LESSON 3 TOPIC: THE FOUNDATIONS OF CURRICULUM • Explain the concept,

AND PEDAGOGY importance, types of

• Definitions of Curriculum curriculum and pedagogy
• Characteristics of Curriculum • Analyse the Malaysian
• Roles of Curriculum National Standard Curriculum
• Determinants of Curriculum
• Types of Curriculum
• Factors that Influence Curriculum
Construction
• Malaysian National Standard Curriculum
• Definitions of Pedagogy
• The Importance of Pedagogy
• Type of Pedagogy in Education

WHY THIS LESSON

By studying this lesson, students will be able to explain the concept, importance, types of curriculum and
pedagogy, and also could analyse the Malaysian National Standard Curriculum.

DEFINITIONS OF CURRICULUM

Definition Source
A curriculum can be defined as a plan for action or a written document Ralph Tyler and Hilda Taba
that includes strategies for achieving desired goals or ends.
A curriculum is a particular way of ordering content and purposes for Decker F. Walker, 2016
teaching and learning in schools.

RESPONSIBILITIES OF A TEACHER AS A CURRICULUM WORKER

According to Allan C. Ornstein and Francis P. Hunkins (2004), we have to consider the following when it comes
to the responsibilities of a curriculum worker:

1. Develop technical methodologies and tools for school-based curriculum planning.

2. Combine theory and practice in order to acquire curriculum knowledge and apply it in the real world of
classrooms and schools.
3. Agree on the relationship between curriculum development and design, as well as the relationships
between curriculum aspects.
4. Agree on the curriculum, instruction, and supervision relationships.
5. Be a change agent who considers schools in the context of society, balancing local community requests
and opinions with state and national goals and interests.
6. Make a mission statement or a goal. Encourage colleagues and other professionals to solve professional
problems, innovate and become familiar with new programs and individuals.
7. Develop a program for continuous curriculum development, implementation, and evaluation.
8. Balance and integrate subject areas and grade levels into the total curriculum, paying close attention to
scope and sequence by subject and grade level.
9. Be aware of current research in teaching and learning, as well as innovative programmes that are
relevant to the teaching and learning of target students.

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 CHARACTERISTICS OF CURRICULUM

ROLES OF CURRICULUM

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 DETERMINANTS OF CURRICULUM

Determinants of the curriculum are determined by many factors.

TYPES OF CURRICULUM

According to Allan Glatthorn (2004), there are 7 types of curriculums operating in schools as below:

Recommended Curriculum The curriculum may come from a national agency or any professional body
with an interest in education, and it is proposed by scholars and professional
organisations

Written Curriculum It appears in state and school district documents as documentation, a course
of study, or a syllabus

Taught Curriculum What teachers seek to implement or provide in classrooms in order to achieve
the written curriculum's objectives or aims. It differs depending on the
student’s learning styles and the teacher's teaching approaches

Supported Curriculum Textbooks, computers, audiovisual materials, labs, and other resources in
schools that support and aid in the application of the curriculum

Assessed Curriculum This refers to a tested and evaluated curriculum. Teachers do a series of
evaluations throughout and at the end of the lesson to establish the scope of
instruction or to evaluate if the pupils are improving

Learned Curriculum What students actually learn, as well as the learning objectives they attained.
The results of tests and changes in behaviour, which can be cognitive,
affective, or psychomotor, reflect the learning outcomes

Hidden Curriculum Unintentional curriculum that is not planned but has the potential to change
behaviours or influence learning outcomes

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 FACTORS THAT INFLUENCE CURRICULUM CONSTRUCTION

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TYPES OF CURRICULU
MALAYSIA NATIONAL STANDARD CURRICULUM

What is National Curriculum?

A curriculum and co-curricular activity that encompasses all of the knowledge, skills, norms, values, cultural
elements, and beliefs necessary to fully develop a pupil in terms of physical, spiritual, mental, and emotional
aspects, as well as instil and develop desirable moral values and transmit knowledge.

National Preschool Standard Curriculum

The National Preschool Standard Curriculum was created using developmentally appropriate practises and
beliefs about child development. Communication, Spirituality, Attitudes and Values, Humanity, Physical
Development and Aesthetics, Science and Technology, and Personal Competence are the six strands covered
in the document.

Objectives

The National Preschool Standard Curriculum gives children an opportunity to accomplish the following goals:

1. Use language to communicate effectively.

2. Practice Islamic values in daily life for Muslims pupils.
3. Practice moral values of Malaysian society.
4. Appreciate and show sensitivity towards the various cultures of the Malaysian society.
5. Love and appreciate the environment.
6. Develop positive self-concept and self-confidence.
7. Practice a healthy lifestyle, develop physical fitness and ensure personal safety.

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 The Framework for National Preschool Standard Curriculum

Source:
https://educationdocbox.com/71193847-Homework_and_Study_Tips/Standard-based-curriculum-and
assessment-document-curriculum-development-division-ministry-of-education-malaysia.html

National Primary Standard Curriculum (KSSR)

KSSR was created to reform and improve the current curriculum in order to ensure that students have the
necessary knowledge, skills, and values to meet the challenges of the twenty-first century.

When pupils reach the age of six, the Malaysian Curriculum comprises a total of six years of elementary school.
Its goal is to establish a solid foundation for pupils to improve their reading, writing, and math skills, generally
known as the 3R's.

The KSSR was developed from a set of standards. The statement of standards consists of material and learning
criteria that students must meet within a certain period and level of education. The following are the content
and learning standards:

• Content standards are specific statements on what the students must know and can do, within a specific
period of schooling, covering the areas of knowledge, skills and values.

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• Learning standards are set criteria or indicators of education quality and achievement, which can be
measured for each content standard.

The Framework for National Primary Standard Curriculum

Source;
https://www.moe.gov.my/menumedia/media-cetak/penerbitan/buku-panduan/3888-buku-panduan-
bahasa-inggeris/file

National Secondary Standard Curriculum (KSSM)

The Ministry of Education in Malaysia offers a Malaysian National Curriculum with Malay as the primary language
of teaching. Starting in 2017, the new KSSM (Kurikulum Standard Sekolah Menengah) curriculum will replace the
existing KBSM curriculum.

Lower Secondary Education

The Ministry of Education in Malaysia offers a Malaysian National Curriculum with Malay as the primary language
of teaching. Since 2003, the KBSM Revised (Kurikulum Bersepadu Sekolah Menengah Semakan) curriculum has
replaced the old curriculum (KBSM). From Form One to Form Three, students will study the curriculum for three
years.

Form Three students will take the Form Three Assessment (Pentaksiran Tingkatan Tiga, PT3), which has been in

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effect since 2014 and has replaced the lower secondary assessment (PMR). Malay language, English, science,
mathematics, Islamic education, living skills, and the Chinese language are among the seven disciplines covered
via written assessments. Assignments, practical assessments, projects, field studies, and case studies would be
used to examine history and geography.

Lower secondary education's goals are to provide learners with a firm foundation in language, understanding
science, mathematics abilities, and other supporting disciplines that align with the National Philosophy of
Education's goals of maximising the learners' intellectual, emotional, and spiritual potential.

Upper Secondary Level

The Ministry of Education offers a Malaysian National Curriculum that emphasises Malay as the primary language
of instruction. Starting in 2017, the new KSSM (Kurikulum Standard Sekolah Menengah) curriculum will take over
from the existing KBSM curriculum. From fourth to fifth grade, students will study the curriculum for two years.
The students are preparing for the Malaysian Certificate of Education (SPM), which is a nationwide examination
taken by all fifth-year secondary school students in Malaysia. The Malaysian Examinations Syndicate creates and
assesses it (Lembaga Peperiksaan Malaysia). The SPM is the equivalent of the O-Level and is the second to last
public test in secondary school before entering tertiary education.

Students will have the option of choosing between two streams: art and science. The goals of upper secondary
education are to provide learners with strong language skills, science knowledge, math skills, and other
supporting subjects, all of which are in line with the National Philosophy of Education's goals of maximising
learners' intellectual, emotional, and spiritual potential.

Source: https://www.paragon.edu.my/national-curriculum
The Framework for National Secondary Standard Curriculum

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 Source;
https://www.moe.gov.my/menumedia/media-cetak/penerbitan/buku-panduan/3888-buku-panduan-
bahasa-inggeris/fil

DEFINITIONS OF PEDAGOGY

OBJECTIVES OF A PEDAGOGY

Pedagogy will help teachers to:

• Get ready for a certain class.

• Plan activities that help students create, implement, and evaluate major integrative learning experiences.
• Give them a way to learn more about the topic.
• Give real-world teaching experience and assist with obtaining professional teaching experience.
• Identify different learning styles among students and adjust their instruction accordingly.
• Incorporate technology into the classroom.

IMPORTANCE OF PEDAGOGY

Pedagogy is significant because it provides teachers with knowledge about the finest classroom techniques. It
enables them to comprehend how various students learn in order to modify their lessons to meet their demands.
As a result, the quality of their instruction will improve as a result of the positive feedback they will receive from
students.

Pedagogy will also increase the quality of instruction. During learning sessions, it makes the pupil more receptive.
As a result, the student's degree of participation in the teaching-learning process improves.

Furthermore, good pedagogy aids in the delivery of education to students with various learning styles and
capacities. Students gain a better comprehension of the material. As a result, the program's learning outcomes

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are assured to be met.

A proper pedagogical approach is essential of teachers, especially for pupils with special needs. It also
encourages students to participate in the mainstream educational community.

Finally, a well-designed pedagogy encourages students to acquire higher-order cognitive skills including analysis,
synthesis, and evaluation. Remembering, understanding, and application, on the other hand, are lower-order
cognitive skills in Bloom's Taxonomy.

TYPES OF PEDAGOGY

Constructive Approach • Student-centered

• Builds on past knowledge
• Instructor/ teacher becomes a facilitator
• Learning by doing

Reflective Approach • Continuous assessment of pedagogical practices

• Model approach for the trainee-teachers
• Outcome-based
• Involves timely reassessment of learning objectives

Collaborative Approach • Involves teamwork

• Pools in different abilities of learners
• Teachers and students may/ may not work in teams
• Enables the use of different teaching practices with different groups

Integrative Approach • Integrates the classroom with the real world

• Make the curriculum more realistic and relatable
• Encourages application of acquired knowledge

Inquiry-Based Approach • Student-centered

• Excites curiosity in the learners
• Enhances problem-solving skills

Source: https://www.evelynlearning.com/pedagogy-as-a-tool-of-effective-teaching-and-learning/

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