Information Involving Curriculum Development Essay

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An educational institution’s curriculum comprises every experience encountered by a pupil under the institution’s direction. All academic systems’ curricula are designed based on societal needs. Thus, owing to society’s dynamic nature, curricula are dynamic as well; educational institutions normally alter their curricula every once in a while. In this paper, the process of math and English as a Second Language (ESL) curriculum development will be addressed, with the following curricular development stages highlighted: determining scholastic aims and goals, determining desired pupil learning experiences, organizing and testing the designed curriculum, implementing it and curriculum evaluation. Further, it will deal with a few curriculum development models.

Within the context of modern education, a school curriculum comprises every experience encountered by a pupil under the institution’s direction. Moreover, this modern notion of a school curriculum covers course program, instructional techniques adopted for individual courses, the institution’s guidance program, and extra-curricular activities. Curricular content and techniques adopted for presenting it before students are governed by the society’s, courses’ and students’ nature (Badmus, 2002). According to Hosford in Badmus (2002), curriculum represents a collection of experiences intended to guide students to achieve institutional goals. In this context, the institution is the school, in addition to other diverse situations the academic program operates for. Students include humans as well as animals. After all, animals too have schools (for instance, dog-training institutes).

Stages of curriculum development

The curriculum design and development process covers the following five stages: determining goals, technology or technical operations, curriculum application, curriculum implementation, and curriculum evaluation.

Curriculum goals-related decision-making is influenced by the subject, the student, and society (Badmus, 2002)

The society – Societal values, needs, and forces have an impact on educational institutions, and place demands on them. Society is ever-changing. Consequently, an educational institution’s curriculum planning team ought to choose educational goals which take such changes into account. Curriculum planners are responsible for studying the effects of societal change whilst making decisions pertaining to novel institutional courses.

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A few societal changes which need to be taken into account include: employment trends, as educational institutions have a duty to instill basic skills in their pupils, and needs stemming from novel welfare activities and health behaviors, and recent political developments. Consider, for instance, the incorporation of information and communication technology (ICT), quantitative reasoning and AIDS/HIV education in the curriculum, from 2006 onwards. (FME, 2006)

The student’s needs. This encompasses the student’s nature and method of learning. Within the societal context, the curriculum design process ought to take into account students’ vocational and employment needs, as education is, essentially, intended to make an individual fit to lead a fulfilling life in society.

Subject matter. Under this head are included the philosophy and nature of distinct disciplines. Akin to society, the content taught under different disciplines is ever-changing. Educational institutions’ curriculum planning processes ought to taken into account the incorporation of novel findings, structures, topics and so forth significant within the modern societal context.

An efficiently-designed curriculum proves crucial to long-run math and ESL competency and confidence development. Thus, ESL and mathematics curricula ought to:

· Be planned, developed, assessed and perfected gradually, and in coordination, by academic experts in the ESL and math disciplines

· Support learners’ capability of resolving problems and reasoning mathematically

· Be reinforced by superior-quality resources and professional development avenues for promoting effective planning and instruction within the schoolroom setting.

· Be evaluated appropriately and test every math and ESL curricular goal

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Badmus, G.A. (2002, Feb). Curriculum development and changes in mathematics education in Nigeria. A paper presented during the mathematics education Summit at National Mathematical Centre, Abuja. Federal Republic of Nigeria .(2004). National Policy on Education 4th Edition.

Federal Ministry of Education, (2007). 9- year basic education curriculum for Primary 1 – 3. Abuja: NERDC Longe, R.S. (1984). Planning for a Responsive curriculum. In Pai Obanya edited. Curriculum, in theory and in practice Ibadan: Educational Research and study group.

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