DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
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
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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
1 GOALS
5 TEACHING AND LEARNING APPROACHES
9
8
7
6
5
5 INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN INDIVIDU) ASSESSMENT SCHOOL BASED ASSESSMENT PERFORMANCE STANDARD CONTENT STANDARD DOCUMENT AND ASSESSMENT
4 SUBJECT/MODULE IMPLEMENTATION
1 OBJECTIVES
INTRODUCTION
4 SUBJECT FOCUS SUBJECT OBJECTIVES
2 CROSS CURRICULAR ELEMENTS
2 HIGHER ORDER THINKING SKILLS
2 STRAND BASED CURRICULUM MODULE
1 STRAND BASED CURRICULUM ORGANIZATION
4
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. The KSSR Special Education (Learning Disabilities) was conceived with hope that the classroom learning will be able to be applied in daily life. The curriculum provides quality education for the learning impaired pupils so that they are able to be more balance, independent and successful.
GOALS
The KSSR Special Education (Learning Disabilities) was enacted with the goal to develop the pupils potential comprehensively, balanced and integrated according to the pupils’ potential or functionality. The development encompass several key aspect, physical, spiritual, and intellectual in order to promote a more balance, harmonious and moral human being.
OBJECTIVES
The KSSR Special Education (Learning Disabilities) is designed to guide pupils to: i. promote and practice positive attitude in meaningful daily living and becoming a functional and useful citizen ii. apply the knowledge and skill and becoming self- iii. Humanity sufficient in daily life iv. Science and Technology iii. acquire skill and competency /aptitude towards a v. Physical and Aesthetical development successful career vi. Self-Competency iv. practice personal safety and health awareness v. use proper communication skill to interact and socialize Learning Standard in accordance to social norms
A set of learning and achievement criteria or indicator vi. enable Muslims to practice Islamic values in daily living measurable for each Content Standard. vii. practice apply moral values in daily living viii. be involve in recreational activities
STRAND BASED CURRICULUM MODULE
x. appreciate the wonders of nature and cultural heritage The KSSR Special Education (Learning Disabilities) is enacted xi. able to use information and communications in form of Content Standard and Learning Standard in which technologies in tune with current development pupil are required to master. These Standards are organized
STRAND BASED CURRICULUM ORGANIZATION
in a module that contains elements of knowledge, skills and Strand Based Curriculum Organization was built to promote values. knowledgeable and competent human capital. Strand is the
HIGHER ORDER THINKING SKILLS
key domain that supports each other to produce and promote The National Curriculum aims to produce wholesome, resilient, a well balance human being in terms of physical, emotional, curious, principled, knowledgeable and patriotic pupils who spiritual and intellect. have thinking, communicative and collaborative skills. Pupils
Content Standard st
need to be equipped with 21 Century skills for them to compete globally. This is outlined in the National Education Domains for each strand are:
Blueprint where every pupil will be equipped with leadership i. Communication ii. Spiritual skills, bilingualism, ethics and spiritualism, social identity,
HOTS Explanation knowledge and thinking skills. Application
Using knowledge, skills and Thinking skills have been emphasised in the curriculum since values in different 1994 with the introduction of Creative and Critical Thinking situations to complete a
Skills Beginning 2011, the Standard-based Curriculum for piece of work
Primary School, KSSR gives emphasis to higher order thinking
Analysis
Ability to break down skills, (HOTS). information into smaller
Higher order thinking skills encompass the ability to apply parts in order to understand knowledge, skills and values along with reasoning and and make connections reflective skills to solve problems, make decisions and be between these parts. innovative and creative. Higher Order Thinking Skills refer to
Evaluation
Ability to consider, make the skills of applying, analyzing, evaluating and creating. decisions using knowledge, experience, skills, and
HOTS are explicitly written in the curriculum of each subject values; and justify decisions and can be applied in the classroom through teaching and made. learning activities in the form of reasoning, inquiry learning,
Creation
Produce an idea or product problem solving and project work. Teachers and pupils need using creative and to use thinking tools such as mind maps, thinking maps and innovative methods. 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.
CROSS CURRICULAR ELEMENTS computer-related activities such as e-mailing, networking and
interacting with electronic courseware. Creativity and InnovationSUBJECT FOCUS
Creativity is the ability to produce something new in an imaginative and fun-filled way. Innovation is the process of The English Language Curriculum for the Learning Disabilities idea generation and utilizing the creative idea in relevant focused to devel op pupils’ potential, and to cater the individual contexts. Through creative and innovative teaching needs while not over emphasizing on education, burdening or approaches, pupils will display interest, curiosity, excitement imposing the pupils. The curriculum provides quality education and greater growth in learning. Creativity and innovation in for the Learning Disabilities pupils so that they are able to be pupils should be exploited and nurtured to ensure that their full more balanced, independent and successful. potential is realized.
SUBJECT OBJECTIVES Entrepreneurship
Pupils should be able to: Fostering the entrepreneurial mind set among pupils at their
I. listen, repeat and understand simple spoken young age is essential in this new world. Some of the language elements that are linked with entrepreneurship are creativity,
II. speak and respond appropriately/clearly innovation and initiative, which are also attributes for personal according given situations fulfillment and success. In level two, elements of
III. read and understand simple messages entrepreneurship are incorporated in lessons through
IV. write down given information in simple activities. sentences
Information and Communication Technology Skills (ICT)
V. use language skills in daily life Information and Communication Technology Skills (ICT) include the use of multimedia resources such as TV documentaries and the Internet, as well as the use of
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.
INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN
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.
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
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
TEACHING AND LEARNING APPROACHES
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 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.
- – 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.
PERFORMANCE STANDARD
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
The table below shows the overall generic levels of the assessing their pupils’ development and growth in the acquisition of the learning standards that are taught. The acquisition of skills for Year 5. Performance Levels are arranged in an ascending hierarchical
Performance Standard
manner to differentiate the different levels of pupils’ achievement, as shown below:
Performance Descriptor Levels 1 Show very limited command of the language. Performance Level Description
Requires plenty of guidance to perform basic
1 Very Limited language tasks.
2 Limited 2 Show limited command of the language.
Requires guidance to perform basic language
3 Satisfactory tasks.
4 Good 3 Show satisfactory command of the language.
5 Very Good Has the ability to use language but requires guidance for some language tasks.
6 Excellent
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.
Listening and Speaking CONTENT STANDARD (Pupils are guided to…) LEARNING STANDARD (Pupils should be able to….) PERFORMANCE STANDARD (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.
Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided PERFORMANCE DESCRIPTOR to….) LEVEL to…) 1.2.1 Able to exchange Able to identify greetings in social situation.
1.2 Able to listen
1
greetings with using and respond phrases appropriately to
Able to state greetings using simple phrases
2
social situations for a variety of purposes.
Able to exchange greetings using simple phrases
3
in an appropriate situation Able to exchange greetings using simple phrases
4 according to different situations.
Able to exchange greetings appropriately using
5
simple phrases according to given social situations Able to exchange greetings appropriately
6 according to given social situations.
Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided PERFORMANCE DESCRIPTOR to….) LEVEL to…) 1.2.2 Able to introduce Able to state name using simple phrases.
1.2 Able to listen
1
oneself using simple and respond phrases appropriately to
Able to state name and age using simple phrases.
2
social situations for a variety of purposes.
Able to state full name, age and gender using
3 simple phrases.
Able to state full name, age, gender and address
4 using simple phrases.
Able to introduce oneself using simple phrases.
5 Able to introduce oneself in detail manners (name,
6
age, gender, address or other relevant informations)
Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided PERFORMANCE DESCRIPTOR to….) LEVEL to…)
1.2.3 Able to make polite Able to identify polite request, appreciation and
1.2 Able to listen
1 requests using simple apologies.
and respond phrases appropriately to social situations
Able to state polite request, appreciation and
2 1.2.4 Able to thank someone apologies using simple phrases.
for a variety of using simple phrases. purposes.
Able to express polite request, appreciation and
3
apologies
1.2.5 Able to express simple apology using simple phrases Able to express polite request, appreciation, and
4
apologies using simple phrases in appropriate situations. Able to demonstrate polite request, appreciation
5
with guidance and apologies using simple phrases in appropriate situations Able to demonstrate well polite request,
6
appreciation and apologies using simple phrases in various situations in pupils’ daily conversations.
Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided PERFORMANCE DESCRIPTOR to….) LEVEL to…)
1.2.6 Able to listen to and Able to recognize simple instructions and
1.2 Able to listen
1
follow: directions and respond appropriately to i) simple instructions social situations
Able to differentiate between simple instructions
2
ii) simple directions and simple directions for a variety of purposes.
Able to state simple instructions and simple
3
with guidance directions in appropriate situations.
Able to express simple instructions and simple
4 directions in appropriate situations.
Able to demonstrate well simple instructions and
5 simple directions in appropriate situations.
Able to carry out simple instructions and simple
6
directions in appropriate situations in daily conversation
Listening and Speaking CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided PERFORMANCE DESCRIPTOR to….) LEVEL to…)
1.3.1 Able to listen and
1.3 Able to understand Able to know the meaning of ‘ Yes ‘ and ‘ No’ and
1
demonstrate understanding of simple Wh- Questions (Who, When, Where, How) and respond to oral texts oral texts by: in a variety of contexts.
Able to respond with positive or negative answer
2
i) giving Yes/ No replies (‘Yes’ or ‘No’) ii) Answering simple Wh- questions (Who, When,
Able to respond to simple Wh- Question (Who,
3 Where, How)
When, Where, How) Able to respond :
4
i) with positive or negative answer (‘Yes’ or ‘No’) ii) to Wh-Question (Who, When, Where, How) in appropriate situations. with guidance
Able to respond:
5
i) with positive or negative answer (‘Yes’ or ‘No’) ii) to Wh- Question (Who, When, Where, How) in phrases in appropriate situations.
Able to respond:
6
i) with positive or negative answer (‘Yes’ or ‘No’) ii) to Wh-Question (Who, When, Where, How) in simple sentences in appropriate situations.
Reading CONTENT STANDARD (Pupils are guided to…) LEARNING STANDARD (Pupils should be able to….) PERFORMANCE STANDARD (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.
Reading CONTENT STANDARD (Pupils are guided to…) LEARNING STANDARD (Pupils should be able to….) PERFORMANCE STANDARD (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.
Writing CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided PERFORMANCE DESCRIPTOR to….) LEVEL to…)
3.1.1 Able to write Able to copy and write phrases in neat legible
3.1 Able to form letters
1
i) phrases print. and words in neat legible ii) sentences print.
Able to copy and write phrases and sentences.
2
with guidance
3.2 Able to write using
3.2.1 Able to punctuate appropriate language, Able to know and understand the use of capital
3
correctly: form and style for range letters, full stop, question mark and commas in i) capital letters of purposes. writing ii) full stop iii) question mark
Able to construct simple sentences with 3 to 5
4
iv) comma
3.3 Able to write and words present ideas through a
3.2.2 Able to spell common variety of media using Able to apply correct punctuations in writing
5 sight words.
appropriate language, sentences with 3 to 5 words form and style.
3.2.3 Able to form a sentence Able to produce simple greeting cards, scrap book
6
using 3 to 5 words and charts.
3.3.1 Able to create simple linear and non-linear text: i) greeting cards ii) scrap book iii) charts with guidance
Language Art CONTENT LEARNING STANDARD PERFORMANCE STANDARD STANDARD (Pupils should be able (Pupils able to…) (Pupils are guided PERFORMANCE DESCRIPTOR to….) LEVEL to…)
4.1.1 Able to enjoy poems Able to listen and respond to poems and action
4.1 Able to enjoy and
1 and action songs. songs and identify pictures in book.
appreciate rhymes, poems and songs
4.1.2 Able to recite poems through performance.
Able to state characters ( 4-5 objects or items)
2
and sing action songs with rhythm.
Able to recite poems and action songs in the class
3
4.2.1 Able to respond to:
4.2 Able to express i) book covers personal respond to ii) pictures in books literally texts.
Able to act out based on poems, action songs and
4
iii) characters stories (4 to 5 objects or items)
Able to presenting ideas by creating simple
5
with guidance creative works based on poems, action songs and stories.
4.3.1 Able to produce simple
4.3 Able to participate in creative works with guidance performance for
Able to participate in performance based on
6
based on : enjoyment. poems, action songs and stories in front of larger i) action songs audience. ii) poems iii) stories
4.3.2 Able to take part with guidance in a performance based on: i) action songs ii) poems iii) stories
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