Curriculum Theory Expound Upon the Term Paper

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A teacher must research the curriculum she or he will teach over the summer, to ensure that it is grade-appropriate and meets certain standards. The teacher must also be open to new possibilities, to try different approaches to structuring the syllabus and to changing the types of skills that are taught as a part of the curriculum, based upon his or her reading of educational journals, talking with colleagues, and reflecting upon the previous year.

But the process of curriculum design does not end when school begins. The teacher must assess the abilities of the students, and gain a sense of how the class functions as a unit. Are there many different levels of ability in the class? If so, the teacher may need to teach certain groups of students independently, to remedy current deficits in knowledge.

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The teacher should also be ready to alter the activities used to convey the skills of the curriculum, if the students have a strong level of interest in a certain subject matter (such as dinosaurs) that can be deployed to teach those skills. World or community events, like a war or the opening of a homeless shelter might present opportunities to make the curriculum seem more relevant to the student's daily lives.

Curriculums should always be skill-based, rather than concerned with merely teaching the students facts. And curriculums should not have the primary purpose of enabling students to pass standardized tests. The best curriculums are collaborative and responsive, and empower student learning by encourage students to do things, rather than to sit passively in their seats, and should excite students about the learning process.

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