DSKP KSSM Science Form 4 and 5_Versi English

Sains

Tingkatan 4 dan 5

(EDISI BAHASA INGGERIS)



Sains

Tingkatan 4 dan 5

(Edisi Bahasa Inggeris)
Bahagian Pembangunan Kurikulum

MEI 2019

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, Pusat Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

CONTENT v
vi
Rukun Negara........................................................................................................................................................... vii
Falsafah Pendidikan Kebangsaan ........................................................................................................................... viii
Definisi Kurikulum Kebangsaan .............................................................................................................................. ix
Falsafah Pendidikan Sains Kebangsaan ................................................................................................................. 1
Kata Pengantar......................................................................................................................................................... 2
Introduction............................................................................................................................................................... 2
Aim............................................................................................................................................................................ 2
Objective................................................................................................................................................................... 4
Framework of the Standard Curriculum for Secondary School................................................................................ 5
Focus ....................................................................................................................................................................... 5
6
Thoughtful Science Learners............................................................................................................................ 7
Critical Thinking Skill......................................................................................................................................... 9
Creative Thinking Skill...................................................................................................................................... 19
Thinking Strategies........................................................................................................................................... 19
Scientific Skills..................................................................................................................................................
Scientific Attitude and Noble Values.................................................................................................................
21st Century Skills....................................................................................................................................................

Higher Order Thinking Skills..................................................................................................................................... 20
Teaching and Learning Strategies............................................................................................................................ 21
Elements Across the Curriculum.............................................................................................................................. 27
Classroom Assesstments......................................................................................................................................... 30
Content Organisation................................................................................................................................................ 36
Content Standard, Learning Standard and Performance Standard Form 4
40
Scientific Methodology...................................................................................................................................... 52
Maintenance and Continuity of Life.................................................................................................................. 74
Exploration of Elements in Nature.................................................................................................................... 88
Energy and Sustainability of Life......................................................................................................................
Content Standard, Learning Standard and Performance Standard Form 5 102
Maintenance and Continuity of Life.................................................................................................................. 123
Exploration of Elements in Nature.................................................................................................................... 141
Energy and Sustainability of Life...................................................................................................................... 151
Earth and Space Exploration............................................................................................................................ 159
Panel Of Writers......................................................................................................................................................... 161
Panel Of Translators.................................................................................................................................................. 162
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

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

ix

ix

KSSM SCIENCE FORM 4 AND 5

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

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

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KSSM SCIENCE FORM 4 AND 5

AIMS

The KSSM Science for secondary schools aims is to strengthen the 5. apply scientific knowledge, procedural knowledge and
interest and develop creativity amongst pupil; through experience epistemic knowledge in posing questions, interpreting data,
and investigation; so as to master knowledge in science, scientific problem solving and decision making in context of real life.
skills, thinking skills and, scientific attitudes and values. The
application of knowledge in science, scientific skills, thinking skills 6. create awareness that discoveries through scientific research
and, scientific attitudes and values enable them to solve problems is a result of the ability of the human mind to understand
and make decisions in daily life as well as preparing them to natural phenomena towards a better life.
continue their studies in science and technology.
7. create awareness that development of science and technology
OBJECTIVES has an implication on the mores, social, economic and
environment issues in the local and global context.
The Science Standard Curriculum (KSSM) aim for pupils to:
FRAMEWORK OF THE STANDARD CURRICULUM FOR
SECONDARY SCHOOL

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

2

KSSM SCIENCE FORM 4 AND 5

Figure 1: The Framework Of Secondary School Standard-Based Curriculum
3

FOCUS KSSM SCIENCE FORM 4 AND 5
Figure 2: The Conceptual Framework for Science Curriculum
The science subject for secondary schools focuses on thoughtful
learning involving scientific and thinking skills for the acquisition of
knowledge through inquiry as the main approach in science
education. The science curriculum also aims to prepare pupils to
face rapid technological development and various challenges of
the 21st century. The group of pupils that have gone through this
curriculum will become human resource in the field of science and
technology, and will contribute towards national development.

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

4

Thoughtful Science KSSM SCIENCE FORM 4 AND 5

According to the Fourth Edition (2005) of Kamus Dewan, Thinking skills can be categorised as critical and creative thinking.
thoughtful has the same meaning as the ability to think and reflect. A person who thinks critically always evaluates ideas
In the context of science education, thoughtful science refers to the systematically before accepting them. A person who thinks
quality of pupils desired to be produced by the national science creatively is highly imaginative, generates original innovative ideas,
education system. and is also able to modify existing ideas and products.

Thoughtful science learners are those who can understand Thinking strategy is a higher level of thinking process that involves
scientific ideas and are able to communicate using scientific several steps where each step involves a number of critical and
language; can evaluate as well as apply scientific knowledge and creative thinking skills. Thinking strategy is the main function and
skills responsibly in daily life that involves science and technology, final aim of the thinking process.
based on attitudes and values. Thoughtful science also intends to
produce creative and critical individuals to fulfil the 21st century Critical Thinking Skills
needs, in which the country’s ability is highly dependent upon the
ability of human capital that can think and generate ideas. Critical thinking skills are the ability to evaluate an idea logically
and rationally to make a fair consideration by using reasons and
Thoughtful Learning reliable evidences. A brief description of each critical thinking skill
is shown in Table 1.
Thoughtful learning can be achieved if pupils are actively involved
in the teaching and learning process. In this process, the teaching
and learning activities are planned to encourage pupils to think so
that they are able to conceptualize, solve problems and make
decisions. Thus, thinking skills should be assimilated by pupils.

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KSSM SCIENCE FORM 4 AND 5

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

Attributing Identifying criterias such as Analysing Processing information in detail by
characteristics, features, qualities and breaking it down into smaller parts to
elements of a concept or an object. understand concepts or events as well as
to find the implicit meanings.

Comparing and Finding similarities and differences based Detecting Bias Detecting views or opinions that have the
Contrasting on criteria such as characteristics, tendency to support or oppose something.
features, qualities and elements of an
object or event.

Evaluating Making considerations and decisions
using knowledge, experiences, skills and
Grouping and Separating and grouping objects or values, and giving justifications.
Classifying phenomena into groups based on certain
criteria such as characteristics, features.
Grouping according to common Making Making a statement about the outcome of
characteristics or features. Conclusions an investigation based on a hypothesis.

Sequencing Arranging objects and information in an
orderly based on the quality or quantity of
common characteristics or features such Creative Thinking Skills
as size, time, shape or number.
Creative thinking skills are the ability to produce or create
Prioritising Arranging objects or information in an something new and valuable by using genuine imagination and
orderly manner based on their importance unconventional thinking. A brief description of each creative
or priority. thinking skill is as shown in Table 2.

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KSSM SCIENCE FORM 4 AND 5

Table 2: Creative Thinking Skills

CREATIVE DESCRIPTION CREATIVE DESCRIPTION
THINKING SKILLS Giving ideas related to something. THINKING SKILLS
Making Making a general statement about the
Generating Ideas Hypotheses relationship between the variables that is
assumed to be true to explain an
Relating Making connections in certain situations or Making Analogies observation or event. The statement can
events to find a structure or pattern of be tested to determine its validity.
relationship. Forming an understanding about a
complex or abstract concept by relating it
Making Inferences Making an initial conclusion and explaining to simple or concrete concepts with similar
Predicting an event using data collection and past characteristics.
experiences.
Inventing Producing something new or modifying
Making forecast about events based on something already in existence to
observations and previous experiences or overcome problems in a systematic
collected data. manner.

Making Making a general statement about certain Thinking Strategies
Generalisations
matter from a group of observations on Thinking strategies are ways of thinking that are structured and
Visualising focused to solve problems. Description of each thinking strategy is
samples or some information from that as shown in Table 3.
Synthesising
group.

Forming perception or making mental
images about a particular idea, concept,
situation or vision.

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

7

Table 3: Thinking Strategies KSSM SCIENCE FORM 4 AND 5

THINKING DESCRIPTION 1. Introducing TSTS.
STRATEGIES 2. Practising TSTS with teacher’s guidance.
Making generalisations towards 3. Practising TSTS without teacher’s guidance.
Conceptualising building of meaning, concept or model 4. Applying TSTS in new situations and developed with teacher’s
based on inter-related specific common
characteristics. guidance.
5. Applying TSTS together with other skills to accomplish thinking
Making Decisions Selecting the best solution from several
alternatives based on specific criteria to tasks.
achieve the intended aims. Further information about the stages on the implementation of
TSTS can be referred to the guidebook “Buku Panduan Penerapan
Finding the right solutions in a Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan
systematic manner for situations that Pembelajaran Sains (Curriculum Development Centre, 1999)”
are uncertain or challenging or
Problem Solving unanticipated difficulties.

Besides thinking skills and thinking strategies, another skill that is
emphasised is reasoning. Reasoning is a skill used in making
logical, rational, fair and just consideration. Mastery of critical and
creative thinking skills and thinking strategies is made easier if an
individual is able to provide reasoning in inductive and deductive
manner. Figure 3 gives an overall picture of the thinking skills and
thinking strategies. Mastery of TSTS through the teaching and
learning of science can be developed through the following stages:

8

Thinking Skills KSSM SCIENCE FORM 4 AND 5

Critical Reasoning Creative SCIENTIFIC SKILL

 Attributing  Generating ideas Science emphasizes inquiry and problem solving. In the process of
 Comparing and  Relating inquiry and solving problem, scientific skills and thinking skills are
 Making used. Scientific skill is an important skill when carrying out
contrasting activities by using scientific methods such as conducting
 Grouping and inferences experiments and projects.
 Predicting
classifying  Making Scientific skill consists of science process skills and manipulative
 Sequencing skills.
 Prioritising hypothesis
 Analysing  Synthesising Science Process Skills
 Detecting bias  Making
 Evaluating Science Process Skills are skills that are required in the process of
 Making generalisations finding solutions to a problem or making decisions in a systematic
 Visualising manner. It is a mental process that promotes critical, creative,
conclusions  Making analogies analytical and systematic thinking. Mastery of Science Process
 Inventing Skills together with knowledge and suitable attitudes ensure pupils
to think effectively. Description of each science process skill is as
Thinking Strategies in Table 4.

 Conceptualising
 Making decisions
 Problem solving

Figure 3: TSTS Model in Science

9

KSSM SCIENCE FORM 4 AND 5

Table 4: Science Process Skills

SCIENCE PROCESS THINKING SKILLS SCIENCE PROCESS THINKING SKILLS
SKILLS SKILLS
Giving rational explanations about an
Observing Using the sense of sight, hearing, touch, Interpreting Data object, event or pattern derived from
taste or smell to gather information collected data.
about objects and phenomena. Defining Defining concepts by describing what
Operationally must be done and what should be
Classifying Using observations to group objects or observed.
phenomena according to similar
characteristics. Identifying manipulated variables,
responding variables and fixed
Measuring and Making quantitative observations using Controlling variables. In an investigation, a variable
Using Numbers numbers or tools with standard units or Variables is manipulated to observe its
tools standardised with reference units. relationship with the responding
Making Inferences variable. At the same time, the other
Making initial conclusions that are variables are kept the same.
reasonable, that may be true or false to
explain events or observations.

Predicting Making forecast about events based on Making Making a general statement about the
Communicating observations and previous experiences Hypothesis relationship between the variables that
or collected data. is assumed to be true to explain an
observation or event. The statement can
Accepting, choosing, arranging, and be tested to determine its validity.
presenting information or ideas in the
form of writing, verbal, tables, graphs, Experimenting Planning and conducting an
figures or models. investigation to test a hypothesis,
collecting and interpreting data until a
Using Space- Time Describing changes in parameters such conclusion can be obtained.
Relationship as location, direction, shape, size,
volume, weight and mass with time.

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KSSM SCIENCE FORM 4 AND 5

Manipulative Skills SCIENCE PROCESS THINKING SKILLS
In a scientific investigation, manipulative skills are psychomotor SKILLS
skills that enable pupils to: Attributing
Classifying Comparing and contrasting Grouping
 Use and handle science apparatus and substances correctly. and classifying
 Store science apparatus and substances correctly and safely. Measuring and Using
 Clean science apparatus correctly Numbers Relating
 Handle specimens correctly and carefully. Making Inferences Comparing and contrasting
 Sketch specimens, apparatus and substances accurately
Predicting Relating
Comparing and contrasting
The Relationship between Science Process Skills and Analysing
Thinking Skills Making Inferences
Relating
Visualising

The mastery of Science Process Skills requires pupils to master Using Space-Time Sequencing
the relevant thinking skills. The relevant thinking skills that are Relationship Prioritising
related to each science process skill are as in Table 5. Interpreting data
Comparing and contrasting
Table 5: Relationship between Science Process Skills and Defining Analysing
Thinking Skills operationally Detecting bias
Making conclusions
SCIENCE PROCESS THINKING SKILLS Making Generalisations
SKILLS Evaluating
Attributing
Observing Comparing and contrasting Relating
Relating Making analogies
Visualising
Analysing

11

SCIENCE PROCESS THINKING SKILLS KSSM SCIENCE FORM 4 AND 5
SKILLS
Attributing skills together with acquisition of knowledge and the inculcation of
Controlling variables Comparing and contrasting scientific attitudes and noble values.
Relating
Analysing SPS implementation in Science exclusively encompass intended
skills in the 21st century, indirectly encouraging and developing
Making hypothesis Attributing pupils' higher order thinking skills.
Experimenting Relating
Comparing and contrasting Science Process Skills Standard
Generating ideas
Making hypothesis Science process skills standards for each level of schooling are
Predicting general suggestions that must be achieved by pupils. Each
Synthesising statement refers to the minimum standard that must be achieved
according to their level of schooling and operational cognitive
All thinking skills development. Science process skills at primary school level are
stated explicitly as learning standards that should be mastered as
Communication All thinking skills a foundation before they further their studies at secondary level.
Performance standards for science process skills in primary
Teaching and Learning Based on Thinking Skills and schools are elaborated to ease teachers to determine the
Scientific Skills development of the mastered skills. The suggested science
process standards from primary to secondary schools are as
This Science Curriculum Standard emphasises thoughtful learning shown in Table 6.
based on thinking skills and scientific skills. In this curriculum, the
intended learning standard is written by integrating acquisition of
knowledge with mastery of thinking skills and scientific skills. Thus
in teaching and learning, teachers need to integrate mastery of

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KSSM SCIENCE FORM 4 AND 5

Table 6 : Science Process Skills

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

SKILLS  Use limbs and senses  Use all the senses to  Make accurate and • Make qualitative and
1 Observing to make observations quantitative observations to
about the phenomena make qualitative relevant qualitative and make generalisations based
2 Classifying or changes that occur. on a pattern or sequence on
observations with the quantitative observations an object or phenomenon.
3 Measuring and
using numbers appropriate tools to to identify patterns or • Present futher findings
based on observation of
explain phenomena or sequences of objects or objects or phenomena
analytically and specifically.
changes that occur. phenomena.
 Identify characteristics used
 Use complex equipment to differentiate, collect,
select and explain the object
suitable for making or phenomenon in greater
detail.
observations proficiently.
 Demonstrate how
 Collect/isolate  Compare/identify  Compare/identify measurements are taken
similarities and differences with the correct instrument
evidens/data/objects/ph similarities and to determine the selection in the correct standard unit,
criteria for category using the right technique;
enomena based on the differences based on evidens/data/object /the while recording in a
phenomenon being systematic and complete
observed categories that are studied. way.

characteristics. based on common  Using more complex derived
units in the right manner.
characteristics.

 Measure with the  Measure with the  Measure with the correct
correct instrument in correct instrument in instrument in the correct
the correct standard the correct standard standard unit, using the
unit. unit and using the right technique while
right technique. recording in a complete
and systematic way.

 Change the base unit with
the correct quantity

 Use the correct units.

13

KSSM SCIENCE FORM 4 AND 5

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

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

 Describe a possible  Make a reasonable  Students can analyse  Students can analyse
trends/the flow/simple trends/the flow/simple
outcome for an event or assumption of an developments based on developments based on the
the data obtained to data obtained to predict the
data. event based on predict the future state of future state of an object or
an object or phenomenon. phenomenon.
observation, past
 Forecasts made can also be
experience or data. tested.

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

ideas systematically.

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KSSM SCIENCE FORM 4 AND 5

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

SKILLS  Arrange occurrences  Arrange occurrences of a  Use, analyse and interpret
7 Use time-space phenomenon or event in numbers and numerical
(Not explicitly stated as of a phenomenon or chronological order. relationships efficiently while
relationships Learning Standard) solving problems and
event in chronological Interpret and explain the conducting investigations.
8 Interpreting data (Not explicitly stated as meaning of mathematical
Learning Standard) order.  relationships.

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

explanation.

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

according to particular observed for a situation.

specifications.

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

(Not explicitly stated as constant variable after manipulated variable and variable and state the new
Learning Standard)
the manipulated constant variable. responding variable.

variable is determined

in an investigation.

15

KSSM SCIENCE FORM 4 AND 5

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

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

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

experiment, collect appropriate apparatus, design an experiment to test

data, interpret the data design the method, the hypothesis of these

(Not explicitly stated as and summarise to conduct an experiment, problems.
Learning Standard)
prove the hypothesis collect data, carry out

and make a report. analysis on the data, make

a conclusion and prepare a

report.

16

Scientific Attitudes and Noble Values KSSM SCIENCE FORM 4 AND 5

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

17

7. Being responsible about the safety of oneself, others and the KSSM SCIENCE FORM 4 AND 5
environment.
 Personal safety and partners. 12. Realising that science is a means to understand nature.
 Preserve and conserve the environment.  Stating how science is used to solve problems.
 Stating the implications of using science to solve a problem
8. Virtuous. or issue .
 Love all life.  Communicate through correct scientific language.
 Poise and respect.
The assimilation of scientific attitudes and noble values generally
9. Appreciating the contribution of science and technology. take place according to the following stages:
 Use science and technology invention with good manners.
 Use public facilities invented through science and  Realise and understand the important and need for scientific
technology responsibly. attitudes and noble values.

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

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

18

KSSM SCIENCE FORM 4 AND 5

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

Teamwork Cooperate effectively and harmoniously with
others. Share collective responsibility while
Table 7: Pupils’ Profile respecting and appreciating the contributions
of each member in the team. Acquire
PUPIL PROFIL DESCRIPTION interpersonal skills through collaborative
activities, which in turn mould them into
Resilient Able to face and overcome difficulties and better leaders and team members.
challenges with wisdom, confidence,
tolerance and empathy. Curious Develop natural curiosity to explore
strategies and new ideas. Learn skills that
Communicator Able to voice out and express their are needed to carry out inquiry and
thoughts, ideas and information confidently research, as well as display independent
and creatively in verbal and written form, traits in learning. Enjoy continuous life-long
using a variety of media and technology. learning experiences.

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KSSM SCIENCE FORM 4 AND 5

PUPIL PROFIL DESCRIPTION HIGHER ORDER THINKING SKILLS

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 Table 8: Thinking levels in HOTS
understanding which is balanced across
various disciplines. Explore knowledge on THINKING LEVEL DESCRIPTION
local and global issues effectively and
efficiently. Understand ethical issues/ laws Applying Using knowledge, skills and values to take
related to the information gained. actions in different situations.

Caring/ Concern Show empathy, compassion and respect Analysing Breaking down information into smaller
towards needs and feelings of others. Evaluating parts to enhance understanding and make
Committed to serve the society and ensure Creating relationship between the parts.
sustainability of nature.
Using knowledge, experience, skills and
Patriotic Portray love, support and respect towards values to consider, make decisions and
the country. give justifications.

Producing creative and innovative ideas,
products or methods.

20

HOTS are the abilities to apply knowledge, skills and values in KSSM SCIENCE FORM 4 AND 5
reasoning and reflecting to solve problems, make decisions and
innovate and the abilities to create something. HOTS include critical TEACHING AND LEARNING STRATEGIES
thinking, creative thinking, reasoning and thinking strategy.
Teaching and learning strategies in the Science curriculum
Critical thinking skills are the abilities to evaluate an idea logically emphasise on thoughtful learning. Thoughtful learning is the
and rationally to make a fair consideration using reasons and process that helps pupil acquire knowledge and master skills that
reliable evidences. will help them develop their minds to the optimum level. Thoughtful
learning can take place through various learning approaches such
Creative thinking skills are the abilities to produce or create as inquiry, constructivism, contextual learning, mastery learning,
something new and valuable using genuine imagination and problem/ project-based learning and STEM. Learning activities in
unconventional thinking. thoughtful learning should be able to elicit critical and creative
thinking among pupils and not be confined to routine. Pupils should
Reasoning skills are the abilities of an individual to make be explicitly aware of the thinking skills and thinking strategies that
consideration and evaluation and rationally. are being used in their learning.

Thinking strategies are ways of thinking that are structured and They should be challenged with higher order questions or problems
focused to solve problems. and they are required to solve problems creatively and critically.
Pupils are actively involved in teaching and learning which
HOTS can be applied in the classroom through activities such as integrates the acquisition of knowledge, mastery of skills,
reasoning, inquiry learning, problem solving and projects. Teachers inculcation of noble values and scientific attitudes.
and pupils need to use thinking tools such as thinking maps and
mind maps as well as high level questioning to encourage pupils to The learning approaches that can be implemented by the teacher in the
think. classroom are as follows:

21

Inquiry Approach KSSM SCIENCE FORM 4 AND 5

Inquiry approach emphasises on learning through experiences.  Teachers consider pupils’ prior knowledge;
Generally, inquiry means to find information, to question and to  Learning is the result of pupils’ own effort;
investigate a phenomenon around them. Discovery is the main  Learning occurs when pupils restructure their existing ideas
characteristic of inquiry. Learning through discovery occurs when
the main concepts and principles of Science are investigated and by relating new ideas to old ones; and
discovered by pupils themselves. Through activities such as  Pupils have opportunities to cooperate, share ideas,
experiments, pupils investigate a phenomenon and draw conclusion
by themselves. Teachers then lead pupils to understand the experiences and reflect on their learning.
science concepts through the results of the inquiry. Thinking skills
and scientific skills are thus developed further during the inquiry Contextual Learning
process. However, the inquiry-discovery approach may not be
suitable for all teaching and learning situations. Sometimes, it may Contextual learning is an approach that associates learning with
be more appropriate for teachers to present concepts and principles pupils’ daily life. In this context, pupils do not only learn theoretically
directly or through guided inquiry-discovery to pupils. but learn to appreciate the relevance of science in their lives. This
approach is used where pupils learn by investigating as in the
Constructivism inquiry-discovery approach.

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
principle that pupils are able to learn if opportunities are given.
Pupils should be allowed to learn at their own pace, with the
incorporation of remedial and enrichment activities as part of the
teaching and learning process.

22

Problem/ Project-Based Learning KSSM SCIENCE FORM 4 AND 5

Problem/project-based learning (PBL) is a pupil-centred pedagogy  meet the content/learning standard to be achieved and relate it
in which pupils learn through experience in resolving to the previous/ prior knowledge.
issues/problems contained in the stimulus prepared by the teachers
or projects given by the teachers. Teachers can prepare  have appropriate level of complexity to ensure that pupils are
issues/problems or projects from a variety of sources such as able to work together to resolve it.
newspapers, magazines, journals, books, textbooks, cartoons,
videos, television, film and others with minor modification to fulfill  Be open-ended and interesting to motivate and enhance pupils’
the requirements of the teaching and learning process. interest to solve them.

Real-world problems or relevant projects are used as a platform to STEM (Science, Technology, Engineering and
encourage pupils to learn about concepts and principles aspired by Mathematics) Approach
teachers. PBL can encourage the development of critical thinking
skills, problem solving abilities and communication skills. STEM approach is the teaching and learning method which applies
integrated knowledge, skills and values of STEM through inquiry,
PBL provides an opportunity for pupils to work in teams, collaborate problem solving or project in the context of daily life, environmental
to find and evaluate research materials, analyse data, justify and and local as well as global community, as shown in Figure 4.
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.

23

Figure 4: STEM Teaching and Learning Approach KSSM SCIENCE FORM 4 AND 5

STEM teaching and learning which is contextual and authentic is 5. Using mathematical thinking and computational thinking.
able to encourage in-depth learning among pupils. Pupils can work 6. Developing explanation and designing solutions.
in groups or individually according to their ability to cultivate the 7. Engaging in arguments and discussions based on evidences.
STEM practices as follows: 8. Acquiring information, evaluating and communicating about

1. Questioning and identifying problems. the information.
2. Developing and using models.
3. Planning and carrying out investigations. Computational thinking is the process of cognitive thinking involved
4. Analysing and interpreting data. in formulating the problem and the solution so that this solution can
be represented in a form that can be implemented by human and/or
computer effectively. Computational thinking helps pupils organise,
analyse and present data or ideas logically and systematically so
that complex problems can be resolved easily.

Various teaching and learning methods can increase pupils' interest
in science. The less interesting lessons will not motivate pupils to
learn, thus affecting their performance. The teaching and learning
method should be based on the contents of the curriculum, pupils’
abilities and multiple intelligences, availability of resources and
infrastructure.

The following are brief descriptions of some teaching and learning
methods:

24

Scientific Investigation/ Experiment KSSM SCIENCE FORM 4 AND 5

Scientific investigation/experiment is a method commonly used in Identify problems that can be tested using scientific
science lessons. Pupils test hypotheses through investigations to investigation
discover specific science concepts and principles scientifically.
They carry out scientific investigations/experiments using thinking Make hypothesis
skills, science process skills, and manipulative skills. Inquiry
approach must be used while conducting scientific Plan how variables are manipulated and data are
investigations/experiments. Figure 5 shows the steps in carrying out collected
scientific investigations/ experiments.
Plan and carry out the scientific investigation
In the implementation of Science curriculum, pupils should be given
the opportunities to design their own scientific Present the collected data
investigations/experiments besides being guided to carry them out.
This involves drafting their own experimental method, identifying the Interpret data and results with scientific reasoning
data that can be measured, analysing data and presenting the
results of their scientific investigations/experiments.

Make decision and presenting the report

Figure 5: Steps in carrying out scientific investigations/
experiments

25

Simulation KSSM SCIENCE FORM 4 AND 5

Simulation is an activity that resembles the actual situation. Visits and Use of External Resources
Simulations can be carried out through role-play, games or use of
models. In a role-play, pupils act out a particular role spontaneously Learning science is not only restricted in school. Visits to zoos,
based on a certain pre-determined conditions. When conducting museums, science centres, research institutes, mangrove swamps
games, pupils are required to follow certain procedures. Pupils play and factories can make learning more effective, enjoyable and
games in order to learn a particular principle or to understand the meaningful. A well planned visit is required to optimise learning.
process of decision-making. Models are used to represent real Pupils have to carry out or perform tasks during the visit.
objects or situations. Pupils will be able to visualise the real Discussions after the visit should be held.
situation, thus understanding the concepts and principles learned.
Application of Technology
Project
Technology is one of the tools that has a high potential to enhance
Project is an activity carried out by pupils to achieve a certain aim interest in learning science. The use of technology such as the
based on collaborative learning. A project takes a long time and television, radio, video, computer and internet makes the teaching
exceeds formal learning hours to be completed. The outcome of the and learning of science more interesting and effective. Technology
project such as reports, artefacts and scrapbooks needs to be eases teaching and learning of abstract or difficult science
presented. Project work encourages the development of concepts. Application software such as word processors, graphic
communication skills, problem solving, time management and presentation software and electronic spreadsheets are suitable
application of knowledge. 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.

26

KSSM SCIENCE FORM 4 AND 5

CROSS-CURRICULAR ELEMENTS 3. Noble Values
 Noble values are emphasised in all subjects to ensure that
Cross-Curricular Elements (CCE) is a value-added element applied pupils are aware of its importance and practise them.
in the teaching and learning process other than those specified in  Noble values include the aspects of spirituality, humanity
the content standard. These elements are applied to strengthen the and citizenship which will be practiced in pupils’ daily life.
skills and competency of the intended human capital, capable of
dealing with the current and future challenges. The elements in the 4. Science and Technology
CCE are as follows:  The increase of interest in science and technology will help
to improve scientific and technological literacy among pupils.
1. Language  The use of technology in teaching can help and contribute to
 The use of proper language of instruction should be efficient and effective learning.
emphasised in all subjects.  The integration of science and technology in the teaching
 During the teaching and learning of each subject, the and learning process covers four areas, namely:
pronunciation aspect, sentence structure, grammar and the i. The knowledge of science and technology (facts,
terminology of the language need to be emphasised to principles, concepts related to science and
assist pupils to organise ideas as well as communicate technology);
effectively. ii. Scientific skills (process of thought and specific
manipulative skills);
2. Environmental Sustainability Awareness iii. Scientific attitudes (such as accuracy, honesty,
 Awareness towards the love for the environment in the security); and
pupils’ lives needs to be nurtured through the teaching and iv. The use of technology in teaching and learning
learning process in all subjects. activities.
 Knowledge and awareness of the importance of the
environment and global sustainability is important to shape
pupils’ ethics in appreciating nature.

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KSSM SCIENCE FORM 4 AND 5

5. Patriotism  Entrepreneurial attributes can be ingrained in teaching and
 Patriotism can be nurtured through all subjects, co-curricular learning through activities that could foster attitudes such as
activities and community services. diligence, honesty, trustworthiness and responsibility as well
 Patriotism can produce pupils who have the spirit of as developing creative minds and innovative ideas to spur
patriotism and pride as Malaysians. the market.

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

28

9. Global Sustainability KSSM SCIENCE FORM 4 AND 5
 The Elements of Global Sustainability aims to develop pupils
with sustainable thinking highly responsive attitude to the 10. Financial education
environment in their daily lives with the application of  Application of financial education elements aims at shaping
knowledge, skills, and values acquired through the elements the future generation that is capable of making right financial
of the Sustainable Consumption and Production, Global decisions, ethical practice and financial management skills
Citizenship and Solidarity. to manage the financial affairs responsibly.
 The element of Global Sustainability is important in  The Elements of financial education can be applied in
preparing pupils to face challenges and current issues at the teaching and learning directly or indirectly. Direct application
local, national and global levels. is done through the titles that contain explicit financial
 This element is taught directly and indirectly in related elements such as the calculation of simple interest and
subjects. 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.

29

CLASSROOM ASSESSMENT KSSM SCIENCE FORM 4 AND 5

Classroom assessment is a process of obtaining information about  Using a variety of assessment strategies that can be
the progress of the pupils which is planned, carried out and implemented by teachers and pupils.
reported by the teacher concerned. This process happens
continuously to enable the teacher to determine pupils’ performance  Taking into consideration the various levels of knowledge and
level. skills learned.

Classroom assessment can be executed by a teacher in formative  Allowing pupils to show a wide range of learning ability.
and summative forms. Formative assessment is implemented in line  Assessing the performance level of pupils based on Learning
with the teaching and learning process, while summative
assessment is carried out at the end of a learning unit, term, Standard and Performance Standard.
semester or year. Teachers need to plan, construct items or  Take further action for remedial and enrichment.
assessment instruments, administer, check, record and report the
performance level that is taught based on the Standard Curriculum Science Performance Standards for Primary School
and Assessment Document (DSKP).
Classroom assessment for Science KSSR is executed based on
In order to ensure that the assessment helps to improve the three main domains which are knowledge, skills and values.
capability and mastery of the pupils, the teacher must perform the Knowledge assessment of a certain theme includes the integration
assessment that has the following features: of science process skills, aimed to get information on the level of
 Using a variety of assessment methods such as observation, pupils’ understanding in a specific content standard holistically.
Assessment of SPS can be carried out throughout the year. Hence,
oral and writing. it is important for teachers to use their professional judgement to
determine pupils’ performance level. Performance level of pupils is
divided into six levels as shown in Table 9.

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KSSM SCIENCE FORM 4 AND 5

Table 9: Description of Performance Level of Knowledge and Table 10a: List of Scientific Investigation/Experiment Science
Skills Form 4

PERFORMANCE DESCRIPTOR THEME EXPERIMENTS
LEVEL
Recall the knowledge and scientific skills. SCIENTIFIC 3.2.2 Carry out experiment to determine
1 Understand the knowledge and scientific skills
as well as explain their understanding. METHODOLOGY human pulse rate
2
MAINTENANCE 6.1.6 Carry out an experiment to
AND CONTINUITY differentiate the strength of
3 Apply the knowledge and scientific skills to compact bones with hollow
perform tasks. OF LIFE bones.

Analysing science knowledge and scientific 6.3.4 Carry out an experiment to
4 skills in the context of problem solving. determine a plant’s growth
EXPLORATION 9.1.2 pattern
Evaluate science knowledge and scientific OF ELEMENTS
5 skills in the context of problem solving and Carry out an experiment to
IN NATURE compare alloys with its pure
making decision to perform task. metals
11.3.1
Create by using science knowledge and Carry out an experiment to
scientific skills in the context of problem ENERGY AND determine the acceleration of
6 solving and making decision or in earth’s gravity, g.
performing the tasks in a new situation SUSTAINABILITY
creatively and innovatively. Carry out an experiment to study
OF LIFE 11.3.3 free fall and non-free fall.

All scientific investigation/experiments described in learning 11.4.3 Carry out an experiment to study
standard in DSKP MUST be carried out using the inquiry approach. the relationship between mass
List of scientific investigation/experiments are suggested for KSSM and inersia.
Science Form 4 and Form 5 are shown in Table 10a dan 10b.

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KSSM SCIENCE FORM 4 AND 5

Table 10b: List of Scientific Investigation/Experiment Science Evaluation report for Scientific Investigation/Experiment is
Form 5 conducted twice a year by referring to Table 11.

THEME EXPERIMENTS Table 11: Rubric for Scientific Investigation/Experiment

1.1.2 Carry out an experiment to show PERFORMANCE DESCRIPTOR
the presence of microorganisms. LEVEL

1.1.3 Carry out an experiment to  Plan the strategy and procedure that is not
investigate factors that affect the accurate in the scientific investigation.
MAINTENANCE growth of microorganisms.
1.3.3  Use materials and apparatus that is not
Carry out an experiment to study 1 suitable in the scientific investigation.
AND CONTINUITY the effect of antibiotic on bacterial
OF LIFE growth.  No data collected and recorded.
2.1.2
Carry out an experiment to  No explaination or the explaination is not
estimate the energy value in food clear.
samples.

2.2.2 Carry out an experiment to study  Plan the correct strategy and procedure in
the effect of macronutrients
deficiency on plants. the scientific investigation with guidance.

 Use the suitable material and apparatus.

4.2.1 Carry out an experiment to study 2  Collect and record incomplete data or not
relevant.
EXPLORATION OF factors affecting rate of reaction.
 Made.interpretation and conclusion not

ELEMENTS IN based on the collected data.
NATURE
5.5.10 Carry out an experiment to produce
soap through saponification
process.

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KSSM SCIENCE FORM 4 AND 5

PERFORMANCE DESCRIPTOR PERFORMANCE DESCRIPTOR
LEVEL LEVEL

 Plan and execute the correct strategy and  Carry out the scientific investigation and write
procedure in the scientific investigation with
guidance. a complete report.

 Use the correct material and apparatus.  Collect, organise and present the data in the

 Collect and record relevant data. 5 form of numerical or visual accurately and
3  Organise data in numerical form or visual done well.

with some error.  Interpret the data and make conclusion

 Interpret data and make conclusion based on accurately with scientific reasoning.
the collected data.
 Identify the trend, pola and making
 Write an incomplete scientific investigation
report. connection with the data.

 Justify the outcome of the scientific

investigation relating to theory, principle and

 Plan and execute the correct strategy and law of science in the reporting.
procedure in the scientific investigation.
6  Evaluate and suggest way to improve to the
 Handle and use the correct material and scientific investigation methods and further
apparatus to get an accurate result.
inquiry investigation if needed.
 Collect relevant data and record in a suitable
format.  Discuss on the validity of the data and

4  Organise the data in the numerical form or suggest way to improve the method of
visual with no error.
collecting data.
 Interpret the data dan make an accurate
conclusion based on the aim of the scientific Scientific attitude and noble values are also assessed throughout
investigation. the year by referring to Table 12.

 Write a complete report on the scientific
investigation.

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KSSM SCIENCE FORM 4 AND 5

Table 12: Rubric for Scientific Attitude and Noble Values

PERFORMANCE DESCRIPTOR PERFORMANCE DESCRIPTOR
LEVEL Pupil is not able to: LEVEL
Pupil is able to:
 state how science is used to solve 3
1 problems.  state how science is used to solve
4 problems.
 state the implication of using science to
solve problem or certain issues.  state the implication of using science to
solve problem or certain issues.
 use science language to communicate
 document the source of information used.  use limited science language to
communicate
Pupil is less able to:
 document a few sources of information
 state how science is used to solve used.
problems.
Pupil is able to:
2  state the implication of using science to
solve problem or certain issues.  determine how science is used to solve
problems or certain issues.
 use science language to communicate
 document the source of information used.  determine the implication of using science
to solve problem or certain issues.

 always use sufficient science language to
communicate.

 document parts of the sources of
information used.

34

PERFORMANCE DESCRIPTOR KSSM SCIENCE FORM 4 AND 5
LEVEL Pupil is able to:
OVERALL PERFORMANCE LEVEL
 Conclude how science is used to solve
problems or certain issues. Overall performance level must be determined to give a value of
performance level to pupil at the end of the school session. This
 conclude the implication of using science overall performance level includes content, scientific skills, scientific
5 to solve problem or certain issues. value and noble value. Thus, teacher needs to evaluate pupil
collectively and holistically through all aspect during learning
 always use good science language to process continuously by various method such as achievement in
communicate. topical test, observation, exercise, presentation, response verbally
from the pupil and group work. Teacher should use their
 document most the sources of information professional consideration to evaluate overall performance level
used. based on teacher experience with pupil, intelligence and discussing
with other teacher.
Pupil is able to:

 Conclude how science is used to solve

problems or certain issues.

6  discuss and analyse the implication of
using science to solve problem or certain

issues.

 Always use the correct science language

to communicate clearly and accurately.

 document all the sources of information.

 become a role model to other pupil.

35

Table 13: Description of Overall Performance Level of Science KSSM SCIENCE FORM 4 AND 5

PERFORMANCE DESCRIPTOR Teachers can record student progress in teacher’s record book,
LEVEL exercise books, notebooks, checklists, tables or other appropriate
materials. Performance level will be recorded into the reporting
1 Pupils know the basics knowledge,skills templates provided after teaching and learning for each area,
(Know) or values can do basic skills in science. theme, skill or group of Content Standards and Learning Standards
completed.
2 Pupils show the understanding by
(Know and explaining something they had learned in CONTENT ORGANISATION
understand) the various form of communication
scientifically. The content for the Secondary Science Curriculum Standard is built
based on the four discipline of science that is Biology, Chemistry,
3 Pupils used knowledge to carry out Physics and Earth Science. All four discipline are arranged into five
(Know, understand certain skills in certain situation themes that are Scientific Methodology, Maintenance and
scientifically. Continuity of Life, Exploration of Elements in Nature, Energy and
and do) Sustainabilty of Life and Exploration of Earth and Outer Space.
However, each theme is divided into a few learning areas as shown
4 Pupils use knowledge to carry out certain in table 14.
(Know, understand skills in a civilised manner according to
and do in a civilised procedure or analytically and
systematically in science.
manner)

5 Pupils use knowledge and apply skills
(Know, understand new situations by following procedures or
systematically and consistently and being
and do with positive science.
commendable

praise)

6 Pupils are able to use prior knowledge
(Know, understand and skills to new situation systematically,
with positive attitude, creatively and
and do in an innovatively in coming out of new ideas
exemplary manner) and that can be emulated scientifically.

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KSSM SCIENCE FORM 4 AND 5

Table 14: Theme and Learning Area Science Form 4 and 5

FORM THEME LEARNING AREA FORM THEME LEARNING AREA
4 5 Rate of Reaction
5 1.0 Safety Measures in Exploration Of 4.0 Carbon Compounds
Laboratory Elements In 5.0 Electrochemistry
Nature 6.0 Cahaya dan Optik.
Scientific 2.0 Emergency Help Daya dan Tekanan.
Methodology 3.0 Teknologi Angkasa Lepas.
Techniques in Measuring
4.0 The Parameters of Body Energy And 7.0
Health Sustainability Of 8.0
Maintenance And 5.0 Green Technology for Life 9.0
Continuity Of Life 6.0 Environmental
Sustainability Exploration of
7.0 Genetic Earth and Outer
Space
Support, Movement and
Growth Every theme is divided into a few learning areas. Learning area in
Body Coordination every theme is detailed out in the Content Standard dan Learning
Standard. The Content Standard may have one or more learning
Exploration Of 8.0 Elements and Substances standards that had been conceptualized based on the learning
Elements In 9.0 area.
Nature 10.0 Chemical in Industries
The learning standard is the learning objective written in the form of
Energy And 11.0 Chemical in Medicine and measurable behaviour. The learnng standard comprised of learning
Sustainability Of Health scope and scientifc skills as well as the thinking skills that demands
Life 12.0 Force and Motion the pupils’ need to do science for them to acquire the intended
1.0 scientific concept. Generally, the learning standard is arranged
Maintenance And 2.0 Nuclear Energy
Continuity Of Life
Hidup 3.0 Microorganisms

Nutrition and Food
Technology
Sustainability of The
Environment

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KSSM SCIENCE FORM 4 AND 5

accordingly through the hierarchy from simple to complex, however The Science Curriculum Standard for Secondary Schools focuses
the sequence of the Learning Standard could be modified to cater on the achievement of knowledge, skills and values that correspond
to the need of learning. The Content Standard for the afective to the pupil's abilities based on Content Standards, Learning
domain is normally written at the end of the cognitive domain of that Standards and Performance Standards that are arranged in three
particular Content Standard, howevernot all Content Standard columns as shown in Table 15.
cognitive domain will end with the afective domain.
Table 15: Interpretation of Content Standard, Learning Standard
The teaching and learning (t&l) should be planned holistically and and Performance Standard
integrated to enable a few learning standards be achieved
depending on the suitability and needs of learning. Teachers CONTENT LEARNING PERFORMANCE
should scrutinise all learning standards and performance standard STANDARD STANDARD STANDARD
in the content standard before planning the teaching and learning
activites. Specific A predetermined A set of general
statements about criteria or criteria which
Teachers are encouraged to plan activites that will involve the what pupils should
active participation of pupils to generate thinking analitically, know and can do indicator of the reflects the levels
critically, innovatively and creatively besides using technology as a quality in learning of pupils’
platform to achieve the content standard effectively. The during the and achievement
implementation of teaching and learnng that requires activities, schooling period achievement that
investigations and experiments that can assist in achieving the encompassing the that can be they should display
learning standards should be carried out to strengthen the pupil’s knowledge, skills measured for
understanding. each content as a sign that
and values. certain topic has
standard. been mastered by
pupils (indicator of

success).

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