You are on page 1of 24

DRAF

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH
PENDIDIKAN KHAS (MASALAH PEMBELAJARAN)
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

BAHASA INGGERIS
TAHUN ENAM

DRAF DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN ENAM Bahagian Pembangunan Kurikulum .

Bahagian Pembangunan Kurikulum. Kementerian Pelajaran Malaysia. ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara apa jua sama ada secara elektronik. fotokopi. . Parcel E. rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah. Blok E9. 62604 Putrajaya.Cetakan Pertama 2014 © Kementerian Pendidikan Malaysia Hak Cipta Terpelihara. Kompleks Pentadbiran Kerajaan Persekutuan. Aras 4-8. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel. mekanik.

menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaannya yang kaya dan berbagai-bagai corak.RUKUN NEGARA BAHAWASANYA negara kita Malaysia mendukung cita-cita untuk mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya. rakyat Malaysia. membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden. 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 . memelihara satu cara hidup demokratik. MAKA KAMI. mencipta masyarakat yang adil bagi kemakmuran negara yang akan dapat dinikmati bersama secara adil dan saksama.

rohani. bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberikan sumbangan terhadap keharmonian dan kemakmuran keluarga. berakhlak mulia. Usaha ini adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu pengetahuan. . emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. berketerampilan. masyarakat dan negara.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.

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 4 SUBJECT OBJECTIVES 4 SUBJECT/MODULE IMPLEMENTATION 5 TEACHING AND LEARNING APPROACHES 5 INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN INDIVIDU) 5 ASSESSMENT 6 SCHOOL BASED ASSESSMENT 7 PERFORMANCE STANDARD 8 CONTENT STANDARD DOCUMENT AND ASSESSMENT 9 .

.

comprehensively. The development encompass in Learning Disabilities Programme is designed to be flexible several key aspect. being. balanced and integrated according to the To fulfill individual needs. designed to guide pupils to: (ii) time allocated for the activities. Based on the integrated approach principle. This is also consistent with the Malaysian Education enacted with the goal to develop the pupils potential Development Plan (PPPM). harmonious and moral human (Peraturan-Peraturan Pendidikan (Pendidikan Khas) 2013. conceived with hope that the classroom learning will be able to comprehensive education be applied in daily life. INTRODUCTION The KSSR Special Education for the Learning Disabilities was constructed to be consistent with the National Education The KSSR Special Education for the Learning Disabilities was Philosophy. equal over emphasizing on education.… any modification stated in paragraph (1)(C) are subject to the Special Education Curriculum. physical. and promote and practice positive attitude in meaningful daily living and becoming a functional and useful citizen (iv) teaching aids. i. 1 .(1)(C)) that stated. burdening or imposing the The KSSR Special Education for the Learning Disabilities was pupils. OBJECTIVES … “teachers may modify the: The KSSR Special Education for the Learning Disabilities is (i) methods or the techniques of teaching and learning. The curriculum provides quality opportunity and quality and lifelong learning. 8. the teaching and learning processes pupils’ potential or functionality. independent and successful. and intellectual in order and aligned with the 2013 Special Education Regulations to promote a more balance. spiritual. the KSSR Special education for the learning impaired pupils so that they are able Education for the Learning Disabilities is more focused on to be more balance. (iii) structure for the activities. gaining skill mastery to cater the individual needs while not GOALS individual development.

resilient. These Standards are STRAND BASED CURRICULUM ORGANIZATION organized in a module that contains elements of knowledge. This is outlined in the National Education Blueprint where every pupil will be equipped with leadership i. Humanity ii. knowledgeable and competent human capital. Physical and Aesthetical development iii. Science and Technology sufficient in daily life v. The National Curriculum aims to produce wholesome. emotional. Spiritual 2 . practice apply moral values in daily living viii. vii. principled. acquire skill and competency /aptitude towards a vi. apply the knowledge and skill and becoming self- iv. knowledgeable and patriotic pupils who have thinking. spiritual and intellect. able to use information and The KSSR Special Education for the Learning Disabilities is communications enacted in form of Content Standard and Learning Standard in technologies in tune with current development which pupil are required to master. be involve in recreational activities STRAND BASED CURRICULUM MODULE x. Strand is the HIGHER ORDER THINKING SKILLS key domain that supports each other to produce and promote a well balance human being in terms of physical. appreciate the wonders of nature and cultural heritage xi. Communication ii.iii. use proper communication skill to interact and socialize in accordance to social norms A set of learning and achievement criteria or indicator vi. Pupils Content Standard need to be equipped with 21st Century skills for them to Domains for each strand are: compete globally. practice personal safety and health awareness Learning Standard v. enable Muslims to practice Islamic values in daily living measurable for each Content Standard. Strand Based Curriculum Organization was built to promote skills and values. Self-Competency successful career iv. curious. communicative and collaborative skills.

and In doing so. HOTS knowledge and thinking skills. HOTS are explicitly written in the curriculum of each subject skills. evaluating and creating. the Standard-based Curriculum for piece of work Primary School. Creation problem solving and project work. social identity. skills and values along with reasoning and and reflective skills to solve problems. learning activities in the form of reasoning. Higher Order Thinking Skills refer to Evaluation  the skills of applying. bilingualism. skills and in different situations to complete a 2011. pupils are given responsibility towards their own learning. make decisions using knowledge. and justify decisions and can be applied in the classroom through teaching and made. KSSR gives emphasis to higher order thinking Analysis skills. and out of the classroom to encourage pupils to think. inquiry learning.skills.  Ability to break information into down smaller Higher order thinking skills encompass the ability to apply parts in order to understand knowledge. experience. make connections Ability to consider. 3 creative and . make decisions and be between these parts. innovative and creative. ethics and spiritualism. analyzing. Teachers and pupils need  Produce an idea or product to use thinking tools such as mind maps. values. thinking maps and using Thinking Hats along with higher order questioning methods in innovative methods. (HOTS). Application Thinking skills have been emphasised in the curriculum since Explanation  values 1994 with the introduction of Creative and Critical Thinking Skills Beginning Using knowledge.

CROSS CURRICULAR ELEMENTS computer-related activities such as e-mailing. Information and Communication Technology Skills (ICT) include the use of multimedia resources such as TV documentaries and the Internet. write down given information sentences Information and Communication Technology Skills (ICT) V. The curriculum provides quality education and greater growth in learning. read and understand simple messages IV. SUBJECT OBJECTIVES Entrepreneurship Pupils should be able to: Fostering the entrepreneurial mind set among pupils at their I. repeat and understand simple spoken speak and respond appropriately/clearly according given situations of through activities. curiosity. potential is realized. teaching needs while not over emphasizing on education. burdening or approaches. excitement imposing the pupils. pupils will display interest. Creativity and Innovation Creativity is the ability to produce something new in an SUBJECT FOCUS imaginative and fun-filled way. young age is essential in this new world. as well as the use of 4 use language skills in daily life in simple . Innovation is the process of The English Language Curriculum for the Learning Disabilities idea generation and utilizing the creative idea in relevant focused to develop pupils’ potential. III. II. which are also attributes for personal fulfillment and entrepreneurship success. in elements lessons listen. are In level incorporated two. innovation and initiative. Some of the language elements that are linked with entrepreneurship are creativity. networking and interacting with electronic courseware. independent and successful. for the Learning Disabilities pupils so that they are able to be Through creative and innovative Creativity and innovation in pupils should be exploited and nurtured to ensure that their full more balanced. and to cater the individual contexts.

Learning through playing iv. Collaboration approach (multi discipline groups) vi. Constructivism vii. Thematic teaching prepared to cater the needs of special education needs pupils. Active involvement of the pupils would help xii. The RPI will serve 5 . Teachers have the flexibility to change. known skills. comprehension test and gauging pupil’s mastery of knowledge. Every modification and application done to teaching and learning within the RPI will be documented. plans or goals to TEACHING AND LEARNING APPROACHES achieve for every special education pupils. Multi-sensory The teaching module is based on the Curriculum Standard in viii. Mastery learning through learning experience increase pupils performance. teaching and learning guideline for teachers and would clearly teachers are able to diversify approaches in order to attain the state each individual’s achievement. Task analysis iii. Inquire ii. improvise or x. INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN INDIVIDU) Learning Module Pupils are able to use the prepared learning module. “(Peraturan-Peraturan objectives of the Teaching and Learning Standard.SUBJECT/MODULE IMPLEMENTATION Teaching Module v. Contextual learning order to help teachers implement effective and efficient ix. Each RPI is prepared and planned individually for the pupils. Pendidikan (Pendidikan Khas) 2013)” These approaches are: RPI is a teaching program based on multi discipline especially i. Interactive learning teaching. Cooperative learning built more effective teaching plans in accordance to the needs xi. It would be a In implementing teaching and learning English Language. Individualize Education Programme (RPI) is a written document that clearly states end objectives. Simulation of the pupils. These Definition modules contain worksheets as exercises.

pupil’s current performance increasing mastery and comprehension and cutting down the ii. iii. academic and non-academic plans pupils’ learning curve. planning. In order to Class room assessment is crucial to gauge the level of achieve it there must be a collaboration of cooperation mastery and comprehension attained by the pupil. knowledge. Test/ quizzes – conducted in written and oral form. period. vii. help of state or district appointed education officer in The information from these assessments would help improve conjunction with other agency or service agents. developmental ii. objectives. assessment procedures to help and identify i. 6 . services needed by and for the pupil Written test can be in objective or subjective form. to build up guide pupils to interact with their surrounding their environment knowledge. sequence Observation – appropriate to evaluate individual skills. school administrators about the needs of that particular pupil and how the RPI help to fulfill it. Checklist – provides a report on mastery. The between school administrators. iii. achievements vi. and dateline for services that while quizzes can be done orally. attitude and values. teaching method and provide early feedback so action or RPI defines: follow up can be initiated in order to improve the RPI thus i. planning and preparations in order to help and crucial to evaluate communication skills. confidence and to reinforce the acquired iv. A checklist must be provided and of used during observation. parents and the pupil with the assessment would be done formatively or summatively. Oral presentation – this method of assessment is needs to be provided for the pupil viii. skills. goals and objectives achievable by the pupil within In-class assessment methods include: the year iv. attitude and values.ASSESSMENT to notify parents. measurable educational objectives v.

development through an on-going assessment. Teachers may also use this document to assess their pupils SCHOOL BASED ASSESSMENT after a few units of study or at the end of the term to help them Formative assessment is a part of school-based assessment. The Performance Standard details six levels of performance Teachers should refer to the Performance with descriptors for each level based on clusters of learning Standard to help them ascertain the level of their pupils’ standards. Pupils are Formative assessment. writing and language Formative arts. assessment is carried out for teachers to gain feedback on their pupils’ learning and provide them with the necessary Multiple sources of evidence like checklists. attainment of the learning standards. With this either individually or in a group. standard. teachers may change their approach or communicating and presenting information in an methodology to help their pupils master the intended learning organized and scientific form. information regarding their pupils’ learning so that they can presentations. observations. Essays – essays would display pupils’ knowledge in knowledge. reading.meant to help teachers gauge the level of their pupils’ v. Through this process. the assessment element has been incorporated into this document together with the content and learning standards. Thus. determine the achievement levels of their pupils. These levels serve as a guide to teachers in acquisition of the various learning standards. In order to help teachers to carry out effective school based PERFORMANCE STANDARD assessment. quizzes and tests can be used to document the make changes to their teaching to enhance their pupils’ learning. Folio – this is a complication of work done by the pupil understanding and acquisition of the skills taught. The levels are 7 . skills of listening and speaking. vi. formative assessment is carried out during teachers will be able to build a profile of their pupils’ language teaching and learning in the classroom. or assessment for learning is an assessed to determine their performance level in the different important aspect of teaching and learning in the classroom and good pedagogy always includes assessment.

Requires guidance to perform basic language tasks. 3 Show satisfactory command of the language. Requires plenty of guidance to perform basic language tasks. Has the ability to use language with less guidance. Has the ability to use language but requires guidance for some language tasks. 4 Show good command of the language. 6 Show excellent command of the language. 5 Show very good command of the language. as shown below: Performance Level Description 1 Very Limited 2 Limited 3 Satisfactory 4 Good 5 Very Good 6 Excellent Performance Descriptor Levels 1 Show very limited command of the language. The Performance Levels are arranged in an ascending hierarchical manner to differentiate the different levels of pupils’ Performance Standard achievement. acquisition of skills for Year 5. 2 Show limited command of the language. Has the ability to use language but requires guidance for more complex language tasks. Has the ability to use language without any guidance. 8 .assessing their pupils’ development and growth in the The table below shows the overall generic levels of the acquisition of the learning standards that are taught.

Who. Where When. Where When. How) 2 Able to know the use of Wh-questions appropriately 3 Able to answer Wh-questions given by teacher 4 Able to ask and answer simple WH-questions.1.1 Able to listen and demonstrate understanding of oral texts by answering Wh-Questions (What. Why. Who. 5 Able to ask and answer simple WH-questions in various situations.1 Able to understand and respond to oral texts in a variety of contexts LEARNING STANDARD (Pupils should be able to…) 1.Listening & Speaking CONTENT STANDARD (Pupils are guided to…) 1. How) PERFORMANCE STANDARD (Pupils able to…) PERFORMANCE LEVEL DESCRIPTOR 1 Able to know the meaning of Wh-questions (What. Why. with guidance Able to apply Wh-questions in daily usage appropriately 6 9 .

2. 4 Able to carry out activities using simple conversation in various situations.2. 6 Able to apply English as the medium of conversations in daily routines and be able to set good example to other pupils.2 Able to follow and give instructions and directions i) going places ii) processes with guidance PERFORMANCE STANDARD (Pupils able to…) PERFORMANCE LEVEL DESCRIPTOR Able to speak at the very basic level in classroom 1 2 Able to use simple sentences in classroom. LEARNING STANDARD (Pupils should be able to…) 1. i) buying items or services ii) expressing feelings 1.1 Able to communicate using simple sentences. 10 .CONTENT STANDARD (Pupils are guided to…) 1.2 Able to use simple English as the medium of conversations in daily routines. 5 Able to communicate well in daily routines. 3 Able to use simple sentences to deliver message according to given situations.

Able to complete sentences by filling in the blanks. understand the meaning.1 Able to read and demonstrate spell words from the understanding of the sentences   linear text non-linear text 2.3 Able to read a paragraph of 3 to strategies to 5 sentences. with guidance PERFORMANCE STANDARD (Pupils able to…) PERFORMANCE LEVEL DESCRIPTOR Able to read and understand words from the sentences. 1 2 Able to read and spell words from the sentences.2 Able to read and complete sentences using a range of 2.1 able to 2. 11 . 3 Able to read and understand sentences in the paragraph by matching to pictures 4 Able to rearrange the sentences according to the correct sequence 5 6 Able to understand the content of linear or non-linear text by answering comprehension questions.Reading CONTENT STANDARD (Pupils are guided to…) LEARNING STANDARD (Pupils should be able to…) 2.1.1.1.

1. question mark and exclamation marks in writing 3 Able to write common sight words in sentences appropriately. forms e.3 Able to write sentences to form simple paragraph.1 Able to write using appropriate language.1. DESCRIPTOR Able to use correct punctuations in suitable mediums Able to construct simple paragraph using 3 to 5 sentences. postcards . form and style for a range of purposes.1 Able to create simple linear and non-linear text: i) charts or diagrams ii) posters 6 with guidance 12 Able to copy and write phrases or sentences or simple paragraph 2 4 3. LEARNING STANDARD (Pupils should be able to…) PERFORMANCE STANDARD (Pupils able to…) PERFORMANCE LEVEL 3. 5 3.g.2.1 Able to write: i) phrases ii) sentences iii) simple paragraph 1 3.Writing CONTENT STANDARD (Pupils are guided to…) 3. commas . . full stop.1.2 Able to punctuate correctly: i) capital letters ii) full stops iii) question marks iv) commas v) exclamation marks in suitable mediums e. letters. Able to create simple charts or diagrams and posters.g. Able to know and understand the use of capital letters.

1.2 Able to express personal response to stories.1 Able to enjoy and appreciate rhymes.1 Able to respond to: i) book covers ii) pictures in books iii) characters (more than 5 objects or items) with guidance 4.1 Able to enjoy poems and songs 1 Able to respond to poems or songs or stories. 4. LEARNING STANDARD (Pupils should be able to…) PERFORMANCE STANDARD (Pupils able to…) PERFORMANCE LEVEL DESCRIPTOR 4.3. 4.2 Able to recite poems and sing songs with rhythm with guidance 2 Able to repeat after teacher to recite poems or sing songs or tell stories. 4 Able to express personal responses from poems or songs or stories. songs and stories .1 Able to produce simple creative works with guidance based on: i) songs ii) poems iii) stories 5 Able to present simple creative work based on action songs or poems or stories. 4. 3 Able to recite poems or sing songs with simple movements or role play characters from stories. poems and songs.3.1.Language Art CONTENT STANDARD (Pupils are guided to…) 4. 4.3 Able to participate in performance for enjoyment.2 Able to take part with guidance in a performance based on: i) song ii) poems iii) stories 6 13 Able to participate in performance based on poems . 4.2. through performance.

14 .

.

my/bpk . gov.moe.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.