ESEB2054

CURICULUM DEVELOPMENT (OL)

SEC MC – 015
NO. MATRIC NO. STUDENT NAME

1 MC220316668 NAVIN RAO RAMACHANDRAN

MATRIC NO./ NAME 2 MC220316670 SUREKHA VEERAMOHAN

4 MC220919007 FONG YEE LING

5 MC220316716 NUR EZZETY BINTI KAMARUZAMAN

LEARNING CENTRE MAINSTREAM/ REGIONAL CENTRE

LECTURER’S NAME MDM ANN ANURADAH

ASSIGNMENT TITLE ANALYSIS ON CURRICULUM

DATE OF SUBMISSION 22ND FEBRUARY 2023

 TABLE OF CONTENTS
NO. ITEM PAGE NUMBER
1. INTRODUCTION 3
2. ANALYSIS OF CURRICULUM 5
3. FOUNDATIONS OF CURRICULUM 17
4. CONCLUSION 26
5. REFERENCES 28

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1.0. INTRODUCTION

Tyler's model is a model in the best technical-scientific approach. The book

entitled Basis Principles of Curriculum and Instruction published by him (1949)

has outlined the rationale for researching curriculum and teaching problems.

Tyler asserts that those involved in inquiry curricula should seek to define,

purpose of school educational experience related to the purpose of the school,

organization of the experience, and evaluation of school goals. School purpose

means the objective of a school. (Bhuttah et al., 2019) Curriculum planners

should identify these general objectives by collecting data from three sources,

namely, subjects, students and society.

After the following data has been collected and after being able to identify these

various general objectives, the curriculum planner should detail them by

screening through two filters, namely the philosophy of the school and the

psychology of learning. The results obtained from the screening is known to be

a specific teaching objective. Tyler also discusses how to choose learning

experiences that enable the teaching objectives to be achieved. The learning

experience needs to consider the past experiences and views of the students

regarding the things learned or the situations experienced. (Bhuttah et al.,

2019)

In addition, learning experiences need to be chosen based on the view of the

learning process and human development. Regarding the organization and

order of experience, Tyler claims that the order or arrangement of the

experience should be systematic in order to produce the maximum cumulative

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effect. He stated that organizing elements such as ideas, concepts, values and

skills should be woven as threads in the curriculum structure. The main

elements should act as managers, ways and methods of teaching and these

elements should be able to relate different experiences and learning in different

subjects. In account to that, Tyler principle considers the process of evaluating

the effectiveness of the curriculum planning and implementation process.

Assessment is essential to curriculum development as well as evaluation

guides whether the program should be maintained or improved according to

Tyler. (Kliebard, 1995)

Our analysis is based upon the Form 2 English syllabus. This syllabus is choses

because the underlying concepts and theories that has been used to build the

curriculum is very intriguing. This because the ability to speak and understand

English is crucial for students in this age of increased global competition.

Students must grasp English because it is the language that is most commonly

used in information and communications technology (ICT) in order for them to

easily access the information that is available on electronic media like the

Internet. Additionally, as stated in The Malaysia Education Plan 2013–2025, it

is crucial that students educate themselves with the skills they need to stay up

in a fast-developing global market. (Ong et al., 2021)

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2.0. ANALYSIS OF THE CURRICULUM

2.1. EDUCATIONAL OBJECTIVES

Tyler's first step in curriculum development is to define the curriculum's goals

and objectives, which should be based on the needs and interests of the

students as well as the educational program's goals. Regardless of their

different perspectives on teaching and learning, he believes that his process

would be able to direct teachers. (Darrin et al., 2021)

A school developing an English curriculum, for example, will undoubtedly

expect students to be fluent in the language in all of its forms. It will become an

objective or a goal that must evolve in the curriculum to be achieved. As such,

in accordance with Tyler's Model, the goal of English learning in Form 2 is to

continue to provide students with positive and fruitful experiences with English,

as well as an integrated focus on grammar and varied and recurring practise of

the four skills (listening, speaking, reading, and writing) and Literature in Action.

Tyler defines educational objectives such as communication skills, knowledge,

quantitative skills, and analytical skills. The six strands of communication,

spirituality, attitude and values, humanities, personal competence, physical

development and aesthetics, and science and technology (Brighouse & Swift,

2009) make up the foundation of the Form 2 English curriculum. These

elements are woven into every lesson to instil awareness, understanding,

and respect for diversity among individuals and communities, ultimately

leading to unity and harmony in our multicultural society. (Ong et al., 2021)

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2.1.1. COMMUNICATION

Developing their verbal and nonverbal communication abilities for everyday

interactions as well as preparing for their future careers.

2.1.2. SPIRITUALITY, ATTITUDE AND VALUES

Internalization of religious practises, attitudes, and values in daily life. God-

fearing people and moulding individuals with good values, integrity, and

accountability.

2.1.3. HUMANITIES

Preparing Malaysians for the twenty-first century. Mastering conceptual

understanding and enhancing intellectual abilities. Internalizing fundamental

values and democracy, as well as developing problem-solving abilities.

2.1.4. PERSONAL COMPETENCE

Leadership and personal development are fostered through curriculum and

extracurricular activities. Internalizing positive values such as self-esteem and

self-confidence. Developing meaningful relationships with individuals and

communities while promoting one's potential and creativity.

2.1.5. PHYSICAL DEVELOPMENT AND AESTHETICS

Utilising knowledge, abilities, and moral principles to achieve physical and

mental well-being. Recognising and using talent, creativity, innovation, and

imagination to produce creative works.

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2.1.6. SCIENCE AND TECHNOLOGY

Understanding Science, Math, and Technology. Being ethical in the application

of Science, Mathematics, and Technology knowledge in daily life.

2.2. LEARNING EXPERIENCES

DSKP continues in providing positive learning experience for Form 2 students

in school. Integrated skills will be focused such as listening, speaking, reading,

writing and literature. Meanwhile, related themes, topics, vocabulary, and

grammar are setting out as well. Recommended words and phrases are using

under Form 2 syllabus. Curriculum adopts four themes which includes, people

and culture, health and environment, science and technology, and

consumerism and financial awareness.

2.2.1. PEOPLE AND CULTURE

This topic is about journey. In this topic, students must learn present perfect

tense in affirmative and negative way, asking question by using present perfect

tense and short answers response too. Students can learn quite a few terms of

transports such as bicycle, ferry and helicopter. When students learn about

people and culture, it is good for them to know how to interact and collaborate

with people around us. We would not keep on doing things by ourselves but

work together with others are necessary in our life. Other than that, culture

makes our life more interesting. In Malaysia, we have three main races (Indian,

Malay and Chinese). Malaysia is considered multicultural. How amazing it is to

learn about all cultures in our country. It helps us to increase our knowledge in

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 terms of culture. We respect each other and avoid doing or saying something

offensive to people who are not from the same culture as us.

2.2.2. HEALTH AND ENVIRONMENT

Take care is the topic under this chapter. It emphasizes different types of

tenses. For example, present continuous, present simple, past simple, past

continuous and more. Affirmative, negative, questions and short answers will

take place. Personal issues words are in the textbook such as diet, health and

exercise. Health is our priority. We could not do anything without being

physically healthy. Many things we can do to maintain a healthy lifestyle. We

should consume more vegetables and fruits. We have to do exercise regularly

and three times per week of exercise is the best. On the other hand, a great

environment is also the key. We should make sure our residential area is clean

and tidy. For example, no clogged drains is one of the ways to prevent dengue

fever.

2.2.3. SCIENCE AND TECHNOLOGY

It is the 21st century right now. Everything to anything is at an advanced pace,

especially technology. Students in this generation, most of them love to use

electronic devices very much. Hence, they definitely enjoy the lesson when the

lesson is all about science and technology. We may learn about online and

social media in this lesson. From my point of view, we need to add on one more

element in this theme which is the methods to avoid being scam victims. Scam

cases happen every day in different countries and areas. The amount lost from

the bank is huge. Many scam victims are not able to get back their money after

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 their account has been hacked. In order to reduce the percentage of the victims,

we have to add this topic in the textbooks in order for students to share this

information to everybody.

2.2.4. CONSUMERISM AND FINANCIAL AWARENESS

Students are learning about house chores, money and shopping in this theme.

Chores include making the bed, laying the table and taking the dogs for a walk.

While money and shopping we can learn about buying, earning, collecting and

so on. Quite a number of students do not know how important it is to save

money for a better future. They do not have such awareness because their

parents give them full support in terms of financial. Hence, they have no better

idea or clear picture about it. To solve this problem, the curriculum aspect

should include a topic called “save money for ourselves”. The earlier they learn

about this, the better financial knowledge they acquire.

2.3. ORGANISATION OF LEARNING EXPERIENCES

Being a particular institution, schools provide structured learning experiences

and activities with the aim of assisting students in achieving their educational

objectives. Organizing learning experiences entails using all of the available

human and material resources to the students' greatest benefit. The teachers,

in particular, have a significant role in the planning and delivery of these

activities. (Valamis, 2022)

Learning experiences must be organised properly, methodically, and

progressively. It encompasses classifying and identifying the tasks that must

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 be completed as well as establishing authority and responsibility relationships.

Several steps must be taken in order to organise a learning experience. They

are grouping learning experience under topical headings, placement of learning

experiences in the total curriculum, and types of teaching to be followed.

(Marksberry, 1975)

2.3.1. GROUPING LEARNING EXPERIENCE UNDER TOPICAL HEADINGS

The elements of the subject matter can be grouped into different topic or

themes. As per the Form 2 English syllabus, the entire curriculum is grouped

accordingly under thematic groupings. The English Language Curriculum for

Malaysian Secondary Schools places a strong focus on the value of continuing

to utilise English both within and outside of the classroom. The four overarching

themes of people and culture, health and the environment, science and

technology consumerism, and financial awareness all represent the

curriculum's inter-disciplinary approach. This perfectly portrays the thematic

groupings of the subject.

2.3.2. PLACEMENT OF LEARNING EXPERIENCES

This is where all elements of the curriculum should be related to one another.

Following the principal sequence, integration, and correlation will help to

organise the learning experience in an effective manner. (Marksberry, 1975) As

observes all the four themes of the Form 2 English syllabus has been

incorporated in the reading, writing, listening, speaking, and literature

component. (Ah Guan et al., 2017) All the five aspects work in an sequential

manner within the syllabus where students will be able to correlate the topics

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 learnt. This indeed will enhance the long- and short-term memory of the

student in comprehending the topics listed.

2.3.3. TYPES OF TEACHING TO BE FOLLOWED

Teaching of various topics can be organised in different way like complete

blocks or teaching block system, partial block system, and study day system.

(Valamis, 2022) Analysing the Form 2 English syllabus, it is found that teachers

assist students in learning while they work on their given task based on each

elements of the curriculum (reading, writing, listening, speaking, and literature

component). The use of diverse teaching tools can help teachers teach their

students to think methodically and logically. However, within the literature

component of the syllabus, making mistakes is unavoidable due to the heavy

content provided, but it should be seen positively because students learn by

making mistakes.

On the other hand, the Ministry of Education and Cambridge English have

jointly developed the Form 2 English learning framework. The performance

standards, learning standards, and content standards are all included in the

learning experiences. (Ah Guan et al., 2017)

2.3.4. PERFORMANCE STANDARDS

Specific instructions on what students should know, understand, and be able to

do in the English subject, including knowledge, skills, and values, as well as

work habits and personal character traits that are developed gradually over the

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 course of the students' English language learning experience under each

theme.

2.3.5. LEARNING STANDARDS

The Form 2 English Learning Standards consists of brief educational goals that

students should understand and be able to perform at a specific stage of

learning, which covers reading, writing, speaking, listening, and literature.

2.3.6. CONTENT STANDARDS

Indicates the level or nature of the students' English competence in regard to

the Content and Learning Standards.

2.4. ASSESSMENT AND EVALUATION

The assessment of the educational process is crucial. The most prominent

assessments in schools are summative. Summative assessments are used to

evaluate what students have learned at the end of a unit, to promote students,

to make sure they have met the requirements for obtaining a certificate of

completion of high school or to enter a particular profession, or as a method of

selecting students for admission to higher education. Summative assessments

and evaluations may be used by ministries or departments of education to hold

publicly financed institutions of higher learning accountable for delivering high-

quality education. (Jurgec, 2012)

But assessment can also have a formative purpose. Formative assessment,

used in schools to detect learning needs and modify instruction, refers to

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routine, interactive assessments of student development and comprehension.

Teachers that use formative assessment methods and techniques are better

able to address the needs of a variety of students by differentiating their

teaching and adapting it to their needs. This increases student success levels

and increases the equality of student results. (Ong et al., 2021) An essential

component of teaching and learning in the classroom is formative assessment.

Formative assessment is a continual and ongoing process. It is used during

learning and teaching and offers quick feedback. To track students' learning

progress, a variety of assessment techniques can be utilised, including

checklists, observations, oral presentations, quizzes, question-and-answer

sheets, and written assignments. (Niculescu et al., 2011)

Therefore, the Ministry of Education (MOE) implemented a synergised

assessment system under the Common European Framework of References

(CEFR)- aligned English as Second Language (ESL) curriculum. CEFR

combines both formative and summative assessment based on the construct

of School Based Assessment (SBA). We consider the existing assessment

method to be properly organised. In contrast to the evaluation format, which

focuses on only one of the four talents, they evaluate all four skills. (Don et al.,

2020) The new format, CEFR-aligned complies with international standards

fairly well. It's excellent that several segments have been included to gauge

language fluency. For the Form 2 English, it is more organised and thorough.

This is due to the format's emphasis on the Form 4 and Form 5 syllabus for

students. There wasn't a format like this before, and we think it's better since

pupils perform well and get better grades when they have enough knowledge.

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 As part of the evaluation process, judgements of relative value are made

regarding the acceptability of the conditions presented through assessment

using the data acquired on the basis of reliable evidence. Evaluation provides

insight into how well learning objectives and results are being met. When a

grade is given for a task, test, quiz, lesson, or learning activity, that is when

evaluation occurs. In addition to helping to assess progress, seeing and using

it as complementary aspects of the process yields insightful feedback on how

to strengthen the teaching-learning dichotomy. (Niculescu et al., 2011)

Instead of focusing on pupils' deficiencies, alternative evaluation techniques

offer tasks that demonstrate what they can do with the language. Different from

typical examinations in terms of structure and design, alternative evaluation

tools also have diverse scoring systems. Alternative evaluation techniques

support language teachers in emphasising that learning a language is for the

goal of meaningful communication because they are performance-based. The

evaluation methods developed in line with the CEFR include impromptu

speech, informative speech, group projects, and essay which are based on the

National Curriculum Standards of Form 2 English. (Don et al., 2020)

2.4.1. IMPROMPTU SPEECH

It is utilised in our Form 2 English language course and is defined as an oral

presentation lasting two to three minutes that is given without any prior

planning, notes, or other materials. It is a natural response to the subject at

hand, and it can add a fascinating new term to the conversation. It is now

successfully utilized to evaluate students' capacity for lengthy conversation and

impromptu communication, with the emphasis being on language proficiency

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 rather than subject matter. There is no requirement to create a guided

assessment in order to grade it because we often use it as formative evaluation.

(Niculescu et al., 2011) Because of this, impromptu speeches work best as a

method for determining a student's performance level and for providing quick

feedback on their communication skills.

2.4.2. INFORMATIVE SPEECH

The Form 2 English curriculum now includes this as an alternative to the

impromptu variant and calls for thorough preparation in advance on a specific

topic (chosen by the teacher or the student). The oral presentation of realistic

factual information that has been prepared in advance, drawn from competent

and trustworthy sources, and has the written form of an outline, speech notes,

and in our instance, power point slides, is a successful synthesis of

performance and product. It is assessed using a predetermined check list with

clearly defined criteria, including preparation, delivery methods, language,

content relevancy, timing, and other gradable criteria. The MOE states that it is

used as a summative evaluation towards the end of the course to evaluate and

grade the students' content and English proficiency. (Ong et al., 2021)

2.4.3. GROUP PROJECTS

These projects are considered to be group projects that need co – operation

between the students to complete a linguistic task. Group projects, which are

appropriate for course evaluation at the end, may include oral presentations on

various topics, typically falling under the themes of Form 2 English syllabus, in

which each member of the group has a defined function. This category includes

pair projects, group talks, and more.

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2.4.4. ESSAY
The essay is viewed as a lengthy kind of non-oral communication that is

evaluated in writing. As it involves a written document, which can be evaluated

objectively or subjectively using a predetermined list of criteria or based on a

biased interpretation, it takes the form of a formal evaluation. (Don et al., 2020)

The essay has grown in popularity over the course of many years in the

Malaysian Education System, where it is now a vital component of formal

education and is employed more and more in academic instruction. For Form

2 pupils, the essay consists of a long essay and guided writing. The ability of

Form 2 students to convey ideas, opinions, and emotions in the target language

is evaluated in two ways through this form of essay testing. This is due to the

fact that it verifies both the content, where ideas' relevance is important, and

the language, which includes grammar, vocabulary, organisation patterns, and

mechanics. This allows the evaluator to provide pertinent feedback based on

the produced material, and it allows the learner to improve their performance

within specific guidelines.

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3.0. FOUNDATIONS OF THE CURRICULUM

3.1. PHILOSOPHICAL FOUNDATIONS OF CURRICULUM

Philosophy provides educators, particularly curriculum workers, with a

framework or frameworks for setting up schools and classrooms. It can be used

to determine the goals of schools, the importance of specific subjects, how

children learn, and the best teaching techniques and resources. It specifies the

educational objectives, appropriate subject matter, instructional strategies, and

the experiences and endeavours that schools should prioritise. (Entwistle,

2020)

Our philosophy reflects our upbringing and experiences. Our choices are

influenced by our worldview, attitudes, and beliefs. A philosophy influences

one's behaviour. While no one can be completely objective, curriculum

professionals can improve their knowledge and comprehension by approaching

issues from different perspectives. In education, there are seven educational

philosophies. (Ornstein, 1990)

3.1.1. IDEALISM

"Ideal" is defined as "a perception of things as being perfect, noble, visionary,

and existing only in one's imagination." Students, it is believed, should be taught

how to think in school. (Ornstein, 1990) For example, the literature component

of Form 2, The Phantom of the Opera is being taught as the main story of the

grade. The stiry is a perfect way how idealism works in education as the

students will try to vision the face of the Phantom based on their imagination.

This is where the teacher imparts knowledge to the students, who then acquire

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 and adapt the knowledge. Teaching, according to idealists, is the most

important method of imparting knowledge to students. (Beaudrie, 2015)

3.1.2. REALISM

The term "real" refers to a perspective on objects that is a view of objects as

something that is actual, exist, and authentic, rather than fictitious. According

to realist viewpoints, education is ultimately about the most general and

abstract concepts. Realists emphasise the importance of issues such as ethics,

politics, and economics in everyday life. (Entwistle, 2020)For example, in Form

2 English curriculum, the principle Sustaining Language Use takes an inter-

disciplinary approach, which is reflected in four broad themes such as People

and Culture, Health and Environment, Science and Technology, and

Consumerism and Financial Awareness. These themes are woven into the

teaching and learning process, allowing students to participate in classroom

activities that are relevant to real-life situations. (Ong et al., 2021)

3.1.3. PRAGMATISM

"Pragmatic" is defined as a perception of things as something that is real has

cause-and-effect relationships and has practical values. (Beaudrie, 2015) As a

result, learning should be centred on the process of experiencing it. Most

schools' Form 2 English literature is The Phantom of the Opera, which allows

students to demonstrate their understanding by performing rather than

explaining. Teachers may divide students into groups and assign them to act

out the chapters for better understanding.

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3.1.4. EXISTENTIALISM

A conception of objects as actually being, existing, occurring, appearing, or

emerging," according to the definition of existential. (Beaudrie, 2015) For

instance, discussion and analysis, as well as the examination of decision-

making in one's own and other people's lives, are effective teaching strategies

that can help pupils to philosophies about life and to realise and fulfil personal

freedom. Students and teachers can choose how the lesson is delivered. They

can, for example, choose to hold the lesson in the courtyard rather than the

classroom.

3.1.5. ESSENTIALISM

A notion of things as absolutely necessary, unavoidable, or vital, according to

the definition. Teachers are frequently tasked with constantly keeping the

proverbial idle mind in check, so that it does not become complacent and revert

to aggression. (Ong et al., 2021) As a result, teachers can provide students with

activities related to the English curriculum in order to constantly monitor their

students' progress.

3.1.6. PROGRESSIVISM

A perception of items as moving towards a specific goal, additional stage, or

cumulative improvement is what the term "progressive" denotes.

Progressivism, like pragmatism, incorporates elements of technology and

social interaction that are required for problem solving. (Ornstein, 1990) These

abilities are essential not only for use in the classroom, but also for application

to non-school-related problems. Teachers can divide the class into two groups

and assign each group a social awareness topic to debate. This can be also a

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 part of the assessment and evaluation of the Form 2 English syllabus which will

be indeed in line with CEFR.

3.1.7. SOCIAL RECONSTRUCTIONISM

The term "social reconstruction" refers to the concept of using education to

address societal issues such as poverty and a lack of educational and

employment opportunities. It is possible to ask questions, highlight societal

issues and problem-solving tasks, and function as an organiser and information

resource by using teaching techniques such as promoting divergent thinking

and group discussion. (Entwistle, 2020) The Form 2 English curriculum abides

this theory by having all the themes of the topic which will relates will a lot of

social causes and issues. In this case, the teacher can provide a broad topic

and ask students to write an elaborate essay on their thoughts and opinions on

the subject.

3.2. PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM

Learning is considered as a long path to go. Starting from infant, child,

teenager, adult and lastly goes to senior citizens. People are willing to learn

and practice repetitively if the activity is fun. Curriculum and psychology are

both related. There are three theories of learning that fall under psychological.

They are behaviourism, cognitivism and humanistic psychology. (Golen, 1982)

3.2.1. BEHAVIOURISM

It refers to the study of external behaviour. All behaviour is observable and

objective. For our group assignment, we are doing research for Form 2 English

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 subject syllabus. One of the themes is people and culture. Therefore, a

student's behaviour in school can be observed, then educators know how he or

she behaves. Does he know how to behave well in front of others? Does he

tolerant of those who are not in the same culture as him? Moral of a student is

crucial, especially if he or she is the class monitor or leader of any society.

3.2.2. COGNITIVISM

It means how our mind receives, processes, organizes, stores and retrieves

information. Jean Piaget developed cognitive learning theory. According to

Jean’s theory, our mind learns through schema. We use schema to understand

new concepts. We have to adjust prior knowledge and link together with new

knowledge. (Golen, 1982) For example, in the theme of consumerism and

financial awareness, students are assigned to learn about buying stuff. As an

educator which focuses on curriculum, I can try to go the extra mile. I will teach

them to compare prices before buying groceries. Let me give a scenario. We

have to buy a bottle of detergent in the supermarket. Brand A and Brand B are

the same level of quality but the price has a gap of RM2. As a consumer, for

sure we have to buy the lower price item in order to save money.

3.2.3. HUMANISTIC

It is a perspective for us to focus on individual’s all aspects and also their

uniqueness. People are motivated to achieve self-actualization. In this angle,

we should emphasize a person's fulfilment, satisfaction and growth to make

ourselves and the world better. (Enwistle, 2020) In the syllabus of English form

2, the health and environment theme is taking place. Most of us might think that

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 stress is bad for us so we should avoid it. Conversely, I think that stress is good

and it can be positive stress. Stress helps us to motivate and move on without

fear. We have to face it and solve the problem. We can achieve self-

actualization when we overcome it.

3.3. SOCIOLOGICAL FOUNDATIONS OF CURRICULUM

Education and sociology are closely related fields. The education system and

schools have always been considered social phenomena in sociology.

Consequently, the social foundations of curricula were impacted by sociology

developments. Social underpinnings of curricula alter when community

planners' perspectives on society and the role of education in engagement are

taken into account. (William, 2011)

Sociology is described as the branch of science concerned with the origin,

evolution, structure, and operation of human society that are related to the

process of individual and societal progress. (Mkandwire, 2010) The social

implications of curriculum development and the social underpinnings of

education will be the main discussion under sociology foundations of

curriculum.

Given that society is the setting in which the school operates, there is a

reciprocal and all-encompassing relationship between society and curriculum.

Schools are the official institutions that educate individuals, but there are also

other social groups including families, friends, and communities that educate or

have an influence on how people think.

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 Sociological foundation of curriculum plays three vital roles within the

curriculum context of the Form 2 English syllabus. They are disseminating and

enhancing society, modality, and a force for social change.

3.3.1. DISSEMINATING AND ENHANCING SOCIETY

It is believed that education should be utilised to spread knowledge and improve

society. To do this, educators must be very picky when deciding on and

organising experiences for both society and kids. Therefore, it is the duty of

educators to select the courses and extracurricular experiences that will help

students grow and, ultimately, progress society. (Mkandwire, 2010) As we

observe in the Form 2 English syllabus, the themes, People and Culture, Health

and Environment, Science and Technology, and Consumerism and Financial

Awareness instils social awareness and security in the students to protect the

society they are residing in. The activities planned in the curriculum is in line

with this objectives. Hence, the objectives of transmitting and growing society

were carried out through the schools, which educate and socialise the younger

members of society.

3.3.2. MODALITY

Modality in this context refers to the ideal character that each student ought to

possess given the societal context. It consists of a collection of characteristics

that distinguish the people of one country from those of other countries. (Golen,

1982) For instance, some of the attitudes, beliefs, and actions that distinguish

Asians from Europeans are regarded to be the result of education. Despite the

cultural uniqueness of each country, every person there has an exemplary

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 personality. Through education, which offers a standard curriculum that

promotes such personality development, they gain this personality.

(Mkandwire, 2010) Indeed, this serves as an example of the social foundations

of education. Lining this with the Form 2 curriculum, it is indeed design to serve

the purpose of social foundation where the theme People and Culture and its

activities educates our students with the diversified culture of Malaysia and

world. This learning standards will enhance their characterisation and turn them

into a human capital in the long run who can comprehend other cultures and

beliefs as well as uphold their cultures throughout. It also will enable them to

adapt to various situation where multi – cultured people are involved.

3.3.3. FORCE FOR SOCIAL CHANGE

The social foundations of education are becoming more and more important as

a result of the quick changes taking place in our society. It is impossible to

precisely determine which type of education is optimal for various groups.

(Golen, 1982) To top it all, new ethnic demands are developing, knowledge is

spreading, behaviours are changing, and values are shifting as a result of the

shifting dynamics between the groups. (William, 2011) For an example, the

current generation kids are far more advanced compare decades back. Hence,

in order to involve them in learning experiences, many new activities and plans

are being introduced. In account to that, the Form 2 English has been

transformed from KBSM to KSSM where even English language are

incorporated with higher order thinking skills (HOTS) questions which develops

students critical thinking skills. Adding on, the new reformation of the curriculum

was done in 2021 where 4 new components (reading, writing, listening, and

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speaking) which made the subject to be CEFR aligned. As a result of all this

modifications, the curriculum’s focus has shifted from teaching the subject to

now educating the students with the attributes of the subject along with the

subject matter in line with the 21st Century Skills. (Ong et al., 2021)

25
4.0. CONCLUSION

Curriculum guides teachers, students and the school’s learning process. Good

understanding of clear National Curriculum Standards conception are essential

prerequisites for the implementation of the curriculum among students. In

account to that, the successful development of a curriculum requires better use

of change knowledge and understanding of the foundations of curriculum.

Policymakers, school administration and teachers need to know more about the

drivers of successful curriculum development (Ong et al., 2021).

Learning about education experiences and their key features should therefore

become an integral element of any serious process of curriculum

implementation. The National curriculum can be re-conceptualized. The

traditional organization of the curriculum has been the basis of many curriculum

development. (Bhuttah et al., 2019) As a result, many curriculum for teachers

and students have become overloaded, confusing, and inadequate due to

several changes made throughout the Malaysia Education system. Therefore,

the orientation of the curriculum should be shifted from a curriculum as a

product to a comprehensive curriculum considering the Form 2 students in both

rural and urban areas. (Kliebard, 1995) This will also make the role of the

curriculum a more comprehensive idea of a purely technical document, which

also provides guidance on improvement of the school and students.

In addition, teaching and learning needs to be planned in a specific way. If the

aim of the curriculum is to change the ways students learn and explore,

sophisticated strategies for implementation are needed such as learning

26
materials, teaching techniques, class environment, process of learning and

learning product. (Bhuttah et al., 2019) Therefore, teachers are recommended

to be the leader to help build professional learning communities and schools.

27
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