2. AKTIVITI LUAR
INTRODUCTION
The early foundation of literature
as a complement to the English
Language teaching and learning in
Malaysian secondary curriculum
and in primary schools can be
traced from 1989.
The inclusion of literature in the
Malaysian ESL classroom is clearly
articulated in the Malaysian
Primary and Secondary English
Language syllabus.
3. As stated in the English Language Syllabus of the
Integrated Secondary School Curriculum “Kurikulum
Bersepadu Sekolah Menengah” (KBSM, 2000):
English had been a compulsory subject in both
primary and secondary school curriculum in
line with its status as a second language in
Malaysia. It was perhaps realised by the
Ministry of Education that teaching of language
and literature might have different goals but
“using literature can help to teach language by
providing interest, context and variety”
(Compendium, 1989: 63).
5. 5
6 Student Aspirations
HOTS
Pupils who are capable of
making decisions and
solving problems
Application and
reinforcement of
the element of unity
Malaysian Education Blueprint
2013 - 2025
6. Emphasis on HOTs and
Cross Curricular Elements
Roadmap (2013 - 2025)
aspirational targets
21st Century Skills
Current Needs
7. • The literature component also became
an assessment component for the two
national examinations at the
secondary levels in Malaysia
Assessment
Component
• Middle School Assessment (PMR) and
Malaysian Certificate of Examination
(SPM)
Forms 3 and 5
National
Examinations
• Literature is part of the formal
national level examinations at the
PMR and SPM level
20% of the
Assessment
Literature component in the KBSM curriculum
8. Literature component in the primary schools
• In 2005, the literature component was
extended to pupils in the primary schools
through two programmes:
• The Contemporary Children’s Literature.
• The Extensive Reading Programme.
Background
• To help pupils improve their English
through reading simple fiction.
• To provide a continuum for the literature
component introduced in secondary
school.
• To create an enjoyable learning
environment.
Aims
• To instil and inculcate the reading habit
among pupils.
• To enrich pupils’ vocabulary and language
content.
• To enhance pupils’ thinking skills.
Objectives
9. Literature component in
the KSSR curriculum
The Contemporary Children’s
Literature component is taught
during the Language Arts lessons to
expose pupils to different literary
genres such as
.
10. Teachers are to explore texts of these
genres to create fun-filled and
meaningful activities so that pupils
will benefit from the learning
experience and gain exposure to the
aesthetic use of the language.
Literature component in
the KSSR curriculum
11. The CCL module provides
opportunities for pupils to immerse in
a variety of literary works and engage
them in planning, organising,
producing and performing creative
works. This will further stimulate
pupils’ imagination, interest and
creativity.
Literature component in
the KSSR curriculum
18. BACKGROUND
Introduced in all primary schools since 2004.
Involves pupils from Years 4 - 6 (Level 2).
Compulsory to be taught and learnt.
The first cycle of books ended in 2014 for Year 4.
Cycle 2 (new texts) are introduced from Year 4
onwards in stages.
2014 2015 2016
Year 4 Year 4 Year 4
Year 5 Year 5
Year 6
19. Texts In The First Cycle (Cycle 1)
Year 4 National Schools
The following titles are used in Perlis, Kedah, Pulau Pinang,
Perak, Selangor, Wilayah Persekutuan Kuala Lumpur, Negeri
Sembilan, Melaka and Johor:
1. Tidy Your Room, Tanya! – Pamela Rushby
2. Tales and Tails – Hyacinth Gaudart
3. The Little Blue Boy – Fatou Keita Danalis Distributors
The following titles are used in Pahang, Terengganu,
Kelantan, Sabah, Sarawak and Wilayah Persekutuan Labuan:
1. Coral Bay Surprise – Barbara & David Miller
2. Everyone is Good At Something – Peter Etherton
3. The Humble Prince – Kumara Velu
20. Texts In The Current Cycle (Cycle 1)
Year 4 National Type Schools
The following titles are used in all
National Type
Chinese and Tamil schools:
1. Caught in the Act – Patricia Sealey
2. The Old House – Sandra Clayton
3. A Wise Man – Chan Siew Mei
21. Texts In The New Cycle (Cycle 2) SK & SJK
GENRES
POEMS (COMPILATION) THE SHORT STORY THE GRAPHIC NOVEL
1. Sand Castle by J. Patrick Lewis
2. Sounds Like Magic by Celia Warren
3. Holiday Memories by June Crebbin
4. At The Playground by Brian Moses
5. Clap Your Hands by Pam Gidney
6. Woodpecker by Brenda Williams
7. Grandma’s House by Pamela Mordecai
8. Noisy Food by Marian Swinger
The King of Kites
by Judith Heneghan and
Laure Fournier
The Jungle Book
by Rudyard Kipling
25. TEACHER'S NOTE:
Teachers are encouraged to adopt
and adapt the materials in the CCL
teaching module based on the
learning standards provided in the
new CEFR-aligned KSSR curriculum
for Year 4. A sample lesson on CCL
is provided in the Curriculum
Induction Training for Year 4.
Main bebas – guru membina pemikiran kreatif dan kritis. Murid juga belajar menyelesai masalah dan membuat keputusan. Contoh : dengan siapa mereka bermain, bermain secara individu, berpasangan atau berkumpulan.
Semasa main bebas, guru berperanan sebagai perancang, fasilitator, play partner dan pemerhati. Guru perlu bijak menyediakan persekitaran supaya main bebas berkesan dan bermakna.
The recommendations of the Malaysian Education Blueprint has been our guide in revising our curriculum recently.
Six key attributes needed by every pupil to be globally competitive are:
Knowledge – every child should be fully literate and numerate. Students should master core subjects such as Mathematics and Science and possess rounded general knowledge of Malaysia, Asia and the world.
Thinking Skills – every child will learn how to continue acquiring knowledge throughout their lives (instilling a love for inquiry and lifelong learning)
Leadership Skills – Every pupil will be helped to reach his or her full potential by creating formal and informal opportunities for pupils to work in teams, and to take on leadership roles.
Bilingual Proficiency – Every child will be, at minimum, operationally proficient in Bahasa Malaysia as the national language and language of unity, and in English as the international language.
Ethics and Spirituality – Inculcate strong ethics and spiritually in every child to prepare them to rise to the challenges they will inevitably face in adult life, to resolve conflicts, to employ sound judgement and principles during critical moments.
National Identity – An unshakeable sense of national identity, tied to the principles of Rukun Negara, is necessary for Malaysia’s success and future.
Inculcation of HOTS in teaching and learning is to stimulate structured and focused thinking amongst pupils. Hence this will enable educators to produce pupils who are capable of making decisions and solve problems. These should be honed from young in order to train pupils to make the correct decisions and the ability to solve problems.
The element of unity should be reinforced from young in order to instil good will among races and the ability to live in a multi-cultural society.
