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Kurikulum Bersepadu Sekolah Rendah (The Integrated Curriculum for Primary School)

1. Definition of terms The New Primary School Curriculum (Kurikulum Baru Sekolah Rendah (KBSR) was first implemented in 1982 as a pilot project. It was fully implemented in all schools at all levels by 1988. In 1994, the curriculum was revised and renamed the Primary School Integrated Curriculum (Kurikulum Bersepadu Sekolah Rendah) where moral values were emphasized and taught across the curriculum. In the year 2000, steps were taken to review the curriculum in line with the information age. Changes were made to the topics where deemed necessary. This reviewed syllabus has yet to be implemented fully in the primary schools. The syllabus is still being fine-tuned to cater to expected problems arising from the change in the medium of instruction from Bahasa Melayu to English in Year 1 in all schools, beginning 2003.

2. Aspects of KBSR The Integrated Curriculum for Primary School (ICPS) is divided into two phases of three years each. Phase I comprises year 1, 2 and 3 while phase II of years 4, 5 and 6. The ICPS consists of three areas, namely, communication, man and his environment and self- development. These three areas are subdivided into six components, namely: Basic Skills Humanities Arts and Recreation Spirituality, Values and Attitudes Living Skills Co-Curriculum

The subjects taught in national primary schools and the time allocations in minutes per week are as follows:

3. Underlying principles of KBSR Malaysias emphasis on education provides equal opportunity to all school-age children. Equality and right to education are fundamental liberties enshrined in the Federal Constitution. These aspirations are manifested in the National Philosophy of Education, which states that: Education in Malaysia is an ongoing effort towards further developing the potentials of individuals in a holistic and integrated manner in order to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, 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 a high level of personal well being as well as being able to contribute to the betterment of the family, the society and the nation at large. The National Education Policy laid the foundation for achieving a national system of education using a common curriculum. In line with the National Philosophy of Education, the curriculum is aimed towards achieving the desired educational goals and objectives of promoting overall individual development in a holistic manner integrating the spiritual, emotional, intellectual, and physical aspects of development. Individual potentials to be developed are those relevant to national needs, which include individual, social, economic, political, modernization, and globalization. In addition, the curriculum also aims to further strengthen ones belief in God and places great emphasis on universal noble values in order to meet the national aspiration of producing Malaysians with high moral standards. The role of the school curriculum is to ensure the holistic development of the individual mentally, physically, spiritually and emotionally by imparting general knowledge and skills; cultivating, instilling and fostering healthy attitudes and accepted moral values. The curriculum aims to bring forth the Malaysian citizen who is a balanced and well-rounded individual, trained, skillful, and cherishes the national aspiration for unity. To fulfill this aspiration, the National Curriculum is formulated around a number of principles as follows: Continuity of education from primary to secondary schools; General education for all;

Integration of the intellectual, spiritual, emotional, and physical aspects; Emphasis on values and attitudes development; Upgrading the use of Malay Language and English Language; and Life-long education.

In sum, the underlying theoretical principle of national curriculum formulation is that of general education using an integrated approach to curriculum planning. The curriculum is contents and skills based. The contents of each subject reinforce and facilitate further the development of the basic skills, the acquisition of knowledge and thinking skills. Each subject must also incorporate the inculcation of moral values and attitudes and the correct use of Malay Language and other languages, such as English, Chinese and Tamil. The integrated approach is the main focus in the design of the Integrated Curriculum for Primary School (ICPS) and Integrated Curriculum for Secondary School (ICCS). The elements of knowledge, skills and values are incorporated so as to bring about the integrated development of the intellectual, spiritual, emotional and physical aspects of the individual.

4. Learning Theories that Influence KBSR The nature of KBSR is majorly influenced by Behaviorism approach in which education is implemented on curriculum based (Mastery of Facts; Empirical evidence is essentialScientific methodology, develop learning environments that lead to desired behaviors in students for which they are rewarded and will be motivated to continue). Meanwhile, the curriculum implementation is mostly influenced from Taba and Tyler model. The Tyler model is suggesting the administrative, top down management which reflects the Ministry in giving out guidelines and instructions to the implementer (schools and teachers). Meanwhile the Taba model is referring to the teacher or the implementer who are carrying the task to transfer the curriculum to students. Yet, there are also adoptions of cogntivism and humanism approach in KBSR.

5. Activities / Content of KBSR The ICPS emphasizes the mastery, reinforcement and application of the 3Rs, acquisition of complex skills and knowledge, pre-vocational education as well as the development of personality, attitudes and values. The curriculum is reducing the previously heavily contentoriented curriculum, to concentrate on the three Rs. The orientation clearly specifies a childcentered approach, which requires more student participation and focuses on individual differences of students. Teaching activities are designed to especially encourage participation and verbal communication through verbal skills (aural and oral) reading and understanding as well as experiential based writing practical application of mathematical concepts such as additions, subtractions, multiplication and divisions. Learning is to be gained through a variety of experiences, such as group learning (class, small groups, or pairs) or as individuals, depending on the skills, interests and ability of the students. The teaching and learning process should, as far as possible, be improved through the use of local prototype materials and orientations to reflect a truly Malaysian curriculum. A student completing primary school education would have acquired the following: Mastery of the Malay language Mastery of language skills Mastery of arithmetic skills Mastery of study skills Mastery of ability to speak, read, write and understand the English language as a second language Ability to seek and acquire knowledge Leadership qualities and self-confidence Sensitivity towards man and his environment Mastery of scientific and technical skills

Ability to look after ones health and physical fitness Ability to read, recite and understand the meaning of selected verses from the al-Quran (Muslim students) Strong basic Aqidah (belief in God) Patriotism Developed talents and creativity Good manners and practice of moral values

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