2027 Curriculum to Prioritise Character Development and Real-World Learning | KiddyNews

Malaysia’s upcoming 2027 school curriculum (KP2027) will introduce major reforms across the education system, shifting the focus from academic performance to character development, values, and real-world learning from the earliest years of schooling.

Education director-general Dr. Mohd Azam Ahmad said KP2027 aims to “revive the true purpose of education” by nurturing respect, empathy, intellectual discipline, and strong personal character among students.

He emphasised that KP2027 is not just a structural overhaul, but a transformation of school culture and teaching philosophy.

Values as ‘Living Practices’ in Daily Routines

The strongest feature of KP2027 is character formation. Dr. Azam said values will no longer be abstract or confined to textbooks, they will be demonstrated through daily student routines and interactions.

“Respect is shown in the classroom. Cleanliness is nurtured by cleaning the table after meals. Tolerance is built through simple actions like queueing at the canteen,” he said.

These “living values,” such as helping each other, compromising, and being happy together, will be embedded across all subjects, not taught as a separate lesson.

Structured Character Development from Preschool to Secondary

Education Ministry’s Curriculum Development Division director Nooraini Kamaruddin said KP2027’s character development framework will be introduced from preschool all the way to upper secondary school.

• Preschool: Character habits such as arranging shoes, sharing food, helping friends, and keeping clean will be embedded in daily routines without fixed timetables.
• Primary & Secondary: A 60-minute weekly session will introduce practical, hands-on activities that cultivate key character traits.

Nooraini highlighted that this is not a new academic subject, but a holistic programme infused into every subject. Teachers will function as “character educators,” guiding students in values, behaviour, and attitudes in every lesson.

Integrated Learning Through ‘Nature and Humanity’

Another major pillar of KP2027 is Nature and Humanity: Integrated Learning, which merges multiple fields – music, arts, science, TVET, health, and digital literacy – into a single inquiry-based approach.

Students will learn through exploration, observation, documentation, and presentation, reducing reliance on rote memorisation.

For example, children may plant chilli, observe sunlight, record growth, draw illustrations, sing about the process, and share findings. This builds understanding across intellectual and creative disciplines.

Dr. Azam said this approach is crucial as children grow up amid climate change, digital disruption, and environmental challenges.

Strengthening Co-Teaching for Richer Classroom Experiences

KP2027 will expand the practice of co-teaching, where two teachers collaborate in delivering lessons, planning activities, and assessing students.

This method provides richer learning experiences, such as a science teacher and a music teacher jointly teaching an integrated Nature and Humanity lesson.

If schools face constraints such as staff shortages or maternity leave, a single teacher may continue the lesson to prevent disruption.

Implementation guidelines will be provided to ensure smooth rollout and consistent practices nationwide.

Three Developmental Learning Stages for Primary Students

The curriculum introduces three structured learning stages:

• Stage I (Years 1–2): Literacy, numeracy, and building enthusiasm for school.
• Stage II (Years 3–4): Applying knowledge to real-life situations such as plant growth, healthy environments, and daily problem-solving.
• Stage III (Years 5–6): Developing critical thinking, innovation, identity, and global awareness.

These stages aim to balance academic, emotional, and social growth.

How Preschools Can Drive the Success of KP2027

While KP2027 will officially take root in primary schools, preschools play a decisive role in determining its success.

Educators involved in the reform emphasised that the habits, values, and foundational behaviours nurtured before age seven will influence how effectively children adapt to the new curriculum.

Preschools contribute by:

1. Building Early Character Habits

Preschools already practise routines like sharing, helping friends, arranging belongings, and maintaining cleanliness – key elements that KP2027 relies on in Stage I.

Children who enter Year 1 with these habits are better prepared for the curriculum’s character-driven expectations.

2. Strengthening Social-Emotional Readiness

Preschools provide the earliest exposure to turn-taking, conflict resolution, patience, empathy, and respect; skills that KP2027 embeds across all subjects.

3. Encouraging Curiosity and Exploration

Preschools that introduce sensory play, nature exploration, simple observations, and guided discovery help children transition smoothly into KP2027’s inquiry-based “Nature and Humanity” learning model.

4. Modelling ‘Living Values’ Daily

Preschool teachers serve as a child’s first role models beyond family. When children learn respect, responsibility, and independence from these early educators, primary schools can build on a strong foundation.

5. Supporting Continuity Between Preschool and Primary

With KP2027 emphasising holistic development, preschools that collaborate with primary schools – through transition programmes, shared teaching philosophies, and aligned routines – help children adapt with confidence.

Education leaders say the early years are where the seeds of KP2027 are planted, making preschools essential partners in Malaysia’s education transformation.

Preparing Children for Modern Global Challenges

Dr. Azam said KP2027 addresses major global issues such as extreme weather, economic shifts, and digital dependence. Education, he stressed, must produce well-rounded individuals with strong values and emotional resilience, not just high academic scores.

He also reaffirmed that religious and moral principles remain central to holistic development, aligning with the National Education Philosophy.

Teachers at the Heart of KP2027 Rollout

Dr. Azam described the curriculum reform as an educational “jihad,” requiring collective commitment.

He emphasised that teachers – who shape both emotional and academic development – are the backbone of KP2027.

“Teachers do not merely teach content; they shape character,” he said.

He urged all stakeholders to work together to ensure every child grows with wisdom, confidence, and readiness for the challenges ahead.

Source:

New Straits Times  – “Respect, cleaning and queuing: Character development at heart of 2027 curriculum”

Thoughtfully adapted by KiddyNews. Keeping parents and educators informed with the latest ECCE developments from Malaysia and beyond.