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DRAF

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH


PENDIDIKAN KHAS (MASALAH PEMBELAJARAN)
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

BAHASA INGGERIS
TAHUN ENAM

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

BAHASA INGGERIS
TAHUN ENAM

Bahagian Pembangunan Kurikulum

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 4-8,
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

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


the Special Education Curriculum.

INTRODUCTION
The KSSR Special Education for the Learning Disabilities was
constructed to be consistent with the National Education

The KSSR Special Education for the Learning Disabilities was

Philosophy. 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 for the Learning Disabilities is more focused on

to be more balance, independent and successful.

gaining skill mastery to cater the individual needs while not

GOALS

individual

development,

equal

over emphasizing on education, burdening or imposing the


The KSSR Special Education for the Learning Disabilities was

pupils. 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 for the Learning Disabilities is

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

designed to guide pupils to:

(ii) time allocated for the activities;

i.

(iii) structure for the activities; and

promote and practice positive attitude in meaningful


daily living and becoming a functional and useful
citizen

(iv) teaching aids.

iii. Humanity

ii. apply the knowledge and skill and becoming self-

iv. Science and Technology

sufficient in daily life

v. Physical and Aesthetical development

iii. acquire skill and competency /aptitude towards a

vi. Self-Competency

successful career
iv. practice personal safety and health awareness

Learning Standard

v. use proper communication skill to interact and socialize


in accordance to social norms

A set of learning and achievement criteria or indicator

vi. enable Muslims to practice Islamic values in daily living

measurable for each Content Standard.

vii. practice apply moral values in daily living


viii. be involve in recreational activities

STRAND BASED CURRICULUM MODULE

x. appreciate the wonders of nature and cultural heritage


xi. able

to

use

information

and

The KSSR Special Education for the Learning Disabilities is

communications

enacted in form of Content Standard and Learning Standard in

technologies in tune with current development

which pupil are required to master. These Standards are

STRAND BASED CURRICULUM ORGANIZATION

organized in a module that contains elements of knowledge,

Strand Based Curriculum Organization was built to promote

skills and values.

knowledgeable and competent human capital. Strand is the


HIGHER ORDER THINKING SKILLS

key domain that supports each other to produce and promote


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

The National Curriculum aims to produce wholesome, resilient,

spiritual and intellect.

curious, principled, knowledgeable and patriotic pupils who


have thinking, communicative and collaborative skills. Pupils

Content Standard

need to be equipped with 21st Century skills for them to

Domains for each strand are:

compete globally. This is outlined in the National Education


Blueprint where every pupil will be equipped with leadership

i.

Communication

ii. Spiritual
2

skills, bilingualism, ethics and spiritualism, social identity,

HOTS

knowledge and thinking skills.

Application

Thinking skills have been emphasised in the curriculum since

Explanation

values

1994 with the introduction of Creative and Critical Thinking


Skills Beginning

Using knowledge, skills and


in

different

situations to complete a

2011, the Standard-based Curriculum for

piece of work

Primary School, KSSR gives emphasis to higher order thinking


Analysis

skills, (HOTS).

Ability

to

break

information

into

down
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

skills,

values; and justify decisions

and can be applied in the classroom through teaching and

made.

learning activities in the form of reasoning, inquiry learning,


Creation

problem solving and project work. Teachers and pupils need

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.

and

In

doing so, pupils are given responsibility towards their own


learning.

creative

and

CROSS CURRICULAR ELEMENTS

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


interacting with electronic courseware.

Creativity and Innovation


Creativity is the ability to produce something new in an

SUBJECT FOCUS

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

The English Language Curriculum for the Learning Disabilities

idea generation and utilizing the creative idea in relevant

focused to develop pupils potential, and to cater the individual

contexts.

teaching

needs while not over emphasizing on education, burdening or

approaches, pupils will display interest, curiosity, excitement

imposing the pupils. The curriculum provides quality education

and greater growth in learning.

for the Learning Disabilities pupils so that they are able to be

Through

creative

and

innovative

Creativity and innovation in

pupils should be exploited and nurtured to ensure that their full

more balanced, independent and successful.

potential is realized.
SUBJECT OBJECTIVES
Entrepreneurship

Pupils should be able to:

Fostering the entrepreneurial mind set among pupils at their


I.

young age is essential in this new world. Some of the

language

elements that are linked with entrepreneurship are creativity,


II.

innovation and initiative, which are also attributes for personal


fulfillment

and

entrepreneurship

success.
are

In

level

incorporated

two,
in

elements

lessons

listen, repeat and understand simple spoken

speak

and

respond

appropriately/clearly

according given situations

of

through

activities.

III.

read and understand simple messages

IV.

write

down

given

information

sentences
Information and Communication Technology Skills (ICT)

V.

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
4

use language skills in daily life

in

simple

SUBJECT/MODULE IMPLEMENTATION
Teaching Module

v.

Collaboration approach (multi discipline groups)

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.


INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN
INDIVIDU)

Learning Module
Pupils are able to use the prepared learning module. These

Definition

modules contain worksheets as exercises, comprehension test


and gauging pupils mastery of knowledge, known skills.

Individualize

Education

Programme (RPI)

is

written

document that clearly states end objectives, plans or goals to

TEACHING AND LEARNING APPROACHES

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
5

ASSESSMENT

to notify parents, school administrators about the needs of that


particular pupil and how the RPI help to fulfill it. In order to

Class room assessment is crucial to gauge the level of

achieve it there must be a collaboration of cooperation

mastery and comprehension attained by the pupil. The

between school administrators, parents and the pupil with the

assessment would be done formatively or summatively.

help of state or district appointed education officer in


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

In-class assessment methods include:

the year
iv.

measurable educational objectives

v.

objectives,
assessment

procedures
to

help

and
identify

i.
sequence

Observation appropriate to evaluate individual skills,


attitude and values. A checklist must be provided and

of

used during observation.

developmental

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

achievements
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.


iii. Oral presentation this method of assessment is

needs to be provided for the pupil


viii.

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.

meant to help teachers gauge the level of their pupils

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

understanding and acquisition of the skills taught. With this

either individually or in a group.


vi. Essays essays would display pupils knowledge in

knowledge,

teachers

may

change

their

approach

or

communicating and presenting information in an

methodology to help their pupils master the intended learning

organized and scientific form.

standard.

Teachers may also use this document to assess their pupils

SCHOOL BASED ASSESSMENT

after a few units of study or at the end of the term to help them
Formative assessment is a part of school-based assessment.

determine the achievement levels of their pupils. Pupils are

Formative assessment, or assessment for learning is an

assessed to determine their performance level in the different

important aspect of teaching and learning in the classroom


and good pedagogy always includes assessment.

skills of listening and speaking, reading, writing and language

Formative

arts.

assessment is carried out for teachers to gain feedback on


their pupils learning and provide them with the necessary

Multiple sources of evidence like checklists, observations,

information regarding their pupils learning so that they can

presentations, quizzes and tests can be used to document the

make changes to their teaching to enhance their pupils


learning.

attainment of the learning standards. Through this process,

Thus, formative assessment is carried out during

teachers will be able to build a profile of their pupils language

teaching and learning in the classroom.

development through an on-going assessment.

In order to help teachers to carry out effective school based

PERFORMANCE STANDARD

assessment, the assessment element has been incorporated


into this document together with the content and learning
standards.

The Performance Standard details six levels of performance

Teachers should refer to the Performance

with descriptors for each level based on clusters of learning

Standard to help them ascertain the level of their pupils

standards. These levels serve as a guide to teachers in

acquisition of the various learning standards. The levels are


7

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

of

pupils

Performance Standard

achievement, as shown below:


Performance Level

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.

Listening & Speaking


CONTENT
STANDARD
(Pupils are guided
to)
1.1 Able to
understand and
respond to oral
texts in a variety of
contexts

LEARNING STANDARD
(Pupils should be able
to)

1.1.1 Able to listen and


demonstrate
understanding of oral
texts by answering
Wh-Questions
(What, Who, Where
When, Why, How)

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
LEVEL

DESCRIPTOR

Able to know the meaning of Wh-questions


(What, Who, Where When, Why, How)

Able to know the use of Wh-questions appropriately

Able to answer Wh-questions given by teacher

Able to ask and answer simple WH-questions.

Able to ask and answer simple WH-questions in various


situations.

with guidance

Able to apply Wh-questions in daily usage appropriately

CONTENT
STANDARD
(Pupils are guided
to)
1.2 Able to use
simple English as
the medium of
conversations in
daily routines.

LEARNING STANDARD
(Pupils should be able
to)

1.2.1 Able to
communicate using
simple sentences.
i) buying items or services
ii) expressing feelings

1.2.2 Able to follow and


give instructions and
directions
i) going places
ii) processes

with guidance

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
LEVEL

DESCRIPTOR
Able to speak at the very basic level in classroom

1
2

Able to use simple sentences in classroom.

Able to use simple sentences to deliver message according to


given situations.

Able to carry out activities using simple conversation in


various situations.

Able to communicate well in daily routines.

Able to apply English as the medium of conversations in daily


routines and be able to set good example to other pupils.

10

Reading

CONTENT
STANDARD
(Pupils are guided
to)

LEARNING STANDARD
(Pupils should be able
to)

2.1
able
to 2.1.1 Able to read and
demonstrate
spell words from
the understanding of
the sentences

linear text
non-linear text

2.1.2 Able to read and


complete sentences

using a range of 2.1.3 Able to read a


paragraph of 3 to
strategies
to
5 sentences.
understand
the
meaning.
with guidance

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
LEVEL

DESCRIPTOR
Able to read and understand words from the sentences.

1
2

Able to read and spell words from the sentences.


Able to complete sentences by filling in the blanks.

Able to read and understand sentences in the paragraph


by matching to pictures

Able to rearrange the sentences according to the correct


sequence

Able to understand the content of linear or non-linear text


by answering comprehension questions.

11

Writing

CONTENT STANDARD
(Pupils are guided
to)

3.1 Able to write using


appropriate
language, form and
style for a range of
purposes.

LEARNING STANDARD
(Pupils should be able to)

PERFORMANCE STANDARD
(Pupils able to)
PERFORMANCE
LEVEL

3.1.1 Able to write:


i) phrases
ii) sentences
iii) simple paragraph

3.1.2 Able to punctuate correctly:


i) capital letters
ii) full stops
iii) question marks
iv) commas
v) exclamation marks
in suitable mediums e.g.
postcards , letters, forms e.g.

Able to know and understand the use of capital letters, full


stop, commas , question mark and exclamation marks in
writing

Able to write common sight words in sentences


appropriately.

3.2.1 Able to create simple linear


and non-linear text:
i) charts or diagrams
ii) posters

with guidance

12

Able to copy and write phrases or sentences or simple


paragraph

3.1.3 Able to write sentences to


form simple paragraph.

DESCRIPTOR

Able to use correct punctuations in suitable mediums

Able to construct simple paragraph using 3 to 5


sentences.

Able to create simple charts or diagrams and posters.

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
LEVEL

DESCRIPTOR

4.1.1 Able to enjoy poems


and songs

Able to respond to poems or songs or stories.

4.1.2 Able to recite poems


and sing songs
with rhythm
with guidance

Able to repeat after teacher to recite poems or sing


songs or tell stories.

4.2 Able to express


personal response
to stories.

4.2.1 Able to respond to:


i) book covers
ii) pictures in books
iii) characters
(more than 5 objects or items)
with guidance

4.3 Able to participate


in performance for
enjoyment.

Able to recite poems or sing songs with simple


movements or role play characters from stories.

Able to express personal responses from poems or


songs or stories.

4.3.1 Able to produce simple


creative works with
guidance based on:
i) songs
ii) poems
iii) stories

Able to present simple creative work based on action


songs or poems or stories.

4.3.2 Able to take part with


guidance in a
performance based on:
i) song
ii) poems
iii) stories

13

Able to participate in performance based on poems ,


songs and stories

14

TERBITAN

KEMENTERIAN PENDIDIKAN MALAYSIA


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