A new reform: (From left) Nooraini, Mohd Azam and Education Ministry curriculum development division policy science and technology cluster senior deputy director Sarina Salim, posing for photograph holding a brochure of the KP2027. — SAMUEL ONG/The Star
THE 2027 school curriculum (KP2027) is set to transform education by putting empathy, character, and cultural awareness at the forefront of learning.
This, said Education Ministry Curriculum Development Division director Nooraini Kamaruddin, will be achieved by realigning education to a child’s own instincts and natural curiosity, rather than forcing them into rigid structures.
“Children learn best when education follows their interests and developmental pace, allowing them to explore, question, and understand the world around them,” she said during a media engagement session on the KP2027 and 2026 preschool curriculum on Nov 26.
Changes to the curriculum, she said, see it shifting from the current standards-based curriculum to a standard and competency-oriented model, which strengthens foundational skills while still allowing flexibility for students to explore and develop at their own pace.
She added that countries such as Singapore, the United Kingdom, Finland, and Japan have already made similar transitions to focus not only on knowledge acquisition but also cultivating humanistic values, creativity, and adaptability.
“By embracing competencies rather than rote memorisation, KP2027 emphasises holistic learning, blending knowledge with skills and attitudes, and preparing children not just for examinations, but for life,” she said, adding that it aims to ensure no child — urban, rural, mainstream or special needs is left behind.
The rollout will be in phases starting with preschoolers in 2026, then Year One and Form One in 2027.
She also noted that international benchmarks, such as the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (Pisa), have shown Malaysia lagging behind global peers.
This will be addressed by aligning the new curriculum with the national education philosophy, societal needs, and key competencies, while keeping students’ natural curiosity at its core, she said.
Reinforcing this, Education director-general Dr Mohd Azam Ahmad described the new curriculum’s design as rooted in research on child development and global best practices, adapted to Malaysia’s context.
“By aligning educational content with children’s natural learning tendencies, we are ensuring that learning is meaningful, engaging, and sustainable,” he said.
The curriculum, added Mohd Azam, is future-focused, equipping students to thrive in a rapidly changing world.
KP2027, said Nooraini, is anchored around seven core competencies (see infographics) that seek to cultivate students not just academically but as successful human beings.
She said each competency is designed to nurture children according to their natural strengths and inclinations, which are essential for holistic development and preparing students to navigate the complexities of life.
At the preschool level (see infographics), she said the curriculum will prioritise children’s natural instincts in communication, socialisation, and character development.
She said rather than prematurely forcing reading and writing, preschool becomes a space for children to build social skills, emotional awareness, and curiosity.
“Preschool is still a stage where we need to develop psychomotor skills, which is why it is important to encourage hands-on activities and active play,” she said, adding that this isn’t about watering down education, but allowing children to learn at their natural speed.
Responding to long-standing concerns about heavy school bags and subject overload, she said KP2027 normalises a lighter, more focused start for young learners.
“We will reduce the number of subjects and add a few more through integrated thematic subjects such as Alam dan Manusia: Pembelajaran Bersepadu, at Level I (Years One and Two).
“For example, through this subject, children learn about themselves and their environment, exploring body awareness, cultural diversity, respect for differences, safe touch, and basic health, all while building early literacy and numeracy skills,” she said.
As they enter Level II (Years Three and Four), she said, the Alam dan Manusia: Pembelajaran Bersepadu subject will be split into two — Eksplorasi Sains dan Teknologi: Pembelajaran Bersepadu and Eksplorasi Seni dan Dunia: Pembelajaran Bersepadu — focusing on the sciences and arts respectively.
“They will begin applying basic skills, working on integrated projects, and experiencing learning in a blend of disciplines, just as life in the real world,” she said.
She said by the final years of primary schooling, and later in secondary school, students are equipped to explore deeper knowledge and specialised interests.
They are encouraged to innovate, whether in science, arts, or technology, and to pursue their passions.
Preparing teachers
She also emphasised the importance of preparing teachers to be ready for evolving classroom demands.
“Teacher preparation is being actively supported through the Institutes of Teacher Education (IPG) and the Education Ministry,” she said.
She explained that teacher training programmes have been aligned to ensure courses incorporate the adaptation of new school curricula, including adjustments to management and learning tools.
“The initiative is not intended to overburden teachers, as efforts have been made to reduce workload in certain areas while introducing new resources mobile applications, and materials,” she said.
Adding on, Mohd Azam said that the curriculum is not just a periodic update, but rather a response to major changes happening globally covering technology, climate change, digital culture and the lifestyle of future generations.
He explained that the main focus of the new curriculum is to ensure that students go through a comprehensive individual development process covering physical, emotional, spiritual and intellectual aspects in line with the aspirations of the national education philosophy and Rukun Negara principles.
“We want our children not only to be literate or numerate, but to have feelings, empathy, know what is right and wrong, love and care. This is our responsibility,” he said.
