CURRICULUM

PREPARED BY:
FATINNATASHA ISMADI
W. NUR SYAHIRAH W.

CHANGE & INNOVATION HANAFFI

OVERVIEW
Strategies for
Context of Planning and
Curriculum
Curriculum Implementati
Change &
Change on
Evaluation

Factors
The Teacher
affecting
as Agent of
Change in ELT
Change
in Malayasia
CONTEXT OF CURRICULUM
CHANGE
 DEFINITION OF CURRICULUM
CHANGE
Embracing the concepts of
innovation, development,
renewal and improvement
of a curriculum.

It dictated by the changes in the economic, social and

technological aspects of a society.
It has magnitude and direction.
It occurs within a definite time frame.

(Hoyle,
 DEFINITION OF CURRICULUM
INNOVATION
Any
An intentional improvement
and deliberate that is
process to bring deliberate,
out desired measurable,
effects and durable and
change. unlikely to occur
(Harris, 1995) frequently.
(Westerly, 1969)

Ideas or practices that are new and different

from those that exist in the formal
prescribed curriculum.
 INNOVATI
CHANGE
In ON
response
Always
to
planned
external

events
 TYPES OF CURRICULUM
CHANGE
SUBSTITUTION ADDITION ALTERATION

A new New content, Change in

element items, existing
substitutes materials, or structures
the other procedures rather than a
which is are added up complete
already into existing replacement
present materials of the whole
Teachers are and curriculum
required to programmes syllabus or
change The support course of
textbook for input; study
an old one equipment, KBSR (3M) vs
(McNeil, 2009) audio-visual KSSR (4M)
EXAMPLE FOR
SUBSTITUTION

YEAR 1 KSSR YEAR 1 KSSR (REVISED)

TEXTBOOK 2011 TEXTBOOK 2017
 TYPES OF CURRICULUM
CHANGE
PERTURBATIONS Restructuring Value-orientation

Changes that Modify the whole Teachers or

may at first school system school staffs are
interrupt the Schools sought to adopt
existing introduce a new the new
programme but curriculum to fundamental
later it can be their teachers philosophies or
attuned and pupils curriculum
accordingly by orientations
teachers to the The changes
on-going could occur if
programme only they are
within a short willing to accept
time span the new values
LINUS pupils are otherwise the
required
(McNeil, 2009) to changes will be
attend remedial short-lived
E.G FOR ALTERATION &
RESTRUCTURING
 In Malaysia context, the change in the
English language
curriculum can be classified as
restructuring;
- involves structural and curriculum
change in which it modifies the
existing curriculum documents and
organization
- introduces four language areas as
the new curriculum content
- takes place nation-wide
 Global
challen
ges of
the 21st
UNESC century
O four Advance
s in
pillars FORCES
theories
THAT
of PROMOTE of
educat THE SHIFT
IN learning
ion ENGLISH
CURRICUL
UM
New Dawnin
Econo g of the
mic informat
Model ion age
STRATEGIES FOR
CURRICULUM CHANGE
AND EVALUATION
STRATEGIES FOR
CURRICULUM CHANGE AND
EVALUATION
Participat
ive Planned
problem- Linkage
solving
Coerciv Open
e Input
Strategi Strategi
es es
1. Participative Problem-Solving

The system;
This strategy focuses - identifies and
on; diagnoses its own
The emphasis
needs
- finds its own solution is on local
a) the users - tries out and initiative.
b) their needs evaluates the solution
c) how they satisfy - implements the
these needs. solution if it is
satisfactory.
 2. Planned Linkage

In this model, the intermediate agencies,

such as schools, bring together the
users of the innovation.
 3. Coercive Strategies

These strategies operate

on the basis of power Ministries of
Education
and coercion by those in
usually use
authority, using laws,
these
directories, circulars and strategies.
so forth.
4. Open Input Strategies.

These are open, flexible,

pragmatic
approaches that make use
of external ideas and
resources.
PLANNING & IMPLEMENTATION
FACTORS
The change agent
initiates the innovation or curriculum change
teachers, school heads, local authorities or the Ministry
of Education
The innovation
putting innovation into use or operation

The user system

the person or group of people at which the innovation is
directed
Time
a social process which takes place over a period of time
 THE INNOVATION PROCESS
Identify a problem, dissatisfaction or need that requires
attention.
Generate possible solutions to the identified problem or need.

Select a particular solution or innovation that has been

identified as the most appropriate.

Conduct a trial.

Evaluate the proposed solution.

Review the evaluation.

If the innovation has solved the identified problem, implement

it on a wide scale.

Adopt and institutionalise the innovation or search for another

solution.
 INNOVATIVE PLANNING
Effective planning for innovation cannot take place unless
the following elements are considered in the process;
1) the personnel to be employed
2) the specification of the actual task
3) the strategy or procedure to be used to undertake the
task
4) the equipment needed
5) the buildings and conducive environment
6) the costs involved
7) social contexts
8) time involved
9) sequencing of activities
10) rationale for undertaking the innovation
11) evaluation of the consequences or effects of the
CONDITIONS FOR SUCCESSFUL
IMPLEMENTATION OF INNOVATIONS

Teachers
should be It must be
feasible in their
dedicated. particular
organisational
context.
The
innovation
must be
relevant to
them. The innovation
must be shown
to be tolerable
and non-
It must be threatening.
flexible and
adaptable.
FACTORS AFFECTING CHANGE IN ELT IN
MALAYSIA
EMERGENCE OF TECHNOLOGY

Pupils are exposed to variety of technology

innovation;
Internet (BestariNet), newspapers,
communication gadgets etc.
THEN NOW
Traditional approach Communicative
approach
Pupils listen to Pupils can find the
teachers lecture to information
gain the knowledge themselves
Teachers are the Teacher facilitates
 ASPIRATION IN MALAYSIA
EDUCATION BLUEPRINT
QUALITY
(2013-2025)
EDUCATION
Malaysia to be
in the top third
of countries
(TIMSS and
PISA, within 15
years)
TIMSS and PISA
currently test
for literacy,
Mathematics,
ASPIRATION IN MALAYSIA
EDUCATION BLUEPRINT (2013-
2025)

BILINGUAL
PROFICIENCY
BM as the national
language and language
of unity
English as the
international language
of communication.
Student should be able
to work in both a bahasa
Malaysia and English
language environment.
CURRICULUM REVIEW
Curriculum is
revised to
Implementin embed a
g formative balanced set
assessments of
knowledge
and skills

Focuses
more on
problem-
solving, Student-
project- centered
based learning and
assignment, teaching
updating
TEACHER AS AGENT OF CHANGE
(TEACHERS ROLES)
 CHANGES IN
SHIFT THE
TOWARDS ORGANIZATIO
INCREASE NS
STRATEGIC
CHANGES
PROACTIVE RESULTING
CHANGES FROM
OUTREACH
SHIFT TOWARDS INCREASE

Teacher should improve their skills by changes in the

performance of duties.
Teachers have the opportunity to improve their skills
as the workload of administrating will be lessened
(Fourth shift-blueprint)
Teacher can focus more on their core business
(teaching) and thus they can perform well in their
duties.
Teacher should agree with the shifts proposed by the
Malaysian educational blueprint to ensure the system
aspirations for Malaysian education can be achieved.
CHANGES IN THE
ORGANIZATIONS STRATEGIC
Teachers should develop a strategic plan to meet
the goals of the curriculum reforms.
Teachers should think of possible strategies to
empower the national aspirations of the school
curriculum.
Eg: Change teaching methods from teacher-
centred to students-centred.
Teachers should be well equipped with the ICT
skills (teaching and learning activities could be
maximising beyond the Malaysia context).
PROACTIVE CHANGES
Proactive teachers do not avoid problems in
learning or problems with behaviour;

Accept responsibility for their students successes and

their students failures.
Create positive learning environment.
Inculcate the social skills in daily lessons and routines.
Inculcate strong ethics and spirituality in every child.
 CHANGES RESULTING FROM
OUTREACH
The requirement proposed in the blueprint is actually based on
teachers role as agent of change.
Blueprint emphasizes on the significant roles of teachers and
administrators at school.
Teacher should focus on improving the education lesson into a
classroom where students would be able to think critically creatively by;

Preparing a lesson with hands on learning,

Collaborative learning

Encouraging students to be more confidence in giving out their

ideas and thoughts