After reading the Levin article I was able to develop a deep understanding of how the curriculum was developed. The curriculum is developed across the state, province, and country by the governments or people of authority. As stated in Levin the curriculum is also based around public policy which is about the rules and procedures governing public sector activity, what and how they are made, and policy studies which tend to focus on the process through which policies are created and the effects of such policies once in place (2007). The process of developing a curriculum has many people involved and is an exceptionally long process. Even though there is a predetermined curriculum, many schools have the option to decide what programs and courses they want to offer and how much attention they want to give them. One example is the fact that kids can enrol in any classes they choose to take because different high schools offer various courses. Some added information that was brought to my attention throughout the reading was how much the curriculum is based on the government and policies. I believe that a curriculum should involve a lot more people rather than just people of the higher powers. It was also brought to my attention that a curriculum goes through a political vetting process which is something I did not even know existed.
When the readings discussed how changes to the curriculum can be influenced by evaluation policies in education, which may decide what to remove from the curriculum, add more into it, or place more emphasis on certain topics, it stood out and brought back memories of my education. The literature that described this procedure brought back memories of taking “CAT” examinations in primary school. At the time, I had no idea why I was taking these tests because I was simply following instructions, but now I can see their entire purpose. Reading the Treaty Education documents allowed me to connect back to the Levin article due to the similarities they had. They both expressed how the development and change processes were mostly run by higher-up people like the government. Some tensions that could develop are different cultures having different views on what should or shouldn’t be taught.