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KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH


DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

SAINS
TAHUN EMPAT
( EDISI BAHASA INGGERIS)
i
ii
KURIKULUM STANDARD SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

SAINS
TAHUN 4
(Edisi Bahasa Inggeris)

BAHAGIAN PEMBANGUNAN KURIKULUM

iii
Cetakan Pertama 2016
Kementerian Pelajaran Malaysia 2016

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam
apa-apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum
mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8,
Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan , 62604 Putrajaya.
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CONTENT

NATIONAL PRINCIPLES v

NATIONAL EDUCATION PHILOSOPHY vi

NATIONAL SCIENCE EDUCATION PHILOSOPHY vii

INTRODUCTION 1

DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 1

AIMS AND OBJECTIVES 4

FOCUS 5

ELEMENTS ACROSS THE CURRICULUM 12

SKILLS FOR 21ST CENTURY 15

SKILLS AND VALUE FOR THE 21ST CENTURY 16

STUDENT PROFILE 17

TEACHING AND LEARNING STRATEGIES 18

METHODS OF TEACHING AND LEARNING SCIENCE 20

ASSESSMENT OF TEACHING AND LEARNING 23

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ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 28

THEME : INTRODUCTION TO SCIENCE


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1.0 Scientific Skills
46
2.0 Science Room Rules

THEME : LIFE SCIENCE


3.0 Life Processes In Human 47
4.0 Life Processes In Animals 52

5.0 Life Processes In Plants 53

THEME : PHYSICAL SCIENCE


6.0 Measurement 55

THEME : MATERIAL SCIENCE


7.0 Properties Of Material 62
8.0 Rusting 65

THEME : EARTH AND SPACE SCIENCE


9.0 Solar System 66

THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE


10.0 Technology 68

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RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita
untuk mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya; memelihara satu cara hidup
demokratik; mencipta masyarakat yang adil bagi
kemakmuran negara yang akan dapat dinikmati bersama
secara adil dan saksama; menjamin satu cara yang liberal
terhadap tradisi-tradisi kebudayaannya yang kaya dan
berbagai-bagai corak; membina satu masyarakat progresif
yang akan menggunakan sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita
tersebut berdasarkan atas prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

v
Pendidikan di Malaysia adalah suatu usaha
berterusan ke arah memperkembangkan lagi
potensi individu secara menyeluruh dan
bersepadu untuk mewujudkan insan yang
seimbang dan harmonis dari segi intelek,
rohani, emosi dan jasmani berdasarkan
kepercayaan dan kepatuhan kepada Tuhan.
Usaha ini adalah bagi melahirkan rakyat
Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan
mencapai kesejahteraan diri serta memberikan
sumbangan terhadap keharmonian dan
kemakmuran keluarga, masyarakat dan negara.

vi

vi
FALSAFAH PENDIDIKAN SAINS KEBANGSAAN
FALSAFAH PENDIDIKAN SAINS NEGARA

Selaras dengan Falsafah Pendidikan Kebangsaan,


pendidikan sains di Malaysia memupuk budaya Sains dan
Teknologi dengan memberi tumpuan kepada
perkembangan individu yang kompetitif, dinamik, tangkas
dan berdaya tahan serta dapat menguasai ilmu sains dan
keterampilan teknologi.

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INTRODUCTION PREFACE levels. The Core Science subjects in upper secondary school
aim to develop pupils science literacy, innovative skills and to

As articulated in the National Education Philosophy, education equip them to enter fields of science. The Elective Science

in Malaysia is an on-going effort towards developing the Subjects offer options to pupils based on their inclinations,

potential of individuals in a holistic and integrated manner to interests and abilities in the science field to venture into

produce individuals who are intellectually, spiritually, careers specifically in science and technology fields. This

emotionally and physically balanced. The primary and group of pupils will continually contribute to the development

secondary school science curriculum standard is developed of the nation.

with the aim of producing such individuals.


This group of pupils will become the human resources
The overall Science Standard Curriculum encompasses in the field of science and technology that will contribute to the
three core science subjects and four elective science subjects. The continuity in the development of the country.
Core Science Subjects are Primary School Science, Lower
Secondary Science, and Upper Secondary Science. The Elective
Science subjects offered in upper secondary are Biology,
DESIGN OF THE STANDARD-BASED
Chemistry, Physics, and Additional Science.
CURRICULUM FOR PRIMARY SCHOOL

The concept of strands introduced in KSSR, is a form of


The Core Science Subjects for primary and lower
classification of knowledge, skills and values. This concept
secondary school are designed with emphasis on the
focuses on the development of a physically, emotionally, spiritually
knowledge and understanding of science to produce science and intellectually balanced human capital. Six strands are identified
literate pupils so as to prepare them for science at higher to represent the fields of knowledge, skills and values that form the

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basis of development of creative and critical thinking, and Physical and Aesthetic Development
innovative individuals (Diagram 1). The strands reflect explicit
The Physical Development and Aesthetic strand emphasises on
structuring of discipline of knowledge, skills and values that pupils
physical and health development for personal well-being and
need to acquire. Each strand is interconnected and integrated.
nurturing of imagination, creativity, talent and appreciation.
Knowledge disciplines that develop the physical aspects are
Physical Education and Health Education. Creativity, talent and
Communication
appreciation are nurtured through Visual Art Education and Music
The communication strand emphasises the integration process of Education.
the language skills in the form of verbal and non-verbal during
interaction. This strand focuses on language skills such as listening
and speaking, reading and writing, as well as the added value of Humanity
reasoning. Pupils need to master these skills to assist them in the
The Humanity strand emphasises on the mastery and practice of
process of acquisition of knowledge, skills and values in the other
knowledge about community and the environment locally, nationally
strands. Language proficiency prepares pupils to select accurate
and globally as well as the appreciation of the spirit of patriotism
and systematic language used in social interaction.
and unity. History is the knowledge discipline in the Humanity
strand introduced at Level II of the primary school.

The knowledge disciplines within the communication strand include


Bahasa Melayu, English Language, Bahasa Cina, Bahasa Tamil,
Bahasa Arab, Bahasa Iban, Bahasa Kadazandusun and Bahasa
Semai.

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Communication
Integration of language skills while
interacting verbally and non-verbally
codes in Bahasa Malaysia, English,
Chinese and Tamil

Spiritual, attitude
Physical development
and values
& Aesthetics
Internalisation of religious pratices,
beliefs, attitude and values Physical and health development for
personal well-being

Fostering imagination, creativity, talent


Science &
Technology
Humanity
Mastery of scientific knowledge
and skills Mastery of knowledge and practices
Mastery of mathematical regarding social sciences, local
knowledge and skills environment, country and global.
Internalisation of patriotism and
Mastery of technology-based
unity
knowledge and skills

Personal
Development
Nurturing and developing leadership
and attitudes through curricula and
co-curricula activities

Figure 1: Framework for Curriculum KSPK and KSSR

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Personal Development Spiritual, Attitude and Value

The Personal Development strand emphasises the nurturing of The Spiritual, Attitude and Value strand emphasises the learning
leadership and character building through curricular and co-curricular areas that focus on religious practices, beliefs, attitudes and values.
activities. Pupils are given the opportunity to integrate knowledge, Knowledge disciplines in this strand are Islamic Studies for Muslim
skills and values learned in the classroom and practise them in co- pupils and Moral Education for non-Muslim pupils.
curricular activities. Participation in co-curricular activities such as
societies, uniformed bodies and sports provide opportunities for
pupils to lighten their potential as leaders to themselves, friends, AIMS
family and the community.

The aim of Science Standard Curriculum for primary is to instil

Science and Technology interest and develop creativity amongst pupils through experience
and investigation so as to master knowledge in science, scientific
The Science and Technology strand emphasises the mastery of: skills, thinking skills and, scientific attitudes and values.

scientific knowledge, skills and scientific attitude


knowledge, skills and values in mathematics
knowledge and technology-based skills OBJECTIVES

Knowledge discipline in Science and Technology Strand are


The Level Two Primary School Science Curriculum aims to:
Science, Mathematics, Design and Technology (DT) and Information
and Communication Technology (ICT). 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.

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4. Provide pupils with an understanding on scientific facts and be utilised. Scientific skills are vital in any activities involving scientific
concepts.
investigation.
5. Enables pupils to apply knowledge and skills in a critical,
creative and analytical manner for problem solving and Scientific skills encompass science process skills and manipulative
decision making.
skills.
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.
Science Process Skills

FOCUS Science Process Skills enable pupils to formulate questions and find
out the answers systematically.

Descriptions of the science process skills are as the following:


Science Curriculum focuses on thoughtful learning. Thoughtful
learning is a process of acquisition and mastery of knowledge and
Observing Using the sense of sight, hearing, touch,
skills that can develop pupils minds to the optimum level. Thoughtful
taste or smell to gather information about
learning does not just focus on the content to be taught, but also objects and phenomena.
encompasses pedagogy and assessment. Thoughtful learning
occurs when the inquiry approach that emphasises scientific skills Classifying Using observations to group objects or
and thinking skills are integrated. phenomena according to similar
characteristics

Measuring and Making quantitative observations using


Using Numbers numbers or tools with standard units or
tools standardised with reference units.
SCIENTIFIC SKILLS
Making \Making initial conclusions that are
Science emphasizes inquiry method and problem solving. In inquiry Inferences reasonable, that may be true or false to
and problem solving processes, scientific and thinking skills need to
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explain events or observations.

Making Making a general statement about the


Predicting Making forecast about events based on Hypothesis relationship between the voo]
observations and previous experiences or
collected data. ariables that is assumed to be true to explain
an observation or event. The statement can be
tested to determine its validity.
Communicating Accepting, choosing, arranging, and
presenting information or ideas in the form
of writing, verbal, tables, graphs, figures Experimenting Planning and conducting an investigation to
or models. test a hypothesis, collecting and interpreting
data until a conclusion can be obtained.

Using Space- Describing changes in parameters such


Time as location, direction, shape, size, volume,
Relationship weight and mass with time.
Manipulative Skills
Interpreting Data Giving rational explanations about an In a scientific investigation, manipulative skills are psychomotor skills
object, event or pattern derived from that enable pupils to:
collected data.

Defining Defining concepts by describing what must Use and handle science apparatus and substances correctly.
Operationally be done and what should be observed.
Store science apparatus and substances correctly and safely.

Controlling Identifying manipulated variables, Clean science apparatus correctly


Variables responding variables and fixed variables. In
Handle specimens correctly and carefully.
an investigation, a variable is manipulated to
observe its relationship with the responding Sketch specimens, apparatus and substances accurately
variable. At the same time, the other
variables are kept the same.

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SCIENTIFIC ATTITUDES AND NOBLE VALUES The inculcation of scientific attitudes and noble values generally
occurs through the following stages:

Learning experiences science can foster positive attitudes and


values in pupils. Positive attitudes and values fostered in the Be aware and understand the importance and the need of
teaching of science in schools include scientific attitudes and noble scientific attitudes and noble values.
values as the following: Giving attention and response.
Internalising and practising.
Having an interest and curiosity towards the environment.
Inculcate scientific attitudes and noble values in life.
Being honest and accurate in recording and validating data.
Being diligent and persevere when carrying out a task.
Being responsible about the safety of oneself, others and the
environment. In this curriculum standard, learning standard for the affective
Realising that science is a means to understand nature. domain is written explicitly where appropriate. However, scientific
Appreciating and practising clean and healthy living. attitudes and noble values in teaching and learning need to be
Appreciating the balance of nature.
integrated continuously. For example, during science practical work,
Being respectful and well-mannered.
Appreciating the contribution of science and technology. the teacher should remind pupils the importance of being careful,
Being thankful to God. thorough, cooperative, honest and persevere when carrying out
Having critical and analytical thinking. experiments.
Being flexible and open-minded.
Being kind-hearted and caring.
Being objective
Being systematic Proper planning is required to optimize the inculcation of scientific
Being cooperative attitudes and noble values. Teachers are encouraged to go through
Being fair and just.
all learning standards related to the content standard including the
Dare to try
learning standard about the inculcation of scientific attitudes and
Thinking rationally
Being confident and independent noble values before starting a lesson in the particular learning area.

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Critical Thinking Skills breaking it down into smaller parts to


understand concepts or events as well as
A brief description of each critical thinking skill is as the following: to find the implicit meanings.

Attributing Identifying characteristics, features,


qualities and elements of a concept or an Detecting Bias Detecting views or opinions that have the
object. tendency to support or oppose something.

Comparing and Finding similarities and differences based Evaluating Making consideration on the good and bad
Contrasting on criteria such as characteristics, qualities of something based on valid
features, qualities and elements of objects evidences or propositions.
or events.

Grouping and Separating and grouping objects or Making Making a statement about the outcome of
Classifying phenomena into groups based on certain Conclusions an investigation based on a hypothesis or
criteria such as common characteristics or strengthening something based on an
features. investigation.

Sequencing Arranging objects and information in order


based on the quality or quantity of common
characteristics or features such as size, Creative Thinking Skills
time, shape or number.
A brief description of each creative thinking skill is as the following:

Generating Ideas Producing ideas related to something.


Prioritising Arranging objects or information in order
based on their importance or urgency.
Relating Making connections in certain situations
or events to find a structure or pattern of
Analysing Processing information in detail by relationship.

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Making Making initial conclusions that are be tested to determine its validity.
Inferences reasonable, that may be true or false to
explain events or observations. Making Analogies Forming an understanding about a
complex or abstract concept by relating it
to simple or concrete concepts with
similar characteristics.
Predicting Making forecast about events based on
observations and previous experiences
or collected data.
Inventing Producing something new or modifying
something already in existence to
overcome problems in a systematic
Making Making a general statement about certain manner.
Generalisations matter from a group of observations on
samples or some information from that
group.

Thinking Strategies
Visualising Forming perception or making mental
Description of each thinking strategy is as the following:
images about a particular idea, concept,
situation or vision.
Conceptualising Making generalisations towards building
of meaning, concept or model based on
inter-related specific common
Synthesising Combining separate elements to produce
characteristics.
an overall picture in the form of writing,
drawing or artefact.

Making Selecting the best solution from several


Decisions alternatives based on specific criteria to
Making Making a general statement about the
achieve the intended aims.
Hypotheses relationship between the variables that is
assumed to be true to explain an
observation or event. The statement can

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Problem Solving Finding the right solutions in a


systematic manner for situations that
are uncertain or challenging or
unanticipated difficulties.
Thinking Skills

Besides thinking skills and thinking strategies, another skill


emphasised is reasoning. Reasoning is a skill used in making logical, Critical Creative
rational, fair and just consideration. Mastery of critical and creative
Attributing
thinking skills and thinking strategies is made easier if an individual is
Comparing and Generating ideas
able to provide reasoning in inductive and deductive manner. Figure contrasting Relating
Grouping and Making inferences
2 gives an overall picture of the thinking skills and thinking strategies classifying Predicting
Sequencing Reasoning Making hypothesis
(TSTS). Prioritising Synthesising
Analysing Making
Detecting bias generalisations
Evaluating Visualising
Making conclusions Making analogies
Inventing

Thinking Strategies

Conceptualising
Making decisions
Problem solving

Figure 2: TSTS Model in Science

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Mastery of TSTS through the teaching and learning of science can together with knowledge and suitable attitudes ensure pupils to think
be developed through the following stages: effectively.

The mastery of Science Process Skills requires pupils to master the


1. Introducing TSTS. relevant thinking skills. The main thinking skills that are related to

2. Practising TSTS with teachers guidance. each science process skill are as the following:

3. Practising TSTS without teachers guidance.

4. Applying TSTS in new situations and developed with Science Process Skills Thinking Skills
teachers guidance.

5. Applying TSTS together with other skills to accomplish


thinking tasks. Observing Attributing
Comparing and contrasting
Further information about the stages on the implementation of TSTS Relating
can be referred to the guidebook Buku Panduan Penerapan
Classifying Attributing
Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan Comparing and contrasting
Pembelajaran Sains (Curriculum Development Centre, 1999). Grouping and classifying

Measuring and Using Relating


Numbers Comparing and contrasting

Relationship between Thinking Skills and Science Making Inferences Relating


Comparing and contrasting
Process Skills Analysing
Making Inferences
Science Process Skills are skills that are required in the process of
Predicting Relating
finding solutions to a problem or making decisions in a systematic
Visualising
manner. It is a mental process that promotes critical, creative,
analytical and systematic thinking. Mastery of Science Process Skills Using Space-Time Sequencing
Relationship Prioritising
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Teaching and Learning Based on Thinking Skills


Science Process Skills Thinking Skills
and Scientific Skills

Interpreting data Comparing and contrasting


Analysing
Detecting bias This Science Curriculum Standard emphasises thoughtful learning
Making conclusions
Making Generalisations based on thinking skills and scientific skills. In this curriculum, the
Evaluating intended learning standard is written by integrating acquisition of
knowledge with mastery of thinking skills and scientific skills. Thus in
Defining operationally Relating
Making analogies teaching and learning, teachers need to integrate mastery of skills
Visualising together with acquisition of knowledge and the inculcation of
Analysing
scientific attitudes and noble values.
Controlling variables Attributing
Comparing and contrasting
Relating
Analysing

Making hypothesis Attributing ELEMENTS ACROSS THE CURRICULUM


Relating
Comparing and contrasting
Generating ideas
Making hypothesis The Elements across the Curriculum (EMK) is a value-added
Predicting element applied in the teaching and learning process other than
Synthesising those specified in the Content Standard. The integration of these
Experimenting All thinking skills elements is aimed at strengthening the human capital skills and
competency as well as intended to prepare pupils for the challenges
Communicating All thinking skills
of the present and the future. The elements across the curriculum in
KBSR i.e. language, science and technology, environmental
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sustainability, values and patriotism are still relevant to be used in To reach this aim, the writing of the learning standard for the subject
KSSR. of Science that is related to inculcating creativity and innovation is
stated clearly. However, teachers are also encouraged to instil
elements of creativity and innovation in any topic deemed suitable if
The new elements of EMK, namely creativity and innovation, these elements are not stated clearly. Teachers should prepare
entrepreneurship, as well as ICT are identified as a complementary activities that increase interest and creativity and students should be
effort to enhance the quality of KSSR implementation. The following equipped with knowledge, skills and tools that will enable them to
is a description about the new elements of EMK in KSSR: develop creativity and inculcate attitudes and personalities of
creative individuals.

Creativity and Innovation


Entrepreneurship
Creativity and Innovation are two related items.
In the New Economic Model, among the characteristics of Malaysia
Generally, creativity refers to the act of generating new ideas,
in 2020 is innovation and entrepreneurship. The instilling of the
approaches and new actions. Innovation on the other hand, is the
element of entrepreneurship in KSSR is aimed at forming the
process of generating new ideas and applying creative ideas in
characteristics and practices of entrepreneurship until it becomes a
certain contexts.
culture among students. Entrepreneurship characteristics can be
formed by:
The element of creativity and innovation is an element that is
stressed upon in KSSR to prepare students to handle 21st century Practicing entrepreneurship
challenges. Creativity and innovation in students need to be Applying entrepreneurship thinking
inculcated and developed to optimum levels so that they are capable Applying knowledge and business management skills
of generating ideas and inventions that are of quality, that become Formulating concepts, processes or products of
practices and cultures in the lives of Malaysian citizens in the future. entrepreneurship
Practice moral values and good ethics in entrepreneurship
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Teachers must ensure that EMK are integrated effectively in the


teaching and learning process in order to produce individuals as
All characteristics and practices are implemented according to
intended in the National Education Philosophy.
primary school childrens abilities.
The relationship between EMK and the development of a balanced
individual is illustrated in Diagram 3.

Information and Communication Technology LANGUAGE


Entrepreneurship
Technology is an effective method to strengthen the learning of
science. The use of technology like television, radio, computer,
BALANCED INDIVIDUAL
computer internet software, course software, and computer interface Critical Creative and SCIENCE AND
Innovation Thinking
makes the learning of science more interesting and effective. TECHNOLOGY
VALUES
Animation and computer simulations are a useful method to learn a Creativity and
Information and
Communication
difficult and abstract concept and can be presented in the form of Innovation Technology
course software or website.

The element of Information and Communication Technology is one of


the elements added to KSSR. There are three approaches in using
Information and Communication Technology in KSSR:
Diagram 3: EMK in the development of a Balanced individual
Learning about ICT
Learning through ICT
Learning with ICT

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SKILLS FOR 21ST CENTURY HOTs Description

Applying Using knowledge, skills and values to take actions in


different situations.
Higher Order Thinking Skills (HOTS)
The national curriculum aims to produce pupils who are well Breaking down information into smaller parts to
balanced, resilient, curious, principled, well informed, and patriotic Analizing enhance understanding and make relationship between
and possess thinking and communication skills and able to work in the parts.

teams. The 21st century skills are in line with the six aspirations as
Evaluating Using knowledge, experience, skills and values to
outlined in the Malaysia Education Blueprint. The six aspirations are consider, make decisions and give justifications.
leadership skills, bilingual proficiency, ethics and spirituality, social
identity, knowledge and thinking skills intended to be acquired by Creating Producing ideas, products or methods creatively and
innovatively.
every pupil to enable them to compete globally.

Table 1: Description of HOTs


Thinking skills have been emphasized in the curriculum since 1994
to introduce Creative and Critical Thinking Skills (KBKK). KBKK HOTS can be applied in the classroom through activities in the form
emphasises on thinking from the low to the higher level. Starting from of inquiry, solving problems and projects. Teachers and pupils need
2011, the Primary School Curriculum Standard (KSSR) has placed to use the thinking tools such as thinking maps, mind maps, and
emphasis on Higher Order Thinking Skills (HOTS). Thinking Hats and high level questioning, inside and outside the
classroom to encourage pupils to think. Pupils are accountable to
their own learning.
Higher order thinking skills is the ability to apply knowledge, skills
and values for reasoning and reflecting in solving problems, making
decisions, to innovate and to create. HOTs refer to the skills of
applying, analizing, evaluating and creating as shown in Table 1.
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SKILLS AND VALUE FOR THE 21st CENTURY Communication Skills


Information and Communication Technology
Cooperation
A student must be equipped with skills, knowledge and values to
Entrepreneurship
excel in life and career in the 21st century. The Ministry of Education
Leadership
Malaysia (MOE) has identified skills and values that each pupil
Lifelong learning
needs to have to face the 21st century. Skills and values consist of 3
Flexibility
aspects:
Ability to Adapt
Initiative and Self-direction

Thinking skills: Prepares pupils to face life and current working


environment which is becoming more challenging. The skills are: Values: Guideline for pupils to become individuals with noble
character, capable of making decisions and act responsibly towards
Creative
family, society and country which encompass:
Critical
Reasoning Spirituality

Innovative Humanity

Problem solving Patriotism

Decision making Integrity


Responsibility
Unity
Career and Life Skills: Crucial than thinking skills and knowledge.
Pupils develop career and life skills to face a complex life and current
working environment which is becoming more challenging. These
are:

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STUDENT PROFILE and creative in handling new learning fields.

The critical factor that contributes towards social growth, culture and
economy of a country is the development of innovative and highly Skilled in Able to voice out and express their thoughts,
communication: ideas and information with confidence and
skilled human capitals. Hence each pupil must be physically,
creatively in verbal form and in writing, using
emotionally, spiritually and intellectually balanced as stated in the various media and technology
National Education Philosophy.

To compete at a global stage, MOE has outlined 10 Student Profiles Teamwork: Work effectively and harmoniously with others.
which are characterised as below: Take on responsibility while respecting and
appreciating the contributions given by team
Balanced: Physically, emotionally, spiritually and members. Become better leader and team
intellectually balanced to achieve personal mate by obtaining interpersonal skills through
satisfaction, show empathy, compassion, and collaborative activities
respect for others. Able to contribute towards a
harmonious family, community and country
Curious: Develop natural curiosity to explore strategies
and new ideas. Learn skills that are needed to
Resilient: Able to face and overcome difficulties, carry out inquiry and research, as well as
overcome challenges with wisdom, confidence, practice independent learning. Enjoy
tolerance and empathy. continuous lifelong learning experiences.

Thinker: Able to think critically, creatively and Principled: Honest and have integrity, equality, fair and
innovatively; handle complex problems and respect the dignity of individuals, group and
make ethical decisions. Think about learning community. Responsible for their actions,
and themselves as pupils. Generate consequences and decisions.
questions and are open to perspective, values
and individual and societal traditions. Confident

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Informative: Knowledgeable and form wide understanding should be made aware of the thinking skills and thinking strategies
which is balanced across various disciplines. that are being used in their learning. They should be challenged with
Explore knowledge on local and global issues
higher order questions and problems and be required to solve
effectively and efficiently. Understand ethical
issues/laws related to the information gained. 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
Caring/ Concern Show empathy, compassion and respect noble values. Thoughtful learning can take place through various
towards needs and feelings of others. learning approaches such as inquiry, constructivism, science,
Committed to serve the society and ensure
sustainability of nature. technology and society, contextual learning and mastery learning.

Patriotism Portray love, support and respect towards the


country. Approaches to Teaching and Learning Science

Inquiry-Discovery Approach

Inquiry-discovery approach emphasises learning through


experiences. Inquiry generally means to find information, to question
TEACHING AND LEARNING STRATEGIES
and to investigate a phenomenon. Discovery is the main
Teaching and learning strategies in the science curriculum characteristic of inquiry. Learning through discovery occurs when the
emphasise on thoughtful learning. Thoughtful learning is a process main concepts and principles of science are investigated and
that helps pupils acquire knowledge and master skills that will help discovered by pupils themselves. Through activities such as
them develop their minds to the optimum level. Learning activities experiments, pupils investigate a phenomenon and draw conclusions
should therefore be geared towards activating pupils critical and by themselves. Teachers then lead pupils to understand the science
creative thinking skills and not be confined to routine method. Pupils concepts through the results of the inquiry. Thinking skills and

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scientific skills are thus developed further during the inquiry process. approaches such as contextual learning and the science, technology
However, the inquiry-discovery approach may not be suitable for all and society (STS) approach. The theme and objective of learning
teaching and learning situations. Sometimes, it may be more that is based on STS is reflected in this standard curriculum. The
appropriate for teachers to present concepts and principles directly STS approach recommends that the learning of science is done
or through guided inquiry-discovery to pupils. through investigation and discussions based on science, technology
and society issues. Science and technology knowledge can be learnt
together with the application of science and technology and their
implications on the society.
Constructivism
Constructivism is an ideology that suggests pupils learn by building
their own understanding that is meaningful to them. The important Meaningful learning occurs if pupils can relate their learning with their

attributes of constructivism are: everyday 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

Teachers considered pupils prior knowledge. carry elements of STS are incorporated into the curriculum. STS
approach suggests that science learning takes place through
Learning is the result from pupils own effort.
investigation and discussion based on science, technology and
Learning occurs when pupils restructure their existing ideas
society issues. Knowledge of science and technology can be learnt
by relating new ideas to old ones.
with the application of science and technology and their impact on
Pupils have the opportunities to cooperate, share ideas and
experiences and reflect on their learning. society.

Science, Technology and Society approach Contextual Learning


Contextual learning is an approach that associates learning with
Meaningful learning occurs if pupils can relate what they have learnt
pupils everyday life. This approach involves investigative learning as
with their daily life. Meaningful learning happens to various
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in the inquiry-discovery approach. In contextual learning, the teaching and learning methods are not explicitly stated. This is to
relationship between knowledge taught and everyday life is explicitly enable teachers to use their own creativity in teaching and pupils to
demonstrated. In this context, pupils not only learn in theory but learn acquire the intended knowledge, skills, attitudes and values.
to appreciate the relevance of science in their lives.
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

Mastery learning infrastructure. Besides the role of presenting information and subject
matter expert, teachers also act as facilitators in teaching and
Mastery learning is an approach that ensures all pupils to acquire learning. Teachers should be attentive to the various repertoire of
and master the intended learning objectives. This approach is based intelligences among pupils. Different methods and activities should
on the principle that pupils are able to learn if given the opportunities. be planned to cater to pupils with multiple intelligences.
Pupils should be allowed to learn at their own pace, with the
The following are brief descriptions of some teaching and learning
incorporation of remedial and enrichment activities as part of the
methods.
teaching-learning process.

Experiment
METHODS OF TEACHING AND LEARNING
An experiment is a method commonly used in science lessons.
SCIENCE
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
Teaching and learning approaches can be implemented through
skills, and manipulative skills.
various methods such as experiments, discussions, simulations,
projects, the usage of external resources, future research and In general, procedures to follow when conducting an experiment are:
problem solving. In this curriculum standard, suggestions for these
Identifying a problem
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Making a hypotheses lead pupils towards the topic discussed. Discussions can be
Planning the experiment conducted during and after experiments, projects, data collection and
- Controlling variables
interpretation activities, simulations using external resources,
- Determining equipment and materials needed
- Determining the procedures of the experiment problem solving etc.
- Determining the method of data collection
- Determining the method of data analysis
Conducting the experiment Simulation
Collecting data
Analysing data Simulation is an activity that resembles the actual situation.
Interpreting data Simulations can be carried out through role-play, games or use of
Making a conclusion model. In role-play, pupils act out a particular role spontaneously
Writing the report
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-
In this standard curriculum, it is suggested that, besides guiding
making. Models are used to represent objects or real situations.
pupils to carry out experiments, pupils are given the opportunity to
Pupils will be able to visualise the real situation, thus understanding
design experiments, which involves drafting their own experimental
the concepts and principles learned.
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. Project

A project is an activity carried out individually or in groups to achieve


Discussion a certain goal that takes a long time and exceeds formal teaching
A discussion is an activity in which pupils question and present their hours. Pupils are required to identify methods to solve the problem
opinions based on arguments or valid reasons. During discussions, given and thus plan the entire project.The outcome of the project
pupils must have an open mind to accept others opinions. The either in the form of a report, an artefact or in other forms needs to
teacher should play the role of a facilitator by asking questions that be presented.
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Visits and Use of External Resources Identify and understand a problem


Explain the problem
Learning science through visits to zoos, museums, science centres, Finding alternative solutions
research institutes, mangroves swamps and factories can make Carry out operations to solve the problem
learning more effective, enjoyable and meaningful. Learning through Evaluate solutions

visits can be optimised by careful planning whereby pupils have to


carry out or perform tasks during the visit. Discussion after the visit Use of Technology
should be held to conclude the activities carried out.
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 make the teaching and learning of science more
Future Research
interesting and effective. Animation and computer simulation is an
Pupils use critical and creative thinking to explore changes from the effective tool for learning of difficult and abstract science concepts
past to the future. This pedagogy is pupils-centered and integrates and can be presented in the form of courseware or website.
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:

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ASSESSMENT OF TEACHING AND LEARNING Achievement Level is arranged in a hierarchy to be used as a


benchmark in the individual report.

Assessment is an element in the learning process that encompasses


describing, collecting, recording, scoring, and interpreting information
STANDARD TERMS OF PERFORMANCE
about pupils learning for a particular purpose. Therefore assessment
is a process of getting information and making evaluation of pupils
achievement. PERFORMANCE
STANDARD
LEVEL
Assessment is a yardstick to assess pupils achievement in obtaining
knowledge, skills and ethics besides assessing the activities carried 1 Know
out during T&L.
2 Know and Understand
Assessment supports pupils learning and provides valuable
3 Know, Understand and Can Do
feedback to stakeholders such as administrators, teachers, pupils
and parents/guardians about pupils progress and achievement. Know, Understand and Can Do with Good
4
Attitude

Know, Understand and Can Do with Good


5
Attitude and Laudable
The feedback is used to enhance the quality of T&L.
Know, Understand and Can Do with Excellent
T&L assessment is more inclined to be formative and prioritises the 6
Attitude, Laudable and Exemplary
progress of each pupil from one level to another. A teacher is able to
diagnose and detect the development of pupils. This provides an
opportunity for teachers to rectify mistakes and weaknesses of pupils Who should conduct the assessment?
immediately so that it is not accumulated. The teachers will be able
The task of assessing is not only limited to teachers. Assessment
to identify pupils weaknesses and do follow up. The type and needs
can also be carried out by peers, pupils themselves and their
of T&L assessment is illustrated in Figure 4 below.
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parents/ guardians. Parents/guardians may assess the achievement General Interpretation of Performance Level
of their children, guided by assignment instructions or checklists.
PERFORMANCE
Therefore parents/guardians are directly involved in monitoring the INTERPRETATION
LEVEL
learning progress of their children.
1 Pupil knows the basics or can perform basic
skills or can respond to the basics.
How is the assessment done?
Pupil shows their understanding by changing
2 type of communication or translates and can
explain what they have learned.
T&L assessment can be carried out according to the proposed steps
as shown in Figure 5. 3 Pupil uses knowledge to perform a skill in a
particular situation.

Pupil performs a particular skill with proper


4 attitude by following procedure or being
Performance Standard systematic.

Performance Standard is a statement of pupils learning development Pupil performs a particular skill in a new situation
5 by following procedure or being systematic,
level measured based on the standard and it indicates the position of
persistent with positive attitude.
pupils progress in their learning development. Developments in the
Standard are divided into two; i.e. horizontal development (construct) Pupil can express their creative and innovative
and vertical development (level of achievement). Pupils ideas, has the ability to make decisions to adapt
6 to requirements and challenges of everyday life,
developments are explained with one or more qualifiers using correct
communicate to obtain and convey information
words or phrases to describe the Standard in the form of learning using proper and polite sentences and be an
outcomes. Performance Standard is developed as a guide for the exemplary pupil.
teachers to improve School Assessment (SA) in line with Standard
Reference of Assessment.

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Interpretation of Performance Level for Primary something new in completing a task

Science
Assessment conducted comprises of knowledge, skills, scientific 2. VALUE
attitudes and moral values. Assessment of knowledge and skills are
stated in the Performance Standard related to Content Standard. Value Interpretation of Performance Level for Primary Science

PERFORMANCE
INTERPRETATION
LEVEL
PERFORMANCE
INTERPRETATION
LEVEL 1 Interest

1 Know the basic knowledge and skills in science


2 Interest and curious

Understand the science knowledge and skills Interests, curious, honest and accurate in
2 3
and can explain the understanding in any way. recording data.

Apply knowledge and scientific skills in Interest, curious, honest and accurate in
3 4
completing the task in a situation recording data, brave and systematic.

Analyzing knowledge and scientific skills to be Interest, curious, honest and accurate in
4 applied in completing the task in a situation recording data, brave and systematic,
5
systematically cooperates, diligent and perseverance in
completing task.
Analyze and synthesize knowledge and scientific
skills to be applied in completing the task or in a Interest, curious, honest and accurate in
5
new situation persistently, systematically and recording data, brave and systematic,
with positive attitude 6 cooperates, diligent and perseverance in
completing task, responsible for oneself, friends,
Analyze and synthesize knowledge and scientific
6 environment and courteous.
skills to be applied creatively and innovatively in
creating, evaluating or conceptualising

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ORGANISATION OF THE SCIENCE STANDARD require the students to master the intended science concepts.
CURRICULUM Generally, the Learning Standard is ordered according to level of
difficulty. However, the Learning Standard can be modified
accordingly. The Content Standard for the affective domain is written
The Science Standard Curriculum for Year 1 to Year 6 has six
at the end of the relevant cognitive domain. However not all cognitive
themes; Introduction to Science, Life Science, Physical Science,
domains are followed by affective domains.
Science of Matter, Science of the Earth and The Universe as well as
Technology and Sustainability. However, these themes are not
present in every year of study.
Performance Standard is a statement of the level of pupils learning
development measured with Standard Content and Learning
Standard as well as to indicate the position of pupils progress in their
Introduction to Science, Life Science, Physical Science, Material
learning development.
Science, The Earth and The Universe and Technology and
Sustainability are elaborated according to the Content Standard and
Learning Standard. The Content Standard has at least one or more
Pupils developments are explained with one or more qualifiers using
Learning Standards that are conceptualised based on determined
correct words or phrases to describe the Standards in the form of
fields of study. The Content Standards are written according to
learning outcomes. Performance Standard is developed as a guide
hierarchy in cognitive and affective domains. The Content Standard
for the teachers to implement School Assessment (SA) in line with
is a general statement that contains elements of knowledge,
Standard Reference of Assessment.
scientific skills, thinking skills, scientific attitudes and noble values in
line with the desired Learning Standard.

The teaching and learning process should be planned holistically and


integrally to allow several Learning Standards to be achieved.
The Learning Standard is a tangible learning objective. It comprises
Teachers should analyse all the Learning Standards and Content
the scope of learning with scientific skills and thinking skills that
Standards before planning teaching and learning activities. The
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activities can be varied to achieve the Content Standard to fulfil


leaning objectives. Teachers are encouraged to shape activities that
require the active participation of students to generate analytical, .
critical, innovative and creative thinking while using technology as a
means to achieve the Content Standard affectively.

The teaching and learning process involves activities, investigations


and experiments which are deemed appropriate to achieve learning
standard should be carried out to strengthen students'
understanding.

The Thematic Core Modules of World of Science and Technology is


introduced to Level One pupils. This module is a combination of
Science elements, Design & Technology and Information &
Communication Technology. The time allocated for the subject is 60
minutes per week.

For Level Two, Science is a single subject and the time allocated is
120 minutes per week.

27
CURRICULUM AND ASSESSMENT STANDARD DOCUMENT
KSSR Science Year 4

29
KSSR Science Year 4

INTRODUCTION TO SCIENCE
1.0 SCIENTIFIC SKILLS
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1.1 Science Pupils are able to:
process skills. 1.1.1 Observe 1 State all the senses involved in making
observations about the phenomena that
occurs.

2 Describe the utilization/use of the


senses involved when making
observations about the phenomena or
changes that occur.

3 Use all the senses involved to make


observations about the phenomena or
changes that occur.

* Use all the senses involved to make


4
qualitative observations to describe the
phenomena or changes that occur
* Use appropriate tools where
necessary to assist in making
observations.

30
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL

5 * Use all the senses involved to make


qualitative and quantitative observations
to describe the phenomena or changes
that occur
* Use appropriate tools where
necessary to assist in making
observations.

6 * Use all the senses involved


systematically to make qualitative and
quantitative observations to describe
the phenomena or changes that occur.
* Use appropriate tools where
necessary to
assist in making observations.

31
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL

1.1.2 Classify. 1 State the characteristics of objects by


observing the/its similarities and
differences

2 Describe the characteristics of


objects by observing the/its
similarities and differences.

3 Sort and group the objects based on


its common characteristics and
differences.

Sort and group the objects based on


4
its common characteristics and
differences and state the common
characteristics used.

32
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL

5 Sort and group the objects based on its


common characteristics and
differences and state the common
characteristics used and are able to
use another characteristic to sort and
group these objects.

Sort and group the objects based on its


6
common characteristics and different
until to the final stage by stating the
characteristic used

33
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 State more than one appropriate tool to
1.1.3 Measure and use numbers. measure a quantity.

Describe the tools and correct methods to


2
measure the quantity.

3 Measure using tools and standard units


correctly.

Measure using tools and standard units


4
with correct techniques.

5 Measure using tools and standard units


with correct techniques and record
systematically and completely in a table

Demonstrate how to measure using tools


6 and standard units with correct techniques
and record systematically and completely
in a table

34
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 State a reasonable interpretation of an
1.1.4 Make inference. event or observation.

2 Describe more than one reasonable


interpretation of an event or observation.

3 Draw a reasonable initial conclusion


based on interpretations of an event or
observation.

4 Draw a reasonable initial conclusion of an


event or observation by using gathered
information.

5 Draw more than one reasonable initial


conclusion of an event or observation by
using gathered information.

Draw more than one reasonable initial


6
conclusion of an event or observation by
using gathered information and able to
explain the conclusion drawn.

35
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL

1.1.5 Predict. 1 State a possibility of an event or data.

2 Describe a possibility or event.

3 Make a prediction of an event based on


observations, past experience or data.

4 Justify the most suitable and reasonable


prediction of an event or data.

5 Make predictions of an event based on


observations, past experience or data.

Make predictions of an event based on


6 0bservations, past experience or data.
Predict using interpolation or
extrapolation of data.

36
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 Arrange information obtained in a
1.1.6 Communicate. suitable form.

Record information or ideas in a suitable


2
form.

3 Record information or ideas in more than


one suitable form.

4 Record information or ideas in a suitable


form and present it systematically.

Record information or ideas in a suitable


5
form, present it systematically and have
a positive attitude towards information
collected.

6 Record information or ideas in a suitable


form, present it systematically, creatively
and innovatively in various forms and
able to provide feedback.

37
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 State a parameter that varies with time
1.1.7 Use space and time based on a situation.
relationship.
Describe a parameter that varies with
2
time based on a situation.

3 Arrange the occurrences of a


phenomenon or event chronologically
with time

4 Provide reasoning on changes in


parameter of a chronological
phenomenon or event with time

5 Arrange graphically the occurrences of


a phenomenon or event
chronologically with time.

6 Present and explain the chronological


changes of a phenomenon or events
with time.

38
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 Provide an explanation based on data.
1.1.8 Interpret data.
1.
2. Provide a description of more than one
2
explanation based on data.

3 3. Choose relevant ideas to make an


explanation about objects, events or
patterns of data

4. Correlate between the parameters in


4
the data based on the relationship
between the parameters or science
concepts.

5 5. Provide a rational explanation using


interpolation of objects, events or
patterns of data collected.

6 6. Provide a rational explanation using


interpolation or extrapolation of data
collected.

39
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
State what is done and what is observed
1.1.9 Define operationally 1
in a situation.

2 Describe what is done and what is


observed in a situation

3 Interpret what is done and what is


observed in a situation for the
predetermined aspects

4 Make more than one interpretation of


what is done and what is observed in a
situation for the predetermined aspects

5 Select the most appropriate interpretation


of a concept by stating what is done and
what is observed in a situation.

6 Describe the most appropriate


interpretation of a concept by stating what
is done and what is observed in a
situation.

40
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 Identify the variables that affect an
1.1.10 Control variables
investigation.

2 Describe the variables that affect an


investigation

3 Determine the manipulated variable in


an investigation.

4 Determine the responding and constant


variables after determining the
manipulated variable in an investigation

5 Explain the relationship between the


manipulated and responding variable in
an investigation.

6 Change the constant variable in an


investigation to manipulated variable
and state the new responding variable

41
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
State the variables involved in an
1.1.11 Make hypothesis 1
investigation.

2 Describe the variables involved in an


investigation.

3 Describe the relationship between the


variables in an investigation.

4 Make a general statement about the


relationship between variables that can
be tested in an investigation.

5 Relate the manipulated and responding


variable in making a hypothesis to be
tested.

6 Plan an investigation to test the


hypothesis.

42
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1.
1.1.12 Carry out experiment. 1 State the aim of the identified problem.

2 Make a hypothesis based on identified


problem.

Specify the appropriate method and


3
apparatus in planning the experiment.

4 Carry out the experiment to test the


hypothesis.

5 Carry out the experiment, collect data,


interpret the data and make a
conclusion to prove the hypothesis and
write a report.

Identify a new problem and design an


6
experiment to test the hypothesis.

43
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1.2 Science Pupils are able to:
1 List science apparatus, substances
manipulative
1.2.1 Use and handle science and specimens required for an
skills.
apparatus and substances activity.
correctly.
2 Describe the use of science
1.2.2 Handle specimens correctly apparatus, substances and
and carefully. specimens required for an activity
with the correct method.
Sketch specimens, apparatus
1.2.3
and science substances 3 Handling science apparatus,
correctly. substances and specimens required
for an activity with the correct method.
1.2.4 Clean science apparatus
correctly. 4 Using, handling, sketching, cleaning
and storing the science apparatus,
Store science apparatus and substances and specimens used in
1.2.5
substances correctly and an activity with the correct method.
safely.

44
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
5 Using, handling, sketching, cleaning
and storing the science apparatus,
substances and specimens used in
an activity with the correct methods,
systematically and sparingly.

6 Using, handling, sketching, cleaning


and storing the science apparatus,
substances and specimens used in
an activity with the correct methods,
systematically, sparingly and be an
example to others.

45
KSSR Science Year 4

2.0 SCIENCE ROOMS RULES


PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
2.1 Science Pupils are able to :
room rules. State one of the science room rules.
1
2.1.1 Adhere to science room
rules.
State more than one of the science
2
room rules.

Apply one of the science room rules.


3

4 Apply more than one of the science


room rules.

5 Give reasons the needs to adhere the


science room rules.

6 Be an example to peer in adhering to


science room rules.

46
KSSR Science Year 4

LIFE SCIENCE
3. LIFE PROCESSES IN HUMAN
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
3.1 Breathing process in Pupils are able to:
humans. 1 State the parts used in breathing are nose,
3.1.1 State that human use nose, trachea trachea and lungs.
and lungs to breathe through
observations using various media. 2 Describe the passage of air and movement
of chest in the breathing process.
3.1.2 Sketch the passage of air during
inhalation and exhalation. 3 Carry out activities to compare the rate of
breathing.
3.1.3 Describe chest movement by placing
hand on chest during inhalation and 4 Conclude that vigorous activities increases
exhalation. the rate of
breathing.
3.1.4 Make generalisation that rate of
breathing depends on types of 5 Justify the importance of fitness activities in
activities carried out by observing the every day life to maintain health.
chest movement.
6 Communicate creatively and innovatively
3.1.5 Explain observations using sketches, the type of fitness activities suitable to
ICT, writing or verbally. gender, age and health.

47
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
3.2 Excretion and Pupils are able to:
defecation. 1 State the examples of excretion and
3.2.1 State the meaning of excretion through defecation.
observations using various media.
2 Describe the meaning of excretion and
3.2.2 Identify excretory organs and its defecation.
products :
kidneys excrete urine 3 Use a graphic organiser to show excretory
skin excretes sweat organs and its products.
lungs excrete carbon dioxide
and water vapour 4 Provide reasoning on the importance of
human undergoing excretion and
3.2.3 State the meaning of defecation and its defecation.
product through observation using
various media
5 Justify through examples the needs of
3.2.4 Explain with examples that human human to undergo excretion and defecation.
needs to excrete and defecate.

3.2.5 Explain observations using sketches, Generate and present a graphical


ICT, writing or verbally. 6 presentation on the importance of excretion
and defecation.

48
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
3.3 Humans respond to Pupils are able to:
stimuli. 1 State that human respond when
3.3.1 State that human sensory organs stimulated.
respond to stimuli by carrying out
activities. 2 Give examples of humans response to
stimuli.
3.3.2 Explain with examples humans
responses to stimuli in everyday life. 3 Explain with examples sensory organs
that respond to stimuli.
3.3.3 Make inferences on the importance of
humans responses to stimuli. 4 Conclude on the importance of
humans response to stimuli.
3.3.4 Explain observations using sketches,
ICT, writing or verbally. 5 Justify the importance of caring for the
sensory organs.

6 Generate ideas about habits that


should be avoided which can cause
damage to the sensory organs.

49
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
3.4 Heredity in humans. Pupils are able to:
1 State that offspring inherit features of
3.4.1 State that offspring inherit parents parents.
features such as skin colour, type of hair
and looks by carrying out activities. 2 State verbally individual features
inherited from parents.

3.4.2 Explain with examples the features of 3 Explain with examples the features of
offspring that are inherited from their offspring that are inherited from their
generation. parents.

4 Descibe that the features of offspring


3.4.3 Explain observations using sketches, ICT, can also be inherited from generation.
writing or verbally.
5 Justify that the features inherited from
generation is a gift from God.

6 Generate a graphical presentation on


the family tree based on features
inherited.

50
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
3.5 Habits that bring harm Pupils are able to:
to human life 1 State human habits from prior
processes. 3.5.1 Explain with examples, habits that knowledge.
(120min) bring harm to human life processes
such as: 2 Identify habits that bring harm to life
eating imbalanced food processes.
smoking
glue sniffing 3 Explain with examples the effects of
drugs abusing habits that bring harm to life
consuming alcoholic beverages processes.

3.5.2 Explain effects of habits that bring


harm to human life processes such as: 4 Generate ideas on importance of
health practising a healthy life style.
growth
slow down responses to 5 Justify measures taken to avoid habits
stimuli. that bring harm to life processes.

3.5.3 Explain observations using sketches,


ICT, writing or verbally. 6 Create a creative and innovative
graphic presentation on efforts to
prevent unhealthy habits.
3.6 Loving ourself Pupils are able to:

3.6.1 Practise healthy lifestyle in everyday


life.

51
KSSR Science Year 4

4. LIFE PROCESSES IN ANIMALS


PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
4.1 Breathing organs of Pupils are able to:
animals. 1 State the breathing organs of animals.
4.1.1 Identify breathing organs of animals
through observation of actual animal 2 Give examples of animals with its
or various media i.e.: breathing organs.
lungs
e.g. cat, dog, crocodile, frog, 3 Classify animals according to its
whale breathing organ.
gills e.g. fish, tadpole, crab,
prawn 4 Make generalisation that some animals
moist skin e.g. frog, worm have more than one breathing organ.
spiracle e.g. cockroach,
grasshopper, butterfly, 5 Provide reasoning animals that have
caterpillar more than one breathing organ.

4.1.2 Make generalisation that some 6 Create a creative and innovative graphic
animals have more than one presentation on breathing organs of
breathing organ such as frog. animals.

4.1.3 Explain observations using sketches,


ICT, writing or verbally.

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KSSR Science Year 4

5. LIFE PROCESSES IN PLANTS


PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
5.1 Plants respond to Pupils are able to:
stimuli. 1 State parts of plant that respond to
5.1.1 Conclude that plants respond to stimuli.
stimuli by carrying out investigation
i.e.: 2 Describe the type of stimulus that causes
root responds to water response in plants.
root responds to gravity
shoot, leaf and flower responds 3 Explain with examples the respond of parts
to light of plant towards stimuli.
leaf responds to touch
4 Make a hypothesis that plants respond to
stimuli.
5.1.2 Explain observations using sketches,
ICT, writing or verbally. 5 Conclude that parts of plant respond to
stimuli.

6 Design a creative and innovative


presentation through various method
about an investigation of the response of
parts of plants towards stimuli.

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KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
5.2 Photosynthesis Pupils are able to:
1 Recall the basic needs of plants.
5.2.1 State plants make their own food
through photosynthesis by observing 2 State photosynthesis is a process of plants
various media. making its own food.

5.2.2 State photosynthesis needs carbon 3 Using information from various media to
dioxide, water, sun light, and chlorophyll state the products of photosynthesis and the
by observing various media. need of plants to carry out photosynthesis.

5.2.3 State photosynthesis produces starch 4 Provide reasoning on why plants do not
and oxygen. need to move like animals to make food.

5.2.4 Make inference on the importance of 5 Justify the importance of photosynthesis to


photosynthesis to other living things other living things

5.2.5 Provide reasoning why plants do not 6 Summarize the process of photosynthesis
need to move like animals. through creative and innovative sketch.

5.2.6 Explain observations using sketches, ICT,


writing or verbally.

54
KSSR Science Year 4

PHYSICAL SCIENCE

6. MEASUREMENT
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.1 Length Pupils are able to:
6.1.1 State length is a measurement of 1 State the meaning of length.
distance between two points.
2 Measure length by using the similar
6.1.2 Explain with examples measurement tools.
of length using non- standard tools
such as: 3 Measure length using appropriate
span, cubit, arm span, and foot, tools and standard unit.
paper clip, pencil, chalk, straw,
thread, string and matchstick 4 Make generalization of the
knowledge of length measurement
6.1.3 State length can be measured using by using appropriate tools, standards
standard tools such as ruler and units and correct measuring
measuring tape by carrying out methods.
activities.
5 Conclude the importance of using
6.1.4 State standard units of length in standard and non-standard tools in
metric system; i.e. millimetre (mm),
everyday life.
centimetre (cm), meter (m) or
kilometre (km).
Summarize the importance of
6 knowledge in using standard
6.1.5 Measure length with correct methods
measurements in everyday life.
by using appropriate tools and
standard units.

55
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.1.6 Explain observations using sketches,
ICT, writing or verbally.

6.2 Area Pupils are able to: 1 State the meaning of area.

6.2.1 State area is the size of a surface. 2 Measure the surface area by using an
appropriate tool.
6.2.2 Measure area of a surface by using
standard measuring tools such as 3 Calculate area using formula and
square paper 1cm x 1cm. correct standard units.

6.2.3 State standard units of area in metric 4 Make generalisation on knowledge


system i.e. millimetre square (mm), about area to make estimations of a
centimetre square (cm), meter surface area by using tools, standard
square (m) and kilometre square units and correct method.
(km).
5 Make generalisation on knowledge
6.2.4 Calculate area of rectangle and about area to carry out a situation or
square using formula: solve a problem in everyday life.
area = length x width
6 Summarise the importance of
6.2.5 Estimate surface area of irregular knowledge about area in everyday life.
shape using grid paper 1cm x 1cm.

6.2.6 Explain observations using sketches,


ICT, writing or verbally.

56
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.3 Volume of object Pupils are able to:
1 State the meaning of volume.
6.3.1 State that volume is amount of space
that is occupied.
2 Measure the volume of solid and
6.3.2 Measure volume of a hollow box by
liquid using appropriate tools.
using standard measuring tool such as
Calculate the volume of solid using
cubes measuring 1cm x 1 cm x 1cm.
an appropriate tool and correct
standard units.
6.3.3 State standard units of volume of
object
in metric system i.e. millimetre
3 Measure volume of liquid using
square (mm), centimetre square
appropriate tool and correct
(cm), meter square (m).
standard units.
6.3.4 Calculate volume of cube and cuboid
4 Applying knowledge about the
using formula:
correct method to measure volume
volume = length x width x height
systematically.
6.3.5 Explain observations using sketches,
5 Summarise the importance of
ICT, writing or verbally.
volume and its uses in everyday life.
6.4 Volume of liquid Pupils are able to:

6.4.1 Measure the volume of liquid using 6 Generate ideas on the importance of
non-standard measuring tools such as volume to pursue sustainable living.
spoon, glass, cup, bowl, jug and
bottle.

57
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.4.2 Measure the volume of liquid using
standard measuring tools such as
measuring cylinder, beaker, flask and
graduated container.

6.4.3 State standard units of Volume of


liquid
in metric system i.e. millimetre (ml) or
cubic centimetre (cm), litre (l) and
cubic meter (m).

6.4.4 Measure volume of liquid using


appropriate tools and standard unit
with the correct method.

6.4.5 Explain observations using sketches,


ICT, writing or verbally.

6.5 Application the Pupils are able to:


concept of volume. 6.5.1 Calculate the volume of regular-
shaped solids such as cube by using
water displacement method and using
formula.

6.5.2 Calculate the volume of irregular-


shaped solids by using water
displacement method.

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KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.5.3 Explain observations using sketches,
ICT, writing or verbally.

6.6 Mass Pupils are able to:


1 State the meaning of mass.
6.6.1 State mass is quantity of matter in an
object. 2 Measure using appropriate tools.

6.6.2 Identify measuring tools for mass 3 Measure using appropriate tool and
such as lever balance or triple beam correct standard units.
balance.
4 Make generalisation on knowledge
6.6.3 State standard units of mass in metric about measuring mass using
system i.e. milligram (mg), gram (g) appropriate tools, standard units and
and kilogram (kg). correct method.

6.6.4 Measure mass using appropriate tools 5 Create a balance to measure the mass
and standard unit with the correct of an object.
method.
6 Provide reasoning of the creation
6.6.5 Explain observations using sketches, based on creativity, innovative, and
ICT, writing or verbally. concept used.

59
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.7 Time Pupils are able to:

6.7.1 State that time is the interval between 1 State the meaning of time
two moments.
2 Identify appropriate tools to
6.7.2 Make generalisation that time can be measure time
measured based on uniformly repeated
events such as water droplets, swinging 3 Measure time using appropriate
of pendulum and pulse beat. tools and correct standard units

6.7.3 Identify measuring tools for time such 4 Make generalisation on knowledge
as sundials, hour glass, water clock, about measuring time using
candle, stopwatch and digital clock. appropriate tools, standard units
and systematic method.
6.7.4 State standard units of time in metric
system i.e. seconds(s), minutes (min), 5 Create tools to measure time
hours (h), day, month and year.

6.7.5 Measure time using appropriate tools 6 Provide reasoning of the creation
and standard unit with the correct based on creativity, innovative, and
method. concept used.

6.7.6 Explain observations using sketches,


ICT, writing or verbally.

60
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.8 Create tools to Pupils are able to:
measure time.
6.8.1 Create tools to measure time.

6.8.2 Describe the tools created using


sketches, ICT, writing or verbally.

6.9 Usage of correct units, Pupils are able to:


tools and methods.
(30min) 6.9.1 Compare and contrast the
measurement using standard and
non-standard tools by carrying out
activities.

6.9.2 Provide reasoning on the importance


of measuring using correct measuring
tools and methods.

61
KSSR Science Year 4

MATERIAL SCIENCE
7.0 PROPERTIES OF MATERIALS
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMAN
DESCRIPTOR
CE LEVEL
7.1 Basic resources of Pupils are able to:
materials used to 7.1.1 Explain through examples the basic 1 State the basic resources.
produce objects. resources of material used to make an
object. 2 Describe the basic source of material for
an objects.
7.1.2 Classify objects based on its basic source.
3 Classify objects based on materials.
Basic Material Object Classify objects based on its basic
resources sample resources.
Plants Wood Table
4 Segregate the materials used to make an
Cotton Clothes
object to determine its basic resources.
Rubber Tyres
Animals Hide Handbag
Wool Sweater
5 Provide reasoning why certain materials
Silk Scarf
are chosen to make an object.
Rock Metal Nail
Soil Mirror 6 Create an object that combines a variety
Petroleum Plastic Bucket of basic resources.
Synthetic Umbrella
Cloth

7.1.3 Explain observations using sketches, ICT,


writing or verbally.

62
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMAN
DESCRIPTOR
CE LEVEL
7.2 Properties of Pupils are able to:
materials. 1 State materials and its basic resources.
7.2.1 Make generalisation on properties of
material on its ability to absorb water 2 Describe an object based on the type of
whether it is absorbent or water proof materials used and its basic resources.
by carrying out activities.
3 Classify objects and state the
7.2.2 Make generalisation on properties of characteristic used.
material on its ability to float whether it
sinks or able to float on water surface by 4 Make generalisation on properties of
carrying out activities. materials by carrying out scientific
investigation.
7.2.3 Make generalisation on properties of
material based on its elasticity by 5 Segregate the component of an object
carrying out activities. and make inferences of the materials
used.
7.2.4 Make generalisation on properties of
material on its ability to conduct Design or innovate an object/model and
electricity whether it is a conductor or 6 provide reasoning about the selected
insulator by carrying out activities. materials.

7.2.5 Make generalisation on properties of


material on its ability to conduct heat
whether it is a conductor or insulator by
carrying out activities.

63
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
7.2.6 Make generalisation on properties of
material on its ability to allow light to
pass through whether it is opaque,
translucent or transparent by carrying
out activities.

7.2.7 Explain observations using sketches,


ICT, writing or verbally.

7.3 Design objects Pupils are able to:

7.3.1 Create an object by applying


knowledge on properties of material.

7.3.1 Provide reasoning for the selection of


materials used in designing the object.

64
KSSR Science Year 4

8. RUSTING
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
8.1 Rusting of materials Pupils are able to:
1 State example of rusted and non-
8.1.1 Identify rusty and non-rusty objects by rusted objects.
making observation on objects in the
surrounding . 2 Classify rusty and non-rusty objects.

8.1.2 Make generalisation that objects made 3 Make generalisation that objects made
from iron can rust. from iron can rust.

8.1.3 Carry out an experiment to determine 4 Conclude the factors that cause rusting
factors that cause rusting. by carrying out experiment.

8.1.4 State ways to prevent rusting such as Justify the importance of preventing
painting, coating, electroplating and 5 rusting
applying oil or grease.
Carry out a project to prevent objects
8.1.5 Provide reasoning on the importance of 6 in the surrounding from rusting.
preventing rusting.

8.1.6 Explain observations using sketches, ICT,


writing or verbally.

65
KSSR Science Year 4

EARTH AND SPACE SCIENCE


9.0 SOLAR SYSTEM
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANC
DESCRIPTOR
E LEVEL
9.1 Solar System Pupils are able to:
1 State constituents of the Solar System.
9.1.1 Describe constituents of the Solar
System i.e. Sun, planets, natural Describe the constituents of the Solar
satellites, asteroids, meteoroids, 2 System.
comets by observing various media.
Arrange in sequence the planets in the
9.1.2 Arrange in sequence the planets in 3 Solar System.
the Solar System by carrying out
activities. Make generalisation that planets rotate
4 on its axis and at the same time revolve
9.1.3 State that planets rotate on its axis around the Sun.
and at the same time revolve around
the Sun on its orbit by observing Summarise that planets rotate on its
various media. 5 axis and at the same time revolve
around the Sun on its orbit through
9.1.4 Explain observations using sketches, simulation.
ICT, writing or verbally.
Build a creative and innovative model of
6 the Solar System in the form of real
model / using ICT.

66
KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
9.2 Relative size and Pupils are able to: 1 State an estimation of the relative size or
distance between the distance of Earth, Moon and Sun
Earth, the Moon and 9.2.1 Estimate the relative size of Earth correctly.
the Sun. compared to the Sun.
2 Describes the relative size or distance
9.2.2 Estimate the relative size of Moon between the Earth, Moon and Sun.
compared to the Sun.
3 Estimate the relative size and distance of
9.2.3 Estimate the relative size of Moon the Earth, Moon and Sun by carrying out
compared to Earth. simulation.

9.2.4 Estimate the relative distance of Earth 4 Make assumptions of the condition on
to the Sun compared to the distance of the Earth, if its distance is nearer or
Earth to the Moon. further from the Sun.

9.2.5 Predict the conditions on Earth if its 5 Summarise and give reasons of the
distance is nearer to the Sun. condition on the Earth, if its distance is
nearer or further from the Sun.
9.2.6 Predict the conditions on Earth if its
distance is further to the Sun. 6 Visualise the impact on oneself if there is
a change in the distance between the
9.2.7 Explain observations using sketches, Earth and the Sun and how to overcome
ICT, writing or verbally. it.

67
KSSR Science Year 4

TECHNOLOGY AND SUSTAINABILITY OF LIFE

10.0 TECHNOLOGY
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
10.1 Importance of Pupils are able to:
Give examples of activities that
technology in life. 1
are capable and incapable to be
10.1.1 Identify activities that are capable and carried out by humans.
incapable to be carried out by the brain,
senses and body parts by carrying out
Relate capability of brain,
activities. 2
senses and human body
through examples of activities.
10.1.2 Make generalisation that human has
limited capabilities in carrying out
Make generalisation humans
activities. 3
have limited capability in
carrying out activities.
10.1.3 Explain through examples the tools
used to overcome human limitations by
Solve the problems to
observing various media. 4
overcome human limitations by
suggesting suitable tools.
10.1.4 State technology is one of the
applications of scientific knowledge to
5 Justify the chosen tools used to
overcome human limitations. overcome the human
limitations.
10.1.5 Explain observations using sketches,
ICT, writing or verbally.
6 Innovate a tool creatively to
overcome the human limitation
capabilities and describe it.

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KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
10.2 Development in Pupils are able to:
technology 1 State the technology used in
10.2.1 Arrange in sequence the development various fields.
in technology in the field of:
agriculture
transportation 2 Talk about the sequence of
construction technology development in
communication various fields.
medicine
3 Explain with examples the
importance of technology in
Explain observations using sketches, various fields.
10.2.2
ICT, writing or verbally.
4 Generate ideas on the advantages
and disadvantages of technology.

5 Justify the wise usage of materials


in the need to create new
technologies

6 Design creatively and innovatively


future technology in various fields.

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KSSR Science Year 4

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
10.3 Contribution of Pupils are able to:
technology to humans
10.3.1 Generate idea on advantages and
disadvantages of technology by observing
various media.

10.3.2 Describe the needs of creating new


technologies in ensuring continuity of the
well-being of mankind.

10.3.3 Provide reasoning on the importance using


material sparingly in developing
technology.

10.3.4 Explain observations using sketches, ICT,


writing or verbally.

70
This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.
BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PENDIDIKAN MALAYSIA
Aras 4-8, Blok E9
Presint 1
Pusat Pentadbiran Kerajaan Persekutuan
62604 PUTRAJAYA
Tel: 03-8884 2000 Faks: 03-8888 9917
http://www.moe.gov.my/bpk

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