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KSSR 2015 Curriculum Overview and Insights

The document discusses several key aspects of the new 2015 Malaysian primary school curriculum: 1. It outlines the main components and organization of the curriculum including educational skills, assessment, teaching strategies, learning outcomes, and themes. 2. It compares the 2011 and 2015 curriculum in terms of content, learning standards, and new performance standards. 3. It discusses the relationship between curriculum implementation and teachers' beliefs, noting that teachers' positive appraisal of changes is important for good implementation, while lack of support, training, and time were seen as barriers.

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DORINA WONG MING
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31 views11 pages

KSSR 2015 Curriculum Overview and Insights

The document discusses several key aspects of the new 2015 Malaysian primary school curriculum: 1. It outlines the main components and organization of the curriculum including educational skills, assessment, teaching strategies, learning outcomes, and themes. 2. It compares the 2011 and 2015 curriculum in terms of content, learning standards, and new performance standards. 3. It discusses the relationship between curriculum implementation and teachers' beliefs, noting that teachers' positive appraisal of changes is important for good implementation, while lack of support, training, and time were seen as barriers.

Uploaded by

DORINA WONG MING
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Presented by

Dorina Wong Ming I Tan Siok Yong I Yii Wan Jiun


1. (A)
NEW KSSR 2015 (YEAR 1)
Curriculum component And
Organisation

Educational
Language Emphases Learning
Assessment
skills Outcomes
Teaching And
Learning
Strategies
Listening & School- Skills of
Speaking Based language
Reading Assessment
Thinking skills Skills of
Writing Mastery learning speaking
Language - ICT Skills of reading
Art Multiple intelligence
Constructivism
Skills of writing
Contextual learning Grammar
Learning how to learn skills Phonetics
Values and citizenship
Knowledge acquisitions Word list
Creativity and inovation
Entreprenuership
Collaborative learning
Project-based learning
Inquiry-based learning
Back to
Basics Learning is fun,
meaningful and
Character-
purposeful
building
infused Fun, Meaningful
UNDERLYING
and Purposeful
PEDAGOGICAL Learning
PRINCIPLES OF
THE CURRICULUM
Teaching is
learner-centred
Assessment Learner-
for learning centredness in
teaching and
Integration of learning
salient new
technologies
Resilient

Informative Thinker

Pupils’
Profile of
21st Century
Virtuous Skills Communicative

Inquisitive
Team
Spirit
LEVEL 1
Theme 1. Word of self, family and friend
2. World of stories
3. World of knowledge

Lesson 1 (Listening & Speaking)


Lesson 2 (Reading)
Curriculum Lesson
Organization Lesson 3 (Writing)
content
Lesson 4 (Language Arts)

Content
Curriculum Standard
content 1 – Very limited
2 - Limited
Learning
3 – Satisfactory
Standards
4 – Good
Performance 5 – Very Good
Standards 6 - Excellent
ELEMENTS ACROSS THE CURRICULUM (EMK)

Information and Medium of


Communication instruction
Technology Environmental
Skills (ICT) Sustainability
Awareness

ELEMENTS
Entrepreneurship ACROSS THE Values
CURRICULUM
(EMK)

Creativity Science and


and Technology
Innovation
Patriotism
KSSR in 2011 –
Content and Learning Standard

KSSR in 2015 – Content and learning standard KSSR in 2015 – Performance Standard
1. (B)
RELATIONSHIP BETWEEN
CURRICULUM IMPLEMENTATION
AND TEACHERS’ BELIEF
Relationship between curriculum implementation and teachers’ belief

Agree Disagree

• Less exam oriented • Did not give the teacher’s adequate


• New holistic approach time to prepare themselves
(Soo Choon, 2005) • Affected confidence teaching in class
• Punch and Waugh • Lack of support
(1987) claimed that • Supportive network in the school is
crucial (Kern, Kruse & Roehring 2007)
teachers’ appraisal of
• Were not giving sufficient enough
the change is
time or training towards the new
significant for a good curriculum
quality of curriculum • Desimone (2004), a conducive
implementation. working environment is essential to
build the teaching professions.

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