ii

MINISTRY OF EDUCATION MALAYSIA

STANDARD-BASED CURRICULUM FOR SECONDARY SCHOOLS

English Language
Curriculum and Assessment Standards

Form 1
Limited Publication
Ministry of Education Malaysia
Curriculum Development Division
iii

May 2015

iv

Terbitan 2015
Kementerian Pendidikan Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga
bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis
daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

CONTENT

Rukun Negara....................................................................................................................................................... vii

National Education Philosophy.............................................................................................................................. ix
Foreword.............................................................................................................................................................. xi
Introduction........................................................................................................................................................... 1
Aims...................................................................................................................................................................... 3
Objectives............................................................................................................................................................. 3
Focus.................................................................................................................................................................... 4
Curriculum Principles................................................................................................................................. 4
Curriculum Organisation............................................................................................................................ 5
Curriculum Approach................................................................................................................................. 6
Lesson Organisation.................................................................................................................................. 8
st

21 Century Skills................................................................................................................................................. 10
Higher Order Thinking Skills.................................................................................................................................. 11
Teaching and Learning Strategies......................................................................................................................... 12
Educational Emphases......................................................................................................................................... 15

Assessment.......................................................................................................................................................... 18
Performance Standard.............................................................................................................................. 19
Content Organisation............................................................................................................................................ 20
Specific Objectives for Form 1................................................................................................................... 21
Listening and Speaking............................................................................................................................. 25
Reading..................................................................................................................................................... 33
Writing....................................................................................................................................................... 39
Grammar................................................................................................................................................... 45
Literature in Action..................................................................................................................................... 53
Word List............................................................................................................................................................... 57
Teaching Organiser........................................................................................................................................... 63
Panelists............................................................................................................................................................... 73

RUKUN NEGARA
BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh
masyarakatnya; Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara yang liberal terhadap tradisi-tradisi
kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan sains
dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

RUKUN NEGARA
Indeed, our country Malaysia aspires to achieving a greater unity for all her peoples:
Maintaining a democratic way of life;
Creating a just society in which the wealth of the nation shall be equitably shared;
Ensuring a liberal approach to her rich and diverse cultural traditions; and
Building a progressive society which shall be oriented to modern science and technology;
We, the people of Malaysia,
pledge our united efforts to attain these ends, guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY

FALSAFAH PENDIDIKAN KEBANGSAAN

Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih
memperkembangkan potensi individu secara menyeluruh dan bersepadu
untuk melahirkan insan yang seimbang dan harmonis dari segi intelek,
rohani, emosi dan jasmani, berdasarkan kepercayaan dan kepatuhan
kepada Tuhan.

Usaha

ini

adalah

bertujuan

untuk

melahirkan

warganegara Malaysia yang berilmu pengetahuan, berketerampilan,

berakhlak

mulia,

bertanggungjawab

dan

berkeupayaan

mencapai

kesejahteraan diri serta memberikan sumbangan terhadap keharmonian

dan kemakmuran keluarga, masyarakat dan negara
Sumber: Akta Pendidikan 1996 (Akta 550)

ix

NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an ongoing effort towards further developing the

potential of individuals in a holistic and integrated manner, so as to produce
individuals, who are intellectually, spiritually, emotionally and physically
balanced and harmonious, based on a firm belief in and devotion to God.
Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards, and
who are responsible and capable of achieving a high level of personal wellbeing as well as being able to contribute to the betterment of the family, the
society and the nation at large.
Source: Education Act 1996 (Act 550)

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

KATA PENGANTAR

DSKP yang dihasilkan juga telah menyepadukan enam tunjang

Kurikulum Standard Sekolah Menengah (KSSM) yang dilaksanakan

secara berperingkat

mulai tahun

2017 akan menggantikan

Kurikulum Bersepadu Sekolah Menengah (KBSM) yang mula

dilaksanakan pada tahun 1989. KSSM digubal bagi memenuhi
keperluan dasar baharu di bawah Pelan Pembangunan Pendidikan
Malaysia

(PPPM)

2013-2025

agar

kualiti

kurikulum

yang

dilaksanakan di sekolah menengah setanding dengan standard

antarabangsa. Kurikulum berasaskan standard yang menjadi
amalan antarabangsa telah dijelmakan dalam KSSM menerusi
penggubalan Dokumen Standard Kurikulum dan Pentaksiran
(DSKP) untuk semua mata pelajaran yang mengandungi Standard
Kandungan, Standard Pembelajaran dan Standard Pentaksiran.
Usaha memasukkan Standard Pentaksiran di dalam dokumen
kurikulum telah mengubah lanskap sejarah sejak Kurikulum
Kebangsaan

dilaksanakan

di

bawah

Sistem

Pendidikan

Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan

untuk mengenal pasti tahap penguasaannya dalam sesuatu mata

Kerangka KSSM, mengintegrasikan pengetahuan, kemahiran dan

nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-21
dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan tersebut
dilakukan untuk melahirkan insan seimbang dan harmonis dari segi
intelek, rohani, emosi dan jasmani sebagaimana tuntutan Falsafah
Pendidikan Kebangsaan.
Bagi

menjayakan

pelaksanaan

KSSM,

pengajaran

pembelajaran guru perlu memberi penekanan kepada

dengan

memberi

fokus

kepada

pendekatan

dan
KBAT

Pembelajaran

Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya

murid dapat menguasai kemahiran yang diperlukan dalam abad ke21.
Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
penghargaan dan ucapan terima kasih kepada semua pihak yang
terlibat dalam penggubalan KSSM. Semoga pelaksanaan KSSM
akan

mencapai

hasrat

dan

matlamat

Kebangsaan.

pelajaran, serta membolehkan guru membuat tindakan susulan

bagi mempertingkatkan pencapaian murid.
Dr. SARIAH BINTI ABD. JALIL
Pengarah
Bahagian Pembangunan Kurikulum

Sistem

Pendidikan

xii

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

INTRODUCTION

understanding and respect for the differences and similarities

amongst individuals and various communities leading to unity and
harmony in our multicultural society.

The Standard-Based English Language Curriculum for Secondary

st

Schools (SBELC) is a continuance of the Standard-Based English

In preparing the students to meet the challenges of the 21 century,

Language Curriculum for Primary Schools and is developed based

due emphasis is given to developing perseverance, critical, creative

on accessibility, quality, equity and do-ability.

and innovative thinking and current Information and Communication

Technology (ICT) skills. As future leaders, students need to develop

The six strands that form the fundamentals of the SBELC are:

their proficiency in English, as well as leadership qualities and

communication
spiritual, attitude and values
humanistic
personal development
physical and aesthetic development
science and technology

ethical decision-making skills in order to be globally competitive.

English language is the way forward to interacting with the local and
global communities by reaching out across cultural and linguistic
boundaries. English being an international language and language
of the internet is far reaching in terms of lifelong knowledge

These strands are evident in the Standard-Based Curriculum for

acquisition, forging cultural understanding and readying students for

Secondary Schools (KSSM) as they shape the fundamental

work place experience.

principles of curriculum development in Malaysia (refer Figure 1).

In Malaysia, English is the second language and is taught in all
In the SBELC, knowledge, skills and good values are the elements

schools throughout the country. Although there are a range of

running through each strand and these elements are built upon and

registers available in the English Language, the Standard British

expanded from primary school. It is imperative that these elements

English is considered as the official standard of reference for

are weaved into every lesson to inculcate the

English where spelling, grammar and pronunciation are concerned.

awareness,
1

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Communication
The mastery of verbal and nonverbal language skills for daily interactions as well as equipping themselves for their career paths.

Spiritual, Attitude & Value

Science & Technology

The mastery of Science, Mathematics, and Technology. Being ethical in applying Science, Mathematics and Technology knowledge in everyday life.
Internalisation of religious
practices, attitudes and values in life.
Submission to God
Moulding individuals with good values, integrity and acc

HOLISTIC
INDIVIDUAL

Physical & Aesthetic Development

Humanistic

Preparing Malaysians for the 21st century.

The mastery of conceptual
knowledge.
Development of intellectual skills
being.
Internalisation of fundamental
Appreciate and apply imagination,
values and democracy.
talent, creativity and innovation to produce creative works.
Developing problem solving skills.
Nurturing leadership and personal
development through curriculum and extra-curricular activities.

The application of knowledge,

skills and ethics in order to achieve physical and health well-

Personal Development

Internalisation of positive values such

as ones self-esteem and self- confidence.
Promoting ones potential and creativity.
Cultivate meaningful relationships with individuals and communities.

Figure 1: The Standard-Based Curriculum (KSSM) Framework for Secondary Schools

AIMS

OBJECTIVES

The Standard-Based English Language Curriculum for Secondary

By the end of secondary education, students are able to:

Schools in Malaysia is designed to enable students to communicate

and interact confidently, proficiently and competently in the local
and global communities. The SBELC also aims to develop students
to be knowledgeable and respectful of other cultures, to make
calculated decisions through critical and analytical thinking, and to
collaborate with others to solve problems creatively and innovatively
in the real world.

1. Understand the main points of clear standard input on familiar

matters regularly encountered in work, school and leisure;
2. Describe

experiences

and

events,

dreams,

hopes

and

ambitions, and give reasons and explanations for opinions and

plans;
3. Use appropriate language to make calculated decisions in
situations likely to arise in real life;
4. Produce ideas and connected texts on various topics of interest;
5. Use a range of learning tools including the multimedia to
communicate in various modes;
6. Comprehend and appreciate a variety of literary and non-literary
texts critically and creatively;
7. Understand and respect the perspectives of people with
linguistic diversities and different cultural heritages relating to
real life situations; and
8. Acquire lifelong interest and enjoyment of language learning
through curiosity and enquiry.

FOCUS

Hence, learners are able to apply knowledge and skills to real world
settings which would lead to greater success in future work place.

In order to be successful in this increasingly diverse, globalised and

dynamic era, students need to face numerous challenges and
st

demands. Therefore, there is need for a 21 century curriculum

which is inquiry-based, research-driven, inter-disciplinary and
student-centred. The SBELC addresses these needs by connecting
students abilities, interests, experiences and talents to emerging
literacies. Hence, lessons taught should emulate real life situations,
bridging classroom practices to the real world.

2. Incorporating Sustainability in the Curriculum

The SBELC is designed to guide students in acquiring knowledge
and skills so that they can effectively participate in and contribute to
the future. This includes educating students about the importance of
sustainability and issues that affect the society and the environment
at present and in future. The curriculum adopts an inter-disciplinary
approach whereby lessons are developed and taught based on four
broad themes, namely, people and culture, health and environment,
science

Curriculum Principles

and

technology,

and

consumerism

and

financial

awareness. These are woven into the strands of the teaching and
learning process, allowing students opportunities to engage in and

The SBELC is developed based on these principles:

relate classroom activities to current and future issues. This would

1. Preparing for the Real World

allow students to develop a deeper understanding and awareness

st

The challenges of the 21 century demand an education system

of their surroundings locally and globally, and work towards

that prepares students to be competent, knowledgeable and

sustaining that environment for the wellbeing of everyone.

confident. The SBELC takes into account skills and knowledge that
are necessary for the students to function in the real world. This is
achieved by making use of real-life issues which are meaningful
and hands-on in nature for classroom activities and project

work.

3. Acquiring Global Competencies

The world we live in today is highly inter-connected that there is a
need to keep abreast with the rapidly-emerging technologies.
Education plays a role in preparing students to become competent

global citizens. The concept of global competence incorporates the

5. Developing Confident and Competent Communicators

knowledge and skills students need in the 21st century. Globally-

Effective communication is pivotal in todays fast-paced world. We

competent students should be equipped with the knowledge and

need to be able to communicate our thoughts and ideas in a

skills to:

coherent and cohesive manner through various modes, verbally

investigate the world, that is, by being aware, curious, and

and non-verbally. Therefore, our students need to acquire the

interested in learning about the world and how it works;

language skills and engage in activities that further develop their

communicate ideas to a diverse audience on various topics

confidence and competence in communication. The SBELC

through different means; and

provides a learning experience where students put knowledge and

become global players by taking responsibility for their actions

skills into practice in preparation for the real world.

and weighing the consequences.

Curriculum Organisation
4. Realising Individual Student Differences
Teaching approaches, lessons and curriculum materials must take
into account the varying needs and abilities of students. It is
important that appropriate activities and materials are used with
students of different learning profiles so that their full potential can

The SBELC is divided into two key stages; Stages Three and Four
(refer Table 1).
Table 1: Key Stages in SBELC
Stage One

Years 1, 2 and 3 (Lower Primary)

Stage Two

Years 4, 5 and 6 (Upper Primary)

Stage Three

Forms 1, 2 and 3 (Lower Secondary)

Stage Four

Forms 4 and 5 (Upper Secondary)

be realised. Students would benefit greatly in terms of learning,

provided that sufficient time is given to them to reach the particular
Learning Standard. Thus, the use of the mastery learning strategy
would ensure that students who master all the Learning Standards
in the SBELC would be able to acquire the language.

The SBELC is organised with the intention of building a strong

In Stage 4, the SBELC provides an avenue for students in Forms 4

foundation in the teaching and learning of the English language by

and 5 to consolidate and apply the language skills in situations that

means of a 3-phase strategy (refer Figure 2).

emulate the real world.

Finally, the SBELC ensures the sustainability of the language skills

learnt through the many hands-on, minds-on and hearts-on
activities. The 3-phase strategy assures that by the end of
secondary education, all students should be able to communicate
accurately, confidently and effectively in the English Language.

Curriculum Approach
The SBELC emphasises the modular in focus approach. This
approach ensures that all the language skills; Listening and
Speaking, Reading and Writing, and the elements of Grammar and
Literature
Figure 2: The 3-Phase Strategy

in

Action

are

given

due

focus

and

(refer Figure 3). During teaching and learning, these skills and
elements are connected through the following themes:

First, the SBELC ensures that there is continuity from the primary
school curriculum. This is made possible during Stage 3 where
students in Forms 1, 2 and 3 strengthen the mastery of the
language skills learnt during their primary school education.

attention

People and Culture

Health and Environment

Science and Technology

Consumerism and Financial Awareness

The SBELC is modular in design and this is reflected in the

oriented tasks are prominent in the Literature in Action hour, ensuring

organisation of the Content and Learning Standards. This

that all the four language skills and elements taught, are

curriculum strengthens the mastery of the four language skills;

Listening, Speaking, Reading and Writing.

THEMES

LISTENING AND SPEAKING

READING WRITING GRAMMAR
LITERATURE IN ACTION

LOWER SECONDARY
FORMS 1, 2 & 3

UPPER SECONDARY
FORMS 4 & 5

STAGES

Figure 3: The Modular Design

At the end of each topic, the teacher prepares a task or an activity

based on a situation that students can relate to. These action-

integrated to emulate real-life situations. These tasks and

The personal domain relates to socializing with family, friends,

experiences will be the bridging that helps students to solve

neighbours and those around us.

problems they encounter in real life which require them to

The public domain encompasses dealings with the public services,

communicate in English.

administrative bodies, cultural and leisure activities of a public

nature and the mass media.

Language activities are contextualised in four domains:

The educational domain covers academic bodies and institutions,

and concerns with acquiring specific knowledge or skills.

Personal

The occupational domain refers to all activities that relate to ones

Public

job.

Educational

Occupational

Each domain requires a different approach in using the language

based on the students learning needs. Therefore, a

balanced

treatment of these domains and themes are essential to enhance

plans the Grammar item that he/she wants to weave into the

the development of language skills through various strategies and

Grammar lessons.

activities. Hence, these will develop personal learning and growth

which will eventually lead to the development of more holistic and

Therefore, proper planning and organising of the lessons are

balanced individuals.

pertinent prior to the execution of the actual lessons. Thus, the

importance of a Teaching Organiser (refer Appendix 1).

Lesson Organisation

Students learn through connecting new knowledge to the

knowledge that they have. New knowledge becomes meaningful

The SBELC` is designed to be modular in focus starting with the

when students are able to relate it to their experiences. It is

Listening and Speaking skills, followed by Reading and Writing

therefore imperative that lessons taught in schools relate to the real

skills. In addition to the four language skills, two other elements,

world, so as to be meaningful for students.

Grammar and Literature in Action, are given due and equal

emphasis during teaching and learning.

At the end of every topic, an action-oriented task is given where the

A lesson starts focusing on Listening and Speaking skills while

students can explore their language use and usage. This task

other skills such as Reading and Writing are incidental. The next

favourably accomplished as a group work, is tailored to depict real

lesson is focused on the Reading skill whilst Listening and

life situations that are meaningful. In their daily lives, students can

Speaking, and Writing skills are incidental. When the Writing skill is

fall back on these tasks to solve problems that may require them to

in focus, all other language skills are incidental.

use English.

All the four language skills are linked through a topic of a selected

The Literature in Action (LiA) module is a one hour lesson per

theme. Grammar is infused during the teaching of these language

week, focusing on the Literature Component. The Content and

skills and it is also given emphasis in a separate Grammar lesson. It

Learning Standards provided under LiA act as the platform where

is advisable that before embarking on a new topic, the teacher

students collaborate and utilise their language skills to come up with

projects such as performances, presentations and exhibitions

based on the Literature Component texts. To further enhance

learning, teachers are also encouraged to utilise Learning

LESSON

ORGANISATION

Standards designated for Listening and Speaking, Reading and

SELECTED TOPICS

Writing during the LiA lessons.

(BASED ON THEMES)

LiA advocates the Project-Based Learning (PBL) approach. This

problems posed by the projects.

LI
G

Through project work, students will practise their leadership and

planning

their

work,

same time, project work will hone students social skills and

A
R

Health and
Environme
nt
Consumerism
and
Financial
Awareness

Figure 4: Lesson Organisation

TS)

The SBELC lesson organisation is represented in Figure 4

R
I

inculcate respect for others.

LI
TER
E E
C
EN

N
ACTI

writing. This will familiarise them with real life work situations. At the

SPEAK N
I

collaborating, managing time, learning to do research and report

GR

when

while

NG

another,

activities,

one

brainstorming

NG

with

during

Science and
Technology

C
O
D
RE

interacting

skills

THEM
ES

problem-solving

evaluative, creative and innovative in their thinking to solve

(LI

People and
Culture

approach facilitates students to learn to be analytical, critical,

ST

21 CENTURY SKILLS

st

Table 3: 21 Century Students Profile

One of the aims of the SBELC is to develop students who have 21

st

Century Skills with focus on thinking skills living and career skills. The

STUDENTS
PROFILE

st

21 Century Skills help develop students who possess characteristics

as mentioned in the students profile (refer to Table 3).

Perseverant

Schools need to adapt and develop new ways of teaching and

learning that reflect a changing world. Given the widespread
availability of information today, teachers should use in-school time
to teach students how to find, interpret, and use information, rather

Thinker

than using most or all of the time to present information. These

skills will enable the students to compete at the global level. The
mastery of the Content and Learning Standards in the SBELC
st

contributes towards the attainment of the 21 century skills amongst

students.
Skilful
Communicator

Team Player
(esprit de
corps)

DESCRIPTION
Pupils are steadfast in facing and
overcoming hardship and challenges with
wisdom, confidence, tolerance
and
empathy.
Pupils are able to think critically, creatively
and innovatively; solve complex problems
and make ethical judgements. They are
able to think about learning and about being
learners
themselves.
They
generate
questions about and are opened towards
other
peoples
perspectives,
values,
individual traditions and society. They are
confident and creative in handling new
learning areas.
Pupils are able to voice out their thoughts,
ideas and information with confidence and
creativity orally and in written form, using
various types of media and technologies.
Pupils are able to co-operate effectively and
harmoniously with one another. They share
responsibility, respect and appreciate the
contributions by each member in the team.
They gain interpersonal skills through
collaboration, which in turn makes them
better leaders and team members.

Inquisitive-Minded

Principled

Informative

Loving /
Considerate

Patriotic

Pupils are able to develop natural

inquisitiveness
to
explore
new
strategies and ideas. They learn skills
that are necessary for inquiry-learning
and research, as well as display
independent traits in learning. The
pupils are able to enjoy continuous lifelong learning experiences.
Pupils have a sense of integrity,
sincerity, equality, fairness, high moral
standards and respect for individuals,
groups and the community. They are
responsible for their actions, reactions
and decisions.
Pupils are able to obtain knowledge and
develop a broad and balanced
understanding across the various
disciplines of knowledge. They can
explore knowledge effectively in terms
of local and global contexts. They
understand issues related to ethics or
laws regarding information that they
have acquired.

HIGHER ORDER THINKING SKILLS

The SBELC aims to produce wholesome, resilient, curious,

principled, knowledgeable and patriotic students who have thinking,
communicative and collaborative skills. Pupils need to be equipped
with Higher Order Thinking Skills (HOTS) for them to compete
globally. This curriculum emphasises HOTS which refer to the skills
of applying, analysing, evaluating and creating (refer Table 2).

HOTS is the ability to apply knowledge, skills and values to reason

and reflect in problem solving, making decisions, being innovative
and ability to create. HOTS incorporate critical thinking skills,
creative and reasoning skills, and thinking strategies,

Critical Thinking Skills refer to the ability to evaluate an idea

logically and rationally in order to make good judgement using

Pupils are able to show empathy, pity

and respect towards the needs and
feelings of others. They are committed
to serve the society and ensure the
sustainability of the environment.

logical reasons and evidences.

Pupils are able to show their love,

support and respect for the country.

the box.

Creative Thinking Skills refer to the ability to produce or create

something new and of value using imagination and thinking out of

Reasoning Skills refer to an individuals ability to make good

TEACHING AND LEARNING STRATEGIES

judgements and make logical and rational evaluation.

st

Teaching and learning in the 21 century is student-centred and the

Thinking Strategies refer to structured and focused thinking to
solve problems.

teacher acts as a facilitator. Teaching and learning is effective when

strategies are applied in positive and supportive environments. The
strategies provide:

HOTS are explicitly written in the curriculum and can be applied

within the classroom through teaching and learning activities in the
form of reasoning, inquiry learning, problem-solving and project

as summarizing and paraphrasing;

methods in and out of the classroom to encourage students to think.

Table 2: The Higher Order Thinking Skills
HOTS
Application
Analysis
Evaluation
Creation

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

metacognitive strategies which include strategies students use

to plan, regulate, monitor and modify the cognitive learning

work. Teachers and students need to use thinking tools such as

thinking map and mind maps along with higher order questioning

cognitive strategies to learn and understand information, such

processes; and

resource management strategies which are about strategies

students employ to control resources like time, effort, affect and
support.

The

strategies

accommodate

described
differences

here
in

have

learning

been
styles.

designed
Teachers

to
are

encouraged to use their professional judgement to review the

suggested strategies and then decide on the most appropriate for
meeting the needs of their students. As teachers know their
students learning styles and needs, they may need to select
alternative teaching and learning strategies or adapt

those

suggested to deliver the content. Some of the strategies

holistic students who are prepared for the challenges of the

recommended in the SBELC are:

21 century.

st

1. Project-Based Learning (PBL)

2. Inquiry-Based Learning

Project-based learning (PBL) emulates the real world experiences.

Students learn to plan and document the progress of their projects.
In implementing

the

plan,

students might

need to make

improvements and adjustments as they proceed to complete the

project

within

the

stipulated

time

frame.

Therefore,

time

management, critical and analytical thinking as well as creativity

and collaborative work determine the effective completion of the
project.

st

Inquiry-based learning is an approach in 21 century learning as it

is based on students involvement in the learning process which
then leads to understanding.

Involvement implies possessing skills and attitudes that allows

students to seek answers to questions and issues as new
knowledge is constructed. This process will enable our students to
have a greater understanding of the world and equip them with the
st

In the SBELC, PBL is implemented during the Literature in Action

module which consists the Literature Component texts. Students
are given small inter-connected projects leading and culminating

competencies needed in facing the 21 century society.

3. Student-Centredness

into the production of a large scale performance, an exhibition of

In student-centred classrooms, the learning tasks or activities are

students work, video clip advertisements and other innovative

geared towards discovery learning where students are engaged to

productions. The teacher guides the students to ensure the

find the answers or information to solve problems through inquiry

implementation of the project progresses smoothly and is

and collaborating with one another.

completed as planned. In total, PBL promotes hands-on, minds-on,

and hearts-on activities that lead towards the development

of

Students are encouraged to get information through communicating

with others, reading or sourcing information through various media
such as the Internet to enable them to contribute to the solving of

the task at hand. In reality, an increasing proportion of learning

Through group work, students learn to manage time, to collaborate

occurs online outside formal school hours. As such, students have

in completing the task, to be responsible for their part, to deal with

to keep abreast with rapid changes in technology.

differences amongst them, to come up with creative and innovative

alternatives in solving problems and to make informed judgement

In addition, the students awareness and skill of sieving for relevant

information from various sources are important; to differentiate the
facts from the fiction; the good from the bad; the ethical from the
unethical; and the truth from the lies.

As facilitators, teachers guide the students in the learning process

of completing their tasks. Students have to be taught to think
methodically and coherently and this can be done through the use
of various thinking tools. Mistakes by students during the learning
process should be seen in a positive light.

4. Collaborative Learning
Group work is recommended for activities or tasks to familiarize the
students to work in teams. To ensure that every member of the
group is productive and responsible the recommended maximum
number of students per group is four. Every student should be
given the opportunity to become the leader of the group through
turn taking as leadership quality is a vital requirement in the 21
century.

st

and calculated decisions through consensus.

EDUCATIONAL EMPHASES

and learning in order to help students develop ideas and

communicate effectively.

The SBELC is developed with the students interest in mind. The

aims and objectives of this curriculum are positioned to mould the

2. Conservation of the Environment

current generation of students to be able to communicate

accurately, confidently and effectively in the English Language, and

Environmental awareness must be instiled and nurtured in

students through the teaching and learning process.

st

Knowledge

about

the

importance

of

environmental

conservation will cultivate appreciation of the environment

to face the challenges of the 21 Century.

and subsequently effect behaviour.

In order to achieve these goals, teachers and students are provided
with a selection of key educational elements to be given due
emphasis. However, teachers are encouraged to go beyond the

3. Values

aware and practise them in their daily lives.

selections where necessary.The cross-curricular elements are

embedded into the teaching and learning process and are

concurrent with the Content and Learning Standards. These

elements

are

important

because

todays

Good values are given due emphasis so that students are

These values encompass aspects of spirituality, humanity
and citizenship.

complex,

multi- dimensional world requires students to have the ability to

make connections between various sources of knowledge.

4. Science and Technology

Developing science and technology literacy

among

students.
1. Language

Correct use of language is emphasised.

Pronunciation, sentence structure, grammar, terminology

and language registers must be stressed during teaching

The use of technology can assist teaching and contribute to

more effective learning.

Integration of science and technology into teaching and

learning involves four areas:

i. Scientific and technological knowledge (facts, principles,

and concepts related to science and technology);
ii. Scientific

skills

(thinking

process

and

6. Creativity and Innovation

selected

Creativity is the ability to use the imagination to gather,

comprehend and generate ideas to create something new

manipulative skills);

and original.

iii. Scientific behaviours (such as accuracy, honesty,

safety); and

Innovation

is

the

application

of

creativity

through

modification, revision and development of an idea.

iv. Usage of technology in the teaching and learning

activities.

Creativity and innovation are closely related and are vital

components for the development of individuals to face the
st

challenges of the 21 century.

5. Patriotism/Citizenship

The SBELC, through the selected themes, acknowledges

students will display interest, curiosity, excitement and

the importance of instiling good values and knowledge, and

greater growth in learning. Creativity and innovation in

understanding of the duties and obligations of each and

students should be exploited and nurtured to ensure that

every citizen of this country.

their full potential is realised.

The SBELC supports students in becoming

informed

citizens by assisting them to develop the skills of inquiry and

communication, and providing them real life platforms to
participate and to be responsible for their actions.

Through the creative and innovative teaching approaches,

7. Entrepreneurship

entrepreneurial knowledge, skills and practice to students.

Patriotism can be instiled through teaching and learning,

Fostering entrepreneurial mind-set amongst students is

participating in co-curricular activities and social services,

thus producing students who love the nation and are proud
to be Malaysian citizens.

The infusion of entrepreneurship in SBELC is to introduce

essential in this new competitive world

Entrepreneurship can be instiled in teaching and learning

through relevant and meaningful activities which inculcate
attitudes or qualities such as diligence, honesty and

responsibility as well as developing a creative and

dramatisation of texts, and spatial intelligence in the

innovative mind to develop products and propel ideas into

interpretation of maps, and other such activities.

the open market.

10. Learning How to Learn Skills
8. Information Technology and Communications (ICT)

ICT is intended to ensure students can apply and strengthen

Standards and aim to enable students to take responsibility for

their knowledge and basic ICT skills .

their own learning.

Application of ICT will not only drive students to be creative

These skills incorporate information skills, library skills and

but also makes teaching and learning more interesting and

study skills to enable students to locate sources of information

fun and subsequently improves the quality of learning.

more efficiently and help them become independent lifelong

In line with globalisation, skills relating to ICT are

learners.

incorporated in the Learning Standards in the SBELC.

These skills include the use of multimedia resources such
as documentaries and Internet resources as well as the
utilisation of computer-related activities such as e-mail, chat,
blog and tweeting activities, networking and interacting with
electronic software and courseware.

9. Multiple Intelligences

Learning How to Learn skills are also integrated in the Learning

The Learning Standards also reflect the incorporation of the

strategies of Multiple Intelligences. This is illustrated, for
example, in the interpersonal use of language among
people in
in

the

social

interactions,

kinaesthetic

intelligence

ASSESSMENT

question and answer, task sheets or written assignments can be

used to document the attainment of the Learning Standards.

The SBELC connects teaching and learning to assessment.

The summative assessment is an assessment of learning, carried

Assessment involves gathering and analysing information from

out to evaluate student learning, skill acquisition and academic

various sources to gauge students achievement. Furthermore,

achievement at the end of an instructional period; as a conclusion

assessment provides an understanding of what students know,

of a topic, as mid-term tests, end year examinations and as

understand, and can do with the knowledge they have learnt and

standardised national examinations. The aim of the summative

acquired to improve teaching and learning.

assessments is to determine whether and to what degree students

have learnt what they have been taught as outlined by the SBELC.

There are two types of assessment to be carried out in schools; the

formative assessment and summative assessment.

The summative assessments can also be utilised as components of

larger school improvement efforts by helping teachers determine

Formative assessment or assessment for learning is a part of

whether students are making adequate academic progress or

school-based assessment, and is an important aspect of teaching

meeting expected Learning Standards. The results of the

and learning in the classroom. The main purpose of having the

summative assessments are used to inform modifications to

formative assessment is to improve students learning and the

instructional strategies, learning materials, lesson designs, and may

quality and effectiveness of teaching strategies.

be used to improve the education system.

Formative assessment is an ongoing, continuous diagnostic

In order to help teachers implement effective teaching and learning

assessment. It is carried out during teaching and learning and

assessments, the Performance Standards are incorporated into this

provides immediate feedback. Various methods of assessment

document together with the Content and Learning Standards.

such as checklists, observations, oral presentations, quizzes,

Performance Standard

The Performance Standard details six levels of performance with descriptors for each level formulated based on the Learning Standards. These
levels serve as a guide to teachers in assessing their students development and growth in the acquisition of the Learning Standards that are
taught. Teachers can diagnose the learning strengths and weaknesses, measure students progress against the teaching and learning
objectives, then review, re-strategise and modify their teaching to enhance students learning.The performance levels are arranged in an
ascending hierarchical manner to differentiate the levels of students achievements. The general performance descriptors (refer Table 3) are
developed based on the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching, Assessment (2001).

Table 3: The Performance Descriptors Based on the CEFR (2001)

Performance Levels

BASIC USER

INDEPENDENT
USER

PROFICIENT
USER

1
Very Limited
2
Limited
3
Satisfactory
4
Good
5
Very Good
6
Excellent

Generic Descriptors
Very limited command of the language
Require lots of guidance for basic language tasks

Limited command of the language

Require guidance for basic language tasks
Satisfactory command of the language
Ability to use language independently to certain extent but requires guidance for some challenging
language tasks
Good command of the language
Ability to use language independently but requires guidance for more complex language tasks
Very good command of the language
Ability to use language almost independently
Excellent command of the language
Able to perform challenging and complex tasks
Ability to use language independently without any guidance

CONTENT ORGANISATION

The Content and Learning Standards are developed with the

The SBELC focuses on the mastery of the four language skills,

understanding that students will master all the language skills

Listening, Speaking, Reading and Writing. At the same time, the

progressively. The Content Standards are actually long term over-

Grammar element provides the basis for language accuracy in

arching educational goals that should be achieved by the end of

order to communicate intelligibly. The Literature component is

Form Five. These goals describe the knowledge, skills, work habits

included as an avenue for students to be exposed to good language

and personal character traits that are cultivated in stages

models and to consolidate the language skills and correct grammar

throughout the students secondary education.

structures learnt, and apply them in real life situations. In addition,

the SBELC inculcates the sense of responsibility in students when
expressing themselves creatively, confidently and effectively.

The Learning Standards, on the other hand, are educational

objectives that are concise, written descriptions of what students
are expected to know and be able to do at a specific stage of their

This section provides a detailed explanation of the five modules.

secondary education. These standards which are repetitive in

First, an overview of the language content is provided. This is

nature should be mastered by all students at the end of each Form.

followed by the Content and Learning Standards, and finally, the

Therefore, teachers should understand what each Content and

general descriptors of the Performance Standards are made

Learning Standard addresses before organising and planning their

available.

lessons.

The overview provides an explanation of each of the module that is

featured in SBELC. The overview explicates the purpose of the
module and how it is interrelated with the aims and objectives of the
SBELC and the specific objectives for Form 1.
Teachers are encouraged to assess their students based on the
descriptors provided, to gauge their students progress.

Curriculum Standards for Form 1

The Form 1 curriculum is built upon and extent the proficiency of
students from the primary school for knowledge acquisition, future
work place needs and enable them to communicate effectively in a
variety of contexts.

6. Organise and write ideas in a paragraph using appropriate

cohesive devices;
7. Write for academic and functional purposes using basic
language tools;
8. Identify and use language structures appropriately and
meaningfully according to context;

Specific Objectives for Form 1

9. Read, understand and respond appropriately to various

literary works; and

By the end of Form One, students will be able to:

1. Listen and respond to simple tasks;
2. Participate in brief exchanges using appropriate speech acts;
3. Read various texts and select information for solving simple
problems;
4. Apply related strategies to demonstrate understanding of literary
and non-literary texts;
5. Apply basic pre-writing strategies;

10. Produce literary works based on the literary texts read.

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

22

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

LISTENING AND SPEAKING

23

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

24

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Listening and Speaking

listen and view critically a wide range of audio and video discourse
for different purposes, audiences, contexts and cultures.

Effective communication is to articulate thoughts and ideas in

various forms and purposes, contexts and for various purposes

The Content Standards for Listening and Speaking will enable

using both verbal and nonverbal communication skills. This has

students to:

st

become a challenge in the 21 century.

1. Listen and use correct pronunciation, stress, rhythm and

intonation patterns to communicate accurately and appropriately;

The SBELC is designed to provide a strong and complete

2. Listen, engage and interpret meaningful conversations;

foundation in aural and oral experiences. Students are able to

present

information

and

ideas

confidently.

Multiple

3. Listen and respond critically to a wide range of spoken, audio

media

and visual texts; and

technology can be utilized to enhance their oral presentation.

4. Speak intelligibly, eloquently and appropriately for different

Critical thinking and problem solving skills should also be honed to

purposes, audiences, contexts and cultures.

prepare them for real world challenges.

In the initial stage of language learning, students listen, discriminate

The Performance Standards allow students to reflect, think and act

and pronounce accurately with correct intonation, stress and

upon their learning strategies for self-improvement.

sentence rhythm. Learning also takes place through reciting and

reading aloud texts using correct pronunciation, articulation, and
rhythm which improves their linguistic competence. They then
progress from linguistic to communicative competence by engaging
in meaningful conversations using various speech acts.

Students

25

Content and Learning Standards for Listening and Speaking Skills

CONTENT STANDARDS
1.1
Listen and use correct pronunciation, stress, rhythm and intonation
patterns to communicate accurately and appropriately.

LEARNING STANDARDS
Students are able to:
1.1.1 listen, discriminate and pronounce accurately :(i) long and short vowels
(ii) diphthongs
1.1.2 speak with correct intonation, stress and sentence rhythm.

1.2
Listen, engage and interpret meaningful conversations

Students are able to:

1.2.1 listen and respond to simple directions, instructions and
procedures.
1.2.2 listen to text of different genres and classify the grammar items
and vocabulary.

1.3
Listen and respond critically to a wide range of spoken, audio and
visual texts.

Students are able to:

1.3.1 listen to spoken, audio and visual texts to:
(i) retrieve main ideas
(ii) retrieve supporting details
1.3.2 listen and respond to spoken, audio and visual texts to:
(i) compare and contrast
(ii) identify cause and effect
(iii) paraphrase and summarise
(iv)identify and organise
(v) solve problems

1.4
Speak intelligibly, eloquently and appropriately for different purposes,
audiences, contexts and cultures.

Students are able to:

1.4.1 express feeling and give simple descriptions of personal
experiences orally.
1.4.2 participate in simple conversations using speech acts:
(i) greeting
(ii) invitation
(iii) request
(iv) refusal
(v) apologies
(vi) compliment
(vii) complaint

Performance Standards for Listening and Speaking Skills

PERFORMANCE

DESCRIPTORS

LEVEL

Can listen and understand simple words uttered at a slow pace

Can listen and understand simple directions (uttered wordbyword , at a slow pace with teacher
guidance or repetition)
Can pronounce simple words with teacher guidance
Can give simple directions with teacher guidance
Can use limited words with teacher guidance to express feelings
Can listen and identify stress patterns in simple words
Can listen and follow simple directions and instructions (without teacher guidance)
Can pronounce and use stress patterns in simple words
Can use limited words to express feelings
Can give simple directions and instructions based on a simple map

Can listen and identify stress patterns in simple phrases

Can listen and follow simple directions, instructions and procedures
Can pronounce and use stress patterns in simple phrases
Can use limited words and phrases to express feelings and descriptions
Can give simple directions and instructions based on wedding card / Google maps

Can listen and identify correct intonation, stress patterns and rhythm in sentences
Can listen and follow simple directions, instructions and procedures
Can listen and retrieve information from telephone conversations with guidance
Can pronounce sentences with the correct intonation, rhythm and stress patterns
Can express feelings and participate in simple conversations
Can relate information obtained from telephone conversations
Can give a presentation using ICT or electronic media
Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of
significant points, and relevant supporting detail

Can listen and identify correct pronunciation, intonation, stress patterns and rhythm in sentences
Can listen and retrieve information with minimal guidance
Can listen and retrieve information from telephone conversations with guidance
Can pronounce sentences with the correct pronunciation, intonation, rhythm and stress patterns
Can give clear directions, instructions and procedures
Can share personal experiences effectively
Can relate information obtained from documentaries / speeches
Can give a presentation using ICT or electronic media and respond to audience
Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes,
developing particular points and rounding off with an appropriate conclusion
Can listen and discriminate correct pronunciation, intonation, rhythm and stress patterns accurately
Can listen and retrieve information independently
Can speak using correct pronunciation, intonation, rhythm and stress patterns accurately
Can understand the gist of given information and impart the information in real life contexts
Can respond and give clear and detailed directions, instructions and procedures confidently
Can express ideas and information spontaneously, fluently and precisely in various contexts
Can give a coherent oral presentation using ICT or electronic media and respond to audience
spontaneously
Can use reasoning in presenting views in real life contexts
Can use formulaic language in conversations within everyday real life contexts
Can produce clear, smooth flowing well-structured descriptions with an effective logical structure which helps the
audience to notice and remember significant points

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

30

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

READING

31

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

32

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Reading

The Content and Learning Standards for Reading will provide

st

The main purpose of reading in the 21 century is to identify and

guidance for students to be active readers who can critically engage

comprehend ideas in a text, connect it to prior knowledge or

with the text. Students develop their organisational skills by

schemata, and apply these ideas in the real world for different

analysing and integrating information from various texts that would

situations and purposes.

help them comprehend the text and develop new ideas.

The SBELC establishes the purpose for reading. Students who are

The Performance Standards for Reading help to monitor students

aware of their reading goals and are able to apply effective reading

progress and achievements. The reading component will enable

strategies will become motivated and critical readers. Hence,

students to relate to their own experiences, making their reading

reading strategies should be explicitly taught to enable students to

relevant and meaningful.

employ them in independent reading.

The Content Standards for Reading will enable students to:
1. Demonstrate understanding of a variety of texts using a range
of strategies to construct meaning;
2. Apply a range of strategies to comprehend texts related to
everyday living;
3. Analyse and evaluate various texts; and
4. Read independently and extensively to explore and expand
ideas for personal development.

33

Content and Learning Standards for Reading Skills

CONTENT STANDARDS
2.1
Demonstrate understanding of a variety of texts using a range of
strategies to construct meaning.

LEARNING STANDARDS
Students are able to:
2.1.1 read and develop vocabulary skills by understanding
(i) similes
2.1.2 understand meanings of words from print media by using
(i) dictionary

2.2
Apply a range of strategies to comprehend texts related to everyday
living.

Students are able to:

2.2.1 demonstrate understanding by
(i) identifying main ideas in given texts
2.2.2 locate and organise information by
(i) using graphic organizers
(ii)creating their own graphic organizers
2.2.3 analyse and infer information by:
(i) using textual clues to predict outcomes or conclusions
(ii)finding meaning of unfamiliar words

2.3
Analyse and evaluate various texts.

Students are able to:

2.3.1 read various texts and retrieve information by:
(i) skimming and scanning
2.3.2 read various texts and select information for specific purposes.

2.4
Read independently and extensively to explore and expand ideas for
personal development.

Students are able to:

2.4.1 read a variety of texts from various media to obtain information
to solve simple problems.

Performance Standards for Reading Skills

PERFORMANCE
LEVEL

DESCRIPTORS

Can read words and phrases in texts

Can understand words and phrases in the texts

Can read simple texts but unable to find meaning of words from the dictionary.
Show limited understanding of texts by being able to identify the subject matter
Can understand and answer simple questions on the text

Can read a variety of texts and able to find meanings of words from the dictionary.
Show moderate understanding of texts by being able to identify main ideas and supporting details.
Can understand and answer questions on a variety of texts
Can read a variety of texts with good understanding of a range of vocabulary.
Show good understanding of texts and able to present information in non-linear form
Can understand, explain and respond to a range of texts.
Can integrate information from two texts
Can gain knowledge from culturally authentic texts
Can read a variety of texts with very good understanding of a range of vocabulary.
Show very good understanding of texts and able to predict outcomes.
Understand, analyse and respond to a wide range of texts.
Can integrate information from more than two texts
Can apply knowledge from culturally authentic texts for problem solving.
Can read a variety of texts with excellent understanding of a wide range of vocabulary.
Excellent understanding of the texts and able to predict, infer and draw conclusions.
Can understand, analyse, evaluate and respond to a variety of texts.
Can integrate information from several texts
Can apply knowledge from a wide range of culturally authentic texts for problem solving.

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

WRITING

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

38

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Writing

st

Writing in the 21 century is a challenge as it is evolving to meet the

The Content and Learning Standards progresses fairly, from

needs and demands in a globalised world. The SBELC provides an

developing simple sentences into paragraphs and gradually into

avenue for students to master writing skills in the personal, public,

connected texts for creative, personal, academic and functional

educational and occupational domains. They can put their thoughts

purposes.

and ideas down in an article or a journal, write a letter or an email to

a friend or an organisation, and create a story that comes from their

The Performance Standards for Writing will inform the students their

imagination.

level of achievement in Writing. This information is vital because

students will be able to gauge their performances and at the same

As a result, students should be able to source for information,

time identify key areas that they are weak in.

organise ideas and content, apply grammar rules, identify audience

and use an appropriate style and tone to produce a coherent and
cohesive piece of writing.

The Content Standards for Writing will enable students to:

1. Apply appropriate writing skills and strategies effectively; and

2. Produce a variety of texts for creative, personal, academic and

functional purposes.

39

Content and Learning Standards for Writing Skills

CONTENT STANDARDS
3.1
Apply appropriate writing skills and strategies effectively.

LEARNING STANDARDS
Students are able to:
3.1.1 write simple sentences correctly.
3.1.2 organise and write ideas in a paragraph :
(i) titles for a paragraph
(ii) captions for illustrations, posters and cartoons.
3.1.3 apply pre-writing strategies:
(i) brainstorming (mind-maps, bubble maps, etc)
(ii) note-taking
(iii) outlining
3.1.4 select relevant information and elaborate/extend/explain ideas using
appropriate cohesive devices.
3.1.5 use a variety of sentence structures to elaborate, extend ideas in
paragraphs / organizational structures:
(i) Topic sentences
(ii) Thesis statement

3.2
Produce a variety of texts for creative, personal, academic
and functional purposes.

Students are able to:

3.2.1 write for academic and functional purposes:
(i) email / messages
(ii) process and procedures
(iii) letters
3.2.2 write for creative and personal expressions:
(i) e-diary
(ii) journals
(iii) posters and slogans

Performance Standards for Writing Skills

PERFORMANCE
LEVEL

DESCRIPTORS

can copy words on related topics

can spell (simple) words
can match words to form simple phrases (see you/switch it on)
can rearrange words to form simple isolated phrases and sentences

can use punctuation and capitalization satisfactorily

can fill gaps with words/ phrases to form simple sentences
can fill in blanks and forms legibly
can write short simple sentences with guidance
can write a series of simple phrases and sentences linked with simple connectors (and, but, because)

can write simple and compound sentences using stimulus

can rearrange sentences to form a paragraph
can organize and write ideas in paragraphs using guided vocabulary on related topic
can write courteous emails/messages in acceptable format
can identify main ideas in simple paragraphs satisfactorily
can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by linking
a series of shorter discrete elements in a linear sequence

can write a short description using a variety of sentences

can write a variety of sentence structures independently to form paragraphs
can write clear letters and processes &procedures in acceptable form
can write a journal entry
can identify thesis statement in simple introductory paragraphs
can identify and write main ideas fairly well
can identify thesis statement in an introductory paragraph with guidance
can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesizing and
evaluating information and arguments from a number of sources

can write a variety of sentence structures to elaborate and extend ideas independently
can write a composition with the thesis statement and topic sentences independently
can write clear letters and process &procedure in acceptable form
can compose texts on topics which are familiar or of personal interest (email/messages)
can write reactions to personal experiences in accurate and specific language ( e diary/ journal entry)
can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and
supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off
with an appropriate conclusion

can write a variety of sentence structures to elaborate and extend ideas creatively
can write a composition with the thesis statement and topic sentences creatively
can compose texts on topics which are familiar or of personal interest
can write reactions to personal experiences in accurate and specific language
can write clear, smooth flowing, complex texts in an appropriate and effective style and a logical structure which
helps the reader to find significant points

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

GRAMMAR

43

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

44

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

GRAMMAR

This, together with the mastery of the Listening, Speaking, Reading

Grammar is an important aspect in language learning. In SBELC,

and Writing skills, will facilitate these students to use the English

students learn Grammar rules in context as well as in isolation.

language proficiently and efficiently in real world situations.

With specific time allocated for the learning of grammar and with
more practice, students will be able to learn the rules of grammar,
relate them to previous knowledge and apply them in speaking and
writing by producing grammatically correct structures.
The Content Standards for Grammar will enable students to:
1. Identify and use language structures appropriately according to
context;
2. Apply grammatical rules at word, phrase and sentence levels
correctly and meaningfully; and
3. Use various forms of language to create meaning in a variety of
texts.
The Performance Standards will inform the students their progress
in comprehending and applying the Grammar rules in a variety of
situations.
In short, with emphasis placed on the learning of good grammar
skills in the SBELC, students are expected to have a good
command of these basic language items.

45

Content and Learning Standards for Grammar

CONTENT STANDARDS
4.1
Identify and use language structures appropriately according
to context.

LEARNING STANDARDS
Students are able to:
4.1.1 identify and use nouns appropriately according to context.
(i) common nouns
(ii) proper nouns
(iii) countable nouns
(iv) uncountable nouns
(v) singular nouns
(vi) plural nouns
(vii) subject-verb agreement (SVA)
4.1.2 identify and use pronouns appropriately according to context
(i) possessive
(ii) demonstrative
(iii) interrogative
4.1.3 identify and use adjectives appropriately according to context
(i) adjective of quality
(ii) possessive
(iii) comparison adjectives
4.1.4 identify and use articles appropriately according to context
(i) indefinite article a & an
4.1.5 identify and use verbs appropriately according to context
(i) regular verbs
(ii) irregular verbs
(iii) auxiliary verbs

4.1.6 identify and use adverbs appropriately according to context

(i) manner
(ii) time
(iii) place
4.1.7 identify and use tenses appropriately according to context
(i) simple present tense
(ii) simple past tense
(iii) future tense
4.1.8 identify and use prepositions appropriately according to context
(i) place
(ii) time
(iii) directions
(iv) positions
(v) phrasal verbs
4.1.9 identify and use modals appropriately according to context
(i) can
(ii) may
(iii) might
4.1.10 identify and use conjunctions appropriately according to context
(i) and
(ii) but
(iii) so
(iv) or
(v ) because
4.1.11 identify and use question forms appropriately according to context
(i) positive and negative questions / statements
(ii) yes/no questions/ statements
(iii) choice question

4.1.12 identify and use punctuation appropriately according to context

(i) capital letters
(ii) comma/full stop
(iii) question mark
(iv) exclamation mark
.
4.2
Apply grammatical rules at word, phrase and sentence levels
correctly and meaningfully.

Students are able to:

4.3
Use various forms of language to create meaning in a variety
of texts.

Students are able to:

4.2.1 construct simple sentences correctly and meaningfully.

4.3.1 use similes in context appropriately.

PERFORMANCE STANDARDS for GRAMMAR

PERFORMANCE
LEVEL

DESCRIPTORS

Can identify very few basic grammatical items only

Can use grammatical items at a very limited level

Can identify grammatical items at a limited level

Can produce limited understanding of grammatical items with guidance

Can understand grammatical items at a satisfactory level

Can identify grammatical items at a satisfactory level
Can use grammatical items to certain extent but requires guidance

Can understand grammatical items reasonably well

Can identify grammatical items reasonably well
Can use good and meaningful sentences with acquired grammatical items

Can understand grammatical items well

Can identify grammatical items well by applying the items in everyday situation
Can use good and meaningful sentences with acquired grammatical items in everyday situation

Can understand grammatical items excellently in everyday situation

Can identify and use grammatical items effectively and confidently in everyday situation
Can justify and use grammatical items in everyday situation

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

50

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

LITERATURE IN ACTION

51

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

52

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Literature in Action

The Content Standards for Literature in Action will enable students

to:

The Literature in Action (LiA) component enhances students

1.

proficiency and enjoyment of the English language through

Engage and respond to a variety of literary texts to express

literature. Students get to explore and exploit various genres

understanding of the broader world of ideas and concepts;

provided under the Literature Component such as novels, graphic

and
2.

novels, short stories, poems and dramas, in a fun-filled, meaningful

Use a wide range of literary texts to convey views for different

and interesting manner so that students gain exposure to the

purposes and audiences, and relate them to real

aesthetic use of language.

situations.

life

In line with the 21 Century Skills, the use of social networking, ICT

The LiA Content and Learning Standards in the SBELC incorporate

literacy and technology awareness, complements the joy of learning

the four language skills of listening, speaking, reading and writing

LiA. Students work collaboratively to solve common challenges and

as well as the Grammar items. The mastery of these skills/items is

this requires extensive reading, exchange of ideas and knowledge

further enhanced through project-based learning during the LiA

gathered from various resources.

lessons.

Intrapersonal and interpersonal development takes place actively

The

through various activities namely plays, songs, jazz chants, creative

assessment of their abilities to comprehend the literary texts

writing in a LiA classroom. This would lead to the development of

provided and produce new ideas to convey their arguments,

social and intellectual capital.

opinions and emotions in a more constructive and critical way.

st

53

Performance

Standards

provide

students

with

clear

Content and Learning Standards for Literature in Action

CONTENT STANDARDS
5.1
Engage and respond to a variety of literary texts to express
understanding of the broader world of ideas and concepts.

LEARNING STANDARDS
Students are able to:
5.1.1 listen and respond orally to various literary works.
5.1.2 read and understand various literary works.
5.1.3 share personal responses of issues related to literary works and
develop new ideas or solve problems.

5.2
Use a wide range of literary texts to convey views for different
purposes and audiences, and relate them to real life situations.

Students are able to:

5.2.1 identify meaning of words based on context.
5.2.2 produce a new genre from the literary text read.
5.2.3 create and produce linear and/or graphic presentation in a fun
manner.
5.2.4 share personal responses to literary works through performances.

Performance Standards for Literature in Action

PERFORMANCE
LEVEL

DESCRIPTORS

Can identify word meanings with full guidance.

Can hardly give personal responses to literary works.
Can provide little ideas at word level to produce a graphic/non-graphic presentation but with full guidance.
Can display minimal participation in a performance based on literary works.

Can understand words, simple sentences and frequently used expressions.

Can understand and respond to literary texts using basic words, phrases with some guidance.
Can perform basic literary language tasks with a lot of guidance..
Can display some participation in a performance based on literary works.

Can display satisfactory command of the language.

Can comprehend and recognize implicit meaning of literary texts with little guidance.
Can use the language for literary purposes independently to a certain degree but requires guidance for some
language tasks.
Can participate in a performance based on literary works.

Can show good command of the language.

Can comprehend and recognize implicit meaning of longer literary texts.
Can use language independently for literary purposes but requires guidance for more complex literary tasks.
Can produce graphical and non-graphical presentation.
Can produce clear and coherent ideas.
Can provide personal response towards any given literary works.
Can prepare and participate in performances on literary works.

Can display very good command of the language.

Can comprehend and recognize implicit meaning of longer and complex literary texts.
Can use the language for literary purposes almost independently.
Can produce interesting linear and graphical presentation.
Can produce complex ideas.
Can express himself/herself fluently and aptly towards any given literary works.
Can lead, plan, prepare and participate in performances based on literary works.

Can display excellent command of the language.

Can comprehend various literary works effortlessly and efficiently.
Can use the language for literary purposes independently.
Can produce interesting and creative graphical or non-graphical presentation.
Can express himself/herself instinctively, very fluently and aptly towards any given literary works using
technology.
Can lead, plan, prepare and participate effectively in performance based on literary works.

WORD LIST
This list consists of words, which are the minimum to be mastered in Form 1. In order to enable students to remember the meanings of these
words effectively and develop a familiarity for their use, these words should be often repeated and reiterated in classroom teaching and
learning. Although the words stipulated in this Word List are words that should be taught and mastered, teachers may also teach any other
words not found on the list in relation to the themes provided.

after

at

bedroom

bite

brain

about

afternoon

aunt

bee

black

brave

above

again

axe

before

blind

bread

accident

age

baby

begin

blood

break

act

air

back

behave

blue

breakfast

actor

answer

bad

behind

boat

bring

add

any

bag

bell

body

broadcast

address

army

ball

belong

bone

brother

admire

around

bank

below

book

brown

adventure

arrest

basket

belt

bowl

bully

advice

art

beat

big

box

bus

advise

ask

bed

bird

boy

But

buy

century

coat

cross

dismiss

empire

by

ceremony

coffee

cry

distant

English

cake

character

coin

cup

do

enjoy

calculation

charm

cold

cut

doctor

especially

calculator

chicken

collar

date

dog

evening

call

childhood

collect

daughter

door

evil

camera

Christmas

colony

day

down

exercise

can

class

colour

daylight

draw

experiment

cape

clay

come

description

drink

eye

capital

clever

cook

desk

dryer

face

car

climb

correct

devil

duck

fail

card

clock

could

dictionary

ear

fall

care

close

courage

difficult

east

family

carry

cloud

cousin

digital

eastern

father

cat

clues

cow

dine

eat

fault

cause

coal

creep

dinner

egg

favour

cave

coast

crop

discipline

elephant

fever

field

get

have

if

look

net

fire

girl

he

in

machine

new

first

give

head

introduce

man

news

fish

go

hear

introduction

marine

night

flood

good

help

it

master

no

food

grass

here

jealous

meet

nobody

foot

greedy

high

judge

month

nose

forgive

green

hill

kind

moon

not

friend

group

holiday

land

morning

now

friendly

grow

honest

learn

mother

of

friendship

habit

horse

left

murder

oil

fun

hair

hot

leg

music

old

funny

hair

hour

letter

name

on

game

hall

house

life

nature

one

garden

hand

how

like

near

open

gentle

happy

live

neck

or

gentleman

hat

ice

long

nest

orange

orphan

please

railroad

road

screen

shirt

out

poem

rain

rock

screw

shoe

page

poet

rain

roar

sea

shore

pale

polite

read

roof

sea

short

pan

poor

red

root

secret

shoulder

paper

popular

refrigerator

rubber

see

shout

parent

pot

relatives

rule

seed

siblings

partner

power

religion

run

sew

silver

peace

pray

remember

sad

shade

sir

pen

print

repair

sale

sell

sit

pencil

proud

respect

salesman

shadow

sleep

people

pupil

restaurant

salt

shake

solid

permission

quarter

ribbon

sand

share

solve

place

quiet

rice

say

sharp

south

plant

rabbit

rich

scar

she

speed

plaster

radio

right

school

shelf

spit

plate

rail

river

science

ship

sound

storm

to

wet

story

toe

what

strong

top

who

sugar

town

why

suggest

tree

wide

sun

uncle

wife

suspect

under

will

tall

use

with

tea

voice

witness

tell

water

woman

the

way

wooden

they

we

word

this

week

world

tie

well

yellow

time

west

yes

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

62

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

APPENDIX 1

TEACHING ORGANISER

Bahagian Pembangunan Kurikulum

63

Mei 2015

64

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Name of Teacher(s):
Form

Class

Duration(hr/mins)

Theme

Topic

Sub-topics (if required)

EXPECTATIONS
(questions/statements to be answered while and after lessons-similar to objectives)

TEACHING AND LEARNING STRATEGIES

EDUCATIONAL EMPHASES

Listening and Speaking

Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

Reading
Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

Writing
Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

Grammar
Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

ACTION-ORIENTED TASK(S)
Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

Literature in Action
Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

LEARNING STANDARDS

SUMMATIVE ASSESSMENT

PANELISTS
1.

Chetrilah Binti Othman

Bahagian Pembangunan Kurikulum

2.

Arni Binti Zainir

Bahagian Pembangunan Kurikulum

3.

Eileen Jessie Ah Guan

Bahagian Pembangunan Kurikulum

4.

Muhammad Adeeb Yewkee Ng Bin Abdullah

Bahagian Pembangunan Kurikulum

5.

Zufrizah Aryiati Binti Mahamad Fazim

Bahagian Pembangunan Kurikulum

6.

Rabindra Dev Prasad

Bahagian Pembangunan Kurikulum

7.

Pannir Selvam @ Jassen

Kolej Vokasional Ampangan, Seremban

8.

Kan Pui Fun

Kolej Vokasional Port Dickson

9.

Joel Jacob

PPD Kinta Utara (SISC+)

10. Fadillah Binti Yaakob

PPD Kuala Pilah (SISC+)

11. Rohaida Binti Ngah

PPD Marang (SISC+)

12. Xavier Manickam

PPD Port Dickson (SISC+)

13. Vijayaletchumi A/P Nagalingam

PPD Sentul (SISC+)

14. Zubaidah Bibi Binti Mobarak Ali

PPD Seremban (SISC+)

15. Muralitharan A/L Ammasi

PPD Termerloh (SISC+)

16. Gladys Francis Joseph

PPD WP Bangsar Pudu (SISC+)

17. Jeffrey Nicholas

PPG Sandakan (SISC+)

18. Juliana Binti Ali

SBP Integrasi Jempol, Jempol

19. Diren Ashok Khandar

SM Sains Tuanku Jaafar, Kuala Pilah

20. Eugene Mark Morais

SMJK Katholik, Petaling Jaya

21. P. Ruthirayene A/P M. Poologasingam

SMJK Kwang Hua, Klang

22. Norharti Binti Jalil

SMK (P) Methodist, Kuantan

23. Kamala Thevi A/P Kandasamy

SMK Alam Megah, Shah Alam

24. Michelle Lim Pek Sim

SMK Bandar Puchong Jaya (B), Puchong

25. Ezareen A/P C.Ahmad Ezanee

SMK Bukit Jelutong, Shah Alam

26. Noor Zehan Binti Johan Noor

SMK Convent Father Barre, Sungai Petani

27. Ung Yoke Khuan

SMK Dato Mansor, Bahau

28. Li Sheau Juin

SMK Datok Lokman, Kuala Lumpur

29. Mior Mohd Firdaus Bin Mior Brahim

SMK Iskandar Shah, Parit

30. Seri Rahayu Binti Hamid

SMK Jalan Cochrane, Kuala Lumpur

31. Ng Yoke Leng

SMK King George V, Seremban

32. Rubiah Binti Mat Som

SMK Kuala Krau, Temerloh

33. Sujatha A/P Veriah

SMK Kuala Kubu Baru, Kuala Kubu Baru

34. Daisy Irani A/P Subramaniam

SMK Mantin, Mantin

35. Shanthi A/P Jeevapragasan

SMK Menjalara, Kepong

36. Norazila Binti Mohd Diah

SMK Putrajaya Presint 9(1), Putrajaya

37. Pusphalatha A/P Gopalan

SMK Rantau Panjang , Bestari Jaya

38. Rachel Sharmala A/P Koruthu

SMK Rawang, Batu 16, Rawang

39. Nooraini Binti Baba

SMK Rusila, Marang

40. Norin Norain Binti Zulkifli Anthony

SMK Sains Banting, Jugra

41. Helen A/P Jeyapal Dorai Pandian

SMK Segambut, Kuala Lumpur

42. Intan Hamimah Binti Mamat

SMK Seksyen 18, Shah Alam

43. Chanthireka A/P Vasudevan

SMK Seksyen 19, Shah Alam

44. Santhy A/P S.Subramaniam

SMK Seri Sepang, Sepang

45. Nuraziatul Mazida Binti Neimah

SMK Sijangkang Jaya, Teluk Panglima Garang

46. Zul Shaharuddin Bin Setapa

SMK Sri Bentong, Bentong

47. Sharila Binti Shuib

SMK Sri Indah, Seri Kembangan

48. Kalpana Maria Rajandran

SMK Sri Sentosa, Kuala Lumpur

49. Tan Siok Leh

SMK St Mary, Kuala Lumpur

50. Sibyl Su Soo Chin

SMK Sultan Abdul Samad , Petaling Jaya

51. Sarminah Binti Salim

SMK Sultan Alam Shah, Putrajaya

52. Mohd Yazid Fauzi Bin Kamaruddin

SMK Sultan Ismail, Kemaman

53. Laurence L. Dumling

SMK Sung Siew, Sandakan

54. Logambal @ Latha A/P K.Krishnan

SMK Sungkai, Sungkai

55. Sugitha A/P Kunjaman

SMK Taman Bukit Maluri, Kuala Lumpur

56. Thilakavathy A/P Kandiah

SMK Tengku Ampuan Jemaah, Kelang

57. Sharifah Adilah Binti Syed Mohamad

SMK Tunku Ampuan Durah, Seremban

58. Bachan Kaur A/P Chingara Singh

SMK USJ 8, Subang Jaya

59. Thiruselvam A/L Jacob

SMK USJ13, Petaling Jaya

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1