POSTGRADUATE DIPLOMA IN TEACHING

SEMESTER 1 / 2023

HPGD1103

CURRICULUM DEVELOPMENT

MATRICULATION NO. : CGS03093026

IDENTITY CARD NO. : 960901 – 08 – 6250
TELEPHONE NO. : 013 – 388 7920
E-MAIL : athirahamnah@oum.edu.my

PUSAT PEMBELAJARAN : TANJONG MALIM LEARNING

CENTRE
PART I
TASK A: REVIEW OF ARTICLE (20 MARKS)

Modern societies are facing new challenges, whether environmental, economic,

health or social. Climate change and resource depletion are calling into question our
consumption habits, and the rise of artificial intelligence and new technology is calling
into question our traditional notions of technology. work, and ongoing globalization is
leading to increased migration, urbanization, and diversity shaping countries and
economies. If children in school continue to learn what their parents have taught them,
they will not be fully prepared for a more uncertain future characterized by an ever-
changing environment. What is curriculum? Different definitions are given by different
researchers to define the meaning of curriculum. Some people define curriculum as a
broad concept that includes all the activities planned to take place in a school [7].
Curriculum is a set of instructions about what students should learn and what should be
taught in an educational system [8]. Other words, the curriculum is the totality of a
student's learning experience under the auspices of the learning institution [9].
Certain conditions that need to revamp the current curriculum. Recent social
changes in our country have led to many changes in the way public managers must
implement new policies, and secondary school principals, as happened in the Capricorn
educational district, also do not beyond the challenges mentioned above. One of the
major challenges facing secondary school principals in the Capricorn Education District
is implementing the new curriculum introduced by the new democratic government after
1994.The new democratic South Africa implemented new educational systems to
eliminate the evils created by the previous apartheid regime. One of the challenges facing
secondary school principals is to move from the old educational policies of the apartheid
regime to implementing new policies developed by the new regime within a democratic
order. The change in the education system not only brought equal education to all
learners in South Africa but also posed some challenges in implementing the new
curriculum due to lack of resources in some school’s high school. Most high schools in
areas previously designated as “black” do not have enough resources such as facilities,

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human resources, and other relevant instructional materials to help principals implement
the new education system [7]. Other article focuses on curriculum reform which
specifically involves a change in learning objectives, specifically the skills, knowledge,
values and attitudes that students should have. According to this definition, the
curriculum is highly cultural and political because it determines the vision of a society by
deciding what types of knowledge and skills are most valuable to its people and
knowledge. In other words, a curriculum reflects a broader social and political
arrangement, and as society develops and changes, as well as the curriculum. Efforts to
revise or update the 'content' of knowledge, including the selection and organization, as
well as issues related to student learning, are thus 'curriculum reform'. Recognizing the
need to evolve their curricula over time, countries have undertaken curriculum reform in
recent years at different paces and using different methods to better prepare students for a
rapidly changing world. This interest in curriculum reform is sparked not only by the
need to ensure that students have skills and attitudes appropriate for the 21st century, but
also by the potential impact of adopting a specific curriculum for student learning
outcomes [8]. Moreover, developing a curriculum is a complex and long process, full of
pitfalls and challenges. Some of the major challenges affecting curriculum development,
especially for schools, are policy interventions, educational theory, conflicting
stakeholders, and who is included /exclusion during curriculum development, as stated
previously. Curriculum development is the arrangement of program elements (purpose,
content, pedagogy, assessment) into a desired structure/pattern over time. It uses the
design strengths of horizontal organization (what needs to be learned and organizing that
learning over a period of time such as a quarter, a semester, or a year) and vertical
organization (what should be learned and the sequence of that learning over a period of
time such as the elementary or middle school years) [9]. When making these decisions, it
is essential to realize that the program developers will largely determine the final product
and should therefore not be underestimated. Experience has shown that participants often
have no experience in curriculum research, are often subject matter experts, know a
particular content area well, may be appointed by politicians, meet difficulty in
maintaining an inclusive/exclusive balance and a limited number must be maintained
otherwise the task can become unmanageable [9].

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 Curriculum reform vision means the goal of changing the curriculum. It addresses
the questions of why curriculum reform is needed, what type of curriculum is preferred,
and how to achieve the desired changes. The answers to these questions will affect
performance in a variety of ways. In the absence of a clear reason for reform, curriculum
policy may lack political and public support. Additionally, if there is no consensus about
the type of support needed, different or even conflicting opinions can hinder curriculum
change. Finally, without a clear roadmap or theory of change that can determine how
proposed policies will contribute to the reform's stated goals, this can be confusing
among key stakeholders, weakening political credibility and wasting resources. All of
these factors can undermine the successful implementation of curriculum reform. The
pace and timetable set for curriculum reform will determine how implementation
progresses. There is consensus on the need for long-term engagement and monitoring in
education policy research generally, as well as in curriculum documentation. This is
because profound educational change takes time and so does seeing the results of the
changes. For example, during curriculum reform in Hong Kong, the tight deadlines
imposed on teachers and principals were seen to undermine effective policy
implementation. Given the need for policy adjustments, there should be a similar long-
term commitment to basic support policies. Sociopolitical developments are a common
driver of curriculum innovation, often associated with changes in government.
Establishing a common curriculum cycle can reduce the political aspect of curriculum
change, as the cycle moves at its own pace toward a nonpartisan vision of education.
Other driving factors include efforts to reduce curriculum overcrowding, shifting the
curriculum toward contributing to more equitable outcomes, and growing pressure and
emphasis on 21st century skills and competencies.
Nations consider educational plan change as a significant and important measure to
cause schools to enter the 21st 100 years and answer a quick impacting world. This paper
means to report how to start such change in the most reasonable and compelling manner,
by applying nonexclusive schooling strategy execution structure to the educational
program change writing. It enhances the examination with fruitful practices and models
from various nations, and finishes up with a particular asset for nations to make the
examples learned noteworthy. A brilliant strategy configuration suggests fostering an

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educational program that means to arrive at clear targets, as indicated by a vigorous
hypothesis of progress, to understand an instructive vision. It considers the current limit,
creates ways of changing it in the medium-term, and considers the accessible assets and
relevant variables that will impact the execution. In complex conditions, partners' office
assumes a significant part in the execution cycle. Preferably, the vision directing the
educational plan has been co-developed with partners, building public help and adjusting
interests. The contribution of partners at various phases of the educational plan
elaboration relies upon the assets accessible, and is cultivated by the straightforwardness
of the responsibility connections, the dispersion and utilization of information, and the
presence of input circles to change and screen its turn of events. Logical variables will
profoundly impact the unfurling, or improvement, of the educational program on the
ground, and should be calculated in the approach plan. Satisfactory assets should be
provisioned and the institutional setting can be based upon to offer designated help to
various partners. An entire of-framework approach can guarantee the new educational
program is upheld by the expected reciprocal strategies. The reliance between these three
aspects features the non-linearity of a rational execution procedure, and the need to
embrace an all-encompassing perspective while recharging the educational program, as
opposed to a divided methodology of dissimilar strategy drives. To this end, a successful
execution procedure will consider these aspects from an activity situated viewpoint, with
regards to what, how, when, who and how to guarantee that educational program change
actually arrives at the study hall. Based on these three articles, the following reasonable
recommendations are made: 1) Encourage the Ministry of Education to minimize
challenges that negatively impact program implementation in the field of research rescue,
2) Encourage the Ministry to clarify the relationship between education policy and school
curriculum, 3) Policy makers should be encouraged to provide appropriate resources to
support the implementation of new curricula in rural schools, 4) Policy makers should
be encouraged to clarify policies before implementation, 5) The Ministry of Education
should be encouraged to evaluate and revise current education policies, 6) The Ministry
of Education should encourage and provide schools with appropriate facilities to support
principals in the field of learning, 7) Encourage the Ministry of Education to appoint

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competent principals to support the newly introduced curriculum during the probationary
period.
In conclusion, the objective of the study was to investigate the challenges faced by
secondary school principals when implementing the new curriculum. The role of school
principals in implementing the Polokwane curriculum has long been overlooked, giving
rise to this study. The factors hindering the management and implementation of the new
program that have been discussed in detail in these articles; Suggestions for solutions to
the problems raised in this article have been briefly discussed. This study is only intended
as an eye-opener for policy makers, school principals and other stakeholders. It is now
their responsibility to consider the researcher's ideas and recommendations on ways the
management and implementation of research can be improved. In addition, retraining of
principals is necessary to implement the new program professionally and competently.
Directors and district government officials need to be empowered to improve the
management and implementation of the new program. (1663 words)

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TASK B: COURSE DEVELOPMENT (30 MARKS)

Title Of The Course Netball Competition Among Standard Three Students

• This course is about to teach and explain the Standard
Three students to learn the rules and how to play
netball regardless they already know or not about
playing netball.
• The introduction and experiences of playing of this
netball competition are useful and practical for all
kinds of sports especially for team sports even though
Course Description the rules are different and different pattern and
positions in each of game in the world.
• This course will attract students to play netball where
the talent that they have which they might do not
know their talent and knowledge given can be used
for competitions to a higher level and maybe become
a profession in their life and contribute the country's
name to the international and world level.
• This course is important because this netball
tournament has a strong influence on the Standard
Three students because at this age, they are eager to
learn about netball regardless their genders, whether
in this competition, in the classroom, or outside of
school.
Rationale
• Easy for the students to learn and understand what is a
teamwork meaning in netball.
• This netball course will fulfil the needs of society
because it is crucial for students to participate in this
type of activity since playing netball will provide the
demands of compassion in establishing a strong

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 collaboration or teamwork in the future with various
kind of people.
Duration Of The One to two hours – fifteen minutes of each sets of
Course competition.
• There three (3) Course learning Outcomes (CLOs)
when the students join this course:
I. The pupils will be able to know the
introduction, rules and how to play netball in
this competition within period of time given
among the third-grade students.
II. The pupils will be able to improve physical
Course Learning
fitness, promote a healthy lifestyle among
Outcomes (Clos)
themselves and boost mental health even
Statements
though they are only nine years-old.
III. The pupils' decision-making abilities will be
improved, and teamwork qualities such as
effective communication, trust, and
collaboration will be developed, which will be
useful not only in competition but also in
everyday life.
Three conditions for the pupils before entering the netball
competition:
I. No asthma or wheezing.
Course Pre-Requisite
II. No serious injuries such as broken limbs.
III. Do not drink alcohol or take drugs that can interfere
with the process before or during the competition.
• There are five (5) topics that will be incorporated into
this netball course, which are:
Content I. Topic One: Introduction of Netball.
- Basketball is an exciting, fast-paced, and
skillful game of fair competition. This is a

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 game in which two teams, each with seven
players, try to keep or gain control of the
ball.
II. Topic Two: Shoulder pass and Chest pass.
- Shoulder pass: One-handed passes are used
for speed and accuracy over long distances.
The pass must be facing directly in front of
the receiver.
- Chest pass: Cross with both hands from the
chest; used for quick, short and accurate
passes.
III. Topic Three: Bounce pass and Ball Handling
skills.
- Bounce pass: Used when the thrower is
closely defended or when the game is
crowded, usually at short distances.
- Ball handling: Players must develop the
basic skills of each throwing technique.
IV. Topic Four: Pivot and Take Off.
- Pivot: The outside pivot continues the
body's natural movement once the player
receives the ball in a fully extended
position.
- Take off: Stride length should be short
during takeoff; the foot therefore touches
the ground more often, which allows more
force to be applied and more speed to be
generated.
V. Topic Five: Safe Landing and game.
- Safe landing: When reaching a stage, it is
essential to indicate to the player which

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 stage they should go to. It will depend on
which direction they drive.
- Play the netball with the classmate with
several team.
Safe netball’s court or field, ball, netball bibs dual-sided, net
Materials
score sheet, cone, emergency kit.
• Inquiry-based teaching is a teaching method that
encourages students to ask questions and investigate
real-life problems.
- There are five phase of learning cycles
which are: 1) engage, 2) explore, 3)
explain, 4) elaborate) and 5) evaluate.
- Engage: Teachers assess students' prior
knowledge and/or identify possible
misconceptions regarding netball. This
student-centered phase will spark a desire
to learn more about the netball at hand. The
interactive phase is not intended to allow
Methodology /
the teacher to lecture, define terms, or
Teaching Strategies
provide explanations for a long time
period. Just a simple introduction what is
netball and basic skills.
- Explore: The discovery phase provides
students with a common foundation for
practical activities. These activities will
help students use existing knowledge that
they have learn what is netball and basic
skills, to investigate, generate new ideas or
construct strategies, and conduct
preliminary investigations. This phase of
the learning cycle often incorporates

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 foundational inquiry-based experiences,
which help nurture student understanding
and teamwork.
- Explain: The third phase of the teaching
model is more teacher-directed and guided
by students' experiences in the previous
phase. Students explain their understanding
of concepts of playing netball and teachers
correct student misconceptions. During this
stage, teachers can provide formal
definitions, notes, actions or videos
regarding netball.
- Elaboration: During this phase, students
are encouraged to apply their new
understanding of concepts, while sharpen
their skills in netball. Students can conduct
additional research, develop new strategies,
share information and ideas, or apply their
knowledge and skills into the game. This
phase of the learning cycle provides
teachers with opportunities to integrate
science with other content areas.
- Evaluation: The assessment phase
encourages students to evaluate their
understanding and abilities, and provides
teachers with the opportunity to evaluate
students' progress in achieving educational
goals. Formative and summative
assessments are appropriate at this stage.
List of non-traditional forms of assessment
appropriate for assessing student

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 understanding and achievement:
performance-based assessments - sharpen
their netball skills during the netball
competition.
• Pedagogical strategies:
- The teacher will divide several groups of
Standard Three students that consists
seven students with appointed positions: C
(Center), WA (Wing Attack), WD (Wing
Defense), GA (Goal Attack), GD (Goal
Defense), GS (Goal Shooter) and GK
(Goal Keeper).
- Easy for the students to understand the
functions, do’s and don’ts of every
positions in netball.
• Students’ activities and assignments.
- Every five minutes, teacher will teach and
explain the five topics of netball and basic
skills to the students and let them practice
the basic skills for a few minutes of each
skill before the game begins.
- The teacher will guide the students during
that activity while watching their safety
because anything can happen during that
activity which might be someone did
sprain his/her ankle or injured somewhere.
• How will you measure students’ progress in achieving
Assessment / Grading the goals and objectives of the course?
Procedures - During the competitions, as a teacher, can
see how the students cooperate with their

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 teams with their appointed positions, show
the teamwork and strategies during the
game and make no mistake. We can see
the difference between a good teamwork
and low teamwork; and observe the team
leader in that particular team that make the
team good in cooperation.
• Explain how you would evaluate the course?
- The team that has the highest score and
good teamwork during the game will win;
and eligible to be selected to represent the
school for netball tournament.
1. Netball Western Australia - Netball WA Basic Netball
Skills and Activities.
2. The 5 E’s of Inquiry-Based Learning by Sam Northern.
Main References For 3. Netball rules explained: A guide to understanding the
The Course terms, positions & match length at netball World Cup
2023 by Ben Miller.
4. KPM Sports Training Module For Advisor Teachers
School Sports Club (Netball Sports) – Primary School
Other Additional Slideshow Of Bola Jaring, Sukan Dan Permainan by Sk
Information Kampong Layau (1293 words)

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PART II:
ONLINE CLASS PARTICIPATION (10 MARKS)
a)

b)

c)

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 ATTACHMENT

REFERENCES

1. Netballdrills. (2023). The top 10 benefits of playing netball. Netball Drills.

2. Ben Miller, (2023) Netball rules explained: A guide to understanding the terms,
positions & match length at netball World Cup 2023, Sporting news.
3. Netball explained. (2021, June 3). World Netball.
4. Sam Northern, ED. D., (2019, August 27). The 5 E’s of Inquiry-Based Learning.
5. Netball Western Australia, (2020) Netball WA Basic Netball Skills and Activities.
6. Bola Jaring, Sukan dan Permainan, SK Kampong Layau (2021)
7. Milondzo Khazamula Samson1 and Magongoa Malose Charles, (Mar 2018),
Challenges Facing Secondary School Principals In The Implementation Of The
National Curriculum Statement In Capricorn District Of The Limpopo Province.
8. Pierre Gouëdard, Beatriz Pont, Susan Hyttinen Pinhsuan Huang, OECD (2020),
Curriculum Reform: A Literature Review to Support Effective Implementation.
9. Murray Print, (2018), Curriculum Development: Complexity and Challenges in
Shaping the Future, Asian Pacific Journal on Curriculum Studies.

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