DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS (MASALAH PEMBELAJARAN)
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN BAHASA INGGERIS TAHUN ENAM
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN ENAM Bahagian Pembangunan Kurikulum Cetakan Pertama 2014 © Kementerian Pendidikan Malaysia
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demokratik; mencipta masyarakat yang adil bagi
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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;
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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 for the 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 for the 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 for the 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 for the 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 for the 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 for the Learning Disabilities is xi. able to use information and communications enacted in form of Content Standard and Learning Standard in technologies in tune with current development which pupil are required to master. These Standards are
STRAND BASED CURRICULUM ORGANIZATION
organized in a module that contains elements of knowledge, Strand Based Curriculum Organization was built to promote skills and 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 develop pupils’ potential, and to cater the individual contexts. Through creative and innovative teaching needs while not over emphasizing on education, burdening or approaches, pupils will display interest, curiosity, excitement imposing the pupils. The curriculum provides quality education and greater growth in learning. Creativity and innovation in for the Learning Disabilities pupils so that they are able to be pupils should be exploited and nurtured to ensure that their full more balanced, independent and successful. potential is realized.
SUBJECT OBJECTIVES Entrepreneurship
Pupils should be able to: Fostering the entrepreneurial mind set among pupils at their
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 t hem 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 6. 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 & 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 understand and respond to oral texts in a variety of contexts
1.1.1 Able to listen and demonstrate understanding of oral texts by answering Wh-Questions (What, Who, Where When, Why, How) with guidance
1 Able to know the meaning of Wh-questions (What, Who, Where When, Why, How)
2 Able to know the use of Wh-questions appropriately
3 Able to answer Wh-questions given by teacher 4 Able to ask and answer simple WH-questions.
5 Able to ask and answer simple WH-questions in various situations.
6 Able to apply Wh-questions in daily usage appropriately
CONTENT STANDARD (Pupils are guided to…) LEARNING STANDARD (Pupils should be able to…) PERFORMANCE STANDARD (Pupils able to…) PERFORMANCE LEVEL DESCRIPTOR
1.2 Able to use simple English as the medium of conversations in daily routines.
1.2.1 Able to communicate using simple sentences. i) buying items or services ii) expressing feelings
1.2.2 Able to follow and give instructions and directions i) going places ii) processes with guidance
1 Able to speak at the very basic level in classroom 2 Able to use simple sentences in classroom.
3 Able to use simple sentences to deliver message according to given situations.
4 Able to carry out activities using simple conversation in various situations.
5 Able to communicate well in daily routines.
6 Able to apply English as the medium of conversations in daily routines and be able to set good example to other pupils.
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 the understanding of linear text non-linear text using a range of strategies to understand the meaning.
2.1.1 Able to read and spell words from the sentences
2.1.2 Able to read and complete sentences
2.1.3 Able to read a paragraph of 3 to 5 sentences. with guidance
1 Able to read and understand words from the sentences.
2 Able to read and spell words from the sentences.
3 Able to complete sentences by filling in the blanks.
4 Able to read and understand sentences in the paragraph by matching to pictures
5 Able to rearrange the sentences according to the correct sequence
6 Able to understand the content of linear or non-linear text by answering comprehension questions.
Writing CONTENT STANDARD PERFORMANCE STANDARD (Pupils are guided LEARNING STANDARD (Pupils able to…) to…) (Pupils should be able to…) PERFORMANCE DESCRIPTOR LEVEL
Able to copy and write phrases or sentences or simple
3.1 Able to write using
3.1.1 Able to write: 1 paragraph appropriate i) phrases language, form and ii) sentences
Able to know and understand the use of capital letters, full style for a range of iii) simple paragraph 2 stop, commas , question mark and exclamation marks in purposes. writing
3.1.2 Able to punctuate correctly: i) capital letters Able to write common sight words in sentences ii) full stops
3 appropriately. iii) question marks iv) commas v) exclamation marks
Able to use correct punctuations in suitable mediums in suitable mediums e.g.
4 postcards , letters, forms e.g.
3.1.3 Able to write sentences to Able to construct simple paragraph using 3 to 5
5 form simple paragraph. sentences.
3.2.1 Able to create simple linear and non-linear text: i) charts or diagrams ii) posters
Able to create simple charts or diagrams and posters.
6 with guidance
Language Art CONTENT PERFORMANCE STANDARD STANDARD LEARNING STANDARD (Pupils able to…) (Pupils are guided (Pupils should be able to…) PERFORMANCE DESCRIPTOR to…)
LEVEL
4.1 Able to enjoy and
4.1.1 Able to enjoy poems 1 Able to respond to poems or songs or stories. appreciate rhymes, and songs poems and songs,
Able to repeat after teacher to recite poems or sing through
4.1.2 Able to recite poems
2 songs or tell stories. performance. and sing songs with rhythm
Able to recite poems or sing songs with simple with guidance 3 movements or role play characters from stories.
4.2 Able to express
4.2.1 Able to respond to: personal response i) book covers to stories. ii) pictures in books
Able to express personal responses from poems or
4 iii) characters songs or stories.
(more than 5 objects or items) with guidance Able to present simple creative work based on action
5
4.3 Able to participate
4.3.1 Able to produce simple songs or poems or stories. in performance for creative works with enjoyment. guidance based on: i) songs ii) poems iii) stories
Able to participate in performance based on poems ,
4.3.2 Able to take part with 6 songs and stories guidance in a performance based on: i) song 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
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