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Syllabus and
Curriculum
Specifications
Study
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1.
2.
3.
4.
INTRODUCTION
In this section you will understand the KBSR Syllabus and Curriculum
Specifications better by learning about the principles of their design, format and
content organisation. You will also learn to implement the Curriculum
Specifications by learning about the principles of organising a scheme of work,
the format and planning the scheme of work.
6.1
The Malaysian English Language Syllabus for primary school specifies what is to
be taught from Year 1 to Year 6. It covers the four language skills of listening,
speaking, reading and writing, as well as language contents. The language
contents are the sound system, grammar and vocabulary.
It is stated that each of the English Language Curriculum Specifications Year 15
or Huraian Sukatan Pelajaran Bahasa Inggeris Tahun 15 (2003) serves as a
guide. Teachers of English for the Malaysian Primary school are expected to
adhere to them as much as possible with regard to the skills to be acquired by
learners, the content or topic, and the vocabulary and grammar items that pupils
must know in order for them to learn the language.
6.1.1
Lets examine the KBSR English Language Syllabus and the Curriculum
Specifications (CS) more closely. The following are either adapted or taken from
the Syllabus and CS.
As a teacher of English in the Malaysian primary and secondary schools, what is
required of you? How can you successfully achieve or carry out your duty?
English is a compulsory subject in all primary and secondary schools in line with
its status as a second language in Malaysia.
6.1.2
The contents of the Curriculum Specifications are set out in a table with three
columns.
The first column is the LEARNING OUTCOMES column. These are skills and
attitudes to be acquired by pupils and are drawn from the syllabus.
The second column is the SPECIFICATIONS column. Here, the larger Learning
Outcomes are broken down into manageable skills and sub-skills for teaching
and learning. These specifications represent important aspects of the learning
outcomes to be acquired.
To help teachers further, these specifications have been categorised into 3 levels,
ranging from basic to advanced. Level 1 outlines the basic skills to be achieved by
all learners. On completing their tasks successfully, learners then progress to
Level 2, and then to Level 3.
The third column is entitled EXAMPLES/ACTIVITIES/NOTES. These notes are
directed at teachers and they include explanations, teaching points and examples
of activities to help pupils achieve the skill specifications.
(a)
Language Skills
A close link with the skills of listening, speaking, reading and writing is
maintained. Vocabulary and sentence patterns introduced in the oral
component also need to be taught and used by pupils in reading and
writing. Grammar items taught and learned must be applied to both oral
work and writing exercises.
(b)
Learning Content
In teaching English to pupils, specified contexts are used to make lessons
meaningful. Some themes have been identified to help teachers decide
upon their own topics that are suitable for their respective classes.
When planning lessons, topics for teaching are initially based on the
immediate learning environment of the child. Later on, these are expanded
to town, country and more distant foreign locations.
(c)
(d)
Grammar
Grammar items and sentence patterns have been selected from the list
provided in the English Language syllabus to help pupils master the
structures of English. Teachers are advised to limit the number of structures
used in any one lesson to ensure that learners master the structures well.
Teaching too many structures may not be advisable for weak learners as
these may only serve to confuse them.
(e)
Word List
The list of words selected for teaching is based on a sample of the more
common words and high frequency words and can be used and recycled in
different contexts and topics. The suggested word list can be widened if
pupils demonstrate that they are capable of receiving more.
6.1.3
I.
LEARNING OUTCOMES
In acquiring the four language skills, learners are required to perform tasks so
that the following outcomes can be achieved.
(a)
Listening
The listening component aims at developing learners ability to listen to
and understand the spoken language better. The sub-skills of listening
range from the basic level of sound, word and phrase recognition to an
understanding of the whole text. Learners are encouraged to listen to
various text types so that they will become familiar with the sounds,
intonation and stress patterns of the English language, as well as to get to
know the correct pronunciation of words and the use of certain expressions.
Learners are also encouraged to respond to information or the message
heard in a variety of ways including verbal and non-verbal forms.
SELF-CHECK 6.1
Try to list the main listening skills that should be taught. Next arrange
them in order from easy to difficult.
Then check your answers against the list stipulated in the syllabus as
shown next.
(ii)
main ideas
specific details
sequence
(vi) Listen to and enjoy the rhyme, rhythm and sounds of poetry, jazz
chants and songs;
(vii) Listen to and enjoy stories, fables and other tales of imagination and
fantasy and predict outcomes, and draw conclusions at a level suited
to their ability.
(b)
Speaking
As speaking is linked closely to listening, learners are taught to listen
carefully to what is spoken and give an appropriate response. In the
development of oral skills, learners are taught how to ask questions politely
when seeking information or clarification and to reply giving relevant
information. Learners are also taught to express their thoughts, feelings and
ideas when talking to friends and older people. Thus, learners are taught to
use appropriate words, phrases and expressions that do not offend others
which can occur with the lack of proficiency. In making their utterances
understood by others, learners are taught to pronounce words correctly and
to speak clearly with the right stress and intonation.
SELF-CHECK 6.2
Try to list the main speaking skills that should be taught.
Next arrange them in order from easy to difficult.
Then check your answers against the list stipulated in the syllabus as
shown next.
(ii)
(iii) Express thoughts and feelings and talk about things heard, read, seen,
and viewed in simple language;
(iv) Ask questions politely to obtain information and clarification;
(v)
(vi)
to state
to identify
to disagree
to make comparisons;
(vii) Make and receive telephone calls using polite speech forms:
(viii) Tell stories based on pictures and other stimuli, and recite simple
poems;
(ix)
Talk about the people, places and moral values of the stories heard,
read and viewed using simple language;
(c)
(x)
(xi)
giving opinions,
Reading
The component on Reading emphasises the teaching of the skills of reading
to enable learners to become independent readers. The teaching of reading
in the early stages begins at the word and phrase levels before progressing
to sentence recognition and reading at the paragraph level. In this early
stage of reading, a combination of phonics and the whole text approach will
benefit young readers. Gradually, learners are also taught to extract specific
information from a text and to also respond to a text with their own ideas
and opinions. Information skills and study skills are also taught through
the use of dictionaries and encyclopaedias. For those who have the
facilities, accessing the Internet and other electronic media for information
is also encouraged. Pupils are also taught to obtain information from maps,
plans, graphs and time-tables at a level suited to their ability.
The use of a variety of texts for the teaching of reading skills will not only
provide the opportunity for learners to learn new words but also enable
them to see how grammar is used correctly. At the same time, reading a
variety of texts will also help learners develop their reading skills for
different purposes. Learners are also encouraged to read extensively
outside the classroom for enjoyment and information. This will not only
improve their proficiency in the language but will also help them to become
independent and efficient readers.
SELF-CHECK 6.3
Try to list the main reading skills that should be taught.
Next arrange them in order from easy to difficult.
Then check your answers against the list stipulated in the syllabus as
shown next.
Acquire word recognition and word attack skills so that they are able
to recognise sight words;
(ii)
(iii)
(iv)
(v)
(vi)
base words
prefixes
suffixes
contextual clues
(ix)
Skim and scan texts for the gist and specific information;
(x)
(xi)
main ideas
supporting details
sequence
Read and enjoy simple stories and poems and respond to them by
talking about the people, animals and moral values in the story or
poem
(xii) Read simple texts and predict outcomes at a level suited to learners
ability;
(xiii) Read simple texts and make inferences, and draw conclusions;
(xiv) Acquire problem-solving skills;
(xv) Read and obtain information from non-linear texts such as timetables, maps, graphs, and diagrams at a level suited to learners
ability;
(xvi) Read widely and independently.
(d)
Writing
In this component, the focus is on developing learners writing ability
beginning at the word and phrase levels, and progressing to the sentence
and paragraph levels. For those who are able and capable, they must be
encouraged to write simple compositions comprising several paragraphs.
Attention is also paid to penmanship so that even from a young age,
learners are taught to write clearly and legibly both in print and cursive
writing. In writing simple compositions, learners are taught the various
steps involved in writing such as planning, drafting, revising, and editing.
In the process, they are also taught to use appropriate vocabulary and
correct grammar to get their meaning across clearly. Although much of the
writing at this level is guided, the amount of control is relaxed for learners
who are able and proficient in the language. All learners are encouraged to
write for different purposes and for different audiences. Spelling and
dictation are also given emphasis.
SELF-CHECK 6.4
What are the main writing skills that should be taught?
Arrange them in order from easy to difficult.
Check your answers against the list stipulated in the syllabus as
shown next.
By the end of their primary schooling, learners should be able to write lists,
messages, letters, instructions, directions, simple poems and stories,
descriptions, simple recounts and simple reports for various purposes.
They should be able to:
(i)
Copy correctly
(ii)
(iii)
(iv)
(v)
(vi)
(x)
(xi)
(xii) Write to express ones feelings and exercise ones creativity such as
when writing a diary, composing simple poems and stories, creating
greeting cards, posters, etc.;
(xiii) Plan, draft, revise, and proof-read ones written work;
(xiv) Communicate with other people on the Internet and other electronic
media by writing letters, messages, sending birthday greetings, etc.
II.
LANGUAGE CONTENT
(a)
(ii)
(iii)
(iv)
Consonant clusters
(v)
(b)
(ix)
(x)
Contractions
Grammar
Grammar also forms part of the language contents of the syllabus.
Grammar items need to be taught in context and in a meaningful way so
that they can be used both in speech and in writing. The grammar items can
Word Order
(ii) Connectors
(iii) Verbs
Modals: can, may, might, must, could, will, would, shall, should
Conditional: if
Subject-verb agreement
(iv) Articles
(v)
Prepositions
In, out, on, under, by, next, to, near, behind, around, over, at, between,
among, through, above, across, from, since, of, off to, against, in front
of, at the back of
(vi) Nouns and Pronouns
Pronoun forms:
(vii) Modifiers
(c)
Adjectives, Adverbs
Word List
The word list forms part of the language contents in the curriculum. The
words in the list are some key words that must be mastered by all learners
according to their stages of development. More words have been listed in
the Curriculum Specifications or Huraian Sukatan Pelajaran for each year
and these words are listed under various topics. These are the minimum
words to be taught and teachers may expand the list according to the level
and ability of their learners as well as the topic under study.
SELF-CHECK 6.5
What is the difference between a syllabus and a curriculum
specification?
What are the main components of the KBSR Curriculum
III.
EDUCATIONAL EMPHASES
2.
Thinking skills
2.
3.
4.
5.
Multiple Intelligences
6.
Knowledge Acquisition
7.
Now, lets examine the KBSR English Language Syllabus and Curriculum
Specifications more closely. You will need to refer to them to do the following
exercises.
ACTIVITY 6.1
Refer to the KBSR English Language Syllabus
1.
2.
3.
4.
5.
6.
ACTIVITY 6.2
Look at the following activities planned for 3-day lessons and identify
the language skills (L, S, R or W) that would be practised by the pupils in
the column provided. Some answers are given as examples. (N.B. The
ending words of each line in the pupils rhymes need NOT rhyme)
Day 1
No
Activity
Language Skill
L&R
L&S
S&L
Day 2
Group C pupils write their
substituting the nouns and verbs.
rhyme*
by
ACTIVITY 6.3
Refer to the Curriculum Specifications of Year:
1.
Speaking
Learning outcomes
Specifications
2.
Writing
Learning outcomes
Specifications
3.
Listening
Speaking
Reading
Writing
Learning
outcomes
Specifications
4.
5.
Grammar
Word List/Vocabulary
6.2
6.2.1
A scheme of work is a plan that indicates what will be taught for the
semester/year and in what order it will be taught. Objectives set out in the
syllabus for each school year form the basis for the scheme of work for the
year.
Chitravelu et al. (2005)
6.2.2
If you fail to plan, you plan to fail. Planning is one of the most important and
most helpful things that teachers can do. Effective planning means that teachers,
students, parents and principals know what will be learned, when it will be
learned and how learning will take place.
As a teacher, start by thinking about what you have to teach for each year, then
each term, each week and each lesson. Refer to the Sukatan Pelajaran KBSR
Bahasa Inggeris (2001; Pusat Perkembangan Kurikulum, Kementerian
Pendidikan Malaysia) and Huraian Sukatan Pelajaran KBSR Bahasa Inggeris
Tahun 16 (20022003) or your coursebook to gauge the amount of work you
have to prepare. The division of all this work, set in order, is a scheme of work.
It is good for all the teachers who teach a particular standard to work together on
the scheme of work because of the following reasons:
Such things as monthly tests and school exams make it necessary for teachers to
synchronise, as far as possible, what is taught and the order in which it is taught.
The level at which it is taught and the particular techniques used in teaching
should be tailored according to the pupils proficiency and interests.
All the teachers perceptions of the syllabus items should become known to
others. This may encourage cooperation and collaboration, which will benefit
everyone involved, including the pupils. Similarly, teaching ideas and resources
can also be shared.
Factors that may be considered when planning a scheme of work are:
(a)
(b)
What items need to be covered, how important each item is for the pupils,
how long it will take them to achieve the level of mastery required.
(c)
(d)
How recycling, reinforcement and enrichment can be built into the scheme
of work for the year.
(e)
How to achieve a good balance and integration of the four language skills
and grammar.
Chitravelu et al., (2005)
SELF-CHECK 6.6
What should be covered in a scheme of work? What are the main
factors that should be considered in planning the scheme of work?
6.2.3
ACTIVITY 6.4
Complete the Scheme of Work in Sample 1based on the theme, The
world of knowledge. Discuss with your friends/colleagues and
improve on it.
ACTIVITY 6.5
Fill in the box below for a Week 2 Scheme of Work For Year 5 by
integrating the four Language Skills.
Week
Learning Outcomes
Specifications
Week 2:
Theme:
World of Self
Topic:
ACTIVITY 6.6
Fill in the box below for a Week 3 Scheme of Work For Year 5 by
integrating the four Language Skills.
Week
Learning
Outcomes
Specifications
Examples/
Activities
Week 3:
Theme:
World of Self
Topic:
ACTIVITY 6.7
Week
Learning
Outcomes
Specifications
Examples/
Activities
Pedagogical
Approaches/
Strategies
Week 4:
Theme:
World of
Self &
World of
knowledge
Topic:
ACTIVITY 6.8
Fill in the box below for a Week 5 Scheme of Work For Year 5 by
integrating the 4 Language Skills.
Week
Learning
Outcomes
Specifications
Examples/
Activities
Pedagogical
Approaches/
Strategies
Week 5:
Theme:
World of
Self &
World of
Knowledge
Topic:
Language
Content
The principles of the KBSR Syllabus and Curriculum Specifications and their
format.
Curriculum specifications
of
the
KBSR
Syllabus
and
Curriculum
Syllabus
KBSR
Brumfit, C., Moon, J., & Tongue, R. (ed) (1991). Teaching English to children:
From principles to practice. Simon and Schuster.
Chitravelu, N., Sithamparam, S., & Teh Soo Choon (2005). ELT methodology
principles and practice (2nd ed.). Kuala Lumpur: Fajar Bakti.
Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah Bahasa
Inggeris or Curriculum Specifications for KBSR English Language Syllabus
Year One to Six (2003).
Kementerian Pendidikan Malaysia Pusat Perkembangan Kurikulum (2002)
Kurikulum Bersepadu Sekolah Rendah Sukatan Pelajaran Bahasa Inggeris.
(KBSR English Language Syllabus for Primary School)
Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah Bahasa Inggeris (KBSR
English Language Syllabus) Kementerian Pendidikan Malaysia Pusat
Perkembangan Kurikulum (2001).