Curriculum Objectives
The following objectives are included in each unit to develop the content of the unit. Objectives are in the language of the student for the student will use them as a guide for his work.
- Confessional:
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Bible stories and teachings about the unit. Has the topic served as an idol in culture?
- Number:
- How can we count and measure the topic?
- Physical and Space:
- What are the physical and spatial characteristics of the topic?
- Biological:
- How do people, plants and animals need the topic to live?
- Language:
- How can we use language in vocabulary, explaining, and writing about the topic? What language needs to be practiced in the unit? Can non-verbal language be used in studying the unit?(Spelling Words, Scientific, or Historical Words)
- Historical:
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How do or did people use the topic in developing their culture? Who was involved in the discovery, research and application of the topic to the culture?
- Logical:
- What must we know about the topic in order to use it responsibly? (Analytical concepts)
- Emotional:
- What feelings are associated with the topic (good or bad) ?
- Social:
- How does the topic bring people together in a social setting?
- Economic:
- What are the economic aspects of the topic?
- Aesthetic:
- How do we enjoy the topic? How is the topic portrayed in aesthetic products? What do we create aesthetically with the unit topic or about the topic?
- Legal:
- What laws are needed to govern the topic being studied and how have these laws changed? Are these laws following the guidelines given in the scriptures?
- Ethical:
- What responsibility do we have toward God and other people as we use and handle the topic?
Activities should fit the objective and the perspective statements. They should be appropriate for the developmental level of the children and also be varied so that there is something for each unique child. As much as possible the activities should provide concrete, real life experiences, particularly for young children. The activities should be purposeful and meaningful. Thus, they should allow for student suggestions as to what will be done, what could be done, how it could be done, and how evaluation is to be made. Lastly, planning should include beyond-the-classroom activities allowing for functional application of facts and processes learned to our community and the world we live in.
