Anda di halaman 1dari 32

EDU5353 VALUES CURRICULUM

Started in 1950s, as the mean


for students who were unable
to pursue their education in
public institution.
In early 1970s, there was a
shift towards of roles and
functions of private education
system when the private
education corporation started
to focus more on pre-university
courses.
Adapt curriculums from United
States, British, United Kingdom,
Australia, India, Canada and
International Baccalaureate

Source:
http://www.schoolmalaysia.com/r
esources/govn_private_education.
php

Source:
http://emisportal.moe.gov.my/emis/emis2/emisportal2/doc/fckeditor/File/Quickfacts
_2013/quickfacts2013.pdf
Pre-school Nurseries
Kindergarten
Designed for children between the age of 4 to 6 for an education period
of one to three years.
Primary Private
primary
religious
school
Private
primary
school
http://www.schoolmalaysia.com/school/list.php?type=23

Offer either primary schooling only (Standard One to Standard Six) or
they may be a part of a larger institution that offers both primary and
secondary schooling to the more affluent segment of the Malaysian
Society.
Secondary Private
religious
secondary
school
Private
secondary
schools
Chinese
private school
http://www.schoolmalaysia.com/school/list.php?type=23B

http://www.schoolmalaysia.com/school/list.php?type=5B

Use an education structure that is independent of the national system,
and students sit for examinations independent of the ones prescribed by
the national curriculum.
International
School

Conduct foreign curriculum using English as the main medium and
prepare students for external international examinations (e.g. IGCSE 'O'
Level, GCE 'A' Levels, IB, Grade 1 to 12, etc.).
Expatriate
Schools

These are schools established specially for the foreign community
working or doing business in Malaysia. The curriculum and type of
language used are based on the requirements of the native country (e.g.
Saudi Arabia, Indonesia, German, French, Taiwanese, Turkish, etc).
Special
Education

These schools accommodate pupils with severe visual or hearing
impairment, or learning disabilities and provide academic and vocational
education.
Private
Correspondenc
e Schools
Maktab Gaya
Adabi
Sekolah Gaya
Pos Utama

Educational foundations
built on the cornerstones
of key learning skills,
developed through
practical experiences and
opportunities.
There 2 key stages
Key Stage 1
Year 1 5 6 years of age
Year 2 6 7 years of age
Key Stage 2
Year 3 7 8 years of age
Year 4 8 9 years of age
Year 5 9 10 years of age
Year 6 10 11 years of age
Subjects offered:

English
Physical Education
Mathematics
Music
Science
Art
History
Bahasa Malaysia
Geography
French
Design Technology
Information Communication
Technology
Mandarin
Spanish

The Learning Support (LS) and
English as an Additional
Language (EAL) Unit provide
support for children who require
assistance in learning.
Key Stage 1

Encourages each child to continue their development and
maintain a fun, active, enquiry-based approach to learning.
The International Primary Curriculum (IPC) provides a
thematic context for teaching and learning, while the
National Curriculum (UK) gives a firm set of standards in
English and Mathematics.

Information Communication Technology (ICT) is central to
the learning process, and it is used extensively across all
areas of the curriculum. Classroom based learning, along
with a broad co-curricular program and Education Outside
the Classroom, ensures we provide a holistic education for
all children.

The majority of learning takes place in the nurturing
environment of the classroom, facilitated by the classroom
teacher and assistant teachers. Specialist teachers support
the teaching of Art, Design and Technology, Music, ICT,
Physical Education and Modern Foreign Languages.


Bahasa Malaysia and Mandarin are the core languages
in KS1; they help children develop a cultural
understanding of Malaysia whilst also allowing them to
converse in these local languages.

The Foundation subjects of Science, History and
Geography are taught through the International
Primary Curriculum (IPC) providing fun, stimulating
and inspiring cross-curricular themes.

Each unit is based on a universally significant Central
Idea that raises key questions for investigation. This
enquiry-based approach enables students to acquire
important subject skills and also develop their GIS
Learner Skills as they strive to become effective Global
Citizens.

Key Stage 2

Builds upon the strong foundations laid in
the Early Years and Key Stage 1, preparing children
for the next phase of their education.

The delivery of learning is stimulating, varied,
engaging and fun. The thematic, enquiry-based
IPC program continues in Key Stage 2 with a focus
on honing the key subject skills in Science, History
and Geography and developing the Learner Skills.

English is taught daily with a strong emphasis on
the development of speaking, listening, reading
and writing skills. The development of practical,
mental and applied mathematics is achieved
through Maths lessons.
Learning in these two core subjects is based on the
standards outlined in the National Curriculum (UK).

Additional Modern Foreign Languages are added to the
curriculum in Key Stage 2. These include French and
Spanish, as well as the option to continue studying Bahasa
Malaysia and/or Mandarin.

Childrens progress is assessed throughout Key Stages 1
and 2 against standards from the United Kingdom in
ensuring good understanding of their on-going progress,
individual abilities and to ensure their future needs are
met.

Homework is provided throughout the school. It is aimed
at consolidating skills taught at school and encouraging
families to play an active role in their childs education.


Curriculum that encompasses the total learning experiences of the
students, both inside and outside of the classroom.

Taught curriculum that occurs within the classroom.
Wider curriculum refers to opportunities for learning outside of the
classroom including the co-curricular activities (CCA) program, the camps
and trips program, Sports and Arts.
The Student Welfare program provides a means to incorporate the
reflective thinking and support that unify all the elements of the
curriculum. Uses the International Primary Curriculum (IPC) and
the National Curriculum of England and Wales (NC) to base its
taught curriculum.
Curriculum is designed to bring out the best in international
students and to provide a high quality and broad education which
enables students to move to any other English-speaking country
fully equipped to succeed.
Courses are designed to enable students to acquire important
subject knowledge, understanding and skills and also to develop
their Learner Skills as they strive to become effective Global
Citizens.







Assessment
An integral part of the taught curriculum
programme, including assessment of class
and homework.
It is designed and used to:
Support, motivate and encourage students
ensuring that they make the best possible
progress in their learning
Support student ownership of their learning by
engaging them in the continual evaluation of their
leaning needs
Provide feedback for students in a way that moves
them forward
Promote thinking and dialogue about learning
between students, teachers and parents
Gather feedback that inform teachers future
planning for the needs of all learners
Provide consistent and meaningful information
about attainment and progress for the school,
students and their parents

Courses are designed to meet the academic, personal and cultural
needs of students and better equip them for future challenges,
while creating enjoyable learning environments that inspire and
motivate.

Year
group
Age Course of study Subjects studied Assessment overview
7 11-12 Based on UK
National
Curriculum Key
Stage 3
Mathematics
English
Science (integrated)ICT 2 Languages
student choicePEArt and DT on a
9 week rotation
Music and Drama on a 6 week
rotation

Geography and History on a
termly rotation with combined
enquiry in term 3

UK National Curriculum Levels (3-8) and
sublevels (a,b,c)
Regular formative and summative
assessment including a minimum of 2
common assessments per term per subject


8 12-13 End of year assessments either
examination or extended enquiry

9 13-14 Mathematics
English
Science (separate sciences-
following IGCSE course)ICT (choice
of discipline in term 2)2 Languages
student choicePEArt and DT
(choice of discipline for DT) on a 9
week rotation

Music and Drama on a 6 week
rotation

UK National Curriculum Levels (3-8) and
sublevels (a,b,c)IGCSE grades in Mathematics
and ScienceRegular formative and
summative assessment including a
minimum of 2 common assessments per
term per subjectEnd of year assessments
either examination or extended enquiry
Students follow the full range of subjects, which are linked to the National
Curriculum of England and Wales but modified to create challenges
appropriate for an international education.

Courses in Drama, Art, Music, Design Technology, ICT, PE, History and
Geography are compulsory along with the core subjects of Math, English
and Science that will continue up to age 16. They can also select two
modern foreign languages chosen from Bahasa Malaysia, Mandarin,
Spanish and French.

Taught by specialist teachers who will make full use of the schools wide-
ranging specialist facilities. Class sizes average around 22 and in
Languages, Math and English, classes are arranged so that students are
taught in groups of similar ability. This enables all students to receive both
the challenge and the support necessary for them to make the most
effective progress and achieve their potential.

Students personal and social development from Years 7 to 9 is a key issue
to be addressed. Individual mentoring is provided to students by their
personal tutors. There is a structured program of camps that form an
important part of the curriculum. These are designed to develop
interpersonal and leadership skills, environmental awareness, independent
learning and time management skills.

Intensive English program for students for whom English is not their first
language in preparation for fully transferring students into the mainstream
curriculum during Key Stage 3. The curriculum is designed to challenge
students to develop independent learning skills and apply knowledge to
real life situations.

They are expected to achieve a high level of fluency and literacy in English,
to develop a sound grasp of mathematical concepts and to use ICT
confidently in order to underpin their work in other subjects. Above all, as
they progress through Key Stage 3, the child should become self-
motivated, independent and an enquiring learner, ready to take on the
challenge of IGCSE courses.

Ages 14 16 (Years 10 and 11)
Year
group
Age Course of study Subjects studied Assessment overview
10 14-15 International IGCSE
programme
Core curriculum:
English (Language & literature OR English as
a second language)
MathematicsScience (Co-ordinated or
triple**)
Global Awareness Project*
*Unless in the Fast-track maths programme
** Triple science is counted as an option
choice


Four choices from:

Accounting, Art, , Business Studies,
Computer Studies, Drama, DT, Economics,
Environmental Management, Geography,
History, IT, Malay, Mandarin, Music, PE,
Sociology, Spanish, Textiles, Triple Science

IGCSE grades (A*-G)Regular formative and summative
assessment including a minimum of 2 common
assessments per term per subjectEnd of year internal
examinations in June
11 15-16 IGCSE grades (A*-G)Regular formative and summative
assessment including a minimum of 2 common
assessments per term per subjectMock examinations in
JanuaryFinal external examinations in May/June
12 16-17 International AS and
A Level programme
Core curriculum:GIS Diploma (Extended
Project, and Community Sports Leadership
Award)Four choices from:
Art, Biology, Business Studies, Chemistry,
Computer Studies, Drama, DT, Economics,
Geography, History, IT*, Mandarin*, Music,
Physics, PE*, Psychology, Sociology, Spanish

*Offered subject to demand
AS/A2 grades (A*-E)Regular formative and summative
assessment including a minimum of 2 common
assessments per term per subject
13 17-18 Mock examinations in FebruaryFinal external
examinations in May/June
Students follow a full range of courses leading to International
General Certificate of Secondary Education (IGCSE) Examinations.
These examinations are the modern equivalent of O levels and
are internationally recognized as the basis for further education
and training.

All students follow courses in English Language and Literature,
Mathematics, Science and PE. In addition, students choose a range
of subjects suited to their individual aspirations and abilities.

There is a detailed options program in year 9, including taster
lessons and individualized support to help students make the
best decisions for them.

Careers education and advice form part of the PSHE program and
students take part in a work experience program following the
completion of IGCSE examinations.

Students who show the necessary characteristics of reliability and
commitment have the opportunity to become school prefects and
contribute to many aspects of the school community that will help
build their resilience, leadership and collaborative skills.

Divided into four programs

The IB Primary Years Program (PYP), for students aged 3 to 12, focuses on the development of
the whole child as an inquirer, both in the classroom and in the world outside and may be
taught in any language. The PYP curriculum documents are in English, French and Spanish but
schools can still teach the program in other languages.

The IB Middle Years Program (MYP) , for students aged 11 to 16, provides a framework of
academic challenge that encourages students to embrace and understand the connections
between traditional subjects and the real world, and become critical and reflective thinkers. The
curriculum documents are in English, French, Spanish and Chinese but this does not prevent
schools teaching program in any other language. However, if schools require the grades of their
students to be validated by the IB, then, sufficient student work must be produced in English,
French, Spanish or Chinese.

The IB Diploma Program, for students aged 16 to 19, is an academically challenging and
balanced program of education with final examinations that prepares students for success at
university and beyond. The Diploma Program may be taught in English, French or Spanish. The
IB publishes Diploma Program curriculum documents and produces examination papers in
English, French and Spanish. Schools must therefore choose at least one of these languages as
the language of instruction in the school.

The IB Career-related Certificate, for students aged 16 to 19, is the newest offering from the IB.
The IBCC incorporates the vision and educational principles of the IB Programs into a unique
offering specifically designed for students who wish to engage in career-related learning.

Programmes
School name PYP MYP DP
Cempaka International Ladies College
Persiaran Timur Satu, Bandar Enstek, Negeri Sembilan, Seremban
Cempaka School
No 19, Jalan Setiabakti 1, Damansara Heights, Kuala Lumpur
Fairview International School - Wangsa Maju Campus
Lot 4178, Jalan 1/27D, Section 6, Wangsa Maju, Kuala Lumpur
Fairview International School Johor
Kompleks Mutiara Johor Land, Jalan Bukit Mutiara, Bandar Dato Onn,
Johor Bahru, Johor
Fairview International School Penang
10 A Persiaran Bukit Jambul, Penang
Fairview International School Subang
2A,JalanP Industrial Park,, Subang jaya,, Kuala Lumpur
IGB International School
Jalan Sierramas Utama, Sungai Buloh, Kuala Lumpur, Selangor
International School of Kuala Lumpur
PO Box 12645, Kuala Lumpur
MARA College Banting
Bukit Changgang, Banting, Selangor
Mara College Seremban
Jalan Aminuddin Baki, Seremban, Negeri Sembilan
Mont'Kiara International School
22 Jalan Kiara, Kuala Lumpur
Nexus International School, Putrajaya
No 1 Jalan Diplomatik, Presint 15, Putrajaya
Sri KDU International School
Sekolah Menengah Sri KDU, No5 Jalan Teknologi 2/1, Daerah Petaling,
Selangor Darul Ehsan
Taylor's College Sri Hartamas
G1 Ground Floor, No. 62 Jalan Sri Hartamas 1, Sri Hartamas
The International School of Penang (Uplands)
Jalan Sungai Satu, Batu Feringgi, Penang
The Malay College Kuala Kangsar
Jalan Tun Abdul Razak, Kuala Kangsar, Perak
Preparing students to be active participants in a
lifelong journey of learning. There are three parts of
curriculum; written, taught and assessed curriculum.

A curriculum framework designed for students aged
3 to 12. Focuses on the development of the whole
child as an inquirer, both in the classroom and in the
world outside.

It is defined by six trans-disciplinary themes of
global significance, explored using knowledge and
skills derived from six subject areas, with a powerful
emphasis on inquiry-based learning.


The PYP is flexible enough to accommodate the
demands of most national or local curriculums and
provides the best preparation for students to engage
in the IB MYP.



The Written Curriculum
The six trans-disciplinary themes provide opportunity
to incorporate local and global issues into the
curriculum and effectively allow students to step up
beyond the confines of learning within subject areas.
Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organize ourselves
Sharing the planet

Students inquire into, and learn about, these globally
significant issues in the context of units of inquiry,
each of which addresses a central idea relevant to a
particular trans-disciplinary theme. Lines of inquiry are
identified in order to explore the scope of the central
idea for each unit. These inquiries are substantial, in-
depth and usually last for several weeks.

There are six subject areas in the PYParts;
language; mathematics; physical, social and personal
education; science; and, social studies. These subject
areas provide students with knowledge, skills, and
concepts which students can explore to understand
the interconnected nature of the subject areas and
the trans-disciplinary themes.

Since these ideas relate to the world beyond the
school, students see their relevance and connect with
it in an engaging and challenging way. Students who
learn in this way begin to reflect on their roles and
responsibilities as learners and become actively
involved with their education.

All students involves an in-depth exploration of an
important idea, and that the teacher will collect
evidence of how well they understand that idea. They
will expect to be able to work in a variety of ways, on
their own and in groups, to allow them to learn to
their best advantage.

The Taught Curriculum
The written curriculum in action and is part of what
the continuum of IB program calls the approaches to
teaching (ATT).
Reinforces the pedagogy of authentic learning that is
inquiry-based and conceptually driven. The program
is committed to structured, purposeful inquiry that
engages students actively in their own learning.
Teachers help students construct meaning.
The taught curriculum also touches on the
approaches to learning (ATL) to develop self-
regulated (self-managed, self directed, independent)
learners through skill based, process focused
teaching.
The deliberate use of ATT strategies and ATL
reinforces a holistic experience that not only
addresses students cognitive development, but their
social, emotional and physical well being.

The Assessed Curriculum
Identifies what students know, understand, can do and
value at different stages in the teaching and learning
process. The direct link between assessment and the
teaching and learning process means that they must
function purposefully together. Assessing the result of
inquiry as well as the process of inquiry are important
objectives of the program.

The principal purposes of assessment in the PYP are to:
provide feedback to students, parents and teachers
determine what the student knows and understands about the
world
inform and differentiate teaching and learning
monitor student progress in the development of the IB learner
profile attributes
monitor the effectiveness of the program.
Essentially, there are two types of assessment in
the PYP, each of which has a specific function.
Formative assessment
Embedded in the teaching and learning process
and therefore occurs in the daily routine of a
classroom. It aims to support students to become
better learners and helps teachers to plan the next
stage of learning.
Summative assessment
Occurs at the end of the teaching and learning
process and provides students with opportunities
to demonstrate what they have learned in a new
context. It aims to give teachers, students and
parents clear, evidence-based insight into students'
understanding at a particular moment in time.
All assessment is carried out internally by
teachers within the school. The IB does not set
examinations nor does it moderate grades in
the PYP.


When assessing the process of inquiry, teachers consider whether:
the nature of the students inquiries develop over time;
whether they are, in fact, asking questions of more depth,
which are likely to enhance their learning substantially
the students are becoming aware that real problems require
solutions based on the integration of knowledge that spans
and connects several subject areas
the students are mastering skills and accumulating a
comprehensive knowledge base in order to conduct their
inquiries successfully and find solutions to problems
the students demonstrate both independence and an ability to
work collaboratively.

Consideration of these points allows teachers to plan for
effective teaching and learning opportunities that give
students a chance to develop their inquiries further.

Exhibition - Students who are in their final year of the
program are expected to carry out an extended,
collaborative inquiry project, known as the exhibition, under
the guidance of their teachers.

Consists of eight subject groups
integrated through five interactive areas
providing global contexts for learning.
Students are required to study at least
two languages (as part of their
multilingual profile), humanities,
sciences, mathematics, arts, physical
education and technology.
In their final year, students will also
undertake an independent personal
project to demonstrate the development
of their skills and understanding.

The MYPs core features five contexts for learning
that provide powerful opportunities to engage in the
study of issues that affect students today. Using a
common language, teachers organize the curriculum
through the following areas of interaction:
Approaches to learning (ATL) represents learning skills that
students will develop and apply during the program and
beyond.
Community and service considers how students can learn
about their place within communities and be motivated to
act in new contexts.
Health and social education is designed to help students
identify and develop skills that will enable them to function
as effective members of societies. They also learn about how
they are changing and how to make informed decisions that
relate to their welfare.
Environments explores how humans interact with the world
at large and the parts we play in our virtual, natural and built
environments.
Human ingenuity deals with the way in which human minds
have influenced the world and considers the consequences
of human thought and action.
Assistant teachers should be made available to help teachers
facilitate the classroom.
Controlling the size of the classroom by providing more classes for
a form.
Extensive use of Information Communication Technology (ICT).
The foundation subjects of Science, History and Geography in our
education system can adapt their cross-curricular themes that are
fun, stimulating and inspiring.
Change the arrangement for the Languages, Math and English
classes so that students are taught in groups of similar ability.
This enables all students to receive both the challenge and the
support necessary for them to make the most effective progress
and achieve their potential.
We also can adapt their taster lessons and individualized support and
provide students with detailed options program in Form 3, including to
helping students to make the best decisions for them.


1. Module introduced in private schools so
successful in creating a world-class program to
be adapted and used as a guide in the daily
supervision of the government schools.
2. Produce students who are more efficient and
competitive.
3. Public higher education institutions can not
meet the demand of students studying in
institutions of higher learning (complementary
to government schools)
4. Create a more liberal educational process
and democracy.
5. Provide better learning facilities and world-
class.
6. Competition among private institutions have
their own.
7. Offer more courses oriented to the needs of
their job even more sensitive to the needs of
students and society.
8. Offer more courses oriented to the needs of
job.
http://www.schoolmalaysia.com/jps/index.p
hp
http://www.moe.gov.my/v/profil-
jabatan?div=24
http://www.schoolmalaysia.com/resources/g
ovn_private_education.php
https://www.gardenschool.edu.my/primary/c
urriculum/
http://www.ibo.org/pyp/
http://www.schoolmalaysia.com/school/inde
x.php

Anda mungkin juga menyukai