A revision for all the topics in TSL3143

1. L E C T U R E R : Y E E B E E
C H O O
I P G K T H O

2. EXAM QUESTIONS
Section A
• Answer all questions
• 4 structured questions
• 15X4 = 60 marks
Section B
• Answer 2 out of 3 questions
• 20X2 = 40 marks
• Total marks = 100/2 = 50% (exam)

3. QUESTION 1
What are the definitions
of curriculum?

4. Curriculu
m
Plan
Learner’s
Experienc
es
System
A Field of
Study
Subject
Matter/
Content

5. QUESTION 2
Explain the 3 types of
curriculum and provide
examples.

6. Planned
Curriculum
(Intended)
• Formal curriculum
focuses on goals,
objectives,
subject matter,
and organisation
of instruction.
• The knowledge,
skills, and values
that form the
content, outlining
what is to be
taught by
teachers
Enacted
Curriculum
(Unplanned)
• It is the content of
instruction
delivered by
classroom
teachers
• The knowledge
acquired, skills
developed, and
values inculcated
in students
Hidden
Curriculum
(Unintended)
• The part of the
curriculum that,
while not written,
will certainly be
learned by
students.
• It can be carried
out through co-
curricular
activities,
cleanliness
programmes,
assemblies etc.

7. QUESTION 3
What is the difference
between curriculum and
syllabus?

8. Curriculum
a set of subjects or
courses including their
content which are being
offered by the school,
college or university to the
students in different
programmes.
an aggregate of all the
courses which are to be
studied by the students in a
particular programme.
Syllabus
a description outline and
synopsis of topics in a
course which are meant to
be covered during an
educational programme in
a school, college,
university or any other
institution.
a brief statement or an
outline of the main topics
of a course which the
lecturer or instructor will
cover during all his
lectures.

9. QUESTION 4
What are the factors that
influence curriculum
designing?

10. Economic
al
Social
Political

11. QUESTION 5
Who are the stakeholders
involved in the Malaysian
curriculum?

12. Direct Stakeholders Indirect stakeholders
o Teachers
o Students
o Parents
o Administrators
o School staffs
o Government (Ministry
of Education)
o Community leaders
o Political leaders
o Society
o Education
researchers

13. QUESTION 6
What are the four models
of curriculum design?

14. Objective Model (Tyler, 1949)
Interaction Model (Taba, 1962)
Process Model (Wheeler, 1967)
Naturalistic Model (Walker, 1971)

15. QUESTION 7
Explain the Objective
Model by Tyler (1949)
and give its advantages
and disadvantages.

16. Objective
Selection of
learning
experience
Organisatio
n of
learning
experience
Evaluation
Advantages Disadvantages
1. It provides an easy to follow
step-by-step guide to
curriculum planning and
development
2. It begins with a set of clear
objectives
1. It does not have a feedback
mechanism to tell people
how to correct it.
2. It seems lack a procedure
between evaluation and
organisation, and this
procedure is execution.

17. QUESTION 8
Explain the Interaction
Model by Taba (1962)
and give its advantages
and disadvantages.

18. Advantages Disadvantages
1. Teacher is involved in the
development of the
curriculum.
1. Teachers may not
understand the connection
between the content,
activities, teaching methods
and evaluation.
2. New teachers need training
and support.

19. QUESTION 9
Explain the Process
Model by Wheeler (1967)
and give its advantages
and disadvantages.

20. Advantages Disadvantages
1. It has a feedback
mechanism, so it provides
students with ways to
measure their progress or
accuracy.
2. It also sets the school
objective as a final step in as
well as the first. It clearly calls
for the setting up of
objectives.
1. The objective includes
behavioral characteristics.
Behavioral objectives have
some limitations on
execution. E.g. How can one
measure a student’s
increased smoothness in
writing?
2. It seems to lack a procedure
between organising and
integrating learning
experience content and
Aims,
Goals &
Objectives
Selection of
Learning
Experiences
Selection
of Content
Organisation &
Integration of
Learning
Experiences &
Content
Evaluation

21. QUESTION 10
Explain the Naturalistic
Model by Walker (1971)
and give its advantages
and disadvantages.

22. Advantages Disadvantages
1. Input is given by the
curriculum developers, target
group, other stakeholders in
the development of the
curriculum.
2. Stakeholders engaging in the
planning and development
stages empowers and
acknowledges them,
especially teachers, as
valuable contributors.
1. The process for deliberation
can be time consuming and
resource intensive, and can
result in curriculum products
that may not be consistent
and aligned internally.
2. Consensus is often hard to
achieve

23. QUESTION 11
What are the five
principles in curriculum
design?

24. 1.
• Selection
2.
• Grading
3.
• Sequencing
4.
• Staging
5
• Recycling

25. QUESTION 12
What are the six design
dimension considerations
for sequencing of
contents?

26. 1. Scope
2. Sequence
3. Continuity
4. Integration
5. Articulation
6. Balance

27. QUESTION 13
The principles of content
organisation in curriculum
design are scope,
sequence, and integration.
Justify the changes made to
the content organisation in
KSSR.

28. Scope
• broadened to
include the 21st
century skills.
• embrace the use
of Science and
Technology,
• develop values,
• understand
humanitarian
issues.
• focus on the
child’s physical
and aesthetical
development.
Sequence
•there are set
standards of
learning that pupils
have to achieve
• a modular-based
system based on
‘Learning
Standard’ was
introduced
• Module 1
(Listening and
Speaking),
Module 2
(Reading),
Module 3
(Writing), Module
4 (Language
Arts), Module 5
(Grammar)
Integration
• the new
curriculum has
4Ms
• students are
encouraged to
work together
and help each
other
• character
development and
values are also
given
prominence.

29. QUESTION 14
Explain how National
Philosophy of Education
influences Malaysian
curriculum.

30. 1
• Develop the child fully (intellectual, spiritual,
emotional & physical)
2
• Inculcate and develop desirable moral values
3
• Transmit knowledge
4
• Create a united Malaysian citizen
5
• Produce trained manpower

31. QUESTION 15
What are the 10
considerations in
curriculum design?

32. Needs
Analysis
Target
Group
Aims and
Objective
s
Content
Learning Theories,
Approaches and
Methods
Personnel
Material
Selection
Monitoring and
Support
Assessment
and
Evaluation
Constraints
CONSIDERATIONS

33. QUESTION 16
What should be
considered in the target
group?

34. TARGET GROUP
Individual
Needs
Abilities Interests
Potential
s
Multiple
Intelligences
Various
Learning
Styles or
Learning
Modes

35. QUESTION 17
What are the steps of a
needs analysis?

36. Write
objectives
Select
audience
Collec
t data
Select
audience
sample
Choose an
instrument
Analy
se
data
Follow
up
Make
decision

37. QUESTION 18
What are the roles of a
teacher in curriculum
implementation?

38. ROLE OF TEACHER IN CURRICULUM
Practitioner Researcher Analyst
Decision-
maker

39. QUESTION 19
What are the principles in
textbook selection?

40. Gauge learner’s
attention
Make
learners feel
comfortable
Develop
learners’
confidence
Relevant
Promote self-
directed
learning
Use
authentic
language
Use for
communicative
purpose
Cater for
different
learning
styles
Consider
learners’
affective
attitude
TEXTBOOK SELECTION

41. QUESTION 20
Explain the meanings of
fidelity and mutual
adaptation approach
adopted by the teacher in
curriculum implementation.

42. Fidelity
Mutual
Adaptation
Staying very close to the
prescribed written
document.
Individual, creative versions of
the written curriculum.

43. QUESTION 21
What are the current
issues in curriculum
implementation?

44. CURRENT ISSUES IN CURRICULUM IMPLEMENTATION
Literacy Access Equity Multilingualism
Technological
innovations
Unity Special needs

45. QUESTION 22
What are the methods
involved in curriculum
evaluation?

46. METHODS OF EVALUATION
Observatio
n &
Checklist
Tests
Survey &
Questionnair
e
Interview
&
Questions
Documents
Case
Studies
Focus
Group
Interview

47. QUESTION 23
What are the five
domains involved in
assessment?

48. cognitive affective
psychomotor social
spiritual

49. QUESTION 24
What are the contexts of
curriculum change?

50. CONTEXTS OF CURRICULUM CHANGE
Political Social Economic
Cultural
Technological
environment

51. QUESTION 25
What are the forms of
curriculum change?

52. FORMS OF CURRICULUM CHANGE
Substitution One element replaces another previously
in use
Alteration Change in existing structure
Addition Introduction of a new component
Restructuring Rearrangement of curriculum

53. QUESTION 26
What are the factors
affecting curriculum
change in Malaysia?

54. FACTORS AFFECTING CHANGE IN ELT IN MALAYSIA
Teacher
Resource
materials
and
facilities
Learner
Interest
groups
Instruction
al
supervisio
n
Assessmen
t
School
Environme
nt
Culture

55. QUESTION 27
What does it involve for
teacher to act as an
agent of change?

56. THE TEACHER AS AGENT OF CHANGE
Understand the
learners’ needs
Arm with
knowledge of
different teaching
approaches and
strategies
Enhance
students’
Interpersonal
skills
Improve the
culture of school
Use technology in
the classroom
Foster integration
among the pupils
Promote life-long
learning among
the pupils and
themselves