Prepared by: Evelyn, Han, Imelda, Joey

Proposed Stenhouses model = Process Model (1975)

focuses on means (process) rather than ends (product)
 Principles:
i. Content selection
(what to teach, what to be learnt)

ii. Selection of teaching strategies

(how to teach, how to learn)

iii. Making decisions about the sequence of content to be taught

iv. Implementation of curriculum in the different contexts

(e.g: school, pupils, environment)
 Content focuses on key concepts & procedures (e.g. causation in
history; experimentation in science)
Focus is on classroom processes
Learners are active, participating
Teaching process is not something physical
Teaching objectives and methods are not predetermined
Focusing on needs, growth and development
Teachers roles are as facilitators, assistants, learners rather than
content authority
Focuses on
teacher activities and teachers role
Student and learner activities
Conditions in which learning takes place
Key thinker Stenhouse (1975)
 Emphasise on active roles of teachers and learners
Emphasise on learning skills
Emphasise on certain activities as important in themselves
and for life
KURIKULUM STANDARD SEKOLAH RENDAH
(Primary School Standard Curriculum)
 The teaching in this curriculum emphasizes on the
students
problem-solving
project-based assignments
updating subjects or themes
implementing formative assessments
(Mahdzir: New KSSM, KSSR curriculum from 2017, 2016)
 Teachers begin with basic literacy skills
Basic listening and speaking
Strategy of phonics to help pupils begin to read
 Lessons emphasis meaningful contexts and the
integration of language skills allow pupils to learn by
doing full filled activities
 Teaching approaches, lessons and curriculum materials
are used with pupils of different learning capabilities so
that their full potential can be realised
 Continuous assessment is an integral part of learning which
enables teachers to assess whether pupils have acquired the
learning standards taught.
Formative assessment is conducted as on going process and
summative assessment is conducted at the end of a particular
unit or term
The assessment will be used to identify the pupils ability and
performance in their studies
 It focuses on holistic development of the students which
encompasses new elements such as
grooming of creativity and innovation
Entrepreneurship
Integration of Information Communication Technology (ICT).
Contextual learning
Constructivism
Inquiry-based learning
 Activities
Making Masks/ Puppets
Pupils are provided with manila cards, markers- to create puppets
They retell the fable using the puppets.

Role-Play
Pupils role-play characters from the fables with guidance
Pupils pretend to be characters in a fable.
They act out a certain part of the fable using own dialogues
They can use the masks that they have done in previous lessons
 Activities
Teacher opens Microsoft Power Point containing Happy
Birthday song.

Pupils listen and after that they sing the song.

Pupils open Microsoft Words and type the lyrics with

teachers guidance

Pupils save their work with teacher guidance

What can
What is
you do
this?
with this? Activities:
Show Ringgit
and Sen to
encouage
pupils to talk
about them

What are the

Do you things you
save can buy with
money? 1 ringgit?
 Experience
Pupils daily experience
means what they go through
every day
-at school, home, TV, games.
If pupils have no
experience of car
manufacturing, they will
find the topic abstract and
difficult to grasp.
Environment
If a teacher wants to teach
about plants- then the best
way to do this is to study the
plants around the pupils
school and home.
Community
It will be easier to remember
personal details about Dato
Seri Najib Tun Razak than
Abraham Lincoln, because
Dato Seri Najib Tun Razak is
part of the community pupils
know.

It will be hard for pupils to

remember a list of English
words at home, but easier
to remember the lyrics of
a song.
 Teaching &
learning is pupil- Teachers use what
centred pupils already
know (schema) as
a base to expand
students
knowledge.

Pupils must
be engaged,
i.e. involve in
active
learning
 Learning starts by posing questions, problems or
scenarios rather than simply presenting established facts
or portraying a smooth path to knowledge.
Teacher acts as a facilitator to assist this process.
Pupils as engaged learners
Tackle real life questions and issues by developing questioning, research and
communication skills to identify and investigate problems/ find solutions.
Choong, L. K. (2008). Philosophy and education in Malaysia. Shah Alam, Selangor: U.G Press Sdn. Bhd.

Mahdzir: New KSSM, KSSR curriculum from 2017. (2016, Disember 31). The Star Online. Retrieved on Ogos 10,
2017 from http://www.thestar.com.my/news/nation/2016/12/31/mahdzir-new-kssm-kssr-curriculum-from-
2017/#CDcw0RzawOPDUfEj.99