National Preschool Standard Currciculum

NATIONAL PRESCHOOL STANDARD CURRICULUM (NPSC)

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Historical Milestone of  Preschool Education in Malaysia

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Historical Milestone of Preschool

1970’s 1970’s – KEMAS and JPNIN started started public preschool preschool 1986 – Malaysia Malaysia Preschool Guidebook 1992 – MOE start started ed presch preschool ool 1993 – MOE Preschool Guideline 2003 – National Preschool Curriculum (NPC) 2008/9 – Review of NPC

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Ratio Rationale nale – Revie Review w of Natio National nal Preschool Preschool Curriculum (NPC)

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Ratio Ra tional nale e – Rev evie iew w of NPC To ensure a holistic, less academic and fulfilling current current demands and a continuity with National Intergrated Primary School Curriculum (NPISC)

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Changes in NPC

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Changes: • Curriculum that is relevant relevant to the current and future • • • • • •

demands Strengthening critical thinking, communication, communication, innovation, creativity and entrepreneurship entrepreneurship Ensuring an added value value i.e. language, ethics, selfse lfconfidence, resilience, leadership, patriotism and religious Ensuring Malaysian children receive head -start programme programme in preschool education Meaningful experiential learning Ensuring a continuty from preschool to Year 1 Improve Improve the current NPC

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Preschool Education in Malaysia

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PreviousCurriculum

Level and Duration of Schooling Transformed Curriculum 11+

6

10+

5

Level II 9+

4

8+

3

7+

2

Level I 6+

1

5+

P 4+

Preschool

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Curriculum Focus and Level of Schooling in Transformed ransformed Curriculum

Primary School (Yea (Y earr 3 – 6) masterandapplyof4Rs 4Rs ,ICTbasic skills,genericskills&higherlevel skills,physical,cogni skill s,physical,cognitiveandsociotiveandsocioemotionaldevelopment,personality, ethicsandvalue

Levell I – Pri Leve Primary mary Schoo Schooll (Yea (Y earr 1 – 2) master4Rs 4Rs ,ICTbasicskills,physicalandcognitive development,masteringgenericskills,socio-emotional, personality,ethicsandvalues

Preschool Socio-emotional Socio-emo tional,physicalandcogn ,physicalandcognitivedevel itivedevelopment,person opment,personality,read ality,readinessfor inessfor primaryschoolingandmasteringof 4Rs. 4Rs.

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4 R’s • Reading • Writing • Arithmetic • Reasoning

Goal and Objective of National Preschool Preschool Standard Standard Curriculum 2010

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Goal National Preschool Preschool Standard Curriculum 2010 The aims of preschool is to develop children of age 4 to 6 potential in a holistic and integrated manner interms of  physical, phy sical, spiritual, spiritua l, social and intellect through safe condusive learning environment, environment, fun, creative and meaningful activities. This is to increase skills, selfconfidence, positive self-esteem of the child in order for them to adapt and excel in primary school.

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4 keywords • • • •

Enriching Engaging Safe Fun

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Objectiv Objec tive e of NPSC NPSC provides opportunities for for children from 4+ to 6+ 6+ to achive achive the following objectives: Physical:

• • • •

Healthy and active Practice healthy lifestyle Practice safety precaution Master basic psychomotor skills

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Objectiv Objecti ve of NPSC Emotional : • Postive self-esteem • Self-confidence • Resilient • Risk taking • Emotionally matured • Respect • Able to work individually and in a team

Objective Objectiv e of NPSC Intellect 

• • • • • • •

Communication Communication skills skill s Basic science skills Basic mathematics Basic thinking skills and reasoning Problem solving skills Creativity and aesthetic Environment and heritage

Objective NPSC Spritual 

• Practice good value • Practice Islamic values for Muslim children Social:

• • • •

Effective Effective communication commu nication Positive relationship relationship with adult and peers Voice out opinion Working with others

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Thrust in NPSC

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Communication Integratelanguageskills

Science & Techn Technology ology Masteringscienceknowledgeandskills Masteringscienceknowledge andskills Masteringmathematicsknowledgeand skills Masteringtechnologyknowledgeand skills

Physical & Aesthetic

Spiritual, Attitude & Value Instilreligiouspractice,belief,attitude andvalues

Balance Human Capital

Humanity Masteringknowledgeoncommunity, environment,countryandglobal practice Instilpatriotismdanunity

Healthandphysicaldevelopment Developcreativity,talentsand appreciation

Self Potray Developleadershipand personalitythroughcurriculum andco--curricularactivities andco -curricularactivities

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Components Differences Previous Components • Language and Communication

NPSC 2010: Thrust • Communication

Malay, Malay, English, Engli sh, Mandarin Mand arin

• Malay, Malay, English, Eng lish, Mandarin, Tamil

•

Spiritual and Moral Education

•

Islamic and Moral Educat

• 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

Spiritual and Moral Educatio

•

Cognitive Development Science and Mathemat Self Potra Potray y Social emotion

• •

Humanity Physical and Aesthetical De

Physical and Health Educ Art Education, Music

Curriculum Design • Standard Standard based curriculum • Modular based curriculum

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Standard Based Curriculum

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Standar Stand ard d Based Curriculum Cur riculum S tandard Content StandardContent Specificstatementon whatstudentsshould knowanddoregarding knowledge,skillsand valueduringschooling.

StandardLearning Standard Learning Fixcriteriaorquality learningindicatorand measurableachievement foreachstandardcontent.

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Curriculum Organisation Organisation Previously

• Syllabus Documents • Learning products • Activities proposal

NPSC 2010

• Standard curriculum document

• Standard content • Learning 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 quality education for all students

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Justification Justification of using Standard Standard • Teachers and Management Accountability A ccountability  –  Ensure ALL students achieve fixed standard  –  Ensure all public and private preschools adhere to NPSC

• Measurement scheme and standard Measurable knowledge, skills and values  –  Measurable  –  Identify strategies for improvement (assessment for learning)  –  School based assessment

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EXAMPLE OF CONTENT AND LEARNING STANDARD CONTENT STANDARD

• Malay Language what has been  –  Re-tell what told. (BM 2.4)

LEARNING STANDARD

• Malay Language  –  Re-tell what has been told using simple word/phrase. (BM 2.4.1)

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Modular Curriculum

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Two type of modules • Basic Thrust Module • Thematic Module

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Basic Thrust Module

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Basic Thrust Module • • • • • •

Malay Language English Language Mandarin/Tamil Language Islamic / Moral Education Mathematics Outdoor activity

Specific time will be b e allocated for each eac h basic thrust module modul e weekly. weekly.

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Thematic Module

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Examples of Thematic Module •

•

Myself   –  My body  –  My family  –  My school  –  Safety and etc My Country Eid Muba Mubarrak  –  Eid  –  Chinese New Year  –  Deepavali  –  National Day  –  Traditional Craft and Games

•

Nature Material  –  Air  –  Sand  –  Clothing and others Physical Nature

 –  Construction •

•

Nature  –  Weather  –  Love Thy Nature Living Nature  –  Flora and Fauna

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Justification for for Using Using Module Module • Dynamic Adding and omitting the content is permissible without 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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Allocation of Time for Preschool MODULE

% allocation of time

MALAY LANGUAGE BASIC THRUST

ENGLISH

Flexible

MANDARIN/ TAMIL MATHEMATICS

(BeginningoftheYear:35% EndoftheYear:25%)

OUTDOOR ACTIVITIES ISLAMIC / MORAL

Flexible THEMATIC

INTEGRATED MODULE

(Beginningoftheyear:35% EndoftheYear:45%)

ROUTINE MORNING ACTIVITIES (doa, meals, reflectioni)

30%

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Basic Thrust Module

45%

35% Thematic Module

Beginning of the year

End of the year

Chart 2: Suggestion Sug gestion of Percentage Percentag e for Allocation of Time for Basic Bas ic Thrust Module and Thematic Module Module at preschool classes, which use Malay Language as the medium of instruction

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No.

Weekly Allocatime of Time for preschool which use Malay Language as medium of  instruction(minutes)

Module

In Malay Language

In English

1

Morning Routine

30

20

2

Morning Talk

60

40

3

Break

90

60

4

Reflection before school end

30

20

5

Basic Thrust Module for Malay Language

90

6

Them Th emat atiic Modu odule con conducte cted in Malay alay Lan Languag guagee

100 100

7

Basic Thrust for English Language

90

8

Thematic Module conducted in English Language

330

9

Islamic/Moral Education

120

10

Outdoor Activities

40

11

Mathematics

40

Total Minutes Mi nutes Per Week Week

600

40

600  

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Learning Aspects

Weekly Allocation of Time for preschool, using other language as medium of instruction (minutes) Using Malay

Using English

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** co conducted in in Malay Language

200

200

7

Englsih Language Basic Thrust

90

90

8

Thematic Mod Module** conducted in in English Language

140

140

9

Basic Thrust Mo Module Ma Mandarin/Tamil Language

90

90

10

Themat matic Mod Module which ich ha has Mo Moral ral Ed Educatio tion inclination in Mandarin/Tamil/Islamic Education

120

120

11

Outd Outdoo oorr Activ ctivit itie ies s (a day day in Ma Mala lay y, an and a day day in English)

40

80

12

Matematik

40

40

TOTAL MINUTES PER WEEK

40

4Bahagian 00 400Pembangunan 400 1200 Kurikulum

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 teachers should prepare both long-term (e.g. Yearly Plan) Plan) and short-term teaching-learning plan (Daily Plan) • Preschool teachers should prepare the content, TnL materials, materials, methods methods that are appropriate appropriate to childrens’ interest, capability, experience and knowledge teachers should guide and facilitate facilitate childrens’ childrens’ • Preschool teachers learning

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Second: Teaching eaching and and Learning Learning (TnL) (TnL) Standard • Preschool teachers should use TnL approach that is appropriate to the children’s development developme nt (developmentally (develop mentally appropriate) appropriate) so that it will be meaningful learning. • Presc Preschool hool teache teacherrs condu conduct ct T&L T&L whic which h look lookss into: into:

• • • •

Capability and level of cognitive cognitive development Developmental theory Surrounding area Individual needs

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• Preschool teachers should use T&L approach

based on content and learning standard. The approaches are: • • • • • • • • •

Student-centred Student-centred Learning Inquiry Learning Learning through play Integrated Approach Thematic Approach Project-Based Learning Mastery Mastery Learning (especially for language and skills) Contextual Learning (children experience and environment) Learning based on Multiple Intelligences Intelligences

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

 –  Preschool teachers teachers plan daily activities based on activitie activitiess suggested suggested in Schedule 1: Allocation Allocation of  time allocated for preschool preschoo l class

 –  Preschool teachers should conduct conversation and reflection teachers should ensure that activities are  –  Preschool teachers conducted every day

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Third: Teaching and Learning Standard teachers conduct continuous • Preschool teachers assessment by using various method as stipulated in Standard Assessment

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Fourth: Teaching and Learning Standard • Preschool teachers teachers should create create a condusive learning

atmosphere in the classroom. classroom. • Preschool teachers create a safe, comfortable, and friendly atmosphere in the classroom. classroom. • Preschool teachers create learning centre/corner in the classroom.

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Fourth: Teachin Teaching g and Learnin Learning g Standard teachers equip the learning centres/corner centres/corner with • Preschool teachers appropriate appropriate and updated learning materials. • Preschool teachers teachers ensure a clean and neat learning centre/corners. • Preschool teachers teachers involve involve students to design the learning centres/corner.

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Fifth : Teaching and Learning Standard • Parental and community involvement is important in early childhood childho od education. Teacher plays an important role in establishing realtionship realtionship between school and parents.

• The school management and teachers should establish a positive relationship with parents. p arents.

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Fifth Fifth : Teachin Teaching g and Learning 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 regular basis or o r at least twice t wice a year. year.

• The school and teachers should involve parents/guardians in school activities such as Sport’s Day and Family Day.

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Sixth: Teaching and Learning Standard • Preschool teachers teachers should assist the school to identify children with special needs and advise parents/guardians.

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Standard Assessment

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First: Assessment Standard Standard • Consistently Consistently conducted with a clear objective o bjective • The objectives of assessment:  –  Children’s development according to their age. children’s intellectual and potential in order o rder to  –  Identify children’s

strengthen and increase chidren’s develoment in a wholly manner.  –  Identify the chidren strength and weaknesses weaknesses in learning continuously  –  Provide input on children’s progress in all aspects as stipulated in 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 children’s potential to their maximum in cognitive, affective and psychomotor domain.

 – Assist children’s learning.  – Improve teaching and learning.

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Second: Assessment Assessment Standard

• Assessment should be conducted to assess children chil dren’’s k knowledge, nowledge, skills skill s and attitude as stipulated in the NPSC.

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encompasses ALL thrust in the • Assessment encompasses NPSC such as:  – Inculcation of values  – Attitude  – Mastering skills  – Healthy and fit readiness  – social readiness

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• Co-curriculum and extra extra curricular activities should not be assessed because children at this age is not capable to engage in individual activities. • Participation Participation in such activities should be considered considered as part part of assessment in preschool.

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Third: Assessment Assessment Standard Standard conducted • Assessment should be conducted continuously

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Fourth: Assessment Standard:

• Assessment method should be valid and reliable according to children’s development

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• Criterion-referenced testing • Assessment method are as follow: Continuous observation  – Continuous  – Children’s work

• Assessment that is not encourage: encourage: or fomative assessment assessment  – Testing or  – Pencil and paper

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• • • • • • • • •

Assessment conducted conducted should be valid and reliable. Assessment method and process is not complicated. complicated. Data compiled compiled should be analysed Recording should be systematic which are related to the children’s 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 to plan future future action and to improve teachinglearning process

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• Children preschool assessment result is given to Year 1 teachers for formative assessment at primary level

• Report of assessment result is provided to the parents.

• Assessment result is used to identify children’s weaknesses and problem.

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Sixth: Assessment Assessment Standard • Assessment should be conducted with ethics and in accord with children’ children’ss right.

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• Assessment result of each student should not be exposed to others, only to the parents and appointed party.

• Assessment result should not be used to label children. At this age, students’ capability and progress are affected by their rate of growth.

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