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    Literature Component KBSM English Language Implementation 2010

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    Redzuan Bin Ahmad
    This document outlines the implementation of the literature component of the English language curriculum in Malaysian secondary schools from 2010-2012. It discusses the curriculum goals of producing knowledgeable, articulate, confident learners of good character. Key principles of the component include making learning fun, learner-centered, integrating technology, and character building. Learning outcomes focus on listening, reading, viewing and responding to literary works. Challenges to the implementation include students' low English proficiency and lack of reading habits as well as teachers' lack of training and motivation. The way forward emphasizes teacher creativity, competency, training and support.

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    Literature Component KBSM English Language Implementation 2010

    Uploaded by

    Redzuan Bin Ahmad
    157 views16 pages
    This document outlines the implementation of the literature component of the English language curriculum in Malaysian secondary schools from 2010-2012. It discusses the curriculum goals of producing knowledgeable, articulate, confident learners of good character. Key principles of the component include making learning fun, learner-centered, integrating technology, and character building. Learning outcomes focus on listening, reading, viewing and responding to literary works. Challenges to the implementation include students' low English proficiency and lack of reading habits as well as teachers' lack of training and motivation. The way forward emphasizes teacher creativity, competency, training and support.

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    2009AestheticImplemNov3

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    This document outlines the implementation of the literature component of the English language curriculum in Malaysian secondary schools from 2010-2012. It discusses the curriculum goals of producing knowledgeable, articulate, confident learners of good character. Key principles of the component include making learning fun, learner-centered, integrating technology, and character building. Learning outcomes focus on listening, reading, viewing and responding to literary works. Challenges to the implementation include students' low English proficiency and lack of reading habits as well as teachers' lack of training and motivation. The way forward emphasizes teacher creativity, competency, training and support.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    157 views16 pages

    Literature Component KBSM English Language Implementation 2010

    Uploaded by

    Redzuan Bin Ahmad
    This document outlines the implementation of the literature component of the English language curriculum in Malaysian secondary schools from 2010-2012. It discusses the curriculum goals of producing knowledgeable, articulate, confident learners of good character. Key principles of the component include making learning fun, learner-centered, integrating technology, and character building. Learning outcomes focus on listening, reading, viewing and responding to literary works. Challenges to the implementation include students' low English proficiency and lack of reading habits as well as teachers' lack of training and motivation. The way forward emphasizes teacher creativity, competency, training and support.

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    Taklimat Pendedahan Modul Komponen Sastera

    bahas Inggeris Sekolah Menengah Ting 1 dan 4

    LITERATURE COMPONENT
    KBSM ENGLISH LANGUAGE

    IMPLEMENTATION 2010

    BAHAGIAN PEMBANGUNAN KURIKULUM


    KEMENTERIAN PELAJARAN MAAYSIA
    NOV 2009

    1
    CURRICULUM GOAL
    By the end of the language
    programme, the curriculum aims to
    produce a learner who is:

    • knowledgeable
    • articulate
    • confident
    • of good character
    PRINCIPLES
     Learning is fun, meaningful, purposeful
     activities are contextualized, meaningful and purposeful; fun-filled activities
     integration of language skills in meaningful contexts

     Teaching is learner-centred
     learner’s needs and salient learner factors (environment, family, language use contexts,
    entry behaviour)

     Integration of salient new technologies


     exploiting ICT to and facilitate and encourage meaningful language practice
     has as much to do with what a teacher does as what learners do with the new
    technologies

     Character-building infused
     inculcating moral values
     promoting more instructional conversation in the classroom
    LEARNING OUTCOMES : ENGLISH SYLLABUS 2003
    (KBSM)

    KNOWLEDGE
    • subject disciplines
    • current issues

    SKILLS
    INFORMATIONAL • Learning how to
    SOCIO-CULTURE learn
    • moral values • obtain information
    • Thinking skills
    • social ethics • process information
    • Multiple
    • citizenship Intelligences
    • globalization Informational • IT skills
    Informational
    • life-long learning Interpersonal LSRW Aesthetic
    • real-life skills GRAMMAR
    INTERPERSONAL
    VOCABULARY AESTHETIC
    • establish &
    maintain SOUND SYSTEM • respond to
    relationships texts
    • social Aesthetic • be involved
    interaction Inter-personal in personal
    expressions
    Objectives of Component

    To enable students to :
    - improve their proficiency through reading
    - respond to text
    - draw lessons and insights from slices of life
    - understand and appreciate other cultures
    - relate events , characters to own life
    - expose students to models of good writing.
    LEARNING OUTCOMES

    3.1 Listen to, read, view and respond to literary works by

    a. understanding and retelling in one’s own words the story, play, poem and
    song heard and read and the film viewed, and giving one’s own opinion of
    the text.
    b. recognising elements in a story such as characters, events;
    c. explaining the message the writer is trying to convey and discussing how
    this relates to one’s life;
    d. reciting poems with feelings and expression.

    3.2 Express themselves creatively and imaginatively by

    a. dramatising texts and role-playing characters


    b. retelling a story from a different point of view and presenting it in another
    genre;
    c. composing simple poems, stories and dialogues
    LITERATURE- CURRENT AND
    FUTURE NEEDS

     Manpower Development
     Creates awareness of social problems
     Mould future Malaysians
     Creates awareness of environmental
    concerns
     Personal development
     Language Development
    Approach :
     light, with an emphasis on
    enjoyment
     adapt teaching to students of
    different abilities
    CURRENT CYCLE
    FORM FORM FORM FORM FORM TOTAL
    GENRE 1 2 3 4 5
    POEMS 3 6 9
    SHORT 3 5 8
    STORIES
    NOVELS 1 1 1 3
    PLAYS
    TOTAL 6 1 1 11 1 20

    NEXT CYCLE –BEGINS-2010


    FORM FORM FORM FORM FORM TOTAL
    GENRE 1(2010) 2(2011) 3(2012) 4(2010) 5(2011)

    POEMS 2 2 2 2 2 10
    SHORT 1 1 2 4
    STORIES
    NOVELS 1 1 1 3
    PLAYS 1 1 2
    TOTAL 4 4 3 5 3 19
    IMPLEMENTATION

     Year 2010 Forms 1 and 4

     Year 2011 Forms 2 and 5

     Year 2012 Forms 3


    LIST OF TITLES
    POEMS - FORM 1
    The River Valerie Bloom
    Mr. Nobody
    Anonymous
    POEMS - FORM 2
    I Wonder Jeannie Kirby
    Heir Conditioning M. Shanmugalingam

    POEMS - FORM 3
    A Fighter’s Lines Marzuki Ali
    Leisure William Henry Davies

    POEMS – FORM 4
    In the Midst of Hardship Latiff Mohidin ( Translated by Salleh Ben Joned)
    He had such quiet eyes Bibsy Soenharjo

    POEM –Form 5
    Nature H.D. Carberry
    Are You Still Playing your Flute Zurinah Hassan
    SHORT STORIES
    FORM 1
    Flipping Fantastic Jane Langford

    Form 2
    One is One and All alone Nicholas Fisk

    Form 4
    Qwertyuiop Vivien Alcook
    The Fruitcake Special Frank Brennan
    PLAYS
    Form 2
    Rumpelstiltskin Angela Lanyon
    Form 4
    Gulp and Gasp John Townsend

    Novels
    Form 1 (Graphic Novels)
    Journey to the Centre of the Earth Retold byDavis Worth Miller &
    (Jules Verne) Katherine McClean Brevard

    Black Beauty
    (Anna Sewell) Retold by L.L. Owens

    Boscombe valley Mystery Arthur Conan Doyle

    Novels –Form 3 and Form 5


    TO BE DECIDED LATER
    CHALLENGES
    to overcome

    Students : Teachers :
    • low proficiency • low proficiency
    • not motivated • not motivated
    • large classes • fear of literature
    • no reading habit • non readers
    • no love for language • lack of techniques/strategies
    THE WAY FORWARD

     Teacher Creativity
     Teacher Competency
     Teacher Training
     Teacher Support
     Teacher Motivation
     Assessment that reflects the
    aspiration of the curriculum
    Thank you
    for your attention!!!

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