Curriculum StudiesTSL3143L E C T U R E R : Y E E B E E C H O O

I P G K T H O

EXAM QUESTIONS Section A• Answer all questions• 4 structured questions• 15X4 = 60 marksSection B• Answer 2 out of 3 questions• 20X2 = 40 marks• Total marks = 100/2 = 50% (exam)

QUESTION 1

What are the definitions of curriculum?

Curriculum

Plan

Learner’s Experien

ces

System A Field of Study

Subject Matter/ Content

QUESTION 2

Explain the 3 types of curriculum and provide examples.

Planned Curriculum (Intended)

• Formal curriculum focuses on goals, objectives, subject matter, and organisation of instruction.

• The knowledge, skills, and values that form the content, outlining what is to be taught by teachers

Enacted Curriculum

(Unplanned)• It is the content

of instruction delivered by classroom teachers

• The knowledge acquired, skills developed, and values inculcated in students

Hidden Curriculum

(Unintended) • The part of the

curriculum that, while not written, will certainly be learned by students.

• It can be carried out through co-curricular activities, cleanliness programmes, assemblies etc.

QUESTION 3

What is the difference between curriculum and syllabus?

Curriculuma set of subjects or courses including their content which are being offered by the school, college or university to the students in different programmes.an aggregate of all the courses which are to be studied by the students in a particular programme.

Syllabusa description outline and synopsis of topics in a course which are meant to be covered during an educational programme in a school, college, university or any other institution.a brief statement or an outline of the main topics of a course which the lecturer or instructor will cover during all his lectures.

QUESTION 4

What are the factors that influence curriculum designing?

Economical

Social

Political

QUESTION 5

Who are the stakeholders involved in the Malaysian curriculum?

Direct Stakeholders Indirect stakeholders o Teacherso Studentso Parentso Administratorso School staffs

o Government (Ministry of Education)o Community leaderso Political leaderso Societyo Education researchers

QUESTION 6

What are the four models of curriculum design?

Objective Model (Tyler, 1949)

Interaction Model (Taba, 1962)

Process Model (Wheeler, 1967)

Naturalistic Model (Walker, 1971)

QUESTION 7

Explain the Objective Model by Tyler (1949) and give its advantages and disadvantages.

Objective

Selection of learni

ng experience

Organisation of

learning

experience

Evaluation

Advantages Disadvantages1. It provides an easy to

follow step-by-step guide to curriculum planning and development

2. It begins with a set of clear objectives

1. It does not have a feedback mechanism to tell people how to correct it.

2. It seems lack a procedure between evaluation and organisation, and this procedure is execution.

QUESTION 8

Explain the Interaction Model by Taba (1962) and give its advantages and disadvantages.

Advantages Disadvantages1. Teacher is involved in the

development of the curriculum.

1. Teachers may not understand the connection between the content, activities, teaching methods and evaluation.

2. New teachers need training and support.

QUESTION 9

Explain the Process Model by Wheeler (1967) and give its advantages and disadvantages.

Advantages Disadvantages1. It has a feedback

mechanism, so it provides students with ways to measure their progress or accuracy.

2. It also sets the school objective as a final step in as well as the first. It clearly calls for the setting up of objectives.

1. The objective includes behavioral characteristics. Behavioral objectives have some limitations on execution. E.g. How can one measure a student’s increased smoothness in writing?

2. It seems to lack a procedure between organising and integrating learning experience content and evaluation. >> execution of integrated content

Aims, Goals & Objectives

Selection of Learning Experiences

Selection of ContentOrganisation & Integration of Learning Experiences &

Content

Evaluation

QUESTION 10

Explain the Naturalistic Model by Walker (1971) and give its advantages and disadvantages.

Advantages Disadvantages1. Input is given by the

curriculum developers, target group, other stakeholders in the development of the curriculum.

2. Stakeholders engaging in the planning and development stages empowers and acknowledges them, especially teachers, as valuable contributors.

1. The process for deliberation can be time consuming and resource intensive, and can result in curriculum products that may not be consistent and aligned internally.

2. Consensus is often hard to achieve

QUESTION 11

What are the five principles in curriculum design?

1. •Selection

2. •Grading

3. •Sequencing

4. •Staging

5 •Recycling

QUESTION 12

What are the six design dimension considerations for sequencing of contents?

1. Scope2. Sequence3. Continuity4. Integration5. Articulation6. Balance

QUESTION 13

The principles of content organisation in curriculum design are scope, sequence, and integration. Justify the changes made to the content organisation in KSSR.

Scope• broadened to include the 21st century skills.

• embrace the use of Science and Technology,

• develop values, • understand

humanitarian issues.

• focus on the child’s physical and aesthetical development.

Sequence

•there are set standards of learning that pupils have to achieve • a modular-

based system based on ‘Learning Standard’ was introduced

• Module 1 (Listening and Speaking), Module 2 (Reading), Module 3 (Writing), Module 4 (Language Arts), Module 5 (Grammar)

Integration• the new curriculum has 4Ms

• students are encouraged to work together and help each other

• character development and values are also given prominence.

QUESTION 14

Explain how National Philosophy of Education influences Malaysian curriculum.

1 •Develop the child fully (intellectual, spiritual, emotional & physical)

2 •Inculcate and develop desirable moral values

3 •Transmit knowledge

4 •Create a united Malaysian citizen

5 •Produce trained manpower

QUESTION 15

What are the 10 considerations in curriculum design?

Needs Analysi

sTarget Group

Aims and

Objectives

Content

Learning Theories,

Approaches and Methods

Personnel Material Selection

Monitoring and Support

Assessment and Evaluation Constraints

CONSIDERATIONS

QUESTION 16

What should be considered in the target group?

TARGET GROUP

Individual

NeedsAbilitie

s Interests

Potentials

Multiple

Intelligences

Various

Learning

Styles or

Learning

Modes

QUESTION 17

What are the steps of a needs analysis?

Write objectives Collect dataChoose an instrument Follow up

QUESTION 18

What are the roles of a teacher in curriculum implementation?

ROLE OF TEACHER IN CURRICULUM

PRADmPractitioner

Researcher

Analyst

Decision-maker

QUESTION 19

What are the principles in textbook selection?

Gauge learner’s attention

Make learners

feel comfortable

Develop learners’

confidence

Relevant Promote

self-directed learning

Use authentic language

Use for communicative purpose

Cater for different learning styles

Consider learners’ affective attitude

TEXTBOOK SELECTION

QUESTION 20

Explain the meanings of fidelity and mutual adaptation approach adopted by the teacher in curriculum implementation.

Fidelity

Mutual Adaptation Staying very close to

the prescribed written document.

Individual, creative versions of the written curriculum.

QUESTION 21

What are the current issues in curriculum implementation?

CURRENT ISSUES IN CURRICULUM IMPLEMENTATION

Literacy

Access

Equity

Multilingualism

Technological innovations

Unity

Special

needs

LAEMTiUSn

QUESTION 22

What are the methods involved in curriculum evaluation?

METHODS OF EVALUATION

Observation & Checklist Tests Survey &

QuestionnaireInterview

& Questions

Documents

Case Studies

Focus Group Interv

iew

QUESTION 23

What are the five domains involved in assessment?

cognitive affective

psychomotor social

spiritual

QUESTION 24

What are the contexts of curriculum change?

CONTEXTS OF CURRICULUM CHANGE

Political SocialEconomi

c Cultural

Technological environment

QUESTION 25

What are the forms of curriculum change?

FORMS OF CURRICULUM CHANGE

Substitution One element replaces another previously in use

Alteration Change in existing structure

Addition Introduction of a new component

Restructuring Rearrangement of curriculum

QUESTION 26

What are the factors affecting curriculum change in Malaysia?

FACTORS AFFECTING CHANGE IN ELT IN MALAYSIA

TRLIg Is A SeCTeacher

Resource materials and

facilitiesLearner Interest

groups

Instructional supervision Assessment School

EnvironmentCulture

QUESTION 27

What does it involve for teacher to act as an agent of change?

THE TEACHER AS AGENT OF CHANGE

Understand the learners’ needs

Arm with knowledge of different teaching

approaches and strategies

Enhance students’ Interpersonal skills Improve the culture of school

Use technology in the classroom

Foster integration among the pupils