Curriculum Review Process Checklist Template

What the Curriculum Review Process Checklist Covers

1. 1
   Phase 1

   Scope Definition & Stakeholder Engagement

   10 tasks

   Before data is gathered or analysis begins, the review needs a clear scope, a named team, and a realistic timeline. A curriculum review that lacks these from the start consistently loses momentum before it produces recommendations.

   • Define the scope of the review — which subject area, programme, course, or curriculum strand is being reviewed; confirm any out-of-scope boundaries
   • Confirm the review timeline — start date, key phase milestones, and target date for implementing approved changes
   • Assemble the review team — curriculum coordinator or review lead, subject teachers or instructors, department head or programme director, and any specialist advisors or external reviewers
   • Identify all stakeholder groups whose input will be sought — teachers, learners (students or employees), parents or line managers, external experts, and accreditation bodies where applicable
   • Confirm the review purpose — is this a routine cycle review, a response to performance data, a standards update, an accreditation requirement, or a programme redesign?
   • Review and document any previous review findings for this curriculum area — what was recommended last time and what was implemented?
   • Brief all review team members on the scope, timeline, their roles, and the intended outputs
   • Confirm how findings will be documented, shared, and actioned — who receives the review report and who approves recommended changes?
   • Confirm the approval process for curriculum changes — who has sign-off authority for revisions at each level?
   • Document the review plan — a written summary of scope, team, timeline, and process shared with all stakeholders before work begins
2. 2
   Phase 2

   Data Gathering & Current State Evaluation

   10 tasks

   • Collect and review all current curriculum documentation — course outlines, unit plans, learning objectives, assessment designs, and any supporting materials or resources
   • Gather learner performance data — assessment results, grades, completion rates, progression data, and any standardised test results relevant to the curriculum area
   • Review assessment results against intended learning outcomes — are learners achieving what the curriculum intends? Where are the gaps?
   • Collect teacher or instructor feedback — structured surveys or interviews covering what is working well, what is difficult to teach effectively, and where the curriculum needs strengthening
   • Collect learner feedback — structured surveys or focus groups covering engagement, perceived relevance, difficulty, and suggestions for improvement
   • Collect stakeholder feedback — parents, employers, line managers, or other external parties whose perspective on curriculum outcomes is relevant
   • Review course completion and engagement data — attendance, dropout rates, time-on-task, and any other engagement indicators available
   • Review any previous external evaluation or inspection findings — Ofsted, accreditation body, or employer feedback that has addressed this curriculum area
   • Identify patterns and themes in the data — where does performance consistently underdeliver? Where is there evidence of strong learning outcomes?
   • Document the current state assessment — a written summary of findings from data gathering that will inform the standards alignment phase
3. 3
   Phase 3

   Standards Alignment & Best Practice Review

   10 tasks

   • Review applicable curriculum standards or frameworks — national or state curriculum standards (for K-12), programme specifications (for higher education), occupational or competency frameworks (for corporate training), or accreditation body requirements
   • Confirm the current curriculum is aligned to applicable standards — identify any areas where coverage is missing, insufficient, or misaligned
   • Review recent updates to standards or frameworks — have standards changed since the last curriculum review? What changes are required?
   • Research current best practices in this curriculum area — review academic literature, professional body guidance, industry publications, and comparable programmes at peer institutions
   • Review emerging trends and skills requirements — particularly relevant for professional and vocational programmes; are there new skills or knowledge areas the curriculum should be incorporating?
   • Assess the currency of content — are the topics, examples, and references in the curriculum current? Have significant developments in the field made any content outdated?
   • Review comparable curricula at peer institutions or competitor organisations — benchmarking against comparable programmes identifies gaps and opportunities
   • Identify any equity and inclusion considerations — does the curriculum represent diverse perspectives? Are there barriers to access for any learner groups?
   • Consult external subject matter experts or advisory boards where available — external input provides independent validation of content currency and relevance
   • Document standards alignment findings — gaps identified, standards updates required, and best practice recommendations
4. 4
   Phase 4

   Learning Outcome Design & Curriculum Revision

   10 tasks

   Learning outcomes should be written first — before content, materials, or assessment are designed. Outcomes define what learners will be able to know, understand, or do; everything else is in service of those outcomes.

   • Review and revise learning outcomes for the curriculum area — confirm outcomes are clear, measurable, appropriately levelled, and aligned to standards
   • Apply a backward design approach — start with the desired outcomes, then design assessments that evidence those outcomes, then design learning experiences that prepare learners for those assessments
   • Confirm the scope and sequence — are learning outcomes ordered logically? Does earlier content build the foundation for later content? Is there coherent vertical progression across year groups or levels?
   • Review assessment design — do current assessments validly measure the intended learning outcomes? Are they appropriately challenging and varied?
   • Revise unit or module plans — update content, learning activities, and teacher or facilitator guidance to reflect revised outcomes and best practices
   • Review and update teaching and learning strategies — are the instructional approaches specified in the curriculum evidence-based and appropriate for the learner group?
   • Address identified equity and inclusion gaps — confirm revised curriculum is accessible and representative
   • Map curriculum progression — confirm the revised curriculum connects logically to prerequisite and subsequent learning at the appropriate levels
   • Obtain peer review of revised curriculum documentation — from other teachers, instructional designers, or external reviewers before finalising
   • Obtain approval for revised learning outcomes and curriculum structure from the relevant authority — department head, academic board, L&D director, or equivalent
5. 5
   Phase 5

   Instructional Materials Review & Selection

   10 tasks

   • Audit existing instructional materials — textbooks, online resources, learning management system (LMS) content, workbooks, videos, and any other materials currently in use
   • Assess the currency and quality of existing materials — are they up to date? Are they aligned to the revised learning outcomes? Are they engaging and appropriate for the learner group?
   • Identify materials that should be retired — outdated, misaligned, or low-quality materials that should no longer be used
   • Research and evaluate new or alternative materials — review against evaluation criteria covering alignment, quality, accessibility, and practicality
   • Apply a structured materials evaluation process — define evaluation criteria before reviewing materials; involve teachers or instructors in the evaluation; pilot materials with learners where possible
   • Confirm accessibility of all selected materials — digital accessibility (WCAG compliance for online resources), physical accessibility, and language accessibility for all learner groups
   • Consider cost and procurement — budget for new materials; licensing requirements for digital resources; procurement lead times
   • Confirm LMS or training system compatibility — for digital materials, confirm compatibility with the organisation’s learning management or delivery platform
   • Document materials selection decisions — what was selected, what was retired, and the rationale for each decision
   • Obtain approval for materials purchases and procurement — confirm budget authorisation and procurement timeline before finalising the materials list
6. 6
   Phase 6

   Implementation Planning, Professional Development & Ongoing Evaluation

   10 tasks

   • Develop the implementation plan — rollout timeline, phased introduction where applicable, and a clear schedule for when revised curriculum and materials will be in use
   • Identify professional development needs — what training or support do teachers or facilitators need to deliver the revised curriculum effectively?
   • Plan and schedule professional development — confirm training is delivered before the curriculum is implemented, not after
   • Communicate the changes to all stakeholders — teachers, learners, parents, and any other stakeholders affected by the curriculum revision
   • Monitor implementation in the first cycle — gather early feedback from teachers and learners about how the revised curriculum is working in practice
   • Collect and review performance data from the first full delivery cycle — assess whether learning outcomes are being achieved at the expected level
   • Review any implementation issues and address them promptly — confirm a process for flagging and resolving issues during the first year of delivery
   • Document lessons learned from implementation — what worked well, what needs adjustment, and what should be done differently in the next review cycle
   • Set the next review date — confirm when this curriculum area will next be formally reviewed; schedule the next cycle before this one is complete
   • Archive the complete review record — all data gathered, findings, decisions, approved revisions, and implementation notes; available for the next review cycle and any accreditation or inspection processes