KSSM Bahasa Inggeris

KURIKULUM STANDARD SEKOLAH
MENENGAH

BAHASA INGGERIS

Dokumen Standard Kurikulum dan Pentaksiran

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BAHAGIAN PEMBANGUNAN KURIKULUM

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The Standards-Based English Language
Curriculum (SBELC)

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Aims

Content Objectives
Organisation

Assessment Focus

SBELC

Cross- Higher 21st
Curricular Order Century
Elements Thinking
Skills Skills
T&L
Strategies Peneraju Pendidikan Negara

1. Aim

The Standards-Based English Language Curriculum aims to reinforce
pupils` basic understanding of the English language so that they are
able to communicate in the language for knowledge acquisition,
future workplace needs and to enable them to communicate
effectively in a variety of contexts.

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2. Objectives

By the end of secondary education, pupils are able to:
1.Understand meaning in a variety of familiar contexts.

2.Recognise features of spoken genres on familiar topics.

3.Communicate information, ideas, opinions and feelings intelligibly on familiar topics.
4.Understand a variety of texts by using a range of appropriate strategies to construct
meaning.
5.Explore and expand ideas for personal development by reading independently and widely.
6.Communicate intelligibly through print and digital media on familiar topics.

7.Communicate with appropriate language, form and style in a variety of contexts.

8.Respond to, analyse and evaluate a variety of literary text types.

9.Appreciate and inculcate values, positive attitude, patriotism and citizenship through

language activities.

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•The SBELC is aligned to the Common European Framework of Reference
(CEFR) for Languages.
•The CEFR is used to develop the SBELC’s target proficiency level via the
CEFR proficiency levels.

Curriculum Target Levels Based on CEFR

Primary Secondary

Pre school

1 2 3 4 5 6 12 3 4 5

Working A1 Low
Towards A1 Mid
A1 High
A1 A2 Low
A2 Low
A2 Mid
Revise A2
A2 High
B1 Low
BI Mid
BI High

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Science and Technology Communication Spirituality, Attitude and Values
Mastering verbal and nonverbal
 Mastering science, mathematics and language skills for daily  Internalising religious practices, attitudes and
 technology interactions as well as equipping
themselves for their career paths values in life
Being ethical in applying science,
mathematics and technology knowledge in Balanced  Submitting to God
everyday life Individual  Moulding individuals with good values,

Physical Development and Aesthetics Personal Competence integrity and accountability

 Applying knowledge, skills and ethics i​ n  Nurturing leadership and personal development Humanities
 through curriculum and extra-curricular activities
order to achieve physical and health well-  Preparing Malaysians for the 21st century
Internalising positive values such as one’s self-  Mastering conceptual knowledge
 being esteem and self-confidence  Developing intellectual skills
Appreciating and applying imagination,  Internalising fundamental values ​ and democracy
talent, creativity and innovation to produce  Promoting one’s potential and creativity  Developing problem solving skills
creative works  Developing meaningful relationships with individuals
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8/1/2018 and communities

3. Focus

a.

Curriculum
Principles

c.

Curriculum
Approach

b. d.

Curriculum Lesson
Organisation Organisation

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 Preparing for the Real World * a.
 Sustaining Language Use
 Acquiring Global Competencies Peneraju Pendidikan Negara
 Acknowledging Pupils’ Differences
 Developing Confident and Competent

Communicators

Key Stages in SBELC b.

 Stage 1: Year 1, Year 2 & Year 3 Peneraju Pendidikan Negara
(Lower primary)

 Stage 2: Year 4, Year 5 & Year 6
(Upper primary)

 REMOVE CLASS

 Stage 3: Form 1, Form 2 & Form 3
(Lower Secondary)

 Stage 4: Form 4 & Form 5
(Upper Secondary)

c.

 Emphasis on the modular approach
o All language skills (Listening, Speaking, Reading and Writing)
and aspects of Grammar and Literature in Action are given
due focus and attention

 During teaching and learning, the four language skills and aspects
of aspects of Grammar are connected through topics that are
related to the relevant themes.

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c.

Themes:

KSSM

People and Culture

THealth and Environment

Science and Technology
Consumerism and Financial
Awareness

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People and Culture LISTENING
SPEAKING
Science and Technology READING
WRITING
Health and LITERATURE IN ACTION
Environment
Consumerism and
Financial Awareness

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Time Allocation KSSM d.

112 hours/year Peneraju Pendidikan Negara

Coverage of each theme – use the SOW

4. 21st Century Skills

Learning Skills Literacy Skills Life Skills

Critical and Creative Information Literacy Flexible and Adaptable
Thinking Media Literacy
Initiative and Self-Directed
Collaboration Technology Literacy
Social & Cross-cultural
Communication Skills

Productive & Accountable
Display leadership &
Responsibility

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21st
Century
Pupils’
Profile

Patriotic Resilient

Caring Thinker

Informed Communicator

Principled Team
Player

Inquisitive

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5. Higher Order Thinking Skills

Application • Use knowledge, skills and values to
Analysis complete a piece of work
Evaluation
Creation • Break down information into smaller
parts to understand and make
connections between parts

• Consider, make decisions using
knowledge, experience, skills, and values
and justify decisions

• Produce an idea / product through
creativity and innovation
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6. Teaching and Learning
Strategies

21st century teaching and
learning requires:

Supportive
environment

Teacher
as

facilitator

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Teaching and learning strategies involve:

Cognitive Metacognitive Resource
Processes Processes Management

• learning and • thinking about thinking • controlling resources
understanding so as to acquire and required in T&L
information understanding activities
information
• e.g. paraphrasing and • e.g. time, effort, affect
summarising • e.g. planning, and support
regulating, monitoring
and modifying

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Recommended teaching and learning strategies:

Plan strategic pupil-centred learning Inquiry-Based
activities based on explorative Learning
learning

Main focus

Cooperative Project-Based
Learning Learning

Pupil-
Centredness

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Can be implemented through: Inquiry-based
 Pupil–centered activities Learning
 Explorative learning
 Active engagement during T&L Peneraju Pendidikan Negara

 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

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Methods and techniques in inquiry-based learning
include:

• project-based learning • drama
• surveys • forum
• brainstorming • dialogue
• demonstration • group work
• simulation
• role play

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Project-Based
Learning

 Emulates real world experiences

 Pupils learn to:
o plan their work
o manage time
o document work progress
o make improvements and adjustments
o be critical, creative and innovative
o lead
o collaborate
o apply soft skills

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 Implemented during Literature in Action (LiA)

Explore
Literary

Texts

Formative LiA Small
Assessment Interconnected

Projects

Performance
Based on Texts

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Pupil-Centredness Pupil-
Centredness
• Learning through
 discovery Peneraju Pendidikan Negara
 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

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Cooperative
Learning

Cooperative Learning

 Group work, familiarising team work:

 Recommended small group to ensure productivity and responsibility

 Turn-taking to be group leader

 Practise:

 Soft skills

 Compromise  Creativity

 Collaboration  Innovative

 Responsibility  Problem-solving

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7. Cross-Curricular Elements

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

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The cross-curricular elements include:

1. Language
2. Environmental Sustainability
3. Values
4. Science and Technology
5. Patriotism

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6. Creativity and Innovation
7. Entrepreneurship
8. Information and Communications Technology
9. Global Sustainability
10. Financial Education

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Classroom
Assessment

8. Assessment FORMATIVE SUMMATIVE
Reporting ASSESSMENT ASSESSMENT

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Classroom Assessment (BPK)

Formative Assessment

• to improve pupils’ learning and the quality and effectiveness of teaching
strategies

• Observations or quizzes
• Formal (recorded) or Informal (unrecorded)
• Assessment tools (assignments, projects, performances, demonstrations,

field study, case study)

Summative Assessment

• Twice yearly (minimum)

• Recorded (report)

• School administration of instruments and evaluation

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CLASSROOM ASSESSMENT

Classroom Centralised Exam Assessment for Physical, Sports Psychometric
Assessment and Co-curricular Activities Assessment
(LP)
(BPK) (BKK) (BPSH)
• School
• Part of the T&L administration of • Measures and • Measures natural
process instruments and evaluates abilities, thinking
evaluation performance, skills, problem-
• Involves involvement and solving skills,
Assessment as participation in interest, inclination,
Learning, physical, health, attitude and pupil
Assessment for sports and co- personality
Learning, and curricular activities
Assessment of
Learning

• Traits (7): holistic,
inclusive,
authentic,
localised, flexible,
continuous,
standardised

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Content
Standards

9. Content Organisation Learning
Standards

Performance
Standards

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CONTENT LEARNING PERFORMANCE
STANDARDS STANDARDS STANDARDS

• what pupils should know, • concise educational • degree or quality of
understand and be able objectives that pupils are proficiency in relation to
to do within a schooling expected to know and be the CS and LS
period able to do throughout the
secondary education • allow pupils to reflect,
• knowledge, skills and think and act upon their
values, work habits and • a set of criteria or learning strategies for self-
personal character traits indicator for learning improvement
throughout the pupils’ quality and achievements
remove class education that can be measured for
each Content Standards
• over-arching
educational goals to be • standards should be
achieved end of remove mastered by all pupils at
class the end of each Form

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PERFORMANCE STANDARDS

•TO BE CONTINUED TOMORROW

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PERFORMANCE STANDARDS

• Performance Standards refer to the six levels of pupils’ progress in the
acquisition of the four language skills; Listening, Speaking, Reading and
Writing.

• Teachers can diagnose the learning strengths and weaknesses, measure
pupils’ progress against the teaching and learning objectives, then review,
restrategise and modify their teaching to enhance pupils’ learning.

• Teachers can use the specific descriptors to determine the performance
level of their pupils in the respective language skill.

• The performance levels indicate pupils’ progress in learning.
• Teachers can record pupils’ progress in the record book, exercise book,

notebook, checklist, schedules or through other appropriate methods.
• The performance levels are recorded in the reporting template that has

been provided after the teachers have completed teaching the Learning
Standards (twice yearly).

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Performance Standards for listening skills

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Overall Performance Level for Target
Level CEFR B1 (Independent User)

Performance Notes
Level
Pupil hardly achieves the curriculum target even with
1 a lot of support.

2 Pupil is on track to achieve the curriculum target.

Pupil achieves expectations for the curriculum
3

target.
Pupil works towards exceeding expectations of the
4
curriculum target.
Pupil is on track to exceed expectations of the
5 curriculum target.

6 Pupil exceeds expectations of the curriculum target.

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The Overall Performance Level
will be generated in the final
assessment.

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The Overall Performance
level will be generated in
the final assessment.

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Graphical Report

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UBI/SBK/BPK2018
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