CURRICULUM

DEVELOPMENT
AND
IMPLEMENTATION
of KBSR
TOPIC 9
DEFINITION OF CURRICULUM
a) Taba (1962)
The curriculum is a plan for learning.

b) Tanner & Tanner (1975)
The curriculum is a planned and guided learning experience and learning
outcomes.
c) Stenhouse (1975)
The curriculum is a form of specification about the practice of teaching.


d) Pratt (1980)
Curriculum is a formal set of educational objectives
/ structured training.

e) Marsh & Willis (1995)
Curriculum is a set of plans and experiences are
intertwined to the duties of a student under the
guidance of the school.

f) Kerr (2002)
All types of learning which is planned and guided by
the school, whether in groups or individually, inside
or outside school.
d) NATIONAL CURRICULUM

An educational program that includes
curriculum and co-curricular activities which
encompasses all the knowledge, norms, values,
cultural elements and beliefs to help develop a
pupil fully with respect to the physical,
spiritual, mental and emotional as well as to
inculcate and develop desirable moral
values and to deliver knowledge.

(Education Act 1996)
SUMMARY

Curriculum is a planned learning
experience to achieve the
desired learning outcomes
CURRICULUM GOALS
Content can be included in the 4
Categories:

1) Cognitive category
2) Skills category
3) Affective category
4) Applications category
1. Cognitive category
Covers basic concepts of science, theory & law, as
well as the skills to understand and think.
2. Skill Category
Encompassing behavior, practice sports and social
interaction skills.
3. Affective category
includes thoughts, attitudes, and beliefs such as
aesthetics and moral values.
4. Applications category
Include the ability of the use of the three
categories above, allows students to solve social and
daily life.
Relations Various Types of School Curriculum
Official curriculum
(Ideal)
Co-curricular
Formal curriculum
Informal Curriculum
Curriculum Experience
TeachingCurriculum
Operational Curriculum
TYPES OF CURRICULUM
1. IDEAL CURRICULUM
Formulated based on pedagogy, psychology, and
the theory of knowledge in education.
Include goals and objectives of the curriculum,
syllabus and commentary, educational materials
(teacher guides, system implementation &
evaluation of the curriculum).
For the purpose of the official curriculum
2. Manifested/ Explicit Curriculum
Curriculum standards are made by curriculum
experts in Curriculum Development Centre,
Ministry of Education Malaysia.
Include formal and informal curriculum.
Covering all aspects covered by Philosophy
Education, namely: knowledge, skills, moral
values, cultural elements, the elements of
religion etc..
3. Formal Curriculum
Formal curriculum that contain teaching content, skills,
moral values and all aspects of it appears in the FPN.
Co-curriculum based on national education goals.
Formal curriculum implemented through teaching
curriculum and operational curriculum.
Teaching Curriculum is the formal curriculum
interpreted by teachers.
4. Operational Curriculum
This is a the summary of teaching provided and performed
by the teacher.
It follows the school timetable and syllabus contained in
the official / formal curriculum.
5. Core Curriculum
The curriculum, which is anchored on the main theme /
subject and integrated with the other theme / subjects to
be a new relationship between them.
Teaching time allocated approximately 40%.
6. Co-curricular
Additional activities conducted after learning hours in
the classroom.
Include the activities of associations, academic clubs,
games, sports and uniformed units selected based on the
interest and ability of students.
The purpose for building physical fitness, endurance,
team spirit, sports skills, associations skills etc.
In line with the national education policy to produce a
balanced in all aspects of JERIS (physical, emotional,
spiritual, intellectual, and social).
7. Curriculum Integration
Absorption curriculum or curriculum subjects.
combination such as Kajian Tempatan is a combination of
subjects of history, geography and citizenship.

8. the Curriculum Activities
experience-based curriculum or student-centered based
on interests and needs of students using activities,
assignments & Coursework.
Its founder, John Dewey.
9. Spiral Curriculum
Based on the lesson content according to the children
cognitive thinking development.
Starting with basic theory and added, expanded and
refined
according to age and level of schooling increasing.
Founded by Johann Amos Comenius (1592-1670) and
improved by Bruner.
Bruner stressed that the fundamental principle of the
transfer of learning used to correlate old experience
with new experiences.
He considered that the experience has to be drawn
from the basic to the complex.
New subjects or activities should be linked with old
knowledge.
10. Latent Curriculum (informal)
Covering all the lessons informal learned such as
moral values through teachers behavior, subjects,
learning, schools culture etc..
The content of the curriculum includes learning
affective namely teamwork, honorable behavior,
ability to solve everyday problems etc..
CONCLUSION:
KBSR and KBSM was drafted based on the
relevance of all the listed curriculum. Basis is the
formal curriculum and the hidden curriculum.
FACTORS THAT INFLUENCE THE FORMATION OF
CURRICULUM
1. Consider the wants and needs of students, according to
Maslow's hierarchy of needs.
completion of the Self
Social community
love
security
Basic Needs
The curriculum should be able to provide sufficient
knowledge and skills for fulfill the requirements and
needs of students as individuals.
2. Considering the needs and requirements of the
country.
Train individuals to be able to adapt and
contribute in society parallel with the ideals of the
country based on ideology and FPN.
3. Considering the requirement of globlalisation
The curriculum should be forming character to
nurturing understanding & spirit of international
cooperation.
These values include respect for individual rights,
respect for the sovereignty of other countries,
contribution to solve global problems, spiritual
upliftment, shaping the views & visions of the world
to a high level and perfect.
FACTORS THAT INFLUENCE THE FORMATION KBSR
1. NATIONAL EDUCATION POLICY
Policies based on the 1956 Razak Report enshrined in
the Education Ordinance 1957.
Policies based on the Rahman Talib Report 1960
enshrined in the Education Act 1961.
The goal of the National Education Policy of national
unity through the national education system, the
implementation of the common syllabus, and use BM as
the medium of instruction at all levels.
2. Ambition and National Ideology
To create a multi-racial unity based the principles of Rukun Negara;
Through activities that can shape the character & personality of
students.

3. Philosophy of Primary Education
Stress the needs of individuals.
Provide a comprehensive education for balanced development in JERIS.
To master the 3M.
Acquire sufficient knowledge, in accordance with their developments;
Cultivating good character, practice good values;
Maintain a healthy body.
FACTORS THAT INFLUENCE THE CURRICULUM CHANGES
1. Curriculum reform means improvement, renovation,
rehabilitation curriculum of the existing curriculum to
meet the new demands resulting from changes sosiol-
economic, political and cultural.
2. Specific factors :
In accordance with the needs of the community and
the country - produce skilled manpower according to
the requirements of economic development.
In accordance with the development of science and
technology;
In accordance with the development of philosophy,
psychology and educational theory.
MODELS OF CURRICULUM DEVELOPMENT

1. Taba Model (1962)
2. Saylor, Alexander dan Lewis Model (1981)
3. Tyler Model ( 1949)
4. Oliva Model (1976)
5. Hunkins Model (1981)
6. Nicholis & Nocholis Model
7. Wheeler Model

These models show the phases and sequences to implement every
phase of the construction process of curriculum.

This lecture will focus on the discussion of:

NICHOLLS & NICHOLLS MODEL
TABA MODEL
TYLER MODEL
(A) Nicholls & Nicholls Model
Plan KBSR & KBSM is based on this
model.

STEPS IN FORMATION
1. Determine educational purposes;
2. Formation methods & materials;
3. Implementation;
4. Evaluation;
5. Feedback.
(B) MODEL TABA (1962)
prescriptive form
Means that the model will show how the process
should be done by the developer curriculum and
not just explain what happened.
This model uses a 'grass-root'. Means curriculum
designed by teachers rather than the top down
designed
This model uses the inductive approach that
starts from the specific to the design of a more
general curriculum.
5 Steps to Building a Curriculum (Proposed by Taba)
1. FIRST STEP
Produce small unit lessons by grade (school year) and subjects.
This can be done with 8-step:
i. Diagnose the needs of students as background,
weaknesses or deficiencies in the students;
ii. Determining the objectives to be achieved;
iii. Choose contents of the syllabus;
iv. Sorting contents of the syllabus;
v. Choosing a learning experience;
vi. Organize learning activities;
vii. Determining what is assessed and how to assess - design,
methods and techniques of assessment should be
determined;
viii. Reviewing the process of production studies unit.
2
nd
STEP
Testing the units for the validity, reliability and ability for
teaching.

3
rd
STEP
Check out all the lessons and make corrections or
improvements.

4
th
STEP
Review the scope and sequence of the program.

5
th
STEP
Use and dissemination of educational outcomes. Teachers
use studies unit in the classroom. In-service training was
held to train teachers to use the curriculum.
Critique of the Model Taba
If only the teacher or 'grass-root' which is involved in the
process of curriculum development, then it is possible that
the formation process is not well established.
a) Zias view (1976)
Curriculum development process is too technical, complex
and specialized. The process involves teachers, students,
community, parents, educators and subject specialists.
Reflection: Why Zias think so?
b) View of Ornstein and Hunkins (1993)
Like to start with the design of the curriculum more
wide before reviewing the specific.
View of Ornstein and Hunkins (1993) Against the
Taba model.

Also had to involve other parties such as publishers
of books, board of evaluation, associations and
institutions education involved in this process.

Some builders prefer to see the model curriculum
is built by:
1.Diagnosing the needs of society and culture, and
2.Getting the curriculum of the subjects of
philosophy and learning theory.
TYLER MODEL (1949)

1.Is the most famous model.
2.Progressivisme.
3.The only model that focuses on the planning
phase.
4.Available in Tyler's book entitled "Basic Principles
of Curriculum and Instruction" (1949).
5.Explaining the process of selection of educational
objectives. Getting the focus of education
4-step development of the curriculum:

1. Determining educational purposes;
2. Determining educational experience.


Related to the purpose;

3. Determining the order of experience;
4. Determining evaluation experience.
General curriculum objectives identified by
collecting data from three sources:

1.Student
2.Life outside of school
3.Subject

Terms the `general objective as `goals, `objective
of education or `educational purposes.
Refined through two screening, namely:
1. Screening education and social philosophy;
2. screening psychology of learning.

The general objective through this screening will
be specific instructional objectives.
Student
resource
Community
resource
Subject
resource
The general objective of the tentative
Detailed learning objectives
Screening Screening
Philosophy of
Education
Psychology of
learning
OBTAIN OBJECTIVE EDUCATION RESOURCE
1. Students as a resource
Builders looking for the curriculum objectives
by collecting and analyzing data needs and
interest of students.
These requirements include education,
social, occupational, physical, psychological,
and recreation.
Tyler suggests techniques such as teacher
observation, interviews with students, with
parents, questionnaires and tests used to
obtain information from students.
Based on the interests and needs of students,
curriculum builders can produce potential
objectives.
2. Communities as Resources
Tyler proposed to build a classification scheme
that divides life into various aspects such as
health, family, recreation, employment, religion,
consumerism, and civic roles.
This will ultimately formed a set of educational
objectives to be more comprehensive.
Tyler also argues, the builder of the curriculum
should be like sociologists to get accurate needs
analysis from social institutions. Thus, builders
curriculum has expanded set of educational
objectives.
3. Subjects as a Source
Most of the curriculum innovation in the 1950s such
as math, second language, science programs,
specialist subjects came from the field.
From these three sources, the builder of curriculum
educational can determine objectives or general
and broad goals of instructional.
However, it is still not precise or specific as
instructional objectives. The goal of instruction is
built according to the specific discipline or intra-
disciplines.
Johnson (1967) argue that sources of curriculum
are from culture and subject (discipline) rather than
the needs and interests of students, or the value or
even the problems of society. WHAT DO YOU THINK?
SCREENING OF PHILOSOPHY
Once the objectives are determined, the social and
education philosophy should be used as a first
screening to rule out non-essential objectives and
contradictory.
Tyler advises teachers enact school social and
educational philosophy based on three goals of
democracy:
1. Awareness of the importance of every individual
as a human being regardless of race, national,
social and economic status.
2. Opportunity for extensive involvement in all
phases of the activities of social groups of the
society.
3. Trust to the discretion and wisdom as a method
for the solution and not depending on activity of
an autocratic group.
SCREENING OF PSYCHOLOGY
'Psychology of Learning' according to Tyler:
its include accurate and specific findings on
mental processes.
It also involves formulation of the theory of
learning outlining the learning process, how it
happened, in what circumstances and what
form of mechanism that can be used.
Objective psychological screening requires
adequate training for builders curriculum in
educational psychology and human growth
development for curriculum builders.
Tyler explains the significant psychological
purpose is:
1. Knowledge in this field allows us to
distinguish changes expected and that
does not occur in humans as a result of
the learning process;
2. Set goals that can be achieved within a
specific time or can not be achieved in
different age groups;
3. Give us an idea of the timeframe required
to achieve the objectives and the most
appropriate age to perform certain tasks.
Expansion Model Tyler
Having refined education Objectives, Tyler
suggest that curriculum planning consider
learning experience (learning process that
teachers implemented) that can help students
achieve the learning objectives.

Step learning experience is divided into three:
1.Selection of learning experiences;
(experiences related to learning theory and
child development) -sort to produce a
cumulative learning effect.
2.Preparation of the learning experience;
3. Assessment of learning experiences.
Tyler proposes that teachers pay attention
to the learning experience:
- Which can develop thinking skills;
- To help you find the information;
- To help build an attitude;
- To help build interest.
CRITICAL OF MODEL TYLER
Daniel and Laurel Tanner felt that the problem in
Tyler rationale is that he submitted three sources
(student, community, and subjects) as three
separate entity, without showing their
interactions.
This resulted in the development of the
curriculum to be too mechanical.

# However this model Tyler gets
widespread attention in the field of curriculum
theory.