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
|
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