Topic

7X

Educational Emphases in KBSR

LEARNING OUTCOMES
By the end of this topic, you should be able to: 1. 2. 3. State the seven education emphases in the KBSR syllabus; Explain the implications of the seven education emphases; and Plan activities that reflect these emphases in education.

INTRODUCTION

In the previous topic, you were introduced to elements of the KBSR, that is the Malaysian primary school syllabus and curriculum specifications. In implementing the curriculum, teachers should also note the educational emphases highlighted in the syllabus. These emphases reflect the current developments in education and will help to prepare learners for the real world and improve the quality of their interaction with others. In the long term, the education emphases will contribute towards the development of a progressive Malaysian society.

7.1

THINKING SKILLS

Have you ever made a decision and regretted it later? Why? Was it because you had been too hasty and not evaluated the situation or the problem more carefully? You may think that everyone has a brain and therefore we can all think. Well, to a certain extent, you are right. But, how well do we think? Are we capable of critical

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and creative thinking? These are the two higher order thinking skills which enable us to think logically and rationally so that we will be able to improve our powers of reasoning and make good judgements and wise decisions in our lives. Unfortunately, not everyone possesses such levels of thinking ability. Therefore the Malaysian primary school syllabus, as well as the secondary syllabus, has highlighted thinking skills as an educational emphasis to be incorporated in the teaching and learning process. Figure 7.1 explains what critical and creative thinking skills (CCTS) are and why they are important.
Thinking Skills

Critical thinking skills

Creative thinking skills

Ability to evaluate something e.g. an idea, situation and make an informed judgement

Ability to explore possibilities and produce ideas that are original and of value

To conceptualise, make decisions and solve problems Figure 7.1: Thinking skills what it is all about

SELF-CHECK 7.1
State the seven educational emphases highlighted into the KBSR sylabus.

7.1.1

What Are the Creative and Critical Thinking Skills?

For a better understanding of what CCTS is all about, let us proceed to look at the skills involved in thinking critically and creatively.

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Figure 7.2 lists the various CCTS from the basic skills to more complex skills.
Critical thinking skills Identifying characteristics Comparing and contrasting Grouping and categorising Sequencing Arranging in order of priority Analysing Identifying cause-effect Identifying facts, opinions and bias Evaluating Drawing conclusions Creative thinking skills Generating ideas Making associations Making inferences Predicting Making hypotheses Synthesizing Creating mental pictures Drawing analogies Creating metaphors

Figure 7.2: List of critical and creative thinking skills

Both critical and creative thinking skills are important to us and very often, both skills operate together not independently of each other. For example, to solve a problem, we must analyse the problem, generate possible solutions, decide on the best option, implement it and finally evaluate the effectiveness of the chosen solution.

ACTIVITY 7.1
Look through the primary school English language syllabus or curriculum specifications. Are any of the above critical and creative skills listed there?

7.1.2

Applying Thinking Skills in the Classroom

To encourage the development of thinking skills in our learners, we have to incorporate activities that will encourage our pupils to use these skills. In this section, we will first look at what types of questions teachers should ask their pupils to encourage them to think critically and creatively. Later, several language activities involving critical and creative thinking skills will be described. The activities can be adapted to suit different groups of learners. (i) Questions that encourage CCTS As teachers, the questions that we ask during our lessons can play a role in developing critical and creative thinking skills in our pupils. Here are some sample questions that will encourage higher levels of thinking. Try to incorporate them into your lessons.

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Why do you say that? What would be an example? What do you think causes ... to happen? Why? What are the strengths and weaknesses of ...? What would be an alternative? How are ... and ... similar? How are they different? Why do you think I asked this question? Why do you think ... is important? How does this apply to our lives? What if ...? (ii) Activities that encourage CCTS The following are some sample activities that encourage your learners to think: Problem-solving Pak Mat is a farmer and he is going to the market to sell his goat and some cabbages. He has to row a boat across a river but his boat is so small that he can only take two of them across at any one time. However, he cannot leave his goat together with the cabbages because in his absence the goat will eat the cabbages. He also cannot leave his pet wolf alone with the goat because the wolf will eat the goat. How is Pak Mat going to cross the river? Help him!

Figure 7.3 : Sample picture for problem-solving activity adapted from Scientific American

Arranging in order of priority You have been kidnapped and locked up in a hut on a deserted island. You managed to untie yourself and are trying to escape. You look around the hut and see the things listed below. Decide which FIVE objects you will take with you. Arrange them in order of priority. Give reasons for your decision. axe blanket gun hammer knife ladder paper and pencil rope saucepan guitar first aid kit telescope

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Evaluating a situation Your school principal has decided to cut down a few big old shady trees in the school compound to build a computer lab. Pupils often wait for their transport after school under the shade of these trees. Do you agree with this decision? Why? Predicting before and after events What do you think happened before this picture? What makes you say so? Try to predict what will happen after this picture.

Figure 7.4: Picture from Zits by Jerry Scott & Jim Borgman, The Star, 7 July 2006

For more information and ideas on critical and creative thinking, check out the following websites: http://www.virtualsalt.com/crebook1.htm http://www.engin.umich.edu/~problemsolving/strategy/crit-n-creat.htm http://www.ppk.kpm.my/html/program/masteryguide/index.htm

7.2

LEARNING HOW TO LEARN

Have you heard of the saying, Give me a fish and you feed me for a day. Teach me to fish and you feed me for a life time? Well, learning how to learn (LHTL) is based on this same concept teach skills that promote independence. To be more precise, LHTL develops in learners the ability to get at information, knowing how to source for information and knowing what information is useful for a particular purpose at a given time.

The LHTL skills are integrated into the primary and secondary syllabuses to: develop independent life-long learners train learners to be responsible for their own learning enable learners to reflect and evaluate their own learning

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7.2.1

What Are LHTL Skills?

Do you remember how you learnt to use the dictionary? What did your teacher or your parents teach you? Do you think this ability is an important life-long skill? Why? Learning how to learn involves the development of certain language skills which are also study skills. These skills include: (i) Effective listening and speaking listen and understand select information and retain in memory organise and retell information that has been heard accurately (ii) Effective reading skim (read for the gist) and scan (read to locate specific information) quickly and efficiently read intensively for details and depth (close reading) (iii) Effective writing make notes of important points read or listened to. summarise and retell information select and organise information (iv) Memory skills retain in memory and recall accurately what has been read or heard Besides the above, LHTL also involves other information gathering skills : identifying sources of information books, people, etc. referencing skills using index, table of contents, bibliography collecting and evaluating information dictionary skills

SELF-CHECK 7.2
Why are the learning how to learn skills incorporated into the KBSR Syllabus?

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7.2.2

Applying LHTL Skills in the Classroom

The following are some sample activities for developing the LHTL skills in the language class: (a) Dictionary skills (i) Arranging words in alphabetical order, for example : Level: elementary lion, rabbit, fish, tiger, snake Level: intermediate lion, lamp, letter, lantern, lady

(ii) Locating meanings of words in dictionaries. For example: Level: elementary Activity: Pupils locate words in a pictionary (picture dictionary) and draw the picture next to the given words Level: intermediate Activity: Pupils locate meanings of words in a dictionary and write them down. (b) Memory strategies Help your pupils to improve their memory by incorporating activities that will introduce them to memory strategies such as mind-mapping, making associations, mnemonics, diagrams, visualizing and grouping or classifying into your lessons. For example: (i) Word families Elementary level: Pupils group picture cards together according to their categories. In the process of grouping the pictures, learners are noticing and registering in their minds the similarities between the pictures in the same category and in this way they will remember better.
Group the following pictures under Vehicles and Games

(ii) Kims game This is suitable for all levels. Place some objects on the table, e.g. pen, cup, book etc. Show them to your pupils. Give them a little time (30sec or 1 min.) to memorise them, then close the objects with a piece of cloth. Pupils try to recall as many objects as they can, either verbally or in written form.

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(c)

Self-access learning For this activity, the class or the school library needs to be stocked with selfaccess cards or materials which can be easily accessed by the learners. These self-access cards should contain graded exercises (from easy to difficult) and self-check answers at the back of the cards. Pupils identify their own area of weakness e.g. tenses and sets out to do exercises to improve themselves either in their free time or at specific times allocated by the teacher. Progress of self-access work should be recorded so that the pupils and the teacher can monitor progress.

(d) Extensive reading programme Pupils select books to suit their own interest and ability to read. They keep a record of the books read by jotting down details such as the title of the book, author, date, comments (or synopsis). Prizes can be awarded to the pupils who read the most books in the year.

SELF-CHECK 7.3
There are many other activities involving the use of LHTL skills. Can you think of any other activities?

7.3

INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS

In this age of rapid technological developments, information and communication technology (ICT) skills cannot be overlooked and have been given due emphasis in the teaching and learning process. Computer laboratories have been built in most Malaysian schools and basic infrastructure such as internet connection and, in some cases, intranet facilities are all in place. The onus is now on the teachers to put this education emphasis into practice. According to the KBSR English language syllabus(2003), the ICT skills that should be incorporated into the teaching and learning process include the utilization of multimedia resources and internet resources as well as computer-related activities such as e-mail, networking and interacting with electronic courseware. There are two aspects of the utilization of ICT skills in the language classroom : teachers use of ICT in the teaching process learners use of ICT in the learning process

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7.3.1

ICT Skills and the Teacher

The teacher basically applies ICT skills for two purposes in the classroom, that is: presentation demonstration The application of ICT skills for these purposes provides a focal point for the learners attention, contributes to their understanding and adds to the interest value of your lesson. There are many opportunities for using your ICT skills for purposes of presentation. This includes presentating the topic, a grammar point, a sample essay, a dialogue for class role-play, a text for shared reading, etc. Sometimes you may also need to demonstrate or illustrate certain processes or explain certain vocabulary items or concepts. For example, the availability of animations can demonstrate the present continuous tense verbs, e.g. skipping, very well for young second language learners. Do teachers have to be computer experts? No, you do not have to have a high level of expertise in computers and ICT. Basic knowledge of ICT, which includes using word-processing programs and other software such Microsoft Powerpoint, is sufficient. Of course, you should also be able to source for, and download materials from the internet and use CD-roms as well as suitable language learning courseware in your language class. Visit the Malaysian Curriculum Development website for tutorials on basic software programs: http://myschoolnet.ppk.kpm.my/indexg.htm

7.3.2

ICT Skills and the Learner

In acknowledgement of ICT skills as a life requirement, these skills have been incorporated into the learning outcomes of the KBSR English language syllabus.

ACTIVITY 7.2
Take a quick look through the KBSR English language syllabus. List down the learning outcomes that involve ICT skills. Communicate with people on the internet and other electronic media by writing letters, messages, sending birthday greetings, etc.

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This learning outcome is explicitly related to ICT skills. However, are these all the ICT skills that learners need? The guidebook for ICT in teaching and learning produced by the Malaysian Curriculum Development Centre (2001) classifies learners use of ICT into four categories: tutorial exploratory application communication (a) Tutorial Using ICT for tutorials involves the learners following a lesson, tutorial or demonstration on CD-rom or the internet and later completing some exercises. The ICT skills required of the learners in this category are usually basic scrolling, clicking and typing.

(b) Exploratory Tasks set for this exploratory category involves the learners utilising their ICT skills to access information on CD-roms or the internet. The learners explore, determine and decide which information they want to extract and movement is learner-directed. Activities for exploratory learning are often problem-solving and discovery learning tasks. For example, for the topic Places of Interest, learners select a famous tourist destination and surf the internet to gather information. (c) Application Learners use ICT to assist them to complete tasks set by the teacher. For example, they use word-processing software such as Microsoft Word to type an essay or Powerpoint to prepare a presentation to show the results of an exploratory task set by the teacher.

(d) Communication As a tool of communication, learners employ their ICT skills to share information in textual, graphic, audio or audio-visual form via email or other electronic means. ICT enables them to communicate with other learners or teachers who are not at the same location. For more information on ICT skills for teaching and learning, visit the following website http://ecs.lewisham.gov.uk/talent/pricor/english.html

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SELF-CHECK 7.4
What are the four categories of the learners, ICT use in the classroom?

7.3.3

Computer-Assisted Language Learning

There are two main approaches to the use of computers and language software in language learning (Geyser, 2006): Instructivist Approach: Learners utilise computer-assisted instruction such as drills and practice software for improving grammar, vocabulary, sentence building, pronunciation and other aspects of language. Constructivist Approach: Learners connect and assimilate new knowledge with what they already know. In other words, they build on what they know and in the process learn new things. In this approach, tasks are often projectbased and require learners to explore and research a question and to present the results of their efforts.

ACTIVITY 7.3
Look at the four categories of ICT use by the learners in Section 6.3.2 tutorial, exploratory, application and communication. Which approach does each one employ?

Both approaches serve different purposes in the process of learning; while the instructivist approach provides controlled practice on specific elements of language, the constructivist approach develops thinking skills and learning how to learn skills. Good teachers often use a combination of the two to make learning more meaningful and motivating.

7.4

VALUES AND CITIZENSHIP

In line with the National Philosophy of Education and the aim of producing a moral society, moral values and good citizenship are emphasised in the KBSR English language syllabus and should be given special consideration in the planning and implementation of the syllabus. What are these values? The values can generally be grouped into values relating to self-development, family, society, environment and country. These values include:

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politeness respect friendliness cleanliness moderation loyalty civic-mindedness

diligence love responsibility neighbourliness kindness tolerance patriotism

7.4.1

Integrating Values and Citizenship Into Lessons

The syllabus (Ministry of Education Malaysia, 2003) states that the values in the KBSR moral syllabus have been integrated into the learning outcomes of the English language syllabus. For example, the learning outcome 2.4: Ask questions politely to obtain information and clarification in the English language syllabus (Ministry of Education, 2003) highlights the moral value of politeness. Another learning outcome, 2.10: Perform a variety of functions in a social context such as exchanging greetings, making introductions, inviting people, etc. provides not only the opportunity to emphasise politeness but also other values such as friendliness and neighbourliness. How do we integrate values and citizenship into our lessons? Well, there are generally two types of integration: Planned: choice of topics, materials and activities are based on the predetermined moral value. For example, to achieve the learning outcome make and receive telephone calls politely, the teacher chooses a dialogue that illustrates this value and provides practice focussing on polite language forms. Incidental: when an opportunity arises during the lesson, the teacher stresses the moral value. For example, in teaching the story, The Boy Who Cried Wolf, the teachers intention was to emphasise the value of honesty. However, during discussion, a pupil notices the boys dirty clothes, thus giving rise to an unplanned opportunity to stress the importance of cleanliness. What teaching approach would be suitable to emphasise the moral values? Once again, the teacher has two choices: Direct: teacher states the moral value and explains its importance in our lives. Indirect: teacher uses indirect questions or awareness-raising activities to guide the pupils to derive at the moral value.

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ACTIVITY 7.4
Mr. Lee is teaching stories with moral values and chooses The rabbit and the hare. After the pupils have read the story, he asks them the following questions: How would you describe the rabbits character? Friendly? What about the hares character? Which animal do you prefer? Why? Which type of integration and approach is he employing?

7.5

MULTIPLE INTELLIGENCES

Do you know anyone who is very good with numbers and have no problems with mathematics? Or a person who is very musically-inclined and can sing in perfect and harmony? What about you? Do you have a natural ability for something, e.g. interacting with people or playing games?

7.5.1

What are the Multiple Intelligences?

The theory of multiple intelligences was forwarded by Howard Gardner in 1983. According to this theory, there are eight different types of intelligences within human beings: verbal-linguistic, intrapersonal, interpersonal, logicalmathematical, visual-spatial, musical, bodilykinesthetic and naturalist. A description of each intelligence is given below.

Figure 7.5: Gardners multiple intelligences

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(a)

Verbal-linguistic Intelligence This is the ability to use language effectively in oral or written form. Students with a high level of this intelligence often enjoy and may be good at reading, writing, telling stories and explaining things verbally, playing word games and puzzles.

(b) Logical-mathematical Intelligence This involves the ability to use numbers and symbols, to reason logically, to recognise patterns and relationships such as cause-effect. Students with strengths in this intelligence usually enjoy and show competency in calculating, categorising, problem-solving, analysing and developing logical arguments. (c) Visual-spatial Intelligence This is the ability to visualise, create mental pictures and manipulate spatial relationships. People with such an intelligence usually show awareness of colour, lines, shapes and space. They are also to orient themselves and find their way quickly in an unfamiliar environment. Students with strengths in visual-spatial intelligence are usually good at art and design, map work and interior design.

(d) Musical Intelligence People with strengths in this intelligence enjoy, discriminate and express feelings through music; they usually have a good sense of rhytmn, melody and pitch. Suitable activities include musical presentations, jazz chants and songs. (e) Bodily-kinesthetic Intelligence This intelligence involves the ability to use fine motor skills in sports, performing arts and craft production. Students with strengths in bodilykinesthetic intelligence are usually good at and enjoy physical movements and have skills like co-ordination, balance and flexibility. Activities that suit such students are dance, drama, sports and other physical activities. Interpersonal Intelligence This is the ability to understand and empathise with peoples behaviour and using this understanding to guide their interaction with people. People with this intelligence enjoy working with people and have good communication skills; they are able to give and receive feedback well. Suitable activities include interaction activities and collaborative and co-operative learning strategies.

(f)

(g) Intrapersonal Intelligence People with strengths in this intelligence are aware of, understand and able to evaluate their own feelings, strengths and weaknesses. Such students

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are able to reflect on their own learning, feelings and behaviour and may be good at goal-setting. Suitable activities include journal writing and others that lead them to know themselves better, e.g. self-test. (h) Naturalist Intelligence This intelligence involves the ability to bond with and care for the environment. People with this intelligence are able to discriminate, categorise, analyse and be sensitive to the elements of nature flora and fauna, rocks, clouds, etc. Activities that such students enjoy include field trips, keeping a nature scrap book, comparing and contrasting natural objects, e.g. plants, planting plants, observing animals, etc. Everyone has some of each intelligence within us, but one (or a few of them) may be more prominent. For example, musicians are said to be very high on musical intelligence while athletes have a well-developed kinesthetic intelligence. These are their strengths and naturally they do well in their strong areas. If you are interested to discover which intelligence is most prominent for you, try out the multiple intelligences online test at the following website: http://www2.bgfl.org/bgfl2/custom/resources.

SELF-CHECK 7.5
Name the eight multiple intelligences.

7.5.2

Multiple Intelligences in the Classroom

Have you noticed how some learners enjoy certain activities more than others and consequently seem to learn more in the process? For instance, some prefer group work while others do better when they work alone? Why should we apply the theory of multiple intelligences in the classroom? First of all, it is related to the learners preferred learning styles. In other words, learners prefer and, in fact, learn better through ways which reflect their strengths. For example, for a learner with verbal-linguistic intelligence, an effective way to learn would be through activties such as writing stories, creating rhymes, telling stories, debating, etc. The second reason is that it is also beneficial to develop the other less prominent intelligences in the learner so that there are more than one effective way for him/her to learn.

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So how do we apply this theory in a class where learners have different intelligences? How do we cater to their different learning styles? The answer lies in the activities you set: have a variety of teaching and learning activities do not employ the same strategy for every lesson sometimes, vary the activities for different groups of learners sometimes, allow learners choices in their tasks Below is an example of the different activities that can be planned to cater to the multiple intelligences in the class. Topic: Little Red Riding Hood (story) (i) Verbal-linguistic: Pupils retell the story in their own words after reading it. (ii) Logical-mathematic: Pupils analyse the character of the wolf and list down its physical qualities and personality traits. (iii) Bodily-kinesthetic: Pupils dramatise the story. (iv) Musical: Pupils write a short song for the wolf to sing in the story. (v) Visual-spatial: Pupils draw a plan of the house of Red Riding Hoods grandmother. (vi) Interpersonal: Pupils discuss the characters of the wolf and Red Riding Hood. (vii) Intrapersonal: Pupils imagine they are Red Riding hood and describe her thoughts when she sees her grandmother. (viii) Naturalist: Pupils collect specimens or pictures of plants and animals, Red Riding Hood meets on the way to her grandmothers house.

SELF-CHECK 7.6
Plan different activities to cater to the eight intelligences for the topic My Family for a lower primary class.

For more information and ideas on multiple intelligences, check out the following websites http://www.thomasarmstrong.com/multiple_intelligences.htm http://www.infed.org/thinkers/gardner.htm http://www.teachingenglish.org.uk/think/methodology/intelligences.shtml

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7.6

KNOWLEDGE ACQUISITION

You are going to teach the topic Staying Healthy and the language focus is going to be the simple present tense and the modal should. What is going to be the content for teaching these language forms? What aspects of staying healthy are you going to highlight? Content for teaching and the teaching context are dependent on the topic you are going to teaching. For Staying Healthy, you would probably highlight healthy eating habits and exercising. Where would you obtain information on these aspects of healthy living from? Well, basically the content would come from physical and health education.

7.6.1

English Across the Curriculum

The educational emphasis knowledge acquisition can also be known as English across the curriculum. Content for teaching the English language is drawn from other subjects or disciplines such as science, moral studies, physical and health education, geography and environmental studies. Current affairs found in the daily news can also be drawn upon for teaching the English language.

ACTIVITY 7.5
Complete the table by writing down the subjects from which teaching content is drawn from.

Topic 1. Going to school 2. Places in the town 3. Vehicles 4. My pet 5. Events

Teaching content Numbers, polite greetings Directions to places Colours of vehicles, size, shape Descriptions, caring for pets National Day

Subject content is drawn from Mathematics, moral studies

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7.6.2

Contextualism

Contextual learning means using the situations pupils are familiar with as contexts for teaching. For example, if we are teaching Year One pupils about vehicles, should we introduce them to the hovercraft, the space buggy or the process of car manufacturing at this young age? Why? You see, children learn best when information is used in situations that they are familiar with. Therefore to teach primary pupils vocabulary relating to forms of transportation, it is best to begin with the vehicles they are familiar with in their daily lives as the context and content for teaching. Another example of contextualism is illustrated here for the teaching of the topic Plants. Topic : plants Familiar context for pupils : home, school Plants around the house and school

Content from other subjects, e.g. science

Teaching content mango tree, banana tree, hibiscus plant, etc. Knowledge acquisition is not only about acquiring teaching content from other subjects but also selecting appropriate contexts from across the curriculum so that learners can be guided from the familiar to the unfamiliar. In this way, teaching and learning will be more effective.

7.7

PREPARATION FOR THE REAL WORLD

One of the main aims of the English language syllabus is to equip learners with the language skills for their daily lives and for future use such as further studies and at the work place. This is why the educational emphasis preparation for the real world, also known as future studies, is incorporated into the syllabus.

7.7.1

Learning Outcomes and Preparation for the Real World

As you read through the English language syllabus, you will notice that the learning outcomes prepare learners for the real world by focussing on language use in society. Here are some examples for the listening and speaking skills:

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1.4 Listen to and follow simple instructions and directions accurately. 2.2 Talk confidently on topics of interest in simple language. 2.6 Take simple messages and convey them accurately. 2.7 Make and receive telephone calls politely.

ACTIVITY 7.6
Read through the KBSR English language syllabus and locate some examples of reading and writing learning outcomes that focus on preparing learners for the real world.

7.7.2

Futures Studies in the Classroom

Preparing learners for the real world involves developing in them skills to survive in and to contribute to the society of the future. In addition to helping learners to develop the ability to listen carefully, speak confidently, read widely and write effectively in the English language, this education emphasis also hopes to increase the learners ability to face lifes challenges and to make wise decisions. To achieve this, futures studies also aims to develop the basic skills to: predict (based on available information) future vision manage and control change strategic planning anticipate the consequences (of trend/change) In other words, the emphasis of futures studies is to develop a generation of forward-thinking citizens. The seven educational emphases in the KBSR syllabus should not be viewed in isolation. For example, to acquire skills to predict, manage change and anticipate consequences, one would also need critical and creative thinking abilities, as well as information gathering skills. Successful implementation of futures studies in the classroom should have the following features: future-oriented tasks learner-centredness issues/theme related to the topic and learner ability activities can extend outside the classroom e.g. project work, field work teacher as facilitator

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Sample activities for implementing futures studies: (i) Topic : Transport Level : Year 4 Task : Design a form of transport of the future. Illustrate it in drawing and write a short description. Give reasons why this vehicle will be in existence.

Alternative activity for pupils of lower proficiency: Draw and describe orally a vehicle of the future. (ii) Topic : My school Level : 5 Task : What do you like and dislike about the physical arrangement of your class? How would you like it arranged for next year? Draw a plan to illustrate the changes. Will there be any problems with the new arrangement? Suggest possible solutions. (iii) Topic : Pollution Level : Year 6 Task : There are more and more cars on our roads. Describe/draw a scene 20 years from now and list some suggestions for overcoming the problem.

SELF-CHECK 7.7
Can you suggest other activities for implementing futures studies? For more information on futures studies, check out the Malaysian Curriculum Development Centre website: http://www.ppk.kpm.my/html/program/kmd/kmdtest.htm

Contextualism Constructivism Extensive Reading Intelligence

Learnign style Scanning Skimming

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SUMMARY
The educational emphases reflect current developments in education. The emphases are thinking skills, learning how to learn skills, ICT skills, values and citizenship, multiple intelligences, knowledge acquisition and preparation for the future. The emphases highlight the acquisition of certain skills which contribute to the development of a individual with the ability to contribute towards the building of a progressive society. Teachers need to plan carefully to integrate the educational emphases into their lessons.

REFERENCES
Budden, J. (2005). Multiple intelligences. Retrieved July 4, 2006 from http://www. teachingenglish.org.uk/think/methodology/intelligences.shtml. Critical and creative thinking. Retrieved July 10, 2006 from http://www.engin. umich.edu/~problemsolving/strategy/crit-n-creat.htm. Geyser, J.P. (2006). English to the world: Teaching methodology made easy. Shah Alam: August Publishing. Ministry of Education Malaysia, Curriculum Development Centre (2001). Aplikasi teori kecerdasan pelbagai dalam pengajaran dan pembelajaran [Application of the theory of multiple intelligences in teaching and learning]. Kuala Lumpur: Author. Ministry of Education Malaysia, Curriculum Development Centre (2002). Pengajaran berasaskan kajian masa depan [Teaching and learning based on futures studies]. Kuala Lumpur: Author. Ministry of Education Malaysia, Curriculum Development Centre (2003). Sukatan pelajaran kurikulum bersepadu sekolah rendah: Bahasa inggeris [Primary school integrated curriculum: English language]. Kuala Lumpur: Curriculum Development Centre.