Teaching and Teacher Education 61 (2017) 124e131

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Teaching and Teacher Education

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Heritage education in the Primary School Standard Curriculum of

Malaysia
Rabeeh Barghi a, *, Zuraini Zakaria b, Aswati Hamzah a, Nor Hashimah Hashim a
a
School of Educational Studies, Universiti Sains Malaysia, 11800, Minden, Penang, Malaysia
b
School of Distance Education, Universiti Sains Malaysia, 11800, Minden, Penang, Malaysia

h i g h l i g h t s

Education is critical for sustainable preserving of heritage.

As a multicultural country with a rich cultural heritage, Malaysia is home to four world heritage sites.

This paper investigates Malaysia's new kurikulum standard sekolah rendah (KSSR) in respect to heritage education.

The results showed that, there is a focus on Malaysian cultural heritage in some core subjects.

a r t i c l e i n f o a b s t r a c t

Article history: Due to the importance of education for sustainable heritage preservation, it is imperative to pay attention
Received 19 April 2016 to how heritage is taught in the education system. As a multicultural country with a rich cultural her-
Received in revised form itage, Malaysia is home to four world heritage sites. This paper investigates Malaysia's new primary
6 October 2016
school curriculum to determine to what extent the core curriculum cultivates an awareness of and sense
Accepted 12 October 2016
of respect for heritage. The results reveal a focus on Malaysian intangible cultural heritage in some core
Available online 20 October 2016
subjects, such as history, Bahasa Malaysia, art, and music education.
© 2016 Elsevier Ltd. All rights reserved.
Keywords:
Heritage education
Curriculum
Kurikulum Standard Sekolah Rendah (KSSR)
Education in Malaysia
Primary school education

1. Introduction
In investigation of educational changes or new programs, it has
become the norm to subject the curricular materials and curricu-
lum organization to scrutiny (Clark, Lotto, & Astuto, 1984). Curric-
ulum reform is an essential component of educational innovation
(Mcculloch, 2005). Whether heritage education involve the inte-
gration of new materials into an existing curriculum or the use of
innovative teaching approaches in which heritage resources are
used to facilitate the teaching of the other subjects, the curriculum
itself continues to serve an important role (Badran, 2011). Hunter
(1988) argues that the best way to including heritage education
into a curriculum is via infusioneintegration with existing curricular
* Corresponding author.
E-mail addresses: rabee_barghi@yahoo.com (R. Barghi), zuraini@usm.my
(Z. Zakaria), aswati@usm.my (A. Hamzah), shimah@usm.my (N.H. Hashim).
materials in which all curricula subjects serve as the basis for her-
itage education. As a multicultural country with four world heritage
sites, integrating heritage education into the Malaysian educational
curriculum is an issue of critical importance for ensuring sustain-
able heritage preservation.
Bordered by Thailand, Indonesia, Singapore, and Vietnam,
Malaysia is a multicultural and multiracial society inclusive of three
major races: Malays (53.3%), Chinese (26.0%), and Indians (7.7%).
Approximately 13% of the population comprises several smaller
ethnic groups, including Eurasians and indigenous ethnicities (e.g.,
Kadazan, Dusunus, Muruts, Ibans, Bidayauhus, and Penans), espe-
cially in Sabah and Sarawak (Khader, 2012). Although each of these
ethnic groups has its own culture and traditions, these cultures
contribute to Malaysia's unique multicultural heritage. Therefore,
preserving this national heritage through education forms the
backbone of the 1Malaysia public policy. This policy, announced in
2010 by Prime Minister Najib Tun Razak, aims to engender ethnic
harmony and national unity. Moreover, achieving the economic,

http://dx.doi.org/10.1016/j.tate.2016.10.012
0742-051X/© 2016 Elsevier Ltd. All rights reserved.
 R. Barghi et al. / Teaching and Teacher Education 61 (2017) 124e131
political, social, spiritual, and cultural development goals of the
Vision 2020 plan is contingent upon education and the preserva-
tion of national heritage (Nor & Ilias, 2012). Vision 2020, introduced
by former Prime Minister Dato Sri Dr. Mahathir Bin Mohamad, aims
to increase Malaysia's capacity for knowledge and creativity, to
nurture a first-class mentality, and to address issues of socioeco-
nomic inequality.
Notwithstanding, Azmana, Halimb, Liuc, Saidinb, and Komoo
(2010) and Jaafar, Noor, and Rasoolimanesh (2014) have demon-
strated that Malaysian students have low levels of heritage
awareness and are generally reluctant to become involved with
conservation programs. Few pupils are aware of the benefits asso-
ciated with World Heritage Site recognition, nor how such benefits
might affect them or their communities. These findings highlight
the importance of heritage education in raising public awareness of
heritage and in the promotion of sustainable heritage protection.
In 2010, new primary school education curriculum was unveiled
with the intention of developing students with a strong sense of
national identity. Given the goals of this new curriculum, the
integration of heritage education into the curriculum is of para-
mount importance. Heritage informs people's understanding of
their cultural roots, beliefs and community values, and as such, is
the main source of individual and national identity (Aslan &
Ardemagni, 2006; Copeland, 2006).
The Malaysian national education system comprises preschool
(for children 4e6 years of age), primary school (6 years in duration),
secondary school (divided between lower- and upper-secondary
education), and post-secondary school (prior to entering higher
education). According to the Ministry of Education (2014a),
approximately 5,120,802 students were enrolled across all three
school levels, with 2,704,046 students enrolled in primary school
alone. Primary school education is free and compulsory for all
children in Malaysia from the age of 6þ-years-old, regardless of
ethnicity. Primary school is divided into two levels, with Level 1
spanning Years 1e3, and Level Two comprising Years 4e6. The
rollout of the Kurikulum Standard Sekolah Rendah (KSSR) [Primary
School Standard Curriculum] commenced in 2010 and is expected
to be fully implemented in 2016. The KSSR aims to prepare primary
school children in Malaysia with the knowledge, skills, and values
necessary for facing the challenges of the 21st century (Ministry of
Education, Malaysia, 2012a). This aim is consistent with the mission
of the Ministry of Education: To develop global citizens with a
strong sense of national identity through an understanding of
Malaysia's history and shared aspirations for the future. Given that
racial diversity represents one of Malaysia's greatest strengths and
challenges, the Ministry of Education (2013a) aspires to foster racial
and ethnic unity through the secondary curriculum, thus forging a
Malaysian identity that is inclusive of the nation's diverse heritage.
This plan capitalized upon the idea that national identity is
intrinsically related to heritage, with ones' sense of identity stem-
ming from ones' knowledge of their origins and what is inherited
from the past (Copeland, 2006). This paper, therefore, investigates
the extent to which the KSSR is inclusive of Malaysia's heritage.
1.1. Heritage education
Simply stated, heritage is about what has been inherited. Cul-
tural and natural heritage is the legacy of our ancestors transmitted
across time and is available to be passed on to future generations.
Cultural heritage is concerned with the way people lived in the past
and in the present: their traditions, beliefs, values, and achieve-
ments. Cultural heritage is both tangible and intangible. Tangible or
material heritage refers to that which is physically touchable, such
as monuments, buildings, paintings, and objects. Intangible heri-
tage, on the other hand, is immaterial, such as music, dance,
125
literature, religious ceremonies, etc. Natural heritage is concerned
with landscapes that demonstrate natural beauty or habitats con-
taining endangered animal or plant species (Aslan & Ardemagni,
2006). Heritage is a unique and irreplaceable resource that tells
us how groups of people lived in the past, their values, and how
various groups were related to and interacted with one another.
Heritage, therefore, is a fundamental part of the process of making
meaning out of our lives, is an essential component of our social
identity, and is a resource for establishing peace and understanding
among people.
While a unique and irreplaceable resource, heritage is none-
theless susceptible to a host of natural and man-made threats (e.g.,
earthquakes, flooding, looting, military action, and modern devel-
opment). The fact that heritage is so susceptible underscores the
significance of heritage preservation and protection efforts (Aslan &
Ardemagni, 2006; Schindler & Bonebright, 2011). Sustainable
conservation, however, is contingent upon public awareness and a
sense of stewardship toward heritage, something inculcated
through education (Copeland, 2006; Curtis & Seymour, 2004;
Hunter, 1988, 1992). As todays' students will invariably inherit the
responsible for preserving and protecting heritage in the future,
public awareness of heritage is ideally raised through education,
from elementary school to higher education (Schindler &
Bonebright, 2011; Yeşilbursa & Uslu, 2014).
Heritage preservation through education has recently gained
widespread attention. Education provides a formal mechanism for
institutionalizing sustainable heritage preservation and for
communicating heritage to a wider audience (Copeland, 2006;
Hunter, 1988; Patrick, 1988). Heritage education is a teaching and
learning approach aimed at fostering an understanding history and
culture through cultural materials (e.g., arts and artefacts) and
heritage (Hunter, 1988). Being a cross-curricular approach, heritage
education incorporates a range of methodologies spanning the
educational field to teach or reinforce a sense of shared culture.
Heritage education, therefore, enhances people's awareness and
appreciation of the values, themes, and events that pervade their
cultural heritage (Hunter, 1992).
Underscoring the importance of heritage education, today's
students are responsible for the conservation of our collective
heritage and for the future transmission of that heritage unto the
next generation. Heritage education, therefore, encourages stu-
dents to become more actively involved in the heritage preserva-
tion process by increasing their heritage knowledge, and to value
heritage sites and traditions. However, the aim of heritage educa-
tion is not simply to increase students' knowledge of historic sites
and objects, but to inculcate a sense of ownership over these his-
toric objects and traditions, thus making them actively responsible
for the conservation of that heritage (Copeland, 2004). Heritage
education helps students to understand where they have come
from and serves as a guide for where they might go in the future.
It is important to note, however, that heritage education is not in
itself a discrete curriculum subject (Hunter, 1992). Heritage edu-
cation is, according to Copeland (2006), a cross-curricular approach
to the teaching of several subjects, such as history, geography,
languages, and geometry, which can take advantage of heritage to
augment lesson planning. Copeland (1991) classified heritage ed-
ucation into: (a) education about heritage, which develops ones
knowledge of heritage; and (b) education through heritage, in
which heritage is used as a cross-curricular medium for the
teaching various curricular subjects, such as mathematics
(Copeland, 1991), science (Pownall & Hutson, 1992), geography
(Copeland, 1993), art (Lockey & Walmsley, 1999), and languages
(Collins & Hollinshead, 2000). A third classification, articulated by
Copeland (2006), is that of education for heritage, in which stu-
dents' sense of self-meaning evolves in response to their
126 R. Barghi et al. / Teaching and Teacher Education 61 (2017) 124e131
experience of heritage and education. Such students tend to be
more willing to share their heritage knowledge with other in-
dividuals, communities, and nations, thus becoming the trans-
mitters of heritage.
1.2. Primary School Curriculum of Malaysia (KSSR)
According to the Malaysia Education Blueprint 2013e2025: Pre-
school to Post-Secondary Education (Ministry of Education, Malaysia,
2013a), the new KSSR is divided between two levels: Level 1 (in-
clusive of Years 1e3), and Level 2 (inclusive of Years 4e6). The Level
1 core basic modules include Bahasa Malaysia, English, Chinese,
Tamil, mathematics, physical education, health education, and Is-
lamic studies or moral education. Science and technology, visual
arts and music also are included as thematic core modules. Arabic,
Chinese, Tamil, Iban, and Kadazan-Dusun languages are also taught
as elective modules. Level 2 comprises 12 basic modules, namely
Bahasa Malaysia, English, Chinese or Tamil (for Chinese or Tamil
vernacular schools), mathematics, science, Islamic studies or moral
education, physical education, health education, visual art, music,
design and technology/information and communication technol-
ogy, and history. In addition, students may take a language subject
(e.g., Arabic, Chinese, Tamil, Iban, or Kadazan-Dusun) as an elective.
A complete list of subjects offered via the KSSR is shown in Table 1.
The Ministry of Education, Malaysia (2013a) has identified six
pillars across knowledge, skill, and value domains that are essential
to human physical, mental, emotional, intellectual, and social
development, creative and critical thinking, and innovation. These
six pillars are: (a) communication; (b) spirituality, attitudes, and
values; (c) humanity; (d) science and technology; (e) physical
development and aesthetics; and (f) personal skills. The commu-
nication pillar emphasizes the connection between verbal and
nonverbal language skills, such as listening and speaking, reading
and writing, and the value of reasoning. Subjects under the
communication pillar include Bahasa Malaysia, English, Chinese,
Tamil, Arabic, Iban, Kadazan, and Semai languages. The spirituality,
attitudes, and values pillar emphasizes respect for the religious
practices, beliefs, attitudes, and values of one's own religion and
other religions commonly found in Malaysia. While an Islamic
education forms the basis of this subject for Muslim students, non-
Muslim students still benefit from a separate instructional unit on
moral education. The humanity pillar emphasizes the mastery of
local knowledge, traditions, and the environment. KSSR humanity
subjects are aimed at inculcating a sense of patriotism and unity to
Table 1
KSSR subjects.
Level 1 Subjects (Year 1, 2, 3)
Core Basic Modules - Bahasa Malaysia
- English
- Chinese/Tamil
- Islam/Moral Education
- Physical Education
- Health Education
- Mathematics
Thematic Core Modules - Visual Art
- Music
- Science and Technology
Elective Module - Languages:
e Arabic
e Chinese
e Tamil
e Iban
e Kadazan-Dusun
be showcased nationally and globally. As the name implies, the
science and technology pillar emphasizes scientific knowledge,
mathematics, and technology-based skills. Subjects taught under
this pillar include science, mathematics, design and technology,
and information and communication technology (ICT). The physical
development and aesthetics pillar emphasizes physical develop-
ment and health, nurturing the imagination, creativity, talent, and
appreciation. Subjects taught under the guise of physical develop
include physical education and health education. Creativity, talent,
and appreciation, on the other hand, are nurtured through visual
arts and music education. Lastly, the personal skills pillar looks to
nurture leadership and personal development through curricular
and extra-curricular activities. Students are given the opportunity
to integrate knowledge, skills, and values learned in the classroom
and during their extra-curricular activities. Participation in co-
curricular activities, such as associations, uniformed bodies, and
sport, provide an opportunity for students to develop their poten-
tial as leaders among their friends, family, and community.
The Malaysian Ministry of Education envisages that every child
in Malaysia will proudly identify above all else as Malaysian.
Achieving this sense of patriotism, however, requires a passionate
understand of the country's history and a sincere desire to learn
about, understand, and embrace diversity (Ministry of Education,
Malaysia, 2013a). Understanding how such diverse cultures as
that found in Malaysia came to live alongside one another, and
creating social links between peoples that transcend this diversity
requires that we understand our distinct and shared heritage (Aslan
& Ardemagni, 2006; Copeland, 2006).
2. Method
This study employs content analysis to evaluate the KSSR
standard primary school curriculum of Malaysia. The analysis is
restricted to each subject's curriculum documents, as detailed in
the Draf - Kurikulum Standard Sekolah Rendah, Dokumen Standard
Kurikulum Dan Pentaksiran [Draft - Primary School Curriculum
Standards, Curriculum Document Specifications], as published by
the Curriculum Development Centre of the Ministry of Education,
Malaysia. This document clarifies the goals, objectives, and focus for
each subject; with curriculum content ordered in terms of content
and learning standards. Content standards allude to the essential
knowledge and skills that learners should acquire. Learning stan-
dards, on the other hand, describe verifiable outcomes that learners
should be able to demonstrate indicating their satisfactory
Level 2 Subjects (Year 4, 5, 6)
Core Subjects - Bahasa Malaysia
- English
- Chinese/Tamil
- Mathematics
- Science
- Islam/Moral Education
- Physical Education
- Health Education
- Visual Art Education
- Music Education
- Design and Technology/Information and Communication Technology
- History
Elective Subjects - Languages:
e Arabic
e Chinese
e Tamil
e Iban
e Kadazan-Dusun
 R. Barghi et al. / Teaching and Teacher Education 61 (2017) 124e131
completion of the content standards for a particular year. In short,
the document details the teaching and learning techniques, and
assessment or measurement approaches for each subject.
As previously indicated, heritage can be classified as either cul-
tural or natural. Cultural heritage itself can be further divided into
tangible cultural heritage (e.g., historical buildings, monuments,
and museums) and intangible cultural heritage (e.g., traditional
scientific, medicinal, and ecological knowledge; techniques and
know-how; symbols and designs; rituals and ceremonies; music,
dance and songs; names, stories and poetry; values and belief sys-
tems; language; and culinary traditions) (Aslan & Ardemagni, 2006;
Blake, 2002). National parks and natural landscapes are examples of
natural heritage (Aslan & Ardemagni, 2006). In this study, all as-
pects of heritage are open to investigation. These definitions and
categories provide the basis for the coding of the documents.
3. Results and discussion
3.1. Information and communication technology
ICT is concerned with computers, communications equipment,
and the software applications necessary to acquire, process, store,
send, retrieve, convert, and protect information. Level I (Years 1e3)
is concerned with the integration of ICT across the curriculum to
enable future teaching and learning using ICT hardware and soft-
ware compatible with the topics that are being taught (Ministry of
Education Malaysia, 2010a). In Level II (Years 4e6), ICT is imple-
mented as a discrete subject and the focus is on learning about
computer networks, including the Internet; how to prepare
elementary multimedia presentations; basic database compilation
and operation, including how to develop a simple database system;
and how to solve analytic problems through computer program-
ming (Ministry of Education Malaysia, 2014b).
The ICT module prepares students for the challenges of the 21st
century by teaching them how to ask questions and how to
investigate the answers, how to present their thoughts and ideas
using a variety of media and technologies, and how to explore
knowledge effectively and efficiently in the context of local and
global issues. Moreover, the ICT module strengthens students' spirit
of patriotism by teaching them how to show their love, support,
and respect for their country (Ministry of Education Malaysia,
2010a). Pursuant to this aim, ICT serves as a medium for intro-
ducing several aspects of heritage to students, whether as a subject
for a presentation or as teaching materials (e.g., heritage photos or
websites) to explain how to perform internet searches.
3.2. History
History is a compulsory KSSR subject for all Level 2 students. The
curriculum integrates knowledge of history, skills, elements of
citizenship, and civic values both inside and outside the classroom.
Understanding one's national history can produce patriotic stu-
dents capable of analyzing and elucidating historical facts. The
primary school history curriculum is focused on the development
of national history and incorporates elements of citizenship and
civic values in order to raise students' awareness of national iden-
tity and patriotism. The content of the history curriculum encap-
sulates some of the following themes: national early history (Year
4), national sovereignty (Year 5), and national prosperity (Year 6)
(Ministry of Education, Malaysia, n.d.-e, n.d.-f, n.d.-g). Much like
many other KSSR subjects, history is built upon six pillars, namely
communication, spirituality, attitudes and values, the humanities,
science and technology, and personal skills. According to the
Ministry of Education (n.d.-e), learners of history should be able to
locate Malaysia's national heritage in local, national, and global
127
contexts; understand how human civilizations have developed and
how these processes have affected their own lives; and describe the
lifestyles, traditions, and culturesdpast and presentdin the
context of Malaysian society. The citizenship and civic values
components of the history syllabus is designed to produce a
Malaysian citizen who is proud to be Malaysian, loyal to their
country, eager to belong, self-disciplined, active, and who exem-
plifies what it means to be an outstanding citizen.
In Year 4, students study the life of prehistoric man, making
comparisons between prehistoric and contemporary life in the
hope that they might be better poised to solve some of the prob-
lems and challenges of the future (Ministry of Education, Malaysia,
n.d.-e). Students also explore the early Malay kingdomsdincluding
the Malacca Sultanatedand the various forms of government that
have been employed throughout Malaysia's history leading up to
the current system of institutional monarchy.
National heritage is introduced to students in Year 5 (Ministry of
Education, Malaysia, n.d.-f). The national heritage subject covers
the Malaysian system of monarchy, Islam and Bahasa Melayudas
per the constitution. An understanding of these topics will facilitate
students' appreciation of Malaysia's ethnic traditions and create a
sense of identity and loyalty to the country. Moreover, students are
introduced to the national symbols, including of the coat of arms,
flag, anthem, lingua franca, and national flower.
In Year 6, students learn about the various communities and
ethnic groups (i.e., Malays, Chinese, Indians, and indigenous peo-
ples) that comprise Malaysia (Ministry of Education, Malaysia, n.d.-
g). In learning about such a culturally diverse community, lesson
planning focusses on the religions and beliefs of people, and the
various festivals, arts, and other cultural artefacts. It is hoped that
students will ultimately become more cosmopolitan with respect
to cultural diversity in Malaysia and make a positive contribution
toward national integration.
3.3. Art and music
Visual art is taught across the primary school curriculum to
cultivate students' individuality and self-expression, as well as their
awareness of the various cultural values present in their commu-
nity. Moreover, the visual art subject is intended to increase stu-
dents' literacy of Malaysian arts and culture (Ministry of Education,
Malaysia, 2010b). The curriculum aims to help students better
appreciate the natural beauty present in their surroundings, and to
contribute to the development of self, family, community, and
country, consistent with the national education philosophy
(Ministry of Education, Malaysia, 2010b). The visual arts curriculum
begins with the basic skills of drawing, learning how to make
patterns and designs, and how to construct a number of traditional
arts and crafts. It is in the teaching of traditional arts and crafts (e.g.,
toys and pottery) that heritage is preserved (Ministry of Education,
Malaysia, 2010b, 2011a, 2014c).
The music curriculum similarly avails students with a number of
opportunities to express their creative ideas while increasing their
appreciation of various local musical styles. Moreover, the modular
music curriculum is inclusive of a number of performing arts which
are often accompanied by music. For example, wayang kulit
(shadow puppetry) is often taught within the scope of the music
curriculum. Students are exposed to a range of musical styles, from
popular western and local music, traditional Malaysian music,
classical western symphonies, and Asian musical styles (Ministry of
Education, Malaysia, 2010c, 2011b, n.d.-c).
3.4. Bahasa Malaysia
The KSSR embraces the Malay language as the medium of
128 R. Barghi et al. / Teaching and Teacher Education 61 (2017) 124e131
instruction for all subjects (Ministry of Education, Malaysia, 2012b).
The role of Bahasa Malaysia in the curriculum has been a somewhat
controversial issue as, during the colonial period, English was the
primary medium of instruction. In the post-Merdeka period (1957),
it was seen as desirable to replace English with Bahasa Malaysia as
the key medium of instruction (Ministry of Education, Malaysia,
2012d). Consequently, all subjects have been taught in Bahasa
Malaysia since at least 1970. Between 2003 and 2012, teaching
science and mathematics in English was popularized (Ministry of
Education Malaysia, 2012e, 2013a); however, with language held
to be an integral component of heritage, the KSSR sought to make
Bahasa Malaysia the medium for all subjects, including mathe-
matics and science (Ministry of Education Malaysia, 2012c).
The teaching of Malaysian languages is thematic. Instead of
simply learning a vocabulary in the absence of context, students
learn Bahasa Malaysia in the context of science; heritage appreci-
ation; creativity and innovation; culture, arts and aesthetics; and
identity, patriotism, and citizenship (Ministry of Education,
Malaysia, 2012b, 2014d). Heritage features prominently in the
KSSR curriculum, with traditional food, costumes, games, and other
forms of traditional entertainment intended to instill a sense of
patriotism, especially in the third year (Ministry of Education,
Malaysia, 2012c). Moreover, in order to reinforce concepts
learned in the classroom, students are often taken on school visits
to major heritage sites.
3.5. English
English is taught as a second language in all Malaysian primary
and secondary schools. While the role of English has been some-
what downplayed in the new KSSR, a mastery of English is still
regarded as essential for gaining access to knowledge via books and
the internet. The English language curriculum aims to help pupils
acquire the language and to use it in their daily lives, both
academically and for work purposes later in life. Three broad
themes have been identified in the English curriculum: “World of
Self, Family, and Friends; ” “World of Stories; ” and “World of
Knowledge” (Ministry of Education, Malaysia, 2011c, 2013b, n.d.-a).
Under the theme of “World of Self, Family, and Friends,” students
learn a number of songs with English words that are emblematic of
multicultural Malaysia, including Happy Deepavali, Happy Chinese
New Year, Merry Christmas, and Selamat Hari Gawai (Ministry of
Education, Malaysia, 2011d). Students also learn an English song
about the hibiscus flower, one of the national symbols of Malaysia,
and a heritage performance called Boria (Ministry of Education,
Malaysia, 2011d). Using English, students learn about the tradi-
tional house (Rumah Malayu), various crafts and textures, and the
foods of Terengganu. Through the story of Mei Mei, a fictional
character, students learn about one of Malaysia's largest museums
located in Terengganu (Ministry of Education Malaysia, 2014e).
3.6. Islam and moral education
Muslim students are provided with an Islamic education
consistent with the Malaysian Islamic worldview. Students are
taught to how to correctly read the Qur'an, how to understand it,
and to memorize many of its verses. However, while the Qur'an
itself might be written in Arabic, local translations of the Qur'an and
many locally written Islamic texts are written in the Jawi script,
which has several phonetic sounds not found in Arabic. Students
are also taught the basics of Jawidand by extension Ara-
bicdcalligraphy (Ministry of Education Malaysia, 2010d).
Non-Muslim students, on the other hand, receive a moral edu-
cation program that elucidates upon moral or ethical reasoning,
and self-discipline. The moral education curriculum focuses on
nurturing students' spirituality through the recognition and prac-
tice of the universal values present in all religions, traditions, and
customs. The KSSR moral education curriculum aims to instill a
belief in the divine, without necessarily advancing any one partic-
ular religion; a sense of compassion, responsibility, appreciation,
love, and respect; good manners; and tolerance (Ministry of
Education, Malaysia, 2010e). In short, the moral education curric-
ulum is founded upon the principles of being a good human being
and patriotic citizen (Ministry of Education, Malaysia, n.d.-d).
3.7. Science
The KSSR primary school science program aims to develop the
creativity of students through the application of scientific knowl-
edge, skills, and critical thinking. Attention is given to Malaysia's
natural resources, minerals, and biodiversity, thereby encouraging
an appreciation of Malaysian natural heritage. Moreover, students
learn about a number of local luminaries who have made positive
contributions to the world of scientific knowledge. Given resource
issues, the Malaysian approach to the teaching of sciences often
highlights out-of-classroom experiences, with visits to zoos, mu-
seums, science centers, research institutes, mangroves, and fac-
tories; thereby making learning more effective, enjoyable, and
meaningful (Ministry of Education Malaysia, 2010f).
3.8. Physical education
Physical education aims to build students into vibrant and
healthy individuals with healthy skills, knowledge, and values
through physical activity. In the course of the KSSR physical edu-
cation program, students develop their motor skills, become aware
of the importance of regular physical activity, learn to follow rules,
and adopt appropriate safety measures relevant to the activity they
are participating in (Ministry of Education, Malaysia, n.d.-b). Pur-
suant to these objectives, traditional games, such as konda kondi
and tating lawi ayam, are used as a vehicle for the preservation of
local heritage (Ministry of Education, Malaysia, 2014f, n.d.-b).
3.9. Other subjects
Neither health education nor mathematics show any indication
of being inclusive of heritage themes in their respective curricula.
Table 2 summarizes the heritage themes present across all subjects,
and identifies what aspect of heritage each subject is focused upon.
4. Conclusion
Given the importance of preserving cultural traditions and
heritage, heritage education is increasingly recognized in Malaysia
as a sustainable route to preserving the nations' multicultural
heritage and traditions. This paper investigated the KSSR primary
school curriculum to ascertain the extent to which heritage edu-
cation was found throughout the curriculum. Consistent with the
cross-curricular nature of heritage education (i.e., the teaching of
heritage is pervasive throughout other subjects in the curriculum),
several subjects were found to furnish students with at least some
degree of heritage information. History gave students what was
perhaps the greatest understanding of national heritage; intro-
ducing students to the Malaysian system of monarchy, the rele-
vance of Islam, and the Bahasa Melayu language. Moreover,
through the study of Malaysian history, students learn about the
religions and beliefs, festivals, arts, and cultures of the various
ethnic communities found in modern Malaysia. In visual art, stu-
dents learn about Malaysia's rich art heritage and about various
traditional crafts (e.g., toy and pottery making). In music, students
 R. Barghi et al. / Teaching and Teacher Education 61 (2017) 124e131 129

Table 2
Heritage in subjects.

Subjects Themes Heritage Aspect

ICT Heritage is not the direct concern of this subject but can be applied either as All
a subject of presentation or material of web search.
History - Malay Kingdom Intangible cultural heritage
- National Heritage (System of Monarchy, Malaysian ethnic traditions)
- Religious, beliefs, festivals, artefacts
Art and music - Traditional arts and crafts Intangible cultural heritage
- Traditional Malaysian music and performance
Bahasa Malaysia - Traditional food, costumes, games, and other forms of traditional entertainment - Intangible cultural heritage
- Visit to heritage sites - Tangible cultural heritage
English - Cultural songs - Intangible cultural heritage
- Heritage performance - Tangible cultural heritage
- Traditional house, various crafts and textures, and the foods of Terengganu
- Malaysia's largest indoor and outdoor museums
Islam and moral education - Jawi (traditional Malaysian handwriting) Intangible cultural heritage
- The culture of various ethnic groups in Malaysia
Science Visits to zoos, museums, mangroves, and natural resources of Malaysia - Tangible cultural heritage
- Natural heritage
Physical education Traditional games Intangible cultural heritage
Health education e e
Mathematics e e

are exposed to some of the traditional musical instruments of
Malaysia, including indigenous forms of drums, tambourines, and
tubers; as well as traditional forms of puppetry and chanting. A
subject dedicated to the teaching of the Malay language is perhaps
the second most heritage-orientated subject, and introduces the
themes of unity and tolerance, culture, the arts, identity, and
patriotism. For example, students learn about the various tradi-
tional costumes and games of Malaysia's races, how to put on a
traditional puppet show, and how to prepare various traditional
foods and cakes. In English, students learn several songs associated
with Malaysia's various cultural groups and about Malaysia's na-
tional symbols. In physical education, students learn to play various
traditional kampong or village style games; while in Islamic edu-
cation, students learn how to read and write in the Jawi script. Non-
Muslim students, on the other hand, learn the benefits of patriotism
through a less religiously-focused moral education class.
In the line with Copeland’s (2006) categories of cross-curricular
approaches for heritage education, the KSSR educates students
about heritage in some subjects, such as history. However, heritage
is primarily viewed as a vehicle with which to facilitate the teaching
the other subjects, such as Bahasa Malaysia and Arts. In the other
words, KSSR seeks to provide education through heritage as a way
of integrating heritage into the curriculum. However, some
consideration should be afforded to the idea of providing education
for heritage, this making students aware of their responsibility to
preserve heritage.
As shown in Table 2, the curriculum is inclusive of all categories
of heritage (i.e., tangible and intangible cultural heritage and nat-
ural heritage); however, there appears to be a bias toward intan-
gible cultural heritage, while natural heritage has received
considerably less attention. Given the multiracial nature of
Malaysia, an emphasis on intangible cultural heritage should not be
unexpected. However, Malaysia's unique natural heritage un-
doubtedly warrants further attention. That two of Malaysia's four
world heritage sites have been declared world natural heritage sites
underscores the importance of this area.
Moreover, heritage could be better emphasized in some sub-
jects. For instance, in history, it would be appropriate for students
to visit any of Malaysia's four major world heritage sites. Similarly,
this would be an appropriate subject in which to introduce students
to the United Nations Educational, Scientific, and Cultural Organi-
zation (UNESCO). In science, it would be appropriate to teach stu-
dents about Malaysia's mangrove other plant habitats in the
process of teaching students about Malaysia's natural heritage.
Museum visits have also been suggested to facilitate the teaching of
heritage and science. Visits to heritage and archaeological sites, and
national parks might be justified via the observation (for art edu-
cation) and learning outside the classroom (for Malay language and
science) teaching strategies.
Little research has been conducted on heritage education in
primary schools in the Malaysian context, and there is much scope
for future study. This paper can be a starting point of a more
comprehensive study of basic education and cultural heritage, thus
providing insights into pedagogical decision-making, and the pro-
cessing planning education policies and law. Future research should
look to identify students' awareness of heritage in coursework, and
teachers' perceptions of heritage and heritage education in primary
school. Moreover, future studies might also look to investigate
approaches for improving the integration of heritage education into
the current curriculum from the perspective of all educational
stakeholders (i.e., teachers, administrators, curriculum producers,
and experts).
Attention to heritage education in curriculum development
fosters a greater sentence of awareness and stewardship toward
heritage among students. Notwithstanding, the success of any
curriculum is contingent upon how knowledgeable the teachers are
of the curriculum content. As such, programs should be developed
with a view toward increasing teachers' knowledge and interest in
sustainable preservation of national heritage. Such activities are
consistent with the economic, political, social, spiritual, and cul-
tural objectives of the Vision 2020 plan: to increase Malaysia's
knowledge capacity, creativity, to nurture a “first class mentality,”
and to address socio-economic inequalities constructively and
productively pursuant to the 1Malaysia concept (Nor & Ilias, 2012).
Acknowledgement
The authors would like to extend their appreciation to the
Universiti Sains Malaysia for the research grant entitled Heritage
Awareness and Interpretation (Grant no. 1001/PTS/8660012) that
makes this paper possible.
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