s t r u c t i o n t h r o u gh

n c i n g Q u a l i t y In
Enh a n &
t er p re t a t i o
Proper In u l u m
o n of t h e C u r ri c
Im p l e m en t a t i
O STAZ Wo rk shop
Provinci al S
Albert Chituka
’ S e c o n d a r y S c h o ol
a d te a c h e r, C h ip embi Girls
He 3
23 February, 202
 Flow of Presentation
1. Introduction
2. The curriculum
3. The 2013 Syllabus & its
design
4. State of a problem
5. Linking the curriculum to
the Lesson Plan.
6. Plenary Session
 Introduction
• The achievement of quality instruction can
be actualized by focusing/targeting on areas
that matters most – the Bull’s Eye.
1. Ac
cura l it y
te In Q ua s
of th terp i h
g s me n t
e cur retat H
ricul ion 3 . ss e s
um A

L e s s o n 4 . It e m
ff e c t i v e v e r y Analys
2. E & de li is
a nn in g
Pl
 Why is acurate Interpretation & imple
mentation of the curriculum critical to
enhancing learner achievement?

 Cunningham (1888) said, “Curriculum is a

tool in the hands of the artist (teacher) to
mould his material (pupils) according to
his ideals (aims and objectives) in his
studio (school).
Implications of cunninghams definition
 When an artist creates a work, the imprint
of his skill is seen in it, just as when a
teacher teaches his students, the clear
impression of the teacher's personality and
ideas is seen in the student.

 The teacher's knowledge, skills, professional

training, and perception of the curriculum
affects the student's learning achievement.
 Reaffirmed by Bamrick-Santoyo (2012, pg. 23) by
saying, “effective teaching is not about whether we
taught it. It’s about whether the students learned
it.”
 Therefore, the only way to tell effective
implementation of curriculum is via actual output for
students, & assessment data are the only way to
ensure the school is achieving this (Bambrick-Santoyo
& Peiser, 2012, p.24).
 Bambrick-Santoyo (2012, pg 29) further guides as
follows – “write the assessment first, then ask the
question: what do I need to teach for my students
to be able to master the question on that
assessment.”
 In light of the aforementioned
observation, there is need for a
paradigm shift in pedagogies.
 This paper will unpack how teachers’
knowledge of the curriculum relates
to learner achievement.
 Categorisation of the curriculum
 The curriculum can be looked at as:
1. a body of knowledge to be transmitted
(syllabus).
2. process (reflux of teacher, student & content
in the classroom - blackbox).
3. as praxis (putting theory into practice).
4. an attempt to achieve certain ends in learners
– product (Outcome).
Three levels of the curriculum
• Intended curriculum:
3-LEVELS OF THE Implemented
CURRICULUMCurriculum:
the body of knowledge
(McKnight et al., 1987 citedthe Mayer et al.,as2000)
in curriculum interpreted
to be transmitted to and delivered by classroom
teachers.
learners
• The only way to tell effective
implementation of curriculum is via
actual output for students, &
assessment data are the only way to
ensure the school is achieving this Attained Curriculum: that part
(Bambrick-Santoyo & Peiser, 2012, of the curriculum that is learned
p.24). by students, as demonstrated by
• Learners output is the mirror image their attitudes and achievements.
of teacher’s PCK
Curriculum as a process entails the interaction inside the
classroom (blackbox)
Interaction - forms
the Pedagogical Teacher –
Triangle (Friesen & mediating
student’s
Osguthorpe, 2017)
relation to
content

Learner’s –
attention Content –
shifting btn Knowledge, Skills &
teacher & values
Content
 Pedagogical Triangle - a reflux analysis of Curriculum,
Teacher and Learner
Teacher’s
Teacher’s Knowledge of
Knowledge of Content, teaching
Teacher

Pedagogical Triangle
Curriculum & Learners???
& Content???

Curriculum Learner
School & ECZ
assessments brings
Interacts with the
curriculum delivered
to the fore the
The by classroom
attainedteacher
Environment curriculum
12
Unpacking the Design of the 2013 syllabus
3 learning targets
and/or Competences – Content
Topic Subtopic Specific
i.e. abilities critical to
Outcome Knowledge Skills Values
performance of
specific tasks.
•• Describes
Describes
Describes expected/desired
what students
what should
students can do
•behaviour
Describes
know change
i.e. facts,
based on the
their in ae.t.c
rationale
concepts learner
know-how fori.e. &
Describes main areas
• These are level
• how
cognitive
learning basicallyofmake
a particular
students
informationquestions,
for
answers
assessment of to
use topic.
the
for&a
facts
purpose
assessment
•particular
Very topic/subtopic.
important for shaping as
to be taught.
espoused
• Basically
understanding
learners’
• Providing under
these
attitude.
evidence of specific
are questions
what theyECZcan
outcomes.
do with what they know.
will ask in the exam.
 Statement of a Problem
1) Teaching based on textbooks (e.g. R.E – Bk,
Syllabus & Civic Ed – Act 1989) /social media
common schemes, notes & not on the syllabus;
2) Assessment based on past exam papers (R.E) &
what is taught & not what pupils need;
 What are the Implications:
a. We risk our pupils failing the in national exams;
b. We risk producing a cadre of students we
cannot respond to the demands of society & the
nation at large
 This paper will
unpack how the
curriculum feeds
into a Lesson Plan.
How the Syllabus feeds into the Lesson Plan

Content
Topic Subtopic Specific
Outcome Knowled Skills Values
ge
11.3 11.3.3 1.Identity Appreci
1.Explain Sources of ation of
• These
Econo three how
Borrow areas feeds into Calculate
borrowing the desired the
mic learning
ing Outcomes
borrowin and loan theinterest
after lesson responsi
is
payment rate i.e. bility to
and taught.
Money g and This area
systems. feeds
Simpleinto
& the
pay
2.interest
Social and rate rationale
2. of the
compound lesson
back a
Compound interest loan
Devel Managi works plan.
• Basis for high quality Interestlesson
& notes and &
opme ng Debt repayment manage
nt
assessments. schedule debt
 Lesson Plan
1. Topic: Economic and Social Development
2. Sub-topic: Borrowing Money and Managing Debt
3. Pre-requisite knowledge: Mobile money, financial
institutions and insurance.
4. Outcomes: At the end of the lesson, Pupils Should
Demonstrate Ability To:
a) Specific Learning Outcome: Explain how
borrowing and interest rate works
b) Content knowledge: Identity Sources of borrowing
and loan payment systems.
c) Skills: Calculate simple interest rate and annual
compound interest rates.
 Lesson Plan Contd…
5. T/L Aids:
6. References:Grade 8 Progress in Mathematics – Learners’
Book pages 61-63; Grade 8 Longman Mathematics –
Pupils Book pages 50-53; Internet Research Materials
7. Rationale:
a) Main focus of lesson: How borrowing & Interest Rate
Works
b) Position/stage in series: First lesson in the series of 3
lessons;
c) Teaching Method: Question and answer, Group
discussion and teacher exposition;
d) Value of the Lesson: Appreciation of the
responsibility to pay back a loan and manage debt
Lesson Plan Outcomes & Rationale
Civic Education 2018
Plenary Session