13 Questions to Consider When Writing Curriculum

What does “leadership in curriculum” mean? This is not the same as “management in curriculum.” Curriculum management involves making sure the curriculum is reviewed regularly, usually every 5 years, and organizing the process. It doesn’t require strong leadership. Unfortunately, this often results in documents that teachers rarely use, and we need a change.

On the other hand, curricular leadership is about rethinking the entire curriculum process. A leader aims to create something new and better. They set clear goals and criteria for curriculum writing. They ask questions like: Why are we doing this? Who is it for? What should it include? These are the key questions a leader would keep asking, holding writers accountable for their answers.

Here’s a list of questions that a curriculum leader would expect answers to:

1. Why are we creating this curriculum, and what should it look like in terms of form, content, and process?
2. Who is the target audience for the curriculum, and how does that affect its form, content, and process?
3. How much flexibility should teachers have in implementing the curriculum, considering their experience and specific goals?
4. What are the weaknesses in current teaching, assessment, student engagement, and performance, and how will the new curriculum address them?
5. How will student engagement and understanding-focused learning be integrated? How will student autonomy and teacher responsibility evolve?
6. How will writers get feedback to make the curriculum user-friendly for its intended audience?
7. How detailed should the curriculum be, considering its purpose and audience?
8. What is the role of textbooks and technology in the curriculum?
9. How will best practices and research-based approaches be incorporated into the curriculum?
10. What assessments are needed to meet understanding-based goals, and what assessments should be avoided?
11. How should the curriculum support teachers in differentiating instruction for diverse classrooms?
12. What guidance should be provided for troubleshooting implementation issues and addressing student misconceptions?
13. What criteria should be used to assess the curriculum’s quality and alignment with its purpose and audience?

Answering these questions requires careful thought, understanding, and collaboration, and can help yield high standards for the final product.