Curriculum Studies Short Notes

CURRICULUM STUDIES

By : Nisasharom

TOPIC 1 : Concept and Issues in Curriculum

Definition of
That which is taught in school;
curriculum
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; and
That which an individual learner experiences as a result of
schooling.
Planned
open, or public, dimension and includes current and historical
curriculum
interpretations, learning experiences, and learning outcomes.
(overt)
statements of what every student must know and be able to do by
some specified point in time.
Content standard
Textbook, lesson plan, learning kits
Hidden
which are learned but not openly intended
curriculum
transmission of norms, values, and beliefs conveyed in the
classroom
Enacted
instruction (e.g. what happens in classrooms).
curriculum
what students get the chance to learn, as well as how teachers
"deliver" the content.
daily curricular experience of a student within instructional settings
Null curriculum
When a topic is never taught:
too unimportant
too controversial
too inappropriate
Forces that
1. Political
influence
-selecting the most important aspects of culture for transmission to
curriculum
the next generation.
construction
2. Economic
- curriculum is constructed based on the needs of the economy.
3. Social
- responsive to students diverse social and cultural values and at the
same time capable of creating a national identity based on core
values and practices
Concerns of
different
shareholders in
the Malaysian
context
Special Interest Groups and Curriculum

Environmental groups insist that students should be taught about
conservation and preservation and the inculcation of values to love
the environment. Eg : caring for our rivers, industrial pollution.
Substance abuse. Society has repeatedly emphasised the need
for substance abuse prevention programmes to be included in
school curriculum. Groups involved in prevention of drug addiction
are keen to see that students are taught about drug addiction in
the hope that they will be more aware of the problem and say no
to the habit.
Consumer advocates are keen to see that students are taught
Method
surveys
Overall Purpose
Advantages
Challenges
- can complete
- might not get careful
anonymously
- inexpensive to
administer
- easy to compare and
feedback
- wording can bias client's
when need to quickly

analyze
and/or easily get lots of
administer to many
information from people
in a non threatening way people
- can get lots of data
- many sample
responses
- are impersonal
- in surveys, may need
sampling expert
- doesn't get full story
questionnaires already
exist
interviews
when want to fully

understand someone's
impressions or
experiences, or learn
more about their
answers to
questionnaires
- get full range and depth of information

- develops relationship
with client
- can be flexible with client
can take much time

can be hard to analyze
and compare
can be costly
interviewer can bias
client's responses
- get comprehensive and - often takes much time

- info may be incomplete
historical information
- need to be quite clear
when want impression of - doesn't interrupt
about what looking for
how program operates
programme or client's
- not flexible means to get
documentation without interrupting the
review
program; is from review
routine in program
data; data restricted to
of applications, finances, - information already
memos, minutes, etc.
exists
what already exists
- few biases about
information
- view operations of a
programme as they are
to gather accurate
information about how a
actually occurring
observation program actually
- can adapt to events as
operates, particularly
they occur
about processes
- can be difficult to
interpret seen behaviors
- can be complex to
categorize observations
- can influence behaviors
of program participants
- can be expensive
- quickly and reliably get
- can be hard to analyze
common impressions
can be efficient way to
responses
- need good facilitator for
get much range and
safety and closure

- difficult to schedule 6-8
explore a topic in depth

through group
discussion, e.g., about
focus groups reactions to an
experience or
interview
suggestion,
understanding common
complaints, etc.; useful in
evaluation and marketing
depth of information in
short time
can convey key
people together
information about
programmes
- fully depicts client's

to fully understand or
depict client's
experiences in a
program, and conduct
case studies
comprehensive
examination through
cross comparison of
cases
experience in
programme
input, process and
results
- powerful means to
portray programme to
- usually quite time

consuming to collect,
organize and describe
- represents depth of
information, rather than
breadth
outsiders
Topic 7 : Curriculum Change

Definition of
Curriculum change is dictated by the changes in the economic, social
curriculum
and technological aspects of a society. Change is a process not an
change
event; it requires time, energy and resources.
Definition of
ideas or practices that are new and different from those that exist
curriculum
in the formal prescribed curriculum.
innovation
curriculum innovation is any improvement that is deliberate,
measurable, durable and unlikely to occur frequently.
Differences of
innovation is always planned while change may occur in response
curriculum
to external events.
change and
Curriculum innovations become meaningful and effective, if they
innovation
are planned and organised. It is possible that other types of
changes may occur when they are not planned.
Contexts of
Curriculum change and curriculum innovation are made
curriculum
necessary due to a countrys political, social, economic, cultural
change
and technological environments.
Changes in the education system in Malaysia occur when the
central authority decides to adopt a new idea. This change is
usually made known through a circular. One such example is the
introduction of the Kurikulum Standard Sekolah Rendah (KSSR)
Form of change
in curriculum
Strategies of
evaluation
The Research,
Development and
Diffusion Model
Problem solving
model
Social interaction
model
or the Primary School Standard Curriculum.

Another reason for curriculum change and innovation is the desire
of authorities at various levels to deliberately change established
practices in order to tackle existing problems or identify new
problems and seek ways of dealing with these problems.
Hardware change : the additions to existing facilities such as new
classrooms, equipment, books and play grounds.
Software change : affect the content and range of the curriculum.
Substitution : one element replaces another previously in use.

Eg : new textbooks
Alteration : change in existing programme without seriously
disturbing the main structure and the content. Eg : support input
such as audio-visual aids, workshops and equipment.
Restructuring : rearrangement of the curriculum in order to
implement desired changes.
1. Participative problem-solving
strategy focuses on the users, their needs and how they satisfy
these needs. The system identifies and diagnoses its own needs,
finds its own solution, tries out and evaluates the solution and
implements the solution if it is satisfactory.
2. Planned linkage
The intermediate agencies, such as schools, bring together the
users of the innovation in this model.
3. Coercive strategies
These strategies work on the basis of power and coercion by
those in authority, using laws, directories, circulars and others.
Ministries of Education generally used these strategies.
This views the processes of change as a logical sequence of phases in
which an innovation is:
1. invented or discovered,
2. developed,
3. produced, and
4. disseminated to the user.
This model is built with the user of the innovation in mind. The user of
the innovation would follow the steps below.
1. Determine the problem.
2. Search for an innovation.
3. Evaluate the trials.
4. Implement the innovation.
change proceeds or diffuses through formal or informal contacts between
interacting social groups. The model stresses the importance of
interpersonal networks of information, opinion, leadership and personal

contact. This model is based on the following:
awareness of innovation
interest in the innovation
trial
adoption for permanent use.
Planning and
implementation
The change agent

Change agents include teachers, school heads, local authorities or the
Ministry of Education. The agent initiates the innovation or curriculum
change in general.
The innovation
This involves executing the change itself; in other words putting it into
use or operation.
The user system
This relates to the person or group of people at which the innovation is
directed.
Time
Innovation is a social process, which takes place over a period of time.
The innovation
process
Innovation and change generally follow several logical steps:

1.
Identify a problem, dissatisfaction or need that requires attention.
2.
Generate possible solutions to the identified problem or need.
3.
Select a particular solution or innovation that has been identified
as the most appropriate.
4.
Conduct a trial.
5.
Evaluate the proposed solution.
6.
Review the evaluation.
7.
If the innovation has solved the identified problem, implement it
on a wide scale.
8.
Adopt and institutionalise the innovation or search for another
solution.
Innovations
planning
Effective planning for innovation cannot take place unless the following
elements are considered in the process:
the personnel to be employed
the specification of the actual task
the strategy or procedure to be used to undertake the task
the equipment needed
the buildings and conducive environment
the costs involved
social contexts
time involved
sequencing of activities
Conditions for
Successful
Implementation
of Innovations
rationale for undertaking the innovation

evaluation of the consequences or effects of the innovation.
Potential users of an innovation are more likely to accept it if the

conditions below are met.
The innovation must be relevant to them.
It must be feasible in their particular organizational context.
It must be compatible with the practices, values and

characteristics of their system.
It must pose little or no threat to the user groups identity, integrity

and territory. The innovation must be seen to be tolerable and nonthreatening.
The innovation must yield material or non-material benefits. Gains

in social status or recognition may be some of the non-material benefits
It must be flexible and adaptable.

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CURRICULUM STUDIES

TOPIC 1 : Concept and Issues in Curriculum

Special Interest Groups and Curriculum

- might not get careful

when need to quickly

when want to fully

- get full range and depth of information

can take much time

- get comprehensive and - often takes much time

- quickly and reliably get

- can be hard to analyze

get much range and

safety and closure

explore a topic in depth

- fully depicts client's

- usually quite time

Topic 7 : Curriculum Change

or the Primary School Standard Curriculum.

Substitution : one element replaces another previously in use.

interpersonal networks of information, opinion, leadership and personal

The change agent

Innovation and change generally follow several logical steps:

the personnel to be employed

the specification of the actual task

the strategy or procedure to be used to undertake the task

the equipment needed

the buildings and conducive environment

the costs involved

rationale for undertaking the innovation

Potential users of an innovation are more likely to accept it if the

The innovation must be relevant to them.

It must be feasible in their particular organizational context.

It must be compatible with the practices, values and

It must pose little or no threat to the user groups identity, integrity

The innovation must yield material or non-material benefits. Gains

It must be flexible and adaptable.

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