Module: CURRICULUM STUDIES

Paper code: CURR 111

Title: TEACHER’S DIPLOMA SECONDARY

(FT)
FIRST SEMESTER 
YEAR: 2016/2018

LECTURER: MISS J. ADIAPEN

Submitted by :

NAIDU Hadassa,
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 Table Of Content

 Acknowledgement…………………………………………..……………… 3

 Analyse the functions of the curriculum at national and classroom levels for
teachers…………………………………………………………………….. 4 - 6

 Explain the merits and barriers to the adoption of a Child-centered

curriculum....................................................................................................... 7-8

 Discuss the importance of any 3 of the 7 beliefs mentioned therein for teachers and
learners............................................................................................................. 9-
11

 Explain and illustrate through a lesson plan, how you can integrate any one of the
selected beliefs in the teaching of your subject.............................................. 12 -
14

 Bibliography and references ………………………………………………… 15

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 ACKNOWLEDGEMENT

ACKNOWLEDGEMENT

I most heartily thank my lecturer MISS ADIAPEN from the M.I.E

for the opportunity she gave me to present my coursework. Indeed
her lectures have been fruitful and she succeeded in her attempt to
help us explore different aspect of curriculum. I am now keen to use
this expertise in my career as an Education officer.

Many thanks to all my friends who have contributed in any way

for the class presentation.

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Question 1:

Making reference to Literature and the understanding derived from the course:

(i) Analyse the functions of the Curriculum at National and Classroom

levels for teachers.

The curriculum framework is designed to enable stakeholders to respond effectively to local,

national and international priorities, to meet the needs of all students, to provide a strong

foundation for lifelong learning and to inspire in all learners the knowledge, skills and

understanding they need to live in an ever changing world.

The function of the curriculum at national level is:

1. To develop students’ abilities

Each students have their own capabilities, talents, interests, knowledge, skills and

understandings. All learners do not learn equally, opportunities given to students at different

level during their learning process help them to improve their potentials.

2. To produce responsible future citizens for our society

Responsible and useful citizens can be produced by a well-organized educational program.

Curriculum plays a pivot role in providing knowledge about rights and responsibilities of the

citizens and helping them in the development of desirable and useful skills to be applied in

daily life.

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3. To develop basic skills of all students

Basic skills like, reading, writing, speaking and understanding in certain language can be

developed properly by applying the curriculum in every school in the country.

4. To preserve and transmit of cultural heritage to next generation

The function of each society is to preserve its culture and to transmit it to its next generation.

This function can be performed in a suitable way by the curriculum. The curriculum

preserves the culture in literature and with the help of suitable teaching learning situation it is

transmitted to the next generation.

The function of the curriculum at classroom level:

1. The school curriculum makes provision for open discussion, group work, thematic

conferences and similar forums to allow learners to develop an outlet voice and

informed opinions/decisions about issues related to the era and the world they are

living in. This function enables the students to develop and use language through a

diversity of disciplines at secondary schools. It also enable them to understand and

communicate information, ideas, feelings and opinions.

2. The school curriculum recognize, respect, and respond to the educational needs,

experiences, interests, and values of all students, both female and male students with

different abilities and disabilities. Therefore, students develop emotional, social and

moral intelligence to achieve a sense of well-being.

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3. The school curriculum will encourage students to understand and respect the different

cultures which make up the Mauritian society. It ensures that the experiences, cultural

traditions, histories, and languages of all Mauritians are recognised and valued. It

provides learning which students find relevant, meaningful, and useful.

4. Teachers have to develop in students a liking for knowing, emphasis should be on

each child to find and select a preferred orientation for their career level.

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 (ii)Explain the merits and barriers to the adoption of a child-centered

curriculum.

When education is teacher-centered, the classroom remains orderly. Students are quiet, and

the teacher retains full control of the classroom and its activities. However, all children have

a right to an education that helps them grow and develop to their fullest and every child is a

unique and special individual. Consequently, we have to teach by taking into account the

needs of every children, be respectful for their individual uniqueness of age, gender, culture,

temperament, and learning style. Children are also active participants in their own education

and development, they should be mentally involved and physically active in learning what

they need to know and do.

The merits to the adoption of a child centered curriculum:

When a classroom operates with student-centered instruction, students and instructors share

the focus. Instead of listening to the teacher exclusively, students and teachers interact

equally. Group work is encouraged, and students learn to collaborate and communicate with

one another. Through group work, students develop communicative and collaborative skills

and gain meaningful knowledge that will help them throughout life. The relationship between

rights and responsibilities is learned.

Secondly, in this method of learning, teachers have less traditional work to do. Especially in

the upper level classes, students are more attentive and willing to participate in the class. The

interaction between both parties lead to collaborative thinking which result in an abundance

of knowledge. Complaints about irrelevance and unfairness decrease automatically.

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The barriers to the adoption of a child centered curriculum:

However, in a class where team work is implemented classrooms are often busy, noisy and

chaotic. Students kept talking with other classmates on subjects which are often irrelevant to

the work given.

Teachers must attempt to manage all students’ activities at once, which can be difficult when

students are working on different stages of the same project and the educator sometimes may

miss important facts.

Some students prefer to work alone, so group work can become problematic, they complain

about being on teams. They also find it difficult to work in teams because they have not been

taught team skills.

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Question 2:

(i) Discuss the importance of any 3 of the 7 beliefs1 mentioned therein

for teachers and learners.

• Success breeds success (first belief)

It is believed that the road to success entails hard work, perseverance and effort. Success is

not a one-time activity, it is a continual improvement process, an on-going effort, which each

students have to go through in order to reach their goal. However, some principles are vital

and necessary for the student to grow successfully in a consecutive manner.

Below are detailed some factors needed for the continuous development of this belief

“success breeds success”:

- Students should know that studies are their top priority.

- Students should stay focused in class and be prepared to receive learning.

- Students should always look for the lesson and not judge the teacher when they miss

the lesson.

- Competition against others is to compete against ‘oneself ’. Competition is beneficial

to a child's development. Some educators2 have pointed out that students can be put

off by competitions, but they may still perform well in society in later life.

1
The NCF Secondary, chapter 13 ‘Teaching and learning: our beliefs and how to get there’
2
Dr. Tom Verhoeff, Assistant Professor at the Faculty of Mathematics and Computing Science in Netherlands

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 - The responsibility for student learning is not left solely on the classroom teacher but it

is the concern of a number of stakeholders, including Rectors, Heads of Department,

Inspectors and parents.3

• Schools control the conditions of success (second belief)

This statement is right to some point as more emphasis should have been on the students

itself rather than on his/her level of standard or background. Schools should be in continuous

mode of improvement and act meaningfully and fairly among all students.

Students go into stressing mode when they feel threatened by an overwhelming environment.

Therefore schools should help to remove the obstruction aligned to lessen difficulties faced

by students.

The focus should not be exclusively on the school and classroom environment but on the

learning of the adolescents.

Here are some points which can be implemented in the classroom by teachers:

 Establish a relationship with each student in the class.

 Practice positive classroom behavior.

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This point is in accordance with the NCF – quoted point.

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  Provide opportunities for students to work together in cooperative groups.

 Establish and communicate classroom rules.

 Use a variety of ways to engage students.

 Provide appropriate feedback.

 Teach students to use positive self-talk.

 Provide clear performance levels for tasks.

• School must cultivate a culture of respect (third belief)

The notion of respect implies a courteous, decorous, civil, or deferential attitude. Here we use

this term to refer to the experience of being taken seriously. Confidence, commitment and

expectation should be among all stakeholders.

The steps which stakeholders should take into consideration:

 Everyone should be functional and respected.

 Students, families, and educators should work together to develop and contribute a

shared school vision.

 Educators should model and nurture an attitude that emphasizes the benefits and

satisfaction of learning.

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 (ii)Explain and illustrate through a lesson plan, how you can integrate

any one of the selected beliefs in the teaching of your subject area.

Explain and illustrate through a lesson plan:

Date: 21st October 2016

Subject: French

Class: Form 3

№ of Students: 25

Topic: Argumentative Essay Writing

Sub Topic: Have women really been emancipated or are they

still being dominated by men?

Duration: 70 Minutes (2 periods)

Aim: Develop students’ knowledge of essay writing

Objectives: Prepare an essay plan

Develop arguments for and against

Teaching Strategies: Group Work, Questioning, Explanations

and Class discussions

Teaching Aids: Newspapers and use of internet

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Prior Knowledge: Problems faced by Women, Inferiority,

Patriarchal Society.

Procedures: Introduction (9:00-9:10)

Explain how to write an argumentative essay
(9:10-9:30)
Let students find main points related to the essay
topic (9:30-9:45)
Elaborate points found (9:45-10:00)
Show students how to implement the ideas in the
essay (10:00-10:10)

Evaluation: Ask students: How to prepare a plan of an

argumentative essay?
What to include in an argumentative
essay?
As a teacher: Have I met my objectives?
Have I used appropriate teaching
strategies?
Have I come to the needs of the
low achievers?
Have I used appropriate teaching
aids?
Have I varied my questions?
Have my students understand my
explanation?

Post Evaluation: What should be done if my students have

not understood?
What strategies should I use to make them
understand before I end the class?

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 Integrate any one of the selected beliefs in the teaching of your subject area:

School must cultivate a culture of respect

The sense of respect should be integrated in my teachings, it is important to impart the culture

of respect while transmitting knowledge to my students and to the other stakeholders. I

should take into consideration the views and opinions of each and every one.

Incorporating the culture of respect in my teaching and considering these factors into the

curriculum:

 Responsibility

 Respect

 Fairness

 Trustworthiness

 Honesty

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Educators should first abide to the rules and regulations of the school so that students can

follow the lead. When students learn integrity in the classroom settings, it helps them apply

similar principles to other aspects of their lives.

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 BIBLIOGRAPHY & REFERENCES

• Handouts by lecturer: The National Curriculum Framework 2008-2020

• Diverse teaching strategies for diverse learners, a publications by Robert W. Cole,

accessible on: ascd.org

• Creating a culture of integrity in the classroom, June 2015, by Marilyn Price-

Mitchell, PhD, accessible on : edutopia.org

• Teacher-Centered or Student-Centered Education, December 2012, an article by

Concordia University.

• Child-Centered Education accessible on :education.com

• Student-centered leaning accessible on : wikipedia.org

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