Theoretical framework

• What is the broad sociocultural context of learning?
• What beliefs about the subject matter and the learning of the subject matter are to be articulated through the curriculum?

Stakeholder analysis

• Who are the stakeholders?
• What do they expect learners to be able to do?
• What expertise already exists in the institution?
• How committed are various stakeholders to curriculum development/ renewal?

Needs analysis with learners

• What do learners already know and what are they able to do?
• What do they need to know and be able to do?

Outcome and goals

• What are the intended goals of the curriculum?
• What will learners be able to do as a result of the curriculum?
• What will learners have to do to achieve those goals?

Approach to curriculum design

• What approach to curriculum design is most appropriate for the outcomes and goals?
• Are teaching staff educated in using this approach? If not, can professional development be conducted?
• What would it entail?

Content and scope

• What content needs to be taught so learners can achieve these goals?
• How should the content be organized?
• Should there be a number of courses to reach the goals?

Learning materials and activities

• What materials help learners acquire the content?
• What activities help learners achieve the course objectives?
• What roles do teachers and learners take?

Assessments

• How will learners be placed in different courses?
• How will we determine what learners have achieve?
• What do we do with this information?

Evaluation of the instruction to context

• Does instruction reflect the theoretical framework?
• Are teachers teaching to the curriculum?
• Are learners engaged in the curriculum?
• What impact does the curriculum have on instruction?

Evaluation of the learning to context

• Does student learning achieve the goals/ objectives of the curriculum?
• Does this learning meet student needs?
• Does this learning meet stakeholders needs?
• What impact does the curriculum have on learning?