HSE 3704 CURRICULUM DEVELOPMENT

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Im Dorah Kelefetswe Tong residing in Mahikeng in the North West Province. I am

married with two sons, working in Montshioa Stadt community health centre as a
registered Professional nurse.

If anyone had something to share here is my contact details 073 012 4858 e-mail address
dorahtong@gmail.com http//:dorahtong.weebly.com

Passed Matric at trained at Mosupatsela high school in Kagiso (Krugesdorp)

Started training as a pupil nurse at Leratong Hospital in 1986 and qualified as an enrolled
nurse in 1988. In 2006 qualified as a Professional Nurse and that is where my dreams of
studying further came into mind. In 2011 -2012 trained as Primary Health Care nurse.
Currently studying towards my BA (Cur) degree at university of South Africa (UNISA)

Activity 1.2

Activity 3.1

Local point of
departure

Sources Consulted
Contextualisation of Health Sciences Education, only study guide 3704 /50/ University of South Africa, Pretoria 2010
Developing Health Science Curriculum, principles and process, only study guide for HSE 3704, University of South Africa, 2009

Activity 1.8 PERSPECTIVES ON CURRICULUM DEVELOPMENT / CURRICULUM

DELIVERY MODEL
CONTENT
Theorist
Curriculum is

consists

Focus

emphasize

It is a
preplanned
entity which is
a written
description of
the content
educators deem
important and
intent to teach
their learners.
Courses,
subjects and
subjects
disciplines

Related skills
and attitude
that the
learners need
to acquire
Content to be
transmitted

OUTCOME /
PRODUCT
Tyler
It is viewed as
preplanned
educational
guidelines that
consist of stated
purpose, aims and
objectives. A process
of changing peoples
behaviour patterns

PROCESS

PRAXIS

Orustein and
Levin
It is a set of
planned
experiences
which are
intended to
contribute to
learning.

Bevis and
Watson
Is the
interaction and
transactions
that occur
between and
among
students and
educators.

Focuses on
learning

Focuses on real
life problems

Stated
purposes
Aims
Objectives
assessment
criteria
Learning outcomes
and assessment
criteria

Interaction of
teachers,
student

Activity1. 17

Type of Curriculum
Legitimate/ official

Operational Curriculum

Illegitimate curriculum

Hidden curriculum

Null curriculum

Description
This type includes the stated curriculum frame-work with
philosophy and mission, recognised lists of outcomes
competencies, and objectives for the program and
individual courses, courses outlines and syllabi. It is
documented and distributed to other faculty members,
students, curriculum committee members and accrediting
agencies to document what is taught (Billing & Halstead
2009 79-80)
It is what is taught by the teacher and how its importance
is communicated to the students. It includes knowledge,
skills and attitudes emphasized by faculty in the class
room and clinical setting
This type of curriculum is the one known and actively
taught by faculty yet not evaluated, because descriptions
of the behaviours include caring. Compassion. Power and
its use.
The hidden/informal curriculum is not documented not
visible, it includes experiences that students and educators
experience outside, the formal planned and structured
curriculum, such informal curriculum experiences include
interpersonal relationships, relationships, recreational
activities, student, educator or community organisation
activities, and special events such as attending conferences
or participating in discussion groups. Principles of health
sciences education. Only study guide for HSE 103-N
University of South Africa, Pretoria 2007
Null curriculum represents content and behaviour that are
not taught. Faculty to focus on the reasons for ignoring
those content or skills that faculty think they are teaching
but are not such as critical thinking

Activity 2.6 PERSPECTIVES ON CURRICULUM DEVELOPMENT / CURRICULUM

DELIVERY MODEL
CONTENT
Theorist
Curriculum is

consists

Focus

emphasize

It is a
preplanned
entity which is
a written
description of
the content
educators deem
important and
intent to teach
their learners.
Courses,
subjects and
subjects
disciplines

Related skills
and attitude
that the
learners need
to acquire
Content to be
transmitted

OUTCOME /
PRODUCT
Tyler
It is viewed as
preplanned
educational
guidelines that
consist of stated
purpose, aims and
objectives. A process
of changing peoples
behaviour patterns

PROCESS

PRAXIS

Orustein and
Levin
It is a set of
planned
experiences
which are
intended to
contribute to
learning.

Bevis and
Watson
Is the
interaction and
transactions
that occur
between and
among
students and
educators.

Focuses on
learning

Focuses on real
life problems

Stated
purposes
Aims
Objectives
assessment
criteria
Learning outcomes
and assessment
criteria

Interaction of
teachers,
student

Activity 2.8

Activity 2.9

Activity 3.4
Formation of planning team

Unit writing

Document writing

Internal validation

Document to panel

Validation event

Response to validation conditions

Start intake

Approval in principle

Writing validation document

Curriculum rationale & model outline philosophy

Activity 1.1
Curriculum is a planned course of study that the student enter into in order to accomplish
his/her academic goal achievement.
Activity 1.3
Responses
Student!!! ............................... Response: well done your mind map is nice and understandable
Yes I do agree with the feedback I have received
Motivation answer: It took me a lot of time to think how to do a graphic presentation that
will attract the viewers mind.

Activity 1.4

Content based curriculum

Pre-planned entity
Collection of courses
Subjects or subjects discipline
Written description

Disadvantages of content or subject based

A curriculum is a written description of the content that educators deem important

and intend to teach their learners.
A curriculum is a pre-planned entity that consists of a collection of courses, subjects
or subject discipline.
Learners are exposed to subject matter of which knowledge is generated by experts.

Activity 1.5
Outcome based curriculum (key words)

A set of planned outcomes

Pre- specification of outcomes
Learning areas and assessments criteria

Disadvantages of the outcomes based curriculum

The content to be taught to learners is seen to be secondary to the intended results
of learning as stated in learning outcomes.
A close link exists between pre-specification of outcomes and testing of
performance when learners are required to demonstrate mastery of the learning
outcomes.
It has an impact on vocational training courses.
Activity 1.6
Key- words (process- based curriculum)

A set of planned learning experiences

A shift of focus
A focus on learning

Disadvantages of the process based curriculum

Represents a shift of focus away from curriculum content and outcomes

It focuses on learning only

Activity 1.7
Praxis based curriculum
Key-words

Programmes of study
Extracurricular activities
Assumptions

Disadvantages of the praxis- based curriculum

Underscores the principles of interactive learning

It is based on assumptions

Activity 1.9
Yes
Misconceptions
Curriculum is defined as a fixed series of studies required in college, for graduation
qualification in a major field of study.
Activity 1.10

None cannot teach from someones; lesson plan it is going to be difficult to explain to
learners what the lesson plan is about, explanation of concepts etc.

Activity1. 11
1. Agree
2. Strongly agree
3. Agree
4. Strongly disagree

Activity1. 12
Higher educational Institutions

Activity 1.13
Basic principles of wound dressing
Yes it was a good way of teaching; the student had to master the principles of aseptic
technique first in order to do wound dressing
The unique features of a flexible curriculum
Activity1. 16
1. Agree
2. Strongly agree
3. Strongly disagree
4. Strongly agree
5. Agree

Activity 2.2
Formal educational plan for rhetorical and clinical teaching sessions and learning
opportunities.
Philosophical underpinning for the delivery of a specific educational programme.
Guidelines for the delivery of a specific educational programme.
Activity 2.3
Know each and every country have its own governing body which provides for the rules
and regulations e.g. here in South Africa the South African Nursing Council is the one.

Activity 2.4

It consists of a foundation
It consists of a structure
It is developed from and is implemented in a particular social context

Activity 2.5

Curriculum is a planned course of study which provides a sequence of learning

experiences that will enable students to achieve desired educational goals.
Curriculum development encourages all the process involved in the production and
implementation of a curriculum.

Critical path analysis

Deadlines for aspects of the development

Documentation to validate panel members
Other deadlines first draft of the validation document
Internal validation event and printing of the document
Regulations and requirement from the university or college and the statutory bodies

Activity 3.4
Organisational phase deals with exploring personal values of learners who experience the
curriculum and debating preconceived ideas of the curriculum developers to be explored
before adopting or rejecting them and a core team should be set-up

Market research is important to ascertain the views of employers and other

interested parties such as statutory bodies.
The availability of resources and expertise within the college needs to be explored.
Initial critical path analysis for the curriculum development to be undertaken so that
a realistic idea of the timescale is gained
Debating the purpose and reaching consensus of the proposed curriculum and
formulating criteria

Activity 3.5

Invitation letter and information sheet

List of studies
Recruitment and attrition rate

Activity 3.6
Yes
Activity 3.7

Basic chemistry
Mathematical procedures
Activity 3.8
Module name
Principles of health sciences education (HSE 103-N)

Activity 3.8.1
Teaching strategies

Demonstration

It is a procedure shown by the educator and seen and practised by the learners,
demonstration must show how to perform a procedure and the reasons for each step of the
procedure must be made clear. Real equipment should be used, it is advantageous because
the learners will remember 50% from seeing and hearing the demonstration

Activity 3.8.2 Small Group Discussion

According to Quinn (1995:142) a small group discussion can be defined as a discussion held
by a group large enough to include individuals with all the necessary skills to solve a
problem yet small enough to provide opportunities for individual participation.
Activity 3.8.3 Role- Play
According to Gaberson & Oerman (1999: 142) role play is a teaching strategy that
involves problems in human relations, it consists of the planning and setting of a possible
situation, acting it out naturally, and learning from experience. The learners are provided
with a description of a situation, the learners are allowed to choose the roles they wish to
play.
Source consulted
Activity 3.9
Module name: application of didactic to clinical disciplines HSE 260 -2.
FORMATIVE ASSESSMENT
Refers to assessment of student progress during a teaching session, learning course or
learning programme it is done to identify the students strong and weak areas of
competence

SUMMATIVE ASSESSMENT
It is done at the end of a module learning course or learning programme to make a final
judgement about whether a student has achieved the set outcomes or standards.
CONTINUOUS ASSESSMENT
It is an ongoing process that takes place throughout the learning process; it may include
demonstrations, class test and assays.