One of the features highlighted in the Blueprint is the short-term initiative (Wave 1 - 2013 to 2015) to tighten the alignment between the Written, Taught and Examined Curriculum (see Figure). Currently there is serious misalignment between the three 'types' of curriculum in schools. For example, in the primary school, subjects such as art education, physical & health education and music education is not given is not given its due importance as prescribed in the 'written curriculum'.
Why? Schools pay lip service to the three subjects and tend to use the time alloted (especially in Year 5 to 6) to focus on subjects that are examined in the UPSR. This certainly goes against the ideals of a 'holistic education' which is basis of the National Philosophy of Education (Falsafah Pendidikan Negara) - 'Insan seimbang'. What child does not like art, music or sports? The written curriculum for these subjects has been outlined in great detail by the Ministry with suggestions on how it should be taught but yet does not receive the attention it should in the classroom.
Written Curriculum: Knowledge, skills and values included in the curriculum
Taught Curriculum: Knowledge & skills taught and values inculcated in the by teachers in the classroom
Examined Curriculum: Knowledge, skills & values tested in examinations
The Blueprint calls for a 'tighter' alignment between the written, taught and examined curriculum in line with producing a holistic learners. In other words, the curriculum that is taught in the class and examined at the national level should match the intent of the written curriculum (pg. 103).
Primary Level: In 2011, the KSSR was introduced to replace the KBSR in Year 1 and by 2016, the KSSR will be in place in all primary schools.
Secondary Level: In 2017, the KSSM will be introduced to replace the KBSM in Form 1.
My guess is that the 21st Century Skills that will be emphasised in both the KSSR and KSSM is as follows:
A Word of Caution
Full potential of the KBSR and KBSM has not always been brought to life in the classroom for the following reasons:
Teachers tend to emphasise content that is frequently tested in the National Examinations
Some teachers are less effective at teaching higher-orfer thinking skills articulated in the curicullum (p: 104).
UNESCO Report: Teachers not well versed in realising the concepts and practices suggested in the written curriculum such as integrated learning, creativity and innovation (p: 104).