Ask AI: what are the key concepts that should be taken into consideration when a curriculum is implemented or reviewed? with apa 7th intext reference

Implementing or reviewing a curriculum adequately encompasses numerous key concepts. These include: 1. **Goal Alignment**: The curriculum should align with the learning objectives, mission, and vision of the institution (Wiles, 2009). 2. **Knowledge Acquisition**: The curriculum must involve strong content that promotes factual knowledge and comprehension among learners (Harden, 2002). 3. **Experiential Learning**: The curriculum should also allow for experiential or hands-on learning activities that enable students to apply theoretical perspectives in real-life scenarios (Beard & Wilson, 2013). 4. **Assessment**: There must be robust methods of assessing students' understanding. The assessment techniques should not only evaluate the learners' comprehension of the topics, but also their application and synthesis skills (Biggs & Tang, 2011). 5. **Progression and Coherence**: The curriculum needs to clearly build upon prior knowledge and skills while creating coherence across different subject areas (Drake & Burns, 2004). 6. **Inclusivity**: The curriculum must consider the cultural, social, and cognitive diversity of the learners to ensure equitable learning opportunities for all (Gay, 2018). 7. **Feedback and Revision:** There should be continuous feedback and revision mechanisms to keep the curriculum relevant and up-to-date according to changing educational needs (Fullan, 2007). References: Beard, C., & Wilson, J. P., (2013). Experiential learning: A handbook for education, training, and coaching. Kogan Page Publishers. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. McGraw-hill education (UK). Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. ASCD. Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press. Harden, R. M. (2002). Learning outcomes and instructional objectives: is there a difference? Medical teacher, 24(2), 151-155. Wiles, J. W. (2009). Leading curriculum development. Corwin Press.