Curriculum Design

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1-Curriculum Design

and

2-Curriculum Materials

Mr. / Girgis

E-mail 1 : girgishannaharoun@yahoo.co.uk

E-mail 2 : girgishanna027@gmail.com

Go to my Blog

https://mrgirgis.blogspot.com/

My Curriculum Experiences:

1-First of all, I have been teaching English as a foreign

language to primary schools, middle schools, high schools

and college learners for 30 years till now in Egypt.

2- I worked with the American TILO program experts in

Egypt. I practiced designing and writing a curriculum in

English and Arabic for all stages.

3-The photo above illustrates the program, the American

program director who awarded me the curriculum analysis

prize during the celebration of TILO Program. It was and

still is a USAID in Egypt

4- I worked with the American NAQAAE program

in Egypt. They taught me how to analyze an English and

Arabic curriculum in English and Arabic for any stage.

Both the 2 previous programs are USAID. Both of them

gave me prizes of activity-based learning method and

curriculum.

5- I have previous experiences in writing, designing,

analyzing and developing English curriculum for any

stage in English.

6-I have the same previous experiences in writing,

designing, analyzing and developing Arabic curriculum

for any stage or level in English and Arabic.

7- I designed and wrote an Arabic curriculum in Arabic

for the American TCLP program in the Amid-east

Association in Cairo. It was written in Arabic. It won the

admiration of the American experts.

8-I did another briefed Arabic curriculum in English and

uploaded it to my site. Here, it is typed briefly below.

9- For my excellence in curriculum activities, English skills,

and Arabic skills, my great country, Egypt sent me on a

scholarship to East Anglia University, Norwich, Norfolk,

East Anglia, England, UK to study about the National

British curriculum. There, the British University professors

taught me all about the British National curriculum

theoretically and practically inside the British schools

including its design, writing, analysis, development,

philosophy, elements, evaluation, matrix and benchmark.

10-There, they enabled me to see the applicability of the

British curriculum inside 20 elementary, middle and high

schools and colleges. I did a researching comparison

study between the National British and the National

Egyptian curriulum.

The British experts praised my research so much and

asked me to pass these experiences to people in charge

of education and curriculum in Egypt to give a hand in

reforming the education system in Egypt. I did it efficiently.

British Curriculum VS Egyptian Curriculum

Here are the links of the above

American programs:

1-Click here to go to the American program TILO, site link.

2-Click here to go to the American program NAQAAE site link.

3-Click here to go to my certificates, transcripts, awards ,

scholarships and online American certificates.

What is a curriculum design?

It is a planned sequence of learning experiences.

It is an “academic plan,” which should include:

the purpose of the curriculum

(i.e., goals for student learning), content sequence

( the order of the learning experience), instructional

methods, instructional resources, evaluation

approaches.

Curriculum design involves the creation of an

organizational plan for education professionals to

use in their class. Teachers can use curriculum

design to arrange their courses, create a schedule

and design lesson plans. In their curriculum design,

teachers plan activities, coursework and

educational assessments to help students

achieve academic success.

Teachers may also design curriculum according

to their school's specific guidelines and teaching

standards. Schools may choose to standardize

their curriculum design, which involves creating

one curriculum design for all teachers within a

school system to follow. For example, school

administration may provide teachers with a

curriculum design they must follow throughout

the school year, which provides details on specific

activities, due dates and coursework that teachers

provide to students.

Benefits of curriculum design

Here are several reasons a teacher may use a

curriculum design. Curriculum design can:

Boost student engagement: Teachers can plan

activities in their curriculum design that may boost

student engagement in the classroom. For example,

they may plan a learning game that encourages

students to take part.

Improve learning environment: Teachers may

improve the environment of their classroom by

using a curriculum design, since the design allows

for more organization and efficiency in their lesson

plans.

Develop learning goals: A teacher may develop

goals for their classroom, which they can achieve

by creating a curriculum design tailored to each goal.

For example, if their class' goal involves learning the

alphabet by the end of the school year, they can

design lesson plans that involve teaching the

alphabet in a fun and creative way.

Track student's progress: Teachers often design

their curriculum to help track their student's progress.

For example, teachers may include various exams

throughout their curriculum design to identify

students that may need further help in their course.

2-Curriculum Materials

Meaning:

Curriculum materials play a central and complex role in

the school system. By curriculum materials, we mean

artifacts that represent and guide the content, pedagogic

approaches and sequencing of teaching, whether over

a single lesson or a series.

Examples :

activities, lesson plans, assessments, curriculum plans

and schemes of work . Curriculum materials relate

school and teacher practices to subject content, aims,

pedagogic approaches, timing and sequencing,

Curriculum materials :

1-Curriculum plan, design, writing, analysis and development.

2-Education policy, Curriculum values, vision and mission.

3--Curriculum software and collaboration.

4-Curriculum aims and objectives.

5-- The course content.

6--The teaching methods, learning styles and active learning.

7-The classroom activities, books, workbooks, assignment

books of worksheets and hands out.

8-Means of assessment.

9-Learning outcomes.

10-Curriculum mind-map and time map.

11-Curriculum teaching aids online, teaching materials

and learning materials.

12-Curriculum use of technology like an online platform,

online and offline electronic programs.

13- Lectures, readings model lessons and lesson plan.

14-Scheme of work, school projects, lab experiments

and solving problems.

15- Curriculum Functionality.

16 - Curriculum Relevance and sequence.

17-Curriculum Localization and culture.

18- Contextualization.

19-Adaptability.

20- Learners' needs, interests and desires

of diverse learners.

21-Fiction and nonfiction, for pre K-12 such as classics,

picture books, wordless picture books, beginning-to-

read books, nursery rhymes, biographies, folk literature,

fairy tales, mythology, modern fantasy, poetry, films

and plays.

22-language arts, social studies, mathematics,

science, Co-curriculum and extra-curriculum activities.

maps, school broadcast, sporting and art shows,

feast days festivals.

23-Dictionaries, encyclopedias, atlases, source books,

books of lists, indexes, teaching standards, data show

screens and reviewing sources for educational media,

software, and technology.

24-Idea and activity, teaching methods, unit and lesson

plans, classroom management, psychology of learning,

text books, Drawing, role-playing and education

theories.

25-Media

The CML has a small collection of educational media

materials such as Google Slides, Google PowerPoint,

CDs and DVDs

Audio media

These are teaching and learning materials that appeal

to the auditory sense. For example: podcasts, telephones,

radios, records and record players, storytelling, etc.

Visual media

These are materials that appeal to the sense of sight

(eyes). For example: images, real objects, charts, flip

charts, chalk boards and whiteboard, projected aids, etc.

Audio-visual media

These are teaching and learning materials that have

the capacity to appeal to both auditory and sight senses.

For example: television, educational videos, etc.

26-Kits, manipulatives, games, STEM tools and other

non-book materials cover all curriculum areas and

subjects. These materials are used for lesson planning,

developing learning activities, bulletin boards,

or graphic organizers.

27-Tthe 21st century skills needed, authentic tools, realia,

Video scripts, teacher's guide book and daily life situations.

28-Bulletin board, wall charts, wall magazines, school

library, theater, trips, quizzes, riddles, forums, contests,

competitions, researches and the school visits to

museums, exhibitions and the practical fields of the

set-book studies.

29-Curriculum Benchmark.

30-Curriculum evaluation.

31-My experiences, experts, education researches and

articles about writing a curriculum.

32- The global webinars, workshops, training units and

conferences about writing a curriculum.

33-Digital self-assessment online.

34-Using Google Slides and Forms online.

35-My global education site:

http://www.bchmsg.yolasite.com/

36-My education Blog:

https://mrgirgis.blogspot.com/

37-My YouTube channel:

https://www.youtube.com

Steps of Designing a curriculum:

I do the following:

1. Identify learner’s communicative needs.

2. Develop statements of learning objectives.

3. Identify skills needed to attain the objectives.

4. Prepare course plans.

5. Select materials and teaching methods.

High School Students - Calhoun Community College

Values:

1-Love and peace

2-Tolerance

3-Equity

4-Cooperation

5-Friendship

6-Understanding and co-existence.

7-Citizenship, loyalty and self-confidence.

8-The belief in diversity and inclusion.

Vision:

Having a generation of learners that seek for

cooperation and believe in diversity and equity with

other peoples of other languages.

Mission:

Non-native Arabic speakers learn Arabic language

to create understanding, friendship and cooperation

with Arab native speakers.

Strategy:

Teaching Arabic through using activity-based learning

method. Learners learn through practicing the skills of

listening and speaking to think, pair and share in groups.

Learners participate and interact.

Skills:

Learners acquire the following skills:

1- They express themselves in Arabic properly.

2- They use Arabic to solve problems.

3- They do projects in Arabic.

4- They communicate with Arabs in daily life.

5-They co-operate with the Arabs.

6- They understand others' cultures.

7- They believe in diversity and inclusion.

8- Learners must know the Arabic language and its

culture. I mean that learners must know how the Arabs

think, live and behave. What they like and dislike?

What about their belief, values, customs, traditions

joy and anger?

How to Engage High School Students in Learning | Rethink Together

Hi, my great visitors,

Mr. / Girgis is with you.

I give you a practical example for an Arabic curriculum

design and writing briefly for each 2 units.

It must be a lesson by lesson, a unit by unit,

not through 2 units.

I keep the detailed Arabic curriculum, a lesson by

lesson, a unit by unit in English and Arabic for practical

business.

Arabic Curriculum for Arabic

non-speakers:

Unit: 1 & 2

(The Input Stage):

Objectives:

By the end of the unit, learners

become able to:

1-Value learning Arabic.

2-Plan classroom rules.

3-Listen, observe and pronounce Arabic so

4- Learners listen and see.

5-Learners listen and speak Arabic properly.

6- Learners Point and speak.

7- Learners communicate in pairs.

8-Learners in groups act the scene of the lesson.

9- Learners practice the Arabic culture in groups.

10- Learners practice inclusion with diverse culture.

11-Learners express themselves.

12- Learners participate and interact.

13-Learners listen, think and answer orally.

14-Learners acquire listening, speaking skills,

citizenship, self-confidence and loyalty.

16 sessions

Content :

( Back to school )

1-Registering classroom rules chart democratically.

2-English. Wow!!

3-English instructions.

4-Co-Curriculum activity. (Creativity)

5-Lighter slide.(Time for fun).

6-My school.

7-Things around in school.

8-My classroom.

9-Co-Curriculum Activity.

10-The monthly test.

Methods and material:

(The Process stage)

Active learning

1-Learners point, listen, speak and communicate.

2-Lexical approach.

3-Playing roles and oral situational approach.

4-Observation, applicability and acting the scenes.

5-Audio-lingual approach.

6-Using realia, interactive whiteboards and

overhead projector.

Resources:

1-The Set-Book.

2-The Work Book.

3-Computer Lab.

4-My experiences.

5-Maps, magazines and authentic situations.

6-Authentic material.

7-Electronic programs.

8-The Environment.

9-IQ Board.

Activities:

Graded Co-curriculum Activities:

1-A special course to develop communication and

the 4 language skills.

2-Implementing the collaborative work in solving

problems.

Ungraded Extra-Curriculum

Activities:

1-The Library activity group.

2-The English Club activity group.

3-The School broadcast activity group.

4-The Theater Activity group.

5-The Bulletin Board activity group.

6-The School trips activity group.

7-The Culture and Art activity group.

8-The Athletic activity group.

Assessment:

It is based on listening, speaking, knowledge,

attitudes and performance.

It includes:

1-Self assessment.

2-Peer assessment.

3-Tutor assessment.

Monthly Assessment areas to improve:

Interaction, participation, practice

and communication.

Assessment Tools:

1-Discussion and interviews.

2-learners' portfolio.

3-Check lists.(Formative and summative)

4-Homework.

5-Embedded Assessments.

6-Standards register.

7-Formative feedback.

8-The summative monthly oral test

9- Electronic Portfolios can be used to directly

assess student work.

Outcomes / Competencies

Learners achieved:

1-Perfect listening, performance and speaking skills.

2-Knowledge about greetings and climate .

3-Excellent practice for the new vocabulary in

Dialoguing.

4-Self-expression, curiosity, loyalty, share, humor

5-Excellent test results.

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Unit 3 & 4

Desired achievements:

By the end of this unit, learners will become able to:

1-Listen, observe and pronounce the letters sounds .

2-Use vocabulary and structure (Nouns, verbs,

prepositions and adjectives)

3-Explore things and give attitudes.

4-Distinguishing sizes and colors.

5-Distinguish letters sounds in different shapes.

6-Interact with real situations.

7-Use vocabulary and give opinions.

8-Relate oral words to actual actions.

9-Value their natural, social and cultural environments.

16 sessions

Content:

Geography and History

1-Rivers

2-Seas and oceans.

3-Geography of USA

4-Extra-curriculum activity:

5-What do you think?

6-The Americans.

7-The Statue Liberty! Wow!!!

8-Lighter slide .

9-First semester oral Exam (Speaking and listening).

10-Extended projects (National museum).

Methods:

Active learning

1-Listening, speaking, physical activity and

communication.

2-Audio lingual and oral situational approaches.

3-Dialoguing with love and humor.

4-Lexical approach.

5-Critical thinking, elicitation, group work and

playing roles.

6-Practical learning.

7-Using mind maps, pictures, CD, charts, projector

and video.

8-The Power point program.

Extension:

Extra-curriculum activity:

The sequence is:

(Communication with environment)

1-Spooky, spooky Halloween!

2-The Father Christmas.

Resources:

1-The Set-Book.

2-The Work Book.

3-The teacher's guide.

4-My experiences.

5-Maps, magazines and authentic situations.

6-Authentic material.

7-Electronic programs.

8-The Environment.

9-Video films.

Activities:

Graded Co-curriculum

Activities:

1-A special course to develop communication

and the 4 language skills.

2-Implementing the collaborative work in solving

problems.

Ungraded Extra-Curriculum Activities:

1-The Library activity group.

2-The English Club activity group.

3-The School broadcast activity group.

4-The Theater Activity group.

5-The Bulletin Board activity group.

6-The School trips activity group.

7-The Culture and Art activity group.

8-The Athletic activity group.

Assessment:

It is based on listening, speaking, knowledge,

attitudes and performance.

It includes:

1-Self assessment.

2-Peer assessment.

3-Tutor assessment.

Monthly Assessment areas to improve

Interaction, participation, practice and

communication.

Assessment Tools:

1-Discussion and interviews.

2-learners' portfolio.

3-Check lists.(Formative and summative)

4-Homework.

5-Embedded Assessments.

6-Standards register.

7-Formative feedback.

8-The summative monthly oral test

9- Electronic Portfolios can be used to directly

assess student work.

Outcomes / Competencies

Learners achieved:

1-Perfect listening, performance and speaking skills.

2-Knowledge about greetings and climate .

3-Excellent practice for the new vocabulary in

Dialoguing.

4-Self-expression, curiosity, loyalty, share, humor

5-Excellent test results.

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Unit 5 & 6:

Objectives /

Desired purposes:

By the end of the unit, the learner becomes

able to:

1-Pronounce the letters sounds.

2-Use vocabulary, question words and singular and plurals.

3-Know about people, vegetables, fruits, meals and drinks.

4-Observe shapes and pictures.

5-Speak and practice social and environmental language.

6-Use senses, feelings and motion.

7-Compare between feast days, cultures and give attitudes.

8-Acquire listening and speaking skills.

16 sessions

Content:

(People and Foods):

1-My family.

2-My relatives.

3-My neighbors.

4-Co-Curriculum activity.

5-lighter slide.

6-Meals

7-Fruits and sweets.

8-Vegetables and drinks.

9-Co-Curriculum activity.

10-The monthly test.

Sporting and Games

1-Human body organs.

2-Sports in the USA.

3-Sports in my State.

4-Co-curriculum activity (Tennis Fun).

5-Lighter slide (Culture).

6-Soccer and Basketball.

7-My favorite sporting team.

8-My favorite player!

9-Co-Curriculum activity.

10-The monthly test.

Methods:

Active learning:

1-Addressing senses and physical activity.

2-CLT method.

3-Observation and dialoguing.

4-Asking for and giving opinions.

5-Applicability, group work, playing and changing roles.

6-Oral situational approach.

7-Recorders, CDs, cameras and a slide projector.

Extension:

1-Singing Egyptian Ramadan songs.

2-Dialoguing with parents.

Resources:

1-The Set-Book.

2-The Work Book.

3-The teacher's guide.

4-My experiences.

5-Maps, magazines and authentic situations.

6-Authentic material.

7-Electronic programs.

8-The Environment.

9-Video films.

Activities:

Graded Co-curriculum

Activities:

1-A special course to develop communication and

the 4 language skills.

2-Implementing the collaborative work in solving

problems.

Ungraded Extra-Curriculum Activities:

1-The Library activity group.

2-The English Club activity group.

3-The School broadcast activity group.

4-The Theater Activity group.

5-The Bulletin Board activity group.

6-The School trips activity group.

7-The Culture and Art activity group.

8-The Athletic activity group.

Assessment:

It is based on listening, speaking, knowledge,

attitudes and performance.

1-Self assessment.

2-Peer assessment.

3-Tutor assessment.

Monthly Assessment areas to improve:

Interaction, participation, practice and

communication.

Assessment Tools:

1-Discussion and interviews.

2-learners' portfolio.

3-Check lists.(Formative and summative)

4-Homework.

5-Embedded Assessments.

6-Standards register.

7-Formative feedback.

8-The summative monthly oral test.

Unit 7 & 8:

Objectives:

By the end of the unit, learners will become able to:

1-Listen, observe and pronounce letters sounds.

2-Use vocabulary and verbs in the present, past

and future.

3-Use compound sentences.

4-Know about feasts and culture and interact with

physical world.

5-Share Easter greetings.

6-Doing shopping.

7-Ask, answer and demonstrate.

8-Count, measure and pay.

16 sessions

Content:

(Times and money)

1-The Day Periods.

2-Clock.

3-The Daily Routine.

4-Co-Curriculum activity.

5-Lighter slide.

6-Counting.

7-Currency and coins.

8-The Ways of payment.

9-The monthly oral test.

Strategy:

Active learning

1-Practical learning.

2-Oral situational and audio lingual approach.

3-Choral work.

4-CLT Method.

5-Flash cards and overhead projector.

6-Practicing Arabic culture

Extra-Curriculum Activity:

Singing the Easter songs.

Resources:

1-The Curriculum design and Set-Book.

2-The Work Book.

3-The teacher's guide.

4-My experiences.

5-Maps, magazines and authentic situations.

6-Authentic material.

7-Electronic programs.

8-The Environment.

9-Video films.

10-Arabic songs.

Activities:

Graded Co-curriculum Activities:

1-A special course to develop communication and

the 4 language skills.

2-Implementing the collaborative work in solving

problems.

Ungraded Extra-Curriculum Activities:

1-The Library activity group.

2-The English Club activity group.

3-The School broadcast activity group.

4-The Theater Activity group.

5-The Bulletin Board activity group.

6-The School trips activity group.

7-The Culture and Art activity group.

8-The Athletic activity group.

Assessment:

It is based on listening, speaking, knowledge,

attitudes and performance.

1-Self assessment.

2-Peer assessment.

3-Tutor assessment.

Monthly Assessment areas to improve:

Interaction, participation, practice and

communication.

Assessment Tools:

1-Discussion and interviews.

2-learners' portfolio.

3-Check lists.(Formative and summative)

4-Homework.

5-Embedded Assessments.

6-Standards register.

7-Formative feedback.

8-The summative monthly oral test.

Outcomes and competencies:

Learners achieved:

1-Excellent communication and values.

2-Excellent attitudes and engagement.

3-Spoken kills, performance, knowledge about

people, foods and sporting.

4-Excellent results.

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Unit 9 & 10

Objectives:

By the end of this unit, learners will

become able to:

1-Listen, observe and pronounce the letters sounds.

2-Use vocabulary and structure (Compound

sentences with compound joining words)

3-Explore things and give attitudes.

4-Distinguishing the climate of the 4 seasons.

5-Distinguish letters sounds in different shapes.

6-Interact with real situations.

7-Use vocabulary and give opinions.

8-Relate oral words to actual actions.

9-Value their natural, social and cultural

environments.

16 sessions

Content:

Climate

1-Climate in my State:

2-Rain or Shine?

3-Four season clothes.

4-Co-curriculum activity

5-A Lighter slide.

6-The Climate in Summer.

7-A visit to the library.

8-General Revision.

9-The Second Semester Exams.

10-The monthly test

Methods and aids:

Activity-based learning

method:

1-Addressing senses and physical activity.

2-CLT method.

3-Dialoguing with acting the scenes.

4-Asking for and giving opinions.

5-Applicability, group work, playing and changing

roles.

6-Oral situational approach.

7-Aids: Recorders, CDs, cameras and a slide

projector.

Resources / Material

1-The Set-Book.

2-The Work Book.

3-The teacher's guide.

4-My experiences.

5-Maps, magazines and authentic situations.

6-Authentic material.

7-Electronic programs like PowerPoint program.

8-The Environment.

9-Video films.

10Google teaching tools

Activities:

Graded Co-curriculum Activities:

1-A special course to develop communication and

the 4 language skills.

2-Implementing the collaborative work in solving

problems.

Ungraded Extra-Curriculum

Activities:

1-The Library activity group.

2-The English Club activity group.

3-The School broadcast activity group.

4-The Theater Activity group.

5-The Bulletin Board activity group.

6-The School trips activity group.

7-The Culture and Art activity group.

8-The Athletic activity group.

Assessment:

It is based on listening, speaking, knowledge,

attitudes and performance.It includes:

1-Self assessment.

2-Peer assessment.

3-Tutor assessment.

Monthly Assessment areas to improve:

Interaction, participation, practice and

communication.

Assessment Tools:

1-Discussion and interviews.

2-learners' portfolio.

3-Check lists. (Formative and summative)

4-Homework.

5-Embedded Assessments.

6-Standards register.

7-Formative feedback.

8-The monthly summative oral test.

9-Electronic Portfolios can be used to directly

assess student work.

Learning Outcomes and competencies:

Learners achieved:

1-Learners could think, pair and share.

2-Performance and knowledge about time, shopping

and feasts.

3-Excellent results are related to the objectives.

Why hands-on learning is an ideal fit for recent high school graduates | Imagine America Foundation

Curriculum Evaluation:

This study aims to evaluate the Arabic language

curriculum for the first preparatory stage, beginners

or teaching Arabic for adults. It focuses in particular on

the objectives, content, methods of teaching, activities,

Arabic culture, assessment and the learning outcomes.

They touch on a number of aspects and elements

related to the subject.

The Arabic language curriculum for this stage comes

in accordance with the national standards of the

curricula used in Egypt. The methods used by

teachers should be learner-centered teaching methods.

Learners must solve a problem, do a project, express

himself, dialogue with himself, dialogue with others,

experience , observe and explore.

The learner must be a real participant and interactive.

The content helped a lot for achieving the educational

goals as well as the evaluation methods.

Finally, I am as a researcher and curriculum writer,

present a number of recommendations to the Egyptian

authorities concerned with education in general and

curricula in particular to take advantage of them and

work according to them in order to develop curricula

and improve the educational process.

The curriculum must be relevant. It must include the

Arabic culture. The methods of teaching must depend

on activity-based learning method. The learners must

listen and speak, point and speak, Point and do, speak

and communicate, practice the Arabic culture and

speak, work in peers, pairs and groups, express

themselves, practice, analyze, synthesize and evaluate.

Learners must think, pair and share. Learners must act

the scene and play roles through creating real Arabic

situations. There must be authentic and real things

to be used in teaching. The learning outcomes must

be the achievement of the desired aims.

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Curriculum Map / Matrix

/ Curriculum full evaluation:

1-The aims or the desired purposes have been achieved.

2-Learners are prepared for future reading and

writing skills.

3-As for the basic principles of my curriculum,

coherence, permanent change, innovation and

competences are considered and different approaches

are integrated in my curriculum design.

4-The cultures have been learnt and practiced.

5-The 4 language skills have been acquired efficiently.

Benchmarks

Benchmarks have been developed to provide clarity on

the national standards expected within each curriculum

area at each level. They set out clear lines of progression

in literacy and English and numeracy and mathematics,

and across all other curriculum areas from Early to

Fourth Levels (First to Fourth Levels in Modern

Languages).

Their purpose is to make clear what

learners need to know and be able to do to progress

through the levels, and to support consistency in

teachers’ and other practitioners’ professional

judgements.

Benchmarks draw together and streamline a wide range

of previous assessment guidance (including significant

aspects of learning, progression frameworks and

annotated exemplars) into one key resource to support

teachers’ and other practitioners’ professional judgement

of children’s and young people’s progress across all

curriculum areas.

Benchmarks have been designed to support professional

dialogue as part of the moderation process to assess

where children and young people are in their learning.

They will help to support holistic assessment approaches

across learning. They should not be ticked off individually

for assessment purposes.

Benchmarks for literacy and numeracy should be used

to support teachers’ professional judgement of

achievement of a level. In other curriculum areas,

Benchmarks support teachers and other practitioners

to understand standards and identify children’s and

young people’s next steps in learning. Evidence of

progress and achievement will come from a variety of

sources including:

1-observing day-to-day learning within the classroom,

playroom or working area;

2-observation and feedback from learning activities that

takes place in other environments, for example, outdoors,

on work placements;

3-coursework, including tests;

4- learning conversations; and

5-planned periodic holistic assessment.

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Dear visitors,

Hello,

Mr. / Girgis wishes you the best of luck. You took a look at

a simplified Arabic curriculum design and writing. You

need the detailed one. OK. Wait for it.

Thank you, my visitors all over the world.

Yours,

Girgis

View other resources:

1- Back.

2-Good Teaching is Timeless.

3-Classroom Language Journal.

4-Creating a storytelling Classroom.

5- Twenty Testing mistakes to avoid.

6-Referencing

7-Blogs and Ning Networks

8-Communication practice

9-Role of Assessment

10-"Teaching Writing".

11-Promoting Genre Awareness

Teaching Forum 2006,

Volume 44, Number 4

1-English as a Foreign Language

2-Constructivism

3-Conditions for Teacher Research

4-Translation and Foreign Language

5-Classroom Techniques

6-Newspapers in America

7-Lesson Plan

8-The Lighter Side

Curriculum Design and Materials

Benefits of curriculum design

25-Media