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EDISI TERJEMAHAN BAHASA INGGERIS

Dokumen Standard Kurikulum dan Pentaksiran Semakan 2017

(EDISI TERJEMAHAN BAHASA INGGERIS)

Bahagian Pembangunan Kurikulum

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

vii

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

viii

NATIONAL PRINCIPLES

INDEED, Our Country Malaysia aspires to achieving a greater unity for all her peoples: Maintaining a democratic way of life;

Creating a just society in which the wealth of the nation shall be equitably shared; Ensuring a liberal approach to her rich and diverse cultural traditions, and;

Building a progressive society which shall be oriented to modern science and technology;

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

BELIEF IN GOD LOYALTY TO KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION RULE OF LAW

GOOD BEHAVIOUR AND MORALITY

x

FALSAFAH PENDIDIKAN KEBANGSAAN

“Pendidikan di Malaysia adalah suatu usaha berterusan

ke arah memperkembangkan lagi potensi individu secara menyeluruh

dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis

dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan

dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk

melahirkan warganegara 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)

xi

NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an on-going effort towards further developing the

potential of individuals in a holistic and integrated manner, so as to

produce individuals who are intellectually, spiritually, emotionally and

physically balanced and harmonic, based on a firm belief in and devotion

to God. Such an effort is designed to produce Malaysian citizens who are

knowledgeable and competent, who possess high moral standards and

who are responsible and capable of achieving high level of personal 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)

xii

DEFINISI KURIKULUM KEBANGSAAN

3. Kurikulum Kebangsaan

(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk kurikulum

dan kegiatan kokurikulum yang merangkumi semua pengetahuan,

kemahiran, norma, nilai, unsur kebudayaan dan kepercayaan

untuk membantu perkembangan seseorang murid dengan sepenuhnya

dari segi jasmani, rohani, mental dan emosi serta untuk menanam dan

mempertingkatkan nilai moral yang diingini dan untuk menyampaikan

pengetahuan.

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997

[PU(A)531/97]

xiii

NATIONAL CURRICULUM DEFINITION

3. National Curriculum

(1) An educational programme that includes curriculum and co-

curricular activities which encompasses all the knowledge, skills, norms,

values, cultural elements and beliefs to help develop a pupil fully with

respect to the physical, spiritual, mental and emotional aspects as well

as to inculcate and develop desirable moral values and to transmit

knowledge.

Source: Education Regulations (National Curriculum) 1997

[PU(A)531/97

xiv

KATA PENGANTAR Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang

dilaksanakan mulai tahun 2010 telah disemak semula bagi

memenuhi tuntutan dasar baharu di bawah Pelan Pembangunan

Pendidikan Malaysia (PPPM) 2013-2025 kualiti kurikulum yang

dilaksanakan setanding dengan standard antarabangsa.

Kurikulum berasaskan standard yang menjadi amalan

antarabangsa telah dijelmakan dalam KSPK menerusi

penggubalan Dokumen Standard Kurikulum dan Pentaksiran

(DSKP) yang mengandungi Standard Kandungan, Standard

Pembelajaran dan Standard Prestasi.

Usaha memasukkan Standard Prestasi di dalam dokumen

kurikulum telah mengubah landskap sejarah sejak Kurikulum

Kebangsaan dilaksanakan di bawah Sistem Pendidikan

Kebangsaan. Menerusinya murid dapat ditaksir secara

berterusan untuk mengenal pasti tahap penguasaannya dalam

sesuatu bidang pembelajaran serta membolehkan guru

membuat tindakan susulan bagi mempertingkatkan

perkembangan murid.

DSKP yang dihasilkan juga telah menyepadukan enam tunjang

Kerangka KSPK, mengintegrasikan pengetahuan, kemahiran

dan nilai, serta memasukkan secara eksplisit Kemahiran Abad

Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan

tersebut dilakukan untuk melahirkan insan seimbang dan

harmonis dari segi intelek, rohani emosi dan, jasmani

sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.

Bagi menjayakan pelaksanaan KSPK, pengajaran dan

pembelajaran guru perlu memberi penekanan kepada KBAT

dengan memberi fokus kepada pendekatan Pembelajaran

Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek supaya

murid dapat menguasai kemahiran yang diperlukan dalam abad

ke-21.

Kementerian Pendidikan Malaysia (KPM) merakamkan setinggi-

tinggi penghargaan dan ucapan terima kasih kepada semua

pihak yang terlibat dalam penggubalan KSPK Pendidikan Khas

(Semakan 2017). Semoga pelaksanaan KSPK Pendidikan Khas

mencapai hasrat dan matlamat Sistem Pendidikan Kebangsaan.

Dr. SARIAH BINTI ABD. JALIL

Pengarah

Bahagian Pembangunan Kurikulum

KSPK EDISI BAHASA INGGERIS

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 Standards-Based Curriculum and

Assessment Document is the main platform which provides

teachers with guidance for fulfilling the needs of the nation in

preparing a preschool education of international standard for the

present and future generations.

The National Preschool Standards-Based Curriculum and

Assessment Document has been developed based on

developmentally appropriate practices and child development

theories. The contents of the document encompass six strands

namely Communication, Spirituality, Attitudes and Values,

Humanity, Physical Development and Aesthetics, Science and

Technology and Personal Competence.

Higher Order Thinking Skills (HOTs) have been explicitly stated

in the Learning Standards. Teachers will have to translate the

Learning Standards with emphasis on HOTs in teaching and

learning in the classroom.

It is hoped that the contents in this document will help the

teachers to plan and execute teaching and learning effectively.

Activities planned should be able to provide enriching and fun

learning experiences for pupils while engaging them actively in a

conducive and safe environment. Teachers are encouraged to

creatively choose, arrange, devise and develop various activities

based on the Learning Standards that cater to the needs of pupils.

It is hoped that teachers will be able to appreciate and implement

the requirements which are specified in the curriculum in order to

achieve its aim and objectives.

The contents that are learnt in preschool are basic skills and

knowledge essential for pupils as preparation for primary

education.


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AIM Preschool education aims to develop the potential of children

between the ages of four to six in a comprehensive and integrated

manner with respect to their physical, emotional, spiritual,

intellectual and social development in a safe and enriching

learning environment through fun, creative and meaningful

activities. This is to improve skills, cultivate confidence and

develop a positive self-concept in pupils to prepare them to face

challenges and participate in further learning.

.

OBJECTIVES The National Preschool Standards-Based Curriculum provides

children with opportunities to achieve the following objectives:

1. Use language to communicate effectively.

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

3. Practise moral values of the Malaysian society.

4. Appreciate and show sensitivity towards the various

cultures of the Malaysian society.

5. Love and appreciate the environment.

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

7. Practise a healthy lifestyle, develop physical fitness and

ensure personal safety.

8. Develop creativity and aesthetics.

9. Apply critical, creative and innovative thinking and problem-

solving skills in learning as well as in daily life.


3

THE NATIONAL PRESCHOOL STANDARDS-BASED CURRICULUM FRAMEWORK The National Preschool Standards-Based Curriculum is

developed based on six learning strands; Communication,

Sprituality, Attitudes and Values, Humanity, Personal

Competence, Physical Development and Aesthetics, and

Science and Technology.

These six learning strands are the main domains that

complement one another and are integrated with critical, creative

and innovative thinking. The integration aims to develop human

capital that appreciates moral values based on religion,

knowledge, competence, creative and critical thinking and

innovation as illustrated in Figure 1.

Figure 1: The Framework for National Preschool Standards-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 must be learnt by all

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

compulsory for them to learn Chinese or Tamil Language.

Spirituality, Attitudes and Values Strand

The Spirituality, Attitudes and Values Strand gives priority to the

appreciation of religious practises, beliefs, attitudes and values.

This strand contains two disciplines namely Islamic Education

and Moral Education. Islamic Education will be learnt by Muslim

pupils while Moral Education will be learnt by non-Muslim pupils.

Humanity Strand

The Humanity Strand emphasises on the acquisition of

knowledge and practises of the local community and the

environment, the country and the world as well as instilling

patriotism and unity.

Personal Competence Strand

The Personal Competence Strand emphasises the development

of socio-emotional, interaction skills and social skills amongst

pupils. The development of leadership and personality is fostered

through curricular and extra-curricular activities.

Physical Development and Aesthetics Strand

The Physical Development and Aesthetics Strand emphasises

physical development and health for personal well-being and

nurturing of imagination, creativity, talents and appreciation of

arts among pupils. This strand comprises Physical Development

and Healthcare as well as Creativity and Aesthetics.

Science and Technology Strand

The Science and Technology Strand emphasises scientific

knowledge, skills and attitudes as well as mathematical

knowledge and skills. This strand comprises of Early Science and

Early Mathematics.


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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 Standards-

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 Standards-Based

Curriculum contributes to the attainment of 21st century skills

among pupils.

Table 1: 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 collaborative


6

PUPILS’ PROFILE

DESCRIPTION

activities, which in turn enable them to

become better leaders and team

members.

Inquisitive

Pupils are able to develop natural

inquisitiveness to explore new

strategies and ideas. They learn skills

that are necessary for inquiry and

research, as well as display

independent traits in learning. Pupils are

able to enjoy continuous life-long

learning experiences.

Virtuous

Pupils have a sense of integrity and

sincerity, equality, fairness and respect

for individuals, groups and community.

They are responsible for their actions,

reactions and decisions.

Informative

Pupils are able to obtain knowledge and

develop a broad and balanced

understanding across various

disciplines. They can explore

knowledge effectively in terms of local

and global contexts. They understand

issues related to ethics or laws

regarding information that they have

acquired.

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.


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Table 2: Thinking levels in HOTs

HOTS Explanation

Application Using knowledge, skills and

values in different situations to complete a task.

Analysis

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

Evaluation

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

Creation Produce creative and innovative idea, product or method.

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

reasoning and reflecting to solve problems, make decisions, be

innovative and be able to create. HOTs encompasses critical and

creative thinking skills, reasoning and thinking strategies.

Critical Thinking Skills is the ability to evaluate ideas logically

and rationally in order to make reasonable judgements based on

valid reasons and evidences.

Creative Thinking Skills is the ability to produce or create

something new and valuable using original and imaginative

thinking unconventionally.

Reasoning Skills is the ability of individuals to make

considerations and evaluations logically and rationally.

Thinking Strategies is a way of thinking that is structured and

focused on problem solving.

HOTS can be applied in the classroom through reasoning

activities, inquiry learning, problem solving and project work.

Teachers and pupils need to use thinking tools such as thinking

maps and mind maps as well as higher order questioning

techniques to encourage pupils to think.

LEARNING ENVIRONMENT

Learning environment refers to the atmosphere and the physical

surroundings where teaching and learning takes place. It is one

of the key elements in preschool education and should be

planned so that an interactive and conducive learning

environment can be realised.


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.

Involve pupils 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 pupils to 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 Standards-Based Curriculum

and Assessment Document, there are learning standards

specifically for pupils aged 4+ only. However, for pupils aged 5+

who have not acquired the standards, teachers can conduct

teaching and learning based on learning standards for 4+.

There are various teaching and learning strategies which can be

used by teachers, they are:

Child-Centred Learning

Child-centred learning involves pupils’ active participation in the

learning activity, and pupils are responsible for their own learning.

Pupils take on an important role in the learning process as

learning is driven by their interest, encouragement and needs.

Pupils are given the choice to choose activities, materials and

time while learning. Teachers facilitate and guide the learning

activity.

Learning Through Play

Learning through play is planned and structured to provide pupils

with opportunities to learn in a free and safe environment, which

is enjoyable and meaningful. It is emphasised in preschool

education as play is a natural behaviour of pupils. Play allows

pupils to explore, make discoveries and build experiences in a

natural way. Physical, socio-emotional, cognitive, language

development and pupils’ potential are enhanced and maximised.


10

Inquiry Based Learning

Inquiry based learning allows pupils to build their own knowledge

and understanding through investigation and exploration based

on their existing knowledge. It is implemented through project-

based learning, scientific investigation; problem-based learning

and collaborative learning in order to produce pupils who are

knowledgeable and able to apply higher order thinking skills. The

teaching and learning process of inquiry based learning is

focused on “learning by doing” which engages pupils to be

involved in activities such as exploration, investigation,

questioning, reflective thinking and discovery of new knowledge.

Inquiry-based learning emphasises the ‘why’ and ‘how’ as

compared to ‘what’ in any situation. Inquiry-based learning

boosts critical, creative and innovative thinking which promotes

self-access learning. This arouses curiosity and encourages

pupils to question. At the same time, pupils will be able to reflect

throughout the learning process.

Integrated Approach

This approach integrates two or more skills to be acquired by

pupils in one lesson. Teachers need to use pupils’ daily

experiences in teaching and learning in the classroom. It allows

pupils to understand the realities of life and gives them the

understanding that situations in life are inter-related and not be

seen as separate situations.

Learning is conducted in a holistic and integrated manner and not

separated into individual learning disciplines. Integration also

involves integration of skills, integration of skills and values,

integration among strands, integration among activities as well as

various methods and techniques.

Learning through integrated approach allows for diversity as the

needs of pupils differ in terms of development, interest and

abilities as well as their background.


11

Thematic Approach

The thematic approach is organising the curriculum and learning

through a chosen theme or topic according to the suitability of

time, place, interest, background and level of 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


12

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

given to pupils to learn according to their abilities. Enrichment and

remedial activities should be included in teaching and learning.

This entails adequate time and high quality teaching and learning.

Contextual Learning

Contextual learning is a learning method which integrates

learning content with daily experiences of the pupil, community

and the working world. This learning method provides concrete

learning opportunities which involve hands-on and minds-on

activities.

Learning takes place when pupils are able to process information

learnt or new knowledge acquired in a meaningful manner.

Learning becomes more effective if information is disseminated

in various contexts and in a meaningful manner to pupils.

Emphasis should be given to diverse learning environments in

order to achieve meaningful learning. Teachers are encouraged

to choose or create different learning environments which will

encompass a range of learning experiences in social, cultural,

physical or psychological contexts in order to obtain the aspired

learning outcomes.

Multiple Intelligences

Multiple intelligences is an important theory as it is closely related

to the field of education. Every pupil has various intelligences

and ways of thinking, responding and learning which differ from

one another.

There are at least eight intelligences. They are:

Verbal-linguistic intelligence: the ability to use words

effectively in oral and writing.

Logical-mathematical intelligence: the ability to use

numbers effectively, have the ability of logic, wise

reasoning and arguing.

Visual-spatial intelligence: the ability to identify and

visualise forms, space, colour and lines.

Kinaesthetic intelligence: the ability to use one’s body to

express ideas, feelings and solve problems.

Musical intelligence: the ability to identify rhythm and

songs.

Interpersonal intelligence: the ability to understand feelings,

motivation, habits and desires of others.

Intrapersonal intelligence: the ability to understand one’s

strengths, weaknesses, desires and wants.


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 which develops pupils’

intelligence and interests to the maximum level.

INVOLVEMENT OF PARENTS AND THE LOCAL

COMMUNITY

1. Explanation of the preschool curriculum and its

implementation should be disseminated to

parents/guardians to create awareness about preschool

education and obtain their cooperation to ensure smooth

and effective teaching and learning.

2. Sharing of information between the teacher and

parents/guardians is essential to assist in pupils’ learning

and to ensure the continuity of teaching and learning from

the school to the home and vice versa.

3. Good relationship between the school and

parents/guardians as well as the local community will assist

in giving positive and meaningful learning experience to

pupils.

CHILDREN WITH SPECIAL NEEDS

1. Teachers need to plan strategies to address learning

difficulties by identifying and taking appropriate actions in

order to assist pupils with special needs. Actions that can

be taken are as follows:

Identify pupils’ levels, differences in learning and their

needs, in order to plan suitable teaching and learning

strategies.

Prepare portfolios to compile works and to record

pupils’ development and learning progress.

Diversify learning content and activities for effective

teaching and learning.

Modify learning resources based on pupils’ needs.

2. Teachers can use the Special Needs Children Placement

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

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

have learning difficulties. Teachers need to discuss with

parents/guardians if they identify pupils who show traits of


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


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);


15

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 and proud to be

Malaysians.

6. Creativity and Innovation

Creativity is the ability to use imagination in gathering,

assimilating and generating ideas or creating something

new or original through inspiration or combination of

existing ideas.

Innovation is the application of creativity through

modification and putting ideas into practice.

Creativity and innovation are inter-connected and

needed to ensure the development of human capital to

meet the challenges of the 21st Century.

Elements of creativity and innovation should be

integrated in teaching and learning.

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.


16

9. Global Sustainability

The elements of Global Sustainability aims to produce

pupils of sustainable thinking who are responsive to their

environment in their daily life by applying knowledge,

skills and values obtained through elements of

Sustainable Consumption and Production, Global

Citizenship and Solidarity.

Global sustainable elements are essential in preparing

pupils to face challenges and current issues in various

situations, be it locally and globally.

These elements are taught directly or embedded in

related lessons.

10. Financial Literacy

The integration of Financial Literacy element in lessons

is aimed at developing future generations who are

capable of making sensible financial decisions,

practising ethical financial management as well as

managing financial affairs responsibly.

The elements of Financial Literacy can be applied directly

or embedded in lessons. This can be integrated in the

topic such as ‘Money’ comprising explicit financial

elements e.g. simple interest calculations and compound

interest. Financial literacy is integrated through related

topics across the curriculum. Exposure to financial

management in real life is necessary in order to prepare

pupils with knowledge, skills and values that can be

applied effectively and meaningfully.

SCHOOL-BASED ASSESSMENT

School-based assessment is an integral part of assessment

which enables teachers to derive information on pupils’

development and is planned, implemented and reported by

teachers. This is a continuous process which is conducted

formally and informally that enables teachers to determine pupils’

actual level of performance. School-based assessment should be

conducted in a holistic manner based on the principles of

inclusivity, authenticity and localised. The information derived

from this assessment can be used by the school management,

teachers, parents/guardians and pupils to plan follow-up actions

to further improve pupils’ learning.

School-based assessment can be conducted as formative and

summative assessment by teachers. Formative assessment can

be conducted during the teaching and learning process, while


17

summative assessment can be conducted at the end of a learning

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

administer, evaluate, record and report on pupils’ performance

level based on the Standards-Based Curriculum and Assessment

Document. Teachers need to use their discretion and

professional judgement in order to determine their pupils’

performance levels.

Assessment in preschool is a process which involves various

methods to obtain information on pupils’ development and

learning. It is a basic and important continuous process in


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 Standards-Based Curriculum.

5. Identify the effectiveness of teaching as well as learning

opportunities and the environment provided.

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

Develop and maximise pupils’ potential.

Assist in pupils’ learning.

Improve teaching methods.


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PRESCHOOL ASSESSMENT IMPLEMENTATION

PRINCIPLES

1. Assessment encompasses cognitive, affective and

psychomotor aspects in tandem with the National

Preschool Standards-Based Curriculum.

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

3. Assessment is carried out continuously.

4. Assessment methods should be valid and reliable; in

accordance to pupils’ development and based on scientific

methods.

Criterion-based assessment and not a comparison

between pupils.

Assessment method is through continuous observation

and assessment of pupils’ works. Tests or formal exams

should not be conducted.

Data collected should be analysed so that reporting is

done in a valid and reliable manner.

Implementation of systematic documentation. Examples

of assessment records are checklist, rating scale,

anecdote record, running record, time sampling and

event sampling.

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

rights taken into consideration.

CONTENT ORGANISATION

The National Preschool Standards-Based Curriculum is

organised with emphasis on Content Standards, Learning

Standards and Performance Standards.

Table 4: Organisation of NPSC

CONTENT 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.


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Minimum Time Allocation

Minimum time allocation for preschool education should be

adhered to as follows:

1. Preschool has to be carried out for at least four hours a day

(including recess), that is, 20 hours a week for pupils aged 5+.

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

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

pupils aged 4+.

3. Bahasa Melayu is used as the instructional language for at

least 600 minutes in preschools where Bahasa Melayu is

the medium of instruction.

4. Bahasa Melayu is used as the instructional language for at

least 400 minutes in preschools where Bahasa Melayu is

not the medium of instruction.

5. English Language is used as the instructional language for

at least 600 minutes in preschools where Bahasa Melayu

is the medium of instruction.

6. English Language is used as the instructional language for

at least 400 minutes in preschools where Bahasa Melayu

is not the medium of instruction.

7. Islamic Education must be taught in preschools if there are

at least 5 or more Muslim pupils and should be taught by a

certified Islamic Education teacher for at least two hours a

week.

8. Moral Education must be taught in preschools if there are

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

a week.

Teaching and Learning Time Allocation

Planning of daily activities in preschool should be based on time

allocation as in Table 4. However, teachers are given the

flexibility to arrrange the timetable according to the needs of

pupils.


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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:

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

include circle time, recess and reflection.

Circle Time

Circle Time is to prepare preschoolers mentally and

emotionally to focus on the learning activities of the day.

Activities during Circle Time such as sharing of ideas and

information; storytelling, singing, and other activities can

increase their vocabulary; and improve their social skills and

encourage the involvement of preschoolers actively. The time

allocated for Circle Time is 20 minutes daily.

Recess

In preschool education, recess is part of teaching and

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

well as for physical and mental relaxation. Recess can be

used to involve pupils in food and dining preparation.

Aspects of self-management, manners, healthy eating and

balanced diet should be emphasised during recess. Time

allocated for recess is 30 minutes daily.


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Reflection

Reflection provides opportunities for teachers and pupils to

reflect on their learning and happenings of the day. In

addition, teachers and pupils can discuss about further

learning. The time allotted for reflection is 10 minutes daily.

2. Learning Activities

Learning activities provide opportunities for teachers to

choose appropriate teaching strategies to allow pupils to

carry out exploration and experiment, problem solving and

promote critical thinking. There are various ways and

methods that can be used, they include thematic approach,

project-based learning and using learning centres.

The time allocated for Integrated Learning activities are:

(i) 500 minutes a week in National Schools.

(ii) 440 minutes a week in National Type Schools.

Outdoor Activity

Outdoor Activity are activities that are carried out outside the

classroom. It helps build fitness and stimulate pupils' intelligence

as well as provide opportunities for pupils to interact and explore

their surroundings. Through these activities, pupils' awareness of

health and safety as well as sensitivity to the environment can be

improved. Outdoor Activity should be carried out every day as

follows:

1. Physical Activity

Physical activity involves body movements that require

energy to improve one’s physical fitness and health. Physical

activity is very important for pupils’ development and basis for

a healthy and active lifestyle. In addition, physical activity

promotes body fitness, dexterity and coordination as well as

cognitive development, social competence and emotional

maturity. Time allocation for Physical Activity is 30 minutes

per session and is carried out twice a week.

2. Free Play

Free play provides opportunities for pupils to make their own

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

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

pupils benefit in terms of physical, emotional, cognitive and

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

interact and negotiate effectively; able to share and

collaborate with others; as well as develop problem solving

skills.


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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


24

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


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


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4+ 5+

BM 1.3 Mendengar dan mengecam bunyi bahasa


BM 1.3.1 BM 1.3.2 BM 1.3.3

Mendengar dan menyebut abjad 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 1.3.4 BM 1.3.5

Mendengar, mengecam dan menyebut perkataan Menyebut dan memberi respons terhadap perkataan yang didengar

BM 1.4 Berinteraksi menggunakan ayat mudah


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


27


4+ 5+

BM 1.5 Bertutur untuk menyampaikan idea


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

BM 1.5.2 Menyampaikan idea secara kritis tentang sesuatu yang didengar, dilihat atau dialami

BM 2.0 KEMAHIRAN MEMBACA

BM 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


28


4+ 5+

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

BM 2.3 Membina dan membaca suku kata dan perkataan


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


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

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


29


4+ 5+

BM 2.4.4

Membaca dan memahami ayat mudah dengan sebutan yang betul

BM 2.5 Membaca dan memahami bahan bacaan


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


30


4+ 5+

BM 3.1.3 BM 3.1.4 BM 3.1.5

semasa menulis 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


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


31

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


32

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 luas ini bertujuan untuk mengukuhkan asas membaca; menambah kemahiran memahami dan menaakul isi bacaan; meningkatkan kepantasan membaca; serta membina dan mengukuh minat membaca.

2. konsonan Huruf selain vokal (b, d, f, ...).

3. suku kata terbuka Suku kata yang diakhiri dengan vokal.

4. suku kata tertutup Suku kata yang diakhiri dengan konsonan.

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


33

ENGLISH LANGUAGE

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

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

2. communicate using simple sentences with manners.

3. read and understand simple sentences.

4. write words and phrases.

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


34


4+ 5+

BI 1.2 Listen to and respond appropriately


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 to stories

BI 1.3 Listen to, understand and respond in a variety of contexts


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


35


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


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


36


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


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


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.


37


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


38

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


39

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


40

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.


41

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。


42

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。

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。


42

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

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


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


43


4+ 5+

BC 1.4.2 讲述有关自己的事物 BC 1.4.4 讲述生活中所发生的事情

BC 1.4.5 针对事情说出看法

BC 1.5 针对有关情况发问和回答

问题


BC 1.5.1 有礼貌地发问和回答问题 BC 1.5.2

针对不明白或感兴趣的事物发问

BC 1.5.3 针对有关情况发问和回答问题

BC 2.0阅读教学

BC 2.1 理解生活环境中的图像与

符号


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


44


4+ 5+

BC 2.3 认识汉字的基本知识学生能：学生能：

BC 2.3.1 认识汉字起源于图形

BC 2.3.3 认识和说出基本笔画的名称

BC 2.3.2 认识汉字一字一音 BC 2.3.4 认识基本部首和偏旁

BC 2.4 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

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


45


4+ 5+

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

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。


46


4+ 5+

BC 3.2.2

以正确的坐姿写字 (i) 笔画、笔顺正确

(ii) 字体整齐 BC 3.2.3 正确地写出基本笔画

BC 3.3 书面表达


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

தமிழமமொழிக கறறல நடவடிககககளுககுப பிறகு, மொணவரகள:

1. மெவிமடுதத பலவவறு தூணடலகளுககுப பணபுடன துலஙகுவர.

2. எளிய வொககியஙகளினவழி மதொடரபு மகொளவர.

3. எளிய வொககியஙககள வொெிபபர; புரிநது மகொளவர.

4. மெொறகள, மெொறமறொடரகள, எளிய வொககியஙகள ஆகியவறகற எழுதுவர.

உளளடககத தரம கறறல தரம

4+ 5+

BT 1.0 வகடடல திறனும வபசசுத 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

தமிழமமொழி


48


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


மெவிமடுதத வவணடுவகொ¨Çì

ÜÚÅ÷; «¾ற§¸üபò


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

வலலின உயிரமமய எழுததுககள

ஒலிபபர

மமலலின உயிரமமய எழுததுககள

ஒலிபபர

இகடயின உயிரமமய எழுததுககள

ஒலிபபர


49


4+ 5+

BT 1.3.6 குறில, மநடில எழுததுககள

ஒலிபபர

BT 1.4 மெொறககளச ெரியொக

உசெரிபபர

Á¡½Å÷¸û: Á¡½Å÷¸û:

BT 1.4.1

BT 1.4.2

BT 1.4.3

BT 1.4.4

உயிமரழுòÐ¸û மகொணட

மெொறககளச ெரியொக


வலலின ¦Áö¦ÂØòÐ¸¨Çì

¦¸¡ñ¼ மெொறககளî ºÃ¢Â¡¸

¯îºÃ¢ôÀ÷

மமலலின ¦Áö¦ÂØòÐ¸¨Çì


¯îºÃ¢ôÀ÷

இகடயின

¦Áö¦ÂØòÐ¸¨Çì ¦¸¡ñ¼

மெொறககளî ºÃ¢Â¡¸

¯îºÃ¢ôÀ÷

BT 1.4.5

BT 1.4.6

BT 1.4.7

BT 1.4.8

வலலின ¯Â¢÷¦Áö¦ÂØòÐ¸¨Çì


¯îºÃ¢ôÀ÷

மமலலின ¯Â¢÷¦Áö¦ÂØòÐ¸¨Çì


¯îºÃ¢ôÀ÷

இகடயின

¯Â¢÷¦Áö¦ÂØòÐ¸¨Çì ¦¸¡ñ¼

மெொறககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷

குறில, மநடில மெொறககளî ºÃ¢Â¡¸


BT 1.5 மபொருததமொன மெொல,

மெொறமறொடர,

வொககியம

ஆகியவறகறப

Á¡½Å÷¸û: Á¡½Å÷¸û:

BT 1.5.1

தனகனப பறறிய சுய

விவரஙககளக கூறுவர

BT 1.5.4

உறவினரகளின உறவுப

மபயரககளச ெரியொகப

பயனபடுததிப வபசுவர


50


4+ 5+

பயனபடுததிப

வபசுவர BT 1.5.2

BT 1.5.3

குடுமப உறுபபினரகளின

உறவுப மபயரககளச ெரியொகப


மரியொகதச மெொறககளô


BT 1.5.5

BT 1.5.6

ÝÆÖì§¸üÀ ±Ç¢Â

Å¡ì¸¢Âí¸¨Çô ÀÂýÀÎò¾¢ô

§ÀÍÅ÷

À¡¼ò Ð¨½ô¦À¡ÕÇ¢ý

àñ¼Ä¢ýÅÆ¢ ±Ç¢Â

Å¡ì¸¢Âí¸Ç¢ø À¾¢ø ÜÚÅ÷

BT 1.6 சூழலுகவகறப நடிததுக

கொடடுவர

Á¡½Å÷¸û:

BT 1.6.1

கதொபொததிரஙககள ஏறறுச ºÃ¢Â¡ன

பொவகனயில நடிததுக கொடடுவர

BT 2.0 வொெிபபுத திறன

BT 2.1 Òò¾¸ò¨¾î ºÃ¢Â¡É

Ó¨ÈÂ¢ø ¨¸Â¡ûÅ÷

Á¡½Å÷¸û:

BT 2.1.1

BT 2.1.2

BT 2.1.3

Òò¾¸ò¨¾ì ¸ÅÉÁ¡¸ì

¨¸Â¡ûÅ÷

Òò¾¸ò¾¢ý «ÊôÀ¨¼

«õºí¸¨Ç «È¢Å÷

Òò¾¸ò¨¾î ºÃ¢Â¡É

Ó¨ÈÂ¢ø Å¡º¢ôÀ÷

(i) þ¼Á¢ÕóÐ ÅÄõ

(ii) §ÁÄ¢ÕóÐ ¸£ú


51


4+ 5+

BT 2.1.4

(iii) ñ ÁüÚõ Òò¾¸ò¾¢üÌ

þ¨¼Â¢Ä¡É àÃõ

ÌÈ¢Â£Î¸û,

«îºÊì¸ôÀð¼¨Å¸û

¬¸¢ÂÅüÈ¢ý ¦À¡Õ¨Çì

ÜÚÅ÷

BT 2.2

ெரியொன உசெரிபபுடன

வொெிபபர

BT 2.2.1

BT 2.2.2

BT 2.2.3

உயிமரழுததில மதொடஙகும

மெொறககளச ெரியொன

உசெரிபபுடன வொெிபபர

மமயமயழுததில முடியும

மெொறககளச ெரியொன


உயிரமமய எழுததுககளக

மகொணட மெொறககளச ெரியொன


BT 2.2.4

BT 2.2.5

BT 2.2.6

BT 2.2.7

BT 2.2.8

குறமறழுததில, மநடமடழுததில

மதொடஙகும மெொறககளச ெரியொன


ஓமரழுததுச மெொறககளச ெரியொன


ஈமரழுததுச மெொறககளச ெரியொன


மூமவழுததுச மெொறககளச ெரியொன


ºó¾î ¦º¡ü¸¨Çî ºÃ¢Â¡É

¯îºÃ¢ôÒ¼ý Å¡º¢ôÀ÷


52


4+ 5+

BT 2.3 வொெிததுப புரிநது

மகொளவர

Á¡½Å÷¸û: Á¡½Å÷¸û:

BT 2.3.1

BT 2.3.2

மெொலகல வொெிததுப புரிநது

மகொளவர

மெொறமறொடகர வொெிததுப

புரிநது மகொளவர

BT 2.3.3

எளிகமயொன மெொறககளக

மகொணட வொககியஙககள வொெிததுப

புரிநது மகொளவர

BT 3.0 எழுததுத திறன

BT 3.1 எழுதுÅதü¸¡É

¬Âò¾ô ÀÂ¢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


53


4+ 5+

BT 3.2 ºÃ¢Â¡É

ÅÃ¢ÅÊÅòÐ¼ý

àö¨ÁÂ¡¸

±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


BT 3.3.3 எளிய வொககியதகத உருவொககி



54

மெொறகளஞெியம

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

(இகடயினம)

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

முடகட வடிவம

பிகற வடிவம

நடெததிர

வடிவம

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

பொமொ ஆடு

பொபபொ படி

ஆடிப பொடு

ஆகட அணி

மொடிபபடி

அமமொ அழகு

மபரிய வடு

ெிறிய வடு

2.3.2

பொபபொ பொடு

மணிபபுறொ

கொடடுபபகுதி

புததகம பொர

மவளகளககொலணி

சுததம மெய

மொடடுவணடி

பொடம படி


55


56

SPIRITUALITY, ATTITUDES AND VALUES

STRAND


57

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 SAW and emulate him.

4. practise good manners and morality in life.

5. read and write Jawi correctly.


4+ 5+

PI 1.0 AL-QURAN

PI 1.1 Know hijaiyah letters


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)


58


4+ 5+

PI 1.2 Memorise a few Quranic verses from juzuk Amma


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


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


PI 2.1.1

PI 2.1.2

Recite the kalimah ال إله إال هللا

State the meaning of kalimah

ال إله إال هللا

PI 2.1.3

PI 2.1.4 PI 2.1.5

Recite the kalimah syahadah:

أشهد أن ال إله إال هللا وأشهد أن محمدا رسول هللا

State the meaning of the kalimah syahadah Internalise the kalimah syahadah in life


59


4+ 5+

PI 2.2 Understand the foundation of faith in Allah


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 هللا)

(ii) Alhamdulillah (الحمد هلل)

(iii) Allahu Akbar ( هللا أكبر)

PI 2.3 Understand the meaning of names of Allah (Asma’ul Husna)


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


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


60


4+ 5+

(v) Belief in Qiyaamah (Day of

Judgement (vi) Belief in Qada’ and Qadar

(Divine Will and Decree)

PI 2.5 Understand the Five Pillars of Islam


PI 2.5.1 State the Five Pillars of Islam: (i) recite the kalimah 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


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


61


4+ 5+

PI 3.2 Perform wudhu


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


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


62


4+ 5+

PI 3.5 Understand the concept of fasting


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


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


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 Prophet Muhammad SAW’s birth


63


4+ 5+

PI 4.3 Practise the characteristics and attributes of Prophet Muhammad SAW


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


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 sunnah food

Discuss the importance of good manners in life


64


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


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 and ya 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


65

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 behaviour which 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 to moral 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.


66


4+ 5+

PM 1.0 BELIEF IN GOD

PM 1.1 Belief in the existence of God


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


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


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


67


4+ 5+

PM 4.0 GRATITUDE

PM 4.1 Show gratitude for assistance, appreciation and contribution received


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


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


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


68


4+ 5+

PM 8.0 FAIRNESS

PM 8.1 Practise fairness in interactions


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


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


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


69


4+ 5+

PM 12.0 COOPERATION

PM 12.1 Be cooperative in carrying out tasks


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


PM 14.1.1 Provide examples of being tolerant in interactions with friends

PM 14.1.2

Demonstrate tolerance among friends


70

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.


71


72

PERSONAL COMPETENCE

STRAND


73

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 building 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 emotions and 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.


74


4+ 5+

KD 1.0 KNOW AND MANAGE EMOTIONS

KD 1.1 Know and manage one’s emotions


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


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


75


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


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


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


76


4+ 5+

KD 3.2 Use social skills for interaction with others


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


77

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.


78

PHYSICAL DEVELOPMENT AND AESTHETICS

STRAND


79

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

need to be instilled from young so that this will be a good daily practice.

Upon completion of learning activities in the Physical 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.


80


4+ 5+

FK1.0 FINE MOTOR DEVELOPMENT

FK 1.1 Explore various fine motor activities


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)


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


81


4+ 5+

FK2.2 Carry out various locomotor movements


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


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


82


4+ 5+

FK3.0 MANIPULATIVE SKILLS

FK3.1 Carry out various manipulative skills


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


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


83


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


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


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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


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


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


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FK 6.0 EATING HABITS

FK 6.1 Practise healthy and safe eating habits


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


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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.


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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.


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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.


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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 imaginatively through

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.


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KE 1.0 MUSIC

KE 1.1 Sing songs of various repertoire


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


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


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KE 1.4 Appreciate music of various repertoire


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


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)


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)


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


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KE 3.3 Express creative ideas in visual art creations (Creative Expression)


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)


KE 3.4.1

Talk about one’s own works

KE 3.4.2 Show appreciation of other’s works


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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).


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No. Term Meaning

15. tempo Speed of music (quick or slow tempo).

16. tone Various types of sounds.

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


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SCIENCE AND TECHNOLOGY

STRAND


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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 writing, orally, tables, graphs, figures or models.


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SA 1.0 SCIENTIFIC ATTITUDE

SA 1.1 Show scientific attitudes and values


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


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


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for each classification made

SA 2.3 Carry out measurement


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


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SA 2.6 Communicate


SA 2.6.1 State observations made through works or verbally

SA 2.6.2 SA 2.6.3

Explain observations made through works or verbally 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


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


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


SA 3.3.1 SA3.3.2 SA 3.3.3

Name animals Name body parts of animals Recognise sounds 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


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SA 3.3.4

Observe and imitate movements of animals

SA 3.3.7

(ii) Animals that consume plants (iii) Animals that consume meat

and plants Observe and talk about life cycle of animals

SA 3.4 Carry out exploration on plants


SA 3.4.1

SA 3.4.2 SA 3.4.3

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

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


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SA 3.4.4 State needs of plants through observation

SA 4.0 INVESTIGATION OF MATERIALS

SA 4.1 Investigate attributes of materials


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


SA 5.1.1 SA 5.1.2

State various sources of light Record observations on shadows

SA 5.1.3

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


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SA 5.1.4 Observe and talk about changes in weather


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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.


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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


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MA 1.4 Recognise and form patterns


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


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

MA 2.1.10

Count numbers in ascending and descending order Arrange objects in ascending and descending order Write numbers correctly


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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


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MA 2.4 Understand numbers in 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


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


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


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MA 3.2.5

Solve problems involving subtraction

MA 4.0 MONEY

MA 4.1 Recognise and use money of different values


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


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


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MA 6.1.2

Place objects in specified positions

MA 6.2 Produce structures based on shapes commonly found in the environment


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


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


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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.


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113

HUMANITIES

STRAND


114

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.


4+ 5+

KM 1.0 MY FAMILY AND I

KM 1.1 Understand oneself and one’s relationship with family


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


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KM 2.0 MY COMMUNITY AND I

KM 2.1 Foster good relationships with friends


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


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


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


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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


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


KM 3.3.1 KM 3.3.2

Talk about the 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


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KM 3.4 Know the uniqueness of the country


KM 3.4.1 State the national landmarks KM 3.4.2

List the achievements of the country

KM 4.0 MY CULTURAL HERITAGE AND I

KM 4.1 Understand Malaysian cultural heritage


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 THE ENVIRONMENT AND I

KM 5.1 Understand the beauty of the environment


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


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KM 5.2 Understand the relationship between mankind and the environment


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


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


KM 6.1.1 State the names of other countries

KM 6.1.2 Identify other countries


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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.


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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.


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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.


123

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.


124

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。


125

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 வகடடல திறனும வபசசுததிறனும

(BT 1.3, BT 1.4)

1 எழுததுககள வழிகொடடுதலுடன உசெரிததல.

2 எழுததுககளî ெரியொக உசெரிததல.

3 எழுததுககளயும மெொறககளயும ெரியொக உசெரிததல.


126

KOD KONSTRUK

STANDARD PRESTASI

TAHAP PENGUASAAN

TAFSIRAN

BT 2 வகடடல திறனும

வபசசுத திறனும

(BT 1.5)

1 ெரியொன மெொறககளô பயனபடுததிô வபசுதல.

2 ெரியொன மெொறககளயும மெொறமறொடரககளயும பயனபடுததிô வபசுதல.

3 ெரியொன மெொறகள, மெொறமறொடர மறறும வொககியஙககள பயனபடுததிô பணிவுடன

வபசுதல.

BT 3 எழுததுககள

அகடயொளம கணடு

மெொறககள வொெிததல

(BT 2.2)

1 வழிகொடடுதலுடன எழுததுககள அகடயொளம கொணுதல.

2 எழுததுககள அகடயொளம கொணுதல ஆனொல மெொறககள வழிகொடடுதலுடன

வொெிததல.

3 எழுததுககள அகடயொளம கணடு மெொறககளî ெரியொக வொெிததல.

BT 4 வொககியஙககள

வொெிததல

(BT 2.3)

1 மெொறககள வழிகொடடுதலுடன வொெிததல.

2 மெொறககளயும மெொறமறொடரககளயும வொெிததல.

3 எளிகமயொன வொககியஙககள புரிதலுடன வொெிதது, வொெிததவறகற பணிவுடன

விவரிததல.

BT 5 எழுததுத திறன

(BT 3.2)

1 மெொறககளô பொரதது எழுதுவர.

2 மெொறமறொடரககளô பொரதது எழுதுவர.

3 வொககியஙககள பொரதது முகறயொகவும வரிவடிவததுடனும எழுதுவர.


127

SPIRITUALITY, ATTITUDES AND VALUES STRAND

CODE CONSTRUCT


PERFORMANCE LEVEL

DESCRIPTOR

ISLAMIC EDUCATION

PI 1 Know hijaiyah letters

(PI 1.1)

1 Can say single hijaiya hletters.

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.


128

CODE CONSTRUCT


PERFORMANCE LEVEL

DESCRIPTOR

PI 4 Know kalimah syahadah

(PI 2.1)

1 Can recite kalimah ال إله إال هللا.

2 Can recite kalimah syahadah.

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

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.


129

CODE CONSTRUCT


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 the Sirah 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.


130

CODE CONSTRUCT


PERFORMANCE LEVEL

DESCRIPTOR

PI 12 Read words with two syllables

(PI 6.2)

1 Can recognise and say Jawi letters.

2 Can sound out Jawi 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.


131

CODE CONSTRUCT


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.


132

CODE CONSTRUCT


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 to work 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.


133

PERSONAL COMPETENCE STRAND

CODE CONSTRUCT


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.


134

CODE CONSTRUCT


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.


135

CODE CONSTRUCT


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.


136

PHYSICAL AND AESTHETIC DEVELOPMENT STRAND

CODE CONSTRUCT


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.


137

CODE CONSTRUCT


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.


138

CODE CONSTRUCT


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 AESTHETICS

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.


139

CODE CONSTRUCT


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.


140

SCIENCE AND TECHNOLOGY STRAND

CODE CONSTRUCT


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.


141

CODE CONSTRUCT


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.


142

CODE CONSTRUCT


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 the 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.


143

CODE CONSTRUCT


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.


144

CODE CONSTRUCT


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.


145

CODE CONSTRUCT


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.


146

HUMANITIES STRAND

CODE CONSTRUCT


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.


147

CODE CONSTRUCT


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.


148

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


149

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. Professor Dr. Bustam bin Kamri 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


150

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. Prof. Madya Dr. Mariani Md. Nor 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


151

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


152

56. Suguna a/p Sankaran Teacher Training Institute International 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 Rahman University, 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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Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia

Aras 4 – 8, Blok E9, Kompleks Kerajaan Parcel E 62605 Putrajaya

Tel: 03-8884 2000 Fax: 03-8888 9917 http://bpk.moe.gov.my/

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