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LEARNING OUTCOMES
Topic 6 Syllabus andCurriculum
Specifications
Study
By the end of this topic, you should be able to:
1. Discuss the principles of the KBSR Syllabus and CurriculumSpecifications Design;
2. Explain on the format of the KBSR Curriculum Specifications and itsCurriculum Content;
3. Apply the principles of organising a scheme of work; and
4. Implement the Curriculum Specifications in organising a scheme ofwork
INTRODUCTION
In this section you will understand the KBSR Syllabus and CurriculumSpecifications better by learning about the principles of their design, formatand content organisation. You will also learn to implement the CurriculumSpecifications by learning about the principles of organising a scheme of work,the format and planning schemes of work
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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 107
6.1UNDERSTANDING THE KBSR SYLLABUSAND CURRICULUM SPECIFICATIONS
What is a syllabus? What are curriculum specifications?
Brumfit et al. (1991) states that a syllabus is a daily guide for teachers. It isa statement of approach, an instrument for tackling priorities, selecting andsequencing linguistic data. It also provides a focus for what should be taughtand learnt, as well as a rationale for how content should be selected and
ordered. In any teaching context a syllabus is usually a written guide thatteachers refer to when planning their lessons so that the students will be ableto learn what they are supposed to learn.
The Malaysian English Language Syllabus for primary school specifies what isto be taught from Year 1 to Year 6. It covers the four language skills of listening,speaking, reading and writing, as well as language contents. The languagecontents are the sound system, grammar and vocabulary.
It is stated that each of the English Language Curriculum Specifications Year 15
or Huraian Sukatan Pelajaran Bahasa Inggeris Tahun 15 (2003) serves as a guide.Teachers of English for the Malaysian Primary school are expected to adhere tothem as much as possible with regard to the skills to be acquired by learners, thecontent or topic, and the vocabulary and grammar items that pupils must knowin order for them to learn the language.
6.1.1 Principles of the KBSR Syllabus Design
Lets examine the KBSR English Language Syllabus and the CurriculumSpecifications (CS) more closely. The following are either adapted or taken fromthe Syllabus and CS.
As a teacher of English in the Malaysian primary and secondary schools, what isrequired of you? How can you successfully achieve or carry out your duty?
English is a compulsory subject in all primary and secondary schools in line withits status as a second language in Malaysia.
The Cabinet Committee Report on the Review of the Implementation of theEducation Policy 1979 states that the teaching of English is to enable all school-leavers to use English in everyday and work situations. It is also to allowstudentsto pursue higher education in the medium of English. The development of
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learners linguistic ability is in keeping with the goals of the National EducationPhilosophy and the Education Act of 1996, which is to optimise their intellectual,emotional, spiritual and physical potential.
At present, English is still taught for further studies and for work purposes.However, English is becoming increasingly important in Information andCommunications Technology (ICT) and as a global language. Therefore, the useof English for ICT has been included in the curriculum. English for ICT willenable learners to access knowledge on the Internet and network with peoplelocally and globally.
Learners are taught basic English grammar, its usage in speech and in writing.They are also taught the English sound system so that they can use internationallyintelligible English.
The syllabus outlines the Aims, Objectives and Learning Outcomes to beachieved. The Language Content is also given and it includes the English soundsystem, grammar and lastly the word list. The contents of syllabus can beexpanded upon according to the proficiency and ability of the learners.
To help teachers teach this curriculum, the Curriculum Specifications are givenas support.
6.1.2 Format of the KBSR Curriculum Specifications
The contents of the Curriculum Specifications are set out in three columns.
The first column is the LEARNING OUTCOMES column. These are skills andattitudes to be acquired by pupils and are drawn from the syllabus.
The second column is the SPECIFICATIONS column. Here, the larger LearningOutcomes are broken down into manageable skills and sub-skills for teachingand learning. These specifications represent important aspects of the learningoutcomes to be acquired.
To help teachers further, these specifications have been categorized into 3 levels,ranging from basic to advanced. Level 1 outlines the basic skills to be achievedby all learners. On completing their tasks successfully, learners then progress toLevel 2, and then to Level 3.
The third column is entitled EXAMPLES/ACTIVITIES/NOTES. These notes aredirected at teachers and they include explanations, teaching points and examplesof activities to help pupils achieve the skill specifications.
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6.1.3 The Curriculum Content
I. LEARNING OUTCOMES
In acquiring the four language skills, learners are required to perform tasks sothat the following outcomes can be achieved.
(a) Listening The listening component aims at developing learners ability to listen to
and understand the spoken language better. The sub-skills of listeningrange from the basic level of sound, word and phrase recognition to an
understanding of the whole text. Learners are encouraged to listen to varioustext types so that they will become familiar with the sounds, intonation andstress patterns of the English language, as well as to get to know the correctpronunciation of words and the use of certain expressions.
Learners are also encouraged to respond to information or the messageheard in a variety of ways including verbal and non-verbal forms.
By the end of their primary schooling, learners should be able to listen toand understand various text types such as announcements, instructions, andmessages. They should be able to:
(i) Listen to and discriminate similar and different sounds of the Englishlanguage;
(ii) Listen to and repeat accurately the correct pronunciation of words,with the correct intonation and word stress when uttering phrases,expressions and sentences;
(iii) Acquire vocabulary and understand the meaning of words and phrasesin context;
(iv) Listen to and follow simple instructions and directions accurately;
(v) Obtain information from texts listened to in relation to:
main ideas
specific details
SELF-CHECK 6.1
Try to list the main listening skills that should be taught.
Next arrange them in order from easy to difficult.
Then check your answers against the list stipulated in the syllabus asshown below.
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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 111
sequence cause and effect relationships
(vi) Listen to and enjoy the rhyme, rhythm and sounds of poetry, jazzchants and songs; and
(vii) Listen to and enjoy stories, fables and other tales of imagination andfantasy and predict outcomes, and draw conclusions at a level suited totheir ability.
(b) Speaking As speaking is linked closely to listening, learners are taught to listen
carefully to what is spoken and give an appropriate response. In thedevelopment of oral skills, learners are taught how to ask questions politelywhen seeking information or clarification and to reply giving relevantinformation. Learners are also taught to express their thoughts, feelings andideas when talking to friends and older people. Thus, learners are taught touse appropriate words, phrases and expressions that do not offend otherswhich can occur with the lack of proficiency. In making their utterancesunderstood by others, learners are taught to pronounce words correctly andto speak clearly with the right stress and intonation.
By the end of their primary schooling, learners should be able to talk tofriends, relatives, teachers and other people confidently using simplelanguage and with an acceptable level of grammar. They should be able to:
(i) Speak clearly by pronouncing words accurately, and speaking with thecorrect stress, intonation and sentence rhythm;
(ii) Talk confidently on topics of interest in simple language;
(iii) Express thoughts and feelings and talk about things heard, read, seen,and viewed in simple language;
(iv) Ask questions politely to obtain information and clarification;
(v) Give relevant information politely in response to enquiries made:
to state
to identify
SELF-CHECK 6.2
Try to list the main speaking skills that should be taught.
Next arrange them in order from easy to difficult.
Then check your answers against the list stipulated in the syllabus asshown below.
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112 TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY
to disagree
to make comparisons;
(vi) Take simple messages and convey them accurately;
(vii) Make and receive telephone calls using polite speech forms:
(viii)Tell stories based on pictures and other stimuli, and recite simplepoems;
(ix) Talk about the people, places and moral values of the stories heard,read and viewed using simple language;
(x) Perform a variety of functions in a social context such as exchanginggreetings, making introductions, inviting people, etc.; giving simpleinstructions and directions; and
(xi) Respond to audio-visual materials such as cartoons on TV and suitablefilms by:
giving opinions, and
relating the material to personal experiences and previousknowledge.
(c) Reading The component on Reading emphasizes the teaching of the skills of reading
to enable learners to become independent readers. The teaching of readingin the early stages begins at the word and phrase levels before progressingto sentence recognition and reading at the paragraph level. In this earlystage of reading, a combination of phonics and the whole text approach willbenefit young readers. Gradually, learners are also taught to extract specificinformation from a text and to also respond to a text with their own ideasand opinions. Information skills and study skills are also taught through theuse of dictionaries and encyclopaedias. For those who have the facilities,accessing the Internet and other electronic media for information is alsoencouraged. Pupils are also taught to obtain information from maps, plans,graphs and time-tables at a level suited to their ability.
The use of a variety of texts for the teaching of reading skills will not onlyprovide the opportunity for learners to learn new words but also enablesthem to see how grammar is used correctly. At the same time, readinga variety of texts will also help learners develop their reading skills fordifferent purposes. Learners are also encouraged to read extensivelyoutside the classroom for enjoyment and information. This will not onlyimprove their proficiency in the language but will also help them to becomeindependent and efficient readers.
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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 113
By the end of their primary schooling, learners should be able to read avariety of texts both in print and in the electronic media for information
and enjoyment such as notices, warnings, instructions, directions, recipes,messages, simple passages, letters, advertisements, poems, stories,descriptions, recounts, and maps, charts, graphs, timetables. Learners shouldbe to:
(i) Acquire word recognition and word attack skills so that they are able torecognise sight words;
(ii) Acquire key words at various stages of development;
(iii) Read and understand phrases, sentences, paragraphs and whole textsbased on the key words suitable to their level of development;
(iv) Read aloud expressively and fluently pronouncing words correctly andobserving correct stress, intonation and sentence rhythm;
(v) Understand the meaning of words by guessing their meaning throughthe use of:
base words
prefixes
suffixes
contextual clues
(vi) Use the dictionary to get the appropriate meaning of words and
phrases; (vii) Acquire additional vocabulary including
(viii) synonyms and antonyms
homographs and homophones
compound words and collective nouns
common proverbs and similes
(ix) Skim and scan texts for the gist and specific information;
SELF-CHECK 6.3
Try to list the main reading skills that should be taught.
Next arrange them in order from easy to difficult.
Then check your answers against the list stipulated in the syllabus asshown below.
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(x) Read and understand simple factual texts for
main ideas
supporting details
sequence
cause and effect relationships
(xi) Read and enjoy simple stories and poems and respond to them by
talking about the people, animals and moral values in the story orpoem; and
relating the story or poem to ones life (xii) Read simple texts and predict outcomes at a level suited to learners
ability;
(xiii) Read simple texts and make inferences, and draw conclusions;
(xiv) Acquire problem-solving skills;
(xv) Read and obtain information from non-linear texts such as time-tables,maps, graphs, and diagrams at a level suited to learners ability; and
(xvi) Read widely and independently.
(d) Writing In this component, the focus is on developing learners writing abilitybeginning at the word and phrase levels, and progressing to the sentenceand paragraph levels. For those who are able and capable, they must beencouraged to write simple compositions comprising several paragraphs.Attention is also paid to penmanship so that even from a young age, learnersare taught to write clearly and legibly both in print and cursive writing. Inwriting simple compositions, learners are taught the various steps involved inwriting such as planning, drafting, revising, and editing. In the process, theyare also taught to use appropriate vocabulary and correct grammar to get theirmeaning across clearly. Although much of the writing at this level is guided,the amount of control is relaxed for learners who are able and proficient in the
language. All learners are encouraged to write for different purposes and fordifferent audiences. Spelling and dictation are also given emphasis.
SELF-CHECK 6.4
Try to list the main writing skills that should be taught.
Next arrange them in order from easy to difficult.
Then check your answers against the list stipulated in the syllabus asshown below.
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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 115
By the end of their primary schooling, learners should be able to writelists, messages, letters, instructions, directions, simple poems and stories,descriptions, simple recounts and simple reports for various purposes. Theyshould be able to:
(i) Copy correctly
(ii) Match words to linear and non-linear texts:
match word to word
match word to phrase
match word to picture or symbol,
(iii) Complete texts with the missing word, phrase or sentence;
(iv) Write at word, phrase, sentence and paragraph levels in clear legibleprint and cursive writing,
(v) Construct simple and compound sentences with guidance andindependently:
(vi) Write longer texts in the form of paragraphs
using simple and compound sentences
in guided and/or free writing;
(vii) Spell correctly and take dictation accurately;(viii) Punctuate appropriately;
(ix) Give accurate information when writing messages, instructions, simplereports, and when filling in forms;
(x) Write simple informal letters to friends, parents and other familymembers, and to pen-pals in a social context;
(xi) Write short simple descriptions of things, events, scenes and what onedid and saw;
(xii) Write to express ones feelings and exercise ones creativity such as
when writing a diary, composing simple poems and stories, creatinggreeting cards, posters, etc.;
(xiii) Plan, draft, revise, and proof-read ones written work; and
(xiv) Communicate with people on the Internet and other electronic mediaby writing letters, messages, sending birthday greetings, etc.
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SELF-CHECK 6.5
What do you think the Language Content in the syllabus covers?
II. LANGUAGE CONTENT
(a) The Sound System The sound system forms part of the language content in the syllabus. To
enable learners to become familiar with the different patterns of soundand the different spelling of words that have the same sound, teachers are
encouraged to give a wide range of examples. The list below must be taught.
(i) Consonants, Vowels, and Diphthongs
(ii) Consonants initial, medial, final positions
(iii) Vowels long and short sounds
(iv) Consonant clusters
(v) Stresses in two three and four syllable words.
(vii) Stresses in compound words
(viii) Sentence stress and intonation
(ix) Homographs and homophones
(x) Contractions
(b) Grammar Grammar also forms part of the language contents of the syllabus. These
grammar items need to be taught in context and in a meaningful way so thatthey can be used both in speech and in writing. The grammar items can bereinforced and consolidated if learners encounter the items often enoughthrough the various tasks set. The grammar items should not be taught inisolation but rather in the context of a topic.
In the syllabus, it is stipulated that the listing below must be taught:
(i) Word Order
Positive and negative statements
Positive and negative questions and response
Wh questions and responses
What, Where, When, Why, Who, Which, How, Whose
Requests, imperatives, commands, responses
Sentence type: simple, compound
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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 117
(ii) Connectors
Conjunctions and, but, or, so, although, therefore
Sequence connectors first, next then, finaly, before, after,
(iii) Verbs
Simple present tense
Simple past tense
Simple future tense
Present continuous tense
Past continuous tense
Future continuous tense
Simple perfect: has have
Modals: can, may, might, must, could, will, would, shall, should
Conditional: If
Subject-verb agreement
(iv) Articles
Articles with singular and plural countable nouns, and zero article, a,
an, the
Articles with non-countable nouns
Articles with proper nouns
(v) PrepositionsIn, out, on, under, by, next, to, near, behind, around, over, at, between,among, through, above, across, from, since, of, off to, against, in frontof, at the back of
(vi) Nouns and Pronounds
Noun forms: countable, uncountable, collective
Possessives: his, hers, theirs, ours, mine, its
Pronoun forms:
Personal I, he, she, it, they, we, our, us, their
Interrogative who, which, what, whose, where, when, how, why
Gender: masculine, feminine, neuter
(vii) Modifiers
Adjectives, Adverbs
Comparative and superlative forms
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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 119
Refer to the KBSR English Language Syllabus
1. Why is English Language a compulsory subject in Malaysianschools?
2. Why do you want to learn English? List your reasons.
3. Write down the aims stated in the English Language Syllabus.
4. List the objectives stated in the English Language Syllabus.
5. What language skills are highlighted in the English LanguageSyllabus?
6. How should grammar be taught?
ACTIVITY 6.1
ACTIVITY 6.2
Look at the activities planned for 3 Days lessons and identify thelanguage skills (L,S, R or W) being practised by the pupils in the columnprovided. Some answers are given as examples. (*N.B. The ending wordsof each line in the pupils rhymes need NOT rhyme)
Day 1
No. Activity Language skill
Teacher puts up a nursery rhyme and recites it to theclass with action
L & R
Teacher asks questions/explains to ensure pupilsunderstand rhyme
Pupils follow after teacher reciting the rhyme line byline
Pupils recite the whole rhyme
Pupils recite the whole rhyme with action
Pupils in Groups A and B substitute the nouns and verbsto create their own individual rhyme* on worksheetsgiven
Each pupil in Groups A and B reads aloud their rhymes*to select/create their group rhyme*
Groups A and B discuss actions to accompany theirgroup rhymes* for performance
L & S
Each group performs their rhyme* to the class S & L
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120 TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY
NOTE: In a series of activities, any combination of the 4 language skills ina continuous and related sequence may be applied.
Day 2
Group C pupils write their rhyme* by substituting thenouns and verbs
Teacher tels a story expanded from the rhyme toGroups A and B
While telling the story, teacher asks pupils in Groups Aand B to guess what happens after each section
Each pupil in Groups A and B writes wjat happens onpaper in numbered sequence
Groups A and B pupils exchange and award 1 mark foreach correct guess to each other
Pupil;s in Group A and B individually expand and writetheir rhyme* into a short story
Group C reads aloud their group rhyme* to the class
Groups A and B add actions to accompany Group Csrecitation as performance
Day 3
Pupils in Groups A and B exchange and read each
others storiesThese pupils help to correct each others mistakes andgive suggestions to improve on the stories
Pupils improve on by rewriting their own stories, thenexchange with a new partner and award 1 (Bad) to 10(Very Good) marks for each others story. After finalcorrections, they hand it in to the teacher
At the same time, Group C is given a list of nouns andverbs that they have learnt to write their group storyby expanding from their group rhyme*, then hand itto the techer
If there is time, each Group C pupil fills in the blanksfor nouns and verbs to write their individual stories.Ottherwise this is their homework.
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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 121
ACTIVITY 6.3
Refer to the Curriculum Specifications of Year:____.
1. Based on a chosen Theme and Topic, select appropriatespecifications to integrate the teaching of Listening and SpeakingSkills. Fill in the table below.
Year : _________________________________
Theme : _________________________________
Topic : _________________________________
Listening Speaking
Learning outcomes
Specifications
2. Based on a chosen Theme and Topic, select appropriatespecifications to integrate the teaching of Reading and WritingSkills. Fill in the table below:
Year : _________________________________
Theme : _________________________________
Topic : _________________________________
Reading Writing
Learning outcomes
Specifications
3. Based on a chosen Theme and Topic, select appropriatespecifications to integrate the teaching of Listening, SpeakingReading and Writing Skills. Fill in the table below:
Year : _________________________________
Theme : _________________________________
Topic : _________________________________
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Listening Speaking Reading Writing
Learning outcomes
Specifications
4. Suggest at least one appropriate activity for each of the Questions13 above.
E.g.
For Question 1 above, for Year 5, Theme: World of Stories; Topic:Stories of other land and animals. The pupils listen to a nurseryrhyme Mary Had a little Lamb and draw a picture/write downthe main details. In pairs they tell each other what they have drawn/written. Higher ability pupils can guess/ask each other questionsto compare and contrast what they have drawn / written. Then theycan share these findings with the class/in bigger groups.
(You can refer to the sample Scheme of Work below for matching thefour language skills)
5. Based on the same Year, Theme, Topic, 4 Language Skills andactivity you have given in answering Question 14 above, fill in theappropriate Language Content below.
Sound System Grammar Word List/Vocubalary
6.2IMPLEMENTING THE CURRICULUM
SPECIFICATIONSThe curriculum specifications is implemented in the yearly, monthly, weeklyscheme of work, which are then transformed into the daily Lesson Plan, whichwill be introduced in Topic 8 Lesson Planning.
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124 TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY
Factors to be considered in planning a scheme of work:
The amount of time available per period/week/term/year.
What items need to be covered, how important each item is for the pupils, howlong it will take them to achieve the level of mastery required.
How the items can be graded, sequenced and combined.
How recycling, reinforcement and enrichment can be built into the scheme ofwork for the year.
How to achieve a good balance and integration of the four language skills andgrammar.
(from Chitravelu et al 2005)
6.2.3 Format of a Scheme of Work
The Curriculum Specifications make only a few suggestions regarding thenumber of activities required for the acquisition of set language skills. Teachersneed to use their initiative, imagination and creativity to extend the learningexperiences of their pupils.
Teachers have to reorganise the four Language Skills, the Language Content and
Educational Emphases into the schemes of work for a year. Based on the yearlyscheme of work, plan for a scheme of work for each month, then each week in amanageable form for teaching. Finally you can work out your daily lesson plans.
A yearly scheme of work should therefore consist of 15 to 20 learning units,depending on the schooling weeks allotted for teaching. Each learning unitshould be organised based on the principle of integration of the four LanguageSkills within a context (theme/topic) to teach the relevant Language Content(Sound Systems, Grammar, and Vocabulary/Word List) and with the appropriateeducational emphases incorporated.
A Learning Unit can be taught over 1 to 3 weeks, depending on the proficiency
level of the pupils.
Lets start by planning a yearly scheme of work. First, consider the appropriateTheme and Topic as the core. Then pick the items of the Learning Outcomesand match the four appropriate Language Skills, then list the suitable LanguageContent, as well as the Educational Emphasis as shown in the diagram below.
The following is a sample of part of a Yearly Scheme of Work for Year 5.
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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 125
Figure 6.1: Main components of the Scheme of Work
Reading Writing
Themetopic
SpeakingListening
Language Content: Sound Systems, Grammar, Vocabulary
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126 TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY
L
earningOutcomes
Listening
Speaking
R
eading
Writing
Grammar
Theme:
Term1
1.3Acquirevocabulary&understand
3.1A
cquirewordrecognition&word
Vocabulary
WorldofSelf
them
eaningofwords&phrases
a
ttackskillstorecognisewordson
Cardinalnumbers4150
Week1
inco
ntext
s
ight.Level13
Topic:
Week2
Leve
l13.1Level23
3.2A
cquirekeywordsatvariousstages
Sentencestructure.:
Self
Week3
1.1Liste
nto&discriminatesimilar
o
fdevelopment
Ondayfortyone,...
hapytimes
anddifferentEnglishsounds
4.1(a)Copycorrectly
Ondayfortytwo,...
Leve
l13
(b)Writeatword,phrase,sentence&
2.1Spea
kclearlybypronouncing
paragraphlevelinclear,legible
Duringweekforty-one,
wordsaccuratelyLevel12
print&cursivewriting
Iwashappyplayingwith...
2.2Ask
questionspolitelytoobtain
4.2M
atch©nthewordstolinear&
Duringweekforty-two...
information&clarification
n
onlinearrepresentations
4.3C
ompletetextswiththemissing
w
ords,phrase/sentence
Theme:
Week4
1.4Liste
nto&
2.2...
3.3R
ead&
4.2
Vocabulary:
Worldof
Week5
followsimple2.3Giverelevant
u
nderstand
4.3
Cardinal&ordinal
Stories
Week6
instructions
information
p
hrases,
4.4Construct
(16th31st)numbers
Knowledge
&directions
politelyin
s
entences,
simple&
TopicStories
accurately
responseto
p
aragraph&
compound
SentenceStructure:
aboutother
Leve
l13
enquiriesmade.
w
holetexts
sentenceswith
1likethestorybecause...
land/
1.5...
Level13
L
evel13
guidance&
Ilike____
because...
animals
3.4R
eadaloud
independently
e
xpressively..
4.5Spellcorrectly
&takedictation
Theme:
Week__
Worldof
Knowledge
SAMPLE 1: FORMAT OF AN INCOMPLETE YEARLY SCHEME OF WORKFOR YEAR 5
Theme/
Time
Topic
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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 127
ACTIVITY 6.4
Complete the Scheme of Work above based on the theme, The world ofknowledge. Discuss with your friends/colleagues and improve on it.
Theme:
Week79
1.4Listento&
2.3Giverelevant
3.3Read&
4.3Completetexts
Vocabu
lary:
Worldof
followsim
ple
information
understand
withthe
Cardin
al(4180)&
Know-
instructions&
politelyin
phrases
,
missingword,
ordinal(16th31st)
ledge
directions
responseto
sentences,
phrase/
numbe
rs
accurately
enquiremode.
paragra
ph&
sentence
Topic:
Level13
Level13
wholetexts
4.4Construct
Senten
ceStructure:
Nature
1.5Obtain
2.6Express
Level13
simple&
Impe
rative:
plants
inforomation
thoughts&
3.4Readalout
compound
Spread
somecotton
fromtexts
feelings&
expressively..
sentenceswith
woolo
nabigtray.
listenedto
in
giveopinions
3.5Read&
guidance&
Spraysomewateronthe
relationto
onthingsread,
understand
independently
cotton
wool.
mainideas,
seen,heard&
themea
ning
4.5Spellcorrectly
Beansp
routscangrow
specificde
tails
viewedin
ofword
sby
&takedictation
onwetcotton.
&sequence
simple
guessin
g
Level13
Measu
rethetallest
Level13
language
theirmeaning
4.6Punctuate
beansp
routandwriteits
through
the
meaningfully
height
everyday
useof
contextual
Ques
tions&Answers
clues
Doyouenjoygrowing
?
Yes,Id
o/like____
No,Id
ont____
Add
sequence
connec
ts&/
conjun
ctionsto
explain&/report
Learning
Outcomes
Listening
Speaking
Readin
g
Writing
G
rammar
Theme
Time
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8/13/2019 Topic6 SyllabusandCurriculumSpecificationsStudy
23/26
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8/13/2019 Topic6 SyllabusandCurriculumSpecificationsStudy
24/26
TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 129
WEEK LEARNING OUTCOMES SPECIFICATIONS
Week 2:
Theme:World of Self
Topic:
Check your answer with a friend or your lecturer.
Reflection:Did you plan to reinforce some of the skills taught in Week 1? Did you introduce anythingnew in Week 2?
2. Fill in the box below for a Week 3 Scheme Of Work For Year 5 by integrating the 4Language Skills.
WEEK LEARNING SPECIFICATIONS EXAMPLES OUTCOMES /ACTIVITIES
Week 3:
Theme:World of Self
Topic:
Discuss your answer with friends/colleagues/your tutor.
Reflection:Did you plan to reinforce/repeat some of the skills taught in Week 1 and 2?Did you introduce anything new in Week 3?
Are your Schemes of Work developmental helping the pupils to develop/learnstarting from the easy to more difficult skills?
ACTIVITY 6.5
Fill in the box below for a Week 2 Scheme Of Work For Year 5 byintegrating the four Language Skills.
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8/13/2019 Topic6 SyllabusandCurriculumSpecificationsStudy
25/26
130 TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY
3. Fill in the box below for a Week 4 Scheme Of Work For Year 5 by integrating the 4Language Skills
WEEK LEARNING SPECIFICATIONS EXAMPLES/ PEDAGOGICAL OUTCOMES ACTIVITIES APPROACHES/ STRATEGIES
Week 4:
Theme:World ofSelf &World ofknowledge
Topic:
(Note that a new Theme may be introduced in addition to the old theme.)
Discuss your answer with your friend/lecturer/tutor.
Reflection:Did you plan to reinforce/repeat some of the skills taught in Week 13? Did youintroduce anything new in Week 4?
Are your Schemes of Work developmental - helping the pupils to develop/learnstarting from the easy to more difficult skills?
4. Fill in the box below for a Week 5 Scheme Of Work For Year 5 by integrating the 4Language Skills
WEEK LEARNING SPECIFICATIONS EXAMPLES/ PEDAGOGICAL LANGUAGEOUTCOMES ACTIVITIES APPROACHES/ CONTENT
STRATEGIES
Week 5:
Theme:World ofSelf &World ofKnowledge
Topic:
Discuss your answer with friends/colleagues/your tutor.
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8/13/2019 Topic6 SyllabusandCurriculumSpecificationsStudy
26/26
TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 131
SUMMARY
The principles of the KBSR Syllabus and Curriculum Specifications and their format.
The content organisation of the KBSR Syllabus and Curriculum Specifications.
The principles of organising a scheme of work and its format.
The format of a scheme of work.
To plan a scheme of work.
REFERENCES
Brumfit, C., Moon, J., & Tongue, R. (ed) (1991) Teaching English to Children: FromPrinciples to Practice. Simon and Schuster.
Chitravelu, N., Sithamparam, S., & Teh Soo Choon (2005) (2nd ed.) ELT MethodologyPrinciples and Practice. Kuala Lumpur, Fajar Bakti.
Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah Bahasa Inggeris orCurriculum Specifications for KBSR English Language Syllabus Year One to Six(2003).
Kementerian Pendidikan Malaysia Pusat Perkembangan Kurikulum (2002) Kurikulum
Bersepadu Sekolah Rendah Sukatan Pelajaran Bahasa Inggeris.(KBSR EnglishLanguage Syllabus for Primary School)
Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah Bahasa Inggeris ( KBSR EnglishLanguage Syllabus) Kementerian Pendidikan Malaysia Pusat PerkembanganKurikulum (2001).
You can download the Year 15 (Year 6 pending) KBSR English Language syllabus andCurriculum Specifications from the Kementerian Pelajaran Malaysia website.
Curriculum specifications
KBSR
Syllabus