THE STATE UNIVERSITY OF ZANZIBAR (SUZA)
SCHOOL OF EDUCATION (SOE)
DEPARTMENT OF EDUCATIONAL FOUNDATION, INSTRUCTION &
LEADERSHIP (DEFIL)
COURSE OUTLINE
YEAR OF STUDY:
COURSE CODE:
COURSE TITLE:
COURSE STATUS:
FIRST YEAR
DED 1203
CURRICULUM AND TEACHING
CORE
SEMESTER II
This is a 10 credit course, covering three contact hours per week (two lectures and one seminar
presentation) in duration of 15 teaching weeks, plus 2 weeks of University Examinations.
COURSE DESCRIPTION
Curriculum and Teaching is a course which is compulsory for all diploma student teachers .This
course intends to develop student teachers’ basic skills in analyzing, reflecting and applying
curriculum and teaching principles.
It is a discipline that covers topics related to curriculum development theory and practice. It also
includes the concept of teaching, preparation for teaching as well as the concept of teaching
practice. This course is meant to be task based and therefore, students will be engaged in seminar
presentations, group discussion, micro-teaching as well as in the production of a meaningful
written assignment.
LEARNING OUTCOMES
On successful completion of this course, students will be able to:






Apply the knowledge of curriculum to their daily teaching practice.
Use curriculum theory in planning, developing and implementing school curriculum;
Analyze syllabus, textbook, teacher’s guide, manual and module for effective teaching
and learning process in their teaching career.
Analyze, use and assess teaching methods and strategies for effective teaching during
their teaching career.
Prepare and plan effective lessons suitable for a variety of students’ learning
environments in their teaching daily life.
Prepare, design and choose appropriate and useful teaching and learning materials for
effective teaching.
1
COURSE CONTENT
Weeks 1&2(6 hrs)




CURRICULUM THEORY
The Concept of Curriculum
Importance of curriculum
Types of Curricula
Difference between content based curriculum and competency-based
curriculum
Week 3&4(6 hrs)
CURRICULUM DEVELOPMENT
 The Concept of Curriculum Development

Curriculum Development Models (Tyler , Taba., Wheeler & Kerr)

Factors affecting curriculum and its development
 Stakeholders in curriculum development
 Curriculum Change and Innovation
Weeks 5: (3 hrs)CURRICULUM COMPONENTS
 The curriculum aims, goals and objectives
 Curriculum content
 Curriculum materials
 Curriculum methods/strategies
 Curriculum Evaluation
The curriculum aims, goals and objectives
 Meaning, differences and relationship
 Instructional objectives
Week 6: (3 hrs)Curriculum Content
 Sources of curriculum content
 Criteria for selecting curriculum content
Week 7 & 8: (6hrs)Curriculum materials
 Components of different curriculum materials
 Characteristics curriculum materials
o The Syllabus
o The Teachers’ Guide
o The Textbook
o Supplementary Curriculum Materials
o Instructional Media
 Importance of different curriculum materials in T/L processes
Week 9&10(6hrs)
Teaching and learning approaches
 Methods, Strategies and Techniques of Teaching
 Utilization of Methods, Strategies and Techniques of Teaching
 Classroom Management and Organization
Week 11: (3 hrs)Curriculum Evaluation
 Meaning & Importance
 Ways of curriculum evaluation (CIPP model)
2
Week 12-13: (6hrs) PLANNING FOR TEACHING

Scheme of Work , Lesson Plan , Lesson Notes , log book (daily records )
and assessment book
 Components and significance of Scheme of Work , Lesson Plan , Lesson
Notes , log book (daily records ) and assessment book
Week 14: (3 hrs)



Week 15: (3 hrs)




TEACHING AND LEARNING RESOURCES
Meaning of teaching and learning resources
Types of teaching and learning resources
Improvisation of teaching and learning resources using local available
materials
TEACHING PRACTICE
The Concept of Teaching Practice
Importance of teaching practice in teaching profession
Types of Teaching Practice
Assessment and Moderation of Teaching Practice
Weeks 16 & 17
University Examinations
METHODS OF INSTRUCTION
 Lecturing
 Group discussion
 Seminar presentation
 Guest speaker
 Micro-teaching
ASSESSMENT METHODS
Course work
 Test ( I & II)
 Seminar
 Micro-teaching
40%
20%
10%
10%
University Examination
60%
READING LIST
1. Arends , R. (1998): Learning to Teach. McGraw Hill: New York
2. Arends, R.I., Winitzky, N.E. & Tannenbaum, M.D. (1998): Exploring Teaching. McGraw
Hill: New York.
3. Bloom, B. (1976): Human Characteristics and School Learning. McGraw Hill: New York.
4. Boorish, G. (1993): Effective Teaching Methods (3rd edition). Englewood Cliffs: New Jersey.
3
5. Bruner, J. (1960): The Process of Education. Cambridge: Harvard University Press.
6. Hooper, R. (Ed) (1983). The Curriculum Context, Design and Development. Open University
Press: Great Britain.
7. Kelly, A. (1972). Planning the School Curriculum. UNESCO IIEP: Paris.
8. Lewy, A. (1989). The Curriculum Theory and Practices. Paul Chapman Publishing Ltd:
London.
COURSE INSTRUCTOR: Dr/Mr/Ms……………………………………….
Office Number:………………………………..
Mob: ……………………………………………
Email: ………………………………………....
4