Curriculum Essentials

Curriculum
 

Curriculum essentials assist in navigating textbook selection, multigrade curriculum rotation, engagement, instruction, and classroom management strategies.

In alignment with the J2E framework, the Adventist educator is dedicated to broadening the scope and raising the aim of education by ensuring that students encounter Jesus and experience excellence through whole student learning-spiritually, mentally, physically, and socially. This journey embraces the Adventist worldview,
which restores God's image in humankind, and calls the learning community to "something better" (Education, 296).

Standards-Based learning (SBL)

• Use the standards! Remember that standards in education are a statement of what students should know (content knowledge) and be able to do (applicable skills) upon completing a course of study. Standards identify the students' learning destination, but much more is required to complete the educational journey. Your goal as an educator is to use the standards to inform the development and the implementation of instruction, and assessment for learning concepts.
• Remember that students learn continually, even beyond the classroom.
• Standards state in clear, concise terms what students are expected to learn, and they can check their understanding using the "I Can" statements.

Training is required to access the NAD Adventist Teacher Toolbox, which provides standards-based resources including proficiency scales. Check with your union for specific details. To learn more, visit the Adventist Educator Toolbox.

Fine Arts Overview

The multigrade fine arts program provides an opportunity to explore the Adventist worldview while encouraging each student to discover, experience, and express the beauty and talents that God has given them. Focus areas within fine arts may include visual, musical, dramatic, and creative movement-based arts. The NAD has provided standards and recommended resources focusing on visual and musical arts. These areas are also an opportunity to partner with your community to find a wealth of volunteers eager to share their expertise and areas of joy.

Visual Arts

• Suggested instructional minutes: 1st-8th grade: Minimum of 60 minutes weekly. To ensure accuracy, please check with your local conference or union.
• Grading: Grading in art can be very subjective. You may want to include how the student follows directions, the amount of effort put into the project, neatness, and originality, in addition to consideration of artistic ability.
• Resource location: NAD-approved materials are listed in the visual arts section of the fine arts
  resource site.
• Specified training: Teachers without specific training in art may present materials in a developmental and sequential way. While materials are designed to teach visual art across grades 1-4 or 5-8, art instruction can generally be presented to all grades at the same time.

Music

• Resource location: NAD-approved materials are listed in the music section of the fine arts site.
• Suggested instructional minutes: 1st-8th grade: Minimum of 60 minutes weekly. To ensure accuracy, please check with your local conference or union.
• Grading: Grading in music can be very subjective. It is important to remember that all students do not have the same natural abilities for music; instead, consider including things like practice time and participation in grading.
• Supplementary resources: The following materials and equipment may enhance your music program:
  • Charts and pictures of musical instruments and notes
  • Simple musical instruments, i.e., recorders, rhythm band instruments
  • Pictures and biographies of composers
  • Recordings of classical, secular, and religious music
  • Piano or keyboard
  • Hand bells or hand chimes
  • Boomwhackers
  • Instructional videos
    These items can be purchased online, at teacher supply stores, and at music stores.
• Specified training: Teachers without specific training in music should consider implementing volunteer support from the local community or YouTube videos.
• Notable information: NAD music curriculum includes components that allow students and teachers to enjoy the development of music appreciation, knowledge, literacy and performance skills. A whole new world is opened when a student learns to understand music at an early age. Through the development of music literacy and participation in singing, playing instruments, and listening activities, a student's emotional and physical well-being is enhanced. The student may continue to choral, concert band, orchestral music, and many other types of ensembles where they can engage in teamwork and leadership skills. As skills are developed, the student matures into a confident participant and leader of music in the school, church, and community. As part of your planning, consider providing opportunities for your students to participate in a variety of musical activities through church services, school programs, music festivals, and outreach activities.

Bible Overview

Bible classes are purposed with helping all students at every grade level to have a personal, deep, abiding relationship with God and to respond to His invitation to live out of the overflow of this relationship-to understand the truths of the Bible, to respond to Christ's invitation to live in a lifelong vibrant relationship with Him, and to be passionate about the salvation of others.

• Suggested instructional minutes: 1st-4th grade: Minimum of 30-45 minutes daily, 5th-8th grade: Minimum of 45-50 minutes daily. To ensure accuracy, please check with your local conference or union.
• Grading: Bible is a relationship journey that addresses the head (academic knowledge), heart
  (personal relationship with God), and hands (service to others). Academic grades can include writing, projects, and memory work. Community service projects could receive a participation grade, but that would be at the discretion of the teacher.
• Resource location: Adventist Encounter Curriculum materials are accessed through the Dashboard.
• Specified training: To access the resources, all teachers must receive Encounter Bible training. Check with your union for specific training requirements.

English Language Arts Overview

The English Language Arts program provides instruction in cherishing the means of knowledge through reading, writing, listening, and speaking. Ellen White states our responsibility as learners in Christ's Object Lessons. "In making a profession of faith in Christ we pledge ourselves to become all that it is possible for us to be as workers for the Master, and we should cultivate every faculty to the highest degree of perfection, that we may do the greatest amount of good of which we are capable." (White 2003, 330) This biblically based curriculum is built on the Adventist worldview and the belief that Christ is the model teacher. It recognizes the responsibility of nurturing excellence and service to others. Instructional cycles provide rigorous academic alignment with standards of proficiency in literacy.

Recognition and respect for the diversity in our world is seen through the choice of anchor texts and instructional lessons throughout the program. By exploring big ideas and varying answers to essential questions, students are led to understand that the Bible is the standard for learning and living a life of faith.

• Suggested instructional minutes: 1st-4th grade: Reading: 75-90 minutes daily, English: 30-45 minutes daily, Spelling:10-20 minutes daily, and Handwriting: 10-20 minutes daily. 5th-8th grade: Reading: 45-60 minutes daily, English: 30-45 minutes daily, Spelling or vocabulary: 20-30 minutes daily, and Writing: 15-20 minutes daily. To ensure accuracy, please check with your local conference or union.
• Grading: Suggested grading construct per week: one grade for handwriting, two for spelling, one for the unit lesson and one for the spelling test, a minimum of two grammar and reading assignments. NAD proficiency scales and "I can" statements are available in the SBL Toolbox.

Math Overview

Mathematics instruction is a combination of discovery and direct instruction that addresses the Adventist Education Standards for Mathematics. A deeper understanding of the math concepts is achieved by narrowing the focus to fewer topics and developing concepts through inductive reasoning, engaging activities, examples, and thought-provoking exercises. It honors the J2E core elements of learning by providing purposeful, coherent, and practical strategies that are effectively used by educators to foster curiosity and engage the head, heart, and hands in learning. Informed by research-based, data-driven practices, relevant curriculum, and real-time assessment, students are engaged in differentiated learning cycles that prepare them for a rapidly changing world.

As we transition to a standards-based learning system, a variety of incremental steps will be used to facilitate the implementation process. Math correlation guides are available from the NAD, union, and local conference office of education, with the primary objective of simplifying mathematics instruction for two or more grades.

• Suggested instructional minutes: 1st-4th grade: 35-40 minutes daily, 5th-8th grade: 45-60 minutes daily. To ensure accuracy, please check with your local conference or union.
• Grading: Suggested traditional grading construct per week: three grades per week. Standards based grading practice is not graded; targeted success criteria checks will be at the discretion of the teacher. NAD proficiency scales and "I can" statements are available in the SBL Toolbox.

Physical Education Overview

Adventist Education takes a holistic approach which includes a focus on the integrative nature of spiritual, mental, physical, and social development. Ellen G. White states, "The whole body is designed for action, and unless the physical powers are kept in health by active exercise, the mental powers cannot long be used to their highest capacity" (Education, p. 207). With this in mind, physical education extends beyond the development of discrete skills in order to promote the enjoyment of physical fitness activities to make movement and activity a lifelong habit.

NAD recommended resources provide the information needed to develop programs and activities that are truly Christ-centered. Regardless of your personal fitness level, physical skills, knowledge, and/or interest, you can present a well-balanced physical education program.

• Supplementary Resources: The following materials and equipment may enhance your physical education program:
• Brain Breaks: Physical activity need not be limited to physical education or recess blocks during the day. Research has shown that brain breaks that incorporate activity can support student learning.
• Fresh Air Recess: Go outside and enjoy the outdoor spaces around your school in every season!
• Find local outlets: Community resources can also be used for a short period of time or on a semi­ regular basis. These include swimming pools, YMCA or community centers, skating rinks, hiking paths, cross-country skiing, and community playgrounds.
• Suggested instructional minutes: 1st-4th grade 25-30 minutes daily, 5th-8th grade 25-30 minutes daily. To ensure accuracy, please check with your local conference or union.
• Grading: Grading in PE can be very subjective. It is important to remember that all students do not have the same abilities or physical conditioning. Instead, consider including things like skills practiced, personal growth and participation in grading. 
• Resource location: The Adventist Education website➔ NAD Educators Corner➔ Curriculum➔ Elementary ➔ Physical Education
• Ideas for instruction: A variety of approaches can be used to teach physical education in small schools. One teacher might choose nine sports and teach them in two-week blocks each semester. Another teacher might have a series of warm-up activities and then move into a cooperative problem-solving game.

Social Studies Overview

Social studies, as defined by the National Council for the Social Studies (2023) "is the study of individuals, communities, systems, and their interactions across time and place that prepares students for local, national, and global civic life." It includes a variety of disciplines, such as anthropology, archaeology, economics, geography, history, indigenous studies, government and civics. The study of these areas helps students to navigate the world. By exploring the past, participating in the present, and looking toward the future, Social Studies prepares learners for a life-long practice of civil discourse and civic engagement in their communities and the world. Social Studies and history are each intrinsic parts of Adventist education and serve to amplify and enrich the curriculum through presenting an awareness of God's hand in the affairs of men and of man's obligation to serve others.

• Suggested instructional minutes: 1st-4th grade 60-120 minutes weekly 5th-8th grade 150-200 minutes weekly. To ensure accuracy, please check with your local conference or union.
• Grading: Suggested traditional grading construct per week two grades per week. Standards-based grading practice is not graded; targeted success criteria checks will be at the discretion of the teacher. NAD proficiency scales and "I can" statements are available in the SBL Toolbox.

Science Overview

Science is an inquiry-based subject, and as Adventist educators we have our own science program to provide a balanced, hands-on experience for educators and students to strengthen their connection with their Creator as they continue building their knowledge of science and health through the lens of the Adventist worldview.

• Suggested instructional minutes: 1st-4th grade: 45 minutes daily, 5th-8th grade: 45-55 minutes daily. To ensure accuracy, please check with your local conference or union.
• Grading: Suggested traditional grading construct per week: two grades per week. Standards-based grading practice is not graded; targeted success criteria checks will be at the discretion of the teacher. NAD proficiency scales and "I can" statements are available on SBL Toolbox.
• Resource location: The multigrade curriculum alternation plan for combination grades is found in the pacing guides. Use the multigrade pacing guides to know what needs to be taught each quarter, according to the even-year and odd-year cycles. The pacing guide shows the alignment of topics and where they are found in each textbook by grade, chapter, and lesson in the multigrade alternation plan. Adapt this guide to your classroom to meet the needs of your students and share resources with other multigrade teachers you know to lighten the load! You do not need to do all the activities. There isn't enough time. In the pacing guide, please select the structure that aligns with the grades you teach: 1-4, 5-8 or 1-8.

Recess

Recess is a vital part of your program where students have playtime that is not as structured as a physical education class. It provides learning opportunities such as social skills, teamwork, cooperation, and sportsmanship. Early in the school year, more direction from the teacher may be needed to guide the students to self-directed play.

Students must always be supervised especially on the playground. Play with your students when possible to build positive relationships and help reduce the number of conflicts on the playground.

Some tips for making recess a mutually enjoyable experience include:

• Be sure you can see all students on the playground at all times.
• Organize and maintain the recess equipment and prepare an orderly distribution system.
• Allow time at the end of recess for students to use the restroom and get a drink.
• Reduce transition time by having an established activity for students to do immediately following recess.

Check with your local conference office of education, do an Internet search, or ask your local Adventist college's physical education department to recommend resources that would improve recess.

Technology

Technology is integral to education in the twenty-first century. Technologies should enhance the learning experience and can provide connections with other classrooms and teachers. There must be a proper balance between using technology as a tool and acquiring understanding of conceptual ideas and manipulative processes. Some areas to focus on include digital citizenship, keyboarding, basic computer skills, identifying and using hardware, and responsible care.

Modern Language

Research shows that learning a new language results in higher academic achievement on standardized test scores, increases cognitive development and abilities, and helps learners develop a more positive attitude toward the target language and speakers of that language. It also heightens students' understanding of English as they begin to recognize etymologies of other languages. However, because the small-school teacher faces the challenges of time and adequate resources, modern language instruction is usually considered optional.

If you decide to include modern language instruction, learning should focus mainly on conversational skills and vocabulary building. Conversational skills can be built through learning "set" phrases and using them as an everyday function in the classroom. Vocabulary building can happen by labeling items in the classroom. Maintaining a modern language dictionary is very helpful.

The following ideas will assist you in implementing a modern language program:

• Check to see if there are individuals in the local constituency who are fluent speakers of another language and would be willing to volunteer to provide instruction in the classroom.
• There are many companies that provide modern language curriculums.
• Determine where modern language instruction would fit best in the daily or weekly schedule.

Homework

It is important to develop your own philosophy toward homework in compliance with your school, conference, and union policies, and consider your community and parent expectations regarding homework.

Homework should:

• Provide review for what has been learned in the classroom.
• Prepare students for future lessons.
• Reinforce objectives that have already been taught.

Teaching Strategies

Create a positive learning environment in which all students can learn and be successful. This can be accomplished by adapting your instruction to meet the individual and collective learning needs of your students.

In the multigrade classroom, cooperative learning, peer tutoring, and cross-age tutoring are a few common teaching strategies that are particularly effective.

Cooperative Learning

Cooperative learning is a teaching strategy where students work with their peers to accomplish a shared or common goal. This goal is reached through positive interdependence among all group members rather than each group member working alone. To have effective cooperative learning, the following essential elements are needed:

• Positive interdependence: Each group member depends on each other to accomplish a shared goal or task. The goal is not met unless all group members are participating and working together.
• Face-to-face interaction: Group members assist, support, and encourage each other as they work to accomplish the goal or task.
• Individual accountability: While students work in groups, each group member is held accountable for his or her work. Individual accountability helps keep members focused and participating.
• Social skills: Cooperative learning groups set the stage for students to learn social skills: leadership, decision-making, trust-building, and communication.
• Group processing: Group processing is an assessment of how groups are functioning to achieve their goals or tasks. By reviewing group behavior, the students and the teacher get a chance to discuss special needs or problems within the group. Groups get a chance to express their feelings about what went well or what improvements need to be made in the group learning process.

Using cooperative learning strategies promotes higher achievement. It also increases the development of social skills as students learn to work together.

Know your students well and wisely group them. Carefully structure the cooperative lesson and become a facilitator as students work together to discover the lesson objectives.

Keep the following details in mind as you prepare your cooperative learning lesson:

• The size of the group should be small. Groups of 3-5 students work best.
• The groups should be heterogenous and balanced.
• Random groups offer variety, a perception of fairness, and an opportunity to transfer skills to a new group.
• Interest groups allow students to create their own teams.
• Model and empower students how to teach and coach each other.
• Make sure that the instructions, goals, and timelines are clear.
• Teach students the procedures and skills that will foster cooperative group success:
• Teamwork.
• Support and acceptance of differences.
• Active and reflective listening.
• Consensus building.
• Coaching.
• Group roles: leader, recorder, timekeeper, monitor, presenter, etc.

Peer and Cross-Age Tutoring

A wide variety of cooperative learning structures can be readily found in books or online. Some common structures include:

• Jigsaw: Each group member is assigned unique material to learn and then teaches it to their group. Students working on the same material read and discuss it together to decide what is important and how to teach it before rejoining their groups to teach each other.
• Think-Pair-Share: Students think silently about a question, exchange thoughts in pairs, and then share their responses with the group.
• Numbered heads: Each team member is given a number. The teacher asks a question and the group discusses the answer. The teacher calls a number and that student answers the question, for the group.

Cooperative learning enhances whole-class instruction, promotes positive interdependence, and minimizes competition.

Both peer tutoring (same grade) and cross-age (different grade) tutoring can be used as an advantage in a multigrade classroom. Tutoring not only helps the learner but also reinforces the skill and builds the
confidence of the tutor. This is a powerful strategy for extending instruction but should not be overused to the detriment of any student's own learning.

Peer or cross-age tutors can:

• Lead, conduct, and facilitate basic skill drills or games.
• Teach a known skill or concept to another student.
• Model or explain a skill or concept.
• Help with study skills and research.
• Read aloud or listen to beginners read.
• Identify unfamiliar words.
• Scribe for another student.
• Assist in editing written work.

Peer or cross-age tutoring may be unsuccessful if:

• It becomes a tedious task.
• It deprives a student of enrichment activities.
• Teacher, not student, help is what is really needed.
• The helping student provides the answers.

Curriculum Management

Planning a successful curriculum includes the use of yearly, unit, and daily lesson plans.

Yearly Plans

Yearly plans are the foundation of a successful school year. They form a broad framework that ensures you are covering the priority standards. Yearly planning also provides a monitor to ensure you are making adequate progress and staying on pace throughout the year. NAD provides pacing guides to help the teacher develop a solid yearly plan. Pacing guides can be found here.

Yearly planning may include:

• Dividing each yearly plan page into quarters.
• Writing the dates for each week of the quarter.
• Writing the right number of teaching days in each week.
• Writing a brief description of the unit and concepts.

Unit Plans

The unit plan should include these minimal elements:

• The unit priority and supporting standards.
• The number of days.
• Unit assessment(s) that will be used to check for student understanding.
• The equipment and materials that will be needed.
• One or two extra days to allow for schedule interruptions.

Lesson Plans

Lesson plans are especially important for the multigrade teacher who must plan many levels and subjects.

The following essential lesson plan elements should be included:

• The main concept for each grade level in a subject area.
• The assignment students will be completing.
• The teacher's edition page number to reference teaching tips to be used.
• The supplies needed.
• A plan for what students will be doing while not in direct instruction (i.e., what will second grade do while fourth grade has direct instruction during math).

Lesson Plan Tips for the Multigrade Classroom

• Have hard-copy plans available for superintendent review
• Create detailed plans for substitute teachers
• Alternate teacher-led instruction and student independent learning in plans
• Be flexible and allow for spontaneous learning opportunities
• Be intentional and creative as you cover the priority standards
• Be adaptable; change strategies if it's not working

Assessment

There are many types of diagnostic, formative, and summative assessments. The purpose of assessment is to furnish students with feedback about their progress and achievement, check for understanding, and provide documentation. Some types of assessments include:

Targeted Assessments

Teachers conduct targeted assessments during the year. A few of these are standardized, student placement, reading placement, and diagnostic testing. Each of these is briefly described in this section.

NWEAMAP

NWEA MAP is the adopted standardized platform for the NAD. It measures student achievement and growth in math, reading, language usage and science.

Student Placement

A student who transfers from a home school or non-traditional school program should be assessed for placement. The recommendation from the parent or an evaluation from a previous teacher may be used to assist in that placement. Such assessments may include, but are not limited to:

• An informal evaluation conducted by the teacher.
• The administration of some portions of the standardized test. Check with your local conference office of education for policies regarding giving all, a portion of, or the standardized test.
• Consideration of the student's age, physical development, and social development.
• Grade-level textbook tests in the areas of reading and math.

Reading Placement

The Basic Reading Inventory by Jerry Johns gives the teacher insights into the student's:

• Independent reading level
• Instructional reading level
• Frustration level
• Strategies used for word identification
• Fluency
• Strengths and weakness in comprehension
• Listening level

It is an easy resource to use for determining reading placement. It is available from Kendall Hunt Publishing Company and contains individually administered informal reading assessments. The manual explains how to administer, score, and interpret the inventory.

Diagnostic

Diagnostic and special needs testing is a formal type of testing done by a trained professional with the intent of identifying difficulties or disabilities and determining a plan of action or accommodation to support student learning. Local public school districts are mandated to provide these services in the United States. Outside the United States, check with the union to find out what services are available. Many times the parent or guardian has to make the request for service. It is important to contact the local public school districts in your area and ask for the guidelines and procedures for referrals. Your local conference office of education may also provide resources or assistance. The REACH Resource Manual (Reaching to Educate All Children for Heaven) is another indispensable resource that provides ideas for working with students with learning differences. 

Social Emotional Learning

Social emotional learning occurs through how the teacher and students interact and conduct themselves. The teacher subtly yet skillfully leads by identifying, modeling, and requiring respectful behavior.

Understanding social emotional intelligence will elevate all aspects of the school. Examples include:

• Affirming all learners.
• Handling conflict respectfully.
• Understanding positive self-talk.
• Fostering good citizenship.
• Promoting self-regulation and coping skills.

For the small school, recess and lunch period are particularly valuable times for the teacher to observe and reinforce respectful communication and attitudes.