PAK 21

PAK21- AN INTRODUCTION

• The classroom nowadays is the root to where changes occur in the

field of education.
• In order to prepare the 21st century pupils to compete at a global
stage, they need to be equipped with the four skills (4C), i.e.
collaboration, communication, critical thinking and creativity (Roekel,
2017)
• The 21st Century Education suggests a learning that employs state-
of-the-art methods to ensure that pupils are not passive in the
classroom such as in the era of ‘spoonfeeding’ information to the
pupils.
• They must not only remain quiet in class, but pupils of the 21st
century must be more actively involved throughout the teaching and
learning process.
CONT.

• They must not only remain quiet in class, but pupils of the 21st
century must be more actively involved throughout the teaching and
learning process.

• Through the appropriate activities such as those contained in

PAK21, which include think-pair share, gallery walk, round table and
hot seat, the teaching and learning sessions for the Arts Studies
subject can be more interesting.

• It is crucial that PAK21 is implemented because it stimulates change

in teaching techniques in order to prepare the pupils to be more
assertive and competent
CONT.

• In conjunction with the rapidly growing economy and global industry,

teachers must be well-prepared in order to face the challenges of the
Industrial Revolution 4.0

• Teachers must have a clear understanding with regard to the latest

technology especially to reinforce the teaching and learning.

• The PAK21 method - establishing values and increasing the

motivation in pupils.

• Present-day education is not only aimed to nurture pupils that are

balanced and well-rounded, but to instill in them the PAK21 skills .
 PAK21 -
CURRICULUM
 THE CURRICULUM

• In order to achieve the 21st Century Learning, and for teachers to integrate the
21st Century Learning skills into their teaching and learning practices, the
curriculum need to be revised.
• It is to provide guidelines and directions to ensure the teaching and learning
process will be successful.
 NATIONAL CURRICULUM

• Definition
An educational programme that includes curriculum and
co-curricular activities which encompasses all the
knowledge, skills, norms, values, cultural elements and
beliefs to help develop a pupil fully with respect to the
physical, spiritual, mental and emotional aspects as well
as to inculcate and develop desirable moral values and to
transmit knowledge.
THE EVOLUTIONS OF THE CURRICULUM

Primary School
Kurikulum Standard
Kurikulum Sekolah Rendah
(KSSR) Dokumen
Bersepadu KBSR (Semakan) Standard Kurikulum
Sekolah Rendah SP & HSP & Pentaksiran KSSR (Semakan
(KBSR) (DSKP) 2017) DSKP
SP & HSP

1989 1993 2003 2011 2017

Secondary School
Kurikulum Kurikulum
Bersepadu KBSM (Semakan)
Standard Sekolah
Sekolah SP & HSP
Menengah
Menengah (KSSM) DSKP
(KBSM)
SP & HSP
 UNPACKING THE CURRICULUM

• It is to re-arrange the Content Standard, Learning Standard and Standard

Performance in the Scheme of Work (SOW) and Lesson Plan (LP) according to
the students’ ability during the teaching and learning session by using the
correct and appropriate tools and pedagogy to achieve the learning
objective(s).
 THE PROCESS

- Toarrange the
Scheme Of Work
Understand the DSKP

- Content To plan the

Lesson Plan

and Assessment
learning standard

Lesson Delivery
Standard lesson and content
according to standard with the
- Learning objectives and
Standard number of strategies.
weeks per - The activities and
- year strategies should
Performance be according to
the students
Standard ability to achieve
the objective(s).
- Assessment done
according to the
objective(s) set.
UNDERSTAND THE DSKP
Content Standards
Specific statements on what pupils
should know, understand and be
able to do within a schooling
period, encompassing aspects of
knowledge, skills and values, work
habits and personal character
traits that are cultivated in stages
throughout the pupils’ primary
education.
The Content Standards are over-
arching educational goals that
should be achieved by the end of
Year Six.
The focus section provides an idea
or the expected achievement by
the end of Year 6.
Learning Standards
The Learning Standards are
concise educational objectives
that pupils are expected to know
and be able to do at a particular
stage of their primary education.
It is a set of criteria or indicator
for learning quality and
achievements that can be
measured for each Content
Standard.
These standards should be
mastered by all pupils at the end
of each year.
Performance Standard
Express the degree or quality of
proficiency that pupils are
expected to display in relation to
the Content and Learning
Standards.
These Standards allow pupils to
reflect, think and act upon their
learning strategies for self-
improvement.
 SCHEME OF WORK

• The scheme of work need to be prepared according to the

number of weeks per year; and teachers are encourage to
follow the modular scheme of work.
• Modular scheme of work refers to the SOW that is created
based on the module of;
Listening and Speaking
Reading
Writing
Language Art
Grammar
 LESSON PLAN

• To arrange the learning standard and content standard

with the objectives and strategies.
• The activities and strategies should be according to the
students ability to achieve the objective(s).
• To identify the most appropriate and suitable assessment
to measure students’ understanding and according to the
objective(s) set.
• To do the reflection and impact after the teaching and
learning session to identify whether or not the the
students’ have achieved the objective(s).
 SCHOOL’S ROLE
Headmaster/ Senior Head of Departments Teachers
Assistants
- Ensure the correct • Prepare and plan the • Attend the LDP/PLC
information about 21 st
LDP/PLC at the school provided by school.
century learning is level. • Carry out the teaching
delivered through the • Hold the LDP/PLC to the and learning session
curriculum meeting/ members and record according to the
LDP/ PLC. the activities and the curriculum framework.
- Ensure that all teachers, ensure their • Self-check and peer-
HODs and Sr. Assistants understanding about check
fully understand the the curriculum. • Cultivate the unpacking
21 century learning
st
curriculum practice
curriculum. through sharing
- Become the role model session.
in the teaching and
learning aspects.
 INQUIRY BASED LEARNING PROJECT BASED LEARNING

PEDAGOGY

PROBLEM BASED LEARNING STEM APPROACH

PAK 21 ACTIVITIES
 INQUIRY BASED LEARNING

• Searching process and investigate problem, generate

a hypothesis, developed an experiment, gather and
analyze the data and make conclusion to solve the
problem.
 INVOLVEMENT

• To create an interesting TnL to attract the students

• To stimulates the curiosity among students
• To get the questions/ feedbacks from students
 EXPLORATION

• Encourage students to have teamwork

• Watch and listen to student’s interaction
• Guide the students with question from time to time
• To be an expert
 EXPLANATION

• Encourage the students to define the concept

with their own words
• Give input to check on the student’s
understanding based on the concept they have
defined.
• Assess on the enhancement of the student’s
understanding
 DEVELOPMENT
• Make sure that the students are on the right
path on the definition and the original concept
• Encourage the students to apply on the
original concept and skills to the new situation
 EVALUATION
• To assess the student’s knowledge and skills
• To see the evidence and change in student’s
style of thinking and behaviour
• To encourage the student’s to understand their
abilities
 PROJECT BASED LEARNING

• The students make an experiment in depth

on an issue or topic to create a new
product.
 DRIVING QUESTION

• Create provocative, open questions and

related with what they are going to learn –
give objective and challenge

STUDENT’S VOICE AND CHOICE

• Students are going to decide on the topic,

main question and the product that they are
going to produce which is valuable to them.
 PAK 21 SKILLS

• The students collaborate, communicate and

generate a critical and creative thinking in a real
situation. The students will have a chance to
enhance their 4C skills through self assessment.

INQUIRY AND INNOVATION

• Guide students to create more questions based

on the main question, generate hypothesis and
open for new ideas and perspective.
 FEEDBACK AND REVIEW

• Students give their opinion based on the

exemplar and rubric to improve on their products.
The feedback from the experts are also
encouraged.

PRODUCT’S PRESENTATION

• Students will present their product and make

reflection on the product to the authentic
audience.
 PROBLEM BASED LEARNING

• This TnL challenge the student’s thinking to

solve the problem based on the real
situation.
1) PROBLEMS DETERMINATION

• Give a real and complicated issue to challenge the

student’s thinking.

2) PROBLEMS UNDERSTANDING

• Students try to figure out and understand the problems.

3) PROBLEM SOLVING
• Apply the skills, principle and suitable problem
solving theory.

4) ASSESSMENT
• Listing and evaluate the problem solving proposed.

5) DECISION
• Make a collective decision.
APPLICATION
STUDENTS INTEGRATE KNOWLEDGE, SKILLS AND VALUES ​
THAT CULTIVATE THE STEM PRACTICE THROUGH INQUIRY
STRATEGIES, PROBLEM SOLVING AND PROJECTS IN A
REAL-WORLD CONTEXT.

STEM
knowledge

TnL
STEM skills

STEM
values
 • Students ask questions and explore their
surroundings through inquiry and problem
solving

• Students are in a productive teamwork

• Students give various answers or solutions

supported by justification
CULTIVATING
STEM
• Provide opportunity for the students to improve
PRACTICES
their answers or products

• Students apply the process skills and technical

skills

• Enhance the students sensitivity on issues and

real world problems
APPLICATION

3D car Paddle Boat

 STRATEGIES ON PEDAGOGY’S CHOICE

Understand the objective of TnL

Suits with the objective that wants to be achieved in TnL

Choose an activity
The activity chosen must give chance to students to practice 4K1N skills and it suits
with time and resources

Know Students
Know the student’s interest and abilities.
 Simultaneous Round-
Round Robin All Write Round Table
Table

PAK 21 Rally Robin

Rally Robin
ACTIVITIES

Inside – Outside
Carousel Feedback Fan – N - Pick
Circle
Carousel Feedback Numbered Heads
Mix – N - Match
Together

PAK 21 Jigsaw Problem

Fan – N - Pick
ACTIVITIES Solving

Inside – Outside
Circle Rally Table Talking Chips
Numbered Heads
Give One Get One Paraphrase Passport
Together

PAK 21
Mix – N - Match Team Word-Webbing
ACTIVITIES

Bus Station Team Stand-N-Share

Quiz-Quiz-Trade
 Think Pair Share

PAK 21
ACTIVITIES

Gallery Walk Hot Seat

THINK PAIR SHARE
 • A teacher gives a few topics on an essay. The students are going to
think about the content of the essay. The teacher will give a few
THINK minutes for them to think and to jot down important point.

• The teacher ask the students to get in pairs to discuss the content
that they had in first phase. The teacher will ask the pair to find
another pair ( 4 people in a group) to brainstorming of their ideas.
PAIR They will be divided into the role of the leader, the note taker and
the presenter.

• At this stage, the teacher will call each of the groups to present their
topic.
SHARE
 GALLERY WALK

• Students will be given task in a group.

• They will discuss and finish the task in a group.
• They will paste / hang their job to be seen by others.
• The rest of the groups will give comment to other groups
and stick a sticker note at the work of the group.
HOT SEAT
• After the students make a reading or a
mini research ( individual or in group).
• One student will sit on the chair
provided and will become the “expert”
or a “character”.
• The person will answer all the questions
from the rest of the students.
ASSESSME
NT
3 PARTS OF ASSESSMENTS IN PAK21
LEARNING AT SCHOOL
school-Based
Assessment
(SBA)

3 parts of
assessments
National in PAK21
Education Learning Students’ Profile
Assessment Report
System (SPPK)
NATIONAL EDUCATION ASSESSMENT SYSTEM (SPPK)

• Is an assessment that is in line with curriculum concept and

21st Century Pedagogy.
• It is holistic
• Based on standard, flexible and balance
• It is set by Malaysian Examination Board (Lembaga
Peperiksaan)
• It is executed through Central Examination (Peperiksaan
Pusat) and School-Based Assessment (PBS)
 SCHOOL-BASED ASSESSMENT (SBA)

• Implementation : 2011 – in year one, 2012 in secondary school.

• PBS is not a new thing as it has existed in the education system in
schools, some recorded and some not.
• Recorded PBS has been implemented by teachers in many subjects:
- School-Based Oral Assessment (PLBS),
- School-Based Oral Test (ULBS) – language subjects
- Fardu Ain basics (PAFA) – Islamic Education
- Practical Assessment (PEKA) - Science
• Some may not aware that teachers who use questions-and-answer
techniques, quizzes, project work and various other teaching and
learning methods, have actually conducted assessments.
 SCHOOL-BASED ASSESSMENT (SBA)

• Some may not aware that teachers who use questions-and-answer techniques,
quizzes, project work and various other teaching and learning methods, have
actually conducted assessments.
• However, all assessments performed are not recorded, or even recorded are not
take into account as part of the marks in test or examination conducted
separately, which are usually conducted formally.
• PBS is one of the two main components in SPPK. Another component is the
Central Examination – UPSR, SPM, STPM, STAM, SPMU
• PBS is a holistic assessment that assesses the cognitive, affective and
psychomotor aspects in line National Education Philosophy and National
Curriculum.
 SCHOOL-BASED ASSESSMENT (SBA)

• PBS component consists of academic and non-academic fields.

• The academic field consists of School Assessment (PS) and Central Assessment
(PP)
• The non-academic field consists of Psychometric Assessment (PPsi), and Physical
Activity Assessment, Sports and Co-curriculum (PAJSK)
• Both of these area give recognition and autonomy to teachers to implement
school-based formative and summative assessments.
• Central assessment is an assessment that is administrated, checked, recorded and
reported at the school level by the teacher based on the assignments issued by
the LP within the period set according to the subject.
• Sports and Co-curriculum is administered, recorded and reported through
student participation, involvement and achievement in the National Physical
Fitness Standards (SEGAK)
• Assessment information about abilities, thinking skills, problem solving skills,
interests, tendencies, attitude and personalities of students can help teachers in
STUDENTS’ PROFILE REPORT
- The assessment report
elaborates the whole
development and performance
of the students.

- It is a one-page reporting which is

concise, compact and clear
 HOW TO ASSESS?

• School assessments are planned, constructed, administrated,

inspected, recorded and reported by the relevant school
teachers and serve as assessment for learning and
assessment of learning.
• Students’ learning development in PBD is assessed based on
Tahap Penguasaan (TP) using the approach of
professionalism judgement of the teachers through formative
and summative assessment.
STEPS TO DECIDE THE TP…
PURPOSE OF ASSESSMENT
 CONCLUSION

Student-centred approach which give opportunities to the

students to enhance their skills.

Teachers as the guidance.

Requires a variety of teaching approaches that need

teachers’ creativity.

Elements in PAK21 provide the students with various aspect of

experience and knowledge.
• Share and exchange ideas through effective
communication.
• Students build self-confidence while interacting with
peers.
• Encourage students to work in team.
• Metacognitive (students' awareness of the things
known and unknown during their learning process)
developed through collaborative.
• Positive values (responsibility, respect others view)
instilled in the students.
• Explore their thinking, make judgments about things,
including the strengths and weaknesses, eager to learn new
things.
• Think out of the box
• Assessment takes place in evaluating the students.
• Facilities are important in the learning process.
• Develop digital generation.
• With the existence of this PAK21, students are trained to have
skills that can be used in the future, such as good
communication skills, able to collaborate and solve problems
based on the realities of life.