The document provides an overview of the Malaysia National Curriculum. It discusses the KSSR standard curriculum for primary schools and the KBSM integrated curriculum for secondary schools. The key points are: 1. The national curriculum aims to nurture students' spirit and ensure they master knowledge, skills, competencies, and values to face current and future challenges. 2. KSSR was implemented in 2011 and focuses on standard-based content and learning standards to ensure students meet clear criteria. 3. KBSM continues the principles of the primary curriculum to develop students holistically through an integrated approach across fields of study.

1. CHAPTER 7: INTRODUCTION TO
MALAYSIA NATIONAL
CURRICULUM DEVELOPMENT
Curriculum & Instruction
(HED 3052)

2. Malaysia National Curriculum
 KSSR (Standard Curriculum Primary School)
 KBSM (Integrated Curriculum Secondary School)

3. KSSR

4. Focus
To ensure Malaysia nurtured the spirit of the nation to
mastered knowledge, skills, competency & values

5. Background
The national curriculum should be reviewed to ensure
that a holistic curriculum & relevant for make a good
person which it can face the challenge of current
issue & future

6. Background
Curriculum Primary School
 1983 – KBSR (New)
 1993 – KBSR (Integrated)
 2003 – KBSR (reviewed)
 2011 – KSSR (Standard)

7. Curriculum Transformation
The process of conducting a holistic form of changes to
existing school curriculum that involves changes in
shape, organization, content, pedagogy, time
allocation, assessment methods, materials &
curriculum management in school

8. Education Wish
Terrace curriculum development:
 National education philosophy
 National education policy
 Wawasan 2020
 Framework of long-term plan
 The challenges of the 21st century
 The new model of economy
 Learning theory
 4 pillars of education (UNESCO)

9. Responsible citizen
 Righteous
 United
 Patriotic
 Fair

10. Knowledgeable Worker
 Innovative
 Creative
 Thirst for knowledge
 Master in skills, information technology &
communication

11. The Imbalance Students in Terms of Intellect,
Physical, Spiritual & Emotion
 Knowledgeable
 Competent
 Believe in God
 Confident

12. Global Player
 Competitiveness
 Durability
 Communication skills
 Identity

13. Curriculum Transformation
KSSR
Organization
Content
Allocation
timePedagogy
Assessment
Curriculum
management
Materials
Shape

14. The Concept of Transformation Primary School
Curriculum
Based on national education philosophy
Based on the principle KBSR:
 Integrated approach
 Development of the individual as comprehensive
 Opportunities and the same quality of education for
all students
 Lifelong education

15. Form of Curriculum Transformation
 Communication
 Physical attitude & values
 Humanity
 Competency
 Physical & Aesthetic Development
 Science & Technology

16. Curriculum Focus
Pre-
school
Phase 1
Primary
School
(1 – 3)
Phase 2
Primary
School
(4 – 6)

17. Standard-Based Curriculum
Curriculum Transformation of Primary Schools
enacted standard-based content & learning
standards
Content Standard
• Specific statement about what students should know
and can do in a period of schooling covers the
knowledge, skills & values
Learning Standard
• A setting criteria or indicators of quality of learning &
achievement that can be measured for each content
standard

18. Why Standard?
 Ensuring all students pass the standard set
 Establishment of knowledge, skills, & values that
need to be measured clearly
 Identify strategies for improvement (assessment for
learning)
 Avoid the students problem from missed any lesson
 The implementation of school-based assessment

19. Curriculum Document
Curriculum Material
Curriculum Standard Document
Curriculum support materials
Text book
Instruction module
Manual creativity

20. Pedagogy
 Thinking skills in teaching & learning
 The application of multiple intelligence theory in
teaching & learning
 The use of information & combination technology
 Future research-based teaching
 Constructivism learning
 Contextual learning
 Self-access learning
 Learn how to learn

21. Assessment
Assessment P&P (T&L)
Undertaken on an ongoing basis to track the
progress and achievement of pupils in learning
Using a variety of assessment methods
Authentic & holistic

22. Conclusion
Improve the quality of primary education to make it
move relevant to the challenges of today & the 21st
century
Teachers play an important role in seeking an
effectiveness P&P; and
Curriculum transformation success requires
commitments from all parties, including policy
makers, curriculum management, parents &
stakeholders

23. KBSM

24. National Philosophy Of Education
Education in Malaysia is an on-going effort towards
developing the potential of individuals in a holistic
and integrated manner, so as to produce individuals
who are intellectuality, spiritually, emotionally and
physically balanced and harmonies based on a firm
belief in an devotion to God.

25. Continue..
Such an effort is designed to produce Malaysian
citizens who are:
 Knowledgeable & competent
 High moral standards
 Responsible
 Capable of achieving a high level of a personal well
being as well as being able to contribute to the
harmony and betterment of the family, society and
the nation at large

26. History of KBSM
1. KBSM was introduced in 1980 by the government
to build a well established curriculum for all
secondary school.
2. It was introduced for language subject in 1988.
3. Later on, it was introduced for all subjects in 1989.
4. KBSM is the continuation of KBSR that is based on
3M (reading, writing and calculating)

27. The Aim of KBSM
1. Is similar to KBSR that is to expand the individual
potential as a whole, balance and integrated and it
covers the expert of intellectual, spiritual, emotion
and physical to produce a well balance, harmonious
and a good moral values individual
2. It is also designed to achieve the aims of the
national education philosophy

28. Objective of KBSM
1. To achieve a life-long education
2. To enable students to master interaction skills in
every life situation, to expand the way of thinking
and “penaakulan”
3. It stresses on problem solving skills in every expect
of life
4. This program is in line with government policies
and needs to inaculate solidarity among the
Malaysian citizen

29. Continue..
5. To cater student’s needs in order to face life
challenges and able to surpass other individuals
6. To expand ICT skills, creative thinking and also
knowledge on time management

30. Characteristic of KBSM
 Focus on life-long education and elements of JERI
 To instill positive moral values
 Stress on the importance of mastering Bahasa
Malaysia

31. Structure of KBSM
 Focus is given to the integration of curriculum, co-
curriculum and school culture
 KBSM includes:-
a) Communication fields that covers language subject
and mathematics
b) Human development and nature consists of
religion, moral, and social science
c) Self development that covers art subject, physical
education and curriculum activities

32. Teacher’s role in implementing KBSM
1. Curriculum interpreter
 Analyzing philosophy, rationality, objectives and
contents
 As an effective curriculum organizer, teacher
should appreciate and promote Bahasa Malaysia as
national language

33. 2. Curriculum planner
 Teachers should have responsibility to provide
annual work plan, term work plan, weekly work plan
and daily work plan
 Teachers should implement every aspect of
component in preparing teaching lesson, delivering,
ending lesson and planning follow-up activities

34. Teacher should consider following aspects in
preparing teaching lesson:
i. Students background knowledge
ii. Students’ current skills
iii. Learning objectives
iv. Combination of different subject skills
v. Teaching and learning sources

35. Teacher should consider following aspects in
delivering curriculum:
i. Lesson content – steps, time allocation
ii. Skills and strategy in learning – suitable sources

36. To end lesson, teacher should have proper plan:
i. Ways to end lesson – wrap-up
ii. Follow up activities
iii. Rating the learning objectives
iv. Conclusion
v. Modification
vi. Planning evaluation of curriculum implementation

37. In preparing follow-up activities, teacher should
consider following aspects:
i. Plan activities for recovery and enrichment
ii. Gather feedback from students regarding the
learning session before making any changes in
following lesson