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

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.

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

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

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

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

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

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

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

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

8. National Implementation Teacher Orientation Distribution of syllabuses Implementation

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

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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.

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

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

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

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

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.

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

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.

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?

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.

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.

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.

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.

THANK YOU AND BE BLESSED THE END THANK YOU AND BE BLESSED