Topic

Educational
Emphases in
KBSR

LEARNING OUTCOMES
By the end of this topic, you should be able to:

1.

State the seven education emphases in the KBSR syllabus;

2.

Explain the implications of the seven education emphases;

3.

Plan activities that reflect these emphases in education.

INTRODUCTION

In the previous topic, you were introduced to elements of the KBSR, that is
the Malaysian primary school syllabus and curriculum specifications. In
implementing the curriculum, teachers should also note the educational
emphases highlighted in the syllabus. These emphases reflect the current
developments in education and will help to prepare learners for the real world
and improve the quality of their interaction with others. In the long term, the
educational emphases will contribute towards the development of a progressive
Malaysian society.

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7.1

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EDUCATIONAL EMPHASES IN KBSR

THINKING SKILLS

Have you ever made a decision and regretted it later? Why?

Could it be because you were too hasty and failed to evaluate the situation or the
problem more carefully?
You may think we can all think because we are endowed with a brain. Well, to a
certain extent, you are right. But, how well do we think? Are we capable of
critical and creative thinking? These are the two higher order thinking skills
which enable us to think logically and rationally so that we will be able to
improve our powers of reasoning and make good judgements and wise decisions
in our lives. Unfortunately, not everyone possesses such levels of thinking ability.
Therefore, the Malaysian primary school syllabus, as well as the secondary
syllabus, has highlighted thinking skills as an educational emphasis to be
incorporated in the teaching and learning process. Figure 7.1 illustrates what
critical and creative thinking skills (CCTS) are and why they are important.

Figure 7.1: Thinking skills  what it is all about

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SELF-CHECK 7.1
What is the difference between creative and critical thinking skills?

7.1.1

What are the Critical and Creative Thinking

Skills?

Critical Thinking
Critical thinking, or higher-level thinking, involves analysis and evaluation of
observations and materials. It refers to logical thinking and reasoning and
include skills such as comparison, classification, sequencing, cause/effect,
patterning, mapping, analogies, deductive and inductive reasoning, forecasting,
planning, hypothesising, and critiquing. In terms of hemisphericity, critical
thinking is said to be more left brain, and thus will suit left brain learners. Critical
thinking involves taking apart complex items, such as speeches, written
communications, statistics, or machines and explaining their underlying
organisation  figuring out how they work or what they are really saying. It is
not just understanding an object or concept, but looking below the surface to
discover how different parts interact. Critical thinking is a tool for decision
making and problem solving. Good critical thinkers dont accept information at
face value, but look inside it for hidden agendas, things that are left out, and
underlying bias. Journalists, lawyers and educators are just some of the
professions that require a lot of critical thinking.
Why Critical Thinking is Important
We make decisions and solve problems every day, from simple choices like
which shampoo to buy or what movie to watch to complex decisions like whom
to vote for or how to discipline our children. It is imperative that we possess the
skills to make informed, educated decisions instead of believing everything we
see on T.V. or the Internet. Even children need to know how to analyse what they
see and hear, and this means they need strong critical thinking skills. Good
critical thinking skills will make a better leader, and leadership is one of the main
agenda in our schools which teachers must pay attention to.
Creative Thinking
In their book, Teaching Strategies, Donald Orlich, Robert Harder, Richard
Callahan et al., define creative thinking as blending different elements to form a
new and unique entity. Creative thinking essentially refers to creating something
new or original. This involves the skills of flexibility, originality, fluency,
elaboration, brainstorming, modification, imagery and metaphorical thinking.

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Creative thinking stimulates curiosity and promotes divergence. At the school

levels, creative thinking would be an invaluable tool as children are at an
impressionistic age and enjoy diversions. In terms of hemisphericity, creative
thinking is said to be more right brain, and thus will suit right brain learners.
Creative thinkers are able to put ideas together in novel or unique ways or create
new ideas. Artists, for example, are creative thinkers, and scientists, legislators
and engineers, among many others. They seek to use research and data in new
ways to find cures for diseases, design new cars or computers, or draw up new
laws for health care, for example. Nonetheless, everybody is creative in their own
way. You dont have to be artistic or a genius to be creative  just imaginative
and able to think outside the box.
Why Creative Thinking is Important
Think for a moment: Without creative thinkers, we wouldnt have Leonardo da
Vinci, William Shakespeare, Steven Spielberg, Steven Jobs or Bill Gates. Creative
thinking isnt just about imagination; its also vital for problem solving. Children
upon encountering a new problem would find ways to solve it without being
told what to do. They show maturity and development. This is why its so
important for parents to encourage kids to be creative in many ways: coloring
books, dance lessons, listening to music, and playing with manipulative toys.
Parents and teachers should take advantage of this natural propensity for
creativity and facilitate the situation to maximise childrens learning.
Read more on CCTS at:
http://www.ehow.com/about_5453745_creative-critical-thinking-skills.html
http://eduscapes.com/tap/topic69.htm

ACTIVITY 7.1
Look through the primary school English language syllabus or
curriculum specifications. Are any of the above critical and creative
skills listed there?

7.1.2

Applying Thinking Skills in the Classroom

To encourage the development of thinking skills in our learners, we have to

incorporate activities that will encourage them to use these skills. In this section,
we will first look at what types of questions teachers should ask their pupils to

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encourage them to think critically and creatively. Later, several language

activities involving critical and creative thinking skills will be described. The
activities can be adapted to suit different groups of learners.
(a)

Questions that Encourage CCTS

As teachers, the questions that we ask during our lessons can play a role in
developing critical and creative thinking skills in our pupils. Here are some
sample questions which extend from students class participation, that will
encourage higher levels of thinking. Try to incorporate them into your
lessons.
(i)

Why do you say that?

(ii)

What would be an example?

(iii) What do you think causes ... to happen? Why?

(iv) What are the strengths and weaknesses of ...?
(v)

What would be an alternative?

(vi) How are ... and ... similar? How are they different?
(vii) Why do you think I asked this question?
(viii) Why do you think ... is important?

(b)

(ix)

How does this apply to our lives?

(x)

What if ...?

Activities that encourage CCTS

The following are some sample activities that would encourage your
learners to think:
(i)

Problem-solving
Pak Mat is a farmer and he is going to the market to sell his goat and
some Cabbages (Figure 7.2). He has to row a boat across a river but
his boat is so small that he can only take two of them across at any one
time. However, he cannot leave his goat together with the cabbages
because in his absence the goat will eat the cabbages. He also cannot
leave his pet wolf alone with the goat because the wolf will eat the
goat. How is Pak Mat going to cross the river? Help him to solve the
problem!

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Figure 7.2: Sample picture for problem-solving activity adapted from Scientific American

(ii)

Arranging in Order of Priority

You have been kidnapped and locked up in a hut on a deserted
island. You managed to untie yourself and are trying to escape. You
look around the hut and see the things listed below. Decide which
FIVE objects you will take with you. Arrange them in order of
priority. Give reasons for your decision.
axe

hammer

paper and pencil

guitar

blanket

knife

rope

first aid kit

gun

ladder

saucepan

telescope

(iii) Evaluating a Situation

Your school principal has decided to cut down a few big old shady
trees in the school compound to build a computer lab. Pupils often
wait for their transport after school under the shade of these trees. Do
you agree with this decision? Why?
(iv) Predicting Before and After Events
What do you think happened before this picture (Figure 7.3)? What
makes you say so?
Try to predict what will happen after this picture.

Figure 7.3: Picture from Zits by Jerry Scott & Jim Borgman, The Star, 7 July 2006

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For more information and ideas on critical and creative thinking, check out the
following websites:
http://www.virtualsalt.com/crebook1.htm
http://www.engin.umich.edu/~problemsolving/strategy/crit-n-creat.htm
http://www.ppk.kpm.my/html/program/masteryguide/index.htm

7.2

LEARNING HOW TO LEARN

Have you heard of the saying, Give me a fish and you feed me for a day. Teach
me to fish and you feed me for a life time? Well, learning how to learn (LHTL) is
based on this same concept  teach skills that promote learners independence.
To be more precise, LHTL develops in learners the ability to get at
information, knowing how to source for information and knowing what
information is useful for a particular purpose at a given time.

The LHTL skills are integrated into the primary and secondary syllabuses to:
(a)

Develop independent life-long learners

(b)

Train learners to be responsible for their own learning

(c)

Enable learners to reflect and evaluate their own learning

7.2.1

What are LHTL Skills?

Do you remember how you learned to use the dictionary? What did your teacher
or your parents teach you? Do you think this ability is an important life-long
skill? Why?
Learning how to learn involves the development of certain language skills which
are also study skills. These skills include:
(a)

Effective Listening and Speaking

(i)

Listen and understand

(ii)

Select information and retain in memory

(iii) Organise and retell information that has been heard accurately

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(b)

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Effective Reading
(i)

Skim (read for the gist) and scan (read to locate specific information)
quickly and efficiently

(ii)

Read intensively for details and depth (close reading)

Effective Writing
(i)

Make notes of important points read or listened to.

(ii)

Summarise and retell information

(iii) Select and organise information

(d)

Memory Skills
Retain in memory and recall accurately what has been read or heard

Besides the above, LHTL also involves other information gathering skills:
(a)

Identifying sources of information  books, people, etc.

(b)

Referencing skills  using index, table of contents, bibliography

(c)

Collecting and evaluating information

(d)

Dictionary skills

SELF-CHECK 7.2
Why are the learning how to learn (LHTL) skills incorporated into the
KBSR Syllabus?

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Applying LHTL Skills in the Classroom

The following are some sample activities for developing LHTL skills in the
language class:
(a)

Dictionary Skills
(i)

(ii)

(b)

Arranging words in alphabetical order, for example:

Level: elementary

Level: intermediate

lion, rabbit, fish, tiger, snake

lion, lamp, letter, lantern, lady

Locating meanings of words in dictionaries. For example:



Level: elementary
Activity: Pupils locate words in a pictionary (picture dictionary)
and draw the picture next to the given words

Level: intermediate
Activity: Pupils locate meanings of words in a dictionary and
write them down.

Memory Strategies
Help your pupils to improve their memory by incorporating activities that
will introduce them to memory strategies such as mind-mapping, making
associations, mnemonics, diagrams, visualising and grouping or classifying
into your lessons. For example:
(i)

Word Families
Elementary level: Pupils group picture cards together according to
their categories. In the process of grouping the pictures, learners are
noticing and registering in their minds the similarities between the
pictures in the same category and in this way they will remember
better.
Group the following pictures under Vehicles and Games

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(ii)

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Kims Game
This is suitable for all levels. Place some objects on the table, e.g., pen,
cup, book etc. Show them to your pupils. Give them a little time
(30 sec or 1 min.) to memorise them, then close the objects with a piece
of cloth. Pupils try to recall as many objects as they can, either
verbally or in written form.

(c)

Self-access Learning
For this activity, the class or the school library needs to be stocked with selfaccessed cards or materials which can be easily accessed by the learners.
These self-accessed cards should contain graded exercises (from easy to
difficult) and self-checked answers at the back of the cards. Pupils identify
their own area of weakness, e.g. tenses, and set out to do exercises to
improve themselves either during their free time or specific times allocated
by the teacher. Progress of self-accessed work should be recorded so that
the pupils and the teacher can monitor progress.

(d)

Extensive Reading Programme

Pupils select books to suit their own interest and ability to read. They keep
a record of the books read by jotting down details such as the title of the
book, author, date, comments (or synopsis). Prizes can be awarded to the
pupils who read the most books in the year.

SELF-CHECK 7.3
There are many other activities involving the use of LHTL skills. Can
you think of a few?

7.3

INFORMATION AND COMMUNICATION

TECHNOLOGY SKILLS

In this age of rapid technological developments, information and communication

technology (ICT) skills cannot be overlooked and in fact, they have been given
due emphasis in the teaching and learning process. Computer laboratories have
been built in most Malaysian schools and basic infrastructure such as internet
connection and, in some cases, intranet facilities are all in place. The onus is now
on the teachers to put this education emphasis into practice.

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According to the KBSR English language syllabus (2003), ICT skills that
should be incorporated into the teaching and learning process include the
utilisation of multimedia resources and internet resources as well as
computer-related activities such as e-mail, networking and interacting with
electronic courseware.
The utilisation of ICT skills in the language classroom involves two aspects:
(a)

Teachers use of ICT in the teaching process

(b)

Learners use of ICT in the learning process

7.3.1

ICT Skills and the Teacher

The teacher basically applies ICT skills for two purposes in the classroom, which
are:
(a)

Presentation

(b)

Demonstration

The application of ICT skills for these purposes provides a focal point for the
learners attention, contributes to their understanding, and adds to the interest
value of your lesson.
There are many opportunities for using your ICT skills for the purpose of
presentation. This includes presenting the topic, a grammar point, a sample
essay, a dialogue for class role-play, a text for shared reading, and so on.
Sometimes, you may also need to demonstrate or illustrate certain processes or
explain certain vocabulary items or concepts. For example, the availability of
animations can demonstrate the present continuous tense verbs, e.g. skipping
and running, very well for young second language learners.
Do teachers have to be a computer expert?
No, you do not have to have a high level of expertise in computers and ICT. Basic
knowledge of ICT, which includes using word-processing programs and other
software such Microsoft Powerpoint, is sufficient. Of course, you should also be
able to source for, and download materials from the internet and use CD-roms as
well as suitable language learning courseware in your language class. Visit the
Malaysian Curriculum Development website for tutorials on basic software
programs at: http://myschoolnet.ppk.kpm.my/indexg.htm

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7.3.2

ICT Skills and the Learner

In acknowledgement of ICT skills as a life requirement, these skills have been

incorporated into the learning outcomes of the KBSR English language syllabus.

ACTIVITY 7.2
Take a quick look through the KBSR English language syllabus. List
down the learning outcomes that involve ICT skills.

This learning outcome is explicitly related to ICT skills. However, are these all
the ICT skills that learners need? The guidebook for ICT in teaching and learning
produced by the Malaysian Curriculum Development Centre (2001) classifies
learners use of ICT into four categories:


Tutorial

Exploratory

Application

Communication

(a)

Tutorial
Using ICT for tutorials involves the learners following a lesson, tutorial or
demonstration on CD-ROM or the internet and later completing some
exercises. The ICT skills required of the learners in this category are usually
basic  scrolling, clicking and typing.

(b)

Exploratory
Tasks set for this exploratory category involves the learners utilising their
ICT skills to access information on CD-ROMs or the internet. It is learnerdirected, as they have to explore, determine and decide which information
they want to extract. Activities for exploratory learning are often problemsolving and discovery learning tasks. For example, for the topic Places of
Interest, learners select a famous tourist destination and surf the internet to
gather information.

(c)

Application
Learners use ICT to assist them to complete tasks set by the teacher. For
example, they use word-processing software such as Microsoft Word to
type essays or Powerpoint to prepare a presentation to show the results of
an exploratory task set by the teacher.

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Communication
As a tool of communication, learners employ their ICT skills to share
information in textual, graphic, audio or audio-visual form via email or
other electronic means. ICT enables them to communicate with other
learners or teachers who are not in the same location.

For more information on ICT skills for teaching and learning, visit the following
website:
http://ecs.lewisham.gov.uk/talent/pricor/english.html

SELF-CHECK 7.4
What are the four categories of ICT used in the classroom?

7.3.3

Computer-Assisted Language Learning

There are two main approaches to the use of computers and language software in
language learning (Geyser, 2006):
(a)

Instructivist Approach: In this approach, learners utilise computer-assisted

instruction such as drills and practice software for improving grammar,
vocabulary, sentence building, pronunciation and other aspects of
language.

(b)

Constructivist Approach: In this approach, learners connect and assimilate

new knowledge with what they already know. In other words, they build
on what they know and in the process learn new things. Tasks are often
project-based and require learners to explore and research a question and to
present the results of their efforts.

ACTIVITY 7.3
Look at the four categories of ICT used by learners in Section 7.3.2 
tutorial, exploratory, application and communication. Which
approach does each employ?

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Both approaches serve different purposes in the process of learning. While the
instructivist approach provides controlled practice on specific elements of
language, the constructivist approach develops thinking skills and learning how
to learn skills. Good teachers often use a combination of the two to make learning
more meaningful and motivating.

7.4

VALUES AND CITIZENSHIP

In line with the National Philosophy of Education and the aim of producing a
moral society, moral values and good citizenship are emphasised in the KBSR
English language syllabus and thus, they should be given special consideration
in the planning and implementation of the syllabus. What are these values
specifically? Generally, they can be grouped into values relating to selfdevelopment, family, society, environment and country. These values include:


politeness

diligence

respect

love

friendliness

responsibility

cleanliness

neighbourliness

moderation

kindness

loyalty

tolerance

civic-mindedness

patriotism

7.4.1

Integrating Values and Citizenship Into Lessons

The syllabus (Ministry of Education Malaysia, 2003) states that the values in the
KBSR moral syllabus have been integrated into the learning outcomes of the
English language syllabus. For example, the learning outcome 2.4: Ask
questions politely to obtain information and clarification in the English
language syllabus (Ministry of Education, 2003) highlights the moral value of
politeness.
Another learning outcome, 2.10: Perform a variety of functions in a social
context such as exchanging greetings, making introductions, inviting people,
etc. provides not only the opportunity to emphasise politeness but also other
values such as friendliness and neighbourliness.

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How do we integrate values and citizenship into our lessons? Well, there are
generally two types of integration:
(a)

Planned: choice of topics, materials and activities are based on the

predetermined moral value. For example, to achieve the learning outcome
make and receive telephone calls politely, the teacher chooses a dialogue
that illustrates this value and provides practice that focuses on polite
language forms when making telephone calls.

(b)

Incidental: when an opportunity arises during the lesson, the teacher

stresses the moral value. For example, in teaching the story, The Boy Who
Cried Wolf, the teachers intention is to emphasise the value of honesty.
However, during discussion, a pupil notices the boys dirty clothes, thus
giving rise to an unplanned opportunity to stress the importance of
cleanliness.

What teaching approach would be suitable to emphasise moral values? Once

again, the teacher has two choices:
(a)

Direct: teacher states the moral value and explains its importance in our
lives.

(b)

Indirect: teacher uses indirect questions or awareness-raising activities to

guide the pupils to derive at the moral value.

ACTIVITY 7.4
Mr. Lee is teaching stories with moral values and chooses The Rabbit
and the Tortoise.
After the pupils have read the story, he asks them the following
questions:


How would you describe the rabbits character? Friendly?

What about the hares character?

Which animal do you prefer? Why?

Which type of integration and approach is he employing?

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7.5

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MULTIPLE INTELLIGENCES

Do you know anyone who is very good with numbers and have no problems
with mathematics? Or a person who is very musically-inclined and can sing in
perfect harmony? What about you? Do you have a natural ability for something,
e.g., interacting with people or good in certain sports?

7.5.1

What are the Multiple Intelligences?

The theory of multiple intelligences was proposed by Howard Gardner in

1983. According to this theory, there are eight different types of intelligence
within human beings: verbal-linguistic, intrapersonal, interpersonal, logicalmathematical, visual-spatial, musical, bodily-kinesthetic and naturalist. A
description of each of the intelligence is given in Figure 7.5.

Figure 7.5: Gardners multiple intelligences

(a)

Verbal-linguistic Intelligence
This is the ability to use language effectively in oral or written form.
Students with a high level of this intelligence often enjoy and may be good
at reading, writing, telling stories and explaining things verbally, playing
word games and puzzles.

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(b)

Logical-mathematical Intelligence
This involves the ability to use numbers and symbols, to reason logically, to
recognise patterns and relationships such as cause-effect. Students with
strengths in this intelligence usually enjoy and show competency in
calculating, categorising, problem-solving, analysing and developing
logical arguments.

(c)

Visual-spatial Intelligence
This is the ability to visualise, create mental pictures and manipulate spatial
relationships. People with such an intelligence usually show awareness of
colour, lines, shapes and space. They are also able to orient themselves and
find their way quickly in an unfamiliar environment. Students with
strengths in visual-spatial intelligence are usually good in art and design,
map work and interior design.

(d)

Musical Intelligence
People with strengths in this intelligence enjoy music, and are able
todiscriminate and express themselves through music; they usually have a
good sense of rhythm, melody and pitch. Suitable activities for students
with this type of intelligence include musical presentations, jazz chants and
songs.

(e)

Bodily-kinesthetic Intelligence
This intelligence involves the ability to use fine motor skills in sports,
performing arts and craft production. Students with strengths in bodilykinesthetic intelligence are usually good at and enjoy physical movements
and have skills like co-ordination, balance and flexibility. Activities that suit
such students are dance, drama, sports and other physical activities.

(f)

Interpersonal Intelligence
This is the ability to understand and empathise with peoples behaviour
and using this understanding to guide interaction with people. People with
this intelligence enjoy working with others and have good communication
skills; they are able to give and receive feedback well. Suitable activities
include interactive activities and learning strategies could involve those
which are collaborative and co-operative.

(g)

Intrapersonal Intelligence
People with strengths in this intelligence are aware of, understand and able
to evaluate their own feelings, strengths and weaknesses. Such students are
able to reflect on their own learning, feelings and behaviour and may be
good at goal-setting. Suitable activities include journal writing and others
that lead them to know themselves better, e.g., self-test.

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Naturalist Intelligence
This intelligence involves the ability to bond with and care for the
environment. People with this intelligence are able to discriminate,
categorise, analyse and be sensitive to the elements of nature  flora and
fauna, rocks, clouds, etc. Activities that such students enjoy include field
trips, keeping a nature scrap book, comparing and contrasting natural
objects, e.g. plants, planting plants, observing animals, and so on.

Everyone has some of each of the intelligence within us, but one (or a few of
them) may be more prominent. For example, musicians are said to be very
high on musical intelligence while athletes have a well-developed kinesthetic
intelligence. These are their strengths and naturally they do well in their
strong areas. If you are interested to discover which intelligence is most
prominent for you, try out the multiple intelligences online test at the
following website:
http://www2.bgfl.org/bgfl2/custom/resources.

SELF-CHECK 7.5
Name the eight multiple intelligences.

7.5.2

Multiple Intelligences in the Classroom

Have you noticed how some learners enjoy certain activities more than others
and consequently seem to learn more in the process? For instance, some prefer
group work while others do better when they work alone?
Why should we apply the theory of multiple intelligences in the classroom? First
of all, it is related to the learners preferred learning styles. In other words,
learners prefer and, in fact, learn better through ways which reflect their
strengths. For example, for a learner with verbal-linguistic intelligence, an
effective way to learn would be through activities such as writing stories,
creating rhymes, debating, etc. The second reason is that it is also beneficial to
develop the other less prominent intelligences in the learner so that there is more
than one effective way for him/her to learn.

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So how do we apply this theory in a class where learners have different

intelligences? How do we cater to their different learning styles? The answer lies
in the activities you set, which:
(a)

Have a variety of teaching and learning activities

(b)

Do not employ the same strategy for every lesson

(c)

Vary the activities occasionally for different groups of learners

(d)

Allow learners to occasionally make their own choices in the tasks

Below is an example of the different activities that can be planned to cater to the
multiple intelligences in the class.
Topic: Little Red Riding Hood (story)
(a)

Verbal-linguistics: Pupils retell the story in their own words after reading it.

(b)

Logical-mathematics: Pupils analyse the character of the wolf and list down
its physical qualities and personality traits.

(c)

Bodily-kinesthetic: Pupils dramatise the story.

(d)

Musical: Pupils write a short song for the wolf to sing in the story.

(e)

Visual-spatial: Pupils draw a plan of the house of Red Riding Hoods

grandmother.

(f)

Interpersonal: Pupils discuss the characters of the wolf and Red Riding
Hood.

(g)

Intrapersonal: Pupils imagine they are Red Riding Hood and describe her
thoughts when she sees her grandmother.

(h)

Naturalist: Pupils collect specimens or pictures of plants and animals, Red

Riding Hood meets on the way to her grandmothers house.

SELF-CHECK 7.6
Plan different activities to cater to the eight intelligences for the topic
My Family for a lower primary class.

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For more information and ideas on multiple intelligences, check out the
following websites:
http://www.thomasarmstrong.com/multiple_intelligences.htm
http://www.infed.org/thinkers/gardner.htm
http://www.teachingenglish.org.uk/think/methodology/intelligences.shtml

7.6

KNOWLEDGE ACQUISITION

You are going to teach the topic Staying Healthy and the language focus is
going to be the simple present tense and the modal should. Two questions
should be considered, as follows:
(a)

What is going to be the content for teaching these language forms?

(b)

What aspects of staying healthy are you going to highlight?

The teaching content and context are dependent on the topics you are going to
teach. For Staying Healthy, you would probably highlight healthy eating
habits and exercising. Where would you obtain information on these aspects of
healthy living from? Well, basically the content would come from physical and
health education.

7.6.1

English Across the Curriculum

The educational emphasis on knowledge acquisition is also known as English

across the curriculum. Content for teaching the English language is drawn from
other subjects or disciplines such as science, moral studies, physical and health
education, geography and environmental studies. Current affairs found in the
daily news can also be drawn upon for teaching the English language.

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ACTIVITY 7.5
Complete the table by writing down the subjects from which teaching
content is drawn from.
Topic

Teaching content

1.

Going to school

Numbers, polite
greetings

2.

Places in the town

Directions to places

3.

Vehicles

Colours of vehicles,
size, shape

4.

My pet

Descriptions, caring for

pets

5.

Events

National Day

7.6.2

Subject content is
drawn from
Mathematics, moral
studies

Contextualism

Contextual learning means using the situations pupils are familiar with as
contexts for teaching. For example, if we are teaching Year One pupils about
vehicles, should we introduce them to the hovercraft, the space buggy or the
process of car manufacturing at this young age? Why? You see, children learn
best when information is used in situations that they are familiar with. Therefore
to teach primary pupils vocabulary relating to forms of transportation, it is best
to begin with the vehicles they are familiar with in their daily lives as the context
and content for teaching.

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Another example of contextualism is illustrated in Figure 7.6 for the teaching of

Plants.

Figure 7.6: An example of contextualism

Knowledge acquisition is not only about acquiring teaching content from other
subjects but also selecting appropriate contexts from across the curriculum so
that learners can be guided from the familiar to the unfamiliar. In this way,
teaching and learning will be more effective.

7.7

PREPARATION FOR THE REAL WORLD

One of the main aims of the English language syllabus is to equip learners with
the language skills useful for their daily lives and for future use, such as for
further studies and in the workplace. This is why the educational emphasis
preparation for the real world, also known as future studies, is incorporated
into the syllabus.

7.7.1

Learning Outcomes and Preparation for the

Real World

As you read through the English language syllabus, you will notice that the
learning outcomes prepare learners for the real world by focusing on language
use in society. Here are some examples for listening and speaking skills:
(a)

Listen to and follow simple instructions and directions accurately.

(b)

Talk confidently on topics of interest in simple language.

(c)

Take simple messages and convey them accurately.

(d)

Make and receive telephone calls politely.

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ACTIVITY 7.5
Read through the KBSR English language syllabus and locate some
examples of reading and writing learning outcomes that focus on
preparing learners for the real world.

7.7.2

Future Studies in the Classroom

Preparing learners for the real world involves developing in them skills to
survive in and to contribute to the society of the future. In addition to helping
learners to develop the ability to listen carefully, speak confidently, read widely
and write effectively in the English language, this educational emphasis is also
aimed at increasing learners ability to face lifes challenges and to make wise
decisions. To achieve this, future studies also aims to develop the basic skills to:
(a)

Predict (based on available information)  future vision

(b)

Manage and control change  strategic planning

(c)

Anticipate the consequences (of trend/change)

In other words, the emphasis of future studies is to develop a generation of

forward-thinking citizens.
The seven educational emphases in the KBSR syllabus should not be viewed in
isolation. For example, to acquire skills to predict, manage change and anticipate
consequences, one would also need critical and creative thinking abilities, as well
as information gathering skills.
Successful implementation of future studies in the classroom should have the
following features:
(a)

Future-oriented tasks

(b)

Learner-centredness

(c)

Issues/themes related to the topic and learner ability

(d)

Activities can extend outside the classroom e.g., project work, field work

(e)

Teacher as facilitator

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Sample activities for implementing future studies:

(a)

Topic : Transport
Level : Year 4
Task : Design a form of transport of the future. Illustrate it in drawing
and write a short description. Give reasons why this vehicle will
be in existence.

Alternative activity for pupils of lower proficiency: Draw and describe

orally a vehicle of the future.
(b)

Topic : My school
Level : Year 5
Task : What do you like and dislike about the physical arrangement of
your class? How would you like it arranged for next year? Draw a
plan to illustrate the changes.
Will there be any problems with the new arrangement? Suggest possible
solutions.

(c)

Topic : Pollution
Level : Year 6
Task : There are more and more cars on our roads. Describe/draw a
scene 20 years from now and list some suggestions for overcoming
the problem.

SELF-CHECK 7.7
Can you suggest other activities for implementing future studies?

For more information on future studies, check out the Malaysian Curriculum
Development Centre website:
http://www.ppk.kpm.my/html/program/kmd/kmdtest.htm

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The educational emphases reflect current developments in education.

The emphases are thinking skills, learning how to learn skills, ICT skills,
values and citizenship, multiple intelligences, knowledge acquisition and
preparation for the future.

The emphases highlight the acquisition of certain skills which contribute to

the development of individuals with the ability to contribute towards the
building of a progressive society.

Teachers need to plan carefully to integrate the educational emphases into

their lessons.

Constructivism

Multiple intelligences

Contextualism

Scanning

Extensive reading

Skimming

Learning style

Budden, J. (2005). Multiple intelligences. Retrieved July 4, 2006 from

http://www.teachingenglish.org.uk/think/methodology/intelligences.
shtml.

Critical and creative thinking. Retrieved July 10, 2006 from http://www.engin.
umich.edu/~problemsolving/strategy/crit-n-creat.htm.
Geyser, J. P. (2006). English to the world: Teaching methodology made easy. Shah

Alam: August Publishing.

Ministry of Education Malaysia, Curriculum Development Centre. (2002).
Pengajaran berasaskan kajian masa depan [Teaching and learning based on
futures studies]. Kuala Lumpur: Author.

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Ministry of Education Malaysia, Curriculum Development Centre. (2001).

Aplikasi teori kecerdasan pelbagai dalam pengajaran dan pembelajaran
[Application of the theory of multiple intelligences in teaching and
learning]. Kuala Lumpur: Author.
Ministry of Education Malaysia, Curriculum Development Centre. (2003).

Sukatan pelajaran kurikulum bersepadu sekolah rendah: Bahasa Inggeris

[Primary school integrated curriculum: English language]. Kuala Lumpur:
Curriculum Development Centre.
Brown, A., Callahan, R., Harder, R., Orlich, D., Trevisan, M. (2004). Teaching
Strategies: A Guide to Effective Instruction, New York: Englishcology.