Topic 3b Development of the Malaysian Curriculum

Lecturer: Yee Bee ChooIPGKTHO

Topic 3b

Development of the Malaysian Curriculum

TSL 3143

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


"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"

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


• 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.


• 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.


The Role of Curriculum 1. Develop the child fully (intellectual,

spiritual, emotional & physical)2. Inculcate and develop desirable moral

values3. Transmit knowledge4. Create a united Malaysian citizen5. Produce trained manpower

Quality Education Begets Learned Individuals for a Prosperous Nation.

Vision (MOE)

Upholding a world class quality education system that

develops individuals to their full potential and

fulfill the aspirations of the nation.

Mission (MOE)

LABOUR MARKET AND INDIVIDUAL CHARACTERISTICS

TO FULFILL THE NEEDS OF THE NATION In-serviceTraining

LABOUR MARKET BASED ON SERVICE, MULTI SKILLS,

HIGH TECHNOLOGY AND GLOBAL-ORIENTED

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

VISION2020

(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.

• 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.

KSSR Curriculum

KBSR Vs KSSR Curriculum

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

KBSR KSSR

Curriculum design is based on 3 areas:• Communication • Man and his environment • Self-development of the individual

Curriculum design is based on 6 areas: • Communication• Spiritual, Attitude and Values• Humanitarian • Physical and Aesthetical Development• Science and Technology

Curriculum Materials • Study syllabus

Curriculum Materials • Curriculum Standard documents

Design of the Curriculum:• Linear

Design of the Curriculum: • Modular

KBSR Vs KSSR Curriculum

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

KBSR KSSR

Organisation of the Curriculum:Level I (Year 1, 2 & 3) • Core, compulsory and additional subjectsLevel II (Year 4, 5 & 6) • Core , Compulsory and Additional subjects

Organisation of the Curriculum: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 thinkingskills

The elements of creativity and Innovation,entrepreneurial, information technology andcommunication

Focus: 3M (Reading, Writing and Counting)

Focus: 4M (Reading, Writing, Counting and Reasoning)

KSSR English Language Curriculum

General AimPrimary ( 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 CurriculumObjectives of the CurriculumBy 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. Scope2. Sequence3. Integration

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.


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.


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.


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.


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.


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.


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.

Tutorial 3b