KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
SAINS
TAHUN LIMA
( EDISI BAHASA INGGERIS)
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KURIKULUM STANDARD SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
SAINS
TAHUN 5
(Edisi Bahasa Inggeris)
BAHAGIAN PEMBANGUNAN KURIKULUM
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Cetakan Pertama 2016
Kementerian Pelajaran Malaysia 2016
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam
apa-apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum
mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8,
Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan , 62604 Putrajaya.

DRAF100911
CONTENT
NATIONAL PRINCIPLES v
NATIONAL EDUCATION PHILOSOPHY vi
NATIONAL SCIENCE EDUCATION PHILOSOPHY vii
INTRODUCTION 1
DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 1
AIMS AND OBJECTIVES 4
FOCUS 5
ELEMENTS ACROSS THE CURRICULUM 12
SKILLS FOR 21ST CENTURY 15
SKILLS AND VALUE FOR THE 21ST CENTURY 16
STUDENT PROFILE 17
TEACHING AND LEARNING STRATEGIES 18
METHODS OF TEACHING AND LEARNING SCIENCE 20
ASSESSMENT OF TEACHING AND LEARNING 23
ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 26
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THEME : INTRODUCTION TO SCIENCE 30
1.0 Scientific Skills 46
2.0 Science Room Rules
48
THEME : LIFE SCIENCE 56
3.0 Life Processes In Animals
4.0 Life Processes In Plants 60
64
THEME : PHYSICAL SCIENCE 68
5.0 Energy 72
6.0 Properties of Light
7.0 Electricity 74
8.0 Heat 78
THEME : MATERIAL SCIENCE 80
9.0 Matter
10.0 Acid and Alkali 84
THEME : EARTH AND SPACE SCIENCE
11.0 Earth, Moon and Sun
THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE
12.0. Technology
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RUKUN NEGARA
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
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Pendidikan di Malaysia adalah suatu usaha
berterusan ke arah memperkembangkan lagi
potensi individu secara menyeluruh dan
bersepadu untuk mewujudkan insan yang
seimbang dan harmonis dari segi intelek,
rohani, emosi dan jasmani berdasarkan
kepercayaan dan kepatuhan kepada Tuhan.
Usaha ini adalah bagi melahirkan rakyat
Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan
mencapai kesejahteraan diri serta memberikan
sumbangan terhadap keharmonian dan
kemakmuran keluarga, masyarakat dan negara.
vi
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FALSAFFAALSHAPFAEHNPDEINDDIKIDAIKNASNASIANINSSKNEEBGAARNAGSAAN
Selaras dengan Falsafah Pendidikan Kebangsaan,
pendidikan sains di Malaysia memupuk budaya Sains dan
Teknologi dengan memberi tumpuan kepada
perkembangan individu yang kompetitif, dinamik, tangkas
dan berdaya tahan serta dapat menguasai ilmu sains dan
keterampilan teknologi.
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INTRODUCTION PREFACE DRAF100911
As articulated in the National Education Philosophy, education levels. The Core Science subjects in upper secondary school
in Malaysia is an on-going effort towards developing the aim to develop pupils’ science literacy, innovative skills and to
potential of individuals in a holistic and integrated manner to equip them to enter fields of science. The Elective Science
produce individuals who are intellectually, spiritually, Subjects offer options to pupils based on their inclinations,
emotionally and physically balanced. The primary and interests and abilities in the science field to venture into
secondary school science curriculum standard is developed careers specifically in science and technology fields. This
with the aim of producing such individuals. group of pupils will continually contribute to the development
of the nation.
The overall Science Standard Curriculum encompasses
three core science subjects and four elective science subjects. The This group of pupils will become the human resources
Core Science Subjects are Primary School Science, Lower in the field of science and technology that will contribute to the
Secondary Science, and Upper Secondary Science. The Elective continuity in the development of the country.
Science subjects offered in upper secondary are Biology,
Chemistry, Physics, and Additional Science. DESIGN OF THE STANDARD-BASED
CURRICULUM FOR PRIMARY SCHOOL
The Core Science Subjects for primary and lower The concept of strands introduced in KSSR, is a form of
secondary school are designed with emphasis on the classification of knowledge, skills and values. This concept
knowledge and understanding of science to produce science focuses on the development of a physically, emotionally, spiritually
literate pupils so as to prepare them for science at higher and intellectually balanced human capital. Six strands are identified
to represent the fields of knowledge, skills and values that form the
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basis of development of creative and critical thinking, and DRAF100911
innovative individuals (Diagram 1). The strands reflect explicit
structuring of discipline of knowledge, skills and values that pupils Physical and Aesthetic Development
need to acquire. Each strand is interconnected and integrated.
The Physical Development and Aesthetic strand emphasises on
Communication physical and health development for personal well-being and
nurturing of imagination, creativity, talent and appreciation.
The communication strand emphasises the integration process of Knowledge disciplines that develop the physical aspects are
the language skills in the form of verbal and non-verbal during Physical Education and Health Education. Creativity, talent and
interaction. This strand focuses on language skills such as listening appreciation are nurtured through Visual Art Education and Music
and speaking, reading and writing, as well as the added value of Education.
reasoning. Pupils need to master these skills to assist them in the
process of acquisition of knowledge, skills and values in the other Humanity
strands. Language proficiency prepares pupils to select accurate
and systematic language used in social interaction. The Humanity strand emphasises on the mastery and practice of
knowledge about community and the environment locally, nationally
The knowledge disciplines within the communication strand include and globally as well as the appreciation of the spirit of patriotism
Bahasa Melayu, English Language, Bahasa Cina, Bahasa Tamil, and unity. History is the knowledge discipline in the Humanity
Bahasa Arab, Bahasa Iban, Bahasa Kadazandusun and Bahasa strand introduced at Level II of the primary school.
Semai.
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Spiritual, attitude Communication
and values
Integration of language skills while
Internalisation of religious pratices, interacting verbally and non-verbally
beliefs, attitude and values
codes in Bahasa Malaysia, English,
Science & Chinese and Tamil
Technology
Physical development
Mastery of scientific knowledge & Aesthetics
and skills
Mastery of mathematical Physical and health development for
knowledge and skills personal well-being
Mastery of technology-based
knowledge and skills Fostering imagination, creativity, talent
Humanity
Mastery of knowledge and practices
regarding social sciences, local
environment, country and global.
Internalisation of patriotism and
unity
Personal
Development
Nurturing and developing leadership
and attitudes through curricula and
co-curricula activities
Figure 1: Framework for Curriculum KSPK and KSSR
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Personal Development Spiritual, Attitude and Value
The Spiritual, Attitude and Value strand emphasises the learning
The Personal Development strand emphasises the nurturing of areas that focus on religious practices, beliefs, attitudes and values.
leadership and character building through curricular and co-curricular Knowledge disciplines in this strand are Islamic Studies for Muslim
activities. Pupils are given the opportunity to integrate knowledge, pupils and Moral Education for non-Muslim pupils.
skills and values learned in the classroom and practise them in co-
curricular activities. Participation in co-curricular activities such as AIMS
societies, uniformed bodies and sports provide opportunities for
pupils to lighten their potential as leaders to themselves, friends, The aim of Science Standard Curriculum for primary is to instil
family and the community. interest and develop creativity amongst pupils through experience
and investigation so as to master knowledge in science, scientific
Science and Technology skills, thinking skills and, scientific attitudes and values.
The Science and Technology strand emphasises the mastery of: OBJECTIVES
 scientific knowledge, skills and scientific attitude The Level Two Primary School Science Curriculum aims to:
 knowledge, skills and values in mathematics 1. Stimulate pupils’ curiosity and develop their interest about
 knowledge and technology-based skills
the world around them.
Knowledge discipline in Science and Technology Strand are 2. Provide pupils with opportunities to develop scientific skills
Science, Mathematics, Design and Technology (DT) and Information
and Communication Technology (ICT). as well as critical and creative thinking skills.
3. Enhance pupils’ creativity.
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4. Provide pupils with an understanding on scientific facts and DRAF100911
concepts. be utilised. Scientific skills are vital in any activities involving scientific
investigation.
5. Enables pupils to apply knowledge and skills in a critical, Scientific skills encompass science process skills and manipulative
creative and analytical manner for problem solving and skills.
decision making.
Science Process Skills
6. Instil scientific attitudes and noble values amongst pupils,
thus putting these into practice.
7. Be aware of the need to care for the environment.
FOCUS Science Process Skills enable pupils to formulate questions and find
out the answers systematically.
Science Curriculum focuses on thoughtful learning. Thoughtful Descriptions of the science process skills are as the following:
learning is a process of acquisition and mastery of knowledge and
skills that can develop pupils’ minds to the optimum level. Thoughtful Observing Using the sense of sight, hearing, touch,
learning does not just focus on the content to be taught, but also Classifying taste or smell to gather information about
encompasses pedagogy and assessment. Thoughtful learning objects and phenomena.
occurs when the inquiry approach that emphasises scientific skills
and thinking skills are integrated. Using observations to group objects or
phenomena according to similar
characteristics
SCIENTIFIC SKILLS Measuring and Making quantitative observations using
Using Numbers numbers or tools with standard units or
Science emphasizes inquiry method and problem solving. In inquiry tools standardised with reference units.
and problem solving processes, scientific and thinking skills need to Making
Inferences Making initial conclusions that are
reasonable, that may be true or false to
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explain events or observations.
Predicting Making forecast about events based on Making Making a general statement about the
observations and previous experiences or Hypothesis relationship between the voo]
collected data.
ariables that is assumed to be true to explain
Accepting, choosing, arranging, and an observation or event. The statement can be
presenting information or ideas in the form tested to determine its validity.
of writing, verbal, tables, graphs, figures
Communicating or models.
Experimenting Planning and conducting an investigation to
test a hypothesis, collecting and interpreting
data until a conclusion can be obtained.
Using Space- Describing changes in parameters such
Time as location, direction, shape, size, volume,
Relationship weight and mass with time.
Interpreting Data Giving rational explanations about an Manipulative Skills
object, event or pattern derived from
collected data. In a scientific investigation, manipulative skills are psychomotor skills
that enable pupils to:
Defining Defining concepts by describing what must
Operationally be done and what should be observed.  Use and handle science apparatus and substances correctly.
 Store science apparatus and substances correctly and safely.
Controlling Identifying manipulated variables,  Clean science apparatus correctly
Variables  Handle specimens correctly and carefully.
responding variables and fixed variables. In  Sketch specimens, apparatus and substances accurately
an investigation, a variable is manipulated to 6
observe its relationship with the responding
variable. At the same time, the other
variables are kept the same.

SCIENTIFIC ATTITUDES AND NOBLE VALUES DRAF100911
The inculcation of scientific attitudes and noble values generally
occurs through the following stages:
Learning experiences science can foster positive attitudes and  Be aware and understand the importance and the need of
scientific attitudes and noble values.
values in pupils. Positive attitudes and values fostered in the
 Giving attention and response.
teaching of science in schools include scientific attitudes and noble  Internalising and practising.
 Inculcate scientific attitudes and noble values in life.
values as the following:
In this curriculum standard, learning standard for the affective
 Having an interest and curiosity towards the environment. domain is written explicitly where appropriate. However, scientific
 Being honest and accurate in recording and validating data. attitudes and noble values in teaching and learning need to be
 Being diligent and persevere when carrying out a task. integrated continuously. For example, during science practical work,
 Being responsible about the safety of oneself, others and the the teacher should remind pupils the importance of being careful,
thorough, cooperative, honest and persevere when carrying out
environment. experiments.
 Realising that science is a means to understand nature.
 Appreciating and practising clean and healthy living. Proper planning is required to optimize the inculcation of scientific
 Appreciating the balance of nature. attitudes and noble values. Teachers are encouraged to go through
 Being respectful and well-mannered. all learning standards related to the content standard including the
 Appreciating the contribution of science and technology. learning standard about the inculcation of scientific attitudes and
 Being thankful to God. noble values before starting a lesson in the particular learning area.
 Having critical and analytical thinking.
 Being flexible and open-minded.
 Being kind-hearted and caring.
 Being objective
 Being systematic
 Being cooperative
 Being fair and just.
 Dare to try
 Thinking rationally
 Being confident and independent
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Critical Thinking Skills DRAF100911
A brief description of each critical thinking skill is as the following: breaking it down into smaller parts to
understand concepts or events as well as
to find the implicit meanings.
Attributing Identifying characteristics, features,
qualities and elements of a concept or an
object. Detecting Bias Detecting views or opinions that have the
tendency to support or oppose something.
Comparing and Finding similarities and differences based Evaluating Making consideration on the good and bad
Contrasting on criteria such as characteristics, qualities of something based on valid
features, qualities and elements of objects evidences or propositions.
or events.
Grouping and Separating and grouping objects or Making Making a statement about the outcome of
Classifying phenomena into groups based on certain Conclusions an investigation based on a hypothesis or
criteria such as common characteristics or strengthening something based on an
Sequencing features. investigation.
Arranging objects and information in order Creative Thinking Skills
based on the quality or quantity of common
characteristics or features such as size, A brief description of each creative thinking skill is as the following:
time, shape or number. Generating Ideas Producing ideas related to something.
Prioritising Arranging objects or information in order
based on their importance or urgency.
Analysing Processing information in detail by Relating Making connections in certain situations
8 or events to find a structure or pattern of
relationship.

DRAF100911
Making Making initial conclusions that are be tested to determine its validity.
Inferences reasonable, that may be true or false to
explain events or observations. Making Analogies Forming an understanding about a
complex or abstract concept by relating it
Predicting Making forecast about events based on to simple or concrete concepts with
observations and previous experiences similar characteristics.
or collected data.
Inventing Producing something new or modifying
something already in existence to
Making Making a general statement about certain overcome problems in a systematic
Generalisations matter from a group of observations on manner.
samples or some information from that
group.
Visualising Forming perception or making mental Thinking Strategies
images about a particular idea, concept,
situation or vision. Description of each thinking strategy is as the following:
Conceptualising Making generalisations towards building
of meaning, concept or model based on
Synthesising Combining separate elements to produce inter-related specific common
an overall picture in the form of writing,
drawing or artefact. characteristics.
Making Making a general statement about the Making Selecting the best solution from several
Hypotheses relationship between the variables that is Decisions alternatives based on specific criteria to
assumed to be true to explain an achieve the intended aims.
observation or event. The statement can
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Problem Solving Finding the right solutions in a
systematic manner for situations that
are uncertain or challenging or Thinking Skills
unanticipated difficulties.
Besides thinking skills and thinking strategies, another skill Critical Creative
emphasised is reasoning. Reasoning is a skill used in making logical,
rational, fair and just consideration. Mastery of critical and creative  Attributing Reasoning  Generating ideas
thinking skills and thinking strategies is made easier if an individual is  Comparing and  Relating
able to provide reasoning in inductive and deductive manner. Figure  Making inferences
2 gives an overall picture of the thinking skills and thinking strategies contrasting  Predicting
(TSTS).  Grouping and  Making hypothesis
 Synthesising
classifying  Making
 Sequencing
 Prioritising generalisations
 Analysing
 Detecting bias  Visualising
 Evaluating  Making analogies
Making conclusions  Inventing
Thinking Strategies
 Conceptualising
 Making decisions
 Problem solving
Figure 2: TSTS Model in Science
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Mastery of TSTS through the teaching and learning of science can DRAF100911
be developed through the following stages:
together with knowledge and suitable attitudes ensure pupils to think
effectively.
1. Introducing TSTS. The mastery of Science Process Skills requires pupils to master the
relevant thinking skills. The main thinking skills that are related to
2. Practising TSTS with teacher’s guidance. each science process skill are as the following:
3. Practising TSTS without teacher’s guidance. Science Process Skills Thinking Skills
4. Applying TSTS in new situations and developed with Observing Attributing
teacher’s guidance. Comparing and contrasting
Classifying Relating
5. Applying TSTS together with other skills to accomplish
thinking tasks. Measuring and Using Attributing
Numbers Comparing and contrasting
Further information about the stages on the implementation of TSTS Grouping and classifying
can be referred to the guidebook “Buku Panduan Penerapan
Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan Relating
Pembelajaran Sains (Curriculum Development Centre, 1999)”. Comparing and contrasting
Relationship between Thinking Skills and Science Making Inferences Relating
Process Skills Comparing and contrasting
Analysing
Science Process Skills are skills that are required in the process of Predicting Making Inferences
finding solutions to a problem or making decisions in a systematic
Relating
manner. It is a mental process that promotes critical, creative, Using Space-Time Visualising
analytical and systematic thinking. Mastery of Science Process Skills Relationship
Sequencing
Prioritising
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Science Process Skills Thinking Skills DRAF100911
Interpreting data Comparing and contrasting Teaching and Learning Based on Thinking Skills
Analysing and Scientific Skills
Defining operationally Detecting bias
Controlling variables Making conclusions This Science Curriculum Standard emphasises thoughtful learning
Making hypothesis Making Generalisations based on thinking skills and scientific skills. In this curriculum, the
Evaluating intended learning standard is written by integrating acquisition of
Experimenting knowledge with mastery of thinking skills and scientific skills. Thus in
Communicating Relating teaching and learning, teachers need to integrate mastery of skills
Making analogies together with acquisition of knowledge and the inculcation of
Visualising scientific attitudes and noble values.
Analysing
ELEMENTS ACROSS THE CURRICULUM
Attributing
Comparing and contrasting The Elements across the Curriculum (EMK) is a value-added
Relating element applied in the teaching and learning process other than
Analysing those specified in the Content Standard. The integration of these
elements is aimed at strengthening the human capital skills and
Attributing competency as well as intended to prepare pupils for the challenges
Relating of the present and the future. The elements across the curriculum in
Comparing and contrasting KBSR i.e. language, science and technology, environmental
Generating ideas 12
Making hypothesis
Predicting
Synthesising
All thinking skills
All thinking skills

sustainability, values and patriotism are still relevant to be used in DRAF100911
KSSR.
To reach this aim, the writing of the learning standard for the subject
The new elements of EMK, namely creativity and innovation, of Science that is related to inculcating creativity and innovation is
entrepreneurship, as well as ICT are identified as a complementary stated clearly. However, teachers are also encouraged to instil
effort to enhance the quality of KSSR implementation. The following elements of creativity and innovation in any topic deemed suitable if
is a description about the new elements of EMK in KSSR: these elements are not stated clearly. Teachers should prepare
activities that increase interest and creativity and students should be
equipped with knowledge, skills and tools that will enable them to
develop creativity and inculcate attitudes and personalities of
creative individuals.
Creativity and Innovation
Creativity and Innovation are two related items. Entrepreneurship
Generally, creativity refers to the act of generating new ideas, In the New Economic Model, among the characteristics of Malaysia
approaches and new actions. Innovation on the other hand, is the in 2020 is innovation and entrepreneurship. The instilling of the
process of generating new ideas and applying creative ideas in element of entrepreneurship in KSSR is aimed at forming the
certain contexts. characteristics and practices of entrepreneurship until it becomes a
culture among students. Entrepreneurship characteristics can be
The element of creativity and innovation is an element that is formed by:
stressed upon in KSSR to prepare students to handle 21st century  Practicing entrepreneurship
challenges. Creativity and innovation in students need to be  Applying entrepreneurship thinking
inculcated and developed to optimum levels so that they are capable  Applying knowledge and business management skills
of generating ideas and inventions that are of quality, that become  Formulating concepts, processes or products of
practices and cultures in the lives of Malaysian citizens in the future.
entrepreneurship
 Practice moral values and good ethics in entrepreneurship
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All characteristics and practices are implemented according to DRAF100911
primary school children’s abilities. Teachers must ensure that EMK are integrated effectively in the
teaching and learning process in order to produce individuals as
Information and Communication Technology intended in the National Education Philosophy.
Technology is an effective method to strengthen the learning of
science. The use of technology like television, radio, computer, The relationship between EMK and the development of a balanced
computer internet software, course software, and computer interface individual is illustrated in Diagram 3.
makes the learning of science more interesting and effective.
Animation and computer simulations are a useful method to learn a LANGUAGE
difficult and abstract concept and can be presented in the form of
course software or website. Entrepreneurship
BALANCED INDIVIDUAL
Critical Creative and SCIENCE AND
Innovation Thinking TECHNOLOGY
VALUES Information and
Communication
Creativity and
Technology
Innovation
The element of Information and Communication Technology is one of Diagram 3: EMK in the development of a Balanced individual
the elements added to KSSR. There are three approaches in using
Information and Communication Technology in KSSR:
 Learning about ICT
 Learning through ICT
 Learning with ICT
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SKILLS FOR 21ST CENTURY HOTs Description
Applying Using knowledge, skills and values to take actions in
different situations.
Higher Order Thinking Skills (HOTS)
The national curriculum aims to produce pupils who are well Breaking down information into smaller parts to
enhance understanding and make relationship between
balanced, resilient, curious, principled, well informed, and patriotic Analizing the parts.
and possess thinking and communication skills and able to work in
teams. The 21st century skills are in line with the six aspirations as Evaluating Using knowledge, experience, skills and values to
consider, make decisions and give justifications.
outlined in the Malaysia Education Blueprint. The six aspirations are
leadership skills, bilingual proficiency, ethics and spirituality, social
identity, knowledge and thinking skills intended to be acquired by Creating Producing ideas, products or methods creatively and
innovatively.
every pupil to enable them to compete globally.
Table 1: Description of HOTs
Thinking skills have been emphasized in the curriculum since 1994
to introduce Creative and Critical Thinking Skills (KBKK). KBKK HOTS can be applied in the classroom through activities in the form
emphasises on thinking from the low to the higher level. Starting from of inquiry, solving problems and projects. Teachers and pupils need
2011, the Primary School Curriculum Standard (KSSR) has placed to use the thinking tools such as thinking maps, mind maps, and
emphasis on Higher Order Thinking Skills (HOTS). Thinking Hats and high level questioning, inside and outside the
classroom to encourage pupils to think. Pupils are accountable to
their own learning.
Higher order thinking skills is the ability to apply knowledge, skills
and values for reasoning and reflecting in solving problems, making
decisions, to innovate and to create. HOTs refer to the skills of
applying, analizing, evaluating and creating as shown in Table 1.
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SKILLS AND VALUE FOR THE 21st CENTURY  Communication Skills
 Information and Communication Technology
A student must be equipped with skills, knowledge and values to  Cooperation
excel in life and career in the 21st century. The Ministry of Education  Entrepreneurship
Malaysia (MOE) has identified skills and values that each pupil  Leadership
needs to have to face the 21st century. Skills and values consist of 3  Lifelong learning
aspects:  Flexibility
 Ability to Adapt
 Initiative and Self-direction
Thinking skills: Prepares pupils to face life and current working Values: Guideline for pupils to become individuals with noble
environment which is becoming more challenging. The skills are: character, capable of making decisions and act responsibly towards
family, society and country which encompass:
 Creative
 Critical  Spirituality
 Reasoning  Humanity
 Innovative  Patriotism
 Problem solving  Integrity
 Decision making  Responsibility
 Unity
Career and Life Skills: Crucial than thinking skills and knowledge.
Pupils develop career and life skills to face a complex life and current
working environment which is becoming more challenging. These
are:
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STUDENT PROFILE DRAF100911
and creative in handling new learning fields.
The critical factor that contributes towards social growth, culture and Skilled in Able to voice out and express their thoughts,
economy of a country is the development of innovative and highly communication: ideas and information with confidence and
skilled human capitals. Hence each pupil must be physically, creatively in verbal form and in writing, using
emotionally, spiritually and intellectually balanced as stated in the various media and technology
National Education Philosophy.
To compete at a global stage, MOE has outlined 10 Student Profiles Teamwork: Work effectively and harmoniously with others.
which are characterised as below: Take on responsibility while respecting and
appreciating the contributions given by team
Balanced: Physically, emotionally, spiritually and members. Become better leader and team
intellectually balanced to achieve personal mate by obtaining interpersonal skills through
satisfaction, show empathy, compassion, and collaborative activities
respect for others. Able to contribute towards a
harmonious family, community and country
Curious: Develop natural curiosity to explore strategies
and new ideas. Learn skills that are needed to
Resilient: Able to face and overcome difficulties, carry out inquiry and research, as well as
overcome challenges with wisdom, confidence, practice independent learning. Enjoy
tolerance and empathy. continuous lifelong learning experiences.
Thinker: Able to think critically, creatively and Principled: Honest and have integrity, equality, fair and
innovatively; handle complex problems and respect the dignity of individuals, group and
make ethical decisions. Think about learning community. Responsible for their actions,
and themselves as pupils. Generate consequences and decisions.
questions and are open to perspective, values
and individual and societal traditions. Confident
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Informative: Knowledgeable and form wide understanding DRAF100911
which is balanced across various disciplines.
Explore knowledge on local and global issues should be made aware of the thinking skills and thinking strategies
effectively and efficiently. Understand ethical that are being used in their learning. They should be challenged with
issues/laws related to the information gained. higher order questions and problems and be required to solve
problems creatively and critically. Pupils should be actively involved
Caring/ Concern Show empathy, compassion and respect in the teaching and learning that integrate the acquisition of
towards needs and feelings of others. knowledge, mastery of skills and inculcation of scientific attitudes and
Committed to serve the society and ensure noble values. Thoughtful learning can take place through various
sustainability of nature. learning approaches such as inquiry, constructivism, science,
technology and society, contextual learning and mastery learning.
Patriotism Portray love, support and respect towards the
country.
Approaches to Teaching and Learning Science
Inquiry-Discovery Approach
TEACHING AND LEARNING STRATEGIES Inquiry-discovery approach emphasises learning through
experiences. Inquiry generally means to find information, to question
Teaching and learning strategies in the science curriculum and to investigate a phenomenon. Discovery is the main
emphasise on thoughtful learning. Thoughtful learning is a process characteristic of inquiry. Learning through discovery occurs when the
that helps pupils acquire knowledge and master skills that will help main concepts and principles of science are investigated and
them develop their minds to the optimum level. Learning activities discovered by pupils themselves. Through activities such as
should therefore be geared towards activating pupils’ critical and experiments, pupils investigate a phenomenon and draw conclusions
creative thinking skills and not be confined to routine method. Pupils by themselves. Teachers then lead pupils to understand the science
concepts through the results of the inquiry. Thinking skills and
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scientific skills are thus developed further during the inquiry process. DRAF100911
However, the inquiry-discovery approach may not be suitable for all
teaching and learning situations. Sometimes, it may be more approaches such as contextual learning and the science, technology
appropriate for teachers to present concepts and principles directly and society (STS) approach. The theme and objective of learning
or through guided inquiry-discovery to pupils. that is based on STS is reflected in this standard curriculum. The
STS approach recommends that the learning of science is done
Constructivism through investigation and discussions based on science, technology
Constructivism is an ideology that suggests pupils learn by building and society issues. Science and technology knowledge can be learnt
their own understanding that is meaningful to them. The important together with the application of science and technology and their
attributes of constructivism are: implications on the society.
 Teachers considered pupils prior knowledge. Meaningful learning occurs if pupils can relate their learning with their
 Learning is the result from pupil’s own effort. everyday experiences. Meaningful learning can take place in learning
 Learning occurs when pupils restructure their existing ideas approaches such as contextual learning and Science, Technology
and Society (STS). Learning themes and learning objectives that
by relating new ideas to old ones. carry elements of STS are incorporated into the curriculum. STS
 Pupils have the opportunities to cooperate, share ideas and approach suggests that science learning takes place through
investigation and discussion based on science, technology and
experiences and reflect on their learning. society issues. Knowledge of science and technology can be learnt
with the application of science and technology and their impact on
society.
Science, Technology and Society approach Contextual Learning
Contextual learning is an approach that associates learning with
Meaningful learning occurs if pupils can relate what they have learnt pupil’s everyday life. This approach involves investigative learning as
with their daily life. Meaningful learning happens to various
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in the inquiry-discovery approach. In contextual learning, the DRAF100911
relationship between knowledge taught and everyday life is explicitly
demonstrated. In this context, pupils not only learn in theory but learn teaching and learning methods are not explicitly stated. This is to
to appreciate the relevance of science in their lives. enable teachers to use their own creativity in teaching and pupils to
acquire the intended knowledge, skills, attitudes and values.
Mastery learning
The teaching and learning method determined should be based on
Mastery learning is an approach that ensures all pupils to acquire the contents of the curriculum standard, pupils’ abilities and pupils’
and master the intended learning objectives. This approach is based repertoire of intelligences and the availability of resources and
on the principle that pupils are able to learn if given the opportunities. infrastructure. Besides the role of presenting information and subject
Pupils should be allowed to learn at their own pace, with the matter expert, teachers also act as facilitators in teaching and
incorporation of remedial and enrichment activities as part of the learning. Teachers should be attentive to the various repertoire of
teaching-learning process. 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
METHODS OF TEACHING AND LEARNING An experiment is a method commonly used in science lessons.
SCIENCE Pupils test hypotheses through investigations to discover specific
science concepts and principles. Scientific methods are used when
Teaching and learning approaches can be implemented through conducting an experiment involving thinking skills, science process
various methods such as experiments, discussions, simulations, skills, and manipulative skills.
projects, the usage of external resources, future research and In general, procedures to follow when conducting an experiment are:
problem solving. In this curriculum standard, suggestions for these  Identifying a problem
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 Making a hypotheses DRAF100911
 Planning the experiment lead pupils towards the topic discussed. Discussions can be
conducted during and after experiments, projects, data collection and
- Controlling variables interpretation activities, simulations using external resources,
- Determining equipment and materials needed problem solving etc.
- Determining the procedures of the experiment
- Determining the method of data collection Simulation
- Determining the method of data analysis Simulation is an activity that resembles the actual situation.
 Conducting the experiment Simulations can be carried out through role-play, games or use of
 Collecting data model. In role-play, pupils act out a particular role spontaneously
 Analysing data based on a certain pre-determined conditions. Games require
 Interpreting data procedures that need to be followed. Pupils play games in order to
 Making a conclusion learn a particular principle or to understand the process of decision-
 Writing the report making. Models are used to represent objects or real situations.
Pupils will be able to visualise the real situation, thus understanding
In this standard curriculum, it is suggested that, besides guiding the concepts and principles learned.
pupils to carry out experiments, pupils are given the opportunity to
design experiments, which involves drafting their own experimental Project
method, the data that can be measured, how to analyse data and
how to present the results of their experiments. These activities can
be done individually or in small groups.
A project is an activity carried out individually or in groups to achieve
Discussion a certain goal that takes a long time and exceeds formal teaching
A discussion is an activity in which pupils question and present their hours. Pupils are required to identify methods to solve the problem
opinions based on arguments or valid reasons. During discussions, given and thus plan the entire project.The outcome of the project
pupils must have an open mind to accept others’ opinions. The either in the form of a report, an artefact or in other forms needs to
teacher should play the role of a facilitator by asking questions that be presented.
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DRAF100911
Visits and Use of External Resources  Identify and understand a problem
Learning science through visits to zoos, museums, science centres,  Explain the problem
research institutes, mangroves swamps and factories can make  Finding alternative solutions
learning more effective, enjoyable and meaningful. Learning through  Carry out operations to solve the problem
visits can be optimised by careful planning whereby pupils have to  Evaluate solutions
carry out or perform tasks during the visit. Discussion after the visit
should be held to conclude the activities carried out. Use of Technology
Future Research Technology is an effective tool for enhancing the learning of science.
Pupils use critical and creative thinking to explore changes from the Through the use of technology such as the television, radio, video,
past to the future. This pedagogy is pupils-centered and integrates computer, internet, computer software, courseware and computer
various fields. Noble values such as responsibility and cooperation interfaces make the teaching and learning of science more
are cultivated through this method. 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.
Problem Solving
Problem solving is a method that involves pupils actively participating
in decision making or to achieve a particular aim. During problem
solving, activities such as simulations, discussions and experiments
can be carried out. Generally, problem solving involves these steps:
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ASSESSMENT OF TEACHING AND LEARNING DRAF100911
Achievement Level is arranged in a hierarchy to be used as a
benchmark in the individual report.
Assessment is an element in the learning process that encompasses STANDARD TERMS OF PERFORMANCE
describing, collecting, recording, scoring, and interpreting information
about pupils’ learning for a particular purpose. Therefore assessment PERFORMANCE STANDARD
is a process of getting information and making evaluation of pupils’ LEVEL
achievement.
1 Know
Assessment is a yardstick to assess pupils’ achievement in obtaining
knowledge, skills and ethics besides assessing the activities carried 2 Know and Understand
out during T&L.
3 Know, Understand and Can Do
Assessment supports pupils’ learning and provides valuable
feedback to stakeholders such as administrators, teachers, pupils 4 Know, Understand and Can Do with Good
and parents/guardians about pupils’ progress and achievement. Attitude
5 Know, Understand and Can Do with Good
Attitude and Laudable
The feedback is used to enhance the quality of T&L.
6 Know, Understand and Can Do with Excellent
T&L assessment is more inclined to be formative and prioritises the Attitude, Laudable and Exemplary
progress of each pupil from one level to another. A teacher is able to
diagnose and detect the development of pupils. This provides an
opportunity for teachers to rectify mistakes and weaknesses of pupils Who should conduct the assessment?
immediately so that it is not accumulated. The teachers will be able The task of assessing is not only limited to teachers. Assessment
to identify pupils’ weaknesses and do follow up. The type and needs can also be carried out by peers, pupils themselves and their
of T&L assessment is illustrated in Figure 4 below.
23

DRAF100911
parents/ guardians. Parents/guardians may assess the achievement General Interpretation of Achievement Level
of their children, guided by assignment instructions or checklists.
Therefore parents/guardians are directly involved in monitoring the PERFORMANCE INTERPRETATION
learning progress of their children. LEVEL
How is the assessment done? 1 Pupil knows the basics or can perform basic
skills or can respond to the basics.
T&L assessment can be carried out according to the proposed steps
as shown in Figure 5. Pupil shows their understanding by changing
2 type of communication or translates and can
Performance Standard
explain what they have learned.
Performance Standard is a statement of pupils’ learning development
level measured based on the standard and it indicates the position of 3 Pupil uses knowledge to perform a skill in a
pupils’ progress in their learning development. Developments in the particular situation.
Standard are divided into two; i.e. horizontal development (construct)
and vertical development (level of achievement). Pupils’ Pupil performs a particular skill with proper
developments are explained with one or more qualifiers using correct 4 attitude by following procedure or being
words or phrases to describe the Standard in the form of learning
outcomes. Performance Standard is developed as a guide for the systematic.
teachers to improve School Assessment (SA) in line with Standard
Reference of Assessment. Pupil performs a particular skill in a new situation
5 by following procedure or being systematic,
persistent with positive attitude.
Pupil can express their creative and innovative
ideas, has the ability to make decisions to adapt
6 to requirements and challenges of everyday life,
communicate to obtain and convey information
using proper and polite sentences and be an
exemplary pupil.
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Interpretation of Achievement Level for Primary DRAF100911
Science something new in completing a task
Assessment conducted comprises of knowledge, skills, scientific 2. VALUE
attitudes and moral values. Assessment of knowledge and skills are
stated in the Performance Standard related to Content Standard. Value Interpretation of Achievement Level for Primary Science
PERFORMANCE INTERPRETATION
LEVEL
PERFORMANCE INTERPRETATION
LEVEL 1 Interest
1 Know the basic knowledge and skills in science 2 Interest and curious
2 Understand the science knowledge and skills 3 Interests, curious, honest and accurate in
and can explain the understanding in any way. recording data.
3 Apply knowledge and scientific skills in 4 Interest, curious, honest and accurate in
completing the task in a situation recording data, brave and systematic.
Analyzing knowledge and scientific skills to be Interest, curious, honest and accurate in
4 applied in completing the task in a situation
5 recording data, brave and systematic,
systematically cooperates, diligent and perseverance in
Analyze and synthesize knowledge and scientific completing task.
5 skills to be applied in completing the task or in a Interest, curious, honest and accurate in
new situation persistently, systematically and recording data, brave and systematic,
6 cooperates, diligent and perseverance in
with positive attitude completing task, responsible for oneself, friends,
environment and courteous.
Analyze and synthesize knowledge and scientific
6 skills to be applied creatively and innovatively in
creating, evaluating or conceptualising
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ORGANISATION OF THE SCIENCE STANDARD DRAF100911
CURRICULUM require the students to master the intended science concepts.
Generally, the Learning Standard is ordered according to level of
The Science Standard Curriculum for Year 1 to Year 6 has six difficulty. However, the Learning Standard can be modified
themes; Introduction to Science, Life Science, Physical Science, accordingly. The Content Standard for the affective domain is written
Science of Matter, Science of the Earth and The Universe as well as at the end of the relevant cognitive domain. However not all cognitive
Technology and Sustainability. However, these themes are not domains are followed by affective domains.
present in every year of study.
Performance Standard is a statement of the level of pupils’ learning
Introduction to Science, Life Science, Physical Science, Material development measured with Standard Content and Learning
Science, The Earth and The Universe and Technology and Standard as well as to indicate the position of pupils’ progress in their
Sustainability are elaborated according to the Content Standard and learning development.
Learning Standard. The Content Standard has at least one or more
Learning Standards that are conceptualised based on determined Pupils’ developments are explained with one or more qualifiers using
fields of study. The Content Standards are written according to correct words or phrases to describe the Standards in the form of
hierarchy in cognitive and affective domains. The Content Standard learning outcomes. Performance Standard is developed as a guide
is a general statement that contains elements of knowledge, for the teachers to implement School Assessment (SA) in line with
scientific skills, thinking skills, scientific attitudes and noble values in Standard Reference of Assessment.
line with the desired Learning Standard.
The teaching and learning process should be planned holistically and
The Learning Standard is a tangible learning objective. It comprises integrally to allow several Learning Standards to be achieved.
the scope of learning with scientific skills and thinking skills that Teachers should analyse all the Learning Standards and Content
Standards before planning teaching and learning activities. The
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DRAF100911
activities can be varied to achieve the Content Standard to fulfil .
leaning objectives. Teachers are encouraged to shape activities that
require the active participation of students to generate analytical,
critical, innovative and creative thinking while using technology as a
means to achieve the Content Standard affectively.
The teaching and learning process involves activities, investigations
and experiments which are deemed appropriate to achieve learning
standard should be carried out to strengthen students'
understanding.
The Thematic Core Modules of World of Science and Technology is
introduced to Level One pupils. This module is a combination of
Science elements, Design & Technology and Information &
Communication Technology. The time allocated for the subject is 60
minutes per week.
For Level Two, Science is a single subject and the time allocated is
120 minutes per week.
27

CURRICULUM AND ASSESSMENT STANDARD DOCUMENT

KSSR Science Year 5
29

KSSR Science Year 5
INTRODUCTION TO SCIENCE
1.0 SCIENTIFIC SKILLS
CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
1.1 Science LEVEL
process skills. Pupils are able to:
1.1.1 Observe 1 State all the senses involved in making
observations about the phenomena that
occurs.
2 Describe the utilization/use of the senses
involved when making observations about
the phenomena or changes that occur.
3 Use all the senses involved to make
observations about the phenomena or
changes that occur.
4 * Use all the senses involved to make
qualitative observations to describe the
phenomena or changes that occur
* Use appropriate tools where necessary to
assist in making observations.
30

KSSR Science Year 5
CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
5 * Use all the senses involved to make
qualitative and quantitative observations to
describe the phenomena or changes that
occur
* Use appropriate tools where necessary to
assist in making observations.
6 * Use all the senses involved systematically
to make qualitative and quantitative
observations to describe the phenomena or
changes that occur.
* Use appropriate tools where necessary to
assist in making observations.
31

KSSR Science Year 5
CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
1.1.2 Classify.
LEVEL
State the characteristics of objects by
1 observing the/its similarities and
differences
2 Describe the characteristics of objects by
observing the/its similarities and
differences.
3 Sort and group the objects based on its
common characteristics and differences.
4 Sort and group the objects based on its
common characteristics and differences
and state the common characteristics
used.
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KSSR Science Year 5
CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
5 Sort and group the objects based on its
common characteristics and differences
and state the common characteristics used
and are able to use another characteristic
to sort and group these objects.
6 Sort and group the objects based on its
common characteristics and different until
to the final stage by stating the
characteristic used
33 Boot camp installer disc could not be found.

KSSR Science Year 5
CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
1.1.3 Measure and use numbers.
LEVEL
1 State more than one appropriate tool to
measure a quantity.
2 Describe the tools and correct methods to
measure the quantity.
3 Measure using tools and standard units
correctly.
4 Measure using tools and standard units
with correct techniques.
5 Measure using tools and standard units
with correct techniques and record
systematically and completely in a table
6 Demonstrate how to measure using tools
and standard units with correct
techniques and record systematically and
completely in a table
34

KSSR Science Year 5
CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
1 State a reasonable interpretation of an
1.1.4 Make inference. event or observation.
2 Describe more than one reasonable
interpretation of an event or observation.
3 Draw a reasonable initial conclusion
based on interpretations of an event or
observation.
4 Draw a reasonable initial conclusion of an
5 event or observation by using gathered
6 information.
35 Draw more than one reasonable initial
conclusion of an event or observation by
using gathered information.
Draw more than one reasonable initial
conclusion of an event or observation by
using gathered information and able to
explain the conclusion drawn.

KSSR Science Year 5
CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
1.1.5 Predict. 1 State a possibility of an event or data.
2 Describe a possibility or event.
3 Make a prediction of an event based on
observations, past experience or data.
4 Justify the most suitable and reasonable
prediction of an event or data.
5 Make predictions of an event based on
observations, past experience or data.
6 Make predictions of an event based on
0bservations, past experience or data.
Predict using interpolation or
extrapolation of data.
36

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

KSSR Science Year 5
CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
1 State a parameter that varies with time
1.1.7 Use space and time based on a situation.
relationship.
2 Describe a parameter that varies with time
based on a situation.
3 Arrange the occurrences of a
phenomenon or event chronologically with
time
4 Provide reasoning on changes in
parameter of a chronological
phenomenon or event with time
5 Arrange graphically the occurrences of a
phenomenon or event chronologically with
time.
Present and explain the chronological
6 changes of a phenomenon or events with
time.
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KSSR Science Year 5
CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
1 Provide an explanation based on data.
1.1.8 Interpret data.
2 Provide a description of more than one
explanation based on data.
3 Choose relevant ideas to make an
explanation about objects, events or
patterns of data
4 Correlate between the parameters in the
data based on the relationship between the
parameters or science concepts.
5 Provide a rational explanation using
interpolation of objects, events or patterns
of data collected.
6 Provide a rational explanation using
interpolation or extrapolation of data
collected.
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KSSR Science Year 5
CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
1 State what is done and what is observed
1.1.9 Define operationally in a situation.
2 Describe what is done and what is
observed in a situation
Interpret what is done and what is
3 observed in a situation for the
predetermined aspects
4 Make more than one interpretation of what
is done and what is observed in a situation
for the predetermined aspects
5 Select the most appropriate interpretation
of a concept by stating what is done and
what is observed in a situation.
6 Describe the most appropriate
interpretation of a concept by stating what
is done and what is observed in a
situation.
40