H.W.C. Scholtz HBEDTL6 Unique number
4907-493-8 844108
Teacher Empowerment through
Curriculum Development
Assignment 04
HBEDTL6
Unique NO
844108
PLAGIARISM DECLARATION
1. I know that plagiarism is wrong. Plagiarism is using another’s work and
pretending that is one’s own work.
2. I have used the Augmented Harvard Method as the convention for citation
and referencing. Each significant contribution to, and quotation in, this
assignment from the word, or works of other people has been attributed and
has been cited and referenced.
3. This assignment is my own work.
4. I have not allowed, and will not allow, anyone to copy my work with the
intention of passing it off as his or her own work.
5. I acknowledge that copying someone else’s assignment, or part of it, is
wrong, and declares that this assignment is my own work.
NAME: Hester Scholtz
_________________________
SIGNATURE: _________________________
DATE: 24 August 2018
_________________________
0
,H.W.C. Scholtz HBEDTL6 Unique number
4907-493-8 844108
1 Table of Contents
1. Phases of Curriculum Development ............................................ 3
1.1 Curriculum Design ................................................................ 3
1.2 Curriculum Dissemination ..................................................... 4
1.3 Curriculum Implementation ................................................... 5
1.4 Curriculum Evaluation ........................................................... 6
2 Curriculum Design at Micro-level .......................................... 7
2.1 Situation Analysis ................................................................. 7
a) Learners .............................................................................. 8
b) Content ............................................................................... 8
c) School and classroom ....................................................... 9
d) Teacher ............................................................................. 10
e) Community ....................................................................... 11
2.2 Aims and Objectives ........................................................... 11
a) Aims .................................................................................. 11
b) Objectives ......................................................................... 14
c) Outcomes ......................................................................... 14
2.3 Content ............................................................................... 15
a) Dimension of content....................................................... 15
c) Classification of content .................................................. 17
2.4 Teaching Methods .............................................................. 17
2.5 Evaluation ........................................................................... 18
3 A closer look at the phases and approaches of Curriculum
Development ............................................................................ 20
3.1 A Closer Look at Dissemination and Implementation .......... 20
a) Curriculum Dissemination ............................................... 20
b) Curriculum Implementation ............................................. 21
3.2 Procedures for Curriculum Dissemination ........................... 21
3.3 The Four Approaches to Curriculum Development ............. 22
3.3.1 Academic Approach ...................................................... 22
3.3.2 The Experimental Approach ......................................... 22
3.3.3 Technological Approach ............................................... 23
3.3.4 Pragmatic Approach ..................................................... 24
4 Other facets of Curricula ........................................................... 24
4.1 Defining empowerment and curriculum ............................... 24
1
,H.W.C. Scholtz HBEDTL6 Unique number
4907-493-8 844108
a) Empowerment .................................................................. 24
b) Curriculum ........................................................................ 25
4.2 Three functions of the National Qualifications Framework
(NQF) ................................................................................. 27
4.3 Four types of curricula ........................................................ 28
5 Bibliography .............................................................................. 30
2
,H.W.C. Scholtz HBEDTL6 Unique number
4907-493-8 844108
1. Phases of Curriculum Development
Curriculum Development often happen in a natural flow from one phase
to the next. This sometimes makes it difficult to square off one phase at
a time (Carl, 2012:38). According to Carl (2012:38) we will focus on
curriculum design, curriculum dissemination, curriculum implementation
and curriculum evaluation.
1.1 Curriculum Design
Curriculum Design is how a person envision what a curriculum should
be. In this phase the creation of new curricula takes place, as well as
the re-planning of an existing curriculum after a proper evaluation has
taken place (Carl 2012:41). Planning and Decision making forms a vital
part of this phase.
The nature and extent of a curriculum design differ from level to level.
At National (Marco) level we see Governmental input and legislation.
The Meso-level refers to the Provincial or Departmental level and the
Micro-level refer to the school level.
According to Carl’s model of design, as given in Figure 1 below, it has
utilisation possibilities at any of the above mentioned levels. However,
not all components will be applicable at all levels (2012:77). The
interaction between all the components is dynamic and stressed,
showing the complexity of putting each component as a separate
progress.
3
, H.W.C. Scholtz HBEDTL6 Unique number
4907-493-8 844108
Figure 1: Carl’s model of curriculum design (2012:78)
1.2 Curriculum Dissemination
This phase is often linked with implementation in the curriculum
literature. This is where the consumers of the curriculum are prepared
for the intended implementation, and information is disseminated (Carl
2012:42).
This is done through:
a) The distribution or publication of information;
b) Ideas and notions;
c) In-Service training.
This prepare all those involved and inform them of the proposed
curriculum.
4
4907-493-8 844108
Teacher Empowerment through
Curriculum Development
Assignment 04
HBEDTL6
Unique NO
844108
PLAGIARISM DECLARATION
1. I know that plagiarism is wrong. Plagiarism is using another’s work and
pretending that is one’s own work.
2. I have used the Augmented Harvard Method as the convention for citation
and referencing. Each significant contribution to, and quotation in, this
assignment from the word, or works of other people has been attributed and
has been cited and referenced.
3. This assignment is my own work.
4. I have not allowed, and will not allow, anyone to copy my work with the
intention of passing it off as his or her own work.
5. I acknowledge that copying someone else’s assignment, or part of it, is
wrong, and declares that this assignment is my own work.
NAME: Hester Scholtz
_________________________
SIGNATURE: _________________________
DATE: 24 August 2018
_________________________
0
,H.W.C. Scholtz HBEDTL6 Unique number
4907-493-8 844108
1 Table of Contents
1. Phases of Curriculum Development ............................................ 3
1.1 Curriculum Design ................................................................ 3
1.2 Curriculum Dissemination ..................................................... 4
1.3 Curriculum Implementation ................................................... 5
1.4 Curriculum Evaluation ........................................................... 6
2 Curriculum Design at Micro-level .......................................... 7
2.1 Situation Analysis ................................................................. 7
a) Learners .............................................................................. 8
b) Content ............................................................................... 8
c) School and classroom ....................................................... 9
d) Teacher ............................................................................. 10
e) Community ....................................................................... 11
2.2 Aims and Objectives ........................................................... 11
a) Aims .................................................................................. 11
b) Objectives ......................................................................... 14
c) Outcomes ......................................................................... 14
2.3 Content ............................................................................... 15
a) Dimension of content....................................................... 15
c) Classification of content .................................................. 17
2.4 Teaching Methods .............................................................. 17
2.5 Evaluation ........................................................................... 18
3 A closer look at the phases and approaches of Curriculum
Development ............................................................................ 20
3.1 A Closer Look at Dissemination and Implementation .......... 20
a) Curriculum Dissemination ............................................... 20
b) Curriculum Implementation ............................................. 21
3.2 Procedures for Curriculum Dissemination ........................... 21
3.3 The Four Approaches to Curriculum Development ............. 22
3.3.1 Academic Approach ...................................................... 22
3.3.2 The Experimental Approach ......................................... 22
3.3.3 Technological Approach ............................................... 23
3.3.4 Pragmatic Approach ..................................................... 24
4 Other facets of Curricula ........................................................... 24
4.1 Defining empowerment and curriculum ............................... 24
1
,H.W.C. Scholtz HBEDTL6 Unique number
4907-493-8 844108
a) Empowerment .................................................................. 24
b) Curriculum ........................................................................ 25
4.2 Three functions of the National Qualifications Framework
(NQF) ................................................................................. 27
4.3 Four types of curricula ........................................................ 28
5 Bibliography .............................................................................. 30
2
,H.W.C. Scholtz HBEDTL6 Unique number
4907-493-8 844108
1. Phases of Curriculum Development
Curriculum Development often happen in a natural flow from one phase
to the next. This sometimes makes it difficult to square off one phase at
a time (Carl, 2012:38). According to Carl (2012:38) we will focus on
curriculum design, curriculum dissemination, curriculum implementation
and curriculum evaluation.
1.1 Curriculum Design
Curriculum Design is how a person envision what a curriculum should
be. In this phase the creation of new curricula takes place, as well as
the re-planning of an existing curriculum after a proper evaluation has
taken place (Carl 2012:41). Planning and Decision making forms a vital
part of this phase.
The nature and extent of a curriculum design differ from level to level.
At National (Marco) level we see Governmental input and legislation.
The Meso-level refers to the Provincial or Departmental level and the
Micro-level refer to the school level.
According to Carl’s model of design, as given in Figure 1 below, it has
utilisation possibilities at any of the above mentioned levels. However,
not all components will be applicable at all levels (2012:77). The
interaction between all the components is dynamic and stressed,
showing the complexity of putting each component as a separate
progress.
3
, H.W.C. Scholtz HBEDTL6 Unique number
4907-493-8 844108
Figure 1: Carl’s model of curriculum design (2012:78)
1.2 Curriculum Dissemination
This phase is often linked with implementation in the curriculum
literature. This is where the consumers of the curriculum are prepared
for the intended implementation, and information is disseminated (Carl
2012:42).
This is done through:
a) The distribution or publication of information;
b) Ideas and notions;
c) In-Service training.
This prepare all those involved and inform them of the proposed
curriculum.
4
