Curriculums require effective formulation following the adequate assessment of the information needs in the learner among other factors that affect the learning process (GOLBY, GREENWALD, & WEST, 1975). After determining these, the curriculum developers determine the best concepts that every stage of the learner requires ad the best methods of teaching such concepts thereby guaranteeing effective acquisition of knowledge.
A curriculum should not burden the leaners by ensuring that the developers constitute the most appropriate concepts for every stage of the learning process thereby guaranteeing optimum learning. This requires the consideration of such pertinent features of the learner as their age and the knowledge gap. Additionally, an effective curriculum introduces concepts progressively thereby ensuring that the learner understands each concept at the most appropriate age. Besides the development of the concepts for the learner, curriculums manage the teachers. A curriculum must consider and set feature requirements for the teacher thereby ensuring that only the most effective teachers impart the knowledge in the learners. A curriculum therefore advises the teachers on the best earning aids for every learning stage and the mode of teaching to ensure a productive system.
Additionally, curriculums should always reflect the state of the society within which it is applied in a number of ways, the knowledge in the curriculum must have direct relevance with the environment within which it is used. This implies that the curriculum must envision the knowledge growth through time. An effective curriculum therefore has a period lapse within which it is reviewed. In the United Kingdom, the period is four years a time within which the developers remove certain aspects of the curriculum and replacing them with new concepts. This safeguards the technological changes in the society most of which demand different knowledge from the previous period (WILES, 2009).
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