Curriculum development-teacher training

The Programme aims to establish a technologic component in each child s curriculum throughout compulsory schooling from ages S to 16. This will be undertaken by the introduction of a phased programme (over 7 years) of curriculum development, staff training and resource provision for all schools, all pup and many teachers. 

Curriculum development at the K-12 level goes hand-and-hand with teacher training. The development of green chemistry curriculum materials must involve collaboration between the green chemistry researchers and the K-12 teacher. Several approaches have been found to be effective in developing curriculum, which can be applied in the K-12 classroom. 

Carole Raymond is a Director of the National Unit of Safety across the Curriculum (NUSAC) and Lecturer in physical education at the University of Exeter. She has been involved in initial teacher training of teachers and in the professional development of experienced teachers for many years. Her speciahst areas include pedagogy, curriculum development and management. More recently she has trained as an expert witness and is a representative on the BAALPE Expert Witness Institute. She is the editor of the BAALPE national journal and author of Coordinating Physical Education across the Primary School (Palmer 1998). 

In order to achieve success in sustainable education, there is an urgent need for education programmes based on sustainable development curriculum for use in teacher training. Such training will allow teachers to use interdisciplinary approaches to integrate sustainable development and green chemistry principles into the different subjects of the formal school curriculum. 

The outcome is a book in five sections. Section A addresses the implications of the history and philosophy of chemistry for chemical education. Section B deals with the complex set of issues surrounding decisions on the nature of the curriculum in chemical education when constmcted for different purposes. Section C is concerned with teaching and learning about chemical compounds. Section D addresses issues in the teaching and learning about chemical change. The final section. Section E, deals with issues in the education and training of chemistry teachers and with the future of research and development in chemical education. 

NCTL provides professional development programs for in-service teachers and administrators. Using a train the trainer model, NCTL partners with states, so that the professional development capacity can meet the demands according to the level of need in each state. In addition, NCTL works with universities to assist them in curriculum and program development for pre-service teachers. 

Teacher workshops, usually at the state or regional level, are useful in creating information networks among education professionals. Some states provide this information in a formal program while others rely on teachers to share their own information. That has become a bit easier with the advent of social media. For those with formal programs, there are annual training sessions that are sometimes carried out at hatchery sites so that teachers can participate in the many activities that it takes to operate a facility and develop their curriculum units accordingly. 

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