CURRICULUM PLANNING

Unit 2- Curriculum development levels (I)

🡺 Significance of curriculum theory?
- Provide a set of conceptual tools
▪ Analyze curriculum proposal
▪ Illustrate practice (inform our practice)
🡺 Curriculum theories don’t translate and transition into real everyday
educational practice
- Factors to consider
▪ Economic conditions (school too)
▪ Race and cultural diversity
▪ Technology
🡺 4 categories to understand curriculum theory+ practice
- Syllabus
- Product-oriented
- Process-oriented
- Praxis
🡺 Theories based on inquiry/focus
- Structure-oriented 🡪 descriptive, explanatory, analyze curriculum
components
- Value-oriented 🡪 values in assumptions, it is very critical
- Content-oriented 🡪 determine curriculum content, specify resources
- Process-oriented 🡪 describe how curricula has to be develop
(descriptive+ prospective)
🡺 What is curriculum planning?
- UNESO
▪ Competencies underpinned by values
▪ Life-long learning
▪ Relevant knowledge
▪ Personal development
▪ Development of thinking skills
▪ Organized learning experiences in (in)formal settings
🡺 Policy makers need to decide how to develop
- Prepare students for competing in the global world
- Personalize curriculum
▪ Learning development
▪ Personal development
🡺 Education policy forms
- = challenge in the orientations 🡪 like cultures of curriculum 🡪 it is why
education becomes politicized
🡺 How is curriculum developed?
- Depends on the orientation/planning…
🡺 Who develops?
- Policy-makers, teachers, families…
🡺 Are processes undergoing? How?
- Yes, by accreditation
🡺 Different levels of curriculum development
- Supra
▪ Policy- making (international, national)
▪ Legal framework + official curricula
- Meso
▪ School
▪ Adapt from supra to their context
▪ School, general program and annual program
- Micro
▪ Classroom
▪ Teachers design lessons based on meso and supra
▪ Classroom + classroom planning
- CLIL takes place only at school and classroom level
🡺 What does alignment mean?
- Coherent
- Alignment of learning goals and standards and teaching
▪ How well and to what extend has matched what taught
▪ Coherence among all the many elements 🡪 assessment,
materials, assignments, methodological techniques…
🡺 What makes a “coherent curriculum”?
- Well organized and designed 🡪 facilitate learning
- Avoid academic gaps and repetitions
- Aligned across levels, subjects, courses…
🡺 What is an incoherent curriculum?
- When teachers make independent decisions
▪ Without collaborating
▪ Without basing teaching on learning expectations
▪ Without considering student’s previous knowledge
🡺 Consequences
- Learn repeated lessons 🡪 overlap
- Lesson not aged or no appropriate level
- Experiences or textbooks not prepare for assessment
- Tests not evaluate if they met expectations
🡺 Coherent curriculum
- Alignment between levels
- Learning builds in previous knowledge
▪ Meaningful lessons
- Teachers know what is taught by other students
▪ Material used, goals, standards, contents…
- Learning materials 🡪 coherence 🡪 learning expectations
🡺 Levels
- 1st level
▪ Educational law 🡪 document created by the state
▪ Supra/Macro
nd
- 2 level
▪ School
▪ Meso
▪ General document (values, goals…)
rd
- 3 level
▪ Micro/Nano
▪ Classroom
▪ School document
🡺 Parts of class program
- Justification
- Context
- Competences
- Goals
- Contents
- Diversity
- Assessment
🡺 Teachers as policy actors/makers
- Ability to meet the needs of their contexts
- Able to change the trajectory of language policies
Unit 3- Key competences of a curriculum plan

🡺 Key elements
- Goals
- Competences
- Content
- Methodology
- Learning-standards –results
- Assessment criteria

+ teacher’s beliefs

🡺 Hidden curriculum
- Unwritten, unofficial and unintended lessons, values…
- Usually knowledge or unexamined
▪ Social behaviors (punctuality, respect authority, work ethics)
🡺 Goals
- Ranging from general to specific
- Global goals (1st step)
- Educational goals (2nd step)
- Instructional goals (3rd step)
🡺 Competences
- Skills necessary to apply the knowledge
- Digital, communicative…
🡺 Content
- Knowledge, abilities, attitudes… to attain goals
▪ Knowledge
▪ Learner (important elements learners will need)
▪ Society (what is relevant, globalization, global warming…)
🡺 Methodology
- Organized and planned strategies
- Student-centered, teacher-centered, TBL and PBL
🡺 Standards
- What are expected to know
🡺 Alignment
- Goals must be aligned with elements of curriculum
- Helps students to achieve goals
🡺 Assessment
- OF learning 🡪 what they learn
- AS learning 🡪 reflect upon learning
- FOR learning 🡪 means for learning
🡺 Avoid gaps
- Intended curriculum
- Implemented curriculum
 - Attained curriculum
🡺 Goal formulation
- Cognitive verb plus subject matter content
▪ NOUN (subject matter) + VERB (cognitive processes)
- Remember (cognitive) parts of the body (subject matter content)
🡺 Bidimensional goals
- Know 🡪 remember factual
- Understand 🡪 understand conceptual
- Apply 🡪 cognitive processes 🡪 procedural
- Generate 🡪 create metacognitive
Unit 4-CLIL fundamentals: curriculum integration
🡺 CLIL fundamentals
- Teaching + learning curricular content
- Knowledge of languages becomes means of learning content
- Based on acquisition
▪ Fluency > accuracy
- Content determinates the language used (CALP)
🡺 In terms of language learning
- BICS
▪ Development conversational fluency in an L2
▪ Day-to-day conversations with friends
- CALP
▪ Use of language in academic contexts
▪ Necessary to understand and discuss content in school
Everyday language NOT language for academic needs
🡺 Reconceptualize language learning
- Comprehensible input
- Specialized
- Language is a medium
🡺 Curriculum plan design
- Integrate content + language
- More than connecting language
▪ Interculturality
▪ Teacher training
▪ Key competences
▪ Technology
🡺 Why is it important to consider the notion of integration in relation
to CLIL?
- Establish both linguistic and non-linguistic goals
- Not only impact on pedagogy 🡪 make teachers reinvent their
classroom practice
- Complex because is multifaceted between different subjects, topic,
languages…
🡺 3 categories
- Multidisciplinary
▪ Is dealt with from different subject-areas
- Interdisciplinary
▪ Around common learning (CLIL)
- Transdisciplinary
▪ Around student question (PBL-TBL)
🡺 Scaffolding
- Provides supportive learning environment
- Caters to mixed-ability groups
- Fosters autonomy
🡺 How do you scaffold?
- Shorts bits of comprehensible input
▪ Flashcards
▪ Posters
▪ PPT
▪ Recordings
- Control teacher talk
▪ Use body language
- Provide receptive skills
▪ Ask students
- Provide productive skills
Unit 5- Integrated curriculum design (I)
- Take into account before
Lots learn new content while developing skills
Hots technology
Language and culture to learn content
Teachers are developers
- 4C’s framework
● Bloom’s taxonomy
o Content + cognition
● Language learning
o Language for, of and through
🡺 Plurilingual approaches
- Translanguaging
🡺 CLIL model
- Interdisciplinary + transdisciplinary
● Components in CLIL same as regular curriculum
🡺 CLIL is tandem work
- Subject teacher + language specialist
🡺 Good coordination (San Isidro, 2019)
- Curriculum planning
include CLIL in school language project > identify competences+goals>decide
content+material>identify language aspects and needs
🡺 Programme in a course
Analyze needs > select topics > identify key competences > identify
cross-curricular links > identify contents + objectives > key words and grammar
> adapt language to the needs
🡺 Role of specialist?
- Help CLIL teacher to plan the curriculum 🡪 Bloom’s taxonomy
🡺 Different cognitive levels
- HOTS and LOTS
● Create
● Evaluate
● Analyze
● Apply
● Understand
● Remember
🡺 Bloom’s taxonomy helps?
- Content + level areas
- Assess on multiple outcomes
- Focusing on HOTS
- Designing plan, feedback and how to grade
🡺 Formulations of goals for cognition/content
- LOTS
● Remember
● Understand
● Apply
- HOTS
● Analyse
● Evaluate
● Create
🡺 Categories for content
- Factual
- Procedural
- Conceptual
- Metacognitive
🡺 The role of content in CLIL
- Content planning involves
● Choosing relevant context appropriate for learners
● Cognition + language =key
● What I want to teach
● What I want them to learn
Unit 6- Integrated curriculum (II)
🡺 Culture’s concepts
- Multicultural
● Coexistence of different cultures
- Pluricultural
● A person becomes pluricultural when it gains access to more
than one culture
- Intercultural situations
● Two or more people from different cultures interact
- Intercultural competence
● Ability to deal with one’s own cultural background in interaction
with others (from different culture)
🡺 Teachers should foster intercultural competences in learners
🡺 Formulating goals, contents and criteria for culture
- Need to create an inclusive environment
- Need to establish relationship with students + educational community
🡺 General goals in intercultural understanding
- Recognize culture and intercultural experiences
- Value one’s own culture by understanding others
🡺 Culture and technology
- Dealing with culture 🡪 attention to technology
● Interaction
● On-line communication and engage collaborative works
● Intercultural exchange
● On-line interaction 🡪 need to be organized with a structure
🡺 Bloom revisited: Literacy in digital era
- Literacy 🡪 multiplicity of elements
● Cognition and culture must be taken into account
🡺 Crocket, Jukes and Churckes
1) Problem solving
2) Creativity
3) Analytic thinking
4) Collaboration
5) Communication
6) Ethics/ action/ accountability
🡺 Bloom revisited
- Global digital citizen
● Information fluency 🡪 ability to process, contrast and critique
info from multiple resources
● Solution fluency 🡪 ability to provide solution to real-life
problems from different perspectives
● Creativity fluency 🡪 ability to critical thinking and creativity by
using different means
● Collaboration fluency 🡪 ability to collaborate in traditional and
digital way
● Media fluency 🡪 ability to use multimedia tools
 🡺 How to create an ICT in out curriculum plan?
1) Objective is placed in HOTS (create)
2) Choose appropriate verb (produce, design, create…) from 2nd column
3) Add knowledge to mention
● Conceptual (car)
● Procedural (steps + procedure)
- Integrate in the same step
● Objectives
o High tech
o Low tech
o No tech
● Tools for graphs
o Use block-poster software
o Photo-editing
o Cut and paste
- Teachers could set aims related to previous work
● Background research HOTS
● Familiarize LOTS
● Analyze relationships HOTS
- Present and share their products
● Traditional 🡪 no tech objective
● Low tech 🡪 PPT
● High tech 🡪 video-blog

Unit 7- Integrated curriculum design (III)

🡺 The role of language in CLIL
- Knowledge of language 🡪 means of learning content
- Based on language acquisition
● Fluency > accuracy
- About developing the knowledge in a subject through a language
- Difficult to integrate language in daily instruction
● Assume that
o Necessary subject-language
o Will develop them
🡺 CLIL teachers
- Think about our job
- Expand their view
- Tandem work becomes implemental
🡺 CLIL not about teaching language
- Language learning 🡪 focused on language itself
- CLIL 🡪 focuses on content (BICS real life –CALP academic)
🡺 San Isidro (2016-2017)
- Language 🡪 linguistic objectives
- Subject 🡪 conceptual + procedural objectives
🡺 Prasetiano (2014)
- CLIL
● Hard CLIL
o Content led
o Subject teachers teach through additional language
● Soft CLIL
o Language led
o Language syllabus conceptual content
🡺 Barett’s taxonomy
- Classifies reading comprehension
- 4 categories
● Literal recognition/recall
● Inferential
● Evaluation
● Appreciation
- Useful for languages teachers to design
🡺 Planning, designing and using of language
- C for communication
■ Real challenge🡪 why?????
● not teaching a language
● re-conceptualize CLIL
o comprehensible input
o BICS to CALP
- Steps to follow
1) Plan carefully what student’s need to attain
2) Decide content
3) Link content with communication
Unit 8- Integrated curriculum design (IV)
 🡺 How integrate 4C’s in 2nd level
- Legal framework 🡪 official curriculum
- School 🡪 general framework
- Classroom 🡪 classroom planning
🡺 Components of curriculum planning
- Goals
- Competences
- Content
- Methodology
- Learning standards
- Alignment (coherent curriculum)
1st level – to design a subject program teachers take the curricula at start point –
2nd level (general planning or program is designed through contextualizing
goals, standards…)
- The teacher adapts all the elements into different subjects
- Culture 🡪 purpose cultural perspective
- Communication 🡪 moving from BICS to CALP
- Content + cognition 🡪 Bloom’s taxonomy
- WE NEED TO FOLLOW ALL THE STEPS
🡺 4C’s in the 2nd level of development
- Teachers adapt ell elements into different subjects
● Each unit formulating objectives, contents… then a final task
is designed
● First think about the final task and then formulate goals,
contents…
🡺 Possible general language goal
- Write and orally present explanatory texts to examine a topic
- Convey ideas, concepts and info through the selection, organization
and analysis of relevant information
🡺 Steps
1) Start with content
2) Explore thinking skills
3) Communication
4) Integrate cultural component
🡺 Curriculum
- What do I want my students to learn?
- How should I deliver the contents?
- How should I know whether students leaned?
Unit 9- The third level in CLIL curriculum planning (I)
CLIL class program
🡺 Mainly concern with
- Need analysis
- Constant reviewing
- Devising/designing/planning
Formulation of education policy 🡪 curriculum orientation 🡪 impact in relation to
vision and practice, decision-making
- Curriculum is both 🡪 process and product
- Development can be narrowly or broadly
- Stages
● General goals
● Curriculum design
● Curriculum implementation
● Curriculum evaluation
- Development levels
● Macro (legal framework)
● Meso (school)
● Nano (Classroom)
🡺 What happens in CLIL?
- We need to include the 4C’s
- First 🡪 formulate goals and then final task
- Or 🡪 first think about the final task and then formulate goals
🡺 Parts that should be included
- Justification
- Social + educational context
- Key competences
- Goals
- Contents
- Assessment
- Methodology
- Attention to diversity
🡺 Focusing on 3rd development level (nano-class)
- Use templates or planners for designing
- Include elements that make CLIL units comply with integrated design
● Prior knowledge
● Common European framework
● Subject+language objectives
● Contents
● Assessment criteria
● Structure (talking about unit)
🡺 4 stages for task development
- Introduction
- Investigation
 - Consolidation 🡪 structure what they have learnt (mind maps)
- Creation 🡪 students use HOTS to analyze, evaluate or create
- Cognition related task-development stages*
🡺 Lesson planning
- 3rd level means
● Transforming general goals and contents into contextualized
course
● Teachers 🡪 curriculum developers
1) Identification
2) Previous knowledge
- Activate CALP and BICS
- Activate content
3) Learning objectives
- Subject-related contents
- Language of learning
- Language for learning
- Language through learning
4) Content
- Must be formulated as NOUNS
- Are aligned with goals
● Understand
● Describe
● Relate
● Solve
5) Assessment criteria + standards
- Concerned with checking whether expectations have been attained
- Criteria are stated in general terms in the same way as objectives and
must be aligned
6) Task and project development session
- How to implement and develop it in the different sessions
- Activities and tasks are planned and timed in alignment with each of
the objectives and contents programmed beforehand
Unit 10- 3rd level in Curriculum Planning (II)
- TBL in CLIL
- Fundamentals
- Alignment
🡺 What’s a task?
- An activity which engages students in understanding, manipulating
and attention meaning > on form
- Pre-task
- Final-task
🡺 Tasks connected to CLIL
- TBL
● Best way to translate curriculum design into implementation
● Aligned with the curriculum
🡺 CLIL task-designing and mixed-ability groups
- Curriculum planning
● Flexible
● Goals are general, same as contents
- Only when a planning needs significant adaptation 🡪 simplified
● Lower cognitive attainment
● Creation 🡪 application/understanding
🡺 Task designing + inclusiveness principles
- Experiential 🡪 learning by doing
- Collaborative solving 🡪 different learning, multiple intelligences
- Constructivism 🡪 how people acquire knowledge
- Scaffolding
- Autonomous learning 🡪 encourage learners
- Diversified assessment 🡪 task aligned with a different procedure
🡺 Stages in task designing
● Cognition
- Introduction
- Investigation
- Consolidation
- Creation
● Communication
- Presentation
- Manipulation
- Production
🡺 Strategies for task-designing
- Meyer strategies
● Rich input 🡪 authentic and meaningful
● Scaffolding
● Interaction
● Intercultural dimension
● Make it HOT
● Sustainable learning
- Alignment is essential in 3rd level 🡪 building tasks around a topic
 🡺 Designing final tasks
- Students must have done lot of previous work to carry out this
- Pre-tasks
● Cognitive based stages
● Language based stages
- Explicit connections with curriculum
- Input authentic
- Technology and HOTS
- Scaffolding
- Attention to diversity

Unit 11- The third level in CLIL curriculum planning (III)

🡺 Communalities between TBL and PBL
- Experimental learning
- Attention to specific needs
- Collaborative problem solving
- Autonomous learning
- Diversified assessment
- Structure
- Strategies
- Bloom’s taxonomy
🡺 Conceptualizing PBL: power of driving questions
- What makes PBL different?
● Project that is planned
● Complex project
● Project connects more areas
- Engages students in research, critical thinking…
- Projects are organized by a driving question
- Teacher questioning is fundamental 🡪 developing HOTS
- The more demanding questions, the more attention is needed
- What makes a project effective?
● Driving questions or challenging problem
● Inquiry sustained in time
● Authenticity
● Feedback- reflection
● Public product
🡺 Driving question
- Problem to investigate and solve
- Should challenge students and focus in a task
- Oriented towards developing HOTS
🡺 Inquiry sustained in time
- Seeking info or investigating
● Long-lasting and interactive
● Inquiry sustained in time leads to design
🡺 Authenticity
- Increases motivation and learning
🡺 Student’s voices and views
- Provides students with a sense of ownership
🡺 Reflection
- On what / how and why they are learning
- Informally
🡺 Feedback
- Should be taught how to give/receive feedback
- Rubrics. Models…

🡺 Rubric product
- Share the project publicity
 - Social dimension of learning more important
🡺 Teachers/students role
- Teachers
● Explain tasks
● Provide directions
● Walk around + answer questions
● Align project + curriculum
● Flexible
● PBL assessment
- Students
● Work in small collaborative groups
● Find resources
● Monitor their learning
● Deep content language

Unit 12- Assessment in the CLIL curriculum

- Diversity 🡪 every student is different, we have to assess all
 - How we know they have learnt what they should?
● Evaluation in the form of tests
● Lack heterogeneity
- Use standardize tools focusing on recall and understand (LOTS)
- Focus on measuring analyzing…
- Concept has changed
- Evaluation is multifaceted
● Know about student’s improvement
● Assess materials
🡺 Tasks and projects as tools
- Allow students to reach HOTS
- Related to continuous/formative summative assessment
- Impact in curriculum plan? YES
🡺 Main characteristics assessment approach
- San Isidro 2017
● Process and product
● HOTS-based
● Collaboration
● Feedback
● Transparency
🡺 Process or product?
- HOTS in context about reality
● Connected to reality
● Connected to children’s exposure to multi-format information
● Realistic to be relevant and motivating
🡺 HOTS-based?
- Pre-task/facilitating tasks to assess LOTS and HOTS
- Previous knowledge focus on remembering and understanding final
designed in HOTS

🡺 Collaboration
- Essential
● Develop literacy in several ways
● Text messages, chat, videochat, googledocs
🡺 Feedback
- No feedback = assessment no consider as learning activity
🡺 Transparency
- Perceive what they are doing has a purpose
- Two questions teachers ask themselves
● How often are rubrics and portfolios used?
 ● How often are students provided with clear assessment
criteria?

WHAT TO ASSESS?
- Content? Language? Both? 🡪 Unclear answer
🡺 2nd level of curriculum development
- Assessment criteria 🡪 describe what teachers should assess and
students attain
- Learning standards 🡪 make assessment criteria more concrete
- Formulation of goals through infinitive
- Content in nouns
- Use
● Bare infinitive
● Nouns
● Present standard
🡺 Demanding part of CLIL curriculum planning
- Elaborated as a plan/programe for whole year
- 2nd level 🡪 to 🡪 3rd level of CP
🡺 Components of assessment
- San Isidro 2009

🡺 Include descriptors
- Content descriptors
- Language descriptors
🡺 Assessment strategies
- Use portfolios
- Content tests 🡪 measure content and reduce verbal information
(mind mapping, multiple choice…)
- Adapt exams and simplify instructions
- Use rubrics
- Provide glossaries /word banks
🡺 Types of assessment
 - Assessment of learning
● Assessment that occur at the end of the unit, term, year…
● Opportunities to show what they have learnt
- Assessment for learning
● Improve their learning
● Descriptive not evaluative
● Identify areas of strength and improve
● Continue
● Quality feedback
● Students reflect
- Assessment as learning
● Monitor their own learning and process by reflection
● Diaries, portfolios, rubrics…
● Involves pupils in structured self and peer examination of their
work
🡺 Effective feedback
- Provided in a timely manner
- Accurate, descriptive, helps to develop independent learning habits
- Given with words, tutorials, graphs, mind maps…
- Includes statements strength and weakness and how to improve
🡺 Alignment of tasks + formulation
- Design assessment in relation to each 4C’s `+ aligned with tasks
- Paper and pencils, performance or communication tasks
🡺 The CLIL rubric
- Authentic assessment
- More objective
- Reduces time to us
- Feedback
- Useful for learning
Importance?
- Effective for assessing learning and communicating expectations
- Quantitative/qualitative
🡺 Rubrics
🡺 Things to consider
- Validity 🡪 effectively evaluates job
- Reliable 🡪 how well the assessment obtains similar results
- Efficient 🡪 saves time in assessing performance
- Positive influence on students 🡪 give students guidelines before
project is begun