Post on 15-Mar-2021
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
ix
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
x
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
xi
FALSAFAH PENDIDIKAN KEBANGSAAN
“Pendidikan di Malaysia adalah suatu usaha berterusan
ke arah memperkembangkan lagi potensi individu secara menyeluruh
dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis
dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan
dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk
melahirkan warganegara Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia, bertanggungjawab dan
berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan
terhadap keharmonian dan kemakmuran keluarga, masyarakat dan
negara.”
Sumber: Akta Pendidikan 1996 (Akta 550)
xii
NATIONAL EDUCATION PHILOSOPHY
Education in Malaysia is an on-going effort towards further developing the
potential of individuals in a holistic and integrated manner, so as to produce
individuals who are intellectually, spiritually, emotionally and physically
balanced and harmonic, based on a firm belief in and devotion to God.
Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and
who are responsible and capable of achieving high level of personal well-
being as well as being able to contribute to the harmony and betterment of
the family, the society and the nation at large.
Source: Education Act 1996 (Act 550)
xiii
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]
xv
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
xvi
KATA PENGANTAR Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang
dilaksanakan pada tahun 2010 telah disemak semula bagi
memenuhi tuntutan dasar baharu di bawah Pelan
Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 dan
keperluan semasa. Penyemakan ini dilakukan bagi memastikan
kualiti kurikulum yang dilaksanakan di prasekolah setanding
dengan standard antarabangsa.
Kurikulum berasaskan standard yang diterjemahkan dalam
KSPK 2017 mengandungi Standard Kandungan, Standard
Pembelajaran dan Standard Pentaksiran. Dokumen kurikulum
ini dinamakan Dokumen Standard Kurikulum dan Pentaksiran
(DSKP). DSKP yang dihasilkan telah menyepadukan enam
tunjang dalam kerangka KSPK 2017 iaitu Tunjang Komunikasi;
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-
21 termasuk Kemahiran Berfikir Aras Tinggi (KBAT).
Usaha memasukkan Standard Pentaksiran dalam dokumen
kurikulum telah mengubah landskap sejarah sejak Kurikulum
Kebangsaan dilaksanakan di bawah Sistem Pendidikan
Kebangsaan. Menerusi Standard Pentaksiran, murid dapat
ditaksir secara berterusan untuk mengenal pasti tahap
penguasaannya dalam sesuatu ilmu, kemahiran dan nilai, serta
membolehkan guru membuat tindakan susulan bagi
mempertingkat pencapaian murid.
Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
penghargaan dan ucapan terima kasih kepada semua pihak
yang terlibat dalam penggubalan KSPK 2017. Semoga
pelaksanaan KSPK 2017 mencapai hasrat dan matlamat Sistem
Pendidikan Kebangsaan.
Dr. SARIAH BINTI ABD. JALIL Pengarah Bahagian Pembangunan Kurikulum
DRAFT NPSC
1
INTRODUCTION Preschool education is an essential early learning experience in
the world of education. Schooling and learning experiences
which are effective, meaningful and fun-filled will equip pupils
with the necessary skills, self-confidence and a positive attitude
for further learning.
The National Preschool 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
present and future generations.
The National Preschool Standard-Based Curriculum and
Assessment Document has been developed based on
developmentally appropriate practices and child development
theories. The contents of the document encompass six strands
namely Communication, Spirituality, Attitudes and Values,
Humanity, Physical Development and Aesthetics, Science and
Technology and Personal Competence.
Higher Order Thinking Skills (HOTs) have been explicitly stated
in the Learning Standards. Teachers will have to translate the
Learning Standards with emphasis on HOTs in teaching and
learning in the classroom.
It is hoped that the contents in this document will help the
teachers to plan and execute teaching and learning effectively.
Activities planned should be able to provide enriching and fun
learning experiences forpupils while engaging them actively in a
conducive and safe environment. Teachers are encouraged to
creatively choose, arrange, devise and develop various
activities based on the Learning Standards that cater to
theneeds ofpupils.
It is hoped that teachers will be able to appreciate and
implement the requirements which are specified in the
curriculum in order to achieve the aim and objectives.
The contents that are learnt in preschool are the basic skills and
knowledge essential for pupils as preparation for primary
education.
DRAFT NPSC
2
AIM Preschool education aims to develop the potential of children
between the ages of four to six in a comprehensive and
integrated manner with respect to their physical, emotional,
spiritual, intellectual and social development in a safe and
enriching learning environment through fun, creative and
meaningful activities. This is to improve skills, cultivate
confidence and develop a positive self-concept in pupils to
prepare them to face challenges and participate in further
learning.
.
OBJECTIVES The National Preschool Standard-Based Curriculum provides
children with opportunities to achieve the following objectives:
1. Use language to communicate effectively.
2. Practise Islamic values in daily life for Muslims pupils.
3. Practise moral values of the Malaysian society.
4. Appreciate and show sensitivity towards the various
cultures of the Malaysian society.
5. Love and appreciate 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.
DRAFT NPSC
3
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
4
Communication Strand
The Communication Strand emphasises verbal and non-verbal
communication in interaction. This strand comprises Bahasa
Melayu and English Language which mustbe learnt by all
preschool pupils. For pupils in national-type schools, it is
compulsory for them to learn Chinese or Tamil Language.
Spirituality, Attitudes and Values Strand
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
pupils while Moral Education will be learnt by non-Muslim pupils.
Humanity Strand
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
patriotism and unity.
Personal Competence Strand
The Personal Competence Strand emphasises the development
of socio-emotional, interaction skills and social skills amongst
pupils. The development of leadership and personality is
fostered through curricular and extra-curricular activities.
Physical Development and Aesthetics Strand
The Physical Development and Aesthetics Strand emphasises
physical development and health for personal well-being and
nurturing of imagination, creativity, talents and appreciation of
arts among pupils. This strand comprises Physical Development
and Healthcareas well as Creativity and Aesthetics.
Science and Technology Strand
The Science and Technology Strand emphasises scientific
knowledge, skills and attitudes as well as mathematical
knowledge and skills. This strand comprises of Early Science
and Early Mathematics.
5
FOCUS The preschool curriculum focuses on producing pupils who are
able to communicate and socialise with confidence. It is hoped
that pupils will be able to face challenges and solve problems,
are eager to learn and ready for further learning.
21ST CENTURY SKILLS
One of the aspirations of the National Preschool Standard-
Based 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
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
among pupils.
Table1: Pupils’ Profile
PUPILS’ PROFILE
DESCRIPTION
Resilient
Pupils are able to face and overcome
difficulties and challenges with wisdom,
confidence, tolerance and empathy.
Communicators
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.
Thinkers
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.
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
6
PUPILS’ PROFILE
DESCRIPTION
collaborative activities, which in turn
enable them to becomebetter leaders
and team members.
Inquisitive
Pupils are able to develop natural
inquisitiveness to explore new
strategies and ideas. They learn skills
that are necessary for inquiry and
research, as well as display
independent traits in learning. Pupils
are able to enjoy continuous life-long
learning experiences.
Virtuous
Pupils have a sense of integrity and
sincerity, equality, fairness and respect
for individuals, groups and community.
They are responsible for their actions,
reactions and decisions.
Informative
Pupils are able to obtain knowledge
and develop a broad and balanced
understanding across various
disciplines 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.
7
Table 2: Thinking levels in HOTs
HOTS Explanation
Application Using knowledge, skills and
values in different situations to complete a task.
Analysis
Ability to break down information into smaller parts in order to understand and make connections between these parts.
Evaluation
Ability to consider and make decisions using knowledge, experience, skills, values and justify decisions made.
Creation Produce creative and innovative idea, product or method.
HOTS is the ability to apply knowledge, skills and values in
reasoning and reflecting to solve problems, make decisions, be
innovative and be able to create. HOTs encompasses critical
and creative thinking skills, reasoning and thinking strategies.
Critical Thinking Skillsis the ability to evaluate ideas logically
and rationally in order to make reasonable judgements based
on valid reasons and evidences.
Creative Thinking Skills is the ability to produce or create
something new and valuable using original and imaginative
thinking unconventionally.
Reasoning Skills is the ability of individuals to make
considerations and evaluations logically and rationally.
Thinking Strategies is a way of thinking that is structured and
focused on problem solving.
HOTS can be applied in the classroom through reasoning
activities, inquiry learning, problem solving and project
work.Teachers and pupils need to use thinking tools such as
thinking maps and mind mapsas well as higher order
questioning techniques to encourage pupils to think.
LEARNING ENVIRONMENT
Learning environment refers to the atmosphere and the physical
surroundings where teaching and learning takes place.It is one
of the key elements in preschool education and should be
planned so that an interactive and conducive learning
environment can be realised.
8
A good learning environment will contribute to effective learning,
good class control, active teacher-pupil relationship and ensures
fun learning.
Safety and Health
Clean and safe space, furniture, equipment and materials.
Appropriate lighting and ventilation.
A safe natural environment that stimulates learning.
Layout
Learning Centres
Create learning centres and optimise their usage.
Learning centres should be well-equipped, easily accesed,
appropriate with adequate resources, and updated regularly
according to teaching and learning needs.
Provide learning centres which encourage individual and
collaborative play.
Involvepupils in setting up learning centres.
PLANNING TEACHING AND LEARNING ACTIVITIES
The layout of the classroom should be flexible according to
lessons planned.
Appropriate layout of furniture and equipment which allows
room for movement and activities.
Equipment and resources are arranged neatly and
accessible. The equipment and resources should be
changed periodically in order to maintain pupils’ interest and
to achieve learning objectives.
Pupils’ work should be prioritised and displayed. This will
boost their self-confidence and encourage pupils to produce
more works.
1. Long-term and short-term planning of teaching and learning
activities should be in tandem with the needs of the
curriculum.
2. Planning of timetables should be based on pupils’
development and implemented flexibly.
3. The following should be taken into consideration when
planning teaching and learning activities:
ability and cognitive development of pupils.
provide opportunities for pupilsto make choices during
activities.
9
provide sufficient time and opportunities for pupils to
carry out explorative activities.
use of realia in teaching and learning to assist pupils to
acquire concepts and knowledge.
teaching and learning activities should be balanced and
varied so that effective and meaningful learning takes
place such as outdoor and indoor, active and passive,
individual, group and whole class activities as well as
activities initiated by pupils and planned by teachers.
TEACHING AND LEARNING STRATEGIES
There is no one method or strategy which is deemed the best
implemented for teaching and learning in the classroom for
pupils of various abilities. Teachers have to make the best
choices when planning lessons using various teaching and
learning strategies appropriate with the development, needs,
abilities, talents and interests of pupils for effective and
meaningful learning. For example, in the National Preschool
Standard-Based Curriculum and Assessment Document, there
are learning standards specifically for pupils aged 4+ only.
However, for pupils aged 5+ who have not acquired the
standards, teachers can conduct teaching and learning based
on learning standards for 4+.
There are various teaching and learning strategies which can be
used by teachers, they are:
Child-Centred Learning
Child-centred learning involves pupils’ active participation in the
learning activity, and pupils are responsible for their own
learning. Pupils take on an important role in the learning
process as learning is driven by their interest, encouragement
and needs. Pupils are given the choice to choose activities,
materials and timewhile learning. Teachers facilitate and guide
the learning activity.
Learning Through Play
Learning through play is planned and structured to provide
pupils with opportunities to learn in a freeand safe
environment,which is enjoyable and meaningful. It is
emphasised in preschool education as play is a natural
behaviour of pupils. Play allows pupils to explore, make
discoveries and build experiences in a natural way. Physical,
10
socio-emotional, cognitive, language development and pupils’
potential are enhanced and maximised.
Inquiry Based Learning
Inquiry based learning allows pupils to build their own
knowledge and understanding through investigation and
exploration based on their existing knowledge. It is implemented
through project-based learning, scientific investigation; problem-
based learning and collaborative learning in order to produce
pupils who are knowledgeable and able to apply higher order
thinking skills. The teaching and learning process of inquiry
based learning is focused on “learning by doing” which engages
pupils to be involved in activities such as exploration,
investigation,questioning, reflective thinking and discovery of
new knowledge.
Inquiry-based learning emphasises the ‘why’ and ‘how’ as
compared to ‘what’ in any situation. Inquiry-based learning
boosts critical, creative and innovative thinking which promotes
self-access learning. This arouses curiosity and encourages
pupils to question. At the same time, pupils will be able to
reflect throughout the learning process.
Integrated Approach
This approach integrates two or more skills to be acquired by
pupils in one lesson. Teachers need to use pupils’ daily
experiences in teaching and learning in the classroom. It allows
pupils to understand the realities of life and gives them the
understanding that situations in life are inter-related and not
individual.
Learning is conducted in a holistic and integrated manner and
not separated into individual learning disciplines. Integration
also involves integration of skills, integration of skills and values,
integration among strands, integration among activities as well
as various methods and techniques.
Learning through integrated approach allows for diversity as the
needs of pupils differ in terms of development, interest and
abilities as well as their background.
Thematic Approach
The thematic approach is organising the curriculum and learning
through a chosen theme or topic according to the suitability of
11
time, place, interest, background and level of pupils’
development.
The thematic approach involves the following:
The usage of a generic theme across various learning
strands.
Choice of themes is based on pupils’ level, situation or
current happening.
It is inter-related with existing and new experience obtained
in a consistent and systematic manner.
Expansion and reinforcement of knowledge and skills.
Learning staged from easy to difficult and generic to
specific.
Project-Based Learning
Project-based learning focuses on systematically planned
practical assignments within a time frame. This teaching method
emphasises research in the form of projects in order for pupils
to gain knowledge. It involves collection and analysis of data
and preparation of reports.
The characteristics of Project-based learning are as follows:
This method can be conducted individually or in groups.
Assessment is carried out at every phase until
completion.
Teacher-pupil interaction is in the form of guidance and
negotiation during each phase of the project (teacher as
a facilitator).
This process involves collection of materials, information,
and data as well as processing of information and data,
reporting and self-reflection.
This learning method is based on skills, knowledge,
experience and pupils’ abilities.
It is based on real-life experiences.
Mastery Learning
Mastery learning ensures all pupils have acquired the expected
learning objectives before moving on to the next lesson. This
method focuses on mastery of lessons learnt.
Pupils are given the opportunity to progress according to their
abilities and rate of learning as well as improve their level of
mastery. Mastery learning upholds the principle that every pupil
is able to learn if opportunities are given. Opportunities should
12
be given to pupils to learn according to their abilities.
Enrichment and remedial activities should be included in
teaching and learning. This entails adequate time and high
quality teaching and learning.
Contextual Learning
Contextual learning is a learning method which integrates
learning content with daily experiences of the pupil, community
and the working world. This learning method provides concrete
learning opportunities which involve hands-on and minds-on
activities.
Learning takes place when pupils are able to process
information learnt or new knowledge acquired in a meaningful
manner. Learning becomes more effective if information is
disseminated in various contexts and in a meaningful manner to
pupils. Emphasis should be given to diverse learning
environments in order to achieve meaningful learning. Teachers
are encouraged to choose or create different learning
environments which will encompass a range of learning
experiences in social, cultural, physical or psychological
contexts in order to obtain the aspired learning outcomes.
Multiple Intelligences
Multiple intelligences is an important theory as it is closely
related to the field of education. Every pupil has various
intelligences and ways of thinking, responding and learning
which differ from one another.
There are at least eight intelligences. They are:
Verbal-linguistic intelligence: the ability to use words
effectively in oral and writing.
Logical-mathematical intelligence: the ability to use
numbers effectively, have the ability of logic, wise
reasoning and arguing.
Visual-spatial intelligence: the ability to identify and
visualise forms, space, colour and lines.
Kinaesthetic intelligence: the ability to use one’s body to
express ideas, feelings and solve problems.
Musical intelligence: the ability to identify rhythm and
songs.
Interpersonal intelligence: the ability to understand
feelings, motivation, habits and desires of others.
Intrapersonal intelligence: the ability to understand
one’s strengths, weaknesses, desires and wants.
13
Naturalist intelligence: the ability to know and classify
plants, minerals and animals including grass and stones
as well as flora and fauna.
Every individual has various intelligences and abilities.
One’s potential is enhanced with constant motivation,
enrichment and appropriate learning opportunities
whichdevelops pupils’ intelligence and interests to the
maximum level.
INVOLVEMENT OF PARENTS AND THE LOCAL
COMMUNITY
1. Explanation of the preschool curriculum and its
implementation should be disseminated to
parents/guardians to create awareness about preschool
education and obtain their cooperation to ensure smooth
and effective teaching and learning.
2. Sharing of information between the teacher and
parents/guardians is essential to assist in pupils’ learning
and to ensure the continuity of teaching and learning from
the school to the home and vice versa.
3. Good relationship between the school and
parents/guardians as well as the local community will
assist in giving positive and meaningful learning
experience.
CHILDREN WITH SPECIAL NEEDS
1. Teachers need to plan strategies to address learning
difficulties by identifying and taking appropriate actions in
order to assist pupils with special needs. Actions that can
be taken are as follows:
Identify levels and differences of pupils’ learning
needs in order to plan suitable teaching and learning
strategies.
Prepare portfolios to compile works and to record
pupils’ development and learning progress.
Diversify learning content and activities for effective
teaching and learning.
Modify learning resources based on pupils’ needs.
2. Teachers can use the Special Needs Children Placement
Instrument (4 – 6 years) to identify pupils with learning
difficulties. This is a tool used to identify pupils who may
have learning difficulties. Teachers need to discuss with
parents/guardians if they identify pupils who show traits of
14
learning difficulties. The instrument should be produced
to the medical officer as reference for verification.
ELEMENTS ACROSS THE CURRICULUM
Elements Across the Curriculum is a value-added element
embedded in the teaching and learning process other than
those specified in the content standards. The application of
these elements is aimed at strengthening the human capital
skills and competency as well as intended to prepare pupils for
the challenges of the present and the future. The elements are
explained below:
1. Medium of Iinstruction
The correct use of the medium of instruction should be
emphasised.
During teaching and learning emphasis should be given
to pronunciation, sentence structure, grammar and the
terminology of the language in order to assist pupils
organise ideas as well as communicate effectively.
2.Environmental Sustainability
Developing awareness towards the love of the
environment in the pupils should be nurtured through
teaching and learning.
Knowledge and awareness on the importance of the
environment help shape pupils’ ethics in appreciating
nature.
3. Values
Values need to be emphasised to ensure pupils are
aware of its importance and practise them.
Values encompass the aspects of spirituality, humanity
and citizenship which are practised in daily life.
4. Science and Technology
Increased interest in science and technology will help to
improve scientific and technological literacy amongst
pupils.
The use of technology in teaching can help and
contribute to efficient and effective learning.
The integration of science and technology in the
teaching and learning process covers four areas,
namely:
o Knowledge of science and technology (facts,
principles, concepts related to science and
technology)
o Scientific skills (thinking process and specific
manipulative skills)
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o Scientific attitudes (such as accuracy, honesty,
safety) and
o Use of technology in teaching and learning
5. Patriotism
Patriotism can be nurtured through learning and extra-
curricular activities and community service.
Patriotism develops love for the country andproud to be
Malaysians.
6. Creativity and Innovation
Creativity is the ability to use imagination in gathering,
assimilating and generating ideas or creating something
new or original through inspiration or combination of
existing ideas.
Innovation is the application of creativity through
modification and putting ideas into practice.
Creativity and innovation are inter-connected and
needed to ensure the development of human capital to
meet the challenges of the 21st Century.
Elements of creativity and innovation should be
integrated in teaching and learning.
7. Entrepreneurship
The incorporation of entrepreneurship elements aims at
developing entrepreneurial attributes and practices that
will become a culture amongst pupils.
Entrepreneurial attributes can be embedded during
lessons through fostering attitudes such as diligence,
honesty, trustworthiness and responsibility as well as
developing a creative and innovative mind-set to drive
ideas into the market economy.
8. Information and Communication Technology (ICT)
Incorporation of ICT elements in teaching and learning
ensures pupils are able to apply and strengthen their
knowledge and basic ICT skills.
Application of ICT motivates pupils to be creative,
stimulates interest and makes teaching and learning
enjoyable as well as improves the quality of learning.
ICT should be integrated based on suitability of topics
and used as a tool to further enhance pupils’
understanding of the subject content.
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9. Global Sustainability
The elements of Global Sustainability aims to produce
pupils of sustainable thinking who are responsive to
their environment in their daily life by applying
knowledge, skills and values obtained through elements
of Sustainable Consumption and Production, Global
Citizenship and Solidarity.
Global sustainable elements are essential in preparing
pupils to face challenges and current issues in various
situations, be it locally and globally.
These elements are taught directly or embedded in
related lessons.
10. Financial Literacy
The integration of Financial Literacy element in lessons
is aimed at developing future generations who are
capable of making sensible financial decisions,
practising ethical financial management as well as
managing financial affairsresponsibly.
The elements of Financial Literacy can be applied
directly or embedded in lessons. This can be integrated
in the topic such as ‘Money’ comprising explicit financial
elements e.g. simple interest calculations and
compound interest. Financial literacy is integrated
through related topics across the curriculum. Exposure
to financial management in real life is necessary in
order to prepare pupils with knowledge, skills and
values that can be applied effectively and meaningfully.
SCHOOL-BASED ASSESSMENT
School-based assessment is an integral part of assessment
which enables teachers to derive information on pupils’
development and is planned, implemented and reported by
teachers. This is a continuous process which is conducted
formally and informally that enables teachers to determine
pupils’ actual level of performance. School-based assessment
should be conducted in a holistic manner based on the
principles of inclusivity, authenticity and localised. The
information derived from this assessment can be used by the
school management, teachers, parents/guardians and pupils to
plan follow-up actions to further improve pupils’ learning.
School-based assessment can be conducted as formative and
summative assessment by teachers. Formative assessment can
be conducted during the teaching and learning process, while
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summative assessment can be conducted at the end of a
learning unit, term, semester or year. Teachers should plan,
build items, administer, evaluate, record and report on pupils’
performance level based on the Standard-Based Curriculum
and Assessment Document. Teachers need to use their
discretion and professional judgement in order to determine
their pupils’ performance levels.
Assessment in preschool is a process which involves various
methods to obtain information on pupils’ development and
learning. It is a basic and important continuous process in
teaching and learning.
Table 3: General Descriptors of Performance Levels
Performance Standards
Performance Levels Descriptor
1 Pupils know basic things or can perform basic skills or respond to basic things.
2 Pupils can use their knowledge and skills to complete tasks.
3
Pupils can use their knowledge and skills to complete tasks in new situations or creatively in the correct manner.
The aims of assessment in preschool are as follows:
1. Monitor the growth and development of pupils according
to their age.
2. Identify pupils’ level of intelligence and potential to
strengthen and enhance their holistic development.
3. Identify pupils’ strengths and weaknesses from time to
time.
4. Provide feedback to pupils, parents/guardians and school
management on pupils’ growth and development in
learning based on aspects stipulated in the National
Preschool Standard-Based Curriculum.
5. Identify the effectiveness of teaching as well as learning
opportunities and the environment provided.
6. Assist teachers to plan effective follow-up actions to:
Develop and maximise pupils’ potential.
Assist in pupils’ learning.
Improve teaching methods.
PRESCHOOL ASSESSMENT IMPLEMENTATION
PRINCIPLES
1. Assessment encompasses cognitive, affective and
psychomotor aspects in tandem with the National
Preschool Standard-Based Curriculum.
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2. Assessment is conducted in line with the stipulated aim.
3. Assessment is carried out continuously.
4. Assessment methods should be valid and reliable; in
accordance to pupils’ development and based on scientific
methods.
Criterion-based assessment and not a comparison
between pupils.
Assessment method is through continuous observation
and assessment of pupils’ works. Tests or formal
exams should not be conducted.
Data collected should be analysed so that reporting is
done in a valid and reliable manner.
Implementation of systematic documentation.
Examples of assessment records are checklist, rating
scale, anecdote record, running record, time sampling
and event sampling.
5. Assessment has to be carried out ethically and children’s
rights taken into consideration.
CONTENT ORGANISATION
The National Preschool Standard-Based Curriculum is
organised with emphasis on Content Standards, Learning
Standards and Performance Standards.
Table 4: Organisation of NPSC
CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
Specific statements which specify the essential knowledge,skills and values pupils need to acquire and can perform by the end of a schooling term.
A set of criteria or
quality indicator
of learning and
achievement
which can be
measured.
A set of general
criteria which
shows
performance levels
which pupils need
to show when they
have acquired a
particular skill,
knowledge or
value.
Minimum Time Allocation
Minimum time allocation for preschool education should be
adhered to as follows:
1. Preschool has to be carried out for at least four hours a day
(including recess), that is, 20 hours a week for pupils aged
5+.
2. Preschool has to be carried out for at least three and a half
hours a day (including recess), that is, 17½ hours a week for
pupils aged 4+.
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3. Bahasa Melayu is used as the instructional language for
at least 600 minutes in preschools where Bahasa Melayu
is the medium of instruction.
4. Bahasa Melayu is used as the instructional language for
at least 400 minutes in preschools where Bahasa Melayu
is not the medium of instruction.
5. English Language is used as the instructional language
for at least 600 minutes in preschools where Bahasa
Melayu is the medium of instruction.
6. English Language is used as the instructional language
for at least 400 minutes in preschools where Bahasa
Melayu is not the medium of instruction.
7. Islamic Education must be taught in preschools if there
are at least 5 or more Muslim pupils and should be taught
by a certified Islamic Education teacher for at least two
hours a week.
8. Moral Education must be taught in preschools if there are
at least 5 or more non-Muslim pupils for at least two hours
a week.
Teaching and Learning Time Allocation
Planning of daily activities in preschool should be based on time
allocation as in Table 4. However, teachers are given the
flexibility to arrrange the timetable according to the needs of
pupils.
Table 5: Time Allocation in Preschool
No. Learning Areas
Weekly time Allocation (minutes)
Bahasa Melayu
Other Medium of Instruction
1. Bahasa Melayu 60 60
2. English Language 60 60
3. Chinese/Tamil Language - 60
4. Outdoor Activity 120 120
6. Islamic Education / Moral Education
120 120
7. Early Mathematics 40 40
8. Integrated Learning 800 740
Total 1200 1200
Details of the learning areas in preschool are as follows:
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Integrated Learning
Integrated Learning provides opportunities for pupils to obtain
their own meaningful learning experience. Teachers need to
integrate strands, skills and values in teaching and learning.
Integrated Learning include:
1. Routine Activities
Routine activities are activities that are carried out on a daily
basis and have special time allocation. These activities
includes circle time, recess and reflection.
Circle Time
Circle Time is to prepare preschoolers mentally and
emotionally to focus on the learning activities of the day.
Activities during Circle Time such as sharing of ideas and
information; storytelling, singing, and other activities can
increase their vocabulary; and improve their social skills and
encourage the involvement of preschoolers actively. The
time allocated for Circle Time is 20 minutes daily.
Recess
In preschool education, recess is part of teaching and
learning. Recess is allotted for pupils to have their meals as
well as for physical and mental relaxation. Recess can be
used to involve pupils in food and dining preparation.
Aspects of self-management, manners, healthy eating and
balanced diet should be emphasised during recess. Time
allocated for recess is 30 minutes daily.
Reflection
Reflection provides opportunities for teachers and pupils to
reflect on their learning and happenings of the day. In
addition, teachers and pupils can discuss about further
learning. The time allotted for reflection is 10 minutes daily.
2. Learning Activities
Learning activities provide opportunities for teachers to
choose appropriate teaching strategies to allow pupils to
carry out exploration and experiment, problem solving and
promote critical thinking. There are various ways and
methods that can be used, they include thematic approach,
project-based learning and using learning centres.
The time allocated for Integrated Learning activities are:
(i) 500 minutes a week in National Schools.
(ii) 440 minutes a week in National Type Schools.
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Outdoor Activity
Outdoor Activity are activities that are carried out outside the
classroom. It helps build fitness and stimulate pupils'
intelligence as well as provide opportunities for pupils to interact
and explore their surroundings. Through these activities, pupils'
awareness of health and safety as well as sensitivity to the
environment can be improved. Outdoor Activity should be
carried out every day as follows:
1. Physical Activity
Physical activity involves body movements that require
energy to improve one’s physical fitness and health.
Physical activity is very important for pupils’ development
and basis for a healthy and active lifestyle. In addition,
physical activity promotes body fitness, dexterity and
coordination as well as cognitive development, social
competence and emotional maturity. Time allocation for
Physical Activityis 30 minutes per session and is carried out
twice a week.
2. Free Play
Free play provides opportunities for pupils to make their own
decision about what, when and how to play. They are also
free to determine rules and their role in play. During free
play, pupils benefit in terms of physical, emotional, cognitive
and social skills. Besides having fun during play, pupils learn
to interact and negotiate effectively; able to share and
collaborate with others; as well as develop problem solving
skills.
During free play, teacher acts as a planner, facilitator, play
partner and observer. The teacher also needs to be wise in
providing a suitable environment for free play to be effective
and meaningful. Time allocation for free play is 20 minutes
for each slot and carried out 3 times a week.
Islamic Education/Moral Education
Time allocated for Islamic Education/Moral Education is 120
minutes a week. In classes that have five or more Muslim pupils,
Islamic Education must be taught by a certified teacher for at
least 120 minutes per week. For classes that have five or more
non-Muslim pupils, Moral Education must be taught for at least
120 minutes per week. However, for classes that do not have or
have less than 5 Muslim pupils, Moral Education can be
combined with Integrated Learning.
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COMMUNICATION
STRAND
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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.
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STANDARD KANDUNGAN STANDARD PEMBELAJARAN
4+ 5+
BM 1.0 KEMAHIRAN MENDENGAR DAN BERTUTUR
BM 1.1 Mendengar dan memberi respons terhadap pelbagai bunyi di persekitaran
Murid boleh: Murid boleh:
BM 1.1.1
Mengenal pasti pelbagai bunyi di persekitaran
BM 1.1.2 BM 1.1.3
Mengecam dan membezakan bunyi di persekitaran (i) manusia (ii) alam sekitar (iii) ciptaan manusia
Memberi respons terhadap bunyi yang didengar
BM 1.2 Mendengar, memahami dan memberi respons secara gerak laku dan lisan
Murid boleh: Murid boleh:
BM 1.2.1 BM 1.2.2 BM 1.2.3
Mendengar dan memberi respons terhadap cerita yang didengar Mendengar dan menyanyi lagu Mendengar, memahami dan memberi respons secara bertatasusila terhadap: (i) ucap selamat (ii) arahan yang mudah
BM 1.2.4 BM 1.2.5 BM 1.2.6
Mendengar dan memberi respons dengan bertatasusila terhadap: (i) arahan (ii) soalan (iii) cerita
Mendengar dan melafazkan puisi dengan intonasi yang betul Melafazkan puisi (i) pantun dua kerat (ii) sajak
BM 1.3 Mendengar dan mengecam bunyi bahasa
Murid boleh: Murid boleh:
BM 1.3.1
Mendengar dan menyebut abjad
BM 1.3.4
Mendengar, mengecam dan menyebut perkataan
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STANDARD KANDUNGAN STANDARD PEMBELAJARAN
4+ 5+
BM 1.3.2 BM 1.3.3
Mendengar, mengecam dan menyebut bunyi suku kata awal yang sama dalam perkataan Mendengar, mengecam dan menyebut bunyi suku kata akhir yang sama dalam perkataan
BM 1.3.5
Menyebut dan memberi respons terhadap perkataan yang didengar
BM 1.4 Berinteraksi menggunakan ayat mudah
Murid boleh: Murid boleh:
BM 1.4.1 BM 1.4.2 BM 1.4.3
Mendengar dan menyebut ayat mudah secara bertatasusila Berinteraksi menggunakan ayat mudah untuk: (i) meluahkan perasaan (ii) menyatakan permintaan Bersoal jawab menggunakan ayat mudah
BM 1.4.4 BM 1.4.5 BM 1.4.6
Berinteraksi menggunakan ayat mudah mengikut situasi Berinteraksi menggunakan ayat mudah untuk: (i) memberi arahan (ii) memberi pandangan
Bersoal jawab menggunakan ayat mudah berdasarkan bahan rangsangan
BM 1.5 Bertutur untuk menyampaikan idea
Murid boleh: Murid boleh:
BM 1.5.1 Menyampaikan idea tentang sesuatu yang didengar, dilihat atau dialami
BM 1.5.2 Menyampaikan idea secara kritis tentang sesuatu yang didengar, dilihat atau dialami
26
STANDARD KANDUNGAN STANDARD PEMBELAJARAN
4+ 5+
BM 2.0 KEMAHIRAN MEMBACA
BM 2.1 Menguasai kemahiran prabaca
Murid boleh:
BM 2.1.1 BM 2.1.2 BM 2.1.3 BM 2.1.4 BM 2.1.5
Menyatakan lambang dan cetakan yang membawa makna tertentu Mengenal pasti ciri-ciri fizikal buku: (i) judul (ii) gambar/Ilustrasi (iii) pengarang 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
Mengamalkan penjagaan buku dengan cara yang betul Membaca secara olok-olok
BM 2.2 Mengenal huruf abjad Murid boleh: Murid boleh:
BM 2.2.1 BM 2.2.2
Mengenal pasti abjad Menyebut dan membunyikan huruf vokal
BM 2.2.3
Mengenal pasti dan menyebut huruf kecil dan besar
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STANDARD KANDUNGAN STANDARD PEMBELAJARAN
4+ 5+
BM 2.3 Membina dan membaca suku kata dan perkataan
Murid boleh: Murid boleh:
BM 2.3.1 BM 2.3.2
Membunyikan suku kata terbuka Membunyikan suku kata tertutup
BM 2.3.3 BM 2.3.4
Membaca perkataan dengan suku kata terbuka: (i) KV+KV (ii) KV+ KV+KV
Membaca perkataan dengan suku kata terbuka dan tertutup: (i) KVK (ii) V+KV (iii) V+KVK (iv) KV+KVK (v) KVK+KV (vi) KVK+KVK
BM 2.4 Membaca dan memahami frasa dan ayat
Murid boleh: Murid boleh:
BM 2.4.1 BM 2.4.2
Membaca frasa yang mengandungi perkataan dengan suku kata terbuka Membaca ayat mudah yang mengandungi perkataan dengan suku kata terbuka
BM 2.4.3 BM 2.4.4
Membaca dan memahami frasa yang mengandungi perkataan dengan suku kata terbuka dan tertutup Membaca dan memahami ayat mudah dengan sebutan yang betul
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STANDARD KANDUNGAN STANDARD PEMBELAJARAN
4+ 5+
BM 2.5 Membaca dan memahami bahan bacaan
Murid boleh: Murid boleh:
BM 2.5.1
Membaca bahan bacaan mudah BM 2.5.2 BM 2.5.3
Membaca dan menceritakan semula daripada bahan bacaan yang dibaca Membaca dan meluahkan idea daripada bahan bacaan yang dibaca
BM 2.6 Memupuk bacaan luas Murid boleh: Murid boleh:
BM 2.6.1 BM 2.6.2 BM 2.6.3
Memilih bahan bacaan yang digemari Mengenal dan menamakan gambar dalam buku Membaca perkataan yang terdapat dalam buku
BM 2.6.4 BM 2.6.5 BM 2.6.6
Berkongsi bahan bacaan Membaca bahan bacaan secara berkongsi dengan rakan Membaca bahan bacaan dengan sendiri
BM 3.0 KEMAHIRAN MENULIS
BM 3.1
Menguasai kemahiran pratulis
Murid boleh:
BM 3.1.1 BM 3.1.2
Memegang alat tulis dengan cara yang betul untuk menulis Duduk dengan posisi yang betul semasa menulis
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STANDARD KANDUNGAN STANDARD PEMBELAJARAN
4+ 5+
BM 3.1.3 BM 3.1.4 BM 3.1.5
Membuat contengan dan lakaran menggunakan pelbagai alat tulis Mengkoordinasikan pergerakan mata dengan tangan melalui lakaran bentuk, corak dan garisan secara bebas Mengkoordinasikan pergerakan mata dengan tangan mengikut arah yang betul
BM 3.2 Menguasai kemahiran menulis
Murid boleh: Murid boleh:
BM 3.2.1 BM 3.2.2 BM 3.2.3 BM 3.2.4
Menulis huruf kecil dengan cara yang betul Menulis huruf besar dengan cara yang betul Menyalin perkataan Menyalin frasa
BM 3.2.5 BM 3.2.6 BM 3.2.7 BM 3.2.8
Menyalin ayat mudah Meluahkan idea dalam bentuk lukisan, simbol dan tulisan Menulis perkataan dan frasa Menulis ayat mudah
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Senarai Suku Kata
Suku Kata Contoh
Satu suku kata terbuka KV ba, ca, de, fi, gu, hi, ja, ku, lo, ma, ni, pu, ra, si, to
Dua suku kata terbuka KV+KV bapa, baca, batu, buku, bola, bahu, cuti, ciku, dagu, duri, feri, gigi, hari, jala, kuku, kuda, lori, lima, mata, meja, muka, nasi, paku, pasu, rusa, roti, susu, sagu, topi, raga
Tiga suku kata terbuka KV+KV+KV dahaga, kerusi, lelaki, kereta, kepala, mereka, cerita, tomato, telaga, kemeja
Satu suku kata tertutup KVK bot, bas, beg, cat, gam, gol, jam, jet, jus, kek, kot, lap, mop, pen, pin, tin, van, zip
Dua suku kata terbuka V+KV abu, apa, api, aku, alu, ini, itu, isi, ubi, ibu
Satu suku kata terbuka dan satu suku kata tertutup
V+KVK adik, ayam, awan, akar, epal, emak, ekor, itik, ubat, otak
Satu suku kata terbuka dan satu suku kata tertutup
KV+KVK bakul, bulan, bulat,bunga,cawan, cicak, dodol, datuk, gajah, garam, hutan, hitam, jalan, katil, kipas, lapan, lilin, mulut, masin, makan, nenek, pokok, siput
Satu suku kata tertutup dan satu suku kata terbuka
KVK+KV kunci, lampu, lembu, pintu, teksi, kanta, kurma, baldi, bomba
Dua suku kata tertutup KVK+KVK biskut, kertas, masjid, coklat, sampan, bantal, kantin, tandas, cermin, mancis
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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).
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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.
CONTENT STANDARD LEARNING STANDARD
4+ 5+
BI 1.0 LISTENING AND SPEAKING SKILLS
BI 1.1 Listen to and identify sounds
Pupils can: Pupils can:
BI 1.1.1 Listen to and identify common sounds in the environment
BI 1.1.2 BI 1.1.3
Listen to and respond to stimulus given: (i) environmental sounds (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration
Listen to and identify rhymes in nursery rhymes and songs
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CONTENT STANDARD LEARNING STANDARD
4+ 5+
BI 1.2 Listen to and respond appropriately
Pupils can: Pupils can:
BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.2.5
Listen to and recite nursery rhymes Listen to and sing songs Listen to and repeat greetings Listen to and follow simple instructions Listen to and enjoy simple stories
BI 1.2.6 BI 1.2.7
Listen to and recite poems and rhymes Listen to and respond tostories
BI 1.3 Listen to, understand and respond in a variety of contexts
Pupils can: Pupils can:
BI 1.3.1
Participate politely in daily conversations to: (i) exchange greetings (ii) show appreciation (iii) introduce oneself (iv) express feelings (v) make simple request
BI 1.3.2
BI 1.3.3 BI 1.3.4 BI 1.3.5 BI 1.3.6
Name favourite things and activities
Listen to and respond to oral texts Participate in talk about familiar activities and experiences Participate in talk about stories heard Participate in role play about familiar daily situations
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CONTENT STANDARD LEARNING STANDARD
4+ 5+
BI 2.0 READING SKILLS
BI 2.1 Show appropriate book handling skills
Pupils can:
BI 2.1.1 BI 2.1.2 BI 2.1.3 BI 2.1.4
Handle books carefully Recognise the basic features of a book Read print in the correct manner: (i) left to right (ii) top to bottom (iii) distance between eyes and
the book Show awareness that print conveys meaning by doing pretend reading
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.
BI 2.2 Apply sounds of letters to recognise words
Pupils can: Pupils can:
BI 2.2.1 BI 2.2.2 BI 2.2.3
Recognise letters of the alphabet by their: (i) shape (ii) name
Recognise small letters of the alphabet Recognise capital letters of the alphabet
BI 2.2.5 BI 2.2.6 BI 2.2.7
Recognise and sound out letters of the alphabet Recognise and sound out initial, medial and ending sounds in a word Blend phonemes (sounds) to form single syllable words
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CONTENT STANDARD LEARNING STANDARD
4+ 5+
BI 2.2.4 Name letters of the alphabet
BI 2.3 Demonstrate understanding of a variety of texts in the form of print and non-print materials
Pupils can: Pupils can:
BI 2.3.1 BI 2.3.2
Recognise and read logos and signs Read familiar words printed in the surroundings
BI 2.3.3 BI 2.3.4 BI 2.3.5
Recognise and read high frequency/sight words Read simple phrases Read simple sentences
BI 2.4 Develop interest in reading independently for information and enjoyment
Pupils can: Pupils can:
BI 2.4.1 Recognise and name objects or people in pictures
BI 2.4.2 BI 2.4.3
Read texts independently Read and respond to texts read
BI 3.0 WRITING SKILLS
BI 3.1 Develop prewriting skills
Pupils can:
BI 3.1.1 BI 3.1.2 BI 3.1.3
Demonstrate fine motor control of hands and fingers by using writing tools correctly Demonstrate correct posture and pen hold grip 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.
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CONTENT STANDARD LEARNING STANDARD
4+ 5+
BI 3.2 Develop writing skills Pupils can: Pupils can:
BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4
Write recognisable letters Copy and write small letters legibly Copy and write capital letters legibly Copy familiar words in legible print
BI 3.2.5 BI 3.2.6 BI 3.2.7 BI 3.2.8
Copy simple phrases in legible print Copy simple sentences in legible print Communicate ideas and information by using drawing, marks, symbols and writing with invented spelling Write words and phrases in legible print
37
Suggested Word List According To Rimes (Basic Phonics)
Rime Word List Rime Word List
- at cat, mat, sat, pat, bat, fat, rat, hat - og dog, jog, log
- ap cap, lap, map, tap, nap - et jet, wet, net, pet
- an fan, man, can, pan, van - en hen, pen, ten, men
- am jam, yam, ram - ed bed, red
- in bin, fin, pin, tin, win - eg leg, peg
- ip dip, sip, lip, zip, hip - ut cut, hut, nut
- it hit, kit, pit, sit - un bun, fun, gun, run, sun
- ig big, dig, fig, wig - um gum, hum, mum
- ag bag, rag, tag, wag - ack back, pack, rack, sack
- ad mad, sad, pad, bad - ick tick, sick, lick, pick, quick
- ot cot, dot, hot, not, pot - ock sock, lock, rock
- op hop, mop, pop, top - ill fill, ill, pill, hill, bill
- od cod, god, nod, pod, rod - ell bell, tell, well, yell, sell
38
Suggested High Frequency Words
the of for my so your
and it at her go put
a was his out no too
to you that this so here
said they with have me an
in on we went very am
he she can be get yes
I is are like got did
*In frequency order reading down the columns from left to right
39
GLOSSARY
No. Term Definition
1. alliteration The use of words that begin with the same sound. Example: peas porridge pot.
3. non-print material Digital reading materials.
4. print material
Printed matter is a term to describe printed material produced by printers or publishers,
such as books, magazines, booklets, brochures and other publicity materials and in some
cases, newspapers.
5. rhythm and rhyme A regular repeated pattern of sounds and words that rhyme. Example: nursery rhymes.
40
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。
41
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。
内容标准 学习标准
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
43
内容标准 学习标准
4+ 5+
BC 1.2 聆听和理解指示与要求,
做出适当的反应
学生能: 学生能:
BC 1.2.1 聆听及明白单项指示与要求,并作
出适当的反应 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
BC 1.3 听读教材,理解主要内容 学生能: 学生能:
BC 1.3.1 聆听教材,根据内容作出反应 BC 1.3.2 聆听教材,根据内容作出适当的反
应
BC 1.4 以口语参与互动,有礼貌
地与人沟通
学生能: 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
BC 1.5 针对有关情况发问和回答
问题
学生能: 学生能:
BC 1.5.1 有礼貌地发问和回答问题 BC 1.5.2
针对不明白或感兴趣的事物发问
BC 1.5.3 针对有关情况发问和回答问题
44
内容标准 学习标准
4+ 5+
BC 2.0 阅读教学
BC 2.1 理解生活环境中的图像与
符号
学生能: 学生能:
BC 2.1.1 理解符号中的具体物件内容
BC 2.1.3 以生活环境中的线索诠释符号的意
义
BC 2.1.2 知道能使用图像记录与说明
BC 2.2 理解图画书的内容与功能 学生能: 学生能:
BC 2.2.1 知道各种讯息类文本的功能
BC 2.2.3 理解故事角色、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
BC 2.3 认识汉字的基本知识 学生能: 学生能:
BC 2.3.1 认识汉字起源于图形
BC 2.3.3 认识和说出基本笔画的名称
BC 2.3.2 认识汉字一字一音 BC 2.3.4 认识基本部首和偏旁
BC 2.4 认识字词 学生能: 学生能:
BC 2.4.1 认识自己的姓名
BC 2.4.4 从教材中认识生字
BC 2.4.2 看图识字
BC 2.4.3 认识字词
45
内容标准 学习标准
4+ 5+
BC 2.5 认读词语 学生能: 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
BC 2.6 朗读句子 学生能: 学生能:
BC 2.6.1 朗读简单的句子 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
BC 2.7 理解阅读材料 学生能: 学生能:
BC 2.7.1 根据教材回答问题
BC 2.7.3 根据教材进行问答活动
BC 2.7.2 以口述或绘画方式,表达教材内容 BC 2.7.4 聆听或阅读故事后,讲述故事内容
BC 2.8 培养阅读兴趣 学生能: 学生能:
BC 2.8.1 主动翻阅图书
BC 2.8.3 主动翻阅图书,并乐于分享有关图
书内容
BC 2.8.2 顺序翻阅书本
BC 2.8.4 针对故事内容发问
46
内容标准 学习标准
4+ 5+
BC 3.0 书写教学
BC 3.1 发展眼和手的机能,做好
写字前的准备
学生能:
BC 3.1.1 灵活、准确地运用眼睛和手的协调
能力
BC 3.2 书写硬笔字 学生能: 学生能:
BC 3.2.1
正确的执笔 BC 3.2.4 以正确的方法写字。
(i) 笔画、笔顺正确
(ii) 字体整齐 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
BC 3.3 书面表达
学生能: 学生能:
BC 3.3.1 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
47
தமிழமமொழி
தமிழமமொழி ககறறல நடவடிககககளுககுப பிறகு, மொணவரகள:
1. மெவிமடுதத பலவவறு தூணடலகளுககுப பணபுடன துலஙகுவர.
2. எளிய வொககியஙகளினவழி மதொடரபுமகொளவர.
3. எளிய வொககியஙககள வொெிபபர; புரிநதுமகொளவர.
4. மெொறகள, மெொறமறொடர, எளிய வொககியஙகள ஆகியவறகற எழுதுவர.
உளளடககததரம
கறறலதரம
4+ 5+
BT 1.0 ககடடல திறனும கேசசுத திறனும
BT 1.1 பலவகக ஒலிககள
அறிவர Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 1.1.1
BT 1.1.2
பிரொணிகள எழுபபும ஒலிககள
அறிவர
இயறகக ஒலிககள அறிவர
BT 1.1.3
BT 1.1.4
மெயறகக ஒலிககள அறிவர
இகெககருவிகளின ஒலிககள அறிவர
48
உளளடககததரம
கறறலதரம
4+ 5+
BT 1.2 மெவிமடுததவறகறக
கூறுவர; அதறவகறபத
துலஙகுவர
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 1.2.1
BT 1.2.2
BT 1.2.3
BT 1.2.4
மெவிமடுதத கடடகள¨Âì ÜÚÅ÷;
«¾ற§¸üபò துலஙகுவர
மெவிமடுதத வவணடுவகொ¨Çì ÜÚÅ÷;
«¾ற§¸üபò துலஙகுவர
மெவிமடுதத º¢ÚÅ÷ பொடகலப பொடுவர
மெவிமடுதத ெநதப பொடகலப பொடுவர
BT 1.2.5
BT 1.2.6
BT 1.2.7
¦ºÅ¢ÁÎò¾ ¸¨¾¨Âì ÜÚÅ÷
¦ºÅ¢ÁÎò¾ ¸¨¾¨Âô ÀüÈ¢Â
¾¸Åø¸¨Çì ÜÚÅ÷
மெவிமடுதத ¸¨¾Â¢ý À¡ò¾¢Ãí¸Ç¢ý
ÀñÒ¸¨Ç Å¢ÇìÌÅ÷
BT 1.3 எழுததுககள ஒலிபபர
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 1.3.1
BT 1.3.2
உயிர எழுததுககளயும ஆயத எழுதகதயும ஒலிபபர
மமயமயழுததுககள ஒலிபபர
BT 1.3.3
BT 1.3.4
BT 1.3.5
BT 1.3.6
வலலின உயிரமமய எழுததுககள
ஒலிபபர
மமலலின உயிரமமய எழுததுககள
ஒலிபபர
இகடயின உயிரமமய எழுததுககள
ஒலிபபர
குறில, மநடில எழுததுககள ஒலிபபர
BT 1.4 மெொறககளச ெரியொக
உசெரிபபர Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 1.4.1
உயிமரழுòиû மகொணட மெொறககள
உசெரிபபர BT 1.4.5
வலலின ¯Â¢÷¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼
மெொறககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷
49
உளளடககததரம
கறறலதரம
4+ 5+
BT 1.4.2
BT 1.4.3
BT 1.4.4
வலலின ¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼
மெொறககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷
மமலலின ¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼
மெொறககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷
இகடயின ¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼
மெொறககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷
BT 1.4.6
BT 1.4.7
BT 1.4.8
மமலலின ¯Â¢÷¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼
மெொறககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷
இகடயின ¯Â¢÷¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼
மெொறககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷
குறில, மநடில மெொறககளî ºÃ¢Â¡¸
உசெரிபபர
BT 1.5 மபொருததமொன
மெொல, மெொறமறொடர, வொககியம
ஆகியவறகறப பயனபடுததிப வபசுவர
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 1.5.1
BT 1.5.2
BT 1.5.3
தனகனப பறறிய சுய விவரஙககளக
கூறுவர
குடுமப உறுபபினரகளின உறவுப மபயரககளச ெரியொகப பயனபடுததிப வபசுவர
மரியொகதச மெொறககளô
பயனபடுததிப வபசுவர
BT 1.5.4
BT 1.5.5
BT 1.5.6
உறவினரகளின உறவுப மபயரககளச ெரியொகப பயனபடுததிப வபசுவர
ÝÆÖ째üÀ ±Ç¢Â š츢Âí¸¨Çô
ÀÂýÀÎò¾¢ô §ÀÍÅ÷
À¡¼ò Ш½ô¦À¡ÕÇ¢ý àñ¼Ä¢ýÅÆ¢
±Ç¢Â š츢Âí¸Ç¢ø À¾¢ø ÜÚÅ÷
BT 1.6 சூழலுகவகறப நடிததுக கொடடுவர
Á¡½Å÷¸û:
BT 1.6.1
கதொபொததிரஙககள ஏறறு ºÃ¢Â¡ன
பொவகனயில நடிததுக கொடடுவர
50
உளளடககததரம
கறறலதரம
4+ 5+
BT 2.0 வாசிபபுத திறன
BT 2.1 Òò¾¸ò¨¾î ºÃ¢Â¡É
ӨȢø ¨¸Â¡ûÅ÷
Á¡½Å÷¸û:
BT 2.1.1
BT 2.1.2
BT 2.1.3
BT 2.1.4
Òò¾¸ò¨¾ì ¸ÅÉÁ¡¸ì ¨¸Â¡ûÅ÷
Òò¾¸ò¾¢ý «ÊôÀ¨¼ «õºí¸¨Ç «È¢Å÷
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÷
BT 2.2 ெரியொன
உசெரிபபுடன
வொெிபபர
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 2.2.1
BT 2.2.2
BT 2.2.3
உயிமரழுததில மதொடஙகும மெொறககளச ெரியொன உசெரிபபுடன வொெிபபர
மமயமயழுததில முடியும மெொறககளச ெரியொன உசெரிபபுடன வொெிபபர
உயிரமமய எழுததுககளக மகொணட
மெொறககளச ெரியொன உசெரிபபுடன வொெிபபர
BT 2.2.4
BT 2.2.5
BT 2.2.6
BT 2.2.7
குறமறழுததில, மநடமடழுததில
மதொடஙகும மெொறககளச ெரியொன
உசெரிபபுடன வொெிபபர
ஓமரழுததுச மெொறககளச ெரியொன
உசெரிபபுடன வொெிபபர
ஈமரழுததுச மெொறககளச ெரியொன
உசெரிபபுடன வொெிபபர
மூமவழுததுச மெொறககளச ெரியொன
உசெரிபபுடன வொெிபபர
51
உளளடககததரம
கறறலதரம
4+ 5+
BT 2.2.8 ºó¾î ¦º¡ü¸¨Çî ºÃ¢Â¡É ¯îºÃ¢ôÒ¼ý
Å¡º¢ôÀ÷
BT 2.3 வொெிததுப புரிநது
மகொளவர Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 2.3.1
BT 2.3.2
மெொலகல வொெிதது பபுரிநது மகொளவர
மெொறமறொடகர வொெிதது பபுரிநது மகொளவர
BT 2.3.3
எளிகமயொன மெொறககளக மகொணட
வொககியஙககள வொெிததுப புரிநது
மகொளவர
3.0 எழுததுத திறன
BT 3.1 எழுதுÅதü¸¡É ¬Âò¾ô
À¢üº¢¸û ¦ºöÅ÷
Á¡½Å÷¸û:
BT 3.1.1
BT 3.1.2
BT 3.1.3
BT 3.1.4
BT 3.1.5
கக இயககப பயிறெிகள மெயவர
கணநகர பயிறெிகள மெயவர
கணககளயும ககககளயும
ஒருஙகிகணககும பயிறெிகள மெயவர
±ØÐவகொகலச ெரியொகப பிடிதது எழுதுவர
மகொமபு, வகளவு, சுழி, விலஙகு உளளடஙகிய
தமிழ எழுததுகளுகவகறற வகொலஙகள
வகரவர
52
உளளடககததரம
கறறலதரம
4+ 5+
BT 3.2 ºÃ¢Â¡É ÅâÅÊÅòмý
àö¨Á¡¸ ±ØÐÅ÷
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 3.2.1
BT 3.2.2
மகொமபு, வகளவு, சுழி, விலஙகு
ஆகியவறகறச ெரியொன அளவுடன எழுதுவர
ெரியொன அளவு, இகடமவளி, வரிவடிவம
ஆகியவறறுடன தூயகமயொக எழுதுவர
BT 3.2.3
BT 3.2.4
BT 3.2.5
மெொறககளப பொரதது எழுதுவர
மெொறமறொடரககளப பொரதது எழுதுவர
எளிகமயொன வொககியஙககளப பொரதது
எழுதுவர
BT 3.3 மெொல, மெொறமறொடர, வொககியõ ¬¸¢ÂÅü¨È
உருவொககி எழுதுவர
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 3.3.1
BT 3.3.2
மெொலகல உருவொககி எழுதுவர
மெொறமறொடகர உருவொககி எழுதுவர
BT 3.3.3 எளிய வொககியதகத உருவொககி எழுதுவர
53
மசொறகளஞசியம
1.1.1
குகரககும
பிளிரும
கரஜிககும
கததும
ககனககும
ெறும
1.4.2
(வலலினம)
கபபல
கடடு
கடடடம
தடடு
படடு
படடம
அறம
விறகு
இறகு
கண
துபபொககி துபபு
1.4.3
(மமலலினம)
அனனம
அமமொ நதகத
நணடு
மரம
மண
மபண
இஞெி இஙகு
அஙகு
ெஙகு
மஙகு
தஙகு
1.4.4
(இடடயினம)
யொழ
அவர இவர ஐயொ குரல
வரம
பழம
பலம
மூகள
1.4.8
படி - பொடி
தடி - தொடி
மடு -மொடு
மடி -மொடி
பல - பொல
நகம - நொகம
1.5.2
அமமொ அபபொ பொடடி
தொததொ அணணன
தஙகக
தமபி அககொள
1.5.4
மபரியபபொ மபரியமமொ ெிறறபபொ ெிததி மொமொ அதகத
1.5.3
வணககம
மனனிககவும
தயவுமெயது
வொருஙகள
அமருஙகள
மெலலுஙகள
தொருஙகள
2.1.1 / 2.1.4
வடடம
ெதுரம
மெவவகம
முகவகொணம
முடகடவடிவம
பிகறவடிவம
நடெததிரவடிவம
2.2.5
வொ கக
நொ தொ கப மொ வபொ
2.2.6
எலி நொய
ஏர பூகன
முடி
கல
பல
2.2.7
தணடு
பளளி கிணறு
வெவல
அணில
மகொககு
எருகம
2.3.2
பொமொஆடு
பொபபொபடி
ஆடிபபொடு
ஆகடஅணி மொடிபபடி
அமமொஅழகு
மபரியவடு
ெிறியவடு
2.3.2
பொபபொபொடு
மணிபபுறொ கொடடுபபகுதி புததகமபொர
மவளகளககொலணி சுததமமெய
மொடடுவணடி
பொடமபடி
54
SPIRITUALITY, ATTITUDES AND VALUES
STRAND
55
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.
CONTENT STANDARD LEARNING STANDARD
4+ 5+
PI 1.0 AL-QURAN
PI 1.1 Know hijaiyah letters
Pupils can: Pupils can:
PI 1.1.1 Say single hijaiyah letters
PI 1.1.2 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)
56
CONTENT STANDARD LEARNING STANDARD
4+ 5+
PI 1.2 Memorise a few Quranic verses from juzuk Amma
Pupils can: Pupils can:
PI 1.2.1 Memorise the Al-Fatihah in the correct manner
PI 1.2.2 PI 1.2.3
Memorise the following Quranic verses in the correct manner: (i) An-Nas (ii) Al-Ikhlas
Recite and practise the Al-Fatihah, An-Nas and Al-Ikhlas verses in life
PI 1.3 Acquire basic Arabic
Pupils can: Pupils can:
PI 1.3.1 Say numbers 1 to 10 in Arabic
PI 1.3.2 PI 1.3.3
Say and recognise numbers 1 to 10 in Arabic Pronounce simple words 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
PI 2.1.2
Recite the kalimah لا إله إلا الله
State the meaning of kalimah
لا إله إلا الله
PI 2.1.3
PI 2.1.4 PI 2.1.5
Recite the kalimah syahadah:
أشهد أن لا إله إلا الله وأشهد أن محمدا رسول الله
State the meaning of the kalimah syahadah Internalise the kalimah syahadah in life
57
CONTENT STANDARD LEARNING STANDARD
4+ 5+
PI 2.2 Understand the foundation of faith in Allah
Pupils can: Pupils can:
PI 2.2.1 PI 2.2.2
Know oneself as a creation of Allah Know Allah as the Creator: (i) recite the kalimah of Allah (ii) state the glory of Allah (iii) glorify the kalimah of Allah
PI 2.2.3
Glorify Allah with:
(i) Subhanallah (سبحان الله)
(ii) Alhamdulillah (الحمد لله) (iii) Allahu Akbar ( الله أكب ر)
PI 2.3 Understand the meaning of names of Allah (Asma’ul Husna)
Pupils can: Pupils can:
PI 2.3.1 Say the names of Allah and the meaning: (i) Ar-Rahman (The All-
Compassionate) (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)
PI 2.3.2 Explain the names of Allah with examples: (i) Ar-Rahman (The All-
Compassionate) (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)
PI 2.4 Understand the Six Pillars of Iman
Pupils can: Pupils can:
PI 2.4.1 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)
PI 2.4.2 Explain the Six Pillars of Iman
58
CONTENT STANDARD LEARNING 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 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
PI 2.5.2 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 State the proper manner of cleaning oneself after: (i) urination (ii) defecation
PI 3.1.2 PI 3.1.3
Demonstrate the proper manner of cleaning oneself after: (i) urination (ii) defecation
State the importance of cleaning oneself after urination and defecation
59
CONTENT STANDARD LEARNING STANDARD
4+ 5+
PI 3.2 Perform wudhu
Pupils can: Pupils can:
PI 3.2.1 PI 3.2.2
Identify the parts of body for wudhu Show the limits of the parts of body for wudhu
PI 3.2.3
PI 3.2.4
PI 3.2.5
Profess the intention of performing wudhu in the correct manner
State the obligatory acts of wudhu
Perform wudhu in the correct manner
PI 3.3 Know the five obligatory prayers
Pupils can: Pupils can:
PI 3.3.1 PI 3.3.2
Name the five obligatory prayers State the times of prayers
PI 3.3.3
State the number of rakaat in each obligatory prayer
PI 3.4 Simulate prayers Pupils can: Pupils can:
PI 3.4.1 PI 3.4.2 PI 3.4.3
Show the limits of the aurat during prayer Display the correct mannerism and movements during prayer Recite takbiratulihram
PI 3.4.4 PI 3.4.5 PI 3.4.6
Profess the intentions of the five obligatory prayers Recite prayers during movements in worship Perform a simulation of prayer accordingly in the correct manner
60
CONTENT STANDARD LEARNING STANDARD
4+ 5+
PI 3.5 Understand the concept of fasting
Pupils can: Pupils can:
PI 3.5.1 PI 3.5.2
State the meaning of fasting Talk about fasting during: (i) Ramadhan (ii) pre-dawn meal (iii) break of fast
PI 3.5.3 PI 3.5.4 PI 3.5.5
State the benefits of fasting Profess the intentions of fasting State the necessary acts during the fasting month
PI 4.0 SIRAH
PI 4.1 Know Prophet Muhammad SAW and his family
Pupils can: Pupils can:
PI 4.1.1
Talk about Prophet Muhammad SAW
PI 4.1.2
State the names of Prophet ‘s family members: (i) mother (Aminah) (ii) father (Abdullah) (iii) grandfather (Abdul Mutalib) (iv) uncle (Abu Talib)
PI 4.2 Understand the events during the birth of Prophet Muhammad SAW
Pupils can: Pupils can:
PI 4.2.1 Talk about the Elephant Army
PI 4.2.2 PI 4.2.3
Relate the events during the Prophet’s birth State the lessons learnt during the events of the Prophet Muhammad SAW’s birth
61
CONTENT STANDARD LEARNING STANDARD
4+ 5+
PI 4.3 Practise the characteristics and attributes of Prophet Muhammad SAW
Pupils can: Pupils can:
PI 4.3.1 State the characteristics of Prophet Muhammad SAW: (i) hardworking (ii) patient (iii) loving
PI 4.3.2
PI 4.3.3
Explain the attributes of Prophet Muhammad SAW: (i) Siddiq (truthful) (ii) Amanah (trustworthy) (iii) Tabligh (advocate) (iv) Fatonah (wise)
Practise the Prophet Muhammad SAW’s characteristics and attributes in life
PI 5.0 GOOD MANNERS (AKHLAK)
PI 5.1 Apply good manners in life
Pupils can: Pupils can:
PI 5.1.1 PI 5.1.2 PI 5.1.3
Recite and practise basmalah and hamdalah in every good deed Demonstrate good manners in eating and drinking Demonstrate good manners towards: (i) parents (ii) family members (iii) teachers (iv) peers (v) places of worship
PI 5.1.4 PI 5.1.5
PI 5.1.6
PI 5.1.7
PI 5.1.8
Recite the du’a daily
Demonstrate good manners in entering and leaving the toilet
Differentiate halal and haram food and drinks
State sunnahfood
Discuss the importance of good manners in life
62
CONTENT STANDARD LEARNING STANDARD
4+ 5+
PI 6.0 JAWI
PI 6.1 Know Jawi letters Pupils can: Pupils can:
PI 6.1.1 Say Jawi letters PI 6.1.2 Identify the shapes of Jawi letters
PI 6.2 Read words with two syllables
Pupils can: Pupils can:
PI 6.2.1 Sound out Jawi letters which are joined with the vowel alif
PI 6.2.2 PI 6.2.3 PI 6.2.4
Sound out Jawi letters which are joined with the vowels wau andya Read acording to syllables Read words with two syllables
PI 6.3 Write Jawi letters Pupils can: Pupils can:
PI 6.3.1 Sketch shapes, patterns and lines from right-to-left using hand- eye coordination
PI 6.3.2 PI 6.3.3
Write single Jawi letters Copy words with two syllables
63
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.
64
CONTENT STANDARD LEARNINGSTANDARD
4+ 5+
PM 1.0 BELIEF IN GOD
PM 1.1 Belief in the existence of God
Pupils can: Pupils can:
PM 1.1.1
State God’s creation PM 1.1.2 PM 1.1.3
Talk about God’s creation Show gratitude towards God’s creation
PM 1.2 Know the religions or beliefs in Malaysia
Pupils can: Pupils can:
PM 1.2.1 State one’s religion or beliefs 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: Pupils can:
PM 2.1.1
PM2.1.2
Offer assistance to friends and teachers
State the benefits of helping others
PM 2.1.3 PM 2.1.4
Talk about experiences of helping family members Help others in need
PM 3.0 RESPONSIBILITY
PM 3.1 Be responsible to oneself Pupils can: Pupils can:
PM 3.1.1 PM 3.1.2
Talk about one’s responsibility Practise responsibility
PM 3.1.3 PM 3.1.4
State responsibilities at home Carry out responsibilities in the classroom
65
CONTENT STANDARD LEARNINGSTANDARD
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 Express gratitude verbally and in writing
PM 4.1.2 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 Emulate politeness in speech and behaviour
PM 5.1.2 Speak and behave politely with others
PM 6.0 RESPECT
PM 6.1 Be respectful Pupils can: Pupils can:
PM 6.1.1 Emulate being respectful to others PM 6.1.2 PM 6.1.3
State ways of showing respect in various situations Show respect to others
PM 7.0 LOVE
PM 7.1 Love oneself, others and animals
Pupils can: Pupils can:
PM 7.1.1 Talk about ways of showing love to self, others and animals
PM 7.1.2
Show love to self, others and animals
66
CONTENT STANDARD LEARNINGSTANDARD
4+ 5+
PM 8.0 FAIRNESS
PM 8.1 Practise fairness in interactions
Pupils can: Pupils can:
PM 8.1.1
State examples of fairness
PM 8.1.2
PM 8.13
Identify fairness in an action
Show fairness in an action
PM 9.0 COURAGE
PM 9.1 Be courageous in daily life
Pupils can: Pupils can:
PM 9.1.1 Show courage when interacting with others
PM 9.1.2 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 PM 10.1.2
Provide examples of honest behaviour State the benefits of being honest
PM 10.1.3 PM 10.1.4
Identify honest behaviour in various situations Speak truthfully when conversing with others
PM 11.0 DILIGENCE
PM 11.1
Be diligent in life Pupils can: Pupils can:
PM 11.1.1 Provide examples of diligence in various situations
PM 11.1.2 Practise diligence in carrying out tasks
67
CONTENT STANDARD LEARNINGSTANDARD
4+ 5+
PM 12.0 COOPERATION
PM 12.1 Be cooperative in carrying out tasks
Pupils can: Pupils can:
PM 12.1.1
Practise cooperation in carrying out tasks
PM 12.1.2 PM 12.1.3
State the benefits of being cooperative in carrying out tasks Practise mutual cooperation with friends in carrying out tasks
PM 13.0 MODERATION
PM 13.1 Be moderate in life Pupils can: Pupils can:
PM 13.1.1 State ways of being thrifty when using tools and resources
PM 13.1.2 PM 13.1.3
Discuss the benefits of being thrifty when using tools and resources Demonstrate thriftiness when using tools and resources
PM 14.0 TOLERANCE
PM 14.1 Be tolerant in interactions
Pupils can: Pupils can:
PM 14.1.1 Provide examples of being tolerant in interactions with friends
PM 14.1.2
Demonstrate tolerance among friends
68
List of Moral Values and their Explanation:
Moral Values Explanation
Belief in God 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.
Kindness Aware of the needs and welfare of self and others by providing assistance and moral support sincerely.
Responsibility Willingness to bear and carry out tasks to one’s level best.
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.
Moral Values Explanation
Fairness Impartial actions and decisions.
Courage Willingness to face challenges bravely and confidently.
Honesty Be truthful, sincere and trustworthy in every deed.
Diligence Being hardworking, dedicated and putting in continuous effort in performing tasks.
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 self-control for the well-being of self and others.
69
PERSONAL COMPETENCE
STRAND
70
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.
71
CONTENT STANDARD LEARNING STANDARD
4+ 5+
KD 1.0 KNOW AND MANAGE EMOTIONS
KD 1.1 Know and manage one’s emotions
Pupils can: Pupils can:
KD 1.1.1 KD 1.1.2 KD 1.1.3
Identify and talk about emotional experiences such as happiness, sadness, fear, anger and shyness State likes and dislikes State emotions according to situations
KD 1.1.4 KD 1.1.5
Talk about one’s feelings about an incident or event that had happened in various ways Manage emotions by choosing appropriate actions
KD 1.2 Know the emotions of others
Pupils can: Pupils can:
KD 1.2.1 Identify emotions shown by others based on their behaviour
KD 1.2.2 KD 1.2.3
Identify emotions expressed by others or incidents that had happened Differentiate emotions amongst individuals in specific situations
KD 2.0 ACHIEVE POSITIVE EMOTIONS
KD 2.1 Develop self-concept Pupils can: Pupils can:
KD 2.1.1
Show positive attitudes such as being: (i) patient (ii) independent (iii) confident
KD 2.1.2 Show positive attitudes such as being: (i) united (ii) loyal (iii) empathetic
72
CONTENT STANDARD LEARNING STANDARD
4+ 5+
(iv) helpful (v) sympathetic (vi) humourous
KD 2.2 Develop self-control Pupils can: Pupils can:
KD 2.2.1 Differentiate between wants and needs when making decisions in specific situations
KD 2.2.2 KD 2.2.3
State ways to manage emotions positively in unpleasant situations Demonstrate patience when facing unpleasant situations
KD 2.3 Develop confidence to communicate
Pupils can: Pupils can:
KD 2.3.1 KD 2.3.2
Speak with confidence Pose questions with confidence
KD 2.3.3 KD 2.3.4 KD 2.3.5
Interact with confidence Talk and give opinions with confidence 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 KD 3.1.2
Show sensitivity to the needs of others and act accordingly State the feelings of others based on their non-verbal expressions
KD 3.1.3
Show respect for the feelings and opinion of others
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CONTENT STANDARD LEARNING STANDARD
4+ 5+
KD 3.2 Use social skills for interaction with others
Pupils can: Pupils can:
KD 3.2.1 KD 3.2.2 KD 3.2.3
Respect the rights of ownership of others Share tools and materials with others during activities Show ability to participate in an ongoing game (play entry)
KD 3.2.4 KD 3.2.5 KD 3.2.6
Express agreement and dissatisfaction on matters politely Adapt oneself in various situations for socialisation Practise social etiquette in relationships
74
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.
75
PHYSICAL DEVELOPMENT AND AESTHETICS
STRAND
76
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.
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CONTENT STANDARD LEARNING STANDARD
4+ 5+
FK1.0 FINE MOTOR DEVELOPMENT
FK 1.1 Explore various fine motor activities
Pupils can: Pupils can:
FK 1.1.1 FK 1.1.2
Conduct various fine motor activities Demonstrate hand-eye coordination and fine motor skills through various activities
FK 1.1.3
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 FK2.1.2 FK2.1.3
Carry out movements: (i) individual space (ii) general space
Carry out movements at various levels: (i) high (ii) medium (iii) low
Carry out movements according to direction
FK2.1.4 FK2.1.5
Carry out movements: (i) straight (ii) curve (iii) spiral (iv) zig-zag
Carry out movements of various speed
78
CONTENT STANDARD LEARNING STANDARD
4+ 5+
FK2.2 Carry out various locomotor movements
Pupils can: Pupils can:
FK2.2.1 FK 2.2.2
Carry out movements: (i) walking (ii) running (iii) jumping (iv) hopping (v) galloping (vi) sliding (vii) skipping Carry out a combination of locomotor movements
FK2.2.3
Carry out locomotor movements at various: (i) directions (ii) levels (iii) routes (iv) speed
FK2.3 Carry out various non-locomotor movements
Pupils can: Pupils can:
FK2.3.1
Carry out movements: (i) bend (ii) swing (iii) turn (iv) twist
FK 2.3.2 FK2.3.3
Carry out movements: (i) stretch (ii) push (iii) pull (iv) balance
Carry out a combination of non-locomotor movements
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CONTENT STANDARD LEARNING STANDARD
4+ 5+
FK3.0 MANIPULATIVE SKILLS
FK3.1 Carry out various manipulative skills
Pupils can: Pupils can:
FK3.1.1 FK3.1.2
Throw objects towards the target Kick a ball: (i) freely (ii) towards the target
FK3.1.3 FK3.1.4 FK3.1.5
Catch objects tossed by oneself Catch objects thrown by others 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
FK 4.1.2
FK 4.1.3
Carry out locomotor movements according to music
Carry out non-locomotor movements according to music
Carry out free movements according to music
FK4.1.4
Create creative movements by using tools according to music
80
CONTENT STANDARD LEARNING 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 FK 5.1.2 FK 5.1.3
State ways of taking care of one’s hygiene in the correct manner Talk about the importance of cleanliness: (i) self (ii) clothes (iii) personal belongings
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
FK 5.1.7 FK 5.1.8 FK 5.1.9
Practice personal hygiene: (i) body parts (ii) clothes (iii) personal belongings
Explain how to clean genital organs correctly Practice cleanliness: (i) in classroom (ii) at home (iii) at public places
81
CONTENT STANDARD LEARNING STANDARD
4+ 5+
FK 5.1.4 FK 5.1.5 FK 5.1.6
Know safe touches, unsafe touches and uncomfortable touches Apply the skill of saying ”NO” to unsafe and uncomfortable touches Use toilets correctly
FK 5.2 Understand the types of diseases and preventive measures
Pupils can: Pupils can:
FK 5.2.1 Show ways of avoiding infections FK 5.2.2 State steps taken for prevention of vector-borne diseases
FK 5.3 Care for personal safety and demonstrate effective psychosocial skills in daily life
Pupils can: Pupils can:
FK 5.3.1 FK 5.3.2 FK 5.3.3
Describe source, place and dangerous situations State correct behaviour to ensure one’s and others safety Talk about ways of getting help during an emergency
FK 5.3.4 FK 5.3.5 FK 5.3.6
Identify dangerous situations at: (i) home (ii) school (iii) playground
Demonstrate correct and safe ways of using dangerous tools and substances State ways of solving problems during unsafe situations
82
CONTENT STANDARD LEARNING 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 FK 6.1.2
Identify safe food and drinks Talk about the importance of healthy eating
FK 6.1.3 FK 6.1.4
State nutritious and non-nutritious food Practise a balanced diet
83
GLOSSARY
No. Term Meaning
1. 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.
2. manipulative skills The ability to use force to throw, catch, roll and kick objects.
3. 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.
6. 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.
7. Reproductive and Social Health Education (PEERS)
A lifelong learning experience to gain holistic knowledge in terms of biological, socio-
cultural, psychological and spirituality towards practicing a healthy lifestyle.
8.
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.
84
No. Term Meaning
13. individual space Reachable space in a specified place.
14. safe touch A touch that makes a person feel valued, loved and respected.
15. unsafe touch A touch which inflicts pain physically or emotionally.
16. uncomfortable touch A touch disliked by an individual although it is a safe touch. A touch deemed uncomfortable
from a known or unknown person.
85
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.
86
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.
87
CONTENT STANDARD LEARNING STANDARD
4+ 5+
KE 1.0 MUSIC
KE 1.1 Sing songs of various repertoire
Pupils can: Pupils can:
KE 1.1.1 KE 1.1.2 KE 1.1.3
Imitate various human tones: (i) speaking (ii) calling (iii) whispering (iv) singing (v) boys and girls
Imitate various sounds in the environment Sing songs according to melody
KE 1.1.4
Sing songs with: (i) correct and clear
pronunciation (ii) correct pitch
KE 1.2 Play percussions Pupils can: Pupils can:
KE 1.2.1 KE 1.2.2
Produce sounds using body percussion Explore percussions
KE 1.2.3
Produce sounds using various improvised instruments creatively
KE 1.3 Move according to music
Pupils can: Pupils can:
KE 1.3.1 KE 1.3.2
Move according to the lyrics of a song Move according to tempo
KE1.3.3 Move creatively according to music
88
CONTENT STANDARD LEARNING STANDARD
4+ 5+
KE 1.4 Appreciate music of various repertoire
Pupils can: Pupils can:
KE 1.4.1
Show appreciation of music heard
KE 1.4.2 KE 1.4.3
Differentiate tempo from music heard Differentiate loud and soft dynamics from music heard
KE 2.0 DRAMA
KE2.1 Act out various characters
Pupils can: Pupils can:
KE2.1.1 Act out various characters using imagination
KE2.1.2 Act out characters based on stories
KE 3.0 VISUAL ARTS
KE3.1 Know elements of art (Aesthetic Perception)
Pupils can: Pupils can:
KE3.1.1 State elements of art in the environment
KE3.1.2 KE3.1.3
State elements of art found in man-made objects State elements of art found in visual art creation
KE3.2 Know media used in the production of art creations (Visual Application)
Pupils can: Pupils can:
KE3.2.1
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
89
CONTENT STANDARD LEARNING STANDARD
4+ 5+
KE 3.3 Express creative ideas in visual art creations (Creative Expression)
Pupils can: Pupils can:
KE 3.3.1 KE 3.3.2
Explore media Produce creative works through drawing
KE 3.3.3 KE 3.3.4 KE 3.3.5 KE 3.3.6
Create patterns and designs using one’s own creativity Produce creative models Produce traditional crafts using various materials Produce creative works using recycled materials
KE 3.4 Appreciate visual art creations (Art Appreciation)
Pupils can: Pupils can:
KE 3.4.1
Talk about one’s own works
KE 3.4.2 Show appreciation of other’s works
90
GLOSSARY
No. Term Meaning
1. improvised instruments
Tools which replace musical instruments that produce sounds.
2. form 3 dimensional objects.
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).
91
No. Term Meaning
16. tone Various types of sounds.
17. elements of art Elements of art are line, colour, shape, form, texture and space.
92
SCIENCE AND TECHNOLOGY
STRAND
93
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.
94
CONTENT STANDARD LEARNING STANDARD
4+ 5+
SA 1.0 SCIENTIFIC ATTITUDE
SA 1.1 Show scientific attitudes and values
Pupils can: Pupils can:
SA 1.1.1 Show curiosity and cooperation SA 1.1.2 Show curiosity, work systematically, cooperate and be responsible
SA 2.0 SCIENCE PROCESS SKILLS
SA 2.1 Carry out observation using five senses
Pupils can: Pupils can:
SA 2.1.1 Observe the environment using one’s senses: (i) sight (ii) hearing (iii) touch (iv) smell (v) taste
SA 2.1.2 SA 2.1.3
Observe the environment using a combination of two senses Observe the environment using a combination of three or more senses
SA 2.2 Classify objects Pupils can: Pupils can:
SA 2.2.1 Compare and differentiate objects using one characteristic: (i) colour (ii) shape (iii) size (iv) texture (v) weight
SA 2.2.2
SA 2.2.3 SA 2.2.4
Compare and differentiate objects which have two similar characteristics
Group objects according to identified characteristics
State common characteristics for each classification made
95
CONTENT STANDARD LEARNING STANDARD
4+ 5+
SA 2.3 Carry out measurement
Pupils can: Pupils can:
SA 2.3.1 SA 2.3.2
Compare measurement of objects: (i) long - short (ii) thick - thin (iii) big - small (iv) tall - short (v) heavy - light
Measure length or height of objects using non-standard unit of measurement
SA 2.3.3 SA 2.3.4 SA 2.3.5
Measure length or height of objects using two or more non-standard units of measurement Weigh objects using non-standard unit of measurement Measure liquid using non-standard unit of measurement
SA 2.4 Making inference Pupils can: Pupils can:
SA 2.4.1 Make simple and reasonable assumptions based on observation
SA 2.4.2 Make reasonable assumptions based on observation
SA 2.5 Making prediction Pupils can: Pupils can:
SA 2.5.1 Make predictions on situations based on previous experience
SA 2.5.2 Make predictions on what will happen based on activities conducted
SA 2.6 Communicate
Pupils can: Pupils can:
SA 2.6.1 State observations made through works or verbally
SA 2.6.2
Explain observations made through works or verbally
96
CONTENT STANDARD LEARNING 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 Identify living and non-living things
Pupils can: Pupils can:
SA 3.1.1 Differentiate living and non-living things
SA 3.1.2 Identify characteristics of living and non-living things
SA 3.2 Acquire basic knowledge on body parts and senses
Pupils can: Pupils can:
SA 3.2.1 Identify body parts SA 3.2.2 SA 3.2.3
State functions of body parts Identify and state functions of sensory organs
SA 3.3 Carry out exploration on animals
Pupils can: Pupils can:
SA 3.3.1 SA3.3.2 SA 3.3.3 SA 3.3.4
Name animals Name body parts of animals Recognise sounds of animals Observe and imitate movements of animals
SA 3.3.5 SA 3.3.6
Identify habitats 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
97
CONTENT STANDARD LEARNING STANDARD
4+ 5+
SA 3.3.7
Observe and talk about life cycle of animals
SA 3.4 Carry out exploration on plants
Pupils can: Pupils can:
SA 3.4.1
SA 3.4.2 SA 3.4.3 SA 3.4.4
Identify parts of plants: (i) leaf (ii) stem (iii) roots (iv) flower (v) fruit
Compare parts of plants based on the following characteristic: (i) colour (ii) size (iii) shape
Observe and name common vegetables and fruits State needs of plants through observation
SA 3.4.5
SA 3.4.6
SA 3.4.7
Observe and group parts of plants based on the following characteristics: (i) colour (ii) size (iii) shape (iv) texture
Classify plants based on specified characteristics
Observe and record germination and growth of seeds
98
CONTENT STANDARD LEARNING STANDARD
4+ 5+
SA 4.0 INVESTIGATION OF MATERIALS
SA 4.1 Investigate attributes of materials
Pupils can: Pupils can:
SA 4.1.1
Investigate objects which sink or float
SA 4.1.2 SA 4.1.3 SA 4.1.4 SA 4.1.5
Describe the changes of water: (i) from water to ice and vice
versa (ii) from water to steam and vice
versa Investigate materials that dissolve in water Investigate materials that can absorb water
Investigate reactions of magnet on various objects
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 SA 5.1.2
State various sources of light Record observations on shadows
SA 5.1.3 SA 5.1.4
Investigate the uses of sun light in one’s daily life Observe and talk about changes in weather
99
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.
100
CONTENT STANDARD LEARNING STANDARD
4+ 5+
MA 1.0 PRE-NUMBER EXPERIENCES
MA 1.1 Pairing objects Pupils can: Pupils can:
MA 1.1.1 MA 1.1.2 MA 1.1.3
Match similar pairs of objects Match differing pairs of objects Match two groups of objects of similar quantity
MA 1.1.4 Match objects based on: (i) colour (ii) shape (iii) size
MA 1.2 Compare quantity of objects
Pupils can:
MA 1.2.1 Compare two groups of objects by stating: (i) many or few (ii) equal or not equal (iii) more or less
MA 1.3 Seriation Pupils can:
MA 1.3.1 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
101
CONTENT STANDARD LEARNING STANDARD
4+ 5+
MA 1.4 Recognise and form patterns
Pupils can: Pupils can:
MA 1.4.1 MA 1.4.2
Recognise and state patterns in the environment Copy patterns
MA 1.4.3 MA 1.4.4
Complete the given patterns Produce patterns according to one’s own creativity
MA 1.5 Understand the concept of consistency
Pupils can:
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 MA 2.1.2 MA 2.1.3 MA 2.1.4 MA 2.1.5
State numbers 1 - 10 in sequence Recognise and state numbers randomly Match numerals with words Count objects Use shapes like dots to represent number of objects
MA 2.1.8 MA 2.1.9
MA2.1.10
Count numbers in ascending and descending order Arrange objects in ascending and descending order Write numbers correctly
102
CONTENT STANDARD LEARNING STANDARD
4+ 5+
MA 2.1.6
MA 2.1.7
Match groups of objects with numbers Trace numbers
MA 2.2 Understand the concept of zero
Pupils can:
MA 2.2.1
MA 2.2.2
MA 2.2.3
Say the number zero
Write the number zero
Understand the meaning of zero
MA 2.3 Understand numbers 11 to 20
Pupils can:
MA 2.3.1
MA 2.3.2
MA 2.3.3
Count on from 11 to 20
Compare:
(i) 11 and 12 (12 is 1 more than 11)
(ii) 12 and13 (13 is 1 more than 12)
and so on
Write numbers 11 to 20
103
CONTENT STANDARD LEARNING STANDARD
4+ 5+
MA 2.4 Understand numbersin tens up to 100
Pupils can:
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: Pupils can:
MA 3.1.1 MA 3.1.2
State the sum of two sets of objects State the sum by using objects based on the given situation
MA 3.1.3
MA 3.1.4 MA 3.1.5 MA 3.1.6
State the sum by counting on
from a specific number Write and state mathematical expressions using symbols; addition (+) and equal (=) Add in the range of basic facts Solve problems involving addition
MA 3.2 Solve operation of subtraction within 18
Pupils can: Pupils can:
MA 3.2.1 MA 3.2.2
Remove objects from a group of objects and count the balance State the balance using objects
MA 3.2.3 MA 3.2.4
Write and state mathematical expressions using symbols; subtraction (-) and equal (=) Subtract in the range of basic facts
104
CONTENT STANDARD LEARNING 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: Pupils can:
MA 4.1.1 Recognise Malaysian currency in different denominations
MA 4.1.2
MA 4.1.3
Arrange denominations in sequence according to value Use money in various activities
MA 5.0 CONCEPT OF TIME
MA 5.1 Understand time in the context of daily life
Pupils can: Pupils can:
MA 5.1.1 MA 5.1.2
MA 5.1.3
State the time in a day Arrange events in time sequence State days of the week in sequence
MA 5.1.4
MA 5.1.5
MA 5.1.6
State the time in hours using the analogue clock State the months in a year
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
105
CONTENT STANDARD LEARNING STANDARD
4+ 5+
MA 6.1.2
Place objects in specified positions
MA 6.2 Produce structures based on shapes commonly found in the environment
Pupils can: Pupils can:
MA 6.2.1 MA 6.2.2
Recognise squares, rectangles, triangles and circles Produce designs using two dimensional shapes
MA 6.2.3 MA 6.2.4
Recognise cuboids, cubes, pyramids and spheres Produce new shapes using a combination of three dimensional shapes
MA 6.3 Produce various structures based on creativity
Pupils can: Pupils can:
MA 6.3.1
MA 6.3.2 MA 6.3.3
Build a closure and talk about it
Build a link between two objects or structures and talk about it 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
106
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 .
107
HUMANITIES
STRAND
108
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.
CONTENT STANDARD LEARNING 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 KM 1.1.2
Talk about oneself Talk about family members
KM 1.1.3 KM 1.1.4
Talk about their family tree Clarify the roles and responsibilities of family members
109
CONTENT STANDARD LEARNING STANDARD
4+ 5+
KM 2.0 MY COMMUNITY AND I
KM 2.1 Foster good relationships with friends
Pupils can: Pupils can:
KM 2.1.1 Talk about friends KM 2.1.2 Practise speech and behaviour with friends in a positive manner
KM 2.2 Understand one’s relationship with the school
Pupils can: Pupils can:
KM 2.2.1 KM 2.2.2
Talk about the class Obey school rules
KM 2.2.3 KM 2.2.4 KM 2.2.5
Describe their school Talk about the people in the school Show pride for their school
KM 2.3 Understand their responsibilities and relationship with their community
Pupils can: Pupils can:
KM 2.3.1 KM 2.3.2 KM 2.3.3 KM 2.3.4
Talk about their immediate neighbours Talk about their neighbourhood Identify symbols of public facilities in the community State ways to care for public facilities
KM 2.3.5 KM 2.3.6 KM 2.3.7 KM 2.3.8
Explain the importance of caring for public facilities State prohibited behaviour in public places Utilise public facilities responsibly Talk about the roles and contributions of search and rescue teams
110
CONTENT STANDARD LEARNING STANDARD
4+ 5+
KM 3.0 MALAYSIA, MY COUNTRY
KM 3.1 Know Malaysia Pupils can: Pupils can:
KM 3.1.1 Talk about one’s home state
KM 3.1.2 KM 3.1.3
Name the states in Malaysia Name the head of the country and the head of the government
KM 3.2 Understand the national emblem or national identity
Pupils can: Pupils can:
KM 3.2.1
KM 3.2.2
Know the Jalur Gemilang and one’s state flag Sing the national and home state anthems
KM 3.2.3 KM 3.2.4 KM 3.2.5
Talk about the Jalur Gemilang and the flag of their home state State the national identity: (i) National Principles (ii) national flower (iii) national language Show respect for the national emblem and national identity
KM 3.3 Celebrate National Day and Malaysia Day
Pupils can: Pupils can:
KM 3.3.1 KM 3.3.2
Talk aboutthe National Day and Malaysia Day celebrations Celebrate National Day and Malaysia Day
KM 3.3.3 KM 3.3.4
Talk about the country’s independence Participate in the National Day and Malaysia Day celebrations
111
CONTENT STANDARD LEARNING STANDARD
4+ 5+
KM 3.4 Know the uniqueness of the country
Pupils can: Pupils can:
KM 3.4.1 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: Pupils can:
KM 4.1.1
KM 4.1.2 KM 4.1.3 KM 4.1.4
State the main festivals in Malaysia Participate by celebrating the main festivals Talk about traditional costumes Describe traditional foods
KM 4.1.5 KM 4.1.6 KM 4.1.7
Identify the cultural heritage Produce items of cultural heritage 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
KM 5.1.2
Talk about the beauty of the environment Participate in activities to sustain the beauty of the environment
KM 5.1.3
Describe the beauty of the environment
112
CONTENT STANDARD LEARNING STANDARD
4+ 5+
KM 5.2 Understand the relationship between mankind and the environment
Pupils can: Pupils can:
KM 5.2.1 Describe the importance of the environment to mankind
KM 5.2.2 Relate human activities to natural disasters
KM 5.3 Sustain and conserve the environment
Pupils can: Pupils can:
KM 5.3.1 KM 5.3.2
Talk about practices to sustain and conserve the environment Carry out activities to sustain and conserve the environment
KM 5.3.3 KM 5.3.4
Discuss ways to overcome problems and issues related to the environment Practise environmental sustainability and conservation
KM 6.0 THE WORLD AND I
KM 6.1 Know other countries in the world
Pupils can: Pupils can:
KM 6.1.1 State the names of other countries
KM 6.1.2 Identify other countries
113
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.
114
PERFORMANCE STANDARD
115
COMMUNICATION STRAND
KOD KONSTRUK
STANDARD PRESTASI
TAHAP PENGUASAAN
TAFSIRAN
BAHASA MELAYU
BM 1 Kemahiran mendengar dan bertutur
(BM 1.1, BM 1.2)
1 Boleh mendengar tetapi tidak memberi respons.
2 Boleh mendengar dan memberi respons.
3 Boleh mendengar, memahami dan memberi pelbagai respons dengan bertatasusila.
BM 2 Berinteraksi menggunakan ayat mudah
(BM 1.4)
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.
BM 3
Mengecam dan menyebut abjad
(BM 2.2)
1 Hanya boleh menyebut abjad.
2 Boleh mengecam dan menyebut sebahagian abjad .
3 Boleh mengecam dan menyebut huruf besar dan huruf kecil dengan betul.
116
KOD KONSTRUK
STANDARD PRESTASI
TAHAP PENGUASAAN
TAFSIRAN
BM 4 Kemahiran membaca perkataan
(BM 2.3)
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.
BM 5 Kemahiran membaca dan memahami bahan bacaan
(BM 2.4, BM 2.5)
1 Boleh membaca frasa.
2 Boleh membaca dan memahami ayat mudah.
3 Boleh membaca dan mencerita semula apa yang dibaca secara beradab.
BM 6 Kemahiran menulis
(BM3.2)
1 Boleh menulis huruf dengan cara yang betul.
2 Boleh menulis perkataan dan frasa.
3 Boleh menulis ayat mudah dengan kemas.
ENGLISH LANGUAGE
BI 1 Listen to and respond appropriately
(BI 1.2)
1 Can listen but unable yet to respond appropriately.
2 Can follow simple instructions.
3 Can respond to stimulus appropriately.
117
KOD KONSTRUK
STANDARD PRESTASI
TAHAP PENGUASAAN
TAFSIRAN
BI 2 Respond to conversations appropriately
(BI 1.3)
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.
BI 3 Read single syllable words
(BI 2.2)
1 Can recognise letters of the alphabet.
2 Can recognise and sound out letters of the alphabet.
3 Can read single syllable words correctly.
BI 4 Read phrases and sentences
(BI 2.3)
1 Can read words.
2 Can read words and phrases with understanding.
3 Can read simple sentences with understanding.
BI 5 Write words and phrases
(BI 3.2)
1 Can copy recognisable words.
2 Can write words in legible print.
3 Can write words and phrases neatly in legible print.
118
KOD KONSTRUK
STANDARD PRESTASI
TAHAP PENGUASAAN
TAFSIRAN
BAHASA CINA
BC 1 听说技能-理解指示,作出反应
(BC 1.2)
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。
BC 2 听说技能-沟通的能力
( BC 1.4, BC 1.5)
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。
BC 3 阅读技能-认读字词,短语和句子
( BC 2.4, BC 2.5)
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。
119
KOD KONSTRUK
STANDARD PRESTASI
TAHAP PENGUASAAN
TAFSIRAN
BC 4 阅读技能-理解阅读材料
(BC 2.6, BC 2.7)
1 能阅读浅白故事。
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。
BC 5 书写技能
( BC 3.2, BC 3.3)
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。
BAHASA TAMIL
BT 1 வகடடலதிறனுமவபசசுததிறனும
(BT 1.3, BT 1.4)
1 எழுததுககளவழிகொடடுதலுடனஉசெரிததல.
2 எழுததுககளெரியொகஉசெரிததல.
3 எழுததுககளயுமமெொறககளயுமெரியொகஉசெரிததல.
120
KOD KONSTRUK STANDARD PRESTASI
TAHAP PENGUASAAN
TAFSIRAN
BT 2 வகடடலதிறனுமவபசசுததிறனும
(BT 1.5)
1 ெரியொனமெொறககளபயனபடுததிவபசுதல.
2 ெரியொனமெொறககளயுமமெொறமறொடரககளயுமபயனபடுததிவபசுதல.
3 ெரியொனமெொறகள,
மெொறமறொடரமறறுமவொககியஙககளபயனபடுததிபணிவுடனவபசுதல.
BT 3 எழுததுககளஅகடயொளமகணடுமெொறககளவொெிததல
(BT 2.2)
1 வழிகொடடுதலுடனஎழுததுகககளஅகடயொளமகொணுதல.
2 எழுததுககளஅகடயொளமகொணுதலஆனொலமெொறககளவழிகொடடுதலுடனவொெிததல.
3 எழுததுககளஅகடயொளமகணடுமெொறககளெரியொகவொெிததல.
BT 4 வொககியஙககளவொெிததல
(BT 2.3)
1 மெொறககளவழிகொடடுதலுடனவொெிததல.
2 மெொறககளயுமமெொறமறொடரககளயுமவொெிததல.
3 எளிகமயொனவொககியஙககளபுரிதலுடனவொெிதது,
வொெிததவறகறபணிவுடனவிவரிததல.
BT 5 எழுததுததிறன
(BT 3.2)
1 மெொறககளபொரததுஎழுதுவர. 2 மெொறமறொடரககளபொரததுஎழுதுவர. 3 வொககியஙககளமுகறயொகவுமவரிவடிவததுடனுமபொரததுஎழுதுதல.
121
SPIRITUALITY, ATTITUDES AND VALUES STRAND
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
ISLAMIC EDUCATION
PI 1 Know hijaiyahletters
(PI 1.1)
1 Can say single hijaiyahletters.
2 Can identify and sound out some short vowels.
3 Can identify and sound out all short vowels in the correct manner.
PI 2 Memorise Quranic verses from juzuk Amma
(PI 1.2)
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.
PI 3 Acquire basic Arabic
(PI 1.3)
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.
122
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
PI 4 Know kalimah syahadah
(PI 2.1)
1 Can recite kalimah لا إله إلا الله.
2 Can recite kalimah syahadah.
3 Can recite kalimah syahadah and state the meaning in the correct manner.
PI 5 Know the foundation of faith in Allah
(PI 2.2)
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.
PI 6 Know the Six Pillars of Iman
(PI 2.4)
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.
PI 7 Know the Five Pillars of Islam
(PI 2.5)
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.
123
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
PI 8 Perform wudhu
(PI 3.2)
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.
PI 9 Simulate prayer
(PI 3.4)
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.
PI 10 Know theSirah of Prophet Muhammad SAW
(PI 4.1 , PI 4.2)
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.
PI 11 Apply good manners in life
(PI 5.1)
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.
124
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
PI 12 Read words with two syllables
(PI 6.2)
1 Can recognise and sayJawi letters.
2 Can sound outJawi letters correctly.
3 Can read words with two syllables correctly.
PI 13 Write Jawi letters
(PI6.3)
1 Can write some single Jawi letters.
2 Can write single Jawi letters correctly.
3 Can copy words with two syllables correctly.
MORAL EDUCATION
PM 1 Kindness – Helping others
(PM 2.1)
1 Can state ways to offer assistance.
2 Can offer assistance when requested.
3 Can offer assistance voluntarily.
PM 2 Responsibility – To carry out self responsibilities
(PM 3.1)
1 Can talk about self responsibilities.
2 Can carry out responsibilities as a pupil based on stimulus given.
3 Can carry out responsibilities as a pupil.
125
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
PM 3
Gratitude – Show gratitude
(PM 4.1)
1 Can express gratitude based on stimulus given.
2 Can express gratitude in specific situations.
3 Can practise gratitude with politeness.
PM 4
Courtesy – Be polite in speech and behaviour
(PM 5.1)
1 Can state examples of polite speech and behaviour.
2 Can be polite in speech and behaviour based on stimulus given.
3 Can be polite in speech and behaviour in various situations.
PM 5
Respect – Be respectful to others
(PM 6.1)
1 Can state examples of being respectful to others.
2 Can demonstrate respectful behaviour towards familiar people.
3 Can show respect to others.
PM 6
Courage – Be courageous in attempting new tasks
(PM 9.1)
1 Can attempt tasks courageously based on stimulus given.
2 Can attempt specific tasks courageously.
3 Can attempt new tasks courageously with confidence.
126
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
PM 7 Honesty – Be honest in life
(PM 10.1)
1 Can state examples of honest behaviour.
2 Can speak truthfully with others.
3 Can show honesty in various situations.
PM 8 Diligence – Diligence in carrying out tasks
(PM 11.1)
1 Can state examples of diligence.
2 Can display diligence when carrying out specific tasks.
3 Can practise diligence in carrying out various tasks.
PM 9 Cooperation – Able towork together in carrying out tasks
(PM 12.1)
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.
PM 10 Tolerance – Be tolerant in interactions
(PM 14.1)
1 Can demonstrate tolerance based on stimulus given.
2 Can demonstrate tolerance in specific situations.
3 Can demonstrate tolerance in various situations.
127
PERSONAL COMPETENCE STRAND
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
KD 1 Know and manage one’s emotions
(KD 1.1)
1 Can express one’s emotions.
2 Can express one’s emotions based on situations.
3 Can manage one’s emotions in various situations.
KD 2 Know the emotions of others
(KD 1.2)
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.
KD 3 Develop positive self-concept
(KD 2.1)
1 Can demonstrate positive self-concept with stimulation.
2 Can demonstrate some positive self-concept.
3 Can demonstrate positive self-concept in various situations.
128
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DDESCRIPTOR
KD 4 Develop self-control
(KD 2.2)
1 Can exercise self-control with guidance.
2 Can exercise self-control in some situations.
3 Can exercise self-control in various situations.
KD 5 Develop confidence to communicate
(KD 2.3)
1 Can interact with certain people only.
2 Can interact with other people.
3 Can interact and give opinion with confidence in various situations.
KD 6 Understand the needs, feelings and opinion of others
(KD 3.1)
1 Can understand the needs of others with guidance.
2 Can understand others’ feelings based on non-verbal expressions.
3 Can respect others’ feelings and opinion in various situations.
129
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
KD 7 Use social skills in interaction
(KD 3.2)
1 Can use social skills with guidance.
2 Can adapt oneself in certain situations.
3 Can practice social etiquette in various situations.
130
PHYSICAL AND AESTHETIC DEVELOPMENT STRAND
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
PHYSICAL DEVELOPMENT
FK 1 Development of fine motor skills
(FK 1.1)
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.
FK 2 Development of gross motor skills - Locomotor
(FK 2.2)
1 Can perform locomotor movements.
2 Can perform a combination of locomotor movements.
3 Can perform locomotor movements with spatial awarenes.
FK 3 Development of gross motor skills – Non-locomotor
(FK 2.3)
1 Can perform some non-locomotor movements.
2 Can perform non-locomotor movements.
3 Can perform a combination of non-locomotor movements.
FK 4 Manipulative skills
(FK 3.1)
1 Can perform only one manipulative skill.
2 Can perform manipulative skills in specific situations only.
131
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
3 Can perform manipulative skills in various situations.
FK 5 Rhythmic movements
(FK 4.1)
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.
FK6 Personal and Reproductive health
(FK 5.1)
1 Can look after personal health with guidance.
2 Can look after personal health independently.
3 Can practise good personal hygiene in daily life.
FK 7 Personal safety
(FK 5.3)
1 Can practise personal safety with guidance.
2 Can practise personal safety independently.
3 Can practise personal safety at all times.
132
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
FK8 Healthy and safe eating habits
(FK 6.1)
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.
CREATIVITY AND AESTHETIC
KE 1 Sing songs from various repertoire
(KE 1.1)
1 Can sing songs with guidance.
2 Can sing songs independently.
3 Can sing songs according to melody and with correct pronunciation.
KE 2 Play percussions
(KE 1.2)
1 Can produce sound using percussion instruments.
2 Can play percussion instruments creatively.
3 Can play a variety of percussion and improvised instruments creatively.
133
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
KE 3 Move according to music
(KE 1.3)
1 Can move according to lyrics of songs.
2 Can move according to tempo.
3 Can make creative body movements according to music.
KE 4 Express creative ideas in art works
(KE 3.3)
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.
KE 5 Appreciate art works
(KE 3.4)
1 Can appreciate one’s art works.
2 Can appreciate other’s art works with guidance.
3 Can appreciate other’s art works.
134
SCIENCE AND TECHNOLOGY STRAND
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
EARLY SCIENCE
SA 1
Observation skills
(SA 2.1)
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.
SA 2 Classification skills
(SA 2.2)
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.
SA 3 Measurement Skills
(SA 2.3)
1 Can compare measurements of objects.
2 Can compare and measure length or height of objects using non-standard measurement units.
3
Can measure length, weigh objects and measure liquid using non-standard measurement units.
135
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
SA 4 Prediction skills
(SA 2.5)
1 Can predict based on stimulus.
2 Can predict based on prior experience.
3 Can predict based on observations and activities.
SA 5 Communication skills
(SA 2.6)
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.
SA 6 Exploration skills
(SA 3.1, SA 4.1, SA 5.1)
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.
136
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
EARLY MATHEMATICS
MA 1 Matching skills
(MA 1.1)
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.
MA 2 Skills of comparing quantities of objects
(MA 1.2)
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.
MA 3 Seriation skills
(MA 1.3)
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.
MA 4 Pattern generating skills
(MA 1.4)
1 Can copy patterns only.
2 Can complete given patterns.
3 Can produce patterns with one’s own creativity.
MA 5 Understanding consistency 1 Can state the concept of consistency based on stimulus.
137
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
(MA 1.5) 2 Can explain only one aspect of consistency.
3 Can explain consistency in terms of length, mass and volume.
MA 6 Knowledge of numbers
(MA 2.1)
1 Can count objects.
2 Can use shapes to represent quantity of objects.
3 Can match numerals with quantity of objects from 1 – 10.
MA 7 Arranging numbers 1 – 10 in ascending and descending order
(MA 2.1)
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.
MA 8 Counting in tens up to 100
(MA 2.4)
1 Can count in tens up to 50.
2 Can count in tens up to 100 in ascending order.
3 Can count in tens up to 100 in ascending and descending order.
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CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
MA 9 Solve operation of addition within 18
(MA 3.1)
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.
MA 10 Solve operation of subtraction within 18
(MA 3.2)
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.
MA 11 Usage of money of different values
(MA 4.1)
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.
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CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
MA 12 Understanding time in daily life
(MA 5.1)
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.
MA 13 Knowledge on shapes
(MA 6.2)
1 Can name two dimensional shapes.
2 Can name two and three dimensional shapes.
3 Can produce new shapes from a combination of three dimensional shapes.
MA 14 Produce creative models
(MA 6.3)
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.
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HUMANITIES STRAND
CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
KM 1 Understand oneself and one’s relationship with family
(KM 1.1)
1 Can talk about oneself.
2 Can talk about oneself and family.
3 Can talk about roles and responsibilities of oneself and family.
KM 2 Understand one’s relationship with the school
(KM 2.2)
1 Can talk about one’s class.
2 Can talk about one’s school.
3 Can show pride of one’s school.
KM 3 Be responsible in caring for public facilities
(KM 2.3)
1 Can recognise symbols of public facilities.
2 Can state ways to use public facilities correctly.
3 Can care for public facilities.
KM 4 Know Malaysia
(KM 3.1)
1 Can name one’s home state.
2 Can talk about one’s home state.
3 Can talk about Malaysia.
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CODE CONSTRUCT
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
KM 5 Express love for the country
(KM 3.2)
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.
KM 6 Appreciate Malaysian cultural heritage
(KM 4.1)
1 Can state the main festivals in Malaysia.
2 Can talk about Malaysian cultural heritage.
3 Can participate in Malaysian cultural heritage activities.
KM 7 Express love for the environment
(KM 5.1, KM 5.2, KM 5.3)
1 Can state ways to care for the environment.
2 Can talk about issues and ways to care for the environment based on the stimulus given.
3 Can care for the environment.
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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
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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
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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
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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
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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)
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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
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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
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