Curriculum design process might sound a bit perplexing, but it’s really just another way of talking about how teachers and educators put together (design) their various courses and classes (curriculum). The primary aim is to build an excellent educational environment.

A curriculum design process should start with clear principles and goals. All that follows should be aligned with those values. The ensuing curriculum should adhere to the stated reasons for teaching students about any given subject matter or topic.

Another part of the curriculum design process is inclusivity. You want to make sure you're showing your students the breadth and diversity of the subject matter at hand. If you're designing a curriculum for an introduction to poetry class, you don’t want to teach only one type of poet. You want to demonstrate the dynamic range of poets and poetry.

Your curriculum design process should also ensure that your course unfolds in a sensible fashion. If you’re designing a curriculum for a history class on World War II, you should ensure that your syllabus follows a clear, understandable trajectory. You don’t want to teach things out of order.

A fourth part of the design process is accounting for resources. You should make sure to have all of the resources you need to illuminate the subject at hand. Your resources might include videos, images, or audio clips.

Finally, once the class or school year is over, it’s important to reflect on your curriculum design process. You should think about areas that worked well and parts that could perhaps be bettered. After all, the main aim of the curriculum design process is to produce a high-quality learning experience.

The aims of the curriculum design process will vary according to the intended learning outcomes and the level of the course of study. Nonetheless, common objectives will include covering the subject as completely and coherently as possible, ensuring that students have the skills and knowledge needed to build on what they have learned, and creating a balance between knowledge and skills.

Traditional curricula in arts subjects have been based around knowledge and have generally been chronological in structure and based around a single discipline. The undergraduate degree in English at Oxford University, for instance, was originally conceived as a complete course in British literature, beginning with Beowulf (for which the student had to learn Old English) and ending with the twentieth century. The Cambridge curriculum, by contrast, was designed around analytical skills and a deep understanding of individual authors and periods.

The Oxford model of curriculum design is now unfashionable, but its aim of ensuring that everyone who graduated from the university had a thorough grounding in every period of English literature, and had read all the great classics, is a perfectly reasonable one. Modern curricula tend to focus more on acquiring skills than on building a body of knowledge. This often means that they have the ultimate aim of increasing the employability of the student, and justifying the course in practical terms.

The curriculum design process is an integral part of any course development, and it needs to be revisited and redeveloped on an ongoing basis to ensure that the curriculum remains relevant. The primary aim of a curriculum design process is to package knowledge into a format that is easy to teach and which will ultimately benefit students.

The first aim of curriculum design is to ensure that every module or course has concise learning aims and outputs that students need to achieve. In order to achieve this, assessments must be designed as a natural extension of the subject matter, in order to ascertain what students have learned and mastered.

The aim of a modern curriculum design process is to start with the outcomes desired and work backwards to put together the course content and materials. This is in stark contrast to the old-fashioned methodology, in which course content was the starting point of curriculum design. Rather than asking "what should we teach them?," modern curriculum designers ask "what do they need to know and understand?"

Every curriculum design should aim to create connections between ideas which may, at first glance, seem disparate. They should aim to make learning both fun and highly targeted to a specific audience. For example, a curriculum for first-language English speakers will look remarkably different to a curriculum for adult students learning English.

A curriculum design process is a method by which teachers and other instructional authorities consider the goals, needs, and materials for their student group for a particular class or course. During this process, they may also consider which content to teach throughout the course. The curriculum design process will vary for each course of study: the goals and objectives of every class are different. This process is an effective way to go about lesson planning in an intentional and purposeful way. It ensures all goals will be addressed, and also reduces the likelihood that students and instructors will fall short of objectives at the end of the course.

The goals of a curriculum design process are not limited to student goals. A good curriculum design process will also include goals for the institution, faculty, and staff. A note about the word "process"—the curriculum design process is not linear: curriculum planners do not go straight from goals to action. The fact that it is a process allows educational professionals to set a goal and continually assess whether it fits in as a part of the larger curriculum design.