Effect of the Malaysian curriculum review blueprint on the current curriculum in schools
First question: Describe on one effect of the Malaysian curriculum review blueprint on the current curriculum in schools.
Based on the question given, it means that I need to give one effect of the blueprint and six points to support it. For me, it is not an easy question and sincerely, I answered and described based on my reading through the Ministry of Education website. Some of my answers and explanations will also based on my own experience while I was handling a motivational program with my friends last year at my previous school. And I am so sorry if the answers are too long.
Before I’m going further, blueprint is actually a preliminary blueprint. It means that all of us in this world especially Malaysian can give their own feedback regarding this blueprint. So, I hope that the government will take further action to improve this blue print because it may have positive and negative feedback from many people in the society.
As a teacher, we should know that Malaysian Education blueprint had already implemented last year. The effect is that it had transformed and changed the Malaysian current education system or curriculum. The good transformation and bad transformation may occur. The transformation of curriculum is a continuous process of government in order to make Malaysian education system as one of the best systems of education in the world.
How the curriculum being transformed and changed?? There are many points to support that answer. Lately, one of the hot issue that being debated by most of the students and teachers is regarding the SBA (School-based Assessment) system that gave burdensome to the teachers and students. The ...
... middle of paper ...
...eaching and learning period for Malay Language subject in national type schools will be increased from 180 minutes up to 240 minutes! For me, even though the deputy prime minister said that it will not affect their mother tongue language, but, if this effort is not successful, it may be because of the teacher itself. If the teacher managed to teach students effectively within 180 minutes in a week, then, there is no need to increase the period to 240 minutes a week.
What can be concluded here is the effect of review blueprint is one; it had transformed and changed the Malaysian current education system or curriculum, either at excellent level or not. So, teachers include me as a teacher-to-be that always being the weakness culprit must get up and boost up our mind to improve ourselves by uphold the current curriculum to its highest level. InshaAllah.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
The National Curriculum is split up into stages, these stages are determined by age groups, key stage 1 ranges from ages 5-7 which is the year group 1 and 2, then there is key stage 2 which ranges in ages 7-11 this is year groups 3-6. Key stages 3 and 4 are secondary stages, so at key stage 3 the pupils are 11-14. At the final stage of the pupils development through the National Curriculum, key stage 5 they are 14-16, at this stage they get more choice in which areas of the curriculum they want to continue in. However some subjects which are part of the National Curriculum such as, english, maths and science are compulsory. At each stage expectations are set as to pupils performance levels. Targets are laid out for programmes of study for pupils. The national curriculum helps the school create a working relationship, not only with the pupils but also with the parents. The curriculum is a way to create many more opportunities for all levels of achievement. It can help with building on certain strengths in a pupils ability. When we consider the different structures to which the curriculum can take on we must look at the way in which the information set out through the curriculum is put across to the pupils through content and organization. David Scott a Professor of Educational Leadership and Learning at the University of Lincoln?s International Institute for Educational Leadership. He is an expert in curriculum studies, David Scott identifies and depicts six curriculum ideologies. These are Foundationalism, Conventionalism, Instrumentalism, Technical Rationality, Critical Pedagogy and Post-modernism.
Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu...
...t is to take place. There must be an expectation that change is complex and will require everyone to work in a collaborative manner. Teacher must believe this change will improve student learning. Teachers must feel supported through training, materials and leadership support. Change is not linear and there will be many ups and downs, but if everyone is on board the change will happen.
Introduction: When one thinks of a curriculum what is it that comes to one’s mind? Is it just an official document or is there something more than that. The term curriculum has various perspectives in general it constitutes the teaching and learning process or one can say that is the intended curriculum that is usually presented in official document and is employed as a guiding document . Within a classroom setting the curriculum can be altered through a range of interactions and what is delivered is the “implemented curriculum “ and what the learners actually learn or achieve is the achieved or learned curriculum. In addition to this there is the hidden curriculum which helps develop moral values and beliefs
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view.
Going to school and getting a great education is important for a successful future in today’s world. Years ago, many children did not go to school and many young adults opted to work instead of attending college. In today’s society, gaining a high level of education is almost always mandatory for many jobs. There are many changes being done to the education system along with new items and ways of teaching in the classroom. There is a growing amount of changes in the classroom such as technology, teaching time, teaching styles, and freedom of space.
...ealth, discipline and better academic results. Another important aspect is that The Ministry of Education, directorates and other concerned departments should be highly conscious and vigilant in the recruitment of teachers, job assignment and staff training and development in interest of better academic achievement of the students (Rothman, 2003).
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
As you can see the future for the education world is bright. There are many developments to make education more efficient, simpler, and equal for all from
Curriculum refers to planned approaches to teaching and learning, an area of study or topics, which fit together according to predetermined criteria that are guided by theoretical and philosophical beliefs about the nature of learners and about the kinds of knowledge that should be taught (Lim and Genishi, 2010; Marsh, 2009). Curriculum therefore represents a set of goals that represent the aims of education for children; in essence it represents a value statement of what a society aspires for its children (Spodek and Saracho, 2003). Curriculum assumes many labels and perspectives in different countries, such as ‘core subjects’, ‘foundation subjects’ or ‘key learning areas’, depending on the aim or purpose of education in each country.
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.