Professional Documents
Culture Documents
CURRICULUM
Assoc. Prof. Dr. Abdul Rahim
Hamdan
Faculty of Education
UTM
DEFINITIONS
Curriculum - Latin word currere- racecourse
(it has different meanings to different people)
Ralph Tyler I1949) & Hilda Taba(1962)
A curriculum can be defined as a plan for action
or a written document that includes strategies
for achieving desired goals or ends
Herbert Kliebart (1972)
Proposed three curriculum metaphors:
Curriculum as a factory, curriculum as a garden
and curriculum as a journey
DEFINITIONS
David Prat (1980)
Curriculum is an organized set of formal education
and?or training intentions
J. Galen Saylor (1981)
Curriculum as a plan providing sets of learning
opportunityies for persons to educated
Jon Wiles & Joseph Bondi (2002)
Curriculum as a four step plan involving purpose
designimplementation and assessment. The goal
of the curriculum workers is to see that the intent of a
plan.. [is] carried out to the [fullest] degree possible.
DEFINITIONS
Ahmad Shalaby (2003)
Kurikulum Islam pertama Bersumberkan
Al-Quran dan Hadis telah menghasilkan
kejayaan cemerlang.
Evelyn J. Sowell (2005)
Curriculum is defined as what is taught
to learners, includes the intended and
unintended information, skills, and
attitudes where teaching takes place
TYPE OF CURRICULUMS
IMPORTANCE
HIGH
S
T
R
U
C
T
U
R
E
HIGH
LOW
LOW
Mastery
Curriculum
Team-Determined
enrichment curriculum
Organic
curriculum
Student-Determined
enrichment curriculum
Curriculum
Characteristic
Planned
Balance
Relevant
Dynamics
Target group
Curriculum Development
Principle
Scope
How wide or depth the aims and content
eg: how many subjects in a programme
Continuity
relations between topics in a subject or between subject in a
programme
Orderly/sequence
principle of arrangement from easier to a difficult or from
concrete to abstract
eg: which subject should be taught first in a programme
Balance
knowledge and skills, major and minor. Curriculum should
impart a balance knowledge, skills and values for students
Articulation
continuation of studies from a degree level to a postgraduate
and doctoral programme
Curriculum Models
Integrated/holistic/coherent/unified curriculum
Outcome-based curriculum
Performance-based curriculum
Process-based curriculum
Student-centered curriculum
Problem-centered curriculum
Humanistic curriculum
Naturalistic curriculum
Discipline-centered curriculum
Thematic-based curriculum
Standards/criterion-based curriculum
Thinking curriculum, etc
Situation Analysis
Evaluations
Aims/Goals/objectives
Learning activities
Content
Empirical Sources
Philosophical Sources
Subject Matter Sources
Community
Students
Professionals
Economic
Political
Globalizations etc
Selecting teaching-learning
activities
Strategy
Method
Approach
Resource
Instruments/tools
etc
Evaluation
Formative
Summative
Internal
External
Scientific
Evaluations Models
CIPP
Stake
Objectives
Holistic
Illuminative
Curriculum Evaluation
Leads to
i. Curriculum Improvement
ii. Curriculum Reform
iii.Curriculum Change
F
O
U
N
D
A
T
I
O
N
Content Epistemologi
(The Nature of Knowledge)
Content
Society/
Culture
Learning Activities
The Individual
PHILOSOPHICAL ASSUMPTIONS
Evaluation
Learning Theory
F
O
U
N
D
A
T
I
O
N
Curriculum Alignment
Written Curriculum
Tested
Curriculum
Taught Curriculum
Curriculum Improvement
Phases
Development
Implementation
Planning
Evaluation
Disciplinary curriculum
Driving force: The knowledge production itself (cognitive legitimation)
Structure
Content
Pedagogy
Aims
The disciplines
situated in
departments
Disciplinary
knowledge
Subject-based
teaching
Content-driven
aims
Subjects
offered on
foundational-,
intermediateand graduate
level
Emphasis on
cognitive
coherence
Verticalpedagogic
relations
Mastery of
conceptual
structures,
methods and
modes of
arguments
Vocational
curriculum
Driving force: The need of trained employees for human
service, information and production(social legitimation)
Structure
Content
Pedagogy
Aims
Unified
cumulative
programmes
Multidisciplinary
knowledge
Regulated by
national core
curriculums
Emphasis on
the integration
of theory and
practice
Apprenticeship:
Verticalpedagogic
relations
Mastery of
specific skills
and a shared
knowledge
repertoire
O/cs of
the unit
Outcomes of
the lesson
DELIVER
FORWARD
/subjectt
O/cs of the
Course/
programme
Aims of the
faculty
Mission of
the
Institution
Spesification
Lecturer
Selection
Test
Grading
Creation
Dissemination
Material/
Facilities
Standards/
Expectations
Evaluation
Students
Students
Progress Review
Informal social
Expectations