Malaysia Curriculum

1. DIFFERENCE BET WEEN
KBSR AND KSSR
by Fatin,Syaza, Jai

2. ELEMENTS
AIMS
OBJECTIVES
FRAMEWORK
CURICULUM ORGANIZATION
ROLE OE TEACHER
SKILLS INVOLVED
ASSESSMENT
WORD LIST
EDUCATIONAL EMPHASES

3. AIMS
KBSR KSSR
The English language syllabus The English Language
for primary school aims to Curriculum for Primary
equip pupils with skills and Schools aims to equip pupils
provide a basic with basic language skills
understanding of the to enable them to
English language so that communicate effectively
they are able to in a variety of contexts that’s
communicate, both appropriate to the
orally and in writing, in pupils’ level of
and out of school. development.

4. OBJECTIVES
KBSR KSSR
i. communicate with peers and adults
i) listen to and understand simple spoken
confidently and appropriately in formal
English to be able to function in common
and informal situations;
everyday situations;
ii. read and comprehend a range of English
ii) speak and respond clearly and appropriately
texts for information and enjoyment;
in common everyday situations using simple
language; iii. write a range of texts using appropriate
language, style and form through a
iii) to read and understand different kinds of
variety of media;
texts (from print and electronic sources)
for enjoyment and information; iv. appreciate and demonstrate
understanding of English language
iv) write (including e-mail) for different
literary or creative works for enjoyment;
purposes using simple language; and
and
v) show an awareness and appreciation of
v. use correct and appropriate rules of
moral values and love towards the nation.
grammar in speech and writing.

5. SHAPE
KBSR KSSR
• Communication • Communication
• Human and • Spiritual, attitude
environment and values
• Self development • Humanity
• Physical aesthetical
development
• Science and
technology

6. ORGANIZATION
KBSR KSSR
• According to each subjects (syllabus / Primary education is divided into two
text books) stages:
The language contents are the sound Stage One Years 1, 2 and 3
system, grammar and vocabulary.
Stage Two, Years 4, 5 and 6.
Several teaching contexts have been
suggested through which the language skills In Years 1, 2 and 3 in national schools, the
and language content are to be taught. English language curriculum emphasises the
development of basic
language skills so that pupils will have a
strong foundation to build their proficiency
in the language.

7. MATERIALS
KBSR KSSR
• Using syllabus containing: • Using curriculum documents
 standard content
 content  standard learning
 learning outcome
In years 1 and 2,
 suggested activities in there will only be four modules; namely:
teaching and learning process Module One : Listening and Speaking
• Textbook Module Two : Reading
Module Three : Writing
Module Four : Language Arts
In Years 3 - 6, grammar is added to the
above four modules
• Textbook

8. SKILL
KBSR KSSR
 It comprises the four language skills  emphasises the development of
of listening, speaking, reading, and basic language skills so that pupils
writing as well as the language will have a strong foundation to
contents build their proficiency in the
language.
 Listening and Speaking
 Reading
 Writing
 Language Arts

9. TIME ALLOCATION
KBSR KSSR
• 1500 minutes of class • 1380 minutes of class
time time
• Periods of Bahasa
Malaysia subject in
Chinese schools increase
to ten
• Number of English
periods had increased

10. WORD LIST
KBSR KSSR
a sample of the more based on common words
common words a high frequency words that
 high frequency words and can be used repetitively in
can be used and recycled in different contexts.
different contexts and
topics.

11. ASSESSMENT METHOD
KBSR KSSR
• Clear emphasis on •Multiple sources of evidence
summative assessment •Teachers will build a profile of
pupils’ language development and
assess them individually.
•A combination of formative and
summative assessment methods.

12. EDUCATIONAL EMPHASES
KBSR KSSR
 Thinking skill
Thinking skill
 Mastery learning
Learning how to learn skill 
ICT
ICT  Multiple Intelligence
Multiple Intelligence  Constructivism
 Contextual learning
Values and citizenship
 Learning how to learn skill
Knowledge Acquisition  Values and citizenship
Preparation for the real  Knowledge Acquisition
world  Creative and innovation
 Entrepreneurship

13. THANK YOU