Standards-based Curriculum

What is curriculum? All experiences conducted under the jurisdiction of the school (broad view) A plan or set of outcomes (narrow view) Planned sequence of formal instructional experiences –What students are to learn –How students acquire that learning –How students’ learning is verified

Is curriculum the expected means of education, such as the instructional plan? Or is curriculum, the expected ends of education, such as the intended learning outcomes? –To define either way would indicate philosophical or political neutrality –Typically, a curriculum is not neutral

Concurrent Curricula Official: the written curriculum. Scope and sequence, guides, syllabi, standards & objectives Operational: what is actually taught and expressed as being important to students –Content emphasized through allocated time –What counts determined by what gets tested

Concurrent Curricula Hidden curriculum: issues that are implicitly taught; often norms and values –While subtle, these messages may have a more enduring impact Gender roles, good behavior, status, authority Null curriculum: subject matter not taught –Health education, dance education, parenting education, creation/evolution

Concurrent Curricula Extra curriculum: experiences outside of the typical ‘subject’ areas –Voluntary participation –Based on students’ interests Athletics, vocal music, marching band, drama, yearbook, etc. These experiences may teach more long-lasting lessons than the official curriculum

Standards Movement –Educational reform policies Nationally and globally –Climate of accountability within schools –Tangible outcomes for physical education

Relationship of Curriculum and Standards Curriculum –The planned, sequenced learning experiences that allow students to reach goals Standards –Statements that reflect what students should know and be able to do

Developing a Standards-Based Curriculum Define essential skills, knowledge, and dispositions Select content and activities that align Determine assessment scheme

Dilemma in Physical Education No national curriculum No definition of competence –Some states are developing performance standards NASPE standards act as the framework Individual teachers develop assessments States vary in their approach to assessment

Influential Factors in Curriculum Development Societal interest –Interest of age group students Mobility –How do students apply learning once they move to another geographical area? Accessibility Choice : –How much should student choice influence curricular decisions? Accountability –Busy, happy, & good? Vs. learning & achievement Time

Role of Assessment Types of evidence to be gathered When to assess progress –How many assessments are realistic? Mandated assessment Align with standards –Performance based: videotaped? Accountability

Standards Movement Presents opportunity Requires careful consideration of –Purpose of physical education –Goals of individual programs Requires a committee to determine what can realistically be covered to meet the standards –“less is more”

In class study Identify a course or grade level that you teach Identify what students are to learn (objectives) and in what order this content should be taught (sequence) –Identify rationale as to why the learning objectives are important