Revamping school learning
WITH the Education Ministry set to discuss the 2027 national school curriculum during a nationwide roadshow next year, stakeholders are calling for an “earnest and sincere” process.

National Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon said this is necessary for the future workforce to contribute to the country’s progress.

“What is important about introducing the new curriculum is the allocation of training and training time (for teachers),” he told StarEdu, adding that he hopes all teachers and stakeholders in the education industry will take an active part in the roadshow organised by the ministry.

According to Fouzi, having too many school subjects is a common concern about the current curriculum as this could be too much for students to cope.

Agreeing, Teach For Malaysia (TFM) research, impact and design manager Sawittri Charun pointed to the current curriculum’s breadth and students’ missing foundational skills, particularly reading and writing, as two concerns often shared by teachers.

Teachers, she said, feel that the existing subjects cover more than what is optimal for meaningful learning, leading to many “touch and go” lessons.

Emphasising the importance of getting teachers’ input, Sawittri said it would be helpful to obtain teachers’ buy-in on the new curriculum.

“Many teachers would welcome the ability to further customise the curriculum based on the specific needs of students.

Fouzi“We are in favour of allowing greater autonomy for schools with strong leadership to customise the curriculum,” she said.

She added that there needs to be strong onboarding to the new curriculum, guided by principles of adult learning.

“Ensure that teachers have ample space and opportunity to unpack the curriculum, do deep dives and get concise and consistent answers to basic questions about the curriculum,” she said.

TFM is an independent, not-for-profit organisation on a mission to give all children the opportunity to realise their potential through quality education.

It partners with the ministry to reach high-need national schools and is one of the 60 partners of the prestigious global education network Teach For All.

On Dec 6, Education Minister Fadhlina Sidek said changes to the curriculum will be built on the concept of human dignity and focus on the importance of inclusivity.

Speaking at the 2027 School Curriculum Professional Discussion on Dec 6, she said the 2027 school curriculum will emphasise manners, morals and integrity to foster a resilient generation with a growth mindset.

This, she said, is a key pillar in the development of the new curriculum, which aims to produce holistic, well-balanced students who will embrace the virtues of lifelong learning, value racial unity and harmony, and have the ability to build positive social connections within the community.

Sawittri

The rollout of the 2027 school curriculum will begin in phases, commencing with Year One and Form One in 2027, and preschoolers in 2026.

On the rollout, Parent Action Group for Education Malaysia (PAGE) chairperson Datin Noor Azimah Abdul Rahim emphasised the need to prepare teachers for the new curriculum.

“We recommend that teacher training be elevated for teachers to attain the desired quality of teaching and learning,” she said.

Addressing STEM, DLP

Science, technology, engineering and mathematics (STEM) education should also be looked into to improve outcomes.

Noor Azimah said more time should be allocated for students to grasp Science and Mathematics concepts in the new curriculum.

“We hope to see science laboratories being used entirely for experiments rather than just a place to move to during the Science period.

“It’s time to reinforce inquiry-based science education to create interest in science, build science literacy and nurture curiosity. We hear that frog dissections in the science laboratories have been discontinued,” she said.

Highlighting an imbalanced curriculum time due to the teaching of extra subjects during school hours, which is only meant for after-school sessions, Noor Azimah said such concerns need to be addressed.

Another concern she raised is the inconsistencies with implementing programmes such as the Dual Language Programme (DLP).

The DLP, announced in Budget 2016, was introduced to improve the English proficiency of students through the teaching and learning of Science and Mathematics, as well as to increase students’ employability and ability to compete globally.

The programme was one of the initiatives under the Upholding the Malay Language and Strengthening the English Language (better known by its Malay abbreviation MBMMBI) policy.

“There needs to be an expansion of the programme, not more restrictions on its implementation.

“This would ensure the success of the programme formulated especially to improve students’ overall English proficiency – which is to achieve the objective of 70% of students receiving a credit in English in the Sijil Pelajaran Malaysia (SPM) examinations, and reach the B1 target in the Common European Framework of Reference for Languages (CEFR),” she said.

HemaUnder the CEFR, language proficiency is measured in relation to the four communicative skills – reading, writing, listening and speaking – on a scale starting with A1 and progressing to A2 (basic user), B1 and B2 (independent user), and C1 and C2 (proficient user).

Building reading literacy

Taylor’s University School of Education senior lecturer Hema Letchamanan is of the view that English and Bahasa Malaysia (BM) proficiency should be addressed before students enter school.

The transition from preschool to Year One can be a significant cultural change for some, she said.

“The curriculum, in at least the first quarter of Year One, should be dedicated to transitioning pupils from preschool. It should still focus on play-based learning, gradually introducing more structured learning. This is akin to weaning off a pacifier from a toddler,” she said.

Hema believes a successful transition will determine how well pupils perform in their Year One and beyond, as well as subsequent transitions, such as primary to secondary.

She also said the new curriculum should focus on foundational knowledge and reduce curriculum overload, especially in lower primary.

Citing the World Bank’s “Fixing the Foundation” 2023 report, she said Malaysia’s learning poverty is above 40%.

“There must be an emphasis on reading in the curriculum. A nationwide reading assessment needs to be done for all Year One pupils to determine their reading ability. Following the assessment, targeted interventions must be done for pupils who cannot read at grade level,” she said.

“I’ve seen students drop out of school because they simply couldn’t cope with the demands of the curriculum. Or they are in secondary school but unable to read, write or do basic maths,” she continued.

“Reading should be given priority to achieve 100% literacy in Malaysia, as it is the gateway to acquiring knowledge,” she stressed.

Hema asserted that the aim should be to get all pupils to read at grade level by the end of Year Three.

Schools should have a dedicated one-hour reading time every day in the school’s timetable, said Hema, who has been leading a group of individuals in reaching out to children in B40 and underserved communities who are struggling to read.

Dubbed Projek BacaBaca, the volunteer-based initiative provides one-to-one tailored reading sessions in BM and English to children aged six to nine to help them read at grade level.

Reading, said Hema, encourages students to imagine and dream beyond their horizons.

“Students can learn about history, geography, science and citizenship in BM and English lessons. BM and English should be taught in a more fun way, emphasising the four language skills. Literature should also be reintroduced to encourage children to read more,” she said.

As the Internet has become an integral part of 21st century living, Hema said digital well-being should also be included in the curriculum to teach children how to balance their on-screen and off-screen time.

They should also be taught how to evaluate and decipher information, she said.

Weighing in, Sawittri said teachers have raised concerns about students needing more literacy support in language subjects and across the curriculum.

“Reading and writing are critical for accessing and demonstrating new knowledge and skills. However, the existing curriculum leaves little room for teachers to develop or strengthen students’ literacy skills outside of language lessons.

“What would also be helpful for the early primary school curriculum is to focus on developing strong literacy, numeracy and learning skills necessary for future learning,” she said.

Cognisant of the need to ensure students master the basic literacy of reading, writing and counting (3M), Fadhlina said the new curriculum is expected to address the concerns.

“Failure to master these basic skills prevents students from realising their full potential. Therefore, early intervention will be introduced to help those who have problems before they move on to the next stage in the education system,” she said when delivering her speech on the 2027 school curriculum on Dec 6.

The new curriculum, she said, is a result of continuous engagement with stakeholders and a nationwide survey that was carried out with over 61,000 respondents.

Mums’ wishes

“The current curriculum needs to be updated. The learning style focuses more on memorisation rather than emphasising and promoting critical thinking and practical skills among students.

I want to see an emphasis on subjects like technology, the environment and even more language subjects.

I hope our curriculum can be recognised globally for its focus on critical thinking, research, communication skills, practical skills, and vocational training that prepare students for the workforce.

There should be diverse extracurricular activities, including the arts, sports and community service, which can foster students’ holistic development and teamwork skills.

Additionally, promoting digital literacy and ethical use of technology would prepare students for the evolving demands of the 21st century.” – Intan Mahfar, kids aged 10 and 12

“We have an excellent curriculum, but there’s much more to do with the implementation part. This covers the students’ foundation, teachers’ attitudes, facilities, and support of the administration.

As for extracurricular activities, there should be some collaboration with enterprises in the real world. This will provide meaningful participation in these activities and offer students the opportunities to apply skills essential for them to join the workforce in the future.

If the new curriculum is to be rolled out, I hope to see more project-based learning taking place. Pupils should be evaluated and their effort reflected in their final grades.” – Hariati Yusoff, kids aged 14, 12, seven and three

“My current concern is that the curriculum is too academically focused. My child is learning unconsciously, mindlessly copying information.

I would love to see more outdoor time, even if it’s free play for the kids to be creative. I also want the curriculum to educate kids about emotional intelligence, financial literacy and STEM activities.”– Jovyn Ong, kids aged six and eight
Education,curriculum,Fadhlina Sidek
WITH the Education Ministry set to discuss the 2027 national school curriculum during a nationwide roadshow next year, stakeholders are calling for an “earnest and sincere” process.