There are six students aspirations outlined in the Malaysian Education

Blueprint. These aspirations (knowledge, thinking skills, leadership skills,

bilingual proficiency, ethics and spirituality and national identity) are aim to
produce future all rounder Malaysians. This following essay discusses the
approaches that teachers can implement in order to ensure the pupils can
achieve the Ministry expectations.
Knowledge is the first aspiration listed by the Ministry of Education in
the Malaysia Education Blueprint. The Ministry expects the pupils to be fully
literate and numerate at the most basic level (MOE, 2013). Primary teachers
play the main role in developing pupils literacy and numeracy knowledge at
the early stage of schooling. When the pupils are fully literate and numerate, it
is easier for them to master other core subjects such as Science, Geography
and History.
Contextual knowledge is one of the approaches to develop pupils
knowledge. In teaching English or Bahasa Malaysia, teachers can make use
all the topics listed in the textbooks. For examples, English teachers can use
Topic 7 (People) in the Year 5 English textbook to teach about our national
leaders, heroes and athletes. In the Blueprint, it is mentioned that the
teachers are expected to educate their pupils with Malaysia general
knowledge such as the history, geography and its people. The teachers
should start building the pupils knowledge based on the topics that are
familiar to them. In teaching this topic, teachers need to prompt the pupils
prior knowledge or experience in order to assess their existing knowledge of
the topic. Teachers can ask Wh questions like, Who is our first Prime
Minister?, What is the contribution of Tun Abdul Rahman to our country.
This is closely related to the constructivism. According to Seifert and Sutton
(2008), constructivism focused on how students actively create knowledge out
of experience. After activating the peoples prior knowledge, teachers can
introduce new knowledge that is related to their prior knowledge. Seifert and
Sutton (2008), mentioned that an individual learn by relating new knowledge
with prior knowledge. John Dewey (1938-1998) as cited Seifert and Sutton
(2008) mentioned the teachers need to adjust the curriculum to fit pupils prior
knowledge and interest in order to support the pupils learning . This kind of

approach is closely in line with student-centered approach. This is explicitly

recorded in the KSSR Document (2012), Teaching approaches, lessons and
curriculum materials must suit the differing needs and abilities of pupils. It is
important for teacher to ensure that pupils are interested in the lesson so that
pupils can be motivated in learning new knowledge.
Besides that, teachers also can develop pupils knowledge through
experiential learning. Kolb (1984) defines experiential learning as "the process
whereby knowledge is created through the transformation of experience.
Knowledge results from the combination of grasping and transforming
experience" (as cited in Sternberg and Zhang, 2000). In carrying out this
approach, the teacher can organize hands-on activity. For example, in order
to teach about cleanliness, teachers can refer to Year 1 KSSR SK textbook
page 34. It is a Listen and do activity. In this activity, the teacher will read the
steps to wash our hands. The pupils will listen and follow the instruction.
Through this approach, the pupils will have hands on experience, which will
result in better understanding towards the new knowledge introduced to them.
Thinking skills is the next aspiration in the Education Blueprint listed
in the National Education Blueprint. Thinking skills is also listed as one of the
Educational Emphases in both KSSR and KBSR curriculum.

Both of the

curriculums mentioned that critical and creative thinking should be

incorporated with the learning outcomes to enables pupils to solve problems,
make decisions and express themselves creatively (MOE, 2003 and 2012). In
the Blueprint, thinking skills are emphasized on developing lifelong learning
skills, connect different pieces of knowledge into new knowledge and master
a range of important cognitive skills (MOE, 2013).
In order to help pupils to achieve critical thinking, teachers should have
good skills in asking questions. Educators recognize that teachers need to
have expertise in the skill of asking questions (Ramsey, Gabbard, Clawson,
Lee & Henson, 1990). Higher order thinking questions are beneficial to
encourage pupils to think critically and creatively. Open-ended, interpretive,
evaluative, inquiry, inferential, and synthesis questions are HOT questions
suggested in Bloom taxonomy (Fries-Gaither, 2008). Teacher can assess

pupils' higher-level thinking by using Wh questions such as how, why, what if

to encourage critical thinking. Besides that, teacher should ask probing
questions to expand pupils thinking skills. If a pupil has difficulties in giving
complete answers, the teacher can help by probing. Probing questions
encourage pupils to think beyond the initial response (Caram and Davis,
2005). Through this approach, pupils will be able to answer higher cognitive
question easily.
However, lower cognitive questions can also be beneficial for primary
students. These types of questions are effective to recall and memorize
factual knowledge (Fries-Gaither, 2008). This kind of questions is suitable to
be used by teacher during pre-induction stage of a lesson, which requires
pupils to recall and activate their prior knowledge. These types of questions
also can be use as first steps of developing critical thinking. At early stage of
the lesson, teachers ask lower cognitive questions to recall knowledge and
then the teacher gradually introduce higher order thinking questions.
Leadership skills is one of the attributes outlined in the pupils aspiration
in the blueprint. Every pupils are expected to be able to lead and work
effectively with others. The teachers are expected to create opportunities for
pupils to work in teams, and to take on leadership roles. Leadership skill is
one of the skills needed for preparation for the real world. Preparation for the
real world is one of the educational emphases listed in KBSR curriculum. It is
created to ensure students are well prepared to interact with others and meet
the challenges of the real world (MOE, 2013).
In developing pupils leadership skills, the KSSR curriculum listed
entrepreneurship as one of educational emphases. Entrepreneurship helps in
developing good qualities such as creativity, innovation and initiative. In order
to promotes entrepreneurship among pupils, teachers need to organise a lot
of group work activities. In addition, teachers can let the pupils to organize an
small event such as class party, sports day or canteen day. Pupils will have to
cooperate with each other in order to ensure that the event is successful. For
the smooth running of the event, the teacher creates several posts such as
event director, fund-raiser, class decorater and food preparation crews. The

teachers can appoint or let the pupils to vote. Through this approach, the
pupils will have the opportunities to practice their leadership skills. They also
can develop their emotional and interpersonal intelligence when they are put
into group works. This is in line with the other educational emphases which is
multiple intelligence. In group work, pupils need to communicate effectively
with each other in order to ensure the event will be successful. Sometimes,
they may also have to face certain conflict that will test them emotionally and
mentally. This will provide pupils with the opportunity to learn through real life
situations in groups. This is an early preparation for the real scenario that the
pupils may need to handle in their future. Besides that, teachers can create
leadership opportunities by appointing certain pupils to certain posts such as
classroom monitor, classroom secretary and school prefect.
In order to be competitive at global level, every Malaysian need to
master more than one language. In order to achieve this, bilingual proficiency
is listed as one of the aspirations in the National Education Blueprint.
Every child will be, at minimum, operationally proficient in Bahasa Malaysia
as the national language and language of unity, and in English as the
international language of communication (Malaysia Education Blueprint
2013-2025)
Based on the quote above, the Ministry aims to produce Malaysians
who are proficient in both Bahasa Malaysia and English language. In order to
develop students linguistic intelligence, teachers need to prepare learning
activities that enhance pupils language proficiency.
Communicative Language Teaching (CLT) is suitable to develop pupils
linguistic skills. According to Harmer, CLT encourage communication as the
way of learning. Besides that, the other principle of CLT is to ensure pupils to
have enough exposure of the language and enough opportunities to use the
language (Harmer, 2007).
One of the ways to expose the pupils to the target languages, teachers
can prepare a learning environment that exhibits a lot of the target languages
materials. In order to do so, teachers should equip their classrooms with a lot

of reading materials in the target languages. The teachers can create mini
library and put bilingual labels around the classroom. All instructions should
be conveyed in the target languages. Through this approaches, pupils will be
familiar with the target languages hence this will increase the pupils linguistic
development pace.
Besides that, language learning can be carried out in form of fun
activities. William Glasser as cited in Charles (2011) highlighted that pupils
are motivated if they find the learning activity interesting so it is up to teachers
to make the lesson pleasurable for pupils. There are a lot of fun activities
suggested by the textbooks. For examples, there are Sing together activity
(Year 2 KSSR textbook, p.8), poem recital (Year 5 KBSR textbook, p.11) and
chanting (Year 4 KBSR textbook, p.10). In addition, teachers should
encourage pupils to participate in language activities competition such as
drama presentation, choral speaking, language exhibition and speech. All
these fun activities are extrinsic motivation that will develop pupils intrinsic
motivation to learn the target languages.
Since Malaysians pupils are likely to have problem in mastering
English, the new English KSSR curriculum provide extra hours for learning
periods. This is in line with the principle of CLT, which is to give the language
learners more exposure towards the language. The extra hours also will give
English teachers more time to conduct more lessons. Through this approach,
the pupils will have more learning opportunities, which will increase the rate of
English proficiency among them.
To ensure future Malaysians are educated holistically; ethics and
spirituality and national identity are listed under the pupils aspiration in the
education blueprint. Both of the aspirations are the criteria listed in the Rukun
Negara and the National Philosophy of Education. Both KBSR and KSSR
curriculums aim that a Malaysian should practice ethical principles and
possess patriotic values for the nation and its people after 12 years of
education.
Classroom Learning Communities is a suitable approach to promote
ethics and patriotism among the pupils. In this approach, pupils can

participate, communicate and explore on the values and principles of how an

individual should be (Charles, 2011). For examples, the teacher can discuss
the current issues and its impact to this country and its people. Through this
approach, pupils will have the opportunity to voice out their opinions and
exchange ideas. Other than that, if theres a conflict in the classroom, the
teacher should organize a classroom discussion to resolve the problem. This
is to develop pupils judgments of what is right and what is wrong. This is in
line with one of the Ministrys aims, which is to produce individuals who can
rise to the challenges of real life in a mature way.
Experiential learning is also applicable to instill these moral values
among the pupils. The theory is called Experiential Learning to emphasize
the central role that experience plays in the learning process (Sternberg and
Zhang, 2000). One of the ways to carry out this approach is to bring the pupils
to visit Malaysian historical landmarks and museums so that the pupils can
learn Malaysia history better. Other than that, the teacher also can encourage
the pupils to join community services such as gotong-royong to involve the
pupils directly in contributing to the society. Through this experience learning,
pupils have the opportunity to not only learn the moral value but also to
practice them.
KBSR and KSSR curriculums both listed Values and Citizenship as
part of the educational emphases. Ethics and spirituality and National
Identity are closely related to this particular educational emphasis. There are
subjects such as Islamic studies, Moral studies and Civics that teaches
Ethics and Spirituality values directly. Besides that, these values also can be
taught indirectly through contextualization of topics and task. Topics like
Living in Harmony and Malaysia, My Country in the English Year 4
textbook are very suitable to be used in instilling ethics and patriotism values
among pupils. Besides that, teachers also can conduct activities like, singing
patriotic songs; Keranamu Malaysia and Perpaduan Teras Kejayaan,
reciting patriotic poems, and making portfolios about famous people. In
conclusion, if the teachers managed to carry out all the approaches, the pupils
will definitely pick up the intended values that are outlined in the Rukun
Negara and National Philosophy of Education.

As a conclusion, Malaysians students must achieve all the attributes

listed in the National Education Blueprint after they finished their schooling
periods. This is to ensure future Malaysians are competitive at local and
international level. Supported by the curriculum, the teachers play important
roles in fulfilling the students aspirations. In order to do so, teachers need to
prepare themselves with all the knowledge and approaches that are needed
to educate their pupils.
(2213 words)

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