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    Curriculum in Malaysia

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    Emily Ling
    Here are the key roles of a teacher in successfully implementing the curriculum: - Interpreter: Teachers must understand the goals and objectives of the curriculum as outlined in official documents. They interpret these broad goals and translate them into meaningful learning experiences and lesson plans for students. - Planner: Teachers plan instructional activities, lessons, units, and course schedules based on the curriculum. This involves developing appropriate content and selecting teaching strategies, resources and assessments aligned to student needs. Planning requires analyzing the curriculum thoroughly. - Implementer: As the primary deliverer of the curriculum, teachers implement the curriculum through effective instructional practices in the classroom. They select teaching methods, learning activities and tailor the pacing and delivery of content to the specific

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    Curriculum in Malaysia

    Uploaded by

    Emily Ling
    1K views37 pages
    Here are the key roles of a teacher in successfully implementing the curriculum: - Interpreter: Teachers must understand the goals and objectives of the curriculum as outlined in official documents. They interpret these broad goals and translate them into meaningful learning experiences and lesson plans for students. - Planner: Teachers plan instructional activities, lessons, units, and course schedules based on the curriculum. This involves developing appropriate content and selecting teaching strategies, resources and assessments aligned to student needs. Planning requires analyzing the curriculum thoroughly. - Implementer: As the primary deliverer of the curriculum, teachers implement the curriculum through effective instructional practices in the classroom. They select teaching methods, learning activities and tailor the pacing and delivery of content to the specific

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    Curriculum in Malaysia

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    Here are the key roles of a teacher in successfully implementing the curriculum: - Interpreter: Teachers must understand the goals and objectives of the curriculum as outlined in official documents. They interpret these broad goals and translate them into meaningful learning experiences and lesson plans for students. - Planner: Teachers plan instructional activities, lessons, units, and course schedules based on the curriculum. This involves developing appropriate content and selecting teaching strategies, resources and assessments aligned to student needs. Planning requires analyzing the curriculum thoroughly. - Implementer: As the primary deliverer of the curriculum, teachers implement the curriculum through effective instructional practices in the classroom. They select teaching methods, learning activities and tailor the pacing and delivery of content to the specific

    Copyright:

    © All Rights Reserved
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    Download as pptx, pdf, or txt
    1K views37 pages

    Curriculum in Malaysia

    Uploaded by

    Emily Ling
    Here are the key roles of a teacher in successfully implementing the curriculum: - Interpreter: Teachers must understand the goals and objectives of the curriculum as outlined in official documents. They interpret these broad goals and translate them into meaningful learning experiences and lesson plans for students. - Planner: Teachers plan instructional activities, lessons, units, and course schedules based on the curriculum. This involves developing appropriate content and selecting teaching strategies, resources and assessments aligned to student needs. Planning requires analyzing the curriculum thoroughly. - Implementer: As the primary deliverer of the curriculum, teachers implement the curriculum through effective instructional practices in the classroom. They select teaching methods, learning activities and tailor the pacing and delivery of content to the specific

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    Download as pptx, pdf, or txt
    of 37

    EDUP3013

    Philosophy &
    Education in
    Malaysia
    Curriculum in Education

    Concept of Curriculum

    A program which contains


    learning activities which had
    been arranged by the teacher
    to help students achieve T&L
    objectives.

    HIRST (1975)

    Formal & informal content &


    process by which learners gain
    knowledge & understanding,
    develop skills & alter attitudes,
    appreciations & values under
    the auspices of that school.

    DOLL, R. (1996)

    Concepts
    The planned & guided learning experiences &
    intended learning outcomes, formulated through the
    systematic reconstruction of experiences, under the
    auspices of the school, for the learners continuous
    & willful growth in personal & social competence.

    The curriculum can be conceived as a


    series of planned events (process) that
    are intended to have educational
    consequences for one or more students.
    Dillard & Laidig (1998) - Curriculum must
    have pre-selected goals (outcome) to be
    achieved; selected content; process &
    experiences to facilitate learning; the
    extent of responsibility assumed by the
    teacher & learner for learning; how &

    Cabinet Committee Report, 1979 - All


    educational plans run by schools or
    educational institutions are aimed at
    achieving educational goals. The plan
    consists of two aspects: (a) Core of the
    curriculum -syllabus & subject matter
    content with activities of learning &
    teaching, (b) co-curriculum - such as
    sports, clubs & uniform units.

    9 Guiding Curriculum
    Questions
    1.
    2.
    3.
    4.
    5.

    What should be taught?


    To whom should it be taught?
    Why should it be taught?
    How should it be taught?
    When (for how long & in what order)
    should it be taught?

    6. How

    shall we know that learning took


    place?
    7. What resources will be used (textbooks,
    videos, etc)?
    8. Under what conditions will the
    curriculum be enacted? What groupings
    (cooperative, homogenous, individual)
    will be used?
    9. What aspects of the classroom

    Curriculum Goals

    Types of Curriculum

    Official
    Also known as standard curriculum.
    Basic guidelines for textbooks writing,
    lesson plans preparation, teaching &
    learning activities as well as guidelines for
    every level of national schooling.

    Formal
    Formulated based on the objectives of
    national education.
    Consists of the teaching & learning
    content, classroom assessment and the
    co-curriculum activities (clubs,
    associations, uniformed bodies and all
    other outside classroom activities).

    Included academic curriculum which is


    implemented via teaching curriculum &
    operation curriculum.
    Usually constructed by highly educated
    professionals chaired by the Curriculum
    Development Centre in the MOE.
    A learning activity plan to achieve the
    objectives or purposes of education and
    school.

    Informal / Hidden /
    Latent
    The socializing element in education.
    Incorporates all non-formal
    experiences e.g. inculcating of good
    values, adhering to school
    regulations.
    The elements are latent because they are
    not planned. The learning happens

    The learner learns about socialising in


    groups formulating of behaviour,
    attitude, discipline etc.
    Lies outside the official organization
    context of teaching & learn implicitly.
    Consists of the unwritten rules,
    conventions, folkways & values of the
    culture known as school, such as
    politeness, cleanliness & trustworthy.
    Shaped by factors like socio-economic

    Relationship between
    Curriculum & Education
    The curriculum encompasses all knowledge
    and skills, values and norms, cultural
    elements and beliefs that are considered
    relevant to the Malaysian society.
    The function of the curriculum is to realise the
    potentials of the learner (intellectual, physical,
    spiritual and social) & towards unity in the

    Tutorial 9
    Distinguish the 3 types of
    curriculum and their
    relationship with Malaysian
    education respectively.

    Factors Influencing
    Curriculum Change

    Technologic
    al
    Developmen
    t

    Culture

    Factor
    s

    Government
    Policies

    Current
    Needs /
    Security

    Technological
    Development
    Leverage ICT to scale up quality learning
    across Malaysia.
    Provide internet access & virtual learning
    environment via 1BestariNet for all 10,000
    schools.

    Augment online best practices


    content starting with a video library of
    best teachers delivering lessons in
    critical subjects.
    Maximise use of ICT for distance and
    self paced learning to expand
    capacity and allow for more
    customised learning.

    Current Needs / Security


    The socialising element in education.
    Incorporates all non-formal experiences
    e.g. inculcating of good values, adhering
    to school regulations.
    The elements are latent because they are
    not planned. The learning happens
    unintentionally through group activities.

    Individual needs
    - Based on interest & basic skills (3R).
    - To enable students to acquire social
    skills.
    - Able to understand oneself.
    - Develop interest & potentials.
    - Character development.

    Universal needs
    - To disseminate knowledge &
    training to the
    students in
    inculcating universal
    understanding & cooperation.
    - Improve the way of life of the
    population.
    - Emphasizes on values, sentiment,
    knowledge & skills to ensure

    Government Policies
    1. Preindependence

    Ethnocentric.
    Individual school system.

    2. Post
    independence

    National integration.
    Standardised curriculum (KBSR & KBSM).

    3. Current
    education

    Access, quality, equity, unity & efficiency.


    International standard curriculum (KSSR &
    KSSM - HOTS).

    Government adopts policy to


    implement a curriculum.
    Goals & priorities of programmes Aims, goals & objectives values hold
    for an educational programme.
    Content of curriculum - Selection of
    content.

    Culture
    Nation & societal needs.
    Acquire basic skills, concepts & techniques
    in life from the political, social &
    economical point of view.
    To fulfill the aspiration of society, ambition
    & ideology of the nation.

    Roles of Teacher in the


    Curriculum
    Implementation

    Planner
    r
    e
    t
    In

    r
    e
    t
    e
    r
    p

    Im

    pl
    em
    r en

    te

    Interpreter
    Appreciate and understand FPK and the
    aims and objectives of education.
    Interpret the syllabus (study the syllabus,
    guidelines by CCD/PPK and make the
    necessary changes and modifications.
    Transfer information, objectives and
    domain into t&l.

    Planner
    Plan all t&l activities based on syllabus.
    Preparation of suitable activities taking into account
    the learner developmental stage.
    Lesson planning:
    - annually (syllabus, objectives & titles)
    - semester-based (topics, skills, values & strategies
    on t&l)
    - weekly (forms/standards, topics, skills, values)

    Implementer
    Selection of suitable strategies, content and
    learning experiences.
    Taking into account the needs of the learner,
    the environment & available resources.
    Modify the instructional strategies &
    techniques.
    Evaluate the t&l process (accuracy, efficiency
    & usefulness of ideas, methods, materials &

    Tutorial 10
    Discuss the teachers roles in
    implementing curriculum
    successfully.

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