Archive for KSSR

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Archive for KSSR

KSSR The New Schools Curriculum.

First and foremost, the MOE welcomes andappreciates the comments by the writer with regard to the new school curriculum and theissue which surround it. The national school curriculum is designed based on the

principles inherent in the National Philosophy of Education with the aim towards furtherdeveloping the potential of individuals in a holistic and integrated manner, so as toproduce individuals who are intellectually, spiritually, emotionally and physically balancedand harmonious, based on a firm belief in and devotion to God. Towards this aim, releventinitiatives are in place to produce Malaysian citizens who are knowledgeable andcompetent, who possess high moral standards and who are responsible and capable ofacheiving high Stage of personal well-being as well being able to contribute to theharmony and betterment of the family, the society and the nation at large.

The Standards-based Primary School Curriculum (KSSR in Bahasa Malaysia ) will beimplemented in stages starting in 2011 to replace the Integrated Primary SchoolCurriculum (KBSR in Bahasa Malaysia ). The implementation of KSSR brings about certain

changes to the curriculum content and practices in the primary school system. Theremodelling of curriculum content through the introduction of new subjects, emphases onsound pedagogical approaches and holistic assessment menthods are among theinitiatives outlined ini KSSR.

In line with the NKRA for the Ministry, the curriculum for Stage I primary schoolingemphasizes the mastery of the basic 3Rs, reasoning skills, basic ICT, the development ofsocio-emotional, spritual, physical, cognitive, attitudes and values. The discipline ofknowledge is categorized into 3 main modules; the core basic module the core thematicmodule and the elective module. The core basic module contains 6 subject which areBahasa Malaysia, English, Chinese or Tamil (only for Vernacular Schools), Mathematics,Islamic Education (for Muslim pupils) or Moral Education (for non-muslim pupils) andPhysical Education. The core thematic module contains 3 subjects which are Arts and Me,World of Science and Technology and Malaysia Negaraku. The Elective Module containslanguage subjects such as Chinese, Tamil, Arabic, Iban, Kadazandusun or Semai whichschools can choose to offer.

At stage II Primary school, the curriculum emphasizes strengthening and applying the 3Rs,basic ICT skills, development of socio-emotional, spiritual, physical, cognitive, attitudesand values. Content knowledge is presented through 9 subjects. Core subjects such as
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Bahasa Malaysia, English, Chinese and Tamil (for vernacular schools), Mathematic,Science, Islamic Education, Moral Education, Physical Education and Health Education areretained. However, some subject are redesigned either by combining two or moredisciplines of knowledge into one subject. Subject such as Living Skills, Civics andCitizenship Education and Local Studies are replaced by new subjects. The new subjects

are Design and Technology / Information and Communication Technology, Visual Arts and

Music and History / Malaysia Negaraku.

The KSSR requires teachers to apply classroom strategies which promote creative andcritical thinking and innovation among pupils. Teachers need to carry out teaching andlearning activities which are student-centred, provide opportunities for pupils to exploreand test their hypotheses and ideas, solve problem and most importantly provide a funlearning environment. Classroom practices such as inquiry-based, problem-based andproject-based are some recommended strategies which promote critical and creativethinking and innovation among pupils. Teachers need to be sensitive to students learningneeds and be able to indentify learning styles which suits them best.

The KSSR proposes the implementation of schools-ba sed assessments to guage studentspotentials and the effectiveness of the teaching and learning process in the classroom.This formative assessment will inform teachers on suitable remedial or enhancementtreatments for pupils. It will also help teachers indentify and plan salient and effectiveclassroom strategies.

Posted by EduInfoMania on May 8, 2012 at 3:15 pm | Comments & Trackbacks (0) | Permalink

Books In BM Due To KSSR Curriculum
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This means the development of all subjects under the KSSR other than English must be in Bahasa

Malaysia since the latter is the medium of instruction.

The Ministry has carried out relevant training to expose primary school teachers to successfully and

meaningfully impart the improved contents, required skills and expected values inherent in the

KSSR.

The initiatives carried out are aimed at informing teachers, parents and other associated

stakeholders of the changes which are taking place in the field of education, particularly primary

school education in Malaysia.

The implementation of KSSR is a progressive and bold initiative by the Ministry to address the

shortcomings in the KBSR. It is also aimed at preparing the future generation for the challenges

ahead.

Posted by EduInfoMania on May 8, 2012 at 3:10 pm | Comments & Trackbacks (0) | Permalink

KSSR The Ideal And The Reality
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Education director-general Tan Sri Alimuddin

Mohd Dom issued an order on 14 October 2010 that, the Education Ministry would formally launch

the KSSR (Kurikulum Standard Sekolah Rendah) for all primary one students in 2011.

This means that from 2011, primary one students school syllabuses and class atten dance will differ

from their elder brothers and sisters. Their class time of 1,380 minutes will also be 120 minutes less

than the 1,500 minutes class time of their elder siblings. The school bus industry has earlierindicated that it would not send the primary one students who will be dismissed from school earlier

than other students, home early. So schools have begun to look for strategies to fill the extra 120

minutes. School must balance the arrangement of these four periods of class, as it should not

increase the students academic pressure. It is best if it could meet the needs of KSSR interactive

and fun teaching objectives.

Under the new program, the number of Malay periods in Chinese primary schools has increased to

10. This was set with the aim of consolidating the national language policy. Education Minister Tan

Sri Muhyiddin Yassin has guaranteed that only bilingual teachers who know both the Chinese and

Malay languages will be sent to teach Malay to primary one students in Chinese primary schools.

And that the order will be issued before the semester begins. It is hoped that all Chinese primary
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schools will have sufficient number of bilingual teachers, so that the students can commence

classes successfully.

Furthermore with the cancellation of the policy to teach Mathematics and Science in the English

language, the number of Mathematics periods have reduced from the original 10 (six periods

teaching in Chinese language, four periods teaching in English) to six. All teaching will be done inChinese. English periods will be raised from the original two to five; this is in line with the will of the

Chinese community.

However, Malaysia still seriously lacks English teachers. The main reason for the increase in English

periods is to strengthen the grasp of the English language, and to improve the standard of English

in the new generation. To achieve this goal, the standard of English teachers must also be improved.

It is time for the Education Ministry to plan for the training of more teachers, to address the problem

of shortage of English teachers.

From my friends who are teaching staff, I realised that their feelings on KSSR are that a lot of

paperwork is involved, directly increasing the burden on teachers. Teachers often find themselvesshort of time to teach and to do paperwork at the same time; and the calls to the Ministry to reduce

the workload of teachers have never ceased. Under the KSSR program, teachers need more time to

interact with students, yet the paperwork has increased rather than decreased. People find it hard to

understand the rationale indeed.

Teachers also face the problem of how to do internal assessment. Many teachers feel lost on the

evaluation criteria even after the briefing, and are also not clear on how to complete the evaluation

forms. It is understood that there are specific instructions for each skill for the languages, but there

is none for Science. The learning benchmark for KSSR is 100% and teachers must ensure that every

student meet the standard. This has also given teachers a lot of pressure.

When teachers asked questions about assessment at the briefing, they were given the answer go

back to discuss with the school, the decision on how to assess is by the school.

The KSSR is a new program that people look forward to, as it aspires to give students a fun learning

environment and get rid of the practice of cramming to learn, through the injection of creativity and

innovative thinking in the curriculum. But the response from the teachers seems to convey that

there are gaps between the ideal and the reality, and that the goal of educational transformation is

not easily reached.

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