Pedagogy and Curricula Content | 107
Photograph 2.1 Examples of Natural and Recycled Resources in Classrooms in Chile
Source: © Used with the permission of Cecrea Program, Ministry of Cultures, Arts and Heritage, Chile. Further permission required for reuse.
to review existing country-level standard documents and recommend and implement changes where possible. 3. Co-develop scopes and sequences and curriculum documents, embedding principles for pedagogy. “Scope and sequence” means the breadth of content to teach (scope) and the pacing and order in which to teach them (sequence). Government officials, local curriculum and pedagogy experts, and teachers should convene to develop detailed scopes and sequences of content and pedagogy. These documents should be agreed upon, and a clear plan for what types of documents to produce (for example, teacher guides, textbooks, standards) and how to produce them should be created. 4. Prioritize support for teachers that can be embedded in curriculum documents. It is important to ensure that teachers are not overburdened, and that they are not being asked to change everything at the same time. Some recommendations for pedagogy include the following: –– Prioritize which pedagogies should be focused on first, understanding that not everything can occur at the same time. Develop a plan for how new pedagogies can be introduced to teachers in a structured way without overwhelming them. To prioritize, focus on the highleverage pedagogies that will foster quality interactions in the classroom. –– Develop semi-structured teacher guides that provide detailed information on the scope and sequence of what to teach, and that have pedagogical principles built into the instruction. For example, the scope and sequence would support teachers in knowing which
