Kspk English Version.pdf

STANDARD-BASED CURRICULUM AND ASSESSMENT DOCUMENT

Curriculum Development Division Ministry of Education Malaysia

2017

2017 Publication © Ministry of Education, Malaysia 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............................................................................................................................................

ix

National Education Philosophy..........................................................................................................................

xi

National Curriculum Definition..................................................................... ......................................................

xiii

Foreword............................................................................................................................................................

xvi

Introduction........................................................................................................................................................

1

Aim......... ...........................................................................................................................................................

2

Objectives..........................................................................................................................................................

2

The National Preschool Standard-Based Curriculum Framework.....................................................................

3

Focus ................................................................................................................................................................

5

21st Century Skills.............................................................................................................................................

5

Higher Order Thinking Skills..............................................................................................................................

6

Learning Environment....... ...............................................................................................................................

7

Planning Teaching and Learning Activities.............. ........................................................................................

8

Teaching and Learning Strategies........ ............................................................................................................

9

Involvement of Parents and the Local Community.............................................................................................

13

Children with Special Needs..............................................................................................................................

14

Elements Across the Curriculum.......................................................................................................................

14

School-Based Assessment ..............................................................................................................................

16

Content Organisation... .....................................................................................................................................

18

Minimum Time Allocation............................................................................................................................

18

Teaching and Learning Time Allocation......................................................................................................

19

Communication Strand...............................................................................................................................

22

Bahasa Melayu ...................................................................................................................................

23

English Language................................................................................................................................

32

Chinese Language ..............................................................................................................................

40

Tamil Language...................................................................................................................................

47

Spirituality, Attitudes and Values Strand.....................................................................................................

54

Islamic Education ................................................................................................................................

55

Moral Education...................................................................................................................................

63

Personal Competence Strand.....................................................................................................................

69

Physical Development and Aesthetics Strand............................................................................................

75

Physical Development and Health Care..............................................................................................

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

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; 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 ix

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

x

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

berketerampilan,

Malaysia

berakhlak

yang

mulia,

berilmu

pengetahuan,

bertanggungjawab

dan

berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara.”

Sumber: Akta Pendidikan 1996 (Akta 550)

xi

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 wellbeing 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)

xii

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]

xiii

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

xv

KATA PENGANTAR Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang

Usaha memasukkan Standard Pentaksiran dalam dokumen

dilaksanakan pada tahun 2010 telah disemak semula bagi

kurikulum telah mengubah landskap sejarah sejak Kurikulum

memenuhi tuntutan dasar baharu di bawah Pelan

Kebangsaan

Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 dan

Kebangsaan. Menerusi Standard Pentaksiran, murid dapat

keperluan semasa. Penyemakan ini dilakukan bagi memastikan

ditaksir

kualiti kurikulum yang dilaksanakan di prasekolah setanding

penguasaannya dalam sesuatu ilmu, kemahiran dan nilai, serta

dengan standard antarabangsa.

membolehkan

dilaksanakan

secara

berterusan

guru

di

bawah

untuk

membuat

Sistem

Pendidikan

mengenal pasti

tindakan

susulan

tahap

bagi

mempertingkat pencapaian murid. Kurikulum berasaskan standard yang diterjemahkan dalam KSPK 2017 mengandungi Standard Kandungan, Standard

Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi

Pembelajaran dan Standard Pentaksiran. Dokumen kurikulum

penghargaan dan ucapan terima kasih kepada semua pihak

ini dinamakan Dokumen Standard Kurikulum dan Pentaksiran

yang terlibat dalam penggubalan KSPK 2017. Semoga

(DSKP). DSKP yang dihasilkan telah menyepadukan enam

pelaksanaan KSPK 2017 mencapai hasrat dan matlamat Sistem

tunjang dalam kerangka KSPK 2017 iaitu Tunjang Komunikasi;

Pendidikan Kebangsaan.

Kerohanian, Sikap dan Nilai; Kemanusiaan; Perkembangan Fizikal dan Estetika; Sains dan Teknologi; dan Keterampilan Diri. KSPK 2017 mengintegrasikan pengetahuan, kemahiran dan nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-

Dr. SARIAH BINTI ABD. JALIL Pengarah Bahagian Pembangunan Kurikulum

21 termasuk Kemahiran Berfikir Aras Tinggi (KBAT).

xvi

DRAFT NPSC

Higher Order Thinking Skills (HOTs) have been explicitly stated

INTRODUCTION

in the Learning Standards. Teachers will have to translate the Preschool education is an essential early learning experience in

Learning Standards with emphasis on HOTs in teaching and

the world of education. Schooling and learning experiences

learning in the classroom.

which are effective, meaningful and fun-filled will equip pupils with the necessary skills, self-confidence and a positive attitude for further learning.

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 forpupils while engaging them actively in a

The National Preschool Standard-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

conducive and safe environment. Teachers are encouraged to creatively choose, arrange, devise and develop various activities based on the Learning Standards that cater to theneeds ofpupils.

present and future generations. It is hoped that teachers will be able to appreciate and The National Preschool Standard-Based Curriculum and

implement the requirements which are specified in the

Assessment

curriculum in order to achieve the aim and objectives.

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,

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

Humanity, Physical Development and Aesthetics, Science and Technology and Personal Competence.

1

DRAFT NPSC

AIM

OBJECTIVES

Preschool education aims to develop the potential of children

The National Preschool Standard-Based Curriculum provides

between the ages of four to six in a comprehensive and

children with opportunities to achieve the following objectives:

integrated manner with respect to their physical, emotional, spiritual, intellectual and social development in a safe and

1. Use language to communicate effectively.

enriching learning environment through fun, creative and

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

meaningful activities. This is to improve skills, cultivate

3. Practise moral values of the Malaysian society.

confidence and develop a positive self-concept in pupils to

4. Appreciate and show sensitivity towards the various

prepare them to face challenges and participate in further

cultures of the Malaysian society.

learning.

5. Love and appreciate theenvironment.

.

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.

2

DRAFT NPSC

THE NATIONAL PRESCHOOL STANDARD-BASED CURRICULUM FRAMEWORK

The National Preschool Standard-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.

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

3

Communication Strand

Personal Competence Strand

The Communication Strand emphasises verbal and non-verbal

The Personal Competence Strand emphasises the development

communication in interaction. This strand comprises Bahasa

of socio-emotional, interaction skills and social skills amongst

Melayu and English Language which mustbe learnt by all

pupils. The development of leadership and personality is

preschool pupils. For pupils in national-type schools, it is

fostered through curricular and extra-curricular activities.

compulsory for them to learn Chinese or Tamil Language. Physical Development and Aesthetics Strand Spirituality, Attitudes and Values Strand The Physical Development and Aesthetics Strand emphasises TheSpirituality, 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

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 Healthcareas well as Creativity and Aesthetics.

pupils while Moral Education will be learnt by non-Muslim pupils. Science and Technology Strand Humanity Strand The Science and Technology Strand emphasises scientific The

Humanity

Strand

emphasises

on

the

acquisition

ofknowledge and practises of the local community and the environment, the country and the world as well as instilling

knowledge, skills and attitudes as well as mathematical knowledge and skills. This strand comprises of Early Science and Early Mathematics.

patriotism and unity.

4

Table1: Pupils’ Profile

FOCUS

The preschool curriculum focuses on producing pupils who are

PUPILS’ PROFILE

able to communicate and socialise with confidence. It is hoped that pupils will be able to face challenges and solve problems,

Resilient

are eager to learn and ready for further learning.

Communicators ST

21

CENTURY SKILLS

One of the aspirations of the National Preschool StandardBased Curriculum is to produce pupils with 21st century skills focusing on thinking skills and living skills as well as their future careers which are based on moral values. 21st century skills

Thinkers

aims to produce pupils with characteristics as illustrated in Table 1. The acquisition of the Content Standards and Learning Standards

in

the

National

Preschool

Standard-Based

Curriculum contributes to the attainment of 21st century skills

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.

among pupils.

Team Spirit

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 5

PUPILS’ PROFILE

DESCRIPTION collaborative activities, which in turn enable them to becomebetter leaders and team members.

Inquisitive

Virtuous

Informative

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. 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. Pupils are able to obtain knowledge and develop a broad and balanced understanding across various disciplines of knowledge. 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.

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.

6

Table 2: Thinking levels in HOTs Creative Thinking Skills is the ability to produce or create 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.

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

thinking maps and mind mapsas well as higher order

reasoning and reflecting to solve problems, make decisions, be

questioning techniques to encourage pupils to think.

innovative and be able to create. HOTs encompasses critical and creative thinking skills, reasoning and thinking strategies.

LEARNING ENVIRONMENT Learning environment refers to the atmosphere and the physical

Critical Thinking Skillsis the ability to evaluate ideas logically

surroundings where teaching and learning takes place.It is one

and rationally in order to make reasonable judgements based

of the key elements in preschool education and should be

on valid reasons and evidences.

planned so that an interactive and conducive learning environment can be realised. 7

A good learning environment will contribute to effective learning,

Learning Centres

good class control, active teacher-pupil relationship and ensures



Create learning centres and optimise their usage.

fun learning.



Learning centres should be well-equipped, easily accesed, appropriate with adequate resources, and updated regularly

Safety and Health

according to teaching and learning needs. 



Clean and safe space, furniture, equipment and materials.



Appropriate lighting and ventilation.



A safe natural environment that stimulates learning.

Provide learning centres which encourage individual and collaborative play.



Involvepupils in setting up learning centres.

Layout

PLANNING TEACHING AND LEARNING ACTIVITIES



1.



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

activities should be in tandem with the needs of the

Appropriate layout of furniture and equipment which allows

curriculum. 2.

room for movement and activities. 

Equipment accessible.

and

resources

are

arranged

neatly

The equipment and resources should be

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

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

and

changed periodically in order to maintain pupils’ interest and 

Long-term and short-term planning of teaching and learning

3.

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

ability and cognitive development of pupils.

 provide opportunities for pupilsto make choices during activities.

more works. 8

 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.

standards, teachers can conduct teaching and learning based on learning standards for 4+. There are various teaching and learning strategies which can be used by teachers, they are:

 teaching and learning activities should be balanced and varied so that effective and meaningful learning takes

Child-Centred Learning

place such as outdoor and indoor, active and passive, individual, group and whole class activities as well as

Child-centred learning involves pupils’ active participation in the

activities initiated by pupils and planned by teachers.

learning activity, and pupils are responsible for their own learning. Pupils take on an important role in the learning

TEACHING AND LEARNING STRATEGIES

process as learning is driven by their interest, encouragement and needs. Pupils are given the choice to choose activities,

There is no one method or strategy which is deemed the best

materials and timewhile learning. Teachers facilitate and guide

implemented for teaching and learning in the classroom for

the learning activity.

pupils of various abilities. Teachers have to make the best choices when planning lessons using various teaching and

Learning Through Play

learning strategies appropriate with the development, needs,

Learning through play is planned and structured to provide

abilities, talents and interests of pupils for effective and

pupils

meaningful learning. For example, in the National Preschool

environment,which

Standard-Based Curriculum and Assessment Document, there

emphasised in preschool education as play is a natural

are learning standards specifically for pupils aged 4+ only.

behaviour of pupils. Play allows pupils to explore, make

However, for pupils aged 5+ who have not acquired the

discoveries and build experiences in a natural way. Physical,

with

opportunities is

to

learn

enjoyable

and

in

a

freeand

meaningful.

safe It

is

9

socio-emotional, cognitive, language development and pupils’

Integrated Approach

potential are enhanced and maximised. This approach integrates two or more skills to be acquired by pupils in one lesson. Teachers need to use pupils’ daily

Inquiry Based Learning

experiences in teaching and learning in the classroom. It allows Inquiry based learning allows pupils to build their own

pupils to understand the realities of life and gives them the

knowledge

understanding that situations in life are inter-related and not

and

understanding

through

investigation

and

exploration based on their existing knowledge. It is implemented

individual.

through project-based learning, scientific investigation; problem-

Learning is conducted in a holistic and integrated manner and

based learning and collaborative learning in order to produce

not separated into individual learning disciplines.

pupils who are knowledgeable and able to apply higher order

also involves integration of skills, integration of skills and values,

thinking skills.

integration among strands, integration among activities as well

The teaching and learning process of inquiry

based learning is focused on “learning by doing” which engages

Integration

as various methods and techniques.

pupils to be involved in activities such as exploration, investigation,questioning, reflective thinking and discovery of

Learning through integrated approach allows for diversity as the

new knowledge.

needs of pupils differ in terms of development, interest and abilities as well as their background.

Inquiry-based learning emphasises the ‘why’ and ‘how’ as compared to ‘what’ in any situation.

Inquiry-based learning

Thematic Approach

boosts critical, creative and innovative thinking which promotes self-access learning. This arouses curiosity and encourages

The thematic approach is organising the curriculum and learning

pupils to question.

through a chosen theme or topic according to the suitability of

At the same time, pupils will be able to

reflect throughout the learning process. 10

time,

place,

interest,

background

and

level

of

pupils’

development.



This method can be conducted individually or in groups.



Assessment is carried out at every phase until completion.

The thematic approach involves the following:   



Teacher-pupil interaction is in the form of guidance and

The usage of a generic theme across various learning

negotiation during each phase of the project (teacher as

strands.

a facilitator).

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



This process involves collection of materials, information,

current happening.

and data as well as processing of information and data,

It is inter-related with existing and new experience obtained

reporting and self-reflection.

in a consistent and systematic manner. 

Expansion and reinforcement of knowledge and skills.



Learning staged from easy to difficult and generic to



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



It is based on real-life experiences.

specific. Mastery Learning Project-Based Learning Mastery learning ensures all pupils have acquired the expected Project-based learning focuses on systematically planned

learning objectives before moving on to the next lesson. This

practical assignments within a time frame. This teaching method

method focuses on mastery of lessons learnt.

emphasises research in the form of projects in order for pupils to gain knowledge. It involves collection and analysis of data

Pupils are given the opportunity to progress according to their

and preparation of reports.

abilities and rate of learning as well as improve their level of mastery. Mastery learning upholds the principle that every pupil

The characteristics of Project-based learning are as follows:

is able to learn if opportunities are given. Opportunities should 11

be given to pupils to learn according to their abilities.

Multiple Intelligences

Enrichment and remedial activities should be included in teaching and learning. This entails adequate time and high

Multiple intelligences is an important theory as it is closely

quality teaching and learning.

related to the field of education.

Every pupil has various

intelligences and ways of thinking, responding and learning Contextual Learning

which differ from one another.

Contextual learning is a learning method which integrates

There are at least eight intelligences. They are:

learning content with daily experiences of the pupil, community



Verbal-linguistic intelligence: the ability to use words

and the working world. This learning method provides concrete learning opportunities which involve hands-on and minds-on

effectively in oral and writing. 

Logical-mathematical intelligence: the ability to use

activities.

numbers effectively, have the ability of logic, wise reasoning and arguing.

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

visualise forms, space, colour and lines. 

disseminated in various contexts and in a meaningful manner to pupils.

Emphasis should be given to diverse learning



contexts in order to obtain the aspired learning outcomes.

Musical intelligence: the ability to identify rhythm and songs.



environments which will encompass a range of learning experiences in social, cultural, physical or psychological

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

environments in order to achieve meaningful learning. Teachers are encouraged to choose or create different learning

Visual-spatial intelligence: the ability to identify and

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. 12



Naturalist intelligence: the ability to know and classify

assist

in

plants, minerals and animals including grass and stones

experience.

giving

positive

and

meaningful

learning

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

CHILDREN WITH SPECIAL NEEDS 1.

Teachers need to plan strategies to address learning

opportunities

difficulties by identifying and taking appropriate actions in

whichdevelops pupils’ intelligence and interests to the

order to assist pupils with special needs. Actions that can

maximum level.

be taken are as follows:  Identify levels and differences of pupils’ learning

INVOLVEMENT OF PARENTS AND THE LOCAL

needs in order to plan suitable teaching and learning

COMMUNITY

strategies.

1.

Explanation

of

implementation

the

preschool

should

be

curriculum

and

disseminated

 Prepare portfolios to compile works and to record

its

pupils’ development and learning progress.

to

 Diversify learning content and activities for effective

parents/guardians to create awareness about preschool

teaching and learning.

education and obtain their cooperation to ensure smooth

 Modify learning resources based on pupils’ needs.

and effective teaching and learning. 2.

3.

Sharing

of

information

between

the

teacher

and

2.

Teachers can use the Special Needs Children Placement

parents/guardians is essential to assist in pupils’ learning

Instrument (4 – 6 years) to identify pupils with learning

and to ensure the continuity of teaching and learning from

difficulties. This is a tool used to identify pupils who may

the school to the home and vice versa.

have learning difficulties. Teachers need to discuss with

Good

relationship

between

the

school

and

parents/guardians if they identify pupils who show traits of

parents/guardians as well as the local community will 13

learning difficulties. The instrument should be produced



Knowledge and awareness on the importance of the environment help shape pupils’ ethics in appreciating

to the medical officer as reference for verification.

nature.

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

3. Values  Values need to be emphasised to ensure pupils are aware of its importance and practise them. 

and citizenship which are practised in daily life.

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

Values encompass the aspects of spirituality, humanity

4. Science and Technology 

Increased interest in science and technology will help to

explained below:

improve scientific and technological literacy amongst

1. Medium of Iinstruction

pupils.



The correct use of the medium of instruction should be



contribute to efficient and effective learning.

emphasised. 

The use of technology in teaching can help and

During teaching and learning emphasis should be given



The integration of science and technology in the

to pronunciation, sentence structure, grammar and the

teaching and learning process covers four areas,

terminology of the language in order to assist pupils

namely: o

organise ideas as well as communicate effectively.

Knowledge of science and technology (facts, principles, concepts related to science and

2.Environmental Sustainability 

Developing

awareness

technology) towards

the

love

of

the

environment in the pupils should be nurtured through

o

Scientific skills (thinking process and specific manipulative skills)

teaching and learning. 14

o

Scientific attitudes (such as accuracy, honesty, safety) and

o

7. Entrepreneurship 

Use of technology in teaching and learning

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

5. Patriotism  

lessons through fostering attitudes such as diligence,

curricular activities and community service.

honesty, trustworthiness and responsibility as well as

Patriotism develops love for the country andproud to be

developing a creative and innovative mind-set to drive

Malaysians.

ideas into the market economy.

Creativity is the ability to use imagination in gathering,

8. Information and Communication Technology (ICT) 

new or original through inspiration or combination of existing ideas.



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



knowledge and basic ICT skills. 

Application of ICT motivates pupils to be creative, stimulates interest and makes teaching and learning

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

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

assimilating and generating ideas or creating something



Entrepreneurial attributes can be embedded during

Patriotism can be nurtured through learning and extra-

6. Creativity and Innovation 



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.

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

15

9. Global Sustainability 

compound interest. Financial literacy is integrated

The elements of Global Sustainability aims to produce

through related topics across the curriculum. Exposure

pupils of sustainable thinking who are responsive to

to financial management in real life is necessary in

their environment in their daily life by applying

order to prepare pupils with knowledge, skills and

knowledge, skills and values obtained through elements

values that can be applied effectively and meaningfully.

of Sustainable Consumption and Production, Global SCHOOL-BASED ASSESSMENT

Citizenship and Solidarity. 



Global sustainable elements are essential in preparing pupils to face challenges and current issues in various

School-based assessment is an integral part of assessment

situations, be it locally and globally.

which enables teachers to derive information on pupils’

These elements are taught directly or embedded in

development and is planned, implemented and reported by

related lessons.

teachers.

This is a continuous process which is conducted

formally and informally that enables teachers to determine 10. Financial Literacy 

pupils’ actual level of performance. School-based assessment

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 affairsresponsibly. 

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.

The elements of Financial Literacy can be applied directly or embedded in lessons. This can be integrated

School-based assessment can be conducted as formative and

in the topic such as ‘Money’ comprising explicit financial

summative assessment by teachers. Formative assessment can

elements

be conducted during the teaching and learning process, while

e.g.

simple

interest

calculations

and

16

summative assessment can be conducted at the end of a

The aims of assessment in preschool are as follows:

learning unit, term, semester or year. Teachers should plan,

1.

build items, administer, evaluate, record and report on pupils’ performance level based on the Standard-Based Curriculum

to their age. 2.

and Assessment Document. Teachers need to use their discretion and professional judgement in order to determine

Monitor the growth and development of pupils according Identify pupils’ level of intelligence and potential to strengthen and enhance their holistic development.

3.

their pupils’ performance levels.

Identify pupils’ strengths and weaknesses from time to time.

4.

Provide feedback to pupils, parents/guardians and school

Assessment in preschool is a process which involves various

management on pupils’ growth and development in

methods to obtain information on pupils’ development and

learning based on aspects stipulated in the National

learning. It is a basic and important continuous process in

Preschool Standard-Based Curriculum.

teaching and learning.

5.

Identify the effectiveness of teaching as well as learning opportunities and the environment provided.

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. Pupils can use their knowledge and 2 skills to complete tasks. Pupils can use their knowledge and skills to complete tasks in new 3 situations or creatively in the correct manner.

6.

Assist teachers to plan effective follow-up actions to: 

Develop and maximise pupils’ potential.



Assist in pupils’ learning.



Improve teaching methods.

PRESCHOOL ASSESSMENT IMPLEMENTATION PRINCIPLES 1.

Assessment

encompasses

cognitive,

affective

and

psychomotor aspects in tandem with the National Preschool Standard-Based Curriculum. 17

2.

Assessment is conducted in line with the stipulated aim.

Table 4: Organisation of NPSC

3.

Assessment is carried out continuously.

4.

Assessment methods should be valid and reliable; in

CONTENT STANDARD

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

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

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

done in a valid and reliable manner.  Implementation

of

systematic

PERFORMANCE STANDARD A set of general criteria which shows performance levels which pupils need to show when they have acquired a particular skill, knowledge or value.

documentation.

Examples of assessment records are checklist, rating

5.

scale, anecdote record, running record, time sampling

Minimum Time Allocation

and event sampling.

Minimum time allocation for preschool education should be

Assessment has to be carried out ethically and children’s rights taken into consideration.

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

CONTENT ORGANISATION The

National

Preschool

5+. Standard-Based

Curriculum

is

2.

Preschool has to be carried out for at least three and a half

organised with emphasis on Content Standards, Learning

hours a day (including recess), that is, 17½ hours a week for

Standards and Performance Standards.

pupils aged 4+. 18

3.

Bahasa Melayu is used as the instructional language for

flexibility to arrrange the timetable according to the needs of

at least 600 minutes in preschools where Bahasa Melayu

pupils.

is the medium of instruction. 4.

Bahasa Melayu is used as the instructional language for

Table 5: Time Allocation in Preschool

at least 400 minutes in preschools where Bahasa Melayu is not the medium of instruction. 5.

1.

Bahasa Melayu

60

60

English Language is used as the instructional language

2.

English Language

60

60

for at least 400 minutes in preschools where Bahasa

3.

Chinese/Tamil Language

-

60

Melayu is not the medium of instruction.

4.

Outdoor Activity

120

120

6.

Islamic Education / Moral Education

120

120

by a certified Islamic Education teacher for at least two

7.

Early Mathematics

40

40

hours a week.

8.

Integrated Learning

800

740

1200

1200

Melayu is 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

8.

Learning Areas

English Language is used as the instructional language for at least 600 minutes in preschools where Bahasa

6.

No.

Weekly time Allocation (minutes) Other Bahasa Medium of Melayu Instruction

Moral Education must be taught in preschools if there are

Total

at least 5 or more non-Muslim pupils for at least two hours a week.

Details of the learning areas in preschool are as follows:

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 19

Integrated Learning

well as for physical and mental relaxation. Recess can be

Integrated Learning provides opportunities for pupils to obtain

used to involve pupils in food and dining preparation.

their own meaningful learning experience. Teachers need to

Aspects of self-management, manners, healthy eating and

integrate strands, skills and values in teaching and learning.

balanced diet should be emphasised during recess. Time

Integrated Learning include:

allocated for recess is 30 minutes daily.

1. Routine Activities

Reflection

Routine activities are activities that are carried out on a daily

Reflection provides opportunities for teachers and pupils to

basis and have special time allocation. These activities

reflect on their learning and happenings of the day. In

includes circle time, recess and reflection.

addition, teachers and pupils can discuss about further learning. The time allotted for reflection is 10 minutes daily.

Circle Time Circle Time is to prepare preschoolers mentally and

2.

Learning Activities

emotionally to focus on the learning activities of the day.

Learning activities provide opportunities for teachers to

Activities during Circle Time such as sharing of ideas and

choose appropriate teaching strategies to allow pupils to

information; storytelling, singing, and other activities can

carry out exploration and experiment, problem solving and

increase their vocabulary; and improve their social skills and

promote critical thinking. There are various ways and

encourage the involvement of preschoolers actively. The

methods that can be used, they include thematic approach,

time allocated for Circle Time is 20 minutes daily.

project-based learning and using learning centres.

Recess In preschool education, recess is part of teaching and learning. Recess is allotted for pupils to have their meals as

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. 20

Outdoor Activity

free to determine rules and their role in play. During free

Outdoor Activity are activities that are carried out outside the

play, pupils benefit in terms of physical, emotional, cognitive

classroom.

pupils'

and social skills. Besides having fun during play, pupils learn

intelligence as well as provide opportunities for pupils to interact

to interact and negotiate effectively; able to share and

and explore their surroundings. Through these activities, pupils'

collaborate with others; as well as develop problem solving

awareness of health and safety as well as sensitivity to the

skills.

It

helps

build

fitness

and

stimulate

environment can be improved. Outdoor Activity should be carried out every day as follows: 1. Physical Activity

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

Physical activity involves body movements that require

and meaningful. Time allocation for free play is 20 minutes

energy to improve one’s physical fitness and health.

for each slot and carried out 3 times a week.

Physical activity is very important for pupils’ development

Islamic Education/Moral Education

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 Activityis 30 minutes per session and is carried out twice a week.

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

2. Free Play Free play provides opportunities for pupils to make their own

have less than 5 Muslim pupils, Moral Education can be combined with Integrated Learning.

decision about what, when and how to play. They are also 21

COMMUNICATION STRAND

22

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

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.

23

STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+

5+

BM 1.0 KEMAHIRAN MENDENGAR DAN BERTUTUR BM 1.1

BM 1.2

BM 1.3

Mendengar dan memberi respons terhadap pelbagai bunyi di persekitaran

Mendengar, memahami dan memberi respons secara gerak laku dan lisan

Mendengar dan mengecam bunyi bahasa

Murid boleh:

Murid boleh:

BM 1.1.1

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

Mengenal pasti pelbagai bunyi di persekitaran

Murid boleh:

Murid boleh:

BM 1.2.1

Mendengar dan memberi respons terhadap cerita yang didengar

BM 1.2.4

BM 1.2.2

Mendengar dan menyanyi lagu

Mendengar dan memberi respons dengan bertatasusila terhadap: (i) arahan (ii) soalan (iii) cerita

BM 1.2.3

Mendengar, memahami dan memberi respons secara bertatasusila terhadap: (i) ucap selamat (ii) arahan yang mudah

BM 1.2.5

Mendengar dan melafazkan puisi dengan intonasi yang betul

BM 1.2.6

Melafazkan puisi (i) pantun dua kerat (ii) sajak

Murid boleh:

Murid boleh:

BM 1.3.1

BM 1.3.4

Mendengar dan menyebut abjad

Mendengar, mengecam dan menyebut perkataan 24

STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+

BM 1.4

BM 1.5

Berinteraksi menggunakan ayat mudah

Bertutur untuk menyampaikan idea

BM 1.3.2

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

BM 1.3.3

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

5+ BM 1.3.5

Menyebut dan memberi respons terhadap perkataan yang didengar

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: (i) meluahkan perasaan (ii) menyatakan permintaan

BM 1.4.5

Berinteraksi menggunakan ayat mudah untuk: (i) memberi arahan (ii) memberi pandangan

BM 1.4.3

Bersoal jawab menggunakan ayat mudah

BM 1.4.6

Bersoal jawab menggunakan ayat mudah berdasarkan bahan rangsangan

Murid boleh: BM 1.5.1 Menyampaikan idea tentang sesuatu yang didengar, dilihat atau dialami

Murid boleh: BM 1.5.2

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

25

STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+

5+

BM 2.0 KEMAHIRAN MEMBACA BM 2.1 Menguasai kemahiran prabaca

BM 2.2

Mengenal huruf abjad

Murid boleh: 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

Murid boleh:

Murid boleh:

BM 2.2.1

Mengenal pasti abjad

BM 2.2.3

BM 2.2.2

Menyebut dan membunyikan huruf vokal

Mengenal pasti dan menyebut huruf kecil dan besar

26

STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+ BM 2.3

BM 2.4

Membina dan membaca suku kata dan perkataan

Membaca dan memahami frasa dan ayat

5+

Murid boleh:

Murid boleh:

BM 2.3.1

Membunyikan suku kata terbuka

BM 2.3.3

BM 2.3.2

Membunyikan suku kata tertutup

Membaca perkataan dengan suku kata terbuka: (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

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

BM 2.4.4

Membaca dan memahami ayat mudah dengan sebutan yang betul

27

STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+ BM 2.5

BM 2.6

Membaca dan memahami bahan bacaan

Memupuk bacaan luas

5+

Murid boleh:

Murid boleh:

BM 2.5.1

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

Membaca bahan bacaan mudah

Murid boleh:

Murid boleh:

BM 2.6.1

Memilih bahan bacaan yang digemari

BM 2.6.4

Berkongsi bahan bacaan

BM 2.6.5 BM 2.6.2

Mengenal dan menamakan gambar dalam buku

Membaca bahan bacaan secara berkongsi dengan rakan

BM 2.6.6 BM 2.6.3

Membaca perkataan yang terdapat dalam buku

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 semasa menulis 28

STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+

BM 3.2

Menguasai kemahiran 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

5+

Murid boleh:

Murid boleh:

BM 3.2.1

Menulis huruf kecil dengan cara yang betul

BM 3.2.5

Menyalin ayat mudah

BM 3.2.6 BM 3.2.2

Menulis huruf besar dengan cara yang betul

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

29

Senarai Suku Kata Suku Kata

Contoh

Satu suku kata terbuka

KV

Dua suku kata terbuka

KV+KV

Tiga suku kata terbuka

KV+KV+KV

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

ba, ca, de, fi, gu, hi, ja, ku, lo, ma, ni, pu, ra, si, to 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 dahaga, kerusi, lelaki, kereta, kepala, mereka, cerita, tomato, telaga, kemeja

Satu suku kata terbuka dan satu suku kata tertutup

V+KVK

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

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

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

30

GLOSARI Bil.

Istilah

Maksud / Makna

1

bacaan luas

Bacaan luas atau bacaan ekstensif merupakan satu kegiatan membaca yang dilakukan oleh murid secara bersendirian tanpa bimbingan guru. Bacaan luasini 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).

31

ENGLISH LANGUAGE

Upon completion of learning activities inEnglish 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

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

Listen to and identify common sounds in the environment

32

LEARNING STANDARD CONTENT STANDARD 4+ BI 1.2

BI 1.3

Listen to and respond appropriately

Pupils can:

5+ 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 tostories

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

Listen to, understand and Pupils can: respond in a variety of BI 1.3.1 Participate politely in daily contexts conversations to: (i) exchange greetings (ii) show appreciation (iii) introduce oneself (iv) express feelings (v) make simple request

Pupils can: BI 1.3.2

Name favourite things and activities

BI 1.3.3

Listen to and respond to oral texts

BI 1.3.4

Participate in talk about familiar activities and experiences

BI 1.3.5

Participate in talk about stories heard

BI 1.3.6

Participate in role play about familiar daily situations

33

LEARNING STANDARD CONTENT STANDARD 4+

5+

BI 2.0 READING SKILLS BI 2.1

BI 2.2

Show appropriate book handling skills

Apply sounds of letters to recognise words

Pupils can: BI 2.1.1

Handle books carefully

BI 2.1.2

Recognise the basic features of a book

BI 2.1.3

Read print in the correct manner: (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

Pupils can: BI 2.2.1

BI 2.2.2

BI 2.2.3

Children who start preschool at 5+ will develop the book handling skills learning standards of children who started preschool at 4+. Children who started preschool at 4+ will continue to recieve appropriate support and challenge in book handling skills.

Pupils can: Recognise letters of the alphabet by their: (i) shape (ii) name

BI 2.2.5

Recognise and sound out letters of the alphabet

BI 2.2.6

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

BI 2.2.7

Blend phonemes (sounds) to form single syllable words

Recognise small letters of the alphabet Recognise capital letters of the alphabet

34

LEARNING STANDARD CONTENT STANDARD 4+ BI 2.2.4 BI 2.3

BI 2.4

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

5+

Name letters of the alphabet

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

Pupils can: Develop interest in reading independently for BI 2.4.1 Recognise and name objects or information and people in pictures enjoyment

Pupils can: 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

BI 3.1.2

Demonstrate correct posture and pen hold grip

BI 3.1.3

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

Children who start preschool at 5+ will focus on the prewriting skills learning standards of children who started preschool at 4+. Children who started preschool at 4+ will continue to recieve appropriate support and challenge in prewriting skills.

35

LEARNING STANDARD CONTENT STANDARD 4+ BI 3.2

Develop writing skills

Pupils can:

5+ 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

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 3.2.8

Write words and phrases in legible print

BI 3.2.3

BI 3.2.4

Copy familiar words in legible print

36

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

37

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

38

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.

39

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，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。本课程将让儿童掌握语言的基本技能，即听话、说话、阅读和书写，协助儿童积累新知识和新经验，同时使 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。

本课程通过活泼有趣的活动，如游戏、歌唱、会话、问答、表演、讲故事等语文活动，提高儿童学习华文的兴趣，加强语言的掌握。通过 本课程，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。教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。教师也应注意学生倾听技巧，训练学生的口头表达能力。

2.

阅读教学重视培养学生的阅读兴趣和习惯。教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。

40

3.

识字是阅读的基础，也是学前教育语文教学的一个重点，必须力求到位。教师应不厌其烦地指导学生辨识字形相似、读音相近或其 他容易出现混淆的字。介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”、“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，在执笔和坐姿等方面养成良好的习惯，打好写字基础，并对写字产生兴趣。

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，笔顺正确，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 至 5 个。每一次的书写时间不宜持续超过 3-5 分钟。书写时间过长，学 生精神不能集中，在执笔、坐姿、笔顺等各方面容易出错。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，重视兴趣的培养。教学时应多鼓励、多称赞，让孩子喜欢表达、放胆表达，不必强调种种 书写规矩，甚至允许学生用符号来代替文字。

学习标准

内容标准 4+

5+

BC 1.0 听说教学 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

辨别与模仿声音

41

学习标准

内容标准 4+ BC 1.2

BC 1.3

聆听和理解指示与要求， 做出适当的反应

听读教材，理解主要内容

学生能： BC 1.2.1

BC 1.4

BC 1.5

以口语参与互动，有礼貌 地与人沟通

针对有关情况发问和回答 问题

学生能： 聆听及明白单项指示与要求，并作 出适当的反应

学生能： BC 1.3.1

5+

BC 1.2.2

聆听及明白指示与要求，并作出适 当的反应

BC 1.2.3

聆听会话后作出反应

学生能： 聆听教材，根据内容作出反应

学生能：

BC 1.3.2

聆听教材，根据内容作出适当的反 应

学生能：

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

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

学生能： BC 1.5.1

学生能： 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

43

学习标准

内容标准 4+

5+

BC 2.0 阅读教学 BC 2.1

BC 2.2

BC 2.3

BC 2.4

理解生活环境中的图像与 符号

理解图画书的内容与功能

认识汉字的基本知识

认识字词

学生能：

学生能：

BC 2.1.1

理解符号中的具体物件内容

BC 2.1.2

知道能使用图像记录与说明

学生能：

BC 2.1.3

以生活环境中的线索诠释符号的意 义

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、情节与内容

BC 2.2.2

使用图像记录与说明

BC 2.2.4

辨认与欣赏创作者的图像细节

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

学生能：

学生能：

BC 2.4.1

认识自己的姓名

BC 2.4.2

看图识字

BC 2.4.3

认识字词

BC 2.4.4

从教材中认识生字

44

学习标准

内容标准 4+

BC 2.5

BC 2.6

认读词语

朗读句子

学生能：

BC 2.8

理解阅读材料

培养阅读兴趣

学生能：

BC 2.5.1

认读单字

BC 2.5.3

认读词语

BC 2.5.2

看图认读词语

BC 2.5.4

认读短语

学生能： BC 2.6.1

BC 2.7

5+

学生能： 朗读简单的句子

学生能：

BC 2.6.2

以适当的语调朗读句子

BC 2.6.3

朗读儿歌与诗歌

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

学生能：

学生能：

BC 2.8.1

主动翻阅图书

BC 2.8.2

顺序翻阅书本

BC 2.8.3

主动翻阅图书，并乐于分享有关图 书内容

BC 2.8.4

针对故事内容发问

45

学习标准

内容标准 4+

5+

BC 3.0 书写教学 BC 3.1

BC 3.2

发展眼和手的机能，做好 写字前的准备

学生能：

书写硬笔字

学生能：

BC 3.1.1

BC 3.2.1

BC 3.3

书面表达

灵活、准确地运用眼睛和手的协调 能力 学生能： 正确的执笔

BC 3.2.2

以正确的坐姿写字

BC 3.2.3

正确地写出基本笔画

学生能： BC 3.3.1

BC 3.2.4

以正确的方法写字。 (i) 笔画、笔顺正确 (ii) 字体整齐

学生能： 用图像或符号标示空间、物件或做 记录

BC 3.3.2

用图像、符号或文字表达想法

46

தமிழ்மமொழி

தமிழ்மமொழி க்கற்றல் நடவடிக்கககளுக்குப் பிறகு, மொணவர்கள்: 1.

மெவிமடுத்த பல்வவறு தூண்டல்களுக்குப் பண்புடன் துலங்குவர்.

2.

எளிய வொக்கியங்களின்வழி மதொடர்புமகொள்வர்.

3.

எளிய வொக்கியங்ககள வொெிப்பர்; புரிந்துமகொள்வர்.

4.

மெொற்கள், மெொற்மறொடர், எளிய வொக்கியங்கள் ஆகியவற்கற எழுதுவர்.

கற்றல்தரம்

உள்ளடக்கத்தரம்

4+

5+

BT 1.0 ககட்டல் திறனும் கேச்சுத் திறனும் BT 1.1

பல்வகக ஒலிககள

Á¡½Å÷¸û:

அறிவர்

BT 1.1.1

Á¡½Å÷¸û: பிரொணிகள் எழுப்பும் ஒலிககள அறிவர்

BT 1.1.2

இயற்கக ஒலிககள அறிவர்

BT 1.1.3

மெயற்கக ஒலிககள அறிவர்

BT 1.1.4

இகெக்கருவிகளின் ஒலிககள அறிவர்

47

கற்றல்தரம்

உள்ளடக்கத்தரம் BT 1.2

மெவிமடுத்தவற்கறக் கூறுவர்;

4+ Á¡½Å÷¸û: BT 1.2.1

அதற்வகற்பத் துலங்குவர்

Á¡½Å÷¸û: மெவிமடுத்த கட்டகள¨Âì ÜÚÅ÷; «¾ற்§¸üபò துலங்குவர்

BT 1.2.2

BT 1.2.3

மெவிமடுத்த º¢ÚÅ÷ பொடகலப் பொடுவர்

BT 1.2.4

மெவிமடுத்த ெந்தப் பொடகலப் பொடுவர்

எழுத்துககள

Á¡½Å÷¸û:

ஒலிப்பர்

BT 1.3.1

BT 1.2.5

¦ºÅ¢ÁÎò¾ ¸¨¾¨Âì ÜÚÅ÷

BT 1.2.6

¦ºÅ¢ÁÎò¾ ¸¨¾¨Âô ÀüȢ ¾¸Åø¸¨Çì ÜÚÅ÷

BT 1.2.7

மெவிமடுத்த ¸¨¾Â¢ý À¡ò¾¢Ãí¸Ç¢ý

மெவிமடுத்த வவண்டுவகொ¨Çì ÜÚÅ÷; «¾ற்§¸üபò துலங்குவர்

BT 1.3

5+

ÀñÒ¸¨Ç Å¢ÇìÌÅ÷

Á¡½Å÷¸û: உயிர் எழுத்துககளயும் ஆய்த

BT 1.3.3

மமய்மயழுத்துககள ஒலிப்பர்

BT 1.3.4

எழுத்கதயும் ஒலிப்பர் BT 1.3.2

வல்லின உயிர்மமய் எழுத்துககள ஒலிப்பர்

மமல்லின உயிர்மமய் எழுத்துககள ஒலிப்பர்

BT 1.3.5

இகடயின உயிர்மமய் எழுத்துககள ஒலிப்பர்

BT 1.3.6 BT 1.4

மெொற்ககளச் ெரியொக

Á¡½Å÷¸û:

உச்ெரிப்பர்

BT 1.4.1

குறில், மநடில் எழுத்துககள ஒலிப்பர்

Á¡½Å÷¸û: உயிமரழுòиû மகொண்ட மெொற்ககள உச்ெரிப்பர்

BT 1.4.5

வல்லின ¯Â¢÷¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷

48

கற்றல்தரம்

உள்ளடக்கத்தரம்

4+ BT 1.4.2

வல்லின ¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼

5+ BT 1.4.6

மெொற்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷

BT 1.4.3

மமல்லின ¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼

BT 1.4.4 BT 1.5

மபொருத்தமொன

Á¡½Å÷¸û:

மெொல், மெொற்மறொடர்,

BT 1.5.1

வொக்கியம்

வபசுவர்

BT 1.4.7

BT 1.5.2

BT 1.4.8

மெொற்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷

குறில், மநடில் மெொற்ககளî ºÃ¢Â¡¸ உச்ெரிப்பர்

Á¡½Å÷¸û: தன்கனப் பற்றிய சுய விவரங்ககளக்

குடும்ப உறுப்பினர்களின் உறவுப் மபயர்ககளச் ெரியொகப் பயன்படுத்திப் வபசுவர்

BT 1.5.3

இகடயின ¯Â¢÷¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷

BT 1.5.4

கூறுவர்

ஆகியவற்கறப் பயன்படுத்திப்

மெொற்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷

மெொற்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷

இகடயின ¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼

மமல்லின ¯Â¢÷¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼

உறவினர்களின் உறவுப் மபயர்ககளச் ெரியொகப் பயன்படுத்திப் வபசுவர்

BT 1.5.5

ÝÆÖ째üÀ ±Ç¢Â š츢Âí¸¨Çô ÀÂýÀÎò¾¢ô §ÀÍÅ÷

BT 1.5.6

À¡¼ò Ш½ô¦À¡ÕÇ¢ý àñ¼Ä¢ýÅÆ¢ ±Ç¢Â š츢Âí¸Ç¢ø À¾¢ø ÜÚÅ÷

மரியொகதச் மெொற்ககளô பயன்படுத்திப் வபசுவர்

BT 1.6

சூழலுக்வகற்ப

நடித்துக் கொட்டுவர்

Á¡½Å÷¸û: BT 1.6.1

கதொபொத்திரங்ககள ஏற்று ºÃ¢Â¡ன பொவகனயில் நடித்துக் கொட்டுவர்

49

கற்றல்தரம்

உள்ளடக்கத்தரம்

4+

5+

BT 2.0 வாசிப்புத் திறன் BT 2.1

Òò¾¸ò¨¾î ºÃ¢Â¡É ӨȢø ¨¸Â¡ûÅ÷

Á¡½Å÷¸û: BT 2.1.1

Òò¾¸ò¨¾ì ¸ÅÉÁ¡¸ì ¨¸Â¡ûÅ÷

BT 2.1.2

Òò¾¸ò¾¢ý «ÊôÀ¨¼ «õºí¸¨Ç «È¢Å÷

BT 2.1.3

BT 2.1.4 BT 2.2

Òò¾¸ò¨¾î ºÃ¢Â¡É ӨȢø Å¡º¢ôÀ÷ (i) þ¼Á¢ÕóÐ ÅÄõ (ii) §ÁÄ¢ÕóÐ ¸£ú (iii) ¸ñ ÁüÚõ Òò¾¸ò¾¢üÌ þ¨¼Â¢Ä¡É àÃõ ÌȢ£θû, «îºÊì¸ôÀð¼¨Å¸û ¬¸¢ÂÅüÈ¢ý ¦À¡Õ¨Çì ÜÚÅ÷

ெரியொன

Á¡½Å÷¸û:

உச்ெரிப்புடன்

BT 2.2.1

வொெிப்பர்

உயிமரழுத்தில் மதொடங்கும் மெொற்ககளச்

Á¡½Å÷¸û: BT 2.2.4

ெரியொன உச்ெரிப்புடன் வொெிப்பர்

BT 2.2.2

மமய்மயழுத்தில் முடியும் மெொற்ககளச் ெரியொன உச்ெரிப்புடன் வொெிப்பர்

BT 2.2.3

உயிர்மமய் எழுத்துககளக் மகொண்ட மெொற்ககளச் ெரியொன உச்ெரிப்புடன் வொெிப்பர்

குற்மறழுத்தில், மநட்மடழுத்தில் மதொடங்கும் மெொற்ககளச் ெரியொன உச்ெரிப்புடன் வொெிப்பர்

BT 2.2.5

ஓமரழுத்துச் மெொற்ககளச் ெரியொன

BT 2.2.6

ஈமரழுத்துச் மெொற்ககளச் ெரியொன

BT 2.2.7

மூமவழுத்துச் மெொற்ககளச் ெரியொன

உச்ெரிப்புடன் வொெிப்பர்

உச்ெரிப்புடன் வொெிப்பர்

உச்ெரிப்புடன் வொெிப்பர்

50

கற்றல்தரம்

உள்ளடக்கத்தரம்

4+

5+ BT 2.2.8

BT 2.3

வொெித்துப் புரிந்து மகொள்வர்

Á¡½Å÷¸û:

ºó¾î ¦º¡ü¸¨Çî ºÃ¢Â¡É ¯îºÃ¢ôÒ¼ý Å¡º¢ôÀ÷

Á¡½Å÷¸û:

BT 2.3.1

மெொல்கல வொெித்து ப்புரிந்து மகொள்வர்

BT 2.3.2

மெொற்மறொடகர வொெித்து ப்புரிந்து மகொள்வர்

BT 2.3.3

எளிகமயொன மெொற்ககளக் மகொண்ட வொக்கியங்ககள வொெித்துப் புரிந்து மகொள்வர்

3.0 எழுத்துத் திறன் BT 3.1

எழுதுÅதü¸¡É ¬Âò¾ô À¢üº¢¸û ¦ºöÅ÷

Á¡½Å÷¸û:

BT 3.1.1

கக இயக்கப் பயிற்ெிகள் மெய்வர்

BT 3.1.2

கண்நகர் பயிற்ெிகள் மெய்வர்

BT 3.1.3

கண்ககளயும் ககககளயும்

BT 3.1.4

BT 3.1.5

ஒருங்கிகணக்கும் பயிற்ெிகள் மெய்வர் ±ØÐவகொகலச் ெரியொகப் பிடித்து எழுதுவர் மகொம்பு, வகளவு, சுழி, விலங்கு உள்ளடங்கிய தமிழ் எழுத்துகளுக்வகற்ற வகொலங்கள் வகரவர்

51

கற்றல்தரம்

உள்ளடக்கத்தரம் BT 3.2

ºÃ¢Â¡É ÅâÅÊÅòмý àö¨Á¡¸ ±ØÐÅ÷

4+ Á¡½Å÷¸û: BT 3.2.1

Á¡½Å÷¸û: மகொம்பு, வகளவு, சுழி, விலங்கு

ஆகியவற்கறச் ெரியொன அளவுடன் எழுதுவர் BT 3.2.2

ெரியொன அளவு, இகடமவளி, வரிவடிவம் ஆகியவற்றுடன் தூய்கமயொக எழுதுவர்

BT 3.3

மெொல், மெொற்மறொடர்,

வொக்கியõ ¬¸¢ÂÅü¨È உருவொக்கி எழுதுவர்

5+

Á¡½Å÷¸û:

BT 3.2.3

மெொற்ககளப் பொர்த்து எழுதுவர்

BT 3.2.4

மெொற்மறொடர்ககளப் பொர்த்து எழுதுவர்

BT 3.2.5

எளிகமயொன வொக்கியங்ககளப் பொர்த்து எழுதுவர்

Á¡½Å÷¸û:

BT 3.3.1

மெொல்கல உருவொக்கி எழுதுவர்

BT 3.3.2

மெொற்மறொடகர உருவொக்கி எழுதுவர்

BT 3.3.3

எளிய வொக்கியத்கத உருவொக்கி எழுதுவர்

52

மசொற்களஞ்சியம்

1.1.1

1.4.2

1.4.3

1.4.4

(வல்லினம்)

(மமல்லினம்)

(இடடயினம்)

கப்பல்

அன்னம்

யொழ்

கட்டு

அம்மொ

தட்டு

நண்டு மரம்

குரல்

பட்டம் அறம்

மண்

மபண்

வரம்

விறகு

இஞ்ெி

பலம்

கண்

அங்கு

துப்பு

மங்கு

1.5.3

2.1.1 / 2.1.4

2.2.5

2.2.6

2.2.7

2.3.2

2.3.2

வணக்கம்

வட்டம்

வொ

எலி

தண்டு

பொமொஆடு

பொப்பொபொடு

மன்னிக்கவும் தயவுமெய்து

ெதுரம்

மெவ்வகம்

கக

நொய் ஏர்

பள்ளி

கிணறு

பொப்பொபடி

ஆடிப்பொடு

மணிப்புறொ

கொட்டுப்பகுதி

வொருங்கள்

முக்வகொணம்

தொ

பூகன முடி

வெவல்

அணில்

ஆகடஅணி மொடிப்படி

புத்தகம்பொர்

மவள்களக்கொலணி

கல்

மகொக்கு

அம்மொஅழகு

சுத்தம்மெய்

குகரக்கும் பிளிரும்

கர்ஜிக்கும் கத்தும்

ககனக்கும் ெீறும்

கட்டடம் பட்டு

இறகு

துப்பொக்கி

நத்கத

இங்கு

1.5.4

படி - பொடி

அம்மொ அப்பொ

மபரியம்மொ

அவர்

மடு -மொடு மடி -மொடி

பொட்டி

தொத்தொ

ெிற்றப்பொ

ஐயொ

பல் - பொல்

அண்ணன்

இவர்

தடி - தொடி

நகம் - நொகம்

தங்கக

மபரியப்பொ

ெித்தி

மொமொ

அத்கத

தம்பி

பழம்

அக்கொள்

மூகள

தங்கு

நொ

முட்கடவடிவம்

கப

மெல்லுங்கள்

பிகறவடிவம்

மொ

நட்ெத்திரவடிவம்

1.5.2

ெங்கு

அமருங்கள் தொருங்கள்

1.4.8

வபொ

பல்

எருகம

மபரியவடு ீ

மொட்டுவண்டி

ெிறியவடு ீ

பொடம்படி

53

SPIRITUALITY, ATTITUDES AND VALUES STRAND

54

ISLAMIC EDUCATION

Islamic Education emphasises the basic mastery of the Quran and Jawi, manifestation of faith (Akidah), interlisation of tenets of worship, enrichment of good manners and morality and introduction of Sirah. Upon completion of learning activities in Islamic Education, pupils can: 1.

recognise hijaiyah letters, memorise short Quranic verses and acquire basic Arabic language.

2.

understand the basic tenets of faith and worship of Allah.

3.

know theSirah and attributes of Prophet Muhammad SAWand emulate him.

4.

practise good manners and morality in life.

5.

read and write Jawi correctly. LEARNING STANDARD

CONTENT STANDARD

4+

5+

PI 1.0 AL-QURAN PI 1.1

Know hijaiyah letters

Pupils can:

Pupils can:

PI 1.1.1

PI 1.1.2

Say single hijaiyah letters

Identify and sound out short vowels: (i)

small diagonal line above a letter (fathah) (ii) a similar diagonal line below a letter (kasrah) (iii) a small curl-like diacritic placed above a letter (dhommah) 55

LEARNING STANDARD

CONTENT STANDARD PI 1.2

PI 1.3

Memorise a few Quranic verses from juzuk Amma

Acquire basic Arabic

4+

5+

Pupils can:

Pupils can:

PI 1.2.1

PI 1.2.2

Memorise the following Quranic verses in the correct manner: (i) An-Nas (ii) Al-Ikhlas

PI 1.2.3

Recite and practise the Al-Fatihah, An-Nas and Al-Ikhlas verses in life

Memorise the Al-Fatihah in the correct manner

Pupils can:

Pupils can:

PI 1.3.1

PI 1.3.2

Say and recognise numbers 1 to 10 in Arabic

PI 1.3.3

Pronounce simple words in Arabic

Say numbers 1 to 10 in Arabic

PI 2.0 FAITH (AKIDAH) PI 2.1

Internalise the proclamation of faith (kalimah syahadah)as a foundation in belief of Allah

Pupils can:

Pupils can:

PI 2.1.1

Recite the kalimah ‫ال إله إال هللا‬

PI 2.1.2

State the meaning of kalimah

PI 2.1.3

Recite the kalimah syahadah:

‫أشهد أن ال إله إال هللا‬ ‫وأشهد أن محمدا رسول هللا‬

‫ال إله إال هللا‬ PI 2.1.4

State the meaning of the kalimah syahadah

PI 2.1.5

Internalise the kalimah syahadah in life 56

LEARNING STANDARD

CONTENT STANDARD PI 2.2

PI 2.3

PI 2.4

Understand the foundation of faith in Allah

4+

5+

Pupils can:

Pupils can:

PI 2.2.1

Know oneself as a creation of Allah

PI 2.2.3

PI 2.2.2

Know Allah as the Creator: (i) recite the kalimah of Allah (ii) state the glory of Allah (iii) glorify the kalimah of Allah

Glorify Allah with: (i) Subhanallah (‫اهلل‬ (ii)

(iii) Allahu Akbar (‫)اهللُ أَ ْكبَ ُر‬

Understand the meaning of names of Allah (Asma’ul Husna)

Pupils can:

Pupils can:

PI 2.3.1

PI 2.3.2

Understand the Six Pillars of Iman

Pupils can:

Pupils can:

PI 2.4.1

PI 2.4.2

Say the names of Allah and the meaning: (i) Ar-Rahman (The AllCompassionate) (ii) Ar-Rahim (The All-Merciful) (iii) Al-Malik (The Absolute Ruler) (iv) Al-Hakim (The Perfectly Wise) (v) Al-Ghafur (The Forgiver and Hider of Faults)

State the Six Pillars of Iman: (i) Belief in Allah (ii) Belief in Malaa’ika (Angels) (iii) Belief in Kitab (Scriptures) (iv) Belief in the Prophets (Messengers of Allah)

‫) ُس ْب َحا َن‬ Alhamdulillah (‫ْح ْم ُدِ هلل‬ َ ‫)اَل‬

Explain the names of Allah with examples: (i) Ar-Rahman (The AllCompassionate) (ii) Ar-Rahim (The All-Merciful) (iii) Al-Malik (The Absolute Ruler) (iv) Al-Hakim (The Perfectly Wise) (v) Al-Ghafur (The Forgiver and Hider of Faults)

Explain the Six Pillars of Iman

57

LEARNING STANDARD

CONTENT STANDARD

4+

5+

(v) Belief in Qiyaamah (Day of Judgement (vi) Belief inQada’ and Qadar (Divine Will and Decree) PI 2.5

Understand the Five Pillars of Islam

Pupils can:

Pupils can:

PI 2.5.1

PI 2.5.2

State the Five Pillars of Islam: (i) recite thekalimah syahadah (ii) perform five daily prayers (iii) fast during Ramadhan (iv) pay tithes (zakaat) (v) perform the Hajj

Talk about the Five Pillars of Islam in life

PI 3.0 WORSHIP (IBADAH) PI 3.1

Demonstrate the proper manner of cleaning oneself

Pupils can:

Pupils can:

PI 3.1.1

PI 3.1.2

Demonstrate the proper manner of cleaning oneself after: (i) urination (ii) defecation

PI 3.1.3

State the importance of cleaning oneself after urination and defecation

State the proper manner of cleaning oneself after: (i) urination (ii) defecation

58

LEARNING STANDARD

CONTENT STANDARD PI 3.2

PI 3.3

PI 3.4

Perform wudhu

Know the five obligatory prayers

Simulate prayers

4+

5+

Pupils can:

Pupils can:

PI 3.2.1

Identify the parts of body for wudhu

PI 3.2.3

Profess the intention of performing wudhu in the correct manner

PI 3.2.2

Show the limits of the parts of body for wudhu

PI 3.2.4

State the obligatory acts of wudhu

PI 3.2.5

Perform wudhu in the correct manner

Pupils can:

Pupils can:

PI 3.3.1

Name the five obligatory prayers

PI 3.3.3

PI 3.3.2

State the times of prayers

State the number of rakaat in each obligatory prayer

Pupils can:

Pupils can:

PI 3.4.1

Show the limits of the aurat during prayer

PI 3.4.4

Profess the intentions of the five obligatory prayers

PI 3.4.2

Display the correct mannerism and movements during prayer

PI 3.4.5

Recite prayers during movements in worship

PI 3.4.3

Recite takbiratulihram

PI 3.4.6

Perform a simulation of prayer accordingly in the correct manner

59

LEARNING STANDARD

CONTENT STANDARD PI 3.5

Understand the concept of fasting

4+

5+

Pupils can:

Pupils can:

PI 3.5.1

State the meaning of fasting

PI 3.5.3

State the benefits of fasting

PI 3.5.2

Talk about fasting during: (i) Ramadhan (ii) pre-dawn meal (iii) break of fast

PI 3.5.4

Profess the intentions of fasting

PI 3.5.5

State the necessary acts during the fasting month

PI 4.0 SIRAH PI 4.1

PI 4.2

Know Prophet Muhammad SAW and his family

Pupils can:

Pupils can:

PI 4.1.1

PI 4.1.2

Understand the events during the birth of Prophet Muhammad SAW

Pupils can:

Pupils can:

PI 4.2.1

PI 4.2.2

Relate the events during the Prophet’s birth

PI 4.2.3

State the lessons learnt during the events of the Prophet Muhammad SAW’s birth

Talk about Prophet Muhammad SAW

Talk about the Elephant Army

State the names of Prophet ‘s family members: (i) mother (Aminah) (ii) father (Abdullah) (iii) grandfather (Abdul Mutalib) (iv) uncle (Abu Talib)

60

LEARNING STANDARD

CONTENT STANDARD PI 4.3

Practise the characteristics and attributes of Prophet Muhammad SAW

4+

5+

Pupils can:

Pupils can:

PI 4.3.1

PI 4.3.2

Explain the attributes of Prophet Muhammad SAW: (i) Siddiq (truthful) (ii) Amanah (trustworthy) (iii) Tabligh (advocate) (iv) Fatonah (wise)

PI 4.3.3

Practise the Prophet Muhammad SAW’s characteristics and attributes in life

State the characteristics of Prophet Muhammad SAW: (i) hardworking (ii) patient (iii) loving

PI 5.0 GOOD MANNERS (AKHLAK) PI 5.1

Apply good manners in life

Pupils can:

Pupils can:

PI 5.1.1

Recite and practise basmalah and hamdalah in every good deed

PI 5.1.4

Recite the du’a daily

PI 5.1.5 PI 5.1.2

Demonstrate good manners in eating and drinking

Demonstrate good manners in entering and leaving the toilet

PI 5.1.3

Demonstrate good manners towards: (i) parents (ii) family members (iii) teachers (iv) peers (v) places of worship

PI 5.1.6

Differentiate halal and haram food and drinks

PI 5.1.7

State sunnahfood

PI 5.1.8

Discuss the importance of good manners in life

61

LEARNING STANDARD

CONTENT STANDARD

4+

5+

PI 6.0 JAWI PI 6.1

PI 6.2

PI 6.3

Know Jawi letters

Read words with two syllables

Write Jawi letters

Pupils can:

Pupils can:

PI 6.1.1

PI 6.1.2

Say Jawi letters

Identify the shapes of Jawi letters

Pupils can:

Pupils can:

PI 6.2.1

PI 6.2.2

Sound out Jawi letters which are joined with the vowels wau andya

PI 6.2.3

Read acording to syllables

PI 6.2.4

Read words with two syllables

Sound out Jawi letters which are joined with the vowel alif

Pupils can:

Pupils can:

PI 6.3.1

PI 6.3.2

Write single Jawi letters

PI 6.3.3

Copy words with two syllables

Sketch shapes, patterns and lines from right-to-left using hand- eye coordination

62

MORAL EDUCATION

Moral Education focuses on developing individuals with moral values based on three domains: 1. Moral Reasoning Having the mental ability to identify good from bad behaviour and right from wrong. 2. Moral Emotions Consciousness of moral feelings raises the awareness of practising good and appropriate behaviourwhich induces the feeling of joy in doing good and remorse in doing wrong. Moral feelings create moral motivations and intentions to act based on empathy and sympathy towards oneself and others. 3. Moral Behaviour Moral actions that relate tomoral reasoning and moral emotions, done voluntarily with responsibility, accountability and integrity.

The three domains need to be applied with the 14 universal values which are crucial to develop individuals with moral values. These accepted universal values are in tandem with religious teachings, norms or beliefs of the Malaysian society. Upon completion of learning activities in Moral Education, pupils can: (i) understand the values practised by the Malaysian society. (ii) appreciate and practise courteousness in their daily lives. (iii) foster close ties with members of society to strengthen unity.

63

LEARNINGSTANDARD CONTENT STANDARD 4+

5+

PM 1.0 BELIEF IN GOD PM 1.1

PM 1.2

Belief in the existence of God

Know the religions or beliefs in Malaysia

Pupils can: PM 1.1.1

State God’s creation

Pupils can: PM 1.2.1

State one’s religion or beliefs

Pupils can: PM 1.1.2

Talk about God’s creation

PM 1.1.3

Show gratitude towards God’s creation

Pupils can: PM 1.2.2

Talk about religions or beliefs of the people in Malaysia

PM 2.0 KINDNESS PM 2.1

Be helpful to others

Pupils can: PM 2.1.1 Offer assistance to friends and teachers

Pupils can: PM 2.1.3

Talk about experiences of helping family members

PM2.1.2

PM 2.1.4

Help others in need

State the benefits of helping others

PM 3.0 RESPONSIBILITY PM 3.1

Be responsible to oneself

Pupils can:

Pupils can:

PM 3.1.1

Talk about one’s responsibility

PM 3.1.3

State responsibilities at home

PM 3.1.2

Practise responsibility

PM 3.1.4

Carry out responsibilities in the classroom 64

LEARNINGSTANDARD CONTENT STANDARD 4+

5+

PM 4.0 GRATITUDE PM 4.1

Show gratitude for assistance, appreciation and contribution received

Pupils can:

Pupils can:

PM 4.1.1

PM 4.1.2

Express gratitude verbally and in writing

Demonstrate various ways of showing gratitude for assistance, appreciation and contribution received

PM 5.0 COURTESY PM 5.1

Be polite in speech and behaviour

Pupils can:

Pupils can:

PM 5.1.1

PM 5.1.2

Emulate politeness in speech and behaviour

Speak and behave politely with others

PM 6.0 RESPECT PM 6.1

Be respectful

Pupils can:

Pupils can:

PM 6.1.1

PM 6.1.2

State ways of showing respect in various situations

PM 6.1.3

Show respect to others

Emulate being respectful to others

PM 7.0 LOVE PM 7.1

Love oneself, others and animals

Pupils can:

Pupils can:

PM 7.1.1

PM 7.1.2

Talk about ways of showing love to self, others and animals

Show love to self, others and animals

65

LEARNINGSTANDARD CONTENT STANDARD 4+

5+

PM 8.0 FAIRNESS PM 8.1

Practise fairness in interactions

Pupils can:

Pupils can:

PM 8.1.1

PM 8.1.2

Identify fairness in an action

PM 8.13

Show fairness in an action

State examples of fairness

PM 9.0 COURAGE PM 9.1

Be courageous in daily life

Pupils can:

Pupils can:

PM 9.1.1

PM 9.1.2

Show courage when interacting with others

Show courage in attempting new tasks

PM 10.0 HONESTY PM 10.1

Be honest in life

Pupils can:

Pupils can:

PM 10.1.1

Provide examples of honest behaviour

PM 10.1.3

Identify honest behaviour in various situations

PM 10.1.2

State the benefits of being honest

PM 10.1.4

Speak truthfully when conversing with others

PM 11.0 DILIGENCE PM 11.1

Be diligent in life

Pupils can: PM 11.1.1

Pupils can: Provide examples of diligence in various situations

PM 11.1.2

Practise diligence in carrying out tasks 66

LEARNINGSTANDARD CONTENT STANDARD 4+

5+

PM 12.0 COOPERATION PM 12.1

Be cooperative in carrying out tasks

Pupils can: PM 12.1.1

Pupils can: Practise cooperation in carrying out tasks

PM 12.1.2

State the benefits of being cooperative in carrying out tasks

PM 12.1.3

Practise mutual cooperation with friends in carrying out tasks

PM 13.0 MODERATION PM 13.1

Be moderate in life

Pupils can: PM 13.1.1

Pupils can: State ways of being thrifty when using tools and resources

PM 13.1.2

Discuss the benefits of being thrifty when using tools and resources

PM 13.1.3

Demonstrate thriftiness when using tools and resources

PM 14.0 TOLERANCE PM 14.1

Be tolerant in interactions

Pupils can: PM 14.1.1

Pupils can: Provide examples of being tolerant in interactions with friends

PM 14.1.2

Demonstrate tolerance among friends

67

List of Moral Values and their Explanation: Moral Values Belief in God

Kindness

Responsibility

Explanation Confidence in the existence of God as the Creator of the universe and to follow respective religious teachings and beliefs which are in line with the National Principles.

Moral Values

Explanation

Fairness

Impartial actions and decisions.

Courage

Willingness to face challenges bravely and confidently.

Honesty

Aware of the needs and welfare of self and others by providing assistance and moral support sincerely.

Be truthful, sincere and trustworthy in every deed.

Diligence

Being hardworking, dedicated and putting in continuous effort in performing tasks.

Willingness to bear and carry out tasks to one’s level best.

Cooperation

Work together for mutual benefit.

Moderation

Being reasonable in thought and considerate in deed without neglecting self interest and the interest of others.

Tolerance

Be considerate, patient and develop selfcontrol for the well-being of self and others.

Gratitude

Expression of feelings and behaviour to show acknowledgement and appreciation.

Courtesy

Being polite and well-mannered.

Respect

Appreciate and honour others as well as respect the rules of social institutions.

Love

Awareness of sincere love.

68

PERSONAL COMPETENCE STRAND

69

The Personal Competence Strand emphasises on knowing and managing one’s emotions; as well as building social skills. The development of this competence is important as it is the basis for the building of a positive self-concept and enables pupils to face challenges in the future. Upon completion of learning activities in the Personal Competence Strand, pupils can: 1. know oneself. 2. manage one’s emotions and control one’s behaviour. 3. respect the various emotionsand views of others. 4. develop social skills for community living. 5. develop confidence in facing various challenges. Teachers are responsible in developing pupils’ socio-emotional skills effectively by providing learning opportunities through their daily routine activities, interactions, provision of a conducive learning environment and planned as well as spontaneous teaching and learning activities.

70

LEARNING STANDARD CONTENT STANDARD 4+

5+

KD 1.0 KNOW AND MANAGE EMOTIONS KD 1.1

KD 1.2

Know and manage one’s emotions

Know the emotions of others

Pupils can:

Pupils can:

KD 1.1.1

Identify and talk about emotional experiences such as happiness, sadness, fear, anger and shyness

KD 1.1.4

Talk about one’s feelings about an incident or event that had happened in various ways

KD 1.1.2

State likes and dislikes

KD 1.1.5

Manage emotions by choosing appropriate actions

KD 1.1.3

State emotions according to situations

Pupils can:

Pupils can:

KD 1.2.1

KD 1.2.2

Identify emotions expressed by others or incidents that had happened

KD 1.2.3

Differentiate emotions amongst individuals in specific situations

Identify emotions shown by others based on their behaviour

KD 2.0 ACHIEVE POSITIVE EMOTIONS KD 2.1

Develop self-concept

Pupils can:

Pupils can:

KD 2.1.1

KD 2.1.2

Show positive attitudes such as being: (i) patient (ii) independent (iii) confident

Show positive attitudes such as being: (i) united (ii) loyal (iii) empathetic 71

LEARNING STANDARD CONTENT STANDARD 4+

5+

(iv) helpful (v) sympathetic (vi) humourous KD 2.2

KD 2.3

Develop self-control

Develop confidence to communicate

Pupils can:

Pupils can:

KD 2.2.1

KD 2.2.2

State ways to manage emotions positively in unpleasant situations

KD 2.2.3

Demonstrate patience when facing unpleasant situations

Differentiate between wants and needs when making decisions in specific situations

Pupils can:

Pupils can:

KD 2.3.1

Speak with confidence

KD 2.3.3

Interact with confidence

KD 2.3.2

Pose questions with confidence

KD 2.3.4

Talk and give opinions with confidence

KD 2.3.5

Show one’s abilities using various methods of communication

KD 3.0 DEVELOP SOCIAL SKILLS KD 3.1

Understand the needs, feelings and opinions of others

Pupils can:

Pupils can:

KD 3.1.1

Show sensitivity to the needs of others and act accordingly

KD 3.1.3

KD 3.1.2

State the feelings of others based on their non-verbal expressions

Show respect for the feelings and opinion of others

72

LEARNING STANDARD CONTENT STANDARD 4+ KD 3.2

Use social skills for interaction with others

5+

Pupils can:

Pupils can:

KD 3.2.1

Respect the rights of ownership of others

KD 3.2.4

Express agreement and dissatisfaction on matters politely

KD 3.2.2

Share tools and materials with others during activities

KD 3.2.5

Adapt oneself in various situations for socialisation

KD 3.2.3

Show ability to participate in an ongoing game (play entry)

KD 3.2.6

Practise social etiquette in relationships

73

GLOSSARY No.

Term

Meaning

1.

social etiquette

Values and norms of a society.

2.

social skills

Ability to respond appropriately using verbal and non-verbal expressions during interactions.

3.

self-concept

View of oneself either in a positive or negative manner.

74

PHYSICAL DEVELOPMENT AND AESTHETICS STRAND

75

PHYSICAL DEVELOPMENT AND HEALTH CARE

Physical Development and Health Care comprise: 1. Physical Development Physical Development comprises fine motor skills, gross motor skills, manipulative skills and rhythmic movement which are the basis for various complex movements which are needed for life. Physical development is important for physical and mental fitness, agility, coordination and pupils’ health. 2. Health Care Health Care gives emphasis on Reproductive and Social Health Education (PEERS). Awareness on health, safety and eating habits needs to be instilled from young so that this will be a good daily practice. Upon completion of learning activities in thePhysical Development and Health Strand, pupils can: (i)

carry out various fine motor and gross motor movements.

(ii)

carry out movements with balance and control.

(iii)

explore various movements.

(iv)

carry out various manipulative skills.

(v)

practice healthy lifestyle through healthy eating habits and personal hygiene.

(vi)

protect oneself and understand the importance of personal safety.

76

LEARNING STANDARD CONTENT STANDARD 4+

5+

FK1.0 FINE MOTOR DEVELOPMENT FK 1.1

Explore various fine motor activities

Pupils can:

Pupils can:

FK 1.1.1

Conduct various fine motor activities

FK 1.1.3

FK 1.1.2

Demonstrate hand-eye coordination and fine motor skills through various activities

Use tools to demonstrate fine motor skills

FK2.0 GROSS MOTOR DEVELOPMENT FK2.1

Explore various movements (spatial awareness)

Pupils can:

Pupils can:

FK2.1.1

Carry out movements: (i) individual space (ii) general space

FK2.1.4

FK2.1.2

Carry out movements at various levels: (i) high (ii) medium (iii) low

Carry out movements: (i) straight (ii) curve (iii) spiral (iv) zig-zag

FK2.1.5

Carry out movements of various speed

FK2.1.3

Carry out movements according to direction

77

LEARNING STANDARD CONTENT STANDARD 4+ FK2.2

Carry out various locomotor movements

Pupils can:

Pupils can:

FK2.2.1

FK2.2.3

Carry out movements: (i) walking (ii) running (iii) jumping (iv) hopping (v) galloping (vi) sliding (vii) skipping

FK 2.2.2

FK2.3

Carry out various nonlocomotor movements

5+

Carry out locomotor movements at various: (i) directions (ii) levels (iii) routes (iv) speed

Carry out a combination of locomotor movements

Pupils can:

Pupils can:

FK2.3.1

FK 2.3.2

Carry out movements: (i) stretch (ii) push (iii) pull (iv) balance

FK2.3.3

Carry out a combination of nonlocomotor movements

Carry out movements: (i) bend (ii) swing (iii) turn (iv) twist

78

LEARNING STANDARD CONTENT STANDARD 4+

5+

FK3.0 MANIPULATIVE SKILLS FK3.1

Carry out various manipulative skills

Pupils can:

Pupils can:

FK3.1.1

Throw objects towards the target

FK3.1.3

Catch objects tossed by oneself

FK3.1.2

Kick a ball: (i) freely (ii) towards the target

FK3.1.4

Catch objects thrown by others

FK3.1.5

Roll objects towards the target

FK 4.0 RHYTHMIC MOVEMENTS KE4.1

Apply various movements according to rhythm

Pupils can:

Pupils can:

FK4.1.1

Carry out locomotor movements according to music

FK4.1.4

FK 4.1.2

Carry out non-locomotor movements according to music

FK 4.1.3

Carry out free movements according to music

Create creative movements by using tools according to music

79

LEARNING STANDARD CONTENT STANDARD 4+

5+

FK 5.0 REPRODUCTIVE AND SOCIAL HEALTH EDUCATION (PEERS) FK 5.1

Apply decision-making skills in the context of personal and reproductive health

Pupils can:

Pupils can:

FK 5.1.1

State ways of taking care of one’s hygiene in the correct manner

FK 5.1.7

FK 5.1.2

Talk about the importance of cleanliness: (i) self (ii) clothes (iii) personal belongings

Practice personal hygiene: (i) body parts (ii) clothes (iii) personal belongings

FK 5.1.8

Explain how to clean genital organs correctly

FK 5.1.9

Practice cleanliness: (i) in classroom (ii) at home (iii) at public places

FK 5.1.3

Identify parts of the body of boys and girls: (i) head – hair, eyes, ears, nose, mouth, lips & teeth (ii) body – breast, chest, shoulder & buttocks (iii) hands (iv) feet (v) genital organs – penis & vagina (vi) anus

80

LEARNING STANDARD CONTENT STANDARD 4+

FK 5.2

FK 5.3

FK 5.1.4

Know safe touches, unsafe touches and uncomfortable touches

FK 5.1.5

Apply the skill of saying ”NO” to unsafe and uncomfortable touches

FK 5.1.6

Use toilets correctly

5+

Understand the types of diseases and preventive measures

Pupils can:

Pupils can:

FK 5.2.1

FK 5.2.2

Care for personal safety and demonstrate effective psychosocial skills in daily life

Pupils can:

Pupils can:

FK 5.3.1

Describe source, place and dangerous situations

FK 5.3.4

FK 5.3.2

State correct behaviour to ensure one’s and others safety

Identify dangerous situations at: (i) home (ii) school (iii) playground

FK 5.3.5 FK 5.3.3

Talk about ways of getting help during an emergency

Demonstrate correct and safe ways of using dangerous tools and substances

FK 5.3.6

State ways of solving problems during unsafe situations

Show ways of avoiding infections

State steps taken for prevention of vector-borne diseases

81

LEARNING STANDARD CONTENT STANDARD 4+

5+

FK 6.0 EATING HABITS FK 6.1

Practise healthy and safe eating habits

Pupils can:

Pupils can:

FK 6.1.1

Identify safe food and drinks

FK 6.1.3

State nutritious and non-nutritious food

FK 6.1.2

Talk about the importance of healthy eating

FK 6.1.4

Practise a balanced diet

82

GLOSSARY No.

Term

Meaning

non-locomotor

Twisting the body around its axis and bending the body from a straight to a curved position. The person remains in one spot while the upper body rotates from left to right. Examples: bending, twisting, balancing, cowering, swinging, stretching, turning, pulling and pushing.

manipulative skills

The ability to use force to throw, catch, roll and kick objects.

fine motor skills

The ability to use small muscles of the hands, wrist and fingers as well as apply hand-eye coordination. This involves the ability to write, hold small objects using fingers, squeeze small objects, button shirts, tie shoe laces and others.

4.

gross motor skills

The ability to use large mucles for movements such as walking, running, jumping and others.

5.

spatial awareness

The area used when conducting movement.

locomotor

Movement which involves change in axis, vertically and horizontally. Locomotor skills are used to move from one place to another. Examples, walking, running, jumping, hopping, galloping, sliding and skipping.

Reproductive and Social Health Education (PEERS)

A lifelong learning experience to gain holistic knowledge in terms of biological, sociocultural, psychological and spirituality towards practicing a healthy lifestyle.

1. 2. 3.

6.

7.

vector-borne diseases

Diseases which are caused by agents (people, animals or micro-organisms) which bring or transfer pathogeny to other living organisms.

9.

rhythmic movement

Emphasises on locomotor and non-locomotor movements according to rhythm.

10.

movement in different directions

Move to the front, back, left, right, up and down.

11.

movement at various levels

Move at high, medium and low levels.

12.

general space

Space used when moving from A to B.

8.

83

No. 13. 14. 15. 16.

Term

Meaning

individual space

Reachable space in a specified place.

safe touch

A touch that makes a person feel valued, loved and respected.

unsafe touch

A touch which inflicts pain physically or emotionally.

uncomfortable touch

A touch disliked by an individual although it is a safe touch. A touch deemed uncomfortable from a known or unknown person.

84

CREATIVITY AND AESTHETICS

The creativity and aesthetics component comprises Music, Drama and Visual Arts. 1. Music Music, movement and drama in preschool are the basis of music education which can be developed into various creative activities which are fun and entertaining. Pupils are given opportunities to show their talents and interests in exploring the music world at their own stages of development. 2. Drama Drama in preschools is the basis for pupils to emulate life according to plots which are built on three elements which are actions, place and time. Pupils will be given the opportunity to express their emotions through the characters portrayed based on stories and their own imagination. 3. Visual Arts Visual Arts in preschool emphasises the production and appreciation of creative works based on four fields which are drawing, pattern and design, form and build models and introduction to traditional crafts. Integration of these fields will give pupils’ opportunities to increase their interests, develop their personality, develop awareness and sensitivity to artistic values and the environment.

85

Upon completion of learning activities based on Creativity and Aesthetics Strand, pupils can: (i)

appreaciate various music genres.

(ii)

move according to music heard.

(iii)

act out various characters according to the story.

(iv)

apply knowledge in visual arts production.

(v)

produce creative works using various techniques and materials.

(vi)

appreciate one’s own creative works as well as others.

Creativity and aesthetics in teaching and learning in preschool gives pupils opportunities to respond to visual arts, music and drama activities.

Pupils should be given encouragement to express themselves and the world around

them creatively and

imaginativelythrough music and art. Visual arts, music and drama activities give pupils opportunities to explore using various materials and techniques in order to increase their imagination and creativity naturally. Pupils should also be given opportunities to share ideas, opinions and feelings about visual arts, music and drama to enable them to appreciate the arts.

86

LEARNING STANDARD CONTENT STANDARD 4+

5+

KE 1.0 MUSIC KE 1.1

KE 1.2

KE 1.3

Sing songs of various repertoire

Play percussions

Move according to music

Pupils can:

Pupils can:

KE 1.1.1

Imitate various human tones: (i) speaking (ii) calling (iii) whispering (iv) singing (v) boys and girls

KE 1.1.2

Imitate various sounds in the environment

KE 1.1.3

Sing songs according to melody

Pupils can:

KE 1.1.4

Sing songs with: (i) correct and clear pronunciation (ii) correct pitch

Pupils can:

KE 1.2.1

Produce sounds using body percussion

KE 1.2.2

Explore percussions

Pupils can:

KE 1.2.3

Produce sounds using various improvised instruments creatively

Pupils can:

KE 1.3.1

Move according to the lyrics of a song

KE 1.3.2

Move according to tempo

KE1.3.3

Move creatively according to music

87

LEARNING STANDARD CONTENT STANDARD 4+ KE 1.4

Appreciate music of various repertoire

Pupils can: KE 1.4.1

5+ Pupils can:

Show appreciation of music heard

KE 1.4.2

Differentiate tempo from music heard

KE 1.4.3

Differentiate loud and soft dynamics from music heard

KE 2.0 DRAMA KE2.1

Act out various characters

Pupils can: KE2.1.1

Pupils can: Act out various characters using imagination

KE2.1.2

Act out characters based on stories

KE 3.0 VISUAL ARTS KE3.1

KE3.2

Know elements of art (Aesthetic Perception)

Know media used in the production of art creations (Visual Application)

Pupils can: KE3.1.1

Pupils can: State elements of art in the environment

Pupils can: KE3.2.1

KE3.1.2

State elements of art found in man-made objects

KE3.1.3

State elements of art found in visual art creation

Pupils can: State types of media used in the production of visual art creations

KE 3.2.2

Choose appropriate media in the production of visual art creations

88

LEARNING STANDARD CONTENT STANDARD 4+ KE 3.3

KE 3.4

Express creative ideas in visual art creations (Creative Expression)

Appreciate visual art creations (Art Appreciation)

Pupils can:

5+ Pupils can:

KE 3.3.1

Explore media

KE 3.3.3

Create patterns and designs using one’s own creativity

KE 3.3.2

Produce creative works through drawing

KE 3.3.4

Produce creative models

KE 3.3.5

Produce traditional crafts using various materials

KE 3.3.6

Produce creative works using recycled materials

Pupils can: KE 3.4.1

Pupils can: Talk about one’s own works

KE 3.4.2

Show appreciation of other’s works

89

GLOSSARY No.

Term

Meaning

2.

improvised instruments form

3.

models

A structure

4.

dynamics

The quality of sound which is loud or soft.

5.

traditional crafts

This field can be defined as an industry which involves handiwork that requires creativity by a community which is inherited throughout the generations.

6.

media

Tools or materials used to produce art creations.

7.

melody

Sequence of pitch horizontally (high, low and medium).

8.

form and build models

This field emphasises the development of pupils’ perception on aspects of visual arts such as form, space, structure, balance and stability.

9.

patterns and designs

This field is the basis for visual arts creations. Traditional or contemporary visual creations cannot be produced without patterns and designs.

10.

drawing

This field emphasises the development of pupils’ perception, skills and ability to draw using various media and techniques which stresses on aspects such as space, structure, balance and composition.

11.

percussion

Beat, hit, or shake musical instruments to produce sounds. Examples: kompang, triangle, castanet and tambourine

12.

pitch

Loud, soft and medium sound.

13.

repertoire

Different genres of songs.

14.

shape

Lines which form shapes (geometric and organic shapes).

15.

tempo

Speed of music (quick or slow tempo).

1.

Tools which replace musical instruments that produce sounds. 3 dimensional objects.

90

No.

Term

Meaning

16.

tone

Various types of sounds.

17.

elements of art

Elements of art are line, colour, shape, form, texture and space.

91

SCIENCE AND TECHNOLOGY STRAND

92

EARLY SCIENCE Early Science emphasises on the formation of attitudes and mastery of science process skills through investigation of living world, material world and physical world. Upon completion of learning activities in Early Science, pupils can: 1. enhance their curiosity and interests of the world around them. 2. acquire scientific skills and think creatively and critically. 3. practice scientific attitudes and values. 4. interact and share information as well as solve problems. Science process skills are needed to find solutions to problems or to make decisions sistematically. It is a mental process which encourages creative, analytical and sistematic thinking. Science process skills which have been identified to be developed are observation, classification, measurement, inferencing, prediction and communication. a) Observation involves the use of sight, hearing, touch, taste and smell to collect information about objects or phenomenon. b) Classification is to observe, to separate and group objects or phenomenon according to the same characteristic. c) Measurement is to observe quantitatively by using non-standard units of measurement. Non-standard units are measurements used as units of reference. Examples: i.

Parts of body such as hand span, foot, fathom and handful.

ii. Objects such as pens, paper clips, skewers, spoons and cups. d) Inferencing is the ability to make reasonable early assumptions, which may be true or untrue to explain an incident or observation. e) Prediction is to make assumptions on happenings based on observation and past experiences or data. f)

Communication is to receive, choose, arrange and to present information or ideas in the form of writing, verbal, table, graph, figure or model. 93

LEARNING STANDARD CONTENT STANDARD 4+

5+

SA 1.0 SCIENTIFIC ATTITUDE SA 1.1

Show scientific attitudes and values

Pupils can:

Pupils can:

SA 1.1.1

SA 1.1.2

Show curiosity and cooperation

Show curiosity, work systematically, cooperate and be responsible

SA 2.0 SCIENCE PROCESS SKILLS SA 2.1

SA 2.2

Carry out observation using five senses

Classify objects

Pupils can:

Pupils can:

SA 2.1.1

SA 2.1.2

Observe the environment using a combination of two senses

SA 2.1.3

Observe the environment using a combination of three or more senses

Observe the environment using one’s senses: (i) sight (ii) hearing (iii) touch (iv) smell (v) taste

Pupils can:

Pupils can:

SA 2.2.1

SA 2.2.2

Compare and differentiate objects which have two similar characteristics

SA 2.2.3

Group objects according to identified characteristics

SA 2.2.4

State common characteristics for each classification made

Compare and differentiate objects using one characteristic: (i) colour (ii) shape (iii) size (iv) texture (v) weight

94

LEARNING STANDARD CONTENT STANDARD 4+ SA 2.3

Carry out measurement

Pupils can:

Pupils can:

SA 2.3.1

Compare measurement of objects: (i) long - short (ii) thick - thin (iii) big - small (iv) tall - short (v) heavy - light

SA 2.3.3

Measure length or height of objects using two or more non-standard units of measurement

SA 2.3.4

Weigh objects using non-standard unit of measurement

Measure length or height of objects using non-standard unit of measurement

SA 2.3.5

Measure liquid using non-standard unit of measurement

SA 2.3.2

SA 2.4

SA 2.5

SA 2.6

Making inference

Making prediction

Communicate

5+

Pupils can:

Pupils can:

SA 2.4.1

SA 2.4.2

Make simple and reasonable assumptions based on observation

Make reasonable assumptions based on observation

Pupils can:

Pupils can:

SA 2.5.1

SA 2.5.2

Make predictions on situations based on previous experience

Make predictions on what will happen based on activities conducted

Pupils can:

Pupils can:

SA 2.6.1

SA 2.6.2

State observations made through works or verbally

Explain observations made through works or verbally 95

LEARNING STANDARD CONTENT STANDARD 4+

5+ SA 2.6.3

Make conclusions based on observations made through works or verbally

SA 3.0 INVESTIGATION OF THE LIVING WORLD SA 3.1

SA 3.2

SA 3.3

Identify living and nonliving things

Pupils can:

Pupils can:

SA 3.1.1

SA 3.1.2

Acquire basic knowledge on body parts and senses

Pupils can:

Pupils can:

SA 3.2.1

SA 3.2.2

State functions of body parts

SA 3.2.3

Identify and state functions of sensory organs

Carry out exploration on animals

Differentiate living and non-living things

Identify body parts

Identify characteristics of living and non-living things

Pupils can:

Pupils can:

SA 3.3.1

Name animals

SA 3.3.5

Identify habitats of animals

SA3.3.2

Name body parts of animals

SA 3.3.6

SA 3.3.3

Recognise sounds of animals

SA 3.3.4

Observe and imitate movements of animals

Compare and differentiate animals according to their diet: (i) Animals that consume meat (ii) Animals that consume plants (iii) Animals that consume meat and plants

96

LEARNING STANDARD CONTENT STANDARD 4+

5+ SA 3.3.7

SA 3.4

Carry out exploration on plants

Observe and talk about life cycle of animals

Pupils can:

Pupils can:

SA 3.4.1

Identify parts of plants: (i) leaf (ii) stem (iii) roots (iv) flower (v) fruit

SA 3.4.5

Observe and group parts of plants based on the following characteristics: (i) colour (ii) size (iii) shape (iv) texture

SA 3.4.2

Compare parts of plants based on the following characteristic: (i) colour (ii) size (iii) shape

SA 3.4.6

Classify plants based on specified characteristics

SA 3.4.7

Observe and record germination and growth of seeds

SA 3.4.3

Observe and name common vegetables and fruits

SA 3.4.4

State needs of plants through observation

97

LEARNING STANDARD CONTENT STANDARD 4+

5+

SA 4.0 INVESTIGATION OF MATERIALS SA 4.1

Investigate attributes of materials

Pupils can:

Pupils can:

SA 4.1.1

SA 4.1.2

Describe the changes of water: (i) from water to ice and vice versa (ii) from water to steam and vice versa

SA 4.1.3

Investigate materials that dissolve in water

SA 4.1.4

Investigate materials that can absorb water

SA 4.1.5

Investigate reactions of magnet on various objects

Investigate objects which sink or float

SA 5.0 INVESTIGATION OF THE PHYSICAL WORLD SA 5.1

Explore the physical world in one’s daily life

Pupils can:

Pupils can:

SA 5.1.1

State various sources of light

SA 5.1.3

Investigate the uses of sun light in one’s daily life

SA 5.1.2

Record observations on shadows SA 5.1.4

Observe and talk about changes in weather

98

EARLY MATHEMATICS Early mathematics provides experiences on the concept of pre-numbers, number concepts, number operations, money, concept of time as well as shapes and space to preschool pupils. Upon completion of learning activities in Early Mathematics, pupils can: 1. cultivate interest in mathematics through various activities and experiences. 2. acquire basic mathematics concepts. 3. enhance thinking and problem solving skills. The pre-number concepts in preschool education are divided into a few sections namely: a. Matching one to one is the association of similar or different objects. Examples of matching one to one are as follows: (i) Match similar pairs of objects such as shoes. (ii) Match pairs of objects which are different such as fork and spoon. (iii) Match objects with numbers. b. Comparison is a process of associating two objects which uses specific characteristics as a basis for comparison. Examples of comparison are measurement (long – short), size (big – small), weight (heavy – light) and quantity (many – a few). c. Seriation is the arrangement of more than two objects according to succession based on clear criteria. d. Patterns are the way numbers or objects have been arranged according to a defined pattern. e. Consistency is an aspect which can be connected to mass, volume and area. The concept of consistency is introduced to ensure that pupils will understand the concept of mass and volume even though they are placed or arranged in differing places or situations.

99

LEARNING STANDARD CONTENT STANDARD 4+

5+

MA 1.0 PRE-NUMBER EXPERIENCES MA 1.1

MA 1.2

MA 1.3

Pairing objects

Pupils can: MA 1.1.1

Match similar pairs of objects

MA 1.1.2

Match differing pairs of objects

MA 1.1.3

Match two groups of objects of similar quantity

Compare quantity of objects

Pupils can:

Seriation

Pupils can:

MA 1.2.1

MA 1.3.1

Pupils can: MA 1.1.4 Match objects based on: (i) colour (ii) shape (iii) size

Compare two groups of objects by stating: (i) many or few (ii) equal or not equal (iii) more or less

Arrange objects based on the following criteria: (i) small to big (ii) short to long (iii) low to high (iv) thin to thick and vice versa 100

LEARNING STANDARD CONTENT STANDARD 4+ MA 1.4

MA 1.5

Recognise and form patterns

5+

Pupils can:

Pupils can:

MA 1.4.1

Recognise and state patterns in the environment

MA 1.4.3

Complete the given patterns

MA 1.4.4 MA 1.4.2

Copy patterns

Produce patterns according to one’s own creativity

Pupils can:

Understand the concept of consistency

MA 1.5.1

Explain the concept of consistency: (i) length (ii) mass (iii) volume

MA 2.0 NUMBER CONCEPTS MA 2.1

Understand numbers 1 -10

Pupils can:

Pupils can:

MA 2.1.1

State numbers 1 - 10 in sequence

MA 2.1.8

Count numbers in ascending and descending order

MA 2.1.2

Recognise and state numbers randomly

MA 2.1.9

Arrange objects in ascending and descending order

MA2.1.10

Write numbers correctly

MA 2.1.3

Match numerals with words

MA 2.1.4

Count objects

MA 2.1.5

Use shapes like dots to represent number of objects 101

LEARNING STANDARD CONTENT STANDARD 4+

MA 2.2

MA 2.3

Understand the concept of zero

Understand numbers 11 to 20

MA 2.1.6

Match groups of objects with numbers

MA 2.1.7

Trace numbers

5+

Pupils can: MA 2.2.1

Say the number zero

MA 2.2.2

Write the number zero

MA 2.2.3

Understand the meaning of zero

Pupils can: MA 2.3.1

Count on from 11 to 20

MA 2.3.2

Compare: (i)

11 and 12 (12 is 1 more than 11)

(ii) 12 and13 (13 is 1 more than 12) and so on MA 2.3.3

Write numbers 11 to 20 102

LEARNING STANDARD CONTENT STANDARD 4+ MA 2.4

5+ Pupils can:

Understand numbersin tens up to 100

MA 2.4.1

Count numbers in tens in ascending and descending order

MA 3.0 NUMBER OPERATIONS MA 3.1

Solve operation of addition within 18

Pupils can: MA 3.1.1

MA 3.1.2

MA 3.2

Solve operation of subtraction within 18

Pupils can: State the sum of two sets of objects State the sum by using objects based on the given situation

Pupils can:

MA 3.1.3

State the sum by counting on from a specific number

MA 3.1.4

Write and state mathematical expressions using symbols; addition (+) and equal (=)

MA 3.1.5

Add in the range of basic facts

MA 3.1.6

Solve problems involving addition

Pupils can:

MA 3.2.1

Remove objects from a group of objects and count the balance

MA 3.2.2

State the balance using objects

MA 3.2.3

Write and state mathematical expressions using symbols; subtraction (-) and equal (=)

MA 3.2.4

Subtract in the range of basic facts

103

LEARNING STANDARD CONTENT STANDARD 4+

5+ MA 3.2.5

Solve problems involving subtraction

MA 4.0 MONEY MA 4.1

Recognise and use money of different values

Pupils can: MA 4.1.1

Pupils can: Recognise Malaysian currency in different denominations

MA 4.1.2

Arrange denominations in sequence according to value

MA 4.1.3

Use money in various activities

MA 5.0 CONCEPT OF TIME MA 5.1

Understand time in the context of daily life

Pupils can: MA 5.1.1 MA 5.1.2 MA 5.1.3

Pupils can: State the time in a day Arrange events in time sequence State days of the week in sequence

MA 5.1.4

State the time in hours using the analogue clock

MA 5.1.5

State the months in a year

MA 5.1.6

Correlate time with past, present and future events

MA 6.0 SHAPE AND SPACE MA 6.1

Know the position of objects in space

Pupils can: MA 6.1.1

State the position of objects in space 104

LEARNING STANDARD CONTENT STANDARD 4+ MA 6.1.2

MA 6.2

MA 6.3

Produce structures based on shapes commonly found in the environment

Produce various structures based on creativity

5+

Place objects in specified positions

Pupils can:

Pupils can:

MA 6.2.1

Recognise squares, rectangles, triangles and circles

MA 6.2.3

Recognise cuboids, cubes, pyramids and spheres

MA 6.2.2

Produce designs using two dimensional shapes

MA 6.2.4

Produce new shapes using a combination of three dimensional shapes

Pupils can:

Pupils can:

MA 6.3.1

Build a closure and talk about it

MA 6.3.2

Build a link between two objects or structures and talk about it

MA 6.3.3

Build structures using a variety of materials creatively and talk about it

MA 6.3.4

Build a variety of strong and stable structures using various materials creatively

105

GLOSSARY No.

Term

Meaning

1.

two dimensional shapes

Shapes that have length and width.

2.

three dimensional shapes

Shapes that have length, width and depth.

3.

basic facts of addition

A combination of addition (including its inverse) which uses one digit

4.

basic facts of subtraction

Subtraction of 1 digit number from 1 or 2 digit numbers resulting in one digit number

5.

closure

Border (line) encircling something .

106

HUMANITIES STRAND

107

The Humanities Strand provides opportunities for pupils to know and appreciate themselves and their self-worth, people around them, their local community, the environment, Malaysia and the world. Pupils will be able to understand and appreciate the significance of their roles, responsibilities and contributions as well as that of other members of their community for the general well-being of society. Knowledge and skills acquired from this strand will prepare pupils to be individuals who are caring and responsible citizens. Upon completion of learning activities in the Humanity Strand, pupils can: 1. understand the relationship between themselves and their family members, friends and community. 2. fulfil own responsibilities. 3. be proud of the identity and uniqueness of the country. 4. respect the cultural heritage of the various communities in Malaysia. 5. love the environment. 6. respect the global society.

LEARNING STANDARD CONTENT STANDARD 4+

5+

KM 1.0 MY FAMILY AND I KM 1.1

Understand oneself and one’s relationship with family

Pupils can:

Pupils can:

KM 1.1.1

Talk about oneself

KM 1.1.3

Talk about their family tree

KM 1.1.2

Talk about family members

KM 1.1.4

Clarify the roles and responsibilities of family members

108

LEARNING STANDARD CONTENT STANDARD 4+

5+

KM 2.0 MY COMMUNITY AND I KM 2.1

KM 2.2

KM 2.3

Foster good relationships with friends

Pupils can:

Understand one’s relationship with the school

Pupils can:

Understand their responsibilities and relationship with their community

KM 2.1.1

Pupils can: Talk about friends

KM 2.1.2

Practise speech and behaviour with friends in a positive manner

Pupils can:

KM 2.2.1

Talk about the class

KM 2.2.3

Describe their school

KM 2.2.2

Obey school rules

KM 2.2.4

Talk about the people in the school

KM 2.2.5

Show pride for their school

Pupils can:

Pupils can:

KM 2.3.1

Talk about their immediate neighbours

KM 2.3.5

Explain the importance of caring for public facilities

KM 2.3.2

Talk about their neighbourhood

KM 2.3.6

State prohibited behaviour in public places

KM 2.3.3

Identify symbols of public facilities in the community

KM 2.3.7

Utilise public facilities responsibly

KM 2.3.8

Talk about the roles and contributions of search and rescue teams

KM 2.3.4

State ways to care for public facilities

109

LEARNING STANDARD CONTENT STANDARD 4+

5+

KM 3.0 MALAYSIA, MY COUNTRY KM 3.1

Know Malaysia

Pupils can: KM 3.1.1

KM 3.2

KM 3.3

Understand the national emblem or national identity

Celebrate National Day and Malaysia Day

Pupils can: Talk about one’s home state

Pupils can:

KM 3.1.2

Name the states in Malaysia

KM 3.1.3

Name the head of the country and the head of the government

Pupils can:

KM 3.2.1

Know the Jalur Gemilang and one’s state flag

KM 3.2.3

Talk about the Jalur Gemilang and the flag of their home state

KM 3.2.2

Sing the national and home state anthems

KM 3.2.4

State the national identity: (i) National Principles (ii) national flower (iii) national language

KM 3.2.5

Show respect for the national emblem and national identity

Pupils can:

Pupils can:

KM 3.3.1

Talk aboutthe National Day and Malaysia Day celebrations

KM 3.3.3

Talk about the country’s independence

KM 3.3.2

Celebrate National Day and Malaysia Day

KM 3.3.4

Participate in the National Day and Malaysia Day celebrations 110

LEARNING STANDARD CONTENT STANDARD 4+ KM 3.4

Know the uniqueness of the country

Pupils can: KM 3.4.1

5+ Pupils can:

State the national landmarks

KM 3.4.2

List the achievements of the country

KM 4.0 MYCULTURALHERITAGE AND I KM 4.1

Understand Malaysian cultural heritage

Pupils can: KM 4.1.1

Pupils can: State the main festivals in Malaysia

KM 4.1.2

Participate by celebrating the main festivals

KM 4.1.3

Talk about traditional costumes

KM 4.1.4

Describe traditional foods

KM 4.1.5

Identify the cultural heritage

KM 4.1.6

Produce items of cultural heritage

KM 4.1.7

Participate in cultural heritage events

KM 5.0 THEENVIRONMENT AND I KM 5.1

Understand the beauty of the environment

Pupils can:

Pupils can:

KM 5.1.1

Talk about the beauty of the environment

KM 5.1.2

Participate in activities to sustain the beauty of the environment

KM 5.1.3

Describe the beauty of the environment

111

LEARNING STANDARD CONTENT STANDARD 4+ KM 5.2

KM 5.3

Understand the relationship between mankind and the environment

Pupils can:

Sustain and conserve the environment

Pupils can:

KM 5.2.1

5+ Pupils can:

Describe the importance of the environment to mankind

KM 5.2.2

Relate human activities to natural disasters

Pupils can:

KM 5.3.1

Talk about practices to sustain and conserve the environment

KM 5.3.2

Carry out activities to sustain and conserve the environment

KM 5.3.3

Discuss ways to overcome problems and issues related to the environment

KM 5.3.4

Practise environmental sustainability and conservation

KM 6.0 THE WORLD AND I KM 6.1

Know other countries in the world

Pupils can: KM 6.1.1

Pupils can: State the names of other countries

KM 6.1.2

Identify other countries

112

GLOSSARY No.

Term

Meaning

1.

environment

Refers to all living components such as animals and plants and non-living things such as soil, landscape and the weather.

2.

natural disasters

The negative effects of the forces of nature such as floods, earthquakes, typhoons, volcanic eruptions and droughts, and also human activities.

3.

emblem or national identity

Emblem or symbols that represent Malaysia such as flags, the Coat of Arms, the national anthem, the National Principles, the national flower and the national language.

4.

environmental problems and issues

Pollution (air, water and land); the extinction of flora and fauna; disposal of waste and thinning of the ozone layer.

5.

sustainability and conservation of the environment

Reforestation, gazettement of forest reserves, practice of the 3Rs (Reduce, Reuse & Recycle), cleaning of rivers and seas and law enforcement.

6.

landmark

An object which is easy to recognise (for example: building, tree, etc) as a guide to determine the location of a place.

7.

search and rescue teams

A group of people who protects and saves such as the Fire & Rescue Department, the police, the Department of Civil Defence Malaysia, medical teams etc.

8.

sustaining the environment

Actions to protect the natural resources of the earth to maintain them in their original state.

9.

conserving the environment

Ways of using, handling and managing natural resources to avoid loss, damage and wastage.

10.

cultural heritage

Traditions and practices that are handed down or inherited from generation to generation such as folklores, folk songs, games, food, costumes, handicrafts and traditional musical instruments. 113

PERFORMANCE STANDARD

114

COMMUNICATION STRAND

STANDARD PRESTASI KOD

KONSTRUK

TAHAP PENGUASAAN

TAFSIRAN

BAHASA MELAYU BM 1

Kemahiran mendengar dan bertutur (BM 1.1, BM 1.2)

BM 2

Berinteraksi menggunakan ayat mudah (BM 1.4)

BM 3

Mengecam dan menyebut abjad (BM 2.2)

1

Boleh mendengar tetapi tidak memberi respons.

2

Boleh mendengar dan memberi respons.

3

Boleh mendengar, memahami dan memberi pelbagai respons dengan bertatasusila.

1

Boleh berinteraksi tanpa menggunakan struktur ayat yang lengkap.

2

Boleh berinteraksi menggunakan ayat yang sesuai.

3

Boleh berinteraksi mengikut situasi dengan menggunakan ayat yang sesuai dan sopan.

1

Hanya boleh menyebut abjad.

2

Boleh mengecam dan menyebut sebahagian abjad .

3

Boleh mengecam dan menyebut huruf besar dan huruf kecil dengan betul.

115

STANDARD PRESTASI KOD

BM 4

KONSTRUK

Kemahiran membaca perkataan (BM 2.3)

BM 5

Kemahiran membaca dan memahami bahan bacaan (BM 2.4, BM 2.5)

BM 6

Kemahiran menulis (BM3.2)

TAHAP PENGUASAAN

TAFSIRAN

1

Boleh membunyikan suku kata.

2

Boleh membaca perkataan dengan suku kata terbuka.

3

Boleh membaca perkataan dengan suku kata terbuka dan tertutup dengan betul.

1

Boleh membaca frasa.

2

Boleh membaca dan memahami ayat mudah.

3

Boleh membaca dan mencerita semula apa yang dibaca secara beradab.

1

Boleh menulis huruf dengan cara yang betul.

2

Boleh menulis perkataan dan frasa.

3

Boleh menulis ayat mudah dengan kemas.

1

Can listen but unable yet to respond appropriately.

2

Can follow simple instructions.

3

Can respond to stimulus appropriately.

ENGLISH LANGUAGE BI 1

Listen to and respond appropriately (BI 1.2)

116

STANDARD PRESTASI KOD

BI 2

KONSTRUK

Respond to conversations appropriately (BI 1.3)

BI 3

Read single syllable words (BI 2.2)

BI 4

Read phrases and sentences (BI 2.3)

BI 5

Write words and phrases (BI 3.2)

TAHAP PENGUASAAN

TAFSIRAN

1

Can understand instructions but cannot yet carry out simple conversations.

2

Can participate in simple conversations with prompting.

3

Can participate in simple conversations in a polite manner.

1

Can recognise letters of the alphabet.

2

Can recognise and sound out letters of the alphabet.

3

Can read single syllable words correctly.

1

Can read words.

2

Can read words and phrases with understanding.

3

Can read simple sentences with understanding.

1

Can copy recognisable words.

2

Can write words in legible print.

3

Can write words and phrases neatly in legible print.

117

STANDARD PRESTASI KOD

KONSTRUK

TAHAP PENGUASAAN

TAFSIRAN

BAHASA CINA BC 1

听说技能-理解指示,作出反应 (BC 1.2)

BC 2

听说技能-沟通的能力 ( BC 1.4, BC 1.5）

BC 3

阅读技能-认读字词,短语和句子 ( BC 2.4, BC 2.5）

1

能聆听但缺乏专注力。

2

能专注地聆听并明白指示,但尚未作出适当反应。

3

能专注地聆听并明白指示,作出适当的反应。

1

能以浅白的句子讲述事物。

2

能以浅白的句子进行交谈。

3

能以适当的言语有礼貌地进行交谈。

1

能看图认读字词。

2

能认读短语。

3

能流畅地阅读浅白句子。

118

STANDARD PRESTASI KOD

BC 4

BC 5

KONSTRUK

TAHAP PENGUASAAN

TAFSIRAN

阅读技能-理解阅读材料

1

能阅读浅白故事。

(BC 2.6, BC 2.7)

2

能阅读浅白故事,但尚未能理解故事。

3

能阅读故事后，简略地讲述故事内容。

1

能以正确的方法书写基本笔画。

2

能以正确笔顺写字。

3

能写工整的字，做到书面整洁。

1

எழுத்துககளவழிகொட்டுதலுடன்உச்ெரித்தல்.

2

எழுத்துககளெரியொகஉச்ெரித்தல்.

3

எழுத்துககளயும்மெொற்ககளயும்ெரியொகஉச்ெரித்தல்.

书写技能 ( BC 3.2, BC 3.3）

BAHASA TAMIL BT 1

வகட்டல்திறனும்வபச்சுத்திறனும் (BT 1.3, BT 1.4)

119

STANDARD PRESTASI KOD

KONSTRUK

BT 2

வகட்டல்திறனும்வப ச்சுத்திறனும் (BT 1.5)

BT 3

எழுத்துககளஅகட யொளம்கண்டுமெொற் ககளவொெித்தல் (BT 2.2)

BT 4

வொக்கியங்ககளவொ ெித்தல் (BT 2.3)

BT 5

எழுத்துத்திறன் (BT 3.2)

TAHAP PENGUASAAN 1

TAFSIRAN ெரியொனமெொற்ககளபயன்படுத்திவபசுதல்.

2

ெரியொனமெொற்ககளயும்மெொற்மறொடர்ககளயும்பயன்படுத்திவபசுதல்.

3

ெரியொனமெொற்கள்,

1

வழிகொட்டுதலுடன்எழுத்துக்ககளஅகடயொளம்கொணுதல்.

2

எழுத்துககளஅகடயொளம்கொணுதல்ஆனொல்மெொற்ககளவழிகொட்டுதலுட

3

எழுத்துககளஅகடயொளம்கண்டுமெொற்ககளெரியொகவொெித்தல்.

1

மெொற்ககளவழிகொட்டுதலுடன்வொெித்தல்.

2

மெொற்ககளயும்மெொற்மறொடர்ககளயும்வொெித்தல்.

3

எளிகமயொனவொக்கியங்ககளபுரிதலுடன்வொெித்து,

1

மெொற்ககளபொர்த்துஎழுதுவர்.

2

மெொற்மறொடர்ககளபொர்த்துஎழுதுவர்.

3

வொக்கியங்ககளமுகறயொகவும்வரிவடிவத்துடனும்பொர்த்துஎழுதுதல்.

மெொற்மறொடர்மற்றும்வொக்கியங்ககளபயன்படுத்திபணிவுடன்வபசுதல்.

ன்வொெித்தல்.

வொெித்தவற்கறபணிவுடன்விவரித்தல்.

120

SPIRITUALITY, ATTITUDES AND VALUES STRAND

PERFORMANCE STANDARD CODE

CONSTRUCT

PERFORMANCE LEVEL

DESCRIPTOR

ISLAMIC EDUCATION PI 1

PI 2

Know hijaiyahletters

1

Can say single hijaiyahletters.

(PI 1.1)

2

Can identify and sound out some short vowels.

3

Can identify and sound out all short vowels in the correct manner.

1

Can recite a few verses from Al-Fatihah.

2

Can memorise the Al-Fatihah with correct pronunciation.

3

Can memorise the Al-Fatihah, An-Nas and Al-Ikhlas verses with correct pronunciation in the correct manner.

1

Can state numbers from 1 to 10.

2

Can state numbers 1 to 10 with correct pronunciation.

3

Can recognise and state numbers 1 to 10 correctly.

Memorise Quranic verses from juzuk Amma (PI 1.2)

PI 3

Acquire basic Arabic (PI 1.3)

121

PERFORMANCE STANDARD CODE

PI 4

CONSTRUCT

Know kalimah syahadah (PI 2.1)

PI 5

Know the foundation of faith in Allah (PI 2.2)

PI 6

Know the Six Pillars of Iman (PI 2.4)

PI 7

Know the Five Pillars of Islam (PI 2.5)

PERFORMANCE LEVEL

DESCRIPTOR

1

Can recite kalimah ‫ال إله إال هللا‬.

2

Can recite kalimah syahadah.

3

Can recite kalimah syahadah and state the meaning in the correct manner.

1

Can recite kalimah Allah correctly.

2

Can praise the glory of Allah with stimulus given.

3

Can praise the glory of Allah by professing it correctly.

1

Can state some of the Six Pillars of Iman.

2

Can state the Six Pillars of Iman correctly.

3

Can talk about the Six Pillars of Iman correctly.

1

Can state some of the Five Pillars of Islam.

2

Can state the Five Pillars of Islam correctly.

3

Can talk about the practice of the Five Pillars of Islam in life.

122

PERFORMANCE STANDARD CODE

PI 8

CONSTRUCT

Perform wudhu (PI 3.2)

PI 9

Simulate prayer (PI 3.4)

PI 10

Know theSirah of Prophet Muhammad SAW (PI 4.1 , PI 4.2)

PI 11

Apply good manners in life

PERFORMANCE LEVEL

DESCRIPTOR

1

Can state the parts of body for wudhu.

2

Can profess the intention and meaning of wudhu correctly.

3

Can perform wudhu in the correct manner.

1

Can display mannerism and movements during prayer.

2

Can display mannerism and movements during prayer and recite the intention to pray correctly.

3

Can perform a simulation of prayer accordingly in the correct manner.

1

Can talk about Prophet Muhammad SAW.

2

Can talk about Prophet Muhammad SAW and his family.

3

Can talk about Prophet Muhammad SAW and his family as well as emulate his characteristics and attributes.

1

Can recite basmalah dan hamdalah in daily life.

2

Can recite du’a in daily life.

3

Can recite and practise basmalah, hamdalah and du’a correctly in daily life.

(PI 5.1)

123

PERFORMANCE STANDARD CODE

PI 12

CONSTRUCT

Read words with two syllables (PI 6.2)

PI 13

Write Jawi letters (PI6.3)

PERFORMANCE LEVEL

DESCRIPTOR

1

Can recognise and sayJawi letters.

2

Can sound outJawi letters correctly.

3

Can read words with two syllables correctly.

1

Can write some single Jawi letters.

2

Can write single Jawi letters correctly.

3

Can copy words with two syllables correctly.

1

Can state ways to offer assistance.

2

Can offer assistance when requested.

3

Can offer assistance voluntarily.

1

Can talk about self responsibilities.

2

Can carry out responsibilities as a pupil based on stimulus given.

MORAL EDUCATION PM 1

Kindness – Helping others (PM 2.1)

PM 2

Responsibility – To carry out self responsibilities (PM 3.1)

3

Can carry out responsibilities as a pupil.

124

PERFORMANCE STANDARD CODE

PM 3

CONSTRUCT

Gratitude – Show gratitude

PM 5

Can express gratitude based on stimulus given.

2

Can express gratitude in specific situations.

3

Can practise gratitude with politeness.

Courtesy – Be polite in speech and behaviour

1

Can state examples of polite speech and behaviour.

(PM 5.1)

2

Can be polite in speech and behaviour based on stimulus given.

3

Can be polite in speech and behaviour in various situations.

1

Can state examples of being respectful to others.

2

Can demonstrate respectful behaviour towards familiar people.

3

Can show respect to others.

1

Can attempt tasks courageously based on stimulus given.

2

Can attempt specific tasks courageously.

3

Can attempt new tasks courageously with confidence.

Respect – Be respectful to others (PM 6.1)

PM 6

DESCRIPTOR

1

(PM 4.1)

PM 4

PERFORMANCE LEVEL

Courage – Be courageous in attempting new tasks (PM 9.1)

125

PERFORMANCE STANDARD CODE

PM 7

CONSTRUCT

Honesty – Be honest in life (PM 10.1)

PM 8

Diligence – Diligence in carrying out tasks (PM 11.1)

PM 9

Cooperation – Able towork together in carrying out tasks (PM 12.1)

PM 10

Tolerance – Be tolerant in interactions (PM 14.1)

PERFORMANCE LEVEL

DESCRIPTOR

1

Can state examples of honest behaviour.

2

Can speak truthfully with others.

3

Can show honesty in various situations.

1

Can state examples of diligence.

2

Can display diligence when carrying out specific tasks.

3

Can practise diligence in carrying out various tasks.

1

Can work together in carrying out tasks based on stimulus given.

2

Can work together in specific situations.

3

Can work together in carrying out various tasks.

1

Can demonstrate tolerance based on stimulus given.

2

Can demonstrate tolerance in specific situations.

3

Can demonstrate tolerance in various situations.

126

PERSONAL COMPETENCE STRAND

PERFORMANCE STANDARD CODE

KD 1

CONSTRUCT

Know and manage one’s emotions (KD 1.1)

KD 2

Know the emotions of others (KD 1.2)

KD 3

Develop positive self-concept

PERFORMANCE LEVEL

DESCRIPTOR

1

Can express one’s emotions.

2

Can express one’s emotions based on situations.

3

Can manage one’s emotions in various situations.

1

Can express other people’s emotions.

2

Can express other people’s emotions based on situations.

3

Can differentiate emotions of individuals in various situations.

1

Can demonstrate positive self-concept with stimulation.

2

Can demonstrate some positive self-concept.

3

Can demonstrate positive self-concept in various situations.

(KD 2.1)

127

PERFORMANCE STANDARD CODE

KD 4

CONSTRUCT

Develop self-control

KD 6

DDESCRIPTOR

1

Can exercise self-control with guidance.

2

Can exercise self-control in some situations.

3

Can exercise self-control in various situations.

Develop confidence to communicate

1

Can interact with certain people only.

(KD 2.3)

2

Can interact with other people.

3

Can interact and give opinion with confidence in various situations.

Understand the needs, feelings and opinion of others

1

Can understand the needs of others with guidance.

(KD 3.1)

2

Can understand others’ feelings based on non-verbal expressions.

3

Can respect others’ feelings and opinion in various situations.

(KD 2.2)

KD 5

PERFORMANCE LEVEL

128

PERFORMANCE STANDARD CODE

KD 7

CONSTRUCT

Use social skills in interaction

PERFORMANCE LEVEL

DESCRIPTOR

1

Can use social skills with guidance.

2

Can adapt oneself in certain situations.

3

Can practice social etiquette in various situations.

(KD 3.2)

129

PHYSICAL AND AESTHETIC DEVELOPMENT STRAND

PERFORMANCE STANDARD CODE

CONSTRUCT

PERFORMANCE LEVEL

DESCRIPTOR

PHYSICAL DEVELOPMENT FK 1

Development of fine motor skills

1

Can perform activities requiring fine motor skills.

2

Can carry out activities requiring fine motor skills using tools correctly.

3

Can use fine motor skills to perform a variety of complex activities.

1

Can perform locomotor movements.

2

Can perform a combination of locomotor movements.

3

Can perform locomotor movements with spatial awarenes.

Development of gross motor skills – Non-locomotor

1

Can perform some non-locomotor movements.

(FK 2.3)

2

Can perform non-locomotor movements.

3

Can perform a combination of non-locomotor movements.

1

Can perform only one manipulative skill.

2

Can perform manipulative skills in specific situations only.

(FK 1.1)

FK 2

Development of gross motor skills - Locomotor (FK 2.2)

FK 3

FK 4

Manipulative skills (FK 3.1)

130

PERFORMANCE STANDARD CODE

FK 5

CONSTRUCT

PERFORMANCE LEVEL 3

Can perform manipulative skills in various situations.

1

Can perform locomotor movements in sync with music.

2

Can perform locomotor and non-locomotor movements in sync with music.

3

Can perform a combination of creative locomotor and non-locomotor movements in sync with music.

Personal and Reproductive health

1

Can look after personal health with guidance.

(FK 5.1)

2

Can look after personal health independently.

3

Can practise good personal hygiene in daily life.

1

Can practise personal safety with guidance.

2

Can practise personal safety independently.

3

Can practise personal safety at all times.

Rhythmic movements (FK 4.1)

FK6

FK 7

DESCRIPTOR

Personal safety (FK 5.3)

131

PERFORMANCE STANDARD CODE

FK8

CONSTRUCT

Healthy and safe eating habits (FK 6.1)

PERFORMANCE LEVEL

DESCRIPTOR

1

Can eat a balanced diet based on stimulus given.

2

Can eat a balanced diet in specific situations.

3

Can practise eating a balanced diet.

1

Can sing songs with guidance.

2

Can sing songs independently.

3

Can sing songs according to melody and with correct pronunciation.

1

Can produce sound using percussion instruments.

2

Can play percussion instruments creatively.

3

Can play a variety of percussion and improvised instruments creatively.

CREATIVITY AND AESTHETIC KE 1

Sing songs from various repertoire (KE 1.1)

KE 2

Play percussions (KE 1.2)

132

PERFORMANCE STANDARD CODE

KE 3

CONSTRUCT

Move according to music (KE 1.3)

KE 4

Express creative ideas in art works (KE 3.3)

KE 5

Appreciate art works (KE 3.4)

PERFORMANCE LEVEL

DESCRIPTOR

1

Can move according to lyrics of songs.

2

Can move according to tempo.

3

Can make creative body movements according to music.

1

Can produce art works based on stimulus given.

2

Can produce art works based on one’s creativity.

3

Can produce art works based on one’s creativity using a variety of media.

1

Can appreciate one’s art works.

2

Can appreciate other’s art works with guidance.

3

Can appreciate other’s art works.

133

SCIENCE AND TECHNOLOGY STRAND

PERFORMANCE STANDARD CODE

CONSTRUCT

PERFORMANCE LEVEL

DESCRIPTOR

EARLY SCIENCE SA 1

Observation skills (SA 2.1)

SA 2

Classification skills (SA 2.2)

SA 3

Measurement Skills

1

Can observe using one sense only.

2

Can observe using a combination of two senses.

3

Can observe using a combination of at least three senses.

1

Can compare and differentiate objects based on one characteristic.

2

Can group objects based on two characteristics.

3

Can group objects and state common characteristics for each classification made.

1

Can compare measurements of objects.

2

Can compare and measure length or height of objects using nonstandard measurement units.

(SA 2.3)

3

Can measure length, weigh objects and measure liquid using nonstandard measurement units.

134

PERFORMANCE STANDARD CODE

SA 4

CONSTRUCT

Prediction skills (SA 2.5)

SA 5

Communication skills (SA 2.6)

SA 6

Exploration skills

PERFORMANCE LEVEL

DESCRIPTOR

1

Can predict based on stimulus.

2

Can predict based on prior experience.

3

Can predict based on observations and activities.

1

Can state observations verbally.

2

Can record and explain observations through works or verbally.

3

Can record and make conclusions based on observations through works or verbally.

1

Can conduct explorations based on stimulus.

2

Can conduct explorations based on specified activities.

3

Can conduct explorations and record as well as talk about the process.

(SA 3.1, SA 4.1, SA 5.1)

135

PERFORMANCE STANDARD CODE

CONSTRUCT

PERFORMANCE LEVEL

DESCRIPTOR

EARLY MATHEMATICS MA 1

Matching skills (MA 1.1)

MA 2

Skills of comparing quantities of objects (MA 1.2)

MA 3

Seriation skills (MA 1.3)

MA 4

Pattern generating skills (MA 1.4)

MA 5

Understanding consistency

1

Can match similar pairs of objects.

2

Can match two groups of objects of same quantity.

3

Can match objects based on specific characteristics.

1

Can compare the quantity of two groups of objects based on stimulus.

2

Can compare the quantity of two groups of objects.

3

Can compare the quantity of two different groups of objects correctly.

1

Can arrange objects according to specified criteria with guidance.

2

Can arrange objects according to one criteria only.

3

Can arrange objects according to various specified criterias.

1

Can copy patterns only.

2

Can complete given patterns.

3

Can produce patterns with one’s own creativity.

1

Can state the concept of consistency based on stimulus.

136

PERFORMANCE STANDARD CODE

CONSTRUCT (MA 1.5)

MA 6

Can explain only one aspect of consistency.

3

Can explain consistency in terms of length, mass and volume.

1

Can count objects.

2

Can use shapes to represent quantity of objects.

3

Can match numerals with quantity of objects from 1 – 10.

1

Can say numbers 1 – 10.

2

Can arrange numbers 1 – 10 in ascending order.

3

Can arrange numbers 1 – 10 in ascending and descending order.

Counting in tens up to 100

1

Can count in tens up to 50.

(MA 2.4)

2

Can count in tens up to 100 in ascending order.

3

Can count in tens up to 100 in ascending and descending order.

Knowledge of numbers

Arranging numbers 1 – 10 in ascending and descending order (MA 2.1)

MA 8

DESCRIPTOR

2

(MA 2.1)

MA 7

PERFORMANCE LEVEL

137

PERFORMANCE STANDARD CODE

MA 9

CONSTRUCT

Solve operation of addition within 18 (MA 3.1)

MA 10

Solve operation of subtraction within 18 (MA 3.2)

MA 11

Usage of money of different values (MA 4.1)

PERFORMANCE LEVEL

DESCRIPTOR

1

Can state sum of two groups of objects.

2

Can solve problems of addition within 18 using concrete objects.

3

Can solve problems of addition within 18.

1

Can state the balance when objects are removed from a group.

2

Can solve problems of subtraction within 18 using concrete objects.

3

Can solve problems of subtraction within 18.

1

Can recognise and say the value of money only.

2

Can arrange money according to its different values.

3

Can recognise value of money and use in various activities.

138

PERFORMANCE STANDARD CODE

MA 12

CONSTRUCT

Understanding time in daily life

MA 14

DESCRIPTOR

1

Can state the times in a day.

2

Can arrange events according to time sequence.

3

Can relate time with events in daily life.

Knowledge on shapes

1

Can name two dimensional shapes.

(MA 6.2)

2

Can name two and three dimensional shapes.

3

Can produce new shapes from a combination of three dimensional shapes.

1

Can build models based on samples.

2

Can build models based on creativity.

3

Can build various strong and stable models based on creativity.

(MA 5.1)

MA 13

PERFORMANCE LEVEL

Produce creative models (MA 6.3)

139

HUMANITIES STRAND

PERFORMANCE STANDARD CODE

KM 1

CONSTRUCT

Understand oneself and one’s relationship with family (KM 1.1)

KM 2

Understand one’s relationship with the school (KM 2.2)

KM 3

Be responsible in caring for public facilities (KM 2.3)

KM 4

Know Malaysia (KM 3.1)

PERFORMANCE LEVEL

DESCRIPTOR

1

Can talk about oneself.

2

Can talk about oneself and family.

3

Can talk about roles and responsibilities of oneself and family.

1

Can talk about one’s class.

2

Can talk about one’s school.

3

Can show pride of one’s school.

1

Can recognise symbols of public facilities.

2

Can state ways to use public facilities correctly.

3

Can care for public facilities.

1

Can name one’s home state.

2

Can talk about one’s home state.

3

Can talk about Malaysia. 140

PERFORMANCE STANDARD CODE

KM 5

CONSTRUCT

Express love for the country

PERFORMANCE LEVEL 1

Can sing the national anthem.

2

Can sing the national anthem in the correct manner and respect the Jalur Gemilang

3

Can demonstrate respect for national emblems and national identities in various situations.

Appreciate Malaysian cultural heritage

1

Can state the main festivals in Malaysia.

(KM 4.1)

2

Can talk about Malaysian cultural heritage.

3

Can participate in Malaysian cultural heritage activities.

Express love for the environment

1

Can state ways to care for the environment.

(KM 5.1, KM 5.2, KM 5.3)

2

Can talk about issues and ways to care for the environment based on the stimulus given.

3

Can care for the environment.

(KM 3.2)

KM 6

KM 7

DESCRIPTOR

141

PANEL MEMBERS 1.

Norashikin binti Hashim

Curriculum Development Division

2.

Harlina binti Mohamad

Curriculum Development Division

3.

Regina JosephCyril

Curriculum Development Division

4.

Hor Lee Lan

Curriculum Development Division

5.

Siew Siew Kim

Curriculum Development Division

6.

Zaharah binti Ismail Ali

Curriculum Development Division

7.

Mohd. Azahar bin Madar

Curriculum Development Division

8.

Tajul Effandy bin Hassan

Curriculum Development Division

9.

Nani Mastina binti Abdul Hadi

Curriculum Development Division

10.

Mohd. Hariz bin Che Hamid

Curriculum Development Division

11.

Norliyana binti Nordin

Curriculum Development Division

12.

Nor Amilia binti Amerudin

Curriculum Development Division

13.

Rohani binti Abdul

Curriculum Development Division

142

14.

Rusni binti Che Adnan

Curriculum Development Division

15.

Azilawati bt. Abu Bakar

Selangor State Education Department

16.

Azlan bin Muis

SK Datuk Tambychik Karim, Alor Gajah, Melaka

17.

Azman bin Basri

SK Kanchong Darat, Banting, Selangor

18.

Dr. Bustam bin Kamri Professor

Kolej Pengajian Islam, Johor Bahru, Johor

19.

Cheah Eng Khoon

Talento Kindergarten, Klang, Selangor

20.

Datuk Dr. Chiam Heng Keng

ECCE Council

21.

Devi a/p Devaraj

SJKT Sentul, Kuala Lumpur

22.

Faridah binti Ramly

Curriculum Development Division

23.

Dr. Haniza binti Hamzah

Examinations Syndicate

24.

Haslinawati binti Mohd. Hashim

SK Seri Aman, Taiping, Perak

25.

Hasruddin bin Hassan

Curriculum Development Division

26.

Kamariah binti Mohd. Yasin

Curriculum Development Division

27.

Karamjit Kaur A/P Kartar Singh

SK Wan Sulaiman Sidiq, Alor Setar, Kedah

143

28.

Lim Keat Heng

Teacher Training Institute Tun Abdul Razak Campus, Kota Samarahan, Sarawak

29.

Lim Yock Chong

Curriculum Development Division

30.

Low Pooi Yin

Seri Soka Kindergarten, Cheras, Selangor

31.

Dr. Mariani Md. Nor Prof. Madya

University of Malaya

32.

Marina binti Siraj

SK Kampong Rinching, Beranang, Selangor

33.

Dr. Mastura binti Badzis

International Islamic University

34.

Mat Shaari Abu Hassan

Kedah State Education Department

35.

Dr. Mohamed Ayob bin Sukani

Teacher Training Institute Bahasa Melayu Campus, Kuala Lumpur

36.

Muhd. Nizam Mohd. Yusof

Curriculum Development Division

37.

Nani binti Menon

Putra University Malaysia

38.

Natapah binti Hj. Harun

SK LB Johnson, Seremban, Negeri Sembilan

39.

Noorhana binti Rahmat

SK Seksyen 1, Puchong, Selangor

40.

Noorjahan binti Sultan

SK Indera Mahkota Utama, Kuantan, Pahang

41.

Nor Azlin binti Mohamed Azhari

SK Brickfields, Kuala Lumpur

144

42.

Noraini Abd. Rashid

SK Putrajaya Presint 11 (1), Putrajaya

43.

Norazlina binti Alias

Hilir Perak District Education Department

44.

Norlela binti Ali

Teacher Training Institute Ilmu Khas Campus, Kuala Lumpur

45.

Nur Muriza binti Musa

Curriculum Development Division

46.

Oh Yean Choo

Institute CECE, Kuala Lumpur

47.

Paoo Chin Shiea

SJKC Pandamaran B, Klang, Selangor

48.

Puspa Devi a/p Munisamy

SJKT Saraswathy, Kuala Lumpur

49.

Rahmah Bee binti Mohd. Kabibal Saiboo

SK Convent Pulau Tikus, Pulau Pinang

50.

Rosli Ishak

Penang State Education Department

51.

Shamizan bin Shafea

SK Kampong Banting, Sabak Bernam, Selangor

52.

Sheal Valakshemi a/p Palaniappan

Teacher Training Institute Ipoh Campus, Perak

53.

Sia Soh Guat

SK Batu Unjur, Selangor

54.

Siti Zuhana binti Sungip

SK Bandar Banting, Selangor

55.

Soh Lih Ru

SK Puteri Pandan (1), Kuala Lumpur

145

56.

Suguna a/p Sankaran

Teacher Training InstituteInternational Languages Campus, Kuala Lumpur

57.

Usharani a/p Arumugam

Curriculum Development Division

58.

Wong Ming Tsuey

SJKC Tun Tan Cheng Lock, Subang Jaya, Selangor

59.

Yatimah binti Muji

Curriculum Development Division

CONTRIBUTORS 1.

Choo Poh Lin

Institute CECE, Kuala Lumpur

2.

Esther Yong Siew Nget

Real Kids Kindergarten, Subang Jaya, Selangor

3.

Eveleen Ling

Malaysian Association of Professional Early Childhood Educators

4.

Hamidah Binti Abu Bakar

National Unity and Integration Department

5.

Jamela Begam binti Oli

Tunku Abdul RahmanUniversity, Petaling Jaya, Selangor

6.

Jeya Parera

Kindergarten Association of Malaysia

7.

Judith Low

National Association of Professional Early Childhood Educators

8.

Kamsiyah Binti Yahya

Community Development Department (KEMAS) 146

9.

Dr. Khodori Ahmad

Innovation & Special Projects Department FELDA, Kuala Lumpur

10. Lily Ganam

SeDidik SEDC, Sarawak

11. Lydia Foong

SEGI University

12. Mazlan bin Awi

Curriculum Development Division

13. Professor Dr.Nor Hashimah Hashim

Science University Malaysia

14. Patricia Teh

Malaysian Association of Professional Early Childhood Educators

15. Datin Radziah Mohd. Daud

National Association of Professional Early Childhood Educators

16. Zainon binti Abdul Majid

Curriculum Development Division

147

ACKNOWLEDGMENT Advisors Dr. Sariah binti Abd. Jalil

-

Director

Shamsuri bin Sujak

-

Deputy Director

Datin Dr. Ng Soo Boon

-

Deputy Director

Editorial Advisors Dr. A’azmi bin Shahri

-

Section Head Policy and Evaluation Sector

Mohamed Zaki bin Abd. Ghani

-

Section Head Islamic Education Sector

Haji Naza Idris bin Saadon

-

Section Head Technical and Vocational Sector

Hajah Chetrilah binti Othman

-

Section Head Languages and Literature Sector

Zaidah binti Mohd. Yusof

-

Section Head Science and Mathematics Sector

Mohd Faudzan bin Hamzah

-

Section Head Social Science Sector

Dr. Rusilawati binti Othman

-

Section Head Special Education Sector

Mohamed Salim bin Taufix Rashidi

-

Section Head Arts and Health Sector 148

149