Which of the following BEST describes horizontal organization in curriculum design?
BSED ENG3C BARAQUIL'S TOPIC

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1.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
The sequential progression of skills and concepts.
The integration of different subject areas at a specific grade level.
The distribution of content across multiple grade levels.
The focus on developing mastery of a single subject.
2.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
Vertical organization in curriculum design primarily focuses on:
The spiral progression of content across grade levels.
Connecting different subjects
The arrangement of curriculum components at a single point in time.
The development of in-depth understanding in one subject.
3.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
According to Print (1993), horizontal organization is concerned with:
The sequential development of skills.
The arrangement of curriculum components at any given time.
The distribution of content across different grade levels.
The mastery of specific concepts.
4.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
An example of horizontal integration would be:
Teaching basic addition in Grade 1 and more complex equations in Grade 2.
Focusing on a single scientific concept throughout elementary school.
Developing mastery of reading skills from kindergarten to Grade 12.
Connecting history, geography, and economics in a social studies unit.
5.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
Vertical organization aims to develop students' mastery of content by:
Focusing on a single subject at a time.
Examining prerequisite knowledge and skills.
Integrating different subject areas.
Limiting the scope of the curriculum.
6.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
According to Tomlinson et al. (2002), a good curriculum design should be
Primarily concerned with memorization.
Narrowly focused on specific skills.
Mentally and affectively engaging.
Isolated from students' real-world experiences.
7.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
Which of the following is NOT a characteristic of a good curriculum design according to Tomlinson et al. (2002)?
Meaningful collaboration
In-depth understanding
Superficial knowledge
Connection to students' lives
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