DSKP SCIENCE YEAR 4

BA

Sains

Tahun 4
bBAA

(EDISI BAHASA INGGERIS)

i



Sains

Tahun 4

(Edisi Bahasa Inggeris)
Bahagian Pembangunan Kurikulum

APRIL 2018

Terbitan 2018

© Kementerian Pendidikan Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa
juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat
kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9,
Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

CONTENT v
Rukun Negara........................................................................................................................................................... vi
Falsafah Pendidikan Kebangsaan............................................................................................................................ vii
Definisi Kurikulum Kebangsaan................................................................................................................................ viii
Falsafah Pendidikan Sains Kebangsaan.................................................................................................................. ix
Kata Pengantar......................................................................................................................................................... 1
Introduction............................................................................................................................................................... 2
Aims.......................................................................................................................................................................... 2
Objectives................................................................................................................................................................. 2
Framework of the Standards-Based Curriculum for Primary School........................................................................ 4
Focus........................................................................................................................................................................ 5
5
Thoughtful Science............................................................................................................................................ 7
Critical Thinking Skills........................................................................................................................................ 8
Creative Thinking Skills..................................................................................................................................... 10
Thinking Strategies............................................................................................................................................ 20
Scientific Skills................................................................................................................................................... 21
Scientific Attitudes and Noble Values................................................................................................................ 22
21st Century Skills..................................................................................................................................................... 24
Higher Order Thinking Skills..................................................................................................................................... 30
Teaching and Learning Strategies............................................................................................................................ 34
Elements Across the Curriculum..............................................................................................................................
Classroom Assessment............................................................................................................................................

Content Organisation................................................................................................................................................ 38
Inquiry In Science
42
Scientific Skills...................................................................................................................................................
Life Science 46
51
Human............................................................................................................................................................... 53
Animal................................................................................................................................................................
Plant................................................................................................................................................................... 56
Physical Science 59
Properties of light.............................................................................................................................................. 61
Sound................................................................................................................................................................
Energy............................................................................................................................................................... 64
Materials Science
Material............................................................................................................................................................. 68
Earth and Space
Earth.................................................................................................................................................................. 72
Techonology and Sustainability of Life 75
76
Machines........................................................................................................................................................... 77
78
Panel of Writers........................................................................................................................................................

Contributors..............................................................................................................................................................

Panel of Translators..................................................................................................................................................
Acknowledgement....................................................................................................................................................

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 hidup 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 atas 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 kokurikulum 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 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 dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan
tersebut dilakukan untuk melahirkan insan seimbang dan
Kurikulum Standard Sekolah Rendah (KSSR) yang dilaksanakan harmonis dari segi intelek, rohani, emosi dan jasmani
secara berperingkat mulai tahun 2011 telah disemak semula bagi sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.
memenuhi dasar baharu di bawah Pelan Pembangunan
Pendidikan Malaysia (PPPM) 2013-2025 supaya kualiti kurikulum Bagi menjayakan pelaksanaan KSSR, pengajaran dan
yang dilaksanakan di sekolah rendah setanding dengan standard pembelajaran guru perlu memberi penekanan kepada KBAT
antarabangsa.Kurikulum berasaskan standard yang menjadi dengan memberi fokus kepada pendekatan Pembelajaran
amalan antarabangsa telah dijelmakan dalam KSSR menerusi Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya
penggubalan Dokumen Standard Kurikulum dan Pentaksiran murid dapat menguasai kemahiran yang diperlukan dalam abad
(DSKP) untuk semua mata pelajaran yang mengandungi ke-21.
Standard Kandungan, Standard Pembelajaran dan Standard
Prestasi. Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
penghargaan dan ucapan terima kasih kepada semua pihak yang
Usaha memasukkan standard pentaksiran di dalam dokumen terlibat dalam penggubalan KSSR. Semoga pelaksanaan KSSR
kurikulum telah mengubah lanskap sejarah sejak Kurikulum akan mencapai hasrat dan matlamat Sistem Pendidikan
Kebangsaan dilaksanakan di bawah Sistem Pendidikan Kebangsaan.
Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan
untuk mengenal pasti tahap penguasaannya dalam sesuatu mata
pelajaran, serta membolehkan guru membuat tindakan susulan
bagi mempertingkatkan pencapaian murid.

DSKP yang dihasilkan juga telah menyepadukan enam tunjang SHAZALI BIN AHMAD
Kerangka KSSR, mengintegrasikan pengetahuan, kemahiran dan Pengarah
nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-21 Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia

ix



INTRODUCTION KSSR SCIENCE YEAR 4

Science Standards-Based Curriculum for Primary School (KSSR) Science subjects at secondary level are designed to produce
is designed to develop science literacy by providing a basic pupils who are science literate, innovative, and able to apply
knowledge of science for pupils to become science literate. It scientific knowledge, making decisions and solving problems in
comprises understanding the basic science concepts revolving real life. These subjects also provide opportunities for pupils who
around the pupils with which they will be able to pursue Science are inclined in science to pursue their studies in the fields of
education at secondary level. Science, Technology, Engineering and Mathematics (STEM) at
tertiary level.
The science curriculum for primary schools aims to produce
individuals who are intellectually, spiritually, emotionally and The benchmarking of science curriculum was done with high
physically balanced as articulated in the National Education performing countries in international assessments to ascertain that
Philosophy. Hence, Standard Curriculum and Assessment the science curriculum is relevant and equivalent with other
Document (DSKP) is designed by integrating 21st Century Skills to countries in the world.
enable pupils to compete globally.
In moving towards becoming a developed country, Malaysia
Knowledge, skills and values that are inculcated in the primary needs to create a scientific, progressive, innovative, and
school Science curriculum provide meaningful learning for pupils foresighted community that do not only utilise the latest
by taking into consideration their cognitive level and surroundings. technologies but can also contribute to the future establishment of
Hence, the interest to learn Science can be nurtured from the technological and scientific civilisation. To achieve this aspiration,
early stage of schooling, to be developed and enhanced at we need to foster critical, creative and competent citizens who
secondary level. practise the culture of science and technology.

1

AIMS KSSR SCIENCE YEAR 4

Science Standards-Based Curriculum for Primary Schools (KSSR) 6. Demonstrating responsive attitudes towards preserving the
is designed to instil interest and develop pupils’ creativity through environment to face challenges at local, national and global
experiences and investigations as to acquire science knowledge, levels.
scientific skills, thinking skills, scientific attitudes and noble values.
FRAMEWORK OF THE STANDARD-BASED CURRICULUM
OBJECTIVES FOR PRIMARY SCHOOL

KSSR Science aims to enable pupils to achieve the following KSSR is designed based on six strands, which are
objectives: Communication; Spiritual, Attitudes and Values; Humanity;
Personal Development; Physical Development and Aesthetics;
1. Using the inquiry approach to fulfil their curiosity to gain new and Science and Technology. The six strands are the main
knowledge by exploring the world around them. domain which support each other and are integrated with critical,
creative and innovative thinking. This integration aims to develop
2. Applying scientific skills and thinking skills critically and the human capital who treasures noble values based on religion,
creatively to explain phenomenon scientifically. knowledgeable, competent, and enable to think in a critical,
creative and innovative manner as illustrated in Figure 1. Science
3. Acquiring more abstract and complex knowledge on science Curriculum is designed based on six strands of KSSR Framework.
facts and concepts.

4. Applying knowledge, skills and values critically, creatively and
analytically in making decisions, solving problems and
inventing.

5. Cultivating scientific attitudes and noble values in life.

2

KSSR SCIENCE YEAR 4

Figure 1: The Framework of Standard-based Curriculum for Primary School

3

FOCUS KSSR SAINS TAHUN 4
Figure 2: The Conceptual Framework for Science Curriculum
Science subject for primary school 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 the rapid technological development and various challenges
in the 21st century. This group of pupils that undergo this
curriculum will become the human resources in the field of
science and technology that will contribute towards national
development.

KSSR Science is developed based on the three domains;
knowledge, skills and values. These three domains are being
experienced by pupils through inquiry method to produce
thoughtful science individuals (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

KSSR SAINS TAHUN 4

Thoughtful Science Thinking skills can be categorized into critical and creative
thinking. Pupils who think critically always evaluate ideas
Thoughtful science refers to the quality of pupils intended to be systematically before accepting them. Pupils who think creatively
produced by the national science education system. Thoughtful are highly imaginative, can generate genuine ideas, and innovate
science pupils can understand scientific ideas and are able to existing ideas as well as products. Thinking strategy is a higher
communicate using scientific language. Therefore, pupils will be level of thinking process that involves several steps. Each step
able to evaluate as well as apply knowledge and scientific skills requires critical and creative thinking skills. Thinking strategy is
sensibly in daily life based on scientific attitudes and noble values. the final aim of the thinking process.
Thoughtful science also intends to produce creative and critical
individuals to fulfil the needs of the 21st century, where the Critical Thinking Skills
competency of the country is highly dependent on the ability of
human capitals that can think critically and creatively, generate Critical thinking skills are the ability to evaluate an idea logically
ideas and solve problems. and rationally to make a fair consideration by using reasons and
reliable evidences. A brief description of each critical thinking skill
Thoughtful Learning is shown in Table 1.

Thoughtful learning is achieved when pupils are actively involved Table 1: Critical Thinking Skills DESCRIPTION
in the teaching and learning process. In this process, the teaching
and learning activities are planned to elicit ideas and encourage CRITICAL
pupils to conceptualise, solve problems and make decisions. THINKING SKILLS
Therefore, thinking skills are indirectly inculcated among pupils.
Attributing Identifying criteria such as
characteristics, features, qualities and
elements of a concept or an object.

5

KSSR SAINS TAHUN 4

CRITICAL DESCRIPTION CRITICAL DESCRIPTION
THINKING SKILLS THINKING SKILLS

Comparing and Finding similarities and differences Analysing Processing information in detail by
Contrasting based on criteria such as characteristics, breaking it down into smaller parts to
features, qualities and elements of an understand concepts or events as well
object or event. 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 the tendency to support or oppose
certain criteria such as characteristics, something.
features. Grouping according to common
characteristics or features.

Evaluating Making considerations and decisions
using knowledge, experiences, skills and
Sequencing Arranging objects and information in an values, and giving justifications.
orderly 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.
Prioritising Arranging objects or information in an
orderly manner based on their
importance or priority.

6

KSSR SAINS TAHUN 4

Creative Thinking Skills CREATIVE DESCRIPTION
THINKING SKILLS

Creative thinking skills are the ability to produce or create Predicting Making forecast about events based on
something new and valuable by using genuine imagination and observations and previous experiences
unconventional thinking. A brief description of each creative or reliable data.
thinking skill is as shown in Table 2.

Table 2: Creative Thinking Skills Making Making general statement on certain
Generalisations matters for a group based on
CREATIVE observations on samples or some
THINKING SKILLS DESCRIPTION information from the group.

Generating Ideas Producing ideas related to something. Inventing Producing something new or modifying
Visualising something already in existence to
Relating Making connections in certain Synthesising overcome problems in a systematic
situations or events to find a structure manner.
or pattern of a relationship.
Forming perceptions or making mental
Making Inferences Using data collection and previous images about a particular idea,
experience to conclude and explain concept, situation or vision.
events.
Combining separate elements to
produce an overall picture in the form
of writing, drawing and artefact.

7

KSSR SAINS TAHUN 4

CREATIVE DESCRIPTION Thinking Strategies
THINKING SKILLS
Thinking strategies are ways of thinking that are structured and
Making Hypothesis Making a general statement about the focused to solve problems. Description of each thinking strategy
relationship between the manipulative and is as shown in Table 3.
responding variables that is assumed to
be true to explain an observation or event. Table 3: Thinking Strategies
The statement can be tested to determine
its validity. THINKING
STRATEGIES
Making Analogies Forming an understanding about a DESCRIPTION
complex or an abstract concept by relating
it to simple or concrete concepts with Conceptualizing Making generalisations towards
similar characteristics. construction of meaning, concept or
model based on inter-related specific
common characteristics.

Making Decisions Selecting the best solution from several
alternatives based on specific criteria to
achieve the intended aims.

Problem Solving Finding the right solutions systematically
for uncertain or challenging situations or
unforeseen circumstances.

8

KSSR SAINS TAHUN 4

Besides thinking skills and thinking strategies, reasoning skill is Thinking Skills
also another priority. Reasoning is a skill used in making logical,
rational and fair consideration. Mastery of critical and creative Critical Creative
thinking skills and thinking strategies is easier if an individual is
able to provide reasoning in inductive and deductive manners.  Attributing  Generating ideas
Figure 3 gives an overall picture of the Thinking Skills and  Comparing and  Relating
Thinking Strategies (TSTS).  Making
contrasting
 Grouping and Reasoning inferences
 Predicting
classifying  Making
 Sequencing
 Prioritising generalisations
 Analysing  Visualising
 Detecting bias  Synthesising
 Evaluating  Making
 Making
hypothesis
conclusions  Making analogies
 Inventing

Thinking Strategies
 Conceptualising
 Making decisions
 Problem solving
Figure 3: TSTS Model in Science

9

KSSR SAINS TAHUN 4

Mastery of TSTS through the teaching and learning of science Science Process Skills
can be developed through the following stages:
Science Process Skills (SPS) are skills that are required to find
1. Introducing TSTS; solutions to problems or make decisions systematically. They are
2. Practising TSTS with teacher’s guidance; mental processes that enhance critical, creative, analytical and
3. Practising TSTS without teacher’s guidance; systematic thinking. Mastery of Science Process Skills together
4. Applying TSTS in new situations and developing it with with suitable attitudes and knowledge ensure pupils to think
effectively. Description of each SPSis as shown in Table 4.
teacher’s guidance; and
5. Using TSTS together with other skills to accomplish Table 4: Science Process Skills

thinking tasks. SCIENCE THINKING SKILLS
PROCESS
Further information about the stages of the implementation of
TSTS can be referred in the guidebook “Buku Panduan SKILLS
Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam
Pengajaran dan Pembelajaran Sains” published by Curriculum Observing Using the sense of sight, hearing, touch,
Development Centre in 1999. taste or smell to gather information about
objects and phenomena.

Scientific Skills Classifying Using observations to group objects or
phenomena according to similarities and
Science emphasises on inquiry method and problem solving. In differences.
the process of inquiry and solving problem, scientific skills and
thinking skills are applied. Scientific skills are essential skills to Measuring and Making quantitative observations using
carry out activities using scientific methods such as conducting Using Numbers numbers and tools with standard units.
experiments and projects. Scientific skills consist of science Measurement makes observations more
process skills and manipulative skills. precise.

10

KSSR SAINS TAHUN 4

SCIENCE THINKING SKILLS SCIENCE THINKING SKILLS
PROCESS PROCESS
Using data collection and previous
SKILLS experience to conclude and explain SKILLS
events.
Making Defining Defining concepts by describing what
Inferences Operationally must be done and observed.

Predicting Making forecast about events based on Controlling Identifying manipulated variables,
observations and previous experiences or Variables responding variables and constant
reliable data. variables. In an investigation, a variable is
manipulated to observe its relationship
with the responding variable. At the same
time, the other variables are constant.

Communicating Using word or graphic symbol such as
tables, graphs, diagrams or models to
describe an action, object or event. Making a general statement about the
relationship between the manipulative and
Making responding variables to explain an
Hypothesis observation or event. The statement can
be tested to determine its validity.
Using Space- Describing changes in parameters with
Time time such as location, direction, shape,
Relationship size, volume, weight and mass.

Experimenting Planning and conducting an investigation
to test a hypothesis, collecting and
Interpreting Data Giving rational explanations about an interpreting data until a conclusion can be
object, event or pattern from the collected obtained.
data.

11

KSSR SAINS TAHUN 4

Manipulative Skills Relationship between Science Process Skills and Thinking Skills

In a scientific investigation, manipulative skills are psychomotor The mastery of Science Process Skills requires pupils to master
skills that enable pupils to: the relevant thinking skills. The thinking skills that are related to
each science process skill is shown in Table 5.
 Use and handle science apparatus and substances
correctly; Table 5: Relationship between Science Process Skills and
Thinking Skills
 Handle specimens correctly and carefully;
 Sketch specimens, apparatus and substances correctly; SCIENCE THINKING SKILLS
 Clean science apparatus correctly; and PROCESS SKILLS
 Store science apparatus and substances correctly and
Observing Attributing
safely. Comparing and contrasting
Relating
Science laboratory or science room is an essential infrastructure
for the implementation of scientific investigations or experiments Classifying Attributing
to help pupils achieve the desired performance standards. The Comparing and contrasting
use of the science laboratory or science room requires systematic Grouping and classifying
and clear procedures to ensure the smooth process of teaching
and learning (T&L) as well as to ensure the safety of the users. Measuring and Relating
Rules of the science laboratory or science room should be Using Numbers Comparing and contrasting
disclosed to pupils so that the concept of compliance with the
rules of the science laboratory or science room can be cultivated. Making Inferences Relating
Comparing and contrasting
Analysing
Making Inferences

12

KSSR SAINS TAHUN 4

SCIENCE THINKING SKILLS SCIENCE THINKING SKILLS
PROCESS SKILLS PROCESS SKILLS

Predicting Relating Attributing
Visualising Relating
Comparing and contrasting
Making hypothesis Generating ideas
Making hypotheses
Using Space-Time Sequencing Predicting
Synthesising
Relationship Prioritising

Interpreting data Comparing and contrasting Experimenting All thinking skills
Analysing Communication All thinking skills
Defining Detecting bias
operationally Making conclusions Teaching and Learning Based on Thinking Skills and Scientific
Making Generalisations Skills
Controlling Evaluating
variables This Science Curriculum emphasises on thoughtful learning
Relating based on thinking skills and scientific skills. In this curriculum, the
Making analogies learning standard is written by integrating acquisition of
Visualising knowledge with mastery of thinking skills and scientific skills. Thus
Analysing in teaching and learning, teachers need to integrate the mastery
of skills together with acquisition of knowledge and the inculcation
Attributing of scientific attitudes and noble values.
Comparing and contrasting
Relating
Analysing

13

KSSR SAINS TAHUN 4

Implementation of SPS in science explicitly encompass intended
skills in the 21st century and indirectly encourages and develops
pupils' higher order thinking skills.

Science Process Skills Standards

Science process skills standards for each level of schooling are
general suggestions that must be achieved by pupils. Each
statement refers to the minimum standard that must be achieved
according to their level of schooling and operational cognitive
development. Science process skills at primary school level are
stated explicitly as learning standards that should be mastered as
a foundation before they further their studies at secondary level.
Performance standards for science process skills in primary
schools are elaborated to ease teachers to determine the
development of the mastered skills. The suggested science
process standards from primary to secondary schools are as
shown in Table 6.

14

KSSR SCIENCE YEAR 4

Table 6: Science Process Skills Standards

SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
NO. PROCESS (YEAR 1-3) (YEAR 4-6) (FORM 1-3) (FORM 4-5)

SKILLS

1 Observing Use limbs and all the Use all the senses  Make accurate and  Make qualitative and
senses involved to make involved to make
observations about the qualitative observations relevant qualitative quantitative
phenomena or changes with the appropriate tools
that occur. to explain phenomena or and quantitative observations to
changes that occur.
observations to make

identify patterns or generalisations

sequences of objects based on a pattern

or phenomena. or sequence of an

object or

 Use suitable complex phenomenon.

equipment for making

observations  Present further

proficiently. findings based on

observations of

objects or

phenomena

analytically and

specifically.

2 Classifying Collect/ isolate Compare/ identify Compare/ identify Identify characteristics
evidences/ data/ objects/ similarities and differences similarities and used to differentiate,
phenomena based on based on categories given differences to determine collect, select and
the observed on common the criteria of selection to explain the object or
characteristics. characteristics. categorise evidences/ phenomenon being
data/ objects/the studied in further detail.
phenomenon being
studied.

15

KSSR SCIENCE YEAR 4

SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
NO. PROCESS (YEAR 1-3) (YEAR 4-6) (FORM 1-3) (FORM 4-5)

SKILLS Measure with the correct Measure with the correct  Measure with the  Demonstrate how
tool and in the correct tooland in the correct
3 Measuring and standard unit. standard unit using the correct tool and in the measurements are
using numbers right technique.

correct standard unit, taken using the

using the right correct tool, correct

technique, and record standard unit, right

in a complete and technique and record

systematic way. in a table

systematically and

 Change the basic completely.

units correctly.

 Use more complex

 Use the correct derivative units in the

derivative units. right manner.

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

16

KSSR SCIENCE YEAR 4

SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
NO. PROCESS (YEAR 1-3) (YEAR 4-6) (FORM 1-3) (FORM 4-5)

SKILLS Describe a possible Make a reasonable Pupils can analyse trends/  Pupils can analyse
outcome for an event or assumption of an event
5 Predicting data. based on observations,
previous experiences or
data. flows/ simple developments trends/ flows/ simple

based on the data obtained developments

to predict the future state of based on the data

an object or phenomenon. obtained to predict

the future state of an

object or

phenomenon.

 Prediction can be
tested.

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

17

KSSR SCIENCE YEAR 4

SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
NO. PROCESS (YEAR 1-3) (YEAR 4-6) (FORM 1-3) (FORM 4-5)

SKILLS (Not explicitly stated as Arrange occurrences of a  Arrange occurrences of a Use, analyse and

7 Using space- a Learning Standard) phenomenon or an event phenomenon or an event interpret numbers and
time in chronological order
relationships in chronological order numerical relationships

based on time. based on time. efficiently during

problem solving and

 Interpret and explain the conducting

meaning of mathematical investigations.

relationships.

8 Interpreting data (Not explicitly stated as Select relevant ideas Give explanations rationally  Analyse data and
a Learning Standard) about objects, events or by making an intrapolation or suggest
patterns on the data to an extrapolation of the data improvements.
collected.
make an explanation.  Identify and explain
the anomalies in the
set of data
obtained.

9 Defining (Not explicitly stated as Describe an interpretation Describe the most Explain the
operationally a Learning Standard) of what is carried out and appropriate interpretation of a interpretation made
observed in a situation concept by stating what is about the selection of
according to a particular carried out and observed for instruments or methods
aspect. a situation. on what is observed.

18

KSSR SCIENCE YEAR 4

SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
NO. PROCESS (YEAR 1-3) (YEAR 4-6) (FORM 1-3) (FORM 4-5)

SKILLS (Not explicitly stated as Determine the responding Determine all variables such Change the constant
a Learning Standard) and constant variable after as responding variable, variable to the
10 Controlling the manipulated variable is manipulated variable and manipulated variable
variables determined in an constant variable. and state the new
investigation. responding variable.

11 Making (Not explicitly stated as Make a general statement Form a relationship between Describe an expected
hypothesis a Learning Standard) that can be tested, on the the manipulated variable and result of the scientific
relationship between the responding variable, to form investigation designed.
variables in an a hypothesis that can be
investigation. tested.

12 Experimenting (Not explicitly stated as Conduct an experiment, Conduct an experiment, Trigger new problems
a Learning Standard) collect data, interpret the make a hypothesis, design and design an
data and summarise to the method, select experiment to test the
prove the hypothesis and appropriate apparatus, collect new hypothesis of the
make a report. data, carry out analysis, triggered problems.
make a conclusion and write
a report.

19

KSSR SCIENCE YEAR 4

Scientific Attitudes and Noble Values • Realising that science is a mean to understand nature;
• Appreciating and practising clean and healthy living; and
Positive attitudes and values can be nurtured in pupils through • Being thankful to God.
the science learning experience. Positive attitudes and values are
as the following: In general, scientific attitudes and noble values are inculcated
through the following stages:
• Having interest and curiosity towards the environment;
• Being responsible about the safety of themselves, others  Understanding and being aware of the importance and
needs of scientific attitudes and noble values;
and the environment;
• Being honest and accurate in recording and validating data;  Giving attention to attitudes and noble values; and
• Being diligent and persevere  Internalising and practising scientific attitudes and noble
• Having critical and analytical thinking;
• Being flexible and open-minded; values.
• Being kind-hearted and caring;
• Being objective; Proper planning is required to optimise the inculcation of scientific
• Being ethical and systematical; attitudes and noble values during science lessons. Before
• Being cooperative; starting a lesson, a teacher should go through all learning
• Being fair; outcomes in the related content standards including the learning
• Dare to try; standards which contain the inculcation of scientific attitudes and
• Thinking rationally; noble values.
• Being confident and independent;
• Good in time management;
• Appreciating the balance of nature;
• Being respectful and well-mannered;
• Appreciating the contribution of science and technology;

20

KSSR SCIENCE YEAR 4

21st CENTURY SKILLS

The KSSR also aims to produce pupils with 21st century skills, PUPIL DESCRIPTION
focusing on thinking and living skills as well as able to inculcate PROFILE
noble values in their careers. 21st century skills aim to produce Able to think critically, creatively and
globally competitive pupils with the characteristics stated in the Thinker innovatively; solve complex problems and
pupils’ profile as shown in Table 7. The 21st century skills among make ethical decisions. Think about
pupils can be acquired by mastering the Content Standard (CS) learning and about being learners
and Learning Standard (LS). themselves. Generate questions and are
receptive towards perspective, values and
Table 7: Pupils’ Profile individual traditions and society. Confident
and creative in handling new learning
PUPIL areas.
PROFILE
DESCRIPTION

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

21

KSSR SCIENCE YEAR 4

PUPIL DESCRIPTION PUPIL DESCRIPTION
PROFILE PROFILE
Develop natural curiosity to explore Portray love, support and respect towards
Curious strategies and new ideas. Learn skills that Patriotic the country.
are needed to carry out inquiry and
research, as well as display independent HIGHER ORDER THINKING SKILLS
traits in learning. Enjoy continuous life-long
learning experiences.

Principled Honest and have integrity, equality, fair and Higher Order Thinking Skills (HOTS) are explicitly stated in the
respect the dignity of individuals, group and curriculum to enable teachers to incorporate in teaching and
community. Responsible for their actions, learning. These will stimulate structured and focused thinking
consequences and decisions. among pupils. Description of HOTS focuses on four levels of
thinking as shown in Table 8.
Informative Knowledgeable and form a wide
understanding which is balanced across
various disciplines. Explore knowledge on Table 8: Thinking levels in HOTS DESCRIPTION
local and global issues effectively and THINGKING LEVEL
efficiently. Understand ethical issues/ laws
related to the information gained.

Applying Using knowledge, skills and values
to take actions in different situations.
Caring/ Show empathy, compassion and respect
Concern towards needs and feelings of others.
Committed to serve the society and ensure
sustainability of nature. Analysing Breaking down information into
smaller parts to enhance
understanding and make relationship
between the parts.

22

THINGKING LEVEL DESCRIPTION KSSR SCIENCE YEAR 4

Evaluating Using knowledge, experience, skills Critical thinking skills are the abilities to evaluate an idea
and values to consider, make logically and rationally to make a fair consideration using reasons
decisions and give justifications. and reliable evidences.
Creative thinking skills are the abilities to produce or create
Creating Producing creative and innovative something new and valuable using genuine imagination and
ideas, products or methods. unconventional thinking.
Reasoning skills are the abilities of an individual to make
HOTS are the abilities to apply knowledge, skills and values in consideration and evaluation and rationally.
reasoning and reflecting to solve problems, make decisions and Thinking strategies are ways of thinking that are structured and
innovate and the abilities to create something. HOTS include focused to solve problems.
critical thinking, creative thinking, reasoning and thinking
strategy. HOTS can be applied in the classroom through activities such as
reasoning, inquiry learning, problem solving and projects.
Teachers and pupils need to use thinking tools such as thinking
maps and mind maps as well as high level questioning to
encourage pupils to think.

23

TEACHING AND LEARNING STRATEGIES KSSR SCIENCE YEAR 4

Teaching and learning (T&L) strategies in the Science curriculum The learning approaches that can be implemented by the teacher in
emphasise on thoughtful learning. Thoughtful learning can the classroom are as follows:
involve various learning approaches such as inquiry,
constructivism, contextual learning, mastery learning, problem or Inquiry Approach
project-based learning and STEM. Activities in thoughtful learning
should be able to trigger critical and creative thinking among Inquiry approach emphasises on learning through experiences.
pupils, which are not routine activities. Pupils should be explicitly Generally, inquiry means to find information, to question and to
aware of the thinking skills and thinking strategies that are being investigate a phenomenon around them. Discovery is the main
applied in their learning. characteristic of inquiry. Learning through discovery occurs when
the main concepts and principles of Science are investigated and
Pupils should be challenged with higher order questions or discovered by pupils themselves.
problems and are required to solve problems critically and
creatively. Pupils are actively involved in teaching and learning Pupils are able to investigate a phenomenon and make
which integrates the acquisition of knowledge, mastery of skills, conclusions by themselves through activities such as
inculcation of noble values and scientific attitudes. experiments. Pupils are guided to understand the science
concepts through inquiry approach. Thinking and scientific skills
are developed during the inquiry process. However, the inquiry-
discovery approach may not be suitable for all teaching and
learning situations.

24

Constructivism KSSR SCIENCE YEAR 4

Constructivism is an ideology that suggests pupils learn by Mastery learning
building their own understanding that is meaningful to them. The
important attributes of constructivism are: Mastery learning is an approach that ensures all pupils to master
the intended learning objectives. This approach is based on the
 Teachers consider pupils’ prior knowledge; principle that pupils are able to learn if opportunities are given.
 Learning is the result of pupils’ own effort; Pupils should be allowed to learn at their own pace, with the
 Learning occurs when pupils restructure their existing incorporation of remedial and enrichment activities as part of the
teaching-learning process.
ideas by relating new ideas to old ones; and
 Pupils have opportunities to cooperate, share ideas, Problem/ Projects-Based Learning

experiences and reflect on their learning. Problem/ project-based learning (PBL) is a pupils-centered
pedagogy in which pupils learn through experience in resolving
Contextual Learning issues/ problems contained in the stimulus prepared by the
teachers or projects given by the teachers. Teachers can prepare
Contextual learning is an approach that associates learning with issues/ problems or projects from a variety of sources such as
pupils’ daily life. In this context, pupils do not only learn newspapers, magazines, journals, books, textbooks, cartoons,
theoretically but learn to appreciate the relevance of science in videos, television, film and others with minor modification to fulfill
their lives. This approach is used where pupils learn by the requirements of the T&L process.
investigating as in the inquiry-discovery approach.

25

KSSR SCIENCE YEAR 4

Real-world problems or relevant projects are used as a platform
to encourage pupils to learn about concepts and principles
aspired by teachers. PBL can encourage the development of
critical thinking skills, problem solving abilities and
communication skills.

PBL provides an opportunity for pupils to work in teams,
collaborate to find and evaluate research materials, analyse data,
justify and make decisions as well as foster traits of lifelong
learners. To ensure the effectiveness of PBL, problems
provided should;

 motivate pupils to understand concepts clearly and deeply.
 require pupils to make a decision that is reasonable and

defend it.
 meet the content/ learning standard to be achieved and

relate it to the previous/ prior knowledge.
 have appropriate level of complexity to ensure that pupils are

able to work together to resolve it.
 be open-ended and interesting to motivate and enhance

pupils’ interest to solve them.

26

STEM (Science, Technology, Engineering and KSSR SCIENCE YEAR 4
Mathematics) Approach
STEM teaching and learning which is contextual and authentic is
STEM approach is the T&L method which applies integrated able to encourage in-depth learning among pupils. Pupils can
knowledge, skills and values of STEM through inquiry, problem work in groups or individually according to their ability to cultivate
solving or project in the context of daily life, environmental and the STEM practices as follows:
local as well as global community, as shown in Figure 4.
1. Questioning and identifying problems.
2. Developing and using models.
3. Planning and carrying out investigations.
4. Analyzing and interpreting data.
5. Using mathematical thinking and computational thinking.
6. Developing explanation and designing solutions.
7. Engaging in argument and discussions based on

evidences.
8. Acquiring information, evaluating and communicating about

the information.

Figure 4: STEM Teaching and Learning Approach

27

Computational thinking is the process of cognitive thinking KSSR SCIENCE YEAR 4
involved in formulating the problem and the solution so that this
solution can be represented in a form that can be implemented The following are brief descriptions of some T&L methods.
by human and/or computer effectively. Computational thinking
help pupils organize, analyze and present data or ideas logically Scientific Investigation/ Experiment
and systematically so that complex problems can be resolved
easily. Scientific investigation/ experiment is a method commonly used
in science lessons. Pupils test hypotheses through investigations
Various teaching and learning methods can increase pupils' to discover specific science concepts and principles scientifically.
interest in science. The less interesting lessons will not motivate They carry out scientific investigations/ experiments using
pupils to learn, thus affecting their performance. The teaching thinking skills, science process skills, and manipulative skills.
and learning method should be based on the contents of the Inquiry approach must be used while conducting scientific
curriculum, pupils’ abilities and multiple intelligences, availability investigations/experiments. Science laboratory/ science room is
of resources and infrastructure. necessary for all scientific investigation/experiment. Figure 5
shows the procedure when conducting scientific investigations/
experiments.

In the implementation of Science curriculum, pupils should be
given the opportunities to design their own experiments besides
being guided to carry them out. This involves drafting their own
experimental method, identifying the data that can be measured,
analysing data and presenting the results of their experiments.

28

Identify problems that can be tested using scientific KSSR SCIENCE YEAR 4
investigation
Simulation
Make hypothesis
Simulation is an activity that resembles the actual situation.
Plan how variables are manipulated and data are Simulations can be carried out through role-play, games or use of
collected models. In role-play, pupils act out a particular role
spontaneously based on a certain pre-determined conditions.
Plan and carry out the scientific investigation When conducting games, pupils are required to follow certain
procedures. Pupils play games in order to learn a particular
Present the collected data principle or to understand the process of decision-making.
Models are used to represent real objects or situations. Pupils will
Interpret data and results with scientific reasoning be able to visualise the real situation, thus understanding the
concepts and principles learned.
Make decision and presenting the report
Figure 5: Steps in carrying out scientific investigations/ Project

experiments An activity carried out by pupils to achieve a certain aim based on
collaborative learning. A project takes a long time and exceeds
formal teaching hours to be completed. The outcome of the
project such as reports, artefacts and scrapbooks needs to be
presented. Project work encourages the development of
communication skills, problem solving, time management and
application of knowledge.

29

Visits and Use of External Resources KSSR SCIENCE YEAR 4

Learning science is not only restricted in school. Visits to zoos, ELEMENTS ACROSS THE CURRICULUM
museums, science centres, research institutes, mangrove
swamps and factories can make learning more effective, Elements Across the Curriculum (EMK) is a value-added element
enjoyable and meaningful. A well planned visit is required to applied in the teaching and learning process other than those
optimise learning. Pupils have to carry out or perform tasks specified in the content standard. These elements are applied to
during the visit. Discussion after the visit should be held. strengthen the skills and competency of the intended human
capital, capable of dealing with the current and future challenges.
Application of Technology The elements in the EMK are as follows:

Technology is a highly potential tool to enhance interest in 1. Language
learning science. The use of technology such as the television,  The use of proper language of instruction should be
radio, video, computer and internet makes the teaching and emphasized in all subjects.
learning of science more interesting and effective. Technology  During the teaching and learning of each subject, the
eases teaching and learning of abstract or difficult science pronunciation aspect, sentence structure, grammar and
concepts. Application software such as word processors, graphic the terminology of the language need to be emphasized to
presentation software and electronic spreadsheets are valuable assist pupils to organise ideas as well as communicate
tools to analyse and present data. The use of other technologies effectively.
such as data loggers and computerised interface in experiments
and projects can assist teaching and learning science effectively.

30

2. Environmental Sustainability Awareness KSSR SCIENCE YEAR 4
 Awareness towards the love for the environment in the
pupils’ lives needs to be nurtured through the teaching 4. Science and Technology
and learning process in all subjects.  The increase of interest in science and technology will
 Knowledge and awareness of the importance of the help to improve scientific and technological literacy among
environment and global sustainability is important to pupils.
shape pupils’ ethics in appreciating nature.  The use of technology in teaching can help and contribute
to efficient and effective learning.
3. Noble Values  The integration of science and technology in the teaching
 Noble values are emphasised in all subjects to ensure and learning process covers four areas, namely:
that pupils are aware of its importance and practise them. i. The knowledge of science and technology (facts,
 Noble values include the aspects of spirituality, humanity principles, concepts related to science and
and national and global citizenship which will be practiced technology);
in pupils’ daily life. ii. Scientific skills (process of thought and specific
manipulative skills);
iii. Scientific attitudes (such as accuracy, honesty,
security); and
iv. The use of technology in classrooms.

5. Patriotism
 Patriotism can be nurtured through all subjects, co-
curricular activities and community services.
 Patriotism can produce pupils who have the spirit of
patriotism and pride as Malaysians.

31

6. Creativity and Innovation KSSR SCIENCE YEAR 4
 Creativity is the ability to use imagination in gathering,
extracting and generating ideas, or creating something 8. Information and Communication Technology Skills (ICT)
new or authentic using a combination existing ideas.  Information and communication technology elements are
 Innovation is the application of creativity through the incorporated in the lessons to ensure pupils are able to
modification, rectification and practice of ideas. apply and strengthen their basic knowledge and skills in
 Creativity and innovation are always inter-connected. ICT.
Therefore, there is a need to ensure that human capital  The application of ICT in the lesson does not only
development is able to meet the challenges of the 21st motivate pupils to be creative but stimulates interesting
century. and fun teaching and learning as well as improve the
 Elements of creativity and innovation should be integrated quality of learning.
in the teaching and learning.  ICT should be integrated in the lessons based on
appropriate topics to be taught to further enhance pupils’
7. Entrepreneurship understanding of the subject content.
 The incorporation of entrepreneurship elements aims to  One of the emphases in ICT is the computational thinking
develop attributes and entrepreneurial habits that will that can be applied in all subjects. Computational thinking
become a culture among the pupils. is a skill that uses logical reasoning concept, algorithms,
 Entrepreneurial attributes can be ingrained in teaching decomposition, pattern recognition, scaling and evaluation
and learning through activities that could foster attitudes in computer-aided problem solving process.
such as diligence, honesty, trustworthiness and
responsibility as well as developing creative minds and
innovative ideas to spur the market.

32

9. Global Sustainability KSSR SCIENCE YEAR 4
 The element Elements of Global Sustainability aims to
develop pupils with sustainable thinking highly responsive 10. Financial education
attitude to the environment in their daily lives with the  Application of financial education elements aims at
application of knowledge, skills, and values acquired shaping the future generation that is capable of making
through the elements of the Sustainable Consumption and right financial decisions, ethical practice and financial
Production, Global Citizenship and Solidarity. management skills to manage the financial affairs
 Elements of Global Sustainability is important in preparing responsibly.
pupils to face challenges and current issues at the local,  The Elements of financial education can be applied in
national and global levels. teaching and learning directly or indirectly. Direct
 These elements are taught directly and indirectly in application is done through the titles that contain explicit
related subjects. financial elements such as the calculation of simple
interest and compound interest. Indirect application is
integrated through other titles across the curriculum.
Exposure to financial management in real life is important
to provide pupils with the knowledge, skills and values
that can be applied effectively and meaningfully.

33

CLASSROOM ASSESSMENT KSSR SCIENCE YEAR 4

Classroom assessment (CA) is a process of obtaining information In order to ensure that the assessment helps to improve the
about the progress of the pupils which is planned, carried out and capability and mastery of the pupils, the teacher must perform the
reported by the teacher concerned. This process happens assessment that has the following features:
continuously to enable the teacher to determine pupils’ mastery  Using a variety of assessment methods such as observation,
level.
oral and writing.
Classroom assessment (CA) can be excuted by a teacher in  Using a variety of assessment strategies that can be
formative and summative form. Formative assessment is
implemented in line with the T&L process, while sumrmative implemented by teachers and pupils.
assessment is carried out at the end of a learning unit, term,  Taking into consideration the various levels of knowledge
semester or year. Teachers need to plan, build items or
assessment instruments, administer, review, record and report and skills learned.
the level of mastery that is taught based on DSKP  Allows pupils to show a wide range of learning ability.
 Assessing the level of mastery of pupils based on Learning

Standards and Performance Standards.
 Take further action for remedial and enrichment.

34

KSSR SCIENCE YEAR 4

Science Performance Standards for Primary School PERFORMANCE DESCRIPTOR
LEVEL
Class room assessment for science is executed based on three
main domains which are knowledge, skills and values. Analyse science knowledge and scientific
Knowledge assessment of a certain theme includes the 4 skills to solve problems or perform tasks.
integration of science process skills, aimed to get information on
the level of pupils’ understanding in a specific content standard Evaluate the science knowledge and
holistically. Assessment of science process skills can be carried 5 scientific skills to solve problems or
out throughout the year. Hence, it is important for teachers to use
their professional judgement to determine pupils’ performance perform tasks.
level. Performance level of pupils is divided into six levels as
shown in Table 9. Invent using science knowledge and
scientific skills to solve problems and make
6 decision or perform tasks systematically
and become a role model.

Table 9: Description of Performance Level Scientific attitudes and noble values are also assessed
of Knowledge and Skills for Science Subject throughout the year to give opportunities for the pupils to achieve
a higher performance level, thus become a practice and culture in
PERFORMANCE DESCRIPTOR daily life. Assessment of scientific attitudes and noble values for
LEVEL Primary School Science are carried out by referring to Table 10.

Recall the science knowledge and scientific
1 skills.

Understand the science knowledge and

2 scientific skills as well as explain their
understanding.

Apply science knowledge and scientific skills
3 to perform tasks.

35

Table 10: Description of Performance Levels for Scientific KSSR SCIENCE YEAR 4
Attitude and Noble Values
Overall Performance Level for Science
PERFORMANCE DESCRIPTOR
LEVEL The overall performance level must be determined in order to
1 Interest. provide a value to the pupil’s performance level at the end of the
primary schooling. The overall performance level includes the
2 Interest and curiosity. content, scientific skills, scientific attitudes and noble values.
Therefore, teachers should assess pupils holistically on all
Interest, curiosity, honest and accurate in aspects of the pupils’ learning process on an ongoing basis
3 recording data. through various methods such as their achievement in topical
tests, observations, exercises, presentations, pupils’ verbal
Interest, curiosity, honest and accurate in responses, group projects and others. Teachers should use their
professional judgement through their experiences with pupils,
4 recording data, willing to try and their wisdom and discussions with colleagues in order to provide
systematic. a value of their pupil’s overall performance level by referring to
Table 11.
Interest, curiosity, honest and accurate in
recording data, willing to try, systematic,
5 cooperative, diligent and perseverance in
completing task.

Interest, curiosity, honest and accurate in
recording data, willing to try, systematic,
cooperative, diligent and perseverance in
6 completing task, courteous and
responsible for oneself, peers and the
environment.

36

KSSR SCIENCE YEAR 4

Table 11: Description of Overall Performance Level for KSSR
Primary School Science.

PERFORMANCE DESCRIPTOR PERFORMANCE DESCRIPTOR
LEVEL LEVEL

Recall the science knowledge and Evaluate the science knowledge and
1 scientific skills as well as show interest in scientific skills to solve problems or
5 perform tasks as well as make
science. decision, honest and accurate in
recording data, willing to try, systematic,
Understand the science knowledge and cooperative, diligent and perseverant.
2 scientific skills as well as explain their

understanding to show interest and
curiosity.

Apply the science knowledge and Invent using science knowledge and
3 scientific skills to solve problems or scientific skills to solve problems and
make decision or perform tasks
perform tasks honestly and record data 6 systematically, cooperative, diligent,
accurately. perseverant, be responsible to oneself,
peers and the environment, courteous
Analyse the science knowledge and and become a role model.
4 scientific skills to solve problems or

perform tasks systematically and willing
to try.

37

CONTENT ORGANISATION KSSR SCIENCE YEAR 4

KSSR Science emphasises on the mastery of knowledge, skills There is a column for notes in the DSKP. This column consists
and values that are suitable to the pupils’ abilities. Implimentation suggested localised activities and notes as guidance. Additional
science curriculum is based on present effective circular (SPI) activities also can be carried out according to creativity and
The minimum time allocated for Science Level II is 64 hours per needs to achieve the Learning Standards.
year. This curriculum consists of three main columns which are
Content Standards (CS), Learning Standards (LS) and KSSR Science for Year 1 to Year 6 are arranged thematically in
Performance Standards (PS). The meaning of CS, LS and PS the learning field of Inquiry in Science, Life Science, Physical
are in Table 12. Science, Material Science, Earth and Space, and Technology
and Sustainability of Life.
Table 12: Description of Content Standards, Learning Standards
and Performance Standards. The scope for Level II science process skills focuses on twelve
skills such as observing, classifying, measuring and using
CONTENT LEARNING PERFORMANCE numbers, making inferences, predicting, controlling variables,
STANDARD STANDARD STANDARD communicating, using space-time relationship, interpreting data,
defining operationaly, making hypothesis and experimenting.
Specific A predetermined A set of general Science process skills can be inculcated using the knowledge
statements about criteria or indicator criteria which content in the learning standards or independently. It should be
what pupils should of the quality in reflects the levels repeated throughout the year to provide opportunities to pupils to
know and can do learning and of pupils’ improve and enhance mastery of the intended skills. The scope
during the achievement that achievement that of knowledge for Level II is shown in Table 13.
schooling period can be measured they should display
encompassing the for each content as a sign that
knowledge, skills standard. certain topic has
and values. been mastered by
pupils.

38