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Curriculum Interpretation and Implementation

This document provides guidance on questions to consider when interpreting and implementing curriculum. It outlines key areas of curriculum design such as rationale, aims, content, learning activities, roles, and assessment. It then describes tasks to enhance curriculum implementation in South Africa, such as establishing teaching teams, analyzing current practice, developing cohesion, focusing on skills and content, and including caregivers. Finally, it discusses stages of planning like strategic planning, phase planning, grade planning, and lesson planning.

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Hlatli Nia
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
270 views

Curriculum Interpretation and Implementation

This document provides guidance on questions to consider when interpreting and implementing curriculum. It outlines key areas of curriculum design such as rationale, aims, content, learning activities, roles, and assessment. It then describes tasks to enhance curriculum implementation in South Africa, such as establishing teaching teams, analyzing current practice, developing cohesion, focusing on skills and content, and including caregivers. Finally, it discusses stages of planning like strategic planning, phase planning, grade planning, and lesson planning.

Uploaded by

Hlatli Nia
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Questions for

curriculum
Implementation
QUESTIONS TO GUIDE CURR.
INTERPRETATION
Curriculum Design Questions
• Rationale • Why do we have to learn?
• Aims and Objectives • What are the goals of learning?
• Content • What do they learn?
• Learning activities • How do they learn?
• Teacher’s role • How does the teacher facilitate
learning?
QUESTIONS TONGUIDE CURR.
INTERPRETATION CONT.

Curriculum Design Questions


• Materials and resources • With what do learners learn?
• Grouping • With whom do they learn?

• Location • Where do they learn?


• In what time frame should learning
• Time take place?
• Assessment • How should learning be assessed?
Curr. implementation in SA context;
Tasks
Whole-school development planning may be defined as a process during which
all the stakeholders in the school consider all the activities and interests of the
school and then decide on the goals for their school over a certain period of time.
Tasks that must enhance curriculum interpretation and implementation when
following whole-school developmental approach/plan:
• Establish teaching teams per phase;
• Assist teaching teams to analyse current practice/culture of the school;
TASKS CONTINUE
• Find common ground to strengthen collaboration and cohesion;
• Develop horizontal cohesion or unity through cross-curricular themes and
projects;
• Develop vertical cohesion for continuous learning trajectory (route);
• Focus on skills development in the learners;
• Focus on curricular content that extends knowledge base of learners;
• Acknowledge learning contexts to support the learning process;
Tasks continue
• Widen teaching approach/strategies to accommodate all learners;
• Include shared learning to enhance learner participation;
• Recognise that the language of learning and teaching (LoLT) is accessible
to learners; and
• Encourage and value the participation and involvement of caregivers and
families.
Stages of planning for curriculum
interpretation and implementation
• Strategic school planning;
• Phase planning;
• Planning per grade; and
• Lesson planning.
STRATEGIC SCHOOL PLANNING

• Before planning for a school year, the school management team and the
professional staff should identify the curricular strength, weaknesses,
opportunities, and threats (SWOT) in the school.
• From the SWOT analysis, it should be possible to see at a glance what the
teacher should focus on with learners in a particular phase.
SWOT ANALYSIS IN A SCHOOL

Strengths Weaknesses
• Good work ethics in learners. • Improvement needed for literacy in Grade 6.
• Strengthen life skills for Grades 6 and 7
• Willingness to learn. learners.
• Majority of learners have • Majority of learners are not learning in their
progressed with age cohort/group. home language.

• Teachers have received extensive • Poor parental involvement.


curriculum training and support. • Poor resources.
SWOT Cont.

Threats (External) Opportunities (Externa)


• Staff movement. • Parent willing to fund-raise for the
• Poaching of learners by other school.
schools. • Multicultural school – preparing
• Influx of drugs learners for real world.

• Deterioration of moral values • Find ways to enhance inclusivity.

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