This paper discusses the implementation of the primary school history curriculum with the support of the environment and knowledge to realize the nation's aspirations, especially in promoting Malaysian self- identity among primary school students. The implementation of this primary school history curriculum is supported by the availability of infrastructure, management administration, content knowledge and pedagogy as well as history-based thinking skills assessed from the teacher's perspective. The implementation of this primary school history curriculum is evaluated on the aspects of effective history teaching methods, the use of textbooks, teaching aids where the assessment in this study involving both teachers and students. In addition, the self-identity practice as a Malaysian was assessed from the perspective of students for aspects comprises of understanding human behaviour, actions and consequences in history, the uniqueness of our homeland, glory and patriotic citizens as well as understanding of democratic practices. History subjects have become a core subject that all students must learn in the Primary School Curriculum from year 4 in the second grade. The role of this history subject is to underpin and nurture students’ patriotic souls with their knowledge on historical values. This paper therefore seeks to look at the extent to which the implementation of the history curriculum of the primary school subjects as a core subject in the primary school in implementing Malaysian citizenship practices with the support of the environment and the knowledge of teachers. This paper also discusses the position and goals of primary school history subjects. Therefore, it is vital for these younger generation to implement self-identity as a practice to create a proud citizen. This paper will also widely explore the studied constructs.
Primary School Standard Curriculum (KSSR), self-identity, Malaysian, environment and teacher knowledge