LECTURER: YEE BEE

CHOO
IPGKTHO
EXAM QUESTIONS
Section A
• Answer all questions
• 4 structured questions
• 15X4 = 60 marks
Section B
• Answer 2 out of 3 questions
• 20X2 = 40 marks
• Total marks = 100/2 = 50% (exam)
QUESTION 1

What are the definitions

of curriculum?
 Plan

Subject Learner’s
Matter/ Experienc
Content es
Curriculu
m

A Field of
System
Study
QUESTION 2

Explain the 3 types of

curriculum and provide
examples.
 Planned Enacted Hidden
Curriculum Curriculum Curriculum
(Intended) (Unplanned) (Unintended)
• Formal curriculum • It is the content of • The part of the
focuses on goals, instruction curriculum that,
objectives, delivered by while not written,
subject matter, classroom will certainly be
and organisation teachers learned by
of instruction. • The knowledge students.
• The knowledge, acquired, skills • It can be carried
skills, and values developed, and out through co-
that form the values inculcated curricular
content, outlining in students activities,
what is to be cleanliness
taught by programmes,
teachers assemblies etc.
QUESTION 3

What is the difference

between curriculum and
syllabus?
 Curriculum Syllabus
a set of subjects or a description outline and
courses including their synopsis of topics in a
content which are being course which are meant to
offered by the school, be covered during an
college or university to the educational programme in
students in different a school, college,
programmes. university or any other
institution.
a brief statement or an
an aggregate of all the outline of the main topics
courses which are to be of a course which the
studied by the students in a lecturer or instructor will
particular programme. cover during all his
lectures.
QUESTION 4

What are the factors that

influence curriculum
designing?
 Economic
Political
al

Social
QUESTION 5

Who are the stakeholders

involved in the Malaysian
curriculum?
Direct Stakeholders Indirect stakeholders

o Teachers o Government (Ministry

o Students of Education)
o Parents o Community leaders
o Administrators o Political leaders
o School staffs o Society
o Education
researchers
QUESTION 6

What are the four models

of curriculum design?
Objective Model (Tyler, 1949)

Interaction Model (Taba, 1962)

Process Model (Wheeler, 1967)

Naturalistic Model (Walker, 1971)

QUESTION 7

Explain the Objective

Model by Tyler (1949)
and give its advantages
and disadvantages.
 Organisatio
Selection of
n of
Objective learning Evaluation
learning
experience
experience

Advantages Disadvantages
1. It provides an easy to follow 1. It does not have a feedback
step-by-step guide to mechanism to tell people
curriculum planning and how to correct it.
development 2. It seems lack a procedure
2. It begins with a set of clear between evaluation and
objectives organisation, and this
procedure is execution.
QUESTION 8

Explain the Interaction

Model by Taba (1962)
and give its advantages
and disadvantages.
 Advantages Disadvantages
1. Teacher is involved in the 1. Teachers may not
development of the understand the connection
curriculum. between the content,
activities, teaching methods
and evaluation.
2. New teachers need training
and support.
QUESTION 9

Explain the Process

Model by Wheeler (1967)
and give its advantages
and disadvantages.
 Aims,
Evaluation Goals &
Objectives

Organisation &
Integration of Selection of
Learning Learning
Experiences & Experiences
Content

Selection
of Content

Advantages Disadvantages
1. It has a feedback 1. The objective includes
mechanism, so it provides behavioral characteristics.
students with ways to Behavioral objectives have
measure their progress or some limitations on
accuracy. execution. E.g. How can one
2. It also sets the school measure a student’s
objective as a final step in as increased smoothness in
well as the first. It clearly calls writing?
for the setting up of 2. It seems to lack a procedure
objectives. between organising and
integrating learning
experience content and
QUESTION 10

Explain the Naturalistic

Model by Walker (1971)
and give its advantages
and disadvantages.
 Advantages Disadvantages
1. Input is given by the 1. The process for deliberation
curriculum developers, target can be time consuming and
group, other stakeholders in resource intensive, and can
the development of the result in curriculum products
curriculum. that may not be consistent
2. Stakeholders engaging in the and aligned internally.
planning and development 2. Consensus is often hard to
stages empowers and achieve
acknowledges them,
especially teachers, as
valuable contributors.
QUESTION 11

What are the five

principles in curriculum
design?
 • Selection
1.
• Grading
2.
• Sequencing
3.
• Staging
4.
• Recycling
5
QUESTION 12

What are the six design

dimension considerations
for sequencing of
contents?
1. Scope
2. Sequence
3. Continuity
4. Integration
5. Articulation
6. Balance
QUESTION 13

The principles of content

organisation in curriculum
design are scope,
sequence, and integration.
Justify the changes made to
the content organisation in
KSSR.
 Scope Sequence Integration

• broadened to •there are set • the new

include the 21st standards of curriculum has
century skills. learning that pupils 4Ms
• embrace the use have to achieve • students are
of Science and • a modular-based encouraged to
Technology, system based on work together
• develop values, ‘Learning and help each
• understand Standard’ was other
humanitarian introduced • character
issues. • Module 1 development and
• focus on the (Listening and values are also
child’s physical Speaking), given
and aesthetical Module 2 prominence.
development. (Reading),
Module 3
(Writing), Module
4 (Language
Arts), Module 5
(Grammar)
QUESTION 14

Explain how National

Philosophy of Education
influences Malaysian
curriculum.
 • Develop the child fully (intellectual, spiritual,
1 emotional & physical)

• Inculcate and develop desirable moral values

2

• Transmit knowledge
3

• Create a united Malaysian citizen

4

• Produce trained manpower

5
QUESTION 15

What are the 10

considerations in
curriculum design?
 CONSIDERATIONS
Needs Target Aims and
Objective Content
Analysis Group s
Learning Theories,
Material
Approaches and Personnel
Selection
Methods

Assessment
Monitoring and
and Constraints
Support
Evaluation
QUESTION 16

What should be
considered in the target
group?
TARGET GROUP

Various
Learning
Individual Potential Multiple
Abilities Interests Styles or
Needs s Intelligences
Learning
Modes
QUESTION 17

What are the steps of a

needs analysis?
 Write Collec Choose an Follow
objectives t data instrument up

Select Select Analy Make

audience audience se decision
sample data
QUESTION 18

What are the roles of a

teacher in curriculum
implementation?
 ROLE OF TEACHER IN CURRICULUM

Decision-
Practitioner Researcher Analyst
maker
QUESTION 19

What are the principles in

textbook selection?
 TEXTBOOK SELECTION
Make Develop
Gauge learner’s
learners feel learners’
attention
comfortable confidence
Promote self- Use
Relevant directed authentic
learning language
Cater for Consider
Use for
different learners’
communicative
learning affective
purpose
styles attitude
QUESTION 20

Explain the meanings of

fidelity and mutual
adaptation approach
adopted by the teacher in
curriculum implementation.
 Mutual
Fidelity
Adaptation

Staying very close to the Individual, creative versions of

prescribed written the written curriculum.
document.
QUESTION 21

What are the current

issues in curriculum
implementation?
CURRENT ISSUES IN CURRICULUM IMPLEMENTATION

Literacy Access Equity Multilingualism

Technological
Unity Special needs
innovations
QUESTION 22

What are the methods

involved in curriculum
evaluation?
METHODS OF EVALUATION

Observatio Survey & Interview

n& Tests Questionnair &
Checklist e Questions

Focus
Case
Documents Group
Studies
Interview
QUESTION 23

What are the five

domains involved in
assessment?
 cognitive affective

psychomotor social

spiritual
QUESTION 24

What are the contexts of

curriculum change?
CONTEXTS OF CURRICULUM CHANGE

Political Social Economic

Technological
Cultural
environment
QUESTION 25

What are the forms of

curriculum change?
FORMS OF CURRICULUM CHANGE
Substitution One element replaces another previously
in use
Alteration Change in existing structure

Addition Introduction of a new component

Restructuring Rearrangement of curriculum

QUESTION 26

What are the factors

affecting curriculum
change in Malaysia?
FACTORS AFFECTING CHANGE IN ELT IN MALAYSIA

Resource
materials Interest
Teacher Learner
and groups
facilities

Instruction
School Culture
al Assessmen
Environme
supervisio t
nt
n
QUESTION 27

What does it involve for

teacher to act as an
agent of change?
THE TEACHER AS AGENT OF CHANGE
Arm with
Enhance
knowledge of
Understand the students’
different teaching
learners’ needs Interpersonal
approaches and
skills
strategies

Improve the Use technology in Foster integration

culture of school the classroom among the pupils

Promote life-long
learning among
the pupils and
themselves