The document provides an introduction to key concepts of curriculum. It defines curriculum and discusses its major components. Curriculum is defined as including permanent subjects, those useful for contemporary society, and all planned learning. The major components are aims/goals/objectives, subject matter/content, learning experiences, and evaluation approaches. Goals are more general outcomes while objectives refer to specific classroom outcomes and are assessable. Objectives are further classified by Bloom's taxonomy as cognitive, affective, and psychomotor. The philosophy of education and curriculum in Malaysia is also outlined, with the goal of developing students intellectually, spiritually, emotionally, physically, and as responsible contributors to society.

1. Introduction to the
Concepts of the
Curriculum
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
CURRICULUM OF ISLAMIC EDUCATION (EDC 6301)
KAIYISAH NURULSYAKUR BINTI YUSOF
G1628472

2. Concepts of Curriculum
 The definition varies, depend on the society we are living in.
 In Latin, it refers to run a course or “racecourse”; a racecourse
of subject matter to be mastered.
 Marsh and Willis (2003) define curriculum as :
 Permanent subjects.
 Those subjects that are most useful for living in a
contemporary society.
 All planned learning for which the school is responsible.

3. Principles of Curriculum
Curriculum as
product.
Curriculum as
program.
Curriculum as
intended
learnings.
Curriculum as
experiences
of the learner.

4. Four Major Components or Elements
of Curriculum
Aims, goals
and
objectives
Subject
matter/
content
Learning
experiences
Evaluation
approaches

5. Aims Goals Objectives

6. Goals of Curriculum
 Goals are more general and involve the achievement of a relatively
large number of objectives for their attainment.
 School outcomes.
 Examples:
1. “appreciation of literature”
2. “ability to think or read critically”
3. “knowledge of American heritage”

7. Objectives of Curriculum
 The most immediate specific outcomes of classroom curriculum.
 Generally, they refer to the:
1. everyday business of the operative curriculum.
2. degree to which they have been achieved is assessable, at least
theoretically at any given point in time.
 Examples:
1. The student will be able to solve correctly four out of five quadratic
equations.
2. The students will master the principles of chemistry.

8. Taxonomy of Educational
Objectives
Psycho-
motor
Affective
Cognitive
• A more sophisticated and
complex classification of
objectives has been developed
by Bloom (1956).
• Benjamin Bloom and Robert
Mager defined educational
objectives in 2 ways:
1. Explicit formulations of the
ways in which students are
expected to be changed by
the educative process.
2. Intent communicated by
statement describing a
proposed change in learners.

9. Taxonomy of Educational Objectives

10. In Malaysia, the philosophy of Education has been formulated to accommodate
the societal and religious needs. It is based on the outcome of the sequence
events of Mekah World Conference in 1977. The following is the highlights of the
education and curriculum pillars in Malaysia.
“Education in Malaysia is an ongoing effort towards further developing the
potential of individuals in a holistic and integrated manner,
in order to produce individuals who are intellectually, spiritually, emotionally and
physically, balanced and harmoniously,
based on a firm belief in and devotion to God.
Such an effort is designed to produce Malaysian citizens who are knowledgeable
and competent, who possess high moral standards and who are responsible and
capable of achieving a high level of personal well being to contribute to the
betterment of the nation, family, society and the nation at large”
Education and Curriculum Pillars
in Malaysia

11. Beane, J. A., Alessi, S. J., & Toepfer, C. F. (1988). Curriculum
planning and development. Boston: Allyn and Bacon.
Zais, R. S. (1976). Curriculum: principles and foundations. New
York: Crowell.
References