2.7 The Curriculum Strategy

Detailed analysis of the four core subjects - education, English, maths and science - follow in the sections below. Here, we give an overview of the features of the curriculum strategy.

2.7.1 Subject Aims and objectives

All the subjects state broad aims, usually phrased in some combination of: knowledge and understanding, skills and attitudes, awareness and appreciation, and the ability to teach the subject. The specific objectives are usually quite close to the content and are predominantly phrased in cognitive terms, though there is some emphasis on practical skills in science. Some address an aspect of classroom practice, such as lesson planning or making up tests; these are mainly in Education

2.7.2 Content

This is an academically-oriented, content-heavy programme. In many ways it appears very ‘traditional’. Subjects are clearly demarcated even when they have been combined into one teaching area; for example in Social Science RE and Development Studies are taught by different departments in different semesters. This probably reflects the primary school syllabus. But further demarcation appears between content and methods; every module has been deliberately labelled as one or the other. The intention is to have an overall balance of 70% content and 30% methodology. Table 2 shows how this has been achieved for the core subjects:

Table 2: The balance of content v methodology, by number of modules

If we analyse instead using Shulman’s categories for the ‘knowledge base’ of teaching (see appendix), we find that ‘content knowledge’ comprises between 50-80% in the three subject areas. In education, all his categories are represented, with ‘general pedagogic knowledge’ taking up one third; this of course includes some skills development. This is quite different from the old PTC, where some ‘general pedagogic knowledge’ was included in the subject areas.

In spite of the imposed common format, there are some interesting differences between the courses. In the English course, there is a clear emphasis on improving trainees’ own English language abilities, through the study of grammar, and by paying attention to developing their personal communication and writing skills. English literature is foregrounded, with modules on novels, plays and poems, which are to be studied from two points of view: for enriching the trainees’ knowledge and understanding, and for teaching literature to primary pupils. The course is clearly linked to the primary syllabus, and includes both theories and practical approaches to ESL teaching.

The maths syllabus is the most heavily weighted (80%) towards content, which appears to be around O level standard. There is little mention of maths education topics. Science has 70% content, apparently aimed at bringing students some way towards ‘A’ level. Again, there is very little on science education or on specific ways of teaching the primary syllabus.

In education the sequence appears to be: to start with the classroom and with basic understanding of children, and to move towards the wider context. The titles of the modules suggest a fairly traditional approach, with sociology and philosophy taught separately rather than integrated under themes. Children’s learning is not highlighted and is presumably taught under ‘psychology’. Other topics include general methods, lesson preparation, testing, resources, and guidance and counselling and there are modules on early years, special needs, ICT, and research. It is not clear from the documents how far these are discussed in the context of Lesotho schools; for example, the problems of handling large or multi-grade classes, the underachievement of boys and the integration of children with special needs are not specifically mentioned.

2.7.3 Teaching/Learning Methods

There is little information in the document. One can note that under the old curriculum, all subjects were timetabled in the same way; a weekly presentation to the whole cohort (up to 250 student teachers) followed by ‘small group discussions and/or practical’ in classes of around 50 student teachers. Since it is not clear if this pattern will continue, it will be important to find out from the teacher educators whether or not they plan to continue with the old practice. Interestingly, there is no mention of ‘SIMs’ or indeed of any form of independent study.

Some inferences can be made by scrutinising the content, objectives and assessment patterns of the programme. There is little here to suggest anything other than traditional transmission methods, with occasional practical activities in laboratories or for micro-teaching. There is no indication that methods suitable for primary schools will be modelled and practised in the college.

2.7.4 Teaching/Learning Materials

Departments vary in their recommendations. Some list the same books for all three years (e.g. science), others give different ones; in total, the lists vary from 16-30 books. Among prescribed texts, only English explicitly indicates the primary school syllabus, though maths mentions a number of local maths textbooks. A worrying aspect is that many of the books may be outdated and/or irrelevant; few have been published since 1990, and very few indeed are by African authors or even published in Africa (except for local textbooks).

2.7.5 Assessment

In all subjects, coursework and exams are combined in a 50:50 ratio (except in Year 2 where it is wholly coursework). It is stated that assessment should be criterion-referenced. There are detailed regulations about levels of scores, resubmission, and failing. Teaching Practice, which is given a numerical score, also has to be passed. Types of coursework are described on p.94 of the document, where 14 varieties are suggested, from reports on laboratory experiment to different kinds of tests, essays and projects.

The planned assessment procedures for the four subjects do indeed show a wide variety of methods. Each module has a piece of assessed coursework attached to it. Most are in the form of written work, but microteaching, peer teaching, and ‘oral discussion’ are also listed. What is less clear is whether they are suitable for evaluating the achievement of the objectives stated for that particular module. None, except teaching practice itself, are to be carried out in the classroom context.