The Standard-Based English Language Curriculum For Secondary Schools Form 1 (KSSM Bahasa Inggeris)

1. The Standard-Based English Language Curriculum For Secondary Schools Form 1 (KSSM Bahasa Inggeris)

2. 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

3. 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

4. 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

5. 1 9 2 3 8 4 7 5 6

6. 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

7. 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

8. 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

9. 3. Focus a. c. b. d.

10. a. Curriculum Principles • Preparing for the Real World * • Sustaining Language Use • Acquiring Global Competencies • Acknowledging Pupil Differences • Developing Confident and Competent Communicators

11. 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) Curriculum Organisation

12. b. The Phases of Teaching & Learning Curriculum Organisation

13. c. Curriculum Approach • Emphasis on the modular approach • 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

14. c. Curriculum Approach Curriculum Approach Domains:

15. c. Themes: Curriculum Approach T

16. Consumerism and Financial Awareness Health and Environment People and Culture Science and Technology d. Lesson Organisation THEMES LISTENING & SPEAKING READING WRITING GRAMMAR ACTION-ORIENTED TASKS LITERATURE IN ACTION (LITERATURE COMPONENT TEXTS) DOMAINS: Personal ,Public, Educational, Occupational d.

17. d. Lesson Organisation Time Allocation

18. d. Lesson Organisation Time Allocation (cont’d) 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.

19. 4. 21st Century Skills

21. 5. Higher Order Thinking Skills

22. 21st century teaching and learning requires: 6. Teaching and Learning Strategies

23. Teaching and learning strategies involve:

24. Recommended teaching and learning strategies: Main focus

25. Inquiry-based Learning Can be implemented through: • Pupil–centered activities • Explorative learning • Active engagement during T&L

26. 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

27. Methods and techniques in inquiry-based learning include: • project-based learning • surveys • brainstorming • demonstration • simulation • role play • drama • forum • dialogue • group work

28. Emulates real world experiences • Pupils learn to: • plan their work • manage time • document work progress • make improvements and adjustments • be critical, creative and innovative • lead • collaborate • apply soft skills Project-Based Learning

29. Implemented during Literature in Action (LiA) Small Interconnected Projects Performance Based on Texts

30. Pupil Centredness • Learning through • discovery • inquiry • collaborating with one another • Get information through: • Communicating • Sourcing from various media Pupil-centredness

31. 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

32. Cooperative Learning • Group work, familiarising team work: • Recommended small group to ensure productivity and responsibility • Turn-taking to be group leader • Practise: • Soft skills • Compromise • Collaboration • Responsibility Cooperative Learning • Creativity • Innovative • Problem-solving

33. 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 7. Cross-Curricular Elements

34. The cross-curricular elements include:

36. School Assessment School Based Assessment Reporting 8. Assessment

37. SCHOOL-BASED ASSESSMENT (SBA)

38. School Assessment (BPK)

39. Pupil’s Performance Record

40. Individual Pupil’s Report

41. Performance Standard Statements

42. Graphical Report

43. Teaching Organiser Performance Standards Learning Standards Content Standards 9. Content Organisation

44. Indicator of success What pupils should know and be able to do

47. Teaching Organiser