CHAPTER 10:DEVELOPMENT AND

IMPLEMENTATION OF PRIMARY SCHOOL

INTEGRATED CURRICULUM

Prepared by:•Thecla Joseph•Nor Faeeza Ismali•Jessicca Tokiroi

DEVELOPMENT OF KBSR

Implemented on a trail basis in 305 primary schools throughout the country.

The Cabinet Committee was particularly concerned about the human development. The task of translating this action is contained in the primary school integrated curriculum.

The educational goals of primary school education at the primary level are as follows:

- Master the Malay lang. as the national lang.

- Master basic lang. skills- Master and apply basic arithmetic in

daily life- Master thinking & study skills- Speak, read, write & understand the

English lang.- Acquire knowledge & attempt to widen it

- Master reading & memorizing skills & understand Quran verses

- Nurture attitudes a& behaviour- Take care of health- Develop leadership & self-confidence- Understand & be sensitive about other

and envi.- Enhance talents & creativity- Nurture patriotic spirit- Participate in voluntary, artistic &

recreational activities

CHANGES IN KBSR

Changes in:- Curriculum- School culture

A) CURRICULUM

Introduction of 3 new subjects- Living skills (replacing Commerce

Practice in 1984)- Science- Local studies (replacing Man & His

Envi. In 1994)

Changes on the existing subjects- Language (emphasize given to basic

lang. & grammar skills)- Moral edu. (4 new moral values were

added)- Islamic edu. (addition of new area)- Physical edu. (inclusion of 2 new

elements)- Introduction of Sempoa

B) SCHOOL CULTURE

School environment (one that is condusive & stimulates learning)

Patriotism (infused into all subjects 2 produce Malaysians who love their country)

Integration (more emphasize through values, language, science & technology across the curriculum)

KBSR IMPLEMENTATION PROCESS

KBSR PRINCIPLES

Integrated approachOne education for allHolistic development of the individual

Life-long learning

PRINCIPLE 1 – INTEGRATED APPROACH

It is an approach where knowledge, skills and values are combined to integrate the physical, emotional, spiritual and intellectual aspects.

Occurs through 4 ways- Skills cohesion- Infusion- Integration of 2 elements- Element-across the-curriculum

PRINCIPLES 2 – HOLISTIC DEVELOPMENT OF INDIVIDUAL

Each potential in related to the others.

Eg: a pupil who is a potential skilled footballer needs to be develop knowledge and skills of the game, as well as nurture cooperation, devotion to game rules, discipline, and so on.

PRINCIPLE 3 – LIFE LONG LEARNING

Occurs continuously and is nor restricted by time.

It starts from the time we were born until we go back to our Creator.

PRINCIPLE 4 – ONE EDUCATION FOR ALL

All pupils at the same schooling level follow the same curriculum

In general, there are 3 areas in KBSR:- Communication- Man and His Environment- Individual Self-Development

The 3 areas can be divided into 6 components

- Basic skills- Spirituality- Values and attitudes- Living skills- Arts and health- Co-curriculum

1. Basic skills Focuses on 3 basic skills-3M Pillars of basic education at primary

school level.

2. Spirituality Islamic and Moral education aim to

nurture and enhance pupil’s talents and potentials to enable them to become knowledgeable, religious, devout, noble in character and responsible persons.

3. Values and attitudes Science - To produce individuals who

are knowledgeable, skillful and of good character for our dynamic and progressive society which is enculturated in science and technology.

Local studies – produce pupils who are loyal to and proud to be citizens of this country, beside been willing to make sacrifices to defend race and country.

4. Living skills Aims to provide pupils with

opportunities to acquire technology-based knowledge, basic practice skills, entrepreneurship and self-management.

5. Arts and healthArts edu. : provide opportunities for pupil involvement in various art activities.

Physical & health edu. : emphasis is given to stay healthy and active.

6. Co-curriculumConducted out of the school time-

table and based on planned physical activities.

3 aspects:- Uniformed units- Societies and clubs- Sports and games

EMPHASIS IN KBSR

BASIC SKILLS Made up of three which are emphasized in Level 1 (Year

1-3):-

Reading Writing Arithmetic

Basics for reading & writing

listening, pronouncing, recognizing, & forming symbols, letters & words

Basics for arithmetic

counting skills, recognizing numbers & using mathematical operations = addition, subtraction, multiplication & division.

Skills reinforcement is carried out in Level 2.

In this level, more advanced skills are being taught like understanding of concepts, language skills mastery for communication & problem-solving.

THINKING SKILLS In accordance with intellectual development which is

emphasized in the National Philosophy of Education, focus is given to thinking skills in KBSR.

Two types of thinking skills

Creative & Critical Thinking

They are inter-related & aim to enable pupils to understand, evaluate & apply the information received for decision making and problem-solving.

VALUES ACROSS THE CURRICULUM

Values nurturance should preferably be done for all learning situations faced & experienced by pupils.

This implies that all subject teachers are responsible to assist in the development of moral values.

Also, values reinforcement depends on the role model whom pupils see when they are inside the school compound.

So, every teacher MUST be a good role model in words, actions & deeds for all pupils to emulate.

LANGUAGE ACROSS THE CURRICULUM

In view of the fact that the Malay Language remains the main medium of instruction in primary schools, it is obvious then, why each & every pupil should master its pronounciation, sentence structure, grammar and so on.

So, teacher must endeavour to develop and reinforce pupils’ mastery of this language.

PATRIOTISM ACROSS THE CURRICULUM

Pertinent for teachers to inculcate & nurture patriotism across the curriculum, inclusive of co-curriculum and community service projects.

This is important to produce pupils who love the country & be proud to be the citizens.

SCIENCE & TECHNOLOGY ACROSS THE CURRICULUM

4 Elements in science & technology education.

Scientific knowledge encompassing facts, principles & concepts

Scientific skills including thinking process & specific manipulative skills

Scientific attitude emphasizing accuracy, honesty, & safety

Technology in teaching & learning

These 4 elements are infused into all the subjects through the content area, activities conducted, resource materials used and so on.

This infusion is seen as an effort to reinforce & further enrich the other subjects taught in school.

Scientific skills also contribute to the thinking process & scientific attitudes further enhances pupils’ development of positive values.

The use of technology in teaching & learning also helps to increase pupils’ interest & literacy in science and technology.

PUPIL-CENTERED TEACHING & LEARNING STRATEGIES

In accordance with the goals of KBSR, the teaching & learning strategies should be pupil-centered.

Teachers should focus on pupils & involve them actively in the teaching & learning activities inside and outside classroom.

Therefore, teachers should plan varied activities tailored to pupils’ abilities & interests.

CONTINUOUS EVALUATION

Also known as formative evaluation carried out throughout the year.

Aims-to identify & trace pupils’ progress and development in terms of knowledge, skills, values & attitudes.

REMEDIATION & ENRICHMENT

REMEDIATION

Carried out on pupils who face specific learning problems

ENRICHMENT

Given as reinforcement for pupils who have already mastered a skill in order to further develop other characteristics such as creativity, interest, talents, curiosity, independence and so on.

FLEXIBILITY Refers to 2 things

Methodology & teaching and learning activities

Classroom organization Teachers need not be restricted to the sequence of the

syllabus of each subject. Teachers are given the autonomy to teach topics

according to the pupils’ ability and experiences & the environment they are in.

The classroom arrangement can also be moved around where the tables and chairs need not be in the same place from the beginning until the end of the school year.

TEACHING & LEARNING STRATEGIES

Pupil- centeredTeachers’ actions:Create a conducive classroom to

stimulate learningConform to certain principles in

the teaching & learning process

Learning environment

Socio- emotional Physical

•Create rapport•Understand pupils’ needs•Motivate pupils to learn

•Learning space•Learning and work corners•Space for pupils’ exhibits •Reference materials•Challenging teaching & learning materials

SOCIO EMOTIONAL

Teachers spoken language & behavior to inculcate rapport amongst pupils & create a conducive learning environment

Teachers’ care & concern about the differing needs of pupils;

Teachers’ ability to encourage & motivate pupils

PHYSICAL

Learning space: creatively arranged with basic furniture such as chairs & tables

Learning & work corners: equipped with furniture, and interactive and manipulative learning materials to give pupils opportunities to try out and explore new things

Space for pupils’ exhibits;

Reference materials in printed or media form for pupils’ use

Varied teaching & learning materials to challenge pupils’ abilities

TEACHING & LEARNING PRINCIPLES

Active pupil participation Pupils’ mastery of study and thinking skills Showing appreciation for pupils’ efforts Decision- making opportunities On- going evaluation Self- evaluation and improvement Exploration of ways to complete

assignments Acquisition of varied experiences

TEACHING & LEARNING TECHNIQUES

Role plays Demonstrations Plays Simulations Brain storming Story telling Visits Games

EVALUATION

“A process of collecting information systematically in order to make certain considerations & subsequently important decisions”

A process of collecting information for making certain educational decisions regarding pupils’ mastery, development, and achievement.

Type of evaluation

Purpose

Formative • Identify pupils’ achievement & development:i. During the teaching & learning

process throughout the year; and

ii. After teaching a learning unit;• Identify pupils’ weaknesses

concerning a certain skills for remedial work

Summative • Identify pupils’ achievement level at the end of a learning period, for example : end-of- the year examination , public examination such as UPSR, SPM and so on.

Two Types Of Evaluation In

KBSR

School- based Progress

Evaluation (PKBS)

Primary School Achievement Test (UPSR)

Characteristics Details

1. Conducted by teacher To evaluate pupil’ development.

2. Formative & summative To diagnose & trace pupils’ achievement

3. Pupils’ holistic achievement

Encompasses physical, spiritual, emotional and intellectual aspects

4. Systematic Consists of the following sequential steps: planning, implementing, analysis, reporting & follow up

5. Criterion- referenced Evaluate pupils based on predetermined criteria.

6. Multi – methods e.g.: observations, oral tests, written tests.

PRIMARY SCHOOL ACHIEVEMENT TEST (UPSR)

Summative evaluationAssessment that focusing on the

cognitive domain: mastery of 3R skills (reading, writing, arithmetic).

Amongst the subjects tested: Malay lang., English lang., Science and Mathematics

COMPARISON BETWEEN PKBS AND UPSR

FOLLOW – UP 3 types of follow up activties:

Reinforcement:Teaching & learning activity to reinforce pupil understanding & mastery as well as

encourage them to study harder. So, teachers are

supposed to increase or vary the exercises given;

Remediation:-Special teaching & learning activities given to pupils who have failed to master specific problems concerning 3R skills.-Usually done in normal class or special

remedial class.-Class remediation: for pupils who have simple

learning problems-Special remediation: for pupils with serious

learning problems & carried out by special remedial teacher.

ENRICHMENT

An additional & varied teaching & learning activity to enhance pupils’ knowledge, skills & experiences.

IMPLICATIONS OF KBSR ON THE EDUCATION SYSTEM If KBSR is well implemented, it will lead to

the realization of the aspirations of our FPK to produce individuals who developed physically, emotionally, spiritually and intellectually .

If all involved parties are committed in this implementation, there is a great likelihood that the goals of FPK will be achieved.

Our education system will be equal standing with those of other developed countries in this world.

THE END~THANKS FOR PAYING ATTENTION~