1. The Nature and Purpose of Curriculum Planning
Glatthorn et al. describe curriculum planning as a coherent decision-making process through which schools determine:
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What students should learn (content, competences, dispositions)
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Why they should learn it (educational purposes and societal expectations)
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How they should learn it (pedagogical and assessment strategies)
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How learning will be evaluated (monitoring, feedback, and evaluation systems)
Curriculum planning ensures internal coordination between goals, content, pedagogy, and assessment, and external alignment with national policies, standards, and accountability frameworks.
2. Levels of Curriculum Planning
The authors differentiate several interconnected planning levels:
a. National/State Level
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Broad curriculum standards, learning outcomes, policy expectations
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Mandates that shape local curriculum work
b. District Level
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Translation of national standards into district curriculum guides
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Development of pacing guides, scope-and-sequence documents, assessment policies
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Support structures for teachers (PD, resources)
c. School Level
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School Improvement Plans (SIPs) integrating curriculum priorities
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Cross-disciplinary curriculum alignment
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Professional learning communities (PLCs) or curriculum committees for collaborative planning
d. Classroom Level
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Teacher unit planning, lesson planning, learning objectives
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Instructional differentiation, classroom assessment strategies
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Integration of learner interests and local contexts
The chapter stresses that all levels must be coherent and aligned for curriculum success.
3. The Strategic Dimensions of Curriculum Planning
Glatthorn et al. argue that curriculum planning should follow a strategic and data-informed approach. Key elements include:
a. Vision and Mission Alignment
Curriculum plans must reflect the institution’s mission, educational philosophy, and long-term vision for student learning.
b. Needs Assessment
Effective planning begins with the analysis of:
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Student performance data
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Teacher competencies
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Resource availability
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Community expectations
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Equity and inclusion gaps
c. Goal and Outcome Setting
Curriculum goals must be:
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Clear
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Measurable
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Developmentally appropriate
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Connected to broader learning competencies
d. Prioritising Curriculum Content
The authors propose that leaders identify core, supplementary, and enrichment content to ensure a balanced curriculum without overload.
4. Planning Models in Curriculum Development
Glatthorn presents several planning models, showing that no single method fits all contexts. The main models include:
1. Technical/Objective-Based Model
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Linear, rational planning
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Clear sequence: goals → content → activities → evaluation
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Often aligned with standards-based reforms
2. Grassroots or School-Based Model
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Collaborative, teacher-driven planning
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Reflects local school culture and needs
3. Backward Design (Understanding by Design)
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Begin with desired learning outcomes
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Determine acceptable evidence of learning
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Plan instruction and activities last
4. Integrated or Interdisciplinary Planning
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Cross-curricular themes and competencies
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Useful in project-based or inquiry-oriented systems
The authors emphasise that curriculum leaders must choose models strategically based on context, resources, and teacher readiness.
5. Roles of Curriculum Leaders in Planning
Glatthorn et al. identify leadership roles crucial to planning:
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Facilitator – guiding discussions, ensuring collaboration
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Resource Provider – supplying materials, PD, and support
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Coordinator – ensuring alignment across levels
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Communicator – explaining decisions to stakeholders
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Advocate – promoting curriculum innovation and improvement
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Evaluator – assessing curriculum effectiveness and implementation fidelity
Effective leaders build teacher ownership and commitment by balancing guidance with flexibility.
6. Collaborative Planning and Professional Learning Communities
The chapter highlights the importance of teacher collaboration and PLCs. Collaborative planning:
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improves curriculum coherence
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supports consistent expectations across classrooms
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enhances teacher professional growth
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reduces variability in instruction
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builds collective responsibility for student learning
Glatthorn stresses that curriculum planning should not be an administrative mandate but a shared professional endeavour.
7. Challenges and Constraints in Curriculum Planning
Common challenges include:
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Limited resources and time
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Teacher resistance to change
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Overly prescriptive national policies
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Conflicts among stakeholder expectations
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Balancing innovation with accountability requirements
Glatthorn argues that leaders must navigate these constraints through communication, support, and adaptive strategies.
8. Monitoring and Revision of Curriculum Plans
Curriculum planning is described as a continuous improvement cycle. Effective monitoring requires:
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Regular data analysis
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Stakeholder feedback
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Classroom observations
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Revision of units and pacing
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Adjustments for diverse learners
Curriculum plans must be dynamic and responsive to evidence, not static documents.
Conclusion
Chapter 5 underscores that curriculum planning is a strategic, collaborative, and iterative process, essential for achieving high-quality teaching and learning. Glatthorn and colleagues provide a practical roadmap for aligning goals, content, pedagogy, and assessment at multiple levels of the system. Effective curriculum leaders foster shared ownership, use data intelligently, build coherent structures, and continuously refine plans to meet learner needs and societal expectations.
