SEKOLAH MENENGAH KEBANGSAAN TAMAN HI-TECH

YEARLY LESSON PLANS

BIOLOGY FORM 5
2024/2025
THEME 3 : PHYSIOLOGY OF FLOWERING PLANTS
LEARNING AREA : 1.0 ORGANISATION OF PLANT TISSUES AND GROWTH

WEEK &
DATE CONTENT LEARNING STANDARD SUGGESTED ACTIVITY – NOTES
W1 1.1 Pupils are able: Notes:
Organisation 1.1.1 Communicate about the types of plant tissue and Types of tissue and main functions:
10/3/2024- of Plant Tissue their main functions. (i) meristematic tissues.
(ii) permanent tissues:
14/03/2024
- epidermal tissue
- ground tissue
- vascular tissue
12/03/2024 Suggested activity:
(Selasa): Gather information and carry out a presentation about
the uses of plant tissues in everyday life.
Cuti Awal Average and weak students – Gallery Walk
Ramadan Good students - Presentation
I-Think: Bubble map, double bubble map

1
1.2 Pupils are able to: Notes:
Meristematic 1.2.1 Identify the types and parts of tissue involved in growth Types of meristematic tissue:
Tissues and (i)apical meristems (tips of shoots and tips of
Growth 1.2.2 Describe positions of zone of cell division, zone of cell
roots).
elongation and zone of cell differentiation in shoots and roots.
(ii) lateral meristems (vascular cambium and cork
1.2.3 Identify zone of cell division, zone of cell elongation and cambium).
zone of cell differentiation in a seed radicle.
Suggested activity:
1.2.4 Describe types of growth: Prepare a microscope slide:
(i) primary. (i) zone of cell division.
(ii) secondary. (ii) zone of cell elongation.
(iii) zone of cell differentiation.
1.2.5 Justify the necessity of primary growth and secondary Average and weak students –Guided Experiment
growth.
Gather information about the necessity of primary
growth in terms of height, support and transport and
1.2.6 Compare and contrast primary growth and secondary secondary growth for additional support and
growth in eudicotyledon plants. transport.

Gather information about types of monocotyledon

1.2.7 Assess the economic importance of plants that have plants that undergo anomalous secondary growth
undergone secondary growth. and present the findings.

. Suggested activity:
Gather information about types and uses of timber in
Malaysia from agencies such as:
(i) Forestry Department of Peninsular Malaysia /
Sabah / Sarawak.
(ii) Malaysian Timber Industry Board (MTIB).

Average and weak students – Gallery Walk

Good students - Presentation

2
W2 1.3 Growth Pupils are able to: Suggested activity:
17/03/2024 – Curves Gather information about:
21/03/2024 1.3.1 Describe types of plants based on their life cycles (i) annual plants.
(ii) biennial plants.
1.3.2 Analyse growth curves of: (iii) perennial plants.
(i) annual plants.
(ii) biennial plants. Identify the types of plants in school based on their
(iii) perennial plants. life cycles using ICT.

1.3.3 Conduct an experiment to study the effects of factor on
the growth curve of a plant..
Good , Average and weak students –Round table
Suggested activity:
Gather information about growth curves.
Design an experiment to study the effects of sound
on plant growth.

Design an auxanometer to measure the rate of plant

elongation.
Good students : competency Based learning
Average and weak students –Guided Experiment

PERFORMANCE STANDARDS
ORGANISATION OF PLANT TISSUES AND GROWTH
1 Recall the knowledge and basic science skills of organisation of plant tissues and growth.
2 Understand and able to explain the organisation of plant tissues and growth.
3 Apply knowledge and skills about organisation of plant tissues and growth to explain events or phenomena to carry out
simple task.

4 Analyse information about organisation of plant tissues and growth and apply science skills in the context of problem
solving.

5 Evaluate to make judgement about organisation of plant tissues and growth in the context of problem solving and apply
science skills in the context of problem solving and decision making to carry out a task.

3
 6 Create using knowledge and scientific skills related to organisation of plant tissues and growth in the context of problem
solving and decision making or carrying out an assignment in a new situation creatively and innovatively giving due
consideration to the social values/ economy/ culture of the community

giving due consideration to the social values/ economy/ culture of the community

THEME 3 : PHYSIOLOGY OF FLOWERING PLANTS

LEARNING AREA : 2.0 LEAF STRUCTURE AND FUNCTION

WEEK & CONTENT SUGGESTED ACTIVITY –

DATE STANDARD LEARNING STANDARD NOTES
W3 2.1 Structure of Pupils are able to: Suggested activity:
Leaf 2.1.1 Describe external structures of a leaf: Collect specimens and prepare a
24/03/2024- (i) lamina. herbarium according to leaf
(ii) petiole. structures.
28/03/2024
2.1.2 Suggested activity:
Identify internal structures of a leaf lamina: Draw and label a cross-sectional
(i) upper epidermis. diagram of a leaf as seen through
(ii) palisade mesophyll. the light microscope.
(iii) spongy mesophyll. Good students : I Think Map
(iv) lower epidermis. Average and weak students Think pair
(v) vascular bundle. share

Observe prepared microscope

slides of cross-sections of
monocotyledon and eudicotyledon
leaves.

I-Think: Bubble map, double bubble map

4
2.2 Main Organ Pupils are able to: Suggested activity:
for Gaseous Prepare a microscope slide to
Exchange 2.2.1 Justify the necessity of gaseous exchange in plants observe and describe the condition
of guard cells of spider lily plants or
2.2.2 Explain the mechanism of stomatal opening and closing based on: any other plant.
(i) the uptake of potassium ions. Good, Average and weak students –
(ii) changes in sucrose concentration. Experimen
I-Think: Flow map
2.2.3 Conduct an experiment to compare stomatal distribution on upper
and lower epidermis of monocotyledon and eudicotyledon leaves Design a model to relate the
mechanism of stomatal opening
2.2.4 Predict with explanation the effect of water deficiency in plants on and closing to uptake of potassium
stomatal opening and closing. ions and changes in sucrose
concentration.

Suggested activity:
Design a microbalance to compare
water loss from the upper and
lower epidermis of a leaf.

Good, Average and weak students:

Project based learning

I-Think: Bubble map, double bubble map

2.3 Main Organ Pupils are able to: Suggested activity:
for Transpiration Conduct an experiment to
2.3.1 Justify the necessity of transpiration in determine the rate of transpiration
plants. in a plant.

2.3.2 Describe environmental factors that Gather and interpret data on the
affect rate of transpiration: effects of light intensity,
(i) light intensity. temperature, air movement and
(ii) temperature. relative air humidity on rate of
(iii) air movement.
(iv) relative air humidity. transpiration.

2.3.3 Conduct experiments to study the Good, Average and weak students –
effects of environmental factors on rate of Experimen
transpiration using a photometer.

Suggested activity:
Design experiments to study the
effects of pollution levels, leaves
positions and plant locations on

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 rate of transpiration in plants.

Good studens :
Competency –Based learning
Average and weak students – Guided
Experimen

2.4 Main Organ for Pupils are able to: Suggested activity:
Photosynthesis 2.4.1Justify the necessity of photosynthesis in plants Carry out a group discussion and
make multimedia presentation
W4 2.4.2 Relate the adaptations of internal structure of a leaf to about the history of the discovery
photosynthesis. of photosynthesis.
31/03/2024-
04/04/2024 2.4.3 Identify structures of a chloroplast: Conduct a study on adaptations of
(i) granum. plants to optimize photosynthesis:
(ii) thylakoid. (i) mosaic arrangement of leaves
(iii) stroma.
(ii) orientation of eudicotyledon
2.4.4 Relate light-dependent and light- independent reactions in leaves
photosynthesis.
Conduct an investigation to
2.4.5 Write a chemical equation to represent the process of separate photosynthetic pigments
photosynthesis. in a leaf using paper
2.4.6 Compare and contrast light- dependent and light-independent chromatography.
reactions in photosynthesis.
Good students: Hot seating
2.4.7 Explain environmental factors that affect the rate of photosynthesis: Average and weak students: Table talkers
(i) light intensity.
(ii) temperature.
(iii) concentration of carbon dioxide. Suggested activity:
Carry out a discussion to gather
2.4.8 Conduct experiments to study effects of environmental factors on information about light- dependent
the rate of photosynthesis. and light-independent reactions in
photosynthesis based on:
2.4.9 Analyse the effects of different light intensities and colours of light (i) materials required.
on the rates of photosynthesis.
(ii) sites of reactions.
(iii) products of reactions.

Good, Average & Weak students – Gallery

walk

Suggested activity:
6
 Design an indoor greenhouse.

Suggested activity:
Design an experiment to identify
the best colour of light for
maximum rate of photosynthesis in
an aquatic plant.

Suggested activity:
Prepare a proposal on ways to
increase agricultural yields for
countries with four seasons based
on the factors affecting the rate of
photosynthesis.

Good students : Project based

Learning

Average & Weak students : case based

learning

I-Think: Flow map, bubble map

2.5 Pupils are able to: Suggested activity:

Compensation 2.5.1 Describe compensation point. Carry out a discussion on the
Point attainment of compensation point
2.5.2 Compare and contrast photosynthesis and cellular respiration in for plants that grow in direct
plants sunlight
and in shade.
2.5.3 Analyse light intensity and attainment of compensation point using
a graph. Suggested activity:
Conduct a study to verify the
2.5.4 Predict the effect on plant growth if the rate of photosynthesis and prediction about the effect
the rate of cellular respiration remain at its compensation point. on plant growth if the rates of
photosynthesis and cellular
respiration remain at its
compensation point.
Good students –brainstroming
Average & Weak students : Thnk Pair
share

7
 PERFORMANCE STANDARDS
LEAF STRUCTURE AND FUNCTION
1 Recall the knowledge and basic science skills of organisation of leaf structure and function.
2 Understand and able to explain organisation of leaf structure and function
3 Apply knowledge about organisation of leaf structure and function to explain events or phenomena of nature and
conduct a simple task.

4 Analyse information about organisation of leaf structure and function and apply science skills in the context of
problem solving.

5 Evaluate to make judgement about organisation of leaf structure and function and apply science skills in the context
of problem solving and decision making to carry out a task.

6 Create using knowledge and scientific skills related to organisation of leaf structure and function in the context of
problem solving and decision making or carrying out an assignment in a new situation creatively and innovatively
giving due consideration to the social values/ economy/ culture of the community.assignment in a new situation
creatively and innovatively giving due consideration to the social values/ economy/ culture of the community.

THEME 3 : PHYSIOLOGY OF FLOWERING PLANTS

LEARNING AREA : 3.0 NUTRITION IN PLANTS

WEEK & CONTENT LEARNING STANDARD SUGGESTED ACTIVITY – NOTES

DATE STANDARD

CUTI TAMBAHAN HARI RAYA AIDILFITRI (7-9/04/2024 )

07/04/2024- CUTI HARI RAYA AIDILFITRI (10-11/04/2024
13/04/2024

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 W5 3.1 Main Pupils are able to: Note:
Inorganic 3.1.1 Identify macronutrients and micronutrients required by plants. Main inorganic nutrients for plants:
14/04/2024- Nutrients (i) Macronutrients (carbon, oxygen,
3.1.2 Justify the necessity of macronutrients and micronutrients in plants. hydrogen, nitrogen, potassium, calcium,
18/04/2024 magnesium, phosphorus and sulfur).
(ii) Micronutrients (chlorine, iron, manganese,
boron, zinc, copper, nickel and
molybdenum).

Good, Average & Weak students – Quick quiz

I-Think: Bubble map, double bubble map

Suggested activity:
Conduct an experiment to investigate effects
of macronutrient ratios on plant growth.
Suggested activity:

Conduct an experiment to investigate effects

of nitrogen: phosphorus: potassium (N: P: K)
ratios on the growth of an identified plant.
(Example: corn)

Good, Students : inquiry experiment

Average & Weak students – Experiment

3.2 Organ for Pupils are able to: Suggested activity: Observe
Water and Mineral prepared microscope slides of cross sections
Salts Uptake 3.2.1 Describe the root structure for water and mineral salts uptake. of monocotyledon and eudicotyledon roots

3.2.2 Good, Students : inquiry experiment

Justify root adaptations for water and mineral salts uptake.. Average & Weak students – Experiment

3.2.2 Justify root adaptations for water and mineral salts uptake.
3.3 Diversity in Pupils are able to :
Plant Nutrition Suggested activity:
3.3.1 Describe nutritional adaptations of plants. Gather information about plants:
(i) carnivorous.
(ii) parasitic.
(iii) epiphytic.

Conduct a field study on the effects of habitat

change on
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 plant growth:
(i) carnivorous.
(ii) parasitic.
(iii) epiphytic

Good, Students : Prensentation

Average & Weak students – Gallery walk

PERFORMANCE STANDARDS
NUTRITION IN PLANTS
1 Recall the knowledge and basic science skills of nutrition in plants
2 Understand and able to explain the nutrition in plants.
3 Apply knowledge and skills about nutrition in plants to carry out simple task.

4 Analyse information about nutrition in plants and apply science skills in the context of problem solving.

5 Evaluate to make judgement about nutrition in plants and apply science skills in the context of problem solving and
decision making to carry out a task.

6 Create using knowledge and scientific skills related to nutrition in plants in the context of problem solving and decision making or
conduct an activity/ a task in a new situation creatively and innovatively by considering social/ economy/ culture of society.

THEME 3 : PHYSIOLOGY OF FLOWERING PLANTS

LEARNING AREA : 4.0 TRANSPORT IN PLANT
WEEK & CONTENT LEARNING STANDARD
DATE STANDARD SUGGESTED ACTIVITY – NOTES

10
 4.1 Vascular Pupils are able to: Suggested activity:
Tissues 4.1.1 Justify the necessity of transport in plants. Carry out an activity to observe the structure
of xylem in a longitudinal section of a celery
4.1.2 Relate structural adaptations of xylem vessels and tracheids to stalk.
W6 transport water and mineral salts.
Study the role of xylem tissue in the transport
21/04/2024- 4.1.3 Relate the structural adaptations of sieve tubes and companion of water and mineral salts in stems of
cells to the transportation of organic substances herbaceous plants.
25/04/2024
Good, Students : inquiry experiment
Average & Weak students – Experiment

4.2 Transport of Pupils are able to: Suggested activity:

Water and 4.2.1 Describe factors involved in the pathway of water and mineral
Mineral Salts salts from soil to shoots: Conduct an experiment to study the effect of
(i) root pressure. root pressure on water transport.
(ii) capillary action.
(iii) transpirational pull. Conduct an experiment to study the effect of
transpirational pull on water transport.
4.2.2 Explain guttation in plants.
Produce multi coloured flowers by applying
4.2.3 Compare and contrast guttation and transpiration in plants. the concept of water transport in xylem and
market them in school
4.2.4 Predict the condition of plants that do not undergo transpiration Good, Students : inquiry experiment
and guttation. Average & Weak students – Experiment

Suggested activity:
Watch videos and use thinking tools to
compare and contrast guttation and
transpiration.
Average and weak students – I-Think
Good students – Think-pair-share
I-Think:Circle map, bubble map]

11
 4.3 Pupils are able to : Suggested activity: Conduct an experiment
Translocation to study the role of phloem tissue in the
4.3.1 Define translocation. transport of organic substances.

4.3.2 Justify the necessity of translocation in plants Good, Students : inquiry experiment
Average & Weak students – Experiment
4.3.3 Describe pathways of translocation in plants.
Note:
. Translocation pathways from green leaves to
other organs such as:
(i) roots.
(ii) shoots.
(iii) stems.
(iv) fruits
W7 4.4 Pupils are able to : Suggested activity:
28/04/2024- Phytoremediation 4.4.1 Define phytoremediation. Gather information about phytoremediation.
02/05/2024 Good students - Presentation
4.4.2 Explain the uses of phytoremediation in life. Average and weak students – Round Table

4.4.3 Conduct experiments to study the effectiveness of Suggested activity:

phytoremediation plants in controlling: Conduct an experiment to identify the most
(i) water pollution. effective phytoremediation aquatic plant..
(ii) soil pollution.
Good, Students : inquiry experiment
Average & Weak students – Experiment

PERFORMANCE STANDARDS
NUTRITION IN PLANTS
1 Recall the knowledge and basic science skills of organisation of transport in plants.
2 Understand and able to explain transport in plants.
3 knowledge and skills about transport in plants to carry out simple task.

4 Apply Analyse information about transport in plants and apply science skills in the context of problem solving.

12
 5 Evaluate to make judgement about transport in plants and apply science skills in the context of problem solving and decision making to
carry out a task.

Create using knowledge and scientific skills related to transport in in the context of problem solving and decision making or
6 carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social values/
economy/ culture of the community.

THEME 3 : PHYSIOLOGY OF FLOWERING PLANTS

LEARNING AREA : 5.0 RESPONSE IN PLANTS

WEEK & CONTENT STANDARD LEARNING STANDARD

DATE SUGGESTED ACTIVITY – NOTES
W8 5.1 Types of Pupils are able to: Suggested activity:
Responses 5.1.1 Describe types of plant responses: Compare and contrast tropism and nastic
05/05/2024- (i) tropism. responses in plants using thinking tools.
9/05/2024 (ii) nastic. Good students – Think-pair-share
Average and weak students
I-Think:Circle map, bubble map
5.2 Phytohormone Pupils are able to: Suggested activity:
5.2.1 Describe phytohormone. Conduct a study on the discovery of
phytohormones and present the findings.
5.2.2 State the functions of phytohormones:
(i) auxins.
(ii) gibberellins. Gather information about:
(iii) cytokinins. (i) functions of phytohormones.
(iv) abscisic acid. (ii) effects of auxins on growth response.
(v) ethylene. (iii) roles of auxins in plant responses.

5.2.3 Make inferences on effects of auxins on growth response. Average and weak students – Round table
Good students – Think-pair-share
5.2.4 Explain the roles of auxins in plant responses.
(i) phototropism. Suggested activity:
(ii) geotropism. (ii) extracellular enzymes. Design an experiment to study the
responses of radicle and plumule of a
seedling towards gravitational pull

Good, Students : inquiry experiment

Average & Weak students – Experiment

5.3 Application of Pupils are able to : Suggested activity:

13
Phytohormones in 5.3.1 Justify uses of phytohormones in agriculture.
Agriculture
5.3.2 Conduct an experiment to compare the effects of presence
of a phytohormone on fruit ripening.
Prepare a plant rooting hormone.
Conduct a study on the effects of
auxins:cytokinin ratios on plant growth in
tissue culture and present the findings.

Good, Students : inquiry experiment

Average & Weak students – Experiment

PERFORMANCE STANDARDS
RESPONSE IN PLANTS
1 Recall the knowledge and basic science skills of responses in plants.
2 Understand and able to explain responses in plants.
3 Apply knowledge and skills about responses in plants to carry out simple task.

4 Analyse knowledge about responses in plants and apply science skills in the context of problem solving.

5 Evaluate to make judgement about responses in plants and apply science skills in the context of problem
solving and decision making to carry out a task.
6 Create using knowledge and scientific skills related to responses in plants in the context of problem solving
and decision making or carrying out an assignment in a new situation creatively and innovatively giving due
consideration to the social values/ economy/ culture of the community.

14
THEME 3 : PHYSIOLOGY OF FLOWERING PLANTS
LEARNING AREA : 6.0 SEXUAL REPRODUCTION IN FLOWERING PLANTS

WEEK & CONTENT LEARNING STANDARD

DATE STANDARD SUGGESTED ACTIVITY – NOTES
6.1 Structure Pupils are able to: Suggested activity:
of a Flower 6.1.1 Identify structures of a flower. Dissect a flower, draw and label the structures
and state the function of peduncle, sepal, petal,
W9 6.1.2 Compare and contrast male and female structures in a flower. carpel (stigma, style, ovary) and stamen (filament
and anther).
12/05/2024- Average and weak students – Round table
Good students – Hot seat
16/05/2024

6.2 Pupils are able to: Suggested activity:

Development 6.2.1 Describe the formation of pollen grains in an anther. Prepare and observe microscope slides of pollen
of Pollen grains of various plants, and describe their
Grains and 6.2.2 Describe the formation of embryo sac in an ovule shapes.
Embryo Sac
Use thinking tools to show stages in the formation
of:
(i) pollen grains from a pollen mother cell.
embryo sac from an embryo sac mother cell.

Good students – Hot seat

Average and weak students – think pair share
I-Think:Flow map

15
 6.3 Pupils are able to : Suggested activity:
Pollination 6.3.1 Describe pollination. Conduct activities to observe the germination of
and pollen grains and the formation of pollen tubes in
Fertilization 6.3.2 Describe the formation of pollen tube and the formation of male a sugar solution through the light microscope
gametes.
Suggested activity:
6.3.3 Explain double fertilization in the formation of diploid zygote and Use thinking tools to explain double fertilization
triploid nucleus. which includes:
(i) formation of two male nuclei from a generative
6.3.4 Justify the importance of double fertilization for the survival of nucleus.
flowering plants. (ii) formation of triploid endosperm nucleus.
formation of zygote.

Good, Average and weak students – Role play

I-Think:Flow map

6.4 Pupils are able to: Suggested activity:

Development 6.4.1 Describe double fertilization and development of seeds and Observe the structures of fruits such as mangoes
of Seeds and fruits. and legumes, and relate the structures of flowers
Fruits to fruits:
6.4.2 Relate the structure of seeds to ovules. (i) seeds from ovules.
(ii) seed coats from integuments.
6.4.3 Relate the structure of fruit to ovary. (iii) fruits from ovaries.

Suggested activity:
Carry out a multimedia presentation on the
development of fruits from flowers.

Collect specimens to study types of fruits:

(i) simple.
(ii) aggregates.
(iii) multiple.
(iv) accessories.

Good students – Hot seat

Average and weak students: iThink map

6.5 Pupils are able to : Suggested activity:

Importance of 6.5.1 Justify the importance of seeds for plant survival. Gather information and carry out a presentation
Seeds for about human actions on the production of seeds
Survival in plants.
Examples: notching of tree trunks.
Good, Average and weak students: presentation

16
 PERFORMANCE STANDARDS
SEXUAL REPRODUCTION IN FLOWERING PLANTS
1 Recall the knowledge and basic science skills of sexual reproduction in flowering plants..
2 Understand and able to explain sexual reproduction in flowering plants.
3 Apply knowledge and skills about sexual reproduction in flowering plants to carry out simple task

4 Analyse information about sexual reproduction in flowering plants and apply science skills in the context of problem
solving.
5 Evaluate Evaluate to make judgement about sexual reproduction in flowering and apply science skills in the context of
problem solving and decision making to carry out a task.
6 Create using knowledge and scientific skills related to sexual reproduction in flowering plants in the context of problem
solving and decision making or carrying out an assignment in a new situation creatively and innovatively giving due
consideration to the social values/ economy/ culture of the community

THEME 3 : PHYSIOLOGY OF FLOWERING PLANTS

LEARNING AREA :7.0 ADAPTATIONS OF PLANTS IN DIFFERENT HABITATS

WEEK & CONTENT LEARNING STANDARD

DATE STANDARD SUGGESTED ACTIVITY – NOTES

17
 7.1 Adaptations Pupils are able to: Note:
of Plants in 7.1.1 Classify plants based on habitats. Classification of plants based on
Different habitats:
Habitats 7.1.2 Describe the adaptive features of mesophytes, hydrophytes, (i) mesophytes.
halophytes and xerophytes in terms of: (ii) hydrophytes.
(i) uptake of water and mineral salts. (iii) halophytes.
(ii) gaseous exchange. (iv) xerophytes.
(iii) support.
(iv) photosynthesis. Suggested activity:
W 10 Conduct visits to botanical gardens/
19/05/2024- herbal gardens/ agricultural parks to
23/05/2024 observe adaptive features of plants in
different habitats.

Conduct a case study on adaptive

features of plants in different climates.
Good, Average and weak students – 3 stray 1
stay
I-Think: Circle map, flow map

PERFORMANCE STANDARDS

ADAPTATIONS OF PLANTS IN DIFFERENT HABITATS

1
Recall the knowledge and basic science skills of adaptations of plants in different habitats.
2
Understand and able to explain adaptations of plants in different habitats.
3 Apply knowledge and skills about adaptations of plants in different habitats to carry out simple task.

4 Analyse information about adaptations of plants in different habitats and apply science skills in the context of
problem solving.

5 Evaluate to make judgement about adaptations of plants in different and apply science skills in the context of
problem solving and decision making to carry out a task.

6 Create using knowledge and scientific skills related to adaptations of plants in different habitats in the context
of problem solving and decision making or carrying out an assignment in a new situation creatively and
18
 innovatively giving due consideration to the social values/ economy/ culture of the community.

THEME 4 : ECOSYSTEM AND ENVIRONMENTAL SUSTAINABILITY

LEARNING AREA : 8.0 BIODIVERSITY
WEEK & CONTENT LEARNING STANDARD
DATE STANDARD SUGGESTED ACTIVITY – NOTES
24/5/2024- CUTI PENGGAL 1
2/6/2024
W 12 & W
13 3/6/2024 HARI KEPUTERAAN S.P.B. YANG DI-PERTUAN AGONG
4/6/2024-14/6/2024 PEPERIKSAAN PERTENGAHAN TAHUN TING 4 DAN 5
9/6/2024–
27/6/2024

W 15 8.1 Pupils are able to: Note:

Classification Hierarchy of taxa from kingdom to species.
30/6/2024– System and 8.1.1 Explain the necessity of classification system and naming of
Naming of organisms Suggested activity:
4/7/2024 Organisms Gather information and present the main features of
8.1.2 Describe the hierarchical classification of organisms into six organisms in every kingdom.
kingdoms: Note:
(i) Archaebacteria. Examples of organisms in each kingdom:
(ii) Eubacteria. (i) Archaebacteria: Sulfur Bacteria.
(iii) Protista. (ii) Eubacteria: Thermus Aquaticus (Taq).
(iv) Fungi. (iii) Protista: Protozoa, algae and slime mold.
(v) Plantae. (iv) Fungi: Yeast and multicellular fungi (mushroom).
(vi) Animalia. (v) Plantae: seedless plants and plants with seeds.
(vi) Animalia: invertebrates and vertebrates.
8.1.3 Describe the main features of organisms in each kingdom.
Suggested activity:
8.1.4 Describe the naming of organisms according to the Binomial Gather information and carry out a presentation about
Nomenclature System. the history of classification systems.

Good, Average and weak students: Gallery walk

8.1.5 Construct dichotomous keys to classify organisms. I-Think: Tree map, circle map

Conduct a field study in school to name plants according

19
 to the Binomial Nomenclature System.

Good, Average and weak students : Field Sstudy

8.2 Pupils are able to : Suggested activity:

Biodiversity Conduct a field study at a botanical garden/ agricultural
8.2.1 Synthesise the concept of biodiversity based on diversities of: park and carry out a presentation on diversity of in situ
(i) ecosystem. species.
(ii) species. Good, Average and weak students : Field Sstudy
(iii) genetic.
Suggested activity:
8.2.2 Describe the meaning of phylogenic tree. Construct a phylogenic tree for each kingdom.

8.2.3 Justify the importance of biodiversity on the environment and Suggested activity:
humans. Discuss the effects of loss of biodiversity on the
environment and humans.
Good, Average students : I Think map

Weak students – Roud table

I-Think:Circle map

20
 8.3 Pupils are able to: Suggested activity:
Microorgani 8.3.1 Identify the main characteristics of microorganisms and Debate on the status of a virus as a non-living thing.
sms and viruses:
Viruses (i) bacteria. Prepare and observe microscope slides of bacteria (from
(ii) protozoa. yogurt), fungi (yeasts) and algae (spirogyra).
(iii) algae.
(iv) fungi. Suggested activity:
(v) viruses. Conduct activities to study the role of nitrogen fixing
W16 bacteria in plants.
8.3.2 Describe the roles of microorganisms in nitrogen cycle.
7/7/2024- Suggested activity:
11/7/2024 Design an eco-friendly vector trap/ repellent.
8.3.3 Explain the roles of microorganisms as:
(i) producers. Suggested activity:
(ii) decomposers. Gather information and carry out a presentation about
(iii) symbions. pathogenic diseases caused by:
(iv) parasites. (i) viruses (e.g.: Human papilloma virus).
(ii) bacteria (e.g.:Salmonella sp.).
(iii) protozoa (e.g.:Plasmodium sp.).
8.3.4 Define the terms:
(iv) fungi (e.g.:Tinea sp.).
(i) pathogens.
(ii) vectors.
Good students : Hot Chair
Average and weak students : Presentation
8.3.5 Explain the effects of pathogens on human health. I-Think: Tree map, circle map

PERFORMANCE STANDARDS
BIODIVERSITY
1 Recall the knowledge and basic science skills of biodiversity.
2 Understand and able to explain biodiversity
3 Apply knowledge and skills about biodiversity to carry out simple task.
4 Analyse information about biodiversity and apply science skills in the context of problem solving.

5 Evaluate to make judgement about biodiversity and apply science skills in the context of problem solving and decision making
to carry out a task.
6 Create using knowledge and scientific skills related to biodiversity in the context of problem solving and decision making or
carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social values/
economy/ culture of the community.

21
THEME 4 : ECOSYSTEM AND ENVIRONMENTAL SUSTAINABILITY
LEARNING AREA : 9.0 ECOSYSTEM

WEEK & CONTENT LEARNING STANDARD

DATE STANDARD SUGGESTED ACTIVITY – NOTES
9.1 Pupils are able to: Suggested activity:
W 17 Community 9.1.1 Define the terms: Classify biotic components into three groups:
and (i) species. (i) producers.
14/7/2024- Ecosystem (ii) population. (ii) consumers.
18/7/2024 (iii) community. (iii) decomposers.
(iv) habitat.
(v) niche.
(vi) ecosystem. Construct a food chain and a food web for biotic
components in the school field or pond.
9.1.2 Identify biotic and abiotic components in an ecosystem. Good, Average and weak students : Field Sstudy

9.1.3 Explain autotrophic and heterotrophic nutritions. Draw, label and discuss inverted pyramids of
numbers and biomass.
9.1.4 Communicate about biotic components according to trophic levels.
Suggested activity:
9.1.5 Describe energy flow in a food chain.
Analyse the interactions between organisms from
videos watched.
9.1.6 Describe ecological pyramids:
Good, Average and weak students : Flipped classroom
(i) pyramid of numbers.
(ii) pyramid of biomass.
Conduct an experiment to study the effects of
(iii) pyramid of energy.
intraspecific and interspecific competitions
between organisms.
9.1.7 Analyse types of interactions between biotic components:
(i) parasitism.
(ii) commensalism. Good, Students : inquiry experiment
(iii) mutualism. Average & Weak students – Experiment
(iv) saprophytism.
(v) competition. Suggested activity:
(vi) predation. Conduct studies and carry out a presentation on
the importance of a mangrove ecosystem as in:
9.1.8 Explain a mangrove ecosystem in terms of: (i) charcoal industry.
(i) biotic components. (ii) cottage industry (e.g.: production of atap
(ii) abiotic components. nipah, cockles, shrimps, crabs and palm sugar).
(iii) adaptations of mangrove trees. Good, Average and weak students : Field study
(iv) colonisation and succession.
(v) its importance.

22
 9.2 Pupils are able to: Note:
Population Parameters involved in quadrat sampling:
Ecology 9.2.1 Describe factors affecting population distribution. (i) frequency.
(ii) density.
9.2.2 Analyse data to estimate population size of organisms using: (iii) cover.
(i) quadrat sampling technique.
(ii) capture-mark-release-recapture technique. Suggested activity:
i. Conduct a field study to estimate plant
population size in the school field.
ii. Conduct a field study to estimate animal
population size.
iii. Conduct a field study to the effects of abiotic
components on the population of an organism
Good, Average and weak students : Field study

PERFORMANCE STANDARDS
ECOSYSTEM
1 Recall the knowledge and basic science skills of ecosystem.
2 Understand and able to explain ecosystem.
3 Apply knowledge and skills about ecosystem to carry out simple task.
4 Analyse information about biodiversity and apply science skills in the context of problem solving.
5 Evaluate to make judgement about ecosystem and apply science skills in the context of problem solving and decision making to
carry out a task.

6 Create using knowledge and scientific skills related to ecosystem in the context of problem solving and decision making or
carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social values/
economy/ culture of the community.

23
HEME 4 : ECOSYSTEM AND ENVIRONMENTAL SUSTAINABILITY
LEARNING AREA : 10.0 ENVIRONMENTAL SUSTAINABILITY

WEEK & CONTENT LEARNING STANDARD

DATE STANDARD SUGGESTED ACTIVITY – NOTES
10.1 Threats to Pupils are able to: Suggested activity:
Environment Discuss the threats of climate change to humans and the environment.
10.1.1 Describe the meaning of environmental
sustainability. Outline solutions to overcome problems caused by deforestation.

10.1.2 Analyse threats to environment: Good students –Brainstroming

(i) climate change. Average and weak students : Think Pair Share
(ii) deforestation.
(iii) pollutions. Design an experiment to investigate the effects of water pH or
W 18 (iv) loss of biodiversity.
temperature on the seed germination.
(v) human population explosion.
21/7/2024- (vi) global warming. Good, Average Students : inquiry experiment
25/7/2024 (vii) eutrophication. Weak students – Experiment

10.1.3 Conduct an experiment to compare the levels Gather information about effects of air, light, and sound pollutions on
of Biochemical Oxygen Demand (BOD) in different humans and wildlife.
water samples. Good students – Rainbow group

Study and present the findings about the yearly development of United
Nations Climate Change Conferences (COP).

Debate on the necessity of development and the importance of

environmental sustainability initiatives
Good, Average and weak students . : Debate

Study the impact of human population explosion on the environment.

Prepare an action plan to reduce the levels of air and water pollution in
school for the next ten years.
Good, Average students : inquiry
Weak Student : Flipped Classroom
I-Think: Multi-flow map

10.2 Pupils are able to : Suggested activity:

Preservation, Conduct a collaborative activity with other organisations to propose
Conservation 10.2.1 Define the terms: measures to preserve, conserve and restore the environment of a
and Restoration (i) preservation of ecosystem. local area.

24
 of Ecosystem (ii) conservation of ecosystem.
(iii) restoration of ecosystem.
10.2.2
Justify the necessity of:
(i) preservation of ecosystem.
(ii) conservation of ecosystem.
(iii) restoration of ecosystem.
Note:
In situ and ex situ conservation and restoration of ecosystems.
Suggested activity:
Conduct a mini project to restore a mangrove ecosystem.
Gather information from the Department of Wildlife and National Park
(PERHILITAN) and present the findings about protected and totally
protected organisms in Malaysia.

Good, Average & Weak students – I think Map

I-Think: Multi-flow map, double bubble map

10.3 Pupils are able to: Suggested activity:

Practices in 10.3.1 Generate ideas related to practices that Discuss initiatives to overcome environmental sustainability issues.
Environmental contribute to environmental Sustainability.
Sustainability Conduct studies on:
10.3.2 Discuss the status of food security in (i) Sustainable Development Goals (SDGs).
(ii) efforts by local authorities in support of Local Agenda 21 (LA 21).
Malaysia.
Construct a model city based on SDGs goals.

Conduct an activity/ campaign to plant trees in school/ residential area.

Practice buying goods with sustainable product logos. Conduct
activities to upcycle waste materials.
Suggested activity:

Gather information and carry out a presentation on steps to increase

global food security.
Good students –Brainstroming,presentation
Average & Weak students: presentation

10.4 Green Pupils are able to: Suggested activity:

W 19 10.4.1 Define green technology. Gather information and present the findings about the four pillars of
Technology
the National Green Technology policy:
28/7/2024 10.4.2 (i) energy.
- Justify the use of green technology in environmental (ii) environment.
sustainability. (iii) economy.
1/8/2024 (iv) social.
10.4.3 Communicate about applications of social
Suggested activity:
science to solve environmental problems and
Build a green wall or vertical garden in school using solid wastes.
challenges.
25
 Recycle kitchen wastes and expired food to produce natural fertilizers
or plant growth inducer.
Produce eco-enzyme as cleaning agents from fruit wastes.
Produce foliar fertilizer as vegetable growth inducer from kitchen
wastes.
Produce flour as natural plasticine from banana peel. Produce biogas
from solid organic wastes.
Outline an action plan to overcome the energy consumption issues
and the social responsibility in sustaining the
environment of a local area.

Suggested activity: Problem-based learning:

Conduct a collaborative study with local residents to identify and solve

an environmental issue.

Good, Average & Weak students: Project based Learning

PERFORMANCE STANDARDS
ENVIRONMENTAL SUSTAINABILITY
1 Recall the knowledge and basic science skills of sustainability of the environment.
2 Understand and able to explain sustainability of the environment.
3 Apply knowledge and skills about sustainability of the environment to carry out simple task.
4 Analyse information about sustainability of the and apply science skills in the context of problem solving.
5 Evaluate to make judgement about sustainability of the environment and apply science skills in the context of problem solving
and decision making to carry out a task.

6 Create using knowledge and scientific skills related to the environment in the context of problem solving and decision making
or carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social values/
economy/ culture of the community.

THEME 5 : INHERITANCE AND GENETIC TECHNOLOGY

LEARNING AREA :11.0 INHERITANCE

WEEK & CONTENT LEARNING STANDARD

DATE STANDARD SUGGESTED ACTIVITY – NOTES

26
 W 20 11.1 Pupils are able to:
Monohybrid
4/8/2024- Inheritance 11.1.1 Describe the meaning of a monohybrid cross.
8/8/2024
11.1.2 Explain a monohybrid cross based on Mendel’s
experiments.
. coloured buttons/ beans.
11.1.3 Differentiate terms related to inheritance:
(i) genes and alleles.
(ii) characteristics and traits.
(iii) phenotypes and genotypes.
(iv) dominant alleles and recessive alleles.
(v) dominant traits and recessive traits.
(vi) homozygotes and heterozygotes.
(vii) pure breeds and hybrids.
(viii) parental generation and filial generations.
11.1.4 Construct monohybrid cross diagrams
11.1.5 Determine genotypic and phenotypic ratios of filial
generations in a monohybrid cross.
11.1.6 Describe Mendel’s First Law .
27
Suggested activity:
Gather and present information about the history of
Mendel’s discovery.
Suggested activity:
Conduct activities to illustrate a monohybrid cross using
Present an analogy to illustrate a monohybrid cross.
Good, Average & Weak students: Case Study learning
Construct a cross diagram to show the relationship among
genes, traits, characteristics, alleles, genotypes,
phenotypes, homozygotes and heterozygotes.
Note:
Monohybrid cross diagrams include:
(i) phenotypes and genotypes of parental generation.
(ii) meiosis.
(iii) gametes.
(iv) fertilization.
(v) genotypes and phenotypes of filial generations.
(vi) genotypic and phenotypic ratios of filial generations.
Note:
Genotypes and phenotypes of filial generations can be
represented by using a Punnett square.
Average and weak students – I-Think
Good students – Think-pair-share
I-Think:Circle map
 11.2 Dihybrid Pupils are able to : Note:
W 21 Inheritance Genotypes and phenotypes of filial generations can be
11.2.1 Describe the meaning of a dihybrid cross. represented by using a Punnett square.
11/8/2024- Suggested activity:
15/8/2024 11.2.2 Explain a dihybrid cross based on Mendel's Gather and present information about Mendel's Second
experiments. Law.
11/8/2024
CUTI 11.2.3 Good students – Presentation
PERISTIWA Average and weak students – Round table
1 11.2.4 Construct a dihybrid cross diagram.
Determine genotypic and phenotypic ratios of filial generations
in a dihybrid cross.

11.2.5 Describe Mendel’s Second Law.

11.3 Genes Pupils are able to: Suggested activity:

and Alleles 11.3.1 Describe the meaning of locus. Make an analogy to relate alleles and loci to genes in a
chromosome.
11.3.2 Relate alleles and loci to genes in a chromosome.

28
 11.4 Pupils are able to: Note:
W 22 Inheritance in Discuss karyotypes of males, females and individuals with
Humans 11.4.1 Identify types of human chromosomes: different chromosomal numbers. Note:
18/8/2024- (i) autosomes. Examples of human inheritance are:
22/8/2024 (ii) sex chromosomes. (i) ABO blood groups.
11.4.2 Analyse and describe human karyotypes. (ii) Rhesus factor (Rh).
(iii) thalassemia.
11.4.3 Match paternal and maternal chromosomes of humans (iv) ability to roll the tongue.
in a drawing/ micrograph to build a complete karyotype of an (v) types of earlobe.
individual. (vi) sex determination.
(vii) sex-linked inheritance (colour blindness, haemophilia).
11.4.4 Relate Mendel's Laws to human inheritance.
Suggested activity:
11.4.5 Analyse human inheritance by constructing inheritance Conduct a Ishihara test to identify inheritance of colour
cross diagrams. blindness among pupils.
Suggested activity:
Construct a cross diagram to determine genotypic and
11.4.6 Analyse human inheritance by studying family phenotypic ratios.
pedigrees.
Suggested activity:
Construct a family pedigree based on phenotypic and
genotypic information among family members.

Good, Average students: Case Study learning

& Weak students :T hink pair share

PERFORMANCE STANDARDS
INHERITANCE
1 Recall the knowledge and basic science skills of inheritance.
2 Understand and able to explain the inheritance.
3 Apply knowledge and skills about inheritance to carry out simple task.
4 Analyse information about inheritance and apply science skills in the context of problem solving.
5 Evaluate to make judgement about and apply science skills in the context of problem solving and decision making to carry
out a task.
6 Create using knowledge and scientific skills related to in the context of problem solving and decision making or carrying out
an assignment in a new situation creatively and innovatively giving due consideration to the social values/ economy/ culture
of the community.

29
THEME 4 : ECOSYSTEM AND ENVIRONMENTAL SUSTAINABILITY

30
LEARNING AREA : 12.0 VARIATION

WEEK & CONTENT LEARNING STANDARD

DATE STANDARD SUGGESTED ACTIVITY – NOTES
12.1 Types and Pupils are able to: Suggested activity:
Factors of Make reflection on the statement “It is not the strongest
Variation 12.1.1 Describe the meaning of variation. of the species that survives, nor the most intelligent that
survives. It is the one that is most adaptable to change ”.
12.1.2 Justify the necessity of variation for the survival of species. -Charles Darwin
W 23 12.1.3 Describe the types of variation: Gather and present information about variation among
(i) continuous variation. various animals and plants.
25/8/2024- (ii) discontinuos variation.
29/8/2024
12.1.4 Compare and contrast continuous and discontinuous Suggested activity:
variations. Gather and present information about the effects of
envionmental factors on sex determination in reptiles
12.1.5 Relate causes of variation to types of variation: and certain fishes.
(i) genetic factors.
- crossing over Average and weak students – Think pair share
- independent assortment of chromosomes Good students – Brain storm
- random fertilization
- mutation
(ii) enviromental factors.
- temperature
- light
- pH

12.1.6 Describe variation caused by interactions between genetic

and environmental factors.

12.2 Variation Pupils are able to: Note:

in Humans 12.2.1 Relate variation to human inheritance. Examples of continuous variation: height, body weight.
W 24 Examples of discontinuous variation: fingerprint
12.2.2 Conduct an experiment to study continuous and patterns.
1/9/2024- discontinuous variation in humans.
Suggested activity:
5/9/2024 Conduct an experiment to study the levels of tongue
sensitivity to ptc (phenylthiocarbide) solution in humans.
Good, Average Students : inquiry experiment
Weak students – Experiment
31
12.3 Mutation Pupils are able to : Suggested activity:
Make a video/ comic about a mutant superhero inspired
12.3.1 Describe the terms: by pupils.
(i) mutagen. Note:
(ii) mutation. Examples of gen mutation: sickle cell anaemia and
(iii) mutant. albinism. Examples of chromosomal mutation: Down
syndrome, Cri du Chat syndrome, Turner syndrome,
12.3.2 Describe the types of mutagen: Klinefelter syndrome, and Jacob syndrome.
(i) physical agents.
(ii) chemical agents. Suggested activity:
(iii) biological agents. Gather and present information about the inheritance of
haemophilia in society.
12.3.3 Describe with examples types of mutations: Suggested activity:
(i) gene mutation. Study and present the impact of disastrous events such
(ii) chromosomal mutation as:
(i) nuclear accidents in Fukushima and Chernobyl.
12.3.4 Relate mutations of somatic cells and gametes to variation. (ii) usage of Agent Orange during the Vietnam War.
Good, Average Students: Scenario based study
Weak : inquiry based study

PERFORMANCE STANDARDS
VARIATION
1 Recall the knowledge and basic science skills of variation.
2 Understand and able to explain variation.
3 Apply knowledge and skills about variation to carry out simple task.
4 Analyse information about variation and apply science skills in the context of problem solving.
5 Evaluate to make judgement about variation and apply science skills in the context of problem solving and decision making to
carry out a task.
6 Create using knowledge and scientific skills related to variation in the context of problem solving and decision making or
carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social values/
economy/ culture of the community.

32
THEME 4 : ECOSYSTEM AND ENVIRONMENTAL SUSTAINABILITY
LEARNING AREA : 13.0 GENETIC TECHNOLOGY

WEEK & CONTENT LEARNING STANDARD

DATE STANDARD SUGGESTED ACTIVITY – NOTES
13.1 Genetic Pupils are able to: Note:
Engineering 13.1.1 Describe the terms: Examples of GMF: genetically engineered rice, oil
(i) genetic engineering. palm, pineapple, corn and soybean
W 25 (ii) genetically modified organisms (GMOs).
Suggested activity:
8/9/2024- 13.1.2 Explain the application of genetic engineering in the Gather and present information about GMOs and
12/9/202 production of: GMF that are available.
4 (i) genetically modified organisms (GMOs).
(ii) genetically modified foods (GMF). Debate the pros and cons of GMOs and GMF
(iii) insulin. productions.
Good, Average students -debate
weak students – Round table

13.2 Pupils are able to : Suggested activity:

Biotechnology Gather and present information about
13.2.1 Explain the meaning of biotechnology. classification in the field of biotechnology.

13.2.2 Describe applications of biotechnology in life. Visit organisations such as FRIM, MPOB, MARDI,
MRB and higher education centres to gather
13.2.3 Justify the importance of biotechnology in lif. information about Yellow biotechnology.

Good, Average students: Presentation

weak students : Think pair share

Note:
Examples of biotechnology applications:
(i) gene therapy.
(ii) DNA profiling.
(iii) production of insect/ herbicide tolerant plants.
(iv) cleaning of oil spills.
(v) production of microbial metabolites.
(vi) nanobiotechnology.
(vii) bioinformatics.

Suggested activity:
Design an entrepreneurial proposal to produce a

33
 product using biotechnology.
Discuss the Clustered Regularly Interspace Short
Palindromic Repeats (CRISPR) technology.
Design products using inexpensive, discarded and
biodegradable materials to overcome oil spill
problems in aquatic ecosystems.

Good, Average students: Discussion based learning

weak students – Round table

Suggested activity:
Debate on the effects of biotechnology on
humans, animals and the environment.
Discuss applications of artificial intelligences in
biological fields in the Industrial Revolution 4.0 era
(IR 4.0).
Good, Average students -debate
weak students – Round table

PERFORMANCE STANDARDS
GENETIC TECHNOLOGY
1 Recall the knowledge and basic science skills of genetic technology.
2 Understand and able to explain genetic technology.
3 Apply knowledge and skills about genetic technology to carry out simple task.
4 Analyse information about genetic technology and apply science skills in the context of problem solving.
5 Evaluate to make judgement about genetic technology and apply science skills in the context of problem solving and
decision making to carry out a task.

6 Create using knowledge and scientific skills related to genetic technology in the context of problem solving and decision
making or carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social
values/ economy/ culture of the community.

WEEK & DATE CONTENT LEARNING STANDARD SUGGESTED ACTIVITY – NOTES

STANDARD
13/9/2024 – CUTI PENGGAL 2
21/9/2024
W26
22/9/2024-26/9/2024 Revision

34
 W 27 Ujian Amali Sains PPc
29/9/2024-3/10/2024
W 28 Ujian Bertutur Bahasa Melayu PPc
6/10/2024-10/10/2024
W 29 Ujian Bertutur Bahasa Inggeris PPc
13/10/2024-17/10/2024

W 30 Ujian Mendengar BMBI PPc ( 20/10/2024)

20/10/2024-24/10/2024
Ujian Bertulis PPc

W 31
27/10/2024-31/10/2024 Ujian Bertulis PPc

W 32 Ujian Bertulis PPc

3/11/2024-7/11/2024
W 33 PEPERIKSAAN SPM (UBBM)
10/11/2024-14/11/2024
W 34 PEPERIKSAAN SPM (UAS)
17/11/2024-21/11/2024
W 35 PEPERIKSAAN SPM (UBBI)
24/11/2024– 28/11/2024
W 36 Intensive Revision Program
1/12/2024 – 5/12/2024
W 37 Intensive Revision Program
8/12/2024 – 12/12/2024
W 38 Intensive Revision Program
15/12/2024– 19/12/2024 PEPERIKSAAN SPM (BERTULIS) bermula 18/12/2024
Cuti Penggal 3
(20/12/2024 – 28/12/2024)
W 39 PEPERIKSAAN SPM (BERTULIS)
29/12/2025-2/1/2025
W40 PEPERIKSAAN SPM (BERTULIS)
5/1/2025-9/1/2025
W 41 PEPERIKSAAN SPM (BERTULIS)
12/1/2025 -16/1/2025
Cuti Akhir Persekolahan Sesi 2023/2024
(15/1/2025-15/2/2025)
Tahun Baharu Cina (29-30/1/2025)

35