1. KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
CURRICULUM DEVELOPMENT, INTERPRETATION , AND SUPERVISION PRESENTED TO HEADTEACHERS OF SECONDARY SCHOOLS, AT NOBLE HOTEL ELDORET BY
FRANCO MUNENE

2. INTRODUCTION
Curriculum as an instrument of education consists of the continuous chain of activities necessary for translating educational goals into concrete activities, materials and observable behavior al change.

3. Definition of Curriculum
All that is planned to enable a learner acquire desired knowledge, skills and attitude
The total sum of experiences a learner undergoes in a learning institution

4. Dissemination of report
THE DEVELOPMENT PROCESS
1. Needs Assessment
Data collection
Report writing
Dissemination of report

5. Level objectives Number of subjects 2. Policy Formulation Review of:
National Goals of Education
Level objectives
Number of subjects

6. Scope and sequence charts Curriculum Design
Subject General Objectives
Topical content
Scope and sequence charts
Curriculum Design

7. 4. Syllabus Development & Approval
Writing workshops
Subject panels
Course panels
Academic Committee
Printing and production of syllabuses
Distribution of syllabuses

8. 5. Development of Curriculum Support materials:
Production of course books and Teachers Guides
Production of non-print materials

9. 6. Teachers Preparation Development of handbooks & manuals
Orientation of teachers and field officers on the curriculum

10. 7. Pre-testing/piloting/phasing in-phasing out
Development of instructional materials
Piloting
Monitoring the piloting
Revision of syllabus
Vetting of curriculum support materials

11. 8. National Implementation
Teacher Orientation
Distribution of syllabuses
Implementation

12. 9. Monitoring & Evaluation
Summative Evaluation
Syllabus revision
Course Panel
Academic Committee

13. 13

14. CURRICULUM INTERPRETATION
The curriculum developed by KICD is formal curriculum
It is contained in documents referred to as syllabuses
Each syllabus has a user’s manual for the teacher/instructor. It is called a handbook.
The teacher is the interpreter of the curriculum for the student who is the actual consumer.

15. CURRICULUM IMPLEMENTATION
After interpreting the curriculum the teacher implements it.
To implement is to actualize.
Good interpretation of the curriculum leads to good implementation

16. Factors that influence interpretation and implementation of the curriculum
Teacher competence
Teacher motivation
Teaching and learning resources
Institutional infrastructure
General institutional ambience

17. This refers to the teacher’s:
Teacher Competence
This refers to the teacher’s:
level of training
experience
masterly of the syllabus content
creativity
innovation
self -esteem

18. Teacher Motivation
This is the teacher’s drive to excel. It is influenced by:
the interpersonal relationship between the staff
the relationship between the staff and the management
availability of teaching and learning resources
infrastructure

19. Teaching And Learning Resources (Curriculum Support Materials)
They include anything a teacher uses to enhance the teaching- learning process. The common types include:
Print materials
Audio programmes
Visual materials
Audio-visual materials
Slides, photographs and other still pictures
Laboratory chemicals, apparatus and equipment
Digital content
Models, puppets and toys.

20. Relevant to the topic/task Accurate in content/information
What to consider in choosing curriculum support materials
They should be:
Relevant to the topic/task
Accurate in content/information
Easy to manipulate
Durable
Good technical quality, e.g. clarity of sound, pictures
Sustainability of interest in the learner
Appropriate to the level of the learner

21. Institutional infrastructure
This refers to utilities such as:
water,
electricity,
paths,
roads,
pavements,
play grounds and
the general layout of the school buildings.
These have a great influence on the implementation of curriculum.

22. General institutional ambience
Ambience is the general feeling one has when they get into an institution.
do you feel secure or insecure?
do you feel accepted or rejected?
is the atmosphere friendly or hostile?
is the air fresh and relaxing?
is the environment orderly or chaotic?
would you be looking forward to coming back in the near future?

23. CURRICULUM SUPERVISION
The school Headteacher / Principal is a Manager/Chief Executive Officer (CEO).
He/She does the day to day management of the school on behalf of the school Management Board (Board of Governors).
One of the key elements of management is supervision. It means to oversee the activities of those serving under you to ensure that the objectives of the organisation are realised.
Curriculum implementation is the core business of the school.

24. The Headteacher supervises curriculum implementation by:
procuring curriculum support materials (including syllabuses), in good time.
creating an enabling environment for both the staff and the learners.
adopting a hands on leadership (including leading by example).
ensuring both teachers and learners are well motivated.

25. monitoring curriculum implementation by regularly checking the teachers’ professional documents i.e. schemes of work, class attendance registers, learners’ progress records and records of work covered.
benchmarking your school with the best.
collaborating with other individuals, organisations and agencies in the education sector.

26. Conclusion
Developing a good curriculum is one thing. Proper interpretation and implementation are key to achieving not only the level, general and specific objectives but more importantly the national goals and values.
Effective supervision of curriculum implementation helps the ultimate consumer, the learner to become the best outcome they can be.
Be effective curriculum supervisors.

27. THANK YOU AND BE BLESSED
THE END
THANK YOU AND BE BLESSED