Curriculum

Development Process
The provincial curriculum is undergoing significant changes to ensure relevant educational content in all subject
areas. The goal of the curriculum development process is to develop curricula that compare favourably with those of
other leading countries.
Revisions to curricula, based on grade- and subject-specific student learning outcomes, and where applicable,
standards, are complete or under development. (See the individual subject areas for information about the status of
curricular development.) Student learning outcomes and standards incorporate the four foundation skill areas of
literacy and communication, problem solving, human relations, and technology. The focused participation of
educators, scholars, industry representatives, and other community members with relevant expertise is being called
upon in a consistent curriculum development process.
Manitoba's initial curriculum development in the four core subject areas (mathematics, language arts, social studies,
and science) was undertaken in collaboration with other ministries of education in Canada. The work of participants in
the Western and Northern Canadian Protocol (WNCP) for Collaboration in Education, K-12, produced common
curriculum frameworks for mathematics (1995), language arts (1996), and social studies (2002). Similarly, the
broaderPan-Canadian Science Project, coordinated by the Council of Ministers of Education, Canada (CMEC),
resulted in The Common Framework of Science Learning Outcomes, K-12 (1997).
In December 1993, the six western ministers of education signed the Western Canadian Protocol (WCP) for
Collaboration in Basic Education (Kindergarten to Grade 12). In 2000, the consortium was expanded to include
Nunavut and renamed the Western and Northern Canadian Protocol (WNCP). Through the protocol, the partners
(Nunavut,Northwest Territories, Yukon, British Columbia, Alberta, Saskatchewan, and Manitoba) explore
educational issues of common concern. In addition to the development of frameworks for mathematics, English
language arts, and social studies, projects have been initiated in the following areas:

Mathematics - Computer Guided Learning (CGL Grades 7 - 12)

Mathematics - Essentials of Mathematics teacher and student resources
Learning Resources Reviews
Heritage languages, International languages, Aboriginal languages and cultures frameworks
Top

Development Teams
In developing curricula, Manitoba follows a consistent process that involves

curriculum development teams

review panels
field validation
authorized provincial use
continual updating

1.

a. A curriculum development team is a working group comprising

o a departmental project leader/specialist who has expertise in the subject area/course under
development, in curriculum planning and design, in pedagogy, in assessment and evaluation, and
in leadership skills. In addition to managing all facets and stages of a curriculum development

2.

b.

Curriculum development team members are selected through a nomination process. At the outset of a
new curriculum project, the Program Development Branch sends letters to Superintendents of Education
of provincial school divisions/districts, to Principals of Independent schools, and to Directors of Education
and Principals of First Nations schools, requesting nominations of teachers to serve on the development
team. The nomination forms identify criteria on which selection is based, including knowledge of
curriculum planning and design, knowledge of the discipline, exemplary classroom practice, ability to work
collaboratively, and team diversity (e.g., geographical representation, gender balance, multicultural and
Aboriginal representation).

c.

A curriculum development team is responsible for

o gathering and coordinating all relevant research (e.g., curricula in other jurisdictions, subject
area/course content, learning theory, and evaluation tools)
o receiving and assessing information from educational partners such as scholars, industry
representatives, parents, and educational organizations and associations
o developing and writing documents, taking into consideration all relevant research, expertise, and
departmental requirements
o revising/evergreening curricula

a. Review panels comprise educational partners who are invited by the department to provide feedback to
drafts of a document at various stages in its development. (For example, see the Review Panel list in the
curriculum framework for Physical Education/Health Education.) Educational partner representation is
coordinated by the project leader and may include
o representatives from various governmental departments/branches
o representatives from educational partners such as business, industry, labour, manufacturing, and
communications
o representatives from professional organizations (e.g., Manitoba Association of School
Superintendents,Manitoba Association of School Trustees, Manitoba Teachers' Society,
ducatrices et ducateurs Francophones du Manitoba, Council of School Leaders, Special Area
Groups)
o representatives from postsecondary education and training institutions
o representatives from Advisory Councils for School Leadership through the Manitoba Association of
Parent Councils and the Fdration Provinciale des Comits de Parents
b.

3.

project, the project leader may act also as liaison with groups such as subject area steering
committees, the Interorganizational Curriculum Advisory Committee (ICAC) or the Comit
consultatif des programmes d'tudes (CCPE), and with unit coordinators and directors in Program
Development Branch or la Direction du dveloppement et de l'implantation des programmes
d'tudes. The project leader also accesses advice and feedback, as required, from key advisors
such as scholars, industry representatives, parents, and educational organizations and
associations
a qualified writer(s) who has excellent oral and written communication skills, computer skills, and a
background in the subject area/course under development; a development team may use two
different writers, a curriculum writer, and a distance delivery course writer
exemplary classroom teachers and scholars who work extensively in the subject area/course under
development.

Feedback from review panels is used to improve the document under development.

Field validation of curriculum documents is undertaken in those instances in which the content focus and
instructional and assessment approaches in the new curriculum for a subject area differ significantly from
the content and approaches in former documents. Field validation with designated pilot teachers occurs
once a pilot curriculum document is completed and mandated for field testing throughout the province. The
purpose of field validation is to field test a curriculum document in classrooms so that necessary
improvements can be made based on input from classroom teachers.

Pilot teachers may also be called upon to provide feedback related to learning resources, the curriculum
implementation process, for use by the Western and Northern Canadian Protocol for Collaboration in Basic
Education, to develop curriculum upgrades, and to strengthen the curriculum renewal process.
Pilot teachers are selected based on departmental selection criteria (e.g., subject area knowledge and
expertise, gender, geography, and semestered and non-semestered schools) designed to ensure balanced
representation. They receive inservice training from the department as they field test a new or revised
curriculum.
4.

Authorized provincial use occurs once a curriculum has been field tested and revised as necessary; it is
then mandated and released for authorized provincial use. Authorized provincial curricula (referred to as
Manitoba Curriculum Frameworks and Foundation for Implementation documents which complement the
Frameworks by identifying instructional and assessment strategies and learning resources) are available
through the Manitoba Text Book Bureau.

5.

Continual updating will ensure that curricula are dynamic and continuously improved. Project
leaders/specialists will be responsible for working with various educational partners to identify and develop
required upgrades. These will be distributed to the field as replacement pages or new insert pages upon
departmental approval. This curriculum renewal process is designed to reflect the changing demands of
society and to ensure that the knowledge and skills students acquire remain relevant.

Curriculum

Types of Curriculum Documents

A Foundation for Excellence is the base for all other Kindergarten to Grade 12 (Senior 4) curriculum documents in
Manitoba.
Within the various subject areas, the following types of curriculum documents are being developed, as required

curriculum frameworks of outcomes and standards

a foundation for implementation documents
teacher support documents

Although the majority of curricula are published in print form, the Department is moving increasingly toward electronic
publication of documents.
As well, policy documents and independent study and teacher mediated courses for distance delivery are being
developed, as required.
Each of the above three types of curriculum documents is described below.

Curriculum Frameworks of Outcomes (and Standards where

applicable)
A curriculum framework is a subject-specific document which identifies student learning outcomes for what students
are expected to know and be able to do as they relate to the knowledge and skills of a particular subject area.
Standards of achievement for mathematics and language arts are also included in curriculum frameworks for Grades

3, 6, Grade 9 (Senior 1) and Grade 12 (Senior 4). Curriculum frameworks provide the basis for teaching, learning,
and assessing in a particular subject area or course.
They also provide a foundation for further development and implementation in areas such as student assessment,
staff development, learning resources. Each subject-specific curriculum framework includes the overview, student
learning outcomes for each grade from Kindergarten to Grade 12 (Senior 4).
Overview -- The overview contains an introduction to a subject area or course, including
Nature of the Discipline -- A description of the discipline as it exists in the larger community
Rationale -- An explanation of why it is important to teach the subject area or course
Philosophy -- A statement of subject-specific principles and beliefs that guide instruction
Student learning outcomes are concise descriptions of the knowledge and skills that students are expected to
learn in a course or grade in a subject area. Student learning outcomes are expressed as general outcomes and
specific outcomes, and include illustrative examples. Student learning outcomes should not be confused with
standards of student performance.
General Student Learning Outcomes -- Identify the knowledge and skills that students are expected to learn in a
subject area or course on completion of a grade or series of grades.
Specific Student Learning Outcomes -- Identify the component knowledge and skills that contribute to a general
student learning outcome. Specific student learning outcomes identify a range of contexts and the variety of
dimensions of learning within the general outcomes. They are stated grade by grade.
Student learning contexts include

projects
exhibitions
demonstrations
exercises
simulations
case studies
experiments

Illustrative Examples -- Are sample student learning contexts which demonstrate or clarify specific outcomes.
They are essential in showing the richness, the breadth, and the depth contained in the learning outcomes,
particularly as this relates to high-order thinking, applied learning, real-life applications, and problem solving.
Each student learning outcome stated in a curriculum framework should be

understandable by students, parents, educators, and community members

appropriate to the intended grade or series of grades and to the subject area
capable of capturing the knowledge and skills expected of students
supportive of the use of a range of teaching, learning, and assessment strategies and approaches as well
as the use of a variety of learning resources
observable, measurable, and reportable to enable the appropriate connections to be made between and
among teaching, learning, and assessing. It should be stated in such a way that it will be apparent when a
student has met the student learning outcome. Demonstrations of student learning can occur within contexts

which range from the classroom to large-scale assessments. They can include projects, performance
assessments, paper-and-pencil tests, and case studies.
Standards -- Standards are descriptions of the expected levels of student performance in relation to grade- and
subject-specific student learning outcomes.
Standards have been developed for mathematics and language arts at several checkpoints: Grades 3, 6, Grade 9
(Senior 1), and Grade 12 (Senior 4).

Curriculum
Contents on this Page

Foundation Skill Areas

Resource-Based Learning
Differentiated Instruction
Curriculum Integration
Aboriginal Perspectives
Gender Fairness
Appropriate Age Portrayals
Human Diversity
Sustainable Development

Elements Integrated into the Curriculum

In addition to providing the requisite curriculum components (nature of the discipline, rationale, philosophy, aim,
structure, student learning outcomes and standards), curriculum documents incorporate the following elements.

Foundation Skill Areas

The four foundation skill areas are

literacy and communication

problem solving
human relations
technology

The foundation skill areas are required from Kindergarten to Grade 12. They are fundamental in both teaching and
learning and should be part of instruction in every subject area. Each foundation skill area represents a set of skills
that will enable students to transfer and apply knowledge and allow teachers to design instruction for these purposes.
They encompass both the "what" and "how" of teaching and learning across all subject areas. Therefore, every
teacher will be a teacher of literacy and communication, of problem solving, human relations, and technology.
Appendix D provides a brief description of each foundation skill area.

Resource-Based Learning
Resource-based learning involves the meaningful use of a wide range of appropriate print, non-print, and human
resources in ways that reflect the principles of teaching, learning, and assessing. Suggested print and multimedia
resources are listed in foundation for implementation documents and are available for purchase from the Manitoba
Text Book Bureau.
Further information on resource-based learning can be found in Resource-Based Learning: An Educational
Model (April 1994).

Differentiated Instruction
Teachers must differentiate instruction to support learning for all students.
Differentiated instruction is one of the ways educators establish a supportive learning environment for all students.
Differentiated instruction refers to the wide range of strategies, techniques, and approaches that teachers use to
support student learning and to help each student, whether less able or highly able, to achieve high expectations and
to realize his or her potential.
Differentiated instruction acknowledges that students learn at different rates and in different ways. Integral to
understanding and applying differentiated instruction is acceptance of the premise that every teacher must work
toward continuous improvement to develop and maintain a rich repertoire of strategies, techniques, and approaches
and to know when, with whom, and how to employ a particular strategy, technique, or approach. The notion
that all students can learn also underpins understanding differentiated instruction.
Differentiated instruction is not about individualized instruction. It is about personalized instruction, using a balanced
range of strategies, techniques, and approaches so that each student's learning requirements can be met and so that
all students can grow in a variety of ways.
Differentiated instruction alone will not meet the learning requirements of all students; it will, however, enable all
students to achieve relative to high expectations and to realize their full potential. It is crucial to the success of all
students, but it is particularly important for those students who require particular kinds of support to achieve relative to
the full range of student learning outcomes and standards (for example, students with physical or learning disabilities,
deaf or hard of hearing students, and blind or visually impaired students).
Even when differentiated instruction is employed effectively, a limited number of students with specific cognitive
disabilities will require the student learning outcomes in provincial curricula to be modified. Other students with
particularly severe cognitive disabilities will require developmentally and age appropriate, highly individualized
outcomes. As well, some students for whom English is a second language may require adaptations related
specifically to their language needs in order to make a gradual transition to the full range of student learning
outcomes and standards.
Therefore, regardless of whether a student is achieving relative to the full range of provincial outcomes and standards
or to modified, adapted, or individualized learning outcomes, differentiated instruction must play a role in all teaching,
learning, and assessing so that each student's learning requirements are met.
See Success for All Learners: A Handbook on Differentiating Instruction, a support document released by Manitoba
Education and Youth in 1996, for more information. This document is available for purchase from the Manitoba Text
Book Bureau.

Curriculum Integration
Student learning outcomes may elaborate on connections with other areas of learning such as other subject areas or
community/home experiences. Curriculum documents may also include specific suggestions for connections.
See Curricular Connections: Elements of Integration in the Classroom, a support document released by Manitoba
Education and Youth in 1997, for more information. Kindergarten to Grade 4 Science: A Foundation for
Implementationprovides a specific example of the integration of student learning outcomes from several subject
areas.

Aboriginal Perspectives
Aboriginal perspectives are being integrated into curricula to enable students to learn the history of Manitoba and
Canada before European settlement and to give the perspective of Aboriginal people since that time. Each subject
area will address the perspectives and accomplishments of Aboriginal people, as appropriate. The goal in integrating
Aboriginal perspectives into curricula is to ensure that all students have opportunities to understand and respect
themselves, their cultural heritage, and the cultural heritage of others.
Aboriginal perspectives apply to learning experiences for all students. However, there may be unique and particular
learning experiences that apply specifically to Aboriginal students. Aboriginal students are learners and participants in
Aboriginal cultures, not necessarily experts in the culture. Their knowledge about their culture may be the same as
that of other students in the class but if they do have extensive knowledge about their culture, it can benefit the entire
class.
All students learn in a variety of ways and this should be taken into consideration to maximize learning for Aboriginal
students as well. The intent is to ensure that high expectations in supported learning environments apply to Aboriginal
students just as they do to non-Aboriginal students.
Goals of Aboriginal Perspectives for Aboriginal Students

to develop a positive self-identity through learning their own histories, cultures, and contemporary lifestyles
to participate in a learning environment that will equip them with the knowledge and skills needed to
participate more fully in the unique civic and cultural realities of their communities

Goals of Aboriginal Perspectives for Non-Aboriginal Students

to develop an understanding and respect for the histories, cultures, and contemporary lifestyles of Aboriginal
people
to develop informed opinions on matters relating to Aboriginal people

Gender Fairness
To address the challenges of gender fairness and to develop student understanding in all subject areas in a balanced
way, teaching, learning, and assessing must be equally accessible, relevant, interesting, appropriate, and challenging
to male and female students. This will ensure that all students have opportunities to succeed regardless of gender.

Curriculum documents, learning resources, and classroom practice should reflect a commitment to gender fairness
and inclusion. All students, regardless of gender, should be encouraged and supported to develop to their full
potential.

Appropriate Age Portrayals

There is a growing recognition in society of the existence of stereotypes and discriminatory practices and attitudes
related to aging. The contributions of all age groups, including the aging population, should be supported in teaching,
learning, and assessing. Stereotyping related to age should be avoided.

Human Diversity
Manitoba is a rich mosaic of people with a diversity of cultures, languages, religions, and other characteristics. These
aspects of human diversity should be recognized, accepted, and celebrated to create learning environments that

prepare all students for full participation in society

provide students with opportunities for cultural and linguistic development
encourage intercultural understanding and harmony

Sustainable Development
The concept of sustainable development is the process of integrating and balancing the economy, environment, and
the overall health and well-being of society, through a consensus-based decision-making process, so that each of
these areas -- the economy, the environment, and society -- can be sustained for future generations. This concept will
be integrated into subject area curricula as appropriate.
A support document entitled Senior Years Science Teacher Handbook was released by Manitoba Education in
November 1997. This handbook provides strategies for integrating sustainable development into Senior Years
science curricula.

Piloting is a broad term which can be used in the context of both curriculum evaluation, although it occurs
a relatively early stage of the curriculum change process, and curriculum development.

Feasibility studies
When a new curriculum is proposed it is important to consider two questions whether it will offer
significant benefits and whether it can be implemented successfully. In answering these questions,
educational authorities should consider the critical factor of how different it is from the existing curriculum
with which teachers are familiar. In many cases of unsuccessful curriculum change, the key factor is the
level of difficulty they present to teachers.

Other potentially decisive issues will include the social and political influences which may lead to
opposition and the likely financial and other resource implications of the proposed curriculum.
Feasibility studies may be informal or highly structured evaluation exercises which analyst the proposals
in great detail and seek the views of stakeholders in and beyond the education system.
Feasibility studies are particularly important in determining the cost of effective curriculum design and
implementation. In some contexts, education systems suffer from initiative overload; teachers may be
weary as a result of constant change and morale may be low. Under these circumstances, a feasibility
study can effectively and efficiently establish the value of curriculum change and identify potential
problems in implementation.

Piloting and evaluation

In recent decades there has been a growing demand for empirical data to justify new curriculum prior to
wide scale implementation. The demand has arisen, in part, from the high financial cost of curriculum
development and implementation. It is important that empirical evidence is gathered to demonstrate the
quality of a curriculum and to test its practicality and utility in a real world setting. Piloting in this sense is
a dimension of curriculum evaluation.
6

Lewey has identified three phases of curriculum tryout. Each phase will adopt successively more formal
evaluation methods in order to provide more reliable findings:
1. Laboratory tryout: The first phase may begin as formative evaluation very early in the curriculum
development process in what is sometimes described as laboratory tryouts. Here elements of
the curriculum may be tested with individuals or small groups. Responses of learners are
observed and modifications to the curriculum materials may be suggested.
2. Pilot tryout: A pilot tryout may begin in a school setting as soon as a complete, albeit, a
preliminary version of a course is available. Curriculum development team members may take the
role of the teacher. The purpose of this phase is to identify if it is possible to implement the
curriculum, if changes are needed, what conditions are required to ensure success.
3. Field tryout: When a revised version is completed based on the findings of the pilot tryout, field
tryouts may be conducted by teachers in their classrooms without the direct involvement of the
development team. This exercise attempts to establish whether the program may be used without
the ongoing support of the team and to demonstrate the merits of the program to potential users.
Not all of these phases will be used formally or used at all in every pilot or evaluation. For example it is
not uncommon for the third phase, field tryouts, to be used independently. Field tryouts are also often
known as micro-testing.
Collaborative / Bottom Up Piloting
When understood as a collaborative or bottom up process, piloting as a strategy for promoting
curriculum innovation offers significant potential benefits at a number of levels.
Ideally, the collaborative model of piloting will involve the participation of pupils, teachers, school

principals, curriculum and subject specialists and officials from local and central government. Each group
will bring a unique perspective on the complex task of curriculum change. Teachers offer their classroom
and subject expertise grounded in daily contact with young people and the pressures of working in a
school context. Principals or school managers are concerned with scheduling, financial and personnel
issues. Curriculum developers provide technical expertise and insights into current educational research
and broad curriculum goals. Policy makers are focused on broad policy goals, finance and the
management of curriculum change and implementation. Each group will be required to work in new ways,
in unfamiliar partnerships, and each will need to be supported by others at different phases of the pilot.
This model is often associated with a democratic style of working and is particularly suited to problematic,
sensitive or controversial curriculum areas and issues. It requires also a high quality leadership to ensure
focus and to allow decision-making in a commitment frame. The collaborative approach offers an
enhanced possibility of a coherent and sustainable curriculum change process, effective at all levels of
the education system.

Process and development of curriculum

Piloting and innovation
In many contexts there has been a tendency for curricula to be developed by curriculum or subject
specialists and given to teachers to be delivered as a product. In these circumstances, the teacher may
feel de-professionalized and disempowered, becoming little more than a curriculum delivery technician.
This trend is well exemplified by attempts in some contexts to develop teacher proof resources.
Piloting may be used as tool for promoting innovation and curriculum change by directly utilizing the
expertise of teachers and other practitioners and stakeholders. This model of piloting has been described
as a Collaborative or Bottom-Up approach.
This model of piloting may subsume the functions described above under Feasibility Studies and Piloting
as Evaluation. Additionally, a curriculum development team might create mechanisms to allow teachers to
become directly involved in the curriculum design process through action research and school based
curriculum development strategies. This approach offers possibilities of influencing policy by creating
effective working curriculum models and of initiating quality improvement on the basis of proven effective
practice
Action Research
Action Research is a self-reflective form of research carried out by practitioners with the intention of
developing more effective practice
The role of the pilot team is to provide the necessary leadership and infrastructure frameworks within
which work takes place. They support the pilot group by offering curriculum design expertise, needsbased training and effective links between schools, policy makers and other stakeholders.
Experimentation, creativity and innovation are fostered and teachers test elements of their work in the
real-world context of the classroom.

The involvement of officials from national or local education authorities is an important component of this
model of piloting. It offers opportunities to develop:

Ongoing and effective systems for feedback from stakeholders (including pupils, teachers and
parents) on curriculum content and methods;

Confidence in and ownership of change processes at all levels;

Multi-level partnerships involving pupils, teachers, academics, school administrators and officials;

The capacity of individuals and organizations within the education system;

An operating model of effective and implemented practice;

Develop transferable strategies for scaling up or mainstreaming curriculum innovation.

Policy dialogue
This module is about policy dialogue the process of formulating curriculum-related public policies by
engaging and consulting with stakeholders. It is these policies which set the parameters for the work of
curriculum developers. The module offers opportunities for curriculum professionals to develop their
understanding of this process by exploring:

National issues that commonly prompt and shape changes in the curriculum and the education
system;

The various participants or stakeholders involved in education reform and curriculum change and
their respective roles and interests in policy formulation;

Potential problems and areas of conflict that may arise from formulation and implementation of
changes in the curriculum;

Ways of managing / dealing with conflict and resistance and mobilizing popular support for
ongoing or proposed change in the curriculum;

Examples of sensitive or challenging curriculum policy issues in particular socio-political and

cultural contexts.

The six activities in this module seek to guide curriculum professionals through the stages of curriculum
policy formulation:
1. Rationales for promoting a change. Why does curriculum change occur.
2. Actors and context for change. Conducting contextual scans of the educational system and
wider environment.
3. Design of consultation processes. How to identify legitimate stakeholders in the curriculum and
how to engage them in policy dialogue and consultations.
4. Advocacy before educational authorities. The way curriculum specialists can have productive
conversations with government decision-makers to achieve support and leadership in the process
of curriculum change.

5. Hints for planning a consultation process. With a view to generating as much consensus as
possible among stakeholders and popular support for the substance and direction of the
curriculum policies.
6. Sensitive issues. How countries in various parts of the world have dealt with some politically and
or culturally sensitive curriculum policy issues to preserve and promote national goals and
interests.
Following these six activities there is a Resources section which contains the discussion papers and
other resources referred to in the activities, plus a list of additional readings.

Key-words
Analysis of Strengths, Weaknesses, Opportunities and Threats, Collaboration, Conflict, Contextual Scan,
Consultation, Decision-making, Decentralization, Language Policy, Multicultural Issues, Policy Dialogue,
Policy Formulation, Policy Implementation, Rationales for Change, Resistance, Social Cohesion,
Stakeholders, Values

Curriculum design
This module provides opportunities to explore current developments in curriculum design and to
understand the central concepts involved in:

Defining national curriculum standards.

Defining curriculum outcomes, standards, competencies, objectives, content.

Current approaches to curriculum integration, diversification and differentiation with particular

reference to the following examples:

Citizenship and/or values education and social transformation;

Science and Technology Education (STE);

School health and HIV and Aids prevention;

Coping with emergency situations;

Common or connected student learning outcomes.

The principle and practice of curriculum design for Education for Sustainable Development
(ESD).

The curriculum professionals are guided into an analysis of the building blocks of curriculum at the macro
level, through three activities:
1. The structure of a curriculum framework. Includes the typical components of curriculum
frameworks to be used as a structural analysis tool.
2. Formulation of what students should know and be able to do. Helps the participant to revise
and choose several alternatives to define the expected achievements of students.
3. Approaches to curriculum integration. Reviews existing strategies for curriculum integration
with different focus and depth.

Following these activities is a Resources section which contains a list of discussion papers and other
resources referred to in the activities, as well as a list of additional readings.

Conceptual framework
Many education systems across the world are moving away from centralized models of curriculum
decision-making towards more democratic, decentralized models. As a result of this trend, decisionmakers are considering ways of organizing the curriculum in ways other than the traditional subject
approach in which all students learn the same content at the same time. Increasingly curriculum is being
structured in ways which:

are appropriate to the needs and circumstances of regions and

address more effectively the needs of students.

One example is the trend towards adopting curriculum frameworks as overarching curriculum documents.
The purpose of a curriculum framework is to establish the parameters within which curriculum should be
developed. It often expresses the states aims of education, and can define minimum standards for
content and assessment, as well as teacher qualifications, educational resources and learning materials,
management, and evaluation. Such a framework is often approved by a competent authority as a first
step in the curriculum development process. The framework then provides guidelines for the developers
of more specific learning area syllabuses.
Another example of changing curriculum structures is the remodeling of learning experiences of many
separate subjects into a more integrated content. This is because the compartmentalization of knowledge
into discrete subjects is antithetical to how students experience life and the real world. Learning that is
integrated enables students to apply knowledge and skills more easily to their daily lives. On a higher
level, integrated content can be more readily internalized and reflected in behaviour. Learning then
becomes integrated into the self and becomes a part of ones being.
This module describes trends in curriculum development and illustrates integrated learning through the
examples of citizenship and social transformation and science and technology, which can serve as
models for other types of integration.

Key-words
Curriculum Design, Standards, Structure, Learning Areas, Subjects, Contents, Scope, Sequence,
Integration of Curriculum, Cross-curricular Provision, Integrated Curriculum, Flexibility of Curriculum,
Diversification, Time Allocation, Learning Outcomes, Four Pillars-orientated Design, Sustainable
Development.

System management and governance

This module offers opportunities for curriculum professionals to develop their understanding of policies
and processes of system management and governance by exploring:

Possible models for managing curriculum development and implementation with particular
attention to processes of curriculum localization;

Some modalities of regulation and control in education systems:

o

keeping balance between centralization and decentralization,

school-based management of the curriculum,

localization of curriculum in national and local specific contexts in view of ensuring

greater responsiveness to local needs and realities,

different concepts of decentralization: devolution, de-concentration, decentralization of

decision-making;

Opportunities and challenges of the broader involvement of stakeholders (local government, civil
society, parents and local community) in curriculum development and implementation.

Two activities have been selected:

1. A balance of national and local needs and interests. Helps in reflecting the set of needs and
interests of different scale that have to be balanced to achieve an acceptable implementation of
the curriculum.
2. Curriculum localization. Challenges and opportunities. Leads to reflection about the constraints
that limit and also enable localization processes.
Following these activities is a Resources section which contains a list of discussion papers and
other resources referred to in the activities, as well as complementary reading material.

Conceptual framework
Education systems are multi-faceted and consist of a number of inter-connected elements. Curriculum is
a fundamental component of any education system, but its development and implementation relies on
other components of the broader system such as teacher training, the resources provided and the ways
teachers are supervised. The structures of education management and governance and the quality of
related systems can therefore influence the quality of the curriculum that is developed and the
effectiveness of its implementation.
Curriculum development and implementation themselves are processes which require good management
planning, monitoring and evaluation. At the subject or learning area level, writing syllabuses is normally
the domain of subject experts who can be drawn from universities, schools or other organizations relevant
to the subject area itself. Their work can be informed by a range of other experts, such as developmental
psychologists, parents, practicing teachers and, in some cases, representatives of employer groups or
industry.
The syllabus writing process, however, also needs to be coordinated and managed so that the various
subject syllabuses remain consistent in approach and philosophy. Syllabuses should reflect the same
beliefs about how students learn and about teaching methodologies. They should be similar in format and
tone and use terms consistently so that teachers of more than one subject can easily access the
information and guidance which the syllabuses offer.
Therefore, what are the best ways to manage these complex processes?

System Management
System Management may be defined as the process of planning, implementing, monitoring and
evaluating the various parts of a system. In education, these parts can include strategic and operational
planning, human and financial resources, teacher education and accreditation, curriculum and student
assessment.
Traditionally curriculum has been centrally determined and the expectation of central authorities is that
students across the system will be taught the same thing the same way and often at the same time. While
this approach might give the perception of control over the quality of teaching, it does not guarantee that
the needs of individual students and of local communities are met.
Governance
The concept of governance refers to the ethics of an organization and the professional conduct of its
employees. Good governance is important in education systems because it ensures that systems focus
on delivering what is best for students and society.
There has therefore been a trend in curriculum development to more genuinely acknowledge the social
and economic needs of local communities and individual groups within society by decentralizing
curriculum, in effect by allowing local authorities and schools to develop their own curriculum. This
approach also has its risks, particularly in the degree to which:

the quality of curriculum can be guaranteed,

the risk of factionalism can be reduced, and

national goals and priorities will be pursued in a consistent way.

If these risks are managed well, decentralization of curriculum development can offer many benefits. For
example, it can increase the democratization of education by granting local stakeholders greater
autonomy and participation in curriculum design, implementation and evaluation consistent with the
achievement of national goals and standards.
Decentralization
Decentralization in education is the transfer of authority to regional, provincial and local levels. The
interdependencies of related educational organizations cannot be simplified into a hierarchical structure
or "solved" via a "top-down" approach.
The diverse modalities of decentralization may include:

the devolution of power and authority from a higher to a lower level,

wider sharing of educational management and governance functions,

broader participation in decision making processes, or

increased local autonomy in limited policy or management issues.

In some cases this trend has led to significant change in the bureaucratic structure of ministries of
education. For example, decentralization may mean the devolution of administration and implementation
functions from central to regional, provincial or local levels (administrative de-concentration).
The remainder of this section focuses on decentralization as a contemporary trend in system
management and governance, particularly in relation to curriculum processes. Decentralization has the
potential to foster the development of localized curricula which directly address a diversity of local (subnational) cultural and socio-economic realities. The final section explores opportunities, issues and
challenges presented by decentralization and localization of curricula through individual case studies

Development text book

This module offers opportunities for curriculum professionals to develop their understanding of policies
and processes related to the development of textbooks and other teaching / learning materials by
exploring:

Some features of a range of textbook development schemes;

Possible roles of the Ministry of Education in providing easily accessible and quality textbooks;

Approaches to ensuring quality textbook development;

The evaluation of textbooks using agreed criteria;

Other materials (both print and non-print) that can support the teaching and learning process;
The development of community-based supplementary teaching and learning material.

The module contains five activities:

1. Policies for provision management. General options for designing a policy for textbook
development.
2. Textbook evaluation and approval. Use of criteria for revising textbooks.
3. Supplementary teaching and learning materials. Enables discussion on the wider scope of
teaching materials that have to be considered for production and/or acquisition.
4. Decisions about implementing e-learning. Highlights some particular points to be considered
when planning the implementation of e-learning strategies.
5. The teacher as curriculum materials developer. Discuss teacher efforts to produce curriculum
materials sensitive to the local conditions.
Following these activities is a Resources section which contains a list of discussion papers and other
resources referred to in the activities, as well as additional reading material.

Conceptual framework
Equal access to quality basic education is a key educational policy target of all countries. In this
framework, quality teaching and learning materials are expected to be available for all students.

The textbook is one type of resource and a vital one in many contexts. In developing countries, textbooks
are a de facto syllabus and, apart from the teacher, the most important support for the acquisition of
knowledge and skills. They may also be the only source of information about the curriculum for the
teacher; the only books available in the average childs household, and the main source of reading for the
4
child .
This module explores trends in and processes of textbook development. In so doing the module
examines the obstacles that publishers, ministries of education, and other actors in this field may
encounter in their attempts to provide easily accessible and high quality textbooks. Policy strategies and
best practices are included.
Ideally teachers should have teaching-learning resources available in addition to textbooks. Access to the
internet opens up enormous opportunities to provide materials to supplement textbooks and enrich the
learning environment. However, the ready availability of these new materials also presents challenges to
traditional approaches to the evaluation and approval of teaching-learning resources.

Capacity building for curriculum development

While curriculum can be conceptualized in a number of ways, the notions of intended and
implemented curriculum are useful for curriculum developers.
The intended (or official) school curriculum is expressed in policy documents, curriculum frameworks or
guidelines, frameworks of standards and assessment, syllabi, textbooks and other instructional materials
and clearly defines the structure, content and methods of intended learning experiences. This intended
curriculum is then put into practice through real teachers interacting with real students in real schools. It is
the real or implemented curriculum that shapes students learning experiences and determined their
learning outcomes.
This module offers opportunities for curriculum professionals to develop their understanding of central
issues related to capacity building for curriculum implementation by exploring:

Approaches to encouraging discourse about curriculum philosophy, concepts, change and the
implications for education systems;

Strategies for promoting new approaches to teaching and learning, information and
communications technology;

Issues in school based training and teacher education;

Whole school issues.

This module is organized around three activities:

1. Approaches to capacity building. Discusses needs for training in a framework of continuous
capacity building.

2. Capacity building of curriculum professionals as a requisite for reform.Analyzes the needs

for technical training of curriculum specialists.
3. Teacher involvement in capacity building. Helps in revising the different attitudes that can
enable or block the capacity building processes.
Following these activities is a Resources section which contains a list of discussion papers and
additional resources referred to in the activities.

Conceptual framework
Curriculum change is a dynamic and challenging process, and its success depends on all stakeholders
having the capacity to develop or adopt a shared vision, positive attitudes and commitment. Moreover,
they need to develop the necessary professional competencies in the various aspects of curriculum
change.
Capacity building is defined here as the process of assisting an individual or group to gain insights,
knowledge and experiences needed to solve problems and implement change.
As well as developing the knowledge, skills and attitudes of individuals and groups engaged in curriculum
reform, it is important to empower them in such areas as policy formulation, curriculum design, textbook
development and evaluation, piloting and innovation, implementation and curriculum monitoring and
evaluation.
Capacity building for curriculum implementation has three important dimensions:

Improving competence and positive attitudes;

Developing innovative pedagogical approaches and models;

Attracting community participation and resources.

A range of capacities is required to facilitate curriculum implementation:

Understanding core concepts (such as: frameworks; local curricula; flexibility; learner-centred
approaches).

Understanding the curriculum implementation cycle.

Monitoring and supervising (for district personnel, teachers, inspectors, principals, etc.), which
includes:
o

Assessment of teaching and learning;

o
o

Supervision;
Monitoring and evaluation of curriculum implementation.

Capacity building is not only about developing the competence of those responsible for curriculum
implementation but involves changing the attitudes and behaviours of those who might oppose change.

Those engaged in curriculum implementation must be exposed to a variety of capacity building activities.
Training workshops, follow-up activities and school-based capacity building initiatives should al be part of
customized professional development programs.
The focus should be on building on strengths rather than highlighting what people lack or need. This is a
departure from the deficit model of training which focuses on weaknesses rather than what people are
capable of doing. Individuals must be given the opportunity to learn from one another and, in the process,
increase each others capacity. For teachers, the establishment of a teachers support network in every
school to provide collegial assistance on a continuing basis will help reduce teacher isolation and facilitate
the process of adoption of or adaptation to curriculum change. Furthermore, a network of colleagues
learning from and supporting each other is not only essential in building a community of practice, but it will
also help sustain the change process.

Process of curriculum implementation

This module offers opportunities for curriculum professionals to develop their understanding of
approaches to piloting by exploring:

Possible rationales and objectives for piloting;

Models for piloting;

Key issues in pilot planning and design;

Issues in monitoring and evaluating pilots;

Lessons and insights from successful pilots;

Piloting practices in local contexts in light of the experience of other countries;

The challenges involved making the transition from pilot initiative to mainstream provision.

The reflection proposed to the reader is organized in three activities:

1. Models for piloting. Discusses several possible models that could be selected to design and
conduct a pilot.
2. Pilot design. Helps in analyzing variables to be considered during the piloting.
3. From pilot to policy. Mainstreaming innovation. Helps participants to identify possible potholes
in the process to transfer pilot experiences to the whole educative system.
Following these activities is a Resources section which contains a list of discussion papers and other
resources referred to in the activities, as well as additional reading material.

Conceptual framework
A pilot occurs when an authority trials curriculum in a controlled, limited way in order to:

evaluate the likelihood of its success when fully implemented, and

identify its strengths and weaknesses.

If curriculum changes are introduced without the benefit of a pilot, the legitimacy of the change can be
challenged, resistance can increase and final implementation can be jeopardized. An effective pilot can
provide an operating curriculum model and an implementation model which will be attractive to policy
makers.
A pilot can be an important tool in curriculum development and can provide significant benefits at a
number of levels. As part of a change strategy, a curriculum pilot can:

Determine the feasibility of a proposed curriculum change;

Provide empirical evidence of curriculum viability;

Determine curriculum relevance to a variety of selected contexts;

Develop new curricula in realistic settings;

Encourage experimentation and creativity;

Promote or influence processes of policy change;

Identify possible impediments to change;

Build consensus around proposed policy change; and

Develop models or capacity for implementation.

Pilots are normally commissioned by government curriculum authorities, but may be conducted by
universities, non-governmental organizations (NGOs) or schools.
Effective piloting depends on the choice of an appropriate model and on strategic planning. The selection
of pilot groups and evaluation methods are often key issues but the development of strong partnerships
with stakeholders and the effective dissemination of findings are also likely to be important.
Participants in pilots also experience significant personal and professional development and can take
ownership of the proposed change. Lessons derived from the pilot can provide significant insights as they
help shape thinking, challenge assumptions, and contribute to the improvement of practice and to the
growth of research and theory building. However, pilots are often small scale projects, and the challenges
of moving from innovative pilot to mainstream implementation can only be met through collaborative
planning and long-term commitment from policy makers.

Curriculum evaluation and student assessment

This module offers opportunities for curriculum professionals to develop their understanding of curriculum
evaluation and student assessment by exploring:

International and regional trends and rationales for curriculum evaluation and student learning
assessment;

Types and methods of curriculum evaluation and student assessment;

Approaches to the restructuring of evaluation and assessment systems.

This module is organized in three activities:

1. Curriculum evaluation. The participant is guided through an analytical schema to plan the
evaluation of curricula.
2. Student assessment. Participants examine considerations about student assessment that are
regularly included in curriculum materials.
3. Assessment of learning outcomes in specific content areas. Strategies and special
modalities for the assessment of learning outcomes are analyzed for content areas recently
included in curricula.
Following these activities is a Resources section which contains a list of discussion papers and other
resources referred to in the activities, and a series of additional reading materials.

Conceptual framework
Curriculum evaluation is a necessary and important aspect of any national education system. It provides
the basis for curriculum policy decisions, for feedback on continuous curriculum adjustments and
processes of curriculum implementation.
The fundamental concerns of curriculum evaluation relate to:

Effectiveness and efficiency of translating government education policy into educational practice;

Status of curriculum contents and practices in the contexts of global, national and local concerns;
The achievement of the goals and aims of educational programmes.

Student assessment is an important aspect of curriculum evaluation which helps to facilitate the
understanding of the impact and outcome of education programmes. A fundamental measure of the
success of any curriculum is the quality of student learning. Knowing the extent to which students have
achieved the outcomes specified in the curriculum is fundamental to both improving teaching and
evaluating the curriculum.

Curriculum evaluation
The term evaluation generally applies to the process of making a value judgment. In education, the term
evaluation is used in reference to operations associated with curricula, programs, interventions,
methods of teaching and organizational factors. Curriculum evaluation aims to examine the impact of
implemented curriculum on student (learning) achievement so that the official curriculum can be revised if
necessary and to review teaching and learning processes in the classroom. Curriculum evaluation
establishes:

Specific strengths and weaknesses of a curriculum and its implementation;

Critical information for strategic changes and policy decisions;

Inputs needed for improved learning and teaching;

Indicators for monitoring.

Curriculum evaluation may be an internal activity and process conducted by the various units within the
education system for their own respective purposes. These units may include national Ministries of

Education, regional education authorities, institutional supervision and reporting systems, departments of
education, schools and communities.
Curriculum evaluation may also be external or commissioned review processes. These may be
undertaken regularly by special committees or task forces on the curriculum, or they may be researchbased studies on the state and effectiveness of various aspects of the curriculum and its implementation.
These processes might examine, for example, the effectiveness of curriculum content, existing
pedagogies and instructional approaches, teacher training and textbooks and instructional materials.

Student assessment
The ultimate goal of curriculum evaluation is to ensure that the curriculum is effective in promoting
improved quality of student learning. Student assessment therefore connotes assessment of student
learning. Assessment of student learning has always been a powerful influence on how and what
teachers teach and is thus an important source of feedback on the appropriateness implementation of
curriculum content.
Fulfilling the diverse objectives of diagnosis, certification and accountability requires different kinds of
assessment instruments and strategies selected to achieve specific purposes. Assessment of student
learning could be summative or formative, and there are various types of tests to address different needs
such as standardized tests, performance-based tests, ability tests, aptitude tests and intelligence tests.
In relation to curriculum, evaluation is the process of making value judgements about the merit or worth of
a part or the whole of a curriculum. The nature of a curriculum evaluation often depends on its audience
and purpose. The potential audiences include:

Policy makers and other stakeholders (administrators, teachers, students, parents, communities)
to inform future action.

Donors to attract funding or to report on the utilization of funds.

Researchers for international comparison and identification of effective practices.

Evaluation of curricula is typically concerned with the:

Impact of the curriculum:

o

on individual students, their needs, their level of engagement and their performance;

on society, including the appropriateness of values communicated and attitudes fostered,

and the level of public satisfaction;

on the economy including labour markets as an indicator of economic development;

process through which the curriculum was developed;

content and design of the curriculum compared with:

o

recent social, technological, economic or scientific changes;

o recent advances in educational research and educational paradigms;

possible future directions for curriculum change.

Implementing the Curriculum

This section gives guidance about how to refine and add more details to the proposed curriculum
design. To begin conceptualizing a new CSD program, refer to the mission statements of the
institution and the program. These statements will form the foundation of the program's curriculum
development and the delivery system. In addition, remember to balance the academic and clinical
education components to ensure the breadth and depth of the scope of practice.
Some programs may have unique features or may focus on a particular clinical setting or population
(e.g., medical vs. school-based focus).
The following considerations are critical in finalizing the curriculum design:
Ensure that program goals guide curriculum development, implementation, and assessment.

Specify the core knowledge and skills necessary to enter independent professional practice,
including

incorporating evidence-based practice in coursework and clinical education;

infusing multicultural elements into the curriculum;
including ethics education, contemporary professional issues, and business practices;
providing access to clients across the lifespan with a variety of communication disorders.

Identify student learning outcomes for the overall program and courses.
Ensure that your program reflects compliance with the CAA standards.

Ensure that your program reflects compliance with the Council For Clinical Certification's (CFCC)
standards, state licensure requirements, and state teacher certification requirements, as
appropriate.
Curriculum Sequence and Course Development
Although the program offerings and course descriptions were developed during the proposal phase,
the program director and faculty need to complete the program design in order to implement it fully.
This may include modifying the original curricular design and sequence to be consistent with the
faculty hiring plan and access to/procurement of needed space, materials, and equipment. Additional
considerations when designing and implementing the curriculum include the following:
Faculty participation in curriculum development

creating content and course outlines

mapping knowledge and skills (i.e., identifying courses across the curriculum where knowledge and
skills are taught)

refining course descriptions, if warranted

creating course syllabi and outlines to be submitted to curriculum committee for approval
identifying diagnostic tests and instructional materials to support student learning

Sequencing

balancing academic and clinical components of the curriculum

developing course sequences for students, if concentrations or tracks will be featured
creating a time frame for degree completion
determining required versus elective course work
incorporating a research component and capstone project (if required)

Additional considerations

determining the frequency of course offerings and number of sections per course

using distance learning and technology in course offerings (telecommunication technologies may be
used exclusively or in combination with a classroom setting [hybrid or blended courses])

A number of resources can guide faculty in planning curriculum and courses (see Section
5,Resources).
Administering the Clinical Education Component
Establishing a network of external clinical affiliations is critical to the success of the students, as
program administrators must ensure that students are exposed to a variety of clinical populations,
disorders, and ages and are able to adapt to different clinical sites. Students will be expected to
acquire knowledge and develop skills and abilities within the classroom as well as in clinical
placements. The program has the responsibility for assigning student clinical placements and also for
monitoring the students while in placement.
To initiate partnerships with a network of clinical sites, you may consider the following activities:

Disseminate literature about the new program.

Search the Web for clinical facilities in your geographic area/region.
Contact local pediatric and adult educational and health care facilities.
To secure and maintain the network, consider the following standard practices:
Develop a description of practicum placement criteria, including qualifications of supervisors.
Develop a clinical affiliation agreement.
Communicate frequently with the site.
Provide opportunities for orientation and appreciation of external clinical sites and supervisors.
A number of resources can guide faculty in clinical education and identifying best practices in
university-externship relationships (see Section 5, Resources).
Assessment
Assessment of Knowledge and Skills of Students

Formative assessment measures the development of academic knowledge and clinical skills
throughout the program of study and should be a component of each course (e.g., grading rubrics).
Assessment tools should include method of achievement, skills exhibited, and method of evaluation.
Develop procedures for evaluating the extent to which goals and objectives are achieved, and

develop and implement a plan for student remediation where necessary.

Faculty should determine overlap of assessment across the academic and clinical curriculum.
Examples of mechanisms in coursework include in-class projects as well as taking and analyzing a
language sample; clinical examples include case presentations, written evaluations, and supervisory

conferences.
Summative assessment is a comprehensive evaluation of learning outcomes at the culmination of
educational preparation. Summative assessment yields critical information for determining an
individual's achievement of knowledge and skills. The results of the final assessment may be used
to determine eligibility for graduation. Academic examples include mid-term exam, final exam,
capstone research project, and comprehensive exam. Clinical examples include mid-term and final
evaluation of clinical skills (in-house and externship practicum) and capstone research project.
Assessment of Program

Conduct regular and ongoing assessment of academic and clinical components, program quality,

currency, and effectiveness; use results for continuous improvement (e.g., curriculum changes).
Develop a plan for systematic self-study, including the mechanisms to evaluate each program
component and the schedule on which the evaluations are conducted and analyzed (e.g., strategic
planning, annual faculty retreat).

Evaluate consistency of offerings, resources, and student learning outcomes across delivery modes,
if applicable.

Examples of assessment mechanisms include student exit interviews, employer satisfaction

surveys, and alumni surveys; clinical supervisor evaluations; community members and advisory
board evaluations
Assessment of Faculty Members

Develop a plan for regular evaluation of faculty by program leadership.

Follow institutional policy/guidelines for retention, promotion, and tenure.
Examples include effectiveness of teaching (course and teacher evaluations, classroom observation,
evaluation committee, scholarship productivity, service to the university, community and discipline,
continuing education currency, and maintenance of credentials), service (campus and community),
and scholarship (research and publications).