BALANCE

BASICS OF CURRICULUM
The inclusion of various
DESIGN
Balance elements of learning:
Knowledge, Attitude,
Articulation Competence, skills.
Scope The inclusion of various
Integration aspects of
development: Physical,
Continuity Emotional, Spiritual,
Sequence Intellectual.

BALANCE ARTICULATION

The Religious Schools (Sekolah Pondok) of Articulation is the detailed expression or
today is based on the KBSR and KBSM description of the depth of study or volume
curricula to provide a balanced curriculum – of study applied in a certain subject within a
the students are able to get jobs or pursue curriculum.
further or higher education. Some UK Degrees:

The KBSR and KBSM curricula claims to be
First Year Degree = Certificate
balanced because it covers J.E.R.I.
Second Year Degree = Diploma

Third Year Degree = Degree

ARTICULATION SCOPE
Articulation is important to map out the volume ☻Scope refers to
of study a person has undergone: the areas of

For transfer of credit; knowledge, skills

For job placement; and competencies

For accreditation of non-formal and informal covered in a
learning. curriculum.
Mat Spanar has been working as a mechanic
for 20 years after his SPM (3rd grade). He now
Specialised Holistic
owns Bengkel Tikus Maju. He now wants to
(Training) (Education)
pursue his Degree in Automotive Engineering…

1
 SCOPE INTEGRATION
New Areas of Study – Political Science, Cyber
Law. Vertical Integration – The teaching of certain
elements throughout stages of learning.
New Knowledge – From 9 planets to 10
planets; Ecstasy is a type of drug.
New Competencies – Browsing the web. Horizontal Integration – interrelatedness of
teaching-learning contents between subjects
New Skills – Using the computer, operating
or disciplines.
new machineries.
New Attitude – “Malaysia Boleh!”
New Emphasis – Hygiene; Road Safety.

VERTICAL INTEGRATION HORIZONTAL INTEGRATION

YEAR 5
• Cross-curricular/Cross-disciplinary
integration: Teaching an element
YEAR 4 STUDY SKILLS across the curriculum.
INTERPERSONAL
SKILLS
• Intra-disciplinary Integration:
YEAR 3 Integration of teaching contents within
COMPUTER
SKILLS subjects/disciplines.
YEAR 2 CREATIVE AND • Inter-disciplinary Integration:
CRITICAL Integration of teaching contents from
THINKING SKILLS
YEAR 1 various subjects/disciplines.

CROSS-CURRICULAR INTEGRATION INTRA-DISCIPLINARY INTEGRATION

Study skills, interpersonal skills, team EATING HABITS COMMUNICATION

working, IT skills, critical and creative SCIENCE

thinking…

Mathematics English Arts

Calculating angles Prepositions Painting using
water colour

THE ALASKAN BEAR PROTECTION

REPRODUCTION AGAINST
DANGER

2
INTER-DISCIPLINARY INTEGRATION STRENGTHS OF INTEGRATION
CLIMATE IN
EATING HABITS
ALASKA
New knowledge is presented in context
New knowledge is presented with example
More authentic (real-like)
SCIENCE GEOGRAPHY
Can relate to existing knowledge
Application of knowledge is immediate
Aids understanding (tangible/explicit rather
than abstract)
THE ALASKAN BEAR RELATIONSHIP
REPRODUCTION BETWEEN Reinforcement of some knowledge/skills
CLIMATE AND
INHABITANTS

WEAKNESSES OF INTEGRATION CONTINUITY

Difficult to control sequence of content
The actual new knowledge intended may
be blurred by a surge of information
A systematic coverage of contents may
not be possible
The variation in experience may produce
bigger gaps between learners.
WHOLE TO PART – From a general overview
to particular items.
PART TO WHOLE – From specific items to a
bigger picture.
Coil learning – repeated treatment of a
particular concept with greater sophistication.
Building new knowledge on prior knowledge.

CONTINUITY CONTINUITY
Example: Human Reproduction – First Visit Example: Human Reproduction – Second Visit

The human
Wedding reproduction
Honeymoon system.

BIRTH
Pregnancy

3
 CONTINUITY SEQUENCE
Example: Human Reproduction – Third Visit
Easy to difficult
Simple to complex
PRE-REQUISITE – Some items must be taught
first before another.
Social Growth
POST-REQUISITE – Items that are further
Social Problems
developments of a previously taught items.
CO-REQUISITES – Items that should be taught
The Family Health simultaneously although separately.
Institution

SEQUENCE
Task: Drag the four topics below to the
correct levels of study in the charts
according to a logical sequence.
Year 4

Year 3

Year 2

Year 1

Fractions Decimal points Additions with fractions Numbers