Curriculum inception pt. 2 brainstorm

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Curriculum Foundations

Scenario for the Three Assignments

Assume that you are the curriculum designer for a school district. The school board has
requested that several teams develop proposals for new curricula to meet newly established state
standards. You and your team must develop the first proposal to provide as a pilot or model for
the other teams. You have to first identify a specific curriculum area not currently used in the
school district that would greatly benefit the students in the district. Use the Internet or the
Strayer Library as well as your textbook to develop a pilot curriculum for a specific discipline area
such as reading, math, science or grades K–12 at a local school district.

Refer to the scenario for the three assignments. Build on the same pilot curriculum you identified
in the Curriculum Inception assignment for this assignment.

Instructions: Curriculum Foundations

Write a 6–7 page paper in which you:

● Summarize the following aspects of the Curriculum Inception assignment: (a) Describe the
specific curriculum area and grade level or levels for the pilot curriculum. (b) Provide four core
instructional goals for the curriculum.

● Describe the approach to curriculum development (that is, behavior, systems, humanistic) you will
use to shape curriculum design, providing a rationale for your selected approach that is
consistent with the core instructional goals of the planned curriculum.

● Describe the philosophical/theoretical approach to curriculum development (for example, idealism
or realism) you will use to shape the curriculum design, providing a rationale for your selected
philosophy that is consistent with the core instructional goals of the planned curriculum.

● Describe the psychological motivational approach to curriculum development you will use to
shape the curriculum design, providing a rationale for your selected approach that is consistent
with the core instructional goals of the planned curriculum.

● Discuss one cultural influence that has the greatest impact on the school district and recommend
one way to integrate the cultural influence into the planned curriculum that is consistent with its
core instructional goals.

● Provide and justify a strategy for incorporating critical thinking skills (appropriate to grade level)
into the planned curriculum using Bloom’s Taxonomy of cognitive objectives.

● Use at least six relevant, scholarly references published in the last seven years (that is, three new
references in addition to the three identified in the Curriculum Inception assignment). (Note:
Wikipedia and other nongovernment websites do not qualify as scholarly resources. Review the
supplementary readings list on the first page of the course guide for possible references.)

This course requires the use of Strayer Writing Standards. For assistance and information,
please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check
with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

● Propose an approach to developing a curriculum that is informed by the audience and needs
analysis.

PLEASE FOLLOW RUBRIC::

Summarize the
following aspects
of the Curriculum

Inception
assignment: (a)

Describe the
specific

curriculum area
and grade level(s)

for the pilot
curriculum. (b)

Provide four core
instructional
goals for the
curriculum.

Points:
0 (0.00%)
Did not submit or
incompletely
summarized the
following aspects of
Curriculum Inception
assignment: (a)
Described the
specific curriculum
area and grade
level(s) for the pilot
curriculum. (b)
Provided four core
instructional goals for
the curriculum.

Points:
8.625 (3.75%)
Partially
summarized the
following aspects
of Curriculum
Inception
assignment: (a)
Described the
specific
curriculum area
and grade level(s)
for the pilot
curriculum. (b)
Provided four core
instructional goals
for the curriculum.

Points:
9.775 (4.25%)
Satisfactorily
summarized the
following aspects
of Curriculum
Inception
assignment: (a)
Described the
specific curriculum
area and grade
level(s) for the pilot
curriculum. (b)
Provided four core
instructional goals
for the curriculum.

Points:
11.5 (5.00%)
Thoroughly
summarized the
following aspects
of Curriculum
Inception
assignment: (a)
Described the
specific curriculum
area and grade
level(s) for the
pilot curriculum.
(b) Provided four
core instructional
goals for the
curriculum.

Describe the
approach to
curriculum

development (that
is, behavior,

systems,
humanistic) you
will use to shape

curriculum
design, providing

a rationale for
your selected

approach that is
consistent with

the core
instructional
goals of the

Points:
0 (0.00%)
Did not submit or
incompletely
described the
approach to
curriculum
development (that is,
behavior, systems,
humanistic) you will
use to shape
curriculum design;
did not submit or
incompletely
provided a rationale
for your selected
approach that is

Points:
25.875
(11.25%)
Partially described
the approach to
curriculum
development (that
is, behavior,
systems,
humanistic) you
will use to shape
curriculum design;
partially provided
a rationale for
your selected
approach that is
consistent with

Points:
29.325
(12.75%)
Satisfactorily
described the
approach to
curriculum
development (that
is, behavior,
systems,
humanistic) you
will use to shape
curriculum design;
satisfactorily
provided a
rationale for your
selected approach

Points:
34.5 (15.00%)
Thoroughly
described the
approach to
curriculum
development (that
is, behavior,
systems,
humanistic) you
will use to shape
curriculum design;
thoroughly
provided a
rationale for your
selected approach
that is consistent

planned
curriculum.

consistent with the
core instructional
goals of the planned
curriculum.

the core
instructional goals
of the planned
curriculum.

that is consistent
with the core
instructional goals
of the planned
curriculum.

with the core
instructional goals
of the planned
curriculum.

Describe the
philosophical/theo
retical approach

to curriculum
development (for
example, idealism

or realism) you
will use to shape
the curriculum

design, providing
a rationale for
your selected

philosophy that is
consistent with

the core
instructional
goals of the

planned
curriculum.

Points:
0 (0.00%)
Did not submit or
incompletely
described the
philosophical/theoreti
cal approach to
curriculum
development (for
example, idealism or
realism) you will use
to shape the
curriculum design;
did not submit or
incompletely
provided a rationale
for your selected
philosophy that is
consistent with the
core instructional
goals of the planned
curriculum.

Points:
25.875
(11.25%)
Partially described
the
philosophical/theo
retical approach
to curriculum
development (for
example, idealism
or realism) you
will use to shape
the curriculum
design; partially
provided a
rationale for your
selected
philosophy that is
consistent with
the core
instructional goals
of the planned
curriculum.

Points:
29.325
(12.75%)
Satisfactorily
described the
philosophical/theor
etical approach to
curriculum
development (for
example, idealism
or realism) you will
use to shape the
curriculum design;
satisfactorily
provided a
rationale for your
selected
philosophy that is
consistent with the
core instructional
goals of the
planned
curriculum.

Points:
34.5 (15.00%)
Thoroughly
described the
philosophical/theor
etical approach to
curriculum
development (for
example, idealism
or realism) you will
use to shape the
curriculum design;
thoroughly
provided a
rationale for your
selected
philosophy that is
consistent with the
core instructional
goals of the
planned
curriculum.

Describe the
psychological
motivational
approach to
curriculum

development you
will use to shape
the curriculum

design, providing
a rationale for
your selected

approach that is
consistent with

the core
instructional
goals of the

planned
curriculum.

Points:
0 (0.00%)
Did not submit or
incompletely
described the
psychological
motivational
approach to
curriculum
development you will
use to shape the
curriculum design;
did not submit or
incompletely
provided a rationale
for your selected
approach that is
consistent with the
core instructional

Points:
25.875
(11.25%)
Partially described
the psychological
motivational
approach to
curriculum
development you
will use to shape
the curriculum
design; partially
provided a
rationale for your
selected approach
that is consistent
with the core
instructional goals

Points:
29.325
(12.75%)
Satisfactorily
described the
psychological
motivational
approach to
curriculum
development you
will use to shape
the curriculum
design;
satisfactorily
provided a
rationale for your
selected approach
that is consistent
with the core

Points:
34.5 (15.00%)
Thoroughly
described the
psychological
motivational
approach to
curriculum
development you
will use to shape
the curriculum
design; thoroughly
provided a
rationale for your
selected approach
that is consistent
with the core
instructional goals
of the planned
curriculum.

goals of the planned
curriculum.

of the planned
curriculum.

instructional goals
of the planned
curriculum.

Discuss one
cultural influence

that has the
greatest impact
on the school
district and

recommend one
way to integrate

the cultural
influence into the

planned
curriculum that is
consistent with its
core instructional

goals.

Points:
0 (0.00%)
Did not submit or
incompletely
discussed one
cultural influence that
has the greatest
impact on the school
district and did not
submit or
incompletely
recommended one
way to integrate the
cultural influence into
the planned
curriculum that is
consistent with its
core instructional
goals.

Points:
25.875
(11.25%)
Partially
discussed one
cultural influence
that has the
greatest impact
on the school
district and
partially
recommended
one way to
integrate the
cultural influence
into the planned
curriculum that is
consistent with its
core instructional
goals.

Points:
29.325
(12.75%)
Satisfactorily
discussed one
cultural influence
that has the
greatest impact on
the school district
and satisfactorily
recommended one
way to integrate
the cultural
influence into the
planned curriculum
that is consistent
with its core
instructional goals.

Points:
34.5 (15.00%)
Thoroughly
discussed one
cultural influence
that has the
greatest impact on
the school district
and thoroughly
recommended one
way to integrate
the cultural
influence into the
planned
curriculum that is
consistent with its
core instructional
goals.

Provide and
justify a strategy
for incorporating
critical thinking

skills (appropriate
to grade level)

into the planned
curriculum using

Bloom’s
Taxonomy of

cognitive
objectives.

Points:
0 (0.00%)
Did not submit or
incompletely provide
and justify strategy
for incorporating
critical thinking skills
(appropriate to grade
level) into the
planned curriculum
using Bloom’s
Taxonomy of
cognitive objectives.

Points:
25.875
(11.25%)
Partially provided
and justified a
strategy for
incorporating
critical thinking
skills (appropriate
to grade level)
into the planned
curriculum using
Bloom’s
Taxonomy of
cognitive
objectives.

Points:
29.325
(12.75%)
Satisfactorily
provided and
justified a strategy
for incorporating
critical thinking
skills (appropriate
to grade level) into
the planned
curriculum using
Bloom’s Taxonomy
of cognitive
objectives.

Points:
34.5 (15.00%)
Thoroughly
provided and
justified a strategy
for incorporating
critical thinking
skills (appropriate
to grade level) into
the planned
curriculum using
Bloom’s Taxonomy
of cognitive
objectives.

Use at least six
relevant, scholarly

references
published in the
last seven years

(that is, three new
references in

addition to the
three identified in

the Curriculum
Inception

assignment).

Points:
0 (0.00%)
No references
provided

Points:
17.25 (7.50%)
Does not meet the
required number
of references;
some or all
references poor
quality choices.

Points:
19.55 (8.50%)
Meets number of
required
references; all
references high
quality choices.

Points:
23 (10.00%)
Exceeds number
of required
references; all
references high
quality choices.

Clarity, writing
mechanics, and

formatting
requirements.

Points:
0 (0.00%)
More than 6 errors
were present.

Points:
17.25 (7.50%)
5–6 errors were
present.

Points:
19.55 (8.50%)
3–4 errors were
present.

Points:
23 (10.00%)
0–2 errors were
present.

Curriculum Inception

Taya Hervey-McNutt

Strayer University

EDU 555: K-12 Curriculum Design & Development

Dr. Joe Canada

January 16, 2022

Curriculum Inception

The proposed curriculum will be a comprehensive program focusing on the teaching and

learning of technology in Orange County Public Schools (OCPS) elementary schools. The core

instructional goals of the proposed curriculum aimed at empowering learners with primary

computer and internet skills such as; basic use of computer applications including google apps,

keynote, garage band. In this grade, students will be introduced to know how to use the google

apps and the Chromebook. They will develop multimedia presentations like publishing media

content and developing digital media and art. Through this, the student will be able to acquire the

ability to constructible skills that will help him/her derive meaning by critically questioning

resources using digital tools. In this grade, students are expected to major in learning how to use

book creators to explain their understanding in their own words.

The main learning activities students will undertake include: Storing, sharing, accessing,

and manipulating files in google drive; organizing and reflecting on content in google sites as

well as campus press blogs, implementation of apps like book creator to explain their

understanding Learn the various purposes of different media. Impart innovation skills on learners

through the use of various technologies in a design process for problem-solving by creating new,

useful and /or innovative solutions. At the same time, Students will be expected to learn how to

apply technology and non-technology tools to aid in understanding a design process of which

there will be an integration with STEAM subjects. Still, this will make space activities where

students will apply the design process to identify or solve problems by combining digital tools

with non-tech tools to develop strategies for designing systems. Impart collaboration skills on

students through digital tools to widen their views, increase empathy, and the importance of

teamwork skills in applications.

Approach to curriculum development

The proposal’s design is based on the system’s approach to curriculum development. The

systems approach can be seen as a methodical scheme applied to plan, propose, advance,

evaluate curriculums that consist of the following components: Analysis of needs, analysis of the

task, declaration of projected learning objectives, assessment plan, a pilot study proposal,

development of learning resources and implementation of the final curriculum. The first five

components of the systems approach have already been included in the proposed curriculum

design. Furthermore, one of the main features of the Systems approach’s core instructional goals

is its high interconnectedness among content areas and programs. Similarly, in the core

instructional goals of the proposed curriculum, there is high interconnection, especially among

content areas. For example, in the first core instructional goal presented in the previous section,

students are not just expected to learn the primary computer and internet skills. Instead, they are

expected to learn and then combine the skills to do something productive in the digital world.

In shaping the design of the curriculum, a pragmatic approach will be employed. This is because

the pragmatic approach offers the most consistent vital goals of the curriculum. For example,

pragmatism is a philosophy that inspires us to look out for the processes and engage in activities

that offer the best results to help us attain desirable results. This definition forms the

philosophical basis of the second core instructional goal of the proposed curriculum. The second

goal is to encourage students to critically question learning resources to find out the processes

that best work for their purposes. It can be seen as a matter-of-fact technique used to approach or

assess situations and solve problems (Hacohen and Weinshall, 1). By questioning the learning

resources, students will look for facts to use in approaching situations or solving problems.

Philosophical / theoretical approach to curriculum development

The psychological, motivational approach to be employed in developing this curriculum

is the cognitive theories of learning (Wang and Breckon, 2). Cognitive theories of learning focus

on cognition, or knowing, giving particular attention to how human beings process information

and monitor and manage their thinking. In cognitive theories, learning entails a logical process

for organizing and interpreting information and is usually characterized by such practices as

critical thinking, reflective thinking, and intuitive thinking. This logical structure has been

applied in all four core instructional goals. The logical structure of the proposed curriculum also

complements Piaget’s theory which sought to explain that the learning process is interactive in

that newer/more advanced information is designed to complement the student’s existing

knowledge. Furthermore, the practices of critical thinking, reflective thinking and intuitive

thinking are also quite important.

Cultural influence on Curriculum

Orange County Public Schools school district is one of the most culturally diverse school

districts in the US. Specifically, 42% of the students in the school district are of Hispanic

descent, 26% are white, 25% Black, 5% Asian, and 2% are of mixed ethnicity. The most

significant cultural influence that has resulted from this high level of diversity has been cultural

bias (Hacohen and Weinshall, 1). Consequently, the influence of culture is a key issue that the

school district has considered. Particularly, the school district has already embarked on a strategy

to emphasize responsive culture to narrow the gap among learners. To achieve this, OCPS has

developed both professional learnings and a support system for its instructional staff to use.In

most cases, the instructional staff is offered an opportunity to participate in the professional

development processes, as this helps increase diversity understanding among the student

population. The strategy also helps in honoring personal and cultural experience, which supports

the overall process of learning within the institution. The culture instilled by the school district

enables the instructors to look at the students at the individual level and, thus, help them where

appropriate.

Benefits for Curriculum

Although OCPS has already made significant strides towards integrating cultural

influences in its schools, it is still necessary to include the pertinent knowledge, skills, morals,

and attitudes in the proposed curriculum. In this regard, the inclusion of teamwork sessions, field

trips, and games as some interactive modes of delivering the instructional goals to students while

also reducing the cultural gap among students from various cultures (Pountney, 3). In so doing,

students will have an easier time relating the contents of the curriculum with the happenings in

their daily lives. Ultimately, they will be able to understand the worthwhileness of curriculums.

Goals for Curriculum

By applying the Bloom Spiralling technique, learners will have the opportunity to

progressively learn the curriculum content. In practice, the instruction procedure could, for

example, involve: defining a phenomenon, outlining its characteristics, comparing it to similar or

related phenomena Analyzing an idea related to the phenomenon and designing a novel use of

the phenomenon. In the above example of bloom’s spiraling, all students begin at the same point

of bloom’s taxonomy; they then progressively move up the taxonomy with the final create level

offering a flexible ceiling for the fastest learners while simultaneously acting as an objective for

the slower ones. With such a process, students’ understanding is trained to be progressive while

also enhancing their ability to think critically.

References

1. Hacohen, G., & Weinshall, D. (2019, May). On the power of curriculum learning in

training deep networks. International Conference on Machine Learning (pp. 2535-2544).

PMLR.

2. Wang, Q., & Breckon, T. P. (2022). Crowd Counting via Segmentation Guided Attention

Networks and Curriculum Loss. IEEE Transactions on Intelligent Transportation

Systems.

3. Pountney, R. (2020, March). The curriculum design coherence model. BERA, British

Curriculum Forum.