Name: Syifa Ulrahmi

Student ID: 210203083

Course: Curriculum Development (summarize)

The theory of curriculum

 Curriculum
Curriculum is a standards-based sequence of planned experiences where
students practice and achieve proficiency in content and applied learning skills.
Curriculum is the central guide for all educators as to what is essential for teaching
and learning, so that every student has access to rigorous academic experiences.
 Goals/Objective
Goals within a curriculum are the standards-based benchmarks or expectations
for teaching and learning. Most often, goals are made explicit in the form of a scope
and sequence of skills to be addressed. Goals must include the breadth and depth to
which a student is expected to learn.

 Method
Methods are the instructional decisions, approaches, procedures, and routines
that teachers use to engage all students in meaningful learning. These choices support
the facilitation of learning experiences in order to promote a student’s ability to
understand and apply content and skills. Methods are differentiated to meet student
needs and interests, task demands, and learning environment. Methods are adjusted
based on ongoing review of student progress towards meeting the goals.

 Materials
Materials are the tools selected to implement methods and achieve the goals of
the curriculum. Materials are intentionally chosen to support a student's learning.
Material choices reflect student interest, cultural diversity, world perspectives, and
address all types of diverse learners.

 Assessment/Evaluation
Assessment in a curriculum is the ongoing process of gathering information
about a student’s learning. This includes a variety of ways to document what the
student knows, understands, and can do with their knowledge and skills. Information
from assessment is used to make decisions about instructional approaches, teaching
materials, and academic supports needed to enhance opportunities for the student and
to guide future instruction.
Hidden curriculum
 Definition
Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons,
values, and perspectives that students learn in school. While the “formal” consists of the
courses, lessons, and learning activities students participate in, as well as the knowledge and
skills educators intentionally teach to students, the hidden curriculum consists of the
unspoken or implicit academic, social, and cultural messages that are communicated to
students while they are in school.

 Aspects that affect the Hidden Curriculum

There are two aspects that can affect the hidden curriculum, namely the relatively fixed
aspects and aspects that can change. Which what is meant by relatively fixed aspects are
ideology, beliefs, values societal culture that influences the school including in it determines
what culture is appropriate and what is not should be passed on to the nation's generations."
While aspects that can change include organizational variables, social systems and culture.
Allan A Glatthom in his book Dede Rosyada also explained that the three variables are
important in school management and development. Organizational variables namely the
teacher's policy in the learning process which includes how the teacher manages the class,
how the lesson is given, How is the grade increase done? The social system is the atmosphere
school that is drawn from all the relationship patterns school component, which includes how
the social pattern betweenteachers with teachers, teachers with students, teachers with staff.

Generic Skills
Definition
 In Australia and internationally, generic skills are known by a number of terms
including core skills, key skills, essential skills, basic skills and workplace know-how.
In some countries they are specifically employment-related, while in others, greater
emphasis has been placed on the social relevance of generic skills. As Kearns notes:
It is desirable to find agreement on terminology that is acceptable to all stake
holders schools, VET, higher education, employers, individuals, and communities and
which recognises that the new agenda of generic skills for the 21st century is about
essential life skills as well as enterprise and employability skills.
  Common elements of various listings of generic skills
a) Basic/tundamental skills: such as literacy, using numbers, using technology
b) People-related skills: such as communication, interpersonal. team work,
customer service skills
c) conceptual/thinking skills: such as collecting and organising information,
problem-solving, planning and organising, learning-to-learn skIlls, thinking
innovauvely and creatively, systems thinking
d) Personal skills and attributes: such as being responsible, resourceful, flexible,
able to manage one's own time, having self-esteem
e) Business skills: such as innovation skills. enterprise skills
f) Community skills: such as civic or citizenship knowledge and skills

 Generic skills in islam perspective

a) Qawl sadid. Word sadid refer to a person who straight forward (mustaqim), the
one who has the value of istiqamah which means of honesty, therefor, the term
qawl sadid means that all information must be delivered straight forwadly and
honestly.
b) Qawl Ma’ruf, the word ma’ruf is devired from ‘urf which mean ‘known
people, technically, qal ma’ruf is inviting people to all that are good, enjoining
what is right and forbidding what is wong.
c) Qawl Baligh, means any words that give the deeoest meaning into the heart of
the listener.
d) Qawl Masyur, means something whis is within easy reach or easily sone. In
situations whwn a muslim has to reject or is unable to help other, he has to
inform them by using gentle and pelasant word
e) Qawl karim, refer to anything which is noble, a person is called noble,
distinguished, emirent, or noble minded if he is a man of nobility, or karim.
f) Qawl Layyin, refer to any gentle and kind words towards people, layyin refer
to anything which is soft, tender or gentle.

Integrated Curriculum
 An Integrated curriculum, is an educational approach that prepare children for
lifelong learning. It is believed that education should be a procces for developing
abilities required by life in the twenty first century.
 An Integrated Curriculum Implies, learning that is synthesized across traditional
subject areas and learning experiences that are designed to be mutually reinforcing.
 An Interdisciplinary Curriculum, is collaboration among two or more academic
disciplines to investigate a central problem.
 Disciplinary Approaches, is involve a single content area, such a science, social,
math, etc
Curriculum Stakeholders
 The Stakeholders Theory
Most articles using the term 'stakeholder' appear in business or ethics journals.
So who are these stakeholders and "what is the appropriate balance between
shareholders and other stake-holdersUnfortunately the stakeholder theory has had its
greatest influence on theorists and academics rather than practictioners, yet the
challenges of the current environment are making the stakeholder perspective more
relevant than ever for the practicing entrepreneur Stakeholder theory offers a "unique
and neglected contribution to decision-making processes, particularly in innovative
and entrepreneurial fields"

 Schools Stakeholders And Their Role

A role is a set of expectations or behaviors related to a position in a social

structure and this notion states that a role is always considered in the context of a
relationship because only in a relationship can a role be recognized. Roles stem from
expectations of others Roles may be ascribed (eg being a woman or black or disabled)
or attained (achieved) through something done (eg becoming a writer or member of
parliament). A collection of roles is a collection of roles that coincide in a particular
social position. Complementarity (filling each other) roles exist if roles, behaviors
and expectations are in accordance with the expectations of those around them. The
role in the context of the social structure is always related to the social status one has,
for example the social status of being a teacher, his role is to teach and educate.
School stakeholders are a collection of a number of people who collaborate and
interact with each other to achieve common goals for the school. The point is that
school stakeholders are a collection of individuals who join and have the same
commitment to achieve common goals. Stakeholders are the key to successful
management of an educational institution or school. Schools that have weak
stakeholders, the school will find it difficult to develop or even go backwards.
Stakeholders consist of school principals, teachers, school employees.
Principles and procedurs of materials development
 Materials
Most people associate the term ‘language-learning materials’ with
coursebooks because that has been their main experience of using mater- ials.
However, in this book the term is used to refer to anything which is used by teachers
or learners to facilitate the learning of a language. Materials could obviously be
videos, DVDs, emails, YouTube, diction- aries, grammar books, readers, workbooks
or photocopied exercises.
 Materials development
Materials development is both a field of study and a practical undertak- ing.
As a field it studies the principles and procedures of the design, imple- mentation and
evaluation of language teaching materials’. As a practical undertaking it refers to
anything which is done by writers, teachers or learners to provide sources of language
input, to exploit those sources in ways which maximise the likelihood of intake and to
stimulate purposeful output.
 Materials evaluations
This term refers to attempts to measure the value of materials. In many cases
this is done impressionistically and consists of attempts to predict whether or not the
materials will work, in the sense that the learners will be able to use them without too
much difficulty and will enjoy the experience of doing so.

The principles for materials design can be derived from the lists drawn up by applied
linguists, and there is a good deal of agreement and overlap between the three lists we have
described. However, it would seem sensible to accord an important place to more intuitive
processes based on long practical expertise, as described in proposals from practitioners and
an alternative approach above. The proposals of Hadfield (2014) appear to have particular
merit being based on careful self-observation and analysis in the performance of a practical
materials-writing task.
I have attempted to present a number of sets of principles – both those proposed by
applied linguists and by materials writing practitioners. One conclusion which can be drawn
from this is that principles need to be based on pragmatic experience, not simply on
theoretical systems. I have also discussed both macro- and micro-processes involved in
materials design and writing. What emerged, once again, was the need not only for sets of
processes and procedures based on the principles but also the essential role of personal,
human creativity in materials design, which may often involve tacit knowledge. Designing
and writing materials needs to allow space for the creative spark if it is not to become a soul-
destroying manipulation of Lego elements, leading almost inevitable to cloning.
 One final point is that materials are only as good as the teachers who use them. Even
the best of materials can, in the hands of the unimaginative, unenthusiastic or untrained
teacher, turn to dust. I have suggested that materials should be flexible so as to allow space
for teachers to adapt and exercise choice. But for this to succeed, teachers need to take the
initiative too if they are not to become robots enslaved by the materials.

What Teachers Need To Know ( teaching methods)

Direct teaching
Direct teaching manifests itself in various forms and is associated with several
different descriptors; for example, explicit instruction, systematic instruction, direct
instruction (DI), active teaching and teacher-directed approach. All these forms of direct
teaching share a set of basic principles including the setting of clear objectives for learning,
systematic instruction that progresses from simple to more complex concepts and skills,
ongoing monitoring of students’ progress, frequent questioning and answering, re- teaching
of content when necessary, practice, application and assessment.
The generic model of direct (or explicit) teaching was influenced by Rosenshine’s
(1986) seminal analysis of effective instruction in which he identified the six major
components of teaching that appeared to be asso- ciated most clearly with positive academic
achievement in students The six components are:
a) Daily review
b) Clear presentation of new material
c) Guided practice by students
d) Immediate correction and feedback from teacher
e) Independent practice
f) Weekly and monthly reviews
Enhancing Lectures
Eggen and Kauchak (2004) suggest that many of the inherent weaknesses in formal
lecturing can be overcome if the presentation time is interspersed with frequent periods of
questioning and discussion. This not only helps learners participate more actively, it can also
reveal to the lecturer whether the students generally understand and relate to the material
being presented. Limitations associated with lecture method
a) Lectures may be too long (more than one hour), and thus exceed the
attention span of even those who are interested.
b) An overload of information is presented.
c) Individual differences in students’ prior knowledge, experience and
motivation are ignored
d) It is not possible to know whether every students has understood the
material
e) Some students lack confidence to ask questions for raise issues in a large
group
f) AC and ICT equipment may malfunction and cause iterruptions
g) Many lectures are not particulary effective or charismatic presenters.

Methods of teaching English have developed rapidly, especially in the previous 40 years. As a
language learner, training manager, or teacher, it is important to understand the various
methods and techniques so that you are able to navigate the market, make educated choices,
and boost your enjoyment of learning a language.
Each teaching method is based on a particular vision of understanding the language or the
learning process, often using specific techniques and materials used in a set sequence.
The main methodologies are listed below in the chronological order of their development:
• inquiry-based methods
• discovery learning
• Problem-based learning
• Project-based learning
• resource-based learning
• Computer-assisted learning