Curriculum KKP Essay

8/18/2019 Curriculum KKP Essay

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Name :Wong Chan Wai

I.C. :921006-07-5617

No. Matrix : 124774

Task 2. Written ssa!.

-Identify the factors in designing a curriculum. (300 words)

-Examine key issues related to the curriculum in the context of Malaysian

experience. (300 words)

There are a "e# "a$tors to $onsi%er &rior to %esigning a $'rri$'('m. )ne o" the

$ommon &ro*(ems in tea$hing is s'iting the a$ti+ities an% materia(s in a $(ass #ith a

#i%e range o" &ro"i$ien$!. Tea$hers ha+e to $onsi%er i" the materia(s are too %i""i$'(t

"or the (earners, there #ere something ne# "or the (earners to (earn in this a$ti+it!.

These $onsi%erations re(ate to nee%s ana(!sis. $$or%ing to (%erson 2006/ nee%

ana(!sis in+o(+es (ooking at #hat (earners kno# no# #hat the! nee% to kno# *! the

en% o" the $o'rse an% #hat the! #ant to kno#.

Next #e nee% to $onsi%er the target gro'&. In other #or%s #e nee% to take

a$$o'nts o" o'r &'&i(s3 nee%s a*i(ities interest &otentia(s M'(ti&(e Inte((igen$es an%

(earning st!(es. osher 2002/ state% that goa(s are $entra( to an! $'rri$'('m

%esigns. ! goa(s #e mean the aims an% o*e$ti+es. These aims o" $'rri$'('m are

the reasons "or 'n%ertaking the (earning &ro$ess.

(( $'rri$'(a ha+e $ontent. Content se(e$tions sho'(% *e re(e+ant to the

o't$ome o" the $'rri$'('m, a&&ro&riate to the (e+e( o" targete% gro'&, '&-to-%ate an%

+a(i% *! $hoi$e o'rke2006/. 'rthermore the tea$hing or (earning metho%s #e

&(an to 'se sho'(% *e a'thenti$ an% &'r&ose"'(. o*son 1979/ gro'&e% $'rri$'('m

%esigns into three *asi$s %omains name(! 8'*e$t-Centre% esigns earner-

Centre% esigns an% ro*(em-Centre% esigns. s s'$h e%'$ators are re;'ire% to

o"ten re"(e$t '&on the re(e+an$e o" their tea$hing an% (earning metho%s.

&art "rom that $'rri$'('m &(anners are re;'ire to $onsi%er the "a$tor o"

&ersonne( an% materia( se(e$tions. $$or%ing to


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>ar%en 2006/ $ite% that monitoring an% assessment $an *e 'se% to

en$o'rage (earning to "in% areas o" %i""i$'(t! to seek im&ro+ement an% meas're

&'&i(s3 (ang'age &ro"i$ien$! (e+e(. ast *'t not (east #e nee% to e+a('ate o'r

$o'rses to meas're its e""e$ti+eness, o*e$ti+es an% %e"i$ien$ies. ((is 200?/ state%

that e+a('ation is a (arge $ir$(e #hi$h in$('%es a(( &arts o" $'rri$'('m %esign &ro$ess.

*o+e are a(( the "a$tors #e nee% to $onsi%er in %esigning a $'rri$'('m.

Ma(a!sian go+ernment has re$ent(! em*arke% on the &(an to trans"orm its

e%'$ation s!stem #hi$h in+o(+es e;'a((! im&ro+ing ear(! $hi(%hoo% e%'$ation.

$$or%ing to re(iminar! @e&ort Ma(a!sia e+e(o&ment (an 201?-2015/ resear$h

e+i%en$es ha+e esta*(ishe% that e+er! $hi(%3s (earning ex&erien$es #hether at

home in $hi(% $are or in other &res$hoo( settings matters. The $hi(% is regar%e% as

the e#e( o" the nation as $hi(%ren are &otentia( (ea%ers o" tomorro#. )ne o" the ke!iss'es "a$e% *! Ma(a!sia3s &re-s$hoo( #as 'n%o'*te%(! its $'rri$'('m.

AatB 2001/ s'ggeste% the nee% "or $hi(%ren to (earn as man! (ang'ages as

&ossi*(e in &re-s$hoo( e%'$ation. ar(! *rain an% $hi(% %e+e(o&ment resear$h

'ne;'i+o$a((! %emonstrates that h'man %e+e(o&ment is &o#er"'((! a""e$te% *!

(earning %'ring the "o'n%ation !ears ah(*erg 2000/. $$or%ing to 8$h#einhart

2005/ the &re-s$hoo( $'rri$'('m sho'(% in$'($ate higher or%er thinking ski((s to

&re&are $hi(%ren "or the "'t're. Chi(%ren sho'(% *e a*(e to reason an% %o &ro*(em

so(+ing. In Ma(a!sia most 'r*an &res$hoo(s o+er stress a$a%emi$ a$hie+ement in

Maths an% ng(ish re(iminar! @e&ort Ma(a!sia e+e(o&ment (an 201?-2025/.

The se$on% iss'e is re(ate% to In"ormation itera$! I/ %'$ation in

Ma(a!sian s$hoo(s. The I st'%ies in Ma(a!sia i%enti"ie% iss'es that a""e$t I

e%'$ation in$('%ing exam-oriente% s$hoo( s!stem $'rri$'('m reso'r$es an% (a$k o"

training an% ski((s >assan 200/. Ma(a!sia $(aims that I ski((s are em*e%%e% in the

$'rri$'('m. These ski((s $onsist o" thinking ski((s (earning ho# to (earn ski((s ICT

ski((s +a('es an% $itiBenshi& m'(ti&(e inte((igen$es an% kno#(e%ge a$;'isition.

>o#e+er %'e to exam-oriente% $'rri$'('m tea$hers ten% to re+ert to tra%itiona( #a!

o" tea$hing that is tea$her-$entre% an% I is great(! neg(e$te% Ismai( 2002/.

esi%es a st'%! *! %'$ationa( Te$hno(og! i+ision T/ sho#e% that 60D

o" tea$hers ha% not *een ex&ose% or traine% in I. In this $ase s$hoo( tea$hers are

(a$k o" ne$essar! ski((s 'n%erstan%ing an% training in ICT. In"ormation an%

$omm'ni$ation te$hno(og! (itera$! ski((s are &rere;'isite. Th's the ne# s!stem

as&ires to ex&ose more I $o'rses "or s$hoo( tea$hers.


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In $on$('sion o'r go+ernment has &'t a (ot o" e""ort in ame(iorating the ;'a(it!

o" e%'$ation as in o'r $'rri$'('m. It $an *e seen thro'gh in the e%'$ation *('e&rint

o'r go+ernment aims to a$hie+e the e(e+en shi"ts to trans"orm the s!stem. s

tea$hers #e nee% to &'t o'r han%s together an% s'&&ort the go+ernment3s e""ort in

%e+e(o&ing the &'&i(s ho(isti$a((! as state% in the Nationa( hi(oso&h! o" %'$ation.

ast *'t not (east I #o'(% (ike to $om&(ete m! #riting #ith a ;'ote *! Wi((iam rth'r

War%-he mediocre teacher tells. he good teacher explains. he superior teacher

demonstrates. he great teacher inspires.

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Curriculum KKP Essay