College of Education

SCHOOL OF EDUCATION
Department of Foundations, Management and Curriculum Studies

Module: Curriculum Theory and Development (EDC2242)

ASSIGNMENT ……../ 25 Marks

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Instructions
1) This assignment has to be done in groups of 15 members organized according to your
combinations (ex. A combination of 150, there should be 10 groups).
2) The assignment consists of two questions. The first question is compulsory. The second
question should be selected from the remaining ones.
3) For the second question, each group is issigned their specific question. That is, two or
more groups the second question that is similar (Exception is possible for combinations
having more than 150 students).

4) Deadline to submit :

- Monday, 19/09/2022 at 17:00 ( For Rukara Campus)

- Tuesday, 20/09/ 2022 at 17:00 ( For Nyagatare Campus)

5) The assignment should be typed in Times New Roman, 1.5 cm spacing, and justified.
6) In submitting your assignment you should attach this question paper.
7) Write correctly the registration numbers and the combination of each participant.

Criteria in the marking of written work by the lecturer:

- Presentation of the work: Times New Roman, 1.5cm spacing, and justified
(……/3 marks)
- Coherence: logical arrangement of ideas through titles, sub-titles, sentences,
paragraphs, punctuation, language (...…/7 marks)
- Relevance of the content: ……/15 marks)

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 QUESTIONS & THEIR DISTRIBUTION TO GROUPS

Section A: Compulsory question

The government of Rwanda opted to adopt and implement the competence based curriculum in all
schools. In this regards, you as prospective teachers demonstrate your level of understanding this kind
of curriculum by answering the questions below: [15 marks]

a) Explain the concept of Competence Based Curriculum and the rationale that influenced its
introduction in Rwanda educational system.
b) Discuss the principles underpinning the competence based curriculum with examples
c) Debate the strategies that teachers should use to assess the generic competences and cross
cutting issues highlighted in the competence based curriculum.
d) Indicate the role of the teacher and the role of the learner when implementing the competence
based curriculum
e) Discuss the challenges encountered while implementing the competence based curriculum
and suggestions to overcome them.

Section B: Selective questions (Each group has one question)

Question 2 for group 1 [10 marks]

Different scholars attributed different meanings to the concept of curriculum. However, you as
prospective teachers, should be familiar with this concept. In this respect, you are asked to discuss the
different meanings assigned to that concept and use example to classify their types. Questions such as
the following should be covered in your answers:

- What are the differences and similarities between the meanings assigned to the concept of
curriculum?
- How should the concept of curriculum be understood specifically in the field of education?
- What is the scope of the curriculum?
- How can the types of curriculum be classified based on their meaning?

Question 2 for group 2 [10 marks]

The dynamic of any curriculum is determined to a large extent by the quality of its design. This means
that various aspects deserve thorough consideration during this design phase. Within this framework,

a) Discuss all of these aspects that the curriculum developers have to understand and consider

b) Explain with relevant examples the criteria that may lead to more relevant and accountable curricula,
and to greater teacher empowerment and involvement.

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Question 2 for group 3 [10 marks]

As a student being trained to become a professional teacher, you are supposed to understand the the
process and the components of curriculum design.

a) Explain that process.

b) Discuss such components of curriculum design.

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Question 2 for group 4 [10 marks]
The approach of outcomes-orientated teaching and learning is very relevant and influential in the
curriculum design and development.
a) Explain this model and its aspects.
b) Explain how a teacher can implement the key aspects of outcomes-orientated teaching-learning
model.

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Question 2 for group 5 [10 marks]

While planning learning opportunities where learner activity is to take place, there are some principles
a teacher must bear in mind. Discuss those principles and their relevance to learning.

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Question 2 for group 6 [10 marks]

Evaluation or assessment, as part of the curriculum design, should be based on specific criteria and
principles, as these may determine the quality of evaluation to a great extent. The relevant criteria may
apply to both curriculum evaluation and learner-orientated evaluation, and must thus be seen within that
specific context. You are asked to indicate and clarify the relevance of these criteria

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Question 2 for group 7 [10 marks]

As you know, curriculum development is a process whereby the choices of designing a learning
experience for students are made and then activated through a set of coordinated activities. It can be
described as all the processes necessary to plan, design, implement and evaluate a functional
curriculum. In your group, you are asked to draw and explain with examples this process.

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Question 2 for group 8 [10 marks]

In teaching and learning, a curriculum is a very fundamental reference to put forward. In this work, you
are asked to:

a) Explain the concept of curriculum in general and the competence based curriculum in particular.
b) Refer and use the curriculum framework guiding the curriculum being implemented in Rwanda and
discuss the rationale behind the adoption of the competence based curriculum in the Rwandan
education system.
c) Discuss the generic competences and cross cutting issues that should be addressed while teaching
and learning as recommended in the curriculum framework.
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Question 2 for group 9 [10 marks]

In you are consulted by regional ministry of education intending to change their curriculum as
experts in curriculum theory and development, what pieces of advices would you give with regards
to:

a) The process that they should follow in the design of the curriculum they want.
b) The models that should guide the curriculum design and development

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Question 10 for group 10 [10 marks]

You are pursuing teacher education programme at UR-CE. For this reason, you qualify to be called
student teachers. In this work you are asked to:

a) Justify the rationale of “Curriculum theory and development” as a compulsory module for preservice
teachers of UR-CE.
b) Demonstrate the extent to which this module will contribute to your professional development as
prospective teachers.
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Question 11 for group 11 [10 marks]
Depending on several reasons, curriculum may change for the betterment of teaching and learning.
Based on the existing example of the curriculum change that happened in Rwanda,
a) Explain the factors that influence such change of curriculum.
b) Specify and explain the factors that led to the adoption of the competence- based curriculum in
Rwanda.

Question 12 for group 12 [10 marks]

As prospective teachers, you have to be aware of the various existing issues related to education and
possible ways to handle them. With this in mind,

a) Discuss five contemporary issues that may be aligned with the curriculum practice in our
context
b) Suggest possible was that such issues may be solved.

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NB: If your class is made of more than 12 groups, the remaining groups should choose any question
from those already suggested above

==============================End of questions============================

Prepared by

EDC2242 teaching team

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