THE UNIVERSITY OF GOROKA

SCHOOL OF EDUCATION
Division of Curriculum Studies and Special & Inclusive Education

COURSE TITLE: Introduction to Curriculum Theory & Practice

COURSE CODE: ECS 511, 211,418
CREDIT POINTS: 15 Credit Points
COURSE LECTURER: Mr Edward T Mandawe
(To be assisted by Dr John Wanis, Mr Joe Kuman, Mrs Nancy
Maxsil, Mr Pes Wilson, Ms Clara Brawa), Mrs Donna Mailil
PRE-REQUISITES: NIL
CONTACT HOURS Two hours Lecture and One hour Tutorial

1: COURSE DESCRIPTION

This course provides students with foundation knowledge in curriculum theory and practice
through critical examinations of curriculum concepts, perspectives, theories, designs and
practices that underpin curriculum as a field of study. Students will have the opportunity to
develop a definition of curriculum theory and practice that reflects their own personal philosophy
of education.

Various curriculum development models will be explored, so students can compare models to
their own personal philosophies of education. The course lays the pedagogical and
epistemological foundations to enable students to confidently and meaningfully deal with
specialized curriculum work such as design, development, research, and evaluation. The course
will also spend some time looking at theories relating to Outcomes-Based Curriculum (OBC)
and the current Standard Based Curriculum (SBC) and practices in schools in Papua New
Guinea.

2: LEARNING OUTCOMES

Up on completion of this course the students will be able to:

1. Conceptualize Curriculum Theory and Curriculum Practice and other related terms and
concepts used in the course.
2. Examine varying perspectives, theories and practices that underpin curriculum as a field
of study.
3. Examine theories and philosophies that associate with the Outcomes Based Curriculum
and the Standard Based Curriculum and relate this to the current practices of PNG and
other pacific Island countries.
4. Evaluate the curriculum practices and changes in PNG in comparison to abroad practices,
draw distinctions between those and identify best practices for PNG.

ECS 511,221,418 Introduction to Curriculum Theory and Practice Semester 2 2023

 3: CONTENT

The following are some of the many areas that we intend to cover in this semester.

Week Units to be Covered per week
1 Introduction
Staff & students familiarization
Course Outline and expectations
Unit 1: The Meaning and
Definitions of Curriculum
2 Unit 2: Types of Curriculum
3 Unit 3: Foundations of Curriculum
4 Unit 4: Curriculum Theory and
Practice
5 Unit 5: Curriculum Process Models
and Practices in PNG
6 Unit 6: The Saber-tooth Curriculum
7 Unit 7: The Introduction of
Curriculum from the West and
Curriculum Practices in PNG
8 Unit 8: Educational Reforms and
Curriculum Practices in PNG
9 Unit 9: Standard Based Education
and Curriculum in PNG
10 Unit 10: Standards Based Education
and Curriculum in PNG
10 Unit 10: Curriculum Evaluation
11 Study Break
Tutorials Activities and Discussion Points Assessment References
Schedule
Discuss assessment strategies and H/book & PP
Identify course handbooks, materials and resources. Sort
out tutorial groups. Identify the different meanings of
curriculum.
Name and describe the different types of curriculum. Introduction H/book & PP
of Task 1
Identify and describe the different foundations and H/book &
believes engaged in curriculum development. PP
Define and distinct curriculum theory and curriculum H/book & PP
practice.
Define model, algorithm, compare curriculum models, Task 1 due H/book & PP
and classify them into Classical, Interactive, and for marking.
Dynamic curriculum development models.
Review the story of Saber-tooth curriculum. Critically Formative H/book &
analyze the practice of Saber-tooth curriculum and relate Test 1 PP
the practice to PNG’s curriculum practice.
List the different agents that introduced education to H/book &
PNG and specify their rationales and philosophies. PP
Do comparative discussions on the various education H/book & PP
systems and curriculum, the reasons & types of reforms.
Examine the philosophy and principles of SBE, purpose H/book & PP
and focus of SBE in PNG and define SBE & SBC
Define key terms/concepts used for SBE/SBC and relate
those to the terms/concepts used for OBE/OBC. Examine
the assessment practice for SBE/SBC.
Define curriculum evaluation, types of evaluation and H/book & PP
purposes and some common steps of evaluation

`12 Exam Week Formative

Test 2

ECS 511,221,418 Introduction to Curriculum Theory and Practice Semester 2 2023

4: TEACHING AND LEARNING STRATEGIES

There is one hour of lecture and one hour of tutorials per week. The teaching and learning
strategies may include; power point presentations, lectures, tutorials, class handouts, individual
readings, structured and group discussions, personal reflection, seminar presentations, sharing
experiences, group work and practical sessions.

5: ASSESSMENT

There are three different assessable tasks for the assessment of this course. They include; an
essay and two formative tests. Marking rubrics and other details of the project will be made
known in due course.

5.1: Assessment Task 1

Type: Essay
Topic: Topics varied for different programs (Refer to Task Descriptions)
Weight: 30%
Length: 3500 – 4500 words (4 – 5 pages).
Given Date: Week 2
Due date: Week 5

5.2: Assessment Task 2:

Type: Formative Test 1

Topic: Units 1-5
Weight: 35%
Due Date: Week 6

Test Specification

TYPOLOGY Knowledge Comprehension Application Higher Total

Order
Multiple 10 5 15
Choice
Short 4 2 2 2 10
Answers
Extended 4 2 2 2 10
Response
TOTAL 18 8 7 7 35

Note! This specification is only a guide, it may change if need be.

ECS 511,221,418 Introduction to Curriculum Theory and Practice Semester 2 2023

5.3: Assessment Task 3:

Type: Formative Test 2

Topic: Units 6 - 10
Weight: 35%
Due date: Exam Week

Test Specification

TYPOLOGY Knowledge Comprehension Application Higher Total

Order
Multiple 10 5 15
Choice
Short 4 2 2 2 10
Answers
Extended 4 2 2 2 10
Response
TOTAL 18 8 7 7 35

Note! This specification is only a guide, it may change if need be.

6: GENERAL GUIDELINES

6.1: Due Date for Submission of Assessment Tasks:

Assessable tasks must be completed and submitted well before due dates. However, a leniency
period of one week is extended for lazy and slow workers and also for those that cannot submit
on due dates for genuine reasons. For slow and lazy workers a penalty of 1 mark will be
deducted for every working day late which is not applicable to the latter category.

NO ASSESSMENT TASKS WILL BE ACCEPTED AFTER THE PERIOD OF LATE

SUBMISSION.

6.2: Quality of Assessment Tasks and Activities:

Every assessable task submitted for marking must be of high quality. The standard of work
should display evidence of wide research and critical discussion. Literature information should
be comprehensively articulated.

All written piece of work for assessment should be typed in Times New Roman with Font Size
12, space of 1.15 and the pages must be numbered at the bottom in Arabic. There should be
equal space margins on the left and right and the texts should be justified for neatness on the
right margin. They must have a cover sheet that includes the student name and ID#, course code
and title, the title of the task and the lecturer and tutor’s name. The number of pages and
wordings should as well meet the requirement. All papers submitted for marking should be
entirely free from any fancy styles of fonts or anything else to that effect.

ECS 511,221,418 Introduction to Curriculum Theory and Practice Semester 2 2023

6.3: Plagiarism:

Plagiarism is an academic crime. As stipulated in Section 2.13 of the University of Goroka

Academic Rules and Regulations Handbook 2007(edited 2022) it is not tolerable. Any students
caught against this act are severely penalized. Students can either be excluded or terminated from
studies when caught.

6.4: Professionalism

The University of Goroka is a Teacher Training Institution and particularly in the School of
Education we groom students to become a teacher material. A teacher is a learned person who is
considered to have processed high moral standards. One key element that would display our
moral standing is through professionalism. Professionalism refers to once behavior and attitude
in a given profession. In teaching profession some key attributes that you can show as a
prospective teacher is through: Attendance and Punctuality, Dressing, Mannerism and
participation and Contribution in class. You are expected to demonstrate very high standard of
professionalism in the above listed areas.

7: EVALUATION STRATEGIES

Students evaluate the course through course evaluation form at the end of the semester.

8: SELECTED KEY REFERENCES

Berna Aslan & Gulsa Koskun Yagar (2021) Curriculum Theory, A review study. International
Journal of Curriculum and Instructional Studies 11(2), 2021, 237-260 www.ijocis.com
Bobbitt, F. (1924). How to Make a Curriculum. Houghton Mifflin, Boston.
Bray, M. and Smith, P. (eds.), Education and Social Stratification in Papua New Guinea.
Longman Cheshire, Melbourne.
Deng, Z. (2021). Constructing ‘powerful’ curriculum theory. Journal of Curriculum
Studies,53(2), 179–196.https://doi.org/10.1080/00220272.2021.1887361
Eppert C & Wang H (2009). Cross-Cultural Studies in Curriculum
Hamilton, D. (1976) Curriculum Evaluation. London, Open Books.
Hordern, J. (2021). “Powerful knowledge and knowledgeable practice, Journal of Curriculum
Studies, pp. 1–14. https://doi.org/10.1080/00220272.2021.1933193.
Loftus, S. & Kinsella, E. A. (Eds.) (2021). Embodiment and professional education: Body,
practice, pedagogy, Singapore: Springer.
Print, M. (1987) Curriculum Development and Design. Sydney, George Allen and Unwin.
Matane.P. (1986), A Philosophy for Education for Papua New Guinea, Ministerial Committee
Report. Education Printshop, Waigani.
Musgrave, P. (ed.).(1974). Contemporary Studies in the Curriculum. Sydney,
National Department of Education (2023) Standards Based Education, Retrieved 12th July 2023
from https://edu.pngfacts.com/standard-based-education
National Department of Education (2005). The National Education Plan 2005 – 2014. Waigani.

ECS 511,221,418 Introduction to Curriculum Theory and Practice Semester 2 2023

 National Department of Education (1991), The Education Sector Review 1991a, 1991b,
Education Printshop, Waigani.
National Department of Education (1996), Papua New Guinea National Education Plan 1996
Volume A and Volume B. Education Printshop, Waigani.
National Department of Education (2003). National Assessment and Reporting Policy, Tried
Pacific, Waigani.
National Department of Education 2002). National Curriculum Statement. Tried Pacific,
Waigani.
Pagelio. J. (2003). Curriculum Reform As a Catalyst for National, Community and Personal
development. Challenges and Opportunities. A Seminar Paper. University of Goroka,
September 2003.
Pinar W (2012). What is Curriculum Theory? 2nd Edition Routledge New York
Saylor, J. & Alexander, W.M. (1974). Planning Curriculum for Schools. New York, Holt,
Rinehart and Winston.
Smith, G. (1975). Education in Papua New Guinea. Melbourne University Press, Melbourne.
Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ The encyclopedia of pedagogy
and informal education, www.infed.org/biblio/b-curric.htm. Last updated June 4th
2018.
Smith, P. (1987). Education and Colonial control in Papua New Guinea: A Documentary
History. Longman Cheshire, Melbourne.
Spady.W. (1994). Outcomes Based Education: Critical Issues and Answers. Un-published
manuscript, University of New Castle, Faculty of Education.
Spears, H. (1951). The Teacher and Curriculum Planning. New York, Prentice-Hall.
Tyler, R. (1949). Basic Principle of Curriculum and Instruction. Fearon, San Francisco.

9: OTEHR RELATED REFERENCES

Bobbitt, F. (1924). How to Make a Curriculum. Boston, Houghton Mifflin.

Groves, W.C. (1936). Native Education and Culture Context in New Guinea: A Scientific
Approach. Melbourne, Melbourne University Press.
Orevbu, A. (1985). Curriculum Studies. Lagos, Longman.
Popham, W.J. et al. (1969). Instructional Objectives. Chicago, AERA/Rand McNally.
Smith, G. (1975). Education in Papua New Guinea. Melbourne, Melbourne University Press.
Smith, P. (1987). Education and Colonial Control in Papua New Guinea: A Documentary
History. Melbourne, Longman Cheshire.
Tyler, R. (1949). Basic principles of Curriculum and Instruction. San Francisco, Fearon.
Taba, H. (1962). Curriculum Development: Theory and Practice. New York,
Wheeler, D.K. (1967). Curriculum Process. London, University of London Press.

ECS 511,221,418 Introduction to Curriculum Theory and Practice Semester 2 2023

 10: DESCRIPTIONS OF COURSE ASSESSMENTS AND MARKING RUBRICS

Assessable Task 1 Essay (30%)

Topic of Essay: The definition of Curriculum and its importance to Human

10.1: Task Description Bachelor in Education Pre Service Year 4 (PS4 Humanities)

For this assessment task the PS4 students are expected to provide a comprehensive write-up of
their understanding on curriculum. The key questions to be responded to in this essay are as
follows;
1) What is curriculum?
2) Why curriculum?
3) The different types of curriculum and examples of each

Marking Criteria
The rating scale below will be used to assess the project.
Evidence of critical
analysis &
discussion
# Specific areas to be assessed
V/ Goo We P
Go d ak o
od or
1 Introduction: Clear, concise outline of the paper, briefly stating purpose and main parts of
the essay. 3 2 1 0
2 What is curriculum? The answer given provides a broad conception/notion of curriculum.
(This should take into account the following; Curriculum & curriculum types, Foundations of 4 3 2 1
curriculum, Curriculum theory and practice).
3 Why curriculum? Explanation provided clearly points out the importance of curriculum.
(Consider the importance of curriculum, its impact on human existence and how would it be 4 3 2 1
without curriculum?).
4 Types of curriculum. Correctly identified the different types of curriculum with clear
4 3 2 1
descriptions of each curriculum type.
5 Examples of Curriculum. Correct examples are provided for each type of curriculum. 4 3 2 1
6 Conclusion: Clearly summarized the main ideas, concepts and problems or issues that were
3 2 1 0
presented in the essay.
7 Writing Skills: Style was simple, clear and readable, Fluent accurate prose (written
3 2 1 0
language), including grammar, spelling and punctuation.
8 References and Citations: Sources of information or idea were cited or acknowledged with
3 2 1 0
appropriate references which include correct use of referencing and citations.
9 Due Date. Submitted assignment on the date scheduled. 2
Total …………./30 Marks
General Comments
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Compiled by Course Lecturer: Edward T Mandawe

ECS 511,221,418 Introduction to Curriculum Theory and Practice Semester 2 2023

 10.2: Task Description Diploma in Teaching Technical Vocation Education (DTVE)

Topic of Essay: The different Classifications of Curriculum

For this assessment task students from the DTVE are expected to provide a comprehensive
discussion of their understanding on the various classification of curriculum. The following
classification of curriculum must be discussed with practical examples provided for each.

1. Explicit curriculum
2. Implicit curriculum
3. Null curriculum
4. Examples of each class of curriculum

Marking Criteria
The rating scale below will be used to assess the project.
Evidence of critical
analysis &
discussion
# Specific areas to be assessed
V/ Goo We P
Go d ak o
od or
1 Introduction: Clear, concise outline of the paper, briefly stating purpose and main parts of
the essay. 3 2 1 0
2 What is Explicit Curriculum? Clear definition and explanation provided for Explicit
4 3 2 1
Curriculum.
3 What is Implicit Curriculum? Clear definition and explanation provided for Implicit
4 3 2 1
Curriculum.
4 What is Null Curriculum? Clear definition and explanation provided for Null Curriculum. 4 3 2 1
5 Examples of Curriculum. Correct examples are provided for each class of curriculum. 4 3 2 1
6 Conclusion: Clearly summarized the main ideas, concepts and problems or issues that were
3 2 1 0
presented in the essay.
7 Writing Skills: Style was simple, clear and readable, Fluent accurate prose (written
3 2 1 0
language), including grammar, spelling and punctuation.
8 References and Citations: Sources of information or idea were cited or acknowledged with
3 2 1 0
appropriate references which include correct use of referencing and citations.
9 Due Date. Submitted assignment on the date scheduled. 2
Total …………./30 Marks
General Comments
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Compiled by Course Lecturer: Edward T Mandawe

ECS 511,221,418 Introduction to Curriculum Theory and Practice Semester 2 2023

 10.3: Task Description Post Graduate Diploma in Education (PGDE)

Topic of Essay: Curriculum Theory and Curriculum Practice in PNG

For this assessment task the PGDE students are expected to provide a comprehensive discussion
of their understanding of curriculum theory and practice in PNG. They are required to do wide
reading surrounding educational and curriculum practices in PNG and provide a report that
captures the following:

1. Traditional style of education and traditional curriculum practice in PNG

2. European style of education and curriculum practice in PNG
3. Differences of the Traditional and European style of education and curriculum practices.

Marking Criteria
The rating scale below will be used to assess the project.
Evidence of critical
analysis &
discussion
# Specific areas to be assessed
V/ Goo We P
Go d ak o
od or
1 Introduction: Clear, concise outline of the paper, briefly stating purpose and main parts of
the essay. 3 2 1 0
2 Traditional Education and Curriculum in PNG. Clear explanation provided for Traditional
4 3 2 1
Education and Curriculum practice in PNG.
3 European Education and Curriculum in PNG. Clear explanation provided for European
Education and Curriculum Practice in PNG. This should include discussions on the teaching
6 5 3 2
pedagogy and learning style, assessment and reporting, different curriculums, educations
system changes.
4 The Differences between the Traditional and European Education and Curriculum.
Clear explanation provided for PNG’s traditional and European Education and Curriculum
practices. The discussions here should clearly point out/list the differences between the past 6 5 3 2
(traditional) and present (European) education and curriculum. It should indicate what has
changed and what has not changed, etc. in the areas specified in No. 3 above.
5 Conclusion: Clearly summarized the main ideas, concepts and problems or issues that were
3 2 1 0
presented in the essay.
6 Writing Skills: Style was simple, clear and readable, Fluent accurate prose (written
3 2 1 0
language), including grammar, spelling and punctuation.
7 References and Citations: Sources of information or idea were cited or acknowledged with
3 2 1 0
appropriate references which include correct use of referencing and citations.
8 Due Date. Submitted assignment on the date scheduled. 2
Total …………./30 Marks

General Comments
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Compiled by Course Lecturer: Edward T Mandawe

ECS 511,221,418 Introduction to Curriculum Theory and Practice Semester 2 2023