KURIKULUM STANDARD SEKOLAH MENENGAH

PENDIDIKAN ASAS VOKASIONAL

ENGLISH FOR COMMUNICATION

TINGKATAN 1
2014

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DOKUMEN STANDARD

PENDIDIKAN ASAS VOKASIONAL (PAV)

MODUL JATI DIRI

ENGLISH FOR COMMUNICATION

TINGKATAN 1

BAHAGIAN PEMBANGUNAN KURIKULUM

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Copyright 2013 Bahagian Pembangunan Kurikulum

Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9, Kompleks E,
Pusat Pentadbiran Kerajaan Persekutuan
62600 Putrajaya

Cetakan Pertama 2013

Tidak dibenarkan mengeluarkan ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa-apa juga
bentuk dan dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau lain-lain sebelum mendapat
kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9,
Kompleks E, Pusat Pentadbiran Kerajaan Persekutuan, 62604 WP Putrajaya

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CONTENTS
1. NATIONAL PRINCIPLES

vi

2. NATIONAL EDUCATION PHILOSOPHY

vii

3. FOREWORD

viii

4. INTRODUCTION
4.1 Elementary Vocational Education Goals
4.2 Elementary Vocational Education Objectives
4.3 Competency Based Curriculum
4.4 Modular Standard Based Curriculum

1
1
1
1

5. IMPLIMENTATION
5.1 Teaching and Learning (T&L) Period
5.2 Use of Technology in Teaching and Learning

2
2

6. CURRICULUM STANDARD DOCUMENT (CSD)

6.1 Module Goals
6.2 Module Objectives
6.3 Focus of Module
6.4 Standard Curiculum Organisation
6.5 ContentStandard, Learning Standard and Performance Criteria

4
4
4
5
6-9

NATIONAL PRINCIPLES
WHEREAS our country Malaysia supports the ambition to achieve closer unity among the entire community; maintaining a
democratic way of life; create a just society in which prosperity can be enjoyed together in a fair and equitable manner; ensure a
liberal approach to the tradition-rich cultural tradition and diverse patterns; build a progressive society that will use modern science
and technology;

NOW THEREFORE, WE, the people of Malaysia, pledge to concentrate the whole of our energy and efforts to achieve these
ambitions based on the following principles:
BELIEF IN GOD
LOYALTY TO THE KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
COURTESY AND MORALITY

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NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on
a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and
competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well-being
as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large.

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Foreword
Standards-Based Curriculum Document (SBCD) is a document intended to meet the noble ideals and spirit of the National
Education Philosophy, and prepare students to face the advent of globalization and the knowledge-based economy in the 21st
century.
This document suggests teaching and learning strategies that include a variety of activities and use of resources. Teachers are
encouraged to use creativity to select, organize and manipulate to suit students' activities. SBCD is expected to help teachers plan
and implement effective teaching and learning. In teaching and learning activities, teachers should be able to give more emphasis on
value-added elements, namely thinking skills, information technology skills and communication skills, learn how to learn, study the
future, multiple intelligences, contextual learning, and learning technique. In addition, the values and the spirit of patriotism and
citizenship remain the priority. All these elements are expected to give confidence to the students and can be applied in everyday life
and the world of work.

SBCD explains the learning standards to be mastered by the students based on mastery approach. Learning outcomes are explicitly
stated in accordance with the level of difficulty and content of students' ability levels. The document's content standards in learning
need to be mastered by students. Statements in Learning Standards provide appropriate challenges to students at the highest level
of secondary education. SBCD should be able to help teachers plan and implement effective teaching and learning.

In preparing this SBCD, many parties are involved, especially teachers, lecturers, researchers, industry executives, officers from
various divisions of the Ministry of Education and individuals representing certain professional bodies. To all those who have
contributed expertise, time, and energy towards producing this SBCD, the Curriculum Development Division expresses her utmost
appreciation and gratitude.
(Dr. MASNAH BINTI ALI MUDA)
Director
Curriculum Development Division, Ministry of Education Malaysia.

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INTRODUCTION
The structure of the SBCD for Elementary Vocational Education (EVE) is based on the principles of the Integrated Curriculum for Secondary
Schools (ICSS) in accordance with the National Education Philosophy.
Elementary Vocational Education Goals
EVEs goal is to provide opportunities for students of Primary School Evaluation Test (PSET) to become skilled human capital to work or to be
ready to continue learning at a higher level.
Elementary Vocational Education Objectives
EVEs objective is to provide mainstream education with other available options, due to the risks of students dropping out, it hope to arouse the
interest of learning hands-on job, polishing potential students ability to learn through a curriculum that can provide basic generic skills and jobspecific skills as demanded by employers or industries, cultivate skills that form the basis of character formation and development of a stronger
character so that students can prepare themselves with knowledge and job skills, provide exposure and guidance to students to make them
critical, creative and innovative and can make decisions in shaping the future and adapt and develop entrepreneurial competencies and generate
business culture.
Competency Based Curriculum
EVE curriculum is based on the concept of a Competency Based Curriculum that allows students to repeat competencies that have not been
achieved. EVE competent students should have acquired the skills that are required by the Performance Criteria.
Standard Based Modular Curriculum
EVE curriculum enacted in the form of statements encompassing Content Standards, Learning Standards and Performance Criteria that
contains elements of knowledge, skills and values that students need to master.
ContentStandard
Specific statements which include knowledge, skills and values of a specific discipline that students should know and can do within a
specified schooling period.
Learning Standard
A set of criteria statements or measurable indicators of quality learning and achievement for each Content Standard.
Performance Criteria
Performance criteria are statements that specializes on what should be assessed and the required level of performance for each Learning
Standard.

IMPLEMENTATION
Teaching and Learning (T&L) Period
T&L periods allocated are 5 periods per week for 35 weeks to make a total 175 periods per year.
Teacher background an English optionist is most suitable for teaching this module. The implementation of this module should be based on
present available infrastructure. If the school lacks infrastructure, teachers should make planning so that lessons can be implemented as
effectively as possible.
Use of Technology in Teaching and Learning
It is proposed that the teacher can use material / existing equipment in real life to teach this module. If certain skills have yet to be fully mastered,
then, it can be strengthened across the curriculum in other disciplines. Teachers need to be creative in T&L that involves the use of materials /
equipment in the classroom / workshop / laboratory / farm / field. Teachers need to carry out T&L that integrate ICT and entrepreneurship
wherever possible.

CURRICULUM STANDARD DOCUMENT

ENGLISH FOR COMMUNICATION

Standards-Based Curriculum Document (SBCD)

Module Goals
SBCDs goals of English For Communication (EFC) is to equip students with language competency, communicate and acquire knowledge,
information, ideas, skills and values to meet the needs in daily business, education and career.
Module Objectives
At the end of this module, students will be able to:
1. to demonstrate the understanding of English language for specific instructions and information.
2. to listen to and respond to spoken English on variety of social topics.
3. to express their thoughts and feelings in spoken language.
4. to converse meaningfully in conversations in order to purchase things and to ask for information and help.
5. to read informative texts to widen their experiences in daily lives.
6. to read stories which meet their interests.
7. to acquire vocabulary for specific purposes, spell words correctly and construct simple sentences.
8. to write short messages and take dictations on descriptions of objects, places and people.
9. to extract information from spoken and written texts.
10. to write simple instructions using appropriate language.
Module Focus
EFC Curriculum Standards aims to put emphasis on knowledge base T&L which centered on the development and consolidation of the
knowledge domain career, technical skills competency by adopting aspects of safety, green technology and entrepreneurship.
Teaching and Learning Strategies
The process of teaching and learning is student-centered learning to promote, maintain student interest and raise awareness to move forward
with a holistic approach as follows:
Competency-Based Modular Approach
Problem-Based Learning Approach, Tasks and Activities
Learning Approach through the Development of Products
Learning Authentic (Contextual and Constructive)
Collaborative and Cooperative Learning
Mastery Learning
Integration of ICT across the Curriculum
Integration of Entrepreneurship across the Curriculum
Industry Visit
Prudent Financial Management

Standards-Based Curriculum Document (SBCD) Organisation

SBCD modules are planned to follow through with the knowledge and skills in Form 2 and 3.
Each Content Standard has one or more Learning Standards which are conceptualized based on a particular area of study. Content Standards
are written according to a hierarchy in the cognitive and affective domains. A Content Standard statement is a general statement that contains the
elements of knowledge, thinking skills, attitudes and values in accordance with the Learning Standards intended. In general, the Learning
Standards are arranged in a hierarchy from simple to complex. However, the sequence of Learning Standards and Performance Criteria may be
modified where appropriate and necessary.
Activities can be varied to achieve the Content Standards for student needs, according to the abilities and learning styles of students. Teachers
are encouraged to plan activities that actively involve students in generating analytical thinking, critical, innovative and creative in addition to
using technology as a vehicle to achieve the Content Standards more effectively. Other than that, this curriculum incorporates elements of
entrepreneurship, creativity and innovation in preparation for providing human capital to contribute towards the country as a high-income country
in line with the New Economic Model.

CONTENT STANDARD

LISTENING & SPEAKING

LEARNING STANDARD

PERFORMANCE CRITERIA

1.1 Listen and identify the number of

syllables in words

1.1.1 Identify the number of syllables in words

as pronounced by teacher by:
a) underling, circling or ticking the
correct answers

1.2 Pronounce and identify

words of one or two syllables

1.2.1 Pronounce words of one and two

syllables by
a) reading from a word list

Listening
1. To demonstrate the
understanding of English
Language for specific
instructions and
information.

1.2.2 Identify the words of one or two syllables

by
a) saying orally whether the word
pronounced by the teacher has one
or two syllables

2. To listen to and respond to

spoken English on variety
of social topics.
Speaking
1. To express their thoughts
and feelings in spoken
language.
2. To converse meaningfully in
conversations in order to
purchase things and to ask
for information and help.

1.3 Listen and respond to topics

related to:
a. Things
b. People
c Social interactions
d. Environment
e. Finance
f. Health Care
g. Social Responsibility
h. Technology Advancement

1.3.1 Listen and talk about things pertaining to

i) things around the house
ii) things in school (workshops)
a) cookery class
b) sewing class
c) agriculture class
d) carpentry class
1.3.2 Listen and talk about people pertaining
to
i) Oneself
ii) Family and friends
iv) People

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE CRITERIA
1.3.3 Listen and talk about social interactions
pertaining to
i) Polite Requests/ Responses
ii) Express Gratitude
iii) Apology
1.3.4 Listen and talk about the environment
pertaining to
i) Cleanliness
1.3.5 Listen and talk about finance pertaining
to
i) Personal Expenditure
ii) Savings
iii) My Ideal Business
1.3.6 Listen and talk about health care
pertaining to
i) Food and Exercise
1.3.7 Listen and talk about social
responsibility.
i) Smoking and Vandalism
1.3.8 Listen and talk about technology
advancement
i) Internet and Electronics
1.3.9 Act out or play the roles as instructed by
teacher

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE CRITERIA

1.4 Pronounce and

identify words of one or two
syllables in nursery rhymes,
songs, poems and stories.

Test anyone of these:1.4.1 Sing a simple song

1.4.2 Read aloud or Recite a nursery rhyme
1.4.3 Read or Recite a short poem
1.4.4 Tell a short story.

1.5 Listen and respond to social

interactions to develop
ones social network

1.5.1 Compile newspaper cutting

1.5.2 Make a scrapbook

1.6 Listen and respond appropriately

to environmental issues

1.6.1 Gotong-Royong in
a) classroom/ workshops
b) school compound
or
1.6.2 Recycling project

CONTENT STANDARD

READING

LEARNING STANDARD

2.1 Read and match words.

1. To read informative texts to

widen their experiences in
daily lives.
2. To read stories which meet
their interests.

PERFORMANCE CRITERIA

2.1.1 Read and match written words to

illustrations.
2.1.2 Read and match written words to
spoken words.

2.2 Read and understand simple

sentences

2.2.1 Role play

2.2.2 Rearrange the sentences in correct
sequence.

2.3 Read and understand simple

texts

2.3.1 Answer
a. W H - questions
b. True-False questions
c. Multiple choice questions
2.3.2 Fill in the blanks

2.4 Read and understand linear and

non-linear texts.

2.4.1 Transfer information contained in linear

and non linear texst by
a) Filling in the blanks
b) Completing charts, tables and
graphic organiser

2.5 Read and identify main ideas

2.5.1 Identify main ideas in texts by

a) underlining
b) answering W h-questions

CONTENT STANDARD

WRITING

LEARNING STANDARD

3.1 Copy and write in neat legible

print.

3.1.1 W rite in neat legible print: of the

following.
a. lowercase letters
b. uppercase letters
c. numerals
d. words
e. phrases
f. simple sentences

3.2 W rite in neat legible print with

correct spelling .

3.2.1 W rite in neat legible print with correct

spelling of:a. labels
b. signs
c. notices

3.3 W rite in neat legible print with

correct spelling and
punctuations.

3.3.1 Take dictation of texts pertaining to:

a. objects
b. places
c. people
d. animals

3.4 W rite descriptive words and

phrases pertaining to
a. objects
b.
places
c.
people
d. animals

3.4.1 Design :

1. To acquire vocabulary for

specific purposes, spell
words correctly and
construct simple sentences.
2. To write short messages
and take dictations on
descriptions of objects,
places and people.

PERFORMANCE CRITERIA

3. To extract information from spoken

and written texts.
4. To write simple instructions
using appropriate language.

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a. cards
b. posters
c. menus
d. advertisements

Terbitan:

20

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