Building curriculum

After reading Levin's article I have a better understanding about the development of curriculum and how it is created through a process starting with a policy. The process involves bringing in groups of experts and representatives to revise or renew curriculum. This process could be negative as these experts are not considering the teachers in this process and how they may not have the resources or level of expertise to teach the curriculum in that way they are expecting. I now understand it is not as simple as you would like to think. The process involved in creating curriculum also has a lot to do with politics involving discussions of what subjects should be included or excluded, how much of these subjects and during what stage of a students' education should they be taught. There is also debate over the content of the subjects. Levin describes how difficult the curriculum making process is as "Any issue that is politically contentious can also turn into a curriculum dispute." and how "People's own school experience, whether primarily positive or negative, deeply affects their views about education policy." (p. 15). A process that seems to leave some people disappointed no matter the efforts made to incorporate everyones ideas and opinions. He further exemplified the difficult process by explaining "there is just not enough time within the 12 years of schooling to accommodate all the areas people want children to develop.'(p.14).  Curriculum debates and decisions reinforce the idea that there are multiple influences and factors that shape the curriculum making process. 

After reading the Saskatchewan Way: Professional-Led Curriculum Development article, I understand the importance of a teachers voice in the curriculum development, implementation and renewal process. Considering how complicated curriculum is, recalling information from the Levin article, the Saskatchewan Way article mentioned that the "success of curriculum relies on the teachers." (p.2). This is a lot of pressure to successfully achieve the curricular goals when the teacher may not be completely involved in the curriculum development. Involving teachers in this process allows teachers to look at curriculum in a way in which they feel they have a say along with giving them the confidence to bring about a change for the educational system. Throughout this article, it reinforces the need for teachers to be included in the curriculum making process through their organization, experience and knowledge. 

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