Curriculum Design Interpretation�

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Components of a Curriculum Design�

Activity:�Brainstorm on the components of a curriculum design

Components of a Curriculum Design

National Goals of Education

Level Learning Outcomes

Subject /General Learning Outcomes

Essence Statement

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

Core competencies to be developed

PCIs

Values

Links to other subjects

Suggested Community Service Learning activities

Assessment Rubrics

Appendix:

Suggested assessment methods

Suggested learning resources

Suggested Non-formal activities

National Goals of Education

1. Foster nationalism, patriotism and promote national unity

2. Promote social, economic, technological and industrial needs for national development

3. Promote individual development and self-fulfilment

4. Promote sound moral and religious values

5. Promote social equity and responsibility

6. Promote respect for and development of Kenya’s rich and varied cultures

7. Promote international consciousness and foster positive attitudes towards other nations

8. Promote positive attitudes towards good health and environmental protection.

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ACHIEVEMENT OF NATIONAL GOALS OF EDUCATION� THROUGH THE COMPETENCY BASED CURRICULUM

• The Competency Based Curriculum focuses on acquisition of the desired knowledge, skills, values and attitudes to cope with contemporary life challenges.
• Learning outcomes are derived from the National Goals of Education.
• The achievement of learning outcomes leads to desired behavioral change.

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LEARNING OUTCOMES

• Learning outcomes are the end result or what the learner is able to demonstrate upon completion of a lesson, sub strand, strand or level.
• Learning outcomes are expressed through the application of knowledge, skills and attitudes.
• Learning outcomes express what a learner is expected to do after going through a learning experience.
• They indicate the expected observable behavioural changes in the learner after a learning experience.

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Categories of Learning Outcomes in the� Curriculum Design

1. Use a sample curriculum design (any learning area)

2. Identify and Study the following categories of learning outcomes:

A: Level learning outcomes

B: Subject /General learning outcomes

C: Specific learning outcomes

3. What is the difference between the three levels of learning outcomes.

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Activity: Studying Categories of Learning Outcomes in Curriculum

Design

� LEVEL LEARNING OUTCOMES FOR � MIDDLE SCHOOL EDUCATION

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By the end of Middle School, the learner should be able to:

1) apply literacy, numeracy skills and logical thinking appropriately in self-expression,

2) communicate effectively in diverse contexts,

3) apply digital literacy skills appropriately for communication and learning in day-to-day life,

4) practise hygiene, appropriate sanitation and nutrition to promote health,

5) explore, manipulate, manage and conserve the environment effectively for learning and sustainable development,

6) demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility,

7) demonstrate social skills, spiritual and moral values for peaceful co-existence,

8) demonstrate appreciation of the country’s rich, diverse cultural heritage for harmonious co-existence,

9) manage Pertinent and Contemporary Issues in society effectively

Activity: Relationship between the learning outcomes and the National Goals of Education

1. Pick on any National Goal of Education
2. Identify one level learning outcome for middle school that will help realise the National Goal of Education in N0 1 above.
3. Identify one subject/general learning outcome that will aid realization of the level learning outcome in N0. 2 above.
4. From any learning area, pick one specific learning outcome that will help achieve the subject general learning outcome identified in 3 above

5. Wrap up the session by discussing the relationship that exists between the national goals and various outcomes. Participants should also not that all outcomes are derived from the national goals.

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Progression of Learning outcomes

� Essence statements

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Statements that describe:

• Why a subject is taught at a certain level
• The strands in the subject
• Learning approaches to be used
• Theoretical underpinning for the subject

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Specific learning outcomes

Since CBC is learner centred and activity oriented, learning outcomes are designed following the same trend.

The outcome statement includes a verb that will clearly illustrate what action learners need to engage in to demonstrate their competencies.

The action could demonstrate a change at the level of knowledge, a skill or an attitude.

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�Example: �

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By the end of the sub strand the learner should be able to:

• identify types of soil erosion in the environment (knowledge)
• control soil erosion in the school environment (skills)
• appreciate the role of soil conservation in maintaining agricultural environment (attitude).

The verbs represent the three domains of learning.

A good learning outcome begins with an action verb, followed by the object of the verb and a phrase that gives the context.

Other verbs that can be use instead of appreciate include acknowledge, advocate, value, embrace, recognise among others

Characteristics of good specific learning outcomes

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1. The specific learning outcomes should be observable.
2. Specific learning outcomes are agreeable to assessment.
3. Avoids vague immeasurable terms like know, understand, learn etc

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Activity

1. Use a sample curriculum design (any learning area)

2. Identify and study specific learning outcomes from several

subjects

3. Discuss the verbs used in creating them

Studying Specific Learning Outcomes in Curriculum Design

Begin each specific learning outcome with an action verb, followed by the object of the verb followed by a phrase that gives the context.

Preferably use only one verb per learning outcome.

Avoid vague terms like know, understand, learn, be familiar with, be exposed to, be acquainted with, and be aware of, demonstrate understanding.

The specific learning outcomes must be observable.

Ensure that the specific learning outcomes are capable of being assessed

Writing Learning outcomes

A specific Learning Outcome must develop the following:�

A Specific Learning Outcome must develop the following:�

Activity: Development of Specific Learning Outcomes

Work in pairs:

Choose a sub strand in your learning area (Grade 6 level)

Develop specific learning outcomes to achieve the concept within in a lesson.

Example of Verbs used in the development of SLO’s Knowledge, Skills and Attitudes

By the end of the sub strand the learner should be able to :

identify types of waste in the school environment

collect waste in the school to care for the environment

appreciate cleanliness in the school environment

The verbs represent the three domains of learning including, knowledge,skills and attitudes.

The object in specific learning outcomes

The outcome also has an object, which answers the question “what”

identify types of waste in the school environment

collect waste in the school to care for the environment

appreciate cleanliness in the school environment

The Context in learning outcomes

The outcome also has a context, which answers the question “why”, “where”, ‘’how” and “when”

identify types of waste in the school environment. (where)

collect waste in the school to care for the environment. (why)

appreciate cleanliness in the school environment. (where)

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Activity

1. Choose a sub strand in a learning area of your choice.
2. Develop specific learning outcomes
3. Present them to the plenary

Learning Experiences

Activity: Group Discussion

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1.Identify the formal, non-formal and informal experiences/interactions that can enable students to acquire the desired competencies.

2. Write them on a manila paper.

3. Post them on walls of the training room.

4. Participants to take a gallery walk to view what others have written.

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Learning Experiences

Activity

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Can you remember any learning experience during your school or college days?

What makes it memorable?

How did it make you feel?

Buzz with your neighbor and share in the plenary.

Types of Learning Experiences

Suggested Learning Experiences

Learning experiences enable the learner to:

• acquire the intended core competencies
• engage deeply in the learnt concepts
• reflect on the learning process (self assessment)
• interact with others during the learning process.

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Factors to consider in selection of � learning experiences�

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Meaning ?

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Learning experiences are activities or tasks that the trainee should carry out in order to develop desired knowledge, skills, values and attitudes

Learning experiences focus on developing the trainees cognitive, physical and emotional domains.

They are interactions in which learning takes place.

“Interaction between the learner and external conditions in the environment to which he/she can react.” Ralph Tyler

Purpose of Learning Experiences

 They enable the learner to:

• acquire and apply knowledge and develop skills, values and attitudes
• acquire and apply the intended core competences
• model the core values
• self-regulate and evaluate their learning
• engage deeply in the learnt concepts
• reflect on the learning process
• interact with others during the learning process

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What informs the learning Experiences?

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Key Inquiry Questions (KIQ)

WHAT ARE THEY FOR ?

• Asked to stimulate ongoing thinking and inquiry
• Raise more questions
• Spark discussion and debate
• Demand justification and support
• Responses may change as understanding deepens

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ACTIVITY:WHAT IS A BADLY STATED KEY INQUIRY QUESTION ?

Participants to brainstorm and give examples of the following:

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1. A question that can be answered with a yes or no or close ended question such as ‘’Do you go to school?’’
2. A question that can be answered without support.
3. A blurry (undefined/clearly stated)

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� CREATING KEY INQUIRY QUESTIONS�

• First, consider the focus of your specific learning outcome as addressed in the curriculum design.
• Then, examine the theme or concept in the curriculum that must be addressed and brainstorm on questions that would enable learners to think about the concept without dictating the direction or outcome of their thinking

Utilize the six typical question words: Who? What? Where? When? How?

Who? & why? Questions are referred to as interrogative and procedural questions that illicit deep thinking and are most recommended for use.

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TYPES OF KIQ�

Activity

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In groups, pick a sub strand from any subject of choice and analyse the KIQs

Develop a few of your own that would elicit deep thinking in the learner during a lesson.

Core competences to be developed

1. Communication and Collaboration
2. Self-efficacy
3. Critical Thinking and Problem Solving
4. Creativity and Imagination
5. Citizenship
6. Digital Literacy
7. Learning to Learn

NB: The seven core competencies are to be learnt in all the learning areas.

The indicators for the specific core competence that shall be developed in the learning experiences. (Refer to CBA indicators for core competences

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Activity: Core competencies

1. Brainstorm on ways of ensuring core competencies are integrated in the various sub strands during the learning process in your subject.

2. Wrap up the activity by going through the points raised and the next slide.

How to integrate the core competencies

• The indicators for the specific core competence that shall be developed in the learning experiences
• The specific learning outcomes of the lesson- do they accommodate the core competence to be developed?
• Learning experiences that will allow the learner to develop the core competences
• Learning resources that will help the learner to develop the core competence –eg use of ICTs to acquire digital literacy
• The class organization that will help the learner develop the core competence

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The core competence to be developed

This is done during lesson planning. The teacher should consider ;

Values

Values are modelled not taught

“Children adopt the values they experience, not the values that are dictated to them” Dr. Neil Hawkes

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Brainstorm some indicators of the core values below:

1. Respect

2. Patriotism

3. Social Justice

4. Unity

5. Love

6. Responsibility

7. Peace

8. Integrity

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( refer to CBA Indicators of core values)

Activity: Values

Participants to brainstorm on ways through which values can be inculcated, through the formal, non formal and informal curriculum.

How to develop values in the learner

Link to other subjects

No subject stands alone in the curriculum. Concepts run across subjects and it is important that the teacher makes reference to knowledge or skills learnt in another subject.

Assessment rubrics

Every sub strand should have an assessment rubric

This is a criterion referenced tool that assists the teacher to assess the process or the completed work done by a learner

The rubric has 4 measurement scales with descriptors which describe the performance levels

Example: Social studies

ASSESSMENT RUBRICS

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thank you !