EDU 555 CURRICULUM AND INSTRUCTION

Assoc Professor Dr. Ros Yahaya

Course Information: EDU 555
Course: Curriculum and Instruction
Semester: Year:

Core Pn.Nurul Fitriah Binti Alias Phone:

Person: 019 610 3611
Email:
profrosyahaya@gmail.com

Lecturer: Assoc Professor Dr. Ros Yahaya

Office Monday-Friday Office: PTAR Puncak Alam
Hours By appointment ONLY
Texts Armstrong, David G. (2003). Curriculum Today. Merill Prentice Hall: New
Jersey (LB2806.15.A35)

Erickson, Lynn H (2007). Concept Based Curriculum and Instruction for

the Thinking Classroom. Corwin Press: California. (LB2806.15.E752)

Hlebowitsh, Peter S. (2005). Designing the School Curriculum. Pearson:

Boston, USA (LB2806.15.H56)

Ornstein, A.C. and Hunkins F.P. (2009). Curriculum: Foundations,

Principles and Issues. Boston: Allyn and Bacon. (LB2806.15.075)

Slattery. Partick (2006). Curriculum Development in the Post-Modern

Era. Routledge: New York (LB2806.15.563)

Course Description
This course will be divided into two major areas i.e. Curriculum and Instruction.
Section one will provide an overview of the principles, procedures and practices in
curriculum and syllabus design. The second section will focus on instruction and
instructional materials.

Course Outcomes
At the end of the course, students should be able to:
1. Describe the principles and procedures in curriculum and syllabus design,
2. Design curriculum and syllabus for a specific groups of learners,
3. Describe the school curriculum and syllabus,
4. Prepare lesson plan for classroom instruction,
5. Design, utilize and evaluate instructional materials for use in teaching.

Course Contents
 Curriculum and Instruction:
- Introduction to Curriculum and Instruction
- Definition: Curriculum, Syllabus, Scheme of Work, Lesson Plan
 Principles and Procedures of Curriculum Development
 Models of Curriculum Development: The Tyler’s Model, The Interaction
 Model, Taba’s Model, Contemporary Model, ADDIE Model
 Curriculum Evaluation: Types, Purposes, Procedures, CIPP Model
 The School Curriculum: KBSR and KBSM. The Role of MOE and CDC
 Syllabus and Syllabus Design, Type of Syllabuses/Syllabi, Format and
Content of Syllabus
 Scheme of Work
 Instructional Objectives: Objectives and Learning Outcome
 Lesson Plan
 Instruction: Approaches, Methods and Techniques
 Instructional Materials: Principles and Procedures in Instructional Materials
Design, Types, Purposes, Utilisation and Evaluation of Instructional
Materials.
 Micro Teaching

Learning Activities and Measurable Outcomes

The course will be organized into five main units
Learning Unit Assessment Expected Outcome
TEST 1
1. Students will be a) In Test 1, students score: (11-15)
able to recall and will demonstrate Exemplary: Students will recall
apply the main ideas knowledge of what a substantial information on
in curriculum curriculum is, types curriculum, be able to describe the
development and the of curriculum and 4 different types of curriculum
different models of different models of development, syllabus design, the
curriculum curriculum school curriculum and current
development. development, syllabus development on related
design and the school international educational systems
curriculum.
(score: 6-10)
Proficient: students will have an
idea of basic elements of
curriculum development, syllabus
design, the school curriculum and
current development on related
international educational systems.

(score: 0-5)
Adequate: students will be familiar
with basic elements of curriculum
development and able to provide
some information on the different
types of curriculum and models of
curriculum development, syllabus
design, the school curriculum and
current development on related
international educational systems

TEST 2
score: (11-15)
Exemplary: Students will recall
substantial information on
instruction and instructional
 b) In Test 2, students materials.
will demonstrate
knowledge on (score: 6-10)
instruction and Proficient: students will have an
instructional idea of basic elements of
materials. instruction and instructional
materials.

(score: 0-5)
Adequate: students will be familiar
with basic elements of instruction
and instructional materials.

2. Students will be b) In groups of 4 to 6, (score: 16-20)

able to design a students will design a Exemplary: Students are able to
curriculum for a course for a specific apply the main ideas relating to
specific group of group of learners curriculum development and
learners course design as well as
instruction and instructional
materials in their project.

(score: 11-15)
Proficient: Students are able to
apply basic elements of curriculum
development and course design as
well as instruction and
instructional materials in their
project.

(score: 0-10)
Adequate: Students are familiar
with the basic elements of
curriculum development and
course design as well as
instruction and instructional
materials in their project.

A score of 4-5, will show well

thought presentation, highlighting
the main ideas from the article.

A score 2-3 will show and adequate

presentation of ideas in the article.

A score of 0-1 will show little or no

3. Students will be a) Students will make
effort in the presentation and lack
able to discuss issues an oral presentation
of ideas discussed.
relating to on the article they
curriculum, syllabus, have reviewed and
instruction, and relate the main ideas A score of 4-5 will show a well
instructional to curriculum and written review with main ideas
materials based on instruction. presented and discussed.
information gained
from article review. A score of 2-3 will show an
adequate discussion of main ideas
in the article.
(b) Students will also
submit a written A score of 0-1 will show a little or
review of the article. no effort in discussing ideas in the
article.

4. Students will be a) Students will A score of 8-10 will show a well

able to apply the main prepare and submit a written lesson plan and
ideas in the lesson plan together appropriate instructional
preparation of lesson with related materials.
plan and instructional instructional
materials for materials. A score of 4-7 will show an
teaching/ training. adequate knowledge of writing
lesson plan and instructional
materials.

A score of 0-3 will show a little or

no knowledge on writing lesson
plan and instructional materials.

A score of 15-20 will show a well-

b) Students will
presented lesson.
present a 15 - 30
minutes session of
microteaching/ mock
teaching based on the A score of 8-14 will show a
prepared lesson plan. satisfactory lesson.

A score of 0-7 will show an

adequately presented lesson.

5. Portfolio Students will submit A score of 8-10 will show a well-

a portfolio containing compiled and documented
course information, portfolio.
lectures notes,
handouts, A score of 4-7 will show an
assignments, adequate compilation and
information and documentation of portfolio.
resources related to
the course. A score of 0-3 will show a little or
no effort in the compilation and
documentation of portfolio.
 Grading Policies
The grading scale as explained in the course catalogue will be used:

80-100% = A 65-69% = B 50-54% = C

75-79% = A- 60-64% = B-
70-74% = B+ 55-59% = C+
Test Students will demonstrate their knowledge in two 30%
tests. (2x15)
Oral Presentation Students will present a review of an article. 5%
Article review Students will submit a written review of an article 5%
Course Design Students will submit a written group project on 20%
course design.
Lesson Plan and Students will submit a lesson plan with 10%
Instructional instructional materials.
Materials/Micro- Students will conduct a micro-teaching/ mock 20%
teaching teaching session.
Portfolio Students will submit a portfolio containing notes, 10%
handouts, information and resources related to the
course.