INTRODUCTION

Ministry of Education has introduced the standardized Curriculum for Primary

Schools(KSSR), which will be implemented phase by phase since 2011. The new
curriculum emphasizes on holistic development of the students which encompasses
new element such as grooming of creativity and innovation, entrepreneurship, and
interrogation of information and Communication Technology(ICT). This new curriculum
initiates curriculum transformation involving holistic changing process toward the
present schooling curriculum. The changes involve the change of shape, organization,
content, pedagogy, time allocation, assessment method, materials and curriculum
management in school.
The core for this new curriculum system is based on the National Philosophy of
Education, National Education Policy, Vision of 2020, long term plan outline, the 21st
Century Challenges, New Economic Model (MBE), learning theories and the 4 Pillars of
Education (UNESCO). KSSR emphasizes n the mastery of reading, writing, reasoning
and numeracy as well as individual development as a whole in terms of intellectual,
spiritual, emotional and physical integrated. With this method, individuals who are
knowledgeable, competent with high moral value will be produced in the future.

This new curriculum will be using fewer subjects but using a more interactive
approach combining several subjects into one, while also introducing a new subject of
nationalism and patriotic theme. KSSR is first introduced and applied to students due to
the suitability of the new students in their early stages of their education. The adoption
of early stage will help facilitate the learning of the students who will step into the next
years in line with changes in age.

The Director of Malaysia Education, Tan Sri Alimuddin Mohd Dom said, the
KBSR will not be replaced but co-located with the KSSR. This statement was to assert
peoples misconception on KSSR as the new education system. KSSR main function is
to aid the Integrated Primary School Curriculum (KBSR) system and help to improve the
old system effectively. Along with that, he also said the teaching and learning process
through KSSR will be using modules that will replace the textbooks. Hence, the
teachers are being prepared and trained for the incoming KSSR system.
This new system is hoped to increase the mastership of primary school students,
especially in Malay and English. Education Deputy Director-General (Policy) Prof Dr
Khair Mohamad Yusof said the KSSR approach was no longer the chalk and talk
method, but focused on a more fun way of learning English. KSSR not only
emphasizes on language proficiency, but also communication among the students. It
also uses other methods such as games and music, he said. Approach to teaching and
learning techniques (P & P) will be more exciting and interactive where it will involves
the use of two languages.

Primary School Standard Curriculum (KSSR)

i.

Justified how the transformation process in the New Curriculum for

Primary School will be able to achieve the objectives and aims of the
National Philosophy of Education (FPK).

CHANGES IN:
a. Curriculum Design
Based on the Integrated Primary School Curriculum (KBSR), the existing KBSR focus
on the three aspect in the design of curriculum mainly communication, human and
environmental, and individual development. However, to match the FPK demands and
still maintain the KBSR principles, the design of curriculum have been changed in KSSR
system where it will focus on six new aspects mainly communication, the development
of self-esteem, science and technology, the development of physical and aesthetic
properties, humanitarianism, and spiritual, attitude and values.
In the communication, the use of combination of verbal and non-verbal language skills
will be the priority to the teachers during the process of learning take place in the
classroom. In this regard the teacher should be able to deliver their subject matter,
knowledge, ideas, information, advice and guidance to students accurately without
causing misunderstanding, and confusion. The effectiveness depends on feedback and
further reaction between the teacher and the students. This method is to produce
citizens that are knowledgeable and competent in communicating, as stated in FPK.
Besides that, the aspect of self esteem development also been mentioned in KSSR
design. Due to the FPK element, the need of an individual who have efficiency and
competency, foresight, foster good self carriage and the ability to perform their jobs
properly. The third aspect is the changes in science and technology literacy. This aspect
gives the utmost importance on mastery in Science, skills and scientific attitude,
mastery in knowledge and skill of Mathematics and mastery in knowledge and skill
based on Technology. This aspect in curriculum design is crucial to produce and
enhance Malaysian citizens who are knowledgeable and competent.

In fulfilling the needs of FPK in developing the potentials and to produce a physically
balanced individual, the fourth aspect in the changes of curriculum design is the
development of physical and aesthetic properties. This vital aspect is to form a well
developed individual in great physical condition that can carried out work efficiently.
Moreover, the third aspect is humanitarianism. It is stated in FPK that one must
contribute to the tranquility and betterment of the family, the society and the nation at
large. Therefore, KSSR has the methods to produce such individuals by emphasizing
on the appreciation of the patriotism and the unity, mastery of knowledge, and practices
of society and the nation and global. Based on FPK, to form a strong belief and devotion
to god is crucial to shape citizens that have appreciation to religious practices, good
faith, attitude and good values. Thus the aspect of spiritual, attitude and values also
been emphasized in KSSR design.

b. Curriculum Organisation
KSSR uses modular structure to replace the linear structure that had been used
in KBSR. This transformation in curriculum organisation can be interpreted as an
initiative approach where the units were taught separately and individually. The units will
form a complete curriculum after being stacked together.
The Curriculum Development Department of the Ministry of Education divided the
primary education into two stages mainly Stage One refers to Year One, Two and Three
and Stage Two refers to Year Four, Five and Six. KSSR divided the subjects of Stage
One into three modules of the basic core module, foundation module and module base
elective theme. Stage Two is dealing with the six pillars in curriculum design, which are
the

communication

module,

the

spiritual,

attitude

and

values

module,

the

humanitarianism module, the self-esteem module, the development of physical and

aesthetic module and the Science and Technology literacy module.

The modular structure is described as a step by step application for the individual
development of comprehensive and integrated as mentioned in FPK where talent,
potential and ability cannot be developed separately instead it should be coordinated to
avoid contradictions with one another.

c. Assessment
Another reforms introduced by KSSR is the new National Education Assessment
System (SPPK) with the aim of reducing the pressure of public examinations,
strengthening the School Based Assessment (PBS), to improve student learning,
continuous assessment and develop a holistic and human capital more effectively.
There are five methods of assessment that have been introduced by SPPK. The first
one is the assessment is carried out through physical activities, sports and extracurricular, school assessment, psychometric assessment, centred examination and
centred assessment. Under the assessment of schools, each school is responsible for
carrying out its own assessment system designed and inspected by the teacher that
involve students, parents and external organizations which are broken down into two,
namely formative assessment and summative assessment.
Formative assessment the throughout process of learning by the students involving
the use of varieties of methods in reporting information to assess whether in writing or
verbal on how to improve student learning. Teachers are strictly prohibited to compare
the students and put a scale that shows their position as used before. Hence, this
assessment is to ensure the students will not affected by their present achievement and
continuously put their effort in learning Meanwhile, summative assessment done at the
end of learning process to make judgments and evaluation of an individuals
performance in continuing education. The information is in the form of qualitative or
quantitative according to the standards of the school.

To summarize, the system that had been introduced in KSSR is actually meant for
achieving the aim of education in Malaysia as stated in FPK as education in Malaysia as
an on-going effort. This is very vital to an individual to adapt to the surrounding as the
world develop further. The process of adding knowledge, skills and values is hope to be
continuously to meet the FPK criteria.

ii.

Explain the implication of the New Curriculum for Primary School on

roles played by the teachers.

a) Teachers ensure that teaching and learning KSSR approaches should be

implemented
Standard Curriculum for Primary Schools (USSR) has a teaching and learning
approaches of their own. Curriculum standards emphasize the use of various teaching
and learning such as:
Hands-on learning
Learning through play
Inquiry findings
Object-based learning
Learning outside the classroom
Learning contextually
Constructivist learning
Mastery learning
So the implication is that the KSSR should ensure that teachers teaching and
learning approaches are implemented properly.
Salhah Abdullah (2006) in his book, Teacher as facilitator, stressed that "the teacher
as the facilitator role as planners, managers and implementers should be guided by the
principles of systematic management. Planning principles should be followed by the
principles of accurate delivery of appropriate and followed the principles of right action
"(p.43).

Therefore, to ensure that teaching and learning of the KSSR successful the teacher
should use various of teaching aids. The use of appropriate teaching aids effectively is
very important to ensure that the students to understand the concepts described. "Use
of teaching aids (ABM) can help explain a concept" (Hiebert, Weame & Taber, 1991;
Kozma, 1991). Examples of teaching aids that can be used by teachers are concrete
materials, pictures, graphics management, mind maps, diagrams, radio, computers,
newspapers and historical materials.

b) Teachers will perform a varied selection of teaching resources and able to

create an attractive learning environment.

In addition, through KSSR, the teacher will perform a varied selection of teaching
resources and able to create an attractive learning environment. Thus, the explanation
will be clearer for the students and the teachers can correlate the ideas, propose new
ideas and challenge students to think at higher levels as it is the basis for the KSSR.
Learning resources that can be used are text books, reference books, internet,
information, newspapers, magazines, radio and television, journals including the
interviews and questionnaires. Accurate, appropriate and sufficient sources can
challenge the students mind and attract them to understand their subject more
effectively.
In ensuring the KSSR goal a teacher should conduct the evaluation and
measurement process. Hence, the effectiveness of teaching meaning can be determine.
Performance evaluation is a process where it involves collecting information on
strategies, activities, results and impact of teaching and learning for analysis to ensure
the students have mastered the skills presented by the teacher.

c) The teachers can create a good social emotional atmosphere for their
students as indicated in KSSR.

Furthermore, KSSR stated that social emotional development will be one of the
aspect that will be the focus in this curriculum. The teacher should realize that they
need to create a good social emotional environment for their students. Socio-emotional
aspect is very important to create a state of bliss so that the teaching and learning
process can be implemented effectively.
Social emotional development begins with the ability of students to understand their
own emotions and allows students to understand the needs, emotions and views of
others to build social skills in the classroom with a diverse. So, the teacher's role is very
important in social emotional management with emphasis on the ability and confidence
to interact with our students in the classroom, especially for a class with students of
different cultures and backgrounds.
Erikson theory also emphasizes the importance of social relationships with
individuals in the child's environment. According to Erikson, children's personality was
formed as a result of this psycho-social development.

Therefore, the KSSR had improved the approaches to learn through play. This
approach is one of the teaching strategies to pay attention to social emotional for
multicultural students in the class. Since KSSR emphasized the aspect of social
emotional development in students, thus, teachers should make the learning through
play as a strategy to promote social interaction and emotional control. Play is
spontaneous process that can give the students the experience, knowledge and skills.
Through play children can learn many things and it is known as informal learning.

Teachers need to manage social emotional development effectively because a

failure to do so will have an impact on students achievement. Among the aspects to
occur in emotional management consists of the following:

i. Teaching and learning process will be interrupted

ii. The classroom climate is not conducive that will have an adverse impact on the
overall performance
iii. Mental pressure on students and teachers
iv. Students feel disturbed and uncomfortable
v. Students having a hard time to focus on teaching and learning process

Therefore, the role of teachers to ensure this does not happen is very important and
will help KSSR successfully implemented.

d) Ensuring the appreciation element of patriotism and unity created in the

process of teaching and learning

Next is the design element emphasizes in the KSSR is patriotism and unity of the
humanitarian. That teachers must be able to ensure these elements created in the
process of teaching and learning. The strategy is, the teachers must have to take into
account the ethnic relations in the classroom.

In general, Malaysia is a country with a multiracial population. We must not forget

the ethnic conflict that caused the outbreak of strife in the country. As a Malaysian, a
teacher should take a cue from the events of May 13, 1969. For this reason, the KSSR
adopted in the humanitarian aspects of curriculum design to ensure such an incident is
prevented.
As a teacher, it is necessary to understand the importance of ethnic relations. This is
crucial to create an effective learning environment in the classroom in the long period of
time. Through the initial approaches of the ethnic relations, the student will be able to
understand the issues of prejudice and discrimination. Hence, this will create a society
that is concerned with unity.
Ethnic relations which exist at present have shaped the social system in Malaysia.
To what extent the level of national unity in the country is still difficult to measure.
However, other countries see that there is harmony in ethnic relations in Malaysia. So,
the role of teachers is very important for shaping the future generations in order to
secure national unity.

REFLECTION

Based on the justification that has been made about how the process of
transformation of the KSSR will be able to achieve FPK objective, I felt that the KSSR
will be able to achieve that goal. We can see this through the curriculum design,
curriculum focus, approach to teaching and learning across the curriculum elements
available in the KSSR.
I find this system very organized and makes it easier for teachers to plan
lessons. This way, the lesson can progress from one stage to another, and children do
not get muddled up by too many activities in one lesson. At the same time, they may
also follow the lesson at their own pace, and participate as much as they can because
they only need to focus on a particular skill for one day. However, of course there will
also be an integration of skills when necessary.
One of the evident elements in KSSR is that it focuses on teaching English so that
pupils may actually use it to communicate in class. This is why the skills of listening and
speaking is emphasized in the first stage of the week. This is because young children
are more prone to listening to sounds and responding to it, for example by repeating or
mimicking what they hear. Therefore, it is important that teachers are very verbal and
active during these lessons.

Through the implications of the Primary School Curriculum Standard (USSR), I

think that the job of the teachers will become increasingly challenging as the USSR was
concerned about the development of an individual in which the teacher should strive to
assume fully their responsibilities to implement the curriculum properly.
If we, as teachers, see the need to repeat a lesson, don't wait for the next cycle,
repeat it straightaway! Take as much time as needed for the module we're working on
with our pupils, take the whole week or even the whole month for one module if we think
that's necessary. KSSR applies the Mastery Learning approach, and hence we as
teachers should ensure that our pupils are able to master the skills needed, before
moving on to the next level.
Therefore, I hope that the teachers do not take for granted and take for granted
about this standard curriculum. This is so because the USSR was a curriculum that
requires research and detailed planning and implementation so that it can achieve its
goals and purpose cores Stakeholder Forum and other education to ensure our
country's education system is at the same level in this global world.
Thus, I hope that teachers will be able to fully implement this KSSR system so that the
purpose of the KSSR was not only a mere fantasy.

Conclusion
All in all, the new KSSR received many feedbacks compromised of both positive and
negative from the parents, teachers and Malaysians. However, comments on KSSR are
not yet official as result of first batch of KSSR generations are not yet assessed.
Research has been made but it is only a theory and the truth can be far more different
from the theory. However, KSSR is intended to produce a better way of living for the
next generations.
Therefore, Malaysians have to think a step forward so Malaysia will not get left
behind in the on-going stream of modernization. Today, life is moving along side with
technology. Technology has become one of our basic needs in life. So the new
curriculum adapts with this lifestyle and provides more education that focuses on the
vitality of technology.
In order to compete in this demanding modern world, the government of Malaysia
takes measures by implementing KSSR that gives priority in the importance of creativity
and innovative thinking, entrepreneurship and ICT. The reason of highlighting three
elements in Malaysias education curriculum is to produce Malaysian citizens who are
knowledgeable and competent and being able to contribute to the harmony and
betterment of the family, the society and the nation at large. (FPK, 1988).
In conclusion, Malaysia have determined in realising Wawasan 2020 to become a
well-developed country in consistent with other well-developed countries in the west.
Therefore, Malaysia plans to produce developers and not just consumers of technology
because developing something will contribute in the countrys economy and
development. The truth is Malaysia will not able to become a well-blossomed country
without a professional work market.
Moreover, KSSR have good and bad sides. The benefits are the students will give
more focus and participate in teaching and learning processes as teachers will ensure
that the sessions are fun and interesting. Besides, students will happy to participate by

asking questions and giving opinion as KSSR encourage two ways of communication in
teaching and learning processes.
Moreover, assessment throughout the year seems fairer that assessment based on
result of end-year examination. This is because some students actually cheating in
examination to get good marks and some excellent students is actually not in the best
condition of health while taking examination so the result are not excellent as the result
supposed to be.
Then, the bad side goes into teachers. Teachers will have more burdens in preparing
and completing the standards document for the whole year to replace the teaching plan.
Besides, teachers also have to prepare portfolio for each students and completing the
portfolio will take some times. Lastly, teachers possibly find difficulties in order to give
credits to their students as bands for students based on teachers decision. However,
government already provide each school with school couch that will help teachers in
doing their job.
In a nut shell, good and bad comes together. As long as the good will help to prepare
students for future, teachers have to sacrifice by taking the bad as it is teachers
responsibility to teach students so they will have a better future.