KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

PENDIDIKAN KHAS (MASALAH PEMBELAJARAN)

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

BAHASA INGGERIS
TAHUN LIMA
 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

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 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
The KSSR Special Education (Learning Disabilities) was
constructed to be consistent with the National Education
Philosophy. Based on the integrated approach principle,
comprehensive individual development, equal education
opportunity and quality and lifelong learning, the KSSR Special
Education (Learning Disabilities) is more focused on gaining
skill mastery to cater the individual needs while not over
emphasizing on education, burdening or imposing the pupils.
This is also consistent with the Malaysian Education
Development Plan (PPPM).
To fulfill individual needs, the teaching and learning processes
in Learning Disabilities Programme is designed to be flexible
and aligned with the 2013 Special Education Regulations
(Peraturan-Peraturan Pendidikan (Pendidikan Khas) 2013,
8.(1)(C)) that stated;
… “teachers may modify the:
(i) methods or the techniques of teaching and learning;
(ii) time allocated for the activities;
(iii) structure for the activities; and
(iv) teaching aids.
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… any modification stated in paragraph (1)(C) are subject to
the Special Education Curriculum.
The KSSR Special Education (Learning Disabilities) was
conceived with hope that the classroom learning will be able to
be applied in daily life. The curriculum provides quality
education for the learning impaired pupils so that they are able
to be more balance, independent and successful.
GOALS
The KSSR Special Education (Learning Disabilities) was
enacted with the goal to develop the pupils potential
comprehensively, balanced and integrated according to the
pupils’ potential or functionality. The development encompass
several key aspect, physical, spiritual, and intellectual in order
to promote a more balance, harmonious and moral human
being.
OBJECTIVES
The KSSR Special Education (Learning Disabilities) is
designed to guide pupils to:
i. promote and practice positive attitude in meaningful
daily living and becoming a functional and useful
citizen
 ii. apply the knowledge and skill and becoming self-
sufficient in daily life
iii. acquire skill and competency /aptitude towards a
successful career
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
x. appreciate the wonders of nature and cultural heritage
xi. able to use information and communications
technologies in tune with current development
STRAND BASED CURRICULUM ORGANIZATION
Strand Based Curriculum Organization was built to promote
knowledgeable and competent human capital. Strand is the
key domain that supports each other to produce and promote
a well balance human being in terms of physical, emotional,
spiritual and intellect.
Content Standard
iii. Humanity
iv. Science and Technology
v. Physical and Aesthetical development
vi. Self-Competency
Learning Standard
A set of learning and achievement criteria or indicator
measurable for each Content Standard.
STRAND BASED CURRICULUM MODULE
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.
HIGHER ORDER THINKING SKILLS
The National Curriculum aims to produce wholesome, resilient,
curious, principled, knowledgeable and patriotic pupils who
have thinking, communicative and collaborative skills. Pupils
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 pupil’s 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 individual’s 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

5
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
conjunction with other agency or service agents.
RPI defines:
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
teaching method and provide early feedback so action or
follow up can be initiated in order to improve the RPI thus

i. pupil’s 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

7
assessing their pupils’ development and growth in the
acquisition of the learning standards that are taught.
Performance Levels are arranged in an ascending hierarchical
manner to differentiate the different levels
achievement, as shown below:
Performance Level Description
1 Very Limited
2 Limited
3 Satisfactory
4 Good
5 Very Good
6 Excellent
The table below shows the overall generic levels of the
The acquisition of skills for Year 5.
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.
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Listening and Speaking

CONTENT LEARNING STANDARD PERFORMANCE STANDARD

STANDARD (Pupils should be able (Pupils able to…)
(Pupils are guided to….) PERFORMANCE DESCRIPTOR
to…) LEVEL

1. 1 Able to 1.1.1 Able to listen and 1 Able to listen and respond to stimulus given,
pronounce respond to stimulus rhythm, rhymes and songs.
words with the given:
correct stress, 2 Able to copy and imitate the stimulus given,
rhythm and i)rhythm and rhyme rhythm, rhymes and songs
intonation
1.1.2 Able to listen to, say 3 Able to recite rhymes and sing songs.
aloud and recite
rhymes or sing songs
4 Able to recite rhymes or sing songs with the
1.1.3 Able to listen and correct stress and rhythm.
respond using simple
phrases/ sentences 5 Able to demonstrate well stimulus given,
rhymes, rhythm and songs using simple
with guidance phrases

6 Able to demonstrate well stimulus given,

rhythm, rhymes and songs using simple
sentences.

9
Listening and Speaking

CONTENT LEARNING STANDARD PERFORMANCE STANDARD

STANDARD (Pupils should be able (Pupils able to…)
(Pupils are guided to….) PERFORMANCE DESCRIPTOR
to…) LEVEL

1.2 Able to listen 1.2.1 Able to exchange 1 Able to identify greetings in social situation.
and respond greetings with using
appropriately to phrases
social situations 2 Able to state greetings using simple phrases
for a variety of
purposes.
3 Able to exchange greetings using simple phrases
in an appropriate situation

4 Able to exchange greetings using simple phrases

according to different situations.

5 Able to exchange greetings appropriately using

simple phrases according to given social
situations

6 Able to exchange greetings appropriately

according to given social situations.

10
Listening and Speaking

CONTENT LEARNING STANDARD PERFORMANCE STANDARD

STANDARD (Pupils should be able (Pupils able to…)
(Pupils are guided to….) PERFORMANCE DESCRIPTOR
to…) LEVEL

1.2 Able to listen 1.2.2 Able to introduce 1 Able to state name using simple phrases.
and respond oneself using simple
appropriately to phrases
social situations 2 Able to state name and age using simple phrases.
for a variety of
purposes.
3 Able to state full name, age and gender using
simple phrases.

4 Able to state full name, age, gender and address

using simple phrases.

5 Able to introduce oneself using simple phrases.

6 Able to introduce oneself in detail manners (name,

age, gender, address or other relevant
informations)

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Listening and Speaking

CONTENT LEARNING STANDARD PERFORMANCE STANDARD

STANDARD (Pupils should be able (Pupils able to…)
(Pupils are guided to….) PERFORMANCE DESCRIPTOR
to…) LEVEL

1.2 Able to listen 1.2.3 Able to make polite 1 Able to identify polite request, appreciation and
and respond requests using simple apologies.
appropriately to phrases
social situations 2 Able to state polite request, appreciation and
for a variety of 1.2.4 Able to thank someone apologies using simple phrases.
purposes. using simple phrases.
3 Able to express polite request, appreciation and
apologies
1.2.5 Able to express simple
apology using simple phrases Able to express polite request, appreciation, and
4
apologies using simple phrases in appropriate
situations.

5 Able to demonstrate polite request, appreciation

with guidance and apologies using simple phrases in appropriate
situations

6 Able to demonstrate well polite request,

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

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Listening and Speaking

CONTENT LEARNING STANDARD PERFORMANCE STANDARD

STANDARD (Pupils should be able (Pupils able to…)
(Pupils are guided to….) PERFORMANCE DESCRIPTOR
to…) LEVEL

1.2 Able to listen 1.2.6 Able to listen to and 1 Able to recognize simple instructions and
and respond follow: directions
appropriately to
social situations i) simple instructions 2 Able to differentiate between simple instructions
for a variety of ii) simple directions and simple directions
purposes.
3 Able to state simple instructions and simple
with guidance directions in appropriate situations.

4 Able to express simple instructions and simple

directions in appropriate situations.

5 Able to demonstrate well simple instructions and

simple directions in appropriate situations.

6 Able to carry out simple instructions and simple

directions in appropriate situations in daily
conversation

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Listening and Speaking
CONTENT LEARNING STANDARD
STANDARD (Pupils should be able
(Pupils are guided to….)
to…)
1.3 Able to understand 1.3.1 Able to listen and
and respond to oral texts demonstrate understanding of
in a variety of contexts. oral texts by:
i) giving Yes/ No replies
ii) Answering simple Wh-
questions (Who, When,
Where, How)
with guidance
PERFORMANCE STANDARD
(Pupils able to…)
PERFORMANCE DESCRIPTOR
LEVEL
1 Able to know the meaning of ‘ Yes ‘ and ‘ No’ and
simple Wh- Questions (Who, When, Where, How)
2 Able to respond with positive or negative answer
(‘Yes’ or ‘No’)
3 Able to respond to simple Wh- Question (Who,
When, Where, How)
4 Able to respond :
i) with positive or negative answer (‘Yes’ or ‘No’)
ii) to Wh-Question (Who, When, Where, How) in
appropriate situations.
Able to respond:
5
i) with positive or negative answer (‘Yes’ or ‘No’)
ii) to Wh- Question (Who, When, Where, How) in
phrases
in appropriate situations.
6 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.
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Reading
CONTENT
STANDARD LEARNING STANDARD PERFORMANCE STANDARD
(Pupils are guided (Pupils should be able (Pupils able to…)
to…) to….) PERFORMANCE DESCRIPTOR
LEVEL

2.1 Able to demonstrate 2.1.1 Able to spell and read 1 Able to spell and read words correctly.
understanding of a words.
variety of linear and non-
linear texts in form of 2.1.2 Able to read and apply 2 Able to repeat after teacher in reading phrases.
printed and non-printed phrases by matching with:
materials using a range i) graphics
ii)spoken words 3 Able to read and understand phrases by matching
of strategies to
with graphics
understand meaning.
2.1.3 Able to read and
understand phrases in linear 4 Able to read and understand phrases by matching
and non- linear texts with graphics and spoken words.

2.1.4 Able to read and 5 Able to read and understand simple sentences in
understand simple sentences linear and non- linear text by answering simple
(3-5 words) comprehension question.

6 Able to read and understand simple sentences in

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

15
Reading

CONTENT LEARNING STANDARD PERFORMANCE STANDARD

STANDARD (Pupils should be able (Pupils able to…)
(Pupils are guided to….) PERFORMANCE DESCRIPTOR
to…) LEVEL

2.1 Able to demonstrate 2.1.5 Able to apply basic 1 Able to recognize pictures.
understanding of a dictionary skills using picture
variety of linear and non- dictionaries
linear texts in form of 2 Able to find pictures in picture dictionaries.
printed and non-printed
materials using a range
of strategies to 3 Able to find pictures based on themes.
understand meaning.

4 Able to read words in picture dictionaries.

5 Able to read and understand words in picture

with guidance dictionaries.

6 Able to apply basic dictionary skills by

understanding alphabetical order and pictures
based on themes.

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Writing

CONTENT LEARNING STANDARD PERFORMANCE STANDARD

STANDARD (Pupils should be able (Pupils able to…)
(Pupils are guided to….) PERFORMANCE DESCRIPTOR
to…) LEVEL

3.1 Able to form letters 3.1.1 Able to write 1 Able to copy and write phrases in neat legible
and words in neat legible i) phrases print.
print. ii) sentences
2 Able to copy and write phrases and sentences.
with guidance
3.2 Able to write using
appropriate language, 3.2.1 Able to punctuate 3 Able to know and understand the use of capital
form and style for range correctly: letters, full stop, question mark and commas in
of purposes. i) capital letters writing
ii) full stop
iii) question mark 4 Able to construct simple sentences with 3 to 5
3.3 Able to write and iv) comma words
present ideas through a
variety of media using 3.2.2 Able to spell common 5 Able to apply correct punctuations in writing
appropriate language, sight words. sentences with 3 to 5 words
form and style.
3.2.3 Able to form a sentence 6 Able to produce simple greeting cards, scrap book
using 3 to 5 words and charts.

3.3.1 Able to create simple

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

with guidance

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Language Art

CONTENT LEARNING STANDARD PERFORMANCE STANDARD

STANDARD (Pupils should be able (Pupils able to…)
(Pupils are guided to….) PERFORMANCE DESCRIPTOR
to…) LEVEL

4.1 Able to enjoy and 4.1.1 Able to enjoy poems 1 Able to listen and respond to poems and action
appreciate rhymes, and action songs. songs and identify pictures in book.
poems and songs
through performance. 4.1.2 Able to recite poems 2 Able to state characters ( 4-5 objects or items)
and sing action songs with
rhythm.
3 Able to recite poems and action songs in the class
4.2 Able to express 4.2.1 Able to respond to:
personal respond to i) book covers
literally texts. ii) pictures in books 4 Able to act out based on poems, action songs and
iii) characters stories
(4 to 5 objects or items)
5 Able to presenting ideas by creating simple
with guidance creative works based on poems, action songs and
stories.
4.3 Able to participate in 4.3.1 Able to produce simple
performance for creative works with guidance 6 Able to participate in performance based on
enjoyment. based on : poems, action songs and stories in front of larger
i) action songs audience.
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

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19
 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