NATIONAL PRESCHOOL STANDARD CURRICULUM (NPSC)

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Historical Milestone of Preschool Education in Malaysia

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Historical Milestone of Preschool

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

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Rationale Review of National Preschool Curriculum (NPC)

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Rationale Review of NPC

To ensure a holistic, less academic and fulfilling 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 to the current and future demands Strengthening critical thinking, communication, innovation, creativity and entrepreneurship Ensuring an added value i.e. language, ethics, selfconfidence, resilience, leadership, patriotism and religious Ensuring Malaysian children receive head -start programme in 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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Previous Curriculum

Level and Duration of Schooling Transformed Curriculum

11+ 10+ 9+ 8+ 7+ 6+ 5+ 6 5

Level II
4 3 2

Level I
1

P
4+

Preschool

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Curriculum Focus and Level of Schooling in Transformed Curriculum

10

Primary School (Year 3 6)

master and apply of 4Rs, ICT basic skills, generic skills & higher level skills, physical, cognitive and socioemotional development, personality, ethics and value

Level I Primary School (Year 1 2)

master 4Rs, ICT basic skills, physical and cognitive development, mastering generic skills, socio-emotional, personality, ethics and values

Preschool
Socio-emotional, physical and cognitive development, personality, readiness for primary schooling and mastering of

4Rs.
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4 Rs
Reading Writing Arithmetic Reasoning

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Goal and Objective of National Preschool Standard Curriculum 2010

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Goal
National 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, spiritual, social and intellect through safe condusive learning 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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Objective of NPSC
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 NPSC
Emotional : Postive self-esteem Self-confidence Resilient Risk taking Emotionally matured Respect Able to work individually and in a team

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Objective of NPSC
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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Objective NPSC
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

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Thrust in NPSC

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Communication
Integrate language skills

Science & Technology

Mastering science knowledge and skills Mastering mathematics knowledge and skills Mastering technology knowledge and skills

Spiritual, Attitude & Value

Instil religious practice, belief, attitude and values

Physical & Aesthetic

Health and physical development Develop creativity, talents and appreciation

Balance Human Capital

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

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

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Components Differences
Previous Components Language and Communication
Malay, English, Mandarin, Tamil

NPSC 2010: Thrust Communication

Malay, English, Mandarin, Tamil

Spiritual and Moral Education

Islamic and Moral Education

Spiritual and Moral Education

Islamic and Moral Education

Cognitive Development
Science and Mathematics

Socioemotional Development Physical Development

Physical and Health Education

Cognitive Development Science and Mathematics Self Potray

Social emotion

Creativity and Aesthetic

Visual Arts and Music Education

Humanity Physical and Aesthetical Development

Physical and Health Education, Visual Art 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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Standard Based Curriculum

Standard Content Specific statement on what students should know and do regarding knowledge, skills and value during schooling. Standard Learning Fix criteria or quality learning indicator and measurable achievement for each standard content.

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Curriculum Organisation
Previously NPSC 2010

Syllabus Documents Learning products Activities proposal

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 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 LEARNING STANDARD

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

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 allocated for each basic thrust module 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 Mubarak 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 Using 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
MALAY LANGUAGE BASIC THRUST ENGLISH MANDARIN/ TAMIL MATHEMATICS OUTDOOR ACTIVITIES ISLAMIC / MORAL % allocation of time

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

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 of Percentage for Allocation of Time for Basic Thrust Module and Thematic Module at preschool classes, which use Malay Language as the medium of instruction

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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 20 40 60 20

1 2 3 4 5 6 7 8 9 10 11

Morning Routine Morning Talk Break Reflection before school end Basic Thrust Module for Malay Language Thematic Module conducted in Malay Language Basic Thrust for English Language Thematic Module conducted in English Language Islamic/Moral Education Outdoor Activities Mathematics Total Minutes Per Week

30 60 90 30 90 100

90 330 120 40 40 40

600

600

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No

Learning Aspects

Weekly Allocation of Time for preschool, using other language as medium of instruction (minutes) Using Malay Using English 20 40 90 20 Using Mndrn/ Tamil 20 40 30 20 Total 10 x 5 = 50 20 x 5 = 100 30 x 5 = 150 10 x 5 = 50 90 200 90 140 90 120 90 140 90 120

1 2 3 4 5 6 7 8 9 10

Morning Routine * Morning Talk Break Reflection before school end Malay Language Basic Thrust Thematic Module** conducted in Malay Language Englsih Language Basic Thrust Thematic Module** conducted in English Language Basic Thrust Module Mandarin/Tamil Language Thematic Module which has Moral Education inclination in Mandarin/Tamil/Islamic Education Outdoor Activities (a day in Malay, and a day in English) Matematik

10 20 30 10 90 200

11 12

40

40 40

80 40

TOTAL MINUTES PER WEEK

400 400 400 1200 Bahagian Pembangunan 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 should prepare both long-term (e.g. Yearly Plan) and short-term teaching-learning plan (Daily Plan) Preschool teachers should prepare the content, TnL materials, methods that are appropriate to childrens interest, capability, experience and knowledge Preschool teachers should guide and facilitate childrens learning

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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 approach based on content and learning standard. The approaches 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 of time allocated for preschool class Preschool teachers should conduct conversation and reflection Preschool teachers should ensure that activities are conducted every day

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

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Fourth: Teaching and Learning Standard

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

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Fourth: Teaching and Learning Standard

Preschool teachers equip the learning centres/corner with appropriate and updated learning materials. Preschool teachers ensure a clean and neat learning centre/corners. Preschool teachers 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 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/guardians in school activities such as Sports Day and Family Day.

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Sixth: Teaching and Learning Standard

Preschool 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

Consistently conducted with a clear objective The objectives of assessment: Childrens development according to their age. Identify childrens intellectual and potential in order to strengthen and increase chidrens develoment in a wholly manner. Identify the chidren strength and weaknesses in learning continuously Provide 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 in cognitive, 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 the NPSC such as: Inculcation of values Attitude Mastering skills Healthy and fit social readiness

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

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Third: Assessment Standard

Assessment should be conducted continuously

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Fourth: Assessment Standard: Assessment method should be valid and reliable according to childrens development

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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

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Assessment conducted should be valid and reliable. Assessment method and process is not complicated. Data compiled should be analysed Recording should be systematic which are related to the childrens 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 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 childrens weaknesses and problem.

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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 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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