Kurikulum Standard Sekolah Rendah (KSSR)

The Primary School Standard-based Curriculum

- KSSR Review (2017) and The CEFR-aligned
English curriculum (2018)
Presented by:

Mah Zhi Jian

Ewe Siean Ni
Saw Lay Hoon
Chong Wan Lynn
Elanie Tan Sey Chiu
 PERKEMBANGAN KURIKULUM
SEKOLAH RENDAH • KSSR (CEFR-
aligned)
• Kurikulum • KSSR
Standard (Semakan) 2018
Sekolah
Rendah 2017
(KSSR)
• Kurikulum • KBSR
Bersepadu (Semakan) 2011
•Kurikulum Sekolah
Baru Rendah (KBSR) 2003
Sekolah
Rendah
(KBSR) 1993
1983
 Content The improvisation is in line with the local
trends and benchmarking against
international standards.

Pedagody
IMPROVISATION OF
KSSR Promote contextual, meaningful
and effective learning
(Semakan)

Assessment
On-going assessment
 MATA PELAJARAN & PERUNTUKAN WAKTU
TAHAP I KSSR (Semakan 2017)
TAHAP I TAHAP I
BIL. MATA PELAJARAN
SK SJK
MATA PELAJARAN TERAS MIN. JAM SETAHUN MIN. JAM SETAHUN
1 Bahasa Melayu 192 160
2 Bahasa Inggeris 160 80
3 Bahasa Cina/ Bahasa Tamil - 192
4 Matematik 96 96
Pendidikan Islam 96 + 32 (Tasmik) 64 + 32 (Tasmik)
5
Pendidikan Moral 96 64
6 Sains 48 48

7 Pendidikan Jasmani dan Pendidikan Kesihatan 48 48

8 Pendidikan Kesenian 48 48
MATA PELAJARAN TAMBAHAN MIN. JAM SETAHUN MIN. JAM SETAHUN
Peneraju Pendidikan
Negara
B. Arab/ B.Cina SK/ B. Tamil SK/ B. Iban/ B. Kadazandusun/ B.
9 48 -
Semai
Perhimpunan 16 16
JUMLAH JAM SEMINGGU 752 752
 Features KSSR KSSR Semakan
6 main strands for
According to 6 Strands:
the curriculum
framework A ) Communication B) Physical Development & Aesthetics C) Humanities
D) Personal Competence E) Science and Technology F) Spirituality, Attitudes& Values
Curriculum Design
Standard-based: Content and Learning Standard-based: Content, learning and performance
Curriculum Dokumen Standard Kurikulum dan Pentaksiran
(Year 1-3) Dokumen Standard Kurikulum&
Documentation
DSP/PPPM
(Year 4-6) DSK dan Pentaksiran
Time Allocation minutes/week hours/weeks
Curriculum
Level 1 -Modul Teras Asas, Modul Teras Tema & Level 1 - Matapelajaran Teras & Elektif
organisation
Modul Elektif Level 2 - Mata pelajaran Teras & Elektif
Level 2 - Mata pelajaran Teras & Elektif
Cross Curriculum
KBSR+ Creativity and Innovation, =KSSR + HOTS (explicitly) and GLOBAL
Element
Entrepreneurship,Information and
SUSTAINABILITY
Communication Technology(ICT) (explicitly)
Curriculum Focus
Focus - 4Rs : Reading, Writing, Arimethic, Reasoning
Pedagogical Inquiry-based learning, problem solving, contextual learning, collaborative learning, project-based learning
Emphases
Assessment
∙ Summative, Formative, Performance standard, Record, Descriptive reporting
 ELEMENTS ACROSS THE CURRICULUM
KSSR (2011-2016)

MEDIUM OF INSTRUCTION (Language)

SCIENCE AND TECHNOLOGY

ENVIRONMENTAL SUSTAINABILITY AWARENESS

PATRIOTISM

VALUES

CREATIVITY AND INNOVATION

Global sustainability
ENTREPRENEURSHIP - Sustainable consumerism and production
- Global Citizenship
INFORMATION AND COMMUNICATION - Unity
TECHNOLOGY SKILLS

ROAD SAFETY EDUCATION (Pendidikan

Keselamatan Jalan Raya)

FINANCIAL LITERACY (Pendidikan Kewangan)

 KSSR ENGLISH 2011
(Standard-Based Curriculum Model)
Social skills
Educational Emphases

Listening •Multiple Intelligences

•Contextualism
•Constructivism
Grammar •Learning How to Learn Skills
•Entrepreneurship
Writing Phonics Speaking •Creativity and Innovation
•ICT skills
Vocabulary

Reading
High Order Values and Citizenship
Thinking Skills
 COMPARISON BETWEEN KSSR, KSSR SEMAKAN & KSSR CEFR-aligned
KBSR KSSR KSSR Semakan KSSR CEFR-Aligned
Curriculum ● Syllabus ● Dokumen Standard Kurikulum Dokumen Standard Kurikulum ● Dokumen Standard
Documentation ● Curriculum ● Dokumen Standard Prestasi dan Prestasi Kurikulum dan
Specifications (2011-2014) / PPPM (2014- Prestasi
2018) ● Curriculum
● Dokumen Standard Kurikulum Framework
dan Prestasi (2014) ● Syllabus
● Scheme of Work
Components of 4 skills 4 skills (L & S combined) 4 skills (L & S combined) 4 skills (Listening,
Curriculum Grammar Language Arts Language Arts Speaking,Reading, Writing)
Vocabulary (Word List) Grammar Grammar Language Arts
Sound system Vocabulary (Word List) Vocabulary (Word List) Word list
Phonics Phonics Phonics
Penmenship Penmenship Penmenship
Themes World of Self World of Self, family and friends
World of Stories World of Stories
World of Knowledge World of Knowledge
Approach Modular Modular, Differentiation
Teaching of Grammar Focus Starts in Year 3 - Grammar is moved to
Grammar Learning Standards for Grammar Syllabus (no longer in DSKP)
Integrated in the 4 skills

Teaching of - To achieve basic literacy To achieve basic literacy To be taught at the beginning
Phonics Each topic includes 1-2 sounds Each topic includes 1-2 sounds of the year and reviewed
Year 1-2 (SK), Year 1-3 (SJK) throughout the year.
Teaching of Year 4, 5, 6
literature Poems, Short Stories, Graphic Novels

Background of the CEFR-Aligned KSSR Curriculum
What kind of student is
best prepared to meet
the challenges of the 21st
century economy?
Two critical
issues
What kind of EL
education prepares our
young Malaysians for this
rapidly globalising world?
School leavers
Can cope with the demands of a
job in Malaysia requiring some
English
Can cope with the demands for
English at university
Graduates
Can cope in the international job
market using English whenever
necessary, both at home and abroad
An EL programme consistent
with international standards
supported by a quality
delivery system
 Baseline Study 2013
*n *n The weakest skill:
Speaking
Preschool
No clear purpose
78% below A1 Teachers of learning English
Year 6 32% at B2
On average at A1 31% at C1 Conflicting curriculum,
Form 3 teaching & learning,
On average at A1 assessment
Form 5 Not benchmarked
On average at A2 to international standards

*n=20000+ students from 426 schools *n=1000= teachers from 426 schools
 Roadmap (2015-2025) Curriculum Targets
Baseline Study results
aspirational targets
Preschool
Preschool Preschool
Years 4+ and 5+
78% below A1 A1
Working towards A1
Year 6 Year 6 Year 1 - Working towards A1
On average at A1 A2 Year 2 - A1 low
Year 3 - A1 mid
Form 3 Form 3 Year 4 – A1 high
On average at A1 B1 Year 5 – A2 low
Year 6 – A2 mid
Form 5 Form 5 Form 1 – Revised A2
On average at A2 B1/B2 Form 2 – A2 high
Form 3 – B1 low
Common European Framework of Reference for Form 4 – B1 mid
Languages: The Global Scale Form 5 – B1 high
A1 A2 B1 B2 C1 C2
Independent User Proficient User
Basic User (Basic)
(Intermediate) (Advanced)
 UNDERLYING PRINCIPLES OF
THE CURRICULUM
i. Back to Basics
ii. Fun Learning
iii. Learner Centredness
iv. Integration of salient new technologies

v. Assessment for learning

vi. Character Building
 OBJECTIVES OF KSSR
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 a
creative works for enjoyment; and
V. use correct and appropriate rules of grammar in speech and writing
 CEFR: how does it fit into today’s
teaching?
Content &

Framework
Learning standards
CEFR
Syllabuses

Schemes of Work
Curriculum Content and Learning
Standards and the CEFR
Numbering of Content and Learning Standards
– By Skill:
1= Listening 2= Speaking
3= Reading 4= Writing 5= LA
– By Content Standard (e.g. 4.1, 4.2 …)
– By Learning Standard (e.g. 4.1.1, 4.1.2 … )
• Focus on developing language for communication in four skills
• No grammar specified
• Plus Language Arts (CEFR-related skills)
Curriculum Content and Learning
Standards and the CEFR
1. Listening
• Content Standards:
– focus on:
• pupils’ ability to recognise individual sounds
• to understand meaning
• to use strategies to help their listening.

• Learning Standards:
– move from pupils being able to understand globally to being
able to understand details.

D1.S2.7
Curriculum Content and Learning
Standards and the CEFR
2. Speaking
• Focus on:
‒ the pupil’s ability to communicate to others
‒ their ability to use strategies when interacting with others
‒ their ability to communicate alone to a group.
• Interacting with others = Spoken Interaction.
• Speaking alone to a group = Spoken Production.
• Most Learning Standards focus on spoken interaction, as we think that this
is a pupil’s main need in Primary School.

D1.S2.9
Curriculum Content and Learning
Standards and the CEFR
3. Reading
• Focus on:
– pupils’ ability to learn to read
– ability to understand meaning
– ability to read independently for enjoyment .
• Include LS for pre-literate pupils (Year 1).
• Learning Standards for understanding meaning move from pupils
being able to understand globally to being able to understand details.
• Note that text types are identified in the syllabus.

D1.S2.11
Provision for pre-literate children
Curriculum Content and Learning
Standards and the CEFR
4. Writing
• Focus on:
– pupils’ ability to learn to write
– ability to communicate meaning
– ability to use appropriate mechanical features of writing.
• Separate ‘learning to write’ Learning Standards for pupils learning to
write.
• Learning Standards for communicating meaning move from pupils being
able to communicate information, to describing people and things, to
being able to organise what they write.

D1.S2.13
Pre-writing
Curriculum Content and Learning
Standards and the CEFR

5. Language Arts
• Focus on:
– pupils’ ability to enjoy and appreciate different text
types
– ability to express a personal response to texts
– ability to respond imaginatively to texts.

D1.S2.15
The Syllabus - Example of Primary 1 Syllabus
Example of Primary 1 Syllabus

Grammar content
and vocabulary
are included in
the syllabus

These are linked to

Superminds
textbook
The Implementation of the Curriculum -
The Teaching of Phonics
Scheme of Work for Phonics is a guide for teachers to develop
phonics-based lessons for 4 weeks (Year 1) and 2 weeks (Year 2)
at the beginning of the schooling year.

YEAR
1 YEAR 2
PHONICS IN THE SYLLABUS
Implementation of the curriculum -
Schemes of Work
Divided into textbook-based lessons and non-textbook-based lessons.
TEXTBOOK-BASED LESSONS NON-TEXTBOOK-BASED LESSONS
• involved 4 skills and 1 LA • involved 4 skills and 1 LA lesson.
lesson. • MOSTLY in the fixed order of
• Sequence of lessons is Listening, Speaking, Reading and
decided by the focus in Writing
Superminds 1 • Aims to reinforce and consolidate
language and skills from the
textbook through formative
assessment in the classroom
OVERVIEW OF THE NATIONAL (SK) AND NATIONAL-TYPE (SJK)
SCHEME OF WORK FOR YEAR 1
 Mastery PEDAGOGICAL
Learning Multiple
Inquiry-based
Intelligence
SUGGESTIONS
Learning
s

Collaborative
Constructivism
Learning
TEACHING
AND
LEARNING Evaluation
Project- STRATEGIES Contextual
based
learning Learning
Differentiation Adaptation

Knowledge Values and

Acquisition Learning Citizenship
How to Designing
Learn Skills
Examples
Of
Differentiatio
n
Strategies
In
The
Scheme of
Work
 ASSESSMENT - KSSR
● School-based assessment + UPSR
● 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.
● 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.
● Assessment is recorded for L&S, R, W & LA in the EXCEL template.
 FORMAT BAHARU UPSR MULAI 2016

JUSTIFIKASI
• Sejajar pelaksanaan Kurikulum Standard Sekolah
Rendah (KSSR)
• Melengkapi pelaksanaan Pentaksiran Berasaskan
Sekolah (PBS)
• Membudayakan unsur-unsur Kemahiran Berfikir Aras
Tinggi (KBAT)

35
Malaysia ranked 39 with a mean score of 422 in the PISA first
assessment on creative problem-solving, while neighbouring
Singapore came out tops with a mean score of 562. The overall
mean score for all countries was 500.
Malaysia had more than half of the share of low achievers, which
means the students tested lacked the skills needed in a modern
workplace. In contrast, Singapore only had 8% share of low
achievers. The mean share was 21.4%.
On the other hand, Malaysia only had 0.9% share of top performers
compared with Singapore's 29.3%. Average percentage of top
performers is 11.4%.
(Report released by the OECD).
 FORMAT MATA PELAJARAN BAHASA
(BAHASA MELAYU, BAHASA INGGERIS, BAHASA CINA, BAHASA TAMIL)
BIL PERKARA PEMAHAMAN PENULISAN
1 Jenis Ujian Objektif
Instrumen Ujian Subjektif
Ujian Subjektif
2 Jenis Item Objektif Aneka Pilihan
Objektif Pelbagai Bentuk Respons Terbuka
Respons Terhad
3 Bilangan Bahagian A Bahagian B Bahagian A Bahagian B Bahagian C
Soalan 20 5 1 1 2
(Jawab 1 daripada 2 soalan)

4 Jumlah Markah Bahagian A Bahagian B Bahagian A Bahagian B Bahagian C

20 30 10 15 25
Jumlah : 50 Jumlah : 50
5 Tempoh Ujian 1 jam 15 minit 1 jam 15 minit
6 Konstruk ▪Pengetahuan dan Kefahaman Sistem Bahasa ▪Kemahiran Aplikasi Bahasa
▪Kemahiran Aplikasi Maklumat ▪Kemahiran Aplikasi Maklumat
▪Kemahiran Kreatif dan Apresiasi Bahasa ▪Kemahiran Kreatif dan Apresiasi Bahasa

7 Kaedah ▪Dikotomus ▪Holistik

Penskoran ▪Analitikal 39
Formative Assessment
1. Identify pupils’ strengths and weaknesses and communicate to pupils
through feedback.
2. Talking to pupils about strategies they use.
3. Can be in L1, as the focus is on learning, not language performance.

From the
syllabus
ASSESSMENT FOR THE CEFR-ALIGNED KSSR
ENGLISH CURRICULUM
UPSR
• Pitched at A2 level
Test of 4 skills
• Similar to the
• Listening
Cambridge English Key
• Speaking
for Schools test
• Reading
• Still being developed
• Writing
• Will be carried out in
+
2022
Use of English
 SUGGESTED ACTIVITIES
Listening
▪ Listening to environmental sounds.
▪ Listen to rhymes/songs/ stories
▪ Repeat song or rhyme after the teacher.

Speaking
show and tell, role play, retelling, talk about a
stimulus, charades

Reading
read and draw, read and complete the text,
read and categorise, read and predict, read
and infer

Writing
match and write,rebus writing, gap filling,
sentence completion, Create posters, lists,
bubble map and write a simple description

Language Prepare pupils for presentation during:

(i) English Week
Art (ii) Assembly
HOTS
Project-based learning?
❖Enquiry Based Learning

in the
❖Project Based Learning classroom
❖ emphasizes learning activities that are long-term,
interdisciplinary, and student-centred
activities
❖ develops studentS’ competence in critical thinking,
collaboration, communication, and creativity

❖Differentiated Learning
 OVERALL COMMENTS / REFLECTIONS/ IMPLICATIONS
● To produce students whose English proficiency is at par with international standards.
● Progression from pre-school to university level is mapped out.
● Teachers are given more freedom to cater for students’ needs - differentiation
strategies.
● Teachers are given clear guidelines - level of the language, sample activities in the
SOW
● Teachers can work with non-textbook materials - materials evaluation and adaptation
● Professional development courses for teachers - teachers’ own proficiency has to
improve.
● Assessment is pitched at the level students of that age is expected to achieve.
● Listening and speaking skills CANNOT be neglected.
● Students need purposeful and meaningful communicative activities and ample
opportunities to use the language - less traditional drilling, grammar translation work.
● Focus on communicative ability - grammar is taught across the skills, not on its own.
Conclusion
● Curriculum needs to be reviewed from time to time to meet the needs of the society and to
keep abreast with the latest development and trend in education.
● The success of curriculum implementation depends on teachers’ ability to adapt to changes
and their integrity to carry out what is documented in the curriculum.
● There should be ample support for teachers and a monitoring system.
● The CEFR-aligned syllabus looks promising, yet it depends on practitioners implementing
the curriculum.

A monitoring and evaluation system

to measure progress and ensure that
the plan is implemented effectively
and successfully.
A cyclical
Monitoring and evaluation must be process
followed by review and revision,
adjustments and changes being made
where necessary
*