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individuals who can progress faster whereas special guidance will be given
to individuals who need help.
The National Curriculum Model
Explenation
CORE CIRCLE
The core of the model is a holistic education which is the goal of the
curriculum. It is based on the premise that the individual student/learner
is at the centre of all teaching and learning. The curriculum model aims to
provide:
MIDDLE CIRCLE
These Learning Areas are central in providing holistic education which
stems from the SPN21 curricular aim. The teaching and learning of these
subjects is to be learner-centred. This curriculum model aims to achieve
the following,
OUTER CIRCLE
This represents the infrastructure of the curriculum model. It defines
five major elements which steer the students perspective and
understanding embedded /across the curriculum involving:
The new SPN 21 curriculum has identified the smooth transition and
continuous curriculum from preschool to primary and to secondary level in
a developmentally appropriate setting as,
Pre-school Education
Children enter the education system at the age of 5 and stay at the
pre-school level for one year. This reception/foundation stage emphasizes
the socio-emotional development and personality and prepares the
learners for primary education.
Primary Education
The duration of primary education is six years. Students go through
a three-year lower primary level (Year 1 to Year 3), and another three-year
at the upper primary level (Year 4 to Year 6). At the end of Year 6, students
take the Primary School Assessment or Penilaian Sekolah Rendah(PSR),
which assess their suitability for secondary education and place them in
the appropriate secondary school course that will match their learning
pace, ability and inclination. Students who attain five As in their PSR will
be channeled to the science schools. There are two plans that is being
adopted for students having special educational needs that is the
Individualised Education Plan (IEP) and Remedial Education Plan (REP).
These plans would be able to modify or/and adapt the curriculum based
on their ability and needs. IEP is designed for students who have been
identified with a high support of educational needs. Modification in the
curriculum and changes in the teaching and learning strategies are highly
needed to cater according to the nature of their individual special
needs.REP is mainly for students with learning difficulties especially in
basic skills such as reading, writing and mathematics.
Secondary Education
At the secondary level, students have the choice of four programmes
designed to match their learning abilities and interests. Students undergo
four or five years of secondary education. All students will follow a
common curriculum for the first two years of their secondary education
which are Year 7 and Year 8.
studies abroad.
Vocational and Technical Education (VTE)
VTE imparts to young learners the skills needed in the world of
work. Under the SPN21, Skill Certificate and Diploma programmes
are taken by students who have completed upper secondary
education to prepare them for work as skilled workers or technicians
as well as for progression to higher level technical studies.
o Students who have completed their BC GCE O level have the
opportunity to progress to technician programmes at
certificate level. Upon completion of the certificate
programmes, students may progress to higher level technical
studies.