ABSTRACT
In this chapter, the authors present a framework for viewing curriculum that emphasizes domain-specific trajectories that start with potential and then – through opportunities and supports – move students to competency, expertise, and creative productivity in adulthood. They discuss the importance of curriculum at the potential stage that enables young students to demonstrate advanced potential, have exposure to a wide variety of subjects and domains, hone higher-level thinking skills, and develop interest and motivation. At the competency stage, curriculum needs to build foundational knowledge and skills at the appropriate pace and build psychosocial skills such as teachability, self-efficacy, and resilience. At the expertise stage, curriculum needs to give students opportunities to work on authentic problems using the tools and methods of domain experts and to acquire an identity within the domain. As individuals move beyond expertise, curriculum is self-generated but guided by mentors who assist individuals in finding a personal niche within the domain.
