POSTGRADUATE DIPLOMA IN TEACHING

JAN / 2024

HGPD1103

CURRICULUM DEVELOPMENT

MATRICULATION NO : CGS03490426
IDENTITY CARD NO. : 990930025630
TELEPHONE NO. : 0197925893
E-MAIL : afifahamr99@oum.edu.my
LEARNING CENTRE : OUM SUNGAI PETANI
BAHAGIAN 1 (TUGAS 1): SEMAKAN ARTIKEL

Incorporating 21st century skills and common core state standards (CCSS) into

the curriculum is not only advantageous for educators and students, but also essential for

equipping our children for the workforce of the future. In a time when the results of our

schools are determined by standardized tests, it's critical to give pupils the utilize your

imagination and technology's capabilities to study in novel ways and support the skills

you need. Students can demonstrate their idea retention while generating measurable and

significant results by using a portfolio-based method to assess understanding of content

requirements and encourage creative thinking. Our students' futures relies on adaptability

and creativity rather than teaching to the test. A change in instruction is necessary in

education to guarantee that our children become the future's innovators. This article

defines 21st century abilities, examines them, and offers strategies for helping students

improve them. It also emphasizes the ways in which educators can inspire students by

connecting their existing knowledge with real-world experiences and enabling them to

create and collaborate utilizing cutting-edge technology. The benefits of incorporating

multimedia into the classroom are covered in the article's conclusion. These benefits

include providing students with the chance to improve their social and academic skills as

they organize their thoughts, communicate, and express opinions while working on

projects or doing research online.

In the framework of fundamental academic courses, a 21st century curriculum

should integrate knowledge, critical thinking, creativity, media, information and

communication technology (ICT) literacy, and real-world experience, according to Paige

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(2009). Students must effectively participate in the learning environment and acquire 21st

century abilities like critical thinking, problem solving, and cooperation in order to

accomplish genuine learning, which is needed in the twenty-first century. Students will

be equipped with the knowledge and life skills needed to succeed in their future

occupations in this way (Lombardi, (2007). In order to help students acquire new skills,

curricula in the twenty-first century should emphasize the building of knowledge and

encourage them to generate information that has significance or worth to them. Making

connections between the curriculum and the outside world might help students

understand the academic material better, be more motivated to participate in class, and be

better prepared for adulthood (Lombardi, 2007).

By utilizing strategies that improve students' abilities, teachers have a big part in

helping pupils acquire 21st century skills. To support these future talents, they should

employ creative teaching methods and cutting-edge educational technologies that blend

social and cognitive skills with subject matter knowledge and boost student engagement

in the classroom. There are numerous approaches that improve knowledge and abilities

while letting students apply what they've learned to real-world situations. Problem-based

learning is one of these strategies. Students can debate and examine a variety of real-

world-related problems and subjects using this technique. Additionally, by using this

method, students can research issues, offer justifications, come up with ideas, evaluate

information, and form conclusions in order to choose the best course of action. According

to research, students who use problem-based learning improve their critical thinking

abilities and participate more actively in class activities (Joyce et al., 2009).

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 Cooperative learning is another technique that improves 21st century abilities.

This method separates the class into groups based on their interests and skill levels and

has a significant impact on learning that produces notable outcomes. Because the students

carefully considered and integrated their abilities and talents to produce a final result, the

group's work is more innovative. According to Trilling and Fadel (2009), working pupils

in various groups can improve a variety of factors, including respect for one another

among team members, an understanding of the amount of collaboration necessary to

finish the joint action, and efforts toward making the concessions necessary to reach a

shared objective. Furthermore, collaborative learning enhances students' capacities by

boosting their performance and motivation and fostering social connection. According to

Joyce et al. (2009), cooperative learning is a useful tactic for raising student motivation

and shifting it from an external to an internal source.

These days, educators should provide their students with opportunity to

participate in a variety of cooperative learning activities, including projects, issues,

design, and research-based learning. Through collaboration, students increase their

involvement, achievement, and motivation to learn while working together to finish the

class assignment. As a result, students can contribute varying levels of prior knowledge,

skills, and aptitudes through collaborative learning. Additionally, students are driven to

learn more, faster, and with higher levels of accomplishment.

Furthermore, integrating information with the outside world is a key element of

the 21st century teaching approach. The purpose of authentic learning is fulfilled by this.

By having students participate more actively in class activities and apply what they have

learned in real-time, teachers may create an engaging learning environment in the

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classroom. By employing real-world scenarios, students are able to conduct outside-the-

school research by speaking with experts and professionals to learn more about a certain

subject. Instead of listening to lectures and learning material by heart to get ready for

exams, this method enables students to learn new things.

Numerous technology tools can enhance a variety of skills, including problem

solving, critical thinking, collaborative learning, and the learning environment, according

to Jacobsen (2001). Examples of resources that assist these skills include blogs, wikis,

portfolios, WebQuests, quizzes, Google sites, digital storytelling, ePortfolios, SoftChalk

LessonBuilder, and Wikis. Students can work in cooperative groups using technological

tools, which may boost their motivation and foster critical thinking.

Using multimedia technologies in class encourages greater comprehension of the

material. According to some research, pupils who receive instruction through multimedia

platforms have higher-level thinking abilities than those who receive instruction through

conventional means (Kanuka et al., 2007). Another way that technological tools appear to

have power is that they enable students to assess the work of their peers who are also

using technology. This approach facilitates the acquisition of critical thinking abilities in

pupils through the use of multimedia resources. Students can use technology to give their

classmates insightful criticism that will help them do better work and benefit the team as

a whole.

The acquisition of 21st century abilities can be attained through a variety of

approaches, including digital technologies in the classroom, problem solving, critical

thinking, collaborative learning, and integrative environments (Tyack, 1974). The

curriculum and instruction of the twenty-first century offer an integrated strategy for

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helping students succeed. According to recent study, it's critical for schools to adopt a

21st century curriculum and instruction in order to educate their pupils for the complex

difficulties of the modern world (Rotherham & Willingham, 2009). Future studies should

take this into account when educating educators to incorporate multimedia resources and

21st century abilities into their lessons. Future studies must also look into how employing

curriculum and instruction tailored for the twenty-first century affects students' academic,

social, and cognitive abilities, as well as how these effects vary between grade levels and

subject areas.

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 PART 2

(i) Title of the Course Curriculum Development

(ii) Course Description: The main aim of the

 What is the course about? course is to introduce to
 What will students achieve if they were to learners the
attend this course? knowledge and skills in
developing school
curriculum.
(iii) Rationale: The course explores the
 Why is the course important? various definitions of
 Why does the learner need this course? curriculum, followed by a
 Does the course fulfil the needs of the society? discussion on how
philosophical beliefs,
psychological
perspectives, societal
demands, and the legacy
of history impact the
curriculum. Next, the
curriculum
development process is
discussed with particular
emphasis on curriculum
planning, design,
implementation, and
evaluation. Finally, the
course focuses
on the issues and future
curriculum development
trends in today’s dynamic
society.
(iv) Duration of the course 8 – 15 weeks

(v) Course objectives/ Learning outcomes statements: CLO1: Analyse how

Write three CLOs that include knowledge (cognitive), philosophy, psychology,
attitudes (affective), and skills (psychomotor) that history, and society impact
students should achieve. the
curriculum.
CLO2: Evaluate the issues
of curriculum
development.
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 CLO3: Develop a
curriculum using a
curriculum development
process suitable
for a teaching institution.
(vi) Course pre-requisite As an open and distance
Knowledge is required beforehand or necessary as learner, you should be
preparation for the future. able to learn
independently
and optimise the learning
modes and environment
available to you. Before
you
begin this course, please
ensure that you have the
correct course materials,
understand the course
requirements, and know
how the course is
conducted.
(vii) Content: Topic 1, examines
Briefly describe 5-10 topics to be included in the different definitions of
course. curriculum, the hidden
curriculum,
approaches to viewing
curriculum, and a brief
introduction to the
curriculum development
process.
Topic 2, analyses four
main philosophical beliefs
(perennialism,
essentialism,
progressivism, and
reconstructionism) and
how they influence the
curriculum.
Topic 3, evaluates four
psychological
perspectives
(behaviourism,
cognitivism,

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 humanism, and
constructivism) and how
they influence the
curriculum.
Topic 4, explores how
societal forces and
demands (culture, work,
technology, and
globalisation) influence
curriculum. The
curriculum of the United
States
and Japan are examined
to show how the
curriculum have changed
over time.
Topic 5, compares the
curriculum development
models of Tyler, Taba,
Saylor,
Alexander, and Lewis and
the tasks involved at
different levels of
curriculum
planning.
(viii) Materials: HGPD1103 (Curriculum
Printed materials, websites, eBooks, etc. Development) (Edition
2023)
Ornstein, A. C., &
Hunkins, F. P. (2017).
Curriculum : Foundations,
principles, and issues,
global edition. ProQuest
Ebook Central
Cho, S. (2018). Curriculum
Development and
Assessment Guidelines for
the National Standards
Project. Cambridge
Scholars Publishing
(ix) Main teaching approaches, teaching methods and  Online
teaching strategies: Module: This
 Approaches (constructivist, humanism, course will also

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cognitivism, etc.) be delivered
 Teaching methods (lecture method, student- through an
centered, etc.) online module
 Teaching strategies (inquiry-based learning, so that they
problem-based learning etc) can learn at
their own pace
 Global Mindset
Framework:
This
framework is
used to
structure and
organize
course content
and activities.
 Learner-
Centered
Approach: This
course is
designed to
help
participants
engage more
deeply in the
content.
 Practice-Based
Learning:
Participants
demonstrate
their
understanding
of new real-
world
situations
 Formative
Assessment:
This course will
collect data to
measure
participants'
understanding
and progress.
(x) Types of assessment / Grading procedures:  Continuous

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 How will you assess your student progress in formative
meeting the three CLOs for your course? (Summative or assessment:
formative) Assignments,
 Suggested methods of assessment (tests, presentations,
assignments, projects, etc.) and provide the marks group projects
allocated for each CLO. and active
contributions
in learning
sessions
 Summative
assessment:
Quizzes and
mid-term and
end-of-year
tests.
 Rubric

(xi) Main references Boyle, B., & Charles, M.

Include at least FIVE key references that you will use (2016). Curriculum
for your course and student references. Also, ensure development: A guide for
educators.
that the references are relevant and up to date (not Sage Publications.
older than 5 years). Adhere to the latest APA format for Glatthorn, A. A., Boschee,
your reference. F., & Whitehead, B. M.
(2009). Curriculum
leadership:
Strategies for development
and implementation (2nd
ed.). Sage.
Hale, J. A., & Fisher, M.
(2013). Upgrade your
curriculum: Practical
ways to transform units and
engage students.
Association for Supervision
& Curriculum Development
(ASCD).
Jacobs, H. H. (2010).
Curriculum 21: Essential
education for a changing
world.
Association for Supervision
& Curriculum Development
(ASCD).
Ornstein, A. C., & Hunkins,
F. P. (2018). Curriculum:
Foundations, principles,

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 and issues (7th ed.). Pearson
Education.
(xii) Other additional information
Provide at least FIVE additional information and
examples relevant to the course as follows:
 Supplementary reading materials, journals, or
papers
 Online resources: Add links to relevant
websites, online lectures, educational videos, podcasts,
or webinars
 Multimedia materials: Mention any
documentaries, films, or audio recordings
 Interactive learning tools: Online simulations,
interactive tools, or software
 Case studies and real-world examples: Include
case studies or examples from real-world scenarios
 Discussion forums and study groups: If there are
online forums, social media groups, or study groups
associated with the course, indicate how to join them.
 Guest speaker sessions: Provide information
about these sessions etc.

PART 3: ONLINE CLASS PARTICIPATION

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ATTACHMENT

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REFERENCES

Alismail, H. A., & McGuire, P. (2015). 21st century standards and curriculum: Current

research and practice. Journal of Education and Practice, 6(6), 150-154.

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