Prepared by

Lexley
Baraa
Akmal

KBSR
National examination
(UPSR) only.
Integrated education to
enhance mastery of 3R
(Reading, wRiting,
aRithmetic) with focus
on knowledge, skills,
values, critical, and
creative thinking.
Three pillars:
Communication,
Interaction with the
society, personal
development
Curriculum written
based on learning
outcomes
KSSR
National
examination
(UPSR) +
school-based
assessment
Integrated education
to enhance mastery of
4R (Reading, wRiting,
aRithmetic and
Reasoning) with
additional elements of
creativity, Innovation,
and entreprenuership.
Six pillars:
Communication,
spiritual attitude, and
values, humanities,
literacy in science and
technology, physical and
esthetic development,
and personal
development
Curriculum
written based
on content
and learning
standards
KBSR KSSR
The English Language
Curriculum for Primary
Schools aims to equip
pupils with basic
language skills to enable
them to communicate
effectively in a variety of
contexts thats
appropriate to the pupils
level of development.
The English language
syllabus for primary
school aims to equip
pupils with skills and
provide a basic
understanding of the
English language so that
they are able to
communicate, both orally
and in writing, in and out
of school.
KBSR KSSR
Communication
Human and
environment
Self development
Communication
Spiritual, attitude and
values
Humanity
Physical aesthetical
development
Science and technology
KBSR KSSR
According to each subjects
(syllabus / text books)

The language contents are the
sound system, grammar and
vocabulary.

Several teaching contexts have
been suggested through which the
language skills and language
content are to be taught.
Primary education is divided into
two stages:

Stage One Years 1, 2 and 3

Stage Two, Years 4, 5 and 6.

In Years 1, 2 and 3 in national
schools, the English language
curriculum emphasises the
development of basic
language skills so that pupils will
have a strong foundation to build
their proficiency in the language.
KBSR KSSR
Using syllabus containing:
content
learning outcome
suggested activities in
teaching and learning
process
Textbook

Using curriculum documents
standard content
standard learning

In years 1 and 2,
there will only be four modules;
namely:
Module One : Listening and Speaking
Module Two : Reading
Module Three : Writing
Module Four : Language Arts
In Years 3 - 6, grammar is added to the
above four modules

Textbook

KBSR KSSR
It comprises the four
language skills of listening,
speaking, reading, and
writing as well as the
language contents

emphasises the development
of basic language skills so
that pupils will have a strong
foundation to build their
proficiency in the language.
Listening and Speaking
Reading
Writing
Language Arts


KBSR KSSR
Thinking skill
Learning how to learn
skill
ICT
Multiple Intelligence
Values and citizenship
Knowledge Acquisition
Preparation for the real
world
Thinking skill
Mastery learning
ICT
Multiple Intelligence
Constructivism
Contextual learning
Learning how to learn skill
Values and citizenship
Knowledge Acquisition
Creative and innovation
Entrepreneurship







As a guide to ensure that educational goals are
reached


Curriculum
Models
Tylers Model
(Ralph Tyler)
Tabas Model
(Hilda Taba)
Stenhouses Model
(Lawrence
Stenhouse)
Objective
model
Process model
Aiming towards an educational objective. Also
called as means-objective model.
What is the object of education?
What teaching experience that we have to provide in
order to achieve educational object.
How to effectivelu organize the educational experience?
How can we know whether these objects have achieved?
This model aimed at students developing
behaviour as their target teaching. The evaluation
does not give much feedback on how to execute a
better way of teaching.
Hilda Taba believed that there should be a clear
definite order to curriculum design that teachers
must be involved in the process. There are 7 steps
to the Taba Model of curriculum Development:
1. Diagnosis of needs
2. Development of Objectives
3. Selection of content
4. Organisation of content
5. Selection of educational experiences
6. Organisation of educational experiences
7. Evaluation