Structure and Development of Curriculum

Structure and Development of Curriculum Introduction The curriculum is not a simple word that can be defined; it is a discipline that consists of many factors that ultimately create the curriculum. Upon reading further into this subject, it has become obvious that the curriculum is a complex field and is more likely to reveal that many authors, scholars, academic writers each have a definition describing what the curriculum best means to them or its best definition in the context they discuss. This paper will focus on the Australian Curriculum and will attempt to address issues such as the various definitions of the curriculum, the purpose or goal of the curriculum, how the curriculum is developed, the structure of the curriculum, how the curriculum is influenced by different learning theories, the processes of teaching, learning and assessment and how the curriculum relates to 21st Century learners. Incorporating these factors and understanding this information will allow the reader to formulate his or her own educated definition of t he curriculum whilst recognising the primary features which influence learning within our schools. Definition of Curriculum and its Stakeholders Several definitions surround the meaning of curriculum; to get an overview of the definition we can throw relevant words together such as plan, objective, content, subject matter, opportunities, guidelines, framework, experiences or strategies, although in order to make sense of these words and their relationship to the curriculum we must connect these words in a logical pattern. Authors and academics Brady Kennedy (2010, p.5) simply state In seeking to understand better the role of the curriculum in the 21st century, the purpose should be to ensure that children and young people are well equipped to handle whatever it is that this century will call them to do and be, in other words, there must be a common interest and a common bond by all those involved, while Marsh and Willis (2007, as cited in Marsh, 2010, p.93) define curriculum as an interrelated set of plans and experiences which a student completes under the guidance of the school. Other definitions of the curriculum arise, d ependant on the stakeholders in question, these stakeholders are people who have an interest in the curriculum, its formation and its delivery. The business community feel that the curriculum must be able to support students in their future employment opportunities while preparing them for the economic needs of society (Brady Kennedy, 2010) and parent groups are concerned that the curriculum could be manipulated by government bodies for academic analysis instead of concentrating on equipping their children with the appropriate knowledge and experiences for a successful future (Brady Kennedy, 2010). ACARA (2010c) describes the new National curriculum as a broad scope and sequence of core learning. Critical decisions about the total educational program and how it will be implemented and adapted to meet the needs and interests of students will be the responsibility of education authorities, schools, teachers, parents and students Marsh (2010, p.24) provides a list of stakeholders with whom the National Curriculum Board (NCB), now known as the Australian Curriculum, Assessment and Reporting Authority (ACARA) consults Government Federal/State Minister for Education, Council of Australian Governments, Premiers, State/Territory ministers, Federal opposition, State/Territory opposition Education authorities Government and Non-Government Schools, Australasian Curriculum, Assessment and Certification Authorities (ACACA), Department of Education, Employment and Workplace Relations (DEEWR). Professional associations Unions, Business, Employers School-based Principals, Administrators, Teachers, Students Community Parents, Parent groups, Parent Associations Tertiary Sector Universities, TAFE, Industry training sectors, Academics From this information it is evident that the curriculum is complex, detailed and is influenced by many groups. Fundamentally, it is a plan that consists of goals/aims, content and achievement standards for each subject to be taught within Australian schools, in other words, the curriculum is a planned description of the what, how and when of teaching, learning and assessment. Understanding the foundation of curriculum, we can now concentrate on the goal of the curriculum WHO is it for and WHAT do we expect from our education system and for young Australian citizens? The purpose or goal of the Curriculum and Education Curriculum must be of direct relevance to the childs social, cultural, environmental and economic context and to his or her present and future needs and take full account of the childs evolving capacities; teaching methods should be tailored to the different needs of different children (UN Committee on the Rights of the Child, General Comment 1 as cited in Sullivan Keeney, 2008, p.38). In order to understand the goal or purpose of education, we must understand who we are directing our learning to. Acknowledging the diversity of learners will assist in identifying the scope and range of the content to be covered by the curriculum. Brady and Kennedy (2010, p.38) state Teachers must examine the curriculum carefully to ensure it does not exclude the diverse experiences that students bring with them to the classroom. More positively, the curriculum should highlight those experiences and make them the basis for discovery and learning. The K-12 National Curriculum is directed towards students developing their knowledge and understanding of the major disciplines Mathematics, English, Science and History to enable students to further their knowledge and specialise in fields through further tertiary education. Further to this, the curriculum provides the foundation that allows young Australian citizens to deal confidently with issues that arise and enables them to make informed decisions regarding social and personal matters. (EQUITY) ACARA is responsible for the development of the Australian curriculum from Kindergarten to Year 12. ACARAs work with the Australian curriculum is directed by the 2008 Melbourne Declaration on Educational Goals for Young Australians. This declaration commits to supporting learners with quality education and providing them with the skills necessary for future endeavours (ACARA, 2009a). The Australian curriculum will outline the scope and sequence of key learning areas, in other words WHAT and WHEN it is to be taught at schools, although teachers will ultimately make the decision on HOW to organise, structure and deliver this information to benefit each and every students learning experience (ACARA, 2009b). The educational goals for young Australian citizens focus on creating successful learners such as developing their capacity to be creative, resourceful and motivated individuals, to be able to think, obtain and evaluate evidence, work independently and in teams, be able to communicat e ideas, utilise current technology and be able to make informed decisions and gain the necessary skills regarding their learning and employment directions. These goals also aim to create confident individuals by providing the tools that promote a sense of self-awareness to be able to manage all facets of their wellbeing, develop values such as honesty, empathy and respect for themselves and others, form personal, social and professional relationships and have the confidence to pursue further education and training. In addition, becoming active and informed citizens is addressed through the cross-curriculum dimensions, which aim to instil an understanding and appreciation for Australias indigenous history and diverse culture and sustaining and improving our natural and social surroundings (ACARA, 2009b). So far we have discussed what the curriculum is and how it can be defined, the major influences on the curriculums development, namely the stakeholders and the purpose or goals of the curriculum and education. Before we discuss the structure and development of the curriculum, it is important to be aware of where and how the curriculum originated and why the curriculum is structured the way it is. Structure and Development of the Curriculum The structure of the curriculum and how it is developed caters for the wide range of stakeholders involved while endeavouring to achieve the best learning outcomes for Australian students. The core-curriculum was developed through the Curriculum Development Centre (CDC) by the former Director, Malcolm Skilbeck in 1980. The 24-page document attempted to reconceptualise the existing school subjects within a social-reconstructionist framework (Marsh, 2010, p.11). Even though parts of the core-curriculum were adopted in NSW, WA and NT, the development did not continue due to a lack of funding for the CDC. As the decades passed, many attempts at developing a national curriculum failed to make it successfully through its journey, finally in 2008, under the Rudd Government, a National Curriculum Board (NCB) was created to develop a National Curriculum for students Kindergarten to Year 12, consisting of four Key Learning Areas (KLAs) Mathematics, English, History and Science, with additiona l components of general capabilities and cross-curriculum dimensions working alongside these KLAs (Marsh, 2010). ACARA (2009c) was created to oversee the successful development of the Kindergarten to Year 12 Curriculum, plus the Senior Secondary Curriculum and the Early Years Curriculum Framework. Below outlines the four stages involved in the development of the Australian Curriculum Kindergarten to Year 12. Curriculum shaping stage- This involves the development of the draft shape paper, where expert advice is requested and endorsed by ACARAs board for public feedback. This creates the final shape paper, consisting of an outline of the Australian curriculum including design advice for learning areas. Curriculum writing stage A team consisting of writers, curriculum experts, and ACARA curriculum staff developing the Australian curriculum. The information includes content description and achievement standards; to achieve this, the team refers to national and international research on curriculum, while also referring to current state and territory curriculums. After public feedback and necessary modifications, the Australian curriculum for the particular learning area is ready for publication. Implementation stage Implementation plans are developed by ACARA and state/territory curriculum and school authorities (ACARA, 2010b) Evaluation and review stage Implementation feedback is reviewed carefully via processes that monitor this information. Below is a visual snapshot of the components included in the National Curriculum to be implemented in the year 2011. Australian curriculum graph.png Source: (ACARA, 2009a) Each KLA contains a statement of rationale, aims, content structure and descriptions, and achievement standards. Statement of rationale Overview of the particular subject Aims What students will achieve from this subject Content structure/organisation How the subject is arranged/designed and the information involved Content description specifies what teachers are expected to teach for each learning area at each year level, also provides the scope and sequence of teaching Achievement standards describes the quality of learning e.g. the understanding, knowledge and skill students are required to achieve at each year level. While the National curriculum will keep the original structure of scope and sequence for the KLAs, it is evident the new curriculum has become more detailed and involved, by introducing general capabilities and cross-curriculum dimensions in addition to the KLAs, teachers may find it difficult to be able to get through all the required content in the time allocated, while some may require further intensive training to increase their knowledge in certain areas such as History. Few primary teachers have a sufficient background in History and that they will require concentrated training to develop academic and pedagogical knowledge in History (Harris-Hart, 2009 as cited in Marsh, 2010, p.26), although ACARA (2010c) states the key focus during curriculum development is on depth of learning and not breadth of learning, so as not to overcrowd the curriculum. Since the Australian Curriculum has been collated from different components of the eight state/territory curriculums currently in ope ration, they have maintained the KLAs, added general capabilities and cross-curriculum dimensions while keeping the existing structure for sequencing within the learning areas. (REFERENCE) For example, the NSW curriculum comprises of six KLAs for primary school and eight KLAs for secondary school. Below is a visual snapshot of the NSW Primary syllabus. http://k6.boardofstudies.nsw.edu.au/images/time_on_each_subject.jpg Source: (NSW-BOS, 2008) Schools in New South Wales use the Kindergarten to Year 10 Curriculum Framework as the foundation of what, how and when the content is to be taught, although the NSW Board of Studies acknowledges that schools and teachers take responsibility for the way in which the content is organised and delivered (NSW-BOS, 2002a). NSW primary teachers use the NSW Primary Curriculum Foundation Statements to find out what needs to be taught in each subject. The six subjects within the NSW curriculum are English, Mathematics, Science and Technology, Personal Development, Health and Physical Education (PDHPE), Human Society and Its Environment (HSIE) and Creative arts (NSW-BOS, 2002b), while the Australian Curriculum takes into consideration two new components that will enhance the learning process by working alongside the four KLAs, these components are ten (10) general capabilities and three (3) cross-curriculum dimensions. The ten (10) general capabilities are: literacy, numeracy, information and communication technology, thinking skills, ethical behaviour, creativity, self-management, teamwork, intercultural understanding and social competence. The three (3) cross-curriculum dimensions are: Indigenous history and culture, Asia and Australias engagement with Asia and Sustainability (ACARA, 2010a). Conclusion The Curriculum is a planned description of the what, how and when of teaching, learning and assessment, it is the foundation for learners, students and teachers while being influenced by the many stakeholders that want a share/input in the direction of the Curriculum. The structure and development of the Australian Curriculum includes many components such as teaching, learning and assessment which have focused on the depth of learning not the breadth. Throughout this paper it is also evident that the Australian Curriculum has been influenced by the theories of teaching and learning from several theorists such as Piaget, Bloom, Krathwohl, Vygotsky, Bruner and Maslows taxonomy. In addition, we must keep in mind that by understanding our students changing nature and their diversities, the Australian Curriculum has the opportunity to be in the forefront of teaching and learning in the 21st Century.

Learning Styles Essay

A learning style is basically the preference or predisposition of an individual to perceive and process information in a particular way or combination of ways. (Lynne Celli Sarasin, 2006) There are eight intelligences and an individual has one or more strengths in one of those intelligences. As we have learned from the readings, there are multiple ways to understand how an individual learns. There are three primary senses that are involved in learning: visual, auditory, and kinesthetic. Howard Gardner, for example, suggested that some students learn through their bodies (kinesthetic), others through music and rhythms (auditory), and many others through hand-outs and presentations (visual). Students have been learning in many different ways since ancient times. Teachers of Hinduism, Confucianism, Judaism, and Christianity all evaluated their students’ personalities, with an eye as to how to best teach them. (John D. Mayer, Ph. D. ) I have examined multiple websites on how Hinduism considers opinions of personality. For example, Hindu thought suggests that the wise person judges others with detachment and peace; as apposed to over-involvement, annoyance, or condescension. (John D. Mayer Ph. D. ) In Hinduism, the role of the yogi, or teacher, are to assist those, who sought enlightenment to learn about their essential atman (real inner self). (John D Mayer, Ph. D. ) Accomplished Hindu teachers distinguish among different types of students so as to provide each student with practices that will best guide him or her on the path to enlightenment. (John D. Mayer, Ph. D. ) As I further read into the article posted by John D. Mayer, he wrote about how there are three different types of students. Their way of learning is completely different from the way we learn here and what we learn about. I could use my primary sensory preference to increase my awareness and practice in Hinduism by watching videos and hearing lectures about their way of learning. (Due to the fact that I am a auditory and kinesthetic learner) Once I watch videos about their way of learning I would become more informed about their way of everyday life and their learning styles.

Principles of Communication in Adult Social Care Settings Essay

1.Identify the different reasons why people communicate (1.1.1) People communicate in many different ways often to share information, emotions, thoughts and feelings. People also communicate to learn by asking for information and instructions such as how to do a certain task or asking someone for directions. People will often share emotion through communication like how they are feeling at the time or telling them about a recent life event. People communicate about thoughts and suggestions. Communication can be used to share reassurance and to understand and to be understood. People make, build and sustain relationships through communication. People share knowledge and receive knowledge through communication. 2.Explain how communication affects relationships in an adult social care setting (1.1.2) Communication can build, sustain and effect relationships in an adult social care setting. Communication can develop relationships and build confidence with adults in social care settings. It can be used to give advice, help, information and instructions to help individuals, staff and family members. Communication is used to benefit relationships and maintain safety and consistency. 3.Compare ways to establish the communication and language needs, wishes and preferences of an individual (2.2.1) Communication can be established specifically for an individual by directly talking with that individual. Receiving clear and correct information from that individual. Information is sometimes available for certain individuals on how to communicate with them. For instance someone who was hard of hearing may want you to communicate slowly and clearly for that individual to be able to lip read what you are saying or by sign language, communication through the hands. Individuals that are in a care setting would have care notes and support plans which would have detailed information on how to communicate with that person. Communication can be gained by an individual’s body language, people study other people’s body language and can gain information about how that particular individual is feeling, their specific needs and any help that individual may require. Some individuals may not be able to give communication clearly and verbally so may only communicate using their body, stance and posture. You can gain information about an individual’s needs, wishes and preferences through colleagues, key people and people who know the individual best. 4.Describe the factors to consider when promoting effective communication (2.2.2) Factors to consider when promoting effective communication are dependent on situation, individual and circumstances. When promoting effective communication you should always consider clear, correct and relative communication. Individual circumstances should always be taken into consideration also, am I communicating in the right tone of voice? Am I communicating in a way that the person I’m communicating with will understand? Am I communicating in the correct method? There are many factors to consider when promoting effective communication. Like not communicating in the same way to an adult as you would a child. Communicating in a more simple way so that the certain individual would understand, and not feel that you are communicating in a way that may come across as negative or derogatory. Communicating in a quieter tone of voice if communicating about a personal or sympathetic situation. 5.Describe a range of communication methods and styles to meet individual needs (2.2.3) Communication methods that can differ depending on individual needs are age. Am I talking to an adult or a child? You would communicate with a child in a different way to what you would an adult. If you spoke to an adult in the same way you did a child then that adult may feel like you are being disrespectful to them. Does the person I’m talking to have specific needs? Do they have learning difficulties? If they did you may have to talk in a slower and clearer manor to help them understand and to make sure they can take on all the information. Are they hard of hearing? Possibly talking louder and slowly? Talking directly to their face so the individual could read your lips, possibly using hands to sign or pointing to relative objects to help communication. Can the individual communicate verbally at all? If not then you may have to read their body language to gain a certain level of communication. The individual maybe making noise? Does the noise sound happy or distressful? Some individuals who cannot communicate verbally through speaking may make noise to signal to another person if they are upset or happy. If the person was laughing, high pitched or chuckling this would appear that the individual was happy whereas if the individual was making groaning, low and stressful noises this would appear that the individual is unhappy or agitated. Individuals who can’t use talking to communicate may be able to use pictures to communicate. They may be able to use a range of pictures to show emotions, feelings and needs. They may show a picture of food to signal they are hungry or a face to show the emotion or how they are feeling. 6.Explain why it is important to respond to an individual’s reactions when communicating (2.2.4) It is important to gauge an individual’s reactions at all times when communicating. This can be done by a person’s facial expressions. Does the individual seem shocked, upset or angry to what has been communicated? Does communication need to be done in a softer tone of voice or in a way that is more reassuring to that individual? Is the subject or matter that is being communicated about upsetting or making the individual unhappy? Possibly a change of subject might be more beneficial to the individuals mood or feelings. Does the individual appear confused? This maybe because the correct method of communication is not being used or isn’t in a way that the individual understands. Communication would break down if response wasn’t being met to an individual’s reactions. If communicating in a certain way kept making an individual upset or angry then that individual would simply stop communicating or become even angrier or upset which would break down relationships and communication. An individual who appeared to be in a low or sad mood may react well to reassurance, sympathy or a compliment. Whereas negative communication would only worsen that individuals mood and again would break down communication and relations. Reaction is key to when we are communicating. 7.Explain how individuals from different backgrounds may use, or interpret communication methods in different ways (3.3.1) Indivduals from different backgrounds will use many different ways of communicating. An individual from a background of gangs may use slang and hand gestures as a way of communicating. To another individual from the same background this would be fine but for an individual from a entirely different background this may come across as rude and/or abrupt. Individuals may not talk/communicate in the same way to their friends as they would their boss or a work colleague. For example talking to a child you would use simple communication methods. If you were to use simple ways of communication with an adult this may come across as disrespectful and be taken the wrong way. Communicating with a loved one would be understanding, loving and respectful however if you adopted this same communication method with a member of the public or someone that you weren’t familiar with may seem quite odd and strange. 8.Identify barriers to effective communication (3.3.2) Barriers to effective communication may be the use of jargon, unfamiliar or over complicated terms and emotional barriers. Lack of attention and interest can often be a barrier of communication also. Physical disabilities can also be a barrier when communicating such as hearing problems or speech difficulties. Sometimes language barriers or a difference in accents can pose as a barrier of communication. Expectations can lead to false assumptions or stereotyping which may then become a barrier to communication. Cultural differences can sometimes become a barrier when communicating. Different cultures have many different ways of communicating as do cultures have many varied ways of showing emotions and feelings. 9.Explain how to overcome barriers to communication (3.3.3) Overcoming barriers in communication requires assessing the barriers that need overcoming. Communication should always be in a clear and easy to understand form. Clear and simple terms should always be promoted when communicating. Use of slang and words that are dependent on an individual’s background should be avoided. Concentration should always be with whom you are communicating with, communication that is not concentrated on can often be confused or misunderstood. Different opinions and views should always be respected when communicating also. Not respecting people’s views an opinions will be a major barrier to communication and one that won’t be overcome until all views are understood and respected. 10.Describe strategies that can be used to clarify misunderstandings (3.3.4) Misunderstandings can often arise whilst communicating. Sometimes the message needs to be said or prevailed in a different way. Perhaps the tone needs to change, or the messages style. The language you have used may need to be simplified. Maybe a phone conversation has been unsatisfactory in some way, but a face to face meeting would help to establish better communication. It may be necessary to change the situation and or environment. Maybe a noisy environment has caused misunderstanding maybe somewhere quieter would establish better communication. In certain circumstances it is ok to ask if you have been understood, or to relay communication to certify that you have understood the message that is being communicated. Sometimes when communicating by phone people will ask one and other â€Å"Can you hear me ok?† this will often prevent misunderstandings before they occur by establishing that both parties can communicate clearly. Allowing time for communication can also clarify misunderstandings. Much communication is done whilst we are busy or engaging in other things. To make sure communication has been received and understood it should be allowed time and concentration. Sometimes it is important to take responsibility for a misunderstanding and say you are sorry. An apology can help to restore confidence and allow for the relationship to continue building on a firmer foundation. 11.Explain how to access extra support or services to enable individuals to communicate effectively (3.3.5) Support is available via local authorities and services, such as the NHS and adult social services departments. Help is also available from national charities, such the National Autistic Society for those with autism. These can be accessed by phone or internet. Services such as Makaton are also available; Makaton is a system that uses signs and symbols alongside speech to help people with learning and/or communication difficulties to communicate. Makaton is taught to individuals with learning and/or communication difficulties as an effective way of communication. Speech and language therapists often known as SLT’s can often assess speech and communication difficulties in people of all ages. SLT’s can mainly be accessed through an individual’s GP. 12.Explain the meaning of the term ‘confidentiality’ (4.4.1) Confidentiality is a requirement to keep personal information private and only share it with people who need to know. Information that is spoken, written and electronically kept about individuals maybe needed to be kept confidential and only shared with certain people. 13.Describe ways to maintain confidentiality in day-to-day communication (4.4.2) Confidentially can be maintained on a day to day basis by only speaking about certain information with certain people. For example an individual’s information may be spoken with to a GP or family member. Confidentiality can also be maintained by making sure access to electronic information is only accessible by certain people. A way to maintain this is by keeping computer passwords safe and computers locked and only sharing passwords with people who should be allowed to see this information. Sharing confidential information should always be done in a private environment where the information will not be overheard or interrupted. Records such as personal notes, reports and letters should always be kept in a safe locked place and keys should never be left unattended. Confidential matters are generally not talked about over the telephone unless the person can be positively identified. Confidential information should never be left in an answerphone message as this is left in an un safe way which is easy for the wrong person to hear. 14.Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns to agreed others (4.4.3) Sometimes information that is asked to be or normally confidential needs to be shared with others when there is a concern for that persons welfare and/or safety this can cause tension because the information may have been shared trustingly and have been requested not to be shared but it has to be disclosed because there is a risk to that person’s safety. 15.Explain how and when to seek advice about confidentiality (4.4.4) You can seek advice from your manager about confidentiality. You would do this when you are unsure about anything to do with confidentiality for example if you thought someone was talking to the wrong people about confidential matters that should not be being discussed or weather you were unsure that talking to someone about a certain situation would break an individual’s confidentiality. Read more:  Describe Strategies to Clarify Misunderstandings

Hurricane Etymology

Unlike most words that Spanish and English share because of their shared history with Latin, hurricane came to English directly from Spanish, where it is currently spelled huracà ¡n. But Spanish explorers and conquerers first picked up the word from Taino, an Arawak language from the Caribbean. According to most authorities, the Taino word huracan meant simply storm, although some less reliable sources indicate that it also referred to a storm god or an evil spirit. This word was a natural one for the Spanish explorers and conquerors to pick up from the indigenous population, since winds as strong as the hurricanes of the Caribbean were an unusual weather phenomenon for them. Use of ‘Hurricane’ and Huracà ¡n The fact that the Spaniards introduced the word to the English language is the reason that our word hurricane generally refers to tropical cyclones that have their origin in the Caribbean or Atlantic. When the same type of storm has its origin in the Pacific, it is known as a typhoon (originally a Greek word), or  tifà ³n  in Spanish. There is a slight difference in the way the storms are categorized in the languages, however. In Spanish, a  tifà ³n  generally is considered to be a  huracà ¡n  that forms in the Pacific, while in English hurricane and typhoon are considered to be separate types of storms, even though the only difference is where they form. In both languages, the word can be used to refer figuratively to anything that is powerful and causes turmoil. In Spanish,  huracà ¡n  can also be used to refer to a particularly impetuous person. At the time the Spanish language adopted this word, the h was pronounced (it is silent now) and was sometimes used interchangeably with f. So the same word in Portuguese became furacà £o, and in the late 1500s the English word was sometimes spelled forcane. Numerous other spellings were used until the word was firmly established at the end of the 16th century; Shakespeare used the spelling of hurricano to refer to a waterspout. The word huracà ¡n is not capitalized  when referring to named storms. It is used as in this sentence: El huracà ¡n Ana trajo lluvias intensas. (Hurricane Ana brought heavy rains.) Other Spanish Weather Terms in English Hurricane isnt the only Spanish weather term that has found its way into English. The most common of them, tornado, is especially interesting because of the way the two languages played off each other. The Strange Story of ‘Tornado’ and Tornado Although English got its word tornado from Spanish, Spanish surprisingly got its word tornado from English. Thats because the Spanish word that English borrowed wasnt tornado but tronada, a word for a thunderstorm. As is common in etymology, words often change form when imported into another language. According to the Online Etymology Dictionary, the change of -ro- to -or- was influenced by the spelling of tornar, a Spanish verb meaning to turn. Although tornado in English originally referred to various types of whirlwinds or rotary storms, including hurricanes, in the United States the word eventually came to refer primarily to a type of funneled windstorm common in the U.S. Midwest. In modern Spanish, tornado, borrowed from English, can still refer to various kinds of storms and whirlwinds, including hurricanes. A windstorm on the scale of a tornado, or smaller such as a whirlwind, can also be called a torbellino. Derecho Another type of storm phenomenon is known as a derecho, a direct borrowing of the Spanish derecho, which can, confusingly to foreigners, mean either right (as an adjective) or straight. In this context, it is the second meaning that matters. A derecho refers to a cluster of thunderstorms that travels in a straight line and is capable of causing great destruction. According to the Online Etymology Dictionary, Gustavus Hinrichs of the Iowa Weather Service started using the term in the late 1800s to avoid confusing a certain type of storm system with tornadoes. Key Takeaways The English word hurricane started out as an indigenous Caribbean terms that was adopted into Spanish and then spread to English via Spanish explorers and conquerors.Because the word hurricane came from the Caribbean, a different term is used for the same type of storm when occurring in the Pacific Ocean.The weather terms tornado and derecho also come from Spanish.