Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 63

Lynch, Smith, Howarth
Phase 1: Outcomes
Learning
Question
Management The scope of Answers or
Findings
LMQ1: What have
my
students
achieved to date? Students in a cohort are
performance benchmarked
based on LMQ2 targets.
Each student’s per formance
is benchmarked to create a
readiness profile.
Students
are
thus
benchmarked as at standard
or
requiring
special
consideration
Ascertaining student readiness
The Steps
1.
2.
3.
4.
5.
LMQ2: What do I
aim to achieve in
my students?
Setting the learning outcomes
The Syllabus is reviewed, in
light of findings from LMQ1,
the
appropriate
Stage
identified and specific Syllabus
Learning Outcomes chosen for the
classroom curriculum.
1.
2.
3.
4.
5.
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Confirm the KLA / Subject
stage that will focus the
classroom curriculum.
Think about what you want to
achieve in students.
Benchmark each student on
their readiness to learn.
Benchmark students on their
readiness for the planned
KLA/Subject stage.
Record your findings.
Familiarise yourself with the
syllabus and its aims.
Ensure you have personal
knowledge competency with
what you are to teach.
Decide the teaching starting
point and also the scope of
teaching- Select the learning
outcomes.
Analyse
each
Syllabus
Learning Outcome to identify
the knowledge content to be
taught and in what order.
Record your findings.