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Complete Module

We heard many times about Module. when we’re following some training,they usually give us a thing called “Module” :), but many of us aware not about how to build a complete module. Say as a teacher/trainer, you’re given a task to create a Module, what items you should create for this ?

here are the complete module structure following the AQTF/RTO standards:

  • Student Guide: a place where you can put theory and concepts
  • Student Activity: a place where you can put theory on Student Guide to practice and questions
  • Slide Presentation: a place where you can put your overall topics in a slide presentation
  • Facilitator Guide: exactly the same with Student Activity plus anwered key of the practice and questions within.
  • sesssion / lesson plan: a place where you can put your plan detail of teaching or delivering the subject. 
Categories: Education
  1. Christina Schraeder
    March 6, 2009 at 12:09 am


    Thanks for this deffinition of Module. I find myself using the word in a different context. Often for me, “module” refers to a complete unit of Science. One which will lead stundents through a discovery process regarding a specific topic in Science and will meet the standards of a National Curriculum. Naturally, my experience has been in developing modules, which meet the US National Curriculum and are aligned with NSTA standards and benchmarks. Below find a description of one “module” from Delta Science applicble to a unit of study on Global Change for Grades Third Grade – 5th Grade in the US. It is an example of what you have defined though without the “slide presentation.” We generally create those ourselves.

    Delta Science Module: Global Change
    Your class will develop observation and description skills while exploring the three conceptual themes outlined in the National Science Content Standard E.

    Global Changes: Changes in Earth and Sky
    5 activities in which your students will:

    Explore how the surface of the Earth is affected by weather and erosion, as well as the rapid effects of landslides, volcanic eruptions, and earthquakes.
    Study the weather and how it changes from day to day.
    Describe weather in terms of measurable quantities such as temperature, wind direction and speed, and precipitation.
    Identify objects in the sky that have patterns of movement such as the sun and the moon.
    Observe how the shape of the moon changes from day to day in a cycle that lasts about a month.

    Each module includes:

    Equipment Kit with materials for 32 students
    1 Teacher Guide
    Student Worksheets
    Professional Development Video
    Assessment CD-ROM

    Developing a hands-on lesson let alone a “module” to meet the standards of the Indonesian curriculum is sometimes daunting. I know that as a visitor to your country, I’m often perplexed by the difference in our “Educational Culture.” I would like to comment more about that in a blog if you would like to open a new line of dialogue for doing so. I think you are off to a good start on your ICT curriculum development by comparing the National Curriculum of Indonesia with Cambridge and PYP. I too am trying to link our lessons to the Indonesian curriculum when planning.

  2. fnovento
    March 7, 2009 at 9:10 am

    thanks Ctina, i found them very usefull for me, it is a hard work for linking international standard to our Indonesian curriculum. i will post a blog for the future use

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