national preschool standard currciculum

7/31/2019 National Preschool Standard Currciculum

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Bahagian Pembangunan Kurikulum

NATIONAL PRESCHOOL

STANDARD CURRICULUM (NPSC)

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Historical Milestone of

Preschool Education in Malaysia


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3

Historical Milestone of Preschool

1970s KEMAS and JPNIN started public preschool

1986 Malaysia Preschool Guidebook1992 MOE started preschool

1993 MOE Preschool Guideline

2003 National Preschool Curriculum (NPC)

2008/9 Review of NPC


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Rationale Review of NationalPreschool Curriculum (NPC)


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Rationale Review of NPCRationale Review of NPC

To ensure a holistic, less academic and fulfillingcurrent demands and a continuity with

National Intergrated Primary SchoolCurriculum (NPISC)

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Changes in NPC


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Changes:

Curriculum that is relevant to the current and futuredemands

Strengthening critical thinking, communication, innovation,creativity and entrepreneurship

Ensuring an added value i.e. language, ethics, self-confidence, resilience, leadership, patriotism and religious

Ensuring Malaysian children receive head -start programmein preschool education

Meaningful experiential learning

Ensuring a continuty from preschool to Year 1 Improve the current NPC

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Preschool Education in Malaysia


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Level and Duration of SchoolingTransformed Curriculum

9

4+

5+

6+

7+

8+

9+

10+

11+

P

1

2

3

4

5

6

PreschoolPreschool

Level ILevel I

Level IILevel II

PreviousCurriculumPreviousCurriculum


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10

Curriculum Focus and Level of Schooling in Transformed Curriculum

Primary School

(Year 3 6)

masterandapplyof4444RsRsRsRs,ICTbasicskills,genericskills&higherlevelskills,physical,cognitiveandsocio-

emotionaldevelopment,personality,

ethicsandvalue

Primary School

(Year 3 6)

masterandapplyof4444RsRsRsRs,ICTbasicskills,genericskills&higherlevelskills,physical,cognitiveandsocio-

emotionaldevelopment,personality,

ethicsandvalue

Level I Primary School(Year 1 2)

master4444RsRsRsRs,ICTbasicskills,physicalandcognitivedevelopment,masteringgenericskills,socio-emotional,

personality,ethicsandvalues

Level I Primary School(Year 1 2)

master4444RsRsRsRs,ICTbasicskills,physicalandcognitivedevelopment,masteringgenericskills,socio-emotional,

personality,ethicsandvalues

PreschoolSocio-emotional,physicalandcognitivedevelopment,personality,readinessfor

primaryschoolingandmasteringof4444Rs.Rs.Rs.Rs.

PreschoolSocio-emotional,physicalandcognitivedevelopment,personality,readinessfor

primaryschoolingandmasteringof4444Rs.Rs.Rs.Rs.


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4 Rs

Reading

Writing

Arithmetic

Reasoning


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Goal and Objective of NationalPreschool Standard Curriculum

2010


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National Preschool Standard Curriculum 2010

The aims of preschool is to develop children of age 4 to 6potential in a holistic and integrated manner interms ofphysical, spiritual, social and intellect through safecondusive learning environment, fun, creative and

meaningful activities. This is to increase skills, self-confidence, positive self-esteem of the child in order forthem to adapt and excel in primary school.

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GoalGoal


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4 keywords

Enriching Engaging

Safe

Fun


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NPSC provides opportunities for children from 4+ to 6+ to achive

the following objectives:

Physical: Healthy and active

Practice healthy lifestyle

Practice safety precaution Master basic psychomotor skills

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Objective of NPSCObjective of NPSC


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Emotional :

Postive self-esteem

Self-confidence Resilient Risk taking

Emotionally matured Respect Able to work individually and in a team



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Intellect

Communication skills

Basic science skills Basic mathematics Basic thinking skills and reasoning

Problem solving skills Creativity and aesthetic Environment and heritage



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Spritual

Practice good value Practice Islamic values for Muslim children

Social:

Effective communication Positive relationship with adult and peers

Voice out opinion Working with others

Objective NPSCObjective NPSC


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Thrust in NPSC


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20

Balance

Human

CapitalPhysical & AestheticPhysical & Aesthetic

HealthandphysicaldevelopmentHealthandphysicaldevelopment

Developcreativity,talentsandDevelopcreativity,talentsand

appreciationappreciation

CommunicationCommunicationIntegratelanguageskillsIntegratelanguageskills

Self PotraySelf Potray

DevelopleadershipandDevelopleadershipandpersonalitythroughcurriculumpersonalitythroughcurriculum

andcoandco--curricularactivitiescurricularactivities

Science & TechnologyScience & TechnologyMasteringscienceknowledgeandskillsMasteringscienceknowledgeandskills

MasteringmathematicsknowledgeandMasteringmathematicsknowledgeandskillsskills

MasteringtechnologyknowledgeandMasteringtechnologyknowledgeand

skillsskills

HumanityHumanityMasteringknowledgeoncommunity,Masteringknowledgeoncommunity,

environment,countryandglobalenvironment,countryandglobal

practicepractice

InstilpatriotismdanunityInstilpatriotismdanunity

Spiritual, Attitude & ValueSpiritual, Attitude & ValueInstilreligiouspractice,belief,attitudeInstilreligiouspractice,belief,attitude

andvaluesandvalues


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Components DifferencesPrevious Components Language and Communication

Malay, English, Mandarin, Tamil

Spiritual and Moral Education Islamic and Moral Education

Cognitive Development Science and Mathematics

Socioemotional Development Physical Development

Physical and Health Education

Creativity and Aesthetic Visual Arts and Music Education

NPSC 2010: Thrust Communication

Malay, English, Mandarin, Tamil

Spiritual and Moral EducationIslamic and Moral Education

Cognitive DevelopmentScience and Mathematics

Self PotraySocial emotion

Humanity Physical and Aesthetical DevelopmentPhysical and Health Education, VisualArt Education, Music


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Curriculum Design

Standard based curriculum

Modular based curriculum


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Standard Based Curriculum


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Bahagian Pembangunan Kurikulum 24

StandardContentStandardContentStandardContentStandardContent StandardLearningStandardLearningStandardLearningStandardLearning

Specificstatementonwhatstudentsshould

knowanddoregarding

knowledge,skillsandvalueduringschooling.

Fixcriteriaorqualitylearningindicatorand

measurableachievement

foreachstandardcontent.

Standard Based CurriculumStandard Based Curriculum


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Curriculum OrganisationPreviously

Syllabus DocumentsSyllabus Documents Learning productsLearning products

Activities proposalActivities proposal

NPSC 2010

Standard curriculumStandard curriculumdocumentdocument

Standard contentStandard content

Learning standardLearning standard

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Justification of using Standard Main purpose: equity and quality

Equity: equal education opportunity for all

students

Quality: quality education for all students

Standard based curriculum: equal qualityeducation for all students


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Justification of using Standard

Teachers and Management Accountability

Ensure ALL students achieve fixed standard Ensure all public and private preschools adhere to NPSC

Measurement scheme and standard Measurable knowledge, skills and values

Identify strategies for improvement (assessment for learning)

School based assessment

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EXAMPLE OF CONTENT AND LEARNING STANDARD

CONTENT STANDARD

Malay Language

Re-tell what has been

told. (BM 2.4)

LEARNING STANDARD

Malay Language

Re-tell what has been

told using simpleword/phrase. (BM 2.4.1)

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Modular Curriculum


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Thematic Module


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Justification for Using Module Dynamic

Adding and omitting the content is permissiblewithout disrupting the whole curriculum

Implementing flexible T&L

Teacher is given the option to use the module

appriopriately

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Allocation of Time


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Bahagian Pembangunan Kurikulum 37

MODULE % allocation of time

BASICTHRUST

LANGUAGE

MALAY

Flexible

(BeginningoftheYear:35%

EndoftheYear:25%)

ENGLISH

MANDARIN/ TAMIL

MATHEMATICS

OUTDOOR ACTIVITIES

ISLAMIC / MORAL

THEMATICINTEGRATED MODULE

Flexible

(Beginningoftheyear:35%

EndoftheYear:45%)

ROUTINE MORNING ACTIVITIES

(doa, meals, reflectioni)30%

Allocation of Time for PreschoolAllocation of Time for Preschool


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Basic Thrust Module

Thematic Module

35%

45%

Beginning

of the year

End of the year

Chart 2: Suggestion of Percentage for Allocation of Time for Basic Thrust Module

and Thematic Module at preschool classes, which use Malay Languageas the medium of instruction

W kl All ti f Ti f


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No. Module

Weekly Allocatime of Time for

preschool which use Malay

Language as medium of

instruction(minutes)

In Malay

Language

In English

1 Morning Routine 30 20

2 Morning Talk 60 403 Break 90 60

4 Reflection before school end 30 20

5555 Basic Thrust Module for Malay Language 90

6 Thematic Module conducted in Malay Language 1007 Basic Thrust for English Language 90

8 Thematic Module conducted in English Language 330

9 Islamic/Moral Education 120

10 Outdoor Activities 40 40

11111111 Mathematics 40

Total Minutes Per Week 600 600

No Learning Aspects Weekly Allocation of Time for preschool using


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No Learning Aspects Weekly Allocation of Time for preschool, usingother language as medium of instruction

(minutes)

UsingMalay

UsingEnglish

Using Mndrn/Tamil

Total

1 Morning Routine * 10 20 20 10 x 5 = 50

2 Morning Talk 20 40 40 20 x 5 = 100

3 Break 30 90 30 30 x 5 = 150

4 Reflection before school end 10 20 20 10 x 5 = 50

5 Malay Language Basic Thrust 90 90

6 Thematic Module** conducted in Malay

Language

200 200

7 Englsih Language Basic Thrust 90 908 Thematic Module** conducted in English

Language

140 140

9 Basic Thrust Module Mandarin/Tamil

Language

90 90

10 Thematic Module which has Moral Educationinclination in Mandarin/Tamil/IslamicEducation

120 120

11 Outdoor Activities (a day in Malay, and a dayin English)

40 40 80

12 Matematik 40 40

TOTAL MINUTES PER WEEK 400 400 400 1200


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Teaching and Learning (TnL)

Standard


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First : Teaching and Learning (TnL)

Standard Preschool teachers should prepare TnL plan based on the

curriculum and students need.

Preschool teachers should prepare both long-term (e.g.Yearly Plan) and short-term teaching-learning plan (DailyPlan)

Preschool teachers should prepare the content, TnL

materials, methods that are appropriate to childrensinterest, capability, experience and knowledge

Preschool teachers should guide and facilitate childrenslearning


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Second: Teaching and Learning (TnL)

Standard Preschool teachers should use TnL approach that is

appropriate to the childrens development (developmentally

appropriate) so that it will be meaningful learning.

Preschool teachers conduct T&L which looks into:

Capability and level of cognitive development

Developmental theory Surrounding area

Individual needs


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Preschool teachers should use T&L approachbased on content and learning standard. Theapproaches are:

Student-centred Learning Inquiry Learning Learning through play Integrated Approach Thematic Approach Project-Based Learning

Mastery Learning (especially for language and skills) Contextual Learning (children experience and environment)

Learning based on Multiple Intelligences


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Preschool teachers conduct T&L in groups,individual and classroom

Preschool teachers plan daily activities based on

activities suggested in Schedule 1: Allocation oftime allocated for preschool class

Preschool teachers should conduct conversation

and reflectionPreschool teachers should ensure that activities are

conducted every day


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Third: Teaching and Learning Standard

Preschool teachers conduct continuousassessment by using various method as

stipulated in Standard Assessment


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Fourth: Teaching and Learning Standard

Preschool teachers should create a condusive learningatmosphere in the classroom. Preschool teachers create a safe, comfortable, and

friendly atmosphere in the classroom.

Preschool teachers create learning centre/corner in theclassroom.


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Fourth: Teaching and LearningStandard

Preschool teachers equip the learning centres/corner withappropriate and updated learning materials.

Preschool teachers ensure a clean and neat learningcentre/corners.

Preschool teachers involve students to design the learningcentres/corner.


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Fifth : Teaching and Learning Standard

Parental and community involvement is important in earlychildhood education. Teacher plays an important role in

establishing realtionship between school and parents.

The school management and teachers should establish a

positive relationship with parents.


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Fifth : Teaching and Learning

Standard

Teachers should assist the school to establish a committee

involving parents and guardians. Teachers should arrange a meeting with parents/guardians

on a regular basis or at least twice a year.

The school and teachers should involve parents/guardiansin school activities such as Sports Day and Family Day.


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Sixth: Teaching and Learning Standard

Preschool teachers should assist the school toidentify children with special needs and advise

parents/guardians.


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Standard Assessment

Fi t A t St d d


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First: Assessment Standard

Consistently conducted with a clear objective The objectives of assessment:

Childrens development according to their age.

Identify childrens intellectual and potential in order tostrengthen and increase chidrens develoment in a whollymanner.

Identify the chidren strength and weaknesses in learning

continuouslyProvide input on childrens progress in all aspects as

stipulated in the NPSC

Monitor teachers effectiveness of teaching


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Analysis of the assessment will assist teachers

to take further action to:

Develop childrens potential to their maximum incognitive, affective and psychomotor domain.

Assist childrens learning.

Improve teaching and learning.


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Second: Assessment Standard

Assessment should be conducted to

assess childrens knowledge, skills and

attitude as stipulated in the NPSC.


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Assessment encompasses ALL thrust in theNPSC such as:

Inculcation of values

AttitudeMastering skills

Healthy and fit

social readiness


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Co-curriculum and extra curricularactivities should not be assessed because

children at this age is not capable toengage in individual activities.

Participation in such activities should be

considered as part of assessment inpreschool.


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Third: Assessment Standard

Assessment should be conducted

continuously


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Criterion-referenced testing

Assessment method are as follow:

Continuous observation

Childrens work

Assessment that is not encourage:

Testing or fomative assessment

Pencil and paper

Assessment conducted should be valid and reliable.


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Assessment method and process is not complicated.

Data compiled should be analysed

Recording should be systematic which are related to thechildrens development, capability and progress such as:

Checklist. Rating scale.

Anecdote.

Continuous Record.

Portfolio


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Fifth: Assessment Standard

Assessment result should assist teachers toplan future action and to improve teaching-

learning process


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Sixth: Assessment Standard

Assessment should be conducted

with ethics and in accord with

childrens right.


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Assessment result of each student shouldnot be exposed to others, only to the

parents and appointed party.

Assessment result should not be used tolabel children. At this age, students

capability and progress are affected by theirrate of growth.