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MINISTRY OF EDUCATIO
STANDARD-BASED CURRICULUM FOR SECONDARY SCHO
English Language
Curriculum and Assessment Standards
Form 1
Limited Publication
Ministry of Education Malaysia Curriculum Development Division
May 2015
Terbitan 2015
Kementerian Pendidikan Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan
bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum m
daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E
CONTENT
Rukun Negara
vii
National Education Philosophy
ix
Foreword
xi
Introduction.
1
Aims.
3
Objectives.
3
Focus
4
Curriculum Principles.
4
Curriculum Organisation.
5
Curriculum Approach.
6
Lesson Organisation
21 Century Skills.
Higher Order Thinking Skills.
Teaching and Learning Strategies
Educational Emphases
Assessment
Performance Standard
Content Organisation.
Specific Objectives for Form 1.
Listening and Speaking
Reading
Writing
10
11
12
15
18
st
19
20
21
25
33
39
Grammar
Literature in Action
Word List
Teaching Organiser
Panelists
45
53
57
63
73
UKUN NEGARA
duan yang lebih erat dalam kalangan seluruh masyarakatnya; Memelihara satu cara hid
adil dan saksama; Menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaann
yang akan menggunakan sains dan teknologi moden;
krar akan menumpukan seluruh tenaga dan usaha
rsebut berdasarkan prinsip-prinsip yang berikut:
AYAAN KEPADA TUHAN
MBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN
UKUN NEGARA
Indeed, our country Malaysia aspires to achieving a greater unity for all he
ably shared; Ensuring a liberal approach to her rich and diverse cultural traditions; and
shall be oriented to modern science and technology;
he people of Malaysia,
ttain these ends, guided by these principles:
BELIEF IN GOD LOYALTY TO KING AND COUNT
HE CONSTITUTION RULE OF LAW
HAVIOUR AND MORALITY
Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih
memperkembangkan potensi individu secara menyeluruh dan bersepadu untuk
dan kemakmuran keluarga, masyarakat dan negara
Sumber: Akta Pendidikan 1996 (Akta 550)
Education in Malaysia is an ongoing effort towards further developing the
potential of individuals in a holistic and integrated manner, so as to produce indi
society and the nation at large.
Source: Education Act 1996 (Act 550)
KATA PENGANTAR
Kurikulum Standard Sekolah Menengah (KSSM) yang dilaksanakan secara
Kandungan, Standard Pembelajaran dan Standard Pentaksiran.
Usaha memasukkan Standard Pentaksiran di dalam dokumen
berperingkat
mulai
tahun
2017
kurikulum telah mengubah lanskap sejarah sejak Kurikulum Kebangsaan dilaksanakan di bawah S
bagi mempertingkatkan pencapaian murid.
DSKP yang dihasilkan juga telah menyepadukan enam tunjang
Kerangka KSSM, mengintegrasikan pengetahuan, kemahiran dan nilai, serta memasukkan secara eksplisit K
Bagi menjayakan pelaksanaan KSSM, pengajaran dan pembelajaran guru perlu memberi penekan
ke-21.
Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
penghargaan dan ucapan terima kasih kepada semua pihak yang terlibat dalam penggubalan KSSM. Semoga
Dr. SARIAH BINTI ABD. JALIL
Pengarah
Bahagian Pembangunan Kurikulum
INTRODUCTION
The Standard-Based English Language Curriculum for Secondary Schools (SBELC) is a continuance of the Stan
The six strands that form the fundamentals of the SBELC are:
communication
spiritual, attitude and values
humanistic
personal development
physical and aesthetic development
science and technology
These strands are evident in the Standard-Based Curriculum for
Secondary Schools (KSSM) as they shape the fundamental principles of curriculum development in Malays
In the SBELC, knowledge, skills and good values are the elements
running through each strand and these elements are built upon and expanded from primary school. It is imperative
are weaved into every lesson to inculcate the awareness,
understanding and respect for the differences and similarities
amongst individuals and various communities leading to unity and harmony in our multicultural society.
In preparing the students to meet the challenges of the 21 century, due emphasis is given to developing perseveran
English language is the way forward to interacting with the local and global communities by reaching out across
work place experience.
In Malaysia, English is the second language and is taught in all
schools throughout the country. Although there are a range of registers available in the English Language,
English where spelling, grammar and pronunciation are concerned.
###
st
Science & Technology
The mastery of Science, Mathematics, and Technology.

Being ethical in applying Science,
Mathematics and Technology
knowledge in everyday life.
The application of knowledge,

skills and ethics in order to
achieve physical and health wellbeing.
Appreciate and apply imagination,

talent, creativity and innovation to produce creative works.
Communication
The mastery of verbal and nonverbal language skills
HOLISTIC
for daily interactions as well as equipping themselves for their career paths.
INDIVIDUAL
Personal Development
Nurturing leadership and personal

development through curriculum and
extra-curricular activities.
Internalisation of positive values such

as ones self-esteem and selfconfidence.
Promoting ones potential and
Cultivate meaningful relationships
Internalisation of religious practices, attitudes and values in
Submission to God
creativity.
with individuals and communities.
life.
Moulding individuals with good
values, integrity and accountability.
Humanistic
Preparing Malaysians for the 21st century.
Developing problem solving skills.
The mastery of conceptual knowledge.

Development of intellectual skills
Internalisation of fundamental
values and democracy.
Spiritual, Attitude &

Values
Physical & Aesthetic
Development
Figure 1: The Standard-Based Curriculum (KSSM) Framework for Secondary Schools

AIMS
The Standard-Based English Language Curriculum for Secondary
Schools in Malaysia is designed to enable students to communicate and interact confidently, proficiently and com
in the real world.
OBJECTIVES
By the end of secondary education, students are able to:
1. Understand the main points of clear standard input on familiar matters regularly encountered in work, school an
2. Describe experiences and events, dreams, hopes and ambitions, and give reasons and explanations
3. Use appropriate language to make calculated decisions in situations likely to arise in real life;
4. Produce ideas and connected texts on various topics of interest;
5. Use a range of learning tools including the multimedia to communicate in various modes;
6. Comprehend and appreciate a variety of literary and non-literary texts critically and creatively;
7. Understand and respect the perspectives of people with linguistic diversities and different cultural he
8. Acquire lifelong interest and enjoyment of language learning
through curiosity and enquiry.
FOCUS
In order to be successful in this increasingly diverse, globalised and
dynamic era, students need to face numerous challenges and demands. Therefore, there is need for a 21
Curriculum Principles
The SBELC is developed based on these principles:

1. Preparing for the Real World
The challenges of the 21 century demand an education system that prepares students to be competent,
and hands-on in nature for classroom activities and project work.
Hence, learners are able to apply knowledge and skills to real world
settings which would lead to greater success in future work place.
2. Incorporating Sustainability in the Curriculum
The SBELC is designed to guide students in acquiring knowledge and skills so that they can effectively participate in
3. Acquiring Global Competencies
The world we live in today is highly inter-connected that there is a
need to keep abreast with the rapidly-emerging technologies. Education plays a role in preparing students t
global citizens. The concept of global competence incorporates the
knowledge and skills students need in the 21st century. Globally- competent students should be equipped w
investigate the world, that is, by being aware, curious, and interested in learning about the world and how i
communicate ideas to a diverse audience on various topics through different means; and
become global players by taking responsibility for their actions and weighing the consequences.
4. Realising Individual Student Differences
Teaching approaches, lessons and curriculum materials must take into account the varying needs and abilities o
in the SBELC would be able to acquire the language.
5. Developing Confident and Competent Communicators
Effective communication is pivotal in todays fast-paced world. We need to be able to communicate our thoughts
Curriculum Organisation
The SBELC is divided into two key stages; Stages Three and Four (refer Table 1).
Table 1: Key Stages in SBELC
Stage One
Years 1, 2 and 3 (Lower Primary)
st
Stage Two
Years 4, 5 and 6 (Upper Primary)
Stage Three
Forms 1, 2 and 3 (Lower Secondary)
Stage Four
Forms 4 and 5 (Upper Secondary)
The SBELC is organised with the intention of building a strong

foundation in the teaching and learning of the English language by means of a 3-phase strategy (refer Figure 2).
Figure 2: The 3-Phase Strategy
First, the SBELC ensures that there is continuity from the primary school curriculum. This is made possible durin
In Stage 4, the SBELC provides an avenue for students in Forms 4
and 5 to consolidate and apply the language skills in situations that emulate the real world.
Finally, the SBELC ensures the sustainability of the language skills
learnt through the many hands-on, minds-on and hearts-on activities. The 3-phase strategy assures
Curriculum Approach
The SBELC emphasises the modular in focus approach. This
approach ensures that all the language skills; Listening and Speaking, Reading and Writing, and the elem
People and Culture
Health and Environment
Science and Technology
Consumerism and Financial Awareness
The SBELC is modular in design and this is reflected in the
organisation of the Content and Learning Standards. This curriculum strengthens the mastery of the fou
LISTENING AND SPEAKING

READING WRITING GRAMMAR
LITERATURE IN ACTION
THEMES
integrated to emulate real-life situations. These tasks and

experiences will be the bridging that helps students to solve problems they encounter in real life which
Language activities are contextualised in four domains:
Personal
Public
Educational
Occupational
The personal domain relates to socializing with family, friends, neighbours and those around us.
LOWER SECONDARY
FORMS 1, 2 & 3
UPPER SECONDARY
FORMS 4 & 5
The public domain encompasses dealings with the public services,

administrative bodies, cultural and leisure activities of a public
STAGES
re 3: The Modular Design
At the end of each topic, the teacher prepares a task or an activity based on a situation that students can relate
ensuring that all the four language skills and elements taught, are
nature and the mass media.
The educational domain covers academic bodies and institutions, and concerns with acquiring specific knowledge o
The occupational domain refers to all activities that relate to ones job.
Each domain requires a different approach in using the language based on the students learning needs. T
treatment of these domains and themes are essential to enhance
the development of language skills through various strategies and activities. Hence, these will develop personal l
balanced individuals.
Lesson Organisation
The SBELC` is designed to be modular in focus starting with the Listening and Speaking skills, followed by
A lesson starts focusing on Listening and Speaking skills while other skills such as Reading and Writing ar
All the four language skills are linked through a topic of a selected theme. Grammar is infused during the teaching o
is advisable that before embarking on a new topic, the teacher
plans the Grammar item that he/she wants to weave into the
Grammar lessons.
Therefore, proper planning and organising of the lessons are
pertinent prior to the execution of the actual lessons. Thus, the importance of a Teaching Organiser (refer App
Students learn through connecting new knowledge to the
knowledge that they have. New knowledge becomes meaningful when students are able to relate it to their
At the end of every topic, an action-oriented task is given where the students can explore their language use and
The Literature in Action (LiA) module is a one hour lesson per week, focusing on the Literature Componen
projects such as performances, presentations and exhibitions
STRY OF EDUCATION MALAYSIA
DARY SCHOOLS
asi dan isi kandungan buku ini dalam apa juga

u cara lain sebelum mendapat kebenaran bertulis
sia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
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ra satu cara hidup demokratik;

si kebudayaannya yang kaya dan berbagai corak;
ESUSILAAN
r unity for all her peoples: Maintaining a democratic way of life;

raditions; and
G AND COUNTRY
arah lebih
ersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, r
oping the
to produce individuals, who are intellectually, spiritually, emotionally and physically
mulai
tahun
2017
akan
menggantikan Kurikulum Bersepadu Sekolah Menengah (KBSM) yang mula dilaksanaka
kan
di
bawah
Sistem
Pendidikan Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan untuk mengen
an secara eksplisit Kemahiran Abad Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan tersebut dilakukan un
lu memberi penekanan kepada KBAT dengan memberi fokus kepada pendekatan Pembelajaran Berasaskan I
lan KSSM. Semoga pelaksanaan KSSM akan
mencapai
hasrat
dan
matlamat
Sistem
Pendidikan Kebangsaan.
continuance of the Standard-Based English Language Curriculum for Primary Schools and is developed based on accessibility,
development in Malaysia (refer Figure 1).
chool. It is imperative that these elements
developing perseverance, critical, creative and innovative thinking and current Information and Communication Technology (ICT
reaching out across cultural and linguistic boundaries. English being an international language and language of the interne
e English Language, the Standard British English is considered as the official standard of reference for
proficiently and competently in the local and global communities. The SBELC also aims to develop students to be knowle
ered in work, school and leisure;

sons and explanations for opinions and plans;
d different cultural heritages relating to real life situations; and
ere is need for a 21 century curriculum which is inquiry-based, research-driven, inter-disciplinary and student-centred
st
s to be competent, knowledgeable and confident. The SBELC takes into account skills and knowledge that are necessar
effectively participate in and contribute to the future. This includes educating students about the importance of sustainability and
in preparing students to become competent
should be equipped with the knowledge and skills to:

out the world and how it works;
needs and abilities of students.
It is important that appropriate activities and materials are used with students of diffe
municate our thoughts and ideas in a coherent and cohesive manner through various modes, verbally and non-verbally
gy (refer Figure 2).
made possible during Stage 3 where students in Forms 1, 2 and 3 strengthen the mastery of the language skills lea
e strategy assures that by the end of secondary education, all students should be able to communicate accurately, con
d Writing, and the elements of Grammar and Literature
in
Action
are
given
due
focus
and
attention (refer Figure
he mastery of the four language skills; Listening, Speaking, Reading and Writing.
er in real life which require them to communicate in English.
t students can relate to. These action- oriented tasks are prominent in the Literature in Action hour,
ng specific knowledge or skills.
nts learning needs. Therefore, a balanced
ill develop personal learning and growth which will eventually lead to the development of more holistic and
ing skills, followed by Reading and Writing skills. In addition to the four language skills, two other elements, Gramma
eading and Writing are incidental. The next lesson is focused on the Reading skill whilst Listening and Speaking
d during the teaching of these language skills and it is also given emphasis in a separate Grammar lesson. It
ng Organiser (refer Appendix 1).
e to relate it to their experiences. It is therefore imperative that lessons taught in schools relate to the real world, so as to b
eir language use and usage. This task favourably accomplished as a group work, is tailored to depict real life situations tha
Literature Component. The Content and Learning Standards provided under LiA act as the platform where students collabo
segi intelek, rohani, emosi dan jasmani, berdasarkan kepercayaan dan kepatuhan
and physically balanced and harmonious, based on a firm belief in and devotion to God
ang mula dilaksanakan pada tahun 1989. KSSM digubal bagi memenuhi keperluan dasar baharu di bawah Pelan Pemban
rusan untuk mengenal pasti tahap penguasaannya dalam sesuatu mata pelajaran, serta membolehkan guru membuat
tersebut dilakukan untuk melahirkan insan seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani sebagaimana t
elajaran Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya murid dapat menguasai kemahiran yang dipe
didikan Kebangsaan.
ased on accessibility, quality, equity and do-ability.
cation Technology (ICT) skills. As future leaders, students need to develop their proficiency in English, as well as leadership
guage of the internet is far reaching in terms of lifelong knowledge acquisition, forging cultural understanding and readyin
udents to be knowledgeable and respectful of other cultures, to make calculated decisions through critical and analytical
and student-centred. The SBELC addresses these needs by connecting students abilities, interests, experiences and tale
dge that are necessary for the students to function in the real world. This is achieved by making use of real-life issues whic
ce of sustainability and issues that affect the society and the environment at present and in future. The curriculum adopts an inte
with students of different learning profiles so that their full potential can be realised. Students would benefit greatly in term
bally and non-verbally. Therefore, our students need to acquire the language skills and engage in activities that furthe
he language skills learnt during their primary school education.
unicate accurately, confidently and effectively in the English Language.
attention (refer Figure 3). During teaching and learning, these skills and elements are connected through the following them
er elements, Grammar and Literature in Action, are given due and equal emphasis during teaching and learning.
ening and Speaking, and Writing skills are incidental. When the Writing skill is in focus, all other language skills are incidental.
e real world, so as to be meaningful for students.

real life situations that are meaningful. In their daily lives, students can fall back on these tasks to solve problems that may requ
here students collaborate and utilise their language skills to come up with
aan dan kepatuhan kepada
Tuhan.
Usaha
ini
adalah
bertujuan
untuk
mela
nd devotion to God. Such an effort is designed to produce Malaysian citizens
ru di bawah Pelan Pembangunan Pendidikan Malaysia
(PPPM)
2013-2025
agar
kualiti
kurikulum
yang dilaksanakan
bolehkan guru membuat tindakan susulan
dan jasmani sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.

asai kemahiran yang diperlukan dalam abad
ish, as well as leadership qualities and ethical decision-making skills in order to be globally competitive.
l understanding and readying students for
ough critical and analytical thinking, and to collaborate with others to solve problems creatively and innovatively
sts, experiences and talents to emerging literacies. Hence, lessons taught should emulate real life situations, bridging classr
se of real-life issues which are meaningful
he curriculum adopts an inter-disciplinary approach whereby lessons are developed and taught based on four broad themes, na
uld benefit greatly in terms of learning, provided that sufficient time is given to them to reach the particular Learning Standar
ge in activities that further develop their confidence and competence in communication. The SBELC provides a learn
d through the following themes:
g teaching and learning.

nguage skills are incidental.
olve problems that may require them to use English.
uan
untuk
melahirkan warganegara Malaysia yang berilmu pengetahuan, berk
Malaysian citizens who are knowledgeable and competent, who possess high mo
ikulum
yang dilaksanakan di sekolah menengah setanding dengan standard antarabangsa. Kurikulum berasaskan st
nnovatively
e situations, bridging classroom practices to the real world.
ed on four broad themes, namely, people and culture, health and environment, science
and
technology,
and
consumeris
particular Learning Standard. Thus, the use of the mastery learning strategy would ensure that students who master all the Lea
he SBELC provides a learning experience where students put knowledge and skills into practice in preparation for the real wor
pengetahuan, berketerampilan, berakhlak
mulia,
bertanggungjawab
dan
berkeu
possess high moral standards, and who are responsible and capable of achieving a
Kurikulum berasaskan standard yang menjadi amalan antarabangsa telah dijelmakan dalam KSSM menerusi penggub
nology,
and
consumerism
and
financial awareness. These are woven into the strands of the teaching and learning proce
ents who master all the Learning Standards
preparation for the real world.
wab
dan
berkeupayaan
mencapai kesejahteraan diri serta memberikan sumban
able of achieving a high level of personal wellbeing as well as being able to contribute
KSSM menerusi penggubalan Dokumen Standard Kurikulum dan Pentaksiran (DSKP) untuk semua mata pelajaran ya
teaching and learning process, allowing students opportunities to engage in and relate classroom activities to current and future
emberikan sumbangan terhadap keharmonian
g able to contribute to the betterment of the family, the
k semua mata pelajaran yang mengandungi Standard
ctivities to current and future issues. This would allow students to develop a deeper understanding and awareness of their su
nd awareness of their surroundings locally and globally, and work towards sustaining that environment for the wellbei
environment for the wellbeing of everyone.
based on the Literature Component texts. To further enhance

learning, teachers are also encouraged to utilise Learning Standards designated for Listening and Spea
LiA advocates the Project-Based Learning (PBL) approach. This
approach facilitates students to learn to be analytical, critical, evaluative, creative and innovative in their
Through project work, students will practise their leadership and problem-solving skills during brainstormi
The SBELC lesson organisation is represented in Figure 4
LESSON ORGANISATION
SELECTED
TOPICS
(BASED ON
THEMES)
People and Culture
(LI
GR
N ACTI
NG
O
TS)
Figure 4: Lesson Organisation
Consumerism and
Financial Awareness
NG
SPEAKI
THEMES
Health and
Environment
RE
Science and
Technology
for Listening and Speaking, Reading and Writing during the LiA lessons.
nd innovative in their thinking to solve problems posed by the projects.

lls during brainstorming activities, while interacting with one another,
when
planning
their
work, collaboratin
their
work, collaborating, managing time, learning to do research and report writing. This will familiarise them with rea
will familiarise them with real life work situations. At the same time, project work will hone students social skills and i
dents social skills and inculcate respect for others.
21 CENTURY SKILLS
One of the aims of the SBELC is to develop students who have
ST
21 Century Skills with focus on thinking skills living and career skills. The 21 Century Skills help develop st
Table 3).
Schools need to adapt and develop new ways of teaching and
learning that reflect a changing world. Given the widespread availability of information today, teachers sho
st
st
than using most or all of the time to present information. These skills will enable the students to compete
students.
Table 3: 21 Century Students Profile
STUDENTS
PROFILE
st
Perseverant
Thinker
Skilful
Communicator
DESCRIPTION
Pupils are steadfast in facing and

overcoming hardship and challenges with wisdom,
confidence,
tolerance
and empathy.
Pupils are able to think critically, creatively and
innovatively; solve complex problems and make
ethical judgements. They are able to think about
learning and about being learners themselves.
They generate questions about and are opened
towards other
peoples perspectives,
values,
individual traditions and society. They are
confident and creative in handling new learning
areas.
Pupils are able to voice out their thoughts, ideas and
information with confidence and creativity orally
and in written form, using various types of media
and technologies.
Team Player (esprit Pupils are able to co-operate effectively and

de corps)
harmoniously with one another. They share
responsibility, respect and appreciate the
contributions by each member in the team. They
gain interpersonal skills through collaboration,
which in turn makes them better leaders and team
members.
Inquisitive-Minded
Pupils are able to develop natural

inquisitiveness
to
explore
new
strategies and ideas. They learn skills that
are necessary for inquiry-learning and
research, as well as display
independent traits in learning. The pupils
are able to enjoy continuous lifelong learning
experiences.
Principled
Informative
Loving /
Considerate
Patriotic
Pupils have a sense of integrity,

sincerity, equality, fairness, high moral
standards and respect for individuals,
groups and the community. They are
responsible for their actions, reactions and
decisions.
Pupils are able to obtain knowledge and
develop a broad and balanced
understanding across the various
disciplines of knowledge. They can
explore knowledge effectively in terms of
local and global contexts. They
understand issues related to ethics or laws
regarding information that they have
acquired.
Pupils are able to show empathy, pity and
respect towards the needs and feelings
of others. They are committed to serve the
society and ensure the sustainability of the
environment.
Pupils are able to show their love,
support and respect for the country.
HIGHER ORDER THINKING SKILLS

The SBELC aims to produce wholesome, resilient, curious,
principled, knowledgeable and patriotic students who have thinking, communicative and collaborative skills. Pupils n
of applying, analysing, evaluating and creating (refer Table 2).
HOTS is the ability to apply knowledge, skills and values to reason
and reflect in problem solving, making decisions, being innovative and ability to create. HOTS incorporate critic
Critical Thinking Skills refer to the ability to evaluate an idea
logically and rationally in order to make good judgement using logical reasons and evidences.
Creative Thinking Skills refer to the ability to produce or create
something new and of value using imagination and thinking out of the box.
ntury Skills help develop students who possess characteristics as mentioned in the students profile (refer to
ormation today, teachers should use in-school time to teach students how to find, interpret, and use information, rather
e the students to compete at the global level. The mastery of the Content and Learning Standards in the SBELC con
d collaborative skills. Pupils need to be equipped with Higher Order Thinking Skills (HOTS) for them to compete globally.
ate. HOTS incorporate critical thinking skills, creative and reasoning skills, and thinking strategies,
d evidences.
ts profile (refer to
information, rather
ndards in the SBELC contributes towards the attainment of the 21 century skills amongst
st
hem to compete globally. This curriculum emphasises HOTS which refer to the skills
Reasoning Skills refer to an individuals ability to make good

judgements and make logical and rational evaluation.
Thinking Strategies refer to structured and focused thinking to solve problems.
HOTS are explicitly written in the curriculum and can be applied within the classroom through teaching and lea
Table 2: The Higher Order Thinking Skills
TEACHING AND LEARNING STRATEGIES
Teaching and learning in the 21 century is student-centred and the teacher acts as a facilitator. Teaching and learnin
cognitive strategies to learn and understand information, such as summarizing and paraphrasing;
metacognitive strategies which include strategies students use to plan, regulate, monitor and modify the co
resource management strategies which are about strategies
students employ to control resources like time, effort, affect and support.
The strategies described here have been designed to accommodate differences in learning sty
alternative teaching and learning strategies or adapt those
HOTS
Explanation
st
Application
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.
Evaluation
Ability to consider, make decisions using
knowledge, experience, skills, values and justify
decisions made.
Creation
Produce an idea or product using creative and
innovative methods.
suggested to deliver the content. Some of the strategies
recommended in the SBELC are:
1. Project-Based Learning (PBL)
Project-based learning (PBL) emulates the real world experiences. Students learn to plan and document the progres
In the SBELC, PBL is implemented during the Literature in Action module which consists the Literature Compone
and hearts-on activities that lead towards the development of
holistic students who are prepared for the challenges of the
Analysis
21 century.
2. Inquiry-Based Learning
st
Inquiry-based learning is an approach in 21 century learning as it is based on students involvement in the lear
st
Involvement implies possessing skills and attitudes that allows students to seek answers to questions an
3. Student-Centredness
In student-centred classrooms, the learning tasks or activities are geared towards discovery learning where stu
Students are encouraged to get information through communicating with others, reading or sourcing information thro
the task at hand. In reality, an increasing proportion of learning
occurs online outside formal school hours. As such, students have to keep abreast with rapid changes in technology
In addition, the students awareness and skill of sieving for relevant information from various sources are important;
As facilitators, teachers guide the students in the learning process
of completing their tasks. Students have to be taught to think methodically and coherently and this can be don
process should be seen in a positive light.
4. Collaborative Learning
Group work is recommended for activities or tasks to familiarize the students to work in teams. To ensure that e
century.
Through group work, students learn to manage time, to collaborate
in completing the task, to be responsible for their part, to deal with differences amongst them, to come up with creati
and calculated decisions through consensus.
EDUCATIONAL EMPHASES
The SBELC is developed with the students interest in mind. The
aims and objectives of this curriculum are positioned to mould the current generation of students to be able
In order to achieve these goals, teachers and students are provided with a selection of key educational elements
1. Language
Correct use of language is emphasised.
Pronunciation, sentence structure, grammar, terminology and language registers must be stressed d
and learning in order to help students develop ideas and
communicate effectively.
2. Conservation of the Environment
Environmental awareness must be instiled and nurtured in students through the teaching and learning
Knowledge about the importance of environmental conservation will cultivate appreciation of t
3. Values
Good values are given due emphasis so that students are aware and practise them in their daily lives.
These values encompass aspects of spirituality, humanity and citizenship.
4. Science and Technology
Developing science and technology literacy among students.
The use of technology can assist teaching and contribute to more effective learning.
Integration of science and technology into teaching and
learning involves four areas:
i. Scientific and technological knowledge (facts, principles,
and concepts related to science and technology);
ii. Scientific skills (thinking process and selected manipulative skills);
iii. Scientific behaviours (such as accuracy, honesty, safety); and
iv. Usage of technology in the teaching and learning activities.
5. Patriotism/Citizenship
The SBELC, through the selected themes, acknowledges the importance of instiling good values and k
The SBELC supports students in becoming informed citizens by assisting them to develop the skills
Patriotism can be instiled through teaching and learning, participating in co-curricular activities and
to be Malaysian citizens.
6. Creativity and Innovation
Creativity is the ability to use the imagination to gather, comprehend and generate ideas to create
Innovation is the application of creativity through modification, revision and development of an i
Creativity and innovation are closely related and are vital components for the development of indiv
Through the creative and innovative teaching approaches, students will display interest, curiosity,
7. Entrepreneurship
The infusion of entrepreneurship in SBELC is to introduce entrepreneurial knowledge, skills and pra
Entrepreneurship can be instiled in teaching and learning
through relevant and meaningful activities which inculcate attitudes or qualities such as dilige
responsibility as well as developing a creative and

innovative mind to develop products and propel ideas into the open market.
8. Information Technology and Communications (ICT)
ICT is intended to ensure students can apply and strengthen their knowledge and basic ICT skills .
Application of ICT will not only drive students to be creative but also makes teaching and learning more int
In line with globalisation, skills relating to ICT are incorporated in the Learning Standards in
electronic software and courseware.
9. Multiple Intelligences
The Learning Standards also reflect the incorporation of the strategies of Multiple Intelligences. This is
in social interactions, kinaesthetic intelligence in the
dramatisation of texts, and spatial intelligence in the
interpretation of maps, and other such activities.
10. Learning How to Learn Skills
Learning How to Learn skills are also integrated in the Learning Standards and aim to enable students to take re
These skills incorporate information skills, library skills and study skills to enable students to locate sources
learners.
ASSESSMENT
The SBELC connects teaching and learning to assessment.
Assessment involves gathering and analysing information from various sources to gauge students achievem
There are two types of assessment to be carried out in schools; the formative assessment and summative assessm
Formative assessment or assessment for learning is a part of school-based assessment, and is an important
quality and effectiveness of teaching strategies.
Formative assessment is an ongoing, continuous diagnostic
assessment. It is carried out during teaching and learning and provides immediate feedback. Various metho
such as checklists, observations, oral presentations, quizzes,
question and answer, task sheets or written assignments can be
used to document the attainment of the Learning Standards.
The summative assessment is an assessment of learning, carried
out to evaluate student learning, skill acquisition and academic achievement at the end of an instructional perio
The summative assessments can also be utilised as components of larger school improvement efforts by helping
be used to improve the education system.
In order to help teachers implement effective teaching and learning
assessments, the Performance Standards are incorporated into this document together with the Content and
room through teaching and learning activities in the form of reasoning, inquiry learning, problem-solving and project work.
acilitator. Teaching and learning is effective when strategies are applied in positive and supportive environments. The strategie
g and paraphrasing;
monitor and modify the cognitive learning processes; and
fferences
in
learning
styles.
Teachers
are encouraged to use their professional judgement to review the suggest
plan and document the progress of their projects. In implementing the plan, students might need to make improv
sists the Literature Component texts. Students are given small inter-connected projects leading and culminating into the
ents involvement in the learning process which then leads to understanding.
k answers to questions and issues as new knowledge is constructed. This process will enable our students to have a g
s discovery learning where students are engaged to find the answers or information to solve problems through inquiry and
ng or sourcing information through various media such as the Internet to enable them to contribute to the solving of
h rapid changes in technology.

arious sources are important; to differentiate the facts from the fiction; the good from the bad; the ethical from the unethical;
coherently and this can be done through the use of various thinking tools. Mistakes by students during the learning
in teams. To ensure that every member of the group is productive and responsible the recommended maximum num
st them, to come up with creative and innovative alternatives in solving problems and to make informed judgement
of students to be able to communicate accurately, confidently and effectively in the English Language, and to face the
of key educational elements to be given due emphasis. However, teachers are encouraged to go beyond the selectio
egisters must be stressed during teaching
ugh the teaching and learning process.

ill cultivate appreciation of the environment and subsequently effect behaviour.
se them in their daily lives.
e of instiling good values and knowledge, and understanding of the duties and obligations of each and every citizen of this
sting them to develop the skills of inquiry and communication, and providing them real life platforms to participate and to be
n co-curricular activities and social services, thus producing students who love the nation and are proud
nd generate ideas to create something new and original.

vision and development of an idea.
or the development of individuals to face the challenges of the 21 century.
st
display interest, curiosity, excitement and greater growth in learning. Creativity and innovation in students should
ial knowledge, skills and practice to students. Fostering entrepreneurial mind-set amongst students is essential in thi
or qualities such as diligence, honesty and
e and basic ICT skills .

eaching and learning more interesting and fun and subsequently improves the quality of learning.
the Learning Standards in the SBELC. These skills include the use of multimedia resources such as documentarie
Multiple Intelligences. This is illustrated, for example, in the interpersonal use of language among people
m to enable students to take responsibility for their own learning.

ble students to locate sources of information more efficiently and help them become independent lifelong
o gauge students achievement. Furthermore, assessment provides an understanding of what students know, understan
ment and summative assessment.
essment, and is an important aspect of teaching and learning in the classroom. The main purpose of having the formativ
ate feedback. Various methods of assessment
he end of an instructional period; as a conclusion of a topic, as mid-term tests, end year examinations and as standardise
provement efforts by helping teachers determine whether students are making adequate academic progress or meet
her with the Content and Learning Standards.
solving and project work. Teachers and students need to use thinking tools such as thinking map and mind maps alo
nvironments. The strategies provide:
ent to review the suggested strategies and then decide on the most appropriate for meeting the needs of their students.
need to make improvements and adjustments as they proceed to complete the project within the stipulated t
g and culminating into the production of a large scale performance, an exhibition of students work, video clip advertis
ble our students to have a greater understanding of the world and equip them with the competencies needed in facing the 21 ce
st
blems through inquiry and collaborating with one another.

o the solving of
ethical from the unethical; and the truth from the lies.
ng the learning
ommended maximum number of students per group is four.
Every student should be given the opportunity to becom
nformed judgement
h Language, and to face the challenges of the 21 Century.

to go beyond the selections where necessary.The cross-curricular elements are embedded into the teaching and
st
ch and every citizen of this country.

rms to participate and to be responsible for their actions.
ovation in students should be exploited and nurtured to ensure that their full potential is realised.
students is essential in this new competitive world
ces such as documentaries and Internet resources as well as the utilisation of computer-related activities such as e-mail,
students know, understand, and can do with the knowledge they have learnt and acquired to improve teaching and learnin
ose of having the formative assessment is to improve students learning and the
nations and as standardised national examinations. The aim of the summative assessments is to determine whether and t
ademic progress or meeting expected Learning Standards. The results of the summative assessments are u
map and mind maps along with higher order questioning methods in and out of the classroom to encourage students to t
needs of their students. As teachers know their students learning styles and needs, they may need to select
within the stipulated time frame. Therefore, time management, critical and analytical thinking as well as creativ
work, video clip advertisements and other innovative productions. The teacher guides the students to ensure th
needed in facing the 21 century society.

st
the opportunity to become the leader of the group through turn taking as leadership quality is a vital requirement in
into the teaching and learning process and are concurrent with the Content and Learning Standards. These
d activities such as e-mail, chat, blog and tweeting activities, networking and interacting with
mprove teaching and learning.
to determine whether and to what degree students have learnt what they have been taught as outlined by the SBELC.
tive assessments are used to inform modifications to instructional strategies, learning materials, lesson designs, and m
to encourage students to think.
may need to select
hinking as well as creativity and collaborative work determine the effective completion of the project.
students to ensure the implementation of the project progresses smoothly and is completed as planned. In total
is a vital requirement in the 21
st
arning Standards. These elements
are
important
because
todays
complex, multi- dimensional world req
ned by the SBELC.

erials, lesson designs, and may
mpleted as planned. In total, PBL promotes hands-on, minds-on,
ulti- dimensional world requires students to have the ability to make connections between various sources of knowledge.
ous sources of knowledge.
Performance Standard
The Performance Standard details six levels of performance with descriptors for each level formulated based on the
levels serve as a guide to teachers in assessing their students development and growth in the acquisition of the Lea
developed based on the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching, A
Table 3: The Performance Descriptors Based on the CEFR (2001)
Performance Levels
Generic Descriptors
BASIC USER
INDEPENDENT
USER
PROFICIENT
USER
1
Very Limited
2
Limited
3
Satisfactory
4
Good
5
Very Good
6
Excellent
Very limited command of the language

Require lots of guidance for basic language tasks
Limited command of the language
Require guidance for basic language tasks
Satisfactory command of the language
Ability to use language independently to certain extent but requ
tasks
Good command of the language
Ability to use language independently but requires guidance for more
Very good command of the language
Ability to use language almost independently
Excellent command of the language
Able to perform challenging and complex tasks
Ability to use language independently without any guidance
CONTENT ORGANISATION
The SBELC focuses on the mastery of the four language skills, Listening, Speaking, Reading and Writing.
This section provides a detailed explanation of the five modules. First, an overview of the language conten
available.
The overview provides an explanation of each of the module that is
featured in SBELC. The overview explicates the purpose of the module and how it is interrelated with the aims
Teachers are encouraged to assess their students based on the
descriptors provided, to gauge their students progress.
The Content and Learning Standards are developed with the
understanding that students will master all the language skills progressively. The Content Standards are actual
The Learning Standards, on the other hand, are educational objectives that are concise, written descrip
lessons.
Curriculum Standards for Form 1
The Form 1 curriculum is built upon and extent the proficiency of students from the primary school for knowled
Specific Objectives for Form 1
By the end of Form One, students will be able to:
1. Listen and respond to simple tasks;
2. Participate in brief exchanges using appropriate speech acts;
3. Read various texts and select information for solving simple problems;
4. Apply related strategies to demonstrate understanding of literary and non-literary texts;
5. Apply basic pre-writing strategies;
6. Organise and write ideas in a paragraph using appropriate
cohesive devices;
7. Write for academic and functional purposes using basic language tools;
8. Identify and use language structures appropriately and meaningfully according to context;
9. Read, understand and respond appropriately to various literary works; and
10. Produce literary works based on the literary texts read.
LISTENING AND SPEAKING

Effective communication is to articulate thoughts and ideas in various forms and purposes, contexts and for
The SBELC is designed to provide a strong and complete foundation in aural and oral experiences. S
In the initial stage of language learning, students listen, discriminate and pronounce accurately with correct int
in meaningful conversations using various speech acts. Students
listen and view critically a wide range of audio and video discourse
for different purposes, audiences, contexts and cultures.
The Content Standards for Listening and Speaking will enable students to:
1. Listen and use correct pronunciation, stress, rhythm and intonation patterns to communicate accurately
2. Listen, engage and interpret meaningful conversations;
3. Listen and respond critically to a wide range of spoken, audio and visual texts; and
4. Speak intelligibly, eloquently and appropriately for different purposes, audiences, contexts and cultures.
The Performance Standards allow students to reflect, think and act upon their learning strategies for self-improveme
criptors for each level formulated based on the Learning Standards. These
opment and growth in the acquisition of the Learning Standards that are taught.
e (CEFR) for Languages: Learning, Teaching, Assessment (2001).
Teachers can diagnose the learning streng
Generic Descriptors
of the language
ce for basic language tasks
he language
basic language tasks
of the language
ge independently to certain extent but requires guidance for some challenging language
language
e independently but requires guidance for more complex language tasks
of the language
e almost independently
the language
nging and complex tasks
e independently without any guidance
Listening, Speaking, Reading and Writing. At the same time, the Grammar element provides the basis for language
. First, an overview of the language content is provided. This is followed by the Content and Learning Standards, an
module and how it is interrelated with the aims and objectives of the SBELC and the specific objectives for Form 1.
ogressively. The Content Standards are actually long term over- arching educational goals that should be achieved by the
al objectives that are concise, written descriptions of what students are expected to know and be able to do at a specific st
of students from the primary school for knowledge acquisition, future work place needs and enable them to communicate effect
and non-literary texts;
ully according to context;
arious forms and purposes, contexts and for various purposes using both verbal and nonverbal communication skills. T
foundation in aural and oral experiences. Students are able to present information and ideas confidently. Multip
and pronounce accurately with correct intonation, stress and sentence rhythm. Learning also takes place through
intonation patterns to communicate accurately and appropriately;
io and visual texts; and

purposes, audiences, contexts and cultures.
pon their learning strategies for self-improvement.
diagnose the learning strengths and weaknesses, measure students progress against the teaching and learning objec
des the basis for language accuracy in order to communicate intelligibly. The Literature component is included as an av
and Learning Standards, and finally, the general descriptors of the Performance Standards are made
ectives for Form 1.
should be achieved by the end of Form Five. These goals describe the knowledge, skills, work habits and personal cha
d be able to do at a specific stage of their secondary education. These standards which are repetitive in nature should be
le them to communicate effectively in a variety of contexts.
erbal communication skills. This has become a challenge in the 21 century.

ideas confidently. Multiple media technology can be utilized to enhance their oral presentation. Critical thinking an
g also takes place through reciting and reading aloud texts using correct pronunciation, articulation, and rhythm which
st
eaching and learning objectives, then review, re-strategise and modify their teaching to enhance students learning.The
ponent is included as an avenue for students to be exposed to good language models and to consolidate the language skills an
s are made
habits and personal character traits that are cultivated in stages throughout the students secondary education.
etitive in nature should be mastered by all students at the end of each Form. Therefore, teachers should understand what
entation. Critical thinking and problem solving skills should also be honed to prepare them for real world challenges.
ulation, and rhythm which improves their linguistic competence. They then progress from linguistic to communicative com
ce students learning.The performance levels are arranged in an ascending hierarchical manner to differentiate the levels
lidate the language skills and correct grammar structures learnt, and apply them in real life situations. In addition, the SBELC in
secondary education.
should understand what each Content and Learning Standard addresses before organising and planning their
orld challenges.
istic to communicative competence by engaging
er to differentiate the levels of students achievements. The general performance descriptors (refer Table 3) are
s. In addition, the SBELC inculcates the sense of responsibility in students when expressing themselves creatively, confidently
planning their
able 3) are
lves creatively, confidently and effectively.
Content and Learning Standards for Listening and Speaking Skills

CONTENT STANDARDS
1.1
Listen and use correct pronunciation, stress, rhythm and intonation patterns to
communicate accurately and appropriately.
Students are able to:

1.1.1 listen, discriminate and pro
(i) long and short vowels
(ii) diphthongs
1.1.2 speak with correct intonatio
1.2
Listen, engage and interpret meaningful conversations

1.2.1 listen and respond to simpl
1.2.2 listen to text of different gen
vocabulary.
1.3
Listen and respond critically to a wide range of spoken, audio and visual texts.

1.3.1 listen to spoken, audio and
(i) retrieve main ideas
(ii) retrieve supporting details
1.3.2 listen and respond to spoke
(i) compare and contrast
(ii) identify cause and effect
(iii) paraphrase and summarise
(iv) identify and organise
(v) solve problems
1.4
Speak intelligibly, eloquently and appropriately for different purposes, audiences,
contexts and cultures.

1.4.1 express feeling and give sim
1.4.2 participate in simple conver
(i) greeting
(ii) invitation
(iii) request
(iv) refusal
(v) apologies
(vi) compliment
(vii) complaint
LEARNING STANDARDS
1.1.1 listen, discriminate and pronounce accurately :(i) long and short vowels
(ii) diphthongs
1.1.2 speak with correct intonation, stress and sentence rhythm.

1.2.1 listen and respond to simple directions, instructions and procedures.
1.2.2 listen to text of different genres and classify the grammar items and
vocabulary.

1.3.1 listen to spoken, audio and visual texts to:
(i) retrieve main ideas
(ii) retrieve supporting details
1.3.2 listen and respond to spoken, audio and visual texts to:
(i) compare and contrast
(ii) identify cause and effect
(iii) paraphrase and summarise
(iv) identify and organise
(v) solve problems

1.4.1 express feeling and give simple descriptions of personal experiences orally.
1.4.2 participate in simple conversations using speech acts:
(i) greeting
(ii) invitation
(iii) request
(iv) refusal
(v) apologies
(vi) compliment
(vii) complaint
Performance Standards for Listening and Speaking Skills

PERFORMANCE
LEVEL
DESCRIPTORS
Can listen and understand simple words uttered at a slow pace

Can listen and understand simple directions (uttered wordbyword , at a slow pace w
Can pronounce simple words with teacher guidance
Can give simple directions with teacher guidance
Can use limited words with teacher guidance to express feelings
Can listen and identify stress patterns in simple words

Can listen and follow simple directions and instructions (without teacher guidance)
Can pronounce and use stress patterns in simple words
Can use limited words to express feelings
Can give simple directions and instructions based on a simple map
Can listen and identify stress patterns in simple phrases
Can listen and follow simple directions, instructions and procedures
Can pronounce and use stress patterns in simple phrases
Can use limited words and phrases to express feelings and descriptions
Can give simple directions and instructions based on wedding card / Google maps
Can listen and identify correct intonation, stress patterns and rhythm in sentences
Can listen and follow simple directions, instructions and procedures
Can listen and retrieve information from telephone conversations with guidance
Can pronounce sentences with the correct intonation, rhythm and stress patterns
Can express feelings and participate in simple conversations
Can relate information obtained from telephone conversations
Can give a presentation using ICT or electronic media
Can give clear, systematically developed descriptions and presentations, with approp
relevant
detail correct pronunciation, intonation, stress patterns and rhythm in
Can supporting
listen and identify
Can listen and retrieve information with minimal guidance

Can listen and retrieve information from telephone conversations with guidance
Can pronounce sentences with the correct pronunciation, intonation, rhythm and stre
Can give clear directions, instructions and procedures
Can share personal experiences effectively
Can relate information obtained from documentaries / speeches
Can give a presentation using ICT or electronic media and respond to audience
Can give clear, detailed descriptions and presentations on complex subjects, integrat
rounding off with an appropriate conclusion
Can listen and discriminate correct pronunciation, intonation, rhythm and stress patte
Can listen and retrieve information independently
Can speak using correct pronunciation, intonation, rhythm and stress patterns accur
Can understand the gist of given information and impart the information in real life co
Can respond and give clear and detailed directions, instructions and procedures conf
Can express ideas and information spontaneously, fluently and precisely in various co
Can give a coherent oral presentation using ICT or electronic media and respond to a
Can use reasoning in presenting views in real life contexts
Can use formulaic language in conversations within everyday real life contexts
Can produce clear, smooth flowing well-structured descriptions with an effective logic
and remember significant points
READING
Reading
The main purpose of reading in the 21 century is to identify and comprehend ideas in a text, connect it to prio
situations and purposes.
The SBELC establishes the purpose for reading. Students who are
aware of their reading goals and are able to apply effective reading strategies will become motivated and critic
employ them in independent reading.
The Content and Learning Standards for Reading will provide
guidance for students to be active readers who can critically engage with the text. Students develop their org
help them comprehend the text and develop new ideas.
The Performance Standards for Reading help to monitor students
progress and achievements. The reading component will enable students to relate to their own experiences
The Content Standards for Reading will enable students to:
1. Demonstrate understanding of a variety of texts using a range of strategies to construct meaning;
2. Apply a range of strategies to comprehend texts related to everyday living;
3. Analyse and evaluate various texts; and
4. Read independently and extensively to explore and expand ideas for personal development.
st
DESCRIPTORS
rds uttered at a slow pace

ections (uttered wordbyword , at a slow pace with teacher guidance or repetition)
acher guidance
er guidance
uidance to express feelings
s in simple words
s and instructions (without teacher guidance)
ns in simple words
lings
ctions based on a simple map
s in simple phrases
s, instructions and procedures
ns in simple phrases
o express feelings and descriptions
uctions based on wedding card / Google maps
ion, stress patterns and rhythm in sentences

s, instructions and procedures
om telephone conversations with guidance
orrect intonation, rhythm and stress patterns
in simple conversations
telephone conversations
electronic media
ped descriptions and presentations, with appropriate highlighting of significant points, and
ciation, intonation, stress patterns and rhythm in sentences

th minimal guidance
om telephone conversations with guidance
orrect pronunciation, intonation, rhythm and stress patterns
and procedures
ctively
documentaries / speeches
electronic media and respond to audience
and presentations on complex subjects, integrating sub-themes, developing particular points and
on
onunciation, intonation, rhythm and stress patterns accurately

dependently
n, intonation, rhythm and stress patterns accurately
rmation and impart the information in real life contexts
iled directions, instructions and procedures confidently
pontaneously, fluently and precisely in various contexts
n using ICT or electronic media and respond to audience spontaneously
ws in real life contexts
rsations within everyday real life contexts
ell-structured descriptions with an effective logical structure which helps the audience to notice
mprehend ideas in a text, connect it to prior knowledge or schemata, and apply these ideas in the real world for dif
strategies will become motivated and critical readers. Hence, reading strategies should be explicitly taught to enable st
with the text. Students develop their organisational skills by analysing and integrating information from various texts
e students to relate to their own experiences, making their reading relevant and meaningful.
strategies to construct meaning;

everyday living;
ideas for personal development.
he real world for different
tly taught to enable students to
on from various texts that would
Content and Learning Standards for Reading Skills

CONTENT STANDARDS
2.1
Demonstrate understanding of a variety of texts using a range of strategies to
construct meaning.
2.2
Apply a range of strategies to comprehend texts related to everyday living.
2.3
Analyse and evaluate various texts.
2.4
Read independently and extensively to explore and expand ideas for personal
development.
LEARNING STANDARDS
2.1.1 read and develop vocabulary skills by understanding
(i) similes
2.1.2 understand meanings of words from print media by using
(i) dictionary

2.2.1 demonstrate understanding by
(i) identifying main ideas in given texts
2.2.2 locate and organise information by
(i) using graphic organizers
(ii) creating their own graphic organizers
2.2.3 analyse and infer information by:
(i) using textual clues to predict outcomes or conclusions
(ii) finding meaning of unfamiliar words

2.3.1 read various texts and retrieve information by:
(i) skimming and scanning
2.3.2 read various texts and select information for specific purposes.

2.4.1 read a variety of texts from various media to obtain information to solve
simple problems.
Performance Standards for Reading Skills

PERFORMANCE
LEVEL
DESCRIPTORS
Can read words and phrases in texts

Can understand words and phrases in the texts
Can read simple texts but unable to find meaning of words from the dictionary.
Show limited understanding of texts by being able to identify the subject matter
Can understand and answer simple questions on the text
Can read a variety of texts and able to find meanings of words from the dictionary.
Show moderate understanding of texts by being able to identify main ideas and supp
Can understand and answer questions on a variety of texts
Can read a variety of texts with good understanding of a range of vocabulary.
Show good understanding of texts and able to present information in non-linear form
Can understand, explain and respond to a range of texts.
Can integrate information from two texts
Can gain knowledge from culturally authentic texts
Can read a variety of texts with very good understanding of a range of vocabulary.
Show very good understanding of texts and able to predict outcomes.
Understand, analyse and respond to a wide range of texts.
Can integrate information from more than two texts
Can apply knowledge from culturally authentic texts for problem solving.
Can read a variety of texts with excellent understanding of a wide range of vocabulary
Excellent understanding of the texts and able to predict, infer and draw conclusions.
Can understand, analyse, evaluate and respond to a variety of texts.
Can integrate information from several texts
Can apply knowledge from a wide range of culturally authentic texts for problem solvi
WRITING
Writing
Writing in the 21 century is a challenge as it is evolving to meet the

needs and demands in a globalised world. The SBELC provides an avenue for students to master writing skills in the
As a result, students should be able to source for information, organise ideas and content, apply grammar rule
The Content Standards for Writing will enable students to:
1. Apply appropriate writing skills and strategies effectively; and
st
2. Produce a variety of texts for creative, personal, academic and functional purposes.
The Content and Learning Standards progresses fairly, from

developing simple sentences into paragraphs and gradually into connected texts for creative, personal, acad
The Performance Standards for Writing will inform the students their level of achievement in Writing. This inform
time identify key areas that they are weak in.
DESCRIPTORS
n the texts
ind meaning of words from the dictionary.

by being able to identify the subject matter
questions on the text
o find meanings of words from the dictionary.

ts by being able to identify main ideas and supporting details.
ns on a variety of texts
understanding of a range of vocabulary.
nd able to present information in non-linear form
d to a range of texts.
exts
uthentic texts
good understanding of a range of vocabulary.
xts and able to predict outcomes.
a wide range of texts.
than two texts
authentic texts for problem solving.
lent understanding of a wide range of vocabulary.
and able to predict, infer and draw conclusions.
nd respond to a variety of texts.
al texts
nge of culturally authentic texts for problem solving.
avenue for students to master writing skills in the personal, public, educational and occupational domains. They can put their th
organise ideas and content, apply grammar rules, identify audience and use an appropriate style and tone to produce a coher
nctional purposes.
o connected texts for creative, personal, academic and functional purposes.

r level of achievement in Writing. This information is vital because students will be able to gauge their performances and a
. They can put their thoughts and ideas down in an article or a journal, write a letter or an email to a friend or an organisation, a
ne to produce a coherent and cohesive piece of writing.
ir performances and at the same
friend or an organisation, and create a story that comes from their imagination.
Content and Learning Standards for Writing Skills

CONTENT STANDARDS
3.1
Apply appropriate writing skills and strategies effectively.
3.2
Produce a variety of texts for creative, personal, academic and functional
purposes.
LEARNING STANDARDS
3.1.1 write simple sentences correctly.
3.1.2 organise and write ideas in a paragraph :
(i) titles for a paragraph
(ii) captions for illustrations, posters and cartoons.
3.1.3 apply pre-writing strategies:
(i) brainstorming (mind-maps, bubble maps, etc)
(ii) note-taking
(iii) outlining
3.1.4 select relevant information and elaborate/extend/explain ideas using appropriate
cohesive devices.
3.1.5 use a variety of sentence structures to elaborate, extend ideas in paragraphs /
organizational structures:
(i) Topic sentences
(ii) Thesis statement

3.2.1 write for academic and functional purposes:
(i) email / messages
(ii) process and procedures
(iii) letters
3.2.2 write for creative and personal expressions:
(i) e-diary
(ii) journals
(iii) posters and slogans
Performance Standards for Writing Skills

PERFORMANCE
LEVEL
DESCRIPTORS
can copy words on related topics

can spell (simple) words
can match words to form simple phrases (see you/switch it on)
can rearrange words to form simple isolated phrases and sentences
can use punctuation and capitalization satisfactorily

can fill gaps with words/ phrases to form simple sentences
can fill in blanks and forms legibly
can write short simple sentences with guidance
can write a series of simple phrases and sentences linked with simple connectors (an
can write simple and compound sentences using stimulus

can rearrange sentences to form a paragraph
can organize and write ideas in paragraphs using guided vocabulary on related topic
can write courteous emails/messages in acceptable format
can identify main ideas in simple paragraphs satisfactorily
can write straightforward connected texts on a range of familiar subjects within his/he
discrete elements in a linear sequence
can write a short description using a variety of sentences

can write a variety of sentence structures independently to form paragraphs
can write clear letters and processes &procedures in acceptable form
can write a journal entry
can identify thesis statement in simple introductory paragraphs
can identify and write main ideas fairly well
can identify thesis statement in an introductory paragraph with guidance
can write clear, detailed texts on a variety of subjects related to his/her field of interes
arguments from a number of sources
can write a variety of sentence structures to elaborate and extend ideas independe
can write a composition with the thesis statement and topic sentences independently
can write clear letters and process &procedure in acceptable form
can compose texts on topics which are familiar or of personal interest (email/messag
can write reactions to personal experiences in accurate and specific language ( e dia
can write clear, well-structured texts of complex subjects, underlining the relevant sal
view at some length with subsidiary points, reasons and relevant examples, and rounding
can write a variety of sentence structures to elaborate and extend ideas creatively
can write a composition with the thesis statement and topic sentences creatively
can compose texts on topics which are familiar or of personal interest
can write reactions to personal experiences in accurate and specific language
can write clear, smooth flowing, complex texts in an appropriate and effective style an
find significant points
GRAMMAR
GRAMMAR
Grammar is an important aspect in language learning. In SBELC, students learn Grammar rules in context as w
With specific time allocated for the learning of grammar and with
more practice, students will be able to learn the rules of grammar, relate them to previous knowledge and apply them
The Content Standards for Grammar will enable students to:
1. Identify and use language structures appropriately according to context;
2. Apply grammatical rules at word, phrase and sentence levels correctly and meaningfully; and
3. Use various forms of language to create meaning in a variety of
texts.
The Performance Standards will inform the students their progress
in comprehending and applying the Grammar rules in a variety of situations.
This, together with the mastery of the Listening, Speaking, Reading
and Writing skills, will facilitate these students to use the English language proficiently and efficiently in real wo
In short, with emphasis placed on the learning of good grammar
skills in the SBELC, students are expected to have a good command of these basic language items.
DESCRIPTORS
ases (see you/switch it on)

solated phrases and sentences
n satisfactorily
orm simple sentences
h guidance
and sentences linked with simple connectors (and, but, because)
ences using stimulus

aragraph
graphs using guided vocabulary on related topic
s in acceptable format
agraphs satisfactorily
exts on a range of familiar subjects within his/her field of interest, by linking a series of shorter
variety of sentences
ures independently to form paragraphs
&procedures in acceptable form
e introductory paragraphs
rly well
roductory paragraph with guidance
riety of subjects related to his/her field of interest, synthesizing and evaluating information and
ctures to elaborate and extend ideas independently

is statement and topic sentences independently
procedure in acceptable form
re familiar or of personal interest (email/messages)
iences in accurate and specific language ( e diary/ journal entry)
of complex subjects, underlining the relevant salient issues, expanding and supporting points of
s, reasons and relevant examples, and rounding off with an appropriate conclusion
tures to elaborate and extend ideas creatively

is statement and topic sentences creatively
re familiar or of personal interest
iences in accurate and specific language
plex texts in an appropriate and effective style and a logical structure which helps the reader to
C, students learn Grammar rules in context as well as in isolation.
elate them to previous knowledge and apply them in speaking and writing by producing grammatically correct structures.
ls correctly and meaningfully; and
ish language proficiently and efficiently in real world situations.
ood command of these basic language items.
ect structures.
Content and Learning Standards for Grammar

CONTENT STANDARDS
4.1
Identify and use language structures appropriately according to context.
4.2
Apply grammatical rules at word, phrase and sentence levels correctly and
meaningfully.
4.3
Use various forms of language to create meaning in a variety of texts.
LEARNING STANDARDS
4.1.1 identify and use nouns appropriately according to context.
(i) common nouns
(ii) proper nouns
(iii) countable nouns
(iv) uncountable nouns
(v) singular nouns
(vi) plural nouns
(vii) subject-verb agreement (SVA)
4.1.2 identify and use pronouns appropriately according to context
(i) possessive
(ii) demonstrative
(iii) interrogative
4.1.3 identify and use adjectives appropriately according to context
(i) adjective of quality
(ii) possessive
(iii) comparison adjectives
4.1.4 identify and use articles appropriately according to context
(i) indefinite article a & an
4.1.5 identify and use verbs appropriately according to context
(i) regular verbs
(ii) irregular verbs
(iii) auxiliary verbs
4.1.6 identify and use adverbs appropriately according to context

(i) manner
(ii) time
(iii) place
4.1.7 identify and use tenses appropriately according to context
(i) simple present tense
(ii) simple past tense
(iii) future tense
4.1.8 identify and use prepositions appropriately according to context
(i) place
(ii) time
(iii) directions
(iv) positions
(v) phrasal verbs
4.1.9 identify and use modals appropriately according to context
(i) can
(ii) may
(iii) might
4.1.10 identify and use conjunctions appropriately according to context
(i) and
(ii) but
(iii) so
(iv) or
(v ) because
4.1.11 identify and use question forms appropriately according to context
(i) positive and negative questions / statements
(ii) yes/no questions/ statements
(iii) choice question
4.1.12 identify and use punctuation appropriately according to context

(i) capital letters
(ii) comma/full stop
(iii) question mark
(iv) exclamation mark
.
4.2.1 construct simple sentences correctly and meaningfully.

4.3.1 use similes in context appropriately.
PERFORMANCE STANDARDS for GRAMMAR

PERFORMANCE
LEVEL
DESCRIPTORS
Can identify very few basic grammatical items only

Can use grammatical items at a very limited level
Can identify grammatical items at a limited level

Can produce limited understanding of grammatical items with guidance
Can understand grammatical items at a satisfactory level

Can identify grammatical items at a satisfactory level
Can use grammatical items to certain extent but requires guidance
Can understand grammatical items reasonably well

Can identify grammatical items reasonably well
Can use good and meaningful sentences with acquired grammatical items
Can understand grammatical items well

Can identify grammatical items well by applying the items in everyday situation
Can use good and meaningful sentences with acquired grammatical items in ever
Can understand grammatical items excellently in everyday situation

Can identify and use grammatical items effectively and confidently in everyday si
Can justify and use grammatical items in everyday situation
LITERATURE IN ACTION
The Literature in Action (LiA) component enhances students proficiency and enjoyment of the Englis
In line with the 21 Century Skills, the use of social networking, ICT literacy and technology awareness, complements
Intrapersonal and interpersonal development takes place actively through various activities namely plays, songs
The Content Standards for Literature in Action will enable students
to:
1.
Engage and respond to a variety of literary texts to express understanding of the broader world of ideas a
2.
Use a wide range of literary texts to convey views for different purposes and audiences, and relate them
The LiA Content and Learning Standards in the SBELC incorporate the four language skills of listening, speaking, r
The Performance Standards provide students with clear assessment of their abilities to comprehen
opinions and emotions in a more constructive and critical way.
st
DESCRIPTORS
atical items only

ry limited level
a limited level
of grammatical items with guidance
s at a satisfactory level
satisfactory level
ain extent but requires guidance
ms reasonably well
asonably well
tences with acquired grammatical items
s well
ell by applying the items in everyday situation
ntences with acquired grammatical items in everyday situation
s excellently in everyday situation

items effectively and confidently in everyday situation
ems in everyday situation
s proficiency and enjoyment of the English language through literature. Students get to explore and exploit va
teracy and technology awareness, complements the joy of learning LiA. Students work collaboratively to solve common challen
y through various activities namely plays, songs, jazz chants, creative writing in a LiA classroom. This would lead to the develop
derstanding of the broader world of ideas and concepts; and

purposes and audiences, and relate them to real life situations.
the four language skills of listening, speaking, reading and writing as well as the Grammar items. The mastery of these skills/i
assessment of their abilities to comprehend the literary texts provided and produce new ideas to convey the
ore and exploit various genres provided under the Literature Component such as novels, graphic novels, short stories, p
solve common challenges and this requires extensive reading, exchange of ideas and knowledge gathered from various resour
uld lead to the development of social and intellectual capital.
mastery of these skills/items is further enhanced through project-based learning during the LiA lessons.
eas to convey their arguments,
phic novels, short stories, poems and dramas, in a fun-filled, meaningful and interesting manner so that students gain expo
athered from various resources.
o that students gain exposure to the aesthetic use of language.
Content and Learning Standards for Literature in Action

CONTENT STANDARDS
5.1
Engage and respond to a variety of literary texts to express understanding
of the broader world of ideas and concepts.
5.2
Use a wide range of literary texts to convey views for different purposes
and audiences, and relate them to real life situations.
LEARNING STANDARDS
5.1.1 listen and respond orally to various literary works.
5.1.2 read and understand various literary works.
5.1.3 share personal responses of issues related to literary works and develop new ideas
or solve problems.

5.2.1 identify meaning of words based on context.
5.2.2 produce a new genre from the literary text read.
5.2.3 create and produce linear and/or graphic presentation in a fun manner.
5.2.4 share personal responses to literary works through performances.
Performance Standards for Literature in Action

PERFORMANCE
LEVEL
DESCRIPTORS
Can identify word meanings with full guidance.

Can hardly give personal responses to literary works.
Can provide little ideas at word level to produce a graphic/non-graphic presentation
Can display minimal participation in a performance based on literary works.
Can understand words, simple sentences and frequently used expressions.

Can understand and respond to literary texts using basic words, phrases with some
Can perform basic literary language tasks with a lot of guidance..
Can display some participation in a performance based on literary works.
Can display satisfactory command of the language.

Can comprehend and recognize implicit meaning of literary texts with little guidance
Can use the language for literary purposes independently to a certain degree but re
Can participate in a performance based on literary works.
Can show good command of the language.

Can comprehend and recognize implicit meaning of longer literary texts.
Can use language independently for literary purposes but requires guidance for mor
Can produce graphical and non-graphical presentation.
Can produce clear and coherent ideas.
Can provide personal response towards any given literary works.
Can prepare and participate in performances on literary works.
Can display very good command of the language.

Can comprehend and recognize implicit meaning of longer and complex literary text
Can use the language for literary purposes almost independently.
Can produce interesting linear and graphical presentation.
Can produce complex ideas.
Can express himself/herself fluently and aptly towards any given literary works.
Can lead, plan, prepare and participate in performances based on literary works.
Can display excellent command of the language.

Can comprehend various literary works effortlessly and efficiently.
Can use the language for literary purposes independently.
Can produce interesting and creative graphical or non-graphical presentation.
Can express himself/herself instinctively, very fluently and aptly towards any g
Can lead, plan, prepare and participate effectively in performance based on literary
DESCRIPTORS
anings with full guidance.

onal responses to literary works.
as at word level to produce a graphic/non-graphic presentation but with full guidance.
participation in a performance based on literary works.
ds, simple sentences and frequently used expressions.

respond to literary texts using basic words, phrases with some guidance.
erary language tasks with a lot of guidance..
rticipation in a performance based on literary works.
ory command of the language.

d recognize implicit meaning of literary texts with little guidance.
e for literary purposes independently to a certain degree but requires guidance for some language tasks.
performance based on literary works.
mand of the language.

d recognize implicit meaning of longer literary texts.
dependently for literary purposes but requires guidance for more complex literary tasks.
al and non-graphical presentation.
nd coherent ideas.
l response towards any given literary works.
ticipate in performances on literary works.
d command of the language.

d recognize implicit meaning of longer and complex literary texts.
e for literary purposes almost independently.
ing linear and graphical presentation.
x ideas.
herself fluently and aptly towards any given literary works.
are and participate in performances based on literary works.
t command of the language.

rious literary works effortlessly and efficiently.
e for literary purposes independently.
ing and creative graphical or non-graphical presentation.
lf/herself instinctively, very fluently and aptly towards any given literary works using technology.
are and participate effectively in performance based on literary works.
WORD LIST
This list consists of words, which are the minimum to be mastered in Form 1. In order to enable students to rememb
words effectively and develop a familiarity for their use, these words should be often repeated and reiterat
words not found on the list in relation to the themes provided.
a
after
at
bedroom
about
afternoon
aunt
bee
above
again
axe
before
accident
age
baby
begin
act
air
back
behave
actor
answer
bad
behind
add
any
bag
bell
address
army
ball
belong
admire
around
bank
below
adventure
arrest
basket
belt
advice
art
beat
big
advise
ask
bed
bird
buy
by
century
ceremony
coat
coffee
cake
character
coin
calculation
charm
cold
calculator
chicken
collar
call
childhood
collect
camera
Christmas
colony
can
class
colour
cape
clay
come
capital
clever
cook
car
climb
correct
card
clock
could
care
close
courage
carry
cloud
cousin
cat
clues
cow
cause
coal
creep
cave
coast
crop
in Form 1. In order to enable students to remember the meanings of these

e words should be often repeated and reiterated in classroom teaching and learning. Although the words stipulated in th
bedroom
bite
brain
bee
black
brave
before
blind
bread
begin
blood
break
behave
blue
behind
boat
breakfa
st
bring
bell
body
belong
bone
broadc
ast
brother
below
book
brown
belt
bowl
bully
big
box
bus
bird
boy
But
cross
cry
dismiss
distant
empire
English
cup
do
enjoy
cut
doctor
especially
date
dog
evening
daughter
door
evil
day
down
exercise
daylight
draw
description
drink
experime
nt
eye
desk
dryer
face
devil
duck
fail
dictionary
ear
fall
difficult
east
family
digital
eastern
father
dine
eat
fault
dinner
egg
favour
discipline
elephant
fever
ugh the words stipulated in this Word List are words that should be taught and mastered, teachers may also teach any other
may also teach any other
field
get
have
fire
girl
he
first
give
head
fish
go
hear
flood
good
help
food
grass
here
foot
greedy
high
forgive
green
hill
friend
group
holiday
friendly
grow
honest
friendship
habit
horse
fun
hair
hot
funny
hair
hour
game
hall
house
garden
hand
how
gentle
happy
gentleman
hat
ice
if
look
net
in
machine
new
introduce
man
news
introduction
marine
night
it
master
no
jealous
meet
judge
month
nobo
dy
nose
kind
moon
not
land
morning
now
learn
mother
of
left
murder
oil
leg
music
old
letter
name
on
life
nature
one
like
near
open
live
neck
or
long
nest
orang
e
orphan
please
railroad
out
poem
rain
page
poet
rain
pale
polite
read
pan
poor
red
paper
popular
refrigerator
parent
pot
relatives
partner
power
religion
peace
pray
remember
pen
print
repair
pencil
proud
respect
people
pupil
restaurant
permission
quarter
ribbon
place
quiet
rice
plant
rabbit
rich
plaster
radio
right
plate
rail
river
road
screen
shirt
rock
screw
shoe
roar
sea
shore
roof
sea
short
root
secret
rubber
see
should
er
shout
rule
seed
siblings
run
sew
silver
sad
shade
sir
sale
sell
sit
salesman
shadow
sleep
salt
shake
solid
sand
share
solve
say
sharp
south
scar
she
speed
school
shelf
spit
science
ship
sound
storm
to
wet
story
toe
what
strong
top
who
sugar
town
why
suggest
tree
wide
sun
uncle
wife
suspect
under
will
tall
use
with
tea
voice
tell
water
the
way
they
we
witn
ess
wom
an
woo
den
word
this
week
tie
well
time
west
worl
d
yello
w
yes
TEACHING ORGANISER
APPENDIX 1
angunan Kurikulum
Mei 2015
Name of Teacher(s):
Form
Class
Theme
EXPECTATIONS
(questions/statements to be answered while and after lessons-similar to o
TEACHING AND LEARNING STRATEGIES
EDUCATIONAL EMPHASES

Content Standard(s):
Learning Standard(s):
Activity(ies):
Formative Assessment:
Resources:
Reflection:
Reading
Activity(ies):
Resources:
Reflection:
Writing
Activity(ies):
Resources:
Reflection:
Grammar
Activity(ies):
Resources:
Reflection:
ACTION-ORIENTED TASK(S)
Activity(ies):
Resources:
Reflection:
Activity(ies):
Resources:
Reflection:
Class
Duration(hr/mins)
Topic
Sub-topics (if required)
EXPECTATIONS
/statements to be answered while and after lessons-similar to objectives)
ING STRATEGIES
SES
SK(S)
LEARNING STANDARDS
SUMMATIVE ASSESSMENT
PANELISTS
1. Chetrilah Binti Othman
2. Arni Binti Zainir
3. Eileen Jessie Ah Guan
4. Muhammad Adeeb Yewkee Ng Bin Abdullah
5. Zufrizah Aryiati Binti Mahamad Fazim
6. Rabindra Dev Prasad
7. Pannir Selvam @ Jassen
8. Kan Pui Fun
9. Joel Jacob
10. Fadillah Binti Yaakob
11. Rohaida Binti Ngah
12. Xavier Manickam
13. Vijayaletchumi A/P Nagalingam
14. Zubaidah Bibi Binti Mobarak Ali
15. Muralitharan A/L Ammasi
PPD Termerloh (SISC+)
16. Gladys Francis Joseph
PPD WP Bangsar Pudu (SISC+)
17. Jeffrey Nicholas
PPG Sandakan (SISC+)
18. Juliana Binti Ali
SBP Integrasi Jempol, Jempol
19. Diren Ashok Khandar
SM Sains Tuanku Jaafar, Kuala Pila
20. Eugene Mark Morais
SMJK Katholik, Petaling Jaya
21. P. Ruthirayene A/P M. Poologasingam
SMJK Kwang Hua, Klang
22. Norharti Binti Jalil
SMK (P) Methodist, Kuantan
23. Kamala Thevi A/P Kandasamy
SMK Alam Megah, Shah Alam
24. Michelle Lim Pek Sim
SMK Bandar Puchong Jaya (B), Puc
25. Ezareen A/P C.Ahmad Ezanee
SMK Bukit Jelutong, Shah Alam
26. Noor Zehan Binti Johan Noor
SMK Convent Father Barre, Sungai
27. Ung Yoke Khuan
SMK Dato Mansor, Bahau
28. Li Sheau Juin
SMK Datok Lokman, Kuala Lumpur
29. Mior Mohd Firdaus Bin Mior Brahim
SMK Iskandar Shah, Parit
30. Seri Rahayu Binti Hamid
SMK Jalan Cochrane, Kuala Lum
31. Ng Yoke Leng
SMK King George V, Seremban
32. Rubiah Binti Mat Som
SMK Kuala Krau, Temerloh
33. Sujatha A/P Veriah
SMK Kuala Kubu Baru, Kuala Ku
34. Daisy Irani A/P Subramaniam
SMK Mantin, Mantin
35. Shanthi A/P Jeevapragasan
SMK Menjalara, Kepong
36. Norazila Binti Mohd Diah
SMK Putrajaya Presint 9(1), Putr
37. Pusphalatha A/P Gopalan
SMK Rantau Panjang , Bestari Ja
38. Rachel Sharmala A/P Koruthu
SMK Rawang, Batu 16, Rawang
39. Nooraini Binti Baba
SMK Rusila, Marang
40. Norin Norain Binti Zulkifli Anthony
SMK Sains Banting, Jugra
41. Helen A/P Jeyapal Dorai Pandian
SMK Segambut, Kuala Lumpur
42. Intan Hamimah Binti Mamat
SMK Seksyen 18, Shah Alam
43. Chanthireka A/P Vasudevan
44. Santhy A/P S.Subramaniam
SMK Seri Sepang, Sepang

Kolej Vokasional Ampangan, Seremban
Kolej Vokasional Port Dickson
PPD Kinta Utara (SISC+)
PPD Kuala Pilah (SISC+)
PPD Marang (SISC+)
PPD Port Dickson (SISC+)
PPD Sentul (SISC+)
PPD Seremban (SISC+)
PPD Termerloh (SISC+)
PPD WP Bangsar Pudu (SISC+)
PPG Sandakan (SISC+)
SBP Integrasi Jempol, Jempol
SM Sains Tuanku Jaafar, Kuala Pilah
SMJK Katholik, Petaling Jaya
SMJK Kwang Hua, Klang
SMK (P) Methodist, Kuantan
SMK Alam Megah, Shah Alam
SMK Bandar Puchong Jaya (B), Puchong
SMK Bukit Jelutong, Shah Alam

SMK Convent Father Barre, Sungai Petani
SMK Dato Mansor, Bahau
SMK Datok Lokman, Kuala Lumpur
SMK Iskandar Shah, Parit
SMK Jalan Cochrane, Kuala Lumpur
SMK King George V, Seremban
SMK Kuala Krau, Temerloh
SMK Kuala Kubu Baru, Kuala Kubu Baru
SMK Mantin, Mantin
SMK Menjalara, Kepong
SMK Putrajaya Presint 9(1), Putrajaya
SMK Rantau Panjang , Bestari Jaya
SMK Rawang, Batu 16, Rawang
SMK Rusila, Marang
SMK Sains Banting, Jugra
SMK Segambut, Kuala Lumpur
SMK Seri Sepang, Sepang
45. Nuraziatul Mazida Binti Neimah

46. Zul Shaharuddin Bin Setapa
47. Sharila Binti Shuib
48. Kalpana Maria Rajandran
49. Tan Siok Leh
50. Sibyl Su Soo Chin
51. Sarminah Binti Salim
52. Mohd Yazid Fauzi Bin Kamaruddin
53. Laurence L. Dumling
54. Logambal @ Latha A/P K.Krishnan
55. Sugitha A/P Kunjaman
56. Thilakavathy A/P Kandiah
57. Sharifah Adilah Binti Syed Mohamad
58. Bachan Kaur A/P Chingara Singh
59. Thiruselvam A/L Jacob
SMK Sijangkang Jaya, Teluk Panglima Garang

SMK Sri Bentong, Bentong
SMK Sri Indah, Seri Kembangan
SMK Sri Sentosa, Kuala Lumpur
SMK St Mary, Kuala Lumpur
SMK Sultan Abdul Samad , Petaling Jaya
SMK Sultan Alam Shah, Putrajaya
SMK Sultan Ismail, Kemaman
SMK Sung Siew, Sandakan
SMK Sungkai, Sungkai
SMK Taman Bukit Maluri, Kuala Lumpur
SMK Tengku Ampuan Jemaah, Kelang
SMK Tunku Ampuan Durah, Seremban
SMK USJ 8, Subang Jaya
SMK USJ13, Petaling Jaya

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MINISTRY OF EDUCATIO

STANDARD-BASED CURRICULUM FOR SECONDARY SCHO

Science & Technology

The mastery of Science, Mathematics, and Technology.

The application of knowledge,

Appreciate and apply imagination,

Nurturing leadership and personal

Internalisation of positive values such

Promoting ones potential and

Cultivate meaningful relationships

Internalisation of religious practices, attitudes and values in

Preparing Malaysians for the 21st century.

Developing problem solving skills.

The mastery of conceptual knowledge.

Spiritual, Attitude &

Figure 1: The Standard-Based Curriculum (KSSM) Framework for Secondary Schools

The SBELC is developed based on these principles:

Years 4, 5 and 6 (Upper Primary)

Forms 1, 2 and 3 (Lower Secondary)

Forms 4 and 5 (Upper Secondary)

The SBELC is organised with the intention of building a strong

LISTENING AND SPEAKING

integrated to emulate real-life situations. These tasks and

The public domain encompasses dealings with the public services,

STRY OF EDUCATION MALAYSIA

asi dan isi kandungan buku ini dalam apa juga

ra satu cara hidup demokratik;

r unity for all her peoples: Maintaining a democratic way of life;

menggantikan Kurikulum Bersepadu Sekolah Menengah (KBSM) yang mula dilaksanaka

lan KSSM. Semoga pelaksanaan KSSM akan

development in Malaysia (refer Figure 1).

chool. It is imperative that these elements

ered in work, school and leisure;

d different cultural heritages relating to real life situations; and

in preparing students to become competent

should be equipped with the knowledge and skills to:

needs and abilities of students.

gy (refer Figure 2).

d Writing, and the elements of Grammar and Literature

attention (refer Figure

er in real life which require them to communicate in English.

ng specific knowledge or skills.

nts learning needs. Therefore, a balanced

ng Organiser (refer Appendix 1).

ased on accessibility, quality, equity and do-ability.

he language skills learnt during their primary school education.

unicate accurately, confidently and effectively in the English Language.

e real world, so as to be meaningful for students.

aan dan kepatuhan kepada

nd devotion to God. Such an effort is designed to produce Malaysian citizens

ru di bawah Pelan Pembangunan Pendidikan Malaysia

bolehkan guru membuat tindakan susulan

dan jasmani sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.

se of real-life issues which are meaningful

d through the following themes:

g teaching and learning.

olve problems that may require them to use English.

melahirkan warganegara Malaysia yang berilmu pengetahuan, berk

e situations, bridging classroom practices to the real world.

pengetahuan, berketerampilan, berakhlak

ents who master all the Learning Standards

preparation for the real world.

mencapai kesejahteraan diri serta memberikan sumban