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EDDHODJ Summary Notes.
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- University Of South Africa
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EDDHODJSummary Notes.
,Chapter 1 - Theoretical Framing of Curriculum Develeopment
1.1 Introduction
Factors to take into consideration when interpreting a curriculum:
The influence of different approaches on curriculum development
Interpret existing curricula
DBE policies
Design with teaching, learning and assessment in mind
1.2 The concept of “curriculum”: development, interpretation, plan and
practice
1.2.1 What is the difference between “curriculum” and “syllabus”?
"Curriculum" - origin : Latin word "Currere", means "to run", refer to chariot race track
"curriculum" in broader terms: all the learning that is planned and guided as a body of knowledge in order
to achieve certain ends (outcomes) in a teaching-learning process as realised in praxis.
The curriculum document should include the rationale, aim and purpose of the particular course and refer
to related subject methodology, teaching methods and guidance regarding assessment practices, which are
all based on a particular approach.
"syllabus" in Greek means a concise statement or table of the topics of a discourse or the list of contents of
a subject. Such a document has a series of headings with some additional notes which set out the areas to
be examined.
A syllabus will not generally indicate the relative importance of its topics or the order in which they are to
be studied.
,1.2.2 Defining a curriculum
Stenhouse - two different views of the curriculum.
On the one hand the curriculum is seen as an intention, plan or prescription, an idea of what one would like
to happen in schools.
On the other hand it is seen as the existing state of affairs in schools, what does in fact happen”
Eisner - a series of planned events that are intended to have educational consequences for one or more
learners
Fraser - wider interpretation of curriculum as the inter-related totality of aims, learning content, evaluation
procedures and teaching-learning activities, opportunities and experiences that guide and implement
didactic activities in a planned and justified manner.
The older, narrower definition - the curriculum plan, i.e. the document that sets out the intention of what,
how and why something should be taught.
- "study programme"
- foster a conception of curriculum change as a limited and largely technical exercise
broader definition - inclusive concept that comprises all the opportunities for learning and is viewed in
historical perspective in its socio-political context.
National Education Policy Initiative (RSA, 1993):
“Curriculum refers to the teaching and learning activities and experiences which are provided by schools.”
The definition includes
• the aims and objectives of the education system and the specific goals of the school
• the selection of content to be taught, how it is arranged into subjects and what skills and processes are
included
• ways of teaching and learning, and relationships between teachers and learners
• forms of assessment and evaluation used.
intended curriculum - the stated aims and subject-specific documentation
enacted curriculum - results from the interpretation and implementation of the curriculum, the
consideration of actual classroom practices and experiences
Having the same curriculum on paper does not mean that all schools /learning institutions experience the
same curriculum-in-use or enacted curriculum.
Influenced by:
resources (e.g. laboratories and libraries)
materials that support the learning process (e.g. textbooks)
experiences of disruption or continuity,
quality and morale of teachers
Improving teachers’ knowledge and skills may have an effect on the way they will interpret and implement
the intended curriculum
In short, the curriculum can be defined as an organised framework that delineates the content that learners
are to learn, the processes through which learners achieve the identified curricular goals, what teachers do
to help learners achieve the objectives / goals, and the context in which teaching and learning occur.
Aspects of the curriculum:
1. Official, explicit intended curriculum.
The prescribed curriculum.
It is the plan or intentions of the Department of Basic Education.
A single plan can be used for different learners, although its contexts can differ greatly.
2. Enacted curriculum as practice.
This is the curriculum as it is experienced
the non-official, implicit curriculum
, as implemented by a teacher, and is what is actually taught and learnt.
Misunderstandings, resource constraints and so on can interfere with the teacher’s abilities to
implement a curriculum plan exactly as intended.
3. Covert curriculum.
teaching that is implicit (not spelt out), but nonetheless deliberate on the part of the teacher or
school.
especially important in early schooling
4. Hidden curriculum.
learning that is hidden from the teachers as well as from the learners.
another form of implicit learning, which the teachers did not intend and are probably not even
aware of.
simply by spending a lot of time in the sort of environment that schools and classrooms present
to us
5. Assessed curriculum.
This is the knowledge and skills that are measured to determine learner achievement or what
objectives or learning outcomes have been attained.
Assessment is an important element of a curriculum because it establishes how learners will be
measured on performance
1.2.3 What is meant by "curriculum development"?
Curriculum development focuses on improvement and innovation in education.
It is a process than can take many years.
generic curriculum development - extends beyond the specific local context, incorporating desires and
ideals in a cyclic process of design, implementation, evaluation.
5 core activities: Analyses, Evaluation, Design, Development, Implementation.
In a cyclic process, analysis, design, development, implementation and evaluation take place interactively.
Curriculum development often starts by analysing the existing setting and formulating intentions for the
proposed change or innovation.
Important activities in this phase include problem analysis, context analysis, needs analysis and analysis of
the knowledge base.
1.2.4 The nature and extent of curriculum design
Curriculum should serve national goals, qualification aims, developmental outcomes.
The aims, outcomes, culture, context, purpose of the curriculum influences the structure of the curriculum
as a whole.
Clear, specific, well-defined aims should be aligned with the purpose and subject methodology - suited to
the interest and capacities of learners at a particular level.
1.2.5 Considerations in curricular design for diverse context - a situational analyses
In curriculum design, the diversity in values, traditions, cultures, political regimes and educational
structures are aspects to be considered.
A situational context analyses of the environment should be done to determine enabling and limiting
factors that might influence thee implementation of a curriculum.
Aspects to consider: expectations of the 21st century, conceptual age, kinds of thinking and the way
learners need to engage with and apply concepts.
What is expected of the future workforce, benchmarked examples of good practice.
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