Course Outline 2023 CFP/

U3749/CFC3702/4702
Module Title: Curriculum Studies
Code: CFP/U3749 & CFC3702 / 4702
Semester offered: 1st & 2nd Semester
National Professional Standard competences: (C1, C3, C4, C5,
C14)
Contact Hours: 2 for 14 weeks (3 hours p/w for CFC4702)
Credits: 8
Prerequisite: None
• Module Description:
This module focuses on the study of theoretical and practical
dimensions of curriculum and instructional development.
Students become empowered practitioners in curriculum
concepts, issues and processes at the macro (global and national)
, meso (regional, school and departmental) and the micro
(classroom) levels of education.
Module Assessment:
• Continuous assessment 50% (At least 2 Assessments)
• Examination 50%.
Module Requirements and Expectations:
• Punctuality and regular class attendance; acquisition of prescribed
material is compulsory; reading of prescribed materials in advance;
active participation in class discussions; assignments and handed in
on time; plagiarism, cheating and other forms of academic
dishonesty is prohibited; students with disabilities should contact
their lecturers in advance to explain their needs; all module
requirements must be fulfilled; admission to exams depends upon
successful attainment of the required continuous assessment mark;
engaging in learning circles is recommended; be aware of the
University and Faculty assessment policies.
EXIT LEARNING OUTCOMES (ELO/ UNIT1- 8):
Upon the completion of this module students should be able to:
• Define some relevant Concepts of curriculum planning and development
(C1,3) 1.1 Contemporary curriculum Issues
1.2 Define the Concepts:
• Curriculum,
• Curriculum Policies Frameworks
• Syllabus
• Scheme of teacher’s work
• Lesson Plan
1.3 A Learner Centred Curriculum
• The focus of a learner-centred curriculum design
• Reflection on a learner-centred curriculum
• Issues/Challenges faced in implementing a learner-centred
curriculum
2. Conceptualized Curriculum as a Field of Study (C1, 3)
2.1 Discuss the Five Conceptions of Curriculum
• Curriculum as the Development of Cognitive Processes
• Curriculum as Technology
• Curriculum Self-actualisation
• Curriculum for Social Reconstruction (and relevance)
• Curriculum as Academic Rationalism
2.2Discuss the Four Foundational Sources for Curriculum
• Philosophy as a Source for Curriculum
• Psychology as a Source for Curriculum
• Society as a Source for Curriculum
• History as a Source for Curriculum
3. Evaluate the historical development of curriculum as a field of
study (C 3)
• Compare the work and contribution they made to curriculum Field:
• Franklin Bobbitt;
• Ralph Tyler; and
• Joseph Schwab
4. Demonstrate understanding of the cyclical nature of the process of curriculum
development. C 3, C 5, C 14)
4.1 Explain the concepts of curriculum development process
• Curriculum Development;
• Curriculum Planning
• Curriculum Design
• Curriculum Implementation;
• Curriculum Evaluation;
• Curriculum Revision;
• Curriculum Reform;
• Curriculum Improvement
 4.2 Explain the five Steps of curriculum development process
• Step 1: Needs assessment and
• Step 2: Situation analysis
• Step 3: Goals; aims and objectives
• Step 4: Selection and organization of learning content
• Step 5: Teaching and learning opportunities
• Step 6: Evaluation and assessment
 4.3 Illustrate the with the aid of a diagram:
• The cycle of the process of curriculum development
• Components of the process of curriculum development
• The interrelationship between the Components of curriculum
• 5. Discuss the components of a curriculum and be able to
place them within the context of their school subject (C 3, C 5)
5.1Distinguish Curriculum Aims, Goals and Objectives
• Aims,
• Goals and
• Objectives
• The Advantages of having Aims, Goals and Objectives
• Describe the classification of Instructional objectives
• Formulate instructional objectives for the three domains of learning
6. Discuss the Selection and Organisation of Curriculum content
6.1Explain the meaning of curriculum content and Curriculum
experiences
6.2 Identify Sources of curriculum content
6.3Evaluate the criteria for selecting curriculum content
6.4Describe how content should be selected in a learner-centred
curriculum
7. Discuss the Implementation of the Namibian Curriculum for
Basic Education at the relevant school phase of specialisation: (C
1, C 3, C 4, C 5, and C 14)
7.1Explain the nature of the Broad Curriculum for Basic Education
for Namibia:
- Pre- Primary curriculum
- Lower Primary curriculum
- Upper Primary curriculum
- Secondary School curriculum
 7.2 Discuss Dissemination and Implementation of Curriculum at the
relevant school phase of specialisation
• Levels of Curriculum Implementation (Macro, Meso Micro)
• Analyse three Important factors that affect Implementation of
Curriculum change/reform in schools
• The Role of Communication in Curriculum Implementation
• The Role of Support in Curriculum Implementation
7.3Discuss implementation as Change and Innovation in
Curriculum Implementation
- Discuss the participants and their Roles in Curriculum
Implementation (Principals – Parents)
- Issues that make it difficult for people to resist change
• 8. Discuss Curriculum Evaluation
8.1Describe the concepts:
- Curriculum Measurement
- Curriculum Assessment
- Curriculum Evaluation
8.2Analyse nature and purpose of Curriculum Evaluation
(Formative- Evaluative assessment)
8.3Identify the types of Curriculum Evaluation (Product – Process)
8.4Evaluation in a Learner-centred Curriculum (authentic – real
life experiences)
8.5Criteria for employing alternative assessments (I – vii)
8.6 Norm-referenced and Criterion- Referenced Tests.
8.7Participants in the Evaluation Process (Learners – Parents)
Assessment Tasks
Test 1
Week 1 April 2023 (Subjected to change)

Test 2

Week 1 May 2023 (Subjected to change)

Mode: Moodle Platform (Online tests) & Face-to-face

Some Class Activities may also be graded for CA
Reference Textbooks and other Reading

•Arend, E. Carl (2002). Teacher Empowerment through

curriculum development, theory and practice, 2 Edition
•*Allan C. Ornstein and Francis P. Hunkins (2016).
Curriculum Foundations, Principles, and Issues. Sixth
Edition. Pearson Education Inc

•Wiles, J. & Bondi, J. (2007): Curriculum Development:

A guide to practice. NJ: Pearson/Merrill Prentice Hall.

•CES Course Reader (2002). Curriculum and

Instructional Studies (under revision).
•MoE, NQA (2006). National Professional
Standards for Teachers in Namibia

•MBEC, NIED (2016 )The Curriculum Guide for

Secondary Education for Namibia

•MBEC, NIED (2016). School Subject Syllabuses

1&2
• Adoye, E.A. (2007). Curriculum Development: Theory and Practice. Lagos:
National Open University of Nigeria. Retrieved from http://www.nou.edu.
ng/noun/NOUN_OCL/pdf/EDU%20201%20MAIN.pdf

• Cecilia B. & Elize du Plessis (2018). Curriculum Studies Development,

interpretation, plan and practice (3 ed.). Cape town: Van Schaik Publishers
rd

• IBE/UNESCO. (2013). Training Tools for Curriculum Development A

Resource Pack.
• Retrieved from: http://www.ibe.unesco.org/fileadmin/user_upload/
Publications/Training_tools/IBE-CRP-2014_eng.pdf
• Nyagah, G. (2018). Curriculum Studies. African Virtual University.
• Retrieved from:
https://oer.avu.org/bitstream/handle/123456789/745/
EDU%2001_EN%20Curriculum%20Studies.pdf?
sequence=1&isAllowed=y

• Any other relevant curriculum studies material you may find