ECT 212: CURRICULUM DEVELOPMENT

TOPIC: CURRICULUM
IMPLEMENTATION
LECTURER: OMAMO DAVIES
[email protected]
 CONTENT
Principles of curriculum implementation
The process of curriculum implementation
ICT integration in Curriculum Implementation
Community service-learning programs
Parental empowerment and engagement in value-
based education
 Introduction
 Curriculum is a plan of Education. This plan transforms ideas into curriculum which
is related to life, needs aspirations and problems of people. In this manner, the
curriculum becomes a powerful and dynamic instrument of social, economic and
cultural transformation of the society.
 Curriculum is a systematic and intended packaging of competencies (i.e. knowledge,
skills and attitudes that are underpinned by values) that learners should acquire
through organized learning experiences both in formal and non-formal settings.
 Good curriculum plays an important role in forging life-long learning competencies,
as well as social attitudes and skills, such as tolerance and respect, constructive
management of diversity, peaceful conflict management, promotion and respect of
Human Rights, gender equality, justice and inclusiveness. At the same time,
curriculum contributes to the development of thinking skills and the acquisition of
relevant knowledge that learners need to apply in the context of their studies, daily
life and careers.
Curriculum is also increasingly called upon to support the learner’s personal
development by contributing to enhancing their self-respect and confidence,
motivation and aspirations. In addition, there are many new and emerging
challenges to education and demand on curriculum, such as new
Information and Communication Technologies (ICTs); intercultural
understanding; Sustainable Development; Learning to Live Together
(LTLT); Life skills; Competency development for life. Through their
guiding function for education agents and stakeholders, clear, inspired and
motivational curriculum documents and materials play an important role in
ensuring education quality. Curriculum is implemented by teachers, and
depends moreover on the quality of teaching and learning strategies,
learning materials and assessment
 Curriculum implementation
 Curriculum Implementation is the systematic process of ensuring that the new
curriculum reach the intended consumers; learners and teachers, parents and
society without delay or deviation.
 It also involves making the new curriculum and the accompanying materials and
resources generally available to all schools and colleges within the jurisdiction
of the curriculum development project.
 Implementation is the making real which has been planned. It means the open
use of a programme throughout an entire school system. In most schools or
educational institutions, implementation is managed by the curriculum staff in
the central office with staff at other levels throughout the system is centrally
controlled.
 In centralized education system, a programme may either become compulsory
for all schools of a certain type, or be among a list of authorized alternative
programme from which each school chooses the most suitable for is needs
Implementation entails certain changes within the system.
First teacher-training programmes must be adjusted to the requirements of
the new programme. This implies modification in both pre-service and in-
service training activities Occasionally, teachers themselves are in need of
further instruction in the content area of the new programme. New
teaching methods, strategies, or class management practices may also
contribute the focus of a retraining course. Almost always teachers should
be trained to monitor the programme to identify flaw defects and to
diagnose learning difficulties.
A second implementation problem is that of obtaining the support and
cooperation of the supervisory staff. Without their cooperation one can
hardly expect successful implementation of the programme (Lewry 1977)
A third problem is in making the appropriate changes in the national
examination system, if it exists. If programmes are changed but national
examinations remain unaltered, teachers may not have the motivation for
the focus on their educational work. At this stage of development, the
formation evaluators role is to examine the efficiency of changes and
adjustments made. This may be made through observation of the teacher-
training programme, through analytical examination of both teacher
programmes and the judgments and opinions of educational experts.
It must be emphasized that implementation is a process that the project
staff and educational authorities always look forward to with a lot of
eagerness. Sometimes the participants are so eager that they are attempted
to get to the implementation before the pre-requisition processes such as
try out have been completed. This temptation should be resisted at all
costs. It cannot be over-emphasized that implementation of new
curriculum should only be attempted by the institution in which the right
conditions prevail. There will be the school and colleges for which
satisfactory arrangements can be made for in servicing of teachers and
learning materials, and equipment for which the necessary physical
facilities and be provided.
This means that implementation can hardly take place uniformly across
the country or geographical areas concerned. Some schools will be ready
while others will not. The fact problem which the project staff and
educational authorities find bitter to accept. Not all schools and colleges
will have the necessary pre-requisite in the same extent and at the same
time. Therefore, the best that can be done is to group the schools
according to their degree of readiness and implement the curriculum
accordingly hoping that the schools involved will be many so that the
whole school system can be covered quickly.
The Process of Curriculum Implementation
 Oluoch (1982) cited some nine sub-process in the implementation of a new
curriculum that may be identified in preparation. These are:
i. Persuading a variety of people to accept the new curriculum.
ii. Keeping the general public informed
iii.Educating the teachers
iv.Educating the teacher –educators
v. Provision of necessary facilities supply of materials and equipment
vi. Actual presentation of the new curriculum
vii.Institution of appropriate student assessment procedures
viii.Providing continuous support for the teachers
ix.Perhaps we should include budgeting for this process
Bishop (1979) noted some reasons for discrepancy between the intent of
curriculum project and what actually happens in the classroom between the
theory and practice, between desire and actual achievement, between plan and
execution. One of these reasons is resistance to change springing from
tradition.
Bishop (1979) has also noted that there is practically complete agreement in
theory on the view that great changes are inevitable, but in practice, every
position innovation encounters the most vigorous opposition. Education is a
realm kingdom of tradition, and resistance to change springs up in the most
varied quarters, ranging from the teachers themselves, the administrators, the
parents, the pupils to political professionals, confessional religious and cultural
circles. Several countries note that socio-psychological resistance to reform is
the major problem, perhaps more stubborn, than financial problem itself.
 Primary Task of Implementation
 Setting up the major steps in the implementation system (outline of the process).
 Reviewing of existing system and noting the existing networks and places where
new network and required.
 Allocating budget for various actions of implantation
 Ensuring that a management plan for this sub stage of curriculum development is
created by personnel in charge.
 Developing means of synchronizing all the support system requisite for successful
piloting and final implementation.
 Preparation of the curriculum for teachers – staff training for all staff who will
receive the field – tested curriculum including special training for those who will
pilot before implementation)
 Identify all staff required for the technical implementation of the field tested
programme.
Bishop (1979) pauses some basic question regarding the staff to be
involved in piloting and implantation:
What are the new roles and responsibilities that the staff will have to
assume in both the piloting and the final implementation?
The level of expertise a staff possesses will influence the answers to these
questions. At the juncture, the question is not what expertise staff require
but where the staff currently with regard to required expertise come from.
 Agents of Curriculum Implementation
Agents are support resources required in order to implement the
curriculum. They include; KICD, KNEC, Sponsors/donors, Publishers,
Teachers, CSOs, Religious bodies, Trade Unions, Community/parents,
Curriculum Support Offices (CSOs) New teaching strategies and other
changes have been introduced in the education system. Newly employed
teachers may quite often use the Teachers advisory centre Curriculum
Support Offices (formerly Teachers Advisory Centres (TACs) for
obtaining information on how to handle their teaching assignments.
Another role of Curriculum Support Offices is the dissemination of
teaching materials already developed by the Kenya institute of Curriculum
Development. Teachers may meet at the centre to discuss how the
materials supplied by KICD could be beneficially utilized by schools.
Sometimes, materials supplied by the KICD panel may appear irrelevant
to the local needs of the learners in particular areas. Teachers use the
centres to discuss and make some recommendations to the curriculum
panels on how implementation could be made. This role may be viewed as
a feedback to curriculum developers at the KICD. The feedback
information from the CSOs may become a basis for modifying the newly
introduced curriculum in schools.
 Supportive Personnel and Services
Educational supervision is a very important element in the implementation
process. This part of the process is provided by Quality Assurance and
Standards Officers and filed supervisors. Once one looks at the task the
supervisor can perform in relation to curriculum implementation and the
improvement of quality at local level one realizes the limited direct
influence on teachers. Feed back of the running quality of the project will
assist the review of the materials.
 These supervisors can arrange for workshops for teachers to help them
discuss issues emerging from the project and also provide suggestions for
production of localized materials for teachers use in teaching.
Voluntary Agencies and Curriculum Implementers
In the Africa context, the curriculum for basic education can no longer be
conceived as the sole responsibility of professional educators. This is
particularly true in the implementation stage. Voluntary agencies such as the
church, women’s organizations, women’s associations, boy scouts, girl
guides and entertainment groups of every curriculum, particularly in the
affective domain. Cultural activities which are initiated by the school may
be extended and refined in the community around the school. The integrated
primary school staff should be afforded every opportunity to each voluntary
agency to contribute positively to advancement of their local community
socially, economically culturally, and intellectually
 Parents as Curriculum Implementers
It has been assumed for two long that the unschooled (African)
parents have no role to play in curriculum implementation. On
the contrary, the role is crucial in the continuing processor of
value orientation and attitude formation. Being the natural and
immediate “ reference group” for their children, the parent
influence in cultural value is often unchallenged. It is in the
home that the children learn effectively such important social
and cultural values as personal relationships, hospitality,
generosity, comparison, personal hygiene, etiquette, love
thriftiness etc
 The Community
Curriculum implementation is most effectively implementation when the
community understands and supports its when facilities are available for
desirable school organization and learning activities. There is also need for
appropriate materials and supportive personnel to assist teachers. Tow key
factors are necessary to the implementation of the curriculum:
i. Financial support and other physical facilities
ii. Community theoretical support for change
ICT Integration Curriculum
Implementation

The new competency-based curriculum (CBC) has identified
digital literacy as one of the core-competences


Empowering learners to be productive knowledge workers
with advanced 21st Century Skills.
 What is ICT Integration in Curriculum
Implementation?

• ICT Integration in Curriculum Implementation is the process

where teachers and learners use technology as a tool to help them
achieve curricula and instructional goals
 CORE COMPETENCIES
“the ability to apply appropriate knowledge and skills to successfully
perform a function”.

Basic education Teacher education

 Communication and collaboration • Communication and collaboration
 Critical thinking and problem • Critical thinking and problem solving
Solving • Creativity and innovation
 Creativity and imagination • Citizenship and leadership
 Citizenship • Digital literacy skills
 Digital literacy • Learning to learn and reflective practice
 Learning to learn • Self efficacy
 Self-efficacy • Pedagogical content knowledge
• Assessment competency
th

These technologies include:

Think, Pair discuss and Share

 ICT tools/Technologies
 ICT Devices such as computers, Televisions, Radios, Digital Cameras, LCD Projectors

Interactive boards, Smartphones, Data storage devices (CDs, DVDs, Memory sticks)

 Productivity Tool such as Word processing , spreadsheets, Presentation software, database

management software , desktop publishing ,photo editing software, Microsoft 365 Office

 Communication tools such as Email, telephone, mobile phones, SMS/Text Messaging, and

social networking websites e.g. face book, WhatsApp are some examples
 ICT tools/Technologies

 Searching Tools such as e-library, Google Scholar

 Collaborative Tools such as WhatsApp, Google Doc

 Virtual Conferencing Tools: such as Zoom, Google Meet, Webex, Microsoft

Teams ,Google Hangouts, Skype, Meta platform (Facebook Live), YouTube live.

 Learning Management Systems: such as Kenya Education cloud (KEC-LMS)

platform, google classroom, Moodle, Edmodo.

 ICT tools/Technologies
 Meeting Tools: such as Attendify, Calendar

 Assessment Tools: such as E- portfolios, E-gaming (Kahoot, Mentimetor), E-forms,

digital rubrics,

 Creating /Multimedia Resources: such as Recording, Editing, Wikis, Podcasting

 Cloud storage: such as google drive, one drive, drop box

 Social networks in learning: such as Twitter, Instagram, Facebook What up, tik-tok
Why ICT Integration In Curriculum Implementation

Think, Pair and Share

Why ICT Integration In Curriculum
Implementation?
Practical activity: Productivity activity
 Use a word processor and develop learners attendance list

 Copy the attendance list and populate learners mark sheet in a spreadsheet

 Perform the following calculation in the spreadsheet created (totals, Mean,

Grade, Rank, Comments)

 Present learners performance using a presentation application in tabular and chart

format

 Use a social media network to share the presentation

 Practical activity: Communication tools

• In groups of ten , identify a group leader, who will create an online

community of practice and invite other teachers as members

(Use WhatsApp application, Telegram application)

• Start discussion of concerns in your subjects

• Send text message, video clips, simulations

Practical activity: Virtual learning using Google Meet

 Create a Google Meet and schedule a lesson

 Invite 3 learners to class

 Admit learners
 Practical Activity: Google class room

 Create and manage virtual classes using google classroom

 Add assignments to class room

 Grades learners

 Add materials to your assignments, such as YouTube videos, a Google Forms

survey, and other items from Google Drive.

 Give direct, real-time feedback.

https://youtu.be/8PqmIDGc4m0?
t=65
Practical Activity: Use of multimedia in lesson delivery

 Source for an appropriate multimedia resource (Simulation /animation

/Video Clip)

 Demonstrate how you would use the multimedia in your lesson to

enhance learning
 Practical Activity: Content creation

 Use your smart phone to make a resource to teach a

lesson in your subject area
 Demonstrate how to use the resource in the lesson
 ONLINE ASSESSMENT TOOLS

 E- portfolios,
 E-gaming,(Kahoot, Mentimetor)
 E-forms,

 Create a short assessment test to share with the learners in a subject of

your choice using an online form

 Share the link with participants in your group to attempt the test.

https://youtu.be/fhA1A5T-Zc8 a link for creating a google form for quizzes

 Kahoot and Mentimeter for evaluation

 Kahoot – kahoot.com (create); kahoot.it (play).

Practical session

 mentimeter.com (Create) ; Menti.com – Taking quiz (Play).

Practical session
 TPACK model in Curriculum Implementation
 It is an idea in which technology is used
in the process of teaching and learning to
T-Technological incorporate a better learning experience.
P-Pedagogical
A-And
C-Content  Technology will be used to enhance
K-Knowledge pedagogy and content delivery

 It is important to note that the teacher

should have the three types of
knowledge (content knowledge,
pedagogical knowledge, and
technological knowledge) for effective
content delivery.
 Content Knowledge

W
m ha
an atte t su
wi d s r (s bje e
av t
ll ub tra ct I h f t he
s
in I fac tran nd n o
Do fficie dge ter?
cla ili d) su owle mat
ss tate
? k n b je c t
su

What learning outcomes

do I anticipate the
learner to acquire?
Pedagogical Knowledge

W
ins hich
m e t r u ct i

What kinds

experiences
of learning
t ho o
use ds w nal

will the
learner
have?
the to del ill I
con iver
t en
t?

2.
Technological Knowledge

W
too hat a nd the
ls ICT hen i l l
em wi W r e w be
pl o l l I e
y wh tools e
ICT in th
s e d
u on?
l ess
How will learners
interact with ICT
tools during the
learning process?
When planning an ICT integrated lesson, the teacher should consider the
following:

• The lesson conforms with the approved curriculum designs

• ICT tools available

• Teacher and learner competencies in use of ICT tools.

• The duration of the lesson.
• Potential challenges while using the selected ICT tools
 PRACTICAL ACTIVITY ON ICT INTERGRATED LESSON

• Prepare an ICT Integrated lesson plan and lesson

of your subject

• The lesson to include all the aspects shown on

the right.

• Present the lesson using powerpoint

presentation
 RECORDING POWERPOINT PRESENTATION

 From slide show tab

 Click record slide show

 Select start recording from beginning or from current slide

 Continue with the presentation.

 save recorded power point presentation for future learning/presentation

 Practical Session
 ACCESSING KICD DIGITAL CONTENT FOR LEARNING

KEC – www.kec.ac.ke
NB: Go through the process of accessing the content by typing the
address on the URL and access the following:
 Interactive Digital Content (IDC)
 Video-based Content (VBC)
 Audio- Based Content
 E-books
 Open Education Resources (OERs

Open Educational Resources (OER) are teaching, learning and research materials in

any medium – digital or otherwise – that reside in the public domain or have been

released under an open license that permits no-cost access, use, adaptation and

redistribution by others with no or limited restrictions.

 Open Educational resource

1.KICD Open Educational resource

KEC – www.kec.ac.ke
Open Educational resource
• Early years education
• Upper primary
• Secondary Education
• Concordia University in collaboration with KICD-story books
• Special needs Education
 Open Educational resource

2. Khan Academy

https://www.khanacademy.org/

3. Sebran
Download the free Kids Learning software using this link:
https://sebran-s-abc.en.softonic.com/

4.Simulation-science subjects
https://phet.colorado.edu/
 Digital Literacy Skills

Learners share their own generated content collaboratively and

Interacting discuss issues using blogs and other social media platforms(such as
whatsApp, Instagram, face book) in school, at home and in the
with the community
technology

technology
Connectin
g with
Learners connect and use the Internet and
other social media sites and application
 Digital Literacy Skills
Learners Record and save audio clips on a theme related to
a lesson using digital devices e.g. a digital camera

Creating with
technology

Citizenshi
Learners make safe and ethical use of
Digital digital devices

p
 COMMUNITY SERVICE LEARNING
PROGRESS

The new Competency Based Curriculum (CBC) seeks to guide

learners to become engaged, empowered and ethical citizens who
will contribute to creation of a socially, economically, and
politically stable society.
The vision of CBC is to nurture every learner’s potential based on
a strong foundation of knowledge, competencies and values.
As part of CBC, learners participate in a new learning area called
Community Service Learning (CSL).
In CSL, learners work on real-life problems making academic
learning relevant and at the same time developing their core
competencies and values.
What is CSL?
Community Service Learning vs Community Service

 CSL is an experiential learning strategy that integrates classroom learning

and community service to enable learners reflect, experience and learn
from the community. CSL activities are embedded as learning experiences
to help learners develop the specified competencies.
 Community Service can be performed at any time for any reason.
Examples
 Learners participate in community clean up every morning.
 Learners study waste collection, sorting, disposal and participate in a clean
up project in the local market.
 Community Service Learning (CSL)
• CSL is a strategy in teaching and learning that integrates
meaningful community service with instruction and
reflection to enrich the learning experience, teach civic
responsibility and strengthen community participation.

• Teachers should be able to use innovative approaches

and skills to facilitate CSL.
 COMMUNITY SERVICE LEARNING (CSL)
Community Service Learning is about the learner getting to understand
that they are members of a community and should endeavor to learn from
the community and work to benefit the community.
They should be able to identify community problems through research,
and solve the problems using their knowledge, skills, personal talents and
gifts.
Should appreciate the importance of collaborating with community
members towards economic and social development.

55
 CSL …continued
CSL integrates classroom learning and community service to enable learners to
reflect, experience and learn from the community.
Learners link social development with academic development
In early years education and upper primary CSL has been integrated and
infused in specific learning areas.
CSL will be a stand-alone subject at Senior school

56
 What CSL Entails
Community Service Learning entails a balanced emphasis on both
students’ learning and addressing real needs in the community.
Learning outcomes are linked to meaningful human, safety, educational
and environmental needs.
The service experience is brought back to the classroom to enhance
learning.
Learners work on real problems that make academic learning relevant
while simultaneously enhancing their social skills, analytical ability, civic
and ethical responsibility, self-efficacy, and career development.

57
 Criteria for Community Service Learning
Community Service Learning Involves:
Meaningful service provided to a community
Features Intentional and Structured Learning
Leads to improved learning outcomes

58
Benefits of CSL
Benefits of
CSL …cont’d
CSL LEARNING OUTCOMES
CSL Learning outcomes …cont’d
Community
Service
Learning
(CSL) …cont’d
Community Service Learning …cont’d

In return, the community

appreciates the service offered in
different forms such as salary,
recognition, etc.
 Grade 3 Pupils
Undergoing KNEC
Assessment Gift
Elderly Man Blanket,
Firewood

 Read more:
https://www.tuko.co.ke/pe
ople/471171-elgeyo-marak
wet-grade-3-pupils-underg
oing-knec-assessment-gift-
elderly-man-blanket-firew
ood/
 COMMUNITY SERVICE LEARNING (CSL)
Community Service Learning is about the learner getting to understand
that they are members of a community and should endeavor to learn from
the community and work to benefit the community.
They should be able to identify community problems through research,
and solve the problems using their knowledge, skills, personal talents and
gifts.
Should appreciate the importance of collaborating with community
members towards economic and social development.

67
 CSL …continued
CSL integrates classroom learning and community service to enable learners to
reflect, experience and learn from the community.
Learners link social development with academic development
In early years education and upper primary CSL has been integrated and
infused in specific learning areas.
CSL will be a stand-alone subject at Senior school

68
 What CSL Entails
Community Service Learning entails a balanced emphasis on both
students’ learning and addressing real needs in the community.
Learning outcomes are linked to meaningful human, safety, educational
and environmental needs.
The service experience is brought back to the classroom to enhance
learning.
Learners work on real problems that make academic learning relevant
while simultaneously enhancing their social skills, analytical ability, civic
and ethical responsibility, self-efficacy, and career development.

69
 Criteria for Community Service Learning
Community Service Learning Involves:
Meaningful service provided to a community
Features Intentional and Structured Learning
Leads to improved learning outcomes

70
Community Service Learning …cont’d

 CSL combines classroom learning and community service

 CSL gives learners the opportunity to interact and work with community
members to solve identified local problems
 The integration of theory and practice enables learners to experience, think
critically, reflect and learn from the projects they undertake.
 In primary and junior secondary levels, CSL is integrated.
 In Senior School, CSL is a separate learning area
 PARENTAL EMPOWERMENT AND
ENGAGEMENT (PEE)
PEE has a positive impact on the overall development of the learner in
areas such as acquisition of moral values, improved health and nutrition,
increased enrolment, retention, transition and academic achievement.
Parents are an integral part of children’s holistic growth and development
at all levels of life.
Some parents are not aware of how to effectively play their roles and
responsibilities in facilitating the wellbeing and education of their
children.
There is great need to build effective partnerships between parents,
guardians, community and schools to support children’s learning.

72
Think of a triangle – the learner, the school and the
parents/family.
PARENTAL EMPOWERMENT & ENGAGEMNET
Participation in
School Events
Human Growth and
Learning Environment
Development Stages
Parental
Empowerment Role Modelling
Parental Involvement
&
in Decision Making
Engagement Positive Discipline

Resource mobilisation Volunteering

 Pillar I: Parental Empowerment
Empowerment refers to the process of becoming stronger and more
confident in performing one’s role.
The general outcome of PEE is enhanced parental knowledge, skills,
attitudes and practices that support holistic development of the learner in a
safe and supportive environment.
Empowerment is implemented through training, advocacy and resourcing

75
 Pillar II: Parental Engagement
Parental engagement is the active participation of parents in their
children’s learning and development in collaboration with teachers and
other stakeholders.
Parent-school connections must be sustained for parental engagement to
succeed. These connections are maintained through various activities,
opportunities to render services, effective communication and ensuring
emerging issues are jointly addressed.
Some of the key areas in which parents are engaged include decision
making, communication and collaboration, learning and development
process, resourcing, volunteering, linkages and career guidance.

76
 VALUES BASED EDUCATION (VBE)
Values are defined as standards that guide an individual on how to
respond or behave in a given circumstance. They influence how we feel,
act and make choices in life.
The overall goal of values based education is to nurture values in learners
to become empowered, engaged and ethical citizens for positive and
holistic transformation of society.

77
 What Learners Gain in VBE
In a Values-based school, learners:
Develop a secure sense of self.
Become more empowered to take responsibility for their own learning.
Develop academic diligence.
Develop relational trust.
Become articulate and able to talk freely and well.
Can understand their work and lives much more deeply through silence,
quietness and reflection techniques of the Values-based education.

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 Guiding Principles for Values Based
Education
1) Whole School Approach (WSA)
2) Holistic approach
3) Learning environment
4) Capacity Building
5) Relevance to local and global perspectives
6) Transformative Leadership
7) Monitoring, Evaluation, Research & Learning

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