Chapter 6:

Programme design and development

 LEARNING OUTCOMES
• explain the main elements of curriculum design in
outcomes-based education and training
• formulate a purpose statement and learning outcomes for
a course or programme in accordance with SAQA
requirements
• classify learning outcomes in terms of a taxonomy for
teaching, learning, and assessment
• select appropriate content for a programme within own
specialist field based on the variables and criteria specified
in this chapter
 LEARNING OUTCOMES (cont.)

• sequence content on the basis of the given guidelines and

approaches
• discuss the requirements of training programme planning
• describe the factors that influence course development
• explain the principles and steps involved in the development of
a competency-based training programme.
 OUTCOMES-BASED CURRICULUM DESIGN
• The different elements of a learning programme, it indicates
what the programme intends to achieve, what it entails, and
what will be covered to achieve the programme outcomes
• The curriculum should adhere to specific requirements in order
to fulfil the requirements of the National Qualifications
Framework (NQF)
• The curriculum process therefore starts with the intended
outcomes and these outcomes are then used as the point of
departure for the rest of the learning programme.
 PURPOSE STATEMENT

• The purpose of a course or programme is a concise statement

of why the course or programme exists and what learners will
have to achieve to satisfy the requirements of the programme
• It is normally derived from the unit standard or the description
of a particular job or task or training need determined in the
training needs assessment process
 FORMULATING LEARNING OUTCOMES
Learning outcome
• Clear learning results that we want students to demonstrate at
the end of significant learning experiences. They are what
students can actually do with what they know and have learned
– they are the tangible application of what has been learned.

Requirements of outcomes
• The verb
• Noun/object
• modifying phrase (qualifier).
 FORMULATING LEARNING OUTCOMES (cont.)

Learning outcomes should always begin with a phrase such as:

As a result of the learning, students will (be able to):
• demonstrate __________
• analyse ______________
• develop ______________
 FORMULATING LEARNING OUTCOMES (cont.)
Types of outcomes
• Critical Cross-field Outcomes
The intended results of education and training in a broad and
macro sense and that are linked to national goals and aims that
must be achieved
• Specific Outcomes
Express the results of narrowly defined aspects of learning
required for a particular course or programme.
These are the outcomes that are unique to that programme –
they describe the significant knowledge, skills, attitudes, and
values that students should be able to demonstrate at the end of
learning.
 VIDEO

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 TAXONOMIES OF LEARNING
Bloom’s taxonomy
Cognitive, affective and psychomotor areas of learning
Cognitive area
TAXONOMIES OF LEARNING (cont.)

Affective area
 TAXONOMIES OF LEARNING (cont.)

The psychomotor area

• This area deals mainly with physical skills

• Psychomotor objectives entail the manipulation of objects or

are concerned with activities that require neuro-muscular
coordination, for example, artisans.
 TAXONOMIES OF LEARNING (cont.)

Anderson-Krathwohl’s taxonomy
• What important things should learners learn?
• How can instruction be planned and delivered so that high
levels of learning are achieved by learners?
• What assessment instruments and procedures will provide
accurate information about how well learners are learning?
• How can trainers ensure that outcomes, instruction, and
assessment are aligned with one another?
Differences between Bloom and Anderson-Krathwohl’s taxonomy
 TAXONOMIES OF LEARNING (cont.)

Applying the taxonomy

Step 1: Each outcome is ‘mapped’ or ‘positioned’ onto the
taxonomy table (Table 6.1) by answering two questions:
1) What type of cognitive processes does the outcome require?
2) What type of knowledge will students be dealing with when
demonstrating the outcome?
 TAXONOMIES OF LEARNING (cont.)

Applying the taxonomy

Step 2: Once the outcome has been analysed and mapped onto
the taxonomy table, the instructional procedures that the
lecturer or trainer plans to use can be selected.

Step 3: The next step is to decide on an appropriate assessment

procedure.
 SELECTING AND SEQUENCING CONTENT

Content: the underlying knowledge, skills attitudes, and values

that are required for learners to master the learning outcomes.

Factors to consider:
• Subject-matter characteristics
• The student
• The trainer or facilitator.
 SELECTING AND SEQUENCING CONTENT (cont.)

Sources of content: job data and documents

Types of content:
• Essential – what the learner must know
• Helpful – what the learner should know
• Peripheral – what is nice for the learner to know
• Unrelated – No relevance to learning.
 SELECTING AND SEQUENCING CONTENT (cont.)

Criteria that should be used to select learning content for instructional

purposes:

• Applicability
• Self-sufficiency
• Validity
• Utility
• Learnability
• Durability
• Relationship between facts and principal ideas
• Feasibility.
 SELECTING AND SEQUENCING CONTENT (cont.)

Steps in the selection of content

• Normal practice is to prepare a rough draft of the outline of the
course indicating the major subject areas to be included
• A ‘mind map’ for each subject of the course is recommended
and then, for each subject, the topics to be covered within that
subject.
 SELECTING AND SEQUENCING CONTENT (cont.)

The outcomes-based approach for determining content

• Aim is to provide students (employees) with the skills and

knowledge they require for the successful completion of their
daily (or future) tasks

• Focus on outputs rather than on inputs.

 SELECTING AND SEQUENCING CONTENT (cont.)
Sequencing content
This is the process by which the content and learning experiences
are placed in the configuration that will produce the most
learning in the shortest possible time.
 SELECTING AND SEQUENCING CONTENT (cont.)

Approaches to sequence
• Chronological
• Whole-to-part
• Part-to-whole
• Known-to-unknown
• Unknown-to-known
• Step-by-step
• General-to-specific
• Specific-to-general
• Concrete-to-abstract
• Spiral.
 SELECTING AND SEQUENCING CONTENT (cont.)

• Guidelines for sequencing

• Levels of sequencing
oCourse and curriculum
oTopic
oLesson
oLesson component
• The advance organiser
Advance organisers are a form of pre-instructional strategy, a
technique for cognitively preparing students for the instruction that
is to follow.
 TRAINING PROGRAMME PLANNING

A programme plan should contain the following information:

• Who the programme was designed for?
• Prerequisites
• Learning outcomes
• Timing and sequencing of the content
• Final outcome of the programme.
 FACTORS THAT AFFECT COURSE DEVELOPMENT
Behavioural characteristics that affect course development:
• Learning curves
• Plateau
• Difficulty of subjects
• Saturation point and fatigue
• Learning sequence
• Imparting course content
• Reception
• Listening
• Assimilation
• Results of training.
 DEVELOPING COMPETENCY-BASED TRAINING

• The aim of a competency-based training programme is to

provide students (employees) with the skills and knowledge
they require for the successful completion of their daily (or
future) tasks

• The focus is on work outcomes, rather than on inputs.

 DEVELOPING COMPETENCY-BASED TRAINING (cont.)

Characteristics of competency-based training

• Individualised training system
• Course layout for a specific type of job is introduced beforehand
• Evaluation/assessment takes place on a continuous basis and
feedback to learner
• Requires a great deal of time and research
• It is a systematic approach to training directed at individual
performance evaluated according to specific criteria.
 DEVELOPING COMPETENCY-BASED TRAINING (cont.)

Steps in developing a competency-based training programme

1. Describe specific professional group being investigated.
2. Identify prerequisites for training programme.
3. Identify and verify tasks
4. Analyse tasks in terms of job content and draw a distinction
between knowledge and skills
5. Formulate terminal objectives based on identified tasks
6. Arrange objectives in the correct learning sequence
 DEVELOPING COMPETENCY-BASED TRAINING (cont.)
Steps in developing a competency-based training programme
(continued):
7. Formulate performance tests to ensure that learner
performance is evaluated
8. Prepare written tests to assess learners’ ability to master
concepts and terms
9. Design a guide that will assist in mastering the content
10. Test and revise the provisional learning guide
11. Implement, evaluate, and manage the training programme.