a teacher plays an important role in implementing the curriculum. this is discussed in detail here.

1. ROLE OF TEACHER IN CURRICULUM
IMPLEMENTATION
A teacher plays an important role in implementing the set
curriculum in the classroom.
A teacher generates varied curricular experiences for
implementing the curriculum. She provides such curricular
experiences through:
Flexible interpretation of curricular aims.
Contextualization of learning
Varied learning experiences , Learning resources.

2. Educational aims
The aims of any course should represent the intentions of
the teacher.
They should encapsulate the purpose of the course and
what the institution is trying to achieve in providing it;
indicate the audience for whom the course is intended, or
the kind of career or future study for which it might be
designed;
state whether the course is broad-based or taught as a series
of specialised options, and explain the rationale.
It is the kind of statement that might go into a prospectus to
advertise the course.

3. Curriculum
The curriculum must support:
the aims of a course in providing a student with a thorough
grounding in the basics of a subject;
the learning outcomes of the course for students to acquire
in depth knowledge of a specialised topic where appropriate.
This need not necessarily be through a lecture course; it
could be a subject dealt with in supervisions or by
dissertation.
Curriculum aims/goals. Broad descriptions of purposes or
ends stated in general terms without criteria of achievement
or mastery.
Curriculum aims or goals relate to educational aims and
philosophy. They are programmatic and normally do not
delineate the specific courses or specific items of content.

4. Why articulate aims?( expressing the
aims clearly )
Aims articulated should:
 enable prospective students, their advisers, and External
Examiners to understand the ethos and purpose of the course;
 provide the institution and internal review committees with
a benchmark against which to consider whether courses are
meeting their purpose;
 represent the intentions of the teacher, (whereas outcomes are
concerned with the achievements of the learner).
 A teacher fixes certain objectives before teaching any content.
 She modifies and interprets the objectives as per her content.
 She plans her curricular experiences by interpreting the objectives
and relating to her content.
 Based on the general objectives set by her, the learning outcomes
or desired change in behavior takes place.

5. Learning outcomes: knowledge and skills
The learning outcomes tell students and prospective students the
kinds of knowledge that they will be given the opportunity to
acquire during the course.
Learning outcomes are:
 distinct from programme or course aims since they are
concerned with the achievements of the learner, rather than the
intentions of the teacher;
 Individual teaching officers will also be able to articulate them
for specific lecture courses. These will normally be publicised to
students through course materials.
Why articulate learning outcomes?
Drawing up and articulating learning outcomes:
 promotes the development of a coherent learning programme;
helps to guide students through the programme;
 enables an institution to demonstrate how a particular lecture
course or paper contributes to the overall aims of its teaching.

6. Assessment
Learning outcomes should be taken into
account when designing the assessment for a
course, ensuring that the mode chosen is
appropriate for the learning outcome.
Articulating the learning outcomes should also
allow appropriate marking criteria to be drawn
up, and give examiners and students insight into
those criteria as they are applied to specific
assessments.

7. Contextual teaching
Contextual teaching and learning
 involves making learning meaningful to
students by connecting to the real world.
 It draws upon students' diverse skills,
interests, experiences, and cultures and
integrates these into what and how
students learn and how they are assessed.

8. Why is contextual learning important:
 For the transfer of learning
 to remember things, Improving interest and relevance,
Learner centred, through Role play, simulation, problem
solving , case study, panel discussion
 Contextual teaching and learning involves making learning
meaningful to students by connecting to the real world
 contextual teaching situates learning and learning activities in
real-life and vocational contexts to which students can relate,
incorporating not only content, the “what,” of learning but the
reasons why that learning is important
 engages students in meaningful, interactive, and collaborative
activities that support them in becoming self-regulated learners
these learning experiences foster interdependence among students
and their learning groups

9. learning experiences:
 Gives meaning, relevance and usefulness to
learning;
 Allows change to occur in the classroom
 Allows teaching to be more fun
 Learning takes place when teachers are able to
present information in a way that students are able
to construct meaning based on their own
experiences
 Learning experiences guide students towards
engagement in content and help them learn new
skills
 It is an activity which may be planned by the class
or teacher but perform by the learner for the purpose
of achieving some important learning objectives

10. CRITERIA FOR SELECTING LEARNING EXPERIENCE
Suitability: Learning experience must not be too simple nor
complex but rather be suitable for the age or level of the
learners and for the content which it is meant for.
Comprehensive: Learning experience must cover all the stated
objectives in a lesson; it must range from the simplest learning
experiences to the most complex, covering all the domains of
learning.
Potential for multiple Learning: This means that learning
experiences are not fashioned for different distinct domains of
instructional objectives. Therefore, it is necessary to plan for
learning experiences that will provide for the three domains as
strategy for multiple learning. A single learning experience
should involve cognitive, affective and psychomotor domains
of learning, hence it is said to be comprehensive.

11. CRITERIA FOR SELECTING LEARNING EXPERIENCE
Validity: Learning experience is valid when it related objectives are
in any of the three domains; cognitive, affective and psychomotor,
the learning experience must be holistic to involve all the domains.
Variety: Learners are different and learn, in different ways base on
their interest and ability therefore varied learning experience must be
provided to help them comprehend
Interest: So that the desired objectives can be achieve and also for
learners to demand pleasure learning experiences from tem must be
of great interest to the learner.
Relevance to Life: Learning experience must be relevant to real-life
situations in school and in the society to help learners understand
their society and proffer solutions to some problems of the society.
This is where community based resources comes to play. Experience
in real content and situation bring realism to teaching and learning.

12. Types of Learning Experiences( direct or indirect
experiences)
 Opportunities for students to interact with
content, such as experiments or using
manipulatives
 Having conversations about topics, like debating
the success of the Civil War
 Investigating questions, from low to high level
 Working in groups to solve problems and
present answers
 Experiencing content in real-life situations,
either in or out of the classroom
 Traditional learning, like note taking or map
reading

13. Learning resources:
 Learning Resource is the term used to describe
teaching and learning material
 Learning Resources which teachers use to
support and organise the teaching and learning
process For example tools such as the
blackboard, white board, projector, i-pad, Over
head Projector, Computer, posters, paintings,
photographs, games, maps, charts, apparatus,
Activity cards, activity equipment, Reference
books, dictionaries, curriculum document, other
documents, music scores, software, internet,
radio/TV , Workbooks

14. Learning resources:
Teachers and Principals in liaison with school councils
need to ensure that the selection of teaching and learning
resources:
considers the expected student learning outcomes
considers the words, behaviour, images or themes of the
resources in terms of the:
 Context, impact on the audience age group, literary,
artistic or educational merit of the material, intention
of the author and general character of the material,
 how parents might react to their children being
exposed to this content, standards of morality,
decency, and propriety generally accepted by adults

15. Learning resources
 impact on persons from different ethnic,
religious, social and cultural backgrounds
 considers the particular needs of its
students
 does not expose students to highly
offensive or obscene materials or themes
 ensures that curriculum resources are
suitable for the age group using them