The document outlines the English language curriculum for primary schools in Malaysia. It aims to equip pupils with basic language skills to communicate effectively in various contexts appropriate to their level of development. By the end of Year 6, pupils should be able to communicate confidently in formal and informal situations, read and comprehend texts, write a wide range of texts using appropriate language and style, appreciate English literary works, and use correct grammar rules. The curriculum focuses on listening, speaking, reading, writing, and language arts skills through a modular approach. It emphasizes thinking skills, educational themes, and character building.
The document outlines the English language curriculum for primary schools in Malaysia. It aims to equip pupils with basic language skills to communicate effectively in various contexts appropriate to their level of development. By the end of Year 6, pupils should be able to communicate confidently in formal and informal situations, read and comprehend texts, write a wide range of texts using appropriate language and style, appreciate English literary works, and use correct grammar rules. The curriculum focuses on listening, speaking, reading, writing, and language arts skills through a modular approach. It emphasizes thinking skills, educational themes, and character building.
The document outlines the English language curriculum for primary schools in Malaysia. It aims to equip pupils with basic language skills to communicate effectively in various contexts appropriate to their level of development. By the end of Year 6, pupils should be able to communicate confidently in formal and informal situations, read and comprehend texts, write a wide range of texts using appropriate language and style, appreciate English literary works, and use correct grammar rules. The curriculum focuses on listening, speaking, reading, writing, and language arts skills through a modular approach. It emphasizes thinking skills, educational themes, and character building.
The document outlines the English language curriculum for primary schools in Malaysia. It aims to equip pupils with basic language skills to communicate effectively in various contexts appropriate to their level of development. By the end of Year 6, pupils should be able to communicate confidently in formal and informal situations, read and comprehend texts, write a wide range of texts using appropriate language and style, appreciate English literary works, and use correct grammar rules. The curriculum focuses on listening, speaking, reading, writing, and language arts skills through a modular approach. It emphasizes thinking skills, educational themes, and character building.
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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 is appropriate to the pupils level of development.
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
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
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
i.
Back to Basics
ii.
Fun Learning
iii. Learner Centredness
iv. Integration of salient new
technologies v.
Assessment for learning
vi. Character Building
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Educational Emphases
Social skills
Listening
Grammar Writing
Phonics Vocabulary
Speaking
Multiple Intelligences Contextualism Constructivism Learning How to Learn Skills Entrepreneurship Creativity and Innovation ICT skills
Reading High Order Thinking Skills Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Values and Citizenship
LEVEL 2 (YEARS 4, 5 & 6) 300 MINS PER WEEK SK 180 MINS PER WEEK - SJK
LEVEL 1 (YEARS 1,2 & 3) 300 MINS PER WEEK SK 150 MINS PER WEEK - SJK
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
STRAND 1
STRAND 2
Language Focus
Language Arts
Skills Listening &
Speaking, Reading and Writing Vocabulary (includes Science & Maths themes as well as Grammar )
Readers + (Contemporary Childrens Literature) Genres: Short Story, Poems and Graphic Novel
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
CHILDRENS LITERATURE YEAR 4-6)
GRAMMAR MODULE YEAR 1
YEAR 2
STAGE STAGEONE ONE (YEARS (YEARS113) 3)
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
YEAR 3
YEAR 4
YEAR 5
STAGE STAGETWO TWO (YEARS (YEARS446) 6)
YEAR 6
L2 L3
LISTENING & SPEAKING
READING
L4 L5
World of Self
World of Self World of Stories World of Knowledge World of Self World of Stories World of Knowledge
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
GRAMMAR/WRITING
World of Knowledge
WRITING/GRAMMAR
World of Stories
LANGUAGE ARTS (CONTEMPORARARY CHILDRENS LITERATURE)
L1
Recommended structure for English language
lessons stretching from one to two weeks for a particular topic:
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
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 SK -300 MINS 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 Childrens Literature)
SJK-180 MINS
*Lesson 3 (Week 2) can be a new topic or reinforcement of any module
chosen by the teacher.
Lesson 1 (60 minutes) Lesson 2 (60 minutes)
Lesson 3
Week 1
Listening & Speaking
Reading
Writing/Grammar
Week 2
Grammar/Writing
Language Arts ((Contemporary Childrens Literature)
Literature The Modular Approach/Configuration Assessment for learning
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
Thinking skills have been emphasised in the curriculum
since 1994 with the introduction of Creative and Critical Thinking Skills (CCTS). Beginning 2011, the Standardbased Curriculum for Primary Schools gives emphasis to Higher Order Thinking Skills (HOTS). HOTS encompasses the ability to apply knowledge, skills and values along with reasoning and reflective skills to solve problems, make decisions and be innovative and creative. Higher order thinking skills refer to the skills of applying, analysing, evaluating and creating.
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
HOTS
Application
Analysis
Evaluation Creation
Explanation Using knowledge, skills and values in different situations to complete a piece of work Ability to break down information into smaller parts in order to understand and make connections between these parts Ability to consider, make decisions using knowledge, experience, skills, values and justify decisions made Produce an idea or product using creative and innovative methods
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
Blooms Taxonomy
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
Barretts Taxonomy
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
Enquiry Based Learning
Project Based Learning Differentiated Learning
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
in the classroom activity
Enquiry based learning starts by posing
questions, problems or scenariosrather than memorising and simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by the teacher. Pupils learn best when they are at the centre of their own learning.
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
PBL is a model for classroom activity that
shifts away from the classroom practices of short, isolated, teacher-centred lessons and instead emphasizes learning activities that are long-term, interdisciplinary, and studentcentred. PBL also develops student competency in critical thinking, collaboration, communication, and creativity Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
WHY PROJECT-BASED LEARNING?
BENEFITS Increase Creativity Increase Comprehension Skills Increase Reading Skills Building Motivation Using Multiple Intelligence Learning To Work In Groups Building Sense Of Responsibility Increases Scores Taking Skills To Next Level Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Also known as differentiated instruction.
It is the way in which a teacher anticipates and responds to a variety of student needs in the classroom.
To meet student needs, teachers differentiate
by modifying the content (what is being taught), the process (how it is taught) and the product (how students demonstrate their learning). Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Traditional Instruction
Differentiated Instruction
A single teaching approach
for the entire of class.
A variety of approaches of lesson delivery.
Pupils practice looks the
same for the entire class.
Pupils have access to the
content through a variety of learning styles.
Pupils who have already
mastered wait until the rest of the class catches up.
Pupils who have mastered the
material are given challenging tasks which deepen their understanding of the content.
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
Traditional Instruction
Differentiated Instruction
Pupils have little choice Pupils are given choice
on what they study. in the area of study whenever possible. Pupils are all expected to have the same outcomes and progress is judged using the same guidelines for everyone. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
The teacher modifies
the grading rubric to take into account varying levels of readiness for the given task among pupils.
CONTENT
CURRICULUM PEDAGOGY
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
ASSESSMENT
28
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, Grammar and Language Arts. 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. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
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; Bahagian Pembangunan Kurikulum KEMENTERIAN L&S, PENDIDIKAN R, WMALAYSIA & LA. So, the testing is not only paper
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
THE CONTEMPORARY CHILDRENS 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. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
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
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
Texts In The New Cycle (Cycle 2) SK & SJK
GENRES POEMS (COMPILATION) (10 POEMS FOR YEAR 6) 1) Messing About by Michael Rosen 2)The Sandwich by Tony Bradman 3)My Sisters Eating Porridge by John Coldwell 4)Toes by Judith Nicholls 5)Dont by John Kitching 6)Here is the Nose by Clyde Watson 7)The Mud-pie Makers Rhyme by Janet Paisley 8)A Garden by Leila Berg 9)Swinging by Leila Berg 10)Tadpoles by Fyleman Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
THE SHORT STORY
THE GRAPHIC NOVEL
Akbars Dream
Wizard of Oz
by Jane Langford
by L. Frank Baum retold by Martin Powell
KEEP IN MIND! Teachers are free to choose whichever genre to start teaching in Year 6 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 completed teaching all the texts in the 3 genres, they are encouraged to use literary texts of their own during the Language Arts classes. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
