DSKP KSSR Pkhas MP B Inggeris Tahun 6 - Isbn

PENDIDIKAN KHAS ( MASALAH PEMBELAJARAN)
Bahasa Inggeris
PENDIDIKAN KHAS ( MASALAH PEMBELAJARAN)
Bahasa Inggeris
Tahun 6
Bahagian Pembangunan Kurikulum
SEPTEMBER 2021
Terbitan 2021
© 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 Pendidikan Malaysia, Aras 4, 6-8, Blok E9,
Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
CONTENT
Rukun Negara........................................................................................................................................................... v
Falsafah Pendidikan Kebangsaan ........................................................................................................................... vii
Definisi Kurikulum Kebangsaan .............................................................................................................................. ix
Kata Pengantar......................................................................................................................................................... xi
Introduction............................................................................................................................................................ 1
Aim............................................................................................................................................................................ 2
Objectives................................................................................................................................................................. 2
The Curriculum Framework for................................................................................................................................. 3
Focus ....................................................................................................................................................................... 5
21st Century Skills.................................................................................................................................................... 6
Higher Order Thinking Skills..................................................................................................................................... 8
Teaching and Learning Strategies ........................................................................................................................... 9
Cross Curricular Elements ....................................................................................................................................... 12
Individual Education Plan ........................................................................................................................................ 17
Classroom Assessment ........................................................................................................................................... 18
School Assessment................................................................................................................................................. 19
General Performance Level...................................................................................................................................... 19
Content Organisation ............................................................................................................................................... 21
Listening .............................................................................................................................................................. 22
Performance Standards Guide for Listening ....................................................................................................... 27
Speaking .............................................................................................................................................................. 29
Performance Standards Guide for Speaking ....................................................................................................... 34
Reading ............................................................................................................................................................... 36
Performance Standards Guide for Reading ........................................................................................................ 39
Writing .................................................................................................................................................................. 41
Performance Standards Guide for Writing ........................................................................................................... 48
Language Arts ..................................................................................................................................................... 50
Panel of Writers ....................................................................................................................................................... 54
Acknowledgement .................................................................................................................................................... 56
RUKUN NEGARA
BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;
Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara yang liberal terhadap tradisi-tradisi
kebudayaannya yang kaya dan berbagai 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 prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
v
NATIONAL PRINCIPLES
Indeed, our country Malaysia aspires to achieving a greater unity for all her peoples:
Maintaining a democratic way of life;
Creating a just society in which the wealth of the nation shall be equitably shared;
Ensuring a liberal approach to her rich and diverse cultural traditions; and
Building a progressive society which shall be oriented to modern science and technology;
We, the people of Malaysia,

pledge our united efforts to attain these ends, guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
vi
FALSAFAH PENDIDIKAN KEBANGSAAN
“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”
Sumber: Akta Pendidikan 1996 (Akta 550)
vii
NATIONAL EDUCATION PHILOSOPHY
“Education in Malaysia is an ongoing effort towards further developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals, who are
intellectually, spiritually, emotionally and physically balanced and harmonious, based on
a firm belief in and devotion to God. Such an effort is designed to produce Malaysian
citizens who are knowledgeable and competent, who possess high moral standards, and
who are responsible and capable of achieving a high level of personal well-being as well
as being able to contribute to the betterment of the family, the society and the nation at
large.”
Source: Education Act 1996 (Act 550)
viii
DEFINISI KURIKULUM KEBANGSAAN
3. Kurikulum Kebangsaan
(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang
termasuk kurikulum dan kegiatan kokurikulum yang merangkumi
semua pengetahuan, kemahiran, norma, nilai, unsur kebudayaan
dan kepercayaan untuk membantu perkembangan seseorang murid
dengan sepenuhnya dari segi jasmani, rohani, mental dan
emosi serta untuk menanam dan mempertingkatkan nilai moral yang
diingini dan untuk menyampaikan pengetahuan.
Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997

[PU(A)531/97.]
ix
NATIONAL CURRICULUM DEFINITION
3. National Curriculum
(1) An educational programme that includes curriculum and co-curricular

activities which encompasses all the knowledge, skills, norms, values, cultural
elements and beliefs to help develop a pupil fully with respect to the physical,
spiritual, mental and emotional aspects as well as to inculcate and develop
desirable moral values and to transmit knowledge.
Source: Education Regulations (National Curriculum) 1997
[PU(A)531/97.]
x
PENGANTAR
Kurikulum Standard Sekolah Rendah (KSSR) yang dilaksanakan dan nilai, serta memasukkan secara eksplisit Kemahiran Abad
secara berperingkat mulai tahun 2011 telah disemak semula bagi Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT).
memenuhi dasar baharu di bawah Pelan Pembangunan
Pendidikan Malaysia (PPPM) 2013-2025 supaya kualiti kurikulum Penyepaduan tersebut dilakukan untuk melahirkan insan
yang dilaksanakan di sekolah rendah setanding dengan standard seimbang dan harmonis dari segi intelek, rohani, emosi dan
antarabangsa. Kurikulum berasaskan standard yang menjadi jasmani sebagaimana tuntutan Falsafah Pendidikan
amalan antarabangsa telah dijelmakan dalam KSSR menerusi Kebangsaan.
penggubalan Dokumen Standard Kurikulum dan Pentaksiran
Bagi menjayakan pelaksanaan KSSR, pengajaran dan
(DSKP) untuk semua mata pelajaran yang mengandungi
pembelajaran guru perlu memberi penekanan kepada KBAT
Standard Kandungan, Standard Pembelajaran dan Standard
dengan memberi fokus kepada pendekatan Pembelajaran
Prestasi.
Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek,
Usaha memasukkan standard pentaksiran di dalam dokumen supaya murid dapat menguasai kemahiran yang diperlukan
kurikulum telah mengubah lanskap sejarah sejak Kurikulum dalam abad ke-21.
Kebangsaan dilaksanakan di bawah Sistem Pendidikan
Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
Kebangsaan. Menerusinya murid dapat ditaksir secara
penghargaan dan ucapan terima kasih kepada semua pihak
berterusan untuk mengenal pasti tahap penguasaannya dalam
yang terlibat dalam penggubalan KSSR. Semoga pelaksanaan
sesuatu mata pelajaran, serta membolehkan guru membuat
KSSR akan mencapai hasrat dan matlamat Sistem Pendidikan
tindakan susulan bagi mempertingkatkan pencapaian murid.
Kebangsaan.
DSKP yang dihasilkan juga telah menyepadukan enam tunjang
HAJI AZMAN BIN HAJI ADNAN
Kerangka KSSR, mengintegrasikan pengetahuan, kemahiran dan
Pengarah
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
xi
xii
KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 6
INTRODUCTION
The Standards-Based English Language Curriculum (SBELC) for Well-planned intervention activities in the Individualized Education
Primary Schools (KSSR) for Special Education (Learning Plan (IEP) will help in minimizing the barriers to study and
Disabilities) is developed based on the aspiration of the National maximizing the individual’s potential due to their disabilities.
Education Philosophy. The curriculum focuses on ensuring a
holistic development of special needs individual potential. Pupils Intervention activities are embedded across the subjects
in Year 4, Year 5 and Year 6 will be using the Level 2 curriculum, throughout the teaching and learning processes. The Education
which provides more comprehensive and challenging curriculum Regulation (Special Education) 2013 gives flexibilities to teachers
contents. Pupils must acquire enough knowledge and skills in to make adjustments as followed:
preparing themselves to further their education in the secondary (i) teaching and learning strategies and techniques
level. (ii) time allocation for each activities
(iii) arrangement of activities
In line with the government’s initiative to strengthen English (iv) teaching aids
Language by benchmarking the Common European Framework of
Reference for languages (CEFR), the Standards-Based English These flexibilities assist teachers to carry out activities that
Language Curriculum for the Learning Disabilities Year 6 has enhance the pupils’ thinking skills and develop global perspective
aligned the mapping of the content and learning standards with and understanding. Facilitating and building effective moral values
CEFR. through the teaching and learning processes will enhance the
developmental domain of these special needs pupils towards
Supports in the form of intervention and rehabilitation activities becoming a balanced, confident and independent individual.
that the pupils have received in Level 1 will be continued in Level
2 to assist pupils in mastering higher level subjects content.
1
AIM
SBELC for Learning Disabilities Year 6 aims to equip special The objectives are developed to achieve A1 CEFR level of
needs pupils with listening, speaking, reading and writing skills proficiency as shown in Table 1.
while making learning fun.
Table 1: Curriculum Target Levels Based on CEFR
OBJECTIVES
Primary Education
By the end of Year 6, pupils with learning disabilities will be able Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
to:
Working
Working
Working
towards
towards
towards
A1 High
A1 Low
A1 Mid
1. Understand and use phrases in daily living.
A1
A1
A1
2. Increase their vocabulary lists.
3. Introduce themselves and other relevant people effectively.
4. Express their needs, preferences and thoughts in words.
5. Interact and connect with people appropriately.
6. Communicate in formal and informal situations.
7. Read English texts for information and enjoyment;
8. Write simple texts;
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THE CURRICULUM FRAMEWORK
The Standards-Based Curriculum for Primary Schools (KSSR)

Framework is built on the basis of six fundamentals strands of
communication; spiritual, attitude and values; humanities;
personal competence; physical development and aesthetics; and
science and technology. These six strands support one another
and are integrated with critical and creative thinking, and
innovative skills. The integration aims to produce a balanced
individual who appreciates and embodies each one of the stated
strands as in Figure 1.
3
Figure 1: The Standards-Based Curriculum Framework for Primary Schools
4
FOCUS
The SBELC for the Learning Disabilities focuses on the pupils’ Opportunities to interact and communicate need to be enhanced
competencies in expressing oneself, communicating, interacting, by adapting relevant technologies through Augmentative
thinking and developing self-confident through language Alternative Communication (AAC) system. Communication
proficiency. Its learning environment provides opportunities for the activities need to provide appropriate alternatives to reinforce
pupils to strengthen their social skills and assume responsibilities positive and create a structured environment and ensure
in daily life. At the same time, the pupils will be able to maximize consistency of rules and routines. Teachers must establish easy
their visual and non-verbal skills to reinforce communication and good interactive communication in classroom.
attempts and develop functional communication skills.
Listening, Speaking, Reading and Writing as well as instilling the
In order to provide meaningful learning environment and aspects of Grammar and Language Arts are given due focus and
necessary language skills, the pupils must have adequate basic attention during the teaching and learning process. The
literacy skills as a foundation. Basic listening and speaking skills integration of these skills is exploited strategically to enhance
are introduced to help pupils enrich their understanding of the pupils’ development of specific language skills as described in the
language. Lessons are contextualised and designed to Content and Learning Standards.
accommodate the individualized needs to be more meaningful.
Lessons should be fun and interesting through purposeful pupil-
centred learning activities. It is also important to use appropriate
activities, materials and interventions to tap on the pupils’ full
potential.
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21ST CENTURY SKILLS Table 2: Pupils’ Profile
One of the Standards-Based Primary Curriculum’s (KSSR)

PUPILS’
DESCRIPTION
aspirations is to develop pupils with the 21st Century Skills which PROFILE
give emphasis on thinking skills as well as life skills and one’s
Pupils are steadfast in facing and
career based on pure value practices. Resilient overcoming hardship and challenges with
wisdom, confidence, tolerance and
One of the aspirations in the Standards-Based Primary empathy.
Curriculum’s (KSSR) is to develop pupils with the 21st Century Pupils are able to think critically, creatively
Skills which give emphasis on thinking skills as well as life skills and innovatively; solve complex problems
and make ethical judgements. They are
and one’s career based on pure value practices. The 21st Century able to think about learning and about
Skills aim at producing pupils with characteristics defined in the Thinker being pupils themselves. They generate
questions about learning and are opened
pupil’s profile in order to be able to compete globally as stated in towards other people’s perspectives,
Table 1. Mastery of the Content and Learning Standards in the values, individual traditions and society.
They are confident and creative in handling
English Language curriculum contributes to the pupils’ acquisition new learning areas.
of the 21st Century Skills. By cultivating 21st Century Skills, pupils
Pupils are able to voice out their thoughts,
are able to develop the aspired characteristics as mentioned in ideas and information with confidence and
Communicator
the pupils’ profile (Table 2). creatively, orally and in written form, using
various types of media and technologies.
4
PUPILS’ PUPILS’
DESCRIPTION DESCRIPTION
PROFILE PROFILE
Pupils are able to co-operate effectively Pupils are able to obtain knowledge and
and harmoniously with one another. They develop a broad and balanced
share responsibility, respect and appreciate understanding across the various
the contribution of each member in the disciplines of knowledge. They can explore
Team Player Informed
team. They gain interpersonal skills knowledge effectively in terms of local and
through collaborative activities, which in global contexts. They understand issues
turn makes them better leaders and team related to ethics or laws regarding
members. information that they have acquired.
Pupils are able to develop natural Pupils are able to show empathy, pity and
inquisitiveness to explore new strategies respect towards the needs and feelings of
and ideas. They learn skills that are Caring others. They are committed to serve the
necessary for inquiry-learning and society and ensure the sustainability of the
Inquisitive
research, as well as display independent environment.
traits in learning. The pupils are able to
enjoy continuous life-long learning Pupils are able to show their love, support
experiences. Patriotic
and respect for the country.
Pupils have a sense of integrity, sincerity,
equality, fairness, high moral standards
Principled and respect for individuals, groups and the
community. They are responsible for their
actions, reactions and decisions.
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HIGHER ORDER THINKING SKILLS HOTS is the ability to apply knowledge, skills and values in
reasoning, reflecting, problem-solving, decision-making,
Higher Order Thinking Skills (HOTS) is stated explicitly in the innovating and creating.
curriculum so that teachers can interpret them in teaching and
learning to promote structured and focused thinking among pupils. Critical thinking skills refer to the ability to evaluate an idea
In the SBELC for Learning Disabilities, emphasis on HOTS refers logically and rationally in order to make good judgement using
to the four cognitive levels as presented in Table 3. logical reasons and evidences.
Creative thinking skills refer to the ability to produce or create
Table 3: Higher Order Thinking Skills something new using imagination and thinking out of the box.
COGNITIVE Reasoning skills refer to an individual’s ability to make
EXPLANATION
LEVELS judgements through logical and rational evaluation.
Using knowledge, skills and values in Thinking strategies refer to structured and focused thinking that
Applying
different situations to complete a piece of
work. require the analysis and synthesis of data or facts to solve
problems.
Breaking down information into smaller
Analysing
parts in order to understand and making
connections between these parts. HOTS can be applied in the classroom through reasoning, inquiry,
Considering, making decisions using problem-solving activities and projects. In order to encourage
Evaluating
knowledge, experience, skills, values and pupils to think, thinking tools such as mind maps as well as high
justifying decisions made.
level of questioning techniques can be used by teachers and
Creating Producing an idea or product using pupils.
creative and innovative methods.
6
TEACHING AND LEARNING STRATEGIES and nurture the different intelligences of pupils in order to
meet their varying learning styles and needs.
The National Curriculum aims to produce wholesome, resilient,
curious, principled, knowledgeable and patriotic pupils who have 2. Constructivism
thinking, communicative and collaborative skills. Pupils need to be Constructivism will enable pupils to build new knowledge and
equipped with 21st century skills for them to compete globally. This concepts based on existing knowledge or schema that they
is outlined in the National Education Blueprint (2013-2025) where have. The teacher assists pupils to acquire new knowledge
it is aspired for every pupil to be equipped with knowledge, and solve problems through pupil-centred active learning.
thinking skills, leadership skills, bilingual proficiency, ethics and
spirituality and national identity. The current developments in 3. Contextual Learning
education are reflected in the Educational Emphases. These Contextual Learning is an approach to learning which
emphases are infused and incorporated where appropriate and connects the content being learnt to the pupils’ daily lives, the
relevant in classroom lessons to prepare pupils for the challenges community around them and the working world. Learning
of the real world. The Educational Emphases are explained briefly takes place when pupils are able to relate and apply
below: knowledge acquired to their own lives.
1. Multiple Intelligences 4. Learning How to Learn Skills

The theory of Multiple Intelligences describes the different Learning How to Learn Skills are integrated in classroom
intelligences human beings possess. Teachers need to be lessons and aim to enable pupils to take responsibility for
aware of these different intelligences pupils possess in order their own learning. These skills incorporate study skills which
to maximise teaching and learning. Various teaching and help pupils to access information and thus, equip them to
learning strategies should be planned by teachers to foster become independent life-long learners.
7
5. Knowledge Acquisition the project, pupils will be driven into the notion that they need
In teaching the language, content is drawn from various to communicate effectively and work collaboratively with other
subject disciplines across the curriculum. Knowledge is also members in the team within the stipulated time. PBL also
further acquired from various sources to enable pupils to keep allows the pupils to experience doing things inside and
abreast with current affairs. outside classroom by collaborating and cooperating with
various people.
6. Project-based Learning
Project-based Learning (PBL) is a model for classroom 7. Collaborative Learning
activity that shifts away from the classroom practices of short, Collaborative learning is a method of teaching and learning in
isolated, teacher-centred lessons and instead emphasises which pupils work together in small groups on a structured
learning activities that are long-term, interdisciplinary, and activity to explore a significant question or create a
student-centred. meaningful project. The advantage of having small groups is
that pupils can share their strengths and also develop their
In the project-based learning (PBL), pupils will be motivated
weaker skills as well as their interpersonal skills. They will
to acquire new information to create meaningful and authentic
learn skills to resolve conflicts. Pupils are individually
process and outcome of their learning. This method involves
accountable for their work, and the work of the group as a
pupils analyse and investigate the subject matter of their
whole is also assessed.
choice or assigned task critically and analytically before
presenting its final outcome. Critical thinking, problem solving In order to create an environment in which cooperative
and creativity for example, are important components in the learning can take place, teachers have to ensure that pupils
process of achieving the final outcome of a project. need to feel safe, but also challenged. Groups need to be
small enough so that everyone can contribute. Diversity is
It also helps teachers assess the progress or the quality of
celebrated, and therefore, all contributions are valued. Lastly,
learning of the pupils. Hence, in determining the completion of
the task pupils work together on must be clearly defined.
8
8. Inquiry-Based Learning of the world around them. Through play pupils can develop
It should not be regarded as a technique or instructional social and cognitive skills, mature emotionally, and gain the
practice or method used to teach a subject. The ability to self-confidence required to engage in new experiences and
know something has shifted from being able to remember and environments.
memorise information into the ability of finding and using the Learning through play is emphasized in the process of
knowledge gained. It is not merely asking pupils to embark on teaching and learning for pupils with Special Educational
projects but rather strives to nurture deep, discipline-based Needs (SEN) especially, because this approach seeks to
way of thinking and doing things. The learning starts by attract and create excitement in teaching and learning
posing questions, problems or scenarios - rather than simply process. This strategy encourages pupils with SEN to
presenting established facts or portraying a smooth path to conduct exploration, discovery and development of
knowledge. Hence, this process is often assisted by a teacher understanding based on experience, with a sense of joy and
who acts as a facilitator. fun. This approach can improve cognitive ability and raise the
curiosity, thinking and psychomotor skills, as well as skills to
Pupils, as engaged learners, will tackle real life questions and
control emotions.
issues by developing questioning, research and
Some of the important features in this learning strategy are:
communication skills to identify and investigate problems or
(i) Fun learning activities.
find solutions. Therefore, in order to develop deep
(ii) Exploration and interaction with the environment.
understanding of content knowledge and improvement of
(iii) Well-planned activities.
ideas, pupils need to collaborate within and beyond the
(iv) Flexible in time.
classroom.
(v) Trying out own ideas.
(vi) Opportunity to focus and give attention.
9. Learning Through Play
Learning through play is a term used in education and
psychology to describe how pupils can learn to make sense
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10. Theme-Based Teaching 11. Outdoor Learning

Theme-based teaching is used in the process of teaching and This approach aims to provide space and opportunities for
learning, especially for pupils with SEN. Selection of a topic or pupils to:
theme should correspond with pupils’ environment. Theme (i) Get real experience.
based teaching involves: (ii) Enjoy recreational activities.
(i) the use of a common topic across the areas of learning. (iii) Socialise and communicate.
(ii) the theme chosen should reflect the pupils’ ability, certain (iv) Enjoy fun learning activities.
situations or events. (v) Explore and interact with the environment.
(iii) existing experience and systematic introduction of new (vi) Enjoy fun, free and well-planned activities.
experience. Among the recreational activities outside the classroom that
(iv) establishing and strengthening knowledge and skills. can be carried out are excursions, camping/motivational
courses, picnics, equestrian activities, swimming, and
Some of the advantages of theme-based teaching are as buying and selling activities.
follows:
(i) facilitates active teaching and learning.
(ii) initiates transferable learning skills, for example team
work.
(iii) helps pupils to see the links between the subjects.
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CROSS CURRICULAR ELEMENTS 2. Environmental Sustainability

 This refers to anything that furthers the goal of making
The cross-curricular elements are value-added elements applied life sustainable for the planet and must be instilled and
in the teaching and learning process other than those specified in nurtured in pupils through teaching and learning.
the Content Standards. The elements are embedded into the  Knowledge about the importance of environmental
teaching and learning process and are concurrent with the conservation will cultivate appreciation of the
Content and Learning Standards in the Schemes of Work. This environment and subsequently affect positive behaviour.
benefits the pupils because today’s complex and multi-
dimensional world requires them to have the ability to make 3. Values
connections between various sources of knowledge. A selection  Values are given due emphasis in the curriculum so that
of key elements across the curriculum is provided for teachers to pupils understand and practice them in their daily lives.
achieve the goals of developing pupils’ ability to communicate  Values encompass aspects of spirituality, humanity and
accurately, confidently and effectively in the English Language, citizenship to be practised in their daily lives.
and to face the challenges of the 21st Century. These cross-

4. Science and Technology
curricular elements are as follow:
 Inculcating pupils’ interest in Science and Technology can
1. Language increase their literacy level in these areas.
 The correct usage of the medium of instruction in all  The use of technology in teaching and learning can
subjects should be emphasised. contribute to more efficient and effective learning.
 Emphasis on correct language use, as well as focus on  The integration of Science and Technology in teaching and
pronunciation, sentence structure, grammar, terminology learning encompasses four areas:
and language registers must be stressed during teaching (i) Scientific and technological knowledge (facts,
and learning in order to help pupils develop ideas and principles, concepts related to Science and
communicate effectively. Technology);
11
(ii) Scientific skills (specific purposes of thinking and  Creativity and innovation are mutually compatible and
manipulative skills); necessary to ensure the development of human capital to
(iii) Scientific behaviour (such as accuracy, honesty, face the 21st Century challenges.
safety); and  Creativity and innovation elements need to be integrated in
(iv) The use of technology in teaching and learning teaching and learning.
activities.
7. Entrepreneurship
5. Patriotism and Citizenship  Integration of entrepreneurial elements aims to cultivate
 The importance of instilling good values, knowledge, and entrepreneurial characteristics and practices amongst
the understanding of the duties, obligations and pupils.
responsibilities of each and every citizen of this country is  Entrepreneurial features in teaching and learning can
crucial for the well-being of the country. nurture attitudes such as diligence, honesty and
 Similarly, patriotism is instilled through pupils’ participation responsibility as well as develop creative and innovative
in curricular and co-curricular activities. This enables minds to generate marketable ideas.
pupils to work together and collaborate towards nation-
building. 8. Information and Communication Technology Skills (ICT)
 Integration of Information and Communications
6. Creativity and Innovation
Technology (ICT) elements in teaching and learning
 Creativity is the ability to use imagination to gather,
ensures pupils can apply and enhance their basic ICT
comprehend and generate ideas to create something new
knowledge.
and original.
 The application of ICT encourages pupils to be creative,
 Innovation on the other hand, is the application of creativity
makes teaching and learning more interesting and fun, as
through modification, revision and development of an idea.
well as enhances the quality of learning.
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 ICT is integrated in teaching and learning to help pupils 10. Financial Education
understand the content of the subject.  The integration of Financial Education aims to create a
 Computational thinking is one of the skills emphasised in future generation that is capable of making sound financial
all subjects. It is a skill that uses logical reasoning, decisions, practising ethical financial management and
algorithm, frequency. Contour analysis, abstraction and managing financial affairs skillfully and with accountability.
evaluation in solving problem with the help of computer.  Financial Education can be applied directly or embedded
in teaching and learning through topics such as Money
9. Global Sustainability that contains explicit financial elements, namely the
 This element aims at developing pupils’ awareness, calculation of simple interest and compound interest. It can
knowledge and values relating to global environmental also be embedded or integrated through other topics
change and human well-being and development. These across the curriculum. Exposure to financial management
knowledge and values can be applied in these areas; is vital to provide pupils with knowledge, skills and values
consumerism and sustainable products, global citizenship that can be applied effectively and meaningfully in real life.
and unity.
 The acquisition of global sustainability knowledge is 11. Transitional Skills
imperative in preparing pupils to face the 21st century  Transitional module needs to be integrated in the
challenges at the local, national and global level. curriculum for the Special Education to enhance the
 This element is inserted in lessons or taught directly in readiness of pupils to adapt to the changes in their
realated subjects. physical development and lifestyle. This is also to enable
them to build their relationships with family members,
peers, teachers and the new communities as they go
through the transitional process. This is essential because
pupils with SEN will go through a few transitional process;
13
preschool to primary school and primary to secondary (ii) have positive social behaviours where they can
school. differentiate the boundaries within society.
 Throughout the whole transitional process, they are going (iii) control their emotions and behaviours especially
to encounter many changes; friends, teachers, curriculum, when they are feeling afraid, sad, anxious, etc.
as well as physical changes. Therefore, they need to be
guided so that they can adapt to those changes and it is 3. Pre-academic skills
also to ensure that they are well prepared for the teaching Pupils with SEN need to be equipped with basic literacy
and learning process. skills.
 The transitional module at primary level consists of four
components: 4. Building Communication and Relationship Skills
Teacher plays an important role with family members to
1. Environmental adaptation skills help pupils to go through the transitional process. They
Teacher guides pupils to understand and adhere to: need to:
(i) rules in the classroom and school. (i) understand pupils’ background, as well as their
(ii) timetable. needs in terms of interest, their favourite activities,
(iii) daily routine. their individual traits and home-based practices.
(iv) the needs to take turns. (ii) get the support from parents and family members
(v) the needs to follow instructions. and also the school staff.
(iii) ensure pupils are being accommodated to in all
2. Social Skills aspects; environment, timetables and daily
Teacher guides pupils to: activities.
(i) fulfill responsibilities as children, pupils and peers. (iv) communicate with family and school members.
14
 A good establishment between the pupils, family members INDIVIDUAL EDUCATION PLAN
and teachers will be the main factor to determine how
pupils learn and their level of achievement (social and An Individualized Education Plan (IEP) is a written document
academics). According to various international studies, outlining the educational program and special support services
effective transitional practice skills can help pupils to tailored to the individual pupils. It is the responsibilities of all
develop their social and academic skills. It is hoped that special education teachers to develop each special needs pupil’s
they will be able to: IEP as required by the Education (Special Education) Regulation
1. have the sense of belonging. 2013.
2. understand and value the school’s culture.
IEP spells out pupil’s learning needs, services provided by the
3. respect and socialise with peers, teachers and school
school and how progress will be measured. Several people
staff.
including parents are involved in identifying the pupil’s strengths
4. engage and participate actively in learning.
and weaknesses. In order to determine the pupil’s present level of
5. know their identity and their roles as pupils.
educational performance, the pupil’s current abilities, skills,
6. continuously build positive qualities in school and at
weaknesses and strengths are measured through evaluations,
home.
observations and diagnostic tests.
Evaluation and tests are done with the cooperation and

collaboration efforts of teachers, parents and multidisciplinary
team of professionals. The professionals include psychologists,
audiologists, speech pathologists or therapists, occupational
therapists and other relevant professionals depending on the
individual needs and the medical condition of the pupil.
15
Schools are required to establish the IEP committee to discuss CLASSROOM ASSESSMENT
and decide on the learning needs and the interventions as well as
the transition services needed for each individual. The result of Classroom assessment involves the process of collecting
the evaluations and tests are discussed and the support and information about pupils’ progress in the classroom. The school
services are given to pupils as agreed upon and spelled out in the assessment is planned, implemented and reported by respective
IEP. teachers. This process is ongoing to enable teachers to track the
pupils’ mastery level.
The IEP goals need to be specific, realistic and measurable. The
Two types of classroom assessments are carried out by the
IEP committee or team creates the goals in the meeting. The IEP
teachers in schools; the formative assessment and summative
also needs to be reviewed at least once a year. The review allows
assessment. The formative assessment is carried out during
modification and adjustment to the goals, expectations and
teaching and learning meanwhile the summative assessment is
intervention strategies to ensure more efficient and successful
implemented at the end of an instructional period; as a conclusion
services and support for the pupils. Interventions described in the
of a learning unit, mid-semester and year-end examinations.
IEP will be embedded in the teaching and learning processes.
Teachers should plan, construct items or instruments, examine,
Effective IEP have key characteristics as follows:
record and report levels of acquisition that are taught based on
1. Individualised and child-centredness
the Standards-Based Curriculum and Assessment Document
2. Inclusiveness
(DSKP). To ensure assessment improves the ability and mastery
3. Holistic
level of the pupils, the teacher should carry out assessment that
4. Collaboration
has the following characteristics:
5. Accessibility
1. Use various methods of assessment such as checklists,
observations, oral presentations, quizzes, question and
answer, task sheets or written assignments.
16
2. Use various assessment strategies that can be carried out determine the performance level of their pupils in the respective
by teachers and pupils. language skill.
3. Take into account the various levels of knowledge and
skills learned. The performance levels indicate pupils’ progress in learning.
4. Allow pupils to exhibit various learning capabilities. There are six levels which indicate pupils’ progress in the four
5. Assess the pupils’ progress based on the Learning language skills that are arranged in a hierarchy. The levels take
Standards and Performance Standards. into account the knowledge, skills and values stipulated in the
6. Perform follow-up action for remedial and enrichment curriculum.
purposes.
Teachers can record pupils’ progress in the record book, exercise
Performance Standards refer to the six levels of pupils’ progress book, notebook, checklist, schedules or other appropriate
in the acquisition of the four language skills; Listening, Speaking, methods. The performance levels are recorded in the reporting
Reading and Writing. Teachers can diagnose the learning template that has been provided after the teaching and learning of
strengths and weaknesses, measure pupils’ progress against the each field, theme, skill or the content and Learning Standards that
teaching and learning objectives, then review, restrategise and have been implemented.
modify their teaching to enhance pupils’ learning.
Classroom Assessment for pupils with SEN is slightly different
Specific Performance Standards Guides for Listening, Speaking, because their progress needs to be based on the implementation
Reading and Writing are provided in the Standards-Based of interventions that has been planned in the IEP. IEP has
Curriculum and Assessment Document (DSKP). These Guides outlined the five pupils’ development domains namely; cognitive,
provide teachers with reference to gauge pupils’ progress in the communication, socio-emotional, behavioural, gross motor and
four language skills. Teachers can use the specific descriptors to fine motor.
17
Any improvement and their readiness for learning can be Table 4: General Performance Standards Guide for A1 (Basic
identified and recorded in the IEP which will help teachers to User)
determine the suitable teaching and learning strategies in line with
the individual’s potential. Performance
Notes
Level
OVERALL PERFORMANCE LEVEL Pupil hardly achieves the curriculum target even
1
with a lot of support.
The overall Performance Level for each subject should be 2 Pupil is on track to achieve the curriculum target.
determined at the end of each year. This covers aspects of Pupil achieves expectations for the curriculum
3
target.
knowledge, skills and values. Teachers need to assess pupils
collectively and holistically by looking at all aspects during the Pupil works towards exceeding expectations for
4
the curriculum target.
learning process. Teachers should use professional judgement in
Pupil is on track to exceed expectations of the
assessing and determining the overall performance level. 5
curriculum target.
Professional judgement can be carried out based on the teacher’s
Pupil exceeds expectations of the curriculum
knowledge and experience, teacher’s interaction with pupils and 6
target.
also discussions with colleagues. Once the performance level of
each language skills has been identified, teachers can then
determine their pupils’ overall performance level as shown in
Table 4.
18
CONTENT ORGANISATION
The following are the Curriculum Standards that encompass the Content Standards, Learning Standards and Performance Standards for
Year 6 as shown in Table 5. The implementation of SBELC (Learning Difficulties) is in accordance with the Professional Circular Letter
which is effective now. A minimum of 64 hours is allocated for this subject.
Table 5: The Curriculum Standards
CONTENT STANDARDS LEARNING STANDARDS PERFORMANCE STANDARDS

Specific statements on what pupils should
know, understand and be able to do within The Learning Standards are concise Express the degree or quality of proficiency
a schooling period, encompassing educational objectives that pupils are that pupils are expected to display in relation to
aspects of knowledge, skills and values, expected to know and be able to do at a the Content and Learning Standards. These
work habits and personal character traits particular stage of their secondary education. Standards allow pupils to reflect, think and act
that are cultivated in stages throughout upon their learning strategies for self-
the pupils’ secondary education. It is a set of criteria or indicator for learning improvement.
quality and achievements that can be
The Content Standards are over-arching measured for each Content Standards.
educational goals that should be achieved These standards should be mastered by all
by the end of Year 6. pupils at the end of each Year.
Standards-Based English Language Curriculum for the Learning Difficulties adopts the behavioural curriculum design, whereby pupils’
learning outcomes are measured based on the performance standards. For the receptive skills such as listening and reading, the action
verb ‘understand’ is used in the learning standards to describe the thinking process which are measurable through the learning outcomes. In
addition, the content and the learning standards in this document cover all aspects of thinking skills which are consistent with the CEFR
principles. The column for Notes contains suggested activities and notes. Teachers are advised to perform additional activities other than
those suggested according to their creativity and the need to achieve the Learning Standards.
19
LISTENING Objectives for Listening in Year 6
The Listening Content Standards focus on pupils’ ability to By the end of Year 6, pupils are able to:
recognise individual sounds, to understand meaning and to use 1. Recognise and reproduce with support a wide range of
strategies to help their listening. The Learning Standards move target language phonemes.
from pupils being able to understand globally to being able to 2. Understand with support the main idea of longer simple
understand details. texts.
3. Understand with support specific information and details of
The order in which the Content and Learning Standards appear longer simple texts.
does not reflect a chronological sequence of classroom learning 4. Understand with support short simple narratives on a range
which starts with 1.1.1 and finishes with 1.2.3. Pupils need to of familiar topics.
develop these skills simultaneously over the school year, and so
will learn from opportunities to practice different listening skills in
varied sequences in their English lessons.
The Performance Standards for listening are provided for teachers

to assess their pupils’ progress in listening. There are six
performance levels which are arranged in an ascending order to
differentiate the levels of pupils’ achievement.
22
1.0 LISTENING SKILLS
CONTENT FOCUS LEARNING STANDARD NOTES

STANDARD
Pupils can: Notes:
 Expand and vary the common sight words (based
1.1 Recognise and Recognise and 1.1.1 Recognise and on the topics chosen)
reproduce target reproduce target reproduce with support a  Teachers are advised to refer to the following
language sound language phonemes wide range of target available wordlist resource:
language phonemes http://www.cambridgeenglish.org/images/153612-yle-
handbook-for-teachers.pdf
(Teachers can simplify or may have a wordlist in
accordance to the pupils’ level)
 Phoneme is any one of the smallest units of speech
that make one word different from another word
(Cambridge Dictionary); it is a sound or a group of
different sounds perceived to have the same
function by speakers of the language. E.g.: the
sounds represented by ‘c’ and ‘b’ are different
phonemes which makes the words ‘cat’ and ‘bat’.
 A wide range of target language phonemes means a
suitable variety of phonemes, in addition to the
phonemes that have been taught, based on
teacher’s judgement of how well the pupils can
listen.
 Teacher should distinguish between sounds and the
meaning of words; relate words spoken to words in
print and graphic.
Suggested activities:
(a) listen and tell (c) action songs
(b) games
23

STANDARD
Pupils can: Notes:
1.2 Understand Understand the main 1.2.1 Understand the main  Simple text refers to text in which the content is
meaning in a idea when listening idea of longer simple organised clearly and contains language and ideas
variety of familiar to texts on familiar texts. which pupils can understand.
contexts topics  Longer simple text may consist of more than 5
simple sentences.
 Oral texts can be based on spoken and recorded
listening materials from any topics chosen.
Understand specific 1.2.2 Understand with support  Based on any topics chosen.
details when specific information and  Specific information can be in any form of details
listening to text on details of longer simple (characters, events, places or descriptions) which
familiar topics texts. support the main ideas.
(a) listen and tell
(b) role play
(c) games
(d) action songs
24

STANDARD
Pupils can: Notes:
Understand 1.2.3 Understand with support  Narrative is a story or a description of a series of

narratives on familiar short simple narratives events (Cambridge Dictionary).
topics on a range of familiar  Short simple narratives are stories which are
topics. usually more than 5 lines long. The simple
narratives contain language and ideas which pupils
can understand.
 A range of familiar topics means a variety of topics
which pupils know, topics related to oneself, family,
friends, community and country (expansion of the
familiar topics that they have previously covered).
 Teachers have to use their own judgement on short
simple narratives based on the level and interest of
the pupils.
 Teachers may choose materials that the pupils are
familiar with.
 Oral texts can be based on spoken and recorded
listening materials from any topics chosen.
(a) listen and tell
(b) role play
(c) listen and draw
(d) listen and complete text
25

STANDARD
Pupils can: Notes:
Understand 1.2.4 Understand longer  Based on any topics chosen.

questions on familiar questions  Longer questions could be in a variety of ‘WH’
topics questions
 E.g.:
 Who is this? (Short question)
 Who is the person next to you? (Long
question)
 Where are you going? (Short question)
 Where are you going during the school
holiday? (Long question)
(a) listen and tell
(b) role play
(c) listen and draw
(d) listen and complete text
(e) Mind mapping
26
Performance Standards Guide for Listening Skills
PERFORMANCE DESCRIPTORS FOR LISTENING SKILLS NOTES

LEVEL
 Hardly recognises and reproduces a wide range of target language phonemes

even with a lot of support.
 Hardly understands main ideas, specific information and details of longer Requires support to achieve
1 simple texts even with a lot of support. curriculum target
 Hardly understands short simple narratives on a range of familiar topics and (A1 High)
longer questions even with a lot of support.
 Shows ability to recognise and reproduce a wide range of target language

phonemes with a lot of support.
 Shows ability to understand main ideas, specific information and details of On track to achieve curriculum
2 longer simple texts with a lot of support. target (A1 High)
 Shows ability to understand short simple narratives on a range of familiar
topics and longer questions with a lot of support.

phonemes with support.
 Shows ability to understand main ideas, specific information and details of Achieves expectations of
3 longer simple texts with support. curriculum target (A1 High)
topics and longer questions with support.

phonemes with very minimal support.
 Shows ability to understand main ideas, specific information and details of Working towards exceeding
4 longer simple texts with very minimal support. expectations (A1 High)
topics and longer questions with very minimal support.
27
PERFORMANCE DESCRIPTORS FOR READING SKILLS NOTES

LEVEL

phonemes appropriately.
5  Shows ability to understand main ideas, specific information and details of On track to exceed expectations
longer simple texts appropriately. (A1 High)
topics and longer questions appropriately.

phonemes confidently.
6  Shows ability to understand main ideas, specific information and details of Exceeds expectations (A1 High)
longer simple texts confidently.
topics and longer questions confidently.
28
SPEAKING
The Speaking Content Standards focus on pupils’ ability to

Objectives for Speaking in Year 6
communicate to others, their ability to use strategies when
interacting with others, and their ability to communicate alone to a By the end of Year 6, pupils are able to:
group.
1. Give detailed information about themselves.
The order in which the Content and Learning Standards appear 2. Ask about and describe:
does not reflect a chronological sequence of classroom learning (i) daily activities
which starts with 2.1.1 and finishes with 2.2.1. Pupils need to (ii) past experiences
develop these skills simultaneously over the school year, and so 3. Ask and talk about simple future plans based on stimulus
will learn from opportunities to practise different speaking skills in given.
varied sequences in their English lessons. 4. Describe people, and objects using suitable longer
sentences.
The Performance Standards for speaking are provided for 5. Retell simple short stories.
teachers to assess their pupils’ progress in speaking. There are

six performance levels which are arranged in an ascending order
to differentiate the levels of pupils’ achievement.
29
2.0 SPEAKING SKILLS

STANDARD
Notes:
Pupils can:
2.1 Communicate Communicate simple  Based on any topics chosen by the teacher.
simple information information about 2.1.1 Give detailed information  Teacher may brainstorm or discuss the topic
themselves about themselves. beforehand.
 Teacher may guide pupils to speak and express
themselves freely.
 Teacher must give a lot of prompting and guidance.
Find out simple 2.1.2 Ask about and describe:  Examples of detailed information may be related to
information from i) daily activities name, gender, address, hobbies, favourite food,
others ii) past experiences and other interest.
 When describing daily activities and past
experiences, teacher introduce Simple Present
Tense and Simple Past Tense
 E.g.:
 I play football everyday. (daily activities;
Simple Present Tense)
 Last week I played bowling with my family.
(past experiences; Simple Past Tense)
(a) respond to and talk about any topics
(b) listen and tell
(c) role play
30

STANDARD
Notes:
Pupils can:
Communicate simple  The stimulus can be in the form of short stories, songs,
information 2.1.3 Ask and talk about pictures, video clips, short films, television commercials
simple future plans etc.
based on stimulus
 Teacher may encourage and motivate pupils to speak.
given.
 Teacher may brainstorm and discuss with the pupils in
making future plans.
 Future plans can be simple things related to their daily life,
e.g.: school trip, plans during the school holiday or teacher
may also encourage pupils to plan their transitional
towards secondary school
 Teacher may refer to the link below for ideas of activities
that can be conducted. Teacher may simplify or modify
according to the levels of the pupils.
https://busyteacher.org/classroom_activities-
vocabulary/plans-worksheets/
https://www.eslkidstuff.com/lesson-plans/future-plans-
going-to.html
https://en.islcollective.com/resources/search_result?Tags=
future%20plans&searchworksheet=GO&type=Printables
(a) respond to and talk about any topics
(b) listen and tell
(c) role play
(d) text completion
31

STANDARD
Notes:
Pupils can:
 Based on any topics chosen by the teacher,
Describe people, 2.1.4 Describe people, and preferably topics that pupils are familiar with
things and places objects using suitable  Teacher may encourage and motivate pupils to
longer sentences
speak
 Cultivate pupils’ thinking skills by asking HOTs
questions
 Teacher may refer to the link below for ideas of
activities that can be conducted. Teacher may
simplify or modify according to the levels of the
pupils.
https://www.cambridgeenglish.org/learning-
english/parents-and-children/activities-for-
children/a2-level/f-rw-03-describing-people-and-
things/
https://www.teachingenglish.org.uk/article/objects-
around-classroom
(a) listen and tell
(b) role play
32

STANDARD
Notes:
Pupils can:
2.2 Communicate Communicate  The activity should be guided by teacher
appropriately to a information, events 2.2.1 Retell simple short completely.
small or large and stories clearly to stories
group an audience  Teacher may encourage pupils to communicate
confidently.
 Teacher may use well-known stories as stimulus
 Example of well-known stories are Frozen, Ejen Ali,
Upin Ipin, Peter Rabbit, Cinderella, (and any other
famous short stories).
 Storytelling is important because it helps pupils to
remember words, and helps them to relate to one
another.
 Teacher may refer to:
https://teach.com/great-educational-resources-the-
power-of-storytelling/
(a) story retelling
(b) role play
33
Performance Standards Guide for Speaking Skills
PERFORMANCE DESCRIPTORS FOR SPEAKING SKILLS NOTES

LEVEL
 Hardly give detailed information about themselves, asks about and describe
daily activities and past experiences even with a lot of support. Requires support to achieve
 Hardly asks and talks about simple future plans even with a lot of support. curriculum target
1  Hardly describes people and objects using suitable longer sentences and retell (A1 High)
simple short stories even with a lot of support.
 Shows ability to give detailed information about themselves, asks about and
describe daily activities and past experiences with a lot of support. On track to achieve curriculum
2  Shows ability to ask and talks about simple future plans with a lot of support. target (A1 High)
 Shows ability to describe people and objects using suitable longer sentences
and retell simple short stories with a lot of support.
Achieves expectations of
3  Shows ability to give detailed information about themselves, asks about and curriculum target (A1 High)
describe daily activities and past experiences with support.
 Shows ability to ask and talks about simple future plans with support.
and retell simple short stories with support.
 Shows ability to give detailed information about themselves, asks about and Working towards exceeding
4 describe daily activities and past experiences with very minimal support. expectations (A1 High)
 Shows ability to ask and talks about simple future plans with very minimal
support.
and retell simple short stories with very minimal support.
34

LEVEL
5 describe daily activities and past experiences appropriately. On track to exceed expectations
 Shows ability to ask and talks about simple future plans appropriately. (A1 High)
and retell simple short stories appropriately.
describe daily activities and past experiences confidently. Exceeds expectations (A1 High)
6  Shows ability to ask and talks about simple future plans confidently.
and retell simple short stories confidently.
35
READING Objectives for Reading in Year 6
The Reading Content Standards focus on pupils’ ability to learn to

read, to understand meaning, and to read independently. Learning
By the end of Year 6, pupils are able to:
standards for understanding meaning move from pupils being able
to understand globally to being able to understand details. 1. Understand the main idea of very simple texts of one or
two paragraphs.
The order in which the Content and Learning Standards appear
2. Understand specific information and details of very simple
does not reflect a chronological sequence of classroom learning
texts of one or two paragraphs.
which starts with 3.1.1 and finishes with 3.2.1. Pupils need to
3. Use picture dictionary to find, list and categorise words
develop these skills simultaneously over the school year, and so
from any topic chosen.
will learn from opportunities to practise different reading skills in
4. Read and enjoy simple texts of one or two paragraphs.
varied sequences in their English lessons.
The Performance Standards for reading are provided for teachers

to assess their pupils’ progress in reading. There are six
36
3.0 READING SKILLS

STANDARD
Pupils can: Notes:
3.1 Understand a Understand the main 3.1.1 Understand the main  Based on any topics chosen by the teacher
variety of linear idea in a variety of idea of very simple texts  Linear texts contain only words. Example of linear
and non-linear text types on familiar of one or two texts include dialogues, stories and descriptions.
print and digital topics paragraphs  Non-linear texts combine words and pictures.
texts by using Example of linear texts include graphs and
appropriate Understand specific 3.1.2 Understand specific diagrams.
reading details in a variety of information and details  Specific information can be in any form of details
strategies text types on familiar of very simple texts of (characters, events, places or descriptions.)
topics one or two paragraphs  Teacher may refer to:
http://www.readingrockets.org/article/effective-
reading-interventions-kids-learning-disabilities
http://www.pbs.org/parents/education/learning-
disabilities/types/reading/reading-strategies/
https://pridelearningcenter.com/2016/04/10/reading-
comprehension-strategies-for-students-with-
learning-disabilities/
https://study.com/academy/lesson/reading-
strategies-for-students-with-learning-
disabilities.html
 Teacher may simplify or modify the texts according
to the levels of the pupils.
(a) read and draw (d) read and complete text
(b) read and match
(c) read and categorise
37

STANDARD
Pupils can: Notes:
Use appropriate basic 3.1.3 Use picture dictionary to  Based on any topics chosen by the teacher.
dictionary skills find, list and categorise
words from the topic Suggested activities:
chosen. (a) matching activity
(b) match graphics with words
Pupils can: Notes:

 Fiction text: the type of book or story that is written
3.2 Read for Read and understand 3.2.1 Read and enjoy fiction about imaginary characters and events and not
information and a variety of fiction and and non-fiction texts of based on real people and facts.
enjoyment non-fiction texts one or two paragraphs.  Non-fiction text: writing that is about real events and
facts, rather than stories that have been invented.
 Based on any topics chosen by the teacher.
 Teacher may guide and encourage pupils to read
meaningfully.
 Teacher may find suitable texts according to the
level of the pupils.
 Teacher may find interesting texts to attract the
pupils to read and for a better understanding of the
texts.
(a) listen and tell *(d) digital games
(b) read and match
(c) read and complete text
38
Performance Standards Guide for Reading Skills

LEVEL
 Hardly understands the main idea, specific information and details of very
simple texts of one or two paragraphs even with a lot of support. Requires support to achieve
1  Hardly use picture dictionary even with a lot of support. curriculum target
 Hardly reads and enjoys fiction and non-fiction texts of one or two paragraphs (A1 High)
 Shows ability to understand the main idea, specific information and details of
very simple texts of one or two paragraphs with a lot of support. On track to achieve curriculum
2  Shows ability to use picture dictionary with a lot of support. target (A1 High)
 Shows ability to read and enjoy fiction and non-fiction texts of one or two
paragraphs with a lot of support.
very simple texts of one or two paragraphs with support. Achieves expectations of
3  Shows ability to use picture dictionary with support. curriculum target (A1 High)
paragraphs with support.
very simple texts of one or two paragraphs with very minimal support. Working towards exceeding
4  Shows ability to use picture dictionary with very minimal support. expectations (A1 High)
paragraphs with very minimal support.
39

LEVEL
very simple texts of one or two paragraphs appropriately. On track to exceed expectations
5  Shows ability to use picture dictionary appropriately. (A1 High)
Shows ability to read and enjoy fiction and non-fiction texts of one or two
paragraphs appropriately.
very simple texts of one or two paragraphs confidently. Exceeds expectations (A1 High)
6  Shows ability to use picture dictionary confidently and independently.
Shows ability to read and enjoy fiction and non-fiction texts of one or two
paragraphs confidently.
40
WRITING Objectives for Writing in Year 6
The Writing Content Standards focus on pupils’ ability to By the end of Year 6, pupils are able to:
communicate meaning, and to use appropriate language, form
1. Express and write simple opinions based on any stimulus
and style when doing so.
given.
The order in which the Content and Learning Standards appear 2. Describe and write basic everyday routines.
does not reflect a chronological sequence of classroom learning 3. Write and describe using suitable words, phrases and
which starts with 4.1.1 and finishes with 4.2.3. Pupils need to simple sentences pertaining to:
develop these skills simultaneously over the school year, and so (i) people
will learn from opportunities to practise different reading skills in (ii) objects
varied sequences in their English lessons. 4. Use capital letters, full stops, question marks and comma
appropriately in simple paragraph.
The Performance Standards for writing are provided for teachers
5. Spell an increased range of familiar high frequency words
to assess their pupils’ progress in writing. There are six
in guided writing.
6. Plan, draft and write a sequence of simple sentences
based on any familiar topics.
41
4.0 WRITING SKILLS

STANDARD
Pupils can: Notes:
 Based on any topics chosen by the teacher.
4.1 Write basic Write basic 4.1.1 Express and write simple  Teacher may brainstorm on the topics beforehand,
information for a information opinions based on any guide and encourage pupils to write confidently.
range of stimulus given  Cultivate pupils’ thinking skills by asking HOTs
purposes in print questions.
and digital  In accordance to pupils’ ability, teacher may guide
media them to write words, phrases, then sentences.
 Teacher may use any kind of forms, notes
(information transfer) from printed or digital media
as tools or learning activities.
 Teacher may introduce simple conjunctions (and,
but, or, so, etc) to the pupils.
 E.g.: I like to eat pizza and burger, but burger is
cheaper.
partofspeech.org/conjunction/
https://www.whatihavelearnedteaching.com/writing-
an-opinion-how-we-do-it-in-our-classroom
(a) listen and write
(b) fill in the blanks
(c) write daily routines
(d) information transfer
42

STANDARD
Pupils can: Notes:
Communicate basic 4.1.2 Describe and write basic  Based on any topics chosen by the teacher
information everyday routines.  Teacher may brainstorm on the topics beforehand
 Teacher should cultivate pupils’ thinking skills by
asking HOTs questions
 In accordance to pupils’ ability, teacher may guide
them to write words, phrases, then sentences
 Teacher may use any kind of forms, notes
(information transfer) from printed or digital media as
tools or learning activities
 Teacher may introduce simple conjunctions and
sentence connectors.
 https://www.eslpages.com/skills/writing/write-ten-
sentences-daily-routine-in-english
 https://blog.abaenglish.com/english-grammar-an-
introduction-to-sentence-connectors/
(b) fill in the blanks
(c) write daily routines
(d) information transfer
43

STANDARD
Pupils can: Notes:
Describe people 4.1.3 Write and describe using  Teacher may further pupil’s knowledge on adjective and
and things suitable words, phrases slowly introduce simple adverbs. (Depending on pupils’
and simple sentences ability and their level).
pertaining to:  Introduce adverbs; An adverb is used to change or
i) people qualify the meaning of an adjective, and a verb.
ii) objects Example: That boy is tall (adjective).
That tall boy runs fast. (adverb).
 The adverb fast tells us more about how the boy runs;
he runs fast.
 https://www.gingersoftware.com/content/grammar-
rules/adverb/adverbs-manner/
 https://www.talkenglish.com/grammar/adberbs.aspx
 Teachers have to use their own judgement on the level

and interest of the pupils they teach.
 Teacher may brainstorm on the topics beforehand,
guide and encourage pupils to write confidently.
 In accordance to pupils’ ability, teacher may guide them
to write words, phrases, then sentences.
(a) write and match
(b) write and complete text
44

STANDARD
Pupils can: Notes:
4.2 Write with Punctuate texts 4.2.1 Use capital letters, full  Based on any topics chosen by the teacher
appropriate appropriately stops, question marks and  Punctuate any form of written materials
language form comma appropriately in  Introduce proper nouns and common nouns.
and style for a simple paragraph.
range of Suggested activities:
purposes in print (a) rewrite sentences and punctuate
and digital (b) identify and rewrite sentences with correct punctuation
media (c) Sorting activities
(https://teachstarter.com/blog/28-punctuation-
resources-activities/)
45

STANDARD
Pupils can: Notes:
Spell high 4.2.2 Spell an increased range  Spell words used in written materials.
frequency words of familiar high frequency  Guided by teacher and based on any topics chosen.
accurately words in guided writing.  High frequency words are words which pupils use often
in writing, such as colours, numbers, days of the week,
and classroom objects.
 An increased range of familiar high frequency words are
in addition to the words that has been taught.
 Teacher needs to use their own judgement on familiar
high frequency words, according to words pupils write
often in every lesson.
 Look on the neatness, legibility and accuracy in the
spelling.
www.highfrequencywords.org/
(a) spelling games
(b) use pictures to stimulate pupils to write words
(c) Rebus writing – representation of a word or a syllable
by a picture of an object
https://en.islcollective.com/resources/search_result?Tag
s=rebus
(d) word search
46

STANDARD
Pupils can: Notes:
Plan, draft and edit 4.2.3 Plan, draft and write a  Teacher guides pupils to construct simple sentences
work appropriately sequence of simple based on any familiar topics chosen by teacher.
on familiar topics sentences based on any  E.g.: My best friend
familiar topics. (i) I have a best friend.
(ii) Her name is Anne.
(iii) She is beautiful.
(iv) She lives in Putrajaya with her family.
(v) She likes to eat nasi lemak.
 Teacher must guide and encourage pupils to write

confidently.
 Look on the neatness, legibility and accuracy in the
spelling.
(b) write and complete text
47
Performance Standards Guide for Writing Skills
PERFORMANCE DESCRIPTORS FOR WRITING SKILLS NOTES

LEVEL
 Hardly expresses, writes simple opinions and writes basic every day routines
 Hardly writes and describes suitable words, phrases and sentences pertaining Requires support to achieve
to people and objects even with a lot of support. curriculum target
1  Hardly punctuates simple paragraph and spells an increased range of familiar (A1 High)
high frequency words even with a lot of support.
 Hardly plans, drafts and writes sequence of simple sentences even with a lot
of support.
 Shows ability to express, write simple opinions and write basic every day
routines with a lot of support.
 Shows ability to write and describe suitable words, phrases and sentences
pertaining to people and objects with a lot of support. On track to achieve curriculum
2  Shows ability to punctuate simple paragraph and spell an increased range of target (A1 High)
familiar high frequency words with a lot of support.
 Shows ability to plan, draft and write sequence of simple sentences with a lot
of support.
routines with support.
 Shows ability to write and describe suitable words, phrases and sentences
pertaining to people and objects with support. Achieves expectations of
3  Shows ability to punctuate simple paragraph and spell an increased range of curriculum target (A1High)
familiar high frequency words with support.
 Shows ability to plan, draft and write sequence of simple sentences with
support.
48

LEVEL
routines with very minimal support.
 Shows ability to write and describe suitable words, phrases and sentences Working towards exceeding
4 pertaining to people and objects with very minimal support. expectations (A1 High)
 Shows ability to punctuate simple paragraph and spell an increased range of
familiar high frequency words with very minimal support.
 Shows ability to plan, draft and write sequence of simple sentences with very
minimal support.
routines appropriately. On track to exceed expectations
5  Shows ability to write and describe suitable words, phrases and sentences (A1 High)
pertaining to people and objects appropriately.
 Shows ability to punctuate simple paragraph and spell an increased range of
familiar high frequency words appropriately.
 Shows ability to plan, draft and write sequence of simple sentences
appropriately.
routines confidently.
 Shows ability to write and describe suitable words, phrases and sentences Exceeds expectations (A1 High)
pertaining to people and objects confidently
6  Shows ability to punctuate simple paragraph and spell an increased range of
familiar high frequency words confidently.
Shows ability to plan, draft and write sequence of simple sentences
confidently.
49
LANGUAGE ARTS Objectives for Language Arts in Year 6
The Language Arts Content Standards focus on pupils’ ability to By the end of Year 6, pupils are able to:
enjoy and appreciate different text types, to express a personal 1. Enjoy and recite simple poems.
response to texts, and to respond imaginatively to texts. 2. Ask and answer simple questions about characters,
The order in which the Content and Learning Standards appear actions and events of interest in a familiar text.
does not reflect a chronological sequence of classroom learning 3. Respond imaginatively through presenting creative works.
which starts with 5.1.1 and finishes with 5.3.1. Pupils need to
develop Language Arts skills simultaneously over the school year,
and so will learn from opportunities to practise different Language
Arts skills in varied sequences in their English lessons.
The Learning Standards for Language Arts ensure pupils benefit

from hearing and using language from functional as well as non-
functional resources. Through fun-filled and meaningful activities,
pupils will gain a rich and invaluable experience in using the
English Language. When taught well, pupils will take pride in their
success. They will also benefit strongly from consistent praise
effort and achievement by the teachers with the aim of making
their learning as rewarding as possible. Pupils will also be
encouraged to plan, prepare and produce simple creative works.
In addition, Language Arts also provides pupils an opportunity to
integrate experiment and apply what they have learnt in the other
language skills in fun-filled, activity-based and meaningful
experiences.
50
5.0 LANGUAGE ARTS

STANDARD
Pupils can: Notes:
5.1 Enjoy and Say the words in 5.1.1 Enjoy and recite simple  Any suitable poems based on any topics chosen by
appreciate simple texts, and poem the teacher.
rhymes, poems sing simple songs
with correct  Teacher may guide and encourage pupils to recite
and songs and enjoy the poem.
pronunciation,
rhythm and  Pupils may show non-verbal responses (actions,
intonation gestures, facial expressions, body language) and
verbal responses (can be in oral and written form)
https://www.pinterest.com/cmontessori/poems-for-
kindergarteners/
(a) listen and tell
(b) recite poem
51

STANDARD
Pupils can: Notes:
5.2 Express Identify, analyse and 5.2.1 Ask and answer simple  The familiar text can be based on any topics
personal respond to elements questions about chosen by the teacher.
responses to in texts / digital characters, actions and  Teacher may guide and encourage pupils to
literary texts / media events of interest in a communicate confidently.
digital media familiar text  Pupils responses can be non-verbal and verbal.
 Teacher may use stories, movies, comics and other
media which the pupils are familiar with.
(a) listen and tell
(b) role play
52

STANDARD
Pupils can: Notes:
5.3 Express an Plan, prepare and 5.3.1 Respond imaginatively  Based on any topics chosen by the teacher.
imaginative produce creative
through presenting  Teacher may guide and encourage pupils to
response to work with a focus on
language use. creative works. communicate confidently and express their ideas
literary texts / freely and creatively.
digital media  Teacher may give a lot of prompting.
 Group work fun activities are recommended.
 Teacher may use TPR (Total Physical Response)
to get the pupils motivated.
 Total Physical Response (TPR) is a method of
teaching language or vocabulary concepts by using
physical movement to react to verbal input. The
process mimics the way that infants learn their first
language, and it reduces student inhibitions and
lowers stress.
www.theteachertoolkit.com/index.php/tool/total-
physical-response-tpr
https://www.fluentu.com/blog/educator/total-
physical-response
 Examples of creative works (art and craft, rap,
song, chants, poems, role play, etc)
https://youtu.be/jK99ZcVi0b4
https://youtu.be/3zJJ1S6-rMc
53
PANEL OF WRITERS
1. Eileen Jessie Ah Guan Curriculum Development Division

2. YM Tunku Ireneza Marina binti Tunku Mazlan Curriculum Development Division
3. Anon Sham binti Che Din Curriculum Development Division
4. Noor Azmira binti Amran Curriculum Development Division
5. Dr. Rabindra Dev Prasad Curriculum Development Division
1.
6. Haris bin Yusof Curriculum Development Division
7. Aida Farzlina binti Rosly Curriculum Development Division
8. Nur Syazana binti Zakaria Curriculum Development Division
9. Mohd Saiful Azam Khoo bin Abdullah Curriculum Development Division
10. Suraya Hani binti Abdul Jalil SK Puchong Utama (1), Selangor
11. Nadasofa’ binti Rafiai SK Bandar Tasik Selatan, Kuala Lumpur
12. Ruziyawati binti Mohd Salleh SK Jalan U3, Selangor
13. Nuratiqah binti Mohd Kohar SK Putrajaya Presint 9 (2), Putrajaya
14. Rayleena binti Rolan SK Bukit Rimau, Selangor
15. Mohamad Suhaidi bin Mohd Sujak SK Bandar Baru Seri Petaling 1, Kuala Lumpur
16. Khairiah binti Abd Rashid SK Desa Setapak, Kuala Lumpur
54
ACKNOWLEDGEMENT
Advisors
Haji Azman bin Haji Adnan Pengarah
Dr. Latip bin Mohammad Timbalan Pengarah Kanan

(Kluster Dasar Sains & Teknologi)
Editorial Advisors
Nooraini binti Kamaruddin Timbalan Pengarah
Faridah binti Mohemad Zain Timbalan Pengarah
Dr. Kashry bin Ab. Rani Timbalan Pengarah
Mohamed Salim bin Taufix Rashidi Timbalan Pengarah
Hajah Norashikin binti Hashim Timbalan Pengarah
Fazlinah binti Said Timbalan Pengarah
55
ACKNOWLEDGEMENT
Advisors (April 2019)

Dr. Mohamed bin Abu Bakar - Director
Datin Dr. Ng Soo Boon - Deputy Director (STEM)
Editorial Advisors (April 2019)
Mohamed Zaki bin Abd. Ghani - Head of Sector

Haji Naza Idris bin Saadon - Head of Sector
Mahyudin bin Ahmad - Head of Sector
Dr. Rusilawati binti Othman - Head of Sector
Mohd Faudzan bin Hamzah - Head of Sector
Fazlinah binti Said - Head of Sector
Mohamed Salim bin Taufix Rashidi - Head of Sector
Haji Sofian Azmi bin Tajul Arus - Head of Sector
Paizah binti Zakaria - Head of Sector
Hajah Norashikin binti Hashim - Head of Sector
56
Technical Publishing and Specification Coordinator

Isnazhana binti Ismail
Mior Syazril bin Mohamed Sapawi
Siti Zulikha binti Zelkepli
Technical Publishing and Specification Coordinator (2019)

Saripah Faridah binti Syed Khalid
Nur Fadia binti Mohamed Radzuan
Mohamad Zaiful bin Zainal Abidin
Siti Zulikha binti Zelkepli
57

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PENDIDIKAN KHAS ( MASALAH PEMBELAJARAN)

© Kementerian Pendidikan Malaysia

KEPERCAYAAN KEPADA TUHAN

We, the people of Malaysia,

“Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih

Sumber: Akta Pendidikan 1996 (Akta 550)

“Education in Malaysia is an ongoing effort towards further developing the potential of

Source: Education Act 1996 (Act 550)

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997

(1) An educational programme that includes curriculum and co-curricular

Source: Education Regulations (National Curriculum) 1997

THE CURRICULUM FRAMEWORK

The Standards-Based Curriculum for Primary Schools (KSSR)

Figure 1: The Standards-Based Curriculum Framework for Primary Schools

21ST CENTURY SKILLS Table 2: Pupils’ Profile

One of the Standards-Based Primary Curriculum’s (KSSR)

1. Multiple Intelligences 4. Learning How to Learn Skills

10. Theme-Based Teaching 11. Outdoor Learning

CROSS CURRICULAR ELEMENTS 2. Environmental Sustainability

and to face the challenges of the 21st Century. These cross-

Evaluation and tests are done with the cooperation and

Table 5: The Curriculum Standards

CONTENT STANDARDS LEARNING STANDARDS PERFORMANCE STANDARDS

LISTENING Objectives for Listening in Year 6

The Performance Standards for listening are provided for teachers

1.0 LISTENING SKILLS

CONTENT FOCUS LEARNING STANDARD NOTES

CONTENT FOCUS LEARNING STANDARD NOTES

CONTENT FOCUS LEARNING STANDARD NOTES

Understand 1.2.3 Understand with support  Narrative is a story or a description of a series of

CONTENT FOCUS LEARNING STANDARD NOTES

Understand 1.2.4 Understand longer  Based on any topics chosen.

Performance Standards Guide for Listening Skills

PERFORMANCE DESCRIPTORS FOR LISTENING SKILLS NOTES

 Hardly recognises and reproduces a wide range of target language phonemes

 Shows ability to recognise and reproduce a wide range of target language

 Shows ability to recognise and reproduce a wide range of target language

 Shows ability to recognise and reproduce a wide range of target language

PERFORMANCE DESCRIPTORS FOR READING SKILLS NOTES

 Shows ability to recognise and reproduce a wide range of target language

 Shows ability to recognise and reproduce a wide range of target language

The Speaking Content Standards focus on pupils’ ability to

will learn from opportunities to practise different speaking skills in given.

teachers to assess their pupils’ progress in speaking. There are

2.0 SPEAKING SKILLS

CONTENT FOCUS LEARNING STANDARD NOTES

CONTENT FOCUS LEARNING STANDARD NOTES

CONTENT FOCUS LEARNING STANDARD NOTES

CONTENT FOCUS LEARNING STANDARD NOTES

Performance Standards Guide for Speaking Skills

PERFORMANCE DESCRIPTORS FOR SPEAKING SKILLS NOTES

PERFORMANCE DESCRIPTORS FOR READING SKILLS NOTES

READING Objectives for Reading in Year 6

The Reading Content Standards focus on pupils’ ability to learn to

The Performance Standards for reading are provided for teachers

3.0 READING SKILLS

CONTENT FOCUS LEARNING STANDARD NOTES

CONTENT FOCUS LEARNING STANDARD NOTES

Pupils can: Notes:

Performance Standards Guide for Reading Skills

PERFORMANCE DESCRIPTORS FOR READING SKILLS NOTES

PERFORMANCE DESCRIPTORS FOR READING SKILLS NOTES

WRITING Objectives for Writing in Year 6