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EDISI TERJEMAHAN BAHASA INGGERIS

Dokumen Standard Kurikulum dan Pentaksiran Semakan 2017 (EDISI TERJEMAHAN BAHASA INGGERIS ) Bahagian Pembangunan

Dokumen Standard Kurikulum dan Pentaksiran Semakan 2017

(EDISI TERJEMAHAN BAHASA INGGERIS )

Bahagian Pembangunan Kurikulum

2017

© Ministry of Education, Malaysia

2017 Publication

Copyrights reserved. It is not allowed to use any part, illustration or content of this book in any form whether electronically, photocopied or recorded or in any other form without getting a written consent from the Director, Curriculum Development Division, Ministry of Education, Levels 4 8, Block E9, Parcel E, Federal Government Administrative Complex, 62604 Putrajaya.

CONTENT

National Principles

National Education Philosophy

National Curriculum Definition

Foreword

Introduction

Aim

Objectives The National Preschool Standard-Based Curriculum Framework

Focus

21st Century Skills

Higher Order Thinking Skills

Learning Environment

Planning Teaching and Learning Activities

Teaching and Learning Strategies

Involvement of Parents and the Local Community

ix

xi

xiii

xvi

1

2

2

3

5

5

6

7

8

9

13

Children with Special Needs

Elements Across the Curriculum

School-Based Assessment

Content Organisation

Minimum Time Allocation

Teaching and Learning Time Allocation

Communication Strand

Bahasa Melayu

English Language

Chinese Language

Tamil Language

Spirituality, Attitudes and Values Strand

Islamic Education

Moral Education

Personal Competence Strand

Physical Development and Aesthetics Strand

Physical Development and Health Care

14

14

16

18

18

19

22

23

32

40

47

54

55

63

69

75

76

Creativity and Aesthetics

85

Science and Technology Strand

92

Early Science

93

Early Mathematics

99

Humanities Strand

107

Performance Standards

114

Communication Strand

115

Spritiuality, Attitudes and Values Strand

121

Personal Competence Strand

127

Physical Development and Aesthetics Strand

130

Science and Technology Strand

134

Humanities Strand

140

Panelists

142

Contributors

146

Acknowlegment

148

Strand 134 Humanities Strand 140 Panelists 142 Contributors 146 Acknowlegment 148
RUKUN NEGARA BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak: Mencapai perpaduan yang lebih erat dalam

RUKUN NEGARA

BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:

Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya; Memelihara satu cara hidup demokratik; Mencipta satu masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; Menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaannya yang kaya dan berbagai corak; Membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden;

progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN

vii

NATIONAL PRINCIPLES INDEED, Our Country Malaysia aspires to achieving a greater unity for all her

NATIONAL PRINCIPLES

INDEED, Our Country Malaysia aspires to achieving a greater unity for all her peoples:

Maintaining a democratic way of life; Creating a just society in which the wealth of the nation shall be equitably shared; Ensuring a liberal approach to her rich and diverse cultural traditions, and; Building a progressive society which shall be oriented to modern science and technology;

WE, the people of Malaysia, pledge our united efforts to attain these ends, guided by these principles:

BELIEF IN GOD LOYALTY TO KING AND COUNTRY SUPREMACY OF THE CONSTITUTION RULE OF LAW GOOD BEHAVIOUR AND MORALITY

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FALSAFAH PENDIDIKAN KEBANGSAAN

“Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan 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 memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara.”

Sumber: Akta Pendidikan 1996 (Akta 550)

x

NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well- being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large.

Source: Education Act 1996 (Act 550)

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DEFINISI KURIKULUM KEBANGSAAN

3. Kurikulum Kebangsaan

(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk kurikulum dan kegiatan kokurikulum yang merangkumi semua pengetahuan, kemahiran, norma, nilai, unsur kebudayaan dan kepercayaan untuk membantu perkembangan seseorang murid dengan sepenuhnya dari segi jasmani, rohani, mental dan emosi serta untuk menanam dan mempertingkatkan nilai moral yang diingini dan untuk menyampaikan pengetahuan.

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997

[PU(A)531/97]

xii

NATIONAL CURRICULUM DEFINITION

3. National Curriculum

(1) An educational programme that includes curriculum and co- curricular activities which encompasses all the knowledge, skills, norms, values, cultural elements and beliefs to help develop a pupil fully with respect to the physical, spiritual, mental and emotional aspects as well as to inculcate and develop desirable moral values and to transmit knowledge.

Source: Education Regulations (National Curriculum) 1997

[PU(A)531/97

xiii

KATA PENGANTAR

Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang dilaksanakan mulai tahun 2010 telah disemak semula bagi memenuhi tuntutan dasar baharu di bawah Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 kualiti kurikulum yang dilaksanakan setanding dengan standard antarabangsa. Kurikulum berasaskan standard yang menjadi amalan antarabangsa telah dijelmakan dalam KSPK menerusi penggubalan Dokumen Standard Kurikulum dan Pentaksiran (DSKP) yang mengandungi Standard Kandungan, Standard Pembelajaran dan Standard Prestasi.

Usaha memasukkan Standard Prestasi di dalam dokumen kurikulum telah mengubah landskap sejarah sejak Kurikulum Kebangsaan dilaksanakan di bawah Sistem Pendidikan Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan untuk mengenal pasti tahap penguasaannya dalam sesuatu bidang pembelajaran serta membolehkan guru membuat tindakan susulan bagi mempertingkatkan perkembangan murid.

DSKP yang dihasilkan juga telah menyepadukan enam tunjang Kerangka KSPK, mengintegrasikan pengetahuan, kemahiran dan nilai, serta memasukkan secara eksplisit Kemahiran Abad

Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan tersebut dilakukan untuk melahirkan insan seimbang dan harmonis dari segi intelek, rohani emosi dan, jasmani sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.

Bagi menjayakan pelaksanaan KSPK, pengajaran dan pembelajaran guru perlu memberi penekanan kepada KBAT dengan memberi fokus kepada pendekatan Pembelajaran Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek supaya murid dapat menguasai kemahiran yang diperlukan dalam abad

ke-21.

Kementerian Pendidikan Malaysia (KPM) merakamkan setinggi- tinggi penghargaan dan ucapan terima kasih kepada semua pihak yang terlibat dalam penggubalan KSPK Pendidikan Khas (Semakan 2017). Semoga pelaksanaan KSPK Pendidikan Khas mencapai hasrat dan matlamat Sistem Pendidikan Kebangsaan.

Dr. SARIAH BINTI ABD. JALIL Pengarah Bahagian Pembangunan Kurikulum

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KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS INTRODUCTION Preschool education is an essential early learning experience in the world

INTRODUCTION

Preschool education is an essential early learning experience in the world of education. Schooling and learning experiences which are effective, meaningful and fun-filled will equip pupils with the necessary skills, self-confidence and a positive attitude for further learning.

The National Preschool Standards-Based Curriculum and Assessment Document is the main platform which provides teachers with guidance for fulfilling the needs of the nation in preparing a preschool education of international standard for the present and future generations.

The National Preschool Standards-Based Curriculum and Assessment Document has been developed based on developmentally appropriate practices and child development theories. The contents of the document encompass six strands namely Communication, Spirituality, Attitudes and Values, Humanity, Physical Development and Aesthetics, Science and Technology and Personal Competence.

Higher Order Thinking Skills (HOTs) have been explicitly stated in the Learning Standards. Teachers will have to translate the Learning Standards with emphasis on HOTs in teaching and learning in the classroom.

It is hoped that the contents in this document will help the teachers to plan and execute teaching and learning effectively. Activities planned should be able to provide enriching and fun learning experiences for pupils while engaging them actively in a conducive and safe environment. Teachers are encouraged to creatively choose, arrange, devise and develop various activities based on the Learning Standards that cater to the needs of pupils.

It is hoped that teachers will be able to appreciate and implement the requirements which are specified in the curriculum in order to achieve its aim and objectives.

The contents that are learnt in preschool are basic skills and knowledge essential for pupils as preparation for primary education.

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KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS AIM Preschool education aims to develop the potential of children between the

AIM

Preschool education aims to develop the potential of children between the ages of four to six in a comprehensive and integrated manner with respect to their physical, emotional, spiritual, intellectual and social development in a safe and enriching

learning environment through fun, creative and meaningful activities. This is to improve skills, cultivate confidence and develop a positive self-concept in pupils to prepare them to face challenges and participate in further learning.

.

OBJECTIVES

The National Preschool Standards-Based Curriculum provides children with opportunities to achieve the following objectives:

1. Use language to communicate effectively.

2. Practise Islamic values in daily life for Muslims pupils.

3. Practise moral values of the Malaysian society.

4. Appreciate and show sensitivity towards the various cultures of the Malaysian society.

5. Love and appreciate the environment.

6. Develop positive self-concept and self-confidence.

7. Practise a healthy lifestyle, develop physical fitness and ensure personal safety.

8. Develop creativity and aesthetics.

9. Apply critical, creative and innovative thinking and problem- solving skills in learning as well as in daily life.

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KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS THE NATIONAL PRESCHOOL STANDARDS-BASED CURRICULUM FRAMEWORK The National Preschool

THE NATIONAL PRESCHOOL STANDARDS-BASED CURRICULUM FRAMEWORK

The National Preschool Standards-Based Curriculum is developed based on six learning strands; Communication, Sprituality, Attitudes and Values, Humanity, Personal Competence, Physical Development and Aesthetics, and Science and Technology.

These six learning strands are the main domains that complement one another and are integrated with critical, creative and innovative thinking. The integration aims to develop human capital that appreciates moral values based on religion, knowledge, competence, creative and critical thinking and innovation as illustrated in Figure 1.

critical thinking and innovation as illustrated in Figure 1. Figure 1: The Framework for National Preschool

Figure 1: The Framework for National Preschool Standards-Based Curriculum

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KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Communication Strand The Communication Strand emphasises verbal and non-verbal communication in

Communication Strand

The Communication Strand emphasises verbal and non-verbal communication in interaction. This strand comprises Bahasa Melayu and English Language which must be learnt by all preschool pupils. For pupils in national-type schools, it is compulsory for them to learn Chinese or Tamil Language.

Spirituality, Attitudes and Values Strand

The Spirituality, Attitudes and Values Strand gives priority to the appreciation of religious practises, beliefs, attitudes and values. This strand contains two disciplines namely Islamic Education and Moral Education. Islamic Education will be learnt by Muslim pupils while Moral Education will be learnt by non-Muslim pupils.

Humanity Strand

The Humanity Strand emphasises on the acquisition of knowledge and practises of the local community and the environment, the country and the world as well as instilling patriotism and unity.

Personal Competence Strand

The Personal Competence Strand emphasises the development of socio-emotional, interaction skills and social skills amongst pupils. The development of leadership and personality is fostered through curricular and extra-curricular activities.

Physical Development and Aesthetics Strand

The Physical Development and Aesthetics Strand emphasises physical development and health for personal well-being and nurturing of imagination, creativity, talents and appreciation of arts among pupils. This strand comprises Physical Development and Healthcare as well as Creativity and Aesthetics.

Science and Technology Strand

The Science and Technology Strand emphasises scientific knowledge, skills and attitudes as well as mathematical knowledge and skills. This strand comprises of Early Science and Early Mathematics.

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KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS FOCUS The preschool curriculum focuses on producing pupils who are able to

FOCUS

The preschool curriculum focuses on producing pupils who are

able to communicate and socialise with confidence. It is hoped

that pupils will be able to face challenges and solve problems, are

eager to learn and ready for further learning.

21 ST CENTURY SKILLS

One of the aspirations of the National Preschool Standards-

Based Curriculum is to produce pupils with 21 st century skills

focusing on thinking skills and living skills as well as their future

careers which are based on moral values. 21 st century skills aims

to produce pupils with characteristics as illustrated in Table 1.

The acquisition of the Content Standards and Learning

Standards in the National Preschool Standards-Based

Curriculum contributes to the attainment of 21 st century skills

among pupils.

Table 1: Pupils’ Profile

PUPILS’

PROFILE

Resilient

Communicators

Thinkers

Team Spirit

PROFILE Resilient Communicators Thinkers Team Spirit DESCRIPTION Pupils are able to face and overcome

DESCRIPTION

Pupils are able to face and overcome difficulties and challenges with wisdom, confidence, tolerance and empathy.

Pupils are able to express their thoughts, ideas and information confidently and creatively in oral and written form, using a variety of media and technology.

Pupils are able to think critically, creatively and innovatively; able to solve complex problems; and make ethical decisions. They are able to think about learning and about being learners themselves. They are able to generate questions and are receptive towards other people’s perspectives, values, individual traditions and community. They are confident and creative in handling new learning areas.

Pupils are able to cooperate effectively and harmoniously with others. They share collective responsibility, respect and cherish the contribution of each member in the team. They acquire interpersonal skills through collaborative

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KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS PUPILS’ PROFILE DESCRIPTION activities, which in turn enable them to become better

PUPILS’

PROFILE

DESCRIPTION

activities, which in turn enable them to become better leaders and team members.

Inquisitive

Pupils are able to develop natural inquisitiveness to explore new strategies and ideas. They learn skills that are necessary for inquiry and research, as well as display independent traits in learning. Pupils are able to enjoy continuous life-long learning experiences.

Virtuous

Pupils have a sense of integrity and sincerity, equality, fairness and respect for individuals, groups and community. They are responsible for their actions, reactions and decisions.

Informative

Pupils are able to obtain knowledge and develop a broad and balanced understanding across various disciplines. They can explore knowledge effectively in terms of local and global contexts. They understand issues related to ethics or laws regarding information that they have acquired.

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PUPILS’

PROFILE

DESCRIPTION

Loving /

Considerate

Pupils are able to show empathy, sympathy and respect towards the needs and feelings of others. They are committed to serve the society and ensure the sustainability of the environment.

Patriotic

Pupils are able to show their love, support and respect for the country.

HIGHER ORDER THINKING SKILLS

Higher Order Thinking Skills (HOTS) are stated explicitly in the

curriculum for teachers to translate them in teaching and learning

in order to stimulate structured and focused thinking amongst

pupils. The explanation of HOTs is focused on four thinking

levels as in Table 2.

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Table 2: Thinking levels in HOTs HOTS Explanation Application  Using knowledge,

Table 2: Thinking levels in HOTs

HOTS

Explanation

Application

Using knowledge, skills and values in different situations to complete a task.

Analysis

Ability to break down information into smaller parts in order to understand and make connections between these parts.

Evaluation

Ability to consider and make decisions using knowledge, experience, skills, values and justify decisions made.

Creation

Produce creative and innovative idea, product or method.

HOTS is the ability to apply knowledge, skills and values in

reasoning and reflecting to solve problems, make decisions, be

innovative and be able to create. HOTs encompasses critical and

creative thinking skills, reasoning and thinking strategies.

Critical Thinking Skills is the ability to evaluate ideas logically

and rationally in order to make reasonable judgements based on

valid reasons and evidences.

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Creative Thinking Skills is the ability to produce or create

something new and valuable using original and imaginative

thinking unconventionally.

Reasoning Skills is the ability of individuals to make

considerations and evaluations logically and rationally.

Thinking Strategies is a way of thinking that is structured and

focused on problem solving.

HOTS can be applied in the classroom through reasoning

activities, inquiry learning, problem solving and project work.

Teachers and pupils need to use thinking tools such as thinking

maps and mind maps as well as higher order questioning

techniques to encourage pupils to think.

LEARNING ENVIRONMENT

Learning environment refers to the atmosphere and the physical

surroundings where teaching and learning takes place. It is one

of the key elements in preschool education and should be

planned so that an interactive and conducive learning

environment can be realised.

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS A good learning environment will contribute to effective learning, good class control,

A good learning environment will contribute to effective learning, good class control, active teacher-pupil relationship and ensures fun learning.

Safety and Health

Clean and safe space, furniture, equipment and materials.

Appropriate lighting and ventilation.

A safe natural environment that stimulates learning.

Layout

The layout of the classroom should be flexible according to lessons planned.

Appropriate layout of furniture and equipment which allows room for movement and activities.

Equipment and resources are arranged neatly and accessible. The equipment and resources should be changed periodically in order to maintain pupils’ interest and to achieve learning objectives.

Pupils’ work should be prioritised and displayed. This will boost their self-confidence and encourage pupils to produce more works.

Learning Centres

Create learning centres and optimise their usage.

Learning centres should be well-equipped, easily accesed, appropriate with adequate resources, and updated regularly according to teaching and learning needs.

Provide learning centres which encourage individual and collaborative play.

Involve pupils in setting up learning centres.

PLANNING TEACHING AND LEARNING ACTIVITIES

1. Long-term and short-term planning of teaching and learning activities should be in tandem with the needs of the curriculum.

2. Planning of timetables should be based on pupils’ development and implemented flexibly.

3. The following should be taken into consideration when planning teaching and learning activities:

ability and cognitive development of pupils.

provide opportunities for pupils to make choices during activities.

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KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS  provide sufficient time and opportunities for pupils to carry out explorative

provide sufficient time and opportunities for pupils to carry out explorative activities.

use of realia in teaching and learning to assist pupils to acquire concepts and knowledge.

teaching and learning activities should be balanced and varied so that effective and meaningful learning takes place such as outdoor and indoor, active and passive, individual, group and whole class activities as well as activities initiated by pupils and planned by teachers.

TEACHING AND LEARNING STRATEGIES

There is no one method or strategy which is deemed the best implemented for teaching and learning in the classroom for pupils of various abilities. Teachers have to make the best choices when planning lessons using various teaching and learning strategies appropriate with the development, needs, abilities, talents and interests of pupils for effective and meaningful learning. For example, in the National Preschool Standards-Based Curriculum and Assessment Document, there are learning standards specifically for pupils aged 4+ only. However, for pupils aged 5+ who have not acquired the standards, teachers can conduct teaching and learning based on learning standards for 4+.

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There are various teaching and learning strategies which can be used by teachers, they are:

Child-Centred Learning

Child-centred learning involves pupils’ active participation in the learning activity, and pupils are responsible for their own learning. Pupils take on an important role in the learning process as learning is driven by their interest, encouragement and needs. Pupils are given the choice to choose activities, materials and time while learning. Teachers facilitate and guide the learning activity.

Learning Through Play

Learning through play is planned and structured to provide pupils with opportunities to learn in a free and safe environment, which is enjoyable and meaningful. It is emphasised in preschool education as play is a natural behaviour of pupils. Play allows pupils to explore, make discoveries and build experiences in a natural way. Physical, socio-emotional, cognitive, language development and pupilspotential are enhanced and maximised.

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Inquiry Based Learning Inquiry based learning allows pupils to build their own

Inquiry Based Learning

Inquiry based learning allows pupils to build their own knowledge and understanding through investigation and exploration based on their existing knowledge. It is implemented through project- based learning, scientific investigation; problem-based learning and collaborative learning in order to produce pupils who are knowledgeable and able to apply higher order thinking skills. The teaching and learning process of inquiry based learning is focused on “learning by doing” which engages pupils to be involved in activities such as exploration, investigation, questioning, reflective thinking and discovery of new knowledge.

Inquiry-based learning emphasises the ‘why’ and ‘how’ as compared to ‘what’ in any situation. Inquiry-based learning boosts critical, creative and innovative thinking which promotes self-access learning. This arouses curiosity and encourages pupils to question. At the same time, pupils will be able to reflect throughout the learning process.

Integrated Approach

This approach integrates two or more skills to be acquired by pupils in one lesson. Teachers need to use pupils’ daily experiences in teaching and learning in the classroom. It allows pupils to understand the realities of life and gives them the understanding that situations in life are inter-related and not be seen as separate situations.

Learning is conducted in a holistic and integrated manner and not separated into individual learning disciplines. Integration also involves integration of skills, integration of skills and values, integration among strands, integration among activities as well as various methods and techniques.

Learning through integrated approach allows for diversity as the needs of pupils differ in terms of development, interest and abilities as well as their background.

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KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Thematic Approach The thematic approach is organising the curriculum and learning through

Thematic Approach

The thematic approach is organising the curriculum and learning through a chosen theme or topic according to the suitability of time, place, interest, background and level of pupilsdevelopment.

The thematic approach involves the following:

The usage of a generic theme across various learning strands.

Choice of themes is based on pupils’ level, situation or current happening.

It is inter-related with existing and new experience obtained in a consistent and systematic manner.

Expansion and reinforcement of knowledge and skills.

Learning staged from easy to difficult and generic to specific.

Project-Based Learning

Project-based learning focuses on systematically planned practical assignments within a time frame. This teaching method emphasises research in the form of projects in order for pupils to gain knowledge. It involves collection and analysis of data and preparation of reports.

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The characteristics of Project-based learning are as follows:

This method can be conducted individually or in groups.

Assessment is carried out at every phase until completion.

Teacher-pupil interaction is in the form of guidance and negotiation during each phase of the project (teacher as

a

facilitator).

This process involves collection of materials, information, and data as well as processing of information and data, reporting and self-reflection.

This learning method is based on skills, knowledge, experience and pupils’ abilities.

It

is based on real-life experiences.

Mastery Learning

Mastery learning ensures all pupils have acquired the expected learning objectives before moving on to the next lesson. This method focuses on mastery of lessons learnt.

Pupils are given the opportunity to progress according to their abilities and rate of learning as well as improve their level of mastery. Mastery learning upholds the principle that every pupil

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS is able to learn if opportunities are given. Opportunities should be given

is able to learn if opportunities are given. Opportunities should be given to pupils to learn according to their abilities. Enrichment and remedial activities should be included in teaching and learning. This entails adequate time and high quality teaching and learning.

Contextual Learning

Contextual learning is a learning method which integrates learning content with daily experiences of the pupil, community and the working world. This learning method provides concrete learning opportunities which involve hands-on and minds-on activities.

Learning takes place when pupils are able to process information learnt or new knowledge acquired in a meaningful manner. Learning becomes more effective if information is disseminated in various contexts and in a meaningful manner to pupils. Emphasis should be given to diverse learning environments in order to achieve meaningful learning. Teachers are encouraged to choose or create different learning environments which will encompass a range of learning experiences in social, cultural, physical or psychological contexts in order to obtain the aspired

learning outcomes.

Multiple Intelligences

Multiple intelligences is an important theory as it is closely related to the field of education. Every pupil has various intelligences and ways of thinking, responding and learning which differ from one another.

There are at least eight intelligences. They are:

Verbal-linguistic intelligence: the ability to use words effectively in oral and writing.

Logical-mathematical intelligence: the ability to use numbers effectively, have the ability of logic, wise reasoning and arguing.

Visual-spatial intelligence: the ability to identify and visualise forms, space, colour and lines.

Kinaesthetic intelligence: the ability to use one’s body to express ideas, feelings and solve problems.

Musical intelligence: the ability to identify rhythm and songs.

Interpersonal intelligence: the ability to understand feelings, motivation, habits and desires of others.

Intrapersonal intelligence: the ability to understand one’s strengths, weaknesses, desires and wants.

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KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS  Naturalist intelligence: the ability to know and classify plants, minerals and

Naturalist intelligence: the ability to know and classify plants, minerals and animals including grass and stones as well as flora and fauna.

Every individual has various intelligences and abilities. One’s potential is enhanced with constant motivation, enrichment and appropriate learning opportunities which develops pupils’ intelligence and interests to the maximum level.

INVOLVEMENT OF PARENTS AND THE LOCAL COMMUNITY

1. Explanation of the preschool curriculum and its implementation should be disseminated to parents/guardians to create awareness about preschool education and obtain their cooperation to ensure smooth and effective teaching and learning.

2. Sharing of information between the teacher and parents/guardians is essential to assist in pupils’ learning and to ensure the continuity of teaching and learning from the school to the home and vice versa.

3. Good relationship between the school and parents/guardians as well as the local community will assist

in giving positive and meaningful learning experience to pupils.

CHILDREN WITH SPECIAL NEEDS

1. Teachers need to plan strategies to address learning difficulties by identifying and taking appropriate actions in order to assist pupils with special needs. Actions that can be taken are as follows:

Identify pupils’ levels, differences in learning and their needs, in order to plan suitable teaching and learning strategies.

Prepare portfolios to compile works and to record pupils’ development and learning progress.

Diversify learning content and activities for effective teaching and learning.

Modify learning resources based on pupils’ needs.

2. Teachers can use the Special Needs Children Placement Instrument (4 6 years) to identify pupils with learning difficulties. This is a tool used to identify pupils who may have learning difficulties. Teachers need to discuss with parents/guardians if they identify pupils who show traits of

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KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS learning difficulties. The instrument should be produced to the medical officer as

learning difficulties. The instrument should be produced to

the medical officer as reference for verification.

ELEMENTS ACROSS THE CURRICULUM

Elements Across the Curriculum is a value-added element

embedded in the teaching and learning process other than those

specified in the content standards. The application of these

elements is aimed at strengthening the human capital skills and

competency as well as intended to prepare pupils for the

challenges of the present and the future. The elements are

explained below:

1. Medium of Iinstruction

The correct use of the medium of instruction should be

emphasised.

During teaching and learning, emphasis should be given

to pronunciation, sentence structure, grammar and the

terminology of the language in order to assist pupils

organise ideas as well as communicate effectively.

2. Environmental Sustainability

Developing awareness towards the love of the

environment in the pupils should be nurtured through

teaching and learning.

Knowledge and awareness on the importance of the

environment help shape pupils’ ethics in appreciating

nature.

3. Values

Values need to be emphasised to ensure pupils are

aware of its importance and practise them.

Values encompass the aspects of spirituality, humanity

and citizenship which are practised in daily life.

4. Science and Technology

Increased interest in science and technology will help to

improve scientific and technological literacy amongst

pupils.

The use of technology in teaching can help and

contribute to efficient and effective learning.

The integration of science and technology in the teaching

and learning process covers four areas, namely:

o

Knowledge of science and technology (facts,

principles, concepts related to science and

technology);

o

Scientific skills (thinking process and specific

14

manipulative skills);

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS o Scientific attitudes (such as accuracy, honesty, Use of technology in teaching

o

Scientific attitudes (such as accuracy, honesty,

Use of technology in teaching and learning.

7. Entrepreneurship

o

safety); and

The incorporation of entrepreneurship elements aims at developing entrepreneurial attributes and practices that will become a culture amongst pupils.

5. Patriotism

Patriotism can be nurtured through learning and extra- curricular activities and community service.

Patriotism develops love for the country and proud to be Malaysians.

6. Creativity and Innovation

Creativity is the ability to use imagination in gathering, assimilating and generating ideas or creating something new or original through inspiration or combination of existing ideas.

Innovation is the application of creativity through modification and putting ideas into practice.

Creativity and innovation are inter-connected and needed to ensure the development of human capital to meet the challenges of the 21st Century.

Elements of creativity and innovation should be integrated in teaching and learning.

Entrepreneurial attributes can be embedded during lessons through fostering attitudes such as diligence, honesty, trustworthiness and responsibility as well as developing a creative and innovative mind-set to drive ideas into the market economy.

8. Information and Communication Technology (ICT)

Incorporation of ICT elements in teaching and learning ensures pupils are able to apply and strengthen their knowledge and basic ICT skills.

Application of ICT motivates pupils to be creative, stimulates interest and makes teaching and learning enjoyable as well as improves the quality of learning.

ICT should be integrated based on suitability of topics and used as a tool to further enhance pupils’ understanding of the subject content.

15

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS 9. Global Sustainability  The elements of Global Sustainability aims to produce

9. Global Sustainability

The elements of Global Sustainability aims to produce pupils of sustainable thinking who are responsive to their environment in their daily life by applying knowledge, skills and values obtained through elements of Sustainable Consumption and Production, Global Citizenship and Solidarity.

Global sustainable elements are essential in preparing pupils to face challenges and current issues in various situations, be it locally and globally.

These elements are taught directly or embedded in related lessons.

10. Financial Literacy

The integration of Financial Literacy element in lessons is aimed at developing future generations who are capable of making sensible financial decisions, practising ethical financial management as well as managing financial affairs responsibly.

The elements of Financial Literacy can be applied directly or embedded in lessons. This can be integrated in the topic such as ‘Money’ comprising explicit financial elements e.g. simple interest calculations and compound

interest. Financial literacy is integrated through related topics across the curriculum. Exposure to financial management in real life is necessary in order to prepare pupils with knowledge, skills and values that can be applied effectively and meaningfully.

SCHOOL-BASED ASSESSMENT

School-based assessment is an integral part of assessment which enables teachers to derive information on pupils’ development and is planned, implemented and reported by teachers. This is a continuous process which is conducted formally and informally that enables teachers to determine pupils’ actual level of performance. School-based assessment should be conducted in a holistic manner based on the principles of inclusivity, authenticity and localised. The information derived from this assessment can be used by the school management, teachers, parents/guardians and pupils to plan follow-up actions to further improve pupils’ learning.

School-based assessment can be conducted as formative and summative assessment by teachers. Formative assessment can be conducted during the teaching and learning process, while

16

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS summative assessment can be conducted at the end of a learning unit,

summative assessment can be conducted at the end of a learning

unit, term, semester or year. Teachers should plan, build items,

administer, evaluate, record and report on pupils’ performance

level based on the Standards-Based Curriculum and Assessment

Document. Teachers need to use their discretion and

professional judgement in order to determine their pupils’

performance levels.

Assessment in preschool is a process which involves various

methods to obtain information on pupils’ development and

learning. It is a basic and important continuous process in

teaching and learning.

Table 3: General Descriptors of Performance Levels

Performance Standards

Performance Levels

Descriptor

 

Pupils know basic things or can

1

perform basic skills or respond to basic things.

2

Pupils can use their knowledge and skills to complete tasks.

3

Pupils can use their knowledge and skills to complete tasks in new situations or creatively in the correct manner.

The aims of assessment in preschool are as follows:

1. Monitor the growth and development of pupils according to

their age.

2. Identify pupils’ level of intelligence and potential to

strengthen and enhance their holistic development.

3. Identify pupils’ strengths and weaknesses from time to

time.

4. Provide feedback to pupils, parents/guardians and school

management on pupils’ growth and development in

learning based on aspects stipulated in the National

Preschool Standards-Based Curriculum.

5. Identify the effectiveness of teaching as well as learning

opportunities and the environment provided.

6. Assist teachers to plan effective follow-up actions to:

Develop and maximise pupils’ potential.

Assist in pupils’ learning.

Improve teaching methods.

17

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS PRESCHOOL ASSESSMENT IMPLEMENTATION PRINCIPLES 1. Assessment encompasses cognitive, affective

PRESCHOOL ASSESSMENT IMPLEMENTATION

PRINCIPLES

1. Assessment encompasses cognitive, affective and

psychomotor aspects in tandem with the National

Preschool Standards-Based Curriculum.

2. Assessment is conducted in line with the stipulated aim.

3. Assessment is carried out continuously.

4. Assessment methods should be valid and reliable; in

accordance to pupils’ development and based on scientific

methods.

Criterion-based assessment and not a comparison

between pupils.

Assessment method is through continuous observation

and assessment of pupils’ works. Tests or formal exams

should not be conducted.

Data collected should be analysed so that reporting is

done in a valid and reliable manner.

Implementation of systematic documentation. Examples

of assessment records are checklist, rating scale,

anecdote record, running record, time sampling and

event sampling.

5. Assessment has to be carried out ethically and children’s

rights taken into consideration.

CONTENT ORGANISATION

The National Preschool Standards-Based Curriculum is

organised with emphasis on Content Standards, Learning

Standards and Performance Standards.

Table 4: Organisation of NPSC

CONTENT

LEARNING

 

PERFORMANCE

STANDARD

STANDARD

STANDARD

Specific statements which specify the essential knowledge, skills and values pupils need to acquire and can perform by the end of a schooling term.

A set of criteria or quality indicator of learning and achievement which can be measured.

A

set of general

criteria which shows performance levels which pupils need

to

show when they

 

have acquired a particular skill, knowledge or value.

18

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Minimum Time Allocation Minimum time allocation for preschool education should be adhered

Minimum Time Allocation

Minimum time allocation for preschool education should be adhered to as follows:

1. Preschool has to be carried out for at least four hours a day (including recess), that is, 20 hours a week for pupils aged 5+.

2. Preschool has to be carried out for at least three and a half hours a day (including recess), that is, 17½ hours a week for pupils aged 4+.

3. Bahasa Melayu is used as the instructional language for at least 600 minutes in preschools where Bahasa Melayu is the medium of instruction.

4. Bahasa Melayu is used as the instructional language for at least 400 minutes in preschools where Bahasa Melayu is not the medium of instruction.

5. English Language is used as the instructional language for at least 600 minutes in preschools where Bahasa Melayu is the medium of instruction.

6. English Language is used as the instructional language for at least 400 minutes in preschools where Bahasa Melayu is not the medium of instruction.

7. Islamic Education must be taught in preschools if there are at least 5 or more Muslim pupils and should be taught by a

certified Islamic Education teacher for at least two hours a week.

8. Moral Education must be taught in preschools if there are at least 5 or more non-Muslim pupils for at least two hours a week.

Teaching and Learning Time Allocation

Planning of daily activities in preschool should be based on time allocation as in Table 4. However, teachers are given the flexibility to arrrange the timetable according to the needs of pupils.

19

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Table 5: Time Allocation in Preschool     Weekly time Allocation (minutes)

Table 5: Time Allocation in Preschool

   

Weekly time Allocation (minutes)

No.

Learning Areas

 

Other

Bahasa

Melayu

Medium of

Instruction

1.

Bahasa Melayu

60

60

2.

English Language

60

60

3.

Chinese/Tamil Language

-

60

4.

Outdoor Activity

120

120

6.

Islamic Education / Moral Education

120

120

7.

Early Mathematics

40

40

8.

Integrated Learning

800

740

 

Total

1200

1200

Details of the learning areas in preschool are as follows:

Integrated Learning

Integrated Learning provides opportunities for pupils to obtain

their own meaningful learning experience. Teachers need to

integrate strands, skills and values in teaching and learning.

Integrated Learning include:

20

1. Routine Activities

Routine activities are activities that are carried out on a daily

basis and have special time allocation. These activities

include circle time, recess and reflection.

Circle Time

Circle Time is to prepare preschoolers mentally and

emotionally to focus on the learning activities of the day.

Activities during Circle Time such as sharing of ideas and

information; storytelling, singing, and other activities can

increase their vocabulary; and improve their social skills and

encourage the involvement of preschoolers actively. The time

allocated for Circle Time is 20 minutes daily.

Recess

In preschool education, recess is part of teaching and

learning. Recess is allotted for pupils to have their meals as

well as for physical and mental relaxation. Recess can be

used to involve pupils in food and dining preparation.

Aspects of self-management, manners, healthy eating and

balanced diet should be emphasised during recess. Time

allocated for recess is 30 minutes daily.

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Reflection Reflection provides opportunities for teachers and pupils to reflect on their

Reflection

Reflection provides opportunities for teachers and pupils to reflect on their learning and happenings of the day. In addition, teachers and pupils can discuss about further learning. The time allotted for reflection is 10 minutes daily.

2. Learning Activities

Learning activities provide opportunities for teachers to choose appropriate teaching strategies to allow pupils to carry out exploration and experiment, problem solving and promote critical thinking. There are various ways and methods that can be used, they include thematic approach, project-based learning and using learning centres.

The time allocated for Integrated Learning activities are:

(i)

500 minutes a week in National Schools.

(ii)

440 minutes a week in National Type Schools.

Outdoor Activity Outdoor Activity are activities that are carried out outside the classroom. It helps build fitness and stimulate pupils' intelligence as well as provide opportunities for pupils to interact and explore their surroundings. Through these activities, pupils' awareness of

21

health and safety as well as sensitivity to the environment can be improved. Outdoor Activity should be carried out every day as follows:

1. Physical Activity Physical activity involves body movements that require energy to improve one’s physical fitness and health. Physical activity is very important for pupils’ development and basis for a healthy and active lifestyle. In addition, physical activity promotes body fitness, dexterity and coordination as well as cognitive development, social competence and emotional maturity. Time allocation for Physical Activity is 30 minutes per session and is carried out twice a week.

2. Free Play Free play provides opportunities for pupils to make their own decision about what, when and how to play. They are also free to determine rules and their role in play. During free play, pupils benefit in terms of physical, emotional, cognitive and social skills. Besides having fun during play, pupils learn to interact and negotiate effectively; able to share and collaborate with others; as well as develop problem solving skills.

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS During free play, teacher acts as a planner, facilitator, play partner and

During free play, teacher acts as a planner, facilitator, play partner and observer. The teacher also needs to be wise in providing a suitable environment for free play to be effective and meaningful. Time allocation for free play is 20 minutes for each slot and carried out 3 times a week.

Islamic Education/Moral Education

Time allocated for Islamic Education/Moral Education is 120 minutes a week. In classes that have five or more Muslim pupils, Islamic Education must be taught by a certified teacher for at least 120 minutes per week. For classes that have five or more non- Muslim pupils, Moral Education must be taught for at least 120 minutes per week. However, for classes that do not have or have less than 5 Muslim pupils, Moral Education can be combined with Integrated Learning.

22

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS COMMUNICATION STRAND 23

COMMUNICATION

STRAND

23

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Tunjang Komunikasi terdiri daripada Bahasa Melayu, Bahasa Inggeris, Bahasa Cina dan Bahasa

Tunjang Komunikasi terdiri daripada Bahasa Melayu, Bahasa Inggeris, Bahasa Cina dan Bahasa Tamil. Kemahiran bahasa merupakan teras kepada Tunjang Komunikasi. Kemahiran bahasa ini diorganisasikan dalam kemahiran mendengar dan bertutur; kemahiran membaca; dan kemahiran menulis. Keempat-empat kemahiran ini adalah penting bagi memperkembangkan komunikasi lisan dan asas literasi murid untuk pembelajaran mereka seterusnya.

Di samping itu, aspek seni bahasa juga diterapkan dalam Tunjang ini. Aspek seni bahasa merujuk kepada keupayaan murid memahami, mengungkap dan menghargai bahasa yang indah melalui pembelajaran yang menyeronokkan secara didik hibur melalui pelbagai aktiviti dan permainan bahasa seperti nyanyian, bercerita, berlakon dan berpuisi.

BAHASA MELAYU

nyanyian, bercerita, berlakon dan berpuisi. BAHASA MELAYU Selepas mengikuti aktiviti pembelajaran yang berteraskan

Selepas mengikuti aktiviti pembelajaran yang berteraskan Bahasa Melayu, murid boleh:

1. Memberi respons secara bertatasusila terhadap pelbagai bahan rangsangan yang didengar.

2. Berkomunikasi dan menyampaikan idea.

3. Membaca dan memahami ayat mudah.

4. Menulis perkataan, frasa dan ayat mudah.

24

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     STANDARD PEMBELAJARAN   STANDARD KANDUNGAN   4+   5+
   

STANDARD PEMBELAJARAN

 

STANDARD KANDUNGAN

 

4+

 

5+

BM 1.0 KEMAHIRAN MENDENGAR DAN BERTUTUR

 

BM 1.1

Mendengar dan memberi respons terhadap pelbagai bunyi di persekitaran

Murid boleh:

 

Murid boleh:

 

BM 1.1.1

Mengenal pasti pelbagai bunyi di persekitaran

BM 1.1.2

Mengecam dan membezakan bunyi di persekitaran

 

(i)

manusia

 

(ii)

alam sekitar

(iii)

ciptaan manusia

BM 1.1.3

Memberi respons terhadap bunyi yang didengar

BM 1.2

Mendengar, memahami dan memberi respons secara gerak laku dan lisan

Murid boleh:

 

Murid boleh:

 

BM 1.2.1

Mendengar dan memberi respons terhadap cerita yang didengar

BM 1.2.4

Mendengar dan memberi respons

dengan bertatasusila terhadap:

   

(i)

arahan

BM 1.2.2

Mendengar dan menyanyi lagu

(ii)

soalan

 

(iii)

cerita

BM 1.2.3

Mendengar, memahami dan memberi respons secara bertatasusila terhadap:

BM 1.2.5

Mendengar dan melafazkan puisi dengan intonasi yang betul

(i)

ucap selamat

 

(ii)

arahan yang mudah

BM 1.2.6

Melafazkan puisi

 

(i)

pantun dua kerat

(ii)

sajak

25

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     STANDARD PEMBELAJARAN   STANDARD KANDUNGAN   4+   5+
   

STANDARD PEMBELAJARAN

 

STANDARD KANDUNGAN

 

4+

 

5+

BM 1.3

Mendengar dan mengecam bunyi bahasa

Murid boleh:

 

Murid boleh:

 
 

BM 1.3.1

Mendengar dan menyebut abjad

BM 1.3.4

Mendengar, mengecam dan menyebut perkataan

BM 1.3.2

Mendengar, mengecam dan menyebut bunyi suku kata awal yang sama dalam perkataan

BM 1.3.5

Menyebut dan memberi respons terhadap perkataan yang didengar

BM 1.3.3

Mendengar, mengecam dan menyebut bunyi suku kata akhir yang sama dalam perkataan

 

BM 1.4

Berinteraksi menggunakan ayat mudah

Murid boleh:

 

Murid boleh:

 

BM 1.4.1

Mendengar dan menyebut ayat mudah secara bertatasusila

BM 1.4.4

Berinteraksi menggunakan ayat mudah mengikut situasi

 

BM 1.4.2

Berinteraksi menggunakan ayat mudah untuk:

BM 1.4.5

Berinteraksi menggunakan ayat mudah untuk:

(i)

meluahkan perasaan

(i)

memberi arahan

(ii)

menyatakan permintaan

(ii)

memberi pandangan

BM 1.4.3

Bersoal jawab menggunakan ayat mudah

BM 1.4.6

Bersoal jawab menggunakan ayat mudah berdasarkan bahan rangsangan

26

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     STANDARD PEMBELAJARAN STANDARD KANDUNGAN   4+   5+ B M
   

STANDARD PEMBELAJARAN

STANDARD KANDUNGAN

 

4+

 

5+

BM 1.5

Bertutur untuk menyampaikan idea

Murid boleh:

 

Murid boleh:

BM 1.5.1

Menyampaikan idea tentang sesuatu yang didengar, dilihat atau dialami

BM 1.5.2

Menyampaikan idea secara kritis tentang sesuatu yang didengar, dilihat atau dialami

BM 2.0 KEMAHIRAN MEMBACA

 

BM

Menguasai kemahiran

Murid boleh:

   

2.1

prabaca

BM 2.1.1

Menyatakan lambang dan cetakan yang membawa makna tertentu

 

BM 2.1.2

Mengenal pasti ciri-ciri fizikal buku:

(i)

judul

(ii)

gambar/ilustrasi

(iii)

pengarang

BM 2.1.3

Mengamalkan cara membaca yang betul:

(i)

dari kiri ke kanan

(ii)

dari atas ke bawah

(iii)

jarak antara mata dengan buku

(iv)

teknik memegang buku

BM 2.1.4

Mengamalkan penjagaan buku dengan cara yang betul

BM 2.1.5

Membaca secara olok-olok

27

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     STANDARD PEMBELAJARAN   STANDARD KANDUNGAN   4+   5+
   

STANDARD PEMBELAJARAN

 

STANDARD KANDUNGAN

 

4+

 

5+

BM 2.2

Mengenal huruf abjad

Murid boleh:

Murid boleh:

 

BM 2.2.1

Mengenal pasti abjad

BM 2.2.3

Mengenal pasti dan menyebut huruf kecil dan besar

BM 2.2.2

Menyebut dan membunyikan huruf vokal

 

BM 2.3

Membina dan membaca suku kata dan perkataan

Murid boleh:

Murid boleh:

 

BM 2.3.1

Membunyikan suku kata terbuka

BM 2.3.3

Membaca perkataan dengan suku kata terbuka:

BM 2.3.2

Membunyikan suku kata tertutup

(i)

KV+KV

 

(ii)

KV+ KV+KV

BM 2.3.4

Membaca perkataan dengan suku kata terbuka dan tertutup:

(i)

KVK

(ii)

V+KV

(iii)

V+KVK

(iv)

KV+KVK

(v)

KVK+KV

(vi)

KVK+KVK

BM 2.4

Membaca dan memahami frasa dan ayat

Murid boleh:

Murid boleh:

BM 2.4.1

Membaca frasa yang mengandungi perkataan dengan suku kata terbuka

BM 2.4.3

Membaca dan memahami frasa yang mengandungi perkataan dengan suku kata terbuka dan tertutup

 

BM 2.4.2

Membaca ayat mudah yang mengandungi perkataan dengan suku kata terbuka

 

28

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     STANDARD PEMBELAJARAN   STANDARD KANDUNGAN   4+   5+
   

STANDARD PEMBELAJARAN

 

STANDARD KANDUNGAN

 

4+

 

5+

   

BM 2.4.4

Membaca dan memahami ayat mudah dengan sebutan yang betul

BM 2.5

Membaca dan memahami bahan bacaan

Murid boleh:

Murid boleh:

 

BM 2.5.1

Membaca bahan bacaan mudah

BM 2.5.2

Membaca dan menceritakan semula daripada bahan bacaan yang dibaca

   

BM 2.5.3

Membaca dan meluahkan idea daripada bahan bacaan yang dibaca

BM 2.6

Memupuk bacaan luas

Murid boleh:

Murid boleh:

 
 

BM 2.6.1

Memilih bahan bacaan yang digemari

BM 2.6.4

Berkongsi bahan bacaan

BM 2.6.2

Mengenal dan menamakan gambar dalam buku

BM 2.6.5

Membaca bahan bacaan secara berkongsi dengan rakan

BM 2.6.3

Membaca perkataan yang terdapat dalam buku

BM 2.6.6

Membaca bahan bacaan dengan sendiri

BM 3.0 KEMAHIRAN MENULIS

 

BM 3.1

Menguasai kemahiran pratulis

Murid boleh:

 

BM 3.1.1

Memegang alat tulis dengan cara yang betul untuk menulis

 

BM 3.1.2

Duduk dengan posisi yang betul

29

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     STANDARD PEMBELAJARAN   STANDARD KANDUNGAN   4+   5+
   

STANDARD PEMBELAJARAN

 

STANDARD KANDUNGAN

 

4+

 

5+

   

semasa menulis

 

BM 3.1.3

Membuat contengan dan lakaran menggunakan pelbagai alat tulis

BM 3.1.4

Mengkoordinasikan pergerakan mata dengan tangan melalui lakaran bentuk, corak dan garisan secara bebas

BM 3.1.5

Mengkoordinasikan pergerakan mata dengan tangan mengikut arah yang betul

BM 3.2

Menguasai kemahiran menulis

Murid boleh:

Murid boleh:

BM 3.2.1

Menulis huruf kecil dengan cara yang betul

BM 3.2.5

Menyalin ayat mudah

 

BM 3.2.2

Menulis huruf besar dengan cara yang betul

BM 3.2.6

Meluahkan idea dalam bentuk lukisan, simbol dan tulisan

 

BM 3.2.7

Menulis perkataan dan frasa

BM 3.2.3

Menyalin perkataan

 
 

BM 3.2.8

Menulis ayat mudah

BM 3.2.4

Menyalin frasa

 

30

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Senarai Suku Kata Suku Kata Contoh Satu suku kata terbuka KV ba,

Senarai Suku Kata

Suku Kata

Contoh

Satu suku kata terbuka

KV

ba, ca, de, fi, gu, hi, ja, ku, lo, ma, ni, pu, ra, si, to

Dua suku kata terbuka

KV+KV

bapa, baca, batu, buku, bola, bahu, cuti, ciku, dagu, duri, feri, gigi, hari, jala, kuku, kuda, lori, lima, mata, meja, muka, nasi, paku, pasu, rusa, roti, susu, sagu, topi, raga

Tiga suku kata terbuka

KV+KV+KV

dahaga, kerusi, lelaki, kereta, kepala, mereka, cerita, tomato, telaga, kemeja

Satu suku kata tertutup

KVK

bot, bas, beg, cat, gam, gol, jam, jet, jus, kek, kot, lap, mop, pen, pin, tin, van, zip

Dua suku kata terbuka

V+KV

abu, apa, api, aku, alu, ini, itu, isi, ubi, ibu

Satu suku kata terbuka dan satu suku kata tertutup

V+KVK

adik, ayam, awan, akar, epal, emak, ekor, itik, ubat, otak

Satu suku kata terbuka dan satu suku kata tertutup

KV+KVK

bakul, bulan, bulat, bunga, cawan, cicak, dodol, datuk, gajah, garam, hutan, hitam, jalan, katil, kipas, lapan, lilin, mulut, masin, makan, nenek, pokok, siput

Satu suku kata tertutup dan satu suku kata terbuka

KVK+KV

kunci, lampu, lembu, pintu, teksi, kanta, kurma, baldi, bomba

Dua suku kata tertutup

KVK+KVK

biskut, kertas, masjid, coklat, sampan, bantal, kantin, tandas, cermin, mancis

31

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS GLOSARI Bil. Istilah   Maksud / Makna     Bacaan luas atau

GLOSARI

Bil.

Istilah

 

Maksud / Makna

   

Bacaan luas atau bacaan ekstensif merupakan satu kegiatan membaca yang dilakukan oleh

1

bacaan luas

murid secara bersendirian tanpa bimbingan guru. Bacaan luas ini bertujuan untuk mengukuhkan asas membaca; menambah kemahiran memahami dan menaakul isi bacaan; meningkatkan kepantasan membaca; serta membina dan mengukuh minat membaca.

2.

konsonan

Huruf selain vokal (b, d, f,

).

3.

suku kata terbuka

Suku kata yang diakhiri dengan vokal.

4.

suku kata tertutup

Suku kata yang diakhiri dengan konsonan.

5.

vokal

Huruf hidup atau huruf saksi (a, e, i, o, u).

32

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS ENGLISH LANGUAGE Upon completion of learning activities in English Language, pupils can:

ENGLISH LANGUAGE

KSPK EDISI BAHASA INGGERIS ENGLISH LANGUAGE Upon completion of learning activities in English Language, pupils can:

Upon completion of learning activities in English Language, pupils can:

1. listen and respond using appropriate verbal and non-verbal responses.

2. communicate using simple sentences with manners.

3. read and understand simple sentences.

4. write words and phrases.

   

LEARNING STANDARD

 

CONTENT STANDARD

 

4+

 

5+

BI 1.0 LISTENING AND SPEAKING SKILLS

 

BI 1.1

Listen to and identify sounds

Pupils can:

Pupils can:

BI 1.1.1

Listen to and identify common sounds in the environment

BI 1.1.2

Listen to and respond to stimulus given:

   

(i)

environmental sounds

(ii)

voice sounds

(iii)

rhythm and rhyme

(iv)

alliteration

BI 1.1.3

Listen to and identify rhymes in nursery rhymes and songs

33

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     LEARNING STANDARD   CONTENT STANDARD   4+   5+ B
   

LEARNING STANDARD

 

CONTENT STANDARD

 

4+

 

5+

BI 1.2

Listen to and respond appropriately

Pupils can:

 

Pupils can:

BI 1.2.1

Listen to and recite nursery rhymes

BI 1.2.6

Listen to and recite poems and rhymes

 

BI 1.2.2

Listen to and sing songs

BI 1.2.7

Listen to and respond to stories

BI 1.2.3

Listen to and repeat greetings

 

BI 1.2.4

Listen to and follow simple instructions

BI 1.2.5

Listen to and enjoy simple stories

BI 1.3

Listen to, understand and respond in a variety of contexts

Pupils can:

 

Pupils can:

BI 1.3.1

Participate politely in daily conversations to:

BI 1.3.2

Name favourite things and activities

 

(i)

exchange greetings

BI 1.3.3

Listen to and respond to oral texts

(ii)

show appreciation

(iii)

introduce oneself

BI 1.3.4

Participate in talk about familiar activities and experiences

(iv)

express feelings

(v)

make simple request

 

BI 1.3.5

Participate in talk about stories heard

BI 1.3.6

Participate in role play about familiar daily situations

34

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     LEARNING STANDARD   CONTENT STANDARD   4+   5+ BI
   

LEARNING STANDARD

 

CONTENT STANDARD

 

4+

 

5+

BI 2.0 READING SKILLS

 

BI 2.1

Show appropriate book handling skills

Pupils can:

 

BI 2.1.1

Handle books carefully

 

Children who start preschool at 5+ will develop the book handling skills learning standards of children who started preschool at

4+.

 

BI 2.1.2

Recognise the basic features of a book

BI 2.1.3

Read print in the correct manner:

Children who started preschool at 4+ will continue to recieve appropriate support and challenge in book handling skills.

(i)

left to right

(ii)

top to bottom

(iii)

distance between eyes and the book

BI 2.1.4

Show awareness that print conveys meaning by doing pretend reading

 

BI 2.2

Apply sounds of letters to recognise words

Pupils can:

Pupils can:

BI 2.2.1

Recognise letters of the alphabet by their:

BI 2.2.5

Recognise and sound out letters of the alphabet

 

(i)

shape

 

(ii)

name

BI 2.2.6

Recognise and sound out initial, medial and ending sounds in a word

BI 2.2.2

Recognise small letters of the alphabet

BI 2.2.3

Recognise capital letters of the alphabet

BI 2.2.7

Blend phonemes (sounds) to form single syllable words

35

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     LEARNING STANDARD   CONTENT STANDARD   4+   5+
   

LEARNING STANDARD

 

CONTENT STANDARD

 

4+

 

5+

 

BI 2.2.4

Name letters of the alphabet

 

BI 2.3

Demonstrate understanding of a variety of texts in the form of print and non- print materials

Pupils can:

Pupils can:

BI 2.3.1

Recognise and read logos and signs

BI 2.3.3

Recognise and read high frequency/sight words

 

BI 2.3.2

Read familiar words printed in the surroundings

BI 2.3.4

Read simple phrases

 

BI 2.3.5

Read simple sentences

BI 2.4

Develop interest in reading independently for information and enjoyment

Pupils can:

Pupils can:

BI 2.4.1

Recognise and name objects or people in pictures

BI 2.4.2

Read texts independently

 

BI 2.4.3

Read and respond to texts read

BI 3.0 WRITING SKILLS

 

BI 3.1

Develop prewriting skills

Pupils can:

 
 

BI 3.1.1

Demonstrate fine motor control of hands and fingers by using writing tools correctly

 

Children who start preschool at 5+ will focus on the prewriting skills learning standards of children who started preschool at 4+.

BI 3.1.2

Demonstrate correct posture and pen hold grip

Children who started preschool at 4+ will continue to recieve appropriate support and challenge in prewriting skills.

BI 3.1.3

Develop hand-eye coordination through scribbling, drawing lines and patterns

36

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     LEARNING STANDARD   CONTENT STANDARD   4+   5+ BI
   

LEARNING STANDARD

 

CONTENT STANDARD

 

4+

 

5+

BI 3.2

Develop writing skills

Pupils can:

Pupils can:

 

BI 3.2.1

Write recognisable letters

BI 3.2.5

Copy simple phrases in legible print

BI 3.2.2

Copy and write small letters legibly

BI 3.2.6

Copy simple sentences in legible print

BI 3.2.3

Copy and write capital letters legibly

BI 3.2.7

Communicate ideas and information by using drawing, marks, symbols and writing with invented spelling

BI 3.2.4

Copy familiar words in legible print

 

BI 3.2.8

Write words and phrases in legible print

37

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Suggested Word List According To Rimes (Basic Phonics) Rime Word List Rime

Suggested Word List According To Rimes (Basic Phonics)

Rime

Word List

Rime

Word List

- at

cat, mat, sat, pat, bat, fat, rat, hat

- og

dog, jog, log

- ap

cap, lap, map, tap, nap

- et

jet, wet, net, pet

- an

fan, man, can, pan, van

- en

hen, pen, ten, men

- am

jam, yam, ram

- ed

bed, red

- in

bin, fin, pin, tin, win

- eg

leg, peg

- ip

dip, sip, lip, zip, hip

- ut

cut, hut, nut

- it

hit, kit, pit, sit

- un

bun, fun, gun, run, sun

- ig

big, dig, fig, wig

- um

gum, hum, mum

- ag

bag, rag, tag, wag

- ack

back, pack, rack, sack

- ad

mad, sad, pad, bad

- ick

tick, sick, lick, pick, quick

- ot

cot, dot, hot, not, pot

- ock

sock, lock, rock

- op

hop, mop, pop, top

- ill

fill, ill, pill, hill, bill

- od

cod, god, nod, pod, rod

- ell

bell, tell, well, yell, sell

38

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS Suggested High Frequency Words the of for my so your and it

Suggested High Frequency Words

the

of

for

my

so

your

and

it

at

her

go

put

a

was

his

out

no

too

to

you

that

this

so

here

said

they

with

have

me

an

in

on

we

went

very

am

he

she

can

be

get

yes

I

is

are

like

got

did

*In frequency order reading down the columns from left to right

39

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS GLOSSARY No. Term Definition 1. alliteration The use of words that begin

GLOSSARY

No.

Term

Definition

1.

alliteration

The use of words that begin with the same sound. Example: peas porridge pot

3.

non-print material

Digital reading materials.

4.

print material

Printed matter is a term to describe printed material produced by printers or publishers, such as books, magazines, booklets, brochures and other publicity materials and in some cases, newspapers.

5.

rhythm and rhyme

A regular repeated pattern of sounds and words that rhyme. Example: nursery rhymes.

40

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS 华语 华语是华族的母语 , 在我国多元种族的社会中有着重要的地位 ,

华语

KSPK EDISI BAHASA INGGERIS 华语 华语是华族的母语 , 在我国多元种族的社会中有着重要的地位 ,

华语是华族的母语在我国多元种族的社会中有着重要的地位它也是华文小学的教学媒介语因此儿童需在学前掌握一定程度的华文

为在小学学习华文打好基础课程将让儿童掌握语言的基本技能即听说话阅读和书写协助儿童积累新知识和新经验时使

儿童能正确地使用华文来表达感受分享生活经验并有礼貌地与人沟通

课程通过活泼有趣的活动如游歌唱问答表演讲故事等语文活动提高儿童学习华文的兴趣语言的掌握

课程学生

1. 养成良好的听话和说话习惯

2. 乐于使用华文有礼貌地与人沟通

3. 初步掌握阅读的能力对阅读产生兴趣

4. 能初步以书面进行表达对书面表达产生兴趣

教学重点

1. 学前教育不教汉语拼音轻声变调等语音知识惟教师范读语音须标准师在进行听说教学时提醒学生沟通时须要注意说话

的礼貌和态度措辞和说话内容以及聆听者的身分师也应注意学生倾听技巧训练学生的口头表达能力

41

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS 2. 阅读教学重视培养学生的阅读兴趣和习惯 。 教

2. 阅读教学重视培养学生的阅读兴趣和习惯师应提供充足的读物及营造良好的阅读环境课室内所置放的读物须适合学生程度并

且是趣味的图书

3. 识字是阅读的基础也是学前教育语文教学的一个重点须力求到位师应不厌其烦地指导学生辨识字形相似读音相近或其

、 读音相近或其 他容易出 现混淆的字 。 介

他容易出现混淆的字绍实物或图形和文字的关系-- -

, 如 : 山 - 水 - 月 - 4. 不要向学生介 绍 “ 独体字 ”、“ 合体字

4. 不要向学生介独体字”、“合体字”、“象形字等名词术语

5. 识字容易写字难识字教学应该多识字少写字不可要求识写同步以免拖慢识字的速度识字教学需通过活动进行避免教

学枯燥单调不能把写字当作识字教学的活动学前班的教师可根据班级学生程度与主题进行选择或增减认识的生字

6. 书写教学重视发展学生眼和手的机能及协调能力执笔和坐姿等方面养成良好的习惯打好写字基对写字产生兴趣

7. 写字教学要求学生会使用田字格练习写字掌握基本笔画和偏旁部首的写法顺正确并初步具有间架结构的意识

8. 写字要贵精不贵多不是每个教过的字都要写每个字写 3 5 每一次的书写时间不宜持续超过 3-5 书写时间过长

生精神不能集中执笔坐姿顺等各方面容易出错了继续写下去就会养成不良的书写习惯不要让学生写笔画递增

的不完整的汉字

9. 书写教学初步培养学生书面表达的能力视兴趣的培养教学时应多鼓励多称让孩子喜欢表达放胆表达不必调种种

书写规矩甚至允许学生用符号来代替文字

42

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     学 习标准     内容 标准   4+   5+
   

习标准

 
 

内容标准

 

4+

 

5+

BC 1.0 说教学

 

BC 1.1 专注且耐心地听话

学生能

 

BC 1.1.1 认识日常生活中所听到的声音

BC 1.1.2

别与模仿声音

BC 1.2 聆听和理解指示与要求做出适当的反

学生能

学生能

BC 1.2.1

聆听及明白单项指示与要求并作

BC 1.2.2

聆听及明白指示与要求并作出适

 

出适当的反

当的反

 

BC 1.2.3

聆听会话后作出反应

BC 1.3 读教材理解主要内容

学生能

学生能

BC 1.3.1 聆听教材根据内容作出反

BC 1.3.2 聆听教材根据内容作出适当的反

 

BC 1.4

以口语参与互动有礼貌

学生能

学生能

地与人沟通

BC 1.4.1

有礼貌地向人请安问候

BC 1.4.3 有礼貌地提出要求

42

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS   内容 标准   学 习标准     4+   5+  
 

内容标准

 

习标准

 
 

4+

 

5+

 

BC 1.4.2 讲述有关自己的事物

BC 1.4.4

讲述生活中所发生的事情

BC 1.4.5

针对事情说出看法

BC 1.5 针对有关情况发问和回答 问题

学生能

学生能

BC 1.5.1

有礼貌地发问和回答问题

BC 1.5.2 针对不明白或感兴趣的事物发问

   

BC 1.5.3 针对有关情况发问和回答问题

BC 2.0 阅读教学

 

BC 2.1 理解生活环境中的图像与 符号

学生能

学生能

BC 2.1.1

理解符号中的具体物件内容

BC 2.1.3 以生活环境中的线索诠释符号的意

     

BC 2.1.2

知道能使用图像记录与说明

 

BC 2.2 理解图画书的内容与功能

学生能

学生能

BC 2.2.1

知道各种讯息类文本的功能

BC 2.2.3

理解故事角色节与内容

BC 2.2.2

使用图像记录与说明

BC 2.2.4

认与欣赏创作者的图像细节

43

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS     学 习标准     内容 标准   4+   5+
   

习标准

 
 

内容标准

 

4+

 

5+

BC 2.3 认识汉字的基本知识

学生能

学生能

BC 2.3.1

认识汉字起源于图形

BC 2.3.3

认识和说出基本笔画的名称

BC 2.3.2

认识汉字一字一音

BC 2.3.4

认识基本部首和偏旁

BC 2.4

学生能

学生能

 

BC 2.4.1

认识自己的姓名

BC 2.4.4

从教材中认识生字

BC 2.4.2

 

BC 2.4.3

BC 2.5

学生能

学生能

 

BC 2.5.1

BC 2.5.3

BC 2.5.2

BC 2.5.4

BC 2.6

学生能

学生能

BC 2.6.1 读简单的句子

BC 2.6.2 以适当的语调朗读句子

44

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS   内容 标准   学 习标准     4+   5+  
 

内容标准

 

习标准

 
 

4+

 

5+

   

BC 2.6.3

读儿歌与诗歌

BC 2.7

理解阅读材料

学生能

学生能

 

BC 2.7.1

根据教材回答问题

BC 2.7.3

根据教材进行问答活动

BC 2.7.2

以口述或绘画方式表达教材内容

BC 2.7.4

聆听或阅读故事后讲述故事内容

BC 2.8

培养阅读兴趣

学生能

学生能

 

BC 2.8.1

BC 2.8.3 动翻阅图书乐于分享有关图 书内容

BC 2.8.2

 

BC 2.8.4

针对故事内容发问

BC 3.0 书写教学

 

BC 3.1 发展眼和手的机能做好 写字前的准

学生能

 

BC 3.1.1 灵活准确地运用眼睛和手的协调 能力

BC 3.2

书写硬笔字

学生能

学生能

 

BC 3.2.1

BC 3.2.4 以正确的方法写字

45

KSPK EDISI BAHASA INGGERIS

KSPK EDISI BAHASA INGGERIS 内容 标准 学 习标准 4+ 5+ BC 3.2.2 以正确的坐姿写字 BC 3.2.3 (i)

内容标准

习标准