The Standard-Based

English Language
Curriculum For
Secondary Schools
Form 1
(KSSM Bahasa Inggeris)
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
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
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
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
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
 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
 a.

c.

b. d.
 a.

Preparing for the Real World *

Sustaining Language Use

Acquiring Global Competencies

Acknowledging Pupil Differences

Developing Confident and

Competent Communicators
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)
The Phases of Teaching & Learning
 c.

Emphasis on the modular

approach
o 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
 Curricul
um c.
Approac
Domains: h

KBSM KSSM

Interpersonal Personal

Informational Public
Aesthetic Educational

Occupational
 c.
Themes:
KBSM KSSM

People People and Culture

Environment THealth and

Environment
Science and Science and
Technology Technology

Values Consumerism and

Financial awareness
Health -
Social Issues -
d.

LITERATURE IN ACTION
(LITERATURE COMPONENT TEXTS)
ACTION-ORIENTED TASKS
d.

GRAMMAR
WRITING
READING
LISTENING & SPEAKING
THEMES
DOMAINS:
Personal ,Public, Educational, Occupational
 d.

Time Allocation
KBSM KSSM

40 mins / lesson 3.5 hours / week

(5 periods / week)

Coverage of each topic Coverage of each topic

and theme - not and theme - 3 weeks (or
stipulated more)
 d.

Time Allocation (contd)

Mon Tue Wed Thur Fri
(LiA)
Week 1 1 hr 1 hr 1 hr 30 mins
(L & S) (L & S) (R)
Week 2 1 hr 1 hr 1 hr 30 mins
(R) (G) (W)
Week 3 1 hr 1 hr 1 hr 30 mins
(W) (AOT) (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.

21st century
teaching and
learning requires:
Teaching and learning strategies involve:
Recommended teaching and learning strategies:

Main
focus
Can be implemented through:

Pupilcentered activities

Explorative learning

Active engagement during T&L

 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

Methods and techniques in inquiry-
based learning include:
project-based learning drama
surveys forum
brainstorming dialogue
demonstration group work
simulation
role play
 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
 Implemented during Literature in Action (LiA)

Small
Interconnected
Projects

Performance
Based on Texts
Pupil Centredness
Learning through
discovery
inquiry
collaborating with one another

Get information through:

Communicating
Sourcing from various media
 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
Cooperative Learning
Group work, familiarising team work:
Recommended small group to ensure
productivity and responsibility
Turn-taking to be group leader
Practise:
Soft skills Creativity
Compromise Innovative
Collaboration Problem-solving
Responsibility
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
SCHOOL-BASED ASSESSMENT (SBA)
School Assessment
(BPK)
Pupils Performance
Record
Individual Pupils
Report
Performance Standard
Statements
Graphical Report
 CONTENT LEARNING PERFORMANCE
STANDARDS STANDARDS STANDARDS
what pupils concise degree or
should know, educational quality of
understand and objectives that proficiency in
be able to do pupils are relation to the
within a expected to CS and LS
schooling know and be
allow pupils to
period able to do
reflect, think and
throughout
knowledge, act upon their
secondary
skills and learning
education
values, work strategies for
habits and a set of criteria self-
personal or indicator for improvement
character traits learning quality
indicator of
throughout the and
success
pupils achievements
secondary that can be
education measured for
each CS
over-arching
Listening & Speaking
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
1.1.2 Can speak with correct intonation, stress
and sentence rhythm
1.2
Listen to, engage and interpret meaningful
conversations
1.2.1 Can listen to and respond to directions,
instructions and procedures
1.2.2 Can listen to text of different genres and
classify the grammar items and
vocabulary
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
1.3.2 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
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
1.4.2 Can participate in simple conversations
using speech acts:
(i) greeting (ii) apologies

(iii) invitation (iv) compliment

(v) request (vi) complaint
(vii) refusal
Reading
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
2.1.2 Can understand meanings of words from
print media by using
(i) dictionary
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.
2.2.2 Can locate and organise information by:
(i) using graphic organisers
(ii) creating their own graphic organisers.
2.2.3 Can analyse and infer information by:
(i) using textual clues to predict outcomes or
conclusions
(ii) finding meaning of unfamiliar words
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
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
Writing
3.1
Apply appropriate writing skills and strategies
effectively
3.1.1 Can write simple sentences correctly
3.1.2 Can organise and write ideas in a paragraph
(i) titles for a paragraph
(ii) captions for illustrations, posters and cartoons.
3.1.3 Can apply pre-writing strategies:
(i) brainstorming (mind-maps, bubble maps, etc.)
(ii) note-taking
(iii) outlining.
3.1.4 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
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) email / messages

(ii) process and procedures
(iii) letters
3.2.2 Can write for creative and personel expressions:

(i) e-diary
(ii) journals
(iii) posters and slogans
Grammar
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)
4.1.2 Can identify and use pronouns appropriately
according to context
(i) possessive
(ii) demonstrative

(iii) interrogative
4.1.3 Can identify and use adjectives appropriately
according to context
(i) adjective of quality
(ii) possessive
(iii) comparison of adjectives
4.1.4 Can identify and use articles appropriately
according to context
(i) indefinite article a and an
4.1.5 Can identify and use verbs appropriately
according to context.
(i) regular verbs
(ii) irregular verbs
(iii) auxiliary verbs
4.1.6 Can identify and use adverbs appropriately
according to context
(i) manner
(ii) time
(iii) place
4.1.7 Can identify and use tenses appropriately according
to context
(i) simple present tense
(ii) simple past tense
(iii) future tense
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
4.1.10 Can identify and use conjunctions appropriately
according to context.
(i) and
(ii) but
(iii) so
(iv) or
(v) because
4.1.11 Can identify and use question forms appropriately
according to context
(i) positive and negative questions / statements
(ii) yes/no questions/ statements
(iii) choice question
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
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
Literature in Action
5.1
Engage and respond to a variety of literary texts to
express understanding of the broader world of ideas
and concepts

5.1.1 Can listen to and respond orally to various

literary works
5.1.2 Can read and understand various literary
works
5.1.3 Can share personal responses of issues related
to literary works and develop new ideas or solve
problems
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
5.2.2 Can produce a new genre from the literary text
read
5.2.3 Can create and produce linear and / or graphic
presentation in a fun manner.
5.2.4 Can share personal responses to literary
works through performances
 Language
En
ial v
c
an ion Su ironm
sta
Fin cat ina enta
u bil l
Ed ity
21st Century Skills

PERSONAL,PUBLIC, EDUCATIONAL, OCCUPATIONAL

l it y

ACTION ORIENTED TASKS

LISTENING & SPEAKING

Va
tain l
abi
Sus Globa

l ue
(
LITERATURE COMPONENT TEXTS)
LITERATURE IN ACTION

s
DOMAINS:

GRAMMAR
GRAMMAR
READING

WRITING

tech ce and
gy
nolo
ICT

n
Scie
En
tre T&L Strategies
pr d
e an
ne ism hip
ur o t s
sh
Assessment at ri ze n
ip P iti
c
Creativity and
innovation
Negeri:
__________________________
www.moe.gov.my\my\
kssm
UBIM/SBK/BPK20
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