EDU 454: PRIMARY SCHOOL CURRICULUM AND INSTRUCTIONUNIT 1: INTRODUCTION TO CURRICULUM & INSTRUCTION IN PRIMARY SCHOOL

Learning OutcomesAt the end of this unit, students should be able to: 1. Define what is meant by curriculum2. Identify the types of curriculum3. Identify and briefly describe several curriculum development models4. Explain about the development of primary school curriculum in Malaysia5. Describe the goals, objectives and structure of KBSR and KSSR6. Describe the basic concept of KSSR

Ask Yourself

Do you know about the different types of curriculum models?

What is the relationship between curriculum and instruction?

What is the rationale of KSSR?

Visualizing the Unit

Definitions of CurriculumThere are various definitions of the term ‘curriculum’. Webster's concisely defines curriculum as, "A course of study offered by a school". Curriculum is also often referred to as learning content, activities, and structures as experienced by students. Some experts defined curriculum based on the planning at school level while others defined curriculum based on the planning that related to education contents.

Definitions of curriculum developt based on the planning at school level (as cited in Mok Soon Sang, 2005):

1. Kerr J. K. (1968) interpreted curriculum as all subjects which have been planned and organised by the school, whether implemented individually or in group, inside or outside the school.

2. Hirst (1975) defined curriculum as a programme which encompasses all learning activities and organised by teachers to enable pupils to achive certain objectives.

3. Nicholls S.H. and Nicholls A. (1978) described curriculum as all planned learning opportunities by teachers for school pupils to follow.

Developmen of curriculum

Definition

Types of curriculum

Organization of curriculum

Relationship between curriculum

and instruction

Definitions of curriculum based on the planning that related to education contents (as cited in Mok Soon Sang, 2005).

1. B.O. Smith. W.D. Stanley and J.H. Shores (1957), defined curriculum as organised experiences which are offered to pupils under the guidance of the school.

2. J.G. Saylor and W. M. Alexander (1974), considered curriculum as a planning to provide learning opportunities with the aim of attaining information and education objective under the guidance of school.

3. K. Egan (1978), explained that curriculum covered contents to be learnt and developt through teaching pedagogy.

4. A complete definition is given by A.S. Robinson (1971) in which he suggested that curriculum should cover aspects such as aims, objectives, contents, processes and methods to evaluate all learning experiences which have been planned for pupils inside and outside the school including visits, practical training and co-curriculum activities.

Thus, based on the various definitions provided by scholars and curriculum experts above, curriculum can be summarised as

“a type of planning which covers academic and non-academic activities for example, syllabus, teaching-learning subjects, and cocurriculum activities such as participation of pupils in activities like games and sports, clubs, societies and uniform bodies. In addition, the curriculum should also include its goals, aims, objectives and evaluation objectives”.

The Relationship Between Curriculum and InstructionIn order to clarify the definition of curriculum it is important to examine how it may be distinguished from the concept of instruction. Curriculum constitutes a broad range of student experiences in the school setting, instruction focuses on the delivery of those experiences. More specifically, instruction may be perceived as the planned interaction between instructors and students that (hopefully) results in desirable learning. Saylor (1981) defined instruction as the actual engagements of learners with planned learning of opportunities.

Instruction can also be defined as the creation and implementation of purposefully developt plans for the teaching of curriculum content. It is what teachers often concisely refer to as "planning" and "teaching." With curriculum being the content of what is taught along with an overall process of how that content is to be taught, and instruction being the more detailed plans and the way those plans are implemented in order to teach the curriculum content, it becomes easy to understand that the two must be compatible in order to maximize student learning.

For the purpose of instruction, curriculum can be further sub-divided as follows:

Types of CurriculumThere are various types of curriculum. Listed in the table below are some frequently used curriculum. A brief explanation is also provided for each.

Type DescriptionIdeal Curriculum A curriculum designed by curriculum experts

based on pedagogy,psychology, curriculum theories and views suggested by education specialists.

Official Curriculum An ideal curriculum which is implemented in school. However, since it is difficult to implement an ideal curriculum in school because of many constrains in the actual schooling system, it becomes official curriculum. Eg: KBSR,KBSM

Formal/Operational Curriculum An official curriculum which is implemented in school. Formal curriculum is sometimes refereed as manifest or explicit curriculum. Operational curriculum can also be referred as teaching curriculum or practical curriculum.

Integrated Curriculum A curriculum where various subject contents are integrated with one another. Eg: KBSR and KSSR.

Core Curriculum A curriculum in which the syllabus contains core subjects and elective subjects. Eg: KBSM

Spiral Curriculum Curriculum in which students repeat the study of a subject at different grade levels, each time at a higher level of difficulty and in greater depth. Here, experiences have to be arranged systematically, i.e. from basic to complex. For example, in learning KBSR mathematics, the operation of addition has to be taught earlier, then followed by substraction, multiplication and division. Two

principles stated by Bruner (1960) in designing spiral curriclum are:

The concept and its main principle must be determined earlier in order that they are included in a particular learning unit.

The concept and principle to be learnt must follow the sequence from simple to complex; from experience acquired to new experience.

Hidden / Latent Curriculum Also known as concealed or inserted curriculum covers all experiences of informal learnings such as inculcating and nurturing noble values through imtitation of teacher’s behaviour, that contained moral values taught during school lessons.

Development of Curriculum and Instruction in SchoolsThe development of a successful curriculum and instruction in schools has always been the aspiration of the government in its efforts to regulate education to the contemporary and global needs of Malaysian citizens. The core aims of the development and reformation is to provide education for human resource growth and development in order to meet mainly: the needs of social, economic, and political aspects of the country. The noble notion is clearly stated in the Malaysian National Education Philosophy (NEP) which states that:

“Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well-being, as well as being able to contribute to the betterment of the family, the society and the nation at large.”

Models of Curriculum and InstructionThere are several models that can be used as a guide when developing a new curriculum. Each of the following models put forward certain considerations that are thought to be particularly important by its founders when designing a curriculum:

1. Tyler’s Objectives ModelTyler (1950) stated that the aims of lessons should contain two related aspects:1. Development of the pupil’s character2. Integration of subject contents with the pupil’s character Identifies 4 stages of curriculum development: a. Objectives

- Identify and state the aims of the programme objectives- Objectives must be explicit

b. Content- Select the subject matter that will achieve the objectives- The learning experiences that lead to the achievement of stated objectives- Must be balanced in terms of breadth and depth

c. Method

- Decide on the methods of content organization and delivery- Must abide by the following principles: continuity, sequence and integration

d. Evaluation- Identify methods of measuring to what extent the objectives have been achieved - Appraising students’ actual behaviour- Students should be assessed throughout to ensure trustworthy evidence of learning

2. Taba’s Model / Grassroots ApproachTaba (1945) stated that teachers (the ones who teach) should participate and have a major influence in developing the curriculum. The following are 7 steps identified in this model:

a. Diagnosis of Needs- Needs assessment to be carried out

b. Selection of Objectives- Select objectives based on earlier determined students’ needs

c. Selection of Content- Select appropriate content that meets objectives

d. Organization of Content- Sequentially organize content according to the maturity of learners, their academic

achievement and interests

e. Selection of Learning Experiences- Select learning experiences and teaching methods that will engage students with

the specified content

f. Organization of Learning Experiences- Sequence and organize learning activities

g. Determining What and How to Evaluate- Determine how objectives are to be accomplished and what has been

accomplished

3. Nicholls’ Cyclic Curriculum ModelNicholls and Nicholls (1978) identified several criteria that should be observed in developing a school curriculum:

a. Aims of Education- Includes educational goals and learning objectives

b. Determine Methods and Materials- Should organize structure of curriculum- Identify teaching materials and teaching and learning activities

c. Evaluation and Modification

d. Implementation

e. Evaluation

f. Feedback

How to evaluate and interpret the end resultModifications based on evaluation

4. Wheeler’s Curriculum Process ModelThe following steps for curriculum development is identified by Wheeler:

a. Identify Goals, Aims and Objectives of Learningb. Selection of Learning Experiencesc. Selection of Content or Subjectsd. Organization and Integration of Experiences, learning and Contente. Evaluation

Also please review the ADDIE and ASSURE models that have been covered in the previous course!

Development of Primary School Curriculum in Malaysia

Kurikulum Baru Sekolah Rendah (KBSR, 1983) and Kurikulum Bersepadu Sekolah Rendah (KBSR, 1993)Kurikulum Baru Sekolah Rendah (KBSR) was introduced on trial basis in 1982. Approximately 305 schools all over Malaysia were selected for the pilot project, and it was then fully implemented in 1983. Ten years after that, Kurikulum Bersepadu Sekolah Rendah (also KBSR) or Primary School Integrated Curriculum was implemented in 1993.

Goals of KBSRTo help each people attain an overall and balanced development in the physical, spiritual, intellectual, social, emotional and moral development

Principles of KBSRThe following are principles of the KBSR:

1. Equal education for all2. Integration of intellectual, spiritual, emotional and physical aspects3. Enhancing the use of Malay Language and other languages (English, Chinese, Tamil)4. Life-long education5. Emphasis on noble values6. The use of existing knowledge and skills

General Structure of KBSR

AREAS COMPONENTS PHASE 1 PHASE 11

Communication Basic skills BM, English, Chinese, Tamil & Math

BM, English, Chinese, Tamil & Math

Man and Environment

Spirituality,Values & Attitude, Humanities and Environment

Islamic education, Moral & Science

Islamic education, Moral & Science & local Studies

SelfDevelopment

Living skills, art & recreation, Co-

Music, Visual art, Physical & Health

Living skills, music, Visual art, Physical

curriculum Education & Health Education

Kurikulum Standard Sekolah Rendah (KSSR, 2011)The primary school curriculum recently underwent its latest transformation. The implementation of the Primary School Standard Curriculum (KSSR) was enforced in 2011 and will be implemented in stages beginning with Year One students of 2011. The KSSR is thought to be a continuation of the previous KBSR rather than a replacement. In terms of assessment, the KSSR is unique from its predecessors where it incorporates the use of School-Based Assessment (PBS). However, while schools are required to also implement PBS as part of KSSR, the major examination in primary school, UPSR is still retained. In the KSSR, teaching and learning will be more attractive, enjoyable and meaningful.

Why is there a need for curriculum transformation?There is a need to revise and improve the existing curriculum to ensure its continued relevance and alignment to the achievement of the national goal of education, which is to create holistic human capital. The following aspects are involved in the transformation to KSSR (Curriculum Development Division, 2011):

1. Form2. Organization3. Content4. Time Allocation5. Pedagogy6. Assessment7. Curriculum Management8. Materials What is a standards-based curriculum?The Curriculum Development Division (Ministry of Education, 2011) has identified the following considerations in its design framework for developing a standards-based curriculum:

ConceptThe concept of standards-based curriculum is founded upon the National Education Philosophy, principles of KBSR and standards-based practice

AimsTo develop a holistic individual that possesses critical and creative thinking skills and who is innovative

Curriculum ThrustsThere are six thrusts that is the focus of the new curriculum in order to develop the stated aims: 1. Communication2. Science & Technology3. Spiritual, Attitude and Values4. Humanistic5. Physical & Aesthetic Development6. Personal Development

Value-added Elements in the Curriculum1. Creativity and Innovation2. Entrepreneurship3. Information and Communications Technology (ICT)

Three important areas of KSSRThe KSSR will entail transformation in the following areas:1. Assessment

Formative in nature via School-Based Assessment

2. Curriculum Design Based on the six thrusts as described above

3. Curricula Materials Using standard documents and teaching and learning modules

What are the main components of the standards-based curriculum?The standards-based curriculum is created with an emphasis on two components:

1. Content StandardContains descriptions of what learners should know and be able to perform

2. Learning StandardIdentifies specific criteria or indicator of the quality of learning and achievement which is measurable for each content standard

Goals of KSSRAs discussed previously, the goals of KSSR is in line with general educational aims envisioned in the National Educational Philosophy, the principles of KBSR and standards-based practices. Primarily, the KSSR hopes to develop well-balanced and holistic human capital. The general national goal of education is strengthened through various government policies including the PIPP or Pelan Induk Pembangunan Pendidikan (National Education Master Plan). In particular, the KSSR aligns itself with the 2nd thrust in PIPP, which aims to create individuals who are knowledgeable, skilled and possess high moral values.

Objectives of KSSR / Why standards-based curriculum?There are several reasons for opting for a standards-based curriculum:

1. To set a clear standard for students (for all subjects and at every level of learning, i.e. Year One until Year Six) and to make sure that students are able to achieve the standards set for them

2. To provide clear measurable goals of learning in terms of knowledge, skills and values

3. To identify strategies for improvements (assessment for learning or formative assessment)

4. To reduce student dropout rates

5. To implement school-based assessment

StructureThere are three main modules which make up the KSSR curriculum. As a standard, each period for each subject is allotted 30 minutes and the number of periods required for each subject per week has been pre-determined:

Basic Core Module

1. Malay Language 2. English3. Mandarin / Tamil 4. Islamic Education / Moral Education 5. Physical Education6. Health Education 7. Mathematics

Themed Core Module1. World of Art

World of Visual ArtWorld of Music

2. World of Science and Technology

Elective ModuleEither one of these:1. Arabic Language2. Mandarin for Primary School3. Tamil for Primary School4. Kadazandusun language5. Iban Language

Organization of Primary School Curriculum

The Curriculum development Division in the Ministry of Education is entrusted to develop the National Curriculum and Instruction for schools in Malaysia. The main reference for the development of curriculum is the NEP which at all time provides the needs of individuals to become better citizens of Malaysia. The transformation of KBSR to KSSR is indeed fulfilling the current demands in primary education to meet the said need as mentioned in the NEP. The KSSR is applied to all government schools in Malaysia regardless of the type and medium of instruction. It is hoped that the transformation of the curriculum would achieve the government aspirations with regards to the effort on nation building.

ReflectionAfter reading the above explanation and definition, what is your own understanding of the term curriculum? Discuss with your instructor.

REFERENCES1. Mok Soon Sang. (2005.) Education Studies for KPLI (Sekolah Rendah). Puchong: Multimedia ES

Resources Sdn Bhd2. Curriculum Development Division. (2011). Ministry of Education Malaysia.3. Ornstein, A.C & Hunkins, F.P. (2004). Curriculum: Foundations, Principles and Issues. Boston: Allyn

& Bacon