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7 Strategies for Developing Your Own Curriculum as a New Teacher

Teachers

Developing curriculum is a tough assignment for first year teachers. However, understanding what to
expect and preparing ahead of time can be of great help. Here's a list of strategies for curriculum
building from various teaching professionals.

Learning to Build Your Curriculum

If you're looking to develop your own curriculum as a new teacher then you may find yourself
overloaded with curriculum building software, how-to articles, and numerous books. It's an
overwhelming process whether you're planning for preschool or graduate school. However, there are
general principles that you can use as a guideline for preparing your own curriculum. Here are seven
principles to get you started.

Focus on the Students

When writing curriculum, it helps to remember that it's not about writing the best lesson plans or
developing a perfect set of in-class projects and assignments. Instead, it's about meeting the needs of
the students in a way that ensures the material is understood, maintained, and applied in and out of the
classroom.

English educator, Dr. Todd Blake Finley, PhD has prepared a free Unit Plan document to lead first-year
teachers step by step through the curriculum-building process. In this downloadable PDF document he
lays out eight stepping stones to building a solid curriculum focused on student needs at all learning
levels.

Describe your vision, focus, objectives, and student needs.

Identify resources.

Develop experiences that meet your objectives.

Collect and devise materials.

Lock down the specifics of your task.

Develop plans, methods, and processes.

Create your students' experience.

Go!

Curriculum Building.

Ask for Help

Seek out seasoned teachers and ask for their input regarding your curriculum. If you don't have a
mentor think about asking a fellow teacher if he or she would be willing to walk alongside you during
the first year. There's no need to reinvent the wheel. Ask your mentor what he or she did when it came
to curriculum building during the first year. Professional teachers are a wealth of information and are
often more than willing to share their knowledge with others.

Choose a Supportive Program or Software

Most teachers will tell you that they don't plan their lessons or build curriculum on their own. In fact,
oftentimes supportive computer software, online programs, or basic planning maps are used as a guide.
Here are a couple of online resources recommended by teacher and curriculum developer Lily Jones:

Planning to Change the World plan book

Planbook.com

Online programs are especially encouraged as they enable teachers to access curriculum anytime, and
make modifications for future use. If you're on a budget, look for free resources online (i.e. Finley's Unit
Plan) or ask fellow teachers for a curriculum sample to use as a guide.

Computer based curriculum building tools.

Avoid Prepackaged Curriculum

Packaged curriculum can be a great learning tool especially if you're looking for a hands-on sample to go
by. However, it's not suggested that you use the curriculum as your set course of action. Boxed
curriculum tends to be scripted and fit one type of student or learning level. What works for one
teacher's students may not work for another teacher's students. In the end, you may find yourself re-
writing and restructuring the curriculum so it will fit the learning levels and needs of your students.

Schedule Planning Time

Creating multiple lesson plans in order to build curriculum takes time. It's important to schedule in
planning sessions and blocks of time to work on curriculum. Learning how to manage that time is also
important. Teachers shouldn't get bogged down on curriculum development. Work on it in sections or
by units. Set goals for yourself that fit in the allotted time and when time is up, step back and step away
for a break. It's not a race. It's your students' entire year of learning so make sure to handle it with care.

Schedule time for planning.

Remember U-Turns are Allowed

As a first year teacher developing curriculum for the first time, it's important to realize that it's not going
to be perfect the initial time around. It may not even be where you want it to be the fourth or fifth time
around and that's OK. Even when the finished product is ready for launch, there still may be a few bugs
to work out. That's why it's critical to put the curriculum into motion. Start teaching from it and see if it
works. You won't really know if the assignments, class projects, or even guest speakers are a good fit for
your class until they are presented. Be prepared because some things will work out perfectly while
others will need an immediate facelift. This is all part of the process of curriculum development.

Plan for Feedback and Assessments

Don't forget to build in assessments and time for feedback when developing your curriculum. You will
need to be able to measure how well students are doing. Set aside time to engage students in
conversations about the day's lesson and assignments. Find out what they liked or did not like and what
they might want to do differently. Encourage students to speak up if they didn't understand some of the
material presented as well.

At the end of the day, it's not about the curriculum or plan itself. It's about the students and how well
they understood the lessons presented. It's about the presentation of the material and the student's
ability to understand, retain, and apply it.

By Amanda Johnson
December 2019

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How to Develop a Curriculum

Co-authored by Emily Listmann, MA

Updated: December 30, 2019

A curriculum often consists of a guide for educators to teach content and skills. Some curricula are
general road maps, while others are quite detailed and give instructions for day to day learning.
Developing a curriculum can be quite challenging, especially when expectations have such a large range.
No matter the situation, it is important to start with a general topic and bring in more details with each
step. Finally, evaluate your work to see if any changes need to be made.
Part 1 of 3:

Seeing the Big Picture

Image titled Develop a Curriculum Step 1

Define the purpose of the curriculum. Your curriculum should have clear topic and purpose. The topic
should be appropriate for the age of the students and the environment in which the curriculum will be
taught.[1]

If you are asked to design a course, ask yourself questions about the general purpose of the course. Why
am I teaching this material? What do students need to know? What things do they need to learn how to
do?

For example, in developing a summer writing course for high school students, you’ll have to think
specifically about what you want the students to get out of the class. A possible purpose could be to
teach students how to write a one-act play.

Even if a topic and course are assigned to you, still ask yourself these questions so you have a good
understanding of the curriculum's purpose.

Image titled Develop a Curriculum Step 2

Choose an appropriate title. Depending on the learning objective, titling the curriculum may be a
straightforward process or one that requires greater thought. A curriculum for GED students can be
called "GED Preparation Curriculum." A program designed to assist adolescents with eating disorders
might require a carefully thought-out title that is attractive to teenagers and sensitive to their needs.

Image titled Develop a Curriculum Step 3

Establish a timeline. Talk to your supervisor about how much time you will have to teach the course.
Some courses last a full year and others last only one semester. If you are not teaching in a school, find
out how much time is allotted to your classes. Once you have a timeline, you can begin to organize your
curriculum into smaller sections.

Image titled Develop a Curriculum Step 4

Figure out how much you can cover in the time allotted. Use your knowledge of your students (age,
ability, etc.) and your knowledge of the content to get a sense of how much information you will be able
to cover in the time you were given. You do not need to plan activities just yet, but you can start to think
about what is possible.[2]

Consider how often you will see the students. Classes that meet once or twice per week may have a
different outcome than classes that meet every day.

For example, imagine that you are writing a theater curriculum. The difference between a two-hour
class that meets once a week for three weeks, and a two-hour class that meets every day for three
months is significant. In those three weeks, you might be able to put on a 10-minute play. Three months,
on the other hand, may be enough time for a full production.

This step may not apply to all teachers. Grade schools often follow state standards that outline the
topics that need to be covered over the course of the year. Students often take tests at the end of the
year, so there is much more pressure to cover all the standards.

Image titled Develop a Curriculum Step 5

Brainstorm a list of desired outcomes. Make a list of the content you want your students to learn and
what they should be able to do by the end of the course. It will later be important to have clear
objectives that outline the skills and knowledge your students will acquire. Without these objectives,
you will not be able to evaluate students or the efficacy of the curriculum.[3]

For example, in your summer playwriting course, you might want students to learn how to write a
scene, develop well-rounded characters, and create a storyline.

Teachers working in public schools in the United States are expected to follow government standards.
Most states have adopted the Common Core State Standards, which explain exactly what students
should be able to do by the end of the school year from grades K-12.[4]

Consult existing curricula for inspiration. [5] Check online for curricula or standards that have been
developed in your subject area. If you are working in a school, check with other teachers and supervisors
about curricula from previous years. Having a sample to work from makes developing your own
curriculum much easier.

For example, if you're teaching a playwriting class, you could do an online search for "Playwriting class
curriculum" or "Playwriting course standards."

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Part 2 of 3:

Filling in the Details

1

Make a template. Curricula are usually graphically organized in a way that includes a space for each
component. Some institutions ask educators to use a standardized template, so find out what is
expected of you. If no template is provided, find one online or create your own template. This will help
you keep your curriculum organized and presentable.

Identify the unit titles within the curriculum.[6] Units, or themes, are the main topics that will be
covered in the curriculum. Organize your brainstorm or state standards into unified sections that follow
a logical sequence. Units can cover big ideas like love, planets, or equations, and important topics like
multiplication or chemical reactions.[7] The number of units varies by curriculum and they can last
anywhere between one week and eight weeks.

A unit title can be one word or a short sentence. A unit about character development, for example,
could be called, “Creating deep characters.”

Create learning goals for each unit. Learning goals are the specific things that students will know and be
able to do by the end of the unit. You already gave this some thought when you first brainstormed ideas
for the class, now you have to be more specific. As you write your learning goals, keep important
questions in mind. What does the state require students to know? How do I want my students to think
about this topic? What will my students be able to do?[8] Often, you can pull learning goals right from
common core standards.[9]

Use SWBAT (Students will be able to). If you get stuck, try starting each learning goal with “Students will
be able to…” This works for both skills and content knowledge. For example, “Students will be able to
provide a two-page written analysis of the reasons behind the Civil War.” This requires students to both
know information (causes of the Civil War) and do something with the information (written analysis).

Write essential questions for each unit. Every unit needs 2-4 general questions that should be explored
throughout the unit. Essential questions guide students to understand the more important parts of the
theme. Essential questions are often big, complex questions that can’t always be answered in one
lesson.[10]

For example, an essential question for a middle school unit about fractions might be, “Why doesn’t
using division always make things smaller?” An essential question for a unit on character development
might be, “How does a person’s decisions and actions reveal aspects of their personality?”

5
Prepare appropriate learning experiences. Once you have an organized set of units, you can begin to
think about what kinds of materials, content, and experiences students will need in order to gain an
understanding of each theme. This can be covered by the textbook you will use, texts you plan to read,
projects, discussions, and trips.[11]

Keep your audience in mind. Remember that there are many ways for students to acquire skills and
knowledge. Try to choose books, multimedia, and activities that will engage the population you are
working with.

Include a plan for assessments. Students need to be evaluated on their performance. This helps the
student know if they were successful in understanding the content, and it helps the teacher know if they
were successful in delivering the content. Additionally, assessments help the teacher determine if any
changes need to be made to the curriculum in the future. There are many ways to assess student
performance, and assessments should be present throughout each unit.

Use formative assessments. Formative assessments are usually smaller, more informal assessments that
provide feedback on the learning process so you can make changes to the curriculum throughout the
unit. Although formative assessments are usually a part of the daily lesson plan, they can also be
included in the unit descriptions. Examples include journal entries, quizzes, collages, or short written
responses. [12]

Include summative assessments. Summative assessments occur once a full topic has been covered.
These assessments are appropriate for the end of a unit or at the end of the course. Examples of
summative assessments are tests, presentations, performances, papers, or portfolios.[13] These
assessments range from touching on specific details to answering essential questions or discussing
larger themes.

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Part 3 of 3:

Making it Work

Use the curriculum to plan lessons. Lesson planning is usually separate from the curriculum
development process. Although many teachers do write their own curricula, this is not always the case.
Sometimes the person who wrote the curriculum is not the same person who will teach it. Either way,
make sure you that what is outlined in the curriculum is used to guide lesson planning.[14]

Transfer the necessary information from your curriculum to your lesson plan. Include the name of the
unit, the essential questions, and the unit goal that you are working on during the lesson.
Ensure that lesson objectives lead students to reach the unit goals. Lesson objectives (also called aims,
goals, or “SWBAT”) are similar to unit goals, but must be more specific. Remember that students should
be able to complete the objective by the end of the lesson. For example, “Students will be able to
explain four causes of the Civil War” is specific enough that it can be tackled in one lesson.

Teach and observe the lessons. Once you’ve developed the curriculum, put it into action. You won’t
know if it is working until you try it out with real teachers and real students. Be aware of how students
respond to the topics, teaching methods, assessments, and lessons.[15]

Make revisions. Reflect on how the students respond to the material. This can happen in the middle of
the course, or once it has already finished. Revisions are important, especially since standards,
technology, and students are always changing.[16]

Ask key questions when you revise the curriculum. Are the students reaching the learning goals? Are
they able to answer the essential questions? Are students meeting state standards? Are students
prepared for the learning beyond your class? If not, consider making revisions the content, teaching
styles, and sequence.

You can revise any aspect of the curriculum, but everything must be aligned. Remember that any
revisions you make to general topics need to be reflected in the other areas. For example, if you change
a unit topic, remember to write new essential questions, objectives, and assessments.[17]

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Community Q&A

Question

What is the difference between a curriculum and a lesson plan?

Emily Listmann, MA

Master's Degree, Education, Stanford University

Expert Answer

Curriculum is the all-encompassing definition of the material being taught for a segment being
referenced -- whether that be an entire course or one lesson. So you could reference today’s class
curriculum or the curriculum for the entire course. A lesson plan, on the other hand, is simply one class
worth of curriculum (though if you were unable to finish in one class, sometimes you will continue that
“lesson” in another class).

Not Helpful 0 Helpful 7

Question

How do I develop a science curriculum for my students?

Emily Listmann, MA

Master's Degree, Education, Stanford University

Expert Answer

Try searching online using different variations of keywords. For example, for a biology class you might
try keywords like "biology class curriculum," "biology class syllabus," or "biology course standards."

Not Helpful 3 Helpful 10

Question

Why is the first step important in the curriculum development?

Community Answer

The objectives are the basic road map to the learning experience. They draw the focus and drive the
instruction. Before you can start a curriculum you need to establish exactly what you'll be teaching and
to whom.

Not Helpful 1 Helpful 28

Question

Is a curriculum prepared for each class?

Community Answer

No. A curriculum is a general guideline of what you wish to cover throughout the school year. What you
prepare for each class is called a lesson plan.

Not Helpful 5 Helpful 31

Question

What is meant by "sustained shared thinking"?

Community Answer

Sustained shared thinking is an activity that requires two or more people to work together to solve a
problem. This is an approach that can be used as a learning objective if you would like students to
practice this behavior.

Not Helpful 3 Helpful 12

Question

Should detailed lesson plans be included in the curriculum or just a sample?

Community Answer

They should probably be in the curriculum itself in order for the curriculum to be considered complete.

Not Helpful 1 Helpful 7

Question

Can you protect your program from someone copying it?

Matthew Stoddard

Community Answer

You can copyright the curriculum for legal protection, but the practical reality is that it all depends on
who has access to the program documents. You can have the documents in a password-restricted web
page, for example, but that doesn't stop an employee from copying the material and taking it with him if
he leaves. In order to protect the copyright over time, it would be advisable to have someone
periodically search the web for copies of the curriculum and take the appropriate legal steps to have it
removed if a copy is found.

Not Helpful 3 Helpful 6

Question

Can I hire somebody to create a school curriculum?

Community Answer

Yes, there many instructional design professionals and consultants that you can hire to create school
curriculum.

Not Helpful 0 Helpful 4

Question

I want to create a curriculum to open an online traffic school, and I am not to sure if I am doing it
correctly. What consultants can I get in touch with to help me?

Kim G

Top Answerer
You can start by consulting with your state's Department of Transportation to find the requirements for
setting up a traffic school. For the business aspect of setting up the school, your state's Small Business
Association can help.

Not Helpful 0 Helpful 0

Unanswered Questions

The Youth Resource Academy established in Sierra Leone needs curriculums in dress-making,
cosmetology, catering, secretarial work, office management and screen printing. How can those best be
developed?

Answer

Should I include the very questions that my students will be tested on in my curriculum?

Answer

How do I develop a curriculum program?

Answer

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References

↑https://teaching.unsw.edu.au/setting-and-revising-curriculum

↑https://teaching.unsw.edu.au/setting-and-revising-curriculum

↑http://www.edutopia.org/blog/planning-best-curriculum-unit-ever-todd-finley

↑http://academicbenchmarks.com/common-core-state-adoption-map/

↑http://www.connectionsacademy.com/curriculum

↑https://www.pdesas.org/ContentWeb/Content/Content/6095/UnitPlan

↑http://files.eric.ed.gov/fulltext/ED509803.pdf

↑http://files.eric.ed.gov/fulltext/ED509803.pdf

↑http://www.corestandards.org/read-the-standards/

More References (8)

About This Article

Emily Listmann, MA

Master's Degree, Education, Stanford University

This article was co-authored by Emily Listmann, MA. Emily Listmann is a private tutor in San Carlos,
California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep
Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014.

38 votes - 97%
Co-authors: 13

Updated: December 30, 2019

Views: 518,746

Categories: Teacher Resources

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Types of Curriculum Models

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Lesson Transcript

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

Educators use guides to help them decide what, when, and how to teach. These curriculum guides are
based on models. Have you ever thought about where your lesson plans came from? Let's take a look at
how curriculum models mold our teaching.

What Are Curriculum Models?

To understand curriculum models we need to take a step back and talk about curriculum itself.
Curriculum can be defined as a plan used in education that directs teacher instruction. Many districts
and schools use a tool designed to help teachers pace their lessons, called a curriculum guide. But a
curriculum and a curriculum guide don't just come out of thin air. Time and energy goes into the
creation of these documents. This process is known as curriculum development.

All of these things are based on a curriculum model. A model is really the first step in curriculum
development. A curriculum model determines the type of curriculum used; it encompasses educational
philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to
design curriculum, you won't come across many curriculum models. However, it's good for educators to
be familiar with the models used in their schools.

Key Curriculum Components

Curriculum models have five areas they define, each looking at education from a different slant. The
focus concept looks at a subject or a student and centers instruction on them. The approach component
is a traditional or modern method and looks at the type of instruction that will be used. In the content
component, a slant towards a topic-based or content-based is used, asking how units or strands will be
written. The process structure looks at assessment: formative or accumulative. Finally, structure
components focus on the system of review, determining how the curriculum will come up for revision.

Product and Process Models

Curriculum models can be broken down into two very broad models, the product model and the process
model. Luckily, these two models are just as they sound.

The Product Model - You may see this in portions of your curriculum. This model is focused on results,
like grades or reaching an objective. The majority of the weight is focused more on the finished product
than what is happening in the learning process.

The Process Model - Conversely, this process model focuses on how things happen in the learning and is
more open-ended. Curriculum focusing on the process model emphasizes how students are learning,
what their thinking is, and how it will impact future learning.

Curriculum Model Frameworks

To dive in a bit further before we look at specific models, let's talk about how some curriculum models
are framed. Five broad categories can be used to define the focus of curriculum models:

Subject- or discipline-centered - In this framework, the curriculum is organized around subjects, like
math or science.

Integrated - Just like it sounds, this framework pulls many subjects together. We see this model used in
problem-based learning and experiential learning.

Spiral - In this framework, the content is presented several times across the span of the school year.
Seen mostly in math, using this design allows students to be introduced and then revisit material often.

Inquiry- or problem-based - Not to be confused with integrated models, this curriculum focuses on a
central problem or question. In this frame, all curriculum is problem-based, while in integrated it may or
may not be.

Experiential - Using this framework allows students to participate in real-life ways with their work such
as, experimenting with hypothesis, working through problems, and finding solutions.

You may recognize some of the above frames in your own lesson plans. Now, let's look at three models
we also see in our current curriculum.

Popular Curriculum Models

There are countless models of curriculum, many of them blends of several styles. There are, however,
two main models looked at as the basis for all curriculum. And to make things easy for us, each is named
after its creator.
The Tyler Model

The Tyler model was created by Ralph Tyler in 1949. He guided his model with four questions:

What educational purposes should the education strive for?

What educational experiences can be provided to attain these purposes?

How can we organize these educational experiences?

How will we know if these purposes are being attained?

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