1. Curriculum Planning: A Multi-level, Multi-sector Process
Chapter 3
Curriculum Planning: A Multi-level, Multi-sector Process

2. 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.

3. 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.

4. 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

5. Reading
Gifted/Talented

6. Five Levels of Curriculum
1st level: Classroom
Goals/objectives
Select subject matter
Select materials
Identify resources

7. 2nd Level: Team (Grade/Dept.)
Cooperative planning
Determine Content
Sequencing of subject matter

8. 3rd Level: School Level Curriculum deficiencies
Planning for accreditation
Choosing textbooks
Library/Learning centers
Compliance with the state & federal mandates
Reducing absenteeism

9. 4th Level: School District Level
Adding new program/deleting programs
Reviewing achievements
Writing/Reviewing grants
Evaluating and articulating programs

10. 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

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

12. Curriculum Planning: The Human Dimension
Chapter 4
Curriculum Planning: The Human Dimension

13. 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.

14. 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

15. Part of Curriculum Principal Curriculum leader Teacher Students
Parents/citizens

16. 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

17. 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

18. Models for Curriculum Development
Chapter 5
Models for Curriculum Development

19. 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

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

21. 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

22. “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

23. “Prescriptive” - what ought to be done
“Descriptive” - platform, deliberation and design