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Why was KSSR introduced? Answer : KSSR was introduced as an effort to restructure and improve the current curriculum to ensure that students have the relevant knowledge, skills and values to face the challenges of the 21st century.

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What is meant by a Standard Curriculum? Answer : KSSR was formulated based on a statement of standards. The statement of standards comprise of content standards and learning standards which need to be achieved by a student in a specific period and level of schooling. The Content and Learning standards are defined as follows: - Contents Standards are specific statements on what the students must know and can do, within a specific period of schooling, covering the areas of knowledge, skills and values. - Learning Standards are set criteria or indicators of education quality and achievements which can be measured for each content standard.

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What is the difference between KSSR and KBSR? Answer : KSSR Curriculum design is based on 6 areas: Communication Spiritual, Attitude and Values Humanitarian Physical and Aesthetical Development Science and Technology Curriculum Materials Curriculum Standard documents Design of the Curriculum: Modular Organisation of the Curriculum: Level I (Year 1, 2 & 3) Basic Core Modules, Thematic Core Modules and Elective Modules Level II (Year 4, 5 & 6) Core and Elective Subjects KBSR Curriculum design is based on 3 areas: Communication Man and his environment Self-development of the individual

Curriculum Materials Study syllabus Design of the Curriculum: Linear Organisation of the Curriculum: Level I (Year 1, 2 & 3) Core, compulsory and additional subjects

Level II (Year 4, 5 & 6) Core , Compulsory and Additional subjects The elements of creativity and Elements of Analytical and creative Innovation, thinking entrepreneurial, information technology skills and communication

Focus: 4M (Reading, Writing, Counting and Reasoning) 4.

Focus: 3M (Reading, Writing and Counting)

Is there a change in subjects for Level 1 KSSR? Answer : Yes. In Year 1 KSSR, a new subject is introduced, and all knowledge disciplines are reorganized within the form of Basic Core Modules, Thematic Core Modules, and Elective Modules, for more effective curriculum management.

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Why was Thematic Core Modules introduced? Answer : The Thematic Core Modules was introduced to reduce the number of subjects taken at Level One. This module comprises the themes of the World of Art and World of Science and Technology. In the World of Arts, two subjects are introduced, that is the Visual Arts and (Thematic) Music. Design, Science and Technology (DST) contains elements of science, information and communication technology, and Design and Technology.

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Why wasnt Science made a Basic Core Module? Answer : Science was not made the core basic module because a core module emphasizes literacy and numeracy, self-esteem and character and spiritual development. Science is introduced in the Thematic Core Module to provide basic knowledge on the discipline of Science.

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Why has the time allocated for teaching Islamic Studies at SJK (C) and SJK (T) reduced compared to SK? Answer : At the SJK (C) and SJK (T), the allocated time for the teaching of Chinese and Tamil languages is 360 minutes each. If the allocation of time for Islamic studies is made to be in line with that in National schools, this would mean that the students will finish school late, as total hours will exceed 1380 minutes a week.

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Can the school allow streaming in KSSR? Answer : KSSR does not encourage streaming.

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Will KSSR be able to produce a community with good character? Answer : Yes. The concept of KSSR contains core values for character building and self-image which will ensure that through the curriculum and co-curriculum, a student is taught and guided to have the skills of leadership, good character and high self-esteem.

10. Who will teach the World of Science and Technology?

Answer : The most suitable teacher for this will be teachers with Science options. 11. Should Year 1 pupils learn Information and Communication Technology (ICT)? Answer : Yes. All Year 1 pupils must learn basic ICT skills to enable them to utilise the skills in various disciplines. 12. Can Cross-curricular elements not be used in Teaching and Learning (T&L)? Answer : Cross-curricular elements need not be used for each session of T&L but need to be applied to the appropriate T&L. 13. When will the ICT elements be taught in the World of Science and Technology? Answer : It is vital to teach basic ICT skills to Year 1 pupils and it is proposed that the skills are taught at the beginning of the year. These basic skills can also be taught within the Science elements using ICT. The ICT Elements can be fully mastered and therefore be reinforced through cross-curricullar activities. 14. What are the minimum and maximum number of ICT content standard and learning standard that is required per week? Answer : There is no minimum or maximum number set as each student has different level of abilities. However all content and learning standards must be reached within a specified time as outlined by the ICT document standard. Will the students be bored in class with the additional time allocated for English language? Answer : No. There are various technics and methods that will be introduced by the teachers to keep the students interested. The Language Arts module stresses on for learning and language appreciation. An effective and interesting T&L for languages can be carried out through singing, jazz chants, choral speaking, drama, music and other supporting teaching materials. What should the teacher do if a student fails to meet the specified standards? Answer :

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The teacher is required to carry out continuous follow up activities such as to conduct revision to ensure that the student eventually achieves the standard. 17. Will text books be provided for all Year 1 subjects? Answer : Yes, except for the World of Musical and Visual Arts, where text books will not be given. However, there are guide books on this subject. 18. Will all students learn computers for Cross-Curricular Element Information and Communication Technology (CCE-ICT)? Answer :

For the CCE involving ICT (CCE-ICT), the student will use the ICT materials that are already available in schools such as computers, cd, internet, and others according to the suitability of topics. For teachers, the 3 approaches recommended to be applied for CCEICT are: Students using laptop in class, computers at the access centres and at the computer labs for the purpose of finishing work as required Teachers using laptops with a LCD projector for the purpose of teaching using specific course software and digital materials Teachers using laptops with a LCD projector in class, carrying out interactive activities with students, or teachers using the computer in computer labs for the purpose of T&L with students 19. How will the CCE-ICT be carried out if more than one teacher need to use the lab at one time? Answer : The infrastructure available in schools, like computer labs, access points, and lap tops, have to be used optimally by teachers in the CCE-ICT T&L. The administrator must also ensure that all facilities are maintained in good order and can be accessed during the schooling period. In the event a teacher wants to use the computer lab, the school must make available the schedules for use and the reservation forms. How will schools without internet access carry out computer based learning? Answer : All schools are given internet access through the MOE School Net network, and not all topics in EMK-TMK (or CCE and ICT) will require internet access. If the school faces problems of internet access, the school can contact the person responsible or the State Department of Education. The school has been informed through KP.BTMK 1/044/01 Jld. 11 (11) dated 13 November 2008 that an alternative access can be used. What are the efforts that have been made to prepare teachers for KSSR? Answer : The MOE has carried out KSSR awareness courses to all teachers involved in carrying out KSSR. Teachers are also given support materials and access to information from the MOE website such as http://www.moe.gov.my/bpk or call KSSR hotline at 03-88842283 Can KSSR help stimulate the teachers and students creativity in T&L? Answer : KSSR can help stimulate teachers and students creativity through the T&L (Teaching and Learning approach) such as (edutainment), and additional cross-curricular elements. Teachers are given for learning guidebooks to assist them in carrying out the T&L. What are the channels made available to teachers facing problems with KSSR? Answer : The MOE has provided the website for KSSR (www.moe.gov.my/bpk) with which teachers are able to interact, in the event of problems. In addition, teachers are encouraged to contact the JU, District Education Office Officers, or State Education Department officers for KSSR related advice.

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In Level 1, how far is sex education taught? Answer : Social and Reproductive Health Education is not taught as a subject but as a large component (75%) in the subject of Health Education

principles KSSR Standard Curriculum for Primary Schools KBSR maintain those principles. This principle is still maintained as appropriate and relevant to produce a balanced and holistic. The principles are as follows:

An Integrated Approach Major focus is on an integrated approach. The elements of knowledge, skills and values are combined in order to have unity in terms of intellectual, spiritual, emotional, physical and social. Comprehensive Individual development KSSR enacted to ensure that all subjects catering to the intellectual, spiritual, emotional, physical and social. Each potential students develop an integrated manner. Equitable Education For All Students KSSR provide opportunities and fair to all students to obtain knowledge and skills that are comprehensive and balanced. Education for Life KSSR provides the knowledge and skills needed by all students as a foundation for the challenges of daily life and lifelong learning.

Curriculum form Concepts introduced in the USSR cord, is a form of classification of fields of knowledge, skills and values. This concept focuses on the balanced development of human capital in terms of physical, emotional, spiritual, intellectual and social. Identified six spikes represent areas of knowledge, skills and values that form the basis of human development creative thinking, critical and innovative. Spinal-cord reflect explicitly structuring the field of knowledge, skills and values that students should master. Each cord interconnected and integrated. 6 Stem USSR

Cord Communications Communication cord emphasis on combining intricate process proficiency in verbal and non-verbal forms during interaction. Stem is focused on language skills such as listening and speaking, reading and writing, as well as value-added reasoning. Students should acquire skills to help them in the process of acquisition of knowledge, skills and values in other spinal-cord. Mastery of language skills to prepare pupils for the selection of the appropriate and systematic language in social interaction.

Stem disciplines in communication is Bahasa Malaysia, English, Chinese, Tamil, Arabic, Chinese national schools, Tamil national schools, Iban, Kadazandusun language and Bahasa Semai.

Physical Development and Aesthetic cord Physical Development and Aesthetic cord emphasis on physical development and health for wellbeing and fostering imagination, creativity, talent and appreciation. Disciplines develop the physical aspect is Physical Education and Health Education. Creativity, talent nurtured through education and appreciation of the Visual Arts and Music Education.

Human cord Human cord emphasis on the acquisition of knowledge and practices of the local community and the environment, national and global, and to inculcate the spirit of patriotism and unity. Disciplines in Human Stem is history, introduced Tier II school.

Personal Skills cord Skill cord emphasis on fostering self leadership and personal development through curricular and cocurricular activities. Students are given the opportunity to integrate knowledge, skills and values learned in the classroom and in extra-curricular practice. Involvement in extra-curricular activities such as associations, uniformed bodies and sports give students the opportunity to enhance their potential as leaders themselves, friends, family and community.

Cord of Science and Technology Cord of Science and Technology emphasizes mastery: scientific knowledge, skills and scientific attitudes knowledge, skills and values in mathematics knowledge and skills-based technology

Disciplines in Science and Technology Literacy Stem is Science, Maths, Design and Technology (RBT) and Information and Communication Technology (ICT).

Cord Spirituality, Attitude and Value Cord Spirituality, Attitudes and Values emphasis on areas of learning which focuses on the appreciation of religious practices, beliefs, attitudes and values. Disciplines in cord covers Islamic Education for Muslim students and Moral Education for non-Muslim students