Faculty of Educational Studies (FES)

Student Assessment Guide

Curriculum Design and Implementation

EDUC9103

January 2024

Prior to beginning your assessment, it is vital to read this document in detail.

Failure to do so will significantly disadvantage you and may well affect levels
of attainment.

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General Guideline

Please check you understand the requirements of the assessments; this module has a very strong
emphasis on the use of academic literature. If you remain unclear on what is expected, you must
clarify that from the lecturer.

• Failure to engage in significant research and wider reading of suitable academic sources will
have a significant impact on your marks. If you are unclear on the suitability of a resource
you have found, please ask; do not assume.
• It is vital you put effort into each element of the module.
• Completed assignments must be uploaded to Moodle by 11:59pm of the due date.
• If an extension on assessment is granted, the approved assignment extension form should
be submitted along with the assessment.

Assessment of the Module

This module will be assessed through coursework tasks (100%). The percentage marks allocated
for each assessment component is tabulated below.

This module will be assessed through the following components

Details Weight Due date
Writing a report based on a curriculum related aspect 50%
Presentation – analyzing curriculum implementation 50%

Assignment 1: Research Report

There are two parts to this assignment: 1a & 1b

Part 1a: Lesson Plan

a) Identify subject area and topic: Clearly state the subject area and specific topic that you will be
addressing in your lesson.

b) Review the curriculum: Conduct a thorough review of the curriculum related to your chosen sub-
ject area and topic. Identify the intended learning outcomes, content, teaching strategies, and as-
sessment strategies mentioned in the curriculum.

c) Plan one or more lessons: Based on the curriculum review, design a lesson plan or a series of les-
sons that align with the intended learning outcomes and address the content specified in the curric-
ulum. Clearly outline the activities, resources, and instructional strategies you will use during the les-
son(s). Ensure that the lesson(s) effectively engage students and promote active learning.

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Part 1b: Evaluation Report

In this section, you will evaluate its effectiveness. Write a report addressing the following points:

1. Learning outcomes and measurement: Clearly state the learning outcomes that you planned
to achieve in the lesson(s). Describe the assessment strategies or methods to measure the at-
tainment of these learning outcomes. Justify your choices of assessment strategies with exam-
ples.
2. Alignment with the curriculum vision: Explain how your lesson plan addressed the vision of
the curriculum, considering its broader goals, objectives, and philosophies. Reflect on how your
lesson plan integrated the values and principles outlined in the curriculum.
3. Subject area, key competencies, and values: Analyse how your lesson plan addressed the
specific subject area and its core concepts. Discuss how the lesson plan incorporated the devel-
opment of key competencies, such as critical thinking, collaboration, and problem-solving skills.
Reflect on how the lesson plan integrated values, such as respect, diversity, or sustainability.
4. Pedagogical methodology: Clearly articulate your pedagogical methodology, describing the
instructional approach and strategies you employed in the lesson(s). Justify your choice of meth-
odology based on its appropriateness for the subject area, topic, and intended learning out-
comes.
5. Overall Report Reflection and Analysis: The report will be examined for high quality critical
reflection, analysis, and application of the curriculum to the lesson planning and teaching pro-
cess, providing strong supporting evidence and insightful conclusions.

Note: Your written assignment should be approximately 2500 words in length and should demon-
strate critical reflection, analysis, and application of the curriculum to the lesson planning and teach-
ing process. Ensure that you provide clear explanations, use relevant examples, and support your ar-
guments with appropriate references to curriculum documents or educational research.

Assignment 2: Presentation

Topic: Implementation of the Curriculum in the Maldives

Task:

For this assignment, you will prepare an individual presentation analysing the implementation of the
curriculum in the Maldives. Your objective is to critically examine the existing curriculum and provide
insights into its structure: content and pedagogical approaches, strengths & positives, and weak-
nesses & challenges. This presentation will serve as a controlled assessment, where you will be ex-
pected to answer questions from the lecturer and other students at the end of your presentation.

Presentation Guidelines:

Slide 1 Title
Slide 2 Provide an analysis of the overall structure of the curriculum (2 min)
Slide 3 Identify and justify the strengths and positive aspects of the curriculum (4 min)

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 Slide 4 Identify the weaknesses/ challenges of the curriculum and areas of improvement (4 min).

Late Penalty

Late submissions will only be accepted within a 24-hour window following the due date.

Within this 24-hour window:

• A mark of more than 50% for the element will be reduced to 50%.
• A mark lower than 50% will stand and will be used in the calculation of the overall module
outcome.

Code of Practice in Plagiarism

Poor scholarship (incomplete / inaccurate citations) will be recorded in written feedback, and work
must be rectified.

For offences with regard to plagiarism: formal written warnings would be issued, and recorded until
graduation. All work must be rectified.

For multiple, and serious offences with regard to plagiarism: submitted material would be redacted,
and student may be required to withdraw.

Please refer to the policy ‘Procedure on Academic Integrity’ for further details.

Presentation details and rubric 50%

Marking Rubric: Curriculum Implementation Presentation

Marked out 50%
Excellent HD Very Good DN Good CR Fair PP Fail FF

Curriculum Analy- Provides a thor- Critically examines Provides a solid Provides a superfi- Lacks analysis or
sis ough analysis of the curriculum's analysis of the cur- cial analysis of the provides inaccurate
10 marks the curriculum's structure: content riculum's structure: curriculum's struc- information about
structure: content and instructional content and in- ture: content and the curriculum's
and instructional approaches, structional ap- instructional ap- structure: content
approaches providing insightful proaches but need proaches and instructional
analysis more depth or clar- approaches
ity

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 Strengths & posi- Identifies and eval- Identifies and eval- Identifies and eval- Identifies limited or Lacks identification
tives uates the strengths uates the strengths uates some unclear strengths or evaluation of
20 marks & positives of the & positives of the strengths & posi- & positives of the strengths & posi-
curriculum, sup- curriculum, provid- tives of the curricu- curriculum tives or provides
ported by evidence ing evidence and lum, but lacks suffi- inaccurate infor-
and examples examples to sup- cient evidence or mation
port the analysis examples

Weaknesses & Identifies and eval- Identifies and eval- Identifies and eval- Identifies limited or Lacks identification
challenges uates the weak- uates the weak- uates some weak- unclear weak- or evaluation of
20 marks nesses & chal- nesses & chal- nesses & chal- nesses & chal- weaknesses &
lenges of the cur- lenges of the cur- lenges of the cur- lenges of the cur- challenges or pro-
riculum, supported riculum, providing riculum, but lacks riculum vides inaccurate in-
by evidence and evidence and ex- sufficient evidence formation
examples amples to support or examples
the analysis

Report details and rubric 50%

Rubric
Criteria
HD: Excellent (5) DN: Very Good (4) CR: Good (3) PP: Fair (2) FF: Fail (1)

Part 2a: Lesson Plan

Curriculum Review and Alignment

5- Thoroughly reviews the curriculum, identifies relevant learning outcomes, content, teaching strat-
egies, and assessment strategies, and effectively aligns the lesson plan with the curriculum.

4- Demonstrates a comprehensive review of the curriculum, identifies relevant learning outcomes,

content, teaching strategies, and assessment strategies, and aligns the lesson plan with the curricu-
lum.

3- Reviews the curriculum, identifies some learning outcomes, content, teaching strategies, and as-
sessment strategies, and aligns the lesson plan with the curriculum to some extent.

2- Incompletely reviews the curriculum, identifies limited learning outcomes, content, teaching strat-
egies, and assessment strategies, and partially aligns the lesson plan with the curriculum.

1- Fails to review the curriculum, does not identify learning outcomes, content, teaching strategies,
and assessment strategies, or does not align the lesson plan with the curriculum.

Lesson Design

5- Demonstrates a well-structured and engaging lesson plan with clear activities, resources, and in-
structional strategies that effectively address the intended learning outcomes.

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4- Presents a well-structured and engaging lesson plan with clear activities, resources, and instruc-
tional strategies that address the intended learning outcomes.

3- Presents a adequately structured lesson plan with some activities, resources, and instructional
strategies that partially address the intended learning outcomes.

2- Presents a loosely structured lesson plan with limited activities, resources, and instructional strat-
egies that inadequately address the intended learning outcomes.

1- Presents an unclear or incomplete lesson plan with inadequate activities, resources, and instruc-
tional strategies that do not address the intended learning outcomes.

Part 2b: Teaching Evaluation Report

Outcome and Learning Achievement

5- Provides a comprehensive and insightful analysis of the overall outcome of the lesson, clearly ar-
ticulating the achieved learning outcomes and their impact on student learning.

4- Provides a thorough analysis of the overall outcome of the lesson, highlighting the achieved learn-
ing outcomes and their impact on student learning.

3- Provides a satisfactory analysis of the overall outcome of the lesson, describing the achieved
learning outcomes and their impact on student learning to some extent.

2- Provides a limited analysis of the overall outcome of the lesson, describing limited learning out-
comes and their impact on student learning.

1- Provides an inadequate or unclear analysis of the overall outcome of the lesson, failing to describe
learning outcomes and their impact on student learning.

Alignment with Curriculum Vision

5- Clearly explains how the lesson plan aligns with the broader vision of the curriculum, integrating
its goals, objectives, and philosophies effectively.

4- Explains how the lesson plan aligns with the broader vision of the curriculum, integrating its goals,
objectives, and philosophies satisfactorily.

3- Explains to some extent how the lesson plan aligns with the broader vision of the curriculum, but
lacks clarity or depth in integrating its goals, objectives, and philosophies.

2- Attempts to explain how the lesson plan aligns with the broader vision of the curriculum, but lacks
coherence or accuracy in integrating its goals, objectives, and philosophies.

1- Fails to explain how the lesson plan aligns with the broader vision of the curriculum or does not
integrate its goals, objectives, and philosophies.

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Subject Area, Competencies, and Values

5- Demonstrates a comprehensive analysis of how the lesson plan addresses the subject area, key
competencies, and values, providing insightful connections and examples.

4- Provides a thorough analysis of how the lesson plan addresses the subject area, key competen-
cies, and values, making relevant connections and providing examples.

3- Provides a satisfactory analysis of how the lesson plan addresses the subject area, key competen-
cies, and values, but lacks depth or clarity in making connections and providing examples.

2- Provides a limited analysis of how the lesson plan addresses the subject area, key competencies,
and values, with limited connections and examples.

1- Fails to analyse how the lesson plan addresses the subject area, key competencies, and values, or
does not provide connections and examples.

Pedagogical Methodology

5- Clearly articulates the pedagogical methodology, providing a detailed description of the instruc-
tional approach and strategies used in the lesson(s), with strong justification based on the subject
area, topic, and intended learning outcomes.

4- Articulates the pedagogical methodology, providing a description of the instructional approach

and strategies used in the lesson(s), with justification based on the subject area, topic, and intended
learning outcomes.

3- Articulates the pedagogical methodology, but lacks clarity or depth in describing the instructional
approach and strategies used in the lesson(s), or justification is weak or missing.

2- Provides a limited description of the pedagogical methodology, with insufficient justification or

clarity in describing the instructional approach and strategies used in the lesson(s).

1- Fails to articulate the pedagogical methodology or provide a description of the instructional ap-
proach and strategies used in the lesson(s), or justification is lacking.

Overall Report Reflection and Analysis

5- Demonstrates exceptional critical reflection, analysis, and application of the curriculum to the les-
son planning and teaching process, providing strong supporting evidence and insightful conclusions.

4- Demonstrates strong critical reflection, analysis, and application of the curriculum to the lesson
planning and teaching process, providing supporting evidence and meaningful conclusions.

3- Demonstrates satisfactory critical reflection, analysis, and application of the curriculum to the les-
son planning and teaching process, with some supporting evidence and reasonable conclusions.
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 2- Demonstrates limited critical reflection, analysis, and application of the curriculum to the lesson
planning and teaching process, with insufficient supporting evidence or weak conclusions.

1- Fails to demonstrate critical reflection, analysis, and application of the curriculum to the lesson
planning and teaching process, or evidence and conclusions are lacking or absent.

Note: This rubric is designed to assess the overall quality of the lesson plan and teaching evaluation
report based on the provided criteria.

Moodle Tutorial Tasks

Tutorial tasks on Moodle need to be completed as part of course requirement.

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 The front page of written assignments should include details given below:

FACULTY OF EDUCATIONAL STUDIES

EDUC9103

Curriculum Design and Implementation

Semester: May 2023

Full Name:
Student ID Number:
Phone Number:
Email Address:
Campus:

Lecturer’s Name:

Due Date:

Submitted Date:

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REFERENCING

It is essential that you fully reference all ideas, theories, quotes and statistics you have cited in your
submitted assignment. Failure to do so will result in a deduction of marks, possible failure and/or
accusations of plagiarism (the act of presenting the ideas or discoveries of another as one's own).
The method students MUST use is the APA referencing, “A Guide to APA Referencing Style: 6th
Edition” will be available on Moodle. Please ensure that you refer to this for guidance on referencing
in the main text and references at the end of your essay.

What is APA referencing?

APA is one of many referencing styles used in academic writing. APA stands for American Psycho-
logical Association. The Association outlines the style in the Publication manual of the American
Psychological Association [APA] (6th ed.)

Basically, a reference is a description of the document from which you have obtained your infor-
mation. When writing essays, you are expected to read around your subject and referencing is a
way of demonstrating that you have completed that reading. Each time you use someone else’s
ideas or words it is essential that you acknowledge this in your work. You should provide references
to substantiate your arguments and to enable your reader to follow up your source material.
You should reference whenever you use any source of information for particular facts, theories,
findings or ideas in an author's work; a direct quotation; paraphrasing an author's words.
Remember, references should be correct, complete and consistent, with the individual elements
clearly differentiated.

Why do I have to reference?

There are several reasons for referencing. In the course of your studies you will be expected to
acknowledge books, journal articles, etc, used in preparation for assignments, projects, essays, and
dissertations, by producing a list of references with each one.

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