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Bahasa Inggeris

Sekolah Kebangsaan

Bahasa Inggeris

Tahun 6

Bahagian Pembangunan Kurikulum
JANUARI 2022

Terbitan 2022

© 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, 6-8,
Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

CONTENT v
vii
Rukun Negara........................................................................................................................................................... ix
Falsafah Pendidikan Kebangsaan ........................................................................................................................... xi
Definisi Kurikulum Kebangsaan .............................................................................................................................. 1
Kata Pengantar......................................................................................................................................................... 3
Introduction............................................................................................................................................................... 3
Aim............................................................................................................................................................................ 4
Objectives................................................................................................................................................................. 6
The Curriculum Framework...................................................................................................................................... 10
Focus ....................................................................................................................................................................... 12
21st Century Skills..................................................................................................................................................... 13
Higher Order Thinking Skills..................................................................................................................................... 15
Teaching and Learning Strategies............................................................................................................................ 18
Cross-Curricular Elements........................................................................................................................................ 20
Classroom Assessment............................................................................................................................................ 21
Content Organisation................................................................................................................................................ 25

Listening.........................................................................................................................................................
Speaking........................................................................................................................................................

Reading.......................................................................................................................................................... 29
Writing............................................................................................................................................................ 34
Language Arts................................................................................................................................................ 39
Syllabus.......................................................................................................................................................... 41
Panel of Writers......................................................................................................................................................... 68
Acknowledgement...................................................................................................................................................... 69

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 atas prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

v

NATIONAL PRINCIPLES

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

vi

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)

vii

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)

viii

DEFINISI KURIKULUM KEBANGSAAN

3. Kurikulum Kebangsaan
(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang
termasuk kurikulum dan kegiatan kokurikulum yang merangkumi
semua pengetahuan, kemahiran, norma, nilai, unsur kebudayaan
dan kepercayaan untuk membantu perkembangan seseorang murid
dengan sepenuhnya dari segi jasmani, rohani, mental dan
emosi serta untuk menanam dan mempertingkatkan nilai moral yang
diingini dan untuk menyampaikan pengetahuan.

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997
[PU(A)531/97.]

ix

NATIONAL CURRICULUM DEFINITION

3. National Curriculum
(1) An educational programme that includes curriculum and co-
curricular activities which encompasses all the knowledge, skills, norms,
values, cultural elements and beliefs to help develop a pupil fully with
respect to the physical, spiritual, mental and emotional aspects as well as
to inculcate and develop desirable moral values and to transmit
knowledge.

Source: Education Regulations (National Curriculum) 1997
[PU(A)531/97.]

x

KATA PENGANTAR nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-21
dan Kemahiran Berfikir Aras Tinggi (KBAT).
Kurikulum Standard Sekolah Rendah (KSSR) yang dilaksanakan
secara berperingkat mulai tahun 2011 telah disemak semula bagi Penyepaduan tersebut dilakukan untuk melahirkan insan
memenuhi dasar baharu di bawah Pelan Pembangunan seimbang dan harmonis dari segi intelek, rohani, emosi dan
Pendidikan Malaysia (PPPM) 2013-2025 supaya kualiti kurikulum jasmani sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.
yang dilaksanakan di sekolah rendah setanding dengan standard
antarabangsa. Kurikulum berasaskan standard yang menjadi Bagi menjayakan pelaksanaan KSSR, pengajaran dan
amalan antarabangsa telah dijelmakan dalam KSSR menerusi pembelajaran guru perlu memberi penekanan kepada KBAT
penggubalan Dokumen Standard Kurikulum dan Pentaksiran dengan memberi fokus kepada pendekatan Pembelajaran
(DSKP) untuk semua mata pelajaran yang mengandungi Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya
Standard Kandungan, Standard Pembelajaran dan Standard murid dapat menguasai kemahiran yang diperlukan dalam abad
Prestasi. 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 KSSR. Semoga pelaksanaan KSSR
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.

DSKP yang dihasilkan juga telah menyepadukan enam tunjang HAJI AZMAN BIN HAJI ADNAN
Kerangka KSSR, mengintegrasikan pengetahuan, kemahiran dan Pengarah
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia

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KSSR BAHASA INGGERIS SK TAHUN 6

INTRODUCTION Thus, collaboration between the Ministry of Education, Malaysia
(MOE) and Cambridge English, United Kingdom (CE) has been
In this era of global competitiveness, the mastery of English is fostered to enable the development of the Standards-Based
essential for pupils to gain access to information and knowledge. English Language Curriculum (SBELC). The SBELC document
As English language is also dominantly used in Information and incorporates a mapping of the English Language Content and
Communications Technology (ICT), pupils need to master it to Learning Standards as well as pedagogical approaches which are
enable them to have easy access to information that is available aligned to the CEFR.
via the electronic media such as the Internet. Besides, it is
paramount that pupils equip themselves with the necessary skills In addition, the CEFR levels and descriptors form the basis in the
in order to keep pace with rapidly emergent global economy as development of the curriculum standards for preschool as well as
indicated in the Malaysia Education Blueprint 2013 - 2025. for primary and secondary schools. The SBELC document
includes the syllabus containing key components of a lesson,
The Blueprint also stipulates the importance of the development namely; Themes, Topics, Content and Learning Standards,
and the application of 21st Century curriculum and assessment. Cross-Curricular Elements, Differentiation Strategies and
This is in line with the government's policy to strengthen English Assessment Standards.
Language amongst teachers and pupils as well as internationally
benchmark the English Language curriculum. The Blueprint also The framework is also used as a reference to develop the
specifies that every pupil should be independently proficient in the SBELC's target proficiency levels (A1 and A2 or Basic User; B1
English language as defined by the Common European and B2 or Independent User; and C1 and C2 or Proficient User).
Framework of References (CEFR) for Languages. The latter has These curriculum target levels describe what the pupils are
been adopted by many countries as an international framework expected to achieve at each stage of learning from Year One to
for language teaching, learning and assessment. Form Five. These target levels will enable pupils to measure their

1

own progress, and facilitate teachers in gauging the pupils' KSSR BAHASA INGGERIS SK TAHUN 6
proficiency level.
In conclusion, the CEFR-aligned SBELC is built on the
Table 1 indicates the minimum curriculum target levels for primary foundations of communicative competence and fully caters for
and secondary based on the CEFR. The curriculum standards for cognitive progression in its learning standards through increasing
Year 6 are aligned to the CEFR proficiency level A2 Mid. expectations of pupils' ability to grasp concepts as they progress
from preschool to the secondary level. Therefore, this curriculum
Table 1: Curriculum Target Levels based on the CEFR of an international standard will further maximise pupils' learning
outcomes.

PRIMARY SECONDARY

123456 Remove 12345
Class

Working A1 Mid A1 High A2 Low A2 Mid A2 High B1 Low B1 Mid B1 High
Towards A1 A2 Mid
Revise A2
A1 Low

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AIM KSSR BAHASA INGGERIS SK TAHUN 6

The English Language Curriculum for Primary Schools aims to OBJECTIVES
equip pupils with basic language skills to enable them to
communicate effectively in a variety of contexts that are By the end of Year 6, pupils are able to achieve the following
appropriate to the pupils' level of development. objectives:

1. Communicate with peers and adults confidently and
appropriately in formal and informal situations.

2. Read and comprehend a range of English texts for
information and enjoyment.

3. Use appropriate language, style and form to write for
different purposes through a variety of media.

4. Appreciate and demonstrate understanding of English
language literary or creative works for enjoyment.

5. Use correct and appropriate rules of grammar in speech
and writing.

6. Appreciate and inculcate values, positive attitudes and
patriotism.

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KSSR BAHASA INGGERIS SK TAHUN 6

THE CURRICULUM FRAMEWORK

The Standards-Based Curriculum for Primary Schools is built on
the basis of six fundamental strands: Communication; Spirituality,
Attitude and Values; Humanities; Personal Competence; Physical
Development and Aesthetics; and Science and Technology.

These six strands are the main domains that complement one
another and are integrated with critical, creative, and innovative
thinking. The integration aims to develop human capital that
inculcates moral values based on religion, knowledge,
competence, critical, creative and innovation thinking as
illustrated in Figure 1.

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KSSR BAHASA INGGERIS SK TAHUN 6

Figure 1: The Standards-Based Curriculum Framework for Primary Schools
5

FOCUS KSSR BAHASA INGGERIS SK TAHUN 6

The SBELC has four focus areas that are imperative in enabling 2. Fun, Meaningful and Purposeful Learning
pupils to meet the challenges and demands of a diverse, Lessons which are contextualised and meaningful help pupils
globalised and dynamic era. These areas are curriculum to learn more effectively. Lessons should be fun and
principles, curriculum organisation, curriculum approach and interesting through purposeful pupil-centred learning
lesson organisation. activities.

Curriculum Principles 3. Pupil-Centredness in Teaching and Learning
Curriculum principles are crucial in guiding the teaching and Teaching approaches, lessons and materials must suit the
learning practices in schools. The principles are not meant to be differing needs and abilities of pupils. It is important that
narrowly descriptive but more of a guidance on the direction in appropriate activities and materials are used with pupils of
which effective practice should be practised. different learning capabilities so that their full potential can be
realised. Pupils will master all Learning Standards using the
The SBELC for Primary Schools is developed based on the Mastery Learning strategy to help them to acquire the
following principles: language.

1. Back to Basics 4. Integration of Salient New Technologies
It is essential for teachers to begin with basic literacy skills in In line with globalisation, technology is used extensively in
order to build a strong foundation of language skills. Basic our daily life for a variety of purposes such as communication,
listening and speaking skills are introduced to help pupils to gain information and knowledge and to be connected
enrich their understanding of the language. The strategy of globally. Hence, emergent technologies can be used in
phonics is introduced to help pupils read while a good language teaching and learning to engage pupils in more
foundation in penmanship will help pupils acquire good visual and interactive activities. Information available on the
handwriting. Internet and other electronic media will be vital for knowledge
acquisition.

6

5. Character-Building KSSR BAHASA INGGERIS SK TAHUN 6
An important principle which needs to be inculcated through
the curriculum is character building. Lessons based on Curriculum Approach
values have to be incorporated in teaching and learning in The SBELC emphasises the modular approach. This approach
order to impart the importance of good values for the ensures that all the four language skills; Listening, Speaking,
wholesome development of individuals. Reading and Writing, and the aspects of Grammar and Language
Arts are given due focus and attention during the teaching and
Curriculum Organisation learning process.
The English Language curriculum for primary and secondary
schools are organised into four key stages (Table 2). Pupils will be able to focus on the development of salient
language skills or sub-skills through purposeful activities in
The curriculum is organised in these stages to build a strong meaningful contexts. This approach does not exclude integration
foundation in the teaching and learning of the English language. of skills. However, integration of skills is exploited strategically to
enhance pupils' development of specific language skills as
Table 2: Key Stages in the SBELC described in the Content and Learning Standards.

Stage One Year 1, Year 2 and Year 3 (Lower Primary) In order to make learning more meaningful and purposeful,
Stage Two Year 4, Year 6 and Year 6 (Upper Primary) language input is presented under themes and topics which are
appropriate for pupils. Three broad themes have been identified in
Stage Three Remove Class the SBELC. They are:
Stage Four Form 1, Form 2 and Form 3 (Lower Secondary)
Form 4 and Form 5 (Upper Secondary) World of Self, Family and Friends
World of Stories
World of Knowledge

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KSSR BAHASA INGGERIS SK TAHUN 6

These are broad themes from which the content topics for lessons creative writing. Moral values, knowledge, understanding and
and activities for teaching and learning are derived from. All tolerance of other cultures and beliefs are imparted through these
language skills are taught through these themes which provide stories. These will help pupils understand different cultural beliefs
the context for language learning. Therefore, a balanced and learn to live harmoniously with others.
treatment of these themes is essential to enhance the
development of language skills through various strategies and The World of Knowledge encompasses general knowledge
activities. This will develop personal learning and growth which about the world, simple scientific and mathematical knowledge,
will eventually lead to the development of more holistic and global sustainability, financial literacy, environmental issues,
balanced individuals. awareness of safety, corruption and other current issues which
are appropriate for primary school pupils.
The World of Self, Family and Friends serves to increase the
awareness of how pupils relate to themselves, their surroundings, Figure 2 shows how the four language skills and Language Arts
family, loved ones and friends. Here, pupils relate language are organised to realise the aims and objectives of the SBELC.
learning to their surroundings and environment. Topics drawn The organisation does not reflect any specific order on how the
from this theme help raise pupils' awareness of the importance of language skills and Language Arts are to be carried out during the
self-care as well as care and concern for family and friends. teaching and learning process.
Therefore, pupils need to be aware of the community and society
around them. An integral part of this theme is the teaching and
learning of social skills; an important aspect of communication.

The World of Stories introduces pupils to the wonderful and
magical world of stories. Stories may range from local fables, folk
tales, legends and myths to tales around the region as well as the
rest of the world. Through these stories, pupils are exposed to a
wide range of vocabulary, sentence structures and aspects of

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KSSR BAHASA INGGERIS SK TAHUN 6

Figure 2: Lesson Organisation skills, Grammar and Language Arts are also given due focus
during the teaching and learning process.
Lesson Organisation
The SBELC for Primary Schools Stage 2 (Years 4, 5 and 6) A teacher may begin a topic by focusing on Listening skills while
enables pupils to engage effectively in daily life activities. The other skills such as Speaking, Reading and Writing are incidental.
language skills progress from basic literacy skills acquired in the This may take up one or more lessons until the objectives are
early years of primary schooling to the ability to communicate by met. Then, the teacher progresses to Speaking skills during which
expressing themselves in their immediate environment. Listening, Reading and Writing skills are incidental. When the
Reading skills or Writing skills are in focus, all other language
The SBELC focuses on the four language skills; Listening, skills are incidental. The SBELC does not specify any specific
Speaking, Reading and Writing. In addition to the four language order of teaching the language skills.

All the four language skills are linked through a topic of a selected
theme. Aspects of Grammar are infused during the teaching of
these language skills. The grammatical elements aim to develop
pupils' awareness of the underlying conventions of language use.

To optimise learning, proper planning is required prior to teaching
and learning. Teachers can plan lessons using the Standards-
Based Curriculum and Assessment Document (DSKP) and the
Scheme of Work which tie the various key components of a
lesson namely; Themes, Topics, Content and Learning
Standards, Cross-Curricular Elements, Differentiation Strategies
and Assessment together. Collaborative planning is encouraged
through Professional Learning Communities (PLC). PLC enables

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KSSR BAHASA INGGERIS SK TAHUN 6

teachers to meet regularly, share expertise, and work 21ST CENTURY SKILLS
collaboratively to improve teaching skills and the academic
performance of their pupils. One of the aspirations in the Standards-Based Primary
Curriculum (KSSR) is to develop pupils with the 21st Century
When planning lessons, teachers should take into account that Skills which emphasise on thinking skills as well as life skills and
pupils learn through connecting new knowledge to prior one's career based on values. The 21st Century Skills aim at
knowledge. This new knowledge becomes meaningful when producing pupils with characteristics defined in the Pupils' Profile
pupils are able to relate it to their experiences in the real world. In (Table 3) in order to be able to compete globally. Mastery of the
their daily lives, pupils can relate to these lessons to face various Content and Learning Standards in the English Language
situations that may require them to use English. curriculum contributes to the pupils' acquisition of the 21st Century
Skills.
The Language Arts aspect provides pupils opportunities to
explore their creativity and potential thus allowing them to Table 3: Pupils' Profile
participate actively and express themselves without much
reservation. The Contemporary Children's Literature component PUPILS' DESCRIPTION
is taught during the Language Arts lessons to expose pupils to PROFILE
different types of literary genres such as poems, short stories and
graphic novels. Teachers explore texts of these genres to create Resilient Pupils are steadfast in facing and overcoming
fun-filled and meaningful activities so that pupils will benefit from hardship and challenges with wisdom,
the learning experience and gain exposure to the aesthetic use of confidence, tolerance and empathy.
the language. The Contemporary Children's Literature provides
opportunities for pupils to immerse in a variety of literary works Thinker Pupils are able to think critically, creatively
and engage them in planning, organising, producing and and innovatively; solve complex problems
performing creative works. By the end of Year 6, pupils will be and make ethical judgments. They are able to
able to appreciate and respond to a variety of literary texts. think about learning and being pupils
themselves. They generate questions about
learning and are open towards other people's
perspectives, values, individual traditions and
society. They are confident and creative in
handling new learning areas.

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KSSR BAHASA INGGERIS SK TAHUN 6

PUPILS' DESCRIPTION PUPILS' DESCRIPTION
PROFILE PROFILE
Informed Pupils are able to obtain knowledge and
Communicator Pupils are able to voice out their thoughts, develop a broad and balanced
ideas and information with confidence and Caring understanding across the various disciplines
creativity, orally and in written form, using Patriotic of knowledge. They can explore knowledge
various types of media and technologies. effectively in terms of local and global
contexts. They understand issues related to
Team Player Pupils are able to co-operate effectively and ethics or laws regarding information that
harmoniously with one another. They share they have acquired.
responsibility, respect and appreciate the
contributions by each member in the team. Pupils are able to show empathy, sympathy
They gain interpersonal skills through and respect towards the needs and feelings
collaboration, which in turn makes them of others. They are committed to serving the
better leaders and team members. society and ensuring the sustainability of the
environment.
Inquisitive Pupils are able to develop natural
inquisitiveness to explore new strategies and Pupils are able to show their love, support
ideas. They learn skills that are necessary and respect for the country.
for inquiry-learning and research, as well as
display independent traits in learning. The
pupils are able to enjoy continuous life-long
learning experiences.

Principled Pupils have a sense of integrity, sincerity,
equality, fairness, high moral standards and
respect for individuals, groups and the
community. They are responsible for their
actions, reactions and decisions.

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HIGHER ORDER THINKING SKILLS KSSR BAHASA INGGERIS SK TAHUN 6

Higher Order Thinking Skills (HOTS) is stated explicitly in the HOTS is the ability to apply knowledge, skills and values in
curriculum so that teachers can interpret them in teaching and reasoning, reflecting, problem-solving, decision-making,
learning to promote structured and focused thinking among innovating and creating.
pupils. In the SBELC, emphasis on HOTS refers to the four
cognitive levels as presented in Table 4. Critical thinking skills refer to the ability to evaluate an idea
logically and rationally in order to make good judgment using
Table 4: Higher Order Thinking Skills logical reasons and evidences.
Creative thinking skills refer to the ability to produce or create
COGNITIVE EXPLANATION something new using imagination and thinking out of the box.
LEVELS Reasoning skills refer to an individual's ability to make
Able to use knowledge, skills and values in judgments through logical and rational evaluation.
Applying different situations to complete a piece of Thinking strategies refer to structured and focused thinking that
work. require the analysis and synthesis of data or facts to solve
Analysing problems.
Able to break down information into smaller
Evaluating parts in order to understand and make HOTS can be applied in the classroom through reasoning, inquiry,
connections between these parts. problem-solving activities and projects. In order to encourage
Creating pupils to think, thinking tools such as mind maps as well as high
Able to consider, make decisions using level of questioning techniques can be used by teachers and
knowledge, experience, skills, and values and pupils.
justify decisions made.

Able to produce an idea or product using
creative and innovative methods.

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KSSR BAHASA INGGERIS SK TAHUN 6

TEACHING AND LEARNING STRATEGIES aware of these different intelligences pupils possess in order
to maximise teaching and learning. Various teaching and
The National Curriculum aims to produce wholesome, resilient, learning strategies should be planned by teachers to foster
curious, principled, knowledgeable and patriotic pupils who have and nurture the different intelligences of pupils in order to
communicative, collaborative and thinking skills. Pupils need to be meet their varying learning styles and needs.
equipped with 21st century skills for them to compete globally.
This is outlined in the National Education Blueprint (2013-2025) 3. Constructivism
where it is aspired for every pupil to be equipped with knowledge, Constructivism will enable pupils to build new knowledge and
thinking skills, leadership skills, bilingual proficiency, ethics and concepts based on existing knowledge or schema that they
spirituality and national identity. Various techniques and have. The teacher assists pupils to acquire new knowledge
approaches are incorporated where appropriate and relevant in and solve problems through pupil-centred active learning.
classroom lessons to prepare pupils for real world challenges.
These techniques and approaches are explained below: 4. Contextual Learning
Contextual Learning is an approach to learning which
1. Mastery Learning connects the content being learnt to the pupils' daily lives, the
Mastery Learning will ensure that all pupils master the community around them and the working world. Learning
Learning Standards stipulated in the SBELC. Mastery takes place when pupils are able to relate and apply
Learning requires quality teaching and learning in the knowledge acquired to their own lives.
classroom. Sufficient time and appropriate learning conditions
should be allowed so that pupils master the Learning 5. Learning How to Learn Skills
Standards stipulated in this document. Learning How to Learn Skills are integrated in classroom
lessons and aim to enable pupils to take responsibility for their
2. Multiple Intelligences
The theory of Multiple Intelligences describes the different
intelligences human beings possess. Teachers need to be

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KSSR BAHASA INGGERIS SK TAHUN 6

own learning. These skills incorporate study skills which help carefully assessing what pupils have learned from the
pupils to access information and thus, equip them to become experience.
independent life-long learners.
PBL inculcates essential skills for pupils to be able to function
6. Knowledge Acquisition in the society. These skills include communication and
In teaching the language, content is drawn from various presentation skills, organisation and time management skills,
subject disciplines across the curriculum. Knowledge is also exploration and inquiry skills, self-assessment and reflection
further acquired from various sources to enable pupils to keep skills, group participation and leadership skills, as well as
abreast with current affairs. critical thinking. PBL allows pupils to reflect analytically upon
their own ideas and opinions, make decisions that affect
7. Project-Based Learning project outcomes and the learning process in general.
Project-Based Learning (PBL) is an innovative, systematic
instructional approach built upon learning activities and real Performance of the pupils is assessed based on an individual
tasks that promotes pupil engagement through deep effort as well as group work. It takes into account the
investigations of a problem or challenge without contributions made to the ongoing process of project
predetermined solution. The PBL approach creates a realisation, the depth of content understanding demonstrated
constructivist learning environment in which pupils construct and the quality of the product produced. PBL, at its best,
their own knowledge. connects pupils to real people, events, and challenges in the
world that is immediate to the pupils' lives and interests.
In the conventional model of teaching, the teacher is the
taskmaster. Nevertheless, the teaching strategy in the PBL 8. Collaborative Learning
encourages the teacher to become a facilitator, working with Collaborative learning is a method of teaching and learning in
pupils to structure meaningful questions and tasks, coaching which pupils work together in small groups on a structured
both knowledge development and social skills, as well as activity to explore a significant question or create a meaningful

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KSSR BAHASA INGGERIS SK TAHUN 6

project. The advantages of having small groups are that pupils CROSS-CURRICULAR ELEMENTS
can share their strengths and also develop their weaker skills
as well as their interpersonal skills. They will learn skills to The Cross-Curricular Elements are embedded into the teaching
resolve conflicts. Pupils' works are assessed individually as and learning process and are concurrent with the Content and
well as in groups. Learning Standards in the SBELC. This benefits the pupils
because today's complex and multi-dimensional world requires
In order to create a conducive environment for collaborative them to have the ability to make connections between various
learning, teachers have to ensure that pupils need to feel safe, sources of knowledge.
but also challenged. Groups need to be small enough so that
everyone can contribute. Diversity is celebrated, and A selection of key elements across the curriculum is provided for
therefore, all contributions are valued. teachers to achieve the goals of developing pupils' ability to
communicate accurately, confidently and effectively in the English
9. Inquiry-Based Learning language, and to face the challenges of the 21st Century. These
Inquiry-Based Learning is an approach to teaching and cross-curricular elements are:
learning that places pupils' questions, ideas and observations
at the centre of the learning experience. This experience 1. Language
involves deconstructing abstract notions, problems or  The correct usage of the medium of instruction in all
scenarios as well as getting pupils to enact understanding and subjects should be emphasised.
develop further questions. Both teachers and pupils share  Emphasis on correct language use, as well as focus on
responsibility for learning while teachers play an active role as pronunciation, sentence structure, grammar, terminology
facilitators in guiding pupils throughout the learning process. and language registers must be stressed during teaching
Pupils, as engaged learners, need to collaborate with others and learning in order to help pupils develop ideas and
within and beyond the classroom in order to develop deep communicate effectively.
understanding of content knowledge and improvement of
ideas.

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KSSR BAHASA INGGERIS SK TAHUN 6

2. Environmental Sustainability (ii) Scientific skills (specific processes of thinking and
 This refers to anything that furthers the goal of making life manipulative skills);
sustainable for the planet, and must be instilled and
nurtured in pupils through teaching and learning. (iii) Scientific behaviour (such as accuracy, honesty,
 Knowledge about the importance of environmental safety); and
conservation will cultivate appreciation of the environment
and subsequently affect positive behaviour. (iv) The use of technology in teaching and learning
activities.
3. Values
 Values are given due emphasis in all the subjects so that 5. Patriotism
pupils are aware of its importance and practise them.  Patriotism can be cultivated in all subjects, co-curricular
 Values encompass aspects of spirituality, humanity and activities and community services.
citizenship to be practised in their daily lives.  Patriotism helps to produce pupils who love the country
and are proud to be Malaysians.
4. Science and Technology
 Inculcating pupils' interest in Science and Technology can 6. Creativity and Innovation
increase their literacy level in these areas.  Creativity is the ability to use imagination to gather,
 The use of technology in teaching can contribute to more comprehend and generate ideas to create something new
efficient and effective learning. and original.
 The integration of Science and Technology in teaching  Innovation on the other hand, is the application of
and learning encompasses four areas: creativity through modification, revision and development
(i) Scientific and technological knowledge (facts, of an idea.
principles, concepts related to Science and  Creativity and innovation are mutually compatible and
Technology); necessary to ensure the development of human capital to
face the 21st Century challenges.
 Creativity and innovation elements need to be integrated
in teaching and learning.

16

7. Entrepreneurship KSSR BAHASA INGGERIS SK TAHUN 6
 Integration of entrepreneurial elements aims to cultivate
entrepreneurial characteristics and practices amongst 9. Global Sustainability
pupils.  This element aims at developing pupils' awareness,
 Entrepreneurial features in teaching and learning can knowledge and values relating to global environmental
nurture attitudes such as diligence, honesty, trust and change as well as human well-being and development.
responsibility as well as develop creative and innovative These knowledge and values can be applied in these
minds to generate marketable ideas. areas; consumerism and sustainable products, global
citizenship and unity.
8. Information and Communications Technology  The acquisition of global sustainability knowledge is
 Integration of Information and Communications imperative in preparing pupils to face the 21st Century
Technology (ICT) elements in teaching and learning challenges at the local, national and global level.
ensures pupils can apply and enhance their basic ICT  This element is inserted in lessons or taught directly in
knowledge. related subjects.
 The application of ICT encourages pupils to be creative,
makes teaching and learning more interesting and fun, as 10. Financial Education
well as enhances the quality of learning.  The integration of Financial Education aims to create a
 ICT is integrated in teaching and learning to help pupils future generation that is capable of making sound financial
understand the content of the subject. decisions, practising ethical financial management and
 Computational thinking is one of the skills emphasised in managing financial affairs skilfully and with accountability.
all subjects. It is a skill that uses logical reasoning,  With the introduction of consumerism and financial
algorithm, frequency, contour analysis, abstraction and awareness elements, pupils will learn to make wise
evaluation in solving problem with the help of computer. financial decisions and managing their own finances. It
can also be embedded or integrated through other topics
across the curriculum.

17

KSSR BAHASA INGGERIS SK TAHUN 6

CLASSROOM ASSESSMENT  Use of various assessment strategies that can be carried out
by teachers and pupils.
Classroom assessment involves the process of collecting
information about pupils' progress in the classroom. The ongoing  Take into account the various levels of knowledge and skills
assessment is planned, implemented and reported by respective learned.
teachers. This process is ongoing to enable teachers to determine
the pupils' mastery level.  Allow pupils to exhibit various learning capabilities.
 Assess the pupils' mastery level based on the Learning
Two types of classroom assessments are carried out by the
teachers in schools; formative assessment and summative Standards and Performance Standards.
assessment. Formative assessment is carried out during teaching  Perform follow-up action for remedial and enrichment
and learning, whereas summative assessment is implemented at
the end of an instructional period; as a conclusion of a learning purposes.
unit as well as mid-semester and year-end examinations.
Teachers should plan, construct assessment or instruments, Performance Standards refer to the six levels of pupils' progress
examine, record and report levels of acquisition based on the in the acquisition of the four language skills; Listening, Speaking,
Standards-Based Curriculum and Assessment Document Reading and Writing. Teachers can diagnose the learning
(DSKP). To ensure that assessment improves the ability and strengths and weaknesses, measure pupils' progress against the
mastery level of the pupils, teachers should carry out assessment teaching and learning objectives, then review, restrategise and
that has the following characteristics: modify their teaching to enhance pupils' learning.

 Use of various methods of assessment such as observations, Specific Performance Standards Guides for Listening, Speaking,
oral presentations, quizzes, question and answer, task sheets Reading and Writing are provided in the Standards-Based
or written assignments to document pupils' progress in Curriculum and Assessment Document (DSKP). These Guides
learning. provide teachers with reference to gauge pupils' progress in the
four language skills. Teachers can use the specific descriptors to

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KSSR BAHASA INGGERIS SK TAHUN 6

determine the performance level of their pupils in the respective Professional judgment can be carried out based on the teachers'
language skill. knowledge and experience, interaction with pupils and also
discussions with colleagues. Once the performance level of each
The performance levels indicate pupils' progress in learning. language skill has been identified, teachers can then determine
There are six levels which indicate pupils' progress in the four their pupils' overall performance level as shown in Table 5.
language skills that are arranged in a hierarchy. The levels take
into account the knowledge, skills and values stipulated in the Table 5: Overall Performance Level for Target Level CEFR A2
curriculum. (Basic User)

Teachers can record pupils' progress in the record book, exercise PERFORMANCE NOTES
book, notebook, checklist, schedules or through other appropriate LEVEL
methods. The performance levels are recorded in the reporting
template that has been provided after the teachers have 1 Pupil displays minimal ability to achieve the
completed the Content and Learning Standards. curriculum target.

OVERALL PERFORMANCE LEVEL 2 Pupil is on track to achieve the curriculum
The Overall Performance Level for each subject should be target.
determined at the end of each year. This covers aspects of
knowledge, skills and values. Teachers need to assess pupils 3 Pupil achieves expectations for the
collectively and holistically by looking at all aspects during the curriculum target.
learning process. Teachers should use professional judgment in
assessing and determining the overall performance level. 4 Pupil works towards exceeding expectations
for the curriculum target.

5 Pupil is on track to exceed expectations of
the curriculum target.

6 Pupil exceeds expectations of the curriculum
target.

19

KSSR BAHASA INGGERIS SK TAHUN 6

CONTENT ORGANISATION

The implementation of English Language is in accordance with the Circular Letter (KP/KPPM/6 Jld.2 (23) dated 2 November 2016) which is
in effect now. A minimum of 160 hours per year is allocated for English Language learning (Primary National schools). The Curriculum
Standards that encompass the Content Standards, Learning Standards and Performance Standards are explained in Table 6.

Table 6: The Curriculum Standards

CONTENT STANDARDS LEARNING STANDARDS PERFORMANCE STANDARDS

Specific statements on what pupils should The Learning Standards are concise Express the degree or quality of
know, understand and be able to do within a educational objectives that pupils are proficiency that pupils are expected to
schooling period, encompassing aspects of expected to know and be able to do at a display in relation to the Content and
knowledge, skills and values, work habits and particular stage of their primary Learning Standards.
personal character traits that are cultivated in education.
stages throughout the pupils' primary These Standards allow pupils to reflect,
education. It is a set of criteria or indicator for think and act upon their learning
learning quality and achievements that strategies for self-improvement.
The Content Standards are over-arching can be measured for each Content
educational goals that should be achieved by Standard.
the end of Year Six.
These standards should be mastered by
The focus section provides an idea or the all pupils at the end of each year.
expected achievement by the end of Year Six.

The SBELC adopts the behavioural curriculum design, whereby pupils' learning outcomes are measured based on the performance
standards. For the receptive skills such as listening and reading, the action verb 'understand' is used in the learning standards to describe
the thinking process which are measurable through the learning outcomes. In addition, the content and learning standards in the SBELC
document cover all aspects of thinking skills which are consistent with the CEFR for languages.

20

LISTENING KSSR BAHASA INGGERIS SK TAHUN 6

The Listening Content Standards focus on pupils' ability to Objectives for Listening in Year 6
recognise individual sounds, to understand meaning, and to use
strategies to help their listening. The Learning Standards progress By the end of Year 6, pupils are able to:
from pupils being able to understand globally to being able to 1. recognise and reproduce with independently a wide range
understand details.
of target language phonemes.
The order in which the Content and Learning Standards appear 2. understand with little or no support the main idea of longer
does not reflect a chronological sequence of classroom learning
which starts with 1.1.1 and finishes with 1.3.1. Pupils need to simple texts on a range of familiar topics.
develop these skills simultaneously over the school year, and so 3. understand with little or no support specific information and
will learn from opportunities to practise different listening skills in
varied sequences in their English language lessons. details of longer simple texts on a range of familiar topics.
4. understand with little or no support longer simple narratives
The Performance Standards for listening are provided for
teachers to assess their pupils' progress in listening. There are six on a range of familiar topics.
performance levels which are arranged in an ascending order to 5. understand longer sequences of supported classroom
differentiate the levels of pupils' achievements.
instructions.
6. understand more complex supported questions.
7. guess the meaning of unfamiliar words from clues provided

by other known words and by context on familiar topics.

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KSSR BAHASA INGGERIS SK TAHUN 6

1.0 Listening Skills FOCUS LEARNING STANDARD
CONTENT STANDARD
Recognise and reproduce target 1.1.1 Recognise and reproduce with independently a wide
1.1 Recognise and reproduce language phonemes intelligibly range of target language phonemes
target language sounds
Understand the main idea when 1.2.1 Understand with little or no support the main idea of
1.2 Understand meaning in a listening to texts on familiar topics longer simple texts on a range of familiar topics
variety of familiar contexts
Understand specific details when 1.2.2 Understand with little or no support specific information
1.3 Use appropriate listening listening to texts on familiar topics and details of longer simple texts on a range of familiar
strategies in a variety of topics
contexts Understand narratives on familiar
topics 1.2.3 Understand with little or no support longer simple
narratives on a range of familiar topics
Understand classroom instructions
1.2.4 Understand longer sequences of supported classroom
instructions

Understand questions on familiar 1.2.5 Understand more complex supported questions
topics
1.3.1 Guess the meaning of unfamiliar words from clues
Use appropriate strategies to provided by other known words and by context on
understand meaning familiar topics

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KSSR BAHASA INGGERIS SK TAHUN 6

Performance Standards Guide for Listening Skills

PERFORMANCE DESCRIPTORS FOR LISTENING SKILLS
LEVEL
 Can recognise and reproduce minimal target language phonemes with a lot of support.
1  Can display minimal understanding of the main idea, specific information and details of longer simple texts and

narratives with a lot of support.
 Can display minimal understanding of more complex questions and longer sequences of classroom instructions

with a lot of support.
 Can guess meaning of a few unfamiliar words with a lot of support.

 Can recognise and reproduce some target language phonemes with a lot of support.
 Can display some understanding of the main idea, specific information and details of longer simple texts and

narratives with a lot of support.
2  Can display some understanding of more complex questions and longer sequences of classroom instructions

with a lot of support.
 Can guess meaning of some unfamiliar words with a lot of support.

 Can recognise and reproduce a wide range of target language phonemes independently.
 Can display understanding of the main idea, specific information and details of longer simple texts and narratives
3 with little or no support.
 Can display understanding of more complex and longer sequences of supported classroom instructions.
 Can guess meaning of unfamiliar words from clues provided by other known words and by context.

 Can recognise and reproduce a wide range of target language phonemes independently.
 Can understand the main idea, specific information and details of longer simple texts and narratives
4 independently.
 Can understand more complex questions and longer sequences of classroom instructions with little or no

support by responding to given tasks at times.
 Can guess meaning of unfamiliar words from clues provided by other known words and by context.

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KSSR BAHASA INGGERIS SK TAHUN 6

PERFORMANCE DESCRIPTORS FOR LISTENING SKILLS
LEVEL
 Can recognise and reproduce independently a wide range of target language phonemes.
5  Can understand the main idea, specific information and details of longer simple texts and narratives

independently.
 Can understand more complex questions and longer sequences of classroom instructions with little or no

support by responding to given tasks most of the time.
 Can guess meaning of unfamiliar words from clues provided by other known words and by context.

 Can recognise and reproduce independently a wide range of target language phonemes.

 Can display understanding of the main idea, specific information and details of longer simple texts and narratives
independently.

6  Can display understanding of more complex questions and longer sequences of classroom instructions
independently by responding to given tasks easily.

 Can guess meaning of unfamiliar words from clues provided by other known words and by context.

 Can guide others in a given task.

24

SPEAKING KSSR BAHASA INGGERIS SK TAHUN 6

The Speaking Content Standards focus on the pupils' ability to Objectives for Speaking in Year 6
communicate to others, their ability to use strategies when
interacting with others, and their ability to communicate alone to a By the end of Year 6, pupils are able to:
group. There are two sections; Spoken Interaction mainly for 1. give detailed information about themselves and others.
interacting with others, and Spoken Production when speaking 2. ask about and express rules and obligations.
alone to a group. 3. explain and give reasons for simple advice.
4. ask about and describe future plans or events.
The order in which the Content and Learning Standards appear 5. ask about and describe personality.
does not reflect a chronological sequence of classroom learning 6. keep interaction going in short exchanges by checking
which starts with 2.1.1 and finishes with 2.3.1. Pupils need to
develop these skills simultaneously over the school year, and so understanding of what a speaker is saying.
will learn from opportunities to practise different speaking skills in 7. agree a set of basic steps needed to complete extended
varied sequences in their English language lessons.
classroom tasks.
The Performance Standards for speaking are provided for 8. narrate short basic stories, events and experiences.
teachers to assess their pupils' progress in speaking. There are
six performance levels which are arranged in an ascending order
to differentiate the levels of pupils' achievements.

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KSSR BAHASA INGGERIS SK TAHUN 6

2.0 Speaking Skills FOCUS LEARNING STANDARD
CONTENT STANDARD
Communicate simple information about 2.1.1 Give detailed information about themselves
SPOKEN INTERACTION
2.1 Communicate simple information themselves clearly and others

intelligibly Find out simple information from others 2.1.2 Ask about and express rules and obligations

2.2 Use appropriate communication Communicate simple information clearly 2.1.3 Explain and give reasons for simple advice
strategies
2.1.4 Ask about and describe future plans or events
SPOKEN PRODUCTION
2.3 Communicate appropriately to a Describe people and things clearly 2.1.5 Ask about and describe personality

small or large group Manage interaction appropriately 2.2.1 Keep interaction going in short exchanges by
Manage classroom tasks appropriately checking understanding of what a speaker is
saying

2.2.2 Agree a set of basic steps needed to
complete extended classroom tasks

Communicate information, events and 2.3.1 Narrate short basic stories, events and
stories clearly to an audience experiences

26

KSSR BAHASA INGGERIS SK TAHUN 6

Performance Standards Guide for Speaking Skills

PERFORMANCE DESCRIPTORS FOR SPEAKING SKILLS
LEVEL
 Can communicate simple information about themselves and others using fixed phrases with a lot of support.
1  Can communicate rules, obligations and give reasons using fixed phrases with a lot of support.
 Can manage interaction and extended classroom tasks by providing short and simple responses with a lot of

support.
 Can describe personality and future plans or events using fixed phrases with a lot of support.
 Can narrate short stories, events and experiences with difficulty even with a lot of support.

 Can communicate simple information about themselves and others with a lot of support.
 Can communicate rules, obligations and give reasons with a lot of support.
2  Can manage interaction and extended classroom tasks appropriately with a lot of support.
 Can describe personality and future plans or events with a lot of support.
 Can narrate short stories, events and experiences with a lot of support.

 Can communicate simple information about themselves and others clearly.
 Can communicate rules, obligations and give reasons adequately.
3  Can manage interaction and extended classroom tasks appropriately.
 Can describe personality and future plans or events using suitable statements adequately.
 Can narrate short stories, events and experiences adequately.

 Can communicate simple information about themselves and others clearly by providing some relevant details.
 Can communicate rules, obligations and give reasons by providing some relevant details.
4  Can manage interaction and extended classroom tasks appropriately by sustaining communication at times.
 Can describe personality and future plans or events clearly using suitable statements with very few relevant

details.
 Can narrate short stories, events and experiences clearly at an appropriate pace.

27

KSSR BAHASA INGGERIS SK TAHUN 6

PERFORMANCE DESCRIPTORS FOR SPEAKING SKILLS
LEVEL
 Can communicate simple information about themselves and others clearly by providing a lot of relevant details.
5  Can communicate rules, obligations and give reasons by providing a lot of relevant details.
 Can manage interaction and extended classroom tasks appropriately by sustaining communication most of the

time.
 Can describe personality and future plans or events clearly using suitable statements with some relevant details.
 Can narrate short stories, events and experiences with clear diction and articulation.

 Can communicate simple information about themselves and others with a lot of relevant details clearly and
confidently.

 Can communicate rules, obligations and give reasons by providing a lot of relevant details clearly and
6 confidently.

 Can manage interaction and extended classroom tasks appropriately by sustaining communication naturally.
 Can describe personality and future plans or events creatively using suitable statements.
 Can narrate short stories, events and experiences creatively with clear diction and articulation.
 Can display exemplary model of language use and guide others.

28

READING KSSR BAHASA INGGERIS SK TAHUN 6

The Reading Content Standards focus on pupils' ability to learn to Objectives for Reading in Year 6
read, to understand meaning, and to read independently for
enjoyment. Learning Standards for understanding meaning By the end of Year 6, pupils are able to:
progress from pupils being able to understand globally to being 1. understand the main idea of simple longer texts.
able to understand details. 2. understand specific information and details of simple longer

The order in which the Content and Learning Standards appear texts.
does not reflect a chronological sequence of classroom learning 3. guess the meaning of unfamiliar words from clues provided
which starts with 3.1.1 and finishes with 3.3.1. Pupils need to
develop these skills simultaneously over the school year, and so by other known words and by context.
will learn from opportunities to practise different reading skills in 4. use with some support familiar print and digital resources to
varied sequences in their English language lessons.
check meaning.
The Performance Standards for reading are provided for teachers 5. read and enjoy A2 fiction/non-fiction print and digital texts of
to assess their pupils' progress in reading. There are six
performance levels which are arranged in an ascending order to interest.
differentiate the levels of pupils' achievements.

29

KSSR BAHASA INGGERIS SK TAHUN 6

3.0 Reading Skills

CONTENT STANDARD FOCUS LEARNING STANDARD

3.1 Recognise words in linear and Identify and distinguish the letters of the 3.1.1 No learning standard
This learning standard has been covered
non-linear texts by using knowledge alphabet* in Year 1 and Year 2

of sounds of letters

*Preliterate children will need more support
to achieve this Learning Standard, literate
children more challenge and less support

Distinguish and articulate beginning, medial 3.1.2 No learning standard
and final sound words* This learning standard has been covered
in Year 1 and Year 2
*Preliterate children will need more support
to achieve this Learning Standard, literate
children more challenge and less support

Blend phonemes to recognise words* 3.1.3 No learning standard
This learning standard has been covered
*Preliterate children will need more support in Year 1 and Year 2
to achieve this Learning Standard, literate
children more challenge and less support

Segment words into phonemes to spell* 3.1.4 No learning standard
This learning standard has been covered
*Preliterate children will need more support in Year 1 and Year 2
to achieve this Learning Standard, literate
children more challenge and less support

30

KSSR BAHASA INGGERIS SK TAHUN 6

CONTENT STANDARD FOCUS LEARNING STANDARD

3.2 Understand a variety of linear and Understand the main idea in a variety of text 3.2.1 Understand the main idea of simple
non-linear print and digital texts by types on familiar topics longer texts
using appropriate reading
strategies Understand specific details in a variety of text 3.2.2 Understand specific information and
types on familiar topics details of simple longer texts

Use appropriate word attack skills to 3.2.3 Guess the meaning of unfamiliar words
understand specific meaning from clues provided by other known
words and by context

Use appropriate basic dictionary skills 3.2.4 Use with some support familiar print and
digital resources to check meaning

3.3 Read independently for information Read and understand a variety of fiction and 3.3.1 Read and enjoy A2 fiction/non-fiction

and enjoyment non-fiction texts with confidence and enjoyment print and digital texts of interest

31

KSSR BAHASA INGGERIS SK TAHUN 6

Performance Standards Guide for Reading Skills

PERFORMANCE DESCRIPTORS FOR READING SKILLS
LEVEL
 Can display minimal understanding of the main idea, specific information and details of simple longer texts with a
1 lot of support.

 Can guess meaning of very few unfamiliar words from clues provided by other known words and by context as
well as use a limited range of dictionary skills with a lot of support.

 Can read A2 fiction or non-fiction print and digital texts of interest haltingly with a lot of support.

 Can display some understanding of the main idea, specific information and details of simple longer texts with a
lot of support.

2  Can guess meaning of some unfamiliar words from clues provided by other known words and by context as well
as use limited range of dictionary skills with a lot of support.

 Can read A2 fiction or non-fiction print and digital texts of interest at a slower pace with a lot of support.

 Can understand the main idea, specific information and details of simple longer texts by responding adequately
to given tasks.

 Can guess the meaning of unfamiliar words from clues provided by other known words and by context as well as
3 use dictionary skills adequately.

 Can read and understand a range of A2 fiction or non-fiction print and digital texts of interest by responding
adequately to given tasks.

 Can understand the main idea, specific information and details of simple longer texts by responding clearly to
given tasks most of the time.

 Can guess the meaning of unfamiliar words from clues provided by other known words and by context as well as
4 use dictionary skills according to given tasks most of the time.

 Can read and understand a range of A2 fiction or non-fiction print and digital texts of interest by responding
clearly to given tasks most of the time.

32

KSSR BAHASA INGGERIS SK TAHUN 6

PERFORMANCE DESCRIPTORS FOR READING SKILLS
LEVEL
 Can understand the main idea, specific information and details of simple longer texts by responding clearly to
5 given tasks with ease.

 Can guess the meaning of unfamiliar words from clues provided by other known words and by context as well as
use dictionary skills according to given tasks with ease.

 Can read and understand a range of A2 fiction or non-fiction print and digital texts of interest by responding
clearly to given tasks with ease.

 Can understand the main idea, specific information and details of simple longer texts by responding creatively to

given tasks.

6  Can guess the meaning of unfamiliar words from clues provided by other known words and by context as well as
use dictionary skills effectively.

 Can read fluently and understand a range of A2 fiction or non-fiction print and digital texts of interest.

 Can guide others in a given task.

33

WRITING KSSR BAHASA INGGERIS SK TAHUN 6

The Writing Content Standards focus on pupils' ability to learn to Objectives for Writing in Year 6
write, to communicate meaning, and to use appropriate
mechanical features of writing. Learning Standards for By the end of Year 6, pupils are able to:
communicating meaning progress from pupils being able to 1. give detailed information about themselves and others.
communicate information, to describing people and things, to 2. describe future plans or events.
being able to organise what they write. 3. narrate factual and imagined events and experiences.
4. describe personality.
The order in which the Content and Learning Standards appear 5. connect sentences into two coherent paragraphs or more
does not reflect a chronological sequence of classroom learning
which starts with 4.1.1 and finishes with 4.3.3. Pupils need to using basic coordinating conjunctions and reference
develop these skills simultaneously over the school year, and so pronouns.
will learn from chances to practise different writing skills in varied 6. use capital letters, full stops, commas in lists, question
sequences in their English language lessons. marks and speech marks appropriately at discourse level.
7. spell most high frequency words accurately in independent
The Performance Standards for writing are provided for teachers writing.
to assess their pupils' progress in writing. There are six 8. produce a plan or draft of two paragraphs or more for a
performance levels which are arranged in an ascending order to familiar topic and modify this appropriately in response to
differentiate the levels of pupils' achievements. feedback.

34

KSSR BAHASA INGGERIS SK TAHUN 6

4.0 Writing Skills FOCUS LEARNING STANDARD
CONTENT STANDARD Develop prewriting skills*
*preliterate children only 4.1.1 No learning standard
4.1 Form letters and words in neat Develop early writing skills* This learning standard has been covered in
legible print using cursive writing *all children Year 1

4.2 Communicate basic information Communicate basic personal 4.1.2 No learning standard
intelligibly for a range of purposes information clearly This learning standard has been covered in
in print and digital media Communicate basic information clearly Year 1, Year 3 and Year 4

Describe people and things clearly 4.2.1 Give detailed information about themselves and
Organise basic information others
appropriately
4.2.2 Describe future plans or events

4.2.3 Narrate factual and imagined events and
experiences

4.2.4 Describe personality

4.2.5 Connect sentences into two coherent
paragraphs or more using basic coordinating
conjunctions and reference pronouns

35

KSSR BAHASA INGGERIS SK TAHUN 6

CONTENT STANDARD FOCUS LEARNING STANDARD

4.3 Communicate with appropriate Punctuate texts appropriately 4.3.1 Use capital letters, full stops, commas in lists,
language form and style for a range Spell high frequency words accurately question marks and speech marks
of purposes in print and digital appropriately at discourse level
media
4.3.2 Spell most high frequency words accurately in
Plan, draft and edit work appropriately independent writing
on familiar topics
4.3.3 Produce a plan or draft of two paragraphs or
more for a familiar topic and modify this
appropriately in response to feedback

36

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Unit 3 - Adventure Time

Instruction : Open page 34 for this lesson

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YEAR 6 ENGLISH TEXTBOOK - g-87003116 Flip PDF | AnyFlip

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Check YEAR 6 ENGLISH TEXTBOOK from g-87003116 here. Like YEAR 6 ENGLISH TEXTBOOK? Just add YEAR 6 ENGLISH TEXTBOOK of g-87003116 to My Favorites. Embed YEAR 6 ENGLISH TEXTBOOK to websites for free. Check 15 flipbooks from g-87003116. Upload PDF to create a flipbook like YEAR 6 ENGLISH TEXTBOOK now.

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This lesson plan explains the flow of teaching and learning session designated for students to learn Unit 3 - Adventure Time.

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Instruction :

1) Listen to the song.

2) Sing along to the song.

3) Identify the verbs and vocabulary.

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A Camping We Will Go - The Kiboomers Preschool Songs & Nursery Rhymes for Camp

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Instruction :

1) Read the e-book version given about school camping.

2) Annotate unfamiliar vocabularies from the book.

3) Identify atleast 5 grammar items such as past participle and present perfect tense.

4) Scan the QR code on page 1 to get support from digital cartoon storybook version to listen and watch the animation.

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Instruction :

1) Watch, listen and read along to the the cartoon video storybook version about school camping.

2) Annotate unfamiliar vocabularies from the book.

3) Identify atleast 3 grammar items such as past participle and present perfect tense.

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Instruction :

1) There are 3 levels in the game. All level consist of 2 parts. Part 1 for low proficiency students and Part 2 is for high proficiency students.

2) Answer questions & complete the game as much as you can.

3) Jot down any new words that you learn in this game.

4) Ask the teacher for guidance to help you complete the quest.

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This game focuses on reading and cognitive skills. There are Part 1 & 2. This game will test you on verbs, adjectives and nouns.

Instruction :

1) Read the instructions given in the game.

2) Answer the quiz.

3) You may discuss in groups or use the clues given to help you.

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start

Your escape adventure begins!

FARMESCAPE ROOM

CAMP QUEST

Destination 01

CHOOSE YOUR DESTINATION

Destination 02

Destination 03

x0

x0

Collect the delicious marshmallow for each correct answer

LET'S GO CAMPING!

Sad

Angry

Excited

The students were _______ because it was the time for the yearly school camp.

question 1/4

Collect

tall, beautiful

long, ugly

high, dirty

The campsite was surrounded by ____ trees, and there was also a ______ lake nearby.

question 2/4

Collect

Un huevo de gallina recolectado

grilled

roasted

cooked

Collect

In the evening, they gathered around the campfire. They _____ marshmallows and told spooky stories.

question 3/4

Un huevo de gallina recolectado

Un huevo de gallina recolectado

wildfire

campfire

bushfire

Collect

Danial decided to share his journal with everyone. He stood in front of the ________ and read aloud the stories he had written.

question 4/4

Un huevo de gallina recolectado

Un huevo de gallina recolectado

Un huevo de gallina recolectado

continue

Well done!Happy mellows

NOM, NOM...

Start

x0

x4

Lets go camping !

Collect the delicious skewers for each correct answer

Plan my menu

Climbing the rocks

Set up a tent

Collect

What is the first thing you should do when you go camping in the woods?

QUESTION 1/4

Marshmellow

Firewood

Kitchen stove

Collect

Which of the following is an important part of a campfire and helps start the fire?

QUESTION 2/4

Swimming

Jogging

Hiking

Collect

What activity involves walking in the woods to explore, enjoy nature, and climb?

question 3/4

Boring

Annoying

Exciting

Collect

Which word best describes the feeling of being outdoors, surrounded by nature, and sleeping under the stars?

question 4/4

continue

Well done!Happy grilling

Sssszzzz....

x4

x4

Task 2 completed

Skewers are all secured

x4

x4

FInalize

All right, daily chores done!

start over?

CONGRATULATIONS!

back

z

z

z

...

z

z

z

...

It got dark and you haven't finished your daily chores!

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start Your escape adventure begins! FARMESCAPE ROOM CAMP QUEST Destination 01 CHOOSE YOUR DESTINATION Destination 02 Destination 03 x0 x0 Collect the delicious marshmallow for each correct answer LET'S GO CAMPING! Sad Angry Excited The students were _______ because it was the time for the yearly school camp.

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Information : This game focuses on reading and writing skills. There are Part 1 & 2. This game will test you to write complete and complex sentences.

Instruction :

1) Read the instructions given in the game.

2) Play and create sentences.

3) You can start over and try again if you are not satisfied.

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This game focuses on writing skills. There are easy and hard task. This game will test you to write either a paragraph for low proficiency students or an essay for high proficiency students.

Instruction :

1) Write a paragraph or write an essay.

2) Describe your camping adventure creatively according to the description in the game.

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Information : This class with Teacher Aina will help you to explore more on the topic. Feel free to share opinions and ask questions during the learning session.

Instruction :

1) Join the google meet on 30 November, Thursday.

2) The class will start from 11 a.m to 12 p.m. (1 hour).

3) Please be punctual and be there 5 minutes early.

4) We are going to learn topic 3 - Adventure time, so be prepared.

5) See you there !

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Real-time meetings by Google. Using your browser, share your video, desktop, and presentations with teammates and customers.

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Instruction :

1) Read the questions and share your answers with your classmates and teachers.

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