Perbezaan KBSR dengan KSSR

Kurikulum Bersepadu Sekolah Rendah Kurikulum Standard Sekolah Rendah (KBSR) (KSSR) Reka bentuk kurikulum berasaskan tiga bidang: Reka bentuk kurikulum berasaskan enam tunjang: Komunikasi Komunikasi Manusia dan alam sekeliling Kerohanian, sikap dan nilai Perkembang diri Individu Kemanusiaan, Perkembangan fizikal dan estetika Sains dan teknologi Ketrampilan diri Bahan kurikulum: Bahan Kurikulum: Sukataan pelajaran Dokumen Standard Kurikulum Reka bentuk kurikulum: Linear Organisasi kurikulum: Tahap I (Tahun 1,2 dan 3) Mata pelajaran Teras, Wajib dan Tambahan Tahap II (tahun 4, 5 dan 6) Mata pelajaran Teras, Wajib dan Tambahan Elemen Memahiran berfikir Secara Kritis dan Kreatif Fokus: 3M (Membaca, menulis dan mengira) Reka bentuk kurikulum: Modular Organisasi kurikulum: Tahap I (Tahun 1,2 dan 3) Modul Teras Asas, Modul Teras tema dan modul Elektif. Tahap II (tahun 4, 5 dan 6) Mata pelajaraan Teras dan Elektif Elemen Kreativiti dan inovasi, keusahawanan serta teknologi Maklumat dan komunikasi (ICT) secara explicit. Fokus: 4M (Membaca, menulis dan menaakul)

KSSR: BUKU TEKS DAN BUKU AKTIVITI KSSR 2011 Apakah ciri-ciri buku pelajaran yang akan digunakan dalam Kurikulum Standard Sekolah Rendah (KSSR)?
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Terdapat dua komponen iaitu buku teks dan buku aktiviti. Mengandungi nota guru untuk membantu guru menjalankaan pengajaran dan pembelajaraan (P&P) dengan berkesan. Mengandungi rujukan halaman buku aktiviti ke buku teks dan buku teks ke buku aktiviti. Mengandungi pelbagai aktiviti pengukuhan, pengayaan dan cadangan aktiviti pemulihan.

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Buku aktiviti menggalakkan murid untuk menggunakan kemahiran psikomotor seperti menggunting, menampal, menyurih dan mewarna. Maklumat asal dimuatkan bersebelahan dengan kandungan teks bagi guru membuat rujukan. Setiap kemahiraan baru yang diperkenalkan akan diikuti dengan penilaian mudah untuk menaakul atau mendorong kepada perbincangan. Penulisan berbentuk modular dengan persembahan kandungan berdasarkan pencapaian standard pembelajaran bagi sesuatu subjek.

KBSR vs. KSSR After the course, I believe that many teachers now have a somewhat clearer picture of how KSSR differs from KBSR. During the slot on the transformation of the English language curriculum, we have touched upon a few key changes that the teachers are going to face in 2011 under KSSR: 1. Curriculum Documentation - The Syllabus and Curriculum Specifications are replaced by Standard Document and the Content and Learning Standards. 2. Curriculum Organisation - Modular Structure is being introduced in KSSR. The three broad areas (World of Knowledge, World of Stories, World of Self) and the integration of skills that we have in KBSR are still retained. 3. Curriculum Content - KSSR would still focus on the four language skills. What we know as Sound System in KBSR would be replaced by a broader and more focused Basic Literacy with an emphases on Phonics. Apart from that, we would now have the Language Arts component (my favourite!) and also penmanship. Grammar is still going to be taught in context. 4. Approach - The most significant change in pedagogy, from my point of view. For KBSR, we have the Whole Language approach. Under KSSR, it is going to be replaced by Phonics. 5. Added value: Under KSSR, we would have Creativity and Entrepreneurship in addition to Educational Emphases. Now look at number 4. The Approach. In my previous post, I have discovered how the Whole Language practitioners are at odds with the Phonics proponents in a number of ways through my cursory reading of a few resources on the Internet. For ten years, we have been comfortable with the Whole Language approach under KBSR. Now, through KSSR, most probably we are about to see the pendulum swings to the other side. The Malaysian Curriculum Development Centre, through its extensive researches, has concluded that phonics would be THE way to go in this new curriculum - most probably until the next revision in 2020. Whether we like it or not, it is going to be

or something that you do not like better would make a big difference to your mindset. he will understand what he has read. what is phonics? According to Chitravelu et al. As Abraham Lincoln puts it. What would be new is the use of phonics as the MAIN approach to teaching reading. Many English teachers. Getting to know someone. that once a child has learned the phonemic elements. especially optionists. The theory underlying this approach: 1. phonics or phonemic approach is a system of teaching reading that pays "special initial attention to helping children see the relationships between the sounds of English and the letters or combination of letters that produce them". pp. 2. Fajar Bakti. So.in our system for the next ten years. as a teacher. This is because more often than not. all in all. In school itself. (Chitravelu et al. he can obtain the pronunciation of the printed word by assembling the sounds together in blended sequence. that the language being learnt is phonemically regular. I must get to know him better". as they prefer it to be called) . as whole. negativity usually stems out of unfamiliarity. and attitude towards it. So. At first. "I don't like that man. I bet many Malaysian teachers would not find phonics as being totally alien to our system. we do have Readers programs such as the Sound Start and the Ladybird series that focus on phonics as the main approach to teaching reading. what would you do about it? My suggestion would be: before we pass any judgment or being negative about it. that once he gets the pronunciation of the word. in addition to the KBSR textbook. Looking through the new KSSR textbook (or Module. (1995). ELT Methodology: Principles and Practise. 3.100). are already being exposed to it in College or University. To know is to love. isolated sounds are learnt and then the skill of putting sound together to form whole words is taught. (1995) in ELT Methodology: Principles and Practise. So. 99 . phonics is not something that is totally new to most of us. it would be fair to get to know more about it first.

one could not but be reminded of the puppets (or is it muppets?) in Sesame Street animatedly vocalizing the sounds of /k/. the materials being purchased and brought into the classrooms. though the approach has always been heard of and discussed on. Has the above ever been the approach to teaching reading in a Malaysian primary classrooms? Of course. it has always been the 'Look and Say'. reading and writing. and phonics instruction become just one component of the Whole Language classroom. the 'Look and Say'. listening. We know about it. In KBSR. the Whole Language approach is being implemented through topical lessons arranged in such a way in the KBSR textbooks to provide the students with ample opportunity to learn reading in context.. Perhaps now would be the best time to get to know it better. the approach has always been 'Look and Say' through and through. The reason for it? It is an unfamiliar approach. the real phonics approach has never really been applied as it should be. I can't recall any of my teachers to ever do any blending and segmenting. KBSR and the Whole Language Approach Whole language reading instructions is also known as the 'Look and Say' or 'Sight Words' method.and imagining going about the lessons in the classroom. and I didn't remember learning to read English by corresponding individual letters to certain sounds.each and every English language lesson plans must contain all the four skills. I can't answer the question on behalf of others.. It describes a literacy philosophy which emphasizes that children should focus on meaning and strategy instructions. based on using their prior knowledge to interpret the meaning of what they are reading. remember? Heheh!) For the sake of comparison. and /t/. With Whole Language. but since my schooling years. This is perhaps another one of the most significant . teachers are expected to provide a literacy-rich environment for their students and to combine speaking.. the integration of the four language skills is vital . though I do use phonics materials (I have invested on the 'I Can Read' series by AlAmeen for my English panel's literacy program). look at the words and say it..repeatedly and in dynamic paces./ae/.. As a teacher. I suggest that it would be best to refresh our minds a little bit on what the Whole Language approach is all about. but we are not used to it.. Hence. and in the process combine the sounds together to produce the word 'cat'. Whole Language is considered a 'top-down' approach where the reader constructs a personal meaning for a text. Under KBSR. and to get used to it (it's going to be another ten years. It has always been whole word. Whole Language teachers emphasize the meaning of texts over the sounds of letters.

children are given the opportunity to be exposed to as many sight words as possible. while Whole Language is considered revolutionary. the Whole Language method is considered the 'in' thing. Pondering over this. I think it is understandable why our curriculum planners would want to apply the Whole Language aproach in our system back during the beginning of the KBSR era. the one that would fulfill the needs of our students the best.change that the Curriculum Development Centre has decided to adopt in the new curriculum. the modern. For ten years since the implementation of KBSR in 2001. After ten years. and in context. more pro-active approach whilst Phonics is beginning to be viewed as somewhat 'conventional' and 'old-fashioned'. Even if we look at international resources for the history of both approaches. and to some extent. is 'boring' and 'mechanical'. the most relevant. natural and 'child-friendly' as opposed to the Phonics method which according to some. I might be wrong (as far as the Malaysian education system is concerned. There should be no rote memorization where the children are being 'forced' to remember sounds.we are getting 'back to basics'. but that is the idea that I get. we see a change taking place. and the opinions of proponents and advocates from both sides. But I would not go into that in this post. . Though integration of skills is still important in the new KSSR. 'more suitable for more matured learners'. rules and patterns. more relevant. we can see that though Phonics has an equally large number of supporters. let's save that for the next one. this has been the main approach to teaching reading in all Malaysian primary schools. Because Phonics is indeed a conventional method. the Whole Language is always considered more 'hip' and 'trendy'. however. I am somewhat comparable to a toddler who is just learning how to walk). I realize that at the dawn of the 21st century. Or. Under this method. It was seen as the best approach during that time. We are getting back to Phonics. because it is more fun. as outlined by one of the basic principles of KSSR . Experts in education has labeled the Whole Language as an approach where children are allowed to learn how to read through natural means. the ongoing debates. Proponents of the Whole Language approach has maintained that this is the best way to teach reading to children. The Swing of the Pendulum Reading through several Malaysian educational resources for TESL which were written before the year 2000. the Modular Concept requires that only one skill is being focused on at any one time in any lesson. Why? Simple.

the history and controversy of both approaches. World of Knowledge TOPIC : Environmental sounds TIME : 60 minutes LEARNING STANDARD : 1. rhythm and intonation. large pictures.3 Able to listen to. 1. 1. LEARNING STANDARD: 1. newspapers.4 Able to talk about a stimulus with guidance. Heheh. the general concerns about both approaches. say aloud and recite rhymes or sing songs with guidance 1.1. CD player. Create environmental sounds in meaningful and fun way. PHASE/TIME PREPARATION (10 min) .1.1 By the end of the 6 year primary schooling. 3.4 PREVIOUS KNOWLEDGE : Have exposed to sounds at pre-school TEACHING AIDS : LCD.1.1. co-operation CONTENT STANDARD: 1. sand. pupils should be able to : Listen and state the environmental sounds.1. stones. this is beginning to get somewhat long and windy. 4.1. Has the Whole Language approach failed? Has KBSR failed? As much as I would love to answer this now. pupils will be able to pronounce words and speak confidently with the correct stress. song chart MORAL VALUES : appreciation of nature. LEARNING OBJECTIVES: By the end of the lesson. empty bottles. THE approach and my personal conclusions. Part 3 In Part 3. water. the unspoken question lingers. 2. and I'll pick up where I left off in mynext post.3.1.1 Able to listen and respond to stimulus given with guidance : a) environmental sound 1. I will try to deal with: 1. blanket. So why not stop here for now. YEAR 1 (intermediate) FOCUS : Listening & Speaking THEME .Naturally. twigs.

LEARNING STANDARD 1.4 Teaching aids : Cd on sounds of birds chirping.1. strong wind blowing.1.Teacher shows large pictures of environmental sounds using LCD. rasa atau bau. pendengaran. starting a motorbike .Teacher asks the pupils to listen attentively to the cd player. birds chirping. Samples of Questions : What can you see in the picture ? Can you make the sound ? PUPIL’S ROLE Pupils study the picture and make the sounds. Teacher plays recorded sounds of nature e.1 a) 1.1. Observation 1. construction site. 2. 2. Samples of Questions : Where can you find the sound ? Why do you say it’s a waterfall ? Which sound do you like / dislike ? Why? PUPIL’S ROLE 1.Pupils listen and talk about the sounds.2 Analysis 1. waterfalls. rustling of leaves. raining.1. LEARNING STANDARD 1.1 Penjanaan idea 2. Cd player PHASE/TIME IMAGINATION ( 15 min ) 2.1 menggunakan deria penglihatan. sentuhan.1. rustling of leaves.4 Teaching aids : LCD Pictures of bees buzzing. 3. raining.Teacher gets the pupils to talk about the sounds.Pupils give reasons to their likes and dislikes. waterfall. 1.1. baby crying.g.2 Menghasilkan idea-idea yang baru TEACHER’S ROLE 1.1.1. construction site. cars honking. situasi atau fenomena sekeliling yang berkaitan TEACHER’S ROLE 1.8 mengenal pasti objek. 2. Teacher asks the pupils to imagine the sounds and make the sounds. cars honking.

TEACHER’S ROLE 1. PHASE ACTION ( 10 min) 4.Teacher displays a song chart on environmental sounds. Samples of Questions : What other sounds that you can make using the things around you ? PUPIL’S ROLE 1. Each group is given a few types of objects.1 1.Pupils sit in groups of six.PHASE/TIME DEVELOPMENT ( 25 min) 3.3 mempraktikkan proses kreatif untuk menghasilkan idea baru secara berterusan. Teacher rewards the pupils. Pupils discuss with their peers and make the sounds using the things provided. 4.1. 4. Teacher ends the lesson by recapping the day’s lesson and discusses the moral values.Teacher divides the pupils into 6 groups.2 Amalan berterusan 4.1.2. LEARNING STANDARD 1. 3. 3. 2. 5. Samples of Questions : Show me the action for ‘bees are buzzing’ ? PUPIL’S ROLE . Teacher sings the song and gets the pupils to repeat. 3. blanket. 2.4 Teaching aids : a few pieces of newspapers. Teacher asks each group to present .1 menokok tambah idea 3. dry leaves. dry twigs. sand.1 Penambahbaikan 3. Pupils present their work in groups.1. stones. water. empty mineral bottles.1. Teacher guides the pupils to put in the appropriate actions to the song. 2. Teacher asks the pupils to discuss with their peers and create sounds using the things around.2 Mengubah suai idea TEACHER’S ROLE 1.

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3 Complete missing letters in texts. 4.1 Listen to simple short stories and responds non verbally. Grammar: your family 1. 1.2 Write sentences in clear and legible print. 1.4 Complete simple descriptions with the missing word(s) 20. 1. answer initial position questions b) Consonants in 3.2. 4.2 Identify the correct sound: a) vowels in the initial position b) Consonants in the initial position. 2. Aunty members a) vowels in the 2.1 Listen to and repeat the pronunciation of simple monosyllable words.1. 1.clear and legible print. pronunciation ofSister And able to : Writing simple Brother Friends monosyllable Uncle 1.4. name family words.3.1 Listen to andFather 23 Self.Speaking.3 give replies pertaining to 1-5 .3 Listen to all the words in the word list and point to the pictures.1.World OfMy Family By the end ofListening. the lesson. talk about the initial position.4. 4.3.4.6. repeat theMother Family pupils are beReading.

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