LECTURE 1

PROF. MADYA DR HJ. NOOR SHAH BIN HJ SAAD

very vague

o people often talk about the school curriculum in this general way: range of subjects taught

amount of instructions time given to each in terms of hours or minutes

 Curriculum is content

syllabus usually a summary statement about the content to be taught in a course or unit

 Curriculum as a product set of materials

Official document which includes details about goals, objectives, content, teaching techniques, evaluation and assessment, resources

 Curriculum is set of performance objectives

o

focuses on specific skills or knowledge that is considered should be attained by students

o emphasis behavioral outcomes and objectives which can be easily measured.

 Curriculum that which taught both inside and outside school, directed by the school
o

All kind of activities that occur in the classroom, playground and community, comprise the curriculum

o Only important learning experiences are those which are directed by school personnel.

Curriculum as what an individual learner experiences as a result of schooling

o

Emphasis is upon the students as a selfmotivated learner.

o Each student acquires knowledge, skills and values not only from the official or formal curriculum BUT also from the unofficial or hidden curriculum

 Curriculum as everything that is planned by school personnel

o Classroom learning experience should be planned - Curriculum - Instruction - Assessment

Conclusion
Curriculum is an interrelated set of plans and experiences which students completes under the guidance of the school.

PLANS

EXPERIENCE

STUDENT SCHOOL

Walker (1990) Content which may be depicted in terms of concept maps, topics, and themes, all of which are abstractions which people have invented and named Purpose usually categorized as intellectual, social and personal are often divided into super-ordinate, and subordinate purpose, stated purpose are not always reliable indicators of actions Organization planning is based upon scope and sequence, can be tightly organized or relatively openended

Tripp (1994)
Intention to produce a curriculum Planning extent to which a curriculum is planned Explication extent to which the curriculum details are made explicit Harmony extent to which the parts of a curriculum are complementary Relation the extent to which the parts of a curriculum are related.

Beane, Toepfer, Alessi (1986)

Concern with the experiences of learners. Making decisions about both content and process Making decisions about a variety of issues and topics Involving many groups Decision-making at many levels

Longstreet & Shane (1993)

Society-oriented curriculum purpose of schooling is to serve society Student-centered curriculum the students is the crucial source of all curriculum Knowledge-centered curriculum knowledge is the heart of curriculum

Eusner & Vallance (1974)

Cognitive process orientation: cognitive skills applicable to a wide range of intellectual problems Technological orientation: to develop means to achieve pre-specified ends Self-actualization orientation: individual students discover and develop their unique identities Social deconstructionists orientation: school must be an agency of social change Academic rationalists: to use and appreciate the ideas and works of the various disciplines

School-based personnel Teachers, Principals Parents Universities-based specialists Industry Community groups Government agencies politicians