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DRAF

KURIKULUM STANDARD SEKOLAH


RENDAH
PENDIDIKAN KHAS (MASALAH
PEMBELAJARAN)

KEMENTERIAN PENDIDIKAN
MALAYSIA

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

BAHASA
INGGERIS

TAHUN LIMA

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

BAHASA INGGERIS
TAHUN LIMA

Bahagian Pembangunan Kurikulum

Cetakan Pertama 2014


Kementerian Pendidikan Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini
dalam apa juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum
mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 48, Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita
untuk mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya; memelihara satu cara hidup
demokratik; mencipta masyarakat yang adil bagi
kemakmuran negara yang akan dapat dinikmati bersama
secara adil dan saksama; menjamin satu cara yang liberal
terhadap tradisi-tradisi kebudayaannya yang kaya dan
berbagai-bagai corak; membina satu masyarakat progresif
yang akan menggunakan sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita
tersebut berdasarkan atas prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN


KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

Pendidikan di Malaysia adalah suatu usaha


berterusan ke arah lebih memperkembangkan
potensi individu secara menyeluruh dan
bersepadu untuk melahirkan insan yang
seimbang dan harmonis dari segi intelek, rohani,
emosi dan jasmani berdasarkan kepercayaan dan
kepatuhan kepada Tuhan. Usaha ini adalah
bertujuan untuk melahirkan warganegara
Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan mencapai
kesejahteraan diri serta memberikan sumbangan
terhadap keharmonian dan kemakmuran
keluarga, masyarakat dan negara.

KANDUNGAN

MUKA SURAT

INTRODUCTION

GOALS

OBJECTIVES

STRAND BASED CURRICULUM ORGANIZATION

STRAND BASED CURRICULUM MODULE

HIGHER ORDER THINKING SKILLS

CROSS CURRICULAR ELEMENTS

SUBJECT FOCUS

SUBJECT OBJECTIVES

SUBJECT/MODULE IMPLEMENTATION

TEACHING AND LEARNING APPROACHES

INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN INDIVIDU)

ASSESSMENT

SCHOOL BASED ASSESSMENT

PERFORMANCE STANDARD

CONTENT STANDARD DOCUMENT AND ASSESSMENT

INTRODUCTION

any modification stated in paragraph (1)(C) are subject to


the Special Education Curriculum.

The KSSR Special Education (Learning Disabilities) was


constructed to be consistent with the National Education

The KSSR Special Education (Learning Disabilities) was

Philosophy. Based on the integrated approach principle,

conceived with hope that the classroom learning will be able to

comprehensive

education

be applied in daily life. The curriculum provides quality

opportunity and quality and lifelong learning, 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, independent and successful.

individual

development,

equal

skill mastery to cater the individual needs while not over

GOALS

emphasizing on education, burdening or imposing the pupils.

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).

comprehensively, balanced and integrated according to the


To fulfill individual needs, the teaching and learning processes

pupils potential or functionality. The development encompass

in Learning Disabilities Programme is designed to be flexible

several key aspect, physical, spiritual, and intellectual in order

and aligned with the 2013 Special Education Regulations

to promote a more balance, harmonious and moral human

(Peraturan-Peraturan Pendidikan (Pendidikan Khas) 2013,

being.

8.(1)(C)) that stated;


OBJECTIVES
teachers may modify the:

The KSSR Special Education (Learning Disabilities) is

(i) methods or the techniques of teaching and learning;

designed to guide pupils to:

(ii) time allocated for the activities;

i.

promote and practice positive attitude in meaningful

(iii) structure for the activities; and

daily living and becoming a functional and useful

(iv) teaching aids.

citizen

ii. apply the knowledge and skill and becoming selfsufficient in daily life

iii. Humanity
iv. Science and Technology

iii. acquire skill and competency /aptitude towards a


successful career

v. Physical and Aesthetical development


vi. Self-Competency

iv. practice personal safety and health awareness


v. use proper communication skill to interact and socialize
in accordance to social norms
vi. enable Muslims to practice Islamic values in daily living
vii. practice apply moral values in daily living
viii. be involve in recreational activities
to

use

information

and

A set of learning and achievement criteria or indicator


measurable for each Content Standard.
STRAND BASED CURRICULUM MODULE

x. appreciate the wonders of nature and cultural heritage


xi. able

Learning Standard

communications

technologies in tune with current development


STRAND BASED CURRICULUM ORGANIZATION
Strand Based Curriculum Organization was built to promote

The KSSR Special Education (Learning Disabilities) is enacted


in form of Content Standard and Learning Standard in which
pupil are required to master. These Standards are organized
in a module that contains elements of knowledge, skills and
values.

knowledgeable and competent human capital. Strand is the


key domain that supports each other to produce and promote

HIGHER ORDER THINKING SKILLS

a well balance human being in terms of physical, emotional,

The National Curriculum aims to produce wholesome, resilient,

spiritual and intellect.

curious, principled, knowledgeable and patriotic pupils who

Content Standard
Domains for each strand are:
i.

Communication

ii. Spiritual

have thinking, communicative and collaborative skills. Pupils


st

need to be equipped with 21


compete globally.

Century skills for them to

This is outlined in the National Education

Blueprint where every pupil will be equipped with leadership

skills, bilingualism, ethics and spiritualism, social identity,


knowledge and thinking skills.
Thinking skills have been emphasised in the curriculum since

HOTS
Application

Explanation

values

1994 with the introduction of Creative and Critical Thinking


Skills

Beginning

skills, (HOTS).

in

different

situations

2011, the Standard-based Curriculum for

Primary School, KSSR gives emphasis to higher order thinking

Using knowledge, skills and


to

complete

piece of work
Analysis

Ability

to

information

break

down

into

smaller

Higher order thinking skills encompass the ability to apply

parts in order to understand

knowledge, skills and values along with reasoning and

and

reflective skills to solve problems, make decisions and be

between these parts.

innovative and creative.

Higher Order Thinking Skills refer to

Evaluation

the skills of applying, analyzing, evaluating and creating.

make

connections

Ability to consider, make


decisions using knowledge,
experience,

HOTS are explicitly written in the curriculum of each subject

made.

learning activities in the form of reasoning, inquiry learning,


Creation

Produce an idea or product

to use thinking tools such as mind maps, thinking maps and

using

Thinking Hats along with higher order questioning methods in

innovative methods.

and out of the classroom to encourage pupils to think.

In

doing so, pupils are given responsibility towards their own


learning.

and

values; and justify decisions

and can be applied in the classroom through teaching and


problem solving and project work. Teachers and pupils need

skills,

creative

and

CROSS CURRICULAR ELEMENTS

computer-related activities such as e-mailing, networking and

Creativity and Innovation

interacting with electronic courseware.

Creativity is the ability to produce something new in an

SUBJECT FOCUS

imaginative and fun-filled way. Innovation is the process of


idea generation and utilizing the creative idea in relevant
contexts.

Through

creative

and

innovative

teaching

approaches, pupils will display interest, curiosity, excitement


and greater growth in learning.

Creativity and innovation in

pupils should be exploited and nurtured to ensure that their full

The English Language Curriculum for the Learning Disabilities


focused to develop pupils potential, and to cater the individual
needs while not over emphasizing on education, burdening or
imposing the pupils. The curriculum provides quality education
for the Learning Disabilities pupils so that they are able to be
more balanced, independent and successful.

potential is realized.
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. Some of the

I.

language

elements that are linked with entrepreneurship are creativity,


innovation and initiative, which are also attributes for personal
fulfillment

and

entrepreneurship

success.
are

In

level

incorporated

two,
in

elements

lessons

II.

activities.

speak

and

respond

appropriately/clearly

according given situations

of

through

listen, repeat and understand simple spoken

III.

read and understand simple messages

IV.

write

down

given

information

sentences
Information and Communication Technology Skills (ICT)
Information and Communication Technology Skills (ICT)
include the use of multimedia resources such as TV
documentaries and the Internet, as well as the use of

V.

use language skills in daily life

in

simple

SUBJECT/MODULE IMPLEMENTATION

v.

Collaboration approach (multi discipline groups)

Teaching Module

vi.

Constructivism

vii.

Multi-sensory

The teaching module is based on the Curriculum Standard in

viii.

Contextual learning

order to help teachers implement effective and efficient

ix.

Interactive learning

teaching. Teachers have the flexibility to change, improvise or

x.

Cooperative learning

built more effective teaching plans in accordance to the needs

xi.

Simulation

of the pupils. Active involvement of the pupils would help

xii.

Mastery learning through learning experience

increase pupils performance.


Learning Module
Pupils are able to use the prepared learning module. These
modules contain worksheets as exercises, comprehension test
and gauging pupils mastery of knowledge, known skills.
TEACHING AND LEARNING APPROACHES

INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN


INDIVIDU)
Definition
Individualize

Education

Programme

(RPI)

is

written

document that clearly states end objectives, plans or goals to


achieve for every special education pupils. 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 individuals achievement. (Peraturan-Peraturan

objectives of the Teaching and Learning Standard.

Pendidikan (Pendidikan Khas) 2013)

These approaches are:

RPI is a teaching program based on multi discipline especially

i.

Inquire

ii.

Task analysis

iii.

Learning through playing

iv.

Thematic teaching

prepared to cater the needs of special education needs pupils.


Each RPI is prepared and planned individually for the pupils.
Every modification and application done to teaching and
learning within the RPI will be documented. The RPI will serve

to notify parents, school administrators about the needs of that


particular pupil and how the RPI help to fulfill it. In order to
achieve it there must be a collaboration of cooperation
between school administrators, parents and the pupil with the
help of state or district appointed education officer in

ASSESSMENT
Class room assessment is crucial to gauge the level of
mastery and comprehension attained by the pupil. The
assessment would be done formatively or summatively.
The information from these assessments would help improve

conjunction with other agency or service agents.

teaching method and provide early feedback so action or

RPI defines:

follow up can be initiated in order to improve the RPI thus

i.

pupils current performance

increasing mastery and comprehension and cutting down the

ii.

academic and non-academic plans

pupils learning curve.

iii.

goals and objectives achievable by the pupil within


the year

iv.

measurable educational objectives

v.

objectives,
assessment

procedures
to

help

and
identify

In-class assessment methods include:


i.

sequence

of

developmental

achievements

Observation appropriate to evaluate individual skills,


attitude and values. A checklist must be provided and
used during observation.

ii. Test/ quizzes conducted in written and oral form.

vi.

services needed by and for the pupil

Written test can be in objective or subjective form,

vii.

planning, period, and dateline for services that

while quizzes can be done orally.

needs to be provided for the pupil


viii.

iii. Oral presentation this method of assessment is

planning and preparations in order to help and

crucial to evaluate communication skills, to build up

guide pupils to interact with their surrounding

their

environment

knowledge.

confidence

and

to

reinforce

the

acquired

iv. Checklist provides a report on mastery, knowledge,


skills, attitude and values.

v. Folio this is a complication of work done by the pupil


either individually or in a group.

meant to help teachers gauge the level of their pupils


understanding and acquisition of the skills taught.

vi. Essays essays would display pupils knowledge in

knowledge,

teachers

may

change

their

With this

approach

or

communicating and presenting information in an

methodology to help their pupils master the intended learning

organized and scientific form.

standard.
Teachers may also use this document to assess their pupils

SCHOOL BASED ASSESSMENT


Formative assessment is a part of school-based assessment.
Formative assessment, or assessment for learning is an
important aspect of teaching and learning in the classroom
and good pedagogy always includes assessment.

Formative

assessment is carried out for teachers to gain feedback on


their pupils learning and provide them with the necessary
information regarding their pupils learning so that they can
make changes to their teaching to enhance their pupils
learning.

Thus, formative assessment is carried out during

teaching and learning in the classroom.


In order to help teachers to carry out effective school based
assessment, the assessment element has been incorporated
into this document together with the content and learning
standards.

Teachers should refer to the Performance

Standard to help them ascertain the level of their pupils


acquisition of the various learning standards. The levels are

after a few units of study or at the end of the term to help them
determine the achievement levels of their pupils.

Pupils are

assessed to determine their performance level in the different


skills of listening and speaking, reading, writing and language
arts.
Multiple sources of evidence like checklists, observations,
presentations, quizzes and tests can be used to document the
attainment of the learning standards. Through this process,
teachers will be able to build a profile of their pupils language
development through an on-going assessment.
PERFORMANCE STANDARD
The Performance Standard details six levels of performance
with descriptors for each level based on clusters of learning
standards. These levels serve as a guide to teachers in

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.

acquisition of skills for Year 5.

The

Performance Levels are arranged in an ascending hierarchical


manner

to

differentiate

the

different

levels

achievement, as shown below:


Performance Level

Description

Very Limited

Limited

Satisfactory

Good

Very Good

Excellent

of

pupils

Performance Standard
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.

Listening and Speaking


CONTENT
STANDARD
(Pupils are guided
to)
1. 1 Able to
pronounce
words with the
correct stress,
rhythm and
intonation

LEARNING STANDARD
(Pupils should be able
to.)

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL

1.1.1 Able to listen and


respond to stimulus
given:
i)rhythm and rhyme
1.1.2 Able to listen to, say
aloud and recite
rhymes or sing songs
1.1.3 Able to listen and
respond using simple
phrases/ sentences

Able to listen and respond to stimulus given,


rhythm, rhymes and songs.

Able to copy and imitate the stimulus given,


rhythm, rhymes and songs

Able to recite rhymes and sing songs.

Able to recite rhymes or sing songs with the


correct stress and rhythm.

Able to demonstrate well stimulus given,


rhymes, rhythm and songs using simple
phrases

Able to demonstrate well stimulus given,


rhythm, rhymes and songs using simple
sentences.

with guidance

Listening and Speaking


CONTENT
STANDARD
(Pupils are guided
to)
1.2 Able to listen
and respond
appropriately to
social situations
for a variety of
purposes.

LEARNING STANDARD
(Pupils should be able
to.)

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL

1.2.1 Able to exchange


greetings with using
phrases

10

Able to identify greetings in social situation.

Able to state greetings using simple phrases

Able to exchange greetings using simple phrases


in an appropriate situation

Able to exchange greetings using simple phrases


according to different situations.

Able to exchange greetings appropriately using


simple phrases according to given social
situations

Able to exchange greetings appropriately


according to given social situations.

Listening and Speaking


CONTENT
STANDARD
(Pupils are guided
to)
1.2 Able to listen
and respond
appropriately to
social situations
for a variety of
purposes.

LEARNING STANDARD
(Pupils should be able
to.)

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL

1.2.2 Able to introduce


oneself using simple
phrases

11

Able to state name using simple phrases.

Able to state name and age using simple phrases.

Able to state full name, age and gender using


simple phrases.

Able to state full name, age, gender and address


using simple phrases.

Able to introduce oneself using simple phrases.

Able to introduce oneself in detail manners (name,


age, gender, address or other relevant
informations)

Listening and Speaking


CONTENT
STANDARD
(Pupils are guided
to)
1.2 Able to listen
and respond
appropriately to
social situations
for a variety of
purposes.

LEARNING STANDARD
(Pupils should be able
to.)

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL

1.2.3 Able to make polite


requests using simple
phrases
1.2.4 Able to thank someone
using simple phrases.
1.2.5 Able to express simple
apology using simple phrases

with guidance

12

Able to identify polite request, appreciation and


apologies.

Able to state polite request, appreciation and


apologies using simple phrases.

Able to express polite request, appreciation and


apologies

Able to express polite request, appreciation, and


apologies using simple phrases in appropriate
situations.

Able to demonstrate polite request, appreciation


and apologies using simple phrases in appropriate
situations

Able to demonstrate well polite request,


appreciation and apologies using simple phrases
in various situations in pupils daily conversations.

Listening and Speaking


CONTENT
STANDARD
(Pupils are guided
to)
1.2 Able to listen
and respond
appropriately to
social situations
for a variety of
purposes.

LEARNING STANDARD
(Pupils should be able
to.)

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL

1.2.6 Able to listen to and


follow:

Able to recognize simple instructions and


directions

i) simple instructions
ii) simple directions

Able to differentiate between simple instructions


and simple directions

Able to state simple instructions and simple


directions in appropriate situations.

Able to express simple instructions and simple


directions in appropriate situations.

Able to demonstrate well simple instructions and


simple directions in appropriate situations.

Able to carry out simple instructions and simple


directions in appropriate situations in daily
conversation

with guidance

13

Listening and Speaking


CONTENT
STANDARD
(Pupils are guided
to)

LEARNING STANDARD
(Pupils should be able
to.)

1.3 Able to understand


and respond to oral texts
in a variety of contexts.

1.3.1 Able to listen and


demonstrate understanding of
oral texts by:

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL

i) giving Yes/ No replies


ii) Answering simple Whquestions (Who, When,
Where, How)

Able to know the meaning of Yes and No and


simple Wh- Questions (Who, When, Where, How)

Able to respond with positive or negative answer


(Yes or No)

Able to respond to simple Wh- Question (Who,


When, Where, How)

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)
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

2.1.1 Able to spell and read


words.

Able to spell and read words correctly.

2.1.2 Able to read and apply


phrases by matching with:
i) graphics
ii)spoken words

Able to repeat after teacher in reading phrases.

Able to read and understand phrases by matching


with graphics

Able to read and understand phrases by matching


with graphics and spoken words.

Able to read and understand simple sentences in


linear and non- linear text by answering simple
comprehension question.

Able to read and understand simple sentences in


linear and non-linear text by producing creative
materials in form of printed or non- printed.

2.1.3 Able to read and


understand phrases in linear
and non- linear texts
2.1.4 Able to read and
understand simple sentences
(3-5 words)

with guidance

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

2.1.5 Able to apply basic


dictionary skills using picture
dictionaries

with guidance

16

Able to recognize pictures.

Able to find pictures in picture dictionaries.

Able to find pictures based on themes.

Able to read words in picture dictionaries.

Able to read and understand words in picture


dictionaries.

Able to apply basic dictionary skills by


understanding alphabetical order and pictures
based on themes.

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

3.1.1 Able to write


i) phrases
ii) sentences

Able to copy and write phrases in neat legible


print.

Able to copy and write phrases and sentences.

Able to know and understand the use of capital


letters, full stop, question mark and commas in
writing

Able to construct simple sentences with 3 to 5


words

3.2.2 Able to spell common


sight words.

Able to apply correct punctuations in writing


sentences with 3 to 5 words

3.2.3 Able to form a sentence


using 3 to 5 words

Able to produce simple greeting cards, scrap book


and charts.

with guidance
3.2 Able to write using
appropriate language,
form and style for range
of purposes.
3.3 Able to write and
present ideas through a
variety of media using
appropriate language,
form and style.

3.2.1 Able to punctuate


correctly:
i) capital letters
ii) full stop
iii) question mark
iv) comma

3.3.1 Able to create simple


linear and non-linear text:
i) greeting cards
ii) scrap book
iii) charts
with guidance

17

Language Art
CONTENT
STANDARD
(Pupils are guided
to)

LEARNING STANDARD
(Pupils should be able
to.)

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
DESCRIPTOR
LEVEL

4.1 Able to enjoy and


appreciate rhymes,
poems and songs
through performance.

4.1.1 Able to enjoy poems


and action songs.

Able to listen and respond to poems and action


songs and identify pictures in book.

4.1.2 Able to recite poems


and sing action songs with
rhythm.

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

Able to recite poems and action songs in the class

4.2 Able to express


personal respond to
literally texts.

4.2.1 Able to respond to:


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

Able to act out based on poems, action songs and


stories

Able to presenting ideas by creating simple


creative works based on poems, action songs and
stories.

Able to participate in performance based on


poems, action songs and stories in front of larger
audience.

with guidance
4.3 Able to participate in
performance for
enjoyment.

4.3.1 Able to produce simple


creative works with guidance
based on :
i) action songs
ii) poems
iii) stories
4.3.2 Able to take part with
guidance in a performance
based on:
i) action songs
ii) poems
iii) stories
18

19

TERBITA
N

KEMENTERIAN PENDIDIKAN MALAYSIA


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