Discussion Tasks (Week 13)

1. Ornstein & Hunkins (2009) define curriculum as, a plan in achieving goals in dealing
with learners experiences, the system, the field of study and subject matter.
How have these factors contributed to and influenced the development of the
Malaysian Education System?
2. A curriculum is built on the philosophies of idealism, realism, pragmatism and
existentialism. Show how these philosophies are employed in the design of the
Malaysian Primary School Curriculum.
3. Curriculum models help designers to systematically and transparently map out the
rationale for the use of particular teaching , learning and assessment approaches.
Discuss how Tabas, Tylers and Bobbits & Charterss curriculum models influenced
the development of the Malaysian curriculum paying particular attention to the
following aspects:
-

planning
implementation
evaluation

4. Alif has just completed his primary education under the the KBSR curriculum.
Humaira is 3 years old. She starts Year 1 in 2017.
In what way will Humairas learning experiences be different from that of Alifs
Your answer should include references to the KBSR and KSSR curriculum, focusing
on the basic principles of both curriculla.
5. Ammar teaches Year 3 English Language in a rural school in Sarawak. His pupils are
of mixed ability, with the majority in the intermediate and elementary proficiency
levels. The class enrolment is only 15 and all of them stay in a hostel within the
school compound. He hopes to ensure that his pupils make maximum progress this
year.
6. How can Ammar effectively execute his roles as a decision maker, analyst and
practitioner to ensure effective teaching? Provide clear examples.

In groups discuss the following questions:

1. In line with the current curriculum change in Malaysia, discuss possible innovative
strategies / content that can be included in the Malaysia curriculum to achieve world
class education.
(Refer to the Malaysia Education Blueprint)
2. With reference to the KSSR standard documents, analyse the English Syllabus in
terms of the following:
learning standards
content standards

and activities

3. Discuss the purpose of evaluation in the context of your profession as a teacher.

4. The Malaysia Education Blueprint (2013 2025) hopes to transform the education
system to make its outcomes comparable to outcomes set by other high performing
education systems.
Provide supporting examples from the Malaysian English Language context
(textbooks, teacher-prepared materials, etc.) and from other countries to show how
technological innovations, unity & special needs are dealt?
5. The Malaysia Education Blueprint (2013 2025) hopes to transform the education
system to make its outcomes comparable to outcomes set by other high performing
education systems.
i.

How does this Blueprint intend to deal with with the following: literacy, access, equity
& multilingualism?

ii.

Will our country achieve EFA goals by 2015?

Provide supporting examples from an English Language context. (textbooks, teacherprepared materials, etc.)
6. What is the difference between the objectives model and the process model of
curriculum design?
7. As a student teacher, which model or models of curriculum design do you think your
national school curriculum was based?
8. How does the model affect what you actually teach in class?
9. Based on your readings of the assigned chapters on curriculum design, curriculum
implementation and curriculum evaluation, which curriculum design is most common
place in Malaysian schools?
10. Give concrete examples and support your discussion with references from your
reading.