The exam has five compulsory questions in Part A that carries 8 marks each and in

Part B there are five questions . For part B you are only required to answer 3
questions with each question carrying 20 marks.

Topic 2
Read the module and list down the similarities and differences between Al-Farbi,
Confucius and Tagore's views on education and curriculum.
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Progressivism
Students are encouraged to interact with one another and develop social virtues
such as cooperation and tolerance for different point of view.
What would you do to achieve the above in your own classroom?
Essentialism
Discuss the various features that you would include in developing a curriculum based
on essentialism.
Perennialism
Perennialist curriculum asserts that profound ideas of yesteryears are to be taught
even for now.
Would you agree to this?
Topic 3
Humanism
Discuss various approaches that can be used in the classroom to promote a
humanistic approach to teaching?
Constructivism
One of the important premise of constructivism is that students should be given
adequate opportunities to build their own knowledge.
What are the roles of the teachers towards this?
Cognitivism

Based on your own reading, what would you suggest to a beginning teacher who is
interested to apply cognitivist principles in the classroom?
Behaviorism
Behaviourist believes that the essence of teaching entails strengthening the
association between the stimulus and the response .
How would you be able to achieve this in your own classroom?
Topic 4
Discuss 3 special interest groups that often claim an interest on what goes into the
curriculum.
Explain the knowledge that is most worth that can be included in a program of study
based on suggestions made by Hunkins & Ornstein (1998).
In your view and based on the suggestions made by Burks (1998), what are the
premises for one to choose the content for a particular course of study?
Topic 5
1.For each of the following, provide a clear explanation:
i. Educational goals
ii. Curriculum goals
iii. Curriculum objectives
2. Look at the various phases of the model and suggest to extent teachers can be
involved in it?
3. Draw Tyler's Curriculum Development Model and discuss the various components
found in the model.
Can you suggest strengths and weaknesses of the model?
Topic 6
1. Analyse the strengths of the following curriculum designs:
a. learner-centred design
b. problem-centred design
2. What guidelines would you propose to someone who is keen to do sequencing of
the curriculum that is being formulated?
3. What criteria do you think should be adhered to when selecting the content for a
particular curriculum?
Topic 7
1. Discuss the various factors that influence curriculum implementation in schools.
2. What factors could contribute to resistance among teachers when a curriculum is
implemented?
3. Explain the various types of curriculum change giving specific examples.
Topic 8
1. For each of the following methods of curriculum evaluation, discuss the strengths
and weaknesses involved:
a. Questionnaire survey
b. Interviews
c. Documentation review
d. Observation
2. In evaluating the curriculum, state and explain the various phases that one has to
go through.
3. In what way is the CIPP model both formative and summative?
Topic 9
1. What four challenges are likely to impact the formulation of future curriculum in
Malaysia or in your own country?
2. In your opinion, what strategies can be used to help the chronic underachievers in
our schools?
3. Discuss three aspects that should be considered in developing a curriculum for
the gifted children.
Topic 10
1. In what ways can we retool our schools to face the greater challenges of the 21st
century?
2. Explain why performance assessment should be given due consideration given
the current move to enhance critical and creative thinking skills among our students.

3. Why do you think great emphases should be given to implementing character

education in our schools?