ACHIEVER’S EDUCATION CONSULTANT

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SUMMARY OF EDU231 WITH PAST QUESTIONS

This means that curriculum, what the learners and teachers do in school, has changed according to the
needs of the society at any particular time. In these course units, you will get to know how modern
curriculum is designed and implemented, and know your place as an agent for curriculum
implementation.

What you will learn in this course?

As you read through this material, you will get to understand what curriculum is and the various
processes involved in curriculum development. Today, the curriculum is wider and more related to the
needs of Nigeria in an age of science and technology. The National Policy on Education is the most
prominent official document produced by Nigerians for the education of the young. The objective is to
equip all recipients of education at all levels with the necessary tools for living in a modern world.

In this course, you’ll get to know the processes by which curriculum is presented to schools and how it is
to be implemented. Without a curriculum plan, education would be a haphazard and wasteful
venture. For example, before the National Policy on Education was finally introduced, there had been
several commissions and committees on Nigerian Education. The most comprehensive and indigenous
of all such efforts, however, was the national curriculum conference, which took place in
September, 1969.

In the conference, Nigerians, government officials, educationists and curriculum experts – etc. all
gathered to decide what type of educational programme Nigeria should give to her schools for
educating the learners. Course Aims The overall goal of this course is to enable you see what goes on in
the schools as a product of society’s needs, aspirations and expectations. At the end of the course, you
should be able to see and understand how the educative process is conceived and implemented.

WORKING THROUGH THIS COURSE

The course is written in 4 modules subdivided into various units. It is essential that you understand the
fact that the overriding theme of various units in a module is in the title of the module. The content of
each unit is written with great care and it is detailed. You will need to spend considerable time, in a
relaxed atmosphere, to work your way through each unit.

THE COURSE MATERIALS

Apart from this course guide and the study units, which are the main materials for this course, a list of
recommended textbooks is provided at the end of each unit. Although, it is not compulsory for you to
purchase these books, they are necessary to provide additional or supplementary information to
reinforce what you learn in each unit. As much as possible therefore, endeavour to get to read some of
them, either by purchasing or borrowing from libraries or friends.
MODULES AND UNITS

There are four modules, consisting of fourteen units altogether.

Module I

An attempt has been made to present a holistic definition of curriculum at the end.

Unit 3: Curriculum Development in a Developing Nation like

In this unit, you are being exposed to the fact that developing a curriculum in a developing country is
dependent on many factors. These factors are examined in some detail. It shows that the objectives
which school should attain do not come from the thoughts of one or more expert curriculum
planners, but from various interests, groups and societal needs and national philosophy among
others. As in the previous beginning units of a module, concepts are first of all clarified to make
comprehension of the facts to follow easier.

So, in this unit, meaning and types of curriculum evaluation are examined.

[...]

You will see at the end of this unit that curriculum should constantly be revised in order to overcome
some shortcomings which the evaluation processes may have brought to light.

TEXTBOOKS

Various textbooks have been recommended at the end of each unit. Assignment File The assignment file
will be posted to you in due course. In this file, you will find all the details of the work you must submit
to your tutor for marking. The marks you obtain for these assignments will count towards the final mark
you obtain for this course.

Further information on assignment will be found in the Assignment file, itself and later in this course
guide in the section on assessment. The second part is a written examination. The assignment must be
submitted to your tutors for formal assessment. At the end of the course, you will write three-hour
examination.

You need to submit all the assignments in which case the highest three will be counted. The assignment
questions will be found in the assignment file. Send the completed assignment to your tutor for formal
assessment on or before the indicated deadline.

Mark Assignments

All assignments from which the best three marks will be chosen and used.

HOW TO GET THE BEST FROM THIS COURSE

The first item is an introduction, which acquaints you to the topic, next is the objective of the unit, which
allows you to know when you have completed the unit and your guide. The main body of the unit called
the contents guides you through the required reading from other sources. This will usually be either
from set books or from a reading section. Practical exercises and tutor-marked assignments are given at
the end of each topic, which if practiced, will enhance your understanding.

Tutor-Marked Assignment questions are interspersed throughout the units. If you have questions
bothering your mind about the course, contact your tutor through phone, e-mail or any other means as
he or she will be willing to assist you at all times. Check that you have achieved the course objectives.

TUTORS AND TUTORIALS

Keep a close watch on your progress and on any difficulty you might encounter, and provide necessary
assistance to you during the course. Your tutormarked assignment must get to your tutor well before
the due date. They will be marked and returned to you as soon as possible. Try your best to attend the
tutorials.

These will help you to succeed in this programme. Prepare your questions before attending the
tutorials. You will learn a lot from participating in discussions actively. This course is intended to provide
you with the fact that schools do not just teach what they like.

Developing a curriculum plan, as you can see, is therefore an important exercise in meeting society’s
needs and expectation for training her young ones.

[...]

Nature of Curriculum in Schools Schools exist in society for the main purpose of transmitting existing
knowledge, culture and traditions of the society to her learners. This is necessary in order to ensure the
continuity of that society. From time to time however, members or society are concerned with what the
schools are for and what must be taught in the school. Thus, members of the society do come together
to take decisions on what schools teach to the learners.

The totality of the learning experience in schools is what is called “curriculum”. However, because of
varying perspectives from which different people are bound to look at the same things, the term
“curriculum” has been defined in many different ways by different experts. In this unit you will be
exposed to the basic concepts of curriculum and its nature and importance in schools.

The emphasis of this view is clearly seen, from the “input”

Another example is the principle that what is simple should be taught first before teaching complex
material. Curriculum is a “deliberate, systematic and planned attempt undertaken by the school to
modify or change the behaviors of the citizens of a particular society”.

Programme of activities – planned and organized out-of –

Examples includes getting students to join various clubs and societies in the schools Through
these, students learn through the process of socialization, because it is less formally
strutted. Programme of Guidance – a programme of care for the well being of the learner. In this
programme, professionally – trained helpers are employed to assist the learners achieving
selfunderstanding and self direction necessary for adjustment to school, home and the larger
environment. In the persona-social area, counselors assist learners in handling emotional and
psychological problems which may affect their behaviours adversely or prevent them from learning in
schools.

This should not be so. As can be understood from explanations already given, curriculum is wider in
scope than “syllabus”. A syllabus is part of a curriculum but it is not the Curriculum. Syllabus is the
content of the school subjects offered in the school, and it is a sub-set of the curriculum.

Again, the curriculum of a school is not the scheme of work. As the name implies, a scheme of work is a
break down of the contents of what student are expected to learn in a given period. Whatever the
learners are expected to learn are broken down into instructional units and are normally prepared by
the classroom teacher. It is usually a guide in planning what is to be done per week over a term or
semester and for the three terms or two semesters in an academic year as the case may be.

A course of study is an educational programme leading to the award of a certificate at the end of the
programme for a particular set of learners. With various course contents – at the end of which they are
awarded a certificate indicating the type of course of study they had undergone. Teachers draw the plan
for teaching a particular lesson from the scheme of work. That is, just as the scheme of work is a
breakdown of the syllabus so the lesson note is a breakdown of the scheme of work into daily
lessons, which are planned by the teacher.

In this plan, the teacher explains the step by step procedure which he/she would follow in presenting
the lesson to the learners. It usually contains the activities expected of the students as well as the
teachers during the period of the lesson. The classroom is the implementation point of the programme
of learning, which is just one of the three major components of the curriculum. Thus, the lesson note is
an important aspect of curriculum implementation, especially the programme of learning component of
the curriculum.

Purpose of School Schools are separated institutions by society for the purpose of transmitting the
existing body of knowledge, culture and traditions of the people of a given society to her
citizens. Schools are important because they produce boys and girls, men and women that are prepared
to live and be integrated into the society. Schools provide manpower, as well as training in character
and the virtues which society holds dear. The educated citizenry produced by schools are expected to go
back to the society and contribute to its growth and development.

However, the school cannot carry out this task without having an adequate and appropriate curriculum
designed after due consultation with relevant and appropriate members of the society. Hence the saying
that the school and society should both be involved in the curriculum planning process.

What educational purpose should the school seek to attain

How can we determine whether or not the expected objectives have been achieved? . By its very nature
therefore curriculum cannot be said have been presented until objectives, contents evaluation
procedures are clearly specified. This will be further elaborated in upon subsequent units. It is clear from
what has been written so far as you can see, that curriculum is the very heart of the school system.

There can be no school if there is no curriculum. Schools develop their own curriculum, sometimes, from
existing planned curriculum, in order to meet its own peculiar needs.
Explain the importance of curriculum in school

In the last unit, you had learnt the meaning and nature of curriculum.

[...]

In this unit you will learn the history of curriculum development in Nigeria. Self Assessment Identify the
key stakeholders that have been involved in curriculum development in Nigeria. Reasons for studying
the history of Curriculum Development to Nigeria History is the recording of past events that happen in
a community, or nation. It is a systematic account which shows the course of events in the past events
enables people in the present to project into the future, and make better plans for future development
of the Community or Nation.

This is possible because the historian tries to present the events recorded concerning people and places
in their unbiased form. The historian highlights important areas of interest, raises important questions
on issues and problems, which enable the community members’ guide against past mistakes and make
better plans for development in the future. History can be written about various subjects studied in the
school system.

Since Nigeria is fast moving away from subsistence farming, new

in schools to meet the needs of modern agricultural development.

Curriculum Development during the Pre-Colonial Era

Though Europeans had been coming to Nigeria before the amalgamation of the Northern and Southern
Protectorates in 1914, Nigeria had not existed as one single country until 1914. During the pre-colonial
period, educational development depended on the needs of the various nationstates that make up
Nigeria today. During the pre-colonial era, therefore, appropriate curricula development depended
largely on the needs of the different communities and nation-states that make up what is now called
Nigeria. In other words, there were no uniform educational objectives, and so no uniform curriculum to
meet the varying needs of each community.

Generally, traditional or indigenous education had no written curriculum. The major approach, for
achieving the educational objectives was social learning in which a child learns informally in the
home, through religious societies/ceremonies, the age-grade system as well as the apprenticeship
system to mention few. In the South Western part of Nigeria farming was the predominant
occupation. The girlchild on the other hand, learned to prepare meals and take care of the men, through
the mother.

The curriculum, as said earlier, was not written and there were no formal school system. However, one
major lesson to be learned in indigenous education is that it produced wellintegrated citizenry. The
curriculum was appropriate to the needs of the primarily agricultural communities where life was
simple. Moral training was given both at home as well as other adult members of the family and
community – again through the informal passing on of knowledge.

The informal methods included word of mouth instruction, story-telling and dramatizations. Songs and
music usually accompany the stories and help to fulfill the affective components of the educational
objectives. Skills were also learnt by observing and doing. You will see therefore that during the pre-
colonial period, learning was not structure.

There were no classrooms and designated professionallytrained teachers as we have today. There was
curriculum, i.e. the learning experiences to which the learners were exposed, but it was not
formalized. Different societies/communities transmit to the younger generation, what was though best
for them to become an integrated citizenry i.e. citizen who would conform to the objectives of their
respective societies.

Curriculum Development during the Colonial Period Europeans aired firstly in Benin as
far back as the 15 th

During the colonial period, the Christian missionaries identified very early that schools would be
essential and indispensable. Their main objective of course, was to evangelize and convert people to
Christianity. They saw that formal education would be very useful so that the new converts would be
able to read and understand the Bible. Also, schools were serving other purposes of the missionaries, as
the only few educated Nigerians were being used as interpreters, catechists and servants to the white
missionaries.

The curriculum therefore consisted mainly of reading and writing, and later “ Rithmetic was introduced
to ease the problems of calculation and trade.

When the colonial Government came, following the period of the

Their main objective was aimed at fulfilling their own political colonization goals. By 1920, the Phelps
Stoke’s Commission was set up precisely in 1920 to critically examine the process of education in
Africa. The Commission came out with a blueprint stressing the need to make education relevant to the
needs of the society. The Commission’s submissions were however later found to be defective as it did
not include the need for science subjects and failed to recommend the implementation strategy of
vocational and technical education in the school curriculum.

Formal schools were established but the curriculum was meant to produce teachers, clerical
officers, and middle level administrative officers that would serve the British Colonial master. Thus, the
curriculum during the colonial period was narrow and could not be very useful in the rapid
transformation of the country in an age of science and technology. Curriculum Development during the
Post-Colonial Period Nigeria became an independent country on October 1, 1960, and a full Republic in
1963. Each school operated independently in accordance with its own specific needs.

The prescribed leaning activities were old-fashioned and meant to serve the interests of the
colonialists. School learning tends to concentrate on mental processes to the detriment of other
processes. There is much emphasis on rote learning and passing of terminal examinations. These teams
from the USA were invited as external experts who could make appropriate recommendations.

Curriculum change is always an on-going process. French Language replaced Latin, and British
History, which was a major subject, gave way to African/Nigerian History. The then, Nigerian Educational
Research Council now known as Nigerian Educational Research and Development Council , as well as
Comparative and Scientific Adaptation Centre that there were clamouring for changes in the immediate
post colonial era.

[...]

In the last visit we saw the trend in curriculum development in Nigeria from pre-colonial to the
immediate post-colonial period. You will have found out that in the pre-colonial and colonial
era, curriculum development was based on the needs of either the missionaries or the colonial masters
respectively. But from the immediate past-colonial period, the trend changed, as there were agitations
to make the curriculum designed for Nigerian schools relevant to the needs of the society rather than
those of the ruling powers. Rapid industralisation of every part of the country seemed to be very
paramount in the minds of the new African leaders and the educated citizenry.

In this unit, you will further be exposed to the processes of curriculum development in a developing
nation such as Nigeria. You would see the changes made in the school curriculum by all the three
regional governments in Nigeria after independence, and the first attempt to evolve a National policy on
Education that was now usable in all parts of the country. Explain how a national curriculum for Nigeria
came into being. Factors Influencing Curriculum Development in a Developing Country such as Nigeria
Developing a curriculum for use in a developing country such as Nigeria is not an easy task.

This is because in a developing nation, frequent changes take place in the society in many areas
including politics, economy and manpower development. The entire society usually moves gradually
from an agrarian, subsistence farming level to one that is scientific and technologically oriented. The
British system of education then placed a levy emphasis on classroom teaching or cognitive learning at
the expense of the child’s overall, welfare and personality development. This is yet to materialize even
in 2006.

However, this is not to say that Government, especially the current civilian administration which came in
1999 have been making effort to make education available to all. In fact, the Open University of which
thousands of Nigerians are now beneficiaries is part of such efforts. This vision of attainable goals for
Nigeria to move forward and take her place among the developed nations of the world cannot be
attainable without education. In fact, it is clearly specified in the 4th Edition of the National Policy on
Education that “Education in Nigeria is an instrument par excellence for effecting national
development”.

It was further specified in the policy that “the country’s educational goals shall be clearly get out in
terms of their relevance to the needs of the individual and those of the society in consonance with the
realities of our environment and the modern world” . From this statement of intention, the curriculum
which the school must make use of was therefore clearly specified. You should therefore be able to see
that in Nigeria, as in other developing nations of the world, curriculum development is often influenced
by political development and there polities do affect curriculum development generally.

Unemployment Facets Curriculum Development in

The kind of curriculum provided at that time conditioned school leavers and graduated from tertiary
institutions to seek white-collar jobs. This has far reaching implications for the society. Most of the
problems of youth violence, armed robbery, thuggery and ethno-political clashes where youths are
found in large numbers, could be traced to the high rate of unemployment among Nigerian
youths. Vocational/Technical education is a way to equip youths for selfemployment, and provide the
basis for Nigeria’s technological breakthrough.

This kind of education is a sine qua non to economic development just like in most developed nations of
the world.

List the five Nigeria’s National goals, which influence Curriculum

There are strict laid down rules by which Government must function. When Government takes decision
on Education for example, there are various organs, which will be responsible for its
implementation. The highest of these organs is the Federal Ministry of Education, followed by the State
and Local Government equivalents. Each of these had channels of communications and no channel may
be jumped.

Sometimes, it takes time before decisions are implemented because of the administration bottlenecks
created, some of which may even be human factors. A good example is the 6-3-3-4 system of education
introduced in 1977 but which did not start simultaneously in all the States of the Federation. Also, when
commissions were set up to look into the activities of the West African Examination Council , before
their decisions were implemented, another examination body. The National Examination Council had
taken off.

Sometimes also the bureaucratic system is often misapplied by some cannot officials, creating
unnecessary delays in implementing Government’s policies for selfish reasons. The issue of corruption
usually manifests in the area of funding and distribution of materials to schools and colleges. Thus there
is a wide gap, resulting in a breach of trust, between policy makers and policy implementers. From time
to time, educationists and scholars conduct research in education and their findings influence
curriculum development to a great extent.

In Nigeria, research is constantly being done and as a developing nation, the research findings are
usually incorporated into the curriculum in the schools. One of the most notable of such research work
is the Ife Primary Education Project led by Professor Babs Fafunwa. Specifically, the study was directed
to the teaching of science and technology subjects in Yoruba while English language, Nigeria’s official
language, was the only one taught in English.

The project was carried out in Yoruba land and was funded by the Ford

Foundation of the United States of America. The Institute of Education, University of Ife, housed the
project, and it was on record that some scientific words normally used in English, were translated into
Yoruba, such as “Sayensi” for “Science” and “Komputa” for “Computer”. The project extended to
schools in and around Ile-Ife town where the University was situated. This type of finding obviously
affects curriculum development in that it changes the existing order in the area of language of
instruction.

Research Influence

Immediately after Independence, Nigerians began to agitate for an educational system which will serve
the needs of individuals and the new Nigerian society. This was as a result of the desire to become a
technologically advanced nation like the developed nations of the world. Nigerians therefore made a call
for curriculum change. Between September 8th and 17th, 1969, Nigerians from all walks of life
converged to change the colonial orientation of Nigeria’s Educational System.

It was a major land work in the history of curriculum development in Nigeria, because prior to that time
different parts of Nigeria operated different subsystems of education and the curriculum was not
uniformed because Nigeria is a multi-ethnic and multicultural society. The task was how to sort out and
incorporate into the curriculum what would make Nigeria as a nation great, but without losing sight of
the multicultural dimension. For example, in an attempt to foster oneness in the multicultural
nation, the language of the major tribes were also to be taught in the tribes other than the tribe of
origin of the learner.

Adeniji Adaralegbe and was published in a book form under the title “A

In the discussion, seven major educational aspects of the conference them and nine specific decision
area were identified as crucial to the attainment of conference objective.

The nine decision areas are

In summary, the decision taken at this Conference eventually led to the publication of a National Policy
on Education in 1977, which is basic to the provision of educational programmes in Nigerian schools at
all levels till today. An analysis of the policy would be a major subject of study in subsequent
units. Suffice it to say for now that as a result of the Policy, Nigeria now has a uniform system
throughout the country, which is 6 years of Primary school, 6 years of Secondary school and a Tertiary
Education of 4 years, especially at the University level. This abolished the differences at the various
regions permanently.

Self-Assessment Exercises

Explain why Nigerian from all walks of life has to attend the first post independence National Curriculum
Conference . Mention two major changes, which the conference brought to bear upon Nigerian
Education. So what the schools are expected to do is not decided by the school personnel alone, as can
be seen in this unit.

[...]

Curriculum Development in a developing and cultural society such as Nigeria can be a complex process.

[...]

Summarize how the National Policy on Education came into existence Adaralegbe, A. .

[...]

There are processes involved in developing a curriculum. In previous units, you would have been seen
that to develop a curriculum in a nation is an ardous task involving several factors. In doing this, there
are processes involved. In discussing the various models of curriculum planning, it is necessary for you to
understand what is meant by a model.

Let me illustrate with the production of a motor car by various Car Manufacturing Companies. First, all
cars are connected together to facilitate movement. Although there are different models of the same
type e.g. Mercedes Benz has various models, there are also various models of different types of cars, but
all of them go by the name “car” because the basic elements of what is called a car are in them.

What makes a car different from a bus or a truck?

Another illustration is the prototype of houses, which are being built at present by different Housing
prototypes of a one-bedroom, twobedroom or three bedroom bungalows. There are some basic
components or elements, which are combined together to make what is what is called “curriculum”. So
planning the curriculum therefore, the experts may prefer one model to another and vice versa. In this
unit, three important models will be discussed.

One of the earliest and well-known curriculum experts is Ralph Tyler. According to him , in a planning
curriculum, four basic questions must be answered. The answers to these questions represent a design
or a model for curriculum planning. What educational purpose must the school seek to attain? i.

What educational experiences must be provided to attain these purposes or objectives

The emphasis of this model therefore is the statement of objectives behaviourally so that it may be
measurable. His major contribution to the curriculum planning process is the introduction into
curriculum vocabulary what is now known as Behavioural Objectives.

Wheeler’s Model

He presented his model in his book curriculum process. He seemed to further build upon the work of
Tyler by presenting a model that shows the interrelatedness of each of the elements. Wheeler’s
emphasis is an learning experiences, whereas Tyler’s was on learning outcome. Here, wheeler is
concerned with the learner and the learning environment with which he interacts.

Fig 2 Wheeler’s Cyclic Model of the Curriculum Aims and Selection of aims and
objectives experiences Selection of learning Selection of Content Organisation and
Integration of Learning experience

At the last point of Tyler’s linear mode is evaluation, but evaluation does not end the process in
wheeler’s model. For him, evaluation results are ploughed back into selection of aims and objectives, so
that the areas where the objectives are not achieved are considered in selecting the next set of
objectives.

How would you explain a model of curriculum planning?

Taba’s Model Taba also presented a cyclic model of curriculum planning and added additional
elements. Taba also built upon Tyler’s model. The major contribution of this model is the attempt to
bridge the gap between theory and practice. Determination of what to evaluate and ways and means of
doing it.

Much will be done on this in subsequent visits, towards the end of the entire course. Think of and write
down five different questions, which can be used as a diagnosis of need before formulating curriculum
objectives as in Taba’s model. Daramola suggests certain general principles of curriculum planning which
seen to incorporate all the models already discussed.

What are the general principles of curriculum planning?

When we talk about types of curriculum, the concern is no longer a concern for design but in what ways
curriculum can be classified. The issue of classification came about because scholars usually think of
ways to make things clear in order to avoid confusion. The word curriculum is a concept, it is subject to
various interpretations and definitions. “curriculum”, so this type of curriculum had to be classified.

This is the essence of this segment, and although more will be written about this when we set the unit
an “organization” of the curriculum, yet it is necessary to have an introduction to it at this point.

Two main types of curriculum that are presented here are

This deals with the subject offered in schools. What is done are not specified with detailed or elaborate
procedures as in form curriculum.

[...]

Evaluation is done by the teacher Evaluation is done by everyone including the staff coordinators and
the students. Learning is generally under formal Learning is informal and structured activity
unstructured. 5 learners pick up what is to be learnt informally. Rather students learn unconsciously or
informally, and such learning tends to be more permanent.

Other ways by curriculum is classified exist and this will be further elaborated upon in subsequent
units. These principles are necessary in order to ensure that the curriculum eventually presented is
balanced. I hope you have enjoyed studying the unit. The self-assessment question, I believe, have
helped you to remember what you have learnt in the unit.

That certain general principles are important to follow if a curriculum developer wants to do a
serious/thorough work. Explain the similarities inherent in the classification of curriculum into
formal/informal and programme of studies and programme of activities, studied earlier.

[...]

Educational objectives are descriptions of the ends being sought in educating learners in the society. Let
us look at the following examples from the National Policy of Education Inculcate social norms. They are
clear statements of intentions, but they are general. From “c”, above, specific objectives relating to the
course of instruction that are intended to be used to “inculcate social norms” must be stated.

So, you will by now have seen clearly the differences between general and specific objectives. In the
example, the learners are expected to explain at least two of the characteristics. These three
components of behavioural objectives must be present in statements of specific objectives. They are
similar to objectives, especially general objectives of schooling.

Goals may be interchangeably used with general objectives. In the National Policy on
Education, , educational goals are specified for each level of schooling from pre-primary education to
higher education levels.
Defining the Direction of Educational Development

Objectives serve to distinguish good educational outcomes which children, teachers, parents and the
society are striving to achieve. What the educational programme is trying to achieve. When objectives
are stated from the beginning it makes evaluation accurate so that wrong judgement is not made about
the success or otherwise of the educational programme. Thus, the programme of evaluation, reporting
and promotion in the school should be dependent on the availability of a statement of objectives”, .

If objectives are not stated, evaluation may be faulty or the bases of that evaluation are not
known. Such evaluation reports may not be useful for anyone as there are no bases for it. From the
foregoing, you would have seen that it is important for teachers especially to understand how to state
classroom objectives. You would also have seen that objectives may be stated for an entire education
programme or the end of an exposure to a learning experience within a school year, semester or
term, or within a period of classroom instruction.

General Objectives of Education: the Three Domains of

These three domains are known as Cognitive, Affective and Psychomotor domains of educational
objectives respectively.

Cognitive Domain

Let me explain these, though you will study them in detail at the last module of the entire course under
curriculum evaluation. Knowledge level implies that in developing mental or intellectual learning in a
child/student/teacher, such a learner must first possess the facts. This is the lowest level of
learning. Comprehension Level At this level, the learner does not jus demonstrate, the mental ability to
recall the facts, but also is able to explain by making possible comparisons of the facts with other facts.

Application

This will be done by analyzing the component parts and their percentages. This simply means putting
together the parts of a thing as to form a distinct whole. It involves the ability of the learner to put facts
together, to compose new knowledge etc. The simplest example is in the writing of a composition by a
student. Such a student may be given an outline, but it is his/her duty to put the facts together and
compose meaning from them.

The learner will have to decide here the value of the pieces of ideas he/she has learnt. Some level of
cognitive is involved in development of feelings emotions and attitudes. For example, learners can only
develop what they know or perceive, conceive and think.

[...]

Characterisation by a value or value complex The affective domain was developed by a man called David
Krathwohl. The appropriate way to describe it is “Taxonomy of Educational Objectives in the Affective
Domain”. It involves getting learner to coordinate the hand, eye and ear in such a skillful way as to result
in the performance of certain motor skills.
Perceptual Abilities

The body has a language, the body can speak. Actors learn how to use their bodies to communicate
feelings or other messages. Summary on the Domains of Educational Objectives It has been shown that
educational objectives have three major domains or are classified into three major domains. This had
implication for teaching as well as evaluation.

This will be studied in the unit on curriculum evaluation in some detail.

Levels of Curriculum Planning with Respect to

As was learnt in previous units, curriculum planning is done at many levels depending on the
society. Three main levels are however clearly distinguishable in Nigeria, although there can be more
than three. He is the one who will carefully breakdown broad educational objectives into specific
instructional objectives indicating the behaviours expected of learners at the end of instruction. This
level will be studied further in the last module on curriculum evaluation.

1977 and is being revised every now and then since then.

[...]

In sub-section 6 of Section 1 of the document, it was specified that education in Nigeria has to be geared
towards self-realization, better human relationship, individual and national efficiency, effective
citizenship, national consciousness, national unit as well as towards social, cultural, economic, political
scientific and technological progress. You will see from all these that a Nation does formulate broad
goals which are results of decisions taken by several sub-groups which cut across the various strata of
society. You will also have seen that a nation gives unto herself the kind of education that she thinks will
best meet her society’s as well as the needs of individuals within that society. You will need to buy for
yourself a copy of the National Policy on Education and study it.

In this unit, you would have discovered that stating educational objectives are very important because it
assists educational planners to know the direction of the education of her citizens. You would also have
learnt that educational objectives at the National levels are broad statements of goals and that every
segment of a society are involved in the process of formulating objectives. I believe you have learnt very
useful facts about educational objectives in this unit.

[...]

N.Y. McGraw Hill Book Company Ibrahim, A.I. and Alhassan, S.B. Curriculum Development and
Classroom Instruction.

Psychodynamic factors as sources of Curriculum General Implications of the Piagetian

Theory of Cognitive Development for Education of the Child

You will recall from what you have learnt in previous units that the first step in curriculum panning or
development is the formulation of appropriate objectives. You will also recall from the last unit you
studied, that educational objectives are broad statements of goals or ends being sought after a period of
schooling. Finally, you will also recall that educational objectives can be stated at different levels of
curriculum planning, the last of which is the classroom level. In this unit, you will find answers to the
questions raised.

You will understand how educational objectives are derived in some detail, so relax and enjoy your
study.

By end of this unit you would be able to

An assessment is an evaluation procedure to determine decisions to be taken on any enterprise. An

assessment of needs therefore is an evaluation of what is required in society in educating the learners.

Societal Need/National Philosophy

In previous units, you have learnt the different needs of the Nigerian society across three eras
namely, the pre-colonial, colonial and immediate post-colonial era. However, the needs of society keep
changing. These needs are usually stated as ideologies, value system or a national philosophy. For any
programme to make an impact, it must reflect the values/beliefs or philosophy of nation.

In the National Policy on Education for example, Nigeria’s National philosophy have been expressly
stated. In fact in section 1 subsection 1, it was clearly stated that ‘no policy on education-can be
formulated without first identifying the overall philosophy and goal of the nation’.

A land full of bright opportunities for all citizens

If education is a major tool for achieving, this, then educational objectives need to be formulated to
achieve the overall philosophy of the Nigerian nation. Nigeria’s national philosophy of course could not
have been formulated in a vacuum, but as a result of certain economic, social and political background
experiences of the Nigerian nation. It is because of these important needs in every society that has
prompted some experts to advocate that curriculum should be society-oriented. Thus, the educational
objectives of the Nigerian nation are directly related to the needs of Nigerian society.

In the previous unit you would remember that the objectives of Nigeria’s education were
presented. Consideration for the learner’s needs and dispositions are very crucial in selecting curriculum
objectives. A survey of the learners’ needs can be carried out through a study of the past learning
situations and examination results. Suggesting what materials will best enhance effective leaning.

Taking the learners into consideration before formulating curriculum objectives is the view of
“progressives” or people who advanced progressive ideas on education.

Input from Academic Specialist

Carry out the evaluation of student performance which are useful in formulating future curriculum
objectives. Thus, teachers as subject-matter specialists are expected to put in their best because of the
belief that it is through the subjectmatter that society can effect philosophical and psychological
changes in the learner. This is the view of ‘Essentials’, a school of thought in education is to inculcate
discipline of the mind. In formulating educational objectives, therefore, such philosophical though or
views need to be considered.
Such resources include input form parent, input from certain vocational groups, and suing field trips as
important aids to learning. In the National Policy on Education, , part of the objectives and policy
statement on secondary education, include the fact that the ‘junior secondary school shall be planed as
neighborhood schools’. In section 4 sub-section 20d, it is also stated that secondary education shall
‘develop and promote Nigerian languages, art and culture in the context of the world’s cultural
heritage’. Certainly community input in formulating educational objectives cannot be overemphasized in
fulfilling these general national objectives of education at community level.

He maintained that these have values in our society. It is from the community that these cultural ways
of life can be sourced and so the community values, especially those ones that are in line with standard
world moral codes, should be made part of the educational objectives at even national levels. List some
of the ways in which society’s needs and interest are important in formulating curriculum objectives.

Psychodynamic objectives factors as sources curriculum

Educational Psychologists have made significant contributions through their studies, into the factors
which influence learning. An English educational philosopher known as John Locke stimulated
investigation into how children learn. He posited that the human mind is a tabula rasa that merely
registers what come into it from both experience and its own workings as it deals with material
sensation. In other words, this great philosopher believed that every child is born into the world with a
mind blank as a white sheet of paper and merely ‘register impressions that come to it from the outside
world through sensory receptors’, .

This idea was interpreted to mean that the child is in no position to contribute to his own education and
therefore he is a passive agent. Modern psychology has broadened and modified perspectives on how
children learn. For example, the principle of biological inheritance and Intelligent Quotients can set a
limit to how much a child can learn. Another issue is the issue of readiness, maturation and learning.

Here the age of the learner has considerable influence on what or how much be can learn. Again until a
child’s cognitive development reaches a certain point which corresponds with certain ages, the child
may not be able to learn certain materials. Thus, before selecting curriculum objectives, all these factors
must be taken into consideration, especially because of the realization that the objectives much be
realizable or attainable to be regarded as good curriculum objectives. Jean Piaget, a renowned
educational psychologist, propounded a theory of cognitive development which supports the view that
educational or curriculum objectives trust be formulated with due consideration for the age of the
learner, if the objectives must be attainable.

1st Stage

At this stage, they cannot learn any ideas, so it is wasteful and indeed useless to design a curriculum
with objectives for any serious cognitive learning.

2nd Stage

Pre-operational Stage At this stage the child has developed further than merely responding to his
environment by reflex. He could understand better shapes and sizes, but he could not grasp such
important concept as conservation or reversibility yet. At this stage, the child is still not capable of
learning ideas.
3rd Stage

Concrete Operations Children at this stage can grasp and apply basic concepts but only when they have
concrete materials to work with. At this stage children can describe rather than explain what they see or
what operate in their environment.

Formal Operation

At this state, the child is capable of understanding ideas. They can begin to do logical things and can
work with abstract symbols. Although the child’s thinking may not be as deep as the adults, it begins to
resemble it. So, from this stage, curriculum objectives that would task children’s logical thinking can
begin to be formulated.

General Implication of the Piagetian Theory of Cognitive development for Education the
child

Children’s ages must be considered when selecting curriculum objectives. Objectives are intended but
attainable learning outcomes. In selecting instructional materials, which again are guided by curriculum
objectives, the level of cognitive development as already presented by the Piaget is an important
consideration. Children at the concrete stage of cognitive development, for example, would learn better
using appropriate concrete learning materials.

Now, note that the counters are the instructional materials and they have been built into the statement
of objectives. Suppose an objective such as the next one below is stated. “By the end of the lesson the
pupil would be able to subtract 19 from 26”.

What do you think is wrong with this statement of objectives in a primary one
mathematics class?

There is need to give individuals work to be done according to their level and capacity.

[...]

Explain the general implication of this theory to curriculum planning, especially in formulating
objectives. Selecting curriculum objectives, as can be seen from what you have studied so far, involves
efforts. Curriculum planners do not just sit down, and out of the figment of their imaginations, begin to
draw statements of objectives. The effort put into selecting appropriate objectives is therefore
necessary because it is what guides the selection of appropriate learning content and materials as will
be seen in subsequent units.

That curriculum objective would be meaningless, irrelevant and useless if it does not take cognizance of
these inputs.

[...]

In this unit, our focus is on classroom level objectives and it shall be discussed in some detail. First of
all, you will realize that the most important curriculum expert at classroom level is the classroom
teacher. He is the last “bus-stop” so to say, in curriculum implementation. You will therefore agree with
me that his role is very important in making a success of the efforts of Curriculum Planners.

So, in this unit, focus shall be on the teacher and his function is selecting curriculum objectives at
classroom level. As usual, I suggest that you prepare yourself very well for another interesting study.

[...]

Act as loco parent for the learners in order to earn their respect as he shows concern for their
wellbeing. Onwuka listed a few propositions which should constitute these personal
characteristics. They are listed as a set of do and don’ts, with the part as the do’s and the as the
don’ts. A teacher should get to his class properly dressedmodestly, simply yet comfortably.

A teacher should always be kind, considerate and reassuring in his dealings with his pupils. At the same
time, he must be firm, direct and to the point in discipline. A teacher should not be an
authoritarian. Consequently, the wholesome relationship which is a condition for effective teaching
becomes unattainable.

Moreover, pupils handled by such teachers tend to be difficult. So, the sum of these do’s and don’ts
prescribed by Onwuka is that teachers must develop correct attitudes towards the pupils they
teach. So, to keep his job and profession intact, the teacher must also recognize the invaluable position
of the learners towards making them the professionals they are.

Write down what you consider as your won personal behavioural dispositions that are
likely to enhance your attitude as an effective

The Teacher needs to clearly spell out what learning outcomes he expects from the learners. In doing
this, however, he would need to take certain things into considerations. So, just as the curriculum
planners at national or community level conduct needs assessment, the teacher must do the same at
classroom level. The preparations for teaching, say a 40 minutes lesson may take a lot more time than
the time of actual classroom interaction.

A successful lesson must be adequately prepared for.

Learner’s Entry Behaviour

No house can be built from the roof.

A great philosopher of the 18th century known as Johann Friedrich

“By the end of the lesson, the learners should be able to distinguish the different parts of a
computer, and state the function of each part”. Such an objective as this one would be difficult to
attain. At best, the learners would only memorize the parts but may never be able to distinguish the
different parts in reality. So, it is important that new learning based upon previous knowledge and this
must be considered in stating objectives at this classroom level.

Selection Of Objectives Based On New Knowledge It is important to be current. What the teacher knows
is important as no one can give what he does not have. Currently in Nigeria, this task seems to be
simplified for primary and secondary school teachers as new textbooks are produced to replace the old
ones. Selection of Objectives at Classroom Level Based on School Philosophy Onyike argues for taking
into consideration the philosophy of Education of a School in selecting objectives at classroom level.

Selecting Objectives at Classroom Level Based on Practical

Emphasis, especially in Nigeria currently, seems to be on what recipients of education can do. These
must be regarded as very important considerations in selecting objectives at classroom level.

How To State Objectives At Classroom Level

You will recall that this segment was briefly considered in a previous unit. Here, however, we would look
into some essential points which would make you able to write classroom level objectives very
correctly. As it has been said earlier, in this unit, the teacher is the most important personnel who write
statement of objectives. They are the objectives he writes for any given lesson.

Let us consider some examples based on types of learning desired, i.e. .

Statement of lesson objective at affective domain

demonstrate by walking around the classroom with it, how beautiful the dresses are.

[...]

demonstrate how beautiful the dresses are by walking around with them.

Functions Of Objectives at Classroom Level

What is learnt in a lesson where objectives are clearly stated is more likely to be permanent. You would
have observed that you have studied a very important aspect of curriculum development and practice in
this unit. Stating objectives at classroom level serve very useful pedagogical purposes.

What are the important criteria a teacher must consider before selecting a lesson’s
objective?

Explain why you think objectives should be stated at the three domains of educational objectives.

REFERENCES AND FURTHER READINGS

The task of selecting content however requires deep knowledge of various available options. Studying
units after units, by now, you would have discovered the pleasure of being involved in molding and
shaping lives through learning the various steps I curriculum development. This current step, selection of
learning experiences, is another study you will find interesting.

Curriculum, Learning Experiences OR Education among various

You had learnt in previous units that learning experiences embrace all the educational programmes
provided for learners under the auspices of the school. However, in this unit, it is important to further
elaborate on the terms especially as they will now be studied in some more detail than was done
earlier. First of all, these terminologies have been interchangeably used in this course so far. These
terminologies are “curriculum”, “learning experiences”, and “educational programmes”.

You may probably wonder why we do simple use such words as “school subjects”
e.g. history, mathematics, and geography instead of “learning experiences”, “curriculum” or
“educational programmes”. Now, the reasons are not far fetched. What is learnt in school is a total
package of experiences which go beyond school subjects. It was a curriculum expert name who first
suggested the word “educational programme” for use in place of “curriculum” because of the narrow
conception of curriculum as “school subjects”.

In other words, “curriculum” does not consist of school subjects alone. It is wider in conception than
school subjects and so a much better nomenclature for it, according to Oliver, should be “educational
programmes”. Physical Educational programmes or curriculum are therefore terminologies that are
interchangeably used to refer to the same thing, namely what goes on in schools in educating the
learners.

The Three Educational Programmes

Because knowledge is not static, it does not consist of past human knowledge alone but current ones
being brought to light through research. In the National Policy on Education, various subjects were
included for teaching in order to achieve the Educational goals specified in the policy document.

[...]

Arabic Study the National Policy on Education very well and try to relate the subjects in each of the
three categories to the objectives specified for the JSS level in the Policy Document. It has already been
said in previous units that the programme of activities is also a learning experience. Emeruwa defined it
as “a programme which embraces all the activities capable of enhancing the academic experiences of
students”. This programme is designed as a concomitant to the intellectual knowledge acquired in the
classroom.

It is designed to enable learners see the practical applicability of what is learnt in the classroom
situation. Every school is expected to include this programme as part of the formal daily activities of the
school. As a matter of fact, when learners are guided into embarking on projects e.g. In the school
setting, there is no limit to the number and variety of activities that can be included in a programme of
studies. In the National Policy on Education, Section 9, Guidance and Counselling is prescribed as part of
the Teacher Education programme so that teachers might learn rudiments of guidance, and use such
knowledge to assist their students.

Counselors must be provided in private schools. It involves a person-to-person interaction based on

verbal and non-verbal communication between the Counsellor and the counselee. These concerns, may
be in the area of academic , vocational or personal areas. Counsellors help students in school to develop
a wholesome personality in accordance with societal expectations.

In section 9 of the National Policy on Education, it is specifically mentioned that school counselors are
expected to help students who may be maladjusted in behaviours. According to Oliver, a programme of
guidance is better than a programme of studies , and a programme of activities because it cuts across
the time barriers. of an individual, as well as the present because the present is when the problem or
crises occur, though it may have its roots in the past. It then looks into the future so as to assist the
students to become increasingly able to face his own problems and to make his own decisions.

This indeed is true.

They are

There are many other competencies and skills used by the professional counselor to assist students, but
these are out of the scope of the present study.

Vocational Guidance

This is a service in which students are assisted to select vocations or careers which are appropriate with
respect to their individual personal characteristics and interests. This is done professionally through the
use of various psychological tests, and through personal counselling with School Counsellor. There are
many other competencies and skills used by the professional counselor or assist students, but these are
out of the scope of the present study. It tends to enable students recognize their own
potentialities, abilities and limitations so that they may be consciously aware of the implications of their
present decisions and actions on their future lives.

Again, as it has been said before, it is a professional area, details of which are outside the scope of the
present study. List the three educational programmes of the school and show how each one is related to
the other. You would have seen from the study of this unit that it is essential to clarify some
terminologies that are crucial to selection of learning content. One most have a deep knowledge first of
what he is to teach others, before going on to select curriculum content.

[...]

Programme of guidance is singled out as one that tends to integrate all that is due in the school system
to educate learners.

[...]

This is what has been done in the last unit. Having to select appropriate learning
experiences, however, involve some effort as important criteria normally guide the selection.

Basically therefore, this unit is trying to answer the following questions

Once again, relax to enjoy your study. In the last unit, you have learnt that all schools learning rests on
three legs namely programme of studies, programme of activities and programme of
guidance. However, the programme of studies or content that are taught definitely emanates from
somewhere. The answer is not far-fetched.

Educational philosophers had taught that schools transmit knowledge and the cultural heritage of the
society for the purpose of survival and continuity of the society. Educational philosophers during the
ancient Greek period left with the modern world a legacy of knowledge in logic, mathematics
Arts, Music and Poetry etc. Today there is vast array of subject-matter to be taught in schools. Research
is still continuing such that new knowledge will continue to be transmitted for as long as the earth
exists. Several decades ago, computer education was not part of the subjects taught in Nigerian
schools, but now, it is clearly specified in the curriculum of even the Junior Secondary School by the
Federal Government in the National Policy on Education.

So, schools teach past and present knowledge – transmitting this to the young ones in order to preserve
the society, protect its norms and its cultural heritage. Schools employ a variety of activities, and expose
students to a variety of experiences to foster the integration of the individual with the society. Various
subjects to be taught in schools have been outlined in the document, as you can see in your previous
study units. In this segment, the emphasis is not on subjects that have already been specified as we have
it in the National Policy on Education.

The emphasis is on what should be the contents or course outline or topics that are contained in each of
these subject areas. They merely specify what to be taught as minimum standards expected for that
level of education. While they act mainly as quality control organisations to ensure uniform standards at
that level of education.

Expert Opinion

Updating one’s knowledge as a classroom teacher is necessary for successful teaching. From time to
time, experts may be assembled to present seminar papers on various topics. Attendance at such
seminars provides an opportunity to update knowledge of content, so as to keep abreast of what is
happening in the field. Many educative programmes are sometimes presented on this media.

Also, sometimes, experts are invited to speak on some specific knowledge area that can be of great
usefulness to teachers in content selection. Authority NTA and the Federal Radio Corporation of Nigeria
are recognised for featuring many educative programmes in their networks. List some subject
Associations you know and explain how they can be possible good sources of curriculum content in
schools. Criteria for Selecting Appropriate Curriculum Content Selecting curriculum content is an
important exercise.

It cannot be done haphazardly. There are many topics/areas to choose from. Other things that must be
taken into consideration is the abilities of the prospective learners, the availability of appropriate
learning facilities and the competence of the curriculum implementers. However, in addition to the
basic criteria already enumerated, selection of appropriate learning content is dependent upon the
following established principles.

Findings from the field of psychology have shown that unless a significant change in behaviour of a
learner takes place as a result of exposure to some learning experiences, learning can not be said to
have occurred. Thus, the principle of validity may be explained as the ability of a learning experience to
bring about the desired change in the learner. So, there must be a corresponding relationship between
the learning experiences provided and the learning objectives stated. A curriculum is designed to
provide opportunities for learners to acquire different skills in all the three domains of education
objectives.

Learning must take place in all three areas. Every topic taught, must be taught with a plan that includes
the achievement of the three domains of education objectives. The Principle of Suitability The learning
experiences provided must be suitable for the age and present level of experience of the learners. That
is to say that the teacher should begin at the point where the learner is at the moment.

Since the acquisition of skill is cumulative, the learning of a skill in one are helps the learner to move on
to other areas. Thus, conscious attempts must be made by the curriculum implementer to ensure that
learning experiences selected are cumulative. This is a positive learning outcome.

Other Important Criteria for Selecting Subject Matter

As you have seen in subsection 3:0 of this unit, most of what is taught in Nigerian secondary schools are
prescribed by examination bodies such as WAEC/NECO/JAMB. However, the selection of content or
subject matter to be taught by these bodies could not have been done anyhow. Some important criteria
guided the selection. These criteria will be examined briefly in this segment.

Again validity comes as the most important criterion for selecting subject matter here. Of course the
answer is not far-fetched. Any content or subject matter must be chosen because it relates to the
achievement of educational goals specified by the society. Another aspect of validity is authenticity of
the subject matter.

The question that makes this criterion clear is “Is the content useful”

If the learner feels that the content will genuinely solve his problems or help to fulfill his plan, he would
certainly be interested in the subject. A student who wants to become a medical doctor would naturally
want to study Human Biology among others. The criterion of interest, sometimes, may be transitory in
nature, as students’ interest sometimes changes. That is why this criterion needs to go along with some
others.

However, it is still an important criterion to take into consideration in content selection. Learnability This
criterion stresses the inherent characteristic of the subject matter to be learnable. By now, you would
have already learnt that schools exist to fulfill the purposes of education as specified by a nation, or
community. So, after educational objectives are specified, the appropriate curriculum to bring about the
achievement of the objectives must be selected.

What we have seen from the study of this chapter is that the curriculum cannot be haphazardly
chosen. It must follow certain criteria which have already been enunciated in this unit. I hope you will
find the study interesting.

[...]

Now, after selecting the learning experiences, it is also important to have them properly organised in
such a way as to facilitate the achievement of the objectives. So, in this unit, you will be exposed to the
way learning experiences are organised in order to facilitate the achievement of the objective. As
usual, I urge you to relax as you enjoy your study. Organize the curriculum of your school following the
two major ways of organising the curriculum.

A further step towards achieving desired educational goals is to properly organize the curriculum that
has been selected. This is vertical relationship, and a method of organising curriculum. The second
method of organising curriculum is called horizontal relationship. This is relationship among different
subjects, programmes or courses and between the content and delivery methods in such a way that the
learner can see the link between the school learning and the community, the home or community
realities.

Attempt to draw up a scheme of work in your subject area, for the first

Terms of each of the first and second years of Junior Secondary School, following the vertical and
horizontal relationship in organising the content. The two major ways of organising curriculum have
been discussed in the last sub-section of this unit. Each of them will be explained in some detail below. It
refers to the practice of arranging both the content and material into a kind of order of succession.

In other words, as in “continuity”, the curriculum material is repeated again and again, but this time, at
higher levels of difficulty and complexity than previous ones. This facilitates more mature
learning. Sequence, as a criteria, is therefore, important because not only is there continuity in what is
being learnt, but there is also a progression that makes the learner acquire higher levels of
competence. The emphasis of sequence therefore, is not on continuity but on higher levels of treatment
of the successive learning experiences.

As learners progress in age and years of schooling, they need to learn the content of the curriculum in a
sequential order or progressive manner which matches the age and years of schooling. Thus, both
continuity and sequence are important in achieving educational goals which are overall statements of
the type of individuals the school system is expected to turn out.

Issues Emanating from Curriculum Integration

Experts have agreed about the limits and possibilities arising from the criterion on integration in
curriculum organisation. Those who propose curriculum integration have argued that it contrasts with
the compartmentalization of knowledge, which is a feature of the traditional syllabus. They say that
division of knowledge into distinct subject areas is artificial, and does act agree with the natural method
of inquiry, which tends to see the unity in reality. However, a third school of thought, moderated two
extremes and suggested that some subject areas can indeed be integrated, while some cannot.

Physical , Chemical and Biological concepts into a whole now called Integrated
Science. Similarly, History, Geography, Civics, Economics and Citizenship Education are now integrated
as Social Studies and studied at the Junior Secondary School level. However, it is not possible nor will it
serve any useful purpose to continue to study different subject areas as integrated disciplines at higher
levels of education. Thus, there is still an argument therefore in favour of advocate of single subject
disciplines.

So, as a result of these issues in curriculum organisation, three patterns of the curriculum has
emerged, namely the Subject or Discipline centered curriculum, the Broad fields curriculum and the
Core Curriculum. Now, go to the next sub-unit to find out about these three emerging patterns of the
curriculum, which has come about as a result of issues generated by the criteria of integration in
curriculum organisation.

Emergent Patterns of the Curriculum Due to Subject or Disciplines-Centered Curriculum

This is the traditionalist view of curriculum, in which disciplines are identified and compartmentalized
into subject areas such as History, Geography, Mathematics, Economics, Biology, Physics, Chemistry and
so on. When, subjects are seen this way, the proponents of the Broad fields curriculum say that they
have better life applications than the single subject advocates. Generally, the care curriculum can be
seen as a kind of general education to stimulate young people into ways of inquiry that can be of benefit
to them as members of a community or society. “problems of growing up”, “role of youth in the society”
or to explain the problems of living in the contemporary society to the young learners.

Having a greater period of time for class activities. Cuts across subject matter lines. Attempts to make
what is learnt relevant to a child’s life. The Main Advantages are It does not offer significant and
systematic knowledge.

Teachers are not sufficiently prepared for it. Time is not always enough on the School Time
Table. Having gone through this unit I believe that you have learnt what it means to organize the
curriculum. However, in order to assist you as you try to recall what you have learnt, here is a unit
summary.

CONCEPT, MEANINGS & TYPES OF

This module is concerned with evaluation. It is an important, concluding module because evaluation
determines whether the objectives have been achieved or not. It must be properly done. Identify the
general steps to follow in evaluation.

Looking back at the history of human culture, it is not difficult to see that human being have evolved a
culture of judgment. Simply put, one may say that evaluation in education is “a process of appraising
educational progra.
FBQ1: Programme of ____, is a programme of care for the wellbeing of the learner.
Answer: Guidance

FBQ2: Programme of activities includes getting students to join various ____and societies in the schools
Answer: Clubs

FBQ3: Programme of ______, these are planned and organized out-of classroom teaching activities
Answer: Activities

FBQ4: Programme of ______, these are the subjects which must be taught in schools such as History,
Geography, Economics and Physics.
Answer: Studies

FBQ5: This programme which the schools must follow or use has been carefully divided into ____
Answer: Three

FBQ6: There is a programme which schools must run in order to properly ______ the citizens.
Answer: Educate

FBQ7: What the school teaches must be ______ planned and arranged in a particular way to bring about
the desired outcome of changing the citizen’s behaviour.
Answer: Deliberately
FBQ8: _______ is a “deliberate, systematic and planned attempt undertaken by the school to modify or
change the behaviour of the citizens of a particular society”.
Answer: Curriculum

FBQ9: There is also a principle that what is ______ should be taught first before teaching complex
material.
Answer: Simple

FBQ10: There is a principle which says that what is ___ should be taught first before proceeding to what
is not known.
Answer: Known

FBQ11: ______ is “an organized set of formal educational or training intentions”.

Answer: Curriculum

FBQ12: _____ is a “structured series of learning outcomes”.

Answer: Curriculum

FBQ13: Curriculum is a ____ of study, which contains a body of subject matter approved for teaching by
society in schools.
Answer: Course

FBQ14: The word “curriculum” comes from the Latin word “_____”, which means to run or to run a
course
Answer: Currere

FBQ15: Vocational Guidance is a service in which students are assisted to select ____ which are
appropriate with respect to their individual interest.
Answer: Vocations

FBQ16: Sensor Motor Stage (0-2 years) Piaget postulated that a child at this stage of life relies more on
____ physical senses.
Answer: FIVE

FBQ17: Before a child can learn appropriately, he must adequately develop _____ and mentally.
Answer: Physically

FBQ18: The major contribution of Taba (1962), model is the attempt to bridge the gap between _____
and practice.
Answer: Theory

FBQ19: Wheeler’s model consists of five steps, instead of _______ proposed by Tyler:
Answer: Four

FBQ20: Wheeler’s emphasis was on learning _______

Answer: Experience

FBQ21: Tyler’s emphasis was on learning _______

Answer: Outcome

FBQ22: One of the earliest and well-known curriculum experts is Ralph______

Answer: Tyler

FBQ23: The 1969 Curriculum Conference, led to the publication of a National Policy on Education in
_______
Answer: 1977

FBQ24: In Nigeria, the research findings are usually incorporated into the ______in the schools.
Answer: Curriculum

FBQ25: Educationists and scholars conduct _______ in education and their findings influence curriculum
development to a great extent.
Answer: Research

FBQ26: Studying the history of curriculum development is important as it help curriculum ______ to
make appropriate changes as the need arises.
Answer: Planners

FBQ27: Curriculum development during the pre-colonial era depended largely on the needs of the
different communities and there were no _____ objectives.
Answer: Uniform

FBQ28: The major reason for unemployment in Nigeria could be traced to the kind of education offered
before the introduction of the _______ system in 1977.
Answer: 6-3-3-4

FBQ29: Currently, there is a vision 2010, conceived in all sincerity by the Nigerian Government (FGN,
1997) with the ______ major objectives:
Answer: Four

FBQ30: After the 1981-1985 Development Plan, another Government came and changed the
nomenclature of Development plans, to a “_______ Plan”
Answer: Rolling

FBQ31: The second National Development plan (1970-1974) was published with ____ principal National
Objectives upon which the education, and the curriculum rested.
Answer: Five

FBQ32: The totality of the learning experience in schools is what is called _______
Answer: Curriculum

FBQ33: Members of the society do come together to take _____ on what schools teach to the learners.
Answer: Charge

FBQ34: The Phelps Stoke’s Commission came out with a blueprint stressing the need to make _____
relevant to the needs of the society.
Answer: Education

FBQ35: Schools exist in society for the main purpose of transmitting ______ of the society to her
learners
Answer: Knowledge

MCQ1: There can be no ____ if there is no curriculum.

Answer: School

MCQ2: A major objective of Nigerian Education as contained in the National Policy of Education is to
build a self-reliant ________
Answer: Nation

MCQ3: Schools provide _________, as well as training in character and the virtues which society holds
dear.
Answer: manners

MCQ4: Studying the history of curriculum development can assist planners to produce new ______
Answer: Materials

MCQ5: Traditional or indigenous education (i.e. the educational system in operation before the advent
of Europeans) had no ______ curriculum.
Answer: Written

MCQ6: During the pre-colonial era, appropriate curricula development depended largely on the _____
of the different communities
Answer: Needs

MCQ7: Songs and music usually accompany the stories and help to fulfil the _______Components of the
educational objectives.
Answer: Affective

MCQ8: Moral training was given both at home (by the parents) as well as other adult members of the
family and ________
Answer: Community

MCQ9: The school is therefore both an agent of stability and _______ in society.
Answer: Change

MCQ10: The informal methods included word of _____ instruction, story-telling and dramatizations.
Answer: Mouth

MCQ11: During the pre-_____ period, learning was not structured. There were no classrooms and
designated professionally trained teachers as we have today.
Answer: Colonial

MCQ12: Different societies/communities ______ to the younger generation, what was best for them to
become an integrated citizenry
Answer: Transmit

MCQ13: The educated citizenry produced by _____ are expected to go back to the society and
contribute to its growth and development.
Answer: School

MCQ14: In ___ Lagos colony was ceded to the British.

Answer: 1861

MCQ15: In 1914, the Northern and the Southern Protectorates were merged and administered as one
entity by the _____ government.
Answer: British

MCQ16: During the colonial period, the Christian missionaries identified very early that _____ would be
essential and indispensable.
Answer: Schools

MCQ17: ______ and society should both be involved in the curriculum planning process.
Answer: School

MCQ18: The curriculum consisted mainly of reading and ______

Answer: Writing

MCQ19: _______ was introduced into the curriculum to ease the problems of calculation and trade.
Answer: Arithmetic

MCQ20: By ____, the Phelps Stoke’s Commission was set up precisely in 1920 to critically examine the
process of education in Africa.
Answer: 1920

MCQ21: An expert in curriculum called ______ (1949) suggested four fundamental questions which
must be answered about the nature of curriculum in schools:
Answer: Tyler

MCQ22: Nigeria became an independent country on October 1___, and a full Republic in 1963.
Answer: 1960

MCQ23: Curriculum development is therefore not static, but ______ in nature

Answer: Dynamic

MCQ24: _______ is the totality of the learning experiences organized for students (learners) under the
auspices of the school.
Answer: Curriculum

MCQ25: National Policy on Education first published in 1977, and being revised from time to time,
brought about the ______ system
Answer: 6-3-3-4
MCQ26: History is the recording of ______ events that happen in a community, or nation
Answer: Past

MCQ27: During the colonial period the subjects taught only encouraged ____ learning and did not
emphasize science subjects;
Answer: Rote

MCQ28: There was clamouring for change in post-colonial era, this resulted in the invitation of experts
from ______ University (USA)
Answer: Harvard

MCQ29: _____ tries to present the events recorded concerning people and places in their unbiased form
Answer: Historians

MCQ30: The inherited ______ from the colonial masters was found to be deficient
Answer: Curriculum

MCQ31: Sokoto caliphate had an educational system which met the needs of the ______ life style of the
cattle rearers,
Answer: Nomadic

MCQ32: The South had as the cornerstone of their education, the development of good character and
teaching of ___
Answer: 3Rs

MCQ33: During the pre-colonial era, appropriate curricular development depended largely on the needs
of the different _______
Answer: Communities

MCQ34: A major objective of Nigerian Education as contained in the National Policy of Education is to
build a self- ____ nation
Answer: Reliant

MCQ35: History of curriculum development in Nigeria helps curriculum planners to see what type of
________ the society had in the past and the purpose it served then.
Answer: Planners