Consideration of curriculum design

- personnel
- materials selection
- monitoring and supports
- assessment and evaluation
- constraints
Group members:
Farah hanim
Muhammad farhan
Nur raihana
Siti zainun habsah
Personnel
Ministry of Education
Curriculum Development Centre.
responsible for initiating curriculum development.
responsible for the development of the pre-school, primary
school and secondary school curriculum.

In the implementation of the curriculum, various committee
has been set up.
1. Educational Planning Committee.
2. Central Curriculum Committee.
3. Curriculum Implementation Committee.
4. State Curriculum Committee.
5. Division/District Curriculum Committee.
6. School Curriculum Committee.
1. Educational Planning
Committee
to approve and formulate the major
policies in the Ministry of Education
to consider all projects related to policy
matters.

2. Central curriculum committee
to formulate curriculum policies, as well as study their
implications
to determine the direction of curriculum development
and co-ordinate efforts to achieve this goal
to consider and make recommendations concerning
education planning and implementation, as well as to
present these findings to the Educational Planning
Committee.
to study the implications of curriculum programme and
to make decisions accordingly
to determine aspects which require research and
study.
3. Curriculum implementation
committee
responsible for coordinating all levels of
preparation in implementing any curriculum
program approved by the Central Curriculum
Committee.
to ensure co-ordination between the divisions of
the Ministry and the State Education Departments
in the implementation of the curriculum.
to gather feedback on curriculum implementation
at the State, division/district and school levels.
to organize forums to discuss successful
innovative programs implemented at the State
level.
4. State curriculum committee
to monitor, assess and guide principals, headmasters and
teachers in the implementation of the curriculum.
to gather and analyze information and take the necessary
follow-up action.
to co-ordinate the implementation of activities between policy
makers and implementers at the Ministry, division/district and
school levels.
to co-ordinate the use of resources for curriculum
implementation.
to plan, manage and co-ordinate courses organized for
teachers by the State Education Department.
to plan, manage and implement innovative projects.
to improve professionalism among teachers.
5. Division/district curriculum
committee
to plan activities and curriculum implementation
strategies at division/district levels.
to arrange and organize courses and seminars to
disseminate the latest information to teachers and all
personnel concerned.
to advise and guide teachers in curriculum
implementation.
to monitor, supervise and evaluate the implementation
of the curriculum.
to provide feedback to the higher authorities on the
implementation of the curriculum.
to plan, manage and implement innovative projects at
the division/district levels.
6. School curriculum committee
to plan, organize and evaluate teaching/learning activities in schools;
to work towards increasing the knowledge and competence of teachers and
students;
to study the suitability of the subject content and inform parties concerned;
to study, evaluate and determine the suitability of textbooks or other
materials;
to assess the scheme of work;
to assess pupil performance and to identify follow-up action;
to plan and conduct in-house training programme for all teachers;
to disseminate information to all teachers on the latest progress and
development in education;
to produce more educational resource materials in schools;
to identify suitability of educational electronic media programme in teaching-
learning activities;
to co-operate in the on-going assessment in schools;
to co-ordinate additional learning activities.
Materials selection


Curriculum Materials:
Scaffolds for New Teacher
Learning?
A Research Report

co-sponsored by
Center for the Study of Teaching and
Policy and
Center on English Learning &
Achievement (CELA)

by
Pam Grossman
Stanford University
Materials
selection
Comprehesivenes
s
Flexibility
Support
for
Teacher
learning
Comprehensiveness
The materials provide not only the content
(what should be taught), but include
instructional ideas as well (how it should
be taught).
The materials also include assessments,
such as quizzes, and scoring guides, as
well as an explanation of how to use the
scoring guide.
Flexibility
All teachers adapt ideas to fit their own
teaching styles.
Easily and successfully modified.
Support
for
teacher
learning
Subject matter
knowledge
Pedagogical
Content
Knowledge
Subject matter knowledge

The unit also offers a framework, some might even
say a formula.
E.g : Five paragraph essay, including a graphic layout
of an essay.

The materials also include multiple examples of
essays, from which teachers could learn.

Provides specific definitions of common terms in the
teaching of writing, such as thesis statements,
supporting evidence, and the development of ideas.

Pedagogical content knowledge
Teachers relate their pedagogical
knowledge (what they know about
teaching) to their subject matter
knowledge (what they know about what
they teach)
The materials provide clear guidance on
what students should be doing during the
lesson.

Comprehensiveness Flexibility Support for teacher
learning

The number of aspects of
instruction addressed by the
curriculum materials and
the resources included
within the curriculum
materials

How the materials are
designed to be used

How much and in what
ways the materials engage
teachers in tasks that
contribute to the
development of knowledge
about teaching and the
subject matter at hand

Do the materials focus only
on what to teach? Do they
also include information
about how to teach the
content or how to assess
student learning? Are
opportunities for
professional development
provided? Do the materials
provide teachers with just
the topics or general
content? Or, do they also
include lesson plans,
activities, worksheets?

Do the materials require
teachers to use them as
they were written? Can
teachers adapt and change
the materials depending on
their needs and contexts?

Are the materials addressed
to teachers as well as
students? Do the materials
include questions that ask
teachers to figure things out
for themselves? Do the
materials include
opportunities for teachers to
make their own decisions
about how to use or what to
do with the materials?

Monitoring & Support
Monitoring asks the question:
1. How are we doing?
2.Is the curriculum accomplishing its intended
purposes?
Monitoring is also important
to determine whether the curriculum is still relevant
and effective.
It determines how the curriculum is working, such
that the monitoring report becomes the basis on a
decision on what aspects have to be retained,
improved or modified.
Monitoring also provides decision that would even
end or terminate the program.


Monitoring is a periodic assessment and
adjustment during the try-out period.
It is like formative evaluation.
Usually, monitoring is done by the module
writers, curriculum experts or outside
agencies. It is very important aspect of
curriculum.

CURRICULUM EVALUATION
refers to a systematic process of judging
the value, effectiveness and adequacy of a
curriculum: its process, product and
setting which will lead to informed
decision.
ASSESSMENT AND
EVALUATION
1. School Based Evaluation
An approach to curriculum evaluation which
places the content, design, operation, and
maintenance of evaluation procedure in the
hands of the school personnel. The school
personnel participate in the planning and
conduct the school evaluation activities. It is
a participative evaluation where the control
and management of the process rest on the
school personnel themselves.
ADVANTAGES
Accountability is shared by all, hence bias
and conflict are minimized.
School personnel develop evaluation skills.
The real concerns of the school and
community are addressed by the evaluation.
Broad participation of school personnel
provide opportunities for building school
cohesiveness.
Provides reliable and valid information on
curriculum, resources and general school
functioning .
2. Accreditation
This is a voluntary process of submitting
a curricular program to an external
accrediting body for review in any level
of education: basic, tertiary or graduate
school to assure standard.
Accreditation studies the statement of the
educational intentions of the school and
affirms a standard of excellence.

Assessment and Evaluation
End of Year 6 (UPSR), Form 3 (PMR) and
Form 5 (SPM).
The result are used to evaluate the curriculum.
The information is commonly collected using
surveys, class observation or test items.
Ministry amend on syllabus, text books,
teaching materials and also improving on
teaching and learning strategies.
Constraints
Cost and financial implications.
Avoiding stereotypes and celebrating
diversity.
Use of technology to enhance learning.
Promoting students engagements
Responding to different approaches in
learning.
ARIGATO