6. curriculum study
TRANSCRIPT
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Consideration of curriculum design
- personnel
- materials selection- monitoring and supports
- assessment and evaluation
- constraintsGroup members:
Farah hanim
Muhammad farhan
Nur raihana
Siti zainun habsah
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Personnel
Ministry of Education
Curriculum Development Centre. responsible for initiating curriculum development.
responsible for the development of the pre-school, primaryschool and secondary school curriculum.
In the implementation of the curriculum, various committeehas been set up.1. Educational Planning Committee.
2. Central Curriculum Committee.
3. Curriculum Implementation Committee.4. State Curriculum Committee.
5. Division/District Curriculum Committee.
6. School Curriculum Committee.
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1. Educational Planning
Committee to approve and formulate the major
policies in the Ministry of Education
to consider all projects related to policy
matters.
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2. Central curriculum committee
to formulate curriculum policies, as well as study theirimplications
to determine the direction of curriculum developmentand co-ordinate efforts to achieve this goal
to consider and make recommendations concerningeducation planning and implementation, as well as topresent these findings to the Educational PlanningCommittee.
to study the implications of curriculum programme and
to make decisions accordingly to determine aspects which require research and
study.
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3. Curriculum implementation
committee responsible for coordinating all levels of
preparation in implementing any curriculumprogram approved by the Central CurriculumCommittee.
to ensure co-ordination between the divisions ofthe Ministry and the State Education Departmentsin the implementation of the curriculum.
to gather feedback on curriculum implementationat the State, division/district and school levels.
to organize forums to discuss successfulinnovative programs implemented at the Statelevel.
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4. State curriculum committee
to monitor, assess and guide principals, headmasters and
teachers in the implementation of the curriculum.
to gather and analyze information and take the necessary
follow-up action.
to co-ordinate the implementation of activities between policy
makers and implementers at the Ministry, division/district and
school levels.
to co-ordinate the use of resources for curriculum
implementation. to plan, manage and co-ordinate courses organized for
teachers by the State Education Department.
to plan, manage and implement innovative projects.
to improve professionalism among teachers.
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5. Division/district curriculum
committee to plan activities and curriculum implementation
strategies at division/district levels.
to arrange and organize courses and seminars todisseminate the latest information to teachers and all
personnel concerned. to advise and guide teachers in curriculum
implementation.
to monitor, supervise and evaluate the implementationof the curriculum.
to provide feedback to the higher authorities on the implementation of the curriculum.
to plan, manage and implement innovative projects atthe division/district levels.
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6. School curriculum committee
to plan, organize and evaluate teaching/learning activities in schools;
to work towards increasing the knowledge and competence of teachers and
students;
to study the suitability of the subject content and inform parties concerned;
to study, evaluate and determine the suitability of textbooks or other
materials;
to assess the scheme of work;
to assess pupil performance and to identify follow-up action;
to plan and conduct in-house training programme for all teachers;
to disseminate information to all teachers on the latest progress and
development in education;
to produce more educational resource materials in schools;
to identify suitability of educational electronic media programme in teaching-
learning activities;
to co-operate in the on-going assessment in schools;
to co-ordinate additional learning activities.
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Materials selection
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Curriculum Materials:
Scaffolds for New TeacherLearning?
A Research Report
co-sponsored by
Center for the Study of Teaching and
Policy andCenter on English Learning &
Achievement (CELA)by
Pam GrossmanStanford University
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Materialsselection
Comprehesiveness
Flexibility
Supportfor
Teacher
learning
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Comprehensiveness
The materials provide not only the content
(what should be taught), but include
instructional ideas as well (how it should
be taught).
The materials also include assessments,
such as quizzes, and scoring guides, as
well as an explanation of how to use thescoring guide.
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Flexibility
All teachers adapt ideas to fit their own
teaching styles.
Easily and successfully modified.
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Support
forteacherlearning
Subject matter
knowledge
Pedagogical
ContentKnowledge
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Subject matter knowledge
The unit also offers a framework, some might evensay a formula.
E.g : Five paragraph essay, including a graphic layout
of an essay.
The materials also include multiple examples ofessays, from which teachers could learn.
Provides specific definitions of common terms in theteaching of writing, such as thesis statements,supporting evidence, and the development of ideas.
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Pedagogical content knowledge
Teachers relate their pedagogical
knowledge (what they know about
teaching) to their subject matter
knowledge (what they know about whatthey teach)
The materials provide clear guidance on
what students should be doing during thelesson.
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Monitoring & Support
Monitoring asks the question: 1. How are we doing?
2.Is the curriculum accomplishing its intendedpurposes?
Monitoring is also important to determinewhether the curriculum is still relevant
and effective.
It determines how the curriculum is working, suchthat the monitoring report becomes the basis on a
decision on what aspects have to be retained,improvedor modified.
Monitoring also provides decision that would evenend or terminate the program.
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Monitoring is a periodic assessment and
adjustment during the try-out period. It is like formative evaluation.
Usually, monitoring is done by the module
writers, curriculum experts or outsideagencies. It is very important aspect of
curriculum.
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CURRICULUM EVALUATION
refers to a systematic process of judging
the value, effectiveness and adequacy of a
curriculum: its process, product and
setting which will lead to informeddecision.
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ASSESSMENT AND
EVALUATION1. School Based Evaluation
An approach to curriculum evaluation which
places the content, design, operation, and
maintenance of evaluation procedure in thehands of the school personnel. The school
personnel participate in the planning and
conduct the school evaluation activities. It is
a participative evaluation where the control
and management of the process rest on the
school personnel themselves.
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ADVANTAGES
Accountability is shared by all, hence biasand conflict are minimized.
School personnel develop evaluation skills.
The real concerns of the school andcommunity are addressed by the evaluation.
Broad participation of school personnelprovide opportunities for building schoolcohesiveness.
Provides reliable and valid information oncurriculum, resources and general schoolfunctioning .
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2. Accreditation
This is a voluntary process of submittinga curricular program to an external
accrediting bodyfor reviewin any level
of education: basic, tertiary or graduateschool to assure standard.
Accreditation studies the statement of the
educational intentions of the school andaffirms a standard of excellence.
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Assessment and Evaluation
End of Year 6 (UPSR), Form 3 (PMR) and
Form 5 (SPM).
The result are used to evaluate the curriculum.
The information is commonly collected usingsurveys, class observation or test items.
Ministry amend on syllabus, text books,
teaching materials and also improving onteaching and learning strategies.
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Constraints
Cost and financial implications.
Avoiding stereotypes and celebrating
diversity.
Use of technology to enhance learning.
Promoting students engagements
Responding to different approaches inlearning.
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ARIGATO