CONFIDENTIAL OPEN UNIVERSITY @ MALAYSIA SEPTEMBER SEMESTER 2011 FINAL EXAMINATION COURSE : CURRICULUM DEVELOPMENT CODE : HPGD1103 DATE : 17 DECEMBER 2011 DURATION : 3 HOURS TIME : 2.00 PM- 5.00 PM INSTRUCTIONS TO CANDIDATES 1. This question paper consists of TWO Parts - PART A and PART B. Read the instructions for each part carefully. 2. Write your answers in the Answer Booklet provided. This question paper consists of THREE PAGES of questions printed on both sides of the paper, excluding this page.HPGD!103/SEPT2011/F - SO PARTA INSTRUCTIONS: 1. THERE ARE TWO (2) QUESTIONS IN THIS PART. 2. ANSWER BOTH QUESTIONS. Question 4 Through the centuries, many philosophies of education have emerged from the west and the east, each with their own beliefs about education. Each of these educational philosophies determine the foundation of the curriculum and how teaching and learning should be conducted. a. Discuss the main curricular features of any two western educational philosophies (Perennialism, Essentialism, Progressivism and Reconstructionism). [10 marks] b. In your opinion, would a perennialist curriculum be a suitable option for a multicultural society as in Malaysia? Write your argument with relevant suggestions drawn from other educational philosophies that might be more suitable. [10 marks} ITOTAL: 20 MARKS] Question 2 As with most activities in education, curriculum development is not carried out in isolation from other activities, but is part of an iterative planning, development, implementation and evaluation cycle. a. Discuss the four steps in curriculum development as proposed by the Tyler Model What are the criticisms against this model? [10 marks] b, Using relevant examples, elaborate on the steps that you would need to take in evaluating an educational programme as proposed by the CIPP model [10 marks] [TOTAL: 20 MARKS]HPGD1109/SEPT2011F - SO PARTB INSTRUCTIONS: 1. THERE ARE FIVE (5) QUESTIONS IN THIS PART. 2. ANSWER THREE (3) QUESTIONS ONLY. Question 1 “Students lack leadership skills and cannot communicate well. The present curriculum does not enhance students’ generic skills’. This is an issue that is often voiced by certain members of society. a. Does society have a right to raise issues pertaining to the curriculum? Elaborate. [10 marks] b. What is the hidden curriculum and how could it be applied in solving the issue voiced above by certain members of society? [10 marks} [TOTAL: 20 MARKS] Question 2 Curriculum planners have various issues to consider when deciding on content selection for curriculum development. They do not have the luxury of time to include all the concerns of society in one curriculum. Choices have to be made based on criteria. a. If you are entrusted with the task of developing content for a new curriculum, what are the five criteria that you would base your selection on? [10 marks] b. Relate how you would sequence the content of the curriculum in order to foster ‘cumulative and continuous learning, [10 marks] [TOTAL: 20 MARKS]HPGD1103/SEPT2011IF - SO Question 3 If you are responsible for implementing curriculum, it is imperative that you understand the nature of change. Bringing about change is not an easy task especially when there is resistance to change. a. Elaborate on the five types of curriculum change with reference to examples drawn from your teaching experience [10 marks] b. Describe five reasons as to why people resist change and suggest strategies that could be used to overcome each resistance. [10 marks] [TOTAL: 20 MARKS] Question 4 Educational goals can be written at several levels of generality from the curriculum phase to the instructional phase. Discuss the six levels of curriculum planning with relevant examples. Question 5 THE 10th Malaysia Plan (10MP) comes with resolutions for charting the development of the country towards a high income economy by 2020. In what ways would this be a challenge for school curriculum development and design? QUESTION PAPER ENDS HERE