KENYA EDUCATION

MANAGEMENT INSTITUTE
DIPLOMA IN EDUCATION MANAGEMENT

DISTANCE LEARNING MODULE.

MODULE 6: CURRICULUM MANAGEMENT

TASK:

COMPREHENSIVE CURRICULUM

MANAGEMENT POLICY

PRESENTED BY: MARY WAMBUI MUCHUNGA

CURRICULUM DEVELOPMENT
INTRODUCTION
Curriculum Development Is the practice of organizing Curriculum Activities,
environments goals ,knowledge, student and teacher interest, social conditions,
technologies, values and the like into a suitable pedagogical form.
The first Stage of curriculum development is needs assessment. This is carried out to
identify gaps in the existing curriculum so as to obtain information that will guide the
development of new curriculums. It involves data collection report writing and
dissemination of the report. Once this is done,. Policy formulation based on the findings
of the needs assessment survey and recommendations of various education commissions
set up by the Government is carried out.
Factors that influence curriculum design.
a. Teacher characteristics: An effective teacher and curriculum planner must
understand some central concepts, tools of inquiry and structures of the discipline they
teach and can also create learning experiences that make these aspects of the subject
matter meaningful for students.
b. Technology: This factor broad and expansive and it can help with curriculum design.
c. Leaner’s background: All children come from different backgrounds and there is an
increasing number of students that are from diverse cultural ethnic backgrounds. Some
factors of diversity include religion , race , gender , ethnicity Socio- economic status, age
as well as children with different kinds of disabilities.
d. Classroom Management — Good classrooms are not teacher dependent
environments but rather independent student learning arenas.

CURRICULUM MANAGEMENT POLICY FOR UHURU GARDENS PRIMARY

SCHOOL.
Objectives.
A school environment that is safe; that is physically, socially, and psychologically
healthful; and that promotes health-enhancing behaviors;
 a progressive health education program taught regularly in every class that is
designed to motivate and help students maintain and improve their health, prevent
 disease, and avoid health-related risk behaviors and that is taught by well-
prepared and well-supported teachers;
 a sequential physical education curriculum taught daily in every grade,
prekindergarten through twelfth, that involves moderate to vigorous physical
activity; that teaches knowledge, motor skills, and positive attitudes; that
promotes activities and sports that all students enjoy and can pursue throughout
their lives; that is taught by well-prepared and well-supported staff; and that is
coordinated with the comprehensive school health education curriculum;
 a nutrition services program that includes a food service program that employs
well-prepared staff who efficiently serve appealing choices of nutritious foods; a
sequential program of nutrition instruction that is integrated within the
comprehensive school health education curriculum and coordinated with the food
service program; and a school environment that encourages students to make
healthy food choices;
 a school health services program that is designed to ensure access or referral to
primary health care services; foster appropriate use of health care services;
 Control communicable disease and other health problems; provide emergency
care for illness or injury; and is provided by well-qualified and well-supported
health professionals; 6. a counseling, psychological, and social services
program that is designed to ensure access or referral to assessments,
interventions, and other services for students’ mental, emotional, and social health
and whose services are provided by well-qualified and well-supported
professionals;
Curriculum implementation
Multiple indicators shall be used to assess the implementation and results of each
component of the school health program. Health-related behaviors of students shall be
anonymously surveyed every two years. The evaluation plan shall also include
assessments of students’ and families’ satisfaction with the school health program.
POLICY REVIEW.
The school board/other decision making body shall review school health policies to
assess their effectiveness and make appropriate adjustments at least every three years.
Policy and planning – the central and regional directorates will be strengthened
in terms of formulation, planning and monitoring and evaluation of education
policy implementation
CURRICULUM EVALUATION
All students should be afforded opportunities to learn in environments that are safe
and welcoming. Students with special needs should have their needs identified in a
timely way, have these needs assessed in a comprehensive manner, and receive an
appropriate response to those strengths and needs in the delivery of educational
programs for them. Many students with special needs can contribute to the process
of assessment and planning for their own educational programs, and provide an
evaluation of the services available to them.
Where appropriate, students should be consulted on the development of the
Individual Education Plan being created for them (IEP Order).
Students have the responsibility to comply with the school rules authorized by the
principal, and with the code of conduct or any other rules and policies established by
the school board (School Act, section 6).
SPECIAL NEEDS EDUCATION
Special needs education is not only an issue for schools and teachers who look after
children with disabilities, but also a whole system approach that touches the whole
nation in its drive to include all inhabitants in every aspect of responsible civic life. It
therefore calls for a radical and holistic change of attitudes and misconceptions about
persons with disabilities to ensure that they too have access to quality education. In this
regard, the adoption of complementary and mutually supportive approaches that are
based on the principles of inclusiveness, integration and participation of children with
special needs will be encouraged and school-friendly environments will be promoted.
5.6.2. Inclusion of children with mild disabilities in mainstream schools will therefore be
a necessity. Since effective mainstreaming requires a great deal of support and adaptation
of existing educational practices, curriculum, classroom structures, etc, to the realities
of every child’s needs, regional education directorates will be strengthened and
equipped with adequate resources and support teachers in the mainstream schools to
attain a successful mainstreaming programme. Further, the existing special schools will
be strengthened to enable them fulfil their functions as centres for outreach services for
those with severe disabilities and staff in the mainstream schools.

Teachers are a costly but powerful resource. Expansion of the training of teachers at
both levels, pre-service and in-service will be organized in order to support an inclusive
teaching system. Thus the training of teachers will be broadened to cover relevant
aspects of disabilities. There will be closer collaboration between medical and
educational personnel for early identification of children with disabilities and
appropriate responses to their circumstances; this is beneficial to human dignity and a
cost-effective way of developing human capital. To this end, vocational and skills
training will be expanded to cater for people with disabilities.

The involvement of schools in inclusion projects is a powerful way of translating policy

into the realities of practice. Hence, government will support projects that build on the
schools' own initiatives as well as those to which schools are recruited. Evidently, a
keener focus on special needs education would contribute to the participation of all in
education, especially the disadvantaged groups

QUALITY ASSURANCE
This directorate will be responsible for monitoring compliance of the education policy
and its associated acts and regulations in all institutions operating in The Gambia. It
will maintain its primary function of monitoring and supervision of curriculum at all
levels of the school system (including pre-schools and the Madrassa); learning
achievement targets, teacher quality and performance, PTA involvement. It will
popularize the use of study technologies to improve the performance of both teachers
and students. The directorate will work closely with the school administration in the
production and
implementation of effective assessment, measurement and evaluation tools of the
teaching and learning process in the school system.

This council will be renamed Quality Assurance Council on Education with the task of
ensuring that a high quality education service is delivered at all levels of the education
system. The council will introduce standardized procedures and mechanisms to control
the assured quality of such service.

Special needs

Children with special needs include those children who are intellectually mentally,
physically, visually, emotionally challenged or hearing impaired learners.
Special needs include Pupils with multiple disabilities as well as specially gifted and
talented pupils.

The learning environment needs to be appropriately adapted to the special needs of

students with disabling conditions, students with limited English proficiency, and
students in alternative education settings;
These children need to be taught by well-prepared instructors with adequate support abnd
their education must be allocated enough instructional time to achieve the program's
goals.
Special needs learners should be taught in classes that are the same average size as
classes in other subject areas. Their education program must include means for program
evaluation as per their capabilities and capacities. It is important to involve and include
parents and families as active partners in their children's learning.