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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 .

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

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

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

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 .

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

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

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

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

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

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

understanding and acquisition of the skills taught. or assessment for learning is an assessed to determine their performance level in the different important aspect of teaching and learning in the classroom skills of listening and speaking. With this vi. Pupils are Formative assessment. reading. Formative arts. The levels are 7 . These levels serve as a guide to teachers in acquisition of the various learning standards. the assessment element has been incorporated into this document together with the content and learning The Performance Standard details six levels of performance standards. Thus. writing and language and good pedagogy always includes assessment. quizzes and tests can be used to document the make changes to their teaching to enhance their pupils’ attainment of the learning standards. 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. information regarding their pupils’ learning so that they can presentations. determine the achievement levels of their pupils. standard. SCHOOL BASED ASSESSMENT 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 Formative assessment is a part of school-based assessment. observations. learning. 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. Through this process. v. Folio – this is a complication of work done by the pupil meant to help teachers gauge the level of their pupils’ either individually or in a group. development through an on-going assessment. In order to help teachers to carry out effective school based PERFORMANCE STANDARD assessment. formative assessment is carried out during teachers will be able to build a profile of their pupils’ language teaching and learning in the classroom. 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. Essays – essays would display pupils’ knowledge in knowledge.

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

rhymes and songs intonation 1.1. rhymes. 1 Able to 1.1. respond using simple phrases/ sentences 5 Able to demonstrate well stimulus given. aloud and recite rhymes or sing songs 4 Able to recite rhymes or sing songs with the 1. rhythm.1 Able to listen and 1 Able to listen and respond to stimulus given. 2 Able to copy and imitate the stimulus given.3 Able to listen and correct stress and rhythm. 9 .1.) PERFORMANCE DESCRIPTOR to…) LEVEL 1.Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided to…. rhythm and i)rhythm and rhyme rhythm. rhythm and songs using simple with guidance phrases 6 Able to demonstrate well stimulus given. pronounce respond to stimulus rhythm. say 3 Able to recite rhymes and sing songs. rhymes and songs using simple sentences. rhymes and songs.2 Able to listen to. words with the given: correct stress.

1 Able to exchange 1 Able to identify greetings in social situation. and respond greetings with using appropriately to phrases social situations 2 Able to state greetings using simple phrases for a variety of purposes. 3 Able to exchange greetings using simple phrases in an appropriate situation 4 Able to exchange greetings using simple phrases according to different situations.2 Able to listen 1.) PERFORMANCE DESCRIPTOR to…) LEVEL 1. 10 .Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided to….2. 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.

age. and respond oneself using simple appropriately to phrases social situations 2 Able to state name and age using simple phrases. address or other relevant informations) 11 . gender and address using simple phrases. 4 Able to state full name.) PERFORMANCE DESCRIPTOR to…) LEVEL 1.2 Able to introduce 1 Able to state name using simple phrases. age. age and gender using simple phrases.2 Able to listen 1. for a variety of purposes. 3 Able to state full name. 6 Able to introduce oneself in detail manners (name.Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided to…. 5 Able to introduce oneself using simple phrases. gender.2.

appropriately to phrases social situations 2 Able to state polite request. and 4 apologies using simple phrases in appropriate situations.2.2. 3 Able to express polite request. appreciation and apologies 1. 12 .5 Able to express simple apology using simple phrases Able to express polite request. appreciation. 5 Able to demonstrate polite request. appreciation and apologies using simple phrases in various situations in pupils’ daily conversations. appreciation with guidance and apologies using simple phrases in appropriate situations 6 Able to demonstrate well polite request. appreciation and for a variety of 1. appreciation and and respond requests using simple apologies.4 Able to thank someone apologies using simple phrases.3 Able to make polite 1 Able to identify polite request.2 Able to listen 1.) PERFORMANCE DESCRIPTOR to…) LEVEL 1. purposes. using simple phrases.Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided to….2.

3 Able to state simple instructions and simple with guidance directions in appropriate situations.2 Able to listen 1. 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 13 .6 Able to listen to and 1 Able to recognize simple instructions and and respond follow: directions appropriately to social situations i) simple instructions 2 Able to differentiate between simple instructions for a variety of ii) simple directions and simple directions purposes.Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided to….) PERFORMANCE DESCRIPTOR to…) LEVEL 1.2.

Where.) PERFORMANCE DESCRIPTOR to…) LEVEL 1. 14 . How) When. When. Where.1 Able to listen and 1 Able to know the meaning of ‘ Yes ‘ and ‘ No’ and and respond to oral texts demonstrate understanding of simple Wh. How) 4 Able to respond : i) with positive or negative answer (‘Yes’ or ‘No’) ii) to Wh-Question (Who. Where. When.3. 3 Able to respond to simple Wh. When. When. Where. How) in simple sentences in appropriate situations. with guidance Able to respond: 5 i) with positive or negative answer (‘Yes’ or ‘No’) ii) to Wh.Question (Who.3 Able to understand 1.Questions (Who. 6 Able to respond: i) with positive or negative answer (‘Yes’ or ‘No’) ii) to Wh-Question (Who. How) in appropriate situations.Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided to…. Where. How) in phrases in appropriate situations.Question (Who. Where. How) in a variety of contexts. oral texts by: 2 Able to respond with positive or negative answer i) giving Yes/ No replies (‘Yes’ or ‘No’) ii) Answering simple Wh- questions (Who. When.

6 Able to read and understand simple sentences in linear and non-linear text by producing creative with guidance materials in form of printed or non.printed.1.Reading CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD (Pupils are guided (Pupils should be able (Pupils able to…) to…) to….linear text by answering simple (3-5 words) comprehension question.) PERFORMANCE DESCRIPTOR LEVEL 2. variety of linear and non- linear texts in form of 2.1 Able to spell and read 1 Able to spell and read words correctly.1.4 Able to read and 5 Able to read and understand simple sentences in understand simple sentences linear and non.3 Able to read and understand phrases in linear 4 Able to read and understand phrases by matching and non. 2.1.linear texts with graphics and spoken words. printed and non-printed phrases by matching with: materials using a range i) graphics ii)spoken words 3 Able to read and understand phrases by matching of strategies to with graphics understand meaning. 2. understanding of a words.1. 15 .1 Able to demonstrate 2.2 Able to read and apply 2 Able to repeat after teacher in reading phrases.

understanding of a dictionary skills using picture variety of linear and non. dictionaries linear texts in form of 2 Able to find pictures in picture dictionaries. 4 Able to read words in picture dictionaries. 6 Able to apply basic dictionary skills by understanding alphabetical order and pictures based on themes.Reading CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided to….) PERFORMANCE DESCRIPTOR to…) LEVEL 2. printed and non-printed materials using a range of strategies to 3 Able to find pictures based on themes.1.1 Able to demonstrate 2.5 Able to apply basic 1 Able to recognize pictures. 5 Able to read and understand words in picture with guidance dictionaries. understand meaning. 16 .

Writing CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided to…. print.2 Able to spell common 5 Able to apply correct punctuations in writing appropriate language.1 Able to write 1 Able to copy and write phrases in neat legible and words in neat legible i) phrases print.3 Able to write and iv) comma words present ideas through a variety of media using 3. question mark and commas in of purposes.1 Able to punctuate 3 Able to know and understand the use of capital form and style for range correctly: letters. ii) sentences 2 Able to copy and write phrases and sentences.1.1 Able to create simple linear and non-linear text: i) greeting cards ii) scrap book iii) charts with guidance 17 . i) capital letters writing ii) full stop iii) question mark 4 Able to construct simple sentences with 3 to 5 3. 3.2 Able to write using appropriate language. full stop.3 Able to form a sentence 6 Able to produce simple greeting cards. scrap book using 3 to 5 words and charts. 3.) PERFORMANCE DESCRIPTOR to…) LEVEL 3. sentences with 3 to 5 words form and style. sight words.1 Able to form letters 3.2.2.2.3. with guidance 3. 3.

4.) PERFORMANCE DESCRIPTOR to…) LEVEL 4.2 Able to recite poems 2 Able to state characters ( 4-5 objects or items) and sing action songs with rhythm. action songs and stories in front of larger i) action songs audience.1 Able to produce simple performance for creative works with guidance 6 Able to participate in performance based on enjoyment. 3 Able to recite poems and action songs in the class 4. 4. action songs and iii) characters stories (4 to 5 objects or items) 5 Able to presenting ideas by creating simple with guidance creative works based on poems.Language Art CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided to….2 Able to express 4. based on : poems.1 Able to enjoy and 4.1.2 Able to take part with guidance in a performance based on: i) action songs ii) poems iii) stories 18 . and action songs.2.3 Able to participate in 4.1 Able to enjoy poems 1 Able to listen and respond to poems and action appreciate rhymes. ii) poems iii) stories 4. action songs and stories.3. songs and identify pictures in book.3. ii) pictures in books 4 Able to act out based on poems. poems and songs through performance.1.1 Able to respond to: personal respond to i) book covers literally texts.

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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. gov.my/bpk .