USD 247 Southeast:

A Step-by-Step Process for Curriculum Design

Step
1

DRAFT a list of the large chunks of content for a class and divide these
major learning areas into the appropriate nine week quarter: For each
subject, by grade level or class, make a general and comprehensive list of the
major learning areas (large chunks of content material) taught during the
school year (for example, for biology, it might include cells, ecology, and plants).
Then, divide this list into the quarters in which they are taught asking the
question What do I teach, or plan to teach, during the first, second, third, and
fourth quarter? * Butcher block paper works well for this!**

Step
2

Deconstruct the major learning areas: Figuratively, pull apart each major
learning area (deconstruct it) into the content material comprising the area
(for example, using cells as the major learning area, the term cells might be
deconstructed into cell functions, shapes, structures, and sizes).

Step
3

Create learning targets from the content material comprising each major
learning area and link these targets to Blooms: Next, create learning targets
(formally known as objectives or indicators) linking them to Blooms Taxonomy.
Use the appropriate verb first when writing these targets. Place the level of
Blooms in parenthesis immediately following the verb/s. A handout will be
provided to help you with this!

Step
4

Link content material to the appropriate Kansas College and Career

Readiness Standards and/or other standards: Link the major learning areas to
the KCCRS making adjustments as needed. *** Important adjustments will need
to take place here assuring vertical alignment as a system; be flexible!

Step
5

Write essential questions: Then, create essential questions relating to the

standards (which, in turn, link to the learning targets). A handout will be
provided to assist you. Vocabulary and skills components will also be included on
the document to further clarify content expectations.

*These are not carved in stone; they can be divided by month rather than by quarter, too.
**If assessed standards are identified by KSDE, they will need to be positioned in quarters 1-3 to assist
the teacher in preparing students for state assessments. Later, this is important to keep in mind when
pacing the curriculum. ***A curriculum document and/or map should be considered a work in progress.
By Dr. Diane Watkins, 9.15