The Standard-Based

English Language
Curriculum For
Secondary Schools
Form 1
(KSSM Bahasa Inggeris)

What is Standard-Based?
Refers to systems of
instruction
assessment
grading
academic reporting
Based on pupils
understanding or
mastery of the knowledge and skills
Pupils are expected to learn as they progress
through their education

The Role of Standards in Teaching & Learning

- Assessment Process
Requires change in teaching and assessment
Assessment systems - congruent with what is and how it
is tested
Assessment - final product (summative) and as a
continual process (formative)

Curriculum sets benchmark levels of pupils

achievement and progress towards meeting the
standards by describing what the pupils can do with the
language

The Role of Standards in Teaching & Learning

- Assessment Process (cont)
Move away from testing methods which concentrate on
memory and develop those which measures
understanding and application
To assess whether pupils have achieved different
benchmarks, pupils are expected to demonstrate what
they can do with the language by applying what they
know about the language in real-life situations

Aims
Content
Organisation

Objectives

Assessment

Focus

SBELC
21st
Century
Skills

CrossCurricular
Elements

T&L
Strategies

Higher
Order
Thinking
Skills

1. Aims
To communicate and interact confidently, proficiently
and competently locally and globally

To be knowledgeable and respectful of other cultures

To make calculated decisions through critical and
analytical thinking
To collaborate with others to solve problems
creatively and innovatively in the real world

2. Objectives
At the end of the secondary education, pupils can:
Understand the main points of clear standard
input on familiar matters in work, school and
leisure

Describe experiences and events, dreams,

hopes and ambitions and give reasons and
explanations for opinions and plans
Use appropriate language to make calculated
decisions in situations likely to arise in real life

 Produce ideas and connected texts on various

topics of interest
Use a range of learning tools including the
multimedia to communicate in various modes
Comprehend and appreciate a variety of literary and
non- literary texts critically and creatively

Understand and respect the perspectives of people

with linguistic diversities and different cultural
heritages and relating to real life situations
Acquire lifelong interest and enjoyment of language
learning through curiosity and enquiry

3. Focus

a.
Curriculum
Principles

c.
b.
Curriculum
Organisation

Curriculum
Approach

d.
Lesson
Organisation

a.

Preparing for the Real World

Sustaining Language Use

Acquiring Global Competencies
Acknowledging Pupil Differences

Developing Confident and Competent

Communicators

b.

Key Stages in SBELC

Stage 1: Year 1, Year 2 & Year 3
(Lower primary)
Stage 2: Year 4, Year 5 & Year 6
(Upper primary)
Stage 3: Form 1, Form 2 & Form 3
(Lower Secondary)
Stage 4: Form 4 & Form 5
(Upper Secondary)

b.

The Phases of Teaching & Learning

c.

Emphasis on the modular approach

o All language skills (Listening, Speaking,
Reading and Writing) and elements of
Grammar and Literature in Action are
given due focus and attention
During teaching and learning, skills and
elements are connected through relevant
domains and theme

c.
Curriculum
Approach

Domains:
KBSM

KSSM

Interpersonal

Personal

Informational

Public

Aesthetic

Educational
Occupational

c.

Themes:
KBSM
People

KSSM
People and Culture

Environment

and
THealth
Environment

Science and
Technology

Science and
Technology

Values

Consumerism and
Financial awareness

Health

Social Issues

d.

THEMES

LITERATURE IN ACTION
(LITERATURE COMPONENT TEXTS)

ACTION-ORIENTED TASKS
GRAMMAR
WRITING
READING

d.

Consumerism
and Financial
Awareness

LISTENING & SPEAKING

Health and
Environment

DOMAINS:

Science and
Technology

Personal ,Public, Educational, Occupational

People and
Culture

d.

Time Allocation
KBSM

KSSM

40 mins / lesson
(5 periods / week)

3.5 hours / week

Coverage of each topic

and theme - not
stipulated

Coverage of each topic

and theme - 3 weeks (or
more)

d.

Time Allocation (contd)

Mon

Tue

Wed
(LiA)

Thur

Week 1

1 hr
(L & S)

1 hr
(L & S)

1 hr

30 mins
(R)

Week 2

1 hr
(R)

1 hr
(G)

1 hr

30 mins
(W)

Week 3

1 hr
(W)

1 hr
(AOT)

1 hr

30 mins
(AOT)

Fri

One week: 3.5 hours. One hour is for LiA each week.
Balance : 2.5 hours
Therefore a minimum of three weeks required to complete a topic,
2.5 x 3 = 7.5 hours

Proper planning and organising is required.

4. 21st Century Skills

Learning Skills

Literacy Skills

Critical and Creative

Thinking

Information Literacy

Flexible and
Adaptable

Collaboration

Media Literacy

Initiative and SelfDirected

Communication

Technology Literacy

Social & Crosscultural Skills

Life Skills

Productive &
Accountable
Display leadership &
Responsibility

21st
Century
Pupils
Profile
Patriotic

Resillient

Caring

Thinker

Communicator

Informed

Principled

Team Player

Inquisitive

5. Higher Order Thinking Skills

Application

Use knowledge, skills and values to

complete a piece of work

Analysis

Break down information into

smaller parts to understand and
make connections between parts

Evaluation

Consider, make decisions using

knowledge, experience, skills, and
values and justify decisions

Creation

Produce an idea / product through

creativity and innovation

6. Teaching and Learning

Strategies
21st century
teaching and
learning requires:

Supportive
environment

Teacher
as
facilitator

Teaching and learning strategies involve:

Cognitive
Processes

Metacognitive
Processes

Resource
Management

learning and
understanding
information
e.g.
paraphrasing
and
summarising

thinking about
thinking so as to
acquire and
understanding
information
e.g. planning,
regulating,
monitoring and
modifying

controlling
resources
required in T&L
activities
e.g. time, effort,
affect and
support

Recommended teaching and learning strategies:

Inquiry-Based Learning

Cooperative
Learning

Project-Based
Learning

PupilCentredness

Main
focus

Inquirybased
Learning

How is Inquiry-based learning in SBELC?

Pupilcentered activities
Explorative learning
Active engagement during T&L

 Teaching approach - dynamic, effective, raising

curiosity, proactive attitudes, instilling critical and
creative ability, sustain interest
Pupils trained pose questions, give opinions and
suggestions, gather, organise and analyse
information, explore, make judgements, solve
problems
apply learning to new situations and reflect

Methods and techniques in inquirybased learning include:

project-based learning
surveys
brainstorming
demonstration
simulation
role play

drama
forum
dialogue
group work

ProjectBased
Learning

Emulates real world experiences

Pupils learn to:

o plan their work
o manage time
o document work progress
o make improvements and adjustments
o be critical, creative and innovative
o lead
o collaborate
o apply soft skills

 Implemented during Literature in Action (LiA)

Explore
KOMSAS
Texts

Formative
Assessment

LiA
Small
Interconnected
Projects

Performance
Based on
Texts

Pupilcentredness

Pupil Centredness
Learning through
discovery
inquiry
collaborating with one another
Get information through:
Communicating
Sourcing from various media

 Pupils must be taught to filter information:

Differentiate facts from fiction
Good from the bad
Ethical from unethical
Truth from lies
Teachers guide/facilitate pupils in learning
process:
To think methodically and coherently
Use thinking tools
Making mistakes is part of learning process

Cooperative
Learning

Cooperative Learning
Group work, familiarising team work:
Recommended small group to ensure
productivity and responsibility
Turn-taking to be group leader
Practise:
Soft skills
Creativity
Compromise
Innovative
Collaboration Problem-solving
Responsibility

7. Cross-Curricular Elements

The complex and multi-dimensional world

requires pupils to:
make connections to various sources of
knowledge
be effective communicators
confidently face the 21st century
challenges

1. Language
2. Environmental Sustainability
3. Values
4. Science and Technology
5. Patriotism and Citizenship

6. Creativity and Innovation

7. Entrepreneurship
8. Information & Communications
Technology
9. Global Sustainability
10. Financial Education

School Based
Assessment

8. Assessment

School Assessment
Reporting

SCHOOL-BASED ASSESSMENT (SBA)

School
Assessment
(BPK)

Part of the T&L

process
Involves
Assessment as
Learning,
Assessment for
Learning, and
Assessment of
Learning
Traits (7):
holistic, inclusive,
authentic,
localised,
flexible,
continuous,
standardised

Centralised Exam
(LP)

School
administration of
instruments and
evaluation

Assessment for Physical,

Sports and Co-curricular
Activities

(BKK)

Psychometric
Assessment
(BPSH)

Measures and
evaluates
performance,
involvement and
participation in
physical, health,
sports and cocurricular activities

Measures natural
abilities, thinking
skills, problemsolving skills,
interest,
inclination, attitude
and pupil
personality

School Assessment (BPK)

Formative Assessment
to improve pupils learning and the quality and
effectiveness of teaching strategies
Observations or quizzes
Formal (recorded) or Informal (unrecorded)

Assessment tools (assignments, projects,

performances, demonstrations, field study, case study)
Summative Assessment
Twice yearly (minimum)
Recorded (report)
School administration of instruments and evaluation

Pupils Performance Record

Individual Pupils Report

Performance Standard Statements

Graphical Report

Content
Standards

9. Content Organisation

Teaching
Organiser

Performance
Standards

Learning
Standards

CONTENT
STANDARDS
what pupils should
know, understand
and be able to do
within a schooling
period
knowledge, skills
and values, work
habits and personal
character traits
throughout the
pupils secondary
education

over-arching
educational goals
to be achieved end
of Form Five

LEARNING STANDARDS
concise educational
objectives that pupils
are expected to
know and be able to
do throughout
secondary education
a set of criteria or
indicator for learning
quality and
achievements that
can be measured for
each CS

standards should be
mastered by all
pupils at the end of
each Form

PERFORMANCE
STANDARDS
degree or quality of
proficiency in
relation to the CS
and LS
allow pupils to
reflect, think and act
upon their learning
strategies for selfimprovement
indicator of success

Listening &
Speaking

Reading

Writing

Grammar

Action
Oriented Tasks

Literature in
Action

Listening & Speaking

1.1
Listen to and use correct pronunciation, stress,
rhythm and intonation patterns to communicate
1.1.1 Can listen to, discriminate and pronounce
accurately:
(a) long and short vowels
(b) diphthongs
1.1.2 Can speak with correct intonation, stress
and sentence rhythm

1.2
Listen to, engage and interpret meaningful
conversations
1.2.1 Can listen to and respond to directions,
instructions and procedures
1.2.2 Can listen to text of different genres and
classify the grammar items and
vocabulary

1.3
Listen to and respond critically to a wide range of
spoken, audio and visual texts
1.3.1 Can listen to spoken, audio and visual texts to:
(i) retrieve main ideas
(ii) retrieve supporting details
1.3.2 Can listen to and respond to spoken, audio and
visual texts to:
(i) compare and contrast
(ii) identify cause and effect
(iii) paraphrase and summarise
(iv) identify and organise
(v) solve problems

1.4
Speak intelligibly, eloquently and appropriately for
different purposes, audiences, contexts and cultures
1.4.1 Can express feeling and give simple
descriptions of personal experiences orally
1.4.2 Can participate in simple conversations
using speech acts:
(i) greeting
(ii) apologies
(iii) invitation
(iv) compliment
(v) request
(vi) complaint
(vii) refusal

Reading

2.1
Demonstrate understanding of a variety of texts using
a range of strategies to construct meaning
2.1.1 Can read and develop vocabulary skills by
understanding
(i) similes
2.1.2 Can understand meanings of words from
print media by using
(i) dictionary

2.2
Apply a range of strategies to comprehend texts
related to everyday living
2.2.1 Can demonstrate understanding by
(i) identifying main ideas in given texts.
2.2.2 Can locate and organise information by:
(i) using graphic organisers
(ii) creating their own graphic organisers.
2.2.3 Can analyse and infer information by:
(i) using textual clues to predict outcomes or
conclusions
(ii) finding meaning of unfamiliar words

2.3
Analyse and evaluate various texts
2.3.1 Can read various texts and retrieve information by:
(i) skimming and scanning
2.3.2 Can read various texts and select information for
specific purposes

2.4
Read independently and extensively to explore and
expand ideas for personal development
2.4.1 Can read a variety of texts from various media to
obtain information to solve simple problems

Writing

3.1
Apply appropriate writing skills and strategies
effectively
3.1.1 Can write simple sentences correctly
3.1.2 Can organise and write ideas in a paragraph
(i) titles for a paragraph
(ii) captions for illustrations, posters and cartoons.
3.1.3 Can apply pre-writing strategies:
(i) brainstorming (mind-maps, bubble maps, etc.)
(ii) note-taking
(iii) outlining.

3.1.4 Can select relevant information and elaborate /

extend / explain ideas using appropriate cohesive
devices
3.1.5 Can use a variety of sentence structures to
elaborate, extend ideas in paragraphs/
organisational structures:
(i) Topic sentences
(ii) Thesis statement

3.2
Produce a variety of texts for creative, personal,
academic and functional purposes
3.2.1 Can write for academic and functional purposes:
(i) email / messages
(ii) process and procedures
(iii) letters
3.2.2 Can write for creative and personel expressions:
(i) e-diary
(ii) journals
(iii) posters and slogans

Grammar

4.1
Identify and use language structures appropriately
according to context
4.1.1 Can identify and use nouns appropriately according
to context
(i) common nouns
(ii) proper nouns
(iii) countable nouns
(iv) uncountable nouns
(v) singular nouns
(vi) plural nouns
(vii) Subject Verb Agreement (SVA)

4.1.2 Can identify and use pronouns appropriately

according to context
(i) possessive
(ii) demonstrative
(iii) interrogative
4.1.3 Can identify and use adjectives appropriately
according to context
(i) adjective of quality
(ii) possessive
(iii) comparison of adjectives

4.1.4 Can identify and use articles appropriately

according to context
(i) indefinite article a and an
4.1.5 Can identify and use verbs appropriately
according to context.
(i) regular verbs
(ii) irregular verbs
(iii) auxiliary verbs

4.1.6 Can identify and use adverbs appropriately

according to context
(i) manner
(ii) time
(iii) place
4.1.7 Can identify and use tenses appropriately according
to context
i) simple present tense
ii) simple past tense
iii) future tense

4.1.8 Can identify and use prepositions appropriately

according to context
(i) place
(ii) time
(iii) directions
(iv) positions
(v) phrasal verbs
4.1.9 Can identify and use modals appropriately
according to context
(i) can
(ii) may
(iii) might

4.1.10 Can identify and use conjunctions appropriately

according to context.
(i) and
(ii) but
(iii) so
(iv) or
(v) because
4.1.11 Can identify and use question forms appropriately
according to context
(i) positive and negative questions / statements
(ii) yes/no questions/ statements
(iii) choice question

4.1.12 Can identify and use punctuation appropriately

according to context
(i) capital letters
(ii) comma/full stop
(iii) question mark
(iv) exclamation mark

4.2
Apply grammatical rules at word, phrase and
sentence levels correctly and meaningfully
4.2.1 Can construct simple sentences correctly
and meaningfully
4.3
Use various forms of language to create meaning in
a variety of texts
4.3.1 Can identify and use
(i) similes
in context appropriately

Literature in Action

5.1
Engage and respond to a variety of literary texts to
express understanding of the broader world of ideas
and concepts
5.1.1 Can listen to and respond orally to various
literary works
5.1.2 Can read and understand various literary
works
5.1.3 Can share personal responses of issues related
to literary works and develop new ideas or solve
problems

5.2
Use a wide range of literary texts to convey views
for different purposes and audiences, and relate
them to real life situations
5.2.1 Can identify meaning of words based on
context
5.2.2 Can produce a new genre from the literary text
read
5.2.3 Can create and produce linear and / or graphic
presentation in a fun manner.
5.2.4 Can share personal responses to literary
works through performances

Language

Creativity and
innovation

DOMAINS:

LITERATURE COMPONENT TEXTS)

Assessment

T&L Strategies

LITERATURE IN ACTION

GRAMMAR

Consumerism
and Financial
Awareness

WRITING

Health and
Environment

READING

Science and
Technology

ACTION ORIENTED TASKS

People and
Culture

LISTENING & SPEAKING

PERSONAL,PUBLIC, EDUCATIONAL, OCCUPATIONAL

21st Century Skills

UBIM/SBK/BPK2016