1 Overview Year 6

Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
Primary ( exit after Year 6)

The English Language Curriculum for Primary
Schools aims to equip pupils with basic
language skills to enable them to communicate
effectively in a variety of contexts that is
appropriate to the pupils level of development.

By the end of Year 6, pupils should be able to:

i. communicate with peers and adults confidently and
appropriately in formal and informal situations;
ii. read and comprehend a range of English texts for
information and enjoyment;
iii. write a wide range of texts using appropriate
language, style and form through a variety of media;
iv. appreciate and demonstrate understanding of
English language literary or creative works for
enjoyment; and
v. use correct and appropriate rules of grammar in
speech and writing
i.
Back to Basics
ii.
Fun Learning
iii. Learner Centredness

iv. Integration of salient new technologies
v.
Assessment for learning
vi. Character Building

Educational Emphases
Social skills
Listening
Grammar
Writing
Phonics
Vocabulary
Speaking
Multiple Intelligences
Contextualism
Constructivism
Learning How to Learn
Skills
Entrepreneurship
Creativity and
Innovation
ICT skills
Reading
High Order
Thinking Skills
World of Knowledge

Values and Citizenship
LEVEL 2
(YEARS 4, 5 & 6)
300 MINS PER WEEK SK
180 MINS PER WEEK - SJK
LEVEL 1
(YEARS 1,2 & 3)
300 MINS PER WEEK SK
150 MINS PER WEEK - SJK

STRAND 1
STRAND 2
Language Focus
Language Arts
Skills Listening &

Speaking,
Reading and Writing
Vocabulary
(includes Science & Maths
themes
as well as Grammar )
Readers
+
(Contemporary Childrens
Literature)
Genres:
Short Story, Poems and
Graphic Novel
Skills Listening &

Speaking,
Reading and Writing
Vocabulary
Grammar (Year 3)
Phonics: SK -Y1 & 2, SJK
Y1-Y3
Penmanship
Readers
- Big Books
-Lady Bird Series
Music, Poetry & Drama
LISTENING AND SPEAKING MODULE
READING MODULE
WRITING MODULE
LANGUAGE ARTS MODULE (CONTEMPORARY
CHILDRENS LITERATURE YEAR 4-6)
GRAMMAR MODULE
YEAR 1
YEAR 2
STAGE
STAGEONE
ONE
(YEARS
1
(YEARS 13)
3)
YEAR 3
YEAR 4
YEAR 5
STAGE
STAGETWO
TWO
(YEARS
4
(YEARS 46)
6)
YEAR 6
L1
L2 L3 L4
LISTENING & SPEAKING
READING
L5
World of Self
World of Stories
World of Knowledge
World of Self
World of Stories
World of Knowledge
LANGUAGE ARTS
(CONTEMPORARARY
CHILDRENS LITERATURE)
World of Self
GRAMMAR/WRITING
World of Knowledge
WRITING/GRAMMAR
World of Stories
THE MODULAR APPROACH FOR

TEACHING ENGLISH (YEAR 4-6)
Recommended structure for English language lessons
stretching from one to two weeks for a particular topic:
LESSON 5
Language Arts
(Contemporary
Childrens
Literature)
LESSON 4
Grammar/
Writing
LESSON 1
Listening &
Speaking
LESSON 2
Reading
LESSON 3
Writing
Recommended Time Allocation for English Language Lessons

The table below is a recommendation on how the English language periods can
be allocated for English language lessons throughout the week. However,
schools are given the flexibility and liberty to adapt needs of the pupils as long
as the allocated periods are adhered to. SK
SK -300 MINS
Lesson 1 (60
minutes)
Lesson 2 (60
minutes)
Lesson 3 (60
minutes)
Lesson 4 (60
minutes)
Lesson 5 (60
minutes)
Listening &
Speaking
Reading
Writing/
Grammar
Grammar /
Writing
Language Arts
(Contemporary
Childrens
Literature)
SJK-180 MINS
*Lesson 3 (Week 2) can be a new topic or reinforcement of any module
chosen by the teacher.

Lesson 1 (60 minutes)
Lesson 2 (60 minutes)
Lesson 3
Week 1
Listening & Speaking
Reading
Writing/Grammar
Week 2
Grammar/Writing
Language Arts
(Contemporary
Childrens Literature)
*Listening & Speaking

(60 minutes)
COMPARISONS BETWEEN KBSR & KSSR

KBSR
KSSR
1. CURRICULUM DOCUMENTATION
SYLLABUS
CURRICULUM
SPECIFICATIONS

STANDARD
DOCUMENT
CONTENT
STANDARDS
&
LEARNING
STANDARDS
&
PERFORMANCE
STANDARDS

KBSR
KSSR
2. CURRICULUM ORGANISATION
LANGUAGE TAUGHT
THROUGH THREE
BROAD AREAS
LANGUAGE TAUGHT
THROUGH THREE
BROAD AREAS
MODULAR
STRUCTURE
INTEGRATION OF
SKILLS

INTEGRATION OF
SKILLS

KBSR
KSSR
3. CURRICULUM CONTENT
FOCUS ON FOUR
LANGUAGE SKILLS
FOCUS ON FOUR
LANGUAGE SKILLS
SOUND SYSTEM
BASIC LITERACY
PHONICS
PENMANSHIP
LANGUAGE ARTS
GRAMMAR IN
CONTEXT
GRAMMAR IN
CONTEXT

KBSR
KSSR
4.
APPROACH
WHOLE LANGUAGE
PHONICS
STANDARD BRITISH ENGLISH
5.
EDUCATIONAL
EMPHASES
ADDED VALUES
EDUCATIONAL EMPHASES
CREATIVITY & INNOVATION
ENTREPRENEURSHIP
ICT SKILLS

Language Arts Contemporary Childrens

Literature
The Modular Approach/Configuration
Assessment for learning

Thinking skills have been emphasised in the

curriculum since 1994 with the introduction of
Creative and Critical Thinking Skills (CCTS).
Beginning 2011, the Standard-based Curriculum for
Primary Schools gives emphasis to Higher Order
Thinking Skills (HOTS).
HOTS encompasses the ability to apply knowledge,
skills and values along with reasoning and reflective
skills to solve problems, make decisions and be
innovative and creative. Higher order thinking skills
refer to the skills of applying, analysing, evaluating
and creating.
HOTS
Explanation
Using knowledge, skills and values in

Application
different situations to complete a piece of
work
Ability to break down information into smaller
parts in order to understand and make
Analysis
connections between these parts
Ability to consider, make decisions using
Evaluation
knowledge, experience, skills, values and
justify decisions made
Creation
Produce an idea or product using creative and

innovative methods

Higher Order
s
m
Thinking
o
Create
o
Bl
d
Design, build,
e
s
i
v
y
construct,
plan,
e
m
Evaluat
R
o
produce,
define
n
Check, judge,
o
x
e
Ta
critique,
Analyse
experiment,
hypothesis, test,
detect
Compare, organise,
question, research,
deconstruct, outline,
attribute
Underst
Interpret, summarise,
and
explain, rephrase,
classify, infer,
paraphrase, compare
Appl
Do, carry
out,
y
use, run,
implement
Rememb
Recall, list, retrieve, find,
er
name, recognise,
identify, locate, describe
Lower Order
Barretts Taxonomy of Comprehension Skill

Appreciation
Evaluation
Inferential
Comprehensi
on
Reorganisati
on
Literal
Comprehensi
on
critique, appraise, comment,

appreciate
analyse, appraise, evaluate,
justify, reason, criticise,
judge
predict, infer, guess
classify, regroup,
rearrange, assemble,
collect,
categorise
label, list,
relate,
recall, repeat, state
Higher Order Thinking Skills also

incorporates
Enquiry Based Learning
Project Based Learning
Differentiated Learning

in the
classroom
activity
Enquiry Based Learning

Enquiry based learning starts by posing
questions, problems or scenariosrather
than memorising and simply presenting
established facts or portraying a smooth
path to knowledge. The process is often
assisted by the teacher. Pupils learn best
when they are at the centre of their own
learning.


Ask
Reflect
Discuss
Investig
ate
Create
What is Project-Based Learning?

PBL is a model for classroom activity that
shifts away from the classroom practices of
short, isolated, teacher-centred lessons and
instead emphasizes learning activities that are
long-term, interdisciplinary, and studentcentred.
PBL also develops student competency in
critical thinking, collaboration,
communication, and creativity.

WHY PROJECT-BASED LEARNING?

Benefits
Increase Creativity
Increase Comprehension Skills
Increase Reading Skills
Building Motivation
Using Multiple Intelligence
Learning To Work In Groups
Building Sense Of Responsibility
Increases Scores
Taking Skills To Next Level

Also known as differentiated instruction.

It is the way in which a teacher anticipates
and responds to a variety of student needs
in the classroom.
To meet student needs, teachers
differentiate by modifying the content (what
is being taught), the process (how it is
taught) and the product (how students
demonstrate their learning).
Traditional Instruction
Differentiated Instruction
A single teaching approach for

the entire of class.
A variety of approaches of lesson

delivery.
Pupils practice looks the same for

the entire class.
Pupils have access to the content

through a variety of learning
styles.
Pupils who have already

mastered wait until the rest of
the class catches up.
Pupils who have mastered the

material are given challenging
tasks which deepen their
understanding of the content.
Pupils have little choice on what

they study.
Pupils are given choice in the

area of study whenever possible.
Pupils are all expected to have

the same outcomes and progress
is judged using the same
guidelines for everyone.
The teacher modifies the grading

rubric to take into account
varying levels of readiness for the
given task among pupils.

CONTENT
CURRICULUM
PEDAGOGY

ASSESSMENT
29
YEAR 4 ONWARDS 1 document; CURRICULUM AND

ASSESSMENT STANDARD DOCUMENT (CDD), a
document which contains Content Standards,
Learning Standards and Performance Standards
1. Teaching and Learning follows the modular
structure of Listening & Speaking, Reading,
Writing, Grammar and Language Arts.
2. Assessment is done for all the language skills.
Grammar is assessed through the Speaking and
Writing Skills. This is because when you assess a
pupil for fluency and accuracy in Speaking and
Writing, you are indirectly assessing the grammar
that is used.
3. Assessment is recorded for L&S, R, W & LA in the
EXCEL template.
4. Assessment is formative in nature and is ongoing.
Therefore, you are constantly assessing your pupils as

you teach, making changes to your methods or
approaches so that your pupils will understand better.
However, the recording of the levels (EXCEL template)
is only done once every 3 months.
5. How do you justify the levels of performance that you

assign to each pupil?
- Through the exercises, worksheets, class
presentations, exercises in the activity books, quizzes
etc. You do not need to have a special file to collect
and keep all these evidence of your pupils. The
evidence is in the form of the written and oral work
that you do in the classroom.
6. If the school carries out the mid term and end of year
examination, the format will have to incorporate all the
4 modules stipulated in the DSKP; L&S, R, W & LA. So,
the
testing is not only paper and pen but covers all
these
modules.

THE CONTEMPORARY
CHILDRENS
LITERATURE
AIMS
Create interest in pupils towards literature by
introducing them to a variety of literary texts of
different genres.
Provide pupils with an early beginning and foundation
to literature.
Develop pupils understanding of other societies,
cultures, values and traditions that will help pupils in
their emotional and spiritual growth.
Expose pupils to the aesthetic use of the English
language.
BACKGROUND
Introduced in all primary schools since 2004.
Involves pupils from Year 4 - 6 (Level 2).
Compulsory to be taught and learnt.
Current cycle of books will end in 2014 for Year 4.
Cycle 2 (new texts) will be used from Year 4 onwards
in stages.
2014
2015
2016
Year 4
Year 4
Year 4
Year 5
Year 5
Year 6

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

GENRES
POEMS (COMPILATION)
(10 POEMS FOR YEAR 6)
1) Messing About by Michael Rosen
2) The Sandwich by Tony Bradman
3) My Sisters Eating Porridge by
John Coldwell
4) Toes by Judith Nicholls
5) Dont by John Kitching
6) Here is the Nose by Clyde
Watson
7) The Mud-pie Makers Rhyme by
Janet Paisley
8) A Garden by Leila Berg
9) Swinging by Leila Berg
10)Tadpoles
Fyleman
Bahagian by
Pembangunan
Kurikulum
THE SHORT STORY
THE GRAPHIC
NOVEL
Akbars Dream
Wizard of Oz
by Jane Langford
by L. Frank Baum
retold by Martin
Powell
KEEP IN MIND!
Teachers are free to choose whichever genre to
start teaching in Year 6 as long as all genres are
covered in a year.
Finish teaching one genre before moving on to
the next.
Teachers need to plan the allocation of time
(weeks) to cover each text according to the
needs and level of their pupils.
If pupils are advanced and teachers have
completed teaching all the texts in the 3 genres,
they are encouraged to use literary texts of their
own during the Language Arts classes.

Thank You
37

1 Overview Year 6

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1 Overview Year 6

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Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

Primary ( exit after Year 6)

Bahagian Pembangunan Kurikulum

By the end of Year 6, pupils should be able to:

iii. Learner Centredness

Assessment for learning

vi. Character Building

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Values and Citizenship

Bahagian Pembangunan Kurikulum

Skills Listening &

Skills Listening &

LISTENING AND SPEAKING MODULE

LISTENING & SPEAKING

THE MODULAR APPROACH FOR

Recommended Time Allocation for English Language Lessons

*Lesson 3 (Week 2) can be a new topic or reinforcement of any module

chosen by the teacher.

Listening & Speaking

*Listening & Speaking

Bahagian Pembangunan Kurikulum

COMPARISONS BETWEEN KBSR & KSSR

Bahagian Pembangunan Kurikulum

COMPARISONS BETWEEN KBSR & KSSR

Bahagian Pembangunan Kurikulum

COMPARISONS BETWEEN KBSR & KSSR

COMPARISONS BETWEEN KBSR & KSSR

STANDARD BRITISH ENGLISH

Bahagian Pembangunan Kurikulum

Language Arts Contemporary Childrens

Bahagian Pembangunan Kurikulum

Thinking skills have been emphasised in the

Using knowledge, skills and values in

Produce an idea or product using creative and

Bahagian Pembangunan Kurikulum

Barretts Taxonomy of Comprehension Skill

critique, appraise, comment,

Higher Order Thinking Skills also

Bahagian Pembangunan Kurikulum

Enquiry Based Learning

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

What is Project-Based Learning?

Bahagian Pembangunan Kurikulum

WHY PROJECT-BASED LEARNING?

Bahagian Pembangunan Kurikulum

Also known as differentiated instruction.

A single teaching approach for

A variety of approaches of lesson

Pupils practice looks the same for

Pupils have access to the content

Pupils who have already

Pupils who have mastered the

Pupils have little choice on what

Pupils are given choice in the

Pupils are all expected to have

The teacher modifies the grading

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

YEAR 4 ONWARDS 1 document; CURRICULUM AND

4. Assessment is formative in nature and is ongoing.