organizing and implementing the curriculum

Organizing and Implementing the Curriculum
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Organizing and Implementing the Curriculum
Organizing and implementing a curriculum is critical for the achievement of educational goals. In organizing and implementing the curriculum, it is important to follow specific guidelines and consider some fundamental factors that influence the success of a given curriculum. Therefore, such factors may vary depending on location and must be applied in the context of a particular state.
It is important to determine the organizational structures and system under which the curriculum will be implemented (Wang & Bryan, 2014). This provides a foundation for all the activities involved and gives a clear guideline for various activities. The structures and systems are determined by states and school districts to accommodate diversity. It must also address the culture and values of a state and a district where possible.
Goals must be set up for the academic levels that the curriculum will cover. Specific goals must exist with clear deliverables that can be measured (Oliva & Gordon, 2013). The goals are the intended outcomes in terms of academic excellence, co-curricular activities, and general development of students. The student welfare must be among the goals where the psychological, physical, and intellectual development must be prioritized. These must include basic academic and life skills.
Curriculum developers must also consider the possibility of success or failure of certain aspects of the curriculum.

They must anticipate areas where there is likely to be a success and expect failure from others. This allows adjustments to be made on the curriculum to reduce error margins and plan for mitigating factors in case of failure. It also indicates the strengths and weakness of the curriculum and provides a framework for efficient planning (Oliva & Gordon, 2013).
The curriculum should be comprehensive to capture all the necessary aspects. Such aspects include sources of finance and the roles of different stakeholders. It should be unambiguous and clearly describe all the aspects involved in the curriculum. It should also be flexible to allow the necessary adjustments to be made accordingly.

References
Oliva, P., & Gordon, W. (2013). Developing the curriculum. Boston, UK: Pearson.
Wang, V. C. X., & Bryan, V. C. (2014). Andragogical and pedagogical methods for curriculum and program development. Hershey, PA: Singapore Publishing.