Curriculum Inception Taya Hervey-McNutt Strayer University EDU 555: K-12 Curriculum Design & Development Dr. Joe Canada January 16, 2022 Curriculum Inception The proposed curriculum will be a comprehensive program focusing on the teaching and learning of technology in Orange County Public Schools (OCPS) elementary schools. The core instructional goals of the proposed curriculum aimed at empowering learners with primary computer and internet skills such as; basic use of computer applications including google apps, keynote, garage band. In this grade, students will be introduced to know how to use the google apps and the Chromebook. They will develop multimedia presentations like publishing media content and developing digital media and art. Through this, the student will be able to acquire the ability to constructible skills that will help him/her derive meaning by critically questioning resources using digital tools. In this grade, students are expected to major in learning how to use book creators to explain their understanding in their own words. The main learning activities students will undertake include: Storing, sharing, accessing, and manipulating files in google drive; organizing and reflecting on content in google sites as well as campus press blogs, implementation of apps like book creator to explain their understanding Learn the various purposes of different media. Impart innovation skills on learners through the use of various technologies in a design process for problem-solving by creating new, useful and /or innovative solutions. At the same time, Students will be expected to learn how to apply technology and non-technology tools to aid in understanding a design process of which there will be an integration with STEAM subjects. Still, this will make space activities where students will apply the design process to identify or solve problems by combining digital tools with non-tech tools to develop strategies for designing systems. Impart collaboration skills on students through digital tools to widen their views, increase empathy, and the importance of teamwork skills in applications. Approach to curriculum development The proposal's design is based on the system's approach to curriculum development. The systems approach can be seen as a methodical scheme applied to plan, propose, advance, evaluate curriculums that consist of the following components: Analysis of needs, analysis of the task, declaration of projected learning objectives, assessment plan, a pilot study proposal, development of learning resources and implementation of the final curriculum. The first five components of the systems approach have already been included in the proposed curriculum design. Furthermore, one of the main features of the Systems approach's core instructional goals is its high interconnectedness among content areas and programs. Similarly, in the core instructional goals of the proposed curriculum, ther ...

1. Curriculum Inception
Taya Hervey-McNutt
Strayer University
EDU 555: K-12 Curriculum Design & Development
Dr. Joe Canada
January 16, 2022
Curriculum Inception
The proposed curriculum will be a comprehensive program
focusing on the teaching and
learning of technology in Orange County Public Schools
(OCPS) elementary schools. The core
instructional goals of the proposed curriculum aimed at
empowering learners with primary
computer and internet skills such as; basic use of computer
applications including google apps,
keynote, garage band. In this grade, students will be introduced
to know how to use the google
apps and the Chromebook. They will develop multimedia

2. presentations like publishing media
content and developing digital media and art. Through this, the
student will be able to acquire the
ability to constructible skills that will help him/her derive
meaning by critically questioning
resources using digital tools. In this grade, students are
expected to major in learning how to use
book creators to explain their understanding in their own words.
The main learning activities students will undertake include:
Storing, sharing, accessing,
and manipulating files in google drive; organizing and
reflecting on content in google sites as
well as campus press blogs, implementation of apps like book
creator to explain their
understanding Learn the various purposes of different media.
Impart innovation skills on learners
through the use of various technologies in a design process for
problem-solving by creating new,
useful and /or innovative solutions. At the same time, Students
will be expected to learn how to
apply technology and non-technology tools to aid in
understanding a design process of which
there will be an integration with STEAM subjects. Still, this
will make space activities where

3. students will apply the design process to identify or solve
problems by combining digital tools
with non-tech tools to develop strategies for designing systems.
Impart collaboration skills on
students through digital tools to widen their views, increase
empathy, and the importance of
teamwork skills in applications.
Approach to curriculum development
The proposal's design is based on the system's approach to
curriculum development. The
systems approach can be seen as a methodical scheme applied to
plan, propose, advance,
evaluate curriculums that consist of the following components:
Analysis of needs, analysis of the
task, declaration of projected learning objectives, assessment
plan, a pilot study proposal,
development of learning resources and implementation of the
final curriculum. The first five
components of the systems approach have already been included
in the proposed curriculum
design. Furthermore, one of the main features of the Systems
approach's core instructional goals

4. is its high interconnectedness among content areas and
programs. Similarly, in the core
instructional goals of the proposed curriculum, there is high
interconnection, especially among
content areas. For example, in the first core instructional goal
presented in the previous section,
students are not just expected to learn the primary computer and
internet skills. Instead, they are
expected to learn and then combine the skills to do something
productive in the digital world.
In shaping the design of the curriculum, a pragmatic approach
will be employed. This is because
the pragmatic approach offers the most consistent vital goals of
the curriculum. For example,
pragmatism is a philosophy that inspires us to look out for the
processes and engage in activities
that offer the best results to help us attain desirable results.
This definition forms the
philosophical basis of the second core instructional goal of the
proposed curriculum. The second
goal is to encourage students to critically question learning
resources to find out the processes
that best work for their purposes. It can be seen as a matter -of-
fact technique used to approach or

5. assess situations and solve problems (Hacohen and Weinshall,
1). By questioning the learning
resources, students will look for facts to use in approaching
situations or solving problems.
Philosophical / theoretical approach to curriculum development
The psychological, motivational approach to be employed in
developing this curriculum
is the cognitive theories of learning (Wang and Breckon, 2).
Cognitive theories of learning focus
on cognition, or knowing, giving particular attention to how
human beings process information
and monitor and manage their thinking. In cognitive theories,
learning entails a logical process
for organizing and interpreting information and is usually
characterized by such practices as
critical thinking, reflective thinking, and intuitive thinking.
This logical structure has been
applied in all four core instructional goals. The logical structure
of the proposed curriculum also
complements Piaget's theory which sought to explain that the
learning process is interactive in
that newer/more advanced information is designed to

6. complement the student’s existing
knowledge. Furthermore, the practices of critical thinking,
reflective thinking and intuitive
thinking are also quite important.
Cultural influence on Curriculum
Orange County Public Schools school district is one of the most
culturally diverse school
districts in the US. Specifically, 42% of the students in the
school district are of Hispanic
descent, 26% are white, 25% Black, 5% Asian, and 2% are of
mixed ethnicity. The most
significant cultural influence that has resulted from this high
level of diversity has been cultural
bias (Hacohen and Weinshall, 1). Consequently, the influence of
culture is a key issue that the
school district has considered. Particularly, the school district
has already embarked on a strategy
to emphasize responsive culture to narrow the gap among
learners. To achieve this, OCPS has
developed both professional learnings and a support system for
its instructional staff to use.In
most cases, the instructional staff is offered an opportunity to
participate in the professional

7. development processes, as this helps increase diversity
understanding among the student
population. The strategy also helps in honoring personal and
cultural experience, which supports
the overall process of learning within the institution. The
culture instilled by the school district
enables the instructors to look at the students at the individual
level and, thus, help them where
appropriate.
Benefits for Curriculum
Although OCPS has already made significant strides towards
integrating cultural
influences in its schools, it is still necessary to include the
pertinent knowledge, skills, morals,
and attitudes in the proposed curriculum. In this regard, the
inclusion of teamwork sessions, field
trips, and games as some interactive modes of delivering the
instructional goals to students while
also reducing the cultural gap among students from various
cultures (Pountney, 3). In so doing,
students will have an easier time relating the contents of the
curriculum with the happenings in

8. their daily lives. Ultimately, they will be able to understand the
worthwhileness of curriculums.
Goals for Curriculum
By applying the Bloom Spiralling technique, learners will have
the opportunity to
progressively learn the curriculum content. In practice, the
instruction procedure could, for
example, involve: defining a phenomenon, outlining its
characteristics, comparing it to similar or
related phenomena Analyzing an idea related to the phenomenon
and designing a novel use of
the phenomenon. In the above example of bloom’s spiraling, all
students begin at the same point
of bloom's taxonomy; they then progressively move up the
taxonomy with the final create level
offering a flexible ceiling for the fastest learners while
simultaneously acting as an objective for
the slower ones. With such a process, students' understanding is
trained to be progressive while
also enhancing their ability to think critically.
References
1. Hacohen, G., & Weinshall, D. (2019, May). On the power of

9. curriculum learning in
training deep networks. International Conference on Machine
Learning (pp. 2535-2544).
PMLR.
2. Wang, Q., & Breckon, T. P. (2022). Crowd Counting via
Segmentation Guided Attention
Networks and Curriculum Loss. IEEE Transactions on
Intelligent Transportation
Systems.
3. Pountney, R. (2020, March). The curriculum design
coherence model. BERA, British
Curriculum Forum.
Imagine that, for about a year, your nursing unit has been
involved in an intensive campaign to improve patient
satisfaction scores with pain management. You are getting good
data from your patients, as the length of stay on this inpatient
geriatric medical nursing unit is only about 6 days. Your
hospital does 100% survey to inpatients, and the response rate is
about 25%, which is higher than it has been. This
notwithstanding, the percent of “patient very satisfied” (top
box), with a score of 5, has been in the low 70s. The national
benchmark for medical surgical units like yours is about 85%
very satisfied. Of all the units in your hospital, your unit is the
lowest scoring on this HCAPHS survey. But as your unit is the
only geriatric medical nursing unit in the hospital, you’d always
thought it was the nature of the patient population.
You have been the day shift representative to the QI team, and

10. the scores on your unit are posted monthly. Here are the
numerous strategies that have been tried on your unit and the
timeframes.
For this Discussion, examine the strategies and interventions
tried in your unit and consider the following questions: a) Were
the strategies effective in creating a sustainable change on your
nursing unit, and b) To what extent can your nurse manager and
CNO count on your unit exceeding the national benchmark in
the next quarter, the next year? That is, does this run chart have
some predictive ability? Does the run chart support the nursing
unit’s decision to celebrate? To what extent can the leadership
be confident that the trend will continue?
Based on the scenario, explain what was done successfully and
where improvement was needed in the quality improvement
process. Identify the quality improvement tools and explain how
they contributed to the outcome.
Need by: Sunday, March 13, 2022
Will pay $20 NOW / $20 COMPLETE
MUST FOLLOW RUBRIC AND USE PREVIOUS ANSWERS
TO FURTHER THIS ANSWER,
-see other attached documents
Curriculum Development and Implementation
Scenario for the Three Assignments
Assume that you are the curriculum designer for a school
district. The school board has
requested that several teams develop proposals for new

11. curricula to meet newly established
state standards. You and your team must develop the first
proposal as a pilot or model for the
other teams. You have to first identify a specific curriculum
area not currently used in the school
district that would greatly benefit the students in the district.
Use the Internet or the Strayer
Library, as well as your textbook to develop a pilot curriculum
for a specific discipline area such
as reading, math, or science or grade level (K–12) at a local
school district.
Instructions: Curriculum Development and Implementation
Write an 8–10 page paper in which you:
● Summarize the following aspects of the Curriculum Inception
and Foundations assignments. (a)
Describe the specific curriculum area and grade level(s) for the
pilot curriculum. (b) Describe at
least four core instructional goals for the curriculum. (c)
Review the various approaches to be
used for the planned curriculum as well as potential cultural
influences. (d) Review the strategy
for incorporating critical thinking skills into the planned
curriculum using Bloom’s Taxonomy.
● Develop at least three student learning outcomes for each of
the core instructional goals in the
planned curriculum. (Note: Student learning outcomes must
support accomplishment of their
respective core instructional goal and be stated in a manner that
is observable and measurable.
The student learning outcomes must also support development
of critical thinking skills consistent
with Bloom’s Taxonomy. A brief article on writing student

12. learning outcomes or objectives is
provided: Writing learning objectives: Beginning with the end
in mind .
● Outline a least one instructional lesson or exercise that could
be used to facilitate mastery of one
of the three student learning outcomes listed. (Note: The
instructional lesson outline should
include instructor activities to promote mastery of the learning
outcome and develop critical
thinking skills. The outline should also include student
activities that promote critical thinking and
accomplishment of the learning outcome.)
● Propose at least one way the students for which the lesson is
designed will use technology as
part of the lesson, providing a rationale for the technology.
● Propose at least one way in which technology will be used to
deliver the lesson, providing a
rationale for the technology.
https://blackboard.strayer.edu/bbcswebdav/xid-120908937_4
● Create an implementation plan for the curriculum in the form
of a PowerPoint presentation of at
least eight slides. Include (a) a summary of the development
process (the first two assignments),
(b) the instruction lesson outline, (c) an implementation
timetable, and (d) the human and capital
resources needed for successful implementation. (Note: The
PowerPoint, which is not part of the
page count, will be presented to the district school board.)
● Use at least three relevant, scholarly references published in

13. the last seven years. (May use
references already used in this paper.) (Note: Wikipedia and
other nongovernment websites do
not qualify as scholarly resources. Review the supplementary
readings list on the first page of the
course guide for possible references.)
Unacceptable Needs
Improvement
Competent Exemplary
Summarize the
following aspects
of Curriculum
Inception and
Foundations
assignments: (a)
Describe the
specific
curriculum area
and grade level(s)
for the pilot
curriculum. (b)
Describe at least
four core
instructional
goals for the
curriculum. (c)

14. Review the
various
approaches to be
used for the
planned
curriculum as
well as potential
cultural
influences. (d)
Review the
strategy for
incorporating
critical thinking
skills into the
planned
curriculum using
Points:
0 (0.00%)
Did not submit or
incompletely
summarized the
following aspects
of Curriculum
Inception and
Foundations
assignments: (a)
Describe the

15. specific curriculum
area and grade
level(s) for the pilot
curriculum. (b)
Describe at least
four core
instructional goals
for the curriculum.
(c) Review the
various
approaches to be
used for the
planned curriculum
as well as potential
cultural influences.
(d) Review the
strategy for
incorporating
critical thinking
skills into the
planned curriculum
Points:
17.25 (7.50%)
Partially
summarized the
following aspects
of Curriculum
Inception and
Foundations
assignments: (a)
Describe the
specific curriculum
area and grade
level(s) for the pilot

16. curriculum. (b)
Describe at least
four core
instructional goals
for the curriculum.
(c) Review the
various
approaches to be
used for the
planned curriculum
as well as potential
cultural influences.
(d) Review the
strategy for
incorporating
critical thinking
skills into the
planned curriculum
Points:
19.55 (8.50%)
Satisfactorily
summarized the
following aspects
of Curriculum
Inception and
Foundations
assignments: (a)
Describe the
specific curriculum
area and grade
level(s) for the pilot
curriculum. (b)
Describe at least
four core

17. instructional goals
for the curriculum.
(c) Review the
various
approaches to be
used for the
planned curriculum
as well as potential
cultural influences.
(d) Review the
strategy for
incorporating
critical thinking
skills into the
planned curriculum
Points:
23 (10.00%)
Thoroughly
summarized the
following aspects
of Curriculum
Inception and
Foundations
assignments: (a)
Describe the
specific curriculum
area and grade
level(s) for the pilot
curriculum. (b)
Describe at least
four core
instructional goals
for the curriculum.
(c) Review the

18. various
approaches to be
used for the
planned curriculum
as well as potential
cultural influences.
(d) Review the
strategy for
incorporating
critical thinking
skills into the
planned curriculum
https://blackboard.strayer.edu/webapps/rubric/do/course/gradeR
ubric?mode=grid&isPopup=true&rubricCount=1&prefix=_2899
1812_1&course_id=_461709_1&maxValue =230.0&rubricId=_1
128948_1&viewOnly=true&displayGrades=false&type=grading
&rubricAssoId=_1543524_1#
Bloom’s
Taxonomy.
using Bloom’s
Taxonomy.
using Bloom’s
Taxonomy.
using Bloom’s
Taxonomy.
using Bloom’s
Taxonomy.
Develop at least

19. three student
learning
outcomes for
each of the core
instructional
goals in the
planned
curriculum. (Note:
Student learning
outcomes must
support
accomplishment
of their respective
core instructional
goal and be
stated in a
manner that is
observable and
measurable. The
student learning
outcomes must
also support
development of
critical thinking
skills consistent
with Bloom’s

20. Taxonomy.
Points:
0 (0.00%)
Did not submit or
incompletely
developed at least
three student
learning outcomes
for each of the core
instructional goals
in the planned
curriculum.
Points:
25.875
(11.25%)
Partially developed
at least three
student learning
outcomes for each
of the core
instructional goals
in the planned
curriculum.
Points:
29.325
(12.75%)
Satisfactorily
developed at least

21. three student
learning outcomes
for each of the core
instructional goals
in the planned
curriculum.
Points:
34.5 (15.00%)
Thoroughly
developed at least
three student
learning outcomes
for each of the core
instructional goals
in the planned
curriculum.
Outline a least
one instructional
lesson or
exercise that
could be used to
facilitate mastery
of one of the
three student
learning
outcomes listed.

22. (Note: The
instructional
lesson outline
should include
instructor
activities to
promote mastery
of the learning
outcome and
develop critical
thinking skills.
The outline
should also
include student
activities that
promote critical
thinking and
accomplishment
of the learning
outcome.)
Points:
0 (0.00%)
Did not submit or
incompletely
outlined a least one

23. instructional lesson
or exercise that
could be used to
facilitate mastery of
one of the three
student learning
outcomes listed.
Points:
51.75 (22.50%)
Partially outlined a
least one
instructional lesson
or exercise that
could be used to
facilitate mastery of
one of the three
student learning
outcomes listed.
Points:
58.65 (25.50%)
Satisfactorily
outlined a least one
instructional lesson
or exercise that
could be used to
facilitate mastery of
one of the three
student learning
outcomes listed.
Points:

24. 69 (30.00%)
Thoroughly
outlined a least one
instructional lesson
or exercise that
could be used to
facilitate mastery of
one of the three
student learning
outcomes listed.
Propose at least
one way the
students for
which the lesson
is designed will
use technology
as part of the
lesson, providing
a rationale for the
technology.
Points:
0 (0.00%)
Did not submit or
incompletely
proposed at least
one way the
students will use
technology as part
of the lesson; did
not submit or

25. incompletely
provided a
rationale for the
technology.
Points:
8.625 (3.75%)
Partially proposed
at least one way
the students will
use technology as
part of the lesson;
partially provided
rationale for the
technology.
Points:
9.775 (4.25%)
Satisfactorily
proposed at least
one way the
students will use
technology as part
of the lesson;
satisfactorily
provided a
rationale for the
technology.
Points:
11.5 (5.00%)
Thoroughly
proposed at least

26. one way the
students will use
technology as part
of the lesson;
thoroughly
provided a
rationale for the
technology.
Propose at least
one way in which
technology will be
used to deliver
the lesson,
providing a
rationale for the
technology.
Points:
0 (0.00%)
Did not submit or
incompletely
proposed at least
one way in which
technology will be
used to deliver the
lesson; did not
submit or
incompletely
provided a
rationale for the

27. technology.
Points:
8.625 (3.75%)
Partially proposed
at least one way in
which technology
will be used to
deliver the lesson;
partially provided a
rationale for the
technology.
Points:
9.775 (4.25%)
Satisfactorily
proposed at least
one way in which
technology will be
used to deliver the
lesson;
satisfactorily
provided a
rationale for the
technology.
Points:
11.5 (5.00%)
Thoroughly
proposed at least
one way in which
technology will be
used to deliver the

28. lesson; thoroughly
provided a
rationale for the
technology.
Create an
implementation
plan for the
curriculum in the
form of a
PowerPoint
presentation of at
least eight slides.
Include (a) a
summary of the
development
process
(Curriculum
Inception and
Foundations
assignments), (b)
the instruction
lesson outline, (c)
an
implementation
timetable, and (d)

29. the human and
capital resources
needed for
successful
implementation.
Points:
0 (0.00%)
Did not submit or
incompletely
created an
implementation
plan for the
curriculum in the
form of a
PowerPoint
presentation of at
least eight slides.
Did not include or
incompletely
provided (a) a
summary of the
development
process
(Curriculum
Inception and
Foundations
assignments), (b)
the instruction
lesson outline, (c)
an implementation
timetable, and (d)
the human and

30. capital resources
needed for
successful
implementation.
Points:
34.5 (15.00%)
Partially created an
implementation
plan for the
curriculum in the
form of a
PowerPoint
presentation of at
least eight slides.
Partially provided
(a) a summary of
the development
process
(Curriculum
Inception and
Foundations
assignments), (b)
the instruction
lesson outline, (c)
an implementation
timetable, and (d)
the human and
capital resources
needed for
successful
implementation.
Points:

31. 39.1 (17.00%)
Satisfactorily
created an
implementation
plan for the
curriculum in the
form of a
PowerPoint
presentation of at
least eight slides.
Satisfactorily
provided (a) a
summary of the
development
process
(Curriculum
Inception and
Foundations
assignments), (b)
the instruction
lesson outline, (c)
an implementation
timetable, and (d)
the human and
capital resources
needed for
successful
implementation.
Points:
46 (20.00%)
Thoroughly created
an implementation
plan for the
curriculum in the

32. form of a
PowerPoint
presentation of at
least eight slides.
Thoroughly
provided (a) a
summary of the
development
process
(Curriculum
Inception and
Foundations
assignments), (b)
the instruction
lesson outline, (c)
an implementation
timetable, and (d)
the human and
capital resources
needed for
successful
implementation.
Use at least three
relevant,
scholarly
references
published in the
last seven years.
(May use
references

33. already used in
this paper.)
Points:
0 (0.00%)
No references
were provided.
Points:
8.625 (3.75%)
Did not meet the
required number of
references; some
or all references
were poor quality
choices.
Points:
9.775 (4.25%)
Met number of
required
references; all
references were
high quality
choices.
Points:
11.5 (5.00%)
Exceeded number
of required
references; all
references were

34. high quality
choices.
Clarity, writing
mechanics, and
formatting
requirements.
Points:
0 (0.00%)
More than 6 errors
were present.
Points:
17.25 (7.50%)
5–6 errors were
present.
Points:
19.55 (8.50%)
3–4 errors were
present.
Points:
23 (10.00%)
0–2 errors were
present.