CHAPTER 10:

DEVELOPMENT AND
IMPLEMENTATION OF
PRIMARY SCHOOL
INTEGRATED CURRICULUM

Prepared by:
•Thecla Joseph

•Nor Faeeza Ismali

•Jessicca Tokiroi
DEVELOPMENT OF
KBSR
Implemented on a trail basis in 305
primary schools throughout the country.
The Cabinet Committee was particularly
concerned about the human development.
The task of translating this action is
contained in the primary school integrated
curriculum.
The educational goals of primary school
education at the primary level are as follows:
Master the Malay lang. as the national lang.
Master basic lang. skills
Master and apply basic arithmetic in daily life
Master thinking & study skills
Speak, read, write & understand the English
lang.
Acquire knowledge & attempt to widen it
Master reading & memorizing skills &
understand Quran verses
Nurture attitudes a& behaviour
Take care of health
Develop leadership & self-confidence
Understand & be sensitive about other and envi.
Enhance talents & creativity
Nurture patriotic spirit
Participate in voluntary, artistic & recreational
activities
CHANGES IN KBSR

Changes in:
Curriculum
School culture
A) CURRICULUM
 Introductionof 3 new subjects
Living skills (replacing Commerce Practice in
1984)
Science
Local studies (replacing Man & His Envi. In
1994)
 Changes on the existing subjects
Language (emphasize given to basic lang. &
grammar skills)
Moral edu. (4 new moral values were added)
Islamic edu. (addition of new area)
Physical edu. (inclusion of 2 new elements)
Introduction of Sempoa
 B) SCHOOL CULTURE
 School environment (one that is condusive & stimulates
learning)

 Patriotism
(infused into all subjects 2 produce
Malaysians who love their country)

 Integration
(more emphasize through values, language,
science & technology across the curriculum)
KBSR IMPLEMENTATION PROCESS

KBSR PRINCIPLES

 Integrated approach
 One education for all
 Holistic development of the individual
 Life-long learning
 PRINCIPLE 1 – INTEGRATED APPROACH
 Itis an approach where knowledge, skills and values are
combined to integrate the physical, emotional, spiritual
and intellectual aspects.

 Occurs through 4 ways

Skills cohesion

Infusion

Integration of 2 elements

Element-across the-curriculum
PRINCIPLES 2 – HOLISTIC
DEVELOPMENT OF INDIVIDUAL
Each potential in related to the others.

Eg: a pupil who is a potential skilled

footballer needs to be develop knowledge
and skills of the game, as well as nurture
cooperation, devotion to game rules,
discipline, and so on.
PRINCIPLE 3 – LIFE LONG LEARNING
Occurs continuously and is nor
restricted by time.

Itstarts from the time we were born

until we go back to our Creator.
PRINCIPLE 4 – ONE EDUCATION FOR
ALL
 Allpupils at the same schooling level follow
the same curriculum

 In
general, there are 3 areas in KBSR:
Communication
Man and His Environment
Individual Self-Development
The 3 areas can be divided into 6
components
Basic skills
Spirituality
Values and attitudes
Living skills
Arts and health
Co-curriculum
1. Basic skills
 Focuses on 3 basic skills-3M
 Pillars of basic education at primary school
level.

2. Spirituality
 Islamic and Moral education aim to nurture
and enhance pupil’s talents and potentials to
enable them to become knowledgeable,
religious, devout, noble in character and
responsible persons.
3. Values and attitudes
 Science - To produce individuals who are
knowledgeable, skillful and of good character
for our dynamic and progressive society which
is enculturated in science and technology.

 Local studies – produce pupils who are loyal

to and proud to be citizens of this country,
beside been willing to make sacrifices to
defend race and country.
4. Living skills
 Aims to provide pupils with
opportunities to acquire technology-
based knowledge, basic practice skills,
entrepreneurship and self-management.
5. Arts and health
Arts edu. : provide opportunities for
pupil involvement in various art
activities.

Physical & health edu. : emphasis is

given to stay healthy and active.
6. Co-curriculum
 Conducted out of the school time-table and
based on planned physical activities.

3aspects:
Uniformed units
Societies and clubs
Sports and games
EMPHASIS IN
KBSR
BASIC SKILLS
Made up of three which are emphasized in Level 1 (Year
1-3):-
Reading Writing Arithmetic

 Basics for reading & writing

listening, pronouncing, recognizing, & forming symbols,
letters & words
 Basics for arithmetic

counting skills, recognizing numbers & using

mathematical operations = addition, subtraction,
multiplication & division.
Skillsreinforcement is carried out in
Level 2.

Inthis level, more advanced skills are

being taught like understanding of
concepts, language skills mastery for
communication & problem-solving.
THINKING SKILLS
 In accordance with intellectual development which is
emphasized in the National Philosophy of Education, focus
is given to thinking skills in KBSR.

Two types of thinking skills

Creative & Critical Thinking

 They are inter-related & aim to enable pupils to

understand, evaluate & apply the information received for
decision making and problem-solving.
VALUES ACROSS THE CURRICULUM
 Values nurturance should preferably be done for all
learning situations faced & experienced by pupils.

 This implies that all subject teachers are responsible to

assist in the development of moral values.

 Also, values reinforcement depends on the role model

whom pupils see when they are inside the school
compound.

 So, every teacher MUST be a good role model in

words, actions & deeds for all pupils to emulate.
LANGUAGE ACROSS THE
CURRICULUM
 Inview of the fact that the Malay Language
remains the main medium of instruction in
primary schools, it is obvious then, why each &
every pupil should master its pronounciation,
sentence structure, grammar and so on.

 So,teacher must endeavour to develop and

reinforce pupils’ mastery of this language.
PATRIOTISM ACROSS THE CURRICULUM
 Pertinentfor teachers to inculcate & nurture
patriotism across the curriculum, inclusive of
co-curriculum and community service
projects.

 Thisis important to produce pupils who love

the country & be proud to be the citizens.
SCIENCE & TECHNOLOGY ACROSS
THE CURRICULUM
4 Elements in science & technology education.
Scientific knowledge encompassing facts,
principles & concepts
Scientific skills including thinking process & specific
manipulative skills
Scientific attitude emphasizing accuracy, honesty, &
safety
Technology in teaching & learning
 These 4 elements are infused into all the subjects
through the content area, activities conducted, resource
materials used and so on.

 This infusion is seen as an effort to reinforce & further

enrich the other subjects taught in school.

 Scientific skills also contribute to the thinking process &

scientific attitudes further enhances pupils’ development
of positive values.

 The use of technology in teaching & learning also helps

to increase pupils’ interest & literacy in science and
technology.
PUPIL-CENTERED TEACHING &
LEARNING STRATEGIES
 In accordance with the goals of KBSR, the
teaching & learning strategies should be pupil-
centered.
 Teachers should focus on pupils & involve them
actively in the teaching & learning activities inside
and outside classroom.
 Therefore, teachers should plan varied activities
tailored to pupils’ abilities & interests.
CONTINUOUS EVALUATION
 Also known as formative evaluation carried out
throughout the year.

 Aims-to identify & trace pupils’ progress and

development in terms of knowledge, skills, values &
attitudes.
REMEDIATION & ENRICHMENT
 REMEDIATION
Carried out on pupils who face specific learning
problems
 ENRICHMENT

Given as reinforcement for pupils who have already

mastered a skill in order to further develop other
characteristics such as creativity, interest, talents,
curiosity, independence and so on.
FLEXIBILITY
 Refers to 2 things
Methodology & teaching and learning activities
Classroom organization
 Teachers need not be restricted to the sequence of the
syllabus of each subject.
 Teachers are given the autonomy to teach topics
according to the pupils’ ability and experiences & the
environment they are in.
 The classroom arrangement can also be moved around
where the tables and chairs need not be in the same
place from the beginning until the end of the school year.
TEACHING & LEARNING STRATEGIES
 Pupil- centered
Teachers’ actions:
 Create a conducive classroom to stimulate
learning
 Conform to certain principles in the
teaching & learning process
 Learning
environment
Socio- emotional Physical

•Create rapport •Learning space

•Understand pupils’ •Learning and work corners
needs •Space for pupils’ exhibits
•Motivate pupils to learn •Reference materials
•Challenging teaching &
learning materials
SOCIO EMOTIONAL
 Teachers spoken language & behavior to
inculcate rapport amongst pupils & create
a conducive learning environment
 Teachers’ care & concern about the
differing needs of pupils;
 Teachers’ ability to encourage & motivate
pupils
PHYSICAL
 Learning space: creatively arranged with
basic furniture such as chairs & tables
 Learning & work corners: equipped with
furniture, and interactive and manipulative
learning materials to give pupils
opportunities to try out and explore new
things
 Space for pupils’ exhibits;

 Reference materials in printed or media form

for pupils’ use

 Variedteaching & learning materials to

challenge pupils’ abilities
TEACHING & LEARNING PRINCIPLES
 Active pupil participation
 Pupils’ mastery of study and thinking skills

 Showing appreciation for pupils’ efforts

 Decision- making opportunities

 On- going evaluation

 Self- evaluation and improvement

 Exploration of ways to complete assignments

 Acquisition of varied experiences

TEACHING & LEARNING TECHNIQUES
 Role plays
 Demonstrations

 Plays

 Simulations

 Brain storming

 Story telling

 Visits

 Games
EVALUATION
 “A process of collecting information
systematically in order to make certain
considerations & subsequently important
decisions”
 A process of collecting information for
making certain educational decisions
regarding pupils’ mastery, development,
and achievement.
 Type Purpose
of evaluation
Formative • Identify pupils’ achievement &
development:
i. During the teaching & learning process
throughout the year; and
ii. After teaching a learning unit;
• Identify pupils’ weaknesses concerning
a certain skills for remedial work

Summative • Identify pupils’ achievement level at the

end of a learning period, for example :
end-of- the year examination , public
examination such as UPSR, SPM and so
on.
 Two Types Of
Evaluation In
KBSR

School- based Primary School

Progress Evaluation Achievement Test
(PKBS) (UPSR)
 Characteristics Details
1. Conducted by teacher To evaluate pupil’ development.

2. Formative & summative To diagnose & trace pupils’

achievement
3. Pupils’ holistic achievement Encompasses physical, spiritual,
emotional and intellectual aspects

4. Systematic Consists of the following sequential

steps: planning, implementing,
analysis, reporting & follow up

5. Criterion- referenced Evaluate pupils based on

predetermined criteria.
6. Multi – methods e.g.: observations, oral tests, written
tests.
PRIMARY SCHOOL ACHIEVEMENT
TEST (UPSR)

 Summative evaluation
 Assessment that focusing on the cognitive
domain: mastery of 3R skills (reading, writing,
arithmetic).
 Amongst the subjects tested: Malay lang.,
English lang., Science and Mathematics
COMPARISON BETWEEN
PKBS AND UPSR
FOLLOW – UP
3 types of follow up activties:

 Reinforcement:

Teaching & learning activity to reinforce pupil

understanding & mastery as well as encourage
them to study harder. So, teachers are supposed
to increase or vary the exercises given;
 Remediation:

-Special teaching & learning activities given to

pupils who have failed to master specific
problems concerning 3R skills.
-Usually done in normal class or special remedial
class.
-Class remediation: for pupils who have simple learning
problems
-Special remediation: for pupils with serious learning
problems & carried out by special remedial teacher.
ENRICHMENT
 An additional & varied teaching &
learning activity to enhance pupils’
knowledge, skills & experiences.
IMPLICATIONS OF KBSR ON THE
EDUCATION SYSTEM
 If KBSR is well implemented, it will lead to the
realization of the aspirations of our FPK to produce
individuals who developed physically, emotionally,
spiritually and intellectually .
 If all involved parties are committed in this
implementation, there is a great likelihood that the
goals of FPK will be achieved.
 Our education system will be equal standing with those
of other developed countries in this world.
 THE END
~THANKS FOR PAYING ATTENTION~