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Eudaction studies for KPLI Mok Soon Sang 2005 , Multimedia-ES Resouces Sdn.

As an agent of change, teachers today have to understand the duty and trust placed on them so as to educate
the younger generation who will be adults later.
Teachers are entrusted to plan, organized and implement efficiently in teaching and evaluating activities that
required complex thinking skills. These professional thinking skills, especially critical and creative thinking skills
as well as the skill of reflective thinking, enable teachers to perform their professional duties competently and
with full confidence.
Teaching and acquiring higher-order thinking skills: theory and practice
Rajendran, N.S. (2008). Teaching and acquiring higher-order thinking skills: theory and practice. Tanjong Malim
: Penerbitan Universiti Pendidikan Sultan Idris
In order to make the teaching of thinking skills in the classroom a success, teachers need to play a significant
and a meaningful role.
Teacher maybe playing pivotal role in translating the aspirations and aims of teaching thinking skills in the
classrooms so that it brings the intended results.
There was an announcement by the Ministry of Education in Malaysia that , the education system will be
revamped to encourage rational and analytical thinking.

Educational Planning and research division. (1994). Education in Malaysia. Kuala Lumpur, Malaysia: Ministry
of Education
The national Philosophy of Education, (NPE), which was documented in 1987 states that Education in
Malaysia is an on-going effort towards further developing the potential of individual in a holistic and integrated
manner, so as to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and
harmonious, based on a firm belief in and devotion in God. Such an effort is designed to produce Malaysian
citizens who are knowledgeable and competant , who posses high moral standards, and who are responsible
and capable of achieving a high level of personal well-being as well as able to contribute to the betterment of
the society and the nation at large.
The general direction for an on-going curriculum reform is to improve the quality of education in order to
achieve the aims of NPE
The NEP has been geared towards achieving the nations vision to prepare children to become
knowledgeable, trained and skilled individuals to meet the growing needs of millennium.
One of the objectives of primary school education is to
There are also other objectives like
To further emphasize the importance of thinking skills, the curriculum states,
The further emphasis on teaching thinking skills has been stated in.
Indramalar (1997) stressed that teachers should make it their responsibilities to mold students into thinking
leaders. Indramalar, S.(1997). Develop thinking skills. The star, P.3.
In the view of fulfilling the principles of the National Philosophy of Education and to meet the demands of the
challenges of Vision 2020, the Ministry of Education announced a ..

KSSR was first established in 2011 for Year One pupils, which saw some subjects combined, and new ones created with themes
on nationhood and patriotism.
The learning and content standards that are outlined in KSSR were specifically aimed towards ensuring pupils acquire basic
literacy skills by the end of Year Three, and was also in line with the second National Key Result Areas (NKRA) for the ministry
to ensure all primary school pupils have basic literacy skills after three years of formal schooling.
KSSR will be implemented fully in 2016 where Year Six students will no longer be evaluated based on their Ujian Penilaian
Sekolah Rendah (UPSR) results, but from their overall performance and classroom participation.

in this fast paced progressive world, what worked very well

The use of technology and people skills for one, are vital tools that needed to be in cooperated into the
curriculum to ensure that our children can perform successfully on a global platform. They need to be equipped
not only with the necessary knowledge and skills but also with the strength of character and leadership
qualities to be successful.
Ministry of Education Malaysia.(n.d.). Frequently asked questions- Primary School Standard Curriculum
(KSSR). Retrieved Sept 10, 2014 from http://www.moe.gov.my/v/soalan-lazim-view?
KSSR was introduced as an effort to restructure and improve the current curriculum to ensure that students
have the relevant knowledge, skills and values to face the challenges of the 21st century.
t is vital to teach basic ICT skills to Year 1 pupils and it is proposed that the skills are taught at the beginning of
the year. These basic skills can also be taught within the Science elements using ICT. The ICT Elements can
be fully mastered and therefore be reinforced through cross-curricullar activities.
No. There are various technics and methods that will be introduced by the teachers to keep the students
interested. The Language Arts module stresses on for learning and language appreciation. An effective and
interesting T&L for languages can be carried out through singing, jazz chants, choral speaking, drama, music
and other supporting teaching materials
The teacher is required to carry out continuous follow up activities such as to conduct revision to ensure that
the student eventually achieves the standard.
KSSR can help stimulate teachers and students creativity through the T&L (Teaching and Learning approach)
such as (edutainment), and additional cross-curricular elements. Teachers are given for learning guidebooks to
assist them in carrying out the T&L.
KSSR or Kurikulum Standard Sekolah Rendah, has one new word in it Standard. In this new curriculum,
there are set standards of learning that our children have to achieve at the different levels of their schooling.
This means that when our children complete a particular level of schooling, they are expected to have
achieved a preset standard of knowledge, skills and values. 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.
The new curriculum has also been designed to go beyond acquiring communication skills, self-development
and the childs 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 childs physical
and aesthetical development. Although the KBSR focused on holistic learning, the current curriculum seeks to

go beyond this. The KSSR curriculum uses what is known as a modular-based system. For easy
understanding let us look at the teaching and learning of the English Language.
Although textbooks are being used in the teaching and learning process, learning is now more accessible with
students playing a more important role in their learning. Rote learning is no longer encouraged and with the
introduction of Language Arts component in the curriculum, there is now space for interactive actives. These
include the use of drama, role-play, debates, language games and songs to make the lessons more
meaningful and facilitate the learning of the language. Lessons are more fun and there is also more movement
and activities in the process of learning. This element of fun learning removes the element of stress and
pressure and makes lessons fun while ensuring that language acquisition takes place.
Although the KBSR was student centered, the KSSR seem to be even more focused to make learning fun and
meaningful to the young learners. The classroom atmosphere is more relaxed where students are given more
room for decision-making and encouraged to voice their opinions. Apart from the 3Ms (reading, writing and
counting), 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.
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 valuThe long-term objective of
the KSSR is to produce individuals who have positive self-image and high self-esteem. With character building
emphasized, it is hoped that our children would not only have the adequate knowledge and skills but would
also have strong leadership qualities and character to face the challengers of the current scenario.es are also
given prominence.

Transformation of the primary school curriculum is restructuring and upgrading the existing primary school
curriculum. The purpose of the transformation is to ensure that students are provided with the knowledge, skills
and values that are relevant to the current needs to meet the challenges of the 21st century.
KSSR desire to give birth to human well-balanced, creative minded, critical and innovative through-tunjang
tunjang communication, science and technology, development fizikal and aesthetics, skill themselves,
humanity and spirituality, attitudes and values
The main concept introduced in KSSR, is a form of classification of sciences, skills and values. This concept
focuses on the establishment of a balanced human capital in terms of physical, emotional, spiritual, intellectual
and social.

Pentaksiran di sekolah akan dilaksanakan dalam dua bentuk iaitu;

- Pentaksiran Formatif iaitu pentaksiran pada peringkat pembentukan dengan tujuan untuk
memperbaiki dan meningkatkan pembelajaran (pentaksiran pembelajaran atau assessment
for learning)
- Pentaksiran Sumatif iaitu pentaksiran pada peringkat merumuskan dengan tujuan untuk
mengetahui sejauh mana murid telah belajar dan menguasai apa yang dipelajari
(pentaksiran tentang pembelajaran atau assessment of learning)
Pentaksiran formatif memberi tumpuan bukan semata-mata kepada membuat ujian, memeriksa,
merekod skor murid dan membuat analisis kepada skor malahan yang lebih penting ialah
melihat perkembangan pembelajaran murid dan aktiviti memberi maklumbalas kepada sesiapa
sahaja yang memerlukan terutama murid sendiri. Oleh itu, pelaporan bertulis tidak perlu dibuat
secara berkala sebaliknya, guru mestilah mampu memberinya secara bertulis atau verbal apabila
dikehendaki pada bila-bila masa oleh mana-mana pihak berkepentingan seperti ibu bapa, guru
Pentaksiran sumatif dilaksanakan dengan guru membuat pertimbangan tentang tahap
penguasaan murid dalam pembelajaran menggunakan pelbagai maklumat (kuantitatif dan
kualitatif) yang diperoleh melalui pelbagai aktiviti pentaksiran. Maklumat tersebut perlu dinilai
dan dilaporkan oleh guru untuk digunakan pula oleh guru lain yang akan meneruskan
pengajaran murid di semester atau tahun berikutnya. Sekali lagi guru tidak perlu membandingkan
murid dengan murid yang lain sama ada secara kuantitatif atau kualitatif.

Defining Curriculum
Curriculum refers to the means and materials with which students will interact for the purpose of achieving identified
educational outcomes. Arising in medieval Europe was the trivium, an educational curriculum based upon the study of grammar,

rhetoric, and logic. The later quadrivium (referring to four subjects rather than three as represented by the trivium) emphasized
the study of arithmetic, geometry, music, and astronomy. These seven liberal arts should sound a lot like what you experienced
during your formal education.
The emphasis on single subjects persists even today. Very likely you moved from classroom to classroom, particularly
throughout your secondary education, studying a different subject with each teacher. Yet there was more to your education.
Perhaps you participated in athletics, or the band, or clubs, or student government, or made the choice not to participate in any
extracurricular activities. All of these (including the option not to participate) are part of what we might call the contemporary
curriculum. But there is more.
Some educators would say that the curriculum consists of all the planned experiencesthat the school offers as part of its
educational responsibility. Then there are those who contend that the curriculum includes not only the planned, but also
the unplanned experiences as well. For example, incidents of violence that have occurred at a number of schools across the
nation are hardly a planned component of the curriculum. However, the manner in which violence is addressed before, during,
and after the actual event sends a very definite message about how people in our culture interact and how the laws of our nation
are applied.
Another perspective suggests that curriculum involves organized rather than planned experiences because any event must flow
of its own accord, the outcome not being certain beforehand. For instance, competitions, whether academic or athletic, can be
organized, but the outcomes will depend on a myriad of factors that cannot be planned.
Which brings us to the notion of emphasizing outcomes versus experiences. This shift to the notion of outcomes is very much in
keeping with the current movement towardaccountability in the public schools, that is, the perspective that there are indeed
specific things that the schools are supposed to accomplish with children. District personnel, school administrators, and you as
one of many teachers are to be held accountable by the public/taxpayers for ensuring that those objectives are met.
Curriculum, it turns out, is indeed much more than the idea of specific subjects as represented by the trivium or the quadrivium.
And, as we will see in the next section, it can be characterized not only by what it does include but also by what it intentionally
by Edward S. Ebert II, Christine Ebert, Michael L. Bentley.

Students progress in line with capabilities

A NEW curriculum for primary and secondary schools will be introduced.

The current Integrated Primary School Curriculum will be replaced by the Standard Primary School Curriculum in 2011 and this
is to be followed by a new curriculum for secondary schools.
Modular in design, the curriculum will provide an avenue for students to progress according to their capabilities and nurture them
to be responsible for their own learning through exploration to unleash their potential.
The curriculum will emphasise on creativity, innovation and entrepreneurship across all subjects as inculcating values and ethics
from a young age is key to the character building of an individual.
The new curriculum will incorporate the principles of 1Malaysia in the teaching approach to deliver education. In addition to
develop well-rounded students that excel academically and in sports, the new curriculum will include sports as a subject
beginning 2011.
Under the 1Student, 1Sports policy, each student is required to take up at least one sport.
Secondary school students would get 90 minutes while primary school pupils would spend 60 minutes a week to play a game of
their choice.
The annual sports grant would be increased to RM4 from RM2.40 per primary school pupil and RM4 to RM6 for secondary
school students.
Public-private partnerships in the provision of basic education allows significant autonomy to school operators in exchange for
delivering specified improvements in student outcomes under a formal performance contract. Examples include charter schools
in the United States, specialist schools and academy schools in the United Kingdom and independent schools in Sweden.
Similarly, such partnerships has existed in Malaysia in some independent Chinese schools.
The Government will introduce the Trust School framework for selected existing government schools.
Trust schools are government schools that are managed jointly by private partners and civil service school leaders under the
umbrella of the Education Ministry.
Read more @ http://thestar.com.my/news/story.asp?file=/2010/6/11/nation/6436127&sec=nation
Posted in 1Student 1Sport, Curriculum, Trust / Amanah Schools | Comments Off

How equipped am I for my future?

Thursday, May 13th, 2010

Ministry of Education (MOE) would like to refer to an article by Lim Wee Yen, Petaling Jaya, published in THE SUN dated 30
April 2010 on the issue of How equipped am i for my future?

The Ministry of Education (MOE) appreciates and values the comments put forward by the writer regarding the
perception of the emphases in the national school curriculum, relative to the writers personal schooling
experience. Nonetheless, education in Malaysia is based on the National Philosophy of Education (NPE) which
forms the underlying principles for all educational programmes implemented in the country.

The principles inherent in the NPE are paramount towards the conceptualization and design of the national
school curriculum. Hence, the national school curriculum is put in place to ensure that education in Malaysia is
a continuous integrated process towards the development of individuals who are physically, emotionally,
spiritually and intellectually balanced, individuals who internalize and practice desirable moral values and
eventually towards developing individuals who become responsible and meaningful citizens of the nation.

The implementation of the Integrated Primary School Curriculum (IPSC) and the Integrated Secondary School
Curriculum (ISSC) in schools echo the aspirations outlined in the NPE. Towards developing the full potentials
of the individuals intellectual, emotional, spiritual and physical domain, the national school curriculum
prescribed learning outcomes for the types and levels of knowledge, skills and values pupils need to acquire
relative to the different stages of schooling. Specific types and number of subjects ranging from the disciplines
of the sciences, humanities, values and technology are introduced which take into account the curriculum
emphases relevant to each stage of schooling.

The IPSC and ISSC give strong emphases on effective pedagogical approaches which stimulate curiosity,
exploration, critical and creative thinking as well as innovation through student-centered classroom activities.
Teachers are trained to employ diverse teaching and learning approaches to suit the intellectual, emotional,
spiritual and physical capacities of their pupils. The IPSC and ISSC promote the creative use of any available
resources to make the teaching and learning process fun and meaningful. This eliminates the notion that
teaching and learning can only take place in the classroom, but more so encourage teachers to use facilities
and venues locally available within or even outside the school premises as creative resources for the
exploration of knowledge, skills and values.

Creative teaching and learning classroom approaches need also be completed by effective and meaningful
assessment strategies. The IPSC and ISSC promotes continuous formative school-based assessment which is
not only restricted to the pen and paper testing method but to include and myriad of other assessment
procedures such as portfolio assessments, group works and projects. These other forms of assessments
enable teachers to assess the integration of multiple disciplines and even possibly reflect the internalization
and practice of values such as cooperation and team work as well as development of skills such as
communication, ICT and elements of creativity which pen and paper assessments fail to indentify and
acknowledge. Teachers are also trained to use the data from the assessments to design remedial activities to
counter pupils weaknesses or draw up enrichment activities to further develop pupils potentials.

It is also important to emphasize that the principles of IPSC and ISSC is against the practice of profiling pupils
according to their intellectual capacities. Pupils of mixed abilities are placed within a classroom so that they
learn together and encourage healthy competition among themselves.

From the national school curriculum perspective, education in Malaysia is geared towards fully developing the
intellectual, emotional, spiritual and physical potential of an individual. The curriculum provides opportunity for
pupils to acquire prescribed knowledge, skills and values relevant to their present needs and future challenges.
Teachers promote the inculcation of creativity and innovation among pupils by generating creative and
meaningful learning experience using diverse available resources. The national curriculum also promotes
assessment methods which are able to delineate a holistic perspective of an individuals potential, lest avoiding
the profiling of individual pupils according to their marked academic excellence alone.

Corporate Communication Unit,

Ministry of Education Malaysia.

Read more @ http://www.moe.gov.my/?id=168&aid=984