Topic 9

CURRICULUM ISSUES AND

TRENDS

Prepared by Tham Chooi Mei

9.1 Some Challenges
 9.1.1 Information Age
More information has been produced in the last 30 years
than the previous 5000 years.
Its accessibility has been enhanced with the internet and
advancements in telecommunications.
All sorts of information are made available to anybody,
anywhere and anytime.
A new disease called information anxiety has emerged
which has been defined as the ever-widening gap
between what one thinks one should understand
(Wurman 1988)
9.1.2 Changing Workplace
Automation and computerisation are changing the
workplace and types of job performed.
The new generation will have to continuously learn,
unlearn and relearn (Toffler, 1972).
Brain power will be dominant force and muscle-power
will be performed by machines and automation.
The workforce of the future will need to acquire skills in
shorter periods of time and at a faster rate to keep pace
with knowledge that is fast becoming obsolete;
emphasising the need for lifelong learning to stay
competitive and relevant.
9.1.3 Influence of the Media
More people are having access to many television
channels and together with the internet, entertainment is
brought within easy reach of many households.
Increasingly, violence, sex, horror, racism, extremism,
stereotypes and misinformation are portrayed in the
different types of media.
A plethora of forces are competing for the attention of
children, adolescents and adults.
 9.1.4 Participation in the Democratic
Process
More countries are moving towards a democratic system
of government.
The ability to think is imperative for participation in the
democratic process because it helps the citizen to form
intelligent judgements on public issues; thus contribute
democratically to solution of social problems (Glaser,
1985).
Citizens have an obligation to think deeply about
important issues affecting themselves directly, and
society at large.
They should be able to think critically, transcending
ethnic, cultural and religious barriers.
9.2 Curriculum Issues
1. Differentiated curriculum for the gifted
2. Compensatory education
 9.2.2 Differentiated Curriculum For
The Gifted
The purpose of a differentiated curriculum is to provide
appropriate learning opportunities for gifted and talented
students.
When tasks are consistently too easy, boredom sets in and
inhibits a students motivation to learn and eventually may
harm achievement.
Curriculum differentiated refers to the need to tailor teaching
environments and practices to create appropriately different
learning experiences for different students.
Teachers modify lessons to meet the needs, interest and
abilities of gifted and talented students.
Marker (1982)devised a very practical model of curriculum
differentiation which shows how content can be adjusted to
accommodate the ability of gifted students to manipulate
abstract ideas and deal with complexity.
9.2.2 Compensatory Education

To provide extra help to chronic underachievers

and equalise educational resources and
opportunities across schools.
Introduced based on the assumption that many
students, because of poverty and low academic
achievement, are disadvantaged and should be
provided with extra help and programmes to
compensate for the disdvantages.
 2 common strategies:
 A shift in thinking about compensatory education