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Developing Effective Curriculum for High School and Middle School Value Orientations

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This guide provides a comprehensive framework for developing a curriculum that aligns with value orientations in high school and middle school education. It outlines the vision and mission statements for an ideal educational program, detailing what students should learn, how it should be taught, and how educators should collaborate. The curriculum includes measurable standards based on Texas Essential Knowledge and Skills (TEKS), exemplifying a wide range of activities. Additionally, it offers a structured scope and sequence to ensure a well-rounded educational experience for students.

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Developing Effective Curriculum for High School and Middle School Value Orientations

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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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