The Standard-Based

English Language
Curriculum For
Secondary Schools
Form 1
(KSSM Bahasa Inggeris)
What is Standard-Based?
Refers to systems of
instruction
assessment
grading
academic reporting

Based on pupils
understanding or
mastery of the knowledge and skills

Pupils are expected to learn as they progress

through their education
The Role of Standards in Teaching & Learning
- Assessment Process
Requires change in teaching and assessment

Assessment systems - congruent with what is and how it

is tested

Assessment - final product (summative) and as a

continual process (formative)

Curriculum sets benchmark levels of pupils

achievement and progress towards meeting the
standards by describing what the pupils can do with the
language
The Role of Standards in Teaching & Learning
- Assessment Process (cont)

Move away from testing methods which concentrate on

memory and develop those which measures
understanding and application

To assess whether pupils have achieved different

benchmarks, pupils are expected to demonstrate what
they can do with the language by applying what they
know about the language in real-life situations
 Aims

Content
Objectives
Organisation

Assessment Focus

SBELC

Cross- 21st
Curricular Century
Elements Skills

Higher
T&L Order
Strategies Thinking
Skills
 1. Aims
To communicate and interact confidently, proficiently
and competently locally and globally

To be knowledgeable and respectful of other cultures

To make calculated decisions through critical and

analytical thinking

To collaborate with others to solve problems

creatively and innovatively in the real world
 2. Objectives
At the end of the secondary education, pupils can:

Understand the main points of clear standard

input on familiar matters in work, school and
leisure

Describe experiences and events, dreams,

hopes and ambitions and give reasons and
explanations for opinions and plans

Use appropriate language to make calculated

decisions in situations likely to arise in real life
 Produce ideas and connected texts on various
topics of interest

Use a range of learning tools including the

multimedia to communicate in various modes

Comprehend and appreciate a variety of literary and

non- literary texts critically and creatively

Understand and respect the perspectives of people

with linguistic diversities and different cultural
heritages and relating to real life situations

Acquire lifelong interest and enjoyment of language

learning through curiosity and enquiry
 3. Focus

a.
Curriculum
Principles

c.
Curriculum
Approach
b. d.
Curriculum Lesson
Organisation Organisation
 a.

Preparing for the Real World

Sustaining Language Use

Acquiring Global Competencies

Acknowledging Pupil Differences

Developing Confident and Competent

Communicators
 b.

Key Stages in SBELC

Stage 1: Year 1, Year 2 & Year 3

(Lower primary)

Stage 2: Year 4, Year 5 & Year 6

(Upper primary)

Stage 3: Form 1, Form 2 & Form 3

(Lower Secondary)

Stage 4: Form 4 & Form 5

(Upper Secondary)
 b.

The Phases of Teaching & Learning

 c.

Emphasis on the modular approach

o All language skills (Listening, Speaking,
Reading and Writing) and elements of
Grammar and Literature in Action are
given due focus and attention
During teaching and learning, skills and
elements are connected through relevant
domains and theme
 c.
Curriculum
Approach
Domains:

KBSM KSSM

Interpersonal Personal

Informational Public
Aesthetic Educational

Occupational
 c.
Themes:
KBSM KSSM

People People and Culture

Environment THealth and

Environment
Science and Science and
Technology Technology

Values Consumerism and

Financial awareness
Health -
Social Issues -
d.

LITERATURE IN ACTION
(LITERATURE COMPONENT TEXTS)
ACTION-ORIENTED TASKS
d.

GRAMMAR
WRITING
READING
LISTENING & SPEAKING

Consumerism
and Financial
Environment
Science and
Technology
People and
THEMES

Health and

Awareness
Culture
DOMAINS:
Personal ,Public, Educational, Occupational
 d.

Time Allocation
KBSM KSSM

40 mins / lesson 3.5 hours / week

(5 periods / week)

Coverage of each topic Coverage of each topic

and theme - not and theme - 3 weeks (or
stipulated more)
 d.

Time Allocation (contd)

Mon Tue Wed Thur Fri
(LiA)
Week 1 1 hr 1 hr 1 hr 30 mins
(L & S) (L & S) (R)
Week 2 1 hr 1 hr 1 hr 30 mins
(R) (G) (W)
Week 3 1 hr 1 hr 1 hr 30 mins
(W) (AOT) (AOT)

One week: 3.5 hours. One hour is for LiA each week.
Balance : 2.5 hours
Therefore a minimum of three weeks required to complete a topic,
2.5 x 3 = 7.5 hours

Proper planning and organising is required.

 4. 21st Century Skills

Learning Skills Literacy Skills Life Skills

Critical and Creative Flexible and
Information Literacy
Thinking Adaptable

Collaboration Media Literacy Initiative and Self-

Directed

Communication Social & Cross-

Technology Literacy
cultural Skills

Productive &
Accountable

Display leadership &

Responsibility
 21st
Century
Pupils
Profile
Patriotic Resillient

Caring Thinker

Informed Communicator

Principled Team Player

Inquisitive
 5. Higher Order Thinking Skills

Application Use knowledge, skills and values to

complete a piece of work

Break down information into

Analysis smaller parts to understand and
make connections between parts

Consider, make decisions using

Evaluation knowledge, experience, skills, and
values and justify decisions

Produce an idea / product through

Creation creativity and innovation
 6. Teaching and Learning
Strategies
21st century
teaching and
learning requires:

Supportive
environment

Teacher
as
facilitator
Teaching and learning strategies involve:

Cognitive Metacognitive Resource

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

Inquiry-Based Learning
Main
focus

Cooperative Project-Based
Learning Learning

Pupil-
Centredness
 Inquiry-
based
Learning

How is Inquiry-based learning in SBELC?

Pupilcentered activities

Explorative learning

Active engagement during T&L

 Teaching approach - dynamic, effective, raising
curiosity, proactive attitudes, instilling critical and
creative ability, sustain interest

Pupils trained pose questions, give opinions and

suggestions, gather, organise and analyse
information, explore, make judgements, solve
problems

apply learning to new situations and reflect

Methods and techniques in inquiry-
based learning include:
project-based learning drama
surveys forum
brainstorming dialogue
demonstration group work
simulation
role play
 Project-
Based
Learning

Emulates real world experiences

Pupils learn to:

o plan their work
o manage time
o document work progress
o make improvements and adjustments
o be critical, creative and innovative
o lead
o collaborate
o apply soft skills
 Implemented during Literature in Action (LiA)

Explore
KOMSAS
Texts

Formative
Assessment LiA Performance
Based on
Texts

Small
Interconnected
Projects
 Pupil-
centredness

Pupil Centredness
Learning through
discovery
inquiry
collaborating with one another

Get information through:

Communicating
Sourcing from various media
 Pupils must be taught to filter information:
Differentiate facts from fiction
Good from the bad
Ethical from unethical
Truth from lies

Teachers guide/facilitate pupils in learning

process:
To think methodically and coherently
Use thinking tools
Making mistakes is part of learning process
 Cooperative
Learning
Cooperative Learning
Group work, familiarising team work:
Recommended small group to ensure
productivity and responsibility
Turn-taking to be group leader
Practise:
Soft skills Creativity
Compromise Innovative
Collaboration Problem-solving
Responsibility
 7. Cross-Curricular Elements

The complex and multi-dimensional world

requires pupils to:

make connections to various sources of

knowledge
be effective communicators
confidently face the 21st century
challenges
1. Language

2. Environmental Sustainability

3. Values

4. Science and Technology

5. Patriotism and Citizenship

6. Creativity and Innovation

7. Entrepreneurship

8. Information & Communications

Technology

9. Global Sustainability

10. Financial Education

 School Based
Assessment

8. Assessment

School Assessment

Reporting
SCHOOL-BASED ASSESSMENT (SBA)

School Assessment for Physical,

Psychometric
Assessment Centralised Exam Sports and Co-curricular
Activities Assessment
(LP) (BPSH)
(BPK) (BKK)

Part of the T&L School Measures and Measures natural

process administration of evaluates abilities, thinking
Involves instruments and performance, skills, problem-
Assessment as evaluation involvement and solving skills,
Learning, participation in interest,
Assessment for physical, health, inclination, attitude
Learning, and sports and co- and pupil
Assessment of curricular activities personality
Learning
Traits (7):
holistic, inclusive,
authentic,
localised,
flexible,
continuous,
standardised
 School Assessment (BPK)

Formative Assessment
to improve pupils learning and the quality and
effectiveness of teaching strategies

Observations or quizzes

Formal (recorded) or Informal (unrecorded)

Assessment tools (assignments, projects,

performances, demonstrations, field study, case study)

Summative Assessment
Twice yearly (minimum)

Recorded (report)

School administration of instruments and evaluation

Pupils Performance Record
Individual Pupils Report
Performance Standard Statements
Graphical Report
 Content
Standards

9. Content Organisation
Learning
Standards

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

Writing Grammar

Action Literature in
Oriented Tasks Action
Listening & Speaking
1.1
Listen to and use correct pronunciation, stress,
rhythm and intonation patterns to communicate

1.1.1 Can listen to, discriminate and pronounce

accurately:
(a) long and short vowels
(b) diphthongs
1.1.2 Can speak with correct intonation, stress
and sentence rhythm
1.2
Listen to, engage and interpret meaningful
conversations
1.2.1 Can listen to and respond to directions,
instructions and procedures
1.2.2 Can listen to text of different genres and
classify the grammar items and
vocabulary
1.3
Listen to and respond critically to a wide range of
spoken, audio and visual texts
1.3.1 Can listen to spoken, audio and visual texts to:
(i) retrieve main ideas
(ii) retrieve supporting details
1.3.2 Can listen to 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
Speak intelligibly, eloquently and appropriately for
different purposes, audiences, contexts and cultures

1.4.1 Can express feeling and give simple

descriptions of personal experiences orally
1.4.2 Can participate in simple conversations
using speech acts:
(i) greeting (ii) apologies
(iii) invitation (iv) compliment
(v) request (vi) complaint
(vii) refusal
Reading
2.1
Demonstrate understanding of a variety of texts using
a range of strategies to construct meaning

2.1.1 Can read and develop vocabulary skills by

understanding
(i) similes
2.1.2 Can understand meanings of words from
print media by using
(i) dictionary
2.2
Apply a range of strategies to comprehend texts
related to everyday living
2.2.1 Can demonstrate understanding by
(i) identifying main ideas in given texts.
2.2.2 Can locate and organise information by:
(i) using graphic organisers
(ii) creating their own graphic organisers.
2.2.3 Can analyse and infer information by:
(i) using textual clues to predict outcomes or
conclusions
(ii) finding meaning of unfamiliar words
2.3
Analyse and evaluate various texts

2.3.1 Can read various texts and retrieve information by:

(i) skimming and scanning
2.3.2 Can read various texts and select information for
specific purposes
2.4
Read independently and extensively to explore and
expand ideas for personal development

2.4.1 Can read a variety of texts from various media to

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

3.2.1 Can write for academic and functional purposes:

(i) email / messages
(ii) process and procedures
(iii) letters
3.2.2 Can write for creative and personel expressions:
(i) e-diary
(ii) journals
(iii) posters and slogans
Grammar
4.1
Identify and use language structures appropriately
according to context

4.1.1 Can 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 Can identify and use pronouns appropriately
according to context
(i) possessive
(ii) demonstrative
(iii) interrogative
4.1.3 Can identify and use adjectives appropriately
according to context
(i) adjective of quality
(ii) possessive
(iii) comparison of adjectives
4.1.4 Can identify and use articles appropriately
according to context
(i) indefinite article a and an
4.1.5 Can identify and use verbs appropriately
according to context.
(i) regular verbs
(ii) irregular verbs
(iii) auxiliary verbs
4.1.6 Can identify and use adverbs appropriately
according to context
(i) manner
(ii) time
(iii) place
4.1.7 Can identify and use tenses appropriately according
to context
i) simple present tense
ii) simple past tense
iii) future tense
4.1.8 Can identify and use prepositions appropriately
according to context
(i) place
(ii) time
(iii) directions
(iv) positions
(v) phrasal verbs
4.1.9 Can identify and use modals appropriately
according to context
(i) can
(ii) may
(iii) might
4.1.10 Can identify and use conjunctions appropriately
according to context.
(i) and
(ii) but
(iii) so
(iv) or
(v) because
4.1.11 Can 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 Can identify and use punctuation appropriately
according to context
(i) capital letters
(ii) comma/full stop
(iii) question mark
(iv) exclamation mark
4.2
Apply grammatical rules at word, phrase and
sentence levels correctly and meaningfully
4.2.1 Can construct simple sentences correctly
and meaningfully

4.3
Use various forms of language to create meaning in
a variety of texts

4.3.1 Can identify and use

(i) similes
in context appropriately
Literature in Action
5.1
Engage and respond to a variety of literary texts to
express understanding of the broader world of ideas
and concepts

5.1.1 Can listen to and respond orally to various

literary works
5.1.2 Can read and understand various literary
works
5.1.3 Can share personal responses of issues related
to literary works and develop new ideas or solve
problems
5.2
Use a wide range of literary texts to convey views
for different purposes and audiences, and relate
them to real life situations

5.2.1 Can identify meaning of words based on

context
5.2.2 Can produce a new genre from the literary text
read
5.2.3 Can create and produce linear and / or graphic
presentation in a fun manner.
5.2.4 Can share personal responses to literary
works through performances
 Language

21st Century Skills

People and

PERSONAL,PUBLIC, EDUCATIONAL, OCCUPATIONAL

ACTION ORIENTED TASKS

Culture

LISTENING & SPEAKING

LITERATURE IN ACTION
Science and

(
LITERATURE COMPONENT TEXTS)
GRAMMAR
DOMAINS:
Technology

WRITING
READING
Health and
Environment

Consumerism
and Financial
Awareness

T&L Strategies

Assessment
Creativity and
innovation
UBIM/SBK/BPK2016