The Curriculum Clause Samples

The Curriculum clause defines the educational content, structure, and learning objectives that will be delivered under the agreement. It typically outlines the subjects, modules, or courses to be taught, the standards or guidelines to be followed, and may specify the responsibilities of each party in developing or updating the curriculum. By clearly establishing what will be taught and how, this clause ensures both parties have a mutual understanding of the educational program, reducing the risk of disputes over content or quality.
The Curriculum. 2.1. VIU will be responsible for the oversight, as described in Schedule A to this Agreement, of the Program curriculum and curriculum evaluation. 2.2. Subject to VIU’s oversight, as described in Schedule A to this Agreement, the joint curriculum for the VIU BSN Nursing Program will be developed collaboratively by VIU and NIC and the same curriculum will be delivered at both sites as approved by VIU Senate and NIC Education Council (EdCo). 2.3. Course names, credits, course hours, course descriptions, ends-in-view, BSN Program Learning Outcomes, and VIU Graduate Attributes will be consistent across sites and as per the most recent version of the BSN VIU-NIC Curriculum Guide. Neither partner will make substantive changes to the curriculum, courses, or sequencing of courses without prior discussion and approval at the Joint VIU-NIC Curriculum and Evaluation Committee (as defined below). VIU will be responsible for taking any proposals for changes to courses or the Program to Senate for approval. Senate approval must be obtained at the University prior to implementation. Once approved by VIU, NIC will be responsible for obtaining curriculum and program approval through NIC EdCo. 2.4. VIU and NIC will establish a Joint VIU-NIC Curriculum and Evaluation Committee (the “Committee”). The Committee will meet regularly throughout the academic year and will ensure that recommendations brought forward by the Joint VIU-NIC Evaluation Sub-Committee (as defined below) and any updates from local, provincial, and/or national external stakeholders inform curricular revisions/updates. 2.5. The Committee will establish a Joint VIU-NIC Evaluation Sub-Committee (the “Sub- Committee”). This Sub-Committee will meet regularly throughout the academic year to review collated evaluation data from both sites as per the VIU-NIC Evaluation Plan in order to inform any necessary curriculum changes. 2.6. VIU will be responsible for the oversight of both the Committee and Sub-Committee, as more particularly described in Schedule A to this Agreement. The composition and terms of reference of the Committee and Sub-Committee are also as more particularly described in Schedule A of this Agreement, which may be amended from time to time by mutual written agreement of the parties. 2.7. VIU will be responsible for producing an annual Joint VIU-NIC Evaluation report. 2.8. VIU will ensure Joint VIU-NIC Curriculum planning days are scheduled a minimum of twice each academic year. 2.9. The BSN Progra...
View SourceView Similar (2)
The Curriculum. The curriculum has a clear, progressive online safety education programme as part of the computing curriculum/PSHE and other subject areas. This covers a range of skills and behaviours appropriate to their age and experience. Online use is age-appropriate and supports the learning objectives for specific curriculum areas. Student responsibilities are clearly presented in the Acceptable Use Agreement. Staff will model safe and responsible behaviour in their own use of technology, e.g. use of passwords, logging-off, use of content, research skills, copyright. Students can only use school-approved systems and publish within appropriately secure / age-appropriate environments.
View Source
The Curriculum. The following are the nine design elements that form the Northern Lakes Regional Academy STEAM focused and Project-Based learning model:
View Source
The Curriculum. The Curriculum Framework of YOIs will be determined by the National Specification. The Framework takes account of the learning levels of the young people in custody, their disconnection from mainstream education and training and their offending behaviour. While this approach is grounded in important educational and criminogenic principles, it must not inhibit innovation. The apparently prescriptive approach will, in practice, be based upon varied, individualised learning plans derived from a detailed assessment of individual need undertaken in conjunction with the young person and involving their parents/carers through planning and review meetings. It has to be accepted, however, that the period of detention means that the acquisition of learning and skills will need to proceed in tandem with a pro- social modelling approach. This means that in order to ensure that there is accelerated learning and that unacceptable behaviour is changed, there will be an intensity of learning that, whilst allowing the exercise of some choice, will have a necessary emphasis on maintaining discipline and security. All young people should be offered a broad and balanced curriculum. In line with the framework for the National Curriculum for mainstream schools, the curriculum should: • Promote the spiritual, moral, cultural, mental and physical development of young people and of society; • Prepare young people for the opportunities, responsibilities and experiences of adult life. These are particularly important principles given that these young people have been dislocated from their communities through their experience of custody and given the need to ensure successful transitions to the community that should be the locus of all activity in the YOIs. The challenge in planning the curriculum is on ensuring that core skills, such as literacy and numeracy, are developed, and learning accelerated in these areas, whilst ensuring that there is variety and breadth of learning opportunity that is linked to the interests of young people and their needs when they return to their communities. The curriculum defined here encompasses all the learning opportunities available to a young person and attempts to break down the current divide between academic and vocational learning. It includes: • Areas more traditionally associated with education e.g. literacy, numeracy, Art, Information Communications Technology (ICT), Personal, Social and Health Education (PSHE), etc; • Vocational Training, ...
View Source
The Curriculum. At Hurworth School we provide a broad and balanced curriculum that ignites students’ love of learning and successfully unlocks the true ability of each individual. Our knowledge-rich curriculum helps us to develop life-long, independent and resilient learners. Every department has an ambitious curriculum which ensures all students are challenged to be the best version of themselves. Quality first teaching ensures students’ individual needs are met by breaking down barriers to learning and allowing students to be supported to reach their full potential. The curriculum is designed to inspire our students and prepare them for their future roles in society. We aim to create well rounded citizens through our personal development programme and by teaching our character non-negotiables. The school offers a wide range of extra-curricular and leadership opportunities that students can choose to take part in. Key Stage 3 Students entering the school at the beginning of Year 7 will study the following subjects throughout their first three years in the school: English, Mathematics, Science, Spanish, Design and Technology, History, Geography, Religious Studies, Music, Art, Computing, Physical Education and Personal, Social, Health, Citizenship Education (PSHCE). For each subject students will follow a departmental learning journey which identifies the non-negotiable knowledge, allowing them to see when they are studying topics so they can make connections between them. Regular Independent Learning Tasks (ILTs) are set for all year groups, these are designed to both broaden and reinforce learning through retrieval and the development of revision skills, with independent study the key focus of the tasks. These tasks help your child to develop positive study skills, encouraging them to take responsibility for their own work and allowing you to learn more about what your child is studying at school. Key Stage 4 At Key Stage 4 the curriculum ensures that all student needs are met and they are prepared for post-16 life via a wide range of Academic GCSEs, Vocational Courses and Unit Awards. Students select options from a list of subjects. Option groups are mixed ability and based on the combination of students’ choices and the school’s ability to meet their choices. Targets for each subject are set and will be reviewed every term in Progress Review meetings. This information will be published to parents/carers, along with comments with regard to how secure a student’s knowled...
View Source

Related to The Curriculum

  • 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 -

  • Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.

  • Commercialization Reports Throughout the term of this Agreement and during the Sell-Off Period, and within thirty (30) days of December 31st of each year, Company will deliver to University written reports of Company’s and Sublicensees’ efforts and plans to develop and commercialize the innovations covered by the Licensed Rights and to make and sell Licensed Products. Company will have no obligation to prepare commercialization reports in years where (a) Company delivers to University a written Sales Report with active sales, and (b) Company has fulfilled all Performance Milestones. In relation to each of the Performance Milestones each commercialization report will include sufficient information to demonstrate achievement of those Performance Milestones and will set out timeframes and plans for achieving those Performance Milestones which have not yet been met.

  • Educational Program A. DSST PUBLIC SCHOOLS shall implement and maintain the following characteristics of its educational program in addition to those identified in the Network Contract at DSST ▇▇▇▇ MIDDLE SCHOOL (“the School” within Exhibit A-3). These characteristics are subject to modification with the District’s written approval:

  • Professional Development Program (a) The parties agree to continue a Professional Development Program for the maintenance and development of the faculty members' professional competence and effectiveness. It is agreed that maintenance of currency of subject knowledge, the improvement of performance of faculty duties, and the maintenance and improvement of professional competence, including instructional skills, are the primary professional development activities of faculty members. (b) Information collected as part of this program shall be the sole property of the faculty member. This information or any judgments arising from this program shall not be used to determine non-renewal or termination of a faculty member's contract, suspension or dismissal of a faculty member, denial of advancement on the salary scale, nor affect any other administrative decisions pertaining to the promotion or employment status of the faculty member. (c) A joint advisory committee consisting of three regular faculty members who shall be elected by and are P.D. Committee Chairpersons and three administrators shall make recommendations for the operation, financing and management of the Professional Development Program.