Topic 3: Principles in

curriculum design
What is curriculum design?
 Curriculum design is deciding about the “shape” or “configuration” of a curriculum
plan.
 It involves the selection of content in line with the goals and objectives of the
curriculum.
 The selected content will have to be arranged in a form that will help the teacher in
choosing and organizing appropriate learning experiences for the classroom.
 Curriculum design is also referred to as “ curriculum organization”.
• Designing the curriculum involves the task of organizing or arranging
the four components/elements; namely, objectives, subject matter
(content), teaching-learning experiences and evaluation procedures
into a cohesive and comprehensive plan that can be implemented
with minimal difficulties.
• A good curriculum is:
• - Balanced ( Well-adjusted)
• - Rigorous ( Demanding/Difficult)
• - Coherent ( Clear/Rational/Intelligible)
• - vertically integrated
• - Appropriate ( Suitable/Fitting)
• - Focused/parsimonious ( tightfisted)
• Relevant ( Pertinent/Significant)
Principles proposed when deciding on content
organization. ( Sowell,2000; Ornstein & Hunkins,
1998.
• 1. Scope – refers to both the breadth and depth of content and
includes all topics, learning experiences and organizing threads found
in the curriculum plan. Scope not only refers to cognitive learning but
also affective learning, and some would argue spiritual learning
( Goodland & Zhixin Su, 1992).
• Sometimes the scope of a curriculum is narrow, consisting of just a
simple listing of key topics and activities.
2. Sequence -
• Sequence – refers to the organization of content and the extent to which it
fosters cumulative and continuous learning.
• It is important that the sequencing of content leads to the cumulative
development of intellectual and affective processes.
• The sequence of content and experiences should be based on the logic of
the subject matter and the way in which individuals learn.
• It should be based on psychological principles and understanding of human
development and learning:
a. Simple to complex – content is organized from simple subordinate
components to complex components depicting interrelationships among
components.
b. Spiral – In a spiral curriculum, concepts may be introduced on a simple
level in the early grades, and then revisited with more and more
complexity and application later on.
c. Prerequisites – It works on the assumption that bits of information or
learning must be grasped before other bits of information can be
understood.
d. Whole to part – Content is better understood if an overview ( whole) is
first presented to show the connections between the parts.
e. Chronology – This is a useful organiser for sequencing content
especially in subjects such as history, political science and world events.
f. Vertical organisation – This simply means that content and skills are
arranged so that they build on one another; that they align with the
general sequence of cognitive development. They indicate what students
have learned and what they will learn later.
g. Horizontal organisation – It involves how skills and content that are
taught during one level or one period of time relate to another.
3. Integration
• Integration is the bringing together of the concepts, skills and values of different
subject areas to reinforce each other. Bits of information from different subject areas
are brought together in such a way as to present the learner with a unified picture of
knowledge.
• Some have argued that however much curriculum planners try to integrate
information; it is the learners who integrate what they are learning in their minds.
• It is something that happens within the individual learner. The idea of integration
was popularised in the 60s by Hilda Taba because of concern that school curriculum
was too disjointed, fragmented and detached.
• Lately, there has been a surge of interest in curriculum integration due to the rapid
accumulation of information that is doubling in a shorter period of time. Increasingly,
there is a realisation that knowledge has to be viewed in a much broader sense,
particularly in dealing with ideas that cut across disciplines.
• When faced with real-world situations, seldom is one area of content sufficient to
explain complex phenomena
Development of the Malaysian
Curriculum
• National Philosophy of Education (NPE)
• “ Education in Malaysia is a continuous effort toward enhancing
potentials of individuals in a holistic and integrated manner in order
to create individuals who are well-equipped intellectually, spiritually
and emotionally.
• This effort aims to produce knowledgeable, ethical and responsible
Malaysian citizens who can contribute towards the harmony and
prosperity of the community and nation.”
• The National Philosophy of Education ( NPE) acts as a guide for all
educational activities in Malaysia. It sets the values and principles of
the Malaysian education system from the primary to the tertiary level.
• The NPE explains the aims and objectives of the national education
for the individual and the nation.
• It aims and objectives are in tandem, namely, to produce individuals
who are knowledgeable and full of integrity who will contribute as
responsible citizens.
• Education is considered to be a basic and major process in developing
individuals to be the key players in achieving the country’s aims and
aspirations.
• With the NPE, the national education system has propelled to the
forefront of education in the region.
• The basis of NPE’s philosophy is that humans are steadfast in their belief
in god and their religion.
• The ultimate aim of education based on this philosophy therefore is to
develop every aspect of individuals in a harmonious and balanced
manner so as to preserve their wellbeing.
• Knowledge and education should path the way to goods ethics and moral
values as responsible and learned members of the community and
nation.
• A core concept of the NPE is the value and role of knowledge in the
development of individuals and their role in the community.
• More importantly, the value of knowledge lies in the truth of the matter
which serves not only to inform but also to transform and shape
individuals to serve the community.
• This power of knowledge that is able to transform individuals and their
networks makes it a very valuable commodity.
• Education is a lifelong process and man is constantly in need to expand,
• Experience does not only enrich and strengthen knowledge but also
re-examine and increase the capacity of existing knowledge
possessed by individuals.
Study of the current Malaysian
English Language school curriculum
• The Kurikulum Standard Sekolah Rendah (KSSR) was introduced to
overcome certain shortcomings within the older system, the
Kurikulum Bersepadu Sekolah Rendah ( (KBSR).
• It is hoped with this new restructured and improved curriculum, our
children would have the necessary knowledge, skills and also the
values to face and overcome the challengers of the current times
• In this fast paced progressive world, what worked very well in 1983 is
just not enough today
• The use of technology and people skills for one, are vital tools that
needed to be in cooperated into the curriculum to ensure that our
children can perform successfully on a global platform.
• They need to be equipped not only with the necessary knowledge
and skills but also with the strength of character and leadership
qualities to be successful.
• KSSR has one new word in it ‘Standard’. In this new curriculum, there
are set standards of learning that our children have to achieve at the
different levels of their schooling.
• This means that when our children complete a particular level of
schooling, they are expected to have achieved a preset standard of
knowledge, skills and values.
• At specific times at each level these learning standards will be
measured to ensure that no child gets left behind.
• If a child fails to meet the required standard, the teacher is required
to do more revision activities with the child until he or she eventually
achieves the required standard.
• The new curriculum has also been designed to go beyond acquiring
communication skills, self-development and the child’s immediate
environment as in the KBSR.
• It is designed to enhance and embrace the use of science and
technology, develop values, understand humanitarian issues and also
focus on the child’s physical and aesthetical development.
• Although the KBSR focused on holistic learning, the current
curriculum seeks to go beyond this.
• The KSSR curriculum uses what is known as a modular-based system.
• For easy understanding let us look at the teaching and learning of the
English Language.
• In KSSR, for the primary school, the English Language syllabus is
divided into two separate levels.
• KSSR Level 1 is made up of Year One, Year Two and Year Three while
KSSR Level 2 comprises of Year Four, Year Five and Year Six.
• For level 1 the modules taught are:
• - Module 1 ( Listening and Speaking)
• - Module 2 ( Reading)
• - Module ( Speaking)
• - Module 4 ( Language Arts)
• At level 2, grammar will be added to the four modules taught in Level 1.
Although textbooks are being used in the teaching and learning process,
learning is now accessible with students playing a more important role
in their learning.
• Rote learning is no more encouraged and with the introduction of
Language Arts component in the curriculum, there is now space for
interactive activities.
• These include the use of drama, role-play, debates, language games and
songs to make the lessons more meaningful and facilitate the learning of
the language.
• Lessons are more fun and there is also more movement and activities in
the process of learning.
• This element of ‘fun learning’ removes the element of stress and
pressure and makes lessons fun while ensuring language acquisition
takes place.
• Although the KBSR was student centered, the KSSR seem to be even
more focused to make learning fun and meaningful to the young
learners.
• The classroom atmosphere is more relaxed where students are given
more room for decision-making and encouraged to voice their
opinions.
• Apart from the 3Ms ( reading, writing and counting), the new
curriculum has 4 Ms, with “ Reasoning” added to the original 3Ms.
• The need for our children to think and reason, or making connections
between their actions and consequences is now stressed. Eg (HOTS)
• There is a shift from rote learning where students simply followed
instructions and are overly dependent on teachers.
• Students are now being taught to be active decision makers and be
accountable for their actions
• There also seems to be allocated for Chinese and Tamil languages
within the school timetable to ensure that students need not remain
in school for long hours.
• The New curriculum also appears to be moving away from an exam-
oriented system and the streaming of students according to their
academic ability is discouraged.
• In the KSSR, students are encouraged to work together and help each
other rather than being focused on competing to being the best.
• Although academic achievement and values are also given
prominence.
• The long-term objective of the KSSR is to produce individuals who
have positive self-image and high self-esteem.
• With character building emphasized, it is hoped that our children
would not only have adequate knowledge and skills but would also
have strong leadership qualities and character to face the challengers
of the current scenario.
Comparison of other Malaysia
English Language school curriculum
• The integrated Primary School Curriculum is divided into two phases
that is Phase 1 ( Year 1-3) and Phase II ( Year 4 -6).
• The curriculum emphasises the mastery, reinforcement and
application of the 3Rs and the acquisition of complex skills and
knowledge.
• Also, emphasised is the development of positive attitudes and
values.
• The content is divided into six components:
a. Basic skills. b. Humanities. c. art and recreation. d. values and
attitudes. e. living skills. f. communication skills
• The compulsory subjects are Bahasa Malaysia, English, Mathematics,
Islamic Education, Moral Education, Music, Arts, Physical Education,
Science, Local studies and Living skills.
The Integrated Secondary School
Curriculum ( ICSS)- KBSM
• The Integrated Secondary School Curriculum put emphasis on
providing a general education and consolidation of skills acquired in
the primary grades.
• The secondary school curriculum continued to focus on the
development of positive attitudes and values among students.
• The lower secondary curriculum comprised of the following subjects:
• Bahasa Malaysia, English, Mathematics, Islamic Education, Moral
Education, Science, Geography, History, Physical Education, Art and
Living skills.
• In the Upper secondary curriculum, besides compulsory subjects such
as History, Mathematics, Bahasa Malaysia, English, and Moral
Education/Islamic Education; students select elective subjects from
the humanities, Pure Science, Islamic studies, Applied Arts,
Information technology, Technology and Languages.