Are the Malaysia's Curriculum Specification of Science form 4 and form 5 Complete?

In the curriculum specifications of Science form 4 and form 5, consist of combination of syllabus, course/subject study, course content outline, planned experience, academic plan, standard, scope and sequence and the text book. All of these elements are crucial for the development and enhancement of Malaysia’s education process.

8 COMPONENTS OF CURRICULUM

       Syllabus

In the Science curriculum specifications, the aims, methods, learning outcomes, suggested learning activities and even the vocabulary have been describe.

As an example, in the curriculum specifications of Science form 4;

AIMS

The aims of the science curriculum for secondary school are to provide students with the knowledge and skills in science and technology and enable them to solve problems and make decisions in everyday life based on scientific attitudes and noble values. Students who have followed the secondary science curriculum will have the foundation in science to enable them to pursue formal and informal further education in science and technology. The curriculum also aims to develop a concerned, dynamic and progressive society with a science and technology culture that values nature and works towards the preservation and conservation of the environment.

OBJECTIVES

The science curriculum for secondary school enables students to:

1)    Acquire knowledge in science and technology in the context of natural phenomena and

everyday life experiences.

2)    Understand developments in the field of science and technology.

3)    Acquire scientific and thinking skills.

4)     Apply knowledge and skills in a creative and critical manner for problem solving and decision making.

5)    Face challenges in the scientific and technological world and be willing to contribute towards the development of science and technology.

6)    Evaluate science- and technology-related information wisely and effectively.

7)    Practice and internalize scientific attitudes and good moral values.

8)    Realize the importance of inter-dependence among living things and the management of nature for survival of mankind.

9)     Appreciate the contributions of science and technology towards national development and the well-being of mankind.

10) Realize that scientific discoveries are the result of human endeavor to the best of his or her intellectual and mental capabilities to understand natural phenomena for the betterment of mankind.

11) Be aware of the need to love and care for the environment and play an active role in its preservation and conservation.

THEME: MAINTENANCE AND CONTINUITY OF LIFE

LEARNING AREA: 1. BODY COORDINATION

Learning objectives	Suggested learning activities	Learning outcomes	Notes	Vocabulary
1.1 Understanding body coordination	Carry out activities to observe and discuss body coordination. Examine models, view charts or videos to identify the body systems which control coordination, i.e. the Nervous System and the endocrine system. Discuss the importance of body coordination in daily activities.	A student is able to: ·         describe what body coordination is, ·         identify the body systems that control and regulate coordination, ·         State the importance of body coordination.		body coordination – koordinasi badan endocrine system – sistem endokrin nervous system –system saraf

       Course / Program of Study

In science for example, student study all about physics, biology, chemistry and mathematics. These entire four fields are known as science. Science thought us all about these but only on the surface. In the curriculum specifications of Science form 5;

PHYSICS

THEME : FORCE AND MOTION

LEARNING AREA: MOTION

Learning objectives	Suggested learning activities	Learning outcomes	Notes	Vocabulary
1.1 Analysing the motion of vehicles on land.	Observe a bicycle and discuss its structure and principle of operation. View charts, videos or computer simulations and discuss the following: (a) the structure and principle of operation of vehicles with engines, (b) the structure and operation of: i. four stroke petrol engine, ii. four stroke diesel engine, iii. two stroke petrol engine. Compare and contrast the following in terms of structure, operation and the efficiency of the engines: (a) the four stroke petrol engine with the four stroke diesel engine, (b) the four stroke petrol engine with the two stroke petrol engine.	A student is able to: ? describe the structure and principle of operation of vehicles without engines, ? describe the structure and principle of operation of vehicles with engines, ? explain the structure and operation of the four stroke petrol engine, ? explain the structure and operation of the four stroke diesel engine, ? explain the structure and operation of a two stroke petrol engine. ? compare and contrast the four stroke petrol engine with the four stroke diesel engine,		four stroke petrol engine – enjin petrol empat lejang four stroke diesel engine – enjin diesel empat lejang two stroke petrol engine – enjin petrol dua lejang

CHEMISTRY

THEME : MATTER IN NATURE

LEARNING AREA : 1. CARBON COMPOUNDS

Learning objectives	Suggested learning activities	Learning outcomes	Notes	Vocabulary
1.1 Analysing various carbon compounds	Observe various samples of carbon and non-carbon compounds. Discuss what carbon compounds are. View videos or computer simulations and discuss organic and inorganic compounds in terms of: (a) their sources, (b) their characteristics, i.e., i. elements present, ii. metallic or non-metallic, iii. changes upon heating. Carry out an activity to compare and contrast organic and inorganic compounds. llustrate the similarities and differences in a graphic organizer. Classify samples of carbon compounds into organic and inorganic compounds. Gather information from books, magazines and Internet and discuss hydrocarbons and their sources.	A student is able to: ? state what carbon compounds are, ? state what organic compounds are, ? give examples of organic compounds, ? state what inorganic compounds are, ? give examples of inorganic compounds, ? compare and contrast organic compounds with inorganic compounds, ? classify substances into organic and inorganic compounds, ? state what hydrocarbons are, ? list sources of hydrocarbons.		Carbon compounds–sebatian karbon organic compounds– sebatian organic inorganic compounds – sebatian tak organic hydrocarbon – hidrokarbon

BIOLOGY

THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT

LEARNING AREA : 1. PRESERVATION AND CONSERVATION OF THE ENVIRONMENT

Learning Objectives	Suggested Learning Activities	Learning Outcomes	Notes	Vocabulary
1.1 Analysing balance in nature	View videos or computer simulations and discuss: (a) the meaning of balance in nature, (b) the roles of the three natural cycles in maintaining balance in nature, i.e. nitrogen cycle, carbon cycle and water cycle. Visit a garden and carry out the Following activities: (a) list the organisms, (b) draw a food web, (c) discuss the role of food webs in maintaining balance in nature. Gather information from books, newspapers, magazines and Internet on natural disasters. Present and discuss: (a) the effects of natural disasters on balance in nature, (b) ways to maintain the balance in nature	A student is able to: ? describe what balance in nature is, ? state the natural cycles that help to maintain balance in nature, ? explain how these natural cycles help to maintain balance in nature, ? explain how food webs help to maintain balance in nature, ? explain with examples the effects of natural disasters on balance in nature, ? suggest ways to maintain balance in nature.		balance in nature– keseimbangan alam food web – siratan makanan

       Course content outline

Content outline usually written as synopsis in the curriculum specification. This synopsis tells teachers and students roughly about the content of the course. Synopsis is necessary to help students to trigger their prior knowledge regarding this course. However, we could not found the course content outline in the curriculum specifications of Science. Some subtopic has been given some brief explanation about the subtopic but not the course content for example;

Learning Outcome: Compare and contrast metals and non-metals.

Thinking Skills: Comparing and contrasting

Explanation:

To achieve the above learning outcome, knowledge on the physical properties and uses of metals and nonmetals in everyday life are learned through comparing and contrasting. The mastery of the skill of comparing and contrasting is as important as the knowledge about the properties and uses of metals and non-metals.

       Planned experiences.

Experiences that students have will help to enhance their understanding in the classroom. Experience can be gained formally or informally from everywhere around us. Teachers should know that it is necessary to teach and explain to the students about knowledge and give an example that students can experience it by themselves. Example of planned experience are camping, field trip, invite some agencies that have related to topic studies to give an explanation regarding their experience on their work field.

Example in curriculum specification of Science form 4;

 THEME: MAINTENANCE AND CONTINUITY OF LIFE

LEARNING AREA: 1. BODY COORDINATION

Learning Objectives	Suggested Learning Activities	Learning Outcomes	Notes	Vocabulary
1.8 Evaluating the effects of drug abuse on body coordination and health	Invite a representative from Agensi Dadah Kebangsaan (ADK), Polis Di Raja Malaysia (PDRM), Persatuan Mencegah Dadah Malaysia (PEMADAM) or other appropriate institutions to give a talk or an exhibition on drugs, drug abuse and the effects of drug abuse on body coordination and health.	A student is able to: ·         define what drugs are, ·         list examples of drugs, ·         explain what drug abuse is, ·         describe the effects of drug abuse on body coordination, ·         describe the effects of drug abuse on health.		drug abuse – penyalahgunaan dadah