1. A Critique Chan Soo Keng, Fang Siew Fong Hamimah Ali, Phua Hui Bing
Recent Reform of Elementary and Secondary Curriculum for 21st Century in Korea
A Critique
Chan Soo Keng, Fang Siew Fong Hamimah Ali, Phua Hui Bing

2. Objective Allow curriculum to develop students holistically
Foster student-centered curriculum
Students choose subjects based on aptitudes and interest
Students study at their own pace
More group work and class discussion
Allow schools autonomy on curriculum and administrative matters

3. Content of New Curriculum of Korea
10 year basic common curriculum scheme
Ability-driven and minimised of detailed content guidelines
Reduced core subjects
Increase number of electives
Emphasis on reading (Korean and Foreign languages)

4. Content of New Curriculum of Korea
Emphasis on creativity and moral sensitivity
Use of outdoor activities for team building
Students encouraged to do community involvement projects
Strengthening the use of ICT
Differentiated learning
Fast learner: advance programme
Slower learners: supplementary programmes
Expansion of the humanity subjects
Extention of curriculum time
27 hours per week

5. Strategies Engaged Partnership with various stakeholders Parents
Parental support for home-based character building
Community
Industries
Social organisations
Early Childhood Education
Mass media
Foster local and foreign understanding
Improve communication skills
Reading Programme
To read outside of curriculum (Korean and foreign language)
A variety of authorised textbooks to be used in schools

6. Strategies Engaged Flexibility in operation of curriculum
Tracking staff (AEDs, FTSC)
English Language to be taught in 3rd grade (Cluster System)
Introduction of “Discretion Hours”
Introduction of Experiential Learning
Shift from knowledge-based to practice-orientated learning
Globalisation
Linking Korean history to world history
Introduction of Chinese Language as an elective

7. Strategies Engaged Introduction of New Curriculum
Level oriented
In-depth and supplementary
Elective oriented
Change in assessment mode
Ethical, emotional and practical inputs
Integration of Moral Education into every subject
Incorporation of Special education and education for the gifted

8. Critique Basic Curriculum
From Kindergarten to 2nd/3rd year high school linked to common curriculum  is it possible?
Compulsory subjects, ECAs and Discretion Hours  contradict development of students

9. Critique
Resources
The engagement of circuit teachers  will it affect the bonding? Is there any consistency in the teaching of the moral values?
Autonomy of schools diluted curriculum with every school? Too decentralised?
Reading materials advocated by municipal and provincial education department  is there a political agenda? Condusive for critical thinking?
The use of mass media  what about the use of cyber space