Curriculum Design (Case Analysis)

GEMS Westminster School, RAK
Curriculum Design
Case Analysis
Course Code: EDU 4203
Science Curriculum-Term 1
(Grade 4)
Student Names: Hamda Hasan
ID: H00095945
Class: AE7
Course Teacher: Colleen Menichini
Index
1. Curriculum map
2. Introduction
3. Analysis
4. Appendix
5. References
CURRICULUM MAP
WSR_Medium-term planning template 1
Enduring Understandings
Out comes
Learning Objectives
4Bh1 (Lesson 1)
To understand how animals move.
To know the importance and function of

the skeleton.
To know that skeletons are made of

bones.
Be able to describe the main function of

their skeleton.
Be able to observe characteristics of
bones.
Be able to understand that even if
fingers are bending the bones will
remain straight (model of hand).
4Bh2 (Lesson 2)
To know the working mechanism of X
rays.
To identify skeleton of various animals.
To compare skeleton of various animals.
To compare long bone measurements
between adults and children in the class
room.
To investigate answers to their own
questions about skeletons and growth
To look at some invertebrates; compare
them to our bodies- what does our skeleton
do for us apart from helping us grow.
Be able to understand that X-rays are

used to see our bones.
Be able to identify skeletal framework of
various animals.
Be able to make relevant observations
and comparisons.
Be able to identify the longest and the
smallest bone in the body.
Be able to understand facts about
skeletons and growth.
Be able to describe functions of bones.
4Bh3 (Lesson 3)
To know that animals with skeletons have
muscles attached to the bones.
Be able to understand that both bones and

muscles enable movement.
To know how a muscle has to contract and

expand to make a bone move.
Be able to understand the action of muscle

(contraction and expansion)
To know muscles act in pair.
4Bh4 (Lesson 4)
To understand more about muscle power.
To know about exercise.
To know matter and its properties.
To define matter, mass and volume.
To know that matter can be solid, liquid or
gas.
Be able to compare muscle power (peer

group)
Be able to realize the importance of
exercise in our day to day life.
Be able to understand that substances are
made of tiny particles. (matter-occupies
space and has mass)
Be able to differentiate matter, mass and
volume.
Be able to recognise solids, liquids and
gases.
Vocabulary
Function animals body - Skeleton bones mechanism of X-rays measurements
growth muscles muscle power matter mass volume solid liquid gas
Activities/Learning Opportunities
4Bh1 (Lesson 1)
Talk about skeletons they know

about e.g. fish.
Task 2 Pg. 3 (Moving and Growing)
with the help of the pictures given in
the text book match the animals to
their ways of moving.( Individual )
Task 3 Pg. 4:- Discussing what their
bodies were like inside and talking
about how they moved. ( Group )
Body map exercise-draw a life-size
body outline: cut and stick major
bones inside it.
4Bh2 (Lesson 2)
Look at X-rays of bones in children

and adults. Compare. Discuss
fractures- if evident. (in pair)
Look at the flash cards and identify
the skeletons e.g. bones from horse,
fish, chicken, dog and man.
(Individual)
Draw a picture of provided bones and
make a table for comparing your
findings. (Group)
Measure and find the longest bone.
You tube video (make me genius)
Task 11 pg. 15 (Moving and
Growing)-Plan and carry out a
survey. Show your findings in a table
or bar chart.
4Bh3 (Lesson 3)
Discuss- How does the skeleton help us to move? (Group)

Observe a range of animals and how they move in different ways. Think about how their
muscles enable them to do this.(Pairs)
Look at video evidence of pairs of muscles in action- relaxing and contracting to create
movement.
Feel muscle movements in their own bodies. (Individual)
4Bh4 (Lesson 4)
A scientific enquiry-Make a hand grip tester using the equipment in science lab.
Compare how the body feels before and after the exercise?
Summary:
Children read through the statements and complete the science log.
A scientific investigation- Investigate and record-All substances are made up of tiny

particles.
PPT on matter, mass and volume.
Finding out childrens ideas about solids, liquids and gases
Act out how particles are arranged in solid, liquids and gases.
Assessments/Evidences
4Bh1 (Lesson 1)
Prior knowledge
Can describe the main functions of
the Skeleton?
Can list out observable
characteristics of bones.
4Bh2 (Lesson 2)
Can label the bones found on the

skeleton.
Can answer questionnaire regarding
facts about various bones in the
body.
4Bh3 (Lesson 3)
You Tube video

Text book
Model showing muscle movement
4Bh4 (Lesson 4)
Task 13 Pg. 18 (Moving and

Growing)
Playground
Science lab
Secondary resources
Selection of materials for handling
by the children.
Resources
4Bh1 (Lesson 1)
Video evidence
Skeleton ( Plastic)
Text book
4Bh3 (Lesson 3)
Can make a model to show how

muscles work
4Bh2 (Lesson 2)
X-ray sheets
Flash cards
Text book
Tape measures
Secondary sources.
Task 12 Pg. 16
4Bh4 (Lesson 4) (Evaluation)
Can answer the Muscle quiz on Task

14 Pg.19 (Moving and Growing)
Introduction
Curriculum refers to the lessons and academic content taught in a school or in a
specific course or program (Curriculum, 2014). I chose Gems school curriculum in
RAK is Science curriculum term 1 for grade 4. Its has two units are 4Bh and 4Cs
and I chose 4Bh unit has four lessons talks about animals and skeletons while 4Cs
unit only has two lessons talks about solids.
I noticed they recognized the lesson as framework cods and called 4Bh1 is start
taught about animals move, function of the skeleton and how it made of bones. The
second lesson 4Bh2 is taught about identify skeleton of various animals and
compare it. The third and fourth lesson 4Bh3/4 are common taught about muscles
of skeletons. This is a sequence which teachers ordered the lesson that content is
to be taught in order and also deals with scope has depth of content and details
that covered in a curriculum and written what they will teach in details.
Analysis
This curriculum has 9 elements are scope, sequence, assessment, evaluation,

methodology, resources, outcomes, objectives, and tasks. It has two missing are
content and timing.
Methodology
Methodology is connected in scope because teacher wrote the tasks or activities in
details. For instance, she put in each lesson as a sequence what to be teach first,
second, third, and fourth with the way of teaching as what they will do in each
activity. However, she put lesson 3 and 4 together as shown below in figure 1 which
confuse others from where they should start lesson 3 or 4. In my mapping I
separate the lessons as shown below in figure 2 because its obvious more for the
others who will use this curriculum. Together a scope and sequence of learning
bring order to the delivery of content (Scope and Sequence, 2009). This is because
support student learning, without scope and sequence are risk for the content
delivery and missing of significant learning.
Figure 1
Figure 2
Furthermore, teacher provides variety of teaching tools in each lesson as shown in

appendix and divided the activities as group work, individual, and in pair. She wrote
in her mapping as short letter like (G) means group, (I) means individual. I think
others teachers will may not understand what is mean those letters, so I wrote in
my mapping as word not letter. The reason for that, let others to understand the
tasks as working in group or individual or in pair and make it obvious for them.
However, she didnt mention the work methods of some tasks and activities in
curriculum design. As Ljuca, Lozo, Simunovic, Bosse & Kadmon point out that
teaching methodologies must provide the active process of learning and implement
curriculum with good teaching methodologies as size of the student group and tool
should use it (n.d.). That is important to know size of group which some tasks are
discussion, so we need to assess students while they are discussion in group or in
pair.
Outcomes & Objectives

Both of them were clear, but teacher put outcomes instead of objectives which are
wrong as shown below in figure 3. In my experiences the objectives means what
students will be able to do while outcomes means general aims of the lesson. It was
written in order and organized in a good way, but as I said they switched. Learning
objectives written to the knowledge, skills and attitudes (Writing Aims and
Objectives, 2014). The reason for that, its make easier to assess knowledge and
skills than attitudes when to assess students in assessments.
Figure 3
Learning outcomes help students understand what is expected of them and help
teachers focus on exactly what they want students to achieve (Teaching and
Learning Development Unit, 2015). However, I put in my mapping outcomes instead
of objectives and objectives instead of outcomes as shown below in figure 4.
Figure 4
Assessments & Evaluation & Resources & activities

Teacher put good resources for the activities in each lesson and she mentioned the
students works as work in group, individual and in pair, but few of activities didnt
mentioned works of students if they work individual or group. This is so important
to know the tasks are doing individual or group which let you to assess students
understanding. In addition, teacher didnt put differentiation activities according
to students level and she should add it. The reason for that, during my teaching
practice I didnt do differentiation activities for the students which high and
middle levels finished the task quickly because its views easier for them. So, I
recommend teachers put in their curriculum differentiation activities according to
students levels. Furthermore, she should add activities for special needs students
and remove some tasks in textbook and use sheets. In the other hand, teacher put
assessments in each lesson, but she didnt identify the assessments if use it as
worksheet, or poster and she should be specific as level of students. As Giselle and
Kniep point out that assessments should be seamlessly woven in unit that can use
them to support students learning (n.d.).
Moreover, teacher put one quiz in the last lesson (4Bh4) to test students and
evaluate their comprehension of lesson. I prefer to put short quizzes in each
lesson because teacher can evaluate students by the end of the lesson to check
their understanding the concept of lesson.
Missing things
There are two missing in curriculum as I mentioned above content and timing.
Teacher didnt put time for each tasks and assessments which will confuses
teacher for how put limit time in each activity and waste the time of the lesson.
The reason for that, in my TP I was put limit time in each activities or tasks and
worked it well, but sometimes I cant finished the lesson on time according how
students spend on tasks or activities. Thus, the time is very important through
your lesson because help you to manage the time in each task, so teachers should
add time in each activities. Time is important to show you how long particular
activities are likely to take (Teaching and Learning Development Unit, n.d.).
Teacher didnt mentioned in her curriculum the content of lesson of what is to be
taught. Theres no tittle of the units which confuse others what lesson is about and
what the content of it. This is important because let others to know the title of
unite and give them background of what is to be taught in unit.
Appendix
Subject
Science
Year Group
When
Autumn Term (1)
Teacher
Saritha
Framework Codes Learning Objective
To understand how animals move.
To know the importance and function of the skeleton
WSR_Medium-term planning
template 1
Outcomes
Activities
Be able to describe the
Talk about skeletons they know about e.g. fish.
4Bh1
main function of their
skeleton.
To know that skeletons are made of bones.
Be able to observe
characteristics of bones.
Be able to understand that
even if fingers are bending
the bones will remain
Task 2 Pg. 3 (Moving and Growing) with the help of the

pictures given in the text book match the animals to their
Assessments
ways of moving.( I )
Prior knowledge
Can describe the main
functions of the
Skeleton?
Can list out observable
characteristics
of
bones.
Resources
Video evidence
Skeleton ( Plastic)
Text book
Task 3 Pg. 4:- Discussing what their bodies were like inside
and talking about how they moved. ( G )
Body map exercise-draw a life-size body outline: cut and stick
major bones inside it. (CA)
straight (model of hand).
Be able to understand
To know the working mechanism of X rays.
To identify skeleton of various animals.
4Bh2
that X-rays are used to

see our bones.
To compare skeleton of various animals.
Look at X-rays of bones in children and adults. Compare.

Discuss fractures- if evident. (in pair)
Look at the flash cards and identify the skeletons e.g. bones
from horse, fish, chicken, dog and man. (I)
Can label the bones

found on the skeleton.
X-ray sheets
Flash cards
Text book
Be able to identify
skeletal framework of
Draw a picture of provided bones and make a table for

comparing your findings. (G)
various animals.
Be able to make relevant
observations and
comparisons.
4Bh2
Be able to identify the

To compare long bone measurements between adults
and children in the class room.
To investigate answers to their own questions about
skeletons and growth
To look at some invertebrates; compare them to our
bodies- what does our skeleton do for us apart from
helping us grow.
Measure and find the longest bone.
longest and the smallest
You tube video (make me genius)
bone in the body.
Task 11 pg. 15 (Moving and Growing)-Plan and carry out a
Can answer
questionnaire
regarding facts about
various bones in the
body.
Tape measures
Secondary
sources.
Task 12 Pg. 16
survey. Show your findings in a table or bar chart.
facts about skeletons and

growth.
Be able to describe
functions of bones.
4Bh3/4Bh4
To know that animals with skeletons have muscles

attached to the bones.
To know how a muscle has to contract and expand to

make a bone move.
that both bones and
To know muscles act in pair.
Discuss- How does the skeleton help us to move? (G)

Observe a range of animals and how they move in different
muscles enable
ways. Think about how their muscles enable them to do
movement.
this.(Pairs)
Be able to understand the

action of muscle
Look at video evidence of pairs of muscles in action- relaxing

and contracting to create movement. (CA)
Feel muscle movements in their own bodies. (I)
You Tube video

Text book
Model showing
muscle movement
Can make a model to

show how muscles work
(contraction and
expansion)
To understand more about muscle power.
To know about exercise.
Be able to compare
muscle power (peer
group)
A scientific enquiry-Make a hand grip tester using the
equipment in science lab. (CA)
Task 13 Pg. 18
(Moving and Growing)
Playground
Science lab
Secondary resources
Selection of materials
for handling by the
children.
Compare how the body feels before and after the exercise?
Be able to realize the

importance of exercise in
our day to day life.
Summary:
Children read through the statements and complete the
science log.
To know matter and its properties.
Be able to understand that
A scientific investigation- Investigate and record-All
substances are made of

To define matter, mass and volume.
tiny particles. (matter To know that matter can be solid, liquid or gas.
substances are made up of tiny particles.
PPT on matter, mass and volume.
occupies space and has

mass)
Be able to differentiate
matter, mass and volume.
Be able to recognise
solids, liquids and gases.
Finding out childrens ideas about solids, liquids and gases

Act out how particles are arranged in solid, liquids and gases.
Can answer the

Muscle quiz on
Task 14 Pg.19
(Moving and
Growing)
4Cs1
Be able to compare and

To know characteristics and properties of solids, liquids
and gases.
To identify that powders and granules are made of little

solid pieces.
Sand, water, empty

trays.
Straws, soap solution,

yeast, balloon and
plastic bottle.
Science lab.
Ice cubes, wax pieces

Digital thermometer
Transparent heat
proof container
Very hot water
Large plastic bowls
(handle hot water with
care)
Kettle
Secondary sources
differentiate solids, liquids

and gases.
Pouring/ dripping activities to prove characteristics of liquids.
Be able to recognise
Use powders and compare how they can sometimes behave

like liquids.
powders and granules are
To understand that the shape and volume of solid does

not change.
solids.
Be able to describe how
Blowing bubbles- Making or collecting gases ( yeast/ bicarb

experiments- In pairs)
liquids flow and form a

level surface while as
solids maintain their
shape and volume.
4Cs2
To understand that a solid can be changed to liquid on

heating.
Be able to define melting

point
To understand that a liquid can be changed to solid on

cooling. (reverse of heating)
Be able to define freezing

point
To understand that a liquid can be changed to gas on

heating.
Be able to define boiling

point
that solidifying (freezing)
(Experiment) Melting wax and melting water: children find that

melting, boiling and solidifying occur at different temperatures
in different substances.
How was the ice- candle made? Children find out how an ice
candle is made and answer questions about it.(fact file Pg. 18
Pupils book)
Discuss ice-water-steam transition; (reversible reaction)
Watch video footage of an active volcano-lava flows.
Correlate boiling,
melting and
freezing points.
and melting (heating) are
reversible changes.
To learn about separating mixtures.

a) to separate solids by using sieving.
Record temperatures that water freezes at, is liquid at and its
boiling temperature-use thermometers.
Children sort the content of a packet of dried soup using
b) using magnet, separate magnetic materials from

various separating
other materials.
To record results in a table
To learn that some materials change when they are
using magnets and
Separate paper-clips from paper using a magnet.

Children makes various materials with water. They consider
a) melting and dissolving different process.
filtration)
the different types of change (dissolving or making new
Be able to plan the
materials) and whether they could get the original materials
main steps in a
back.
Summary:
happen, choose
Children read through the statements and complete the
equipment and use it
science log.
Be able to realize
importance of team
work and
communication.
Objectives should be listed to match the first column.

The activities should be given in outline only
The plan will require a statement in the opening rationale regarding prior knowledge.
Assessments should highlight specific details:
where something requires advance preparation
differentiated assessment
Flour, sand, plaster of
salt, instant coffee,
beakers, spoons.
Soft margarine, spoon,

hot water, beaker.
predict what will
correctly.
various methods
marbles, water,
scientific enquiry,
Notes:
towels, steel paper
Paris, chalk powder,
mixed with water.
Can sort various

mixtures using
clips, magnets, torn
sieves.
variety of seeds, paper
pieces of paper.
methods ( sieving,
b) to define the processes in their own words.
Packets of dried soup,
References
Curriculum. (2014). Education Reform: For Journalists, Parents, and Community Memebers.
Retrieved from http://edglossary.org/curriculum/
Giselle, O., & Kniep, M. (n.d.). Chapter 3. Standards-Based Curriculum and Assessment
Design. Retrieved from
http://www.ascd.org/publications/books/100043/chapters/StandardsBased_Curriculum_and_Assessment_Design.aspx
Ljuca, F., Lozo, S., Simunovic, V., Bosse, H.M., Kadmon, M. (n.d.). Chapter 11: Curriculum
Development. Teaching Methodologies. Retreived from http://www.bhmedemanual.org/book/export/html/93
Scope and Sequence. (2009). Curriculum Design: Every Chance to Learn Curriculum
Framework for ACT Schools. Preschool to year 10 students. Retrieved from
http://activated.act.edu.au/ectl/design/scope_and_sequence.htm
Teaching and Learning Development Unit. (2015). Learning Outcomes. University of
Sussex: Sussex Internal. Retrieved from
http://www.sussex.ac.uk/tldu/ideas/curr/learningoutcomes
Teaching and Learning Development Unit. (n.d.). Curriculum design and development:
Planning sessions. US: University of Sussex Internal. Retrieved from
http://www.sussex.ac.uk/tldu/ideas/curr/plan
Writing Aims and Objectives. (2014). Learning and Teaching Unit: Teaching in Higher
Education. University of South Australia. Retrieved from
http://w3.unisa.edu.au/academicdevelopment/design/objectives.asp

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GEMS Westminster School, RAK

GEMS Westminster School, RAK

GEMS Westminster School, RAK

GEMS Westminster School, RAK

GEMS Westminster School, RAK

To understand how animals move.

To know the importance and function of

To know that skeletons are made of

Be able to describe the main function of

Be able to understand that X-rays are

GEMS Westminster School, RAK

Be able to understand that both bones and

To know how a muscle has to contract and

Be able to understand the action of muscle

To know muscles act in pair.

Be able to compare muscle power (peer

GEMS Westminster School, RAK

Talk about skeletons they know

Look at X-rays of bones in children

Discuss- How does the skeleton help us to move? (Group)

GEMS Westminster School, RAK

A scientific investigation- Investigate and record-All substances are made up of tiny

PPT on matter, mass and volume.

Finding out childrens ideas about solids, liquids and gases

Can label the bones found on the

You Tube video

Task 13 Pg. 18 (Moving and

GEMS Westminster School, RAK

Can make a model to show how

4Bh4 (Lesson 4) (Evaluation)

Can answer the Muscle quiz on Task

GEMS Westminster School, RAK

GEMS Westminster School, RAK

This curriculum has 9 elements are scope, sequence, assessment, evaluation,

GEMS Westminster School, RAK

Furthermore, teacher provides variety of teaching tools in each lesson as shown in

GEMS Westminster School, RAK

Outcomes & Objectives

GEMS Westminster School, RAK

Assessments & Evaluation & Resources & activities

GEMS Westminster School, RAK

GEMS Westminster School, RAK

Autumn Term (1)

Framework Codes Learning Objective

To understand how animals move.

To know the importance and function of the skeleton

Be able to describe the

Talk about skeletons they know about e.g. fish.

To know that skeletons are made of bones.

Task 2 Pg. 3 (Moving and Growing) with the help of the

straight (model of hand).

To know the working mechanism of X rays.

To identify skeleton of various animals.

that X-rays are used to

To compare skeleton of various animals.

Look at X-rays of bones in children and adults. Compare.

Can label the bones

GEMS Westminster School, RAK

Draw a picture of provided bones and make a table for

Be able to identify the

Measure and find the longest bone.

longest and the smallest