Chapter 3

Curriculum Planning: A Multi-level, Multi-sector Process

• Curriculum development is a collaborative effort.

• Planning can take place on five levels: classroom, team/grade/department, individual school, school district, and state.

• From the state to the classroom, each level exercise authority over levels below it.

• Teachers and curriculum specialist find opportunities to participate actively in curriculum development at the first four levels.

• Some curriculum workers are asked by the state to serve on curriculum projects.

Decisions -Curriculum (Planning) p. 45

• 1. Course requirements (ie technology credit)

• 2. Interdisciplinary

• 3. Bringing diversity into the classroom

• 4. Character education/sex education

• 5. Critical thinking

• 6. Bilingual education

• Reading

• Gifted/Talented

Five Levels of Curriculum

• 1st level: Classroom– Goals/objectives– Select subject matter– Select materials– Identify resources

• 2nd Level: Team (Grade/Dept.)– Cooperative planning– Determine Content– Sequencing of subject matter

• 3rd Level: School Level– Curriculum deficiencies– Planning for accreditation– Choosing textbooks– Library/Learning centers– Compliance with the state & federal mandates– Reducing absenteeism

• 4th Level: School District Level– Adding new program/deleting programs– Reviewing achievements– Writing/Reviewing grants– Evaluating and articulating programs

• 5th Level: State Level– Responsibility of curriculum– Provides leadership to schools– Interprets, enforces and monitor legislated

regulations– Disburses monies– Accredits and monitors– Standards for graduation

– Participation on the regional, national and international level sectors is usually a voluntary activity

Chapter 4

Curriculum Planning: The Human Dimension

• There are various roles played by persons and groups involved in curriculum development at an individual school.

• Principals that perceive themselves as instructional leaders take an active part in curriculum development. Others may delegate the responsibility of curriculum development.

• Students, parents, and other community persons may participate in curriculum improvement by providing data about their own learning, serving on committees, answering surveys, and serving as resource persons.

• Teachers and specialist share the greatest responsibility for curriculum development

Part of Curriculum

• Principal

• Curriculum leader

• Teacher

• Students

• Parents/citizens

The Curriculum Coordinator Must:

• Possess a good general education

• Have a good knowledge of both general and specific curricula

• Be knowledgeable about resources for curriculum development

• Be skilled in research and knowledgeable about locating pertinent research studies

• Be knowledgeable about the needs of learners, the community, and the society

• Be a bit of a philosopher, sociologist, and psychologist

• Know and appreciate the individual characteristics of participating colleagues

Chapter 5

Models for Curriculum Development

• There are various models of curriculum development.

• Four models are presented

• Models can be in the forms of lists, diagrams, linear, deductive, inductive, prescriptive, and descriptive

• Curriculum developers should become familiar with the various models and

– Develop one that is understandable and suitable for the school they are working with.

Curriculum Models

• All meet the criteria for curriculum model; one cannot be considered better than the others

• “Deductive” - starting with generalization and leading to actual development

• “Inductive” - is starting with actual development and leading to generalization

• “Linear” - propose a certain order or sequence of progression through the various steps

• “Non-linear” - permit planners to enter at various points, skip components, reverse the order, work on two more components at the same time

• “Prescriptive” - what ought to be done

• “Descriptive” - platform, deliberation and design