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

May 2015

iii
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.

ISBN: 978-967-420-130-2

iv
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

21st Century Skills.................................................................................................................................................. 10

Higher Order Thinking Skills................................................................................................................................. 11

Teaching and Learning Strategies......... .............................................................................................................. 12

Educational Emphases......................................................................................................................................... 15

Assessment........ ................................................................................................................................................... 18

v
 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

vi
 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

vii
 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

viii
 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)

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 well-
being 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)

x
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

KATA PENGANTAR DSKP yang dihasilkan juga telah menyepadukan enam tunjang
Kerangka KSSM, mengintegrasikan pengetahuan, kemahiran dan
Kurikulum Standard Sekolah Menengah (KSSM) yang dilaksanakan
nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-21
secara berperingkat mulai tahun 2017 akan menggantikan
dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan tersebut
Kurikulum Bersepadu Sekolah Menengah (KBSM) yang mula
dilakukan untuk melahirkan insan seimbang dan harmonis dari segi
dilaksanakan pada tahun 1989. KSSM digubal bagi memenuhi
intelek, rohani, emosi dan jasmani sebagaimana tuntutan Falsafah
keperluan dasar baharu di bawah Pelan Pembangunan Pendidikan
Pendidikan Kebangsaan.
Malaysia (PPPM) 2013-2025 agar kualiti kurikulum yang
dilaksanakan di sekolah menengah setanding dengan standard Bagi menjayakan pelaksanaan KSSM, pengajaran dan
antarabangsa. Kurikulum berasaskan standard yang menjadi pembelajaran guru perlu memberi penekanan kepada KBAT
amalan antarabangsa telah dijelmakan dalam KSSM menerusi dengan memberi fokus kepada pendekatan Pembelajaran
penggubalan Dokumen Standard Kurikulum dan Pentaksiran Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya
(DSKP) untuk semua mata pelajaran yang mengandungi Standard murid dapat menguasai kemahiran yang diperlukan dalam abad
Kandungan, Standard Pembelajaran dan Standard Pentaksiran. ke-21.

Usaha memasukkan Standard Pentaksiran di dalam dokumen Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
kurikulum telah mengubah lanskap sejarah sejak Kurikulum penghargaan dan ucapan terima kasih kepada semua pihak yang
Kebangsaan dilaksanakan di bawah Sistem Pendidikan terlibat dalam penggubalan KSSM. Semoga pelaksanaan KSSM
Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan akan mencapai hasrat dan matlamat Sistem Pendidikan
untuk mengenal pasti tahap penguasaannya dalam sesuatu mata Kebangsaan.
pelajaran, serta membolehkan guru membuat tindakan susulan
bagi mempertingkatkan pencapaian murid.
Dr. SARIAH BINTI ABD. JALIL
Pengarah
Bahagian Pembangunan Kurikulum

xi
xii

INTRODUCTION
The Standard-Based English Language Curriculum for Secondary
Schools (SBELC) is a continuance of the Standard-Based English
Language Curriculum for Primary Schools and is developed based
on accessibility, quality, equity and do-ability.
The six strands that form the fundamentals of the SBELC are:
communication
spiritual, attitude and values
humanistic
personal development
physical and aesthetic development
science and technology
These strands are evident in the Standard-Based Curriculum for
Secondary Schools (KSSM) as they shape the fundamental
principles of curriculum development in Malaysia (refer Figure 1).
In the SBELC, knowledge, skills and good values are the elements
running through each strand and these elements are built upon and
expanded from primary school. It is imperative that these elements
are weaved into every lesson to inculcate the awareness,
1
STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1
understanding and respect for the differences and similarities
amongst individuals and various communities leading to unity and
harmony in our multicultural society.
In preparing the students to meet the challenges of the 21st century,
due emphasis is given to developing perseverance, critical, creative
and innovative thinking and current Information and Communication
Technology (ICT) skills. As future leaders, students need to develop
their proficiency in English, as well as leadership qualities and
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
acquisition, forging cultural understanding and readying students for
work place experience.
In Malaysia, English is the second language and is taught in all
schools throughout the country. Although there are a range of
registers available in the English Language, the Standard British
English is considered as the official standard of reference for
English where spelling, grammar and pronunciation are concerned.

Science & Technology
The mastery of Science,
Mathematics, and Technology.
Being ethical in applying Science,
Mathematics and Technology
knowledge in everyday life.
Physical & Aesthetic
Development
The application of knowledge,
skills and ethics in order to
achieve physical and health well-
being.
Appreciate and apply imagination,
talent, creativity and innovation to
produce creative works.
Figure 1: The Standard-Based Curriculum (KSSM) Framework for Secondary Schools
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
& Values
Internalisation of religious
practices, attitudes and values in
life.
Submission to God
Moulding individuals with good
values, integrity and accountability.
HOLISTIC
INDIVIDUAL
Humanistic
Preparing Malaysians for the 21st
century.
The mastery of conceptual
knowledge.
Development of intellectual skills
Personal Development Internalisation of fundamental
Nurturing leadership and personal values and democracy .
development through curriculum and Developing problem solving skills.
extra-curricular activities.
Internalisation of positive values such
as ones self-esteem and self-
confidence.
Promoting ones potential and
creativity.
Cultivate meaningful relationships
with individuals and communities.
2
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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 1. Understand the main points of clear standard input on familiar
and interact confidently, proficiently and competently in the local matters regularly encountered in work, school and leisure;
and global communities. The SBELC also aims to develop students 2. Describe experiences and events, dreams, hopes and
to be knowledgeable and respectful of other cultures, to make ambitions, and give reasons and explanations for opinions and
calculated decisions through critical and analytical thinking, and to plans;
collaborate with others to solve problems creatively and innovatively 3. Use appropriate language to make calculated decisions in
in the real world. 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.

3

FOCUS
In order to be successful in this increasingly diverse, globalised and
dynamic era, students need to face numerous challenges and
demands. Therefore, there is need for a 21st 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.
Curriculum Principles
The SBELC is developed based on these principles:
1. Preparing for the Real World
The challenges of the 21st century demand an education system
that prepares students to be competent, knowledgeable and
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.
4
STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1
Hence, learners are able to apply knowledge and skills to real world
settings which would lead to greater success in future work place.
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 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
relate classroom activities to current and future issues. This would
allow students to develop a deeper understanding and awareness
of their surroundings locally and globally, and work towards
sustaining that environment for the wellbeing of everyone.
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
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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 The SBELC is divided into two key stages; Stages Three and Four
Teaching approaches, lessons and curriculum materials must take (refer Table 1).
into account the varying needs and abilities of students. It is Table 1: Key Stages in SBELC
important that appropriate activities and materials are used with
students of different learning profiles so that their full potential can Stage One Years 1, 2 and 3 (Lower Primary)
be realised. Students would benefit greatly in terms of learning,
provided that sufficient time is given to them to reach the particular Stage Two Years 4, 5 and 6 (Upper Primary)
Learning Standard. Thus, the use of the mastery learning strategy
would ensure that students who master all the Learning Standards Stage Three Forms 1, 2 and 3 (Lower Secondary)
in the SBELC would be able to acquire the language.
Stage Four Forms 4 and 5 (Upper Secondary)

5
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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 in Action are given due focus and attention
Figure 2: The 3-Phase Strategy (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
People and Culture
school curriculum. This is made possible during Stage 3 where
Health and Environment
students in Forms 1, 2 and 3 strengthen the mastery of the
language skills learnt during their primary school education. Science and Technology
Consumerism and Financial Awareness

6
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

The SBELC is modular in design and this is reflected in the integrated to emulate real-life situations. These tasks and
organisation of the Content and Learning Standards. This experiences will be the bridging that helps students to solve
curriculum strengthens the mastery of the four language skills; problems they encounter in real life which require them to
Listening, Speaking, Reading and Writing. communicate in English.

Language activities are contextualised in four domains:

LISTENING AND SPEAKING
READING Personal
THEMES

Public
WRITING
Educational
GRAMMAR Occupational
LITERATURE IN ACTION
The personal domain relates to socializing with family, friends,
neighbours and those around us.
LOWER SECONDARY UPPER SECONDARY
FORMS 1, 2 & 3 FORMS 4 & 5 The public domain encompasses dealings with the public services,
administrative bodies, cultural and leisure activities of a public
STAGES nature and the mass media.
The educational domain covers academic bodies and institutions,
Figure 3: The Modular Design and concerns with acquiring specific knowledge or skills.
The occupational domain refers to all activities that relate to ones
At the end of each topic, the teacher prepares a task or an activity
job.
based on a situation that students can relate to. These action-
oriented tasks are prominent in the Literature in Action hour,
Each domain requires a different approach in using the language
ensuring that all the four language skills and elements taught, are
based on the students learning needs. Therefore, a balanced

7
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

treatment of these domains and themes are essential to enhance
the development of language skills through various strategies and
activities. Hence, these will develop personal learning and growth
which will eventually lead to the development of more holistic and
balanced individuals.
plans the Grammar item that he/she wants to weave into the
Grammar lessons.
Therefore, proper planning and organising of the lessons are
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
At the end of every topic, an action-oriented task is given where the
emphasis during teaching and learning.
students can explore their language use and usage. This task
A lesson starts focusing on Listening and Speaking skills while
favourably accomplished as a group work, is tailored to depict real
other skills such as Reading and Writing are incidental. The next
life situations that are meaningful. In their daily lives, students can
lesson is focused on the Reading skill whilst Listening and
fall back on these tasks to solve problems that may require them to
Speaking, and Writing skills are incidental. When the Writing skill is
use English.
in focus, all other language skills are incidental.
The Literature in Action (LiA) module is a one hour lesson per
All the four language skills are linked through a topic of a selected
week, focusing on the Literature Component. The Content and
theme. Grammar is infused during the teaching of these language
Learning Standards provided under LiA act as the platform where
skills and it is also given emphasis in a separate Grammar lesson. It
students collaborate and utilise their language skills to come up with
is advisable that before embarking on a new topic, the teacher
projects such as performances, presentations and exhibitions

8
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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
Writing during the LiA lessons. SELECTED TOPICS
(BASED ON THEMES)
LiA advocates the Project-Based Learning (PBL) approach. This
approach facilitates students to learn to be analytical, critical, People and
evaluative, creative and innovative in their thinking to solve Culture

(LITERATURE COMPONENT TEXTS)

ACTION ORIENTED TASKS

LITERATURE IN ACTION
LISTENING & SPEAKING
problems posed by the projects.

Through project work, students will practise their leadership and Science and
Technology

GRAMMAR
problem-solving skills during brainstorming activities, while

THEMES

READING

WRITING
interacting with one another, when planning their work,
collaborating, managing time, learning to do research and report
writing. This will familiarise them with real life work situations. At the Health and
same time, project work will hone students social skills and Environment
inculcate respect for others.

The SBELC lesson organisation is represented in Figure 4 Consumerism and

Financial
Awareness

Figure 4: Lesson Organisation

9
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

21ST CENTURY SKILLS Table 3: 21st Century Students Profile

One of the aims of the SBELC is to develop students who have STUDENTS DESCRIPTION
st
21 Century Skills with focus on thinking skills living and career PROFILE

skills. The 21st Century Skills help develop students who possess Pupils are steadfast in facing and
characteristics as mentioned in the students profile (refer to overcoming hardship and challenges with
Perseverant
wisdom, confidence, tolerance and
Table 3). empathy.

Schools need to adapt and develop new ways of teaching and Pupils are able to think critically, creatively
and innovatively; solve complex problems
learning that reflect a changing world. Given the widespread
and make ethical judgements. They are
availability of information today, teachers should use in-school time able to think about learning and about being
Thinker learners themselves. They generate
to teach students how to find, interpret, and use information, rather
questions about and are opened towards
than using most or all of the time to present information. These other peoples perspectives, values,
individual traditions and society. They are
skills will enable the students to compete at the global level. The
confident and creative in handling new
mastery of the Content and Learning Standards in the SBELC learning areas.
contributes towards the attainment of the 21st century skills amongst
Pupils are able to voice out their thoughts,
students. Skilful ideas and information with confidence and
Communicator creativity orally and in written form, using
various types of media and technologies.

Pupils are able to co-operate effectively and

Team Player harmoniously with one another. They share
(esprit de responsibility, respect and appreciate the
corps) contributions by each member in the team.
They gain interpersonal skills through
collaboration, which in turn makes them
better leaders and team members.

10
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Pupils are able to develop natural

inquisitiveness to explore new HIGHER ORDER THINKING SKILLS
strategies and ideas. They learn skills
Inquisitive-Minded that are necessary for inquiry-learning
and research, as well as display The SBELC aims to produce wholesome, resilient, curious,
independent traits in learning. The
principled, knowledgeable and patriotic students who have thinking,
pupils are able to enjoy continuous life-
long learning experiences. communicative and collaborative skills. Pupils need to be equipped
with Higher Order Thinking Skills (HOTS) for them to compete
Pupils have a sense of integrity,
sincerity, equality, fairness, high moral globally. This curriculum emphasises HOTS which refer to the skills
Principled standards and respect for individuals,
of applying, analysing, evaluating and creating (refer Table 2).
groups and the community. They are
responsible for their actions, reactions
and decisions.
HOTS is the ability to apply knowledge, skills and values to reason
Pupils are able to obtain knowledge and and reflect in problem solving, making decisions, being innovative
develop a broad and balanced
and ability to create. HOTS incorporate critical thinking skills,
understanding across the various
disciplines of knowledge. They can creative and reasoning skills, and thinking strategies,
Informative explore knowledge effectively in terms
of local and global contexts. They
understand issues related to ethics or Critical Thinking Skills refer to the ability to evaluate an idea
laws regarding information that they
logically and rationally in order to make good judgement using
have acquired.
logical reasons and evidences.
Pupils are able to show empathy, pity
and respect towards the needs and
Loving /
feelings of others. They are committed Creative Thinking Skills refer to the ability to produce or create
Considerate
to serve the society and ensure the
something new and of value using imagination and thinking out of
sustainability of the environment.
the box.
Pupils are able to show their love,
Patriotic
support and respect for the country.

11
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Reasoning Skills refer to an individuals ability to make good TEACHING AND LEARNING STRATEGIES
judgements and make logical and rational evaluation.
Teaching and learning in the 21st century is student-centred and the
teacher acts as a facilitator. Teaching and learning is effective when
Thinking Strategies refer to structured and focused thinking to
strategies are applied in positive and supportive environments. The
solve problems.
strategies provide:
cognitive strategies to learn and understand information, such
HOTS are explicitly written in the curriculum and can be applied
as summarizing and paraphrasing;
within the classroom through teaching and learning activities in the
metacognitive strategies which include strategies students use
form of reasoning, inquiry learning, problem-solving and project
to plan, regulate, monitor and modify the cognitive learning
work. Teachers and students need to use thinking tools such as
processes; and
thinking map and mind maps along with higher order questioning
resource management strategies which are about strategies
methods in and out of the classroom to encourage students to think.
students employ to control resources like time, effort, affect and

Table 2: The Higher Order Thinking Skills support.

HOTS Explanation The strategies described here have been designed to

Using knowledge, skills and values in
Application accommodate differences in learning styles. Teachers are
different situations to complete a piece of
work encouraged to use their professional judgement to review the
Ability to break down information into smaller suggested strategies and then decide on the most appropriate for
Analysis parts in order to understand and make
connections between these parts. meeting the needs of their students. As teachers know their
Ability to consider, make decisions using students learning styles and needs, they may need to select
Evaluation knowledge, experience, skills, values and
justify decisions made. alternative teaching and learning strategies or adapt those
Creation Produce an idea or product using creative
and innovative methods.

12

suggested to deliver the content. Some of the strategies
recommended in the SBELC are:
1. Project-Based Learning (PBL)
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,
management, critical and analytical thinking as well as creativity
and collaborative work determine the effective completion of the
project.
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
into the production of a large scale performance, an exhibition of
students work, video clip advertisements and other innovative
productions. The teacher guides the students to ensure the
implementation of the project progresses smoothly and is
completed as planned. In total, PBL promotes hands-on, minds-on,
and hearts-on activities that lead towards the development of
STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1
holistic students who are prepared for the challenges of the
21st century.
2. Inquiry-Based Learning
Inquiry-based learning is an approach in 21st century learning as it
is based on students involvement in the learning process which
then leads to understanding.
time 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
competencies needed in facing the 21st century society.
3. Student-Centredness
In student-centred classrooms, the learning tasks or activities are
geared towards discovery learning where students are engaged to
find the answers or information to solve problems through inquiry
and collaborating with one another.
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
13
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

the task at hand. In reality, an increasing proportion of learning
occurs online outside formal school hours. As such, students have
to keep abreast with rapid changes in technology.
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.
Through group work, students learn to manage time, to collaborate
in completing the task, to be responsible for their part, to deal with
differences amongst them, to come up with creative and innovative
alternatives in solving problems and to make informed judgement
and calculated decisions through consensus.

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 21st
century.

14
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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 2. Conservation of the Environment
aims and objectives of this curriculum are positioned to mould the Environmental awareness must be instiled and nurtured in
current generation of students to be able to communicate students through the teaching and learning process.
accurately, confidently and effectively in the English Language, and Knowledge about the importance of environmental
st
to face the challenges of the 21 Century. conservation will cultivate appreciation of the environment
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 3. Values
emphasis. However, teachers are encouraged to go beyond the Good values are given due emphasis so that students are
selections where necessary.The cross-curricular elements are aware and practise them in their daily lives.
embedded into the teaching and learning process and are These values encompass aspects of spirituality, humanity
concurrent with the Content and Learning Standards. These and citizenship.
elements are important because todays complex,
multi- dimensional world requires students to have the ability to 4. Science and Technology
make connections between various sources of knowledge. Developing science and technology literacy among
students.
1. Language The use of technology can assist teaching and contribute to
Correct use of language is emphasised. more effective learning.
Pronunciation, sentence structure, grammar, terminology Integration of science and technology into teaching and
and language registers must be stressed during teaching learning involves four areas:

15

i. Scientific and technological knowledge (facts, principles,
and concepts related to science and technology);
ii. Scientific skills (thinking process and selected
manipulative skills);
iii. Scientific behaviours (such as accuracy, honesty,
safety); and
iv. Usage of technology in the teaching and learning
activities.
5. Patriotism/Citizenship
The SBELC, through the selected themes, acknowledges
the importance of instiling good values and knowledge, and
understanding of the duties and obligations of each and
every citizen of this country.
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.
Patriotism can be instiled through teaching and learning,
participating in co-curricular activities and social services,
thus producing students who love the nation and are proud
to be Malaysian citizens.
16
STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1
6. Creativity and Innovation
Creativity is the ability to use the imagination to gather,
comprehend and generate ideas to create something new
and original.
Innovation is the application of creativity through
modification, revision and development of an idea.
Creativity and innovation are closely related and are vital
components for the development of individuals to face the
challenges of the 21st century.
Through the creative and innovative teaching approaches,
students will display interest, curiosity, excitement and
greater growth in learning. Creativity and innovation in
students should be exploited and nurtured to ensure that
their full potential is realised.
7. Entrepreneurship
The infusion of entrepreneurship in SBELC is to introduce
entrepreneurial knowledge, skills and practice to students.
Fostering entrepreneurial mind-set amongst students is
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
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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) Learning How to Learn skills are also integrated in the Learning
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
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 social interactions, kinaesthetic intelligence in the

17

ASSESSMENT
The SBELC connects teaching and learning to assessment.
Assessment involves gathering and analysing information from
various sources to gauge students achievement. Furthermore,
assessment provides an understanding of what students know,
understand, and can do with the knowledge they have learnt and
acquired to improve teaching and learning.
There are two types of assessment to be carried out in schools; the
formative assessment and summative assessment.
Formative assessment or assessment for learning is a part of
school-based assessment, and is an important aspect of teaching
and learning in the classroom. The main purpose of having the
formative assessment is to improve students learning and the
quality and effectiveness of teaching strategies.
Formative assessment is an ongoing, continuous diagnostic
assessment. It is carried out during teaching and learning and
provides immediate feedback. Various methods of assessment
such as checklists, observations, oral presentations, quizzes,
18
STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1
question and answer, task sheets or written assignments can be
used to document the attainment of the Learning Standards.
The summative assessment is an assessment of learning, carried
out to evaluate student learning, skill acquisition and academic
achievement at the end of an instructional period; as a conclusion
of a topic, as mid-term tests, end year examinations and as
standardised national examinations. The aim of the summative
assessments is to determine whether and to what degree students
have learnt what they have been taught as outlined by the SBELC.
The summative assessments can also be utilised as components of
larger school improvement efforts by helping teachers determine
whether students are making adequate academic progress or
meeting expected Learning Standards. The results of the
summative assessments are used to inform modifications to
instructional strategies, learning materials, lesson designs, and may
be used to improve the education system.
In order to help teachers implement effective teaching and learning
assessments, the Performance Standards are incorporated into this
document together with the Content and Learning Standards.
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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 Generic Descriptors

1 Very limited command of the language

Very Limited Require lots of guidance for basic language tasks
BASIC USER
2 Limited command of the language
Limited Require guidance for basic language tasks
Satisfactory command of the language
3
Ability to use language independently to certain extent but requires guidance for some challenging
INDEPENDENT Satisfactory
language tasks
USER
4 Good command of the language
Good Ability to use language independently but requires guidance for more complex language tasks
5 Very good command of the language
Very Good Ability to use language almost independently
PROFICIENT
Excellent command of the language
USER 6
Able to perform challenging and complex tasks
Excellent
Ability to use language independently without any guidance

19
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

CONTENT ORGANISATION
The SBELC focuses on the mastery of the four language skills,
Listening, Speaking, Reading and Writing. At the same time, the
Grammar element provides the basis for language accuracy in
order to communicate intelligibly. The Literature component is
The Content and Learning Standards are developed with the
understanding that students will master all the language skills
progressively. The Content Standards are actually long term over-
arching educational goals that should be achieved by the end of
Form Five. These goals describe the knowledge, skills, work habits

included as an avenue for students to be exposed to good language
models and to consolidate the language skills and correct grammar
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.
and personal character traits that are cultivated in stages
throughout the students secondary education.
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
followed by the Content and Learning Standards, and finally, the
general descriptors of the Performance Standards are made
available.
nature should be mastered by all students at the end of each Form.
Therefore, teachers should understand what each Content and
Learning Standard addresses before organising and planning their
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.

20
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Curriculum Standards for Form 1

6. Organise and write ideas in a paragraph using appropriate
The Form 1 curriculum is built upon and extent the proficiency of
cohesive devices;
students from the primary school for knowledge acquisition, future
7. Write for academic and functional purposes using basic
work place needs and enable them to communicate effectively in a
language tools;
variety of contexts.
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
By the end of Form One, students will be able to: literary works; and
1. Listen and respond to simple tasks; 10. Produce literary works based on the literary texts read.
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;

21
 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
3. Listen and respond critically to a wide range of spoken, audio
present information and ideas confidently. Multiple 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
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Content and Learning Standards for Listening and Speaking Skills

CONTENT STANDARDS LEARNING STANDARDS

1.1 Students are able to:

Listen and use correct pronunciation, stress, rhythm and intonation
patterns to communicate accurately and appropriately. 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 Students are able to:

Listen, engage and interpret meaningful conversations
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 Students are able to:

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

26
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

1.4 Students are able to:

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

27
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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
1 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)
2 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
3 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
4
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

28
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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
5 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
6 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

29
 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

The main purpose of reading in the 21st 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
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Content and Learning Standards for Reading Skills

CONTENT STANDARDS LEARNING STANDARDS

2.1 Students are able to:

Demonstrate understanding of a variety of texts using a range of
strategies to construct meaning. 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 Students are able to:

Apply a range of strategies to comprehend texts related to everyday
living. 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 Students are able to:

Analyse and evaluate various texts.
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.

34
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

2.4 Students are able to:

Read independently and extensively to explore and expand ideas for
personal development. 2.4.1 read a variety of texts from various media to obtain information
to solve simple problems.

35
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Performance Standards for Reading Skills

PERFORMANCE DESCRIPTORS
LEVEL
1 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.
2 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.
3
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
4
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.
5
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.
6 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.

36
 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

Writing in the 21st century is a challenge as it is evolving to meet the
needs and demands in a globalised world. The SBELC provides an
avenue for students to master writing skills in the personal, public,
educational and occupational domains. They can put their thoughts
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
imagination.
As a result, students should be able to source for information,
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 and Learning Standards progresses fairly, from
developing simple sentences into paragraphs and gradually into
connected texts for creative, personal, academic and functional
purposes.
The Performance Standards for Writing will inform the students their
level of achievement in Writing. This information is vital because
students will be able to gauge their performances and at the same
time identify key areas that they are weak in.

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
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Content and Learning Standards for Writing Skills

CONTENT STANDARDS LEARNING STANDARDS

3.1 Students are able to:
Apply appropriate writing skills and strategies effectively. 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 Students are able to:

Produce a variety of texts for creative, personal, academic 3.2.1 write for academic and functional purposes:
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

40
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Performance Standards for Writing Skills

PERFORMANCE
DESCRIPTORS
LEVEL

can copy words on related topics

1 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
2
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
3
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

41
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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
4
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
5 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
6 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

42
 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
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Content and Learning Standards for Grammar

CONTENT STANDARDS LEARNING STANDARDS

4.1 Students are able to:
Identify and use language structures appropriately according
to context. 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

46
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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

47
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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 Students are able to:

Apply grammatical rules at word, phrase and sentence levels
correctly and meaningfully. 4.2.1 construct simple sentences correctly and meaningfully.

4.3 Students are able to:

Use various forms of language to create meaning in a variety
of texts. 4.3.1 use similes in context appropriately.

48
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

PERFORMANCE STANDARDS for GRAMMAR

PERFORMANCE
DESCRIPTORS
LEVEL

Can identify very few basic grammatical items only

1
Can use grammatical items at a very limited level

Can identify grammatical items at a limited level

2
Can produce limited understanding of grammatical items with guidance

Can understand grammatical items at a satisfactory level

3
Can identify grammatical items at a satisfactory level
Can use grammatical items to certain extent but requires guidance

Can understand grammatical items reasonably well

4
Can identify grammatical items reasonably well
Can use good and meaningful sentences with acquired grammatical items

Can understand grammatical items well

5
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

6 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

49
 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. Engage and respond to a variety of literary texts to express
proficiency and enjoyment of the English language through
understanding of the broader world of ideas and concepts;
literature. Students get to explore and exploit various genres
and
provided under the Literature Component such as novels, graphic
2. Use a wide range of literary texts to convey views for different
novels, short stories, poems and dramas, in a fun-filled, meaningful
purposes and audiences, and relate them to real life
and interesting manner so that students gain exposure to the
situations.
aesthetic use of language.
The LiA Content and Learning Standards in the SBELC incorporate
In line with the 21st Century Skills, the use of social networking, ICT
the four language skills of listening, speaking, reading and writing
literacy and technology awareness, complements the joy of learning
as well as the Grammar items. The mastery of these skills/items is
LiA. Students work collaboratively to solve common challenges and
further enhanced through project-based learning during the LiA
this requires extensive reading, exchange of ideas and knowledge
lessons.
gathered from various resources.
The Performance Standards provide students with clear
Intrapersonal and interpersonal development takes place actively
assessment of their abilities to comprehend the literary texts
through various activities namely plays, songs, jazz chants, creative
provided and produce new ideas to convey their arguments,
writing in a LiA classroom. This would lead to the development of
opinions and emotions in a more constructive and critical way.
social and intellectual capital.

53
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Content and Learning Standards for Literature in Action

CONTENT STANDARDS LEARNING STANDARDS

5.1 Students are able to:
Engage and respond to a variety of literary texts to express
understanding of the broader world of ideas and concepts. 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 Students are able to:

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

54
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Performance Standards for Literature in Action

PERFORMANCE
DESCRIPTORS
LEVEL

Can identify word meanings with full guidance.

1 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.

2 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.
3
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.
4 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.

55
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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.
5
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.
6
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.

56
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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

a

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

57
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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

58
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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 I live neck or

gentleman hat ice long nest orange

59
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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

60
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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

61
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

62
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

APPENDIX 1

TEACHING ORGANISER

Bahagian Pembangunan Kurikulum

Mei 2015

63
 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)

64
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

TEACHING AND LEARNING STRATEGIES

EDUCATIONAL EMPHASES

65
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Listening and Speaking

Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

66
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Reading
Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

67
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Writing
Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

68
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Grammar
Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

69
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

70
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

Literature in Action
Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:

71
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

LEARNING STANDARDS SUMMATIVE ASSESSMENT

72
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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+)

73
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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

74
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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

75
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

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

76
 STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

77