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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 is
appropriate to the pupils level of development.

Bahagian Pembangunan Kurikulum

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By the end of Year 6, pupils should be able to:

i.communicate with peers and adults confidently and
appropriately in formal and informal situations;
ii.read and comprehend a range of English texts for
information and enjoyment;
iii.write a wide range of texts using appropriate
language, style and form through a variety of media;
iv.appreciate and demonstrate understanding of English
language literary or creative works for enjoyment; and
v.use correct and appropriate rules of grammar in
speech and writing

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i.

Back to Basics

ii.

Fun Learning

iii. Learner Centredness

iv. Integration of salient new

technologies
v.

Assessment for learning

vi. Character Building

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Educational Emphases

Social skills

Listening

Grammar
Writing

Phonics
Vocabulary

Speaking

Multiple Intelligences
Contextualism
Constructivism
Learning How to Learn
Skills
Entrepreneurship
Creativity and
Innovation
ICT skills

Reading
High Order
Thinking Skills
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Values and Citizenship

LEVEL 2
(YEARS 4, 5 & 6)
300 MINS PER WEEK SK
180 MINS PER WEEK - SJK

LEVEL 1
(YEARS 1,2 & 3)
300 MINS PER WEEK SK
150 MINS PER WEEK - SJK

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STRAND 1

STRAND 2

Language Focus

Language Arts

Skills Listening &

Speaking,
Reading and Writing
Vocabulary
(includes Science & Maths
themes
as well as Grammar )

Readers
+
(Contemporary Childrens
Literature)
Genres:
Short Story, Poems and
Graphic Novel

Skills Listening &

Speaking,
Reading and Writing
Vocabulary
Grammar (Year 3)
Phonics: SK -Y1 & 2, SJK
Y1-Y3
Penmanship

Readers
- Big Books
-Lady Bird Series
Music, Poetry & Drama

LISTENING AND SPEAKING MODULE

READING MODULE

WRITING MODULE

LANGUAGE ARTS MODULE (CONTEMPORARY

CHILDRENS LITERATURE YEAR 4-6)

GRAMMAR MODULE
YEAR 1

YEAR 2

STAGE
STAGEONE
ONE
(YEARS
(YEARS113)
3)

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YEAR 3

YEAR 4

YEAR 5

STAGE
STAGETWO
TWO
(YEARS
(YEARS446)
6)

YEAR 6

L2 L3

LISTENING & SPEAKING

READING

L4 L5

World of Self

World of Self
World of Stories
World of Knowledge
World of Self
World of Stories
World of Knowledge

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GRAMMAR/WRITING

World of Knowledge

WRITING/GRAMMAR

World of Stories

LANGUAGE ARTS
(CONTEMPORARARY CHILDRENS
LITERATURE)

L1

 Recommended structure for English language

lessons stretching from one to two weeks for a
particular topic:

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 Recommended Time Allocation for English Language Lessons

The table below is a recommendation on how the English language
periods can be allocated for English language lessons throughout the
week. However, schools are given the flexibility and liberty to adapt
needs of the pupils as long as the allocated periods are adhered to. SK
SK -300 MINS
Lesson 1 (60
minutes)

Lesson 2 (60
minutes)

Lesson 3 (60
minutes)

Lesson 4 (60
minutes)

Lesson 5 (60
minutes)

Listening &
Speaking

Reading

Writing/
Grammar

Grammar /
Writing

Language Arts
(Contemporary
Childrens
Literature)

SJK-180 MINS

*Lesson 3 (Week 2) can be a new topic or reinforcement of any module

chosen by the teacher.

Lesson 1 (60 minutes)
Lesson 2 (60 minutes)

Lesson 3

Week 1

Listening & Speaking

Reading

Writing/Grammar

Week 2

Grammar/Writing

Language Arts
((Contemporary
Childrens Literature)

*Listening & Speaking

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(60 minutes)

KSSR

KBSR

1. CURRICULUM
DOCUMENTATION
SYLLABUS
CURRICULUM
SPECIFICATIONS

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STANDARD
DOCUMENT
CONTENT
STANDARDS
&
LEARNING
STANDARDS
&
PERFORMANCE
STANDARDS

KBSR

KSSR

2. CURRICULUM ORGANISATION
LANGUAGE TAUGHT
THROUGH THREE
BROAD AREAS

LANGUAGE TAUGHT
THROUGH THREE
BROAD AREAS
MODULAR
STRUCTURE

INTEGRATION OF
SKILLS

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INTEGRATION OF
SKILLS

KSSR

KBSR

3. CURRICULUM CONTENT
FOCUS ON FOUR
LANGUAGE SKILLS

FOCUS ON FOUR
LANGUAGE SKILLS
BASIC LITERACY

SOUND SYSTEM

PHONICS
PENMANSHIP
LANGUAGE ARTS

GRAMMAR IN
CONTEXT
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GRAMMAR IN
CONTEXT

KSSR

KBSR

4.

APPROACH

WHOLE LANGUAGE

PHONICS

STANDARD BRITISH ENGLISH

5.

ADDED VALUES

EDUCATIONAL
EMPHASES

EDUCATIONAL EMPHASES
CREATIVITY & INNOVATION
ENTREPRENEURSHIP
ICT SKILLS

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Language Arts Contemporary Childrens

Literature
The Modular Approach/Configuration
Assessment for learning

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 Thinking skills have been emphasised in the curriculum

since 1994 with the introduction of Creative and Critical
Thinking Skills (CCTS). Beginning 2011, the Standardbased Curriculum for Primary Schools gives emphasis
to Higher Order Thinking Skills (HOTS).
HOTS encompasses the ability to apply knowledge,
skills and values along with reasoning and reflective
skills to solve problems, make decisions and be
innovative and creative. Higher order thinking skills
refer to the skills of applying, analysing, evaluating and
creating.

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HOTS

Application

Analysis

Evaluation
Creation

Explanation
Using knowledge, skills and values in
different situations to complete a piece of
work
Ability to break down information into
smaller parts in order to understand and
make connections between these parts
Ability to consider, make decisions using
knowledge, experience, skills, values and
justify decisions made
Produce an idea or product using creative
and innovative methods

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Blooms Taxonomy

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Barretts Taxonomy

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 Enquiry Based Learning

Project Based Learning
Differentiated Learning

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in the
classroom
activity

Enquiry based learning starts by posing

questions, problems or scenariosrather
than memorising and simply presenting
established facts or portraying a smooth
path to knowledge. The process is often
assisted by the teacher. Pupils learn best
when they are at the centre of their own
learning.

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Bahagian Pembangunan Kurikulum

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PBL is a model for classroom activity that

shifts away from the classroom practices of
short, isolated, teacher-centred lessons and
instead emphasizes learning activities that
are long-term, interdisciplinary, and studentcentred.
PBL also develops student competency
in critical thinking, collaboration,
communication, and creativity
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WHY PROJECT-BASED LEARNING?

BENEFITS
Increase Creativity
Increase Comprehension Skills
Increase Reading Skills
Building Motivation
Using Multiple Intelligence
Learning To Work In Groups
Building Sense Of Responsibility
Increases Scores
Taking Skills To Next Level
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Also known as differentiated instruction.

It is the way in which a teacher anticipates
and
responds to a variety of student needs in the
classroom.

To meet student needs, teachers differentiate

by modifying the content (what is being
taught), the process (how it is taught) and
the product (how students demonstrate their
learning).
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Traditional
Instruction

Differentiated
Instruction

A single teaching approach

for the entire of class.

A variety of approaches of
lesson delivery.

Pupils practice looks the

same for the entire class.

Pupils have access to the

content through a variety of
learning styles.

Pupils who have already

mastered wait until the rest
of the class catches up.

Pupils who have mastered the

material are given
challenging tasks which
deepen their understanding of
the content.

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Traditional
Instruction

Differentiated
Instruction

Pupils have little choice Pupils are given choice

on what they study.
in the area of study
whenever possible.
Pupils are all expected to
have the same
outcomes and
progress is judged using
the same guidelines for
everyone.
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The teacher modifies

the grading rubric to
take into account varying
levels of readiness for
the given task among
pupils.

CONTENT

CURRICULUM
PEDAGOGY

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ASSESSMENT

28

 YEAR 4 ONWARDS 1 document; CURRICULUM AND

ASSESSMENT STANDARD DOCUMENT (CDD), a document
which contains Content Standards, Learning Standards and
Performance Standards
1. Teaching and Learning follows the modular structure of
Listening & Speaking, Reading, Writing, Grammar and
Language Arts.
2. Assessment is done for all the language skills.
Grammar is assessed through the Speaking and
Writing Skills. This is because when you assess a pupil for
fluency and accuracy in Speaking and Writing, you are
indirectly assessing the grammar that is used.
3. Assessment is recorded for L&S, R, W & LA in the EXCEL
template.
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4. Assessment is formative in nature and is ongoing.

Therefore, you are constantly assessing your pupils

as you teach, making changes to your methods or
approaches so that your pupils will understand
better. However, the recording of the levels (EXCEL
template) is only done once every 3 months.

5. How do you justify the levels of performance that you

assign to each pupil?
- Through the exercises, worksheets, class
presentations, exercises in the activity books, quizzes
etc. You do not need to have a special file to
collect and keep all these evidence of your pupils.
The evidence is in the form of the written and oral
work that you do in the classroom.
6. If the school carries out the mid term and end of
year examination, the format will have to
incorporate all the 4 modules stipulated in the DSKP;
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KEMENTERIAN
L&S, PENDIDIKAN
R, WMALAYSIA
& LA. So, the testing is not only paper

Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

THE CONTEMPORARY
CHILDRENS
LITERATURE

AIMS
Create interest in pupils towards literature by
introducing them to a variety of literary texts of
different genres.
Provide pupils with an early beginning and foundation
to literature.
Develop pupils understanding of other societies,
cultures, values and traditions that will help pupils in
their emotional and spiritual growth.
Expose pupils to the aesthetic use of the English
language.
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BACKGROUND
Introduced in all primary schools since 2004.
Involves pupils from Year 4 - 6 (Level 2).
Compulsory to be taught and learnt.
Current cycle of books will end in 2014 for Year 4.
Cycle 2 (new texts) will be used from Year 4 onwards
in stages.
2014

2015

2016

Year 4

Year 4

Year 4

Year 5

Year 5
Year 6

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Texts In The New Cycle (Cycle 2) SK & SJK

GENRES
POEMS (COMPILATION)
(10 POEMS FOR YEAR 6)
1) Messing About by Michael Rosen
2)The Sandwich by Tony Bradman
3)My Sisters Eating Porridge by
John Coldwell
4)Toes by Judith Nicholls
5)Dont by John Kitching
6)Here is the Nose by Clyde Watson
7)The Mud-pie Makers Rhyme by
Janet Paisley
8)A Garden by Leila Berg
9)Swinging by Leila Berg
10)Tadpoles by Fyleman
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THE SHORT STORY

THE GRAPHIC
NOVEL

Akbars Dream

Wizard of Oz

by Jane Langford

by L. Frank Baum
retold by Martin
Powell

KEEP IN MIND!
Teachers are free to choose whichever genre to
start teaching in Year 6 as long as all genres are
covered in a year.
Finish teaching one genre before moving on to
the next.
Teachers need to plan the allocation of time
(weeks) to cover each text according to the needs
and level of their pupils.
If pupils are advanced and teachers have
completed teaching all the texts in the 3 genres,
they are encouraged to use literary texts of their
own during the Language Arts classes.
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Bahagian Pembangunan Kurikulum

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Thank You
36