TAHUN LIMA - · PDF fileBAHASA INGGERIS . TAHUN LIMA. ... SUBJECT/MODULE IMPLEMENTATION 5...

DRAF KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS (MASALAH PEMBELAJARAN)

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

BAHASA INGGERIS

TAHUN LIMA

DRAF

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS

(MASALAH PEMBELAJARAN)

BAHASA INGGERIS

TAHUN LIMA

Bahagian Pembangunan Kurikulum

Cetakan Pertama 2014 © Kementerian Pendidikan Malaysia Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita untuk mencapai perpaduan yang lebih erat dalam kalangan

seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil bagi

kemakmuran negara yang akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal

terhadap tradisi-tradisi kebudayaannya yang kaya dan berbagai-bagai corak; membina satu masyarakat progresif

yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita

tersebut berdasarkan atas prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN

Pendidikan di Malaysia adalah suatu usaha

berterusan ke arah lebih memperkembangkan

potensi individu secara menyeluruh dan

bersepadu untuk melahirkan insan yang

seimbang dan harmonis dari segi intelek, rohani,

emosi dan jasmani berdasarkan kepercayaan dan

kepatuhan kepada Tuhan. Usaha ini adalah

bertujuan untuk melahirkan warganegara

Malaysia yang berilmu pengetahuan,

berketerampilan, berakhlak mulia,

bertanggungjawab dan berkeupayaan mencapai

kesejahteraan diri serta memberikan sumbangan

terhadap keharmonian dan kemakmuran

keluarga, masyarakat dan negara.

KANDUNGAN MUKA SURAT

INTRODUCTION 1

GOALS 1

OBJECTIVES 1

STRAND BASED CURRICULUM ORGANIZATION 2

STRAND BASED CURRICULUM MODULE 2

HIGHER ORDER THINKING SKILLS 2

CROSS CURRICULAR ELEMENTS 4

SUBJECT FOCUS

SUBJECT OBJECTIVES

4

4

SUBJECT/MODULE IMPLEMENTATION 5

TEACHING AND LEARNING APPROACHES 5

INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN INDIVIDU)

ASSESSMENT

SCHOOL BASED ASSESSMENT

PERFORMANCE STANDARD

CONTENT STANDARD DOCUMENT AND ASSESSMENT

5

6

7

8

9

1

INTRODUCTION

The KSSR Special Education (Learning Disabilities) was

constructed to be consistent with the National Education

Philosophy. Based on the integrated approach principle,

comprehensive individual development, equal education

opportunity and quality and lifelong learning, the KSSR Special

Education (Learning Disabilities) is more focused on gaining

skill mastery to cater the individual needs while not over

emphasizing on education, burdening or imposing the pupils.

This is also consistent with the Malaysian Education

Development Plan (PPPM).

To fulfill individual needs, the teaching and learning processes

in Learning Disabilities Programme is designed to be flexible

and aligned with the 2013 Special Education Regulations

(Peraturan-Peraturan Pendidikan (Pendidikan Khas) 2013,

8.(1)(C)) that stated;

… “teachers may modify the:

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

(ii) time allocated for the activities;

(iii) structure for the activities; and

(iv) teaching aids.

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

the Special Education Curriculum.


conceived with hope that the classroom learning will be able to

be applied in daily life. The curriculum provides quality

education for the learning impaired pupils so that they are able

to be more balance, independent and successful.

GOALS


enacted with the goal to develop the pupils potential

comprehensively, balanced and integrated according to the

pupils’ potential or functionality. The development encompass

several key aspect, physical, spiritual, and intellectual in order

to promote a more balance, harmonious and moral human

being.

OBJECTIVES

The KSSR Special Education (Learning Disabilities) is

designed to guide pupils to:

i. promote and practice positive attitude in meaningful

daily living and becoming a functional and useful

citizen

2

ii. apply the knowledge and skill and becoming self-

sufficient in daily life

iii. acquire skill and competency /aptitude towards a

successful career

iv. practice personal safety and health awareness

v. use proper communication skill to interact and socialize

in accordance to social norms

vi. enable Muslims to practice Islamic values in daily living

vii. practice apply moral values in daily living

viii. be involve in recreational activities

x. appreciate the wonders of nature and cultural heritage

xi. able to use information and communications

technologies in tune with current development

STRAND BASED CURRICULUM ORGANIZATION

Strand Based Curriculum Organization was built to promote

knowledgeable and competent human capital. Strand is the

key domain that supports each other to produce and promote

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

spiritual and intellect.

Content Standard

Domains for each strand are:

i. Communication

ii. Spiritual

iii. Humanity

iv. Science and Technology

v. Physical and Aesthetical development

vi. Self-Competency

Learning Standard

A set of learning and achievement criteria or indicator

measurable for each Content Standard.

STRAND BASED CURRICULUM MODULE

The KSSR Special Education (Learning Disabilities) is enacted

in form of Content Standard and Learning Standard in which

pupil are required to master. These Standards are organized

in a module that contains elements of knowledge, skills and

values.

HIGHER ORDER THINKING SKILLS

The National Curriculum aims to produce wholesome, resilient,

curious, principled, knowledgeable and patriotic pupils who

have thinking, communicative and collaborative skills. Pupils

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

compete globally. This is outlined in the National Education

Blueprint where every pupil will be equipped with leadership

3

skills, bilingualism, ethics and spiritualism, social identity,

knowledge and thinking skills.

Thinking skills have been emphasised in the curriculum since

1994 with the introduction of Creative and Critical Thinking

Skills Beginning 2011, the Standard-based Curriculum for

Primary School, KSSR gives emphasis to higher order thinking

skills, (HOTS).

Higher order thinking skills encompass the ability to apply

knowledge, skills and values along with reasoning and

reflective skills to solve problems, make decisions and be

innovative and creative. Higher Order Thinking Skills refer to

the skills of applying, analyzing, evaluating and creating.

HOTS are explicitly written in the curriculum of each subject

and can be applied in the classroom through teaching and

learning activities in the form of reasoning, inquiry learning,

problem solving and project work. Teachers and pupils need

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

Thinking Hats along with higher order questioning methods in

and out of the classroom to encourage pupils to think. In

doing so, pupils are given responsibility towards their own

learning.

HOTS Explanation

Application Using knowledge, skills and

values in different

situations to complete a

piece of work

Analysis Ability to break down

information into smaller

parts in order to understand

and make connections

between these parts.

Evaluation Ability to consider, make

decisions using knowledge,

experience, skills, and

values; and justify decisions

made.

Creation Produce an idea or product

using creative and

innovative methods.

4

CROSS CURRICULAR ELEMENTS

Creativity and Innovation

Creativity is the ability to produce something new in an

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

idea generation and utilizing the creative idea in relevant

contexts. Through creative and innovative teaching

approaches, pupils will display interest, curiosity, excitement

and greater growth in learning. Creativity and innovation in

pupils should be exploited and nurtured to ensure that their full

potential is realized.

Entrepreneurship

Fostering the entrepreneurial mind set among pupils at their

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

elements that are linked with entrepreneurship are creativity,

innovation and initiative, which are also attributes for personal

fulfillment and success. In level two, elements of

entrepreneurship are incorporated in lessons through

activities.

Information and Communication Technology Skills (ICT)

Information and Communication Technology Skills (ICT)

include the use of multimedia resources such as TV

documentaries and the Internet, as well as the use of

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

interacting with electronic courseware.

SUBJECT FOCUS

The English Language Curriculum for the Learning Disabilities

focused to develop pupils’ potential, and to cater the individual

needs while not over emphasizing on education, burdening or

imposing the pupils. The curriculum provides quality education

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

more balanced, independent and successful.

SUBJECT OBJECTIVES

Pupils should be able to:

I. listen, repeat and understand simple spoken

language

II. speak and respond appropriately/clearly

according given situations

III. read and understand simple messages

IV. write down given information in simple

sentences

V. use language skills in daily life

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SUBJECT/MODULE IMPLEMENTATION

Teaching Module

The teaching module is based on the Curriculum Standard in

order to help teachers implement effective and efficient

teaching. Teachers have the flexibility to change, improvise or

built more effective teaching plans in accordance to the needs

of the pupils. Active involvement of the pupils would help

increase pupils performance.

Learning Module

Pupils are able to use the prepared learning module. These

modules contain worksheets as exercises, comprehension test

and gauging pupil’s mastery of knowledge, known skills.

TEACHING AND LEARNING APPROACHES

In implementing teaching and learning English Language,

teachers are able to diversify approaches in order to attain the

objectives of the Teaching and Learning Standard.

These approaches are:

i. Inquire

ii. Task analysis

iii. Learning through playing

iv. Thematic teaching

v. Collaboration approach (multi discipline groups)

vi. Constructivism

vii. Multi-sensory

viii. Contextual learning

ix. Interactive learning

x. Cooperative learning

xi. Simulation

xii. Mastery learning through learning experience

INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN

INDIVIDU)

Definition

Individualize Education Programme (RPI) is a written

document that clearly states end objectives, plans or goals to

achieve for every special education pupils. It would be a

teaching and learning guideline for teachers and would clearly

state each individual’s achievement. “(Peraturan-Peraturan

Pendidikan (Pendidikan Khas) 2013)”

RPI is a teaching program based on multi discipline especially

prepared to cater the needs of special education needs pupils.

Each RPI is prepared and planned individually for the pupils.

Every modification and application done to teaching and

learning within the RPI will be documented. The RPI will serve

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to notify parents, school administrators about the needs of that

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

achieve it there must be a collaboration of cooperation

between school administrators, parents and the pupil with the

help of state or district appointed education officer in

conjunction with other agency or service agents.

RPI defines:

i. pupil’s current performance

ii. academic and non-academic plans

iii. goals and objectives achievable by the pupil within

the year

iv. measurable educational objectives

v. objectives, procedures and sequence of

assessment to help identify developmental

achievements

vi. services needed by and for the pupil

vii. planning, period, and dateline for services that

needs to be provided for the pupil

viii. planning and preparations in order to help and

guide pupils to interact with their surrounding

environment

ASSESSMENT

Class room assessment is crucial to gauge the level of

mastery and comprehension attained by the pupil. The

assessment would be done formatively or summatively.

The information from these assessments would help improve

teaching method and provide early feedback so action or

follow up can be initiated in order to improve the RPI thus

increasing mastery and comprehension and cutting down the

pupils’ learning curve.

In-class assessment methods include:

i. Observation – appropriate to evaluate individual skills,

attitude and values. A checklist must be provided and

used during observation.

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

Written test can be in objective or subjective form,

while quizzes can be done orally.

iii. Oral presentation – this method of assessment is

crucial to evaluate communication skills, to build up

their confidence and to reinforce the acquired

knowledge.

iv. Checklist – provides a report on mastery, knowledge,

skills, attitude and values.

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

either individually or in a group.

vi. Essays – essays would display pupils’ knowledge in

communicating and presenting information in an

organized and scientific form.

SCHOOL BASED ASSESSMENT Formative assessment is a part of school-based assessment.

Formative assessment, or assessment for learning is an

important aspect of teaching and learning in the classroom

and good pedagogy always includes assessment. Formative

assessment is carried out for teachers to gain feedback on

their pupils’ learning and provide them with the necessary

information regarding their pupils’ learning so that they can

make changes to their teaching to enhance their pupils’

learning. Thus, formative assessment is carried out during

teaching and learning in the classroom.

In order to help teachers to carry out effective school based

assessment, the assessment element has been incorporated

into this document together with the content and learning

standards. Teachers should refer to the Performance

Standard to help them ascertain the level of their pupils’

acquisition of the various learning standards. The levels are

meant to help teachers gauge the level of their pupils’

understanding and acquisition of the skills taught. With this

knowledge, teachers may change their approach or

methodology to help their pupils master the intended learning

standard.

Teachers may also use this document to assess their pupils

after a few units of study or at the end of the term to help them

determine the achievement levels of their pupils. Pupils are

assessed to determine their performance level in the different

skills of listening and speaking, reading, writing and language

arts.

Multiple sources of evidence like checklists, observations,

presentations, quizzes and tests can be used to document the

attainment of the learning standards. Through this process,

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

development through an on-going assessment.


The Performance Standard details six levels of performance

with descriptors for each level based on clusters of learning

standards. These levels serve as a guide to teachers in

8

assessing their pupils’ development and growth in the

acquisition of the learning standards that are taught. The

Performance Levels are arranged in an ascending hierarchical

manner to differentiate the different levels of pupils’

achievement, as shown below:

The table below shows the overall generic levels of the

acquisition of skills for Year 5.

Performance Standard

Performance Levels

Descriptor

1 Show very limited command of the language.

Requires plenty of guidance to perform basic

language tasks.

2 Show limited command of the language.

Requires guidance to perform basic language

tasks.

3 Show satisfactory command of the language.

Has the ability to use language but requires

guidance for some language tasks.

4 Show good command of the language. Has

the ability to use language but requires

guidance for more complex language tasks.

5 Show very good command of the language.

Has the ability to use language with less

guidance.

6 Show excellent command of the language.

Has the ability to use language without any

guidance.

Performance Level Description

1 Very Limited

2 Limited

3 Satisfactory

4 Good

5 Very Good

6 Excellent

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Listening and Speaking

CONTENT

STANDARD (Pupils are guided

to…)

LEARNING STANDARD (Pupils should be able

to….)


(Pupils able to…)

PERFORMANCE LEVEL

DESCRIPTOR

1. 1 Able to pronounce words with the correct stress, rhythm and intonation

1.1.1 Able to listen and respond to stimulus given: i)rhythm and rhyme 1.1.2 Able to listen to, say aloud and recite rhymes or sing songs 1.1.3 Able to listen and respond using simple phrases/ sentences with guidance

1

Able to listen and respond to stimulus given, rhythm, rhymes and songs.

2

Able to copy and imitate the stimulus given, rhythm, rhymes and songs

3

Able to recite rhymes and sing songs.

4

Able to recite rhymes or sing songs with the correct stress and rhythm.

5

Able to demonstrate well stimulus given, rhymes, rhythm and songs using simple phrases

6

Able to demonstrate well stimulus given, rhythm, rhymes and songs using simple sentences.

10


CONTENT


to…)


to….)


(Pupils able to…)

PERFORMANCE LEVEL

DESCRIPTOR

1.2 Able to listen and respond appropriately to social situations for a variety of purposes.

1.2.1 Able to exchange greetings with using phrases

1

Able to identify greetings in social situation.

2

Able to state greetings using simple phrases

3

Able to exchange greetings using simple phrases in an appropriate situation

4

Able to exchange greetings using simple phrases according to different situations.

5

Able to exchange greetings appropriately using simple phrases according to given social situations

6

Able to exchange greetings appropriately according to given social situations.

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CONTENT


to…)


to….)


(Pupils able to…)

PERFORMANCE LEVEL

DESCRIPTOR


1.2.2 Able to introduce oneself using simple phrases

1

Able to state name using simple phrases.

2

Able to state name and age using simple phrases.

3

Able to state full name, age and gender using simple phrases.

4

Able to state full name, age, gender and address using simple phrases.

5

Able to introduce oneself using simple phrases.

6

Able to introduce oneself in detail manners (name, age, gender, address or other relevant informations)

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CONTENT


to…)


to….)


(Pupils able to…)

PERFORMANCE LEVEL

DESCRIPTOR


1.2.3 Able to make polite requests using simple phrases 1.2.4 Able to thank someone using simple phrases. 1.2.5 Able to express simple apology using simple phrases with guidance

1

Able to identify polite request, appreciation and apologies.

2

Able to state polite request, appreciation and apologies using simple phrases.

3

Able to express polite request, appreciation and apologies

4

Able to express polite request, appreciation, and apologies using simple phrases in appropriate situations.

5

Able to demonstrate polite request, appreciation and apologies using simple phrases in appropriate situations

6

Able to demonstrate well polite request, appreciation and apologies using simple phrases in various situations in pupils’ daily conversations.

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CONTENT


to…)


to….)


(Pupils able to…)

PERFORMANCE LEVEL

DESCRIPTOR


1.2.6 Able to listen to and follow: i) simple instructions ii) simple directions with guidance

1

Able to recognize simple instructions and directions

2

Able to differentiate between simple instructions and simple directions

3

Able to state simple instructions and simple directions in appropriate situations.

4

Able to express simple instructions and simple directions in appropriate situations.

5

Able to demonstrate well simple instructions and simple directions in appropriate situations.

6

Able to carry out simple instructions and simple directions in appropriate situations in daily conversation

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CONTENT


to…)


to….)


(Pupils able to…)

PERFORMANCE LEVEL

DESCRIPTOR

1.3 Able to understand and respond to oral texts in a variety of contexts.

1.3.1 Able to listen and demonstrate understanding of oral texts by: i) giving Yes/ No replies ii) Answering simple Wh- questions (Who, When, Where, How) with guidance

1

Able to know the meaning of ‘ Yes ‘ and ‘ No’ and simple Wh- Questions (Who, When, Where, How)

2

Able to respond with positive or negative answer (‘Yes’ or ‘No’)

3

Able to respond to simple Wh- Question (Who, When, Where, How)

4

Able to respond : i) with positive or negative answer (‘Yes’ or ‘No’) ii) to Wh-Question (Who, When, Where, How) in appropriate situations.

5

Able to respond: i) with positive or negative answer (‘Yes’ or ‘No’) ii) to Wh- Question (Who, When, Where, How) in phrases in appropriate situations.

6

Able to respond: i) with positive or negative answer (‘Yes’ or ‘No’) ii) to Wh-Question (Who, When, Where, How) in simple sentences in appropriate situations.

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Reading

CONTENT STANDARD

(Pupils are guided to…)


to….)


(Pupils able to…)

PERFORMANCE LEVEL

DESCRIPTOR

2.1 Able to demonstrate understanding of a variety of linear and non- linear texts in form of printed and non-printed materials using a range of strategies to understand meaning.

2.1.1 Able to spell and read words. 2.1.2 Able to read and apply phrases by matching with: i) graphics ii)spoken words 2.1.3 Able to read and understand phrases in linear and non- linear texts 2.1.4 Able to read and understand simple sentences (3-5 words) with guidance

1

Able to spell and read words correctly.

2

Able to repeat after teacher in reading phrases.

3

Able to read and understand phrases by matching with graphics

4

Able to read and understand phrases by matching with graphics and spoken words.

5

Able to read and understand simple sentences in linear and non- linear text by answering simple comprehension question.

6

Able to read and understand simple sentences in linear and non-linear text by producing creative materials in form of printed or non- printed.

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Reading

CONTENT


to…)


to….)


(Pupils able to…)

PERFORMANCE LEVEL

DESCRIPTOR

2.1 Able to demonstrate understanding of a variety of linear and non- linear texts in form of printed and non-printed materials using a range of strategies to understand meaning.

2.1.5 Able to apply basic dictionary skills using picture dictionaries with guidance

1

Able to recognize pictures.

2

Able to find pictures in picture dictionaries.

3

Able to find pictures based on themes.

4

Able to read words in picture dictionaries.

5

Able to read and understand words in picture dictionaries.

6

Able to apply basic dictionary skills by understanding alphabetical order and pictures based on themes.

17

Writing

CONTENT


to…)


to….)


(Pupils able to…)

PERFORMANCE LEVEL

DESCRIPTOR

3.1 Able to form letters and words in neat legible print. 3.2 Able to write using appropriate language, form and style for range of purposes. 3.3 Able to write and present ideas through a variety of media using appropriate language, form and style.

3.1.1 Able to write i) phrases ii) sentences with guidance 3.2.1 Able to punctuate correctly: i) capital letters ii) full stop iii) question mark iv) comma 3.2.2 Able to spell common sight words. 3.2.3 Able to form a sentence using 3 to 5 words 3.3.1 Able to create simple linear and non-linear text: i) greeting cards ii) scrap book iii) charts with guidance

1

Able to copy and write phrases in neat legible print.

2

Able to copy and write phrases and sentences.

3

Able to know and understand the use of capital letters, full stop, question mark and commas in writing

4

Able to construct simple sentences with 3 to 5 words

5

Able to apply correct punctuations in writing sentences with 3 to 5 words

6

Able to produce simple greeting cards, scrap book and charts.

18

Language Art

CONTENT


to…)


to….)


(Pupils able to…)

PERFORMANCE LEVEL

DESCRIPTOR

4.1 Able to enjoy and appreciate rhymes, poems and songs through performance. 4.2 Able to express personal respond to literally texts. 4.3 Able to participate in performance for enjoyment.

4.1.1 Able to enjoy poems and action songs. 4.1.2 Able to recite poems and sing action songs with rhythm. 4.2.1 Able to respond to: i) book covers ii) pictures in books iii) characters (4 to 5 objects or items) with guidance 4.3.1 Able to produce simple creative works with guidance based on : i) action songs ii) poems iii) stories 4.3.2 Able to take part with guidance in a performance based on: i) action songs ii) poems iii) stories

1

Able to listen and respond to poems and action songs and identify pictures in book.

2

Able to state characters ( 4-5 objects or items)

3

Able to recite poems and action songs in the class

4

Able to act out based on poems, action songs and stories

5

Able to presenting ideas by creating simple creative works based on poems, action songs and stories.

6

Able to participate in performance based on poems, action songs and stories in front of larger audience.

TERBITAN

KEMENTERIAN PENDIDIKAN MALAYSIA BAHAGIAN PEMBANGUNAN KURIKULUM

ARAS 4-8 BLOK E9 KOMPLEKS KERAJAAN PARCEL E

PUSAT PENTADBIRAN KERAJAAN PERSEKUTUAN 62604 PUTRAJAYA

Tel: 03-8884 2000 Fax: 03-8888 9917 http//www.moe. gov.my/bpk

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