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Developing the Curriculum

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Developing the Curriculum. High School and Middle School. Value Orientations. What you believe about how students learn, what they should learn, how it should be taught, and how a department should work together to meet the goals of the program. Vision .

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Developing the Curriculum

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  1. Developing the Curriculum High School and Middle School

  2. Value Orientations What you believe about how students learn, what they should learn, how it should be taught, and how a department should work together to meet the goals of the program

  3. Vision A description of your ideal program for a particular level

  4. Mission Statement • Brief statement of what your program will do. (1-3 sentences) • Takes into consideration your value orientations, your vision and the courses included in your program. • Communicates to others the essence of your program

  5. Standards • Select two courses from the High School TEKS or one middle school grade level (7th or 8th grade) • Develop standards that are measurable and address each section of the TEKS for each course or grade level • It is not necessary to be comprehensive, an example of a standard in each category will suffice.

  6. Example • TEKS: Adventure/Outdoor Education • 1.A Demonstrate consistency in the execution of the basic skills of adventure/outdoor education activities • Standard: For Orienteering • Student is able to demonstrate map and compass skills to complete an orienteering course in under 30 minutes

  7. Another example • TEKS: Aerobic activities • 2.C Develop an appropriate conditioning program for the selected activity • Standard: for Cycling • Student is able to develop and implement a conditioning program that includes the elements of warm-up, frequency, intensity, time and cool down so that they demonstrate improvement in aerobic fitness levels

  8. One more example • TEKS: Individual sports • 3D Research and describe the historical development of an individual sport • Standard: for Golf • Student is able to write a short research paper about golf including,an historical perspective, etiquette, cultural considerations and global implications of participation in the game.

  9. Standards • Your examples should be in a wide range of activities that might be included in your course • Provide at least one example standard for each of the categories 1-6 identified in the TEKS

  10. Scope and Sequence/Calendar • Select and list the units you want to include in your course • Example: Adventure /Outdoor Education • Backpacking • Boating • Camping • Hiking • Orienteering • Water Sports • Other

  11. Calendar • Be aware of the following • Generally there are 3-6 wk grading periods for a ½ credit course • The weather (seasonal) • Length requirements for different units will vary based upon • Previous experience of students • Facilities and equipment availability (school schedule) • Value Orientations of the department • # of units selected for inclusion

  12. Calendar continued • Providing time for special events • Competitions (tournaments) • Performances (i.e. dance) • Evaluation (testing) • Introduction to the course • Concluding event (camping trip)

  13. Class Procedures and Policies • Develop a handout for parents • Include: • General information about the course and mission statement • Dress out policy (if needed) • General class procedures and rules • Consequences • How parents can help their student • Text book selection or other resource

  14. Grading plan • More on this later!

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