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1. Why was KSSR introduced?

Answer : KSSR was introduced as an effort to restructure and improve the current curriculum to ensure that students have the relevant knowledge, skills and values to face the challenges of the 21st century.

2.

What is meant by a Standard Curriculum?


Answer : KSSR was formulated based on a statement of standards. The statement of standards comprise of content standards and learning standards which need to be achieved by a student in a specific period and level of schooling. The Content and Learning standards are defined as follows: - Contents Standards are specific statements on what the students must know and can do, within a specific period of schooling, covering the areas of knowledge, skills and values. - Learning Standards are set criteria or indicators of education quality and achievements which can be measured for each content standard.

3.

What is the difference between KSSR and KBSR?


Answer :

KSSR

KBSR

Curriculum design is based on 6 areas: Communication Spiritual, Attitude and Values Humanitarian Physical and Aesthetical Development Science and Technology

Curriculum design is based on 3 areas: Communication Man and his environment Self-development of the individual

Curriculum Materials Curriculum Standard documents

Curriculum Materials Study syllabus

Design of the Curriculum: Modular

Design of the Curriculum: Linear

Organisation of the Curriculum: Level I (Year 1, 2 & 3) Basic Core Modules, Thematic Core Modules and Elective Modules Level II (Year 4, 5 & 6) Core and Elective Subjects

Organisation of the Curriculum: Level I (Year 1, 2 & 3) Core, compulsory and additional subjects Level II (Year 4, 5 & 6) Core , Compulsory and Additional subjects

The elements of creativity and Innovation, entrepreneurial, information technology and communication

Elements of Analytical and creative thinking skills

Focus: 4M (Reading, Writing, Counting and Reasoning)

Focus: 3M (Reading, Writing and Counting)

4.

Is there a change in subjects for Level 1 KSSR?


Answer : Yes. In Year 1 KSSR, a new subject is introduced, and all knowledge disciplines are reorganized within the form of Basic Core Modules, Thematic Core Modules, and Elective Modules, for more effective curriculum management.

5.

Why was Thematic Core Modules introduced?


Answer : The Thematic Core Modules was introduced to reduce the number of subjects taken at Level One. This module comprises the themes of the World of Art and World of Science and Technology. In the World of Arts, two subjects are introduced, that is the Visual Arts and (Thematic) Music. Design, Science and Technology (DST) contains elements of science, information and communication technology, and Design and Technology.

6.

Why wasnt Science made a Basic Core Module?


Answer : Science was not made the core basic module because a core module emphasizes literacy and numeracy, self-esteem and character and spiritual development. Science is introduced in the Thematic Core Module to provide basic knowledge on the discipline of Science.

7.

Why has the time allocated for teaching Islamic Studies at SJK (C) and SJK (T) reduced compared to SK?
Answer : At the SJK (C) and SJK (T), the allocated time for the teaching of Chinese and Tamil languages is 360 minutes each. If the allocation of time for Islamic studies is made to be in line with that in National schools, this would mean that the students will finish school late, as total hours will exceed 1380 minutes a week.

8.

Can the school allow streaming in KSSR?

Answer : KSSR does not encourage streaming.

9.

Will KSSR be able to produce a community with good character?


Answer : Yes. The concept of KSSR contains core values for character building and self-image which will ensure that through the curriculum and co-curriculum, a student is taught and guided to have the skills of leadership, good character and high self-esteem.

10. Who will teach the World of Science and Technology?


Answer : The most suitable teacher for this will be teachers with Science options.

11. Should Year 1 pupils learn Information and Communication Technology (ICT)?
Answer : Yes. All Year 1 pupils must learn basic ICT skills to enable them to utilise the skills in various disciplines.

12. Can Cross-curricular elements not be used in Teaching and Learning (T&L)?
Answer : Cross-curricular elements need not be used for each session of T&L but need to be applied to the appropriate T&L.

13. When will the ICT elements be taught in the World of Science and Technology? Answer :
It is vital to teach basic ICT skills to Year 1 pupils and it is proposed that the skills are taught at the beginning of the year. These basic skills can also be taught within the Science elements using ICT. The ICT Elements can be fully mastered and therefore be reinforced through cross-curricullar activities.

14. What are the minimum and maximum number of ICT content standard and learning

standard that is required per week?


Answer : There is no minimum or maximum number set as each student has different level of abilities. However all content and learning standards must be reached within a specified time as outlined by the ICT document standard.

15

Will the students be bored in class with the additional time allocated for English language?
Answer :

No. There are various technics and methods that will be introduced by the teachers to keep the students interested. The Language Arts module stresses on for learning and language appreciation. An effective and interesting T&L for languages can be carried out through singing, jazz chants, choral speaking, drama, music and other supporting teaching materials.

16

What should the teacher do if a student fails to meet the specified standards?
Answer : The teacher is required to carry out continuous follow up activities such as to conduct revision to ensure that the student eventually achieves the standard.

17. Will text books be provided for all Year 1 subjects?


Answer : Yes, except for the World of Musical and Visual Arts, where text books will not be given. However, there are guide books on this subject.

18. Will all students learn computers for Cross-Curricular Element Information and

Communication Technology (CCE-ICT)?


Answer : For the CCE involving ICT (CCE-ICT), the student will use the ICT materials that are already available in schools such as computers, cd, internet, and others according to the suitability of topics. For teachers, the 3 approaches recommended to be applied for CCEICT are: Students using laptop in class, computers at the access centres and at the computer labs for the purpose of finishing work as required Teachers using laptops with a LCD projector for the purpose of teaching using specific course software and digital materials Teachers using laptops with a LCD projector in class, carrying out interactive activities with students, or teachers using the computer in computer labs for the purpose of T&L with students

19. How will the CCE-ICT be carried out if more than one teacher need to use the lab at

one time?
Answer : The infrastructure available in schools, like computer labs, access points, and lap tops, have to be used optimally by teachers in the CCE-ICT T&L. The administrator must also ensure that all facilities are maintained in good order and can be accessed during the schooling period. In the event a teacher wants to use the computer lab, the school must make available the schedules for use and the reservation forms.

20

How will schools without internet access carry out computer based learning?
Answer : All schools are given internet access through the MOE School Net network, and not all topics in EMKTMK (or CCE and ICT) will require internet access. If the school faces problems of internet access, the school can contact the person responsible or the State Department of Education. The school has been informed through KP.BTMK 1/044/01 Jld. 11 (11) dated 13 November 2008 that an alternative access can be used.

21

What are the efforts that have been made to prepare teachers for KSSR?

Answer : The MOE has carried out KSSR awareness courses to all teachers involved in carrying out KSSR. Teachers are also given support materials and access to information from the MOE website such as http://www.moe.gov.my/bpk or call KSSR hotline at 03-88842283

22

Can KSSR help stimulate the teachers and students creativity in T&L?
Answer : KSSR can help stimulate teachers and students creativity through the T&L (Teaching and Learning approach) such as (edutainment), and additional cross-curricular elements. Teachers are given for learning guidebooks to assist them in carrying out the T&L.

23

What are the channels made available to teachers facing problems with KSSR?
Answer : The MOE has provided the website for KSSR (www.moe.gov.my/bpk) with which teachers are able to interact, in the event of problems. In addition, teachers are encouraged to contact the JU, District Education Office Officers, or State Education Department officers for KSSR related advice.

24

In Level 1, how far is sex education taught?


Answer : Social and Reproductive Health Education is not taught as a subject but as a large component (75%) in the subject of Health Education.

KBSR AND KSSR ENGLISH TEXTBOOKS: A COMPARISON


Based on KBSR English Language textbooks and KSSR English Language textbook. 1.0 Introduction

The transformation of the teaching of English Language occurs due to the changes that happen worldwide and the needs to develop the younger generation to learn English Language easily, comfortable and literate in both written and spoken language. Thus in this project, it will contrast the content, the language skills and the text types used in the text book therefore the year three text book has been chosen. Since the models and the methodology in teaching the subjects undergone certain changes thus the differences due to its content and text types also has certain differences. The changes occur as to meet the criteria needed in the changes of National Curriculum packages to enhance globalization education movement changes. Before we go on further with the topic, let us see the different between KSSR and KBSR.

1.1 KSSR

What is the different between KSSR and KBSR? KBSR Curriculum design is based on 3 areas: . Communication . Man and his environment . Self-development of the individual

Curriculum design is based on 6 areas: . Communication . Spiritual, Attitude and Values .Humanitarian . Physical and Aesthetical Development . Science and technology Curriculum Materials . Curriculum Standard documents Design of the Curriculum: . Modular Organization of the Curriculum: Level 1 ( Year 1, 2 & 3 ) . Basic Core Modules, Thematic Core Modules and Electives Modules Level II ( Year 4, 5 & 6 ) . Core and Elective Subjects

Curriculum Materials . Study syllabus Design of the Curriculum: . Linear Organization of the Curriculum: Level 1 ( 1, 2 & 3 ) . Core, compulsory and additional Subjects Level II ( Year 4, 5 & 6 ) . Core, Compulsory and Additional subjects Elements thinking skills of Analytical and creative

The elements of creativity and Innovation, entrepreneurial, information technology and communication Focus: 4M ( Reading, Writing, Counting and

Focus: 3M ( Reading, Writing and Counting )

Reasoning

2.0

The content.

In order to contrast the textbook content between the two therefore it is better to have a look at the whole content of the textbook (the two types, KBSR and KSSR). Later on than try to encompasses the language skills (...the four basic skills) but the emphasis would be more on the reading and writing skills. 2.1 The content of the textbook in general.

In this sub-content of the writing, the textbook content will be discussed in general such as the topic, the text used in the textbook, the teaching aids needed. A. KBSR The English Year 3 Textbook for Sekolah Kebangsaan (SK) has been item especially to meet the requirements of the KBSR English Language Year 3 curriculum Specifications prepared by the Ministry of Education. There are altogether 10 units in the textbook and the units are organized around three main worlds: The world of Personal Relationships, The world of Stories and The world of knowledge. Each unit consists of activities which centre around a theme and from such theme the language is developed. The relevant childrens own experiences are inclu ded to ensure successful learning (...of the four language skills namely listening, speaking, reading and writing) The textbook being the main source of learning for pupils develops the students ability to communicate confidently in English and experience the use of the language in various ways. LEARNING UNITS UNIT1 TOPICS The New Boy in school TEXT TYPES 1. Simple self introduction. QUESTIONS TYPES 1. Wh questions tag.

2.Asking personal information 3. Searching ones hobby. 4. Short story. UNIT2 Razins New House 1. Talking about the neighbourhood. 2. Part of the house and things at home. 3. Words level (Naming things at home) 4..The missing Sandwich (Short story) UNIT3 Sue Annes Birthday 1.Taliking about numbers (calendars) 2. Conversation about Sue Annes birthday. 3. Story time (about the three monkeys) UNIT4 Canteen Day 1. Naming food sold in the canteen. 2.Notices about the school canteen days 3. How to make muffins. 4. Story time (..about a robin) UNIT5 How Do You Go to School? 1. How people travels around. 2. Naming mode of transport. 3. Describing the transport.

2. Fill in the blanks. 3. Open ended questions. 4. Completing words chart 1. Wh question. 2.. Fill in the blanks (with pronoun).

1.Wh questions. 2. Fill in the blanks (...using numbers). 3. Sentence formation. 4. Questions on pronoun 1. How to read and getting information from the advertisement (Wh question) 2. Sentence completion

1. Sentence formation. 2. Replacing pictures with words. 3. Spelling

4.Story time (Jacks and the giant) UNIT6 Painting the House. 1. Talking about colours and shapes. 2. Story time (...the mousedeer and the dog). 1.Matching 2.Spelling 3. Formation of compound

words. UNIT7 Fun Activities to Do. 1. Talking about ones hobby. 2. Story time (..trekking in the forest) 1. To states ones like and dislike. 2. Wh questions. 3. True and false questions type 4.Fill in the blanks UNIT8 Razsparentin Visits His Grand 1. Fruit trees in the garden. 2. Describing plants. 2. spelling 3. Story time (..a tree) 3.Rearranging sentences. 4. Sentence formation 5. Paragraph formation UNIT9 Going to Town. 1. Describing buildings. 2. Naming different types of building. 3.Direction 1. Matching words, phrases and sentences. 2. Spelling 3. Sentence formation. 4. Paragraph formation UNIT10 Razin at the Park. 1. Naming different types of animals 1. Fill in the blanks. in the farm. 2. Replacing picture with 2. Describing animals words 3.Signage in the park. 3.Sentence formation 4. Writing short story 1. Fill in the blanks with is and are.

Based on the above abstract from the textbook content, it is clear that the textbook content has been designed as to fit in the curriculum needs in the KBSR Syllabuses. Therefore it is truly relevant to cater its need. The text focuses on the comprehension that is about ten or more sentences for each paragraph. The words usage in the

textbook are simplified to enable the pupils to understand the text easily especially to cater the needs of the pupils who are not well versed to the language. The text type is relatively short and brief enable pupils to understand the text. The questions type is ranging from the simple to difficult/lengthy. The learning form gradual understanding among the students from the beginning of the year toward the end of the year. So KSSR was introduced as an effort to restructure and improve the curriculum to ensure the students have the relevant knowledge, skills and values to face the challenges of the 21st century.

B. KSSR In the KSSR syllabus for year three textbook package consisting of the Textbook (TB) and the Activity book (AB). It is written in accordance to the Standard Document for the Primary School English Curriculum (KSSR) for year three. The package is designed to equip pupils with basic language skills that would enable them to communicate effectively in variety of contexts appropriate to t heir levels of development. The modular approach has been used to provide pupils with the opportunity to focus and develop their language skills in each module. The modules are presented in each unit thematically linked to the situations. There are 16 learning units they are based on three broad themes; The world of self, Family and friends, World of stories and world of knowledge. Each units will cover all the five modules in the following order:- a. Listening and Speaking, Reading, Writing, Grammar, Language Arts. The Topic for year three textbook are divided into 16 units and below are the units and its content. UNITS UNIT1 TOPICS Things I Do. TEXT TYPES 1.Things I do.(morning/afternoon/evening) 2.Times and activities 3.What to do(...written text) QUESTIONS TYPES 1.Tick(/) for the correct answers. 2.Completing the tables. 3.Fill in the blanks 4. Choose the correct answers from the options given. UNIT2 Being Healthy 1.Naming and classifying different 1.Rewriting sentences by

types of food. 2.Talking about healthy food/drink 3. Read Advertisement about food

adding(,) 2.Wh questions 3. singular nouns 4.Report writing

UNIT3

My Cousins, My Neighbour

1.Family tree (family relationship) 2. Conversation about neighbours

1.Matching( family relationship word level) 2. True or false question

3. Reading letters 3. Writing sentences 4. My cousins 4. Fill in the blanks(pronouns) UNIT4 People Around Me 1. Talking about peoples around us. 2. Describing occupations 3. Talking about ones ambition 4.About Pavens family. UNIT5 Having Fun 1. Reading poem. 2.Describing pictures in the album 3. Talk about what ones want/like to do. UNIT6 Pets World 1.Reading a poem 2.Talking/describing about pets 3. Frog as a pet UNIT7 From the sea 1.Catching fish method 2.Seafood menu 2.Tru/false questions 3. Describing the sea creatures 3. Labeling the sea creatures. 4. Chant (...five little blue fish) Sentence formation. 1. Exclamation mark(!) 2.Tru or false answer 3.Possesive Pronouns 1. Answering Wh questions. 2.Completing the text 3. Fill in the blanks with the verb. 1. Answer open-ended type of questions. 3. Fill in the blanks with question words. 1. Wh question 2.completing the table

UNIT8

Its Story Time!

1.Talking about story books 2. Describing book. 3. Goldilocks and the Three Bears

1. wh questions. 2. Writing sentences based on the picture 3. Simple past tense

UNIT9

The Holidays

1.Describing places to visit 2. Describing certain places (Mt.Kinabalu) 3.Trips to grandparents village

1.Wh questions 2.True or false questions 3. Completing sentences 4.

4.Leaning Tower of teluk Intan UNIT10 A ride in the Safari Park 1. Naming wild animals in the safari. 2. Animals and what they eat. 3. Fun Facts 4. Reading diary 5. Lets Chant UNIT11 I School.... 1.Describing the school 2.Reading the announcement 3.Reading corner (...at school) 4.Directions 5.Recite poetry 1.Wh questions 2.Fill in the blank with the words correctly (replacing pictures) 3.Prepositions 1.True or false answers 2. Matching pictures and words

UNIT12 Fresh Fruits

1.Naming fruits and its prices 2.Describing fruits and how they taste 3. Making fruits salad 4. The pineapple

1. Matching (pictures and the words) 2.Completing the sentences. 3. Find the adjectives

5. Singing UNIT13 I See numbers! 1.The use of numbers 2. At the bus station 3.Days of the month UNIT14 Technology at Home 1.Naming technology at home 2.Invention of World Wide Web (WWW) by Sir Tim Berners-Lee 3.Writing email 4. Making sentences using the pictures UNIT15 Four Friends 1.Story of four friends 2. Read about the donkey and the fluffy dog 3. Pupils act the scene (acting) 1.Fill in the blanks. 2.Answer the whquestions. 3. Writing descriptions about the fluffy dog. 4. Simple past tense UNIT16 Its Concert Day 1. Reading the advertisement. 2.Naming the musical instrument 3.Reading the poem 4. Reciting poems 1.Completing the sentences. 2. Sentence formation 3. Writing sentences with the words given to form a paragraph. 1.Write down numbers 2. Fill in the blanks 3. True/False answers 1. Grouping words 2. Completing the list 3. Wh questions

In the KSSR syllabuses, the text are written in short length comparable to the KBSR text types. The reading comprehension is rather being simplified to a simpler meaning but it focuses on the greater understanding for students needs. The learning units (...abou t fifteen units) is seen quite appropriate to cater the learners understanding in general as the teaching and learning environment are arrange in such a way that students will learn a large variety of language skills and theme in their learning and teaching processes.

2.3 The text used in the textbook for teaching purposes In this section, it will look into the text type used for reading comprehension for both KBSR and KSSR for the teaching purposes. KBSR TEXBOOK a. The learning units are less (...10 learning a. units only) b. The comprehension are quite long however the number are limited. b. c. The questions asked are speeded types as to cater pupils understanding toward the comprehension tag. c. d. The number of questions asked are varied and not specified or controlled. e. The story or text chosen for each units are relevant for each topic. KSSR TEXTBOOK The reading comprehension are rather short and the number of reading text are numbered accordingly to every units The number of questions asked are similar in numbers for every reading text (...three questions for each reading text) The reading difficulty are ranges from easy to difficult (...types of reading text) and this help to nurture pupils understanding

3.

The language skills/focus covered

The transformation of the Malaysian Education system encompasses the needs to generate the learning environment that is relevant to todays and also future needs of the peoples living. The curriculum is also designed in part to the standard of the developed country in the world. Therefore in order to cater the curriculum needs the adaptation of learning skills are also being collaborated with the other advance technology country especially regarding to the use of information technology. Both KBSR and KSSR stressed the importance of the four language skills in the teaching and learning processes. Therefore it is stated clearly in the textbook that the language skill are integrated accordingly to the language task given to the pupils. However in the KSSR syllabus the additional reinforcement of Information and communication Technology are introduced as to enable pupils to use wide range of computerized learning.

4. The text types used in teaching the reading and writing skills. The students are to be given written task to do for each topics or learning units. The purpose of giving such task is to reinstate the pupils understanding toward their learning activities that they have had undergone. This will somehow to help them to understand and reinforce learning processes in their mind. In the table below, it will show the differences in general of a comparison between the two text types. As a whole, the textbook were designed as to meet the requirement of the policy of the day. Therefore upgrading of the syllabus need to be done accordingly, to enable the learner to develop their mind to greater high. It is very important to have textbook that will help to challenge the pupils mind and the give them the opportunity to explore the new technology (ICT) as future generation will rely to such technology in their daily life. 5.0 Conclusion As the need to develop the country into a well developed country by the year 2020, it is clear that the Malaysian Government is trying to improve the Education system as meet the demand of human capital in future. In the KSSR textbook ICT learning is to be given great emphasis (... especially with the introduction of the newly declared Education Development Plan PPPM). The learning model of the developed country in the world has been scooped up to be implemented in the system as enable the plan achievable.