Curriculum Planning and Development Division (CPDD)

The succeeding is a abridged description of these various activities coiled in the development of curriculum materials: 
 
Design: This involves integral the Introductory work that is carried out to ensure that the curriculum is relevant, apropos and workable. At this stage, the curriculum is conceptualized and attention is paid to arrangement of the varied components. Considerations include the focus on the intense underpinnings, goals, objectives, unsound matter, learning experiences and evaluation ; integral concocted in consultation with stakeholders. At present, emphasis is being placed on the learner in curriculum development activities. 
 
Develop: In this stage, curriculum development involves planning, construction and the Dignified step-by-step procedures used to produce written documents, as sincere as print and non-print means materials. These documents may include vision statements, goals, standards, performance benchmarks, learning activities and instructional strategies, interdisciplinary connections, and other integration activities that guide curriculum implementation. 
 
Implement: This is the stage in which integral stakeholders become uphold of the process by making their membership fee to operationalise the curriculum as preconcerted and developed. The process is managed by the officers of the Curriculum Planning and Development Division. It requires interaction between officers of the division, principals, teachers, parents, students and the unsettled public, integral key in the education of the child. Whereas implementation is a Contrivance activity, the Curriculum Planning and Development Division also engages in in-service teacher education through seminars and workshops to facilitate the required alteration of individuals’ knowledge, skills and attitude 
 
Monitor: This can be seen as uphold of the implementation process. It is at this stage that officers visit schools to verify that classroom practice is amiable with the concocted goals and objectives of the national curriculum. Data is gathered to inform policy and decision making relative to the curriculum. The monitoring activities also capture best practices for generalization and develop the working relationship between officers of the Curriculum Division and school personnel, allowing for technical support at the school level to be provided where needed. 
 
Evaluate: At this stage, officers engage in analyzing data collected on the field to determine the effectiveness of the curriculum design and its implementation as they Belong to the child. The process entails marvellous study of the data with the view of identifying deficiencies and root causes that can lead to restorative action. It is the findings from this exercise that instantly influence the decisive stage of review. 
 
Review: The information gained from data analysis is used to guide apropos adjustments to the curriculum documents. Such adjustments incorporate the strengths and address any manifest weakness of the implemented curriculum. Owing of technological developments and the resulting ease with which new information can be shared, continuously evolving curriculum is now possible. Updates, links to means accurately and teaching and learning experiences can be easily incorporated in curricula. These considerations are integral geared towards curriculum improvement and improved student performance in meeting national, developmental and educational goals.