Peneraju Pendidikan Negara

KURSUS JURULATIH UTAMA KURIKULUM STANDARD SEKOLAH RENDAH( KSSR ) 2011 BAHASA INGGERIS-TAHUN 2

CURRICULUM DEVELOPMENT CYCLE - 4 YEARS

NEEDS ANALYSIS
SUPPORT, GUIDANCE & EVALUATION

6 months

Policy World World Trend Trend

Public Opinions Research Evaluation

Learning Learning Learning Theories Theories Theories

PLANNING, Consultation, Benchmarking (Academicians, Industries, NGOs)

IMPLEMENTATION & MONITORING

4 months

10 months
STAKEHOLDER FAMILIARIZATION

12 MONTHS

DESIGN & DEVELOPMENT

8 months
CURRICULUM DISSEMINATION AND TRAINING

8 months
PILOT STUDY
2

CURRICULUM DEVELOPMENT CYCLE

United Kingdom New Zealand Primary : 6 years (complete cycle) Secondary : 3 years 8 years (complete cycle) Previous cycle : 1992- 2002 (10 years) Present cycle : 2002-2010 (8 years) Singapore Australia 3 years (Developmental Process) Primary : 3 years (Developmental Process) Each state has its own education curriculum. Proposal for a national Australian education curriculum : September 2008

Oman

6 Years

Kurikulum Sekolah Rendah

1983 Kurikulum Baru Sekolah Rendah (KBSR)

1993 Kurikulum Bersepadu Sekolah Rendah (KBSR) 2003 KBSR (Semakan) 2011 Kurikulum Standard Sekolah Rendah (KSSR)

Benchmarks

English Subject Curriculum Caters To Local Needs; Meets International Benchmarks

Malaysia
Listening & Speaking Pronounce words correctly Speak confidently Listen and respond accurately in any situation Understand and respond to oral texts Reading Apply knowledge of sounds of letters to recognise words Understand a variety of linear and non linear text Read independently for information and enjoyment Writing Form letters and words in neat legible print Write using appropriate language form and style Present ideas through a variety of media Language Arts Enjoy and appreciate rhymes, poems and songs Express personal response to literary texts Plan, organise and produce creative works for enjoyment Grammar Use different word classes correctly and appropriately Construct various sentence types correctly

Singapore
Language for Information Access, retrieve, evaluate, apply and present information derived from print, non-print and electronic sources Language for Social Interaction Respond creatively and critically to literary texts, relate them to personal experience, culture and society, and use language creatively to express self and identity

New Zealand
Oral Language Engage with and enjoy oral language in all its varieties Understand, respond to, and use oral language effectively in a range of contexts. Written Language Engage with and enjoy written language in all its varieties Understand, respond to, and use written language effectively in a range of contexts. Visual Language Engage with and enjoy visual language in all its varieties Understand, respond to, and use visual language effectively in a range of contexts.

U. Kingdom
Speaking & Listening Key Stage 1 : Learn to speak clearly and listen to what others have to say Learn to use language in imaginative ways and express their ideas and feelings through role and drama activities Key Stage 2 : Speak in a range of contexts and adapting it to purpose and audience Respond appropriately to others Reading Key Stage 1 : Learn to read confidently and independently Focus on words and sentences and how they fit into whole texts Express opinions of texts Key Stage 2 : Read enthusiastically a range of materials Use knowledge of words, sentences and texts to understand and respond to the meaning Increase ability to read challenging and lengthy texts independently Analyse and discuss meaning of texts Writing Key Stage 1 : Enjoy writing and see its value Communicate meaning in narrative and non-fiction texts Spell and punctuate correctly Key Stage 2 : Learn main rules and conventions of written English Express meaning in different ways Plan, draft and edit to improve and sustain written work

Australia
Talking & Listening Communicate proficiently ideas and information in classroom, school and social situations for a range of purposes. Using various listening strategies to gather general ideas from conversations, reports or spoken presentations. Identify the effect of purpose and audience on spoken texts and they shape and present ideas accordingly. Identify common organisational patterns and language features of predictable spoken texts. Reading Independently read and view familiar and challenging texts and justify interpretations of ideas, information and events, using a range of skills and strategies. Interpreting texts and visual images. Recognise and explore the relationship between writers and readers and how writers use language to create different worlds and achieve a range of purposes. Explore the structure and grammatical features for a range of written and visual texts Writing Write well-structured literary and factual texts in terms of topic, purpose, audience and language by drafting, revising and proofreading. Use accurate sentence structure, grammatical features and punctuation conventions to produce various texts and spell familiar and unfamiliar words using knowledge of letter-sound correspondence, common letter patterns and a range of other strategies. Use joined letters when writing in NSW Foundation Style and develop basic desktop publishing skills.

Language for Literary Response & Expression Use English effectively, both in its spoken and written form, to establish and maintain positive interpersonal relationships, taking into account purpose, audience, context and culture.

INTERNATIONAL CONTENT BENCHMARKING

Malaysia English Language has addressed local needs and has benchmarked with international standards

KBSR ENGLISH 2001

Social skills Educational Emphases Multiple Intelligences Thinking Skills Contextualism Constructivism

Listening Speaking Writing

IT skills

Grammar Sound System Vocabulary

Reading

Values and Citizenship

NEW CURRICULUM MATRIX

STRAND 1 Language Focus
Skills Listening & Speaking, Reading and Writing Vocabulary (includes Science & Maths themes as well as Grammar )

STRAND 2 Language Arts

Readers + (Literature) English at Play: Music, Poetry & Drama

PRIMARY

(YEARS 4, 5 & 6)

LEVEL 2

(YEARS 1,2 & 3)

LEVEL 1

Skills Listening & Speaking, Reading and Writing Vocabulary Grammar (Year 3) (phonics & penmanship)

Readers - Big Books -Lady Bird Series Music, Poetry & Drama

Pre-school

KBSR CURRICULUM DOCUMENTS

SYLLABUS

OBJECTIVES

CURRICULUM SPECIFICATIONS

LEARNING OUTCOMES

KSSR CURRICULUM DOCUMENTS

STANDARD DOCUMENT

CONTENT STANDARDS & LEARNING STANDARDS

TEACHERS GUIDE

CURRICULUM ORGANISATION KBSR

WORLD OF SELF

LANGUAGE TAUGHT THROUGH THREE BROAD AREAS

WORLD OF STORIES
WORLD OF KNOWLEDGE

WHOLE LANGUAGE APPROACH

TEACHING APPROACH

INTEGRATION OF SKILLS

STANDARD BRITISH ENGLISH

EDUCATIONAL EMPHASES

ADDED VALUE

MI, Thinking Skills, Constructivism, Contextualism

CURRICULUM ORGANISATION KSSR

WORLD OF SELF

LANGUAGE TAUGHT THROUGH THREE BROAD AREAS

WORLD OF STORIES
WORLD OF KNOWLEDGE MODULARITY OF FOCUS

TEACHING APPROACH

INTEGRATION OF SKILLS STANDARD BRITISH ENGLISH

EDUCATIONAL EMPHASES

ADDED-VALUES Creativity and Innovation, ICT, Entreprenuership

ELEMENTS ACROSS THE CURRICULUM

MI, Thinking Skills, Constructivism, Contextualism

CURRICULUM ORGANISATION KBSR

FOCUS ON FOUR LANGUAGE SKILLS

CURRICULUM CONTENT

SOUND SYSTEM

GRAMMAR IN CONTEXT

CURRICULUM ORGANISATION KSSR

FOCUS ON FOUR LANGUAGE SKILLS

BASIC LITERACY PHONICS

CURRICULUM CONTENT

PENMANSHIP
LANGUAGE ARTS GRAMMAR IN CONTEXT

DIFFERENCE BETWEEN SK & SJK

SEKOLAH KEBANGSAAN 300 minutes per week for Level 1 & 2 Literacy in Years 1 & 2 (teaching of phonics) Additional learning standards have been included. SEKOLAH JENIS KEBANGSAAN 150 minutes per week for Level 1 & 2 Literacy in Years 1, 2 & 3 (teaching of phonics) Learning Standards are spread throughout the 6 years in order to prepare pupils for secondary education.

PRINCIPLES
Back to basics
building a strong foundation of competencies in basic literacy

skills; reading through phonics, penmanship, basic listening and speaking

Learning is fun, meaningful, purposeful
activities are contextualized, meaningful and purposeful; fun-

filled activities integration of skills

Teaching is learner-centred
learners needs and salient learner factors (environment,

family, language use contexts, entry behaviour)

PRINCIPLES
Integration of salient new technologies use of ICT to facilitate and encourage meaningful language practice creative and innovative use of the new technologies by pupils to enhance language learning in the classroom Character-building infused inculcating moral values in order to produce individuals who are articulate, confident, resourceful and of good character

GENERAL AIMS
Primary ( exit after Year 6)
The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts thats appropriate to the pupils level of development.

Secondary (exit after Form 5)

Pupils will be able to communicate effectively, read and respond to texts independently, produce well-structured written texts, enjoy and respond to literary works and make confident presentations.

A MODULAR APPROACH
LISTENING AND SPEAKING MODULE

READING MODULE

WRITING MODULE

LANGUAGE ARTS MODULE

GRAMMAR MODULE
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

STAGE ONE (YEARS 1 3)

STAGE TWO (YEARS 4 6)

CONTENT CONFIGURATION
D1
World of Self World of Stories World of Knowledge World of Self World of Stories World of Knowledge World of Self World of Stories

D2 D3 D4 D5
LANGUAGE ARTS

LISTENING & SPEAKING

GRAMMAR

READING

WRITING

World of Knowledge

WEEKLY LESSON STRUCTURE

DAY ONE WEEK THEME/TOPIC LISTENING & SPEAKING 1 WORLD OF SELF, 1.1.1 Able to listen and FAMILY & FRIENDS respond to stimulus given with guidance: - E.g. F.R.I.E.N.D.S (f) voice sounds Pin-Up 1.2.2 Able to listen to and follow: (a) simple instructions in the classroom READING WRITING LANGUAGE ARTS 4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation. DAY TWO DAY THREE DAY FOUR

2.2.1 Able to read and 3.2.1 Able to complete apply word with guidance: recognition and word (b) posters attack skills by: (b) reading and grouping words according to word families. 2.2.2 Able to read and understand phrases in linear and non-linear texts.

SAMPLE LESSON STRUCTURE

Pre-listening
Listening to environmental sounds. Talking about a stimulus.

Listen to rhymes/songs.

While-listening
Listen to stories. Repeat song or rhyme after the teacher.

Recite or sing rhymes/songs.

Post-listening

Sequence pictures. Match pictures with phrases. Fill in the blanks with suitable words.

CONTENT AND LEARNING STANDARDS (Year 2 Sample)

LISTENING & SPEAKING

1.1 Pupils will be able to pronounce words and speak confidently with the correct stress, rhythm and intonation.
1.1.1 Able to listen and respond to stimulus given with guidance: (a) environmental sounds (b) instrumental sounds 1.1.2 Able to listen to and enjoy simple stories. 1.1.4 Able to talk about a stimulus with guidance.

1.2 Pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes.
1.2.1 Able to participate in daily conversations: (a) exchange greetings (b) make polite requests

LISTENING & SPEAKING

1.3 Pupils will be able to understand and respond to oral texts in a variety of contexts. 1.3.1 Able to listen to and demonstrate understanding of oral texts by: (a) answering simple Wh-Questions (b) giving true/false replies

READING
2.1 Pupils will be able to apply knowledge of sounds of letters to recognise words in linear and non-linear texts. 2.1.1 Able to recognise and articulate initial, medial and the final sounds in single syllable words within given context: (a) /e/ (ai ) 2.1.2 /i:/ (ee) /a/ (igh) // (oa) //,/u:/ (oo)

Able to blend phonemes into recognisable words and read them aloud.

2.1.3 Able to segment words into phonemes to spell.

READING
2.2 Pupils will be able to demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning. 2.2.2 2.2.3 2.2.4 Able to read and understand phrases in linear and non-linear texts. Able to read and understand simple sentences in linear and non-linear texts. Able to read and understand a paragraph of 5-8 simple sentences.

2.3 Pupils will be able to read independently for information and enjoyment. 2.3.1 Able to read simple texts with guidance: (a) fiction (b) non-fiction

WRITING
3.1 Pupils will be able to form letters and words in neat legible print including cursive writing. 3.1.1 Able to write in neat legible print: (a) words (b) phrases (c) simple sentences 3.1.2 Able to write numerals in neat legible print: (a) numeral form (b) word form 3.2 Pupils will be able to write using appropriate language, form and style for a range of purposes.

3. 2.1 Able to complete with guidance: (a) simple messages (b) posters

WRITING
3.3 Pupils will be able to write and present ideas through a variety of media.

3.3.1 Able to create simple non-linear texts using a variety of media with guidance:
(a) posters (b) signs

LANGUAGE ARTS
4.1 Pupils will be able to enjoy and appreciate rhymes, poems and songs through performance. 4.1.1 Able to listen to and enjoy nursery rhymes, jazz chants and action songs through non-verbal response. 4.1.2 Able to listen to and recite nursery rhymes, jazz chants and sing action songs with correct pronunciation and rhythm. 4.2 Pupils will be able to demonstrate understanding of and express personal response to literary texts. 4.2.1 Able to listen to and talk about stories with guidance: (a) book covers (b) pictures in books

LANGUAGE ARTS
4.3 Pupils will be able to plan, organize and produce creative works for enjoyment. 4.3.1 Able to produce simple creative works with guidance based on: (a) action songs (b) jazz chants (c) stories 4.3.2 Able to take part with guidance in a performance based on: (a) action songs (b) jazz chants (c) stories

GRAMMAR
5.1 Pupils will be able to use different word classes correctly and appropriately.

5.1.1 Able to use nouns correctly and appropriately: (a) common nouns (b) proper nouns (c) singular nouns (d) plural nouns
5.2 Pupils will be able to construct various sentence types correctly. 5.1.2 Able to construct declarative sentences correctly.

http://www.moe.gov.my/bpk/

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