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curriculum document. This formula has since undergone many revisions through the Reviewed
Science and Mathematics KBSR and KBSM Curriculum and subsequently the KSSR and
KSSM. Currently all subjects use this rubric for writing learning standards. Verbs in Bloom’s
Taxonomy indicating the hierarchical mental processes are used as a base (to know, to
understand, to apply, to analyse, to synthesise, and, to evaluate). Specific verbs indicating
behavioural and measurable learning outcomes are grouped under each of this verb (Refer to
Appendix 2, Table 1 for verbs used in cognitive domain and Table 2 for verbs used in affective
domain). These specific verbs are called the meta representational verbs (Olson & Astington,
1990; Asington & Olson, 1990). Meta representational verbs are classified into meta-linquistic
and meta-cognitive verbs based on speech-act theory. Meta-linguistic verbs take the place of
the verb “to say”, examples are to define, describe, explain, suggest. Meta-cognitive verbs is
the language of the mind (Astington & Pelletier, 1998), it replaces the verb “to think” such as
to infer, calculate, deduce, analyse, predict, hypothesis, observe and assume. Olson &
Astington (1990) and Astington & Olson (1990) advocated that to be able to talk about thinking
is dependent on the use of these meta-representational terms which could be used to describe
the process of thinking and ways of expressing thoughts.

EPILOGUE

Curriculum development is a progressive exercise, existing design needs to be pondered
upon, weaknesses need to be rectified and innovations need to be contemplated in an on-going
manner. The macroscopic curriculum design and microscopic curriculum design in the
Malaysian National School Curriculum has undergone transformations since 3 ½ decades ago.
The national curriculum has progressed from being more knowledge based to thinking based
and value based. It has also evolved to be more prescriptive with clear and specific learning
outcomes. The inclusion of assessment standard and performance standard in the curriculum
document is another major transformation in the Malaysian education scenario. Changes are
necessary as it reflect the evolving needs of the society and disciplinary knowledge as it
matures. There is always elements of uncertainty pertaining to the impact of the changes
aspired. Outcome of change is usually only visible after some number of years. This can be a
challenge as pessimism and objection will appear if the short-term success is not obvious.
Persistence and patience sometime has to be practice in order for the change to take its
maximum effect. Curriculum will always face changes as it serves the purpose of educating the
people, as context and society changes, curriculum will need to change. However, transition
time need to be factored in, there is a need to take into consideration readiness of implementers.
Care need to be taken as not to overwhelm the implementers but to change their mind-set in a
positive way, in another word, change is necessary but it need to be managed well. Malaysia
has successfully manoeuvre through three major changes in curriculum design which are
Integrated Design, Discipline-Cognitive Design and Standard-based Design. This experience
which has been shared internationally prepares us for future exploration and deliberation of
curriculum design to suit the dynamic needs of the nation and the people.

REFERENCES

Armstrong, D. G. (1989). Developing and documenting the curriculum. Boston: Allyn and
Bacon.
Astington, J. W. & Olson, D. R. (1990). Metacognitive and metalinguistic language: Learning
to talk about thought. Applied Psychology: An International Review, 39, 77-87.
Bahagian Pembangunan Kurikulum. (2014 a). Dasar Pembangunan Kurikulum Kebangsaan.
Kementerian Pendidikan Malaysia.

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