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Compare & contrast English Language syllabus in KLSR, KB(aru)SR, KB(ersepadu)SR, KSSR

KLSR KB(ARU)SR KB(ERSEPADU)SR KSSR


Aim to examine the national education To produce a well-balancedTo equip pupils with skills To equip pupils with basic
policy which proposed by Rahman individual in terms and
of provide a basic language skills to enable
Talib Report in 1956. understanding
knowledge and skills that are of the them to communicate
appropriate and have moralEnglish language so that effectively in a variety of
and strong ethical values.they are able to contexts thats appropriate
communicate, both orally to the pupils level of
and in writing development.
Curriculum Organisation Teaching and learning process Three basic areas: According to each subjects Primary education is divided
too depend on textbook. (syllabus / text books) into two stages:
Communication field The language contents are Stage One Years 1, 2 and 3
The syllabus was not flexible. (3 Basic Skills and the sound system, grammar Stage Two, Years 4, 5 and
arithmatics) and vocabulary. 6.
On the contrary, teaching style Man and His Several teaching contexts
that based on class solely Environment field have been suggested In Years 1, 2 and 3 in
emphasized the usage of textbook Individual through which the language national schools, the English
and chalk. Development field. skills and language content language curriculum
are to be taught. emphasises the development
of basic language skills so
that pupils will have a strong
foundation to build their
proficiency in the language.

Skills Involved stressed on learning through Students were taught to It comprises the four Emphasises the
memorization directly or indirectly listen, say aloud, recognize language skills of listening, development of basic
had influenced by belief of and form symbols, numbers speaking, reading, and language skills so that
behaviourisme. and the alphabet, and to use writing as well as the pupils will have a strong
all these in writing. language contents foundation to build their
emphasized on one aspect of the proficiency in the
skills language.
Listening and Speaking
Reading
Writing
Language Arts

In Years 3-6, grammar is


added.
Assessment Understanding, practice and Students should be able to Clear emphasis on Multiple sources of
appreciation were given less write essays and letters that summative assessment evidence
attention accordingly. are appropriate to the topics Teachers will build a
and purposes as well as they profile of pupils language
understand and can fill in the development and assess
forms properly. them individually.
A combination of formative
Emphasizes the mastery of and summative
3M basic skills, which are, assessment methods.
reading, writing and
arithmetic.
Educational Emphases The planning of primary school physical, emotional, spiritual, Thinking skill Thinking skill
curriculum was to enable students intellectual and social Learning how to learn Mastery learning
to achieve skills of skill ICT
communication, human with ICT Multiple Intelligence
environment and individual Multiple Intelligence Constructivism
development. Values and Contextual learning
citizenship Learning how to learn
Knowledge skill
Acquisition Values and
Preparation for the citizenship
real world Knowledge
Acquisition
Creative and
innovation
Entrepreneurship

Fati Idris. (2012). Difference between KBSR and KSSR. Retrieved from Slide Share Website: https://www.slideshare.net/4tin/difference-between-kbsr-and-kssr

Choo, Y.B. (2016). Topic 3b development of the malaysian curriculum. Retrieved from Slide Share Website: https://www.slideshare.net/YeeBeeChoo/topic-3b-
development-of-the-malaysian-curriculum

Mak, K. (2017). The history of primary school curriculum starting with KLSR, KBSR, integrated curriculum and finally KSSR. Retreved from Academia Edu Website:
https://www.academia.edu/6450344/Assigment_Group_1