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CURRICULUM: The word refers to the course of deeds and experiences through which children grow to become mature adults.

✅✅✅GOALS: Within a curriculum are the standards-based benchmarks or expectations for teaching and learning. Most often, goals are made explicit in the form of a scope and sequence of skills to be addressed. Goals must include the breadth and depth to which a student is expected to learn. :

✅✅✅ METHODS: Methods are the instructional decisions, approaches, procedures, and routines that teachers use to engage all students in meaningful learning. These choices support the facilitation of learning experiences in order to promote a student’s ability to understand and apply content and skills. Methods are differentiated to meet student needs and interests, task demands, and learning environment. Methods are adjusted based on ongoing review of student progress towards meeting the goals.

✅✅✅ MATERIALS:
Materials are the tools selected to implement methods and achieve the goals of the curriculum. Materials are intentionally chosen to support a student's learning. Material choices reflect student interest, cultural diversity, world perspectives, and address all types of diverse learners.

⭐⭐⭐⭐⭐ TEACHING PROGRAM: According to the accreditation standards of the ACCJC, an instructional program is defined as “a combination of courses and related activities organized for the attainment of broad educational objectives described by the institution.”

✅✅✅TYPES OF PROGRAMS: College district policies regarding educational program development should define the various types of awards (degrees and certificates) given by the institution upon completion of courses and requirements determined by faculty to be essential in an educational program. The type of program created should be based on the needs of students and the program learning outcomes that students are expected to accomplish in order to complete the program and to be successful in their future educational and employment goals.

✅✅✅WHICH PROGRAM TYPE IS THE RIGHT ONE?: Once discussion around a new program has begun, and the student learning outcomes for the program have been written, faculty must determine what type of program (Associates, Certificate of Achievement, etc.) best serves students from a wide variety of options. The following guiding questions may help faculty determine the program structure that best serves students:

⭐⭐⭐⭐⭐ SYLLABUS: The syllabus is defined as the documents that consist of topics or portion covered in a particular subject. It is determined by the examination board and created by the professors. The professors are responsible for the quality of the course. It is made available to the students by the teachers, either in hard copy or electronic form to bring their attention towards the subject and take their study seriously.

✅✅✅A syllabus is considered as a guide to the in charge as well as to the students. It helps the students to know about the subject in detail, why it is a part of their course of study, what are the expectations from students, consequences of failure, etc. It contains general rules, policies, instructions, topics covered, assignments, projects, test dates, and so on.

⭐⭐⭐⭐⭐ CURRICULUM GOALS: They are general, broad statements that lead towards long-term outcomes. These goals are typically designed to be met by students after a longer period of time such as a year of schooling or a series of courses in a discipline.

✅✅✅When planning for the national syllabus, planning authorities have to consider the following and many other related factors:

✅✅✅The scope of the goal. Goals can encompass multiple years, entire disciplines, or a whole program. Before you choose the goal you want to construct, think about the time and scope of the learning objectives directed by the goal. For example, you could create a goal for the three-year art class sequence at your school, or choose a goal for students to complete over a single semester in high school linguistics.

✅✅✅The type of goal: skill, behavior, or knowledge. Goals can incorporate a variety of processes, including skills to be learned, attitudes to be adopted, or concepts to be understood. Take this variety of goals as an example:

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CURRICULUM OBJECTIVES: Objectives are related to goals in that they are specific methods through which students can demonstrate their understanding or application of goals.

✅✅✅Create objectives that are observable and measurable. When constructing objectives, consider these questions: What behaviors, applications, or products should students produce to demonstrate an understanding of the goal? What distinguishes mastery of this goal from simple recall or low-level understanding?

✅✅✅Construct objectives using behavioral terms. Consider the different behaviors that are closely related to your goal. Generally, behavioral objectives can be divided into the following categories:

⭐⭐⭐⭐⭐ LEARNING OUTCOMES: Learning outcomes are measurable achievements that the learner will be able to understand after the learning is complete, which helps learners understand the importance of the information and what they will gain from their engagement with the learning activity.

✅✅✅Learning outcomes also play a key role in assessment and evaluation, making clear what knowledge learners should have upon completion of the learning activity. A well-written learning outcome will focus on how the learner will be able to apply their new knowledge in a real-world context, rather than on a learner being able to recite information.

🔥🔥🔥1. Intellectual Skills: With this type of learning outcome, the learner will understand concepts, rules or procedures. Put simply, this is understanding how to do something.

🔥🔥🔥2. Cognitive Strategy:In this type of learning outcome, the learner uses personal strategies to think, organize, learn and behave.

🔥🔥🔥3. Verbal Information: This type of learning outcome is when the learner is able to definitively state what they have learned from an organized body of knowledge.

🔥🔥🔥4. Motor Skills: This category is concerned with the physical ability to perform actions, achieving fluidity, smoothness or proper timing through practice.