4 DSKP KSSR Science Year 6.pdf

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SAINS
TAHUN ENAM
( EDISI BAHASA INGGERIS)
KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

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KURIKULUM STANDARD SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUMDAN PENTAKSIRAN
SAINS
TAHUN 6
(Edisi Bahasa Inggeris)
BAHAGIAN PEMBANGUNAN KURIKULUM

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Cetakan Pertama 2016
Kementerian Pelajaran Malaysia 2016
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam
apa-apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum
mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8,
Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan , 62604 Putrajaya.

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FALSAFAH PENDIDIKAN SAINS NEGARA
Selaras dengan Falsafah Pendidikan Kebangsaan,
pendidikan sains di Malaysia memupuk
budaya Sains dan Teknologi dengan memberi tumpuan
kepada perkembangan individu yang kompetitif,
dinamik, tangkas dan berdaya tahan serta
dapat menguasai ilmu sains dan keterampilan teknologi.
Source: MOSTI

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CONTENT
RUKUN NEGARA iii
FALSAFAH PENDIDIKAN KEBANGSAAN iv
FALSAFAH PENDIDIKAN SAINS NEGARA v
INTRODUCTION 1
DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 1
AIMS AND OBJECTIVES 4
FOCUS 5
SCIENTIFIC SKILLS 5
SCIENTIFIC ATTITUDES AND NOBLE VALUES 7
ELEMENTS ACROSS THE CURRICULUM 14
SKILLS FOR 21ST
CENTURY 16
SKILLS AND VALUE FOR THE 21ST
CENTURY 17
STUDENT PROFILE 18
TEACHING AND LEARNING STRATEGIES 20
METHODS OF TEACHING AND LEARNING SCIENCE 22
ASSESSMENT OF TEACHING AND LEARNING 25
ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 31

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THEME : INTRODUCTION TO SCIENCE
1.0 Scientific Skills
2.0 Science Room Rules
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50
THEME : LIFE SCIENCE
3.0 Microorganism
4.0 Interactions Among Living Things
5.0 Preservation and Conservation
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55
58
THEME : PHYSICAL SCIENCE
6.0 Force
7.0 Speed
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62
THEME : MATERIAL SCIENCE
8.0 Food Preservation
9.0 Waste Material
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66
THEME : EARTH AND SPACE SCIENCE
10.0 Eclipse
11.0 Constellation
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70
THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE
10.0 . Machine 71

KSSR SCIENCE YEAR 6
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INTRODUCTION PREFACE
As articulated in the National Education Philosophy, education
in Malaysia is an on-going effort towards developing the
potential of individuals in a holistic and integrated manner to
produce individuals who are intellectually, spiritually,
emotionally and physically balanced. The primary and
secondary school science curriculum standard is developed
with the aim of producing such individuals.
The overall Science Standard Curriculum encompasses three
core science subjects and four elective science subjects. The
Core Science Subjects are Primary School Science, Lower
Secondary Science, and Upper Secondary Science. The
Elective Science subjects offered in upper secondary are
Biology, Chemistry, Physics, and Additional Science.
The Core Science Subjects for primary and lower secondary
school are designed with emphasis on the knowledge and
understanding of science to produce science literate pupils so
as to prepare them for science at higher levels. The Core
Science subjects in upper secondary school aim to develop
pupils’ science literacy, innovative skills and to equip them to
enter fields of science. The Elective Science Subjects offer
options to pupils based on their inclinations, interests and
abilities in the science field to venture into careers specifically
in science and technology fields. This group of pupils will
continually contribute to the development of the nation.
This group of pupils will become the human resources in the
field of science and technology that will contribute to the
continuity in the development of the country.
DESIGN OF THE STANDARD-BASED CURRICULUM FOR
PRIMARY SCHOOL
The concept of strands introduced in KSSR, is a form of
classification of knowledge, skills and values. This concept
focuses on the development of a physically, emotionally,
spiritually and intellectually balanced human capital. Six
strands are identified to represent the fields of knowledge,
skills and values that form the basis of development of
creative and critical thinking, and innovative individuals
(Diagram 1). The strands reflect explicit structuring of

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discipline of knowledge, skills and values that pupils need to
acquire. Each strand is interconnected and integrated.
Communication
The communication strand emphasises the integration
process of the language skills in the form of verbal and non-
verbal during interaction. This strand focuses on language
skills such as listening and speaking, reading and writing, as
well as the added value of reasoning. Pupils need to master
these skills to assist them in the process of acquisition of
knowledge, skills and values in the other strands. Language
proficiency prepares pupils to select accurate and systematic
language used in social interaction.
The knowledge disciplines within the communication strand
include Bahasa Melayu, English Language, Bahasa Cina,
Bahasa Tamil, Bahasa Arab, Bahasa Iban, Bahasa
Kadazandusun and Bahasa Semai.
Physical and Aesthetic Development
The Physical Development and Aesthetic strand emphasises
on physical and health development for personal well-being
and nurturing of imagination, creativity, talent and
appreciation. Knowledge disciplines that develop the physical
aspects are Physical Education and Health Education.
Creativity, talent and appreciation are nurtured through Visual
Art Education and Music Education.
Humanity
The Humanity strand emphasises on the mastery and practice
of knowledge about community and the environment locally,
nationally and globally as well as the appreciation of the spirit
of patriotism and unity. History is the knowledge discipline in
the Humanity strand introduced at Level II of the primary
school.

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Figure 1: Framework for Curriculum KSPK and KSSR

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Personal Development
The Personal Development strand emphasises the nurturing
of leadership and character building through curricular and
co-curricular activities. Pupils are given the opportunity to
integrate knowledge, skills and values learned in the
classroom and practise them in co-curricular activities.
Participation in co-curricular activities such as societies,
uniformed bodies and sports provide opportunities for pupils
to heighten their potential as leaders to themselves, friends,
family and the community.
Science and Technology
The Science and Technology strand emphasises the mastery
of:
 scientific knowledge, skills and scientific attitude
 knowledge, skills and values in mathematics
 knowledge and technology-based skills
Knowledge discipline in Science and Technology Strand are
Science, Mathematics, Design and Technology (DT) and
Information and Communication Technology (ICT).
Spiritual, Attitude and Value
The Spiritual, Attitude and Value strand emphasises the
learning areas that focus on religious practices, beliefs,
attitudes and values. Knowledge disciplines in this strand are
Islamic Studies for Muslim pupils and Moral Education for
non-Muslim pupils.
AIMS
The aim of Science Standard Curriculum for primary is to
instill interest and develop creativity amongst pupils through
experience and investigation so as to master knowledge in
science, scientific skills, thinking skills and, scientific attitudes
and values.
OBJECTIVES
The Level Two Primary School Science Curriculum aims to:
1. Stimulate pupils’ curiosity and develop their interest
about the world around them.
2. Provide pupils with opportunities to develop scientific
skills as well as critical and creative thinking skills.

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3. Enhance pupils’ creativity.
4. Provide pupils with an understanding on scientific
facts and concepts.
5. Enables pupils to apply knowledge and skills in a
critical, creative and analytical manner for problem
solving and decision making.
6. Instil scientific attitudes and noble values amongst
pupils, thus putting these into practice.
7. Be aware of the need to care for the environment.
FOCUS
Science Curriculum focuses on thoughtful learning.
Thoughtful learning is a process of acquisition and mastery of
knowledge and skills that can develop pupils’ minds to the
optimum level. Thoughtful learning does not just focus on the
content to be taught, but also encompasses pedagogy and
assessment. Thoughtful learning occurs when the inquiry
approach that emphasises scientific skills and thinking skills
are integrated.
SCIENTIFIC SKILLS
Science emphasizes inquiry method and problem solving. In
inquiry and problem solving processes, scientific and thinking
skills need to be utilised. Scientific skills are vital in any
activities involving scientific investigation.
Scientific skills encompass science process skills and
manipulative skills.
Science Process Skills
Science Process Skills enable pupils to formulate questions
and find out the answers systematically.
Descriptions of the science process skills are as the following:
Observing Using the sense of sight, hearing,
touch, taste or smell to gather
information about objects and
phenomena.
Classifying Using observations to group objects or
phenomena according to similar
characteristics

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Measuring and
Using Numbers
Making quantitative observations
using numbers or tools with standard
units or tools standardised with
reference units.
Making
Inferences
Making initial conclusions that are
reasonable, that may be true or false
to explain events or observations.
Predicting Making forecast about events based
on observations and previous
experiences or collected data.
Communicating Accepting, choosing, arranging, and
presenting information or ideas in the
form of writing, verbal, tables, graphs,
figures or models.
Using Space-
Time
Relationship
Describing changes in parameters
such as location, direction, shape,
size, volume, weight and mass with
time.
Interpreting Data Giving rational explanations about an
object, event or pattern derived from
collected data.
Defining
Operationally
Defining concepts by describing what
must be done and what should be
observed.
Controlling
Variables
Identifying manipulated variables,
responding variables and fixed
variables. In an investigation, a variable
is manipulated to observe its
relationship with the responding
variable. At the same time, the other
variables are kept the same.
Making
Hypothesis
Making a general statement about the
relationship between the variables that is
assumed to be true to explain an
observation or event. The statement can
be tested to determine its validity.

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Experimenting Planning and conducting an investigation
to test a hypothesis, collecting and
interpreting data until a conclusion can be
obtained.
Manipulative Skills
In a scientific investigation, manipulative skills are
psychomotor skills that enable pupils to:
 Use and handle science apparatus and substances
correctly.
 Store science apparatus and substances correctly and
safely.
 Clean science apparatus correctly
 Handle specimens correctly and carefully.
 Sketch specimens, apparatus and substances accurately
SCIENTIFIC ATTITUDES AND NOBLE VALUES
Learning experiences science can foster positive attitudes
and values in pupils. Positive attitudes and values fostered in
the teaching of science in schools include scientific attitudes
and noble values as the following:
 Having an interest and curiosity towards the
environment.
 Being honest and accurate in recording and validating
data.
 Being diligent and persevere when carrying out a task.
 Being responsible about the safety of oneself, others
and the environment.
 Realising that science is a means to understand
nature.
 Appreciating and practising clean and healthy living.
 Appreciating the balance of nature.
 Being respectful and well-mannered.
 Appreciating the contribution of science and
technology.
 Being thankful to God.

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 Having critical and analytical thinking.
 Being flexible and open-minded.
 Being kind-hearted and caring.
 Being objective
 Being systematic
 Being cooperative
 Being fair and just.
 Dare to try
 Thinking rationally
 Being confident and independent
The inculcation of scientific attitudes and noble values
generally occurs through the following stages:
 Be aware and understand the importance and the
need of scientific attitudes and noble values.
 Giving attention and response.
 Internalising and practising.
 Inculcate scientific attitudes and noble values in life.
In this curriculum standard, learning standard for the affective
domain is written explicitly where appropriate. However,
scientific attitudes and noble values in teaching and learning
need to be integrated continuously. For example, during
science practical work, the teacher should remind pupils the
importance of being careful, thorough, cooperative, honest
and persevere when carrying out experiments.
Proper planning is required to optimize the inculcation of
scientific attitudes and noble values. Teachers are
encouraged to go through all learning standards related to the
content standard including the learning standard about the
inculcation of scientific attitudes and noble values before
starting a lesson in the particular learning area.
Critical Thinking Skills
A brief description of each critical thinking skill is as the
following:
Attributing Identifying characteristics, features,
qualities and elements of a concept or
an object.

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Comparing and
Contrasting
Finding similarities and differences
based on criteria such as
characteristics, features, qualities and
elements of objects or events.
Grouping and
Classifying
Separating and grouping objects or
phenomena into groups based on
certain criteria such as common
characteristics or features.
Sequencing Arranging objects and information in
order based on the quality or quantity
of common characteristics or features
such as size, time, shape or number.
Prioritising Arranging objects or information in
order based on their importance or
urgency.
Analysing Processing information in detail by
breaking it down into smaller parts to
understand concepts or events as well
as to find the implicit meanings.
Detecting Bias Detecting views or opinions that have
the tendency to support or oppose
something.
Evaluating Making consideration on the good and
bad qualities of something based on
valid evidences or propositions.
Making
Conclusions
Making a statement about the outcome
of an investigation based on a
hypothesis or strengthening something
based on an investigation.

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Creative Thinking Skills
A brief description of each creative thinking skill is as the
following:
Generating Ideas Producing ideas related to something.
Relating Making connections in certain
situations or events to find a structure
or pattern of relationship.
Making
Inferences
Making initial conclusions that are
reasonable, that may be true or false
to explain events or observations.
Predicting Making forecast about events based
on observations and previous
experiences or collected data.
Making
Generalisations
Making a general statement about
certain matter from a group of
observations on samples or some
information from that group.
Visualising Forming perception or making mental
images about a particular idea,
concept, situation or vision.
Synthesising Combining separate elements to
produce an overall picture in the form
of writing, drawing or artefact.
Making
Hypotheses
Making a general statement about the
relationship between the variables
that is assumed to be true to explain
an observation or event. The
statement can be tested to determine
its validity.
Making
Analogies
Forming an understanding about a
complex or abstract concept by
relating it to simple or concrete
concepts with similar characteristics.

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Inventing Producing something new or
modifying something already in
existence to overcome problems in a
systematic manner.
Thinking Strategies
Description of each thinking strategy is as the following:
Conceptualising Making generalisations towards
building of meaning, concept or
model based on inter-related specific
common characteristics.
Making
Decisions
Problem
Solving
Selecting the best solution from
several alternatives based on
specific criteria to achieve the
intended aims.
Finding the right solutions in a
systematic manner for situations that
are uncertain or challenging or
unanticipated difficulties.
Besides thinking skills and thinking strategies, another skill
emphasised is reasoning. Reasoning is a skill used in making
logical, rational, fair and just consideration. Mastery of critical
and creative thinking skills and thinking strategies is made
easier if an individual is able to provide reasoning in inductive
and deductive manner. Figure 2 gives an overall picture of the
thinking skills and thinking strategies (TSTS).
Thinking Skills
Critical
Attributing
 Comparing and
contrasting
 Grouping and
classifying
 Sequencing
 Prioritising
Analysing
Detecting bias
Evaluating
Making conclusions
Creative
Generating ideas
Relating
Making inferences
Predicting
Making hypothesis
Synthesising
Making
generalisations
Visualising
Making analogies
Inventing
Thinking Strategies
 Conceptualising
 Making decisions
 Problem solving
Reasoning
Figure 2: TSTS Model in Science

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Mastery of TSTS through the teaching and learning of science
can be developed through the following stages:
1. Introducing TSTS.
2. Practising TSTS with teacher’s guidance.
3. Practising TSTS without teacher’s guidance.
4. Applying TSTS in new situations and developed with
teacher’s guidance.
5. Applying TSTS together with other skills to accomplish
thinking tasks.
6.
Further information about the stages on the implementation of
TSTS can be referred to the guidebook “Buku Panduan
Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam
Pengajaran dan Pembelajaran Sains (Curriculum
Development Centre, 1999)”.
Relationship between Thinking Skills and Science
Process Skills
Science Process Skills are skills that are required in the
process of finding solutions to a problem or making decisions
in a systematic manner. It is a mental process that promotes
critical, creative, analytical and systematic thinking. Mastery of
Science Process Skills together with knowledge and suitable
attitudes ensure pupils to think effectively.
The mastery of Science Process Skills requires pupils to
master the relevant thinking skills. The main thinking skills that
are related to each science process skill are as the following:
Science Process Skills Thinking Skills
Observing Attributing
Comparing and contrasting
Relating
Classifying Attributing
Grouping and classifying
Measuring and Using
Numbers
Relating
Making Inferences Relating
Analysing

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Making Inferences
Predicting Relating
Visualising
Using Space-Time
Relationship
Sequencing
Prioritising
Interpreting data Comparing and contrasting
Analysing
Detecting bias
Making conclusions
Making Generalisations
Evaluating
Defining operationally Relating
Making analogies
Visualising
Analysing
Controlling variables Attributing
Relating
Analysing
Making hypothesis Attributing
Relating
Generating ideas
Making hypothesis
Predicting
Synthesising
Experimenting All thinking skills
Communicating All thinking skills
Teaching and Learning Based on Thinking Skills and
Scientific Skills
This Science Curriculum Standard emphasises thoughtful
learning based on thinking skills and scientific skills. In this
curriculum, the intended learning standard is written by
integrating acquisition of knowledge with mastery of thinking

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skills and scientific skills. Thus in teaching and learning,
teachers need to integrate mastery of skills together with
acquisition of knowledge and the inculcation of scientific
attitudes and noble values.
ELEMENTS ACROSS THE CURRICULUM
The Elements across the Curriculum (EMK) is a value-added
element applied in the teaching and learning process other
than those specified in the Content Standard. The integration
of these elements is aimed at strengthening the human capital
skills and competency as well as intended to prepare pupils
for the challenges of the present and the future. The elements
across the curriculum in KBSR i.e. language, science and
technology, environmental sustainability, values and
patriotism are still relevant to be used in KSSR.
The new elements of EMK, namely creativity and innovation,
entrepreneurship, as well as ICT are identified as a
complementary effort to enhance the quality of KSSR
implementation. The following is a description about the new
elements of EMK in KSSR:
Creativity and Innovation
Creativity and Innovation are two related items.
Generally, creativity refers to the act of generating new ideas,
approaches and new actions. Innovation on the other hand, is
the process of generating new ideas and applying creative
ideas in certain contexts.
The element of creativity and innovation is an element that is
stressed upon in KSSR to prepare students to handle 21st
century challenges. Creativity and innovation in students need
to be inculcated and developed to optimum levels so that they
are capable of generating ideas and inventions that are of
quality that become practices and cultures in the lives of
Malaysian citizens in the future.
To reach this aim, the writing of the learning standard for the
subject of Science that is related to inculcating creativity and
innovation is stated clearly. However, teachers are also
encouraged to instil elements of creativity and innovation in

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any topic deemed suitable if these elements are not stated
clearly. Teachers should prepare activities that increase
interest and creativity and students should be equipped with
knowledge, skills and tools that will enable them to develop
creativity and inculcate attitudes and personalities of creative
individuals.
Entrepreneurship
In the New Economic Model, among the characteristics of
Malaysia in 2020 is innovation and entrepreneurship. The
instilling of the element of entrepreneurship in KSSR is aimed
at forming the characteristics and practices of
entrepreneurship until it becomes a culture among students.
Entrepreneurship characteristics can be formed by:
 Practicing entrepreneurship
 Applying entrepreneurship thinking
 Applying knowledge and business management skills
 Formulating concepts, processes or products of
entrepreneurship
 Practice moral values and good ethics in
entrepreneurship
All characteristics and practices are implemented according to
primary school children’s abilities.
Information and Communication Technology
Technology is an effective method to strengthen the learning
of science. The use of technology like television, radio,
computer, computer internet software, course software, and
computer interface makes the learning of science more
interesting and effective. Animation and computer simulations
are a useful method to learn a difficult and abstract concept
and can be presented in the form of course software or
website.
The element of Information and Communication Technology is
one of the elements added to KSSR. There are three
approaches in using Information and Communication
Technology in KSSR:
 Learning about ICT
 Learning through ICT
 Learning with ICT

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Teachers must ensure that EMK are integrated effectively in
the teaching and learning process in order to produce
individuals as intended in the National Education Philosophy.
The relationship between EMK and the development of a
balanced individual is illustrated in Diagram 3.
Diagram 3: EMK in the development of a Balanced
individual
SKILLS FOR 21ST
CENTURY
Higher Order Thinking Skills (HOTS)
The national curriculum aims to produce pupils who are well
balanced, resilient, curious, principled, well informed, and
patriotic and posses thinking and communication skills and
able to work in teams. The 21st century skills are in line with
the six aspirations as outlined in the Malaysia Education
Blueprint. The six aspirations are leadership skills, bilingual
proficiency, ethics and spirituality, social identity, knowledge
and thinking skills intended to be acquired by every pupil to
enable them to compete globally.
Thinking skills have been emphasized in the curriculum since
1994 to introduce Creative and Critical Thinking Skills (KBKK).
KBKK emphasises on thinking from the low to the higher level.
Starting from 2011, the Primary School Curriculum Standard
(KSSR) has placed emphasis on Higher Order Thinking Skills
(HOTS).
Higher order thinking skills is the ability to apply knowledge,
skills and values for reasoning and reflecting in solving
LANGUAGE
SCIENCE AND
VALUES TECHNOLOGY
ENVIRONMENTAL
PATRIOTISM SUSTAINABILITY
Information and
Communication
Technology
Creativity and
Innovation
Entrepreneurship
BALANCED INDIVIDUAL
Critical Creative and
Innovation Thinking

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problems, making decisions, to innovate and to create. HOTs
refer to the skills of applying, analysing, evaluating and
creating as shown in Table 1.
Table 1: Description of HOTs
HOTs Description
Applying
Using knowledge, skills and values to take
actions in different situations.
Analizing
Breaking down information into smaller parts to
enhance understanding and make relationship
between the parts.
Evaluating
Using knowledge, experience, skills and values
to consider, make decisions and give
justifications.
Creating
Producing ideas, products or methods creatively
and innovatively.
HOTS can be applied in the classroom through activities in
the form of inquiry, solving problems and projects. Teachers
and pupils need to use the thinking tools such as thinking
maps, mind maps, and Thinking Hats and high level
questioning, inside and outside the classroom to encourage
pupils to think. Pupils are accountable to their own learning.
SKILLS AND VALUE FOR THE 21st
CENTURY
A student must be equipped with skills, knowledge and values
to excel in life and career in the 21st
century. The Ministry of
Education Malaysia (MOE) has identified skills and values that
each pupil needs to have to face the 21st
century. Skills and
values consist of 3 aspects:
Thinking skills: Prepares pupils to face life and current
working environment which is becoming more challenging.
The skills are:
 Creative
 Critical
 Reasoning
 Innovative
 Problem solving
 Decision making

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Career and Life Skills: Crucial than thinking skills and
knowledge. Pupils develop career and life skills to face a
complex life and current working environment which is
becoming more challenging. These are:
 Communication Skills
 Information and Communication Technology
 Cooperation
 Entrepreneurship
 Leadership
 Lifelong learning
 Flexibility
 Ability to Adapt
 Initiative and Self-direction
Values: Guideline for pupils to become individuals with noble
character, capable of making decisions and act responsibly
towards family, society and country which encompass:
 Spirituality
 Humanity
 Patriotism
 Integrity
 Responsibility
 Unity
STUDENT PROFILE
The critical factor that contributes towards social growth,
culture and economy of a country is the development of
innovative and highly skilled human capitals. Hence; each
pupil must be physically, emotionally, spiritually and
intellectually balanced as stated in the National Education
Philosophy.
To compete at a global stage, MOE has outlined 10 Student
Profiles which are characterised as below:
Balanced: Physically, emotionally, spiritually and
intellectually balanced to achieve personal
satisfaction, show empathy, compassion,
and respect for others. Able to contribute
towards a harmonious family, community
and country

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Resilient: Able to face and overcome difficulties,
overcome challenges with wisdom,
confidence, tolerance and empathy.
Thinker: Able to think critically, creatively and
innovatively; handle complex problems
and make ethical decisions. Think about
learning and themselves as pupils.
Generate questions and are open to
perspective, values and individual and
societal traditions. Confident and creative
in handling new learning fields.
Skilled in
communication:
Able to voice out and express their
thoughts, ideas and information with
confidence and creatively in verbal form
and in writing, using various media and
technology.
Teamwork: Work effectively and harmoniously with
others. Take on responsibility while
respecting and appreciating the
contributions given by team members.
Become better leader and team mate by
obtaining interpersonal skills through
collaborative activities.
Curious: Develop natural curiosity to explore
strategies and new ideas. Learn skills that
are needed to carry out inquiry and
research, as well as practice independent
learning. Enjoy continuous lifelong
learning experiences.
Principled: Honest and have integrity, equality, fair
and respect the dignity of individuals,
group and community. Responsible for
their actions, consequences and
decisions.

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Informative: Knowledgeable and form wide
understanding which is balanced across
various disciplines. Explore knowledge on
local and global issues effectively and
efficiently. Understand ethical issues/laws
related to the information gained.
Caring/
Concern
Show empathy, compassion and respect
towards needs and feelings of others.
Committed to serve the society and
ensure sustainability of nature.
Patriotism Portray love, support and respect towards
the country.
TEACHING AND LEARNING STRATEGIES
Teaching and learning strategies in the science curriculum
emphasise on thoughtful learning. Thoughtful learning is a
process that helps pupils acquire knowledge and master skills
that will help them develop their minds to the optimum level.
Learning activities should therefore be geared towards
activating pupils’ critical and creative thinking skills and not be
confined to routine method. Pupils should be made aware of
the thinking skills and thinking strategies that are being used
in their learning. They should be challenged with higher order
questions and problems and be required to solve problems
creatively and critically. Pupils should be actively involved in
the teaching and learning that integrate the acquisition of
knowledge, mastery of skills and inculcation of scientific
attitudes and noble values. Thoughtful learning can take place
through various learning approaches such as inquiry,
constructivism, science, technology and society, contextual
learning and mastery learning.
Approaches to Teaching and Learning Science
Inquiry-Discovery Approach
Inquiry-discovery approach emphasises learning through
experiences. Inquiry generally means to find information, to
question and to investigate a phenomenon. Discovery is the
main characteristic of inquiry. Learning through discovery
occurs when the main concepts and principles of science are
investigated and discovered by pupils themselves. Through

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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. Thinking skills and scientific skills
are thus developed further during the inquiry process.
However, the inquiry-discovery approach may not be suitable
for all teaching and learning situations. Sometimes, it may be
more appropriate for teachers to present concepts and
principles directly or through guided inquiry-discovery to
pupils.
Constructivism
Constructivism is an ideology that suggests pupils learn by
building their own understanding that is meaningful to them.
The important attributes of constructivism are:
 Teachers considered pupils prior knowledge.
 Learning is the result from pupil’s own effort.
 Learning occurs when pupils restructure their
existing ideas by relating new ideas to old ones.
 Pupils have the opportunities to cooperate, share
ideas and experiences and reflect on their learning.
Science, Technology and Society approach
Meaningful learning occurs if pupils can relate what they have
learnt with their daily life. Meaningful learning happens to
various approaches such as contextual learning and the
science, technology and society (STS) approach. The theme
and objective of learning that is based on STS is reflected in
this standard curriculum. The STS approach recommends that
the learning of science is done through investigation and
discussions based on science, technology and society issues.
Science and technology knowledge can be learnt together
with the application of science and technology and their
implications on the society.
Meaningful learning occurs if pupils can relate their learning
with their every day experiences. Meaningful learning can
take place in learning approaches such as contextual learning
and Science, Technology and Society (STS). Learning
themes and learning objectives that carry elements of STS
are incorporated into the curriculum. STS approach suggests

KSSR SCIENCE YEAR 6
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that science learning takes place through investigation and
discussion based on science, technology and society issues.
Knowledge of science and technology can be learnt with the
application of science and technology and their impact on
society.
Contextual Learning
Contextual learning is an approach that associates learning
with pupil’s every day life. This approach involves
investigative learning as in the inquiry-discovery approach. In
contextual learning, the relationship between knowledge
taught and every day life is explicitly demonstrated. In this
context, pupils not only learn in theory but learn to appreciate
the relevance of science in their lives.
Mastery learning
Mastery learning is an approach that ensures all pupils to
acquire and master the intended learning objectives. This
approach is based on the principle that pupils are able to
learn if given the opportunities. Pupils should be allowed to
learn at their own pace, with the incorporation of remedial and
enrichment activities as part of the teaching-learning process.
METHODS OF TEACHING AND LEARNING SCIENCE
Teaching and learning approaches can be implemented
through various methods such as experiments, discussions,
simulations, projects, the usage of external resources, future
research and problem solving. In this curriculum standard,
suggestions for these teaching and learning methods are not
explicitly stated. This is to enable teachers to use their own
creativity in teaching and pupils to acquire the intended
knowledge, skills, attitudes and values.
The teaching and learning method determined should be
based on the contents of the curriculum standard, pupils’
abilities and pupils’ repertoire of intelligences and the
availability of resources and infrastructure. Besides the role of
presenting information and subject matter expert, teachers
also act as facilitators in teaching and learning. Teachers
should be attentive to the various repertoires of intelligences
among pupils. Different methods and activities should be
planned to cater to pupils with multiple intelligences.
The following are brief descriptions of some teaching and
learning methods.

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Experiment
An experiment is a method commonly used in science
lessons. Pupils test hypotheses through investigations to
discover specific science concepts and principles. Scientific
methods are used when conducting an experiment involving
thinking skills, science process skills, and manipulative skills.
In general, procedures to follow when conducting an
experiment are:
 Identifying a problem
 Making a hypotheses
 Planning the experiment
- Controlling variables
- Determining equipment and materials needed
- Determining the procedures of the experiment
- Determining the method of data collection
- Determining the method of data analysis
 Conducting the experiment
 Collecting data
 Analysing data
 Interpreting data
 Making a conclusion
 Writing the report
In this standard curriculum, it is suggested that, besides
guiding pupils to carry out experiments, pupils are given the
opportunity to design experiments, which involves drafting
their own experimental method, the data that can be
measured, how to analyse data and how to present the
results of their experiments. These activities can be done
individually or in small groups.
Discussion
A discussion is an activity in which pupils question and
present their opinions based on arguments or valid reasons.
During discussions, pupils must have an open mind to accept
others’ opinions. The teacher should play the role of a
facilitator by asking questions that lead pupils towards the
topic discussed. Discussions can be conducted during and
after experiments, projects, data collection and interpretation
activities, simulations using external resources, problem
solving etc.

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Simulation
Simulation is an activity that resembles the actual situation.
Simulations can be carried out through role-play, games or
use of model. In role-play, pupils act out a particular role
spontaneously based on a certain pre-determined conditions.
Games require procedures that need to be followed. Pupils
play games in order to learn a particular principle or to
understand the process of decision-making. Models are used
to represent objects or real situations. Pupils will be able to
visualize the real situation, thus understanding the concepts
and principles learned.
Project
A project is an activity carried out individually or in groups to
achieve a certain goal that takes a long time and exceeds
formal teaching hours. Pupils are required to identify methods
to solve the problem given and thus plan the entire
project.The outcome of the project either in the form of a
report, an artefact or in other forms needs to be presented.
Visits and Use of External Resources
Learning science through visits to zoos, museums, science
centers, research institutes, mangroves swamps and factories
can make learning more effective, enjoyable and meaningful.
Learning through visits can be optimised by careful planning
whereby pupils have to carry out or perform tasks during the
visit. Discussion after the visit should be held to conclude the
activities carried out.
Future Research
Pupils use critical and creative thinking to explore changes
from the past to the future. This pedagogy is pupils-centered
and integrates various fields. Noble values such as
responsibility and cooperation are cultivated through this
method.
Problem Solving
Problem solving is a method that involves pupils actively
participating in decision making or to achieve a particular aim.
During problem solving, activities such as simulations,
discussions and experiments can be carried out. Generally,
problem solving involves these steps:

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 Identify and understand a problem
 Explain the problem
 Finding alternative solutions
 Carry out operations to solve the problem
 Evaluate solutions
Use of Technology
Technology is an effective tool for enhancing the learning of
science. Through the use of technology such as the
television, radio, video, computer, internet, computer software,
courseware and computer interfaces make the teaching and
learning of science more interesting and effective. Animation
and computer simulation is an effective tool for learning of
difficult and abstract science concepts and can be presented
in the form of courseware or website.
ASSESSMENT OF TEACHING AND LEARNING
Assessment is an element in the learning process that
encompasses describing, collecting, recording, scoring, and
interpreting information about pupils’ learning for a particular
purpose. Therefore assessment is a process of getting
information and making evaluation of pupils’ achievement.
Assessment is a yardstick to assess pupils’ achievement in
obtaining knowledge, skills and ethics besides assessing the
activities carried out during T&L. Assessment supports pupils’
learning and provides valuable feedback to stakeholders such
as administrators, teachers, pupils and parents/guardians
about pupils’ progress and achievement. The feedback is
used to enhance the quality of T&L.
T&L assessment is more inclined to be formative and
prioritises the progress of each pupil from one level to
another. A teacher is able to diagnose and detect the
development of pupils. This provides an opportunity for
teachers to rectify mistakes and weaknesses of pupils
immediately so that it is not accumulated. The teachers will be

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able to identify pupils’ weaknesses and do follow up. The type
and needs of T&L assessment is illustrated in Figure 4 below.
Who should conduct the assessment?
The task of assessing is not only limited to teachers.
Assessment can also be carried out by peers, pupils
themselves and their parents/ guardians. Parents/guardians
may assess the achievement of their children, guided by
assignment instructions or checklists. Therefore
parents/guardians are directly involved in monitoring the
learning progress of their children.
How is the assessment done?
T&L assessment can be carried out according to the
proposed steps as shown in Figure 5.
T&L ASSESSMENT
Purpose:
 Monitoring pupils achievement
 Feedback on the teaching and learning
Formative:
 Assessment during T&L
 Process and product
Sumative:
 Assessment after T&L
 Product
WHY ASSESSMENT IS NEEDED?
ADMINISTRATOR
PARENTS
TEACHER PUPILS
 Monitor progress
 Pupils
achievement
 Pupils
development
 Mastery of
knowledge, skills
and values
 Evaluate T&L
methods
 Upgrades T&L
 Plan follow up
 Handle pupils
weaknesses
Identify self
strength and
weaknesses
 Make a
learning
reflection
 Be more
responsible
 Learn on
their own
Know the
strength &
weaknesses of
the child
 Helping
overcome
the child’s
weaknesses
 Encourage
the children
according to
their interest
 Helping and
supporting
the school in
related
activities
Manage the
assessment
administration
 Plan the
learning
activities to
increace
pupils;
achievemnent
Figure 4: Types and Needs of Evaluation

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Assessment can be done using various methods according to
the determined leaning objectives. Figure 6 shows few
examples of assessment methods in T&L.
PLANNING
 Determine learning standard and instrumen
PLANNING
 Determine learning standard and instrumen
EXECUTE THE ASSESSMENT
 Observing/Verbal/Written
RECORDING
ANALYSE THE INFROMATION
REPORT
(if necessary)
Follow up
 Reinforcement
 Enrichment
Follow up
 Remedial
PROCEED TO THE NEW TOPIC
YES NO
YES
MASTER THE
TAUGHT
TOPIC
ASSESSMENT
METHODS
Observing
 Suitable to
access the
skills, attitudes
and values
Test
 Can be tested
using written,
sketching, verbal
form and language
Verbally Performance
 Use to evaluates
the skills of
communication,
self confident &
knowlegde
Checklist
 Record of
pupils
achievement
development
Essay
 Allow pupils to
show the skills
of choosing,
compile and
delivered the
content
Folio
 Compilation of
pupils’ work
individually or
group work
Figure 5: T&L Assessment Flowchart
Figure 6: Methods of Assessment

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Performance Standard
Performance Standard is a statement of pupils’ learning
development level measured based on the standard and it
indicates the position of pupils’ progress in their learning
development. Developments in the Standard are divided into
two; i.e. horizontal development (construct) and vertical
development (level of achievement). Pupils’ developments are
explained with one or more qualifiers using correct words or
phrases to describe the Standard in the form of learning
outcomes. Performance Standard is developed as a guide for
the teachers to improve School Assessment (SA) in line with
Standard Reference of Assessment. Achievement Level is
arranged in a hierarchy to be used as a benchmark in the
individual report.
Table 2: Standard Terms of Performance
PERFORMANCE
LEVEL
STANDARD
1 Know
2 Know and Understand
3 Know, Understand and Can Do
4
Know, Understand and Can Do with Good
Attitude
5
Know, Understand and Can Do with Good
Attitude and Laudable
6
Know, Understand and Can Do with
Excellent Attitude, Laudable and
Exemplary

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Table 3: General Interpretation of Achievement Level
PERFORMANCE
LEVEL
INTERPRETATION
1
Pupil knows the basics or can perform
basic skills or can respond to the basics.
2
Pupil shows their understanding by
changing type of communication or
translates and can explain what they have
learned.
3
Pupil uses knowledge to perform a skill in
a particular situation.
4
Pupil performs particular skill with proper
attitude by following procedure or being
systematic.
5
Pupil performs particular skilling a new
situation by following procedure or being
systematic, persistent with positive
attitude.
6
Pupil can express their creative and
innovative ideas, has the ability to make
decisions to adapt to requirements and
challenges of everyday life, communicate
to obtain and convey information using
proper and polite sentences and be an
exemplary pupil.
Interpretation of Achievement Level for Primary Science
Assessment conducted comprises of knowledge, skills,
scientific attitudes and moral values. Assessment of
knowledge and skills are stated in the Performance Standard
related to Content Standard.
Table 4: General Interpretation of Achievement Level for
Primary Science
PERFORMANCE
LEVEL
INTERPRETATION
1
Know the basic knowledge and skills in
science
2
Understand the science knowledge and
skills and can explain the understanding in
any way.

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3
Apply knowledge and scientific skills in
completing the task in a situation
4
Analyzing knowledge and scientific skills
to be applied in completing the task in a
situation systematically
5
Analyze and synthesize knowledge and
scientific skills to be applied in completing
the task or in a new situation persistently,
systematically and with positive attitude
6
Analyze and synthesize knowledge and
scientific skills to be applied creatively and
innovatively in creating, evaluating or
conceptualising something new in
completing a task
Table 5: Value Interpretation of Achievement Level for
Primary Science
PERFORMANCE
LEVEL
INTERPRETATION
1 Interest
2 Interest and curious
3
Interests, curious, honest and accurate in
recording data.
4
Interest, curious, honest and accurate in
recording data, brave and systematic.
5
recording data, brave and systematic,
cooperates, diligent and perseverance in
completing task.
6
recording data, brave and systematic,
cooperates, diligent and perseverance in
completing task, responsible for oneself,
friends, and environment and courteous.

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ORGANISATION OF THE SCIENCE STANDARD
CURRICULUM
The Science Standard Curriculum for Year 1 to Year 6 has six
themes; Introduction to Science, Life Science, Physical
Science, Science of Matter, Science of the Earth and The
Universe as well as Technology and Sustainability. However,
these themes are not present in every year of study.
Introduction to Science, Life Science, Physical Science,
Material Science, The Earth and The Universe and
Technology and Sustainability are elaborated according to the
Content Standard and Learning Standard. The Content
Standard has at least one or more Learning Standards that
are conceptualised based on determined fields of study. The
Content Standards are written according to hierarchy in
cognitive and affective domains. The Content Standard is a
general statement that contains elements of knowledge,
scientific skills, thinking skills, scientific attitudes and noble
values in line with the desired Learning Standard.
The Learning Standard is a tangible learning objective. It
comprises the scope of learning with scientific skills and
thinking skills that require the students to master the intended
science concepts. Generally, the Learning Standard is
ordered according to level of difficulty. However, the Learning
Standard can be modified accordingly. The Content Standard
for the affective domain is written at the end of the relevant
cognitive domain. However not all cognitive domains are
followed by affective domains.
Performance Standard is a statement of the level of pupils’
learning development measured with Standard Content and
Learning Standards well as to indicate the position of pupils’
progress in the learning development.
Pupils’ developments are explained with one or more
qualifiers using correct words or phrases to describe the
Standards in the form of learning outcomes. Performance
Standard is developed as a guide for the teachers to
implement School Assessment (SA) in line with Standard
Reference of Assessment.

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The teaching and learning process should be planned
holistically and integrally to allow several Learning Standards
to be achieved. Teachers should analyse all the Learning
Standards and Content Standards before planning teaching
and learning activities. The activities can be varied to achieve
the Content Standard to fulfil leaning objectives. Teachers are
encouraged to shape activities that require the active
participation of students to generate analytical, critical,
innovative and creative thinking while using technology as a
means to achieve the Content Standard affectively.
The teaching and learning process involves activities,
investigations and experiments which are deemed appropriate
to achieve learning standard should be carried out to
strengthen students' understanding.
For Level Two, Science is a single subject and the time
allocated is 120 minutes per week.
The Thematic Core Modules of World of Science and
Technology is introduces to Level One pupils. This module is
a combination of Sciencc elements, Design & Technology and
Informaion & Communication Technology. Time allocated for
the subject is 60 minutes per week.
For Level Two, Science is a single subject and the time
allocated is 120 minutes per week.

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INTRODUCTION TO SCIENCE
1.0 SCIENCE PROCESS SKILLS
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1 Science
Process Skills
1.1.1
Pupils will be able to:
Observe
1
2
3
4
State all the senses involved in
making observations about the
phenomena that occurs.
Describe the utilization/use of the
senses involved when making
observations about the phenomena
or changes that occur.
Use all the senses involved to make
observations about the phenomena
or changes that occur.
* Use all the senses involved to
make qualitative observations to
describe the phenomena or
changes that occur.
* Use appropriate tools where
necessary to assist in making
observations.

KSSR SCIENCE YEAR 6
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CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
5
6
* Use all the senses involved to
make qualitative and quantitative
observations to describe the
phenomena or changes that occur
* Use appropriate tools where
necessary to assist in making
observations.
* Use all the senses involved sys-
tematically to make qualitative and
quantitative observations to describe
the phenomena or changes that
occur.
* Use appropriate tools where nec-
essary to assist in making observa-
tions.

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CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1.2
Classify
1
2
3
4
State the characteristics of objects
by observing the/its similarities and
differences.
Describe the characteristics of
objects by observing the/its
similarities and differences.
Sort and group the objects based on
its common characteristics and
differences.
differences and state the common
characteristics used.

KSSR SCIENCE YEAR 6
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CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
5
6
differences and state the common
characteristics used and are able to
use another characteristic to sort and
group these objects.
different until to the final stage by
stating the characteristic used.

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CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1.3
Measure and use numbers
1
2
3
4
5
6
State more than one appropriate tool
to measure a quantity.
Describe the tools and appropriate
ways to measure a quantity.
Measure using tools and standard
units correctly.
units with correct techniques.
units with correct techniques and rec-
ord systematically and completely in a
table
Demonstrate how to measure using
tools and standard units with correct
techniques and record systematically
and completely in a table.

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CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1.4
Make inference
1
2
3
4
5
State a reasonable interpretation
of an event or observation.
Describe more than one reasona-
ble interpretation of an event or
observation.
Draw a reasonable initial
conclusion based on interpreta-
tions of an event or observation.
Draw a reasonable initial
conclusion of an event or
observation by using gathered
information.
Draw more than one reasonable
initial conclusion of an event or
information.

KSSR SCIENCE YEAR 6
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CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
6 Draw more than one reasonable
initial conclusion of an event or
information and able to explain the
initial conclusion drawn.

KSSR SCIENCE YEAR 6
40
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1.5
Predict
1
2
3
4
5
6
State a possibility of an event or
data.
Describe a possibility or event.
Make a prediction of an event
based on observations, past
experience or data.
Justify the most suitable and
reasonable prediction of an event
or data.
Make predictions of an event
based on observations, past ex-
perience or data.
 Make predictions of an event
based on observations, past
experience or data.
 Predict using interpolation or
extrapolation of data.

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41
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1.6
Communicate
1
2
3
4
5
6
Arrange information obtained in
a suitable form.
Record information or ideas in a
suitable form.
Record information or ideas in
more than one suitable form.
suitable form and present it
systematically.
suitable form, present it
systematically and have a
positive attitude towards
information collected.
suitable form, present it
systematically, creatively and
innovatively in various forms and
able to provide feedback.

KSSR SCIENCE YEAR 6
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CONTENT
STANDARD
LEARNING STANDARD
PERFOR-
MANCE LEVEL
DESCRIPTOR
1.1.7
Use space and time relationship.
1
2
3
4
5
6
State a parameter that varies with
time based on a situation.
Describe a parameter that varies
with time based on a situation.
Arrange the occurrences of a
phenomenon or event
chronologically with time
Provide reasoning on changes in
parameter of a chronological
phenomenon or event with time
Arrange graphically the
occurrences of a phenomenon or
event chronologically with time.
Present and explain the
chronological changes of a
phenomenon or event with time.

KSSR SCIENCE YEAR 6
43
CONTENT
STANDARD
LEARNING STANDARD
DESCRIPTOR DESCRIPTOR
1.1.8
Interpret data
1
2
3
4
5
6
Provide an explanation based on data.
Provide a description of more than one
explanation based on data.
Choose relevant ideas to make an
explanation about objects, events or
patterns of data.
Correlate between the parameters in
the data based on the relationship
between the parameters or science
concepts.
Provide a rational explanation using
intrapolation of objects, events or pat-
terns of data collected.
Provide a rational explanation using
intrapolation or extrapolation of data
collected.

KSSR SCIENCE YEAR 6
44
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1.9
Define operationally
1
2
3
4
5
6
State what is done and what is
observed in a situation.
Describe what is done and what is
observed in a situation.
Interpret what is done and what is
observed in a situation for the
predetermined aspects
Make more than one interpretation of
what is done and what is observed in
a situation for the predetermined
aspects
Select the most appropriate
interpretation of a concept by stating
a situation.
Describe the most appropriate
interpretation of a concept by stating
a situation.

KSSR SCIENCE YEAR 6
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CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1.10
Control variables
1
2
3
4
5
6
Identify the variables that affect an
investigation.
Describe the variables that affect an
investigation
Determine the manipulated variable
in an investigation.
Determine the responding and
constant variables after determining
the manipulated variable in an
investigation
Explain the relationship between the
manipulated and responding variable
in an investigation.
Change the constant variable in an
investigation to manipulated variable
and state the new responding
variable

KSSR SCIENCE YEAR 6
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CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1.11
Make hypothesis
1
2
3
4
5
6
State the variables involved in an
investigation.
Describe the variables involved in
an investigation.
Describe the relationship between
the variables in an investigation.
Make a general statement about the
relationship between variables that
can be tested in an investigation.
Relate the manipulated and
responding variable in making a
hypothesis to be tested.
Plan an investigation to test the
hypothesis.

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CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1.12
Carry out experiment.
1
2
3
4
5
6
State the aim of the identified
problem.
Make a hypothesis based on
identified problem.
Specify the appropriate method
and apparatus in planning the
experiment.
Carry out the experiment to test the
hypothesis.
Carry out the experiment, collect
data, interpret the data and make a
conclusion to prove the hypothesis
and write a report.
Identify a new problem and design
an experiment to test the
new hypothesis from questions..

KSSR SCIENCE YEAR 6
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CONTENT
STANDARD
LEARNING STANDARD
PERFOR-
MANCE LEVEL
DESCRIPTOR
1.2 Science
manipula-
tive skills. 1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
Use and handle science apparatus and
substances correctly.
Handle specimens correctly and carefully.
Sketch specimens, apparatus and science
substances correctly.
Clean science apparatus correctly.
Store science apparatus and substances
correctly and safely.
1
2
3
4
List science apparatus, substances
and specimens required for an
activity.
Describe the use of science
apparatus, substances and
specimens required for an activity
with the correct method.
Handling science apparatus,
substances and specimens required
for an activity with the correct
method.
Using, handling, sketching, cleaning
and storing the science apparatus,
substances and specimens used in
an activity with the correct method.

KSSR SCIENCE YEAR 6
49
CONTENT
STANDARD
LEARNING STANDARD
PERFOR-
MANCE LEVEL
DESCRIPTOR
5
6
an activity with the correct methods,
systematically and sparingly.
an activity with the correct methods,
systematically, sparingly and be an
example to others.

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2.0 SCIENCE ROOM RULES
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
2.1 Science
room rules
2.1.1
Adhere to science room rules.
1
2
3
4
5
6
State one of the science room rules.
State more than one of the science
room rules.
Apply one of the science room rules.
Apply more than one of the science
room rules.
Give reasons the needs to adhere
the science room rules.
Be an example to peer in adhering
to science room rules.

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LIFE SCIENCE
3.0 MICROORGANISM
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3.1 Microorganisms
are living things
3.1.1
Identify types of microorganisms through
observation by using various media.
Type Examples
fungi yeast, mucor
protozoa Paramecium, Amoeba.
algae Phytoplankton, Spirulina.
bacteria
E.coli, Basilus, Salmonella,
streptococcus.
virus HIV, influenza virus
1
2
3
4
5
State the types of microorganisms
and its examples.
Describe microorganisms that
undergo life processes based on
the activities carried out.
Make generalisation that
microorganisms are living things
and most of them cannot be seen
with naked eyes.
Predict the factors that affect the
growth of microorganisms.
Test the factors that affect the
growth of microorganisms.

KSSR SCIENCE YEAR 6
52
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3.1.2
3.1.3
3.1.4
State microorganisms that undergo life pro-
cesses by carrying out investigation on a few
examples of microorganism such as yeast,
mucor and Paramecium using appropriate
tools.
Make generalisation that microorganisms are
living things and most of them cannot be seen
with naked eyes.
Carry out experiments to determine the
factors that affect the growth of
microorganisms i.e. water, air, temperature,
nutrient and acidity.
6 Communicate to conclude the
factors that affect the growth of
microorganisms.
3.1.5 Explain observation using sketches, ICT, in
written or verbal form.

KSSR SCIENCE YEAR 6
53
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3.2 Useful and
harmful
microorganisms 3.2.1
3.2.2
Describe the harmful effects of
microorganisms through observation using
various media which cause:
• diseases;
• tooth decay;
• food poisoning;
• food spoilage.
Describe the useful effects of microorganisms
through observation using various media,
such as:
• making bread, tapai, tempe and yoghurt;
• produce antibiotics and vaccines;
• decomposition of organic materials
including making of fertilizer and waste
treatment.
1
2
3
4
5
6
State the harmful effects of
microorganisms.
Describe the usage of
microorganisms.
Make generalisation that some
microorganisms are useful and
some are harmful.
Generate ideas on how to prevent
contagious diseases.
Relate the factors of microorgan-
isms’ growth with the food pro-
cessing.
Communicate creatively and
inovatively about contagious
diseases and how they spread
through touch, air, food and water.

KSSR SCIENCE YEAR 6
54
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3.2.3
3.2.4
Make generalisation that some microorgan-
isms are useful and some are harmful.
Explain observation using sketches, ICT, in
3.3 Live healthily
according to the
knowledge of
microorganisms
.
3.3.1
3.3.2
3.3.3
Generate ideas on how to prevent contagious
diseases.
Practise a healthy lifestyle for well-being and
to prevent contagious diseases.

KSSR SCIENCE YEAR 6
55
4.0 INTERACTION AMONG LIVING THINGS
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
4.1 Interaction
among animals
4.1.1
4.1.2
4.1.3
State that the meaning of interaction among
animals is a form of relationship that occurs
through intraspecies and interspecies to get
their basic needs.
Explain with examples that some animals live
in groups and others live in solitary through
observation using various media.
Describe the advantages and disadvantages of
animals living in groups and in solitary.
1
2
3
4
5
Give examples of animals that live
in groups and in solitary.
Describe the meaning of interaction
among animals.
Describe the factors of competition
among animals.
Describe the advantages and
disadvantages of animals living in
groups and in solitary.
Explain through examples the
types of interactions among
animals.

KSSR SCIENCE YEAR 6
56
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
4.1.4
4.1.5
4.1.6
Describe the factors of intraspecies and
interspecies competition among animals
through observation using various media:
• food;
• water;
• shelter or territory;
• mate;
Explain through examples the types of
interaction among animals such as symbiosis,
mutualism, commensalism and parasitism.
6 Communicate to describe the
interaction that occurs between an
animal within the same species
and with other species.

KSSR SCIENCE YEAR 6
57
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
4.2 Interaction
between
plants 4.2.1
4.2.2
4.2.3
4.2.4
Describe the factors of competition between
plants through observation using various media:
• water;
• sunlight;
• nutrient;
• space.
Carry out investigations to determine the factors
of competition between plants.
Explain through examples the types of
interactions between plants such as symbiosis:
commensalism and parasitism.
1
2
3
4
5
6
State the example of plants in an
identified habitat.
Describe the factors of
competition between plants.
Carry out investigations to
determine the factors of competi-
tion between plants.
types of interactions between
plants.
Relate the interactions between
plants in the photosyntesis
process.
Provide reasoning on the effects
of interactions between plants
and other living things in a
habitat.

KSSR SCIENCE YEAR 6
58
5.0 PRESERVATION AND CONSERVATION
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
5.1 Extinction
threat of
animals and
plants.
5.1.1
5.1.2
5.1.3
5.1.4
Explain with examples animals that are
extinct.
Explain with examples animals and plants
that are endangered.
Explain through examples the threatening
factors of animals and plants as follows:
• human activities such as logging, hunting,
deforestration.
• natural phenomena such as flood,
earthquake, storm;
• pollution such as water, air and soil.
1
2
3
4
5
6
State examples of extinct animals.
State examples of endangered
animals and plants.
Describe the factors that threaten
animals and plants.
threatening factors of animals and
plants and the ways to prevent it.
Generate ideas on how to preserve
and conserve the animals and
plants.
Communicate about the human’s
role on the preservation and con-
servation of animals and plants.

KSSR SCIENCE YEAR 6
59
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
5.2 Importance of
maintaining
the balance of
nature
5.2.1
5.2.2
5.2.3
State the meaning of preservation and
conservation of animals and plants.
Describe ways to preserve and conserve
animals and plants.
Explain observation using sketches, ICT,

KSSR SCIENCE YEAR 6
60
PHYSICAL SCIENCE
6.0 FORCE
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
6.1 Force and
its effects
6.1.1
6.1.2
6.1.3
State that force is a push or a pull that act on an
object by carrying out activities.
Explain with examples the effects of force by
carrying out activities i.e.:
• change the shape of an object;
• change the direction of a moving object;
• change the speed of an object;
• move the stationery object;
• stop a moving object.
1
2
3
4
5
6
State the meaning of force.
Describe the effects of force.
Explain with examples the meaning
of friction.
Make conclusion about the factors
that affect friction.
Generate ideas on the effects of
friction and how to increase or
reduce friction.
Solve daily life problems by
increasing or reducing friction and
explain it.

KSSR SCIENCE YEAR 6
61
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
6.2 Frictional
Force
6.2.1
6.2.2
6.2.3
6.2.4
6.2.5
State the meaning of friction.
Carry out experiment to determine factors that
affect friction i.e.:
• the mass of an object;
• type of surface.
Describe the effects of friction.
Solve the daily life problems by increasing or
decreasing friction.

KSSR SCIENCE YEAR 6
62
7.0 SPEED
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
7.1 Speed
.
7.1.1
7.1.2
7.1.3
7.1.4
7.1.5
7.1.6
Explain the meaning of speed by carrying out
activity such as race competition.
State the units for speed i.e. kilometre per hour
(km/h), metre per second (m/s), centimetre per
second (cm/s).
Carry out investigation to relate speed, distance
and time.
Solve problems related to speed using the
formula:
Speed = Distance
Time
Interpret the data about space and time
relationship of a moving object.
1
2
3
4
5
6
State the units for speed.
Explain the meaning of speed by
carrying out activities.
Make conclusion on the relationship
between speed, distance and time.
Solve problems to determine the
speed, distance and time taken
using the formula.
Interpret the data about space and
time relationship of a moving object
by analysing the graph.
Give reasoning on the importance
of the knowledge about the rela-
tionship between speed, distance
and time for well-being.

KSSR SCIENCE YEAR 6
63
MATERIAL SCIENCE
8.0 FOOD PRESERVATION
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
8.1 Food
spoilage
8.1.1
8.1.2
8.1.3
Explain with examples the characteristic of spoilt
food through observation on real food or using
various media.
State that food spoilage is caused by the action
of microorganisms.
Make generalization that food preservation aims
to prevent or slow down the life processes of
microorganisms.
1
2
3
4
Characterise the spoilt food.
Explain with examples the methods
of food preservation and relate
them to the factors of
microorganisms growth.
Make generalization that food
preservation can prevent or slow
down the life processes of
microorganisms.
Conclude the importance of food
preservation technology to is fulfil
the needs of food supply.

KSSR SCIENCE YEAR 6
64
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
8.1.4
8.1.5
Explain with examples the methods of food
preservation and relate them with the factors
of microorganisms growth such as:
• drying;
• boiling;
• cooling;
• vacuum packing;
• pickling;
• freezing;
• canning and bottling;
• pasteurising;
• salting;
• smoking;
• waxing;
Carry out a food preservation project using
various methods of preservation.
5
6
Provide reasoning on a suitable
method of preserving food in
maintaining the texture, appearance
or taste.
Communicate creatively and
innovatively about the importance of
food preservation technology in
national economic development.

KSSR SCIENCE YEAR 6
65
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
8.1.6
8.1.7
Describe the importance of food preservation
technology to fulfill the need of food supply.

KSSR SCIENCE YEAR 6
66
9.0 WASTE MATERIAL
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
9.1 Waste
material
9.1.1
Identify waste material based on the types
of material through observation of the
surrounding and various media, such as:
• glass;
• paper;
• plastic;
• metal;
• toxic waste;
• food leftovers;
• excretion and defecation waste
1
2
3
4
5
State the examples of waste materials.
Classify waste materials into
biodegradable and non-biodegradable
material.
Explain through examples the proper
ways of waste management.
Provide reasoning on the proper usage
of non-biodegradable waste.
Generate ideas on the effects of
improper waste disposal.
9.1.2 State the meaning of biodegradable and
non-biodegradable waste.

KSSR SCIENCE YEAR 6
67
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
9.1.3
9.1.4
9.1.5
Classify the waste materials into
biodegradable and non-biodegradable
material.
Provide reasoning on the proper usage of
biodegradable waste.
Describe proper waste management for a
sustainable life.
6 Communicate creatively and innovatively
on the human role in managing waste
disposal for a sustainable life.
9.1.6 Explain observation using sketches, ICT,
in written or verbal form.

KSSR SCIENCE YEAR 6
68
EARTH AND SPACE SCEINCE
10.0 ECLIPSE
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
10.1 The eclipse
of the Moon
and the
eclipse of
the Sun
phenomena.
10.1.1
10.1.2
10.1.3
Describe the eclipse of the Moon
phenomena by sketching, based on:
• the position of the Moon, the Earth and
the Sun;
• the property of light
Describe the eclipse of the Sun
phenomena by sketching based on:
• the position of the Moon, the Earth and
the Sun;
• the property of light
1
2
3
4
State the position of the Moon, the Earth
and the Sun during the eclipse of the
Moon phenomena.
State the position of the Moon, the Earth
and the Sun during the eclipse of the Sun
phenomena.
Sketch a diagram to show the eclipse of
the Moon that occurs due to the position
of the Earth, the Moon, and the Sun, and
the property of light travelling in a straight
line.
Sketch a diagram to show the eclipse
of the Sun (the phenomenon of solar
eclipse) that occurs due to the position of
the Earth, the Moon, and the Sun, and
the property of light travelling in a straight
line.

KSSR SCIENCE YEAR 6
69
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
5
6
Communicate on the effects of the
eclipse phenomena to the living things
on Earth.
Interpret the diagram of the stages of
eclipses in the correct sequence.

KSSR SCIENCE YEAR 6
70
11.0 CONSTELLATION
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
11.1 Constellation
11.1.1
11.1.2
11.1.3
11.1.4
State that constellation is a group of
stars that form a certain pattern.
Identify the shape of constellations
such as Orion, Big Dipper, Southern
Cross and Scorpion.
Explain the importance of constellation
i.e.:
• to show directions;
• to indicate seasons;
Explain observation using sketches,
ICT, in written or verbal form.
1
2
3
4
5
6
State the meaning of constellation.
Identify the constellations.
Sketch the shape of constellations that is
easily seen.
Explain with examples the usage of
constellation.
Generate ideas on the existing constel-
lations by finding information from vari-
ous media.
Design a creative and innovative project
to show a variety patterns of
constellations.

KSSR SCIENCE YEAR 6
71
TECHNOLOGY AND SUSTAINABILITY OF LIFE
12.0 MACHINE
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
12.1 Simple
machine
12.1.1
12.1.2
Explain with examples the types and
usage of simple machines i.e.:
• inclined plane;
• lever;
• wedge;
• gear;
• screw;
• pulley;
• wheel and axle;
1
2
3
4
5
6
State the types of simple machine.
Describe the types and usage of simple
machine.
Make generalisation that complex
machine is a combination of more than
one simple machine.
Segregate complex machine into simple
machines by using examples.
Communicate to show the importance
of inventing sustainable machine.
Design a model of a complex machine
and describe the science concept
applied, and the sustainability of the
model.

KSSR SCIENCE YEAR 6
72
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
12.2 Complex machine
12.2.1
12.2.2
Identify the simple machines in a
complex machine.
Make generalisation that a complex
machine is a combination of more than
one simple machine.
12.2.3
12.2.4
Generate ideas on the importance of
inventing sustainable machine based
on:
• usage of materials;
• life span;
• maintenance;
• cost;
• environmental friendly;
• safety;
Explain observation using sketches,
ICT, in written or verbal form.

KSSR SCIENCE YEAR 6
73
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
12.3 Design a
machine
model 12.3.1
12.3.2
12.3.3
Design a model of a complex machine by
combining science concepts that have been
learned such as:
• elecricity
• magnet
• speed
• light properties.
Describe the designed model.

This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.

BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PENDIDIKAN MALAYSIA
Aras 4-8, Blok E9
Presint 1
Pusat Pentadbiran Kerajaan Persekutuan
62604 PUTRAJAYA
Tel: 03-8884 2000 Faks: 03-8888 9917
http://www.moe.gov.my/bpk

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