HPGD1103

CURRICULUM DEVELOPMENT
SLOT 1

DR.KALIDASS MACHAPPAN
IS CURRICULUM?
• The word originates from the Latin word currere referring to
the oval track upon which Roman chariots raced.

• The New International Dictionary defines curriculum as the whole

body of a course in an educational institution or by a department

• The Oxford English Dictionary defines curriculum as courses taught

in schools or universities.
• Tanner (1980)
• Schubert (1987)
• Pratt (1980)
• Goodlad and Su (1992)
Tanner (1980):

Defined curriculum as “the planned and guided

learning experiences and intended outcomes,
formulated through the systematic reconstruction
of knowledge and experiences under the auspices
of the school, for the learnersE continuous and
wilful growth in personal social competence”.
Various interpretations of Curriculum is:
 Which is taught in school
 A set of subjects
 content
 A programme of studies
 A set of materials
 Sequence of courses
 A set of performance objectives
 A course of study
 Everything that goes on within a school
 Everything that is planned by school personnel that which is
taught both inside and outside of school directed by the school
 A series of experiences undergone by learners in school that
which an individual experience as a result of schooling.

Source: Peter F. Oliva, Developing the Curriculum. Boston: Little, Brown & Company. 1982. p. 5
 HIDDEN CURRICULUM
 Hidden curriculum was coined by the sociologist Philip Jackson in his book
Life in Classrooms written in 1968

 Students learn things that are not actually taught in the formal curriculum.

 The unplanned, informal curriculum deals with socio-psychological

interaction among students, teachers and administrators, especially in
relation to their feelings, attitudes and behaviours

 Official curriculum stated in a written document

 Hidden curriculum, which may not be written but will certainly be learned by
students.
 For example,
they learn even without being formally taught:
“the rules of the game in the school canteen, in the playground, in the
corridors of the school and so forth.
The hidden curriculum involves learning such things as:
 how to respond to and cope with authority, how to get on
with others,
 how to pass the time,
 how deal with boredom,
 how to establish priorities,
 and how to conform to the expectations of teachers and
their peers.
 EXAMPLES
 Raising your hand to speak
 Not speaking while others speak
 Being respectful to others
 How to work with others
 Turning in assignments when due
 Being on time to class
 CURRICULUM
APPROACHES
content or a body of knowledge to be
transmitted

product or the learning outcomes desired of

learners

as a process or what actually happens in the

classroom when the curriculum is practiced
 Curriculum as Content

A list of topics, the concepts to be mastered and

some suggestions on how the topics are to be
taught.
 Curriculum as Product

What is it that is desired of students having been

taught using a curriculum?

Education should prepare people for life with detailed

attention to what people need to know in order to work and
live their lives. Go out into the world and see for yourselves
what society needs („the abilities, attitudes, habits,
appreciations and forms of knowledge that men [women]
need.

Bobbitt (1918) in his book The Curriculum

 Curriculum as Process

o Curriculum is not seen as a physical thing, but

rather the interaction of teachers, students and
knowledge

o what actually happens in the classroom such as

the questions asked by the teacher, the learning
activities students engage in

o practice in the classroom

 CURRICULUM DEVELOPMENT

 a process involving many different people and

procedures

 usually linear and follows a logical step-by-step fashion

involving the following phases: curriculum planning,
curriculum design, curriculum implementation and
curriculum evaluation

curriculum planning
curriculum design
curriculum implementation
curriculum evaluation
 CURRICULUM AS A DISCIPLINE

 The field of curriculum has its set of principles

 There are principles such as educational philosophy, curriculum goals

and learning objectives which are applied in developing programmes
for school, universities and training centres

 Curriculum has relied on the principles, knowledge and skills

from psychology, philosophy and sociology

 The field of curriculum has its list of theoreticians and practitioners and
they include curriculum planners, professors of curriculum, curriculum
developers and so forth who are termed as curriculum specialists
 CURRICULUM AND INSTRUCTION

Curriculum is what to be taught while

instruction is how it is taught.

 Curriculum as a plan stipulating the content to be taught

along with the learning experiences to be included.

 Instruction may be thought of as methodology, the

teaching act and assessing of achievement.
Curriculum
and instruction
relationship
Source: Peter
Oliva,
Developing
the
curriculum.
1982. Boston:
Little Brown &
Co. pp.12-13
 SUMMARY
 Curriculum is a statement of what students should know, be able to
do, how it is taught, how it is measured, and how the educational
system is organised.

 Curriculum can be approached as content (knowledge, skills and

values), product (desired learning outcomes) and process
(interactions in the classroom).

 Curriculum development is a process involving planning, designing,

implementation and evaluation.

 Curriculum can be considered a discipline because it has an

organised set of theoretical principles, it includes a body of
knowledge and skills and has its theoreticians and its practitioners.

 The relationship between curriculum and instruction is

interdependent, continuous, repeated and never-ending.
 HPGD1103
CURRICULUM DEVELOPMENT
Jan 2024
ASSIGNMENT
SPECIFIC INSTRUCTION

 Answer in English or Bahasa Malaysia.

 Number of words: 2500 – 3000 words excluding

references.
ASSIGNMENT QUESTION
 Submit your assignment ONCE only in a SINGLE file.

 Submit your assignment ONLINE.

 Submission date : 12 March 2024.

 This assignment accounts for 60% of the total marks for

the course.
.
 PART 1
QUESTION 1 (20%)

INSTRUCTIONS:
You are required to complete all TWO parts of the assignment.

TASK 1: (20 MARKS)

In response to the global industrial revolution, there is a growing need to adapt and
evolve curricula to meet the learning demands of the 21st century. This task
involves a comprehensive review of 2-3 journal articles or book chapters that
address contemporary innovations in curriculum development. The review should
be summarised and synthesised in an executive summary that includes the
following:
 a) Identify and describe 2-3 recent advances or trends in curriculum development
that are relevant to 21st century learning, such as digital literacy,
collaborative learning, or problem-solving skills.

(b) Analyse how these developments impact teaching methods and learning
outcomes, particularly in promoting skills such as critical thinking, creativity, and
adaptability in students.

(c) Evaluate the practicality and feasibility of implementing these modern

curriculum changes in educational institutions, considering
factors such as technology integration, teacher training, and availability of
resources.
 TASK 2: COURSE DEVELOPMENT (30 MARKS)

 The purpose of this section of the assignment is to give you practice in

developing course outcomes, content, suggested learning activities, and
measurement of course outcomes for a course of study at your own institution.
The course that you are developing should be aimed at enhancing higher-order
thinking skills and problem-solving skills.
You are required to provide the following information in the course module:

(i) Title of the Course :Celik Nombor

(ii) Course Description:
What is the course about?
Elaborate on how the course will be useful to students.
What will students achieve if they were to attend this course?
(iii) Rationale:
Why is the course important?
Why does the learner need this course?
Does the course fulfil the needs of society?
(iv) Duration of the course

(v) Course Learning Outcomes (CLOs) statements:

Statements of the content knowledge, attitudes, and skills students will
be expected to achieve. Provide only 3 CLOs.
(vi) Course Pre-Requisite
(vii) Content:
Describe briefly the topics that will be incorporated into the course.
(viii) Materials:
Printed materials, websites, etc.

(ix) Methodology/ Teaching Strategies:

Approaches (constructivist approach, problem-based approach, inquiry
approach, etc.)
Pedagogical strategies (lecture method, small group sessions, etc.)
Students’ activities and assignments
(x) Assessment /Grading procedures:
How will you measure students’ progress in achieving the goals and
objectives of the course?
Explain how you would evaluate the course?
Propose assessment methods (tests, assignments, projects, etc.)
(xi) Main references for the course

(xii) Other additional information

[TOTAL: 50 MARKS]
 PART 2: ONLINE CLASS PARTICIPATION (OCP) (10%)

Discuss the following topic(s) in the forum and submit proof of your participation in the online
discussions:

a) What impact do you think new technologies are having on the way curricula are
developed and delivered? Discuss the potential benefits and challenges.

b) How do you think curriculum developers can strike a balance between standardising
content to ensure uniformity of education and adapting to different learning needs
and local circumstances?

c) How important is student feedback in curriculum development? Discuss how student

input can be effectively integrated into the curriculum development process.
d)
e) How do you envision the future of curriculum design? Consider factors such as
globalisation, technological advances and changing societal needs.

f) Cultural sensitivity in curricula: How can curriculum developers ensure that content
is culturally sensitive and inclusive? Give examples of good practise or potential
pitfalls.
THANK YOU