This document discusses new trends in curriculum development for secondary Islamic studies and Arabic language. It defines curriculum as the educational path students take to achieve certain goals. Curriculum development includes designing textbooks, supplementary materials, and software, as well as guidelines for schools. A curriculum represents cultural values and includes teacher-student interaction. There are three types of curriculum: intended, implemented, and experienced. The intended is what designers planned, the implemented is what teachers use, and the experienced is what students understand. Curriculum goes through modifications as it moves from the intended to the experienced stages.

1. NEW TRENDS IN CURRICULUM
DEVELOPMENT WITH SPECIAL
REFERENCE TO SECONDARY ISLAMIC
STUDIES AND ARABIC LANGUAGE

2. MEANING OF CURRICULUM
more than 120 definitions of curriculum exist in the educational
literature
 currere, which means “to run,”
• a course of study such as the Islamic Studies and Arabic
Language and to the content that students should learn in such
ISAL classes and the secondary ALIVE classes.
• Curriculum can be viewed as an “educational path that leads [the
ISAL/ALIVE] students toward a particular conception of the good
life” (Henderson & Hawthrone, 2000, p. 3)

3. CURRICULUM DEVELOPMENT
 textbooks- design of tangible materials for ISAL/secondary
ALIVE students, supplementary materials for instructors, and
software design.
 districts and schools- design of guidelines, frameworks, and
standards to aid alignment of curriculum, teaching, and
assessment.
A curriculum carries interpretations, expectations, and cultural
values.
 includes pedagogical interaction between teachers and
students using tangible materials (Hjalmarson, 2008).

4. Clements’s (as cited in Hjalmarson, 2008) definition of the
curriculum as “an instructional blueprint and set of
materials for guiding students’ acquisition of certain
culturally-valued concepts, procedures, intellectual
dispositions, and ways of reasoning” (p. 601) includes the
social constructs that surround the tangible objects that
make up the curriculum in the eyes of various educational
participants.

5. SIX CHARACTERIZATIONS OF
CURRICULUM
 ideal
 available
 adopted
 implemented
 achieved
 and tested (Clements, 2002)

6. THE CLASSIFICATION
The classification proceeds from:
what the developers intend (the ideal curriculum)
to what teachers may use (available and adopted)
to what teachers do use (implemented)
to learning at the student level (achieved and
tested).

7. THREE TYPES OF CURRICULUM
the intended
 the implemented
 the experienced
(McNab, 2000)

8. • The intended curriculum is what the designers
planned for the curriculum to accomplish.
• The implemented curriculum is how the teacher uses
the curriculum in the classroom.
• The experienced curriculum is how the students
understand, interpret, and experience the curriculum.
(McNab, 2000)

9. •In the ideal situation, curriculum should be
experienced and implemented as intended.
•The three phases of the curriculum system included
multiple artifacts and multiple interpretations. The
system is also dynamic as modifications are made
at each stage.

10. MODIFICATIONS IN THE STAGES:
 first stage, the ideal or intended curriculum system is designed. Potential
designers include curriculum experts, teachers, school districts, software
developers, and other relevant experts. The ideal curriculum system is represented
in artifacts such as standards documents, textbook materials, and software.
 In the second stage, the artifacts are implemented in the system by the
teacher (or teachers).
Artifacts in the implemented phase include lesson plans, classroom
observations, and other objects the teacher may design within the
curriculum system (e.g., assessment guides, homework assignments). At this
phase, the teacher’s beliefs,…[Arabic and Islamic Studies] knowledge, and
pedagogical knowledge enter the system.

11. In the final stage- the students’ experience of a curriculum
system
artifacts include:
- students’ assessments
- classroom observations
- and achievement data
The students’ experience is critical to understanding whether the
ideal curriculum system meets its ideals, how the teacher has
implemented the curriculum, and the effects on student learning.

12. COMPONENTS OF A CURRICULUM
MODEL
COMPONENT DEFINITION EXAMPLE
Conceptual system
The system, theoretical framework, perspective, or way of
thinking about curriculum, teaching, learning, or other
aspects of the learning system
•.Constructivism
• Social constructivism
• Project developed
Representation system The external artifacts that represent the conceptual
system
•texts, materials
•Standards and frameworks
Purpose & goals The reason or justification for using the particular
representation system or conceptual system for the
curriculum
•Reduce achievement gaps
• Introduce new content
Pedagogical framework The pedagogical strategies employed
within the system
•Collaborative learning
• Direct instruction
•Problem-based learning
Content The …[Islamic Studies and Arabic Language]
content, skills, and
topics incorporated in the system
• [Seerah, Fiqh, Qur-an etc.]
• [Kawa-id, Luga, etc]
• [or the six common subjects in
secondary madaris (Thanawi
curricular review)