MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary School

SYLLABUS

Curriculum Development Centre

Ministry of Education

THE NATIONAL PHILOSOPHY

Our nation, Malaysia, being dedicated to achieving a greater unity of all her peoples; to maintaining a
democratic way of life; to creating a just society in which the wealth of the nation shall be equitably shared;
to ensuring a liberal approach to her rich and diverse cultural traditions; to building a progressive society
which shall be oriented toward modern science and technology; We, her peoples, pledge our united efforts to
attain these ends guided by these principles:
 BELIEF IN GOD
 LOYALTY TO KING AND COUNTRY
 UPHOLDING THE CONSTITUTION
 RULE OF LAW
 GOOD BEHAVIOUR AND MORALITY

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic
and ntegrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonious based on a firm belief in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral
standards and who are responsible and capable of achieving a high level of personal wellbeing as well as
being able to contribute to the betterment of the family, society and the nation at large.

NATIONAL SCIENCE EDUCATION PHILOSOPHY

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

INTRODUCTION
As articulated in the National Education Policy, education in Malaysia is an on-going effort towards further
developing the potential of individuals in a holistic and integrated manner to produce individuals who are
intellectually, spiritually, emotionally, and physically balanced and harmonious. The primary and secondary
school science curriculum is developed with the aim of producing such individuals. As a nation that is
progressing towards a developed nation status, Malaysia
needs to create a society that is scientifically oriented, progressive, knowledgeable, having a high capacity
for change, forward looking, innovative and a contributor to scientific and technological developments in the
future. This society should also have the capability to manage the environment and its resources in a
responsible manner. In line with this, there is a need to produce citizens who are creative, critical,
inquisitive, open-minded and
competent in science and technology. Science is a discipline comprising knowledge, skills and scientific
attitudes
and noble values. The integration of these three elements is very important in ensuring a quality science
education. As a discipline of knowledge, science provides a conceptual framework that enables students to
understand the
world around them. Science is also a process that emphasises inquiry and problem solving. Thus, science
develops skills in investigating the environment, which involves thinking skills, thinking strategies and
scientific skills. Knowledge is therefore acquired as the product of an investigation. Scientific inquiry also
requires and enables students to develop scientific attitudes and noble values. The science curriculum for
the Integrated Curriculum for Primary School and
the Integrated Curriculum for Secondary School are designed for students from primary to secondary
schools. The curriculum is formulated based on the needs of the nation as well as global scientific
requirements. The focus is
directed towards thoughtful learning and optimizing learning. The science curriculum comprises three core
science subjects and four elective science subjects. The core subjects are Science at primary school level,
Science at lower secondary level and Science at upper secondary level. Elective science subjects are offered
at the upper secondary level and consist of Biology, Chemistry, Physics, and Additional Science. The core
science subjects for the primary and lower secondary levels are designed to provide students with basic
science knowledge, prepare students to be literate in science, and enable students to continue their science
education at the upper secondary level. Core Science at the upper secondary level is designed to produce
students who are literate in science, innovative, and able to apply scientific knowledge in decision-making
and problem solving in everyday life. The elective science subjects prepare students who are more
scientifically inclined to pursue the study of science at post-secondary level. This group of students would
take up careers in the field of science and technology and play a leading role in the field for national
development.
For every science subject, the curriculum for the year is articulated in two documents: the syllabus and the
curriculum specifications. The syllabus presents the aims, objectives and the outline of the curriculum
content for a
period of two years for elective science subjects and five years for core science subjects. The curriculum
specifications provide the details of the curriculum, which includes the learning objectives, suggested
learning activities, the intended learning outcomes, and vocabulary.

AIMS
The aims of the physics curriculum for secondary school are to provide students with the knowledge and
skills in physics and technology and enable them to solve problems and make decisions in everyday life
based on scientific attitudes and noble values. Students who have followed the physics curriculum will have
a basic foundation in physics to enable them to pursue formal and informal further education in science and
technology. The curriculum also aims to develop a dynamic and progressive society with a science and
technology culture that values nature and works towards the
preservation and conservation of the environment.

OBJECTIVES
The physics curriculum for secondary school enables students to:
1. Acquire knowledge in physics and technology in the context of natural phenomena and everyday life
experiences.
2. Understand developments in the field of physics and technology.
3. Acquire scientific and thinking skills.
4. Apply knowledge and skills in a creative and critical manner to solve problems and make decisions.
5. Face challenges in the scientific and technological world and be willing to contribute towards the
development of science and technology.
6. Evaluate science and technology related information wisely and effectively.
7. Practise and internalise scientific attitudes and good moral values.
8. Appreciate the contributions of science and technology towards national development and the well-
being of mankind.
9. Realise that scientific discoveries are the result of human endeavour to the best of his or her
intellectual and mental capabilities to understand natural phenomena for the betterment of
mankind.
10. Be aware of the need to love and care for the environment and play an active role in its preservation
and conservation.

CONTENTS ORGANISATION
The Physics curriculum is organised by topics. Each topic consists of various learning areas, each of which
consists of a number of learning objectives. A learning objective has one or more learning outcomes.
Learning outcomes are written based on the hierarchy of the cognitive and affective domains. Levels in the
cognitive domain are: knowledge, understanding, application, analysis, synthesis and evaluation. Levels in
the affective domain are: to be aware of,
to be in awe, to be appreciative, to be thankful, to love, to practise, and to internalise. Where possible,
learning outcomes relating to the affective domain are explicitly stated. The inculcation of scientific attitudes
and noble values should be integrated into every learning activity. This ensures a more spontaneous and
natural inculcation of attitudes and values. Learning outcomes in the psychomotor domain are achieved
implicitly through the learning activities. The Suggested Learning Activities in the supporting document
entitled ‘Curriculum Specifications’ provides information on the scope and dimension of learning outcomes.
The suggested learning activities aim at providing some guidance as to how learning outcomes can be
achieved. A suggested activity may cover one or more learning outcomes. At the same time, more than one
activity may be suggested for a particular learning outcome. Teachers may modify the suggested activities
to suit the ability and style of learning of their students. At the same time, teachers are encouraged to
design other innovative and effective learning activities to enhance the learning of science. Teaching and
learning strategies in the science curriculum emphasise thoughtful learning. Thoughtful learning is a process
that helps students acquire knowledge and master skills that will help them develop their mind to an
optimum level. Thoughtful learning can occur through various learning approaches such as inquiry,
constructivism, contextual learning, and mastery learning. These learning approaches encompass learning
methods such as experiments, discussions, simulations, projects, visits and future studies. Learning activities
should therefore be geared towards activating students’ Physics Syllabus critical and creative thinking skills
and not be confined to routine or rote learning.
Students should be made aware of the thinking skills and thinking strategies that they use in their learning.
They should be challenged with higher order questions and problems and be required to solve problems
utilising their creativity and critical thinking. The teaching and learning process should enable students to
acquire knowledge, master skills and develop scientific attitudes and noble values in an integrated manner.
The learning of science is not limited to activities carried out in the school compound. The latest trend in
science education is to encourage smart partnership between the Ministry of Education and various
organisations such as institutions of higher learning, other governmental agencies, nongovernmental
agencies and private corporations to provide new ideas, opportunities, strategies and skills. Learning of
science can also be enhanced through the use of external resources such as zoos, animal sanctuaries,
museums, science centres, research institutes, mangrove swamps, and factories. Visits to these places make
the learning of science more interesting, meaningful and effective. To optimise learning opportunities, visits
need to be carefully planned. Students may be involved in the planning process and specific educational
tasks should be assigned during the visit. No educational
visit is complete without a post-visit discussion. The skills to select, analyse and evaluate information from
various sources are also developed. Through the use of technology such as television, radio, video,
computer, and Internet, the teaching and learning of science can be made more interesting and effective.
Computer simulation and animation are
effective tools for the teaching and learning of abstract or difficult science concepts. Computer simulation
and animation can be presented through courseware or Web page. The use of technology will enhance the
effectiveness of teaching and learning of science besides optimising the intended learning outcomes.

SCIENTIFIC SKILLS
Scientific skills encompass science process skills and manipulative skills. Science process skills promote
thinking in a critical, creative, analytical and systematic manner. The mastering of science process skills
together with scientific attitudes and knowledge will enable the students to think, formulate questions and
find out answers systematically.

Science Process Skills

Science process skills that need to be developed in the science curriculum
are as follows:
 Observing  Classifying  Measuring and Using Numbers
 Inferring  Predicting  Communicating
 Using Space-Time Relationship  Interpreting Data  Defining Operationally
 Controlling Variables  Hypothesising  Experimenting

Manipulative Skills
Manipulative skills are psychomotor skills in scientific investigation which enable students to:
 Use and handle science apparatus and laboratory substances correctly,
 Store science apparatus correctly and safely,
 Clean science apparatus correctly,
 Handle specimens correctly and carefully,
 Observe, record and measure accurately.

Thinking Skills
Teaching and learning of science provides a good opportunity to develop students’ thinking skills. Strategies
in teaching and learning science require the mastering of thinking skills and thinking strategies which will be
the foundation for thoughtful learning. Thinking strategies can be categorised into critical thinking skills and
creative thinking skills.

Scientific Attitudes and Noble Values

Science learning experiences can be used as a means to inculcate positive scientific attitudes and noble
values in students. The inculcation of scientific attitudes and noble values can be done through proper
planning or spontaneously. In this curriculum, the learning objectives for the affective domain are articulated
as specific learning outcomes. The specific activities to achieve the learning objectives have also been
suggested.

Knowledge Contents
The curriculum content is organised based on the following topics:
1. Introduction to Physics
2. Forces and Motion
3. Forces and Pressure
4. Heat
5. Light
6. Waves
7. Electricity
8. Electronics
9. Radioactivity

The following are the learning areas and content of each topic:

1. Introduction to Physics

This topic aims to provide an understanding of Physics as a field of study. Students are also introduced to
the method of acquiring science knowledge in a scientific manner using scientific investigation. The topic
also discusses physical quantities and measurements.
The content of this topic are as follows:
 Understanding Physics  Measurements
 Base Quantities and Derived Quantities  Scientific Investigation
 Scalar Quantities and Vector Quantities
2. Forces and Motion

This theme aims to provide an understanding of forces, movement, momentum, and energy as well as the
laws of conservation. Students also learn about its applications
The content of this topic is as follows:
 Linear Motion  Impulse and Impulsive Force
 Motion Graphs  Gravity
 Inertia  Forces in Equilibrium
 Momentum  Work, Energy, Power and Efficiency
 Effects of a Force  Elasticity

3. Forces and Pressure

This topic aims to provide understanding of the concepts and principles of pressure and its applications.
The content of this topic is as follows:
 Pressure  Pascal’s principle
 Pressure in Liquids  Archimedes principle
 Gas Pressure and Atmospheric Pressure  Bernoulli’s principle

4. Heat

This topic aims to provide understanding of the concepts and principles of heat and its applications.
The content of this topic is as follows:
 Thermal Equilibrium  Specific Latent Heat
 Specific Heat Capacity  Gas laws

5. Light

This topic aims to provide understanding of concepts and principle of optics and its applications.
The content of this topic is as follows:
 Reflection of Light  Total Internal Reflection of Light
 Refraction of Light  Lenses

6. Waves

This topic aims to provide understanding of the characteristics and properties of waves and its applications.
The content of this topic is as follows:
 Waves  Interference of Waves
 Reflection of Waves  Light Waves
 Refraction of Waves  Electromagnetic Waves
 Diffraction of Waves  Waves in Telecommunications

7. Electricity and Electromagnetism

This topic aims to provide understanding of electromagnetism and its applications.

The content of this topic is as follows:
 Electricity  Electromagnetism
 Charge and Current  Magnetic Effect of a Current-Carrying Conductor
 Electric Field  Electromagnetic Induction
 Potential Difference  Direct Current and Alternating Current
 Series and Parallel Circuits  Transformers
 Electromotive Force and Internal Resistance  Generation and Transmission of Electricity
 Electrical Energy, Power and Efficiency
8. Electronics

This topic aims to provide a basic understanding of the principles of electronics and their applications.
 Cathode Rays  Transistors
 Semiconductor Diodes  Logic Gates

9. Radioactivity

This topic aims to provide an understanding of radioactivity and its applications.

The content of this topic is as follows:
 Radioactive Decay  Uses of Radioactivity
 Half-life