1.
PAPER-22(B)
CURRICULUM AT SECONDARY LEVEL
ASSIGNMENT
TOPIC-DESIGNING TEACHER GUIDES,SUBJECT
RESOURCE MODULES
SANA FATIMA
M.ED(SEM-IV)2018-20
GHULAM AHMED COLLEGE OF EDUCATION,
BANJARA HILLS,HYDERABAD.
OSMANIA UNIVERSITY

2.
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT
RESOURCE MODULES
TEACHER GUIDES:
 Teacher Guides provides support in using the curriculum framework to plan and deliver lessons using
effective teaching and learning approaches.
 Teacher Guides are available for each subject. They make suggestions about how to approach the
implementation and delivery of curriculum in your school.
 It includes advice and guidance on teaching strategies and assessment. They provide a general
introduction to the content, structure underlying educational philosophy.
 Each guide also brings together sample lesson plans, teacher training activities and information about
further resources
 Guides support teachers with lower subject-matter knowledge (or lower “pedagogical content
knowledge.”)
Teacher Guides support teachers in five key areas:
Planning:
 Teacher Guide provides advice on how to plan. They demonstrate how teachers can cover all the
curriculum content for each stage and provide guidance on long-term, medium-term and short-term
planning.
 Resources include detailed guides on different planning approaches, and teacher training activities to
develop planning skills further. This information is supplemented by sample schemes of work, sample
lesson plans and planning templates that teachers can adapt and use.
Teaching approaches:
 The Teaching approaches section considers some of the different ways that teachers may choose to
deliver particular activities throughout the year. It is not prescriptive, but encourages teachers to
consider different learner styles.
 The guide is supported by training activities that help teachers to think about how to apply different
approaches in practice.
Assessment:
 Each Teacher Guide explores the types and role of assessment. Explanations are given about formative
and summative assessment along with practical assessment techniques that can be used in the classroom.
Learning environment:
 Teacher Guide provides advice on classroom organization and developing strategies for the effective
management of learning. Teachers are given suggestions on how they can support learners during
different activities and how to create a positive atmosphere in the classroom.

3.
SUBJECT RESOURCE MODULES:
MODULE: A “module” is a portion of such a curriculum. It is a relatively autonomous portion, since it is
based on a limited number of objectives which the learner is expected to achieve and the school is expected to
be able to assess and certify.
Each module can contain files, discussions, assignments, quizzes, and other learning materials. Module items
can be added to the course from existing content or new content shells within the modules. Course content can
be added to multiple modules or iterated several times throughout an individual module.
MODULES ARE USED TO:
 Modules allow instructors to organize content to help control the flow of the course.
 Modules are used to organize course content by weeks, units, or a different organizational structure.
Modules essentially create a one-directional linear flow of what students should do in a course.
 Create prerequisite activities that students must complete before moving on in the course.
 Track student progress through a sequence of learning activities.
 Organize course content by unit, day, week, topic or Outcome.
THREE KEY THINGS THAT ARE IMPORTANT WHILE DESIGNING A MODULE FOR ANY
SUBJECT:
1. Be clear about the module purposes and aspirations for student participants and communicate these to
students:
It’s important to have clear, achievable goals or outcomes for your module. What do you want students to
know, understand and/or be able to demonstrate after they complete your module?
Learning outcomes are statements of what skills, knowledge, or learning a student will have once they have
completed the module.
Many learning objectives are based on a hierarchical model of learning first articulated by Bloom in the 1950s.
Bloom categorizes learning into gradually increasing levels of sophistication, beginning with surface learning
skills, such as recall of information, moving to deeper learning skills of assessment and evaluation.
2. Make sure your module is constructively aligned (the learner actively constructs their own
understanding and all teaching and assessment is aligned with the intended outcomes).
A successful module is one in where the stated learning outcomes or objectives align with teaching activity and
assessment (what has been called constructive alignment).
In other words, in the context of the learning outcomes,
 What learning activities do you want your students to engage with?
 What kinds of activities would lead to achieving the learning objectives?
 What content will be needed to achieve learning outcomes?
 What support will the learners need to achieve the learning outcomes?
 What is the best way to assess how far students have achieved the learning outcomes?

4.
 How might you review or evaluate the course to find out if it has successfully aligned learning outcomes
with activity and assessment?
The image below is useful for thinking about how the different elements of a module fit together in constructive
alignment.
3. Considering the course in context (department, institution, sector):
Finally, it’s important to think about what might affect the design of a module in your context. This is likely to
change the way you think about designing outcomes, learning activities, and assessment.
 The type of course (How long is the course? How many students? What type of students.
 The resources available (Who is involved? How are roles allocated? What administrative support is
available?).
 Your disciplinary context (how is the subject normally taught in your discipline?).
REFERENCES:
Benefits of detailed teacher guides (2019) retrieved from
https://www.bridgeinternationalacademies.com/the-benefits-of-detailed-teacher-guides/
Modules (2020) retrieved from
https://community.canvaslms.com/docs/DOC-10735-what-are-modules
How to design effective teaching modules (2020) retrieved from
https://www.uaces.org/resources/how-to-design-effective-teaching-modules
Teacher guides (2020) retrieved from
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-primary/classroom-
support/teacher-guides/