Development and Implementation of the Primary School Integrated Curriculum

Presented by: Siti Nadhirah binti Zuraidi : Nur Shahirah Zafirah binti Zainon

Development of the Primary School Integrated Curriculum (KBSR)

In 1982, Kurikulum Bersepadu Sekolah Rendah was implemented on a trail basis in 305 primary school. This was translated through to ensure the holistic development of pupils. This development encompasses aspects including intellectual, spiritual, physical, emotional, talents, character, social, aesthetic values . (Primary School Integrated Curriculum, 1991:5)

Primary education
Primary education aims at ensuring the overall, balanced and integrated development of a childs potentialwhich includes intellectual, spiritual, emotional and physical aspectsin order to produce balanced and harmonious individuals with high moral standards. Primary education must enable pupils to:

 master the Malay language as the national language as well as the official language of the country; master the Malay language as the national language as well as the official language of the country; master the basic language skills (listening, speaking, reading and writing) in the medium of instruction; master arithmetical skills and use them in their daily lives; master study skills; speak, read, write and understand the English language as a second language; seek and acquire knowledge; develop leadership qualities and self-confidence; be sensitive towards man and his environment;

 master scientific and technical skills; be interested in, appreciate and participate in charitable works, and cultural and recreational activities in line with the national culture; look after ones health and physical fitness; acquire the skills of reading, reciting and understanding the meaning of chosen verses from the Quran (Muslim pupils);

strengthen the basic of Aqidah (belief in God), perform religiously the rites of devotion to Allah, and constantly practice noble values;
be patriotic;

develop talents and creativity; and

be well mannered and practice noble values.

 It is hope that upon completion of their primary schooling, pupils can apply their language and mathematical skills to thinking, communicating and problem-solving in their daily-life situations. They should be able to think logically and understand issues relating to humanity and society. Pupils are given the chance to develop their potentials, talents, interests and creativity through music, art and writing

Changes In Primary School Integrated Curriculum

In 1988, PSIC (KBSR) was reviewed to see the strength and weakness, subsequently KBSR which was known as the New Primary School Curriculum was changed to Primary School Integrated Curriculum.

The Curriculum
Some of the changes in the curriculum are as below: Introduction of three new subjects; - Living Skills (replacing Commerce Practice in 1984), - Science and Local Studies (replacing Man and His Environment in 1994). The purpose of this subjects is to provide make pupils with specific knowledge, skills and values. Also the awareness of entrepreneurship, humanities, environment and science.

 Changes made on existing subjects: - Languages (emphasis given to basic language and grammar skills to facilitate mastery of other skills such as study and thinking skills); - Moral Education (four new moral values added to make for 16 in numbers so as to coordinate the syllabus in the primary and secondary levels); - Islamic Education (addition of Asas Akhlak Islamiah to the existing Asuhan, Tilawah-Al-Quran and Asas Ulum Sya'riah. In 1984, Jawi script was introduced into Religious Studies starting from Year 3. In December 1990, pupils in Year 1 started Jawi; Physical Education (inclusion of two new element that is health and fitness to achieve quality of life; Introduction of Sempoa (introduced in Level 2 to enhance pupil's competence to think and count).

The School Culture

School environment. One that is conducive and stimulates learning to enable pupils to develop harmoniously and holistically from the physical, emotional, spiritual and intellectual aspects. Patriotism. Infused into all the subjects across the curriculum to produce Malaysians who love their country and are proud to be her citizens. Integration. Already implemented in the New Primary School Curriculum through cohesion and infusion. Emphasize more through values, languages, science and technology across the curriculum.

KBSR changes can be seen through two perspectives

In general, values infusion in the teaching and learning process; mastery and use of basic skills in daily activities; restructuring study skills (basic to complex) by topics; syllabus review for each subject.

In specific, integration of problem-solving skills and arithmetical operations in topics e.g. Money, Measurement of Length and Weight; separation of Man and His Environment into two separate subjects namely Science and Local Studies; use of English language for Mathematics, Science and technical subjects for Year 1 starting January 2003.

KBSR Implementation Process

Principle 1. Integrated Approach The integrated approach is where knowledge, skills and values are combined to integrate the physical, emotional, skills and values. Occurs through for ways: skills cohesion, infusion, integration of two elements and element-across the curriculum. i) skills cohesion

- in one subject: e.g. the four main skills for languages are speaking, listening, reading and writing. In one teaching and learning session, cohesion of only two skills is emphasized for example: listening and speaking; or listening and writing
- between subjects: for example: singing is used for in the teaching of physical education and health science.

ii) infusion
- various knowledge areas and across subjects e.g. the mathematical elements is infused in the teaching of Art - moral values in subjects e.g. emphasis on co-operation and respect during group work or project iii) integration of two elements - curriculum and co-curriculum e.g. co-curricular activities (uniformed bodies, clubs, societies, games or sports) are complementary to curricular activities in the classroom

- knowledge and practice e.g. knowledge acquired in the classroom can be applied to situations in the home, society and so on
- previous experiences with new experience

iv) element-across-the-curriculum e.g. language across curriculum, environment across curriculum, science across curriculum, thinking skills across curriculum.

Principle 2. Holistic Development of the Individual According to psychologists, individual potential cannot be developed in isolation. Each potential in related to others. e.g. a pupil who is a potential skilled footballer needs to develop knowledge (e.g. effective ways of playing) and skills (e,g, agility) of the games, as well as nurture cooperation, adherence to game rules, discipline and so on.

Principle 3. Life-long Learning Education is likened to an on-going effort; it starts from the time we were born until we go back to our creator. This learning process occurs continuously and is not restricted by time. For this reason, there should not arise a time or occasion when the individual stops learning. What is the role of school?

 Schools has two roles: they are the first formal institution where pupils obtain knowledge and basic skills, thus KBSR builds the foundation for pupils' acquisition of the necessary knowledge and skills to enable them to face their daily life situations. Upon completion of schooling, this education process does not stop. Instead each one of us are encouraged to continue with our own learning. They also nurture every pupil's interest to pursue knowledge and contribute to the existing pool. This endeavour requires the habit of wanting to and knowing how to pursue knowledge. In this respect, teachers play an important role in inculcating and nurturing the knowledge and reading cultures in their pupil.

Principle 4. One Education for All KBSR is meant for all. All pupils at the same schooling level follow the same curriculum , irrespective of school type; the difference being the medium of instruction. Learning areas in KBSR include communication, man and his Environment and Individual Self-Development. These areas listed can be divided into six components namely: basic skills, values and attitudes, living skills , arts and health and cocurriculum.

Learning Area Communication

Component Level 1 Basic skills

Subject Level 2 -Malay Language -English Language -Chinese Language -Tamil Language -Malay Language -English Language -Chinese Language -Tamil Language

Men and His Environment

Spiritually, Values and Attitudes

Mathematics, Islamic Education Moral Education

Mathematics, Islamic Education, Moral Education, Science

Individual SelfDevelopment

Living Skills, Arts and Health

Living Skills, Local Studies

Co-Curriculum

Music Education Art Education Physical and Health Education

Living Skills
Music Art Education Physical and Health Education