UNIVERSITY OF ZIMBABWE

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

TITLE OF MODULE: PRINCIPLES OF CURRICULUM PLANNING, DESIGN AND DEVELOPMENT [PGDE

446]

1. RATIONALE:

Education and training are vital processes that equip educands with requisite knowledge, skills
and dispositions needed in diverse vocations and life situations. This module explores the main
considerations that guide the design and construction of courses in education and training
including out-of-schooling settings.

2. OBJECTIVES: By the end of this module, you should be able to;

2.1 distinguish among the concepts of curriculum, curriculum planning, design and
development and other related terms like course, syllabus, programme, among others.
2.2 explain the foci of curriculum studies as a field of inquiry.
2.3 critique the main models of curriculum planning, design and development.
2.4 characterise the approaches to content selection and organisation and their applicability.
2.5 discuss the process of curriculum change, innovation and implementation.
2.6 distinguish between the concepts, foci, approaches and importance of curriculum
evaluation and curriculum analysis.

3. CONTENT
3.1 CONCEPTUAL ORIENTATION
 The concept and meaning of curriculum
 The field of Curriculum Theory
 Concepts of curriculum planning, design and development
 Curriculum and related genre of terms like syllabus, course, programme, etc.

3.2 MODELS OF CURRICULUM PLANNING, DESIGN & DEVELOPMENT

 The rationale for models of curriculum planning, design and development
 Objectives vis-à-vis Non-Objectives Models, etc.
 Application of curriculum planning models
 The Zimbabwean experience in curriculum planning
 Possible Zimbabwean model to curriculum planning, design and development

3.3 APPROACHES TO CONTENT SELECTION AND ORGANISATION

 The process and rationale for content selection and organisation
 Some approaches to content selection and organisation e.g., disciplines-based,
integrated approach, learner-based, problem-based etc.
 Review of Zimbabwean approach(es) in content selection and organisation
 What approach is ideal for Zimbabwe?

3.4 CURRICULUM CHANGE, INNOVATION AND IMPLEMENTATION

 Concepts of curriculum change, innovation and implementation
 Factors promoting curriculum change and innovation
  Strategies/models/approaches for curriculum change dissemination and diffusion
 Challenges to effective curriculum change implementation and possible solutions
 Zimbabwean examples of curriculum change projects and how they fared
 Case study of the Zimbabwe Curriculum Framework for Primary and Secondary
Education
 Developing an ideal approach for curriculum change dissemination, diffusion and
implementation

3.5 CURRICULUM MANAGEMENT

 Concept of curriculum management
 Personnel for curriculum management
 The school head as a curriculum leader
 Curriculum management for successful implementation

3.6 CURRICULUM EVALUATION

 Meaning and rationale/functions of curriculum evaluation
 Common Models of and Approaches to Curriculum Evaluation
 Practice of Curriculum Evaluation in Zimbabwe

3.7 CURRICULUM ANALYSIS

 Meaning and focus of curriculum analysis
 Forms of Curriculum analysis and their importance
 A comparison of Curriculum Analysis and Curriculum Evaluation
 The role of curriculum analysis in Curriculum Practice

3.8 MODULE REVISION through

 Student presentations
 Research on selected issues for possible publication

4.0 ASSESSMENT

4.1 Individual Assignment

(i) Drawing examples from Zimbabwe, discuss the assertion that ‘School Based Curriculum
Development approach is not tenable’

DUE DATE 21-09-2022

Group Assignments

(ii) Drawing insights from the theories of Curriculum and the Zimbabwean Curriculum 2015-2022;

 Examine areas in you subject areas that you think need change
 Suggest the changes that you think can be effected
 Justify your answers.

DUE DATE 23-09-2022

(iii) Reflecting on your teaching practice experience, Draw up what you consider to be

 The role of the school head as a curriculum leader

 good and bad characteristics of curriculum leadership. Explain your reasons.
 Challenges encountered by curriculum leaders
 How do you think the role of a curriculum leader can be enhanced?

DUE DATE 26-09-2022

5.0 Resources/Indicative readings

 Ministry of Primary and Secondary Education [MoPSE] 2015. Curriculum

Framework for Primary and Secondary Education 2015-2022.
 MoPSE 2015. Curriculum Review Process: Narrative Report 2014-2015
 Rennie, L., Venville, G., & Wallace, J. 2012 Knowledge that Counts in a Global
Community Exploring the Contribution of integrated curriculum
 Ndawi, O. & Maravanyika E.O. 2011. Curriculum and its Building Blocks Concepts
and Processes
 Chivore, B.R.S. 1991. Curriculum Evaluation in Zimbabwe An Appraisal of case
studies
 Fullan, M. ( 2007) The New Meaning of Educational Change (4 th Ed). New York:
Teachers’ College.
 Madondo, M.M. et al. 2014. The Presidential Commission of Inquiry into Education
and Training (Nziramasanga Commission) Implementation Successes, Challenges
and Opportunities Vol 1
 Machingura, F. & Hapanyengwi-Chemhuru, O. (Eds) 2021. Unpacking the
Comptence-Based Curriculum (2015-2022) for Sustainable Development in
Zimbabwe. Academic Research Centre P.B.C. Harare.
 Brady, L. 1983 Curriculum Development in Australia
 Tyler R. W. 1949 Basic Principles of Curriculum and Instruction
 Marsh, C. J., 1997. Perspectives: Key Concepts for Understanding Curriculum 1