Curriculum Planning

1
Curriculum Planning

• Activities to Value Base

2
Designing a Curriculum

• Guidelines for Curriculum Planning
• Outline what content should be taught and when
• Activities selected should help students reach
  objectives
• Address all three domains of development
• Provide experiences that are guided by the 3 S
  FAD

3
Designing a Curriculum

• Steps in Planning the Curriculum
• Six basic steps
• 1. Establish a value base for the program
• 2. Develop a conceptual framework
• 3. Determine the goals, objectives, and
  activities of the program
• 4. Design the program

4
Designing a Curriculum

• Steps in Planning the Curriculum
• 5. Establish assessment procedures
• 6. Implement the program
• Here are some things to think about!

5
Designing a Curriculum

• Step 1 Establish a value base
• The curriculum is built on your value base (In
  other words, what ultimately do you want your
  students to develop or learn?)
• A mission statement will represent your value
  base
• Mission statement includes aims of the program,
  statements about overall goals, and value of the
  program to the individual, community, or society

6
Designing a Curriculum

• Step 2 Develop a conceptual framework
• Represents the essential concepts on which your
  curriculum is based
• The CF clarifies, defines, and classifies terms
  and concepts as they are used in the curriculum
• Example

7
Conceptual Framework

• Developmental Physical Education Components
• Categories of movement
• Content areas
• Movement concepts
• Fitness components
• Styles of teaching

8
Designing a Curriculum

• Step 3 Determining Goals, Objectives, and
  Activities of the program
• Goals
• Broad, desired outcomes (motor, cognitive, and
  affective)
• Objectives
• Behavioral, terminal, or benchmark (Has, Is,
  Does, Knows, Values)
• Activities
• Day to day events that will meet objectives

9
Designing a Curriculum

• Breakdown
• Value is the highest and answers the why of
  the mission statement
• Mission statement answers the how of the
  value and answers the why of the curricular
  framework
• Curricular framework answers the how of the
  mission statement and answers the why of the
  goals
• Goals answers the how of the curricular
  framework and answers the why of the objectives
• Objectives answers the how of the goals and
  answers the why of the activities
• Activities answers the how of the objectives

10
Designing a Curriculum

• The lowest level can be an activity or an
  objective. It depends on what you really want.
• For example The patient will stand on 1 leg
  for 5 seconds. Is this an activity to meet an
  objective of static balance? Or is this an
  objective in and of itself that meets a larger
  goal of single leg balance?

11
Designing a Curriculum

• Key Points to Remember
• For every activity that you have the
  students/patients do, you should be able to link
  it to an objective that is linked to a goal that
  is linked to your curricular framework that is
  linked to your mission statement that represents
  your overall value.
• In other words, you should never do an activity
  for the sake of activity. It should relate to
  meeting objectives. In the example provided
  above, if the stand on 1 leg activity is an
  activity, then it would relate to the objective
  of static balance which is linked to the goal of
  domains of balance proficiency which is linked to
  the curricular framework area of somatosensory
  improvement which is linked to the mission
  statement of decreasing falls among older adults
  through sensory and motor strategies which
  represents the value of fall risk reduction.

12
Designing a Curriculum

• Step 4 Designing the Program
• Scope and sequence
• Scope
• Breadth and range of content
• Variety of units of work and skill
• Breadth should be enough to encompass a multitude
  of skills, activities, and ability levels

13
Designing a Curriculum

• Sequence
• Progression in terms of year-to-year ordering of
  skills taught in the curriculum
• Timing and depth of program from grade to grade
• Progressive skill development from year to year

14
Designing a Curriculum

• Step 5 Establish Assessment Procedures
• Subjective (Process)/Objective (Product)
• Summative / Formative

15
Designing a Curriculum

• Step 6 Implement the Program
• Preplan
• Observe and Assess
• Plan and Implement
• Evaluate and Revise Lessons

16
Selecting a Curricular Model

• Packaged models that include instructional
  components (goals and objectives) as well as
  assessment material
• Sherrills PAP-TE-CA service model was derived
  from I-CAN and ABC (excellent for motor skill
  assessment)
• motor, fitness, and leisure goals

17
Selecting a Curricular Model

• Project ACTIVE
• TAPE (Test-Assess-Prescribe-Evaluate)
• Special Olympics Sports Skills Model
• Inclusionary Models
• Block (1996)

18
Yearly Plan

• Factors to consider
• 1. Instructional Time
• 2. Use of Time
• 3. Instructional Units
• 4. Logistical Considerations

19
Instructional Time

• How much time do you have for instruction?
• Days a week 5 ? 3 ? 1 ?
• Minutes per day 40 ? 30 ? 20 ?
• For a school year with 30 minutes of physical
  education a day, 5 days a week Equates to appx.
  5,000m year which translates into 25-30
  objectives year

20
Planning Use of Time

• Example Given (4 week unit / 5 days a week /
  30 minutes a day)
• How many objectives in this unit?
• 3 to 4 objectives
• 16 week unit allows for appx. 12 to 16 objectives
• What objectives? Need to develop instructional
  units

21
Instructional Units

• Arrange objectives into instructional units
• Ex. How much time are you going to spend each
  day/week on each objective?
• Are there co-existing non-instructional
  time-related objectives?
• ex. social development

22
Logistical Considerations

• Selection of objectives should be based on ?
• Needs, facilities, equipment, class size,
  personal philosophy, community, ?