Need for the Recognition of Challenges in the CurriculumWriting Process
On top of being open to such a curriculum, teachers also need to be realistic about the process of preparing such a curriculum—not only does it require a very good understanding of the learners’ needs and the syllabus requirements, it also requires numerous decisions to be made during the tedious and time-consuming rewriting of syllabus into generalisations with key concepts. At RI, although the training that the teachers underwent helped them to understand the benefits of the new curriculum, there were many new things to be learnt, and the process of getting teachers used to the new curriculum took a while. In particular, writing the curriculum using the UbD template for every topic meant that teachers from the curriculum planning team not only had to identify the kind of concepts to be included in the curriculum, but they also had to weave the selected concepts into meaningful key understandings (KUs). Because concepts abound in the school curriculum, it was difficult to decide and justify their inclusion or exclusion. In fact, this can lead to the possibility of teachers becoming too fixated on the selection and justification of the concepts to be included, thereby neglecting the development of real geographical understanding (Winter, 2011).
Even after the selection of concepts, it was a mentally stimulating and timeconsuming task to craft the KUs, especially when coupled with the teaching workload. It was therefore essential that teachers shared resources and held discussions when crafting the KUs. The truth is that KUs always seem to be a work in progress, so that teachers are constantly trying to improve on them.
Greater collaboration among educators, however, will no doubt achieve the desired objectives that will motivate learners and meet their needs.