Oak National Academy – Fully-Sequenced Curriculum Plans
Link: Oak National Academy – Curriculum Plans
What it offers:
Free, high-quality sequenced curriculum plans for Key Stages 1–4 in the UK. Designed to be knowledge- and vocabulary-rich, with strong attention to sequencing so pupils build on prior learning. Flexible for schools to adapt to their own setting.
Useful aspects (for Bangladesh):
- A strong model for mapping concepts and skills over time.
- Vocabulary and knowledge focus can highlight where learning gaps occur.
- Templates can inspire local curriculum planners.
Cautions:
- UK-centric content needs cultural and curricular adaptation.
- Assumes certain teacher training, assessment systems, and resourcing.
- Effective sequencing requires reliable tracking of prior learning, which may be inconsistent locally.
Core Knowledge Foundation – Free Curriculum (Preschool–Grade 8)
Link: Core Knowledge Free Curriculum
What it offers:
Open-access curriculum materials for Preschool to Grade 8, including full units, implementation guides, and resources. Materials are free to download, adapt, and share.
Useful aspects (for Bangladesh):
- Open licence allows translation and adaptation into Bangla and local contexts.
- Clear progression from early years to middle school helps define knowledge building.
- Implementation guidance supports teacher training needs.
Cautions:
- Stories and cultural references may not align with local context.
- Some resources assume access to books or technology not always available.
- Assessment models may differ from Bangladesh’s exam-driven system.
Coherence Toolkit (Education First + CCSSO)
Link: Coherence Toolkit
What it offers:
A framework and tools to build coherence across curriculum, assessment, teacher practice, and leadership. Includes facilitation guides, focus tools, and strategies for building trust and alignment.
Useful aspects (for Bangladesh):
- Encourages leaders to connect curriculum with assessment and professional development.
- Helps identify gaps and misalignments in school improvement planning.
- Tools are adaptable for different levels of leadership.
Cautions:
- Assumes significant planning time and leadership capacity.
- Terminology and expectations may require translation or localisation.
- Some tools assume consistent teacher evaluation data not always available in Bangladesh.
TNTP – Instructional Coherence Framework
Link: A Key to High-Quality Learning Acceleration (TNTP)
What it offers:
A practical guide to building coherent instructional systems, aligning what is taught, how it’s taught, and how assessments support all learners. Focuses on closing learning gaps.
Useful aspects (for Bangladesh):
- Strong emphasis on equity and supporting all learners.
- Helps curriculum designers check alignment between goals, teaching, and assessment.
- Offers practical tools for both planning and implementation.
Cautions:
- Relies on regular formative assessment cycles, which may be hard in large classes.
- Requires coordination across multiple system levels.
- US-based examples may need adaptation to local schooling realities.
Designing for Coherence (Center for Assessment)
Link: Designing for Coherence
What it offers:
Explains how to use Understanding by Design (UbD) and Principled Assessment Design (PAD) to plan coherent curricula. Advocates starting with clear end goals, then aligning assessments and teaching activities to those goals.
Useful aspects (for Bangladesh):
- Provides a structured method teachers can use for unit and lesson planning.
- Ensures assessments match intended learning outcomes.
- Helps clarify learning goals for both teachers and students.
Cautions:
- Backward design may be constrained by Bangladesh’s exam-driven system.
- Teachers may need training in assessment and unit design.
- Requires time and planning support to implement effectively.
