“Peneraju Pendidikan Negara” KURSUS JURULATIH UTAMA KURIKULUM STANDARDSEKOLAH RENDAH( KSSR ) 2011 BAHASA INGGERIS-TAHUN 2
CURRICULUM DEVELOPMENT CYCLE - 4 YEARS NEEDS 6 months ANALYSIS SUPPORT, Public GUIDANCE & Policy Opinions EVALUATION World World Learning Learning Learning Trend Trend Research Theories Theories TheoriesIMPLEMENTATION Evaluation PLANNING, & MONITORING Consultation, Benchmarking 4 months (Academicians, Industries, NGOs) 10 months STAKEHOLDER 12 MONTHS DESIGN & FAMILIARIZATION DEVELOPMENT 8 months 8 months CURRICULUM DISSEMINATION AND TRAINING PILOT STUDY 2
CURRICULUM DEVELOPMENT CYCLEUnited Kingdom Primary : 6 years (complete cycle) Secondary : 3 yearsNew Zealand 8 years (complete cycle) Previous cycle : 1992- 2002 (10 years) Present cycle : 2002-2010 (8 years)Singapore 3 years (Developmental Process)Australia Primary : 3 years (Developmental Process) Each state has its own education curriculum. Proposal for a national Australian education curriculum : September 2008Oman 6 Years
Kurikulum Sekolah Rendah1983 – Kurikulum Baru Sekolah Rendah (KBSR)1993 – Kurikulum Bersepadu Sekolah Rendah (KBSR)2003 – KBSR (Semakan)2011 – Kurikulum Standard Sekolah Rendah (KSSR) 4
Benchmarks English Subject Curriculum Caters To Local Needs; Meets International Benchmarks Malaysia Singapore New Zealand U. Kingdom Australia Listening & Speaking Language for Information Oral Language Speaking & Listening Talking & Listening •Pronounce words correctly •Access, retrieve, evaluate, •Engage with and enjoy oral •Communicate proficiently ideas and •Speak confidently apply and present language in all its varieties Key Stage 1 : information in classroom, school and social •Listen and respond accurately information derived from •Understand, respond to, •Learn to speak clearly and listen to what situations for a range of purposes. in any situation print, non-print and and use oral language others have to say •Using various listening strategies to •Understand and respond to electronic sources effectively in a range of •Learn to use language in imaginative gather general ideas from conversations, oral texts contexts. ways and express their ideas and reports or spoken presentations. Language for Social feelings through role and drama activities •Identify the effect of purpose and Reading Interaction Written Language Key Stage 2 : audience on spoken texts and they shape •Apply knowledge of sounds of •Respond creatively and •Engage with and enjoy •Speak in a range of contexts and and present ideas accordingly. letters to recognise words critically to literary texts, written language in all its adapting it to purpose and audience •Identify common organisational patterns •Understand a variety of linear relate them to personal varieties •Respond appropriately to others and language features of predictable and non linear text experience, culture and •Understand, respond to, spoken texts. •Read independently for society, and use language and use written language Reading Reading information and enjoyment creatively to express self effectively in a range of Key Stage 1 : •Independently read and view familiar and and identity contexts. •Learn to read confidently and challenging texts and justify interpretations Writing independently of ideas, information and events, using a •Form letters and words in neat Language for Literary Visual Language •Focus on words and sentences and how range of skills and strategies. legible print Response & Expression •Engage with and enjoy they fit into whole texts •Interpreting texts and visual images. •Write using appropriate •Use English effectively, visual language in all its •Express opinions of texts •Recognise and explore the relationship language form and style both in its spoken and varieties Key Stage 2 : between writers and readers and how •Present ideas through a written form, to establish •Understand, respond to, •Read enthusiastically a range of writers use language to create different variety of media and maintain positive and use visual language materials worlds and achieve a range of purposes. interpersonal relationships, effectively in a range of •Use knowledge of words, sentences and •Explore the structure and grammatical Language Arts taking into account contexts. texts to understand and respond to the features for a range of written and visual •Enjoy and appreciate rhymes, purpose, audience, context meaning texts poems and songs and culture. •Increase ability to read challenging and Writing •Express personal response to lengthy texts independently •Write well-structured literary and factual literary texts •Analyse and discuss meaning of texts texts in terms of topic, purpose, audience •Plan, organise and produce and language by drafting, revising and creative works for enjoyment INTERNATIONAL CONTENT Writing Key Stage 1 : proofreading. •Use accurate sentence structure, Grammar •Use different word classes BENCHMARKING •Enjoy writing and see its value •Communicate meaning in narrative and grammatical features and punctuation conventions to produce various texts and correctly and appropriately Malaysia English Language has non-fiction texts spell familiar and unfamiliar words using •Construct various sentence •Spell and punctuate correctly knowledge of letter-sound correspondence, types correctly addressed local needs and has Key Stage 2 : common letter patterns and a range of benchmarked with international •Learn main rules and conventions of written English other strategies. •Use joined letters when writing in NSW standards •Express meaning in different ways Foundation Style and develop basic •Plan, draft and edit to improve and desktop publishing skills. sustain written work 5
KBSR ENGLISH 2001Social skills Educational Emphases Multiple Intelligences Thinking Skills Listening Contextualism Constructivism Writing Speakin Grammar Sound System g Vocabulary ReadingIT skills Values and Citizenship
NEW CURRICULUM MATRIX STRAND 1 STRAND 2 Language Focus Language Arts Skills – Listening & Speaking, Readers Reading and Writing + LEVEL 2 Vocabulary (Literature)PRIMARY (YEARS 4, 5 & 6) (includes Science & Maths themes English at Play: as well as Grammar ) Music, Poetry & Drama Skills – Listening & Speaking, Readers LEVEL 1 Reading and Writing - Big Books (YEARS 1,2 & 3) Vocabulary Grammar (Year 3) -Lady Bird Series (phonics & penmanship) Music, Poetry & Drama Pre-school
CURRICULUM ORGANISATION KBSR WORLD OF SELFLANGUAGE TAUGHT WORLD OF STORIES THROUGH THREE BROAD AREAS WORLD OF KNOWLEDGE WHOLE LANGUAGE APPROACH TEACHING INTEGRATION OF SKILLS APPROACH STANDARD BRITISH ENGLISH EDUCATIONAL EMPHASES MI, Thinking Skills, ADDED VALUE Constructivism, Contextualism
CURRICULUM ORGANISATION KSSR WORLD OF SELFLANGUAGE TAUGHT WORLD OF STORIES THROUGH THREE BROAD AREAS WORLD OF KNOWLEDGE MODULARITY OF FOCUS TEACHING APPROACH INTEGRATION OF SKILLS STANDARD BRITISH ENGLISH ADDED-VALUES EDUCATIONAL Creativity and Innovation, ICT, EMPHASES Entreprenuership ELEMENTS ACROSS THE CURRICULUM MI, Thinking Skills, Constructivism, Contextualism
CURRICULUM ORGANISATION KBSR FOCUS ON FOUR LANGUAGE SKILLSCURRICULUM CONTENT SOUND SYSTEM GRAMMAR IN CONTEXT
CURRICULUM ORGANISATION KSSR FOCUS ON FOUR LANGUAGE SKILLS BASIC LITERACY PHONICSCURRICULUM CONTENT PENMANSHIP LANGUAGE ARTS GRAMMAR IN CONTEXT
DIFFERENCE BETWEEN SK & SJKSEKOLAH KEBANGSAAN SEKOLAH JENIS KEBANGSAAN• 300 minutes per week for Level 1 & 2 • 150 minutes per week for• Literacy in Years 1 & 2 Level 1 & 2 (teaching of phonics) •Literacy in Years 1, 2 & 3• Additional learning (teaching of phonics) standards have been • Learning Standards are included. spread throughout the 6 years in order to prepare pupils for secondary education.
PRINCIPLESBack to basics • building a strong foundation of competencies in basic literacy skills; reading through phonics, penmanship, basic listening and speakingLearning is fun, meaningful, purposeful activities are contextualized, meaningful and purposeful; fun- filled activities integration of skillsTeaching is learner-centred learner’s 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 AIMSPrimary ( exit after Year 6)The English Language Curriculum for Primary Schools aimsto equip pupils with basic language skills to enable them tocommunicate effectively in a variety of contexts that’sappropriate to the pupils level of development.Secondary (exit after Form 5)Pupils will be able to communicate effectively, read andrespond to texts independently, produce well-structuredwritten texts, enjoy and respond to literary works and makeconfident presentations.
A MODULAR APPROACH LISTENING AND SPEAKING MODULE READING MODULE WRITING MODULE LANGUAGE ARTS MODULE GRAMMAR MODULEYEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 STAGE ONE STAGE ONE STAGE TWO STAGE TWO (YEARS 11––3) (YEARS 3) (YEARS 44––6) (YEARS 6)
CONTENT CONFIGURATION D1 D2 D3 D4 D5World of Self LISTENING & SPEAKINGWorld of Stories LANGUAGE ARTSWorld of Knowledge GRAMMAR READING WRITINGWorld of SelfWorld of StoriesWorld of KnowledgeWorld of SelfWorld of StoriesWorld of Knowledge
WEEKLY LESSON STRUCTURE DAY ONE DAY TWO DAY THREE DAY FOURWEEK THEME/TOPIC LISTENING & SPEAKING READING WRITING LANGUAGE ARTS 1 WORLD OF SELF, 1.1.1 Able to listen and 2.2.1 Able to read and 3.2.1 Able to complete 4.1.2 Able to sing action FAMILY & FRIENDS respond to stimulus apply word with guidance: songs and recite given with guidance: recognition and word (b) posters jazz chants with - E.g. attack skills by: correct F.R.I.E.N.D.S (f) voice sounds (b) reading and pronunciation, Pin-Up grouping words rhythm and 1.2.2 Able to listen to and according to word intonation. follow: families. (a) simple instructions 2.2.2 Able to read and in the classroom understand phrases in linear and non-linear texts.
SAMPLE LESSON STRUCTURE Listening to environmental sounds. Listening to environmental sounds. Pre-listening Talking about a stimulus. Talking about a stimulus. Listen to rhymes/songs. Listen to rhymes/songs.While-listening Listen to stories. Listen to stories. Repeat song or rhyme after the Repeat song or rhyme after the teacher. teacher. Recite or sing rhymes/songs. Recite or sing rhymes/songs.Post-listening Sequence pictures. Sequence pictures. Match pictures with phrases. Match pictures with phrases. Fill in the blanks with suitable words. Fill in the blanks with suitable words.
CONTENT AND LEARNING STANDARDS (Year 2 Sample)
LISTENING & SPEAKING1.1 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 & SPEAKING1.3 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
READING2.1 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) /eɪ/ (ai ) /i:/ (ee) /aɪ/ (igh) /әʊ/ (oa) /ʊ/,/u:/ (oo) 2.1.2 Able to blend phonemes into recognisable words and read them aloud. 2.1.3 Able to segment words into phonemes to spell.
READING2.2 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 Able to read and understand phrases in linear and non-linear texts. 2.2.3 Able to read and understand simple sentences in linear and non-linear texts. 2.2.4 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
WRITING3.1 Pupils will be able to form letters and words in neat legible printincluding 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 form3.2 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
WRITING3.3 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 ARTS4.1 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 ARTS4.3 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
GRAMMAR5.1 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 nouns5.2 Pupils will be able to construct various sentence types correctly. 5.1.2 Able to construct declarative sentences correctly.