ANDREA FS 4 AND 5
Horizontal curriculum is the alignment of the curriculum being taught by teachers in a common grade level while vertical curriculum is planning curriculum across the grade levels, from kindergarten through high school, building upon instruction based upon standards. Correct vertical curriculum alignment improves student performance by decreasing the amount of instructional time consumed with re-teaching concepts. Horizontal alignment provides teachers with a guide or goal, for their instruction.
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.
General Concepts and Design Principles
There are several concepts that can guide the development and review of all types of curricula at both the program and course level.
Alignment and Coherence - all parts of the curriculum must be logically consistent with each other. There must be a "match" or a fit between parts.
Scope - the range or extent of "content" (whether information to be learned, skills to be acquired etc.) that will be included in a course or program. It must be sufficient to lead learners to achieve the program or course outcomes. However, there is a constant tension between breadth and depth when considering scope. In general, when deep learning is required, "lean" is best.
Sequence - is the ordering of learning experiences so that learners build on previous experiences and move to broader, deeper or more complex understandings and applications. Common ways of sequencing content within courses include simple to complex, wholes to parts (or part to wholes), prerequisite abilities, and chronological.
Continuity - refers to the vertical repetition of major curriculum elements
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.
General Concepts and Design Principles
There are several concepts that can guide the development and review of all types of curricula at both the program and course level.
Alignment and Coherence - all parts of the curriculum must be logically consistent with each other. There must be a "match" or a fit between parts.
Scope - the range or extent of "content" (whether information to be learned, skills to be acquired etc.) that will be included in a course or program. It must be sufficient to lead learners to achieve the program or course outcomes. However, there is a constant tension between breadth and depth when considering scope. In general, when deep learning is required, "lean" is best.
Sequence - is the ordering of learning experiences so that learners build on previous experiences and move to broader, deeper or more complex understandings and applications. Common ways of sequencing content within courses include simple to complex, wholes to parts (or part to wholes), prerequisite abilities, and chronological.
Continuity - refers to the vertical repetition of major curriculum elements