Development and Implementation of the KBSR

7/27/2019 Development and Implementation of the KBSR

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Development and

Implementation of the PrimarySchool Integrated Curriculum

Presented by: Siti Nadhirah binti Zuraidi

: Nur Shahirah Zafirah binti Zainon


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In 1982, Kurikulum Bersepadu Sekolah Rendah was

implemented on a trail basis in 305 primary school.This was translated through

to ensure the holistic development of pupils. Thisdevelopment encompasses aspects including

intellectual, spiritual, physical, emotional, talents,character, social, aesthetic values .

(Primary School Integrated Curriculum, 1991:5)

Development of the PrimarySchool Integrated Curriculum

(KBSR)


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Primary education aims at ensuring the overall,

balanced and integrated development of a childspotentialwhich includes intellectual, spiritual,emotional and physical aspectsin order to producebalanced and harmonious individuals with high moral

standards. Primary education must enable pupils to:

Primary education


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master the Malay language as the national language as well as the officiallanguage of the country;

master the Malay language as the national language as well as the official

language of the country;

master the basic language skills (listening, speaking, reading and writing) inthe medium of instruction;

master arithmetical skills and use them in their daily lives;

master study skills;

speak, read, write and understand the English language as a secondlanguage;

seek and acquire knowledge;

develop leadership qualities and self-confidence;

be sensitive towards man and his environment;


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master scientific and technical skills;

be interested in, appreciate and participate in charitable works, andcultural and recreational activities in line with the national culture;

look after ones health and physical fitness;

acquire the skills of reading, reciting and understanding the meaningof chosen verses from the Quran (Muslim pupils);

strengthen the basic of Aqidah (belief in God), perform religiously therites of devotion to Allah, and constantly practice noble values;

be patriotic;

develop talents and creativity; and

be well mannered and practice noble values.


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It is hope that upon completion of their primary

schooling, pupils can apply their language andmathematical skills to thinking, communicating andproblem-solving in their daily-life situations. Theyshould be able to think logically and understand

issues relating to humanity and society. Pupils aregiven the chance to develop their potentials, talents,interests and creativity through music, art and writing


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In 1988, PSIC (KBSR) was reviewed to see the

strength and weakness, subsequently KBSR whichwas known as the New Primary School Curriculumwas changed to Primary School IntegratedCurriculum.

Changes In Primary SchoolIntegrated Curriculum


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Some of the changes in the curriculum are as below:

Introduction of three new subjects;

- Living Skills (replacing Commerce Practice in 1984),

- Science and Local Studies (replacing Man and His Environmentin 1994).

The purpose of this subjects is to provide make pupils withspecific knowledge, skills and values. Also the awareness ofentrepreneurship, humanities, environment and science.

The Curriculum


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Changes made on existing subjects:

- Languages (emphasis given to basic language and grammar skills tofacilitate mastery of other skills such as study and thinking skills);

- Moral Education (four new moral values added to make for 16 innumbers so as to coordinate the syllabus in the primary andsecondary levels);

- Islamic Education (addition of Asas Akhlak Islamiah to the existingAsuhan, Tilawah-Al-Quran and Asas Ulum Sya'riah.

In 1984, Jawi script was introduced into Religious Studies startingfrom Year 3. In December 1990, pupils in Year 1 started Jawi; PhysicalEducation (inclusion of two new element that is health and fitness toachieve quality of life; Introduction of Sempoa (introduced in Level 2to enhance pupil's competence to think and count).


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School environment. One that is conducive and stimulateslearning to enable pupils to develop harmoniously andholistically from the physical, emotional, spiritual andintellectual aspects.

Patriotism. Infused into all the subjects across the curriculum toproduce Malaysians who love their country and are proud to beher citizens.

Integration. Already implemented in the New Primary SchoolCurriculum through cohesion and infusion. Emphasize morethrough values, languages, science and technology across thecurriculum.

The School Culture


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In general, values infusion in the teaching and learning process;mastery and use of basic skills in daily activities; restructuringstudy skills (basic to complex) by topics; syllabus review foreach subject.

In specific, integration of problem-solving skills and arithmeticaloperations in topics e.g. Money, Measurement of Length andWeight;

separation of Man and His Environment into two separatesubjects namely Science and Local Studies; use of Englishlanguage for Mathematics, Science and technical subjects forYear 1 starting January 2003.

KBSR changes can be seen throughtwo perspectives


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KBSR Implementation Process


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Principle 1. Integrated Approach

The integrated approach is where knowledge, skills and valuesare combined to integrate the physical, emotional, skills and

values. Occurs through for ways: skills cohesion, infusion,integration of two elements and element-across the curriculum.

i) skills cohesion

- in one subject: e.g. the four main skills for languages arespeaking, listening, reading and writing. In one teaching andlearning session, cohesion of only two skills is emphasized for

example: listening and speaking; or listening and writing

- between subjects: for example: singing is used for in theteaching of physical education and health science.


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ii) infusion

- various knowledge areas and across subjects e.g. the mathematical

elements is infused in the teaching of Art

- moral values in subjects e.g. emphasis on co-operation and respectduring group work or project

iii) integration of two elements

- curriculum and co-curriculum e.g. co-curricular activities (uniformedbodies, clubs, societies, games or sports) are complementary tocurricular activities in the classroom

- knowledge and practice e.g. knowledge acquired in the classroom canbe applied to situations in the home, society and so on

- previous experiences with new experience


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iv) element-across-the-curriculum

e.g. language across curriculum, environment across curriculum,science across curriculum, thinking skills across curriculum.


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Principle 2. Holistic Development of the Individual

According to psychologists, individual potential cannot be

developed in isolation. Each potential in related to others. e.g. apupil who is a potential skilled footballer needs to developknowledge (e.g. effective ways of playing) and skills (e,g, agility)of the games, as well as nurture cooperation, adherence to game

rules, discipline and so on.


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Principle 3. Life-long Learning

Education is likened to an on-going effort; it starts from the time

we were born until we go back to our creator. This learningprocess occurs continuously and is not restricted by time. For thisreason, there should not arise a time or occasion when theindividual stops learning. What is the role of school?


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Schools has two roles: they are the first formal institutionwhere pupils obtain knowledge and basic skills, thus KBSRbuilds the foundation for pupils' acquisition of the necessary

knowledge and skills to enable them to face their daily lifesituations. Upon completion of schooling, this educationprocess does not stop. Instead each one of us are encouragedto continue with our own learning. They also nurture everypupil's interest to pursue knowledge and contribute to theexisting pool. This endeavour requires the habit of wanting toand knowing how to pursue knowledge. In this respect,teachers play an important role in inculcating and nurturing theknowledge and reading cultures in their pupil.


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Principle 4. One Education for All

KBSR is meant for all. All pupils at the same schooling levelfollow the same curriculum , irrespective of school type; the

difference being the medium of instruction. Learning areas in KBSR include communication, man and his

Environment and Individual Self-Development. These areaslisted can be divided into six components namely: basic skills,

values and attitudes, living skills , arts and health and co-curriculum.


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Learning Area Component Subject

Level 1 Level 2

Communication Basic skills -Malay Language

-English

Language

-Chinese

Language

-Tamil Language

-Malay Language

-English

Language

-Chinese

Language

-Tamil Language

Men and His

Environment

Spiritually,

Values andAttitudes

Mathematics,

Islamic EducationMoral Education

Mathematics,

Islamic Education,Moral Education,

Science

Individual Self-

DevelopmentLiving Skills, Arts

and Health

- Living Skills, Local

Studies

Co-Curriculum - Living Skills

Music Education Music

Art Education Art Education

Physical and

Health Education

Physical and

Health Education

Development and Implementation of the KBSR

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