Provide a 6 pages analysis while answering the following question: Developing Curriculum Content. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. The developmental approach in designing curriculum content asserts that curriculum should help students to learn the information which is necessary for performing day-to-day operations or tasks. This model emphasizes that curriculum should provide practical information and should help developing skills and learning capacities for better performance (Browder, et al., 2003). The developmental approach looks forward to developing student abilities to be an excellent performer in their life. This model recognizes students development as a sequential growth which starts with academics, then career, and then social growth while curriculum should be designed to achieve objectives of all stages of students needs.The readiness approach as the name suggests is related to the entry-level of students. It refers to particular skills and understanding of a student. The readiness approach suggests that in designing curriculum content, it is important to examine the mental standing of the student where the student is (Marcon, 2002). In institutions, some students may have well-developed skills and understanding of complex topics because they were already exposed to learning opportunities but others may not have got the same chances (Muller-Ackerman, 2014). So, curriculum content must be designed considering the readiness of students and the level of their understanding. In the contrasting scenario, no prior knowledge of students readiness may lead to an unplanned curriculum content which will hinder the actual growth and learning of students (Olfman, 2003). Examining readiness provides a series of indicators whereas these indicators help understanding the expectations and needs of students. Based on these indicators educationists have better oversight of required curriculum contents which later produces greater learning and growth. .
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