Curriculum Material and Development

Preface

The 21st century brings a revitalization to the education of students with

learning and behavior problems. The era of the impact of No Child Left Behind

and standards-based education and assessment continuously challenges educators

to provide relevant and authentic education to our students. Although progress has

been made in the education of these students, building upon those efforts is

critical if our schools are to move toward achieving effective education for all

students, whether in inclusive or spe-cial education settings. One of the most

emphasized and fundamental areas within education is the curriculum to which

students are subjected and that they are taught, along with the associated

assessment of their learning. Since the beginning of formal education in our K

through 12 system, educators have discussed, modifi ed, tested, revised, and

adapted curricula. Although many of these efforts have contributed to effective

change, many students still do not learn within prescribed curricula. These

students require continuous curriculum differentiation, or adaptation, in order to

succeed in today’s classrooms, schools, and home environments.

Here are some explanation about curriculum and how to implement it. The

writer hope that this small information can satisfy the reader curiosity.

Chombrosshare.blogspot.com / Curriculum and Material Development 1

Contents

Preface.....................................................................................................................1

Contents...................................................................................................................2

1. What is a Curriculum?....................................................................................3

2. The Importance Of Curriculum......................................................................4

3. Kinds of curriculum.........................................................................................5

4. The components of Curriculum......................................................................6

5. The English curriculum of Senior High School in Indonesia.......................9

6. Curriculum Aims / Goals...............................................................................11

7. Curriculum Contents.....................................................................................13

8. How to Implement..........................................................................................14

9. Conclussion and suggestion..........................................................................15


1. What is a Curriculum?

The word curriculum comes from the Latin word meaning "a course for

racing." It's interesting how closely this metaphor fits the way in which educators

perceive the curriculum in schools. Teachers often speak about "covering"

concepts as one would speak about "covering" ground. And that coverage is often

a race against the testing clock.

School mission statements often wax poetic about the development of the

"total child." However, what drives the everyday functioning of those schools is

the official curriculum and the tests that hold teachers and students accountable to

that curriculum.

In many literature curriculum is defined as: a written plan document or the

quality of education that must be possessed by the learner through a learning

experience. This understanding means that the curriculum must be contained in

one or more documents or a written plan. Documents or written plan that contains

a statement about the qualities a student should possess the following the

curriculum. Understanding the quality of education here implies that the

curriculum as a plan document quality learning outcomes that should be possessed

of students, the quality of the material / content to be learned education of

students, the quality of the educational process that should be experienced by

learners. The curriculum in physical form are often the main focus in any

curriculum development process as he describes the ideas or thoughts of the

interface as a decision-making basis for curriculum development as an experience.

Aspects that are not expressed explicitly but is implicit in the definition of

curriculum as a document is intended that the plan was developed based on a

certain idea about the quality of education is expected. Differences thoughts or

ideas would lead to differences in the resulting curriculum, either as a document

or as a learning experience. Therefore Oliva (1997:12) says "Curriculum itself is a

construct or concept, a verbalization of an extremely complex idea or set of

ideas".


2. The Importance Of Curriculum

Every successful concept and project in life requires a proper framework and

planning. This relates to all processes, including education. Whenever we embark

on any new plan or procedure, we need to make sure that we have all the plans

drawn up. What is on offer, what are the resources that we have, what are the

steps, which we need to take and what are the goals that we need to achieve are

some elements that need to be looked upon. A similar set of constraints when

applied to education in schools and colleges gives birth to curriculum. A

curriculum is a set of courses, including their content, offered at a school or

university. The curriculum often contains a detailed list of subjects and the

elements of teaching them.

John Franklin Bobbitt’s “The Curriculum” published in 1918 mentions

curriculum as an idea that has its roots in the Latin word ‘race-course’. He also

explained “The Curriculum” as the course of deeds and experiences through

which children grow up into adults and get going for success in the society. A

curriculum is more than putting together a set of academically required subjects. It

must consider all aspects of the student life, the learning needs of students, the

time available for the sessions and the teachers’ idea, capability and workload.

Now that we know the constitution of a curriculum, let us study its importance in

the lines that follow.

a) All the things learned in the curriculum is closely related to one another.

Students not only learn the facts unravel and less functional to solve the

problems faced.

b) The curriculum is consistent with the new theory of learning activities based

on experience, ability, maturity and interests of learners.

c) The curriculum is more likely the close relationship between the madrasas

and the public, because the public can be a laboratory where students practice

activities.


3. Kinds of curriculum

1. Explicit

This type of curriculum is what appears in documents and teachers' plans.

2. Implicit (or Hidden)

This type of curriculum has to do with how particular assumptions about

schooling and learning manifest in practice. For example, when a teacher has

her or his desk at the front of the classroom and "teaches" from this area, the

message that is being learned by students is that the teacher is in control,

including being the knowledge authority, and is the center of attention.

3. Null

The null curriculum is what is not taught. Not teaching some particular idea

or sets of ideas may be due to mandates from higher authorities, to a teacher’s

lack of knowledge, or to deeply ingrained assumptions and biases.

4. Commentary

These three types of curricula can allow us to identify the nature and

emphases of the curricula in use in various schools and school districts.

Once you know the components of curriculum, it will be found that the types of

curriculum includes:

1. Separated Subject Curriculum (Curriculum Subjects Separated Or Not

Converge).

The curriculum is said to be so because the data presented lessons to

students in the form of a subject or subjects that are separate from one another.

2. Correlated Curriculum (Curriculum Correlations Or Mutually Associated

lesson).

Subjects in the curriculum must be connected and arranged in such a way

so that one reinforces the other, that one complements the other.

3. Integrated Curriculum (Integrated Curriculum).

Integrated Curriculum here means some subjects put together or combined. By

eliminating the boundaries of subjects and learning materials are presented in the

form of units or whole.


4. The components of Curriculum

Curriculum has 4 components:

A. Component 1: Curriculum Aims, Goals and Objectives

Aims: Elementary, Secondary, and Tertiary

Goals: School Vision and Mission

Objectives: educational objectives

Domains:

1) Cognitive – knowledge, comprehension, application, analysis, synthesis,

evaluation

2) Affective – receiving, responding, valuing, organization, characterization

3) psychomotor – perception, set, guided response, mechanism, complex

overt response, adaptation, origination.

B. Component 2: Curriculum Content or Subject Matter

Information to be learned in school, another term for knowledge ( a compendium

of facts, concepts, generalization, principles, theories.

1) Subject-centered view of curriculum: The Fund of human knowledge

represents the repository of accumulated discoveries and inventions of man

down the centuries, due to man’s exploration of his world

2) Learner-centered view of curriculum: Relates knowledge to the individual’s

personal and social world and how he or she defines reality.

Gerome Bruner: “Knowledge is a model we construct to give meaning and

structure to regularities in experience” Criteria used in selection of subject matter

for the curriculum:

a) self-sufficiency – “less teaching effort and educational resources, less

learner’s effort but more results and effective learning outcomes – most

economical manner (Scheffler, 1970)

b) significance – contribute to basic ideas to achieve overall aim of

curriculum, develop learning skills

c) validity – meaningful to the learner based on maturity, prior experience,

educational and social value


d) utility – usefulness of the content either for the present or the future

e) learnability – within the range of the experience of the learners

f) feasibility – can be learned within the tile allowed, resources available,

expertise of the teacher, nature of learner

Principles to follow in organizing the learning contents (Palma, 1992)

a) BALANCE . Content curriculum should be fairly distributed in depth and

breath of the particular learning are or discipline. This will ensure that the

level or area will not be overcrowded or less crowded.

b) ARTICULATION. Each level of subject matter should be smoothly

connected to the next, glaring gaps or wasteful overlaps in the subject

matter will be avoided.

c) SEQUENCE. This is the logical arrangement of the subject matter. It

refers to the deepening and broadening of content as it is taken up in the

higher levels.

The horizontal connections are needed in subject areas that are similar so that

learning will be elated to one another. This is INTEGRATION.

Learning requires a continuing application of the new knowledge, skills, attitudes

or values so that these will be used in daily living. The constant repetition, review

and reinforcement of learning is what is referred to as CONTINUITY.

C. Component 3 – Curriculum Experience

Instructional strategies and methods will link to curriculum experiences,

the core and heart of the curriculum. The instructional strategies and methods will

put into action the goals and use of the content in order to produce an outcome.

Teaching strategies convert the written curriculum to instruction. Among these are

time-tested methods, inquiry approaches, constructivist and other emerging

strategies that complement new theories in teaching and learning. Educational

activities like field trips, conducting experiments, interacting with computer

programs and other experiential learning will also form par of the repertoire of


teaching. Whatever methods the teacher utilizes to implement the curriculum,

there will be some guide for the selection and use, Here are some of them:

1) teaching methods are means to achieve the end

2) there is no single best teaching method

3) teaching methods should stimulate the learner’s desire to develop the

cognitive, affective, psychomotor, social and spiritual domain of the

individual

4) in the choice of teaching methods, learning styles of the students should be

considered

5) every method should lead to the development of the learning outcome in

three domains

6) flexibility should be a consideration in the use of teaching methods

D. Component 4 – Curriculum Evaluation

To be effective, all curricula must have an element of evaluation.

Curriculum evaluation refer to the formal determination of the quality,

effectiveness or value of the program, process, and product of the curriculum.

Several methods of evaluation came up. The most widely used is Stufflebeam's

CIPP Model. Focus on one particular component of the curriculum. Will it be

subject area, the grade level, the course, or the degree program? Specify

objectives of evaluation.

1) Collect or gather the information. Information is made up of data needed

regarding the object of evaluation.

2) Organize the information. This step will require coding, organizing, storing

and retrieving data for interpretation.

3) Analyze information. An appropriate way of analyzing will be utilized.

4) Report the information. The report of evaluation should be reported to specific

audiences. It can be done formally in conferences with stakeholders, or

informally through round table discussion and conversations.

5) Recycle the information for continuous feedback, modifications and

adjustments to be made.


5. The English curriculum of Senior High School in

Indonesia

Competency-Based Curriculum (KBK) or the Curriculum 2004, is the

curriculum in the education sector in Indonesia which was implemented since

2004, although already there are schools that started using this curriculum since

before the implementation. Materially, this curriculum is actually no different

from Curriculum 1994, the difference is only in the way students learn in class.

In the previous curriculum, students are conditioned by the system quarterly.

While the new curriculum, students are conditioned in the semester system. In the

past too, the students only learn the content of the subject matter alone, which

received materials from the teacher alone. In the 2004 curriculum, students are

required to actively develop the skills to apply science and technology without

leaving the cooperation and solidarity, even among students actually compete with

one another. So here, the teacher acting only as facilitators, but even so the

existing education is education for all. In activities in the classroom, students are

no longer objects, but the subject. And every student activity counts. Since the

academic year 2006/2007, imposed a new curriculum called Education Unit

Level Curriculum (KTSP), which is an improved curriculum 2004. The essence

of the emergence of the KBK is in line with the meaning of the current reform of

education and learning are always carried out from time to time and never

stopped. Education and competency-based learning is an example of the changes

meant for the purpose of improving quality of their education and learning.

Our future is marked and inundated by information technology and also

changing very fast (massive). This is because the world community has been

plagued by a revolution in science, technology and art, as well as the currents of

globalization, so it demands the readiness of all parties to adapt to existing

conditions. This means we must be able to face a very complex society and

global.

In this context, reforms in education and learning is always carried out

from time to time and never stop (never ending process). Education and


competency-based learning is an example of the changes meant for the purpose of

improving quality of their education and learning.

Competency-based education emphasizes the ability to be possessed by

graduates of an education. Competence is often called a standard of competence

is the ability of graduates in general must be mastered. Competence according to

Hall and Jones (1976: 29) is "a statement which describes the appearance of a

certain ability unanimously that a blend of knowledge and skills that can be

observed and measured". Competence (ability) is the main capital of graduates to

compete on a global level, because competition is happening is the ability of

human resources. Therefore. The application of competency-based education is

expected to produce graduates who can compete at a global level. The

implications of competency-based education is the development of the syllabus

and competency-based assessment system.

Paradigm of competency-based education that includes curriculum, learning and

assessment, emphasizing the achievement of learning outcomes in accordance

with the standards of competence. The curriculum contains the teaching materials

given to students / student through the learning process. The learning process is

implemented using the principles of learning that includes development of

material selection, strategy, media, assessment, and resource or learning materials.

The success rate of learning achieved by students / students can be seen on the

ability of the student / students in completing the tasks that must be controlled in

accordance with certain procedures staniar.


6. Curriculum Aims / Goals

The curriculum provides educators with numerous options for entering into

discussions and undertaking projects with students and community members to

foster greater understanding.

The goals of the curriculum are as follows:

Institution should define overall goals and aims for the curriculum.

Specific measurable knowledge, skill/ performance, attitude, and process

objectives should be stated for the curriculum. Learning goals and outputs for

every course and subject should be compatible with mission of institution. It

means that achieving of learning goals of different subjects and courses will lead

to reaching mission of institution at the end of student studding process. Planning

of new curriculum and reform of old one asks for defining of philosophy which is

` behind ` the curriculum and all its elements. Learning goal and outputs should

also determinate the educational philosophy and institutional culture. So, mission

of institution, educational philosophy and institutional culture are key elements of

educational settings necessary for curriculum implementation.

An aim indicates the direction or orientation of a course in terms of its

content. An aim is written in terms of level, teaching intentions and management

of learning. The aims of the course encapsulate the purpose of the course and what

the institution trying to do in providing the course. Aims are therefore more about

teaching and the management of learning.

Learning Outcome is an expression of what a student will demonstrate on

the successful completion of a course. Learning outcomes are related to the level

of the learning; indicate the intended gain in knowledge and skills that a typical

student will achieve and should be capable of being assessed. Learning outcomes

are more about the learning that is actually to be achieved by the learner.

Outcomes ten formulated as competences. The outcomes are coherent with the

educational vision. These objectives make it also clear to the student what may be

expected of the course.


The aims and learning outcomes of a course should determine the choice

of teaching processes through which the module is presented. The teaching

processes should be matched to the processes required of the student in attaining

the intended learning outcomes of the course. Since a course will normally have

several intended outcomes, different components of the course will be suited to

different teaching and learning processes, and such a course should be presented

through a variety of appropriate methods.

(Educational) objectives are the end qualifications that are aimed to be

reached by the student at the end of the study program. Curriculum is in

continuous process of tuning objectives to the expectations of external actors

(stakeholders) and internal actors (clients)

Tuning of curriculum and objectives clarifies which course subjects or which

groups of subjects contribute to the different objectives.

It is an instrument to make sound decisions for the learning environment.

It is an instrument for evaluating subjects reliably.

Students can derive from the objectives what they may expect from a

study program; the list of objectives guides their studies.


7. Curriculum Contents

The contents of the curriculum program is anything that is given to students

in the teaching and learning activities in order to achieve the goal. Curriculum

includes the types of subjects that are taught and the content of the program each

field study. Fields of study are tailored to the type, level and educational paths

exist. Criteria that can help in the development of curricula in determining the

content of the curriculum. Natara other criteria:

1. Curriculum content must be suitable, appropriate and meaningful to

students' development.

2. Curriculum content should reflect the social reality.

3. The contents of the curriculum should contain a time-tested scientific

knowledge

4. Curriculum contains clear learning materials

5. Curriculum content can grow achievement of educational goals.

Curriculum materials is essentially the content of the curriculum developed and

compiled with the following principles:

1. Curriculum materials in the form of learning materials composed of study

materials or topics of the lessons that can be studied by the students in the

learning process

2. Referring to the achievement of the objectives of each unit lesson

3. Directed at achieving national education goals.

The content / curriculum materials are essentially all the activities and

experiences that are developed and designed to achieve educational goals. In

general, the content of the curriculum can be grouped into:

1. Logic, namely one based on knowledge of the true scientific procedure.

2. Ethics, the knowledge of good and evil, and moral values

3. Aesthetics, knowledge of the beautiful-ugly, which is the value of art.


8. How to Implement

A plan for implementation, including timelines and resources required,

should be created. A plan for faculty development is made to assure consistent

implementation.

A. Management of curriculum implementation

Clear responsibility of certain bodies, comities and individuals should be one of

key elements in the process of curriculum implementation. Role of the students in

process of curriculum management should be clearly defined. The committee for

coordination among courses in order to synchronize objectives of courses and

overall curriculum should be established. Clear feedback on customer requests

should be defined.

B. Teaching environment

Very important aspect of successful implementation of curriculum is teaching

environment and fact whether the atmosphere inside the institution is

encouraging for the people with ideas, initiatives and cooperation among

students. It is desirable to establish a sort of “department of curriculum

development”. The role of this department should be strengthening and

expanding of faculty and curriculum development programs at the medical

school and its clinical affiliates, with the purpose of enriching and advancing the

school's educational mission. It should play a key role in the educational

activities of the medical school, it works in collaboration with faculty to design,

implement, and assess new courses, innovative teaching methods, and distance

learning and educational technology initiatives. This department should provide

programs in numerous aspects of classroom and clinical teaching, so that faculty

can expand their knowledge base in education and enhance their teaching skills;

develops workshops and seminars upon faculty request; assists individual faculty

who would like to improve their teaching; and provides faculty with consultation

on and assistance with projects in medical education


9. Conclussion and suggestion

Evaluation of curriculum presents the final stage inside cyclic process of

improvement and development of curriculum. Without evaluation procedure it

would be hard to imagine monitoring of institution progress toward desired needs.

This process is necessary to provide the evidences that institution made a step in

the right direction, as well as useful information to stakeholders. It helps in the

process of identification of problems inside curriculum and institution, solving of

problems and redesigning of certain aspects of curriculum. Evaluation can be

performed as short-term and long-term evaluation. Short-term evaluation has a

role of “friendly” criticism, while the long term evaluation is a crucial one, with

much deeper impact. Department for quality assurance is usually in charge for

conducting of such procedures and it is up to them to decide about many aspects

of this process. Evaluation of curriculum can be made through evaluation of many

different aspects as:

Psychological and

interpersonal skill

Continuing learning

Professional satisfaction

Practice behavior

Educational achievement and

cognitive development

Institutional issues

Student passing rates

Making of clinical mistakes

Clinical problem solving

Educational cost per student

Cost efficiency of graduates

as practitioners

It is very important to carefully define the appropriate time for evaluation for

each of these areas as well as the methods for its measuring. Evaluation will only

have full meaning if it is followed by action in order to improve areas which are

estimated as weak points of curriculum. This action is obligatory for relevant

bodies and management structures and should be described precisely inside

document policy agreement.


Curriculum Material and Development

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