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How to Select New School Curriculum: Questions to Consider

Updated on September 13, 2013
Diane Lockridge profile image

Lockridge holds an EdS in Curriculum and Instruction, an MS in Elementary Education, and a BA in History. She also homeschools her children.

Considering a new school curriculum is made easier with hints from this article.
Considering a new school curriculum is made easier with hints from this article. | Source

Implementing a new curriculum at a school is not something to be taken lightly. With that in mind, this writer has compiled a list of important aspects, and questions to consider when looking for a new curriculum.

As an example, and for the purpose of this article, the writer will focus upon what teachers and parents should consider when looking for a new history curriculum.

The following is a list of questions the curriculum selector should consider when reviewing a new (or old) curriculum for implementation:

Does the history curriculum flow sequentially?

  • Is the curriculum logical?
  • Does the information carry over from grade to grade?

Does the history curriculum flow cyclically?

  • Is the same info covered each year, but at a higher comprehension level?
  • Does the history curriculum include built-in review?
  • Does the curriculum start out with basic information and then build upon the foundation with detail?

Explain how the history curriculum is or is not grade-level appropriate.

  • Are the words “too big” for students to read and understand?
  • Are the concepts and suggested assignments on-target?
  • Does the curriculum include activities, homework hints and suggested further research that reach all academic levels?

Does the history curriculum — including supplemental materials — fall within the school’s budget?

What is the relationship between the history curriculum and instruction?

  • Does the book give specific examples of what to teach when?
  • Is there a guide to show progress?

Does the history curriculum respect the family unit?

  • Does the curriculum reinforce concepts taught at home and at church?
  • Does the history curriculum respect human rights?

Does the history curriculum include assessment? Does it call for higher-level thinking?

Does the history curriculum integrate technology?

Does the curriculum “link believing, thinking, and doing”?

  • Does the curriculum encourage students to make their own decisions?
  • Does the curriculum develop creative thinking skills?

References

Blackaby, Henry & Blackaby, Richard. (2001). Spiritual leadership: Moving people on to God’s agenda. Nashville, TN: B&H Publishing Group.

Knight, George R. (2006). Philosophy & education: An introduction in christian perspective. Berrien Springs, MI: Andrews University Press.

Parkay, Forrest W., Hass, Glen & Anctil, Eric J. (2010). Curriculum leadership: Readings for developing quality educational programs. Boston, MA: Allyn & Bacon.

Van Brummelen, Harro. (2002). Steppingstones to curriculum. Colorado Springs, CO: Purposeful Design Publications.

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