BAHASA INGGERIS
TAHUN LIMA
DRAF
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS
(MASALAH PEMBELAJARAN)
BAHASA INGGERIS
TAHUN LIMA
RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita
untuk mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya; memelihara satu cara hidup
demokratik; mencipta masyarakat yang adil bagi
kemakmuran negara yang akan dapat dinikmati bersama
secara adil dan saksama; menjamin satu cara yang liberal
terhadap tradisi-tradisi kebudayaannya yang kaya dan
berbagai-bagai corak; membina satu masyarakat progresif
yang akan menggunakan sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita
tersebut berdasarkan atas prinsip-prinsip yang berikut:
KANDUNGAN
MUKA SURAT
INTRODUCTION
GOALS
OBJECTIVES
SUBJECT FOCUS
SUBJECT OBJECTIVES
SUBJECT/MODULE IMPLEMENTATION
ASSESSMENT
PERFORMANCE STANDARD
INTRODUCTION
The KSSR Special Education (Learning Disabilities) was
constructed to be consistent with the National Education
comprehensive
education
education for the learning impaired pupils so that they are able
GOALS
individual
development,
equal
being.
i.
iii. Humanity
vi. Self-Competency
successful career
iv. practice personal safety and health awareness
Learning Standard
to
use
information
and
communications
values.
Content Standard
i.
Communication
ii. Spiritual
2
HOTS
Application
Explanation
values
different
situations to complete a
piece of work
skills, (HOTS).
Ability
to
break
information
into
down
smaller
and
Evaluation
make
connections
skills,
made.
using
innovative methods.
and
In
creative
and
SUBJECT FOCUS
contexts.
teaching
Through
creative
and
innovative
potential is realized.
SUBJECT OBJECTIVES
Entrepreneurship
language
and
entrepreneurship
success.
are
In
level
incorporated
two,
in
elements
lessons
speak
and
respond
appropriately/clearly
of
through
activities.
III.
IV.
write
down
given
information
sentences
Information and Communication Technology Skills (ICT)
V.
in
simple
SUBJECT/MODULE IMPLEMENTATION
Teaching Module
v.
vi.
Constructivism
vii.
Multi-sensory
viii.
Contextual learning
ix.
Interactive learning
x.
Cooperative learning
xi.
Simulation
xii.
Learning Module
Pupils are able to use the prepared learning module. These
Definition
Individualize
Education
Programme (RPI)
is
written
i.
Inquire
ii.
Task analysis
iii.
iv.
Thematic teaching
ASSESSMENT
i.
ii.
iii.
the year
iv.
v.
objectives,
assessment
procedures
to
help
and
identify
i.
sequence
of
developmental
achievements
vi.
vii.
their
environment
knowledge.
confidence
and
to
reinforce
the
acquired
knowledge,
teachers
may
change
their
approach
or
standard.
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.
Formative
arts.
PERFORMANCE STANDARD
The
to
differentiate
the
different
levels
of
pupils
Performance Standard
Description
Very Limited
Limited
Satisfactory
Good
Very Good
Excellent
Performance
Descriptor
Levels
1
Show very limited command of the language.
Requires plenty of guidance to perform basic
language tasks.
2
Show limited command of the language.
Requires guidance to perform basic language
tasks.
3
Show satisfactory command of the language.
Has the ability to use language but requires
guidance for some language tasks.
4
Show good command of the language. Has
the ability to use language but requires
guidance for more complex language tasks.
5
Show very good command of the language.
Has the ability to use language with less
guidance.
6
Show excellent command of the language.
Has the ability to use language without any
guidance.
LEARNING STANDARD
(Pupils should be able
to.)
PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL
with guidance
LEARNING STANDARD
(Pupils should be able
to.)
PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL
10
LEARNING STANDARD
(Pupils should be able
to.)
PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL
11
LEARNING STANDARD
(Pupils should be able
to.)
PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL
with guidance
12
LEARNING STANDARD
(Pupils should be able
to.)
PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL
i) simple instructions
ii) simple directions
with guidance
13
LEARNING STANDARD
(Pupils should be able
to.)
PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL
Able to respond :
i) with positive or negative answer (Yes or No)
ii) to Wh-Question (Who, When, Where, How) in
appropriate situations.
with guidance
Able to respond:
i) with positive or negative answer (Yes or No)
ii) to Wh- Question (Who, When, Where, How) in
phrases
in appropriate situations.
14
Able to respond:
i) with positive or negative answer (Yes or No)
ii) to Wh-Question (Who, When, Where, How) in
simple sentences in appropriate situations.
Reading
CONTENT
STANDARD
(Pupils are guided
to)
LEARNING STANDARD
(Pupils should be able
to.)
PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL
with guidance
15
Reading
CONTENT
STANDARD
(Pupils are guided
to)
2.1 Able to demonstrate
understanding of a
variety of linear and nonlinear texts in form of
printed and non-printed
materials using a range
of strategies to
understand meaning.
LEARNING STANDARD
(Pupils should be able
to.)
PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL
with guidance
16
Writing
CONTENT
STANDARD
(Pupils are guided
to)
3.1 Able to form letters
and words in neat legible
print.
LEARNING STANDARD
(Pupils should be able
to.)
PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL
with guidance
3.2 Able to write using
appropriate language,
form and style for range
of purposes.
17
Language Art
CONTENT
STANDARD
(Pupils are guided
to)
4.1 Able to enjoy and
appreciate rhymes,
poems and songs
through performance.
LEARNING STANDARD
(Pupils should be able
to.)
PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL
19
TERBITAN