Bahir Dar University

Continuing and Distance Education Office

College of Education & Behavioral Sciences
Department of Teacher Education & Curriculum Studies
Academic Year: 2015(2023) Semester: I
Course Title: Secondary Sch. Curriculum and Instruction. Course Code:
PGDT 413
Total Weight:

Name of Student Id.No.

Department. Center: Semester:

Assignment I (20pts.) Curriculum Part
Explain the reasons for studying the history of curriculum in the process of curriculum
development. (3.5 pts.)
Explain why curriculum evaluation is necessary in the curriculum development process. (3.5
pts.)
How do the foundations of education influence curriculum? Which foundation areas are most
important? Why? (6 pts.)
What is a hidden curriculum? Discuss at least one example of hidden curriculum that you have
come across. (3.5 pts.)
What defenses would you employ to convince others to use students and community members in
curriculum implementation? (3.5 pts.)
Assignment Il (20pts.) Instruction Part
How do you teach students for learning transfer? Explain with examples. (4 pts.)
Explain the importance of syllabus for teachers in schools. (4 pts.)
Get yourself a copy of the latest National Education Policy of Ethiopia and itemize the
objectives. (4 pts.)
What are the important criteria a teacher m consider before selecting a lesson's objective?
(4 pts.)
10. Explain why you think objectives should be stated at the three domains of educational
objectives (4 pts.)
1.The history of curriculum refers to the evolution and development of educational curricula over
time. Studying the history of curriculum is important for several reasons in the process of
curriculum development, including:
1. Understanding the context of contemporary curricular practices: By studying the history
of curriculum, educators can gain a better understanding of the social, cultural, and political
context that has shaped contemporary curricular practices. This understanding can inform the
development of curricula that are more responsive to the needs and interests of students in the
present.
2. Identifying patterns and trends in curricular practices: The history of curriculum provides
a wealth of information about the patterns and trends in curricular practices over time. This
information can help educators identify what has worked well in the past and what has not, and
use this knowledge to inform the development of more effective and relevant curricula.
3. Examining the philosophical and theoretical underpinnings of curricular practices: The
history of curriculum provides insights into the philosophical and theoretical underpinnings of
curricular practices. This understanding can help educators develop curricula that are grounded
in sound educational theory and philosophy.
4. Promoting critical reflection and analysis of curricular practices: Studying the history of
curriculum can promote critical reflection and analysis of curricular practices. This reflection can
help educators identify areas of strength and weakness in their curricula and make informed
decisions about how to improve them.
5. Enhancing creativity and innovation in curriculum development: By studying the history
of curriculum, educators can gain inspiration for creative and innovative curricular practices.
This inspiration can help educators develop curricula that are more engaging, relevant, and
effective for students.
2. Curriculum evaluation is a critical component of the curriculum development process. It
involves assessing the effectiveness of a curriculum in achieving its intended goals and
objectives. Here are some reasons why curriculum evaluation is necessary in the curriculum
development process:
1. Ensuring effectiveness: Curriculum evaluation is necessary to ensure that a curriculum is
effective in achieving its intended outcomes. By evaluating a curriculum, educators can identify
areas of strength and weakness and make informed decisions about how to improve it.
2. Identifying areas of improvement: Curriculum evaluation can help identify areas where a
curriculum can be improved. This may include revising learning objectives, refining instructional
strategies, or incorporating new content or technologies.
3. Meeting the needs of students: Curriculum evaluation can help ensure that a curriculum is
meeting the needs of students. By assessing student learning outcomes, educators can identify
areas where students may be struggling and make adjustments to the curriculum to better support
their learning.
4. Responding to changing needs: Curriculum evaluation is necessary to respond to changing
needs in the educational landscape. As new technologies, societal challenges, and educational
trends emerge, curricula must be evaluated and updated to remain relevant and effective.
5. Informing decision-making: Curriculum evaluation provides educators with data that can
inform decision-making about the curriculum development process. This data can help educators
make informed decisions about instructional strategies, resource allocation, and curriculum
design.
6. Ensuring accountability: Curriculum evaluation is necessary to ensure accountability for the
use of educational resources. By evaluating a curriculum, educators can demonstrate the impact
of their curricular decisions and respond to external pressures for accountability.
3. The foundations of education refer to the philosophical, historical, sociological, and
psychological underpinnings of the field of education. These foundations influence curriculum in
several ways, including shaping the goals and objectives of education, informing instructional
strategies and assessment methods, and influencing the selection of content and materials. Here
are some ways in which the foundations of education can influence curriculum:
1. Philosophical foundations: Philosophical foundations, such as essentialism, progressivism,
and social reconstructionism, can influence curriculum by shaping the goals and objectives of
education. For example, an essentialist philosophy might prioritize the transmission of
knowledge and skills, while a progressive philosophy might prioritize student-centered learning
and problem-solving.
2. Historical foundations: Historical foundations can influence curriculum by shaping the
selection of content and materials. For example, a curriculum that emphasizes the contributions
of historical figures such as Abraham Lincoln or Harriet Tubman reflects a historical foundation
that values the study of significant historical events and figures.
3. Sociological foundations: Sociological foundations, such as cultural and social diversity, can
influence curriculum by shaping the selection of content and materials. For example, a
curriculum that emphasizes multicultural perspectives reflects a sociological foundation that
values cultural diversity and promotes understanding between different groups.
4. Psychological foundations: Psychological foundations, such as cognitive development and
learning theory, can influence curriculum by informing instructional strategies and assessment
methods. For example, a curriculum that emphasizes active learning and problem-solving
reflects a psychological foundation that values the role of student engagement and motivation in
learning.
4. A hidden curriculum refers to the unintended and implicit lessons that students learn through
the structure and culture of schooling, in addition to the formal or explicit curriculum. The
hidden curriculum can include the values, beliefs, and attitudes that are conveyed through the
socialization process of schooling, as well as the social and cultural norms that are reinforced
through the educational experience. These messages can be conveyed through interactions with
teachers and peers, the physical environment of the school, and the implicit messages conveyed
through the curriculum itself.
One example of a hidden curriculum that I have come across is the reinforcement of gender
stereotypes in the classroom. In many classrooms, gender roles are reinforced through subtle
cues in classroom materials and interactions between teachers and students. For example,
textbooks and reading materials may depict traditional gender roles, with men in positions of
power and women in supporting roles. Teachers may also unintentionally reinforce gender roles,
such as by calling on boys more frequently than girls or discouraging girls from participating in
activities that are traditionally associated with boys.

Another example of a hidden curriculum is the perpetuation of social and economic inequality
through the structure of schooling. For example, schools in disadvantaged areas may have fewer
resources and lower levels of academic achievement compared to schools in more affluent areas.
This can reinforce social and economic inequality, as students from disadvantaged backgrounds
may have fewer opportunities to succeed academically and pursue higher education.
It is important to be aware of the hidden curriculum and its potential impact on students. By
addressing the hidden curriculum through intentional efforts to promote equity and inclusion,
educators can create a more supportive and inclusive learning environment that promotes the
success of all learners.
5.When advocating for the use of students and community members in curriculum
implementation, there are several defenses that can be employed to convince others of the
benefits of this approach. Here are some possible defenses:
1. Increased relevance and engagement: By involving students and community members in
curriculum implementation, educators can create a more relevant and engaging learning
experience. By incorporating their perspectives and experiences, educators can create a
curriculum that is more responsive to the needs and interests of learners.
2. Enhanced diversity and inclusivity: By involving students and community members in
curriculum implementation, educators can promote diversity and inclusivity in the learning
environment. By incorporating the perspectives and experiences of a wide range of individuals,
educators can create a curriculum that reflects the diversity of the community and promotes
understanding and respect between different groups.
3. Improved outcomes: By involving students and community members in curriculum
implementation, educators can improve learning outcomes. By drawing on the knowledge and
expertise of individuals in the community, educators can create a curriculum that is more
effective in achieving its intended goals and objectives.
4. Increased buy-in and support: By involving students and community members in
curriculum implementation, educators can increase buy-in and support for the curriculum. By
involving stakeholders in the development process, educators can create a sense of ownership
and investment in the curriculum, which can lead to greater support and engagement.
5. Promoting active citizenship: By involving students and community members in curriculum
implementation, educators can promote active citizenship and civic engagement. By involving
individuals in the development and implementation of the curriculum, educators can create
opportunities for individuals to develop the knowledge, skills, and dispositions necessary for
effective participation in their communities.
Assignment Il (20pts.) Instruction Part
6. Teaching for learning transfer involves helping students to apply what they have learned in
one context to new contexts and situations. This requires more than just memorization of facts or
procedures; it requires the development of deeper understanding and the ability to transfer
knowledge and skills to new situations. Here are some strategies for teaching for learning
transfer, along with examples:
1. Emphasize conceptual understanding: Rather than focusing solely on facts or procedures,
emphasize the underlying concepts and principles that connect different topics and disciplines.
For example, rather than simply teaching students how to solve a particular type of math
problem, emphasize the underlying mathematical concepts and principals involved in solving the
problem.
2. Use authentic tasks and problems: Provide students with authentic tasks and problems that
require them to apply what they have learned in new and meaningful ways. For example, in a
science class, ask students to design an experiment to test a hypothesis, rather than simply
memorizing scientific facts.
3. Encourage reflection and metacognition: Help students to reflect on their learning and
develop metacognitive skills that enable them to think about how they can apply what they have
learned in new situations. For example, ask students to reflect on how they have applied what
they have learned in one project to a new project.
7. A syllabus is a document that outlines the content, goals, objectives, and expectations for a
course of study. It is an important tool for teachers in schools for several reasons:
1. Provides a roadmap for the course: The syllabus provides a clear roadmap for the course,
outlining the topics that will be covered, the order in which they will be covered, and the
timeline for completing the course. This helps teachers to stay organized and on track throughout
the school year.
2. Communicates expectations to students: The syllabus communicates the expectations for
the course to students, including the assignments that will be required, the grading criteria, and
the policies on attendance and late work. This helps to ensure that students are aware of what is
expected of them and can plan their work accordingly.
3. Helps teachers to plan lessons: The syllabus helps teachers to plan lessons that are aligned
with the goals and objectives of the course. By knowing what topics will be covered and when,
teachers can plan lessons that build on each other and lead to a deeper understanding of the
subject matter.
4. Supports student learning: The syllabus supports student learning by providing a clear
structure and framework for the course. This helps students to understand the connections
between different topics and to see the big picture of what they are learning.
5. Promotes accountability: The syllabus promotes accountability by outlining the expectations
for both teachers and students. This helps to ensure that everyone involved in the course is aware
of their responsibilities and is held accountable for meeting them.
8. The objectives of a national education policy typically include:
1. Promoting access to education: The policy may aim to increase access to education by
reducing barriers such as gender, socioeconomic status, or location.
2. Improving educational quality: The policy may aim to improve the quality of education by
setting standards and providing resources for teacher training, curriculum development, and
assessment.

3. Enhancing relevance and responsiveness: The policy may aim to make education more
relevant and responsive to the needs of learners and society by incorporating local contexts,
promoting critical thinking and problem-solving skills, and encouraging innovation and
creativity.
4. Fostering equity and inclusivity: The policy may aim to promote equity and inclusivity by
addressing disparities in educational outcomes and opportunities, providing support for
disadvantaged learners, and promoting cultural diversity and inclusion.
5. Strengthening governance and management: The policy may aim to strengthen governance
and management of the education system by improving policy formulation and implementation,
ensuring accountability and transparency, and promoting effective partnerships and collaboration
among stakeholders.
9. When selecting a lesson objective, a teacher should consider several important criteria to
ensure that the objective is relevant, achievable, and aligned with the goals of the course and the
needs of the learners. Here are some important criteria that a teacher should consider when
selecting a lesson objective:
1. Alignment with course goals: The objective should align with the overall goals and
objectives of the course. The lesson objective should be consistent with the larger goals of the
course and contribute to the overall learning outcomes.
2. Relevance to learners: The objective should be relevant to the learners' needs and interests.
The objective should relate to the learners' prior knowledge and experience and be meaningful to
them.
3. Clarity and specificity: The objective should be clear and specific, so that both the teacher
and the learners understand what is expected. The objective should describe what the learners
will be able to do by the end of the lesson, and should be measurable and observable.
4. Feasibility: The objective should be achievable within the time and resources available. The
objective should be realistic and feasible, taking into account the learners' abilities and the
constraints of the learning environment.
5. Relevance to real-world contexts: The objective should be relevant to real-world contexts
and applications. The objective should be related to situations or problems that learners are likely
to encounter outside of the classroom.
10. Objectives should be stated at the three domains of educational objectives, namely the
cognitive, affective, and psychomotor domains, because each domain addresses different aspects
of learning and development. By including objectives in each domain, educators can ensure that
they are addressing the full range of learning outcomes that are important for students. Here are
some reasons why objectives should be stated at the three domains of educational objectives:
1. Cognitive domain: The cognitive domain includes objectives related to knowledge and
intellectual skills, such as remembering, understanding, applying, analyzing, evaluating, and
creating. By including objectives in the cognitive domain, educators can ensure that they are
addressing the knowledge and skills that are necessary for academic success and lifelong
learning.

2. Affective domain: The affective domain includes objectives related to attitudes, values, and
emotions, such as appreciation, commitment, empathy, and respect. By including objectives in
the affective domain, educators can help students to develop positive attitudes and values that
promote personal and social development.
3. Psychomotor domain: The psychomotor domain includes objectives related to physical skills
and abilities, such as coordination, dexterity, and endurance. By including objectives in the
psychomotor domain, educators can help students to develop physical skills and abilities that are
important for health and well-being.