OVERVIEW

OF
THE CURRICULUM
DOCUMENTS
Peneraju Pendidikan Negara
BAHAGIAN PEMBANGUNAN KURIKULUM
 INTRODUCTION

 The CEFR-aligned Standards-Based English

Language Curriculum for Primary 3 will be introduced
in 2019.

 Teachers need to refer to various documents in this

curriculum for lesson planning as well as the teaching,
learning and assessment in the classroom.
During the Curriculum Induction course:

Master Trainers (MTs) are given the following

documents (known as Teacher's Kit) to be
disseminated at the state/district level training:

1. Curriculum Framework (Years 1 - 6)

2. Sample of Syllabus Year 3
3. Sample of Scheme of Work Year 3
Various Curriculum Documents for Reference:

1. DSKP (Standards-Based English Language Curriculum) SK (National school)

& DSKP SJK (National-type school) - OFFICIAL CURRICULUM DOCUMENTS

2. Syllabus Year 3

3. Schemes of Work for Year 3 - activities and teaching strategies linked to

Year 3 Textbook (for both National & National-type schools)

4. Year 3 Textbook

* All curriculum documents will be uploaded in the BPK portal

Standards-Based English Language Curriculum (SBELC).

The Standards-Based English

Language Curriculum
(SBELC)document
incorporates a mapping of the
English Language Content and
Learning Standards as well as
pedagogical approaches which
are aligned to the CEFR.
 The Standards-Based English Language
Curriculum Document (DSKP) of 2018 for Year 3 is developed based on the Curriculum
Framework. This curriculum is aligned to the CEFR for Languages.

CURRICULUM FRAMEWORK
The DSKP content and learning standards are derived from the curriculum framework
Curriculum Target Levels based on the CEFR

Table 1 indicates the curriculum target levels for primary and secondary
based on the CEFR. The curriculum standards for Year 3 are aligned to the
CEFR proficiency level A1 Mid.
The official document of the curriculum is
called The Standards-Based English
Language Curriculum Document -
Dokumen Standard Kurikulum dan
Pentaksiran Bahasa Inggeris (DSKP).
Lesson plans should be developed based
on this official document.

DSKP consists of:

1. Content Standards
2. Learning Standards
*to be uploaded in the BPK portal
3. Performance Standards
DSKP SK (National school)
DSKP SJK (National-type school)

3
 AIM AND OBJECTIVES IN SBELC
AIM OBJECTIVES
By the end of Year 6, pupils are able to
The English Language achieve the following objectives:
Curriculum for Primary
Schools aims to equip 1. Communicate with peers and adults
pupils with basic language confidently and appropriately in formal
skills to enable them to and informal situations.
communicate effectively in 2. Read and comprehend a range of English
a variety of contexts that texts for information and enjoyment.
are appropriate to the 3. Use appropriate language, style and
pupils’ level of form to write for different purposes
development. through a variety of media.
4. Appreciate and demonstrate
understanding of English language literary
or creative works for enjoyment.
5. Use correct and appropriate rules of
grammar in speech and writing.
6. Appreciate and inculcate values,
positive attitudes and patriotism.
 The Curriculum Standards
CONTENT PERFORMANCE
LEARNING STANDARDS
STANDARDS STANDARDS
Over-arching A set of criteria or indicator
Table 6: The Curriculum Standards Express the degree or
educational goals for learning quality and quality of proficiency
that should be achievements that can be that pupils are
achieved by the end measured for each Content expected to display in
of Year Six. Standard. relation to the Content
and Learning
The focus section Should be mastered by all Standards.
provides an idea or pupils at the end of each year.
the expected Allow pupils to reflect,
achievement by the think and act upon
end of Year 6. their learning strategies
for self-improvement.
CONTENT AND LEARNING STANDARDS
Performance Standards Guide for Speaking Skills
Performance Standards Guide for Speaking Skills
 PEDAGOGICAL PRINCIPLES OF THE CURRICULUM

The Standards-Based English Language Curriculum

(SBELC) for Primary Schools is developed based on the
following principles:
i. Back to Basics
ii. Fun Learning
iii. Learner Centredness

iv. Integration of salient new

technologies
v. Assessment for learning
vi. Character Building
LESSON ORGANISATION
 21ST CENTURY PUPIL'S PROFILE

• Resilient • Communicator
• Thinker • Team Player
• Informed • Inquisitive
• Caring • Principled
• Patriotic
CHARACTERISTICS OF THE 21ST CENTURY PUPIL'S PROFILE
PUPILS’
DESCRIPTION
PROFILE
Pupils are steadfast in facing and overcoming
Resilient hardship and challenges with wisdom,
confidence, tolerance and empathy.
Pupils are able to think critically, creatively and
innovatively; solve complex problems and
make ethical judgements. They are able to
think about learning and about being pupils
Thinker themselves. They generate questions about
and are open towards other people’s
perspectives, values, individual traditions and
society. They are confident and creative in
handling new learning areas.
Pupils are able to obtain knowledge and develop a broad and
balanced understanding across the various disciplines of
knowledge. They can explore knowledge effectively in terms
Informed
of local and global contexts. They understand issues related
to ethics or laws regarding information that they have
acquired.
Pupils are able to show empathy, pity and respect towards
the needs and feelings of others. They are committed to
Caring
serving the society and ensuring the sustainability of the
environment.
Pupils are able to show their love, support and respect for the
Patriotic
country.
Pupils are able to voice out their thoughts, ideas and
information with confidence and creativity orally and
Communicator
in written form, using various types of media and
technologies.
Pupils are able to co-operate effectively and
harmoniously with one another. They share
responsibility, respect and appreciate the
Team Player
contributions by each member in the team. They gain
interpersonal skills through collaboration, which in
turn makes them better leaders and team members.
Pupils are able to develop natural inquisitiveness to
explore new strategies and ideas. They learn skills
that are necessary for inquiry-learning and research,
Inquisitive
as well as display independent traits in learning. The
pupils are able to enjoy continuous life-long learning
experiences.
Pupils have a sense of integrity, sincerity, equality,
fairness, high moral standards and respect for
Principled
individuals, groups and the community. They are
responsible for their actions, reactions and decisions.
Three broad themes in the
CEFR-aligned SBELC
The World of The World of
Self, Family Knowledge
and Friends

The World
of Stories
 CROSS-CURRICULAR ELEMENTS

The Cross-Curricular Elements are embedded into the

teaching and learning process and are concurrent with the
Content and Learning Standards in SBELC. These cross-
curricular elements are as follow:

1. Language 6. Creativity and Innovation

2. Environmental Sustainability
3. Values
4. Science and Technology
5.Patriotism
7. Entrepreneurship
8. Information and Communications
Technology
9. Global Sustainability
10. Financial Education
TEACHING AND LEARNING STRATEGIES

• PROJECT-BASED LEARNING
• INQUIRY-BASED LEARNING
• COLLABORATIVE LEARNING
PROJECT-BASED LEARNING
INQUIRY-BASED LEARNING
Grammar and Vocabulary Focus in the curriculum

Teachers need to include suitable grammar or vocabulary

focus in the lesson planning. Therefore, they need to
refer to Year 3 syllabus. The syllabus is integrated in the
curriculum document (DSKP).
 OVERVIEW
OF
THE CLASSROOM
ASSESSMENT AND
PERFORMANCE
Peneraju Pendidikan Negara
STANDARDS
BAHAGIAN PEMBANGUNAN KURIKULUM
 CLASSROOM ASSESSMENT

 Classroom assessment involves the process of

collecting information about pupils’ progress in the
classroom.

 The on-going assessment is planned, implemented

and reported by respective teachers to determine the
pupils’ mastery level.
 TYPES OF CLASSROOM ASSESSMENT
Two types of classroom assessments are carried out by the
teachers in schools:

• The formative assessment is carried out during teaching

and learning.
• The summative assessment is implemented at the end of
an instructional period; as a conclusion of a learning unit
as well as mid-semester and year-end examinations.
 Methods of Assessment

Teachers should plan, construct assessment

or instruments, examine, record and report
levels of acquisition that are taught based on
the Standards-Based Curriculum and
Assessment Document.
 Methods of Assessment

Use of various methods of assessment such as:

• Observations
• Oral presentations
• Quizzes
• Question and answer
• Task sheets or written assignments to document
students’ progress in learning.
Elements to be taken into consideration:

 Use of various assessment strategies.

 Take into account the various levels of knowledge
and skills learned.
 Allow pupils to exhibit various learning capabilities.
 Assess the pupil’s mastery level based on the
Learning Standards and Performance Standards.
 Perform follow-up action for remedial and
enrichment purposes.
 The Reporting Template
Teachers can record pupils’ progress in:

(a) Record Book

(b) Exercise book
(c) Notebook
(d) Checklist
(e) Schedules

or through other appropriate methods.

 Overview of the Reporting Template

Teachers need to refer to SBELC (DSKP) document for assessment reporting.

 The Reporting Template

The performance levels

are recorded in the
reporting template that
has been provided after
the teachers have
completed teaching the
Learning Standards.
 CLASSROOM ASSESSMENT

General Performance Standards Guide for A1 (Basic User)

Performance
Notes
Levels
Pupil hardly achieves the curriculum target even
1
with 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 for
4
the curriculum target.
Pupil is on track to exceed expectations of the
5
curriculum target.
Pupil exceeds expectations of the curriculum
6
target.
CONTENT AND LEARNING STANDARDS
 WRITING THE
LEARNING
OBJECTIVES
IN
THE LESSON PLAN
LESSON PLAN TEMPLATE FOR TRAINING
 LEARNING OBJECTIVES

Teachers must write “will be able to” statement

when writing learning objective(s) in the lesson plan.
e.g. By the end of the lesson, pupils will be able to
...

Learning objectives SHOULD BE based on the main

and complementary skills indicated in the Schemes
of Work.
EXAMPLES OF LEARNING O BJECTIVES

Objective on
main learning
standard

Objective on
complementary
learning
standard
 THE END
Peneraju Pendidikan Negara
BAHAGIAN PEMBANGUNAN KURIKULUM