module Code: 547/23/MO2

(should be based on
ZNQF classification
system – at moment
using temporary codes)

Module Title: CURRICULUM DESIGN AND DEVELOPMENT

(same as title of
relevant unit standard
in Qualification
Standard document)

ZNQF Level: NATIONAL DIPLOMA

(same as for relevant
unit standard)

Credits: 20
(same as for relevant
unit standard)

Duration: 200 hours

(one credit = 10
notional hours of
learning)

Relationship with Based on Unit Standard Theory of Education of Qualification Standard

Qualification for AN EDUCATOR AND TRAINER
Standards:
(reference to unit
standard for which the
module has been
developed)

Pre-requisite modules: NON

(modules which should
be offered before the
particular module)

Purpose of Module: This module describes the skills, knowledge and attitudes required by
(adapt purpose of unit an Educator and a Trainer to plan, design, implement and review
standard: summary of curriculum. The educator and trainer should be able to carry needs
learning outcomes, assessment, design syllabi, interpret syllabus, formulate aims and
importance of module, objectives, draw schemes of work, prepare lesson plans, deliver lessons
target groups) assess and evaluate the period of instruction. Analysis of the
Curriculum development process will enable identification of factors
and contemporary issues that influence curriculum change and

1
 innovation Access to the module is open to all target groups who wish
to become educators and trainers. Furthermore, it will enlighten other
stakeholders on the content of the course.

List of Learning LO1: Plan the curriculum

Outcomes: LO2: Design the curriculum
(same as elements in LO3: Implement the curriculum
relevant unit standard)
LO4: Review the curriculum

Learning Outcome 01 LO1 Plan the curriculum

Assessment Criteria: 1.1.1 Explain basic concepts

(based on performance 1.1.2 Explain stakeholders in curriculum development
criteria of the unit 1.1.3 Outline different types of curricula
1.1.4 Carryout needs assessment
standard and adaptation
1.1.5 Carryout needs analysis
of relevant curriculum 1.1.6 Design syllabi in area of Specialisation
content from other 1.1.7 Apply Models for curriculum development
sources)

Content: LO1: Plan the curriculum

(a summary (list) of the
topics that will be 1.1.1 Explain basic concepts
covered under each
 Curriculum
assessment criterion)
 Course
 Programme
 Syllabus
 Subject/Module
 Topic
 Others
1.1.2 Explain stakeholders in curriculum development
 Philosophy
 Psychology
 Sociology
 Political factor
 Economic Factor

2
  The learner
 Religion
 The Teacher
 Technological factor

1.1.3 Outline different types of curricula

 Subject -Centred

 Learner-Centred

 Others

1.1.4 Carryout needs assessment

 Needs Assessment procedures

 Targeted audience

 need or gap identification in the programme/course

 Curriculum development team

 Team selected

 Collect data on Needs identified/Surveys/interviews/focus

groups

 Use KAP Survey (Knowledge, Attitudes, Practice)

11.5 Carryout Needs Analysis

 Tabulate the results

 Characteristics of Target Audience

 Categorise and prioritize needs using KAP: Desired

Behaviour/Performance (What should to be known/done)
and Actual Performance (behaviour)

 Needs identified translated into intended out comes

 Aims/Goals and Objectives formulated for the

Curriculum/Course

 Design syllabi

1.1.5 Design syllabi for course/module in area of Specialisation

 Course

3
  Preliminary details
 Course regulations i.e. Title and Level of Award, Aims and
Learning Outcomes.
 Structure
 Assessment scheme
 Conditions of Award
 Summary of expected competences
 Resources
 Suggested references
 Syllabi Content
 Module Code
 Module Title
 Level of Award
 Credits
 Duration
 Qualification Standards
 Purpose of Module
 Learning Outcomes and Assessment Criteria and Content
 Assessment tasks Conditions/Context of Assessment
 Approaches to Teaching and Learning
 Approach to Assessment
 Resources
 Facilities, Tools, Equipment and Materials
 Learning Resources
 Assessment specification Grid
 Paper Structure
 Suggested References

1.1.6 Apply Models for curriculum development

 The Objective Models
 The Process Models
 Tyler’s Model
 Wheeler’s Model
 Kerr’s Model
 Thaba’s Model
 Others

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
(derive from elements required by an educator and trainer on assessing and
and performance criteria evaluating trainee performance standards are outlined in the
assessment criteria and content above.
of unit standards and
2. Practical assessment on setting evaluation standards includes
assessment criteria and Addressing basic concepts, designing instruments for
curriculum content) assessment and evaluation and assessing the role of
supervisors in evaluation based on the technical and
vocational education standards.

4
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
(derive from the range conducted by the assessor during the performance of the
practical assessment by the trainees.
statements in the
2. The practical assessment will be conducted in the classroom
relevant unit standard; or simulated work environment in the training institution.
include any special tools 3. The context of assessment should include the facilities, tools,
and equipment which equipment and materials listed below.
should be used to
perform the assessment
tasks)

Learning Outcome 02 LO2: Design the curriculum

Assessment Criteria: 2.1.1 Explain basic concepts

(based on performance 2.1.2 Interpret Syllabus
criteria of the unit 2.1.3 Draw up Schemes of Work
2.1.4 Prepare Lesson Plans
standard and adaptation
of relevant curriculum
content from other
sources)

Content: LO2: Design the curriculum

(a summary (list) of the
topics that will be 2.1. 1 Explain basic concepts
covered under each
 Aims
assessment criterion)
 Objectives
 General Objectives
 SMART Objectives
 Schemes of Work
 Lesson Plans
 Teaching Methods
 Educational Media and Technology/Teaching
Resources/Teaching Aids
 Evaluation
2.1.2 Interpret Syllabus

 Differentiate Aims and Objectives

 Bloom’s Taxonomy of Educational Objectives:

 Cognitive Domain

5
  Affective Domain

 Psychomotor Domain

 Applicability in TVET

2.1.3 Examine the content for the period of Instruction

 topic

 Related literature

 Notes reflecting depth and breath

 Handouts

2.1.4 Demonstrate knowledge of Methodologies in TVET

 Teaching Methods:

 Exposition, Demonstration, Coaching, Discussion, Seminar

 Excursions, Tutorials, Group Discussion, Dramatization

 and Role Play

 Brain Storming, Team Teaching, Discovery, Socratic

 Others

 Justify the use Educational Media and Technology (EMT)

and Resources in TVET

Concepts: EMT, Teaching Aid, Teaching Media

Principles of Media Design

Types: Projected and Non-Projected Technology

Electronic and non-electronic

Video, Film and Computers, ICTS

Instructional Design Models:

Media Selection

Dale’s Cone of Experience Model

Heinrich ASSURE Model

6
 Romszowski Model

Implications in TVET

 Apply different forms of evaluating the period of instruction.

Formative Evaluation

Summative Evaluation

2.1.3 Draw up Schemes of Work (College Format)

 Formulate aim and general objectives for the period

schemed.

Apply the Blooms taxonomy in formulation of objectives

 Select content for the period of instruction

Related concepts identified

Concepts arranged in a logical sequence.

Date and time allocated for the concepts.

 Determine methodology.

Teaching Methods identified for use (exposition,

demonstration, coaching, presentations, e- learning, peer

teaching, discussion, Socratic, seminar, excursion, tutorials,

group, dramatization, brain storming, team teaching, and

discovery).

 Select appropriate EMT for the period of instruction

identify resources needed

Select appropriate teaching and learning media.

 Conclude and evaluate the period of instruction

General comments

Individual comments

2.1 4 Draw up Lesson Plan (College format)

7
  Identify the group/level and venue

 Specify lesson duration

 Select a lesson topic from the scheme of work

Identify lesson topic from the scheme of work.

Indicate date and time and venue for the lesson.

 Set SMART objectives.

Explain the abbreviation, SMART in relation to setting

objectives.

Apply the Blooms taxonomy in formulation of objectives.

Formulate appropriate lesson objectives according to time

allocated for the lesson.

 Select a lesson topic from the scheme of work

Identify lesson topic from the scheme of work.

Indicate date and time for the lesson topic.

 Establish assumed knowledge.

Sources of knowledge Declared

 Introduce the lesson

Introduction or recap formulated

 Outline steps of lesson development:

Teacher and student activity prepared as per objective

Teacher and Student Lesson activities matched with

objectives, teaching method EMT and References

Allocate time for each lesson activity based on lesson duration

allocate time for each activity

 Select appropriate methodology:

Apply various types of teaching methods appropriate for

the lesson Exposition, Demonstrations, Peer Teaching, Others

8
  Identify lesson resources and references.

References consulted are recorded

 EMT /Teaching aids/ are prepared

 Conclude the lesson

Conclusion is drafted

 Evaluate the Lesson

General and Individual comments are done

Assessment Tasks: 3. Written and/or oral assessment on the skills and knowledge
(derive from elements required by an educator and trainer on setting evaluation
and performance criteria standards are outlined in the assessment criteria and content
above.
of unit standards and
4. Practical assessment on setting evaluation standards includes
assessment criteria and Setting appropriate items and tasks, establishing appropriate
curriculum content) weighting for test items and preparing marking guide and
model answers based on the technical and vocational
education standards.

Conditions/Context of 4. Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be
(derive from the range conducted by the assessor during the performance of the
practical assessment by the trainees.
statements in the
5. The practical assessment will be conducted in the classroom
relevant unit standard; or simulated work environment in the training institution.
include any special tools 6. The context of assessment should include the facilities, tools,
and equipment which equipment and materials listed below.
should be used to
perform the assessment
tasks)

Learning Outcome 03 LO3 Implement the Curriculum

Assessment Criteria 3.1.1. State the meaning of key concepts

3.1.2. Deliver a Mini-Lesson
3.1.3. Practice in area of Specialisation: Teaching Practice
3.1.4. Observe health and Safety Issues

9
10
Content LO3 Implement the Curriculum

3.1.1 State the meaning of key concepts

 Mini-Lesson
 Communication
 Classroom Management
 Health & Safety
 Teaching Practice
3.1.2 Deliver a Mini-Lesson

 Lesson plan prepared for 15 minutes

 Lesson delivered in 15 minutes

 Lesson to meet the required standards

 Review the lesson

3.1.3 Practice in area of Specialisation: Teaching Practice

 Documents Filed: Timetable, Registers, Syllabus,

Schemes of Work, Lesson Plans, Tests and Marking

Guides, Mark Lists/Record book, Critiques, Lecture Notes,

Sample of Teaching aids, Others

 Carry-Out Teaching Practice

Lessons to be delivered

Extra-curricular activities Executed e.g. Sports and clubs

Administrative duties performed e.g. Administering

Examinations

Effective Communication Skills employed

Good classroom Management Demonstrated

Others

3.1.4 Observe Health and Safety issues

 Carryout risk assessment

 Hazards in:

Classroom
Workshop

11
 Laboratory
College Environment

Observe rules and regulations

 Practice Healthy and Safety in TECHVOC

Classroom
Workshop
Laboratory
College Environment
 Justify the reasons for practicing Health and Safety in
TECHVOC
 Promote a health and safe environment through various
strategies
Observe rules and regulations

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required by an educator and trainer to measure and interpret trainee
performance are outlined in the assessment criteria and content
above.
2. Practical assessment on measuring and interpreting trainee
performance include marking learner’s work and putting meaningful
comments timeously, preparing record of marks and analysing
learner’s performance based on the technical and vocational
education standards.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the classroom or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials

Learning Outcome 04 LO4: Review the Curriculum

12
Assessment Criteria 4.1.1 Explain Concepts
4.1.2 Justify the purposes of Curriculum change and innovation
4.1.3 Execute the curriculum review process
4.1.4 Record Curricular Change and Innovations in TECVOC
Zimbabwe
4.1.5 Evaluate the curriculum review process
4.1.6 Demonstrate knowledge of the effects of Contemporary
issues in the Curriculum
4.1.7 Suggest Intervention Strategies.

Content LO4: Review the Curriculum

4.1.1 Explain Concepts

 Curriculum
 Curriculum Change
 Curriculum Innovation
 Curriculum Review
 Curriculum Reform
 TVET
 Contemporary Issues

4.1.2 Justify the reasons for Curriculum change and

Innovation
Determinants:

 Economic issues
 Social Issues
 Political issues
 Access to Technology
 Curricular Innovations

4.1.3 Evaluate the curriculum review process

 Needs assessment conducted in current Curricula

 Curriculum revisions/recommendations Implemented in line

with needs identified

 Progress of the programme monitored

 Aims objectives, methodology, assessment, performance

evaluated

 Adjustments made to improve instructional practice/adopt

13
 new technology/new materials.

4.1.4 Record Curricular Change and Innovations in

TECVOC Zimbabwe
 Pre-Independence

 Post-Independence

4.1.5 Demonstrate knowledge of the effects of

Contemporary issues in the Curricula
 Types of Psychological disorders:

 Types of Deviant Behaviour: Examination malpractice.

 substance abuse., suicides, sex offences, criminology,

cultism

 Theoretical Explanations:

 Causes and Effects on; School

Home

Society /Community

Economy, Others

4.1.6 Suggest Intervention Strategies

 Guidance and Counselling:

 Parents and guardians advised to always monitor

activities/children

 Employ guidance and counselling techniques to curb

negative behaviours.

 Engage professional counsellors

 Advise parents and administrators to work hand in hand

 Review counselling process

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required by an educator and trainer on setting intervention strategies
are outlined in the assessment criteria and content above.
2. Practical assessment on setting intervention strategies includes

14
 categorising learner’s performance, identifying group that needs
assistance, prepare appropriate remedial work, review remedial
lesson, review performance and conduct evaluation research based
on the technical and vocational education standards.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the classroom or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials

1. APPROACH TO TEACHING AND LEARNING:

2. Observation of adult learning principles.

3. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
4. Face-to-face education and learning.
5. Problem-based learning.
6. Online/distance education and learning.
7. Blended/hybrid education and learning.
8. Use of social media.

2. APPROACH TO ASSESSMENT:

1. Weighting of practical and theory assessment: 70% theory and 30% practical.
2. Weighting of institution-based and work-based assessment: 50% institution-based
assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.

2. RESOURCES

1. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).

2. Facilities, Tools, Equipment and Materials

 Overhead projector
 Epidiascope
 Slide projector
 Video camera
 Television set
 Computers/laptops

15
  Computer consumables
 Electronic white boards and projectors
 Computer desk
 Classroom desks
 Classroom and computer lab chairs and stools
 Shelving and storage facilities
 Classrooms
 Stationery

3. Learning Resources Relevant training manual (learners’ guide) and facilitators’ guide

4. ASSESSMENT SPECIFICATION GRID

LEARNING OUTCOME WEIGHTING %

LO1 LO1: Plan the curriculum 25

LO2 LO2: Design the curriculum 25

LO3 LO3: Implement the curriculum 25

LO4 LO4: Review the curriculum 25

TOTAL 100 %

5. PAPER STRUCTURE

Students should answer any four (4) questions out of 8 questions. Each question carries 25
marks. Total 100%

PAPER STRUCTURE

LEARNING OUTCOMES/CONTENT NUMBER OF QUESTIONS WEIGHTING

LO1: Plan the curriculum

16
 Basic concepts
Stakeholders in curriculum development 2 25%
Types of curricula
Needs assessment
Needs analysis
Design syllabi in area of Specialisation
Applicability of Models for curriculum
development in TECVOC

LO2: Design the curriculum

Basic concepts 2 25%

Interpret Syllabus
Draw up Schemes of Work
Prepare Lesson Plans
LO3: Implement the curriculum
Key concepts
Deliver a Mini-Lesson 2 25%
Practice in area of Specialisation: Teaching
Practice
Observe health and Safety Issues

LO4: Review the curriculum

Explain Concepts 2 25%

Justification of Curriculum change and
innovation
Evaluate the curriculum review process
Record Curricular Change and Innovations in
TECVOC Zimbabwe
Effects of Contemporary issues in the
Curriculum
Suggest Intervention Strategies.

TOTAL 8 100%

6. REFERENCES

Reference Materials (recommended textbooks, recommended readings)

17
 Briggs, L.J. (1977) Instructional Design Educational Technology. Publications, Englewood
Cliffs, New Jersey.

Blooms, B.S (1956) Taxonomy of Educational Objectives. Longman Group Ltd, London.

Curzon, L.B (1980) Teaching in Further Education. Cassel, London.

Gwarinda, T C (1983) The Practice of Teaching. College Press Publishers (Pvt) Ltd Harare,
Zimbabwe.

Farrant, J S (1980) Principles and Practice of Education. Longman Group UK

Friedman, Andrew L. (2011). Continuing professional development: Lifelong learning of

millions. New York: Routledge. Available from:
http://www.amazon.com/ContinuingProfessional-Development-Andrew-Friedman/dp/
0415677912.

Gagne R, and Briggs L. J. (1991) Principles of Instructional Design, 4

the Edition, McMillan New York.

Grossman, Rebecca, & Salas, Eduardo. (2011). The transfer of training: What really
matters. International Journal of Training and Development, 15(2), 103-120. Available
from: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1841254#%23

Kasambira, K P (1993) Teaching Methods. College Press Publishers (Pvt) Ltd Harare
Zimbabwe.

Lawrorn, D. (1976) Theory and Practice of Curriculum Studies, London Megan Paul.

Rowntree, D. (1981) Development Courses for Students McGraw-Hill Book Company,

Berkshire, England.

Sochett, H. (1976) Designing the Curriculum, London, Open Books Pub.

Walklin, L (1982) Instructional Techniques and Practice. Stanely Thornes (Publishers) Ltd.
Cheltenham, UK.

Anderson et al (1998) Teaching Online: Internet Research, Conversation and

Composition. New York, London

Barker, I. (2009) Teachers and Trainers, New Delhi, Cambridge University Press
India Pvt.Ltd.
Berger, A.A. (1998) Media Research Techniques. London Sage.

Farrant, J.S. (1996) Principles & Practice of Education London, Longman.

Gatawa, B.S.M (1990) The Politics of the School Curriculum Harare, College
Press.

Gwarinda, T.C (2002) The Practice of Teaching Harare, The College Press.

18
 Kasambira, K.P. (2001) Teaching Methods, Harare, The College Press.

Kootchar, S.K (2005) Educational and Vocational Guidance in Secondary Schools, New Delhi,
Sterling.

Knowles, M (1990) The Modern Practice of Adult Education- From Pedagogy to Androgogy,
Massachusetts, Cambridge

Murphy, D.et al.(eds) Online Learning and Teaching with Technology:

Case Studies, Experience and Practice. London. Kogan Page.

Pathak, G.P. (2005) Educational Technology. New Delhi, Reference Press

Rao, V.K. (2004) Educational Technology. New Delhi, APH Publishing Corporation

Romszwoski, A.J.A. (1981) Designing Instructional Systems. New York, Kogan Page.

Weller. (2002) Delivering Learning on the Net: The Why and How of online
education. New York, Routledge and Falme

19