop it incompletely in several topographic points alternatively of set uping one dependable site [ 22 ] .

Children ‘s acquisition phases

Harmonizing to ( Armstrong Thomas: 1998 ) , Complete larning phenomenon can take topographic points stairss by stairss, It is called “ Four phase of Learning ” which are summarized in ways Exposure Stage, Guided Learning Stage, Independence Stage and Mastery Stage. We all go through these phases as we learn, but some of us move through them faster than others, and we all gain some sorts of cognition more easy than others. When we are larning something we are good at we may non be cognizant of these four phases, but we still pass through them.

Phase one is the Exposure Phase and is wholly new larning phase but in this phase everybody is really funny to cognize everything. For illustration, when we learn long division, most of us get baffled and we might happen that information really new at the beginning. In the Exposure Stage, the nervousnesss are wholly unconnected, with seeable spreads between cells.

We call stage two the Guided Learning Stage because we still can non make the jobs without aid and we need full counsel from our instructor or parents. We are get downing to catch on though, and with support, encouragement and steering information signifier instructor, we can try to work out the jobs. But it ‘s difficult work, and since we make a assortment of errors we still need the instructor ‘s aid frequently. We still need to seek good counsel from instructor and parents.

Guidance Stages advancement will take to the Independence Stage. At this phase, we can make most of the jobs on our ain, most of the clip. This is when we begin to believe of the undertaking as “ easy, ” and we gain assurance in our abilities.

Mastery Stage is a concluding acquisition phase of pupil. At Mastery Stage, they have learned good plenty so they can get down to utilize the ability independently. Children ‘s degree of understanding will increase automatically, they can follow the stairss without halting to believe what to make following [ 23 ] .

Mastery Stage is the concluding end of instruction. They seldom forget anything they have learned.

Children ‘s Learning Styles

Harmonizing to [ Kolb, David A. 1984 and Thomas Armstrong, 1998 ] has classified larning manners into seven major classs: spatial/ ocular, kinetic or motion, language-oriented, logical/analytical, Interpersonal, Intra-personal and Musical. But David Kolb has mentioned that “ David Kolb ‘s learning rhythm theoretical account ( Experiential Learning. 1984 ) , the acquisition manner stock list, and associated nomenclature ” are based on the work of John Dewey, Kurt Lewin, Jean Piaget, and J. P. Guilford. Children can utilize a mixture of larning manners or be dominant in one. A kid with diverse acquisition manners is normally a more flexible scholar. If we are able to acknowledge kid ‘s learning manners from these descriptions, so it is possible to urge them to suit single manner [ 22 ] .

Spatial Visual Learner

Needs and likes to visualise things ; learns through images ; enjoys art and drawing ; read maps, charts and diagrams good ; fascinated with machines and innovations ; dramas with Sons ; likes labyrinths and mystifiers. We can actuate them to larn by utilizing board games and memory devices to make ocular forms and advance their authorship via colored pens, computing machine or drawing. This learning manner is evident in kids who need to “ see ” what the instructor is speaking about. They make intending for themselves most readily through images.

Kinetic Learner

Procedures knowledge through physical esthesiss ; extremely active, non able to sit still long ; communicates with organic structure linguistic communication and gestures. Shows you instead than Tells you ; demands to touch and experience universe ; good at copying others ; likes chilling amusement drives ; of course athletic and enjoys athleticss. Physical action is the cardinal constituent for these types of acquisition activities. While reading, allow child chew gum, walk around, stone or sit stationary bike ( Thomas Armstrong, 1998 ) . Use legion hands-on activities and experiments, art undertakings, nature walks or moving out narratives and research everything in a really hands-on mode.

Language-Oriented Learner

Thinks in words, verbalizes constructs ; spins narratives and gags ; enchantments words accurately and easy. Children will be a good reader or prefer the spoken word more ; has first-class memory for names, day of the months and trifle ; likes word games ; enjoys utilizing tape recording equipments and frequently musically talented. This type of scholar loves words-reading, authorship, and talking. They learn through hearing and speaking about what they heard. The verbal manner involves both the written and spoken word. If child usage this manner, they find it easy to show themselves, both in authorship and verbally. They love reading aloud and authorship every bit good. They like playing on the significance or sound of words, such as in lingua tornados, rimes and they know the significance of many words, and on a regular basis do an attempt to happen the significance of new words. When they talk to others, they prefer to utilize those words, every bit good as phrases which one has merely picked up late.

Logical scholar

Thinks conceptually, likes to research forms and relationships ; enjoys mystifiers and seeing how things work ; constantly inquiries and admirations ; is capable of extremely abstract signifiers of logical thought at early age ; computes math jobs rapidly in caput ; enjoys scheme games, computing machines and experiments with intent ; creates ain designs to construct with blocks/logos. These scholars think conceptually in logical and numerical forms doing connexions between pieces of information. Always funny to cognize how things work, ask tonss of inquiries, and cod points and maintain path of their aggregation and like to make experiments.

If kids use the logical manner, they like utilizing their encephalon for logical and mathematical logical thinking. They can acknowledge forms easy and work good with figure and can execute complex computations as good.

A computing machine plan Teachs logic and critical thought accomplishments. These are besides in game formats that could actuate kids. Solving math jobs in computing machine allows boring and practicing for logical scholars.

Interpersonal Learner

They have an ability to understand other people, to detect their ends, motives, purposes, and to work efficaciously with them. This pupil loves to acquire up and interact with others. They love to make concerted activities that give the chances to work and larn from their fellow pupils and to be first-class squad participants. Whenever possible, they involve in group games and treatments. Turning a scientific discipline experiment into an activity to make with friends can be the best manner to prosecute an interpersonal scholar.

Intra-Personal Learner

“ The ability to utilize one ‘s emotional life as a means to understand oneself and others ” . Children with this type of intelligence control their ain feelings and tempers and frequently observe and listen. We may believe of intra-personal pupils as shy, but by and large these childs have a good sense of ego and are quite secure. They do best when working entirely. They enjoy personalization activities, such as drawing, composing and speaking about one ‘s ain household, house, or school. To affect an intra-personal scholar in a scientific discipline undertaking, we may inquire them to depict their experiences and emotions.

Musical Learner

Sensitivity to flip, tune, beat and tone. These kids love to listen to and play music, sing, busyness, move to the beat, and they love to research sounds and how they go together in vocals and chants every bit good. To learn musical scholar math constructs, acquire them to number drum beats or do musical forms with an instrument. We have to supply plentifulness of instruments to research a tape recording equipment, and a assortment of vocals and sounds to listen to.


In this chapter National Curriculum of Key Stage1 & A ; Key Stage 2 were reviewed with peculiar accent on how this course of study can be designed in game drama base acquisition manner. It besides reviewed learning theories and larning manners and belongingss of e-Leanings and how they influence our position of the computing machine as an educational medium and its pertinence for personalisation along with the mechanisms for geting a theoretical account of the scholar. These reappraisals are of import as teaching method should take precedence when implementing new engineering [ Parson, 98 ] and this thesis proposes a new proficient attack to implementing game drama base larning it must back up of a assortment of pedagogical attacks if it is to be successfully adopted.