A teacher is designing a lesson on describing family members with adjectives…
2026
A teacher is designing a lesson on describing family members with adjectives for Class 3. To adhere to curriculum alignment, what should the teacher do while planning the session?
Answer: B. Map each activity to the stated learning outcomes — Concept: Curriculum alignment means that three things point at one and the same target: the learning outcome written in the syllabus, the activities carried…
- A.
Plan activities based on teacher preferences
- B.
Map each activity to the stated learning outcomes
- C.
List general aims without linking to outcomes
- D.
Focus solely on textbook exercises
Show answer & explanation
Correct answer: B
Concept: Curriculum alignment means that three things point at one and the same target: the learning outcome written in the syllabus, the activities carried out in class, and the assessment used to judge the learning. Planning under this principle starts from the written outcome and works backwards to the tasks that will produce it, so what the curriculum intends and what the classroom actually does never drift apart.
Application: The Class 3 outcome behind this lesson is that the learner describes people using appropriate adjectives. The planner therefore writes that outcome down first and enters every activity against it:
State the outcome for the session: the learner describes family members using appropriate adjectives.
Enter an oral turn in which each child describes one family member aloud, written against that outcome.
Enter a picture-description task supported by an adjective bank, again written against the same outcome.
Enter a closing worksheet in which adjectives are inserted into sentences about the family, written against the outcome it works on.
The finished plan therefore maps each activity to the stated learning outcomes, so every part of the session can be traced back to the outcome it serves.
Cross-check: Compare what the other planning routes produce, and the trace back to the outcome breaks in each case.
Building the session from the planner's own preferences ties the content to individual style, so two teachers can deliver quite different lessons against one syllabus.
Writing only broad aims such as 'improving language ability' leaves the day's individual tasks with nothing specific to be measured against, either during the lesson or after it.
Making the textbook exercise set the whole session caps the plan at what one resource happens to print, so outcomes that the book treats thinly are never taught.
Result: To keep the session aligned with the curriculum, the teacher maps each activity to the stated learning outcomes.