Study on the Development Process of the Curriculum

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In earlier days, a group of teachers formed as a committee for developing syllabus or curriculum that possess the right skill and expertise to develop the content. They are capable of creating proper objectives, scope, outline and mark proper references for further reader or usage by other schools. But things have changed now. Designing a curriculum has just been a participation in a society of curriculum development in educational system where people explore learning, express their skill of writing and finally gain ownership of the content. In this process, the primary motives of giving an impact learning curve for student, identifying the right content and outlining it for better exemplification of content is lost at a great margin. A good curriculum comprises of effective instructions, assessment methods and a good learning environment, when combined leads to success of a student. Looking at the above analysis, the current trend of curriculum development has no comparison with conventional ways. It is necessary for the present curriculum developers or the educational system to survey and research the current trend of learning, bring new ways of effective teaching strategies for students and effectively utilise the school environment and resources for better learning platforms. At the political grounds, they should re-work on the educational policies and methods which are hampering the educational system in the society. They must also introduce the latest technology and professional ways which could cater for better development of content, guidelines, and assessment procedures. Due to other administrative responsibilities of approvals and lack of resources, the committees who are supposed to contribute much on the Curriculum Development, are more prone towards other responsibilities which is resulting in an overlooked Curriculum which are handed over to a other non-members who may affect the content or information altered by them.


A proper and methodological process of Curriculum Development ensures what is the right feed for the student, guide them in the right way, the right instructions, a right way of assessment and last but not least, give them a scope of apply them practically in real environment.

To develop such learning platform, the educational system should strive to meet the expectations of ideal model of teaching aspects, proper instructions, in their discussions and meeting conferences. It is very important for the Educational system to drive the sub-co-ordinate learning centres i.e. schools to understand and also participate in the process of developing Curriculum, instructions and the assessments.

The ultimate goal should be focussed on collaborative efforts and participation, peer-peer evaluation, encourage ideas or new perceptions, possess learner's mind, and be zealous towards for better education and learning for students.

One of the facts that the Curriculum Developers has to ensure is that a better concept added with a proper instruction for a better learning curve for students.

It is also become essential to educate and parallel assess their interpersonal skills and other disciplines that can only be done through involvement of parents at very early stages.

They process should also keep an eye at assessing students not measure student's skill or learning curve by their age group but should consider them equally at certain times.

On the whole, the educational system holds its accountability in upbringing the society w.r.t students, parents, various learning aids, teachers and many others who are part of its branch. Both standards and assessments must be known and credible to the entire community. Standards must be evaluated by a variety of assessments. Any evaluation process must identify the measurement yardsticks (processes, instruments), the purposes for measuring, the measurement points or descriptors, and the consequences of meeting or not meeting the stated expectations.

Professional development should be provided for the curriculum development committee and, when implementing the new curriculum, teachers and staff also need professional development. A significant investment in professional development must be an integral part of any curriculum development process.

The educational structures must be flexible to allow for the integration of curriculum across the disciplines in cases where such integration would improve motivation of the students and relevance of the content.

These assumptions must lead to rethinking the conventional structure and schedule of schools in terms of school day, school year, grade levels, subject areas, graduation requirements, student grouping, and physical plant. (Chip McMillian)

Te Whāriki

Te Whāriki is the Ministry of Education's early childhood curriculum policy statement. Te Whāriki is a framework for providing tamariki/children's early learning and development within a sociocultural context. It emphasises the learning partnership between kaiako/teachers, parents, and whānau/families. Kaiako/teachers weave an holistic curriculum in response to tamariki/children's learning and development in the early childhood setting and the wider context of the child's world.

This curriculum is founded on the following aspirations for children:

to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.This curriculum defines how to achieve progress towards this vision for learners in early childhood learning environments. It is about the individual child. Its starting point is the learner and the knowledge, skills, and attitudes that the child brings to their experiences. The curriculum is also about early childhood settings. Learning begins at home, and early childhood programmes outside the child's own home play a significant role in extending early learning and in laying the foundations for successful future learning.

Each community to which a child belongs, whether it is a family home or an early childhood setting outside the home, provides opportunities for new learning to be fostered: for children to reflect on alternative ways of doing things; make connections across time and place; establish different kinds of relationship; and encounter different points of view. These experiences enrich children's lives and provide them with the knowledge, skills, and dispositions they need to tackle new challenges.

This is an early childhood curriculum specifically designed for children from the time of birth to school entry, and it provides links to learning in school settings. The learning environment in the early childhood years is different from that in the school sector. This learning environment, the constraints of age, and the special nature of the early childhood years are elaborated on in this curriculum.

This curriculum emphasises the critical role of socially and culturally mediated learning and of reciprocal and responsive relationships for children with people, places, and things. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection.

This is a curriculum for early childhood care and education in New Zealand. In early childhood education settings, all children should be given the opportunity to develop knowledge and an understanding of the cultural heritages of both partners to Te Tiriti o Waitangi. The curriculum reflects this partnership in text and structure. (Education)

Research in curriculum design

In general there are standards set by governing bodies to ensure that all children get the same education. This includes when children should begin learning certain concepts like multiplication, and at what ages they should have a specified reading ability. Those who work on curriculum design regularly review these standards to make sure that they can be met, and make adjustments when necessary.

Curriculum designers also consider the students, and what types of curriculum is best for their needs. This can be a difficult achievement since students in most schools come from a range of cultural and economic backgrounds. Teaching methods may be different depending on the basic makeup of the student body, as some methods are more appropriate for certain types of students than others. A truly professional and experienced curriculum designer will take these points into consideration.

One also has to think about limitations when planning new curriculum. Limitations include budget, time, and student's abilities. For example, not many schools could afford to take all their students to historical museums, but the parent of a home schooled child may. Additionally, some concepts taught in a large school environment may have to be broken into smaller pieces in order to give the teacher time to cover the topic with his or her class. When subjects are covered too fast many children may not have time to assimilate the information before new information is introduced. (schools)

Curriculum design at --------- definitely involves a research based approach. It has been identified that

At certain level, the educators or educational system has to reconsider their teaching strategies based upon the new teaching adaption(s) taken by teachers and experienced tutors who has found a relevant improvement in students through their new modelling of teaching instructions. As mentioned by a renowned pedgogist, Loris Malaguzzi, a proper quality environment can lead to hundreds of new learning ways for students. Before the learning evolution in children, they should sense their environment as a place where they have an opportunity to explore their talents, discover themselves and innovate with their own skills.

The three major key aspects for an ear

We've identified three key aspects in understanding early childhood environment is the learning environment, responsive environment and disciplined environment. This research paper hightlight only two key aspects within learning environment, they are: Learning Environment and However this paper only attempts to examine two key areas of the physical environment - organisation and the environment.

Teachers Philisophy

For a teacher students aretheir main priority and they are aware that each of them has different level of proficiency when it comes to learning. They believe that by creating a student-centred learning,their students will be able to take charge of their own learning with little assistance from the teacher. This will inculcate a sense of responsibility in them in terms of achieving their learning goal. As a teacher, one of their roles would be to coach and facilitate them throughout the learning process by providing information and giving useful guidelines in order for them to achieve their learning target.

By being more resourceful, Teachers will be able to achieve self-satisfaction and success in teaching. Teachers ae usually open to new ideas and suggestions therefore they would like to be more involved in educational activities, attend educational talks and participate in forums or conferences to further expand my knowledge. Moreover, being up-to-date with the latest information, keeping in touch with global issues and getting their hands on the latest technology are some of the ways for me to improve them. It is also said, Teachers could incorporate technology into classroom practice because, knowledge-wise, teachers should be at least two or three steps ahead of their students. Therefore I have to be well-prepared for every lesson by planning their time and materials efficiently to ensure that a successful lesson takes place. . Thus based on the above it is evident that curriculum design is based on a teacher's philosophy. At Te Whāriki a similar philosophy is followed.

(Jamil, 209)

Reggio Emilia has stated that our thinking process is effectively by our educators in our early childhood days. And this approach of understanding has greatly influenced the western countries. The programmes of Reggio Emilia are mainly focussed on early childhood learning through using various things like colors, learning equipments, lights, games, discipline, which has brought the things true that the early childhood learning curve greatly effects a growing children.

The title of the paper 'If the environment is the third teacher what language does she speak?' manifests that environment has a great impact over children in their learning curve and they play the base role to setup their lives in this world. The title indirectly addressing that environment "speaks" to children and also responds to them by revealing their inner skills of understanding and also goes with them hand in hand. It can be any environment, say a room, garden, an open space; the way it is placed makes a difference to the behaviour of a child. It gives them the option to make their own choice of expressing and feel the zest at the given environment to learn and explore. (Education)