2 DSK KSSR World of Science and Technology Year 3.pdf

KEMENTERIAN PELAJARAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH
DUNIA SAINS DAN TEKNOLOGI
(EDISI BAHASA INGGERIS)
TAHUN TIGA

TAHUN 3
(Edisi Bahasa Inggeris)
BAHAGIAN PEMBANGUNAN KURIKULUM

Cetakan Pertama 2012
© Bahagian Pembangunan Kurikulum
Kementerian Pelajaran Malaysia 2012
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 lain-lain
cara 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.
Perpustakaan Negara Malaysia Data Pengkatalogan dalam Penerbitan Malaysia
Bahagian Pembangunan Kurikulum
Kurikulum Standard Sekolah Rendah: Dunia Sains dan Teknologi
Bahagian Pembangunan Kurikulum
Kementerian Pelajaran Malaysia
ISBN

CONTENT
Rukun Negara vii
Falsafah Pendidikan Kebangsaan viii
Introduction 1
Standard-Based Madular Curriculum 2
Thematic Core Module: World of Science and Technology 2
Aims 2
Focus 2
Standard Document 3
Implimention 4
STANDARD CURRICULUM DOCUMENT-SCIENCE
Introduction 7
Aims and Objectives 7
Scientific Skills 8
Thinking Skills 9

Scientific Attitudes and Noble Values 13
Teaching and Learning Strategies 14
Approaches to Teaching and Learning Science 14
Method of Teaching and Learning Science 16
Assessment 18
Organisation of the Science Standard Curriculum 18
Introduction to Science
Scientific Skills
Life Science
Human
20
21
Animals 22
Plant 23
Physical Science
Magnets 24
Material Science
Absorption
Earth and Space Science
Soil
Technology and Sustainability of Life
Basic Technology
25
26
27

STANDARD CURRICULUM DOCUMENT- INFORMATION AND COMMUNICATION TECHNOLOGY
ICT Standard-Based Curriculum for Primary School 31
Aims 31
Objectives 31
Focus 31
Content Planning 31
ICT Standard-Based Curriculum Content 32
The Principles of Using ICT in Teaching and Learning 34
ICT Strategies in the Curriculum 35
Integrating ICT in the Curriculum 35
ICT as a subject 35
Hardware and Software 35
The Use of ICT in Teaching and Learning Strategies 36
Integration of ICT in the Pillars of KSSR 38
Assessment 39

Content Standards and Learning Standards 40
ICT Curriculum Standards for Primary School Level I: Year 2 43
How to Use This ICT Standard-Based Curriculum? 47
Example of The Application Of Creativity In ICT Teaching And Learning 49
Appendix 1: Teaching Module: ICT Across The Curriculum (Core Theme): The World Of Science
And Technology: Science
57
Appendix 2: Teaching Module: The World Of Science And Technology: ICT 61
Appendix 3: Teaching Module: Year 3 65
Appendix 4: Example of Using Rubric Method in IC 69
Appendix 5: Example of Using Checklists in Observation 71
Appendix 6: Example of Using Checklists in Presentation Assessment 72
Appendix 7: Example of Using Anecdotes in Formative Assessment 73
Appendix 8: Example of Quiz and Test 74
Appendix 9: Example of Using Rubric in Portfolio Assessment 76
Appendix 10: Examples of Simulations 78
Appendix 11: Example of Using Checklists in Simulation Assessment 79

RUKUN NEGARA
•
•
•
•
•
vii
BAHAWASANYA negara kita Malaysia mendukung cita-
cita untuk mencapai perpaduan yang lebih erat
dalam kalangan seluruh masyarakatnya; memelihara
satu cara hidup demokratik; mencipta masyarakat
yang adil bagi kemakmuran negara yang akan
dapat dinikmati bersama secara adil dan saksama;
menjamin satu cara yang liberal terhadap tradisi-
tradisi kebudayaannya yang kaya dan berbagai-
bagai corak; membina satu masyarakat progresif
yang akan menggunakan sains dan teknologi
moden;
MAKA KAMI, rakyat Malaysia, berikrar akan
menumpukan seluruh tenaga dan usaha kami untuk
mencapai cita-cita tersebut berdasarkan atas prinsip-
prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

vi
viii
Pendidikan di Malaysia adalah suatu
usaha berterusan ke arah lebih
memperkembangkan potensi individu
secara menyeluruh dan bersepadu untuk
melahirkan insan yang seimbang dan
harmonis dari segi intelek, rohani, emosi
dan jasmani berdasarkan kepercayaan
dan kepatuhan kepada Tuhan. Usaha ini
adalah bertujuan untuk melahirkan
warganegara Malaysia yang berilmu
pengetahuan, berketerampilan, berakhlak
mulia, bertanggungjawab dan
berkeupayaan mencapai kesejahteraan
diri serta memberikan sumbangan
terhadap keharmonian dan kemakmuran
keluarga, masyarakat dan negara.

1
INTRODUCTION
The structure of the Standard–Based Curriculum for National
Preshool (KSPK) and the The Standard-Based Curriculum for
Primary School (KSSR) are developed in accordance to the
principles of the Integrated Curriculum for Primary School
(KBSR) and in line with the National Education Philosophy.
Aims of Preschool and Primary School Education
Aims of Preschool Education:
To nourish a child's potential in all aspects of
development, master basic skills and cultivate positive
attitudes in preparation for primary school.
Aims of Primary School Education:
To ensure an overall, balanced and integrated
development of the pupil’s potential. These
developments include physical, emotional, spiritual and
intellectual aspects to produce a balanced, harmonious
and virtuous individual. To achieve this, a holistic form
of education should be strengthened to meet the
demands of education and address the challenges of
the present and the future.
Strands-Based Curriculum Organisation
Strands-based curriculum organisation is proposed in order to
develop knowledgeable and competent human capital. The
Strands (Figure 1) are the main domain that supports each
other in order to develop a balanced individual physically,
emotionally, spiritually and intellectually. The elements in each
strand are portrayed through specific disciplines, namely:
1. Communication
2. Spiritual, Attitude and Value
3. Humanity
4. Science and Technology
5. Physical Development and Aesthetics
6. Personal Appearence
Figure 1: Framework for Curriculum for KSPK dan KSSR

2
STANDARD-BASED MODULAR CURRICULUM
The Preschool and the Primary School Curriculum are
developed in the form of Content Standard and Learning
Standard that have to be achieved by pupils.
Content Standard
Specific statement of the content knowledge that pupils
should know and be able to do within a schooling period
which encompasses knowledge, skills and values.
Learning Standard
Criterion set to ensure the quality of learning and
achievement for each Content Standard.
The Content Standards and the Learning Standards are
organized in the form of parts and units which contain
elements of knowledge, skills and values that have been
identified to be acquired by pupils. The parts or units of the
content in the curriculum are presented in the form of modules.
The modules consist of Basic Core Module, Thematic Core
Module and Elective Module.
THEMATIC CORE MODULE: WORLD OF SCIENCE AND
TECHNOLOGY
World of Science and Technology (DST) is a combination of
Science, Design and Technology (RBT) and Information and
Communication Technology (ICT) elements that is taught in
Level I. World of Science and Technology aims to nurture
interest in science and technology. This is to develop
creativity and innovation amongst pupils through experience
and investigation so as to master knowledge in science and
technology, scientific skills, thinking skills and, scientific
attitudes and values. This thematic approach in DST is to
make teaching and learning (T&L) more interesting.
AIMS
The aim of World of Science and Technology is to instill
interest and develop creativity amongst pupils through
experience and investigation so as to master knowledge in
science and technology, skills and values. The skills to be
developed through this theme include science process skills,
thinking skills, manipulative skills / psychomotor and ICT skills.
FOCUS
World of Science and Technology in Level I focuses on:
 Cultivating pupils' interest towards science and
technology and to develop their creativity through
experience and investigation so as to master scientific
knowledge, skills and, scientific attitudes and values.
Thus providing pupils with the platform to apply science
and technology in every day life.
 Acquisition of knowledge and mastery of basic practical
skills, ability to design and apply basic technology to
produce pupils who are creative and innovative.
 Strengthening basic ICT knowledge and skills in DST
and applying them across the curriculum creatively
depending on the pupils’ abilities.

3
 Providing basic knowledge and skills in Science, RBT
and ICT to prepare pupils for the subjects of Science,
ICT and RBT in Level II.
Science
The Science Curriculum Standard for primary school aims to
cultivate pupils' interest towards science and technology and
develop the creativity of pupils through experience and
investigation so as to master scientific knowledge, skills and,
scientific attitudes and values. Thus providing pupils with the
platform to apply science and technology in every day life.
Design and Technology
The Design and Technology Curriculum Standard (RBT) aims
pupils to acquire basic knowledge and master practical skills,
able to design and apply basic technology to produce
students who are creative and innovative.
Information and Communication Technology
The Information and Communication Technology (ICT)
Curriculum Standard aims to provide basic ICT knowledge
and skills and applying them across the curriculum creatively
depending on the pupils’ abilities.
STANDARD DOCUMENT
In World of Science and Technology, there are two separate
documents that is Science Curriculum Standard Document
which also consists of RBT, and the ICT Curriculum Standard
Document. Both documents are combined into a single
document named World of Science and Technology Standard
Document.
The purpose of DSK is to provide a guideline for teachers to
achieve the aims of DST in T&L.
The themes in the Science Content Standard are as follows:
 Introduction to Science
 Life Science
 Physical Science
 Material Science
 The Earth and The Universe
 Technology and Sustainability – RBT is
embedded in this theme.
DSK for ICT is provided to achieve the following standards:
 Use ICT responsibly and ethically.
 Select and apply appropriate ICT
resources.
 Use ICT to find, collect, process and use
information.
 Use ICT to obtain and share information.
 Use ICT to solve problems and make
decisions.

4
 Use ICT to improve productivity and
learning.
 Use ICT to present ideas and information
creatively and innovatively.
IMPLEMENTATION
The time allocated for T&L of DST is 60 minutes a week. A
ratio of 4:1 is allotted for the T&L of DST that is 4 periods for
Science and RBT and 1 period for ICT. For example if there is
60 periods per year for T&L of DST, the distribution of periods
would be 48 for Science and 12 for ICT. ICT is also used in
T&L of Science and RBT. Science optionist teachers are most
suitable to teach DST.
Implementation of ICT in DST should use existing
infrastructures. If the school lacks infrastructures, teachers
must make plans to ensure that teaching is carried out in the
best way possible. It is suggested that teachers use
notebooks to teach ICT in WST and ensure that pupils take
turns to learn to use computers.
Basic ICT skills are very important to be taught to pupils in
Year 1 and it is recommended to be taught at the beginning of
the year. These skills can also be taught in the element of
Science using ICT. If these are not fully acquired, then they
can be reinforced across the curriculum in other disciplines.
Teachers need to be creative in T&L that involves the use of
ICT in the element of Science. Teachers need to plan to
integrate the use of ICT in T&L. For example, teachers can
bring a laptop and an LCD projector to show or demonstrate,
using courseware or digital materials. Teachers can also bring
a few laptops for group activities. Pupils can also carry out
scientific investigation and record their data into the computer
wherever available to complete their tasks.

SCIENCE
STANDARD CURRICULUM DOCUMENT

7
INTRODUCTION
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 intelectually, spiritually,
emotionally and physically balanced. The primary and
secondry 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.
AIMS
The aim of the primary school science curriculum is to instil
pupils’ interest and develop creativity through experiences
and investigations, in order to acquire scientific knowledge,
scientific skills and thinking skills as well as scientific attitudes
and noble values.
OBJECTIVES
The Level One 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.
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.

8
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
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.
Experimenting Planning and conducting an investigation
to test a hypothesis, collecting and
interpreting data until a conclusion can be
obtained.

9
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
THINKING SKILLS
Thinking is a mental process that requires an individual to
integrate knowledge, skills and attitudes in an effort to
understand the environment. One of the objectives of the
national education system is to enhance the thinking ability
among pupils. This objective can be achieved through
thoughtful learning.
Thoughtful learning can be achieved if pupils are actively
involved in teaching and learning processes. In these
processes, teaching and learning activities should be well
planned to encourage the pupils to apply thinking skills in
conceptualisation, problem solving and decision making.
Teaching and learning that emphasises on thinking skills and
thinking strategies are foundation for thoughtful learning.
Thinking skills can be categorised into critical thinking and
creative thinking. A person who thinks critically always
evaluates an idea in a systematic manner before accepting it.
A person who thinks creatively has a high level of imagination,
is able to generate original and innovative ideas and modify
ideas and products.
Thinking strategies are higher order thinking processes that
involve several steps. Each step involves several critical and
creative thinking skills. Thinking strategies is the ultimate aim
of thinking processes.
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.
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.

10
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 strenghtening something
based on an investigation.
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.

11
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 Selecting the best solution from
several alternatives based on specific
criteria to achieve the intended aims.
Problem Solving 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).
Figure 2: TSTS Model in Science
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.
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

12
4. Applying TSTS in new situations and developed with
teacher’s guidance.
5. Applying TSTS together with other skills to accomplish
thinking tasks.
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
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

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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
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.
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.
 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

14
 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.
Inculcating Patriotism
The science curriculum standards strengthen and cultivate
patriotism and values of nationalism among pupils to enhance
their individual commitment to the nation. Topics related to
earth’s resources, biodiversity and the development of
science and technology in our country can strengthen the love
for the country.
TEACHING AND LEARNING STRATEGIES
Teaching and learning strategies in the science curriculum
emphasise 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. 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, contextual learning, mastery learning and,
science, technology and society.
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

15
occurs when the main concepts and principles of science are
investigated and discovered by pupils themselves. Through
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
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
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.

16
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 repertoire 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.
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

17
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.
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 visualise 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:
 Identify and understand a problem
 Explain the problem

18
 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 makes 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
Classroom assessment is very important to determine pupils’
level of mastery and understanding of what pupils have
learned. The information obtained will help teachers to
improve their teaching methods. The results of the
assessment in the classroom will also provide initial feedback
to the teacher to plan further action to improve the level of
mastery and understanding in pupils.
Method of classroom assessments that can be carried out are
as the following:
Observation: This method is suitable for evaluating
individuals in terms of scientific skills and attitudes as well as
noble values. Observations are to evaluate processes carried
out by the pupils and not the final results.
Test: Tests can be conducted either in written form or verbally.
Written test questions may either be in objective or subjective
form. An example of oral test is quizzes.
Oral presentation: Oral presentations are important in
evaluating communication skills, self-confidence and content
knowledge of pupils.
Checklist: Checklists are individual reports about the mastery
of elements tested in teaching and learning. Elements that are
tested in science are knowledge, skills as well as scientific
attitudes and noble values.
Portfolio: Portfolios are compilations of the pupils’ individual
work or in groups. Examples of portfolios are scrapbooks and
folios.
Essay: Essays exhibit a pupil’s skills in conveying information
scientifically.
ORGANISATION OF THE SCIENCE CURRICULUM
STANDARD
The Science Curriculum Standard for Year 1 to Form 5 is
arranged according to six themes i.e. Introduction to Science,
Life Science, Physical Science, Material Science, The Earth
and The Universe as well as Technology and Sustainability.
However, all these themes may not necessarily be present in
every year of learning.
Each theme i.e. Introduction to Science, Life Science,
Physical Science, Material Science, Earth and The Universe

19
as well as Technology and Sustainability is detailed in the
content and learning standards. The content standards have
at least one or more learning standards that are
conceptualised based on the learning area that has been
determined. The content standards are written according to
the 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 as stipulated in the intended learning
standard.
The learning standard is a learning objective that is written in
the form of measurable behaviour. It comprises the scope of
learning with scientific skills and thinking skills that require the
pupils to do science so as to master the intended science
concepts. In general, the learning standard is organised from
simple to complex, however it can be modified accordingly to
the context and needs of learning. The Content Standard for
the affective domain is written at the end of the related
corresponding cognitive domain but not all cognitive domains
are followed by affective domains.
The teaching and learning process should be planned in a
holistic and integrated manner to enable the achievement of
multiple learning standards according to the context and
needs of learning. Before planning the teaching and learning
activities, teachers should scrutinise all Learning Standards in
the related Content Standards. The Content Standard of
affective domain is integrated indirectly when the Content
Standard for the cognitive domain is being carried out.
Activities can be varied to achieve a Content Standard to
meet the pupils’ learning needs in accordance to their abilities
and learning styles. Teachers are encouraged to plan
activities that engage pupils actively in order to generate
analytical, critical, innovative and creative thinking besides
using technology as a means for achieving the Content
Standard effectively.
On the other hand, the curriculum also incorporates elements
of entrepreneurship, creativity and innovation to prepare
human capital who are capable to contribute towards the
development of a high-income country in line with the New
Economic Model.
The World of Science and Technology is introduced in Year 1
to replace the subject of Science. It combines the elements of
Science, Design & Technology (DT) and Information
Communication and Technology (ICT). For the
implementation in Year 1, the DT and ICT elements are
integrated in the Science Standard. Besides, the ICT user
module is also provided for teachers to guide pupils in
applying their ICT skills during learning.

20
INTRODUCTION TO SCIENCE
CONTENT STANDARD LEARNING STANDARD
1. SCIENTIFIC SKILLS
1.1 Understanding the science process
skills
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
Pupils are able to:
Observe
Classify
Measure and use numbers
Predict
Make inferences
Communicate
Explain the science process skills using sketches, ICT, in written or verbal
form.
1.2 Understanding the manipulative skills.
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
Pupils are able to:
Use and handle science apparatus and substances correctly
Handle specimens correctly and carefully.
Sketch specimens, science apparatus and substances accurately.
Clean science apparatus correctly.
Store science apparatus and substances correctly and safely.

21
LIFE SCIENCE
2. HUMAN
2.1 Understanding the dentition of human
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
Pupils are able to:
Identify types of teeth which consist of incisors, canines and molars.
Relate the types of teeth and its functions.
Compare and contrast the milk teeth with permanent teeth in aspect of
numbers, strength and life expectancy.
Label the structure of the tooth as enamel, dentine, nerve, blood vessel and
gum.
Explain the observations using sketches, ICT, in written or verbal form.
2.2 Practicing dental care
2.2.1
Pupils are able to:
Apply daily practices of dental health in the aspects of :
• eating habits
• care

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3. ANIMALS
3.1 Understanding the characteristics of
animals.
3.1.1
3.1.2
3.1.3
3.1.4
Pupils are able to:
Identify the characteristics of animals i.e
• body covering: shell, fine hair, feathers, scales
• body parts: legs, wings, tail, horns, beak, sharp claws
• ways of reproduction: laying eggs, giving birth
• habitat: lives in water, on land, on land and water.
Classify animals based on selected classification characteristics.
Identify the characteristics of a selected animal.
3.2 Understanding the dentition of
animals
3.2.1
3.2.2
3.2.3
Pupils are able to:
State animals’ eating habits: herbivore, carnivore, omnivore
Relate the dentition of carnivores, herbivores and omnivores with the type of
food eaten.

23
4. PLANTS
4.1 Understanding the characteristics of
plants.
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
Pupils are able to:
Identify the characteristics of plants i.e
• leaf: type of veins
• flower: flowering, non- flowering
• fruit: produce fruits, does not produce fruits
• stem : woody, non-woody
• root: taproot, fibrous root
• habitat: lives in water, lives on land
• ways of reproduction: through seeds, spores, leaves, stem cuttings,
suckers, underground stems.
Classify plants based on selected classification characteristics.
Identify the characteristics of a selected plant.
State the importance of plants to humans and animals.

24
PHYSICAL SCIENCE
5. MAGNETS
5.1 Analysing the knowledge on actions
of magnets
5.1.1
5.1.2
5.1.3
5.1.4
5.1.5
5.1.6
5.1.7
Pupils are able to:
Identify the shapes of magnets e.g. bar, cylinder, horseshoe, U-shaped, button
and ring magnets.
Make generalisation on how magnets react to various objects by carrying out
investigations.
Classify objects based on how magnets act on them.
State that materials made of iron are magnetic materials.
Make generalisation on the strength of magnets by carrying out activities using
magnets of different sizes.
Make a conclusion that magnet attracts or repels between poles by carrying
out activities.
Explain the observation using sketches, ICT, in written or verbal form.
5.2 Create objects based on the use of
magnets
5.2.1
5.2.2
5.2.3
Pupils are able to:
Give examples of the use of magnets in daily life.
Create objects based on the use of magnets.

25
MATERIAL SCIENCE
6. ABSORPTION
6.1 Analyse the knowledge on ability of
materials to absorb water.
6.1.1
6.1.2
6.1.3
6.1.4
6.1.5
6.1.6
Pupils are able to:
Identify absorbent and non- absorbent objects by carrying out activities.
Identify absorbent and non- absorbent materials by carrying out activities.
Classify absorbent and non- absorbent materials by carrying out activities.
Arrange type of materials in sequence according to its ability to absorb water
by carrying out investigations.
Provide reasoning on the importance of absorbent and non- absorbent
materials in daily life.
6.2 Create objects based on its ability to
absorb water.
6.2.1
6.2.2
Pupils are able to:
Create objects using absorbent and non- absorbent materials.

26
EARTH AND SPACE SCIENCE
7. SOIL
7.1 Analysing soil content.
7.1.1
7.1.2
7.1.3
7.1.4
Pupils are able to:
Identify the content of different types of soils e.g. clay, garden soil and sand by
carrying out investigations.
Arrange the types of soil in sequence according to its ability to allow water to
flow through by carrying out an investigation.
Make generalisation on types of soil that are suitable for planting based on the
above investigation.

27
TECHNOLOGY AND SUSTAINABILITY OF LIFE
8. BASIC TECHNOLOGY
8.1 To assemble and disassemble a
mechanically functional building block
set that has basic concepts of simple
machines by referring to an
instructional manual.
8.1.1
8.1.2
8.1.3
8.1.4
8.1.5
8.1.6
8.1.7
8.1.8
8.1.9
8.1.10
Pupils are able to:
Choose a functional building block set to be constructed.
Read and explain the instructional manual.
Identify the components of the model based on the instructional manual.
Identify the motion system of the model e.g. motor, gear, sprocket, pulley
and wheel.
Choose the components of the model based on the illustrated instructional
manual.
Assemble the components of the model based on the illustrated instructional
manual.
Sketch the built model using basic shapes.
Talk about the built model.
Disassemble built model in sequence.
Store the disassembled components into a storage container.

INFORMATION AND
COMMUNICATION TECHNOLOGY (ICT)
STANDARD CURRICULUM DOCUMENT

31
THE INFORMATION AND COMMUNICATION
TECHNOLOGY ( ICT ) STANDARD-BASED FOR PRIMARY
SCHOOL
The Information and Communication Technology (ICT)
Standard-Based Curriculum is a specific statement about
what pupils should achieve in the knowledge, skills and
values of ICT throughout the schooling years. This standard
also serves as a guide for teachers to create a technology-
aided learning environment. This environment will provide
many opportunities for pupils to benefit from ICT resources.
Pupils will be involved in various activities consisting of
relevant technology skills.
AIM
The aim of ICT Standard-based Curriculum is to provide a
benchmark for pupils’ achievement from Year 1 to Year 6.
This is to ensure that pupils master the knowledge and basic
ICT skills. It also encourages creativity and provides an
interesting learning environment throughout their lives.
OBJECTIVES
At the end of the primary school, pupils can use ICT:
i. in a responsible and ethical manner.
ii. to select and apply appropriate ICT resources.
iii. to search, gather, process and apply information.
iv. to obtain and share information.
v. to solve problems and make decisions.
vi. to increase productivity and learning.
vii. to express ideas and information in a creative and
innovative manner.
FOCUS
ICT is a field of study that involves various fields, especially in
computer and communication systems. ICT is used mainly in
computer systems, communication devices and software
applications to acquire, process, store, transmit, retrieve,
exchange and protect information at all times.
Therefore, these Standards focus on software applications
and knowledge of computer hardware in dealing with various
forms of information based on the pupils’ abilities. In Stage I
(Year 1, Year 2 and Year 3), the focus is on the integration of
ICT across the curriculum. In Stage II (Year 4, Year 5 and
Year 6), the focus is on learning about ICT.
CONTENT PLANNING
The ICT Curriculum in primary schools is implemented in
modular form whereby its content is divided into 4 Modules
(Sections) as follows:
Module Description
• Selection and application of
ICTResources
Select and apply appropriate
ICT resources
• ICT in Information
Management
Use ICT to search, gather,
process, use and share
information

32
Module Description
• ICT in increasing productivity
and the quality of learning
Use ICT to solve problems
and make decisions to
increase productivity and
quality of learning.
• The use of ICT in creativity
and innovation
Use ICT to present ideas and
information in creative and
innovative manner
The specified module was developed based on the objectives
outlined and translated into Content Standards and Learning
Standards. At the same time the ICT Standards-Based
Curriculum emphasises on the integration of knowledge, skills
and values.
Knowledge
The content knowledge includes the following:
a. Concepts, facts and ICT terminology.
b. The sequential process in developing ICT-based products.
Skills
Hardware and software skills in ICT will produce the following:
a. communication skills involving the sharing and
dissemination of information, and
security of information dissemination.
b. problem-solving skills including critical, creative and
reflective thinking.
c. investigation, exploration and arcing of ideas.
Values
Pupils will gain the ability to operate the information system
confidently, accurately and diligently. The Code of Ethics of
communication in ICT will instill a sense of responsibility,
respect, cooperation and accountability.
ICT-STANDARD-BASED CURRICULUM CONTENT
The ICT Standard-Based Curriculum is divided into Content
Standards and Learning Standards. There are seven Content
Standards. The content of these Standards acts as a guide for
the level of ability within the Learning Standards. Learning
Standards within the Content Standards will be introduced
and mastered by pupils. Teachers can use these standards in
designing ICT-based activities.
1.0 Use ICT in a responsible and ethical manner
Pupils can:
1.1 apply the knowledge of ethics and responsibility
in ICT.
1.2 practise the ability to state the implications when
using ICT.
1.3 accept responsibility for the actions related to
the ethics and responsibility in the usage of ICT.

33
2.0 Select and apply appropriate ICT resources
Pupils can:
2.1 demonstrate the ability to use ICT facilities.
2.2 use a variety of functions in ICT.
2.3 analyze the suitability of facilities and resources
to meet the specific needs (tasks or challenges).
2.4 select the appropriate ICT resources.
2.5 exploit the appropriate ICT resources to meet
current needs.
3.0 Use ICT to search, gather, process and apply
information
Pupils can:
3.1 identify when and why information is needed.
3.2 determine the required information.
3.3 assess and select appropriate information.
3.4 understand, apply, analyze and distribute the
selected information.
4.0 Use ICT to obtain and share information
Pupils can:
4.1 use ICT to identify and obtain information and
knowledge from experts related to
the area of interest.
4.2 assess the validity and reliability of online
resources
4.3 collaborate with peers and experts to build
knowledge.
4.4 use ICT skills to produce and present knowledge.
5.0 Use ICT to solve problems and make decisions
Pupils can:
5.1 apply problem-solving skills which include
identifying and analysing the problem;
Developing strategic solutions; selecting and
Implementing appropriate strategies, and
evaluating solutions.
5.2 apply problem-solving strategies to convey
information or present findings using ICT.
5.3 relate the process of problem-solving and
decision-making, and state the outcomes or
methods of solution.
5.4 collect all the successful processes and
products for future use.
6.0 Use ICT to increase productivity and learning
Pupils can:
6.1 use ICT to produce effective and creative work
and to complete projects and tasks.
6.2 use ICT to collaborate with peers, experts and
others to increase productivity.
6.3 use ICT to increase learning opportunities
towards life-long learning.
7.0 Use ICT to express ideas and information in a
creative and innovative manner
Pupils can:
7.1 express existing ideas through unique and new
methods.

34
7.2 plan strategies to express new knowledge and
ideas.
7.3 develop a variety of original media products to
express ideas and information.
7.4 use the emerging technology to express ideas
and information.
THE PRINCIPLES OF USING ICT IN TEACHING AND
LEARNING
There are several principles in the use of ICT in teaching and
learning. Firstly, pupils must master basic ICT skills to enable
them to operate the hardware and software. Secondly, by
acquiring these skills, students will apply and integrate ICT in
their learning. To achieve this, students should learn ICT
hands-on and acquire ICT skills which can be mastered in the
learning context.
Figure 2: ICT Approaches in Teaching and Learning
There are three main approaches in the teaching and learning
of ICT as in Figure 2.
• Learn ABOUT ICT
Learn about ICT requires pupils to master the
knowledge and skills of specific knowledge
disciplines in the field of ICT such as computer
systems, network, information systems, multimedia and
programming. Exposure to the knowledge and skills in
these areas are taught to students in accordance with
their abilities and cognitive level.
 Learn WITH ICT
Learn with ICT means that pupils use ICT as a learning
tool such as ICT software and hardware. Among the
software which can be used are MS Word, MS
PowerPoint, MS Excel, Paint, Geometer's Sketchpad,
freeware to teach typing, namely Tutor Typing, while
the hardware are like printers, scanners and digital
cameras.Teaching and learning will be more effective,
interesting and enjoyable with the use of ICT. By
using ICT as a teaching and learning tool in primary
school pupils will be more creative and innovative
based on their level of thinking.
 Learn THROUGH ICT
Learn through ICT is the use of ICT to access
information and knowledge by using ICT medium
such as CD-ROM, DVD-ROM, courseware and the
Internet. Examples of learning through ICT can be seen
from the use of materials such as encyclopaedia,
Learn ABOUT ICT
Learn WITH ICT Learn THROUGH
ICT
Social
Issues and
Ethics

35
dictionary, video learning, courseware PPSMI,
Portal E-material, EduWeb TV and Google Earth.
The elements of values are incorporated in each ICT
approach. All these components complement each other and
enable ICT to be taught as a subject and implemented across
curriculum more effectively. For example, when pupils learn
ABOUT ICT, they also learn WITH ICT. During this process,
pupils learn THROUGH ICT by accessing information from
CD-ROM, DVD-ROM, surfing the Internet and downloading
materials to reinforce their tasks.
ICT STRATEGIES IN CURRICULUM
The strategy used in the realisation of ICT in the curriculum is
through integration across the curriculum and also as a
subject on its own. For Stage I, ICT is integrated across the
curriculum and as an element in the Core Theme: The World
of Science and Technology. For Stage II, ICT is implemented
as a subject.
INTEGRATING ICT IN THE CURRICULUM
The integration of ICT across the curriculum enables teaching
and learning to be carried out using appropriate ICT hardware
and software based on the topic to be taught. Pupils can use
and manipulate ICT resources to support their knowledge or
tasks. Through the use of ICT, pupils can reinforce the
concepts and skills which they have mastered in an enjoyable
environment.
ICT AS A SUBJECT
At Stage II, ICT is taught as a subject which emphasises the
mastery of knowledge and disciplined skills in ICT based on
computer systems, multimedia, programming, database,
networks and the Internet. Exposing ICT to pupils at this level
should be in accordance with pupils’ cognitive levels and
abilities. The three approaches used in presenting this subject
are as follows:
a) Learn ABOUT ICT
b) Learn WITH ICT
c) Learn THROUGH ICT
The time allocated for ICT is 60 minutes per week. This
subject is taught by rotation with Design and Technology
(RBT).
HARDWARE AND SOFTWARE
The ICT hardware and software supplied to the schools are as
follows:
a. The hardware in the computer lab
• Server
• computer (PC) for teachers
• computers (PC) for students
• Scanner
• Printer
• Digital Camera and Video
• Microphone and speaker
b. Hardware for teachers

36
• Laptop
• LCD Projector
c. Software
• Windows operating system, Linux and Mac
Operating system
• Microsoft Office and Star Office application software
• Utility Software such as media tool player (Windows
Media Player), sound recorder (Sound Recorder)
and calculator
d. Internet Facility
•Internet Access
All software that will be used in school must have a valid
license. Schools are also encouraged to download free
software related to the subjects. Teachers should ensure the
suitability of the teaching and learning content, based on the
hardware and software available in school.
THE USE OF INFORMATION AND COMMUNICATION
TECHNOLOGY IN TEACHING AND LEARNING
STRATEGIES
Information and Communication Technology need not
necessarily be used throughout the teaching and learning
process. The teacher and pupils need to identify the necessity
of ICT in enhancing their teaching and learning. Utilizing ICT
as a learning empowerment enables pupils to reinforce
teaching and learning and achieve the standard curriculum.
Utilizing ICT can also make learning more enjoyable and
shape teachers and pupils to be more creative and innovative.
Learning ABOUT ICT, Learning WITH ICT and Learning
THROUGH ICT must be combined in teaching and learning
strategies. Integration of ICT can be effectively implemented
when pupils have mastered ICT skills. It is recommended that
teachers integrate ICT through activity-based projects or tasks
like greeting cards. In greeting cards, pupils can insert images
and write greetings or poems.
Suggestions for Learning And Teaching Strategies
There are some teaching strategies which can be adopted by
teachers in the teaching and learning process. The teaching
and learning of ICT can be more effective by using the
following strategies:
a. Self-Study
Self-Study consists of four approaches, namely, Self-
Directed, Self-Paced, Self-Accessed and Self-Assessed
which are more focused on pupil-centred learning. With ICT,
this learning concept is easily realised. For example,
through the use of self-directed courseware, pupils can
determine what to learn based on their own rate of ability,
are able to assess themselves, and can even assess their
own learning. This strategy enables pupils to be more
responsible for their learning, more confident and diligent in
achieving the standard curriculum.
b. Collaborative Learning
Collaborative Learning constitutes an approach which
stresses on cooperation and requires students to present
ideas in small groups. In ICT, this approach can be
implemented with the teacher giving tasks to identified
groups. Students can use emails to exchange materials

37
and use presentation software to present their work. All
group members will actively contribute knowledge, ideas,
skills and solve problems together.
c. Project-Based Learning
Project-Based Learning constitutes a classroom activity
model which is different from the usual. This learning
activity approach is long-term, integrates various
knowledge disciplines, pupil-centred and relates to real-life
experience. Projects are defined as organized tasks,
developments and investigations which lead to specific
aims. Pupils are able to learn by using ICT during the
project preparation process and can also explore or carry
out studies on projects.
d. Discovery Inquiry
The Discovery-Inquiry Approach constitutes an approach
which stresses on learning through experience. In general,
inquiry means information, questioning and investigating a
certain phenomenon which occurs in our surroundings.
Discovery is the main characteristic of inquiry. Learning
through discovery occurs when the main concept and
principle are reviewed and discovered by pupils themselves.
Through activities such as experiments, pupils will review a
certain phenomenon and achieve their own conclusion.
Teachers will then guide pupils to understand the concept
through the inquiry outcomes.
Utilizing ICT in Discovery-Inquiry occurs when courseware
are used by pupils to attempt or carry out experiments
which are difficult, too expensive, impossible or dangerous.
By using application software, pupils can also experience,
learn and review a certain phenomenon through simulation.
Besides that, demonstrating a certain occurrence where
the sequenced frames can be controlled by pupils can also
be seen by using 3D Modelling software.
e. Problem-Solving
Problem-Solving methods constitute a learning method
based on actual problems and pupils are able to solve
problems through their own ability. This method can be
carried out through collaboration and pupil-centred learning.
Pupils need to identify the problems, search for problem-
solving methods, implement problem-solving operations
and evaluate problem- solving methods which were used.
In the ICT context, this method will involve pupils making
decisions when solving problems.
For example, pupils wish to complete a certain task which
requires them to insert images. However, they find that the
image is not in their computer. Thus, to overcome the
problem, pupils need to discuss with their friends to find the
solution. The teacher acts as a facilitator by guiding pupils
in a certain problem-solving process during the early stage.
f. Mastery Learning
Mastery Learning is a teaching and learning approach
which focuses on pupils’ mastery in a certain matter which
was learnt. Through this approach, pupils are given the
opportunity to advance based on their own ability and rate
of learning as well as improving the level of mastery in
learning. ICT resources such as the use of interactive
whiteboard, video screening, courseware, educational
computer games and selected Internet materials are able

38
to assist students in mastering specific knowledge and
skills.
g. Constructivism
Learning through Constructivism is a method where pupils
are able to actively build their own knowledge or new
concepts based on knowledge, skills, values and
experience obtained in teaching and learning. Through
Constructivism Learning, pupils become more creative and
innovative. Pupils use ICT to obtain data, information and
knowledge.
h. Exploratory Learning
Exploration Learning enables pupils to learn through
exploring based on existing experience. Pupils actively
search and access information to achieve their learning
objectives in controlled contexts. With regard to that, ICT
constitutes the most effective tool in translating the
exploration learning concept considering that it can quickly
obtain information and knowledge to enable pupils to
analyse and process the required information in learning
situations through problem solving, future studies and
simulation.
INTEGRATION OF ICT IN THE PILLARS OF KSSR
There are six pillars in the KSSR curriculum. These pillars are
as follows:
1. Communication
2. Spirituality, Attitude and Values
3. Humanities
4. Science and Technology
5. Physical and Aesthetic Development
6. Self Projection
Integration of ICT can be carried out in all the pillars through
organized planning. Table 1 shows examples of learning
activities for the pillar of Communication.Table 2 is for the
pillar of Sprirituality, Attitude and Values as well as Science
and Technology and Physical and Aesthetic Development
whereas Table 3 shows examples of learning activities for the
pillar of Personal Skills and Humanities.
Pillars Learning Activities
Communication
 Write compositions using
word processing software
such as MS Word. Pupils
can insert images to
reinforce compositions so
that they are more
interesting.
 Search for information
through the Internet to
reinforce pupils’
compositions.
 Record voice and listen
again with the aim of
pronunciation training.
 Present tasks and projects
 Download free computer
software such as Basic

39
Mouse Skills and
Animated Beginning
Typing for skill-based
activities using the mouse
and typing as well as
identify alphabets. Pupils
will enjoy learning these.
Table 1: Examples of Learning Activities for the Pillar of
Communication
Pillars Learning Activity(ies)
Spirituality,
Attitude andValues
Science and
Technology
Physical and
Aesthetic
Development
 Write compositions and tell
stories using videos or pictures,
and scrapbooks or digital folio
projects.
 Use word processing software
(MS Word), presentation software
(MS PowerPoint) and graphic
editing software (Paint), camera
or digital video camera and the
Internet in their learning.
 Practise good values while using
computer hardware and software.
Table 2: Examples of Activities for Pillars of Spirituality,
Attitude Development.
Pillars Learning Activity(ies)
Self Projection
Humanities
 Presenting ideas or reports using
word processing software (MS
Word), presentation software (MS
PowerPoint) and graphic editing
software (Paint), camera or digital
video camera and the Internet to
develop pupil’s confidence.
 Use of e-mails and social
websites to encourage social
interaction among peers from
within or outside the country.
 Produce projects to encourage
collaborative learning among
schools within or outside the
country through the Internet.
 Strengthen the spirit of patriotism
and unity through the use of
activities from the Internet.
Table 3: Examples of Activities for Pillars of Self Projection
and Humanities.
ASSESSMENT
Assessment is used as a yardstick to evaluate pupil’s
achievement in acquiring ICT knowledge and skills.
Assessment must be carried out continuously to monitor
pupils’ progress in knowledge, skills and values as stipulated
in the Content Standards and Learning Standards. Prior to

40
assessing their pupils, teachers need to identify skills within
the selected Learning Standards.
Pupils can be assessed using formative assessment,
summative assessment or both. Formative assessment can
be implemented to measure pupils’ performance during
teaching and learning and can be carried out in an integrated
form which includes aspects concerning knowledge, skills and
values. Summative assessment can be implemented by
preparing appropriate tests to assess learning achievement.
Values can be measured using checklists or through
observations.
Assessment strategies that can be used during ICT teaching
and learning are:
Rubric
Rubric is an assessment strategy which uses criterion in
the form of scores that will enable teachers to evaluate
teaching that will ensure knowledge, skills and values in
ICT are achieved. In this strategy, teachers can perform
consistent, systematic and directed assessment based on
clear criteria. (Refer examples in Attachment 6).
Observation
Observation is one of the modes of assessment which
allows teachers and peers to evaluate the work process
within planned learning activities in the aspects of
knowledge, skills and values. Observation is a form of
authentic continuous assessment based on pupils’
behaviour while applying skills and values in ICT.
Observation evidences can be recorded using tape
recorders, videos and photography or written records
using observation forms such as checklists or descriptive
forms. Besides that, log books can also be used to
document important events or achievements. (Refer
examples in Attachment 7).
Presentation
Presentation is an oral assessment method which can be
carried out in formative form during teaching and learning.
It involves creative individual or group presentation with
the aid of the computer. Some criteria which should be
considered during presentation are visual design, content,
sound and presentation style.
Teachers should explain the format of these presentations
like title, content, visual design, number of slides and
software that will be used.
A presentation can be assessed with an assessment
instrument such as checklists and rubrics. The result of the
assessment can be used by the teacher to give
constructive comments to improve the quality of
presentation. (Refer examples in Attachment 8).
Anecdote
Anecdote refers to the retelling of the ICT learning which
has been learnt and it can be in written or oral form. It is
carried out by having pupils retell a lesson they have learnt.
Teachers use checklists to identify main points presented
by pupils. (Refer examples in Attachment 9).

41
Tests and Quizzes
Quizzes refer to oral or written questions used to test
understanding and pupils’ knowledge about a topic learnt.
Tests are combinations of question types on a few learning
topics in written form. Tests and quizzes are used to
evaluate knowledge levels, skills and values within the ICT
Learning Standards.
Among general features of quizzes are that they are
informal and are carried out in a short period whereas
tests are formal and systematic. (Refer examples in
Attachment 10).
Portfolio
Portfolio is a collection of pupils’ work in the form of
structured documentation which is used as a tool for
assessment in the classroom.
There are three types of portfolios that can be used in ICT,
for example, Daily Work Portfolio, Documentary Portfolio
and Best Product Portfolio. Daily Work Portfolio is daily
routines that are collected over a learning period.
Documentary Portfolio is learning materials that are
collected in line with certain task-based objectives where
the process of producing the task-related material is
clearly shown. Best Product Portfolio is the best product
selected from the Daily Work Portfolio.
Rubric is another method that can be used to help
teachers assess a portfolio for the purpose of evaluating
continuous learning progress and focuses on the pupils’
developments in the aspects of skills, knowledge and
values. (Refer examples in Attachment 11).
Simulation
Simulation is defined as a situation which resembles real
life situation. Simulation assessment can be carried out in
three methods, namely, games, role-playing and modelling.
These methods are used to measure the level of
knowledge, skills and values in ICT learning.
Simulation assessment in the form of games can be used
as a gaming software. Teachers can select suitable
computer games to evaluate pupils’ skills. Examples of
gaming software are Go Tidy and Basic Mouse Skill where
pupils are assessed on their skills in using the mouse. In
simulation assessment involving role-playing, pupils take
the roles of keys on a keyboard to determine the positions
of alphabets and numbers on the keyboard when typing a
word. Modelling simulation assessment enables pupils to
learn about computer hardware using recyclables such as
boxes, tins and strings to build a computer model. (Refer
examples in Attachment 12 and 13).
CONTENT STANDARDS AND LEARNING STANDARDS
Content Standards are specially designed for pupils from Year
One to Year Six. There are seven Content Standards for ICT
in KSSR. Pupils are able to:
 use ICT in a responsible and ethical manner.
 select and apply appropriate ICT resources.
 use ICT to search, gather, process and apply
information.

42
 use ICT to obtain and share information.
 use ICT to solve problems and make decisions.
 use ICT to improve productivity and learning.
 use ICT to express ideas and information in a creative
and innovative manner.
These standards have been prepared in accordance with the
knowledge, skills and values. Each Content Standard is
divided into Learning Standard by years (Year 1 to Year 6).
Students must achieve all the Content Standards and
Learning Standards as outlined in the Standard-based
Curriculum for ICT. Therefore, the Content Standards and
Learning Standards will be the indicator of the pupils’
performance level in ICT.
In Phase I Primary Education, Content Standards and
Learning Standards of ICT will be integrated in all subjects.
However, in Phase II, Content Standards and Learning
Standards of ICT will be taught as Learn About ICT.

43
STANDARD-BASED CURRICULUM FOR ICT PRIMARY SCHOOL LEVEL I: YEAR 3
The ICT Learning Standards for Year 1 and Year 2 is included in the Learning Standards for Year 3 and acts as a reference
for teachers to know the level which the pupils have achieved in Year 1and 2.
Content Standards Year 1 Learning Standards Year 2 Learning Standards Year 3 Learning Standards
1.0 Use ICT in a
responsible
and ethical manner
1.1 Comply with the rules of
the computer lab.
1.2 Use computer hardware
carefully and
responsibly.
1.3 Avoid wastage when using
ICT equipment.
1.4 Apply safety measures
when using ICT
equipment.
1.5 Respect copyrights of
others.
1.6 Be tolerant with
classmates while using
computers.
1.1 Ensure that computer
hardware and its
surroundings are tidy and
clean.
1.2 Be thrifty when printing
documents.
1.3 Identify source of
information.
1.4 Observe ethics of using
password and texts during
online communication.
1.1 Ensure that computer
hardware is functioning.
1.2 Practise cyber safety
measures by using member’s
login and logout e-mail
account.
1.3 Acknowledge source of
information obtained online.
1.4 Save energy by reducing
brightness of monitor and
sound.
2.0 Select and apply
appropriate ICT
resources
2.1 Identify the parts of a
computer (monitor, mouse,
keyboard, system unit).
2.2 Turning the computer on
and off switch (turn on,
turn off) in accordance
with the appropriate
procedures.
2.3 Identify the positions of
2.1 Position your fingers
correctly on the home
keys of the keyboard.
2.2 Use the arrow, Caps Lock
and Shift keys.
2.3 Use the mouse to click
and drag, and to copy and
paste.
2.4 Create a table of 3
2.1Prepare a text using centre
alignment, justify text and
make a list using Bullets and
Numbering.
2.2Create animation for text and
image in MS PowerPoint.
2.3Create animation with simple
objects using slide animation
techniques.

44
alphabets and numbers on
the keyboard.
2.4 State the function keys
Enter, Spacebar,
Backspace and Delete.
2.5 Use mouse to click and
double click.
2.6 Launch and close graphic,
word processing or
presentation software
(Paint, MS Word or MS
PowerPoint).
2.7 Open and save graphic,
wordprocessing or
presentation files (Paint,
MS Word or MS
PowerPoint).
2.8 Type text using a variety of
sizes and fonts using word
processing software (MS
Word) in one page.
2.9 Use word processing
software (MS Word) to
produce text with image
in one page.
2.10 Use graphic software
(Paint) to create
pictures by using the basic
shapes and colour box.
columns and 2 rows using
(MS Word).
2.5 Insert more columns and
rows using word
processing software (MS
Word).
2.6 Type texts and insert
images into the table.
2.7 Change font colour using
(MS Word) or
presentation software (MS
PowerPoint).
2.8 Produce a presentation
which consists of text,
image and audio elements
using presentation
software (MS
PowerPoint).
2.9 Apply slide transition in
the presentation using
PowerPoint).
2.10 Change the slide
background using
PowerPoint).
2.11 Print two copies of
2.4Insert video in MS
PowerPoint.
2.5Create a table of 2 columns
and 3 rows by inserting text
and numbers based on the
given text

45
2.11 Use presentation software
(MSPowerPoint) to
produce two presentation
slides containing text and
images.
2.12 Print documents.
2.13 Record voice by using
existing software.
document.
3.0 Use ICT to search,
gather, process
and use
information
3.1 Identify the location and
access the
information stored.
3.2 Use web browser to surf
the internet.
3.3 Search for images using
the search engine.
3.4 Save images from
websites.
3.5 Demonstrate and explain
how to retrieve the images
stored.
3.1 Search information in the
form of text and image
based on keywords using
search engine. .
3.2 Extract, gather and save
information.
3.3 Intergrate information in
(MS Word) and
PowerPoint).
3.1 Use Autosum functions to
sum numbers automatically
in MS Excel.
3.2 Present data in a pie chart
based on the table created in
MS Excel.
4.0 Use ICT to obtain
and share
information
4.1 Present ideas using word
processing (MS Word) or
presentation
(MS PowerPoint) software.
4.2 Share ideas using other
devices such as digital
cameras and CD-ROM.
4.1 Share ideas by sending
and replying e-mail to a
recipient.
4.1 Attach a fail through e-mail.
4.2 Open an attached file sent
through e-mail.

46
5.0 Use ICT to solve
problems and
make decisions
5.1 Use appropriate
application software and
ICT resources (MS Word,
MS PowerPoint, Paint) to
complete given task.
5.1 Present the completed task
using appropriate
application software and
ICT resources (MS Word or
MS PowerPoint).
5.1 Use appropriate software
application (MS Excel, MS
PowerPoint or MS Word) to
be attached through e-mail
to complete a task for
sharing information.
6.0 Use ICT to
increase
productivity and
learning
6.1 Reinforce multimedia
presentation (MS
PowerPoint) available
such as inserting an audio
file.
6.1 Modify existing task using
table, images, audio and
various font format
appropriately.
6.1 Use electronic spreadsheet
software skills by using
addition and subtraction
formula to make simple
analysis like comparing
data.
7.0 Use ICT to express
ideas and
information in a
creative and
innovative matter
7.1 Use graphic (Paint), word
processing
(MS Word) or presentation
(MS PowerPoint) software
creatively (manipulate
text, images and sound) to
present existing ideas or
concepts.
7.1 Present new ideas of a
task creatively using
appropriate application
software.
7.1 Produce digital products
which integrates electronic
spreadsheet software and
Excel and MS PowerPoint)
creatively.

47
HOW TO USE THIS STANDARD-BASED CURRICULUM FOR ICT?
Step 1: Identify the Content Standards
Select the Content Standards related to the topic; for example, teach how to type text and insert images.
The ICT Content Standards identified are 2.0 and 7.0.
Step 2: Identify the Learning Standards.
The ICT Learning Standards that must be achieved by students at the end of the lesson are 2.6, 2.7, 2.8, 2.9,
2.12 and 7.1
Content Standards Year 1 Learning Standards
1.0 Use ICT in a responsible and ethical manner 1.1 Comply with the rules of the computer lab.
1.2 Use computer hardware carefully and responsibly.
1.3 Avoid wastage when using ICT equipment.
1.4 Apply safety measures when using ICT equipment.
1.5 Respect copyrights of others.
1.6 Be tolerant with classmates while using computers.
2.0 Select and apply appropriate ICT resources
2.1 Identify the parts of a computer (monitor, mouse, keyboard, systems unit).
2.2 Switch the computer on and off (turn on, turn off) in accordance with the appropriate
procedures.
2.3 Identify the positions of alphabetsand numbers on the keyboard.
2.4 State the function of the keys Enter, Spacebar, Backspace and Delete.
2.5 Use the mouse to click and double click.
2.6 Launch and close graphic, word processor or presentation software (Paint, MS Word or MS
PowerPoint).
2.7 Open and save graphic, word processor or presentation files (Paint, MS Word or MS
PowerPoint).
2.8 Type text using a variety of sizes and fonts using word processorsoftware (MS Word) in one
page.
2.9 Use word processor software (MS Word) to produce text with images in one page
2.10 Use graphic software (Paint) to create pictures by using the basic shapes and colour box.
2.6 Use presentation software (MS PowerPoint) to produce two presentation slides containing
text and images.
2.12 Print documents.
2:13 Record voice by using existing software
1. Identify the Content Standards 2. Identify the Learning Standards

48
Step 3:After choosing the Content Standards and Learning Standards, state them in their numerical forms in the teaching
module. Please refer to the example of applying ICT Learning Standards in Thematic Core Module. The World of Science And
Technology Teaching Module: ICT Elements.
3.0 Use ICT to search, collect, process and apply
information
3.1 Identify the location and access the stored information.
3.2 Use the web browser to surf the Internet.
3.3 Search for images using search engines.
3.4 Save images from websites.
3.5 Demonstrate and explain how to retrieve the stored images.
4.0 Use ICT to obtain and share information 4.1 Present ideas using word processor (MS Word) or presentation (MS PowerPoint) software.
4.2 Share ideas using other hardware such as digital cameras and CD-ROM.
5.0 Use ICT to solve problems and make decisions 5.1 Use appropriate application software and ICT resources (MS Word, MS PowerPoint, Paint)
to complete given tasks.
6.0 Use ICT to improve productivity and learning 6.1 Reinforce available multimedia presentation (MS PowerPoint) such as inserting an audio file.
7.0 Use ICT to express ideas and information in a
creative and innovative manner
7.1 Use graphic (Paint), word processor (MS Word) or presentation (MS PowerPoint) software
creatively (manipulate texts, images and sounds) to present existing ideas or concepts.
1. Identify the Content
Standards
2. Identify the Learning
Standards

49
AN EXAMPLE OF APPLYING ICT LEARNING STANDARDS IN THEMATIC CORE MODULE: THE WORLD OF SCIENCE AND
TECHNOLOGY
TEACHING MODULE: ICT ELEMENTS
Content Standards: 2.0 and 7.0
Learning Standards: 2.6, 2.7, 2.8, 2.9, 2.12 and 7.1
Description: In this lesson, pupils are introduced to the word processing software (MS Word). Pupils learn how to
produce texts of different font types and font sizes. They learn how to insert image into a page. This will
enable pupils to present their ideas creatively using various font types and font sizes attached with
images to fulfill their tasks.
Duration: 60 minutes (2 periods)
Teaching and
Learning Materials:
1. Documents with images and text in different font types and font sizes.
2. My Picture folder containing images.
3. Pupils learning modules.
Suggested Activities: 1. Teacher shows sample of pupils’ work containing images and text with different font types and font
sizes in printed form and on screen.
2. Teacher demonstrates the steps involved in changing font types and font sizes using MS Word.
3. Pupils type words, for example their names. Teacher shows the steps and pupils follow to practise
these skills:
a. Change font type.
b. Change font size.
c. Save the document.
4. Pupils repeat the above activities.
5. Pupils choose appropriate font type and font size.
6. Teacher demonstrates the steps to insert pictures. There are two ways to insert a picture:

50
a. Insert picture from Clip Art.
b. Insert picture from My Picture.
7. Pupils practise inserting pictures with teacher’s guidance.
8. Choose one of the above skills.
9. Save the documents. Pupils should be able to identify the location of the saved file.
Assessment: Anecdote Method
1. Pupils describe one of the skills learnt:
a. Change font type.
b. Change font size
c. Insert pictures.
d. Save the document.
2. The other pupils validate the descriptions shared.
Remedial: Pupils who are unable to describe the correct steps of the skills learnt, will repeat the activity guided by
the teacher or peers.
Enrichment: Pupils who have successfully completed the activity will be given another task. Pupils can choose their
preferred image, font type and font size. Pupils can also be taught to change the font colour.

51
EXAMPLE OF THE APPLICATION OF CREATIVITY IN ICT TEACHING AND LEARNING
- LEARNING MS POWERPOINT

INFORMATION AND COMMUNICATION TECHNOLOGY
Year: 1
Topic: Learning MS PowerPoint
Content Standards:
7.0 Use ICT to express ideas and information in a creative and innovative manner.
Learning Standards:
7.1 Use graphic (Paint), word processing (MS Word) or presentation (MS PowerPoint) software creatively (manipulate
text, images and sound) to present existing ideas or concepts.
Assessment:
 Pupils show how to start MS PowerPoint.
 Pupils produce a creative and innovative presentation that contains texts and images.
 Pupils save their MS PowerPoint presentation.
Phase Suggested Activity
Preparation Activity 1:
1. Teacher displays two sample of pictures for discussion
(Pictures containing coloured visual images and texts)
Sample questions:
o Is the picture interesting?
o If it is interesting, explain why.
(Suitability of text, image and features such as colours, size, location and layout)
o If it is not interesting, explain why.
(Look at the suitability of text, image and features such as colours, size, location and layout)

2. After the discussion, teacher summarizes the interesting features of image and text.
Imagination Activity 2:
1. Teacher gives presentation topics.
2. Pupils visualize the situation based on topic.
3. Pupils decide on the images, texts, colour and background.
Development Activity 3:
1. Pupils start MS PowerPoint application.
2. Pupils type text on the slide.
3. Pupils insert image on the slide.
4. Pupils save the completed presentation.
5. Pupils identify the suitability of text, image and colours to improve their presentation.
Action Activity 4:
1. Pupils display their presentation.
Sample questions:
o Are you satisfied with the layout of your presentation? Explain.
o Is the text used appropriate to the needs of the presentation? Explain.
o Is the image chosen appropriate for this presentation? Explain.
2. Pupils compare their presentation with peers.
3. Pupils exchange their views and information with peers.
4. Pupils work on improving their presentation from the feedback received.

EXAMPLE OF APPLYING ICT LEARNING STANDARDS IN THEMATIC CORE MODULE YEAR 1:
-THE WORLD OF SCIENCE AND TECHNOLOGY - SCIENCE ELEMENTS

APPENDIX 1
EXAMPLE OF APPLYING ICT LEARNING STANDARDS IN THEMATIC CORE MODULE: SCIENCE ELEMENTS
Science
Content Standard:
4.1, 4.2
Science
Learning Standard:
4.1.1, 4.1.2, 4.1.5 and 4.2.
ICT Content
Standard:
2.0 and 7.0
ICT Learning
Standard:
2.6, 2.7, 2.8, 2.9, 2.12 and 7.1
Overview: Pupils identify types of plants in their environment. In this lesson, pupils are introduced to word processing
software (MS Word). Pupils learn how to produce a one-page text document with images.
Resources: 1. Pictures of plants
2. MS PowerPoint presentation on types of plants within the surrounding.
3. Pupils learning module (Mari Meneroka MS Word)
Creativity: Pupils produce a digital scrapbook about plants.
Note: 1. Create a folder containing various pictures of plants. Place this folder in My Documents folder.
2. Prepare a worksheet on labelling plants and save it in the My Documents folder.
3. Pupils need to learn about Print Preview in the printing activities to avoid wasting papers.

4. Pupils print their completed work in groups.
Suggested
Activities
1. Use MS PowerPoint to present various types of plants within the surrounding.
2. Display pictures of plant such as hibiscus, banana plant and mango tree to pupils.
3. Teacher states the names of the plants. Pupils listen and repeat.
Assessment Rubric
1. Use a form comprising aspects like knowledge, skills and values to be achieved:
 Features of a plant (shoot, leaf, flower, fruit, branch, stem and roots).
 Launch MS Word.
 Insert image.
 Use Text Box to type.
 Save document.
Remedial Pupils who are unable to master the knowledge, skills and values will need to relearn the knowledge and
acquire the skills guided by the teacher or peers.
Enrichment PAIR WORK:
Pupils work in pairs to produce a digital scrapbook about plants. Pupils who are able to master the
knowledge, skills and values will complete an assignment using their favourite images, font types and font
sizes.

EXAMPLE OF ICT TEACHING MODULE YEAR 2:
- THE WORLD OF SCIENCE AND TECHNOLOGY - ICT ELEMENTS

61
APPENDIX 2
TEACHING MODULE: WORLD OF SCIENCE AND TECHNOLOGY : ICT
ICT Content
Standard:
1.0 and 2.0
ICT Learning
Standard:
1.1 and 2.1
Overview: In this module, pupils will learn the correct positioning of fingers on the keyboard. They will also learn how to
type correctly through the game, Letter Jumpers. This game enables pupils to type in three levels: beginner,
intermediate and advance.
Resources: 1. Animated Beginning Typing software.
2. Keyboard Learning Module.
3. Keyboard
Notes: 1. Animated Beginning Typing software should be installed in all pupils’ computers or the server.
2. Teacher needs to explore the tutorial on the Animated Beginning Typing software first.
3. The Animated Beginning Typing software is a shareware software. This software can be downloaded from
CDD’s website at http://www.moe.gov.my/bpk/. It is used to demonstrate typing with the correct finger
positioning. Pupils are introduced to the correct finger positioning following the animation. Pupils will be
introduce to the typing skills from beginner to the advance level. This module and software encourage
pupils to use the keyboard correctly.
4. This Learning Module is to introduce the Letter Jumpers game only while Letter Drill dan Flying Letters
games in this software can later be used as follow ups or for enrichment activities.
5. Teachers are encouraged to use other typing software suitable for pupils.
Suggested
Activities
1. Pupils type randomly on the keyboard.
2. Pupils are shown the positioning of fingers on the home keys.
3. Using the Typing Tutorial, teacher demonstrates the correct positioning of the fingers on the row of home

62
keys.
4. Pupils are shown how to launch the Animated Beginning Typing software.
5. Pupils play the Letter Jumpers game.
Assessment Simulation: Role Play
Pupils take turn to role play as home keys (ASDF and JKL;) and fingers. Pupils with the role as home keys
will stand and pupils with the role of fingers will sit. Teacher calls out one of the home keys. The pupils who
play the role of fingers will stand while those who play the role of home keys will sit.
Fingers Left Hand Right Hand
Pointer F key J key
Middle D key K key
Ring S key L key
Index A key ; key
Remedial Pupils who have yet to recognize the alphabets will repeat the Typing Tutorial with the guidance of the
teacher or friends.
Enrichment Pupils try out a higher level game that is, Letter Drill or Flying Letters found in the Animated Beginning
Typing software.

63
EXAMPLE OF ICT TEACHING MODULE YEAR 3:
- THE WORLD OF SCIENCE AND TECHNOLOGY - ICT ELEMENTS

65
APPENDIX 3 TEACHING MODULE: WORLD OF SCIENCE AND TECHNOLOGY: ICT
Content Standards: 1.0, 2.0
Learning Standards: 1.1, 2.4,
Description: In this lesson, pupils will learn how to insert videos taken from a folder provided. Pupils will
also view the video presentation which they have inserted. The suggested teaching and
learning strategy is constructivism where pupils will construct new knowledge based on
their experience.
Creativity: Produce a presentation which consists of a short video.
Teaching and Learning
Materials:
1. Images of habitat which live in water and on land.
2. Short video of habitat which lives in water.
3. Learning Module on Inserting Videos.
Notes: 1. Switch on the pupils’ computers.
2. Prepare a folder which consists of a short video.
3. Ensure that the video format is suitable
Suggested Activities: 1. Show a slide presentation which consists of static and moving images and video.
2. How to insert video from My Documents folder.
3. Save a file.
4. View a presentation.
5. Close MS PowerPoint.
Assessment: Checklist and Observation method.
Remedial: Teacher will give more practices for pupils who have not mastered the skills on inserting

66
videos.
Enrichment: Pupils will produce a creative MS PowerPoint presentation which consists of:
1. Texts of various colours and size.
2. Images.
3. Videos.

67
EXAMPLE OF THE USE OF ASSESSMENT METHOD

69
APPENDIX 4
Example of the Use of Rubric Method in Information and Communication Technology
Name: ...................................................... Year: ................................
Date: .....................................................
Content
Standard
Learning
Standard
Knowledge,
Skills and Values
achieved/attained
Criteria
Mastered Poor Mastery Zero Mastery
2.0 Choosing and
applying
appropriate ICT
resources
2.3 Identify the
location of
letters and
numbers on
the
keyboard
Location of
numbers (0 – 9)
Show numbers
0 – 9 on the
keyboard
quickly and
correctly (with
speed and
precision)
Show numbers
0 - 9 on the
keyboard
correctly but
took some time
to find them.
Show numbers
0 – 9 on the
keyboard
correctly with
help from
teachers or
friends.
Location of letters
(a – z)
Show letters
on the
keyboard
quickly and
correctly (with
speed and
precision)
Show letters on
the keyboard
correctly but
took some time
to find them.
Show letters on
the keyboard
correctly with
help from
teachers or
friends.

70
Example of the Use of Rubric in Information and Communication Technology
Name: ...................................................... Year: ................................
Date: .....................................................
Content
Standard
Standard
Pembelajaran
Knowledge,
skills and
values
achieved
Criteria
Mastered Poor Mastery Zero Mastery
2.0 Choosing and
applying
appropriate ICT
resources
2.7 Open and
save graphic,
word-
processing
and
presentation
files (Paint,
MS Words
or MS Power
Point)
Open existing
word processing
file in My
Documents
folder via MS
Word
Able to find
and open files
according to
correct
procedures
without any
help
Able to find and
open files with
correct
procedures with
a little help.
Unable to
find and open
files even
after help
given for
several
times.

71
APPENDIX 5
Example of the Use of Checklist in Observation Method
Content
Standard
Learning Standard
Knowledge, skills and
values achieved
Tick ()
2.0 Choosing and applying
appropriate ICT resources
2.8Type text using various sizes and
fonts by using word processing
software (MS Words) in one page
Pupils are able to :
1. Click Startbutton
2. ClickAll Programs
3. Click MS Office
4. Klik MS Word
5. Type text
6. Change font size
7. Change font type

72
APPENDIX 6
Example of the Use of Checklist in Assessment of Presentation
Content
Standard
Learning Standard Knowledge, skills
and values
achieved/attained
Tick (/) where applicable/appropriate
Very Weak Weak Good Very Good
7.0 Using ICT to
present ideas
and information
creatively and
innovatively
7.1 Use graphic (Paint),
word-processing (MS
Words) or
presentation (MS
Power Point)
software (by
manipulating text,
image and audio) to
present the idea and
concept creatively.
Visual Design
1. Graphic layout
and colour
arrangement
2. Font size and
text density.
Content
3. Comply with
title/subject and
sufficient
Audio
4. Suitability of
sounds
Delivery
5. Confident in
delivering and
explaining.
6. Interesting

73
APPENDIX 7
Example Of The Use Of Anecdote In Formative Evaluation
Note: Teacher can use oral anecdote for pupils who are unable to write.
Content
Standard
Learning
Standard
Knowledge, skills andvalues achieved
Tick (/) the approriate
boxes
3.0 Using ICT to
find, collect,
process and use
information
3.3 Look for image
using search
engine
Pupils will be able to state:
1. the name of the web browser used
2. the name of search engine used
3. how the keyword typed
4. that the keyword is typed in the search box
5. how the image tab is used to search for image at
the search engine
6. Click Search buttonto start the search
Yes No
Yes No
Yes No
Yes No
Yes No
YesNo

74
APPENDIX 8
Sample Quiz and Test Questions
World of Science and TechnologyLearning Standard - ICT Year 1
5.1 Use appropriate applications software and ICT resources (MS Word, MS PowerPoint, Paint) to complete a task.
Sample Quiz Questions:
Assumption:Pupils are divided into four groups. Present quiz as group competition. Group with the highest marks wins the
Competition.
1. Which software would you use to draw a flower?
2. Which key would you use to add spacing between words when you type your essay?
3. (Teacher shows a printer icon picture) Who knows the function of this icon?
4. Show me the web browser icon on your computer.

2 DSK KSSR World of Science and Technology Year 3.pdf

2 DSK KSSR World of Science and Technology Year 3.pdf

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