Kurikulum Bersepadu Tahfiz Sarawak

`
KURIKULUM BERSEPADU TAHFIZ SARAWAK

(KBTS)
KOMPONEN AKADEMIK
Dokumen Standard Kurikulum dan Pentaksiran
Tahun 1
Biro Perkhidmatan Pendidikan Majlis Islam Sarawak
Disember 2020
(KBTS)
KOMPONEN AKADEMIK
Dokumen Standard Kurikulum dan Pentaksiran
Tahun 1
Disember 2020
Terbitan 2020
© Biro Perkhidmatan Pendidikan Majlis Islam Sarawak
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga
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bertulis daripada Pengarah, Biro Perkhidmatan Pendidikan Majlis Islam Sarawak
ISBN:
KANDUNGAN
Falsafah Pendidikan Kebangsaan…………………………………………………………………………… 1
Falsafah Pendidikan Islam……………………………………………………………………………………. 1
Definisi Kurikulum Kebangsaan ……………………………………………………………………………... 2
Kata Pengantar………………………………………………………………………………………………… 3
Kurikulum Bersepadu Tahfiz Sarawak………………………………………………………………………. 4
Matlamat Pendidikan Rendah………………………………………………………………………………… 4
Kurikulum Bersepadu Tahfiz Sarawak (Rendah)…………………………………………………………… 5
Visi……………………………………………………………………………………………………………….. 5
Misi………………………………………………………………………………………………………………. 5
Objektif………………………………………………………………………………………………………….. 6
Kerangka Dan Komponen KBTS…………………………………………………………………………….. 7
KAFFAH………………………………………………………………………………………………………… 8
Organisasi DSKP KBTS………………………………………………………………………………………. 9
DSKP KBTS Bahasa Melayu Tahun 1………………………………………………………………………. 11
DSKP KBTS English Year 1………………………………………………………………………………….. 25
DSKP KBTS Mathemathics Year 1………………………………………………………………………….. 45
DSKP KBTS Science Year 1…………………………………………………………………………………. 65
Senarai Penggubal…………………………………………………………………………………………….. 99
FALSAFAH PENDIDIKAN KEBANGSAAN FALSAFAH PENDIDIKAN ISLAM
Pendidikan di Malaysia adalah satu usaha berterusan ke Pendidikan Islam adalah suatu usaha berterusan untuk
arah lebih memperkembangkan potensi individu secara menyampaikan ilmu, kemahiran dan penghayatan Islam
menyeluruh dan bersepadu untuk melahirkan insan yang berdasarkan Al-Quran dan As-Sunnah bagi membentuk
seimbang dan harmonis dari segi intelek, rohani, emosi sikap, kemahiran, keperibadian dan pandangan hidup
dan jasmani berdasarkan kepercayaan dan kepatuhan sebagai hamba Allah yang mempunyai tanggungjawab
kepada Tuhan. Usaha ini adalah bertujuan untuk untuk membangun diri, masyarakat, alam sekitar dan
melahirkan warganegara Malaysia yang berilmu Negara ke arah mencapai kemakmuran (kebaikan) di
pengetahuan, berketrampilan, berakhlak mulia, dunia dan kesejahteraan abadi di akhirat.
bertanggungjawab dan berkeupayaan mencapai
kesejahteraan diri serta memberi sumbangan terhadap
keharmonian dan kemakmuran keluarga, masyarakat dan
negara.
Sumber: Akta Pendidikan 1996 (Akta 550)
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DEFINISI KURIKULUM KEBANGSAAN
Kurikulum Kebangsaan
3 (1) Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk

kurikulum dan kegiatan kokurikulum yang merangkumi semua pengetahuan,
kemahiran, norma, nilai, unsur kebudayaan dan kepercayaan untuk membantu
perkembangan seseorang murid dengan sepenuhnya dari segi jasmani, rohani,
mental dan emosi serta untuk menanam dan mempertingkatkan nilai moral yang
diingini dan untuk menyampaikan pengetahuan.
Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997
[PU (A) 531/97]
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KATA PENGANTAR
Pendidikan bersepadu menekankan tentang penyepaduan sikap, ilmu pengetahuan, kemahiran, kefahaman dan amalan secara
saling melengkapi. Pendidikan bersepadu dalam Islam memberi tumpuan terutamanya kepada penerimaan, kefahaman,
penghayatan dan pengamalan ajaran Islam secara menyeluruh bagi meningkatkan ketaqwaan, memperkayakan ilmu
pengetahuan dan kemahiran, dan memupuk keseimbangan unsur fizikal, hati nurani, akal fikiran dan adab budi, bagi tujuan
mencapai kesejahteraan hidup di dunia dan kebahagiaan abadi di akhirat.
Melalui pendidikan bersepadu, seseorang boleh diasuh, dibimbing, dididik dan dilatih untuk memahami tanggungjawab dan
peranannya sebagai hamba dan khalifah Allah, dan menginsafi semangat kebertanggungjawaban bersama dalam menjaga
kesucian dan menegakkan syiar Islam (amar makruf dan nahi mungkar).
Biro Perkhidmatan Pendidikan Majlis Islam Sarawak merakamkan setinggi-tinggi penghargaan dan ucapan terima kasih kepada
semua pihak yang terlibat dalam penggubalan Kurikulum Bersepadu Tahfiz Sarawak (KBTS). Semoga pelaksanaan KBTS akan
mencapai hasrat dan matlamat Sistem Pendidikan Kebangsaan.
DATU DR. HJ. ADI BADIOZAMAN TUAH

Pengarah
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Pendidikan bersepadu menekankan tentang penyepaduan sikap, ilmu pengetahuan, kemahiran, kefahaman dan amalan secara
saling melengkapi. Pendidikan bersepadu dalam Islam memberi tumpuan terutamanya kepada penerimaan, kefahaman,
penghayatan dan pengamalan ajaran Islam secara menyeluruh bagi meningkatkan ketaqwaan, memperkayakan ilmu
pengetahuan dan kemahiran, dan memupuk keseimbangan unsur fizikal, hati nurani, akal fikiran dan adab budi, bagi tujuan
mencapai kesejahteraan hidup di dunia dan kebahagiaan abadi di akhirat. Kurikulum bersepadu adalah satu rancangan atau
program pendidikan yang dibangunkan bagi tujuan menterjemah dan mengoperasikan falsafah pendidikan islam, iaitu
“pendidikan satu usaha berterusan untuk menyampai ilmu, kemahiran dan penghayatan islam berdasarkan Al-Quran dan As-
Sunnah bagi membentuk sikap, kemahiran, keperibadian dan pandangan hidup sebagai hamba Allah yang mempunyai
tanggungjawab untuk membangun diri, masyarakat, alam sekitar dan negara ke arah mencapai kemakmuran di dunia dan
kesejahteraan abadi di akhirat”.Kurikulum Bersepadu Islam Sarawak terbahagi kepada tiga (3) tahap:
a. Tahap pendidikan awal kanak-kanak; b. Tahap pendidikan rendah; dan c. Tahap pendidikan menengah.
MATLAMAT PENDIDIKAN RENDAH

Matlamat pendidikan peringkat rendah bagi masyarakat Islam di Sarawak adalah untuk memastikan perkembangan potensi
kanak-kanak Islam secara menyeluruh, seimbang dan bersepadu – merangkumi aspek-aspek intelek, rohani, emosi, sosial dan
jasmani – melalui penguasaan kemahiran asas membaca, memahami, menghafal, menulis, dan mengamal perintah Allah
berteraskan Al-Quran dan As-Sunnah bagi membolehkan mereka berperanan secara bertanggungjawab sebagai hamba dan
khalifah Allah. Pendidikan peringkat rendah ini menyediakan juga peluang pembelajaran sebagai tapak asas untuk menanam
kesedaran, menimbulkan keinsafan, meningkatkan kefahaman dan memupuk rasa kebertanggungjawaban untuk
mensejahterakan ummah melalui pemeliharaan hubungan manusia dengan Allah, hubungan sesama manusia, dan hubungan
manusia dengan alam sekitarnya.
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KURIKULUM BERSEPADU TAHFIZ SARAWAK (RENDAH)
Bagi mencapai dan merealisasikan aspirasi matlamat pendidikan peringkat rendah, KBTS bertujuan melahir dan
membangunkan insan yang menguasai kemahiran asas membaca, memahami, menghafal, menulis dan mengamal ajaran
Islam melalui pendidikan dan pembelajaran Al-Quran.
KBTS yang komprehensif dan berjati diri setempat serta berjiwa sejagat merupakan asas penting bagi melahirkan para
profesional Islam yang huffaz, dan para huffaz yang profesional, berketrampilan dan berdaya saing, di samping
berkeupayaan menjadikan institusi yang melaksanakannya sebagai tapak melahirkan generasi yang berkemahiran dan
berkecekapan untuk menyumbang kepada pembangunan dan pembentukan ummah yang sejahtera.
VISI
Generasi Al-Quran Peneraju Khaira Ummah
MISI
Memperkasa institusi Pendidikan berteraskan

Al-Quran untuk pembangunan ummah yang sejahtera.
OBJEKTIF
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 Menyediakan asas kukuh untuk melahirkan generasi Al-Quran.
 Mewujudkan program pengajaran dan pembelajaran asas yang komprehensif dan berdaya saing.
KERANGKA DAN KOMPONEN KBTS
KOMPONEN KBTS
KAFFAH
AL- BAHASA
HADITH PAI AKADEMIK
QURAN ARAB
KBTS Komponen Akademik digubal berasaskan Kurikulum Standard Sekolah Rendah(KSSR) Kementerian Pendidikan Malaysia
(KPM) bagi memastikan matlamat, objektif, fokus, strategi Pengajaran dan Pembelajaran (PdP),organisasi dan standard
kandungan serta pentaksiran sekolah memenuhi aspirasi Falsafah Pendidikan Kebangsaan(FPK). Selain itu, KBTS dibangunkan
bagi tujuan menterjemah dan mengoperasikan Falsafah Pendidikan Islam (FPI), iaitu “pendidikan satu usaha berterusan untuk
menyampai ilmu, kemahiran dan penghayatan islam berdasarkan Al-Quran dan As-Sunnah bagi membentuk sikap, kemahiran,
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keperibadian dan pandangan hidup sebagai hamba Allah yang mempunyai tanggungjawab untuk membangun diri, masyarakat,
alam sekitar dan negara ke arah mencapai kemakmuran di dunia dan kesejahteraan abadi di akhirat”. Untuk itu, Dokumen
Standard Kandungan dan Pentaksiran(DSKP) KSSR distruktur semula dengan menambah elemen KAFFAH merentas standard
kandungan dan pembelajaran dalam KBTS seperti digambarkan dalam Jadual 1.
 KKK KAFFAH
Penerapan nilai-nilai Islam dalam pengajaran dan Setiap individu muslim diwajibkan untuk mempelajari,
pembelajaran meliputi semua tunjang dan merentas mengemaskini, mengamal dan menghayati ilmu fardhu
kurikulum berdasarkan Al-Quran dan As-Sunnah. ain secara berterusan selaras dengan perkembangan
kehidupannya sehingga terbentuk pandangan sarwa
Islam yang tepat dan menyeluruh (ru’yatul Islam
lilwujud). Melalui pandangan sarwa Islam, sistem
Islam Kaffah berarti Islam yang menyeluruh (total).
pemikiran dan gerak kerja umat Islam dapat disatukan
mengikut tuntutan syariah serta terikat dengan
paradigma tauhid.
Artinya, “Wahai orang-orang yang beriman, masuklah

kamu semua ke dalam (Agama) Islam (secara
keseluruhannya);dan janganlah kalian mengikuti
langkah-langkah syaitan; sesungguhnya, syaitan itu
musuh yang nyata bagi kalian,”
(Surat Al-Baqarah ayat 208)
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ORGANISASI DSKP KBTS
AL-QURAN
STANDARD STANDARD
STANDARD PRESTASI KAFFAH
KANDUNGAN PEMBELAJARAN
Penyataan spesifik Suatu penetapan Suatu set kriteria umum Penerapan nilai-nilai
tentang perkara yang kriteria atau indikator yang menunjukkan Islam dalam
murid patut ketahui dan kualiti pembelajaran tahap-tahap prestasi pengajaran dan
boleh lakukan dalam dan pencapaian yang yang perlu murid
suatu tempoh boleh diukur bagi pamerkan sebagai
AL-QURANmerentas
pembelajaran
kurikulum berdasarkan
persekolahan setiap standard tanda bahawa sesuatu Al-Quran dan Hadith.
merangkumi aspek kandungan. perkara itu telah
pengetahuan, dikuasai murid
kemahiran dan nilai. (indicator of success).
Jadual 1
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 Nota: DSKP KBTS hendaklah dibaca bersama DSKP KSSR bagi mata pelajaran yang berkaitan untuk memahami ;
Matlamat, Objektif, Fokus, Strategi PdP, Elemen Merentas Kurikulum dan Pentaksiran Sekolah.
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DSKP KBTS
BAHASA MELAYU TAHUN 1
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1.0 KEMAHIRAN MENDENGAR & BERTUTUR
TEMA STANDARD KANDUNGAN STANDARD PEMBELAJARAN KAFFAH
Kekeluargaan 1.1 Murid boleh: Konsep menghormati dan menyayangi ibu

Mendengar dan memberikan 1.1.1 bapa.
respons Mengajuk, dan menyebut perkataan, frasa
dan ayat yang mengandungi Ad-Dhuha 93:6-9
pelbagai bunyi; Berlaku baik terhadap anak-anak yatim.
(i) vokal Bersyukur dan menjaga perhubungan.
(ii) konsonan
(iii) diftong Al-Adiyat 100:6-8
(iv) vokal berganding Konsep bersyukur dan pentingkan harta.
(v) digraph
(vi) konsonan bergabung Adab menghormati ibu bapa.
1.1.2 (Berinteraksi dengan ibu bapa)
Mendengar, memahami, dan memberikan
respons terhadap; Doa kedua ibu bapa :
(i) soalan “Ya ALLAH ampunilah segala dosaku dan
(ii) suruhan juga dosa kedua ibu bapaku serta
(iii) pesanan kasihanilah mereka seperti mereka
1.2 1.2.1 memelihara dan mendidiku sewaktu kecil.”
Bertutur untuk menyampaikan Bertutur dengan sebutan yang betul dan
maklumat dan idea bagi pelbagai intonasi secara bertatasusila.
tujuan 1.2.2
Menyampaikan maklumat daripada bahan
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Standard Prestasi Kemahiran Mendengar Dan Bertutur
TAHAP
PENYATAAN
PENGUASAAN
Memberikan respons terhadap pelbagai soalan, suruhan, dan pesanan serta menyampaikan maklumat dengan
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sebutan dan intonasi yang betul secara bertatasusila pada tahap sangat terhad.
2
sebutan dan intonasi yang betul secara bertatasusila pada tahap terhad.
3
sebutan dan intonasi yang betul secara bertatasusila pada tahap memuaskan.
4
sebutan dan intonasi yang betul secara bertatasusila pada tahap kukuh.
5
sebutan dan intonasi yang betul secara bertatasusila pada tahap terperinci.
6 sebutan dan intonasi yang betul secara bertatasusila pada tahap sangat terperinci, konsisten, dan menjadi
model teladan.
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2.0 KEMAHIRAN MEMBACA
Kemasyarakatan 2.1 Murid boleh: Tajuk : Masyarakat Muhibbah

Asas membaca dan memahami 2.1.1
Membaca dengan sebutan yang betul; Al-Zalzalah 99:6-8
(i) vokal Sesiapa bebuat baik akan dibalas
(ii) konsonan baik.
(iii) suku kata
(iv) frasa
(v) perkataan Al-Hujurat 49:10
(vi) ayat “Sebenarnya orang-orang mukmin itu
2.1.2 bersaudara. Maka damaikanlah
Membaca dengan sebutan yang betul, intonasi yang diantara saudara kamu yang
sesuai, dan memahami; bertengkar itu dan bertaqwalah
(i) perkataan dua suku kata dan tiga suku kata kepada Allah supaya kamu beroleh
(ii) frasa rahmat”.
(iii) ayat
2.2 2.2.1 Al-Hujurat 49:13
Membaca, memahami, dan menaakul Membaca, memahami, dan menaakul bahan untuk “Kami telah menjadikan kamu
bahan grafik dan bukan grafik mendapatkan; berbagai bangsa dan bersuku
(i) kosa kata puak…supaya kamu berkenal-
(ii) idea tersurat kenalan…”
(iii) idea tersirat
2.3 2.3.1 Al-Maidah 5:2
Membaca dan mengapresiasi karya Membaca dan mengenal pasti kandungan teks bahan “Dan tolong menolonglah kamu
sastera dan bukan sastera sastera dan bukan sastera; dalam kebaikan dan ketaqwaan dan
(i) cerita janganlah tolong menolong dalam
(ii) pantun berbuat dosa dan bertaqwalah kamu
(iii) lagu kanak-kanak kepada Allah, sesungguhnya seksa
2.3.2 Allah sangat berat”
Membaca, memahami, dan mempersembahkan karya
sastera.
(i) label
Keselamatan 2.2 2.2.1 Al Falaq 113:1-5
Membaca, memahami, dan menaakul Membaca, memahami, dan menaakul bahan untuk Menjaga keselamatan diri.
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bahan grafik dan bukan mendapatkan;
grafik (i) kosa kata An Nas 114:1-6
(ii) idea tersurat Memohon daripada Allah kejahatan
(iii) idea tersirat manusia dan jin.
Al-Imran 3:173
2.3 2.3.1 Allah tempat memohon perlindungan.
Membaca dan mengapresiasi karya Membaca dan mengenal pasti kandungan teks bahan
sastera dan bukan sastera sastera dan bukan sastera;
(i) cerita
(ii) pantun
(iii) lagu kanak-kanak
Sains dan 2.2 2.2.1 Al Zalzalah 99:1-8
Teknologi Membaca, memahami, dan menaakul Membaca, memahami, dan menaakul bahan untuk
bahan grafik dan bukan mendapatkan; “Apabila bumi bergoncang dengan
grafik (i) kosa kata kuat..”
(ii) idea tersurat
(iii) idea tersirat Kejadian gegaran bumi.
2.3 2.3.1 As Syams 91:1-15

Membaca dan mengapresiasi karya Membaca dan mengenal pasti kandungan teks bahan
sastera dan bukan sastera sastera dan bukan sastera; Kejadian matahari.
(i) cerita
(ii) pantun Al Lail 92: 1-2
(iii) lagu kanak-kanak
Kejadian alam siang dan malam.
Standard Prestasi Kemahiran Membaca
TAHAP
PENYATAAN
PENGUASAAN
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Membaca, memahami, dan menaakul bahan, mengenal pasti kandungan teks bahan sastera dan bahan bukan
1 sastera serta mempersembahkan karya sastera pada tahap sangat terhad.
2 sastera serta mempersembahkan karya sastera pada tahap terhad.
3 sastera serta mempersembahkan karya sastera pada tahap memuaskan.
4 sastera serta mempersembahkan karya sastera pada tahap kukuh.
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sastera serta mempersembahkan karya sastera pada tahap terperinci.
6 sastera serta mempersembahkan karya sastera pada tahap sangat terperinci, konsisten, dan menjadi model
teladan.
3.0 KEMAHIRAN MENULIS
Kesihatan dan 3.1 Murid boleh: At-Tin 95:1-2

Kebersihan Asas menulis 3.1.1 Demi buah tin dan zaiton dan bukit thursina.
Menulis secara mekanis;
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(i) huruf
(ii) suku kata Sabda Rasullullah: “Kebersihan adalah separuh
(iii) perkataan daripada iman” Hadis riwayat Muslim.
(iv) frasa Guru bercerita tentang adab-adab makan
(v) ayat seperti amalan Rasulullah : Adab makan
3.2 3.2.1 seperti mencuci tangan, baca bismillah, makan
Menulis perkataan, frasa, dan ayat Membina dan menulis; dengan 3 jari tangan kanan, tidak bercakap
yang bermakna (i) perkataan ketika sedang makan, menjilat makanan yang
(ii) frasa tersisa di jari-jari ketika suapan terakhir untuk
(iii) ayat membantu kelancaran proses pencernaan.
3.2.2
Membina dan menulis jawapan Hadith Riwayat Bukhari: “Sekiranya tidak
pemahaman berdasarkan soalan; memberatkan umatku atau manusia, nescaya
(i) bertumpu aku akan perintahkan kepada mereka untuk
(ii) bercapah bersiwak (Menggosok gigi) pada setiap kali
3.2.3 hendak solat”.
Mencatat maklumat tentang sesuatu
perkara. Makanan sunnah: Buah Delima, Kurma,
3.2.4 Terbukai, Barli,buah tin, zaiton,anggur (kismis)
Menulis sesuatu yang diimlakkan; madu dan habattus sauda.
(i) perkataan
(ii) frasa
(iii) ayat Tema : Lindungi Alam
Guru memberi tajuk aktiviti bertulis berkaitan
buah buahan kegermaran Rasulullah SAW.
3.3 3.3.1
Menghasilkan penulisan Menghasilkan penulisan naratif dan
bukan naratif secara;
(i) terkawal
3.3.2 Hadis HR. Buhkari dan Muslim: Tidak ada nabi
Mengedit dan memurnikan hasil kecuali pernah menjadi pengembala kambing
penulisan daripada aspek; milik seorang penduduk Mekah dengan imbalan
(i) ejaan beberapa qiraat.
(ii) tanda baca
Lindungi Alam 3.2 Menulis perkataan, frasa, dan 3.2.1
ayat Membina dan menulis;
yang bermakna (i) perkataan
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(ii) frasa
(iii) ayat
3.2.2
Membina dan menulis jawapan
pemahaman berdasarkan soalan;
(i) bertumpu
3.2.3
Mencatat maklumat tentang sesuatu
perkara.
3.3 Menghasilkan penulisan 3.3.1
Menghasilkan penulisan naratif dan
bukan naratif secara;
(i) terkawal
Standard Prestasi Kemahiran Menulis
TAHAP
PENYATAAN
PENGUASAAN
Menulis secara mekanis, membina ayat, menulis jawapan pemahaman, mencatat maklumat, menulis secara imlak,
1 menghasilkan penulisan naratif dan bukan naratif, mengedit serta memurnikan hasil penulisan daripada aspek
ejaan dan tanda baca pada tahap sangat terhad.
ejaan dan tanda baca pada tahap terhad.
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menghasilkan penulisan naratif dan bukan naratif, mengedit serta memurnikan hasil penulisan daripada aspek
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ejaan dan tanda baca pada tahap memuaskan.
ejaan dan tanda baca pada tahap kukuh.
ejaan dan tanda baca pada tahap terperinci.
ejaan dan tanda baca pada tahap sangat terperinci, konsisten, dan menjadi model teladan.
4.0 ASPEK SENI BAHASA
Ekonomi, 4.1 Murid boleh: Al Israa 17:27

Keusahawanan dan Mengaplikasikan unsur keindahan 4.4.1 “Sesungguhnya orang yang membazir itu
Pengurusan Kewangan dan kesantunan bahasa dalam Bercerita dan menuturkan dialog yang adalah saudara- saudara syaitan sedangkan
bahan sastera. mengandungi gaya bahasa yang indah; syaitan itu sangat kufur kepada Tuhan.”
(i) simpulan Bahasa
Al-Humazah 104:2-4
4.2 4.2.1
Menghayati keindahan dan Melafazkan pantun dengan intonasi HR.Al Bazzar : “Sesiapa yang berjimat cermat,
kesantunan bahasa dalam bahan yang betul; tentu Allah memberikan kekayaan
sastera. (i) pantun dua kerat kepadanya. Dan sesiapa yang boros, tentu
(ii) pantun empat kerat Allah menjadikannya miskin.”
4.2.2
Menyanyikan lagu dengan sebutan dan Tajuk : Pantun menyimpan duit
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intonasi yang betul; Contoh : Pantun dua/empat kerat:
(i) lagu kanak-kanak Sedikit-sedikit, lama-lama jadi bukit.
(ii) lagu rakyat
Guru memberikan tajuk pantun kepada murid-
4.3 4.3.1 murid. Mencipta pantun dua kerat, empat kerat
Menghasilkan bahan sastera Mencipta puisi secara terkawal dan dan syair mudah berbentuk islamik.
dengan menyerapkan keindahan mempersembahkan;
dan kesantunan bahasa serta (i) pantun dua kerat
mempersembahkannya secara (ii) pantun empat kerat
kreatif. (iii) syair-irama Selendang Delima
CATATAN:
Dalam Aspek Seni Bahasa, pentaksiran kemahiran Mendengar dan Bertutur, Kemahiran Membaca atau Kemahiran Menulis juga boleh dilaksanakan.
Walau bagaimanapun, proses pengajaran dan pembelajaran Aspek Seni Bahasa masih dilaksanakan dalam bentuk pendekatan modular.
5.0 ASPEK TATABAHASA
Perpaduan 5.1 Murid boleh: Al-fil 105:1-5

Memahami fungsi dan 5.1.1
menggunakan golongan kata Memahami dan mengenal pasti penggunaan golongan Azab ALLAH terhadap tentera bergajah
mengikut konteks kata mengikut konteks; menghancurkan Kaabah(kata nama
(i) kata nama am khas)
(ii) kata nama khas Perkataan dan ungkapan yang
(iii) kata ganti nama berkaitan dengan Al-Quran. Contoh:
(iii) penjodoh bilangan Mekah (kata nama khas) adalah tempat
5.1.2 untuk mengerjakan haji.
Memahami, mengenal pasti, dan menggunakan kata
kerja mengikut konteks; Al-Hujurat 49:10
(i) kata kerja transitif Sebenarnya orang-orang yang beriman
(ii) kata kerja pasif itu adalah besaudara maka damaikanlah
5.1.3 diantara dua saudara kamu itu dah
Memahami, mengenal pasti dan menggunakan kata bertaqwalah kepada Allah supaya kamu
adjektif mengikut konteks. beroleh rahmat.
5.1.4
20
Memahami, mengenal pasti dan menggunakan kata
tugas mengikut konteks; Guru menyediakan petikan ringkas
(i) kata hubung gabungan berkaitan tajuk yang diberikan.
(ii) kata perintah Murid murid menggariskan kata
(iii) kata seru berimbuhan awalan dan akhiran.
(iv) kata sendi nama Guru menyediakan petikan ringkas
(v) kata arah berkaitan tajuk yang diberikan. (Kisah
(vi) kata tanya kisah Nabi)
5.2 5.2.1 K1- ayat penyata
Memahami dan menggunakan Memahami, mengenal pasti dan menggunakan kata K2 - ayat tanya dengan kata tanya
pembentukan kata mengikut terbitan mengikut konteks; K3 - ayat perintah
konteks (i) kata berimbuhan awalan K4 - ayat seruan
(ii) kata berimbuhan akhiran
5.2.2 Membina ayat tunggal dan ayat majmuk
Memahami, mengenal pasti dan meggunakan kata berdasarkan peribadi rasulullah.
majmuk mengikut konteks;
(i) kata majmuk rangkai kata bebas
5.2.3
Memahami, mengenal pasti dan menggunakan kata
ganda mengikut konteks;
(i) kata ganda
Perpaduan 5.3 5.3.1

Memahami dan membina ayat Memahami dan mengenal pasti jenis ayat mengikut
mengikut konteks konteks;
(i) ayat penyata
(ii) ayat tanya dengan kata Tanya
(iii) ayat perintah
(iv) ayat seruan
5.3.2
Memahami, mengenal pasti dan menggunakan bentuk
ayat mengikut konteks.
(i) ayat tunggal
(ii) ayat majmuk
21
CATATAN:
Dalam Aspek Tatabahasa, pentaksiran kemahiran Mendengar dan Bertutur, Kemahiran Membaca atau Kemahiran Menulis juga boleh dilaksanakan.
Walau bagaimanapun, proses pengajaran dan pembelajaran Aspek Tatabahasa masih dilaksanakan dalam bentuk pendekatan modular.
22
DSKP KBTS
ENGLISH YEAR 1
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24
25
1.0 LISTENING SKILLS
CONTENT STANDARD FOCUS LEARNING STANDARD KAFFAH
1.1 Recognise and reproduce target 1.1.1

Recognise and reproduce target language phonemes intelligibly Recognise and reproduce with
language sounds support a limited range of high
frequency target language phonemes
1.2 Understand the main idea when 1.2.1
Understand meaning in a variety of listening to texts on familiar topics Understand with support the main
familiar contexts idea of very simple phrases and
sentences
Understand specific details when 1.2.2
listening to texts on familiar topics Understand with support specific
information and details of very simple
phrases and sentences
Refer : Syllabus
Understand narratives on familiar 1.2.3
topics Understand with a high degree of
support very short simple narratives
Understand classroom instructions 1.2.4
Understand short basic supported
classroom instructions
Understand questions on familiar 1.2.5
topics Understand short supported
questions
1.3 Use appropriate strategies to 1.3.1
Use appropriate listening understand meaning Predict words they will hear by using
strategies in a variety of contexts knowledge of a topic
26
Performance Standards Guide for Listening Skills
PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
 Hardly recognises and reproduces limited target language phonemes. Requires support to achieve
 Hardly understands very simple questions, instructions and main ideas of the texts even with a lot curriculum target
1 of support from the teacher. (Working towards A1)
 Recognises and reproduces some limited target language phonemes with a lot of support from the On track to achieve
teacher. curriculum target
2  Understands a few very simple questions, instructions and main ideas of the texts with a lot of (Working towards A1)
support from the teacher.
 Recognises and reproduces limited target language phonemes with support from the teacher. Achieves expectations of
 Understands very simple questions, instructions, main ideas and supporting details of the texts curriculum target
3 with support from the teacher. (Working towards A1)
 Predicts words using knowledge of a topic with support from the teacher.
 Recognises and reproduces limited target language phonemes with minimal support from the Working towards exceeding
teacher. expectations
4  Understands very simple questions, instructions, main ideas and supporting details of the texts (A1 Low)
with minimal support from the teacher.
 Predicts words using knowledge of a topic.
 Recognises and reproduces target language phonemes appropriately. On track to exceed
 Understands simple questions, instructions, main ideas and supporting details of the texts without expectations
5 hesitation. (A1 Low)
 Displays increasing confidence and self-reliance in predicting words using knowledge of a topic.
 Recognises and reproduces target language phonemes appropriately and independently. Exceeds expectations
 Understands simple questions, instructions, main ideas and supporting details of the texts promptly (A1 Low)
6 and independently.
 Predicts words using knowledge of a topic confidently and independently.
2.0 SPEAKING SKILLS
27
SPOKEN INTERACTION
2.1 Communicate simple information about 2.1.1

Communicate simple information themselves clearly Give very basic personal information using
intelligibly fixed phrases
Find out simple information from others 2.1.2
Find out about very basic personal
information using fixed phrases
Communicate simple information 2.1.3
clearly Express basic likes and dislikes
Communicate simple information 2.1.4
clearly Greet, say goodbye, and express thanks
using suitable fixed phrases
Describe people and things clearly 2.1.5
Name or describe objects using suitable Refer : Syllabus
words from word sets
2.2 Manage interaction appropriately 2.2.1
Use appropriate strategies No learning standard (will be taught in
subsequent years)
Manage classroom tasks appropriately. 2.2.2
Ask for attention or help from a teacher or
classmate using one word or a fixed phrase
SPOKEN PRODUCTION
2.3 Communicate information, events and 2.3.1

Communicate appropriately to a stories clearly to an audience Introduce self to an audience using fixed
small or large group phrases
Performance Standards Guide for Speaking Skills
PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
1  Hardly produces meaningful words and fixed phrases even with a lot of support from the teacher. Requires support to achieve
28
 Hardly asks and answers straightforward questions using one word or a fixed phrase even with a lot of curriculum target
support from the teacher. (Working towards A1)
 Produces a few meaningful words and fixed phrases with a lot of support from the teacher. On track to achieve
2  Asks and answers a few straightforward questions using one word or a fixed phrase with a lot of support curriculum target
from the teacher. (Working towards A1)
 Produces and comprehends words and fixed phrases on very familiar topics with some support from the Achieves expectations of
 Asks and answers straightforward questions using one word or a fixed phrase with some support from (Working towards A1)
3
the teacher.
 Introduces self, describes objects and participates in simple interactions on familiar topics using fixed
phrases.
 Produces and comprehends words and fixed phrases on very familiar topics with minimal support from Working towards exceeding
the teacher. expectations
 Asks and answers straightforward questions using one word or a fixed phrase with minimal support from (A1 Low)
4
the teacher.
 Expresses self, describes objects and participates in simple conversations on familiar topics using fixed
phrases.
 Produces and comprehends words and fixed phrases on very familiar topics confidently. On track to exceed
 Asks and answers straightforward questions using one word or a fixed phrase with increasing expectations
5 confidence and self-reliance. (A1 Low)
 Expresses self, describes objects and participates in conversations on familiar topics using fixed
phrases with an increasing display of confidence.
 Produces and comprehends words and fixed phrases on very familiar topics confidently and Exceeds expectations
independently. (A1 Low)
 Asks and answers straightforward questions using fixed phrases with ease and great confidence.
6
 Initiates, expresses self, describes objects and participates in conversations on familiar topics using
fixed phrases independently.
 Displays exemplary model of language use to others.
3.0 READING SKILLS
3.1 Identify and distinguish the letters of 3.1.1 Refer : Syllabus

Recognise words in linear and the alphabet* Identify and recognise the shapes of the
nonlinear texts by using knowledge letters in the alphabet
of sounds of letters *Preliterate children will need more support
to achieve this Learning Standard, literate
children more challenge and less support
29
Distinguish and articulate beginning, 3.1.2
medial and final sound words* Recognise and sound out with support
beginning, medial and final sounds in a
*Preliterate children will need more support word
Blend phonemes to recognise words* 3.1.3
Blend phonemes (CVC, CCVC)
*Preliterate children will need more support
Segment words into phonemes to 3.1.4
spell* Segment phonemes (CVC, CCVC)
*Preliterate children will need more support

3.2 Understand the main idea in a variety 3.2.1
Understand a variety of linear and of text types on familiar topics Understand the main idea of very simple
nonlinear print and digital texts by phrases and sentences
using appropriate reading
strategies
3.2 Understand specific details in a variety of 3.2.2

Understand a variety of linear and text types on familiar topics Understand specific information and details
nonlinear print and digital texts by of very simple phrases and sentences
using appropriate reading Use appropriate word attack skills to 3.2.3
strategies understand specific meaning i) Use visuals on the page to help
understand a word or phrase
ii) Identify and remember high frequency
sound and letter patterns
Use appropriate basic dictionary skills 3.2.4
Use with support a simple picture dictionary
to find, list and categorise words from Year
1 topics and themes
3.3 Read and understand a variety of 3.3.1
30
Read independently for information fiction and non-fiction texts with Read and enjoy simple print and digital
and enjoyment confidence and enjoyment games at
word level
31
Performance Standards Guide for Reading Skills
PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
 Hardly identifies and recognises shapes of the letters in the alphabet even with a lot of Requires support to achieve
support from the teacher. curriculum target
1  Hardly blends and segments phonemes (CVC, CCVC) even with a lot of support from the (Working towards A1)
teacher.
 Identifies and recognises most shapes of the letters in the alphabet with a lot of support from On track to achieve
the teacher. curriculum target
2  Blends and segments a few phonemes (CVC, CCVC) with a lot of support from the teacher. (Working towards A1)
 Hardly understands main ideas of very simple phrases and sentences after repeated
readings.
 Identifies and recognises all shapes of the letters in the alphabet blends and segments Achieves expectations of
phonemes (CVC, CCVC) with support from the teacher. curriculum target
3  Understands main ideas, specific information and details of very simple phrases and (Working towards A1)
sentences.
 Uses picture dictionary to categorise words with support from the teacher.
 Blends and segments phonemes (CVC, CCVC) without hesitation. Working towards exceeding
 Understands main ideas, specific information and details of very simple phrases and expectations
4 sentences appropriately. (A1 Low)
 Uses picture dictionary to categorise words with minimal support from the teacher.
 Uses phonics to read words and identify word families confidently. On track to exceed
 Understands main ideas, specific information and details of very simple phrases and expectations
5 sentences confidently. (A1 Low)
 Uses picture dictionary to categorise words confidently.
 Uses phonics to read words and identify word families independently. Exceeds expectations
 Understands main ideas, specific information and details of simple sentences independently. (A1 Low)
6  Uses picture dictionary to categorise words independently.
4.0 WRITING SKILLS
32
4.1 Develop prewriting skills* 4.1.1

Form letters and words in neat i. Demonstrate fine motor control of hands and
legible print using cursive writing *Preliterate children only fingers by using pen or pencil correctly
ii. Demonstrate correct posture and pen hold
grip
iii. Develop hand-eye coordination through
drawing lines and patterns
Develop early writing skills* 4.1.2
*all children i. Form upper and lower case letters of regular
size and shape**
**preliterate children only
ii. write letters and words in a straight line from
left to right with regular spaces between words Refer : Syllabus
and spaces*
*all children
iii. copy letters and familiar high frequency words
and phrases correctly*
*all children
4.2 Communicate basic personal 4.2.1
Communicate basic information information clearly Give very basic personal information using fixed
intelligibly for a range of purposes in phrases
print and digital media Communicate basic information clearly 4.2.2
Greet, say goodbye, and express thanks using
suitable fixed phrases
Communicate basic information clearly 4.2.3
Express basic likes and dislikes
Describe people and things clearly 4.2.4
Name or describe objects using suitable words from
word sets
4.3 Punctuate texts appropriately 4.3.1
Communicate with appropriate Use capital letters appropriately in personal and
language form and style for a range place names
of Spell high frequency words accurately 4.3.2
purposes in print and digital media Spell familiar high frequency words accurately
33
Plan, draft and edit work appropriately 4.3.3
on familiar topics Plan, and write words and phrases
34
Performance Standards Guide for Writing Skills
PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
 Hardly displays early writing skills to form letters as demonstrated by the Requires support to achieve
1
 Hardly uses fixed phrases to communicate with appropriate language form (Working towards A1)
and style even with a lot of support from the teacher.
 Displays early writing skills to form letters as demonstrated by the teacher On track to achieve
with some legibility. curriculum target
2
 Uses fixed phrases to communicate with appropriate language form and (Working towards A1)
style with a lot of support from the teacher.
 Displays early writing skills appropriately. Achieves expectations of
 Writes comprehensible words and phrases with correct punctuation and curriculum target
3 spelling supported by the teacher. (Working towards A1)
 Organises words by using ‘and’ to communicate with appropriate language
form and style with some support from the teacher.
 Writes comprehensible words and phrases with correct punctuation and Working towards exceeding
spelling with minimal support by the teacher. expectations
4
 Organises words by using ‘and’ to communicate with appropriate language (A1 Low)
form and style with minimal support from the teacher.
 Writes comprehensible words and phrases with correct punctuation and On track to exceed
spelling confidently. expectations
5  Organises words by using ‘and’ to communicate with appropriate language (A1 Low)
form and style without hesitation.
 Uses picture dictionary to categorise words confidently.
 Writes comprehensible words and phrases with correct punctuation and Exceeds expectations
spelling independently. (A1 Low)
6  Organises words by using ‘and’ to communicate with appropriate language
form and style independently.
 Displays exemplary model of language use to others.
5.0 LANGUAGE ARTS
35
5.1 Demonstrate appreciation through 5.1.1

Enjoy and appreciate rhymes, nonverbal responses to: i) simple chants and raps
poems ii) simple rhymes
and songs iii) simple action songs
Say the words in simple texts, and sing 5.1.2
simple songs with intelligible i) simple chants and raps
pronunciation, rhythm and intonation ii) simple rhymes
iii) simple action songs
5.2 Identify, analyse and respond to 5.2.1
Express personal responses to elements in texts Name people, things or places of interest in Refer : Syllabus
literary illustrations accompanying texts
texts
5.3 Plan, prepare and produce creative 5.3.1
Express an imaginative response to work with a focus on language use Respond imaginatively and intelligibly
literary texts through creating simple art and craft products
Other imaginative responses as appropriate
36
37
SYLLABUS
38
39
Theme Unit Topic Grammar Content Vocabulary KAFFAH
World of Introduction Friends What’s your name? Numbers At-Tahrim 66:6
Self, Family I’m (Thunder). One, two, three, four, five, six, “He brought their hearts
and Friends How old are you? seven, eight, nine, ten together. Had you spent all
I’m (seven) the riches together you could
not have united their
Colours
hearts…”
yellow, red, orange, purple, green,
blue Ihsan in Islam (Concept of
Ihsan)
Fixed phrases  Establish, maintain and
Look at me, My turn sustaining good
relationship with family,
Other vocabulary friends, people, animal,
balloon, cat, animal, sing, dance, and the environment
speak, nice, Cool!  Interpersonal and
Intrapersonal
Al-Anfal 8:63
“And he (has) put affection

between their hearts If you
(had) spent whatever (is) in
the earth all not (could) you
(have) put affection between
their hearts but Allah (has) put
affection between them
indeed He (is) Al-Mighty All-
will.”
Friendship clinging to faith will

give birth to something
beautiful.
World of 1 At School What’s this? Classroom objects Surah Al-Ikhlas 112:1

Self, Family It’s a (pencil). pen, rubber, pencil, book,
and Friends Is it a (pen)? notebook, bag, desk, ruler, pencil Surah Al-Ankabut 29:43
40
Yes, it is. / No, it isn’t. case “And as for the examples, We
Open your book, please. set them forth for men, and
Pass me a (ruler), please. Colours none understand them but the
Sit at your desk, please. pink, grey learned.”
Instructions Surah Taha 20:114

come back, tell me, sit (at your “O my lord! Advance me in
desk), open (your bag), close (your knowledge”
book), pass me (a pen), watch out,
put away (your book), take out
(your ruler), look for (the rubber), Islamic ethics in social
write interaction.
Fixed phrases Greeting and salutation in

Thank you, Please, I’m sorry, It’s OK, Islam (Salam, Good Morning,
Here you are, Here’s (your pencil Good Afternoon, Good Night,
case), This is…, in a mess etc)
Appreciation and recognition

Other vocabulary
(Thank you, well done,
fat, rat
congratulation, condolences)
Al-Fatihah 1:1
“All praises and thanks (be) to

Allah (the) Lord (of all) the
worlds.”
Gratefulness for the favours

of Allah.
World of 2 Let’s Play What’s his/her name? Toys Al-Buruj 85:1
Stories His/her name’s (Ben/Sue). kite, doll, monster, plane, computer
What’s his/her favourite toy? game, train, car, ball, bike, go-kart “By the sky and the night
His/Her favourite toy’s comer.”
his/her ball. Adjectives
Shape of moon, sun,
How old is he/she? favourite, long, short, big, small, constellations
He’s/she’s seven. ugly, beautiful, old, new
41
It’s a (new kite).
It’s an (ugly monster). Shapes
triangle, square, circle,
parallelogram, rectangle, diamond
Other vocabulary
fish, bird, boat
World of 3 Pet Show The lizard is in/on/under the Animals Al-Fil 105:1
Knowledge (bag). elephant(s), rat(s), lizard(s), frog(s),
I like/don’t like (dogs). spider(s), duck(s), dog(s), cat(s), “Have not you seen How dealt
snake(s), butterfly(ies), your lord with (the)
Companions (of the)
crocodile(s), tiger(s), giraffe(s)
Elephant?
Adjectives Army of the elephants
beautiful, clever, amazing, great,
silly, tall Al-‘Aadiyat 100:1
Other vocabulary “By the racers panting.”

sister, logs, trees, leaves, grass (Demi Kuda Perang yang
tangkas berlari dengan
kedengaran kencang
nafasnya).
Story of Abu Hurairah who

likes cat
World of 4 Lunchtime I’ve got/haven’t got a Food At-Tin 95:1

Knowledge (sandwich). banana, cake, cheese sandwich,
Have we got any (cheese)? apple, pizza, sausage, chicken, “By the fig and the olive.”
Yes, we have. / No, we haven’t. steak, pea(s), carrot(s), orange
Al-Ikhlas 112:1
juice, hot dog, fruit, broccoli,
onion(s), green bean(s), Say, ˹O Prophet,˺ “He is Allah
mushroom(s), potato(es), corn, —One ˹and Indivisible˺
peach(es), pineapple(s), pear(s),
orange(s), coconut(s), tomato(es), Al-Fajr 89:1-2
42
strawberry(ies), pepper(s),
vegetable(s) “By the dawn (1) And the
nights ten (2).”
Numbers
Al-Qadr 97:3
eleven, twelve, thirteen, fourteen,
fifteen, sixteen, seventeen, “(The) Night (of) power (is)
eighteen, nineteen, twenty better than a thousand
month(s).”
Other vocabulary
grow, ground
43
DSKP KBTS
MATHEMATICS YEAR 1
44
45
1.0 WHOLE NUMBERS UP TO 100
CONTENT STANDARD LEARNING STANDARD NOTES KAFFAH
1.1 1.1.1 “many or few”, “equal or not equal” The concept of Sadaqah.
Quantity intuitively. State the quantity by comparing. and
“more or less” by:  Quantity in Arabic
 groups of objects,  Numbers in Arabic
 one-to-one matching,  Names of Allah
 patterns.  Number of surah in Al-Quran
1.2 1.2.1 Zero is introduced after introducing
Number value. Name the numbers up to 100: one digit numbers. Al Ikhlas(Sincerity) 112 :1-4
(i) count objects in groups. Numbers 11 to 19 are introduced as
(ii) name the number for a group of ’10 and 1’ up to ’10 and 9’. Say, “He is Allah (who is) one, Allah
objects to represent its quantity. Determine the group which is one the eternal Refuge, He neither
(iii) compare quantity of two groups until nine more than or less than. begets nor is born, Nor is there to
of objects. Use real objects, pictures, number Him any equivalent.”
lines and abacus 4:1.
1.2.2
Determine the number values up to State the relationship ”more than”
100: and ”less than”.
(i) show the quantity of the given
number. Any number placed in between,
(ii) match group of objects with its before and after.
number.
(iii) compare the value of two
numbers.
(iv) arrange group of objects in
ascending and descending order.
1.3 1.3.1 Train pupils to write numbers in
Write numbers. Write numbers in numerals and numerals and words
words. correctly.
1.4 1.4.1 8 is ‘7 and 1 ’, ‘6 and 2’, ‘5 and 3’, ‘4
Combination of State combinations of one digit and 4’.
numbers. numbers. Combination involving two numbers.
1.5 1.5.1 Count in ones, twos, fives, tens and Number of maqra, hizb and surah in
46
Number sequence. Count numbers. fours in ascending and descending Al-Quran.
order by using various objects,
1.5.2 pictures and number lines.
Complete any number sequence. Comparing the number of rakaat in
solat.
1.6 1.6.1 Use various representations of place
- eg : subuh is less than zohor
Place value. State the place value and digit value value and abacus 4:1 to state the
of any number. place value and the digit value.
The concept of pahala (rewards) in
congregational prayer (solat).
1.7 1.7.1 Estimation is made by stating the
Estimate. Give reasonable estimation for the quantity based on a reference set
quantiy of objects. and using “approximate”, “less than”
and “more than”.
1.8 1.8.1 Round off can be done by using a
Round off numbers. Round off whole numbers to the number line.
nearest ten.
1.9 1.9.1
Number patterns. Identify pattern for a given number
series.
1.9.2
Complete various simple number
patterns.
1.10 1.10.1
Problem solving. Solve problems involving daily
situations.
47
Performance Standard
PERFORMANCE
DESCRIPTOR
LEVEL
1 State any number up to 100.
2 Determine the number values and arrange numbers in order.
Estimate and round off any number.

3
Complete number sequence and number pattern.
4 Solve daily routine problems involving any number.
5 Solve daily routine problems involving any number using various strategies.
6 Solve daily non-routine problems involving any number creatively and innovatively.
48
2.0 BASIC OPERATIONS
2.1 2.1.1 Create situation that show addition, Do we realise that if Israk
Concepts of addition and Use and vary the relevant subtraction and ‘equal to’. Mikraj never happened on Rejab
subtraction. vocabulary in context of addition and 27th, we would have been
subtraction. performing more than five prayer
times?
2.1.2
Introduce the symbol of addition, Taha 20:132
subtraction and ‘equal to’.
“And enjoin (on) your family the
2.1.3 Say the total of two numbers such prayer and be steadfast therein Not
Use the symbol of addition, as ‘6 and 3’ is 9, ‘1 and 4’ is 5. We ask you (for) provision We
subtraction and ‘equal to’, to write provide (for) you and the outcome
number sentence based on the (is) for the righteous(ness).”
given situation.
2.2 2.2.1 State spontaneously basic facts in Al-Zalzalah 99 : 7 - 8
Add within 100. Add in the range of basic facts. addition.
“So whoever does (equal to the)
2.2.2 Use various strategies to construct weight (of) an atom good will see it
Add two numbers with the sum and state basic facts (7). And whoever does (equal to the)
within 100. in addition. weight (of) an atom evil will see it
(8).”
Use objects, pictures, number lines,
abacus 4:1 and mental calculation to The concept of pahala (rewards) and
represent calculation in addition. sins.
2.3 2.3.1 State spontaneously basic facts in
Subtract within100. Subtract in the range of basic facts. subtraction. Al Fil 105 : 1-5
(Elephants as big numbers and birds
2.3.2 Use various strategies to construct as small numbers)
Subtract two numbers within 100. and state basic facts
in subtraction.
Use objects, pictures, number lines,

abacus 4:1 and mental calculation to
represent calculation in subtraction.
49
2.4 2.4.1 Problem-solving skill involves the
Problem solving. Create stories involving addition and following steps:
subtraction within 100.  Understand and interprate the
2.4.2 problem. Do we realise that if Israk
Solve problems involving addition  Plan a solving strategy. Mikraj never happened on Rejab
and subtraction in daily life  Carry out the strategy. 27th, we would have been
situations.  Look back. performing more than five prayer
times?
Use simulations or situation model.
2.5 2.5.1 Use objects, pictures and number Taha 20 : 132
Repeated addition. Write number sentence of repeated lines.
addition in twos, fives, tens and “And enjoin (on) your family the
fours. Understand repeated addition as prayer and be steadfast therein Not
concept of multiplication. We ask you (for) provision We
2.6 2.6.1 Use objects, pictures and number provide (for) you and the outcome
Repeated subtraction. Write number sentence of repeated lines. (is) for the righteous(ness).”
subtraction in twos, fives, tens and
fours. Understand repeated subtraction as
concept of division.
50
PERFORMANCE STANDARD
PERFORMANCE
DESCRIPTOR
LEVEL
1 State the vocabulary and symbols in context of addition, subtraction and ‘equal to’.
2 State spontaneously basic facts in addition and subtraction.
Add and subtract up to two numbers within 100, write number sentence of repeated addition and repeated
3
subtraction and justify the answers.
4 Solve daily routine problems involving addition and subtraction of two numbers.
5 Solve daily routine problems involving addition and subtraction of two numbers using various strategies.
Solve daily non-routine problems involving addition and subtraction of two numbers creatively and
6
innovatively.
51
3.0 FRACTIONS
3.1 3.1.1 Understand fraction as equal parts The concept and principle of faraid.
Concept of one over two Identify one over two, one over four, and define one over
and one over four in two over four and three over four. two and one over four of one whole The occurance of the moon.
proper fractions. object.
Use vocabulary of ‘half’, ‘quarter’ Fraction of surah based on the

and ‘three quarters’ by number of ayat:
using objects, folded papers and
pictures. eg: Surah Al Kauthar consist of 3
ayats. Students read 1 out of the 3
Forming one over four with multiple ayat which equal to 1/3, etc.
variations should be
emphasized.
3.2 3.2.1 State spontaneously basic facts in

Problem solving Solve problems involving daily life addition.
situations.
52
PERFORMANCE
DESCRIPTOR
LEVEL
1 State one over two, one over four, two over four and three over four.
2
Shade one over two, one over four, two over four and three over four.
3 Form one over two, one over four, two over four and three over four using objects and folded papers.
4 Solve daily routine problems involving fractions.
5 Solve daily routine problems involving fractions using various strategies.
6 Solve daily non-routine problems involving fractions creatively and innovatively.
53
4.0 MONEY
4.1 4.1.1 Use current money in real life The story(sirah) of prophet Yusuf
Notes and coins. Identify coins and notes of situation. AS.
Malaysian currency.
4.1.2 Represent value of money using The concept and principles of
Represent the value of money in: abacus 4:1. sadaqah.
(i) Sen up to RM1.
(ii) Ringgit up to RM10. Al Dhariyat 51 : Ayat 19
4.1.3 Use combination of money in the
Convert money in: form of notes and “And from their properties was
(i) Coins up to RM1. coins. (given) the right of the (needy)
(ii) Notes up to RM10. petitioner and the deprived.”
4.2 4.2.1 Use suitable situations.
Financial resources and savings. Identify financial resources and ( The concept of zakat)
savings
4.2.2 eg : if the zakat for 1 person =
Record savings and expenses from rm7.00, then show 2 notes of rm1
the financial resources. and a note of rm5,
4.3 4.3.1 Before solving daily life problem, if the zakat for 2 person= rm14, then
Problem solving. Solve daily life problems involving mechanical solving process can be show a note of rm10 and 4 notes of
addition and subtraction of money. done to explain addition and rm1, etc.
subtraction involving:
(a) Sen up to RM1 .
(b) Ringgit up to RM10.
Addition and subtraction involving

money using
abacus 4:1.
54
PERFORMANCE
DESCRIPTOR
LEVEL
State:
1  Malaysian currency in coins and notes.
 Financial resources and savings.
2 Solve number sentence involving money.
Justify the answer for the solution of number sentences involving money.
3
Record savings and expenses from the financial resources.
4 Solve daily routine problems involving money.
5 Solve daily routine problems involving money using various strategies.
6 Solve daily non-routine problems involving money creatively and innovatively.
5.0 TIME
55
5.1 5.1.1 Real life situation. Al-Asr 103 : 1-3

Days and months. State time in a day. Use vocabulary to indicate a
specific day: ”tomorrow”, “By time, Indeed mankind is in lose,
5.1.2
”today”, ”yesterday” and Except for those who have believed
State the sequence of events in a day.
others. and done righteous deeds and
5.1.3 advised each other to truth and
Name the days of a week. advised each other to patience.”
5.1.4 ( berkaitan dengan masa)
Name the months of a year.
Al’Qadr 97 : 1-5
(..the night of decree)
5.2 5.2.1
Clock face. Identify the clock hands on the clock face.
Ad Dhuha 93 : 1-11
( The morning hours)
5.2.2
Identify and state ”half”, ”quarter” and
Islamic calender and the year of
”three quarters” based on the clock face.
hijrah.
5.2.3
Say and write time in hour, half an hour
and a quarter hour using an analogue
clock.
5.3 5.3.1
Problem solving. Solve problems involving daily life
situations.
56
PERFORMANCE
DESCRIPTOR
LEVEL
1 State time and sequence of events in a day.
2 Name the days of a week and the months of a year.
3 Say and write time in hours and fractions of an hour.
4 Solve daily life routine problems involving time.
5 Solve daily routine problems involving time using various strategies.
6 Solve daily non-routine problems involving time creatively and innovatively.
57
6.0 MEASUREMENT
6.1 6.1.1 Use objects and pictures to measure The Hajj dan Umrah:
Relative units to measure length, Use and vary the vocabulary in the and compare.
mass and volume of liquids. context of length, mass and volume The distance between Safa’ and
of liquid. Marwah.
6.1.2
Measure length and mass of objects, Comparison:
and volume of liquid using non- Number of rakaat in daily solat. The
standard units. longest and shortest solat.
6.1.3
Compare the length, mass, and Ar-Rahman 55 : 7-8
volume of liquid of two or more
objects using non-standard units. “And the heaven He raised it and He
has set up the balance (7) That not
6.2 6.2.1 you may transgress in the balance.”
Problem solving. Solve problems involving daily life
situations. Al-Haqqah 69 : 25
“But as for (him) who is given his

record in his left hand will say O! I
wish not I had been given my
record.”
58
PERFORMANCE
DESCRIPTOR
LEVEL
1 State the vocabulary in context of length, mass and volume of liquid.
2 Measure length, mass and volume of liquid..
3 Compare the length, mass and volume of liquid of two or more objects and justify the answer.
4 Solve daily routine problems involving measurement.
5 Solve daily routine problems involving measurement using various strategies.
6 Solve daily non-routine problems involving measurement creatively and innovatively.
59
7.0 SPACE
7.1 7.1.1 Use objects to understand three- The celestial system.

Three-dimensional shapes. Name the shape of cuboid, cube, dimensional shapes.
cone, square-based pyramid, Al-Qariah 101 : ( The Calamity)
cylinder and sphere. Arrange three-dimensional shapes
7.1.2 to create certain shapes such as
Describe face, edge and vertex of robot, ship, house. Surah al-Buruj 85 : ( The
threedimensional shapes. Constellations)
7.1.3 The shape of Kaabah and its relation

Arrange objects according to the with the hajj / worship.
pattern.
7.1.4
Create new models using
combinations of three-dimensional
shapes.
7.2 7.2.1 Arrange, paste and colour shapes to
Two-dimensional shapes. Name the shape of square, create patterns.
rectangle, triangle and circle.
7.2.2
Describe straight line, side, corner
and curved line of two-dimensional
shapes.
7.2.3
Arrange two-dimensional shapes
according to the pattern.
7.2.4
Create pattern based on two-
dimensional shapes.
7.3 7.3.1
situations.
60
PERFORMANCE
DESCRIPTOR
LEVEL
1 Name three-dimensional and two-dimensional shapes.
State the characteristic of three-dimensional and two-dimensional shapes, and arrange objects and shapes
2
according to the pattern.
Create new model from the combination of three-dimensional shapes and pattern based on two-dimensional
3
shapes, and justify the answers.
4 Solve daily routine problems involving space.
5 Solve daily routine problems involving space using various strategies.
6 Solve daily non-routine problems involving space creatively and innovatively.
8.0 DATA MANAGEMENT
61
8.1 8.1.1 Use tally in collecting simple data. Stages of dakwah Rasulullah S.A.W
Collect, classify and arrange data. Collect data based on real life
situation. Number of rakaat in daily solat.
Number of ayat in surah lazim (juzuk

30th )
8.2 8.2.1 Indicator shows one unit of picture

Pictograph. Read and obtain information from a represents one value.
pictograph.
8.3 8.3.1
situation.
62
PERFORMANCE
DESCRIPTOR
LEVEL
1 Name the pictograph.
2 Collect data based on daily situation.
3 Read and obtain information from pictograph.
4 Solve daily routine problems involving data management.
5 Solve daily routine problems involving data management using various strategies.
6 Solve daily non-routine problems involving data management creatively and innovatively.
63
DSKP KBTS
SCIENCE YEAR 1
64
65
INQUIRY IN SCIENCE
1. SCIENTIFIC SKILLS
CONTENT LEARNING
NOTES KAFFAH
STANDARD STANDARD
1.1
Science Process Pupils are able to: Teacher conducts Al-A’la 87:1- 2
Skills 1.1.1
activities that could “Exalt the name of your lord, the most High. Who created and proportioned.”
Observe lead to the
implementation and (Bertasbihlah mensucikan nama Tuhanmu Yang Maha Tinggi (dari segala sifat-sifat
kekurangan) Yang telah menciptakan (sekalian makhlukNya) serta menyempurnakan
assessment of
kejadiannya dengan kelengkapan yang sesuai dengan keadaannya)
observing skills.
Al-Baqarah 2:29
“He (is) the One Who created for you what (is) in the earth all More over He Turned to the
heaven and fashion them seven heavens And He of every thing (is) All-Knowing.”
Ghafir 40:64
“Allah (is) the one who who made for you the earth a place of settlement and the sky a
canopy and he formed you and perfected your forms and provided you of the good things.
That (is) Allah your lord. Then blessed is Allah (the) lord of the worlds.”
66
PERFORMANC
DESCRIPTOR
E LEVEL
1 State all the senses involved in making the observations on the phenomena that occur.
2 Describe all the senses used in making the observations on the phenomena or changes that occur.
3 Use all the senses involved in making the observations on the phenomena or changes that occur.
i. Use all the senses involved in making qualitative observations to explain the phenomena or changes that occur.
4
ii. Using the appropriate tools if necessary to help the observation.
i. Use all the senses involved in making qualitative and quantitative observations to explain the phenomena or changes
5 that occur.
i. Use all the senses involved in making qualitative and quantitative observations to explain phenomena or changes that
6 occur systematically.
67
CONTENT
LEARNING STANDARD NOTES KAFFAH
STANDARD
1.1 Pupils are able to: Teacher conducts activities Al-A’la 87:1-4
Science Process Skills that could lead to the
implementation and
1.1.2 assessment of “Exalt the name of your lord, the most high, Who created and proportioned,
Communicate And who destined and (then) guided, And who brings out the pasture, And
communication skills.
(then) makes it black stubble.”
Students asked to observe the surrounding and communicate.
Ghafir 40:64
“Allah (is) the one who who made for you the earth a place of sttlement and
the sky a canopy and he formed you and perfected your forms and provided
you of the good things. That (is) Allah your lord. Then blessed is Allah (the)
lord of the worlds.”
68
PERFORMANCE
DESCRIPTOR
LEVEL
1 State the information gained.
2 Record information or ideas in any forms.
3 Record information or ideas in suitable form.
4 Record information or ideas in suitable form and present it systematically.
5 Record information or ideas in more than one suitable form and present it systematically.
Record information or ideas in more than one suitable form and present it systematically, creatively and innovatively and
6
able to provide feedback.
69
CONTENT
STANDARD
1.2 1.2.1
Teacher carries out Ghafir 40:64
Manipulative Skills Use and handle science
assessment during pupils’
apparatus and substances
learning activities.
correctly. “Allah (is) the one who who made for you the earth a place of settlement and
the sky a canopy and he formed you and perfected your forms and provided
you of the good things. That (is) Allah your lord. Then blessed is Allah (the)
1.2.2 lord of the worlds.”
Handle specimens
correctly and carefully.
1.2.3
Sketch specimens,
apparatus and science
substances correctly.
1.2.4
Clean science apparatus
correctly.
1.2.5
Store science apparatus and
substances correctly and
safely.
70
PERFORMANCE
DESCRIPTOR
LEVEL
1 List the apparatus, science substances and specimens required for an activity.
2 Describe the use of apparatus, science substances and specimens required for an activity with the correct method.
3 Handling apparatus, science substances and specimens required for an activity with the correct method.
Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens used in an activity with
4
the correct method.
5
the correct methods, systematically and sparingly.
6
the correct methods, systematically, sparingly and be an example to others.
71
2. SCIENCE ROOM RULES
CONTENT
STANDARD
2.1 Teacher can assess by

Science Room Pupils are able to: Al-A’la 87:1-5
observations during the
Rules learning activities.
2.1.1 “Exalt the name of your lord, the most high, Who created and proportioned, And
Adhere to science room rules who destined and (then) guided, And who brings out the pasture, And (then)
makes it black stubble.”
Ghafir 40:64
“Allah (is) the one who who made for you the earth a place of settlement and the
sky a canopy and he formed you and perfected your forms and provided you of
the good things. That (is) Allah your lord. Then blessed is Allah (the) lord of the
worlds.”
72
PERFORMANCE
DESCRIPTOR
LEVEL
1 State one of the science room rules.
2 State more than one of the science room rules.
3 Apply one of the science room rules.
4 Apply more than one of the science room rules.
5 Give reasons the needs to adhere the science room rules.
6 Be an example to peer in adhering to science room rules.
LIFE SCIENCE
3. LIVING THINGS AND NON-LIVING THINGS
73
CONTENT
STANDARD
3.1 Teacher brings pupils

Living things and non- Pupils are able to: An-Nahl 16:5
to identify objects
living things within school “ And the cattle He (Allah) created them for you in them (is) warmth and benefits and
surroundings. from them you eat.”
3.1.1
Compare and contrast Pupils discuss and
living things and non- conclude that human,
Abasa 80:26-28.
living things based on animals and plants are
living things. “Then We broke open the earth, splitting (it with sprouts), And caused to grow within
the following it grain, And grapes and herbage.”
characteristics:
(i) breathe; Note:
(ii) need food and water; There are non-living
Abasa 80:19-22
(iii) move; things that have the
characteristics of living “From a sperm-drop He created him and destined for him; Then He eased the way
(iv) grow; and for him; Then He causes his death and provides a grave for him, Then when He
(v) reproduce. things.
e.g.: Wills, He will resurrect him.”
3.1.2 (i) moving objects

Arrange in sequence the such as a fan and
Yasin 36:33-35
examples of living things a car; and
(ii) the object that “And a sign for them is the dead earth. We have brought it to life and brought forth
based on their sizes. from it again, and from it they eat. And We placed therein gardens of palm trees and
becomes bigger
such as a blown grapevines and caused to burst forth therefrom some springs.”
balloon. Al A’Laq 96:2
“Created man from a clinging substance.”
PERFORMANCE
DESCRIPTOR
LEVEL
74
1 Give examples of living things and non-living things.
2 Compare and contrast living things and non-living things.
3 Describe the basic needs of living things for human, animals and plants.
4 Arrange in sequence the examples of living things based on their sizes.
5 Provide reasoning for the importance of food, water, air and shelter to human and animals.
6 Communicate to show that human, animals and plants have different ways to obtain food, water and air.
CONTENT
STANDARD
3.2
Living things and Pupils are able to: Pupils arrange the Al-Fil 105:1-5
75
non-living things
examples of living things “Have you not considered, (O Muhammad), how your lord dealt with the
from a small to a larger companions of the elephant?”, Did he not make their plan into misguidance?,
3.2.1 And He sent against them birds in flocks, Striking them with stones of hard
size such as elephants
State the basic needs of clay, And he made them like eaten straw.”
and germs, then
living things i.e. food, water
communicate about the
and air.
arrangements made. Al-Mu’minum 23:14
3.2.2 “ Then We created the semen drop (into) a clinging substance then We
Describe human, animals created the clinging substance (into) an embryonic lump then We created the
and plants need food, water embryonic lump (into) bones then We clothed the bones with flesh then We
and air in different ways. produced it (as) a creation another. So blessed is Allah (the) best (of)
creators.”
3.2.3
Describe human and animals
also need shelters. Al-Balad 90:3-4
“ And (by) the father and that which was born (of) him, We have certainly
3.2.4 created man into hardship.”
Provide reasoning on the
importance of food, water, air
and shelter to human and
animals.
3.2.5
Explain observations on
characteristics and basic
needs of living things using
sketches, ICT, writing or
verbally.
PERFORMANCE
DESCRIPTOR
LEVEL
76
1 Give examples of living things and non-living things.
2 Compare and contrast living things and non-living things.
3 Describe the basic needs of living things for human, animals and plants.
4 Arrange in sequence the examples of living things based on their sizes.
Provide reasoning for the importance of food, water, air and shelter to human and animals.
5
6 Communicate to show that human, animals and plants have different ways to obtain food, water and air.
4. HUMAN
CONTENT LEARNING STANDARD NOTES KAFFAH

STANDARD
77
4.1
Human Senses Pupils are able to: Discuss with pupils the Al-Mu’minum: 14
function of each part of “Then We created the semen drop (into) a clinging substance then We created the
the body. clinging substance (into) an embryonic lump then We created the embryonic lump
4.1.1 (into) bones then We clothed the bones with flesh then We produced it (as) a
Identify parts of human creation another. So blessed is Allah (the) best (of) creators.”
Touch to compare the
body which related to
surface, see to
senses.
differentiate colours, Abasa 80:26-28.
smell to detect odours
4.1.2 “Then We broke open the earth, splitting (it with sprouts), And caused to grow
which possibly a sign of
Classify the objects within it grain, And grapes and herbage.”
danger e.g. smell of fire.
according to identified
characteristic.
Pupils carry out activities Abasa 80:19-22
to identify objects e.g.
4.1.3 “From a sperm-drop He created him and destined for him; Then He eased the way
objects in a black box.
Use senses to identify for him; Then He causes his death and provides a grave for him, Then when He
objects through Wills, He will resurrect him.”
Tools that can help
investigation.
sensory organs when it is
not functioning properly,
4.1.4
e.g. spectacles and
Explain with examples,
hearing aids.
use other senses if one
of the senses is not
functioning.
Al-Balad 90:3-4
“ And (by) the father and that which was born (of) him, We have certainly created
man into hardship.”
4.1.5
Explain observations
about human senses
78
using sketches, ICT,
writing or verbally.
79
PERFORMANCE
DESCRIPTOR
LEVEL
1 State the parts of human body.
2 Relate the parts of human body with it senses.
3 Describe the characteristic of objects using senses.
4 Classify the object given according to chosen characteristic
5 Identify the objects given if one of the senses is not functioning.
6 Communicating about the tools that can help sensory organs when it is not functioning properly.
80
5. ANIMALS
CONTENT
STANDARD
5.1 Pupils identify the parts

Parts of Animals Pupils are able to: Al-Mu’minum 23:14
of animals such as:
5.1.1 (i) rabbit; “Then We created the semen drop (into) a clinging substance then We created
Identify the parts of (ii) crocodile; the clinging substance (into) an embryonic lump then We created the embryonic
animals e.g. beak, lump (into) bones then We clothed the bones with flesh then We produced it (as)
(iii) frog;
a creation another. So blessed is Allah (the) best (of) creators.”
scales, fins, fine hair, (iv) fish;
feathers, horn, feelers, (v) snail;
hard skin, shell, wings, (vi) duck; Abasa 80:26-28.
head, body, tail and (vii) flies;
webbed feet. (viii) rhinoceros; and “Then We broke open the earth, splitting (it with sprouts), And caused to grow
within it grain, And grapes and herbage.”
(ix) worm.
5.1.2
Relate the parts of Pupils use an example of Abasa 80:19-22
animals with their animal and identify its
importance. parts. “From a sperm-drop He created him and destined for him; Then He eased the
way for him; Then He causes his death and provides a grave for him, Then when
He Wills, He will resurrect him.”
5.1.3 Teacher carries out
Explain through discussions to trigger
examples the parts of pupils ideas on how
animals. humans play their roles in
preventing mistreated
5.1.4 animals which it may lead
Make generalisation that to injury to parts of
different animals may animals.
have same parts of the
body. Al-Balad 90:3-4
81
“And (by) the father and that which was born (of) him, We have certainly created
5.1.5 man into hardship.”
Explain observations
about parts of animals
using sketches, ICT,
82
PERFORMANCE
DESCRIPTOR
LEVEL
1 Give example of animals.
2 Describe parts of animals.
3 Relate the importance of animal parts to themselves
4 Explain through examples the parts of animals.
5 Make generalisation that different animals may have same parts of the body.
Communicate how humans play their roles in preventing mistreated animals which it may lead to injury to parts of animals.
6
83
CONTENT
STANDARD
6.1 Pupils are given / shown

Parts of Plans Pupils are able to: Al-Fil 105:1-5
actual plants for the
activities. “Have you not considered, (O Muhammad), how your lord dealt with the
companions of the elephant?”, Did he not make their plan into
6.1.1 misguidance? And He sent against them birds in flocks, Striking them
Compare and contrast parts Pupils give examples of
with stones of hard clay, And he made them like eaten straw.”
of plant i.e.: flowering plants and non-
(i) leaf: types of vein; flowering plants i.e.
(ii) flower: flowering, non- hibiscus, mushrooms, ferns Al-Mu’minum 23:14
flowering; and orchids.
“Then We created the semen drop (into) a clinging substance then We
(iii) stem: woody, non-woody; created the clinging substance (into) an embryonic lump then We
and Pupils classify plant based
created the embryonic lump (into) bones then We clothed the bones with
(iv) root: tap root, fibre root. on its characteristic i.e. the flesh then We produced it (as) a creation another. So blessed is Allah
types of veins, flowers, (the) best (of) creators.”
6.1.2 stems or roots learnt.
Relate the parts of plants i.e.
leaf, flower, stem and root Pupils may use lalang and Al-Balad 90:9
with its importance to the balsam plant to show the
“ And a tongue and two lips?”
plant. differences in parts of
plants. Dan lidah serta dua bibir (untuk ia menyempurnakan sebahagian besar
dari hajat-hajatnya?.
6.1.3
Make generalisation that
different plants may have
same parts.
6.1.4
Explain observations about
parts of plants using
verbally.
84
PERFORMANCE
DESCRIPTOR
LEVEL
1 State the parts of plants.
2 Identify parts of actual chosen plant.
3 State the importance parts of plants to itself.
4 Classify plants according to chosen characteristic.
5 Make generalisation that different plants may have same parts.
Communicate to differentiate types of veins of the leaf, flowering or non-flowering, type of stem and type of root between
6
two plants.
85
PHYSICAL SCIENCE
CONTENT
STANDARD
7.1 Pupils are encouraged to

Magnet Pupils are able to: Al-Hadid 57:25
bring
various tools that use
7.1.1 magnets such as magnetic “Certainly We sent Our Messengers with clear proofs and we sent
Give examples the usage of pencil boxes, fridge down with them the Scripture and the balance that may establish
magnets in daily life magnets and the people justice. And We send down (the) iron wherein (is)
magnetic toys. power mighty and benefits for the people and so that Allah may
make evident (he) who helps Him and His Messengers unseen.
7.1.2 Indeed Allah (is) All Strong Al-Mighty.”
Identify the shapes of magnets Pupils conduct
e.g. bar, cylinder, horseshoe, U- investigations by
shaped, button and ring. placing magnet
Yasin 36:36
near to the object and
7.1.3 observe
Make generalisation on reactions whether the objects are “Exalted is He who created all pairs – from what the earth grows
of magnets to various objects by attracted or not. and from themselves and from that which they do not know.”
carrying out activities.
Pupils conduct a fair
7.1.4 test to investigate
Conclude that magnet Attracts or the strength of magnets
repels between two poles through in terms of distance
investigation. and the number of paper
clips that are
7.1.5 attracted, the shape and
Determine the strengths of size of the magnets must be
magnet towards object through constant.
investigation.
86
Pupils can design simple
7.1.6 games such as nail racing
Explain observations about using magnets without
magnets using sketches, ICT, touch the nail.
87
PERFORMANCE
DESCRIPTOR
LEVEL
1 Give examples of objects or tools that use magnet.
2 Identify various types of magnets.
3 Make generalisation on reactions of magnets to various objects.
4 Make generalisation that magnet attracts or repels between two poles.
5 Conclude the strengths of magnets based on investigation done.
6 Design a game or a tool using magnets.
88
MATERIAL SCIENCE
CONTENT
STANDARD
8.1 Pupils classify objects that

Pupils are able to: Al-Baqarah 2:164
The ability of absorb water and cannot
materials to absorb water for example:
absorb water 8.1.1 “Indeed in (the) creation (of) the heavens and the earth and alternation
Identify the objects that absorb (i) handkerchief; of the night and the day and the ships which sail in the sea with what
water and cannot absorb water (ii) tissue paper; benefits (the) people and what Allah (has) sent down from the sky (of)
(iii) paper clips; water giving life thereby (to) the earth after its death and dispersing
through investigation. therein (of) every moving creature and directing (of) the winds and the
(iv) marbles;
(v) bottle cap; clouds (the) controlled between the sky and the earth surely (are) Signs
8.1.2 for a people who use their intellect.”
Classify objects that absorb (vi) paper; and
water and cannot absorb (vii) mop. (konsep serapan berlaku di sekeliling)
water.
Pupils are able to
determine the ability of Al-Kahfi 18:41
8.1.3
Describe the ability of objects objects to absorb water “Or will become its water sunken so never never you will be able to find
to absorb water based on based on type of material it.”
types of materials through by collecting the volume of
(konsep serapan air yang diserap oleh tanah)
investigation. water absorbed by the
objects. The size of the
8.1.4 object used must be ‘Abasa 80:25-26
State the importance of objects constant.
“How We poured down water in torrents, Then We broke open the earth,
that absorb water and cannot splitting (it with sprouts).”
absorb water in daily life. Note: Sponge is made
from plastic which is (Sesungguhnya kami telah mencurahkan hujan dengan curahan yang
cannot absorb water. menakjubkan. Kemudian kami belah-belahkan bumi dengan belahan
8.1.5 yang sesuai dengan tumbuh-tumbuhan)
Design an object based on the
ability to absorb water.
89
8.1.6
Explain observations about the
ability of materials to absorb
water using sketches, ICT,
90
PERFORMANCE
DESCRIPTOR
LEVEL
1 State the objects that absorb water and cannot absorb water.
2 List the importance of objects that absorb water and cannot absorb water in daily life.
3 Classify objects that absorb water and cannot absorb water.
4 Provide reasoning on the importance of materials that do not absorb water in daily life.
5 Arrange in sequence the ability of objects to absorb water based on types of materials.
6 Solving problem by applying the knowledge on the ability of objects that absorb water.
91
EARTH AND SPACE
CONTENT
STANDARD
9.1 Pupils are able to: Pupils discuss about the Al-Baqarah 2:29
Surface of the
surface of the Earth by “He (is) the one who created for you what (is) in the earth all Moreover He
Earth 9.1.1 observing the Earth model. turned to the heaven and fashioned them seven heavens And He of
State the surface of the everything (is) All knowing.” (penciptaan langit dan bumi)
Earth e.g. mountain, Pupils mix the sample of
beach, hill, valley, river, soil with water, shake it and
pond, lake and sea. let a moment to see the An-Naba 78:6-7
9.2 contents of soil e.g. twigs,
Pupils are able to: “Have We not made the earth a resting place? And the mountains as stakes?
Soil leaves, stones, sand and (menceritakan berkaitan bumi , gunung)
small animals.
9.2.1
Pupils compare and contrast Yasin 36:37
State the types of soils
the contents of soil for at least
e.g. garden soil, clay and two different types of soils “And a Sign for them (is) the night We withdraw from it the day Then behold!
sand. such as garden soil and sand. They (are) those in darkness.”
9.2.2
Compare and contrast the Yasin 36:34
contents of different types “And We placed therein gardens of palm trees and grapevines and caused to
of soils through burst forth therefrom some springs.”
investigation.
9.2.3 Al-Rahman 55:14

Explain observation about “He created man from clay like (that of) pottery.”
the surface of the Earth
and soil using sketches,
ICT, writing or verbally.
92
An Naziat 79:30-33
“And after that He spread the earth, He extracted from it its water and its
pasture, And the mountains He set firmly, As provision for you and your
grazing livestock.”
93
PERFORMANCE
DESCRIPTOR
LEVEL
1 State the surface of the Earth.
2 Give examples of types of soils.
3 Identify the contents one type of soil through observation.
4 Compare and contrast the contents of example given soil.
5 Record the contents of different types of soils.
Communicate to predicts the use of soil and explain it based on the knowledge of the soil contents.
6
94
TECHNOLOGY AND SUSTAINABILITY OF LIFE
CONTENT
STANDARD
10.1 Pupils are able to: Note: Basic shape Ar Rum 30:41
Construction of
blocks can be build Has appeared the corruption in the land and the see for what have earned (the)
basic shape blocks 10.1.1 using manila cards or hands (of) people so that He may let them taste a part (of) that which they have
Identify the basic shapes i.e. boxes. done so that they may return.”
triangle, square, rectangle
and circle.
Al-Mulk 67:3
10.1.2
“The one who created seven heavens one above another Not you see in (the)
Identify the basic shape
creation (of) the most gracious any fault So return the vision can you see any
blocks i.e. cube, cuboid, flaw?”
pyramid, prism, cone,
cylinder and sphere.
Al-Fajr 89:7-10
10.1.3
Design an object or structure “(With) Iram – who had lofty pillars, The likes of whom had never been created in
the land?, And (with) Thamud, who carved out the rocks in the valley? And with
using basic shape blocks. Pharaoh, owner of the stakes?”
10.1.4
Provide reasoning on the Al-Qariah 101:1-11
importance of different types
of blocks shape. “The striking calamity. What is the striking calamity? And what can make you
know what is the striking calamity? It is the Day when people will be like moths,
10.1.5 dispersed. And mountains will be like wool, fluffed up. Then as for one whose
Explain observations about scales are heavy (with good deeds), He will be in pleasant life. His refuge will be
the object built using an abyss. And what can make you know what that is? It is a fire, intensely hot.”
verbally. The shape of Kaabah and its relationship with Hajj and Umrah/worship.
95
96
PERFORMANCE
DESCRIPTOR
LEVEL
1 State the basic shapes i.e. triangle, square, rectangle and circle.
2 Identify the blocks i.e. cube, cuboid, pyramid, prism, cone, cylinder and sphere.
3 Sketch the basic shape blocks.
4 Design an object or structure using basic shapes and blocks.
5 Communicate to explain the built object or structure.
6 Provide reasoning on the importance of various types of blocks in daily life.
PANEL PENGGUBAL
97
1. Tuan Haji Mahli bin Rosli Biro Perkhidmatan Pendidikan Majlis Islam Sarawak
2. Puan Kariah @ Sariah binti Haji Mos Jabatan Pendidikan Negeri Sarawak
3. Dr. Noraini binti Omar Institut Pendidikan Guru Kampus Tun Abdul Razak
4. Puan Dearana binti Morshidi Institut Pendidikan Guru Kampus Tun Abdul Razak
5. Encik Abdullah bin Othman Ma’had Tahfiz Tun Abdul-Rahman Ya’kub
6. Encik Mohd Dzulkifflie bin Ai-ee Ma’had Tahfiz Tun Abdul-Rahman Ya’kub
7. Puan Azlyn binti Abdul Rahman Ma’had Tahfiz Tun Abdul-Rahman Ya’kub
8. Puan Nur Qistina binti Abdul Rahman Ma’had Tahfiz Tun Abdul-Rahman Ya’kub
9. Puan Nur Aidelia binti Rosli Ma’had Tahfiz Tun Abdul-Rahman Ya’kub
10. Puan Nurul Ikhsan binti Bohari Ma’had Tahfiz Tun Abdul-Rahman Ya’kub
98

Kurikulum Bersepadu Tahfiz Sarawak

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Kurikulum Bersepadu Tahfiz Sarawak

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KURIKULUM BERSEPADU TAHFIZ SARAWAK

© Biro Perkhidmatan Pendidikan Majlis Islam Sarawak

3 (1) Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997

[PU (A) 531/97]

DATU DR. HJ. ADI BADIOZAMAN TUAH

MATLAMAT PENDIDIKAN RENDAH

Memperkasa institusi Pendidikan berteraskan

Artinya, “Wahai orang-orang yang beriman, masuklah

(Surat Al-Baqarah ayat 208)

TEMA STANDARD KANDUNGAN STANDARD PEMBELAJARAN KAFFAH

Kekeluargaan 1.1 Murid boleh: Konsep menghormati dan menyayangi ibu

TEMA STANDARD KANDUNGAN STANDARD PEMBELAJARAN KAFFAH

Kemasyarakatan 2.1 Murid boleh: Tajuk : Masyarakat Muhibbah

2.3 2.3.1 As Syams 91:1-15

Standard Prestasi Kemahiran Membaca

3.0 KEMAHIRAN MENULIS

TEMA STANDARD KANDUNGAN STANDARD PEMBELAJARAN KAFFAH

Kesihatan dan 3.1 Murid boleh: At-Tin 95:1-2

Standard Prestasi Kemahiran Menulis

4.0 ASPEK SENI BAHASA

TEMA STANDARD KANDUNGAN STANDARD PEMBELAJARAN KAFFAH

Ekonomi, 4.1 Murid boleh: Al Israa 17:27

5.0 ASPEK TATABAHASA

TEMA STANDARD KANDUNGAN STANDARD PEMBELAJARAN KAFFAH

Perpaduan 5.1 Murid boleh: Al-fil 105:1-5

Perpaduan 5.3 5.3.1

CONTENT STANDARD FOCUS LEARNING STANDARD KAFFAH

1.1 Recognise and reproduce target 1.1.1

2.0 SPEAKING SKILLS

2.1 Communicate simple information about 2.1.1

2.3 Communicate information, events and 2.3.1

Performance Standards Guide for Speaking Skills

CONTENT STANDARD FOCUS LEARNING STANDARD KAFFAH

3.1 Identify and distinguish the letters of 3.1.1 Refer : Syllabus

*Preliterate children will need more support

3.2 Understand specific details in a variety of 3.2.2

4.0 WRITING SKILLS

4.1 Develop prewriting skills* 4.1.1

5.0 LANGUAGE ARTS

5.1 Demonstrate appreciation through 5.1.1

Other imaginative responses as appropriate

“And he (has) put affection

Friendship clinging to faith will

World of 1 At School What’s this? Classroom objects Surah Al-Ikhlas 112:1

Instructions Surah Taha 20:114

Fixed phrases Greeting and salutation in

Appreciation and recognition

“All praises and thanks (be) to

Gratefulness for the favours

Other vocabulary “By the racers panting.”

Story of Abu Hurairah who

World of 4 Lunchtime I’ve got/haven’t got a Food At-Tin 95:1

CONTENT STANDARD LEARNING STANDARD NOTES KAFFAH

1 State any number up to 100.

2 Determine the number values and arrange numbers in order.

Estimate and round off any number.

4 Solve daily routine problems involving any number.

CONTENT STANDARD LEARNING STANDARD NOTES KAFFAH

Use objects, pictures, number lines,

2 State spontaneously basic facts in addition and subtraction.

CONTENT STANDARD LEARNING STANDARD NOTES KAFFAH