INTRODUCTION
Designing a curriculum is a complex, multifaceted process that requires careful consideration of
numerous factors to ensure it meets the needs of all stakeholders, including students, teachers,
and administrators. It is a rewarding process that facilitates professional conversations about the
intended and taught curriculum. However, several challenges can arise during curriculum design.
These challenges, if not properly managed, can hinder the development and implementation of
an effective curriculum. This essay will discuss some common challenges faced in curriculum
design and propose strategies to manage them effectively.
OVERCOMING CHALLENGES IN CURRICULUM DESIGN
The Absence of a Curriculum Framework
Many teachers believe they can write a curriculum because they write lesson plans and design
formative assessments. However, without a unified framework, teachers from different
backgrounds may approach curriculum design with varied perspectives, leading to
inconsistencies. Selecting a comprehensive framework is crucial. Frameworks like
Understanding by Design (Wiggins & McTighe), Concept-Based Curriculum and Instruction
(Erickson), and curriculum mapping tools (Jacobs) can provide structured guidance.
Implementing a chosen framework can standardize the curriculum design process and ensure
coherence across different grade levels and courses (Tambulukani, 2018).
Change
Changes in administration, policies, and educational standards can disrupt curriculum design. A
new superintendent or changes in state standards may necessitate significant revisions or a
complete overhaul of existing curriculum documents. Establishing a central archive or website
for curriculum documents can provide consistency despite changes (Kelly, 2019). Clear timelines
for curriculum revision, organized storage of curriculum units, and robust communication
strategies can help manage transitions smoothly. Maintaining consistency in frameworks and
templates can also mitigate the impact of changes (Bergman, 2019).
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Communication Tools
Lack of communication among curriculum designers and implementers can lead to a disconnect
between the designed and taught curriculum. Teachers may not have the opportunity to ask
questions, share suggestions, or discuss the strengths and weaknesses of the curriculum
(Sibulwa, 2020). Leveraging online communication tools such as Google Docs, Google Forms,
LiveBinders, Padlet, and Google Hangout can facilitate continuous dialogue. These platforms
enable teachers to provide feedback, share observations, and make recommendations, ensuring
ongoing improvement and effective implementation of the curriculum (Kelly, 2019).
Focus on the Product
A product-focused approach to curriculum design can undermine the importance of the design
process. Rushing to complete a curriculum document can compromise its quality and alignment
with educational standards and goals. Emphasizing the curriculum design process over the final
product is essential (Bergman, 2019). Transparency in the design process, regular updates to
stakeholders, and an iterative approach to development can ensure the curriculum remains
rigorous, relevant, and responsive to students' needs. School leaders should encourage a focus on
continuous improvement rather than merely completing a document (Sibulwa, 2020).
Funding
Curriculum design requires significant financial resources for substitute teachers, stipends,
meeting spaces, printed materials, consultants, and professional development. Limited funding
can hinder the quality and scope of curriculum development. School districts should prioritize
curriculum design in their annual budgets and allocate funds specifically for this purpose
(Anderson, et al, 2020). Adopting a phased approach, where different content areas are addressed
over a set timeline, can help manage costs. Clear financial planning and advocacy for adequate
funding are crucial to support effective curriculum design.
Hidden Curriculum
The hidden curriculum, which encompasses the unintended lessons students learn from the
school environment, policies, and procedures, can conflict with the written curriculum. These
hidden messages can undermine the intended learning outcomes. Curriculum design teams
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should actively seek to identify and address the hidden curriculum by asking reflective questions
about the messages conveyed by school practices (Anderson, et al, 2020). Creating awareness
among educators and making intentional changes to policies and procedures can help align the
hidden curriculum with the intended curriculum.
Time
Curriculum design is a time-intensive process. Teachers often struggle to balance their teaching
responsibilities with curriculum development tasks, leading to rushed or incomplete work. A
blended approach that combines summer work with periodic reflection and updates during the
school year can be effective (Anderson, et al, 2020). Allocating dedicated time for curriculum
design, such as providing teacher leaders with an additional month's salary for summer work, can
ensure focused and high-quality development.
Tradition
Adherence to traditional practices in curriculum design can stifle innovation and prevent the
curriculum from evolving to meet contemporary educational goals. Encouraging a backward
design approach, where planning starts with desired outcomes and transfer tasks, can shift the
focus away from traditional methods. Emphasizing skills like critical thinking, collaboration,
communication, and creativity can help curriculum design teams break free from outdated
practices and embrace forward-thinking strategies (Sibulwa, 2020).
CONCLUSION
Curriculum design is a challenging yet essential process that shapes the educational experiences
of students. By identifying and addressing barriers such as the absence of a curriculum
framework, change, communication tools, focus on the product, funding, hidden curriculum,
time, and tradition, educators can create a more effective and responsive curriculum. Proper
planning, budget allocation, scheduling, communication, and support from district administrators
are crucial to overcoming these challenges and ensuring the success of curriculum design efforts.
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REFERENCES
Anderson, J. R., Reder, L. M., & Simon, H. A. (2020). Radical constructivism and cognitive
psychology. Brookings Papers on Education Policy.
Bergman, T. (2019). Documentary film theories. In W. Stephen, S. W. Littlejohn, & K. A. Foss
(Eds.), Encyclopedia of Communication Theory. SAGE Publishing.
Kelly, J. M. (2019). The development of education in Zambia. Lusaka: Image Publishers Limited.
Sibulwa, C. M. (2020). Selected reading materials and notes: EAP 111 batch 3. Lusaka:
Directorate of Distance Education.
Tambulukani, G. (2018). Zambia’s multigrade experience. Ministry of Education.
