CURRICULUM DEVELOPMENT
Outcome based
education
Standard-based
education
Integrated Curriculum
for Primay School (KBSR)
Standard Curriculum for
Primary School (KSSR)
Rukun Negara
National Education
Philosophy (NEP)
Malaysia Education
Blueprint (PPPM)
National Education
Philosophy (NEP)
CURRICULUM DEVELOPMENT DIVISION
STATE EDUCATION DEPARTMENT 16
DISTRICT EDUCATION OFFICES
SCHOOLS
10 154
239
1
KBSR / KBSM
Curriculum design is based on these areas:
KSSR / KSSM
Communication, Spiritual, Attitude and Values,
Communication, Man and his environment,
Self-development of the individual
Humanitarian, Physical and Aesthetical
Development, Science and Technology, Personal
Appearance
Curriculum Document Format:
Curriculum Specification which consists
‘Learning Objective’, ‘Learning Outcome’, and
‘Suggested Learning Activities’
Design of the Curriculum:
Curriculum Standard documents which consists
‘Content Standards’, ‘Learning Standards’,
‘Performance Standards’ and ‘Notes’
Linear
Elements of analytical and creative thinking
skills
Focus:
3R’s (Reading, wRiting and aRithmetic)
Modular
The elements of creativity and innovation,
entrepreneurial, information technology and
communication
4R’s (Reading, wRiting, aRithmetic and
Reasoning)
CONTENT ORGANISATION
STANDARD CURRICULUM FOR PRIMARY SCHOOL
Mathematic Curriculum Frameworks
Numbers and Operations
Measurement and Geometry
Relationship and Algebra
Statistics and Probability
Discrete Number
•
•
•
•
•
•
•
•
•
•

Communication
Reasoning
Connections
Problem Solving
Representation

•
•
•
Perception, interest, appreciation,
confidently resilient and perseverance.
Personality, interaction, procedure,
intrinsic.
Thinking skills
Soft skills
Information Communication Technology skills
The curriculum
document is the main
locus for the class
implementation, text
book writings, and even
the items to be asked in
the students’ assessment
Topics in Primary School
Numbers and
Operations
Measurements Relationship Statistics and
Discrete
and Geometry and Algebra
Probability Mathematics
 Whole
Numbers
 Time
 Basic
Operations
 Ratio and
 Measurements
 Likelihood
Proportions
 Fractions,
Decimals, and
Percentage
 Space
 Coordinate
 Data
managements
-
 Money
Year 1 – Year 3 (Key Stage 1)
Year 4 – Year 6 (Key Stage 2)
Standard Document
Content
Standards
Learning
Standards
Performance
Standards
Standard Document
…general criterion
…specific statement that illustrate the
…general statement
level of performance
of what pupils
about cognitive and
that the students
should know and
affective domain
able to do
need to demonstrate
that can be achieved
as indicator of
conceptually and
by the pupils.
success called
practically.
Descriptor.
Knowledge
Skills
Values
Example: KSSR edition 2011
Example: KSSR edition 2017 (now in piloting phase)
Example: KSSR edition 2017 (now in piloting phase)
General Descriptor for Performance Standard Framework
PERFORMANCE
LEVEL
DESCRIPTOR
FRAMEWORK
1
Know
2
Know and understand
3
4
5
6
Know, understand and
able to do.
Know, understand and
able to do with good
manner.
Know, understand and
able to do with
admirable manner.
Know, understand and
able to do with
exemplary manner.
GENERAL DESCRIPTOR
Pupils know the basics or can perform basic skills or to respond to
the basic subject matter.
Pupils demonstrate their understanding in communicating
mathematically; able to interpret and explain what they have
learned.
Pupils use their mathematical knowledge to perform particular
skills in a particular situation.
Pupils demonstrate their skills systematically and procedurally.
Pupils demonstrate their skills systematically and procedurally in
a new situation; and consistently with a positive attitude.
Pupils are able to apply their knowledge and skills in a new
situation systematically, positively, creatively, innovatively and
exemplary.
1
Know basic mathematical knowledge
Able to apply mathematical knowledge and skills
in solving non-routine daily problems using
various strategy creatively and innovatively.
6
Able to apply mathematical knowledge
and skills in solving routine daily
problems using various strategy.
5
2
3
4
Able to apply calculation procedures
in solving routine daily problems.
Know and understand basic mathematical knowledge
Able to apply basic arithmetic operations;
Able to apply knowledge on basic conversion
MATHEMATICAL PROCESSES
PERFORMANCE INDICATOR
PROBLEM SOLVING
REASONING
Able to explain problem
solving procedures but
unable to solve the
problems.
Able to give logical reasoning
to mathematical activities with
guidance.
2
Able to solve given routine
problems with guidance.
Able to give logical reasoning
to mathematical activities
without guidance.
3
Able to solve routine
problems involving one step
calculation without
guidance.
4
Able to solve more complex
routine problems.
5
Able to solve more complex
routine problems with
various strategies.
Able to solve non-routine
problems creatively and
innovatively.
1
6
CONNECTIONS
Able to make connections between
learned skills and to the other
topics, as well as to daily life with
guidance.
Able to make connections between
learned skills and to the other
topics, as well as to daily life
without guidance.
REPRESENTATIONS
COMMUNICATIONS
Able to make representation
with guidance
Able to explain mathematical ideas in
words or writings using mathematical
symbols or visuals representations.
Able to make representations
to show mathematical
understanding without
guidance.
Able to clarify mathematical ideas in
words or writings using mathematical
symbols or visual representations.
Able to make connections between
conceptual and procedural to solve
mathematical statement.
Able to explain mathematical
concept and procedure by
making representations
Able to use mathematical terms,
mathematical symbols, or visual
representations correctly.
Able to make connections between
conceptual and procedural to solve
routine daily problems.
Able to make representation
to solve routine daily
problems
Able to show accurate
reasoning to mathematical
activities involving routine
problem solving.
Able to make connections between
conceptual and procedural to solve
routine daily problems using
various strategies.
Able to make various
representations to solve
routine daily problems using
various strategies.
Able to explain accurate
reasoning to mathematical
activities involving non-routine
problem solving creatively and
innovatively.
Able to make connections between
conceptual and procedural to solve
non-routine daily problems
creatively, and innovatively.
Able to make representations
to solve non-routine daily
problems creatively and
innovatively.
Able to show accurate
reasoning to mathematical
activities involving one step
calculation.
Able to show accurate
reasoning to mathematical
activities involving more than
one step calculation.
Able to explain mathematical ideas
systematically using mathematical terms,
mathematical symbols, or visual
representations correctly.
Able to explain mathematical ideas
systematically using mathematical terms,
mathematical symbols, or visual
representations correctly to solve routine
daily problems.
Able to explain mathematical ideas
systematically using mathematical terms,
mathematical symbols, or visual
representations correctly to solve nonroutine daily problems creatively and
innovatively.
PERFORMANCE
LEVEL
1
2
3
4
5
6
MATHEMATICAL SKILLS
PERFORMANCE INDICATOR
THINKING SKILLS
SOFT SKILLS
Able to restate mathematical knowledge
and skills.
Able to explain mathematical knowledge
and skills.
Demonstrate interest and
willingness to learn.
Strive to understand
problems’ posed.
Able to apply mathematical knowledge
and skills in various situations.
Able to communicate and
have interest in learning.
Able to segregate information into smaller
piece to have deeper understanding and
make connection between the
information.
Able to make judgement and decision
using knowledge, experiences, and skills,
and give justifications.
Able to produce creative and innovative
ideas, products or methods.
INFORMATION & COMMUNICATION
TECHNOLOGY SKILLS
Able to recognize and restate
mathematical tools.
Able to use and handle basic
mathematical tools.
Able to use and handle mathematical
tools, develop and understand the
mathematical concept, and to explore
mathematical ideas.
Able to cooperate in team Able to use mathematical tools to solve
to solve problems.
routine daily problems.
Able to lead and guide
peers.
Able to lead, guide, and
be an exemplary to peers.
Able to use mathematical tools to solve
routine problems using various
strategies.
Able to use mathematical tools to solve
non-routine daily problems creatively
and innovatively.
PERFORMANCE
LEVEL
1
2
3
4
5
6
ATTITUDES AND VALUES IN MATHEMATICS
PERFORMANCE INDICATOR
Able to restate one of the attitudes and values in mathematics with teacher guidance.
Able to explain one of the attitudes and values in mathematics by giving reasonable
exemplar.
Able to demonstrate attitudes and values in mathematics with teacher guidance in a
circumstance.
Able to demonstrate attitudes and values in mathematics in various circumstances.
Able to consistently apply attitudes and values in mathematics during teaching and
learning processes.
Able to consistently apply positive attitudes and values in mathematics in daily life and
able to guide and be exemplary to peers.
ISSUES & CHALLENGES
IN CURRICULUM REFORMS
TIMSS
KBSR
KSSR
PISA
HOTs
LOTs
Average Score
TIMSS 1999, 2003, 2007 dan 2011
Mathematics
Science
519
510
508
500
500
500
487
500
474
500
492
500
500
488
477
474
467
500
471
467
466
450
440
426
1999
2003
2007
2011
1999
2003
2007
2011
1999
x ≥ 625
2003
2007
2011
10
6
2
2
Advanced
550 ≤ x ≤ 625
26
24
16
10
High
475 ≤ x ≤ 550
34
36
32
24
Intermediate
400 ≤ x ≤ 475
23
27
32
29
Low
0 ≤ x < 400
7
7
18
35
Below minimum
|
1. Shanghai-China - 613
23. New Zealand – 500
45. Romania – 445
2. Singapore - 573
24.Czech Republic – 499
46.Cyprus – 440
3. Hong Kong-China - 561
25.France - 495
47.Bulgaria – 439
4. Chinese Taipei - 560
26.U Kingdom- 494
5. Korea - 554
27.Iceland - 493
6. Macao-China - 538
28.Latvia - 491
50.Thailand – 427
7. Japan - 536
29.Luxembourg - 490
51.Chile – 423
8. Liechtenstein - 535
30.Norway - 489
52.MALAYSIA - 421
9. Switzerland - 531
31.Portugal - 487
53.Mexico – 413
10. Netherlands – 523
32.Italy - 485
54.Montenegro – 410
11. Estonia - 521
33.Spain - 484
55.Uruguay – 409
12. Finland - 519
34.Russian Fed. – 482
56.Costa Rica – 407
13. Canada – 518
35.Slovak Republic – 482
57.Albania – 394
14. Poland - 518
36.United States – 481
58.Brazil – 391
15. Belgium - 515
37.Lithuania - 479
59.Argentina – 388
16. Germany- 514
38.Sweden - 478
60.Tunisia – 388
17. Viet Nam – 511
39.Hungary - 477
61.Jordan - 386
18. Austria - 506
40.Croatia – 471
62.Colombia – 376
19. Australia - 504
41.Israel – 466
20. Ireland – 501
42.Greece - 453
21. Slovenia – 501
43.Serbia – 449
22. Denmark – 500
44.Turkey - 448
OECD
Ave - 494
49.Kazakhstan – 432
63.Qatar – 376
64.Indonesia – 375
65.Peru – 368
PISA 2012
International
Ave - 456
48.UAE – 434
Urban
Rural
students from high-income families do better than those from low-income families
…girls do better than boys in almost all academic subjects
…high in equality, but lack in equity of access
School Assessment
Physical activities, sports, and
co-curricular Assessment
School Based Assessment
Psychometric
Assessment
Central
Assessment
High Stake Assessment
Y13
STPM
Y11
SPM
School-Based Assessment
Y8
PT3
Y6
UPSR
to evaluate their students formatively and
summatively by collecting evidence
through various means such as homework,
students’ presentation, project work, paperand-pencil test, and so on.
SEA – BES (MATHEMATICS) :
RECOMMENDATIONS AND SUGGESTIONS
Rationale
…developed and used as benchmarking
documents
…must be careful so that the SEA-BES document
is not becoming the definite agreement
…must be comply with the traditional values in
SEA countries
Content & Format
…don’t have to be very particular
… but should states the Content Standards and Learning
Standards for every levels of schooling, in every learning areas
…for the curriculum developers or the policy makers
…can use NCTM or CCSS (US) as models
Processes & Activities
…can be more productive if certain processes and
activities are put and stated explicitly in the standard
learning
…in some conceptual understanding, students need to go
certain activities and processes
…Teachers can add their creativity in implementing
suitable pedagogical approach
…should appear as Key-Stagebased standards, instead of
grade-based standards.
…should be written to inspire or
encourage the curriculum
developer or policy makers in
these countries to adopt and adapt
21st century skills - knowhow
Regional values
Global competencies
TIMSS and PISA
TERIMA KASIH
bit.ly/mathmalaysia
RADIN MUHD IMADUDDIN BIN RADIN ABDUL HALIM
ASSISTANT DIRECTOR
SCIENCE AND MATHEMATICS SECTOR
CURRICULUM DEVELOPMENT DIVISION
MINISTRY OF EDUCATION MALAYSIA
03-8884 2221 / 013-3668108
radin.muhd@moe.gov.my