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REGION: MIDLANDS
PROGRAMME: BEDM INTAKE: 38
FULL NAME OF STUDENT: MATESANWA DOREEN PIN: P1535251D
MAILING ADDRESS: TORE PRIMARY BOX 128 REDCLIFF

CONTACT CELL: 0773396010 I.D NO: 03-109834d38

COURSE NAME: CURRICULUM POLICY DEVELOPMENT AND MANAGEMENT
IN EDUCATION

COURSE CODE: BEDM 403

ASSIGNMENT NO: 1 DATE: 22 DECEMBER 2020

ASSIGNMENT TITLE: Discuss the various definitions of curriculum in the context of

your organisation
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In Zimbabwe the curriculum planning process involves from various stakeholders. The
findings that are relevant to the country`s major goals and objectives are put together by the
controlling point which is the Curriculum Development Unit (CDU).The CDU translates
policies and categorise them as per level. The main thrust of this write up is to discuss the
various definitions of curriculum in the context of my organisation (school). Terms to be
defined are curriculum.
According to Urebvu (1985) curriculum planning involves dealing with a number of reality
oriented statements concerned with questions such as ‘’what should be taught? How should
be it taught? To what segment of the population?” Gatawa (1990) defines curriculum
planning as planned and guided learning experience and intended outcomes formulated
through the systematic reconstruction of knowledge and experiences. From the above one can
say curriculum is a set of planned learning experiences.

Ndawi (1999) defines curriculum as a course of study in one subject offered by school or
college. Teachers as main agents of curriculum dissemination draft their schemes of work
from the national document thus called the syllabi. This implies that all the learners in
Zimbabwe are taught the same content hence the Zimbabwe School Examination Council
exams that are written at the end of each learning year. The variation only comes on how the
lessons are delivered. The teachers is the one who select the approach he/she will use to teach
his/her class depending on the level of performance of the learners. The facilitator also collect
relevant media which suits the level of the learners. Common examples are used for instance
when teaching a lesson: local leadership in rural areas the teacher might use the village head
as an example whereas in an urban set up leaners will talk of the chairperson of the residents
association.
The way teachers interact with their learners determines the quality of the outcome although
some factors have a major effect also. Leaners attendance has negative effects on their
performance as much as it affects teacher planning. The teachers might be forced to repeat
some lessons for the benefit of the absentees but in turn he/she might not be able to cover the
planned work with the stipulated time for exams. Ndawi (1999) postulate that students must
cover and understand the concepts taught for them to pass the exams so as to be recognised as
educated in their area and country at large.

Kice (1998) stipulates that curriculum is not simply a set of plans to be implemented but
rather it is constituted through an active process in which planning acting and evaluation are
all reciprocally related and integrated into the process. This implies that teachers should
always make a reference to their evaluation when planning for the next level or lesson. The
concepts missed by learners should be taken into consideration. The methods used also have
to be reviewed because some methods maybe recommended by the supervisors might be
suitable with class being taught. The teacher might consult so as to get advice from fellow
workers on how to make a lesson successful hence team work is the key to success in such an
organisation.
There is also a curriculum known as the hidden curriculum. This type of curriculum is
defined by Wiles and Bondi (1998) as those activities or experiences learners are exposed to
by teachers but which are not stipulated in the official curriculum. Sometimes teachers
deliberately plan to teach these experiences and sometimes they do not plan they just happen
unnoticed. The learning of moral values Unhu/Ubuntu aspect, it is not clearly specified in the
syllabi but it is the role of the teacher to make it that the learner suite well into the society.
Misfits usually suffer rejection and isolation which might lead them to feel unwanted and
might decide otherwise to revenge or to accept it and lead a lonely life throughout.
Of outmost importance this is where the gender stereo types are perpetuated by most
teachers’ unknowly. The teacher will teach societal expectations hence if he/she is biased
he/she might lead the learners astray. The behaviour learnt by learners mostly depend on the
models provided and the teachers` perspectives Gatawa (1990). For example when teaching
about family roles the teacher may orient the girl child within the private sphere where she
will think is the best she can achieve yet there is more to it. As much as the boys will grow up
with a mentality that they are the rulers and have all the authority within them. Extra caution
must be taken into consideration so that the stereo types won’t be perpetuated. Teachers
might rotate to take guiding and counselling sessions.
Life skills such as team work, sharing as well as being consideration are learnt through the
collateral curriculum at school. For instance attending a funeral of a village member is a
responsibility for all the elderly members of the community. Respecting the line at a borehole
such that those who come first will fetch water first is one of the morals that enhance living
together well. In support Kice (1998) states that the hidden curriculum prepares learners to be
able to participate in discussions with others citizens, to respect peace, rights of others, as
well as to be able to take up duties within the community and their roles as family members.
Learners also know the value of preserving, protecting the environment, resources and
national unity. In schools the curriculum prepare and orient learners for participation,
leadership and voluntary service through encouraging self-discipline and sense of
achievement and fairness. Fostering joy in serving others and the country. Developing a sense
of accountability and commitment to others. Fostering a sense of responsibility, transparency
and integrity
Learners appreciates and cherishes national identity and manifests patriotism, recognizes and
values national symbols. Voluntarily engages in participatory citizenship. Learners will have
the value of discipline, integrity and honesty. Learners will also obtain the following attitudes
and dispositions self-initiative and enterprising, self-managing and ability to plan. The
framework emphasises continuous assessment at all levels. The learner’s grades will be based
on theoretical and practical examinations.
School norms and value may differ depending on the discretion of the administrators.
Teachers and parents usually make rules governing how the institution should be run
although they refer to the Ministry policies. If the school is owned by a church mostly church
elders seat in the disciplinary board be it for teachers or children. Children will be forced to
operate within the doctrine of the church. With such a scenario learners might abandon their
own culture. Also some church doctrine might be taking for granted some rights of children.
Some learners may fail to showcase their talents. For instance those good in dancing,
modelling if not given the chance to practise and polish up they will end up failing hence
some schools do not allow modelling and dancing competitions. Girls might be discouraged
in participating in sports hence some might be having talents in such. With this the Ministry
should continue assessments to establish such scenarios in schools and address them
immediately for the benefit of the learners.
In a nutshell a curriculum is what learners learn at any institution be it planned or through the
collateral curricula.

REFERENCES

Gatawa, B.S. M. (1990) The Politics of the school curriculum; An introduction, Harare:
Collage Press.
Kice, G. (1998) Korean Institute for Curriculum and Evaluation. Soul: Kice
Ndawi, O. (1999) Curriculum Planning, Design and Development, in Peresuch, M. and
Nhundu, T.J. (Eds) Foundations of Education for Education for Africa, Harare: Collage
Press.
Urebvu, A. (1985) Curriculum Studies, Lagos: Longman.
Wiles, N. and Bondi, J. (1998) Curriculum Development A guide to Practise (5th) edition,
New York: Maxwell Mac Millan International.