There are many ways of setting out the basic framework for a curriculum. One ‘model’ is presented in annex 2 of this topic – Example of a curriculum framework. Whichever model is used, either more or less detailed than the one presented here, the most important point is that the framework is clear, useful and comprehensive. This will ensure that the curriculum is more than a syllabus, which is often simply a list of contents.
Once the framework has been designed, it is usually necessary to organize a programme of teaching and learning which allows the curriculum to be delivered systematically and effectively. The most common way to organize this is to draw up a scheme of work. This is the sequencing of the topics and activities over a given period of time, for example, one week, one month, six months, a year, a term or a semester. The scheme of work will complement the written curriculum and is a planning tool for teachers. It should always be developed in the local context, because the timing of key learning events for agroforestry education will depend on local conditions such as seasonal activities, climate, patterns of cropping and livestock management, festivals, etc. It should also take into account the demands on time of key stakeholders (teachers, students, resource persons, farmers, etc.) and the various opportunities and facilities available for practical work. The timing of practical activities should complement the more theoretical components of the teaching programme, to ensure that participants have an opportunity to reflect on theoretical concepts and principles, and to practise, experiment and explore these in an active way, whenever possible in the ‘real world’.