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KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH


KURIKULUM STANDARD SEKOLAH RENDAH

DUNIA SAINS DAN TEKNOLOGI


(EDISI BAHASA INGGERIS)

TAHUN DUA
(EDISI BAHASA INGGERIS)

BAHAGIAN PEMBANGUNAN KURIKULUM


Cetakan Pertama 2016
Kementerian Pendidikan 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.
CONTENT

Rukun Negara v

Falsafah Pendidikan Kebangsaan vi

Falsafah Pendidikan Sains Kebangsaan vii

Introduction 1

Standard- Based Modular Curriculum 2

Thematic Core Module: World of Science and Technology 2

Aims 2

Focus 2

Standard Document 3

Implementation 4

Standard Curriculum Document - Science 5

Standard Curriculum Document Information and Communication Technology 27

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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

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Pendidikan di Malaysia adalah suatu
usaha berterusan ke arah lebih
memperkembangkan potensi individu
secara menyeluruh dan bersepadu untuk
melahirkan insan yang seimbang dan
harmonis dari segi intelek, rohani, emosi
dan jasmani berdasarkan kepercayaan
dan kepatuhan kepada Tuhan. Usaha ini
adalah bertujuan untuk melahirkan
warganegara 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 emotionally, spiritually and intellectually. The elements in each


strand are portrayed through specific disciplines, namely:
The structure of the StandardBased Curriculum for National
Preshool (KSPK) and the The Standard-Based Curriculum for 1. Communication
Primary School (KSSR) are developed in accordance to the 2. Spirituality, Attitudes and Values
principles of the Integrated Curriculum for Primary School 3. Humanity
(KBSR) and in line with the National Education Philosophy. 4. Science and Technology
5. Physical Development and Aesthetics
Aims of Preschool and Primary School Education 6. Personal Competence

Aims of Preschool Education:


To nourish a child's potential in all aspects of
development, master basic skills and cultivate positive
attitudes in preparation for primary school.

Aims of Primary School Education:


To ensure an overall, balanced and integrated
development of the pupils potential. These
developments include physical, emotional, spiritual and
intellectual aspects to produce a balanced, harmonious
and virtuous individual. To achieve this, a holistic form of
education should be strengthened to meet the demands
of education and address the challenges of the present
and the future.

Strands-Based Curriculum Organisation

Strands-based curriculum organisation is proposed in order to


develop knowledgeable and competent human capital. The
Strands (Figure 1) are the main domain that supports each Figure 1: Framework for Curriculum KSPK dan KSSR
other in order to develop a balanced individual physically,

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STANDARD-BASED MODULAR CURRICULUM attitudes and values. This thematic approach in DST is to make
teaching and learning (T&L) more interesting.
The Preschool and the Primary School Curriculum are
developed in the form of Content Standard and Learning AIMS
Standard that have to be achieved by pupils.
The aim of World of Science and Technology is to instill interest
Content Standard and develop creativity amongst pupils through experience and
Specific statement of the content knowledge that pupils investigation so as to master knowledge in science and
should know and be able to do within a schooling period technology, skills and values. The skills to be developed through
which encompasses knowledge, skills and values. this theme include science process skills, thinking skills,
manipulative skills / psychomotor and ICT skills.
Learning Standard
Criterion set to ensure the quality of learning and FOCUS
achievement for each Content Standard.
World of Science and Technology in Level I focuses on:
The Content Standards and the Learning Standards are
organized in the form of parts and units which contain elements Cultivating pupils' interest towards science and
of knowledge, skills and values that have been identified to be technology and to develop their creativity through
acquired by pupils. The parts or units of the content in the experience and investigation so as to master scientific
curriculum are presented in the form of modules. The modules knowledge, skills and, scientific attitudes and values.
consist of Basic Core Module, Thematic Core Module and Thus providing pupils with the platform to apply science
Elective Module. and technology in every day life.
Acquisition of knowledge and mastery of basic practical
THEMATIC CORE MODULE: WORLD OF SCIENCE AND skills, ability to design and apply basic technology to
TECHNOLOGY produce pupils who are creative and innovative.
Strengthening basic ICT knowledge and skills in DST and
World of Science and Technology (DST) is a combination of applying them across the curriculum creatively depending
Science, Design and Technology (DT) and Information and on the pupils abilities.
Communication Technology (ICT) elements that is taught in Providing basic knowledge and skills in Science, DT and
Level I. World of Science and Technology aims to nurture ICT to prepare pupils for the subjects of Science, ICT and
interest in science and technology. This is to develop creativity DT in Level II.
and innovation amongst pupils through experience and
investigation so as to master knowledge in science and
technology, scientific skills, thinking skills and, scientific

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Science The purpose of DSK is to provide a guideline for teachers to


achieve the aims of DST in T&L.
The Science Curriculum Standard for primary school aims to
cultivate pupils' interest towards science and technology and The themes in the Science Content Standard are as follows:
develop the creativity of pupils through experience and Introduction to Science
investigation so as to master scientific knowledge, skills and, Life Science
scientific attitudes and values. Thus providing pupils with the Physical Science
platform to apply science and technology in every day life. Material Science
The Earth and The Universe
Technology and Sustainability DT is
Design and Technology embedded in this theme.
The Design and Technology Curriculum Standard (DT) aims DSK for ICT is provided to achieve the following standards:
pupils to acquire basic knowledge and master practical skills,
able to design and apply basic technology to produce students Use ICT responsibly and ethically.
who are creative and innovative.
Select and apply appropriate ICT resources.
Use ICT to find, collect, process and use
Information and Communication Technology
information.
The Information and Communication Technology (ICT) Use ICT to obtain and share information.
Curriculum Standard aims to provide basic ICT knowledge and Use ICT to solve problems and make
skills and applying them across the curriculum creatively decisions.
depending on the pupils abilities. Use ICT to improve productivity and
learning.
Use ICT to present ideas and information
STANDARD DOCUMENT creatively and innovatively.

In World of Science and Technology, there are two separate


documents that is Science Curriculum Standard Document IMPLEMENTATION
which also consists of DT, and the ICT Curriculum Standard
Document. Both documents are combined into a single The time allocated for T&L of DST is 60 minutes a week. A ratio
document named World of Science and Technology Standard of 4:1 is allotted for the T&L of DST that is 4 periods for Science
Document. and DT and 1 period for ICT. For example if there is 60 periods
per year for T&L of DST, the distribution of periods would be 48

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for Science and 12 for ICT. ICT is also used in T&L of Science
and DT. Science optionist teachers are most suitable to teach
DST.

Implementation of ICT in DST should use existing


infrastructures. If the school lacks infrastructures, teachers must
make plans to ensure that teaching is carried out in the best
way possible. It is suggested that teachers use notebooks to
teach ICT in WST and ensure that pupils take turns to learn to
use computers.

Basic ICT skills are very important to be taught to pupils in Year


1 and it is recommended to be taught at the beginning of the
year. These skills can also be taught in the element of Science
using ICT. If these are not fully acquired, then they can be
reinforced across the curriculum in other disciplines. Teachers
need to be creative in T&L that involves the use of ICT in the
element of Science. Teachers need to plan to integrate the use
of ICT in T&L. For example, teachers can bring a laptop and an
LCD projector to show or demonstrate, using courseware or
digital materials. Teachers can also bring a few laptops for
group activities. Pupils can also carry out scientific investigation
and record their data into the computer wherever available to
complete their tasks.

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RIKULUM STANDARD SEKOLAH RENDAH
STANDARD CURRICULUM DOCUMENT

SCIENCE
CONTENT

Introduction 8

Aims and Objectives 8

Scientific Skills 9

Thinking Skills 10

Scientific Attitudes and Noble Values 14

Teaching and Learning Strategies 15

Approaches to Teaching and Learning Science 15

Method of Teaching and Learning Science 17

Assessment 19

Organisation of the Science Standard Curriculum 19

Life Science
Human 21
Animal 22
Plant 23

Physical Science
Bright and Dark 24

Technology and Sustainablitiy of Life


Basic of Technology 25

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INTRODUCTION AIMS

The aim of the primary school science curriculum is to instil


As articulated in the National Education Philosophy, education pupils interest and develop creativity through experiences and
in Malaysia is an on-going effort towards developing the investigations, in order to acquire scientific knowledge, scientific
potential of individuals in a holistic and integrated manner to skills and thinking skills as well as scientific attitudes and noble
produce individuals who are intelectually, spiritually, emotionally values.
and physically balanced. The primary and secondry school
science curriculum standard is developed with the aim of
producing such individuals. OBJECTIVES

The overall Science Standard Curriculum encompasses


three core science subjects and four elective science subjects. The Level One Primary School Science Curriculum aims to:
The Core Science Subjects are Primary School Science, Lower
Secondary Science, and Upper Secondary Science. The 1. Stimulate pupils curiosity and develop their interest
Elective Science subjects offered in upper secondary are about the world around them.
Biology, Chemistry, Physics, and Additional Science. 2. Provide pupils with opportunities to develop scientific
skills as well as critical and creative thinking skills.
The Core Science Subjects for primary and lower
3. Enhance pupils creativity.
secondary school are designed with emphasis on the
knowledge and understanding of science to produce science 4. Provide pupils with an understanding on scientific facts
literate pupils so as to prepare them for science at higher levels. and concepts.
The Core Science subjects in upper secondary school aim to 5. Enables pupils to apply knowledge and skills in a critical,
develop pupils science literacy, innovative skills and to equip creative and analytical manner for problem solving and
them to enter fields of science. The Elective Science Subjects decision making.
offer options to pupils based on their inclinations, interests and
abilities in the science field to venture into careers specifically in 6. Instil scientific attitudes and noble values amongst pupils,
science and technology fields. This group of pupils will thus putting these into practice.
continually contribute to the development of the nation. 7. Be aware of the need to care for the environment.
This group of pupils will become the human resources in
the field of science and technology that will contribute to the
continuity in the development of the country.

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SCIENTIFIC SKILLS Communicating Accepting, choosing, arranging, and


presenting information or ideas in the form
Science emphasizes inquiry method and problem solving. In of writing, verbal, tables, graphs, figures or
inquiry and problem solving processes, scientific and thinking models.
skills need to be utilised. Scientific skills are vital in any activities
Using Space- Describing changes in parameters such as
involving scientific investigation. Time location, direction, shape, size, volume,
Relationship weight and mass with time.
Scientific skills encompass science process skills and
manipulative skills. Interpreting Data Giving rational explanations about an
object, event or pattern derived from
Science Process Skills collected data.

Science Process Skills enable pupils to formulate questions and Defining Defining concepts by describing what must
find out the answers systematically. Operationally be done and what should be observed.

Controlling Identifying manipulated variables,


Descriptions of the science process skills are as the following:
Variables responding variables and fixed variables.
In an investigation, a variable is
Observing Using the sense of sight, hearing, touch,
manipulated to observe its relationship with
taste or smell to gather information about
the responding variable. At the same time,
objects and phenomena.
the other variables are kept the same.
Classifying Using observations to group objects or
Making Making a general statement about the
phenomena according to similar
Hypothesis relationship between the variables that is
characteristics
assumed to be true to explain an
observation or event. The statement can
Measuring and Making quantitative observations using
be tested to determine its validity.
Using Numbers numbers or tools with standard units or
tools standardised with reference units.
Experimenting Planning and conducting an investigation
to test a hypothesis, collecting and
Making Making initial conclusions that are
interpreting data until a conclusion can be
Inferences reasonable, that may be true or false to
obtained.
explain events or observations.

Predicting Making forecast about events based on


observations and previous experiences or
collected data.

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Manipulative Skills
Thinking skills can be categorised into critical thinking and
In a scientific investigation, manipulative skills are psychomotor creative thinking. A person who thinks critically always
skills that enable pupils to: evaluates an idea in a systematic manner before accepting it. A
person who thinks creatively has a high level of imagination, is
Use and handle science apparatus and substances able to generate original and innovative ideas and modify ideas
correctly. and products.

Store science apparatus and substances correctly and Thinking strategies are higher order thinking processes that
safely. involve several steps. Each step involves several critical and
creative thinking skills. Thinking strategies is the ultimate aim of
Clean science apparatus correctly thinking processes.
Handle specimens correctly and carefully.

Sketch specimens, apparatus and substances accurately Critical Thinking Skills

A brief description of each critical thinking skill is as the


following:
THINKING SKILLS

Thinking is a mental process that requires an individual to Attributing Identifying characteristics, features,
integrate knowledge, skills and attitudes in an effort to qualities and elements of a concept or
an object.
understand the environment. One of the objectives of the
national education system is to enhance the thinking ability Comparing and Finding similarities and differences
among pupils. This objective can be achieved through Contrasting based on criteria such as
thoughtful learning. characteristics, features, qualities and
elements of objects or events.
Thoughtful learning can be achieved if pupils are actively
involved in teaching and learning processes. In these processes, Grouping and Separating and grouping objects or
teaching and learning activities should be well planned to Classifying phenomena into groups based on
encourage the pupils to apply thinking skills in conceptualisation, certain criteria such as common
problem solving and decision making. Teaching and learning characteristics or features.
that emphasises on thinking skills and thinking strategies are
Sequencing Arranging objects and information in
foundation for thoughtful learning.
order based on the quality or quantity of
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common characteristics or features Inferences reasonable, that may be true or false to


such as size, time, shape or number. explain events or observations.

Prioritising Arranging objects or information in order Predicting Making forecast about events based
based on their importance or urgency. on observations and previous
experiences or collected data.
Analysing Processing information in detail by
breaking it down into smaller parts to Making Making a general statement about
understand concepts or events as well Generalisations certain matter from a group of
as to find the implicit meanings. observations on samples or some
information from that group.
Detecting Bias Detecting views or opinions that have
the tendency to support or oppose Visualising Forming perception or making mental
something. images about a particular idea,
concept, situation or vision.
Evaluating Making consideration on the good and
bad qualities of something based on Synthesising Combining separate elements to
valid evidences or propositions. produce an overall picture in the form
of writing, drawing or artefact.
Making Making a statement about the outcome
Conclusions of an investigation based on a Making Making a general statement about the
hypothesis or strenghtening something Hypotheses relationship between the variables that
based on an investigation. is assumed to be true to explain an
observation or event. The statement
can be tested to determine its validity.
Creative Thinking Skills
Making Analogies Forming an understanding about a
A brief description of each creative thinking skill is as the complex or abstract concept by relating
following: it to simple or concrete concepts with
similar characteristics.
Generating Ideas Producing ideas related to something.
Inventing Producing something new or modifying
Relating Making connections in certain something already in existence to
situations or events to find a structure overcome problems in a systematic
or pattern of relationship. manner.

Making Making initial conclusions that are

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Thinking Strategies Mastery of TSTS through the teaching and learning of science
can be developed through the following stages:
Description of each thinking strategy is as the following:
1. Introducing TSTS.
Conceptualising Making generalisations towards
building of meaning, concept or model 2. Practising TSTS with teachers guidance.
based on inter-related specific
common characteristics. 3. Practising TSTS without teachers guidance.

Making Decisions Selecting the best solution from 4. Applying TSTS in new situations and developed with
several alternatives based on specific teachers guidance.
criteria to achieve the intended aims.
5. Applying TSTS together with other skills to accomplish
thinking tasks.

Problem Solving Finding the right solutions in a Further information about the stages on the implementation of
systematic manner for situations that TSTS can be referred to the guidebook Buku Panduan
are uncertain or challenging or Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam
unanticipated difficulties. Pengajaran dan Pembelajaran Sains (Curriculum Development
Centre, 1999).

Besides thinking skills and thinking strategies, another skill


emphasised is reasoning. Reasoning is a skill used in making
logical, rational, fair and just consideration. Mastery of critical
and creative thinking skills and thinking strategies is made
easier if an individual is able to provide reasoning in inductive
and deductive manner. Figure 2 gives an overall picture of the
thinking skills and thinking strategies (TSTS).

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The mastery of Science Process Skills requires pupils to master


Figure 2: TSTS Model in Science the relevant thinking skills. The main thinking skills that are
related to each science process skill are as the following:
Thinking Skills

Science Process Skills Thinking Skills


Critical Creative
Observing Attributing
Attributing Generating ideas
Comparing and
Comparing and contrasting
Relating
contrasting Relating
Making inferences
Grouping and Predicting
classifying Making hypothesis Classifying Attributing
Sequencing Reasoning Synthesising Comparing and contrasting
Prioritising Making Grouping and classifying
Analysing generalisations
Detecting bias Visualising
Evaluating Measuring and Using Relating
Making analogies
Making conclusions Inventing Numbers Comparing and contrasting

Making Inferences Relating


Comparing and contrasting
Thinking Strategies Analysing
Conceptualising Making Inferences
Making decisions
Problem solving Predicting Relating
Visualising
Relationship between Thinking Skills and Science Process
Skills Using Space-Time Sequencing
Relationship Prioritising
Science Process Skills are skills that are required in the process Interpreting data Comparing and contrasting
of finding solutions to a problem or making decisions in a Analysing
systematic manner. It is a mental process that promotes critical, Detecting bias
creative, analytical and systematic thinking. Mastery of Science Making conclusions
Process Skills together with knowledge and suitable attitudes Making Generalisations
ensure pupils to think effectively. Evaluating

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acquisition of knowledge and the inculcation of scientific


Science Process Skills Thinking Skills attitudes and noble values.

Defining operationally Relating SCIENTIFIC ATTITUDES AND NOBLE VALUES


Making analogies
Visualising
Analysing Learning experiences science can foster positive attitudes and
values in pupils. Positive attitudes and values fostered in the
Controlling variables Attributing teaching of science in schools include scientific attitudes and
Comparing and contrasting noble values as the following:
Relating
Analysing Having an interest and curiosity towards the
environment.
Making hypothesis Attributing Being honest and accurate in recording and validating
Relating
data.
Comparing and contrasting
Generating ideas Being diligent and persevere when carrying out a task.
Making hypothesis Being responsible about the safety of oneself, others
Predicting and the environment.
Synthesising Realising that science is a means to understand nature.
Appreciating and practising clean and healthy living.
Experimenting All thinking skills Appreciating the balance of nature.
Being respectful and well-mannered.
Communicating All thinking skills
Appreciating the contribution of science and
technology.
Teaching and Learning Based on Thinking Skills and Being thankful to God.
Scientific Skills Having critical and analytical thinking.
Being flexible and open-minded.
This Science Curriculum Standard emphasises thoughtful Being kind-hearted and caring.
learning based on thinking skills and scientific skills. In this Being objective
curriculum, the intended learning standard is written by Being systematic
integrating acquisition of knowledge with mastery of thinking Being cooperative
skills and scientific skills. Thus in teaching and learning, Being fair and just.
teachers need to integrate mastery of skills together with Dare to try

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Thinking rationally and technology in our country can strengthen the love for the
Being confident and independent country.

The inculcation of scientific attitudes and noble values generally


occurs through the following stages: TEACHING AND LEARNING STRATEGIES

Be aware and understand the importance and the Teaching and learning strategies in the science curriculum
need of scientific attitudes and noble values. emphasise on thoughtful learning. Thoughtful learning is a
Giving attention and response. process of acquisition and mastery of knowledge and skills that
Internalising and practising. can develop pupils minds to the optimum level. Learning
Inculcate scientific attitudes and noble values in life. activities should therefore be geared towards activating pupils
critical and creative thinking skills and not be confined to routine
In this curriculum standard, learning standard for the affective method. Pupils should be made aware of the thinking skills and
domain is written explicitly where appropriate. However, thinking strategies that are being used in their learning. They
scientific attitudes and noble values in teaching and learning should be challenged with higher order questions and problems
need to be integrated continuously. For example, during science and be required to solve problems creatively and critically.
practical work, the teacher should remind pupils the importance Pupils should be actively involved in the teaching and learning
of being careful, thorough, cooperative, honest and persevere that integrate the acquisition of knowledge, mastery of skills and
when carrying out experiments. inculcation of scientific attitudes and noble values. Thoughtful
learning can take place through various learning approaches
Proper planning is required to optimize the inculcation of such as inquiry, constructivism, contextual learning, mastery
scientific attitudes and noble values. Teachers are encouraged learning and, science, technology and society.
to go through all learning standards related to the content
standard including the learning standard about the inculcation of Approaches to Teaching and Learning Science
scientific attitudes and noble values before starting a lesson in
the particular learning area. Inquiry-Discovery Approach

Inculcating Patriotism Inquiry-discovery approach emphasises learning through


experiences. Inquiry generally means to find information, to
The science curriculum standards strengthen and cultivate question and to investigate a phenomenon. Discovery is the
patriotism and values of nationalism among pupils to enhance main characteristic of inquiry. Learning through discovery
their individual commitment to the nation. Topics related to occurs when the main concepts and principles of science are
earths resources, biodiversity and the development of science investigated and discovered by pupils themselves. Through
activities such as experiments, pupils investigate a phenomenon

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and draw conclusions by themselves. Teachers then lead pupils the application of science and technology and their implications
to understand the science concepts through the results of the on the society.
inquiry. Thinking skills and scientific skills are thus developed
further during the inquiry process. However, the inquiry- Meaningful learning occurs if pupils can relate their learning with
discovery approach may not be suitable for all teaching and their every day experiences. Meaningful learning can take place
learning situations. Sometimes, it may be more appropriate for in learning approaches such as contextual learning and
teachers to present concepts and principles directly or through Science, Technology and Society (STS). Learning themes and
guided inquiry-discovery to pupils. learning objectives that carry elements of STS are incorporated
into the curriculum. STS approach suggests that science
learning takes place through investigation and discussion based
Constructivism on science, technology and society issues. Knowledge of
science and technology can be learnt with the application of
Constructivism is an ideology that suggests pupils learn by science and technology and their impact on society.
building their own understanding that is meaningful to them. The
important attributes of constructivism are: Contextual Learning

Teachers considered pupils prior knowledge. Contextual learning is an approach that associates learning with
Learning is the result from pupils own effort. pupils every day life. This approach involves investigative
Learning occurs when pupils restructure their existing learning as in the inquiry-discovery approach. In contextual
ideas by relating new ideas to old ones. learning, the relationship between knowledge taught and every
Pupils have the opportunities to cooperate, share day life is explicitly demonstrated. In this context, pupils not only
ideas and experiences and reflect on their learning. learn in theory but learn to appreciate the relevance of science
in their lives.
Science, Technology and Society
Mastery learning
Meaningful learning occurs if pupils can relate what they have
learnt with their daily life. Meaningful learning happens to Mastery learning is an approach that ensures all pupils to
various approaches such as contextual learning and the science, acquire and master the intended learning objectives. This
technology and society (STS) approach. The theme and approach is based on the principle that pupils are able to learn if
objective of learning that is based on STS is reflected in this given the opportunities. Pupils should be allowed to learn at
standard curriculum. The STS approach recommends that the their own pace, with the incorporation of remedial and
learning of science is done through investigation and enrichment activities as part of the teaching-learning process.
discussions based on science, technology and society issues.
Science and technology knowledge can be learnt together with

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Methods of Teaching and Learning Science In general, procedures to follow when conducting an experiment
are:
Teaching and learning approaches can be implemented through
Identifying a problem
various methods such as experiments, discussions, simulations,
Making a hypotheses
projects, the usage of external resources, future research and
problem solving. In this curriculum standard, suggestions for Planning the experiment
these teaching and learning methods are not explicitly stated. - Controlling variables
This is to enable teachers to use their own creativity in teaching - Determining equipment and materials needed
and pupils to acquire the intended knowledge, skills, attitudes - Determining the procedures of the experiment
and values. - Determining the method of data collection
- Determining the method of data analysis
The teaching and learning method determined should be based Conducting the experiment
on the contents of the curriculum standard, pupils abilities and Collecting data
pupils repertoire of intelligences and the availability of Analysing data
resources and infrastructure. Besides the role of presenting Interpreting data
information and subject matter expert, teachers also act as Making a conclusion
facilitators in teaching and learning. Teachers should be Writing the report
attentive to the various repertoire of intelligences among pupils.
Different methods and activities should be planned to cater to
pupils with multiple intelligences. In this standard curriculum, it is suggested that, besides guiding
pupils to carry out experiments, pupils are given the opportunity
The following are brief descriptions of some teaching and to design experiments, which involves drafting their own
learning methods. experimental method, the data that can be measured, how to
analyse data and how to present the results of their experiments.
Experiment These activities can be done individually or in small groups.

An experiment is a method commonly used in science lessons. Discussion


Pupils test hypotheses through investigations to discover
specific science concepts and principles. Scientific methods are A discussion is an activity in which pupils question and present
used when conducting an experiment involving thinking skills, their opinions based on arguments or valid reasons. During
science process skills, and manipulative skills. discussions, pupils must have an open mind to accept others
opinions. The teacher should play the role of a facilitator by
asking questions that lead pupils towards the topic discussed.
Discussions can be conducted during and after experiments,

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projects, data collection and interpretation activities, simulations Future Research


using external resources, problem solving etc.
Pupils use critical and creative thinking to explore changes from
Simulation the past to the future. This pedagogy is pupils-centered and
integrates various fields. Noble values such as responsibility
Simulation is an activity that resembles the actual situation. and cooperation are cultivated through this method.
Simulations can be carried out through role-play, games or use of
model. In role-play, pupils act out a particular role spontaneously Problem Solving
based on a certain pre-determined conditions. Games require
procedures that need to be followed. Pupils play games in order to
Problem solving is a method that involves pupils actively
learn a particular principle or to understand the process of decision-
participating in decision making or to achieve a particular aim.
making. Models are used to represent objects or real situations.Pupils
will be able to visualise the real situation, thus understanding the During problem solving, activities such as simulations,
concepts and principles learned. discussions and experiments can be carried out. Generally,
problem solving involves these steps:
Project
Identify and understand a problem
A project is an activity carried out individually or in groups to Explain the problem
achieve a certain goal that takes a long time and exceeds Finding alternative solutions
formal teaching hours. Pupils are required to identify methods to Carry out operations to solve the problem
solve the problem given and thus plan the entire project.The Evaluate solutions
outcome of the project either in the form of a report, an artefact
or in other forms needs to be presented.
Use of Technology
Visits and Use of External Resources
Technology is an effective tool for enhancing the learning of
Learning science through visits to zoos, museums, science science. Through the use of technology such as the television,
centers, research institutes, mangroves swamps and factories radio, video, computer, internet, computer software, courseware
can make learning more effective, enjoyable and meaningful. and computer interfaces makes the teaching and learning of
Learning through visits can be optimised by careful planning science more interesting and effective. Animation and computer
whereby pupils have to carry out or perform tasks during the simulation is an effective tool for learning of difficult and abstract
visit. Discussion after the visit should be held to conclude the science concepts and can be presented in the form of
activities carried out. courseware or website.

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ASSESSMENT Portfolio: Portfolios are compilations of the pupils individual


work or in groups. Examples of portfolios are scrapbooks and
Classroom assessment is very important to determine pupils folios.
level of mastery and understanding of what pupils have learned.
The information obtained will help teachers to improve their Essay: Essays exhibit a pupils skills in conveying information
teaching methods. The results of the assessment in the scientifically.
classroom will also provide initial feedback to the teacher to plan
further action to improve the level of mastery and understanding ORGANISATION OF THE SCIENCE CURRICULUM
in pupils. STANDARD

Method of classroom assessments that can be carried out are The Science Curriculum Standard for Year 1 to Form 5 is
as the following: arranged according to six themes i.e. Introduction to Science,
Life Science, Physical Science, Material Science, The Earth and
Observation: This method is suitable for evaluating individuals The Universe as well as Technology and Sustainability.
in terms of scientific skills and attitudes as well as noble values. However, all these themes may not necessarily be present in
Observations are to evaluate processes carried out by the every year of learning.
pupils and not the final results.
Each theme i.e. Introduction to Science, Life Science, Physical
Test: Tests can be conducted either in written form or verbally. Science, Material Science, Earth and The Universe as well as
Written test questions may either be in objective or subjective Technology and Sustainability is detailed in the content and
form. An example of oral test is quizzes. learning standards. The content standards have at least one or
more learning standards that are conceptualised based on the
Oral presentation: Oral presentations are important in learning area that has been determined. The content standards
evaluating communication skills, self-confidence and content are written according to the hierarchy in cognitive and affective
knowledge of pupils. domains. The content standard is a general statement that
contains elements of knowledge, scientific skills, thinking skills,
Checklist: Checklists are individual reports about the mastery scientific attitudes and noble values as stipulated in the intended
of elements tested in teaching and learning. Elements that are learning standard.
tested in science are knowledge, skills as well as scientific
attitudes and noble values.

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The learning standard is a learning objective that is written in The World of Science and Technology is introduced in Year 1 to
the form of measurable behaviour. It comprises the scope of replace the subject of Science. It combines the elements of
learning with scientific skills and thinking skills that require the Science, Design & Technology (DT) and Information
pupils to do science so as to master the intended science Communication and Technology (ICT). For the implementation
concepts. In general, the learning standard is organised from in Year 1, the DT and ICT elements are integrated in the
simple to complex, however it can be modified accordingly to Science Standard. Besides, the ICT user module is also
the context and needs of learning. The Content Standard for the provided for teachers to guide pupils in applying their ICT skills
affective domain is written at the end of the related during learning.
corresponding cognitive domain but not all cognitive domains
are followed by affective domains.

The teaching and learning process should be planned in a


holistic and integrated manner to enable the achievement of
multiple learning standards according to the context and needs
of learning. Before planning the teaching and learning activities,
teachers should scrutinise all Learning Standards in the related
Content Standards. The Content Standard of affective domain is
integrated indirectly when the Content Standard for the cognitive
domain is being carried out. Activities can be varied to achieve a
Content Standard to meet the pupils learning needs in
accordance to their abilities and learning styles. Teachers are
encouraged to plan activities that engage pupils actively in order
to generate analytical, critical, innovative and creative thinking
besides using technology as a means for achieving the Content
Standard effectively.

On the other hand, the curriculum also incorporates elements of


entrepreneurship, creativity and innovation to prepare human
capital who are capable to contribute towards the development
of a high-income country in line with the New Economic Model.

20
LIFE SCIENCE

CONTENT STANDARD LEARNING STANDARD

1. HUMAN
1.1 Understanding that human have basic Pupils are able to:
needs to stay alive.
1.1.1 Identify the human basic needs i.e. food, water, air and shelter.
1.1.2 State the importance of basic needs to human.
1.1.3 Identify the food that give energy, help to grow and help to stay healthy.
1.1.4 Provide reasoning on the importance of various type of foods to human.
1.1.5 Suggest one meal and explain why the foods are choose.
1.1.6 Explain observations through sketches, ICT, writing or verbally.
1.2 Appreaciating the basic needs. Pupils are able to:

1.2.1 Explain that clean food, water, air and shelter is essential to ensure good
health.
1.2.2 Practice various type of nutritious food taken to stay healthy.
1.3 Applying knowledge about growth of Pupils are able to:
human.
1.3.1 Identify changes on ourselves that occur since birth in terms of growth
i.e. increase in size, height and weight.
1.3.2 Compare and contrast the growth in size, height and weight among their
friends by carrying out activities.
1.3.3 Explain observations using sketches, ICT, writing or verbally.

21
CONTENT STANDARD LEARNING STANDARD

2. ANIMALS
2.1 Understanding that animals have Pupils are able to:
basic needs.
2.1.1 Identify the basic needs of animals i.e. food, water, air and shelter.
2.1.2 State the importance of basic needs to animals.
2.1.3 Give examples of animals and the food eaten.
2.1.4 Classify the animals according to the food eaten i.e. eat plants only, eat
animals only or eat animals and plants.
2.1.5 Identify types of shelter for animals such as nest, coop, hole, on the tree,
barn, cave, in the water, in the soil and in between of the rocks or woods.
2.1.6 State the importance of animals to human, plants and other animals.
2.1.7 Explain observations using sketches, ICT, writing or verbally.

2.2 Appreciating various type of animals Pupils are able to:


around us.
2.2.1 Show careness towards animals by not to harm them.
2.3 Understanding the growth of animals. Pupils are able:
2.3.1 Identify ways of animals reproduce i.e. give birth and lay eggs.
2.3.2 Classify the animals according to the ways they reproduce.
2.3.3 Identify changes in animals since birth i.e. growth in terms of appearance and
increase in size.
2.3.4 Identify the youngs which look alike their parents and young animals which
do not look alike their parents.
2.3.5 Record the growth of changes in appearance of animals by observing actual
animals such as butterfly or frog.
2.3.6 Explain observations using sketches, ICT, writing or verbally.

22
CONTENT STANDARD LEARNING STANDARD

2.4 Understanding the movements of Pupils are able to:


animals.
2.4.1 Explain how the animals move i.e walking, crawling, flying, swimming,
slithering, indent, creeping, running and jumping.
2.4.2 Simulate how animals move i.e fish swim, birds fly, cows walk, tortoise
crawl, snakes slither , snails indent, ants creep, horses run and frogs jump.
2.4.3 State the importance of movements to the animals.
2.4.4 Explain observations using sketches, ICT, writing or verbally.

3. PLANTS
3.1 Understanding the basic needs of Pupils are able to:
plants
3.1.1 Identify the basic needs of plants i.e. water, air and sunlight.
3.1.2 Provide reasoning the importance of water, air and sunlight to the plants by
carrying out an investigation.
3.1.3 Explain observations using sketches, ICT, writing or verbally.

3.2 Aware that plants have basic needs Pupils are able to:
to stay alive.
3.2.1 Take care the plants by providing basic needs to ensure it is alive and
healthy.
3.3 Understanding the growth of the Pupils are able to:
plants
3.3.1 Record the changes of the growth of the plants in term of increasing in height
and number of leaves by investigating actual plants.
3.3.2 Explain observations using sketches, ICT, writing or verbally.

23
PHYSICAL SCIENCE

CONTENT STANDARD LEARNING STANDARD

4. BRIGHT AND DARK


4.1 Analysing the bright and dark Pupils are able to:
conditions.
4.1.1 Identify the sources of light i.e. Sun, lamp, torch light and fire.
4.1.2 Differentiate bright and dark conditions through investigation.
4.1.3 Explain how the shadow formed by carrying out activities.
4.1.4 Provide reasoning on the importance of light to human.
4.1.5 Explain observations using sketches, ICT, writing or verbally.

4.2 Applying the knowledge of the Pupils are able to:


formation of shadows.
4.2.1 Create a shadow game.

24
TECHNOLOGY AND SUSTAINABILITY OF LIFE

CONTENT STANDARD LEARNING STANDARD

5. BASIC OF TECHNOLOGY
5.1 Applying the knowledge of Pupils are able to:
assembling the components of a build
up set based on the illustrated 5.1.1 Read and explain the manual.
manual. 5.1.2 Identify the components of the build up set based on the illustrated manual.
5.1.3 Choose the components of the build up set based on the illustrated manual.
5.1.4 Assemble a model from the components of the build up set based on the
illustrated manual.
5.1.5 Sketch the built model using the basic shapes.
5.1.6 Talk about the model built.
5.1.7 Dissemble the built model in sequence.
5.1.8 Store the dissembled components in the storage container.

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DRAF100911

STANDARD CURRICULUM DOCUMENT

INFORMATION AND COMMUNICATION


TECHNOLOGY
Content

ICT Standard-Based Curriculum for Primary School 31


Aims 31
Objectives 31
Focus 31
Content Planning 31
ICT Standard-Based Curriculum Content 32
The Principles of Using ICT in Teaching and Learning 34
ICT Strategies in the Curriculum 35
Integrating ICT in the Curriculum 35
ICT as a subject 35
Hardware and Software 35
The Use of ICT in Teaching and Learning Strategies 36
Integration of ICT in the Pillars of KSSR 38
Assessment 39
Content Standards and Learning Standards 41
ICT Curriculum Standards for Primary School Level I: Year 2 42
How to Use This ICT Standard-Based Curriculum? 45
Example of Applying Creativity In Teaching And Learning ICT 49
Examples of ICT Teaching Module Across Curriculum for Year 1 53

29
Appendix 1: Teaching Module: ICT Across The Curriculum (Core Theme): The World Of Science 55
And Technology: Science
Example of ICT Teaching Modules for Year 2 57
Appendix 2: Teaching Module: The World Of Science And Technology: ICT 59
Example of The Use of Assessment Method 61
Appendix 3: Example of Using Rubric Method in IC 63
Appendix 4: Example of Using Checklists in Observation 65
Appendix 5: Example of Using Checklists in Presentation Assessment 66
Appendix 6: Example of Using Anecdotes in Formative Assessment 67
Appendix 7: Example of Quiz and Test 68
Appendix 8: Example of Using Rubric in Portfolio Assessment 70
Appendix 9: Examples of Simulations 71
Appendix 10: Example of Using Checklists in Simulation Assessment 72

30
THE INFORMATION AND COMMUNICATION TECHNOLOGY FOCUS
( ICT ) STANDARD-BASED FOR PRIMARY SCHOOL
ICT is a field of study that involves various fields, especially in
The Information and Communication Technology (ICT) computer and communication systems. ICT is used mainly in
Standard-Based Curriculum is a specific statement about what computer systems, communication devices and software
pupils should achieve in the knowledge, skills and values of ICT applications to acquire, process, store, transmit, retrieve,
throughout the schooling years. This standard also serves as a exchange and protect information at all times.
guide for teachers to create a technology-aided learning
environment. This environment will provide many opportunities Therefore, these Standards focus on software applications and
for pupils to benefit from ICT resources. Pupils will be involved knowledge of computer hardware in dealing with various forms
in various activities consisting of relevant technology skills. of information based on the pupils abilities. In Stage I (Year 1,
Year 2 and Year 3), the focus is on the integration of ICT across
AIM the curriculum. In Stage II (Year 4, Year 5 and Year 6), the
focus is on learning about ICT.
The aim of ICT Standard-based Curriculum is to provide a
benchmark for pupils achievement from Year 1 to Year 6. This CONTENT PLANNING
is to ensure that pupils master the knowledge and basic ICT
skills. It also encourages creativity and provides an interesting The ICT Curriculum in primary schools is implemented in
learning environment throughout their lives. modular form whereby its content is divided into 4 Modules
(Sections) as follows:

OBJECTIVES
Module Description
At the end of the primary school, pupils can use ICT: Selection and application of Select and apply appropriate
ICTResources ICT resources
i. in a responsible and ethical manner.
ii. to select and apply appropriate ICT resources. ICT in Information Use ICT to search, gather,
iii. to search, gather, process and apply information. Management process, use and share
iv. to obtain and share information. information
v. to solve problems and make decisions.
vi. to increase productivity and learning. ICT in increasing productivity Use ICT to solve problems
vii. to express ideas and information in a creative and and thequality of learning and make decisions to
innovative manner. increase productivity and
quality of learning.

31
The use of ICT in creativity Use ICT to present ideas and ICT-STANDARD-BASED CURRICULUM CONTENT
and innovation information in creative and
innovative manner The ICT Standard-Based Curriculum is divided into Content
Standards and Learning Standards. There are seven Content
Standards. The content of these Standards acts as a guide for
The specified module was developed based on the objectives the level of ability within the Learning Standards. Learning
outlined and translated into Content Standards and Learning Standards within the Content Standards will be introduced and
Standards. At the same time the ICT Standards-Based mastered by pupils. Teachers can use these standards in
Curriculum emphasises on the integration of knowledge, skills designing ICT-based activities.
and values.
1.0 Use ICT in a responsible and ethical manner
Knowledge
Pupils can:
The content knowledge includes the following: 1.1 apply the knowledge of ethics and responsibility in
a. Concepts, facts and ICT terminology. ICT.
b. The sequential process in developing ICT-based products. 1.2 practise the ability to state the implications when
using ICT.
1.3 accept responsibility for the actions related to the
Skills ethics and responsibility in the usage of ICT.

Hardware and software skills in ICT will produce the following: 2.0 Select and apply appropriate ICT resources

a. communication skills involving the sharing and Pupils can:


dissemination of information, and 2.1 demonstrate the ability to use ICT facilities.
security of information dissemination. 2.2 use a variety of functions in ICT.
b. problem-solving skills including critical, creative and 2.3 analyze the suitability of facilities and resources to
reflective thinking. meet the specific needs (tasks or challenges).
c. investigation, exploration and arcing of ideas. 2.4 select the appropriate ICT resources.
2.5 exploit the appropriate ICT resources to meet
current needs.
Values

Pupils will gain the ability to operate the information system


confidently, accurately and diligently. The Code of Ethics of
communication in ICT will instill a sense of responsibility,
respect, cooperation and accountability.
32
3.0 Use ICT to search, gather, process and apply 5.4 collect all the successful processes and products
information for future use.

Pupils can:
3.1 identify when and why information is needed. 6.0 Use ICT to increase productivity and learning
3.2 determine the required information.
3.3 assess and select appropriate information. Pupils can:
3.4 understand, apply, analyze and distribute the 6.1 use ICT to produce effective and creative work
selected information. and to complete projects and tasks.

6.2 use ICT to collaborate with peers, experts and


4.0 Use ICT to obtain and share information others to increase productivity.

Pupils can: 6.3 use ICT to increase learning opportunities towards


4.1 use ICT to identify and obtain information and life-long learning.
knowledge from experts related to
the area of interest.
4.2 assess the validity and reliability of online 7.0 Use ICT to express ideas and information in a
resources creative and innovative manner
4.3 collaborate with peers and experts to build
knowledge. Pupils can:
4.4 use ICT skills to produce and present knowledge. 7.1 express existing ideas through unique and new
methods.
5.0 Use ICT to solve problems and make decisions 7.2 plan strategies to express new knowledge and
ideas.
Pupils can: 7.3 develop a variety of original media products to
5.1 apply problem-solving skills which include express ideas and information.
identifying and analysing the problem; developing 7.4 use the emerging technology to express ideas and
strategic solutions; selecting and implementing information.
appropriate strategies, and evaluating solutions.
5.2 apply problem-solving strategies to convey
information or present findings using ICT.
5.3 relate the process of problem-solving and
decision-making, and state the outcomes or
methods of solution.

33
THE PRINCIPLES OF USING ICT IN TEACHING AND students in accordance with their abilities and cognitive
LEARNING level.

There are several principles in the use of ICT in teaching and Learn WITH ICT
learning. Firstly, pupils must master basic ICT skills to enable Learn with ICT means that pupils use ICT as a learning
them to operate the hardware and software. Secondly, by tool such as ICT software and hardware. Among the
acquiring these skills, students will apply and integrate ICT in software which can be used are MS Word, MS
their learning. To achieve this, students should learn ICT hands- PowerPoint, MS Excel, Paint, Geometer's Sketchpad,
on and acquire ICT skills which can be mastered in the learning freeware to teach typing, namely Tutor Typing, while the
context. hardware are like printers, scanners and digital cameras.
Teaching and learning will be more effective, interesting
and enjoyable with the use of ICT. By using ICT as a
teaching and learning tool in primary school pupils will be
Learn ABOUT ICT more creative and innovative based on their level of
thinking.

Learn THROUGH ICT


Social
Learn through ICT is the use of ICT to access information
Issues and
and knowledge by using ICT medium such as CD-ROM,
Ethics DVD-ROM, courseware and the Internet. Examples of
Learn WITH ICT Learn THROUGH learning through ICT can be seen from the use of
ICT materials such as encyclopaedia, dictionary, video
learning, courseware PPSMI, Portal E-material, EduWeb
TV and Google Earth.
Figure 2: ICT Approaches in Teaching and Learning

The elements of values are incorporated in each ICT approach.


There are three main approaches in the teaching and learning All these components complement each other and enable ICT
of ICT as in Figure 2. to be taught as a subject and implemented across curriculum
more effectively. For example, when pupils learn ABOUT ICT,
Learn ABOUT ICT they also learn WITH ICT. During this process, pupils learn
Learn about ICT requires pupils to master the knowledge THROUGH ICT by accessing information from CD-ROM, DVD-
and skills of specific knowledge disciplines in the field of ROM, surfing the Internet and downloading materials to
ICT such as computer systems, network, information reinforce their tasks.
systems, multimedia and programming. Exposure to the
knowledge and skills in these areas are taught to
34
ICT STRATEGIES IN CURRICULUM HARDWARE AND SOFTWARE
The ICT hardware and software supplied to the schools are as
The strategy used in the realisation of ICT in the curriculum is follows:
through integration across the curriculum and also as a subject
on its own. For Stage I, ICT is integrated across the curriculum a. The hardware in the computer lab
and as an element in the Core Theme: The World of Science Server
and Technology. For Stage II, ICT is implemented as a subject. computer (PC) for teachers
computers (PC) for students
INTEGRATING ICT IN THE CURRICULUM Scanner
Printer
The integration of ICT across the curriculum enables teaching Digital Camera and Video
and learning to be carried out using appropriate ICT hardware Microphone and speaker
and software based on the topic to be taught. Pupils can use
and manipulate ICT resources to support their knowledge or b. Hardware for teachers
tasks. Through the use of ICT, pupils can reinforce the concepts Laptop
and skills which they have mastered in an enjoyable LCD Projector
environment.

ICT AS A SUBJECT c. Software


Windows operating system, Linux and Mac
At Stage II, ICT is taught as a subject which emphasises the Operating system
mastery of knowledge and disciplined skills in ICT based on Microsoft Office and Star Office application software
computer systems, multimedia, programming, database, Utility Software such as media tool player (Windows
networks and the Internet. Exposing ICT to pupils at this level Media Player), sound recorder (Sound Recorder)
should be in accordance with pupils cognitive levels and and calculator
abilities. The three approaches used in presenting this subject
are as follows: d. Internet Facility
Internet Access
a) Learn ABOUT ICT
b) Learn WITH ICT All software that will be used in school must have a valid license.
c) Learn THROUGH ICT Schools are also encouraged to download free software related
to the subjects. Teachers should ensure the suitability of the
The time allocated for ICT is 60 minutes per week. This subject teaching and learning content, based on the hardware and
is taught by rotation with Design and Technology (RBT). software available in school.

35
THE USE OF INFORMATION AND COMMUNICATION learning, more confident and diligent in achieving the
TECHNOLOGY IN TEACHING AND LEARNING STRATEGIES standard curriculum.

Information and Communication Technology need not


necessarily be used throughout the teaching and learning b. Collaborative Learning
process. The teacher and pupils need to identify the necessity Collaborative Learning constitutes an approach which
of ICT in enhancing their teaching and learning. Utilizing ICT as stresses on cooperation and requires students to present
a learning empowerment enables pupils to reinforce teaching ideas in small groups. In ICT, this approach can be
and learning and achieve the standard curriculum. Utilizing ICT implemented with the teacher giving tasks to identified groups.
can also make learning more enjoyable and shape teachers and Students can use emails to exchange materials and use
pupils to be more creative and innovative. presentation software to present their work. All group
members will actively contribute knowledge, ideas, skills and
Learning ABOUT ICT, Learning WITH ICT and Learning solve problems together.
THROUGH ICT must be combined in teaching and learning
strategies. Integration of ICT can be effectively implemented c. Project-Based Learning
when pupils have mastered ICT skills. It is recommended that Project-Based Learning constitutes a classroom activity
teachers integrate ICT through activity-based projects or tasks model which is different from the usual. This lea rning activity
like greeting cards. In greeting cards, pupils can insert images approach is long-term, integrates various knowledge
and write greetings or poems. disciplines, pupil-centred and relates to real-life experience.
Projects are defined as organized tasks, developments and
investigations which lead to specific aims. Pupils are able to
Suggestions for Learning And Teaching Strategies learn by using ICT during the project preparation process and
can also explore or carry out studies on projects.
There are some teaching strategies which can be adopted by
teachers in the teaching and learning process. The teaching and
learning of ICT can be more effective by using the following d. Discovery Inquiry
strategies: The Discovery-Inquiry Approach constitutes an approach
a. Self-Study which stresses on learning through experience. In general,
Self-Study consists of four approaches, namely, Self-Directed, inquiry means information, questioning and investigating a
Self-Paced, Self-Accessed and Self-Assessed which are certain phenomenon which occurs in our surroundings.
more focused on pupil-centred learning. With ICT, this Discovery is the main characteristic of inquiry. Learning
learning concept is easily realised. For example, through the through discovery occurs when the main concept and
use of self-directed courseware, pupils can determine what to principle are reviewed and discovered by pupils themselves.
learn based on their own rate of ability, are able to assess Through activities such as experiments, pupils will review a
themselves, and can even assess their own learning. This certain phenomenon and achieve their own conclusion.
strategy enables pupils to be more responsible for their
36
Teachers will then guide pupils to understand the concept f. Mastery Learning
through the inquiry outcomes. Mastery Learning is a teaching and learning approach which
focuses on pupils mastery in a certain matter which was
learnt. Through this approach, pupils are given the
Utilizing ICT in Discovery-Inquiry occurs when courseware opportunity to advance based on their own ability and rate of
are used by pupils to attempt or carry out experiments which learning as well as improving the level of mastery in learning.
are difficult, too expensive, impossible or dangerous. By ICT resources such as the use of interactive whiteboard,
using application software, pupils can also experience, learn video screening, courseware, educational computer games
and review a certain phenomenon through simulation. and selected Internet materials are able to assist students in
Besides that, demonstrating a certain occurrence where the masteringspecific knowledge and skills.
sequenced frames can be controlled by pupils can also be
seen by using 3D Modelling software.
g. Constructivism
e. Problem-Solving Learning through Constructivism is a method where pupils
Problem-Solving methods constitute a learning method based are able to actively build their own knowledge or new
on actual problems and pupils are able to solve problems concepts based on knowledge, skills, values and experience
through their own ability. This method can be carried out obtained in teaching and learning. Through Constructivism
through collaboration and pupil-centred learning. Pupils need Learning, pupils become more creative and innovative. Pupils
to identify the problems, search for problem-solving methods, use ICT to obtain data, information and knowledge.
implement problem-solving operations and evaluate problem-
solving methods which were used. In the ICT context, this
method will involve pupils making decisions when solving h. Exploratory Learning
problems. Exploration Learning enables pupils to learn through
exploring based on existing experience. Pupils actively
search and access information to achieve their learning
For example, pupils wish to complete a certain task which objectives in controlled contexts. With regard to that, ICT
requires them to insert images. However, they find that the constitutes the most effective tool in translating the
image is not in their computer. Thus, to overcome the exploration learning concept considering that it can quickly
problem, pupils need to discuss with their friends to find the obtain information and knowledge to enable pupils to analyse
solution. The teacher acts as a facilitator by guiding pupils in and process the required information in learning situations
a certain problem-solving process during the early stage. through problem solving, future studies and simulation.

37
INTEGRATION OF ICT IN THE PILLARS OF KSSR pronunciation training.
Present tasks and projects
There are six pillars in the KSSR curriculum. These pillars are
as follows: Download free computer
software such as Basic
1. Communication Mouse Skills and
2. Spirituality, Attitude and Values Animated Beginning
3. Humanities Typing for skill-based
4. Science and Technology activities using the mouse
5. Physical and Aesthetic Development and typing as well as
6. Self Projection identify alphabets. Pupils
will enjoy learning these.
Integration of ICT can be carried out in all the pillars through
Table 1: Examples of Learning Activities for the Pillar of
organized planning. Table 1 shows examples of learning
Communication
activities for the pillar of Communication.Table 2 is for the pillar
of Sprirituality, Attitude and Values as well as Science and
Technology and Physical and Aesthetic Development whereas
Pillars Learning Activity(ies)
Table 3 shows examples of learning activities for the pillar of
Personal Skills and Humanities. Write compositions and tell
Spirituality, stories using videos or pictures,
Pillars Learning Activities Attitude andValues and scrapbooks or digital folio
projects.
Write compositions using
Science and
word processing software Technology Use word processing software
such as MS Word. Pupils (MS Word), presentation software
can insert images to (MS PowerPoint) and graphic
Physical and
reinforce compositions so editing software (Paint), camera
Aesthetic
that they are more or digital video camera and the
Development
interesting. Internet in their learning.
Communication Search for information Practise good values while using
through the Internet to computer hardware and software.
reinforce pupils
compositions. Table 2: Examples of Activities for Pillars of Spirituality,
Attitude Development.
Record voice and listen
again with the aim of

38
Pillars Learning Activity(ies) Pupils can be assessed using formative assessment,
Presenting ideas or reports using summative assessment or both. Formative assessment can be
word processing software (MS implemented to measure pupils performance during teaching
Word), presentation software (MS and learning and can be carried out in an integrated form which
PowerPoint) and graphic editing includes aspects concerning knowledge, skills and values.
software (Paint), camera or digital Summative assessment can be implemented by preparing
video camera and the Internet to appropriate tests to assess learning achievement. Values can
develop pupils confidence. be measured using checklists or through observations.
Use of e-mails and social Assessment strategies that can be used during ICT teaching
Self Projection websites to encourage social and learning are:
interaction among peers from
Humanities within or outside the country. Rubric
Produce projects to encourage Rubric is an assessment strategy which uses criterion in the form
collaborative learning among of scores that will enable teachers to evaluate teaching that will
ensure knowledge, skills and values in ICT are achieved. In this
schools within or outside the
strategy, teachers can perform consistent, systematic and directed
country through the Internet. assessment based on clear criteria. (Refer examples in
Strengthen the spirit of patriotism Attachment 6).
and unity through the use of
activities from the Internet. Observation
Observation is one of the modes of assessment which
Table 3: Examples of Activities for Pillars of Self Projection allows teachers and peers to evaluate the work process
and Humanities. within planned learning activities in the aspects of knowledge,
skills and values. Observation is a form of authentic
continuous assessment based on pupils behaviour while
ASSESSMENT applying skills and values in ICT.

Assessment is used as a yardstick to evaluate pupils Observation evidences can be recorded using tape
achievement in acquiring ICT knowledge and skills. Assessment recorders, videos and photography or written records using
must be carried out continuously to monitor pupils progress in observation forms such as checklists or descriptive forms.
knowledge, skills and values as stipulated in the Content Besides that, log books can also be used to document
Standards and Learning Standards. Prior to assessing their important events or achievements. (Refer examples in
pupils, teachers need to identify skills within the selected Attachment 7).
Learning Standards.

39
Presentation Among general features of quizzes are that they are informal
Presentation is an oral assessment method which can be and are carried out in a short period whereas tests are
carried out in formative form during teaching and learning. It formal and systematic. (Refer examples in Attachment 10).
involves creative individual or group presentation with the aid
of the computer. Some criteria which should be considered Portfolio
during presentation are visual design, content, sound and Portfolio is a collection of pupils work in the form of
presentation style. structured documentation which is used as a tool for
assessment in the classroom.
Teachers should explain the format of these presentations
like title, content, visual design, number of slides and There are three types of portfolios that can be used in ICT,
software that will be used. for example, Daily Work Portfolio, Documentary Portfolio and
Best Product Portfolio. Daily Work Portfolio is daily routines
A presentation can be assessed with an assessment that are collected over a learning period. Documentary
instrument such as checklists and rubrics. The result of the Portfolio is learning materials that are collected in line with
assessment can be used by the teacher to give constructive certain task-based objectives where the process of
comments to improve the quality of presentation. (Refer producing the task-related material is clearly shown. Best
examples in Attachment 8). Product Portfolio is the best product selected from the Daily
Work Portfolio.
Anecdote
Anecdote refers to the retelling of the ICT learning which has Rubric is another method that can be used to help teachers
been learnt and it can be in written or oral form. It is carried assess a portfolio for the purpose of evaluating continuous
out by having pupils retell a lesson they have learnt. learning progress and focuses on the pupils developments
Teachers use checklists to identify main points presented by in the aspects of skills, knowledge and values. (Refer
pupils. (Refer examples in Attachment 9). examples in Attachment 11).

Simulation
Tests and Quizzes Simulation is defined as a situation which resembles real life
Quizzes refer to oral or written questions used to test situation. Simulation assessment can be carried out in three
understanding and pupils knowledge about a topic learnt. methods, namely, games, role-playing and modelling. These
Tests are combinations of question types on a few learning methods are used to measure the level of knowledge, skills
topics in written form. Tests and quizzes are used to and values in ICT learning.
evaluate knowledge levels, skills and values within the ICT
Learning Standards. Simulation assessment in the form of games can be used as
a gaming software. Teachers can select suitable computer
games to evaluate pupils skills. Examples of gaming
software are Go Tidy and Basic Mouse Skill where pupils are
40
assessed on their skills in using the mouse. In simulation
assessment involving role-playing, pupils take the roles of Students must achieve all the Content Standards and Learning
keys on a keyboard to determine the positions of alphabets Standards as outlined in the Standard-based Curriculum for ICT.
and numbers on the keyboard when typing a word. Therefore, the Content Standards and Learning Standards will
Modelling simulation assessment enables pupils to learn be the indicator of the pupils performance level in ICT.
about computer hardware using recyclables such as boxes,
tins and strings to build a computer model. (Refer examples In Phase I Primary Education, Content Standards and Learning
in Attachment 12 and 13). Standards of ICT will be integrated in all subjects. However, in
Phase II, Content Standards and Learning Standards of ICT will
be taught as Learn About ICT.
CONTENT STANDARDS AND LEARNING STANDARDS

Content Standards are specially designed for pupils from Year


One to Year Six. There are seven Content Standards for ICT in
KSSR. Pupils are able to:
use ICT in a responsible and ethical manner.
select and apply appropriate ICT resources.
use ICT to search, gather, process and apply
information.
use ICT to obtain and share information.
use ICT to solve problems and make decisions.
use ICT to improve productivity and learning.
use ICT to express ideas and information in a creative
and innovative manner.

These standards have been prepared in accordance with the


knowledge, skills and values. Each Content Standard is divided
into Learning Standard by years (Year 1 to Year 6).

41
STANDARD-BASED CURRICULUM FOR ICT PRIMARY SCHOOL STAGE I: YEAR 2
The ICT Learning Standards for Year 1 is included in the Learning Standards for Year 2 and acts as a reference for
teachers to know the level which the pupils have achieved in Year 1

Content Standards Year 1 Learning Standards Year 2 Learning Standards

1.0 Use ICT in a responsible 1.1 Comply with the rules of the computer 1.1 Ensure that computer hardware and its
and ethical manner lab. surroundings are tidy and clean.
1.2 Use computer hardware carefully and 1.2 Be thrifty when printing documents.
responsibly. 1.3 Identify source of information.
1.3 Avoid wastage when using ICT 1.4 Observe ethics of using password and
equipment. texts during online communication.
1.4 Apply safety measures when using ICT
equipment.
1.5 Respect copyrights of others.
1.6 Be tolerant with classmates while using
computers.

2.0 Select and apply 2.1 Identify the parts of a computer 2.1 Position your fingers correctly on the
appropriate ICT (monitor, home keys of the keyboard.
resources mouse, keyboard, system unit). 2.2 Use the arrow, Caps Lock and Shift
2.2 Turning the computer on and off switch keys.
(turn on, turn off) in accordance with the 2.3 Use the mouse to click and drag, and to
appropriate procedures. copy and paste.
2.3 Identify the positions of alphabets 2.4 Create a table of 3 columns and 2 rows
and numbers on the keyboard. using word processing software (MS
2.4 State the function keys Enter, Spacebar, Word).
Backspace and Delete. 2.5 Insert more columns and rows using
2.5 Use mouse to click and double click. word processing software (MS Word).
42
Content Standards Year 1 Learning Standards Year 2 Learning Standards

2.6 Launch and close graphic, word 2.6 Type texts and insert images into the
processing or presentation software table.
(Paint, MS Word or MS PowerPoint). 2.7 Change font colour using word
2.7 Open and save graphic, processing software (MS Word) or
wordprocessing or presentation files presentation software (MS PowerPoint).
(Paint, MS Word or MS PowerPoint). 2.8 Produce a presentation which consists of
2.8 Type text using a variety of sizes and text, image and audio elements using
fonts using word processing software presentation software (MS PowerPoint).
(MS Word) in one page. 2.9 Apply slide transition in the presentation
2.9 Use word processing software (MS using presentation software (MS
Word) to produce text with image in one PowerPoint).
page. 2.10 Change the slide background using
2.10 Use graphic software (Paint) to presentation software (MS PowerPoint).
create pictures by using the basic 2.11 Print two copies of document.
shapes and colour box.
2.11 Use presentation software
(MSPowerPoint) to produce two
presentation slides containing text and
images.
2.12 Print documents.
2.13 Record voice by using existing software.

3.1 Identify the location and access the 3.1 Search information in the form of text and
3.0 Use ICT to search, information stored. image based on keywords using search
gather, process and 3.2 Use web browser to surf the engine. .
use information internet. 3.2 Extract, gather and save information.
3.3 Search for images using the search 3.3 Intergrate information in word processing
engine. software (MS Word) and presentation
3.4 Save images from websites. software (MS PowerPoint).
3.5 Demonstrate and explain how to
retrieve the images stored.
43
Content Standards Year 1 Learning Standards Year 2 Learning Standards

4.0 Use ICT to obtain and 4.1 Present ideas using word 4.1 Share ideas by sending and replying
share information processing (MS Word) or e-mail to a recipient.
presentation (MS PowerPoint)
software.
4.2 Share ideas using other devices such
as digital cameras and CD-ROM.

5.1 Present the completed task using


5.0 Use ICT to solve 5.1 Use appropriate application appropriate application software and
problems and make software and ICT resources (MS Word, ICT resources (MS Word or MS
decisions MS PowerPoint, Paint) to complete PowerPoint).
given task.

6.1 Modify existing task using table, images,


6.0 Use ICT to increase 6.1 Reinforce multimedia presentation (MS audio and various font format
productivity and PowerPoint) available such as inserting appropriately.
learning an audio file.

7.1 Present new ideas of a task creatively


7.0 Use ICT to express ideas 7.1 Use graphic (Paint), word processing using appropriate application software.
and information in a (MS Word) or presentation (MS
creative and innovative PowerPoint) software creatively
matter (manipulate text, images and sound) to
present existing ideas or concepts.

78
44
HOW TO USE THIS STANDARD-BASED CURRICULUM FOR ICT?

Step 1: Identify the Content Standards


Select the Content Standards related to the topic; for example, teach how to type text and insert images.
The ICT Content Standards identified are 2.0 and 7.0.

Step 2: Identify the Learning Standards.


The ICT Learning Standards that must be achieved by students at the end of the lesson are 2.6, 2.7, 2.8, 2.9,
2.12 and 7.1
1. Identify the Content Standards 2. Identify the Learning Standards

Content Standards Year 1 Learning Standards


The content
1.0 Use ICT in a responsible and ethical 1.1 Comply w ith the rules of the computer lab. of the
m anner
selected
1.2 Use computer hardw are carefully and responsibly.
1.3 Avoid w astage when using ICT equipment. standard
1.4 Apply safety measures when using ICT equipment.
1.5 Respect copyrights of others.
1.6 Be tolerant w ith classmates while using computers.
2.1 Identify the parts of a computer (monitor, mouse, keyboard, systems unit). Learning
2.0 Select and apply appropriate ICT resources 2.2 Sw itch the computer on and off (turn on, turn off) in accordance with the appropriate Standard
procedures. selected
2.3 Identify the positions of alphabetsand numbers on the keyboard.
2.4 State the function of the keys Enter, Spacebar, Backspace and Delete.
2.5 Use the mouse to click and double click.
2.6 Launch and close graphic, w ord processor or presentation software (Paint, MS Word or
MS PowerPoint).
2.7 Open and save graphic, w ord processor or presentation files (Paint, MS Word or MS
PowerPoint).
2.8 Type text using a variety of sizes and fonts using w ord processorsoftware (MS Word) in one
page.
2.9 Use w ord processor software (MS Word) to produce text w ith images in one page
2.10 Use graphic software (Paint) to create pictures by using the basic shapes and colour box.

2.6 Use presentation software (MS PowerPoint) to produce tw o presentation slides containing
text and images.
2.12 Print documents.
2:13 Record voice by using existing software

45
Content Standards Year 1 Learning Standards
The content
3.0 Use ICT to search, collect, process 3.1 Identify the location and access the stored information.
and apply 3.2 Use the w eb browser to surf the Internet. of the
information 3.3 Search for images using search engines. selected
3.4 Save images from w ebsites. standard
3.5 Demonstrate and explain how to retrieve the stored images.
4.0 Use ICT to obtain and share 4.1 Present ideas using w ord processor (MS Word) or presentation (MS PowerPoint) software.
information 4.2 Share ideas using other hardw are such as digital cameras and CD-ROM.
Learning
5.0 Use ICT to solve problems and make 5.1 Use appropriate application software and ICT resources (MS Word, MS PowerPoint, Paint) Standard
decisions to complete given tasks. selected
6.0 Use ICT to im prove productivity and 6.1 Reinforce available multimedia presentation (MS PowerPoint) such as inserting an audio
learning file.
7.0 Use ICT to express ideas and 7.1 Use graphic (Paint), w ord processor (MS Word) or presentation (MS PowerPoint) software
information in a creative and innovative creatively (manipulate texts, images and sounds) to present existing ideas or concepts.
m anner

1. Identify the Content Standards 2. Identify the Learning Standards

Step 3: After choosing the Content Standards and Learning Standards, state them in their numerical forms in the
teaching module. Please refer to the example of applying ICT Learning Standards In Thematic Core Module: The
World of Science And Technology Teaching Module: ICT Elements.

46
AN EXAMPLE OF APPLYING ICT LEARNING STANDARDS IN THEMATIC COR E MODULE: THE WORLD OF SCIENCE AND
TECHNOLOGY
TEACHING MODULE: ICT ELEMENTS

Content Standards: 2.0 and 7.0


Learning Standards: 2.6, 2.7, 2.8, 2.9, 2.12 and 7.1

Description: In this lesson, pupils are introduced to the word processing software (MS Word). Pupils learn how to
produce texts of different font types and font sizes. They learn how to insert image into a page. This will
enable pupils to present their ideas creatively using various font types and font sizes attached with
images to fulfill their tasks.

Duration: 60 minutes (2 periods)

Teaching and 1. Documents with images and text in different font types and font sizes.
Learning Materials: 2. My Picture folder containing images.
3. Pupils learning modules.

Suggested Activities: 1. Teacher shows sample of pupils work containing images and text with different font types and font
sizes in printed form and on screen.
2. Teacher demonstrates the steps involved in changing font types and font sizes using MS Word.
3. Pupils type words, for example their names. Teacher shows the steps and pupils follow to practise
these skills:
a. Change font type.
b. Change font size.
c. Save the document.
4. Pupils repeat the above activities.
5. Pupils choose appropriate font type and font size.
6. Teacher demonstrates the steps to insert pictures. There are two ways to insert a picture:
a. Insert picture from Clip Art.
b. Insert picture from My Picture.
7. Pupils practise inserting pictures with teachers guidance.
47
8. Choose one of the above skills.
9. Save the documents. Pupils should be able to identify the location of the saved file.

Assessment: Anecdote Method


1. Pupils describe one of the skills learnt:
a. Change font type.
b. Change font size
c. Insert pictures.
d. Save the document.
2. The other pupils validate the descriptions shared.
Remedial: Pupils who are unable to describe the correct steps of the skills learnt, will repeat the activity guided by
the teacher or peers.

Enrichment: Pupils who have successfully completed the activity will be given another task. Pupils can choose their
preferred image, font type and font size. Pupils can also be taught to change the font colour.

48
EXAMPLE OF APPLYING CREATIVITY IN TEACHING AND LEARNING ICT
- LEARNING MS POWERPOINT
INFORMATION AND COMMUNICATION TECHNOLOGY

Year: 1
Topic: Learning MS PowerPoint
Duration: 120 minutes (4 periods)
Content Standards:
7.0 Use ICT to express ideas and information in a creative and innovative manner.

Learning Standards:
7.1 Use graphic (Paint), word processing (MS Word) or presentation (MS PowerPoint) software creatively (manipulate
text, images and sound) to present existing ideas or concepts.

Assessment:
Pupils show how to start MS PowerPoint.
Pupils produce a creative and innovative presentation that contains texts and images.
Pupils save their MS PowerPoint presentation.

Phase Suggested Activity


Preparation Activity 1:
1. Teacher displays two sample of pictures for discussion
(Pictures containing coloured visual images and texts)
Sample questions:
o Is the picture interesting?
o If it is interesting, explain why.
(Suitability of text, image and features such as colours, size, location and layout)
o If it is not interesting, explain why.
(Look at the suitability of text, image and features such as colours, size, location and layout)

51
2. After the discussion, teacher summarizes the interesting features of image and text.
Imagination Activity 2:
1. Teacher gives presentation topics.
2. Pupils visualize the situation based on topic.
3. Pupils decide on the images, texts, colour and background.
Development Activity 3:
1. Pupils start MS PowerPoint application.
2. Pupils type text on the slide.
3. Pupils insert image on the slide.
4. Pupils save the completed presentation.
5. Pupils identify the suitability of text, image and colours to improve their presentation.

Action Activity 4:
1. Pupils display their presentation.
Sample questions:
o Are you satisfied with the layout of your presentation? Explain.
o Is the text used appropriate to the needs of the presentation? Explain.
o Is the image chosen appropriate for this presentation? Explain.

2. Pupils compare their presentation with peers.


3. Pupils exchange their views and information with peers.
4. Pupils work on improving their presentation from the feedback received.

52
EXAMPLE OF ICT TEACHING MODULE ACROSS CURRICULUM YEAR 1:

- THE WORLD OF SCIENCE AND TECHNOLOGY - SCIENCE ELEMENTS


APPENDIX 1

TEACHING MODULE: ICT ACROSS CURRICULUM (CORE THEME): THE WORLD OF SCIENCE AN D TECHNOLOGY:
SCIENCE ELEMENTS

Science 4.1, 4.2


Content Standard:

Science 4.1.1, 4.1.2, 4.1.5 and 4.2.


Learning Standard:

ICT Content 2.0 and 7.0


Standard:

ICT Learning 2.6, 2.7, 2.8, 2.9, 2.12 and 7.1


Standard:

Overview: Pupils identify types of plants in their environment. In this lesson, pupils are introduced to word processing
software (MS Word). Pupils learn how to produce a one-page text document with images.
Duration: 120 minutes (4 periods)
Resources: 1. Pictures of plants
2. MS PowerPoint presentation on types of plants within the surrounding.
3. Pupils learning module (Mari Meneroka MS Word)
Creativity: Pupils produce a digital scrapbook about plants.
Note: 1. Create a folder containing various pictures of plants. Place this folder in My Documents folder.
2. Prepare a worksheet on labelling plants and save it in the My Documents folder.
3. Pupils need to learn about Print Preview in the printing activities to avoid wasting papers.
55
4. Pupils print their completed work in groups.
Suggested 1. Use MS PowerPoint to present various types of plants within the surrounding.
Activities 2. Display pictures of plant such as hibiscus, banana plant and mango tree to pupils.
3. Teacher states the names of the plants. Pupils listen and repeat.
Assessment Rubric
1. Use a form comprising aspects like knowledge, skills and values to be achieved:
Features of a plant (shoot, leaf, flower, fruit, branch, stem and roots).
Launch MS Word.
Insert image.
Use Text Box to type.
Save document.
Remedial Pupils who are unable to master the knowledge, skills and values will need to relearn the knowledge and
acquire the skills guided by the teacher or peers.

Enrichment PAIR WORK:


Pupils work in pairs to produce a digital scrapbook about plants. Pupils who are able to master the
knowledge, skills and values will complete an assignment using their favourite images, font types and font
sizes.

56
EXAMPLE OF ICT TEACHING MODULE YEAR 2:
- THE WORLD OF SCIENCE AND TECHNOLOGY - ICT ELEMENTS
APPENDIX 2

TEACHING MODULE: WORLD OF SCIENCE AND TECHNOLOGY : ICT

ICT Content 1.0 and 2.0


Standard:
ICT Learning 1.1 and 2.1
Standard:
Overview: In this module, pupils will learn the correct positioning of fingers on the keyboard. They will also learn how to
type correctly through the game, Letter Jumpers. This game enables pupils to type in three le vels: beginner,
intermediate and advance.
Duration: 60 minutes (2 periods)

Resources: 1. Animated Beginning Typing software.


2. Keyboard Learning Module.
3. Keyboard

Notes: 1. Animated Beginning Typing software should be installed in all pupils computers or the server.
2. Teacher needs to explore the tutorial on the Animated Beginning Typing software first.
3. The Animated Beginning Typing software is a shareware software. This software can be downloaded from
CDDs website at http://www.moe.gov.my/bpk/. It is used to demonstrate typing with the correct finger
positioning. Pupils are introduced to the correct finger positioning following the animation. Pupils will be
introduce to the typing skills from beginner to the advance level. This module and software encourage
pupils to use the keyboard correctly.
4. This Learning Module is to introduce the Letter Jumpers game only while Letter Drill dan Flying Letters
games in this software can later be used as follow ups or for enrichment activities.
5. Teachers are encouraged to use other typing software suitable for pupils.

Suggested 1. Pupils type randomly on the keyboard.


Activities 2. Pupils are shown the positioning of fingers on the home keys.
3. Using the Typing Tutorial, teacher demonstrates the correct positioning of the fingers on the row of home
keys.

59
4. Pupils are shown how to launch the Animated Beginning Typing software.
5. Pupils play the Letter Jumpers game.

Assessment Simulation: Role Play


Pupils take turn to role play as home keys (ASDF and JKL;) and fingers. Pupils with the role as home keys
will stand and pupils with the role of fingers will sit. Teacher calls out one of the home keys. The pupils who
play the role of fingers will stand while those who play the role of home keys will sit.

Fingers Left Hand Right Hand


Pointer F key J key
Middle D key K key
Ring S key L key
Index A key ; key
Remedial Pupils who have yet to recognize the alphabets will repeat the Typing Tutorial with the guidance of the
teacher or friends.

Enrichment Pupils try out a higher level game that is, Letter Drill or Flying Letters found in the Animated Beginning
Typing software.

60
EXAMPLE OF THE USE OF ASSESSMENT METHOD
APPENDIX 3
Example of the Use of Rubric Method in Information and Communication Technology

Name: ...................................................... Year: ................................

Date: .....................................................

Criteria
Knowledge,
Content Learning
Skills and Values Mastered Poor Mastery Zero Mastery
Standard Standard
achieved/attained

Location of Show numbers Show numbers Show numbers


numbers (0 9) 0 9 on the 0 - 9 on the 0 9 on the
keyboard keyboard keyboard
quickly and correctly but correctly with
correctly (with took some time help from
speed and to find them. teachers or
2.3 Identify the
precision) friends.
2.0 Choosing and location of
applying letters and
appropriate ICT numbers on
resources the Location of letters Show letters Show letters on Show letters on
(a z) on the the keyboard the keyboard
keyboard
keyboard correctly but correctly with
quickly and took some time help from
correctly (with to find them. teachers or
speed and friends.
precision)

63
Example of the Use of Rubric in Information and Communication Technology

Name: ...................................................... Yea r: ................................

Date: .....................................................

Knowledge, Criteria
Content Standard skills and
Standard Pembelajaran values Mastered Poor Mastery Zero Mastery
achieved
Open existing Able to find Able to find and Unable to
word processing and open files open files with find and open
2.7 Open and file in My according to correct files even
save graphic, Documents correct procedures with after help
word- folder via MS procedures a little help. given for
processing without any several
2.0 Choosing and Word
and help times.
applying
presentation
appropriate ICT
files (Paint,
resources
MS Words
or MS Power
Point)

64
APPENDIX 4

Example of the Use of Checklist in Observation Method

Content Knowledge, skills and Tick ()


Learning Standard
Standard values achieved

2.0 Choosing and applying 2.8Type text using various sizes and Pupils are able to :
appropriate ICT resources fonts by using word processing
software (MS Words) in one page 1. Click Startbutton

2. ClickAll Programs

3. Click MS Office

4. Klik MS Word

5. Type text

6. Change font size

7. Change font type

65
APPENDIX 5
Example of the Use of Checklist in Assessment of Presentation

Content Learning Standard Knowledge, skills Tick (/) where applicable/appropriate


Standard and values Very Weak Weak Good Very Good
achieved/attained
7.0 Using ICT to 7.1 Use graphic (Paint), Visual Design
present ideas word-processing (MS 1. Graphic layout
and information Words) or and colour
creatively and presentation (MS arrangement
innovatively Power Point)
software (by 2. Font size and
manipulating text, text density.
image and audio) to
present the idea and Content
concept creatively.
3. Comply with
title/subject and
sufficient

Audio
4. Suitability of
sounds

Delivery
5. Confident in
delivering and
explaining.

6. Interesting

66
APPENDIX 6
Example Of The Use Of Anecdote In Formative Evaluation

Note: Teacher can use oral anecdote for pupils who are unable to write.

Content Learning Tick (/) the approriate


Knowledge, skills andvalues achieved
Standard Standard boxes
3.0 Using ICT to 3.3 Look for image Pupils will be able to state:
find, collect, using search
process and use engine 1. the name of the web browser used Yes No
information
2. the name of search engine used Yes No

3. how the keyword typed Yes No

4. that the keyword is typed in the search box Yes No

5. how the image tab is used to search for image at Yes No


the search engine
YesNo
6. Click Search buttonto start the search

67
APPENDIX 7
Sample Quiz and Test Questions

World of Science and TechnologyLearning Standard - ICT Year 1

5.1 Use appropriate applications software and ICT resources (MS Word, MS PowerPoint, Paint) to complete a task.

Sample Quiz Questions:

Assumption:Pupils are divided into four groups. Present quiz as group competition. Group with the highest marks wins the
competition.

1. Which software would you use to draw a flower?

2. Which key would you use to add spacing between words when you type your essay?

3. (Teacher shows a printer icon picture) Who knows the function of this icon?

4. Show me the web browser icon on your computer.

68
Sample exam questions:

1. Which application would you use to create an essay?

A. MS Word C. MS Excel
B. MS Paint D. MS PowerPoint

2. Arrange the steps on how to insert a new slide in MS PowerPointcorrectly.

i. Click New Slide


ii. ClickInsertmenu
iii. ClickSlide Showmenu

A. i and ii only C. i,ii and iii


B. ii and i only D. iii, ii and i

3. Match the picture correctly.

Diskette

Mouse

69
APPENDIX 8
Example Of The Use Of Rubric in the PortfolioAssesstment

Knowledge, skillsandvalues Criteria


achieved
1 2 3 4

Content Incomplete task Partially completed Complete task Complete task with
task evidents

Neatness Disorder Less orderly In order Thoroughly and in


orderly manner

Creativity & Information and Information and Information and Information


overall presentation portfolio portfolio portfolio and portfolio
presentation is not presentation is presentation is presentation is very
interesting slightly interesting interesting interesting and
creative

Achievement Does not show any Show some Show knowledge, Knowledge, skill
knowledge, skill knowledge, skill skill and value and value
and value and value development development
development development increase

70
APPENDIX 9

Samples of Simulation

Role Play
Pupils are divided into two groups. First group which consists of 26 pupils will role play the letter keys.Each pupil will be given a
letter card and they are asked to arrange the letter cards according to the position of the keys as on the real keyboard. Second
group will role play as the computer user.

The pupil who role play as the computer user will pick one word from a box and read it. Pupil will read aloud the letters on the card.
Pupils who role play as letter keys will sit down when their letters are called.

Game
Teacher divides the pupils into several groups. Each group will be given a picture of a keyboard and an envelope consist ing of
several pictures of keys such as letter keys, numeric keys, Enter key and Spacebar key. Each group member will work together to
identify the missing keys from the picture. Later, they need to complete the missing key pictures on the keyboard pictur e. Teacher
checks pupils work according to their groups.

Model
Pupils are divided into several groups. Each group is required to build a set of computer model using modelling clay which di splay
the monitor, keyboard, system unit and mouse. Each group member will produce one computer part. By the end of the activities,
pupils display their end product for teachers evaluation.

71
APPENDIX 10

Sample Of Check List In Simulation Assessment

a) Play role
Tick
Content Standard Learning Standard Knowledge, skillsandvalues (/) where
achieved applicable
Yes No
Pupils will be able to identify
2.0 Choosing and applying 2.3 Identify the location of
appropriate ICT sources letters and numbers on the location of letters
keyboard location of numbers

b) Game
Tick
Content Standard Learning Standard Knowledge, skillsandvalues (/) where
achieved applicable
Yes No
Pupils will be able to identify
2.0 Choosing and applying 2.3 Identify the location of
appropriate ICT sources letters and numbers on the location of letters
keyboard location of numbers

72
c) Model

Tick
Content Standard Learning Standard Knowledge, skillsandvalues (/) where
achieved applicable
Yes No
Pupils should be able to identify
2.0 Choosing and applying 2.1Identify computer parts
monitor
appropriate ICT sources (monitor, mouse, keyboard,
system unit) mouse

keyboard

system unit

73
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.















Terbitan:

BAHAGIAN PEMBANGUNAN KURIKULUM


KEMENTERIAN PELAJARAN MALAYSIA
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E
Pusat Pentadbiran Kerajaan Persekutuan
62604 PUTRAJAYA
Tel: 03-8884 2000 Faks: 03-8888 9917
http://www.moe.gov.my/bpk