Curriculum Design: Purpose, Approaches, Feedback, Risk Management and Evaluation Methodologies

This report discusses the purpose, approaches, feedback, risk management, and evaluation methodologies of curriculum design. It includes identifying learning objectives and outcomes, producing a curriculum for an education and training programme, and evaluating the achievement of learning outcomes.

Curriculum Design

Table of Contents
INTRODUCTION...........................................................................................................................4
TASK 1............................................................................................................................................4
1.1 Analyse the purpose of curriculum design and development...........................................4
1.2 Evaluate approaches and models of curriculum design and development used...............5
1.3 Explain the importance of learner feedback when developing curriculum......................6
1.4 Analyse how to manage risks when developing curriculum............................................7
1.5 Evaluate methodologies used to monitor and evaluate curriculum..................................8
TASK 2............................................................................................................................................9
2.1 Identify learning objectives and outcomes needed for curriculum design.......................9
2.2 Produce a curriculum for an education and training programme.....................................9
2.3 Plan assessment approaches to meet the learning outcomes of curriculum following the
necessary guidelines.............................................................................................................12
2.4 Produce resources to support the curriculum.................................................................12
TASK 3..........................................................................................................................................13
3.1 Evaluate the achievement of the learning outcomes of an education and training
curriculum.............................................................................................................................13
3.2 Evaluate the delivery of an education and training curriculum......................................15
3.3 Identify areas for improvement for education and training curriculum.........................16
3.4 Make improvements to education and training curriculum............................................17
CONCLUSION..............................................................................................................................17
REFERENCES..............................................................................................................................19
Books and Journals:..............................................................................................................19

INTRODUCTION
Teaching and learning is defined as a process which include various elements which aids
the learners to learn new things and develop their skills. Teachers deliver presentation, lessons to
their students which aids them to enhance their knowledge and skills. In order to perform the role
of teacher, it is crucial to develop the curriculum in an effective and efficient manner as it make
the division of entire learning programme in several stages (Wu and Chen, 2021). The chosen
area of specialisation for this report is English Grammar. This report include the concept of
curriculum design and development involving purpose, models and approaches. In addition to
this, it also involve importance of feedback of learners, factors of managing risks along with the
evaluation of methodologies for monitoring and evaluating curriculum.
TASK 1
1.1 Analyse the purpose of curriculum design and development.
Designing and development of curriculum is defined as a procedure of taking a subject
and then create plan for the purpose of effectively teaching to the students. Below mentioned are
the several purpose of curriculum design and development: Academic purpose: Curriculum is designed and developed for the purpose of creating
several lessons and divide the entire course in different portions. The academic purpose
of designing and developing curriculum is to divide the entire course curriculum in
different lessons. It help the students in learning the concepts in a systematic manner. Social Purpose: Through the designing and development of curriculum, the teachers
focus on the development of their students. Higher the educated and skilled people
available in the society leads to the growth and development of community
(Mohanasundaram, 2018). Effective development of curriculum leads to the overall
development of society. The students also get to know about the social norms. Economic Purpose: Another purpose of curriculum design and development is related to
the economic development. Students can gain skills and knowledge in an effective and
efficient manner, if the curriculum is designed effectively. Students with proper skills and
knowledge will get best career opportunity which leads to the enhancement of entire
economy.

 Political Purpose: Through the development and designing of curriculum, the teacher
can provide the knowledge of related laws and political structure of respective country.
Political purpose can be achieved through developing some lessons which describe about
the power of politics.
1.2 Evaluate approaches and models of curriculum design and development used.
Approaches of curriculum design and development
Below mentioned are the several approaches used for curriculum design and development: Subject centred: As per this approach, curriculum is designed or developed around a
particular specific area of knowledge. This approach is majorly used by the teachers of
English grammar while doing designing and development of curriculum. While adopting
this approach, I have to prepare the list of examples stating the process which I will adopt
while teaching students English grammar. Learner centred: It is defined as the approach which majorly focus on the social and
personal requirements of students. This approach of curriculum development help the
educator to understand the concept of English grammar to face the present issues. It is
crucial for the teacher to prepare the curriculum in such a manner, so that the needs of
students can be meet in an effective and efficient manner (Macalister and Nation, 2019).
It should include the entire stages of learning, so it involve group interaction,
development of personal values and many more.
 Problem centred: This approach majorly focus on creating the strength of facing
problems during studies along with finding the best solution to the respective problem. It
also leads to the improvement in the relevancy of curriculum and permits the learners to
become more innovative and creative in their learning.
Models of curriculum design and development
 Product Model curriculum by Tyler, R. W. (1949): It is the majorly used curriculum
development model which is being used by the modern educators (Choppin and et. al.,
2018). Basically, the product model curriculum explain the process of formulating
educational objectives, organising them, analysing them and then making adjustments, so
that the objectives of students can be attained in an effective and efficient manner. It is
essential for the teacher to provide answer of below mentioned four question while
adopting this method:

◦ Determining the purpose of schools.
◦ Identification of experience of education linked with the purpose.
◦ Experiences organising
◦ Evaluating the purposes.
 Process Model curriculum by Stenhouse, L. (1975): The adoption of this model in the
process of curriculum designing and development majorly focus on the knowledge as it
help the students in understanding the concepts in an effective and efficient manner. This
model define three aspects to curriculum which include content, sequence and strategies
related to teaching.
1.3 Explain the importance of learner feedback when developing curriculum.
It is found as crucial for the teachers to know about the feedback while performing the
process of curriculum development. Below mentioned are the several factors which state the
importance of learner feedback when developing curriculum: Ensuring inclusive curriculum: Through getting feedback from learners, the teachers
can make sure about the inclusive curriculum as it is necessary for them to make
inclusive in order to effectively learning lessons along with gaining skills and knowledge. Strength and weakness of curriculum: Feedback from learners help the teacher in
knowing about the strengths and weaknesses of curriculum designed and developed by
the teachers. Through knowing the strength and weakness, the teachers can develop the
curriculum in an effective and efficient manner. Amend and adjust: After knowing about the strengths and weakness of curriculum, the
teachers are able to to amendment along with making the adjustments according to the
requirements of learners (Cunningham and et. al., 2020). After amendment and
adjustments, teachers will able to effectively develop the curriculum. Uphold professional values: Through getting feedbacks from educators, the teachers can
effectively follow their professionalism as it is found that teaching and education is a two
way process. Feedback help the teachers in upholding the professional values which is
essential to perform their role in an effective and efficient manner. Comply with organisational policies and legislation: After getting feedback from
students, the teachers can effectively fulfil the policies and legislations of organisation

related to the development of curriculum. Some legislation include fulfilling of objectives
of learners.
 Quality assurance and improvement arrangements: Feedback of curriculum
development and designing help the teachers in assuring quality of curriculum. Teachers
can also make the necessary arrangements related to bringing improvement in design of
curriculum.
1.4 Analyse how to manage risks when developing curriculum.
Below mentioned are the several processes which aids to manage the risks while developing
curriculum:
Curriculum Activity Risk Assessment (CARA) process
Risk during the development of curriculum can be managed through applying
Curriculum Activity Risk Assessment (CARA) procedure. This process aids the teachers in the
safe delivery of curriculum as it highlight the responsibilities of teachers of English Grammar
and provide the minimum procedure which is essential for the risk assessment. It also perform
the role of management in planning, approving and conducting the practices of development and
designing of curriculum. It is an essential component risk management frameworks because it
helps to deliver effectively by outlining the responsibility to all employers. The best is being
delivered to students in this process to fulfil the criteria.
 Meeting students need: The major focus of teachers while developing curriculum is meet
the requirements of students. It is necessary to meet the needs of students in order to
reduce risk. The risk can be reduced and managed by soliciting student feedback.
 Reviewing and evaluating curriculum activities: It is necessary to have a supervisor
present so that there are no issues when developing the curriculum. It is critical to provide
supervisor guidance so that the risk factor is eliminated (Hrivnak, 2019).
 Recording curriculum activities flowchart: When a flow chart is created, regulatory
bodies have the option of checking progress at each level. It can be seen that the activities
are mentioned in the correct order and series that must be followed. The risk factor is
managed if all actions are taken in the correct order.
 Planning and assessing curriculum activities: The curriculum must provide the best
possible education and development for students. The risk of failure is reduced by
checking the plans at regular intervals. It is necessary to conduct assessments at each

level so that there are no problems in the end. Monitoring is critical for risk management
and providing the best possible education to students.
 Ensuring Personal Protective Equipment (PPE): There is a requirement to have
personal protective equipment on hand. This equipment assists in providing the best
curriculum design possible. This is required for risk management and developing the best
ways to guide students (Marek and Wu, 2020).
 Supervisor’s presence in activities: The process of reviewing activities contributes to
success. There is a need to evaluate the curriculum's progress level in order to develop the
best curriculum possible. All errors are identified, and students are given better options.
1.5 Evaluate methodologies used to monitor and evaluate curriculum.
Monitoring and evaluating the curriculum is a process that collects data to assess the
effectiveness of the curriculum. It is critical to monitor progress at each level in order to develop
the best strategies for the students. There are several methods for monitoring and evaluating the
curriculum, which are listed below:
 Feedback from faculty: It is necessary to solicit feedback from faculty members. They
have a habit of teaching students and are familiar with the curriculum requirements. They
are capable of identifying errors and informing others about the steps that can be taken to
effectively improve them (Dennehy, Conboy and Babu, 2021).
 Peer and students: There are some student expectations that can be checked by
considering the students' perspectives. There is a need to ask students about the problems
they are experiencing in the classroom.
 Identify assessment objectives: It is critical to monitor the assessment's objective and
deliver it to the students. The assessment objectives are one of the parameters used to
monitor the progress of the curriculum design.
 Determine the outcomes of a programme: There is a method that can help determine the
program's outcome. If the outcome matches the curriculum requirements, better actions
can be taken to improve overall performance. It aids in demonstrating that the assessment
was created in the most appropriate manner.
 Analysing and interpreting information gathered: The information gathered during
curriculum development is cross-checked with the curriculum designs. Following that,

the gaps are identified, and actions are taken to fill the gaps. It is necessary to effectively
interpret the information.
 Improve methods of teaching and instructional techniques: Respect can be reduced by
using the best curriculum development techniques. It is clear that there are some methods
that aid in the improvement of teaching techniques and the development of a good
curriculum for students. This aids in evaluating the curriculum and achieving the best
results possible.
 Assessment of curriculum outcomes: The assessment results also help to determine
whether or not the curriculum is designed properly (Pieters, Voogt and Pareja Roblin,
2019). For the overall success of the curriculum, information must be analysed and
worked on.
TASK 2
2.1 Identify learning objectives and outcomes needed for curriculum design.
2.2 Produce a curriculum for an education and training programme.
Developing Curriculum
(AC-2.1 and 2.2)
Programme/
Course:
Certificate in Education and Training (CET)
Level: 3/4
Duration: 16 weeks
Teaching
Hours:
70
Method of
Teaching:
Full time course
Virtual learning and face to face learning
Aim: Providing the knowledge of different roles and responsibilities in teaching
and learning.

Objectives: Student will learn to use words, phrases and sentences. Also, they will learn
to improve their grammars which helps in making correct sentences. It will
enhance their theoretical knowledge to speak and communicate with others.
After learning about grammars, learners can speak their sentences in a
correct form.
Assessment
Methods/
Strategies:
Learners require to be assessed on their words they spoke, the sentences
they use to communicate with others, how they write their sentences and
how they use verbs, adjectives and many more in the examinations.
Formative feedback will be given after each English Grammar session and
Summative feedback will arise once a certain topic such as verb has been
covered at the end of the course,
Venue and
Resources:
Novels, Films, Text books, plays, lectures, writing templates, PowerPoint
Slides, classroom, internet connection and many more.
Learners: Students for learning English Grammar should be start by age 10 in order to
attain fluency in speaking English.
Teachers: Sessions will be taken by whom who acquires DET qualification with
command on English Grammar.
Course Content
MODULE/UNIT-1 Aim
Understanding the Roles,
Responsibilities and
The introductory part of the unit will aid students to learn
several concepts about English Grammar which is

Relationships in Education and
Training.
important for students, teachers and other professionals.
UNIT- 2 Aim
Understanding and using
inclusive learning and teaching
approaches in education and
training.
This module also aims to support students who they learn
the ways through which they communicate and how to
exploit various range of teaching methods and resources
to meet the student's grammatical knowledge.
UNIT- 3 Aim
Understanding the principles
and practices of assessment.
This module finds what assignment is and how to offer
excellent assignment practice. It can be used by anyone
with an interest to attain command on grammar.
UNIT-1
Understanding the Roles, Responsibilities
and Relationships in Education and
Training.
LO:1
Be able to understand teachers’
role in English Grammar
AC-1.1: Define what is Grammar and why it is important
for teachers in learning.
AC-1.2: Identify the different topics of grammar.
LO-1
Topics to be covered:
Stay focus on Learning outcomes, exploiting resources,
meeting learner's requirements, managing time,
establishing activities.
Preparing teaching and learning venues and resources,

developing plan for the students, delivery of lesson
programmes, assignment planning.
LO: 2
Be able to understand teachers’
role and responsibility in
teaching phrases.
AC-2.1: Explain the value of phrases.
AC-2.2: What are the techniques and approaches used in
grammar.
LO-2
Topics to be covered:
Topics: Subject knowledge, means of transferring
knowledge, words used in the sentences, phrases and
verbs in sentences.
Justification of this Programme/ Course/ Curriculum:
7/10 sentences
Why this learning programme is important for career growth?
What will students acquire from this development session?
Availability of education loan or finances.
2.3 Plan assessment approaches to meet the learning outcomes of curriculum following the
necessary guidelines.
2.4 Produce resources to support the curriculum.
Resource-1 Hand note on verbs in English Grammar
LO-2. Understand how to use verbs in grammar.
2.1 Evaluate the role of verbs and their role in grammar.
Verbs refers as the words that how demonstrate an action, happening or state of being exist.
Verb in grammar defines as what the subject is feeling or doing even if they are just happening.
It is important to make any sentences which represents things in every sentence (Bradbury,

2019). These are essential for language development as they let children to being developing
early sentences.
It is found that every sentence needs a verb. Whereas, the selection of verb determines several
of the grammatical types in a sentence.
Role of Verb:
A verb is a part of speech exploited to explain the convey or motion a subject in action. Some
examples such as shop, walk, read, jump and many more. Verbs have certain tenses based on
how the student utilise them. Present tense shows that the verb is happening in the moment.
More precisely, in English language, verbs are utilised to communicate either actions, states of
being and occurrences. These are significant to vocabulary as well. Without them, the learner is
not able to develop and utilise sentences as there is minima one verb in every sentence. For
example, Johnson walked into the shop, and in this sentence the word “walked” is the verb that
demonstrates an action.

TASK 3
3.1 Evaluate the achievement of the learning outcomes of an education and training curriculum.
Feedback from Students: It has been evaluated that curriculum is created so as to
increase the employability of the student. The learning sessions and courses studied by students
are accurate and reliable and the concepts are revised at reasonable intervals (Dascălu and et.al.,
2019). It is seen that asking students for feedback can bring effectiveness in the learning and
improve teaching ability and finally enhancing curriculum. Students can provide how teachers
can improve their styles of teaching. These can be both positive and negative feedback. For
example, student gives feedback on the improved area by showing effort and where they did
well in the assignment. On the other hand, when students seek advice that shows the inability of
teacher.
Feedback from teachers: It is important that teachers should deliver feedback on the
student's performance. These must not cover only negative feedback, but also more genuine and
descriptive so that the learner would not feel to be sad or offensive. Also, the student should get
genuine and specific feedback, also in written format so that they can understand their mistakes
and rectify it.
Feedback from management: Management deals with effectiveness in teaching and
learning. It involves the managing what learners are anticipated to learn, examining whether or
not it was acquired and looking for the ways to enhance the learning, along with teaching. The
management sees that whether the educational resources are properly used or not, how teachers
influences the learning quality and much more (Ellis, R., 2021). For instance, improper
management of teachers can lead to overcrowding of some standards and low salary of teachers
also demotivates them to teaching.
Assessing students’ achievement: Student attainment defines as the measurement of
the amount of academic content, a learner acquires in provided time-frame. Each and very
guidance level has certain standards or objectives that teachers must teach to their learners. For
example, a 12 years’ student learn effectively about grammar and make sentences with proper
verbs or pronounces or adjectives.
Students employability: It has been evaluated that students need to develop several
skills, knowledge and abilities which will allow them to be successful not just in business but
in the broader life. Skills can include communication, listening, innovation and much more.

The student needs to increase their employability in order to get the job in the labour market.
For getting a dream job, the employers always focus that their employees have diverse range of
skills which helps in dealing different environmental situation.
Observation: Observation is used as an educational tool that support in understanding
and development of student. It helps in collecting information which support teachers to make a
sense of educational situations, plan attempts for improvements and gauge the effectiveness of
educational practices (Hickman and et.al., 2022). Through observations, teachers can make
significant decisions and help in the overall growth of the students’ individual needs and inform
their practices. It aids teachers to become a more intentional and reflective teacher.
Monitoring of outcomes: The monitoring of results aims to track the outputs and
implementation systematically and calculate the effectiveness of overall educational and
learning programs. It helps in making changes if needed so that overall aim of the education can
be provided. It also allows processes, results and experience to be documented and utilised as a
foundation to informed decision-making and processes of learning. It is check against education
and learning plans.
Evaluation: Evaluation in curriculum is an important phase of curriculum
development. Through evolution, a teacher identifies whether a curriculum is satisfying the
objective or whether learners are actually learning. It indulges a means of gathering information
that can be utilised to improve education and learning (Kumar Singh, Zerihun and Singh, 2018).
On the other side, it also helps in decisions about curriculum adoption and optimum utilisation.
3.2 Evaluate the delivery of an education and training curriculum.
Work through learning Styles: Through VARK model, it has evaluated that there are four
types of learning- visual, auditory, reading or writing and kinesthetic. In visual learning, students
are better able to understand the information when it is expressed in a form of charts, symbols,
diagrams or arrows through which they can see clear pictures of information. In auditory
learning, students are likely together information through listening process which is vocally
presented to them (Pedlow and McFeeters, 2021). In reading or writing students succeed with
their learning through presentations, worksheets, text heavy resources. Students make notes and
perform strongly when they reference written text. Lastly, kinesthetic, students are likely to take
a physically active role in the education and learning.

Evaluate primary and post learning outcomes: It is evaluated that the primary outcomes
of the students explain the foundation for students to learn moral values and teachers and
educators also teach the value of respecting elders and seniors. They learn about physical, social,
cultural and cognitive skills to behave (Liu and Burston, 2021). The primary outcome in
education and learning defines the formal education that brings students to develop their basic
knowledge, learn about vocabulary, listening skills and so on. Whereas, post learning outcomes,
the learners learn about certain concepts, topic, improves their theoretical knowledge and
ultimately improves their employability.
Practice of inclusion: It refers as a teaching approach that identifies the differences
between learners and utilises this to make sure that all the students can acquire educational topics
subjects and content well participating fully in their learning. For example, the book of
geography covers the information of different areas of world, it is an example of inclusion.
Resources used in curriculum delivery: It has been evaluated that curriculum defines as a
specific collection of teaching resources for learning and educating pupils to borrow. It can be
book or other materials on all the topics and contents to support with lesson planning and utilise
whilst with children in the classroom. There are several resources through which curriculum can
be delivered such as ReadWriteThink, Scholostic, PBS learning media and many more.
Inclusion of feedback into review cycle: It has an evaluated that feedback helps in
promoting personal and professional development of the individual. It can be of three types
appreciation, coaching or evaluation (Rata and Tamati, 2022). Through appreciation, a student
can recognise and reward for their work in the education and learning. Coaching help students to
improve their skills knowledge and capabilities of doing a particular task. By evaluating student
performance helps them to examine their performance against a set of standards, informing
decision making while aligning expectations. On the other side, review cycle is a purposeful and
focused inquiry into observable group or individual behaves in a certain class to support both
observer and instructor sea learning and teaching from another perspective (Risavi and et.al.,
2020). It helps students to know when they done well, where they are deficient, where they can
improve what they have learned and so on.

3.3 Identify areas for improvement for education and training curriculum.
Identification of future goals and objectives resulting from learning activities:
Developing several skills and knowledge to enhance learning and education such as listening
skills, communication skills, note-taking skills, critical thinking and many more.
Curriculum’ objective must be reasonable and attainable: It is important to have
reasonable and attainable objective in learning and education for both teachers and students. For
teachers, the key objective is that the student must properly learn the specific subject so that they
improve their marks and develop themselves as a whole person. For students, the key aim is to
develop their knowledge and skills to get the higher grades and positive feedback from the
teachers so that they enhance their employability.
Must employ both formative and summative assessment strategies: It is also evaluated
that the teachers must use formative assessment strategies in their classes so that students can
learn where they need help and regulate their instructions and plans of lessons accordingly.
While summative assessment strategies intend to examine student learning as well as academic
achievement at the end of year, term, or assessment by comparing at against set standard. It helps
in having more visibility of the academic performance (Tucker, 2019).
Curriculum has to be flexible and adaptable in response to changing circumstances: It is
important to have adaptable and flexible curriculum in order to meet the student’s current
requirements of learning and education. The syllabus and curriculum is flexible in nature and
students are subject to learn new topics and concepts in their assessment year.
Curriculum must be updated to match current learning requirements: It is the main
responsibility of a teacher to adapt and design their curriculum into a classroom setting. It is
important to have curriculum updated with all the reliable and relevant information so that
learners are not concepts are subjects that are no longer relevant to their course (Zhaodan, 2021).
3.4 Make improvements to education and training curriculum.
It is important for teachers to ensure that their school and classroom has a clear vision and
rationale for the curriculum. It is also important to make and plan changes for the curriculum
designs so that it is relevant and appropriate for the students. Teachers must ensure that their
knowledge and curriculum should be up to date so that a students do not teach with old syllabus
or curriculum.

Also, there are many people who have interest in the results of curriculum review that are
teachers, parents, administrators, community, curriculum publishers.
CONCLUSION
It has been concluded that a curriculum must be updated so that it can be beneficial for both
teachers and learners to gain fresh and updated knowledge on a certain topic or syllabus. It
supports in making learning and teaching consistent where a learner can acquire knowledge and
improves various skills as a part of their education and learning. Stakeholders such as parents,
teachers, curriculum publishers should be involved in the curriculum design so that overall
purpose of education can be attained. According to the above report, curriculum design plays a
significant role in student success. It has been observed that education is incomplete without an
effective curriculum being followed. At the outset of the support, there is an evaluation related to
the purpose for which the curriculum is being designed, so that the best is provided to the
students. It is critical to consider approaches in methods that aid in the best curriculum design.
Learner feedback is critical in providing the best design and identifying loopholes. Monitoring
performance and curriculum is critical, as is the process used to monitor the same or mentioned
in the report.

REFERENCES
Books and Journals:
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Choppin and et. al., 2018. Curriculum ergonomics: Conceptualizing the interactions between
curriculum design and use. International Journal of Educational Research, 92, pp.75-
85.
Cunningham and et. al., 2020. The impact of engineering curriculum design principles on
elementary students’ engineering and science learning. Journal of Research in Science
Teaching, 57(3), pp.423-453.
Dascălu, M.I. and et.al., 2019. Ontologies-Facilitators for Curriculum Design in Centers of
Excellence for Engineering Education. eLearning & Software for Education, 3.
Dennehy, D., Conboy, K. and Babu, J., 2021. Adopting Learning Analytics to Inform
Postgraduate Curriculum Design: Recommendations and Research
Agenda. Information Systems Frontiers, pp.1-17.
Ellis, R., 2021. Options in a task-based language-teaching curriculum: An educational
perspective. TASK, 1(1), pp.11-46.
Hickman, A.C. and et.al., 2022. Using Innovative Curriculum Design and Pedagogy to Create
Reflective and Adaptive Health Promotion Practitioners Within the Context of a Master
of Public Health Degree. In International Handbook of Teaching and Learning in
Health Promotion (pp. 377-398). Springer, Cham.
Hrivnak, G.A., 2019. The increasing importance of curriculum design and its implications for
management educators. Journal of Management Education, 43(3), pp.271-280.
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Liu, D. and Burston, B., 2021. Considerations in Curriculum Design for Teaching About Race
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Pedlow, K. and McFeeters, C., 2021. Problem based learning in undergraduate education: A new
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Tucker, V.M., 2019. Curriculum design on the edge: A case illustration of liminal learning
activities for search expertise. In Threshold Concepts on the Edge (pp. 239-254). Brill.
Wu, Y.J. and Chen, J.C., 2021. Stimulating innovation with an innovative curriculum: a
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Zhaodan, T.A.I., 2021. “Advanced English” Curriculum Design based on “Gold Course”
Standard and Cross-cultural Perspective. The Theory and Practice of Innovation and
Enntrepreneurship, 4(3), p.27.