DLP SCIENCE YR 5

Sains

Tahun 5
(EDISI BAHASA INGGEedRiIS)

i



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TTaahhuunn 65

(Edisi Bahasa Inggeris)
BBaahh(aEagDgiiIaaSnnI PBPeAemmHbAbaSannAgguIuNnnGaanGnEKKRuurIrSiikk)uulluumm

AAPPRRIILL22001199

Terbitan 2019

© 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............................................................................................................................................ 5
Thoughtful Learning.......................................................................................................................................... 7
Critical Thinking Skills....................................................................................................................................... 8
Creative Thinking Skills..................................................................................................................................... 10
Thinking Strategies............................................................................................................................................ 21
Scientific Skills................................................................................................................................................... 22
Scientific Attitudes and Noble Values................................................................................................................ 24
21st Century Skills.................................................................................................................................................... 25
Higher Order Thinking Skills.................................................................................................................................... 30
Teaching and Learning Strategies...........................................................................................................................
Cross-Curricular Elements.......................................................................................................................................

Classroom Assesment............................................................................................................................................ 35
Content Organisation............................................................................................................................................. 39
Inquiry in Science
42
Scientific skills.................................................................................................................................................
Life Science 46
49
Human............................................................................................................................................................. 53
Animal..............................................................................................................................................................
Plant................................................................................................................................................................. 56
Physical Science 59
Electric.............................................................................................................................................................
Heat................................................................................................................................................................. 62
Materials Science 63
Rusting............................................................................................................................................................
Matter.............................................................................................................................................................. 66
Earth and Space
Phases of the Moon and Constellation............................................................................................................ 68
Technology and Sustainability of Life 69
Machine.......................................................................................................................................................... 70
Panel of Writers..................................................................................................................................................... 71
Contributors........................................................................................................................................................... 72
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 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 nilai, serta memasukkan secara eksplisit Kemahiran Abad
Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT).
Kurikulum Standard Sekolah Rendah (KSSR) yang dilaksanakan
secara berperingkat mulai tahun 2011 telah disemak semula bagi Penyepaduan tersebut dilakukan untuk melahirkan insan
memenuhi dasar baharu di bawah Pelan Pembangunan seimbang dan harmonis dari segi intelek, rohani, emosi dan
Pendidikan Malaysia (PPPM) 2013-2025 supaya kualiti kurikulum jasmani sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.
yang dilaksanakan di sekolah rendah setanding dengan standard
antarabangsa. Kurikulum berasaskan standard yang menjadi Bagi menjayakan pelaksanaan KSSR, pengajaran dan
amalan antarabangsa telah dijelmakan dalam KSSR menerusi pembelajaran guru perlu memberi penekanan kepada KBAT
penggubalan Dokumen Standard Kurikulum dan Pentaksiran dengan memberi fokus kepada pendekatan Pembelajaran
(DSKP) untuk semua mata pelajaran yang mengandungi Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya
Standard Kandungan, Standard Pembelajaran dan Standard murid dapat menguasai kemahiran yang diperlukan dalam abad
Prestasi. ke-21.

Usaha memasukkan standard pentaksiran di dalam dokumen Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
kurikulum telah mengubah lanskap sejarah sejak Kurikulum penghargaan dan ucapan terima kasih kepada semua pihak yang
Kebangsaan dilaksanakan di bawah Sistem Pendidikan terlibat dalam penggubalan KSSR. Semoga pelaksanaan KSSR
Kebangsaan. Menerusinya murid dapat ditaksir secara akan mencapai hasrat dan matlamat Sistem Pendidikan
berterusan untuk mengenal pasti tahap penguasaannya dalam Kebangsaan.
sesuatu mata pelajaran, serta membolehkan guru membuat
tindakan susulan bagi mempertingkatkan pencapaian murid. Dr. MOHAMED BIN ABU BAKAR
Pengarah
DSKP yang dihasilkan juga telah menyepadukan enam tunjang Bahagian Pembangunan Kurikulum
Kerangka KSSR, mengintegrasikan pengetahuan, kemahiran Kementerian Pendidikan Malaysia

ix



INTRODUCTION KSSR SCIENCE YEAR 5

The Standard-Based Curriculum for Primary School (KSSR) for Science subjects at secondary level are designed to produce
Science is designed to develop science literacy by providing basic pupils who are science literate, innovative, and able to apply
knowledge of science for pupils to become science literate through scientific knowledge, make decisions and solve problems in real
the understanding of basic science concepts around the pupils to life. These subjects also provide opportunities for pupils who are
enable them to pursue Science education at secondary level. scientifically inclined to pursue their studies in the fields of
Science, Technology, Engineering and Mathematics (STEM) at
Science KSSR is designed to produce individuals who are tertiary level.
intellectually, spiritually, emotionally and physically balanced as
articulated in the National Education Philosophy. Hence, Benchmarking of the science curriculum was done with high
Standard-Based Curriculum and Assessment Document (DSKP) performing countries in international assessments to ascertain that
is designed by integrating 21st Century Skills to enable pupils to the science curriculum is relevant and equivalent with other
compete globally. countries in the world.

Knowledge, skills and values that are inculcated in the primary In moving towards becoming a developed country, Malaysia
school science curriculum provide meaningful learning for pupils needs to create a scientific, progressive, innovative, and
by taking into consideration their cognitive level and surroundings. foresighted community that do not only utilise the latest
Hence, the interest to learn science can be nurtured from the early technologies but can also contribute to the future establishment of
stage of schooling, to be developed and enhanced at secondary technological and scientific civilisation. In order to achieve this
level. aspiration, we need to foster critical, creative and competent
citizens who practise the culture of science and technology.

1

AIMS KSSR SCIENCE YEAR 5

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

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

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.

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KSSR SCIENCE YEAR 5

Figure1: Framework of the Standard-Based Curriculum for Primary School
3

FOCUS KSSR SCIENCE YEAR 5
Figure 2: The Conceptual Framework for Science Curriculum
Science KSSR 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. Pupils who undergo this curriculum will become the
human resources in the field of science and technology that will
contribute towards national development.

Science KSSR is developed based on 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

Thoughtful Science KSSR SCIENCE YEAR 5

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

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KSSR SCIENCE YEAR 5

Table 1: Critical Thinking Skills DESCRIPTION CRITICAL DESCRIPTION
THINKING SKILLS
CRITICAL
THINKING SKILLS

Attributing Identifying criterias such as Prioritising Arranging objects or information in an
characteristics, features, qualities and orderly manner based on their
elements of a concept or an object. importance or priority.

Comparing and Finding similarities and differences Analysing Processing information in detail by
Contrasting based on criteria such as characteristics, Detecting Bias breaking it down into smaller parts to
features, qualities and elements of an Evaluating understand concepts or events as well
object or event. as to find the implicit meanings.

Grouping and Separating and grouping objects or 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. Making considerations and decisions
using knowledge, experiences, skills and
values, and giving justifications.

Sequencing Arranging objects and information in an
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.

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KSSR SCIENCE YEAR 5

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 mattersfor a group based on
CREATIVE observations on samples or some
THINKING SKILLS DESCRIPTION information from the group.

Generating Ideas Producing ideas related to something.

Relating Making connections in certain Inventing Producing something new or modifying
situations or events to find a structure Visualising something already in existence to
or pattern of a relationship. Synthesising overcome problems in a systematic
manner.
Making Inferences Using data collection and previous
experience to conclude and explain Forming perceptions or making mental
events. images about a particular idea,
concept, situation or vision.

Combining separate elements to
produce an overall picture in the form
of writing, drawing and artefact.

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KSSR SCIENCE YEAR 5

CREATIVE DESCRIPTION Thinking Strategies
THINKING SKILLS
Thinking strategies are ways of thinking that are structured and
Making Hypotheses 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 to explain an
observation or event. The statement can
be tested to determine its validity.

Making Analogies Forming an understanding about a Table 3: Thinking Strategies
complex or an abstract concept by relating
it to simple or concrete concepts with THINKING DESCRIPTION
similar characteristics. STRATEGIES

Conceptualizing Making generalisations towards
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.

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KSSR SCIENCE YEAR 5

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
hypotheses
conclusions  Making analogies
 Inventing

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

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KSSR SCIENCE YEAR 5

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

thinking tasks. Table 4: Science Process Skills DESCRIPTION

Further information about the stages of the implementation of SCIENCE
TSTS can be referred in the guidebook “Buku Panduan PROCESS
Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam
Pengajaran dan Pembelajaran Sains” published by Curriculum SKILLS
Development Centre in 1999.
Observing Using the sense of sight, hearing, touch,
Scientific Skills taste or smell to gather information about
objects and phenomena.
Science KSSR emphasises on inquiry method and problem
solving. In the process of inquiry and solving problems, scientific Classifying Through observations to group objects or
skills and thinking skills are applied. Scientific skills are essential phenomena according to similarities and
skills to carry out activities using scientific methods such as differences.

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KSSR SCIENCE YEAR 5

SCIENCE DESCRIPTION SCIENCE DESCRIPTION
PROCESS PROCESS
Making quantitative observations using
SKILLS numbers and tools with standard units. SKILLS
Measurement makes observations more
Measuring and precise. Interpreting Data Giving rational explanations about an
Using Numbers object, event or pattern from the collected
data.

Making Using data collection and previous Defining Defining concepts by describing what
Inferences experiences to conclude and explain Operationally must be done and observed.
events.

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
Communicating Using words or graphic symbols such as with the responding variable. At the same
tables, graphs, diagrams or models to time, the other variables are kept
describe an action, object or event. constant.

Making Making a general statement about the
Hypothesis relationship between the manipulated
variable and responding variable to
Using Space- Describing changes in parameters with explain an observation or event. The
Time time such as location, direction, shape, statement can be tested to determine its
Relationship size, volume, weight and mass. validity.

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KSSR SCIENCE YEAR 5

SCIENCE DESCRIPTION use of the science laboratory or science room requires
PROCESS systematic and clear procedures to ensure the smooth process of
Planning and conducting an investigation teaching and learning as well as to ensure the safety of the
SKILLS to test a hypothesis, collecting and users. Rules of the science laboratory or science room should be
interpreting data until a conclusion can be disclosed to pupils so that the concept of compliance with the
Experimenting obtained. rules of the science laboratory or science room can be cultivated.

Relationship between Science Process Skills and Thinking Skills

Manipulative Skills The mastery of SPS requires pupils to master the relevant
thinking skills. The thinking skills that are related to each SPS is
In a scientific investigation, manipulative skills are psychomotor shown in Table 5.
skills that enable pupils to:
Table 5: Relationship between Science Process Skills and
 Use and handle science apparatus and substances Thinking Skills
correctly;
SCIENCE THINKING SKILLS
 Handle specimens correctly and carefully; PROCESS SKILLS
 Sketch science specimens, substances and apparatus
Observing Attributing
correctly; Comparing and contrasting
 Clean science apparatus using correctly; and Relating
 Store science apparatus and substances correctly and
Classifying Attributing
safely. Comparing and contrasting
Grouping and classifying
Science laboratory or science room is an essential infrastructure
for the implementation of scientific investigations or experiments
to help pupils achieve the desired performance standards. The

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KSSR SCIENCE YEAR 5

SCIENCE THINKING SKILLS SCIENCE THINKING SKILLS
PROCESS SKILLS PROCESS SKILLS

Measuring and Relating Controlling Attributing
Using Numbers Comparing and contrasting variables Comparing and contrasting
Relating
Making Inferences Relating Analysing
Comparing and contrasting
Analysing Making hypothesis Attributing
Making Inferences Relating
Comparing and contrasting
Predicting Relating Generating ideas
Visualising Making hypotheses
Predicting
Using Space-Time Sequencing Synthesising

Relationship Prioritising

Interpreting data Comparing and contrasting Experimenting All thinking skills
Analysing
Defining Detecting bias Communication All thinking skills
operationally Making conclusions
Making Generalisations
Evaluating

Relating
Making analogies
Visualising
Analysing

13

Teaching and Learning Based on Thinking Skills and Scientific KSSR SCIENCE YEAR 5
Skills
Science Process Skills Standards
This Science Curriculum focuses on thoughtful learning based on
thinking skills and scientific skills. In this curriculum, the intended Science process skills standards for each level of schooling are
learning standard is written by integrating acquisition of general suggestions that must be achieved by pupils. Each
knowledge with mastery of thinking skills and scientific skills. statement refers to the minimum standard that must be achieved
Thus in teaching and learning, teachers need to emphasise the according to their level of schooling and operational cognitive
mastery of skills with acquisition of knowledge as well as the development. SPS at primary school level are explicitly stated as
inculcation of scientific attitudes and noble values. learning standards that must be mastered as a foundation before
they further their studies at secondary level. Performance
The explicit implementation of SPS in science, encompasses standards for SPS in primary schools are stated in detail in order
intended skills in the 21st century and indirectly encourages and to assist teachers to determine the development in mastering the
develops pupils' higher order thinking skills. skills. The suggested science process standards from primary to
secondary schools are shown in Table 6.

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KSSR SCIENCE YEAR 5

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 common differences to determine collect, select and
the observed characteristics. the criteria of selection to explain in more detail
characteristics. categorise evidences/ about the object or
data/ objects/the phenomenon being
phenomenon being studied.
studied.

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KSSR SCIENCE YEAR 5

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 correct tool and measurements are
3 Measuring and standard unit. standard unit using the standard unit with the taken using the
using numbers right technique. right technique and correct tool and
record systematically standard unit with the
and in a complete right technique and
way. record in a table
systematically and in
 Change the base a complete way.
units correctly.
 Use more complex
 Use the correct derivative units
derivative units. correctly.

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

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KSSR SCIENCE YEAR 5

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 Able to 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

objects or phenomena. obtained to predict

the future state of an

object or

phenomenon.

 Prediction made 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 results of an experiment
and present the observed data in various or observed data in
information or the ideas forms such as simple various forms such as
systematically. graphics, pictures or tables. graphic, pictures or
tables that are more
complex to show the
relations between the
patterns.

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KSSR SCIENCE YEAR 5

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 5

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.

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KSSR SCIENCE YEAR 5

Scientific Attitudes and Noble Values

Positive attitudes and values can be nurtured in pupils through • Realising that science is a means to understand nature;
• Appreciating and practising clean and healthy living; and
the science learning experience. Positive attitudes and values are • Being thankful to God.

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

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KSSR SCIENCE YEAR 5

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. The 21st century skills aim to Able to think critically, creatively and
produce globally competitive pupils with the characteristics stated Thinker innovatively; solve complex problems and
in the pupils’ profile as shown in Table 7. The mastery of the make ethical decisions. Think about
Content Standard (CS) and Learning Standard (LS) in Science learning and about being learners
curriculum contributes to the acquisition of the 21st century skills themselves. Generate questions and are
among pupils. receptive towards perspectives, values and
individual traditions and society. Confident
Table 7: Pupils’ Profile and creative in handling new learning
PUPIL PROFILE areas.

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
them into better leaders and team
members.

Communicator Able to voice out and express their
thoughts, ideas and information confidently
and creatively in verbal and written form,
using a variety of media and technology.

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KSSR SCIENCE YEAR 5

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 THINKING 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.

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THINGKING LEVEL DESCRIPTION KSSR SCIENCE YEAR 5

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.

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TEACHING AND LEARNING STRATEGIES KSSR SCIENCE YEAR 5

Teaching and learning strategies in the Science curriculum The learning approaches that can be implemented by the teacher in
emphasise on thoughtful learning. Thoughtful learning can occur the classroom are as follows:
through various learning approaches such as inquiry,
constructivism, contextual learning, mastery learning, problem/ Inquiry Approach
project-based learning and STEM. Activities in thoughtful learning
should be able to elicit critical and creative thinking among pupils Inquiry approach emphasises on learning through experiences.
and not be confined to routine. Pupils should be explicitly aware Generally, inquiry means to find information, to question and to
of the thinking skills and thinking strategies that they use in their investigate a phenomenon around them. Discovery is the main
learning. characteristic of inquiry. Learning through discovery occurs when
the main concepts and principles of Science are investigated and
Pupils are challenged with higher order questions or problems discovered by pupils themselves.
and they are required to solve problems critically and creatively.
Pupils are actively involved in teaching and learning which Pupils are able to investigate a phenomenon and make
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 skills and scientific
skills are developed during the inquiry process. However, the
inquiry-discovery approach may not be suitable for all teaching
and learning situations.

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Constructivism KSSR SCIENCE YEAR 5

Constructivism is a theory that suggests pupils learn by building Mastery learning
their own understanding that is meaningful to them. The
important attributes of constructivism are: Mastery learning is an approach that ensures all pupils 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 and learning process.
ideas by relating new ideas to old ones; and
 Pupils have opportunities to cooperate, share ideas, Problem/ Project-Based Learning

experiences and reflect on their learning. Problem/project-based learning (PBL) is a pupil-centred
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 teaching and learning process.
investigating as in the inquiry-discovery approach.

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KSSR SCIENCE YEAR 5

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.

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STEM (Science, Technology, Engineering and KSSR SCIENCE YEAR 5
Mathematics) Approach
STEM teaching and learning which is contextual and authentic is
STEM approach is the teaching and learning method which able to encourage in-depth learning among pupils. Pupils can
applies integrated knowledge, skills and values of STEM through work in groups or individually according to their ability to cultivate
inquiry, problem solving or project in the context of daily life, the STEM practices as follows:
environmental and 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. Analysing and interpreting data.
5. Using mathematical thinking and computational thinking.
6. Developing explanation and designing solutions.
7. Engaging in arguments and discussions based on

evidences.
8. Acquiring information, evaluating and communicating about

the information.

Figure 4: STEM Teaching and Learning Approach

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Computational thinking is the process of cognitive thinking KSSR SCIENCE YEAR 5
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 teaching and
by human and/or computer effectively. Computational thinking learning methods:
helps pupils organise, analyse and present data or ideas logically
and systematically so that complex problems can be resolved Scientific Investigation/ Experiment
easily.
Scientific investigation/experiment is a method commonly used in
Various teaching and learning methods can increase pupils' science lessons. Pupils test hypotheses through investigations to
interest in science. The less interesting lessons will not motivate discover specific science concepts and principles scientifically.
pupils to learn, thus affecting their performance. The teaching They carry out scientific investigations/experiments using thinking
and learning method should be based on the contents of the skills, science process skills, and manipulative skills. Inquiry
curriculum, pupils’ abilities and multiple intelligences, availability approach must be used while conducting scientific
of resources and infrastructure. investigations/experiments. Figure 5 shows the steps in carrying
out scientific investigations/ experiments.

In the implementation of Science curriculum, pupils should be
given the opportunities to design their own scientific
investigations/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 scientific
investigations/experiments.

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Identify problems that can be tested using scientific KSSR SCIENCE YEAR 5
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 a 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 Project is an activity carried out by pupils to achieve a certain aim
based on collaborative learning. A project takes a long time and
exceeds formal learning 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.

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KSSR SCIENCE YEAR 5

Visits and Use of External Resources CROSS-CURRICULAR ELEMENTS

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

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

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KSSR SCIENCE YEAR 5

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

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.

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6. Creativity and Innovation KSSR SCIENCE YEAR 5
 Creativity is the ability to use imagination in gathering,
extracting and generating ideas or creating something 8. Information and Communication Technology Skills
new or authentic using a combination of existing ideas.  Information and communication technology (ICT)
 Innovation is the application of creativity through the elements are incorporated in the lessons to ensure pupils
modification, rectification and practice of ideas. are able to apply and strengthen their basic knowledge
 Creativity and innovation are always inter-connected. and skills in 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.

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9. Global Sustainability KSSR SCIENCE YEAR 5
 The Elements of Global Sustainability aims to develop
pupils with sustainable thinking highly responsive attitude 10. Financial education
to the environment in their daily lives with the application  Application of financial education elements aims at
of knowledge, skills, and values acquired through the shaping the future generation that is capable of making
elements of the Sustainable Consumption and Production, right financial decisions, ethical practice and financial
Global Citizenship and Solidarity. management skills to manage the financial affairs
 The element of Global Sustainability is important in responsibly.
preparing pupils to face challenges and current issues at  The Elements of financial education can be applied in
the local, national and global levels. teaching and learning directly or indirectly. Direct
 This element is taught directly and indirectly in related application is done through the titles that contain explicit
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.

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CLASSROOM ASSESSMENT KSSR SCIENCE YEAR 5

Classroom assessment 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’  Using a variety of assessment methods such as observation,
performance level.
oral and writing.
Classroom assessment can be executed by a teacher in  Using a variety of assessment strategies that can be
formative and summative forms. Formative assessment is
implemented in line with the teaching and learning process, while implemented by teachers and pupils.
summative assessment is carried out at the end of a learning  Taking into consideration the various levels of knowledge
unit, term, semester or year. Teachers need to plan, build items
or assessment instruments, administer, review, record and report and skills learned.
the performance level that is taught based on DSKP.  Allowing pupils to show a wide range of learning ability.
 Assessing the performance level of pupils based on Learning

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

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KSSR SCIENCE YEAR 5

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

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

Understand the knowledge and scientific
2 skills as well as explain their understanding.

Apply the knowledge and scientific skills to
3 perform tasks.

Analyse the knowledge and scientific skills to
4 solve problems or perform a task.

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

cooperative, diligent and perseverant in
completing task.

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

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KSSR SCIENCE YEAR 5

Table 11: Description of Overall Performance Level for Science
KSSR

PERFORMANCE DESCRIPTOR PERFORMANCE DESCRIPTOR
LEVEL LEVEL

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

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

Analyse the knowledge and scientific
4 skills to solve problems or perform tasks

systematically and dare to try.

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KSSR SCIENCE YEAR 5

CONTENT ORGANISATION Table 12: Description of Content Standards, Learning Standards
and Performance Standards.
Science KSSR emphasises on the mastery of knowledge, skills
and values that are suitable to the pupils’ abilities. CONTENT LEARNING PERFORMANCE
Implementation of the Science curriculum is in accordance with STANDARD STANDARD STANDARD
the Circular Letter (SPI) KPM Bil.8 Tahun 2016. The minimum
time allocated for Science Level II is 64 hours per year. Specific A predetermined A set of general
statements about criteria or indicator criteria which
The content of Science KSSR consists of three main columns what pupils should of the quality in reflects the levels
which are Content Standard (CS), Learning Standard (LS) and know and can do learning and of pupils’
Performance Standard (PS). The meaning of CS, LS and PS are during the achievement that achievement that
in Table 12. There is also a column for remarks which consists of schooling period can be measured they should display
suggested localised activities, notes and scope as guidance for encompassing the for each content as a sign that
teachers. Teachers may carry out additional activities apart from knowledge, skills standard. certain topic has
the suggested activities according to their creativity and the and values. been mastered by
needs to achieve the LS. pupils.

Science KSSR for Year 1 to Year 6 are organised thematically in The scope for Level II SPS focuses on twelve skills. The skills are
the learning fields of Inquiry in Science, Life Science, Physical observing, classifying, measuring and using numbers, making
Science, Material Science, Earth and Space, and Technology inferences, predicting, controlling variables, communicating,
and Sustainability of Life. using space-time relationship, interpreting data, defining
operationally, making hypothesis and experimenting. SPS can be
inculcated using the knowledge content in the LS or
independently.

38