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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 1
GOALS 1
OBJECTIVES 1
STRAND BASED CURRICULUM ORGANIZATION 2
STRAND BASED CURRICULUM MODULE 2
HIGHER ORDER THINKING SKILLS 2
CROSS CURRICULAR ELEMENTS 4
SUBJECT FOCUS 4
SUBJECT OBJECTIVES 4
SUBJECT/MODULE IMPLEMENTATION 5
TEACHING AND LEARNING APPROACHES 5
INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN INDIVIDU) 5
ASSESSMENT 6
SCHOOL BASED ASSESSMENT 7
PERFORMANCE STANDARD 8
CONTENT STANDARD DOCUMENT AND ASSESSMENT 9
INTRODUCTION any modification stated in paragraph (1)(C) are subject to
the Special Education Curriculum.
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 individual development, equal 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
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. promote and practice positive attitude in meaningful
(iii) structure for the activities; and daily living and becoming a functional and useful
citizen
(iv) teaching aids.

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ii. apply the knowledge and skill and becoming self- iii. Humanity
sufficient in daily life iv. Science and Technology
iii. acquire skill and competency /aptitude towards a v. Physical and Aesthetical development
successful career vi. Self-Competency
iv. practice personal safety and health awareness
v. use proper communication skill to interact and socialize Learning Standard
in accordance to social norms
A set of learning and achievement criteria or indicator
vi. 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
The KSSR Special Education for the Learning Disabilities is
xi. able to use information and 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

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skills, bilingualism, ethics and spiritualism, social identity,
HOTS Explanation
knowledge and thinking skills.
Application Using knowledge, skills and
Thinking skills have been emphasised in the curriculum since
values in different
1994 with the introduction of Creative and Critical Thinking
situations to complete a
Skills Beginning 2011, the Standard-based Curriculum for
piece of work
Primary School, KSSR gives emphasis to higher order thinking
Analysis Ability to break down
skills, (HOTS).
information 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 make connections
reflective skills to solve problems, make decisions and be between these parts.
innovative and creative. Higher Order Thinking Skills refer to Evaluation Ability to consider, make
the skills of applying, analyzing, evaluating and creating. decisions using knowledge,
experience, skills, and
HOTS are explicitly written in the curriculum of each subject
values; and justify decisions
and can be applied in the classroom through teaching and
made.
learning activities in the form of reasoning, inquiry learning,
problem solving and project work. Teachers and pupils need
Creation Produce an idea or product

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

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.

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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. Through creative and innovative 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. Creativity and innovation in for the Learning Disabilities pupils so that they are able to be
pupils should be exploited and nurtured to ensure that their full more balanced, independent and successful.
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. listen, repeat and understand simple spoken

elements that are linked with entrepreneurship are creativity, language

innovation and initiative, which are also attributes for personal II. speak and respond appropriately/clearly

fulfillment and success. In level two, elements of according given situations

entrepreneurship are incorporated in lessons through III. read and understand simple messages

activities. IV. write down given information in simple


sentences
Information and Communication Technology Skills (ICT) V. use language skills in daily life
Information and Communication Technology Skills (ICT)
include the use of multimedia resources such as TV
documentaries and the Internet, as well as the use of

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SUBJECT/MODULE IMPLEMENTATION v. Collaboration approach (multi discipline groups)
vi. Constructivism
Teaching Module
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 INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN


INDIVIDU)
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 a 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
prepared to cater the needs of special education needs pupils.
i. Inquire
Each RPI is prepared and planned individually for the pupils.
ii. Task analysis
Every modification and application done to teaching and
iii. Learning through playing
learning within the RPI will be documented. The RPI will serve
iv. Thematic teaching

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to notify parents, school administrators about the needs of that ASSESSMENT
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
conjunction with other agency or service agents. The information from these assessments would help improve
teaching method and provide early feedback so action or
RPI defines: follow up can be initiated in order to improve the RPI thus

i. 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 i. Observation appropriate to evaluate individual skills,

v. objectives, procedures and sequence of attitude and values. A checklist must be provided and

assessment to help identify developmental used during observation.

achievements 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 iii. Oral presentation this method of assessment is

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 confidence and to reinforce the acquired

environment knowledge.
iv. Checklist provides a report on mastery, knowledge,
skills, attitude and values.

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v. Folio this is a complication of work done by the pupil meant to help teachers gauge the level of their pupils
either individually or in a group. understanding and acquisition of the skills taught. With this
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.

SCHOOL BASED ASSESSMENT Teachers may also use this document to assess their pupils
after a few units of study or at the end of the term to help them
Formative assessment is a part of school-based assessment.
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
skills of listening and speaking, reading, writing and language
and good pedagogy always includes assessment. 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
attainment of the learning standards. Through this process,
learning. 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
The Performance Standard details six levels of performance
standards. 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

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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. The acquisition of skills for Year 5.
Performance Levels are arranged in an ascending hierarchical
manner to differentiate the different levels of pupils Performance Standard
achievement, as shown below: Performance Descriptor
Levels
Performance Level Description 1 Show very limited command of the language.
Requires plenty of guidance to perform basic
1 Very Limited
language tasks.
2 Limited 2 Show limited command of the language.
3 Satisfactory Requires guidance to perform basic language
tasks.
4 Good
3 Show satisfactory command of the language.
5 Very Good Has the ability to use language but requires
6 Excellent 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.

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Listening & Speaking

CONTENT
LEARNING STANDARD PERFORMANCE STANDARD
STANDARD
(Pupils should be able (Pupils able to)
(Pupils are guided
to) PERFORMANCE
to) DESCRIPTOR
LEVEL

1.1 Able to 1.1.1 Able to listen and Able to know the meaning of Wh-questions
understand and demonstrate 1 (What, Who, Where When, Why, How)
respond to oral understanding of oral
texts in a variety of texts by answering
contexts Wh-Questions 2 Able to know the use of Wh-questions appropriately
(What, Who, Where
When, Why, How)
3 Able to answer Wh-questions given by teacher
with guidance

4 Able to ask and answer simple WH-questions.

Able to ask and answer simple WH-questions in various


5
situations.
Able to apply Wh-questions in daily usage appropriately
6

9
CONTENT
LEARNING STANDARD PERFORMANCE STANDARD
STANDARD
(Pupils should be able (Pupils able to)
(Pupils are guided
to) PERFORMANCE
to) DESCRIPTOR
LEVEL

1.2 Able to use 1.2.1 Able to Able to speak at the very basic level in classroom
1
simple English as communicate using
the medium of simple sentences.
conversations in i) buying items or services 2 Able to use simple sentences in classroom.
daily routines. ii) expressing feelings
Able to use simple sentences to deliver message according to
3
given situations.

Able to carry out activities using simple conversation in


1.2.2 Able to follow and 4
various situations.
give instructions and
directions
i) going places 5 Able to communicate well in daily routines.
ii) processes

Able to apply English as the medium of conversations in daily


6 routines and be able to set good example to other pupils.
with guidance

10
Reading

CONTENT
LEARNING STANDARD PERFORMANCE STANDARD
STANDARD
(Pupils should be able (Pupils able to)
(Pupils are guided
to) PERFORMANCE
to) DESCRIPTOR
LEVEL

2.1 able to 2.1.1 Able to read and Able to read and understand words from the sentences.
1
demonstrate spell words from
the understanding of the sentences
2 Able to read and spell words from the sentences.
linear text 2.1.2 Able to read and
non-linear text complete sentences Able to complete sentences by filling in the blanks.
3
using a range of 2.1.3 Able to read a
strategies to paragraph of 3 to
understand the 5 sentences. Able to read and understand sentences in the paragraph
4
meaning. by matching to pictures
with guidance
Able to rearrange the sentences according to the correct
5 sequence

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


by answering comprehension questions.

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Writing

CONTENT STANDARD
PERFORMANCE STANDARD
(Pupils are guided LEARNING STANDARD
(Pupils able to)
to) (Pupils should be able to)
PERFORMANCE
DESCRIPTOR
LEVEL

3.1 Able to write using 3.1.1 Able to write: Able to copy and write phrases or sentences or simple
appropriate i) phrases 1 paragraph
language, form and ii) sentences
Able to know and understand the use of capital letters, full
style for a range of iii) simple paragraph
2 stop, commas , question mark and exclamation marks in
purposes.
writing
3.1.2 Able to punctuate correctly:
i) capital letters
ii) full stops Able to write common sight words in sentences
3
iii) question marks appropriately.
iv) commas
v) exclamation marks
in suitable mediums e.g. Able to use correct punctuations in suitable mediums
4
postcards , letters, forms e.g.

3.1.3 Able to write sentences to Able to construct simple paragraph using 3 to 5


form simple paragraph. 5
sentences.

3.2.1 Able to create simple linear


and non-linear text:
i) charts or diagrams
ii) posters Able to create simple charts or diagrams and posters.
6
with guidance

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Language Art

CONTENT
PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
(Pupils able to)
(Pupils are guided (Pupils should be able to)
PERFORMANCE
to) DESCRIPTOR
LEVEL

4.1 Able to enjoy and 4.1.1 Able to enjoy poems 1 Able to respond to poems or songs or stories.
appreciate rhymes, and songs
poems and songs,
through 4.1.2 Able to recite poems Able to repeat after teacher to recite poems or sing
2
performance. and sing songs songs or tell stories.
with rhythm
with guidance Able to recite poems or sing songs with simple
3 movements or role play characters from stories.
4.2 Able to express 4.2.1 Able to respond to:
personal response i) book covers
to stories. ii) pictures in books Able to express personal responses from poems or
iii) characters 4
songs or stories.
(more than 5 objects or items)
with guidance
Able to present simple creative work based on action
4.3 Able to participate 4.3.1 Able to produce simple 5
songs or poems or stories.
in performance for creative works with
enjoyment. guidance based on:
i) songs
ii) poems
iii) stories
Able to participate in performance based on poems ,
4.3.2 Able to take part with 6 songs and stories
guidance in a
performance based on:
i) song
ii) poems
iii) stories
13
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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