Level 6 Diploma: Evaluating Curriculum Design and Development Report

This report provides a comprehensive analysis of curriculum design and development within the context of teaching and learning, specifically focusing on English for ESOL learners at Level 6. It covers the purpose of curriculum design, evaluates different approaches and models like Tyler's and Taba's, and emphasizes the importance of learner feedback. The report also addresses risk management in curriculum development, methodologies for monitoring and evaluation, and the identification of learning objectives and outcomes. Furthermore, it details the development of a curriculum for an education and training program, assessment planning, resource production, and the evaluation of learning outcome achievement and curriculum delivery. The report concludes by identifying areas for improvement and suggesting enhancements to the education and training curriculum.

LEVEL 6 DIPLOMA
IN TEACHING AND
LEARNING

Contents
Introduction......................................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Analysing the purpose of curriculum design and development....................................1
1.2 Evaluating approaches and models of curriculum design and development................2
1.3 Explaining the importance of learner’s feedback when developing curriculum..........3
1.4 Analyse how to manage risks when developing curriculum............................................4
1.5 Evaluate methodologies used to monitor and evaluate curriculum..................................5
TASK 2............................................................................................................................................6
2.1 Identify the learning objectives and outcomes required for curriculum design...............6
2.2 Develop a curriculum for an education and training programme.....................................6
2.3 Plan assessment approaches to meet the learning outcomes of curriculum following the
necessary guidelines...............................................................................................................7
2.4 Produce resources to support the curriculum...................................................................8
TASK 3............................................................................................................................................8
3.1 Evaluate the achievement of the learning outcomes of an education and training
curriculum...............................................................................................................................8
3.2 Evaluate the delivery of an education and training curriculum........................................9
3.3 Identify areas for improvement for education and training curriculum.........................10
3.4 Make improvements to education and training curriculum............................................11
CONCLUSION..............................................................................................................................12
References:.....................................................................................................................................13

Introduction
Teaching and learning are a procedure that involves several variables as learner work
toward the goals and incorporates new knowledge, skills and behaviours which adds to the range
of learning experiences. There is continual improvement in skills by effective teachers through
learning regarding the latest trends in the field of education. Through consistent and intentional
effort, good teachers develop their students' knowledge and skills. Understanding the teaching
and learning process in greater detail is one of the requirements for being a successful teacher.
This makes it easier to appreciate both the teaching profession and the educational process more
fully. Teaching is an academic process which assists to enable students to engage in learning
activities productively. Learning relies on the acquisition of different types of knowledge which
is supported by perceived information that leads to the development of new capacities, skills,
understanding and preferences. The report area of specialism is English level for ESOL learners.
The report will cover the purpose of curriculum design along with its approaches and models.
The importance of learner’s feedback while developing a curriculum is discussed and how risk
can be managed. It involves the evaluation of methodologies which is used for monitoring and
evaluating curriculum. In designing a curriculum learning objectives and outcomes are identified
in this report. For education and training programmes curriculum is developed and planned
assessment approaches to meet the learning outcomes of the curriculum. The achievements of
learning outcomes are evaluated in the education & training curriculum. Further, the report
covers the evaluation of the delivery of education & curriculum training, areas of improvement
are determined and improvements are made to the education and training curriculum.
TASK 1
Analysing the purpose of curriculum design and development.
The structure or organisation of the curriculum is referred to as curriculum design, and the
procedures involved in planning, implementing, and evaluating the curriculum are referred to as
curriculum development. The intentional, planned, and systematic organising of curriculum
inside a class or course is mentioned as curriculum design. In other words, it is a method for
teachers to organise their lesson plans. The teachers of the English level for ESOL learners
decide what will be done, who will do it, and what schedule to adhere to when they establish a
curriculum. The purpose of curriculum design is to enhance learning and assist students in
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acquiring crucial core qualities, including critical and creative thinking, skilful communication,
and exhibiting compassion for others as well as for themselves. Each curriculum is created by
English teachers for ESOL learners with a clear educational goal in mind. The main objective of
curriculum design is to enhance student learning, but there are additional motivations as well.
For instance, planning a middle school curriculum with both elementary and high school
curricula in mind aids in ensuring that learning objectives are synchronised and built upon one
another from one level to the next. Without considering existing information from elementary
school or future learning in high school, a middle school curriculum can cause serious issues for
the pupils. The purpose of curriculum design is to assist educational institutions in addressing the
needs of their pupils. A relatively new approach to education, curriculum design looks for
strategies to help schools teach students more effectively while working with constrained time
and budget allocations. Learning objectives and activities that will assist students in achieving
those objectives are identified as part of the curriculum design process. Assessing the resources
required to carry out the activities and guarantee student achievement is another step in the
process.
Evaluating approaches and models of curriculum design and development.
The curriculum is the heart of the educational process which is the total of all that is rendered
by educational institutions to bring out required changes in the children. There are several
approaches to the curriculum which is designed to decide several aspects of curriculum
development and transaction. This is a planned or pattern organisation that teachers for ESOL
learners follow in offering learning experiences to learners. Following are the several approaches
to curriculum design & development-
 Subject-centred approach- As per this approach, the curriculum is organised about the
separate subject area of knowledge which is most widely used in the development &
design of the curriculum. The main responsibility of planners is to identify different
subject areas & learning experience which is to be offered from each subject to learners.
 Broadfields approach- The curriculum in this approach organises two or more subject
areas into a single broad field. This is a structure which helps in achieving educational
outcomes. Its purpose is to highlight the relationship between subjects and to integrate
learning experiences.
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 Social problems approach- The teacher organise a curriculum around major problems
which are found in society. It helps in creating awareness among ESOL learners
concerning social problems which enables to them solve problems. the English level
teacher can develop courses like environmental problems, communication etc. through
this approach.
 Learner-centred approach- This approach has focus on the needs of personal and social
learners in course content which helps to prepare children to face the present, instead of
the future. To meet the ESOL learner’s needs psychologically sound and purposeful
learning experiences need to be planned. In this approach, learning experiences are
related to the development stages of learners such as peer group interactions.
Models of curriculum design and development
Tyler’s model- Ralph Tyler, an American educator, established the Tyler hypothesis of
curriculum development in the 1940s. Essentially, it describes the steps involved in creating
instructional objectives and how to organise them to help pupils to achieve their goals. This
model displayed the reasoning for the curriculum in four stages, including the selection of
objectives for experience identity as education, having a relationship with purpose, arranging all
the knowledge and assessing all the goals. This design is regarded as it is the most widely used
and oldest model. According to the theory, concepts emerge from the administrators in the field
of education who follow administrative procedures. The teachers of the English level use this
model for evaluating the achievement of individual learners or groups of learners.
Hilda Taba model - Hilda Taba, a teacher, curriculum reformer, and theorist of
curricula, introduced this notion. She urged the teachers to use an inductive technique that starts
with a specific building block toward a journal design while developing the curriculum. This
paradigm featured six stages of learning, including need analysis, goal setting, content selection
and organisation, learning experience selection and organisation, and evaluation.
Explaining the importance of learner’s feedback when developing curriculum.
The effective steps towards improving teaching and ultimately improving the curriculum can
be by asking for feedback from students. The student can provide a reasonable sample to
improve learning and evaluate to make substantive comments. The offering of feedback gives
students explanations of what they are doing correctly, with a focus on feedback on what
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students where is doing right. The learner feedback is the response of students who are
concerned with their learning experiences, and communication with the instructor & group.
Effective feedback benefits both students and teachers by focusing constructively on students’
accomplishments. The learner’s feedback helps all individual students to understand the subject
they are studying by giving them clear guidance on how to improve the learning procedure. The
feedback improves confidence, self-awareness and enthusiasm for learning what is being taught.
It is also important to provide students feedback to enhance their performance in academics.
Effective & relevant feedback helps learners in reflecting on learning and learning strategies are
adjusted to make better progress in the learning stages. It is designed for determining learners’
level of understanding which varies for each individual & rate of skill development. The
feedback is important for all student in order to understand the subject which they study and
offering them clear guidance so as to improve learning process. The students are made aware of
their professors' willingness to assist them and their sincere interest in their studies through the
professors' timely feedback. Teachers are willing to support the students in their learning process
from a closer perspective, in addition to giving them constructive criticism. For example, by
adding extra lectures or providing more in-depth study materials.
1.4 Analyse how to manage risks when developing curriculum.
The teachers are responsible for the safe delivery of curriculum activities and offers
procedure for curriculum activity in risk managing when conducting and developing curriculum
activities in school. The risk management covers potential pitfalls before facing threats when
developing curriculum. To manage the risk involves procedure of identifying, evaluating risks
that occurs when curriculum is developed. While developing curriculum several risks are faced
by teachers such as financial constraints which is considered as risk that can be manage by
implementing and requiring lots of money. In this government should provide adequate amount
of funds for teaching materials, nooks, in-service training and monitoring other things for the
smooth implementation of curriculum (Barber, and et.al., 2020). Through providing adequate
infrastructure helps in managing risk of lack of infrastructure. It is required to provide needed
school facilities and equipment’s such as classrooms, libraries, resource centres, desks etc. to
have effective implementation of curriculum within school. The English level teachers can
manage risk by considering students safety while planning units of work and planning to
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mitigating reasonably foreseeable risks. The teacher can prepare risk assessment records for
curriculum activities according with established, school-wide CARA process.
1.5 Evaluate methodologies used to monitor and evaluate curriculum.
The curriculum evaluation involves determining whether newly adopted curriculum is
producing intended results and set objectives are met. It is referred as process of gathering and
analysing information from multiple sources so as to improve the learning of students in
sustainable ways. The curriculum evaluation can be formative and summative. The formative
evaluation of curriculum is carried when course is being actually developed and its main purpose
is to improve needs. This evaluation is design to bring out course improvement. The summative
evaluation is carried out when development phase of curriculum is completed and ready to be
use in final form (Beetham, and Sharpe, 2019). This is mainly concern with the program that has
achieved intended outcomes or not. There are several methods which can be used by English
level teacher for evaluating and monitoring curriculum which are as follows-
 Observation- The purpose of observation is to give teachers the data and proof they need
to make secure decisions about how to best help the students in their care. With each
observation, it helps teachers to get a look inside students growing mind. This help
evaluator to focus his attention on aspects of process which is most relevant to his
investigation. The credibility is gain through this method.
 Interview- This is considered as best technique of evaluation and gathering information
which can be formal & informal in nature. In this technique, experts are invited at one
place to deliberate upon syllabi, materials etc. This helps in knowing someone’s talent &
intelligence can be shown. It is process of reflecting experience (Falqueto and et. al.,
2020).
 Tests- Curriculum exams are educational assessments created to measure students'
proficiency in a range of subjects, including reading, math, verbal reasoning, and
cognitive function. In order to create tests, curriculum experts and measurement
specialists from top institutions, school districts, and test publishers work closely
together.
 Questionnaire- This is used for obtaining reactions of curriculum users which are
teachers, pupils, parents and other educational workers which are concerned with several
aspects of prescribed curriculum (Leitner, Ebner, 2019). A questionnaire is a type of
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research tool that asks a set of relevant questions of respondents in order to gather
information. These tests have an interview-style approach and either written or oral
questions.
TASK 2
2.1 Identify the learning objectives and outcomes required for curriculum design.
The leaning is considered as active process where learners construct new idea and
conceptions depending upon past & current knowledge. The learning objectives is instructor
purpose to create and teach course whereas learning outcomes are answers to those questions
which is specific, measurable knowledge and skills which learner will gain by conducting
course. The learning outcomes helps in improving the effectiveness of course. In curriculum
design the learning objectives and outcomes are required as several benefits are provided to
learners by giving better understanding of specific knowledge & skills during the course. The
learning objectives provides orientation to learners which allows them to have better idea of
skills & knowledge changes through committing to course (MacIntyre, Gregersen, and Mercer,
2019). The learning objectives enables learners in selecting course in accordance to interest &
goals by reviewing specific content, engaging with learning materials and methods. The end
goals or desired outcomes of a curriculum, unit, lesson plan, or learning activity are described in
objectives. Rather than goals or ambitions, they outline and characterise the curriculum
results. In the curriculum design learning outcomes involves clarifying content and educational
objectives, communicating learning purpose to students, indicating how learning will be
demonstrated & linking to assessment. The course's main aims and professional competencies
should be reflected in the learning outcomes, which should guide students toward a quantifiable
level of performance (Brill, and et. al., 2018). Writing learning objectives aids in planning and
helps you stay focused. Action verbs that define learner skills at the end of a course make this
simple to accomplish. The ESOL course will help on providing essential language skills which
needs to properly communicated in English by covering areas such as grammar and
pronunciation, writing & reading, speaking & listening that leads to better understanding of
English language. The objectives of learners is able to speak english fluently and accurately, able
to talk in English, to develop ability of students to use English on day-to-day life and real
situation.
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2.2 Develop a curriculum for an education and training programme.
To develop the curriculum in education and training programme the English level teacher
is required to follow several stages which is categorized into following steps such as-
 Need assessment- This helps in curriculum design and development team in order to
understand the intent of complete curriculum. The need assessment is required to answer
the questions such as purpose of training program, how it is determined to satisfy
curriculum, what outcomes expected of curriculum (Pimmer, and et.al., 2019).
 Planning session- In this stage the content is developed and delivered in curriculum
whereas role of curriculum design and development team involves active participation in
curriculum designing. This involves content experts, curriculum & training design
experts, team coordinator to manage & facilitates process in relation to design process.
This is the preliminary stage of curriculum creation. Depending on the complexity of the
training programme and the anticipated length of the programme, planning meetings can
last anywhere from one to four days or longer.
 Content development- The Planning Session results in this work, which forms the centre
of the curriculum development process. The team develops lesson plans, participant
materials, and training aids in this step to help participants successfully meet the
anticipated programme outcomes and module performance objectives. Performance
objectives are finalised for each content area. Additionally, instructional strategies are
developed for each performance objective. The longest step in the curriculum creation
process is this one (Stock and et. al., 2021).
 Delivery & revision- A sample of the target audience is used to validate the curriculum's
content, teaching approaches, and anticipated training outcomes. To test during the pilot
delivery, there should be complete lesson plans, participant materials, and training aids.
 Completed curriculum package- Everything required to offer the programme to its
intended audience is included in the validated curriculum bundle. The participant manual
and supplemental materials, training and visual aids created for the curriculum (slide
shows, transparencies, etc.), master copies of all lesson plans, trainer materials (including
suggested preparation methods, trainer qualifications to deliver the programme, etc.), and
participant manual should all be included in a comprehensive package. The curriculum
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has been verified at this stage of development and is prepared for distribution and
delivery of additional training programmes.
Programme Subjects Assessment
The framework of curriculum
provides comprehensive
learning objectives which
offers structure teaching &
learning against learners
progress. The program helps in
developing skills, knowledge
and understanding to learner.
English
English as second language
From stage 3 to stage 6 of the
curriculum in English, English
as a second language.
School provides diagnostic
tests for the end of the Primary
programme for English
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References:
Books and Journals
Alexander, I.K. and Hjortsø, C.N., 2019. Sources of complexity in participatory curriculum
development: An activity system and stakeholder analysis approach to the analyses of
tensions and contradictions. Higher Education, 77(2), pp.301-322.
Bohonos, Otchere, and Pak, 2019. Teaching and learning social justice in human resource
development graduate programs: Preparation for research and practice. New Horizons in
Adult Education and Human Resource Development, 31(4), pp.18-35.
Chan, C.S., 2018. Proposing and illustrating a research-informed approach to curriculum
development for specific topics in business English. English for Specific Purposes, 52,
pp.27-46.
Eggleston, J. ed., 2018. School-based curriculum development in Britain: A collection of case
studies. Routledge.
Gordon, J. and Bursuc, V., 2018. Law and entrepreneurship education: A proposed model for
curriculum development. J. Legal Stud. Educ., 35, p.123.
Grimus, M., 2020. Emerging technologies: Impacting learning, pedagogy and curriculum
development. Emerging technologies and pedagogies in the curriculum, pp.127-151.
Koomen, 2019. International relations/black internationalism: Reimagining teaching and
learning about global politics. International Studies Perspectives, 20(4), pp.390-411.
Moncrieffe, and et,.al., 2020. Decolonising the curriculum: teaching and learning about race
equality.
Niss, 2020. Functions learning and teaching. Encyclopedia of mathematics education, pp.303-
306.
Nokes, 2019. Teaching history, learning citizenship: Tools for civic engagement. Teachers
College Press.
Yang, W., 2018. Early childhood curriculum as cultural practice: A comparative study of school-
based curriculum development in Hong Kong and Shenzhen.
Barber, and et.al., 2020. Social accountability frameworks and their implications for medical
education and program evaluation: a narrative review. Academic Medicine, 95(12), pp.1945-
1954.
Beetham, and Sharpe, 2019. Rethinking pedagogy for a digital age: Principles and practices of
design. Routledge
Falqueto and et. al., 2020. Strategic planning in higher education institutions: what are the
stakeholders’ roles in the process?. Higher Education. 79(6). pp.1039-1056.
MacIntyre, Gregersen, and Mercer, 2019. Setting an agenda for positive psychology in SLA:
Theory, practice, and research. The Modern Language Journal, 103(1), pp.262-274.
Pimmer, and et.al., 2019. Facilitating professional mobile learning communities with instant
messaging. Computers & Education, 128, pp.102-112.
Stock and et. al., 2021. Introductory Remarks on the Role of Stakeholders in Addressing Plastic
Pollution of the Aquatic Environment
Wijnia, and et.al., 2019. The problem‐based learning process: An overview of different
models. The Wiley handbook of problem‐based learning, pp.273-295.
Williams, 2018. Quality Assurance in Transnational Education (Doctoral dissertation,
University of Bath).
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Leitner, Ebner, 2019. Learning analytics challenges to overcome in higher education institutions.
In Utilizing learning analytics to support study success (pp. 91-104). Springer, Cham.
Brill, and et. al., 2018. What Impact Does Accountability Have on Curriculum, Standards and
Engagement in Education? A Literature Review. National Foundation for Educational
Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK.
https://www.academia.edu/38235624/CURRICULUM_PROCESSES_pdf
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