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Scope and Sequence A commercial curriculum may contain a scope and sequence, a graphic in chart form that represents how and when particular concepts and skills are developed over time when the curriculum is implemented as intended. For example, the website for the Success for All Curiosity Corner preschool curriculum includes an excerpt for the

Instructor Resources and Supplemental Materials Published curriculum products may include multiple components that provide specific direction or guidance for planning, such as: Teaching manuals that present essential information and guidance about curricular goals, activities, strategies, and assessments Supplemental printed matter or masters for duplication (e.g., suggested unit or lesson plans, instructional support such as worksheets,

Learning Standards As explained in previous chapters, as part of the No Child Left Behind legislation, most states wrote developmental early learning standards and K-12 academic learning standards for each content area indicating what children are expected to know and be able to do by the end of each age or grade level. As of

Primary and Secondary Resources Elsevier Teachers must keep up with current research of all kinds but especially as it relates to the curricula they use. Primary resources are works produced by the authors of a curriculum model or approach that describe the theoretical premises, philosophy, and tenets that guide the teacher to implement the curriculum

Aesthetics Principles of design used to create aesthetically pleasing home or commercial environments can and should be applied to classroom or care spaces. Children and adults alike benefit from spaces that are soothing to the senses and inviting without being overwhelming or artificial (Deviney, Duncan, Harris, Roday & Rosenberry, 2010; Edwards, Gandini & Forman, 1998).

Activity Area Compatibility Some curriculum activities are naturally compatible and others are not, so balancing environmental factors such as quiet/noisy or messy/dry is important (Conant, 2012; Swim, 2012). In a typical learning environment, noise and interaction levels will naturally vary depending on the type of activity. For example, it is not unusual for dramatic play