Good Morning and Welcome all

Units: 6, 7, 8,9 & 10: Curriculum planning, development,

Production, Printing and Distribution and Implementation

Presented by Edward. T Mandawe

1 9/25/2024Wednesday, September 25, 2024

 Introduction

* In the last lecture we have looked at curriculum

design and briefly on planning. You were told to read
through development and implementation. In this
lecture we will look at the next phase or stage of the
curriculum cycle and that is production. But before
we do so, we will briefly look at the previous units.

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 Unit 6: Curriculum Planning

* Curriculum models reflect the different stages of

curriculum development. Rational /Objective models,
Cyclical models and Dynamic/Interactive models).

* Curriculum design is the arrangement of the elements

of curriculum: For PNG CDD, elements include:
planning, development, production, printing and
distribution, implementation and evaluation.

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The curriculum development cycle in
PNG

* When planning for curriculum in PNG the different

stages in the cycle must be captured. This makes it
possible to ascertain:
I. Where we are (Current status)
II. Where we want to go (Final destination/expected
outcome)
III. How we might get there (what shall be needed and
done to get to the desired destination).
(Refer to the curriculum development cycle next)

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 1 Planning
6. Evaluation 1.1 Needs Analysis
1.2 Work Planning

2. Development
2.1 Writing
5. Implementation 2.2 Consultation &
Training
2.3 Implementation
support

4. Printing and 3. Production

Distribution 3.1 Editing and
4.1 Planning & desktop Publishing
Duplication 3.2 Audiovisual
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4.2 Distribution production
The concepts of Planning and Need
Analysis

* “Planning involves the selection of goals (outcomes)

and the design of appropriate instructional
procedures”. (Cole and Chan, 1987:48)

* Situational/Need analysis is “the process of

examining the context for which a curriculum is to be
developed and the application of that analysis to
curriculum planning” (Print 1987:81)

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 Situational Analysis Factors

Internal Factors External Factors

* Pupils * Curriculum & Social changes &
* Teachers expectations
* School Ethos * Educational system
(Climate/environment) requirements
* Material resources * Changing Nature of content
* Perceived problems * Teacher support systems
* Resources

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Situational Analysis procedure

1 •Identify problems in context

2 •Select appropriate factors

3 •Data collection and analysis

4 •Make recommendations
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 Work Planning

* Morphet, Jesser and Ludka (1972:13-14) also provide a

meaningful set of guidelines for planning, as follows:
* 1. Develop a committed leadership: (without which
any planning is doomed to failure);

* 2. Critically review the literature to identify related

concepts and pertinent bodies in knowledge;

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* 3. Evolve a philosophy that is consistent with
modern concepts about improvement;
* 4. Create dissatisfaction with the inappropriate (an
awareness of and concern about the situation);
* 5. Overcome the barriers (analyze the supportive
and non-supportive factors and take strategic action);
* 6. Arrange for appropriate models (the kind to be
determined by the situation);

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* 7. Consider the budget (whether needed time and
financially are feasible and possible);
* 8. Select an alternative (the best and most suitable
“path” to be followed);
* 9. Provide on-going evaluation (by ascertaining the
impact of the decisions and actions taken; and
* 10. Interpret developments and plan further
improvements (utilize extensive communication in
“accentuating the positive” and make a conscientious
effect to “eliminate the negative”.

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 Work Planning at CDD

* Meeting with Production sections (editors and graphics)

and Media, as appropriate, to discuss plans and ideas for
the materials.
* Draft the document specifications (for curriculum
documents) or concept development (for audiovisuals).
* Decide how to develop the material and prepare a work
plan or production schedule.
* Commence preparation for SAC (Subject Advisory
Committee) meetings.

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* Present document specifications or concept
development to Subject Curriculum group for
comments.
* Refine the document specifications or concept
development based on comments.
* PCO (Principal Curriculum Officer) approves work
plan/production schedule.
* Present document specifications to SAC for
comments and endorsement to advance to
development stage.

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 Unit 7: Development

* The Curriculum Development Handbook (2001c:29)

states explicitly that:

* Curriculum development is the process of planning,

writing and producing the curriculum. It can happen
at the nation level (eg. the development of a new
syllabus) or it can happen at the school (eg. the
development of a teacher program).

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* Curriculum development is an ongoing process. The
curriculum needs to be monitored and revised
regularly to ensure it meets the needs of the teachers
and students and addresses the goals of PNG’s
education reform. The evaluation of curriculum must
go hand in hand with its development and must not
stop after a syllabus or class program is developed.

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 What happens here?

* Curriculum development happens as a result of the

need analysis and work plan.

* This is when writing of curriculum (document/script)

consultation and trialing takes place.
* The implementation support is as well prepared for
syllabus documents.

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What happens in development

* The development stage of the curriculum cycle

encompasses three sub-stages called:

1. Writing
2. Consultation and Trialing
3. Implementation support.

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Curriculum development template
from NDOE

* Message from the Secretary for Education

* Introduction
* Rationale
* Curriculum principles
* Teaching and learning methods
* Aims
* Content Overview
* Learning Outcomes
* Assessment and Evaluation
* References

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 Steps for writing

* Plan writing workshops or arrange or writers’ contracts.

* Plan in advance for next SAC meeting for approval.
* Conduct workshops for curriculum documents or scripts.
* Coordinate the development of the first draft or script.
* Present draft 1 to the Subject Curriculum Group for input.
* Make changes based on comments.
* Present draft 2 to Curriculum Executive for comment
* Make refinements based on the comments.
* Approve draft 3 syllabus or curriculum materials to
proceed to next step.

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Some consideration for curriculum
writing

* The Nature of Content

* Content Selection
* Content Selection Criteria
* The Architectonics of Content
* Application of Scope and Sequence
* Teaching-learning strategies or methods
* Criteria for selecting learning activities or methods
* Organising learning activities or methods

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 Content Selection Criteria

* 1. Significance
* 2. Validity
* 3. Social Relevance
* 6. Interest
* 5. Learnability
* 4. Utility

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 The Architectonics of Content

* The two most important principles are:

* 1. Scope of curriculum content.

* 2. Sequence of curriculum content.
* Some of the factors for consideration include time,
the notion of core or non core curriculum content,
needs of students, integration of content, and
decisions about what content should be excluded.

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 Scope and Sequence

* Sequence is defined as the order in which content is

presented to learners over time.

* The term ‘scope’ refers to the breadth and depth of

content to be studied in the curriculum at any one
time, that is, how the content is arranged and the
degree of depth of content to be covered at a
particular time (usually one term, semester or year).

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Criteria for content sequencing

* 1. Simple to complex
* 2. Prerequisite learnings
* 3. Chronology
* 4. Whole to part learning
* 5. Increasing abstraction
* 6. Spiral sequencing

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Selection of Learning Activities or
Methods in the Curriculum Process

* Learning activity may be defined as those activities

offered to learners in the teaching-learning situation,
designed to enable learners to achieve the stated
objectives or outcomes. This would include all the
teaching or instructional strategies as well as those
methods by which students may learn by themselves
within the classroom. Method is how the teacher
employs the content (Brady 1987:116).

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* During the curriculum development process, the
learning activities or methods are considered at the
development stage. How the knowledge, skills and
values will be meaningfully realised by the students
must be carefully planned by the curriculum
developers.

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 Teaching-learning strategies or
methods

* There are numerous ways whereby a teacher may facilitate

learning in schools. It is important that the curriculum
developers identify a variety of methods and be included in the
curriculum. It should be kept in mind that:
*
* 1. Not all students learn equally well through the same
strategies.
* 2. Certain methods are more applicable to particular
students.
*
* 3. No single method is superior, particularly in terms of
student performance, to another in all situations.

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 Teaching/Learning strategies

* The principal groupings of teaching-learning

strategies are:
* 1. Expository Teaching
* 2. Interactive Teaching
* 3. Small Group Teaching
* 4. Inquiry Teaching
* 5. Individualisation
* 6. Models of Reality

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Note! The following are to be read by
yourself

* Criteria for selecting learning activities or methods

* Organising learning activities or methods
* Consultation and Trialing

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 Unit 8 Production

* This stage involves the editing and production of

printing materials and audiovisual materials. We will
as well look at printing and distribution of the
produced curriculum materials.

* Let us now focus on what exactly happens at editing

and audiovisual sub-stages.

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Editing and Desktop Publishing of
Printing Materials

* Once draft 4 of the document has been approved by the

Principal Curriculum Officer and Superintendent
Curriculum, it is now ready for editing and desktop
publishing.

* The grammar, syntax, punctuation, spelling, coherence of

ideas and referencing is carefully checked for any
deficiencies by editors or writing consultant.

* The graphics, tables, figures and acronyms are also

checked thoroughly.

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The Curriculum Development Handbook (NDOE
2001c:37-38) outline the specific steps.

* Hold meeting with Editor and Graphics to discuss illustration and design ideas and set schedule.
* Place document production schedule and assign tasks (eg. allocate artists)
* Edit the text.
* Prepare any illustrations, if necessary, when text is edited.
* Make edited corrections to unformatted text.
* Check edit and submit edited file to graphics.
* Once edited text file is received, layout text.
* Check and complete illustrations.
* Mock-up copy completed and sent to CO/SCO and Editor for quality check.
* Meeting with CO/SCO and Editor to discuss mock-up comments.
* Make corrections to mock-up copy.
* Check camera-ready copy out of graphics.
* Approve camera-ready copy.
* Copies of camera-ready copy sent to Board of Studies for endorsement.

* It should be remembered that the syllabuses or Teachers Guides do go through a tedious

cross-checking processes to ensure equality is maintained.

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 Audiovisual Production

* If it is audiovisual materials, the manner in which they

are produced is slightly different from the printing
materials such as Syllabuses or Teachers Guides.

* The charts, videos, models or radio programs must

also go through certain steps carefully.

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Development Handbook outlines the
following steps:

* Hold pre-production meeting to review script and discuss production schedule.

* Organise production details, as appropriate, eg. actors, locations, crews etc.
* Collect or shoot raw footage or tape.
* Edit raw footage or tape.
* Trial rough cut.
* Produce final mock-up program.
* Meeting with CO/SCO and Editor to discuss comments on mock-up.
* Produce final program.
* Approve final copy for duplication.

* The production phase is where the whole document or audiovisual material is carefully
developed and final touch made ready for printing and distribution to schools.

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 Conclusion

* At the production stage, it involves editing and

publishing of printed materials and preparation of
audiovisual materials.

* The printing of materials goes through a tedious

process of editing whilst careful steps are also
followed in producing of audiovisual materials.

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 Printing and Distribution

* When the final drafts of the printed materials or samples of

audiovisual materials have been approved by the Board of
Studies or Superintendent Curriculum, it is now ready for mass
printing, duplication and distribution.

* It is another important phase because quality of the materials

and dissemination must be carefully managed, monitored and
disembarked in schools.

* This phase involves two sub-stages and we will look at in some

detail. They include printing and duplication and distribution.

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 Printing and Duplication

* Depending on the need of the different stakeholders, certain copies

must be printed or duplicated.

* The printing can be done within the country or overseas depending

on the number of copies.

* Duplication of audiovisual materials can also be done within or

overseas depending on need and supply.

* This also depends largely on availability of funding.

* Regardless of where it is done, certain steps must be followed.

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 The Curriculum Development Handbook has
identified the following steps.
* Prepare printing specifications and complete Print Requisition Form. For audiovisual
materials, PCO Media requests written approval from Superintendent Curriculum to
proceed with duplication.
* Forward copy of signed Print Requisition Form to Editor for filing.
* Decide whether to outsource printing or duplication and decide whether to include
packaging in the tender requirements.
* Obtain three quotes for printing or audiovisual duplication (and/or delivery).
* Decide on a printer or production company and allocate printing or duplication job.
* Seek approval for printing job from the Government Printing Office through the
Materials Unit.
* Print the copy or duplicate the tape.
* Complete a quality check of the proofs or program.
* Approve and sign-off proofs or final product.

* For quality and standard check, the above steps must be carefully followed. Once the
final product is ready for consumption, the second sub-stage involves distribution to
schools, colleges and universities, as appropriate.

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 Distribution

* There is no short cut to the cycle, rather each stage or

sub-stage should be diligently followed.

* In this case, there are steps that must be followed

when it comes to distribution sub-stage.

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 According to the Curriculum Development
Handbook, there are ten steps, as follows.

* Make a decision about whether distribution is to be outsourced.

* If the job is to be done by CDD, prepare and approve the Distribution
Authority Form.
* Liaise with and inform Provincial Materials Supply Officers (PMSOs).
* Prepare schedule for packing.
* Pack the materials for distribution.
* Deliver packages to provinces.
* Complete delivery notes and check with PMSOs.
* Follow-up with provinces for record receipts.
* Prepare summary distribution report on a quarterly basis.
* Forward a copy of the distribution report to relevant PCO.

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 Conclusion

* Printing and duplication and distribution is another

important stage of the overall curriculum cycle.

* Printing and duplication must follow the steps carefully.

* Also, the distribution steps should be managed and

monitored carefully.

* Mechanisms have been built in to control the manner in

which materials are printed or duplicated and distributed
ultimately for efficiency and quality purpose.
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 Unit 10: Implementation

Outline of discussion
* 1. define the term ‘implementation’.
* 2. examine the implementation process in Papua New
Guinea.
* 3. identify the different steps involved in planning
implementation.
* 4. examine the responsibilities of the leader during the
implementation process.
* 5. identify the potential factors that are likely to affect
implementation phase.
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 Is Implementation a step in
curriculum development models?

* In most curriculum models discussed the

implementation stage does not form as a
supplementary step in the whole curriculum cycle. It
may be seen as part of the content or evaluation.
* However, the Skillbeck and PNG models do consider
implementation as a significant step In the whole
curriculum cycle.
* PNG considers implementation as the fifth stage in
the curriculum development model.

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 Definition of Implementation

* According to Print (1987:159), implementation in

curriculum involves changing the status quo by accepting
and utilising a newly created curriculum, that is, taking the
curriculum document as devised in the development
phase of the model and putting it into practice.

* However, Fullan and Stiegelbauer (1991:65) provide a

clearer definition that implementation consists of the
process of putting into practice an idea, program, or set of
activities and structures new to the people attempting or
expected to change.

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 Cont.

* Marsh and Stafford (1992:136) state that the term

‘implementation’ is about putting a new curriculum into actual
practice or use.

* According to the Curriculum Development Handbook,

implementation is mainly concerned with teachers using the
nationally produced curriculum materials to plan their teaching
programs and teach their students.

* Implementation also involves making teachers aware of the

curriculum materials provided and assisting them how to use
them (NDOE 2001c:42).

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Implementation process in PNG

* Production is done centrally by CDD.

* For implementation crash courses, in-services and
workshops are conducted to educate teachers on how to
use the material.
* The Implementation Support Team monitors the
implementation process.
* Teachers colleges and UoG are as well tasked to be aware
of the changes and do parallel adjustments in their
courses…(that was in the past, today for some reason
NDOE and CDD never liaise with UoG).

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 Steps in In-servicing for new
Curriculum Implementation

* Curriculum Development Handbook

1. Brief inspectors about the new syllabus, curriculum support

materials and/or implementation support package, as
appropriate.
2. Brief Primary Teachers Colleges (PTCs) and PNGEI staff,
provincial and district officers and/or elementary coordinators
and trainers about the new curriculum materials.
3. Help deliver train-the-trainer courses under the inservice
strategy coordinated by TE&SD.
4. Convene meetings of the Implementation Support Team to
monitor, advise and plan future inservices.

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 Planning for Implementation

* For the ease of Implementation it requires planning. This helps

prevents factors of any kind that would disrupt the
implementation and allows teachers and students to make
meaning of the curriculum.
* Thus Ridden (1991: pp35-40) outlines the following steps to be
considered:
* 1. Determine the strategies and sequence them.
* 2. Place the strategies on a timeline.
* 3. Plan developmentally.
* 4. Obtain Support in terms of Personnel, Facilities, Equipment &
resources, Time, and External Consultants.
* 5. Implementation Committee and Co-ordinator

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Implementing the New Curriculum
Material

* Once the implementation has been thoroughly planned, the

curriculum can be implemented. During the implementation
process careful coordination, communication, and dialogue is
important.

* The following are major responsibilities of the leader:

1. Supervise the process.

2. Clarify expectations
3. Maintain focused support.
4. Encourage risk

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 Cont.

5. Acknowledge effort.
6. Facilitate communication.
7. Demonstrate commitment.
8. Establish feedback processes.
9. Support key people.
10. Protect staff.
11. Review progress.
12. Watch for results (Ridden 1991:41-45).

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 Interactive Factors Affecting
Implementation

* Regardless of careful planning and monitoring there

are always potential problems that are likely to affect
the implementation process.

* Fullan and Stiegelbauer (1991:68) have identified nine

factors, identified under three major categories,
which may affect the implementation process.

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 Factors that may affect the
implementation process

* A. Characteristics and Change

1. Need
2. Clarity
3. Complexity
4. Quality/Practicality

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 Cont.

* B. Local Characteristics
5. District
6. Community
7. Principal
8. Teachers

* C. External Factors
9. Government and other agencies

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 Conclusion

* Implementation has been defined as putting a new

idea, program or structure into actual practice or use.

* It was noted that in Papua New Guinea the whole

curriculum development process occurs at the
Curriculum Development Division and teachers are
mere receives and implementers of the curriculum
materials, particularly at the primary and secondary
levels.

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 Cont.

* When planning implementation

* (1) determine the strategies and sequence them
carefully,
* (2) place the strategies son a timeline,
* (3) plan developmentally,
* (4) obtain support and
* (5) establish an Implementation Committee and
Co-ordinator.
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 Cont.

* During the implementation process the leader should do

the following: (1) supervise the process (2) clarify
expectations, (3) maintain focused support, (4) encourage
risk (50 acknowledge effort (6) facilitate communication
(7) demonstrate commitment, (8) establish feedback
processes, (9) support key people (10) protect staff, (11)
review progress and (12) watch for results.

* For successful implementation the internal and external

characteristics or factors must be carefully considered and
addressed, as appropriate.

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 The End!
Reminders!
Assessment Task 1 Essay was due and is pending for marking.
A class exercise 0f 20% will be due this Friday during tutorial.
Test 1 and 2 will be given in a summative form as an Exam in the following week after
covering all the content of the course.

Thank you.

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