1. The document defines curriculum as a plan for achieving desired goals or ends, including strategies for selecting learning experiences. 2. It discusses different types of curriculums and characteristics such as being planned, balanced, relevant, and dynamic. 3. The curriculum development process involves situation analysis, setting aims/objectives, selecting and organizing content, choosing learning activities, and evaluation.

1. FOUNDATION OF CURRICULUM
Prof. Dr. Abdul Rahim Hamdan

2. DEFINITIONS
•Curriculum - Latin word ‘currere’- racecourse
(it has different meanings to different people)
Ralph Tyler I1949) & Hilda Taba(1962)
A curriculum can be defined as a plan for action
or a written document that includes strategies for
achieving desired goals or ends
Herbert Kliebart (1972)
Proposed three curriculum metaphors: Curriculum
as a factory, curriculum as a garden and
curriculum as a journey

3. DEFINITIONS
David Prat (1980)
Curriculum is an organized set of formal education and?or
training intentions
J. Galen Saylor (1981)
Curriculum “ as a plan providing sets of learning
opportunityies for persons to educated
Jon Wiles & Joseph Bondi (2002)
Curriculum as a four step plan involving “ purpose…
design…implementation… and assessment.” The goal of
the curriculum workers is to see that the intent of a plan..
[is] carried out to the [fullest] degree possible.”

4. DEFINITIONS
Ahmad Shalaby (2003)
Kurikulum Islam pertama Bersumberkan Al-Quran dan Hadis telah menghasilkan
kejayaan cemerlang.
Evelyn J. Sowell (2005)
Curriculum is defined as what is taught to learners, includes the intended and
unintended information, skills, and attitudes where teaching takes place

5. Four now-classic questions for all curriculum developers
to raise as a means of building curriculum programs by
Ralph Tyler
•How can learning experiences be selected to help
attain these?
•What purposes should the school seek to attain?
•How can learning experiences be organized for effective
instruction?
•How can learning experiences be evaluated?

6. TYPE OF CURRICULUMS
IMPORTANCE
Mastery
Curriculum
Team-Determined
enrichment curriculum
Organic
curriculum
Student-Determined
enrichment curriculum
S
T
R
U
C
T
U
R
E
HIGH
LOW
HIGH LOW

7. Curriculum Characteristic
•Planned
•Balance
•Relevant
•Dynamics
•Target group

8. Curriculum Development Principle
•Scope
How wide or depth the aims and content
eg: how many subjects in a programme
•Continuity
relations between topics in a subject or between subject in a programme
•Orderly/sequence
principle of arrangement from easier to a difficult or from concrete to abstract
eg: which subject should be taught first in a programme
•Balance
knowledge and skills, major and minor. Curriculum should impart a balance knowledge, skills
and values for students
•Articulation
continuation of studies from a degree level to a postgraduate and doctoral programme

9. Curriculum Models
• Integrated/holistic/coherent/unified curriculum
• Outcome-based curriculum
• Performance-based curriculum
• Process-based curriculum
• Student-centered curriculum
• Problem-centered curriculum
• Humanistic curriculum
• Naturalistic curriculum
• Discipline-centered curriculum
• Thematic-based curriculum
• Standards/criterion-based curriculum
• Thinking curriculum, etc
Not mutually exclusive and one must be dominat/ancor

10. The Process in Curriculum
Development
5 stages in curriculum development
i. Situation Analysis/ sources
ii. Aims, goals and objectives
iii. Selecting and organizing content
iv.Selecting learning activities
v. Evaluation

11. The Process in Curriculum
Development
Situation Analysis
Aims/Goals/objectives
Content
Learning activities
Evaluations

12. Situation Analysis/ Sources
•Empirical Sources
•Philosophical Sources
•Subject Matter Sources
•Community
•Students
•Professionals
•Economic
•Political
•Globalizations etc

13. Aims, goals and objectives
• Aims defines the life outcomes
• Goals defines the institution outcomes
• Objectives defines learning outcomes (specific and immediate outcome)

14. Selecting and organizing content
•Scope (how wide/depth)/knowledge
•Unity/Diversity
•Sequence
•Significance
•Utility
•Interest
•Human Development
•Skills
•values

15. Selecting teaching-learning activities
• Strategy
• Method
• Approach
• Resource
• Instruments/tools
• etc

16. Evaluation
• Formative
• Summative
• Internal
• External
• Scientific

17. Evaluations Models
• CIPP
• Stake
• Objectives
• Holistic
• Illuminative

18. Curriculum Evaluation
• Leads to
i. Curriculum Improvement
ii. Curriculum Reform
iii. Curriculum Change

19. Curriculum Development for Education
Reform
THE CURRICULUM
Aims, Goals, Objectives Content Learning Activities Evaluation
F
O
U
N
D
A
T
I
O
N
F
O
U
N
D
A
T
I
O
N
Content Epistemologi
(The Nature of Knowledge)
Society/
Culture
The Individual Learning Theory
PHILOSOPHICAL ASSUMPTIONS

20. Curriculum Alignment
Written Curriculum
Tested
Curriculum
Taught Curriculum

21. Curriculum Improvement Phases
Development
Planning Implementation
Evaluation

22. Curriculum in Higher Institution
• The traditional curriculum discourses in higher education
•We may argue that higher education rests
upon two main curriculum models; the
disciplinary model, and the vocational /
professional model. While the disciplinary
model has been significant in the university
curriculum, the vocational model is
traditionally linked to the college sector and
undergraduate professional programmes.

23. Disciplinary curriculum
• Driving force: The knowledge production itself (cognitive legitimation)
Structure Content Pedagogy Aims
The disciplines
situated in
departments
“Subjects”
offered on
foundational-,
intermediate-
and graduate
level
Disciplinary
knowledge
Emphasis on
cognitive
coherence
Subject-based
teaching
Vertical-
pedagogic
relations
Content-driven
aims
Mastery of
conceptual
structures,
methods and
modes of
arguments

24. Vocational curriculum
• Driving force: The need of trained employees for human service, information and
production(social legitimation)
Structure Content Pedagogy Aims
Unified
cumulative
programmes
Regulated by
national core
curriculums
Multi-
disciplinary
knowledge
Emphasis on
the integration
of theory and
practice
Teacher-
based/ subject-
based teaching
Apprenticeship:
Vertical-
pedagogic
relations
Vocational-
driven aims
Mastery of
specific skills
and a shared
knowledge
repertoire

25. The OBE ‘ designing-back Principle
Outcomes of
the lesson
O/cs of
the unit
/subjectt
O/cs of the
Course/
programme
Aims of the
faculty
Mission of
the
Institution
DESIGN
BACKWARD
DELIVER
FORWARD

26. Curriculum and its Frames in
HE
Spesification
Selection
Creation
Dissemination
Evaluation
Lecturer Qualification,Lecturers Assignment, Lecturer Enhancement’
Lecturer Evaluation, University as a work place
Lecturer
Material/
Facilities
Students
Standards/
Expectations
Admission Criteria and Process
Peer Group Climate
Grouping Policies
Goals
Test
Grading
Students
Progress Review
Informal social
Expectations