FAKULTI PENDIDIDKAN

KOD KURSUS (HPGD1103 )

TAJUK KURSUS (CURRICULUM DEVELOPMENT)

NO. MATRIKULASI : CGS04287926

SEMESTER / TAHUN (YEAR) : SEPTEMBER SEMESTER I / TAHUN (2024)

PROGRAM : DIPLOMA PENDIDIKAN LEPASAN IJAZAH

 TABLE OF CONTENTS
PART I Page
1.1 Introduction 2
1.2 Researcher Focus on Article 2
1.3 Barriers to a Good Curriculum 3
1.4 Differences between Two Model 4
1.4.1 Linear Model 4
1.4.2 Interactive Model 5
1.4.3 Comparison Between Two Model 5
1.5 Variable 6
1.6 New Model 8

PART II : COURSE DEVELOPMENT

2.1 Title of the Course 13
2.2 Course Description 11
2.3 Student Achievement 11
2.4 Course Importance 12
2.5 Reason Learner Need This Course 12
2.6 Course Fulfillment 12
2.7 Duration of Course 13
2.8 Course Objective 13
2.9 Course Pre-requisite 14
2.10 Content 14
2.11 Materials 15
2.12 Methodology 17
2.13 Grading Procedures 18
2.14 Conclusion 20
3.1 Main References 21
3.2 Additional Information 22
3.3 Online Class Participation 23

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 FIGURES
Figure Title Page

Figure 1.6 New Curriculum Development Model 10

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 PART I

1.1 Introduction

The creation of curriculum has a direct influence on students' success and growth, helping to
shape their educational paths in better ways. Clear objectives that outline what students must
learn and accomplish at each educational level are provided by a well-structured curriculum
is proven as crucial part of growth. As students move through higher educational levels, they
can methodically expand on their knowledge thanks to this planned approach, which
guarantees their holistic development which important to their lives outside school. By
encouraging social, emotional, and physical development, a curriculum can promote holistic
growth other than academics. It helps pupils develop into well-rounded people who are
prepared to take on new challenges in real life. In the end, a well-designed curriculum
encourages children to be curious, involved, and motivated, which attract to a love the
learning process. In this sense, a well planned curriculum helps to produce well informed and
creative members of society that can solving their problem in correct ways in addition to
benefiting individual pupils and overall community.

1.2 What does the researcher focus on this article?

Professions are significantly impacted by the swift changes in the economy, population, and
technology. This leads to the emergence of new professions at the confluence of different
domains and the disappearance of others (Palonen et al., 2014). Professional education
institutions are challenged by these trends and must modify their curriculum to suit to educate
students for the workforce of the future (Bude, 2000). Curriculum development lags as a
result of many educational institutions' inability to adapt to the required changes, despite their
best attempts to be responsive (Snow-Andrade, 2018). The main focus of a researcher in the
given article, the obstacles to create a successful curriculum, and the distinctions between two
models of curriculum design will be examined in this essay. The construction of responsive
curriculum is the article's main focus, especially when it comes to professional education.
The ability of curriculum developers to quickly and effectively modify curriculum in
response to new advances in professional domains, the job market, and society is known as
responsive curriculum development. The article focuses on the definition and application of
responsive curriculum development in a dynamic work environment by curriculum
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developers at Dutch universities of applied sciences (UAS). With a focus on responsiveness,
flexibility, and the difficulties of staying up with societal changes, the study investigates how
curriculum creators manage the social-political and technical-professional processes of
curriculum creation happen in schools. The paper emphasizes the significance of developing
curriculum that are responsive, especially in professional education where the capacity to
adjust to shifts in the job market is essential for improvement of future country. However, a
number of obstacles stand in the way of developing current and successful curriculum,
including the time lag, rigid development techniques, lack of agency, and inadequate support
might challenge the objectives of curriculum existence. Despite being methodical, the linear
model of curriculum development is not appropriate for the quickly evolving workplace of
today. The interactive model, on the other hand, provides a more flexible and cooperative
method, better matching curriculum creation to industry demands rather than the linear
model. To guarantee that students are suitably equipped for the future needs, educational
institutions must adopt more adaptable models which are not impossible to follow up as
professional sectors continue to change in better ways.

1.3 What are the barriers to a good curriculum?

The first barrier to a good curriculum is the time lag dilemma. The delay between recognizing
new demands in the job market and adapting educational programs to address those demands
is one of the main obstacles to create a responsive curriculum. In vocational and professional
education, where prompt alignment with market trends is essential, this delay is particularly
problematic to cooperate (Voogt & Nieveen, 2017). Because it is based on knowledge and
abilities that are no longer applicable to the modern labor market where the curriculum
frequently gets out of date where the students no longer being educated about it.

Lack of adaptability in approaches to curriculum development is the second barrier to a good

curriculum. In the Netherlands, curriculum development is still frequently described using
linear models, which take a methodical approach. Responding to the quick changes in the
professional area is made more difficult by this rigidity. Due to the lack of flexibility,
organizational issues such as course sequencing and practical apprenticeship scheduling take
precedence over conversations about professional content (Nieuwenhuis et al., 2021). As a
result, these models fall short in meeting the rapidly changing demands of the labor market.
Lack of agency where the curriculum makers' inability to "critically shape their responses to
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problematic situations" (Priestley et al., 2012, p. 8) is another challenging factor to develop
good curriculum in schools. Even though curriculum developers in the Netherlands have a
fair amount of latitude, they frequently feel bound by examination rules, accountability
demands, and rigid curricular frameworks. In order to create responsive curriculum, creativity
and risk-taking are discouraged by this lack of agency occurrence. Last but not least,
curriculum developers frequently lack the design expertise and hands-on assistance required
to create responsive courses to be applied on students. According to studies, a lot of
developers use intuitive approaches, which results in a lack of analysis and evaluation tasks
(McKenney et al., 2015; Huizinga et al., 2019). Additionally, many developers encounter
difficulties in developing curriculum because they lack of technical assistance and training,
and there is no clear or support system for developing responsive curriculum (Nieveen et al.,
2010).

1.4 What are the differences between the two models used in designing an engaging
curriculum?

The fundamental ideas, organizational framework, and stakeholder involvement strategies of

the interactive and linear models of curriculum development can be used to examine how
they differ from one another. Each model represents a distinct paradigm in the curriculum
design process where the interactive model embodies a more flexible and iterative approach,
while the linear model represents a methodical and sequential procedure with rigid
frameworks which show that this model can not be changed easily during the process. In
domains such as education, instructional design, and policy implementation, these contrasts
are especially pertinent.

1.4.1 Linear Model of Curriculum Development

The theoretical basis of Linear Model is closely aligned with Tyler's Rational-Linear Model
of Curriculum, which advocates for a top-down, goal-driven approach to curriculum
development, is closely related to the linear model. Every stage is intended to accomplish
particular learning objectives and results, and once the plan is put into action, there is little
opportunity for modification during the process where some problems might appears which
affect the final result. The strengths of this model is the linear model's structure and clarity
make it ideal for settings requiring rigorous adherence to educational standards and results. It
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guarantees that education is in line with institutional and national standards which make it
easier to follow up. Beside the strengths, Linear Model also has limitations as it show. The
linear model's rigidity may be a drawback, especially in dynamic or complicated learning
situations where stakeholder input and flexibility are essential. Once the process starts, it is
difficult to incorporate revisions or criticism. It does not easily accommodate feedback from
stakeholder and even students or revision once the process is underway even it is important to
mind the feedback which can improve the result in effective way.

1.4.2 Interactive Model of Curriculum Development

The Interactive Model's theoretical foundation is based on Stenhouse's Process Model, which
emphasizes both teacher and student participation in curriculum development to enable more
adaptable and responsive educational initiatives to make it similar when the students grow up
and move into the real working situation. It is consistent with social constructivism, which
highlights how people work together in real life adaptation and interact to co-create
knowledge and experience new things about cultures, technology and new life skills. The
strengths of this model is the paradigm is very interactive and flexible, enabling real-time
modifications in response to stakeholder input and modifications in the learning environment
where the feedback from teachers and students are taken account into the process. It works
especially effectively in situations where a high level of personalization is necessary or if it is
difficult to forecast the educational effects up front. Meanwhile the restrictions are it might be
difficult to maintain a clear, sequential process in settings that demand continuous
responsibility and uniformity. Furthermore, the interactive model's open-ended nature could
result in inconsistent curriculum delivery if not critically managed during the process.

1.4.3 Analysis by Comparison between Linear Model and Interactive Model

In terms of structure and sequence, the linear model has a strict, fixed structure in which
phases are arranged hierarchically from one to the next process. In contrast, non-linear
evolution is possible with the interactive model, which incorporates many feedback loops and
modifications based on ongoing stakeholder input that shows how flexible the interactive
model is. In the matter of stakeholder engagement, under the linear approach, stakeholders
including students, teachers, and business professionals are mostly restricted to the early
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phases of program and policy creation where any unnecessary changes can lead to the failure
result. However, the interactive model places a strong emphasis on continuous stakeholder
interaction and collaboration during the curriculum design and implementation stages to
ensure that the plan can be carried out successfully if there are some sudden changes occur.
From the adaptability terms, as linear model is prescriptive, it is less flexible in response to
evolving problems or shifting educational environments which any contradictory changes
must be avoided as much as possible. Because of its intrinsic flexibility, the interactive model
can be continuously revised and modified in response to feedback from the real world. In the
matter of theoretical underpinnings, based on behaviorist and rationalist ideas, the linear
model sees education as a system that can be foreseen and managed with well thought-out
inputs. Constructionist and participatory theories have impacted the interactive model, which
emphasizes that education is a dynamic, ever-evolving process and that knowledge is created
via people interaction which are not fixed process. All things considered, the linear model
works well in settings where control, predictability, and adherence to established academic
norms are critically managed. It provides a methodical approach that guarantees conformity
to sectoral objectives and national policies. On the other hand, the interactive model offers a
more responsive and adaptable approach that is more appropriate for educational settings that
demand flexibility and input from a variety of stakeholders. The particular objectives of the
curriculum, the educational setting, and the level of flexibility needed in the learning process
all influence which of these models is the best.

1.5 Think of another factor or variable you can add to the model in Figure 1 and 2.
Justify your answer with relevant sources.

By examining the procedures in order to review and elaborate on the curriculum creation
models illustrated in Figures 1 and 2, including a new variable or factor in the model, aspects
like "National agreements," "Program development," "Curriculum development," and
"Learning processes" are emphasized in Figures 1 and 2, with Figure 2 adding "Stakeholder
interaction." One element that can improve the curriculum model even more is the
"Continuous Feedback Mechanism" as I have mentioned earlier that feedback from teacher,
student and stakeholder are crucial. This element would enable continuous assessment and
curriculum improvement based on input from students, teachers, and business experts. In
contemporary educational institutions, where industry demands and the learning environment
change quickly, continuous feedback loops are essential. Curriculum designers may make
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sure the material stays effective, relevant, and in line with sectoral requirements by include
feedback methods. According to research, feedback procedures enhance the quality of
education by attending to the needs of students and modifying the material to prepare them
for applications in the real world (Darling-Hammond et al., 2019; Hattie & Timperley, 2007).
Besides, feedback can fulfill the requirement of education in schools.

Given the quickly changing demands of both learning settings and industrial needs, it is
imperative that curriculum development in today's educational systems incorporate
continuous feedback loops. Feedback can help identify areas for improvement and help
student to hone their skills in curriculum course. It becomes imperative that educational
programs adjust concurrently with industry transformations and the adoption of new
technology, skills, and methodologies. A systematic approach of gathering, evaluating, and
reacting to data from students, instructors, alumni, and business partners is provided by
continuous feedback loops. This method enables curriculum designers to make continuous
modifications to guarantee that the material stays applicable, efficient, and in line with
industry and society demands which can prevent performance from going off tracks.

Maintaining the relevancy of curricular content is one of the main advantages of continual
feedback techniques. Today's workforce has dynamic needs, and since new tools, methods,
and practices are being developed, current course materials frequently become obsolete.
Employers' and industry professionals' feedback offers vital insights into the most current and
relevant skills and expertise in particular industries. Appreciative feedback and
reorganization build people sense of value. For example, the teachers willingly giving
feedback to improve the curriculum development because they know their opinion are being
heard. moreover, feedback suggesting a greater need for green technologies and sustainable
practices, for instance, it could help an engineering curriculum add courses or modules that
address environmental engineering and renewable resources. Additionally, by meeting
students' changing demands, ongoing feedback loops enhance the curriculum's efficacy.
Student feedback in a classroom context can highlight certain areas where assignments or
content delivery could be enhanced for greater application or comprehension. Curriculum
designers can collaborate with teachers to offer more resources, alter teaching strategies, or
add supplemental materials if students indicate that particular ideas are very difficult or
confusing. These modifications aid in customizing the curriculum to fit students' real learning
requirements, boosting their interest and guaranteeing a higher degree of understanding. By
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helping students to understand difficult subjects, feedback mechanisms thereby encourage
improved educational outcomes in addition to improving the learning experience. Feedback is
essential to instructional strategies that are in line with the science of learning and
development, according to Darling-Hammond et al. (2019). According to their findings,
learners' requirements are better served by curriculum that is modified in response to
stakeholder feedback since it is based on real-world applications and responsive to the
knowledge and skills that are now needed in a variety of sectors. The importance of feedback
on learning is further highlighted by Hattie and Timperley (2007), who note that constructive
criticism helps students recognize their strengths and areas for development. The following
example highlights the significance of ongoing feedback loops in curriculum creation,
especially when it comes to modifying educational programs to meet industry demands. For
instance, think about enrolling in a software engineering program at university. New
programming languages, frameworks, and development techniques are constantly being
developed as the Information Technology sector changes quickly. More engaged sector
culture makes people feels comfortable highlighting issues that need addressing and sharing
new ideas and even suggest innovative solutions to challenges. The curriculum runs the risk
of becoming out of date and out of step with industry standards if it is created and then kept
unaltered for a number of years, leaving graduates unfit for the labor market of today. The
institution uses a Continuous Feedback Loop to solve this, gathering input from a range of
stakeholders, such as industry partners, alumni input, feedback from students, faculty and
research updates, and putting feedback into practices. To sum up, continuous feedback loops
are essential to the contemporary educational environment because they keep curriculum
content current, efficient, and in line with industry norms. Constant feedback makes the
curriculum a live, breathing thing that can be adjusted to address future difficulties while still
meeting present educational demands.

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1.6 create a new model using the variables in Figure 2 of the article. Add a variable that
you have identified in (d) to include in your proposed model.

Stakeholder Interaction > Program Development > Curriculum Development

v
National Agreements
v
Continuous Feedback > Learning Process
Mechanism

Figure 1.6 New Curriculum Development Model

As a curriculum developer, I would suggest an improved model that incorporates a

"Continuous Feedback Mechanism" into the process flow in response to the curriculum
models shown in Figure 2. This feature aims to provide an iterative system in which
curriculum content is continuously assessed and revised in response to direct input from
many stakeholders, guaranteeing its continued applicability and efficacy. This concept is set
up to preserve adaptability, business responsiveness, and conformity to national educational
requirements.

The Interaction with Stakeholders component, which is at the center of this approach, is a
major source of information on industrial and social demands. Industry experts, educational
officials, alumni, and even community leaders are examples of stakeholders. They all offer
crucial information about the knowledge and skills that are currently and in the future needed
in the workforce. These exchanges guarantee that the curriculum is created with both a
theoretical underpinning and real-world implementations that satisfy the demands of
contemporary businesses. By incorporating these many viewpoints, the curriculum
development process is more suited to the needs of the actual world, which raises the
educational value for students starting their careers. This model's following step, Program
Development, involves organizing the stakeholder insights into a structured framework for
the educational program. This stage incorporates stakeholder input while coordinating it with
national agreements that specify the necessary skills, moral principles, and learning
objectives at the sectoral level. This stage creates a well-rounded software that strikes a
balance between fundamental knowledge and real-world applications by serving as a link
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between theoretical standards and practical requirements. In order to guarantee that the
program is in line with recognized educational standards, national agreements act as a point
of reference. Going forward, thorough planning occurs throughout the Curriculum
Development stage. This entails creating targeted learning materials, creating real-world
assignments that reflect difficulties encountered in the workplace, and, whenever feasible,
integrating workplace learning opportunities. The curriculum development process
emphasizes both theoretical knowledge and practical skills while converting the program
framework into meaningful learning experiences. Students receive practical experience that
equips them for professional settings through well-designed coursework and projects. Thus,
curriculum development turns into a dynamic process that takes into account stakeholder
feedback, national standards, and aims to give students the skills they need to be successful in
their chosen industries.

It is essential that this model incorporate a Continuous Feedback Mechanism. This

mechanism, which comes after the "Learning Processes" stage, links back to both "Program
Development" and "Curriculum Development." This feedback loop's objective is to guarantee
that curriculum content and learning outcomes are routinely evaluated and revised in
response to input received from industry partners, professors, alumni, and students. The
continuous feedback method enables curriculum developers to find gaps or out-of-date
content in the curriculum by examining data on student performance, course evaluations, and
employer input. For instance, this feedback mechanism would enable prompt modifications
to guarantee that content stays effective and current if students and alumni complain that
specific technology or methodologies have become outdated. Furthermore, because most
sectors are dynamic, this approach allows the curriculum to react swiftly to new
developments and trends. Finally, students interact directly with the instructional information
during the Learning Processes stage. Here, students participate in the program, do
assignments, and use what they have learned in actual or simulated work environments.
Feedback data is continuously collected during this phase, offering real-time insights into
how effectively students comprehend and implement what they have learned. This
information is subsequently incorporated into the continuous feedback mechanism, whether it
comes from assessments, feedback forms, or hands-on evaluations. Curriculum designers can
get regular updates on students' progress by incorporating this data into the feedback loop.
This allows for continuous enhancements to the program's structure and content.

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Educational institutions can better serve businesses and students by developing curriculum
that adjusts based on ongoing feedback, closing the gap between professional demands and
academic learning. In a world that is changing quickly, this strategy not only improves the
quality of education but also makes it more relevant and has a greater social impact. By using
this method, curriculum writers can be sure that their programs are not only in line with
industry standards but also adaptable enough to accommodate new developments and issues
in the future. Educational institutions can better serve businesses and students by developing
curricula that adjusts based on ongoing feedback, closing the gap between professional
demands and academic learning.

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 PART II : COURSE DEVELOPMENT
2.1 Title of the Course
The health program will be named after “Smart Choices: Cut the Salt, Slash the sugar!”as it
involve the reduction of salt and sugar consumption among school students.

2.2 Course Description: What is the course about?

“Smart Choices: Cut the Salt, Slash the sugar!” is a health nutrition program implemented
for students with the age range of 13 to 17 years old from primary and secondary schools.
The program will be held at the school hall for 4 weeks from January 1 to 31 January 2024.
In the following month, on 28th February 2024, a follow-up session for the students
regarding the post-evaluation (blood pressure test and Food Frequency Questionnaire) will
be conducted. The program will be held to raise awareness among school students about the
risk of high salt and sugar food to their health.

2.3 What will students achieve if they attend this course?

This healthy eating program's main goal is to giving students the information, abilities, and
self-assurance which they need to make better meal choices, especially when it comes to
cutting back on high-sodium junk food and sugar sweeten beverages. In order to make dietary
decisions, students must learn about the risks that high-sodium junk food and high sugar
drinks poses to their health, including heart disease, hypertension and diabetes. Through
encouraging healthier snack selections and teaching children how to make better decisions,
the program develops both knowledge and useful decision-making abilities. Building
students' self-confidence in making and sticking to better decisions is another important goal,
as this is crucial for long-term nutritional adjustments. Students will have the ability to
explain the specific negative health effects of eating junk food that is high in sodium and talk
about typical obstacles that keep them from choosing healthier options. Students will learn
how to identify and choose lower-sodium and sugar snack options as well as how to produce
tasty, low-sodium items, low sugar drinks will give them practical skills that will make eating
healthy more approachable and pleasurable. By achieving these goals, the program hopes to
help students develop enduring habits that improve their general health and well being.

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2.4 Rationale: Why is the course important?

The initiative is to limit salt and sugar intake which is essential for students because it targets
long-term health risks and encourages healthier living habits from an early age. One of the
main causes of childhood obesity is a high sugar intake, especially from sugary drinks and
snacks. Childhood obesity raises the risk of future obesity and can cause immediate health
problems. Consuming excessive amounts of sugar and salt is associated with heart disease,
diabetes, obesity, and high blood pressure. Reducing sugar and salt intake early in life can
help reduce the chance of developing these diseases as an adult. Besides, a diet heavy in
sugar and salt can affect mood, energy levels, and cognitive performance. While less salt
promotes adequate hydration and physical health, both of which are critical for learning and
physical activity as less sugar helps regulate energy and concentration. Thus, students are
more likely to maintain these behaviors into adulthood and develop a lifelong commitment to
healthier eating when they are taught the value of lowering sugar and salt intake.

2.5 Why does the learner need this course?

A more informed and health-conscious community results from students participating in

these programs learning to read nutrition labels, become more careful of what they're eating,
and beware the effects of their food choices. Encouraging these behaviors can result in a
healthier student that achieve higher academic results and has greater general well-being.

2.6 Does the course fulfil the needs of society?

A health program that aims to reduce salt and sugar intake can satisfy important societal
requirements by preventing common health issues and enhancing quality of life. Society can
reduce the high costs of health care for managing chronic diseases including diabetes,
cardiovascular disease, and hypertension by reducing the prevalence of these conditions.
Healthy eating habits that promote prevention ease the financial pressure on families and the
demand on health care systems. Moreover, communities that are healthier tend to be more
productive as maintaining a balanced diet gives people more energy, fewer sick days, and
improved mental clarity, all of which improve performance at work and in the classroom.
Communities are empowered to make better, more educated decisions when they are aware
of the effects of the nutrition choices they make. This program can raise awareness assist
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students as consumers to identify hidden sources of sugar and salt and promote healthier
options in stores, educational institutions and workplaces. Besides, people are forced to rely
on convenience stores or fast-food restaurants where processed, high-sugar, and high-salt
items are more easily accessible because grocery stores with fresh produce are frequently far
away. Meanwhile, the Change4Life campaign was held in United Kingdom aims to inform
low-income communities about the dangers of consuming too much salt and sugar. They
collaborate with nearby retailers to label healthier, less expensive products and offer easy,
reasonably priced cooking suggestions that reduce salt and sugar intake.

2.7 Duration of the course

The program will be held at the school hall for 4 weeks from January 1 to 31 January 2024.
The reduction of salt consumption will be held for 3 weeks following the reduction of sugar
consumption will be held for 1 weeks. In the following month, on 28th February 2024, a
follow-up session for the students regarding the post-evaluation (blood pressure test and Food
Frequency Questionnaire) will be conducted.

2.8 Course objectives/ Learning outcomes statements:

CLO1: There are several activities that help the students to increase their knowledge on
decreasing sodium consumption of junk foods and sugar sweeten beverages.

CLO2: To fulfill the course learning outcomes from attitudes (affective) perspective,
students will be required to jot down their goal and their strategies to consume low sodium
food and low sugar drinks in the given tip sheet and the students should share their tips with
other team members.

CLO3: Students gain practical experience in measuring, mixing, and preparing ingredients
from cooking demonstration activity which strengthens their ability to create balanced snacks
that are lower in salt and sugar which builds their competency and confidence in cooking
health-conscious recipes and feel more capable of cooking wholesome options at home.

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2.9 Course pre-requisite

I graduated with Bachelor degree of Science Nutrition in a local university in Terengganu.

This degree provides essential knowledge about dietary requirements, the effects of salt and
sugar on health, and the basics of balanced diets. I was once conducted a community health
program as a facilitator. Having to run a community health program before gives me hands-
on expertise in organizing, planning, and carrying out health programs. I most likely grew
throughout my prior community nutrition project from the previous experience. Before
conducting an education health program, raising funds from higher ups is encouraged to
ensure the program is well funded in terms of prizes, food and education materials.
Furthermore, I suggest that appointing 10 to 15 volunteers will be so much helpful to monitor
the students' movement.

2.10 Content:

One of the topic will be covered during the activities that highlights the information regarding
the recommended salt intake, types of salt, health risk of excessive salt consumption and tips
to reduce salt consumption from the latest update food pyramid, Malaysian Healthy Plate
‘Quarter Quarter Half’, some educational videos regarding tips on how to reduce salt
consumption and the consequences of having high sodium foods. The second topic is to
ensure the students to be able to identify the their barriers in reducing the consumption of
junk food with high sodium content. The students were required to discuss among them what
are the main barriers to reducing the consumption of junk food with high sodium content, and
they need to find strategies as ways to overcome the barriers. Afterward, all the students need
to present their ideas in front of the other groups regarding the topics given.

The third topic will be to enhance skills in selecting better choices of snacks with low
content of sodium when shopping. 6 booths had been set up, which were instant noodles and
pasta, crackers and crisps, instant rice and soup, snacks, biscuits, and processed foods.
Students must choose one type of food in each booth according to their preferences without
spending any money. Then, the choices will be recorded by the booth keeper in the scoring
system. The fourth topic is to help the students to identify healthier choices of junk food
products with the knowledge and abilities they had by choosing the lowest sodium contained
in the 37 junk food product.
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The fifth topic that will be taught to enhance the student's confidence perception of preparing
palatable food with low sodium content. The activity starts with watching cooking video
tutorials followed by cooking demonstrations from facilitators, and hands-on cooking
activities by students. The sixth topic will be “Tip Sheet” activity where the students will be
taught to able to write down their aim to reduce salt consumption with the steps they might
need to take to achieve the goal. The “Tip Sheet” can be brought back home with the
students. It serve as a reminder of the knowledge they have learned and the goals they have
set for themselves.

The seventh topic will be taught to make sure students are able to identify the benefits of
reducing sugar-sweetened beverages in their daily intake. The students are expected to
express their thoughts, opinions, preferences, and ideas in identifying their challenges and the
strategies to reduce the sugar-sweetened beverages in their daily intake. The eight topic will
be intended to give knowledge and cognitive skills on information about sugar content
through beverage exhibitions which the food labeling, fruit juice, carbonated drink, coffee
and tea drink, and energy drink will be available. the strategy is to increase the confidence of
participants to make low-sugar beverages. The ninth topic which the students will be taught
to make beverages with low sugar content. Each of the student is required to make drinks
with low sugar content and facilitators will evaluate the drinks by the taste, amount of sugar,
and, what kind of sugar they used. Students that used an appropriate amount of sugar and
managed to choose recommended sugar were given the highest mark.

2.11 Materials:

The educational materials for health promotion are includes printed materials, slide
presentation, pamphlet and educational animations as visually appealing videos can attract
students attention to demonstrate the impact of high salt and sugar intake and provide tips for
healthier eating more effectively. Healthy recipe cards simple recipe cards with easy, low
sugar, and low salt snack ideas will encourage students to try healthy recipes at home with
their families. Info-graphics and Posters will be used to displaying “Good vs. Bad Snack
Choices” or “Hidden Sources of Salt and Sugar” are easy to understand and can be displayed
around the classroom or school. Games and flashcards can be a good choice to spread facts
about salt and sugar, healthy habits, and food groups help students learn through play and

17
repetition. Stickers and Reward Badges will be one of the attractive reward among student
like “Low Sugar Hero” or “Smart Snack” to serve as motivational rewards and encourage
students to make healthier choices. Other than that,hands-on models or food props that
present real or model foods (fake fruits, vegetables, packaged snacks) can demonstrate
portion sizes, sodium and sugar content better.

2.12 Methodology/ Teaching Strategies:

Activity for Salt Reducing Consumption

Activity 1: Talk & Watching Educational Video

The educational talk consists of salt and its consumption, whereby students are provided with
knowledge of the daily recommendation intake of salt, types of salt, the health risks of
excessive salt consumption, and tips to reduce salt consumption.

Activity 2: Mini Salt Exhibition

Second activity conducted will be the “Mini Salt Exhibition”, to help the students to increase
their knowledge on decreasing sodium consumption of junk foods. This activity consist of 4
mini booths. Booth 1 where students are exposed to real sodium contents (real cooking salt)
in teaspoon for each junk food, based on the comparison amount of sodium per 100g. Booth 2
in which students will be exposed on how to compare sodium content among six categories
of junk food, with a food diagram and learn to make a better and healthier choice of junk
foods with a lower sodium content. Booth 3 in which students are exposed to the effects of
eating high sodium foods on the body. The analogy of potato cells as human body cells
expose the students to the mechanism and balance of sodium and water that ensure the organs
and cells work properly. Booth 4 in which students are exposed to the other names of salt
commonly used in food labeling.

Activity 3: Snake & Ladder

"Snake and Ladder” activity is targeted for students to be able to apply the acquired
knowledge from the previous activities which are talk and mini salt exhibition. In this
activity, three board games of snake and ladder will be prepared. Students are required to
answer questions once they stopped at squares that contained snakes, ladders, and question
mark symbols. They can move further only if they answer the quiz correctly.
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Activity 4: Group Discussion & Presentation
In group discussion and presentation activity, students are required to discuss in a group
about the barriers of consuming low sodium junk foods and ways to overcome the barriers
among their team members. Then, the student's team must have their team's motto and make
a creative presentation for around 10 minutes in front of other students. This activity is to
enhance their thinking skills and to improve the interaction and teamwork among the
students.

Activity 5: Snack Shopping Day

This activity will be targeted for students to be able to choose a junk food option with low
sodium content where the students are required to buy using fake money provided and choose
any products from six booths that are provided for them. This activity consist of several
booths which are instant noodles and pasta, chips, instant porridge and soup, snacks, biscuits,
and processed meats. Therefore, students with high total scores show that they have chosen
foods with low sodium content.

Activity 6: Cooking Demonstration

This activity starts after watching the videos and cooking demonstration, the students are
given 30 minutes to cook. They can choose to put the salt or other condiments such as black
pepper or garlic powder and others that are prepared by the organizer. The condiment chosen
will be observed and evaluated by the organizer to see how confident they can make the egg
chips with less salt.

Activity 7: Tip Sheet

In this session, students are required to write down their goals and their ways to consume low
sodium food in the given tip sheet. Students also required to share their tips on how to
consume low sodium food with other team members.

Activity for Sugar Reducing Consumption

Activity 8 : Brainstorming

As a start to the session of brainstorming, the participants will be asked to list their challenges
to reduce sugar-sweetened beverage intake. In which is similar to group discussion, the
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participants are encouraged to express their thoughts, opinions, preferences, and ideas in
identifying their challenges and the strategies to reduce the sugar-sweetened beverages in
their daily intake. The facilitators of the group need to respond to their current challenges and
discuss the strategies for reducing sugar-sweetened beverages. The sharing session can
enhance the knowledge of the challenges and several strategies to reduce high sugar-
sweetened beverage consumption.

Activity 9 : Exhibition Sugar Rush

This activity intend to ensure the students have knowledge and cognitive skills on
information about sugar content through beverage exhibitions. This activity will have 5
booths which are food labeling, fruit juice, carbonated drink, coffee and tea drink, and energy
drink. This educational activity help the student to increase their knowledge in choosing
healthier choices for their beverages.

Activity 10 : Master Drink

This activity is to increase their confidence which the students will be able to make beverages
with low sugar content. There are two types of sugar will be provided which are white sugar
and brown sugar. Each of the participants will be required to make drinks with low sugar
content and facilitators will evaluate the drinks by the taste, amount of sugar, and, what kind
of sugar they used. Students that use an appropriate amount of sugar and manage to choose
recommended sugar intake will be given the highest mark.

2.13 Grading procedures/ assessment:

CLO1: Salt : Before the educational talk, the student must answer pre-survey to determine
their knowledge before the talk. Then, the session will be continued with students watching
educational videos about tips on how to reduce salt consumption and the health risks of
excessive salt consumption followed by answering post-survey whether they can state the
knowledge given through the talk and video. They will be asked several question and those
who succeed will manage to get the prizes.
Sugar : The student must answer pre-survey to determine their knowledge before this activity.
This activity will have 5 booths which are food labeling, fruit juice, carbonated drink, coffee
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and tea drink, and energy drink. This educational activity will help the student to increase
their ability in choosing healthier choices for their beverages. They will be asked several
question and those who succeed will manage to get the prizes following by answering the
post-survey.

CLO2: Salt : In this session, students are required to jot down their goal and their ways to
consume low sodium food in the given tip sheet. Students also required to share their tips on
how to consume low sodium food with other team members before the activity ends.
Sugar : During the brainstorming session, students must express their thoughts, opinions,
preferences, and ideas in identifying their challenges and help their friends to write down the
strategies to reduce the sugar-sweetened beverages in their daily intake. They must do the pre
and post survey before the activity.

CLO3: Salt : Before the student cook, they will be given pre-survey to determine their
confident to cook food with less salt. After the cooking activity, the student will be given
post-evaluation to determine whether they will cook food with less salt at home or not. The
students were asked to answer the question after a week of program implementation. The
Food Frequency Questionnaire (FFQ) will be distributed after a month to the students to
determine whether they manage to decrease junk food consumption that high in sodium.
Sugar : Each of the students will need to answer pre-survey to determine whether they are
confident or not to make drinks with less salt. Students that used an appropriate amount of
sugar and managed to choose recommended sugar will be given the highest mark. Post-
evaluation will be given to get their feedback. The students were asked to answer the question
after a month of program implementation using Food Frequency Qustionnaire.

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2.14 Conclusion

In conclusion, encouraging healthy lifestyle choices in schoolchildren from a young age

requires such things like a salt and sugar reduction program. This program equips students to
make educated nutritional choices that can enhance their long-term health by teaching them
about the dangers of excessive sugar and salt consumption, including obesity, high blood
pressure, and type 2 diabetes. Furthermore, when students carry these healthier habits into
adulthood, early health education can result in long-lasting improvement. In the end, a well-
run program benefits community well-being in addition to individual health, which may
lessen future health care costs.

Total Words : 6815

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3.1 Main references
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019).
Implications for educational practice of the science of learning and development. Applied
Developmental Science, 24(2), 97–140. [Link]

Hagger, M. S., Cameron, L. D., Hamilton, K., Hankonen, N., & Lintunen, T. (2020). The
Handbook of Behavior Change. In Google Books. Cambridge University Press.
[Link]

Institute for Public Health (IPH) 2022. National Health and Morbidity Survey (NHMS) 2022:
Adolescent Health Survey 2022, Malaysia. [Link]
2022/2a._ahs_factsheet_bi_18052023.pdf

Jk, L., Xp, C., L, L., Wh, T., Ss, E., Cf, N., & A, R. (2019). Prevalence and Factors
Associated with Hypertension among Adolescents in Malaysia. IIUM Medical Journal
Malaysia, 18(1), Article 1. [Link] Kaesberg, Z.,
Schumacher, J., Bardwell, A., & Calvert, K. (2021). Effects of video technology on cooking
self-efficacy of college students. Journal of American College Health, 1(1), 1–7.
[Link]

Nieuwenhuis, L., Van den Berg, T., & Plomp, T. (2021). Responsive curriculum
development in the context of fast-changing professional fields. Journal of Curriculum
Studies, 53(6), 74–91. [Link]

Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The Use of Focus Group
Discussion methodology: Insights from Two Decades of Application in Conservation.
Methods in Ecology and Evolution, 9(1), 20–32.
[Link]

3.2 Other additional information

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 Online resources: Include links to relevant websites, online lectures, instructional videos,
podcasts or webinars

1. [Link]

2. [Link]

Interactive learning tools: online simulations, interactive tools or software

1. [Link]

2. [Link]

3. [Link]

4. [Link]

5. [Link]

Case studies and real-life examples: Add case studies or real-life examples

Mahajan, A., Yu, J., Hogan, J. L., Jewell, K., Carriero, A., Annis, A., Sadowski, A., Darlington, G.,
Buchholz, A. C., Duncan, A. M., Haines, J., & Ma, D. W. L. (2021). Dietary sugar intake
among preschool-aged children: a cross-sectional study. CMAJ Open, 9(3), E855–E863.
[Link]

Ezike, C., & Da Silva, K. (2023). Technology-Based Interventions to Reduce Sugar-Sweetened

Beverages among Adolescents: A Scoping Review. International Journal of Environmental
Research and Public Health, 20(23), 7101. [Link]

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3.3 Online Class Participation

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