KSSM

ENGLISH/ ELT
CURRICULUM
Group members:

FARAH ZIBA ZAINAL ABIDIN( 822126 )

NURUL JANNAH OTHMAN ( 821457)
NOR SANAK MOHD NABIL (820994)
ROSLIANA BINTI ROSLAN (821668)
 KSSM AIMS

KSSM AIMA
BACKGROUND OF THE CURRICULUM
DEVELOPMENT (SANAK)
•KSSM is the short form of Secondary School Standard Curriculum
•KSSM concept is presented and approved on JKP Meeting 2/2010
on 26th October 2010
•In 2014, KSSM content standard is introduced for implementation
stage
•The change of curriculum from KBSM (Secondary School
Integrated Curriculum) to KSSM happens in line with National
Education Blueprint 2013-2025
•KSSM is the continuation of KSSR (primary school)
Why KSSM ?
Textbook in KSSM
 ENGLISH KSSM
4 CHECKPOINTS;

CHECKPOINT 1- CHAPTER 1-4

CHECKPOINT 2- CHAPTER 5-8
CHECKPOINT 3- CHAPTER 9-12
CHECKPOINT 4- CHAPTER 13-16
 PULSE 2 ENGLISH TEXTBOOK
• The book consists of 9 units
• Unit 1-5 for Form 1 students
• Unit 6-9 for form 2 students
• Use througout the country
• Textbook and non textbook cycle
 Principles underlying curriculum
(leeya)
• KSSM is influenced by CONSTRUCTIVIST
theory - JEAN PIAGET

• Learners construct their own understanding

and knowledge of new materials by reflecting
and connecting with previous knowledge
Principles underlying curriculum
 PRINCIPLE UNDERLYING
TEXTBOOK(leeya)
▪ Preparing for the Real World

▪ Sustaining Language Use

▪ Acquiring Global Competencies

▪ Acknowledging Pupil Differences

▪ Developing Confident and Competent

Communicators
COMPONENT OF THE CURRICULUM
1. School-Based Assessment (SBA)
 ASSESSMENT
School Based Assessment (SBA)
•School Based Assessment is a process of obtaining
information about student development.
•This process occurs continuously by using formative methods
and formally formalized or informal so that teachers can rank
real pupils' control.
•The assessment needs to be implemented holistically based
on principles inclusive, authentic and local (local).
• Information obtained from SBA will be used by the school and
parents in planning follow-up actions increase student learning
progress.
 Assessment Process
● Requires change in teaching and assessment

● Assessment systems - congruent with what is and how it is tested

● Assessment - final product (summative) and as a continual process

(formative)

● Curriculum sets benchmark levels of pupils achievement and progress

towards meeting the standards by describing what the pupils can do with
the language

● Move away from testing methods which concentrate on memory and

develop those which measures understanding and application

● To assess whether students have achieved different benchmarks, pupils

are expected to demonstrate what they can do with the language by
applying what they know about the language in real-life situations
•Assessment for learning:
Assessment for learning is part of the research and information
obtained from the assessment activities can be used for improve and
form the next process.
•Assessment during learning:
Assessment is done continuously during the classroom and can be
occurs in various forms such as observation, oral, student work and
others.
•Assessment of learning:
Assessment of learning means the process of information gathering for
to track the level of student achievement as a whole after the student
completes a course, learning unit or program within the prescribed
period.
2. School Assessment (BPK)

3. Reporting
 IMPLEMENTATION OF THE
CURRICULUM (Jane)
To be implemented in 2017Involving
Form 1 2017
There will be changes to:
-Syllabus and Content
-Textbook
-Lesson periods/hours
-Lesson Planning
-Testing/Evaluation
IMPLEMENTATION OF THE CURRICULUM (Jane)
The phases of teaching and learning
IMPLEMENTATION OF THE CURRICULUM (Jane)

Changes to Syllabus and Content

-The Standard-Based English Language Curriculum For
Secondary Schools Form 1 (KSSM Bahasa Inggeris)*

lIn a nut shell

lThe restructuring/organisation of the syllabus approach and

contents
-4 domains
-4 themes
 IMPLEMENTATION OF THE CURRICULUM (Jane)
l The restructuring/organisation of the syllabus

-
 IMPLEMENTATION OF THE CURRICULUM (Jane)
l The restructuring/organisation of the syllabus

-
 Syllabus approach and content
·

Emphasis on the modular approach

·All language skills (Listening, Speaking, Reading and Writing) and

elements of Grammar and Literature in Action are given due focus and
attention
·During teaching and learning, skills and elements are connected

through relevant domains and theme

 PEDAGOGICAL SUGGESTION (jane)

• KSSM includes new information and content into

the subject especially for those that revolve around
technology.

• Other changes include the organisation and

management of the curriculum, changes in the
pedagogy aspect of teaching and learning and in
the allocation of time for each subject.
 Pedagogical Suggestion in English
Subject (KSSM)
• In the past, teachers were required to
complete a certain amount of minutes in a
week for a subject

• Now, it will be completed in minimum hours

per year.
 Pegagogical Suggestion in English
Subject (KSSM)
•*KBSM did not focus on the importance of
students’ preparations to face outside world
including employment part. However, the new
KSSM system seems to have that in it. The
hours promoted in KSSM are also differ
Pegagogical Suggestion in English
Subject (KSSM) - jane
Pegagogical Suggestion in English
Subject (KSSM)
• •Malaysia national philosophy of education
• students in Malaysia have been used with the ‘spoon-fed’ due to
passive learning

• Malaysia Kini
• •it is good because it aspires to further maximize students’
outcomes within the current budget level
• •
• Star Online
• •this new curriculum is good because it is to lay out clear
learning standards so that students and parents understand the
progress expected within each year of schooling
1. Web link/Scan me 2. I Think Map
3. My Choice Board

4. 21st Century Skills & Cooperative Learning

5. ILLUSTRATION

6.ACTION ORIENTED
TASK
 SOME PROS & CONS OVERALL
COMMENTS/
STRENGTH REFLECTION
(leeya)
TEXTBOOK
•Embeds a balanced set of knowledge and skills
•Most activities are fun & easy to be carried out in class
•Dictionary skill is introduced in the first chapter to help learners master the skill (pg.5,
ch 1)
•Action Oriented Task (AOT) in learning allows students to get hands on experience
•Textbook is colourful and arouse students interest

TEACHER
Teachers are able to improve the effectiveness of pre-service and continous profesional
development

STUDENTS
have a richer school experince, both academic and non- academic, so that they can excel
in life
 SOME PROS & CONS OVERALL
COMMENTS/
REFLECTION
WEAKNESSES (leeya)

TEXTBOOK
•Teachers need to use only textbook when teaching but the level of most
comprehension text in the textbook is high in term of the vocabulary use for form
1.
•Action Oriented Task need to be carried out but the allocation of money from
the English unit is very limited due to other constraints.

TEACHER
•Teacher need to know when to adapt and adopt for the textbook

STUDENTS
Students may find it hards to switch to the new approach
 CONCLUSION (leeya)
• The textbook contents match to the specification of the
syllabus and curriculum.
• The activities outlined in the textbook embraces the
various methodologies of ELT.
• The contents are suitable to the learners (cultural,
knowledge, interest)
• The layout of the new textbook is attractive, the size is
appropriate, it indicates efficient use of text and visuals,
the printing quality is high
• The new textbook has supplementary materials which can
be accessed using the QR code (web links and video links)
• The tasks are interesting and have achievable goals.
• The contents and materials provided are up to date.