Comprehensive Report: Curriculum Design, Development, and Evaluation

This report provides a comprehensive analysis of curriculum design and development, covering various aspects such as the purpose of curriculum design, different approaches and models used, the importance of learner feedback, risk management strategies, and methodologies for monitoring and evaluating curriculum effectiveness. It identifies learning outcomes and objectives, develops a curriculum for training and education programs, explores assessment approaches to meet learning outcomes, and discusses the production of resources to support the curriculum. Furthermore, the report evaluates the achievement of learning outcomes, assesses the delivery of the curriculum, identifies areas for improvement, and proposes enhancements to education and training programs. The report emphasizes the importance of aligning curriculum with the needs of learners and ensuring continuous improvement through feedback and evaluation.

Curriculum Design

Table of Contents.
INTRODUCTION ..........................................................................................................................3
MAIN BODY...................................................................................................................................3
TASK1.............................................................................................................................................3
1.1Analysing the purpose of curriculum design and development. ............................................3
1.2Evaluating different approaches and the models of curriculum design and development
used..............................................................................................................................................4
1.3 Explaining the importance of learner feedback when developing curriculum......................6
1.4Analysing how to manage risk while developing Curriculum-..............................................7
1.5 Evaluate methodologies used to monitor and evaluate curriculum.......................................8
TASK 2............................................................................................................................................9
2.1Identifying outcomes and learning objectives required for the curriculum design................9
2.2 Developing a curriculum for training and education programs...........................................10
2.2 Assessment approaches to meet learning outcomes............................................................11
2.4 Producing resources to support the curriculum...................................................................12
TASK3...........................................................................................................................................12
3.1 Evaluating the achievement of the learning outcomes of an education and training
curriculum..................................................................................................................................12
3.2 Evaluate the delivery of an education and training curriculum...........................................13
3.3 Identifying areas for improvement for education and training curriculum..........................14
3.4 improvements to education and training curriculum...........................................................15
CONCLUSION..............................................................................................................................16
REFERENCES..............................................................................................................................18

INTRODUCTION
Curriculum design means period for making overall blueprint of courses. In others words,
curriculum design is the simple planning period when instructor arranged units of the courses. It
involves planning, reading, lessons, activities and assessments that accomplish education goals.
Ti can be segmented into 3 forms such as learning certered design, problem centered design and
subjective centered design ((Macalister and Nation, 2019)). A good curriculum plan will helps to
make teaching and learning consistent. So teachers must design good curricular so its give
positive impact on the students. The main purpose of curriculum design is to help institutions to
meet the requirement and needs of their learners. This report highlights mathematics subject. The
report will highlight the purpose of curriculum design as well as development that is academic
purpose, economical purpose, social purpose etc. also includes different approaches and model
of the same and importance of students feedback when developing curriculum. Along with this
the report will analyse risks when developing curriculum, and evaluate methodologies used to
monitor curriculum. Moreover, the report will also include curriculum plan and other resources
to meet needs of the learners that is identified learning objective and outcomes need for
curriculum design. Report includes learning objective and outcomes needed for design, develop,
plan and produce resources to support curriculum. Furthermore, the report includes evaluate
achievement of learning outcomes of training and education curriculum. Also, includes delivery
of training and education curriculum as well as identify improvement area for education and
training curriculum.
MAIN BODY
TASK1
1.1Analysing the purpose of curriculum design and development.
The curriculum design refer to the process that creates a curriculum that aligns with the goals,
objectives and the outcomes of the course provided by the school. This includes both types of
curriculum from entirely making any new curriculum to making change in the previous
curriculum. This involves all the learning standards/ objectives, units/lessons, books, material
and the videos/ presentation (Mador and et.al., 2020).
The purpose of curriculum design and development is to meet the basic needs of students
in the school. Curriculum design define the new ways which will help school in being more

effective and efficient in teaching students within framework of the limited time and the
resources. Curriculum design helps the institution in identifying learning outputs and the
activities that eventually leads in reaching these objectives. This also defines assessing resources
that are needed by the teachers and the staff members for conducting student activities and
ensuring student success after the school as well.
The curriculum designed must be arranged according to the requirements of the students.
Good curriculum will also outline the expectation from students and the framework of studies
that will deliver best to the students. The good curriculum purpose is as follows-
Academic purpose- these basically education institution in meeting the needs of the students. It
keeps updated with the changing world. Learning becomes easy and consistent with changing
needs of the students.
Social purpose-The curriculum also helps the institution in managing cultural diversity by
including various students from various fields in the organization (Yang, and Li, 2022). It creates
culture and the identity. Learning becomes easy and consistent.
Economic purpose- The economic purpose of the institution is to gain students for different class
by offering good curriculum. The economic advantage by good curriculum is to maximize profit.
Political Purpose- The political purpose of designing proper curriculum is to reduce the pressure
of the government as the government rules regulations are being properly followed in the
organization.
1.2Evaluating different approaches and the models of curriculum design and
development used.
The curriculum design approach is referred to the pattern of the organization that will be used in
different aspects of the teaching and learning situations (Sahin, 2020). There are main four types
of approaches given below-
subject area approach-
In this approach the curriculum is planned around the particular subject area or the particular
discipline. This widely used curriculum approach, and is common in most of the school. In this
the program of the school is divided into the subject areas like the English, mathematics, social
studies, music, art etc.
Broad field approach-

This approach and method are designed by combining two or more subjects that are related with
each other. An example of this approach can be combining the humanities program with the
literature program such that it help students in remembering the things easily. This approach help
students in interrelating topic with each other.
Problem centred approach-
The another major approach is related to the major problems of the society. This is designed in
such was that it try to focus on the problems that are occurring in the society and its solutions.
Example courses may be developed in such was that it develop awareness about the environment
problems, technology problems etc. The learning outcome of this is that the students are able to
recognize problem (Döringer, 2021).
Leaner centred Approach-
These approach defines that the leaner should be the centre of learning while designing any
curriculum. This means that the learner is responsible for learning and the tutor is responsible for
facilitating that learning process. This process also called the student centred approach as this
enhances and develop skill for their personal and professional career.
The different type of curriculum development models are as follows-
Models of the curriculum development means the process that helps in making curriculum and
revising the curriculum program (Taylor and Richards, 2018). The four type of curriculum
models includes-
Tylor's Curriculum Development Model-
This is the model that designs curriculum according to the goals and the objectives of the
organization mission. It developed in 1990 and is the oldest model in based on the scientific
approach. This model includes the four steps in it, and they are as follows-
 The first is to determine the school objectives in order to be get success. All objective
should be consistent with the ideas and the philosophy of the school and this should not
be neglected while making school curriculum.
 The second step is to develop experiences that will help in students learning and helps
school in achieving the step first.
 The third step is related with the organization of the experiences. Point here is that the
students achieve the objectives of the lesson.

 The last step is the evaluation of the institution objectives. At last student ability in order
to achieve the goal of the organization.
Stenhouse curriculum development model-
Stenhouse curriculum model is based on the condition that it should be powerful
transformational thing in the teaching. In this model the role of teacher is very high in educating
students and curriculum should serve the foundation of the course content in school. The
powerful ideas of the model are as follows-
 The curriculum model must be flexible and creative in order to change according to the
requirement of the students.
 The model should reflect the ideas and the research of the educators. Moreover, it should
increase the practice of modifying things according to the situation.
 Educators must be focused on creating dynamic environment rather than the results.
 It should be based on three elements-
1. Knowledge and the methodology.
2. Process of learning
3. Process of teaching.
 The continuous teaching and investigation is needed in institution and that defines
teaching is fundamental.
1.3 Explaining the importance of learner feedback when developing curriculum.
Feedbacks from the students can be taken in many ways and techniques and can be
applied in school curriculum according to the needs and requirements of the students and it can
be taken in following ways that are as follows-
Formal evaluations-
These are feedbacks forms given to the higher education students for taking constructive and
honest feedbacks. These feedbacks forms are given to the students in the mid of the course or at
the end so that it becomes easy for the school to change it. There nature is formal and is made for
only high school students.
Sample surveys-
These are surveys designed for younger students as this are not the formal evaluations rather they
are provided in casual forms to the students. With this, students are encouraged honesty and the
commitment to their studies.

Focus group-
In these focus group format the teachers and the students are engaged in the group discussions.
These are oral discussions where the students offer suggestions. All students also fills our some
short forms of surveys that will be discussed in the team.
Importance of the feedback when developing Curriculum-
The feedbacks by the students helps institutions in knowing what students like in the
schools and what are the things they don't like doing and ignore in school. These evaluating
feedback helps to change the curriculum design according to the needs of the students
(Kourgiantakis, Sewell and Bogo, 2019). For example the students don't want their last period to
be the Maths period as Mathematics subject requires lot of patients and calm mind which
students are not able to use because in the last period students are tried. The feedback given by
the students will help in changing mathematics period. These are general things that need to be in
mind while designing any curriculum because at the end students are the ones who will suffer.
The institution must design curriculum according to the student feedback as students are
the prime member in school and are they are the one learning in the school. Their learning
matters lot as it leads in their professional development (Jug, Jiang and Bean, 2019).
The importance of feedback can be understood from the following points-
 Ensuring that inclusive curriculum is being presented.
 To find strengths and weaknesses of curriculum.
 Amend and adjust the curriculum with learners’ feedback.
 Help in upholding Professional values of the institution.
 Helps in complying with Organizational policies and legislations.
 Helps in maintaining Quality assurance and improvement arrangements.
1.4Analysing how to manage risk while developing Curriculum-
The CARA process helps teacher and authorities in managing risk in developing curriculum.
This procedure includes safe delivery of all the things' curriculum process from prep to class 12th.
This is done through outlining all the activities and the responsibilities of all the staff members
and the teachers that will lead in minimizing the risk by proper planning and implementing
curriculum activity. The risk is reduced by following all the things given below-
 It should meet student needs.

 There should be Availability of materials and equipment in the school.
 Location of the activity should be properly decided.
 Supervisor’s presence in activities is important.
 Ensuring Personal Protective Equipment (PPE)
 Planning and assessing curriculum activities is very needed.
 Recording curriculum activities flowchart.
 Reviewing and evaluating curriculum activities.
 These are the things that help the institution in minimizing the risk that will help students
learning properly.
1.5 Evaluate methodologies used to monitor and evaluate curriculum
Identification of assessment objectives
The GCSE criteria embedded in the mathematics curriculum of UK sets out some key
learning ovjectives that requires the students to apply their standard knowledge to logical
questions. The specific learning outcomes of maths assessment need to be identified for a
comprehensive interpretation of students' evaluation (Jones, 2020). These comprise student's
abilities of recalling accurate facts related to math terms, their usage of proper definitions and
formulae, and a precise know-how of solving routine problems. Another objective of this math
training module includes the skilled capability of drawing mathematical inferences and the
ability to make out reasonable deductions wherever required. The UK national curriculum of
maths subject aims at ensuring that the students become able to make use of contextual
calculations by employing the 'use and apply standard techniques'.
Analysing and interpreting information that is gathered
There are many methods in the sector of teaching and learning the topic of maths. The
further discussion will analyse or examine these methods in particular and also interpret the
information that is gathered through the process of evaluation. Firstly, the methods of teaching
that are used by the teachers in particular are the improvisation in the teaching methods, the main
motive of the teachers should be enhancement of the knowledge of the students in particular.
None of the students should have major issues with the teacher, and the quality of education
should be precise and also excellent (Druzhinina, and et.al., 2018).
The students also need to learn techniques that are innovative, creative and also
technologically advanced as per the demands of the current or the present society. The methods

like arithmetic techniques and strategies as well as geometric techniques should be taught to the
students in a more clear way which is easy and understandable for the students. This is a win-win
situation for the teachers and the students both, through developmental techniques the teachers
will be able to enhance their teaching skills and this will also help them in their future career
development, as the teachers will try to give their best to the students, automatically the quality
of education will improve and the students will get better knowledge which will obviously be
beneficial for the students and the parents will also be happy and satisfied as their children will
get quality education.
Determine the outcomes of the programme
Mathematics has always been considered an interdisciplinary subject that mainly involves
the logical interpretation and factual comprehension in its study. Any student having proper
knowledge of mathematical ideals and objectives possesses several competencies of problem
solving and figurative extraction. This makes it important for the curriculum planners to
inclusively sketch out such a maths curriculum that fulfils the desired outcomes. These outcomes
consist of students' achievement of fluency in the foundational basics of mathematical studies
such as algebra, ratio sums, linear and quadrant equations, geometry, etc. The student should also
be able to apply relevant rationales of complex issues that might involve argument formation or
fragmentation of problem steps (Jain, 2020).
TASK 2
2.1Identifying outcomes and learning objectives required for the curriculum design
The curriculum design helps an educational organization to fulfil the needs of the
students who are studying there. It is new and trendy approach which is used by many intuitions
to find the best ways in which the school can give effective training and learning to their students
and do their daily task of providing a desired education to the students in a good and efficient
manner within a limited time (Macalister and Nation., 2019). Here are the outcomes and learning
objectives which are required to form a curriculum design of mathematics.
 To develop an understanding about the foundations of maths
 To enable the students perform the basic computations of advanced mathematics
 To make understand each student understand the middle-level proofs
 Develop the problem solving skills of the students

 Teach them the ideas of mathematics which can be used to solve real world problems
 Make the students able to understand and write basic proofs and lastly,
 Enabling the students to communicate the mathematical content with others.
2.2 Developing a curriculum for training and education programs
The entire design of curriculum is made, keeping in mind the blueprint of the complete
course, mapping the content to the objectives of learning and by including the ways of how to
build the entire course and develop an outline for that (Pieters, Voogt and Pareja Roblin, 2019).
The learning objectives are met with the proper assessment of strategies, content, exercises,
analysis of subject matters and the other interactive activities. Here, the curriculum is made to
optimize the practises that were used by the school earlier. This curriculum is made for the
purpose of providing an effective learning and teachings to the student by planning the complete
course in order and assessing the time duration that will be required by each chapter of
mathematics (Setyaningsih, Rejeki and Ishartono, 2019). This curriculum will include the proper
strategies that will help in accomplishing the desired goals of mathematics for the students.
Topics Time period Strategies
 Arithmetic means
 Algebra
 Constructions
 Trigonometry
 Number system
 Statistics and
Probability
 Calculus
 Circles
 Polynomials
 Quadratic equations
 Linear equations with
two variables
 4 days
 5 days
 5 days
 9 days
 4 days
 3 days
 4 days
 9 days
 5 days
 6 days
 5 days
 By providing a
conceptual base
understanding
 Taking cooperative
learnings into practice
 Verbalizing the
problems of maths and
explaining with the
live examples.
 Making learning fun
by providing the class
with different puzzles
related to the questions
and allowing them to

 Real numbers
 Surface areas and
volumes
 3 days
 8 days
come up with new
solutions every time.
2.2 Assessment approaches to meet learning outcomes
Assessment refers to the term which involves making inferences about a particular thing.
Here, the assessment approaches means various techniques and methods used by the teachers to
determine the learnings of the students (Tosuncuoglu, 2018). Through this, all the learnings and
performance of the students are evaluated and measured. It is a very important step in teaching
lines as it also helps to understand a student's collaborative learnings and efforts put in by the
student in the classrooms. The assessment period is the time when a teacher gets to evaluate
personal teachings by looking at the students results. There are number of assessment approaches
which can be used to examine the learnings of the students. Here are some of them
Open questions- This is one of the best way of assessing the performance of the students as this
involves asking of questions in a classroom anytime, which can be both, before the starting of the
class or after completing the topic. This method can provide the right understanding of what the
students have learnt yesterday or will able to help the teacher in assessing weather the student is
attentive or not in the classroom. For the mathematics subject it can be a good choice for
assessing the student's knowledge about the concepts.
Weekly tests- This is a traditional approach used by the schools and followed by the teachers in
order to generally assess the knowledge of students by taking weekly tests. In this method, an
entire evaluation of the weekly learnings of the students are assessed. Taking this method into
practice, the teacher can start with regular mathematics test series and keep a sense of
understanding of each student performance.
Surprise tests- Surprise tests are more like shocks for the students. These tests help to gain the
knowledge about students regular performances and attention. Surprise test tells a lot about
attention which the students hold while sitting in the class. By taking regular mathematics
surprise tests and asking the students to come and solve the questions on the board, can make the
students to be more attentive in class and therefore is the best approach for assessing the students
learnings.

2.4 Producing resources to support the curriculum
Resources which are used by the teacher to produce the curriculum design of
mathematics refer to the tools used by the teacher in order to provide the learnings to the class.
Here are the following list of tools which are used by the mathematics teacher in this curriculum.
Microphones and speakers- To provide the students with a good understanding of
mathematical concepts, it becomes very important to use the microphones in order to provide a
clear and audible teaching. Here the microphones and speakers are used by the teacher so that a
clear network of communication can be established.
Construction tool kit- This is a very important tool in the mathematics. With the dictation of
how to do the construction, here the teacher is also using the construction kit on the board to
provide right understanding of the chapter.
Worksheets of mathematics- Basic worksheets are provided to the students in order to assess
their learnings. Here, weekly worksheets of mathematics are given to the students in order to
follow the curriculum.
Abacus- This tool is used by the teacher to develop a fast calculation amongst the students as it
helps in enhancing the calculation power of the students and enable them to give instant answers
in the class.
TASK3
3.1 Evaluating the achievement of the learning outcomes of an education and
training curriculum
Education is the most important factor an individual should learn from which they
can be able to enhance their skills and knowledge in definite manner and can be able to
obtain the effective outcome and result. However, being a mathematics teacher, I am
having responsibilities to provide a better and appropriate learning to the students and
from which they develop their curriculum (Nasihin, 2022). The learning outcome or areas
of teaching is description of the knowledge, skills and expertises of the learning from
which the educator or student can be able to adopt the knowledge accordingly. Delivering
the learning, a teacher has to develop their curriculum activities and skills which helps
and support the tutor to provide the education in definite manner. Curriculum
development of a teacher refers to specific learning, standards and even resources and