Post on 22-Mar-2017
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CHAPTER 7: INTRODUCTION TO MALAYSIA NATIONAL
CURRICULUM DEVELOPMENT
Curriculum & Instruction (HED 3052)
Malaysia National Curriculum
KSSR (Standard Curriculum Primary School)KBSM (Integrated Curriculum Secondary
School)
KSSR
Focus
To ensure Malaysia nurtured the spirit of the nation to mastered knowledge, skills, competency & values
Background
The national curriculum should be reviewed to ensure that a holistic curriculum & relevant for make a good person which it can face the challenge of current issue & future
Background
Curriculum Primary School1983 – KBSR (New)1993 – KBSR (Integrated)2003 – KBSR (reviewed)2011 – KSSR (Standard)
Curriculum Transformation
The process of conducting a holistic form of changes to existing school curriculum that involves changes in shape, organization, content, pedagogy, time allocation, assessment methods, materials & curriculum management in school
Education Wish
Terrace curriculum development:National education philosophyNational education policyWawasan 2020Framework of long-term planThe challenges of the 21st centuryThe new model of economyLearning theory4 pillars of education (UNESCO)
Responsible citizen
RighteousUnitedPatrioticFair
Knowledgeable Worker
InnovativeCreativeThirst for knowledgeMaster in skills, information technology &
communication
The Imbalance Students in Terms of Intellect, Physical, Spiritual & Emotion
KnowledgeableCompetentBelieve in GodConfident
Global Player
CompetitivenessDurabilityCommunication skillsIdentity
Curriculum Transformation
KSSR
Organization
Content
Allocation timePedagog
y
Assessment
Curriculum managemen
t
MaterialsShape
The Concept of Transformation Primary School Curriculum
Based on national education philosophy
Based on the principle KBSR:Integrated approachDevelopment of the individual as
comprehensiveOpportunities and the same quality of
education for all studentsLifelong education
Form of Curriculum Transformation
CommunicationPhysical attitude & valuesHumanityCompetencyPhysical & Aesthetic DevelopmentScience & Technology
Curriculum Focus
Pre-school
Phase 1 Primary School (1 – 3)
Phase 2 Primary School (4 – 6)
Standard-Based Curriculum
Curriculum Transformation of Primary Schools enacted standard-based content & learning standards
Content Standard• Specific statement about what students should
know and can do in a period of schooling covers the knowledge, skills & values
Learning Standard• A setting criteria or indicators of quality of
learning & achievement that can be measured for each content standard
Why Standard?
Ensuring all students pass the standard setEstablishment of knowledge, skills, & values
that need to be measured clearlyIdentify strategies for improvement
(assessment for learning)Avoid the students problem from missed any
lessonThe implementation of school-based
assessment
Curriculum Document
Curriculum MaterialCurriculum Standard Document
Curriculum support materialsText book Instruction moduleManual creativity
Pedagogy
Thinking skills in teaching & learningThe application of multiple intelligence
theory in teaching & learningThe use of information & combination
technologyFuture research-based teachingConstructivism learningContextual learningSelf-access learningLearn how to learn
Assessment
Assessment P&P (T&L)Undertaken on an ongoing basis to track the
progress and achievement of pupils in learning
Using a variety of assessment methodsAuthentic & holistic
Conclusion
Improve the quality of primary education to make it move relevant to the challenges of today & the 21st century
Teachers play an important role in seeking an effectiveness P&P; and
Curriculum transformation success requires commitments from all parties, including policy makers, curriculum management, parents & stakeholders
KBSM
National Philosophy Of Education
Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectuality, spiritually, emotionally and physically balanced and harmonies based on a firm belief in an devotion to God.
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Such an effort is designed to produce Malaysian citizens who are:
Knowledgeable & competentHigh moral standardsResponsibleCapable of achieving a high level of a
personal well being as well as being able to contribute to the harmony and betterment of the family, society and the nation at large
History of KBSM
1. KBSM was introduced in 1980 by the government to build a well established curriculum for all secondary school.
2. It was introduced for language subject in 1988.
3. Later on, it was introduced for all subjects in 1989.
4. KBSM is the continuation of KBSR that is based on 3M (reading, writing and calculating)
The Aim of KBSM
1. Is similar to KBSR that is to expand the individual potential as a whole, balance and integrated and it covers the expert of intellectual, spiritual, emotion and physical to produce a well balance, harmonious and a good moral values individual
2. It is also designed to achieve the aims of the national education philosophy
Objective of KBSM
1. To achieve a life-long education2. To enable students to master interaction
skills in every life situation, to expand the way of thinking and “penaakulan”
3. It stresses on problem solving skills in every expect of life
4. This program is in line with government policies and needs to inaculate solidarity among the Malaysian citizen
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5. To cater student’s needs in order to face life challenges and able to surpass other individuals
6. To expand ICT skills, creative thinking and also knowledge on time management
Characteristic of KBSM
Focus on life-long education and elements of JERI
To instill positive moral valuesStress on the importance of mastering
Bahasa Malaysia
Structure of KBSM
Focus is given to the integration of curriculum, co-curriculum and school culture
KBSM includes:-a) Communication fields that covers language
subject and mathematicsb) Human development and nature consists of
religion, moral, and social sciencec) Self development that covers art subject,
physical education and curriculum activities
Teacher’s role in implementing KBSM
1. Curriculum interpreter Analyzing philosophy, rationality, objectives
and contents As an effective curriculum organizer,
teacher should appreciate and promote Bahasa Malaysia as national language
2. Curriculum planner
Teachers should have responsibility to provide annual work plan, term work plan, weekly work plan and daily work plan
Teachers should implement every aspect of component in preparing teaching lesson, delivering, ending lesson and planning follow-up activities
Teacher should consider following aspects in preparing teaching lesson:
i. Students background knowledgeii. Students’ current skillsiii. Learning objectivesiv. Combination of different subject skillsv. Teaching and learning sources
Teacher should consider following aspects in delivering curriculum:
i. Lesson content – steps, time allocationii. Skills and strategy in learning – suitable
sources
To end lesson, teacher should have proper plan:
i. Ways to end lesson – wrap-upii. Follow up activitiesiii. Rating the learning objectivesiv. Conclusionv. Modificationvi. Planning evaluation of curriculum
implementation
In preparing follow-up activities, teacher should consider following aspects:
i. Plan activities for recovery and enrichmentii. Gather feedback from students regarding
the learning session before making any changes in following lesson