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Curriculum development today presents both a strategic process challenge as well as a policy challenge.
For example, should the policy aim to teach what is of value, as embodied in subject disciplines, and for
deep understanding in preparation for competing in the global economy? Or should policy aim for a
personalized curriculum that recognizes students as active partners in their learning and develops their
potential as a person? One response to the question could be “both” (Ackerman,2003).
synergy among curriculum development, teacher development and school organization development, in responding to community concerns, needs and conditions.
A major challenge for curriculum development is to define the components that will comprise the
curriculum, and the three major planning elements involve content, purpose and organization of
learning .
Table2: Components and Related Questions (Adapted from Thijs & van den Akker,2009)
Component Related Question
Program Rationale or Vision , Why are students learning what they are learning?
Program Goals and Objectives, What are the goals, aims and objectives of what they are learning?
Program/Course Content, What are they learning? (e.g., competencies, knowledge, skills)
Learning and Teaching Resources
(print and/or digital),
What are they using to learn? (e.g., print and/or digital resources,
reference materials)Learning activities, How are they learning? (e.g., simulations, discussions, design and build).
Instructional Time When are they learning?
Teacher’s Role, How is the teacher facilitating learning?
Student Groupings, With whom are they learning? (e.g., age, grade, other groupings)
Location, Where are they learning? (e.g., classroom, online, work experience).
Assessment, How is learning measured? (e.g., of, as and for learning).
Public data - training material - Time - Location - Issue - Cost
