DSKP KSSM SCIENCE FORM 2

KURIKULUM STANDARD SEKOLAH MENENGAH

Sains

Dokumen Standard Kurikulum dan Pentaksiran

Tingkatan 2

(EDISI BAHASA INGGERIS)



KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH MENENGAH

Sains

Dokumen Standard Kurikulum dan Pentaksiran

Tingkatan 2

(Edisi Bahasa Inggeris)

Bahagian Pembangunan Kurikulum

MAC 2016

Terbitan 2016
© Kementerian Pendidikan Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga
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daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

CONTENT v
vi
Rukun Negara ................................................................................................................................................ vii
Falsafah Pendidikan Kebangsaan .................................................................................................................. viii
Definisi Kurikulum Kebangsaan ...................................................................................................................... ix
Falsafah Pendidikan Sains Kebangsaan ........................................................................................................ 1
Kata Pengantar .............................................................................................................................................. 2
Introduction.. ................................................................................................................................................... 2
Aim................................................................................................................................................................... 2
Objective ......................................................................................................................................................... 4
Framework of the Standard Curriculum for Secondary School....................................................................... 21
Focus .............................................................................................................................................................. 23
21st Century Skills........................................................................................................................................... 24
Higher Order Thinking Skills............................................................................................................................ 29
Teaching and Learning Strategies................................................................................................................... 32
Elements Across the Curriculum..................................................................................................................... 37
Assesstment.................................................................................................................................................... 40
Content Organisation....................................................................................................................................... 58
68
Maintenance and Continuity of Life.................................................................................................... 85
Exploration of Elements in Nature...................................................................................................... 93
Energy and Sustainability of Life........................................................................................................
Earth and Space Exploration..............................................................................................................
Panel Penggubal .............................................................................................................................................



RUKUN NEGARA

BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;

Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara

akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara yang liberal terhadap tradisi-tradisi

kebudayaannya yang kaya dan berbagai 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 prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

v

FALSAFAH PENDIDIKAN KEBANGSAAN

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

Sumber: Akta Pendidikan 1996 (Akta 550)

vi

DEFINISI KURIKULUM KEBANGSAAN

3. Kurikulum Kebangsaan
(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk
kurikulum dan kegiatan kurikulum yang merangkumi semua pengetahuan,
kemahiran, norma, nilai, unsur kebudayaan dan kepercayaan untuk membantu
perkembangan seseorang murid dengan sepenuhnya dari segi jasmani, rohani,
mental dan emosi serta untuk menanam dan mempertingkatkan nilai moral
yang diingini dan untuk menyampaikan pengetahuan.

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997.
[PU(A)531/97]

vii

FALSAFAH PENDIDIKAN SAINS NEGARA

FALSAFAH PENDIDIKAN SAINS KEBANGSAAN

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.

Sumber: Kementerian Sains, Teknologi dan Inovasi (MOSTI)

viii

KATA PENGANTAR DSKP yang dihasilkan juga telah menyepadukan enam tunjang
Kerangka KSSM, mengintegrasikan pengetahuan, kemahiran dan
Kurikulum Standard Sekolah Menengah (KSSM) yang dilaksanakan nilai, serta memasukkan secara eksplisit Kemahiran Abad ke-21 dan
secara berperingkat mulai tahun 2017 akan menggantikan Kurikulum Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan tersebut
Bersepadu Sekolah Menengah (KBSM) yang mula dilaksanakan dilakukan untuk melahirkan insan seimbang dan harmonis dari segi
pada tahun 1989. KSSM digubal bagi memenuhi keperluan dasar intelek, rohani, emosi dan jasmani sebagaimana tuntutan Falsafah
baharu di bawah Pelan Pembangunan Pendidikan Malaysia (PPPM) Pendidikan Kebangsaan.
2013-2025 agar kualiti kurikulum yang dilaksanakan di sekolah
menengah setanding dengan standard antarabangsa. Kurikulum Bagi menjayakan pelaksanaan KSSM, pengajaran dan pembelajaran
berasaskan standard yang menjadi amalan antarabangsa telah guru perlu memberi penekanan kepada KBAT dengan memberi
dijelmakan dalam KSSM menerusi penggubalan Dokumen Standard fokus kepada pendekatan Pembelajaran Berasaskan Inkuiri dan
Kurikulum dan Pentaksiran (DSKP) untuk semua mata pelajaran Pembelajaran Berasaskan Projek, supaya murid dapat menguasai
yang mengandungi Standard Kandungan (SK), Standard kemahiran yang diperlukan dalam abad ke-21.
Pembelajaran (SP) dan Standard Prestasi (SPi).
Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
Usaha memasukkan standard pentaksiran dalam dokumen penghargaan dan ucapan terima kasih kepada semua pihak yang
kurikulum telah mengubah landskap sejarah sejak Kurikulum terlibat dalam penggubalan KSSM. Semoga pelaksanaan KSSM
Kebangsaan dilaksanakan di bawah Sistem Pendidikan akan mencapai hasrat dan matlamat Sistem Pendidikan
Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan Kebangsaan.
untuk mengenalpasti tahap penguasaannya dalam sesuatu mata
pelajaran, serta membolehkan guru membuat tindakan susulan bagi Dr. SARIAH BINTI ABD. JALIL
mempertingkatkan pencapaian murid. Pengarah
Bahagian Pembangunan Kurikulum

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KSSM SCIENCE FORM 2

INTRODUCTION The core science subjects for lower secondary is designed to equip
pupils with science knowledge and STEM skills to be science
As articulated in the National Education Philosophy, education in literate and able to do science in upper secondary. Higher order
Malaysia is an on-going effort towards developing the potential of thinking skill will also be developed so that the pupils will be able to
individuals in a holistic and integrated manner, to produce apply the scientific knowledge to make decision and solve problems
individuals who are intellectually, spiritually, emotionally and in real life creatively and innovatively.
physically balanced. The primary and secondary school science
curriculum standard is developed with the aim of producing such Meanwhile, the upper secondary science and the elective science
individuals. subjects will empower and strengthen their knowledge and skills in
STEM towards preparing pupils for long-life learning experience.
Malaysia, moving towards becoming a developed nation, should This group of pupils will embark on careers in science and
foster a community that is scientific, progressive, inventive and technology which plays a role in national development.
visionary, while using latest technologies. This community must be
able to contribute to the advancement of science and the
sustainability of technological civilisation. To achieve this, we need
to develop critical, creative, innovative and competent citizens who
practice the culture of Science, Technology, Engineering and
Mathematics (STEM).

The Malaysian science curriculum encompasses three core science
subjects and four elective science subjects. The Core Science
Subjects are Primary School Science, Lower Secondary Science
and Upper Secondary Science. The Elective Science subjects
offered in upper secondary are Biology, Physics, Chemistry and
Additional Science.

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KSSM SCIENCE FORM 2

AIMS

The science curriculum for secondary schools aims is to cultivate 6. Create awareness that discoveries through scientific research
interest and develop creativity amongst pupil; through experience is a result of the ability of the human mind to understand
and investigation; so as to master knowledge in science, scientific natural phenomena towards a better life;
skills, thinking skills and, scientific attitudes and values; enabling
them to solve problems and make decisions in daily life. 7. Create awareness that development of science and technology
has an implication on the mores, social, economic and
OBJECTIVES environment issues in the local and global context.

The Science Standard Curriculum (KSSM) aim for pupils to FRAMEWORK OF THE STANDARD CURRICULUM FOR
achieve the following objectives to: SECONDARY SCHOOL

1. Use the inquiry approach to fulfil their curiosity and their Standard Curriculum for Secondary School (KSSM) is built based on
interest in science; six strands, which are Communication; Spiritual, Attitude and Value;
Humanity; Personal Development; Physical Development and
2. Acquire knowledge and understanding to explain phenomena Aesthetic; and Science and Technology. The six strands are the main
scientifically; domain that support each other and are integrated with critical,
creative and innovative thinking. This integration is aimed at
3. Communicate information relating to science and technology developing human capital that appreciate noble values based on
intelligently and effectively; religion, being knowledgeable, competent, think creatively, critically
and innovatively as illustrated in Figure 1.
4. Design and carry out scientific investigation, evaluate evidence
and make conclusions;

5. Apply scientific knowledge, procedural knowledge and
epistemic knowledge in posing questions, interpreting data,
problem solving and decision making in context of real life;

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KSSM SCIENCE FORM 2

3

FOCUS KSSM SCIENCE FORM 2
Figure 2: The Conceptual Framework for Science Curriculum
The science subject for secondary schools focuses on thoughtful
learning involving scientific and thinking skills for the acquisition of
knowledge through inquiry as the main approach in science
education. The science curriculum also aims to prepare pupils to
face rapid technological development and various challenges of
the 21st century. The group of pupils that have gone through this
curriculum will become human resource in the field of science and
technology, and will contribute towards national development.

Content Standards of the Science Curriculum from Year 1 to Form
5 are developed based on the three domains which are
knowledge, skills and values. The development of these domains
will be experienced by pupils through the inquiry method to
becoming thoughtful science learners (Figure 2). The inquiry
approach includes pupil-centred learning, constructivism,
contextual learning, problem-based learning, mastery learning as
well as related strategies and methods.

4

Thoughtful Science KSSM SCIENCE FORM 2
According to the Fourth Edition (2005) of Kamus Dewan,
thoughtful has the same meaning as the ability to think and reflect. Thoughtful Learning
In the context of science education, thoughtful science refers to the Thoughtful learning can be achieved if pupils are actively involved
quality of pupils desired to be produced by the national science in the teaching and learning process. In this process, the teaching
education system. Thoughtful science learner are those who can and learning activities are planned to encourage pupils to think so
understand scientific ideas and are able to communicate using that they are able to conceptualize, solve problems and make
scientific language; can evaluate as well as apply scientific decisions. Thus, thinking skills should be assimilated by pupils.
knowledge and skills responsibly in daily life that involves science
and technology, based on attitudes and values. Thoughtful science Thinking skills can be categorised as critical and creative thinking.
also intends to produce creative and critical individuals to fulfil the A person who thinks critically always evaluates ideas
21st century needs, in which the country’s ability is highly systematically before accepting them. A person who thinks
dependent upon the ability of human capital that can think and creatively is highly imaginative, generates original innovative ideas,
generate ideas. and is also able to modify existing ideas and products.
Thinking strategy is a higher level of thinking process that involves
several steps where each step involves a number of critical and
creative thinking skills. Thinking strategy is the main function and
final aim of the thinking process.

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KSSM SCIENCE FORM 2

Critical Thinking Skills CRITICAL DESCRIPTION
A brief description of each critical thinking skill is as in Table 1: THINKING SKILLS

Table 1 : Critical Thinking Skills Sequencing Arranging objects and information in order
Prioritising based on the quality or quantity of common
CRITICAL DESCRIPTION characteristics or features such as size, time,
THINKING SKILLS shape or number.
Arranging objects or information in order based
Attributing Identifying characteristics, features, qualities on their importance or urgency.
and elements of a concept or an object.

Comparing and Finding similarities and differences based on Analysing Processing information in detail by breaking it
Contrasting criteria such as characteristics, features, down into smaller parts to understand concepts
qualities and elements of objects or events. Detecting Bias or events as well as to find the implicit
Grouping and Separating and grouping objects or Evaluating meanings.
Classifying phenomena into groups based on certain
criteria such as common characteristics or Making Detecting views or opinions that have the
features. Conclusions tendency to support or oppose something.

Making considerations on the good and bad
qualities of something based on valid
evidences or propositions.

Making a statement about the outcome of an
investigation based on a hypothesis or
strengthening something based on an
investigation.

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KSSM SCIENCE FORM 2

Creative Thinking Skills CREATIVE
THINKING
A brief description of each creative thinking skill is as in Table 2. DESCRIPTION
Table 2 : Creative Thinking Skills SKILLS

CREATIVE DESCRIPTION Visualising Forming perception or making mental
THINKING images about a particular idea, concept,
situation or vision.
SKILLS

Generating Ideas Producing ideas related to something. Synthesising Combining separate elements to produce
an overall picture in the form of writing,
Relating Making connections in certain situations or Making drawing or artefact.
events to find a structure or pattern of Hypotheses Making a general statement about the
Making relationship. relationship between the variables that is
Inferences assumed to be true to explain an
Making an initial conclusion and explaining observation or event. The statement can
an event using data collection and past be tested to determine its validity.
experiences.

Predicting Making forecast about events based on Forming an understanding about a
observations and previous experiences or Making Analogies
Making collected data.
Generalisations complex or abstract concept by relating it
Making a general statement about certain
matter from a group of observations on to simple or concrete concepts with similar
samples or some information from that
group. characteristics.

Producing something new or modifying

Inventing something already in existence to
overcome problems in a systematic

manner.

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Thinking Strategy KSSM SCIENCE FORM 2
Description of each thinking strategy is as in Table 3.
Besides thinking skills and thinking strategies, another skill that is
Table 3: Thinking Strategy DESCRIPTION emphasised is reasoning. Reasoning is a skill used in making
logical, rational, fair and just consideration. Mastery of critical and
THINKING creative thinking skills and thinking strategies is made easier if an
STRATEGY individual is able to provide reasoning in inductive and deductive
manner. Figure 3 gives an overall picture of the thinking skills and
Conceptualising Making generalisations towards building thinking strategies. Mastery of TSTS through the teaching and
learning of science can be developed through the following stages:
of meaning, concept or model based on
1. Introducing TSTS.
inter-related specific common 2. Practising TSTS with teacher’s guidance.
3. Practising TSTS without teacher’s guidance.
characteristics. 4. Applying TSTS in new situations and developed with teacher’s

Making Decisions Selecting the best solution from several guidance.
alternatives based on specific criteria to 5. Applying TSTS together with other skills to accomplish thinking
achieve the intended aims.
tasks.
Problem Solving Finding the right solutions in a systematic
manner for situations that are uncertain or Further information about the stages on the implementation of
challenging or unanticipated difficulties. TSTS can be referred to the guidebook “Buku Panduan Penerapan
Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan
Pembelajaran Sains (Curriculum Development Centre, 1999)”

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Thinking Skills KSSM SCIENCE FORM 2

Critical Reasoning Creative SCIENTIFIC SKILL

 Attributing  Generating ideas Science emphasizes inquiry and problem solving. In the process of
 Comparing and  Relating inquiry and solving problem, scientific skills and thinking skills are
 Making used. Scientific skill is an important skill when carrying out
contrasting activities by using scientific methods such as conducting
 Grouping and inferences experiments and projects.
 Predicting
classifying  Making Scientific skill consists of science process skills and manipulative
 Sequencing skills.
 Prioritising hypothesis
 Analysing  Synthesising Science Process Skills
 Detecting bias  Making
 Evaluating Science Process Skills are skills that are required in the process of
 Making generalisations finding solutions to a problem or making decisions in a systematic
 Visualising manner. It is a mental process that promotes critical, creative,
conclusions  Making analogies analytical and systematic thinking. Mastery of Science Process
 Inventing Skills together with attitude and appropriate knowledge to
guarantee the ability of pupils to think effectively.
Thinking Strategies

 Conceptualising
 Making decisions
 Problem solving

Figure 3: TSTS Model in Science

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KSSM SCIENCE FORM 2

Description of each science process skill is as in Table 4. SCIENCE
PROCESS SKILLS
DESCRIPTIONS

Table 4: Science Process Skills DESCRIPTION Predicting Making forecast about events based on
SCIENCE observations and previous experiences or
collected data.
PROCESS SKILLS

Observing Using the sense of sight, hearing, touch, Communicating Accepting, choosing, arranging, and
taste or smell to gather information presenting information or ideas in the form
Classifying about objects and phenomena. of writing, verbal, tables, graphs, figures or
models.
Measuring and Using observations to group objects or
Using Numbers phenomena according to similarities and Using Space- Describing changes in parameters such as
differences. Time Relationship location, direction, shape, size, volume,
weight and mass with time.
Making quantitative observations using
numbers and tools with standard units Interpreting Data Giving rational explanations about an object,
will ensure an accurate measurement. event or pattern derived from collected data.

Making Inferences Using collected data or past Defining Defining concepts by describing what must
experiences to draw conclusions and Operationally be done and what should be observed.
make explanations of events.

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SCIENCE DESCRIPTIONS KSSM SCIENCE FORM 2
PROCESS SKILLS
Manipulative Skills
Controlling Identifying manipulated variables, In a scientific investigation, manipulative skills are psychomotor
Variables skills that enable pupils to:
responding variables and fixed variables. In
 Use and handle science apparatus and substances
an investigation, a variable is manipulated to correctly.

observe its relationship with the responding  Store science apparatus and substances correctly and
safely.
variable. At the same time, the other
 Clean science apparatus correctly
variables are kept the same.  Handle specimens correctly and carefully.
 Sketch specimens, apparatus and substances accurately
Making Making a general statement about the
Hypothesis relationship between the variables that is Relationship between Science Process Skills and Thinking
assumed to be true to explain an Skills
Experimenting observation or event. The statement can be
tested to determine its validity. The mastery of Science Process Skills requires pupils to master
the relevant thinking skills. The relevant thinking skills that are
Planning and conducting an investigation to related to each science process skill are as in Table 5.
test a hypothesis, collecting and interpreting
data until a conclusion can be obtained.

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KSSM SCIENCE FORM 2

Table 5 : Science Process Skills and Thinking Skills SCIENCE
PROCESS SKILLS
SCIENCE DESCRIPTION
PROCESS SKILLS
DESCRIPTION

Observing Attributing Interpreting data Comparing and contrasting
Classifying Comparing and contrasting Analysing
Relating Defining Detecting bias
operationally Making conclusions
Attributing Controlling Making Generalisations
Comparing and contrasting Grouping and variables Evaluating
classifying Relating
Making analogies
Measuring and Relating Visualising
Using Numbers Comparing and contrasting Analysing
Attributing
Making Inferences Relating Comparing and contrasting
Comparing and contrasting Relating
Analysing Analysing
Making Inferences
Making Attributing
Predicting Relating hypothesis Relating
Visualising Comparing and contrasting
Experimenting Generating ideas
Using Space-Time Sequencing Communication Making hypothesis
Predicting
Relationship Prioritising Synthesising

All thinking skills

All thinking skills

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KSSM SCIENCE FORM 2

Teaching and Learning Based on Thinking Skills and
Scientific Skills
This Science Curriculum Standard emphasises thoughtful learning
based on thinking skills and scientific skills. In this curriculum, the
intended learning standard is written by integrating acquisition of
knowledge with mastery of thinking skills and scientific skills. Thus
in teaching and learning, teachers need to integrate mastery of
skills together with acquisition of knowledge and the inculcation of
scientific attitudes and noble values.
SPS implementation in Science exclusively encompass intended
skills in the 21st century, indirectly encouraging and developing
pupils' higher order thinking skills.

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KSSM SCIENCE FORM 2

Science Process Skills Standard
The guide of the development of science process skills from primary school to secondary school are as shown in Table 6.
Table 6 : Science Process Skills

SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROCESS SKILLS YEAR (1 - 3) YEAR (4 - 6) FORM (1 - 3) FORM (4 - 5)

1 Observing  Use limbs and  Use all the senses  Make accurate and • Make qualitative and
senses to quantitative observations to
make to make qualitative relevant qualitative and make generalisations based on
observations a pattern or sequence on an
about the observations with quantitative observations object or phenomenon.
phenomena or
changes that the appropriate tools to identify patterns or • Present futher findings based
occur. on observation of objects or
to explain sequences of objects or phenomena analytically and
specifically.
phenomena or phenomena.

changes that occur.  Use complex equipment

suitable for making

observations proficiently.

2 Classifying  Collect / isolate  Compare / identify  Compare / identify  Identify characteristics used to

evidens / data / similarities and similarities and differences differentiate, collect, select and

objects / differences based to determine the selection explain the object or

phenomena on categories that criteria for category phenomenon in greater detail.

based on the are based on evidens / data / object /the

observed common phenomenon being

characteristics. characteristics. studied.

3 Measuring and using  Measure with  Measure with the  Measure with the correct  Demonstrate how

numbers the correct correct instrument in instrument in the correct measurements are taken with

instrument in the correct standard standard unit, using the the correct instrument in the

the correct unit and using the right technique while correct standard unit, using the

standard unit. right technique. recording in a complete right technique; while recording

and systematic way. in a systematic and complete

 Change the base unit with way.

the correct quantity  Using more complex derived

 Use the correct units. units in the right manner.

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KSSM SCIENCE FORM 2

SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROCESS SKILLS YEAR (1 - 3) YEAR (4 - 6) FORM (1 - 3) FORM (4 - 5)

4 Making inferences  Give a  Concluded the initial  Create more than one initial  Generate a variety of possibilities
reasonable to explain complex situations
explanation for grounds for the conclusion that is
the  Explain the relationship or
observations. observation using the reasonable for an event or pattern between variables
observed with measurements
information obtained observation using the made for an investigation.

information obtained.

5 Predicting  Describe a  Make a reasonable  Students can analyse trends  Students can analyse trends / the
6 Communicating possible assumption of an
outcome for an event based on / the flow / simple flow / simple developments
event or data. observation, past
experience or data. developments based on the based on the data obtained to

data obtained to predict the predict the future state of an

future state of an object or object or phenomenon.

phenomenon.  Forecasts made can also be

tested.

 Record  Record information or  Able to present the results  Able to present the results of
anexperiment or data observed
information or ideas in a suitable of an experiment or data in various forms such as
graphics, pictures or tables that
ideas in any form and present the observed in various forms are more complex to show how
the patterns are related.
form. information or the such as simple graphics,

ideas systematically. pictures or tables

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KSSM SCIENCE FORM 2

SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROCESS SKILLS YEAR (1 - 3) YEAR (4 - 6) FORM (1 - 3)
FORM (4 - 5)
7 Use time-space  Arrange occurrences  Arrange occurrences of a
relationships phenomenon or event in  Use, analyse and interpret
of a phenomenon or chronological order. numbers and numerical
Interpret and explain the relationships efficiently while
event in chronological meaning of mathematical solving problems and conducting
relationships. investigations.
order. 

8 Interpreting data  Select relevant ideas  Give information rationally  Analyse data and suggest
9 Define operationally improvements.
about objects, events by making an intrapolation
 Identify and explain the
or patterns on the or an extrapolation of the anomalies in the set of data
obtained
data to make an data collected.

explanation.

 Describe an  Describe the most  Explain the interpretation made

interpretation of what appropriate interpretation of about the selection of

is carried out and a concept by stating what is instruments or methods on what

observed in a carried out and observed for is observed.

situation according to a situation.

particular

specifications.

10 Controlling variables  Determine the  Determine all variables i.e.  Change the constant variable to
the manipulated variable and
responding and responding variable, state the new responding
variable.
constant variable manipulated variable and

after the manipulated constant variable.

variable is determined

in an investigation.

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KSSM SCIENCE FORM 2

SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROCESS SKILLS YEAR (1 - 3) YEAR (4 - 6) FORM (1 - 3) FORM (4 - 5)

11 Making a hipotesis  Make a general  Form a relationship between  Describe expected results of the

statement that can be the manipulated variable scientific investigation designed.

tested, on the and responding variable, to

relationship between form a hypothesis that can

the variables in an be tested.

investigation.

12 Experimenting  Conduct an  Make a hypothesis, select  Identify new problems and

experiment, collect appropriate apparatus, design an experiment to test the

data, interpret the design the method, conduct hypothesis of these problems.

data and summarise an experiment, collect data,

to prove the carry out analysis on the

hypothesis and make data, make a conclusion

a report. and prepare a report.

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SCIENTIFIC ATTITUDES AND NOBLE VALUES KSSM SCIENCE FORM 2
Experiences from learning science can foster positive attitudes and
positive values in pupils. Positive attitudes and values fostered are 4. Diligent and persevere when carrying out a task.
as the following:  Do not give up.
 Ready to repeat the experiment
1. Interest and curiosity towards the environment  Determine during carry out a task
 Inquiring from teachers, friends and others  Ready to accept critics and challenges.
 Self reading  Try to overcome problems and challenges.
 Collects materials or specimens for research.
 Do their own research 5. Systematic, confident and ethic
 Carry out activity in a systematic and orderly and abide to
2. Honest and accurate in recording and validating data. suitable time.
 Describe and record what have been observed.  Arrange apparatus and materials in order.
 Data that recorded is not affected by emotion or imagination.  Confident with the task given.
 Explain observations rationally.  Dare to try.
 Dare to defend what is being done.
 Make documentation of information resources used.
6. Cooperative
3. Flexible and open-minded  Assist teachers and friends.
 Accept others opinion.  Work together in carrying out activities and experiments.
 Manage to change one stand based on convinced proof.  Selfless.
 Fair and just.
 Not prejudice.

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7. Being responsible about the safety of oneself, others and the KSSM SCIENCE FORM 2
environment.
 Personal safety and partners. 12. Realising that science is a means to understand nature.
 Preserve and conserve the environment .  Stating how science is use to solve problems.
 Stating the implications of using science to solve a problem
8. Virtuous or issue.
 Love all life.  Communicate through correct scientific language.
 Poise and respect.
The assimilation of scientific attitudes and noble values generally
9. Appreciating the contribution of science and technology. take place according to the following stages:
 Use science and technology invention with good manners.
 Use public facilities invented through science and  Realise and understand the important and need for scientific
technologyresponsibly. attitudes and noble values.

10. Appreciate God’s gifts .  Give attention to attitudes and noble values.
 Content with what is given by God.  Appreciate and practise the scientific attitudes and
 Use God’s gifts wisely.
 Thankful to God. noble values.

11. Appreciate and practise clean and healthy living. Proper planning is required to optimise the assimilation of scientific
 Care for self hygiene and health. attitudes and noble values during science teaching and learning.
 Be sensitive to personal hygiene and environment. Teachers should examine all the learning outcomes in a field
related learning including learning standards on the application of
scientific attitudes and values before starting a lesson.

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KSSM SCIENCE FORM 2

21st CENTURY SKILLS PUPIL’S PROFILE DESCRIPTION

One of the KSSM’s intentions is to produce pupils who have 21st Thinker Able to think critically, creatively and
century skills, focusing on thinking skills as well as life skills and innovatively; solve complex problems and
inculcating noble values in their careers. 21st century skills aim to make ethical decisions. Think about
produce pupils who have the characteristics specified in the pupil learning and about being learners
profile as shown in Table 7 that enable them to compete globally. themselves. Generate questions and are
Acquiring the CS and LS in the Science curriculum contributes to receptive towards perspective, values and
the acquisition of 21st century skills among pupils. individual traditions and society. Confident
and creative in handling new learning
Table 7: Pupils’ Profile areas.

Teamwork Cooperate effectively and harmoniously
with others. Share collective responsibility
PUPIL’S PROFILE DESCRIPTION while respecting and appreciating the
contributions of each member in the team.
Resilient Able to face and overcome difficulties and Acquire interpersonal skills through
Communicator challenges with wisdom, confidence, collaborative activities, which in turn mould
tolerance and empathy. them into better leaders and team
members.
Able to voice out and express their
thoughts, ideas and information confidently
and creatively in verbal and written, using a
variety of media and technology.

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KSSM SCIENCE FORM 2

PUPIL’S PROFILE DESCRIPTION PUPIL’S PROFILE DESCRIPTION

Curious Develop natural curiosity to explore Caring/ Concern Show empathy, compassion and respect
strategies and new ideas. Learn skills that towards needs and feelings of others.
are needed to carry out inquiry and Committed to serve the society and ensure
research, as well as display independent sustainability of nature.
traits learning. Enjoy continuous life-long
learning experiences.

Patriotic Portray love, support and respect towards
the country.
Principled Honest and have integrity, equality, fair and
Informative respect the dignity of individuals, group and
community. Responsible for their actions,
consequences and decisions.

Knowledgeable and form wide
understanding which is balanced across
various disciplines. Explore knowledge on
local and global issues effectively and
efficiently. Understand ethical issues/laws
related to the information gained.

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HIGHER ORDER THINKING SKILLS KSSM SCIENCE FORM 2
Higher Order Thinking Skills (HOTS) is explicitly stated in the
curriculum to encourage teachers to incorporate them in teaching HOTS are the ability to apply knowledge, skills and values for
and learning, hence stimulating structured and focused thinking reasoning and reflecting in solving problems, making decisions,
among pupils. Description of HOTS is focused on four levels as innovating and creating. HOTS includes critical thinking, creative
shown in Table 8. thinking, reasoning and thinking strategy.

Table 8: Thinking levels in HOTS Critical thinking skill is the ability to evaluate an idea in a logical
and rational manner to make a fair consideration by using reason
and reliable evidence.

THINKING LEVEL DESCRIPTION Creative thinking skill is the ability to produce or create something
new and valuable by using genuine imaginative skill and
Applying Using knowledge, skills and values to take unconventional thinking.

actions in different situations. Reasoning skill is the ability of an individual to consider and
evaluate logically and rationally.
Analysing Breaking down information into smaller
Evaluating parts to enhance understanding and make Thinking strategy is a way of thinking that is structured and
Creating relationship between the parts. focused to solve problems.
Using knowledge, experience skills and
values to consider, make decisions and HOTS can be applied in classrooms through activities in the form of
give justifications. reasoning, inquiry learning, problem solving and projects. Teachers
Producing ideas, products or methods and and pupils need to use the thinking tools such as thinking maps and
innovatively. mind maps, including high level questioning to encourage pupils to
think.

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KSSM SCIENCE FORM 2

TEACHING AND LEARNING STRATEGIES the main concepts and principles of science are investigated and
Teaching and learning strategies in the science curriculum discovered by pupils themselves. Through activities such as
emphasise on thoughtful learning. Thoughtful learning is a process experiments, pupils investigate a phenomenon and draw
that helps pupils acquire knowledge and master skills that will help conclusions by themselves. Teachers then lead pupils to
them develop their minds to the optimum level. Thoughtful learning understand the science concepts through the results of the inquiry.
can take place through various learning approaches such as inquiry, Thinking skills and scientific skills are thus developed further during
constructivism, science, technology and society, contextual learning the inquiry process. However, the inquiry-discovery approach may
and mastery learning.Learning activities should therefore be geared not be suitable for all teaching and learning situations. Sometimes,
towards activating pupils’ critical and creative thinking skills and not it may be more appropriate for teachers to present concepts and
be confined to routine method. Pupils should be made aware of the principles directly or through guided inquiry-discovery to pupils.
thinking skills and thinking strategies that are being used in their
learning. Constructivism
Constructivism is an ideology that suggests pupils learn by building
They should be challenged with higher order questions and their own understanding that is meaningful to them. The important
problems and be required to solve problems creatively and critically. attributes of constructivism are:
Pupils should be actively involved in the teaching and learning that
integrate the acquisition of knowledge, mastery of skills and  Teachers considered pupils’ prior knowledge.
inculcation of scientific attitudes and noble values.
 Learning is the result from pupil’s own effort.
Inquiry Approach  Learning occurs when pupils restructure their existing ideas
Inquiry-discovery approach emphasises learning through
experiences. Inquiry generally means to find information, to by relating new ideas to old ones.
question and to investigate a phenomenon. Discovery is the main  Pupils have the opportunities to cooperate, share ideas and
characteristic of inquiry. Learning through discovery occurs when
experiences and reflect on their learning.

23

Contextual Learning KSSM SCIENCE FORM 2
Contextual learning is an approach that associates learning with
pupil’s everyday life. This approach involves investigative learning STEM APPROACH
as in the inquiry-discovery approach. In contextual learning, the STEM approach is the teaching and learning method which applies
relationship between knowledge taught and everyday life is integrated knowledge, skills and values of STEM through inquiry,
explicitly demonstrated. In this context, pupils not only learn in problem solving or project in the context of daily life,
theory but learn to appreciate the relevance of science in their lives. environmentand local as well as global community, as shown in
Diagram 4.
Mastery Learning
Mastery learning is an approach that ensures all pupils to acquire
and master the intended learning objectives. This approach is
based on the principle that pupils are able to learn if given the
opportunities. Pupils should be allowed to learn at their own pace,
with the incorporation of remedial and enrichment activities as part
of the teaching-learning process.

Diagram 4: STEM Teaching and Learning Approach

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STEM T&L which is contextual and authentic is able to encourage KSSM SCIENCE FORM 2
in depth learning amongst pupils. Pupils can work in groups or
individually according to their ability to cultivate the STEM Various T&L methods are able to elevate pupils’ interest towards
practices,as follows: science. Less interesting science lessons will not motivate pupils to
study which will affect the pupils’ performance. The T&L methods
1. Questioning and identifying problems, should be based on the curriculum content, pupil’s ability and
2. Developing and using models, multiple intelligences, as well as resources and facilities available.
3. Planning and carrying out investigations,
4. Analyzing and interpreting data, Explanation of the T&L methods in science is as follows:
5. Using mathematical and computational thinking,
6. Developing explanation and designing solutions, Scientific Investigation/Experiment
7. Engaging in argument and discussion based on evidence, An experiment is a method commonly used in science lessons.
Pupils test hypotheses through investigations to discover specific
and science concepts and principles. Scientific methods are used when
8. Acquiring information, evaluating and communicating about conducting an experiment involving thinking skills, science process
skills, and manipulative skills.
the information. In general, procedures to follow when conducting an experiment as
in Figure 4:

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KSSM SCIENCE FORM 2

In this standard curriculum, it is suggested that, besides guiding
pupils to carry out experiments, pupils are given the opportunity to
design experiments, which involves drafting their own experimental
method, the data that can be measured, how to analyse data and
how to present the results of their experiments.

Simulation

Simulation is an activity that resembles the actual situation.
Simulations can be carried out through role-play, games or use of
model. In role-play, pupils act out a particular role spontaneously
based on a certain pre-determined conditions. Games require
procedures that need to be followed. Pupils play games in order to
learn a particular principle or to understand the process of decision-
making. Models are used to represent objects or real situations.
Pupils will be able to visualise the real situation, thus understanding
the concepts and principles learned.

Figure 4: Steps to carry out an experiment

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KSSM SCIENCE FORM 2

Project (Collaborative Learning) The Use of Technology

A project is an activity carried out individually or in groups to Technology is an effective tool for enhancing the learning of
achieve a certain goal that takes a long time and exceeds formal science. Through the use of technology such as the television,
teaching hours. Pupils are required to identify methods to solve the radio, video, computer, internet, computer software, courseware
problem given and thus plan the entire project. The outcome of the and computer interfaces make the teaching and learning of science
project either in the form of a report, an artefact or in other forms more interesting and effective. Animation and computer simulation
needs to be presented. Projects encourage the development of is an effective tool for learning of difficult and abstract science
problem solving skills, time management skills and self learning. concepts and can be presented in the form of courseware or
website. Software applications such as word processors, graphic
Visits and Use of External Resources presentation software and electronic spreadsheets are valuable
tools for the analysis and presentation of data. The use of other
Learning science through visits to zoos, museums, science centres, technologies such as data loggers and computerized user interface
research institutes, mangroves swamps and factories can make in experiments and projects can assist effective in science teaching
learning more effective, enjoyable and meaningful. Learning and learning.
through visits can be optimised by careful planning whereby pupils
have to carry out or perform tasks during the visit. Discussion after
the visit should be held to conclude the activities carried out.

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ELEMENTS ACROSS THE CURRICULUM KSSM SCIENCE FORM 2

Elements Across the Curriculum (EMK) is a value-added element 3. Noble Values
applied in the teaching and learning process other than those  Noble values need to be emphasised in all subjects to
specified in the standard content. The application of these elements ensure that pupils will be aware of the importance of
is aimed at strengthening the human capital skills and competency these good principles and therefore will practise these
as well as intended to prepare pupils for the challenges of the elements in their lives.
present and the future. The elements are explained below:  Noble values encompass the aspects of spirituality,
humanity and citizenship will be the centre core of the
1. Language pupils’ daily life.
 The accuracy of the language in instruction should be a
priority in all subjects. 4. Science and Technology
 During the teaching and learning of each subject,  The increase of interest in the science and technology
emphasis is given on the aspects of pronunciation, will help to improve scientific and technological literacy
sentence structure, grammar and the terminology of the amongst pupils.
language in order to assist pupils organise ideas as well  The use of technology in teaching can help and
as communicate effectively. contribute to efficient and effective learning.
 The integration of science and technology in the
2. Environmental Sustainability Awareness teaching and learning process covers four areas,
 Developing awareness towards the love of the namely:
environment in the pupils’ lives needs to be nurtured (i) The knowledge of science and technology (facts,
through the teaching and learning process in all subjects. principles, concepts related to science and
 Knowledge and awareness on the importance of the technology);
environment would help to shape pupils’ ethics in (ii) Scientific skills (process of thought and specific
appreciating nature. manipulative skills);

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(iii) Scientific attitudes (such as accuracy, honesty, KSSM SCIENCE FORM 2
security); and the use of technology in classrooms.
7. Entrepreneurship
(iv) The use of technology in teaching and learning  The incorporation of entrepreneurship elements aims at
activities. developing specific attributes and entrepreneurial mind-
set that will become a culture amongst pupils.
5. Patriotism  Entrepreneurial attributes can be ingrained during
 Patriotism can be nurtured through all subjects, extra- lessons through fostering attitude such as diligence,
curricular activities and community services honesty, trustworthiness and responsibility as well as
 Patriotism develops the spirit of love for the country as developing creative and innovative mind-set to drive
well as encourages the feelings of ‘truly proud to be ideas into the market economy.
Malaysians’ amongst pupils.
8. Information and Communication Technology Skills (ICT)
6. Creativity and Innovation  Information and communication technology elements are
 Creativity is the ability to use imagination in gathering, incorporated in the lessons to ensure pupils are able to
extracting and generating ideas or creating new or apply and strengthen their basic knowledge and skills in
original ideas or through combination of ideas. ICT.
 Innovation is the application of creativity through the  The application of ICT in the lesson does not only
modification and practice of ideas. motivate pupils to be creative but stimulates interesting
 Creativity and innovation are always inter-connected. and fun teaching and learning as well as improve the
Therefore, there is a need to ensure that human capital quality of learning.
development is able to meet the challenges of the 21st  ICT should be integrated in the lessons based on
Century. appropriate topics to be taught to further enhance pupils’
 Elements of creativity and innovation should be understanding of the content subject.
integrated in the teaching and learning in the classroom.

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9. Global Sustainability KSSM SCIENCE FORM 2
 The element of Global Sustainability aims to produce
pupils with sustainable thinking, responsive towards the 10. Financial Education
surrounding environment in daily life by applying  Incorporation of Financial Education element aims to
knowledge, skills and values through sustainable produce future generations capable of making wise
Consumption and Production element, global financial decisions, practise ethical financial management
citizenship and unity. and skills in managing financial affairs in a responsible
 The element of Global Sustainability is crucial in manner.
preparing pupils to face challenges and current issues at  Financial Education element can be incorporated directly
local, national and global level. or indirectly into T&L. Direct incorporation of this element
 This element is taught directly or indirectly in related is through topics such as money with financial elements
subjects. explicitely such as calculations of simple interest and
compound interest. Indirect infusion of this element can
be integrated through other topics across the curriculum.
Exposure to financial management in real life is important
to prepare pupils with knowledge, skills and values which
can be applied effectively and meaningfully.

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ASSESSMENT KSSM SCIENCE FORM 2
Assessment or evaluation is the process of gathering information
through variety of methods such as homework, presentations, • Physical, Sports and Co-Curricular Activity Assessment; and
projects, tests and others. Assessment is a yardstick to assess • Psychometric Assessment.
pupils’ achievement in obtaining knowledge, skills and ethics
besides assessing the activities carried out during teaching and A summative assessment is to evaluate pupil’s learning with the
learning. Assessment supports pupils’ learning and provides context standard for a particular subject.
valuable feedback to stakeholders such as administrators, teachers,
pupils and parents/guardians about pupils’ progress and A detailed assessment should be well planned and carried out
achievement. continuously as part of the activities in classrooms. Teachers’
efforts in implementing a holistic assessment assist to correct
The main purpose of formative assessment is to monitor the pupil’s weaknesses in pupils, forming a conducive and balanced learning
learning. Therefore, it is important for teachers to design a valid, ecosystem.
reliable and authentic assessment instruments. Information
gathered through formative assessment should assist teachers to Efforts to ensure the assessments assist pupils to increase their
determine pupil’s strengths and weaknesses in achieving the potentials and performances, teachers should use assessment
content standard for any subject. The information gathered should strategies that have these following characteristics:
assist teachers in adapting teaching and learning based on the • Various techniques.
needs and weaknesses of their pupils. • Fair to all pupils.
• Consider various cognitive levels.
Assessment in KSSM consists of four components: • Enable pupils to exhibit a variety of learning abilities.
• School Assessment; • Consider the knowledge and skills acquired by pupils and
• Central Assessment;
assess the level of their understanding.

31

Science assessments in schools rely on three main domains, KSSM SCIENCE FORM 2
which are knowledge, skills and values. Knowledge assessment
in certain themes includes the integration of science process skills, Table 9: List of experiments/ scientific investigation
aimed in determining the level of pupils’ understanding in specific
content standard holistically. (Refer Table 10) THEME EXPERIMENTS

All experiments/ scientific investigation described in the notes 3.1.2 Test the presence of starch,
MUST be carried out using the inquiry approach. List of glucose, protein and fat in food.
experiments/scientific investigation for each theme are shown in MAINTENANCE 3.4.1
Table 9. However the assessment of scientific skills and values and AND CONTINUITY Conduct experiments to explain the
practices will be assessed only twice a year for any theme referring process of absorption of the
to Table 11. OF LIFE product of digestion
Conduct experiments to study the
Scientific attitude and moral value can be assessed any suitable 5.1.2 evaporation process in daily life.
time in whole year referring to Table 12
EXPLORATION OF Conduct experiments to determine
Learning based project focus on development of product to solve ELEMENTS IN 5.2.2 factor that effect the rate of
real life problem. Pupils are encourage to do learning at least twice NATURE solubility.
a year. Conduct experiments on uses of
7.3.3 magnets and electromagnet in daily
life.
ENERGY AND 8.2.5 Conduct experiments on pressure
SUSTAINABILITY and their application in daily life.

OF LIFE

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KSSM SCIENCE FORM 2

The General Statement to Interpret the Achievement of The General Statement to interpret the achivement for
Knowledge Level for Science Subject is shown in Table 10. Scientific Investigation for Science Subject is shown in Table
Table 10: Rubric for Knowledge 11.
Table 11: Rubric for Scientific Investigation

PERFORMANCE DESCRIPTOR PERFORMANCE DESCRIPTOR
LEVEL LEVEL
Recall the basic knowledge and science skills.
1  Plan the strategy and procedure that is not
2 Understand the science knowledge and skills as accurate in the scientific investigation.
3 well as to explain their understanding.
4 1  Use materials and apparatus that is not suitable in
Apply knowledge and skills to perform simple the scientific investigation.
5 science tasks.
 No data collected and recorded.
6 Analysing science knowledge and skills in the
context of problem solving  No explaination or the explaination is not clear.

Evaluating the science knowledge and skills in the  Plan the correct strategy and procedure in the
context of problem solving and making decision to scientific investigation with guidance.
perform a task
 Use the suitable material and apparatus.
Inventing by using science knowledge and skills in 2  Collect and record incomplete data or not
the context of problem solving and making decision
or in performing the tasks in a new situation relevant.
creatively and innovatively  Made.interpretation and conclusion not based on

the collected data.

 Plan and execute the correct strategy and
procedure in the scientific investigation with
guidance.

 Use the correct material and apparatus.
3  Collect and record relevant data.

 Organise data in numerical form or visual with
some error.

 Interpret data and make conclusion based on the
collected data.

 Write an incomplete scientific investigation report.
.

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KSSM SCIENCE FORM 2

PERFORMANCE DESCRIPTOR PERFORMANCE DESCRIPTOR
LEVEL LEVEL

 Plan and execute the correct strategy and  Justify the outcome of the scientific investigation
procedure in the scientific investigation. relating to theory, principle and law of science in
the reporting.
 Handle and use the correct material and
apparatus to get an accurate result. 6  Evaluate and suggest way to improve to the
scientific investigation methods and further inquiry
 Collect relevant data and record in a suitable investigation if needed.
format.
 Discuss on the validity of the data and suggest
4  Organise the data in the numerical form or visual way to improve the method of collecting data.
with no error.
The General Statement for Scientific Investigation for Scientific
 Interpret the data dan make an accurate Attitude and Noble Values is shown in Table 12.
conclusion based on the aim of the scientific
investigation. Table 12: Rubric for Scientific Attitude and Noble Values

 Write a complete report on the scientific
investigation.

 Carry out the scientific investigation and write a PERFORMANCE DESCRIPTOR
complete report. LEVEL
Pupil is notable to:
 Collect, organise and present the data in the form 1  state how science is used to solve problems.
of numerical or visual accurately and done well.  state the implication of using science to solve

5  Interpret the data and make conclusion accurately problem or certain issues.
with scientific reasoning.  use science language to communicate
 document the source of information used.
 Identify the trend, pola and making connection
with the data.

Pupil is less able to:
 state how science is used to solve problems.
2  state the implication of using science to solve

problem or certain issues.
 use science language to communicate
 document the source of information used.

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KSSM SCIENCE FORM 2

PERFORMANCE DESCRIPTOR PERFORMANCE DESCRIPTOR
LEVEL LEVEL
Pupil is able to: Pupil is able to:
3  state how science is used to solve problems. 6  Conclude how science is used to solve
 state the implication of using science to solve
4 problems or certain issues.
problem or certain issues.  discuss and analyse the implication of using
5  use limited science language to
science to solve problem or certain issues.
communicate  Always use the correct science language to
 document a few sources of information used.
communicate clearly and accurately.
Pupil is able to:  document all the sources of information.
 determine how science is used to solve  become a role model to other pupil.

problems or certain issues. OVERALL PERFORMANCE LEVEL
 determine the implication of using science to
Overall performance level must be determined to give a value of
solve problem or certain issues. performance level to pupil at the end of the school session. This
 always use sufficient science language to overall performance level includes content, scientific skills, scientific
value and noble value. Thus, teacher needs to evaluate pupil
communicate. collectively and holistically through all aspect during learning
 document parts of the sources of information process continuously by various method such as achievement in
topical test, observation, exercise, presentation, response verbally
used. from the pupil and group work. Teacher can make professional
consideration to evaluate overall performance level based on
Pupil is able to: teacher experience with pupil, intelligence and discussing with other
 Conclude how science is used to solve teacher.

problems or certain issues.
 conclude the implication of using science to

solve problem or certain issues.
 always use good science language to

communicate.
 document most the sources of information

used.

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KSSM SCIENCE FORM 2

ORGANISATION OF SCIENCE CURRICULUM STANDARD scope and scientifc skills as well as the thinking skills that demands
the pupils’ need to do science for them to acquire the intended
The content for the Science Curriculum Standard Form 1 to Form 5 scientific concept. Generally, the learning standard is arranged
is built based on the four discipline of science that is Biology, accordingly through the hierachyfrom simple to complex, however
Chemistry, Physics and Earth Science. All four discipline are the sequence of the Learning Standardcould be modified to cater to
arranged into five themes that are Scientific Methodology, the need of learning. The Content Standard for the afective domain
Maintenance and Continuity of Life, Exploration of Elements in is normally written at the end of the cognitive domain of that
Nature, Energy and Sustainabilty of Life and Exploration of Earth particular Content Standard, howevernot all Content Standard
and Outer Space. However, in every learning year it need not cognitive domain will end with the afective domain.
consist of all five themes.
The pupil’s development is prescribed with one or more qualifier
Every theme is divided into a few learning areas. using a word or a phrase that signify a standard in the form of
learning outcome. The teaching and learning (t&l) should be
Learning area in every theme is detailed out in the Content planned holistically and integrated to enable a few learning
Standard dan Learning Standard. The Content Standard may have standards be achieved depending on the suitability and needs of
one or more learning standards that had been conceptualized learning. Teachers should scrutinise all learning standards and
based on the learning area. performance standard in the content standard before planning the
teaching and learning activites.
The Content Standard is written according to the hierachy in the
cognitive and afectivedomains. The Content Standard statement is The content standard for the afective domain is indirectly integrated
the general statement consisting of elements of knowledge, when the content standard for the cognitive domain is being carried
scientific skills, thinking skills, scientific attitude and noble value in out. Activities can be varied to achieve one content standard to fulfil
line with the intended learning standard. the need of learning to suit the pupils’s capability and style of
learning.
The learning standard is the learning objective written in the form of
measurable behaviour. The learnng standard comprised of learning

36

KSSM SCIENCE FORM 2

Teachers are encouraged to plan activites that will involve the Table 13: Organisation of the DSKP
active participation of pupils to generate thinking analitically,
critically, innovatively and creatively besides using technology as a CONTENT LEARNING PERFORMANCE
platform to achieve the content standard effectively.The STANDARD STANDARD STANDARD
implementation of teaching and learnng that requires activities,
investigations and experiments that can assist in achieving the Specific statements A predetermined A set of general criteria
learning standards should be carried out to strengthen the pupil’s about what pupils
understanding. should know and criteria or indicator which reflects the levels
can do during the
The Science Curriculum Standard for Secondary Schools focuses schooling period of the quality in of pupils’ achievement
on the achievement of knowledge, skills and values that correspond encompassing the
to the pupil's abilities based on Content Standards, Learning knowledge, skills learning and that they should display
Standards and Performance Standards that are arranged in three and values.
columns as shown in Table 13. achievement that as a sign that certain

can be measured topic has been

for each content mastered by pupils

standard. (indicator of success).

Figure 5 represents the performance standard placed at the end of every
theme in the DSKP.

37

KSSM SCIENCE FORM 2

There is also a Notes column that details out among others:

 the limitation and the scope for the content standard and learning
standard,

 suggested teaching and learning activities.

In preparing the right and relevant activities and the learning
environment to suit the pupils’ abilities and interest, teachers
need to use their creativity and profesional judgement.

The list of suggested activities is not compulsory and teachers
are encouraged to use variety of sources like books and internet
in preparing the teaching and learning activities to fulfil the pupils
abilities and interest.

Figure 5: Performance Standard for Scientific Methodology

38