2. overview of year 5 kssr english

Bahagian Pembangunan KurikulumBahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIAKEMENTERIAN PENDIDIKAN MALAYSIA

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Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA

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’s appropriate to the pupils’ level of development


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


i. Back to Basics

ii. Fun Learning

iii. Learner Centredness

iv. Integration of salient new technologies

v. Assessment for learning

vi. Character Building


Educational Emphases

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

Values and Citizenship

Grammar

Phonics

Vocabulary

Listening

WritingReading

Speaking

Social skills

High Order Thinking Skills


STRAND 1 STRAND 2

Language Focus Language Arts

LEVEL 2(YEARS 4, 5 & 6)

300 MINS PER WEEK – SK180 MINS PER WEEK - SJK

Skil ls – Listening & Speaking,

Reading and Writ ing Vocabulary

(includes Science & Maths themes

as well as Grammar )

Readers+

(Contemporary Children’s Literature)Genres:

Short Story, Poems and Graphic Novel

LEVEL 1(YEARS 1,2 & 3)

300 MINS PER WEEK – SK150 MINS PER WEEK - SJK

Skil ls – Listening & Speaking,

Reading and Writ ingVocabulary

Grammar (Year 3)Phonics: SK -Y1 & 2, SJK –

Y1-Y3 Penmanship

Readers- Big Books

-Lady Bird SeriesMusic, Poetry & Drama


LISTENING AND SPEAKING MODULE

READING MODULE

WRITING MODULE

LANGUAGE ARTS MODULE (CONTEMPORARY CHILDREN’S LITERATURE YEAR 4-6)

GRAMMAR MODULE

STAGE ONE(YEARS 1 – 3)

STAGE ONE(YEARS 1 – 3)

STAGE TWO(YEARS 4 – 6)

STAGE TWO(YEARS 4 – 6)

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6


World of Self

World of Stories

World of Knowledge

World of Self

World of Stories

World of Knowledge

World of Self

World of Stories

World of Knowledge

LIS

TE

NIN

G &

SP

EA

KIN

G

RE

AD

ING

RE

AD

ING

WR

ITIN

G/G

RA

MM

AR

LA

NG

UA

GE A

RT

S

(CO

NT

EM

PO

RA

RA

RY

CH

ILD

RE

N’S

L

ITE

RA

TU

RE

)

GR

AM

MA

R/W

RIT

ING

L1 L2 L3 L4 L5


Recommended structure for English language lessons stretching from one to two weeks for a particular topic:


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

Lesson 1 (60 minutes)





Listening & Speaking

Reading Writing/ Grammar

Grammar /Writing

Language Arts(Contemporary Children’s Literature)

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


Week 1 Listening & Speaking Reading Writing/Grammar

Week 2 Grammar/Writing

Language Arts ((Contemporary Children’s Literature)

*Listening & Speaking

SK -300 MINS

SJK-180 MINS*Lesson 3 (Week 2) can be a new topic or reinforcement of any module chosen by the teacher.


KBSRKBSR KSSR

1. CURRICULUM DOCUMENTATION1. CURRICULUM

DOCUMENTATION

SYLLABUSSYLLABUS STANDARD DOCUMENT

CURRICULUM SPECIFICATIONSCURRICULUM

SPECIFICATIONSCONTENT

STANDARDS &

LEARNING STANDARDS


KBSRKBSR KSSR

2. CURRICULUM ORGANISATION2. CURRICULUM ORGANISATION

LANGUAGE TAUGHT THROUGH THREE

BROAD AREAS


BROAD AREAS


BROAD AREAS

MODULAR STRUCTURE

INTEGRATION OF SKILLS




KBSRKBSR KSSR

3. CURRICULUM CONTENT3. CURRICULUM CONTENT

FOCUS ON FOUR LANGUAGE SKILLSFOCUS ON FOUR

LANGUAGE SKILLS

SOUND SYSTEMSOUND SYSTEM

GRAMMAR IN CONTEXT

GRAMMAR IN CONTEXT

FOCUS ON FOUR LANGUAGE SKILLS

BASIC LITERACY

PHONICS

LANGUAGE ARTS

PENMANSHIP

GRAMMAR IN CONTEXT


KBSRKBSR KSSR

4. APPROACH4. APPROACH

WHOLE LANGUAGE WHOLE LANGUAGE PHONICS

STANDARD BRITISH ENGLISH

5. ADDED VALUES5. ADDED VALUES

EDUCATIONAL EMPHASES



CREATIVITY & INNOVATION

ENTREPRENEURSHIP

ICT SKILLS


Language Arts – Contemporary Children’s LiteratureThe Modular Approach/ConfigurationAssessment for learning


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CONTENT

PEDAGOGY ASSESSMENT

CURRICULUM


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, Language Arts and Grammar.

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.


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; L&S, R, W & LA. So, the testing is not only paper and pen but covers all these modules.

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; L&S, R, W & LA. So, the testing is not only paper and pen but covers all these modules.


THE CONTEMPORARY CHILDREN’S 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.


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


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

GENRESPOEMS (COMPILATION) THE SHORT STORY THE GRAPHIC

NOVEL

1) 1. This Tooth by Lee Bennett

Hopkins

2) Cats by John Kitching

3) Serenade by Bobby Katz

4) Watching a Bumble Bee by Wes

Magee

5) Miss Antrobus by Richard Edwards

6) The Meal by Karla Kuskin

7) Seaside by Shirley Hughes

8) The Dark by Adrian Henri

And Something Weird Happened

by Pamela Rushby

Gulliver’s Travel

by Jonathan Swift


KEEP IN MIND!

Teachers are free to choose whichever genre to start teaching in Year 5 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 finished 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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Thank You

2. overview of year 5 kssr english

Education

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