Depending to the scene setting, there are 10 pupils (5 boys and 5 girls) and 2 teachers (1 from the primary school and 1 from the secondary school) attending to this program, so I am going to assume that these 10 pupils are demotivated in History and the topic is about China 's Qing dynasty. In this article, I will improve pupils ' motivation and design a innovative History curriculum. First of all, we need to clarify the purpose curriculum planning. On the basis of Harden (1986, p.356-365), he proposed "ten questions to ask when planning a course or curriculum". In summary, these ten questions can be broken up into the needs of training like digital supports, aims, the content, the organization of the content, teaching methods, the assessment,
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On the first day of school, the teachers will briefly instruct the content then divide students into different groups like 3, 3, 4 people each group and give them a lot of time to discuss what they have learnt and what they don 't understand. The homework of the first day is exchanging each group 's questions and try to find the answers. The second day 's job is to express their personal opinion of classmates ' questions and the teacher will help them to check the answers. Then teachers will formulate the assessments of History. According to Center for Teaching and Learning (2015), teachers can evaluate the success of a curriculum through several assessment methodologies like exams, papers, projects, presentations and portfolios. As they are just primary school students and just learn this course for a week, teachers just need to set an one-hour exam. In addition, students need to play a drama in the last class. They can freely play the role which is mentioned in the class. The score is in the light of students ' performance of this drama. In particular, students are allowed to " distort the history". For example, students can change an important but wrong decision which is decided by the ancient Chinese King in the drama. It means students have deeply understood the chronologically secure knowledge of China 's Qing dynasty and learn from it to envisage the evolution of the world. On the third and fourth day, teachers need to use the teaching methods I referred above to educate students. The last day is pupils ' show
On the first day of school, the teachers will briefly instruct the content then divide students into different groups like 3, 3, 4 people each group and give them a lot of time to discuss what they have learnt and what they don 't understand. The homework of the first day is exchanging each group 's questions and try to find the answers. The second day 's job is to express their personal opinion of classmates ' questions and the teacher will help them to check the answers. Then teachers will formulate the assessments of History. According to Center for Teaching and Learning (2015), teachers can evaluate the success of a curriculum through several assessment methodologies like exams, papers, projects, presentations and portfolios. As they are just primary school students and just learn this course for a week, teachers just need to set an one-hour exam. In addition, students need to play a drama in the last class. They can freely play the role which is mentioned in the class. The score is in the light of students ' performance of this drama. In particular, students are allowed to " distort the history". For example, students can change an important but wrong decision which is decided by the ancient Chinese King in the drama. It means students have deeply understood the chronologically secure knowledge of China 's Qing dynasty and learn from it to envisage the evolution of the world. On the third and fourth day, teachers need to use the teaching methods I referred above to educate students. The last day is pupils ' show