DSKP SCIENCE YEAR 6

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

SAINS

TAHUN ENAM

( EDISI BAHASA INGGERIS)

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KURIKULUM STANDARD SEKOLAH RENDAH

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

SAINS

TAHUN 6

(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.

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FALSAFAH PENDIDIKAN SAINS NEGARA

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.

Source: MOSTI

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CONTENT iii
RUKUN NEGARA iv
FALSAFAH PENDIDIKAN KEBANGSAAN v
FALSAFAH PENDIDIKAN SAINS NEGARA 1
INTRODUCTION 1
DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 4
AIMS AND OBJECTIVES 5
FOCUS 5
SCIENTIFIC SKILLS 7
SCIENTIFIC ATTITUDES AND NOBLE VALUES 14
ELEMENTS ACROSS THE CURRICULUM 16
SKILLS FOR 21ST CENTURY 17
SKILLS AND VALUE FOR THE 21ST CENTURY 18
STUDENT PROFILE 20
TEACHING AND LEARNING STRATEGIES 22
METHODS OF TEACHING AND LEARNING SCIENCE 25
ASSESSMENT OF TEACHING AND LEARNING 31
ORGANISATION OF THE SCIENCE STANDARD CURRICULUM

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THEME : INTRODUCTION TO SCIENCE 33
1.0 Scientific Skills 50
2.0 Science Room Rules
51
THEME : LIFE SCIENCE 55
3.0 Microorganism 58
4.0 Interactions Among Living Things
5.0 Preservation and Conservation 60
62
THEME : PHYSICAL SCIENCE
6.0 Force 63
7.0 Speed 66

THEME : MATERIAL SCIENCE 68
8.0 Food Preservation 70
9.0 Waste Material
71
THEME : EARTH AND SPACE SCIENCE
10.0 Eclipse
11.0 Constellation

THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE
10.0 . Machine

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INTRODUCTION PREFACE KSSR SCIENCE YEAR 6

As articulated in the National Education Philosophy, education enter fields of science. The Elective Science Subjects offer
in Malaysia is an on-going effort towards developing the options to pupils based on their inclinations, interests and
potential of individuals in a holistic and integrated manner to abilities in the science field to venture into careers specifically
produce individuals who are intellectually, spiritually, in science and technology fields. This group of pupils will
emotionally and physically balanced. The primary and continually contribute to the development of the nation.
secondary school science curriculum standard is developed
with the aim of producing such individuals. This group of pupils will become the human resources in the
field of science and technology that will contribute to the
continuity in the development of the country.

The overall Science Standard Curriculum encompasses three DESIGN OF THE STANDARD-BASED CURRICULUM FOR
core science subjects and four elective science subjects. The PRIMARY SCHOOL
Core Science Subjects are Primary School Science, Lower
Secondary Science, and Upper Secondary Science. The The concept of strands introduced in KSSR, is a form of
Elective Science subjects offered in upper secondary are classification of knowledge, skills and values. This concept
Biology, Chemistry, Physics, and Additional Science. focuses on the development of a physically, emotionally,
The Core Science Subjects for primary and lower secondary spiritually and intellectually balanced human capital. Six
school are designed with emphasis on the knowledge and strands are identified to represent the fields of knowledge,
understanding of science to produce science literate pupils so skills and values that form the basis of development of
as to prepare them for science at higher levels. The Core creative and critical thinking, and innovative individuals
Science subjects in upper secondary school aim to develop (Diagram 1). The strands reflect explicit structuring of
pupils’ science literacy, innovative skills and to equip them to

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discipline of knowledge, skills and values that pupils need to KSSR SCIENCE YEAR 6
acquire. Each strand is interconnected and integrated.
appreciation. Knowledge disciplines that develop the physical
Communication aspects are Physical Education and Health Education.
The communication strand emphasises the integration Creativity, talent and appreciation are nurtured through Visual
process of the language skills in the form of verbal and non- Art Education and Music Education.
verbal during interaction. This strand focuses on language
skills such as listening and speaking, reading and writing, as Humanity
well as the added value of reasoning. Pupils need to master The Humanity strand emphasises on the mastery and practice
these skills to assist them in the process of acquisition of of knowledge about community and the environment locally,
knowledge, skills and values in the other strands. Language nationally and globally as well as the appreciation of the spirit
proficiency prepares pupils to select accurate and systematic of patriotism and unity. History is the knowledge discipline in
language used in social interaction. the Humanity strand introduced at Level II of the primary
The knowledge disciplines within the communication strand school.
include Bahasa Melayu, English Language, Bahasa Cina,
Bahasa Tamil, Bahasa Arab, Bahasa Iban, Bahasa
Kadazandusun and Bahasa Semai.

Physical and Aesthetic Development
The Physical Development and Aesthetic strand emphasises
on physical and health development for personal well-being
and nurturing of imagination, creativity, talent and

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Figure 1: Framework for Curriculum KSPK and KSSR
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KSSR SCIENCE YEAR 6

Personal Development Spiritual, Attitude and Value
The Personal Development strand emphasises the nurturing The Spiritual, Attitude and Value strand emphasises the
of leadership and character building through curricular and learning areas that focus on religious practices, beliefs,
co-curricular activities. Pupils are given the opportunity to attitudes and values. Knowledge disciplines in this strand are
integrate knowledge, skills and values learned in the Islamic Studies for Muslim pupils and Moral Education for
classroom and practise them in co-curricular activities. non-Muslim pupils.
Participation in co-curricular activities such as societies,
uniformed bodies and sports provide opportunities for pupils AIMS
to heighten their potential as leaders to themselves, friends,
family and the community. The aim of Science Standard Curriculum for primary is to
instill interest and develop creativity amongst pupils through
Science and Technology experience and investigation so as to master knowledge in
The Science and Technology strand emphasises the mastery science, scientific skills, thinking skills and, scientific attitudes
of: and values.

 scientific knowledge, skills and scientific attitude OBJECTIVES
 knowledge, skills and values in mathematics
 knowledge and technology-based skills The Level Two Primary School Science Curriculum aims to:
1. Stimulate pupils’ curiosity and develop their interest
Knowledge discipline in Science and Technology Strand are
Science, Mathematics, Design and Technology (DT) and about the world around them.
Information and Communication Technology (ICT). 2. Provide pupils with opportunities to develop scientific

skills as well as critical and creative thinking skills.

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KSSR SCIENCE YEAR 6

3. Enhance pupils’ creativity. SCIENTIFIC SKILLS
4. Provide pupils with an understanding on scientific
Science emphasizes inquiry method and problem solving. In
facts and concepts. inquiry and problem solving processes, scientific and thinking
5. Enables pupils to apply knowledge and skills in a skills need to be utilised. Scientific skills are vital in any
activities involving scientific investigation.
critical, creative and analytical manner for problem Scientific skills encompass science process skills and
solving and decision making. manipulative skills.
6. Instil scientific attitudes and noble values amongst
pupils, thus putting these into practice. Science Process Skills
7. Be aware of the need to care for the environment. Science Process Skills enable pupils to formulate questions
and find out the answers systematically.
FOCUS Descriptions of the science process skills are as the following:

Science Curriculum focuses on thoughtful learning. Observing Using the sense of sight, hearing,
Thoughtful learning is a process of acquisition and mastery of Classifying touch, taste or smell to gather
knowledge and skills that can develop pupils’ minds to the information about objects and
optimum level. Thoughtful learning does not just focus on the phenomena.
content to be taught, but also encompasses pedagogy and
assessment. Thoughtful learning occurs when the inquiry Using observations to group objects or
approach that emphasises scientific skills and thinking skills phenomena according to similar
are integrated. characteristics

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Measuring and Making quantitative observations KSSR SCIENCE YEAR 6
Using Numbers using numbers or tools with standard
units or tools standardised with Interpreting Data Giving rational explanations about an
reference units. object, event or pattern derived from
collected data.

Making Making initial conclusions that are Defining Defining concepts by describing what
Inferences reasonable, that may be true or false Operationally must be done and what should be
to explain events or observations. observed.

Predicting Making forecast about events based Controlling Identifying manipulated variables,
on observations and previous Variables responding variables and fixed
experiences or collected data. variables. In an investigation, a variable
is manipulated to observe its
Communicating Accepting, choosing, arranging, and relationship with the responding
presenting information or ideas in the variable. At the same time, the other
form of writing, verbal, tables, graphs, variables are kept the same.
figures or models.
Making Making a general statement about the
Hypothesis relationship between the variables that is
assumed to be true to explain an
Using Space- Describing changes in parameters observation or event. The statement can
Time such as location, direction, shape, be tested to determine its validity.
Relationship size, volume, weight and mass with
time.

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KSSR SCIENCE YEAR 6

Experimenting Planning and conducting an investigation SCIENTIFIC ATTITUDES AND NOBLE VALUES
to test a hypothesis, collecting and
interpreting data until a conclusion can be Learning experiences science can foster positive attitudes
obtained. and values in pupils. Positive attitudes and values fostered in
the teaching of science in schools include scientific attitudes
Manipulative Skills and noble values as the following:

In a scientific investigation, manipulative skills are  Having an interest and curiosity towards the
psychomotor skills that enable pupils to: environment.
 Use and handle science apparatus and substances
 Being honest and accurate in recording and validating
correctly. data.
 Store science apparatus and substances correctly and
 Being diligent and persevere when carrying out a task.
safely.  Being responsible about the safety of oneself, others
 Clean science apparatus correctly
 Handle specimens correctly and carefully. and the environment.
 Sketch specimens, apparatus and substances accurately  Realising that science is a means to understand

nature.
 Appreciating and practising clean and healthy living.
 Appreciating the balance of nature.
 Being respectful and well-mannered.
 Appreciating the contribution of science and

technology.
 Being thankful to God.

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KSSR SCIENCE YEAR 6

 Having critical and analytical thinking. scientific attitudes and noble values in teaching and learning
 Being flexible and open-minded. need to be integrated continuously. For example, during
 Being kind-hearted and caring. science practical work, the teacher should remind pupils the
 Being objective importance of being careful, thorough, cooperative, honest
 Being systematic and persevere when carrying out experiments.
 Being cooperative Proper planning is required to optimize the inculcation of
 Being fair and just. scientific attitudes and noble values. Teachers are
 Dare to try encouraged to go through all learning standards related to the
 Thinking rationally content standard including the learning standard about the
 Being confident and independent inculcation of scientific attitudes and noble values before
starting a lesson in the particular learning area.
The inculcation of scientific attitudes and noble values
generally occurs through the following stages: Critical Thinking Skills
A brief description of each critical thinking skill is as the
 Be aware and understand the importance and the following:
need of scientific attitudes and noble values.
Attributing Identifying characteristics, features,
 Giving attention and response. qualities and elements of a concept or
 Internalising and practising. an object.
 Inculcate scientific attitudes and noble values in life.

In this curriculum standard, learning standard for the affective
domain is written explicitly where appropriate. However,

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Comparing and Finding similarities and differences Analysing KSSR SCIENCE YEAR 6
Contrasting based on criteria such as
characteristics, features, qualities and Processing information in detail by
elements of objects or events. breaking it down into smaller parts to
understand concepts or events as well
as to find the implicit meanings.

Grouping and Separating and grouping objects or Detecting Bias Detecting views or opinions that have
Classifying phenomena into groups based on Evaluating the tendency to support or oppose
certain criteria such as common something.
characteristics or features. Making consideration on the good and
bad qualities of something based on
valid evidences or propositions.

Sequencing Arranging objects and information in
order based on the quality or quantity
of common characteristics or features Making Making a statement about the outcome
such as size, time, shape or number. Conclusions of an investigation based on a
hypothesis or strengthening something
based on an investigation.

Prioritising Arranging objects or information in
order based on their importance or
urgency.

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Creative Thinking Skills Visualising KSSR SCIENCE YEAR 6
A brief description of each creative thinking skill is as the
following: Forming perception or making mental
images about a particular idea,
concept, situation or vision.

Generating Ideas Producing ideas related to something. Synthesising Combining separate elements to
produce an overall picture in the form
Relating Making connections in certain of writing, drawing or artefact.
situations or events to find a structure
or pattern of relationship. Making Making a general statement about the
Hypotheses relationship between the variables
that is assumed to be true to explain
Making Making initial conclusions that are an observation or event. The
Inferences reasonable, that may be true or false statement can be tested to determine
to explain events or observations. its validity.
Predicting
Making forecast about events based
on observations and previous Making Forming an understanding about a
experiences or collected data. Analogies complex or abstract concept by
relating it to simple or concrete
Making Making a general statement about concepts with similar characteristics.
Generalisations certain matter from a group of
observations on samples or some
information from that group.

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Inventing Producing something new or KSSR SCIENCE YEAR 6
modifying something already in
existence to overcome problems in a Besides thinking skills and thinking strategies, another skill
systematic manner. emphasised is reasoning. Reasoning is a skill used in making
logical, rational, fair and just consideration. Mastery of critical
Thinking Strategies and creative thinking skills and thinking strategies is made
Description of each thinking strategy is as the following: easier if an individual is able to provide reasoning in inductive
and deductive manner. Figure 2 gives an overall picture of the
Conceptualising Making generalisations towards thinking skills and thinking strategies (TSTS).
building of meaning, concept or
model based on inter-related specific Thinking Skills
common characteristics.
Critical Creative
Making Selecting the best solution from
Decisions several alternatives based on  Attributing  Generating ideas
specific criteria to achieve the  Comparing and  Relating
intended aims. Reasoning  Making inferences
contrasting  Predicting
 Grouping and  Making hypothesis
 Synthesising
classifying  Making
 Sequencing
 Prioritising generalisations
 Analysing  Visualising
 Detecting bias  Making analogies
 Evaluating  Inventing
Making conclusions

Problem Finding the right solutions in a Thinking Strategies
Solving systematic manner for situations that
are uncertain or challenging or  Conceptualising
unanticipated difficulties.  Making decisions
 Problem solving

Figure 2: TSTS Model in Science
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KSSR SCIENCE YEAR 6

Mastery of TSTS through the teaching and learning of science critical, creative, analytical and systematic thinking. Mastery of
can be developed through the following stages: Science Process Skills together with knowledge and suitable
attitudes ensure pupils to think effectively.
1. Introducing TSTS. The mastery of Science Process Skills requires pupils to
2. Practising TSTS with teacher’s guidance. master the relevant thinking skills. The main thinking skills that
3. Practising TSTS without teacher’s guidance. are related to each science process skill are as the following:

4. Applying TSTS in new situations and developed with Science Process Skills Thinking Skills
teacher’s guidance. Observing Attributing
Comparing and contrasting
5. Applying TSTS together with other skills to accomplish Relating

thinking tasks.

6.

Further information about the stages on the implementation of Classifying Attributing
TSTS can be referred to the guidebook “Buku Panduan Comparing and contrasting
Grouping and classifying
Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam

Pengajaran dan Pembelajaran Sains (Curriculum
Development Centre, 1999)”.
Measuring and Using Relating
Relationship between Thinking Skills and Science Numbers Comparing and contrasting
Process Skills
Science Process Skills are skills that are required in the Making Inferences Relating
process of finding solutions to a problem or making decisions Comparing and contrasting
in a systematic manner. It is a mental process that promotes Analysing

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KSSR SCIENCE YEAR 6

Science Process Skills Thinking Skills Science Process Skills Thinking Skills
Predicting Making Inferences Making hypothesis Relating
Relating Analysing
Visualising Attributing
Relating
Using Space-Time Sequencing Comparing and contrasting
Relationship Prioritising Generating ideas
Making hypothesis
Interpreting data Comparing and contrasting Predicting
Analysing Synthesising
Detecting bias
Making conclusions Experimenting All thinking skills
Making Generalisations
Evaluating Communicating All thinking skills

Defining operationally Relating
Making analogies
Visualising Teaching and Learning Based on Thinking Skills and
Analysing Scientific Skills
This Science Curriculum Standard emphasises thoughtful
Controlling variables Attributing learning based on thinking skills and scientific skills. In this
Comparing and contrasting curriculum, the intended learning standard is written by
integrating acquisition of knowledge with mastery of thinking

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skills and scientific skills. Thus in teaching and learning, KSSR SCIENCE YEAR 6
teachers need to integrate mastery of skills together with
acquisition of knowledge and the inculcation of scientific implementation. The following is a description about the new
attitudes and noble values. elements of EMK in KSSR:

ELEMENTS ACROSS THE CURRICULUM Creativity and Innovation
Creativity and Innovation are two related items.
The Elements across the Curriculum (EMK) is a value-added Generally, creativity refers to the act of generating new ideas,
element applied in the teaching and learning process other approaches and new actions. Innovation on the other hand, is
than those specified in the Content Standard. The integration the process of generating new ideas and applying creative
of these elements is aimed at strengthening the human capital ideas in certain contexts.
skills and competency as well as intended to prepare pupils
for the challenges of the present and the future. The elements The element of creativity and innovation is an element that is
across the curriculum in KBSR i.e. language, science and stressed upon in KSSR to prepare students to handle 21st
technology, environmental sustainability, values and century challenges. Creativity and innovation in students need
patriotism are still relevant to be used in KSSR. to be inculcated and developed to optimum levels so that they
are capable of generating ideas and inventions that are of
quality that become practices and cultures in the lives of
Malaysian citizens in the future.

The new elements of EMK, namely creativity and innovation, To reach this aim, the writing of the learning standard for the
entrepreneurship, as well as ICT are identified as a subject of Science that is related to inculcating creativity and
complementary effort to enhance the quality of KSSR innovation is stated clearly. However, teachers are also
encouraged to instil elements of creativity and innovation in

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any topic deemed suitable if these elements are not stated KSSR SCIENCE YEAR 6
clearly. Teachers should prepare activities that increase
interest and creativity and students should be equipped with All characteristics and practices are implemented according to
knowledge, skills and tools that will enable them to develop primary school children’s abilities.
creativity and inculcate attitudes and personalities of creative
individuals. Information and Communication Technology
Technology is an effective method to strengthen the learning
Entrepreneurship of science. The use of technology like television, radio,
In the New Economic Model, among the characteristics of computer, computer internet software, course software, and
Malaysia in 2020 is innovation and entrepreneurship. The computer interface makes the learning of science more
instilling of the element of entrepreneurship in KSSR is aimed interesting and effective. Animation and computer simulations
at forming the characteristics and practices of are a useful method to learn a difficult and abstract concept
entrepreneurship until it becomes a culture among students. and can be presented in the form of course software or
Entrepreneurship characteristics can be formed by: website.

 Practicing entrepreneurship The element of Information and Communication Technology is
 Applying entrepreneurship thinking one of the elements added to KSSR. There are three
 Applying knowledge and business management skills approaches in using Information and Communication
 Formulating concepts, processes or products of Technology in KSSR:

entrepreneurship  Learning about ICT
 Practice moral values and good ethics in  Learning through ICT
 Learning with ICT
entrepreneurship

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KSSR SCIENCE YEAR 6

Teachers must ensure that EMK are integrated effectively in SKILLS FOR 21ST CENTURY
the teaching and learning process in order to produce
individuals as intended in the National Education Philosophy. Higher Order Thinking Skills (HOTS)
The relationship between EMK and the development of a
balanced individual is illustrated in Diagram 3. The national curriculum aims to produce pupils who are well

balanced, resilient, curious, principled, well informed, and

patriotic and posses thinking and communication skills and

LANGUAGE able to work in teams. The 21st century skills are in line with

Entrepreneurship the six aspirations as outlined in the Malaysia Education

Blueprint. The six aspirations are leadership skills, bilingual

BALANCED INDIVIDUAL proficiency, ethics and spirituality, social identity, knowledge
Critical Creative and
Innovation Thinking SCIENCE AND and thinking skills intended to be acquired by every pupil to
TECHNOLOGY
VALUES

Creativity and Information and enable them to compete globally.
Innovation Communication

Technology

Diagram 3: EMK in the development of a Balanced Thinking skills have been emphasized in the curriculum since
individual 1994 to introduce Creative and Critical Thinking Skills (KBKK).
KBKK emphasises on thinking from the low to the higher level.
Starting from 2011, the Primary School Curriculum Standard
(KSSR) has placed emphasis on Higher Order Thinking Skills
(HOTS).

PATRIOTISM ENVIRONMENTAL Higher order thinking skills is the ability to apply knowledge,
SUSTAINABILITY skills and values for reasoning and reflecting in solving

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KSSR SCIENCE YEAR 6

problems, making decisions, to innovate and to create. HOTs questioning, inside and outside the classroom to encourage
refer to the skills of applying, analysing, evaluating and pupils to think. Pupils are accountable to their own learning.
creating as shown in Table 1.
SKILLS AND VALUE FOR THE 21st CENTURY
Table 1: Description of HOTs
A student must be equipped with skills, knowledge and values
HOTs Description to excel in life and career in the 21st century. The Ministry of
Education Malaysia (MOE) has identified skills and values that
Using knowledge, skills and values to take each pupil needs to have to face the 21st century. Skills and
Applying values consist of 3 aspects:

actions in different situations. Thinking skills: Prepares pupils to face life and current
working environment which is becoming more challenging.
Breaking down information into smaller parts to The skills are:
Analizing enhance understanding and make relationship

between the parts.
Using knowledge, experience, skills and values
Evaluating to consider, make decisions and give
justifications.

Producing ideas, products or methods creatively  Creative
Creating  Critical
 Reasoning
and innovatively.  Innovative
 Problem solving
HOTS can be applied in the classroom through activities in  Decision making
the form of inquiry, solving problems and projects. Teachers
and pupils need to use the thinking tools such as thinking
maps, mind maps, and Thinking Hats and high level

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KSSR SCIENCE YEAR 6

Career and Life Skills: Crucial than thinking skills and  Responsibility
knowledge. Pupils develop career and life skills to face a  Unity
complex life and current working environment which is
becoming more challenging. These are: STUDENT PROFILE

 Communication Skills The critical factor that contributes towards social growth,
 Information and Communication Technology culture and economy of a country is the development of
 Cooperation innovative and highly skilled human capitals. Hence; each
 Entrepreneurship pupil must be physically, emotionally, spiritually and
 Leadership intellectually balanced as stated in the National Education
 Lifelong learning Philosophy.
 Flexibility To compete at a global stage, MOE has outlined 10 Student
 Ability to Adapt Profiles which are characterised as below:
 Initiative and Self-direction

Values: Guideline for pupils to become individuals with noble Balanced: Physically, emotionally, spiritually and
character, capable of making decisions and act responsibly intellectually balanced to achieve personal
towards family, society and country which encompass: satisfaction, show empathy, compassion,
and respect for others. Able to contribute
 Spirituality towards a harmonious family, community
 Humanity and country
 Patriotism
 Integrity

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Resilient: Able to face and overcome difficulties, KSSR SCIENCE YEAR 6
overcome challenges with wisdom,
confidence, tolerance and empathy. respecting and appreciating the
contributions given by team members.
Thinker: Able to think critically, creatively and Become better leader and team mate by
innovatively; handle complex problems obtaining interpersonal skills through
and make ethical decisions. Think about Curious: collaborative activities.
learning and themselves as pupils. Principled:
Generate questions and are open to Develop natural curiosity to explore
perspective, values and individual and strategies and new ideas. Learn skills that
societal traditions. Confident and creative are needed to carry out inquiry and
in handling new learning fields. research, as well as practice independent
learning. Enjoy continuous lifelong
Skilled in Able to voice out and express their learning experiences.

communication: thoughts, ideas and information with Honest and have integrity, equality, fair
and respect the dignity of individuals,
confidence and creatively in verbal form group and community. Responsible for
their actions, consequences and
and in writing, using various media and decisions.

technology.

Teamwork: Work effectively and harmoniously with
others. Take on responsibility while

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Informative: Knowledgeable and form wide KSSR SCIENCE YEAR 6
understanding which is balanced across
Caring/ various disciplines. Explore knowledge on activating pupils’ critical and creative thinking skills and not be
Concern local and global issues effectively and confined to routine method. Pupils should be made aware of
Patriotism efficiently. Understand ethical issues/laws the thinking skills and thinking strategies that are being used
related to the information gained. in their learning. They should be challenged with higher order
questions and problems and be required to solve problems
Show empathy, compassion and respect creatively and critically. Pupils should be actively involved in
towards needs and feelings of others. the teaching and learning that integrate the acquisition of
Committed to serve the society and knowledge, mastery of skills and inculcation of scientific
ensure sustainability of nature. attitudes and noble values. Thoughtful learning can take place
Portray love, support and respect towards through various learning approaches such as inquiry,
the country. constructivism, science, technology and society, contextual
learning and mastery learning.

Approaches to Teaching and Learning Science

TEACHING AND LEARNING STRATEGIES Inquiry-Discovery Approach
Inquiry-discovery approach emphasises learning through
Teaching and learning strategies in the science curriculum experiences. Inquiry generally means to find information, to
emphasise on thoughtful learning. Thoughtful learning is a question and to investigate a phenomenon. Discovery is the
process that helps pupils acquire knowledge and master skills main characteristic of inquiry. Learning through discovery
that will help them develop their minds to the optimum level. occurs when the main concepts and principles of science are
Learning activities should therefore be geared towards investigated and discovered by pupils themselves. Through

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activities such as experiments, pupils investigate a KSSR SCIENCE YEAR 6
phenomenon and draw conclusions by themselves. Teachers
then lead pupils to understand the science concepts through  Pupils have the opportunities to cooperate, share
the results of the inquiry. Thinking skills and scientific skills ideas and experiences and reflect on their learning.
are thus developed further during the inquiry process.
However, the inquiry-discovery approach may not be suitable Science, Technology and Society approach
for all teaching and learning situations. Sometimes, it may be Meaningful learning occurs if pupils can relate what they have
more appropriate for teachers to present concepts and learnt with their daily life. Meaningful learning happens to
principles directly or through guided inquiry-discovery to various approaches such as contextual learning and the
pupils. science, technology and society (STS) approach. The theme
and objective of learning that is based on STS is reflected in
Constructivism this standard curriculum. The STS approach recommends that
Constructivism is an ideology that suggests pupils learn by the learning of science is done through investigation and
building their own understanding that is meaningful to them. discussions based on science, technology and society issues.
The important attributes of constructivism are: Science and technology knowledge can be learnt together
with the application of science and technology and their
implications on the society.

 Teachers considered pupils prior knowledge. Meaningful learning occurs if pupils can relate their learning
 Learning is the result from pupil’s own effort. with their every day experiences. Meaningful learning can
take place in learning approaches such as contextual learning
 Learning occurs when pupils restructure their and Science, Technology and Society (STS). Learning
existing ideas by relating new ideas to old ones. themes and learning objectives that carry elements of STS
are incorporated into the curriculum. STS approach suggests

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KSSR SCIENCE YEAR 6

that science learning takes place through investigation and METHODS OF TEACHING AND LEARNING SCIENCE
discussion based on science, technology and society issues.
Knowledge of science and technology can be learnt with the Teaching and learning approaches can be implemented
application of science and technology and their impact on through various methods such as experiments, discussions,
society. simulations, projects, the usage of external resources, future
research and problem solving. In this curriculum standard,
Contextual Learning suggestions for these teaching and learning methods are not
Contextual learning is an approach that associates learning explicitly stated. This is to enable teachers to use their own
with pupil’s every day life. This approach involves creativity in teaching and pupils to acquire the intended
investigative learning as in the inquiry-discovery approach. In knowledge, skills, attitudes and values.
contextual learning, the relationship between knowledge The teaching and learning method determined should be
taught and every day life is explicitly demonstrated. In this based on the contents of the curriculum standard, pupils’
context, pupils not only learn in theory but learn to appreciate abilities and pupils’ repertoire of intelligences and the
the relevance of science in their lives. availability of resources and infrastructure. Besides the role of
presenting information and subject matter expert, teachers
Mastery learning also act as facilitators in teaching and learning. Teachers
Mastery learning is an approach that ensures all pupils to should be attentive to the various repertoires of intelligences
acquire and master the intended learning objectives. This among pupils. Different methods and activities should be
approach is based on the principle that pupils are able to planned to cater to pupils with multiple intelligences.
learn if given the opportunities. Pupils should be allowed to The following are brief descriptions of some teaching and
learn at their own pace, with the incorporation of remedial and learning methods.
enrichment activities as part of the teaching-learning process.

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KSSR SCIENCE YEAR 6

Experiment  Writing the report
An experiment is a method commonly used in science
lessons. Pupils test hypotheses through investigations to In this standard curriculum, it is suggested that, besides
discover specific science concepts and principles. Scientific guiding pupils to carry out experiments, pupils are given the
methods are used when conducting an experiment involving opportunity to design experiments, which involves drafting
thinking skills, science process skills, and manipulative skills. their own experimental method, the data that can be
In general, procedures to follow when conducting an measured, how to analyse data and how to present the
experiment are: results of their experiments. These activities can be done
individually or in small groups.
 Identifying a problem
 Making a hypotheses Discussion
 Planning the experiment A discussion is an activity in which pupils question and
present their opinions based on arguments or valid reasons.
- Controlling variables During discussions, pupils must have an open mind to accept
- Determining equipment and materials needed others’ opinions. The teacher should play the role of a
- Determining the procedures of the experiment facilitator by asking questions that lead pupils towards the
- Determining the method of data collection topic discussed. Discussions can be conducted during and
- Determining the method of data analysis after experiments, projects, data collection and interpretation
 Conducting the experiment activities, simulations using external resources, problem
 Collecting data solving etc.
 Analysing data
 Interpreting data
 Making a conclusion

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KSSR SCIENCE YEAR 6

Simulation Visits and Use of External Resources
Simulation is an activity that resembles the actual situation. Learning science through visits to zoos, museums, science
Simulations can be carried out through role-play, games or centers, research institutes, mangroves swamps and factories
use of model. In role-play, pupils act out a particular role can make learning more effective, enjoyable and meaningful.
spontaneously based on a certain pre-determined conditions. Learning through visits can be optimised by careful planning
Games require procedures that need to be followed. Pupils whereby pupils have to carry out or perform tasks during the
play games in order to learn a particular principle or to visit. Discussion after the visit should be held to conclude the
understand the process of decision-making. Models are used activities carried out.
to represent objects or real situations. Pupils will be able to
visualize the real situation, thus understanding the concepts Future Research
and principles learned. Pupils use critical and creative thinking to explore changes
from the past to the future. This pedagogy is pupils-centered
Project and integrates various fields. Noble values such as
A project is an activity carried out individually or in groups to responsibility and cooperation are cultivated through this
achieve a certain goal that takes a long time and exceeds method.
formal teaching hours. Pupils are required to identify methods
to solve the problem given and thus plan the entire Problem Solving
project.The outcome of the project either in the form of a Problem solving is a method that involves pupils actively
report, an artefact or in other forms needs to be presented. 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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KSSR SCIENCE YEAR 6

 Identify and understand a problem ASSESSMENT OF TEACHING AND LEARNING
 Explain the problem
 Finding alternative solutions Assessment is an element in the learning process that
 Carry out operations to solve the problem encompasses describing, collecting, recording, scoring, and
 Evaluate solutions interpreting information about pupils’ learning for a particular
purpose. Therefore assessment is a process of getting
Use of Technology information and making evaluation of pupils’ achievement.
Technology is an effective tool for enhancing the learning of
science. Through the use of technology such as the Assessment is a yardstick to assess pupils’ achievement in
television, radio, video, computer, internet, computer software, obtaining knowledge, skills and ethics besides assessing the
courseware and computer interfaces make the teaching and activities carried out during T&L. Assessment supports pupils’
learning of science more interesting and effective. Animation learning and provides valuable feedback to stakeholders such
and computer simulation is an effective tool for learning of as administrators, teachers, pupils and parents/guardians
difficult and abstract science concepts and can be presented about pupils’ progress and achievement. The feedback is
in the form of courseware or website. used to enhance the quality of T&L.

T&L assessment is more inclined to be formative and
prioritises the 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
immediately so that it is not accumulated. The teachers will be

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KSSR SCIENCE YEAR 6

able to identify pupils’ weaknesses and do follow up. The type T&L ASSESSMENT
and needs of T&L assessment is illustrated in Figure 4 below.
Purpose:
Who should conduct the assessment?  Monitoring pupils achievement
 Feedback on the teaching and learning

The task of assessing is not only limited to teachers. Formative: Sumative:
Assessment can also be carried out by peers, pupils  Assessment during T&L  Assessment after T&L
themselves and their parents/ guardians. Parents/guardians  Product
may assess the achievement of their children, guided by  Process and product
assignment instructions or checklists. Therefore
parents/guardians are directly involved in monitoring the WHY ASSESSMENT IS NEEDED?
learning progress of their children.
TEACHER PUPILS PARENTS ADMINISTRATOR
How is the assessment done?
 Monitor progress Identify self Know the Manage the
T&L assessment can be carried out according to the  Pupils strength and strength & assessment
proposed steps as shown in Figure 5. weaknesses weaknesses of administration
achievement the child
 Pupils  Make a  Plan the
learning  Helping learning
development reflection overcome activities to
 Mastery of the child’s increace
 Be more weaknesses pupils;
knowledge, skills responsible achievemnent
and values  Encourage
 Evaluate T&L  Learn on the children
methods their own according to
their interest
 Upgrades T&L
 Plan follow up  Helping and
 Handle pupils supporting
the school in
weaknesses related
activities

Figure 4: Types and Needs of Evaluation
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PLANNING KSSR SCIENCE YEAR 6
 Determine learning standard and instrumen
Assessment can be done using various methods according to
PLANNING the determined leaning objectives. Figure 6 shows few
 Determine learning standard and instrumen examples of assessment methods in T&L.

EXECUTE THE ASSESSMENT Observing Test
 Observing/Verbal/Written  Suitable to  Can be tested

access the using written,
skills, attitudes sketching, verbal
and values form and language

RECORDING Verbally Performance Checklist
 Use to evaluates  Record of
ANALYSE THE INFROMATION ASSESSMENT
the skills of METHODS pupils
communication, achievement
self confident & development
knowlegde

REPORT
(if necessary)

Follow up YES NO Follow up

 Reinforcement MASTER THE  Remedial Essay Folio
 Enrichment TAUGHT  Allow pupils to  Compilation of

TOPIC show the skills pupils’ work
of choosing, individually or
YES compile and group work
delivered the
content

PROCEED TO THE NEW TOPIC Figure 6: Methods of Assessment

Figure 5: T&L Assessment Flowchart 27

KSSR SCIENCE YEAR 6

Performance Standard Table 2: Standard Terms of Performance

Performance Standard is a statement of pupils’ learning PERFORMANCE STANDARD
development level measured based on the standard and it LEVEL
indicates the position of pupils’ progress in their learning
development. Developments in the Standard are divided into 1 Know
two; i.e. horizontal development (construct) and vertical
development (level of achievement). Pupils’ developments are 2 Know and Understand
explained with one or more qualifiers using correct words or
phrases to describe the Standard in the form of learning 3 Know, Understand and Can Do
outcomes. Performance Standard is developed as a guide for
the teachers to improve School Assessment (SA) in line with Know, Understand and Can Do with Good
Standard Reference of Assessment. Achievement Level is 4
arranged in a hierarchy to be used as a benchmark in the
individual report. Attitude
Know, Understand and Can Do with Good
5
Attitude and Laudable
Know, Understand and Can Do with
6 Excellent Attitude, Laudable and
Exemplary

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Table 3: General Interpretation of Achievement Level KSSR SCIENCE YEAR 6

PERFORMANCE INTERPRETATION challenges of everyday life, communicate
LEVEL to obtain and convey information using
proper and polite sentences and be an
Pupil knows the basics or can perform exemplary pupil.
1

basic skills or can respond to the basics.

Pupil shows their understanding by

changing type of communication or Interpretation of Achievement Level for Primary Science
2 Assessment conducted comprises of knowledge, skills,
scientific attitudes and moral values. Assessment of
translates and can explain what they have knowledge and skills are stated in the Performance Standard
related to Content Standard.
learned.

Pupil uses knowledge to perform a skill in
3

a particular situation.

Pupil performs particular skill with proper

4 attitude by following procedure or being Table 4: General Interpretation of Achievement Level for
Primary Science
systematic.

Pupil performs particular skilling a new PERFORMANCE INTERPRETATION
LEVEL
situation by following procedure or being
5 Know the basic knowledge and skills in
1
systematic, persistent with positive
science
attitude.

Pupil can express their creative and Understand the science knowledge and

6 innovative ideas, has the ability to make 2 skills and can explain the understanding in

decisions to adapt to requirements and any way.

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KSSR SCIENCE YEAR 6

3 Apply knowledge and scientific skills in Table 5: Value Interpretation of Achievement Level for

completing the task in a situation Primary Science

Analyzing knowledge and scientific skills PERFORMANCE INTERPRETATION

4 to be applied in completing the task in a LEVEL

situation systematically 1 Interest
Analyze and synthesize knowledge and
scientific skills to be applied in completing 2 Interest and curious
5 Interests, curious, honest and accurate in
the task or in a new situation persistently,
systematically and with positive attitude 3
Analyze and synthesize knowledge and recording data.
scientific skills to be applied creatively and Interest, curious, honest and accurate in
6 innovatively in creating, evaluating or
conceptualising something new in 4
completing a task recording data, brave and systematic.
Interest, curious, honest and accurate in
recording data, brave and systematic,

5
cooperates, diligent and perseverance in
completing task.

Interest, curious, honest and accurate in

recording data, brave and systematic,

6 cooperates, diligent and perseverance in

completing task, responsible for oneself,

friends, and environment and courteous.

30

ORGANISATION OF THE SCIENCE STANDARD KSSR SCIENCE YEAR 6
CURRICULUM
The Learning Standard is a tangible learning objective. It
The Science Standard Curriculum for Year 1 to Year 6 has six comprises the scope of learning with scientific skills and
themes; Introduction to Science, Life Science, Physical thinking skills that require the students to master the intended
Science, Science of Matter, Science of the Earth and The science concepts. Generally, the Learning Standard is
Universe as well as Technology and Sustainability. However, ordered according to level of difficulty. However, the Learning
these themes are not present in every year of study. Standard can be modified accordingly. The Content Standard
for the affective domain is written at the end of the relevant
Introduction to Science, Life Science, Physical Science, cognitive domain. However not all cognitive domains are
Material Science, The Earth and The Universe and followed by affective domains.
Technology and Sustainability are elaborated according to the
Content Standard and Learning Standard. The Content Performance Standard is a statement of the level of pupils’
Standard has at least one or more Learning Standards that learning development measured with Standard Content and
are conceptualised based on determined fields of study. The Learning Standards well as to indicate the position of pupils’
Content Standards are written according to hierarchy in progress in the learning development.
cognitive and affective domains. The Content Standard is a Pupils’ developments are explained with one or more
general statement that contains elements of knowledge, qualifiers using correct words or phrases to describe the
scientific skills, thinking skills, scientific attitudes and noble Standards in the form of learning outcomes. Performance
values in line with the desired Learning Standard. Standard is developed as a guide for the teachers to
implement School Assessment (SA) in line with Standard
Reference of Assessment.

31

The teaching and learning process should be planned KSSR SCIENCE YEAR 6
holistically and integrally to allow several Learning Standards For Level Two, Science is a single subject and the time
to be achieved. Teachers should analyse all the Learning allocated is 120 minutes per week.
Standards and Content Standards before planning teaching
and learning activities. The activities can be varied to achieve For Level Two, Science is a single subject and the time
the Content Standard to fulfil leaning objectives. Teachers are allocated is 120 minutes per week.
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 introduces to Level One pupils. This module is
a combination of Sciencc elements, Design & Technology and
Informaion & Communication Technology. Time allocated for
the subject is 60 minutes per week.

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KSSR SCIENCE YEAR 6

INTRODUCTION TO SCIENCE
1.0 SCIENCE PROCESS SKILLS

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

1.1 Science Pupils will be able to: 1 State all the senses involved in
Process Skills 1.1.1 Observe 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.

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KSSR SCIENCE YEAR 6

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 sys-
tematically to make qualitative and
quantitative observations to describe
the phenomena or changes that
occur.
* Use appropriate tools where nec-
essary to assist in making observa-
tions.

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KSSR SCIENCE YEAR 6

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
Pupils will be able to: LEVEL
1.1.2 Classify
1 State the characteristics of objects
by 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 6

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.

36

KSSR SCIENCE YEAR 6

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

1.1.3 Pupils will be able to: 1 State more than one appropriate tool
Measure and use numbers to measure a quantity.

2 Describe the tools and appropriate
ways to measure a 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 rec-
ord 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.

37

KSSR SCIENCE YEAR 6

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
Pupils will be able to: LEVEL
1.1.4 Make inference
1 State a reasonable interpretation
of an event or observation.

2 Describe more than one reasona-
ble interpretation of an event or
observation.

3 Draw a reasonable initial
conclusion based on interpreta-
tions of an event or observation.

4 Draw a reasonable initial
conclusion of an event or
observation by using gathered
information.

5 Draw more than one reasonable
initial conclusion of an event or
observation by using gathered
information.

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KSSR SCIENCE YEAR 6

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE
LEVEL
DESCRIPTOR

6 Draw more than one reasonable
initial conclusion of an event or
observation by using gathered
information and able to explain the
initial conclusion drawn.

39

KSSR SCIENCE YEAR 6

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
Pupils will be able to: 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 ex-
perience or data.

6  Make predictions of an event
based on observations, past
experience or data.

 Predict using interpolation or
extrapolation of data.

40