Curriculum In Education

CURRICULUM IN EDUCATION

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CHUA XIN RONGDU LIANG

NUR EMELDA JUMARISUN YA HUI

ZENG WEI HONG

http://makeadifferencemovie.com

TUTORIAL AGENDA1) EASTERN PHILOSOPHIES & CURRICULUM

2) EXPLANATION ON EPISTEMOLOGY

3) EXPLANATION ON CURRICULUM

4) LOCAL CONTEXT (I) : THE SINGAPORE EDUCATION

- THEN & NOW…

5) LOCAL CONTEXT (II) : RECENT DEVELOPMENTS

- ESTABLISHMENTS & PROGRAMMES

EASTERN PHILOSOPHIES

ANDCURRICULUM

THE KEY CONCEPTS

CONFUCIONISM : IMPORTANCE OF PERSONAL VIRTUES SUCH

AS BENEVOLENCE AND RIGHTEOUSNESS STRONG CIVIC SENSE SOCIALLY RESPONSIBLE VS PERSONAL

CONVENIENCE “UNIVERSAL LOVE” – LOVE WITHOUT

DISCRIMINATION (MOZI)

INDIAN PHILOSOPHY : THREE GOALS OF EDUCATION

WHO AM I AS A CULTURAL BEING?WHO AM I AS A RATIONAL BEING?WHAT IS THE STRUCTURE OF MY BEING?

ISLAMIC EDUCATIONAL PHILOSOPHY

TEACHERS NEED TO BE COGNISANT OFSTUDENTS’ LEARNING STYLES

IMPORTANCE OF PROBLEM-SOLVING INEDUCATION

OBJECTED ROTE-LEARNING; MEMORISATIONSHOULD BE AVOIDED

TO UNDERSTAND AND PRACTICE REFLECTION ON WHAT HAVE BEEN THOUGHT

THEORETICAL SHOULD BE ACCOMPANIED BY PRACTICAL KNOWLEDGE

EPISTEMOLOGY

DEFINITION AT A GLANCE:

1) the branch of philosophy

2) examines the nature of knowledge

3) the processes through which we acquire knowledge

4) the value of knowledge

EPISTEMOLOGY

LOCAL CONTEXT:

1) Many students did not understand what they have learnt, even though they have passed their examinations with flying colors.

2) Employers complained that local graduates did not seem to be very competent critical-thinkers and problem solvers.

EPISTEMOLOGY

REASONS:

1) Although subject knowledge and informationwas explicitly taught, the skills and processesnecessary for acquiring the knowledge andinformation were not.

2) Knowledge and information the students hadlearnt in schools are rapidly changing so that itwas not always applicable to the jobs thestudents had been hired to do.

EPISTEMOLOGY

KEY ISSUES:

1) What is knowledge?

2) What are the best and most secure ways of acquiring knowledge?

3) What is the value of knowledge?

OBJECTIVES OF EDUCATION(GENERIC)

To teach students on how to decide whether aparticular piece of information counts asgenuine knowledge or whether it is no morethan the best guess we can come up with at themoment.

PROCESS-DRIVEN VS RESULT-DRIVEN

OBJECTIVES OF EDUCATION(GENERIC)

To teach students how to determine whether aparticular piece of information has beenacquired in the proper ways, whether thereare good reasons to think that it is correct orwhether there are good reasons to think thatit could be false after all, even though there isstrong evidence for it.

OBJECTIVES OF EDUCATION(GENERIC)

To teach students on how to determinewhat the goal of inquiry is in a givensituation and to evaluate whether aparticular piece of information ofknowledge is worth having.

VIDEO BUZZ

THINKING POINT

IS TODAY’S CURRICULUM STILL PLACING TOO MUCH EMPHASIS ONACADEMIC EXCELLENCE?

ARE THERE ANY SUBJECT BIASNESS AMONGST THE STAKEHOLDERS (EG: PARENTS)?

CURRICULUMCurriculum as a word is not a recent

invention. It comes from a Latin word,“currere” (of earlier Greek origin), referringto the running of a course as in a chariotrace.

Schooling could also be envisioned as acourse to be run or gone over in the sameway that a racecourse is a confined, knownexperience with a beginning and end.

Curriculum development is bestcharacterized as visionary rather thanbackward design.

DESIGNING A CURRICULUM

A curriculum should;

Be informed by political, social, economic and historical analysis

Involve collective critical reflection

Be resourced to ensure active participation by teachers, students and parents

Be based on action at personal, school, community and system levels

Acknowledge that individuals will experience the same learning activities in very different ways

LOCAL CONTEXT :

THE SINGAPORE

CURRICULUM

Phase 1

• Post – Independence (1959)

• Survival – Driven Economy

Phase 2

• Manufacturing and Production Boom (1979)

• Efficiency – Driven Economy

Phase 3

• Economic Recession & Internet Boom (1997)

• Ability – Driven Economy

SINGAPORE CURRICULUMA WALK THROUGH HISTORY…

WE ARE HERE!

SINGAPORE CURRICULUMSURVIVAL – DRIVEN ECONOMY (1959 – 1978)

In the early years of nation-building in the 1960s and1970s, the education system was "survival-driven" andthe focus of education policy was on educating themasses and raising the standard of literacy

Singapore went through rapid-industrialisation to createjobs for our people

Much effort was spent on fostering social cohesion,developing a national identity, and emphasizing technicaleducation to support economic growth

The ultimate goal was "survival”, the urgent task was tocreate jobs to support the economy and train workers tofill these posts

SINGAPORE CURRICULUMEFFICIENCY – DRIVEN ECONOMY (1979 – 1996)

New schools and vocational institutes wereset up to provide education and technicaltraining

Training institutes were jointly set up by thegovernment and international companiesFor example: The French-Singapore Instituteand The German- Singapore Institute

Polytechnics, National University ofSingapore and Nanyang TechnologicalUniversity were expanded to providetrainings for engineers and technicians

SINGAPORE CURRICULUMABILITY – DRIVEN ECONOMY (1997 – PRESENT)

FUNDAMENTAL CURRICULUM REVIEW

Reduction of subject content Revision of assessment mode Focus on developing the full spectrum of talents and abilities

in each child through a mass customized approach to education

Focus on holistic education with greater emphasis on character rather than imparting just knowledge and content.

INNOVATION IN PEDAGOGIES

Strategies for Effective Engagement and Development (SEED) Strategies for Active and Independent Learning (SAIL) IT Innovations – Digital Literacy (IT Master Plan I, II) Broadening of CCA framework (from 2004)

SINGAPORE EDUCATION

ACADEMIC NON- ACADEMIC

CCA; used to be known as ECA. Currently it is compulsory unlike in the past.

MORAL & CHARACTER EDUCATION ; Helps cultivate moral values in individuals

NATIONAL EDUCATION;Racial Harmony, National Day, Total Defence Day, International Friendship Day, CIP

instill a sense of social responsibility

develop national cohesion

instill in students the confidence in our nation’s future

cultivating a sense of belonging and emotional rootednessto Singapore

CORE SUBJECTS

PRIMARY:English

MathematicsMother Tongue

ScienceMusic

Art and Crafts

SECONDARY:

EnglishE-MathematicsMother Tongue

Science (Physics Chemistry)Humanities

Home Economics/ DNT (Lower Secondary)

COMPARATIVE CURRICULUMPAST VS PRESENT

PRIMARY SECONDARY JUNIOR COLLEGE POLYTECHNIC UNIVERSITY

Require a

total of 6

years to

complete

(PRI 1 - 6)

Require a total of 4 years to

complete

(SEC 1 - 4)

Require a

total of 2

years to

Complete

(J1 and J2)

Require a total of 3 years to

complete

Require a total of 3-4 years to

complete

PRIMARY SECONDARY JUNIOR COLLEGE POLYTECHNIC UNIVERSITY

Require a

total of 6

years to

complete

(PRI 1 - 6)

Require a

total of 2

years to

complete

(SEC 1 - 2 only)

Require a

total of 4

years to

complete

Require a total of 3 years to

complete

Require a total of 3-4 years to

complete

VIDEO BUZZ

THINKING POINT

IS THE CURRICULUM PRODUCING ASOCIETY THAT IS APATHETIC AND COMPRISES OF NON-CRITICAL THINKERS?

TO WHAT EXTENT IS ABIDING TORULES AND REGULATIONS APOSITIVE TRAIT?

Positive TraitsShortcomings /

Trends

NEED FOR CHANGE…

NEED FOR CHANGE…

Reason One: Employers found that although Singaporeanworkers are highly qualified, they are notcritical thinkers and problem-solvers. Theylack initiative and are unable to expressthemselves confidently.

Reason Two: Surveys have shown that with globalizationand increasing exposure to the media,Singaporean students lack national pride anddo not know enough about their own country.

Reason Three: MOE has realized that students need to begiven platform to showcase creativity andentrepreneurship.

In the past years, changes can be seen in the curriculum; new policies and programmes are implemented to meet

the new needs of the nation.Why?

MINISTRY OF EDUCATION…

MOE’s vision for meeting the challenges of thefuture can be summed up as “Thinking Schools,Learning Nation” – a vision for Singapore tobecome a nation of thinking and committedcitizens capable of contributing towardsSingapore’s continued growth and prosperity.

Our education system seeks to help our studentsto become creative thinkers, life-long learnersand leaders of change.

VISION

MINISTRY OF EDUCATION…

The mission of the Singapore Education Service isto provide our children with a balanced and well-rounded education, develop them to their fullestpotential and nurture them into good citizens,conscious of their responsibilities to family,society and country.

Developing a curriculum to meet the needs ofthe nation, community and individual.

MISSION

VIDEO BUZZ

THINKING POINT

HOW CAN EDUCATORS USE THECURRICULUM TO INCULCATE THESPIRIT OF RISK-TAKING ANDPROBLEM-SOLVING?

DIVERSIFYING THE CURRICULUM…

SINGAPORE SPORTS SCHOOLNUS HIGH SCHOOLNORTHLIGHTSCHOOL OF THE ARTS (SOTA)POLYTECHNICSINSTITUTE OF EDUCATION (ITE)

SHIFTING THE PARADIGM…

SINGAPORE SPORTS SCHOOL

Academic Curriculum

The school’s programme is firmly based on the educationalobjectives set out by the Ministry of Education and preparesour students to sit for the GCE 'O' Level examinations ineither four or five years.Students can take up to nine subjects in the Upper Secondarylevels, depending on their sports schedule and academicachievement.

SINGAPORE SPORTS SCHOOL

Example of Sports Curriculum

BADMINTON:

Vision:To raise the national level of badminton and be recognized internationally as a school producing a world class youth shuttler

Mission:To maximise and optimize athletes' potential towards building world-class youth athletes

Objectives:To raise the national standard of badminton and be recognisedinternationallyTo develop world-class youth athletes who will bring glory to the nationTo create a first-class training environment conducive for all athletes

SCHOOL OF THE ARTS (SOTA)

In March 2004, the Singapore Government accepted the recommendations of a Committee on Specialised Arts School to set up Singapore's first independent pre-tertiary arts school to nurture youths talented in the arts, with the vision to groom the next generation of artists, creative professionals and individuals who are passionate for, and committed to the arts in a multi-cultural society.

The School of the Arts will offer a unique connected arts and academic curriculum for youths aged 13 – 18.

SCHOOL OF THE ARTS (SOTA)

NUS HIGH SCHOOL

The National University of Singapore High School of Mathematics and Science is a prestigious, specialized independent high school in Singapore offering a six-

year Integrated Programme (IP) leading to the NUS High School Diploma, which is recognized by the National

University of Singapore (NUS).

CURRICULUM FRAMEWORK

The curriculum is organised around a 2−2−2 structure: • Years 1 & 2 Foundation • Years 3 & 4 Advancement • Years 5 & 6 Specialisation

CURRICULUM

The school offers an accelerated curriculum ofmathematics and science.

Students are also exposed to humanities and thearts, where the flexible modular system allows for a sampling across this discipline.

Mother Tongue is compulsory in the school, andcomplies with the Ministry of Education'sguidelines and curriculum, and the Englishcurriculum teaches students practical skills suchas reading, writing, and public speaking.

Advanced curriculum topics on science includequantum mechanical atomic models of matter,relativity (Newtonian & Einsteinian), quantumphysics, particle physics, and cosmology.

NORTHLIGHT

In March 2006, the Ministry of Education establishedNorthLight School to better cater to students who canbenefit from a more customised and vocational curriculum.

Northlight School provides secondary education forprimary school leavers who are not eligible for mainstreamsecondary schools / ITE, or who have dropped out ofsecondary school.

The school admits pupils at age 14 (2 unsuccessful attemptsat PSLE), and provides a 3-year programme leading to anenhanced ITE Skills Certificate (ISC), aimed at preparing thepupils directly for employment, or for further education atITE.

NORTHLIGHT

CURRICULUM

The new school will build on the current VocationalTraining Centre programme to develop new curriculumand programmes to better motivate these students, buildup their basic academic foundation and equip them withthe essential skills to take on challenges in the workplace.

NorthLight School will do this while providing thesestudents with an enhanced school environment andgreater attention to better cater to their social andemotional needs.

POLYTECHNICS

Curently there are 5 polytechnics in Singapore;Singapore Polytechnic, Ngee Ann Polytechnic, NanyangPolytechnic, Republic Polytechnic, Temasek Polytechnic

One of the reasons for establishing the polytechniceducation is to cater to the need for a highly trainedworkforce. Thus theses are more extensive, moreproblem-based, more professionally oriented, industrialoriented and business oriented.

Another reason is to cater to the ever-changing trends inSingapore. E.g. with the IR coming up, more and morepolytechnics are producing new study courses such as thehospitality and tourism to cater to the increasing demandof workforce when the IR is ready.

POLYTECHNICS

POLYTECHNIC CURRICULUM

Basic Studies

Professional Studies

Optional Studies

On-the-job training

Diploma project

INSTITUTE OF EDUCATION (ITE)

ITE reinvented itself from an inadequate last resort forunderachieving students into a prestigious postsecondary institution aligned with Singapore’s broaderlabor and economic development initiatives.

The ITE curriculum aims to develop technical skills andknowledge for the various industry sectors in Singapore.

There are a broad range of institutional training andtraineeship programs for students of all inclinations.

The ITE education emphasizes practical, hands-onlearning and is suitable for students who like to take upon more practice-oriented courses.

GAME TIME!

CONCLUSIONQ & A