Development of the

Malaysian curriculum
 Development of the Malaysian Curriculum

 National Philosophy of Education

 Study of the current Malaysian English
language school curriculum
 Comparison of other Malaysian English
language school curriculum

06/04/2020
Flashback:
 Curriculum focus:
List down the different types of schools which
exist in Malaysia.

O English (needs of the Civil service)

O Malay (secular education)
O Chinese/Tamil (for respective community)
O Private
These schools had different characteristics in terms of the
education structure. Among them were;
O different subjects/curriculum/organisational
structures/standards/media of instruction
O language of instruction was determined by the types of
financial support given by private organizations. For
example;
O - Christian missions
O - Chinese communities
O Primary level instruction was carried out in BM, English,
Mandarin or Tamil
O English or Mandarin at secondary school
O English being the only language of instruction for all
subjects at tertiary levels.
 Priorities after independence:
O Establishment of a National system of education to;
- restructure the system to provide national unity
- develop a national language
- redress economic imbalances
This is achieved by focusing on these objectives for
reform;
O Improve the conditions and quality of the education
system.
O Create an updated system of education that is of
universal standard.
O Fix a system of education that is “flexible” to current
development
O Improve the performance of education following a set
of objectives.
 Foundation of Malaysian
Curriculum:
O The Malaysian school curriculum is based on the
National Education Philosophy and Rukunegara
(Malaysian Ideology/Nationhood) to provide the
direction for all political, economical, social and
cultural policies including those concerning
education.

O Why emphasis on the Principles of Nationhood?

 National Education Policy:
O "Education in Malaysia is an on-going efforts
towards further developing the potential of
individuals in a holistic and integrated manner, so as
to produce individuals who are intellectually,
spiritually, emotionally and physically balanced and
harmonic, based on a firm belief in and devotion to
God. Such an effort is designed to produce
Malaysian citizens who are knowledgeable and
competent, who possess high moral standards and
who are responsible and capable of achieving high
level of personal well-being as well as being able to
contribute to the harmony and betterment of the
family, the society and the nation at large"
 National Philosophy of Education (NPE)

O acts as a guide for all educational activities in Malaysia.

O sets the values and principles of the Malaysian education
system from the primary to the tertiary level.  
O explains the aims and objectives of the national education
for the individual and the nation. 
O Its aims and objectives are in tandem, namely, to produce
individuals who are knowledgeable and full of integrity
who will contribute as responsible citizens.
National Philosophy of Education (NPE)
O Education - a basic and major process in developing
individuals to be the key players in achieving the country’s
aims and aspirations.
O With the NPE, the national education system has propelled to
the forefront of education in the region.
O The basis of NPE’s philosophy - humans are steadfast in their
belief in God and their religion.  
O The ultimate aim of education - to develop every aspect of
individuals in a harmonious and balanced manner so as to
preserve their wellbeing.  
O Knowledge and education should path the way to goods ethics
and moral values as responsible and learned members of the
community and nation.
 National Philosophy of Education (NPE)
O A core concept of the NPE - the value and role of knowledge in
the development of individuals and their role in the community.  
O the value of knowledge lies in the truth of the matter which
serves not only to inform but also to transform and shape
individuals to serve the community.
O This power of knowledge that is able to transform individuals
and their networks makes it a very valuable commodity.
O Education is a lifelong process and man is constantly in need to
expand, explore and verify existing knowledge. 
O Experience does not only enrich and strengthen knowledge but
O also re-examine and increase the capacity of existing knowledge
possessed by individuals.
INTER RELI
NATI GIOU
ONAL S

FACTORS
THAT
DETERMINE
THE
CONTENT
AND AIMS OF
NPE

ECON
OMIC
National Education Goals:
The objective of the National Education
Philosophy is based on the National
Educational goals with the aim to;
O achieve national unity
O produce quality manpower for national
development
O achieve democratization of education
O inculcate positive values
Background
Let’s Compare KBSR and KSSR
and tabulate them….

06/04/2020
 Example: KBSR

There are 10 aspects that are taken into consideration in

the KBSR implementation. They are;
O thinking skills;
O values across the curriculum;
O languages across the curriculum;
O patriotism across the curriculum;
O science & technology across the curriculum;
O pupil-centered teaching and learning strategies;
O continuous evaluation;
O remediation & enrichment;
O flexibility; and
O basic skills.

KBSR emphasis
Thinking skills
Values across the curriculum
Languages across the
curriculum
Patriotism across the
curriculum
Science & technology across
the curriculum
Pupil-centered teaching and
learning strategies
Continuous evaluation
Remediation & enrichment
Flexibility
Basic skills
Educ ation Emphasis:
Focus area
Thinking skills. Creative and critical thinking to enable pupils to
understand, evaluate and apply the information received for
decision-making and problem-solving.
Moral values emphasized in all other subjects directly or
indirectly.
Mastery of Bahasa Malaysia.
To inculcate and nurture patriotism across the curriculum to
produce pupils who love the country and are proud to be her
citizens.
Emphasis on 4 main elements;
i.scientific knowledge
ii.scientific skills
iii.scientific attitude
iv.technology in teaching and learning.
Focus on pupil and involve them actively in teaching and learning
process
Formative evaluation to trace pupils’ progress
Remediation for students with specific learning problem
Enrichment as reinforcement for advanced students.
Refers to methodology, teaching and learning activities and the
classroom organization.
To teach topics according to the students’ ability and experiences.
Reading, writing and arithmetic
 Pedagogical Approaches:
Contextualisation Contextualization is the process of assigning meaning, either
linguistic or as a means of interpreting the environment
within which an expression or action is executed.

Constructivism An approach which says that all pupils build new knowledge and
concepts based on existing knowledge or schema that they
already have.
Multiple intelligences the capacity to solve problems that are valued in one or more
cultural setting. Multiple intelligences consist of; verbal-
linguistic, logical-Mathematics, visual-spatial; kinaesthetic,
musical, interpersonal, intrapersonal and naturalistic.
Mastery learning Mastery learning is an approach that ensures all pupils master
the learning outcomes in a learning unit before proceeding to
the next unit.
Learning how to learn The ability to get at information knowing how to look for
information and knowing what information is useful at a
given time
Future studies Futures studies seek to understand what is likely to continue,
what is likely to change, and what is novel. Part of the
discipline thus seeks a systematic and pattern-based
understanding of past and present, and to determine the
likelihood of future events and trends.
 KSSR ENGLISH 2011: STANDARD-BASED
CURRICULUM

Social skills Educational Emphases

• Multiple
Listening Intelligences
• Contextualism
• Constructivism
Language • Entrepreneurship
Grammar • Creativity and
Arts
Phonics Speaking Innovation
• ICT skills
Vocabulary

Writing
Reading

High
Values and Citizenship
Order
Thinking
Skills
UNDERLYING PRINCIPLES OF THE CURRICULUM

 Back to basics

 Learning is fun, meaningful, purposeful

 Teaching is learner-centred

Integration of salient new technologies

 Character-building infused
 A MODULAR APPROACH

LISTENING AND SPEAKING MODULE

READING MODULE

WRITING MODULE

LANGUAGE ARTS MODULE (CHILDREN’S

CONTEMPORARY LITERATURE)

GRAMMAR MODULE

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

STAGE
STAGEONE
ONE STAGE
STAGETWO
TWO
(YEARS
(YEARS11––3)
3) (YEARS
(YEARS44––6)
6)
 CONTENT CONFIGURATION

L1 L2 L3 L4 L5
World of Self

CONTEMPORARY LITERATURE)
LANGUAGE ARTS (CHILDREN’S
LISTENING & SPEAKING
World of Stories

World of Knowledge

GRAMMAR
READING

WRITING
World of Self

World of Stories

World of Knowledge

World of Self

World of Stories

World of Knowledge
 THE MODULAR CONFIGURATION
FOR TEACHING ENGLISH
 English language lessons are taught
based on the structure below:
Lesson 1 –
Listening &
Speaking
Lesson 5 –
Language Arts
Lesson 2 –
Reading

Lesson 4 –
Grammar/Writing

Lesson 3 –
Writing/Grammar
COMPARISON BETWEEN KBSR & KSSR

KBSR KSSR

1. CURRICULUM
DOCUMENTATION

SYLLABUS STANDARD
DOCUMENT

CURRICULUM CONTENT
SPECIFICATIONS STANDARDS
&
LEARNING
STANDARDS
COMPARISON BETWEEN KBSR & KSSR

KBSR KSSR

2. CURRICULUM ORGANISATION

LANGUAGE TAUGHT LANGUAGE TAUGHT

THROUGH THREE THROUGH THREE
BROAD AREAS BROAD AREAS

MODULAR
STRUCTURE

INTEGRATION OF INTEGRATION OF
SKILLS SKILLS
COMPARISON BETWEEN KBSR & KSSR
KBSR KSSR

3. CURRICULUM CONTENT

FOCUS ON FOUR FOCUS ON FOUR

LANGUAGE SKILLS LANGUAGE SKILLS

BASIC LITERACY
SOUND SYSTEM
PHONICS

LANGUAGE ARTS

PENMANSHIP

GRAMMAR IN GRAMMAR IN
CONTEXT CONTEXT
COMPARISON BETWEEN KBSR & KSSR
KBSR KSSR

4. APPROACH
WHOLE LANGUAGE PHONICS
STANDARD BRITISH ENGLISH

5. ADDED VALUES

EDUCATIONAL EDUCATIONAL EMPHASES

EMPHASES
CREATIVITY & INNOVATION

ENTREPRENEURSHIP

ICT SKILLS
 New Element
 Language Arts (Contemporary Children’s
Literature)
 exposes pupils to a range of literary works.
 provides a platform for pupils to use their language skills to
express creative works.
 encourages pupils to plan, produce and put up
performances.
 allows weaker pupils to participate actively in lessons.
 CONTENT STANDARD
Content Standards specify the essential knowledge, skills,
understandings and strategies that pupils need to learn.
e.g :
1.1 By the end of the 6 year primary schooling, pupils will be able to pronounce words
and speak confidently with the correct stress, rhythm and intonation.

LEARNING STANDARD
Learning Standards describe in detail the degree or quality of
proficiency that pupils need to display in relation to the Content
Standards for a particular year.
Eg:
1.1.1 Able to speak with the correct word stress.
1.1.2 Able to listen to and enjoy stories.
1.1.3 Able to listen to and recite poems, tongue twisters, and sing songs
paying attention to pronunciation, rhythm and intonation.
1.1.4 Able to talk about to talk about related topics with guidance.
 A COMPARISON OF SK & SJK
SEKOLAH KEBANGSAAN SEKOLAH JENIS
KEBANGSAAN
300 minutes per week
for Level 1 & 2 150 minutes per week
for Level 1 & 2
Literacy in Years 1 & 2
(teaching of phonics)  Literacy in Years 1, 2 &
3 (teaching of phonics)
Children’s Contemporary
Literature (Language Arts  Children’s Contemporary

Module at Level 2) Literature (Language

Arts Module at Level 2)
 6 NATIONAL KEY RESULT AREAS
(NKRA)
O Reducing crime
O Fighting corruption
O Widening access to quality and affordable education
O Raising living standards of low income households
O Improving infrastructure in rural areas
O Improving urban public transport
 What would Malaysia look like …
Quality:
CPT
O Modern quality of life for all citizens
ProELT O Leading global cities/region-KL, Penang, Iskandar
#quality
education O World class human capital through education
O Vibrant and innovative private sector
O Sustainable resources-energy and water CT/CT
Innovation
O Rakyat-centric efficient public services
O Just and united society

CB/MV/LA
 PIPP (EDMP)

O To develop a world class education system.

O To develop human capital that is comprehensive,
progressive, high moral and ethical

That has a superior personality that

will determine the direction of the
country in the future
 Tutorial Task
O Based on the changes (curriculum) that have taken place in the
education system, discuss how these changes will lead to a
better future for the new generation (in terms of English
language). Relate to CEFR Framework
O Study the revised DSKP KSSR English Year 1 and analyse the
changes made.
O Analyse the effectiveness of the following programmes, in
relation to the changes in the curriculum:
O a) Dual Language Programme
O b) Highly Immersive Programme
O c) Pro-ELT Programme (Professional Development
Programme for English Language Teachers)
Thank You