📘 CURRICULUM
IMPLEMENTATION
— A Key Phase in
Curriculum Development
📖 MEANING
OF CURRICULUM IMPLEMENTATION
- Curriculum Implementation refers to the process of putting the planned
curriculum into action through teaching and learning practices.
- It is also known as Curriculum
Transaction, as it involves translating curriculum content into
effective classroom experiences.
- This stage comes after curriculum
planning and focuses on how well learning objectives are achieved
through actual classroom instruction.
🧑🏫 Curriculum Implementation = Curriculum Plan +
Classroom Teaching
🧩 LEVELS
OF CURRICULUM IMPLEMENTATION
1. 🏫
Institution Level – Management, infrastructure, time tables, staff
roles.
2. 👩🏫 Classroom Level – Teacher's role in
delivering lessons, using methods, and assessing students.
🎯 MODES
OF CURRICULUM IMPLEMENTATION
Curriculum can be implemented through
various instructional modes, based on learner needs:
- 👤 Individualized Instruction
Tailoring lessons for each learner based on pace, interest, and ability. - 👥 Group Teaching
Traditional classroom model where content is delivered to a group. - 🌐 Distance Learning
Instruction using technology (online, broadcast, correspondence) especially for remote learners.
🎓 PURPOSE
OF CURRICULUM IMPLEMENTATION
- To bridge the gap between theory and
practice.
- To bring about meaningful changes in
student behavior — cognitively, affectively, and psychomotor-wise.
- To use teaching as a planned and
purposeful activity aimed at achieving predefined learning outcomes.
🎯 Effective implementation ensures that the
curriculum is not just a document, but a lived experience in the classroom.
🧩 MODELS OF
CURRICULUM IMPLEMENTATION
Curriculum experts have proposed
models to understand and improve how curriculum is carried out in real-world
settings. Two such popular models are:
🔄ORC MODEL (Overcoming Resistance to Change)
🧠 Core Philosophy:
Implementation depends not only on
materials or plans but more importantly on the attitudes and readiness of
people involved, especially teachers.
Resistance is natural — the key is to acknowledge, understand, and work with
it rather than force change.
📍 Assumptions of the ORC Model
- People resist curriculum change due to fear,
lack of clarity, or personal concerns.
- Change should be introduced with motivation,
not imposition.
- Developers must address staff concerns
respectfully and involve them actively in the change process.
🚧 Four Stages of Concern (ORC Stages)
1. ❌
Unrelated Concern
o Teachers are indifferent to the change.
o They don’t see how it relates to their role.
o Example:
A teacher ignores a new online module assuming it’s for tech staff.
2. 🙍♂️ Personal Concern
o The teacher begins to evaluate the change
in relation to self.
o Questions arise: “Will this change my work
routine? Is it useful for me?”
o Example:
A teacher wonders if a new teaching style will affect their current classroom
management.
3. 🧩
Task-Related Concern
o Focus shifts to practical implementation.
o Teachers ask: “How much time will this take?”,
“Do I have the resources?”, “Can I manage this with my workload?”
o Example:
Planning how to blend technology with existing lesson plans.
4. 🎯
Impact-Related Concern
o Teachers begin to focus on student outcomes
and peer acceptance.
o They ask: “Is this helping my students?”, “How
are others handling it?”
o Example:
Reflecting on how students are responding to the new method.
🛠️ Strategies for ORC Implementation
- Conduct orientation programs and
workshops to reduce fear.
- Organize faculty meetings to share
and address concerns.
- Use feedback tools like questionnaires
to map resistance and needs.
- Respect teachers’ beliefs and involve
them in every step of change.
🚧
LOC MODEL (Leadership Obstacle Course)
🧠 LOC = Leadership + Overcoming Barriers
This model treats resistance to
curriculum change as a challenge to leadership and identifies obstacles
that must be resolved to implement changes successfully.
📍 Key Focus:
- Change is a systematic process
that requires:
- 🔍 Clear understanding
- 🧠 Right skills
- 🧰 Adequate resources
- 🏗️ Organizational alignment
- 💪 Motivation
✅ Five Conditions for Effective Implementation
(LOC Framework)
1. 💡
Understanding the Innovation
o Teachers must have clarity about what
is being introduced and why.
2. 🧰
Acquiring Relevant Skills
o Professional development or training is needed
to equip staff.
3. 🖥️
Providing Resources & Materials
o Implementation will fail without textbooks,
tools, and digital support.
4. 🏗️
Reorganizing Structure
o Sometimes the school’s schedule, hierarchy,
or procedures must be adjusted.
5. 💪
Motivation and Commitment
o Teachers should feel emotionally invested
and supported in the process.
🔄 Three Stages of Change (LOC Process)
|
Stage |
Description |
|
🔰 Initiation |
New innovation is proposed or
introduced. |
|
🧪 Attempted Implementation |
The innovation is tried and
tested in real classrooms. |
|
🔄 Incorporation |
If successful, the change becomes
part of routine practice. |
🔁 Feedback Loop:
Even if a problem is resolved once, it
may reappear later. The model includes monitoring systems to track
recurring challenges and adapt.
📊 Comparison of ORC & LOC Models
|
Feature |
ORC Model |
LOC Model |
|
📌 Full Form |
Overcoming Resistance to Change |
Leadership - Obstacle Course |
|
🧠 Focus |
Teachers’ emotional & practical
concerns |
Identifying & removing
structural obstacles |
|
🧭 Stages |
4 concern stages |
3 change stages |
|
🛠️ Strategy |
Motivation, empathy, collaboration |
Training, restructuring, resources |
|
🔁 Feedback |
Informal feedback through staff
concerns |
Formal feedback and monitoring
mechanisms |
✅ Conclusion
Both ORC and LOC Models highlight that
curriculum implementation is not just a technical process, but a human and
systemic one.
- The ORC model emphasizes the emotional
and cognitive concerns of teachers, which must be acknowledged and
addressed.
- The LOC model sees implementation
as a challenge to leadership and stresses planning, training, and
continuous feedback.
🎯 Successful curriculum implementation = Informed
Teachers + Supportive Environment + Responsive Leadership
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