The following links could be useful for you as:

http://www.literacytrust.org.uk/assets/0001/9202/Curriculum_Review_and_Planning_Tool.pdf

http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource_Packs/TTCD/TTCDhome.html

http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_and_development.pdf

http://study.com/academy/lesson/types-of-curriculum-models.html

http://www.oecd.org/education/school/46927511.pdf

http://www.education.vic.gov.au/school/teachers/support/Pages/curriculum.aspx

i am a strong believer in Cultural Analysis as a start to to the process using any model of preference. A Cultural Analysis should allow for the use of fundamental questions from as many perspectives as possible. The analysis must allow values to be stated explicitly and the data for decision-making should be more interpretative than classificatory. Cultural Analysis should ensure relevance, currency and the ability of institutions to keep up with developments in the society.

The process should be modified appropriately to suit the particular society, and even be applied at the level of regions,districts and the institution.

Professor Lawton’s four questions provide a framework for such an analysis:

 “What kind of society exists? In what ways is it developing? How do members appear to want it to develop? What kinds of values and principles will be involved in deciding on this ‘development’ as well as the educational means of achieving it?”  (Lawton 1989 p.19)

Suggested readings :

• Education in a Global Society: A Comparative Perspective

https://books.google.tt/books?isbn=020526752

• Theory and Practice of Curriculum Studies  By Denis Lawton

There are some excellent examples you may want to  peruse   at the UNESCO website here:  WWW.UNESCO.ORG  :.

•   www.unesco.org/education/pdf/11_200.pdf
•   www.uis.unesco.org/.../ICT-teacher%20training-use_EN.pdf
•   www.unescobkk.org/fileadmin/user.../ict/e.../BuildingCapacity.pdf
•   www.unevoc.unesco.org/.../emergingtrendsinictforeducationandtraining.pdf
• www.unesdoc.unesco.org/images/0021/002134/213475E.pdf
• www.iite.unesco.org/pics/publications/en/files/3214613.pdf
•   www.unesdoc.unesco.org/images/0000/000024/002467eo.pdf
•   www.ibe.unesco.org/curricula/zambia/za_alfw_2013_eng.pdf

Another useful resource:

Curriculum Development and Teacher Education

Robert G. Gough (1977) Curriculum Development and Teacher Education,

British Journal of In-Service Education, 3:3, 217-219, DOI: 10.1080/0305763770030310

To link to this article:  http://dx.doi.org/10.1080/0305763770030310

Thank you... the links provided have been very good reading...

We incorporate a Backward Design approach to instructional planning, beginning with  clear learning targets that are aligned to standards.  Specific instructional methods should be grounded in current research from cognitive psychology.

I teach my undergraduate pre-service teachers Project-Based Learning, using resources from the Buck Institute (www.bie.org).

The Associate of Supervision and Curriculum Development (ASCD) offers concise, research-based resources.  The is a good starting point:  http://www.ascd.org/research-a-topic/teaching-and-learning.aspx

I would also encourage you to look into the Learning and the Brain conferences and  institutes.  While quite pricey, you will definitely get your money's worth in a short time.

https://www.learningandthebrain.com/

Planning should aimed at preparing the education scheme to tackle the future and to attain the medium and long-term aims put by policy-makers. sequentially to complete this function successfully, educational planners require to have an understanding of the ideas which are essential and determining their area of work. simultaneously, they have to be conscious of the situation, confronts and restrictions that happen while functioning the operational actions of educational planning.

There is a wide range of curriculum planning and development models, including Tyler’s model and Oliva’s model. They have different  approaches to teaching and learning. The following resources are helpful.  

https://www.slideshare.net/CarlRichardDagalea/curriculum-models-and-types

https://www.slideshare.net/j_allsopp/models-of-curriculum-25907020

Characteristics of a Good Curriculum could be summarized by Development of Social Understanding, Promotion of Maximum Personal Development and Continuity of Experience, Maintenance of Balance among All Goals, Utilization of Effective Learning and Experiences and Needed Resources

Our division in the School of Education has just gone through curriculum redesign for all of our preservice teacher preparation programs. It has been an intense process involving all Teacher Education faculty.

I do think that it is important to start with a theoretical framework that informs the "Backward Design" approach mentioned above. Backward Design refers to starting with the goals in mind. Therefore, we started with what we wanted our students to be able to do in field experiences (based on InTASC standards) and then developed the Key Assessments that would provide evidence of having reached those goals. Our work was strongly influenced by the work of Etta Ruth Hollins: Culture in School Learning (2015) and Rethinking Field Experience in Preservice Teacher Preparation (2015).

Our work on this redesign, mandated by the state of Missouri and the national accrediting body,  deliberately leveraged the mandates to improve programs, not to simply comply. It was important to keep the process public and transparent in order to build shared ownership and cohesion.

The following link is useful as:

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/core-resources/curriculum/

Hi Kay,

Just adding something a bit different - in Australia and New Zealand wellness is often used as an overarching philosophy and framework when designing curriculum. So, the concept of wellness informs educational design on all levels. At some universities they dedicate about four topics in a degree to learning about how wellness can shape education - http://files.meetup.com/1132464/Framework%20for%20School%20Based%20Mindfulness.pdf 

Good luck with your work. And hope you are having as nice as weather as we are!

Nikki

May be I am understanding your question a bit differently than others, and therefore my response is a bit different. I work in mathematics education research, and often work with mathematics teachers -- in-service as well as pre-service. The training framework that has the highest uptake in practice of teaching mathematics is actually working on lesson planning -- its enactment and revising and revising of the same. This approach is often referred as lesson study approach, originated in Japan. Here group of teachers work in perfecting a lesson, by designing it and teaching and re-teaching it. The way me and my colleagues are using it in India is using the lesson development as a context, to cover aspects of a specific mathematical topic. For example, if the group of teachers are developing a lesson in proportional reasoning, then the training module would include, content connections within proportional reasoning; students alternate conceptions around it; multiple representations and contexts that could be used in developing proportional reasoning; and understanding affordances and limitations of each approach from the students' learning point of view. I can share outline of such modules for some specific topics, but they would be in mathematics. 

interesting. you could my research gate link.

In the latest edition of the book Learning to Teach Mathematics in the Secondary School, the chapter entitled "Planning for Mathematics Learning" considers curriculum planning models/frameworks used in initial teacher education.

https://www.routledge.com/Learning-to-Teach-Mathematics-in-the-Secondary-School-A-companion-to-school/Johnston-Wilder-Lee-Pimm/p/book/9781138943902

The curriculum is generally designed to allow all types of learners to access and development in the curriculum, all students—together with those who do not have special needs per se—will benefit from having more flexible learning environments.