Dokumen Standard Bahasa Inggeris Tahun 5 Masalah Pembelajaran.doc

8/9/2019 Dokumen Standard Bahasa Inggeris Tahun 5 Masalah Pembelajaran.doc

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TAHUN LIMA


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DRAF

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS(MASALAH PEMBELAJARAN)

BAHASA INGGERIS

TAHUN LIMA

Bahagian Pembangunan Kuriu!um


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Cetakan Pertama 2014 Kementerian Pendidikan Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel ilustrasi dan isi kandungan buku ini

dalam apa !uga bentuk dan dengan "ara apa !ua sama ada se"ara elektr#nik $#t#k#pi mekanik rakaman atau "ara lain sebelummendapat kebenaran bertulis daripada Pengarah %ahagian Pembangunan Kurikulum Kementerian Pela!aran Malaysia &ras 4-' %l#k () Par"el ( K#mpleks Pentadbiran Kera!aan Persekutuan *2*04 Putra!aya.


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RUKUN NEGARA

%&H&+&,&& negara kita Malaysia mendukung "ita-"itauntuk men"apai perpaduan yang lebih erat dalam kalangan

seluruh masyarakatnya/ memelihara satu "ara hidupdem#kratik/ men"ipta masyarakat yang adil bagi

kemakmuran negara yang akan dapat dinikmati bersamase"ara adil dan saksama/ men!amin satu "ara yang liberal

terhadap tradisi-tradisi kebudayaannya yang kaya dan

berbagai-bagai "#rak/ membina satu masyarakat pr#gresi$yang akan menggunakan sains dan tekn#l#gi m#den/

M&K& K&M0 rakyat Malaysia berikrar akan menumpukanseluruh tenaga dan usaha kami untuk men"apai "ita-"ita

tersebut berdasarkan atas prinsip-prinsip yang berikut1

K(P(2C&&& K(P&3& T4H&

K(,(T0&& K(P&3& 2&5& 3& (6&2&

K(74H42& P(27(M%&6&&

K(3&47&T& 43&6-43&6

K(,8P&& 3& K(,4,07&&


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Pendidikan di Malaysia adalah suatu usaha

berterusan ke arah lebih memperkembangkan

p#tensi indi9idu se"ara menyeluruh dan

bersepadu untuk melahirkan insan yang

seimbang dan harm#nis dari segi intelek r#hani

em#si dan !asmani berdasarkan keper"ayaan dankepatuhan kepada Tuhan. 4saha ini adalah

bertu!uan untuk melahirkan :arganegara

Malaysia yang berilmu pengetahuan

berketerampilan berakhlak mulia

bertanggung!a:ab dan berkeupayaan men"apai

kese!ahteraan diri serta memberikan sumbangan

terhadap keharm#nian dan kemakmuran

keluarga masyarakat dan negara.


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KANDUNGAN MUKA SURAT

INTRODU"TION #

GOALS #

OBJE"TI$ES #

STRAND BASED "URRI"ULUM ORGANI%ATION &

STRAND BASED "URRI"ULUM MODULE &

HIGHER ORDER THINKING SKILLS &

"ROSS "URRI"ULAR ELEMENTS '

SUBJE"T O"US '

SUBJE"T OBJE"TI$ES '

SUBJE"TMODULE IMPLEMENTATION *

TEA"HING AND LEARNING APPROA"HES *

INDI$IDUAL LESSON PLAN (RANCANGAN PENDIDIKAN INDIVIDU) *

ASSESSMENT +

S"HOOL BASED ASSESSMENT ,

PERORMAN"E STANDARD -

"ONTENT STANDARD DO"UMENT AND ASSESSMENT .


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1

INTRODU"TION

The K,, ,pe"ial (du"ati#n ;7earning 3isabilities< :as

"#nstru"ted t# be "#nsistent :ith the ati#nal (du"ati#n

Phil#s#phy. %ased #n the integrated appr#a"h prin"iple"#mprehensi9e indi9idual de9el#pment e=ual edu"ati#n

#pp#rtunity and =uality and li$el#ng learning the K,, ,pe"ial

(du"ati#n ;7earning 3isabilities< is m#re $#"used #n gaining

skill mastery t# "ater the indi9idual needs :hile n#t #9er

emphasi>ing #n edu"ati#n burdening #r imp#sing the pupils.

This is als# "#nsistent :ith the Malaysian (du"ati#n

3e9el#pment Plan ;PPPM


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ii. apply the kn#:ledge and skill and be"#ming sel$-

su$$i"ient in daily li$e

iii. a"=uire skill and "#mpeten"y Daptitude t#:ards a

su""ess$ul "areer

i9. pra"ti"e pers#nal sa$ety and health a:areness

9. use pr#per "#mmuni"ati#n skill t# intera"t and s#"iali>e

in a""#rdan"e t# s#"ial n#rms

9i. enable Muslims t# pra"ti"e slami" 9alues in daily li9ing

9ii. pra"ti"e apply m#ral 9alues in daily li9ing

9iii. be in9#l9e in re"reati#nal a"ti9ities

?. appre"iate the :#nders #$ nature and "ultural heritage

?i. able t# use in$#rmati#n and "#mmuni"ati#ns

te"hn#l#gies in tune :ith "urrent de9el#pment

STRAND BASED "URRI"ULUM ORGANI%ATION

,trand %ased Curri"ulum 8rgani>ati#n :as built t# pr#m#te

kn#:ledgeable and "#mpetent human "apital. ,trand is the

key d#main that supp#rts ea"h #ther t# pr#du"e and pr#m#te

a :ell balan"e human being in terms #$ physi"al em#ti#nal

spiritual and intelle"t.

"/n0en0 S0an1ar1

3#mains $#r ea"h strand are

i. C#mmuni"ati#n

ii. ,piritual

iii. Humanity

i9. ,"ien"e and Te"hn#l#gy

9. Physi"al and &estheti"al de9el#pment

9i. ,el$-C#mpeten"y

Learning S0an1ar1

& set #$ learning and a"hie9ement "riteria #r indi"at#r

measurable $#r ea"h C#ntent ,tandard.

STRAND BASED "URRI"ULUM MODULE

The K,, ,pe"ial (du"ati#n ;7earning 3isabilities< is ena"ted

in $#rm #$ C#ntent ,tandard and 7earning ,tandard in :hi"h

pupil are re=uired t# master. These ,tandards are #rgani>ed

in a m#dule that "#ntains elements #$ kn#:ledge skills and

9alues.

HIGHER ORDER THINKING SKILLS

The ati#nal Curri"ulum aims t# pr#du"e :h#les#me resilient

"uri#us prin"ipled kn#:ledgeable and patri#ti" pupils :h#

ha9e thinking "#mmuni"ati9e and "#llab#rati9e skills. Pupils

need t# be e=uipped :ith 21st

Century skills $#r them t#

"#mpete gl#bally. This is #utlined in the ati#nal (du"ati#n

%lueprint :here e9ery pupil :ill be e=uipped :ith leadership


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HOTS E23!ana0i/n

A33!i4a0i/n sing kn#:ledge skills and

9alues in di$$erentsituati#ns t# "#mplete a

pie"e #$ :#rk

Ana!56i6 &bility t# break d#:n

in$#rmati#n int# smaller

parts in #rder t# understand

and make "#nne"ti#ns

bet:een these parts.

E7a!ua0i/n &bility t# "#nsider make

de"isi#ns using kn#:ledge

e?perien"e skil ls and

9alues/ and !usti$y de"isi#ns

made.

"rea0i/n Pr#du"e an idea #r pr#du"t

using "reati9e and

inn#9ati9e meth#ds.

skills bilingualism ethi"s and spiritualism s#"ial identity

kn#:ledge and thinking skills.

Thinking skills ha9e been emphasised in the "urri"ulum sin"e

1))4 :ith the intr#du"ti#n #$ Creati9e and Criti"al Thinking

,kills %eginning 2011 the ,tandard-based Curri"ulum $#r

Primary ,"h##l KSSR gi9es emphasis t# higher #rder thinking

skills ;H8T,ing e9aluating and "reating.

H8T, are e?pli"itly :ritten in the "urri"ulum #$ ea"h sub!e"t

and "an be applied in the "lassr##m thr#ugh tea"hing and

learning a"ti9ities in the $#rm #$ reas#ning in=uiry learning

pr#blem s#l9ing and pr#!e"t :#rk. Tea"hers and pupils need

t# use thinking t##ls su"h as mind maps thinking maps and

Thinking Hats al#ng :ith higher #rder =uesti#ning meth#ds in

and #ut #$ the "lassr##m t# en"#urage pupils t# think. n

d#ing s# pupils are gi9en resp#nsibility t#:ards their #:n

learning.


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"ROSS "URRI"ULAR ELEMENTS

"rea0i7i05 an1 Inn/7a0i/n

Creati9ity is the ability t# pr#du"e s#mething ne: in an

imaginati9e and $un-$illed :ay. nn#9ati#n is the pr#"ess #$

idea generati#n and utili>ing the "reati9e idea in rele9ant

"#nte?ts. Thr#ugh "reati9e and inn#9ati9e tea"hing

appr#a"hes pupils :ill display interest "uri#sity e?"itement

and greater gr#:th in learning. Creati9ity and inn#9ati#n in

pupils sh#uld be e?pl#ited and nurtured t# ensure that their $ull

p#tential is reali>ed.

En0re3reneur6hi3

E#stering the entrepreneurial mind set am#ng pupils at their

y#ung age is essential in this ne: :#rld. ,#me #$ the

elements that are linked :ith entrepreneurship are "reati9ity

inn#9ati#n and initiati9e :hi"h are als# attributes $#r pers#nal

$ul$illment and su""ess. n le9el t:# elements #$

entrepreneurship are in"#rp#rated in less#ns thr#ugh

a"ti9ities.

In8/rma0i/n an1 "/mmuni4a0i/n Te4hn/!/g5 Si!!6 (I"T)

n$#rmati#n and C#mmuni"ati#n Te"hn#l#gy ,kills ;CTing #n edu"ati#n burdening #r

imp#sing the pupils. The "urri"ulum pr#9ides =uality edu"ati#n

$#r the 7earning 3isabilities pupils s# that they are able t# be

m#re balan"ed independent and su""ess$ul.

SUBJE"T OBJE"TI$ES

Pupils sh#uld be able t#

. listen repeat and understand simple sp#ken

language

. speak and resp#nd appr#priatelyD"learly

a""#rding gi9en situati#ns

. read and understand simple messages

F. :rite d#:n gi9en in$#rmati#n in simple

senten"es

F. use language skills in daily li$e


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SUBJE"TMODULE IMPLEMENTATION

Tea4hing M/1u!e

The tea"hing m#dule is based #n the Curri"ulum ,tandard in

#rder t# help tea"hers implement e$$e"ti9e and e$$i"ient

tea"hing. Tea"hers ha9e the $le?ibility t# "hange impr#9ise #r

built m#re e$$e"ti9e tea"hing plans in a""#rdan"e t# the needs

#$ the pupils. &"ti9e in9#l9ement #$ the pupils :#uld help

in"rease pupils per$#rman"e.

Learning M/1u!e

Pupils are able t# use the prepared learning m#dule. These

m#dules "#ntain :#rksheets as e?er"ises "#mprehensi#n test

and gauging pupils mastery #$ kn#:ledge kn#:n skills.

TEA"HING AND LEARNING APPROA"HES

n implementing tea"hing and learning (nglish 7anguage

tea"hers are able t# di9ersi$y appr#a"hes in #rder t# attain the

#b!e"ti9es #$ the Tea"hing and 7earning ,tandard.

These appr#a"hes are

i. n=uire

ii. Task analysis

iii . 7earning thr#ugh playing

i9. Themati" tea"hing

9. C#llab#rati#n appr#a"h ;multi dis"ipline gr#ups>es "an be d#ne #rally.

iii. 8ral presentati#n this meth#d #$ assessment is"ru"ial t# e9aluate "#mmuni"ati#n skills t# build up

their "#n$iden"e and t# rein$#r"e the a"=uired

kn#:ledge.

i9. Che"klist pr#9ides a rep#rt #n mastery kn#:ledge

skills attitude and 9alues.


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9. E#li# this is a "#mpli"ati#n #$ :#rk d#ne by the pupil

either indi9idually #r in a gr#up.

9i. (ssays essays :#uld display pupils kn#:ledge in

"#mmuni"ating and presenting in$#rmati#n in an

#rgani>ed and s"ienti$i" $#rm.

S"HOOL BASED ASSESSMENT

E#rmati9e assessment is a part #$ s"h##l-based assessment.

E#rmati9e assessment #r assessment $#r learning is an

imp#rtant aspe"t #$ tea"hing and learning in the "lassr##m

and g##d pedag#gy al:ays in"ludes assessment. E#rmati9eassessment is "arried #ut $#r tea"hers t# gain $eedba"k #n

their pupils learning and pr#9ide them :ith the ne"essary

in$#rmati#n regarding their pupils learning s# that they "an

make "hanges t# their tea"hing t# enhan"e their pupils

learning. Thus $#rmati9e assessment is "arried #ut during

tea"hing and learning in the "lassr##m.

n #rder t# help tea"hers t# "arry #ut e$$e"ti9e s"h##l based

assessment the assessment element has been in"#rp#rated

int# this d#"ument t#gether :ith the "#ntent and learning

standards. Tea"hers sh#uld re$er t# the Per$#rman"e

,tandard t# help them as"ertain the le9el #$ their pupils

a"=uisiti#n #$ the 9ari#us learning standards. The le9els are

meant t# help tea"hers gauge the le9el #$ their pupils

understanding and a"=uisiti#n #$ the skills taught. +ith this

kn#:ledge tea"hers may "hange their appr#a"h #r

meth#d#l#gy t# help their pupils master the intended learning

standard.

Tea"hers may als# use this d#"ument t# assess their pupils

a$ter a $e: units #$ study #r at the end #$ the term t# help them

determine the a"hie9ement le9els #$ their pupils. Pupils are

assessed t# determine their per$#rman"e le9el in the di$$erent

skills #$ listening and speaking reading :riting and language

arts.

Multiple s#ur"es #$ e9iden"e like "he"klists #bser9ati#ns

presentati#ns =ui>>es and tests "an be used t# d#"ument the

attainment #$ the learning standards. Thr#ugh this pr#"ess

tea"hers :ill be able t# build a pr#$ile #$ their pupils language

de9el#pment thr#ugh an #n-g#ing assessment.

PERORMAN"E STANDARD

The Per$#rman"e ,tandard details si? le9els #$ per$#rman"e

:ith des"ript#rs $#r ea"h le9el based #n "lusters #$ learning

standards. These le9els ser9e as a guide t# tea"hers in


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assessing their pupils de9el#pment and gr#:th in the The table bel#: sh#:s the #9erall generi" le9els #$ the

Per8/rman4e S0an1ar1

Per8/rman4eLe7e!6

De64ri30/r

1 ,h#: 9ery limited "#mmand #$ the language.

e=uires plenty #$ guidan"e t# per$#rm basi"

language tasks.

2 ,h#: limited "#mmand #$ the language.

e=uires guidan"e t# per$#rm basi" language

tasks.

@ ,h#: satis$a"t#ry "#mmand #$ the language.

Has the ability t# use language but re=uiresguidan"e $#r s#me language tasks.

4 ,h#: g##d "#mmand #$ the language. Has

the ability t# use language but re=uires

guidan"e $#r m#re "#mple? language tasks.

I ,h#: 9ery g##d "#mmand #$ the language.

Has the ability t# use language :ith less

guidan"e.

* ,h#: e?"ellent "#mmand #$ the language.

Has the ability t# use language :ith#ut any

guidan"e.

a"=uisiti#n #$ the learning standards that are taught. The

Per$#rman"e 7e9els are arranged in an as"ending hierar"hi"al

manner t# di$$erentiate the di$$erent le9els #$ pupils

a"hie9ement as sh#:n bel#:

a"=uisiti#n #$ skills $#r ear I.

Per8/rman4e Le7e! De64ri30i/n

1 Fery 7imited

2 7imited

@ ,atis$a"t#ry

4 6##d

I Fery 6##d

* (?"ellent


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Li60ening an1 S3eaing

"ONTENTSTANDARD

(Pu3i!6 are gui1e10/9)

LEARNING STANDARD(Pu3i!6 6h/u!1 be ab!e

0/9:)

PERORMAN"E STANDARD(Pu3i!6 ab!e 0/9)

PERORMAN"ELE$EL

DES"RIPTOR

1. 1 &ble t#pr#n#un"e:#rds :ith the"#rre"t stressrhythm andint#nati#n

1.1.1 &ble t# listen andresp#nd t# stimulusgi9en

i


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"ONTENTSTANDARD



0/9:)


PERORMAN"ELE$EL

DES"RIPTOR

1.2 &ble t# listenand resp#ndappr#priately t#s#"ial situati#ns$#r a 9ariety #$purp#ses.

1.2.1 &ble t# e?"hangegreetings :ith usingphrases

1 &ble t# identi$y greetings in s#"ial situati#n.

2 &ble t# state greetings using simple phrases

@ &ble t# e?"hange greetings using simple phrasesin an appr#priate situati#n

4 &ble t# e?"hange greetings using simple phrasesa""#rding t# di$$erent situati#ns.

I &ble t# e?"hange greetings appr#priately usingsimple phrases a""#rding t# gi9en s#"ialsituati#ns

* &ble t# e?"hange greetings appr#priatelya""#rding t# gi9en s#"ial situati#ns.

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"ONTENTSTANDARD



0/9:)


PERORMAN"ELE$EL

DES"RIPTOR

1.2 &ble t# listenand resp#ndappr#priately t#s#"ial situati#ns$#r a 9ariety #$purp#ses.

1.2.2 &ble t# intr#du"e#nesel$ using simplephrases

1 &ble t# state name using simple phrases.

2 &ble t# state name and age using simple phrases.

@ &ble t# state $ull name age and gender usingsimple phrases.

4 &ble t# state $ull name age gender and addressusing simple phrases.

I &ble t# intr#du"e #nesel$ using simple phrases.

* &ble t# intr#du"e #nesel$ in detail manners ;nameage gender address #r #ther rele9antin$#rmati#nse simple instru"ti#ns anddire"ti#ns

2 &ble t# di$$erentiate bet:een simple instru"ti#nsand simple dire"ti#ns

@ &ble t# state simple instru"ti#ns and simpledire"ti#ns in appr#priate situati#ns.

4 &ble t# e?press simple instru"ti#ns and simpledire"ti#ns in appr#priate situati#ns.

I &ble t# dem#nstrate :ell simple instru"ti#ns andsimple dire"ti#ns in appr#priate situati#ns.

* &ble t# "arry #ut simple instru"ti#ns and simpledire"ti#ns in appr#priate situati#ns in daily"#n9ersati#n

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"ONTENTSTANDARD



0/9:)


PERORMAN"ELE$EL

DES"RIPTOR

1.@ &ble t# understandand resp#nd t# #ral te?tsin a 9ariety #$ "#nte?ts.

[email protected] &ble t# listen anddem#nstrate understanding #$#ral te?ts by

i< gi9ing esD # repliesii< &ns:ering simple +h-=uesti#ns ;+h# +hen+here H#:e pi"tures.

2 &ble t# $ind pi"tures in pi"ture di"ti#naries.

@ &ble t# $ind pi"tures based #n themes.

4 &ble t# read :#rds in pi"ture di"ti#naries.

I &ble t# read and understand :#rds in pi"turedi"ti#naries.

* &ble t# apply basi" di"ti#nary skills byunderstanding alphabeti"al #rder and pi"turesbased #n themes.

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;ri0ing

"ONTENTSTANDARD



0/9:)


PERORMAN"ELE$EL DES"RIPTOR

@.1 &ble t# $#rm lettersand :#rds in neat legibleprint.

@.2 &ble t# :rite usingappr#priate language$#rm and style $#r range

#$ purp#ses.

@.@ &ble t# :rite andpresent ideas thr#ugh a9ariety #$ media usingappr#priate language$#rm and style.

@.1.1 &ble t# :ritei< phrases

ii< senten"es

:ith guidan"e

@.2.1 &ble t# pun"tuate"#rre"tly

i< "apital lettersii< $ull st#piii< =uesti#n marki9< "#mma

@.2.2 &ble t# spell "#mm#nsight :#rds.

@.2.@ &ble t# $#rm a senten"eusing @ t# I :#rds

@[email protected] &ble t# "reate simplelinear and n#n-linear te?t

i< greeting "ardsii< s"rap b##k

iii< "harts

:ith guidan"e

1 &ble t# "#py and :rite phrases in neat legibleprint.

2 &ble t# "#py and :rite phrases and senten"es.

@ &ble t# kn#: and understand the use #$ "apitalletters $ull st#p =uesti#n mark and "#mmas in

:riting

4 &ble t# "#nstru"t simple senten"es :ith @ t# I:#rds

I &ble t# apply "#rre"t pun"tuati#ns in :ritingsenten"es :ith @ t# I :#rds

* &ble t# pr#du"e simple greeting "ards s"rap b##kand "harts.

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Language Ar0

"ONTENTSTANDARD



0/9:)


PERORMAN"ELE$EL DES"RIPTOR

4.1 &ble t# en!#y andappre"iate rhymesp#ems and s#ngsthr#ugh per$#rman"e.

4.2 &ble t# e?press

pers#nal resp#nd t#literally te?ts.

4.@ &ble t# parti"ipate inper$#rman"e $#ren!#yment.

4.1.1 &ble t# en!#y p#emsand a"ti#n s#ngs.

4.1.2 &ble t# re"ite p#emsand sing a"ti#n s#ngs :ithrhythm.

4.2.1 &ble t# resp#nd t#

i< b##k "#9ersii< pi"tures in b##ksiii< "hara"ters

;4 t# I #b!e"ts #r items

Dokumen Standard Bahasa Inggeris Tahun 5 Masalah Pembelajaran.doc

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