Pengolahan Kurikulum Bahasa Inggeris Sekolah Rendah

CURRICULUM ORGANISATION

The English language curriculum is developed in line with the way English is used in society in everyday life when interacting with people, getting information, and when enjoying a good book or film. This is reflected in the learning outcomes of the curriculum. The learning outcomes are based on the four language skills of Listening, Speaking, Reading, and Writing. These four language skills in turn also incorporate the use of good grammar, the English sound system, and the use of appropriate vocabulary. In addition, the curriculum also takes into account other educational emphases such as thinking skills, ICT skills, values and citizenship education.

Language Skills

The language skills of listening, reading and writing form the core of the primary English curriculum. Learners use these skills to talk to and write to people, to obtain information from various sources, and to enjoy a poem or story read or heard. The skill of Listening is taught to enable learners to listen carefully to what is spoken so that they are able to obtain as much and as accurately as possible the information or ideas heard. Oral skills are taught to enable learners to express their ideas confidently and clearly. For this purpose, learners are taught to pronounce words correctly and to speak with correct stress, intonation and sentence rhythm. The skill of Reading is taught to enable learners not only to read independently a variety of texts but also to read with understanding so that they are able to extract information efficiently. The skill of Writing is taught to enable learners to express their ideas clearly on paper in legible handwriting or to communicate

via the electronic media if facilities are available in school.

Language Content

The Language Content of the curriculum comprises the grammar of the English language, the English sound system and a Word List to guide teachers.

Educational Emphases

In addition, current developments in education are included. These comprise Thinking Skills, skills of Learning How to Learn, and other educational emphases such as Values and Citizenship Education. Language teaching also takes into account learners’ multiple intelligences and emphasizes the importance of using real life examples to prepare learners for the real world. 

Learning Outcomes

Learning outcomes are statements to guide teachers in teaching and are derived from the objectives. Learning outcomes incorporate the skills of listening, speaking, reading and writing, grammar, the sound system and words from the word list. More details on the learning outcomes and the language content are given in the Syllabus Specifications documents from Year 1 through to Year 6.

Dipetik dari Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah, Kementerian Pendidikan Malaysia (Pusat Pekembangan Kurikulum Kementerian Pendidikan Malaysia, 2001)

Pengolahan Kurikulum Bahasa Inggeris Sekolah Menengah

CURRICULUM ORGANISATION

The English language curriculum is developed in line with the way English is used in society in everyday life, when interacting with people, when accessing information and when understanding and responding to literary works. This is reflected in the learning outcomes of the curriculum. The learning outcomes are based on the four language skills of listening, speaking, reading and writing which in turn incorporate grammar, the English sound system and the appropriate use of vocabulary. In addition, the curriculum takes into account other educational emphases such as thinking skills, ICT skills and values and citizenship education.

Language Use

The three areas of language use are the Interpersonal, the Informational, and the Aesthetic. Language for Interpersonal purposes enables learners to establish and maintain friendships and also collaborate with people to do certain things; Language for Informational purposes enables learners to use language to obtain, process, and give information. Language for Aesthetic purposes enables learners to enjoy literary texts at a level suited to their language and to express themselves creatively.

Language Skills

The language skills of listening, speaking, reading, and writing form the core of the curriculum. Learners use these skills to interact with people, obtain information and present information, respond to literary texts, and express themselves creatively. The skill of listening enables learners to understand and extract information relevant to their needs or to enjoy the sounds and rhythm of speech as in poetry and song. Oral skills will enable learners to convey their thoughts and ideas clearly in speech when they pronounce words correctly and observe correct stress and intonation. The skill of reading a variety of texts will enable learners to adjust the speed and style of their reading to suit the purpose at hand and to extract both implicit and explicit meanings from the text. Writing skills will enable learners to present their ideas in a logical and organised manner.

Language Content

The Language Content of the curriculum comprises the Sound System, the Grammar of the English language, the texts in the literature component, and the Word List to guide teachers.

Educational Emphases

In addition, current developments in education and in English language teaching are included. These are Thinking Skills, skills of Learning How to Learn and other educational emphases such as values and citizenship education. Language content also takes into account learners’ multiple intelligences and emphasises the importance of using real-life issues and problems to prepare learners for the real world.

Learning Outcomes

Learning Outcomes are statements to guide teachers in teaching and are derived from the objectives. Learning outcomes incorporate the skills of listening, speaking, reading and writing. Learning outcomes combine skills with aspects of language content. More details on learning outcomes and language content are given in the

Syllabus Specifications documents.


Dipetik dari Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah, Kementerian Pendidikan Malaysia (Pusat Pekembangan Kurikulum Kementerian Pendidikan Malaysia, 2000)

Sasaran dan matlamat pendidikan Bahasa Inggeris di Sekolah Menengah

AIMS

The syllabus aims to extend learners’ English language proficiency in order to meet their needs to use English in certain situations in everyday life, for knowledge acquisition, and for future workplace needs.

OBJECTIVES
By the end of their secondary school education, learners should be able to:
i.  form and maintain relationships through conversations and correspondence; take part in social interaction; and interact to obtain goods and services ;
ii. obtain, process and use information from various audio-visual and print sources, and present the information in spoken and written form;
iii. listen to, view, read and respond to different texts, and express ideas, opinions, thoughts and feelings imaginatively and creatively in spoken and written form; and
iv. show an awareness and appreciation of moral values and love towards the nation.

Dipetik dari Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah, Kementerian Pendidikan Malaysia (Pusat Pekembangan Kurikulum Kementerian Pendidikan Malaysia, 2000)

Sasaran dan matlamat pendidikan Bahasa Inggeris di Sekolah Rendah

AIMS

The English language syllabus for primary schools aims to equip learners with basic skills and knowledge of the English language so as to enable them to communicate, both orally and in writing, in and out of school.

OBJECTIVES
By the end of the primary school, learners should be able to
i. listen to and understand simple spoken English in certain given contexts;
ii. ask and answer questions, speak and express themselves clearly to others using simple language;
iii. acquire good reading habits to understand, enjoy and extract information from a variety of texts;
iv. write legibly and express ideas in simple language; and
v. show an awareness and appreciation of moral values as well as love for the nation.

Dipetik dari Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah, Kementerian Pendidikan Malaysia (Pusat Pekembangan Kurikulum Kementerian Pendidikan Malaysia, 2001)

Falsafah Pendidikan Kebangsaan

Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembang 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.

Dipetik dari Sukatan Pelajaran Kurikulum Bersepadu Sekolah Rendah, Kementerian Pendidikan Malaysia (Pusat Pekembangan Kurikulum Kementerian Pendidikan Malaysia, 2001)

Sejarah Bahasa Inggeris

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