When planning or creating a curriculum document the purpose of the document should be known. Two of the most common documents that all teachers create are
The scope of these documents are different, but the processes used for creating them are similar. Once the scope is decided it is helpful to decide different categories of information. Deciding this helps the overall organization and better insures the inclusion of comprehensive information. This can be thought of as a framework or outline or table of contents of what will be include in the document.
Different documents can have the same or different categories or parts depending on its purpose. For example - philosophy statements and principled procedures can be used from one document to another for the same educators or within the same school. They may be identical or if not, should at least have information that is consistent. Frameworks or planning templates can be created to use for each sequence or unit plan. Within these an activity outline can also be created to be used to organize information for each activity and so on.
The sample table of contents for a learning sequence or unit is put into context in "Describing and becoming a professional science educator" and "Overview for science curricular planning" similarly for a year plan.
Curriculum development often includes a brainstorming session to identify elements for each of the different parts. Parts such as beliefs, assumptions, ideas about students, how people learn science with respect to a constructive learning theory, how to facilitate its development with a learning cycle methodology, how to use authentic continuous assessment, what should be learned to be scientifically literate, what kinds of activities, how those experiences should be organized, and other related products.
Document pieces like my principled procedures, which have embedded beliefs and assumptions that suggest how teachers and students will act and interact can be included. Additional ideas can be found in the National Science Standards documents, Project 2061, and the K-12 Frameworks.
Once categories are identified information for each category needs to be assembled and added. Try different ideas to test the limits of each category and see if there are ideas that don't seem to fit within any of the categories. If so change the categories or add additional categories.
Suppose the big idea of a K-12 curriculum document is - science literacy.
What are the categories of information that a person needs to know and do to be science literate? You don't need to create them from scratch as there are categories that have been created by other people or organizations. For example the national science standards, Project 2061, or K-12 Science Framework. You can use them as they are or arrange the information in them in any way that helps create the documentation for the curriculum or curriculum document you desire.
Like wise if the topic is - matter. What is important for students to know about matter across the curriculum or at specific grade levels.
When you have your categories selected and organized it is time to reflect on what will be communicated with the results. What science ideas match and what might be missing? What will people say are the main ideas? Can it be used to sufficiently guide decisions about the inclusion of ideas for science literacy development? Will it suffice for a description of science literacy in a position paper? Does it include the necessary and sufficient information for the topic?
Using the standards or other descriptions of science literacy suggest what people need to know and do to be science literate. What they need to know or do for each of the categories, subcategories, or topics. What does each of the various statements mean precisely? How satisfied are you and others in your group with the way the information in the the standards or framework? What does it mean for you and your students?
Unpack a Standard - What information should students know at a grade level or grade range? ---
Select a category or dimension, concept, or standard. There are different ways to start. One would be to create a map or list of what students know and should know for the idea. It is not necessary to start with a focus on a specific level. If that is the case, expand the ideas to include ideas from a level above and a level below. It is important to consider how the ideas will sequence from the students' past to their present and future ideas. Another way to start would be to find benchmarks for the idea at or close to the level or to start with a list of concepts for or related to the idea.
If necessary review examples of facts, concepts, and generalizations.
Review different ways outcomes are written to describe what students do that is used to infer what they know and understandings.
A well written document labels the ideas appropriately and includes consistently written examples. Sometimes the difference is subtle, but there is a difference as all good teachers know; what students understand and what they do is different.
Is is possible to unpack an idea and focus only on concepts with an intent to focus on outcomes later with assessment. Or do both at once while ideas are being generated.
After several concepts, standards, or ideas are unpacked, the focus changes to selecting experiences and activities to provide opportunities for students to conceptualize the ideas. Then an order for students to experience them is decided.
Assessment does have to be the last element to create or select for inclusion. If you already know the outcomes desired and have a list of likely levels, they can be used from the start to guide the development and inclusion of the other elements.
Dr. Robert Sweetland's Notes ©