TASK 1:

CHOOSE A UNIT FROM THE MODULE AND WRITE ABOUT IT WITH A

RELATION TO KSSR OR KBSR SYLLABUS.
Introduction.
KSSR was introduced to reorganize and upgrade the current curriculum. Changes
can be clearly seen in the aspect of key areas, curriculum documentation, curriculum
design, curriculum organization, curriculum content, elements and focus. The new
curriculum emphasises on holistic development of the students which encompasses new
elements such as grooming of creativity and innovation, entrepreneurship, and
integration of nformation and Communication Technology !CT". . The #ims of
$overnment %ducational &rogramme and activities n 'alaysia, they are designed to
among others()
1. %*uip students with the essential skills in a holistic and integrated manner, in order to
produce individuals who are intellectually, spiritually, emotionally and physically
balanced+ as well as functionally literate+
. ncalcate and nurture national consciousness by promoting common ideals, values,
aspirations and loyalties to foster national unity and national identity+
!. &roduce skilled manpower for economic and national development+
". nstill desired moral values in students so that they can contribute effectively towards
nation building .
R#$din% $nd Writin% Focu& Ti'#
The reading and writing focus time in ,nit -ne is one of the concepts that will
help teacher to ensure that you are teaching basic literacy skills and reinforcing the skills
regularly.
Reading and writing focus time is to show how the teacher should dedicate their time to
the school day to the reading and writing times. n KSSR , there are ten periods perweek
for teaching %nglish .anguge in primary school. n one hour of %nglish classes, teacher
have to focused on on si/ key areas( communication, spiritual, attitude and values,
humanitarian, physical and aesthetical development, science and technology and lastly,
physical and personal development. in KSSR, teachers are e/pected to teach the skills
separately and in se*uence, starting with 'odule 0 !.istening and Speaking", then move
on to 'odule 1 !Reading", then 'odule 2 !3riting" and 'odule 4 !.anguage #rts". 5or
6ear 2 onwards, after 'odule 4 the se*uence will continue with 'odule 7 !$rammar".
n Reading and writing focus time , teacher are e/pected to teach shared reading,
shared writing activities, word level and sentences level work, guided reading and writing
and independent reading and writing activities.
#ccording to the KSSR Standard 8ocument, through the modular curriculum,
9pupils will be able to focus on the development of salient language skills or sub)skills
under each module through purposeful activities in meaningful conte/ts9 !KSSR
Standard 8ocument, page :". The Standard 8ocument itself is *uite clear in e/plaining
the policy on which the modular approach in KSSR is built on, yet it doesn;t seem to
hinder *uestions upon *uestions being piled on one after another, by teachers and
educators all over, especially those who are directly involved with the dissemination and
implementation of the new curriculum known as KSSR. The design of the 'odular
#pproach in KSSR provides a ;scaffolded learning; e/perience. Skills should be taught in
se*uence because the previous skill provides the scaffolding for the ne/t skill that
follows.
Shared reading and writing provide meaningful conte/ts for teacher to model
reading and writing processes and to demonstrate strategies that support and develop the
literacy skills of emergent, early and fluent readers and writers.
$uided reading and writing are essential instructional processes to create
authentic learning apportunities for teachers to work with children in individual, small)
group or whole)class teaching session. $uided reading is an approach that encourages
and enables readers to take responsibility for the reading of the te/t. $uided reading ane
writing with teacher support play a vital role in tranforming young readers into confident
independent readers and writers. #ll the components are combined or intergrated.
E(#'#nt& o) R#$din% $nd Writin% Focu& Ti'#
n the lesson, teacher have to spend 07 minutes to the whole class shared reading
and writing, 07 minutes to word level or sentence level and 2< minutes to the teacher
guided reading and independent reading.
Shared reading and writing provide meaningful conte/ts for teacher to model
reading and writing processes and to demonstrate strategies that support and develop the
literacy skills of emergent, early and fluent readers and writers. t can help teacher to
estimate their time to do some activities in their right ways.
KSSR curriculum focus on four language skills, basic literacy phonics, language
arts, penmanship and grammar in conte/t.
The curriculum is modular in design and this is reflected in the organization of the
content and learning standards. n 6ear 0 and 1, the %nglish language curriculum
emphasizes the development of basic language skills so that pupils willhave astrong
foundation to build their proficiency in the language. n this initial stage, there will only
be four modules namely (
0. .istening and Speaking
1. Reading
2. 3riting
4. .anguage #rts.
The modules will be teach on saparate day in a week. 5or e/amples, .istening and
speaking are teach on Sunday, reading on 'onday, writing on Tuesday and .anguage
#rts on 5riday. =y the way the elements in reading and writing focus time are still used.
3e as a teacher can adopted and adapted the skill to make sure that is suitable with our
children>s level.
n order to make learning more meaningful and purposeful, language input is
presented under themes and topics which are appropriate for the pupils. Three broad
themes have been identified in the KSSR curriculum(
0. 3orld of Self, 5amily and 5riends
1. 3orld of Stories and
2. 3orld of Knowlegde
R#$din% $nd Writin% Focu& Ti'# Acti*iti#&
These activities are provided as a guided for teachers to do in their lesson.
Teacher can work with the whole class and gives the leaners instructions and let them
practise a range of language to develop their reading. n word)level and sentence)level
work, teacher can focus on aspect of language that come up in the Shared reading and
writing sessions such as phonics, spelling, vocabulary development, grammar?sentence
work or punctuation.
&honic is a method of teaching children to read !not something they need to
learn". &honics instruction teaches children the relationships between the letters
!graphemes" of written language and the individual sounds !phonemes" of spoken
language. t teaches children to use these relationships to read and write words.
n KSSR , children are e/posed to basic phonics skills. Children need to know
the letters of the alphabet well, the specific matches between sounds and letters in
words!e.g. ?ch?air?", that words are made up of separable sounds !awareness of
phonemes" and sentences are made up of words.
Children must learn that connections between letter patterns and the sounds they
represent. The teacher must provide direct, e/plicit instruction about phonics rules and
patterns.Children taught phonics using systematic phonics made better progress in
reading and spelling.
There are two approaches to teaching phonics. There are Synthetic &honics and
#nalytics &honics. Synthetics &honics focus on learning sounds and corresponding letters
are learnt first and in isolation, blending and segmenting are taught specifically and
separately and how to read phonetically regular books. #nalytic &honics is how to teach
sounds are taught in connection with words,children learn that multiple words share the
same initial sound and learn phonics by deduction from te/ts e.g. bat, bus, beg, bill.
+uid#d R#$din% $nd Writin%, $nd Ind#-#nd#nt R#$din% $nd Writin%
$uided reading is an approach that encourages and enables readers to take
responsibility for the reading of the te/t. $uided reading and writing with teacher support
play a vital role in tranforming young readers into confident independent readers and
writers.
$uided reading and writing are essential instructional processes to create
authentic learning apportunities for teachers to work with children in individual, small)
group or whole)class teaching session. $uided reading is an approach that encourages
and enables readers to take responsibility for the reading of the te/t. $uided reading ane
writing with teacher support play a vital role in tranforming young readers into confident
independent readers and writers. #ll the components are combined or intergrated.
ndependent reading and writing are activities for the learners who well achieved
on the reading and writing skills and they can access the lesson without any guidance.
Teacher ask the children to read or write the te/t independently, providing support when
needed.
Li&t#nin% $nd S-#$.in%
n ,nit 0 !@andbook", focuses on the reading component of literacy. .istening and
speaking are important communication skills in the development of thinking, reading and
writing and to teach learners specially how to listen and speak.
n KSSR curriculum, listening and speaking aim>s at developing pupils ability to respond
to stimulus with guidance, participate in daily conversation, listen and demonstrate
understanding of te/t, talk about story heard+ and listen and follow simple instruction.
The learning standard for listening and speaking range from the discrete sound, word and
phrase recognition to an understanding of chunks of heard te/ts.
.istening and speaking are seen as core skill of early literacy . &upils should be
taught how to listen carefully as well as feel encouraged to speak from the basic level
sound, words, phrase and move on to structural sentences in various situational conte/ts.
#t every stage, the stress, rhythm and intonation patterns need to be used correctly. n
addition, pupils are also encouraged to recognize, understand and use verbal and non)
verbal communication. -ral communication practice by means of repeating, responding,
understanding and applying what pupils have heard sensitises their senses to be ready for
communication.
R#($t#d to KSSR &/(($0u&.
Focu& Ti'#
&rimary education is divided into two stages. Stage -ne refers to 6ear 0, 1 and 2, and
Stages Two 6ear 4, 7 and A. %nglish language learning is developmental. The focus in
6ear 0 and 1 is on basic literacy. This is done by building a strong foundation in basic
literacy skills namely reading through phonic, penmanship and basic listening and
speaking. #ctivities are conte/tualized and fun filled with intergration of language skills
in meaningful conte/t.
The .anguage #rts module has been added to The %nglish .anguage curriculum
from 6ear 0 to allow pupils to engage and enBoy stories, poem, song, rhythm and play
written in %nglish. &upils always enBoy by listening to the stories, song, poem and
rhymes. n this case, by guided reading and writing pupils can apply the lesson very well.
The Children;s Contemporary .iterature &rogram in K=SR !which will still be
continued under KSSR" most of the time teachers wouldn;t spend a lot of time on it with
their pupils because the contents are not directly related to the syllabus content. #nd
although the program is compulsory, many teachers would Bust gloss over it because the
organisation of the K=SR was such that teachers were not ;forced; to bring it to the
classroom. n the .anguage #rts module under KSSR, we could see an attempt to
maneuver these whole thing towards the opposite direction, a positive direction, that is.
The 'odular #pproach in KSSR is an attempt to give all pupils a ;fair chance;. 8uring the
K=SR era, we can see an education system that was so heavily e/amination)oriented.
Li&t#nin% $nd S-#$.in%
The obBectives of the listening and speaking skills are same in the conte/t =y the end of
the lesson pupils should be able to !0.0" C &ronounce words and speak confidently with
the correct stress, rhythm and intonation. !0.1" refer to listen and respond appropriately
in formal and informal situations for a variety of purposes.
n listening and speaking skills , there are also divide into three steps such as pre)
listening, while )listening and post) listening. n pre)listening pupils should listen to
environmental sounds and talking about a stimulus. 3hile Clistening , pupils have to
listen to the rhymes?song, listen the stories , repeat song?stories after the teacher. n post)
listening pupils have to recite or sing rhyme?song, se*uence pictures, match pictures with
phrases and fill in the blanks with the suitable words.
References(
0. &usat &engaBian &endidikan dan =ahasa 'oden. Developing Reading And writing
Skill For Primary School. ,niversiti ,tara 'alaysia.
1. Sue Corish. !1<<7". First Steps, Rigby Literacy Resources ook. 8epartment of
%ducation and Training. 3estern #ustralia.
2. =ahagian &embangunan Kurikulum. !1<0<".Dokumen Standard !urikulum
Standard Sekolah Rendah "!SSR#, 'odul Teras #sas =ahasa nggeris SK Tahun
Satu D 8ua.