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Organization for Instruction
What is An Instruction?
• The term instruction is usually meant to
describe a process that is used to bring a
learner to intended learning.
• Several key notions characterize instruction.
First, the purpose of instruction is learning,
and second, this learning is intended
(planned) by the teacher.
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What is An Instruction?
• Students may learn much that is not intended,
both as part of the instructional process as
well as apart from the instructional process.
• What distinguishes instruction is the
teacher’s intended learning: the design of
learning experiences for a particular intent or
planning.
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Instructional Tasks
• The instructional task is how the curriculum is enacted
or implemented.
• Without an instructional task, there is nothing to
teach.
• The task might focus on motor skills (walking ,running,
bending, stretching etc), knowledge, affective skills
(feelings, values, attitudes), health-related fitness
outcomes or fitness level, or combinations of these.
• Each task should be related to previous tasks and
should be meaningful, relational, progressive, and
modifiable.
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Scope, Sequence and Balance of the
Curriculum
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Importance of Determining Scope of the
Curriculum
• Why are content maps important?
• Easy to get a big picture; Content maps define
the scope of the content to be taught and
when we have used these with teachers one
of the most common responses is that for the
first time they get the big picture of what is to
be taught in a specific unit or units of
instruction.
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Importance of Determining Scope of the
Curriculum
• Overview of skills and learning tasks; A content
map provides a clear overview of the skills and
learning tasks that will increase the development
of skillful play in a particular activity.
• Easy to determine the performance level of
students; Using a content map, you can
determine the performance levels of your
students, decide where to start, and edit the map
to fit your students and classroom contexts.
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Importance of Determining Scope of the
Curriculum
• Shows the logical relationship between skills
and tasks; The content map shows the
relationship between skills and tasks in a
logical and progressive manner.
• Lays foundation for new tasks;
• It also allows you to see how prior learning
lays the foundation for subsequent tasks, and
it provides a blueprint for how students will
progress through a lesson.
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Scope and Sequence
• An important step in creating a quality
program is to review and monitor the scope
and sequence of the curriculum.
• Organization of the curriculum is embodied in
the concept of scope and sequence.
• These concepts ensure that the curriculum is
comprehensive and varied.
• Scope is referred to as the horizontal
articulation of the curriculum.
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Scope of the Curriculum
• Scope refers to the breadth/depth of the
curriculum---- the organizing thread that
teachers are expected to include in their
instructions.
• Scope is the yearly content of the curriculum.
• Monitoring the scope of the curriculum
ensures that the entire content of the
program is covered in a systematic,
accountable way.
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Sequence
• Sequence, or vertical articulation, of the curriculum
defines the skills and activities to be covered from year
to year.
• How these skills and subject matter should be
ordered?
• Sequence ensures that students receive different
instruction and activities at each developmental level.
• Of particular importance is the articulation(logical
progression of concepts, interrelated) of program
material throughout elementary, middle, and senior
high school programs.
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Scope and Sequence
• Both concepts work in synchronization (at the
same time) because decisions related to scope
have implications for sequencing and vice versa.
• IN each case wider concerns are about the
coherence (systematic /logical) and continuity
of curriculum.
• Both are related to the developmental and
maturational patterns of the learners and
construction of what is worth teaching or what
is up to the standards.
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Scope and Sequence
• What many teachers might see as the full range
of skills, ideas and content that need to be taught
to the learners at different stages of development
• The scope and sequence of a curriculum provide
teachers with a blueprint of age-appropriate
learning outcome.
• Both are worked out within grade levels, through
a process of horizontal articulation and across
grade levels through a process called vertical
articulation 14
Scope and sequence
• Horizontal articulation concern scope and
sequence has to do with for example;
• How school experiences offered early in an
academic year logically and coherently flow
into experiences offered later in the year
• How the development of various skills
(reading, thinking etc ) might change during an
academic year to reflect increasing
developmental capacities.
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Scope and Sequence
• Horizontal articulation also concerns itself with
how grade level coursework is integrated and
harmonized (mix, balanced) across subject matter.
• For example if calculus is taught simultaneously
with physics how do the two articulate
(comparison in content)?
• If elementary classroom is learning about anything
in the social studies, how such an undertaking
articulate with the teaching of reading?
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Scope and Sequence
• The vertical articulation of scope and
sequence set its analytical sight on cross-
grade (between different grades) concerns.
• It is a tool used to build coherence (logical and
consistent) in the educational experience of
children during their entire school career.
• Thus it says how the teaching of mathematics
in 7th grade is related to the teaching of 8th
class mathematics.
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Balance
• Coverage of all objectives; Balance ensures that all
objectives of the curriculum receive adequate
coverage.
• Focus major areas related to objectives; To ensure
balance, determine major areas of emphasis based
on program objectives. The direction and emphasis
of the program must be reveal to administrators,
teachers, and parents.
• Time allocation based on student needs; These
areas can be allotted a percentage of program time
based on students’ characteristics and interests.
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Balance
• All areas have a proportionate share of
instructional time that reflects the needs and
characteristics of that specific area.
• Alternating units by adding options; Another
phase of balance is alternating units based on
the type of student interaction required—that
is, individual, dual (partner), and small-group
or large-group activities.
• Team sports require organization in a large
group, whereas a movement concepts lesson
is individual in nature. 19
Balance
• Learning to catch is a partner activity, whereas
a lead-up game requires small groups.
• Individual units are followed by small or large-
group activities, and so on.
• Multiple activities; Balance ensures that
children do not have to stay with one type of
activity too long, so they can experience the
types of physical activity they enjoy on a
regular basis.
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References
• Guidelines for curriculum Developments by
Clayton E. Buel.l
• Curriculum Instruction and assessment by
Stephen A. Mitchell.
• Physical Education for lifelong fitness by
National association for sports and physical
education.
• Introduction to teaching physical education by
Jane [Link]
• The challange of change in physical education
by Ida M Webb.
References
• Professional Preparation and Curriculum
design in Physical Education and Sports by Dr.
Dubey Pardeep Bhagwan Prasad.
• Foundation of Physical Education, exercise
science and sport by Jennifer L. Walton-
Fisette.
• Understanding Physical Education by Ken
Green.
• Encyclopedia of Physical Education by Dr.
Rajnikant P. Patel
References
• Physical education curriculum
• Physical education key learning area curriculum
guide (primary1-secondary 6)by The curriculum
development council Hong Kong.
• Physical education key learning area
(Curriculum and assessment guide secondary 4-
6).
• Measurement and evaluation in Physical activity
application by PHIllip A. Bhishop.
• Learning and teaching in physical education by
Colin A. Hardy
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