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DRAF

KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH
PENDIDIKAN KHAS (MASALAH PEMBELAJARAN)

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
BAHASA INGGERIS

TAHUN LIMA











DRAF
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS
(MASALAH PEMBELAJARAN)


BAHASA INGGERIS


TAHUN LIMA


Bahagian Pembangunan Kurikulum




Cetakan Pertama 2014
© Kementerian Pendidikan Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam
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mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8,
Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.







































RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita
untuk mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya; memelihara satu cara hidup
demokratik; mencipta masyarakat yang adil bagi
kemakmuran negara yang akan dapat dinikmati bersama
secara adil dan saksama; menjamin satu cara yang liberal
terhadap tradisi-tradisi kebudayaannya yang kaya dan
berbagai-bagai 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


























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.

KANDUNGAN MUKA SURAT



INTRODUCTION 1
GOALS 1
OBJECTIVES 1
STRAND BASED CURRICULUM ORGANIZATION 2
STRAND BASED CURRICULUM MODULE 2
HIGHER ORDER THINKING SKILLS 2
CROSS CURRICULAR ELEMENTS 4
SUBJECT FOCUS
SUBJECT OBJECTIVES
4
4
SUBJECT/MODULE IMPLEMENTATION 5
TEACHING AND LEARNING APPROACHES 5
INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN INDIVIDU)
ASSESSMENT
SCHOOL BASED ASSESSMENT
PERFORMANCE STANDARD
CONTENT STANDARD DOCUMENT AND ASSESSMENT
5
6
7
8
9





1

INTRODUCTION
The KSSR Special Education (Learning Disabilities) was
constructed to be consistent with the National Education
Philosophy. Based on the integrated approach principle,
comprehensive individual development, equal education
opportunity and quality and lifelong learning, the KSSR Special
Education (Learning Disabilities) is more focused on gaining
skill mastery to cater the individual needs while not over
emphasizing on education, burdening or imposing the pupils.
This is also consistent with the Malaysian Education
Development Plan (PPPM).
To fulfill individual needs, the teaching and learning processes
in Learning Disabilities Programme is designed to be flexible
and aligned with the 2013 Special Education Regulations
(Peraturan-Peraturan Pendidikan (Pendidikan Khas) 2013,
8.(1)(C)) that stated;
… “teachers may modify the:
(i) methods or the techniques of teaching and learning;
(ii) time allocated for the activities;
(iii) structure for the activities; and
(iv) teaching aids.
… any modification stated in paragraph (1)(C) are subject to
the Special Education Curriculum.
The KSSR Special Education (Learning Disabilities) was
conceived with hope that the classroom learning will be able to
be applied in daily life. The curriculum provides quality
education for the learning impaired pupils so that they are able
to be more balance, independent and successful.
GOALS
The KSSR Special Education (Learning Disabilities) was
enacted with the goal to develop the pupils potential
comprehensively, balanced and integrated according to the
pupils’ potential or functionality. The development encompass
several key aspect, physical, spiritual, and intellectual in order
to promote a more balance, harmonious and moral human
being.
OBJECTIVES
The KSSR Special Education (Learning Disabilities) is
designed to guide pupils to:
i. promote and practice positive attitude in meaningful
daily living and becoming a functional and useful
citizen
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ii. apply the knowledge and skill and becoming self-
sufficient in daily life
iii. acquire skill and competency /aptitude towards a
successful career
iv. practice personal safety and health awareness
v. use proper communication skill to interact and socialize
in accordance to social norms
vi. enable Muslims to practice Islamic values in daily living
vii. practice apply moral values in daily living
viii. be involve in recreational activities
x. appreciate the wonders of nature and cultural heritage
xi. able to use information and communications
technologies in tune with current development
STRAND BASED CURRICULUM ORGANIZATION
Strand Based Curriculum Organization was built to promote
knowledgeable and competent human capital. Strand is the
key domain that supports each other to produce and promote
a well balance human being in terms of physical, emotional,
spiritual and intellect.
Content Standard
Domains for each strand are:
i. Communication
ii. Spiritual
iii. Humanity
iv. Science and Technology
v. Physical and Aesthetical development
vi. Self-Competency

Learning Standard
A set of learning and achievement criteria or indicator
measurable for each Content Standard.
STRAND BASED CURRICULUM MODULE
The KSSR Special Education (Learning Disabilities) is enacted
in form of Content Standard and Learning Standard in which
pupil are required to master. These Standards are organized
in a module that contains elements of knowledge, skills and
values.
HIGHER ORDER THINKING SKILLS
The National Curriculum aims to produce wholesome, resilient,
curious, principled, knowledgeable and patriotic pupils who
have thinking, communicative and collaborative skills. Pupils
need to be equipped with 21
st
Century skills for them to
compete globally. This is outlined in the National Education
Blueprint where every pupil will be equipped with leadership
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skills, bilingualism, ethics and spiritualism, social identity,
knowledge and thinking skills.
Thinking skills have been emphasised in the curriculum since
1994 with the introduction of Creative and Critical Thinking
Skills Beginning 2011, the Standard-based Curriculum for
Primary School, KSSR gives emphasis to higher order thinking
skills, (HOTS).
Higher order thinking skills encompass the ability to apply
knowledge, skills and values along with reasoning and
reflective skills to solve problems, make decisions and be
innovative and creative. Higher Order Thinking Skills refer to
the skills of applying, analyzing, evaluating and creating.
HOTS are explicitly written in the curriculum of each subject
and can be applied in the classroom through teaching and
learning activities in the form of reasoning, inquiry learning,
problem solving and project work. Teachers and pupils need
to use thinking tools such as mind maps, thinking maps and
Thinking Hats along with higher order questioning methods in
and out of the classroom to encourage pupils to think. In
doing so, pupils are given responsibility towards their own
learning.




















HOTS Explanation
Application  Using knowledge, skills and
values in different
situations to complete a
piece of work
Analysis  Ability to break down
information into smaller
parts in order to understand
and make connections
between these parts.
Evaluation  Ability to consider, make
decisions using knowledge,
experience, skills, and
values; and justify decisions
made.
Creation  Produce an idea or product
using creative and
innovative methods.
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CROSS CURRICULAR ELEMENTS
Creativity and Innovation
Creativity is the ability to produce something new in an
imaginative and fun-filled way. Innovation is the process of
idea generation and utilizing the creative idea in relevant
contexts. Through creative and innovative teaching
approaches, pupils will display interest, curiosity, excitement
and greater growth in learning. Creativity and innovation in
pupils should be exploited and nurtured to ensure that their full
potential is realized.
Entrepreneurship
Fostering the entrepreneurial mind set among pupils at their
young age is essential in this new world. Some of the
elements that are linked with entrepreneurship are creativity,
innovation and initiative, which are also attributes for personal
fulfillment and success. In level two, elements of
entrepreneurship are incorporated in lessons through
activities.
Information and Communication Technology Skills (ICT)
Information and Communication Technology Skills (ICT)
include the use of multimedia resources such as TV
documentaries and the Internet, as well as the use of
computer-related activities such as e-mailing, networking and
interacting with electronic courseware.
SUBJECT FOCUS
The English Language Curriculum for the Learning Disabilities
focused to develop pupils’ potential, and to cater the individual
needs while not over emphasizing on education, burdening or
imposing the pupils. The curriculum provides quality education
for the Learning Disabilities pupils so that they are able to be
more balanced, independent and successful.
SUBJECT OBJECTIVES
Pupils should be able to:
I. listen, repeat and understand simple spoken
language
II. speak and respond appropriately/clearly
according given situations
III. read and understand simple messages
IV. write down given information in simple
sentences
V. use language skills in daily life



5

SUBJECT/MODULE IMPLEMENTATION
Teaching Module
The teaching module is based on the Curriculum Standard in
order to help teachers implement effective and efficient
teaching. Teachers have the flexibility to change, improvise or
built more effective teaching plans in accordance to the needs
of the pupils. Active involvement of the pupils would help
increase pupils performance.
Learning Module
Pupils are able to use the prepared learning module. These
modules contain worksheets as exercises, comprehension test
and gauging pupil’s mastery of knowledge, known skills.
TEACHING AND LEARNING APPROACHES
In implementing teaching and learning English Language,
teachers are able to diversify approaches in order to attain the
objectives of the Teaching and Learning Standard.
These approaches are:
i. Inquire
ii. Task analysis
iii. Learning through playing
iv. Thematic teaching
v. Collaboration approach (multi discipline groups)
vi. Constructivism
vii. Multi-sensory
viii. Contextual learning
ix. Interactive learning
x. Cooperative learning
xi. Simulation
xii. Mastery learning through learning experience

INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN
INDIVIDU)
Definition
Individualize Education Programme (RPI) is a written
document that clearly states end objectives, plans or goals to
achieve for every special education pupils. It would be a
teaching and learning guideline for teachers and would clearly
state each individual’s achievement. “(Peraturan-Peraturan
Pendidikan (Pendidikan Khas) 2013)”
RPI is a teaching program based on multi discipline especially
prepared to cater the needs of special education needs pupils.
Each RPI is prepared and planned individually for the pupils.
Every modification and application done to teaching and
learning within the RPI will be documented. The RPI will serve
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to notify parents, school administrators about the needs of that
particular pupil and how the RPI help to fulfill it. In order to
achieve it there must be a collaboration of cooperation
between school administrators, parents and the pupil with the
help of state or district appointed education officer in
conjunction with other agency or service agents.
RPI defines:
i. pupil’s current performance
ii. academic and non-academic plans
iii. goals and objectives achievable by the pupil within
the year
iv. measurable educational objectives
v. objectives, procedures and sequence of
assessment to help identify developmental
achievements
vi. services needed by and for the pupil
vii. planning, period, and dateline for services that
needs to be provided for the pupil
viii. planning and preparations in order to help and
guide pupils to interact with their surrounding
environment


ASSESSMENT
Class room assessment is crucial to gauge the level of
mastery and comprehension attained by the pupil. The
assessment would be done formatively or summatively.
The information from these assessments would help improve
teaching method and provide early feedback so action or
follow up can be initiated in order to improve the RPI thus
increasing mastery and comprehension and cutting down the
pupils’ learning curve.
In-class assessment methods include:
i. Observation – appropriate to evaluate individual skills,
attitude and values. A checklist must be provided and
used during observation.
ii. Test/ quizzes – conducted in written and oral form.
Written test can be in objective or subjective form,
while quizzes can be done orally.
iii. Oral presentation – this method of assessment is
crucial to evaluate communication skills, to build up
their confidence and to reinforce the acquired
knowledge.
iv. Checklist – provides a report on mastery, knowledge,
skills, attitude and values.
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v. Folio – this is a complication of work done by the pupil
either individually or in a group.
vi. Essays – essays would display pupils’ knowledge in
communicating and presenting information in an
organized and scientific form.

SCHOOL BASED ASSESSMENT

Formative assessment is a part of school-based assessment.
Formative assessment, or assessment for learning is an
important aspect of teaching and learning in the classroom
and good pedagogy always includes assessment. Formative
assessment is carried out for teachers to gain feedback on
their pupils’ learning and provide them with the necessary
information regarding their pupils’ learning so that they can
make changes to their teaching to enhance their pupils’
learning. Thus, formative assessment is carried out during
teaching and learning in the classroom.

In order to help teachers to carry out effective school based
assessment, the assessment element has been incorporated
into this document together with the content and learning
standards. Teachers should refer to the Performance
Standard to help them ascertain the level of their pupils’
acquisition of the various learning standards. The levels are
meant to help teachers gauge the level of their pupils’
understanding and acquisition of the skills taught. With this
knowledge, teachers may change their approach or
methodology to help their pupils master the intended learning
standard.

Teachers may also use this document to assess their pupils
after a few units of study or at the end of the term to help them
determine the achievement levels of their pupils. Pupils are
assessed to determine their performance level in the different
skills of listening and speaking, reading, writing and language
arts.

Multiple sources of evidence like checklists, observations,
presentations, quizzes and tests can be used to document the
attainment of the learning standards. Through this process,
teachers will be able to build a profile of their pupils’ language
development through an on-going assessment.

PERFORMANCE STANDARD

The Performance Standard details six levels of performance
with descriptors for each level based on clusters of learning
standards. These levels serve as a guide to teachers in
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assessing their pupils’ development and growth in the
acquisition of the learning standards that are taught. The
Performance Levels are arranged in an ascending hierarchical
manner to differentiate the different levels of pupils’
achievement, as shown below:












The table below shows the overall generic levels of the
acquisition of skills for Year 5.

Performance Standard
Performance
Levels
Descriptor
1 Show very limited command of the language.
Requires plenty of guidance to perform basic
language tasks.
2 Show limited command of the language.
Requires guidance to perform basic language
tasks.
3 Show satisfactory command of the language.
Has the ability to use language but requires
guidance for some language tasks.
4 Show good command of the language. Has
the ability to use language but requires
guidance for more complex language tasks.
5 Show very good command of the language.
Has the ability to use language with less
guidance.
6 Show excellent command of the language.
Has the ability to use language without any
guidance.



Performance Level Description
1 Very Limited
2 Limited
3 Satisfactory
4 Good
5 Very Good
6 Excellent

9

Listening and Speaking

CONTENT
STANDARD
(Pupils are guided
to…)

LEARNING STANDARD
(Pupils should be able
to….)

PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE
LEVEL
DESCRIPTOR

1. 1 Able to
pronounce
words with the
correct stress,
rhythm and
intonation







1.1.1 Able to listen and
respond to stimulus
given:

i)rhythm and rhyme

1.1.2 Able to listen to, say
aloud and recite
rhymes or sing songs

1.1.3 Able to listen and
respond using simple
phrases/ sentences

with guidance





1

Able to listen and respond to stimulus given,
rhythm, rhymes and songs.

2

Able to copy and imitate the stimulus given,
rhythm, rhymes and songs

3

Able to recite rhymes and sing songs.

4

Able to recite rhymes or sing songs with the
correct stress and rhythm.

5

Able to demonstrate well stimulus given,
rhymes, rhythm and songs using simple
phrases

6

Able to demonstrate well stimulus given,
rhythm, rhymes and songs using simple
sentences.






10

Listening and Speaking

CONTENT
STANDARD
(Pupils are guided
to…)

LEARNING STANDARD
(Pupils should be able
to….)

PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE
LEVEL
DESCRIPTOR

1.2 Able to listen
and respond
appropriately to
social situations
for a variety of
purposes.





1.2.1 Able to exchange
greetings with using
phrases




1

Able to identify greetings in social situation.

2

Able to state greetings using simple phrases

3

Able to exchange greetings using simple phrases
in an appropriate situation

4

Able to exchange greetings using simple phrases
according to different situations.

5

Able to exchange greetings appropriately using
simple phrases according to given social
situations

6

Able to exchange greetings appropriately
according to given social situations.






11

Listening and Speaking

CONTENT
STANDARD
(Pupils are guided
to…)

LEARNING STANDARD
(Pupils should be able
to….)

PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE
LEVEL
DESCRIPTOR

1.2 Able to listen
and respond
appropriately to
social situations
for a variety of
purposes.




1.2.2 Able to introduce
oneself using simple
phrases



1

Able to state name using simple phrases.

2

Able to state name and age using simple phrases.

3

Able to state full name, age and gender using
simple phrases.

4

Able to state full name, age, gender and address
using simple phrases.

5

Able to introduce oneself using simple phrases.

6

Able to introduce oneself in detail manners (name,
age, gender, address or other relevant
informations)







12

Listening and Speaking

CONTENT
STANDARD
(Pupils are guided
to…)

LEARNING STANDARD
(Pupils should be able
to….)

PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE
LEVEL
DESCRIPTOR

1.2 Able to listen
and respond
appropriately to
social situations
for a variety of
purposes.




1.2.3 Able to make polite
requests using simple
phrases

1.2.4 Able to thank someone
using simple phrases.


1.2.5 Able to express simple
apology using simple phrases




with guidance

1

Able to identify polite request, appreciation and
apologies.

2

Able to state polite request, appreciation and
apologies using simple phrases.

3

Able to express polite request, appreciation and
apologies

4

Able to express polite request, appreciation, and
apologies using simple phrases in appropriate
situations.

5

Able to demonstrate polite request, appreciation
and apologies using simple phrases in appropriate
situations

6

Able to demonstrate well polite request,
appreciation and apologies using simple phrases
in various situations in pupils’ daily conversations.





13

Listening and Speaking

CONTENT
STANDARD
(Pupils are guided
to…)

LEARNING STANDARD
(Pupils should be able
to….)

PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE
LEVEL
DESCRIPTOR

1.2 Able to listen
and respond
appropriately to
social situations
for a variety of
purposes.

1.2.6 Able to listen to and
follow:

i) simple instructions
ii) simple directions


with guidance

1

Able to recognize simple instructions and
directions

2

Able to differentiate between simple instructions
and simple directions

3

Able to state simple instructions and simple
directions in appropriate situations.

4

Able to express simple instructions and simple
directions in appropriate situations.

5

Able to demonstrate well simple instructions and
simple directions in appropriate situations.

6

Able to carry out simple instructions and simple
directions in appropriate situations in daily
conversation







14

Listening and Speaking

CONTENT
STANDARD
(Pupils are guided
to…)

LEARNING STANDARD
(Pupils should be able
to….)

PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE
LEVEL
DESCRIPTOR

1.3 Able to understand
and respond to oral texts
in a variety of contexts.

1.3.1 Able to listen and
demonstrate understanding of
oral texts by:

i) giving Yes/ No replies
ii) Answering simple Wh-
questions (Who, When,
Where, How)







with guidance

1

Able to know the meaning of ‘ Yes ‘ and ‘ No’ and
simple Wh- Questions (Who, When, Where, How)

2

Able to respond with positive or negative answer
(‘Yes’ or ‘No’)

3

Able to respond to simple Wh- Question (Who,
When, Where, How)

4

Able to respond :
i) with positive or negative answer (‘Yes’ or ‘No’)
ii) to Wh-Question (Who, When, Where, How) in

appropriate situations.

5

Able to respond:
i) with positive or negative answer (‘Yes’ or ‘No’)
ii) to Wh- Question (Who, When, Where, How) in
phrases

in appropriate situations.

6

Able to respond:
i) with positive or negative answer (‘Yes’ or ‘No’)
ii) to Wh-Question (Who, When, Where, How) in
simple sentences in appropriate situations.



15

Reading
CONTENT
STANDARD
(Pupils are guided
to…)

LEARNING STANDARD
(Pupils should be able
to….)

PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE
LEVEL
DESCRIPTOR

2.1 Able to demonstrate
understanding of a
variety of linear and non-
linear texts in form of
printed and non-printed
materials using a range
of strategies to
understand meaning.

2.1.1 Able to spell and read
words.

2.1.2 Able to read and apply
phrases by matching with:
i) graphics
ii)spoken words

2.1.3 Able to read and
understand phrases in linear
and non- linear texts

2.1.4 Able to read and
understand simple sentences
(3-5 words)



with guidance

1

Able to spell and read words correctly.

2

Able to repeat after teacher in reading phrases.

3

Able to read and understand phrases by matching
with graphics

4

Able to read and understand phrases by matching
with graphics and spoken words.

5

Able to read and understand simple sentences in
linear and non- linear text by answering simple
comprehension question.

6

Able to read and understand simple sentences in
linear and non-linear text by producing creative
materials in form of printed or non- printed.






16

Reading

CONTENT
STANDARD
(Pupils are guided
to…)

LEARNING STANDARD
(Pupils should be able
to….)

PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE
LEVEL
DESCRIPTOR

2.1 Able to demonstrate
understanding of a
variety of linear and non-
linear texts in form of
printed and non-printed
materials using a range
of strategies to
understand meaning.

2.1.5 Able to apply basic
dictionary skills using picture
dictionaries










with guidance

1

Able to recognize pictures.


2

Able to find pictures in picture dictionaries.


3

Able to find pictures based on themes.


4

Able to read words in picture dictionaries.

5

Able to read and understand words in picture
dictionaries.

6

Able to apply basic dictionary skills by
understanding alphabetical order and pictures
based on themes.







17

Writing

CONTENT
STANDARD
(Pupils are guided
to…)

LEARNING STANDARD
(Pupils should be able
to….)

PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE
LEVEL
DESCRIPTOR

3.1 Able to form letters
and words in neat legible
print.


3.2 Able to write using
appropriate language,
form and style for range
of purposes.


3.3 Able to write and
present ideas through a
variety of media using
appropriate language,
form and style.

3.1.1 Able to write
i) phrases
ii) sentences

with guidance

3.2.1 Able to punctuate
correctly:
i) capital letters
ii) full stop
iii) question mark
iv) comma

3.2.2 Able to spell common
sight words.

3.2.3 Able to form a sentence
using 3 to 5 words

3.3.1 Able to create simple
linear and non-linear text:
i) greeting cards
ii) scrap book
iii) charts

with guidance

1

Able to copy and write phrases in neat legible
print.

2

Able to copy and write phrases and sentences.


3

Able to know and understand the use of capital
letters, full stop, question mark and commas in
writing

4

Able to construct simple sentences with 3 to 5
words

5

Able to apply correct punctuations in writing
sentences with 3 to 5 words

6








Able to produce simple greeting cards, scrap book
and charts.






18

Language Art

CONTENT
STANDARD
(Pupils are guided
to…)

LEARNING STANDARD
(Pupils should be able
to….)

PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE
LEVEL
DESCRIPTOR

4.1 Able to enjoy and
appreciate rhymes,
poems and songs
through performance.



4.2 Able to express
personal respond to
literally texts.





4.3 Able to participate in
performance for
enjoyment.

4.1.1 Able to enjoy poems
and action songs.

4.1.2 Able to recite poems
and sing action songs with
rhythm.

4.2.1 Able to respond to:
i) book covers
ii) pictures in books
iii) characters
(4 to 5 objects or items)

with guidance

4.3.1 Able to produce simple
creative works with guidance
based on :
i) action songs
ii) poems
iii) stories

4.3.2 Able to take part with
guidance in a performance
based on:
i) action songs
ii) poems
iii) stories

1

Able to listen and respond to poems and action
songs and identify pictures in book.

2

Able to state characters ( 4-5 objects or items)

3

Able to recite poems and action songs in the class

4

Able to act out based on poems, action songs and
stories

5

Able to presenting ideas by creating simple
creative works based on poems, action songs and
stories.

6

Able to participate in performance based on
poems, action songs and stories in front of larger
audience.

19














TERBITAN





KEMENTERIAN PENDIDIKAN MALAYSIA
BAHAGIAN PEMBANGUNAN KURIKULUM
ARAS 4-8 BLOK E9
KOMPLEKS KERAJAAN PARCEL E
PUSAT PENTADBIRAN KERAJAAN PERSEKUTUAN 62604
PUTRAJAYA
Tel: 03-8884 2000 Fax: 03-8888 9917
http//www.moe. gov.my/bpk