1. “Peneraju Pendidikan Negara”
KURSUS JURULATIH UTAMA
KURIKULUM STANDARD
SEKOLAH RENDAH( KSSR ) 2011
BAHASA INGGERIS-TAHUN 2

2. CURRICULUM DEVELOPMENT CYCLE - 4 YEARS
NEEDS 6 months
ANALYSIS
SUPPORT, Public
GUIDANCE & Policy Opinions
EVALUATION
World
World Learning
Learning
Learning
Trend
Trend Research Theories
Theories
Theories
IMPLEMENTATION
Evaluation PLANNING,
& MONITORING Consultation,
Benchmarking
4 months (Academicians,
Industries, NGOs)
10 months
STAKEHOLDER 12 MONTHS DESIGN &
FAMILIARIZATION DEVELOPMENT
8 months 8 months
CURRICULUM
DISSEMINATION
AND TRAINING
PILOT STUDY
2

3. CURRICULUM DEVELOPMENT CYCLE
United Kingdom Primary : 6 years (complete cycle)
Secondary : 3 years
New Zealand 8 years (complete cycle)
Previous cycle : 1992- 2002 (10 years)
Present cycle : 2002-2010 (8 years)
Singapore 3 years (Developmental Process)
Australia Primary : 3 years (Developmental Process)
Each state has its own education curriculum.
Proposal for a national Australian education
curriculum : September 2008
Oman 6 Years

4. Kurikulum Sekolah Rendah
1983 – Kurikulum Baru Sekolah
Rendah (KBSR)
1993 – Kurikulum Bersepadu
Sekolah Rendah (KBSR)
2003 – KBSR (Semakan)
2011 – Kurikulum Standard Sekolah
Rendah (KSSR)
4

5. Benchmarks English Subject Curriculum Caters To Local Needs; Meets International
Benchmarks
Malaysia Singapore New Zealand U. Kingdom Australia
Listening & Speaking Language for Information Oral Language Speaking & Listening Talking & Listening
•Pronounce words correctly •Access, retrieve, evaluate, •Engage with and enjoy oral •Communicate proficiently ideas and
•Speak confidently apply and present language in all its varieties Key Stage 1 : information in classroom, school and social
•Listen and respond accurately information derived from •Understand, respond to, •Learn to speak clearly and listen to what situations for a range of purposes.
in any situation print, non-print and and use oral language others have to say •Using various listening strategies to
•Understand and respond to electronic sources effectively in a range of •Learn to use language in imaginative gather general ideas from conversations,
oral texts contexts. ways and express their ideas and reports or spoken presentations.
Language for Social feelings through role and drama activities •Identify the effect of purpose and
Reading Interaction Written Language Key Stage 2 : audience on spoken texts and they shape
•Apply knowledge of sounds of •Respond creatively and •Engage with and enjoy •Speak in a range of contexts and and present ideas accordingly.
letters to recognise words critically to literary texts, written language in all its adapting it to purpose and audience •Identify common organisational patterns
•Understand a variety of linear relate them to personal varieties •Respond appropriately to others and language features of predictable
and non linear text experience, culture and •Understand, respond to, spoken texts.
•Read independently for society, and use language and use written language Reading Reading
information and enjoyment creatively to express self effectively in a range of Key Stage 1 : •Independently read and view familiar and
and identity contexts. •Learn to read confidently and challenging texts and justify interpretations
Writing independently of ideas, information and events, using a
•Form letters and words in neat Language for Literary Visual Language •Focus on words and sentences and how range of skills and strategies.
legible print Response & Expression •Engage with and enjoy they fit into whole texts •Interpreting texts and visual images.
•Write using appropriate •Use English effectively, visual language in all its •Express opinions of texts •Recognise and explore the relationship
language form and style both in its spoken and varieties Key Stage 2 : between writers and readers and how
•Present ideas through a written form, to establish •Understand, respond to, •Read enthusiastically a range of writers use language to create different
variety of media and maintain positive and use visual language materials worlds and achieve a range of purposes.
interpersonal relationships, effectively in a range of •Use knowledge of words, sentences and •Explore the structure and grammatical
Language Arts taking into account contexts. texts to understand and respond to the features for a range of written and visual
•Enjoy and appreciate rhymes, purpose, audience, context meaning texts
poems and songs and culture. •Increase ability to read challenging and Writing
•Express personal response to lengthy texts independently •Write well-structured literary and factual
literary texts •Analyse and discuss meaning of texts texts in terms of topic, purpose, audience
•Plan, organise and produce and language by drafting, revising and
creative works for enjoyment
INTERNATIONAL CONTENT Writing
Key Stage 1 :
proofreading.
•Use accurate sentence structure,
Grammar
•Use different word classes
BENCHMARKING •Enjoy writing and see its value
•Communicate meaning in narrative and
grammatical features and punctuation
conventions to produce various texts and
correctly and appropriately Malaysia English Language has non-fiction texts spell familiar and unfamiliar words using
•Construct various sentence •Spell and punctuate correctly knowledge of letter-sound correspondence,
types correctly addressed local needs and has Key Stage 2 : common letter patterns and a range of
benchmarked with international •Learn main rules and conventions of
written English
other strategies.
•Use joined letters when writing in NSW
standards •Express meaning in different ways Foundation Style and develop basic
•Plan, draft and edit to improve and desktop publishing skills.
sustain written work
5

6. KBSR ENGLISH 2001
Social skills Educational Emphases
Multiple Intelligences
Thinking Skills
Listening Contextualism
Constructivism
Writing
Speakin
Grammar
Sound System
g
Vocabulary
Reading
IT skills
Values and Citizenship

7. NEW CURRICULUM MATRIX
STRAND 1 STRAND 2
Language Focus Language Arts
Skills – Listening & Speaking, Readers
Reading and Writing +
LEVEL 2 Vocabulary (Literature)
PRIMARY
(YEARS 4, 5 & 6) (includes Science & Maths themes English at Play:
as well as Grammar ) Music, Poetry & Drama
Skills – Listening & Speaking, Readers
LEVEL 1 Reading and Writing
- Big Books
(YEARS 1,2 & 3) Vocabulary
Grammar (Year 3)
-Lady Bird Series
(phonics & penmanship) Music, Poetry & Drama
Pre-school

8. KBSR CURRICULUM DOCUMENTS
SYLLABUS
OBJECTIVES
CURRICULUM SPECIFICATIONS
LEARNING OUTCOMES

9. KSSR CURRICULUM DOCUMENTS
STANDARD
DOCUMENT
CONTENT
STANDARDS
&
LEARNING
STANDARDS
TEACHER’S GUIDE

10. CURRICULUM ORGANISATION KBSR
WORLD OF SELF
LANGUAGE TAUGHT
WORLD OF STORIES
THROUGH THREE
BROAD AREAS
WORLD OF KNOWLEDGE
WHOLE LANGUAGE APPROACH
TEACHING
INTEGRATION OF SKILLS
APPROACH
STANDARD BRITISH ENGLISH
EDUCATIONAL EMPHASES
MI, Thinking Skills,
ADDED VALUE
Constructivism, Contextualism

11. CURRICULUM ORGANISATION KSSR
WORLD OF SELF
LANGUAGE TAUGHT
WORLD OF STORIES
THROUGH THREE
BROAD AREAS
WORLD OF KNOWLEDGE
MODULARITY OF FOCUS
TEACHING
APPROACH INTEGRATION OF SKILLS
STANDARD BRITISH ENGLISH
ADDED-VALUES
EDUCATIONAL Creativity and Innovation, ICT,
EMPHASES Entreprenuership
ELEMENTS ACROSS THE
CURRICULUM
MI, Thinking Skills,
Constructivism, Contextualism

12. CURRICULUM ORGANISATION KBSR
FOCUS ON FOUR
LANGUAGE SKILLS
CURRICULUM
CONTENT SOUND SYSTEM
GRAMMAR IN CONTEXT

13. CURRICULUM ORGANISATION KSSR
FOCUS ON FOUR
LANGUAGE SKILLS
BASIC LITERACY
PHONICS
CURRICULUM
CONTENT
PENMANSHIP
LANGUAGE ARTS
GRAMMAR IN CONTEXT

14. DIFFERENCE BETWEEN SK & SJK
SEKOLAH KEBANGSAAN SEKOLAH JENIS
KEBANGSAAN
• 300 minutes per week
for Level 1 & 2 • 150 minutes per week for
• Literacy in Years 1 & 2 Level 1 & 2
(teaching of phonics) •Literacy in Years 1, 2 & 3
• Additional learning (teaching of phonics)
standards have been • Learning Standards are
included. spread throughout the 6
years in order to
prepare pupils for
secondary education.

15. PRINCIPLES
Back to basics
• building a strong foundation of competencies in basic literacy
skills; reading through phonics, penmanship, basic listening
and speaking
Learning is fun, meaningful, purposeful
 activities are contextualized, meaningful and purposeful; fun-
filled activities
 integration of skills
Teaching is learner-centred
 learner’s needs and salient learner factors (environment,
family, language use contexts, entry behaviour)

16. PRINCIPLES
• Integration of salient new technologies
• use of ICT to facilitate and encourage meaningful
language practice
• creative and innovative use of the new technologies
by pupils to enhance language learning in the
classroom
• Character-building infused
• inculcating moral values in order to produce
individuals who are articulate, confident, resourceful
and of good character

17. GENERAL AIMS
Primary ( exit after Year 6)
The English Language Curriculum for Primary Schools aims
to equip pupils with basic language skills to enable them to
communicate effectively in a variety of contexts that’s
appropriate to the pupils level of development.
Secondary (exit after Form 5)
Pupils will be able to communicate effectively, read and
respond to texts independently, produce well-structured
written texts, enjoy and respond to literary works and make
confident presentations.

18. A MODULAR APPROACH
LISTENING AND SPEAKING MODULE
READING MODULE
WRITING MODULE
LANGUAGE ARTS MODULE
GRAMMAR MODULE
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
STAGE ONE
STAGE ONE STAGE TWO
STAGE TWO
(YEARS 11––3)
(YEARS 3) (YEARS 44––6)
(YEARS 6)

19. CONTENT CONFIGURATION
D1 D2 D3 D4 D5
World of Self
LISTENING & SPEAKING
World of Stories
LANGUAGE ARTS
World of Knowledge
GRAMMAR
READING
WRITING
World of Self
World of Stories
World of Knowledge
World of Self
World of Stories
World of Knowledge

20. WEEKLY LESSON STRUCTURE
DAY ONE DAY TWO DAY THREE DAY FOUR
WEEK THEME/TOPIC
LISTENING & SPEAKING READING WRITING LANGUAGE ARTS
1 WORLD OF SELF, 1.1.1 Able to listen and 2.2.1 Able to read and 3.2.1 Able to complete 4.1.2 Able to sing action
FAMILY & FRIENDS respond to stimulus apply word with guidance: songs and recite
given with guidance: recognition and word (b) posters jazz chants with
- E.g. attack skills by: correct
F.R.I.E.N.D.S (f) voice sounds (b) reading and pronunciation,
Pin-Up grouping words rhythm and
1.2.2 Able to listen to and according to word intonation.
follow: families.
(a) simple instructions 2.2.2 Able to read and
in the classroom understand phrases in
linear and non-linear
texts.

21. SAMPLE LESSON STRUCTURE
 Listening to environmental sounds.
 Listening to environmental sounds.
Pre-listening
 Talking about a stimulus.
 Talking about a stimulus.
Listen to rhymes/songs.
Listen to rhymes/songs.
While-listening
Listen to stories.
Listen to stories.
Repeat song or rhyme after the
Repeat song or rhyme after the
teacher.
teacher.
Recite or sing rhymes/songs.
Recite or sing rhymes/songs.
Post-listening Sequence pictures.
Sequence pictures.
Match pictures with phrases.
Match pictures with phrases.
Fill in the blanks with suitable words.
Fill in the blanks with suitable words.

22. CONTENT AND LEARNING
STANDARDS
(Year 2 Sample)

23. LISTENING & SPEAKING
1.1 Pupils will be able to pronounce words and speak confidently with the
correct stress, rhythm and intonation.
1.1.1 Able to listen and respond to stimulus given with guidance:
(a) environmental sounds
(b) instrumental sounds
1.1.2 Able to listen to and enjoy simple stories.
1.1.4 Able to talk about a stimulus with guidance.
1.2 Pupils will be able to listen and respond appropriately in formal and
informal situations for a variety of purposes.
1.2.1 Able to participate in daily conversations:
(a) exchange greetings
(b) make polite requests

24. LISTENING & SPEAKING
1.3 Pupils will be able to understand and respond to oral texts in a
variety of contexts.
1.3.1 Able to listen to and demonstrate understanding of oral texts by:
(a) answering simple Wh-Questions
(b) giving true/false replies

25. READING
2.1 Pupils will be able to apply knowledge of sounds of letters to recognise
words in linear and non-linear texts.
2.1.1 Able to recognise and articulate initial, medial and the final sounds in
single syllable words within given context:
(a) /eɪ/ (ai ) /i:/ (ee) /aɪ/ (igh) /әʊ/ (oa) /ʊ/,/u:/ (oo)
2.1.2 Able to blend phonemes into recognisable words and read them
aloud.
2.1.3 Able to segment words into phonemes to spell.

26. READING
2.2 Pupils will be able to demonstrate understanding of a variety of linear and
non-linear texts in the form of print and non-print materials using a range of
strategies to construct meaning.
2.2.2 Able to read and understand phrases in linear and non-linear texts.
2.2.3 Able to read and understand simple sentences in linear and non-linear
texts.
2.2.4 Able to read and understand a paragraph of 5-8 simple sentences.
2.3 Pupils will be able to read independently for information and enjoyment.
2.3.1 Able to read simple texts with guidance:
(a) fiction
(b) non-fiction

27. WRITING
3.1 Pupils will be able to form letters and words in neat legible print
including
cursive writing.
3.1.1 Able to write in neat legible print:
(a) words
(b) phrases
(c) simple sentences
3.1.2 Able to write numerals in neat legible print:
(a) numeral form
(b) word form
3.2 Pupils will be able to write using appropriate language, form and style for a
range of purposes.
3. 2.1 Able to complete with guidance:
(a) simple messages
(b) posters

28. WRITING
3.3 Pupils will be able to write and present ideas through a variety of media.
3.3.1 Able to create simple non-linear texts using a variety of media with
guidance:
(a) posters
(b) signs

29. LANGUAGE ARTS
4.1 Pupils will be able to enjoy and appreciate rhymes, poems and songs
through performance.
4.1.1 Able to listen to and enjoy nursery rhymes, jazz chants and action songs
through non-verbal response.
4.1.2 Able to listen to and recite nursery rhymes, jazz chants and sing action
songs with correct pronunciation and rhythm.
4.2 Pupils will be able to demonstrate understanding of and express
personal response to literary texts.
4.2.1 Able to listen to and talk about stories with guidance:
(a) book covers
(b) pictures in books

30. LANGUAGE ARTS
4.3 Pupils will be able to plan, organize and produce creative works for
enjoyment.
4.3.1 Able to produce simple creative works with guidance based on:
(a) action songs
(b) jazz chants
(c) stories
4.3.2 Able to take part with guidance in a performance based on:
(a) action songs
(b) jazz chants
(c) stories

31. GRAMMAR
5.1 Pupils will be able to use different word classes correctly and appropriately.
5.1.1 Able to use nouns correctly and appropriately:
(a) common nouns
(b) proper nouns
(c) singular nouns
(d) plural nouns
5.2 Pupils will be able to construct various sentence types correctly.
5.1.2 Able to construct declarative sentences correctly.

32. http://www.moe.gov.my/bpk/
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