Upload
hiharu12
View
443
Download
1
Embed Size (px)
Citation preview
CHAPTER 10:DEVELOPMENT AND
IMPLEMENTATION OF PRIMARY SCHOOL
INTEGRATED CURRICULUM
Prepared by:•Thecla Joseph•Nor Faeeza Ismali•Jessicca Tokiroi
DEVELOPMENT OF KBSR
Implemented on a trail basis in 305 primary schools throughout the country.
The Cabinet Committee was particularly concerned about the human development. The task of translating this action is contained in the primary school integrated curriculum.
The educational goals of primary school education at the primary level are as follows:
- Master the Malay lang. as the national lang.
- Master basic lang. skills- Master and apply basic arithmetic in
daily life- Master thinking & study skills- Speak, read, write & understand the
English lang.- Acquire knowledge & attempt to widen it
- Master reading & memorizing skills & understand Quran verses
- Nurture attitudes a& behaviour- Take care of health- Develop leadership & self-confidence- Understand & be sensitive about other
and envi.- Enhance talents & creativity- Nurture patriotic spirit- Participate in voluntary, artistic &
recreational activities
CHANGES IN KBSR
Changes in:- Curriculum- School culture
A) CURRICULUM
Introduction of 3 new subjects- Living skills (replacing Commerce
Practice in 1984)- Science- Local studies (replacing Man & His
Envi. In 1994)
Changes on the existing subjects- Language (emphasize given to basic
lang. & grammar skills)- Moral edu. (4 new moral values were
added)- Islamic edu. (addition of new area)- Physical edu. (inclusion of 2 new
elements)- Introduction of Sempoa
B) SCHOOL CULTURE
School environment (one that is condusive & stimulates learning)
Patriotism (infused into all subjects 2 produce Malaysians who love their country)
Integration (more emphasize through values, language, science & technology across the curriculum)
KBSR IMPLEMENTATION PROCESS
KBSR PRINCIPLES
Integrated approachOne education for allHolistic development of the individual
Life-long learning
PRINCIPLE 1 – INTEGRATED APPROACH
It is an approach where knowledge, skills and values are combined to integrate the physical, emotional, spiritual and intellectual aspects.
Occurs through 4 ways- Skills cohesion- Infusion- Integration of 2 elements- Element-across the-curriculum
PRINCIPLES 2 – HOLISTIC DEVELOPMENT OF INDIVIDUAL
Each potential in related to the others.
Eg: a pupil who is a potential skilled footballer needs to be develop knowledge and skills of the game, as well as nurture cooperation, devotion to game rules, discipline, and so on.
PRINCIPLE 3 – LIFE LONG LEARNING
Occurs continuously and is nor restricted by time.
It starts from the time we were born until we go back to our Creator.
PRINCIPLE 4 – ONE EDUCATION FOR ALL
All pupils at the same schooling level follow the same curriculum
In general, there are 3 areas in KBSR:- Communication- Man and His Environment- Individual Self-Development
The 3 areas can be divided into 6 components
- Basic skills- Spirituality- Values and attitudes- Living skills- Arts and health- Co-curriculum
1. Basic skills Focuses on 3 basic skills-3M Pillars of basic education at primary
school level.
2. Spirituality Islamic and Moral education aim to
nurture and enhance pupil’s talents and potentials to enable them to become knowledgeable, religious, devout, noble in character and responsible persons.
3. Values and attitudes Science - To produce individuals who
are knowledgeable, skillful and of good character for our dynamic and progressive society which is enculturated in science and technology.
Local studies – produce pupils who are loyal to and proud to be citizens of this country, beside been willing to make sacrifices to defend race and country.
4. Living skills Aims to provide pupils with
opportunities to acquire technology-based knowledge, basic practice skills, entrepreneurship and self-management.
5. Arts and healthArts edu. : provide opportunities for pupil involvement in various art activities.
Physical & health edu. : emphasis is given to stay healthy and active.
6. Co-curriculumConducted out of the school time-
table and based on planned physical activities.
3 aspects:- Uniformed units- Societies and clubs- Sports and games
EMPHASIS IN KBSR
BASIC SKILLS Made up of three which are emphasized in Level 1 (Year
1-3):-
Reading Writing Arithmetic
Basics for reading & writing
listening, pronouncing, recognizing, & forming symbols, letters & words
Basics for arithmetic
counting skills, recognizing numbers & using mathematical operations = addition, subtraction, multiplication & division.
Skills reinforcement is carried out in Level 2.
In this level, more advanced skills are being taught like understanding of concepts, language skills mastery for communication & problem-solving.
THINKING SKILLS In accordance with intellectual development which is
emphasized in the National Philosophy of Education, focus is given to thinking skills in KBSR.
Two types of thinking skills
Creative & Critical Thinking
They are inter-related & aim to enable pupils to understand, evaluate & apply the information received for decision making and problem-solving.
VALUES ACROSS THE CURRICULUM
Values nurturance should preferably be done for all learning situations faced & experienced by pupils.
This implies that all subject teachers are responsible to assist in the development of moral values.
Also, values reinforcement depends on the role model whom pupils see when they are inside the school compound.
So, every teacher MUST be a good role model in words, actions & deeds for all pupils to emulate.
LANGUAGE ACROSS THE CURRICULUM
In view of the fact that the Malay Language remains the main medium of instruction in primary schools, it is obvious then, why each & every pupil should master its pronounciation, sentence structure, grammar and so on.
So, teacher must endeavour to develop and reinforce pupils’ mastery of this language.
PATRIOTISM ACROSS THE CURRICULUM
Pertinent for teachers to inculcate & nurture patriotism across the curriculum, inclusive of co-curriculum and community service projects.
This is important to produce pupils who love the country & be proud to be the citizens.
SCIENCE & TECHNOLOGY ACROSS THE CURRICULUM
4 Elements in science & technology education.
Scientific knowledge encompassing facts, principles & concepts
Scientific skills including thinking process & specific manipulative skills
Scientific attitude emphasizing accuracy, honesty, & safety
Technology in teaching & learning
These 4 elements are infused into all the subjects through the content area, activities conducted, resource materials used and so on.
This infusion is seen as an effort to reinforce & further enrich the other subjects taught in school.
Scientific skills also contribute to the thinking process & scientific attitudes further enhances pupils’ development of positive values.
The use of technology in teaching & learning also helps to increase pupils’ interest & literacy in science and technology.
PUPIL-CENTERED TEACHING & LEARNING STRATEGIES
In accordance with the goals of KBSR, the teaching & learning strategies should be pupil-centered.
Teachers should focus on pupils & involve them actively in the teaching & learning activities inside and outside classroom.
Therefore, teachers should plan varied activities tailored to pupils’ abilities & interests.
CONTINUOUS EVALUATION
Also known as formative evaluation carried out throughout the year.
Aims-to identify & trace pupils’ progress and development in terms of knowledge, skills, values & attitudes.
REMEDIATION & ENRICHMENT
REMEDIATION
Carried out on pupils who face specific learning problems
ENRICHMENT
Given as reinforcement for pupils who have already mastered a skill in order to further develop other characteristics such as creativity, interest, talents, curiosity, independence and so on.
FLEXIBILITY Refers to 2 things
Methodology & teaching and learning activities
Classroom organization Teachers need not be restricted to the sequence of the
syllabus of each subject. Teachers are given the autonomy to teach topics
according to the pupils’ ability and experiences & the environment they are in.
The classroom arrangement can also be moved around where the tables and chairs need not be in the same place from the beginning until the end of the school year.
TEACHING & LEARNING STRATEGIES
Pupil- centeredTeachers’ actions:Create a conducive classroom to
stimulate learningConform to certain principles in
the teaching & learning process
Learning environment
Socio- emotional Physical
•Create rapport•Understand pupils’ needs•Motivate pupils to learn
•Learning space•Learning and work corners•Space for pupils’ exhibits •Reference materials•Challenging teaching & learning materials
SOCIO EMOTIONAL
Teachers spoken language & behavior to inculcate rapport amongst pupils & create a conducive learning environment
Teachers’ care & concern about the differing needs of pupils;
Teachers’ ability to encourage & motivate pupils
PHYSICAL
Learning space: creatively arranged with basic furniture such as chairs & tables
Learning & work corners: equipped with furniture, and interactive and manipulative learning materials to give pupils opportunities to try out and explore new things
Space for pupils’ exhibits;
Reference materials in printed or media form for pupils’ use
Varied teaching & learning materials to challenge pupils’ abilities
TEACHING & LEARNING PRINCIPLES
Active pupil participation Pupils’ mastery of study and thinking skills Showing appreciation for pupils’ efforts Decision- making opportunities On- going evaluation Self- evaluation and improvement Exploration of ways to complete
assignments Acquisition of varied experiences
TEACHING & LEARNING TECHNIQUES
Role plays Demonstrations Plays Simulations Brain storming Story telling Visits Games
EVALUATION
“A process of collecting information systematically in order to make certain considerations & subsequently important decisions”
A process of collecting information for making certain educational decisions regarding pupils’ mastery, development, and achievement.
Type of evaluation
Purpose
Formative • Identify pupils’ achievement & development:i. During the teaching & learning
process throughout the year; and
ii. After teaching a learning unit;• Identify pupils’ weaknesses
concerning a certain skills for remedial work
Summative • Identify pupils’ achievement level at the end of a learning period, for example : end-of- the year examination , public examination such as UPSR, SPM and so on.
Two Types Of Evaluation In
KBSR
School- based Progress
Evaluation (PKBS)
Primary School Achievement Test (UPSR)
Characteristics Details
1. Conducted by teacher To evaluate pupil’ development.
2. Formative & summative To diagnose & trace pupils’ achievement
3. Pupils’ holistic achievement
Encompasses physical, spiritual, emotional and intellectual aspects
4. Systematic Consists of the following sequential steps: planning, implementing, analysis, reporting & follow up
5. Criterion- referenced Evaluate pupils based on predetermined criteria.
6. Multi – methods e.g.: observations, oral tests, written tests.
PRIMARY SCHOOL ACHIEVEMENT TEST (UPSR)
Summative evaluationAssessment that focusing on the
cognitive domain: mastery of 3R skills (reading, writing, arithmetic).
Amongst the subjects tested: Malay lang., English lang., Science and Mathematics
COMPARISON BETWEEN PKBS AND UPSR
FOLLOW – UP 3 types of follow up activties:
Reinforcement:Teaching & learning activity to reinforce pupil understanding & mastery as well as
encourage them to study harder. So, teachers are
supposed to increase or vary the exercises given;
Remediation:-Special teaching & learning activities given to pupils who have failed to master specific problems concerning 3R skills.-Usually done in normal class or special
remedial class.-Class remediation: for pupils who have simple
learning problems-Special remediation: for pupils with serious
learning problems & carried out by special remedial teacher.
ENRICHMENT
An additional & varied teaching & learning activity to enhance pupils’ knowledge, skills & experiences.
IMPLICATIONS OF KBSR ON THE EDUCATION SYSTEM If KBSR is well implemented, it will lead to
the realization of the aspirations of our FPK to produce individuals who developed physically, emotionally, spiritually and intellectually .
If all involved parties are committed in this implementation, there is a great likelihood that the goals of FPK will be achieved.
Our education system will be equal standing with those of other developed countries in this world.
THE END~THANKS FOR PAYING ATTENTION~