RINGKASAN MAKLUMAT KURSUS VERSI PELAJAR

1. Name of Curriculum Studies

Course/Module Pengajian Kurikulum

2. Course Code TSLB3163

3. Name(s) of
Hamidah binti Samsudin
academic staff

4. Rationale for the

This course is relevant to student teachers of English as a Second Language as it provides an
inclusion of the
understanding of the fundamentals of curriculum relevant to the Malaysian context. It focuses
course/module in
on the roles of the teacher as a curriculum analyst, decision maker and classroom practitioner.
the programme

5. Semester and Year

Semester 2 Year 4
offered

6. Total Student Face to Face Non Face To Face Total Guided and Independent
Learning Time Learning
(SLT)

L = Lecture L T P A L T P A
T = Tutorial
P = Practical 126
A = Assessment 30 15 - 3 30 30 - 18

7. Credit Value 3

8. Prerequisite (if any) None

9. Course Learning At the end of this course students will be able to:
Outcomes (CLO) 1. Explain the concepts, principles and models in curriculum design (C4, P2, A4, PLO3,
CTPS4)
2. Determine the factors to consider in designing and implementing a curriculum. (C5, PLO3,
CTPS5)
3. Explain the role of the teacher in designing and implementing a curriculum. (C4, P2, A4,
PLO3, PLO6, CTPS4, LL1)
4. Present the current issues that affect curriculum implementation (from various sources) in
groups (C6, A2, PLO4, PLO5, PLO6, CS5, TS5, LL3)
5. Write a reflection on the impact of curriculum evaluation and curriculum change and
innovation (C6, A2, PLO3, PLO8, CTPS5, EM3)

LEARNING TAXONOMIES
COGNITIF DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN

Internalizing values (characterization)

Complex or overt response
Guided Response
Understanding
Remembering

Organization
Responding
Mechanism

Origination
Adaptation
Perception
Evaluating
Analysing

Receiving
Applying

Creating

Valuing
Set

CLO

C C C C C C P P P P P P P A A A A A
1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5
1 X X X

2 X

3 X X X

4 X X

5 X X

10. Transferable Skills: Critical Thinking Skills(CTPS5), Communication Skills(CS5), Teamwork(TS5), Life-long
Learning and Managing Information Skills (LL3), Professional Ethics and Moral (EM3)

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11. Teaching-learning Teaching-learning strategy:
and assessment 1. Lecture - input
strategy 2. Tutorial activities – group work, discussions, presentations, online tasks

Assessment strategy:

Programme Learning Teaching and Learning Types of Assessment

Outcome (PLO) Strategies
PLO3 – Critical, Scientific Tutorial Written assignment
and Problem solving Online Tasks Reflective Essay
skills Examination
PLO4 – Communication Tutorial Oral presentation
Skills Presentation (group)

PLO5 – Social Skills,

Tutorial Oral presentation
teamwork and
Discussion (group)
responsibility
PLO6 – Life-long learning
Online tasks Written assignment
and Managing
Discussions Oral presentation
Information Skills
Presentation (group)
PLO8 – Practise values, Online tasks
ethics, morality and Discussion Reflective Essay
professionalism Presentation

12. Synopsis This course focuses on the concepts, issues and models in curriculum development, models
and considerations in curriculum design, curriculum and the teacher, current issues in
curriculum implementation, evaluation and change.

Kursus ini berfokus pada konsep, isu dan model dalam pembangunan kurikulum, model dan
faktor yang perlu dipertimbangkan untuk mereka bentuk kurikulum, kurikulum dan guru, isu-
isu terkini pelaksanaan kurikulum, penilaian serta perubahan kurikulum.

13. Mode of Delivery Lecture and tutorial

14. Assessment Coursework : 50%

Methods and Types Examination : 50%

Types of
Methods of Assessment Percentage
Assessment
Written Examination 50

Written assignment 30

Coursework Oral Presentation (Group) 10

Reflective Essay 10
Non Face-to-face
Face-to-face

Content outline of the course/module and the SLT per

Interaction

Total SLT

15. topic
Interaction

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 Lecture

Assessment
Assessment

Practical
Practical
Lecture

Tutorial

Tutorial
1. Concepts and Issues in Curriculum
 Definitions
 Planned, enacted and hidden curriculum
 Relationships between curriculum, syllabus, course and
programme 2 1 2 2 7

Forces that influence curriculum construction

 Political, economic and social
 Concerns of different stakeholders in the Malaysian context

2. Models of curriculum design

 Comparisons of curriculum design models
- Objectives model (Tyler)
- Process model (Wheeler)
- Interactional model (Taba) 4 2 4 4 14
- Naturalistic model (Walker)

 Steps in curriculum design in relation to models of curriculum

design

3. Principles in curriculum design

 Selection
 Grading
 Sequencing
 Staging
 Recycling
4 2 4 4 14
Development of the Malaysian curriculum
 National Philosophy of Education
 Study of the current Malaysian English Language school
curriculum
 Comparison of other Malaysia English Language school
curriculum

4. Considerations in Designing a Curriculum

 Needs analysis
 Target group
 Aims and objectives
 Content
 Learning theories, approaches and methods 4 2 4 4 14
 Personnel
 Material selection
 Monitoring and support
 Assessment and evaluation
 Constraints

5. Curriculum and the Teacher

 Role of teacher as decision-maker, analyst, practitioner and
researcher
4 2 4 4 14
 Textbook selection and evaluation
 Relationship between teacher beliefs and curriculum
implementation

6. Current Issues in Curriculum Implementation

 Literacy
 Access
 Equity
6 3 6 6 21
 Multilingualism
 Technological innovations
 Unity
 Special needs

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 7. Curriculum Evaluation
 Definitions of curriculum evaluation
 Purposes
4 2 4 4 14
 Focus of evaluation
 Forms of evaluation
 Evaluation methods and tools

8. Curriculum Change and Innovation

 Contexts of curriculum change
 Strategies of evaluation
2 1 2 2 7
 Planning and implementation
 Factors affecting change in ELT in Malaysia
 The teacher as agent of change

Assignment 0.5 10.5 11

Practical

Revision 7.5 7.5

Examination 2.5 2.5

Total 30 15 3 30 30 18 126

Face to face Non face to face

TOTAL FACE TO FACE AND NON-FACE TO
FACE LEARNING TIME Lecture
30 30

Tutorial 15 30

Written assignment
6
(1000 words)

Oral presentation
(Group) 0.5 2
(30 minutes)

Reflective Essay (400

2.5
words)

Examination 2.5 7.5

Total 48 78

Total SLT 126

Jam Kredit 3

16. Main references Ornstein, A. C. & Hunkins, F. P. (2014). Curriculum: Foundation, Principles, and Issues (6th
ed.). Essex: Pearson Edu. Ltd.

Tyler,R.W. (2013). Basic principles of curriculum and instruction. London: University of

Chicago Press.

Oliva,P.F. & Gordon,R.W. (2013). Developing the curriculum (8th edition). London: Allyn &
Bacon Educational Leadership.

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 Additional Brown, A. & Green, T. (2011). The essentials of instructional design: Connecting fundamental
references principles with process and practice. (2nd edn). Upper Saddle River, NJ:Pearson.

Glatthorn,A.A.,Boscuee, A.F. & Whitehead, M.B. (2012). Curriculm leadership: Strategies for
development and implementation. London: Sage Publication.

Graves, K (Eds). & Richards, C.R. (Eds). (2014).Teachers as course developers. Cambridge:
Cambridge University Press.

Wiles, W.J. (2014). Curriculm development: A guide to practice (9th edition). London:
Pearson.

Marsh, C. (2014). Perspectives: Key concepts for understanding the curriculum. New York:
Routledge.

Ministry of Education, Malaysia. (2013). Malaysia Education Blueprint 2013-2025 (Preschool

to Post- Secondary Education). Kuala Lumpur: KPM.

Richards, J.C. (2015). Curriculum development in language teaching. Cambridge: Cambridge

University Press.

Taylor, H.P. & Richards, C. (2012). An introduction to Curriculum studies. New Jersey:
Humanities Press.

Kementerian Pelajaran Malaysia. (2012). Dokumen Standard Prestasi KSSR Bahasa Inggeris
Tahun 1. Kuala Lumpur: Bahagian Perkembangan Kurikulum, KPM.

Other additional
17. None
information

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