Beruflich Dokumente
Kultur Dokumente
Curriculum Specifications
SCIENCE
Year 5
Copyright reserved. Except for use in a review, the reproduction or utilisation of this work in any form or by any electronic, mechanical, or other
means, now known or hereafter invented, including photocopying, and recording is forbidden without the written permission from the Director of
the Curriculum Development Centre, Ministry of Education Malaysia.
TABLE OF CONTENTS
Page
Investigating Technology
Learning Area: Strength and Stability 45
Acknowledgements 47
Panel of Writers 48
THE NATIONAL PHILOSOPHY
Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; to maintaining a democratic way of life; to
creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a liberal approach to her rich
and diverse cultural traditions; to building a progressive society which shall be oriented towards modern science and
technology;
We, the people of Malaysia, pledge our united efforts to attain these ends guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
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NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious
based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high
level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large.
vii
NATIONAL SCIENCE EDUCATION PHILOSOPHY
ix
PREFACE
The aspiration of the nation to become an industrialised In a recent development, the Government has made a
society depends on science and technology. It is envisaged decision to introduce English as the medium of instruction in
that success in providing quality science education to the teaching and learning of science and mathematics. This
Malaysians from an early age will serve to spearhead the measure will enable pupils to keep abreast of developments
nation into becoming a knowledge society and a competitive in science and technology in contemporary society by
player in the global arena. Towards this end, the Malaysian enhancing their capability and know-how to tap the diverse
education system is giving greater emphasis to science and sources of information on science written in the English
mathematics education. language. At the same time, this move would also provide
opportunities for pupils to use the English language and
The Science curriculum has been designed not only to hence, increase their proficiency in the language. Thus, in
provide opportunities for pupils to acquire science knowledge implementing the science curriculum, attention is given to
and skills, develop thinking skills and thinking strategies, and developing pupils’ ability to use English for study and
to apply this knowledge and skills in everyday life, but also to communication, especially in the early years of learning.
inculcate in them noble values and the spirit of patriotism. It is
hoped that the educational process en route to achieving The development of this curriculum and the preparation of the
these aims would produce well-balanced citizens capable of corresponding Curriculum Specifications have been the work
contributing to the harmony and prosperity of the nation and of many individuals over a period of time. To all those who
its people. have contributed in one way or another to this effort, may I, on
behalf of the Ministry of Education, express my sincere
The Science curriculum aims at producing active learners. To gratitude and thanks for the time and labour expended.
this end, pupils are given ample opportunities to engage in
scientific investigations through hands-on activities and
experimentations. The inquiry approach, incorporating
thinking skills, thinking strategies and thoughtful learning, (MAHZAN BIN BAKAR SMP, AMP)
should be emphasised throughout the teaching-learning Director
process. The content and contexts suggested are chosen Curriculum Development Centre
based on their relevance and appeal to pupils so that their Ministry of Education Malaysia
interest in the subject is enhanced.
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INTRODUCTION
AIMS
1
SCIENTIFIC SKILLS Communicating Using words or graphic symbols such as
tables, graphs, figures or models to
describe an action, object or event.
Science emphasises inquiry and problem solving. In inquiry and
problem solving processes, scientific and thinking skills are utilised. Using space-time Describing changes in parameter with time.
Scientific skills are important in any scientific investigation such as relationship Examples of parameters are location,
conducting experiments and carrying out projects. direction, shape, size, volume, weight and
mass.
Scientific skills encompass science process skills and
manipulative skills. Interpreting data Giving rational explanations about an
object, event or pattern derived from
Science Process Skills collected data.
Science process skills enable pupils to formulate their questions Defining Defining concepts by describing what must
and find out the answers systematically. operationally be done and what should be observed.
Descriptions of the science process skills are as follows: Controlling Naming the fixed variables, manipulated
variables variable and responding variable in an
Observing Using the sense of hearing, touch, smell, investigation. The manipulated variable is
taste and sight to find out about objects or changed to observe its relationship with the
events. responding variable. At the same time, the
fixed variables are kept constant.
Classifying Using observations to group objects or
events according to similarities or Making Making a general statement about the
differences. Hypotheses relationship between a manipulated
variable and a responding variable to
Measuring and Making quantitative observations by explain an observation or event. The
Using Numbers comparing to a conventional or non- statement can be tested to determine its
conventional standard. validity.
Making Using past experiences or previously Experimenting Planning and conducting activities to test a
Inferences collected data to draw conclusions and (design a fair test) hypothesis. These activities include
explain events. collecting, analysing and interpreting data
and making conclusions.
Making a forecast about what will happen in
Predicting the future based on prior knowledge gained
through experiences or collected data.
2
thinks creatively has a high level of imagination, is able to generate
Manipulative Skills original and innovative ideas, and modify ideas and products.
Manipulative skills in scientific investigation are psychomotor skills Thinking strategies are higher order thinking processes that
that enable pupils to: involve various steps. Each step involves various critical and
creative thinking skills. The ability to formulate thinking strategies is
? Use and handle science apparatus and substances. the ultimate aim of introducing thinking activities in the teaching and
learning process.
? Handle specimens correctly and carefully.
? Draw specimens and apparatus.
? Clean science apparatus.
? Store science apparatus.
THINKING SKILLS
3
Critical Thinking Skills Detecting Bias Identifying views or opinions that have
the tendency to support or oppose
A brief description of each critical thinking skill is as follows: something in an unfair or misleading
way.
Attributing Identifying characteristics, features,
qualities and elements of a concept or
an object.
4
Creative Thinking Skills Making Making general statements about the
Making Using past experiences or previously Making Analogies Understanding an abstract or complex
Inferences collected data to draw conclusions and concepts by relating it to simpler or
explain events. concrete concepts with similar
characteristics.
Predicting Making a forecast about what will
happen in the future based on prior Inventing Producing something new or adapting
knowledge gained through experiences something already in existence to
or collected data. overcome problems in a systematic
manner.
Making Making a general conclusion about a
Generalisations group based on observations on, or
information from, samples of the group.
5
Thinking Strategy
6
Mastering of thinking skills and thinking strategies (TSTS)
through the teaching and learning of science can be developed Science Process Skills Thinking Skills
through the following phases:
7
The following is an example and explanation of a learning outcome
Science Process Skills Thinking Skills based on thinking skills and scientific skills.
Example:
Controlling variables Attributing
Comparing and contrasting Level Year 4
Relating
Analysing Learning Outcome: Differentiate the air that we inhale and
the air that we exhale.
Making hypotheses Attributing
Relating Thinking Skills: Comparing and contrasting
Comparing and contrasting Generating
ideas
Making hypotheses Explanation:
Predicting
Synthesising To achieve the above learning outcome, knowledge on the
composition of the air that we inhale and exhale is needed. The
Experimenting All thinking skills mastery of the skill of comparing and contrasting is as important
as the acquisition of knowledge on humans and animal
Communicating All thinking skills breathing. This would enable pupils to understand that breathing
process in humans and animals
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Explanation: The inculcation of scientific attitudes and noble values generally
occurs through the following stages:
To achieve the above learning outcome, pupils plan and
conduct investigation to test the hypothesis. This investigation ? Being aware of the importance and the need for scientific
should include collecting, analysing and interpreting data and attitudes and noble values.
making conclusion. ? Giving emphasis to these attitudes and values.
? Practising and internalising these scientific attitudes and noble
values.
9
activities should therefore be geared towards activating pupils’
critical and creative thinking skills and not be confined to routine or
Suggested Learning Pupils carry out activities about rote learning. Pupils should be made aware of the thinking skills
Activities reusing, reducing and recycling of and thinking strategies that they use in their learning. They should
materials throughout the year. be challenged with higher order questions and problems and be
required to solve problems utilising their creativity and critical
thinking. The teaching and learning process should enable pupils to
Scientific attitudes and Being responsible about the safety acquire knowledge, master skills and develop scientific attitudes
noble values of oneself, others and the and noble values in an integrated manner.
environment.
Inquiry-discovery emphasises learning through experiences.
Having an intrest and curiosity Inquiry generally means to find information, to question and to
towards the environment. investigate a phenomenon that occurs in the environment.
Discovery is the main characteristic of inquiry. Learning through
Appreciating the balance of nature. discovery occurs when the main concepts and principles of science
are investigated and discovered by pupils themselves. Through
Being cooperative. activities such as experiments, pupils investigate a phenomenon
and draw conclusions by themselves. Teachers then lead pupils to
understand the science concepts through the results of the inquiry.
Inculcating Patriotism Thinking skills and scientific skills are thus developed further during
the inquiry process. However, the inquiry approach may not be
The science curriculum provides an opportunity for the development suitable for all teaching and learning situations. Sometimes, it may
and strengthening of patriotism among pupils. For example, in be more appropriate for teachers to present concepts and principles
learning about the earth’s resources, the richness and variety of directly to pupils.
living things and the development of science and technology in the
country, pupils will appreciate the diversity of natural and human The use of a variety of teaching and learning methods can
resources of the country and deepen their love for the country. enhance pupils’ interest in science. Science lessons that are not
interesting will not motivate pupils to learn and subsequently will
affect their performances. The choice of teaching methods should
TEACHING AND LEARNING STRATEGIES be based on the curriculum content, pupils’ abilities, pupils’
repertoire of intelligences, and the availability of resources and
infrastructure. Different teaching and learning activities should be
Teaching and learning strategies in the science curriculum planned to cater for pupils with different learning styles and
emphasise thoughtful learning. Thoughtful learning is a process that intelligences.
helps pupils acquire knowledge and master skills that will help them The following are brief descriptions of some teaching and learning
develop their minds to the optimum level. Thoughtful learning can methods.
occur through various learning approaches such as inquiry,
constructivism, contextual learning, and mastery learning. Learning
10
Experiment Project
An experiment is a method commonly used in science lessons. In A project is a learning activity that is generally undertaken by an
experiments, pupils test hypotheses through investigations to individual or a group of pupils to achieve a particular learning
discover specific science concepts and principles. Conducting an objective. A project generally requires several lessons to complete.
experiment involves thinking skills, scientific skills, and manipulative The outcome of the project either in the form of a report, an artefact
skills. or in other forms needs to be presented to the teacher and other
pupils. Project work promotes the development of problem-solving
In the implementation of this curriculum, besides guiding skills, time management skills, and independent learning.
pupils to carry out experiments, where appropriate, teachers should
provide pupils with the opportunities to design their own
experiments. This involves pupils drawing up plans as to how to Visits and Use of External Resources
conduct experiments, how to measure and analyse data, and how
to present the results of their experiment. The learning of science is not limited to activities carried out in the
school compound. Learning of science can be enhanced through
the use of external resources such as zoos, museums, science
Discussion centres, research institutes, mangrove swamps, and factories.
Visits to these places make the learning of science more
A discussion is an activity in which pupils exchange questions and interesting, meaningful and effective. To optimise learning
opinions based on valid reasons. Discussions can be conducted opportunities, visits need to be carefully planned. Pupils may be
before, during or after an activity. Teachers should play the role of a involved in the planning process and specific educational tasks
facilitator and lead a discussion by asking questions that stimulate should be assigned during the visit. No educational visit is complete
thinking and getting pupils to express themselves. without a post-visit discussion.
In simulation, an activity that resembles the actual situation is Technology is a powerful tool that has great potential in enhancing
carried out. Examples of simulation are role-play, games and the the learning of science. Through the use of technology such as
use of models. In role-play, pupils play out a particular role based television, radio, video, computer, and Internet, the teaching and
on certain pre-determined conditions. Games require procedures learning of science can be made more interesting and effective.
that need to be followed. Pupils play games in order to learn a Computer simulation and animation are effective tools for the
particular principle or to understand the process of decision-making. teaching and learning of abstract or difficult science concepts.
Models are used to represent objects or actual situations so that Computer simulation and animation can be presented through
pupils can visualise the said objects or situations and thus courseware or Web page. Application tools such, as word
understand the concepts and principles to be learned. processors, graphic presentation software and electronic
spreadsheets are valuable tools for the analysis and presentation of
data.
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CONTENT ORGANISATION
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Investigating Living Things Science-Year 5
1.1 Understanding Pupils view video showing Pupils Teacher uses the yeast- ragi
that various types of Pupils following recipe to harmful- berbahaya
microorganism is microorganism, e.g. bacteria, make dough. magnifying glass- kanta
a living thing virus, fungi and protozoa. ? state types of pembesar
microorganisms. Ingredients: uses- kegunaan
Pupils make a qualitative 1 cup of flour sprinkling – merenjis
comparison between the size ½ cup of warm water
of microorganism and that of 1 teaspoon of dried
human and conclude that yeast
microorganism is very tiny. 1 teaspoon of sugar
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Investigating Living Things Science-Year 5
Pupils carry out activity by ? state that microorganism Ensure pupils clean
sprinkling a few drops of water moves. their hands after
on a slice of bread. Pupils put handling water
the bread in a plastic bag and samples.
observe it for a few days.
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Investigating Living Things Science-Year 5
1.2 Understanding Pupils gather information on Pupils Pupils need not know contagious- berjangkit
that some the uses of microorganisms, the methods of making quarantine – diasingkan
microorganisms e.g. ? state examples of use of bread, tapai, tempe measles- campak
are harmful and a) making bread, microorganisms. and fertiliser. chicken pox- cacar
some are useful b) making tapai, stomach upset- sakit
c) making tempe, perut
d) making fertiliser. cough- batuk
harm- kesan buruk
Pupils gather information on ? state the harmful effects of dengue – denggi
the harmful effects of microorganisms. sneezing – bersin
microorganisms, e.g. flu - selsema
a) causing illness, mumps – beguk
b) causing food poisoning, conjunctivitis – sakit
c) causing food to turn bad, mata
d) causing tooth decay.
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Investigating Living Things Science-Year 5
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Investigating Living Things Science-Year 5
2.1 Understanding Pupils gather information to Pupils Teacher may explain kemandirian
that different find examples of animals that that species means adapt- menyesuaikan
animals have take care of their eggs and ? give examples of animals similar types of living take care- menjaga
their own ways young, e.g. that take care of their eggs things that can breed protect- melindungi
to ensure the a) cow, and young. among themselves young – anak
survival of their b) hen, slimy – berlendir
species. c) cat, pouch – kantong
d) bird. herd – kumpulan yang
besar
Pupils view video on how ? explain how animals take disturbed- diganggu
animals ensure the survival of care of their eggs and plenty – banyak
their eggs and young, e.g. young. attack- menyerang
a) keep their young in their hide – menyembunyikan
mouths, e.g fish, ensure- memastikan
b) feed their young, e.g. bird, feed – memberi makan
c) attack in order to protect
their eggs or young when
they are disturbed, e.g.
snake or tiger,
d) lay slimy eggs, e.g frog,
e) hide their eggs, e.g. turtle,
f) carry their young in their
pouches, e.g kangaroo,
h) stay in herds e.g. elephant.
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Investigating Living Things Science-Year 5
Pupils gather information to ? give examples of plant that Examples of plants that
give examples of plants that disperse seeds and fruits by disperse seeds and
disperse seeds and fruits by: water. fruits by:
a) water, a) water, e.g. coconut
b) wind, ? give examples of plant that and pong-pong,
c) animal, disperse seeds and fruits by b) wind, e.g. lallang
d) explosive mechanism. wind. and angsana,
a) c) animals, e.g.
watermelon, love
grass and rambutan
d) explosive
mechanism, e.g.
balsam, rubber,
flame of the forest,
chestnut and ocra.
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Investigating Living Things Science-Year 5
2.3 Realising the Pupils discuss and predict the Pupils extinction –
importance of consequences if certain kepupusan
survival of the species of animals and plants ? predict what will happen if shortage –
species become extinct, e.g. some species of animals or kekurangan
a) shortage of food plants do not survive.
resources,
b) other species may also
face extinction.
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Investigating Living Things Science-Year 5
3.1 Understanding Pupils carry out a Pupils Food chains must food chain-rantai
food chains brainstorming session on begin with plants as makanan
animals and the food they eat. ? identify animals and the producers. producer-pengeluar
food they eat. consumer-pengguna
Pupils discuss and classify
animals into the following ? classify animals into
groups according to the food herbivore, carnivore and
they eat: omnivore.
a) herbivore
b) carnivore
c) omnivore
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Investigating Living Things Science-Year 5
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Investigating Living Things Science-Year 5
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Investigating Force and Energy Year 5- Science
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Investigating Force and Energy Year 5- Science
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Investigating Force and Energy Year 5- Science
1.3 Understanding Pupils discuss that renewable Pupils Provide real objects or renewable energy-
renewable and energy is the energy that can substances such as tenaga diperbaharui
non-renewable be replenished when used up ? state what renewable energy crude oil, charcoal, non-renewable energy-
energy and non-renewable energy is is. coal, etc for pupils to tenaga yang tidak dapat
the energy that cannot be ? state what non-renewable observe and discuss. diperbaharui
replenished when used up. energy is. replenished –
digantikan
Pupils gather information on used up- habis
the following: digunakan
a) renewable energy coal- arang batu
resources. e.g. ? list renewable energy charcoal- arang kayu
solar, wind and biomass, resources. wisely-secara bijaksana
b) non-renewable energy biomass-biojisim
resources. e.g.
natural gas, petroleum and
coal.
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Investigating Force and Energy Year 5- Science
2. Electricity
2.1 Knowing the Pupils carry out activity such Pupils Provide real objects or dry cell- sel kering
sources of as lighting up a bulb or ringing substances such as dry hydroelectric power –
electricity an electric bell to verify that ? state the sources of cell, accumulator, kuasa hidro elektrik
the following sources produce electricity. rechargeable battery,
electricity e.g. solar cell etc for pupils
a) dry cell/ battery, to observe and
b) accumulator, discuss.
c) dynamo,
d) solar cell.
26
Investigating Force and Energy Year 5- Science
Pupils observe various series ? identify the difference in the When comparing the
circuits and parallel circuits. arrangement of bulbs in brightness of the bulbs
series and parallel circuits. in series or parallel
circuits the number of
Based on observation, pupils batteries and bulbs
discuss the differences in the must be the same.
arrangement of bulbs in series
and parallel circuits.
27
Investigating Force and Energy Year 5- Science
2.3 Understanding Pupils discuss the danger of Pupils Teacher can also electric shock- kejutan
the safety mishandling electrical discuss other general elektrik
precautions to appliances, e.g. ? describe the danger of safety precautions, e.g. appliances-
be taken when a) electric shock, mishandling electrical a) do not insert objects peralatan
handling b) fire, appliances. into power supply,
electrical c) burn, b) do not touch a
appliances d) electrocution. switch with wet
hands,
Pupils discuss the safety ? explain the safety c) do not touch victims
precautions to be taken when precautions to be taken of electric shock.
using electrical appliances, when using electrical
e.g. appliances.
28
Investigating Force and Energy Year 5- Science
3. Light
3.1 Understanding Pupils carry out activities to Pupils beam- alur cahaya
that light travels observe that light travels in a travel- bergerak
in a straight line straight line. ? state that light travels in a opaque – legap
straight line.
Pupils gather information and
give examples of events or ? give examples to verify that
phenomena that show light light travels in a straight
travels in straight line. line.
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Investigating Force and Energy Year 5- Science
Pupils let the warm water cool ? state that when a substance
down and feel the water every loses heat it will become
few seconds. cooler.
31
Investigating Force and Energy Year 5- Science
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Investigating Force and Energy Year 5- Science
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Investigating Force and Energy Year 5- Science
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Investigating Materials Year 5- Science
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Investigating Materials Year 5- Science
Pupils observe the flow of ? state that some liquids flow Examples of liquids:
different liquids as they are faster than others. a) water
poured into containers. b) milk
c) condensed milk
Pupils discuss to conclude that d) cooking oil
some liquids flow faster than e) tomato sauce
others. f) cordial
g) shampoo
Pupils study the properties of ? state the properties of gas. h) glue
gas by:
a) balancing two inflated
balloons on a stick and
puncturing one of the
balloons,
b) inflating balloons of
different shapes,
36
Investigating Materials Year 5- Science
37
Investigating Materials Year 5- Science
a) melting,
b) boiling,
c) evaporation,
d) condensation,
e) freezing.
38
Investigating Materials Year 5- Science
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Investigating Materials Year 5- Science
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Investigating The Earth and The Universe Year 5- Science
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Investigating The Earth and The Universe Year 5- Science
42
Investigating The Earth and The Universe Year 5- Science
2.3 Understanding Pupils view video or computer Pupils new moon – anak bulan
the phases of simulation and discuss that crescent - bulan sabit
the Moon the Moon does not emit light ? state that the Moon does half moon -bulan separa
but reflects the sunlight. not emit light. full moon – bulan
? explain that the Moon purnama
appears bright when it reflect - memantulkan
Pupils view video on the reflects sunlight. phase - fasa
phases of the Moon. ? describe the phases of the lunar calendar – Takwim
Moon. Qamari
emit - memancarkan
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Investigating The Earth and The Universe Year 5- Science
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Investigating Technology Year 5- Science
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Investigating Technology Year 5- Science
46
ACKNOWLEDGEMENTS
47
PANEL OF WRITERS
CHEAH ENG JOO CURRICULUM DEVELOPMENT LIM YOON KHIM SJKC KWANG HWA, P. PINANG
CENTRE
HO HENG LING CURRICULUM DEVELOPMENT LINDA CHENG LEAN BEE SK HUTCHINGS, P. PINANG
CENTRE
ZAIDI YAZID CURRICULUM DEVELOPMENT LIM SIEW PENG SK(P) METHODIST, MELAKA
CENTRE
YEAP CHIN HENG (PH.D) CURRICULUM DEVELOPMENT MAKRIN SUDI SK SAMPIR, SABAH
CENTRE
ZAINON ABD MAJID CURRICULUM DEVELOPMENT MARZITA OMAR SK PERMATANG BERTAM, P.P
CENTRE
AIZATUL ADZWA M. CURRICULUM DEVELOPMENT MUNISAMY A/L SENGODAN SJKT LADANG HENRIETTA,
BASRI CENTRE KEDAH
AHMAD SALIHIN MAT CURRICULUM DEVELOPMENT MISIAH SANUSI SK MERBAU SEMPAK,
SAAT CENTRE SELANGOR
LANITA MOHD YUSOF CURRICULUM DEVELOPMENT MAHENDRAN A/L SK(L) METHODIST, K.L
CENTRE SUBRAMANIAM
SALBIAH MOHD SOM CURRICULUM DEVELOPMENT MOHD FAUZI HASHIM SK PAYA, PERLIS
CENTRE
SALINA HANUM OSMAN M CURRICULUM DEVELOPMENT MOHD NASHUHA JAMIDIN MP SULTAN ABD HALIM, KEDAH
CENTRE (PH.D)
YUSOF ISMAIL CURRICULUM DEVELOPMENT NORMAH ABD WAHAB SK AIR TERJUN, TERENGGANU
CENTRE
ZAIDAH MOHD YUSOF CURRICULUM DEVELOPMENT NORDIN AMBAK SK RASAU KERTEH,
CENTRE TERENGGANU
ZAINUSHAM YUSOF CURRICULUM DEVELOPMENT NOOR IEMAH ISMAIL SK SG BEHRANG, PERAK
CENTRE
ZULKIFLI BAHARUDIN CURRICULUM DEVELOPMENT NOR LAILI HJ. SHOED SK PORT DICKSON,
CENTRE N.SEMBILAN
ABD WAHAB ABD AZIZ SK BUKIT LINTANG, MELAKA NORMAH BAHAROM SK SULTANAH ASMA, KEDAH
ARIFFIN JAAFAR SK KEMAHANG 2, KELANTAN OOI CHONG NAM SJKC YANG KOA,
ABDULLAH IBRAHIM SK WAKAF BHARU, KELANTAN ROHANI AHMAD SK METHODIST, PERAK
AHMAD HASAN SK KUALA PERLIS, PERLIS ROSANANI GHAZALI SK SERI BIRAM, PAHANG
ABU JALIL HASAN IPDA JITRA, KEDAH RAIS ABD AZIZ SK BATU LANCHANG, P.PINANG
AZIZAH NGAH TASIR MP TEKNIK, KUALA LUMPUR ROHAYA AHMAD SK SG. RAMBAI,
ETTIN AK LAMBAT SK ST. FAITH, SARAWAK ROHANA HUSSEIN SK JLN. 2, BANGI, SELANGOR
FUAD HASHIM SK P SULTAN IBRAHIM, JOHOR ROSNAH JOHARI MP BATU RAKIT , TERENGGANU
48
FARIDAH SALLEH SK JIJAN,NEGERI SEMBILAN SITI NORFARIDAH CHAI SK AGAMA MIRI, SARAWAK
ABDULLAH
FATIMAH YUSOFF MPP MELAYU, MELAKA SHAMSURIA EBNI SK ST ANNES, WP LABUAN
FADZILLAH AB RAHMAN SK SERI BUDIMAN II, SURIAKUMARI A/LP SJKT PAYA RUMPUT, MELAKA
TERENGGANU PALANIYANDI
HASANOR SAID MOHD SK TAMAN MELATI, KL SAAT ARIFFIN SK PULAU KUNDUR, KELANTAN
SABRI
IBRAHIM ABDULLAH SK PENGHULU AHMAD, KEDAH SITI FAUZIAH RIDZUAN SK BATU HAMPAR, KEDAH
INDON SULONG SK MERGONG II, KEDAH TEH MALIHAH HUSSAIN SK SIMPANG EMPAT, PERAK
JAGAJOTHY A/P SK CONVENT GREEN LANE, VENANCY ANGELA SUIMEN SRK ST. ALOYSIUS LIMBANAK,
SELVARASAH SABAH
JAFFRI JOHAN ZANUDIN SK BATU HAMPAR, KEDAH WONG POH TECK SK SEMABOK, MELAKA
KU NORGAYAH KU SK TASIK APONG, KEDAH ZAINUDDIN ABDULLAH SK BATANG MELAKA, MELAKA
SULONG
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Curriculum Development Centre
Ministry of Education
2005