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

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

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

a.

c.
b.

d.

a.

Preparing for the Real World *

Sustaining Language Use
Acquiring Global Competencies
Acknowledging Pupil Differences
Developing Confident and
Competent Communicators

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)

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

Curricul
um c.
Approac
h

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.

LITERATURE IN ACTION
(LITERATURE COMPONENT TEXTS)

ACTION-ORIENTED TASKS
GRAMMAR
WRITING
READING

DOMAINS:

LISTENING & SPEAKING

d.
Personal ,Public, Educational, Occupational

THEMES

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.

21st century
teaching and
learning requires:

Teaching and learning strategies involve:

Recommended teaching and learning strategies:

Main
focus

Can be implemented through:

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

 Emulates real world experiences

o
o
o
o
o
o
o
o

Pupils learn to:

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

 Implemented during Literature in Action (LiA)

Small
Interconnected
Projects

Performance
Based on Texts

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
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

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

SCHOOL-BASED ASSESSMENT (SBA)

School Assessment
(BPK)

Pupils Performance
Record

Individual Pupils
Report

Performance Standard
Statements

Graphical Report

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

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

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

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:
(i) long and short vowels
(ii) 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
(v) request
(vii) refusal

(iv) compliment
(vi) complaint

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

DOMAINS:

PERSONAL,PUBLIC, EDUCATIONAL, OCCUPATIONAL

d
an
ism hip
t
o
s
t ri ze n
a
P iti
c

s
l ue
Va

LITERATURE IN ACTION

Creativity and
innovation

LITERATURE COMPONENT TEXTS)

Assessment

T&L Strategies

En
v
Su ironm
sta
ina enta
l
bil
ity

ACTION ORIENTED TASKS

sh
ip

GRAMMAR
GRAMMAR

ne
ur

WRITING

pr
e

READING

ICT
En
tre

21st Century Skills

LISTENING & SPEAKING

Sus Globa
tain l
abi
l it y

ial
c
an ion
Fin cat
u
Ed

Scie
n
tech ce and
nolo
gy

Language

Negeri:
__________________________

www.moe.gov.my\my\
kssm

UBIM/SBK/BPK20
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