topic6 syllabusandcurriculumspecificationsstudy

8/13/2019 Topic6 SyllabusandCurriculumSpecificationsStudy

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LEARNING OUTCOMES

Topic 6 Syllabus andCurriculum

Specifications

Study

By the end of this topic, you should be able to:

1. Discuss the principles of the KBSR Syllabus and CurriculumSpecifications Design;

2. Explain on the format of the KBSR Curriculum Specifications and itsCurriculum Content;

3. Apply the principles of organising a scheme of work; and

4. Implement the Curriculum Specifications in organising a scheme ofwork

INTRODUCTION

In this section you will understand the KBSR Syllabus and CurriculumSpecifications better by learning about the principles of their design, formatand content organisation. You will also learn to implement the CurriculumSpecifications by learning about the principles of organising a scheme of work,the format and planning schemes of work


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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 107

6.1UNDERSTANDING THE KBSR SYLLABUSAND CURRICULUM SPECIFICATIONS

What is a syllabus? What are curriculum specifications?

Brumfit et al. (1991) states that a syllabus is a daily guide for teachers. It isa statement of approach, an instrument for tackling priorities, selecting andsequencing linguistic data. It also provides a focus for what should be taughtand learnt, as well as a rationale for how content should be selected and

ordered. In any teaching context a syllabus is usually a written guide thatteachers refer to when planning their lessons so that the students will be ableto learn what they are supposed to learn.

The Malaysian English Language Syllabus for primary school specifies what isto be taught from Year 1 to Year 6. It covers the four language skills of listening,speaking, reading and writing, as well as language contents. The languagecontents are the sound system, grammar and vocabulary.

It is stated that each of the English Language Curriculum Specifications Year 15

or Huraian Sukatan Pelajaran Bahasa Inggeris Tahun 15 (2003) serves as a guide.Teachers of English for the Malaysian Primary school are expected to adhere tothem as much as possible with regard to the skills to be acquired by learners, thecontent or topic, and the vocabulary and grammar items that pupils must knowin order for them to learn the language.

6.1.1 Principles of the KBSR Syllabus Design

Lets examine the KBSR English Language Syllabus and the CurriculumSpecifications (CS) more closely. The following are either adapted or taken fromthe Syllabus and CS.

As a teacher of English in the Malaysian primary and secondary schools, what isrequired of you? How can you successfully achieve or carry out your duty?

English is a compulsory subject in all primary and secondary schools in line withits status as a second language in Malaysia.

The Cabinet Committee Report on the Review of the Implementation of theEducation Policy 1979 states that the teaching of English is to enable all school-leavers to use English in everyday and work situations. It is also to allowstudentsto pursue higher education in the medium of English. The development of


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108 TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY

learners linguistic ability is in keeping with the goals of the National EducationPhilosophy and the Education Act of 1996, which is to optimise their intellectual,emotional, spiritual and physical potential.

At present, English is still taught for further studies and for work purposes.However, English is becoming increasingly important in Information andCommunications Technology (ICT) and as a global language. Therefore, the useof English for ICT has been included in the curriculum. English for ICT willenable learners to access knowledge on the Internet and network with peoplelocally and globally.

Learners are taught basic English grammar, its usage in speech and in writing.They are also taught the English sound system so that they can use internationallyintelligible English.

The syllabus outlines the Aims, Objectives and Learning Outcomes to beachieved. The Language Content is also given and it includes the English soundsystem, grammar and lastly the word list. The contents of syllabus can beexpanded upon according to the proficiency and ability of the learners.

To help teachers teach this curriculum, the Curriculum Specifications are givenas support.

6.1.2 Format of the KBSR Curriculum Specifications

The contents of the Curriculum Specifications are set out in three columns.

The first column is the LEARNING OUTCOMES column. These are skills andattitudes to be acquired by pupils and are drawn from the syllabus.

The second column is the SPECIFICATIONS column. Here, the larger LearningOutcomes are broken down into manageable skills and sub-skills for teachingand learning. These specifications represent important aspects of the learningoutcomes to be acquired.

To help teachers further, these specifications have been categorized into 3 levels,ranging from basic to advanced. Level 1 outlines the basic skills to be achievedby all learners. On completing their tasks successfully, learners then progress toLevel 2, and then to Level 3.

The third column is entitled EXAMPLES/ACTIVITIES/NOTES. These notes aredirected at teachers and they include explanations, teaching points and examplesof activities to help pupils achieve the skill specifications.


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6.1.3 The Curriculum Content

I. LEARNING OUTCOMES

In acquiring the four language skills, learners are required to perform tasks sothat the following outcomes can be achieved.

(a) Listening The listening component aims at developing learners ability to listen to

and understand the spoken language better. The sub-skills of listeningrange from the basic level of sound, word and phrase recognition to an

understanding of the whole text. Learners are encouraged to listen to varioustext types so that they will become familiar with the sounds, intonation andstress patterns of the English language, as well as to get to know the correctpronunciation of words and the use of certain expressions.

Learners are also encouraged to respond to information or the messageheard in a variety of ways including verbal and non-verbal forms.

By the end of their primary schooling, learners should be able to listen toand understand various text types such as announcements, instructions, andmessages. They should be able to:

(i) Listen to and discriminate similar and different sounds of the Englishlanguage;

(ii) Listen to and repeat accurately the correct pronunciation of words,with the correct intonation and word stress when uttering phrases,expressions and sentences;

(iii) Acquire vocabulary and understand the meaning of words and phrasesin context;

(iv) Listen to and follow simple instructions and directions accurately;

(v) Obtain information from texts listened to in relation to:

main ideas

specific details

SELF-CHECK 6.1

Try to list the main listening skills that should be taught.

Next arrange them in order from easy to difficult.

Then check your answers against the list stipulated in the syllabus asshown below.


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sequence cause and effect relationships

(vi) Listen to and enjoy the rhyme, rhythm and sounds of poetry, jazzchants and songs; and

(vii) Listen to and enjoy stories, fables and other tales of imagination andfantasy and predict outcomes, and draw conclusions at a level suited totheir ability.

(b) Speaking As speaking is linked closely to listening, learners are taught to listen

carefully to what is spoken and give an appropriate response. In thedevelopment of oral skills, learners are taught how to ask questions politelywhen seeking information or clarification and to reply giving relevantinformation. Learners are also taught to express their thoughts, feelings andideas when talking to friends and older people. Thus, learners are taught touse appropriate words, phrases and expressions that do not offend otherswhich can occur with the lack of proficiency. In making their utterancesunderstood by others, learners are taught to pronounce words correctly andto speak clearly with the right stress and intonation.

By the end of their primary schooling, learners should be able to talk tofriends, relatives, teachers and other people confidently using simplelanguage and with an acceptable level of grammar. They should be able to:

(i) Speak clearly by pronouncing words accurately, and speaking with thecorrect stress, intonation and sentence rhythm;

(ii) Talk confidently on topics of interest in simple language;

(iii) Express thoughts and feelings and talk about things heard, read, seen,and viewed in simple language;

(iv) Ask questions politely to obtain information and clarification;

(v) Give relevant information politely in response to enquiries made:

to state

to identify

SELF-CHECK 6.2

Try to list the main speaking skills that should be taught.




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to disagree

to make comparisons;

(vi) Take simple messages and convey them accurately;

(vii) Make and receive telephone calls using polite speech forms:

(viii)Tell stories based on pictures and other stimuli, and recite simplepoems;

(ix) Talk about the people, places and moral values of the stories heard,read and viewed using simple language;

(x) Perform a variety of functions in a social context such as exchanginggreetings, making introductions, inviting people, etc.; giving simpleinstructions and directions; and

(xi) Respond to audio-visual materials such as cartoons on TV and suitablefilms by:

giving opinions, and

relating the material to personal experiences and previousknowledge.

(c) Reading The component on Reading emphasizes the teaching of the skills of reading

to enable learners to become independent readers. The teaching of readingin the early stages begins at the word and phrase levels before progressingto sentence recognition and reading at the paragraph level. In this earlystage of reading, a combination of phonics and the whole text approach willbenefit young readers. Gradually, learners are also taught to extract specificinformation from a text and to also respond to a text with their own ideasand opinions. Information skills and study skills are also taught through theuse of dictionaries and encyclopaedias. For those who have the facilities,accessing the Internet and other electronic media for information is alsoencouraged. Pupils are also taught to obtain information from maps, plans,graphs and time-tables at a level suited to their ability.

The use of a variety of texts for the teaching of reading skills will not onlyprovide the opportunity for learners to learn new words but also enablesthem to see how grammar is used correctly. At the same time, readinga variety of texts will also help learners develop their reading skills fordifferent purposes. Learners are also encouraged to read extensivelyoutside the classroom for enjoyment and information. This will not onlyimprove their proficiency in the language but will also help them to becomeindependent and efficient readers.


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By the end of their primary schooling, learners should be able to read avariety of texts both in print and in the electronic media for information

and enjoyment such as notices, warnings, instructions, directions, recipes,messages, simple passages, letters, advertisements, poems, stories,descriptions, recounts, and maps, charts, graphs, timetables. Learners shouldbe to:

(i) Acquire word recognition and word attack skills so that they are able torecognise sight words;

(ii) Acquire key words at various stages of development;

(iii) Read and understand phrases, sentences, paragraphs and whole textsbased on the key words suitable to their level of development;

(iv) Read aloud expressively and fluently pronouncing words correctly andobserving correct stress, intonation and sentence rhythm;

(v) Understand the meaning of words by guessing their meaning throughthe use of:

base words

prefixes

suffixes

contextual clues

(vi) Use the dictionary to get the appropriate meaning of words and

phrases; (vii) Acquire additional vocabulary including

(viii) synonyms and antonyms

homographs and homophones

compound words and collective nouns

common proverbs and similes

(ix) Skim and scan texts for the gist and specific information;

SELF-CHECK 6.3

Try to list the main reading skills that should be taught.




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(x) Read and understand simple factual texts for

main ideas

supporting details

sequence

cause and effect relationships

(xi) Read and enjoy simple stories and poems and respond to them by

talking about the people, animals and moral values in the story orpoem; and

relating the story or poem to ones life (xii) Read simple texts and predict outcomes at a level suited to learners

ability;

(xiii) Read simple texts and make inferences, and draw conclusions;

(xiv) Acquire problem-solving skills;

(xv) Read and obtain information from non-linear texts such as time-tables,maps, graphs, and diagrams at a level suited to learners ability; and

(xvi) Read widely and independently.

(d) Writing In this component, the focus is on developing learners writing abilitybeginning at the word and phrase levels, and progressing to the sentenceand paragraph levels. For those who are able and capable, they must beencouraged to write simple compositions comprising several paragraphs.Attention is also paid to penmanship so that even from a young age, learnersare taught to write clearly and legibly both in print and cursive writing. Inwriting simple compositions, learners are taught the various steps involved inwriting such as planning, drafting, revising, and editing. In the process, theyare also taught to use appropriate vocabulary and correct grammar to get theirmeaning across clearly. Although much of the writing at this level is guided,the amount of control is relaxed for learners who are able and proficient in the

language. All learners are encouraged to write for different purposes and fordifferent audiences. Spelling and dictation are also given emphasis.

SELF-CHECK 6.4

Try to list the main writing skills that should be taught.




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By the end of their primary schooling, learners should be able to writelists, messages, letters, instructions, directions, simple poems and stories,descriptions, simple recounts and simple reports for various purposes. Theyshould be able to:

(i) Copy correctly

(ii) Match words to linear and non-linear texts:

match word to word

match word to phrase

match word to picture or symbol,

(iii) Complete texts with the missing word, phrase or sentence;

(iv) Write at word, phrase, sentence and paragraph levels in clear legibleprint and cursive writing,

(v) Construct simple and compound sentences with guidance andindependently:

(vi) Write longer texts in the form of paragraphs

using simple and compound sentences

in guided and/or free writing;

(vii) Spell correctly and take dictation accurately;(viii) Punctuate appropriately;

(ix) Give accurate information when writing messages, instructions, simplereports, and when filling in forms;

(x) Write simple informal letters to friends, parents and other familymembers, and to pen-pals in a social context;

(xi) Write short simple descriptions of things, events, scenes and what onedid and saw;

(xii) Write to express ones feelings and exercise ones creativity such as

when writing a diary, composing simple poems and stories, creatinggreeting cards, posters, etc.;

(xiii) Plan, draft, revise, and proof-read ones written work; and

(xiv) Communicate with people on the Internet and other electronic mediaby writing letters, messages, sending birthday greetings, etc.


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SELF-CHECK 6.5

What do you think the Language Content in the syllabus covers?

II. LANGUAGE CONTENT

(a) The Sound System The sound system forms part of the language content in the syllabus. To

enable learners to become familiar with the different patterns of soundand the different spelling of words that have the same sound, teachers are

encouraged to give a wide range of examples. The list below must be taught.

(i) Consonants, Vowels, and Diphthongs

(ii) Consonants initial, medial, final positions

(iii) Vowels long and short sounds

(iv) Consonant clusters

(v) Stresses in two three and four syllable words.

(vii) Stresses in compound words

(viii) Sentence stress and intonation

(ix) Homographs and homophones

(x) Contractions

(b) Grammar Grammar also forms part of the language contents of the syllabus. These

grammar items need to be taught in context and in a meaningful way so thatthey can be used both in speech and in writing. The grammar items can bereinforced and consolidated if learners encounter the items often enoughthrough the various tasks set. The grammar items should not be taught inisolation but rather in the context of a topic.

In the syllabus, it is stipulated that the listing below must be taught:

(i) Word Order

Positive and negative statements

Positive and negative questions and response

Wh questions and responses

What, Where, When, Why, Who, Which, How, Whose

Requests, imperatives, commands, responses

Sentence type: simple, compound


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(ii) Connectors

Conjunctions and, but, or, so, although, therefore

Sequence connectors first, next then, finaly, before, after,

(iii) Verbs

Simple present tense

Simple past tense

Simple future tense

Present continuous tense

Past continuous tense

Future continuous tense

Simple perfect: has have

Modals: can, may, might, must, could, will, would, shall, should

Conditional: If

Subject-verb agreement

(iv) Articles

Articles with singular and plural countable nouns, and zero article, a,

an, the

Articles with non-countable nouns

Articles with proper nouns

(v) PrepositionsIn, out, on, under, by, next, to, near, behind, around, over, at, between,among, through, above, across, from, since, of, off to, against, in frontof, at the back of

(vi) Nouns and Pronounds

Noun forms: countable, uncountable, collective

Possessives: his, hers, theirs, ours, mine, its

Pronoun forms:

Personal I, he, she, it, they, we, our, us, their

Interrogative who, which, what, whose, where, when, how, why

Gender: masculine, feminine, neuter

(vii) Modifiers

Adjectives, Adverbs

Comparative and superlative forms


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Refer to the KBSR English Language Syllabus

1. Why is English Language a compulsory subject in Malaysianschools?

2. Why do you want to learn English? List your reasons.

3. Write down the aims stated in the English Language Syllabus.

4. List the objectives stated in the English Language Syllabus.

5. What language skills are highlighted in the English LanguageSyllabus?

6. How should grammar be taught?

ACTIVITY 6.1

ACTIVITY 6.2

Look at the activities planned for 3 Days lessons and identify thelanguage skills (L,S, R or W) being practised by the pupils in the columnprovided. Some answers are given as examples. (*N.B. The ending wordsof each line in the pupils rhymes need NOT rhyme)

Day 1

No. Activity Language skill

Teacher puts up a nursery rhyme and recites it to theclass with action

L & R

Teacher asks questions/explains to ensure pupilsunderstand rhyme

Pupils follow after teacher reciting the rhyme line byline

Pupils recite the whole rhyme

Pupils recite the whole rhyme with action

Pupils in Groups A and B substitute the nouns and verbsto create their own individual rhyme* on worksheetsgiven

Each pupil in Groups A and B reads aloud their rhymes*to select/create their group rhyme*

Groups A and B discuss actions to accompany theirgroup rhymes* for performance

L & S

Each group performs their rhyme* to the class S & L


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NOTE: In a series of activities, any combination of the 4 language skills ina continuous and related sequence may be applied.

Day 2

Group C pupils write their rhyme* by substituting thenouns and verbs

Teacher tels a story expanded from the rhyme toGroups A and B

While telling the story, teacher asks pupils in Groups Aand B to guess what happens after each section

Each pupil in Groups A and B writes wjat happens onpaper in numbered sequence

Groups A and B pupils exchange and award 1 mark foreach correct guess to each other

Pupil;s in Group A and B individually expand and writetheir rhyme* into a short story

Group C reads aloud their group rhyme* to the class

Groups A and B add actions to accompany Group Csrecitation as performance

Day 3

Pupils in Groups A and B exchange and read each

others storiesThese pupils help to correct each others mistakes andgive suggestions to improve on the stories

Pupils improve on by rewriting their own stories, thenexchange with a new partner and award 1 (Bad) to 10(Very Good) marks for each others story. After finalcorrections, they hand it in to the teacher

At the same time, Group C is given a list of nouns andverbs that they have learnt to write their group storyby expanding from their group rhyme*, then hand itto the techer

If there is time, each Group C pupil fills in the blanksfor nouns and verbs to write their individual stories.Ottherwise this is their homework.


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ACTIVITY 6.3

Refer to the Curriculum Specifications of Year:____.

1. Based on a chosen Theme and Topic, select appropriatespecifications to integrate the teaching of Listening and SpeakingSkills. Fill in the table below.

Year : _________________________________

Theme : _________________________________

Topic : _________________________________

Listening Speaking

Learning outcomes

Specifications

2. Based on a chosen Theme and Topic, select appropriatespecifications to integrate the teaching of Reading and WritingSkills. Fill in the table below:

Year : _________________________________

Theme : _________________________________

Topic : _________________________________

Reading Writing

Learning outcomes

Specifications

3. Based on a chosen Theme and Topic, select appropriatespecifications to integrate the teaching of Listening, SpeakingReading and Writing Skills. Fill in the table below:

Year : _________________________________

Theme : _________________________________

Topic : _________________________________


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Listening Speaking Reading Writing

Learning outcomes

Specifications

4. Suggest at least one appropriate activity for each of the Questions13 above.

E.g.

For Question 1 above, for Year 5, Theme: World of Stories; Topic:Stories of other land and animals. The pupils listen to a nurseryrhyme Mary Had a little Lamb and draw a picture/write downthe main details. In pairs they tell each other what they have drawn/written. Higher ability pupils can guess/ask each other questionsto compare and contrast what they have drawn / written. Then theycan share these findings with the class/in bigger groups.

(You can refer to the sample Scheme of Work below for matching thefour language skills)

5. Based on the same Year, Theme, Topic, 4 Language Skills andactivity you have given in answering Question 14 above, fill in theappropriate Language Content below.

Sound System Grammar Word List/Vocubalary

6.2IMPLEMENTING THE CURRICULUM

SPECIFICATIONSThe curriculum specifications is implemented in the yearly, monthly, weeklyscheme of work, which are then transformed into the daily Lesson Plan, whichwill be introduced in Topic 8 Lesson Planning.


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Factors to be considered in planning a scheme of work:

The amount of time available per period/week/term/year.

What items need to be covered, how important each item is for the pupils, howlong it will take them to achieve the level of mastery required.

How the items can be graded, sequenced and combined.

How recycling, reinforcement and enrichment can be built into the scheme ofwork for the year.

How to achieve a good balance and integration of the four language skills andgrammar.

(from Chitravelu et al 2005)

6.2.3 Format of a Scheme of Work

The Curriculum Specifications make only a few suggestions regarding thenumber of activities required for the acquisition of set language skills. Teachersneed to use their initiative, imagination and creativity to extend the learningexperiences of their pupils.

Teachers have to reorganise the four Language Skills, the Language Content and

Educational Emphases into the schemes of work for a year. Based on the yearlyscheme of work, plan for a scheme of work for each month, then each week in amanageable form for teaching. Finally you can work out your daily lesson plans.

A yearly scheme of work should therefore consist of 15 to 20 learning units,depending on the schooling weeks allotted for teaching. Each learning unitshould be organised based on the principle of integration of the four LanguageSkills within a context (theme/topic) to teach the relevant Language Content(Sound Systems, Grammar, and Vocabulary/Word List) and with the appropriateeducational emphases incorporated.

A Learning Unit can be taught over 1 to 3 weeks, depending on the proficiency

level of the pupils.

Lets start by planning a yearly scheme of work. First, consider the appropriateTheme and Topic as the core. Then pick the items of the Learning Outcomesand match the four appropriate Language Skills, then list the suitable LanguageContent, as well as the Educational Emphasis as shown in the diagram below.

The following is a sample of part of a Yearly Scheme of Work for Year 5.


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Figure 6.1: Main components of the Scheme of Work

Reading Writing

Themetopic

SpeakingListening

Language Content: Sound Systems, Grammar, Vocabulary


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L

earningOutcomes

Listening

Speaking

R

eading

Writing

Grammar

Theme:

Term1

1.3Acquirevocabulary&understand

3.1A

cquirewordrecognition&word

Vocabulary

WorldofSelf

them

eaningofwords&phrases

a

ttackskillstorecognisewordson

Cardinalnumbers4150

Week1

inco

ntext

s

ight.Level13

Topic:

Week2

Leve

l13.1Level23

3.2A

cquirekeywordsatvariousstages

Sentencestructure.:

Self

Week3

1.1Liste

nto&discriminatesimilar

o

fdevelopment

Ondayfortyone,...

hapytimes

anddifferentEnglishsounds

4.1(a)Copycorrectly

Ondayfortytwo,...

Leve

l13

(b)Writeatword,phrase,sentence&

2.1Spea

kclearlybypronouncing

paragraphlevelinclear,legible

Duringweekforty-one,

wordsaccuratelyLevel12

print&cursivewriting

Iwashappyplayingwith...

2.2Ask

questionspolitelytoobtain

4.2M

atch&copynthewordstolinear&

Duringweekforty-two...

information&clarification

n

onlinearrepresentations

4.3C

ompletetextswiththemissing

w

ords,phrase/sentence

Theme:

Week4

1.4Liste

nto&

2.2...

3.3R

ead&

4.2

Vocabulary:

Worldof

Week5

followsimple2.3Giverelevant

u

nderstand

4.3

Cardinal&ordinal

Stories

Week6

instructions

information

p

hrases,

4.4Construct

(16th31st)numbers

Knowledge

&directions

politelyin

s

entences,

simple&

TopicStories

accurately

responseto

p

aragraph&

compound

SentenceStructure:

aboutother

Leve

l13

enquiriesmade.

w

holetexts

sentenceswith

1likethestorybecause...

land/

1.5...

Level13

L

evel13

guidance&

Ilike____

because...

animals

3.4R

eadaloud

independently

e

xpressively..

4.5Spellcorrectly

&takedictation

Theme:

Week__

Worldof

Knowledge

SAMPLE 1: FORMAT OF AN INCOMPLETE YEARLY SCHEME OF WORKFOR YEAR 5

Theme/

Time

Topic


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ACTIVITY 6.4

Complete the Scheme of Work above based on the theme, The world ofknowledge. Discuss with your friends/colleagues and improve on it.

Theme:

Week79

1.4Listento&

2.3Giverelevant

3.3Read&

4.3Completetexts

Vocabu

lary:

Worldof

followsim

ple

information

understand

withthe

Cardin

al(4180)&

Know-

instructions&

politelyin

phrases

,

missingword,

ordinal(16th31st)

ledge

directions

responseto

sentences,

phrase/

numbe

rs

accurately

enquiremode.

paragra

ph&

sentence

Topic:

Level13

Level13

wholetexts

4.4Construct

Senten

ceStructure:

Nature

1.5Obtain

2.6Express

Level13

simple&

Impe

rative:

plants

inforomation

thoughts&

3.4Readalout

compound

Spread

somecotton

fromtexts

feelings&

expressively..

sentenceswith

woolo

nabigtray.

listenedto

in

giveopinions

3.5Read&

guidance&

Spraysomewateronthe

relationto

onthingsread,

understand

independently

cotton

wool.

mainideas,

seen,heard&

themea

ning

4.5Spellcorrectly

Beansp

routscangrow

specificde

tails

viewedin

ofword

sby

&takedictation

onwetcotton.

&sequence

simple

guessin

g

Level13

Measu

rethetallest

Level13

language

theirmeaning

4.6Punctuate

beansp

routandwriteits

through

the

meaningfully

height

everyday

useof

contextual

Ques

tions&Answers

clues

Doyouenjoygrowing

?

Yes,Id

o/like____

No,Id

ont____

Add

sequence

connec

ts&/

conjun

ctionsto

explain&/report

Learning

Outcomes

Listening

Speaking

Readin

g

Writing

G

rammar

Theme

Time


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WEEK LEARNING OUTCOMES SPECIFICATIONS

Week 2:

Theme:World of Self

Topic:

Check your answer with a friend or your lecturer.

Reflection:Did you plan to reinforce some of the skills taught in Week 1? Did you introduce anythingnew in Week 2?

2. Fill in the box below for a Week 3 Scheme Of Work For Year 5 by integrating the 4Language Skills.

WEEK LEARNING SPECIFICATIONS EXAMPLES OUTCOMES /ACTIVITIES

Week 3:

Theme:World of Self

Topic:

Discuss your answer with friends/colleagues/your tutor.

Reflection:Did you plan to reinforce/repeat some of the skills taught in Week 1 and 2?Did you introduce anything new in Week 3?

Are your Schemes of Work developmental helping the pupils to develop/learnstarting from the easy to more difficult skills?

ACTIVITY 6.5

Fill in the box below for a Week 2 Scheme Of Work For Year 5 byintegrating the four Language Skills.


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3. Fill in the box below for a Week 4 Scheme Of Work For Year 5 by integrating the 4Language Skills

WEEK LEARNING SPECIFICATIONS EXAMPLES/ PEDAGOGICAL OUTCOMES ACTIVITIES APPROACHES/ STRATEGIES

Week 4:

Theme:World ofSelf &World ofknowledge

Topic:

(Note that a new Theme may be introduced in addition to the old theme.)

Discuss your answer with your friend/lecturer/tutor.

Reflection:Did you plan to reinforce/repeat some of the skills taught in Week 13? Did youintroduce anything new in Week 4?

Are your Schemes of Work developmental - helping the pupils to develop/learnstarting from the easy to more difficult skills?

4. Fill in the box below for a Week 5 Scheme Of Work For Year 5 by integrating the 4Language Skills

WEEK LEARNING SPECIFICATIONS EXAMPLES/ PEDAGOGICAL LANGUAGEOUTCOMES ACTIVITIES APPROACHES/ CONTENT

STRATEGIES

Week 5:

Theme:World ofSelf &World ofKnowledge

Topic:

Discuss your answer with friends/colleagues/your tutor.


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SUMMARY

The principles of the KBSR Syllabus and Curriculum Specifications and their format.

The content organisation of the KBSR Syllabus and Curriculum Specifications.

The principles of organising a scheme of work and its format.

The format of a scheme of work.

To plan a scheme of work.

REFERENCES

Brumfit, C., Moon, J., & Tongue, R. (ed) (1991) Teaching English to Children: FromPrinciples to Practice. Simon and Schuster.

Chitravelu, N., Sithamparam, S., & Teh Soo Choon (2005) (2nd ed.) ELT MethodologyPrinciples and Practice. Kuala Lumpur, Fajar Bakti.

Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah Bahasa Inggeris orCurriculum Specifications for KBSR English Language Syllabus Year One to Six(2003).

Kementerian Pendidikan Malaysia Pusat Perkembangan Kurikulum (2002) Kurikulum

Bersepadu Sekolah Rendah Sukatan Pelajaran Bahasa Inggeris.(KBSR EnglishLanguage Syllabus for Primary School)

Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah Bahasa Inggeris ( KBSR EnglishLanguage Syllabus) Kementerian Pendidikan Malaysia Pusat PerkembanganKurikulum (2001).

You can download the Year 15 (Year 6 pending) KBSR English Language syllabus andCurriculum Specifications from the Kementerian Pelajaran Malaysia website.

Curriculum specifications

KBSR

Syllabus

topic6 syllabusandcurriculumspecificationsstudy

Documents