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2 DSK KSSR World of Science and Technology Year 3
2 DSK KSSR World of Science and Technology Year 3
2 DSK KSSR World of Science and Technology Year 3
TAHUN TIGA
TAHUN 3
(Edisi Bahasa Inggeris)
Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam apa-
apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau lain-lain
cara sebelum mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum,
Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan
Persekutuan , 62604 Putrajaya.
Introduction 1
Aims 2
Focus 2
Standard Document 3
Implimention 4
Introduction 7
Scientific Skills 8
Thinking Skills 9
Scientific Attitudes and Noble Values 13
Assessment 18
Introduction to Science
Scientific Skills 20
Life Science
Human 21
Animals 22
Plant 23
Physical Science
Magnets 24
Material Science
Absorption 25
Aims 31
Objectives 31
Focus 31
Content Planning 31
ICT as a subject 35
Assessment 39
Content Standards and Learning Standards 40
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Pendidikan di Malaysia adalah suatu
usaha berterusan ke arah lebih
memperkembangkan potensi individu
secara menyeluruh dan bersepadu untuk
melahirkan insan yang seimbang dan
harmonis dari segi intelek, rohani, emosi
dan jasmani berdasarkan kepercayaan
dan kepatuhan kepada Tuhan. Usaha ini
adalah bertujuan untuk melahirkan
warganegara Malaysia yang berilmu
pengetahuan, berketerampilan, berakhlak
mulia, bertanggungjawab dan
berkeupayaan mencapai kesejahteraan
diri serta memberikan sumbangan
terhadap keharmonian dan kemakmuran
keluarga, masyarakat dan negara.
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viii
INTRODUCTION emotionally, spiritually and intellectually. The elements in each
strand are portrayed through specific disciplines, namely:
The structure of the Standard–Based Curriculum for National
Preshool (KSPK) and the The Standard-Based Curriculum for 1. Communication
Primary School (KSSR) are developed in accordance to the 2. Spiritual, Attitude and Value
principles of the Integrated Curriculum for Primary School 3. Humanity
(KBSR) and in line with the National Education Philosophy. 4. Science and Technology
5. Physical Development and Aesthetics
Aims of Preschool and Primary School Education 6. Personal Appearence
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STANDARD-BASED MODULAR CURRICULUM and investigation so as to master knowledge in science and
technology, scientific skills, thinking skills and, scientific
The Preschool and the Primary School Curriculum are attitudes and values. This thematic approach in DST is to
developed in the form of Content Standard and Learning make teaching and learning (T&L) more interesting.
Standard that have to be achieved by pupils.
AIMS
Content Standard
Specific statement of the content knowledge that pupils The aim of World of Science and Technology is to instill
should know and be able to do within a schooling period interest and develop creativity amongst pupils through
which encompasses knowledge, skills and values. experience and investigation so as to master knowledge in
science and technology, skills and values. The skills to be
Learning Standard developed through this theme include science process skills,
Criterion set to ensure the quality of learning and thinking skills, manipulative skills / psychomotor and ICT skills.
achievement for each Content Standard.
FOCUS
The Content Standards and the Learning Standards are
organized in the form of parts and units which contain World of Science and Technology in Level I focuses on:
elements of knowledge, skills and values that have been
identified to be acquired by pupils. The parts or units of the Cultivating pupils' interest towards science and
content in the curriculum are presented in the form of modules. technology and to develop their creativity through
The modules consist of Basic Core Module, Thematic Core experience and investigation so as to master scientific
Module and Elective Module. knowledge, skills and, scientific attitudes and values.
Thus providing pupils with the platform to apply science
THEMATIC CORE MODULE: WORLD OF SCIENCE AND and technology in every day life.
TECHNOLOGY Acquisition of knowledge and mastery of basic practical
skills, ability to design and apply basic technology to
World of Science and Technology (DST) is a combination of produce pupils who are creative and innovative.
Science, Design and Technology (RBT) and Information and Strengthening basic ICT knowledge and skills in DST
Communication Technology (ICT) elements that is taught in and applying them across the curriculum creatively
Level I. World of Science and Technology aims to nurture depending on the pupils’ abilities.
interest in science and technology. This is to develop
creativity and innovation amongst pupils through experience
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Providing basic knowledge and skills in Science, RBT STANDARD DOCUMENT
and ICT to prepare pupils for the subjects of Science,
ICT and RBT in Level II. In World of Science and Technology, there are two separate
documents that is Science Curriculum Standard Document
Science which also consists of RBT, and the ICT Curriculum Standard
Document. Both documents are combined into a single
The Science Curriculum Standard for primary school aims to document named World of Science and Technology Standard
cultivate pupils' interest towards science and technology and Document.
develop the creativity of pupils through experience and
investigation so as to master scientific knowledge, skills and, The purpose of DSK is to provide a guideline for teachers to
scientific attitudes and values. Thus providing pupils with the achieve the aims of DST in T&L.
platform to apply science and technology in every day life.
The themes in the Science Content Standard are as follows:
Introduction to Science
Design and Technology Life Science
Physical Science
The Design and Technology Curriculum Standard (RBT) aims Material Science
pupils to acquire basic knowledge and master practical skills, The Earth and The Universe
able to design and apply basic technology to produce Technology and Sustainability – RBT is
students who are creative and innovative. embedded in this theme.
Information and Communication Technology DSK for ICT is provided to achieve the following standards:
The Information and Communication Technology (ICT) Use ICT responsibly and ethically.
Curriculum Standard aims to provide basic ICT knowledge Select and apply appropriate ICT
and skills and applying them across the curriculum creatively resources.
depending on the pupils’ abilities.
Use ICT to find, collect, process and use
information.
Use ICT to obtain and share information.
Use ICT to solve problems and make
decisions.
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Use ICT to improve productivity and using courseware or digital materials. Teachers can also bring
learning. a few laptops for group activities. Pupils can also carry out
Use ICT to present ideas and information scientific investigation and record their data into the computer
creatively and innovatively. wherever available to complete their tasks.
IMPLEMENTATION
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KURIKULUM STANDARD SEKOLAH RENDAH
STANDARD CURRICULUM DOCUMENT
SCIENCE
INTRODUCTION This group of pupils will become the human resources
in the field of science and technology that will contribute to the
continuity in the development of the country.
As articulated in the National Education Philosophy, education
in Malaysia is an on-going effort towards developing the AIMS
potential of individuals in a holistic and integrated manner to
produce individuals who are intelectually, spiritually, The aim of the primary school science curriculum is to instil
emotionally and physically balanced. The primary and pupils’ interest and develop creativity through experiences
secondry school science curriculum standard is developed and investigations, in order to acquire scientific knowledge,
with the aim of producing such individuals. scientific skills and thinking skills as well as scientific attitudes
and noble values.
The overall Science Standard Curriculum
encompasses three core science subjects and four elective OBJECTIVES
science subjects. The Core Science Subjects are Primary
School Science, Lower Secondary Science, and Upper The Level One Primary School Science Curriculum aims to:
Secondary Science. The Elective Science subjects offered in
upper secondary are Biology, Chemistry, Physics, and 1. Stimulate pupils’ curiosity and develop their interest
Additional Science. about the world around them.
2. Provide pupils with opportunities to develop scientific
The Core Science Subjects for primary and lower skills as well as critical and creative thinking skills.
secondary school are designed with emphasis on the
3. Enhance pupils’ creativity.
knowledge and understanding of science to produce science
literate pupils so as to prepare them for science at higher 4. Provide pupils with an understanding on scientific facts
levels. The Core Science subjects in upper secondary school and concepts.
aim to develop pupils’ science literacy, innovative skills and to 5. Enables pupils to apply knowledge and skills in a
equip them to enter fields of science. The Elective Science critical, creative and analytical manner for problem
Subjects offer options to pupils based on their inclinations, solving and decision making.
interests and abilities in the science field to venture into
careers specifically in science and technology fields. This 6. Instil scientific attitudes and noble values amongst
group of pupils will continually contribute to the development pupils, thus putting these into practice.
of the nation. 7. Be aware of the need to care for the environment.
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SCIENTIFIC SKILLS collected data.
Communicating Accepting, choosing, arranging, and
Science emphasizes inquiry method and problem solving. In
presenting information or ideas in the form
inquiry and problem solving processes, scientific and thinking of writing, verbal, tables, graphs, figures or
skills need to be utilised. Scientific skills are vital in any models.
activities involving scientific investigation.
Using Space- Describing changes in parameters such as
Scientific skills encompass science process skills and Time location, direction, shape, size, volume,
manipulative skills. Relationship weight and mass with time.
Interpreting Data Giving rational explanations about an
Science Process Skills object, event or pattern derived from
collected data.
Science Process Skills enable pupils to formulate questions
and find out the answers systematically. Defining Defining concepts by describing what must
Operationally be done and what should be observed.
Descriptions of the science process skills are as the following: Controlling Identifying manipulated variables,
Variables responding variables and fixed variables.
Observing Using the sense of sight, hearing, touch, In an investigation, a variable is
taste or smell to gather information about manipulated to observe its relationship with
objects and phenomena. the responding variable. At the same time,
the other variables are kept the same.
Classifying Using observations to group objects or
phenomena according to similar Making Making a general statement about the
characteristics Hypothesis relationship between the variables that is
assumed to be true to explain an
Measuring and Making quantitative observations using observation or event. The statement can
Using Numbers numbers or tools with standard units or be tested to determine its validity.
tools standardised with reference units.
Experimenting Planning and conducting an investigation
Making Making initial conclusions that are to test a hypothesis, collecting and
Inferences reasonable, that may be true or false to interpreting data until a conclusion can be
explain events or observations. obtained.
Predicting Making forecast about events based on
observations and previous experiences or
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Manipulative Skills Teaching and learning that emphasises on thinking skills and
thinking strategies are foundation for thoughtful learning.
In a scientific investigation, manipulative skills are
psychomotor skills that enable pupils to: Thinking skills can be categorised into critical thinking and
creative thinking. A person who thinks critically always
Use and handle science apparatus and substances evaluates an idea in a systematic manner before accepting it.
correctly. A person who thinks creatively has a high level of imagination,
is able to generate original and innovative ideas and modify
Store science apparatus and substances correctly and ideas and products.
safely.
Thinking strategies are higher order thinking processes that
Clean science apparatus correctly involve several steps. Each step involves several critical and
Handle specimens correctly and carefully. creative thinking skills. Thinking strategies is the ultimate aim
of thinking processes.
Sketch specimens, apparatus and substances accurately
Critical Thinking Skills
Thinking is a mental process that requires an individual to Attributing Identifying characteristics, features,
integrate knowledge, skills and attitudes in an effort to qualities and elements of a concept or
understand the environment. One of the objectives of the an object.
national education system is to enhance the thinking ability
Comparing and Finding similarities and differences
among pupils. This objective can be achieved through Contrasting based on criteria such as
thoughtful learning. characteristics, features, qualities and
elements of objects or events.
Thoughtful learning can be achieved if pupils are actively
involved in teaching and learning processes. In these Grouping and Separating and grouping objects or
processes, teaching and learning activities should be well Classifying phenomena into groups based on
planned to encourage the pupils to apply thinking skills in certain criteria such as common
conceptualisation, problem solving and decision making. characteristics or features.
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Sequencing Arranging objects and information in or pattern of relationship.
order based on the quality or quantity of
common characteristics or features Making Making initial conclusions that are
such as size, time, shape or number. Inferences reasonable, that may be true or false to
explain events or observations.
Prioritising Arranging objects or information in order
based on their importance or urgency. Predicting Making forecast about events based
on observations and previous
Analysing Processing information in detail by experiences or collected data.
breaking it down into smaller parts to
understand concepts or events as well Making Making a general statement about
as to find the implicit meanings. Generalisations certain matter from a group of
observations on samples or some
Detecting Bias Detecting views or opinions that have information from that group.
the tendency to support or oppose
something. Visualising Forming perception or making mental
images about a particular idea,
Evaluating Making consideration on the good and concept, situation or vision.
bad qualities of something based on
valid evidences or propositions. Synthesising Combining separate elements to
produce an overall picture in the form
Making Making a statement about the outcome of writing, drawing or artefact.
Conclusions of an investigation based on a
hypothesis or strenghtening something Making Making a general statement about the
based on an investigation. Hypotheses relationship between the variables that
is assumed to be true to explain an
Creative Thinking Skills observation or event. The statement
can be tested to determine its validity.
A brief description of each creative thinking skill is as the
following: Making Analogies Forming an understanding about a
complex or abstract concept by relating
Generating Ideas Producing ideas related to something. it to simple or concrete concepts with
similar characteristics.
Relating Making connections in certain
situations or events to find a structure
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Inventing Producing something new or modifying Figure 2: TSTS Model in Science
something already in existence to
overcome problems in a systematic Thinking Skills
manner.
Besides thinking skills and thinking strategies, another skill Mastery of TSTS through the teaching and learning of science
emphasised is reasoning. Reasoning is a skill used in making can be developed through the following stages:
logical, rational, fair and just consideration. Mastery of critical
and creative thinking skills and thinking strategies is made 1. Introducing TSTS.
easier if an individual is able to provide reasoning in inductive
and deductive manner. Figure 2 gives an overall picture of the 2. Practising TSTS with teacher’s guidance.
thinking skills and thinking strategies (TSTS). 3. Practising TSTS without teacher’s guidance.
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4. Applying TSTS in new situations and developed with
teacher’s guidance. Science Process Skills Thinking Skills
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SCIENTIFIC ATTITUDES AND NOBLE VALUES
Science Process Skills Thinking Skills
Learning experiences science can foster positive attitudes
Relating and values in pupils. Positive attitudes and values fostered in
Analysing the teaching of science in schools include scientific attitudes
and noble values as the following:
Making hypothesis Attributing
Relating
Comparing and contrasting Having an interest and curiosity towards the
Generating ideas environment.
Making hypothesis Being honest and accurate in recording and
Predicting validating data.
Synthesising Being diligent and persevere when carrying out a
task.
Experimenting All thinking skills
Being responsible about the safety of oneself, others
Communicating All thinking skills and the environment.
Realising that science is a means to understand
nature.
Teaching and Learning Based on Thinking Skills and Appreciating and practising clean and healthy living.
Scientific Skills Appreciating the balance of nature.
Being respectful and well-mannered.
This Science Curriculum Standard emphasises thoughtful Appreciating the contribution of science and
learning based on thinking skills and scientific skills. In this technology.
curriculum, the intended learning standard is written by Being thankful to God.
integrating acquisition of knowledge with mastery of thinking Having critical and analytical thinking.
skills and scientific skills. Thus in teaching and learning, Being flexible and open-minded.
teachers need to integrate mastery of skills together with Being kind-hearted and caring.
acquisition of knowledge and the inculcation of scientific Being objective
attitudes and noble values. Being systematic
Being cooperative
Being fair and just.
Dare to try
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Thinking rationally earth’s resources, biodiversity and the development of
Being confident and independent science and technology in our country can strengthen the love
for the country.
The inculcation of scientific attitudes and noble values
generally occurs through the following stages: TEACHING AND LEARNING STRATEGIES
Be aware and understand the importance and the Teaching and learning strategies in the science curriculum
need of scientific attitudes and noble values. emphasise on thoughtful learning. Thoughtful learning is a
Giving attention and response. process of acquisition and mastery of knowledge and skills
Internalising and practising. that can develop pupils’ minds to the optimum level. Learning
Inculcate scientific attitudes and noble values in life. activities should therefore be geared towards activating pupils’
critical and creative thinking skills and not be confined to
In this curriculum standard, learning standard for the affective routine method. Pupils should be made aware of the thinking
domain is written explicitly where appropriate. However, skills and thinking strategies that are being used in their
scientific attitudes and noble values in teaching and learning learning. They should be challenged with higher order
need to be integrated continuously. For example, during questions and problems and be required to solve problems
science practical work, the teacher should remind pupils the creatively and critically. Pupils should be actively involved in
importance of being careful, thorough, cooperative, honest the teaching and learning that integrate the acquisition of
and persevere when carrying out experiments. knowledge, mastery of skills and inculcation of scientific
attitudes and noble values. Thoughtful learning can take place
Proper planning is required to optimize the inculcation of through various learning approaches such as inquiry,
scientific attitudes and noble values. Teachers are constructivism, contextual learning, mastery learning and,
encouraged to go through all learning standards related to the science, technology and society.
content standard including the learning standard about the
inculcation of scientific attitudes and noble values before Approaches to Teaching and Learning Science
starting a lesson in the particular learning area.
Inquiry-Discovery Approach
Inculcating Patriotism
Inquiry-discovery approach emphasises learning through
The science curriculum standards strengthen and cultivate experiences. Inquiry generally means to find information, to
patriotism and values of nationalism among pupils to enhance question and to investigate a phenomenon. Discovery is the
their individual commitment to the nation. Topics related to main characteristic of inquiry. Learning through discovery
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occurs when the main concepts and principles of science are and objective of learning that is based on STS is reflected in
investigated and discovered by pupils themselves. Through this standard curriculum. The STS approach recommends that
activities such as experiments, pupils investigate a the learning of science is done through investigation and
phenomenon and draw conclusions by themselves. Teachers discussions based on science, technology and society issues.
then lead pupils to understand the science concepts through Science and technology knowledge can be learnt together
the results of the inquiry. Thinking skills and scientific skills with the application of science and technology and their
are thus developed further during the inquiry process. implications on the society.
However, the inquiry-discovery approach may not be suitable
for all teaching and learning situations. Sometimes, it may be Meaningful learning occurs if pupils can relate their learning
more appropriate for teachers to present concepts and with their every day experiences. Meaningful learning can
principles directly or through guided inquiry-discovery to take place in learning approaches such as contextual learning
pupils. and Science, Technology and Society (STS). Learning
themes and learning objectives that carry elements of STS
Constructivism are incorporated into the curriculum. STS approach suggests
that science learning takes place through investigation and
Constructivism is an ideology that suggests pupils learn by discussion based on science, technology and society issues.
building their own understanding that is meaningful to them. Knowledge of science and technology can be learnt with the
The important attributes of constructivism are: application of science and technology and their impact on
society.
Teachers considered pupils prior knowledge.
Learning is the result from pupil’s own effort. Contextual Learning
Learning occurs when pupils restructure their
existing ideas by relating new ideas to old ones. Contextual learning is an approach that associates learning
Pupils have the opportunities to cooperate, share with pupil’s every day life. This approach involves investigative
ideas and experiences and reflect on their learning. learning as in the inquiry-discovery approach. In contextual
learning, the relationship between knowledge taught and
Science, Technology and Society every day life is explicitly demonstrated. In this context, pupils
not only learn in theory but learn to appreciate the relevance
Meaningful learning occurs if pupils can relate what they have of science in their lives.
learnt with their daily life. Meaningful learning happens to
various approaches such as contextual learning and the
science, technology and society (STS) approach. The theme
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Mastery learning
Experiment
Mastery learning is an approach that ensures all pupils to
acquire and master the intended learning objectives. This An experiment is a method commonly used in science
approach is based on the principle that pupils are able to lessons. Pupils test hypotheses through investigations to
learn if given the opportunities. Pupils should be allowed to discover specific science concepts and principles. Scientific
learn at their own pace, with the incorporation of remedial and methods are used when conducting an experiment involving
enrichment activities as part of the teaching-learning process. thinking skills, science process skills, and manipulative skills.
Methods of Teaching and Learning Science In general, procedures to follow when conducting an
experiment are:
Teaching and learning approaches can be implemented
Identifying a problem
through various methods such as experiments, discussions,
Making a hypotheses
simulations, projects, the usage of external resources, future
research and problem solving. In this curriculum standard, Planning the experiment
suggestions for these teaching and learning methods are not - Controlling variables
explicitly stated. This is to enable teachers to use their own - Determining equipment and materials needed
creativity in teaching and pupils to acquire the intended - Determining the procedures of the experiment
knowledge, skills, attitudes and values. - Determining the method of data collection
- Determining the method of data analysis
The teaching and learning method determined should be Conducting the experiment
based on the contents of the curriculum standard, pupils’ Collecting data
abilities and pupils’ repertoire of intelligences and the Analysing data
availability of resources and infrastructure. Besides the role of Interpreting data
presenting information and subject matter expert, teachers Making a conclusion
also act as facilitators in teaching and learning. Teachers Writing the report
should be attentive to the various repertoire of intelligences
among pupils. Different methods and activities should be
planned to cater to pupils with multiple intelligences. In this standard curriculum, it is suggested that, besides
guiding pupils to carry out experiments, pupils are given the
The following are brief descriptions of some teaching and opportunity to design experiments, which involves drafting
learning methods. their own experimental method, the data that can be
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measured, how to analyse data and how to present the to solve the problem given and thus plan the entire
results of their experiments. These activities can be done project.The outcome of the project either in the form of a
individually or in small groups. report, an artefact or in other forms needs to be presented.
A discussion is an activity in which pupils question and Learning science through visits to zoos, museums, science
present their opinions based on arguments or valid reasons. centers, research institutes, mangroves swamps and factories
During discussions, pupils must have an open mind to accept can make learning more effective, enjoyable and meaningful.
others’ opinions. The teacher should play the role of a Learning through visits can be optimised by careful planning
facilitator by asking questions that lead pupils towards the whereby pupils have to carry out or perform tasks during the
topic discussed. Discussions can be conducted during and visit. Discussion after the visit should be held to conclude the
after experiments, projects, data collection and interpretation activities carried out.
activities, simulations using external resources, problem
solving etc. Future Research
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Finding alternative solutions Test: Tests can be conducted either in written form or verbally.
Carry out operations to solve the problem Written test questions may either be in objective or subjective
Evaluate solutions form. An example of oral test is quizzes.
Classroom assessment is very important to determine pupils’ Essay: Essays exhibit a pupil’s skills in conveying information
level of mastery and understanding of what pupils have scientifically.
learned. The information obtained will help teachers to
improve their teaching methods. The results of the ORGANISATION OF THE SCIENCE CURRICULUM
assessment in the classroom will also provide initial feedback STANDARD
to the teacher to plan further action to improve the level of
mastery and understanding in pupils. The Science Curriculum Standard for Year 1 to Form 5 is
arranged according to six themes i.e. Introduction to Science,
Method of classroom assessments that can be carried out are Life Science, Physical Science, Material Science, The Earth
as the following: and The Universe as well as Technology and Sustainability.
However, all these themes may not necessarily be present in
Observation: This method is suitable for evaluating every year of learning.
individuals in terms of scientific skills and attitudes as well as
noble values. Observations are to evaluate processes carried Each theme i.e. Introduction to Science, Life Science,
out by the pupils and not the final results. Physical Science, Material Science, Earth and The Universe
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as well as Technology and Sustainability is detailed in the and learning styles. Teachers are encouraged to plan
content and learning standards. The content standards have activities that engage pupils actively in order to generate
at least one or more learning standards that are analytical, critical, innovative and creative thinking besides
conceptualised based on the learning area that has been using technology as a means for achieving the Content
determined. The content standards are written according to Standard effectively.
the hierarchy in cognitive and affective domains. The content
standard is a general statement that contains elements of On the other hand, the curriculum also incorporates elements
knowledge, scientific skills, thinking skills, scientific attitudes of entrepreneurship, creativity and innovation to prepare
and noble values as stipulated in the intended learning human capital who are capable to contribute towards the
standard. development of a high-income country in line with the New
Economic Model.
The learning standard is a learning objective that is written in
the form of measurable behaviour. It comprises the scope of The World of Science and Technology is introduced in Year 1
learning with scientific skills and thinking skills that require the to replace the subject of Science. It combines the elements of
pupils to do science so as to master the intended science Science, Design & Technology (DT) and Information
concepts. In general, the learning standard is organised from Communication and Technology (ICT). For the
simple to complex, however it can be modified accordingly to implementation in Year 1, the DT and ICT elements are
the context and needs of learning. The Content Standard for integrated in the Science Standard. Besides, the ICT user
the affective domain is written at the end of the related module is also provided for teachers to guide pupils in
corresponding cognitive domain but not all cognitive domains applying their ICT skills during learning.
are followed by affective domains.
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INTRODUCTION TO SCIENCE
1. SCIENTIFIC SKILLS
1.1 Understanding the science process Pupils are able to:
skills
1.1.1 Observe
1.1.2 Classify
1.1.3 Measure and use numbers
1.1.4 Predict
1.1.5 Make inferences
1.1.6 Communicate
1.1.7 Explain the science process skills using sketches, ICT, in written or verbal
form.
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LIFE SCIENCE
2. HUMAN
2.1 Understanding the dentition of human Pupils are able to:
2.1.1 Identify types of teeth which consist of incisors, canines and molars.
2.1.2 Relate the types of teeth and its functions.
2.1.3 Compare and contrast the milk teeth with permanent teeth in aspect of
numbers, strength and life expectancy.
2.1.4 Label the structure of the tooth as enamel, dentine, nerve, blood vessel and
gum.
2.1.5 Explain the observations using sketches, ICT, in written or verbal form.
• eating habits
• care
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CONTENT STANDARD LEARNING STANDARD
3. ANIMALS
3.1 Understanding the characteristics of Pupils are able to:
animals.
3.1.1 Identify the characteristics of animals i.e
• body covering: shell, fine hair, feathers, scales
• body parts: legs, wings, tail, horns, beak, sharp claws
• ways of reproduction: laying eggs, giving birth
• habitat: lives in water, on land, on land and water.
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CONTENT STANDARD LEARNING STANDARD
4. PLANTS
4.1 Understanding the characteristics of Pupils are able to:
plants.
4.1.1 Identify the characteristics of plants i.e
• leaf: type of veins
• flower: flowering, non- flowering
• fruit: produce fruits, does not produce fruits
• stem : woody, non-woody
• root: taproot, fibrous root
• habitat: lives in water, lives on land
• ways of reproduction: through seeds, spores, leaves, stem cuttings,
suckers, underground stems.
4.1.2 Classify plants based on selected classification characteristics.
4.1.3 Identify the characteristics of a selected plant.
4.1.4 State the importance of plants to humans and animals.
4.1.5 Explain the observations using sketches, ICT, in written or verbal form.
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PHYSICAL SCIENCE
5. MAGNETS
5.1 Analysing the knowledge on actions Pupils are able to:
of magnets
5.1.1 Identify the shapes of magnets e.g. bar, cylinder, horseshoe, U-shaped, button
and ring magnets.
5.1.2 Make generalisation on how magnets react to various objects by carrying out
investigations.
5.1.3 Classify objects based on how magnets act on them.
5.1.4 State that materials made of iron are magnetic materials.
5.1.5 Make generalisation on the strength of magnets by carrying out activities using
magnets of different sizes.
5.1.6 Make a conclusion that magnet attracts or repels between poles by carrying
out activities.
5.1.7 Explain the observation using sketches, ICT, in written or verbal form.
5.2 Create objects based on the use of Pupils are able to:
magnets
5.2.1 Give examples of the use of magnets in daily life.
5.2.2 Create objects based on the use of magnets.
5.2.3 Explain the observation using sketches, ICT, in written or verbal form.
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MATERIAL SCIENCE
6. ABSORPTION
6.1 Analyse the knowledge on ability of Pupils are able to:
materials to absorb water.
6.1.1 Identify absorbent and non- absorbent objects by carrying out activities.
6.1.2 Identify absorbent and non- absorbent materials by carrying out activities.
6.1.3 Classify absorbent and non- absorbent materials by carrying out activities.
6.1.4 Arrange type of materials in sequence according to its ability to absorb water
by carrying out investigations.
6.1.5 Provide reasoning on the importance of absorbent and non- absorbent
materials in daily life.
6.1.6 Explain the observation using sketches, ICT, in written or verbal form.
6.2 Create objects based on its ability to Pupils are able to:
absorb water.
6.2.1 Create objects using absorbent and non- absorbent materials.
6.2.2 Explain the observation using sketches, ICT, in written or verbal form.
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EARTH AND SPACE SCIENCE
7. SOIL
7.1 Analysing soil content. Pupils are able to:
7.1.1 Identify the content of different types of soils e.g. clay, garden soil and sand by
carrying out investigations.
7.1.2 Arrange the types of soil in sequence according to its ability to allow water to
flow through by carrying out an investigation.
7.1.3 Make generalisation on types of soil that are suitable for planting based on the
above investigation.
7.1.4 Explain the observation using sketches, ICT, in written or verbal form.
26
TECHNOLOGY AND SUSTAINABILITY OF LIFE
8. BASIC TECHNOLOGY
8.1 To assemble and disassemble a Pupils are able to:
mechanically functional building block
set that has basic concepts of simple 8.1.1 Choose a functional building block set to be constructed.
machines by referring to an 8.1.2 Read and explain the instructional manual.
instructional manual. 8.1.3 Identify the components of the model based on the instructional manual.
8.1.4 Identify the motion system of the model e.g. motor, gear, sprocket, pulley
and wheel.
8.1.5 Choose the components of the model based on the illustrated instructional
manual.
8.1.6 Assemble the components of the model based on the illustrated instructional
manual.
8.1.7 Sketch the built model using basic shapes.
8.1.8 Talk about the built model.
8.1.9 Disassemble built model in sequence.
8.1.10 Store the disassembled components into a storage container.
27
STANDARD CURRICULUM DOCUMENT
INFORMATION AND
COMMUNICATION TECHNOLOGY (ICT)
THE INFORMATION AND COMMUNICATION vii. to express ideas and information in a creative and
TECHNOLOGY ( ICT ) STANDARD-BASED FOR PRIMARY innovative manner.
SCHOOL
FOCUS
The Information and Communication Technology (ICT)
Standard-Based Curriculum is a specific statement about ICT is a field of study that involves various fields, especially in
what pupils should achieve in the knowledge, skills and computer and communication systems. ICT is used mainly in
values of ICT throughout the schooling years. This standard computer systems, communication devices and software
also serves as a guide for teachers to create a technology- applications to acquire, process, store, transmit, retrieve,
aided learning environment. This environment will provide exchange and protect information at all times.
many opportunities for pupils to benefit from ICT resources.
Pupils will be involved in various activities consisting of Therefore, these Standards focus on software applications
relevant technology skills. and knowledge of computer hardware in dealing with various
forms of information based on the pupils’ abilities. In Stage I
AIM (Year 1, Year 2 and Year 3), the focus is on the integration of
ICT across the curriculum. In Stage II (Year 4, Year 5 and
The aim of ICT Standard-based Curriculum is to provide a Year 6), the focus is on learning about ICT.
benchmark for pupils’ achievement from Year 1 to Year 6.
This is to ensure that pupils master the knowledge and basic CONTENT PLANNING
ICT skills. It also encourages creativity and provides an
interesting learning environment throughout their lives. The ICT Curriculum in primary schools is implemented in
modular form whereby its content is divided into 4 Modules
OBJECTIVES (Sections) as follows:
At the end of the primary school, pupils can use ICT: Module Description
• Selection and application of Select and apply appropriate
i. in a responsible and ethical manner. ICTResources ICT resources
ii. to select and apply appropriate ICT resources.
iii. to search, gather, process and apply information. • ICT in Information Use ICT to search, gather,
iv. to obtain and share information. Management process, use and share
v. to solve problems and make decisions. information
vi. to increase productivity and learning.
31
Module Description c. investigation, exploration and arcing of ideas.
• ICT in increasing productivity Use ICT to solve problems
and the quality of learning and make decisions to Values
increase productivity and
quality of learning. Pupils will gain the ability to operate the information system
confidently, accurately and diligently. The Code of Ethics of
• The use of ICT in creativity Use ICT to present ideas and communication in ICT will instill a sense of responsibility,
and innovation information in creative and respect, cooperation and accountability.
innovative manner
ICT-STANDARD-BASED CURRICULUM CONTENT
The specified module was developed based on the objectives The ICT Standard-Based Curriculum is divided into Content
outlined and translated into Content Standards and Learning Standards and Learning Standards. There are seven Content
Standards. At the same time the ICT Standards-Based Standards. The content of these Standards acts as a guide for
Curriculum emphasises on the integration of knowledge, skills the level of ability within the Learning Standards. Learning
and values. Standards within the Content Standards will be introduced
and mastered by pupils. Teachers can use these standards in
Knowledge designing ICT-based activities.
The content knowledge includes the following: 1.0 Use ICT in a responsible and ethical manner
a. Concepts, facts and ICT terminology.
b. The sequential process in developing ICT-based products. Pupils can:
1.1 apply the knowledge of ethics and responsibility
Skills in ICT.
1.2 practise the ability to state the implications when
Hardware and software skills in ICT will produce the following: using ICT.
1.3 accept responsibility for the actions related to
a. communication skills involving the sharing and the ethics and responsibility in the usage of ICT.
dissemination of information, and
security of information dissemination.
b. problem-solving skills including critical, creative and
reflective thinking.
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2.0 Select and apply appropriate ICT resources 5.0 Use ICT to solve problems and make decisions
33
7.2 plan strategies to express new knowledge and There are three main approaches in the teaching and learning
ideas. of ICT as in Figure 2.
7.3 develop a variety of original media products to
express ideas and information. • Learn ABOUT ICT
7.4 use the emerging technology to express ideas Learn about ICT requires pupils to master the
and information. knowledge and skills of specific knowledge
disciplines in the field of ICT such as computer
THE PRINCIPLES OF USING ICT IN TEACHING AND systems, network, information systems, multimedia and
LEARNING programming. Exposure to the knowledge and skills in
these areas are taught to students in accordance with
There are several principles in the use of ICT in teaching and their abilities and cognitive level.
learning. Firstly, pupils must master basic ICT skills to enable
them to operate the hardware and software. Secondly, by Learn WITH ICT
acquiring these skills, students will apply and integrate ICT in Learn with ICT means that pupils use ICT as a learning
their learning. To achieve this, students should learn ICT tool such as ICT software and hardware. Among the
hands-on and acquire ICT skills which can be mastered in the software which can be used are MS Word, MS
learning context. PowerPoint, MS Excel, Paint, Geometer's Sketchpad,
freeware to teach typing, namely Tutor Typing, while
the hardware are like printers, scanners and digital
cameras.Teaching and learning will be more effective,
Learn ABOUT ICT interesting and enjoyable with the use of ICT. By
using ICT as a teaching and learning tool in primary
school pupils will be more creative and innovative
Social based on their level of thinking.
Issues and
Ethics Learn THROUGH ICT
Learn WITH ICT Learn THROUGH Learn through ICT is the use of ICT to access
ICT information and knowledge by using ICT medium
such as CD-ROM, DVD-ROM, courseware and the
Internet. Examples of learning through ICT can be seen
from the use of materials such as encyclopaedia,
Figure 2: ICT Approaches in Teaching and Learning
34
dictionary, video learning, courseware PPSMI, ICT AS A SUBJECT
Portal E-material, EduWeb TV and Google Earth.
At Stage II, ICT is taught as a subject which emphasises the
The elements of values are incorporated in each ICT mastery of knowledge and disciplined skills in ICT based on
approach. All these components complement each other and computer systems, multimedia, programming, database,
enable ICT to be taught as a subject and implemented across networks and the Internet. Exposing ICT to pupils at this level
curriculum more effectively. For example, when pupils learn should be in accordance with pupils’ cognitive levels and
ABOUT ICT, they also learn WITH ICT. During this process, abilities. The three approaches used in presenting this subject
pupils learn THROUGH ICT by accessing information from are as follows:
CD-ROM, DVD-ROM, surfing the Internet and downloading
materials to reinforce their tasks. a) Learn ABOUT ICT
b) Learn WITH ICT
ICT STRATEGIES IN CURRICULUM c) Learn THROUGH ICT
The strategy used in the realisation of ICT in the curriculum is The time allocated for ICT is 60 minutes per week. This
through integration across the curriculum and also as a subject is taught by rotation with Design and Technology
subject on its own. For Stage I, ICT is integrated across the (RBT).
curriculum and as an element in the Core Theme: The World
of Science and Technology. For Stage II, ICT is implemented HARDWARE AND SOFTWARE
as a subject.
The ICT hardware and software supplied to the schools are as
INTEGRATING ICT IN THE CURRICULUM follows:
The integration of ICT across the curriculum enables teaching a. The hardware in the computer lab
and learning to be carried out using appropriate ICT hardware • Server
and software based on the topic to be taught. Pupils can use • computer (PC) for teachers
and manipulate ICT resources to support their knowledge or • computers (PC) for students
tasks. Through the use of ICT, pupils can reinforce the • Scanner
concepts and skills which they have mastered in an enjoyable • Printer
environment. • Digital Camera and Video
• Microphone and speaker
b. Hardware for teachers
35
• Laptop Learning ABOUT ICT, Learning WITH ICT and Learning
• LCD Projector THROUGH ICT must be combined in teaching and learning
strategies. Integration of ICT can be effectively implemented
c. Software when pupils have mastered ICT skills. It is recommended that
• Windows operating system, Linux and Mac teachers integrate ICT through activity-based projects or tasks
Operating system like greeting cards. In greeting cards, pupils can insert images
• Microsoft Office and Star Office application software and write greetings or poems.
• Utility Software such as media tool player (Windows
Media Player), sound recorder (Sound Recorder) Suggestions for Learning And Teaching Strategies
and calculator
There are some teaching strategies which can be adopted by
d. Internet Facility teachers in the teaching and learning process. The teaching
•Internet Access and learning of ICT can be more effective by using the
following strategies:
All software that will be used in school must have a valid a. Self-Study
license. Schools are also encouraged to download free Self-Study consists of four approaches, namely, Self-
software related to the subjects. Teachers should ensure the Directed, Self-Paced, Self-Accessed and Self-Assessed
suitability of the teaching and learning content, based on the which are more focused on pupil-centred learning. With ICT,
hardware and software available in school. this learning concept is easily realised. For example,
through the use of self-directed courseware, pupils can
THE USE OF INFORMATION AND COMMUNICATION determine what to learn based on their own rate of ability,
TECHNOLOGY IN TEACHING AND LEARNING are able to assess themselves, and can even assess their
STRATEGIES own learning. This strategy enables pupils to be more
responsible for their learning, more confident and diligent in
Information and Communication Technology need not achieving the standard curriculum.
necessarily be used throughout the teaching and learning
process. The teacher and pupils need to identify the necessity b. Collaborative Learning
of ICT in enhancing their teaching and learning. Utilizing ICT Collaborative Learning constitutes an approach which
as a learning empowerment enables pupils to reinforce stresses on cooperation and requires students to present
teaching and learning and achieve the standard curriculum. ideas in small groups. In ICT, this approach can be
Utilizing ICT can also make learning more enjoyable and implemented with the teacher giving tasks to identified
shape teachers and pupils to be more creative and innovative. groups. Students can use emails to exchange materials
36
and use presentation software to present their work. All learn and review a certain phenomenon through simulation.
group members will actively contribute knowledge, ideas, Besides that, demonstrating a certain occurrence where
skills and solve problems together. the sequenced frames can be controlled by pupils can also
be seen by using 3D Modelling software.
c. Project-Based Learning
Project-Based Learning constitutes a classroom activity e. Problem-Solving
model which is different from the usual. This learning Problem-Solving methods constitute a learning method
activity approach is long-term, integrates various based on actual problems and pupils are able to solve
knowledge disciplines, pupil-centred and relates to real-life problems through their own ability. This method can be
experience. Projects are defined as organized tasks, carried out through collaboration and pupil-centred learning.
developments and investigations which lead to specific Pupils need to identify the problems, search for problem-
aims. Pupils are able to learn by using ICT during the solving methods, implement problem-solving operations
project preparation process and can also explore or carry and evaluate problem- solving methods which were used.
out studies on projects. In the ICT context, this method will involve pupils making
decisions when solving problems.
d. Discovery Inquiry
The Discovery-Inquiry Approach constitutes an approach For example, pupils wish to complete a certain task which
which stresses on learning through experience. In general, requires them to insert images. However, they find that the
inquiry means information, questioning and investigating a image is not in their computer. Thus, to overcome the
certain phenomenon which occurs in our surroundings. problem, pupils need to discuss with their friends to find the
Discovery is the main characteristic of inquiry. Learning solution. The teacher acts as a facilitator by guiding pupils
through discovery occurs when the main concept and in a certain problem-solving process during the early stage.
principle are reviewed and discovered by pupils themselves.
Through activities such as experiments, pupils will review a f. Mastery Learning
certain phenomenon and achieve their own conclusion. Mastery Learning is a teaching and learning approach
Teachers will then guide pupils to understand the concept which focuses on pupils’ mastery in a certain matter which
through the inquiry outcomes. was learnt. Through this approach, pupils are given the
opportunity to advance based on their own ability and rate
Utilizing ICT in Discovery-Inquiry occurs when courseware of learning as well as improving the level of mastery in
are used by pupils to attempt or carry out experiments learning. ICT resources such as the use of interactive
which are difficult, too expensive, impossible or dangerous. whiteboard, video screening, courseware, educational
By using application software, pupils can also experience, computer games and selected Internet materials are able
37
to assist students in mastering specific knowledge and 4. Science and Technology
skills. 5. Physical and Aesthetic Development
6. Self Projection
g. Constructivism
Learning through Constructivism is a method where pupils Integration of ICT can be carried out in all the pillars through
are able to actively build their own knowledge or new organized planning. Table 1 shows examples of learning
concepts based on knowledge, skills, values and activities for the pillar of Communication.Table 2 is for the
experience obtained in teaching and learning. Through pillar of Sprirituality, Attitude and Values as well as Science
Constructivism Learning, pupils become more creative and and Technology and Physical and Aesthetic Development
innovative. Pupils use ICT to obtain data, information and whereas Table 3 shows examples of learning activities for the
knowledge. pillar of Personal Skills and Humanities.
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Mouse Skills and Pillars Learning Activity(ies)
Animated Beginning Presenting ideas or reports using
Typing for skill-based word processing software (MS
activities using the mouse Word), presentation software (MS
and typing as well as PowerPoint) and graphic editing
identify alphabets. Pupils software (Paint), camera or digital
will enjoy learning these. video camera and the Internet to
Table 1: Examples of Learning Activities for the Pillar of develop pupil’s confidence.
Communication Use of e-mails and social
Self Projection websites to encourage social
Pillars Learning Activity(ies) interaction among peers from
Write compositions and tell Humanities within or outside the country.
Spirituality, stories using videos or pictures,
Produce projects to encourage
Attitude andValues and scrapbooks or digital folio
collaborative learning among
projects.
schools within or outside the
Science and
Use word processing software country through the Internet.
Technology
(MS Word), presentation software
Strengthen the spirit of patriotism
(MS PowerPoint) and graphic
Physical and and unity through the use of
editing software (Paint), camera
Aesthetic activities from the Internet.
or digital video camera and the
Development
Internet in their learning. Table 3: Examples of Activities for Pillars of Self Projection
Practise good values while using and Humanities.
computer hardware and software.
ASSESSMENT
Table 2: Examples of Activities for Pillars of Spirituality,
Attitude Development. Assessment is used as a yardstick to evaluate pupil’s
achievement in acquiring ICT knowledge and skills.
Assessment must be carried out continuously to monitor
pupils’ progress in knowledge, skills and values as stipulated
in the Content Standards and Learning Standards. Prior to
39
assessing their pupils, teachers need to identify skills within Observation evidences can be recorded using tape
the selected Learning Standards. recorders, videos and photography or written records
using observation forms such as checklists or descriptive
Pupils can be assessed using formative assessment, forms. Besides that, log books can also be used to
summative assessment or both. Formative assessment can document important events or achievements. (Refer
be implemented to measure pupils’ performance during examples in Attachment 7).
teaching and learning and can be carried out in an integrated
form which includes aspects concerning knowledge, skills and Presentation
values. Summative assessment can be implemented by Presentation is an oral assessment method which can be
preparing appropriate tests to assess learning achievement. carried out in formative form during teaching and learning.
Values can be measured using checklists or through It involves creative individual or group presentation with
observations. the aid of the computer. Some criteria which should be
considered during presentation are visual design, content,
Assessment strategies that can be used during ICT teaching sound and presentation style.
and learning are:
Teachers should explain the format of these presentations
Rubric like title, content, visual design, number of slides and
Rubric is an assessment strategy which uses criterion in software that will be used.
the form of scores that will enable teachers to evaluate
teaching that will ensure knowledge, skills and values in A presentation can be assessed with an assessment
ICT are achieved. In this strategy, teachers can perform instrument such as checklists and rubrics. The result of the
consistent, systematic and directed assessment based on assessment can be used by the teacher to give
clear criteria. (Refer examples in Attachment 6). constructive comments to improve the quality of
presentation. (Refer examples in Attachment 8).
Observation
Observation is one of the modes of assessment which Anecdote
allows teachers and peers to evaluate the work process Anecdote refers to the retelling of the ICT learning which
within planned learning activities in the aspects of has been learnt and it can be in written or oral form. It is
knowledge, skills and values. Observation is a form of carried out by having pupils retell a lesson they have learnt.
authentic continuous assessment based on pupils’ Teachers use checklists to identify main points presented
behaviour while applying skills and values in ICT. by pupils. (Refer examples in Attachment 9).
40
Tests and Quizzes developments in the aspects of skills, knowledge and
Quizzes refer to oral or written questions used to test values. (Refer examples in Attachment 11).
understanding and pupils’ knowledge about a topic learnt.
Tests are combinations of question types on a few learning Simulation
topics in written form. Tests and quizzes are used to Simulation is defined as a situation which resembles real
evaluate knowledge levels, skills and values within the ICT life situation. Simulation assessment can be carried out in
Learning Standards. three methods, namely, games, role-playing and modelling.
These methods are used to measure the level of
Among general features of quizzes are that they are knowledge, skills and values in ICT learning.
informal and are carried out in a short period whereas
tests are formal and systematic. (Refer examples in Simulation assessment in the form of games can be used
Attachment 10). as a gaming software. Teachers can select suitable
computer games to evaluate pupils’ skills. Examples of
Portfolio gaming software are Go Tidy and Basic Mouse Skill where
Portfolio is a collection of pupils’ work in the form of pupils are assessed on their skills in using the mouse. In
structured documentation which is used as a tool for simulation assessment involving role-playing, pupils take
assessment in the classroom. the roles of keys on a keyboard to determine the positions
of alphabets and numbers on the keyboard when typing a
There are three types of portfolios that can be used in ICT, word. Modelling simulation assessment enables pupils to
for example, Daily Work Portfolio, Documentary Portfolio learn about computer hardware using recyclables such as
and Best Product Portfolio. Daily Work Portfolio is daily boxes, tins and strings to build a computer model. (Refer
routines that are collected over a learning period. examples in Attachment 12 and 13).
Documentary Portfolio is learning materials that are
collected in line with certain task-based objectives where CONTENT STANDARDS AND LEARNING STANDARDS
the process of producing the task-related material is
clearly shown. Best Product Portfolio is the best product Content Standards are specially designed for pupils from Year
selected from the Daily Work Portfolio. One to Year Six. There are seven Content Standards for ICT
in KSSR. Pupils are able to:
Rubric is another method that can be used to help use ICT in a responsible and ethical manner.
teachers assess a portfolio for the purpose of evaluating select and apply appropriate ICT resources.
continuous learning progress and focuses on the pupils’ use ICT to search, gather, process and apply
information.
41
use ICT to obtain and share information.
use ICT to solve problems and make decisions.
use ICT to improve productivity and learning.
use ICT to express ideas and information in a creative
and innovative manner.
42
STANDARD-BASED CURRICULUM FOR ICT PRIMARY SCHOOL LEVEL I: YEAR 3
The ICT Learning Standards for Year 1 and Year 2 is included in the Learning Standards for Year 3 and acts as a reference
for teachers to know the level which the pupils have achieved in Year 1and 2.
Content Standards Year 1 Learning Standards Year 2 Learning Standards Year 3 Learning Standards
1.0 Use ICT in a 1.1 Comply with the rules of 1.1 Ensure that computer 1.1 Ensure that computer
responsible the computer lab. hardware and its hardware is functioning.
and ethical manner 1.2 Use computer hardware surroundings are tidy and 1.2 Practise cyber safety
carefully and clean. measures by using member’s
responsibly. 1.2 Be thrifty when printing login and logout e-mail
1.3 Avoid wastage when using documents. account.
ICT equipment. 1.3 Identify source of 1.3 Acknowledge source of
1.4 Apply safety measures information. information obtained online.
when using ICT 1.4 Observe ethics of using 1.4 Save energy by reducing
equipment. password and texts during brightness of monitor and
1.5 Respect copyrights of online communication. sound.
others.
1.6 Be tolerant with
classmates while using
computers.
2.0 Select and apply 2.1 Identify the parts of a 2.1 Position your fingers 2.1 Prepare a text using centre
appropriate ICT computer (monitor, mouse, correctly on the home alignment, justify text and
resources keyboard, system unit). keys of the keyboard. make a list using Bullets and
2.2 Turning the computer on 2.2 Use the arrow, Caps Lock Numbering.
and off switch (turn on, and Shift keys. 2.2 Create animation for text and
turn off) in accordance 2.3 Use the mouse to click image in MS PowerPoint.
with the appropriate and drag, and to copy and 2.3 Create animation with simple
procedures. paste. objects using slide animation
2.3 Identify the positions of 2.4 Create a table of 3 techniques.
43
Content Standards Year 1 Learning Standards Year 2 Learning Standards Year 3 Learning Standards
alphabets and numbers on columns and 2 rows using 2.4 Insert video in MS
the keyboard. word processing software PowerPoint.
2.4 State the function keys (MS Word). 2.5 Create a table of 2 columns
Enter, Spacebar, 2.5 Insert more columns and and 3 rows by inserting text
Backspace and Delete. rows using word and numbers based on the
2.5 Use mouse to click and processing software (MS given text
double click. Word).
2.6 Launch and close graphic, 2.6 Type texts and insert
word processing or images into the table.
presentation software 2.7 Change font colour using
(Paint, MS Word or MS word processing software
PowerPoint). (MS Word) or
2.7 Open and save graphic, presentation software (MS
wordprocessing or PowerPoint).
presentation files (Paint, 2.8 Produce a presentation
MS Word or MS which consists of text,
PowerPoint). image and audio elements
2.8 Type text using a variety of using presentation
sizes and fonts using word software (MS
processing software (MS PowerPoint).
Word) in one page. 2.9 Apply slide transition in
2.9 Use word processing the presentation using
software (MS Word) to presentation software (MS
produce text with image PowerPoint).
in one page. 2.10 Change the slide
2.10 Use graphic software background using
(Paint) to create presentation software (MS
pictures by using the basic PowerPoint).
shapes and colour box. 2.11 Print two copies of
44
Content Standards Year 1 Learning Standards Year 2 Learning Standards Year 3 Learning Standards
3.0 Use ICT to search, 3.1 Identify the location and 3.1 Search information in the 3.1 Use Autosum functions to
gather, process access the form of text and image sum numbers automatically
and use information stored. based on keywords using in MS Excel.
information 3.2 Use web browser to surf search engine. . 3.2 Present data in a pie chart
the internet. 3.2 Extract, gather and save based on the table created in
3.3 Search for images using information. MS Excel.
the search engine. 3.3 Intergrate information in
3.4 Save images from word processing software
websites. (MS Word) and
3.5 Demonstrate and explain presentation software (MS
how to retrieve the images PowerPoint).
stored.
4.0 Use ICT to obtain 4.1 Present ideas using word 4.1 Share ideas by sending 4.1 Attach a fail through e-mail.
and share processing (MS Word) or and replying e-mail to a 4.2 Open an attached file sent
information presentation recipient. through e-mail.
(MS PowerPoint) software.
4.2 Share ideas using other
devices such as digital
cameras and CD-ROM.
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Content Standards Year 1 Learning Standards Year 2 Learning Standards Year 3 Learning Standards
5.0 Use ICT to solve 5.1 Use appropriate 5.1 Present the completed task 5.1 Use appropriate software
problems and application software and using appropriate application (MS Excel, MS
make decisions ICT resources (MS Word, application software and PowerPoint or MS Word) to
MS PowerPoint, Paint) to ICT resources (MS Word or be attached through e-mail
complete given task. MS PowerPoint). to complete a task for
sharing information.
6.0 Use ICT to 6.1 Reinforce multimedia 6.1 Modify existing task using 6.1 Use electronic spreadsheet
increase presentation (MS table, images, audio and software skills by using
productivity and PowerPoint) available various font format addition and subtraction
learning such as inserting an audio appropriately. formula to make simple
file. analysis like comparing
data.
7.0 Use ICT to express 7.1 Use graphic (Paint), word 7.1 Present new ideas of a 7.1 Produce digital products
ideas and processing task creatively using which integrates electronic
information in a (MS Word) or presentation appropriate application spreadsheet software and
creative and (MS PowerPoint) software software. presentation software (MS
innovative matter creatively (manipulate Excel and MS PowerPoint)
text, images and sound) to creatively.
present existing ideas or
concepts.
46
HOW TO USE THIS STANDARD-BASED CURRICULUM FOR ICT?
1.0 Use ICT in a responsible and ethical manner 1.1 Comply with the rules of the computer lab.
2.6 Use presentation software (MS PowerPoint) to produce two presentation slides containing
text and images.
2.12 Print documents.
2:13 Record voice by using existing software
47
3.1 Identify the location and access the stored information.
3.0 Use ICT to search, collect, process and apply 3.2 Use the web browser to surf the Internet.
information 3.3 Search for images using search engines.
3.4 Save images from websites.
3.5 Demonstrate and explain how to retrieve the stored images.
4.0 Use ICT to obtain and share information 4.1 Present ideas using word processor (MS Word) or presentation (MS PowerPoint) software.
4.2 Share ideas using other hardware such as digital cameras and CD-ROM.
5.0 Use ICT to solve problems and make decisions 5.1 Use appropriate application software and ICT resources (MS Word, MS PowerPoint, Paint)
to complete given tasks.
6.0 Use ICT to improve productivity and learning 6.1 Reinforce available multimedia presentation (MS PowerPoint) such as inserting an audio file.
7.0 Use ICT to express ideas and information in a 7.1 Use graphic (Paint), word processor (MS Word) or presentation (MS PowerPoint) software
creative and innovative manner creatively (manipulate texts, images and sounds) to present existing ideas or concepts.
Step 3:After choosing the Content Standards and Learning Standards, state them in their numerical forms in the teaching
module. Please refer to the example of applying ICT Learning Standards in Thematic Core Module. The World of Science And
Technology Teaching Module: ICT Elements.
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AN EXAMPLE OF APPLYING ICT LEARNING STANDARDS IN THEMATIC CORE MODULE: THE WORLD OF SCIENCE AND
TECHNOLOGY
Description: In this lesson, pupils are introduced to the word processing software (MS Word). Pupils learn how to
produce texts of different font types and font sizes. They learn how to insert image into a page. This will
enable pupils to present their ideas creatively using various font types and font sizes attached with
images to fulfill their tasks.
Teaching and 1. Documents with images and text in different font types and font sizes.
Learning Materials: 2. My Picture folder containing images.
3. Pupils learning modules.
Suggested Activities: 1. Teacher shows sample of pupils’ work containing images and text with different font types and font
sizes in printed form and on screen.
2. Teacher demonstrates the steps involved in changing font types and font sizes using MS Word.
3. Pupils type words, for example their names. Teacher shows the steps and pupils follow to practise
these skills:
a. Change font type.
b. Change font size.
c. Save the document.
4. Pupils repeat the above activities.
5. Pupils choose appropriate font type and font size.
6. Teacher demonstrates the steps to insert pictures. There are two ways to insert a picture:
49
a. Insert picture from Clip Art.
b. Insert picture from My Picture.
7. Pupils practise inserting pictures with teacher’s guidance.
8. Choose one of the above skills.
9. Save the documents. Pupils should be able to identify the location of the saved file.
Enrichment: Pupils who have successfully completed the activity will be given another task. Pupils can choose their
preferred image, font type and font size. Pupils can also be taught to change the font colour.
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EXAMPLE OF THE APPLICATION OF CREATIVITY IN ICT TEACHING AND LEARNING
- LEARNING MS POWERPOINT
51
INFORMATION AND COMMUNICATION TECHNOLOGY
Year: 1
Topic: Learning MS PowerPoint
Duration: 120 minutes (4 periods)
Content Standards:
7.0 Use ICT to express ideas and information in a creative and innovative manner.
Learning Standards:
7.1 Use graphic (Paint), word processing (MS Word) or presentation (MS PowerPoint) software creatively (manipulate
text, images and sound) to present existing ideas or concepts.
Assessment:
Pupils show how to start MS PowerPoint.
Pupils produce a creative and innovative presentation that contains texts and images.
Pupils save their MS PowerPoint presentation.
Action Activity 4:
1. Pupils display their presentation.
Sample questions:
o Are you satisfied with the layout of your presentation? Explain.
o Is the text used appropriate to the needs of the presentation? Explain.
o Is the image chosen appropriate for this presentation? Explain.
EXAMPLE OF APPLYING ICT LEARNING STANDARDS IN THEMATIC CORE MODULE: SCIENCE ELEMENTS
Overview: Pupils identify types of plants in their environment. In this lesson, pupils are introduced to word processing
software (MS Word). Pupils learn how to produce a one-page text document with images.
Duration: 120 minutes (4 periods)
Resources: 1. Pictures of plants
2. MS PowerPoint presentation on types of plants within the surrounding.
3. Pupils learning module (Mari Meneroka MS Word)
Creativity: Pupils produce a digital scrapbook about plants.
Note: 1. Create a folder containing various pictures of plants. Place this folder in My Documents folder.
2. Prepare a worksheet on labelling plants and save it in the My Documents folder.
3. Pupils need to learn about Print Preview in the printing activities to avoid wasting papers.
4. Pupils print their completed work in groups.
Suggested 1. Use MS PowerPoint to present various types of plants within the surrounding.
Activities 2. Display pictures of plant such as hibiscus, banana plant and mango tree to pupils.
3. Teacher states the names of the plants. Pupils listen and repeat.
Assessment Rubric
1. Use a form comprising aspects like knowledge, skills and values to be achieved:
Features of a plant (shoot, leaf, flower, fruit, branch, stem and roots).
Launch MS Word.
Insert image.
Use Text Box to type.
Save document.
Remedial Pupils who are unable to master the knowledge, skills and values will need to relearn the knowledge and
acquire the skills guided by the teacher or peers.
Notes: 1. Animated Beginning Typing software should be installed in all pupils’ computers or the server.
2. Teacher needs to explore the tutorial on the Animated Beginning Typing software first.
3. The Animated Beginning Typing software is a shareware software. This software can be downloaded from
CDD’s website at http://www.moe.gov.my/bpk/. It is used to demonstrate typing with the correct finger
positioning. Pupils are introduced to the correct finger positioning following the animation. Pupils will be
introduce to the typing skills from beginner to the advance level. This module and software encourage
pupils to use the keyboard correctly.
4. This Learning Module is to introduce the Letter Jumpers game only while Letter Drill dan Flying Letters
games in this software can later be used as follow ups or for enrichment activities.
5. Teachers are encouraged to use other typing software suitable for pupils.
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keys.
4. Pupils are shown how to launch the Animated Beginning Typing software.
5. Pupils play the Letter Jumpers game.
Enrichment Pupils try out a higher level game that is, Letter Drill or Flying Letters found in the Animated Beginning
Typing software.
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EXAMPLE OF ICT TEACHING MODULE YEAR 3:
- THE WORLD OF SCIENCE AND TECHNOLOGY - ICT ELEMENTS
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APPENDIX 3 TEACHING MODULE: WORLD OF SCIENCE AND TECHNOLOGY: ICT
Description: In this lesson, pupils will learn how to insert videos taken from a folder provided. Pupils will
also view the video presentation which they have inserted. The suggested teaching and
learning strategy is constructivism where pupils will construct new knowledge based on
their experience.
Teaching and Learning 1. Images of habitat which live in water and on land.
Materials: 2. Short video of habitat which lives in water.
3. Learning Module on Inserting Videos.
Suggested Activities: 1. Show a slide presentation which consists of static and moving images and video.
2. How to insert video from My Documents folder.
3. Save a file.
4. View a presentation.
5. Close MS PowerPoint.
Remedial: Teacher will give more practices for pupils who have not mastered the skills on inserting
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videos.
Enrichment: Pupils will produce a creative MS PowerPoint presentation which consists of:
1. Texts of various colours and size.
2. Images.
3. Videos.
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EXAMPLE OF THE USE OF ASSESSMENT METHOD
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APPENDIX 4
Example of the Use of Rubric Method in Information and Communication Technology
Date: .....................................................
Criteria
Knowledge,
Content Learning
Skills and Values Mastered Poor Mastery Zero Mastery
Standard Standard
achieved/attained
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Example of the Use of Rubric in Information and Communication Technology
Date: .....................................................
Knowledge, Criteria
Content Standard skills and
Standard Pembelajaran values Mastered Poor Mastery Zero Mastery
achieved
Open existing Able to find Able to find and Unable to
word processing and open files open files with find and open
2.7 Open and file in My according to correct files even
save graphic, Documents correct procedures with after help
word- folder via MS procedures a little help. given for
processing Word without any several
2.0 Choosing and
and help times.
applying
presentation
appropriate ICT
files (Paint,
resources
MS Words
or MS Power
Point)
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APPENDIX 5
2.0 Choosing and applying 2.8Type text using various sizes and Pupils are able to :
appropriate ICT resources fonts by using word processing
1. Click Startbutton
software (MS Words) in one page
2. ClickAll Programs
3. Click MS Office
4. Klik MS Word
5. Type text
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APPENDIX 6
Example of the Use of Checklist in Assessment of Presentation
Content Learning Standard Knowledge, skills Tick (/) where applicable/appropriate
Standard and values Very Weak Weak Good Very Good
achieved/attained
7.0 Using ICT to 7.1 Use graphic (Paint), Visual Design
present ideas word-processing (MS 1. Graphic layout
and information Words) or and colour
creatively and presentation (MS arrangement
innovatively Power Point)
software (by 2. Font size and
manipulating text, text density.
image and audio) to
present the idea and
Content
concept creatively.
3. Comply with
title/subject and
sufficient
Audio
4. Suitability of
sounds
Delivery
5. Confident in
delivering and
explaining.
6. Interesting
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APPENDIX 7
Example Of The Use Of Anecdote In Formative Evaluation
Note: Teacher can use oral anecdote for pupils who are unable to write.
Content Learning Tick (/) the approriate
Knowledge, skills andvalues achieved
Standard Standard boxes
3.0 Using ICT to 3.3 Look for image Pupils will be able to state:
find, collect, using search
process and use engine 1. the name of the web browser used Yes No
information
2. the name of search engine used Yes No
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APPENDIX 8
Sample Quiz and Test Questions
5.1 Use appropriate applications software and ICT resources (MS Word, MS PowerPoint, Paint) to complete a task.
Assumption:Pupils are divided into four groups. Present quiz as group competition. Group with the highest marks wins the
Competition.
2. Which key would you use to add spacing between words when you type your essay?
3. (Teacher shows a printer icon picture) Who knows the function of this icon?
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Sample exam questions:
A. MS Word C. MS Excel
B. MS Paint D. MS PowerPoint
Diskette
Mouse
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APPENDIX 9
Example Of The Use Of Rubric in the PortfolioAssesstment
Knowledge, skillsandvalues Criteria
achieved
1 2 3 4
Content Incomplete task Partially completed Complete task Complete task with
task evidents
Achievement Does not show any Show some Show knowledge, Knowledge, skill
knowledge, skill knowledge, skill skill and value and value
and value and value development development
development development increase
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Knowledge, skillsandvalues Criteria
achieved
1 2 3 4
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APPENDIX 10
Samples of Simulation
Role Play
Pupils are divided into two groups. First group which consists of 26 pupils will role play the letter keys.Each pupil will be given a
letter card and they are asked to arrange the letter cards according to the position of the keys as on the real keyboard. Second
group will role play as the computer user.
The pupil who role play as the computer user will pick one word from a box and read it. Pupil will read aloud the letters on the card.
Pupils who role play as letter keys will sit down when their letters are called.
Game
Teacher divides the pupils into several groups. Each group will be given a picture of a keyboard and an envelope consisting of
several pictures of keys such as letter keys, numeric keys, Enter key and Spacebar key. Each group member will work together to
identify the missing keys from the picture. Later, they need to complete the missing key pictures on the keyboard picture. Teacher
checks pupils work according to their groups.
Model
Pupils are divided into several groups. Each group is required to build a set of computer model using modelling clay which display
the monitor, keyboard, system unit and mouse. Each group member will produce one computer part. By the end of the activities,
pupils display their end product for teacher’s evaluation.
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APPENDIX 11
Sample Of Check List In Simulation Assessment
a) Play role
Tick
Content Standard Learning Standard Knowledge, skillsandvalues (/) where
achieved applicable
Yes No
Pupils will be able to identify
2.0 Choosing and applying 2.3 Identify the location of
location of letters
appropriate ICT sources letters and numbers on the
keyboard location of numbers
b) Game
Tick
Content Standard Learning Standard Knowledge, skillsandvalues (/) where
achieved applicable
Yes No
Pupils will be able to identify
2.0 Choosing and applying 2.3 Identify the location of
appropriate ICT sources letters and numbers on the location of letters
keyboard location of numbers
c) Model
Tick
Content Standard Learning Standard Knowledge, skillsandvalues (/) where
achieved applicable
Yes No
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Pupils should be able to identify
2.0 Choosing and applying 2.1Identify computer parts
appropriate ICT sources (monitor, mouse, keyboard, monitor
system unit) mouse
keyboard
system unit
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This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.
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