Curriculum Development Cycle Model 1h3p4

Curriculum Development Cycle Model Studies in several countries indicate the cycle time of a curriculum takes between 5 to 10 years. In Japan, for example, the curriculum cycle period used is 5 years before being reviewed. In Malaysia there is no clear period within the development cycle and the implementation of a school education program. Systematic reform of the curriculum involves all schooling levels when KBSR was implemented in 1983 and KBSM in 1989. The KBSR revision was made in 1996 and KBSM in 2000. Systematically reformed curriculum involves all schooling levels when KBSR was implemented in 1983 and KBSM in 1989. The KBSR revision was made in 1996 and KBSM in 2000. Within the KBSR and KBSM periods various developments took place in the curriculum aiming to improving the quality of education in schools. Some of the reforms and changes were made dramatically without following the appropriate curriculum development procedure. This leads to uncertainty in of planning, expanding and implementing the curriculum On the whole, all Divisions and Departments are involved either directly or indirectly in the cycle of curriculum development. However there are some overlaps, particularly in activities involving monitoring, supervision and assessment of curriculum implementation. This results in waste in of finance, and the energy of the officer as the resulting yield may have many similarities. In addition, the misunderstanding and misunderstanding among teachers and school s if the advice and guidance given are not in line, sometimes there is sometimes conflict.

Development and Formulation of Curriculum The development and formulation process of a curriculum faces various problems and challenges. In fact, at every stage of development there are some issues and issues to be addressed.

Drafting stage: Area vs. Depth - often a dilemma in determining the suitability of the scope of a curriculum. Because education matters to everyone is causing pressure to include many things in the curriculum. Stakeholders see key points for development that are sometimes difficult to achieve in the classroom. Curriculum Development Skills - developing a curriculum requires special skills and interest. These skills are not as simple as they are. Curriculum officers need to have a lot of knowledge on curriculum theory, learning theory and always be alert to development recent education worldwide. Not all those involved in the development and formulation of the curriculum have these prerequisites!

Implementation Stage A centrally-crafted curriculum has its strengths, policies and priorities, but the real situation at the grassroots is very different in of convenience and communication. Serious problems may occur at the stage of implementation where there is a slippage and wide open space between planning and implementation. Different School environments - Centrally designed curriculum can not meet the needs of all schools as each school differs from one another. The difference in basic facilities, teacher quality, school environment, pupils background can affect the achievement of curriculum aspirations. Schools with teachers and professional s, curricula are implemented effectively. In other schools may be the opposite. Rejection The curriculum changes require changing the way teachers deliver, the use of new teaching and learning materials. Among the curriculum change teachers result in

increased workload, changing behavior and mastering new skills. The negative response to the curriculum changes does not result in any impact on the teaching and learning of the students. Public Exam Pressure - Examinations are often used as a curriculum measure of the effectiveness of the curriculum. But prioritization to the decision of science resulted in back-lash on the aspiration of the curriculum. Teachers teach for exams and not meet the requirements of the curriculum. Deployment strategy - cascade spread mode has many disadvantages. Information fluency, misunderstanding and confusion occur during delivery of courses to implementing teachers. But this mode is always used to spread the curriculum to grass-root rankings.

Implementation Action Follow-up activities are crucial to ensure the effectiveness and sustainability of a change. Monitoring and supervision, regular advice and guidance can increase motivation and morale of teachers. State Stage Action - monitoring and supervision by State and District Education Department officials can assist teachers in implementing curriculum changes. The lack of number of officers, time constraints and frequent visits to schools affects the implementation of the curriculum. Teachers feel free to deal with problems solely. Central Stage Action - curriculum developers also need supervision and supervision in the classroom. Monitoring can be used to improve the curriculum implementation process. The time constraints and the lack of number of officers cause monitoring and supervisory activities can not be made accordingly.

Decisions Made Collectively A centralized system of strengthening education is that every decision is made collectively involving multiple levels of istration. While there are agencies responsible for planning and formulating curriculum, the reality of the planning process is shared with various parties and all decisions are made collectively. However, the successful implementation of a curriculum innovation requires: Political Will -. not all revision and curriculum changes face constraints and obstacles. Subjects and programs can be implemented effectively in the event of the of competent and influential parties or changes in their pioneering ideas. The curriculum changes are getting much funding, equipment and and convenience. Certainly implementation can be done effectively. Imagery Imagery - image or image of an innovation determines the effectiveness of classroom operations. Practical innovations and "hands-on" are easier to implement than innovations that require a change of way of working, high-skills and enhancement of existing knowledge. Increasing the burden of duty, time and energy causes teachers to reject the change because of their own comfort.

Curriculum Issues Same For All The same curriculum available to all can not cater to the needs and backgrounds of various students. School children coming from the interior have different experiences with children in the city. Assumptions in the curriculum content do not take into what students bring into the classroom in

of their early knowledge and culture. Some consider the curriculum biased to experience in the City. This can cause discomfort of students in learning that causes them to lose interest and stop early in their schooling. Teachers are also not trained to deal with this problem. Assistance provided so far is all external as an additional food provider, textbooks and free school clothes. What is needed is in adjusting the curriculum with the climate and the student world in of their cultural experience and background. Curriculum and Assessment The form of assessment is an important aspect in determining the implementation of the curriculum. Information from assessments and assessments is collected for the purpose of announcing student achievement in decision-making regarding curriculum planning, teaching and learning, selection and diagnosis policy evaluation, counseling and counseling, placement, and awarding of scholarships and prizes. Assessment results are now rarely utilized to correct deficiencies in the implementation of centralized curriculum or understanding to the impact of curriculum and pedagogy to actively activate student engagement in learning. Many parents who still believe in external examinations do not take into the existing diversity and will influence the achievement of students by school and place. Much has been said about traditional examinations and their incompatibilities to judge students if there is a difference in realizing the same size if the situation exists is not the same. A new form of assessment needs to be held to evaluate students' knowledge applications in a real context.