Components of Curriculum Frameworks

Rolf and Pechman (1995) note that a curriculum framework may contain the following components:

Vision statement that sets the rationale for a state framework in relation to state needs.
Content expectations/standards, often defined as a combination of subject-area topics and student skills and often reflecting some of the concepts identified in the national documents available when the frameworks were developed in the individual states.
Pedagogy and teacher practices in combination with presentation of subject content.
Equity linkages (such as opportunity-to-learn objectives or standards).
Policy linkages (a comprehensive approach to the relationships of content to student assessment, professional development, teacher preparation and certification, support services, school governance, facilities, community involvement, and other areas of policy).
Performance expectations/standards and recommendations for the use of alternative forms of assessment.
Rationale for the use of technology and tools in the classroom.

Bartells (cited in Curry & Temple, 1992, p. 9) suggests that a curriculum framework may include the following information:

NCREL work in school districts has revealed other components found in some district frameworks:

Overviews of content areas with attention to real-world applications.
Overviews of specific content themes for broader understanding of content and content themes by teachers.
Sample student performances.
Linkages of broad-based district goals to content standards and student performances.
Linkages or cross-referencing to state and national standards.
Linkages or cross-referencing to adopted materials.