2. overview of year 5 kssr english

Bahagian Pembangunan KurikulumBahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIAKEMENTERIAN PENDIDIKAN MALAYSIA
1

Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
Primary ( exit after Year 6)
The English Language Curriculum for
Primary Schools aims to equip pupils with
basic language skills to enable them to
communicate effectively in a variety of
contexts that’s appropriate to the pupils’
level of development

By the end of Year 6, pupils should be able to:
i. communicate with peers and adults confidently and
appropriately in formal and informal situations;
ii.read and comprehend a range of English texts for
information and enjoyment;
iii.write a wide range of texts using appropriate language,
style and form through a variety of media;
iv.appreciate and demonstrate understanding of English
language literary or creative works for enjoyment; and
v.use correct and appropriate rules of grammar in speech
and writing

i. Back to Basics
ii. Fun Learning
iii. Learner Centredness
iv. Integration of salient new technologies
v. Assessment for learning
vi. Character Building

Educational Emphases
•Multiple Intelligences
•Contextualism
•Constructivism
•Learning How to Learn
•Skills
•Entrepreneurship
•Creativity and
Innovation
•ICT skills
Values and Citizenship
Grammar
Phonics
Vocabulary
Listening
Writing
Reading
Speaking
Social skills
High Order
Thinking Skills

STRAND 1 STRAND 2
Language Focus Language Arts
LEVEL 2
(YEARS 4, 5 & 6)
300 MINS PER WEEK – SK
180 MINS PER WEEK - SJK
Skills – Listening &
Speaking,
Reading and Writing
Vocabulary
(includes Science & Maths
themes
as well as Grammar )
Readers
+
(Contemporary Children’s
Literature)
Genres:
Short Story, Poems and
Graphic Novel
LEVEL 1
(YEARS 1,2 & 3)
300 MINS PER WEEK – SK
150 MINS PER WEEK - SJK
Skills – Listening &
Speaking,
Reading and Writing
Vocabulary
Grammar (Year 3)
Phonics: SK -Y1 & 2, SJK –
Y1-Y3
Penmanship
Readers
- Big Books
-Lady Bird Series
Music, Poetry & Drama

LISTENING AND SPEAKING MODULE
READING MODULE
WRITING MODULE
LANGUAGE ARTS MODULE (CONTEMPORARY
CHILDREN’S LITERATURE YEAR 4-6)
GRAMMAR MODULE
STAGE ONE
(YEARS 1 – 3)
STAGE ONE
(YEARS 1 – 3)
STAGE TWO
(YEARS 4 – 6)
STAGE TWO
(YEARS 4 – 6)
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

World of Self
World of Stories
World of Knowledge
World of Self
World of Stories
World of Knowledge
World of Self
World of Stories
World of Knowledge
LISTENING&SPEAKING
READINGREADING
WRITING/GRAMMAR
LANGUAGEARTS
(CONTEMPORARARYCHILDREN’S
LITERATURE)
GRAMMAR/WRITING
L1 L2 L3 L4 L5

 Recommended structure for English language
lessons stretching from one to two weeks for a
particular topic:

 Recommended Time Allocation for English Language Lessons
 The table below is a recommendation on how the English language
periods can be allocated for English language lessons throughout the
week. However, schools are given the flexibility and liberty to adapt
needs of the pupils as long as the allocated periods are adhered to. SK
Lesson 1 (60
minutes)
Lesson 2 (60
minutes)
Lesson 3 (60
minutes)
Lesson 4 (60
minutes)
Lesson 5 (60
minutes)
Listening &
Speaking
Reading Writing/
Grammar
Grammar /
Writing
Language Arts
(Contemporary
Children’s
Literature)
Lesson 1 (60 minutes) Lesson 2 (60
minutes)
Lesson 3 (60
minutes)
Week 1 Listening & Speaking Reading Writing/Grammar
Week 2 Grammar/Writing Language Arts
((Contemporary
Children’s Literature)
*Listening & Speaking
SK -300 MINS
SJK-180 MINS
*Lesson 3 (Week 2) can be a new topic or reinforcement of any module
chosen by the teacher.

KBSRKBSR KSSR
1. CURRICULUM
DOCUMENTATION
1. CURRICULUM
DOCUMENTATION
SYLLABUSSYLLABUS STANDARD
DOCUMENT
CURRICULUM
SPECIFICATIONS
CURRICULUM
SPECIFICATIONS
CONTENT
STANDARDS
&
LEARNING
STANDARDS

KBSRKBSR KSSR
2. CURRICULUM ORGANISATION2. CURRICULUM ORGANISATION
LANGUAGE TAUGHT
THROUGH THREE
BROAD AREAS
LANGUAGE TAUGHT
THROUGH THREE
BROAD AREAS
LANGUAGE TAUGHT
THROUGH THREE
BROAD AREAS
MODULAR
STRUCTURE
INTEGRATION OF
SKILLS
INTEGRATION OF
SKILLS
INTEGRATION OF
SKILLS

KBSRKBSR KSSR
3. CURRICULUM CONTENT3. CURRICULUM CONTENT
FOCUS ON FOUR
LANGUAGE SKILLS
FOCUS ON FOUR
LANGUAGE SKILLS
SOUND SYSTEMSOUND SYSTEM
GRAMMAR IN
CONTEXT
GRAMMAR IN
CONTEXT
FOCUS ON FOUR
LANGUAGE SKILLS
BASIC LITERACY
PHONICS
LANGUAGE ARTS
PENMANSHIP
GRAMMAR IN
CONTEXT

KBSRKBSR KSSR
4. APPROACH4. APPROACH
WHOLE LANGUAGEWHOLE LANGUAGE PHONICS
STANDARD BRITISH ENGLISH
5. ADDED VALUES5. ADDED VALUES
EDUCATIONAL
EMPHASES
EDUCATIONAL
EMPHASES
EDUCATIONAL EMPHASES
CREATIVITY & INNOVATION
ENTREPRENEURSHIP
ICT SKILLS

Language Arts – Contemporary Children’s
Literature
The Modular Approach/Configuration
Assessment for learning

16
CONTENT
PEDAGOGY ASSESSMENT
CURRICULUM

 YEAR 4 ONWARDS– 1 document; CURRICULUM AND
ASSESSMENT STANDARD DOCUMENT (CDD), a document
which contains Content Standards, Learning Standards and
Performance Standards
1. Teaching and Learning follows the modular structure of Listening
& Speaking, Reading, Writing, Language Arts and Grammar.
2. Assessment is done for all the language skills. Grammar is
assessed through the Speaking and Writing Skills. This is
because when you assess a pupil for fluency and accuracy in
Speaking and Writing, you are indirectly assessing the grammar
that is used.
3. Assessment is recorded for L&S, R, W & LA in the EXCEL
template.

4. Assessment is formative in nature and is ongoing. Therefore,
you are constantly assessing your pupils as you teach,
making changes to your methods or approaches so that your
pupils will understand better. However, the recording of the
levels (EXCEL template) is only done once every 3 months.
5. How do you justify the levels of performance that you assign
to each pupil?
- Through the exercises, worksheets, class presentations,
exercises in the activity books, quizzes etc. You do not need
to have a special file to collect and keep all these evidence of
your pupils. The evidence is in the form of the written and oral
work that you do in the classroom.
6. If the school carries out the mid term and end of year
examination, the format will have to incorporate all the 4
modules stipulated in the DSKP; L&S, R, W & LA. So, the
testing is not only paper and pen but covers all these modules.
4. Assessment is formative in nature and is ongoing. Therefore,
you are constantly assessing your pupils as you teach,
making changes to your methods or approaches so that your
pupils will understand better. However, the recording of the
levels (EXCEL template) is only done once every 3 months.
5. How do you justify the levels of performance that you assign
to each pupil?
- Through the exercises, worksheets, class presentations,
exercises in the activity books, quizzes etc. You do not need
to have a special file to collect and keep all these evidence of
your pupils. The evidence is in the form of the written and oral
work that you do in the classroom.
6. If the school carries out the mid term and end of year
examination, the format will have to incorporate all the 4
modules stipulated in the DSKP; L&S, R, W & LA. So, the
testing is not only paper and pen but covers all these modules.

THE CONTEMPORARY
CHILDREN’S
LITERATURE

AIMS
Create interest in pupils towards literature by
introducing them to a variety of literary texts of
different genres.
Provide pupils with an early beginning and foundation
to literature.
Develop pupils’ understanding of other societies,
cultures, values and traditions that will help pupils in
their emotional and spiritual growth.
Expose pupils to the aesthetic use of the English
language.

BACKGROUND
 Introduced in all primary schools since 2004.
 Involves pupils from Year 4 - 6 (Level 2).
 Compulsory to be taught and learnt.
 Current cycle of books will end in 2014 for Year 4.
 Cycle 2 (new texts) will be used from Year 4 onwards
in stages.
2014 2015 2016
Year 4 Year 4 Year 4
Year 5 Year 5
Year 6

Texts In The New Cycle (Cycle 2) SK & SJK
GENRES
POEMS (COMPILATION) THE SHORT STORY THE GRAPHIC
NOVEL
1) 1. This Tooth by Lee Bennett
Hopkins
2) Cats by John Kitching
3) Serenade by Bobby Katz
4) Watching a Bumble Bee by Wes
Magee
5) Miss Antrobus by Richard Edwards
6) The Meal by Karla Kuskin
7) Seaside by Shirley Hughes
8) The Dark by Adrian Henri
And Something Weird
Happened
by Pamela Rushby
Gulliver’s Travel
by Jonathan Swift

KEEP IN MIND!
Teachers are free to choose whichever genre to
start teaching in Year 5 as long as all genres are
covered in a year.
Finish teaching one genre before moving on to the
next.
Teachers need to plan the allocation of time
(weeks) to cover each text according to the needs
and level of their pupils.
If pupils are advanced and teachers have finished
teaching all the texts in the 3 genres, they are
encouraged to use literary texts of their own during
the Language Arts classes.

24
Thank
You

2. overview of year 5 kssr english

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