Background

The idea of the three Keynote Y.A.B. prime minister the General Assembly 2006

Demanded that the country's education system to emphasis on:

Human capital development Production students insight Governing the formation of citizen knowledge, skills and information Program to develop intelligence people in producing Ulul al-bab people.

The second thrust of the PIPP

BASIS

Develop human capital with knowledge and skills and to appreciate the values

THE GOAL

To ensure the Malaysian children spirit to acquire knowledge, skills, competencies and moral values.

The national curriculum should be reviewed to ensure that the curriculum holistic and be relevant for a balanced human capital that can handle current and future challenges.

Primary School Curriculum

1983 – Kurikulum Baru Sekolah Rendah (KBSR)

1993 – Kurikulum Bersepadu Sekolah Rendah (KBSR)

2003 – KBSR (Semakan)

2011 – Kurikulum Standard Sekolah Rendah (KSSR)

CURRICULUM   TRANSFORMATION

The process of doing a form of holistic change existing school curriculum that involves change in shape, organization, content, pedagogy, time allocation, assessment methods, materials and management of the school curriculum.

CORE CURRICULUM DEVELOPMENT

National Philosophy of Education National Education Policy Vision 2020 Outline Perspective Plan Challenges of the 21st Century New Economic Model (NEM) Learning Theory 4 Pillars of Education (UNESCO)

Balanced In Terms Of Student Intellectual, Spiritual, Physical And Emotional

The knowledge learned Competent Believe In God Moral honor confidence Independent people

Global Player

Competitiveness Resistance Communication skills Identity

Responsible Citizen

• Being• United cubic• Patriotic• Fair• Caring• Doing good

Knowledge Workers

• Innovative• Creative• Thirst for Knowledge• Mastering Skills Information Technology communication• Creator of Technology• Lifelong Learning

CURRICULUM   TRANSFORMATION

KSSR Shape Organization contents allocation of time pedagogy assessment curriculum management material

THE CONCEPT OF   TRANSFORMATION   OF PRIMARY SCHOOL   CURRICULUM

Based on Philosophy of Education national Based on the principle of KBSR:

- Integrated approach- Overview of Individual Development- Opportunity and Equal Educational Quality for All Students- Lifetime Education

KBSR   EXISTING   FORM

STUDENTS

COMMUNICATION

Basic Skills

(Reading, Writing & Counting)

mathematical language

HUMAN AND ENVIRONMENTAL 

AROUND

Spirituality, Values and Attitudes

Islamic education, Moral education, Civics &

citizenship

Humanity and the Environment

SCIENCELOCAL STUDIES

INDIVIDUAL PERSONAL DEVELOPMENT

Arts and Entertainmentmusic

Visual ArtsPhysical Education &

Health Education

Life Skills

TRANSFORMATION   OF   CURRICULUM

CRITICAL THINKING AND CREATIVE INNOVATIVE

CommunicationOral language skills of integration and non-verbal when interacting

Spirituality, Attitude & ValuesAppreciation of the religious practices, beliefs, attitudes and values

Humanism Mastery of knowledge and practice of community and local environment, national and global.Appreciation of patriotism and unity.

Personal skillsFostering leadership and personal development through curricular and extra-curricular activities

Physical Development & AestheticsPhysical development and health for the well-being.Nurturing the imagination, creativity, talent and appreciation.

Science & TechnologyMastery of scientific knowledge, skills and scientific attitudes.Mastery of mathematical knowledge and skills.Mastery of technology-based knowledge and skills

ELEMENT OF   ADDED VALUE

• Creativity and Innovation• Entrepreneurship• Information and Communication Technology

FOCUS ON   CURRICULUM

Preschoolsosioemotional development, spiritual, physical, cognitive, personality, school preparation and disclosure of 3M and reasoning skills.

Level 1 of Primary School (Years 1-3)3M and reasoning skills mastery, basic skills ICT, sosioemotional development, spiritual, physical, cognitive, attitudes, and values.

Level II Primary School (Years 4-6)consolidation and application of 3M and reasoning, basic ICT skills,sosioemotional  development, spiritual, physical, attitudes and values.

CURRICULUM BASED   STANDARDS

Transformation of Primary School Curriculum developed content standards and standards-based learning.

Content standard standards of Learning

Specific statements about what students should know and can do in a school term that encompasses knowledge, skills and values.

A determination of the criteria or indicators of the quality of learning and achievement that can be measured for each content standard.

WHY STANDARD?

• Ensure that ALL students pass the standards set• Establishment of knowledge, skills and values to be measured clearly• Identification of improvement strategies (assessment for learning)• Addressing the problem of dropout students in learning• Implementation of school based assessment

EXAMPLES OF   CONTENT STANDARDS   AND   LEARNING   STANDARDS

CONTENT STANDARD

Bahasa MalaysiaListen, understand and respond to any commands, questions and messages heard correctlyEnglishAble to express personal responses to literary textsMathematicsRename and determine the number

LEARNING STANDARDS

Bahasa MalaysiaListen, understand and correctly respond to various questions verbally.

Bahasa InggerisAble to respond to:a. Book coversb. Pictures in booksc. Characters with guidance

MathematicsDesignate the number to 100:a. Count the objects in the group.b. Named for the number of objects to represent the quantity

CURRICULUM DOCUMENT

Curriculum materialsCurriculum Standards document

Bahan Sokongan Kurikulum• Buku teks• Modul pengajaran• Buku panduan kreativiti

Pedagogy thinking skills in teaching and learning application of multiple intelligences in teaching and learning usage of ICT future research-based teaching constructivism learning contextual learning self access learning mastery learning learn how to learn

ASSESSMENT

Assessment of teaching and learning

Carried out continuously to track the progress and achievement of students in learning Using a variety of assessment methods

Is authentic and holistic

CONCLUSION

Improve the quality of primary education to be more relevant to the challenges the present and the 21st century;

Teachers play an important role for enabling teaching and learning effective and the success of the curriculum transformation.

Requires a total commitment from all parties, including policy makers, curriculum managers, parents and stakeholders.