Curriculum Content Clause Samples

The Curriculum Content clause defines the specific educational materials, topics, and learning objectives that must be included in a course or training program. It typically outlines the scope of subjects to be covered, the standards or guidelines to be followed, and may specify the format or delivery methods for the content. By clearly establishing what is to be taught, this clause ensures that all parties have a shared understanding of the curriculum, thereby promoting consistency, meeting regulatory or accreditation requirements, and reducing the risk of misunderstandings about educational expectations.
Curriculum Content. Students may enroll in online or face-to-face on a ▇▇▇▇▇▇ Community College campus. • No courses or services will be offered at Emporia Public School facilities.
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Curriculum Content i. When providing distance learning, academic content, classwork, independent work, assignments, projects, synchronous instruction, asynchronous instruction, and live interaction shall all be combined to meet the daily minimum minutes per grade level. ii. Any curriculum resources or lessons provided by the District should be considered the baseline (or a starting point for instruction during this period of distance learning). Teachers may customize the content to meet the needs of the students in their class(es). Bargaining unit members may choose to be innovative and develop activities to support and encourage their own innovative teaching modalities. iii. For the 2020 - 2021 school year, The District will be lending staff new laptops/technology for employee use in distance or hybrid models of instruction as needed. iv. Homework is permitted. Please refer to Appendix B (in progress) for Homework Guidelines.
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Curriculum Content. This includes incorporating student social and emotional development into Heartland’s educational program as required by State law and in alignment with Board policy 6:65, Student Social and Emotional Development. Fully informs staff members of Heartland’s goal to prevent students from engaging in bullying and the measures being used to accomplish it. This includes: (a) communicating Heartland’s expectation – and the State law requirement – that teachers and other certificated employees maintain discipline, and (b) establishing a process for staff members to fulfill their obligation to report alleged acts of bullying, intimidation, harassment, and other acts of actual or threatened violence. Encourages all members of the school community, including students, parents, volunteers, and visitors, to report alleged acts of bullying, intimidation, harassment, and other acts of actual or threatened violence. Actively involves students’ parents/guardians in the remediation of the behavior(s) of concern. This includes ensuring that all parents/guardians are notified, as required by State law, whenever their child engages in aggressive behavior. Communicates Heartland’s expectation that all students conduct themselves with a proper regard for the rights and welfare of other students. This includes a process for commending or acknowledging students for demonstrating appropriate behavior. Annually communicates this policy to students and their parents/guardians. This includes annually disseminating information to all students and parents/guardians explaining the serious disruption caused by bullying, intimidation, or harassment and that these behaviors will be taken seriously and are not acceptable in any form. Engages in ongoing monitoring that includes collecting and analyzing appropriate data on the nature and extent of bullying at the Academy and, after identifying appropriate indicators, assesses the effectiveness of the various strategies, programs, and procedures and reports the results of this assessment to the Board along with recommendations to enhance effectiveness. Complies with State and federal law and is in alignment with Board policies. This includes prompting the Board to update the policy beginning every 2 years after its initial adoption and filing this policy with the Illinois State Board of Education after the Board adopts or updates it. This policy is not intended to infringe upon any right to exercise free expression or the free exercise of reli...
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Curriculum Content. The goal of the Mamanieva nutrition curriculum is to empower grandmothers to support maternal and child nutrition. As the keepers of traditions and de facto caretakers within a community, grandmothers are rich sources of information and can be the catalyst for change, especially for maternal and child nutrition practices. The curriculum was built by combining the philosophies behind The Grandmother Approach, Empowerment Theory, and Adult Participatory Learning. The end product will engage grandmothers in the critical dialogue on maternal and child nutrition and facilitate their identification of barriers and strategies to optimizing maternal and child nutrition in their households. Through engaging key influencers of maternal and child nutrition rather than focusing on mothers, this approach provides an innovative strategy to fill a gap in the current way that maternal and child nutrition is addressed in community based programs. Ultimately this approach strives to create sustained positive changes within a community by shifting social norms. The author traveled to Sierra Leone from May 2014 to August 2014 and worked with World Vision/Sierra Leone to observe the pilot program that was being implemented in the Bum Chiefdom, located within the Bonthe District. She observed 16 sessions and conducted informal interviews with the field staff. She planned to conduct focus groups with grandmothers and mothers to ascertain their perceptions on the project thus far. However, due to the Ebola outbreak in Guinea, Sierra Leone, and Liberia, the author was removed from the field site due to safety concerns and was unable to complete the data collection component. The curriculum was developed from activities piloted while the author was in Sierra Leone, as well as using participatory activities adapted from the Tools Together Now handbook put together by the HIV/AIDS Alliance. The sessions are based off of the six key topics identified from the formative research: 1) Linkages between diet in pregnancy and childhood and effects on child growth and health, 2) Care during pregnancy, 3) Consumption of Iron and Folic Acid during Pregnancy, 4) Early initiation of breastfeeding, 5) Supporting exclusive breastfeeding to 6 months, and 6) Clarify optimal complementary feeding practices (diversity, meal frequency and amount, consistency) and build self-efficacy and enthusiasm of Grandmothers to prepare and feed adequately. In addition to these topics, the author was asked to devel...
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Curriculum Content. The curriculum shall contain instruction on subjects required by State statute or regulation as follows:
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Curriculum Content. The presented topics were strategically selected. When attempting to advance a system with so many areas of need, I chose to focus on a few foundational topics. The post-test questions attempted to measure critical evaluation and integration of the content in the lectures, rather than asking the nurses to memorize the slide content. Because these nurses were all graduates of nursing school, I worked to balance the content so that they were not “insulted” by the simplicity, but were also adequately challenged. Some of the nurses that believed the content was too elementary and continued using deficient nursing skills. Others, however, embraced the content and were eager for more knowledge and skills to improve their practice, and ultimately, deliver better patient care. The lecture on ▇▇▇▇▇ ▇▇▇▇▇ may have seemed elementary to some of the nurses; however, after the conference the nurses were given the tools necessary to improve patient care delivery. During the discussion on normal temperature ranges, I explained why all the patients were coming out of the OR hypothermic, I then addressed re-warming strategies. The nurses began to be proactive about warming the patients post-operatively. This simple nursing intervention of using one or more blankets equipped the nurses to take initiative in patient care. The nursing staff requested course content on electrocardiography. I was hesitant to include it in the lecture series because of its complexity. After much deliberation, I included it. I wanted to involve the staff in the content design. I designed the lecture originally to be delivered in one session, however it took two. Even though the staff seemed interested in this topic and did better on this post-test than the others, I question its inclusion in the curriculum. Because it took two sessions (3.5 hours) to cover, the time could have been spent more economically on a topic that was clinically relevant for the work they are expected to do, such as infection control practices. After observing their clinical nursing practice and understanding the expectations of nurses in SCHD, I designed the curriculum to address the things they were doing every day. They were recording ▇▇▇▇▇ ▇▇▇▇▇, administering medications, and recognizing abnormal rhythms. When Head Nurse K and I originally spoke, he thought cardiopulmonary resuscitation (CPR) was the most important topic to teach. I agree that while an understanding of CPR is crucial to an ICU, it should not be the mos...
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Related to Curriculum Content

  • Curriculum a. The School shall administer the TSIA college placement exam to all prospective Students or refer Students interested in taking Dual Credit courses to the College’s Testing Center, if the School is not a College Board testing site, prior to submitting their name to the College Office of High School Programs for enrollment into courses requiring specific TSIA scores, abiding by the rules set forth by the College Board and the College. Students must attain TSIA scores aligned with the courses in their selected degree plan to ensure appropriate college level placement, assess college readiness, design individual instructional plans, and enable students to begin college courses based on their performance. b. The School shall implement a plan for TSIA success, including academic preparation classes for Students. The School, in partnership with the College, will provide academic interventions for Students who do not pass TSIA. Such Students will be administered the identified interventions prior to retesting any portion of the TSIA that was not mastered with required score(s). The School shall make any TEA required TSIA reports regarding the number of students who have currently passed each section of the TSIA, including a breakdown of TSIA data for subpopulations of targeted students. The School will share the report with the College Testing Center or College Designee. c. The School District will share the results from TSIA administered via School District - College Board approved test sites and electronically submit to the College in the required technical format that facilitates official delivery/receipt. The TSIA scores will be electronically uploaded into the College’s official system of records. The College agrees to adhere to the confidentiality requirements of FERPA. The College will use students’ TSIA assessment score data exclusively for official College business. d. The College Academic Chairs or Faculty Liaison, along with the School Principal or designee, will be responsible for developing and refining a clear and coherent academic program across the two institutions for curriculum alignment for Students participating in the Dual Credit program. e. The 86th Texas Legislative Session passed SB 25, which states each institution of higher education shall develop at least one recommended course sequence for each undergraduate certificate or degree program offered by the institution. Each recommended course sequence must: (1) Identify all required lower-division courses for the applicable certificate or degree program; (2) Include for each course, if applicable: (A) The course number or course equivalent under the common course numbering system approved by the coordinating board under Section 61.832; and (B) The course equivalent in the Lower-Division Academic Course Guide Manual or its successor adopted by the coordinating board; (3) Be designed to enable a full-time student to obtain a certificate or degree, as applicable, within: (A) For a 60-hour degree or certificate program, two years; or (B) For a 120-hour degree program, four years; and (4) Include a specific sequence in which courses should be completed to ensure completion of the applicable program within the time frame described. f. The Southern Association of Colleges and Schools Commission on Colleges (SACS-COC) approved a policy statement in December 2018 that directed its institutions to ensure that course content and rigor of dual enrollment courses be comparable to that of the same courses taught to the institution’s other students. g. To adhere to the requirements set forth in the goals outlined in HB1638, the College and the School District will maintain course agreements for each course taught at the School, regardless of instructional site. The College will provide the college course outcomes in the Course Agreement Form and the respective syllabi. The form will include the length of the course, number of credits awarded, and approved textbook(s) and/or instructional materials that will be required for Students to use in their respective courses. The course agreement requirement for the School extends to designation of academic and workforce courses for Traditional Dual Credit and ECHS. College, School District and School shall ensure that a dual credit course and the corresponding college course offered at the School are equivalent. Academic representatives from the College will develop and publish the student learning outcomes in the course syllabus to satisfy the requirements each College course. The School District will identify the corresponding Texas Essential Knowledge and Skills that align to each College course, thereby allowing students to attain dual credit from both institutions. h. The College will provide the School District and School the minimum number of instructional minutes required to meet the contact hour requirement, per course, taught on the School site. i. The 86th Texas Legislative Session passed HB 3650 which requires that the School District and the College consider the use of free or low-cost open educational resources in courses offered as dual credit, for which the School uses as part of its course offering to satisfy the prescribed courses in the identified degree plans. j. Course Agreements will include any additional instructional requirements, any required faculty development/training, and the requirements for evaluation of teaching. A Course Agreement will be completed by the deadline designated in the yearly Dual Credit Timeline for any course, but not later than the start of the first instructional day that course is delivered. All courses offered for Dual Credit must have an approved Course Agreement. The Course Agreement will be effective for three years unless either party requests a modification or if the publisher makes changes to the current Instructional Materials. For course sections taught at the School, the College will maintain the same instructional materials and editions for Dual Credit courses taught at the high school campus for a minimum of three years, unless otherwise specified in the applicable Course Agreement or as otherwise specified in Section 13 -

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