Standards-Based Curriculum Overview

Standards

• A statement outlining what students should know and be able to demonstrate at the end of a learning process.
• Serve as a reference point for planning, teaching, learning programs, and assessing student progress.
• Should be clear, straightforward, observable, measurable, and well-articulated.
• Synonymous with learning outcomes, objectives, targets, and competencies.

Standards-Based Curriculum (SBC)

• A body of knowledge and competencies forming the basis for quality education.
• Defines what students should know, understand, and be able to do, including the accompanying teaching content.
• Refers to systems of instruction, assessment, grading, and academic reporting based on students demonstrating mastery of expected knowledge and skills.

Types of Standards

• Content Standards: Statements about what learners should know and be able to do with content.
• Performance Standards: Showcase how learners have achieved targeted standards, demonstrating learner progress.
• Proficiency Standards: Indicate how well learners should perform.

Characteristics of Quality Curriculum Standards

• Connected to community and student needs.
• Empower teachers.
• Based on principled procedures.
• Flexible and adaptable to change.
• Include timelines for student learning, development, and growth.
• Describe a whole curriculum.
• Consider the hidden curriculum.
• Identify big ideas, concepts, and outcomes.
• Include formative, summative, diagnostic, and generative assessment.
• Include ways to satisfy accountability.

Standards-Based Approach (SBA)

• Focuses on developing five key areas:

  Communication

  • Learners will communicate orally and in writing, interpret oral and written messages, demonstrate cultural understanding, and present information to various audiences for different purposes.
  • Involves interpersonal, interpretive, and presentational communication.

  Culture

  • Learners will gain a deeper understanding of their own and other cultures, considering perspectives, practices, and products.

  Perspective

  • Connects perspective (Why), practice (How), and product (What) in a triangular model.

  Connections

  • Learners will make connections with other subject areas, particularly across disciplines.

  Comparison

  • Learners will develop awareness of cross-cultural similarities and differences in language and culture.

  Communities

  • Learners will extend their learning experiences beyond the EFL classroom through activities like internet use, recognizing their place in a global world.

Characteristics of Standards-Based Classrooms

• Characterized by respectful behaviors, routines, and discourse.
• Practices and instruction honor the diversity of interests, needs, and strengths of all learners.
• Teachers ensure all lesson components contribute to lesson objectives and student mastery of standards.
• Learning time is maximized for all students.