UNDER the new Kurikulum Standard Sekolah Rendah (KSSR), upper primary school children have to take the newly revamped Living Skills subject, ICT and Design (Rekabentuk dan Teknologi).
This subject is meant to teach children the process involved in identifying a problem, concept and design, and execute the project in the form of a handcrafted object.
I am surprised that children of such a young age are required to use tools such as Warrington hammers and small saws for these projects. Is this really necessary? Do children even appreciate the aim of the subject, which is to produce youth who can systematically find a practical solution to a problem?
Imagine 10 to 12 year olds in a workshop holding nails (some of which are rusty) and trying hard to nail little wood cuttings with a hammer with very little experience and strength. I am sure a lot of mishaps occur, despite the teacher trying his best to ensure children obey safety rules (also repeatedly highlighted in the textbook) at all times.
In fact, an introduction in the Standard Four textbook highlights the importance of wearing an apron, a special protective mask and gloves while working in the workshop.
Are these made available to all the children? These protective gear incur cost, not just to buy but also to maintain.
These projects also teach children how to use spray paint. This is another surprise as spray paint is a flammable product and contains harmful chemicals. It is clearly stated on the can to “Keep away from children”.
Ironically, children are required to use them in making the Standard Four lighthouse project. Although under a teacher’s guidance and supervision, it is still very difficult to control a class of more than 30 children with spray paint in their hands. Children using watercolour already makes for messy business, more so spray paint, which may end up on their clothing, face and arms.
The mist is harmful and again, a protective mask (not the regular ones used to protect from haze) is absolutely vital but do children even have access to them or wear them? Do all schools stock them for students to use?
Of course, children must be taught various skills so that they become self-sufficient in the future but why do they have to be taught these kind of skills now? There are many more issues that need to be addressed in the primary school learning environment.
An hour spent on this subject could be allocated for other aspects, such as brushing up on reading and writing skills, regardless of their current ability. Some still cannot master reading and writing in Standard Four and, as such, an hour a week could be allocated to such students catch up. This will help the children tremendously when they move to secondary school, when it will be too late to help them as they would be lost without knowing how to read and write.
Students could also take more English lessons, especially the literature component. I have noticed that the Education Ministry has come up with a wonderful package for upper primary school children to learn English literature, but I am very sure teachers have limited time to allow each child to read all the beautiful poems aloud.
Classic stories and characters are hardly discussed, as teachers race against time to complete the core syllabus while also completing many other tasks during the academic year.
With more time on their hands, teachers can focus on and spend more time with the children.
Children should be taught skills that are age-appropriate. Such workshops are perhaps more suitable for secondary school students who are more mature and can handle complex tasks. But for primary school children, let them polish their reading, writing and numeracy skills first, while also picking-up more age-appropriate skills in other fields, such as music, art and physical education.
Make use of primary school years to give children a solid foundation so as to minimise, if not totally eliminate, children who cannot read or write by the time they begin Form 1.
N. SHAM, Subang Jaya, Selangor