ASSIGNMENT

JANUARY 2014 SEMESTER

SUBJECT CODE

ECP 213

SUBJECT TITLE

CURRICULUM DEVELOPMENT

PROGRAMME

BACHELOR

STUDENTS NAME

MANGALA RUPINI A/P SAGARAN

MATRIC NO.

E30109130004

ACADEMIC
FACILITATOR

MR PARAM

LEARNING CENTRE

KUALA LUMPUR CENTER.

PART A
Question: No curriculum can be regarded as acceptable unless it can be shown to
make a contribution to teaching of thinking.

Curriculum can be characterized as what is to be teaching in schools. Moreover, it

comprises of points to be modules teach all levels in the school. Also the expression

"curriculum" is seen as the programed of study offered by an educational institutions

Curriculum alludes to the methods and materials with which learners will connect with the
end goal of attaining recognized educational conclusions.

Perhaps there was more

education. Maybe learners took part in games, the band, clubs, person government, or made
the decision not to take an interest in any extracurricular exercises. These are a piece of
what we may call the contemporary curriculum.

According to few teachers might say that the educational module comprises of all
the planned experiences that the school offers as a feature of its educational obligation.
There are the individuals who fight that the educational program incorporates the arranged,
as well as unplanned experiences as well. On the other hand, the way in which viciousness
is tended to sometime recently, throughout, and after the real occasion sends an extremely
unmistakable message about how individuals in our society associate and how the laws of
our country are connected. In fact exchange perspective gathers that educational module
involves organized rather than organized experiences since any event must stream without
compulsion, where the conclusion not being certain to this point.
In addition, it carries us the idea of emphasizing outcomes versus experiences.
Movement to the thought of results is truly in keeping with the present development toward
accountability. In general population at schools, been view that there are particular things
that the schools should perform with youngsters. Besides, region staff, school overseers,
and learner as one of numerous educators are to be considered responsible by the public for
guaranteeing that those achievements are met.

Considering that there are primary factors that impact the improvement of the
Curriculum. Generally it is said that once the requirements of social order has change, the
curriculum need to change together. In fact, there are numerous elements that impact the
advancement of the curriculum. To demonstrate they are nature of the learner, teachers
attitude towards change, availability of resources, time factor, and attitude of the school.

Firstly, nature of the learner that will impact the educating or procedures that
accessible to the educators. In conjunction that every distinctive is diverse, new techniques
must be created so every student will profit from the information that is to be imparted.
Secondly, is the teachers attitude toward changes. Although some individuals may
not acknowledge change as effectively as others they will and may favor not to aid in the
improvement of a school curriculum.
Third factor is the availability of resources. Consequently there are new strategies
being created to educate certain subjects in diverse subjects and routines come assets to
supplement them. Hence, this component might be either positive or negative. Positive
refers that scholars might profit by comprehension the themes better yet in the event that
the assets were distracted the lesson might need inspiration for learners to need to take.
Next is the time factor. Indeed, a syllabus is planned to cover a whole school year,
but since there are so much content, it is not dependably fulfilled by the educator to finish
it. Essentially, there are dependably different factors. Specifically, the comprehension of a
subject that can cause a set back and the disregard of different themes.
Last factor is the attitude of the school. Assuming that a school is not educationally
solid it will be so in view of the powerlessness of the school for instance, organization, staff
and folks, to actualize the curriculum.

Great learners have certain characteristics such inquisitive, seek after seeing steadily,
recognize that a study isnt fun, Failure panics, make information their own and, never limit
inquiries.
First character of good learners is inquisitive. Consequently, they consider about
different kinds of things, frequently about things way past their scope of mastery. Thus they
cherish the revelation some piece of taking. Despite getting some answers concerning
something they didn't know fulfills them for the sometime, however their interest is
3

addictive.

Secondly, good learners willingness to get diligently. Furthermore a couple of things

may come effectively to learners however most knowledge touches base after exertion, and
great learners are ready to invest the energy. Also they investigate out data frequently
yearning to figure out everything that is thought about something. Indeed learners read,
investigate, and assess the data they've found. They chat with others, read more, study
more, and bear what they don't understand and now and then when they ought to be
listening to others. Great learners continue beyond the usual. Neither doesnt surrender
effortlessly.

Thirdly, good learners recognize that a study isnt fun. Nevertheless, this doesnt change
the extent to which they love studying. Hence when the knowledge at last comes, after get
it ,when all the pieces fit together that is one exceptional . In any case the trip to seeing for
the most part isn't all that energizing.
Next is failure terrifies great learners, yet they know its useful. Therefore it's a piece of
discovering that offers uncommon chances that aren't there when triumph comes rapidly
and without disappointment. According to the vicinity of rehashed disappointment and
great learners bear on, sure that they'll deduce it.

Subsequently, good learners make knowledge their own particular. Conversely this is
about making the new knowledge fit with what the learner knows, not making it mean
whatever the learner needs. Great learners change their knowledge structures to oblige what
they are studying. Simultaneously, they manufacture a greater and better knowledge
structure. As well as it's insufficient to simply take in new knowledge.
Notably that, good learners never use up inquiries. Moreover, theres dependably more
4

to know. Great learners are perpetually discontent with the extent to which they think about
anything. Likewise, they are pulled around by inquiries the ones they still can't reply, can
just answer part way, or the ones without quite great replies. Regardless, those inquiries
chase after them like day accompanies night with the response carrying sunshine however
the following inquiry uncovering the darkness.

Finally, good learners offer what they've discovered. Knowledge is latent. Besides,
unless its passed on, knowledge is lost. Great learners are instructors dedicated to offering
to others what they've taken in. Furthermore, great learners can illustrate what they know in
ways that bode well for others. Similarly, associated with the knowledge passed on to them
and focused on leaving what they learn.

In conclusion, there are various favorable circumstances and profits of the execution of
the curriculum in education. Thus, its usage must be carefully arranged and completed in
all the more genuinely.Identically, its usage together educator preparing, supplies,
framework, help, fund and more have determined promptly. To clarify, it is imperative that
the execution of the educational curriculum in attaining its targets and has handled eras of
exceedingly taught and respectable great demeanor.

PART B
QUESTION 1
Discuss the relationship between curriculum & instruction. Provide specific examples
to illustrate your answer.
Curriculum is syllabus that has picked up a ton of essentialness in schools. Besides, it
happens to be the "what" of education as the whole building of the education framework is
based upon the curriculum program or what is going to be taught to students in schools
specifically fields of study at diverse levels. Also instruction that appears to be extremely
straightforward as it alludes to showing methods. Instruction is the how of the flow of
education as a curriculum howsoever it may be last dependent upon how it is conveyed to
5

students. In addition there are clear relationship between curriculum and instruction that I
will be examine in this exposition.
Curriculum
Curriculum is an exceptionally wide based idea that diverse teachers and educators
decide to characterize diversely. Conversely that it is the substance of the course that must
be taught by the teachers in a specific way that structures the curriculum in a course of
study. Usually, the substance of a course is chosen by the powers who are eventually bound
by the strategies of the government and the enactment passed by the administration in this
respect. Teacher is the medium through which a curriculum gets conveyed in the way in
which it is expected.
Curriculum is given to teachers as content. In the same way, it is a guide in what to
convey to the students.Despite,the pace at which an teacher need has to let the students
retain the substance of the course in an ideal way is additionally given along the
curriculum. All the subjects that contain a course as stated by an evaluation in a school are
on the whole alluded to curriculum.
Instruction
Instruction is the technique or method for educating to students. In fact, this is a part of
education that is in control of the instructors or the teachers. Teachers choose the how some
piece of education as they are answerable for giving all the learning that has been chosen
based on the curriculum. Instruction is constantly reliant on the teaching skill and the
expert disposition of the teachers. Generally a teachers need to make the best utilization of
their instructional capabilities to take the curriculum to the students. Indeed, teacher is the
best judge regarding how to convey instructions in the best conceivable way remembering
the capacities of distinctive students in class.
On the other hand beyond any doubt even the best of curriculum is nothing if the teacher
is not ready to give obvious instructions it has been seen that educators regularly plan
curriculum program without counseling teachers or taking into account their teachers
capacities. Regularly teachers accuse the curriculum while there are additionally
occurrences where teachers accuse educators for not giving directions in the coveted way.

The Relationship between Curriculum and Instruction

Subsequently, curriculum is an arrange or a situated of learning content and encounters
that are chosen, arranged, composed and actualized while instruction is execution of the
plan. Both of these are partitioned idea however needy upon one another.
Curriculum as characterized by Oliver is that which is taught. Whereas, Instruction
could be seen as the methods used to show that which is taught. Instruction may be
portrayed as approach, the teaching act, actualizing and presentation. Consequently,
Instruction is characterized as the association between a teacher and other students wants to
learn. Additionally, instruction is concerned with the association of the learners, the
learning surrounding, and the encounters of learning to accomplish the expressed
objectives of school. As stated by Pratt (1994), it alludes to curriculum content and
teaching methodologies. He underscored twelve principles of powerful guideline they are:

Time on assignment

Inspiration

Dominance learning

Exclusive requirements

Reading and study aptitudes

Arranged lessons

A nature's domain

Instructional assortment

Agreeable learning

Computer supported direction

School ethos

Parents inclusion

Dole focused on that instruction could be described as a methodology in which teachers

endeavor to make learning sensible and students endeavor to understand learning.
Moreover, to sum things up instruction has two perspectives teaching and learning.
Teaching is the procedure of empowering, controlling, directing and empowering learning
movement. Thus this methodology incorporates eight components called 8m's of teaching
(Milieu,

Matter,

Material,

Method,

Media,
7

Motivation,

Mastery,

and

Measurement).Learning is the methodology of obtaining information, abilities and

qualities.
On the contrary instruction is the creation and execution of intentionally created
arrangements for the teaching of curriculum content.Again, it is the thing that teachers
regularly compactly allude to as "arranging" and teaching." Rather the relationship
between educational program and guideline is intimate to the point that curriculum and
instruction " is oftentimes spoken as though it were one saying, "curstruction" or
"instriculum". curriculum Hence when curriculum being the substance of what is taught
alongside a general procedure of how that substance is to be taught and instruction being
the more point by point plans and the way those arrangements are actualized to teach
curriculum content so it gets straightforward that the two must be good so as to maximize
student learning.
The relationship between curriculum and instruction are similar to Siamese. One can't
get by without the other. Both curriculum and instruction oblige choice making. There are
four models under this. Oliver distinguished four models of curriculum-instruction
relationship:
1.

Dualistic Model
This kind of model has two elements which is curriculum is on one side and

instruction on the other. They don't meet. Yet, they are like twins whereby one can't work
without the other. What happens in the classroom under the heading of the instructor
appears to have little association with what the expert arrangement says ought to go in the
classroom. The organizers overlook the direction which ought to run as an inseparable unit
with the educational module. With this model, the educational program or guideline may
change without altogether influencing each other. They work freelance.

2.

Concentric Model
This model uncovers shifting level of independent, interlocking from complete

separation to interlocking relationship. In this curriculum module is superordinate, while

8

Instruction is subordinate .In this curriculum module overwhelms Instruction

3. Interlocking Model
The name infers that curriculum and Instruction rely on upon one another. Since the
framework is interlocking one another in this way there is a relationship. It delineates an
incorporated relationship between each. Consequently, the separation of the two may bring
mischief to one another.

4.

Cyclical Model
This model is a rearranged model which focuses on the key component of feedback.

Curriculum and instruction are separate elements with a proceeding roundabout

relationship. Here thought is that curriculum makes a nonstop effect on instruction and the
other way around. , suggestion is that instructional choices are settled on after curricular
choices which thusly are adjusted after instructional choices are actualized and assessed. In
spite of the fact that the outline underneath show curriculum and instruction as particular
they ought not be seen that way- they ought to be seen as parts of a circle.

In summary, way the curriculum is planned and Instruction are made to apply,
through this recently demonstrates amount of close they are to one another. Learning
procedure is nothing when either of them doesn't work properly. Instruction routines are
9

more powerful and overall composed as the students with the same age gathering can
assimilate lessons in the same way.

Question 2: Compare and Contrast the Tyler Model and Taba Model of curriculum
Development. Provide specific examples to illustrate your answer,
Curriculum development is characterized as the methodology of selecting, organizing,
implementation and assessment the taking in encounters on the support of the needs,
abilities, and enthusiasm of the learners and on the groundwork of the way the society.
Hence procedure of giving the arrangement and keeping it running easily is known as
curriculum development. One method for creating an educational program arrangement is
through modeling. Models are basically designs that serve as rules to movement. Models
could be found for just about every manifestation of educational activity. Also education
profession has models of organization, of supervision, of direction, and of assessment.
Likewise there are models of curriculum development as well. Through using model to
10

curriculum development program can bring about more stupendous effectiveness and
profit. Among the numerous models being made by a few instructive experts as far and
wide as possible, in this essay examination between the Tyler's model and the Taba's model
will be examined further. The similarity between these two models is that they are direct in
nature. The advancement of these are through orderly technique in a particular
arrangement. They indicate and recommend us how the things in the educational program
ought to be made. Curriculum development authorities ought to judge the segments
accessible in the models with a specific end goal to have deeper seeing so they can help in
handling a finer educational program for what's to come era.
The Tyler Model
One of the best known educational program models was first present in 1949 by Ralph
Tyler. Edward Thorndike and John Dewey had a real impact on Tyler's educational module
development model. At the point when outlining Tyler model, students feelings, sentiments,
belief and mind is the thing that help Tyler to outline this specific educational program
model. Tyler noted that the thought that child diversions must be distinguished so they can
serve as the center of instructive consideration which then prompt the premise for selecting
goals.

Tyler 1949 educational program model is a four part display that comprises of objectives,
instructional systems and substance, association of of learning experience and evaluation
and assessment that was composed dependent upon four questions :-

1. What

educational

purposes

ought

to

the

school

try

to

accomplish.

(Target/Objectives)
2. What type of experiences are prone to accomplish these destinations.(Instructional
systems and substance)
3. How can these educational experiences be sorted out successfully.(Association of
learning experiences)
4. How would we be able to figure out if these purpose are constantly accomplished.
(Evaluation and assessment)
Tyler model focus is exclusively on teaching and the targets serves as a premise for
formulating components with assessment of those elements and considering the level of
accomplishment of the goals.
11

According to Tyler was alluding to "goals" and when creating curriculum objectives
information ought to be assembled from three sources in particular: a) The branch of knowledge through learned subjects such as science, mathematics
and history.
b) The learners through financially impeded, skilled, differing academic capacities.
c) The society such as morals, patriotism, national unity, natural mindfulness,
occupation, and market needs.
Initially identifying the targets the curriculum designer need to pass them through two
screens which is the philosophy screen and the psychology screen. As a result these are
particular instructional targets which state the sorts of conclusions that are recognizable are
measurable.

The third step is the organization and sequencing of these learning experiences. Tyler
accentuated that the experiences ought to be appropriately composed to achieve objectives.
The learning experience proposed that plans can be used in classroom such as idea,
qualities and abilities are utilized as sorting out components woven into the curriculum.
Stated components might serve as sorted organised linking content inside a specific subject
what's more likewise focus the strategy for guideline or conveyance of substance.
The final step is suggested that assessment ought to be a significant some piece of the
development process. It was fundamental for teachers to know selected learning
experiences generated the planned outcomes. The assessment will be conceivable to focus
whether the curriculum was effective.
The Taba Model
The Taba Model for educational program was produced by Hilda Taba in her book
Curriculum Development Theory and Practice which was distributed in 1962.According
to her she accepted that teacher must to take part in creating curriculum and upheld for a
more grassroots methodology to curriculum development.. Inside this model, teacher start
by making particular educating taking in units for their students then constructing to a
general configuration due to only teacher know students capabilities.
12

Taba bolstered that educators take an inductive method to develop curriculum. In this
method, implied beginning with the specifics and building to a general plan. This was the
polar opposite to the more customary deductive method which begins with the general
configuration and then progressing in the direction of the specifics in Tyler model.

Taba proposed 7 real steps to her grass-roots display in which educators might have
significant enter all around the educational module advancement process:
1. Diagnosis of need( recognizing the needs of people for whom the educational
module is arranged.)
2. Formulation of destinations(determines goals to be achieved.)
3.

Selection of content (destinations chose recommend the subject)

4. Organisation of substance (according development of student)

5. Selection of learning experiences(students must be locked in with the content)
6. Association of learning stuff(Just as substance must be sequenced and sorted out)
7. Evaluation and method for assessment(Assessment techniques need intended to
results)
Taba created a Grades 1 through 8 social studies curriculum sorted out around teaching
learning units (Taba, 1971). In whole time, a curriculum model advanced that is
appropriate to numerous sorts of curricula and that might be utilized within numerous types
of school settings and school levels:
I.
II.
III.

Elementary school
Middle school
High school

13

Furthermore, this model incorporates an association of and connections around, five

commonly intelligent components:
I.
II.

Goal
Content

III.

Learning experiences

IV.

Teaching strategies

V.

Evaluative measures

Taba's model holds outside factors to the model that may influence its interior parts are
additionally spoken to.
a) The way of the group in which the school is spotted its weights, qualities and
resources
b) The strategies of the school are
c) The way of a specific school by its objectives and procedures
d) The particular style and qualities of the instructors included
e) The way of the student population.
According to steps that the Taba's model of curriculum design configuration is extremely
imaginative. Creating objectives is to encourage consistency in the syllabus. Criteria for the
choice of substance, learning experiences and to lead with the assessment of the results.
Difference
TYLER MODEL
1.Has four steps
2.Deductive Approach
3.Focus On Administration Approach
4.Believe administration design and teacher
implement curriculum

TABA MODEL
1. Has Seven Steps
2. Inductive Approach
3.Focus on Teacher Approach
4.Believe that teacher design curriculum
due to teacher are aware of student need

Similarities
The similarities between both models are :
14

1 . Evaluation is included in all steps.

REFERENCE :
PART B
QUESTION A
Difference Between Curriculum and Instruction (2012, June 27).
In www.differencebetween.com/. Retrieved April 27, 2014, from
http://www.differencebetween.com/difference-between-curriculum-and-vs-instruction
R, D. (2012, August 16). Curriculum and Instruction. In www.examiner.com. Retrieved
April 27, 2014, from http://www.examiner.com/article/curriculum-and-instruction/
CURRICULUM and INSTRUCTION (n.d.). In www.openuni-clsu.edu.ph. Retrieved April
27, 2014, from https://www.openuniclsu.edu.ph%2Fopenfiles%2Fmodules
%2Fed872%2Fmodule1.doc&ei
QUESTION B
15

The Taba Model for Curriculum. Anti Essays. Retrieved April 27, 2014, from the World
Wide Web: http://www.antiessays.com/free-essays/The-Taba-Model-For-Curriculum441944.html
Models-Of-Curriculum-Development (n.d.). In www.studymode.com. Retrieved from
www.studymode.com/essays/Models-Of-Curriculum-Development-1399775.html
Lunenburg, F. (2011). Curriculum Development Inductive Models.
In www.nationalforum.com. Retrieved from http://www.nationalforum.com/Electronic
%20Journal%20Volumes/Lunenburg,%20Fred%20C.%20Curriculum%20DevelopmentInductive%20Models-Schooling%20V2%20N1%202011.pdf

16