As a language learner or teacher you may have heard of Common European Framework of Reference

or CEFR, but what is it and why does it matter for English language learners?

It's actually pretty simple.

Different learners have different levels of language ability but opinions about your English level can be
subjective.

Your friends may think your English is good but an employer might think it is not good enough and you may
be better at some skills than others, for example you may be able to read better than you can speak.

We need a clear objective way to describe language skills that everyone can agree on.

This is what the CEFR provides.

The CEFR breaks down language learning into six levels which it calls A1 to C2. The starting point A1
describes a very basic language level.
As a learner you can move up the levels until you reach Proficiency, C2 level. This is a really advanced level.

By describing what you can do in reading writing, speaking and listening the CEFR will tell you where you
are on the journey from beginner A1 through to Proficiency C2. There are many Cambridge English exams
available for different ages and stages of learning all matched to CEFR levels from young learners through to
university and the workplace or simply for travel.

The CEFR was developed by the Council of Europe with extensive support from University of Cambridge
ESOL examinations. People from all over the world use the CEFR to explain what level of English they are at
and what level of English they need.

It is used by learners, teachers, universities, governments and employers. The CEFR has been very influential
and not only in Europe. It's been published in more than 35 languages and descriptions of individual languages
have also been developed.

Cambridge is a partner in the English Profile program which provides very useful descriptions of English
grammar and vocabulary at each level of the CEFR. Understanding your language level will help you to
achieve your goal whether it's going on holiday abroad, studying at school or university or getting a job and
that's why the CEFR levels are useful for everyone.
From KBSR to KSSR – Why the need for change?

Although there have been changes taking place with the education system these last three years, many parents
are not quite aware of these changes and its implication on the education of their children. So, let us ease the
confusion once and for all and look at the core differences of the new KSSR system when put against the
KBSR.

What do these words mean: KBSR and KSSR?

KBSR stands for Kurikulum Bersepadu Sekolah Rendah while KSSR stands for Kurikulum Standard Sekolah
Rendah. KBSR was introduced in 1983 while KSSR is the new system introduced by the Ministry of
Education in 2011.

Why the need for change?

The answer in one word: Relevance.

The KSSR was introduced to overcome certain shortcomings within the older system, the KBSR. It is hoped
with this new restructured and improved curriculum, our children would have the necessary knowledge, skills
and also the values to face and overcome the challengers of the current times. In this fast paced progressive
world, what worked very well in 1983 is just not good enough today. The use of technology and people skills
for one, are vital tools that needed to be in cooperated into the curriculum to ensure that our children can
perform successfully on a global platform. They need to be equipped not only with the necessary knowledge
and skills but also with the strength of character and leadership qualities to be successful.

So What Are The Differences between the KBSR and KSSR?

KSSR or ‘Kurikulum Standard Sekolah Rendah’, has one new word in it ‘Standard’. In this new curriculum,
there are set standards of learning that our children have to achieve at the different levels of their schooling.
This means that when our children complete a particular level of schooling, they are expected to have
achieved a preset standard of knowledge, skills and values. At specific times at each level these learning
standards will be measured to ensure that no child gets left behind. If a child fails to meet the required
standard, the teacher is required to do more revision activities with the child until he or she eventually
achieves the required standard.

The new curriculum has also been designed to go beyond acquiring communication skills, self-development
and the child’s immediate environment as in the KBSR. It is designed to enhance and embrace the use of
science and technology, develop values, understand humanitarian issues and also focus on the child’s physical
and aesthetical development.

Although the KBSR focused on holistic learning, the current curriculum seeks to go beyond this. The KSSR
curriculum uses what is known as a modular-based system. For easy understanding let us look at the teaching
and learning of the English Language.

In KSSR, for the primary school, the English Language syllabus is divided into two separate levels. KSSR
Level 1 is made up of Year One, Year Two and Year Three while KSSR Level 2comprises of Year Four, Year
Five and Year Six.

For Level 1 the modules taught are:

• Module 1 (Listening and Speaking)
• Module 2 (Reading)
• Module 3 (Speaking)
• Module 4 (Language Arts)

At Level 2, grammar will be added to the four modules taught in Level 1.

Although textbooks are being used in the teaching and learning process, learning is now more accessible with
students playing a more important role in their learning. Role learning is no longer encouraged and with the
introduction of Language Arts component in the curriculum, there is now space for interactive activities.
These include the use of drama, role-play, debates, language games and songs to make the lessons more
meaningful and facilitate the learning of the language. Lessons are more fun and there is also more movement
and activities in the process of learning. This element of ‘fun learning’ removes the element of stress and
pressure and makes lessons fun while ensuring that language acquisition takes place.

Although the KBSR was student centered, the KSSR seem to be even more focused to make learning fun and
meaningful to the young learners. The classroom atmosphere is more relaxed where students are given more
room for decision-making and encouraged to voice their opinions. Apart from the 3Ms (reading, writing and
counting), the new curriculum has 4Ms, with ‘Reasoning’ added to the original 3Ms. The need for our
children to think and reason, of making connections between their actions and consequences is now stressed.
There is a shift from rote learning where students simply followed instructions and are overly dependent on
teachers. Students are now being taught to be active decision makers and be accountable for their actions.

There also seems to be time allocated for Chinese and Tamil languages within the school timetable to ensure
that students need not remain in school for long hours. The new curriculum also appears to be moving away
from an exam-oriented system and the streaming of students according to their academic ability is
discouraged. In the KSSR, students are encouraged to work together and help each other rather than being
focused on competing to being the best. Although academic achievement is important, it is no longer
everything. Character development and values are also given prominence.

The long-term objective of the KSSR is to produce individuals who have positive self-image and high self-
esteem. With character building emphasized, it is hoped that our children would not only have the adequate
knowledge and skills but would also have strong leadership qualities and character to face the challengers of
the current scenario

kSSR – CHANGES IN EVERYTHING OLD

For those who are still CLUELESS to the term KSSR it refers to Kurikulum Standard Sekolah Rendah. KSSR is
the new system introduced by the Ministry of Education in 2011. Today it is the system used by all primary
schools in Malaysia and it is vital for parents to be on the know of what this new system offers and how to go
about using the existing resources to help their children in the process of learning.

CHANGES IN EVERY DIRECTION

The changes in the education system brought change in many other areas. There was the need to overhaul
many aspects of the teaching-learning process to give room to accommodate the different aspects of the
KSSR such as:

CHANGES IN THE MINDSET OF ALL PARTIES CONCERNED

This, not surprisingly was the biggest hurdle. With the KSSR focusing more on collaborative learning and
designed to enhance and embrace the use of science and technology, develop values, understand
humanitarian issues and also focus on the child’s physical and aesthetical development, parents were left
confused, concerned and at times furious. The one word given less prominence and which many wanted to
hear was missing. Examinations are no longer the beginning and the end of learning. With the KSSR, it is no
longer the number one objective of school. Students are no longer streamed according to ‘Class Positions’ as
was done previously and this concept was something many found difficult to get around especially parents.

In the Malaysian ‘kiasu’ mentality where being better than the best was everything, parents are forced to
see the merits of the new system and accept it. The pressure on students is removed and school is now a
happier place. The School Based Assessment allowed for students to be tested in an on going manner by
their own teachers is something new. Parents were worried about the fairness of the grades given and issues
of favoritism coming into play. They are now forced to trust the teachers and be a little more accepting.
Many parents are still groping with this issue.

The children are definitely happier as the ‘didik mesra’ concept of learning. It had a fun element in it that
allowed students to move away from ‘the desk and chair’ scenario of the pervious system. Group work with
the focus on projects is every child’s favorite. They are encouraged to speak and give their views on all
issues. Students are given more control of their learning and this allowed space for creativity.

CHANGES IN THE METHOD OF TEACHING

Teachers had so much to relearn. It was difficult, as the school-based assessment required a lot more
paperwork and data handling. The teething stages were a mess. Today, things are so much better and many
are beginning to enjoy the new system. Teachers had to learn to let go a certain amount of control of the
teaching-learning process and allow students some freedom of direction. The older teachers, especially had
to learn to trust and see learning taken to different heights.

The teacher’s way is no longer the only way to do anything. Students were no longer followers but taught to
take the lead too.

CHANGES IN EVALUATION

No more end-of-year exams as the main evaluation period. Students are evaluated all on an on going process
where they are required to meet the set standards before proceeding to the next level. Students are taught
and reevaluated if they fail to meet the mark. Weakness of students is identified early and remedial actions
are quickly taken. Evaluation is now to help rather than to compete for the top spot.

CHANGES IN TEXTBOOKS

New KSSR textbooks had to be produced to replace the old KBSR books. The new books were designed to fit
in with the requirements of the new syllabus. There are more exciting activities in the new KSSR textbooks
that could be used by teachers during the teaching-learning process and more challenging projects for
students to do during a longer period of time. Many of these textbooks are also designed to in-cooperate the
use of technology where students are required to do research online and be accountable for the information
that they seek. The textbook in the KSSR has moved away from its position as the anchor for the learning
process to one that is a guide/manual for further activities in the learning process to take place. It can be
akin to a door through which many other doors are opened for the student.

CHANGES IN WORKBOOKS

Workbooks are now very essential as it gives students a chance to practice what is learnt. For parents the
workbooks are extremely important, as parents are able to monitor the child’s progress in school through
their work in the workbooks. As there are now no more exams and students were involved in collaborative
learning, many parents were harboring fears that their kids were not mastering anything. The workbooks are
necessary in dispelling these fears. Workbooks that are designed parallel to the textbooks and in accordance
to the KSSR are excellent to ensure children were mastering all elements taught. It cannot be denied that
although the system is good and forward thinking, our classes in Malaysia are huge and there is only so much
time and attention that a teacher can lavish on a child

THE LAST WORDS

Change is something that we cannot avoid. As we progress and meet new challengers we should be able to
embrace change. To resist change would be a move backwards, especially in education. As parents we
should keep an open mind and acknowledge that whatever worked for us when we were kids will no longer
be applicable in the modern world. So lets be open and move ahead.

Parents, Technology and the New Primary Curriculum

The new primary curriculum or KSSR puts a great emphasis on the use of technology in the teaching and
learning process.

The rationale for this is that we need our students to be technology savvy to be able to not just stand abreast
but to move ahead in a highly competitive world.

The use of technology improves learning. When used correctly, it improves the speed of learning and
increases the scope of learning. It can also increase the amount of time spent learning as it supports twenty-
four hours of learning everyday.

On the part of the learner, the use technology introduces the learner to new skills. Technology is constantly
evolving and learners need to know how to use these materials. There was a day in the past when the pen
was seen a technological marvel and today computers, smart phones and e-‘just about everything’ have
taken over the world by storm. Our children have to know and be confident in using these items to benefit
from them. The world is constantly on the move and our children have to be taught to embrace positive
changes in the world around them.

The use of technology is good in the process of learning as it increases student’s involvement and
engagement. When we look at the computer and the Internet we can see the benefits at once.

1. Information is lateral and vertical

Say for example, when a teacher uses an online text on building airplanes to teach the English Language, a
student who is interested in building airplanes will be able to use this text as a platform to seek more
information on this topic. It provides the scope for students to pursue their interests or be introduced to
many new areas that they may have an interest for.

2. Learning is interactive

Learners get instant feedback of their understanding on a particular subject. When a learner keys in a wrong
answer, the learning portal will immediately point this out and the learner has to try again. A right answer
will move him/her to the next level. This interactive feature is very effective in learning, as mistakes are
instantly corrected. Furthermore, the ‘game like’ features in these portals are able to capture the learner’s
attention for a longer period. The use of sound and colour and the ability to move from level to level each
time the learner is able to do the given task correctly, makes learning fun and effective. Technology is often
successful in removing boredom from the teaching-learning process. Students will be motivated to sit for
longer periods and learn while having fun. This in turn accelerates the learning process.

3. Learning at your own pace

Our children are all different. Their family background, the social economic status, their previous learnt
knowledge and of course, the genetic factors will all affect how quickly the absorb new information. With
the use of technology, learners will move from stage to stage at his/her own pace. Those who are able to
grasp the content quickly will be able to move on to other things while those who are slower will move at
their own pace. Let us also not forget, that children generally are better in some areas and weaker in others
and this will allow a more comfortable learning platform.

4. Weaker students can have more teacher time

Technology encourages independent learning and the teacher will be able to focus on some learners more
than others. Some learners, depending on the many factors mentioned above, still need their teacher to
hold their hands and show them how it is done. They need to hear their teacher’s voice and a ‘one to one
human interaction’ to help them understand content. Sometimes, pair work can be conducted, where peer
teaching is encouraged. It is a fact that one of the best ways to learn is to teach. By getting students who
understand the content to guide the weaker once, both learners benefit and a greater sense of
accomplishment is achieved.

5. Students become independent learners

Technology allows students to taught how to seek and validate information. Most lessons that are linked
with technology require students to do research independently and present their work. This often takes
place in the form of independent presentation or group presentation. Students learn to look for information,
evaluate the information, present and give their opinions on the given topic. On a higher order scale of
learning, this leads to reasoning and decision-making skills that are life skills that each individual needs to
have.

Parent’s Role

Based on the above, parents should understand that technology is something that is good and can enhance
their children’s learning and performance in school and in life. Of course, on the flip side, the use of
technology, meaning computers, without any supervision can be damaging for the child’s health and learning
process. Eventually, it all comes down to the parents. You have to have the knowledge on how to make the
most of what you have, how to supervise, how to motivate and how to give your kids the confidence to use
these instruments for their benefit.