Course information of EDU555

1. EDU 555 CURRICULUM AND INSTRUCTION
Course Information: EDU 555
Course: Curriculum and Instruction
Semester: Mac 15 – Jul 15
Instructor: En. Mohamad Hisyam Ismail Phone:
03-55227226/019-5159009
Email:
hisyam_ismail@salam.uitm.edu.my
Office Blok L (L106)
Texts Armstrong, David G. (2003). Curriculum Today. Merill Prentice Hall:
New Jersey (LB2806.15.A35)
Erickson, Lynn H (2007). Concept Based Curriculum and Instruction
for the Thinking Classroom. Corwin Press: California.
(LB2806.15.E752)
Hlebowitsh, Peter S. (2005). Designing the School Curriculum.
Pearson: Boston, USA (LB2806.15.H56)
Ornstein, A.C. and Hunkins F.P. (2004). Curriculum: Foundations,
Principles and Issues. Boston: Allyn and Bacon. (LB2806.15.075)
Slattery. Partick (2006). Curriculum Development in the Post-Modern
Era. Routledge: New York (LB2806.15.563)
Course Description
This course will be divided into two major areas i.e. Curriculum and Instruction.
Section one will provide an overview of the principles, procedures and practices in
curriculum and syllabus design. The second section will focus on instruction and
instructional materials.
Course Outcomes
At the end of the course, students should be able to:
1. Describe the principles and procedures in curriculum and syllabus design,
2. Design curriculum and syllabus for a specific groups of learners,
3. Describe the school curriculum and syllabus,
4. Prepare lesson plan for classroom instruction,
5. Design, utilize and evaluate instructional materials for use in teaching.
Course Contents
 Curriculum and Instruction:
- Introduction to Curriculum and Instruction
- Definition: Curriculum, Syllabus, Scheme of Work, Lesson Plan
 Principles and Procedures of Curriculum Development
 Models of Curriculum Development: The Tyler’s Model, The Interaction
Model, Taba’s Model, Contemporary Model
 Curriculum Evaluation: Types, Purposes, Procedures, CIPP Model
 The School Curriculum: KBSR and KBSM. The Role of MOE and CDC
 Syllabus and Syllabus Design, Type of Syllabuses/Syllabi, Format and

2. Content of Syllabus
 Scheme of Work
 Instructional Objectives: Objectives and Learning Outcome
 Lesson Plan
 Instruction: Approaches, Methods and Techniques
 Instructional Materials: Principles and Procedures in Instructional Materials
Design, Types, Purposes, Utilisation and Evaluation of Instructional
Materials.
 Micro Teaching
Learning Activities and Measurable Outcomes
The course will be organized into five main units
Learning Unit Assessment Expected Outcome
1. Students will be
able to recall and
apply the main ideas
in curriculum
development and the
different models of
curriculum
development.
a) In Test 1, students
will demonstrate
knowledge of what a
curriculum is, types
of curriculum and 4
different models of
curriculum
development, syllabus
design and the school
curriculum.
b) In Test 2, students
will demonstrate
knowledge on
instruction and
instructional
materials.
score: (16-20)
Exemplary: Students will recall
substantial information on
curriculum, be able to describe the
different types of curriculum
development, syllabus design and
the school curriculum (Test 1),
instruction and instructional
materials. (Test 2)
(score: 11-15)
Proficient: students will have an
idea of basic elements of
curriculum development, syllabus
design and the school curriculum
(Test 1) instruction and
instructional materials. (Test 2)
(score: 0-10)
Adequate: students will be familiar
with basic elements of curriculum
development and able to provide
some information on the different
types of curriculum and models of
curriculum development, syllabus
design and the school curriculum
(Test 1), instruction and
instructional materials (Test 2)
2. Students will be
able to design a
curriculum for a
specific group of
learners
b) In groups of 4 to 6,
students will design a
course for a specific
group of learners
(score: 17-20)
Exemplary: Students are able to
apply the main ideas relating to
curriculum development and
course design as well as
instruction and instructional
materials in their project.
(score: 13-16)

3. Proficient: Students are able to
apply basic elements of curriculum
development and course design as
well as instruction and
instructional materials in their
project.
(score: 10-12)
Adequate: Students are familiar
with the basic elements of
curriculum development and
course design as well as
instruction and instructional
materials in their project. (score:
3. Students will be
able to discuss issues
relating to
curriculum, syllabus,
instruction, and
instructional
materials based on
information gained
from article review.
a) Students will make
an oral presentation
on the article they
have reviewed and
relate the main ideas
to curriculum and
instruction.
(b) Students will also
submit a written
review of the article.
A score of 4-5, will show well
thought presentation, highlighting
the main ideas from the article.
A score 2-3 will show and adequate
presentation of ideas in the article.
A score of 0-1 will show little or no
effort in the presentation and lack
of ideas discussed.
A score of 4-5 will show a well
written review with main ideas
presented and discussed.
A score of 2-3 will show an
adequate discussion of main ideas
in the article.
A score of 0-1 will show a little or
no effort in discussing ideas in the
article.
4. Students will be
able to apply the main
ideas in the
preparation of lesson
plan and instructional
materials for
teaching.
a) Students will
prepare and submit a
lesson plan together
with related
instructional
materials.
b) Students will
A score of 8-10 will show a well
written lesson plan and
appropriate instructional
materials.
A score of 4-7 will show an
adequate knowledge of writing
lesson plan and instructional
materials.
A score of 0-3 will show a little or

4. present a 10-15
minutes session of
micro teaching based
on the prepared
lesson plan.
no knowledge on writing lesson
plan and instructional materials.
A score of 8-10 will show a well
presented lesson.
A score of 4-7 will show a
satisfactory lesson.
A score of 0-3 will show an
adequately presented lesson.
5. Portfolio a) Students will
submit a portfolio
containing course
information, lectures
notes, handouts,
assignments,
information and
resources related to
the course.
A score of 4-5 will show a well
compiled and documented
portfolio.
A score of 2-3 will show an
adequate compilation and
documentation of portfolio.
A score of 0-1 will show a little or
no effort in the compilation and
documentation of portfolio.
6. Participation a) Students have
demonstrated
participation in class
by participating in
class discussions,
group activities,
article review
presentation and
micro-teaching.
A score of 4-5 will show the
students have participated actively
in class discussions, group
activities, presentations and micro-
teaching.
A score of 2-3 will show an
adequate participation in class
discussions, group activities,
presentations and micro-teaching.
A score of 0-1 will show little or no
participation in class discussions,
group activities, presentations and
micro-teaching.

5. Grading Policies
The grading scale as explained in the course catalogue will be used:
80-100% = A 65-69% = B 50-54% = C
75-79% = A- 60-64% = B-
70-74% = B+ 55-59% = C+
Test Students will demonstrate their knowledge in two
tests. (2x20)
40%
Oral Presentation Students will present a review of an article. 5%
Article review Students will submit a written review of an article 5%
Course Design Students will submit a written group project on
course design.
20%
Lesson Plan and
Instructional
Materials/Micro-
teaching
Students will submit a lesson plan with
instructional materials.
Students will conduct a micro teaching session.
10%
10%
Class
Participation
Students will participate in class discussion, group
activities, presentations and micro-teaching.
Students will make at least three impromptu
responses in class.
5%
e-Portfolio Students will submit a portfolio containing notes,
handouts, information and resources related to the
course.
5%