DSKP Science Year 5

KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
SAINS
TAHUN LIMA
( EDISI BAHASA INGGERIS)
i
ii
KURIKULUM STANDARD SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
SAINS
TAHUN 5
(Edisi Bahasa Inggeris)
BAHAGIAN PEMBANGUNAN KURIKULUM
iii
Cetakan Pertama 2016
Kementerian Pelajaran Malaysia 2016
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam
apa-apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum
mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8,
Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan , 62604 Putrajaya.
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CONTENT
NATIONAL PRINCIPLES v
NATIONAL EDUCATION PHILOSOPHY vi
NATIONAL SCIENCE EDUCATION PHILOSOPHY vii
INTRODUCTION 1
DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 1
AIMS AND OBJECTIVES 4
FOCUS 5
ELEMENTS ACROSS THE CURRICULUM 12
SKILLS FOR 21ST CENTURY 15
SKILLS AND VALUE FOR THE 21ST CENTURY 16
STUDENT PROFILE 17
TEACHING AND LEARNING STRATEGIES 18
METHODS OF TEACHING AND LEARNING SCIENCE 20
ASSESSMENT OF TEACHING AND LEARNING 23
ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 26
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THEME : INTRODUCTION TO SCIENCE

30
1.0 Scientific Skills
46
2.0 Science Room Rules
THEME : LIFE SCIENCE

3.0 Life Processes In Animals 48
4.0 Life Processes In Plants 56
THEME : PHYSICAL SCIENCE

5.0 Energy 60
6.0 Properties of Light 64
7.0 Electricity 68
8.0 Heat 72
THEME : MATERIAL SCIENCE

9.0 Matter 74
10.0 Acid and Alkali 78
THEME : EARTH AND SPACE SCIENCE

11.0 Earth, Moon and Sun 80
THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE

12.0. Technology 84
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RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita
untuk mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya; memelihara satu cara hidup
demokratik; mencipta masyarakat yang adil bagi
kemakmuran negara yang akan dapat dinikmati bersama
secara adil dan saksama; menjamin satu cara yang liberal
terhadap tradisi-tradisi kebudayaannya yang kaya dan
berbagai-bagai corak; membina satu masyarakat progresif
yang akan menggunakan sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita
tersebut berdasarkan atas prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
v
Pendidikan di Malaysia adalah suatu usaha
berterusan ke arah memperkembangkan lagi
potensi individu secara menyeluruh dan
bersepadu untuk mewujudkan insan yang
seimbang dan harmonis dari segi intelek,
rohani, emosi dan jasmani berdasarkan
kepercayaan dan kepatuhan kepada Tuhan.
Usaha ini adalah bagi melahirkan rakyat
Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan
mencapai kesejahteraan diri serta memberikan
sumbangan terhadap keharmonian dan
kemakmuran keluarga, masyarakat dan negara.
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FALSAFAH PENDIDIKAN SAINS KEBANGSAAN
FALSAFAH PENDIDIKAN SAINS NEGARA
Selaras dengan Falsafah Pendidikan Kebangsaan,

pendidikan sains di Malaysia memupuk budaya Sains dan
Teknologi dengan memberi tumpuan kepada
perkembangan individu yang kompetitif, dinamik, tangkas
dan berdaya tahan serta dapat menguasai ilmu sains dan
keterampilan teknologi.
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INTRODUCTION PREFACE levels. The Core Science subjects in upper secondary school
aim to develop pupils science literacy, innovative skills and to
As articulated in the National Education Philosophy, education equip them to enter fields of science. The Elective Science
in Malaysia is an on-going effort towards developing the Subjects offer options to pupils based on their inclinations,
potential of individuals in a holistic and integrated manner to interests and abilities in the science field to venture into
produce individuals who are intellectually, spiritually, careers specifically in science and technology fields. This
emotionally and physically balanced. The primary and group of pupils will continually contribute to the development
secondary school science curriculum standard is developed of the nation.
with the aim of producing such individuals.

This group of pupils will become the human resources
The overall Science Standard Curriculum encompasses in the field of science and technology that will contribute to the
three core science subjects and four elective science subjects. The continuity in the development of the country.
Core Science Subjects are Primary School Science, Lower
Secondary Science, and Upper Secondary Science. The Elective
Science subjects offered in upper secondary are Biology,
DESIGN OF THE STANDARD-BASED
Chemistry, Physics, and Additional Science.
CURRICULUM FOR PRIMARY SCHOOL
The concept of strands introduced in KSSR, is a form of

The Core Science Subjects for primary and lower
classification of knowledge, skills and values. This concept
secondary school are designed with emphasis on the
focuses on the development of a physically, emotionally, spiritually
knowledge and understanding of science to produce science and intellectually balanced human capital. Six strands are identified
literate pupils so as to prepare them for science at higher to represent the fields of knowledge, skills and values that form the
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basis of development of creative and critical thinking, and Physical and Aesthetic Development
innovative individuals (Diagram 1). The strands reflect explicit
The Physical Development and Aesthetic strand emphasises on
structuring of discipline of knowledge, skills and values that pupils
physical and health development for personal well-being and
need to acquire. Each strand is interconnected and integrated.
nurturing of imagination, creativity, talent and appreciation.
Knowledge disciplines that develop the physical aspects are
Physical Education and Health Education. Creativity, talent and
Communication
appreciation are nurtured through Visual Art Education and Music
The communication strand emphasises the integration process of Education.
the language skills in the form of verbal and non-verbal during
interaction. This strand focuses on language skills such as listening
and speaking, reading and writing, as well as the added value of Humanity
reasoning. Pupils need to master these skills to assist them in the
The Humanity strand emphasises on the mastery and practice of
process of acquisition of knowledge, skills and values in the other
knowledge about community and the environment locally, nationally
strands. Language proficiency prepares pupils to select accurate
and globally as well as the appreciation of the spirit of patriotism
and systematic language used in social interaction.
and unity. History is the knowledge discipline in the Humanity
strand introduced at Level II of the primary school.
The knowledge disciplines within the communication strand include

Bahasa Melayu, English Language, Bahasa Cina, Bahasa Tamil,
Bahasa Arab, Bahasa Iban, Bahasa Kadazandusun and Bahasa
Semai.
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Communication
Integration of language skills while
interacting verbally and non-verbally
codes in Bahasa Malaysia, English,
Chinese and Tamil
Spiritual, attitude
Physical development
and values
& Aesthetics
Internalisation of religious pratices,
beliefs, attitude and values Physical and health development for
personal well-being
Fostering imagination, creativity, talent

Science &
Technology
Humanity
Mastery of scientific knowledge
and skills Mastery of knowledge and practices
Mastery of mathematical regarding social sciences, local
knowledge and skills environment, country and global.
Internalisation of patriotism and
Mastery of technology-based
unity
knowledge and skills
Personal
Development
Nurturing and developing leadership
and attitudes through curricula and
co-curricula activities
Figure 1: Framework for Curriculum KSPK and KSSR
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Personal Development Spiritual, Attitude and Value
The Personal Development strand emphasises the nurturing of The Spiritual, Attitude and Value strand emphasises the learning
leadership and character building through curricular and co-curricular areas that focus on religious practices, beliefs, attitudes and values.
activities. Pupils are given the opportunity to integrate knowledge, Knowledge disciplines in this strand are Islamic Studies for Muslim
skills and values learned in the classroom and practise them in co- pupils and Moral Education for non-Muslim pupils.
curricular activities. Participation in co-curricular activities such as
societies, uniformed bodies and sports provide opportunities for
pupils to lighten their potential as leaders to themselves, friends, AIMS
family and the community.
The aim of Science Standard Curriculum for primary is to instil
Science and Technology interest and develop creativity amongst pupils through experience
and investigation so as to master knowledge in science, scientific
The Science and Technology strand emphasises the mastery of: skills, thinking skills and, scientific attitudes and values.
scientific knowledge, skills and scientific attitude

knowledge, skills and values in mathematics
knowledge and technology-based skills OBJECTIVES
Knowledge discipline in Science and Technology Strand are

The Level Two Primary School Science Curriculum aims to:
Science, Mathematics, Design and Technology (DT) and Information
and Communication Technology (ICT). 1. Stimulate pupils curiosity and develop their interest about
the world around them.
2. Provide pupils with opportunities to develop scientific skills
as well as critical and creative thinking skills.
3. Enhance pupils creativity.
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4. Provide pupils with an understanding on scientific facts and be utilised. Scientific skills are vital in any activities involving scientific
concepts.
investigation.
5. Enables pupils to apply knowledge and skills in a critical,
creative and analytical manner for problem solving and Scientific skills encompass science process skills and manipulative
decision making.
skills.
6. Instil scientific attitudes and noble values amongst pupils,
thus putting these into practice.
7. Be aware of the need to care for the environment.
Science Process Skills
FOCUS Science Process Skills enable pupils to formulate questions and find
out the answers systematically.
Descriptions of the science process skills are as the following:

Science Curriculum focuses on thoughtful learning. Thoughtful
learning is a process of acquisition and mastery of knowledge and
Observing Using the sense of sight, hearing, touch,
skills that can develop pupils minds to the optimum level. Thoughtful
taste or smell to gather information about
learning does not just focus on the content to be taught, but also objects and phenomena.
encompasses pedagogy and assessment. Thoughtful learning
occurs when the inquiry approach that emphasises scientific skills Classifying Using observations to group objects or
and thinking skills are integrated. phenomena according to similar
characteristics
Measuring and Making quantitative observations using

Using Numbers numbers or tools with standard units or
tools standardised with reference units.
SCIENTIFIC SKILLS
Making \Making initial conclusions that are
Science emphasizes inquiry method and problem solving. In inquiry Inferences reasonable, that may be true or false to
and problem solving processes, scientific and thinking skills need to
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explain events or observations.
Making Making a general statement about the

Predicting Making forecast about events based on Hypothesis relationship between the voo]
observations and previous experiences or
collected data. ariables that is assumed to be true to explain
an observation or event. The statement can be
tested to determine its validity.
Communicating Accepting, choosing, arranging, and
presenting information or ideas in the form
of writing, verbal, tables, graphs, figures Experimenting Planning and conducting an investigation to
or models. test a hypothesis, collecting and interpreting
data until a conclusion can be obtained.
Using Space- Describing changes in parameters such

Time as location, direction, shape, size, volume,
Relationship weight and mass with time.
Manipulative Skills
Interpreting Data Giving rational explanations about an In a scientific investigation, manipulative skills are psychomotor skills
object, event or pattern derived from that enable pupils to:
collected data.
Defining Defining concepts by describing what must Use and handle science apparatus and substances correctly.
Operationally be done and what should be observed.
Store science apparatus and substances correctly and safely.
Controlling Identifying manipulated variables, Clean science apparatus correctly

Variables responding variables and fixed variables. In
Handle specimens correctly and carefully.
an investigation, a variable is manipulated to
observe its relationship with the responding Sketch specimens, apparatus and substances accurately
variable. At the same time, the other
variables are kept the same.
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SCIENTIFIC ATTITUDES AND NOBLE VALUES The inculcation of scientific attitudes and noble values generally
occurs through the following stages:
Learning experiences science can foster positive attitudes and

values in pupils. Positive attitudes and values fostered in the Be aware and understand the importance and the need of
teaching of science in schools include scientific attitudes and noble scientific attitudes and noble values.
values as the following: Giving attention and response.
Internalising and practising.
Having an interest and curiosity towards the environment.
Inculcate scientific attitudes and noble values in life.
Being honest and accurate in recording and validating data.
Being diligent and persevere when carrying out a task.
Being responsible about the safety of oneself, others and the
environment. In this curriculum standard, learning standard for the affective
Realising that science is a means to understand nature. domain is written explicitly where appropriate. However, scientific
Appreciating and practising clean and healthy living. attitudes and noble values in teaching and learning need to be
Appreciating the balance of nature.
integrated continuously. For example, during science practical work,
Being respectful and well-mannered.
Appreciating the contribution of science and technology. the teacher should remind pupils the importance of being careful,
Being thankful to God. thorough, cooperative, honest and persevere when carrying out
Having critical and analytical thinking. experiments.
Being flexible and open-minded.
Being kind-hearted and caring.
Being objective
Being systematic Proper planning is required to optimize the inculcation of scientific
Being cooperative attitudes and noble values. Teachers are encouraged to go through
Being fair and just.
all learning standards related to the content standard including the
Dare to try
learning standard about the inculcation of scientific attitudes and
Thinking rationally
Being confident and independent noble values before starting a lesson in the particular learning area.
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Critical Thinking Skills breaking it down into smaller parts to

understand concepts or events as well as
A brief description of each critical thinking skill is as the following: to find the implicit meanings.
Attributing Identifying characteristics, features,

qualities and elements of a concept or an Detecting Bias Detecting views or opinions that have the
object. tendency to support or oppose something.
Comparing and Finding similarities and differences based Evaluating Making consideration on the good and bad
Contrasting on criteria such as characteristics, qualities of something based on valid
features, qualities and elements of objects evidences or propositions.
or events.
Grouping and Separating and grouping objects or Making Making a statement about the outcome of
Classifying phenomena into groups based on certain Conclusions an investigation based on a hypothesis or
criteria such as common characteristics or strengthening something based on an
features. investigation.
Sequencing Arranging objects and information in order

based on the quality or quantity of common
characteristics or features such as size, Creative Thinking Skills
time, shape or number.
A brief description of each creative thinking skill is as the following:
Generating Ideas Producing ideas related to something.

Prioritising Arranging objects or information in order
based on their importance or urgency.
Relating Making connections in certain situations
or events to find a structure or pattern of
Analysing Processing information in detail by relationship.
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Making Making initial conclusions that are be tested to determine its validity.
Inferences reasonable, that may be true or false to
explain events or observations. Making Analogies Forming an understanding about a
complex or abstract concept by relating it
to simple or concrete concepts with
similar characteristics.
Predicting Making forecast about events based on
observations and previous experiences
or collected data.
Inventing Producing something new or modifying
something already in existence to
overcome problems in a systematic
Making Making a general statement about certain manner.
Generalisations matter from a group of observations on
samples or some information from that
group.
Thinking Strategies
Visualising Forming perception or making mental
Description of each thinking strategy is as the following:
images about a particular idea, concept,
situation or vision.
Conceptualising Making generalisations towards building
of meaning, concept or model based on
inter-related specific common
Synthesising Combining separate elements to produce
characteristics.
an overall picture in the form of writing,
drawing or artefact.
Making Selecting the best solution from several

Decisions alternatives based on specific criteria to
Making Making a general statement about the
achieve the intended aims.
Hypotheses relationship between the variables that is
assumed to be true to explain an
observation or event. The statement can
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Problem Solving Finding the right solutions in a

systematic manner for situations that
are uncertain or challenging or
unanticipated difficulties.
Thinking Skills
Besides thinking skills and thinking strategies, another skill

emphasised is reasoning. Reasoning is a skill used in making logical, Critical Creative
rational, fair and just consideration. Mastery of critical and creative
Attributing
thinking skills and thinking strategies is made easier if an individual is
Comparing and Generating ideas
able to provide reasoning in inductive and deductive manner. Figure contrasting Relating
Grouping and Making inferences
2 gives an overall picture of the thinking skills and thinking strategies classifying Predicting
Sequencing Reasoning Making hypothesis
(TSTS). Prioritising Synthesising
Analysing Making
Detecting bias generalisations
Evaluating Visualising
Making conclusions Making analogies
Inventing
Thinking Strategies
Conceptualising
Making decisions
Problem solving
Figure 2: TSTS Model in Science
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Mastery of TSTS through the teaching and learning of science can together with knowledge and suitable attitudes ensure pupils to think
be developed through the following stages: effectively.
The mastery of Science Process Skills requires pupils to master the

1. Introducing TSTS. relevant thinking skills. The main thinking skills that are related to
2. Practising TSTS with teachers guidance. each science process skill are as the following:
3. Practising TSTS without teachers guidance.
4. Applying TSTS in new situations and developed with Science Process Skills Thinking Skills
teachers guidance.
5. Applying TSTS together with other skills to accomplish

thinking tasks. Observing Attributing
Comparing and contrasting
Further information about the stages on the implementation of TSTS Relating
can be referred to the guidebook Buku Panduan Penerapan
Classifying Attributing
Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan Comparing and contrasting
Pembelajaran Sains (Curriculum Development Centre, 1999). Grouping and classifying
Measuring and Using Relating

Numbers Comparing and contrasting
Relationship between Thinking Skills and Science Making Inferences Relating

Process Skills Analysing
Making Inferences
Science Process Skills are skills that are required in the process of
Predicting Relating
finding solutions to a problem or making decisions in a systematic
Visualising
manner. It is a mental process that promotes critical, creative,
analytical and systematic thinking. Mastery of Science Process Skills Using Space-Time Sequencing
Relationship Prioritising
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Teaching and Learning Based on Thinking Skills

Science Process Skills Thinking Skills
and Scientific Skills
Interpreting data Comparing and contrasting

Analysing
Detecting bias This Science Curriculum Standard emphasises thoughtful learning
Making conclusions
Making Generalisations based on thinking skills and scientific skills. In this curriculum, the
Evaluating intended learning standard is written by integrating acquisition of
knowledge with mastery of thinking skills and scientific skills. Thus in
Defining operationally Relating
Making analogies teaching and learning, teachers need to integrate mastery of skills
Visualising together with acquisition of knowledge and the inculcation of
Analysing
scientific attitudes and noble values.
Controlling variables Attributing
Relating
Analysing
Making hypothesis Attributing ELEMENTS ACROSS THE CURRICULUM

Relating
Generating ideas
Making hypothesis The Elements across the Curriculum (EMK) is a value-added
Predicting element applied in the teaching and learning process other than
Synthesising those specified in the Content Standard. The integration of these
Experimenting All thinking skills elements is aimed at strengthening the human capital skills and
competency as well as intended to prepare pupils for the challenges
Communicating All thinking skills
of the present and the future. The elements across the curriculum in
KBSR i.e. language, science and technology, environmental
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sustainability, values and patriotism are still relevant to be used in To reach this aim, the writing of the learning standard for the subject
KSSR. of Science that is related to inculcating creativity and innovation is
stated clearly. However, teachers are also encouraged to instil
elements of creativity and innovation in any topic deemed suitable if
The new elements of EMK, namely creativity and innovation, these elements are not stated clearly. Teachers should prepare
entrepreneurship, as well as ICT are identified as a complementary activities that increase interest and creativity and students should be
effort to enhance the quality of KSSR implementation. The following equipped with knowledge, skills and tools that will enable them to
is a description about the new elements of EMK in KSSR: develop creativity and inculcate attitudes and personalities of
creative individuals.
Creativity and Innovation

Entrepreneurship
Creativity and Innovation are two related items.
In the New Economic Model, among the characteristics of Malaysia
Generally, creativity refers to the act of generating new ideas,
in 2020 is innovation and entrepreneurship. The instilling of the
approaches and new actions. Innovation on the other hand, is the
element of entrepreneurship in KSSR is aimed at forming the
process of generating new ideas and applying creative ideas in
characteristics and practices of entrepreneurship until it becomes a
certain contexts.
culture among students. Entrepreneurship characteristics can be
formed by:
The element of creativity and innovation is an element that is
stressed upon in KSSR to prepare students to handle 21st century Practicing entrepreneurship
challenges. Creativity and innovation in students need to be Applying entrepreneurship thinking
inculcated and developed to optimum levels so that they are capable Applying knowledge and business management skills
of generating ideas and inventions that are of quality, that become Formulating concepts, processes or products of
practices and cultures in the lives of Malaysian citizens in the future. entrepreneurship
Practice moral values and good ethics in entrepreneurship
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Teachers must ensure that EMK are integrated effectively in the

teaching and learning process in order to produce individuals as
All characteristics and practices are implemented according to
intended in the National Education Philosophy.
primary school childrens abilities.
The relationship between EMK and the development of a balanced
individual is illustrated in Diagram 3.
Information and Communication Technology LANGUAGE

Entrepreneurship
Technology is an effective method to strengthen the learning of
science. The use of technology like television, radio, computer,
BALANCED INDIVIDUAL
computer internet software, course software, and computer interface Critical Creative and SCIENCE AND
Innovation Thinking
makes the learning of science more interesting and effective. TECHNOLOGY
VALUES
Animation and computer simulations are a useful method to learn a Creativity and
Information and
Communication
difficult and abstract concept and can be presented in the form of Innovation Technology
course software or website.
The element of Information and Communication Technology is one of

the elements added to KSSR. There are three approaches in using
Information and Communication Technology in KSSR:
Diagram 3: EMK in the development of a Balanced individual
Learning about ICT
Learning through ICT
Learning with ICT
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SKILLS FOR 21ST CENTURY HOTs Description
Applying Using knowledge, skills and values to take actions in

different situations.
Higher Order Thinking Skills (HOTS)
The national curriculum aims to produce pupils who are well Breaking down information into smaller parts to
balanced, resilient, curious, principled, well informed, and patriotic Analizing enhance understanding and make relationship between
and possess thinking and communication skills and able to work in the parts.
teams. The 21st century skills are in line with the six aspirations as
Evaluating Using knowledge, experience, skills and values to
outlined in the Malaysia Education Blueprint. The six aspirations are consider, make decisions and give justifications.
leadership skills, bilingual proficiency, ethics and spirituality, social
identity, knowledge and thinking skills intended to be acquired by Creating Producing ideas, products or methods creatively and
innovatively.
every pupil to enable them to compete globally.
Table 1: Description of HOTs

Thinking skills have been emphasized in the curriculum since 1994
to introduce Creative and Critical Thinking Skills (KBKK). KBKK HOTS can be applied in the classroom through activities in the form
emphasises on thinking from the low to the higher level. Starting from of inquiry, solving problems and projects. Teachers and pupils need
2011, the Primary School Curriculum Standard (KSSR) has placed to use the thinking tools such as thinking maps, mind maps, and
emphasis on Higher Order Thinking Skills (HOTS). Thinking Hats and high level questioning, inside and outside the
classroom to encourage pupils to think. Pupils are accountable to
their own learning.
Higher order thinking skills is the ability to apply knowledge, skills
and values for reasoning and reflecting in solving problems, making
decisions, to innovate and to create. HOTs refer to the skills of
applying, analizing, evaluating and creating as shown in Table 1.
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SKILLS AND VALUE FOR THE 21st CENTURY Communication Skills

Information and Communication Technology
Cooperation
A student must be equipped with skills, knowledge and values to
Entrepreneurship
excel in life and career in the 21st century. The Ministry of Education
Leadership
Malaysia (MOE) has identified skills and values that each pupil
Lifelong learning
needs to have to face the 21st century. Skills and values consist of 3
Flexibility
aspects:
Ability to Adapt
Initiative and Self-direction
Thinking skills: Prepares pupils to face life and current working

environment which is becoming more challenging. The skills are: Values: Guideline for pupils to become individuals with noble
character, capable of making decisions and act responsibly towards
Creative
family, society and country which encompass:
Critical
Reasoning Spirituality
Innovative Humanity
Problem solving Patriotism
Decision making Integrity

Responsibility
Unity
Career and Life Skills: Crucial than thinking skills and knowledge.
Pupils develop career and life skills to face a complex life and current
working environment which is becoming more challenging. These
are:
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STUDENT PROFILE and creative in handling new learning fields.
The critical factor that contributes towards social growth, culture and
economy of a country is the development of innovative and highly Skilled in Able to voice out and express their thoughts,
communication: ideas and information with confidence and
skilled human capitals. Hence each pupil must be physically,
creatively in verbal form and in writing, using
emotionally, spiritually and intellectually balanced as stated in the various media and technology
National Education Philosophy.
To compete at a global stage, MOE has outlined 10 Student Profiles Teamwork: Work effectively and harmoniously with others.
which are characterised as below: Take on responsibility while respecting and
appreciating the contributions given by team
Balanced: Physically, emotionally, spiritually and members. Become better leader and team
intellectually balanced to achieve personal mate by obtaining interpersonal skills through
satisfaction, show empathy, compassion, and collaborative activities
respect for others. Able to contribute towards a
harmonious family, community and country
Curious: Develop natural curiosity to explore strategies
and new ideas. Learn skills that are needed to
Resilient: Able to face and overcome difficulties, carry out inquiry and research, as well as
overcome challenges with wisdom, confidence, practice independent learning. Enjoy
tolerance and empathy. continuous lifelong learning experiences.
Thinker: Able to think critically, creatively and Principled: Honest and have integrity, equality, fair and
innovatively; handle complex problems and respect the dignity of individuals, group and
make ethical decisions. Think about learning community. Responsible for their actions,
and themselves as pupils. Generate consequences and decisions.
questions and are open to perspective, values
and individual and societal traditions. Confident
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Informative: Knowledgeable and form wide understanding should be made aware of the thinking skills and thinking strategies
which is balanced across various disciplines. that are being used in their learning. They should be challenged with
Explore knowledge on local and global issues
higher order questions and problems and be required to solve
effectively and efficiently. Understand ethical
issues/laws related to the information gained. problems creatively and critically. Pupils should be actively involved
in the teaching and learning that integrate the acquisition of
knowledge, mastery of skills and inculcation of scientific attitudes and
Caring/ Concern Show empathy, compassion and respect noble values. Thoughtful learning can take place through various
towards needs and feelings of others. learning approaches such as inquiry, constructivism, science,
Committed to serve the society and ensure
sustainability of nature. technology and society, contextual learning and mastery learning.
Patriotism Portray love, support and respect towards the

country. Approaches to Teaching and Learning Science
Inquiry-Discovery Approach
Inquiry-discovery approach emphasises learning through

experiences. Inquiry generally means to find information, to question
TEACHING AND LEARNING STRATEGIES
and to investigate a phenomenon. Discovery is the main
Teaching and learning strategies in the science curriculum characteristic of inquiry. Learning through discovery occurs when the
emphasise on thoughtful learning. Thoughtful learning is a process main concepts and principles of science are investigated and
that helps pupils acquire knowledge and master skills that will help discovered by pupils themselves. Through activities such as
them develop their minds to the optimum level. Learning activities experiments, pupils investigate a phenomenon and draw conclusions
should therefore be geared towards activating pupils critical and by themselves. Teachers then lead pupils to understand the science
creative thinking skills and not be confined to routine method. Pupils concepts through the results of the inquiry. Thinking skills and
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scientific skills are thus developed further during the inquiry process. approaches such as contextual learning and the science, technology
However, the inquiry-discovery approach may not be suitable for all and society (STS) approach. The theme and objective of learning
teaching and learning situations. Sometimes, it may be more that is based on STS is reflected in this standard curriculum. The
appropriate for teachers to present concepts and principles directly STS approach recommends that the learning of science is done
or through guided inquiry-discovery to pupils. through investigation and discussions based on science, technology
and society issues. Science and technology knowledge can be learnt
together with the application of science and technology and their
implications on the society.
Constructivism
Constructivism is an ideology that suggests pupils learn by building
their own understanding that is meaningful to them. The important Meaningful learning occurs if pupils can relate their learning with their
attributes of constructivism are: everyday experiences. Meaningful learning can take place in learning
approaches such as contextual learning and Science, Technology
and Society (STS). Learning themes and learning objectives that
Teachers considered pupils prior knowledge. carry elements of STS are incorporated into the curriculum. STS
approach suggests that science learning takes place through
Learning is the result from pupils own effort.
investigation and discussion based on science, technology and
Learning occurs when pupils restructure their existing ideas
society issues. Knowledge of science and technology can be learnt
by relating new ideas to old ones.
with the application of science and technology and their impact on
Pupils have the opportunities to cooperate, share ideas and
experiences and reflect on their learning. society.
Science, Technology and Society approach Contextual Learning

Contextual learning is an approach that associates learning with
Meaningful learning occurs if pupils can relate what they have learnt
pupils everyday life. This approach involves investigative learning as
with their daily life. Meaningful learning happens to various
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in the inquiry-discovery approach. In contextual learning, the teaching and learning methods are not explicitly stated. This is to
relationship between knowledge taught and everyday life is explicitly enable teachers to use their own creativity in teaching and pupils to
demonstrated. In this context, pupils not only learn in theory but learn acquire the intended knowledge, skills, attitudes and values.
to appreciate the relevance of science in their lives.
The teaching and learning method determined should be based on
the contents of the curriculum standard, pupils abilities and pupils
repertoire of intelligences and the availability of resources and
Mastery learning infrastructure. Besides the role of presenting information and subject
matter expert, teachers also act as facilitators in teaching and
Mastery learning is an approach that ensures all pupils to acquire learning. Teachers should be attentive to the various repertoire of
and master the intended learning objectives. This approach is based intelligences among pupils. Different methods and activities should
on the principle that pupils are able to learn if given the opportunities. be planned to cater to pupils with multiple intelligences.
Pupils should be allowed to learn at their own pace, with the
The following are brief descriptions of some teaching and learning
incorporation of remedial and enrichment activities as part of the
methods.
teaching-learning process.
Experiment
METHODS OF TEACHING AND LEARNING
An experiment is a method commonly used in science lessons.
SCIENCE
Pupils test hypotheses through investigations to discover specific
science concepts and principles. Scientific methods are used when
conducting an experiment involving thinking skills, science process
Teaching and learning approaches can be implemented through
skills, and manipulative skills.
various methods such as experiments, discussions, simulations,
projects, the usage of external resources, future research and In general, procedures to follow when conducting an experiment are:
problem solving. In this curriculum standard, suggestions for these
Identifying a problem
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Making a hypotheses lead pupils towards the topic discussed. Discussions can be
Planning the experiment conducted during and after experiments, projects, data collection and
- Controlling variables
interpretation activities, simulations using external resources,
- Determining equipment and materials needed
- Determining the procedures of the experiment problem solving etc.
- Determining the method of data collection
- Determining the method of data analysis
Conducting the experiment Simulation
Collecting data
Analysing data Simulation is an activity that resembles the actual situation.
Interpreting data Simulations can be carried out through role-play, games or use of
Making a conclusion model. In role-play, pupils act out a particular role spontaneously
Writing the report
based on a certain pre-determined conditions. Games require
procedures that need to be followed. Pupils play games in order to
learn a particular principle or to understand the process of decision-
In this standard curriculum, it is suggested that, besides guiding
making. Models are used to represent objects or real situations.
pupils to carry out experiments, pupils are given the opportunity to
Pupils will be able to visualise the real situation, thus understanding
design experiments, which involves drafting their own experimental
the concepts and principles learned.
method, the data that can be measured, how to analyse data and
how to present the results of their experiments. These activities can
be done individually or in small groups. Project
A project is an activity carried out individually or in groups to achieve

Discussion a certain goal that takes a long time and exceeds formal teaching
A discussion is an activity in which pupils question and present their hours. Pupils are required to identify methods to solve the problem
opinions based on arguments or valid reasons. During discussions, given and thus plan the entire project.The outcome of the project
pupils must have an open mind to accept others opinions. The either in the form of a report, an artefact or in other forms needs to
teacher should play the role of a facilitator by asking questions that be presented.
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Visits and Use of External Resources Identify and understand a problem

Explain the problem
Learning science through visits to zoos, museums, science centres, Finding alternative solutions
research institutes, mangroves swamps and factories can make Carry out operations to solve the problem
learning more effective, enjoyable and meaningful. Learning through Evaluate solutions
visits can be optimised by careful planning whereby pupils have to

carry out or perform tasks during the visit. Discussion after the visit Use of Technology
should be held to conclude the activities carried out.
Technology is an effective tool for enhancing the learning of science.
Through the use of technology such as the television, radio, video,
computer, internet, computer software, courseware and computer
interfaces make the teaching and learning of science more
Future Research
interesting and effective. Animation and computer simulation is an
Pupils use critical and creative thinking to explore changes from the effective tool for learning of difficult and abstract science concepts
past to the future. This pedagogy is pupils-centered and integrates and can be presented in the form of courseware or website.
various fields. Noble values such as responsibility and cooperation
are cultivated through this method.
Problem Solving
Problem solving is a method that involves pupils actively participating

in decision making or to achieve a particular aim. During problem
solving, activities such as simulations, discussions and experiments
can be carried out. Generally, problem solving involves these steps:
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ASSESSMENT OF TEACHING AND LEARNING Achievement Level is arranged in a hierarchy to be used as a

benchmark in the individual report.
Assessment is an element in the learning process that encompasses

describing, collecting, recording, scoring, and interpreting information
STANDARD TERMS OF PERFORMANCE
about pupils learning for a particular purpose. Therefore assessment
is a process of getting information and making evaluation of pupils
achievement. PERFORMANCE
STANDARD
LEVEL
Assessment is a yardstick to assess pupils achievement in obtaining
knowledge, skills and ethics besides assessing the activities carried 1 Know
out during T&L.
2 Know and Understand
Assessment supports pupils learning and provides valuable
3 Know, Understand and Can Do
feedback to stakeholders such as administrators, teachers, pupils
and parents/guardians about pupils progress and achievement. Know, Understand and Can Do with Good
4
Attitude
Know, Understand and Can Do with Good

5
Attitude and Laudable
The feedback is used to enhance the quality of T&L.
Know, Understand and Can Do with Excellent
T&L assessment is more inclined to be formative and prioritises the 6
Attitude, Laudable and Exemplary
progress of each pupil from one level to another. A teacher is able to
diagnose and detect the development of pupils. This provides an
opportunity for teachers to rectify mistakes and weaknesses of pupils Who should conduct the assessment?
immediately so that it is not accumulated. The teachers will be able
The task of assessing is not only limited to teachers. Assessment
to identify pupils weaknesses and do follow up. The type and needs
can also be carried out by peers, pupils themselves and their
of T&L assessment is illustrated in Figure 4 below.
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parents/ guardians. Parents/guardians may assess the achievement General Interpretation of Achievement Level
of their children, guided by assignment instructions or checklists.
PERFORMANCE
Therefore parents/guardians are directly involved in monitoring the INTERPRETATION
LEVEL
learning progress of their children.
1 Pupil knows the basics or can perform basic
skills or can respond to the basics.
How is the assessment done?
Pupil shows their understanding by changing
2 type of communication or translates and can
explain what they have learned.
T&L assessment can be carried out according to the proposed steps
as shown in Figure 5. 3 Pupil uses knowledge to perform a skill in a
particular situation.
Pupil performs a particular skill with proper

4 attitude by following procedure or being
Performance Standard systematic.
Performance Standard is a statement of pupils learning development Pupil performs a particular skill in a new situation
5 by following procedure or being systematic,
level measured based on the standard and it indicates the position of
persistent with positive attitude.
pupils progress in their learning development. Developments in the
Standard are divided into two; i.e. horizontal development (construct) Pupil can express their creative and innovative
and vertical development (level of achievement). Pupils ideas, has the ability to make decisions to adapt
6 to requirements and challenges of everyday life,
developments are explained with one or more qualifiers using correct
communicate to obtain and convey information
words or phrases to describe the Standard in the form of learning using proper and polite sentences and be an
outcomes. Performance Standard is developed as a guide for the exemplary pupil.
teachers to improve School Assessment (SA) in line with Standard
Reference of Assessment.
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Interpretation of Achievement Level for Primary something new in completing a task

Science
Assessment conducted comprises of knowledge, skills, scientific 2. VALUE
attitudes and moral values. Assessment of knowledge and skills are
stated in the Performance Standard related to Content Standard. Value Interpretation of Achievement Level for Primary Science
PERFORMANCE
INTERPRETATION
LEVEL
PERFORMANCE
INTERPRETATION
LEVEL 1 Interest
1 Know the basic knowledge and skills in science

2 Interest and curious
Understand the science knowledge and skills Interests, curious, honest and accurate in
2 3
and can explain the understanding in any way. recording data.
Apply knowledge and scientific skills in Interest, curious, honest and accurate in
3 4
completing the task in a situation recording data, brave and systematic.
Analyzing knowledge and scientific skills to be Interest, curious, honest and accurate in
4 applied in completing the task in a situation recording data, brave and systematic,
5
systematically cooperates, diligent and perseverance in
completing task.
Analyze and synthesize knowledge and scientific
skills to be applied in completing the task or in a Interest, curious, honest and accurate in
5
new situation persistently, systematically and recording data, brave and systematic,
with positive attitude 6 cooperates, diligent and perseverance in
completing task, responsible for oneself, friends,
Analyze and synthesize knowledge and scientific
6 environment and courteous.
skills to be applied creatively and innovatively in
creating, evaluating or conceptualising
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ORGANISATION OF THE SCIENCE STANDARD require the students to master the intended science concepts.
CURRICULUM Generally, the Learning Standard is ordered according to level of
difficulty. However, the Learning Standard can be modified
accordingly. The Content Standard for the affective domain is written
The Science Standard Curriculum for Year 1 to Year 6 has six
at the end of the relevant cognitive domain. However not all cognitive
themes; Introduction to Science, Life Science, Physical Science,
domains are followed by affective domains.
Science of Matter, Science of the Earth and The Universe as well as
Technology and Sustainability. However, these themes are not
present in every year of study.
Performance Standard is a statement of the level of pupils learning
development measured with Standard Content and Learning
Standard as well as to indicate the position of pupils progress in their
Introduction to Science, Life Science, Physical Science, Material
learning development.
Science, The Earth and The Universe and Technology and
Sustainability are elaborated according to the Content Standard and
Learning Standard. The Content Standard has at least one or more
Pupils developments are explained with one or more qualifiers using
Learning Standards that are conceptualised based on determined
correct words or phrases to describe the Standards in the form of
fields of study. The Content Standards are written according to
learning outcomes. Performance Standard is developed as a guide
hierarchy in cognitive and affective domains. The Content Standard
for the teachers to implement School Assessment (SA) in line with
is a general statement that contains elements of knowledge,
Standard Reference of Assessment.
scientific skills, thinking skills, scientific attitudes and noble values in
line with the desired Learning Standard.
The teaching and learning process should be planned holistically and

integrally to allow several Learning Standards to be achieved.
The Learning Standard is a tangible learning objective. It comprises
Teachers should analyse all the Learning Standards and Content
the scope of learning with scientific skills and thinking skills that
Standards before planning teaching and learning activities. The
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activities can be varied to achieve the Content Standard to fulfil

leaning objectives. Teachers are encouraged to shape activities that
require the active participation of students to generate analytical, .
critical, innovative and creative thinking while using technology as a
means to achieve the Content Standard affectively.
The teaching and learning process involves activities, investigations

and experiments which are deemed appropriate to achieve learning
standard should be carried out to strengthen students'
understanding.
The Thematic Core Modules of World of Science and Technology is

introduced to Level One pupils. This module is a combination of
Science elements, Design & Technology and Information &
Communication Technology. The time allocated for the subject is 60
minutes per week.
For Level Two, Science is a single subject and the time allocated is
120 minutes per week.
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CURRICULUM AND ASSESSMENT STANDARD DOCUMENT
KSSR Science Year 5
29
KSSR Science Year 5
INTRODUCTION TO SCIENCE
1.0 SCIENTIFIC SKILLS
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1.1 Science Pupils are able to:
process skills. 1.1.1 Observe 1 State all the senses involved in making
observations about the phenomena that
occurs.
2 Describe the utilization/use of the senses

involved when making observations about
the phenomena or changes that occur.
3 Use all the senses involved to make

observations about the phenomena or
changes that occur.
* Use all the senses involved to make

4
qualitative observations to describe the
phenomena or changes that occur
* Use appropriate tools where necessary to
assist in making observations.
30
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
5 * Use all the senses involved to make

qualitative and quantitative observations to
describe the phenomena or changes that
occur
6 * Use all the senses involved systematically

to make qualitative and quantitative
observations to describe the phenomena or
changes that occur.
31
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
State the characteristics of objects by
1.1.2 Classify. 1 observing the/its similarities and
differences
2 Describe the characteristics of objects by

observing the/its similarities and
differences.
3 Sort and group the objects based on its

common characteristics and differences.

common characteristics and differences
and state the common characteristics
used.
32
KSSR Science Year 5
CONTENT
STANDARD
LEVEL

common characteristics and differences
and state the common characteristics used
and are able to use another characteristic
to sort and group these objects.
Sort and group the objects based on its

6
common characteristics and different until
to the final stage by stating the
characteristic used
33
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1 State more than one appropriate tool to
1.1.3 Measure and use numbers. measure a quantity.
2 Describe the tools and correct methods to

measure the quantity.
3 Measure using tools and standard units

correctly.
4 Measure using tools and standard units

with correct techniques.
Measure using tools and standard units

5
with correct techniques and record
systematically and completely in a table
6 Demonstrate how to measure using tools

and standard units with correct
techniques and record systematically and
completely in a table
34
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1 State a reasonable interpretation of an
1.1.4 Make inference. event or observation.
2 Describe more than one reasonable

interpretation of an event or observation.
Draw a reasonable initial conclusion

3
based on interpretations of an event or
observation.
Draw a reasonable initial conclusion of an

4
event or observation by using gathered
information.
Draw more than one reasonable initial

5
conclusion of an event or observation by
using gathered information.
6 Draw more than one reasonable initial

conclusion of an event or observation by
using gathered information and able to
explain the conclusion drawn.
35
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1.1.5 Predict. 1 State a possibility of an event or data.
2 Describe a possibility or event.
3 Make a prediction of an event based on

observations, past experience or data.
4 Justify the most suitable and reasonable

prediction of an event or data.
5 Make predictions of an event based on

observations, past experience or data.
6 Make predictions of an event based on

0bservations, past experience or data.
Predict using interpolation or
extrapolation of data.
36
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1 Arrange information obtained in a
1.1.6 Communicate. suitable form.
2 Record information or ideas in a suitable

form.
3 Record information or ideas in more than

one suitable form.

form and present it systematically.

form, present it systematically and have
a positive attitude towards information
collected.

form, present it systematically, creatively
and innovatively in various forms and
able to provide feedback.
37
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1 State a parameter that varies with time
1.1.7 Use space and time based on a situation.
relationship.
2 Describe a parameter that varies with time
based on a situation.
3 Arrange the occurrences of a

phenomenon or event chronologically with
time
4 Provide reasoning on changes in

parameter of a chronological
phenomenon or event with time
5 Arrange graphically the occurrences of a

phenomenon or event chronologically with
time.
Present and explain the chronological

6 changes of a phenomenon or events with
time.
38
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1 Provide an explanation based on data.
1.1.8 Interpret data.
2 Provide a description of more than one

explanation based on data.
3 Choose relevant ideas to make an

explanation about objects, events or
patterns of data
4 Correlate between the parameters in the

data based on the relationship between the
parameters or science concepts.
5 Provide a rational explanation using

interpolation of objects, events or patterns
of data collected.
6 Provide a rational explanation using

interpolation or extrapolation of data
collected.
39
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1 State what is done and what is observed
1.1.9 Define operationally
in a situation.
2 Describe what is done and what is

observed in a situation
Interpret what is done and what is

3
observed in a situation for the
predetermined aspects
Make more than one interpretation of what

4
is done and what is observed in a situation
for the predetermined aspects
5 Select the most appropriate interpretation

of a concept by stating what is done and
what is observed in a situation.
6 Describe the most appropriate

interpretation of a concept by stating what
is done and what is observed in a
situation.
40
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1 Identify the variables that affect an
1.1.10 Control variables
investigation.
2 Describe the variables that affect an

investigation
Determine the manipulated variable in an

3
investigation.
4 Determine the responding and constant

variables after determining the
manipulated variable in an investigation
5 Explain the relationship between the

manipulated and responding variable in an
investigation.
Change the constant variable in an

6
investigation to manipulated variable and
state the new responding variable
41
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1 State the variables involved in an
1.1.11 Make hypothesis
investigation.
2 Describe the variables involved in an

investigation.
Describe the relationship between the

3
variables in an investigation.
Make a general statement about the

4
relationship between variables that can be
tested in an investigation.
5 Relate the manipulated and responding

variable in making a hypothesis to be
tested.
6 Plan an investigation to test the

hypothesis.
42
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1.1.12 Carry out experiment. 1 State the aim of the identified problem.
2 Make a hypothesis based on identified

problem.
Specify the appropriate method and

3
apparatus in planning the experiment.
4 Carry out the experiment to test the

hypothesis.
Carry out the experiment, collect data,

5
interpret the data and make a conclusion
to prove the hypothesis and write a report.
6 Identify a new problem and design an

experiment to test the hypothesis.
43
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
1.2 Science Pupils are able to: 1 List science apparatus, substances and
manipulative specimens required for an activity.
1.2.1 Use and handle science apparatus
skills.
and substances correctly.
2 Describe the use of science apparatus,
substances and specimens required for
Handle specimens correctly and
1.2.2
an activity with the correct method.
carefully.
3 Handling science apparatus, substances

1.2.3 Sketch specimens, apparatus and
and specimens required for an activity
science substances correctly.
with the correct method.
1.2.4 Clean science apparatus correctly.

4 Using, handling, sketching, cleaning and
storing the science apparatus,
1.2.5 Store science apparatus and
substances and specimens used in an
substances correctly and safely.
activity with the correct method.
44
KSSR Science Year 5
CONTENT
STANDARD
LEVEL
activity with the correct methods,
systematically and sparingly.

activity with the correct methods,
systematically, sparingly and be an
example to others.
45
KSSR Science Year 5
2.0 SCIENCE ROOM RULES

CONTENT
STANDARD
LEVEL
2.1 Science room Pupils are able to :
rules. State one of the science room rules.
1
2.1.1 Adhere to science room rules.
State more than one of the science

2
room rules.
Apply one of the science room rules.

3
Apply more than one of the science

4
room rules.
Give reasons the needs to adhere the

5
science room rules.
Be an example to peer in adhering to

6
science room rules.
46
KSSR Science Year 5
47
KSSR SCIENCE YEAR 5
LIFE SCIENCE
3. LIFE PROCESSES IN ANIMALS
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
3.1 Specific Pupils are able to:
characteristics 3.1.1 Explain with example the specific 1 State specific characteristics and
and behavior of characteristics and behavior of animals to behaviour of animals to protect
animals to protect themselves from enemies through themselves from enemies and
protect observation by using various media, such extreme weather.
themselves as:
sharp spines e.g. porcupine, pufferfish;
hard shell e.g. tortoise, turtle; 2 Describe specific characteristics
hard scales e.g. pangolin, crocodile; and behaviour of animals to
horns e.g. buffalo, deer;
protect themselves from enemies
poisonous sting e.g. scorpion,
centipede; and extreme weather.
curl up body e.g. millipede, pangolin;
camouflage e.g. chameleon, praying 3 Explain with examples specific
mantis;
characteristics and behaviour of
break off part of body e.g. lizard,
the animals to protect
octopus;
themselves from enemies and
extreme weather.
48
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
hide its body into the shell e.g.
snail, turtle; 4 Build a graphic organiser of
live in groups e.g. elephant, specific characteristic and
anchovies. behaviour of animals on how
they protect themselves from
enemies and extreme weather.
3.1.2 Explain with examples the specific 5 Support predictions about how
characteristics and behavior of animals other animals protect themselves
to protect themselves from extreme based on the knowledge of the
weather through observation by using specific characteristics or
various media, such as: behaviour of the animals
thick fur e.g. polar bear, arctic wolf;
thick layer of fat e.g. sea lion, whale, 6 Design an imaginary model of an
peguin;
animal by applying the
hump e.g. camel, bison;
wallow in mud e.g. buffalo, knowledge of specific
rhinoceros; characteristics and behaviour
migrate e.g. stork, whale; and provide reasoning about the,
hibernate e.g. bear, fox.
characteristics of the model
designed.
49
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
3.1.3 Explain observations using sketches,
ICT, writing or verbally.
3.2 Create an Pupils are able to:

animal model
3.2.1 Create an imaginary animal model that

can protect themselves from enemies
and extreme weather.
3.2.2 Provide reasoning on how specific

characteristic of the created animal
model can protect itself from enemies
and extreme weather.
50
KSSR SCIENCE YEAR 5
51
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
3.3 Survival of Pupils are able to:
animal species 3.3.1 State that survival of animal species is 1 State the ways of animal
the ability of the animal to preserve its reproduce.
species to avoid extinction.
2 Describe the ways of animal
3.3.2 Identify the way of the animal lay eggs to ensure their species does not
ensure the survival of its species through extinct.
observation by using various media, such
as:
hide the eggs e.g. crocodile, 3 Explain the meaning of survival
grasshopper, lizard;
of the species.
lay many eggs e.g. flies,
mosquito, turtle;
slimy eggs e.g. frog;
incubate the eggs e.g. chicken, 4 Provide reasoning the ways of
penguin;
the animal to ensure the survival
protect the eggs e.g. snake,bird.
of their species.
52
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
3.3.3 Identify the way of the animal takes care of

5 Generate the ideas about
their young to ensure the survival of its
importance of the survival of the
species through observation by using
various media, such as: animal species to other living
nursing their young e.g. cat, tiger, things.

cow;
feed their young e.g. bird, lion;
carry their young in the pouch e.g.
kangaroo; 6 Support the predictions the ways
move in groups e.g. elephant,
of other animal to ensure the
swallow;
carry their young in the mouth e.g. survival of their species based on
crocodile, arowana fish; the knowledge of the
attack when its young is disturbed
characteristics or behavior of that
e.g. chicken, cat.
animal.
3.3.4 Make generalization the importance of
the survival of the animal species.

ICT, writing or verbally
53
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
3.4 Food Pupils are able to
relationship
among living 1 State examples of food chains.
things 3.4.1 State the meaning of food chain is the
food relationship among living things. 2 State the meaning of a food
chain and a food web.
3.4.2 Build food chain in various habitats such
as pond, forest, field, paddy field and 3 Build food chains and food webs
plantation.
by identifying the producer and
consumer.
3.4.3 State the Sun is the main source of

4 Make generalization the Sun is
energy in a food chain.
the main source of energy in a
food chain.
3.4.4 Identify the producer and consumers in
the food chain.
3.4.5 State the meaning of a food web is the

combination of food chains in a habitat.
54
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
3.4.6 Build a food web in various habitats such 5 Support the opinion of the impact
as pond, forest, field, paddy field and on other living things if there is
plantation. any change in the population.
3.4.7 Predict the impact on other living things if 6 Conclude the food relationships
there is any change in the population of between living things and the
a food web in a habitat. process of photosynthesis in
terms of energy transfer.
3.4.8 Make generalization the importance of
food web to ensure the survival of the
species.

55
KSSR SCIENCE YEAR 5
4.0 LIFE PROCESSES IN PLANTS

CONTENT
STANDARD DESCRIPTOR
LEVEL
4.1 The specific Pupils are able to:
characteristic of 1 State the specific characteristics of
plants to protect 4.1.1 Explain with examples the specific plants to protect itself, and adapt to
itself characteristic of plants to protect seasonal changes and climate.
themselves from enemies through
observation of real plants or using
various media i.e.: 2 Describe the ways of the specific
thorns e.g. mimosa, cactus; characteristics of plants protect

latex e.g. jackfruit, yam; itself, and adapt to seasonal
fine hairs e.g.bamboo, sugar cane, changes and climate
lallang;
poison e.g. mushrooms, pong-pong;
bad smell e.g. Rafflesia, tobacco
leaves. 3 Explain with examples the specific
characteristics of plants to protect
themselves, and adapt to the
seasonal changes and climate.
56
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
4.1.2 Explain with examples the specific 4 Build a graphic organiser of the
characteristic of plants to adapt specific characteristics of plants to
themselves during seasonal changes protect themselves, and adapt to
and climate, through observation of real the seasonal changes and climate
plants or using various media i.e:

Support predictions on how
long roots e.g. cactus; 5
stem that store water e.g.cactus, different plants protect and adapt
banana trees; themselves based on knowledge
fold its leaf e.g. turmeric leaf, of the specific characteristics of
shed leaves e.g. rubber tree leaves;
plants.
needle-shaped leaves e.g. rhu plant
, cactus;
pinnate leaves e.g. coconut trees. 6 Generate ideas about the
importance of specific
characteristic of plants to other
living things
ICT, writing or verbally.
57
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
4.2 Survival of plant Pupils are able to:
species 1 State the ways of plant disperse
4.2.1 State the ways of plant disperse its their seed or fruit
seed or fruit through observation of
real plants or using various media, i.e: 2 Give examples of seeds or fruits
by water e.g. lily and coconut; based on their way of dispersal.
by wind e.g. lallang, angsana;
by human and animals e.g. love
3 Explain through examples the
grass, papaya;
by explosivemechanisms e.g. relationship between the
rubber seeds, saga fruit, balsam characteristics of seeds or fruits to
plant. the way they are dispersed.
4 Provide reasoning on the

4.2.2 Relate the characteristics of seeds or
importance of dispersal to the
fruits to the ways they are dispersed
survival of plant species.
through observation of real specimens
or using various media.
58
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
4.2.3 Provide reasoning on the importance of 5 Generate ideas on the importance of

seeds and fruits dispersal to the survival of plant species to other
survival of the plants species. living things.
4.2.4 Explain observations using sketches, 6 Support the predictions on the ways
ICT, writing or verbally of seeds or fruits dispersal of other
plants in order to ensure the survival
of their species based on knowledge
of the characteristics of the plant.
4.3 The importance Pupils are able to:
of survival of the
4.3.1 Provide reasoning on the importance
plant species
of survival of the plant species to
other living things.
59
KSSR SCIENCE YEAR 5
PHYSICAL SCIENCE
5.0 ENERGY
CONTENT
STANDARD DESCRIPTOR
LEVEL
5.1 Sources and Pupils are able to
forms of energy. 5.1.1 Describe the various sources of energy 1 State the sources of energy.
such as sun, wind, water, wave, food,
batteries, biomass, nuclear and fossil
fuels through observation by using 2 Describe the sources of energy
various media. and the forms of energy
produced.
5.1.2 Explain with examples various forms of

energy such as solar energy, heat 3 Explain with examples the
energy, chemical energy, electrical transformation of energy.
energy, kinetic energy, sound energy,
potential energy, light energy and
nuclear energy through observation of 4 Make generalisation that energy
various situations around us. can be transformed from one
form to another.
60
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
5.1.3 State that energy can be transformed 5 Provide reasoning on the

from one form to another through importance of transformation of
observation of various situations energy in everyday life.
around us.
5.1.4 Explain through examples the 6 Design creatively and innovatively

transformation of energy in appliances a model and describe the
such as radio, cellphone, flash light, transformation of the energy
television, candle, bicycle. involved.

61
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
5.2 Renewable and Pupils are able to:
non-renewable 1 State the meaning of renewable
energy 5.2.1 State that renewable energy is the and non-renewable energy
energy that can be replenished when
used up through observation by using
various media. 2 Give examples of the sources of
renewable and non-renewable
energy.
5.2.2 State that non-renewable energy is the
energy that cannot be replenished
when used up through observation by 3 Build a graphic organizer on the
using various media. sources of energy that are
renewable and non-renewable
5.2.3 List the sources of renewable energy

such as wind, sun, water, biomass, 4 Provide reasoning on the
food and wave. importance of using sources of
energy wisely.
62
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
5.2.4 List the sources of non-renewable 5 Generate ideas on the usage of

energy such as petroleum, coal, and non-renewable energy to
nuclear materials. renewable energy resources in
everyday life.
5.2.5 Provide reasoning on the importance of 6

using sources of non-renewable energy Generate ideas about the
wisely. consequences if the source of
renewable energy decreases.

63
KSSR SCIENCE YEAR 5
6.0 PROPERTIES OF LIGHT

CONTENT
STANDARD DESCRIPTOR
LEVEL
6.1 Light travels in Pupils are able to:
State that light travels in a
a straight line 1
straight line.
6.1.1 State that light travels in a straight
line by carrying out activities
Give examples of activities which
2 show that light travels in a
straight line.
6.1.2 Carry out experiments to determine
the factors that affect the size of the
shadow
3 Make inferences about the
formation of shadows.
6.1.3 Carry out experiments to determine

the factors that affect the shape of Predict the factors that affect the
4
the shadow. size and shape of the shadow.
64
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
5 Test the factors that affect the

size and the shape of the
shadow.
6 Draw conclusions about the

factors that affect the size and
the shape of the shadow
65
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
6.2. Light can be Pupils are able to:
1 State that light can be reflected
reflected 6.2.1 State that light can be reflected by
and refracted.
carrying out activities.
6.2.2 Describe the uses of reflection of 2 State examples of phenomenon

light in everyday life such as: that shows light can be refracted
side mirrors of car; and examples of tools that use
periscope; the properties of light reflection.
mirror.
3 Sketch a ray diagram to show the
6.2.3 Draw a ray diagram to show the properties of light reflected from
reflection of light from the surface of the surface of a mirror.
a mirror.
6.3 Light can be Pupils are able to:
refracted 6.3.1 State that light can be refracted by 4 Explain through examples the
carrying out activities. tools that use the properties of
light reflection by drawing a ray
diagram.
66
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
6.3.2 Describe an event or phenomenon 5 Create a tool or a model that
that shows light can be refracted uses the properties of light.
such as:
position of coin in the water; 6 Provide reasoning on the
shape of a pencil in a glass of properties of light used in the
water;
tool or model created.
size of an alphabet when viewed
through a glass;
size of fish in an aquarium.
6.3.3 Create a tool or a model that uses

the properties of light.
6.3.4 Provide reasoning the properties of

light used in the tool or model
created.
6.3.5 Explain observations using

sketches, ICT, writing or verball
67
KSSR SCIENCE YEAR 5
7.0 ELECTRICITY
CONTENT
STANDARD DESCRIPTOR
LEVEL
7.1 Sources of Pupils are able to
State the safety precautions
electrical 7.1.1 Explain with examples the sources 1
when handling electrical
energy. that produce electricity such as a dry
appliances.
cell, solar cell, dynamo, power plant,
accumulators and generators.
2 Give examples of the sources
that produce electricity.
7.2 A complete Pupils are able to:

3 Build a complete electric circuit
electric circuit
7.2.1 Build a complete electric circuit using
and sketch the diagram using
dry cell, bulb, switch and wires.
symbols.
7.2.2 State the function of a switch in an 4 Conclude on the brightness of

electric circuit. bulbs in a series and parallel
circuit by carrying out
7.2.3 Identify the symbols of electrical experiments.
components in a complete electric
circuit.
68
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
7.2.4 Sketch a circuit diagram using the 5 Provide reasoning on the

symbol of electrical components. usage of parallel circuits of
daily electricity consumption.
7.2.5 Carry out an experiment to compare
the brightness of the bulbs if the
Generate ideas on the
number of bulbs or the number of dry 6 advantages and disadvantages
cells are changed.
of series circuit and parallel
circuit.
7.2.6 Identify the arrangement of bulbs in
series circuit and parallel circuit
through observation by using various
media.
7.2.7 Sketch the series circuit and parallel

circuit by using the symbol of electrical
components.
7.2.8 Compare and contrast the brightness

of the bulbs in series circuit and
parallel circuit.
69
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
7.2.9 State the effect on the light up of

bulbs when a few of switches in a
series circuit and a parallel circuit are
switched on or off.

sketches, ICT, writing or verbally.
7.3 Safety Pupils are able to:
precautions
7.3.1 Generate ideas about the effect of
when handling
mishandling electrical appliances
electrical
through observation by using
appliances
various media.
7.3.2 Describe the safety precautions

when handling electrical appliances.

sketches, ICT, writing or verbally
70
KSSR SCIENCE YEAR 5
71
KSSR SCIENCE YEAR 5
8.0 HEAT
CONTENT
STANDARD DESCRIPTOR
LEVEL
8.1 Temperature Pupils are able to:
State the meaning of temperature
and Heat 8.1.1 State that temperature is a 1
and its unit.
measurement degree of hotness.
2 Measure temperature using
8.1.2 State the standard unit of temperature appropriate tools and correct
. techniques.
8.1.3 Measure temperature using

appropriate tools and correct 3 Make generalisation that the
techniques. material becomes warmer when it

gains heat and becomes cooler
8.1.4 Make generalisation that material when it loses heat.
becomes warmer when it gains heat
and becomes cooler when it loses heat 4 Explain through examples the
by carrying out activities. expansion and contraction of
materials in terms of gaining and
8.1.5 Conclude that temperature increases losing heat.
when heat is gained and decreases
when heat is lost by carrying out
activities such as heating and cooling
of water.
72
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
8.1.6 State that material expands when it 5 Communicate the advantages and
gains heat and contracts when it loses disadvantages on the application
heat by carrying out activities such as: of the principle of expansion and
heating ring and the iron ball; contraction of materials
heating and cooling of coloured water
in glass tube;
immersing a bottle with a balloon on its 6 Generate ideas about the tools
mouth into hot water and ice.
that apply the principle of
expansion and contraction of
8.1.7 Provide reasoning the importance of materials and the way it functions.
the application in the principle of
expansion and contraction in everyday
life such as:
gap between the railway tracks;
installed electric cable slack or loose;
liquid in the thermometer bulb.

73
KSSR SCIENCE YEAR 5
MATERIAL SCIENCE
9.0 MATTER
CONTENT
STANDARD DESCRIPTOR
LEVEL
9.1 States of matter Pupils are able to: 1 Give examples of solid, liquid and gas.
9.1.1 State that matter can exist as solid,

liquid and gas. 2 Describe the properties of solid,
liquid and gas
9.1.2 Classify the examples of materials/
objects into solid, liquid and gas 3 Classify the examples of materials/
9.1.3 Characterizing the properties of solid, objects based on the states of matter.
liquid and gas by carrying out

4 Make generalization that water can
activities to show it;
exist in three state of matter
has mass;
occupy space;
has fixed volume; 5 Communicate to explain the
has fixed shape. arrangement of particles of water in
three states of matter.
9.1.4 Make generalization that water can
exist in three states of matter by Make an analogy on the arrangement
6
carrying out activities. of particles of solids, liquids and gases
with the situations in everyday life.
74
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL

9.2 Changes in Pupils are able to:
states of matter 9.2.1 Describe that water can change its
state through processes of freezing, 1 List the processes in the change of
melting, boiling, evaporation and states of water
condensation by carrying out
activities.
2 Describe the processes in the
9.2.2 Explain with examples the changes of change of states of water when it
state of matter occurs when it gain or gains or loses heat.
lost heat by carrying out activities.
9.2.3 Explain observations using sketches, 3 Relate changes in states of water

ICT, writing or verbally with the formation of clouds and
the phenomena of rain.
75
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
9.3 The natural Pupils are able to:
water cycle 4 Provide reasoning on the
9.3.1 Relate the changes in states of water importance of natural water cycle to
with the formation of clouds and the maintain water resources
phenomena of rain 5
Generate ideas on factors that
9.3.2 Generate ideas on the importance causes contamination of water
of natural water cycle. resources and ways to maintain its
cleanliness.
ICT, writing or verbally 6 Communicate about the factors that
disrupt the natural water cycle and
its impact on living things
9.4 The importance Pupils are able to:
of water 9.4.1 State natural water resources such as
resources river, lake, well and spring.
Explain the importance of maintaining

9.4.2
the cleanliness of water resources.
76
KSSR SCIENCE YEAR 5
77
KSSR SCIENCE YEAR 5
MATERIAL SCIENCE
10. ACID AND ALKALI

CONTENT
STANDARD DESCRIPTOR
LEVEL
10.1 Chemical Pupils are able to:
1 Give examples of acidic,
properties of
alkaline and neutral substances.
substances.
10.1.1 Define operationally the acidic, alkaline
and neutral substances based on the 2 Classify substances based on
changes of the colour of litmus paper. the color changes of the litmus
paper.
10.1.2 Make generalisation, on the properties
of acidic, alkaline and neutral 3 Define operationally the acidic,
substances based on the colour change alkaline and neutral substances
of the litmus paper, taste, and touch by by using litmus paper.
testing a few substances.
4 Make generalization on the
10.1.3 Giving examples of acidic, alkaline and properties of acidic, alkaline and
neutral substances. neutral substances based on the
colour changes of the litmus
paper, taste, and touch.
78
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL

5 Communicate about the
importance of the properties of
acidic, alkaline and neutral
substances in every day life.
6 Generate ideas about the ability

of acidic and alkaline
substances to change the
property of a substance.
79
KSSR SCIENCE YEAR 5
EARTH AND SPACESCIENCE

11.0 EARTH, MOON AND SUN
CONTENT
STANDARD DESCRIPTOR
LEVEL
11.1 The movement Pupils are able to:
of the Earth 1 State that Earth rotates and
11.1.1 State that the Earth rotates on its axis moves.
and at the same time moves around the
Sun on its orbit. 2 Simulate the occurrence of day
and night.
11.1.2 Describe the direction and duration of
rotation and movement of Earth around 3 Explain the direction and duration
the Sun through simulation. of rotation and movement of Earth
around the Sun.
11.1.3 Demonstrate the occurrence of day and
night through simulation. 4 Describe the Earth rotates on its
axis and at the same time moves
around the Sun on its orbit.
80
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
11.1.4 Describe the effects of the rotation of 5 Explain through examples the
Earth on its axis i.e: effects of the rotation of Earth
occurrence of day and night; on its axis.
the position of the Sun appears to
vary;
changes in the length and the direction 6 Generate ideas about other
of shadow. effects caused by the rotation
and movement of Earth, the
Moon and the Sun.
81
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
11.2 Phases of the Pupils are able to:
1 State the Moon does not emit
Moon 11.2.1 Describe the Moon does not emit light
light
but reflects the light from the Sun.
2 Explain the Moon reflects light

11.2.2 Describe the rotation of the Moon on its
from the Sun to the Earth.
axis and at the same time orbits the
Earth in the aspect of direction and
3 Explain the movement of the
duration through simulation.
Moon and the Earth.
Using space and time

11.2.3 Using space and time relationship to 4
relationship to describe the
describe the phases of the Moon such
phases of the Moon.
as new moon, crescent, half-moon and
full moon in a complete cycle according
Generate ideas about the phases
to the Lunar calendar 5
of the Moon relating to the events
of life.
82
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
Communicate to state the same

6
part of the Moon always faces
the Earth and describe the
phenomena.
83
KSSR SCIENCE YEAR 5
TECHNOLOGY AND SUSTAINABILITY OF LIFE

12.0 TECHNOLOGY
CONTENT
STANDARD DESCRIPTOR
LEVEL
12.1 The stability Pupils are able to:
and strength 12.1.1 Give examples of a strong and stable 1 State examples of a strong and
of an object structure by observing various media. stable structure.
and structure
12.1.2 Carry out experiments to determine the 2 Determine the factors that
factors that affect the stability of an affect the stability and
object such as the base area and strength of a structure
height.
12.1.3 Carry out experiments to determine the 3 Generate ideas on the

factors that affect the strength of a importance of a strong and
structure i.e the type of materials and its stable building structural for a
shape sustainable life
12.1.4 Generate ideas on the importance of a 4 Create a strong and stable

strong and stable building structure for structural models.
the well being of human life.
84
KSSR SCIENCE YEAR 5
CONTENT
STANDARD DESCRIPTOR
LEVEL
12.1.5 Create a strong and stable structure
models using recycle materials. 5 Provide reasoning on a strong
and stable structural models
12.1.6 Provide reasoning on the selected built/created
materials used to build a strong and
stable model to improve the quality of
sustainable life. 6 Improve the structural models
built based on the findings of
12.1.7 Explain observations using sketches, an investigation.
12.2 Civilizing of Pupils are able to:

sustainable 12.2.1 Practicing usage of sustainability
living. materials.

85
This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.
BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PENDIDIKAN MALAYSIA
Aras 4-8, Blok E9
Presint 1
Pusat Pentadbiran Kerajaan Persekutuan
62604 PUTRAJAYA
Tel: 03-8884 2000 Faks: 03-8888 9917
http://www.moe.gov.my/bpk

DSKP Science Year 5

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KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

BAHAGIAN PEMBANGUNAN KURIKULUM

NATIONAL EDUCATION PHILOSOPHY vi

NATIONAL SCIENCE EDUCATION PHILOSOPHY vii

DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 1

AIMS AND OBJECTIVES 4

ELEMENTS ACROSS THE CURRICULUM 12

SKILLS FOR 21ST CENTURY 15

SKILLS AND VALUE FOR THE 21ST CENTURY 16

TEACHING AND LEARNING STRATEGIES 18

METHODS OF TEACHING AND LEARNING SCIENCE 20

ASSESSMENT OF TEACHING AND LEARNING 23

ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 26

THEME : INTRODUCTION TO SCIENCE

THEME : LIFE SCIENCE

THEME : PHYSICAL SCIENCE

THEME : MATERIAL SCIENCE

THEME : EARTH AND SPACE SCIENCE

THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE

Selaras dengan Falsafah Pendidikan Kebangsaan,

secondary school science curriculum standard is developed of the nation.

with the aim of producing such individuals.

The concept of strands introduced in KSSR, is a form of

The knowledge disciplines within the communication strand include

Fostering imagination, creativity, talent

Figure 1: Framework for Curriculum KSPK and KSSR

The aim of Science Standard Curriculum for primary is to instil

scientific knowledge, skills and scientific attitude

Knowledge discipline in Science and Technology Strand are

Descriptions of the science process skills are as the following:

Measuring and Making quantitative observations using

explain events or observations.

Making Making a general statement about the

Using Space- Describing changes in parameters such

Controlling Identifying manipulated variables, Clean science apparatus correctly

Learning experiences science can foster positive attitudes and

Critical Thinking Skills breaking it down into smaller parts to

Attributing Identifying characteristics, features,

Sequencing Arranging objects and information in order

Generating Ideas Producing ideas related to something.

Making Selecting the best solution from several

Problem Solving Finding the right solutions in a

Besides thinking skills and thinking strategies, another skill

Figure 2: TSTS Model in Science

The mastery of Science Process Skills requires pupils to master the

3. Practising TSTS without teachers guidance.

5. Applying TSTS together with other skills to accomplish

Measuring and Using Relating

Relationship between Thinking Skills and Science Making Inferences Relating

Teaching and Learning Based on Thinking Skills

Interpreting data Comparing and contrasting

Making hypothesis Attributing ELEMENTS ACROSS THE CURRICULUM

Creativity and Innovation

Teachers must ensure that EMK are integrated effectively in the

Information and Communication Technology LANGUAGE

The element of Information and Communication Technology is one of

SKILLS FOR 21ST CENTURY HOTs Description

Applying Using knowledge, skills and values to take actions in

Table 1: Description of HOTs

SKILLS AND VALUE FOR THE 21st CENTURY Communication Skills

Thinking skills: Prepares pupils to face life and current working

Problem solving Patriotism

Decision making Integrity