Topic 6 Syllabus and Curriculum Specifications Study

8/10/2019 Topic 6 Syllabus and Curriculum Specifications Study

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INTRODUCTION

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

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66 Syllabus andCurriculumSpecificationsStudy

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 andits Curriculum Content;

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

4. Implement the Curriculum Specifications in organising a scheme ofwork.

LEARNING OUTCOMES


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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY 121

UNDERSTANDING THE KBSR SYLLABUSAND CURRICULUM SPECIFICATIONS

What is a syllabus? What are curriculum specifications?

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 languagecontents are the sound system, grammar and vocabulary.

It is stated that each of the English Language Curriculum Specifications Year 1 5or Huraian Sukatan Pelajaran Bahasa Inggeris Tahun 1 5 (2003) serves as aguide. Teachers of English for the Malaysian Primary school are expected toadhere to them as much as possible with regard to the skills to be acquired bylearners, the content or topic, and the vocabulary and grammar items that pupilsmust 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 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.

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

6.1


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TOPIC 6 SYLLABUS AND CURRICULUM SPECIFICATIONS STUDY122

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 allow

students to pursue higher education in the medium of English. The developmentof learners linguistic ability is in keeping with the goals of the NationalEducation Philosophy and the Education Act of 1996, which is to optimise theirintellectual, 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 people

locally and globally.Learners are taught basic English grammar, and its usage in speech and inwriting. They are also taught the English sound system so that they can useinternationally intelligible 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 a table with threecolumns.

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 LearningOutcomes are broken down into manageable skills and sub-skills for teachingand learning. These specifications represent important aspects of the learningoutcomes to be acquired.


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To help teachers further, these specifications have been categorised into 3 levels,ranging from basic to advanced. Level 1 outlines the basic skills to be achieved byall 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 aredirected at teachers and they include explanations, teaching points and examplesof activities to help pupils achieve the skill specifications.

(a) Language Skills A close link with the skills of listening, speaking, reading and writing ismaintained. Vocabulary and sentence patterns introduced in the oralcomponent also need to be taught and used by pupils in reading and

writing. Grammar items taught and learned must be applied to both oralwork and writing exercises.

(b) Learning Content In teaching English to pupils, specified contexts are used to make lessonsmeaningful. Some themes have been identified to help teachers decideupon their own topics that are suitable for their respective classes.

When planning lessons, topics for teaching are initially based on theimmediate learning environment of the child. Later on, these are expandedto town, country and more distant foreign locations.

(c) The Spoken Language In teaching children the sounds of English, the aim is for them to beunderstood by others. As such, teachers should ensure that learnersproduce the sounds of English well and pronounce words clearly with thecorrect stress and intonation so as to enable the listener to understand whatis being said.

To this end, specific sounds such as blends and diphthongs have beenidentified for teaching. These sounds can be found in the section entitledSound System . The objective of this exercise is to aim for clear speech andintelligibility.


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(d) G rammar Grammar items and sentence patterns have been selected from the listprovided in the English Language syllabus to help pupils master the

structures of English. Teachers are advised to limit the number of structuresused in any one lesson to ensure that learners master the structures well.Teaching too many structures may not be advisable for weak learners asthese may only serve to confuse them.

(e) Word List The list of words selected for teaching is based on a sample of the morecommon words and high frequency words and can be used and recycled indifferent contexts and topics. The suggested word list can be widened ifpupils demonstrate that they are capable of receiving more.

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

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) ListeningThe listening component aims at developing learners ability to listen toand understand the spoken language better. The sub-skills of listeningrange from the basic level of sound, word and phrase recognition to anunderstanding of the whole text. Learners are encouraged to listen tovarious text types so that they will become familiar with the sounds,intonation and stress patterns of the English language, as well as to get toknow the correct pronunciation 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.

Try to list the main listening skills that should be taught. Next arrangethem in order from easy to difficult.

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

SELF-CHECK 6.1


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By the end of their primary schooling, learners should be able to listen toand 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 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 andphrases 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

sequence

cause and effect relationships

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

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

(b) Speaking As speaking is linked closely to listening, learners are taught to listencarefully to what is spoken and give an appropriate response. In the

development 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.


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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 withthe 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

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;

Try to list the main speaking skills that should be taught.Next arrange them in order from easy to difficult.


SELF-CHECK 6.2


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

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

giving opinions,

relating the material to personal experiences and previousknowledge.

(c) Reading The component on Reading emphasises 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 will benefit 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 throughthe use of dictionaries and encyclopaedias. For those who have thefacilities, accessing the Internet and other electronic media for informationis 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 onlyprovide the opportunity for learners to learn new words but also enablethem to see how grammar is used correctly. At the same time, reading avariety 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.

Try to list the main r eading skills that should be taught.

Next arrange them in order from easy to difficult.


SELF-CHECK 6.3


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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 informationand enjoyment such as notices, warnings, instructions, directions, recipes,

messages, simple passages, letters, advertisements, poems, stories,descriptions, recounts, and maps, charts, graphs, timetables. Learnersshould be able to:

(i) Acquire word recognition and word attack skills so that they are ableto 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 meaningthrough the use of:

base words

prefixes

suffixes contextual clues

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

(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 orpoem

relating the story or poem to ones life

(xii) Read simple texts and predict outcomes at a level suited to learnersability;

(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 learnersability;

(xvi) Read widely and independently.

(d) W riting In this component, the focus is on developing learners writing ability beginning 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,learners are taught to write clearly and legibly both in print and cursivewriting. In writing simple compositions, learners are taught the varioussteps involved in writing such as planning, drafting, revising, and editing.In the process, they are also taught to use appropriate vocabulary andcorrect grammar to get their meaning across clearly. Although much of thewriting at this level is guided, the amount of control is relaxed for learnerswho are able and proficient in the language. All learners are encouraged towrite for different purposes and for different audiences. Spelling anddictation are also given emphasis.


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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

(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 missing words, phrases or sentences;

(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) Punctuateappropriately;

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

What are the main w riting skills that should be taught?Arrange them in order from easy to difficult.

Check your answers against the list stipulated in the syllabus asshown next.

SELF-CHECK 6.4


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(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 whatone did and saw;

(xii) Write to express ones feelings and exercise ones creativity such aswhen writing a diary, composing simple poems and stories, creatinggreeting cards, posters, etc.;

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

(xiv) Communicate with other people on the Internet and other electronic

media by writing letters, messages, sending birthday greetings, etc.II. LANGUAGE CONTENT

(a) The Sound System The sound system forms part of the language content in the syllabus. Toenable learners to become familiar with the different patterns of sound andthe different spellings of words that have the same sound, teachers areencouraged to give a wide range of examples. The list below must betaught.

(i) Consonants, Vowels, and Diphthongs(ii) Consonants initial, medial, final positions

(iii) Vowels long and short sounds

(iv) Consonant clusters

(v) Stress in two, three and four syllable words

(vii) Stress 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.Grammar items need to be taught in context and in a meaningful way sothat they can be used both in speech and in writing. The grammar items can


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be reinforced 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 responses

Wh questions and responses

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

Requests, imperatives, commands, responses Sentence type: simple, compound

(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 zeroarticle, a, an, the


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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 Pronouns

Noun forms: countable, uncountable, collective

Possessive: 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

(c) Word ListThe word list forms part of the language contents in the curriculum. Thewords in the list are some key words that must be mastered by all learnersaccording to their stages of development. More words have been listed inthe Curriculum Specifications or Huraian Sukatan Pelajaran for each yearand these words are listed under various topics. These are the minimumwords to be taught and teachers may expand the list according to the leveland ability of their learners as well as the topic under study.

What is the difference between a syllabus and a curriculumspecification?What are the main com onents of the KBSR Curriculum

SELF-CHECK 6.5


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III. EDUCATIONAL EMPHASES

Two questions pertinent to education are:

1. What are Educational Emphases?

2. Why do you think these are taught?

Educational Emphases include:

1. Thinking skills

2. Learning how to learn skills

3. Information and Communication skills (ICT)

4. Values and Citizenship5. Multiple Intelligences

6. Knowledge Acquisition

7. Preparation for the real world

Now, lets examine the KBSR English Language Syllabus and CurriculumSpecifications more closely. You will need to refer to them to do the followingexercises.

Refer to the KBSR English Language Syllabus

1. Why is the English Language a compulsory subject inMalaysian schools?

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


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Look at the following activities planned for 3-day lessons and identifythe language skills (L, S, R or W) that would be practised by the pupils inthe column provided. Some answers are given as examples. (N.B. Theending words of each line in the pupils rhymes need NOT rhyme)

Day 1

No Activity Language Skill

Teacher puts up a nursery rhyme and recites it tothe class with action

L & R

Teacher asks questions/explains to ensure pupilsunderstand 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 nounsand verbs to create their own individual rhyme*on worksheets given

Each pupil in Groups A and B reads aloud theirrhymes*

Groups A and B discuss actions to accompanytheir group rhymes* for performance

L & S

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

Day 2

Group C pupils write their rhyme* bysubstituting the nouns and verbs.

Teacher tells a story expanded from therhyme to Groups A and B.

While telling the story, teacher asks pupils inGroups A and B to guess what happens after eachsection.

Each pupil in Groups A and B writes whathappens on paper in numbered sequence.

ACTIVITY 6.2


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

Pupils in Groups A and B individually expand andwrite their rhyme* into a short story.

Group C reads aloud their group rhyme* to theclass.

Groups A and B add actions to accompany GroupCs recitation as performance.

Day 3

Pupils in Groups A and B exchange and read each

others stories.These pupils help to correct each other s mistakesand give suggestions to improve on the stories.

Pupils improve their work by rewriting their ownstories, then exchange with a new partner andaward 1 (Bad) to 10 (Very Good) marks for eachothers story. After final corrections, they hand it into the teacher.

At the same time, Group C is given a list of nounsand verbs that they have learned to write theirgroup story by expanding their group rhyme*, thenhand it to the teacher.

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

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


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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:


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:


ACTIVITY 6.3


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Listening Speaking Reading Writing

Learningoutcomes

Specifications

4. Suggest at least one appropriate activity for each of theQuestions 1 3 above.

E.g.

For Question 1, for Year 5, Theme: World of Stories; Topic: Storiesof other land and animals. The pupils listen to a nursery rhymeMary Had a little Lamb and draw a picture/write down themain details. In pairs, they tell each other what they havedrawn/written. Higher ability pupils can guess/ask each otherquestions 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 matchingthe four language skills)

5. Based on the same Year, Theme, Topic, 4 Language Skillsand activity you have given in answering Question 1 4 above, fillin the appropriate Language Content below.

Sound System Grammar Word List/Vocabulary


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IMPLEMENTING THE CURRICULUMSPECIFICATIONS

The curriculum specifications are 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.

6.2.1 What is a Scheme of Work?

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 andmost helpful things that teachers can do. Effective planning means that teachers,

students, parents and principals know what will be learned, when it will belearned and how learning will take place.

As a teacher, start by thinking about what you have to teach for each year, theneach term, each week and each lesson. Refer to the Sukatan Pelajaran KBSRBahasa Inggeris (2001; Pusat Perkembangan Kurikulum, KementerianPendidikan Malaysia) and Huraian Sukatan Pelajaran KBSR Bahasa InggerisTahun 1 6 (2002 2003) or your coursebook to gauge the amount of work youhave 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 onthe scheme of work because of the following reasons:

Such things as monthly tests and school exams make it necessary for teachers tosynchronise, 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 teachingshould be tailored according to the pupils proficiency and interests.

A scheme of work is a plan that indicates what will be taught for thesemester/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 theyear.

Chitravelu et al. (2005)

6.2


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All the teachers perceptions of the syllabus items should become known toothers. This may encourage cooperation and collaboration, which will benefiteveryone involved, including the pupils. Similarly, teaching ideas and resources

can also be shared.

Factors that may be considered when planning a scheme of work are:

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

(b) 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.

(c) How the items can be graded, sequenced and combined.

(d) How recycling, reinforcement and enrichment can be built into the schemeof work for the year.

(e) How to achieve a good balance and integration of the four language skillsand grammar.

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 the respective language skills.Teachers need to use their initiative, imagination and creativity to extend thelearning experiences of their pupils.

Teachers have to reorganise the four Language Skills, the Language Content andEducational Emphases into the schemes of work for a year. Based on the yearlyscheme of work, they should plan for the scheme of work for each month, thenfor each week in a manageable form for teaching, and finally to the daily lessonplans.

What should be covered in a scheme of work? What are the mainfactors that should be considered in planning the scheme of work?

SELF-CHECK 6.6


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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 Language

Skills within a context (theme/topic) to teach the relevant Language Content(Sound Systems, Grammar, and Vocabulary/Word List) and with theappropriate educational emphases incorporated. A Learning Unit can be taughtover 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 Outcomes andmatch the four appropriate Language Skills. Following this, list the suitableLanguage Content, as well as the Educational Emphasis as shown in Figure 6.1.

Figure 6.1: Main components of the Scheme of Work

The following (Sample 1 and 2) is a sample of part of a Yearly and WeeklyScheme of Work for Year 5.


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Note: Sample 1 is a partially-completed scheme of work for a year. A complete oneshould cover all the themes and skills in the syllabus within the school year. Basedon the yearly scheme of work, you can start to plan the weekly scheme of work. Asample of a Week 1 Scheme of work is given next. After going through that, youcan try to plan for the subsequent weeks scheme of work.

Complete the Scheme of Work in Sample 1based on the theme, Theworld of knowledge. Discuss with your friends/colleagues andim rove on it.

ACTIVITY 6.4


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

Week Learning Outcomes Specifications

Week 2:Theme:World of SelfTopic:

Check your answer with a friend or your lecturer.

Reflection:Did you plan to reinforce some of the skills taught in Week 1? Did youintroduce anything new in Week 2?

ACTIVITY 6.5

Fill in the box below for a Week 3 Scheme of Work For Year 5 byintegrating the four Language Skills.

Week LearningOutcomes SpecificationsExamples/Activities

Week 3:Theme:World of SelfTopic:

Discuss your answer with friends/colleagues/your tutor.

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

Are your Schemes of Work developmental, i.e., do they help the pupilsto develop/learn starting from the easy to more difficult skills?

ACTIVITY 6.6


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Week LearningOutcomes SpecificationsExamples/Activities

PedagogicalApproaches/Strategies

Week 4:Theme:World ofSelfWorld ofknowledgeTopic:

(Note that a new Theme may be introduced in addition to the oldtheme.) Discuss your answer with your friend/lecturer/tutor.

Reflection:Did you plan to reinforce/repeat some of the skills taught inWeeks 1 3? Did you introduce anything new in Week 4?

Are your Schemes of Work developmental, i.e. do they help the pupilsto develop/learn starting from the easy to more difficult skills?

ACTIVITY 6.7

Fill in the box below for a Week 5 Scheme of Work For Year 5 byintegrating the 4 Language Skills.

Week LearningOutcomes

Specifications Examples/Activities

PedagogicalApproaches/Strategies

LanguageContent

Week 5:Theme:World ofSelfWorld ofKnowledgeTopic:

Discuss your answer with friends/colleagues/your tutor.

ACTIVITY 6.8


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The topic has provided discussions on the following:

The principles of the KBSR Syllabus and Curriculum Specifications and theirformat.

The content organisation of the KBSR Syllabus and CurriculumSpecifications.

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

The format of a scheme of work.

To plan a scheme of work.

Curriculum specifications

KBSR

Syllabus

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). ELT methodology principles and practice (2nd ed.). Kuala Lumpur: Fajar Bakti.

Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah BahasaInggeris or Curriculum Specifications for KBSR English Language SyllabusYear 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 (KBSREnglish Language Syllabus) Kementerian Pendidikan Malaysia PusatPerkembangan Kurikulum (2001).

Documents

Topic 6 Syllabus and Curriculum Specifications Study