STANDARDS by wanghonghx


                 The covered issues

   The reasons which necessitate the Curriculum reforms
   The characteristic features of “ General Education Concept
    of Azerbaijan Republic” (National Concept)
   The characteristic features of Subject curricula
   The structure of Subject curricula
   The content of Subject curricula
           Expected outcomes
 A learner:
• Explains the reasons necessitating Curriculum
• Gives short information on major features of
of “Curriculum” concept and National
• Explains thecharacteristic features of New
subject curricula via examples.
• Demonstrates having imagination on   the
structure of subject curricula.
            Expected outcomes
 Demonstrates having imagination on
  understanding of general outcomes, content line,
  major standard and sub standard.
 Analyzes content standards:

     •Identifies content and activity components
     •Identifies knowledge categories
     •Appoints activity types

 Identifies learning objectives in accordance with
  content standards.
           The reasons necessitating curriculum
•   Establishing new social relations in society
•   Transition from planned economy to market
•   Integration into world economy
•   Requirements of Information century
•   Formation of new review and approaches to the
    objectives and duties of the Education.
•   Current general education programs’ not meeting
    the modern requirements.
            The major characteristic features of the
           “General Education Concept of Azerbaijan
              Republic (National Curriculum)”.
•   Curriculum is a Latin word which means “way”,
    “direction”. Afterwards it has began to be used as a
    term in science and education fields. It has included in
    the pedagogical terminology of Azerbaijan in late
•   Curriculum is a conceptual document which reflects
    whole issues related the content, arrangement and
    assessment of education.
 Learning outcomes on the levels of general education

Primary                 Basic                Secondary

            General outcomes on subjects

Primary                 Basic                Secondary

            Learning outcomes on grades
                   Transfer from National
               Curriculum to subject Curricula
      In the National                 In the Subject
          Curriculum                       Curricula

  General learning outcomes        General learning outcomes
On education levels and subjects           on grades
            The structure of National
                    Curriculum education and
    The requirements posed to general
    educated people.
•   Content standards of general education
•   The numbers of weekly teaching hours on subjects
    in general education
•    The principles of arrangement of pedagogical
    process in general education
•   Assessment of student performance in general
    education system
•   The structure of subject curricula
Comparative description of characteristic features of subject
    Traditional education program                    Modern curriculum

 Knowledge-oriented                       Learner-centered

Teacher-oriented                          Student -based

Subject -oriented                         Outcome-based

Suggestion-oriented                       Demand-driven

Intradisciplinary and interdisciplinary
relation                                  Integrativity has been identified as a
                                          major principle.

Assessment norms have been identified     Assessment standards and
on some subjects.                         mechanism have been identified.
 is formation of national and human values
in them by improving life skills on the basis
of educatees’ logical, communicative and
psychomotor activities.
 is serving of the activities for the interests of educatees,
meeting the requirements and interests, as well as,
improvement of gifts and abilities, potential opportunities
in the education field.
        Teacher   Student

Is   pre-identification   of   learning
performance which considered to be
acquired as in a form of outcomes.
is taking account of changeable needs
and requirements of government, person,
and society.
Is coordination of the components of the
education content with one-another and life
Are the state requirements posed to
performance level of educatees.
                         Fənn kurikulumunun strukturu
                          •The objectives and duties of subject
                         •The characteristic features of subject

         I                              II                              III
                                                                  Assessment of
The content of subject          Learning strategies            student performance
                            •The description of
                             key requirements posed
•General learning           to arrangement of learning
•outcomes                    on subject
                            •Feedbacks on                   •Key assessment types
•Content lines
                             improvement of forms
                            and methods                     •Assessment standards
• Learning outcomes                                         and assessment tools
• on content lines
                            •Samples on planning
• Content standards         of Teacher’s
                            learning activity-
The objective and content of the subject
  The objective of the subject

 Learning outcomes on subject

      1. Content line               Stable

    1.1. Key standard              Is almost stable

   1.1.1. sub-standard
                                 always changes
   1.1.2. sub-standard
                     Mother tongue
                                   Grade I
•   A student at the end of grade I:
•  Demonstrates understanding of listened thought;
•  Demonstrates having oral speech skills;
•  Demonstrates understanding of the new words he/she encounter ;
•  Demonstrates mastering of reading technique and initial reading
• Demonstrates writing technique and initial writing skills;
• Demonstrates mastering necessary language rules.
• 1. Listening comprehension
 A student:
• 1.1. Demonstrates understanding of listened thought.
• 1.1.1. Explains the essence of listened simple thought.
• 1.1.2.Expresses his/her attitude towards listened thought.
 The functions of key standards

• Expresses identified learning
outcomes on content lines and subjects
in general form.
• provides conducting of summative
assessment on grades and subjects.
       The functions of sub-standards
•   It creates valid ground for to identify
    learning objectives exactly.
•   It creates important role in choosing
    learning strategies correctly.
•   It provides integrativity in learning.
•   It provides continuous development in
                       Assignment 1

• Compare subject curriculum with presented scheme (slide 19).
Identify the elements which have not been reflected in scheme.
• Review the structure of content standards, choose and point
content line, key standard and sub standards.

“Subject curricula for grades I - IV of general schools” ( to point the
page); flipchard or large-scaled sheets (A1), markers (as the numbers of
groups), slide 19.
1. Content line

      1.1. Basic standard

        1.1.1. sub-standard


        1.1.3. sub-standard

        1.1.4. sub-standard
      The structure of Content


Knowledge              Activity
             An example to content standard

                   Mother tongue

 2.1. Demonstrates the meaning of new
           words he/she encounter

2.1.1. Names the new object and events he/she
2.1.2. Explains the meaning of new words in a simple form.

2.1.3. Differentiate synonyms and antonyms.

2.1.4. Uses newly learned words in a sentence.
2.1. Demonstrates having imagination on
figures and variable expressions.

2.1.1. Reads and writes simple numerical expressions.
2.1.2. Calculate the value of simple numerical expressions.
2.1.3. Demonstrates having initial imagination on variable expressions.
2.1.4. Expresses in written form the orally uttered mathematical thought.
                Assignment 2

Divide the presented standards into content and activity

Equipment: presented standards, slide 28-33,
flipchard, marker, sticky ribbon
                 Mother tongue
1.2. Demonstrates having oral speech skills.
    1.2.1.Speaks on observed object, events and
    1.2.2.Uses simple speech etiquettes in dialogues.
    1.2.3. Uses simple literary expressions in his/her
    1.2.4. Uses relevant jest and mimics in his/her

2.1. Demonstrates imagination on numerical and variable
2.1.1. Reads and writes simple numerical expressions.
2.1.2. Calculates the value of simple numerical expressions.
2.1.3. Demonstrates having initial imagination on variable
2.1.4. Expresses orally uttered mathematical thought in written
                         Life skill
2. Individual and society
A student:
2.2. Demonstrates mastering of simple economical knowledge
   and skills.
2.2.1. Numerates his/her necessary needs (food, clothes,
   equipment) .
2.2.2. Expresses his/her thoughts on economical use from current
   resources (food, water, gas, electicity ).
2.2.3. Demonstrates using economically from time in a sample of
2.2.4. Recognizes the currency of Azerbaijan Republic.
3. Music activity
A student:
3.3. Knows the rules of singing a song and follows simple-
   measured jests of conductor.
3.3.1. Demonstrates mastering of rules of correct singing a song.
3.3.2.Uses sound apparatus and power efficiently.
3.3.3. Adapts his/her performance to simple measured
   conductor’s jests.

1.2. Performs the preparatory works for processing.
1.2.1. Arranges work-place for manufactured product to be
1.2.2.Chooses relevant processing tools for the preparation of
   manufactured product.
1.2.3. Identifies the preparation consistency of manufactured
1.2.4. Chooses processing technology relevant to the material of
   manufactured product to be prepared.
                         Fine art
2.2. Demonstrates the usage skills from necessary
       description tools on fine art.
2.2.1. Uses simple description tools (pencil, pen, brush, felt-tip
       pencil, coal) according to its direction.
2.2.2. Demonstrates mastering of usage skills from simple
       literary descriptive tools (line, sketch, spot).
2.2.3. Draws simple geometrical figure from different lines,
       makes simple figures out of plastic materials and sets up
       little compositions out of ready figures.
2.2.4. Knows key colours and numerates them.
2.2.5. Draws superficial description with simple and coloured
.1. Demonstrates the meaning of new words he/she encounter.

      2.1.3.Synonyms and
    2.1.4. newly
    learned words                                                       adlandırır.
                                                                       Uses in a
                           2.1.3.Differentiate synonyms and
    2.1.2. the meaning     antonyms..
       of new words
                                The meaning
                                of new words             Demonstrates
   2.1.1. New object
                                    he/she               understanding.
   and events

                                  2.1.2. Explains the meaning of the new
                                  words in a simple form..
                                  2.1.4. Uses new learned words in a
                                                                 Explains in a
                                                                 simple form.

                                        2.1.1. Names the new object and events
                                        he/she encounter..
              Classification on components of Content

         Knowledge                       Activity

Declarative            Contextual

              The categories of knowledge

                           Are the informative knowledge. They include
Declarative knowledge
                                  concepts, definitions and facts.

                        Are the knowledge which cover procedural rules on
Procedural knowledge
                                      execution of activity.

                          Is the new knowledge acquired with the way of
Contextual knowledge
           What questions does the noun
                  What is the Noun?

           What types of the Noun are
           according to its structure?

Who?, What?, Where?

                                     The Noun denotes the
                                        name the thing.
                          I am to color with
                            not brush, but
Now I am to use
                            colored pencil.

                       First of I am to draw the

 I have to color the
    sky with blue.
                        We acquired the below
                        new knowledges which
                           are contradictory
                        heallthy life style at the
                          end of the project
To be in less            “Let’s put an end to
   active.               the harmful habits”:
                        Bad nutrition

                                 Not to follow
               Assignment 3
Identify to which knowledge category of content
component does presented standard (content and
activity) refer to.
Equipment: presented standards, slide 35, flipchard,
marker, sticky ribbon
              Classification on components of content

         Knowledge                              Activity

Declarative            Contextual   Cognitive           Communication

              Procedural                        Psychomotor
                   Activity types

 Activities                       Skills
Cognitive       recognize, explain, to take sample,to use, to
                analyse, to compare and evaluate,

Communication To explain,to describe, to comment on, to
              react, to present

Psychomotor     To dance, to run, to write, to draw, to
                make, to construct
             Communicative skills

explaining                          reacting

  describing                  commenting

             Psychomotor skills      (the stages of physical
 Stage                  The characteristic features of activity

Perception          Identifies his/her opportunities before execution of actions.

To be ready         Makes preparatory works for execution of actions.

Imitation           Repeats the actions which were demonstrated.

Identification of   Learns the execution technique (rules and ways) of movements.
                    Demonstrates formed movements.
Perfect execution
                    Makes changes in his/her behavior for to solve the problem during
Adaptation          execution of the movements.

Creativity          Creates new activity samples.
                   Activity types

Cognitive skills   (improvement levels of mentality)
knowing            To remind, to recognize, to point, to numerate, to

comprehension      To explain, to set example, to depict with his/her
                   own words, to differentiate

                   To solve, to use, to make up sentence

analyzing          To divide into parts, to define the structure, to

synthesis          To create,to make plan,to draft

                   To express attitude, to make decision
             Psychomotor skills          (the stages of physical
  Stage                   The characteristic features of activity

Perception           Identifies his/her opportunities before execution of movements.

Readiness            Makes preparatory works for execution of movements.

Imitation            Repeats the demonstrated movements.

Mastering of         Performs movements in accordance with rules.

Perfect execution    Demonstrates formed movements.

Adaptation           Makes changes in his/her behavior in execution of movements for
                     the arising problem to solve.

Creativity           Gives new activity samples.
                 Assignment 4

Identify which activity type the standards belong to which
was divided into content and activity by you?

Equipment: slide 38,39 flipchard, marker, sticky ribbon
                       Identification of learning objectives
Content standard : 1.1.1. Numerates straight and vice-versa within 20.
Learning objective:
1.   numerates one-by one straightly within 5;
2.   Numerates one-by one straightly within 5;
3.   Numerates one-by one straightly and vice-versa within 20.
4.   Demonstrates free attention while counting.

Life skills
Content standard: 1.1.2. Describes creature and events in simple form.
 Learning objective:
1.    Describes the characteristic features of animate creatures.
2.    Describes the characteristic features of inanimate creatures.
3.    Demonstrates oral speech skills.
4.    Demonstrates observation skills.
              Identification of learning objectives
Fine art
Content standard: 2.2.4. Recognises key colours and numerates them.
Learning objective:
1.    Chooses white and black colours out of given colours.
2.    Numerates white and black colored objects out of familiar objects.
3.    Coordinate white and black colors with real events.

Content standard
3.1.1. Repeats teacher’s sample in order to learn.
Learning objective:
1.     Adapts his/her sound timbre teacher’s sound timbre.
2.     Demonstrates the mood performed in a sample of music in revision process.
3.     Demonstrates mastering of initial co-activity skill.
                         Assignment 5
 Identify learning objectives on themes presented below referring to
standards which you have analysed:

•Mother tongue: “Our village in the winter”
•Mathematics: simple numerical expressions within 10.
•Life skills:”Let’s use everything economically and accurately.”
•Music:” My frisky ball”.
•Technology: Rabbit toy (to make).
•Fine art: ”spring flowers” (work with brush).

Equipment: flipchard, work sheets, marker, sticky ribbon

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