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CD Unit 1: Evolution and perspectives (1.1 Defining curriculum (What is…

- - - - curriculum
        
        a subject matter or content
        
        a field of study
        
        a system for dealing with people
        
        learners' experiences (planned either in or outside school settings)
        
        a plan for achieving specific goal
    - - Taba (1962) a curriculum is a plan for learning
      - Doll (1996) curriculum is all the experiences learners have under the guidance of the school
      - March (2009) curriculum consists of subjects that are most useful for living in contemporary society
      - Marsh and Willis (2007) curriculum is all the experiences that learners have in the course of living
        
        planned curriculum
        
        pre-defined set of goals that one needs to achieve
        
        enacted curriculum
        
        how the planned curriculum is enacted
        
        experienced curriculum
        
        what actually happens in the teaching and learning process
  - - - idealism
        
        the process of learning involves interrelation between ideas and concepts
        
        students are passively involved in the learning processes by memorizing information given by teachers
        
        they believe mathematics, philosophy and theology are important in moulding abstract thinking among students
        
        Plato and Augustine are among the most influential idealists
        
        education should focus on guiding students towards logic and abstract thinking
      - realism / empiricism
        
        knowledge is acquired through perception and reasoning
        
        education should stress on reasons
      - pragmatism
        
        pragmatists view reality to be constantly changing over time
        
        learning process is more of problem-based using the scientific method
        
        the aim is to promote critical thinking among students that allows the to explore knowledge rather than receiving information blindly
        
        teaching technique is more important than the subject itself and questions that lead to an exploration are encouraged by pragmatists in the teaching process
        
        education is a form of preparation for life and is crucial to enhance one's condition
      - existentialism
        
        learners have freedom to decide on the type of knowledge to be acquired and how they perceive it
        
        teachers is to guide students towards their personal choices and individual self-definition
        
        believe in the individual's freedom, they are not supportive of any rigid curriculum imposed on students
        
        value subject matters such as arts, literature, theatre and music
  - - - written / planned curriculum
      - act as guidelines to teachers on how and what to teach and provide evaluation on both students and teachers
      - syllabi, curriculum guides, course outlines, standards, lists of objectives
    - - can be seen from both the teacher's and student's perspectives
      - one important feature: teacher's teaching content
      - can be evaluated from the time allocated for each syllabus and the methods of teaching
      - another important aspect: students' performance in tests and exams
      - student's participation distinguishes this type of curriculum and official curriculum
    - - content is not officially planned, enacted , or taught by the schools
      - most of the time is unexpected, can be a result of official curriculum or student's life experiences
      - issues concerning gender, class and race, authority, ethics or moral values, and school knowledge are examples
    - - not taught in schools
      - left our or excluded from the official curriculum
      - Eisner (1994) leaving certain subjects or topics out of the official curriculum, school personnel are sending faulty messages to students that these subjects are not important in their educational experiences or in society
      - music and arts are examples
    - - activities not included in school subjects, but formally acknowledged by the administrators
      - development of soft skills and whole-rounded personality of students starts here, which are not taught in official curriculum
      - give chances for students to participate in activities of their interest to a deeper level
      - school clubs are examples
- - - - the colonial schools
        
        town schools
        
        latin grammar schools
        
        parochial and private schools
        
        academies
        
        colleges
    - - monitorial schools (1820s)
      - common schools (1826)
      - elementary schools (1825)
      - secondary schools (1880)
      - academies (1850)
      - high schools (1874)
    - - National Education Association (NEA)
        
        the committee of fifteen
        
        the committee of ten
        
        the committee on college entrance requirements
- - - - Scholars differ in their proposals on how education should look like
        
        Larry Cuban
        
        Thomas Armstrong
        
        Deborah Meier
        
        Alexander Sidorkin
        
        John P. Milner
      - Another way to promote students' all-round success
        
        Applied curriculum
        
        Curriculum that emphasises on practical application of concepts, in which students apply their knowledge and skills to demonstrate competencies in real-world tasks
        
        Integrated curriculum
        
        making connection across subect-matter
        
        emphasises diverse and interrelated concepts, contents and/or processes
        
        establishes relationship between students' past, present and future learning experiences
    - - Civic-mindedness
        
        the attitude and behaviour of an individual that are beneficial to society
        
        the belief that it is individual's responsibility to actively participate in and contribute to his or her society's life
      - William Sullivan (2004; 2005)
        
        Professionalism
        
        Technical
        
        Professionals are experts with specific knowledge and skills, and are considered the source of expertise
        
        Civic
        
        Professionals who contribute their skills and expertise to improve public life
      - Yusop and Correia (2011)
        
        4 qualities of civic-minded professionals
        
        belief
        
        knowledge
        
        skills
        
        dispositions
    - - National Standards Tests in Malaysia
        
        UPSR
        
        PMR
        
        SPM
        
        STPM
  - - - the use of technology
      - how the technology is incorporate into the pedagogy and content to create a stimulating and engaging learning environment
      - teachers should choose what they have and repurpose it to best fit their learning environment and content
    - - decisions to employ certain technologies should be based on learning theories and educational practices
      - technology alone does not necessarily promote learning nor could it provide knowledge to learners, but well-integrated practices could
      - technological advancement such as simulations do not mean ignoring hands-on learning in which students can learn from the real world
      - teachers need to encourage students to use available technologies to broaden their knowledge sphere by encouraging them to read diverse resources from various media
- - - - Phase 1: teacher's home
      - Phase 2: mosques, surau and madrasah
      - Phase 3: religious schools or pondok
    - - Reason of English school system rejected by Malays
        
        The school did not include Islamic teachings to its curriculum
        
        Religious schools were already established to educate the children. Malays thought that the schools were not only adequate but also higher value compared to the English education
      - the British 'Divide and Rule' policy
        
        Malays: villages, continued cultivating the fields and became farmers
        
        Chinese: town areas, continued to run businesses and mining fields
        
        Indians: estates and plantations, continued to run the estates
      - 4 vernacular schools in Malaya
        
        Malay
        
        Chinese
        
        Tamil
        
        English
    - - The Holgate Report (1949)
      - Barnes Report (1950)
      - Fenn-Wu Report (1952)
      - Razak Report (1956)
      - Education Ordinance (1952)
  - - - To achieve unity among Malaysian
      - To produce individuals with faith, knowledge and vision
      - To enable all Malaysians to have opportunity to receive education
      - To instil positive values among Malaysians
      - To produce human resources for development needs
      - To produce a balanced Malaysian in terms of knowledge and character
    - - Education is an on-going effort
      - Development of individual potential and intellectual element
      - Spiritual element
      - Emotional element
      - Physical element
      - Knowledgeable citizen
      - Competent citizen
      - Responsible citizen
      - Citizens who are able to contribute to the harmony and betterment of society and country
  - - - Primary School
      - Lower Secondary School
      - Upper Secondary School
    - - The First Malaysian Plan (1966-1970)
      - The New Economic Policy (1971-1990): Second until Fifth Malaysian Plan
      - The National Development Policy (1991-2000): Sixth and Seventh Malaysian Plan
      - The National Vision Policy (2001-2010): Eighth Malaysian Plan