Elementary School Curriculum – EDUC 410

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 11/09/2020

Course Description

Recommendations are presented for curriculum for elementary grades based on major concepts, principles, theories and research related to child development to construct learning opportunities that support individual candidates’ development, acquisition of knowledge, and motivation. Planning and evaluating appropriate experiences and materials that nurture and challenge children as they progress through their stages of development are provided through practical activities. Current trends and how they affect the curriculum are also addressed.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

It is important for teacher candidates to be aware of the wide range of content, teaching methods, and potential resources that may be included in the classroom. The attention given to curriculum should be related to an understanding of how children learn and how school personnel can best motivate students to learn.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Develop a mission statement and identify character principles which will be used to plan and design a curriculum.
  2. Examine the Virginia Standards of Learning and compare them to the Common Core State Standards.
  3. Utilize multiple resources to develop curriculum that is current, accurate, meets necessary standards, and is meaningful and engaging for K-6 learners.
  4. Create tiered activities designed to meet the needs of academically diverse candidates.
  5. Identify opportunities for interdisciplinary integration, and integration related to: fine arts, health and physical education, meeting the needs of diverse learners, collaboration with families and colleagues, critical thinking, active learning, technology, and assessment.
  6. Identify a variety of resources that support best practice in all content areas.
  7. Describe teaching strategies, and apply Biblical principles that are appropriate and effective for online learners.

VDOE Regulation Compliance

VDOE Competency

Course Evidence

8VAC20-543-90 & 8VAC20-543-140

 

2. Knowledge and skills

 

2.a: Skills in this area shall contribute to an understanding of the principles of learning; the application of skills in discipline-specific methodology; varied and effective methods of communication with and among candidates; selection and use of materials, including media and contemporary technologies; and selection, development, and use of appropriate curricula, methodologies, and materials that support and enhance candidate learning and reflect the research on unique, age-appropriate, and culturally relevant curriculum and pedagogy. 

 Assignments: Social Studies Charts

                      Language Arts Charts

                      Math Charts

                      Science Charts

8VAC20-543-90

 

2. Knowledge and skills

 

2.b.2: Understanding of the principles of online learning and online instructional strategies and the application of skills to deliver online instruction shall be included. 

Assignment: Discussion Board on Strategies for Online Learners

8VAC20-543-90 

 

2. Knowledge and skills

 

2.a.4: Teaching methods shall be tailored to promote candidate engagement and candidate academic progress and effective preparation for the Virginia Standards of Learning assessments. 

Assignments: Lesson Plan

                       Social Studies Charts

                       Language Arts Charts

                       Math Charts

                        Science Charts

                      Discussion Board on

                      Instructional Standards           

 

8VAC20-543-90

 

2. Knowledge and skills

 

2.a.5: Study in (i) methods of improving communication between schools and families, (ii) communicating with families regarding social and instructional needs of children, (iii) ways of increasing family engagement in candidate learning at home and in school, (iv) the Virginia Standards of Learning, and (v) Virginia Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds prepared by the department's Office of Humanities and Early Childhood shall be included. 

Assignment: Integration Checklist embedded in Social Studies Charts, Language Arts Charts, Math Charts, and Science Charts

8VAC20-543-90

 

2. Knowledge and skills

 

2.a.6: Early childhood educators must understand the role of families in child development and in relation to teaching educational skills. 

Assignment: Integration Checklist embedded in Social Studies Charts, Language Arts Charts, Math Charts, and Science Charts

8VAC20-543-90

 

4. Assessment of and for learning

 

4.b: Analytical skills necessary to inform ongoing planning and instruction, as well as to understand, and help candidates understand their own progress and growth shall be included. 

Assignments: Lesson Plan

                      Social Studies Charts

                      Language Arts Charts

                      Math Charts

                      Science Charts

8VAC20-543-120

 

1.  Methods

 

1.c: The ability to integrate English, mathematics, science, health, history and social sciences, art, music, drama, movement, and technology in learning experiences;

Assignments: Social Studies Charts

                       Language Arts Charts

                       Math Charts

                       Science Charts

8VAC20-543-120

 

1.   Methods

 

1.e: The use of appropriate methods, including those in visual and performing arts, to help learners develop knowledge and basic skills, sustain intellectual curiosity, and problem-solve;

Assignments: Social Studies Charts

                       Language Arts Charts

                       Math Charts

                       Science Charts

8VAC20-543-120

 

5. Technology

 

5.b.7: Understanding of and the ability to use strategies to teach mathematics to diverse learners.

Assignment: Math Charts

8VAC20-543-90

 

1.   Human development and learning (birth through adolescence)

 

1.b: The interaction of children with individual differences - economic, social, racial, ethnic, religious, physical, and cognitive - should be incorporated to include skills contributing to an understanding of developmental disabilities and developmental issues related, but not limited to, low socioeconomic status; attention deficit disorders; developmental disorders; gifted education, including the use of multiple criteria to identify gifted candidates; substance abuse; trauma, including child abuse, and neglect and other adverse childhood experiences; and family disruptions.

Assignments: Lesson Plan

                       Social Studies Charts

                       Language Arts Charts

                       Math Charts

                       Science Charts

8VAC20-543-90

 

2.   Curriculum and instruction

 

2.a.3: Instructional practices that are sensitive to culturally and linguistically diverse learners, including English learners, gifted and talented candidates, and candidates with disabilities; and appropriate for the level of endorsement (preK-3 or preK-6) sought shall be included.

Assignments: Lesson Plan

                       Social Studies Charts

                       Language Arts Charts

                       Math Charts

                       Science Charts

8VAC20-543-90

 

1.   Methods

 

1.c: The ability to plan and teach collaboratively to facilitate interdisciplinary learning;

 

Assignment:  Integration Checklist embedded in Social Studies Charts, Language Arts Charts, Math Charts, and Science Charts

8VAC20-543-90

 

4.   Mathematics

 

4.5.i: Understanding of and the ability to select, adapt, evaluate and use instructional materials and resources, including professional journals and technology;

 

Assignment: Math Charts

8VAC20-543-140

 

2.   Curriculum and instruction

 

2.c: Instructional practices that are sensitive to culturally and linguistically diverse learners, including English learners, gifted and talented candidates, and candidates with disabilities, and appropriate for the level of endorsement sought shall be included.

 

Assignments: Lesson Plan

                       Social Studies Charts

                       Language Arts Charts

                       Math Charts

                       Science Charts

Course Assignment

Journal article readings and presentations

Course Requirements Checklist

After reading the Course Syllabus and Candidate Expectations, the candidate will complete the related checklist found in Module/Week 1.

Discussion Board Forums (2)

Discussion boards are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be at least 300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to one other classmate’s thread. Each reply must be at least 100 words. (MLO: B, G)

Lesson Plan

The candidate will use a variety of instructional resources, and the provided template to create a lesson plan that will be presented to a group of students during the accompanying practicum course. (MLO: C)

Curriculum Project

Teacher candidates must be proficient in designing and implementing a curriculum based on state, national, and professional standards. Through this project, candidates will learn the importance of pacing the curriculum to teach essential grade level content. Candidates will experience how to write block plans for the curriculum. These plans include character education, appropriate learning activities, differentiated instruction, critical thinking skills, technology integration, and assessment. The plans provide opportunities for collaboration and integration across the curriculum. The curriculum project will consist of six parts:

Mission Statement/Character Principles

For the first part of the curriculum project, the candidate will create a school and write a mission statement to guide the focus of the school. The candidate will also identify eight character principles that represent the values of the newly created school. (MLO: A)

Horizontal Mapping Project

For the second part of the curriculum project, the candidate will use the provided template to configure a map that displays when and how long instructional standards (content and/or skills) will be taught at the selected grade level. The curriculum map will cover a minimum of 18 weeks (90 days) of instruction in language arts, math, science, social studies, and integration possibilities. The candidate will also use the provided template to create a daily schedule for the selected grade level. (MLO: C)

Social Studies Charts

For the third part of the curriculum project, the candidate will use the previously completed curriculum map and the provided template to design block social studies lessons for a minimum of 20 instructional days. This assignment will include a list of resources related to social studies instruction and a portion of the integration checklist. (MLO: C, D, E, F)

Language Arts Charts

For the fourth part of the curriculum project, the candidate will use the previously completed curriculum map and the provided template to design block language arts lessons for a minimum of 20 instructional days. This assignment will include a list of resources related to language arts  instruction and a portion of the integration checklist. (MLO: C, D, E, F)

Math Charts

For the fifth part of the curriculum project, the candidate will use the previously completed curriculum map and the provided template to design block math lessons for a minimum of 20 instructional days. This assignment will include a list of resources related to math instruction and a portion of the integration checklist. (MLO: C, D, E, F)

Science Charts

For the sixth part of the curriculum project, the candidate will use the previously completed curriculum map and the provided template to design block science lessons for a minimum of 20 instructional days. This assignment will include a list of resources related to science instruction and a portion of the integration checklist. (MLO: C, D, E, F)