Topic 3b TSL 3143

Lecturer: Yee Bee Choo

IPGKTHO
Development of the Malaysian Curriculum

National Philosophy of Education

(NPE)

Study of the current Malaysian English

Language school curriculum (KSSR)

Comparison of other Malaysian English

Language school curriculum
 National Philosophy of Education (NPE)
• The country’s educational goals are manifested in the The National
Philosophy of Malaysian Education (NPME) as stated by Curriculum
Development Centre (CDC), 1988

"Education in Malaysia is an on-going efforts towards further

developing the potential of individuals in a holistic and
integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and
harmonic, based on a firm belief in and devotion to God. Such an
effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral
standards and who are responsible and capable of achieving high
level of personal well-being as well as being able to contribute to
the harmony and betterment of the family, the society and the
nation at large"
 National Philosophy of Education (NPE)
• The National Philosophy of Education (NPE) acts as a
guide for all educational activities in Malaysia.
• It sets the values and principles of the Malaysian
education system from the primary to the tertiary
level.
• It explains the aims and objectives of the national
education for the individual and the nation.
• Its aims and objectives are in tandem, namely, to
produce individuals who are knowledgeable and full
of integrity who will contribute as responsible
citizens.
 National Philosophy of Education (NPE)
• A core concept of the NPE is the value and role of
knowledge in the development of individuals and
their role in the community.
• The value of knowledge serves not only to inform
but also to transform and shape individuals to serve
the community.
• This power of knowledge that is able to transform
individuals and their networks makes it a very
valuable commodity.
 National Philosophy of Education (NPE)
The Role of Curriculum
1. Develop the child fully (intellectual,
spiritual, emotional & physical)
2. Inculcate and develop desirable moral
values
3. Transmit knowledge
4. Create a united Malaysian citizen
5. Produce trained manpower
 Quality Education Begets Learned
Individuals for a Prosperous Nation.
 Upholding a world class quality
education system that
develops individuals to their full potential
and
fulfill the aspirations of the nation.
LABOUR MARKET AND INDIVIDUAL CHARACTERISTICS
TO FULFILL THE NEEDS OF THE NATION
In-service
Training

LABOUR MARKET BASED ON

SERVICE, MULTI SKILLS,
HIGH TECHNOLOGY
VISION
AND GLOBAL-ORIENTED 2020
INDUSTRIES

INDIVIDUAL CHARACTERISTICS:
-Highly knowledgeable and skilled
-Globally competitive
-IT literate
-Versatile and adaptable
-Strive for excellence
-Well- balanced intellectually, spiritually,
physically and emotionally

Life Long Learning

(Ministry of Education, p.110, 2012)
 KSSR Curriculum
• The Standards-based Primary School
Curriculum (KSSR in Bahasa Malaysia) was
introduced in 2011 to replace the Integrated
Primary School Curriculum (KBSR in Bahasa
Malaysia), starting with Year One pupils.
• It will be more holistic and less examination-
oriented for pupils.
• The KSSR will replace the existing primary
school integrated curriculum (KBSR), which
was first introduced in 1983, and subsequently
reviewed in 2003.
 KSSR Curriculum
• The focus will be on the mastery of literacy, numeracy and
reasoning skills (4M).
• Penmanship is included as some pupils have not been taught
how to hold a pen or pencil properly, which in turn affects their
writing skills.
• In addition, there will be an emphasis on creativity and
innovation, entrepreneurship, and information and
communication technology.
• Learning will be made more fun and the approaches used
include it being project and activity-based and problem-based
learning, with ICT components introduced as early as Year One.
• The transformation of the school curriculum based on creativity
and innovation will make learning fun and no longer
examination-oriented.
 KBSR Vs KSSR Curriculum
KBSR KSSR

Curriculum design is based on 3 areas: Curriculum design is based on 6 areas:

• Communication • Communication
• Man and his environment • Spiritual, Attitude and Values
• Self-development of the individual • Humanitarian
• Physical and Aesthetical Development
• Science and Technology
Curriculum Materials Curriculum Materials
• Study syllabus • Curriculum Standard documents
Design of the Curriculum: Design of the Curriculum:
• Linear • Modular

Source: http://www.moe.gov.my/v/soalan-lazim-
view?id=146&cat=30&keyword=&page=1&
 KBSR Vs KSSR Curriculum
KBSR KSSR

Organisation of the Curriculum: Organisation of the Curriculum:

Level I (Year 1, 2 & 3)
• Core, compulsory and additional
subjects
Level II (Year 4, 5 & 6)
• Core , Compulsory and Additional
subjects
Level I (Year 1, 2 & 3)
• Basic Core Modules, Thematic Core
Modules and Elective Modules
Level II (Year 4, 5 & 6)
• Core and Elective Subjects

Elements of Analytical and creative The elements of creativity and

thinking Innovation,
skills entrepreneurial, information technology
and
communication
Focus: Focus:
3M (Reading, Writing and Counting) 4M (Reading, Writing, Counting and
Reasoning)
Source: http://www.moe.gov.my/v/soalan-lazim-
 KSSR English Language Curriculum
General Aim
Primary ( exit after Year 6)
The English Language Curriculum for Primary
Schools aims to equip pupils with basic language
skills to enable them to communicate effectively in
a variety of contexts that’s appropriate to the
pupils’ level of development
 KSSR English Language Curriculum
Objectives of the Curriculum
By the end of Year 6, pupils should be able to:
i. communicate with peers and adults confidently and
appropriately in formal and informal situations;
ii. read and comprehend a range of English texts for
information and enjoyment;
iii. write a wide range of texts using appropriate language,
style and form through a variety of media;
iv. appreciate and demonstrate understanding of English
language literary or creative works for enjoyment; and
v. use correct and appropriate rules of grammar in
speech and writing
Content Organisation in KBSR & KSSR

1. Scope
2. Sequence
3. Integration
 Content Organisation in KBSR & KSSR
1. Scope
• It refers to both the breadth and depth of content
and includes all topics, learning experiences and
organising threads found in the curriculum plan.
• Scope not only refers to cognitive learning but
also affective learning, and some would argue
spiritual learning (Goodland & Zhixin Su, 1992).
• Sometimes the scope of a curriculum is narrow,
consisting of just a simple listing of key topics and
activities.
 Content Organisation in KBSR & KSSR
1. Scope
• For example, the scope of Kurikulum Standard Sekolah Rendah
(KSSR) was broadened to include the 21st century skills in order to
overcome certain shortcomings within the older system, the
Kurikulum Bersepadu Sekolah Rendah (KBSR).
• It is hoped with this new restructured and improved curriculum, our
children would have the necessary knowledge, skills and also the
values to face and overcome the challenges of the current times.
• Therefore, KSSR has been designed to go beyond acquiring
communication skills, self-development and the child’s immediate
environment as in the KBSR.
• It is designed to enhance and embrace the use of Science and
Technology, develop values, understand humanitarian issues and
also focus on the child’s physical and aesthetical development.
 Content Organisation in KBSR & KSSR
2. Sequence
• It refers to the organisation of content and the extent to
which it fosters cumulative and continuous learning
(referred t as vertical relationship among sections of the
curriculum).
• For example, in the KBSR, language content were
sequenced based on the four language skills. The sound
system and grammar formed part of the language content.
• However, there was too much emphasis on teaching
reading and writing skills to enable pupils to pass public
exams that many teachers neglected to teach listening and
speaking skills (Chitravelu, SIthamparam & The, 2005).
• Grammar was also taught implicitly in the context of a topic
and pupils were found to lack accuracy in their speech and
writing.
 Content Organisation in KBSR & KSSR
2. Sequence
• To overcome these problems, a modular-based system based on
‘Learning Standard’ was introduced in the KSSR.
• In this new curriculum, there are set standards of learning that our
children have to achieve at the different levels of their schooling.
• In KSSR Level 1, pupils are taught explicitly based on the following:
Module 1 (Listening and Speaking), Module 2 (Reading), Module 3
(Writing), and Module 4 (Language Arts).
• At Level 2, grammar will be added to the four modules taught in
Level 1.
• At specific times at each level these learning standards will be
measured to ensure that no child gets left behind. If a child fails to
meet the required standard, the teacher is required to do more
revision activities with the child until he or she eventually achieves
the required standard.
 Content Organisation in KBSR & KSSR
3. Integration
• It is the bringing together of the concepts, skills and values of
different subject areas to reinforce each other.
• For example, in KBSR, many teachers used textbook based activities
and rote-learning in their lessons. This did not help to develop
pupils’ creativity nor independence in learning.
• Apart from the 3Rs (reading, writing and arithmetic), the new
curriculum has 4Ms, with ‘Reasoning’ added to the original 3Ms.
The need for our children to think and reason, of making
connections between their actions and consequences is now
stressed.
• There is a shift from rote learning where students simply followed
instructions and are overly dependent on teachers. Students are
now being taught to be active decision makers and be accountable
for their actions.
 Content Organisation in KBSR & KSSR
3. Integration
• There also seems to be time allocated for Chinese and
Tamil languages within the school timetable to ensure
that students need not remain in school for long hours.
• The new curriculum also appears to be moving away
from an exam-oriented system and the streaming of
students according to their academic ability is
discouraged.
• In the KSSR, students are encouraged to work together
and help each other rather than being focused on
competing to being the best.
• Although academic achievement is important, it is no
longer everything. Character development and values
are also given prominence.
 Tutorial 3b
Task 1 (Groupwork)
1. Discuss in groups the stages in the development
of the Malaysian curriculum (with specific
references to English Language curriculum)
– Pre-independence,
– During independence,
– Post-independence
2. Compare and contrast English language syllabus
in KLSR, KBSR, KBSM and KSSR.
3. Present your discussion in groups.
 Tutorial 3b
Task 2 (Group work)
• Find and read articles on the change/reform
of English language teaching curriculum in
Malaysia.
• Discuss about your findings and reflections on
the change/reform of English language
teaching curriculum in Malaysia.
 Tutorial 3b
Task 3 (Individual work)
• Evaluation processes need to be designed to
evaluate learning outcomes.
• Discuss the effectiveness of the evaluation
processes currently in use, in light of the goals
of the National Education Philosophy.