How to develop a curriculum

How to develop a curriculum

The curriculum development process takes information from a field expert and, through multiple iterations, creates instructions. But how does an expert’s information translate into effective educational content for students? Go through four design stages. Important team members are present at each stage, including project managers, instruction designers, writers, text editors and subject matter experts. The team works together to create effective content. Let’s have a look at the four steps in the curriculum development process.

1. Collection of information

The first step in the curriculum development process involves planning and determining who the student is and what they need to bring out the material. The team starts from an initial definition of the scope. Here are some examples of questions to ask at this stage:

  • Who will participate in the course?
  • What does the student already know?
  • What is their attitude towards the subject?

The instructional designers then collaborate with a subject matter expert and get the information they need by asking more questions. With information in hand and a clear view of the public, the team moves on to the second stage.

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2. Project

Now that the team has extracted the information and identified the learner, it’s time to start developing the content. There must be clear goals in mind before designing your content. Clear goals include action words such as:

  • Identify
  • Modify
  • Plan
  • To evaluate

When instructional designers create goals, they accurately link them to the content. Goals are measurable, which ensures that learning outcomes can occur. The team is studying the environment in which the content will be used. They ask questions like: Will students be able to access the materials on their cell phones or in the classroom?

The team plans how to organize the content and which delivery method to use. They research, find the right materials and decide which graphics to use.

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3. Content construction

The third step in the curriculum development process is to incorporate the content into a functional teaching unit. Zespół łączy materiał pisemny z nowo powstałą grafiką i w razie potrzeby animacją. As the material is developed, there is ongoing communication between team members. Copy editors work to keep content consistent by making sure the work is styled right and in line with learning objectives. Instructional designers verify that the material delivers tangible results. Multiple iterations occur between team members as they discuss the material.

4. Evaluation

How to develop a curriculum

The final step in the curriculum development process is assessment. Although the material has gone through many iterations, it is being reevaluated. It could be said that step four is present in each of the previous steps. Each team member constantly evaluates the material from the start and makes sure it is useful to the student. For example, the curriculum designer makes sure to match the learning objectives with the material to ensure that the material leads to measurable results. The project manager tracks all team members’ changes and ensures that they incorporate all necessary edits and revisions.

It takes a team to design the perfect resume. Each step involves collaboration and continuous iterations of the material. As a result of this teamwork and student dedication, it is possible to build a curriculum that leads to the desired learning outcomes.

A good CV can help you get the scholarships, scholarships and academic positions you want.

To move forward in life, you have to be there. And this often means spilling on paper. You need a resume to get a job. But if you’re involved in academia or research, you’ll need a longer—and more complicated—document: the curriculum vitae (CV). Knowing how to create an effective CV can make the difference between progressing in an academic and / or research career and not being able to. Fortunately, there are a few simple tips you can use to create an effective resume.

Know the difference between a CV and a CV.

There are three main differences between a resume and a resume.


The resume provides a brief (usually one page) overview of your education, experience and skills and shows that you are qualified for a specific job. The resume contains a record of your academic achievements and displays your achievements and academic potential.

A resume is used to apply for a job in most non-academic fields. The curriculum vitae is used to apply for scholarships, fellowships, research positions, and faculty positions.


The curriculum vitae usually does not exceed one page. A resume is essential for cataloging all of your academic achievements.

Know what to include.

A standard CV will contain the following sections:

Name and contact

Use the contact information of your current institution or employer unless you have good reasons not to.

Areas of interest

Focus only on your scientific and / or research interests.


List your bachelor’s, master’s, and doctoral degrees, the institutions where you earned them, and the years of graduation. Include both online universities and traditional universities. It is also a place to put the title (s) of your dissertation or thesis.

Scholarships, awards and prizes

List all of your grants and all of the official forms of recognition you’ve received for your scholarly and/or research work. Also list any recognition you’ve received for teaching and service.

Publications and presentations

List every scholarly article you’ve published, the name of the publication, and the issue in which the article was published. Also, list every presentation you’ve given at an academic conference along with the conference name and the date it was held. If you have a lot of publications and presentations, you can create a section for publications and a section for presentations.

Employment and experience

List your teaching experience, lab experience, field experience, and relevant volunteer experience, keeping management positions in mind.

Scientific and / or professional adhesions

List your membership and note any positions you have held in these organizations.


List the names and contact details of people who want to write you letters of recommendation.

Use the format that fits your specialty.

There is no standard CV format. Instead, different areas of academia and research emphasize different aspects of the curriculum. Take the time to research the format that’s most commonly used by professionals in your field.

Write deliberately and concisely.

The best CV writing style is one that remains fanatically focused on communicating only important information and only in a quick and easy-to-read way. To achieve this, you need to limit whitespace, avoid bullet abuse, choose direct rather than flowery language, and use gapping and parallelism techniques.

Gapping is a sentence structure that omits words – often “me” and conjunctions – to form short sentences. These sentences are not technically grammatical, but they are very effective in conveying information.

ExampleA: Instead of writing, "I taught at State University for 2 years, during that time I mentored 20 students and ran a radio lab," you would write "2010-2012: I lectured at State University. 20 students. I ran a radio wave laboratory. "

Parallelism simply means using the same sentence structure for each sentence. For a CV, it’s best to follow a subject, verb, object construction (although the gapping technique will allow you to omit the subject when it is “I.”) By constructing every sentence the same, you’ll make your CV easier to read.

Be simple and consistent in overall appearance and design.

The standard 11 or 12 point font must be used in the CV. This is common to bold headlines. Make sure each section is consistent with all the others by using the same character, indent formatting, and heading conventions.

Keep adding goals.

The curriculum never ends. You should always add new milestones, and one of the best ways to do this is to continue your education. In the past, it was difficult for working adults to find time to attend classes and earn advanced degrees, but thanks to online education you can now earn bachelor’s, master’s, and doctoral degrees in a format that can allow you to work full time and complete your coursework on a schedule that fits your life.

With a suitable online university, you can earn new degrees which, in turn, will help you advance your research or research career. If you’re looking to expand your curriculum vitae, online education can be the perfect choice.

Walden University is an accredited institution offering online bachelor’s, master’s, and doctoral degrees. Expand your career options and earn your degree in an affordable and flexible format that fits into your busy life.

Walden University is accredited by the Higher Learning Commission, www. hl commission. org.

Whether you’re looking for information on programs, hiring, or financial aid, we’re here to help.

Fill out the form and we will contact you to provide you with information on further studies.

The process of developing an early childhood curriculum can be difficult. In today’s preschool classrooms, teachers must prepare the students for a wide variety of experiences for the coming years ahead. Not only should students be introduced to academia, but they should also provide an appropriate learning environment for social skills and cultural norms.

Typically, teachers have a say in the curriculum in their early years class. They also need to make sure that lesson plans meet a certain set of criteria that have been put in place by the administration or school district. Below are five tips to help teachers create a comprehensive early childhood curriculum.

1. Find out the abilities of the students

The teacher should begin by exploring the possibilities of the middle preschooler. Typically, the pupil entering kindergarten is between the ages of 3 and 4. At this point, most students should be able to run, walk, and play regularly without falling. They should have basic hand-eye coordination to maneuver child-safe scissors and create drawings with basic instructions. Preschoolers should use their imaginations when playing and they should start recognizing the letters of the alphabet.

2. Learn the curriculum standards

The instructor should therefore take some time to understand what the standards are for the average curriculum in his particular class. The teacher should start his research in the teaching state. Every state has a Department of Education which outlines what the standards are for the preschool curriculum in that area. Note that while each state has its own set of standards, these standards don’t vary much from state to state. Most education professionals agree on what should be taught in kindergarten.

3. Create a written outline

As the curriculum is developed, the teacher should create a written outline of the course of the year. This will become an important reference point for the kindergarten teacher throughout the school year and will help the teacher keep track of progress throughout the year. This written outline can be modified or adapted as needed, but it provides support for the preschool teacher and is an important part of developing an early childhood curriculum.

4. Understand the expectations of the teacher’s education

After the outline is created, the teacher’s role should be defined. It is important to know what the teacher will show the students and what they will do on their own. The administration should manage this part of the curriculum development. Defining the teacher’s role within the early childhood classroom allows the teacher to have a better understanding of what is expected of him or her during the school year. It is up to the teacher to engage students through activities and lessons, so teachers need to know how involved they need to be on a given day. Some lesson plans will require students to work more individually, while others may require the teacher to be more practical in the learning process.

5. Include creativity in your teaching

The teacher should always make creativity a priority in her class. As the preschool curriculum is discussed annually, it is important that each activity is exciting and fresh. Keeping creativity at the forefront allows everyone to have an open mind, to discuss what worked and what didn’t work in previous years and to add in new ideas as the plan allows. Bottom line, teachers and administrators who deserve to be creative have more fun and engaging classes, allowing students to better enjoy the preschool experience.

Developing an early childhood curriculum can be a difficult but fun process for any kindergarten teacher. It is an opportunity to impact a child’s educational experience while trying new activities that are designed to impact the core learning areas. The kindergarten teacher should remember that all curricular plans should address the following main subjects: social, physical and cultural development, linguistics, mathematics, science, social science, art and literacy. Providing students with a comprehensive education during these key early years is essential to their success later in life.

Today’s cutting-edge health education programs reflect a growing body of research that highlights:

  • Teaching about functional health (basic knowledge).
  • Formation of personal values ​​and beliefs that support healthy behavior.
  • Shaping group norms that value a healthy lifestyle.
  • Develop the basic health skills necessary to adopt, practice and maintain health-related behaviors.

Less effective curricula often place overemphasis on teaching science facts and increasing student knowledge. An effective health education program has the following characteristics, according to reviews of effective curricula and curricula and health education experts 1-14:

An effective resume has clear health goals and behavioral outcomes directly related to those goals. Teaching strategies and learning experiences are directly related to behavioral outcomes.

An effective curriculum includes teaching strategies and learning experiences based on theoretical approaches (e. g., cognitive theory and social vaccination theory) that have successfully influenced health-related behaviors among adolescents. The most promising curriculum goes beyond the cognitive level and addresses health determinants, social factors, attitudes, values, norms and skills that influence specific health behaviors.

An effective resume promotes attitudes, values, and beliefs that support positive healthful behaviors. It provides instructional strategies and learning experiences that motivate students to critically explore personal perspectives, carefully consider new topics that support health-promoting attitudes and values, and generate positive perceptions of protective behavior and negative perceptions of risky behavior.

An effective curriculum provides instructional strategies and learning experiences that help students accurately assess the level of risky behavior among their peers (for example, how many of their peers use drugs), perceive peers and social norms correctly , to emphasize the value of good health, and to strengthen pro-health attitudes and beliefs.

An effective curriculum offers students the opportunity to validate positive beliefs, intentions, and behaviors that promote health. It offers students the opportunity to assess their vulnerability to health problems, the actual risk of engaging in unhealthy behaviors and exposure to unhealthy situations.

An effective curriculum offers students the opportunity to analyze personal and social pressures to engage in risky behaviors such as media influence, peer pressure, and social barriers.

An effective curriculum builds essential skills – including communication, denial, information accuracy assessment, decision making, planning and goal setting, self-control and self-management – that enable students to build their own confidence, cope with social pressure, avoid or reduce behavior risks.

For each skill, students are guided through a series of development stages:

    1. Discuss the importance of the skill, its importance and its relationship to other skills learned.
    2. Presentation of the stages of skills development.
    3. Modeling skills.
    4. Practice and practice your skills using real world scenarios.
    5. Give feedback and empowerment.

An effective curriculum provides accurate, reliable and credible information for useful purposes so that students can assess risks, explain attitudes and beliefs, correct misconceptions about social norms, identify ways to avoid or minimize risky situations, study internal and external influences, make important behavioral decisions and build personal and social skills. A resume that provides information for the sole purpose of improving factual knowledge will not change behavior.

An effective curriculum includes student-centered, interactive, and experience-based teaching strategies and learning experiences (e. g. group discussion, collaborative learning, problem solving, role-playing, and peer-led activities). Learning experiences correspond with students’ cognitive and emotional development, help them personalize information, and maintain their interest and motivation while accommodating diverse capabilities and learning styles. Educational strategies and learning experiences include methods of:

  1. Reference to key health concepts.
  2. Encourage creative expression.
  3. Sharing of personal thoughts, feelings and opinions.
  4. Thoughtful consideration of new topics.
  5. Develop critical thinking skills.

An effective curriculum addresses students’ needs, interests, concerns, developmental and emotional maturity levels, experiences, and current knowledge and skill levels. Learning is relevant and applicable to students’ daily lives. Concepts and skills are presented in a logical sequence.

An effective resume contains material devoid of culturally biased information, but includes information, activities and examples that cover a variety of cultures and lifestyles (such as gender, race, ethnicity, religion, age, physical / mental abilities, appearance and orientation). The strategies promote values, attitudes and behaviors that recognize students’ cultural diversity; optimize relevance for students from multiple cultures in the school community; strengthen students’ skills necessary to engage in intercultural interactions; and build on the cultural resources of families and communities.

An effective curriculum provides sufficient time to promote understanding of key health concepts and practical skills. Changing behavior requires intense and prolonged effort. A short-term or “one-time” curriculum of several hours at the class level is generally not sufficient to support the adoption and maintenance of healthy behaviors.

An effective curriculum builds on previously learned concepts and skills and offers opportunities to strengthen health promotion skills across health topics and class levels. This may include incorporating more than a practical application of skills, adding ‘skill enhancement’ sessions to subsequent levels, or integrating the applicability of skills into other academic areas. A curriculum that takes age-appropriate determinants of behavior into account at different levels and builds on and builds on learning is more likely to achieve long-term results.

Un curriculum efficace connette gli studenti con altri influencer che convalidano e rafforzano le norme, gli atteggiamenti, i valori, le convinzioni e i comportamenti che promuovono la salute. Teaching strategies are based on protective factors that promote healthy behaviors and enable students to avoid or reduce health-threatening behaviors by involving peers, parents, families and other positive role models in student learning.

An effective curriculum is delivered by teachers who have a personal interest in promoting positive health behaviors, believe what they teach, are knowledgeable about curriculum content, and are comfortable and efficient in implementing planned educational strategies. Continuing professional development and training is critical in helping teachers implement a new curriculum or implement strategies that require new teaching or assessment skills.