1.

Introduction Education is the responsibility of the federal government. The national education

system encompasses education beginning from pre-school to university. According to the dictionary, to educate means to bring up and train the mind and way of thinking and education means the act or process of educating. So education is quite an important thing which can brighten peoples mind, enlarge their knowledge and lift their ability of some certain areas. The idea of curriculum is hardly new but the way we understand and theorize it has altered over the years and there remains considerable dispute as to meaning. In Latin curriculum was a racing chariot; currere was to run. The definition of curriculum offered by John Kerr and taken up by Vic Kelly in his standard work on the subject is 'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. Meanwhile according to the book of Understanding and Using Assessment to Improve Student Learning written by Susan M.Butler and Nancy D.McMunn, curriculum can be defined as a plan that outline a method for instruction and learning or a conceptual framework that outline a definite learning goals and expectations. Curriculum tells what students should know and be able to do after they have practiced instruction and before they are assessed. It also facilitates teachers to prepare their coursework to produce a greater student learning. Nevertheless, changes in the world are resulting in changes in curriculum design. The new curriculum that had been revealed is different from the traditional curriculum. The new curriculum emphasized of depth understanding and solve the problems more that coverage the topics and overemphasis on knowledge which is been emphasized in traditional curriculum. Meanwhile the focus of the new curriculum is more on the results compare to the traditional curriculum that focus on the activities. As the conclusion, if teachers do not use the state or district curriculum, his students will not fare well on state or district measures of achievement. Since the implemented curriculum and measures of student achievement are so closely allied, it is important that the school or district

develop a quality curriculum. The educational systems of our country, Malaysia with one of the big countries in the world, UK are very complicated in some degree. There are a lot of similarities and differences between them. They both have advantages and disadvantages in each phase of education.

2.0 2.1

History of Science Curriculum Development In Malaysia A decade before the end of the British rule, the educational system in Malaya was

reorganized along the lines of the Barnes Report of 1951. Up to that point of time, Malaya's educational system lacked uniformity in curriculum and an articulated rationale for a policy which would be relevant to the political and socio-economic goals of the people. The country's three principal ethnic communities which are Malays, Chinese and Indians ran their own schools, the latter two often importing a syllabus used in the countries of their origin. The Barnes Report recommended a national school system, which would provide primary education for 6 years in Malaya and English, hoping that over a period of time, the attraction to have separate schools in Chinese and Tamil would wane and disappear. The reaction of the Chinese community to the Barnes Report was not totally positive. While the community agreed with the basic recommendation that Malay be treated as the principal language, it felt that there should be some provision to recognize Chinese and Tamil as important components of a new definition of Malaya's national identity. Early science education that had been found in schools was begin from year of 1931, which the contents only include the Basic Science Curriculum as a preparation of life. On 1941, the implementation of science program was stopped because of the Second World War. In year 1956, Penyata Razak was implemented in all school which state that science subject must be followed by all students in all level. Before this, traditional curriculum just only emphasized on getting the knowledge and basic skills which are reading, writing and numbering through apprenticeship system. This curriculum were being taught formally which more to concept helping teachers do the homework and working at paddy field and orchard, memorizing Al-Quran, learning Jawi so that students know how to pray .

Follows are the chronology of development science curriculum in Malaysia school : 1969 : Union Science Curriculum ( Kurikulum Sains Paduan) for lower secondary school which based on the Union Science Scottish was implemented at 22 schools. 1972 : Modern Pure Science Curriculum ( biology, physic and chemistry ) for upper secondary school which based on Nuffield O-Level Curriculum was implemented. 1980 : Integrated Curriculum For Secondary School had been legislated. 1983 : Integrated Curriculum For Primary School was fully implemented. 1989 : Integrated Curriculum For Secondary School had been used by all secondary school. 1999 : Smart School had been introduced and PEKA had replaced the Paper 3 examination for Biology, Physic and Chemistry. 2003 : Science subject had been taught in English at the level of Standard 1, Form 1 and Form 6 ( Lower ).

2.2

In United Kingdom History has a distinctive contribution to make to the aims of the national

curriculum. The Education Reform Act of 1988 is widely regarded as the most important single piece of education legislation in England, Wales, and Northern Ireland since the 'Butler' Education Act 1944. Scottish education legislation is separate from that of the rest of the UK. It also forms the basis for the United States' No Child Left Behind Act of 2001. The main provisions of the Education Reform Act are Grant Maintained Schools (GMS) were introduced. Primary and Secondary Schools could, under this provision, remove themselves fully from their respective Local Education Authorities and would be completely funded by central government. Secondary schools also had limited selection powers at the age of 11. Then, the Local Management of Schools (LMS) was introduced. This part of the act allowed all schools to be taken out of the direct financial control of Local Authorities. Financial control would be handed to the head teacher and governors of a school. The National Curriculum (NC) was introduced also 'Key Stages' (KS) were introduced in schools too. At each key stage a number of educational objectives were to be achieved. An element of choice was introduced, where parents could specify which school was their preferred choice. League tables, publishing the examination results of schools, were introduced. Controls on the use of the word 'degree' were introduced with respect to UK bodies. The Act uses a common technique in UK legislation in that it makes it illegal to offer or advertise any qualification that appears to be, or might be mistaken for a UK degree. This restriction is then removed in respect of qualifications from bodies on a list maintained by Statutory Instrument. At the end of 2000 there were 937,000 pre-school places available - 264,000 in day nurseries, 353,000 in playgroups and other settings and 320,000 with child minders. The government has promised to improve the quality of education available for this age group and to increase the quantity of available places. All four year olds are now promised a part-time place of five morning or afternoon sessions per week, and the government has set a target of providing a place for two thirds of three year olds by 2002.

3.0 3.1

Aims and Objective of Science Curriculum In Malaysia The main aim of science at the primary level is to lay the foundation for building

a society that is culturally scientific and technological, caring, dynamic and progressive. This is to be achieved through providing opportunities for students to acquire sufficient skills, knowledge and values through experiential learning that inculcates the sense of responsibility towards the environment and a high regard of natures creation. Emphasis is given on the mastery of scientific skills needed to study and understand the world. Scientific skills refer to process skills and manipulative skills. At the lower primary level, elements of science are integrated across the curriculum. Science is taught as a subject at the upper primary level (years 4, 5, 6); 150 minutes per week is given to this subject. Science is a core subject in the school curriculum and comprises science for primary, science for secondary, physics, biology, chemistry and additional science. The science curriculum is developed centrally. At the primary and lower secondary levels, science is compulsory to all while at the upper secondary level, students either take core science or choose science electives. The National Philosophy of Science Education states that, In consonance with the National Education Philosophy, science education in Malaysia nurtures a science and technology culture by focusing on the development of individuals who are competitive, dynamic, robust and resilient and able to master scientific knowledge and technological competency. With this philosophy, science education, therefore, is aimed at developing the potentials of individuals in an overall and integrated manner so as to produce Malaysian citizens who are scientifically and technologically literate, competent in scientific skills, practice good moral values, capable of coping with the changes of scientific and technological advances and be able to manage nature with wisdom and responsibility for the betterment of mankind.

3.2

In United Kingdom

The aim and objectives of science curriculum in United Kingdom consists of four elements which are : 3.2.1 Promoting pupils spiritual, moral, social and cultural development through science Promoting key skills through science Promoting other aspects of the curriculum Promoting pupils spiritual, moral, social and cultural development through science Science provides opportunities to promote: spiritual development, through pupils sensing the natural, material, physical world they live in, reflecting on their part in it, and exploring questions such as when does life start and where does life come from? moral development, through helping pupils see the need to draw conclusions using observation and evidence rather than preconception or prejudice, and through discussion of the implications of the uses of scientific knowledge, including the recognition that such uses can have both beneficial and harmful effects social development, through helping pupils recognize how the formation of opinion and the justification of decisions can be informed by experimental evidence, and drawing attention to how different interpretations of scientific evidence can be used in discussing social issues cultural development, through helping pupils recognize how scientific discoveries and ideas have affected the way people think, feel, create, behave and live, and 7

drawing attention to how cultural differences can influence the extent to which scientific ideas are accepted, used and valued. 3.2.2 Promoting key skills through science

Science provides opportunities for pupils to develop the key skills of: communication, through finding out about and communicating facts, ideas and opinions in a variety of contexts application of number, through collecting, considering and analyzing first-hand and secondary data IT, through using a wide range of ICT working with others, through carrying out scientific investigations Improving own learning and performance, through reflecting on what they have done and evaluating what they have achieved problem solving, through finding ways to answer scientific questions with creative solutions. 3.2.3 Promoting other aspects of the curriculum

Science provides opportunities to promote: thinking skills, through pupils engaging in the processes of scientific enquiry

enterprise and entrepreneurial skills, through pupils learning about the work of scientists and of the ways in which scientific ideas are used in technological products and processes

work-related learning, through studies of science-based industrial and commercial enterprises and through contacts with local scientists, engineers and workplaces

education for sustainable development, through developing pupils skills in decision making on the basis of sound science, the exploration of values and ethics relating to the applications of science and technology, and developing pupils knowledge and understanding of some key concepts, such as diversity and interdependence.

3.3

Comparison of aims and objectives In Malaysia, science is a core subject in the school curriculum and comprises

science for primary, science for secondary, physics, biology, chemistry and additional science. The objectives of it to put down the base for structuring a society that is racially scientific and technological, gentle, vibrant and progressive. However, in United Kingdom, the main aims that can be summarized is they want to develop students to be more spiritual, moral, social and culture through science. Both country have the same aims which want their students to be culturally scientific so that the knowledge of science is not being used for the useless things.

4.0 4.1 4.1.1 Level

Contents of Science Curriculum In Malaysia Level of Education in Malaysia Description Not compulsory,

no

formal

preschool

program however aid based programs in rural Pre-school communities are provided by the government In most cases only wealthy families can afford to send children to private preschools Religious schools also provide pre-school programs in the country Residential buildings have been converted as pre-schools as no formal training or certification is needed to start one Some sections private schools have pre-school

Primarily Education Year 1 to Year 6 also known as Standard 1 to Standard 6 6 to 12 years old

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Level One - Year 1 to Year 3 Level Two Year 4 to Year 6 Mandated by Malaysian law and handled by the Ministry of Education Divided into the national schools and vernacular schools Mixed medium of instruction Science and Mathematics in Standard 1 are taught in English, other subjects taught in Malay Students take a standardized test, PriAprily School Evaluation Test (Ujian Penilaian Sekolah Rendah or UPSR) that tests Malay comprehension, written Malay, English, Science, and Mathematics UPSR not compulsory but administered by most vernacular schools to allow for reintegration of students into national schools for secondary education

Secondary Education Composed of 5 years of schooling known as Form 1 to Form 5 13 to 18 years old Public secondary schools are extensions of

11

the national schools Students can take up Form 6 or the matriculation program after the SPM Tests administered At the end of Form 3: Students Evaluation take or the the Lower Penilaian Secondary Menengah

Rendah (PMR) Test results determine the placement of students into either the Science Stream or the Arts Stream Science stream commonly more desirable than the arts stream and students July shift from the science stream to the arts stream but not vice versa At the end of Form 5: Students are required to take the Sijil Pelajaran Malaysia (SPM) or the Malaysian Certificate of Education examination, before graduating secondary school SPM is based on the old British School Certificate examination which later became the General Certificate O Levels examination

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Form 6 Consists of 2 years of study: o Lower 6 Tingkatan Enam Rendah o Upper 6 Tingkatan Enam Atas Students are required to take the Sijil Tinggi Persekolahan Malaysia (STPM) or Malaysian Higher School Certificate examination equivalent to the General Certificate of Education A Levels examination or the Higher School Certificate STPM internationally recognized and July be used to enter private local universities for undergraduate courses

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4.1.2

Content of primary science curriculum

The basic knowledge of the primary school science program (years 4 to 6) is organized around five areas of study, as shown in Table 1.

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4.1.3

Content of secondary science curriculum Science continues to be offered as a core subject to all students at the lower

secondary level. The curriculum at this level further develops, nurtures and reinforces what has been learned at the lower primary level. Particular emphasis is given on the acquisition of scientific knowledge, mastery of scientific and thinking skills; inculcation of moral values concurring with the premise that man is entrusted with the responsibility of managing the world and its resources wisely. This will enable pupils to understand and appreciate the role of science and its application in daily living as well as for the development of the nation. The time allocated is 200 minutes per week. At the upper secondary level, students are offered science electives (biology, chemistry, physics and additional science) in addition to the core science. While the traditional pure sciences have been in the curriculum for a longtime, additional science is relatively new. It comprises elements of physics, chemistry, biology, earth science, agriculture, oceanography and space science. Those taking two or more electives are not required to study core science. The electives tend to be favored by students who have acquired good passes at the national examinations taken at the end of lower secondary level of schooling. Elective sciences at this level are allocated 160 minutes per week. Table 2 breaks down the allocation of time for science subjects. The contents of science curriculum at the upper secondary level are organized around specific themes as shown in Table 3.

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4.2 4.2.1

In United Kingdom Key Stage 1 During key stage 1 pupil observe, explore and ask questions about living things,

materials and phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables. 4.2.1.1 Syllabus Knowledge, skills and understanding

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Teaching should ensure that scientific enquiry is taught through contexts taken from the sections on life processes and living things, materials and their properties and physical processes. Scientific enquiry -Ideas and evidence in science -Planning -Obtaining and presenting evidence -Considering evidence and evaluating Life processes and living things -Life processes -Humans and other animals -Green plants -Variation and classification -Living things in their environment

Materials and their properties -Grouping materials -Changing materials Physical processes -Electricity -Forces and motion -Light and sound 4.2.2 Key Stage 2 During key stage 2 pupils learn about a wider range of living things, materials and phenomena. They begin to make links between ideas and to explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They begin to think about

17

the positive and negative effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, and communicate ideas using a wide range of scientific language, conventional diagrams, charts and graphs. 4.2.2.1 Syllabus Knowledge, skills and understanding Teaching should ensure that scientific enquiry is taught through contexts taken from the sections on life processes and living things, materials and their properties and physical processes. Scientific enquiry -Ideas and evidence in science -Investigative skills -Planning -Considering evidence and evaluating Life processes and living things -Life processes -Humans and other animals -Nutrition -Circulation -Movement -Growth and reproduction -Health -Green plants -Growth and nutrition -Reproduction Variation and classification

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Living things in their environment -Adaptation -Feeding relationships -Micro-organisms Materials and their properties -Grouping and classifying materials -Changing materials. -Separating mixtures of materials Physical processes -Electricity -Simple circuits -Forces and motion -Types of force -Light and sound -Everyday effects of light -Seeing -Vibration and sound The Earth and beyond -The Sun, Earth and Moon -Periodic changes 4.2.3 Key Stage 3 During key stage 3 pupils build on their scientific knowledge and understanding and make connections between different areas of science. They use scientific ideas and models to explain phenomena and events, and to understand a range of familiar applications of science. They think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. They take account of others views and understand why opinions may differ. They do more quantitative work, carrying out investigations on their own and with others. They evaluate their work, in particular the strength of the evidence they and others have

19

collected. They select and use a wide range of reference sources. They communicate clearly what they did and its significance. They learn how scientists work together on present day scientific developments and about the importance of experimental evidence in supporting scientific ideas. 4.2.3.1 Syllabus Knowledge, skills and understanding Teaching should ensure that scientific enquiry is taught through contexts taken from the sections on life processes and living things, materials and their properties and physical processes. Scientific enquiry -Ideas and evidence in science -Investigative skills -Planning -Obtaining and presenting evidence -Considering evidence -Evaluating Life processes and living things -Cells and cell functions -Humans as organisms -Nutrition -Movement -Reproduction -Breathing -Respiration -Health Green plants as organisms -Nutrition and growth -Respiration

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Variation, classification and inheritance -Variation -Classification -Inheritance Living things in their environment -Adaptation and competition -Feeding relationships Materials and their properties Classifying materials -Solids, liquids and gases -Elements, compounds and mixtures Changing materials -Physical changes -Geological changes -Chemical reactions Patterns of behaviour -Metals -Acids and bases Physical processes Electricity and magnetism -Circuits -Magnetic fields -Electromagnets Forces and motion -Force and linear motion -Force and rotation -Force and pressure

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Light and sound -The behaviour of light -Hearing -Vibration and sound The Earth and beyond -The solar system Energy resources and energy transfer -Energy resources -Conservation of energy 4.2.4 Key Stage 4 (Single)

During key stage 4 pupils learn about a wider range of scientific ideas and consider them in greater depth, laying the foundations for further study. They explore how technological advances relate to the scientific ideas underpinning them. They consider the power and limitations of science in addressing industrial, ethical and environmental issues, and how different groups have different views about the role of science. When they carry out investigations they use a range ofapproaches and select appropriate reference sources, working on their own and with others. They do more quantitative work and evaluate critically the evidence collected and conclusions drawn. They communicate their ideas clearly and precisely in a variety of ways. They see how scientists work together to develop new ideas, how new theories may, at first, give rise to controversy and how social and cultural contexts may affect the extent to which theories are accepted. 4.2.4.1 Syllabus Knowledge, skills and understanding Teaching should ensure that scientific enquiry is taught through contexts taken from the sections on life processes and living things, materials and their properties and physical processes.

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Scientific enquiry -Ideas and evidence in science -Investigative skills -Planning -Obtaining and presenting evidence -Considering evidence -Evaluating Life processes and living things Cell activity Humans as organisms -Nutrition -Circulation -Nervous system -Hormones -Homeostasis -Health Variation, inheritance and evolution -Variation -Inheritance -Evolution Living things in their environment -Adaptation and competition Materials and their properties Classifying materials -Atomic structure Changing materials -Useful products from organic sources Patterns of behaviour

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-The periodic table -Chemical reactions -Rates of reaction -Reactions involving enzymes Physical processes Electricity -Circuits -Mains electricity Waves -Characteristics of waves -The electromagnetic spectrum -Sound and ultrasound The Earth and beyond -The solar system and the wider universe Energy resources and energy transfer -Energy transfer -Electromagnetic effects Radioactivity 4.2.5 Key Stage 4 (Double) During key stage 4 pupils learn about a wider range of scientific ideas and consider them in greater depth, laying the foundations for further study. They explore how technological advances relate to the scientific ideas underpinning them. They consider the power and limitations of science in addressing industrial, ethical and environmental issues, and how different groups have different views about the role of science. When they carry out investigations they use a range of approaches and select appropriate reference sources, working on their own and with others. They do more quantitative work and evaluate critically the evidence collected and conclusions drawn. They communicate their ideas clearly and precisely in a variety of

24

ways. They see how scientists work together to develop new ideas, how new theories may, at first, give rise to controversy and how social and cultural contexts may affect the extent to which theories are accepted. 4.2.5.1 Syllabus Knowledge, skills and understanding Teaching should ensure that scientific enquiry is taught through contexts taken from the sections on life processes and living things, materials and their properties and physical processes. Scientific enquiry -Ideas and evidence in science -Investigative skills -Planning -Obtaining and presenting evidence -Considering evidence -Evaluating Life processes and living things Cell activity Humans as organisms -Nutrition -Circulation -Breathing -Respiration -Nervous system -Hormones -Homeostasis -Health Green plants as organisms -Nutrition

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-Hormones -Transport and water relations Variation, inheritance and evolution -Variation -Inheritance -Evolution Living things in their environment -Adaptation and competition -Energy and nutrient transfer Materials and their properties Classifying materials -Atomic structure -Bonding Changing materials -Useful products from organic sources -Useful products from metal ores and rocks -Useful products from air -Quantitative chemistry -Changes to the Earth and atmosphere Patterns of behaviour -The periodic table -Chemical reactions -Rates of reaction -Reactions involving enzymes -Reversible reactions -Energy transfer in reactions

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Physical processes Electricity -Circuits -Mains electricity -Electric charge Forces and motion -Force and acceleration -Force and non-uniform motion Waves -Characteristics of waves -The electromagnetic spectrum -Sound and ultrasound -Seismic waves The Earth and beyond -The solar system and the wider universe Energy resources and energy transfer -Energy transfer, work, power, energy, electromagnetic effects. 4.3 Comparison of the contents of science curriculum First at the primary school, as shown above, the syllabus from UK is more advance, because at the age of 5-7 (key stage 1) the students were started to learn Science subject. So they were exposed to the foundation or basic in science earlier. For instance, at key stage 1 they will learn about scientific enquiry, Life processes and living things, Materials and their properties and Physical processes. They will continue learn about the topics further in key stage 2. In Malaysia the students will start to learn Science at the age of 7 (year 1). But the topics that they learn were too basic and not as advance as learning science in UK. They will start to learn about science in more details at year 4. So, at this year they will learn and investigate about the living world, the physical world, the material world, earth and universe and the technology.

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At the secondary school, in UK, the students will learn more details about the same topics in the primary school. But there are some additional topics that they have to learn for instance, radioactivity and cell activity. In Malaysia, at the lower secondary they will learn more details topics that they had learn in primary school. Meanwhile, at the upper secondary, the students will be introduce to four specific science subjects which are additional science, physics, chemistry and biology. At this stage which means at form 4, they will choose any subjects that they want to learn according to their PMR result. In UK all the students are compulsory to learn the science subject, but in Malaysia the students are given opportunity to choose the science elective subjects based on their result. If the result is not qualified for students to take the science elective, they have to choose the additional science as their major subject. Hence, the students also will be exposed towards the practical laboratory which consists in biology, chemistry, physic or additional science subject.

5.0 5.1

Teaching and Learning Strategies in Science Curriculum In Malaysia The effectiveness of cooperative learning in mathematics and science is well

established by research. Cooperative learning created many learning opportunities that do not typically occur in traditional classrooms. According to Nor Azizah (1996), cooperative learning has the potential in science classroom because of the following factors: science students always work in group during science experiment in the laboratory therefore what they need is the skill to work in group science laboratory is spacious with intact desk and chairs.

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science classes are usually two periods with 40 minutes each, enough time for cooperative learning during experiment many values can be inculcated such as cleanliness and trustworthy

Science teachers need to try cooperative learning in order to enhance scientific skills and to increase achievement in science. Since it is impossible here to summarize the vast literature on cooperative learning, the author would only focus on selected studies done locally. Central to the goals of cooperative learning in science and mathematics education is the enhancement of achievement, problem solving skills, attitudes and inculcate values. How cooperative learning affects student achievement and problem solving skills was investigated by Effandi (2003). This study of intact groups compares students mathematics achievement and problem solving skills. The experimental section was instructed using cooperative learning methods and the control section was instructed using the traditional lecture method. Cooperative group instruction showed significantly better results in mathematics achievement and problem solving skills. The effect size was moderate and therefore practically meaningful. He also found that students in the cooperative learning group had a favorable response towards group work. He concluded that the utilization of cooperative learning methods is a preferable alternative to traditional instructional method. 5.2 In United Kingdom The programmes of study set out what pupils should be taught, and the attainment targets set out the expected standards of pupils performance. It is for schools to choose how they organise their school curriculum to include the programmes of study for science. The programmes of study set out what pupils should be taught in science at key stages 1, 2, 3 and 4 and provide the basis for planning schemes of work. When planning, schools should also consider the general teaching requirements for inclusion, use of

29

language, use of information and communication technology, and health and safety that apply across the programmes of study. The Knowledge, skills and understanding in each programme of study identify the four areas of science that pupils study: scientific enquiry life processes and living things materials and their properties physical processes.

Teaching should ensure that scientific enquiry is taught through contexts taken from the sections on life processes and living things, materials and their properties and physical processes. The Breadth of study identifies contexts in which science should be taught, makes clear that technological applications should be studied, and identifies what should be taught about communication and health and safety in science. Schools may find exemplar schemes of work at key stages 1, 2 and 3 helpful to show how the programmes of study and attainment targets can be translated into practical, manageable teaching plans. Science at key stage 4, there are two programmes of study at key stage 4. Single science and double science. Pupils may be taught either the single or the double science programme of study. The requirements of either option would also be met by pupils taking GCSE courses in all three of the separate sciences of biology, chemistry and physics. The Government firmly believes that double science or the three separate sciences should be taken by the great majority of pupils. Single science is intended for a minority of pupils who have good reason to spend more time on other subject. 5.3 Comparison of teaching and learning strategies In Malaysia, cooperative learning has been used as the one of the strategies in teaching and learning process. Based on the research that have been done before, almost of the teachers use the cooperative learning in class as it helps to improve the understanding of students. For instance, science students always effort in group during 30

science experimentation in the laboratory therefore what they need is the ability to cooperate within a group. Meanwhile, in United Kingdom teaching process should guarantee that scientific enquiry is taught through contexts taken from the sections on life processes and living things, materials and their properties and physical processes. Both country use different strategies as they want to fit it with their students and environments.

6.0 6.1

Assessments in Science Curriculum In Malaysia A new assessment system for schools will be implemented by 2010 to give way

for the change of the Malaysian education system from centralized examination, to a combination of centralized examination and school-based assessment. With the move, it will change the whole culture of knowledge acquisition, thus making the students find fun in learning. Therefore, teacher will be train to get ready to use any best approach to the students for school based assessment. Formal education in Malaysia is provided at four levels - primary, lower secondary, upper secondary and post secondary. The age of admission to the first year of primary education is six years old. Promotion from grade to grade is automatic.

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Continuous schoolbased assessment is administered at all grades and at all levels. However, at the end of each level, students sit for common public examinations. For primary level, students need to take UPSR examination before they can enter secondary school. Hence, when they are in Form Three they will face PMR examination to further their study in Form 4. If they get a good result students can take a science stream subject such as biology, physic and chemistry as their major subject. Next, they will take SPM examination at the end of Form 5 to make sure they get the opportunity to further their study in university. But some students can make choice to enter Form 6 level which they have to take STPM at the end of upper 6 level. Successful completion of secondary education can lead to a number of opportunities for further study and training at postsecondary and tertiary levels, both in the academic and professional fields provided by universities, colleges and other educational training institutions. The forms that examinations and assessment take care widely recognized as determinants of educational practices. Over the past few years, new approaches to assessment have emerged in a number of countries. These have come primarily from a variety of overlapping debates concerning the purposes and methods of assessment (Messick,1994) and their impact on teaching and learning (Resnick & Resnick,1991). Malaysia like other educational systems, has been concerned with how the changes in assessment practices and procedures can improve teaching and learning. 6.2 In United Kingdom Students will take national tests at the end of Key Stages 2 and 3. The tests are intended to show if students is working at, above or below the target level for their age. This helps the school to make plans for their future learning. It also allows schools to see whether they are teaching effectively by comparing their pupils' performance to national results. Key Stage 1 Teacher assessment for students will cover:

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reading writing speaking and listening mathematic science

These assessments take account of how your child performed in Key Stage 1 tasks and tests for seven year olds. The tasks and tests cover:

reading writing (including handwriting and spelling) maths

The tasks and tests can be taken at a time the school chooses. They last for less than three hours altogether. The results are not reported separately but are used to help the teacher assess students work. By the age of seven, most children are expected to achieve level 2. The teacher assessment is moderated by your local authority. This is to make sure teachers make consistent assessments of children's work. Key Stage 2 Key Stage 2 tests for students will cover:

English - reading, writing (including handwriting) and spelling maths - including mental arithmetic science

These tests are taken on set days in mid-May, and last less than five-and-a-half hours altogether. The teacher assessment covers:

English

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maths science

By the age of 11, most children are expected to achieve level 4. Key Stage 3 The Key Stage 3 tests for students will cover:

English (including reading, writing and studying a Shakespeare play) maths - including mental mathematics science

The tests take place on set days at the beginning of May. In total, they last between seven and eight hours. The teacher assessment for 14 year olds covers:

English maths science history geography modern foreign languages design and technology Information and Communication Technology (ICT) art and design music physical education citizenship

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religious education

By the age of 14, most children are expected to achieve level 5. In United Kingdom students are assessed at the end of each stage. The most important assessment occurs at age 16 when students pursue their GCSE's or General Certificate of Secondary Education. Once students complete their GCSE's they have the choice to go onto further education and then potential higher education, or finish school and go into the working world. 6.3 Comparison of the assessments In Malaysia, the assessments that government has provided are in examination style. Overall there are 4 stage of examination that need to be taken by students before moving to another level of education. UPSR is for Standard 6 students, PMR is for Form 3 students, SPM is for Form 5 students and STPM is for upper Form 6 students. Students are automatically goes to next level of education when there are in school. Meanwhile, in United Kingdom students will take national tests at the end of Key Stages 2 and 3. GCSEs or General Certificate of Secondary Education will be taken by students at key stage 4 when they are 16 years old. This examination is very important to students for continuing their study to higher level of education. 7.0 Conclusion The idea of curriculum is hardly new but the way we understand and theorize it has altered over the years - and there remains considerable dispute as to meaning. The curriculum should be treasured. There should be real pride in our curriculum: the learning that the nation has decided to set before its young. Teachers, parents, employers, the media and the public should all see the curriculum as something to embrace, support and celebrate. Most of all, young people should relish the opportunity for discovery and achievement that the curriculum offers. In Malaysia, the Education Act 1996 (Act 550, Laws of Malaysia) provides the fundamental basis for curriculum policies in Malaysia. It indicates the specific laws and provisions that give direction to curriculum documents.

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These regulations are mandatory for all schools. A uniform system of education in both primary and secondary schools has been established whereby a national curriculum is used in all schools. Common central assessment and examinations at the end of the respective periods of schooling are also being practiced. The national language, Malay, is the official language of instruction. The school curriculum is expected to contribute to the holistic development of the individual (mental, emotional, physical, spiritual) by imparting general knowledge and skills, fostering healthy attitudes and instilling accepted moral values. The aim is to produce Malaysian citizens who are balanced, trained, skillful and cherish the national aspiration for unity. The national curriculum promotes unity through the use of a single medium of instruction (the national language) and the provision of the same core subjects for all pupils in all schools within the National Education System. However, the cultural diversity of different ethnic groups in Malaysia is preserved through the existence of National Type Schools, which are allowed to use other major ethnic languages as the medium of instruction. The integrated approach is the main focus in the design of the Integrated Curriculum for Primary School and Integrated Curriculum for Secondary School. The elements of knowledge, skills and values are incorporated so as to bring the integrated development of the intellectual, spiritual, emotional and physical aspects of the individual. In United Kingdom, by law, all children of compulsory school age (5 to 16) must receive a full time education that is suited to their age, ability, aptitude and special educational needs (SEN). Until 1988 schools were free to decide what they taught their pupils, with Religious Education being the only compulsory subject. As a result of the Education Reform Act 1988 The National Curriculum of England was developed and then introduced in 1992. Its aim was to make sure that all pupils had a balanced education by stating the topics that should be taught and the standards expected to be attained by pupils. The education system in the UK is also split into "key stages" which are Key Stage 1 - 5 to 7 years old, Key Stage 2 - 7 to 11 years old, Key Stage 3 - 11 to 14 years old and Key Stage 4 - 14 to 16 years old. Generally key stages 1 and 2 will be undertaken at primary school and at 11 years old a student will move onto secondary school and finish key stages 3 and 4.

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8.0

References 1. http://www.unescobkk.org/fileadmin/user_upload/esd/documents/workshops/esdn et07/reports/Malaysia-UPSI__Tanjong_Malim.pdf 2. http://www.emeraldinsight.com/Insight/viewPDF.jsp;jsessionid=0160712E69486 534CA0EE098889AC367? Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0740360503.pdf (Educational development and reformation in Malaysia: past, present and future ) 3. http://www.ibe.unesco.org/curriculum/China/Pdf/IImalaysia.pdf

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4. http://curriculum.qca.org.uk/uploads/QCA-07-3344-p_Science_KS3_tcm8413.pdf?return=/key-stages-3-and-4/subjects/science/keystage3/index.aspx

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