Demonstrate knowledge of scope and sequence of the curriculum.

Demonstrate knowledge of the scope and sequence of the curriculum.

Interrelated concepts that refer to the overall organization of the curriculum in order to ensure its coherence and continuity. Scope refers to the breadth and depth of content and skills to be covered. Sequence refers to how these skills and content are ordered and presented to learners over time.

http://www.ibe.unesco.org/es/node/12065

What does "organized developmental scope and sequence" mean?

An organized developmental scope and sequence outlines what the early childhood curriculum focuses on and how the plans and materials support children at different stages of development. The scope refers to the areas of development addressed by the curriculum. Scope includes both the breadth (the curriculum addresses development across all of the Head Start Early Learning Outcomes Framework (ELOF) domains) and depth (curriculum content addresses specific developmental goals within each sub-domain). A content-rich curriculum ensures that this scope is sufficiently deep that it engages and sustains children's interests across multiple learning experiences. The sequence includes plans and materials for learning experiences to support and extend children's learning at various levels of development. A sequence of learning experiences progress from less to more complex, with the goal of supporting children as they move through the developmental progressions.

An organized developmental scope and sequence:

• Helps education staff support children's development of skills, behavior, and knowledge described in the ELOF and a state's early learning and development standards
• Includes examples of materials, teaching practices, and learning experiences that support children at different levels of development
• Allows flexibility to respond to the needs of individual children, including dual or tribal language learners and children with disabilities (or those suspected of having delays) and other special needs
• Provides information to education staff that helps them plan and communicate with families and other education partners

Why is a scope and sequence so important?

To be effective, curricula must be comprehensive in scope and provide learning experiences specifically designed to support children at various levels of development. A scope and sequence can be a helpful tool that education staff use to plan learning experiences tailored to children’s ages and developmental levels. It helps staff look ahead to see where development is going, and intentionally scaffold their learning.

Backward design

Ralph W. Tyler introduced the idea of "backward design" (without using this particular term) in 1949 when referring to a statement of objectives. A statement of objectives is used to indicate the kinds of changes in the student to be brought about so that instructional activities can be planned and developed in a way likely to attain these objectives.^[9]

The term "backward design" was introduced to curriculum design in 1998/99 by Jay McTighe and Grant Wiggins (Understanding by Design). The somewhat idiosyncratic term is ultimately due to James S. Coleman, who in his Foundations of Social Theory (1990) used it to parallel the term "backward policing" which he coined for a policy which he found in the production process in Honda factories.

     

Backward design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:^[1][2][3]

1. Identify the results desired (big ideas and skills)
   • What the students should know, understand, and be able to do
   • Consider the goals and curriculum expectations
   • Focus on the "big ideas" (principles, theories, concepts, point of views, or themes
   • 2.Determine acceptable levels of evidence that support that the desired results have occurred (culminating assessment tasks)
   • • What teachers will accept as evidence that student understanding took place
     • Consider culminating assessment tasks and a range of assessment methods (observations, tests, projects, etc.)
   • 3.Design activities that will make desired results happen (learning events)
     • What knowledge and skills students will need to achieve the desired results
     • Consider teaching methods, sequence of lessons, and resource materials
   Backward design challenges "traditional" methods of curriculum planning. In traditional curriculum planning, a list of content that will be taught is created and/or selected.^[4] In backward design, the educator starts with goals, creates or plans out assessments and finally makes lesson plans. Supporters of backward design liken the process to using a "road map".^[5] In this case, the destination is chosen first and then the road map is used to plan the trip to the desired destination. In contrast, in traditional curriculum planning there is no formal destination identified before the journey begins.
   The idea in backward design is to teach toward the "end point" or learning goals, which typically ensures that content taught remains focused and organized. This, in turn, aims at promoting better understanding of the content or processes to be learned for students. The educator is able to focus on addressing what the students need to learn, what data can be collected to show that the students have learned the desired outcomes (or learning standards) and how to ensure the students will learn. Although backward design is based on the same components of the ADDIE model, backward design is a condensed version of these components with far less flexibility.