KSSR was formulated based on a statement of standard. The statement of standard comprised content standard and learning standard which need to be achieved by a student in a specific period and level of school. The content and learning standards are defined as follows:
 Contents Standards are specific statement on what the students must know and can do., within a specific period of schooling, covering the areas of knowledge, skills and values.  Learning standards are set criteria or indicators of education quality and achievement that can be measured for each content standard.

KSSR was introduced as an effort to restructure and improve the current curriculum to ensure that students have the relevant knowledge, skills and values to face the challenges of the 21st century.

 Change 

of Subjects In the year 1 KSSR, a new subject is introduced and all knowledge disciplines are reorganized within the form of Basic Core Modules, Thematic Core modules and Elective Modules, for a more effective curriculum management.

 Rationale

of why Thematic Core Modules introduced.

The Thematic Core Modules was introduced to reduced the number of subjects taken in Level one. This module comprises the themes of the World of Art and World of Science and Technology. In the World of Arts, two subjects are introduced that is the visual Arts and Thematic Music. Design, Science and Technology (DST) contains elements of Science, information and communication technology and Design and Technology.

KSSR
Curriculum design is based on 6 areas: Communication Spirituality, Attitude and Values Humanity Science and Technology Personal Skills Curriculum Material Standard Curriculum Document Curriculum Design Modular

KBSR
Curriculum design is based on 3 areas: Communication Man and his environment Individual selfdevelopment

Curriculum Material Syllabus Curriculum Design Linear

KSSR
Curriculum Organization:
Level I(Year 1,2 & 3) Basic core modules and elective modules Level ii (Year 4,5 & 6) Core subjects and elective elements of creativity and Innovation. Entrepreneurship and information and communication Technology (ICT) in explicit manner.

KBSR
Curriculum Organization:
Level I: (Year 1,2 & 3) Core, compulsory and additional subjects. Level II: (Year 4,5 & 6) Core subjects, compulsory and additional subjects. Elements of critical thinking and Creativity.

Focus: 4M (Reading, Writing, Arithmetic and Reasoning)

Focus: 3M (Reading, Writing and Arithmetic)

 Teaching

Aids A copy of Standard Document (KSSR) and Standard Performance. Text Book and other teaching aids appropriates with the topic to be teach in the classroom. Evaluation Material (The Evaluation Sheet)

The use of Phonic Kit.  The Jolly Phonic kit.

 

Learning Standard for Year 1 2.1.1 Able to recognize and articulate initial, medial and the final sounds in single syllable words within given context.

a t

Suggested way of Teaching Speaking and Listening skill in a fun-filled way

 Preparation

before the lesson To ensure all the teaching aids are well prepared. Recognize the students name. Knowing how to use the teaching aids and how KSSR can be implemented accordingly.

 I.

II. III.

Steps to prepare the lesson plan based on the Standard Curriculum. Read and understand the Standard Curriculum (KSSR) and Standard Performance. (to whom it will be address?) Decide what area of skills to be teach. Plan a proper task and a relevant evaluation based on the given task to the students. Test / evaluate something that is challenging, and can measure students performances on what they had learned.

iv. Write a measurable objective on any specific area of skills to be teach. v. Plan an attractive set induction and make use of students background knowledge. Create a provocation set induction to attract students interest to query more about the lesson. vi. Emphasis on student-teacher centered when conducting the lesson and at the same time, evaluate students performances based on certain skills.

The new Standard Curriculum KSSR for English emphasizes on holistic development of the students which encompasses new elements such as grooming of creativity, and innovation, entrepreneurship and integration of information and communication technology (ICT).

KSSR for English is assess through a continuous assessment.  The purpose of this is to detect the progress in students language acquisition and mastery.  A combination of formative and summative assessment will be given from time to time.  The method in use are authentic holistic in nature.


A profile of each student will be prepared to review the progress of students language development.  Modular approach emphasizes the development of basic language skills.  Strong foundation in linguistic focus will be carried out to build their proficiency in the language.


Communicative skill is given a priority at the initial stage as it is taught at the first four modules in Primary 1-2. Grammar is added above the four module after the initial stage as this approach will reduce the loud and stress of learning at the early years where the emphasis is on learning through fun and play.

Students product and performance are accessed by criteria that are directly linked to the content and learning standard. Multiple sources of evidence such as the checklists, observations, presentations, quizzes and tests are use to document the attainment of any one standard. To reduce the stress of general exam (UPSR) and at the same time to improve and strengthen the school based assessment (PBS).

A continuous formative evaluation is given to the students. But no specific standard is laid out for the students achievement in any of their level of competency and performance.

KSSR does not encourage streaming class as what the KBSR does.  KSSR produce a community with good character as it contains core values for character and self-image which will ensure that through the curriculum and co-curriculum, a student is taught and guided to have the skills of leadership, a character and high self-esteem.


KSSR emphasizes on literacy and numeracy, self-esteem and character and spiritual development.  Students will be expose to the use of ICT in the World of Science and Technology at the early stage.  The lesson aims to capture students interest through the use of different technique and methods.


 Text

books with an extra of guide book will be provided for student use in their learning.

Multiple Intelligences Theory  A theory that proposed by Howard Gardner (1983) as a model of intelligence that differentiates intelligence into various specific modalities, rather than seeing it as dominated by a single general ability.
1.

 Gardner

(1983) says that, child who learns to multiply easily is not necessarily generally more intelligent than a children who has more difficulty on any given task.

The child who takes more time to master simple multiplication may; I. Best learn the multiply through different approach. II. Excel in a field outside of Mathematic. III. Even be looking at and understanding the multiplication process at a fundamentally deeper level or perhaps as an entirely different process.


Gardner believe that eight abilities meet the multiple intelligence criteria. i. Spatial ii. Linguistic iii. Logical-mathematical iv. Bodily-kinesthetic v. Musical vi. Interpersonal vii. Intrapersonal viii. Naturalistic


Focus on the Linguistic ability. As for the linguistic ability, the area has to do with words, spoken, or written. People with high verbal-linguistic intelligences display a facility with words and languages. They are typically good at reading, writing, telling story and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures and by discussing and debating about what they learn.

A good effort to improve students education need according to the current need.  A detail standard can helps teachers, students as well as the parents to assist the students achievement.  A communicative base approach.  Incorporated different teaching AND learning approach.


i.

ii. iii. iv.

v.

Document Standard Kurikulum Sekolah Rendah. (2010). Modul Teras Asas. Bahasa Inggeris SK Tahun Satu dan Dua. Bahagian Pembangunan Kurikulum. KPM Huraian Sukatan Pelajar. (2003) Bahasa Inggeris Tahun Satu. Kementerian Pelajaran Malaysia KSSR. (2011). Kementerian Pelajaran Malaysia Gardner. (1983) Theory of Mulitiple Intelligences. Retrieved on 4 January 2012 from http://en.wikipedia.org/wiki/Theory_of_multiple_intellig ences Faezah Halim (April 19, 2011) Report KSSR. Retreived on 6 January 2012 from http://www.slideshare.net/ckgfiezah/report-kssr.

Thank you
Prepared by,

Shelly Shirlenna PT20117386C