DSKP SCIENCE YEAR 2

KURIKULUM STANDARD SEKOLAH RENDAH

Sains

Dokumen Standard Kurikulum dan Pentaksiran

TAHUN 2

(EDISI BAHASA INGGERIS)



KURIKULUM STANDARD SEKOLAH RENDAH

Sains

Dokumen Standard Kurikulum dan Pentaksiran

TAHUN 2

( Edisi Bahasa Inggeris)

Bahagian Pembangunan Kurikulum
April 2016

Terbitan 2016
© Kementerian Pendidikan Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam
apa juga 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.

ii

CONTENT v
vi
Rukun Negara .................................................................................................................................................. vii
Falsafah Pendidikan Kebangsaan .................................................................................................................... viii
Definisi Kurikulum Kebangsaan ........................................................................................................................ x
Falsafah Pendidikan Sains Kebangsaan .......................................................................................................... 1
Kata Pengantar ................................................................................................................................................ 2
Introduction ....................................................................................................................................................... 2
Aims .................................................................................................................................................................. 2
Objectives .......................................................................................................................................................... 4
Framework of the Standard-Based Curriculum for Primary School.................................................................... 15
Focus ................................................................................................................................................................. 16
12st Century Skills .............................................................................................................................................. 17
Higher Order Thinking Skills .............................................................................................................................. 22
Teaching and Learning Strategies ..................................................................................................................... 25
Elements Across the Curriculum ........................................................................................................................ 28
School Assessment . ..........................................................................................................................................
Content Organisation .......................................................................................................................................... 30
Inquiry in Science 37

Scientific Skills ........................................................................................................................................
Science Room Rules ...............................................................................................................................

iii

Life Science 38
Human .................................................................................................................................................... 40
Animals ................................................................................................................................................... 42
Plants .....................................................................................................................................................
44
Physical Science 46
Light and Dark ........................................................................................................................................
Electric .................................................................................................................................................... 48

Material Science 50
Mixture ....................................................................................................................................................
52
Earth and Space 53
Earth .......................................................................................................................................................

Technology and Sustainability of Life
Technology .............................................................................................................................................

Panel of Writers ..................................................................................................................................................

iv

RUKUN NEGARA

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

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

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

kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan

sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

v

FALSAFAH PENDIDIKAN KEBANGSAAN

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

Sumber: Akta Pendidikan 1996 (Akta 550)

vi

DEFINISI KURIKULUM KEBANGSAAN

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

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

vii

FALSAFAH PENDIDIKAN SAINS KEBANGSAAN

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.

Sumber: Kementerian Sains, Teknologi dan Inovasi (MOSTI)

viii

KATA PENGANTAR KSSR SCIENCE YEAR 2

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

DSKP yang dihasilkan juga telah menyepadukan enam Dr. SARIAH BINTI ABD. JALIL
tunjang Kerangka KSSR, mengintegrasikan pengetahuan, Pengarah
kemahiran dan nilai, serta memasukkan secara eksplisit Bahagian Pembangunan Kurikulum

ix

KSSR SCIENCE YEAR 2

INTRODUCTION KSSR SCIENCE YEAR 2

Science Standard-based Curriculum for Primary School (KSSR) real life. The subject also provides opportunities to pupils who
is designed to develop science literacy by providing a basic have a distinctive interest in Science to pursue their studies in
knowledge of science for pupils to become science literate. It the fields of Science, Technology, Engineering and
comprises understanding the basic science concepts revolved Mathematics (STEM) at tertiary level.
around pupils with which they will be able to pursue Science
education at secondary level. The Benchmarking of Science Curriculum has been done
aligned with high performance countries in international
The science curriculum for primary schools aims to produce assessments so as to ascertain that the Science Curriculum is
individuals who are intellectually, spiritually, emotionally and relevant and equivalent to other countries in the world.
physically balanced as articulated in the National Education
Philosophy. Hence, Standard Curriculum and Assessment In competing to be a developed country, Malaysia needs to
Document (DSKP) is designed by integrating 21st Century Skills establish a community which are scientific, progressive,
to enable pupils to compete globally. innovative, and prudent that do not only benefit the latest
technologies but can contribute to the future establishment of
Knowledge, skill and values are inculcated in the primary school scientific and technological civilisation. To achieve this
Science curriculum to bring a meaningful learning to the pupils. aspiration, we need to foster critical, creative and competent
Pupils’ cognitive level and surroundings are acknowledged so citizens who practise the culture of science and technology.
that the importance to learn Science can be nurtured since the
immediate stage of schooling.

Science subject at secondary level is designed to produce
pupils who are science literate, innovative, and able to apply
scientific knowledge, making decisions and solving problems in

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AIMS KSSR SCIENCE YEAR 2

Science Standard-based Curriculum for Primary Schools FRAMEWORK OF THE STANDARD-BASED
(KSSR) is designed to instil interest and develop pupils’ CURRICULUM FOR PRIMARY SCHOOL
creativity through experiences and investigations as to acquire
science knowledge, scientific skills, thinking skills, scientific KSSR is designed based on six strands, which are
attitudes and noble values. Communication; Spiritual, Attitudes and Values; Humanity;
Personal Development; Physical Development and
OBJECTIVES Aesthetics; and Science and Technology. The six strands
are the main domain which support each other and are
KSSR Science aims to enable pupils to achieve the following integrated with critical, creative and innovative thinking.
objectives: This integration aims to develop the human capital who
treasures noble values based on religion, knowledgeable,
1. Using the inquiry approach to fulfil their curiosity about the competent, and who is able to think in a critical, creative
world around them. and innovative manner as illustrated in Figure 1. Science
Curriculum is designed based on six strands of KSSR
2. Applying scientific skills and thinking skills critically and Framework.
creatively.

3. Acquiring knowledge on science facts and concepts.
4. Applying knowledge critically, creatively and analytically in

making decisions, innovating and solving problems.
5. Practising scientific attitudes and noble values.
6. Play a role in preserving the environment.

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SCIENCE & TECHNOLOGY COMMUNICATION KSSR SCIENCE YEAR 2

 Mastery of science knowledge,  The integration of language SPIRITUAL,
skills and attitudes. skills in verbal and non-verbal ATTITUDES& VALUES
form when interacting.
 Mastery of mathematical  Appreciation of religious
knowledge and skills. BALANCED practices, beliefs and values.
INDIVIDUAL
 Mastery of technology based HUMANITY
knowledge and skills. PERSONAL APPEARANCE
 Mastery of knowledge and
PHYSICAL DEVELOPMENT  Fostering leadership and practice of community and
& AESTHETICS personal development through environment, nation and
curricular and co-curricular global.
 Physical and health activities.
development for personal well-  The appreciation of patriotism
being. and unity.

 Fostering the imagination,
creativity, talent and
appreciation.

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

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KSSR SCIENCE YEAR 2

FOCUS

Science subject for primary school focuses on thoughtful
learning involved 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, who will contribute towards national
development.

KSSR Science is developed based on the three domains which Figure 2: The Conceptual Framework for Science Curriculum
are knowledge, skills and values. These three domains are
being experienced by pupils through inquiry method to produce Thoughtful Science
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.

Thoughtful science refers to the quality of pupils intended to be
produced by the national science education system. A
thoughtful science pupil is one who can understand scientific
ideas and is able to communicate using scientific language.
Therefore, pupils will be able to evaluate as well as to apply

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knowledge and scientific skills sensibly in daily life based on KSSR SCIENCE YEAR 2
scientific attitudes and noble values. Thoughtful science also
intends to produce creative and critical individuals to fulfil the Thinking strategy is a higher level of thinking process that
21st century needs, which the country’s competency is highly involves several steps and each step involves critical and
dependent on the ability of human capitals that can think creative thinking skills. Thinking strategy is the final aim of the
critically and creatively, generate ideas and solve problems. thinking process.

Thoughtful Learning Critical Thinking Skills

Thoughtful learning is achieved when pupils are actively Critical thinking skills are the ability to evaluate an idea logically
involved in the teaching and learning process. In this process, and rationally to make a fair consideration by using reasons and
the teaching and learning activities are planned to instigate and reliable evidences. A brief description of each critical thinking
encourage pupils as to enable them to conceptualise, solve skill is as shown in Table 1.
problems and make decisions. Thus, thinking skills are
inculcated indirectly among pupils. Table 1: Critical Thinking Skills

Thinking skills can be categorized into critical and creative CRITICAL DESCRIPTION
thinking. A pupil who thinks critically always evaluates ideas THINKING SKILLS
systematically before accepting them. A pupil who thinks
creatively is highly imaginative, able to generate genuine ideas, Attributing Identifying characteristics, features,
and innovate existing ideas and products. qualities and elements of a concept or
Comparing and an object.
Contrasting Finding similarities and differences
based on criteria such as
Grouping and characteristics, features, qualities and
Classifying elements of an object or event.

Separating and grouping objects or
phenomena into groups based on
certain criteria such as common
characteristics or features.

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KSSR SCIENCE YEAR 2

CRITICAL DESCRIPTION unconventional thinking. A brief description of each creative
THINKING SKILLS thinking skill is as shown in Table 2.
Sequencing Arranging objects and information in
an orderly based on the quality or Table 2: Creative Thinking Skills DESCRIPTION
Prioritising quantity of common characteristics or CREATIVE
Analysing features such as size, time, shape or
number. THINKING SKILLS
Detecting Bias Arranging objects or information in an
Evaluating orderly manner based on their Generating Ideas Producing ideas related to something.
importance or urgency.
Making Relating Making connections in certain
Conclusions Processing information in detail by situations or events to find a structure
breaking it down into smaller parts to or pattern of a relationship.
understand concepts or events as
well as to find the implicit meanings. Making Inferences Making initial conclusions that are
reasonable, that may be true or false
Detecting views or opinions that have using previous knowledge and data to
the tendency to support or oppose
something. explain events or observations.

Making considerations and decisions Predicting Making forecast about events based on
using their knowledge, experiences, observations and previous experiences
skills and values, and giving or collected data.
justifications.
Making Making a general statement about
Making a statement about the Generalisations certain matter based on a group of
outcome of an investigation based on observations on samples or some
a hypothesis or strengthening
something based on an investigation. information from that group.

Creative Thinking Skills

Creative thinking skills are the ability to produce or create
something new and valuable by using genuine imagination and

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KSSR SCIENCE YEAR 2

CREATIVE DESCRIPTION Thinking Strategies
THINKING SKILLS
Thinking strategies are ways of thinking that are structured and
Visualising Forming perceptions or making mental focused to solve problems. Description of each thinking strategy
images about a particular idea, is as shown in Table 3.
concept, situation or vision.

Synthesising Combining separate elements to Table 3: Thinking Strategies
produce an overall picture in the form
of writing, drawing or artefact. THINKING DESCRIPTION
STRATEGIES

Conceptualising Making generalisations towards

Making Making a general statement about the construction of meaning, concept or
Hypotheses relationship between the manipulative model based on inter-related specific
and responding variables that is common characteristics.
assumed to be true to explain an
observation or event. The statement Making Decisions Selecting the best solution from several
can be tested to determine its validity. alternatives based on specific criteria to
achieve the intended aims.

Making Analogies Forming an understanding about a Problem Solving Finding the right solutions in a

complex or an abstract concept by systematic manner for situations that
relating it to simple or concrete are uncertain or challenging or
concepts with similar characteristics. unanticipated difficulties.

Inventing Producing something new or modifying Besides thinking skills and thinking strategies, reasoning skill is
something already in existence to also another priority. Reasoning is a skill used in making
overcome problems in a systematic logical, rational and fair consideration. Mastery of critical and
manner. creative thinking skills and thinking strategies is easier if an
individual is able to provide reasoning in inductive and

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deductive manners. Figure 3 gives an overall picture of the KSSR SCIENCE YEAR 2
thinking skills and thinking strategies (TSTS).
Mastery of TSTS through the teaching and learning of science
can be developed through the following stages:

Critical Thinking Skills Creative 1. Introducing TSTS.
Reasoning 2. Practising TSTS with teacher’s guidance.
 Attributing  Generating ideas 3. Practising TSTS without teacher’s guidance.
 Comparing and  Relating 4. Applying TSTS in new situations and developing it with
 Making
contrasting teacher’s guidance.
 Grouping and inferences 5. Using TSTS together with other skills to accomplish
 Predicting
classifying  Making thinking tasks.
 Sequencing
 Prioritising hypothesis Further information about the stages of the implementation of
 Analysing  Synthesising TSTS can be referred in the guidebook “Buku Panduan
 Detecting bias  Making Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam
 Evaluating Pengajaran dan Pembelajaran Sains published by Curriculum
 Making generalisations Development Centre in 1999.
 Visualising
conclusions  Making analogies
 Inventing

Scientific Skills

Thinking Strategies Science emphasises on inquiry method and problem solving. In
the process of inquiry and solving problem, scientific skills and
 Conceptualising thinking skills are applied. Scientific skills are essential skills to
 Making decisions carry out activities using scientific methods such as conducting
 Problem solving experiments and projects. Scientific skills consist of science
process skills and manipulative skills.
Figure 3: TSTS Model in Science
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KSSR SCIENCE YEAR 2

Science Process Skills (SPS) SCIENCE DESCRIPTION
PROCESS SKILLS
Science Process Skills are skills that are required to find Communicating Accepting, choosing, arranging, and
solutions to problems or make decisions systematically. They presenting information or ideas in the
are mental processes that enhance critical, creative, analytical Using Space- Time form of writing, verbal, tables, graphs,
and systematic thinking. Mastery of Science Process Skills Relationship figures or models.
together with suitable attitudes and knowledge ensure pupils to Interpreting Data Describing changes in parameters such
think effectively. Description of each SPS is as shown in as location, direction, shape, size,
Table 4. Defining volume, weight and mass with time.
Operationally
Table 4: Science Process Skills Controlling Giving rational explanations about an
Variables object, event or pattern derived from
SCIENCE DESCRIPTION collected data.
PROCESS SKILLS Making Defining concepts by describing what
Observing Using the sense of sight, hearing, Hypotheses must be done and what should be
touch, taste or smell to gather observed.
Classifying information about objects and Experimenting Identifying manipulated variables,
phenomena. responding variables and fixed
Measuring and Using observations to group objects or variables. In an investigation, a variable
Using Numbers phenomena according to similar is manipulated to observe its
Making Inferences characteristics. relationship with the responding
Making quantitative observations using variable. At the same time, the other
Predicting numbers or tools with standard units or variables are kept the same.
tools standardised with reference units. Making a general statement about the
Making initial conclusions that are relationship between the manipulative
reasonable, that may be true or false to and responding variables that is
explain events or observations. assumed to be true to explain an
observation or event. The statement
Making forecast about events based on can be tested to determine its validity.
observations and previous experiences Planning and conducting an
or collected data. investigation to test a hypothesis,
collecting and interpreting data until a
conclusion can be obtained.

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KSSR SCIENCE YEAR 2

Manipulative Skills Table 5: Relationship between Science Process Skills and
Thinking Skills
In a scientific investigation, manipulative skills are
psychomotor skills that enable pupils to: SCIENCE THINKING SKILLS
PROCESS SKILLS
 Use and handle science apparatus and substances Observing Attributing
correctly. Comparing and contrasting
Classifying Relating
 Handle specimens correctly and carefully. Attributing
 Sketch specimens, apparatus and substances Measuring and Comparing and contrasting Grouping
Using Numbers and classifying
accurately. Making Inferences Relating
 Clean science apparatus correctly. Comparing and contrasting
 Store science apparatus and substances correctly and Predicting Relating
Using Space-Time Comparing and contrasting
safely. Relationship Analysing
Interpreting data Making Inferences
Relationship between Science Process Skills and Thinking Relating
Skills Defining Visualising
operationally Sequencing
The masteryof Science Process Skills requires pupils to master Prioritising
the relevant thinking skills. The thinking skills that are related to Comparing and contrasting
each science process skill is as shown in Table 5. Analysing
Detecting bias
Making conclusions
Making Generalisations
Evaluating
Relating
Making analogies
Visualising
Analysing

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SCIENCE THINKING SKILLS KSSR SCIENCE YEAR 2
PROCESS SKILLS
Controlling Attributing Implementation of SPS in science explicitly encompass
variables Comparing and contrasting intended skills in the 21st century and indirectly encourages and
Relating develops pupils' higher order thinking skills.
Making Analysing
hypotheses Attributing Science Process Skills Standards
Relating
Experimenting Comparing and contrasting Science process skills standards for each level of schooling are
Communication Generating ideas general suggestions that must be achieved by pupils. Each
Making hypotheses statement refers to the minimum standard that must be
Predicting achieved according to their level of schooling and operational
Synthesising cognitive development. Science process skills at primary school
All thinking skills level are stated explicitly as learning standards that should be
All thinking skills mastered as a foundation before they further their studies at
secondary level. Performance standards for science process
Teaching and Learning Based on Thinking Skills and skills in primary schools are elaborated to ease teachers to
Scientific Skills determine the development of the mastered skills. The
suggested science process standards from primary to
This Science Curriculum emphasises on thoughtful learning secondary schools are as shown in Table 6.
based on thinking skills and scientific skills. In this curriculum,
the learning standard is written by integrating acquisition of
knowledge with mastery of thinking skills and scientific skills.
Thus in teaching and learning, teachers need to integrate the
mastery of skills together with acquisition of knowledge and the
inculcation of scientific attitudes and noble values.

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KSSR SCIENCE YEAR 2

Table 6 : Science Process Skills Standards

NO SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROCESS SKILLS (YEAR 1 - 3) (YEAR 4 - 6) (FORM 1 - 3) (FORM 4 - 5)
Use all the senses to
1 Observing Use limbs and senses make qualitative  Make accurate and  Make qualitative and
to make observations observations with the relevant qualitative and quantitative
about the phenomena appropriate tools to quantitative observations to make
or changes that occur. explain phenomena or observations to identify generalisations based
changes that occur. patterns or sequences on a pattern or
2 Classifying Collect/ isolate of objects or sequence of an object
evidences/ data/ Compare/ identify phenomena. or phenomenon.
objects/ phenomena similarities and
based on the observed differences based on  Use complex equipment  Present further
characteristics. categories formed on suitable for making
common characteristics. observations findings based on
3 Measuring and using Measure with the proficiently. observations of
Measure with the correct objects or phenomena
numbers correct instrument and instrument and in the Compare/ identify analytically and
correct standard unit similarities and differences specifically.
in the correct standard using the right to determine the criteria of
technique. selection to categorise Identify characteristics
unit. evidences/ data/ objects/the used to differentiate,
phenomenon being studied. collect, select and explain
the object or phenomenon
 Measure with the being studied in further
correct instrument and detail.
in the correct standard
unit, using the right  Demonstrate how
technique, and record in measurements are
a complete and taken using the
systematic way. correct instrument and
in the correct standard
 Change the base units unit, using the right
correctly technique; and make

 Use the correct derived a systematic and
units. complete record in a
table.

 Use more complex
derived units in the
right manner.

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KSSR SCIENCE YEAR 2

NO SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROCESS SKILLS (YEAR 1 - 3) (YEAR 4 - 6) (FORM 1 - 3)
(FORM 4 - 5)
4 Making inferences Give a reasonable Conclude the initial Create more than one initial
explanation for grounds for an conclusion that are  Generate a variety of
5 Predicting observations. observation reasonably reasonable for an event or possibilities to explain
using the information observation using the complex situations
6 Communicating Describe a possible obtained information obtained.
outcome for an event or  Explain the relationship
7 Use time-space data. Make a reasonable Students can analyse trends/ or pattern between
relationships assumption of an event flows/ simple developments observed variables
Record information or based on observations, based on the data obtained using measurements
ideas in any form. past experiences or data. to predict the future state of made for an
an object or phenomenon. investigation.
Record information or
ideas in a suitable form Able to present the results of  Students can analyse
and present the an experiment or data trends/ flows/ simple
information or the ideas observed in various forms developments based
systematically. such as simple graphics, on the data obtained to
pictures or tables. predict the future state
Arrange occurrences of a of an object or
phenomenon or an event  Arrange occurrences of phenomenon.
in chronological order. a phenomenon or an
event in chronological  Forecasts made can
order. also be tested.

 Interpret and explain the Able to present the results
meaning of of an experiment or data
mathematical observed in various forms
relationships. such as graphics, pictures
or tables that are more
complex to show how the
patterns are related.
Use, analyse and interpret
numbers and numerical
relationships efficiently
when solving problems and
conducting investigations.

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KSSR SCIENCE YEAR 2

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

8 Interpreting data Select relevant ideas Give explanations rationally  Analyse data and
about objects, events or by making an intrapolation or suggest improvements.
9 Define operationally patterns on the data to an extrapolation of the data
make an explanation. collected.  Identify and explain the
10 Controlling variables anomalies in the set of
Describe an interpretation Describe the most data obtained.
11 Making a hypotheses of what is carried out and appropriate interpretation of
observed in a situation a concept by stating what is Explain the interpretation
12 Experimenting according to particular carried out and observed for made about the selection of
specifications. a situation. instruments or methods on
Determine the responding Determine all variables i.e. what is observed.
and constant variable responding variable,
after the manipulated manipulated variable and Change the constant
variable is determined in constant variable. variable to the manipulated
an investigation. variable and state the new
Make a general statement Form a relationship between responding variable.
that can be tested, on the the manipulated variable and
relationship between the responding variable, to form Describe expected results
variables in an a hypothesis that can be of the scientific
investigation. tested. investigation designed.
Conduct an experiment, Make a hypothesis, select
collect data, interpret the appropriate apparatus, Identify new problems and
data and summarise to design the method, conduct design an experiment to
prove the hypothesis and an experiment, collect data, test the hypothesis of
make a report. carry out analysis on the these problems.
data, make a conclusion and
prepare a report.

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KSSR SCIENCE YEAR 2

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 honest and accurate in recording and validating  Understanding and being aware of the importance and
needs of scientific attitudes and noble values;
data;
• Being diligent and persevere  Giving attention to attitudes and noble values; and
• Being responsible about the safety of themselves, others  Internalising and practising scientific attitudes and

and the environment; noble values.
• Having critical and analytical thinking; Proper planning is required to optimise the inculcation of
• Being flexible and open-minded; scientific attitudes and noble values during science lessons.
• Being kind-hearted and caring; Before starting a lesson, a teacher should go through all
• Being objective; learning outcomes in the related content standards (CS)
• Being systematic and ethical; including the learning standards (LS) which contain the
• Being cooperative; inculcation of scientific attitudes and noble values.
• Being fair;
• Dare to try; 21st CENTURY SKILLS
• Thinking rationally;
• Being confident and independent; The KSSR also aims to produce pupils with 21st century skills,
• Good in time management; focusing on thinking and living skills as well as able to inculcate
• Appreciating the balance of nature; noble values in their careers. 21st century skills aim to produce
• Being respectful and well-mannered; globally competitive pupils with the characteristics stated in the
• Appreciating the contribution of science and technology;

15

KSSR SCIENCE YEAR 2

pupils’ profile as shown in Table 7. The 21st century skills among PUPIL PROFILE DESCRIPTION
pupils can be acquired by mastering the CS and LS. Curious
Develop natural curiosity to explore
Table 7: Pupils’ Profile Principled strategies and new ideas. Learn skills that
Informative are needed to carry out inquiry and
PUPIL PROFILE DESCRIPTION research, as well as display independent
Caring/ traits in learning. Enjoy continuous life-long
Resilient Able to face and overcome difficulties and Concern learning experiences.
Communicator challenges with wisdom, confidence, Patriotic Honest and have integrity, equality, fair and
Thinker tolerance and empathy. respect the dignity of individuals, group and
Able to voice out and express their community. Responsible for their actions,
Teamwork thoughts, ideas and information confidently consequences and decisions.
and creatively in verbal and written form, Knowledgeable and form a wide
using a variety of media and technology. understanding which is balanced across
Able to think critically, creatively and various disciplines. Explore knowledge on
innovatively; solve complex problems and local and global issues effectively and
make ethical decisions. Think about efficiently. Understand ethical issues/laws
learning and about being learners related to the information gained.
themselves. Generate questions and are Show empathy, compassion and respect
receptive towards perspective, values and towards needs and feelings of others.
individual traditions and society. Confident Committed to serve the society and ensure
and creative in handling new learning sustainability of nature.
areas. Portray love, support and respect towards
Cooperate effectively and harmoniously the country.
with others. Share collective responsibility
while respecting and appreciating the HIGHER ORDER THINKING SKILLS
contributions of each member in the team.
Acquire interpersonal skills through Higher Order Thinking Skills (HOTS) are explicitly stated in the
collaborative activities, which in turn mould curriculum to enable teachers to incorporate in teaching and
them into better leaders and team learning. These will stimulate structured and focused thinking
members.

16

among pupils. Description of HOTS focuses on four levels of KSSR SCIENCE YEAR 2
thinking as shown in Table 8.
Creative thinking skills are the abilities to produce or create
Table 8: Thinking levels in HOTS something new and valuable using genuine imagination and
unconventional thinking.
THINGKING DESCRIPTION
LEVEL Reasoning skills are the abilities of an individual to make
Using knowledge, skills and values to take consideration and evaluation and rationally.
Applying actions in different situations.
Analysing Breaking down information into smaller parts Thinking strategies are ways of thinking that are structured
to enhance understanding and make and focused to solve problems.
Evaluating relationship between the parts.
Using knowledge, experience, skills and HOTS can be applied in the classroom through activities such
Creating values to consider, make decisions and give as reasoning, inquiry learning, problem solving and projects.
justifications. Teachers and pupils need to use thinking tools such as thinking
Producing creative and innovative ideas, maps and mind maps as well as high level questioning to
products or methods. encourage pupils to think.

HOTS are the abilities to apply knowledge, skills and values in TEACHING AND LEARNING STRATEGIES
reasoning and reflecting to solve problems, make decisions and
innovate and the abilities to create something. HOTS include Teaching and learning (T&L) strategies in the Science
critical thinking, creative thinking, reasoning and thinking curriculum emphasise on thoughtful learning. Thoughtful
strategy. learning is a process of acquisition and mastery of knowledge
and skills that will help pupils to optimise development of their
Critical thinking skills are the abilities to evaluate an idea minds.
logically and rationally to make a fair consideration using
reasons and reliable evidences.

17

Thoughtful learning can initiate various learning approaches KSSR SCIENCE YEAR 2
such as inquiry, constructivism, contextual learning and mastery
learning. Activities in thoughtful learning should be able to Science curriculum should be able to nurture and strengthen
initiate critical and creative thinking among pupils which are not patriotism elements among pupils. For instance, pupils will learn
routines. Pupils should be aware of the thinking skills and the diversity and uniqueness of country’s natural resources and
thinking strategies explicitly that are being applied in their increase their love for the country in the topic preservation and
learning. conservation of ecosystem.

Inquiry Approach

T&L should be planned holistically using various strategies to Inquiry approach emphasises on learning through experiences.
achieve several LS depending on suitability and learning needs, Generally, inquiry means to find information, to question and to
in accordance with pupils’ abilities and learning styles. A investigate a phenomenon around them. Discovery is the main
teacher should go through all LS and performance standards in characteristic of inquiry. Learning through discovery occurs
the related cluster before starting a lesson. when the main concepts and principles of Science are
investigated and discovered by pupils themselves.
Teachers are encouraged to plan activities by carrying out
investigations and experiments to generate ideas critically, Pupils are able to investigate a phenomenon and make
creatively and innovatively by using technologies as a medium conclusions by themselves through activities such as
to achieve LS effectively. Pupils-centred teaching and learning experiments. Pupils are guided to understand the science
requires active involvement of pupils which integrates the concepts through inquiry approach. Thinking and scientific skills
acquisition of knowledge, mastery of skills, inculcation of noble are developed during the inquiry process. However, the inquiry-
values and scientific attitudes to enhance their understanding. discovery approach may not be suitable for all teaching and
learning situations.
Pupils should be challenged with higher order questions or
problems and be required to solve problems critically and
creatively.

18

Constructivism KSSR SCIENCE YEAR 2

Constructivism is an ideology that suggests pupils learn by given. Pupils should be allowed to learn at their own pace, with
building their own understanding that is meaningful to them. The the incorporation of remedial and enrichment activities as part
important attributes of constructivism are: of the teaching-learning process.

 Teachers consider pupils’ prior knowledge. STEM (Science, Technology, Engineering and
 Learning is the result of pupils’ own effort. Mathematics) Approach
 Learning occurs when pupils restructure their existing
STEM approach is the T&L method which applies integrated
ideas by relating new ideas to old ones. knowledge, skills and values of STEM through inquiry, problem
 Pupils have opportunities to cooperate, share ideas, solving or project in the context of daily life, environmental and
local as well as global community, as shown in Figure 4.
experiences and reflect on their learning.

Contextual Learning

Contextual learning is an approach that associates learning with Figure 4: STEM Teaching and Learning Approach
pupils’ daily life. In this context, pupils do not only learn
theoretically but learn to appreciate the relevance of science in
their lives. This approach is used where pupils learn by
investigating as in the inquiry-discovery approach.

Mastery learning
Mastery learning is an approach that ensures all pupils to
master the intended learning objectives. This approach is based
on the principle that pupils are able to learn if opportunities are

19

STEM teaching and learning which is contextual and authentic KSSR SCIENCE YEAR 2
is able to encourage in-depth learning among pupils. Pupils can
work in groups or individually according to their ability to Scientific Investigation/Experiment
cultivate the STEM practices,as follows:
Scientific investigation/experiment is a method commonly used
1. Questioning and identifying problems,
2. Developing and using models, in science lessons. Pupils test hypotheses through
3. Planning and carrying out investigations,
4. Analyzing and interpreting data, investigations to discover specific science concepts and
5. Using mathematical thinking and computational thinking,
6. Developing explanation and designing solutions, principles scientifically. They carry out scientific
7. Engaging in argument and discussions based on
investigations/experiments by using thinking skills, science
evidences, and
8. Acquiring information, evaluating and communicating process skills, and manipulative skills. Inquiry approach must

about the information. be used while conducting scientific investigations/experiments.

Various teaching and learning methods can increase pupils' Science laboratory/science room is necessary for all scientific
interest in science. The less interesting lessons will not motivate
pupils to learn, thus affecting their performance. The teaching investigation/experiment. In general, Figure 5 shows the
and learning method should be based on the contents of the
curriculum, pupils’ abilities and multiple intelligences, procedure when conducting scientific
availability of resources and infrastructure.
investigations/experiments.
The following are brief descriptions of some T&L methods.
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.

20

Identify problems that can be tested using KSSR SCIENCE YEAR 2
scienctific investigation
Simulation is an activity that resembles the actual situation.
Make hyphothesis Simulations can be carried out through role-play, games or use
of models. In role-play, pupils act out a particular role
Plan how variables are manipulated and data are spontaneously based on a certain pre-determined conditions.
collected When conducting games, pupils are required to follow certain
procedures. Pupils play games in order to learn a particular
Plan and carry out the scientific investigation principle or to understand the process of decision-making.
Models are used to represent real objects or situations. Pupils
Present the collected data will be able to visualise the real situation, thus understanding
the concepts and principles learned.
Interpret data and results with scientific
reasoning Project-based Learning

Make desicion and presenting the report An activity carried out by pupils to achieve a certain aim based
on collaborative learning. A project takes a long time and
Figure 5: Steps in Carrying Out Scientific Investigations/ exceeds formal teaching hours to be completed. The outcome
Experiments of the project such as reports, artefacts and scrap books needs
to be presented. Project work encourages the development of
communication skills, problem solving, time management and
application of knowledge.

Visits and Use of External Resources

Learning science is not only restricted in school. Visits to zoos,
museums, science centres, research institutes, mangrove

21

swamps and factories can make learning more effective, KSSR SCIENCE YEAR 2
enjoyable and meaningful. A well planned visit is required to
optimise learning. those specified in the content standard. These elements are
applied to strengthen the skills and competency of the intended
Pupils have to carry out or perform tasks during the visit. human capital, capable of dealing with the current and future
Discussion after the visit should be held. challenges. The elements in the EMK are as follows:

Use of Technology 1. Language
 The use of proper language of instruction should be
Technology is a highly potential tool to enhance interest in emphasized in all subjects.
learning science. The use of technology such as the television,  During the teaching and learning of each subject, the
radio, video, computer and internet makes the teaching and pronunciation aspect, sentence structure, grammar and
learning of science more interesting and effective. Technology the terminology of the language need to be emphasized
eases teaching and learning of abstract or difficult science to assist pupils to organise ideas as well as
concepts. Application software such as word processors, communicate effectively.
graphic presentation software and electronic spreadsheets are
valuable tools to analyse and present data. The use of other 2. Environmental Sustainability Awareness
technologies such as data loggers and computerised interface  Awareness towards the love for the environment in the
in experiments and projects can assist teaching and learning pupils’ lives needs to be nurtured through the teaching
science effectively. and learning process in all subjects.
 Knowledge and awareness of the importance of the
ELEMENTS ACROSS THE CURRICULUM environment and global sustainability is important to
shape pupils’ ethics in appreciating nature.

Elements Across the Curriculum (EMK) is a value-added
element applied in the teaching and learning process other than

22

KSSR SCIENCE YEAR 2

3. Noble Values 5. Patriotism
 Patriotism can be nurtured through all subjects, co-
 Noble values are emphasised in all subjects to ensure curricular activities and community services.
that pupils are aware of its importance and practise  Patriotism can produce pupils who have the spirit of
them. patriotism and pride as Malaysians.

 Noble values include the aspects of spirituality, humanity 6. Creativity and Innovation
and national and global citizenship which will be  Creativity is the ability to use imagination in gathering,
practiced in pupils’ daily life. extracting and generating ideas, or creating something
new or authentic using a combination existing ideas.
4. Science and Technology  Innovation is the application of creativity through the
 The increase of interest in science and technology will modification, rectification and practice of ideas.
help to improve scientific and technological literacy  Creativity and innovation are always inter-connected.
among pupils. Therefore, there is a need to ensure that human capital
 The use of technology in teaching can help and development is able to meet the challenges of the 21st
contribute to efficient and effective learning. century.
 The integration of science and technology in the  Elements of creativity and innovation should be
teaching and learning process covers four areas, integrated in the teaching and learning.
namely:
i. The knowledge of science and technology 7. Entrepreneurship
(facts, principles, concepts related to science  The The incorporation of entrepreneurship elements
and technology); aims to develop attributes and entrepreneurial habits
ii. Scientific skills (process of thought and specific that will become a culture among the pupils.
manipulative skills);
iii. Scientific attitudes (such as accuracy, honesty,
security); and
iv. The use of technology in classrooms.

23

KSSR SCIENCE YEAR 2

 Entrepreneurial attributes can be ingraned in teaching acquired through the elements of the Sustainable
and learning through activities that could foster attitudes Consumption and Production, Global Citizenship and
such as diligence, honesty, trustworthiness and Solidarity.
responsibility as well as developing creative minds and  Elements of Global Sustainability is important in
innovative ideas to spur to the market. preparing pupils to face challenges and current issues
at the local, national and global levels.
8. Information and Communication Technology Skills  These elements are taught directly and indirectly in
(ICT) related subjects.
 Information and communication technology elements
are incorporated in the lessons to ensure pupils are able 10. Financial education
to apply and strengthen their basic knowledge and skills  Application of financial education elements aims at
in ICT. shaping the future generation that is capable of making
 The application of ICT in the lesson does not only right financial decisions, ethical practice and financial
motivate pupils to be creative but stimulates interesting management skills to manage the financial affairs
and fun teaching and learning as well as improve the responsibly.
quality of learning.  The Elements of financial education can be applied in
 ICT should be integrated in the lessons based on teaching and learning directly or indirectly. Direct
appropriate topics to be taught to further enhance pupils’ application is done through the titles that contain explicit
understanding of the subject content. financial elements such as the calculation of simple
interest and compound interest. Indirect application is
9. Global Sustainability integrated through other titles across the curriculum.
 The element Elements of Global Sustainability aims to Exposure to financial management in real life is
develop pupils with sustainable thinking highly important to provide pupils with the knowledge, skills
responsive attitude to the environment in their daily lives and values that can be applied effectively and
with the application of knowledge, skills, and values meaningfully.

24

SCHOOL ASSESSMENT KSSR SCIENCE YEAR 2

School Assessment is a part of assessment approach which is Information gathered through formative assessment should
a process that is planned, executed and reported by the teacher assist teachers to determine pupil’s strengths and weaknesses
to gather information on pupils’ development. This is an ongoing in achieving the content standard for a subject and not to
process implemented by the teacher formally and informally to compare the achievement of one pupil to another. It should
determine pupils’ performance level. School assessment assist teachers in adapting teaching and learning based on the
should be executed holistically based on inclusive, authentic needs of their pupils.
and localised principles. School Assessment provides valuable
feedback to administrators, teachers, parents and pupils to plan A comprehensive assessment should be well planned and
further actions towards increasing the pupils’ learning carried out continuously as part of the activities in classrooms.
development. Teachers’ effort in implementing a holistic assessment assists
to improve pupils’ weaknesses, forming a conducive and
balanced learning ecosystem.

School assessment can be executed by the teacher formatively Summative assessment is to evaluate pupils’ learning based on
and summatively. Formative assessment is carried out during several content standards of a subject in a period of time.
teaching and learning process while summative assessment is
carried out at the end of a lesson unit, term, semester or year. In order to ensure the assessment could assist pupils to
Teacher needs to plan, construct items, administer, check, increase their potentials and performances, teachers should
record and report pupils’ performance level of the subject taught use assessment strategies that have these following
based on the Standard Curriculum and Assessment Document characteristics:
(DSKP). • various forms
• fair to all pupils
The main purpose of formative assessment is to monitor the • consider various cognitive levels
pupil’s learning. Therefore, it is important for teachers to design • enable pupils to exhibit a variety of learning abilities
a valid, reliable and authentic assessment instruments.

25

KSSR SCIENCE YEAR 2

• consider the knowledge and skills learnt by pupils and Table 9: General Statement to Interpret the Performance Level
assess the level of their understanding.
of Knowledge and Skills for Science Subject
Assessment of Content Standards for each cluster is carried out
using the Performance Standard as the teacher’s reference to PERFORMANCE DESCRIPTOR
determine pupils' achievement in mastering a particular Content LEVEL
Standard. Performance Standards are hierarchically arranged
from Level 1 to Level 6 representing the lowest to the highest 1 Recall the basic knowledge and skills in
standards of achievement. Pupils’ achievement must be Science.
recorded in the assessment form.
Understand the science knowledge and
Science Performance Standards for Primary School 2 skills as well as explain their

School assessment for science is executed based on three understanding.
main domains which are knowledge, skills and values.
Knowledge assessment of a certain theme includes the 3 Apply science knowledge and skills to
integration of science process skills, aimed to get information perform simple tasks.
on the level of pupils’ understanding in a specific content
standard holistically. Assessment of science process skills can 4 Analyse science knowledge and skills
be carried out throughout the year. Hence, it is important for in the context of problem solving.
teachers to use their professional judgement to determine
pupils’ performance level. Performance level of pupils is divided Evaluate the science knowledge and
into six levels as shown in Table 9. 5 skills in the context of problem solving

and making decision to perform a task.

Inventing using science knowledge and
skills in the context of problem solving
6 and making decision or in performing
the tasks in a new situation creatively
and innovatively.

26

KSSR SCIENCE YEAR 2

Scientific attitudes and noble values are also assessed Overall Performance Level
throughout the year to give opportunities for the pupils to
achieve a higher performance level, thus become a practice and The overall performance level must be determined in order to
culture in daily life. Assessment of scientific attitudes and noble provide a value to the pupils’ performance levels at the end of
values for primary school Science are carried out by referring to the primary schoolig. The overall performance level includes the
Table 10. content, scientific skills, scientific attitudes and noble values.
Therefore, teachers should assess pupils collectively and
Table 10: Interpretation of Performance Levels for Scientific holistically on all aspects of the pupils’ learning process on an
Attitude and Noble Values ongoing basis through various methods such as their
achievement in topical tests, observations, exercises,
PERFORMANCE DESCRIPTOR presentations, pupils’ verbal responses, group projects etc.
LEVEL Teachers use their professional judgement through their
experience with pupils, their wisdom and discussions with
1 Interest colleagues in order to provide a value of their pupils’ overall
performance levels.by referring to Table 11.
2 Interest and curiosity

3 Interest, curiosity, honesty and
accuracy in recording data

Interest, curiosity, honesty and
4 accuracy in recording data, dare to try

and systematic

Interest, curiosity, honesty and Table 11: Description of Overall Performance Level
5 accuracy in recording data, dare to try,
PERFORMANCE DESCRIPTOR
systematic, cooperation, diligence and LEVEL
perseverance in completing task
1 Recall the basic knowledge and skills in
Interest, curiosity, honesty and Science, and show interest.
accuracy in recording data, dare to try,
6 systematic, cooperation, diligence and Understand the science knowledge and
perseverance in completing task, 2 skills, as well as explain their
courtesy and responsibility for oneself,
friends and environment. understanding and show curiosity.

27

PERFORMANCE DESCRIPTOR KSSR SCIENCE YEAR 2
LEVEL
minimum time allocated for Science Level I is 48 hours per
Apply science knowledge and skills to year. This curriculum consists of three main columns which
3 perform simple tasks honestly and record are Content Standards (CS), Learning Standards (LS) and
Performance Standards (PS). The meaning of CS, LS and PS
data accurately. are in Table 12.

Analyse science knowledge and skills in Table 12: Organisation of the DSKP
4 the context of problem solving
CONTENT LEARNING PERFORMANCE
systematically and dare to try. STANDARD STANDARD STANDARD

Evaluate the science knowledge and skills Specific A predetermined A set of general
5 in the context of problem solving and statements about criteria or indicator criteria which
what pupils should of the quality in reflects the levels
making decision to perform a task know and can do learning and of pupils’
cooperatively, diligently and persistently. during the achievement that achievement that
schooling period can be measured they should display
Inventing using science knowledge and encompassing the for each content as a sign that
skills in the context of problem solving knowledge, skills standard. certain topic has
and making decision or in performing and values. been mastered by
6 tasks in a new situation creatively and pupils.
innovatively, and be responsible to own
self, peers and environment with a high There is a column for notes in the DSKP. This column consists
integrity. suggested localised activities and notes as guidance.
Additional activities also can be carried out according to
CONTENT ORGANISATION creativity and needs to achieve the Learning Standards.

KSSR Science emphasises on the mastery of knowledge,
skills and values that are suitable to the pupils’ abilities. The

28

KSSR SCIENCE YEAR 2

KSSR Science for Year 1 to Year 6 are arranged thematically in THEME SCOPE
the learning field of Inquiry in Science, Life Science, Physical
Science, Material Science, Earth and Space, and Technology Life Science Living and non-living things
and Sustainability of Life.
Human: basic need of living things, senses,
The scope for Level I science process skills focuses on six skills reproduction and growth, teeth, food
i.e. observing, classifying, measuring and using numbers, classes, digestion.
making inferences, predicting and communicating. science
process skills can be inculcated using the knowledge content in Animals: parts of body, reproduction and
the learning standards or independently. It should be repeated growth, eating habits.
throughout the year to provide opportunities to pupils to improve
and enhance mastery of the intended skills. The scope of Plants: parts of plants, growth and
knowledge for Level I is shown in Table 13. reproduction.

Physical Magnets, bright and dark, electrical circuits,
Science
area and volume measurements, object or
materials which are more or less dense than
water.

Table 13: Content of Science Level I

THEME SCOPE Materials Ability of materials to absorb water, mixture,
Science acid and alkaline.

Inquiry in Science process skills , manipulative skills Earth and Surfaces of the Earth, soils, water, air, solar
Science and rules of the science room Space system.

Technology Construction of basic shape block, built up
and set, pulley.
Sustainability

of Life

29

KSSR SCIENCE YEAR 2

INQUIRY IN SCIENCE

1.0 SCIENTIFIC SKILLS

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
DESCRIPTOR Suggested activities:

1.1 Science Pupils are able to: State all the senses involved in Carry out activities that
making the observations on the can lead to the acquire
Process Skills 1 phenomena or changes that skills such as:
occur.
1.1.1 Observe (i) Observing the
bulb in the circuit.
Describe all the senses used in
making the observations on the (ii) Observing the
2 phenomena or changes that changes of
occur. materials when
immersed in
Use all the senses involved in water.
making the observations on the
3 phenomena or changes that
occur.

Use all the senses involved and

appropriate tools if necesesary

in making qualitative
4 observations to explain the

phenomena or changes that
occur.

30

KSSR SCIENCE YEAR 2

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
DESCRIPTOR

Use all the senses involved and

appropriate tools if necesesary

5 in making qualitative and
quantitative observations to

explain the phenomena or

changes that occur.

Use all the senses involved and
appropriate tools if necesesary
in making qualitative and
6 quantitative observations to
explain the phenomena or
changes that occur
systematically.

31

KSSR SCIENCE YEAR 2

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
DESCRIPTOR

Pupils are able to: 1 State the characteristics of Suggested activities:
1.1.2 Classify
objects or phenomena.

Carry out activities that

Describe the characteristics of can lead to the acquire
objects or phenomena by stating
2 skills such as:

the similarities and differences (i) Classify animals

according to the

3 Separate and group the objects way they
or phenomena according to its reproduce.

similarities and differences. (ii) Classify objects

according to their

4 Separate and group the objects ability to light up
or phenomena by stating its bulb in a circuit.

similarities and differences.

Separate and group the objects
5 or phenomena according to its

similarities and differences and
able to use other characteristics

to separate/isolate and group.

6 Separate and group the objects
or phenomena according to its
similarities and differences until
to the final stage by stating the
characterisctics used.

32

KSSR SCIENCE YEAR 2

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
DESCRIPTOR

Pupils are able to: Choose appropriate tools to Suggested activities:
1.1.3 Measure and use numbers measure a quantity.
1

Carry out activities that

can lead to the acquire

Describe the use of tools and skills such as:

2 appropriate ways to measure a (i) Record the changes

quantity. of height of a

growing plant.

Measure using appropriate tools (ii) Measure own body

3 and standard unit with correct weight and peer’s.

techniques.

Measure using appropriate tools
4 and standard unit with correct

techniques and record in a table.

5 Make justification on the
6 appropriate tools and standard
units used in the activity.
33
Demonstrate how to measure
using tools, standard units with
correct techniques, record
systematically, creatively and
inovatively in a table.

KSSR SCIENCE YEAR 2

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
DESCRIPTOR Suggested activities:

Pupils are able to: 1 State the information gathered. Carry out activities that
1.1.4 Communicate can lead to the acquire
skills such as:
2 Record information or ideas in
any forms. (i) Design a poster on
how to keep the
3 Record information or ideas in cleanliness of river.
suitable form.
(ii) Record the number of
Record information or ideas in leaves on a growing
4 suitable form and present it plant using a suitable
form.
systematically.

Record information or ideas in
5 more than one suitable form and

present it systematically.

Produce a creative and
innovative presentation based
6 on the information or ideas
recorded systematically and able
to give feedback.

34

KSSR SCIENCE YEAR 2

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
DESCRIPTOR

1.2 Manipulative Pupils are able to: List the apparatus, science Suggested activities:
Skills
1 substances and specimens
1.2.1 Use and handle science required for an activity. Assessments are carried
apparatus and substances out during pupils’ learning
correctly.
activities such as:

1.2.2 Handle specimens correctly Describe the use of apparatus, (i) Germinating seeds.
1.2.3 and carefully.
2 science substances and (ii) Dissolving sugar in
Sketch specimens, specimens required for an water
apparatus and science
substances correctly. activity.

1.2.4 Clean science apparatus Using and handling apparatus,

correctly. 3 science substances and
specimens required for an

1.2.5 Store science apparatus and activity with the correct method.

substances correctly and

safely.

Using, handling, sketching,
cleaning and storing the
4 apparatus, science substances
and specimens used in an
activity with the correct method.

35

CONTENT PERFORMANCE STANDARD KSSR SCIENCE YEAR 2
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
DESCRIPTOR

Using, handling, sketching,
cleaning and storing the
apparatus, science substances
5 and specimens used in an
activity with the correct
methods, systematically and
sparingly.

Using, handling, sketching,

cleaning and storing the

apparatus, science substances

6 and specimens used in an
activity with the correct

methods, systematically,

sparingly and be an example to

others.

36

2.0 SCIENCE ROOM RULES KSSR SCIENCE YEAR 2

CONTENT PERFORMANCE STANDARD NOTES
STANDARD
LEARNING STANDARD PERFORMANCE Suggested activities:
LEVEL Assessments are carried
DESCRIPTOR out through observations
before, during and after
2.1 Science room Pupils are able to: 1 State science room rules. using the science room.
rules 2.1.1 Adhere to science room rules

2 Explain science room rules.

3 Apply science room rules.
4
5 Provide reasoning on the
6 importance to adhere science
room rules.
37
Generate ideas of action that
need to be taken if there is any
violation of rules.

Practise compliance concept of
science room rules in daily life
as a culture.

KSSR SCIENCE YEAR 2

LIFE SCIENCE

3.0 HUMAN PERFORMANCE STANDARD

CONTENT LEARNING STANDARD PERFORMANCE NOTES
STANDARD LEVEL
DESCRIPTOR

3.1 Reproduction and Pupils are able to: 1 State that human reproduce Suggested activities:
growth in human by giving birth.

3.1.1 State how humans reproduce. Discussion on changes of
an individual based on

3.1.2 Describe changes in size, 2 Describe changes in an pictures from infant to adult
height and weight in an individual since birth. in terms of increase in:
individual since birth.
(i) size;

(ii) height; and
Explain through examples the (iii)
3.1.3 Make generalization that features that offsprings weight.
growths among individuals are inherited from their parents or
different by carrying out 3
activities.
ancestors. Use pictures to match the

offspring with the mother /

3.1.4 Describe that offsprings inherit Make generalization that father / family members.
features from their parents or
ancestors. 4 inherited features in an Compare and contrast the

3.1.5 Give examples of features individual are from ancestors size of palms, soles, height
based on family tree.
and weight among

inherited by the offsprings from classmates.

their parents or ancestors such

as skin colour, iris colour and Conclude that the growth of
hair type. 5 individuals of the same age

are different.

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