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INTRODUCTION
2. Syllabus Year 3
4. Year 3 Textbook
CURRICULUM FRAMEWORK
The DSKP content and learning standards are derived from the curriculum framework
Curriculum Target Levels based on the CEFR
Table 1 indicates the curriculum target levels for primary and secondary
based on the CEFR. The curriculum standards for Year 3 are aligned to the
CEFR proficiency level A1 Mid.
The official document of the curriculum is
called The Standards-Based English
Language Curriculum Document -
Dokumen Standard Kurikulum dan
Pentaksiran Bahasa Inggeris (DSKP).
Lesson plans should be developed based
on this official document.
3
AIM AND OBJECTIVES IN SBELC
AIM OBJECTIVES
By the end of Year 6, pupils are able to
The English Language achieve the following objectives:
Curriculum for Primary
Schools aims to equip 1. Communicate with peers and adults
pupils with basic language confidently and appropriately in formal
skills to enable them to and informal situations.
communicate effectively in 2. Read and comprehend a range of English
a variety of contexts that texts for information and enjoyment.
are appropriate to the 3. Use appropriate language, style and
pupils’ level of form to write for different purposes
development. through a variety of media.
4. Appreciate and demonstrate
understanding of English language literary
or creative works for enjoyment.
5. Use correct and appropriate rules of
grammar in speech and writing.
6. Appreciate and inculcate values,
positive attitudes and patriotism.
The Curriculum Standards
CONTENT PERFORMANCE
LEARNING STANDARDS
STANDARDS STANDARDS
Over-arching A set of criteria or indicator
Table 6: The Curriculum Standards Express the degree or
educational goals for learning quality and quality of proficiency
that should be achievements that can be that pupils are
achieved by the end measured for each Content expected to display in
of Year Six. Standard. relation to the Content
and Learning
The focus section Should be mastered by all Standards.
provides an idea or pupils at the end of each year.
the expected Allow pupils to reflect,
achievement by the think and act upon
end of Year 6. their learning strategies
for self-improvement.
CONTENT AND LEARNING STANDARDS
Performance Standards Guide for Speaking Skills
Performance Standards Guide for Speaking Skills
PEDAGOGICAL PRINCIPLES OF THE CURRICULUM
technologies
v. Assessment for learning
vi. Character Building
LESSON ORGANISATION
21ST CENTURY PUPIL'S PROFILE
• Resilient • Communicator
• Thinker • Team Player
• Informed • Inquisitive
• Caring • Principled
• Patriotic
CHARACTERISTICS OF THE 21ST CENTURY PUPIL'S PROFILE
PUPILS’
DESCRIPTION
PROFILE
Pupils are able to voice out their thoughts, ideas and
Pupils are steadfast in facing and overcoming information with confidence and creativity orally and
Resilient hardship and challenges with wisdom, Communicator
in written form, using various types of media and
confidence, tolerance and empathy. technologies.
Pupils are able to think critically, creatively and Pupils are able to co-operate effectively and
innovatively; solve complex problems and harmoniously with one another. They share
make ethical judgements. They are able to responsibility, respect and appreciate the
think about learning and about being pupils Team Player
contributions by each member in the team. They gain
Thinker themselves. They generate questions about interpersonal skills through collaboration, which in
and are open towards other people’s turn makes them better leaders and team members.
perspectives, values, individual traditions and
society. They are confident and creative in Pupils are able to develop natural inquisitiveness to
handling new learning areas. explore new strategies and ideas. They learn skills
that are necessary for inquiry-learning and research,
Inquisitive
as well as display independent traits in learning. The
Pupils are able to obtain knowledge and develop a broad and pupils are able to enjoy continuous life-long learning
balanced understanding across the various disciplines of experiences.
knowledge. They can explore knowledge effectively in terms
Informed Pupils have a sense of integrity, sincerity, equality,
of local and global contexts. They understand issues related
to ethics or laws regarding information that they have fairness, high moral standards and respect for
Principled
acquired. individuals, groups and the community. They are
responsible for their actions, reactions and decisions.
Pupils are able to show empathy, pity and respect towards
the needs and feelings of others. They are committed to
Caring
serving the society and ensuring the sustainability of the
environment.
Pupils are able to show their love, support and respect for the
Patriotic
country.
Three broad themes in the
CEFR-aligned SBELC
The World of The World of
Self, Family Knowledge
and Friends
The World
of Stories
CROSS-CURRICULAR ELEMENTS
• PROJECT-BASED LEARNING
• INQUIRY-BASED LEARNING
• COLLABORATIVE LEARNING
PROJECT-BASED LEARNING
INQUIRY-BASED LEARNING
Grammar and Vocabulary Focus in the curriculum
• Observations
• Oral presentations
• Quizzes
• Question and answer
• Task sheets or written assignments to document
students’ progress in learning.
Elements to be taken into consideration:
Objective on
main learning
standard
Objective on
complementary
learning
standard
THE END
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