Curriculum and Instruction

By:

Introduction

■ Education system consists of various components. eg; education management, curriculum development, measurement and evaluation, co-curriculum etc

■ At least three components are directly related to instruction (P&P).

What is Curriculum, Instruction & Evaluation?

■ Curriculum is the entity of the ministry; Bahagian Perkembangan Kurikulum (known as Pusat Perkembangan Kurikulum previously) or Bahagian Pendidikan Teknikal dan Vokasional (known as JPTek previously) Kementerian Pelajaran, or National Vocational Training Council in the case of Sijil Kemahiran Malaysia

■ Instruction is the entity of teachers in schools ■ Evaluation is the entity of all those involved in education to

measure such as the effectiveness of teaching, programs, etc. ■ Those components are so much interrelated

Curriculum

■ Instruction in any formal education should be based on approved curriculum.

■ Example formal edu: Living Skills; developed by Curriculum Development Centre MOE Perkembangan Kurikulum, endorsed by Central Curriculum Committee MOE (Jawatankuasa Pusat Kurikulum)

■ Ex non-formal: Tuition class; no established curriculum

■ Curriculum as an education plan (blueprint).[1]■ Courses or subjects or group of subjects to be studied.

ex: KBSM, MPV, Dual training system, KH■ Expected learning outcomes

[1] Jawatankuasa Kabinet Mengkaji Dasar Pelajaran 1979

Several brief definitions of curriculum:

Curriculum Documents■ Syllabus (and the detailed

syllabus)■ Curriculum guide■ Learning module■ Teachers guide

Sample of a module

SENARAI MATA PELAJARAN PERINGKAT MENENGAH RENDAHTERAS MASA

Bahasa Malaysia 6 waktu

English Language 5 waktu

Matematik 5 waktu

Pendidikan Islam 4 (3+1 amali solat)

Pendidilan Moral 3

Sejarah 3

Geografi 3

Sains 5

Pendidikan Jasmani & Kesihatan

2

Pendidikan Seni 2

Kemahiran Hidup 3

Pusat Perkembangan Kurikulum (1989)

Kurikulum Bersepadu Sekolah Menengah

TAMBAHAN MASA

Bahasa Cina 3 waktu

Bahasa Tamil 3 waktu

Bahasa Arab Komunikasi 6 waktu

Technical Curriculum in Academic Schools

■ Prinsip Akaun■ Sains Pertanian■ Ekonomi Rumah Tangga■ Teknologi Kejuruteraan■ Lukisan Kejuruteraan■ Reka Cipta■ 22 mata pelajaran vokasional (MPV) Sukatan PPK/panduan MPV http://www.moe.gov.my/bpk

Mata pelajaran MPV di SM Harian- bermatlamat untuk melahirkan pelajar yang berkemahiran dalam bidang usaha yang releven dan bermakna untuk membolehkan mereka mendapatkan pekerjaan, memulakan perniagaan atau meneruskan latihan yang lebih tinggi

12.Menservis Automobil13.Menservis Peralatan PPU14.Asuhan dan Pendidikan Awal

Kanak-kanak15.Hiasan Dalaman Asas16.Penjagaan Muka dan Dandanan17.Pemprosesan Makanan18.Akuakultur dan Haiwan Rekreasi19.Menservis Motosikal20.Perkhidmatan Penjagaan Geriatrik21.Kimpalan Gas dan Arka22.Kerja Paip Domestik

1. Pembinaan Domestik2. Membuat Perabot3. Seni Reka Tanda4. Menservis Peralatan Elektrik

Domestik5. Rekaan dan Jahitan Pakaian6. Katering dan Penyajian7. Landskap & Nurseri8. Tanaman Makanan9. Produksi Multimedia10.Grafik Berkomputer11.Pendawaian Domestik

CURRENT TRENDS IN VTE CURRICULUM

■ VTE Subjects ‘migrate’ from Technical schools to academic schools

■ New courses or subjects being introduced into the VTE system, such as 22 MPV subjects

■ New level of vocational education being introduced – Comm. College, ADTEC Ministry of Human Resources

■ ‘competition’ among various ministries and agencies to become primary training providers.

HOW DO VARIOUS CATEGORIES OF VTE CURRICULUM AFFECT YOU?

INSTRUCTION AS A SYSTEM■ Within the education system, instruction is also seen as

a system by itself. ■ To qualify the term ‘system’, Instruction has several

components which are interacting and interdependent.■ Teachers always encounter problems in helping students

to learn. To tackle these problems, ability to identify components in the instruction system is essential.

COMPONENTS OF INSTRUCTIONComponent Related problems

• Goal and objectives

• Objectives not known by students

• Content • Content is missing• No logical content sequence• Course/ subject is perceived as irrelevant by students

• Method • Poor condition to motivate and promote learning, students not motivated and not learning

• Evaluation • Evaluation procedures not known by students• Unfair testing and grading, students dissatisfied

• Resources • Lack of teachers skill and knowledge, and students abilities

• Lack of time• lack of school’s resources such as material and facility• Inadequate resources constraints teaching and learning

TRANSLATING CURRICULUM INTO INSTRUCTIONAL OBJECTIVES AND TOPICS

■ Why necessary?– Curriculum are developed by panel members which sometimes

are not involved in teaching the subject, or not facing the actual class situation

– Topics are not detailed enough – Topics are not logically arranged– Some information are not clear and ambiguous – Time allocated not really realistic

Exercise: Translating Curriculum■ Refer to the KEMAHIRAN HIDUP Form two syllabus■ Identify a lesson unit, e.g Unit 1.1 Lukisan Teknik■ List all the instructional objectives of the unit■ Break down the topics in each learning unit into sub-

topics and contents. Arrange sub-topics according to a logical sequence

■ Indicate which topics need to be taught as theory and which as practical/hands on

■ Estimate time allocation for teaching the unit

■ Probably you would prefer to use mind map or organization chart in doing this process as it enables you to see the whole arrangement of topics and sub topics at once

Quiz 1: Activity 3■ From the syllabus of the subject you possibly teach

during next teaching practice, identify a learning unit and break it down into topics/task, sub-topics, content/skill by using either mind map or organizational chart

■ Submit this activity/assignment in our next meeting