Post on 10-Apr-2015
1.0 Introduction
Education is the responsibility of the federal government. The national education
system encompasses education beginning from pre-school to university. According to the
dictionary, “to educate” means “to bring up and train the mind and way of thinking” and
“education” means “the act or process of educating”. So education is quite an important
thing which can brighten people’s mind, enlarge their knowledge and lift their ability of
some certain areas.
The idea of curriculum is hardly new but the way we understand and theorize it
has altered over the years and there remains considerable dispute as to meaning. In Latin
curriculum was a racing chariot; currere was to run. The definition of curriculum offered
by John Kerr and taken up by Vic Kelly in his standard work on the subject is 'All the
learning which is planned and guided by the school, whether it is carried on in groups or
individually, inside or outside the school. Meanwhile according to the book of “
Understanding and Using Assessment to Improve Student Learning” written by Susan
M.Butler and Nancy D.McMunn, curriculum can be defined as a plan that outline a
method for instruction and learning or a conceptual framework that outline a definite
learning goals and expectations. Curriculum tells what students should know and be able
to do after they have practiced instruction and before they are assessed. It also facilitates
teachers to prepare their coursework to produce a greater student learning.
Nevertheless, changes in the world are resulting in changes in curriculum design.
The new curriculum that had been revealed is different from the traditional curriculum.
The new curriculum emphasized of depth understanding and solve the problems more
that coverage the topics and overemphasis on knowledge which is been emphasized in
traditional curriculum. Meanwhile the focus of the new curriculum is more on the results
compare to the traditional curriculum that focus on the activities. As the conclusion, if
teachers do not use the state or district curriculum, his students will not fare well on state
or district measures of achievement. Since the implemented curriculum and measures of
student achievement are so closely allied, it is important that the school or district
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develop a quality curriculum. The educational systems of our country, Malaysia with one
of the big countries in the world, UK are very complicated in some degree. There are a
lot of similarities and differences between them. They both have advantages and
disadvantages in each phase of education.
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2.0 History of Science Curriculum Development
2.1 In Malaysia
A decade before the end of the British rule, the educational system in Malaya was
reorganized along the lines of the Barnes Report of 1951. Up to that point of time,
Malaya's educational system lacked uniformity in curriculum and an articulated rationale
for a policy which would be relevant to the political and socio-economic goals of the
people. The country's three principal ethnic communities which are Malays, Chinese and
Indians ran their own schools, the latter two often importing a syllabus used in the
countries of their origin. The Barnes Report recommended a national school system,
which would provide primary education for 6 years in Malaya and English, hoping that
over a period of time, the attraction to have separate schools in Chinese and Tamil would
wane and disappear. The reaction of the Chinese community to the Barnes Report was
not totally positive. While the community agreed with the basic recommendation that
Malay be treated as the principal language, it felt that there should be some provision to
recognize Chinese and Tamil as important components of a new definition of Malaya's
national identity.
Early science education that had been found in schools was begin from year of
1931, which the contents only include the Basic Science Curriculum as a preparation of
life. On 1941, the implementation of science program was stopped because of the Second
World War. In year 1956, “ Penyata Razak ” was implemented in all school which state
that science subject must be followed by all students in all level. Before this, traditional
curriculum just only emphasized on getting the knowledge and basic skills which are
reading, writing and numbering through apprenticeship system. This curriculum were
being taught formally which more to concept “ helping teachers do the homework and
working at paddy field and orchard, memorizing Al-Quran, learning Jawi so that students
know how to pray ”.
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Follows are the chronology of development science curriculum in Malaysia school :
1969 : Union Science Curriculum ( Kurikulum Sains Paduan) for lower secondary school
which based on the Union Science Scottish was implemented at 22 schools.
1972 : Modern Pure Science Curriculum ( biology, physic and chemistry ) for upper
secondary school which based on Nuffield O-Level Curriculum was implemented.
1980 : Integrated Curriculum For Secondary School had been legislated.
1983 : Integrated Curriculum For Primary School was fully implemented.
1989 : Integrated Curriculum For Secondary School had been used by all secondary
school.
1999 : Smart School had been introduced and PEKA had replaced the Paper 3
examination for Biology, Physic and Chemistry.
2003 : Science subject had been taught in English at the level of Standard 1, Form 1 and
Form 6 ( Lower ).
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2.2 In United Kingdom
History has a distinctive contribution to make to the aims of the national
curriculum. The Education Reform Act of 1988 is widely regarded as the most important
single piece of education legislation in England, Wales, and Northern Ireland since the
'Butler' Education Act 1944. Scottish education legislation is separate from that of the
rest of the UK. It also forms the basis for the United States' No Child Left Behind Act of
2001. The main provisions of the Education Reform Act are Grant Maintained Schools
(GMS) were introduced. Primary and Secondary Schools could, under this provision,
remove themselves fully from their respective Local Education Authorities and would be
completely funded by central government. Secondary schools also had limited selection
powers at the age of 11. Then, the Local Management of Schools (LMS) was introduced.
This part of the act allowed all schools to be taken out of the direct financial control of
Local Authorities. Financial control would be handed to the head teacher and governors
of a school. The National Curriculum (NC) was introduced also 'Key Stages' (KS) were
introduced in schools too. At each key stage a number of educational objectives were to
be achieved. An element of choice was introduced, where parents could specify which
school was their preferred choice. League tables, publishing the examination results of
schools, were introduced. Controls on the use of the word 'degree' were introduced with
respect to UK bodies. The Act uses a common technique in UK legislation in that it
makes it illegal to offer or advertise any qualification that appears to be, or might be
mistaken for a UK degree. This restriction is then removed in respect of qualifications
from bodies on a list maintained by Statutory Instrument.
At the end of 2000 there were 937,000 pre-school places available - 264,000 in
day nurseries, 353,000 in playgroups and other settings and 320,000 with child minders.
The government has promised to improve the quality of education available for this age
group and to increase the quantity of available places. All four year olds are now
promised a part-time place of five morning or afternoon sessions per week, and the
government has set a target of providing a place for two thirds of three year olds by 2002.
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3.0 Aims and Objective of Science Curriculum
3.1 In Malaysia
The main aim of science at the primary level is to lay the foundation for building
a society that is culturally scientific and technological, caring, dynamic and progressive.
This is to be achieved through providing opportunities for students to acquire sufficient
skills, knowledge and values through experiential learning that inculcates the sense of
responsibility towards the environment and a high regard of nature’s creation. Emphasis
is given on the mastery of scientific skills needed to study and understand the world.
Scientific skills refer to process skills and manipulative skills. At the lower primary level,
elements of science are integrated across the curriculum. Science is taught as a subject at
the upper primary level (years 4, 5, 6); 150 minutes per week is given to this subject.
Science is a core subject in the school curriculum and comprises science for
primary, science for secondary, physics, biology, chemistry and additional science. The
science curriculum is developed centrally. At the primary and lower secondary levels,
science is compulsory to all while at the upper secondary level, students either take core
science or choose science electives.
The National Philosophy of Science Education states that, ‘In consonance with
the National Education Philosophy, science education in Malaysia nurtures a science and
technology culture by focusing on the development of individuals who are competitive,
dynamic, robust and resilient and able to master scientific knowledge and technological
competency’. With this philosophy, science education, therefore, is aimed at developing
the potentials of individuals in an overall and integrated manner so as to produce
Malaysian citizens who are scientifically and technologically literate, competent in
scientific skills, practice good moral values, capable of coping with the changes of
scientific and technological advances and be able to manage nature with wisdom and
responsibility for the betterment of mankind.
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3.2 In United Kingdom
The aim and objectives of science curriculum in United Kingdom consists of four
elements which are :
Promoting pupils’ spiritual, moral, social and cultural development through
science
Promoting key skills through science
Promoting other aspects of the curriculum
3.2.1 Promoting pupils’ spiritual, moral, social and cultural development through
science
Science provides opportunities to promote:
spiritual development, through pupils sensing the natural, material, physical world
they live in, reflecting on their part in it, and exploring questions such as when
does life start and where does life come from?
moral development, through helping pupils see the need to draw conclusions
using observation and evidence rather than preconception or prejudice, and
through discussion of the implications of the uses of scientific knowledge,
including the recognition that such uses can have both beneficial and harmful
effects
social development, through helping pupils recognize how the formation of
opinion and the justification of decisions can be informed by experimental
evidence, and drawing attention to how different interpretations of scientific
evidence can be used in discussing social issues
cultural development, through helping pupils recognize how scientific discoveries
and ideas have affected the way people think, feel, create, behave and live, and
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drawing attention to how cultural differences can influence the extent to which
scientific ideas are accepted, used and valued.
3.2.2 Promoting key skills through science
Science provides opportunities for pupils to develop the key skills of:
communication, through finding out about and communicating facts, ideas and
opinions in a variety of contexts
application of number, through collecting, considering and analyzing first-hand
and secondary data
IT, through using a wide range of ICT
working with others, through carrying out scientific investigations
Improving own learning and performance, through reflecting on what they have
done and evaluating what they have achieved
problem solving, through finding ways to answer scientific questions with
creative solutions.
3.2.3 Promoting other aspects of the curriculum
Science provides opportunities to promote:
thinking skills, through pupils engaging in the processes of scientific enquiry
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enterprise and entrepreneurial skills, through pupils learning about the work of
scientists and of the ways in which scientific ideas are used in technological
products and processes
work-related learning, through studies of science-based industrial and commercial
enterprises and through contacts with local scientists, engineers and workplaces
education for sustainable development, through developing pupils’ skills in
decision making on the basis of sound science, the exploration of values and
ethics relating to the applications of science and technology, and developing
pupils’ knowledge and understanding of some key concepts, such as diversity and
interdependence.
3.3 Comparison of aims and objectives
In Malaysia, science is a core subject in the school curriculum and comprises
science for primary, science for secondary, physics, biology, chemistry and additional
science. The objectives of it to put down the base for structuring a society that is racially
scientific and technological, gentle, vibrant and progressive. However, in United
Kingdom, the main aims that can be summarized is they want to develop students to be
more spiritual, moral, social and culture through science. Both country have the same
aims which want their students to be culturally scientific so that the knowledge of science
is not being used for the useless things.
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4.0 Contents of Science Curriculum
4.1 In Malaysia
4.1.1 Level of Education in Malaysia
Level Description
Pre-school
· Not compulsory, no formal preschool
program however aid based programs in rural
communities are provided by the government
· In most cases only wealthy families can
afford to send children to private preschools
· Religious schools also provide pre-school
programs in the country
· Residential buildings have been converted as
pre-schools as no formal training or
certification is needed to start one
· Some private schools have pre-school
sections
Primarily Education
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6 to 12 years old
Year 1 to Year 6 also known as Standard 1 to
Standard 6
Level One - Year 1 to Year 3
Level Two – Year 4 to Year 6
· Mandated by Malaysian law and handled by
the Ministry of Education
· Divided into the national schools and
vernacular schools
· Mixed medium of instruction
Science and Mathematics in Standard 1 are
taught in English, other subjects taught in
Malay
· Students take a standardized test, PriAprily
School Evaluation Test (Ujian Penilaian
Sekolah Rendah or UPSR) that tests Malay
comprehension, written Malay, English,
Science, and Mathematics
UPSR not compulsory but administered by
most vernacular schools to allow for re-
integration of students into national schools
for secondary education
Secondary Education
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13 to 18 years old
· Composed of 5 years of schooling known as
Form 1 to Form 5
· Public secondary schools are extensions of
the national schools
· Students can take up Form 6 or the
matriculation program after the SPM
Tests administered
At the end of Form 3:
· Students take the Lower Secondary
Evaluation or the Penilaian Menengah
Rendah (PMR)
· Test results determine the placement of
students into either the Science Stream or the
Arts Stream
Science stream commonly more desirable
than the arts stream and students July shift
from the science stream to the arts stream but
not vice versa
At the end of Form 5:
· Students are required to take the Sijil
Pelajaran Malaysia (SPM) or the Malaysian
Certificate of Education examination, before
graduating secondary school
SPM is based on the old British ‘School
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Certificate’ examination which later became
the General Certificate ‘O’ Levels
examination
Form 6
· Consists of 2 years of study:
o Lower 6 – Tingkatan Enam Rendah
o Upper 6 – Tingkatan Enam Atas
· Students are required to take the Sijil Tinggi
Persekolahan Malaysia (STPM) or Malaysian
Higher School Certificate examination
equivalent to the General Certificate of
Education ‘A’ Levels examination or the
Higher School Certificate
· STPM internationally recognized and July
be used to enter private local universities for
undergraduate courses
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4.1.2 Content of primary science curriculum
The basic knowledge of the primary school science program (years 4 to 6) is organized
around five areas of study, as shown in Table 1.
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4.1.3 Content of secondary science curriculum
Science continues to be offered as a core subject to all students at the lower
secondary level. The curriculum at this level further develops, nurtures and reinforces
what has been learned at the lower primary level. Particular emphasis is given on the
acquisition of scientific knowledge, mastery of scientific and thinking skills; inculcation
of moral values concurring with the premise that man is entrusted with the responsibility
of managing the world and its resources wisely. This will enable pupils to understand and
appreciate the role of science and its application in daily living as well as for the
development of the nation. The time allocated is 200 minutes per week. At the upper
secondary level, students are offered science electives (biology, chemistry, physics and
additional science) in addition to the core science. While the traditional pure sciences
have been in the curriculum for a longtime, additional science is relatively new. It
comprises elements of physics, chemistry, biology, earth science, agriculture,
oceanography and space science. Those taking two or more electives are not required to
study core science. The electives tend to be favored by students who have acquired good
passes at the national examinations taken at the end of lower secondary level of
schooling. Elective sciences at this level are allocated 160 minutes per week. Table 2
breaks down the allocation of time for science subjects. The contents of science
curriculum at the upper secondary level are organized around specific themes as shown in
Table 3.
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4.2 In United Kingdom
4.2.1 Key Stage 1
During key stage 1 pupil observe, explore and ask questions about living things,
materials and phenomena. They begin to work together to collect evidence to help them
answer questions and to link this to simple scientific ideas. They evaluate evidence and
consider whether tests or comparisons are fair. They use reference materials to find out
more about scientific ideas. They share their ideas and communicate them using scientific
language, drawings, charts and tables.
4.2.1.1 Syllabus
Knowledge, skills and understanding
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Teaching should ensure that scientific enquiry is taught through contexts taken from the
sections on life processes and living things, materials and their properties and physical
processes.
Scientific enquiry
-Ideas and evidence in science
-Planning
-Obtaining and presenting evidence
-Considering evidence and evaluating
Life processes and living things
-Life processes
-Humans and other animals
-Green plants
-Variation and classification
-Living things in their environment
Materials and their properties
-Grouping materials
-Changing materials
Physical processes
-Electricity
-Forces and motion
-Light and sound
4.2.2 Key Stage 2
During key stage 2 pupils learn about a wider range of living things, materials and
phenomena. They begin to make links between ideas and to explain things using simple
models and theories. They apply their knowledge and understanding of scientific ideas to
familiar phenomena, everyday things and their personal health. They begin to think about
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the positive and negative effects of scientific and technological developments on the
environment and in other contexts. They carry out more systematic investigations,
working on their own and with others. They use a range of reference sources in their
work. They talk about their work and its significance, and communicate ideas using a
wide range of scientific language, conventional diagrams, charts and graphs.
4.2.2.1 Syllabus
Knowledge, skills and understanding
Teaching should ensure that scientific enquiry is taught through contexts taken
from the sections on life processes and living things, materials and their properties
and physical processes.
Scientific enquiry
-Ideas and evidence in science
-Investigative skills
-Planning
-Considering evidence and evaluating
Life processes and living things
-Life processes
-Humans and other animals
-Nutrition
-Circulation
-Movement
-Growth and reproduction
-Health
-Green plants
-Growth and nutrition
-Reproduction
Variation and classification
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Living things in their environment
-Adaptation
-Feeding relationships
-Micro-organisms
Materials and their properties
-Grouping and classifying materials
-Changing materials.
-Separating mixtures of materials
Physical processes
-Electricity
-Simple circuits
-Forces and motion
-Types of force
-Light and sound
-Everyday effects of light
-Seeing
-Vibration and sound
The Earth and beyond
-The Sun, Earth and Moon
-Periodic changes
4.2.3 Key Stage 3
During key stage 3 pupils build on their scientific knowledge and understanding
and make connections between different areas of science. They use scientific ideas and
models to explain phenomena and events, and to understand a range of familiar
applications of science. They think about the positive and negative effects of scientific
and technological developments on the environment and in other contexts. They take
account of others’ views and understand why opinions may differ. They do more
quantitative work, carrying out investigations on their own and with others. They
evaluate their work, in particular the strength of the evidence they and others have
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collected. They select and use a wide range of reference sources. They communicate
clearly what they did and its significance. They learn how scientists work together on
present day scientific developments and about the importance of experimental evidence
in supporting scientific ideas.
4.2.3.1 Syllabus
Knowledge, skills and understanding
Teaching should ensure that scientific enquiry is taught through contexts taken
from the sections on life processes and living things, materials and their properties
and physical processes.
Scientific enquiry
-Ideas and evidence in science
-Investigative skills
-Planning
-Obtaining and presenting evidence
-Considering evidence
-Evaluating
Life processes and living things
-Cells and cell functions
-Humans as organisms
-Nutrition
-Movement
-Reproduction
-Breathing
-Respiration
-Health
Green plants as organisms
-Nutrition and growth
-Respiration
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Variation, classification and inheritance
-Variation
-Classification
-Inheritance
Living things in their environment
-Adaptation and competition
-Feeding relationships
Materials and their properties
Classifying materials
-Solids, liquids and gases
-Elements, compounds and mixtures
Changing materials
-Physical changes
-Geological changes
-Chemical reactions
Patterns of behaviour
-Metals
-Acids and bases
Physical processes
Electricity and magnetism
-Circuits
-Magnetic fields
-Electromagnets
Forces and motion
-Force and linear motion
-Force and rotation
-Force and pressure
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Light and sound
-The behaviour of light
-Hearing
-Vibration and sound
The Earth and beyond
-The solar system
Energy resources and energy transfer
-Energy resources
-Conservation of energy
4.2.4 Key Stage 4 (Single)
During key stage 4 pupils learn about a wider range of scientific ideas and consider
them in greater depth, laying the foundations for further study. They explore how
technological advances relate to the scientific ideas underpinning them. They consider the
power and limitations of science in addressing industrial, ethical and environmental
issues, and how different groups have different views about the role of science. When
they carry out investigations they use a range ofapproaches and select appropriate
reference sources, working on their own and with others. They do more quantitative work
and evaluate critically the evidence collected and conclusions drawn. They communicate
their ideas clearly and precisely in a variety of ways. They see how scientists work
together to develop new ideas, how new theories may, at first, give rise to controversy
and how social and cultural contexts may affect the extent to which theories are accepted.
4.2.4.1 Syllabus
Knowledge, skills and understanding
Teaching should ensure that scientific enquiry is taught through contexts taken
from the sections on life processes and living things, materials and their properties
and physical processes.
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Scientific enquiry
-Ideas and evidence in science
-Investigative skills
-Planning
-Obtaining and presenting evidence
-Considering evidence
-Evaluating
Life processes and living things
Cell activity
Humans as organisms
-Nutrition
-Circulation
-Nervous system
-Hormones
-Homeostasis
-Health
Variation, inheritance and evolution
-Variation
-Inheritance
-Evolution
Living things in their environment
-Adaptation and competition
Materials and their properties
Classifying materials
-Atomic structure
Changing materials
-Useful products from organic sources
Patterns of behaviour
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-The periodic table
-Chemical reactions
-Rates of reaction
-Reactions involving enzymes
Physical processes
Electricity
-Circuits
-Mains electricity
Waves
-Characteristics of waves
-The electromagnetic spectrum
-Sound and ultrasound
The Earth and beyond
-The solar system and the wider universe
Energy resources and energy transfer
-Energy transfer
-Electromagnetic effects
Radioactivity
4.2.5 Key Stage 4 (Double)
During key stage 4 pupils learn about a wider range of scientific ideas and
consider them in greater depth, laying the foundations for further study. They explore
how technological advances relate to the scientific ideas underpinning them. They
consider the power and limitations of science in addressing industrial, ethical and
environmental issues, and how different groups have different views about the role of
science. When they carry out investigations they use a range of
approaches and select appropriate reference sources, working on their own and with
others. They do more quantitative work and evaluate critically the evidence collected and
conclusions drawn. They communicate their ideas clearly and precisely in a variety of
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ways. They see how scientists work together to develop new ideas, how new theories
may, at first, give rise to controversy and how social and cultural contexts may affect the
extent to which theories are accepted.
4.2.5.1 Syllabus
Knowledge, skills and understanding
Teaching should ensure that scientific enquiry is taught through contexts taken from the
sections on life processes and living things, materials and their properties and physical
processes.
Scientific enquiry
-Ideas and evidence in science
-Investigative skills
-Planning
-Obtaining and presenting evidence
-Considering evidence
-Evaluating
Life processes and living things
Cell activity
Humans as organisms
-Nutrition
-Circulation
-Breathing
-Respiration
-Nervous system
-Hormones
-Homeostasis
-Health
Green plants as organisms
-Nutrition
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-Hormones
-Transport and water relations
Variation, inheritance and evolution
-Variation
-Inheritance
-Evolution
Living things in their environment
-Adaptation and competition
-Energy and nutrient transfer
Materials and their properties
Classifying materials
-Atomic structure
-Bonding
Changing materials
-Useful products from organic sources
-Useful products from metal ores and rocks
-Useful products from air
-Quantitative chemistry
-Changes to the Earth and atmosphere
Patterns of behaviour
-The periodic table
-Chemical reactions
-Rates of reaction
-Reactions involving enzymes
-Reversible reactions
-Energy transfer in reactions
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Physical processes
Electricity
-Circuits
-Mains electricity
-Electric charge
Forces and motion
-Force and acceleration
-Force and non-uniform motion
Waves
-Characteristics of waves
-The electromagnetic spectrum
-Sound and ultrasound
-Seismic waves
The Earth and beyond
-The solar system and the wider universe
Energy resources and energy transfer
-Energy transfer, work, power, energy, electromagnetic effects.
4.3 Comparison of the contents of science curriculum
First at the primary school, as shown above, the syllabus from UK is more
advance, because at the age of 5-7 (key stage 1) the students were started to learn Science
subject. So they were exposed to the foundation or basic in science earlier. For instance,
at key stage 1 they will learn about scientific enquiry, Life processes and living things,
Materials and their properties and Physical processes. They will continue learn about the
topics further in key stage 2. In Malaysia the students will start to learn Science at the age
of 7 (year 1). But the topics that they learn were too basic and not as advance as learning
science in UK. They will start to learn about science in more details at year 4. So, at this
year they will learn and investigate about the living world, the physical world, the
material world, earth and universe and the technology.
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At the secondary school, in UK, the students will learn more details about the
same topics in the primary school. But there are some additional topics that they have to
learn for instance, radioactivity and cell activity. In Malaysia, at the lower secondary they
will learn more details topics that they had learn in primary school. Meanwhile, at the
upper secondary, the students will be introduce to four specific science subjects which are
additional science, physics, chemistry and biology. At this stage which means at form 4,
they will choose any subjects that they want to learn according to their PMR result. In
UK all the students are compulsory to learn the science subject, but in Malaysia the
students are given opportunity to choose the science elective subjects based on their
result. If the result is not qualified for students to take the science elective, they have to
choose the additional science as their major subject. Hence, the students also will be
exposed towards the practical laboratory which consists in biology, chemistry, physic or
additional science subject.
5.0 Teaching and Learning Strategies in Science Curriculum
5.1 In Malaysia
The effectiveness of cooperative learning in mathematics and science is well
established by research. Cooperative learning created many learning opportunities that do
not typically occur in traditional classrooms. According to Nor Azizah (1996),
cooperative learning has the potential in science classroom because of the following
factors:
science students always work in group during science experiment in the
laboratory therefore what they need is the skill to work in group
science laboratory is spacious with intact desk and chairs.
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science classes are usually two periods with 40 minutes each, enough time for
cooperative learning
during experiment many values can be inculcated such as cleanliness and
trustworthy
Science teachers need to try cooperative learning in order to enhance scientific skills
and to increase achievement in science. Since it is impossible here to summarize the vast
literature on cooperative learning, the author would only focus on selected studies done
locally. Central to the goals of cooperative learning in science and mathematics education
is the enhancement of achievement, problem solving skills, attitudes and inculcate values.
How cooperative learning affects student achievement and problem solving skills was
investigated by Effandi (2003). This study of intact groups compares students’
mathematics achievement and problem solving skills. The experimental section was
instructed using cooperative learning methods and the control section was instructed
using the traditional lecture method. Cooperative group instruction showed significantly
better results in mathematics achievement and problem solving skills. The effect size was
moderate and therefore practically meaningful. He also found that students in the
cooperative learning group had a favorable response towards group work. He concluded
that the utilization of cooperative learning methods is a preferable alternative to
traditional instructional method.
5.2 In United Kingdom
The programmes of study set out what pupils should be taught, and the
attainment targets set out the expected standards of pupils’ performance. It is for schools
to choose how they organise their school curriculum to include the programmes of study
for science.
The programmes of study set out what pupils should be taught in science at key
stages 1, 2, 3 and 4 and provide the basis for planning schemes of work. When planning,
schools should also consider the general teaching requirements for inclusion, use of
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language, use of information and communication technology, and health and safety that
apply across the programmes of study. The Knowledge, skills and understanding in each
programme of study identify the four areas of science that pupils study:
scientific enquiry
life processes and living things
materials and their properties
physical processes.
Teaching should ensure that scientific enquiry is taught through contexts taken
from the sections on life processes and living things, materials and their properties and
physical processes. The Breadth of study identifies contexts in which science should be
taught, makes clear that technological applications should be studied, and identifies what
should be taught about communication and health and safety in science. Schools may find
exemplar schemes of work at key stages 1, 2 and 3 helpful to show how the programmes
of study and attainment targets can be translated into practical, manageable teaching
plans.
Science at key stage 4, there are two programmes of study at key stage 4. Single science
and double science. Pupils may be taught either the single or the double science
programme of study. The requirements of either option would also be met by pupils
taking GCSE courses in all three of the separate sciences of biology, chemistry and
physics. The Government firmly believes that double science or the three separate
sciences should be taken by the great majority of pupils. Single science is intended for a
minority of pupils who have good reason to spend more time on other subject.
5.3 Comparison of teaching and learning strategies
In Malaysia, cooperative learning has been used as the one of the strategies in
teaching and learning process. Based on the research that have been done before, almost
of the teachers use the cooperative learning in class as it helps to improve the
understanding of students. For instance, science students always effort in group during
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science experimentation in the laboratory therefore what they need is the ability to
cooperate within a group. Meanwhile, in United Kingdom teaching process should
guarantee that scientific enquiry is taught through contexts taken from the sections on life
processes and living things, materials and their properties and physical processes. Both
country use different strategies as they want to fit it with their students and environments.
6.0 Assessments in Science Curriculum
6.1 In Malaysia
A new assessment system for schools will be implemented by 2010 to give way
for the change of the Malaysian education system from centralized examination, to a
combination of centralized examination and school-based assessment. With the move, it
will change the whole culture of knowledge acquisition, thus making the students find
fun in learning. Therefore, teacher will be train to get ready to use any best approach to
the students for school based assessment.
Formal education in Malaysia is provided at four levels - primary, lower
secondary, upper secondary and post secondary. The age of admission to the first year of
primary education is six years old. Promotion from grade to grade is automatic.
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Continuous schoolbased assessment is administered at all grades and at all levels.
However, at the end of each level, students sit for common public examinations. For
primary level, students need to take UPSR examination before they can enter secondary
school. Hence, when they are in Form Three they will face PMR examination to further
their study in Form 4. If they get a good result students can take a science stream subject
such as biology, physic and chemistry as their major subject. Next, they will take SPM
examination at the end of Form 5 to make sure they get the opportunity to further their
study in university. But some students can make choice to enter Form 6 level which they
have to take STPM at the end of upper 6 level. Successful completion of secondary
education can lead to a number of opportunities for further study and training at post-
secondary and tertiary levels, both in the academic and professional fields provided by
universities, colleges and other educational training institutions. The forms that
examinations and assessment take care widely recognized as determinants of educational
practices. Over the past few years, new approaches to assessment have emerged in a
number of countries. These have come primarily from a variety of overlapping debates
concerning the purposes and methods of assessment (Messick,1994) and their impact on
teaching and learning (Resnick & Resnick,1991).
Malaysia like other educational systems, has been concerned with how the changes in
assessment practices and procedures can improve teaching and learning.
6.2 In United Kingdom
Students will take national tests at the end of Key Stages 2 and 3. The tests are
intended to show if students is working at, above or below the target level for their age.
This helps the school to make plans for their future learning. It also allows schools to see
whether they are teaching effectively by comparing their pupils' performance to national
results.
Key Stage 1
Teacher assessment for students will cover:
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reading
writing
speaking and listening
mathematic
science
These assessments take account of how your child performed in Key Stage 1 tasks and
tests for seven year olds. The tasks and tests cover:
reading
writing (including handwriting and spelling)
maths
The tasks and tests can be taken at a time the school chooses. They last for less than three
hours altogether. The results are not reported separately but are used to help the teacher
assess students work. By the age of seven, most children are expected to achieve level 2.
The teacher assessment is moderated by your local authority. This is to make sure
teachers make consistent assessments of children's work.
Key Stage 2
Key Stage 2 tests for students will cover:
English - reading, writing (including handwriting) and spelling
maths - including mental arithmetic
science
These tests are taken on set days in mid-May, and last less than five-and-a-half hours
altogether.
The teacher assessment covers:
English
maths
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science
By the age of 11, most children are expected to achieve level 4.
Key Stage 3
The Key Stage 3 tests for students will cover:
English (including reading, writing and studying a Shakespeare play)
maths - including mental mathematics
science
The tests take place on set days at the beginning of May. In total, they last between seven
and eight hours.
The teacher assessment for 14 year olds covers:
English
maths
science
history
geography
modern foreign languages
design and technology
Information and Communication Technology (ICT)
art and design
music
physical education
citizenship
religious education
By the age of 14, most children are expected to achieve level 5.
In United Kingdom students are assessed at the end of each stage. The most
important assessment occurs at age 16 when students pursue their GCSE's or General
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Certificate of Secondary Education. Once students complete their GCSE's they have the
choice to go onto further education and then potential higher education, or finish school
and go into the working world.
6.3 Comparison of the assessments
In Malaysia, the assessments that government has provided are in examination
style. Overall there are 4 stage of examination that need to be taken by students before
moving to another level of education. UPSR is for Standard 6 students, PMR is for Form
3 students, SPM is for Form 5 students and STPM is for upper Form 6 students. Students
are automatically goes to next level of education when there are in school. Meanwhile, in
United Kingdom students will take national tests at the end of Key Stages 2 and 3.
GCSE’s or General Certificate of Secondary Education will be taken by students at key
stage 4 when they are 16 years old. This examination is very important to students for
continuing their study to higher level of education.
7.0 Conclusion
The idea of curriculum is hardly new but the way we understand and theorize it
has altered over the years - and there remains considerable dispute as to meaning. The
curriculum should be treasured. There should be real pride in our curriculum: the learning
that the nation has decided to set before its young. Teachers, parents, employers, the
media and the public should all see the curriculum as something to embrace, support and
celebrate. Most of all, young people should relish the opportunity for discovery and
achievement that the curriculum offers. In Malaysia, the Education Act 1996 (Act 550,
Laws of Malaysia) provides the fundamental basis for curriculum policies in Malaysia. It
indicates the specific laws and provisions that give direction to curriculum documents.
These regulations are mandatory for all schools. A uniform system of education in both
primary and secondary schools has been established whereby a national curriculum is
used in all schools. Common central assessment and examinations at the end of the
respective periods of schooling are also being practiced. The national language, Malay, is
the official language of instruction. The school curriculum is expected to contribute to the
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holistic development of the individual (mental, emotional, physical, spiritual) by
imparting general knowledge and skills, fostering healthy attitudes and instilling accepted
moral values. The aim is to produce Malaysian citizens who are balanced, trained, skillful
and cherish the national aspiration for unity. The national curriculum promotes unity
through the use of a single medium of instruction (the national language) and the
provision of the same core subjects for all pupils in all schools within the National
Education System. However, the cultural diversity of different ethnic groups in Malaysia
is preserved through the existence of National Type Schools, which are allowed to use
other major ethnic languages as the medium of instruction. The integrated approach is the
main focus in the design of the Integrated Curriculum for Primary School and Integrated
Curriculum for Secondary School. The elements of knowledge, skills and values are
incorporated so as to bring the integrated development of the intellectual, spiritual,
emotional and physical aspects of the individual.
In United Kingdom, by law, all children of compulsory school age (5 to 16) must
receive a full time education that is suited to their age, ability, aptitude and special
educational needs (SEN). Until 1988 schools were free to decide what they taught their
pupils, with Religious Education being the only compulsory subject. As a result of the
Education Reform Act 1988 The National Curriculum of England was developed and
then introduced in 1992. Its aim was to make sure that all pupils had a balanced education
by stating the topics that should be taught and the standards expected to be attained by
pupils. The education system in the UK is also split into "key stages" which are Key
Stage 1 - 5 to 7 years old, Key Stage 2 - 7 to 11 years old, Key Stage 3 - 11 to 14 years
old and Key Stage 4 - 14 to 16 years old. Generally key stages 1 and 2 will be undertaken
at primary school and at 11 years old a student will move onto secondary school and
finish key stages 3 and 4.
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8.0 References
1. http://www.unescobkk.org/fileadmin/user_upload/esd/documents/workshops/
esdnet07/reports/Malaysia-UPSI__Tanjong_Malim.pdf
2. http://www.emeraldinsight.com/Insight/
viewPDF.jsp;jsessionid=0160712E69486534CA0EE098889AC367?
Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0740360503.pdf
(Educational development and reformation in Malaysia: past, present and future )
3. http://www.ibe.unesco.org/curriculum/China/Pdf/IImalaysia.pdf
4. http://curriculum.qca.org.uk/uploads/QCA-07-3344-p_Science_KS3_tcm8-
413.pdf?return=/key-stages-3-and-4/subjects/science/keystage3/index.aspx
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