A curriculum is a set of instructional techniques, learning experiences, and student performance

evaluations that are designed to effectively convey and evaluate the intended learning objectives
of a course. A well-planned curriculum map can have a significant impact on student progress
and the quality of teachers. A high-quality curriculum leads to teacher retention also, as it
provides significant support to daily classroom instruction and reduces the amount of time spent
lesson planning. Another definition is that a curriculum is an attempt to communicate the
essential principles and features of an educational proposal in such a form that it is open to
critical scrutiny and capable of effective translation into practice’- Stenhouse (1975). The latter
will analyse five examples of a good curriculum.

The goal of a successful educational program and thus effective curriculum development should
be to meet the needs and current demands of the culture, the society, and the expectations of the
population being served. Therefore curriculum development and the educational reform process
continually under goes review, revision, and constant change (Johnson, 2001). Curriculum
development can be challenging, therefore the involvement of all stakeholders, especially
individuals who are directly involved in student instruction, are a vital piece in successful
curriculum development and revision (Johnson, 2001).

One characteristic of a good curriculum is that it needs to be flexible and adaptive. A good
curriculum is a flexible curriculum in the sense that it is not rigid. It only comprises of relevant
material and content. In teaching and learning, flexibility is the ability of the educational
environment to offer a wide range of choices and customize the course to meet the diverse
learning needs and expectations of individual students(Jonker, März, & Voogt, 2020). One of the
opportunitiesfor flexible learning is open learning, which focuses on making learners more
independent and self-determined as teachers become facilitators than instructors.

Flexibility-oriented practices are based on the learner-centered philosophy, which is the

foundation theory. The creation of flexible learning environments allows the elimination of
barriers to attend classrooms in a given educational context and allows instructors and students to
exchange knowledge in a two-way approach. According to Gardon (2014),flexible pedagogy is
an attribute of learner-centered approach, which gives educators a wide range of choices from

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the study dimensions such as learning time and location, learning activities, support for learners
and teachers, learning and teaching resources, as well as flexible instructional strategies. These
choices have made learning and teaching more flexible compared to ancient fixed teaching and
learning approaches, which has promoted effective, engaged, and easy learning.

According to Cheong (2013), curriculum flexibility requires a proper understanding of the

available choices of learning and how those choices affect an individual's learning. However,
Tucker and Morris (2011) noted that the degrees of flexibility vary with different continuums
where the curriculum can be positioned. A curriculum can be flexible in terms of its details, how,
when, and where it is being implemented. According to Carlsen et al. (2016), curriculum
flexibility based on when and where aspects of learning are the requirement for inclusion of all
learners in the educational framework irrespective of their diverse backgrounds. In fact, a
flexible curriculum that enables learners to decide on what, when, and where they should learn is
fascinating to both the students at remote locations and non-traditional students. The extent to
which the curriculum is adoptable or accessible is the adaptability or accessibility dimension of
contextualizing the curriculum. Flexibility in the perception of learning is important since
students have diverse learning challenges that influence learning and teaching processes.

A good curriculum meets the needs of learners. To create an excellent curriculum, it should be
student-centered. More than likely, classrooms will contain a diverse blend of student
achievement strengths and weaknesses. The curriculum should be flexible enough to differentiate
and support the learning of each student. There is no one-size-fits-all curriculum for all students,
and as such, it should include both a focus on developing fundamental skills and concepts as well
as incorporation of advanced ideas and learning opportunities that can satisfy diversity. Hilda
(1962).

Another characteristic of a good curriculum is that it motivates students. Motivation increases

students’ learning (Theobald, 2006). Students’ learning can increase because of their own innate
desires to perform or accomplish a task; however, students’ learning may be affected by external
factors such as rewards or incentives.

Motivation is perceived to have several meanings. Motivation is conceptualized as an innate

desire that drives individuals to participate in an activity because of the satisfaction derived from

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it (Theobald, 2006). Another view of motivation suggests it is goal-directed learning, which
stimulates and guides individuals toward a particular direction (Alexenoamen, 2009). As
students are motivated to learn, they are more likely to achieve the goals set for them, either by
themselves or by the teacher. Motivation, while it may have several definitions, influences
students’ learning.

Students’ motivation to learn is derived from various sources, either intrinsic or extrinsic. On one
hand, students are motivated to learn naturally because of their own interest and enjoyment in the
subject or task, which gives deep meaning to what they learned and the effects on their lives
(Bain, 2004). On the other hand, some students learn best because of a tangible reward or the
value that is attached to the outcome of learning (Biggs, 1999). Students who are intrinsically
motivated tend to perform better on the given tasks and are keener to achieve success. Both
intrinsic and extrinsic motivation increases students’ drive to learn.

Last but not list, a good quality curriculum is carefully and clearly documented. The documents
themselves are written with clear structure and purpose and convey consistent messages
about teaching, learning and assessment. They should be user-friendly and accessible
to education practitioners and stakeholders, providing policy and practical advice and
guidance. Foundational to this is good and clear guidance on curriculum policy, aims and
purposes. In a good curriculum, the ‘new content’ described above will also be well organized
and structured into a number of distinct but inter-related components. These components are
normally expressed in documents developed and drafted specifically for curricular purposes,
and are not merely adaptations of other documents (such as education policies or existing
textbooks).

From the latter, it can be stated that there are specific characteristics that a curriculum should
posses in order for it to be called a good curriculum as these are the ones that make it possible for
the teaching and learning process to be a success.

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 References

Bain, K. (2004). What the best college teachers do. Harvard University Press.

Biggs, J. (1999). Teaching for quality learning at university. Buckingham: Open University
Press.

Carlsen, A., Holmberg, C., Neghina, C. & Owusu-Boampong, A. (2016). Closing the gap:

Cheong, K. (2013). Flexible learning: Dimensions and learner preferences. In Leveraging the
Power of Open and Distance Learning (ODL) for Building a Divergent Asia –Today's
Solutions and Tomorrow's Vision. Proceedings of the 27th International Conference of
the Asian curriculum. Australasian Journal of Educational Technology.Education
Academy.

Germany: UNESCO Institute for Lifelong Learning viewed 15 May 2020.

Gordon, N. A. (2014). Flexible Pedagogies: technology-enhanced learning. In The Higher

Hilda T. (1962) Curriculum Development: Theory and Practice. New York: Harcourt Brace
Jovanovich. p.23

Johnson, J. A. (2001, August 28). Curriculum revision that works. In principles of effective
change.

Jonker, H., März, V.& Voogt, J. (2020). Curriculum flexibility in a blended

Opportunities for distance education to benefit adult learners in higher education. Hamburg,