Curriculum Design: Approaches, Models, and Importance of Learner Feedback

This report discusses the purpose and needs for designing and developing a curriculum, approaches and models of curriculum design and development, importance of learner feedback, management of risks, and methods to evaluate and monitor the curriculum design's development. It also includes a curriculum plan for an education and training programme in mathematics for students aged 8-10 years.

CURRICULUM DESIGN

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
Task-1..............................................................................................................................................3
Purpose of curriculum design and development..........................................................................3
Approaches and models of curriculum design and development................................................4
Importance of learner's feedback.................................................................................................5
Management of risks....................................................................................................................6
Methods to monitor and evaluate curriculum..............................................................................7
TASK-2............................................................................................................................................7
Learning objectives and outcomes required for curriculum design.............................................7
Curriculum for an education and training programme................................................................8
Assessment approaches to meet the learning outcomes .............................................................9
Resources to support the curriculum ...........................................................................................9
TASK-3..........................................................................................................................................10
Achievement of the learning outcomes......................................................................................10
Evaluation of the delivery of the training programme...............................................................11
Areas for improvement..............................................................................................................11
Improvements to training curriculum........................................................................................13
CONCLUSION..............................................................................................................................14
REFERENCES..............................................................................................................................15

INTRODUCTION
Curriculum design refers to creating an overall blueprint of the courses or mapping the
content according to the learning aims, and providing ways for the development or building of a
course or a course outline. This discussion provides a report that provides the analysis and
examination of the purpose and needs for designing and developing a curriculum. Also, the
approaches and models that are required to develop a curriculum design are discussed in the
report. Importance of the learner feedback in the development of a curriculum design are also
discussed in the report. And lastly, the report discusses the ways to manage risks and methods to
evaluate and monitor the curriculum design's development. Further, in the discussion a
curriculum plan is prepared for the identification of the learning objectives, for the education and
training programme, for planning approaches for the fulfilment of the learning outcomes and the
required code of conduct or set of regulations for achieving the same. Lastly, the resources for
supporting the curriculum are presented in the plan. Then, a review report is provided below
regarding the evaluations and assessments of the education and training curriculum design and
the areas in which improvement is essentially required.
MAIN BODY
Task-1
Purpose of curriculum design and development
Curriculum refers to a sequence of experiences that are planned and based on standards
which supports and guides students in practising and achieving proficiency in the content and the
learning skills that are applied or implemented (Mohanasundaram., 2018). Curriculum is
basically a central guiding tool or approach for all the educators providing them knowledge
regarding the essentials for learning and teaching, because of which every student gets rigorous
experiences academically. It precisely focuses on the designing and development of an educative
and instructional programme through following and implementing which to their routine the
students achieve their ideals, aspirations and goals. Each curriculum is designed by the teachers
with a precise educational purpose or aim in their minds. The end goal of the curriculum
designing and development is to specifically improvize and enhance the quality of student
learning. This is a major reason but there are other reasons as well to design and develop a
curriculum. There are basically three types of curriculum designs. These are subject-centred
design, learner-centred design and problem-centred design.

Designing and development of curriculum is necessary for many reasons. Some of these
reasons are discussed further (Voogt. Pieters. and Handelzalts., 2016). Firstly, development of
curriculum provides clearance of the goals and purposes, the curriculum provides the description
of the goals in written format which are basically the outcomes that the students will work
towards, by specifying these objectives and aims in a behavioural language and with
considerable details the support to students can be enhanced. Then, through developing a
curriculum a continuous evaluation and assessment can be done regarding the performance of the
students and the quality of education provided or the ways through which the students are
following the regulations can be improved. This can be done through regular reviewing of the
curriculum that is prepared by an institution. Through development of curriculum the time and
resources of the institution will be used efficiently and effectively. This is because a proper road
map is provided to the teachers as well as the students, so they are precise about what they need
to do and how they need to do so. Also, it provides a rational sequence of the activities in a
developmental way.
Approaches and models of curriculum design and development
APPROACHES
1. Humanistic approach — This approach precisely focuses on the child- centred movement
and a progressive philosophical approach. It considers both the formal as well as the
informal curriculum, that can also be considered as the planned or the hidden curriculum.
This approach believes that the prime consideration of a curriculum is overall
development of an individual or child (McConnell. Conrad. and Uhrmacher., 2020).
2. Behavioural approach — This approach is specifically dependent on the blueprint, in
which the objectives and goals are mentioned, activity and content arrangement is also
provided for the reason of matching with the objectives of learning. In this approach the
outcomes of learning are also evaluated and analysed in terms of the objectives and goals
that were set in the beginning (Kozikoğlu. and Uygun., 2018).
3. Systems approach — This approach is influenced by the systems theory. This approach
examines the different parts of the school overall with regard to their relation with each
other. The systems approach is represented through an organizational chart of a school in
particular. This approach provides a description regarding the relationships among in-line
staff of the human resources and also the ways through which decisions making is done.

MODELS
1. Learner- centred design — This design focuses n the needs and requirements of the
students and also their goals and interests. This model states that students are not always
uniform, and they are also individuals. Hence, their curriculum should not be
standardized in all cases. Through this model the learners are empowered to make
choices regarding their education's shaping (Darsih., 2018).
2. Subject- centred design — This model focuses on a single or particular discipline or
subject matter, like, biology, literature or mathematics. Rather than focusing on the
student this model focuses on the discipline or subject matter in particular (Hooper.
Molineux. and Wood., 2020).
3. Problem- centred design — This curriculum design teaches the students the ways in
which they should look at a particular problem and then formulate a solution accordingly.
This design specifically engages the students in authenticated learning as the students are
exposed to practical and real-life skills and issues, which can be transferable to real world
too. This design enhances the levels of innovation, collaboration and creativity within the
students (Rodrigo., 2017).
Importance of learner's feedback
Feedback refers to an important part of the procedure of learning efficiently and
effectively and for the purpose of enhancing the learning experiences of the students. Student
feedback is a widely employed method for the evaluation and enhancement of the effectiveness
of the teaching procedures (Wiliam., 2016). The student's feedback gives the teachers and the
management sector of the schools or institutions to be knowledgeable about the effective and
ineffective teaching skills used by the teachers. Through this the teachers can improvize
according to the demands of the students and the students can also get hold of more quality
education. These feedbacks can be gathered through many ways, some of which are, through
classroom suggestions, surveys, focus groups, etc.
The major purpose of the learner's feedback in the evaluation and the process of learning
is to improve the performance of the students by improving the performance and the teaching
skills of the teachers. The reason for developing a feedback is not to put a damper on the
performance of the students. It is necessary that the feedback that is provided by the learners or
students is either positive or neutral experience of learning for the student. But if the feedback is

negative then it is a matter of extreme concern and the curriculum is not at all playing the role it
was specifically developed and designed for. Feedback helps the students as well as the teachers
and also the overall institution. Through an honest and clear feedback from the students, the
teachers and the managerial staff will be clear regarding the efficiency of the teachers and also a
clear view of which teacher needs improvement in which aspect in particular. Through this the
teachers get to know the areas they are lacking in and start working on those aspects, through this
their skills are improved and the students get better quality education which further enhances
their skills and capabilities too, and also their results. And due to the efficient teachers and skilful
students the name of the institutions become well-reputed and recognized.
Management of risks
Risk management refers to the process of taking actions on the basis of the decisions
which will support in minimizing or totally minimize the unfavourable impacts of risk upon a
company or business organization (Friday. and et.al., 2018). In the case of schools, the risks that
are possible can be injury of a pupil, an angry parent filing a lawsuit, or any kind of damage to
the reputation of the school. Risk management is a very important aspect that needs to be
considered in the case of schools and specially in the sector of curriculum designing and
development. In schools the risk management is necessary because these techniques keep the
faculty, students and the finances of the school safe from any hindrance or harm, and also
protects the financial assets of the schools and lowers the legal liability of the school too. During
the development of a curriculum the risks can be amendments in the provided courses,
professional teachers leaving due to some emergencies, lack of capital for providing the most
suitable and quality education that is required by the students, etc.
Risks can be managed through better evaluation and examination of all the aspects that
are connected or related to the preparation of the curriculum. These aspects can be the students,
teachers, institution, etc. These aspects need to be critically analysed before preparation of a
curriculum. This refers to that the demands and the requirements of the students and their parents
in particular regarding the educational quality and their results need to be examined, the skills
that the teachers have and the skills that they lack or the skills that require improvements need to
be analysed too and also the overall requirements, goals and objectives of the institution or
schools should also be analysed and then accordingly actions should be taken. And if any risks
are present or hindrances occur, changes should be made accordingly.

Methods to monitor and evaluate curriculum
Monitoring and evaluating the curriculum in particular durations is necessary and
essential as it helps to find out if there are any problems or issues present in the curriculum and if
any improvements are to be made. There are basically two major types through which evaluation
of a curriculum can be done. These are, summative and formative. They examine the
effectiveness of the academic curriculum design.
Formative evaluation refers to the assessment of the curriculum in the same way as it
being used within the institution (Buelin. and et.al., 2019). Through formative assessment or
evaluation the feedback regarding the working and impact of the curriculum can be generated on
consistent basis, due to which it is not necessary to wait till the end of the whole school year.
This evaluation helps or allows the administrators and educators or teachers of the school to
make any kind of changes that are required within the curriculum during the progress of the
school year and allows the students and teachers to adapt the different styles of learning
implemented in the curriculum.
Summative evaluation on the other hand does not take place consistently like the
formative evaluation, and also does not provide ongoing feedback. Rather the summative
evaluation is done when the course or the school year ends or through the standardized
assessment testing. Summative evaluations review the outcomes in comparison to the benchmark
standards that are set in the beginning of the year in the curriculum. If the standards are matched
the curriculum is considered successful and if not then improvements are to made in the
curriculum. These are very different from that of the formative assessments.
TASK-2
Learning objectives and outcomes required for curriculum design
The major learning objectives of a curriculum design includes the development of the
blue print of the course for the students within their schools which helps them in enhancing the
learning and development of an individual. Curriculum design aims to develop a course for the
student according to their age that helps them in enhancing their personality development and
add to their level of understanding with the schools (Pieters, Voogt, and Pareja Roblin, 2019).
The curriculum design helps the students on improving their existing knowledge. The teachers
aim to improve the knowledge and understanding of the students by providing the students with

the learning material, include certain subject that helps the students in developing an
understanding towards new concepts that are necessary to be studied by them.
The teachers aim to develop a curriculum design that helps the students in developing
certain skills within themselves that includes contextualization of the information, praxis and
procedures, precarious thinking and research and communication. The teachers plan to develop
an understanding within the students towards using the theoretical knowledge in the practical
life, solve the required problems that they face as an individual within their lives, learn basic
maths, physics, chemistry, biology that helps them in the later years for the career enhancement.
Another learning outcome that the teachers expect from the students includes recognising and
analysing different kinds of behaviours, evaluating the best practices, synthesizing their
knowledge and then use the same in order to form insights.
Curriculum for an education and training programme
The current curriculum aims to providing training programme for the students aging from
8 to 10 years of age and the chosen subject is mathematics.
Learning goals
 To develop an understanding towards the subject.
 Enhance their interpersonal skills such as communication as well as the professional
skills such research and development.
 To develop an ability within the child that helps them in implementing the theoretical
knowledge into the practical aspects of the lives.
Time constraints: 3 months
Instructional methods
 Visual games and picture books including charts and various other shapes in order to
teach them geometry.
 Providing the students with puzzle games related to the maths subject in order to make it
easy for them to be able to understand the basic mathematical concepts that helps them in
their day to day lives (Gamson, Eckert, and Anderson, 2019).
 Similar, index cards will be used in order to make the students aware about BODMAS.
 Practice interactive methods of teaching which allows the students to come up with their
questions that helps them in clearing their doubts within the class.

 Using Abacus as a tool to improve the mathematical calculations of the students and
increase their calculating speed.
Evaluation programme
 In order to check the progress of the students within the classroom, there will be surprise
tests that will help the teacher in determining whether the students are understanding the
subject or not.
 Another way of determining the progress includes comparing the current results of the
students with their past results.
Assessment approaches to meet the learning outcomes
Only implementing different methods in order to make the student aware about a
particular subject is not enough, however, the teacher should be able to determine whether the
approaches used by them are able to meet the needs of the students or not (Hrivnak, 2019). For
the same, it is important for tutors to implement certain strategies or approaches that helps them
in identifying the success rate of their teaching practices. Assessment approaches that will be
used are explained below:
Feedbacks: The teachers should often conduct surveys and promote feedbacks from the students
as well as their parents in order to understand whether the students are able to understand what
has been taught to them or not. The feedbacks will help the tutor in determining the challenges
faced by the students associated with their teaching practices as well as the curriculum designing.
Summative assessments: The teachers will conduct summative tests for the students in order to
determine the understanding of the students towards the subject. The summative assessments
will include the questions on the basis of the topics covered within the classroom. The
performance of the students within the class will help the students in determining the level of
understanding of the students and determine those students that requires extra attention.
Oral tests: The tutor will also conduct oral test in order to improve the communication skills of
the students. Oral tests will also help the students in strengthening their capacity to calculate
orally and also use their skills practically.
Resources to support the curriculum
In order to conduct an educational training and development programme, the teachers
will need certain resources in order to support the curriculum. With respect to the existing
curriculum, the resources required have been explained below:

 The teachers will need to provide the students with required study materials and books
that help the students in understanding the mathematical concepts and enhance their
learning towards mathematical problems (Marek, and Wu, 2020).
 The teachers will also need to provide the students with abacus. The abacus helps the
students in doing quick calculations.
 There will be a need of white boards within the classroom where the tutor can explain the
concepts and solve the mathematical problems in order to make the students understand
about the same.
 Visuals related to the mathematical concepts which helps the students in understanding
the subject easily and develop an ability to use the basic maths within the day to day
working life of an individual.
 Provide the students with questions for practice in order to improve their mathematical
knowledge and help them increasing their grades within the final examination.
 Puzzle games which involves calculations will also be required by the teacher. The
puzzle game will make it easy for the tutor to make the students understand about the
doing calculations and solving the required questions within the classroom.
TASK-3
Achievement of the learning outcomes
It has been identified that the curriculum designed for the students has been partly
successful. Certain learning outcomes were achieved and a few still remains unfulfilled. The
learning outcomes that have been achieved are as follows:
 It has been observed on the basis of the oral tests, that certain students who earlier did not
speak a word within the class are now able to communicate with the teacher efficiently.
They have been raising the questions along with the doubts associated with the subject.
Also, it has been noticed that the students trying hard to calculate something orally
(Gibbons, and Trifkovic, 2019). This is helping them in enhancing the calculating speed.
Therefore, with the help of the curriculum design, the students are able to enhance their
calculation skills along with the communication skills.
 It has been identified that the curriculum design helped the students in developing an
understanding towards the mathematical concepts within the classroom. The curriculum
designed for the students was made in such a way that helps the students raising

questions if they are unable to understand something. Also, the teachers promoted the
concept of feedbacks from the students and the parents which helped the students in
stating whether they are understanding the subject or not. Also, the feedbacks helped the
tutors in determining the weak spots where the tutors needed improvement or change
their methods or practice of teaching.
 However, it has been determined the students find it difficult to use the abacus within the
classroom. Also, there are certain students who are still unable to make the necessary
calculations within the class.
Evaluation of the delivery of the training programme
In order to provide the students with the training programme, the teachers did
communicate with the students as well as their parents in order to make them understand about
the key learning outcomes of the training programme (Taylor, and Brickhill, 2018). This helped
the students in gaining an understanding towards the objectives of the training programme and
helped their parents in deciding whether they should enrol their child for the development of
these mathematical skills or not.
It has been identified that the students were taught by using certain tools such as abacus
but many students were unable to understand how to use the abacus for the purpose of making
quick calculations within the classroom.
The teachers also used several motivating strategies in order to increase the engagement
of the students within the training programme (Jurado-de-los-Santos, and et.al 2021). The
teachers used to communicate with the students stating whoever will make the calculations first,
will be rewarded with a special gift among all the students within the classroom. This helped the
students in motivating the students and allow them take interest within the class and develop an
understanding towards the mathematical calculations faster.
Therefore, it can be stated that the educational training programme was partly successful
in delivering the training to the students within the class with the help of the curriculum design.
Areas for improvement
Key areas Strategies Time required Resources
Abacus In order to provide the
students with the
techniques of using
3 months Abacus, study
material, notebooks,
pen, pencil.

abacus, the teacher
will take a special
class (Wijnen-Meijer,
2019). The teacher
will begin by stating
the basics of an
abacus and what are
its uses and how it
should be used by
them.
The teacher will
initiate the process of
learning and
enhancing the
understanding of the
students by making
them learn simple
calculations such as
addition, subtraction
using the abacus.
Critical thinking skills For the purpose of
developing the critical
thinking skills within
the students, the tutor
will encourage the
students to ask basic
questions associated
with the subject.
Similarly, the teachers
will also raise
questions to the
2 months Wijnen-
Meijer, M., 2019
Question books that
includes the relevant
questions
Logical reasoning
question books,
notebooks, pen

students that allow the
students to think
about a particular
problem and in what
ways that they could
solve the same within
the class.
Also, provide the
students with certain
facts that helps them
to think critically but
at the same time
ensure that not
everything that is
taught to them needs
to be questioned
without any basis.
Improvements to training curriculum
It has been identified that the teachers need to develop certain strategies that helps them
in enhancing the training curriculum and also enhance the outcomes of the same. For the same,
the necessary improvements have been stated below:
It has been identified that their certain students who are unable to understand the concepts of
using the abacus (Druzhinina, and et.al 2018). Therefore, the teachers will hire an abacus
professional which will provide the students with a brief insight about what is abacus, how it is
used and how it is beneficial in making quick calculations. Also, the tutor will provide the
students with a step by step guide that helps the students in understanding how the abacus is
used. This will in turn help the students in making quick calculations.
Similarly, there is a need to improve the critical thinking skills within the students. For the same,
the teachers will put up certain critical questions associated with the subject in front of the
students within the class (He, and Fu, 2022). Similarly, the tutor will also ask the students to
raise questions about the subject and communicate with the teacher if they are unable to

understand something. Encouraging the students to ask questions and providing them with
questions relating to the logical reasoning will be helpful for the students for the purpose of
developing critical thinking skills within themselves.
Make use of inclusive teaching practices so that each and every student within the class can
easily understand the subject. In order to teach the kids that visually impaired, a special teacher
will be called that will help them in learning the mathematical skills. And for the students that
have low hearing capacity, the teachers will, make use of videos so that they can easily
understand the subject.
CONCLUSION
This discussion provides a description regarding the meaning and importance of
curriculum design and the management of risks and analysing the methods. Also, the discussion
provides a curriculum plan that is specialized and made to meet the requirements of the learners
or students. And lastly, a review report is provided above regarding the curriculum plan
developed.

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