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. Higher Order Thinking Skills Cross-Curricular Elements
SBELC
Aims
Objectives
Focus
21st Century Skills
Higher Order Thinking Skills
T&L Strategies
Cross-Curricular Elements
Assessment
Content Organisation 1 9 2 8 3 4 7 6 5

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. Curriculum Principles Curriculum Organisation
3. Focus
Curriculum Principles
Curriculum Organisation
Curriculum Approach
Lesson Organisation a. c. b. d.

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

11. Key Stages in SBELC Stage 1: Year 1, Year 2 & Year 3 (Lower primary)
Curriculum Organisation 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)

12. The Phases of Teaching & Learning
Curriculum Organisation b.
The Phases of Teaching & Learning
Primary Years (Stages 1 & 2)
Phase 1 Continuity
Lower Secondary (Stage 3)
Phase 2 Consolidation
Upper Secondary (Stage 4)
The Real World
Phase 3 Sustainability

13. Emphasis on the modular approach
Curriculum Approach c.
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. Domains: Curriculum Approach KBSM KSSM Interpersonal Personal
Informational
Public
Aesthetic
Educational
Occupational

15. T Themes: c. Curriculum Approach KBSM KSSM People People and Culture
Environment
Health and Environment
Science and Technology
Values
Consumerism and Financial awareness
Health -
Social Issues T

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

17. Time Allocation Lesson Organisation KBSM KSSM 40 mins / lessond.
Time Allocation
KBSM
KSSM
40 mins / lesson
(5 periods / week)
3.5 hours / week
Coverage of each topic and theme - not stipulated
Coverage of each topic and theme - 3 weeks (or more)

18. Time Allocation (cont’d)
Lesson Organisation d.
Time Allocation (cont’d)
Mon
Tue
Wed
(LiA)
Thur
Fri
Week 1
1 hr
(L & S)
30 mins
(R)
Week 2
(G)
(W)
Week 3
1 hr
(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.

19. 4. 21st Century Skills Learning Skills Literacy Skills Life Skills
Critical and Creative Thinking
Collaboration
Communication
Literacy Skills
Information Literacy
Media Literacy
Technology Literacy
Life Skills
Flexible and Adaptable
Initiative and Self-Directed
Social & Cross-cultural Skills
Productive & Accountable
Display leadership & Responsibility

20. 21st Century Pupils’ Profile
Resillient
Thinker
Communicator
Team Player
Inquisitive
Principled
Informed
Caring
Patriotic

21. 5. Higher Order Thinking Skills
Use knowledge, skills and values to complete a piece of work
Application
Consider, make decisions using knowledge, experience, skills, and values and justify decisions
Evaluation
Break down information into smaller parts to understand and make connections between parts
Analysis
Produce an idea / product through creativity and innovation
Creation

22. Supportive environment
6. Teaching and Learning
Strategies
21st century teaching and learning requires:
Teacher as facilitator
Supportive environment
Pupil- centredness

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

24. Recommended teaching and learning strategies:
Inquiry-Based Learning
Project-Based Learning
Pupil-Centredness
Cooperative Learning
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. Project-Based Learning
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

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

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

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
Creativity
Innovative
Problem-solving

33. 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

34. The cross-curricular elements include:
1. Language
2. Environmental Sustainability
3. Values
4. Science and Technology
5. Patriotism and Citizenship

35. 6. Creativity and Innovation
7. Entrepreneurship
8. Information & Communications Technology
9. Global Sustainability
10. Financial Education

36. School Based Assessment
School Assessment
Reporting

37. SCHOOL-BASED ASSESSMENT (SBA)
School Assessment
(BPK)
Part of the T&L process
Involves Assessment as Learning, Assessment for Learning, and Assessment of Learning
Traits (7): holistic, inclusive, authentic, localised, flexible, continuous, standardised
Centralised Exam
(LP)
School administration of instruments and evaluation
Assessment for Physical, Sports and Co-curricular Activities
(BKK)
Measures and evaluates performance, involvement and participation in physical, health, sports and co-curricular activities
Psychometric Assessment
(BPSH)
Measures natural abilities, thinking skills, problem-solving skills, interest, inclination, attitude and pupil personality

38. School Assessment (BPK)
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)
Formative Assessment
Twice yearly (minimum)
Recorded (report)
School administration of instruments and evaluation
Summative Assessment

39. Pupil’s Performance Record

40. Individual Pupil’s Report

41. Performance Standard Statements

42. Graphical Report

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

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

47. Teaching Organiser Listening & Speaking Reading Writing Grammar
Action Oriented Tasks
Literature in Action

56. Listening & Speaking

57. 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: (i) long and short vowels (ii) diphthongs Can speak with correct intonation, stress and sentence rhythm

58. 1.2 Listen to, engage and interpret meaningful conversations
1.2.1 Can listen to and respond to directions, instructions and procedures Can listen to text of different genres and classify the grammar items and vocabulary

59. 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 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

60. 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 Can participate in simple conversations using speech acts: (i) greeting (ii) apologies (iii) invitation (iv) compliment (v) request (vi) complaint (vii) refusal

63. Reading

64. 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 Can understand meanings of words from print media by using (i) dictionary

65. 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 Can locate and organise information by: (i) using graphic organisers (ii) creating their own graphic organisers Can analyse and infer information by: (i) using textual clues to predict outcomes or conclusions (ii) finding meaning of unfamiliar words

66. 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

67. 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

69. Writing

70. 3.1 Apply appropriate writing skills and strategies effectively
3.1.1 Can write simple sentences correctly Can organise and write ideas in a paragraph (i) titles for a paragraph (ii) captions for illustrations, posters and cartoons Can apply pre-writing strategies: (i) brainstorming (mind-maps, bubble maps, etc.) (ii) note-taking (iii) outlining.

71. 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

72. 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) / messages (ii) process and procedures (iii) letters Can write for creative and personel expressions: (i) e-diary (ii) journals (iii) posters and slogans

75. Grammar

76. 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)

77. 4.1.2 Can identify and use pronouns appropriately according to context
(i) possessive
(ii) demonstrative
(iii) interrogative
Can identify and use adjectives appropriately according to context
(i) adjective of quality
(ii) possessive (iii) comparison of adjectives

78. 4.1.4  Can identify and use articles appropriately according to context
(i) indefinite article ‘a’ and ’an’
Can identify and use verbs appropriately according to context (i) regular verbs
(ii) irregular verbs (iii) auxiliary verbs

79. 4.1.6 Can identify and use adverbs appropriately according to context
(i) manner
(ii) time
(iii) place
Can identify and use tenses appropriately according to context
(i) simple present tense
(ii) simple past tense
(iii) future tense

80. 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

81. 4.1.10 Can identify and use conjunctions appropriately according to context.
(i) and
(ii) but
(iii) so
(iv) or
(v) because
Can identify and use question forms appropriately according to context
(i) positive and negative questions / statements
(ii) yes/no questions/ statements
(iii) choice question

82. 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

83. 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

84. Literature in Action

85. 5.1 Engage and respond to a variety of literary texts to express understanding of the broader world of ideas and concepts
Can listen to and respond orally to various
literary works
Can read and understand various literary works
Can share personal responses of issues related to literary works and develop new ideas or solve problems

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

87. SBELC at a glance…

88. SBELC DOMAINS: 21st Century Skills T&L Strategies Assessment Language
Financial Education
Environmental
Sustainability
21st Century Skills
People and Culture
Science and Technology
Health and Environment
Consumerism and Financial Awareness
LISTENING & SPEAKING
READING
WRITING
GRAMMAR
LITERATURE IN ACTION
(LITERATURE COMPONENT TEXTS)
PERSONAL,PUBLIC, EDUCATIONAL, OCCUPATIONAL
DOMAINS:
ACTION ORIENTED TASKS
Sustainability
Global
Values
Science and
technology
ICT
T&L Strategies
HOTs
Patriotism and
citizenship
Entrepreneurship
Assessment
Creativity and
innovation

90. Negeri: __________________________

91. Where to access the DSKP?

92. UBIM Contacts 012-388 222 zainirarni@yahoo.com 016-256 4644
Arni Zainir (Ketua)
Eileen Jessie Ah Guan
Rabindra Dev Prasad
Zufrizah Aryiati Mahamad Fazim

93. UBIM/SBK/BPK2016