6. curriculum study

8/11/2019 6. Curriculum Study

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Consideration of curriculum design

- personnel

- materials selection- monitoring and supports

- assessment and evaluation

- constraintsGroup members:

Farah hanim

Muhammad farhan

Nur raihana

Siti zainun habsah


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Personnel

Ministry of Education

Curriculum Development Centre. responsible for initiating curriculum development.

responsible for the development of the pre-school, primaryschool and secondary school curriculum.

In the implementation of the curriculum, various committeehas been set up.1. Educational Planning Committee.

2. Central Curriculum Committee.

3. Curriculum Implementation Committee.4. State Curriculum Committee.

5. Division/District Curriculum Committee.

6. School Curriculum Committee.


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1. Educational Planning

Committee to approve and formulate the major

policies in the Ministry of Education

to consider all projects related to policy

matters.


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2. Central curriculum committee

to formulate curriculum policies, as well as study theirimplications

to determine the direction of curriculum developmentand co-ordinate efforts to achieve this goal

to consider and make recommendations concerningeducation planning and implementation, as well as topresent these findings to the Educational PlanningCommittee.

to study the implications of curriculum programme and

to make decisions accordingly to determine aspects which require research and

study.


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3. Curriculum implementation

committee responsible for coordinating all levels of

preparation in implementing any curriculumprogram approved by the Central CurriculumCommittee.

to ensure co-ordination between the divisions ofthe Ministry and the State Education Departmentsin the implementation of the curriculum.

to gather feedback on curriculum implementationat the State, division/district and school levels.

to organize forums to discuss successfulinnovative programs implemented at the Statelevel.


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4. State curriculum committee

to monitor, assess and guide principals, headmasters and

teachers in the implementation of the curriculum.

to gather and analyze information and take the necessary

follow-up action.

to co-ordinate the implementation of activities between policy

makers and implementers at the Ministry, division/district and

school levels.

to co-ordinate the use of resources for curriculum

implementation. to plan, manage and co-ordinate courses organized for

teachers by the State Education Department.

to plan, manage and implement innovative projects.

to improve professionalism among teachers.


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5. Division/district curriculum

committee to plan activities and curriculum implementation

strategies at division/district levels.

to arrange and organize courses and seminars todisseminate the latest information to teachers and all

personnel concerned. to advise and guide teachers in curriculum

implementation.

to monitor, supervise and evaluate the implementationof the curriculum.

to provide feedback to the higher authorities on the implementation of the curriculum.

to plan, manage and implement innovative projects atthe division/district levels.


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6. School curriculum committee

to plan, organize and evaluate teaching/learning activities in schools;

to work towards increasing the knowledge and competence of teachers and

students;

to study the suitability of the subject content and inform parties concerned;

to study, evaluate and determine the suitability of textbooks or other

materials;

to assess the scheme of work;

to assess pupil performance and to identify follow-up action;

to plan and conduct in-house training programme for all teachers;

to disseminate information to all teachers on the latest progress and

development in education;

to produce more educational resource materials in schools;

to identify suitability of educational electronic media programme in teaching-

learning activities;

to co-operate in the on-going assessment in schools;

to co-ordinate additional learning activities.


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Materials selection


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Curriculum Materials:

Scaffolds for New TeacherLearning?

A Research Report

co-sponsored by

Center for the Study of Teaching and

Policy andCenter on English Learning &

Achievement (CELA)by

Pam GrossmanStanford University


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Materialsselection

Comprehesiveness

Flexibility

Supportfor

Teacher

learning


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Comprehensiveness

The materials provide not only the content

(what should be taught), but include

instructional ideas as well (how it should

be taught).

The materials also include assessments,

such as quizzes, and scoring guides, as

well as an explanation of how to use thescoring guide.


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Flexibility

All teachers adapt ideas to fit their own

teaching styles.

Easily and successfully modified.


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Support

forteacherlearning

Subject matter

knowledge

Pedagogical

ContentKnowledge


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Subject matter knowledge

The unit also offers a framework, some might evensay a formula.

E.g : Five paragraph essay, including a graphic layout

of an essay.

The materials also include multiple examples ofessays, from which teachers could learn.

Provides specific definitions of common terms in theteaching of writing, such as thesis statements,supporting evidence, and the development of ideas.


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Pedagogical content knowledge

Teachers relate their pedagogical

knowledge (what they know about

teaching) to their subject matter

knowledge (what they know about whatthey teach)

The materials provide clear guidance on

what students should be doing during thelesson.


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Monitoring & Support

Monitoring asks the question: 1. How are we doing?

2.Is the curriculum accomplishing its intendedpurposes?

Monitoring is also important to determinewhether the curriculum is still relevant

and effective.

It determines how the curriculum is working, suchthat the monitoring report becomes the basis on a

decision on what aspects have to be retained,improvedor modified.

Monitoring also provides decision that would evenend or terminate the program.


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Monitoring is a periodic assessment and

adjustment during the try-out period. It is like formative evaluation.

Usually, monitoring is done by the module

writers, curriculum experts or outsideagencies. It is very important aspect of

curriculum.


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CURRICULUM EVALUATION

refers to a systematic process of judging

the value, effectiveness and adequacy of a

curriculum: its process, product and

setting which will lead to informeddecision.


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ASSESSMENT AND

EVALUATION1. School Based Evaluation

An approach to curriculum evaluation which

places the content, design, operation, and

maintenance of evaluation procedure in thehands of the school personnel. The school

personnel participate in the planning and

conduct the school evaluation activities. It is

a participative evaluation where the control

and management of the process rest on the

school personnel themselves.


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ADVANTAGES

Accountability is shared by all, hence biasand conflict are minimized.

School personnel develop evaluation skills.

The real concerns of the school andcommunity are addressed by the evaluation.

Broad participation of school personnelprovide opportunities for building schoolcohesiveness.

Provides reliable and valid information oncurriculum, resources and general schoolfunctioning .


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2. Accreditation

This is a voluntary process of submittinga curricular program to an external

accrediting bodyfor reviewin any level

of education: basic, tertiary or graduateschool to assure standard.

Accreditation studies the statement of the

educational intentions of the school andaffirms a standard of excellence.


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Assessment and Evaluation

End of Year 6 (UPSR), Form 3 (PMR) and

Form 5 (SPM).

The result are used to evaluate the curriculum.

The information is commonly collected usingsurveys, class observation or test items.

Ministry amend on syllabus, text books,

teaching materials and also improving onteaching and learning strategies.


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Constraints

Cost and financial implications.

Avoiding stereotypes and celebrating

diversity.

Use of technology to enhance learning.

Promoting students engagements

Responding to different approaches inlearning.


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ARIGATO

6. curriculum study

Documents