Imperative interpretive role of teachers in curriculum design

I commence my 44th treatise on Competency-Based Education (CBE) by citing, a curriculum design is a document outlining components or elements of a curriculum. In this context — CBE. Right at the onset, we quote and dote on the profound statement by the United Nations Educational, Scientific and Cultural Organisation (UNESCO): “The heart of effective learning lies in the correct interpretation of the curriculum design.”

So, there is both urgent and exigent need to explicate it. Dear reader, to explicate, is to explain, analyse, or develop an idea, theory or literary work in great detail. In this writ, the curriculum design, carefully-constructed by great architects of the curriculum, is to be the good guide in learning institutions on how to organise teaching and learning process. Curriculum design ensures that curriculum is impressively implemented within specified timelines; with readily-available infrastructure.

Actually, the Kenya Institute of Curriculum Development (KICD) defines curriculum design as a comprehensive framework — outlining learning outcomes, core-competencies, themes, strands, sub-strands, suggested learning experiences, assessment guidelines, integration of values and pertinent and contemporary issues (PCIs), and learning resources. Curriculum design captures national goals of education, learning outcomes for Senior School (Grades 10-12), list of subjects, lesson distribution, essence statement, subject general learning outcomes and summary of strands and sub-strands.

A sneak peek at it, an essence statement describes the subject, and what it is all about. It links its connection to prior knowledge. It outlines specific skills the learner will develop from the subject. It also points out potential career opportunities related to the subject.

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Again, a typical KICD curriculum design section includes: Firstly, themes in languages. Secondly, strands and sub-strands, which are the thematic breakdown of subject content and concepts. Thirdly, specific learning outcomes (LLOs), statements of what learners should know or be able to do.

Withal, suggested key inquiry questions (KIQs), which stimulate learners’ curiosity and guide exploration of content. Moreover, suggested learning experiences, which are pedagogical activities aligned to outcomes. Assessment guidelines: the formative and summative approaches. Furthermore, core-competencies, values, pertinent and contemporary issues (PCIs): to be integrated across content. Then, suggested resources: Books, technology, community resources and materials.

So, it is instructive to note about it. The nub of curriculum design represents the intended breadth, depth and sequence of learning. But it is not organised as the teacher’s main daily guide. Therefore, for purposes of effective instruction and delivery in classroom, this framework must be professionally processed into classroom specific tools such as schemes of work and lesson plans, which reflect local context, learners’ needs, classroom resources, and pedagogical or teaching methods rhythms. The structure enables teachers in an in-depth manner: to interpret the broad learning goals into daily and weekly teaching activities. The document enshrines what should be learnt and why, but not always how. Therefore, leaving the latter to the professional judgement of teachers who are facilitators.

In that regard, the crux of the matter as I rhapsodise about the curriculum design, is on the crucial interpretive role of teachers in relation to that great text. A curriculum design is professional in nature, not merely pedagogically transactional. More importantly, the cardinal duty of the teacher is: Firstly, unpacking themes and strands. How? By identifying the broad learning areas and organisation of content in structured units. Secondly, unpacking sub-strands into concepts. How? By breaking each sub-strand into specific concepts; equal to the number of suggested lessons. Thirdly, deriving lesson learning outcomes. How? By translating concepts into measurable outcomes that learners are expected to achieve.

Consequently, identifying suggested key inquiry questions (KIQs). How? By using prompts provided in the curriculum to guide exploration and critical thinking. Additionally, planning learning experiences and activities. How? By designing learner-centred tasks and experiences aligned with the LLOs.  Moreover, selecting assessment methods. How? By choosing formative and summative approaches recommended in the classroom to monitor progress and success. Finally, identifying appropriate raft of resources. How? By selecting teaching and learning materials to prop up the planned activities.

By Victor Ochieng’

Victor Ochieng’ rolls out talks and training services. He re-tools educators on CBE/CBC. vochieng.90@gmail.com. 0704420232