KURIKULUM STANDARD SEKOLAH

MENENGAH

BAHASA INGGERIS
Dokumen Standard Kurikulum dan Pentaksiran

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BAHAGIAN PEMBANGUNAN KURIKULUM
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The Standards-Based English Language
Curriculum (SBELC)

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 Aims

Content
Objectives
Organisation

Assessment Focus

SBELC

Cross- 21st
Curricular Century
Elements Skills

Higher
T&L Order
Strategies Thinking
Skills
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 1. Aim

The Standards-Based English Language Curriculum aims to reinforce

pupils` basic understanding of the English language so that they are
able to communicate in the language for knowledge acquisition,
future workplace needs and to enable them to communicate
effectively in a variety of contexts.

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 2. Objectives
By the end of secondary education, pupils are able to:
1.Understand meaning in a variety of familiar contexts.
2.Recognise features of spoken genres on familiar topics.
3.Communicate information, ideas, opinions and feelings intelligibly on familiar topics.
4.Understand a variety of texts by using a range of appropriate strategies to construct
meaning.
5.Explore and expand ideas for personal development by reading independently and widely.
6.Communicate intelligibly through print and digital media on familiar topics.
7.Communicate with appropriate language, form and style in a variety of contexts.
8.Respond to, analyse and evaluate a variety of literary text types.
9.Appreciate and inculcate values, positive attitude, patriotism and citizenship through
language activities.
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•The SBELC is aligned to the Common European Framework of Reference
(CEFR) for Languages.
•The CEFR is used to develop the SBELC’s target proficiency level via the
CEFR proficiency levels.

Curriculum Target Levels Based on CEFR

Primary Secondary
Pre school

1 2 3 4 5 6 1 2 3 4 5
Working

Revise A2
A1 High

A2 High
A1 Low

A2 Low

A2 Low

B1 Low
A1 Mid

A2 Mid

BI High
BI Mid
Towards
A1

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Science and Technology
 Mastering science, mathematics and
technology
 Being ethical in applying science,
mathematics and technology knowledge in
everyday life
Physical Development and Aesthetics
 Applying knowledge, skills and ethics ​in
order to achieve physical and health well-
being
 Appreciating and applying imagination,
talent, creativity and innovation to produce
creative works
8/1/2018
Communication
Mastering verbal and nonverbal
language skills for daily
interactions as well as equipping
themselves for their career paths
Spirituality, Attitude and Values
 Internalising religious practices, attitudes and
values in life
 Submitting to God
 Moulding individuals with good values,
integrity and accountability
Balanced
Individual
Humanities
 Preparing Malaysians for the 21st century
 Mastering conceptual knowledge
 Developing intellectual skills
 Internalising fundamental values ​ and democracy
Personal Competence  Developing problem solving skills
 Nurturing leadership and personal development
through curriculum and extra-curricular activities
 Internalising positive values such as one’s self-
esteem and self-confidence
 Promoting one’s potential and creativity
 Developing meaningful relationships with individuals Peneraju Pendidikan Negara
and communities
 3. Focus

a.
Curriculum
Principles

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

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 a.

 Preparing for the Real World *

 Sustaining Language Use

 Acquiring Global Competencies

 Acknowledging Pupils’ Differences

 Developing Confident and Competent

Communicators

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 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)

 REMOVE CLASS

 Stage 3: Form 1, Form 2 & Form 3

(Lower Secondary)

 Stage 4: Form 4 & Form 5

(Upper Secondary)
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 c.

 Emphasis on the modular approach

o All language skills (Listening, Speaking, Reading and Writing)
and aspects of Grammar and Literature in Action are given
due focus and attention
 During teaching and learning, the four language skills and aspects
of aspects of Grammar are connected through topics that are
related to the relevant themes.

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 c.
Themes:
KSSM

People and Culture

T
Health and Environment
Science and Technology
Consumerism and Financial
Awareness

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 People and Culture

LITERATURE IN ACTION
Science and Technology

LISTENING

SPEAKING

READING

WRITING
Health and
Environment

Consumerism and
Financial Awareness

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 d.

Time Allocation

KSSM
112 hours/year

Coverage of each theme – use the SOW

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 4. 21st Century Skills

Learning Skills Literacy Skills Life Skills

Critical and Creative
Information Literacy Flexible and Adaptable
Thinking

Collaboration Media Literacy Initiative and Self-Directed

Communication Social & Cross-cultural

Technology Literacy
Skills

Productive & Accountable

Display leadership &

Responsibility

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 21st
Century
Pupils’
Profile
Patriotic Resilient

Caring Thinker

Informed Communicator

Team
Principled
Player

Inquisitive
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 5. Higher Order Thinking Skills

Application • Use knowledge, skills and values to

complete a piece of work

• Break down information into smaller

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

Supportive
environment

Teacher
as
facilitator

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Teaching and learning strategies involve:

Cognitive Metacognitive Resource

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

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 Recommended teaching and learning strategies:

Plan strategic pupil-centred learning

activities based on explorative Inquiry-Based
learning Learning
Main focus

Cooperative Project-Based
Learning Learning

Pupil-
Centredness

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 Inquiry-based
Learning

Can be implemented through:

 Pupil–centered activities

 Explorative learning

 Active engagement during T&L

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 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

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

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 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
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 Implemented during Literature in Action (LiA)

Explore
Literary
Texts

Small
Formative
Assessment LiA Interconnected
Projects

Performance
Based on Texts

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 Pupil-
Centredness

Pupil-Centredness
• Learning through
 discovery
 inquiry
 collaborating with one another

• Get information through:

 Communicating
 Sourcing from various media

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• 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

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 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
 Compromise  Creativity
 Collaboration  Innovative
 Responsibility  Problem-solving

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 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

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 The cross-curricular elements include:

1. Language

2. Environmental Sustainability

3. Values

4. Science and Technology

5. Patriotism

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6. Creativity and Innovation

7. Entrepreneurship

8. Information and Communications Technology

9. Global Sustainability

10. Financial Education

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 Classroom
Assessment

8. Assessment

FORMATIVE SUMMATIVE
ASSESSMENT ASSESSMENT

Reporting

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 Classroom 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

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 CLASSROOM ASSESSMENT
Classroom Assessment for Physical, Sports Psychometric
Centralised Exam
Assessment and Co-curricular Activities Assessment
(LP) (BKK) (BPSH)
(BPK)
• 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, inclination,
Assessment for physical, health, attitude and pupil
Learning, and sports and co- personality
Assessment of curricular activities
Learning
• Traits (7): holistic,
inclusive,
authentic,
localised, flexible,
continuous,
standardised

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 Content
Standards

9. Content Organisation
Learning
Standards

Performance
Standards

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

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 PERFORMANCE STANDARDS

•TO BE CONTINUED TOMORROW

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 PERFORMANCE STANDARDS
• Performance Standards refer to the six levels of pupils’ progress in the
acquisition of the four language skills; Listening, Speaking, Reading and
Writing.
• Teachers can diagnose the learning strengths and weaknesses, measure
pupils’ progress against the teaching and learning objectives, then review,
restrategise and modify their teaching to enhance pupils’ learning.
• Teachers can use the specific descriptors to determine the performance
level of their pupils in the respective language skill.
• The performance levels indicate pupils’ progress in learning.
• Teachers can record pupils’ progress in the record book, exercise book,
notebook, checklist, schedules or through other appropriate methods.
• The performance levels are recorded in the reporting template that has
been provided after the teachers have completed teaching the Learning
Standards (twice yearly).

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Performance Standards for listening skills

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 Overall Performance Level for Target
Level CEFR B1 (Independent User)
Performance
Notes
Level
Pupil hardly achieves the curriculum target even with
1
a lot of support.
2 Pupil is on track to achieve the curriculum target.
Pupil achieves expectations for the curriculum
3
target.
Pupil works towards exceeding expectations of the
4
curriculum target.
Pupil is on track to exceed expectations of the
5
curriculum target.
6 Pupil exceeds expectations of the curriculum target.
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The Overall Performance Level
will be generated in the final
assessment.

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The Overall Performance
level will be generated in
the final assessment.

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Graphical Report

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UBI/SBK/BPK2018

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