Professional Documents
Culture Documents
Introduction
A curriculum is considered the core for education in all learning
institutions. Curriculum refers to the means and materials with which students will
interact for the objective of attaining specific educational outcomes (Ebert, Ebert
and Bentley, 2014). Therefore, factor of curriculum development such as roles of
stakeholders are being given great emphasis. Every stakeholder has its own
importance in ensuring the effectiveness of the curriculum. Teachers are one of
the stakeholders in curriculum development. Where there are students, there are
teachers. They are the ones responsible for developing and carrying out the
curriculum. The latest curriculum, KSSR, aims to produce a balance, creative,
critical and innovative individual through six aspirations which are knowledge,
thinking skills, leadership skills, bilingual proficiency, ethics and spirituality and
national identity (Ministry of Education Malaysia, 2013). Hence, need to be
mastered by all pupils in schools based on how the teachers implement and
promote the curriculum.
This essay is going to discuss the way how a teacher, one of the
stakeholders, can effectively implement the latest curriculum, KSSR in English
Language, and promote relevant key attributes needed by every student to be
globally competitive.
The following key attribute is the thinking skills. Basically, in a new latest
curriculum, all stakeholders have to work together in leading towards a
curriculum based on the modern classroom environment. For example, Malaysia
schools are rapidly undergoing changes in the curriculum in the past few years,
whereby students learning are leaned towards Higher Order Thinking Skills
(HOTS), critical thinking and problem-solving skills and integration of technology
in the teaching-learning process. Critical thinking is probably the most current
label for what many call analytical reasoning, synthesis, problem-solving, or
higher mental processes (Scriven & Paul, 1992). One of the main 21 st century
components that teachers need to be alerted with is to encouraging the pupils to
use higher-order thinking skills. This is important because this is where the pupils
use complex ways to think about what they are learning. Higher order thinking
takes thinking to a whole new level. Pupils are not merely memorizing facts but
understanding facts. They would have to understand the facts, infer the facts,
and connect the facts to other concepts. For example, teacher can encourage
questioning in lessons, ask pupils in connecting concepts, guiding pupils in
inferring, using of Graphic Organizers to frame the pupils thoughts in an
organized manner, using problem-solving strategies in lessons, encourage
creative thinking, encourage pupils to elaborate their answers. By this, teacher
can effectively implement the ideas in the latest curriculum and promote every
student to be globally competitive.
3. Conclusion
In conclusion, stakeholders play major and vital role in curriculum
development in order to ensure quality education is being delivered in schools,
with hopes to materialize the nations aspirations and goals. With much guidance
and reference, KSSR implementation has considered successfully implemented
(Curriculum Development Division, 2011). To ensure a curriculum change is
successfully implemented, teacher should be dedicated to any changes occur in
the curriculum and committed to implementing the new curriculum in order to
promote relevant key attributes needed by every student to be globally
competitive (Ornstein & Hunkins, 2014)
Works Cited
Aguilando, H. B. & Parundao, J. (2012). Retrieved February 22, 2017, from
Implementing the curriculum: The role of the stakeholdersin curriculum
implementation:http://ww.slideshare.net/PHILLMURP/implementing-the-
curriculum-the-roles-of-stakeholders-hazel-and-jeric
Alvior, M. G. (2014). The meaning and importance of curriculum development.
Retrieved February 22, 2017, from http://simplyeducate.me/2014/12/13/the-
meaning-and-importance-of-curriculum-development/
Curriculum Development Division (2011). Standard-based English language curriculum.
Putrajaya: Kementerian Pendidikan Malaysia.
Curriculum Development Division (2012). Standard-based English language curriculum.
Putrajaya: Kementerian Pendidikan Malaysia.
Ebert, E. S., Ebert, C. & Bentley, M. L. (2014). The educator's field guide. New York:
Skyhorse Publishing.
Krashen, S. (1988). Principles and practice in second language acquisition. United
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Ministry of Education Malaysia. (2012). Executive summary of Malaysia education
blueprint 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.
Ministry of Education Malaysia. (2013). Malaysia education blueprint 2013-2025.
Putrajaya: Kementerian Pendidikan Malaysia.
Ornstein, A. & Hunkins, F. (2014). Curriculum: Foundations, principles, and issues.
Boston: MA: Allyn & Bacon.
Scriven, M. & Paul, R. (1992). Critical thinking defined. Critical Thinking Conference.
Atlanta: GA.