Professional Documents
Culture Documents
Sains
Dokumen Standard Kurikulum dan Pentaksiran
Tingkatan 1
(EDISI BAHASA INGGERIS)
Sains
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
Tingkatan 1
(Edisi Bahasa Inggeris)
Bahagian Pembangunan Kurikulum
Mei 2016
Terbitan 2016
Kementerian Pendidikan Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga
bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis
daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
CONTENT
Rukun Negara...................................................................................................................................................
vi
vii
Kata Pengantar.................................................................................................................................................
viii
Introduction.......................................................................................................................................................
Aim....................................................................................................................................................................
Objective...........................................................................................................................................................
Focus ................................................................................................................................................................
20
21
22
27
Assesstment .....................................................................................................................................................
29
36
Themes
1. Science Methodology............................................................................................................................
38
47
57
65
72
RUKUN NEGARA
BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;
Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara yang liberal terhadap tradisi-tradisi
kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan sains
dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
v
vi
Sumber: MOSTI
vii
KATA PENGANTAR
Kurikulum Standard Sekolah Menengah (KSSM) yang dilaksanakan
Penyepaduan
Kurikulum berasaskan
Bagi
menjayakan
pelaksanaan
KSSM,
pengajaran
dan
dengan
Standard
Kandungan,
Standard
Pembelajaran
dan
Standard
memberi
fokus
kepada
pendekatan
kepada KBAT
Pembelajaran
Pentaksiran.
ke-21.
akan
ditaksir
secara
berterusan
untuk
membolehkan
guru
membuat
tindakan
susulan
mencapai
hasrat
dan
matlamat
Kebangsaan.
bagi
KSSM,
viii
Sistem
Pendidikan
INTRODUCTION
As articulated in the National Education Philosophy, education in
thinking skill will also be developed so that the pupils will be able to
individuals.
Meanwhile, the upper secondary science and the elective science
AIMS
5. apply
scientific
knowledge,
procedural
knowledge
and
life;
OBJECTIVES
1. use the inquiry approach to fulfil their curiosity and their interest
in science;
2. acquire knowledge and understanding to explain phenomena
scientifically;
3. communicate information relating to science and technology
intelligently and effectively;
4. design and carry out scientific investigation, evaluate evidence
and make conclusions;
FOCUS
The science subject for secondary schools focuses on thoughtful
learning involving scientific and thinking skills for the acquisition of
knowledge through inquiry as the main approach in science
education. The science curriculum also aims to prepare pupils to
face rapid technological development and various challenges of
the 21st century. The group of pupils that have gone through this
curriculum will become human resource in the field of science and
technology, and will contribute towards national development.
includes
pupil-centred
learning,
constructivism,
Thoughtful Science
Thoughtful Learning
thoughtful has the same meaning as the ability to think and reflect.
education system.
assimilated by pupils.
person
who
thinks
critically
always
evaluates
ideas
Analysing
Table 1:
Identifying
characteristics,
features,
Detecting Bias
Detecting views or opinions that have the
object.
tendency
Comparing and
Contrasting
criteria
features,
such
as
qualities
to
support
or
oppose
something.
characteristics,
and
elements
Evaluating
of
objects or events.
evidences or propositions.
Grouping and
Classifying
Separating
and
grouping
objects
or
Making
Conclusions
investigation.
Prioritising
or features.
Sequencing
Visualising
situation or vision.
Generating
Ideas
Synthesising
Relating
drawing or artifact.
Making
Hypotheses
relationship.
Making
Inferences
Making
an
initial
conclusion
Forming
an
understanding
about
collected data.
Making
Generalisations
and
similar characteristics.
already
in
existence
overcome
problems
in
manner.
to
systematic
Thinking Strategy
Conceptualising
Making
generalisations
1. Introducing TSTS.
towards
characteristics.
Making Decisions
tasks.
Finding
the
are
uncertain
right
or
solutions
in
challenging
or
unanticipated difficulties.
SCIENTIFIC SKILL
Thinking Skills
Science emphasizes inquiry and problem solving. In the process of
inquiry and solving problem, scientific skills and thinking skills are
Creative
Critical
Attributing
Comparing and
contrasting
Grouping and
classifying
Sequencing
Prioritising
Analysing
Detecting bias
Evaluating
Making
conclusions
Reasoning
Generating ideas
Relating
Making
inferences
Predicting
Making
hypothesis
Synthesising
Making
generalisations
Visualising
Making analogies
Inventing
Science Process Skills are skills that are required in the process of
finding solutions to a problem or making decisions in a systematic
manner. It is a mental process that promotes critical, creative,
analytical and systematic thinking. Mastery of Science Process
Skills together with knowledge and suitable attitudes ensure pupils
to think effectively.
Thinking Strategies
Conceptualising
Making decisions
Problem solving
collected data.
Observing
Communicating
Accepting,
choosing,
arranging,
and
Classifying
models.
according
to
similar
characteristics.
Measuring and
Using Numbers
Making
quantitative
observations
Using SpaceTime
Relationship
Interpreting Data
Giving
using
rational
explanations
about
an
Making
Inferences
Making
initial
conclusions
that
are
Defining
Operationally
10
Manipulative Skills
Controlling
Variables
Identifying
manipulated
variables,
observe
its
relationship
with
the
Making
Hypothesis
assumed
to
be
true
to
explain
an
Skills
the relevant thinking skills. The relevant thinking skills that are
11
Table 5.
Science Process
Skills
Defining
operationally
Relating
Making analogies
Visualising
Analysing
Controlling
variables
Attributing
Comparing and contrasting
Relating
Analysing
Making hypothesis
Attributing
Relating
Comparing and contrasting
Generating ideas
Making hypothesis
Predicting
Synthesising
Experimenting
Communication
Thinking Skills
Observing
Attributing
Comparing and contrasting
Relating
Classifying
Attributing
Comparing and contrasting Grouping and
classifying
Measuring and
Using Numbers
Relating
Comparing and contrasting
Making Inferences
Relating
Comparing and contrasting
Analysing
Making Inferences
Predicting
Interpreting data
Relating
Visualising
12
13
Science Process
Skills
1
Observing
Level 1
Level 2
Level 3
Level 4
Classifying
Collect / isolate
evidens / data /
objects /
phenomena
based on the
observed
characteristics.
Compare / identify
similarities and
differences based on
categories that are
based on common
characteristics.
Compare / identify
similarities and
differences to determine
the selection criteria for
category evidens / data /
object /the phenomenon
being studied.
Measuring and
using numbers
Demonstrate how
measurements are taken with
the correct instrument in the
correct standard unit, using the
right technique; while recording
in a systematic and complete
way.
Using more complex derived
units in the right manner.
14
Science Process
Skills
4
Making inferences
Predicting
Communicating
Level 1
Level 2
Give a reasonable
explanation for
the observations.
Describe a
possible outcome
for an event or
data.
Record information
or ideas in any
form.
Level 3
Make a reasonable
assumption of an
event based on
observation, past
experience or data.
Record information or
ideas in a suitable
form and present the
information or the
ideas systematically.
15
Level 4
Generate a variety of
possibilities to explain complex
situations
Explain the relationship or
pattern between variables
observed with measurements
made for an investigation.
Science Process
Skills
7
Use time-space
relationships
Interpreting data
Level 1
Not assessed
Not assessed
Level 2
Level 3
Arrange occurrences
of a phenomenon or
event in chronological
order.
Level 4
Arrange occurrences of a
phenomenon or event in
chronological order.
Interpret and explain the
meaning of mathematical
relationships.
Define
operationally
Not assessed
Describe an
interpretation of what
is carried out and
observed in a
situation according to
particular
specifications.
10
Controlling
variables
Not assessed
Determine the
responding and
constant variable after
the manipulated
variable is determined
in an investigation.
16
Science Process
Skills
Level 1
11
Making a hipotesis
Not assessed
Make a general
statement that can be
tested, on the
relationship between
the variables in an
investigation.
Form a relationship
between the manipulated
variable and responding
variable, to form a
hypothesis that can be
tested.
12
Experimenting
Not assessed
Conduct an
experiment, collect
data, interpret the
data and summarise
to prove the
hypothesis and make
a report.
Level 2
Level 3
17
Level 4
as the following:
Self reading
Dare to try.
Selfless.
Not prejudice.
18
8. Virtuous
Use
public
facilities
invented
through
science
and
technology responsibly.
Proper planning is required to optimise the assimilation of scientific
10. Appreciate Gods gifts .
Thankful to God.
PUPIL
PROFILE
Thinker
DESCRIPTION
Able to think critically, creatively and
innovatively; solve complex problems and
make ethical decisions. Think about learning
and about being learners themselves.
Generate questions and are receptive
towards perspective, values and individual
traditions and society. Confident and
creative in handling new learning areas.
Curious
PUPIL
PROFILE
Resilient
Communicator
DESCRIPTION
Able to face and overcome difficulties and
challenges
with
wisdom,
confidence,
tolerance and empathy.
Able to voice out and express their thoughts,
ideas and information confidently and
creatively in verbal and written, using a
variety of media and technology.
20
PUPIL
PROFILE
Principled
Informative
DESCRIPTION
shown in Table 8.
Knowledgeable
and
form
wide
Thinking Level
Applying
Description
Using knowledge, skills and values to take
actions in different situations.
Analysing
Caring/
Concern
Patriotic
Evaluating
sustainability of nature.
give justifications.
Creating
country.
21
HOTS are the ability to apply knowledge, skills and values for
that helps pupils acquire knowledge and master skills that will help
them develop their minds to the optimum level. Thoughtful learning
aware of the thinking skills and thinking strategies that are being
unconventional thinking.
Inquiry Approach
Inquiry-discovery
approach
emphasises
learning
through
Meaningful learning occurs if pupils can relate what they have learnt
experiments,
conclusions
pupils
investigate
by themselves.
phenomenon
and
draw
pupils
to
Thinking skills and scientific skills are thus developed further during
reflected
in
this
standard
curriculum.
The
STS
approach
Constructivism
Constructivism is an ideology that suggests pupils learn by building
Contextual Learning
Mastery Learning
based on the principle that pupils are able to learn if given the
methods.
pupils.
For
example,
in
the
learning
of
colonization
and
Experiment
rich biodiversity of the country, they will appreciate the diversity and
country.
24
Simulation
Simulation is an activity that resembles the actual situation.
Simulations can be carried out through role-play, games or use of
model. In role-play, pupils act out a particular role spontaneously
based on a certain pre-determined conditions. Games require
procedures that need to be followed. Pupils play games in order to
learn a particular principle or to understand the process of decisionmaking. Models are used to represent objects or real situations.
Pupils will be able to visualise the real situation, thus understanding
the
concepts
and
principles
learned.
achieve a certain goal that takes a long time and exceeds formal
problem given and thus plan the entire project. The outcome of the
26
Language
in all subjects.
pupils.
1.
Knowledge
and
awareness
on the
importance
of
Scientific
skills
(process
of
thought
and
specific
manipulative skills);
the
3.
nature.
4.
27
Patriotism
Entrepreneurship
fostering
attitude
such
as
diligence,
honesty,
economy.
Innovation
is
the
application
of
creativity
through
the
Creativity
and
innovation
are
always
inter-connected.
Century.
28
ASSESSMENT
Assessment or evaluation is the process of gathering information
Psychometric Assessment.
pupils
ecosystem.
and
parents/guardians
about
pupils
progress
and
achievement.
Efforts to ensure the assessments assist pupils to increase their
The main purpose of formative assessment is to monitor the pupils
various techniques;
School Assessment;
Central Assessment;
29
Theme
Experiments
3.1
the body.
Exploration
1.2.3
of Elements
in Nature
5.2.5
water.
Theme
Scientific
Methodology
Energy and
Sustainability
of Life
Experiments
1.6
8.3
8.4
investigation
Maintenance 2.2
and
Continuity of
Life
30
PERFOMANCE
DESCRIPTOR
LEVEL
1
Recall the basic knowledge and science
PERFORMANCE
LEVEL
skills.
DESCRIPTOR
science tasks.
4
natural phenomena.
5
31
PERFORMANCE
LEVEL
DESCRIPTOR
PERFORMANCE
LEVEL
DESCRIPTOR
32
PERFORMANCE
LEVEL
DESCRIPTOR
PERFORMANCE
LEVEL
DESCRIPTOR
33
PERFORMANCE
LEVEL
DESCRIPTOR
scope and scientifc skills as well as the thinking skills that demands
platform
the need of learning. The Content Standard for the afective domain
understanding.
35
to
achieve
the
content
standard
effectively.
The
CONTENT ORGANIZATION
Content Standard
Specific
Learning
Standard
A predetermined
Performance
Standard
A set of general
statements about
criteria or indicator
criteria which
of the quality in
learning and
of pupils
during the
achievement that
achievement that
schooling period
can be measured
encompassing the
as a sign that
knowledge, skills
standard.
and values.
been mastered by
pupils (indicator of
success).
36
the limitation and the scope for the content standard and
learning standard,
37
Theme 1:
Scientific Methodology
This theme introduces students activities in daily life which define science as a discipline involving
systematic observation and experiments on natural phenomena.
Students will gain understanding about the field of science, careers in science and the relevant subjects
that need to be studied. In addition, this theme also introduces the science lab, physical quantities,
density, and the use of measuring instruments and the International System of units (S.I). Students are
also introduced to methods of acquiring knowledge of science through scientific investigation and
problem solving.
Learning standard:
12 hours
38
Content Standard
1.1
Science is part of daily life
Learning Content
Notes
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
39
Content Standard
1.2
Your science laboratory
Learning Content
Notes
40
Content Standard
1.3
Physical quantities and their
units
Learning Content
Notes
1.3.1
1.3.2
1.3.3
1.3.4
41
Content Standard
1.4
The use of measuring
instruments, accuracy,
consistency, sensitivity and
errors
Learning Content
Notes
1.4.1
1.4.2
1.4.3
1.4.4
1.4.5
42
Content Standard
1.5
Density
Learning Content
Notes
1.5.1
1.5.2
1.5.3
1.5.4
1.5.5
1.5.6
43
Content Standard
1.6
Steps in a scientific
investigation
Learning Content
Notes
1.6.1
1.6.2
1.6.3
44
Content Standard
1.7
Scientific attitudes and
values in carrying out
scientific investigation
Learning Content
1.7.1
1.7.2
1.7.3
45
Notes
Discussion on the importance of:
scientific attitudes and values
practising scientific attitudes
PERFORMANCE STANDARD
SCIENTIFIC METHODOLOGY
Performance Level
1
Descriptor
Recall the knowledge and science skills on the definition of science, science laboratory,
physical quantities and units, the use of measuring instruments, density and steps in scientific
investigation.
Understand the definition of science, science laboratory, physical quantities and units, the
use of measuring instruments, density and steps in scientific investigation and able to explain
their understanding..
Apply the definition of science, science laboratory, physical quantities and units, the use of
measuring instruments, density and steps in scientific investigation to accomplish simple task.
Analyse the entire scientific investigation process conducted to determine the steps that can
be improved, on the definition of science, science laboratory, physical quantities and units, the
use of measuring instruments, density and steps in scientific investigation in context of
problem solving about events or natural phenomena.
Evaluate the entire scientific investigation process conducted to determine the steps that can
be improved, on the definition of science, science laboratory, physical quantities and units, the
use of measuring instruments, density and steps in scientific investigation in the context of
problem solving and decision making to carry out a task.
Design a presentation using multi media / visual / folio / poster / role play / drama; with
creative and innovative use of science knowledge and skills of the definition of science,
science laboratory, physical quantities and units, the use of measuring instruments, density
and steps in scientific investigation in the context of problem solving and decision making;
with regards to the social values/ economy / culture of the community.
46
Theme 2:
Learning area:
28 hours
47
Content Standard
2.1
Cell structure,
function and
organization
Learning Standard
2.1.1
2.1.2
Notes
2.1.4
2.1.5
48
Learning Standard
Content Standard
2.2
Cell respiration and
photosynthesis
Notes
2.1.6
2.1.7
2.2.1
2.2.2
2.2.3
2.2.4
49
Content Standard
Learning Standard
Notes
3.1.1
3.1.2
3.1
Homeostasis in living
things
3.1.3
3.1.4
50
Content Standard
4.1
Sexual and asexual
reproduction
Learning Standard
4.1.1
Notes
4.1.2
4.1.3
4.2.1
4.2.2
4.2.3
4.2
Human reproductive
system
51
Content Standard
4.3
Menstrual cycle
4.4
Fertilisation and pregnancy
Learning Standard
Notes
4.3.1
4.3.2
4.3.3
4.4.1
4.4.2
4.4.3
52
fertilisation process.
the implantation process of embryo.
the development of a zygote into an embryo
and subsequently into a foetus until birth.
Content Standard
4.5
Factors affecting the
development of a foetus
and baby
4.6
Infertility and
contraception
Learning Standard
Notes
53
Content Standard
Learning Standard
Notes
4.6.4 criticise the abuse of knowledge on Debate on the abuse of knowledge regarding birth
contraception methods and its effect to control methods and their effect to society.
society.
4.7
Plant reproduction
54
Content Standard
Learning Standard
Notes
55
PERFORMANCE STANDARD
MAINTENANCE AND CONTINUITY OF LIFE
Performance Level
Descriptor
Recall the knowledge and science skills on cell as the basic unit of life / coordination / response /
reproduction
Understand cell as the basic unit of life / coordination / response / reproduction and able to
explain their understanding.
Apply knowledge of cell as the basic unit of life / coordination / response / reproduction to
accomplish simple task.
Analyse knowledge of cell as the basic unit of life / coordination / response / reproduction in
context of problem solving about events or natural phenomena.
Evaluate knowledge of cell as the basic unit of life / coordination / response / reproduction in
the context of problem solving and decision making to carry out a task.
Design a presentation using multi media / visual / folio / poster / role play / drama; with
creative and innovative use of science knowledge and skills of the cell as the basic unit of life /
coordination / response / reproduction; in the context of problem solving and decision
making; with regards to the social values/ economy / culture of the community.
56
Theme 3
This theme aims to provide understanding of the variety of resources on Earth based on the structure
and characteristics of various materials. Earths natural resources exists in the form of elements,
compounds and mixtures, and are studied focusing on the comparison of their properties and uses in
daily life.
Learning Standard
5. Matter
5.1 Matter in nature
5.2 Three states of matter
6. Periodic Table
6.1 Classification of elements
6.2 Mixtures
6.3 Compounds
7. Air
7.1 Composition of air
7.2 Combustion
7.3 Air Pollution
24 hours
57
Content Standard
Learning Content
Notes
5.2
Three states of matter
5.1.1
5.1.2
prove that living things and nonliving things have mass and
occupy space.
5.1.3
5.1.4
5.2.1
5.2.2
58
Content Standard
Learning Content
Notes
5.2.3
5.2.4
5.2.5
5.2.6
5.2.7
59
Content Standard
6.1
Classification of
element
Learning Standard
Notes
6.1.3 identify the position of metal, nonmetal and inert gases in the
periodic table.
60
Content Standard
6.2
Mixture
6.3
Compound
Learning Content
Notes
61
Content Standard
7.1
Composition of Air
Learning Standard
Notes
7.2
Combustion
62
Content Standard
7.3
Air Pollution
Learning Standard
Notes
63
PERFORMANCE STANDARD
Descriptor
Recall the knowledge and science skills on matter / the periodic table / air.
Understand of matter / the periodic table / air and able to explain their understanding.
Apply knowledge of matter / the periodic table / air to explain natural phenomena to
accomplish simple task.
Analyse knowledge of matter / the periodic table / air in context of problem solving about
events or natural phenomena.
Evaluate matter / the periodic table / air in the context of problem solving and decision
making to carry out a task.
Design a presentation using multi media / visual / folio / poster / role play / drama; with
creative and innovative use of science knowledge and skills of matter / the periodic table / air
in the context of problem solving and decision making; with regards to the social
values/ economy / culture of the community.
64
Theme 4
Learning area
Usage of mirrors
Chacteristic of light
Reflection of light
Refraction of light
Dipersion of light
Scattering of light
Addition and of light substraction of light
22 hours
65
Content Standard
Learning Content
Notes
8.1.1
8.1.2
8.1.3
8.1.4
8.1.5
8.1.6
8.1.7
66
Content Standard
Learning Content
Notes
8.2
Properties of light
8.2.1
8.3
Reflection of light
8.3.1
8.3.2
8.3.3
8.3.4
67
Content Standard
8.4
Refraction of light
Learning Content
Notes
8.4.1
8.4.2
8.4.3
8.4.4
68
Content Standard
Learning Content
Notes
8.5.1
8.5.2
8.6.1
8.6.2
8.5
Dispersion of light
8.6
Scattering of light
8.7.2
8.7.3
69
Content Standard
Learning Content
Notes
8.7.4
8.7.5
8.7.6
70
PERFORMANCE STANDARD
Descriptor
Recall the knowledge and science skills on mirrors / characteristic of light / reflection of light /
refraction of light / dipersion of light / scattering of light / addition and substraction of light.
Understand mirrors / characteristic of light / reflection of light / refraction of light / dipersion of
light / scattering of light / addition and substraction of light and able to explain their
understanding.
Apply mirrors / characteristic of light / reflection of light / refraction of light / dipersion of light /
scattering of light / addition and substraction of light through a simple task.
Analyse knowledge of mirrors / characteristic of light / reflection of light / refraction of light /
dipersion of light / scattering of light / addition and substraction of light in context of problem
solving about events or natural phenomena.
Evaluate mirrors / characteristic of light / reflection of light / refraction of light / dipersion of light
/ scattering of light / addition and substraction of light in the context of problem solving and
decision making to carry out a task.
Design a presentation using multi media / visual / folio / poster / role play / drama; with creative
and innovative use of science knowledge and skills of mirrors / characteristic of light / reflection
of light / refraction of light / dipersion of light / scattering of light / addition and substraction of
light in the context of problem solving and decision making; with regards to the social
values/ economy / culture of the community.
71
Theme 5
Learning area:
9. Earth
9.1
9.2
9.3
9.4
9.5
9.6
13 hours
72
Content Standard
9.1
The system and structure
of the earth
9.2
Composition of the Earth
Learning Content
Notes
A student is able to
9.1.1 communicate about the system of the
Earth
9.1.2
9.1.3
9.2.1
9.2.2
73
Content Standard
9.3
Main processes of the
Earth
Learning Content
Notes
9.3.1
9.3.2
9.4
Geohazard phenomena
9.4.1
9.4.2
9.4.3
74
Content Standard
9.5
Age of the earth
9.6
Earth resources and
applied geology
Learning Content
Notes
9.5.1
9.5.2
9.5.3
9.5.4
9.6.1
9.6.2
9.6.3
9.6.4
9.6.5
75
Content Standard
Learning Content
9.6.6
Notes
76
PERFORMANCE STANDARD
EXPLORATION OF EARTH AND SPACE
Performance Level
Descriptor
about the Earths structure/geo-disasters/Earths
Design a presentation using multi media / visual / folio / poster / role play / drama; with creative and
innovative use of science knowledge and skills of the Earths structure/geo-disasters/Earths
resources in the context of problem solving and decision making; with regards to the social
values/ economy / culture of the community.
77
PANEL OF WRITERS
1.
2.
3.
4.
5.
6.
7.
8.
UKM, Bangi
9.
10.
UPM, Serdang
11.
12.
13.
14.
Seameo RECSAM
15.
16.
Seameo RECSAM
17.
UPM, Serdang
18.
19.
IPGK Perlis
20.
21.
22.
23.
24.
25.
BPPDP, KPM
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Rema Ragavan
41.
42.
43.
44.
45.
46.
47.
48.
OTHER CONTRIBUTORS
1.
2.
UPM, Serdang
3.
UKM, Bangi
4.
UPM, Serdang
5.
MARDI, Serdang
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.