ADE CurMan - UNIT 2 PP - Planning The Curriculum

CURRICULUM MANAGEMENT COURSE OUTLINE
Module number: 13438(171)
UNIT TOPIC
Unit 1 Managing a curriculum at school level
Unit 2 Planning a curriculum
Unit 3 Classroom management
Presented by Erika Hoffman

083 461 7525 /[email protected]
MODULE OUTCOMES
At the end of this module you should be able to demonstrate the ability to:
• Lead and manage the planning, implementation and monitoring/
evaluation of teaching and learning to ensure quality learning for all in
particular subjects and phases.
GENERAL INFORMATION:
• 6 credit module…60 hours completion time
• 2 assessments:
1. Content assignment (40%)
2. Practice-based assignment (60%)
• Kindly refer to the printed notes should you require clarification on any
points raised in the power point.
FOCUS OF UNIT 2
How curriculum implementation should be

planned in order to ensure that each school
is a learning organisation in a holistic sense
and that each learner achieves to the best of
his or her ability.
UNIT 2
CURRICULUM PLANNING
UNIT 2: CURRICULUM PLANNING
• Good planning lies at the heart of quality teaching and learning.
• The principal and the entire staff is expected to know exactly where they
are taking the school as far as teaching and learning is concerned.
• Therefore, curriculum planning is one of the major functions of an
instructional leader.
• Curriculum planning should be based on a very clear teaching and learning
vision of the school.
• Research indicates that shared vision and staff co-operation feature high
amongst the key factors that have been associated with effective schools
(Roberts and Roach, 2006; Fidler and Bowles, 1989).
• Curriculum development should take place within the
parameters identified in whole school planning and in particular
in terms of the School’s Improvement Plan (SIP)…which should
speak to the realisation of the school’s vision and mission.
• It is therefore, important to ensure that planning for subjects
and phases is informed by the whole school plan which is
based on the School Improvement Plan (SIP).
• Having helped stakeholders to develop a meaningful shared
vision for the school, the principal has to lead and manage
curriculum planning through the School Management Team
(SMT) who is primarily instructional leaders.
• As instructional leaders (SMT) are responsible for taking the
lead in putting curriculum into practice and improving it. They
should:
1. Oversee the curriculum planning
2. Ensure that teaching time/contact time is used effectively
3. Ensure that classroom activities are learner-paced and
learner-centred
4. Develop and use team planning and effective teaching
techniques to improve the quality of teaching and learning in
the subject s/he leads.
UNIT 2: CURRICULUM PLANNING -
LEVELS OF CURRICULUM PLANNING
• Curriculum planning in a school takes place at different levels - phase level,
grade level and class level.
• The principle of designing down applies in curriculum planning. We plan
down from school to phase to class level.
• However, the process of curriculum planning is not a neatly packaged
sequence of numbered steps that follow one another in a particular order:
• Teachers may find themselves moving backwards and forward in the
process as they plan and critically reflect on decisions taken before, moving
on to the next planned step in the process.
• The process is therefore not strictly linear BUT is reflective and cyclical in
nature.
LEVELS OF CURRICULUM PLANNING – PHASE LEVEL
PHASE PLANNING (PHASE PLAN)

• A framework/phase plan is developed at the hand of the
CAPS document. It is captured in your CAPS document as a
phase overview.
• Phase-level planning requires school management to make
time available for teachers to meet together in phase
groups to plan for curriculum development across the phase.
• Three suggested steps provide guidance for phase planning:
LEVELS OF CURRICULUM PLANNING – PHASE LEVEL
• STEP 1 : CLARIFY THE KIND OF EVIDENCE REQUIRED
• This step helps teachers to plan what they will teach and assess in each grade while
taking progression across the three grades in the phase into account. Key question to
be addressed: pg. 27.
• STEP 2 : CONSIDER THE ASSESSMENT PLANS
• This step helps to create a general plan for assessment in each grade for the subject.
The assessment methods and instruments that will be used remains an integral part of
the teaching and learning process in the subject. Assessment must never be dealt with
as an after-thought. Assessment is always fair, open and transparent.
• STEP 3 : CONSIDER RESOURCES
• This step helps to create a general plan for the utilisation and requirements of
resources in each grade for the subject while the resources spectrum for three grades
in the phase is taken into account.
• What schools must ensure – pg. 27/28 during phase planning
LEVELS OF CURRICULUM PLANNING – GRADE LEVEL
GRADE LEVEL PLANNING (WORK SCHEDULE)

• The grade-specific work schedule is a more detailed planning tool which
focuses on the content to be covered in a grade.
• The teaching, learning and assessment processes in each of the three
grades for a subject is now unpacked in grade-specific work schedules.
• This step assists the teacher in choosing the most effective types of
activities, resources and assessment methods and instruments that will
ensure that the content as set out in the CAPS documents are taught and
assessed.
• Issues for consideration when doing grade level planning– pg. 29
LEVELS OF CURRICULUM PLANNING – CLASS LEVEL
CLASS LEVEL PLANNING (LESSON PLAN)
• At this level, each individual teacher plans for his/her class taking into consideration the
needs of his/her learners (i.e. individual learners’ level of development, learning
styles/barriers).
• Recommended steps for developing a lesson plan
• Step 1: Development of learning, teaching and assessment activities – pg. 28
• Step 2: Evaluation of lesson plans – refer to checklist pg. 28/29
• Step 3: Reflection and review of the learning programme
Teachers should make use of the reflective cycle in planning. Once the learning
programme has been delivered by means of lesson plans in the classroom, the teacher
must reflect on what worked, how well it worked and what could be improved.
Teachers need to notice these things and write them down while the experience is still
fresh in their minds, so that if necessary they can adapt and change the affected part of
the learning programme for future implementation.
LEVELS OF CURRICULUM PLANNING
SUMMARISING THE THREE LEVELS OF PLANNING:
• The learning programme that translates the CAPS into a phase-long plan
which provides a broad framework for planning within and across the phase
• The work schedule which is a year-long plan of how teaching and learning
will unfold in a particular grade
• The lesson plan which comprises learning activities drawn from the work
schedule. This could range from a single activity to a few weeks’ teaching
and is based on a learning cycle described concretely and in detail.
• Although certain steps are followed during curriculum planning, the process
is iterative and cyclical, not linear.
END OF UNIT 2, THANK YOU!

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CURRICULUM MANAGEMENT COURSE OUTLINE

Module number: 13438(171)

Presented by Erika Hoffman

How curriculum implementation should be

PHASE PLANNING (PHASE PLAN)

GRADE LEVEL PLANNING (WORK SCHEDULE)

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