KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

KURIKULUM STANDARD SEKOLAH RENDAH

DUNIA SAINS DAN TEKNOLOGI

WORLD OF SCIENCE AND TECHNOLOGY

TAHUN SATU
 STANDARD DOCUMENT
STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL
(KSSR)

THEMATIC CORE MODULE

WORLD OF SCIENCE AND TECHNOLOGY

YEAR 1

CURRICULUM DEVELOPMENT DIVISION

Cetakan Pertama 2015
© Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia 2015

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Perpustakaan Negara Malaysia Data Pengkatalogan dalam Penerbitan Malaysia

Bahagian Pembangunan Kurikulum
Kurikulum Standard Sekolah Rendah: Dunia Sains dan Teknologi
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
ISBN
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CONTENT
National Principles iv

National Education Philosophy v

National Science Education Philosophy vi

Introduction 1

Standard-Based Modular Curriculum 2

Thematic Core Module: World of Science and Technology 2

Aims 2

Focus 2

Standard Document 3

Implementation 3

Standard Curriculum Document - Science 5

Standard Curriculum Document – Information and Communication Technology 31

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NATIONAL PRINCIPLES

INDEED, Our Country Malaysia aspires to achieving a greater unity for all her peoples:
Maintaining a democratic way of life;
Creating a just society in which the wealth of the nation shall be equitably shared;
Ensuring a liberal approach to her rich and diverse cultural traditions, and;
Building a progressive society which shall be oriented to modern science and technology;

WE, the people of Malaysia, pledge our united efforts to attain these ends, guided by these principles:

BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOR AND MORALITY

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NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an on-going effort towards further developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonic, 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 high level of personal well-being as well as
being able to contribute to the harmony and betterment of the family, the society and the
nation at large.

Source: Education Act 1996 (Act 550)

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NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy, science

education in Malaysia nurtures a Science and Culture by focusing
on the development of individuals who are competitive, dynamic,
robust and resilient and able to master scientific knowledge and
technological competency.

Source: MOSTI

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INTRODUCTION emotionally, spiritually and intellectually. The elements in each

strand are portrayed through specific disciplines, namely:
The structure of the Standard–Based Curriculum for National
Preshool (KSPK) and the The Standard-Based Curriculum for 1. Communication
Primary School (KSSR) are developed in accordance to the 2. Spiritual, Attitude and Value
principles of the Integrated Curriculum for Primary School 3. Humanity
(KBSR) and in line with the National Education Philosophy. 4. Science and Technology
5. Physical Development and Aesthetics
Aims of Preschool and Primary School Education 6. Personal Appearence

Aims of Preschool Education:

To nourish a child's potential in all aspects of
development, master basic skills and cultivate positive
attitudes in preparation for primary school.

Aims of Primary School Education:

To ensure an overall, balanced and integrated
development of the pupil’s potential. These
developments include physical, emotional, spiritual and
intellectual aspects to produce a balanced, harmonious
and virtuous individual. To achieve this, a holistic form of
education should be strengthened to meet the demands
of education and address the challenges of the present
and the future.

Strands-Based Curriculum Organisation

Strands-based curriculum organisation is proposed in order to

develop knowledgeable and competent human capital. The
Strands (Figure 1) are the main domain that supports each
other in order to develop a balanced individual physically, Figure 1: Framework for Curriculum KSPK dan KSSR

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STANDARD-BASED MODULAR CURRICULUM
The Preschool and the Primary School Curriculum are
developed in the form of Content Standard and Learning
Standard that have to be achieved by pupils.
Content Standard
Specific statement of the content knowledge that pupils
should know and be able to do within a schooling period
which encompasses knowledge, skills and values.
Learning Standard
Criterion set to ensure the quality of learning and
achievement for each Content Standard.
The Content Standards and the Learning Standards are
organized in the form of parts and units which contain elements
of knowledge, skills and values that have been identified to be
acquired by pupils. The parts or units of the content in the
curriculum are presented in the form of modules. The modules
consist of Basic Core Module, Thematic Core Module and
Elective Module.
THEMATIC CORE MODULE: WORLD OF SCIENCE AND
TECHNOLOGY
World of Science and Technology (DST) is a combination of
Science, Design and Technology (DT) and Information and
Communication Technology (ICT) elements that is taught in
Level I. World of Science and Technology aims to nurture
interest in science and technology. This is to develop creativity
and innovation amongst pupils through experience and
investigation so as to master knowledge in science and
technology, scientific skills, thinking skills and, scientific
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attitudes and values. This thematic approach in DST is to make
teaching and learning (T&L) more interesting.
AIMS
The aim of World of Science and Technology is to instill interest
and develop creativity amongst pupils through experience and
investigation so as to master knowledge in science and
technology, skills and values. The skills to be developed through
this theme include science process skills, thinking skills,
manipulative skills / psychomotor and ICT skills.
FOCUS
World of Science and Technology in Level I focuses on:
 Cultivating pupils' interest towards science and
technology and to develop their creativity through
experience and investigation so as to master scientific
knowledge, skills and, scientific attitudes and values.
Thus providing pupils with the platform to apply science
and technology in every day life.
 Acquisition of knowledge and mastery of basic practical
skills, ability to design and apply basic technology to
produce pupils who are creative and innovative.
 Strengthening basic ICT knowledge and skills in DST and
applying them across the curriculum creatively depending
on the pupils’ abilities.
 Providing basic knowledge and skills in Science, DT and
ICT to prepare pupils for the subjects of Science, ICT and
DT in Level II.

Science
The Science Curriculum Standard for primary school aims to
cultivate pupils' interest towards science and technology and
develop the creativity of pupils through experience and
investigation so as to master scientific knowledge, skills and,
scientific attitudes and values. Thus providing pupils with the
platform to apply science and technology in every day life.
Design and Technology
The Design and Technology Curriculum Standard (DT) aims
pupils to acquire basic knowledge and master practical skills,
able to design and apply basic technology to produce students
who are creative and innovative.
Information and Communication Technology
The Information and Communication Technology (ICT)
Curriculum Standard aims to provide basic ICT knowledge and
skills and applying them across the curriculum creatively
depending on the pupils’ abilities.
STANDARD DOCUMENT
In World of Science and Technology, there are two separate
documents that is Science Curriculum Standard Document
which also consists of DT, and the ICT Curriculum Standard
Document. Both documents are combined into a single
document named World of Science and Technology Standard
Document.
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The purpose of DSK is to provide a guideline for teachers to
achieve the aims of DST in T&L.
The themes in the Science Content Standard are as follows:
 Introduction to Science
 Life Science
 Physical Science
 Material Science
 The Earth and The Universe
 Technology and Sustainability – DT is
embedded in this theme.
DSK for ICT is provided to achieve the following standards:
 Use ICT responsibly and ethically.
 Select and apply appropriate ICT resources.
 Use ICT to find, collect, process and use
information.
 Use ICT to obtain and share information.
 Use ICT to solve problems and make
decisions.
 Use ICT to improve productivity and
learning.
 Use ICT to present ideas and information
creatively and innovatively.
IMPLEMENTATION
The time allocated for T&L of DST is 60 minutes a week. A ratio
of 4:1 is allotted for the T&L of DST that is 4 periods for Science
and DT and 1 period for ICT. For example if there is 60 periods
per year for T&L of DST, the distribution of periods would be 48
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for Science and 12 for ICT. ICT is also used in T&L of Science
and DT. Science optionist teachers are most suitable to teach
DST.

Implementation of ICT in DST should use existing

infrastructures. If the school lacks infrastructures, teachers must
make plans to ensure that teaching is carried out in the best
way possible. It is suggested that teachers use notebooks to
teach ICT in WST and ensure that pupils take turns to learn to
use computers.

Basic ICT skills are very important to be taught to pupils in Year

1 and it is recommended to be taught at the beginning of the
year. These skills can also be taught in the element of Science
using ICT. If these are not fully acquired, then they can be
reinforced across the curriculum in other disciplines. Teachers
need to be creative in T&L that involves the use of ICT in the
element of Science. Teachers need to plan to integrate the use
of ICT in T&L. For example, teachers can bring a laptop and an
LCD projector to show or demonstrate, using courseware or
digital materials. Teachers can also bring a few laptops for
group activities. Pupils can also carry out scientific investigation
and record their data into the computer wherever available to
complete their tasks.

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KURIKULUM STANDARD SEKOLAH RENDAH

STANDARD CURRICULUM DOCUMENT

SCIENCE
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CONTENT
Introduction 8
Aims and Objectives 8
Scientific Skills 9
Thinking Skills 10
Scientific Attitutes and Noble Values 14
Teaching dan Learning Strategies 15
Approaches to Teaching and Learning Science 15
Method of Teaching and Learning Science 17
Assessment 19
Organisation of the Science Standard Curriculum 19
Life Science
Living Things and Non-Living Things 21
Human 21
Animals 22
Plants 23
Physical Science
Eyes to See 24
Nose to Smell 25
Tongue to Taste 26
Skin to Touch and Feel 26
Ears to Hear 27
Using all Senses 27
Physical Science
Float and Sink 28
Technology and Sustainability
Design 28

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INTRODUCTION
As articulated in the National Education Philosophy, education
in Malaysia is an on-going effort towards developing the
potential of individuals in a holistic and integrated manner to
produce individuals who are intelectually, spiritually, emotionally
and physically balanced. The primary and secondry school
science curriculum standard is developed with the aim of
producing such individuals.
The overall Science Standard Curriculum encompasses
three core science subjects and four elective science subjects.
The Core Science Subjects are Primary School Science, Lower
Secondary Science, and Upper Secondary Science. The
Elective Science subjects offered in upper secondary are
Biology, Chemistry, Physics, and Additional Science.
The Core Science Subjects for primary and lower
secondary school are designed with emphasis on the
knowledge and understanding of science to produce science
literate pupils so as to prepare them for science at higher levels.
The Core Science subjects in upper secondary school aim to
develop pupils’ science literacy, innovative skills and to equip
them to enter fields of science. The Elective Science Subjects
offer options to pupils based on their inclinations, interests and
abilities in the science field to venture into careers specifically in
science and technology fields. This group of pupils will
continually contribute to the development of the nation.
This group of pupils will become the human resources in
the field of science and technology that will contribute to the
continuity in the development of the country.
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AIMS
The aim of the primary school science curriculum is to instil
pupils’ interest and develop creativity through experiences and
investigations, in order to acquire scientific knowledge, scientific
skills and thinking skills as well as scientific attitudes and noble
values.
OBJECTIVES
The Level One Primary School Science Curriculum aims to:
1. Stimulate pupils’ curiosity and develop their interest
about the world around them.
2. Provide pupils with opportunities to develop scientific
skills as well as critical and creative thinking skills.
3. Enhance pupils’ creativity.
4. Provide pupils with an understanding on scientific facts
and concepts.
5. Enables pupils to apply knowledge and skills in a critical,
creative and analytical manner for problem solving and
decision making.
6. Instil scientific attitudes and noble values amongst pupils,
thus putting these into practice.
7. Be aware of the need to care for the environment.
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SCIENTIFIC SKILLS Communicating Accepting, choosing, arranging, and

presenting information or ideas in the form
Science emphasizes inquiry method and problem solving. In of writing, verbal, tables, graphs, figures or
inquiry and problem solving processes, scientific and thinking models.
skills need to be utilised. Scientific skills are vital in any activities
Using Space- Describing changes in parameters such as
involving scientific investigation. Time location, direction, shape, size, volume,
Relationship weight and mass with time.
Scientific skills encompass science process skills and
manipulative skills. Interpreting Data Giving rational explanations about an
object, event or pattern derived from
Science Process Skills collected data.

Science Process Skills enable pupils to formulate questions and Defining Defining concepts by describing what must
find out the answers systematically. Operationally be done and what should be observed.

Controlling Identifying manipulated variables,

Descriptions of the science process skills are as the following:
Variables responding variables and fixed variables.
In an investigation, a variable is
Observing Using the sense of sight, hearing, touch,
manipulated to observe its relationship with
taste or smell to gather information about
the responding variable. At the same time,
objects and phenomena.
the other variables are kept the same.
Classifying Using observations to group objects or
Making Making a general statement about the
phenomena according to similar
Hypothesis relationship between the variables that is
characteristics
assumed to be true to explain an
observation or event. The statement can
Measuring and Making quantitative observations using
be tested to determine its validity.
Using Numbers numbers or tools with standard units or
tools standardised with reference units.
Experimenting Planning and conducting an investigation
to test a hypothesis, collecting and
Making Making initial conclusions that are
interpreting data until a conclusion can be
Inferences reasonable, that may be true or false to
obtained.
explain events or observations.

Predicting Making forecast about events based on

observations and previous experiences or
collected data.

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Manipulative Skills
Thinking skills can be categorised into critical thinking and
In a scientific investigation, manipulative skills are psychomotor creative thinking. A person who thinks critically always
skills that enable pupils to: evaluates an idea in a systematic manner before accepting it. A
person who thinks creatively has a high level of imagination, is
 Use and handle science apparatus and substances able to generate original and innovative ideas and modify ideas
correctly. and products.

 Store science apparatus and substances correctly and
safely.
 Clean science apparatus correctly
 Handle specimens correctly and carefully.
Thinking strategies are higher order thinking processes that
involve several steps. Each step involves several critical and
creative thinking skills. Thinking strategies is the ultimate aim of
thinking processes.

 Sketch specimens, apparatus and substances accurately Critical Thinking Skills

A brief description of each critical thinking skill is as the

following:
THINKING SKILLS

Thinking is a mental process that requires an individual to Attributing Identifying characteristics, features,
integrate knowledge, skills and attitudes in an effort to qualities and elements of a concept or
an object.
understand the environment. One of the objectives of the
national education system is to enhance the thinking ability Comparing and Finding similarities and differences
among pupils. This objective can be achieved through Contrasting based on criteria such as
thoughtful learning. characteristics, features, qualities and
elements of objects or events.
Thoughtful learning can be achieved if pupils are actively
involved in teaching and learning processes. In these processes, Grouping and Separating and grouping objects or
teaching and learning activities should be well planned to Classifying phenomena into groups based on
encourage the pupils to apply thinking skills in conceptualisation, certain criteria such as common
problem solving and decision making. Teaching and learning characteristics or features.
that emphasises on thinking skills and thinking strategies are
Sequencing Arranging objects and information in
foundation for thoughtful learning.
order based on the quality or quantity of
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common characteristics or features
such as size, time, shape or number.
Prioritising Arranging objects or information in order
based on their importance or urgency.
Analysing Processing information in detail by
breaking it down into smaller parts to
understand concepts or events as well
as to find the implicit meanings.
Detecting Bias Detecting views or opinions that have
the tendency to support or oppose
something.
Evaluating Making consideration on the good and
bad qualities of something based on
valid evidences or propositions.
Making Making a statement about the outcome
Conclusions of an investigation based on a
hypothesis or strenghtening something
based on an investigation.
Creative Thinking Skills
A brief description of each creative thinking skill is as the
following:
Generating Ideas Producing ideas related to something.
Relating Making connections in certain
situations or events to find a structure
or pattern of relationship.
Making Making initial conclusions that are
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Inferences reasonable, that may be true or false to
explain events or observations.
Predicting Making forecast about events based
on observations and previous
experiences or collected data.
Making Making a general statement about
Generalisations certain matter from a group of
observations on samples or some
information from that group.
Visualising Forming perception or making mental
images about a particular idea,
concept, situation or vision.
Synthesising Combining separate elements to
produce an overall picture in the form
of writing, drawing or artefact.
Making Making a general statement about the
Hypotheses relationship between the variables that
is assumed to be true to explain an
observation or event. The statement
can be tested to determine its validity.
Making Analogies Forming an understanding about a
complex or abstract concept by relating
it to simple or concrete concepts with
similar characteristics.
Inventing Producing something new or modifying
something already in existence to
overcome problems in a systematic
manner.
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Thinking Strategies Mastery of TSTS through the teaching and learning of science
can be developed through the following stages:
Description of each thinking strategy is as the following:
1. Introducing TSTS.
Conceptualising Making generalisations towards
building of meaning, concept or model 2. Practising TSTS with teacher’s guidance.
based on inter-related specific
common characteristics. 3. Practising TSTS without teacher’s guidance.

Making Decisions Selecting the best solution from
several alternatives based on specific
criteria to achieve the intended aims.
4. Applying TSTS in new situations and developed with
teacher’s guidance.
5. Applying TSTS together with other skills to accomplish
thinking tasks.

Problem Solving Finding the right solutions in a
systematic manner for situations that
are uncertain or challenging or
unanticipated difficulties.
Further information about the stages on the implementation of
TSTS can be referred to the guidebook “Buku Panduan
Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam
Pengajaran dan Pembelajaran Sains (Curriculum Development
Centre, 1999)”.

Besides thinking skills and thinking strategies, another skill

emphasised is reasoning. Reasoning is a skill used in making
logical, rational, fair and just consideration. Mastery of critical
and creative thinking skills and thinking strategies is made
easier if an individual is able to provide reasoning in inductive
and deductive manner. Figure 2 gives an overall picture of the
thinking skills and thinking strategies (TSTS).

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The mastery of Science Process Skills requires pupils to master

Figure 2: TSTS Model in Science the relevant thinking skills. The main thinking skills that are
related to each science process skill are as the following:
Thinking Skills

Science Process Skills Thinking Skills

Critical Creative
Observing Attributing
 Attributing  Generating ideas
 Comparing and
Comparing and contrasting
 Relating
contrasting Relating
 Making inferences
 Grouping and  Predicting
classifying  Making hypothesis Classifying Attributing
 Sequencing Reasoning  Synthesising Comparing and contrasting
 Prioritising  Making Grouping and classifying
 Analysing generalisations
 Detecting bias  Visualising
 Evaluating Measuring and Using Relating
 Making analogies
 Making conclusions  Inventing Numbers Comparing and contrasting

Making Inferences Relating

Comparing and contrasting
Thinking Strategies Analysing
 Conceptualising Making Inferences
 Making decisions
 Problem solving Predicting Relating
Visualising
Relationship between Thinking Skills and Science Process
Skills Using Space-Time Sequencing
Relationship Prioritising
Science Process Skills are skills that are required in the process Interpreting data Comparing and contrasting
of finding solutions to a problem or making decisions in a Analysing
systematic manner. It is a mental process that promotes critical, Detecting bias
creative, analytical and systematic thinking. Mastery of Science Making conclusions
Process Skills together with knowledge and suitable attitudes Making Generalisations
ensure pupils to think effectively. Evaluating

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acquisition of knowledge and the inculcation of scientific

Science Process Skills Thinking Skills attitudes and noble values.

Defining operationally Relating SCIENTIFIC ATTITUDES AND NOBLE VALUES

Making analogies
Visualising
Analysing Learning experiences science can foster positive attitudes and
values in pupils. Positive attitudes and values fostered in the
Controlling variables Attributing teaching of science in schools include scientific attitudes and
Comparing and contrasting noble values as the following:
Relating
Analysing  Having an interest and curiosity towards the
environment.
Making hypothesis Attributing  Being honest and accurate in recording and validating
Relating
data.
Comparing and contrasting
Generating ideas  Being diligent and persevere when carrying out a task.
Making hypothesis  Being responsible about the safety of oneself, others
Predicting and the environment.
Synthesising  Realising that science is a means to understand nature.
 Appreciating and practising clean and healthy living.
Experimenting All thinking skills  Appreciating the balance of nature.
 Being respectful and well-mannered.
Communicating All thinking skills
 Appreciating the contribution of science and
technology.
Teaching and Learning Based on Thinking Skills and  Being thankful to God.
Scientific Skills  Having critical and analytical thinking.
 Being flexible and open-minded.
This Science Curriculum Standard emphasises thoughtful  Being kind-hearted and caring.
learning based on thinking skills and scientific skills. In this  Being objective
curriculum, the intended learning standard is written by  Being systematic
integrating acquisition of knowledge with mastery of thinking  Being cooperative
skills and scientific skills. Thus in teaching and learning,  Being fair and just.
teachers need to integrate mastery of skills together with  Dare to try

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 Thinking rationally
 Being confident and independent
The inculcation of scientific attitudes and noble values generally
occurs through the following stages:
 Be aware and understand the importance and the
need of scientific attitudes and noble values.
 Giving attention and response.
 Internalising and practising.
 Inculcate scientific attitudes and noble values in life.
In this curriculum standard, learning standard for the affective
domain is written explicitly where appropriate. However,
scientific attitudes and noble values in teaching and learning
need to be integrated continuously. For example, during science
practical work, the teacher should remind pupils the importance
of being careful, thorough, cooperative, honest and persevere
when carrying out experiments.
Proper planning is required to optimize the inculcation of
scientific attitudes and noble values. Teachers are encouraged
to go through all learning standards related to the content
standard including the learning standard about the inculcation of
scientific attitudes and noble values before starting a lesson in
the particular learning area.
Inculcating Patriotism
The science curriculum standards strengthen and cultivate
patriotism and values of nationalism among pupils to enhance
their individual commitment to the nation. Topics related to
earth’s resources, biodiversity and the development of science
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and technology in our country can strengthen the love for the
country.
TEACHING AND LEARNING STRATEGIES
Teaching and learning strategies in the science curriculum
emphasise on thoughtful learning. Thoughtful learning is a
process of acquisition and mastery of knowledge and skills that
can develop pupils’ minds to the optimum level. Learning
activities should therefore be geared towards activating pupils’
critical and creative thinking skills and not be confined to routine
method. Pupils should be made aware of the thinking skills and
thinking strategies that are being used in their learning. They
should be challenged with higher order questions and problems
and be required to solve problems creatively and critically.
Pupils should be actively involved in the teaching and learning
that integrate the acquisition of knowledge, mastery of skills and
inculcation of scientific attitudes and noble values. Thoughtful
learning can take place through various learning approaches
such as inquiry, constructivism, contextual learning, mastery
learning and, science, technology and society.
Approaches to Teaching and Learning Science
Inquiry-Discovery Approach
Inquiry-discovery approach emphasises learning through
experiences. Inquiry generally means to find information, to
question and to investigate a phenomenon. Discovery is the
main characteristic of inquiry. Learning through discovery
occurs when the main concepts and principles of science are
investigated and discovered by pupils themselves. Through
activities such as experiments, pupils investigate a phenomenon

and draw conclusions by themselves. Teachers then lead pupils
to understand the science concepts through the results of the
inquiry. Thinking skills and scientific skills are thus developed
further during the inquiry process. However, the inquiry-
discovery approach may not be suitable for all teaching and
learning situations. Sometimes, it may be more appropriate for
teachers to present concepts and principles directly or through
guided inquiry-discovery to pupils.
Constructivism
Constructivism is an ideology that suggests pupils learn by
building their own understanding that is meaningful to them. The
important attributes of constructivism are:
 Teachers considered pupils prior knowledge.
 Learning is the result from pupil’s own effort.
 Learning occurs when pupils restructure their existing
ideas by relating new ideas to old ones.
 Pupils have the opportunities to cooperate, share
ideas and experiences and reflect on their learning.
Science, Technology and Society
Meaningful learning occurs if pupils can relate what they have
learnt with their daily life. Meaningful learning happens to
various approaches such as contextual learning and the science,
technology and society (STS) approach. The theme and
objective of learning that is based on STS is reflected in this
standard curriculum. The STS approach recommends that the
learning of science is done through investigation and
discussions based on science, technology and society issues.
Science and technology knowledge can be learnt together with
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the application of science and technology and their implications
on the society.
Meaningful learning occurs if pupils can relate their learning with
their every day experiences. Meaningful learning can take place
in learning approaches such as contextual learning and
Science, Technology and Society (STS). Learning themes and
learning objectives that carry elements of STS are incorporated
into the curriculum. STS approach suggests that science
learning takes place through investigation and discussion based
on science, technology and society issues. Knowledge of
science and technology can be learnt with the application of
science and technology and their impact on society.
Contextual Learning
Contextual learning is an approach that associates learning with
pupil’s every day life. This approach involves investigative
learning as in the inquiry-discovery approach. In contextual
learning, the relationship between knowledge taught and every
day life is explicitly demonstrated. In this context, pupils not only
learn in theory but learn to appreciate the relevance of science
in their lives.
Mastery learning
Mastery learning is an approach that ensures all pupils to
acquire and master the intended learning objectives. This
approach is based on the principle that pupils are able to learn if
given the opportunities. Pupils should be allowed to learn at
their own pace, with the incorporation of remedial and
enrichment activities as part of the teaching-learning process.

Methods of Teaching and Learning Science
Teaching and learning approaches can be implemented through
various methods such as experiments, discussions, simulations,
projects, the usage of external resources, future research and
problem solving. In this curriculum standard, suggestions for
these teaching and learning methods are not explicitly stated.
This is to enable teachers to use their own creativity in teaching
and pupils to acquire the intended knowledge, skills, attitudes
and values.
The teaching and learning method determined should be based
on the contents of the curriculum standard, pupils’ abilities and
pupils’ repertoire of intelligences and the availability of
resources and infrastructure. Besides the role of presenting
information and subject matter expert, teachers also act as
facilitators in teaching and learning. Teachers should be
attentive to the various repertoire of intelligences among pupils.
Different methods and activities should be planned to cater to
pupils with multiple intelligences.
The following are brief descriptions of some teaching and
learning methods.
Experiment
An experiment is a method commonly used in science lessons.
Pupils test hypotheses through investigations to discover
specific science concepts and principles. Scientific methods are
used when conducting an experiment involving thinking skills,
science process skills, and manipulative skills.
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In general, procedures to follow when conducting an experiment
are:
 Identifying a problem
 Making a hypotheses
 Planning the experiment
- Controlling variables
- Determining equipment and materials needed
- Determining the procedures of the experiment
- Determining the method of data collection
- Determining the method of data analysis
 Conducting the experiment
 Collecting data
 Analysing data
 Interpreting data
 Making a conclusion
 Writing the report
In this standard curriculum, it is suggested that, besides guiding
pupils to carry out experiments, pupils are given the opportunity
to design experiments, which involves drafting their own
experimental method, the data that can be measured, how to
analyse data and how to present the results of their experiments.
These activities can be done individually or in small groups.
Discussion
A discussion is an activity in which pupils question and present
their opinions based on arguments or valid reasons. During
discussions, pupils must have an open mind to accept others’
opinions. The teacher should play the role of a facilitator by
asking questions that lead pupils towards the topic discussed.
Discussions can be conducted during and after experiments,

projects, data collection and interpretation activities, simulations
using external resources, problem solving etc.
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 decision-
making. 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.
Project
A project is an activity carried out individually or in groups to
achieve a certain goal that takes a long time and exceeds
formal teaching hours. Pupils are required to identify methods to
solve the problem given and thus plan the entire project.The
outcome of the project either in the form of a report, an artefact
or in other forms needs to be presented.
Visits and Use of External Resources
Learning science through visits to zoos, museums, science
centers, research institutes, mangroves swamps and factories
can make learning more effective, enjoyable and meaningful.
Learning through visits can be optimised by careful planning
whereby pupils have to carry out or perform tasks during the
visit. Discussion after the visit should be held to conclude the
activities carried out.
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Future Research
Pupils use critical and creative thinking to explore changes from
the past to the future. This pedagogy is pupils-centered and
integrates various fields. Noble values such as responsibility
and cooperation are cultivated through this method.
Problem Solving
Problem solving is a method that involves pupils actively
participating in decision making or to achieve a particular aim.
During problem solving, activities such as simulations,
discussions and experiments can be carried out. Generally,
problem solving involves these steps:
 Identify and understand a problem
 Explain the problem
 Finding alternative solutions
 Carry out operations to solve the problem
 Evaluate solutions
Use of Technology
Technology is an effective tool for enhancing the learning of
science. Through the use of technology such as the television,
radio, video, computer, internet, computer software, courseware
and computer interfaces makes the teaching and learning of
science more interesting and effective. Animation and computer
simulation is an effective tool for learning of difficult and abstract
science concepts and can be presented in the form of
courseware or website.

ASSESSMENT
Classroom assessment is very important to determine pupils’
level of mastery and understanding of what pupils have learned.
The information obtained will help teachers to improve their
teaching methods. The results of the assessment in the
classroom will also provide initial feedback to the teacher to plan
further action to improve the level of mastery and understanding
in pupils.
Method of classroom assessments that can be carried out are
as the following:
Observation: This method is suitable for evaluating individuals
in terms of scientific skills and attitudes as well as noble values.
Observations are to evaluate processes carried out by the
pupils and not the final results.
Test: Tests can be conducted either in written form or verbally.
Written test questions may either be in objective or subjective
form. An example of oral test is quizzes.
Oral presentation: Oral presentations are important in
evaluating communication skills, self-confidence and content
knowledge of pupils.
Checklist: Checklists are individual reports about the mastery
of elements tested in teaching and learning. Elements that are
tested in science are knowledge, skills as well as scientific
attitudes and noble values.
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Portfolio: Portfolios are compilations of the pupils’ individual
work or in groups. Examples of portfolios are scrapbooks and
folios.
Essay: Essays exhibit a pupil’s skills in conveying information
scientifically.
ORGANISATION OF THE SCIENCE CURRICULUM
STANDARD
The Science Curriculum Standard for Year 1 to Form 5 is
arranged according to six themes i.e. Introduction to Science,
Life Science, Physical Science, Material Science, The Earth and
The Universe as well as Technology and Sustainability.
However, all these themes may not necessarily be present in
every year of learning.
Each theme i.e. Introduction to Science, Life Science, Physical
Science, Material Science, Earth and The Universe as well as
Technology and Sustainability is detailed in the content and
learning standards. The content standards have at least one or
more learning standards that are conceptualised based on the
learning area that has been determined. The content standards
are written according to the hierarchy in cognitive and affective
domains. The content standard is a general statement that
contains elements of knowledge, scientific skills, thinking skills,
scientific attitudes and noble values as stipulated in the intended
learning standard.
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The learning standard is a learning objective that is written in
the form of measurable behaviour. It comprises the scope of
learning with scientific skills and thinking skills that require the
pupils to do science so as to master the intended science
concepts. In general, the learning standard is organised from
simple to complex, however it can be modified accordingly to
the context and needs of learning. The Content Standard for the
affective domain is written at the end of the related
corresponding cognitive domain but not all cognitive domains
are followed by affective domains.
The World of Science and Technology is introduced in Year 1 to
replace the subject of Science. It combines the elements of
Science, Design & Technology (DT) and Information
Communication and Technology (ICT). For the implementation
in Year 1, the DT and ICT elements are integrated in the
Science Standard. Besides, the ICT user module is also
provided for teachers to guide pupils in applying their ICT skills
during learning.

The teaching and learning process should be planned in a

holistic and integrated manner to enable the achievement of
multiple learning standards according to the context and needs
of learning. Before planning the teaching and learning activities,
teachers should scrutinise all Learning Standards in the related
Content Standards. The Content Standard of affective domain is
integrated indirectly when the Content Standard for the cognitive
domain is being carried out. Activities can be varied to achieve a
Content Standard to meet the pupils’ learning needs in
accordance to their abilities and learning styles. Teachers are
encouraged to plan activities that engage pupils actively in order
to generate analytical, critical, innovative and creative thinking
besides using technology as a means for achieving the Content
Standard effectively.

On the other hand, the curriculum also incorporates elements of

entrepreneurship, creativity and innovation to prepare human
capital who are capable to contribute towards the development
of a high-income country in line with the New Economic Model.

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LIFE SCIENCE

CONTENT STANDARD LEARNING STANDARD

1. LIVING THINGS AND NON-LIVING THINGS

1.1 Understanding the characteristics of Pupils are able to:
living things and non-living things.
1.1.1 Identify living things and non-living things.
1.1.2 Identify the characteristics of living things, i.e. need of water and food,
breathing, moving, growing and reproducing.
1.1.3 Explain observations through sketches, ICT, writing, or verbally.

2. HUMAN
2.1 Understanding parts and functions of Pupils are able to:
the human body.
2.1.1 Identify parts of the human body, i.e. eyes, ears, nose, mouth, tongue,
hands and foot.
2.1.2 Describe the functions and the importance of the parts of the human
body.
2.1.3 Explain observations through sketches, ICT, writing, or verbally.

2.2 Appreciating parts of our body. Pupils are able to:

2.2.1 Appreciate and accept one’s body conditions.

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CONTENT STANDARD LEARNING STANDARD

3. ANIMALS
3.1 Analysing animals and their body Pupils are able to:
parts.
3.1.1 Identify animals in the surrounding such as cat, fish, bird, snake, frog,
cockroach, snail and butterfly.
3.1.2 Identify the body parts of an animal i.e. eyes, mouth, ears, beak,
wings, legs, tail, fins, scales, fur, horns, antenna and shell.
3.1.3 Compare and contrast the body parts of one animal to other animals.
3.1.4 Make generalisation that animals have similar and different
characteristics.
3.1.5 Explain observations through sketches, ICT, writing, or verbally.

3.2 Appreciating the variety of animals Pupils are able to:

around us.
3.2.1 Imitate the sounds of animals they have heard.
3.2.2 Demonstrate how animals move through simulation.
3.2.3 Exhibit affection towards animals by not ill-treating them.

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CONTENT STANDARD LEARNING STANDARD

4. PLANTS
4.1 Analysing plants and parts of plants. Pupils are able to:

4.1.1 Identify plants in the surrounding such as grass, fern, mango tree,
coconut tree, hibiscus plant, pineapple plant, balsam plant, rose plant,
orchid plant and banana plant.
4.1.2 Identify the parts of a plant, i.e. the shoot, leaf, flower, fruit, branch,
trunk and root by observing actual plants.
4.1.3 Compare and contrast the parts of one plant to other plants through
investigation.
4.1.4 Make generalisation that plants have similar and different
characteristics.
4.1.5 Explain observations through sketches, ICT, writing, or verbally.

4.2 Creating products from parts of plants Pupils are able to:

4.2.1 Create products such as bookmark, potpourri, collage and handicrafts

e.g. mat, hat, broom, basket, "ketupat" using different parts of plants.
4.2.2 Talk about their products

4.3 Appreciating the variety of plants Pupils are able to:

around us.
4.3.1 Predict the conditions on earth if there is only one type of plant
verbally.

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PHYSICAL SCIENCE

CONTENT STANDARD LEARNING STANDARD

5. EYES TO SEE
5.1 Applying knowledge about the variety Pupils are able to:
of colours.
5.1.1 Identify part of the human body related to sense of sight.
5.1.2 Identify various colours, i.e. black, white, blue, red, green, yellow,
purple and orange.
5.1.3 Provide reasoning on the importance of colours in every day life
verbally.
5.1.4 Explain observations through sketches, ICT, writing, or verbally.

5.2 Understanding the variety of shapes. Pupils are able to:

5.2.1 Identify various basic shapes, i.e. rectangle, square, triangle and circle
found in objects in their surroundings.
5.2.2 Explain observations through sketches, ICT, writing, or verbally.

5.3 Analysing knowledge about the variety Pupils are able to:
of sizes.
5.3.1 Identify various sizes, i.e. large, small, long, short, tall and short.
5.3.2 Arrange in sequence objects according to their sizes.
5.3.3 Provide reasoning the importance of sizes in every day life.
5.3.4 Explain observations through sketches, ICT, writing, or verbally.

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CONTENT STANDARD
5.4 Understanding characteristics of
objects based on their colours, sizes
and shapes.
6. NOSE TO SMELL
6.1 Applying knowledge about the variety
of smells.
6.2 Appreciating the sense of smell
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LEARNING STANDARD
Pupils are able to:
5.4.1 Classify objects based on chosen characteristic, e.g colour, size or
shape.
5.4.2 Group objects that have the same characteristic.
5.4.3 Group objects that have different characteristic.
5.4.4 Talk about their findings.
Pupils are able to:
6.1.1 Identify part of the human body related to sense of smell.
6.1.2 Classify things that have smell and things that don't have smell
through investigations.
6.1.3 Provide reasoning on the importance of smell verbally.
6.1.4 Explain observations through sketches, ICT, writing, or verbally.
Pupils are able to:
6.2.1 Provide reasoning on the importance of sense of smell verbally.
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CONTENT STANDARD LEARNING STANDARD

7. TONGUE TO TASTE
7.1 Applying knowledge on the variety of Pupils are able to:
tastes.
7.1.1 Identify part of the human body related to sense of taste.
7.1.2 Classify various types of food according to its taste i.e. sweet, salty,
bitter and sour through investigations.
7.1.3 Provide reasoning on the importance of taste verbally.
7.1.4 Explain observations through sketches, ICT, writing, or verbally.

7.2 Appreciating the sense of taste Pupils are able to:

7.2.1 Provide reasoning on the importance of the sense of taste for not
consuming food that are too salty, sweet, bitter or sour that are
harmful to health.

8. SKIN TO TOUCH AND FEEL

8.1 Analysing the physical properties of Pupils are able to:
materials
8.1.1 Identify part of the human body related to sense of touch.
8.1.2 Differentiate the properties of materials i.e. hot, cold, rough, smooth,
hard and soft through investigations.
8.1.3 Classify materials according to their characteristics.
8.1.4 Provide reasoning on the importance of the characteristics of
materials in every day life.
8.1.5 Explain observations through sketches, ICT, writing, or verbally.

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CONTENT STANDARD LEARNING STANDARD

9. EARS TO HEAR
9.1 Understanding the variety of sounds Pupils are able to:
and its importance
9.1.1 Identify part of the human body related to sense of hearing.
9.1.2 Identify the various sounds heard.
9.1.3 Give examples of the importance of sound in every day life.
9.1.4 Explain observations through sketches, ICT, writing, or verbally.

10. USING ALL SENSES

10.1 Applying the knowledge about senses Pupils are able to:

10.1.1 Classify objects according to its characteristics using senses.

10.1.2 Use senses to identify objects through investigations.
10.1.3 Explain observations through sketches, ICT, writing, or verbally.

10.2 Appreciating sensory organs as Pupils are able to:

God’s gift.
10.2.1 Describe the importance of personal safety including caring for the
sensory organs.

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MATERIAL SCIENCE

CONTENT STANDARD LEARNING STANDARD

11. FLOAT AND SINK

11.1 Applying the concept of float and Pupils are able to:
sink.
11.1.1 Identify objects that float and objects that sink through investigations.
11.1.2 Modify objects that sink to float and objects that float to sink.
11.1.3 Explain observations through sketches, ICT, writing, or verbally.

TECHNOLOGY AND SUSTAINABILITY

CONTENT STANDARD LEARNING STANDARD

12. DESIGN
12.1 Creating structures from basic blocks Pupils are able to:

12.1.1 Identify basic blocks, i.e. cube, cuboid, pyramid, prism, cone, cylinder
and sphere.
12.1.2 Design object or structure using basic shapes and basic blocks.
12.1.3 Provide reasoning on the importance of the various blocks verbally.
12.1.4 Explain observations through sketches, ICT, writing, or verbally.

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STANDARD CURRICULUM DOCUMENT

INFORMATION AND COMMUNICATION

TECHNOLOGY
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 CONTENT

ICT Standard-Based Curriculum for Primary School 33

Aims 33

Objectives 33

Focus 33

Curriculum Plan 34

ICT Standard-Based Curriculum Content 35

The Principles of Using ICT in Teaching and Learning 36

ICT Strategies in the Curriculum 38

Integrating ICT in the Curriculum 38

ICT as a subject 38

Hardware and Software 38

The Use of ICT in Teaching and Learning Strategies 39

Integration of ICT in the Strands of KSSR 41

Assessment 42

Content Standards and Learning Standards 44

ICT Curriculum Standards for Primary School Level I: Year 1 45

How to Use This ICT Standard-Based Curriculum? 47

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Examples of The Application Of Creativity In ICT Teaching And Learning 55

Examples of ICT Teaching Modules across the Curriculum for Year 1 59

Appendix 1: Teaching Module: ICT across the Curriculum (Core Basic): Bahasa Malaysia 61

Appendix 2: Teaching Module: ICT across the Curriculum (Core Basic): English 63

Appendix 3: Teaching Module: ICT across the Curriculum (Core Basic): Mathematics 65

Appendix 4: Teaching Module: ICT Across The Curriculum (Core Theme): The World Of Science

And Technology: Science 67

Appendix 5: Teaching Module: ICT across the Curriculum (Core Theme): The World Of Arts: World Of Visual Arts 69

Examples of Assessment Method 71

Appendix 6: Example of Using Rubric Method in ICT 73

Appendix 7: Example of Using Checklists in Observation 75

Appendix 8: Example of Using Checklists in Presentation Assessment 76

Appendix 9: Example of Using Anecdotes in Formative Assessment 77

Appendix 10: Example of Quiz and Test 78

Appendix 11: Example of Using Rubric in Portfolio Assessment 80

Appendix 12: Examples of Simulations 81

Appendix 13: Example of Using Checklists in Simulation Assessment 82

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THE INFORMATION AND COMMUNICATION TECHNOLOGY FOCUS

( ICT ) STANDARD-BASED FOR PRIMARY SCHOOL
The Information and Communication Technology (ICT)
Standard-Based Curriculum is a specific statement about what
pupils should achieve in the knowledge, skills and values of ICT
throughout the schooling years. This standard also serves as a
guide for teachers to create a technology-aided learning
environment. This environment will provide many opportunities
for pupils to benefit from ICT resources. Pupils will be involved
in various activities consisting of relevant technology skills.
AIM
ICT is a field of study that involves various fields, especially in
computer and communication systems. ICT is used mainly in
computer systems, communication devices and software
applications to acquire, process, store, transmit, retrieve,
exchange and protect information at all times.
Therefore, these Standards focus on software applications and
knowledge of computer hardware in dealing with various forms
of information based on the pupils’ abilities. In Stage I (Year 1,
Year 2 and Year 3), the focus is on the integration of ICT across
the curriculum. In Stage II (Year 4, Year 5 and Year 6), the
focus is on learning about ICT.

The aim of ICT Standard-based Curriculum is to provide a

benchmark for pupils’ achievement from Year 1 to Year 6. This
is to ensure that pupils master the knowledge and basic ICT
skills. It also encourages creativity and provides an interesting
learning environment throughout their lives.

OBJECTIVES

At the end of the primary school, pupils can use ICT:

i. in a responsible and ethical manner.

ii. to select and apply appropriate ICT resources.
iii. to search, gather, process and apply information.
iv. to obtain and share information.
v. to solve problems and make decisions.
vi. to increase productivity and learning.
vii. to express ideas and information in a creative and
innovative manner.

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CONTENT PLANNING Knowledge

The ICT Curriculum in primary schools is implemented in The content knowledge includes the following:
modular form whereby its content is divided into 4 Modules a. Concepts, facts and ICT terminology.
(Sections) as follows: b. The sequential process in developing ICT-based products.

Module Description Skills

• Selection and application of Select and apply appropriate
ICTResources ICT resources Hardware and software skills in ICT will produce the following:

• ICT in Information Use ICT to search, gather, a. communication skills involving the sharing and
Management process, use and share dissemination of information, and
information security of information dissemination.
b. problem-solving skills including critical, creative and
• ICT in increasing productivity Use ICT to solve problems reflective thinking.
and thequality of learning and make decisions to c. investigation, exploration and arcing of ideas.
increase productivity and
quality of learning.
Values
• The use of ICT in creativity Use ICT to present ideas and
and innovation information in creative and Pupils will gain the ability to operate the information system
innovative manner confidently, accurately and diligently. The Code of Ethics of
communication in ICT will instill a sense of responsibility,
respect, cooperation and accountability.
The specified module was developed based on the objectives
outlined and translated into Content Standards and Learning
Standards. At the same time the ICT Standards-Based
Curriculum emphasises on the integration of knowledge, skills
and values.

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ICT STANDARD-BASED CURRICULUM CONTENT 3.0 Use ICT to search, gather, process and apply
information
The ICT Standard-Based Curriculum is divided into Content
Standards and Learning Standards. There are seven Content Pupils can:
Standards. The content of these Standards acts as a guide for 3.1 identify when and why information is needed.
the level of ability within the Learning Standards. Learning 3.2 determine the required information.
Standards within the Content Standards will be introduced and 3.3 assess and select appropriate information.
mastered by pupils. Teachers can use these standards in 3.4 understand, apply, analyze and distribute the
designing ICT-based activities. selected information.

1.0 Use ICT in a responsible and ethical manner 4.0 Use ICT to obtain and share information

Pupils can: Pupils can:

1.1 apply the knowledge of ethics and responsibility in 4.1 use ICT to identify and obtain information and
ICT. knowledge from experts related to
1.2 practise the ability to state the implications when the area of interest.
using ICT. 4.2 assess the validity and reliability of online
1.3 accept responsibility for the actions related to the resources
ethics and responsibility in the usage of ICT. 4.3 collaborate with peers and experts to build
knowledge.
2.0 Select and apply appropriate ICT resources 4.4 use ICT skills to produce and present knowledge.

Pupils can:
2.1 demonstrate the ability to use ICT facilities.
2.2 use a variety of functions in ICT.
2.3 analyze the suitability of facilities and resources to
meet the specific needs (tasks or challenges).
2.4 select the appropriate ICT resources.
2.5 exploit the appropriate ICT resources to meet
current needs.

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5.0 Use ICT to solve problems and make decisions 7.0 Use ICT to express ideas and information in a
creative and innovative manner
Pupils can:
5.1 apply problem-solving skills which include Pupils can:
identifying and analysing the problem; developing 7.1 express existing ideas through unique and new
strategic solutions; selecting and implementing methods.
appropriate strategies, and evaluating solutions. 7.2 plan strategies to express new knowledge and
5.2 apply problem-solving strategies to convey ideas.
information or present findings using ICT. 7.3 develop a variety of original media products to
5.3 relate the process of problem-solving and express ideas and information.
decision-making, and state the outcomes or 7.4 use the emerging technology to express ideas and
methods of solution. information.
5.4 collect all the successful processes and products
for future use.
.

6.0 Use ICT to increase productivity and learning THE PRINCIPLES OF USING ICT IN TEACHING AND
LEARNING
Pupils can:
6.1 use ICT to produce effective and creative work There are several principles in the use of ICT in teaching and
and to complete projects and tasks. learning. Firstly, pupils must master basic ICT skills to enable
them to operate the hardware and software. Secondly, by
6.2 use ICT to collaborate with peers, experts and acquiring these skills, students will apply and integrate ICT in
others to increase productivity. their learning. To achieve this, students should learn ICT hands-
on and acquire ICT skills which can be mastered in the learning
6.3 use ICT to increase learning opportunities towards context.
life-long learning.

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 Learn WITH ICT

Learn with ICT means that pupils use ICT as a learning
Learn ABOUT ICT tool such as ICT software and hardware. Among the
software which can be used are MS Word, MS
PowerPoint, MS Excel, Paint, Geometer's Sketchpad,
freeware to teach typing, namely Tutor Typing, while the
Social
hardware are like printers, scanners and digital cameras.
Issues and
Teaching and learning will be more effective, interesting
Ethics
and enjoyable with the use of ICT. By using ICT as a
Learn WITH ICT Learn THROUGH teaching and learning tool in primary school pupils will be
ICT more creative and innovative based on their level of
thinking.

Figure 2: ICT Approaches in Teaching and Learning  Learn THROUGH ICT

There are three main approaches in the teaching and learning
of ICT as in Figure 2.
• Learn ABOUT ICT
Learn about ICT requires pupils to master the knowledge
and skills of specific knowledge disciplines in the field of
ICT such as computer systems, network, information
systems, multimedia and programming. Exposure to the
knowledge and skills in these areas are taught to
students in accordance with their abilities and cognitive
level.
Learn through ICT is the use of ICT to access information
and knowledge by using ICT medium such as CD-ROM,
DVD-ROM, courseware and the Internet. Examples of
learning through ICT can be seen from the use of
materials such as encyclopaedia, dictionary, video
learning, courseware PPSMI, Portal E-material, EduWeb
TV and Google Earth.
The elements of values are incorporated in each ICT approach.
All these components complement each other and enable ICT
to be taught as a subject and implemented across curriculum
more effectively. For example, when pupils learn ABOUT ICT,
they also learn WITH ICT. During this process, pupils learn
THROUGH ICT by accessing information from CD-ROM, DVD-
ROM, surfing the Internet and downloading materials to
reinforce their tasks.

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ICT STRATEGIES IN CURRICULUM The time allocated for ICT is 60 minutes per week. This subject
is taught by rotation with Design and Technology (RBT).
The strategy used in the realisation of ICT in the curriculum is
through integration across the curriculum and also as a subject HARDWARE AND SOFTWARE
on its own. For Stage I, ICT is integrated across the curriculum The ICT hardware and software supplied to the schools are as
and as an element in the Core Theme: The World of Science follows:
and Technology. For Stage II, ICT is implemented as a subject.
a. The hardware in the computer lab
INTEGRATING ICT IN THE CURRICULUM • Server
• computer (PC) for teachers
The integration of ICT across the curriculum enables teaching • computers (PC) for students
and learning to be carried out using appropriate ICT hardware • Scanner
and software based on the topic to be taught. Pupils can use • Printer
and manipulate ICT resources to support their knowledge or • Digital Camera and Video
tasks. Through the use of ICT, pupils can reinforce the concepts • Microphone and speaker
and skills which they have mastered in an enjoyable
environment. b. Hardware for teachers
• Laptop
ICT AS A SUBJECT • LCD Projector

At Stage II, ICT is taught as a subject which emphasises the

mastery of knowledge and disciplined skills in ICT based on
computer systems, multimedia, programming, database,
networks and the Internet. Exposing ICT to pupils at this level
should be in accordance with pupils’ cognitive levels and
abilities. The three approaches used in presenting this subject
are as follows:
c. Software
• Windows operating system, Linux and Mac
Operating system
• Microsoft Office and Star Office application software
• Utility Software such as media tool player (Windows
Media Player), sound recorder (Sound Recorder)
and calculator

a) Learn ABOUT ICT d. Internet Facility

b) Learn WITH ICT •Internet Access
c) Learn THROUGH ICT

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All software that will be used in school must have a valid
license. Schools are also encouraged to download free
software related to the subjects. Teachers should ensure the
suitability of the teaching and learning content, based on the
hardware and software available in school.
THE USE OF INFORMATION AND COMMUNICATION
TECHNOLOGY IN TEACHING AND LEARNING STRATEGIES
Information and Communication Technology need not
necessarily be used throughout the teaching and learning
process. The teacher and pupils need to identify the necessity
of ICT in enhancing their teaching and learning. Utilizing ICT as
a learning empowerment enables pupils to reinforce teaching
and learning and achieve the standard curriculum. Utilizing ICT
can also make learning more enjoyable and shape teachers and
pupils to be more creative and innovative.
Learning ABOUT ICT, Learning WITH ICT and Learning
THROUGH ICT must be combined in teaching and learning
strategies. Integration of ICT can be effectively implemented
when pupils have mastered ICT skills. It is recommended that
teachers integrate ICT through activity-based projects or tasks
like greeting cards. In greeting cards, pupils can insert images
and write greetings or poems.
Suggestions for Learning And Teaching Strategies
There are some teaching strategies which can be adopted by
teachers in the teaching and learning process. The teaching and
learning of ICT can be more effective by using the following
strategies:
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a. Self-Study
Self-Study consists of four approaches, namely, Self-
Directed, Self-Paced, Self-Accessed and Self-Assessed
which are more focused on pupil-centred learning. With ICT,
this learning concept is easily realised. For example, through
the use of self-directed courseware, pupils can determine
what to learn based on their own rate of ability, are able to
assess themselves, and can even assess their own learning.
This strategy enables pupils to be more responsible for their
learning, more confident and diligent in achieving the
standard curriculum.
b. Collaborative Learning
Collaborative Learning constitutes an approach which
stresses on cooperation and requires students to present
ideas in small groups. In ICT, this approach can be
implemented with the teacher giving tasks to identified
groups. Students can use emails to exchange materials and
use presentation software to present their work. All group
members will actively contribute knowledge, ideas, skills and
solve problems together.
c. Project-Based Learning
Project-Based Learning constitutes a classroom activity
model which is different from the usual. This learning activity
approach is long-term, integrates various knowledge
disciplines, pupil-centred and relates to real-life experience.
Projects are defined as organized tasks, developments and
investigations which lead to specific aims. Pupils are able to
learn by using ICT during the project preparation process and
can also explore or carry out studies on projects.

d. Discovery Inquiry
The Discovery-Inquiry Approach constitutes an approach
which stresses on learning through experience. In general,
inquiry means information, questioning and investigating a
certain phenomenon which occurs in our surroundings.
Discovery is the main characteristic of inquiry. Learning
through discovery occurs when the main concept and
principle are reviewed and discovered by pupils themselves.
Through activities such as experiments, pupils will review a
certain phenomenon and achieve their own conclusion.
Teachers will then guide pupils to understand the concept
through the inquiry outcomes.
Utilizing ICT in Discovery-Inquiry occurs when courseware
are used by pupils to attempt or carry out experiments which
are difficult, too expensive, impossible or dangerous. By
using application software, pupils can also experience, learn
and review a certain phenomenon through simulation.
Besides that, demonstrating a certain occurrence where the
sequenced frames can be controlled by pupils can also be
seen by using 3D Modelling software.
e. Problem-Solving
Problem-Solving methods constitute a learning method based
on actual problems and pupils are able to solve problems
through their own ability. This method can be carried out
through collaboration and pupil-centred learning. Pupils need
to identify the problems, search for problem-solving methods,
implement problem-solving operations and evaluate problem-
solving methods which were used. In the ICT context, this
method will involve pupils making decisions when solving
problems.
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For example, pupils wish to complete a certain task which
requires them to insert images. However, they find that the
image is not in their computer. Thus, to overcome the
problem, pupils need to discuss with their friends to find the
solution. The teacher acts as a facilitator by guiding pupils in
a certain problem-solving process during the early stage.
f. Mastery Learning
Mastery Learning is a teaching and learning approach which
focuses on pupils’ mastery in a certain matter which was
learnt. Through this approach, pupils are given the
opportunity to advance based on their own ability and rate of
learning as well as improving the level of mastery in learning.
ICT resources such as the use of interactive whiteboard,
video screening, courseware, educational computer games
and selected Internet materials are able to assist students in
masteringspecific knowledge and skills.
g. Constructivism
Learning through Constructivism is a method where pupils
are able to actively build their own knowledge or new
concepts based on knowledge, skills, values and experience
obtained in teaching and learning. Through Constructivism
Learning, pupils become more creative and innovative. Pupils
use ICT to obtain data, information and knowledge.
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h. Exploratory Learning
Exploration Learning enables pupils to learn through Strands Learning Activities
exploring based on existing experience. Pupils actively  Write compositions using
search and access information to achieve their learning word processing software
objectives in controlled contexts. With regard to that, ICT such as MS Word. Pupils
constitutes the most effective tool in translating the can insert images to
exploration learning concept considering that it can quickly reinforce compositions so
obtain information and knowledge to enable pupils to analyse that they are more
and process the required information in learning situations interesting.
through problem solving, future studies and simulation.
 Search for information
through the Internet to
INTEGRATION OF ICT IN THE STRANDS OF KSSR reinforce pupils’
compositions.
There are six strands in the KSSR curriculum. These strands  Record voice and listen
are as follows: again with the aim of
Communication pronunciation training.
1. Communication
2. Spirituality, Attitude and Values  Present tasks and projects
3. Humanities  Download free computer
4. Science and Technology software such as Basic
5. Physical and Aesthetic Development Mouse Skills and
6. Self Projection Animated Beginning
Typing for skill-based
Integration of ICT can be carried out in all the strands through activities using the mouse
organized planning. Table 1 shows examples of learning and typing as well as
activities for the pillar of Communication.Table 2 is for the pillar identify alphabets. Pupils
of Sprirituality, Attitude and Values as well as Science and will enjoy learning these.
Technology and Physical and Aesthetic Development whereas
Table 3 shows examples of learning activities for the pillar of Table 1: Examples of Learning Activities for the Pillar of
Personal Skills and Humanities. Communication

41

Strands Learning Activity(ies)
 Write compositions and tell
Spirituality, stories using videos or pictures,
Attitude andValues and scrapbooks or digital folio
projects.
Science and
 Use word processing software
Technology
(MS Word), presentation software
(MS PowerPoint) and graphic
Physical and
editing software (Paint), camera
Aesthetic
or digital video camera and the
Development
Internet in their learning.
 Practise good values while using
computer hardware and software.
Table 2: Examples of Activities for Strands of Spirituality,
Attitude Development.
Strands Learning Activity(ies)
 Presenting ideas or reports using
word processing software (MS
Word), presentation software (MS
PowerPoint) and graphic editing
software (Paint), camera or digital
video camera and the Internet to
Self Projection
develop pupil’s confidence.
Humanities  Use of e-mails and social
websites to encourage social
interaction among peers from
within or outside the country.
 Produce projects to encourage
collaborative learning among
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schools within or outside the
country through the Internet.
 Strengthen the spirit of patriotism
and unity through the use of
activities from the Internet.
Table 3: Examples of Activities for Strands of Self Projection
and Humanities.
ASSESSMENT
Assessment is used as a yardstick to evaluate pupil’s
achievement in acquiring ICT knowledge and skills. Assessment
must be carried out continuously to monitor pupils’ progress in
knowledge, skills and values as stipulated in the Content
Standards and Learning Standards. Prior to assessing their
pupils, teachers need to identify skills within the selected
Learning Standards.
Pupils can be assessed using formative assessment,
summative assessment or both. Formative assessment can be
implemented to measure pupils’ performance during teaching
and learning and can be carried out in an integrated form which
includes aspects concerning knowledge, skills and values.
Summative assessment can be implemented by preparing
appropriate tests to assess learning achievement. Values can
be measured using checklists or through observations.
Assessment strategies that can be used during ICT teaching
and learning are:

Rubric
Rubric is an assessment strategy which uses criterion in the form
of scores that will enable teachers to evaluate teaching that will
ensure knowledge, skills and values in ICT are achieved. In this
strategy, teachers can perform consistent, systematic and directed
assessment based on clear criteria. (Refer examples in
Attachment 6).
Observation
Observation is one of the modes of assessment which
allows teachers and peers to evaluate the work process
within planned learning activities in the aspects of
knowledge, skills and values. Observation is a form of
authentic continuous assessment based on pupils’ behaviour
while applying skills and values in ICT.
Observation evidences can be recorded using tape
recorders, videos and photography or written records using
observation forms such as checklists or descriptive forms.
Besides that, log books can also be used to document
important events or achievements. (Refer examples in
Attachment 7).
Presentation
Presentation is an oral assessment method which can be
carried out in formative form during teaching and learning. It
involves creative individual or group presentation with the aid
of the computer. Some criteria which should be considered
during presentation are visual design, content, sound and
presentation style.
Teachers should explain the format of these presentations
like title, content, visual design, number of slides and
software that will be used.
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A presentation can be assessed with an assessment
instrument such as checklists and rubrics. The result of the
assessment can be used by the teacher to give constructive
comments to improve the quality of presentation. (Refer
examples in Attachment 8).
Anecdote
Anecdote refers to the retelling of the ICT learning which has
been learnt and it can be in written or oral form. It is carried
out by having pupils retell a lesson they have learnt.
Teachers use checklists to identify main points presented by
pupils. (Refer examples in Attachment 9).
Tests and Quizzes
Quizzes refer to oral or written questions used to test
understanding and pupils’ knowledge about a topic learnt.
Tests are combinations of question types on a few learning
topics in written form. Tests and quizzes are used to
evaluate knowledge levels, skills and values within the ICT
Learning Standards.
Among general features of quizzes are that they are informal
and are carried out in a short period whereas tests are
formal and systematic. (Refer examples in Attachment 10).

Portfolio
Portfolio is a collection of pupils’ work in the form of
structured documentation which is used as a tool for
assessment in the classroom.
There are three types of portfolios that can be used in ICT,
for example, Daily Work Portfolio, Documentary Portfolio and
Best Product Portfolio. Daily Work Portfolio is daily routines
that are collected over a learning period. Documentary
Portfolio is learning materials that are collected in line with
certain task-based objectives where the process of
producing the task-related material is clearly shown. Best
Product Portfolio is the best product selected from the Daily
Work Portfolio.
Rubric is another method that can be used to help teachers
assess a portfolio for the purpose of evaluating continuous
learning progress and focuses on the pupils’ developments
in the aspects of skills, knowledge and values. (Refer
examples in Attachment 11).
Simulation
Simulation is defined as a situation which resembles real life
situation. Simulation assessment can be carried out in three
methods, namely, games, role-playing and modelling. These
methods are used to measure the level of knowledge, skills
and values in ICT learning.
Simulation assessment in the form of games can be used as
a gaming software. Teachers can select suitable computer
games to evaluate pupils’ skills. Examples of gaming
software are Go Tidy and Basic Mouse Skill where pupils are
assessed on their skills in using the mouse. In simulation
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assessment involving role-playing, pupils take the roles of
keys on a keyboard to determine the positions of alphabets
and numbers on the keyboard when typing a word.
Modelling simulation assessment enables pupils to learn
about computer hardware using recyclables such as boxes,
tins and strings to build a computer model. (Refer examples
in Attachment 12 and 13).
CONTENT STANDARDS AND LEARNING STANDARDS
Content Standards are specially designed for pupils from Year
One to Year Six. There are seven Content Standards for ICT in
KSSR. Pupils are able to:
 use ICT in a responsible and ethical manner.
 select and apply appropriate ICT resources.
 use ICT to search, gather, process and apply
information.
 use ICT to obtain and share information.
 use ICT to solve problems and make decisions.
 use ICT to improve productivity and learning.
 use ICT to express ideas and information in a creative
and innovative manner.
These standards have been prepared in accordance with the
knowledge, skills and values. Each Content Standard is divided
into Learning Standard by years (Year 1 to Year 6).
Students must achieve all the Content Standards and Learning
Standards as outlined in the Standard-based Curriculum for
ICT. Therefore, the Content Standards and Learning Standards
will be the indicator of the pupils’ performance level in ICT.
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In Phase I Primary Education, Content Standards and Learning

Standards of ICT will be integrated in all subjects. However, in Content Standards Learning Standards
Phase II, Content Standards and Learning Standards of ICT will
be taught as Learn About ICT. accordance with the
appropriate procedures.
STANDARD-BASED CURRICULUM FOR ICT 2.3 Identify the positions of
PRIMARY SCHOOL STAGE I: YEAR 1 alphabets
and numbers on the
keyboard.
Content Standards Learning Standards 2.4 State the function keys
Enter, Spacebar,
Backspace and Delete.
1.0 Use ICT in a 1.1 Comply with the rules of the 2.5 Use mouse to click and
responsible and computer lab. double click.
ethical manner 1.2 Use computer hardware 2.6 Launch and close graphic,
carefully and responsibly. word processing
1.3 Avoid wastage when using or presentation software
ICT equipment. (Paint, MS Word or MS
1.4 Apply safety measures PowerPoint).
when using ICT 2.7 Open and save graphic,
equipment. wordprocessing or
1.5 Respect copyrights of presentation files (Paint, MS
others. Word or MS PowerPoint).
1.6 Tolerant with classmates 2.8 Type text using a variety of
while using computers. sizes and fonts using word
processing software (MS
Word) in one page.
2.0 Select and 2.1 Identify the parts of a 2.9 Use word processing
apply computer (monitor, software (MS Word)
appropriate ICT mouse, keyboard, system to produce text with image
resources unit). in one page.
2.2 Turning the computer on and 2.10 Use graphic software
off switch (Paint) to create
(turn on, turn off) in pictures by using the basic

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Content Standards Learning Standards Content Standards Learning Standards

shapes and colour box.

2.11 Use presentation software
(MSPowerPoint) to produce 5.0 Use ICT to 5.1 Use appropriate application
twopresentation slides solve problems software and ICT
containing text and andmake resources (MS Word, MS
images. decisions PowerPoint, Paint)
2.12 Print documents. to complete given task.
2:13 Record voice by using
existing software.
6.0 Use ICT to 6.1 Reinforce multimedia
3.1 Identify the location and increase presentation (MS
3.0 Use ICT to access the information productivity and PowerPoint) available such
search, gather, stored. learning as inserting an audio file.
process and 3.2 Use web browser to surf the
use internet.
information 3.3 Search for images using the 7.0 Use ICT to 7.1 Use graphic (Paint), word
searchengine. express ideas processing (MS Word) or
3.4 Save images from websites. and information presentation (MS
3.5 Demonstrate and explain in a creative and PowerPoint) software
how to retrieve innovative creatively (manipulate
the images stored. matter text, images and sound) to
present existing
ideas or concepts.
4.0 Use ICT to 4.1 Present ideas using word
obtain and processing (MS Word) or
share presentation (MS
information PowerPoint) software.
4.2 Share ideas using other
devices such as
digital cameras and CD-
ROM.

46

HOW TO USE THIS STANDARD-BASED CURRICULUM FOR ICT?
Step 1: Identify the Content Standards
Select the Content Standards related to the topic; for example, teach how to type text and insert images.
The ICT Content Standards identified are 2.0 and 7.0.
Step 2: Identify the Learning Standards.
The ICT Learning Standards that must be achieved by students at the end of the lesson are 2.6, 2.7, 2.8, 2.9,
2.12 and 7.1
1. Identify the Content Standards
Content Standards
1.0 Use ICT in a responsible and ethical manner
2.0 Select and apply appropriate ICT resources
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2. Identify the Learning Standards
Year 1 Learning Standards
1.1 Comply with the rules of the computer lab.
1.2 Use computer hardware carefully and responsibly.
1.3 Avoid wastage when using ICT equipment.
1.4 Apply safety measures when using ICT equipment.
1.5 Respect copyrights of others.
1.6 Be tolerant with classmates while using computers.
2.1 Identify the parts of a computer (monitor, mouse, keyboard, systems unit).
2.2 Switch the computer on and off (turn on, turn off) in accordance with the appropriate
procedures.
2.3 Identify the positions of alphabetsand numbers on the keyboard.
2.4 State the function of the keys Enter, Spacebar, Backspace and Delete.
2.5 Use the mouse to click and double click.
2.6 Launch and close graphic, word processor or presentation software (Paint, MS Word or MS
PowerPoint).
2.7 Open and save graphic, word processor or presentation files (Paint, MS Word or MS
PowerPoint).
2.8 Type text using a variety of sizes and fonts using word processorsoftware (MS Word) in one
page.
2.9 Use word processor software (MS Word) to produce text with images in one page
2.10 Use graphic software (Paint) to create pictures by using the basic shapes and colour box.
2.6 Use presentation software (MS PowerPoint) to produce two presentation slides containing
text and images.
2.12 Print documents.
2:13 Record voice by using existing software
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 Content Standards
2.0 Use ICT in a responsible and ethical manner
2.0 Select and apply appropriate ICT resources
3.0 Use ICT to search, collect, process and apply
information
4.0 Use ICT to obtain and share information
5.0 Use ICT to solve problems and make decisions
6.0 Use ICT to improve productivity and learning
7.0 Use ICT to express ideas and information in a
creative and innovative manner
Year 1 Learning Standards
1.1 Comply with the rules of the computer lab.
The content
1.2 Use computer hardware carefully and responsibly. of the
1.3 Avoid wastage when using ICT equipment. selected
1.4 Apply safety measures when using ICT equipment.
standard
1.5 Respect copyrights of others.
1.6 Be tolerant with classmates while using computers.
2.1 Identify the parts of a computer (monitor, mouse, keyboard, systems unit).
2.2 Switch the computer on and off (turn on, turn off) in accordance with the appropriate Learning
procedures.
2.3 Identify the positions of alphabetsand numbers on the keyboard. Standard selected
2.4 State the function of the keys Enter, Spacebar, Backspace and Delete.
2.5 Use the mouse to click and double click.
2.6 Launch and close graphic, word processor or presentation software (Paint, MS Word or MS
PowerPoint).
2.7 Open and save graphic, word processor or presentation files (Paint, MS Word or MS
PowerPoint).
2.8 Type text using a variety of sizes and fonts using word processorsoftware (MS Word) in one
page.
2.9 Use word processor software (MS Word) to produce text with images in one page
2.10 Use graphic software (Paint) to create pictures by using the basic shapes and colour box.
2.7 Use presentation software (MS PowerPoint) to produce two presentation slides containing
text and images.
2.12 Print documents.
2:13 Record voice by using existing software
3.1 Identify the location and access the stored information.
3.2 Use the web browser to surf the Internet.
3.3 Search for images using search engines.
3.4 Save images from websites.
3.5 Demonstrate and explain how to retrieve the stored images.
4.1 Present ideas using word processor (MS Word) or presentation (MS PowerPoint) software.
4.2 Share ideas using other hardware such as digital cameras and CD-ROM.
5.1 Use appropriate application software and ICT resources (MS Word, MS PowerPoint, Paint)
to complete given tasks.
6.1 Reinforce available multimedia presentation (MS PowerPoint) such as inserting an audio file.
7.1 Use graphic (Paint), word processor (MS Word) or presentation (MS PowerPoint) software
creatively (manipulate texts, images and sounds) to present existing ideas or concepts.
48
EXAMPLE OF APPLYING ICT LEARNING STANDARDS IN THEMATIC CORE MODULE: WORLD OF SCIENCE AND
TECHNOLOGY
TEACHING MODULE: ICT ELEMENTS

Content Standards: 2.0 and 7.0

Learning Standards: 2.6, 2.7, 2.8, 2.9, 2.12 and 7.1
Description: In this lesson, pupils are introduced to the word processing software (MS Word). Pupils learn how to
produce texts of different font types and font sizes. They learn how to insert image into a page. This will
enable pupils to present their ideas creatively using various font types and font sizes attached with
images to fulfill their tasks.

Duration: 60 minutes (2 periods)

Teaching and 1. Documents with images and text in different font types and font sizes.
Learning Materials: 2. My Documents folder containing images.
3. Pupils learning modules.

Suggested Activities: 1. Teacher shows sample of pupils work containing images and text with different font types and font
sizes in printed form and on screen.
2. Teacher demonstrates the steps involve in changing font types and font sizes using MS Word.
3. Pupils type words, for example their names. Teacher shows the steps and pupils follow to practice
these skills:
a. Change font type.
b. Change font size.
c. Save the document.
4. Pupils repeat the above activities.
5. Pupils choose appropriate font type and font size.
6. Teacher demonstrates the steps to insert pictures. There are two ways to insert a picture:
a. Insert picture from Clip Art.
b. Insert picture from My Documents.
7. Pupils practice inserting pictures with teachers’ guidance.

49
 8. Choose one of the skills.
9. Save the documents. Pupils should be able to identify the location of the saved file.

Assessment: Anecdote Method

1. Pupils describe one of the skills learnt:
a. Change font type.
b. Chenge font size
c. Insert pictures.
d. Save the document.
2. The other pupils validate the description shared.
Remedial: Pupils who are unable to describe the correct steps of the skills learnt, will have to repeat the activity
guided by the teacher or peers.

Enrichment: Pupils who have successfully completed the activity will be given another task. Pupils can choose their
favourite image, font type and font size. Teach the pupils to change the font colour.

50
LEARNING MODULE: - ICT ELEMENTS

Suggested 1. Teacher demonstrates steps to change font types and font sizes.
Activities:

2. Pupils type their names.

3. Pupils follow instruction given by teacher to change font types.

Click Format Choose Font Select Comic Sans MS Click OK
4. Pupils type their names again.

5. Pupils follow instruction given by teacher to change font sizes.

Click Format Choose Font Select Size 20 Click OK

51
6. Pupils type their names again.

7. Pupils follow instruction given by teacher to save the document.

Click File Choose Save Select My Documents Type their own name to name the file
Click Save
8. Pupils repeat activities 2 to 7.
9. Pupils choose the most readable font type and font size.
10. Teacher demonstrates steps to insert image from Clip Art and the My Documents folder.
11. Pupils follow instruction given by teacher to insert image from Clip Art.
Click Insert Choose Picture Select Clip Art Type boy in the Search box Click Go
Click on the chosen image

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12. Pupils follow instruction given by teacher to insert image from the My Documents folder.
Click Insert Choose Picture Click From File Choose My Documents Click on the
chosen image Click Insert

13. Pupils insert another image from Clip Art or the My Documents folder.
14. Pupils save their document.
15. Pupils identify the saved file location.

53
EXAMPLE OF IMPLEMENTATION OF CREATIVITY AND INOVATION IN TEACHING AND LEARNING
INFORMATION AND COMMUNICATION TECHNOLOGY

- LEARNING MS POWERPOINT
INFORMATION AND COMMUNICATION TECHNOLOGY

Year: 1
Topic: Learning MS PowerPoint
Duration: 120 minutes (4 periods)
Content Standards:
7.0 Use ICT to express ideas and information in a creative and innovative manner.

Learning Standards:
7.1 Use graphic (Paint), word processing (MS Word) or presentation (MS PowerPoint) software creatively (manipulate
text, images and sound) to present existing ideas or concepts.

Assessment:
 Pupils show how to start MS PowerPoint.
 Pupils produce a creative and innovative presentation that contains texts and images.
 Pupils save their MS PowerPoint presentation.

Phase Suggested Activity

Preparation Activity 1:
1. Teacher displays two sample of pictures for discussion
(Pictures containing coloured visual images and texts)
Sample questions:
o Is the picture interesting?
o If it is interesting, explain why.
(Suitability of text, image and features such as colours, size, location and layout)
o If it is not interesting, explain why.
(Look at the suitability of text, image and features such as colours, size, location and layout)

2. After the discussion, teacher summarizes the interesting features of image and text.

57
Imagination Activity 2:
1. Teacher gives presentation topics.
2. Pupils visualize the situation based on topic.
3. Pupils decide on the images, texts, colour and background.
Development Activity 3:
1. Pupils start MS PowerPoint application.
2. Pupils type text on the slide.
3. Pupils insert image on the slide.
4. Pupils save the completed presentation.
5. Pupils identify the suitability of text, image and colours to improve their presentation.

Action Activity 4:
1. Pupils display their presentation.
Sample questions:
o Are you satisfied with the layout of your presentation? Explain.
o Is the text used appropriate to the needs of the presentation? Explain.
o Is the image chosen appropriate for this presentation? Explain.

2. Pupils compare their presentation with peers.

3. Pupils exchange their views and information with peers.
4. Pupils work on improving their presentation from the feedback received.

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EXAMPLE TEACHING MODULE ICT ACROSS THE YEAR 1 CURRICULUM
- BAHASA MALAYSIA
- ENGLISH LANGUAGE
- MATHEMATICS
- WORLD OF SCIENCE AND TECHNOLOGY – SCIENCE
ELEMENT
- WORLD OF VISUAL ARTS
 APPENDIX 1

MODUL PENGAJARAN TMK MERENTAS MODUL TERAS ASAS: BAHASA MALAYSIA

Standard Kandungan 1.2, 2.2 dan 3.2

Bahasa Malaysia:
Standard 1.2.6, 2.2.3 dan 3.2.6
Pembelajaran Bahasa
Malaysia:
Standard Kandungan 2.0, 4.0 dan 7.0
TMK:

Standard 2.6, 2.7, 2.8, 2.11, 4.1 dan 7.1

Pembelajaran TMK:
Penerangan: Murid menyediakan kad ucapan menggunakan perkataan yang tepat dan betul. Dalam pelajaran ini,
murid diperkenalkan kepada perisian pemproses kata (MS Word). Murid akan mempelajari cara
mencipta kad ucapan yang mengandungi imej dan teks ucapan serta mencetak hasil kerja mereka.
Murid juga akan mempelajari saiz fon. Modul ini akan dijalankan di makmal computer
Tempoh Masa: 60 minit (2 waktu)
Bahan p&p: 1. Lirik lagu ‘Selamat Hari Jadi’.
2. Rakaman lagu ’Selamat Hari Jadi’.
Kreativiti: Menggunakan pelbagai jenis fon, warna fon dan saiz secara kreatif pada lirik lagu yang ditaip.
Nota: 1. Pastikan lirik dan rakaman lagu ‘Selamat Hari Jadi’ telah disediakan dan disimpan dalam komputer
guru.
2. Cetak hasil kerja murid mengikut kumpulan bagi mengelakkan pembaziran kertas dan menjimatkan
masa.
3. Pastikan komputer murid telah dihidupkan.
4. Masukkan imej yang diperlukan dalam komputer murid sebelum proses pengajaran dan

61
 pembelajaran bermula.

Cadangan Aktiviti: 1. Mendengar dan menyanyikan lagu ‘Selamat Hari Jadi’.

2. Bercerita mengenai hari jadi mereka.
3. Menyebut perkataan mengikut sebutan yang betul.
4. Melancar MS Word dan menaipkan ayat selamat hari jadi.
5. Menukarkan fon ayat tersebut kepada Comic Sans MS.
6. Menyisipkan imej yang sesuai dari Clip Art.
7. Menyimpan hasil kerja dalam My Documents.
8. Mencetak hasil kerja murid.
Pentaksiran: Kaedah Pemerhatian
Gunakan borang pemerhatian yang mengandungi senarai semak seperti:
 Melancar MS Word
 Menaip teks
 Menukar fon
 Menukar saiz fon
 Menyisip imej
Pemulihan: Latih tubi dilakukan bagi murid yang belum dapat menguasai abjad dan suku kata mengikut sebutan
yang betul dengan bimbingan guru atau rakan.
Pengayaan: Murid yang dapat menguasai semua kemahiran dengan betul akan diberi tugasan seperti membuat kad
ucapan yang kreatif menggunakan pilihan saiz, fon dan imej yang mereka minat.

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 APPENDIX 2

MODUL PENGAJARANTMK MERENTAS MODUL TERAS ASAS: BAHASA INGGERIS

English Language 1.1, 2.1, 3.1 and 4.3

Content Standard:

English Language 1.1.1, 1.1.3, 2.1.1, 3.1.2 and 4.3.2

Learning
Standard:
ICT Content 1.0 and 5.0
Standard:
ICT Learning 1.5, 1.6 and 5.1
Standard:
Overview: Pupils apply their knowledge of letters. They are introduced to Learn Letters program. Pupils will be able to
combine letters to form a word. This module will be carried out in the computer lab.
Duration: 120 minutes(4 periods)

Resources: 1. Learn Letters program.

2. Worksheet 1, 2, 3 and 4.
3. Manila card, glue and scissor.
Creativity:

Note: 1. The Learn Letters program is a shareware software. This software can be downloaded from the BPK
website at http://www.moe.gov.my/bpk.
2. The Learn Letters program must be installed in the pupil’s computer.
3. Teacher has to explore the game before hand.
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Suggested 1. Knowing Letters - sings ‘ABC’ song.
Activities: 2. Join the dotted lines to complete the shape of letters.
3. Demonstrates how to use Learn Letters program.
4. In pairs, pupils start the game and complete the activities up to Level II.
5. Click and drag the given shapes to form a letter.
6. Press Esc button on the keyboard to exit the game.
Assessment: 1. In group of four, pupils cut the given worksheet that contains letters into pieces. Then, they forms these
words: fan, man, ran and van
2. Pupils paste their answers on the manila card and present it to the class.
3. Teacher use checklist to observe pupils doing activities:
 Click the mouse
 Double-click the mouse
 Working together and taking turn
Remedial: 1. Pupils use the tracing guide to write the letters.
2. Pupils rewrite the letters one by one.

Enrichment: 1. Pupils find the hidden small letters and join the dotted line to complete the shape of letters.
2. Pupils find the hidden capital letters and colour it.
3. Pupils complete the activities in Level III.

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 APPENDIX 3

EXAMPLE OF APPLYING ICT LEARNING STANDARDS IN THEMATIC CORE MODULE: MATHEMATIC

TEACHING MODULE: ICT ELEMENTS

Mathematics 1.4
Content Standard:

Mathematics i (a,b,c,d) dan ii (a,b,c,d)

Learning Standard:

ICT Content 2.0, 4.0 dan 7.0

Standard:

ICT Learning 2.6, 2.7, 2.11, 4.1 dan 7.1

Standard:

Overview: Pupils understand number sequences and place value. In this module pupils are introduced to MS Word
application. Pupils will type text, use various fonts and change font sizes.

Duration: 120 minutes (4 periods)

Resources: Mari Belajar MS Word Module.
Creativity: Using a variety of font types and font sizes.
Note: Refer to pupils Learning Module to moderate the content of the activities.
Suggested Simulation:
Activities 1. Pupils place 10 straws on the table.
2. Pupils take 10 other straws and pair up 2 straws to form 5 groups.
3. Pupils take another 20 straws and put them in groups of 5 to form 4 groups.

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 4. Pupils take the remaining straws and put them in groups of 10 to form 6 groups.
5. Pupils refer to their number cards and group the straws according to the group formed until the number of
straws are equal to the numbers stated on card. Use the rubber band to tie them together and put them
into the box.
6. Repeat the above steps with the second, third and fourth cards.
7. Pupils type the four numbers in ascending order on the first line and in descending order on the second
line.
8. Teacher checks each box based on the checklist while pupils use the computers.
9. Teacher gives feedback on pupils completed activities.

Remedial 1. Rearrange numbers in ascending or descending order.

2. Complete a number line.

Enrichment 1. Rearrange numbers in ascending or descending order.

2. Complete a number line.

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 APPENDIX 4

EXAMPLE OF APPLYING ICT LEARNING STANDARDS IN THEMATIC CORE MODULE: SCIENCE ELEMENTS
TEACHING MODULE: ICT ELEMENTS

Science 4.1, 4.2

Content Standard:

Science 4.1.1, 4.1.2, 4.1.5 and 4.2.

Learning Standard:

ICT Content 2.0 and 7.0

Standard:

ICT Learning 2.6, 2.7, 2.8, 2.9, 2.12 and 7.1

Standard:

Overview: Pupils identify types of plants in their environment. In this lesson, pupils are introduced to word processing
software (MS Word). Pupils learn how to produce a one-page text document with images.
Duration: 120 minutes (4 periods)
Resources: 1. Pictures of plants
2. MS PowerPoint presentation on types of plants within the surrounding.
3. Pupils learning module (Mari Meneroka MS Word)
Creativity: Pupils produce a digital scrapbook about plants.
Note: 1. Create a folder containing various pictures of plants. Place this folder in My Documents folder.
2. Prepare a worksheet on labelling plants and save it in the My Documents folder.
3. Pupils need to learn about Print Preview in the printing activities to avoid wasting papers.
4. Pupils print their completed work in groups.

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Suggested 1. Use MS PowerPoint to present various types of plants within the surrounding.
Activities 2. Display pictures of plant such as hibiscus, banana plant and mango tree to pupils.
3. Teacher states the names of the plants. Pupils listen and repeat.
Assessment Rubric
1. Use a form comprising aspects like knowledge, skills and values to be achieved:
 Features of a plant (shoot, leaf, flower, fruit, branch, stem and roots).
 Launch MS Word.
 Insert image.
 Use Text Box to type.
 Save document.
Remedial Pupils who are unable to master the knowledge, skills and values will need to relearn the knowledge and
acquire the skills guided by the teacher or peers.

Enrichment PAIR WORK:

Pupils work in pairs to produce a digital scrapbook about plants. Pupils who are able to master the
knowledge, skills and values will complete an assignment using their favourite images, font types and font
sizes.

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 APPENDIX 5

MODUL PENGAJARAN TMK MERENTAS MODUL TERAS TEMA SENI VISUAL DAN MUZIK: DUNIA SENI VISUAL

Standard 1.1, 1.2 , 1.3 dan 1.4

Kandungan Seni
Visual:
Standard 1.1.1, 1.2.2 , 1.3.1, 1.3.3, 1.4.1 dan 1.4.2
Pembelajaran
Seni Visual:
Standard 2.0 dan7.0
Kandungan TMK:
Standard 2.6, 2.9, 2.11 dan 7.1
Pembelajaran
TMK:
Penerangan: Murid dapat menghasilkan jenis-jenis garisan dengan mempersembahkan kreativiti seni visual. Murid juga
akan dapat menguasai penggunaan perisian grafik (Paint) dengan melukis garisan yang berwarna-warni.
Pembelajaran akan dijalankan di dalam makmal komputer.
Tempoh Masa: 60 minit (2 waktu)
Bahan p&p: 1. Contoh garisan selari dan garisan bertindih.
2. Perisian grafik (Paint).
Kreativiti: Murid menghasilkan karya seni menggunakan garisan selari dan bertindih yang berwarna.
Nota: 1. Semua komputer murid hendaklah dihidupkan dan disediakan dengan paparan perisian grafik (Paint)
untuk jimatkan masa pengajaran dan pembelajaran.
2. Galakkan murid mencetak hasil kerja secara kumpulan mengikut giliran. Tindakan ini bagi mengelak
pembaziran kertas, kesesakan mencetak dan waktu.
3. Latih murid menggunakan Print Preview sebelum cetak.

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 4. Pastikan setiap murid diberi peluang menggunakan komputer.
Cadangan Aktiviti: 1. Menunjukkan contoh garisan selari di papan putih atau papan hitam.
2. Mengenalpasti garisan selari dan bertindih yang terdapat di sekeliling.
3. Menunjukkan cara membuat garisan selari menggunakan Paint.
4. Menunjukkan cara membuat garisan bertindih menggunakan Paint.
5. Menunjukkan cara membuat garisan selari dan garisan bertindih berwarna menggunakan Paint.
6. Menggunakan garisan selari dan garisan bertindih untuk menghasilkan satu karya seni.
7. Menyimpan hasil kerja di dalam komputer.
8. Mencetak hasil kerja.
Pentaksiran: Menjalankan pemerhatian berdasarkan proses kerja murid.
Pemulihan: Murid mengulang cara membuat garisan selari dan garisan bertindih yang berwarna-warni dengan bimbingan
guru.
Pengayaan: Murid menghasilkan karya seni yang kreatif menggunakan garisan selari dan garisan bertindih yang
berwarna-warni menggunakan kertas warna atau perisian grafik (Paint).

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EXAMPLE OF THE USE OF ASSESSMENT METHOD
 APPENDIX 6
Example of the Use of Rubric Method in Information and Communication Technology

Name: ...................................................... Year: ................................

Date: .....................................................

Criteria
Knowledge,
Content Learning
Skills and Values Mastered Poor Mastery Zero Mastery
Standard Standard
achieved/attained

Location of Show numbers Show numbers Show numbers

numbers (0 – 9) 0 – 9 on the 0 - 9 on the 0 – 9 on the
keyboard keyboard keyboard
quickly and correctly but correctly with
correctly (with took some time help from
speed and to find them. teachers or
2.3 Identify the
precision) friends.
2.0 Choosing and location of
applying letters and
appropriate ICT numbers on
Location of letters Show letters Show letters on Show letters on
resources the
(a – z) on the the keyboard the keyboard
keyboard
keyboard correctly but correctly with
quickly and took some time help from
correctly (with to find them. teachers or
speed and friends.
precision)

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 Example of the Use of Rubric in Information and Communication Technology

Name: ...................................................... Year: ................................

Date: .....................................................

Knowledge, Criteria
Content Standard skills and
Standard Pembelajaran values Mastered Poor Mastery Zero Mastery
achieved
Open existing Able to find Able to find and Unable to
word processing and open files open files with find and open
2.7 Open and file in My according to correct files even
save graphic, Documents correct procedures with after help
word- folder via MS procedures a little help. given for
processing Word without any several
2.0 Choosing and
and help times.
applying
presentation
appropriate ICT
files (Paint,
resources
MS Words
or MS Power
Point)

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 APPENDIX 7

Example of the Use of Checklist in Observation Method

Content Knowledge, skills and Tick ()

Learning Standard
Standard values achieved

2.0 Choosing and applying 2.8Type text using various sizes and Pupils are able to :
appropriate ICT resources fonts by using word processing
1. Click Startbutton
software (MS Words) in one page

2. ClickAll Programs

3. Click MS Office

4. Klik MS Word

5. Type text

6. Change font size

7. Change font type

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 APPENDIX 8
Example of the Use of Checklist in Assessment of Presentation

Content Learning Standard Knowledge, skills Tick (/) where applicable/appropriate

Standard and values Very Weak Weak Good Very Good
achieved/attained
7.0 Using ICT to 7.1 Use graphic (Paint), Visual Design
present ideas word-processing (MS 1. Graphic layout
and information Words) or and colour
creatively and presentation (MS arrangement
innovatively Power Point) 2. Font size and
software (by text density.
manipulating text,
image and audio) to Content
present the idea and
concept creatively. 3. Comply with
title/subject and
sufficient
Audio
4. Suitability of
sounds
Delivery
5. Confident in
delivering and
explaining.

6. Interesting

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 APPENDIX 9
Example Of The Use Of Anecdote In Formative Evaluation

Note: Teacher can use oral anecdote for pupils who are unable to write.

Content Learning Tick (/) the approriate

Knowledge, skills andvalues achieved
Standard Standard boxes
3.0 Using ICT to 3.3 Look for image Pupils will be able to state:
find, collect, using search
process and use engine 1. the name of the web browser used Yes No
information
2. the name of search engine used Yes No

3. how the keyword typed Yes No

4. that the keyword is typed in the search box Yes No

5. how the image tab is used to search for image at Yes No

the search engine
YesNo
6. Click Search buttonto start the search

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 APPENDIX 10
Sample Quiz and Test Questions

World of Science and TechnologyLearning Standard - ICT Year 1

5.1 Use appropriate applications software and ICT resources (MS Word, MS PowerPoint, Paint) to complete a task.

Sample Quiz Questions:

Assumption:Pupils are divided into four groups. Present quiz as group competition. Group with the highest marks wins the
competition.

1. Which software would you use to draw a flower?

2. Which key would you use to add spacing between words when you type your essay?

3. (Teacher shows a printer icon picture) Who knows the function of this icon?

4. Show me the web browser icon on your computer.

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Sample exam questions:

1. Which application would you use to create an essay?

A. MS Word C. MS Excel
B. MS Paint D. MS PowerPoint

2. Arrange the steps on how to insert a new slide in MS PowerPointcorrectly.

i. Click New Slide

ii. ClickInsertmenu
iii. ClickSlide Showmenu

A. i and ii only C. i,ii and iii

B. ii and i only D. iii, ii and i

3. Match the picture correctly.

Diskette

Mouse

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APPENDIX 11
Example Of The Use Of Rubric in the PortfolioAssesstment

Knowledge, skillsandvalues Criteria

achieved
1 2 3 4

Content Incomplete task Partially completed Complete task Complete task with
task evidents

Neatness Disorder Less orderly In order Thoroughly and in

orderly manner

Creativity & Information and Information and Information and Information

overall presentation portfolio portfolio portfolio and portfolio
presentation is not presentation is presentation is presentation is very
interesting slightly interesting interesting interesting and
creative

Achievement Does not show any Show some Show knowledge, Knowledge, skill
knowledge, skill knowledge, skill skill and value and value
and value and value development development
development development increase

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APPENDIX 12

Samples of Simulation

Role Play
Pupils are divided into two groups. First group which consists of 26 pupils will role play the letter keys.Each pupil will be given a
letter card and they are asked to arrange the letter cards according to the position of the keys as on the real keyboard. Second
group will role play as the computer user.

The pupil who role play as the computer user will pick one word from a box and read it. Pupil will read aloud the letters on the card.
Pupils who role play as letter keys will sit down when their letters are called.

Game
Teacher divides the pupils into several groups. Each group will be given a picture of a keyboard and an envelope consisting of
several pictures of keys such as letter keys, numeric keys, Enter key and Spacebar key. Each group member will work together to
identify the missing keys from the picture. Later, they need to complete the missing key pictures on the keyboard picture. Teacher
checks pupils work according to their groups.

Model
Pupils are divided into several groups. Each group is required to build a set of computer model using modelling clay which display
the monitor, keyboard, system unit and mouse. Each group member will produce one computer part. By the end of the activities,
pupils display their end product for teacher’s evaluation.

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APPENDIX 13

Sample Of Check List In Simulation Assessment

a) Play role
Tick
Content Standard Learning Standard Knowledge, skillsandvalues (/) where
achieved applicable
Yes No
Pupils will be able to identify
2.0 Choosing and applying 2.3 Identify the location of
 location of letters
appropriate ICT sources letters and numbers on the
keyboard  location of numbers

b) Game
Tick
Content Standard Learning Standard Knowledge, skillsandvalues (/) where
achieved applicable
Yes No
Pupils will be able to identify
2.0 Choosing and applying 2.3 Identify the location of
appropriate ICT sources letters and numbers on the  location of letters
keyboard  location of numbers

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c) Model

Tick
Content Standard Learning Standard Knowledge, skillsandvalues (/) where
achieved applicable
Yes No
Pupils should be able to identify
2.0 Choosing and applying 2.1Identify computer parts
appropriate ICT sources (monitor, mouse, keyboard,  monitor
system unit)  mouse

 keyboard

 system unit

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