Principles

in
Curriculu
 (Ornstein & Hunkins, 2014)
Recycling 5 4.
Evaluation
Staging 4.
Methods/ Learning 3.
Experience
Sequencing 3.
Content/Subject
Matter (TESL 2.
Grading 2.
Context)
1. Purpose (goals & 1.
Selection
objectives)
Components in Curriculum Design
Principles in Curriculum Design
Curriculum Design
Curriculum design is deciding about the
shape or configuration of a curriculum
plan.
It involves the selection of content in line
with the goals and objectives of the
curriculum.
The selected content will have to be
arranged in a form that will help the
teacher in choosing and organising
appropriate learning experiences for the
classroom.
Curriculum design is also referred to as
Principle 1: Selection

Aims
General statements provide direction or intent to
educational action

Goals (Standards)
Statements of purpose given, which are more specific than
aims

Objectives (Learning
Specific statements indicate Outcomes)
either general or specific outcomes;
behavioural objectives indicate the specific behaviour the student is to
demonstrate to indicate learning. Non-behavioural objectives use more
general words to denote the learning desired, such as to know or
understand.
Principle 1: Selection
AIMS
The aims of the curriculum are the reasons for
undertaking the learning 'journey' - its overall
purpose or rationale from the student's point of
view.
For example, a degree programme may aim,
among other things, to prepare students for
employment in a particular profession. Likewise a
unit within the programme may aim to provide an
understanding of descriptive statistics.
The stated aims of a curriculum tell students what
the result of studying it is likely to be.
Principle 1: Selection
GOALS
A goal does indicate what could or should be
learned, but it is much more general than a
standard.
Standards are more akin to educational objectives
that define in quite specific terms what students
are to learn and what behaviours they are to
demonstrate.
Content standards what students are to learn.
Performance standards what behaviours
students are to master.
Principle 1: Selection
OBJECTIVES (LEARNING OUTCOMES)
Objectives should be clearly expressed.
When creating objectives, educators
should consider how well they match the
stated goals and aims.
Learning outcomes are what students will
learn if they follow the curriculum
successfully (i.e. if they complete the
programme or unit and pass the
assessment).
Principle 1: Selection
OBJECTIVES (LEARNING OUTCOMES)
In framing learning outcomes it is good
practice to:
a) Express each outcome in terms of what
successful students will be able to do. For
example, rather than stating 'students will
understand why....' say 'students will be
able to summarise the main reasons
why...' This helps students to focus on
what you are expecting them to achieve
Principle 1: Selection
OBJECTIVES (LEARNING OUTCOMES)
b) Include different kinds of outcome. The most
common are cognitive objectives (learning facts,
theories, formulae, principles etc.) and
performance outcomes (learning how to carry
out procedures, calculations and processes,
which typically include gathering information and
communicating results). In some contexts,
affective outcomes are important too
(developing attitudes or values, e.g. those
required for a particular profession).
Psychomotor objectives has received much less
emphasis than the above (responding to a
physical stimulus, fundamental movements,
physical abilities etc.)
Principle 1: Selection
In selecting content for inclusion, you should
bear the following principles in mind:
a) It should be relevant to the outcomes of the
curriculum. An effective curriculum is
purposive, clearly focused on the planned
learning outcomes. The inclusion of irrelevant
topics, however interesting in themselves,
acts as a distraction and may confuse
students.
Principle 1: Selection
b) It should be appropriate to the level of the
programme or unit. An effective curriculum is
progressive, leading students onward and
building on what has gone before. Material
which is too basic or too advanced for their
current stage makes students either bored or
baffled, and erodes their motivation to learn.
c) It should be up to date and, if possible, should
reflect current research. In some disciplines it is
difficult to achieve the latter until students
reach postgraduate level, but in many it is
possible for even first year undergraduates to
be made aware of current research topics.
Principle 1: Selection
Criteria for Selecting Content
1. Self-sufficiency - economical
2. Significance - contribution
3. Validity - authentic
4. Interest - meaningful
5. Utility - usefulness
6. Learnability - appropriateness
7. Feasibility - available

(Ornstein & Hunkins, p.204-207, 2014

Principle 2: Grading
In TESL context, all students will achieve
English Language proficiency while
meeting or exceeding content standards
identified for the core curriculum.
They should be able to master all the skills
such as listening, speaking, reading and
writing in English as well as Language Arts.
The content standards should be
appropriate for each grade level.
Items in a content are graded largely
according to whether they are easy or
difficulty.
Principle 2: Grading
The grading of content should be appropriate for the age level of
students.
Age Grade American Age Year Malaysian
Level School School
5-6 Kindergart Elementary 5 Kindergarte
en School n
6-7 Grade 1 6 Kindergarte
n
7-8 Grade 2 7 Year 1 Primary School
8-9 Grade 3 8 Year 2 (Lowe Primary)

9-10 Grade 4 9 Year 3

10- Grade 5 10 Year 4 (Upper Primary)
11
11- Grade 6 11 Year 5
12
12- Grade7 12 Year 6
13
13- Grade 8
14
Principle 2: Grading

Age Grade American Age Year Malaysian

Level School School
14- Grade 9 Middle School 13 Form 1 Secondary
15 (Freshmen School (Lower
) Secondary)
15- Grade 10 14 Form 2
16 (Sophomo
re)
16- Grade 11 High School 15 Form 3
17 (Junior)
17- Grade12 16 Form 4 (Upper
18 (Senior) Secondary)
17 Form 5
18-19 Form 6 Pre-university
Programme
Principle 2: Grading
AMERICAN CURRICULUM
 Principle 2: Grading
MALAYSIAN CURRICULUM
General Aim
The English Language Curriculum for Primary Schools
aims to equip pupils with basic language skills to enable
them to communicate effectively in a variety of contexts
thats appropriate to the pupils level of development
Objectives
communicate with peers and adults confidently and
appropriately in formal and informal situations;
read and comprehend a range of English texts for
information and enjoyment;
write a wide range of texts using appropriate language,
style and form through a variety of media;
appreciate and demonstrate understanding of English
language literary or creative works for enjoyment; and
use correct and appropriate rules of grammar in speech
 Principle 2: Grading
MALAYSIAN CURRICULUM MATRIX
STRAND 1 STRAND 2

Language Focus Language Arts

Readers
Skills Listening & Speaking,
+
LEVEL 2 Reading and Writing
(Contemporary Childrens
(YEARS 4, 5 & 6) Vocabulary
Literature)
300 MINS PER WEEK SK (includes Science & Maths
Genres:
180 MINS PER WEEK - SJK themes
Short Story, Poems and
as well as Grammar )
Graphic Novel

Skills Listening & Speaking,

Reading and Writing
Readers
LEVEL 1 Vocabulary
- Big Books
(YEARS 1,2 & 3) Grammar (Year 3)
-Lady Bird Series
300 MINS PER WEEK SK Phonics: SK -Y1 & 2, SJK Y1-
Music, Poetry & Drama
150 MINS PER WEEK - SJK Y3
Penmanship
Principle 3: Sequencing
Sequencing is the order in which the contents
are organised.
According to Orstein and Hunskins (2014),
there are two basic organisational dimensions:
1. Horizontal organisation: blends curriculum
elements, e.g. by combining history,
anthropology, and sociology content to
create a contemporary studies course or by
combining math and science content.
2. Vertical organisation refers to the sequencing
of curriculum elements, e.g. the family is
placed in Grade 1 while the community is
placed is placed in grade 2 Social Studies.
Principle 3: Sequencing
6 design dimension consideration for
sequencing of contents
1. Scope
2. Sequence
3. Continuity
4. Integration
5. Articulation
6. Balance
Principle 3: Sequencing
1. Scope
The breadth and depth of content and
includes all topics, learning experiences
and organising threads found in the
curriculum plan.
Scope not only refers to cognitive learning
but also affective learning, and some
would argue spiritual learning (Goodland &
Zhixin Su, 1992).
Broad, limited, simple, general are the
words used to describe the scope.
Sometimes the scope of a curriculum is
Principle 3: Sequencing
1. Scope
Considerations in determination of the
Scope:
Curricular coverage
Time
Diversity
Maturity of the learners
Complexity of content
Level of education

In simple words,
scope is the coverage of the curriculum.
Principle 3: Sequencing
1. Scope
Scope of the Curriculum can be divided into chunks:
Units
Sub-units
Chapters
Sub-chapter
Each Chunk is guided by the general curriculum objectives
or goals.
Division of the content may use deductive principle.
Arrangement of scope is inductive.
Content Outline of the Curriculum may follow some design:
Thematic
Linear
Logical
Principle 3: Sequencing
2. Sequence
The organisation of content and the extent
to which it fosters cumulative and
continuous learning (referred t as vertical
relationship among sections of the
curriculum).
Contents and experiences are arranged in
hierarchical manner.
A particular order in which related events,
movements, or things follow each other.
Principle 3: Sequencing
2. Sequence
4 Principles of Sequence (Smith, Stanley and Shore,
1957)
Simple-to-complex learning indicates the content is
optimally organised in a sequence proceeding from
easy (often concrete) to more difficult (often abstract)
content.
Prerequisite learning works on the assumption that
bits of information must be grasped before other bits
can be comprehended. (fundamental things must be
learned ahead)
Whole-to-part learning is arranged so that the
content or experience is first presented in an overview
that provides students with a general idea of the
information or situation. (an overview before the
specific content or topics)
Principle 3: Sequencing
3. Continuity
Vertical repetition and recurring appearances
of the content provide continuity in the
curriculum.
This process enables the learner to strengthen
the permanency of learning and development
of skills.
Gerome Bruner calls this spiral curriculum.
For learners to develop the ideas, these have
to be developed and redeveloped in a spiral
fashion in increasing depth and breadth as the
learners advance
Principle 3: Sequencing
4. Integration
Everything is integrated and interconnected.
Life is a series of emerging themes. This is
the essence of integration in the curriculum
design.
Organization is drawn from the world themes
from real life concerns.
Subject matter content or disciplined content
lines are erased and isolation is eliminated.
Principle 3: Sequencing
5. Articulation
Can be done either vertically or horizontally.
In vertical articulation, contents are
arranged from level to level or grade to grade
so that the content in a lower level is
connected to the next level.
Horizontal articulation happens at the
same time like social studies in grade six is
related to science in grade six.
Principle 3: Sequencing
6. Balance
Equitable assignment of content, time,
experiences and other elements to establish
balance is needed in curriculum design.
Too much or too little of these elements
maybe disastrous to the curriculum.
Keeping the curriculum in balance requires
continuous fine tuning and review for its
effectiveness and relevance.
Principle 4: Staging
These are the means by which students will
engage with the syllabus, i.e. the kinds of learning
experience that the curriculum will entail.
Although they will include the teaching that
students will experience (lectures, laboratory
classes, fieldwork etc.) it is important to keep in
mind that the overall emphasis should be on
learning and the ways it can be helped to occur.
For example:
a) Individual study is an important element in the
university curriculum and should be planned
with the same care as other forms of learning. In
the undergraduate curriculum especially, it is
good practice to suggest specific tasks, rather
than relying entirely on students to decide how
Principle 4: Staging
b) Group learning is also important. Students
learn from each other in ways that they
cannot learn alone or from staff and the
inclusion of group projects and activities
can considerably enhance the curriculum.
c) Online learning is increasingly important
in many curricula and needs to be planned
carefully if it is to make an effective
contribution. Online materials can be a
valuable support for learning and can be
designed to include helpful self-assessment
tasks.
Principle 4: Staging
Children and young people should experience
continuous progression in their learning from 3
to 18 within a single curriculum framework.
Each stage should build upon earlier knowledge
and achievements. Children should be able to
progress at a rate which meets their needs and
aptitudes, and keep options open so that routes
are not closed off too early.
Progression in the experiences and outcomes
Principle 5: Recycling
A curriculum model and a unit will include the
following: a needs assessment, goal setting,
selecting and grading of content and then
staging the content with instructional
objectives, learning experiences, and an
ongoing evaluation/recycling of the curriculum
Learning occurs most effectively when a
student receives feedback, i.e. when they
receive information on what they have (and
have not) already learned. The process by
which this information is generated is
assessment, and it has three main forms:
Principle 5: Recycling
3 Forms of Assessment
a) Self assessment, through which a student learns to
monitor and evaluate their own learning. This should be a
significant element in the curriculum because we aim to
produce graduates who are appropriately reflective and
self-critical.
b) Peer assessment, in which students provide feedback
on each other's learning. This can be viewed as an
extension of self assessment and presupposes trust and
mutual respect. Research suggests that students can
learn to judge each other's work as reliably as staff.
c) Tutor assessment, in which a member of staff or
teaching assistant provides commentary and feedback on
the student's work.
Principle 5: Recycling
Assessment may be formative (providing
feedback to help the student learn more) or
summative (expressing a judgment on the
student's achievement by reference to stated
criteria).
Many assessment tasks involve an element of
both, e.g. an assignment that is marked and
returned to the student with detailed
comments.
Principle 5: Recycling
Summative assessment usually involves the
allocation of marks or grades. These help staff to
make decisions about the progression of students
through a programme and the award of degrees but
they have limited educational value.
Students usually learn more by understanding the
strengths and weaknesses of their work than by
knowing the mark or grade given to it. For this
reason summative assessment tasks (including
unseen examinations) should include an element of
formative feedback if at all possible.
Principle 5: Recycling
Procedures in Curriculum Design
1. Analysis of social needs
2. Translating the needs into
course/general/learning/terminal
objectives
3. Splitting the objectives into specific
objectives
4. Grouping the specific objectives into
subjects
5. Deriving the subjects from the above
classification
6. Specifying objectives
7. Unitising each subject matter
References
Ornstein, A.C. & Hunkins, F.P. (2014).
Curriculum:
Foundations, principles and issues. (6th. ed).
Essex: Pearson Edu. Ltd.
Tutorial 6th July 2017
Using a lesson plan, give one example for the
teaching of any five components of KSSR
English (L, S, R, W, LA).
Discuss the lesson plan based on the five
principles: selection, grading, sequencing,
staging, and recycling.