Course outline

HIGHER INSTITUTEOF TECHNOLOGY, BUSINESS, AND MANAGEMENT SCIENCE (HITBAMAS)

Department: EDUCATION
Education HND – 2021-2022
CD17 : CURRICULUM DEVELOPMENT
course coordinator : Mr. Tadoum Talla Christian
Lectures : Saturday/ sunday
Lecturer Office Hours : by appointment
Total hours: 60

[Link]
Summary and Rationale
This course introduces the field of curriculum development to HND students. Curriculum as a field of study has been characterized as elusive,
fragmentary, and confusing. Certainly, the field can be all that at times, but curriculum as a field of study is crucial to the health of schools and
society. Whether we consider curriculum narrowly, as subjects taught in schools, or broadly, as experiences that individuals require for full
participation in society, there is no denying that curriculum affects educators, students, and other members of society. Therefore this course aimed
equipping the students with Good curriculum practice which includes understanding the constraints and specifics operating within the school and
comprehending the school’s priorities and the needs of the students and staff. Also, successful practitioners will be develop, implement, and evaluate
the curriculum. They will be able to select and organize (1) goals and objectives; (2) subject matter; (3) methods, materials, and media; and (4)
suitable learning experiences and activities; and then (5) assess these processes.

Learning Objectives
By the end of the course, students will be able to:
 Defined curriculum according to various authors, curriculum development.
 Outline the stages in the process of curriculum development
 Describe some approaches to curriculum development
 Discuss various models planning and development
 Compare curriculum planning and development
 Identify and explain the essential element or component of school curriculum
  Discuss the two basic organisational dimensions of school curriculum
 Identify and discuss the three basic curriculum design types, criticise and give the difference
 Outline and discuss the factors, which influence curriculum design
 Explain and describe curriculum implementation
 List factors that influence curriculum implementation
 Define aims, goals and objective of education
 Define the terms teaching and methods
 Define teaching method
 List and explain five teaching methodologies
 Explain what is monitoring and identify 5 monitors of the school curriculum
 State and explain five reasons for monitoring the school curriculum
 Distinguish amongst evaluation, assessment and evaluation
 Define curriculum evaluation
 Describe the functions and component of curriculum evaluation
 Define and describe the various types of curriculum evaluation model
 Define and describe curriculum reform perspectives and issues in curriculum reform
 Discuss the various recommendation of national forum of 1995 and the law of 1998.

Course Modalities
Lecture sessions will comprise a combination of class discussion of readings, lecturer presentations, student exercises, guest speakers brought in
virtually, and student presentations. In addition, students will be assigned to develop trigger questions for group discussion of the topics covered in

the readings to help understand, synthesize and analyse the content and compare it with other readings or previous discussions .

Assignments and Evaluation:

The weighting of the continuous assessment (CAs) and final exam grades are in accordance with HITBAMAS policy.

1. Continuous assessment: 30%

a. Participation: Attendance, contribution of discussion questions to lecturers and tutorials, participation in lectures, discussions and exercises

b. Reading Log: For each week’s readings, it is required to keep notes in a “reading log”. Unless otherwise stated in the syllabus, these notes must
cover “S/R/CQQ”: i) a 2-4 line summary of the main points of the text; ii) one point about how it is relevant to Cameroon; iii) one other comment,
 question or quote from the text that you find interesting. Students will be asked to share their Reading Log with the lecturer once in the middle of the
semester. All log entries must be original to each student. In the case of any two or more logs found to include identical elements, all such logs will
be deemed invalid and no points will be counted towards continuous assessment.

2. Final exam: 70%; will be cumulative, requiring knowledge, understanding and analysis/application of key concepts covered in the course linked to
the course learning objectives.

Course logistics and expectations:

The Class will use Google Classroom where all required readings, exercises and class notes (slides) will be posted and other resources can be shared
and students can interact with each other and the lecturer. Zoom and WhatsApp may also be used for virtual classes and exchanges. All required
reading must be done before the session for which it is assigned. Class adheres to the language policy of HITBAMAS and as such assignments and
other assessment will be submitted in English; course lectures will be conducted in English. Class also adheres to the attendance and absence policies
of HITBAMAS and students should inform the lecturer ahead of time about any necessary absences; students who miss more than the permitted
number of lectures will fail the class. Finally, class also adheres to HITBAMAS policy on plagiarism and the lecturer will provide guidance as needed
on how to avoid plagiarism.

Week Activities
Content L T P
 The concept of curriculum
introduction

 Different educationists’ view of the concept of curriculum

 Concept related to curriculum
General

1.
 Types of curricula
  Define curriculum development

planning and
development
Curriculum
 The process of curriculum development
2.  Principles guiding curriculum planning and development

process
 Define a model
m models
curriculu

 Define curriculum model

3.  Types of curriculum model

 Component /element of school curriculum

 Organisation of component of school curriculum (curriculum design )
the curriculum
component of
The elements/

 Principles of curriculum design

4.  Curriculum designs
 Factors which influence curriculum design

 Stages involved in curriculum implementation

learning methods implementation

 Factors that influence curriculum implementation

 Education/ curricular Aims, Goals and Objectives
Curriculum

5.  Criteria for selecting educational objectives

 Functions of objectives
 Classification of educational objectives
 How to write learning objectives
 Some general principles of learning
 Principle of teaching
Teaching and

 Teaching methodologies
6.  Definition of some teaching methodologies
 Events of instruction
 Teaching to enhance thinking
 Teaching behaviour that enhance thinking
 Questioning
  Curriculum monitoring and monitors of school curriculum

Monitoring, assessment
 Reasons for monitoring the school curriculum

and evaluation of the

 Aspect of the school curriculum to be monitored
 Distinction amongst evaluation, assessment and measurement
 Meaning of curriculum evaluation
7.  Function of curriculum evaluation
curriculum
 Forms of evaluation
 Method of collecting evaluation data
 Evaluation instrument
 Steps in preparing and administrating an evaluation instrument
 Characteristics of effective evaluation instrument
 Define a model
Curriculum
evaluation

 Define curriculum evaluation model

models

8.  Types of evaluation model

 Meaning of curriculum reform

perspectives
Curriculum

 Factors which influence curriculum reform

 Condition for successful curriculum reform
9.
reform

 Issues that leads to curriculum reform

curriculum
Issues in

reform

10.

11.  The recommendations of the National Forum of 1995 and the law of 1998
recommendations of
the National Forum
of 1995 and the law
The