The curriculum design process at course level sets the context for topic design and topic design sets the context for each learning experience. Topics need to be designed to come together in structured combinations to form coherent major and minor sequences and courses. Parts of the process especially at the course and topic levels overlap and ideally should occur interactively with course design informing and influencing topic design and topic design informing and influencing course design.
The CURRICULUM DEVELOPMENT MODEL shows how these components relate to each other and to the curriculum development process. It begins when an issue, concern, or problem needs to be addressed. If education or training a segment of the population will help solve the problem, then curriculum to support an educational effort becomes a priority with human and financial resources allocated.
The next step is to form a curriculum develop-ment team. The team makes systematic decisions about the target audience (learner characteristics), intended out-comes (objectives), content, methods, and evaluation strategies. With input from the curriculum development team, draft curriculum products are developed, tested, evaluated, and redesigned -if necessary. When the final product is produced, volunteer training is conducted. The model shows a circular process where volunteer training provides feedback for new materials or revisions to the existing curriculum.
Essential Curriculum Development Steps Needing Emphasis
- Needs assessment: if not conducted, wonderful curriculum could be developed, but the appropriate needs of the target audience may not be met.
- Involving youth: the target audience and volunteers (or staff) who will be the implementors of the curriculum must be involved (i.e., they participate as full members of the curriculum development team).
- Recruiting and training volunteer facilitators: competent and skilled curriculum implementors are critical (the printed word cannot teach experiential group process, it doesn't provide feedback).
- Evaluating and reporting on the impact of the curriculum: is critical for securing human and financial support from key policy decision makers and for assessing whether the curriculum has achieved the intended outcome.
Two types of evaluation are : (1) Formative provides feedback during the process of developing the curriculum, and (2) Summative answers questions about changes (impact) that have occurred in learners because of their learning experiences. Summative evaluation provides evidence for what works, what does not work, and what needs to be improved.
In every step of the curriculum development process, the most important task is to keep the learner (in this case, youth) in mind and involve them in process. For example, the curriculum team members, who have direct knowledge of the target audience, should be involved in conducting the needs assessment. From the needs assessment process, the problem areas are identified, gaps between what youth know and what they need to know are identified, and the scope of the problem is clarified and defined. The results may prompt decision makers to allocate resources for a curriculum development team to prepare curriculum materials.
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