Topic

6X

Syllabus and Curriculum Specifications Study

LEARNING OUTCOMES
By the end of this topic, you should be able to: 1. 2. 3. 4. Discuss the principles of the KBSR Syllabus and Curriculum Specifications Design; Explain on the format of the KBSR Curriculum Specifications and its Curriculum Content; Apply the principles of organising a scheme of work; and Implement the Curriculum Specifications in organising a scheme of work

INTRODUCTION

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

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6.1

UNDERSTANDING THE KBSR SYLLABUS AND 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 is a statement of approach, an instrument for tackling priorities, selecting and sequencing linguistic data. It also provides a focus for what should be taught and 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 that teachers refer to when planning their lessons so that the students will be able to learn what they are supposed to learn.

The Malaysian English Language Syllabus for primary school specifies what is to 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 language contents 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 to them as much as possible with regard to the skills to be acquired by learners, the content or topic, and the vocabulary and grammar items that pupils must know in 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 Curriculum Specifications (CS) more closely. The following are either adapted or taken from the Syllabus and CS. As a teacher of English in the Malaysian primary and secondary schools, what is required 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 with its status as a second language in Malaysia. The Cabinet Committee Report on the Review of the Implementation of the Education Policy 1979 states that the teaching of English is to enable all schoolleavers to use English in everyday and work situations. It is also to allow students to pursue higher education in the medium of English. The development of

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learners linguistic ability is in keeping with the goals of the National Education Philosophy 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 and Communications Technology (ICT) and as a global language. Therefore, the use of English for ICT has been included in the curriculum. English for ICT will enable learners to access knowledge on the Internet and network with people locally 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 internationally intelligible English. The syllabus outlines the Aims, Objectives and Learning Outcomes to be achieved. The Language Content is also given and it includes the English sound system, grammar and lastly the word list. The contents of syllabus can be expanded upon according to the proficiency and ability of the learners. To help teachers teach this curriculum, the Curriculum Specifications are given as 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 and attitudes to be acquired by pupils and are drawn from the syllabus. The second column is the SPECIFICATIONS column. Here, the larger Learning Outcomes are broken down into manageable skills and sub-skills for teaching and learning. These specifications represent important aspects of the learning outcomes 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 achieved by all learners. On completing their tasks successfully, learners then progress to Level 2, and then to Level 3. The third column is entitled EXAMPLES/ACTIVITIES/NOTES. These notes are directed at teachers and they include explanations, teaching points and examples of activities to help pupils achieve the skill specifications.

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(a)

Language Skills A close link with the skills of listening, speaking, reading and writing is maintained. Vocabulary and sentence patterns introduced in the oral component also need to be taught and used by pupils in reading and writing. Grammar items taught and learnt must be applied both to oral work and writing exercises.

(b) Learning Content In teaching English to pupils, specified contexts are used to make lessons meaningful. Some themes have been identified to help teachers decide upon their own topics that are suitable for their class. When planning lessons, topics for teaching are initially based on the immediate learning environment of the child. Later on, these are expanded to town, country and more distant foreign locations. (c) The Spoken Language In teaching children the sounds of English, the aim is for them to be understood by others. As such, teachers should ensure that learners produce the sounds of English well and pronounce words clearly with the correct stress and intonation so as to enable the listener to understand what is being said. To this end, specific sounds such as blends and diphthongs have been identified for teaching. These sounds can be found in the section entitled Sound System. The objective of this exercise is to aim for clear speech and intelligibility. (d) Grammar Grammar items and sentence patterns have been selected from the list provided in the English Language syllabus to help pupils master the structures of English. Teachers are advised to limit the number of structures used in any one lesson to ensure that learners master the structures well. Teaching too many structures may not be advisable for weak learners as these may only serve to confuse them. (e) Word List The list of words selected for teaching is based on a sample of the more common words and high frequency words and can be used and recycled in different contexts and topics. The suggested word list can be widened if pupils demonstrate that they are capable of receiving more.

Now, lets examine each of the above component in detail.

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6.1.3
I.

The Curriculum Content

LEARNING OUTCOMES

In acquiring the four language skills, learners are required to perform tasks so that 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 listening range from the basic level of sound, word and phrase recognition to an understanding of the whole text. Learners are encouraged to listen to various text types so that they will become familiar with the sounds, intonation and stress patterns of the English language, as well as to get to know the correct pronunciation of words and the use of certain expressions. Learners are also encouraged to respond to information or the message heard in a variety of ways including verbal and non-verbal forms.

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 as shown below. By the end of their primary schooling, learners should be able to listen to and understand various text types such as announcements, instructions, and messages. They should be able to: (i) Listen to and discriminate similar and different sounds of the English language;

(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 phrases in 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

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sequence cause and effect relationships (vi) Listen to and enjoy the rhyme, rhythm and sounds of poetry, jazz chants and songs; and (vii) Listen to and enjoy stories, fables and other tales of imagination and fantasy and predict outcomes, and draw conclusions at a level suited to their 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 the development of oral skills, learners are taught how to ask questions politely when seeking information or clarification and to reply giving relevant information. Learners are also taught to express their thoughts, feelings and ideas when talking to friends and older people. Thus, learners are taught to use appropriate words, phrases and expressions that do not offend others which can occur with the lack of proficiency. In making their utterances understood by others, learners are taught to pronounce words correctly and to speak clearly with the right stress and intonation.

SELF-CHECK 6.2
Try to list the main speaking 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 as shown below. By the end of their primary schooling, learners should be able to talk to friends, relatives, teachers and other people confidently using simple language and with an acceptable level of grammar. They should be able to: (i) Speak clearly by pronouncing words accurately, and speaking with the correct 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

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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 simple poems; (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 exchanging greetings, making introductions, inviting people, etc.; giving simple instructions and directions; and (xi) Respond to audio-visual materials such as cartoons on TV and suitable films by: giving opinions, and relating the material to personal experiences and previous knowledge. (c) Reading The component on Reading emphasizes the teaching of the skills of reading to enable learners to become independent readers. The teaching of reading in the early stages begins at the word and phrase levels before progressing to sentence recognition and reading at the paragraph level. In this early stage of reading, a combination of phonics and the whole text approach will benefit young readers. Gradually, learners are also taught to extract specific information from a text and to also respond to a text with their own ideas and opinions. Information skills and study skills are also taught through the use of dictionaries and encyclopaedias. For those who have the facilities, accessing the Internet and other electronic media for information is also encouraged. 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 only provide the opportunity for learners to learn new words but also enables them to see how grammar is used correctly. At the same time, reading a variety of texts will also help learners develop their reading skills for different purposes. Learners are also encouraged to read extensively outside the classroom for enjoyment and information. This will not only improve their proficiency in the language but will also help them to become independent and efficient readers.

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SELF-CHECK 6.3
Try to list the main reading 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 as shown below. By the end of their primary schooling, learners should be able to read a variety 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 should be to: (i) Acquire word recognition and word attack skills so that they are able to recognise sight words;

(ii) Acquire key words at various stages of development; (iii) Read and understand phrases, sentences, paragraphs and whole texts based on the key words suitable to their level of development; (iv) Read aloud expressively and fluently pronouncing words correctly and observing correct stress, intonation and sentence rhythm; (v) Understand the meaning of words by guessing their meaning through the 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;

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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 or poem; 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 ability beginning at the word and phrase levels, and progressing to the sentence and paragraph levels. For those who are able and capable, they must be encouraged to write simple compositions comprising several paragraphs. Attention is also paid to penmanship so that even from a young age, learners are taught to write clearly and legibly both in print and cursive writing. In writing simple compositions, learners are taught the various steps involved in writing such as planning, drafting, revising, and editing. In the process, they are also taught to use appropriate vocabulary and correct grammar to get their meaning 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 for different audiences. Spelling and dictation are also given emphasis.

SELF-CHECK 6.4
Try to list the main writing 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 as shown below.

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By the end of their primary schooling, learners should be able to write lists, messages, letters, instructions, directions, simple poems and stories, descriptions, simple recounts and simple reports for various purposes. They should be able to: (i) Copy correctly 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 legible print and cursive writing, (v) Construct simple and compound sentences with guidance and independently: (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, simple reports, and when filling in forms; (x) Write simple informal letters to friends, parents and other family members, and to pen-pals in a social context; (xi) Write short simple descriptions of things, events, scenes and what one did and saw; (xii) Write to express ones feelings and exercise ones creativity such as when writing a diary, composing simple poems and stories, creating greeting cards, posters, etc.; (xiii) Plan, draft, revise, and proof-read ones written work; and (xiv) Communicate with people on the Internet and other electronic media by writing letters, messages, sending birthday greetings, etc. (ii) Match words to linear and non-linear texts:

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II.

LANGUAGE CONTENT

SELF-CHECK 6.5
What do you think the Language Content in the syllabus covers?

(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 sound and 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 that they can be used both in speech and in writing. The grammar items can be reinforced and consolidated if learners encounter the items often enough through the various tasks set. The grammar items should not be taught in isolation 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) Prepositions In, out, on, under, by, next, to, near, behind, around, over, at, between, among, through, above, across, from, since, of, off to, against, in front of, 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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(c)

Word List The word list forms part of the language contents in the curriculum. The words in the list are some key words that must be mastered by all learners according to their stages of development. More words have been listed in the Curriculum Specifications or Huraian Sukatan Pelajaran for each year and these words are listed under various topics. These are the minimum words to be taught and teachers may expand upon the list according to the level and ability of their learners as well as the topic under study.

SELF-CHECK 6.6
What is inside the KBSR Curriculum Specifications? What are the main component in the Curriculum Specifications?

III. Educational Emphases 1. 2. What are Educational Emphases? Why do you think these are taught?

Educational Emphases include: 1. 2. 3. 4. 5. 6. 7. Thinking skills Learning how to learn skills Information and Communication skills (ICT) Values and Citizenship Multiple Intelligences Knowledge Acquisition Preparation for the real world.

Now, lets examine the KBSR English Language Syllabus and Curriculum Specifications more closely. You will need to refer to them to do the following exercises.

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ACTIVITY 6.1
Refer to the KBSR English Language Syllabus 1. 2. 3. 4. 5. 6. Why is English Language a compulsory subject in Malaysian schools? Why do you want to learn English? List your reasons. Write down the aims stated in the English Language Syllabus. List the objectives stated in the English Language Syllabus. What language skills are highlighted in the English Language Syllabus? How should grammar be taught?

ACTIVITY 6.2
Look at the activities planned for 3 Days lessons and identify the language skills (L,S, R or W) being practised by the pupils in the column provided. Some answers are given as examples. (*N.B. The ending words of each line in the pupils rhymes need NOT rhyme)
Day 1 No. Activity Teacher puts up a nursery rhyme and recites it to the class with action Teacher asks questions/explains to ensure pupils understand rhyme Pupils follow after teacher reciting the rhyme line by line Pupils recite the whole rhyme Pupils recite the whole rhyme with action Pupils in Groups A and B substitute the nouns and verbs to create their own individual rhyme* on worksheets given 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 their group rhymes* for performance Each group performs their rhyme* to the class L&S S&L Language skill L&R

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Day 2 Group C pupils write their rhyme* by substituting the nouns and verbs Teacher tels a story expanded from the rhyme to Groups A and B While telling the story, teacher asks pupils in Groups A and B to guess what happens after each section Each pupil in Groups A and B writes wjat happens on paper in numbered sequence Groups A and B pupils exchange and award 1 mark for each correct guess to each other Pupil;s in Group A and B individually expand and write their rhyme* into a short story Group C reads aloud their group rhyme* to the class Groups A and B add actions to accompany Group Cs recitation as performance Day 3 Pupils in Groups A and B exchange and read each others stories These pupils help to correct each others mistakes and give suggestions to improve on the stories Pupils improve on by rewriting their own stories, then exchange with a new partner and award 1 (Bad) to 10 (Very Good) marks for each others story. After final corrections, they hand it in to the teacher At the same time, Group C is given a list of nouns and verbs that they have learnt to write their group story by expanding from their group rhyme*, then hand it to the techer If there is time, each Group C pupil fills in the blanks for nouns and verbs to write their individual stories. Ottherwise this is their homework.

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

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ACTIVITY 6.3
Refer to the Curriculum Specifications of Year:____. 1. Based on a chosen Theme and Topic, select appropriate specifications to integrate the teaching of Listening and Speaking Skills. Fill in the table below. Year Topic : _________________________________ : _________________________________
Listening Learning outcomes Speaking

Theme : _________________________________

Specifications

2.

Based on a chosen Theme and Topic, select appropriate specifications to integrate the teaching of Reading and Writing Skills. Fill in the table below: Year Topic : _________________________________ : _________________________________
Reading Writing

Theme : _________________________________

Learning outcomes

Specifications

3.

Based on a chosen Theme and Topic, select appropriate specifications to integrate the teaching of Listening, Speaking Reading and Writing Skills. Fill in the table below: Year Topic : _________________________________ : _________________________________ Theme : _________________________________

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Listening Learning outcomes Specifications

Speaking

Reading

Writing

4.

Suggest at least one appropriate activity for each of the Questions 13 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 nursery rhyme Mary Had a little Lamb and draw a picture/write down the main details. In pairs they tell each other what they have drawn /written. Higher ability pupils can guess/ask each other questions to compare and contrast what they have drawn / written. Then they can share these findings with the class/in bigger groups. (You can refer to the sample Scheme of Work below for matching the four language skills)

5.

Based on the same Year, Theme, Topic, 4 Language Skills and activity you have given in answering Question 14 above, fill in the appropriate Language Content below.
Sound System Grammar Word List/Vocubalary

6.2

IMPLEMENTING THE CURRICULUM SPECIFICATIONS

The curriculum specifications is implemented in the yearly, monthly, weekly scheme of work, which are then transformed into the daily Lesson Plan, which will be introduced in Topic 8 Lesson Planning.

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6.2.1

What is a Scheme of Work?

A scheme of work is a plan that indicates what will be taught for the semester/year and in what order it will be taught. Objectives set out in the syllabus for each school year form the basis for the scheme of work for the year. Chitravelu et al. (2005)

6.2.2

Principles of Organising a Scheme of Work

If you fail to plan, you plan to fail. Planning is one of the most important and most helpful things that teachers can do. Effective planning means that teachers, students, parents and principals know what will be learnt, when it will be learnt and how learning will take place. As a teacher, start by thinking about what you have to teach in each year, then each term, each week and each lesson. Refer to the Sukatan Pelajaran KBSR Bahasa Inggeris (2001; Pusat Perkembangan Kurikulum, Kementerian Pendidikan Malaysia) and Huraian Sukatan Pelajaran KBSR Bahasa Inggeris Tahun 16 (2002 2003) or your coursebook to gauge the amount of work you have to prepare. The division of all this work, set in order, is a scheme of work. It is good for all the teachers who teach a particular standard to work together on the scheme of work because of the following reasons: Such things as monthly tests and school exams make it necessary for teachers to synchronise, as far as possible, what is taught and the order in which it is taught. The level at which it is taught and the particular techniques used in teaching should be tailored according to the pupils proficiency and interests. All the teachers perceptions on the syllabus items become known to others. This may encourage co-operation and collaboration, which will benefit everyone involved, including the pupils. Teaching ideas and resources can be shared.

SELF-CHECK 6.7
What should be covered/included in a scheme of work? What are the main factors to be considered in planning it?

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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, how long 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 of work for the year. How to achieve a good balance and integration of the four language skills and grammar. (from Chitravelu et al 2005)

6.2.3

Format of a Scheme of Work

The Curriculum Specifications make only a few suggestions regarding the number of activities required for the acquisition of set language skills. Teachers need to use their initiative, imagination and creativity to extend the learning experiences 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 yearly scheme of work, plan for a scheme of work for each month, then each week in a manageable 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 unit should be organised based on the principle of integration of the four Language Skills within a context (theme/topic) to teach the relevant Language Content (Sound Systems, Grammar, and Vocabulary/Word List) and with the appropriate educational 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 appropriate Theme and Topic as the core. Then pick the items of the Learning Outcomes and match the four appropriate Language Skills, then list the suitable Language Content, 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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Listening

Speaking

Language Content: Sound Systems, Grammar, Vocabulary Theme topic

Reading

Writing

Figure 6.1: Main components of the Scheme of Work

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Theme/ Topic Speaking

Vocabulary Cardinal numbers 4150 Sentence structure.: On day fortyone, ... On day fortytwo, ... During week forty-one, I was happy playing with ... During week forty-two ... 3.1 Acquire word recognition & word attack skills to recognise words on sight. Level 13 3.2 Acquire key words at various stages of development 4.1 (a) Copy correctly (b) Write at word, phrase, sentence & paragraph level in clear, legible print & cursive writing 4.2 Match & copynthe words to linear & non linear representations 4.3 Complete texts with the missing words, phrase/sentence Vocabulary: Cardinal & ordinal (16th31st) numbers Sentence Structure: 1 like the story because ... I like ____ because ... 4.2 4.3 4.4 Construct simple & compound sentences with guidance & independently 4.5 Spell correctly & take dictation

Time Reading Writing Grammar

Learning Outcomes

Listening

Theme: Term 1 World of Self Week 1 Topic: Week 2 Self Week 3 hapy times

1.3 Acquire vocabulary & understand the meaning of words & phrases in context Level 1 3.1Level 23 1.1 Listen to & discriminate similar and different English sounds Level 13 2.1 Speak clearly by pronouncing words accurately Level 12 2.2 Ask questions politely to obtain information & clarification

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Theme: Week 4 World of Week 5 Stories Week 6 Knowledge Topic Stories about other land/ animals

1.4 Listen to & 2.2 ... 3.3 Read & follow simple 2.3 Give relevant understand instructions information phrases, & directions politely in sentences, accurately response to paragraph & Level 13 enquiries made. whole texts 1.5 ... Level 13 Level 13 3.4 Read aloud expressively..

SAMPLE 1: FORMAT OF AN INCOMPLETE YEARLY SCHEME OF WORK FOR YEAR 5

Theme: World of Knowledge

Week __

Theme Speaking
3.3 Read & understand ordinal (16th31st) numbers Sentence Structure: Imperative: Spread some cotton wool on a big tray. Spray some water on the cotton wool. Beansprouts can grow on wet cotton. Measure the tallest beansprout and write its height everyday Questions & Answers Do you enjoy growing ? Yes, I do/like ____ No, I dont ____ Add sequence connects &/ conjunctions to explain &/report 4.3 Complete texts with the Vocabulary: Cardinal (4180) &

Time Reading Writing Grammar

Learning Outcomes

Listening

TOPIC 6

Theme: World of

Week 79 1.4 Listen to & 2.3 Give relevant follow simple information

ACTIVITY 6.4

Knowledge

Topic: Nature plants

instructions & politely in phrases, directions response to sentences, accurately enquire mode. paragraph & Level 13 Level 13 whole texts 1.5 Obtain 2.6 Express Level 13 inforomation thoughts & 3.4 Read alout from texts feelings & expressively.. listened to in give opinions 3.5 Read & relation to on things read, understand main ideas, seen, heard & the meaning specific details viewed in of words by & sequence simple guessing Level 13 language their meaning through the use of contextual clues meaningfully

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

missing word, phrase/ sentence 4.4 Construct simple & compound sentences with guidance & independently 4.5 Spell correctly & take dictation Level 13 4.6 Punctuate

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SAMPLE 2: FORMAT OFWEEKLY SCHEME OF WORK FOR YEAR 5

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WEEK
Teacher (T) tells what (s)he likes to do as a model. T shows the action card as (s)he mentions the activity Distribute each set of action cards to each group. Pupils (Ps) pick up 3 cards that they like and ask each other what does each like doing. Whquestions: What When Where How Why MI : Interpersonal Collaborative & cooperative learning Value: respect Contextual learning Constructivism Sentence Structure: I like to swim/ jog ... What do you like to do? /What do you feel happy doing? I am happy cycling. 43 of us like Vocabulary Cardinal numbers 4150 Verbs swimming Cycling. Jogging etc.

LEARNING OUTCOMES SPECIFICTIONS

EXAMPLE/ ACTIVITIES

PEDAGOGICAL LANGUAGE APPROACHES/ CONTENT STRATEGIES

X TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY

Note: The above is a partially-completed scheme of work for a year. A complete one should cover all the themes and skills in the syllabus within the school year. Based on the yearly scheme of work, you can start to plan the weekly scheme of work. A sample of a Week 1 Scheme of work is given on the next page. After going through that, you can try to plan for the subsequent weeks scheme of work.

Week 1: 1.3 Acquire vocabulary understand the Theme: meaning of words World & phrase in context of Self 1.1 Listen to & discrimate similar Topic: and different Self English sounds happy 2.1 Speak clearly by times pronouncing words accurately 2.2 Ask questions politely to obtain information & clarification 3.1 Acquire word recognition & word attack skills to recognise words on sight 3.2 Acquire key words at various stages of development 4.1 (a) Copy correctly (b) Write at word, phrase, sentence & paragraph, level in clear, legible print & cursive writing 4.2 Match & copy the words to linear & nonlinear representations 4.3 Complete texts with the missing word, phrase/sentence.

1.3.1 & 1.3.3 Listen to key A poster with different words & phrase types of actions/activities in stories, recounts Sets of action cards labelled & descriptions with words for each group heard of 45 1.3.2 Listen to & Pairs asking about ones understand interest/favourite activity? cardinal e.g. numbers scope: What do you like doing? 4150 1 like to ____ 1.3.4 Scope: 5160 ... What are you happy to do? 1.1.1 Listen to & repeat I am happy to ___ words Group words according to 2.1.1 Repeat words word families 2.1.2 Pronounce Read a text about Sabris compound words his friends holiday correctly activities. 2.1.3 Say alound Complete a comprehension prases, espressions task & exclamations Listening to the cassette with correct stress complete the worksheet & intonation e.g. 2.1.4 Ask questions with Mina and Sheila like to corect intonation cycle 3.1.1 Look at letters & say Complete texts with missing aloud the sounds words, phrases/sentences, 3.1.2 Identify letter e.g concluding sentence shapes by their Do a survey on classmates sounds favourite activities and 3.1.3 Read aloud words ... complete a table. 3.1.4 Read and group Write parallel sentences words according reporting survey findings. to word families 4.1.14.1.4 ... 4.2.14.2.3 ...

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SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY

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ACTIVITY 6.5
Fill in the box below for a Week 2 Scheme Of Work For Year 5 by integrating the four Language Skills.

WEEK Week 2: Theme: World of Self Topic:

LEARNING OUTCOMES

SPECIFICATIONS

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 anything new in Week 2? 2. Fill in the box below for a Week 3 Scheme Of Work For Year 5 by integrating the 4 Language Skills. WEEK Week 3: Theme: World of Self Topic: LEARNING OUTCOMES SPECIFICATIONS EXAMPLES /ACTIVITIES

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/learn starting from the easy to more difficult skills?

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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY

3.

Fill in the box below for a Week 4 Scheme Of Work For Year 5 by integrating the 4 Language Skills WEEK LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ ACTIVITIES PEDAGOGICAL APPROACHES/ STRATEGIES

Week 4: Theme: World of Self & World of knowledge 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 you introduce anything new in Week 4? Are your Schemes of Work developmental - helping the pupils to develop/learn starting 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 4 Language Skills

WEEK

LEARNING SPECIFICATIONS EXAMPLES/ PEDAGOGICAL OUTCOMES ACTIVITIES APPROACHES/ STRATEGIES

LANGUAGE CONTENT

Week 5: Theme: World of Self & World of Knowledge Topic:

Discuss your answer with friends/colleagues/your tutor.

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SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY

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Curriculum specifications KBSR Syllabus

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: From Principles to Practice. Simon and Schuster. Chitravelu, N., Sithamparam, S., & Teh Soo Choon (2005) (2nd ed.) ELT Methodology Principles and Practice. Kuala Lumpur, Fajar Bakti. Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah Bahasa Inggeris or Curriculum 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 English Language Syllabus for Primary School) Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah Bahasa Inggeris ( KBSR English Language Syllabus) Kementerian Pendidikan Malaysia Pusat Perkembangan Kurikulum (2001). You can download the Year 15 (Year 6 pending) KBSR English Language syllabus and Curriculum Specifications from the Kementerian Pelajaran Malaysia website.