STANDARD-BASED CURRICULUM AND ASSESSMENT DOCUMENT Curriculum Development Division Ministry of Education Malaysia 2017 2017 Publication © Ministry of Education, Malaysia Copyrights reserved. It is not allowed to use any part, illustration or content of this book in any form whether electronically, photocopied or recorded or in any other form without getting a written consent from the Director, Curriculum Development Division, Ministry of Education, Levels 4 – 8, Block E9, Parcel E, Federal Government Administrative Complex, 62604 Putrajaya. CONTENT National Principles............................................................................................................................................ ix National Education Philosophy.......................................................................................................................... xi National Curriculum Definition..................................................................... ...................................................... xiii Foreword............................................................................................................................................................ xvi Introduction........................................................................................................................................................ 1 Aim......... ........................................................................................................................................................... 2 Objectives.......................................................................................................................................................... 2 The National Preschool Standard-Based Curriculum Framework..................................................................... 3 Focus ................................................................................................................................................................ 5 21st Century Skills............................................................................................................................................. 5 Higher Order Thinking Skills.............................................................................................................................. 6 Learning Environment....... ............................................................................................................................... 7 Planning Teaching and Learning Activities.............. ........................................................................................ 8 Teaching and Learning Strategies........ ............................................................................................................ 9 Involvement of Parents and the Local Community............................................................................................. 13 Children with Special Needs.............................................................................................................................. 14 Elements Across the Curriculum....................................................................................................................... 14 School-Based Assessment .............................................................................................................................. 16 Content Organisation... ..................................................................................................................................... 18 Minimum Time Allocation............................................................................................................................ 18 Teaching and Learning Time Allocation...................................................................................................... 19 Communication Strand............................................................................................................................... 22 Bahasa Melayu ................................................................................................................................... 23 English Language................................................................................................................................ 32 Chinese Language .............................................................................................................................. 40 Tamil Language................................................................................................................................... 47 Spirituality, Attitudes and Values Strand..................................................................................................... 54 Islamic Education ................................................................................................................................ 55 Moral Education................................................................................................................................... 63 Personal Competence Strand..................................................................................................................... 69 Physical Development and Aesthetics Strand............................................................................................ 75 Physical Development and Health Care.............................................................................................. 76 Creativity and Aesthetics..................................................................................................................... 85 Science and Technology Strand................................................................................................................. 92 Early Science....................................................................................................................................... 93 Early Mathematics .............................................................................................................................. 99 Humanities Strand....... ............................................................................................................................... 107 Performance Standards.............................................................................................................................. 114 Communication Strand.. ..................................................................................................................... 115 Spritiuality, Attitudes and Values Strand............................................................................................. 121 Personal Competence Strand ............................................................................................................ 127 Physical Development and Aesthetics Strand..................................................................................... 130 Science and Technology Strand.......................................................................................................... 134 Humanities Strand............................................................................................................................... 140 Panelists............................................................................................................................................................ 142 Contributors....................................................................................................................................................... 146 Acknowlegment ................................................................................................................................................. 148 RUKUN NEGARA BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak: Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya; Memelihara satu cara hidup demokratik; Mencipta satu masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; Menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaannya yang kaya dan berbagai corak; Membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut: KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN ix NATIONAL PRINCIPLES INDEED, Our Country Malaysia aspires to achieving a greater unity for all her peoples: Maintaining a democratic way of life; Creating a just society in which the wealth of the nation shall be equitably shared; Ensuring a liberal approach to her rich and diverse cultural traditions, and; Building a progressive society which shall be oriented to modern science and technology; WE, the people of Malaysia, pledge our united efforts to attain these ends, guided by these principles: BELIEF IN GOD LOYALTY TO KING AND COUNTRY SUPREMACY OF THE CONSTITUTION RULE OF LAW GOOD BEHAVIOUR AND MORALITY x FALSAFAH PENDIDIKAN KEBANGSAAN “Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk melahirkan warganegara berketerampilan, Malaysia berakhlak yang mulia, berilmu pengetahuan, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara.” Sumber: Akta Pendidikan 1996 (Akta 550) xi NATIONAL EDUCATION PHILOSOPHY Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal wellbeing as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large. Source: Education Act 1996 (Act 550) xii DEFINISI KURIKULUM KEBANGSAAN 3. Kurikulum Kebangsaan (1) Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk kurikulum dan kegiatan kokurikulum yang merangkumi semua pengetahuan, kemahiran, norma, nilai, unsur kebudayaan dan kepercayaan untuk membantu perkembangan seseorang murid dengan sepenuhnya dari segi jasmani, rohani, mental dan emosi serta untuk menanam dan mempertingkatkan nilai moral yang diingini dan untuk menyampaikan pengetahuan.” Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997 [PU(A)531/97] xiii NATIONAL CURRICULUM DEFINITION 3. National Curriculum (1) An educational programme that includes curriculum and co- curricular activities which encompasses all the knowledge, skills, norms, values, cultural elements and beliefs to help develop a pupil fully with respect to the physical, spiritual, mental and emotional aspects as well as to inculcate and develop desirable moral values and to transmit knowledge. Source: Education Regulations (National Curriculum) 1997 [PU(A)531/97 xv KATA PENGANTAR Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang Usaha memasukkan Standard Pentaksiran dalam dokumen dilaksanakan pada tahun 2010 telah disemak semula bagi kurikulum telah mengubah landskap sejarah sejak Kurikulum memenuhi tuntutan dasar baharu di bawah Pelan Kebangsaan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 dan Kebangsaan. Menerusi Standard Pentaksiran, murid dapat keperluan semasa. Penyemakan ini dilakukan bagi memastikan ditaksir kualiti kurikulum yang dilaksanakan di prasekolah setanding penguasaannya dalam sesuatu ilmu, kemahiran dan nilai, serta dengan standard antarabangsa. membolehkan dilaksanakan secara berterusan guru di bawah untuk membuat Sistem Pendidikan mengenal pasti tindakan susulan tahap bagi mempertingkat pencapaian murid. Kurikulum berasaskan standard yang diterjemahkan dalam KSPK 2017 mengandungi Standard Kandungan, Standard Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi Pembelajaran dan Standard Pentaksiran. Dokumen kurikulum penghargaan dan ucapan terima kasih kepada semua pihak ini dinamakan Dokumen Standard Kurikulum dan Pentaksiran yang terlibat dalam penggubalan KSPK 2017. Semoga (DSKP). DSKP yang dihasilkan telah menyepadukan enam pelaksanaan KSPK 2017 mencapai hasrat dan matlamat Sistem tunjang dalam kerangka KSPK 2017 iaitu Tunjang Komunikasi; Pendidikan Kebangsaan. Kerohanian, Sikap dan Nilai; Kemanusiaan; Perkembangan Fizikal dan Estetika; Sains dan Teknologi; dan Keterampilan Diri. KSPK 2017 mengintegrasikan pengetahuan, kemahiran dan nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke- Dr. SARIAH BINTI ABD. JALIL Pengarah Bahagian Pembangunan Kurikulum 21 termasuk Kemahiran Berfikir Aras Tinggi (KBAT). xvi DRAFT NPSC Higher Order Thinking Skills (HOTs) have been explicitly stated INTRODUCTION in the Learning Standards. Teachers will have to translate the Preschool education is an essential early learning experience in Learning Standards with emphasis on HOTs in teaching and the world of education. Schooling and learning experiences learning in the classroom. which are effective, meaningful and fun-filled will equip pupils with the necessary skills, self-confidence and a positive attitude for further learning. It is hoped that the contents in this document will help the teachers to plan and execute teaching and learning effectively. Activities planned should be able to provide enriching and fun learning experiences forpupils while engaging them actively in a The National Preschool Standard-Based Curriculum and Assessment Document is the main platform which provides teachers with guidance for fulfilling the needs of the nation in preparing a preschool education of international standard for the conducive and safe environment. Teachers are encouraged to creatively choose, arrange, devise and develop various activities based on the Learning Standards that cater to theneeds ofpupils. present and future generations. It is hoped that teachers will be able to appreciate and The National Preschool Standard-Based Curriculum and implement the requirements which are specified in the Assessment curriculum in order to achieve the aim and objectives. Document has been developed based on developmentally appropriate practices and child development theories. The contents of the document encompass six strands namely Communication, Spirituality, Attitudes and Values, The contents that are learnt in preschool are the basic skills and knowledge essential for pupils as preparation for primary education. Humanity, Physical Development and Aesthetics, Science and Technology and Personal Competence. 1 DRAFT NPSC AIM OBJECTIVES Preschool education aims to develop the potential of children The National Preschool Standard-Based Curriculum provides between the ages of four to six in a comprehensive and children with opportunities to achieve the following objectives: integrated manner with respect to their physical, emotional, spiritual, intellectual and social development in a safe and 1. Use language to communicate effectively. enriching learning environment through fun, creative and 2. Practise Islamic values in daily life for Muslims pupils. meaningful activities. This is to improve skills, cultivate 3. Practise moral values of the Malaysian society. confidence and develop a positive self-concept in pupils to 4. Appreciate and show sensitivity towards the various prepare them to face challenges and participate in further cultures of the Malaysian society. learning. 5. Love and appreciate theenvironment. . 6. Develop positive self-concept and self-confidence. 7. Practise a healthy lifestyle, develop physical fitness and ensure personal safety. 8. Develop creativity and aesthetics. 9. Apply critical, creative and innovative thinking and problem-solving skills in learning as well as in daily life. 2 DRAFT NPSC THE NATIONAL PRESCHOOL STANDARD-BASED CURRICULUM FRAMEWORK The National Preschool Standard-Based Curriculum is developed based on six learning strands; Communication, Sprituality, Attitudes and Values, Humanity, Personal Competence, Physical Development and Aesthetics, and Science and Technology. These six learning strands are the main domains that complement one another and are integrated with critical, creative and innovative thinking. The integration aims to develop human capital that appreciates moral values based on religion, knowledge, competence, creative and critical thinking and innovation as illustrated in Figure 1. Figure 1: The Framework for National Preschool Standard-Based Curriculum 3 Communication Strand Personal Competence Strand The Communication Strand emphasises verbal and non-verbal The Personal Competence Strand emphasises the development communication in interaction. This strand comprises Bahasa of socio-emotional, interaction skills and social skills amongst Melayu and English Language which mustbe learnt by all pupils. The development of leadership and personality is preschool pupils. For pupils in national-type schools, it is fostered through curricular and extra-curricular activities. compulsory for them to learn Chinese or Tamil Language. Physical Development and Aesthetics Strand Spirituality, Attitudes and Values Strand The Physical Development and Aesthetics Strand emphasises TheSpirituality, Attitudes and Values Strand gives priority to the appreciation of religious practises, beliefs, attitudes and values. This strand contains two disciplines namely Islamic Education and Moral Education. Islamic Education will be learnt by Muslim physical development and health for personal well-being and nurturing of imagination, creativity, talents and appreciation of arts among pupils. This strand comprises Physical Development and Healthcareas well as Creativity and Aesthetics. pupils while Moral Education will be learnt by non-Muslim pupils. Science and Technology Strand Humanity Strand The Science and Technology Strand emphasises scientific The Humanity Strand emphasises on the acquisition ofknowledge and practises of the local community and the environment, the country and the world as well as instilling knowledge, skills and attitudes as well as mathematical knowledge and skills. This strand comprises of Early Science and Early Mathematics. patriotism and unity. 4 Table1: Pupils’ Profile FOCUS The preschool curriculum focuses on producing pupils who are PUPILS’ PROFILE able to communicate and socialise with confidence. It is hoped that pupils will be able to face challenges and solve problems, Resilient are eager to learn and ready for further learning. Communicators ST 21 CENTURY SKILLS One of the aspirations of the National Preschool StandardBased Curriculum is to produce pupils with 21st century skills focusing on thinking skills and living skills as well as their future careers which are based on moral values. 21st century skills Thinkers aims to produce pupils with characteristics as illustrated in Table 1. The acquisition of the Content Standards and Learning Standards in the National Preschool Standard-Based Curriculum contributes to the attainment of 21st century skills DESCRIPTION Pupils are able to face and overcome difficulties and challenges with wisdom, confidence, tolerance and empathy. Pupils are able to express their thoughts, ideas and information confidently and creatively in oral and written form, using a variety of media and technology. Pupils are able to think critically, creatively and innovatively; able to solve complex problems; and make ethical decisions. They are able to think about learning and about being learners themselves. They are able to generate questions and are receptive towards other people’s perspectives, values, individual traditions and community. They are confident and creative in handling new learning areas. among pupils. Team Spirit Pupils are able to cooperate effectively and harmoniously with others. They share collective responsibility, respect and cherish the contribution of each member in the team. They acquire interpersonal skills through 5 PUPILS’ PROFILE DESCRIPTION collaborative activities, which in turn enable them to becomebetter leaders and team members. Inquisitive Virtuous Informative Pupils are able to develop natural inquisitiveness to explore new strategies and ideas. They learn skills that are necessary for inquiry and research, as well as display independent traits in learning. Pupils are able to enjoy continuous life-long learning experiences. Pupils have a sense of integrity and sincerity, equality, fairness and respect for individuals, groups and community. They are responsible for their actions, reactions and decisions. Pupils are able to obtain knowledge and develop a broad and balanced understanding across various disciplines of knowledge. They can explore knowledge effectively in terms of local and global contexts. They understand issues related to ethics or laws regarding information that they have acquired. PUPILS’ PROFILE DESCRIPTION Loving / Considerate Pupils are able to show empathy, sympathy and respect towards the needs and feelings of others. They are committed to serve the society and ensure the sustainability of the environment. Patriotic Pupils are able to show their love, support and respect for the country. HIGHER ORDER THINKING SKILLS Higher Order Thinking Skills (HOTS) are stated explicitly in the curriculum for teachers to translate them in teaching and learning in order to stimulate structured and focused thinking amongst pupils. The explanation of HOTs is focused on four thinking levels as in Table 2. 6 Table 2: Thinking levels in HOTs Creative Thinking Skills is the ability to produce or create HOTS Application Analysis Evaluation Creation Explanation Using knowledge, skills and values in different situations to complete a task. Ability to break down information into smaller parts in order to understand and make connections between these parts. Ability to consider and make decisions using knowledge, experience, skills, values and justify decisions made. Produce creative and innovative idea, product or method. something new and valuable using original and imaginative thinking unconventionally. Reasoning Skills is the ability of individuals to make considerations and evaluations logically and rationally. Thinking Strategies is a way of thinking that is structured and focused on problem solving. HOTS can be applied in the classroom through reasoning activities, inquiry learning, problem solving and project work.Teachers and pupils need to use thinking tools such as HOTS is the ability to apply knowledge, skills and values in thinking maps and mind mapsas well as higher order reasoning and reflecting to solve problems, make decisions, be questioning techniques to encourage pupils to think. innovative and be able to create. HOTs encompasses critical and creative thinking skills, reasoning and thinking strategies. LEARNING ENVIRONMENT Learning environment refers to the atmosphere and the physical Critical Thinking Skillsis the ability to evaluate ideas logically surroundings where teaching and learning takes place.It is one and rationally in order to make reasonable judgements based of the key elements in preschool education and should be on valid reasons and evidences. planned so that an interactive and conducive learning environment can be realised. 7 A good learning environment will contribute to effective learning, good class control, active teacher-pupil relationship and ensures fun learning. Learning Centres Create learning centres and optimise their usage. Learning centres should be well-equipped, easily accesed, appropriate with adequate resources, and updated regularly Safety and Health Clean and safe space, furniture, equipment and materials. Appropriate lighting and ventilation. according to teaching and learning needs. Provide learning centres which encourage individual and collaborative play. Involvepupils in setting up learning centres. A safe natural environment that stimulates learning. Layout PLANNING TEACHING AND LEARNING ACTIVITIES 1. The layout of the classroom should be flexible according to Long-term and short-term planning of teaching and learning lessons planned. activities should be in tandem with the needs of the Appropriate layout of furniture and equipment which allows curriculum. room for movement and activities. Equipment accessible. and resources are 2. arranged neatly changed periodically in order to maintain pupils’ interest and development and implemented flexibly. and The equipment and resources should be to achieve learning objectives. Pupils’ work should be prioritised and displayed. This will boost their self-confidence and encourage pupils to produce Planning of timetables should be based on pupils’ 3. The following should be taken into consideration when planning teaching and learning activities: ability and cognitive development of pupils. provide opportunities for pupilsto make choices during activities. more works. 8 provide sufficient time and opportunities for pupils to carry out explorative activities. use of realia in teaching and learning to assist pupils to standards, teachers can conduct teaching and learning based on learning standards for 4+. There are various teaching and learning strategies which can be acquire concepts and knowledge. used by teachers, they are: varied so that effective and meaningful learning takes Child-Centred Learning teaching and learning activities should be balanced and place such as outdoor and indoor, active and passive, individual, group and whole class activities as well as Child-centred learning involves pupils’ active participation in the activities initiated by pupils and planned by teachers. learning activity, and pupils are responsible for their own learning. Pupils take on an important role in the learning TEACHING AND LEARNING STRATEGIES process as learning is driven by their interest, encouragement and needs. Pupils are given the choice to choose activities, There is no one method or strategy which is deemed the best materials and timewhile learning. Teachers facilitate and guide implemented for teaching and learning in the classroom for the learning activity. pupils of various abilities. Teachers have to make the best choices when planning lessons using various teaching and Learning Through Play learning strategies appropriate with the development, needs, Learning through play is planned and structured to provide abilities, talents and interests of pupils for effective and pupils meaningful learning. For example, in the National Preschool environment,which Standard-Based Curriculum and Assessment Document, there emphasised in preschool education as play is a natural are learning standards specifically for pupils aged 4+ only. behaviour of pupils. Play allows pupils to explore, make However, for pupils aged 5+ who have not acquired the discoveries and build experiences in a natural way. Physical, with opportunities is to learn enjoyable and in a freeand meaningful. safe It is 9 socio-emotional, cognitive, language development and pupils’ Integrated Approach potential are enhanced and maximised. This approach integrates two or more skills to be acquired by pupils in one lesson. Teachers need to use pupils’ daily Inquiry Based Learning experiences in teaching and learning in the classroom. It allows Inquiry based learning allows pupils to build their own pupils to understand the realities of life and gives them the knowledge understanding that situations in life are inter-related and not and understanding through investigation and exploration based on their existing knowledge. It is implemented individual. through project-based learning, scientific investigation; problem- Learning is conducted in a holistic and integrated manner and based learning and collaborative learning in order to produce not separated into individual learning disciplines. pupils who are knowledgeable and able to apply higher order also involves integration of skills, integration of skills and values, thinking skills. integration among strands, integration among activities as well The teaching and learning process of inquiry based learning is focused on “learning by doing” which engages Integration as various methods and techniques. pupils to be involved in activities such as exploration, investigation,questioning, reflective thinking and discovery of Learning through integrated approach allows for diversity as the new knowledge. needs of pupils differ in terms of development, interest and abilities as well as their background. Inquiry-based learning emphasises the ‘why’ and ‘how’ as compared to ‘what’ in any situation. Inquiry-based learning Thematic Approach boosts critical, creative and innovative thinking which promotes self-access learning. This arouses curiosity and encourages The thematic approach is organising the curriculum and learning pupils to question. through a chosen theme or topic according to the suitability of At the same time, pupils will be able to reflect throughout the learning process. 10 time, place, interest, background and level of pupils’ development. The thematic approach involves the following: This method can be conducted individually or in groups. completion. Assessment is carried out at every phase until Teacher-pupil interaction is in the form of guidance and The usage of a generic theme across various learning negotiation during each phase of the project (teacher as strands. a facilitator). Choice of themes is based on pupils’ level, situation or This process involves collection of materials, information, current happening. and data as well as processing of information and data, It is inter-related with existing and new experience obtained reporting and self-reflection. in a consistent and systematic manner. Expansion and reinforcement of knowledge and skills. Learning staged from easy to difficult and generic to This learning method is based on skills, knowledge, experience and pupils’ abilities. It is based on real-life experiences. specific. Mastery Learning Project-Based Learning Mastery learning ensures all pupils have acquired the expected Project-based learning focuses on systematically planned learning objectives before moving on to the next lesson. This practical assignments within a time frame. This teaching method method focuses on mastery of lessons learnt. emphasises research in the form of projects in order for pupils to gain knowledge. It involves collection and analysis of data Pupils are given the opportunity to progress according to their and preparation of reports. abilities and rate of learning as well as improve their level of mastery. Mastery learning upholds the principle that every pupil The characteristics of Project-based learning are as follows: is able to learn if opportunities are given. Opportunities should 11 be given to pupils to learn according to their abilities. Multiple Intelligences Enrichment and remedial activities should be included in teaching and learning. This entails adequate time and high Multiple intelligences is an important theory as it is closely quality teaching and learning. related to the field of education. Every pupil has various intelligences and ways of thinking, responding and learning Contextual Learning which differ from one another. Contextual learning is a learning method which integrates There are at least eight intelligences. They are: learning content with daily experiences of the pupil, community and the working world. This learning method provides concrete learning opportunities which involve hands-on and minds-on Verbal-linguistic intelligence: the ability to use words effectively in oral and writing. Logical-mathematical intelligence: the ability to use activities. numbers effectively, have the ability of logic, wise 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. reasoning and arguing. Visual-spatial intelligence: the ability to identify and visualise forms, space, colour and lines. express ideas, feelings and solve problems. Kinaesthetic intelligence: the ability to use one’s body to 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. 12 Naturalist intelligence: the ability to know and classify assist in plants, minerals and animals including grass and stones experience. giving positive and meaningful learning as well as flora and fauna. Every individual has various intelligences and abilities. One’s potential is enhanced with constant motivation, enrichment and appropriate learning CHILDREN WITH SPECIAL NEEDS 1. Teachers need to plan strategies to address learning opportunities difficulties by identifying and taking appropriate actions in whichdevelops pupils’ intelligence and interests to the order to assist pupils with special needs. Actions that can maximum level. be taken are as follows: Identify levels and differences of pupils’ learning INVOLVEMENT OF PARENTS AND THE LOCAL needs in order to plan suitable teaching and learning COMMUNITY strategies. 1. Explanation of implementation the preschool should be curriculum and disseminated Prepare portfolios to compile works and to record its pupils’ development and learning progress. Diversify learning content and activities for effective to parents/guardians to create awareness about preschool teaching and learning. Modify learning resources based on pupils’ needs. education and obtain their cooperation to ensure smooth and effective teaching and learning. 2. 3. Sharing of information between the teacher and 2. Teachers can use the Special Needs Children Placement parents/guardians is essential to assist in pupils’ learning Instrument (4 – 6 years) to identify pupils with learning and to ensure the continuity of teaching and learning from difficulties. This is a tool used to identify pupils who may the school to the home and vice versa. have learning difficulties. Teachers need to discuss with Good relationship between the school and parents/guardians if they identify pupils who show traits of parents/guardians as well as the local community will 13 learning difficulties. The instrument should be produced Knowledge and awareness on the importance of the environment help shape pupils’ ethics in appreciating to the medical officer as reference for verification. nature. ELEMENTS ACROSS THE CURRICULUM Elements Across the Curriculum is a value-added element embedded in the teaching and learning process other than those specified in the content standards. The application of 3. Values Values need to be emphasised to ensure pupils are the challenges of the present and the future. The elements are Values encompass the aspects of spirituality, humanity and citizenship which are practised in daily life. these elements is aimed at strengthening the human capital skills and competency as well as intended to prepare pupils for aware of its importance and practise them. 4. Science and Technology Increased interest in science and technology will help to explained below: improve scientific and technological literacy amongst 1. Medium of Iinstruction pupils. The correct use of the medium of instruction should be emphasised. During teaching and learning emphasis should be given The use of technology in teaching can help and contribute to efficient and effective learning. The integration of science and technology in the to pronunciation, sentence structure, grammar and the teaching and learning process covers four areas, terminology of the language in order to assist pupils namely: organise ideas as well as communicate effectively. o Knowledge of science and technology (facts, principles, concepts related to science and 2.Environmental Sustainability Developing awareness technology) towards the love of the environment in the pupils should be nurtured through o Scientific skills (thinking process and specific manipulative skills) teaching and learning. 14 o Scientific attitudes (such as accuracy, honesty, safety) and o developing entrepreneurial attributes and practices that honesty, trustworthiness and responsibility as well as Patriotism develops love for the country andproud to be developing a creative and innovative mind-set to drive Malaysians. ideas into the market economy. Creativity is the ability to use imagination in gathering, existing ideas. 8. Information and Communication Technology (ICT) modification and putting ideas into practice. Creativity and innovation are inter-connected and meet the challenges of the 21st Century. 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 Innovation is the application of creativity through needed to ensure the development of human capital to Entrepreneurial attributes can be embedded during curricular activities and community service. new or original through inspiration or combination of will become a culture amongst pupils. lessons through fostering attitudes such as diligence, assimilating and generating ideas or creating something The incorporation of entrepreneurship elements aims at Patriotism can be nurtured through learning and extra- 6. Creativity and Innovation Use of technology in teaching and learning 5. Patriotism 7. Entrepreneurship enjoyable as well as improves the quality of learning. ICT should be integrated based on suitability of topics and used as a tool to further enhance pupils’ understanding of the subject content. Elements of creativity and innovation should be integrated in teaching and learning. 15 9. Global Sustainability compound interest. Financial literacy is integrated The elements of Global Sustainability aims to produce through related topics across the curriculum. Exposure pupils of sustainable thinking who are responsive to to financial management in real life is necessary in their environment in their daily life by applying order to prepare pupils with knowledge, skills and knowledge, skills and values obtained through elements values that can be applied effectively and meaningfully. of Sustainable Consumption and Production, Global SCHOOL-BASED ASSESSMENT Citizenship and Solidarity. Global sustainable elements are essential in preparing pupils to face challenges and current issues in various School-based assessment is an integral part of assessment situations, be it locally and globally. which enables teachers to derive information on pupils’ These elements are taught directly or embedded in development and is planned, implemented and reported by related lessons. teachers. This is a continuous process which is conducted formally and informally that enables teachers to determine 10. Financial Literacy pupils’ actual level of performance. School-based assessment The integration of Financial Literacy element in lessons is aimed at developing future generations who are capable of making sensible financial decisions, practising ethical financial management as well as managing financial affairsresponsibly. should be conducted in a holistic manner based on the principles of inclusivity, authenticity and localised. The information derived from this assessment can be used by the school management, teachers, parents/guardians and pupils to plan follow-up actions to further improve pupils’ learning. The elements of Financial Literacy can be applied directly or embedded in lessons. This can be integrated School-based assessment can be conducted as formative and in the topic such as ‘Money’ comprising explicit financial summative assessment by teachers. Formative assessment can elements be conducted during the teaching and learning process, while e.g. simple interest calculations and 16 summative assessment can be conducted at the end of a The aims of assessment in preschool are as follows: learning unit, term, semester or year. Teachers should plan, 1. build items, administer, evaluate, record and report on pupils’ performance level based on the Standard-Based Curriculum to their age. 2. and Assessment Document. Teachers need to use their discretion and professional judgement in order to determine Monitor the growth and development of pupils according Identify pupils’ level of intelligence and potential to strengthen and enhance their holistic development. 3. their pupils’ performance levels. Identify pupils’ strengths and weaknesses from time to time. 4. Provide feedback to pupils, parents/guardians and school Assessment in preschool is a process which involves various management on pupils’ growth and development in methods to obtain information on pupils’ development and learning based on aspects stipulated in the National learning. It is a basic and important continuous process in Preschool Standard-Based Curriculum. teaching and learning. 5. Identify the effectiveness of teaching as well as learning opportunities and the environment provided. Table 3: General Descriptors of Performance Levels Performance Standards Performance Levels Descriptor Pupils know basic things or can perform basic skills or respond to 1 basic things. Pupils can use their knowledge and 2 skills to complete tasks. Pupils can use their knowledge and skills to complete tasks in new 3 situations or creatively in the correct manner. 6. Assist teachers to plan effective follow-up actions to: Develop and maximise pupils’ potential. Assist in pupils’ learning. Improve teaching methods. PRESCHOOL ASSESSMENT IMPLEMENTATION PRINCIPLES 1. Assessment encompasses cognitive, affective and psychomotor aspects in tandem with the National Preschool Standard-Based Curriculum. 17 2. Assessment is conducted in line with the stipulated aim. 3. Assessment is carried out continuously. 4. Assessment methods should be valid and reliable; in Table 4: Organisation of NPSC CONTENT STANDARD accordance to pupils’ development and based on scientific methods. Criterion-based assessment and not a comparison between pupils. Assessment method is through continuous observation and assessment of pupils’ works. Tests or formal exams should not be conducted. Data collected should be analysed so that reporting is Specific statements which specify the essential knowledge,skills and values pupils need to acquire and can perform by the end of a schooling term. LEARNING STANDARD A set of criteria or quality indicator of learning and achievement which can be measured. done in a valid and reliable manner. Implementation of systematic PERFORMANCE STANDARD A set of general criteria which shows performance levels which pupils need to show when they have acquired a particular skill, knowledge or value. documentation. Examples of assessment records are checklist, rating 5. scale, anecdote record, running record, time sampling Minimum Time Allocation and event sampling. Minimum time allocation for preschool education should be Assessment has to be carried out ethically and children’s rights taken into consideration. adhered to as follows: 1. Preschool has to be carried out for at least four hours a day (including recess), that is, 20 hours a week for pupils aged CONTENT ORGANISATION The National Preschool 5+. Standard-Based Curriculum is 2. Preschool has to be carried out for at least three and a half organised with emphasis on Content Standards, Learning hours a day (including recess), that is, 17½ hours a week for Standards and Performance Standards. pupils aged 4+. 18 3. Bahasa Melayu is used as the instructional language for flexibility to arrrange the timetable according to the needs of at least 600 minutes in preschools where Bahasa Melayu pupils. is the medium of instruction. 4. Bahasa Melayu is used as the instructional language for Table 5: Time Allocation in Preschool at least 400 minutes in preschools where Bahasa Melayu is not the medium of instruction. 5. 1. Bahasa Melayu 60 60 English Language is used as the instructional language 2. English Language 60 60 for at least 400 minutes in preschools where Bahasa 3. Chinese/Tamil Language - 60 Melayu is not the medium of instruction. 4. Outdoor Activity 120 120 6. Islamic Education / Moral Education 120 120 by a certified Islamic Education teacher for at least two 7. Early Mathematics 40 40 hours a week. 8. Integrated Learning 800 740 1200 1200 Melayu is the medium of instruction. 7. Islamic Education must be taught in preschools if there are at least 5 or more Muslim pupils and should be taught 8. Learning Areas English Language is used as the instructional language for at least 600 minutes in preschools where Bahasa 6. No. Weekly time Allocation (minutes) Other Bahasa Medium of Melayu Instruction Moral Education must be taught in preschools if there are Total at least 5 or more non-Muslim pupils for at least two hours a week. Details of the learning areas in preschool are as follows: Teaching and Learning Time Allocation Planning of daily activities in preschool should be based on time allocation as in Table 4. However, teachers are given the 19 Integrated Learning well as for physical and mental relaxation. Recess can be Integrated Learning provides opportunities for pupils to obtain used to involve pupils in food and dining preparation. their own meaningful learning experience. Teachers need to Aspects of self-management, manners, healthy eating and integrate strands, skills and values in teaching and learning. balanced diet should be emphasised during recess. Time Integrated Learning include: allocated for recess is 30 minutes daily. 1. Routine Activities Reflection Routine activities are activities that are carried out on a daily Reflection provides opportunities for teachers and pupils to basis and have special time allocation. These activities reflect on their learning and happenings of the day. In includes circle time, recess and reflection. addition, teachers and pupils can discuss about further learning. The time allotted for reflection is 10 minutes daily. Circle Time Circle Time is to prepare preschoolers mentally and 2. Learning Activities emotionally to focus on the learning activities of the day. Learning activities provide opportunities for teachers to Activities during Circle Time such as sharing of ideas and choose appropriate teaching strategies to allow pupils to information; storytelling, singing, and other activities can carry out exploration and experiment, problem solving and increase their vocabulary; and improve their social skills and promote critical thinking. There are various ways and encourage the involvement of preschoolers actively. The methods that can be used, they include thematic approach, time allocated for Circle Time is 20 minutes daily. project-based learning and using learning centres. Recess In preschool education, recess is part of teaching and learning. Recess is allotted for pupils to have their meals as The time allocated for Integrated Learning activities are: (i) 500 minutes a week in National Schools. (ii) 440 minutes a week in National Type Schools. 20 Outdoor Activity free to determine rules and their role in play. During free Outdoor Activity are activities that are carried out outside the play, pupils benefit in terms of physical, emotional, cognitive classroom. pupils' and social skills. Besides having fun during play, pupils learn intelligence as well as provide opportunities for pupils to interact to interact and negotiate effectively; able to share and and explore their surroundings. Through these activities, pupils' collaborate with others; as well as develop problem solving awareness of health and safety as well as sensitivity to the skills. It helps build fitness and stimulate environment can be improved. Outdoor Activity should be carried out every day as follows: 1. Physical Activity During free play, teacher acts as a planner, facilitator, play partner and observer. The teacher also needs to be wise in providing a suitable environment for free play to be effective Physical activity involves body movements that require and meaningful. Time allocation for free play is 20 minutes energy to improve one’s physical fitness and health. for each slot and carried out 3 times a week. Physical activity is very important for pupils’ development Islamic Education/Moral Education and basis for a healthy and active lifestyle. In addition, physical activity promotes body fitness, dexterity and coordination as well as cognitive development, social competence and emotional maturity. Time allocation for Physical Activityis 30 minutes per session and is carried out twice a week. Time allocated for Islamic Education/Moral Education is 120 minutes a week. In classes that have five or more Muslim pupils, Islamic Education must be taught by a certified teacher for at least 120 minutes per week. For classes that have five or more non-Muslim pupils, Moral Education must be taught for at least 120 minutes per week. However, for classes that do not have or 2. Free Play Free play provides opportunities for pupils to make their own have less than 5 Muslim pupils, Moral Education can be combined with Integrated Learning. decision about what, when and how to play. They are also 21 COMMUNICATION STRAND 22 Tunjang Komunikasi terdiri daripada Bahasa Melayu, Bahasa Inggeris, Bahasa Cina dan Bahasa Tamil. Kemahiran bahasa merupakan teras kepada Tunjang Komunikasi. Kemahiran bahasa ini diorganisasikan dalam kemahiran mendengar dan bertutur; kemahiran membaca; dan kemahiran menulis. Keempat-empat kemahiran ini adalah penting bagi memperkembangkan komunikasi lisan dan asas literasi murid untuk pembelajaran mereka seterusnya. Di samping itu, aspek seni bahasa juga diterapkan dalam Tunjang ini. Aspek seni bahasa merujuk kepada keupayaan murid memahami, mengungkap dan menghargai bahasa yang indah melalui pembelajaran yang menyeronokkan secara didik hibur melalui pelbagai aktiviti dan permainan bahasa seperti nyanyian, bercerita, berlakon dan berpuisi. BAHASA MELAYU Selepas mengikuti aktiviti pembelajaran yang berteraskan Bahasa Melayu, murid boleh: 1. Memberi respons secara bertatasusila terhadap pelbagai bahan rangsangan yang didengar. 2. Berkomunikasi dan menyampaikan idea. 3. Membaca dan memahami ayat mudah. 4. Menulis perkataan, frasa dan ayat mudah. 23 STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+ 5+ BM 1.0 KEMAHIRAN MENDENGAR DAN BERTUTUR BM 1.1 BM 1.2 BM 1.3 Mendengar dan memberi respons terhadap pelbagai bunyi di persekitaran Mendengar, memahami dan memberi respons secara gerak laku dan lisan Mendengar dan mengecam bunyi bahasa Murid boleh: Murid boleh: BM 1.1.1 BM 1.1.2 Mengecam dan membezakan bunyi di persekitaran (i) manusia (ii) alam sekitar (iii) ciptaan manusia BM 1.1.3 Memberi respons terhadap bunyi yang didengar Mengenal pasti pelbagai bunyi di persekitaran Murid boleh: Murid boleh: BM 1.2.1 Mendengar dan memberi respons terhadap cerita yang didengar BM 1.2.4 BM 1.2.2 Mendengar dan menyanyi lagu Mendengar dan memberi respons dengan bertatasusila terhadap: (i) arahan (ii) soalan (iii) cerita BM 1.2.3 Mendengar, memahami dan memberi respons secara bertatasusila terhadap: (i) ucap selamat (ii) arahan yang mudah BM 1.2.5 Mendengar dan melafazkan puisi dengan intonasi yang betul BM 1.2.6 Melafazkan puisi (i) pantun dua kerat (ii) sajak Murid boleh: Murid boleh: BM 1.3.1 BM 1.3.4 Mendengar dan menyebut abjad Mendengar, mengecam dan menyebut perkataan 24 STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+ BM 1.4 BM 1.5 Berinteraksi menggunakan ayat mudah Bertutur untuk menyampaikan idea BM 1.3.2 Mendengar, mengecam dan menyebut bunyi suku kata awal yang sama dalam perkataan BM 1.3.3 Mendengar, mengecam dan menyebut bunyi suku kata akhir yang sama dalam perkataan 5+ BM 1.3.5 Menyebut dan memberi respons terhadap perkataan yang didengar Murid boleh: Murid boleh: BM 1.4.1 Mendengar dan menyebut ayat mudah secara bertatasusila BM 1.4.4 Berinteraksi menggunakan ayat mudah mengikut situasi BM 1.4.2 Berinteraksi menggunakan ayat mudah untuk: (i) meluahkan perasaan (ii) menyatakan permintaan BM 1.4.5 Berinteraksi menggunakan ayat mudah untuk: (i) memberi arahan (ii) memberi pandangan BM 1.4.3 Bersoal jawab menggunakan ayat mudah BM 1.4.6 Bersoal jawab menggunakan ayat mudah berdasarkan bahan rangsangan Murid boleh: BM 1.5.1 Menyampaikan idea tentang sesuatu yang didengar, dilihat atau dialami Murid boleh: BM 1.5.2 Menyampaikan idea secara kritis tentang sesuatu yang didengar, dilihat atau dialami 25 STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+ 5+ BM 2.0 KEMAHIRAN MEMBACA BM 2.1 Menguasai kemahiran prabaca BM 2.2 Mengenal huruf abjad Murid boleh: BM 2.1.1 Menyatakan lambang dan cetakan yang membawa makna tertentu BM 2.1.2 Mengenal pasti ciri-ciri fizikal buku: (i) judul (ii) gambar/Ilustrasi (iii) pengarang BM 2.1.3 Mengamalkan cara membaca yang betul: (i) dari kiri ke kanan (ii) dari atas ke bawah (iii) jarak antara mata dengan buku (iv) teknik memegang buku BM 2.1.4 Mengamalkan penjagaan buku dengan cara yang betul BM 2.1.5 Membaca secara olok-olok Murid boleh: Murid boleh: BM 2.2.1 Mengenal pasti abjad BM 2.2.3 BM 2.2.2 Menyebut dan membunyikan huruf vokal Mengenal pasti dan menyebut huruf kecil dan besar 26 STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+ BM 2.3 BM 2.4 Membina dan membaca suku kata dan perkataan Membaca dan memahami frasa dan ayat 5+ Murid boleh: Murid boleh: BM 2.3.1 Membunyikan suku kata terbuka BM 2.3.3 BM 2.3.2 Membunyikan suku kata tertutup Membaca perkataan dengan suku kata terbuka: (i) KV+KV (ii) KV+ KV+KV BM 2.3.4 Membaca perkataan dengan suku kata terbuka dan tertutup: (i) KVK (ii) V+KV (iii) V+KVK (iv) KV+KVK (v) KVK+KV (vi) KVK+KVK Murid boleh: Murid boleh: BM 2.4.1 Membaca frasa yang mengandungi perkataan dengan suku kata terbuka BM 2.4.3 Membaca dan memahami frasa yang mengandungi perkataan dengan suku kata terbuka dan tertutup BM 2.4.2 Membaca ayat mudah yang mengandungi perkataan dengan suku kata terbuka BM 2.4.4 Membaca dan memahami ayat mudah dengan sebutan yang betul 27 STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+ BM 2.5 BM 2.6 Membaca dan memahami bahan bacaan Memupuk bacaan luas 5+ Murid boleh: Murid boleh: BM 2.5.1 BM 2.5.2 Membaca dan menceritakan semula daripada bahan bacaan yang dibaca BM 2.5.3 Membaca dan meluahkan idea daripada bahan bacaan yang dibaca Membaca bahan bacaan mudah Murid boleh: Murid boleh: BM 2.6.1 Memilih bahan bacaan yang digemari BM 2.6.4 Berkongsi bahan bacaan BM 2.6.5 BM 2.6.2 Mengenal dan menamakan gambar dalam buku Membaca bahan bacaan secara berkongsi dengan rakan BM 2.6.6 BM 2.6.3 Membaca perkataan yang terdapat dalam buku Membaca bahan bacaan dengan sendiri BM 3.0 KEMAHIRAN MENULIS BM 3.1 Menguasai kemahiran pratulis Murid boleh: BM 3.1.1 Memegang alat tulis dengan cara yang betul untuk menulis BM 3.1.2 Duduk dengan posisi yang betul semasa menulis 28 STANDARD PEMBELAJARAN STANDARD KANDUNGAN 4+ BM 3.2 Menguasai kemahiran menulis BM 3.1.3 Membuat contengan dan lakaran menggunakan pelbagai alat tulis BM 3.1.4 Mengkoordinasikan pergerakan mata dengan tangan melalui lakaran bentuk, corak dan garisan secara bebas BM 3.1.5 Mengkoordinasikan pergerakan mata dengan tangan mengikut arah yang betul 5+ Murid boleh: Murid boleh: BM 3.2.1 Menulis huruf kecil dengan cara yang betul BM 3.2.5 Menyalin ayat mudah BM 3.2.6 BM 3.2.2 Menulis huruf besar dengan cara yang betul Meluahkan idea dalam bentuk lukisan, simbol dan tulisan BM 3.2.7 Menulis perkataan dan frasa BM 3.2.3 Menyalin perkataan BM 3.2.8 Menulis ayat mudah BM 3.2.4 Menyalin frasa 29 Senarai Suku Kata Suku Kata Contoh Satu suku kata terbuka KV Dua suku kata terbuka KV+KV Tiga suku kata terbuka KV+KV+KV Satu suku kata tertutup KVK bot, bas, beg, cat, gam, gol, jam, jet, jus, kek, kot, lap, mop, pen, pin, tin, van, zip Dua suku kata terbuka V+KV abu, apa, api, aku, alu, ini, itu, isi, ubi, ibu ba, ca, de, fi, gu, hi, ja, ku, lo, ma, ni, pu, ra, si, to bapa, baca, batu, buku, bola, bahu, cuti, ciku, dagu, duri, feri, gigi, hari, jala, kuku, kuda, lori, lima, mata, meja, muka, nasi, paku, pasu, rusa, roti, susu, sagu, topi, raga dahaga, kerusi, lelaki, kereta, kepala, mereka, cerita, tomato, telaga, kemeja Satu suku kata terbuka dan satu suku kata tertutup V+KVK Satu suku kata terbuka dan satu suku kata tertutup KV+KVK bakul, bulan, bulat,bunga,cawan, cicak, dodol, datuk, gajah, garam, hutan, hitam, jalan, katil, kipas, lapan, lilin, mulut, masin, makan, nenek, pokok, siput Satu suku kata tertutup dan satu suku kata terbuka KVK+KV kunci, lampu, lembu, pintu, teksi, kanta, kurma, baldi, bomba Dua suku kata tertutup KVK+KVK adik, ayam, awan, akar, epal, emak, ekor, itik, ubat, otak biskut, kertas, masjid, coklat, sampan, bantal, kantin, tandas, cermin, mancis 30 GLOSARI Bil. Istilah Maksud / Makna 1 bacaan luas Bacaan luas atau bacaan ekstensif merupakan satu kegiatan membaca yang dilakukan oleh murid secara bersendirian tanpa bimbingan guru. Bacaan luasini bertujuan untuk mengukuhkan asas membaca; menambah kemahiran memahami dan menaakul isi bacaan; meningkatkan kepantasan membaca; serta membina dan mengukuh minat membaca. 2. konsonan Huruf selain vokal (b, d, f, ...). 3. suku kata terbuka Suku kata yang diakhiri dengan vokal. 4. suku kata tertutup Suku kata yang diakhiri dengan konsonan. 5. vokal Huruf hidup atau huruf saksi (a, e, i, o, u). 31 ENGLISH LANGUAGE Upon completion of learning activities inEnglish Language, pupils can: 1. listen and respond using appropriate verbal and non-verbal responses. 2. communicate using simple sentences with manners. 3. read and understand simple sentences. 4. write words and phrases. LEARNING STANDARD CONTENT STANDARD 4+ 5+ BI 1.0 LISTENING AND SPEAKING SKILLS BI 1.1 Listen to and identify sounds Pupils can: Pupils can: BI 1.1.1 BI 1.1.2 Listen to and respond to stimulus given: (i) environmental sounds (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 Listen to and identify rhymes in nursery rhymes and songs Listen to and identify common sounds in the environment 32 LEARNING STANDARD CONTENT STANDARD 4+ BI 1.2 BI 1.3 Listen to and respond appropriately Pupils can: 5+ Pupils can: BI 1.2.1 Listen to and recite nursery rhymes BI 1.2.6 Listen to and recite poems and rhymes BI 1.2.2 Listen to and sing songs BI 1.2.7 Listen to and respond tostories BI 1.2.3 Listen to and repeat greetings BI 1.2.4 Listen to and follow simple instructions BI 1.2.5 Listen to and enjoy simple stories Listen to, understand and Pupils can: respond in a variety of BI 1.3.1 Participate politely in daily contexts conversations to: (i) exchange greetings (ii) show appreciation (iii) introduce oneself (iv) express feelings (v) make simple request Pupils can: BI 1.3.2 Name favourite things and activities BI 1.3.3 Listen to and respond to oral texts BI 1.3.4 Participate in talk about familiar activities and experiences BI 1.3.5 Participate in talk about stories heard BI 1.3.6 Participate in role play about familiar daily situations 33 LEARNING STANDARD CONTENT STANDARD 4+ 5+ BI 2.0 READING SKILLS BI 2.1 BI 2.2 Show appropriate book handling skills Apply sounds of letters to recognise words Pupils can: BI 2.1.1 Handle books carefully BI 2.1.2 Recognise the basic features of a book BI 2.1.3 Read print in the correct manner: (i) left to right (ii) top to bottom (iii) distance between eyes and the book BI 2.1.4 Show awareness that print conveys meaning by doing pretend reading Pupils can: BI 2.2.1 BI 2.2.2 BI 2.2.3 Children who start preschool at 5+ will develop the book handling skills learning standards of children who started preschool at 4+. Children who started preschool at 4+ will continue to recieve appropriate support and challenge in book handling skills. Pupils can: Recognise letters of the alphabet by their: (i) shape (ii) name BI 2.2.5 Recognise and sound out letters of the alphabet BI 2.2.6 Recognise and sound out initial, medial and ending sounds in a word BI 2.2.7 Blend phonemes (sounds) to form single syllable words Recognise small letters of the alphabet Recognise capital letters of the alphabet 34 LEARNING STANDARD CONTENT STANDARD 4+ BI 2.2.4 BI 2.3 BI 2.4 Demonstrate understanding of a variety of texts in the form of print and nonprint materials 5+ Name letters of the alphabet Pupils can: Pupils can: BI 2.3.1 Recognise and read logos and signs BI 2.3.3 Recognise and read high frequency/sight words BI 2.3.2 Read familiar words printed in the surroundings BI 2.3.4 Read simple phrases BI 2.3.5 Read simple sentences Pupils can: Develop interest in reading independently for BI 2.4.1 Recognise and name objects or information and people in pictures enjoyment Pupils can: BI 2.4.2 Read texts independently BI 2.4.3 Read and respond to texts read BI 3.0 WRITING SKILLS BI 3.1 Develop prewriting skills Pupils can: BI 3.1.1 Demonstrate fine motor control of hands and fingers by using writing tools correctly BI 3.1.2 Demonstrate correct posture and pen hold grip BI 3.1.3 Develop hand-eye coordination through scribbling, drawing lines and patterns Children who start preschool at 5+ will focus on the prewriting skills learning standards of children who started preschool at 4+. Children who started preschool at 4+ will continue to recieve appropriate support and challenge in prewriting skills. 35 LEARNING STANDARD CONTENT STANDARD 4+ BI 3.2 Develop writing skills Pupils can: 5+ Pupils can: BI 3.2.1 Write recognisable letters BI 3.2.5 Copy simple phrases in legible print BI 3.2.2 Copy and write small letters legibly BI 3.2.6 Copy simple sentences in legible print Copy and write capital letters legibly BI 3.2.7 Communicate ideas and information by using drawing, marks, symbols and writing with invented spelling BI 3.2.8 Write words and phrases in legible print BI 3.2.3 BI 3.2.4 Copy familiar words in legible print 36 Suggested Word List According To Rimes (Basic Phonics) Rime Word List Rime Word List - at cat, mat, sat, pat, bat, fat, rat, hat - og dog, jog, log - ap cap, lap, map, tap, nap - et jet, wet, net, pet - an fan, man, can, pan, van - en hen, pen, ten, men - am jam, yam, ram - ed bed, red - in bin, fin, pin, tin, win - eg leg, peg - ip dip, sip, lip, zip, hip - ut cut, hut, nut - it hit, kit, pit, sit - un bun, fun, gun, run, sun - ig big, dig, fig, wig - um gum, hum, mum - ag bag, rag, tag, wag - ack back, pack, rack, sack - ad mad, sad, pad, bad - ick tick, sick, lick, pick, quick - ot cot, dot, hot, not, pot - ock sock, lock, rock - op hop, mop, pop, top - ill fill, ill, pill, hill, bill - od cod, god, nod, pod, rod - ell bell, tell, well, yell, sell 37 Suggested High Frequency Words the of for my so your and it at her go put a was his out no too to you that this so here said they with have me an in on we went very am he she can be get yes I is are like got did *In frequency order reading down the columns from left to right 38 GLOSSARY No. Term Definition 1. alliteration The use of words that begin with the same sound. Example: peas porridge pot. 3. non-print material Digital reading materials. 4. print material Printed matter is a term to describe printed material produced by printers or publishers, such as books, magazines, booklets, brochures and other publicity materials and in some cases, newspapers. 5. rhythm and rhyme A regular repeated pattern of sounds and words that rhyme. Example: nursery rhymes. 39 语 语是 族的母语，在 在小学学 文打好 础 多元种族的社会中 着重要的地位，它 是 文小学的教学媒介语，因 儿童需在学前掌握一定程度的 儿童能 确地使用 本课程将让儿童掌握语言的 本技能，即听话 说话 阅读和书写， 文来表达感 分享生活经验，并 本课程通过活泼 趣的活 ，如游 歌唱 文， 儿童 累新知识和新经验， 时使 文的 趣， 强语言的掌握 通过 礼貌地 人沟通 会话 问答 表演 讲故事等语文活 ，提高儿童学 本课程，学生 1. 养 2. 良好的听话和说话 惯 于使用 文， 礼貌地 人沟通 3. 初 掌握阅读的能力，对阅读产生 趣 4. 能初 以书面进行表达，对书面表达产生 趣 教学重点 1. 学前教育 教汉语拼音 轻声 调等语音知识，惟教师范读语音 标准 教师在进行听说教学时，提醒学生沟通时 要注意说话 的礼貌和态度 措辞和说话内容 2. 阅读教学重视 养学生的阅读 是趣味的 以及聆听者的身分 趣和 教师 应注意学生倾听技巧，训练学生的口头表达能力 惯 教师应提供充足的读物及营 良好的阅读 境 课室内所置放的读物 适合学生程度并 书 40 3. 识字是阅读的 础， 是学前教育语文教学的一个重点，必 力求到位 教师应 他容易出 混淆的字 介绍实物或 形和文字的 系，如 山 -水- 4. 5. 要向学生介绍 独体字 合体字 象形字 识字容易写字难，识字教学，应该多识字，少写字， 学枯燥单调 能把写字当作识字教学的活 厌 烦地指导学生辨识字形相似 读音相 或 - 等 词术语 可要求识写 ，以免拖慢识字的 学前班的教师可根据班级学生程度 度 识字教学需通过活 进行，避免教 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 调能力，在执笔和坐姿等方面养 良好的 惯，打好写字 础，并对写字产生 7. 写字教学要求学生会使用田字格练 写字，掌握 本笔画和偏旁部首的写法，笔 8. 写字要贵精 生精神 的 9. 贵多， 是每个教过的字都要写 每个字写 3 至 5 个 能集中，在执笔 坐姿 笔 等各方面容易出错 确，并初 间架结构的意识 每一 的书写时间 宜持续超过 3-5 分钟 出错了继续写下去就会养 良的书写 趣 惯 书写时间过长，学 要让学生写 笔画递增 完整的汉字 书写教学初 养学生书面表达的能力，重视 趣的 养 教学时应多鼓励 多 赞，让孩子喜 表达 放胆表达， 必强调种种 书写规矩，甚至允许学生用符号来代替文字 学 标准 内容标准 4+ 5+ BC 1.0 听说教学 BC 1.1 注 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 模仿声音 41 学 标准 内容标准 4+ BC 1.2 BC 1.3 聆听和理解指示 要求， 做出适当的反应 听读教材，理解 要内容 学生能 BC 1.2.1 BC 1.4 以口语参 互 ， 地 人沟通 礼貌 BC 1.4.2 针对 问题 情况发问和回答 聆听及明白单 指示 要求，并作 出适当的反应 聆听教材，根据内容作出反应 聆听及明白指示 要求，并作出适 当的反应 BC 1.2.3 聆听会话 作出反应 BC 1.3.2 聆听教材，根据内容作出适当的反 应 学生能 礼貌地向人请安问候 讲述 自己的事物 学生能 BC 1.5.1 BC 1.2.2 学生能 学生能 BC 1.4.1 BC 1.5 学生能 学生能 BC 1.3.1 5+ BC 1.4.3 礼貌地提出要求 BC 1.4.4 讲述生活中所发生的事情 BC 1.4.5 针对事情说出看法 学生能 礼貌地发问和回答问题 BC 1.5.2 针对 明白或感 趣的事物发问 BC 1.5.3 针对 情况发问和回答问题 43 学 标准 内容标准 4+ 5+ BC 2.0 阅读教学 BC 2.1 BC 2.2 BC 2.3 BC 2.4 理解生活 境中的 符号 理解 像 画书的内容 认识汉字的 认识字词 本知识 学生能 能 学生能 BC 2.1.1 理解符号中的 体物件内容 BC 2.1.2 知道能使用 BC 2.1.3 以生活 境中的线索诠释符号的意 义 像 录 说明 学生能 学生能 BC 2.2.1 知道各种 息类文本的 能 BC 2.2.3 理解故事角色 情节 内容 BC 2.2.2 使用 BC 2.2.4 辨认 像 录 说明 学生能 赏创作者的 像细节 学生能 BC 2.3.1 认识汉字起源于 形 BC 2.3.3 认识和说出 BC 2.3.2 认识汉字一字一音 BC 2.3.4 认识 学生能 本笔画的 本部首和偏旁 学生能 BC 2.4.1 认识自己的姓 BC 2.4.2 看 BC 2.4.3 认识字词 BC 2.4.4 从教材中认识生字 识字 44 学 标准 内容标准 4+ BC 2.5 BC 2.6 认读词语 朗读句子 学生能 BC 2.8 理解阅读材料 养阅读 趣 学生能 BC 2.5.1 认读单字 BC 2.5.3 认读词语 BC 2.5.2 看 BC 2.5.4 认读短语 认读词语 学生能 BC 2.6.1 BC 2.7 5+ 学生能 朗读简单的句子 学生能 BC 2.6.2 以适当的语调朗读句子 BC 2.6.3 朗读儿歌 诗歌 学生能 BC 2.7.1 根据教材回答问题 BC 2.7.3 根据教材进行问答活 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 ，讲述故事内容 学生能 学生能 BC 2.8.1 翻阅 书 BC 2.8.2 序翻阅书本 BC 2.8.3 翻阅 书，并 书内容 BC 2.8.4 针对故事内容发问 于分享 45 学 标准 内容标准 4+ 5+ BC 3.0 书写教学 BC 3.1 BC 3.2 发展眼和手的机能，做好 写字前的准备 书写硬笔字 学生能 BC 3.1.1 灵活 能力 BC 3.2.2 BC 3.2.3 书面表达 调 学生能 学生能 BC 3.2.4 确的执笔 BC 3.2.1 BC 3.3 准确地 用眼睛和手的 以 确的坐姿写字 确地写出 本笔画 学生能 BC 3.3.1 以 确的方法写字 (i) 笔画 笔 确 (ii) 字体整齐 学生能 用 像或符号标示空间 物件或做 录 BC 3.3.2 用 像 符号或文字表达想法 46 தமி்மமொழி தமி்மமொழி ்க்ற் நடவி்கககு்ு் பிறு, மொணவ்க்: 1. மெவிமு்த ப்வவு ூ்ட்கு்ு் ப்ுட் ுல்ுவ். 2. எளிய வொ்கிய்களி்வழி மதொட்ுமகொ்வ். 3. எளிய வொ்கிய்ககள வொெி்ப்; ுி்ுமகொ்வ். 4. மெொ்க், மெொ்மறொட், எளிய வொ்கிய்க் ஆகியவ்கற எுுவ். க்ற்தர் உ்ளட்க்தர் 4+ 5+ BT 1.0 கக்ட் திறு் கே்ு் திறு் BT 1.1 ப்வகக ஒலிககள Á¡½Å÷¸û: அறிவ் BT 1.1.1 Á¡½Å÷¸û: பிரொணிக் எு்ு் ஒலிககள அறிவ் BT 1.1.2 இய்கக ஒலிககள அறிவ் BT 1.1.3 மெய்கக ஒலிககள அறிவ் BT 1.1.4 இகெ்குவிகளி் ஒலிககள அறிவ் 47 க்ற்தர் உ்ளட்க்தர் BT 1.2 4+ மெவிமு்தவ்கற் Á¡½Å÷¸û: ூுவ்; BT 1.2.1 அத்வக்ப் ுல்ுவ் Á¡½Å÷¸û: மெவிமு்த க்டகள¨Âì ÜÚÅ÷; «¾்§¸üபò ுல்ுவ் BT 1.2.2 BT 1.2.3 மெவிமு்த º¢ÚÅ÷ பொடகல் பொுவ் BT 1.2.4 மெவிமு்த ெ்த் பொடகல் பொுவ் எு்ுககள Á¡½Å÷¸û: ஒலி்ப் BT 1.3.1 BT 1.2.5 ¦ºÅ¢ÁÎò¾ ¸¨¾¨Âì ÜÚÅ÷ BT 1.2.6 ¦ºÅ¢ÁÎò¾ ¸¨¾¨Âô ÀüȢ ¾¸Åø¸¨Çì ÜÚÅ÷ BT 1.2.7 மெவிமு்த ¸¨¾Â¢ý À¡ò¾¢Ãí¸Ç¢ý மெவிமு்த வவ்ுவகொ¨Çì ÜÚÅ÷; «¾்§¸üபò ுல்ுவ் BT 1.3 5+ ÀñÒ¸¨Ç Å¢ÇìÌÅ÷ Á¡½Å÷¸û: உயி் எு்ுககளு் ஆ்த BT 1.3.3 எு்கது் ஒலி்ப் BT 1.3.2 மம்மயு்ுககள ஒலி்ப் வ்லின உயி்மம் எு்ுககள ஒலி்ப் BT 1.3.4 மம்லின உயி்மம் எு்ுககள ஒலி்ப் BT 1.3.5 இகடயின உயி்மம் எு்ுககள ஒலி்ப் BT 1.3.6 BT 1.4 மெொ்ககள் ெியொக Á¡½Å÷¸û: உ்ெி்ப் BT 1.4.1 ுறி், மநி் எு்ுககள ஒலி்ப் Á¡½Å÷¸û: உயிமருòиû மகொ்ட மெொ்ககள உ்ெி்ப் BT 1.4.5 வ்லின ¯Â¢÷¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼ மெொ்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷ 48 க்ற்தர் உ்ளட்க்தர் 4+ BT 1.4.2 வ்லின ¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼ 5+ BT 1.4.6 மெொ்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷ BT 1.4.3 மம்லின ¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼ BT 1.4.4 BT 1.5 மபொு்தமொன Á¡½Å÷¸û: மெொ், மெொ்மறொட், BT 1.5.1 வொ்கிய் வபுவ் BT 1.4.7 BT 1.4.8 மெொ்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷ த்கன் ப்றிய ுய விவர்ககள் மபய்ககள் ெியொக் பய்பு்தி் வபுவ் BT 1.5.3 ுறி், மநி் மெொ்ககளî ºÃ¢Â¡¸ உ்ெி்ப் Á¡½Å÷¸û: ுு்ப உு்பின்களி் உறு் BT 1.5.2 இகடயின ¯Â¢÷¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼ மெொ்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷ BT 1.5.4 ூுவ் ஆகியவ்கற் பய்பு்தி் மெொ்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷ மெொ்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷ இகடயின ¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼ மம்லின ¯Â¢÷¦Áö¦ÂØòи¨Çì ¦¸¡ñ¼ உறவின்களி் உறு் மபய்ககள் ெியொக் பய்பு்தி் வபுவ் BT 1.5.5 ÝÆÖ째üÀ ±Ç¢Â š츢Âí¸¨Çô ÀÂýÀÎò¾¢ô §ÀÍÅ÷ BT 1.5.6 À¡¼ò Ш½ô¦À¡ÕÇ¢ý àñ¼Ä¢ýÅÆ¢ ±Ç¢Â š츢Âí¸Ç¢ø À¾¢ø ÜÚÅ÷ மியொகத் மெொ்ககளô பய்பு்தி் வபுவ் BT 1.6 ூழு்வக்ப Á¡½Å÷¸û: நி்ு் கொ்ுவ் BT 1.6.1 கதொபொ்திர்ககள ஏ்ு ºÃ¢Â¡ன பொவகனயி் நி்ு் கொ்ுவ் 49 க்ற்தர் உ்ளட்க்தர் 4+ 5+ BT 2.0 வாசி்ு் திற் BT 2.1 Òò¾¸ò¨¾î ºÃ¢Â¡É ӨȢø ¨¸Â¡ûÅ÷ Á¡½Å÷¸û: BT 2.1.1 Òò¾¸ò¨¾ì ¸ÅÉÁ¡¸ì ¨¸Â¡ûÅ÷ BT 2.1.2 Òò¾¸ò¾¢ý «ÊôÀ¨¼ «õºí¸¨Ç «È¢Å÷ BT 2.1.3 BT 2.1.4 BT 2.2 ெியொன உ்ெி்ுட் வொெி்ப் Òò¾¸ò¨¾î ºÃ¢Â¡É ӨȢø Å¡º¢ôÀ÷ (i) þ¼Á¢ÕóÐ ÅÄõ (ii) §ÁÄ¢ÕóÐ ¸£ú (iii) ¸ñ ÁüÚõ Òò¾¸ò¾¢üÌ þ¨¼Â¢Ä¡É àÃõ ÌȢ£θû, «îºÊì¸ôÀð¼¨Å¸û ¬¸¢ÂÅüÈ¢ý ¦À¡Õ¨Çì ÜÚÅ÷ Á¡½Å÷¸û: BT 2.2.1 உயிமரு்தி் மதொட்ு் மெொ்ககள் Á¡½Å÷¸û: BT 2.2.4 ெியொன உ்ெி்ுட் வொெி்ப் ு்மறு்தி், மந்மடு்தி் மதொட்ு் மெொ்ககள் ெியொன உ்ெி்ுட் வொெி்ப் BT 2.2.2 BT 2.2.3 மம்மயு்தி் ுிு் மெொ்ககள் ெியொன உ்ெி்ுட் வொெி்ப் உயி்மம் எு்ுககள் மகொ்ட மெொ்ககள் ெியொன உ்ெி்ுட் வொெி்ப் BT 2.2.5 ஓமரு்ு் மெொ்ககள் ெியொன BT 2.2.6 ஈமரு்ு் மெொ்ககள் ெியொன BT 2.2.7 ூமவு்ு் மெொ்ககள் ெியொன உ்ெி்ுட் வொெி்ப் உ்ெி்ுட் வொெி்ப் உ்ெி்ுட் வொெி்ப் 50 க்ற்தர் உ்ளட்க்தர் 4+ 5+ BT 2.2.8 BT 2.3 வொெி்ு் ுி்ு Á¡½Å÷¸û: மகொ்வ் BT 2.3.1 மெொ்கல வொெி்ு ்ுி்ு மகொ்வ் BT 2.3.2 மெொ்மறொடகர வொெி்ு ்ுி்ு மகொ்வ் ºó¾î ¦º¡ü¸¨Çî ºÃ¢Â¡É ¯îºÃ¢ôÒ¼ý Å¡º¢ôÀ÷ Á¡½Å÷¸û: BT 2.3.3 எளிகமயொன மெொ்ககள் மகொ்ட வொ்கிய்ககள வொெி்ு் ுி்ு மகொ்வ் 3.0 எு்ு் திற் BT 3.1 எுுÅதü¸¡É ¬Âò¾ô À¢üº¢¸û ¦ºöÅ÷ Á¡½Å÷¸û: BT 3.1.1 கக இய்க் பயி்ெிக் மெ்வ் BT 3.1.2 க்நக் பயி்ெிக் மெ்வ் BT 3.1.3 க்ககளு் ககககளு் BT 3.1.4 ±ØÐவகொகல் ெியொக் பிி்ு எுுவ் BT 3.1.5 மகொ்ு, வகளு, ுழி, வில்ு உ்ளட்கிய ஒு்கிகண்ு் பயி்ெிக் மெ்வ் தமி் எு்ுகு்வக்ற வகொல்க் வகரவ் 51 க்ற்தர் உ்ளட்க்தர் BT 3.2 ºÃ¢Â¡É ÅâÅÊÅòмý àö¨Á¡¸ ±ØÐÅ÷ 4+ Á¡½Å÷¸û: BT 3.2.1 BT 3.2.2 Á¡½Å÷¸û: மகொ்ு, வகளு, ுழி, வில்ு BT 3.2.3 மெொ்ககள் பொ்்ு எுுவ் ஆகியவ்கற் ெியொன அளுட் எுுவ் BT 3.2.4 மெொ்மறொட்ககள் பொ்்ு எுுவ் BT 3.2.5 எளிகமயொன வொ்கிய்ககள் பொ்்ு ெியொன அளு, இகடமவளி, விவிவ் ஆகியவ்ுட் ூ்கமயொக எுுவ் BT 3.3 மெொ், மெொ்மறொட், Á¡½Å÷¸û: வொ்கியõ ¬¸¢ÂÅü¨È BT 3.3.1 மெொ்கல உுவொ்கி எுுவ் BT 3.3.2 மெொ்மறொடகர உுவொ்கி எுுவ் உுவொ்கி எுுவ் 5+ எுுவ் Á¡½Å÷¸û: BT 3.3.3 எளிய வொ்கிய்கத உுவொ்கி எுுவ் 52 மசொ்கள்சிய் 1.1.1 ுகர்ு் பிளிு் க்ஜி்ு் க்ு் ககன்ு் ெீு் 1.4.2 1.4.3 1.4.4 (வ்லின்) (மம்லின்) (இடடயின்) பி - பொி அ்மொ மபிய்பொ க்ப் அ்ன் யொ் தி - தொி அ்பொ மபிய்மொ க்ு அ்மொ அவ் மு -மொு பொ்ி ெி்ற்பொ க்டட் ந்கத இவ் மி -மொி தொ்தொ ெி்தி த்ு ந்ு ஐயொ ப் - பொ் அ்ண் மொமொ ப்ு மர் ுர் நக் - நொக் த்கக அ்கத ப்ட் ம் வர் த்பி அ்கொ் அற் மப் பழ் விறு இ்ெி பல் இறு இ்ு ூகள க் அ்ு ு்பொ்கி ெ்ு ு்ு ம்ு 1.4.8 1.5.2 1.5.4 த்ு 1.5.3 2.1.1 / 2.1.4 2.2.5 2.2.6 2.2.7 2.3.2 2.3.2 வண்க் வ்ட் வொ எலி த்ு பொமொஆு பொ்பொபொு ம்னி்கு் ெுர் கக நொ் ப்ளி பொ்பொபி மணி்ுறொ தயுமெ்ு மெ்வக் நொ ஏ் கிணு ஆி்பொு கொ்ு்புதி வொு்க் ு்வகொண் தொ ூகன வெவ் ஆகடஅணி ு்தக்பொ் அமு்க் ு்கடவிவ் கப ுி அணி் மொி்பி மவ்கள்கொலணி மெ்ு்க் பிகறவிவ் மொ க் மகொ்ு அ்மொஅழு ு்த்மெ் தொு்க் ந்ெ்திரவிவ் வபொ ப் எுகம மபியவு ீ மொ்ுவ்ி ெிறியவு ீ பொட்பி 53 SPIRITUALITY, ATTITUDES AND VALUES STRAND 54 ISLAMIC EDUCATION Islamic Education emphasises the basic mastery of the Quran and Jawi, manifestation of faith (Akidah), interlisation of tenets of worship, enrichment of good manners and morality and introduction of Sirah. Upon completion of learning activities in Islamic Education, pupils can: 1. recognise hijaiyah letters, memorise short Quranic verses and acquire basic Arabic language. 2. understand the basic tenets of faith and worship of Allah. 3. know theSirah and attributes of Prophet Muhammad SAWand emulate him. 4. practise good manners and morality in life. 5. read and write Jawi correctly. LEARNING STANDARD CONTENT STANDARD 4+ 5+ PI 1.0 AL-QURAN PI 1.1 Know hijaiyah letters Pupils can: Pupils can: PI 1.1.1 PI 1.1.2 Say single hijaiyah letters Identify and sound out short vowels: (i) small diagonal line above a letter (fathah) (ii) a similar diagonal line below a letter (kasrah) (iii) a small curl-like diacritic placed above a letter (dhommah) 55 LEARNING STANDARD CONTENT STANDARD PI 1.2 PI 1.3 Memorise a few Quranic verses from juzuk Amma Acquire basic Arabic 4+ 5+ Pupils can: Pupils can: PI 1.2.1 PI 1.2.2 Memorise the following Quranic verses in the correct manner: (i) An-Nas (ii) Al-Ikhlas PI 1.2.3 Recite and practise the Al-Fatihah, An-Nas and Al-Ikhlas verses in life Memorise the Al-Fatihah in the correct manner Pupils can: Pupils can: PI 1.3.1 PI 1.3.2 Say and recognise numbers 1 to 10 in Arabic PI 1.3.3 Pronounce simple words in Arabic Say numbers 1 to 10 in Arabic PI 2.0 FAITH (AKIDAH) PI 2.1 Internalise the proclamation of faith (kalimah syahadah)as a foundation in belief of Allah Pupils can: Pupils can: PI 2.1.1 Recite the kalimah ا إله إا ه PI 2.1.2 State the meaning of kalimah ا إله إا ه PI 2.1.3 Recite the kalimah syahadah: PI 2.1.4 State the meaning of the kalimah syahadah PI 2.1.5 Internalise the kalimah syahadah in life 56 أش د أن ا إله إا ه أش د أن محمدا رس ل ه LEARNING STANDARD CONTENT STANDARD PI 2.2 PI 2.3 PI 2.4 Understand the foundation of faith in Allah 4+ 5+ Pupils can: Pupils can: PI 2.2.1 Know oneself as a creation of Allah PI 2.2.3 PI 2.2.2 Know Allah as the Creator: (i) recite the kalimah of Allah (ii) state the glory of Allah (iii) glorify the kalimah of Allah Glorify Allah with: (i) (ii) Pupils can: Pupils can: PI 2.3.1 PI 2.3.2 Understand the Six Pillars of Iman Pupils can: Pupils can: PI 2.4.1 PI 2.4.2 State the Six Pillars of Iman: (i) Belief in Allah (ii) Belief in Malaa’ika (Angels) (iii) Belief in Kitab (Scriptures) (iv) Belief in the Prophets (Messengers of Allah) ) ُس ْب َحا َن Alhamdulillah (ْح ْم ُدِ ه َ )اَل (iii) Allahu Akbar ()اهُ أَ ْكبَ ُر Understand the meaning of names of Allah (Asma’ul Husna) Say the names of Allah and the meaning: (i) Ar-Rahman (The AllCompassionate) (ii) Ar-Rahim (The All-Merciful) (iii) Al-Malik (The Absolute Ruler) (iv) Al-Hakim (The Perfectly Wise) (v) Al-Ghafur (The Forgiver and Hider of Faults) Subhanallah (اه Explain the names of Allah with examples: (i) Ar-Rahman (The AllCompassionate) (ii) Ar-Rahim (The All-Merciful) (iii) Al-Malik (The Absolute Ruler) (iv) Al-Hakim (The Perfectly Wise) (v) Al-Ghafur (The Forgiver and Hider of Faults) Explain the Six Pillars of Iman 57 LEARNING STANDARD CONTENT STANDARD 4+ 5+ (v) Belief in Qiyaamah (Day of Judgement (vi) Belief inQada’ and Qadar (Divine Will and Decree) PI 2.5 Understand the Five Pillars of Islam Pupils can: Pupils can: PI 2.5.1 PI 2.5.2 State the Five Pillars of Islam: (i) recite thekalimah syahadah (ii) perform five daily prayers (iii) fast during Ramadhan (iv) pay tithes (zakaat) (v) perform the Hajj Talk about the Five Pillars of Islam in life PI 3.0 WORSHIP (IBADAH) PI 3.1 Demonstrate the proper manner of cleaning oneself Pupils can: Pupils can: PI 3.1.1 PI 3.1.2 Demonstrate the proper manner of cleaning oneself after: (i) urination (ii) defecation PI 3.1.3 State the importance of cleaning oneself after urination and defecation State the proper manner of cleaning oneself after: (i) urination (ii) defecation 58 LEARNING STANDARD CONTENT STANDARD PI 3.2 PI 3.3 PI 3.4 Perform wudhu Know the five obligatory prayers Simulate prayers 4+ 5+ Pupils can: Pupils can: PI 3.2.1 Identify the parts of body for wudhu PI 3.2.3 Profess the intention of performing wudhu in the correct manner PI 3.2.2 Show the limits of the parts of body for wudhu PI 3.2.4 State the obligatory acts of wudhu PI 3.2.5 Perform wudhu in the correct manner Pupils can: Pupils can: PI 3.3.1 Name the five obligatory prayers PI 3.3.3 PI 3.3.2 State the times of prayers State the number of rakaat in each obligatory prayer Pupils can: Pupils can: PI 3.4.1 Show the limits of the aurat during prayer PI 3.4.4 Profess the intentions of the five obligatory prayers PI 3.4.2 Display the correct mannerism and movements during prayer PI 3.4.5 Recite prayers during movements in worship PI 3.4.3 Recite takbiratulihram PI 3.4.6 Perform a simulation of prayer accordingly in the correct manner 59 LEARNING STANDARD CONTENT STANDARD PI 3.5 Understand the concept of fasting 4+ 5+ Pupils can: Pupils can: PI 3.5.1 State the meaning of fasting PI 3.5.3 State the benefits of fasting PI 3.5.2 Talk about fasting during: (i) Ramadhan (ii) pre-dawn meal (iii) break of fast PI 3.5.4 Profess the intentions of fasting PI 3.5.5 State the necessary acts during the fasting month PI 4.0 SIRAH PI 4.1 PI 4.2 Know Prophet Muhammad SAW and his family Pupils can: Pupils can: PI 4.1.1 PI 4.1.2 Understand the events during the birth of Prophet Muhammad SAW Pupils can: Pupils can: PI 4.2.1 PI 4.2.2 Relate the events during the Prophet’s birth PI 4.2.3 State the lessons learnt during the events of the Prophet Muhammad SAW’s birth Talk about Prophet Muhammad SAW Talk about the Elephant Army State the names of Prophet ‘s family members: (i) mother (Aminah) (ii) father (Abdullah) (iii) grandfather (Abdul Mutalib) (iv) uncle (Abu Talib) 60 LEARNING STANDARD CONTENT STANDARD PI 4.3 Practise the characteristics and attributes of Prophet Muhammad SAW 4+ 5+ Pupils can: Pupils can: PI 4.3.1 PI 4.3.2 Explain the attributes of Prophet Muhammad SAW: (i) Siddiq (truthful) (ii) Amanah (trustworthy) (iii) Tabligh (advocate) (iv) Fatonah (wise) PI 4.3.3 Practise the Prophet Muhammad SAW’s characteristics and attributes in life State the characteristics of Prophet Muhammad SAW: (i) hardworking (ii) patient (iii) loving PI 5.0 GOOD MANNERS (AKHLAK) PI 5.1 Apply good manners in life Pupils can: Pupils can: PI 5.1.1 Recite and practise basmalah and hamdalah in every good deed PI 5.1.4 Recite the du’a daily PI 5.1.5 PI 5.1.2 Demonstrate good manners in eating and drinking Demonstrate good manners in entering and leaving the toilet PI 5.1.3 Demonstrate good manners towards: (i) parents (ii) family members (iii) teachers (iv) peers (v) places of worship PI 5.1.6 Differentiate halal and haram food and drinks PI 5.1.7 State sunnahfood PI 5.1.8 Discuss the importance of good manners in life 61 LEARNING STANDARD CONTENT STANDARD 4+ 5+ PI 6.0 JAWI PI 6.1 PI 6.2 PI 6.3 Know Jawi letters Read words with two syllables Write Jawi letters Pupils can: Pupils can: PI 6.1.1 PI 6.1.2 Say Jawi letters Identify the shapes of Jawi letters Pupils can: Pupils can: PI 6.2.1 PI 6.2.2 Sound out Jawi letters which are joined with the vowels wau andya PI 6.2.3 Read acording to syllables PI 6.2.4 Read words with two syllables Sound out Jawi letters which are joined with the vowel alif Pupils can: Pupils can: PI 6.3.1 PI 6.3.2 Write single Jawi letters PI 6.3.3 Copy words with two syllables Sketch shapes, patterns and lines from right-to-left using hand- eye coordination 62 MORAL EDUCATION Moral Education focuses on developing individuals with moral values based on three domains: 1. Moral Reasoning Having the mental ability to identify good from bad behaviour and right from wrong. 2. Moral Emotions Consciousness of moral feelings raises the awareness of practising good and appropriate behaviourwhich induces the feeling of joy in doing good and remorse in doing wrong. Moral feelings create moral motivations and intentions to act based on empathy and sympathy towards oneself and others. 3. Moral Behaviour Moral actions that relate tomoral reasoning and moral emotions, done voluntarily with responsibility, accountability and integrity. The three domains need to be applied with the 14 universal values which are crucial to develop individuals with moral values. These accepted universal values are in tandem with religious teachings, norms or beliefs of the Malaysian society. Upon completion of learning activities in Moral Education, pupils can: (i) understand the values practised by the Malaysian society. (ii) appreciate and practise courteousness in their daily lives. (iii) foster close ties with members of society to strengthen unity. 63 LEARNINGSTANDARD CONTENT STANDARD 4+ 5+ PM 1.0 BELIEF IN GOD PM 1.1 PM 1.2 Belief in the existence of God Know the religions or beliefs in Malaysia Pupils can: PM 1.1.1 State God’s creation Pupils can: PM 1.2.1 State one’s religion or beliefs Pupils can: PM 1.1.2 Talk about God’s creation PM 1.1.3 Show gratitude towards God’s creation Pupils can: PM 1.2.2 Talk about religions or beliefs of the people in Malaysia PM 2.0 KINDNESS PM 2.1 Be helpful to others Pupils can: PM 2.1.1 Offer assistance to friends and teachers Pupils can: PM 2.1.3 Talk about experiences of helping family members PM2.1.2 PM 2.1.4 Help others in need State the benefits of helping others PM 3.0 RESPONSIBILITY PM 3.1 Be responsible to oneself Pupils can: Pupils can: PM 3.1.1 Talk about one’s responsibility PM 3.1.3 State responsibilities at home PM 3.1.2 Practise responsibility PM 3.1.4 Carry out responsibilities in the classroom 64 LEARNINGSTANDARD CONTENT STANDARD 4+ 5+ PM 4.0 GRATITUDE PM 4.1 Show gratitude for assistance, appreciation and contribution received Pupils can: Pupils can: PM 4.1.1 PM 4.1.2 Express gratitude verbally and in writing Demonstrate various ways of showing gratitude for assistance, appreciation and contribution received PM 5.0 COURTESY PM 5.1 Be polite in speech and behaviour Pupils can: Pupils can: PM 5.1.1 PM 5.1.2 Emulate politeness in speech and behaviour Speak and behave politely with others PM 6.0 RESPECT PM 6.1 Be respectful Pupils can: Pupils can: PM 6.1.1 PM 6.1.2 State ways of showing respect in various situations PM 6.1.3 Show respect to others Emulate being respectful to others PM 7.0 LOVE PM 7.1 Love oneself, others and animals Pupils can: Pupils can: PM 7.1.1 PM 7.1.2 Talk about ways of showing love to self, others and animals Show love to self, others and animals 65 LEARNINGSTANDARD CONTENT STANDARD 4+ 5+ PM 8.0 FAIRNESS PM 8.1 Practise fairness in interactions Pupils can: Pupils can: PM 8.1.1 PM 8.1.2 Identify fairness in an action PM 8.13 Show fairness in an action State examples of fairness PM 9.0 COURAGE PM 9.1 Be courageous in daily life Pupils can: Pupils can: PM 9.1.1 PM 9.1.2 Show courage when interacting with others Show courage in attempting new tasks PM 10.0 HONESTY PM 10.1 Be honest in life Pupils can: Pupils can: PM 10.1.1 Provide examples of honest behaviour PM 10.1.3 Identify honest behaviour in various situations PM 10.1.2 State the benefits of being honest PM 10.1.4 Speak truthfully when conversing with others PM 11.0 DILIGENCE PM 11.1 Be diligent in life Pupils can: PM 11.1.1 Pupils can: Provide examples of diligence in various situations PM 11.1.2 Practise diligence in carrying out tasks 66 LEARNINGSTANDARD CONTENT STANDARD 4+ 5+ PM 12.0 COOPERATION PM 12.1 Be cooperative in carrying out tasks Pupils can: PM 12.1.1 Pupils can: Practise cooperation in carrying out tasks PM 12.1.2 State the benefits of being cooperative in carrying out tasks PM 12.1.3 Practise mutual cooperation with friends in carrying out tasks PM 13.0 MODERATION PM 13.1 Be moderate in life Pupils can: PM 13.1.1 Pupils can: State ways of being thrifty when using tools and resources PM 13.1.2 Discuss the benefits of being thrifty when using tools and resources PM 13.1.3 Demonstrate thriftiness when using tools and resources PM 14.0 TOLERANCE PM 14.1 Be tolerant in interactions Pupils can: PM 14.1.1 Pupils can: Provide examples of being tolerant in interactions with friends PM 14.1.2 Demonstrate tolerance among friends 67 List of Moral Values and their Explanation: Moral Values Belief in God Kindness Responsibility Explanation Confidence in the existence of God as the Creator of the universe and to follow respective religious teachings and beliefs which are in line with the National Principles. Moral Values Explanation Fairness Impartial actions and decisions. Courage Willingness to face challenges bravely and confidently. Honesty Aware of the needs and welfare of self and others by providing assistance and moral support sincerely. Be truthful, sincere and trustworthy in every deed. Diligence Being hardworking, dedicated and putting in continuous effort in performing tasks. Willingness to bear and carry out tasks to one’s level best. Cooperation Work together for mutual benefit. Moderation Being reasonable in thought and considerate in deed without neglecting self interest and the interest of others. Tolerance Be considerate, patient and develop selfcontrol for the well-being of self and others. Gratitude Expression of feelings and behaviour to show acknowledgement and appreciation. Courtesy Being polite and well-mannered. Respect Appreciate and honour others as well as respect the rules of social institutions. Love Awareness of sincere love. 68 PERSONAL COMPETENCE STRAND 69 The Personal Competence Strand emphasises on knowing and managing one’s emotions; as well as building social skills. The development of this competence is important as it is the basis for the building of a positive self-concept and enables pupils to face challenges in the future. Upon completion of learning activities in the Personal Competence Strand, pupils can: 1. know oneself. 2. manage one’s emotions and control one’s behaviour. 3. respect the various emotionsand views of others. 4. develop social skills for community living. 5. develop confidence in facing various challenges. Teachers are responsible in developing pupils’ socio-emotional skills effectively by providing learning opportunities through their daily routine activities, interactions, provision of a conducive learning environment and planned as well as spontaneous teaching and learning activities. 70 LEARNING STANDARD CONTENT STANDARD 4+ 5+ KD 1.0 KNOW AND MANAGE EMOTIONS KD 1.1 KD 1.2 Know and manage one’s emotions Know the emotions of others Pupils can: Pupils can: KD 1.1.1 Identify and talk about emotional experiences such as happiness, sadness, fear, anger and shyness KD 1.1.4 Talk about one’s feelings about an incident or event that had happened in various ways KD 1.1.2 State likes and dislikes KD 1.1.5 Manage emotions by choosing appropriate actions KD 1.1.3 State emotions according to situations Pupils can: Pupils can: KD 1.2.1 KD 1.2.2 Identify emotions expressed by others or incidents that had happened KD 1.2.3 Differentiate emotions amongst individuals in specific situations Identify emotions shown by others based on their behaviour KD 2.0 ACHIEVE POSITIVE EMOTIONS KD 2.1 Develop self-concept Pupils can: Pupils can: KD 2.1.1 KD 2.1.2 Show positive attitudes such as being: (i) patient (ii) independent (iii) confident Show positive attitudes such as being: (i) united (ii) loyal (iii) empathetic 71 LEARNING STANDARD CONTENT STANDARD 4+ 5+ (iv) helpful (v) sympathetic (vi) humourous KD 2.2 KD 2.3 Develop self-control Develop confidence to communicate Pupils can: Pupils can: KD 2.2.1 KD 2.2.2 State ways to manage emotions positively in unpleasant situations KD 2.2.3 Demonstrate patience when facing unpleasant situations Differentiate between wants and needs when making decisions in specific situations Pupils can: Pupils can: KD 2.3.1 Speak with confidence KD 2.3.3 Interact with confidence KD 2.3.2 Pose questions with confidence KD 2.3.4 Talk and give opinions with confidence KD 2.3.5 Show one’s abilities using various methods of communication KD 3.0 DEVELOP SOCIAL SKILLS KD 3.1 Understand the needs, feelings and opinions of others Pupils can: Pupils can: KD 3.1.1 Show sensitivity to the needs of others and act accordingly KD 3.1.3 KD 3.1.2 State the feelings of others based on their non-verbal expressions Show respect for the feelings and opinion of others 72 LEARNING STANDARD CONTENT STANDARD 4+ KD 3.2 Use social skills for interaction with others 5+ Pupils can: Pupils can: KD 3.2.1 Respect the rights of ownership of others KD 3.2.4 Express agreement and dissatisfaction on matters politely KD 3.2.2 Share tools and materials with others during activities KD 3.2.5 Adapt oneself in various situations for socialisation KD 3.2.3 Show ability to participate in an ongoing game (play entry) KD 3.2.6 Practise social etiquette in relationships 73 GLOSSARY No. Term Meaning 1. social etiquette Values and norms of a society. 2. social skills Ability to respond appropriately using verbal and non-verbal expressions during interactions. 3. self-concept View of oneself either in a positive or negative manner. 74 PHYSICAL DEVELOPMENT AND AESTHETICS STRAND 75 PHYSICAL DEVELOPMENT AND HEALTH CARE Physical Development and Health Care comprise: 1. Physical Development Physical Development comprises fine motor skills, gross motor skills, manipulative skills and rhythmic movement which are the basis for various complex movements which are needed for life. Physical development is important for physical and mental fitness, agility, coordination and pupils’ health. 2. Health Care Health Care gives emphasis on Reproductive and Social Health Education (PEERS). Awareness on health, safety and eating habits needs to be instilled from young so that this will be a good daily practice. Upon completion of learning activities in thePhysical Development and Health Strand, pupils can: (i) carry out various fine motor and gross motor movements. (ii) carry out movements with balance and control. (iii) explore various movements. (iv) carry out various manipulative skills. (v) practice healthy lifestyle through healthy eating habits and personal hygiene. (vi) protect oneself and understand the importance of personal safety. 76 LEARNING STANDARD CONTENT STANDARD 4+ 5+ FK1.0 FINE MOTOR DEVELOPMENT FK 1.1 Explore various fine motor activities Pupils can: Pupils can: FK 1.1.1 Conduct various fine motor activities FK 1.1.3 FK 1.1.2 Demonstrate hand-eye coordination and fine motor skills through various activities Use tools to demonstrate fine motor skills FK2.0 GROSS MOTOR DEVELOPMENT FK2.1 Explore various movements (spatial awareness) Pupils can: Pupils can: FK2.1.1 Carry out movements: (i) individual space (ii) general space FK2.1.4 FK2.1.2 Carry out movements at various levels: (i) high (ii) medium (iii) low Carry out movements: (i) straight (ii) curve (iii) spiral (iv) zig-zag FK2.1.5 Carry out movements of various speed FK2.1.3 Carry out movements according to direction 77 LEARNING STANDARD CONTENT STANDARD 4+ FK2.2 Carry out various locomotor movements Pupils can: Pupils can: FK2.2.1 FK2.2.3 Carry out movements: (i) walking (ii) running (iii) jumping (iv) hopping (v) galloping (vi) sliding (vii) skipping FK 2.2.2 FK2.3 Carry out various nonlocomotor movements 5+ Carry out locomotor movements at various: (i) directions (ii) levels (iii) routes (iv) speed Carry out a combination of locomotor movements Pupils can: Pupils can: FK2.3.1 FK 2.3.2 Carry out movements: (i) stretch (ii) push (iii) pull (iv) balance FK2.3.3 Carry out a combination of nonlocomotor movements Carry out movements: (i) bend (ii) swing (iii) turn (iv) twist 78 LEARNING STANDARD CONTENT STANDARD 4+ 5+ FK3.0 MANIPULATIVE SKILLS FK3.1 Carry out various manipulative skills Pupils can: Pupils can: FK3.1.1 Throw objects towards the target FK3.1.3 Catch objects tossed by oneself FK3.1.2 Kick a ball: (i) freely (ii) towards the target FK3.1.4 Catch objects thrown by others FK3.1.5 Roll objects towards the target FK 4.0 RHYTHMIC MOVEMENTS KE4.1 Apply various movements according to rhythm Pupils can: Pupils can: FK4.1.1 Carry out locomotor movements according to music FK4.1.4 FK 4.1.2 Carry out non-locomotor movements according to music FK 4.1.3 Carry out free movements according to music Create creative movements by using tools according to music 79 LEARNING STANDARD CONTENT STANDARD 4+ 5+ FK 5.0 REPRODUCTIVE AND SOCIAL HEALTH EDUCATION (PEERS) FK 5.1 Apply decision-making skills in the context of personal and reproductive health Pupils can: Pupils can: FK 5.1.1 State ways of taking care of one’s hygiene in the correct manner FK 5.1.7 FK 5.1.2 Talk about the importance of cleanliness: (i) self (ii) clothes (iii) personal belongings Practice personal hygiene: (i) body parts (ii) clothes (iii) personal belongings FK 5.1.8 Explain how to clean genital organs correctly FK 5.1.9 Practice cleanliness: (i) in classroom (ii) at home (iii) at public places FK 5.1.3 Identify parts of the body of boys and girls: (i) head – hair, eyes, ears, nose, mouth, lips & teeth (ii) body – breast, chest, shoulder & buttocks (iii) hands (iv) feet (v) genital organs – penis & vagina (vi) anus 80 LEARNING STANDARD CONTENT STANDARD 4+ FK 5.2 FK 5.3 FK 5.1.4 Know safe touches, unsafe touches and uncomfortable touches FK 5.1.5 Apply the skill of saying ”NO” to unsafe and uncomfortable touches FK 5.1.6 Use toilets correctly 5+ Understand the types of diseases and preventive measures Pupils can: Pupils can: FK 5.2.1 FK 5.2.2 Care for personal safety and demonstrate effective psychosocial skills in daily life Pupils can: Pupils can: FK 5.3.1 Describe source, place and dangerous situations FK 5.3.4 FK 5.3.2 State correct behaviour to ensure one’s and others safety Identify dangerous situations at: (i) home (ii) school (iii) playground FK 5.3.5 FK 5.3.3 Talk about ways of getting help during an emergency Demonstrate correct and safe ways of using dangerous tools and substances FK 5.3.6 State ways of solving problems during unsafe situations Show ways of avoiding infections State steps taken for prevention of vector-borne diseases 81 LEARNING STANDARD CONTENT STANDARD 4+ 5+ FK 6.0 EATING HABITS FK 6.1 Practise healthy and safe eating habits Pupils can: Pupils can: FK 6.1.1 Identify safe food and drinks FK 6.1.3 State nutritious and non-nutritious food FK 6.1.2 Talk about the importance of healthy eating FK 6.1.4 Practise a balanced diet 82 GLOSSARY No. Term Meaning non-locomotor Twisting the body around its axis and bending the body from a straight to a curved position. The person remains in one spot while the upper body rotates from left to right. Examples: bending, twisting, balancing, cowering, swinging, stretching, turning, pulling and pushing. manipulative skills The ability to use force to throw, catch, roll and kick objects. fine motor skills The ability to use small muscles of the hands, wrist and fingers as well as apply hand-eye coordination. This involves the ability to write, hold small objects using fingers, squeeze small objects, button shirts, tie shoe laces and others. 4. gross motor skills The ability to use large mucles for movements such as walking, running, jumping and others. 5. spatial awareness The area used when conducting movement. locomotor Movement which involves change in axis, vertically and horizontally. Locomotor skills are used to move from one place to another. Examples, walking, running, jumping, hopping, galloping, sliding and skipping. Reproductive and Social Health Education (PEERS) A lifelong learning experience to gain holistic knowledge in terms of biological, sociocultural, psychological and spirituality towards practicing a healthy lifestyle. 1. 2. 3. 6. 7. vector-borne diseases Diseases which are caused by agents (people, animals or micro-organisms) which bring or transfer pathogeny to other living organisms. 9. rhythmic movement Emphasises on locomotor and non-locomotor movements according to rhythm. 10. movement in different directions Move to the front, back, left, right, up and down. 11. movement at various levels Move at high, medium and low levels. 12. general space Space used when moving from A to B. 8. 83 No. 13. 14. 15. 16. Term Meaning individual space Reachable space in a specified place. safe touch A touch that makes a person feel valued, loved and respected. unsafe touch A touch which inflicts pain physically or emotionally. uncomfortable touch A touch disliked by an individual although it is a safe touch. A touch deemed uncomfortable from a known or unknown person. 84 CREATIVITY AND AESTHETICS The creativity and aesthetics component comprises Music, Drama and Visual Arts. 1. Music Music, movement and drama in preschool are the basis of music education which can be developed into various creative activities which are fun and entertaining. Pupils are given opportunities to show their talents and interests in exploring the music world at their own stages of development. 2. Drama Drama in preschools is the basis for pupils to emulate life according to plots which are built on three elements which are actions, place and time. Pupils will be given the opportunity to express their emotions through the characters portrayed based on stories and their own imagination. 3. Visual Arts Visual Arts in preschool emphasises the production and appreciation of creative works based on four fields which are drawing, pattern and design, form and build models and introduction to traditional crafts. Integration of these fields will give pupils’ opportunities to increase their interests, develop their personality, develop awareness and sensitivity to artistic values and the environment. 85 Upon completion of learning activities based on Creativity and Aesthetics Strand, pupils can: (i) appreaciate various music genres. (ii) move according to music heard. (iii) act out various characters according to the story. (iv) apply knowledge in visual arts production. (v) produce creative works using various techniques and materials. (vi) appreciate one’s own creative works as well as others. Creativity and aesthetics in teaching and learning in preschool gives pupils opportunities to respond to visual arts, music and drama activities. Pupils should be given encouragement to express themselves and the world around them creatively and imaginativelythrough music and art. Visual arts, music and drama activities give pupils opportunities to explore using various materials and techniques in order to increase their imagination and creativity naturally. Pupils should also be given opportunities to share ideas, opinions and feelings about visual arts, music and drama to enable them to appreciate the arts. 86 LEARNING STANDARD CONTENT STANDARD 4+ 5+ KE 1.0 MUSIC KE 1.1 KE 1.2 KE 1.3 Sing songs of various repertoire Play percussions Move according to music Pupils can: Pupils can: KE 1.1.1 Imitate various human tones: (i) speaking (ii) calling (iii) whispering (iv) singing (v) boys and girls KE 1.1.2 Imitate various sounds in the environment KE 1.1.3 Sing songs according to melody Pupils can: KE 1.1.4 Sing songs with: (i) correct and clear pronunciation (ii) correct pitch Pupils can: KE 1.2.1 Produce sounds using body percussion KE 1.2.2 Explore percussions Pupils can: KE 1.2.3 Produce sounds using various improvised instruments creatively Pupils can: KE 1.3.1 Move according to the lyrics of a song KE 1.3.2 Move according to tempo KE1.3.3 Move creatively according to music 87 LEARNING STANDARD CONTENT STANDARD 4+ KE 1.4 Appreciate music of various repertoire Pupils can: KE 1.4.1 5+ Pupils can: Show appreciation of music heard KE 1.4.2 Differentiate tempo from music heard KE 1.4.3 Differentiate loud and soft dynamics from music heard KE 2.0 DRAMA KE2.1 Act out various characters Pupils can: KE2.1.1 Pupils can: Act out various characters using imagination KE2.1.2 Act out characters based on stories KE 3.0 VISUAL ARTS KE3.1 KE3.2 Know elements of art (Aesthetic Perception) Know media used in the production of art creations (Visual Application) Pupils can: KE3.1.1 Pupils can: State elements of art in the environment Pupils can: KE3.2.1 KE3.1.2 State elements of art found in man-made objects KE3.1.3 State elements of art found in visual art creation Pupils can: State types of media used in the production of visual art creations KE 3.2.2 Choose appropriate media in the production of visual art creations 88 LEARNING STANDARD CONTENT STANDARD 4+ KE 3.3 KE 3.4 Express creative ideas in visual art creations (Creative Expression) Appreciate visual art creations (Art Appreciation) Pupils can: 5+ Pupils can: KE 3.3.1 Explore media KE 3.3.3 Create patterns and designs using one’s own creativity KE 3.3.2 Produce creative works through drawing KE 3.3.4 Produce creative models KE 3.3.5 Produce traditional crafts using various materials KE 3.3.6 Produce creative works using recycled materials Pupils can: KE 3.4.1 Pupils can: Talk about one’s own works KE 3.4.2 Show appreciation of other’s works 89 GLOSSARY No. Term Meaning 2. improvised instruments form 3. models A structure 4. dynamics The quality of sound which is loud or soft. 5. traditional crafts This field can be defined as an industry which involves handiwork that requires creativity by a community which is inherited throughout the generations. 6. media Tools or materials used to produce art creations. 7. melody Sequence of pitch horizontally (high, low and medium). 8. form and build models This field emphasises the development of pupils’ perception on aspects of visual arts such as form, space, structure, balance and stability. 9. patterns and designs This field is the basis for visual arts creations. Traditional or contemporary visual creations cannot be produced without patterns and designs. 10. drawing This field emphasises the development of pupils’ perception, skills and ability to draw using various media and techniques which stresses on aspects such as space, structure, balance and composition. 11. percussion Beat, hit, or shake musical instruments to produce sounds. Examples: kompang, triangle, castanet and tambourine 12. pitch Loud, soft and medium sound. 13. repertoire Different genres of songs. 14. shape Lines which form shapes (geometric and organic shapes). 15. tempo Speed of music (quick or slow tempo). 1. Tools which replace musical instruments that produce sounds. 3 dimensional objects. 90 No. Term Meaning 16. tone Various types of sounds. 17. elements of art Elements of art are line, colour, shape, form, texture and space. 91 SCIENCE AND TECHNOLOGY STRAND 92 EARLY SCIENCE Early Science emphasises on the formation of attitudes and mastery of science process skills through investigation of living world, material world and physical world. Upon completion of learning activities in Early Science, pupils can: 1. enhance their curiosity and interests of the world around them. 2. acquire scientific skills and think creatively and critically. 3. practice scientific attitudes and values. 4. interact and share information as well as solve problems. Science process skills are needed to find solutions to problems or to make decisions sistematically. It is a mental process which encourages creative, analytical and sistematic thinking. Science process skills which have been identified to be developed are observation, classification, measurement, inferencing, prediction and communication. a) Observation involves the use of sight, hearing, touch, taste and smell to collect information about objects or phenomenon. b) Classification is to observe, to separate and group objects or phenomenon according to the same characteristic. c) Measurement is to observe quantitatively by using non-standard units of measurement. Non-standard units are measurements used as units of reference. Examples: i. Parts of body such as hand span, foot, fathom and handful. ii. Objects such as pens, paper clips, skewers, spoons and cups. d) Inferencing is the ability to make reasonable early assumptions, which may be true or untrue to explain an incident or observation. e) Prediction is to make assumptions on happenings based on observation and past experiences or data. f) Communication is to receive, choose, arrange and to present information or ideas in the form of writing, verbal, table, graph, figure or model. 93 LEARNING STANDARD CONTENT STANDARD 4+ 5+ SA 1.0 SCIENTIFIC ATTITUDE SA 1.1 Show scientific attitudes and values Pupils can: Pupils can: SA 1.1.1 SA 1.1.2 Show curiosity and cooperation Show curiosity, work systematically, cooperate and be responsible SA 2.0 SCIENCE PROCESS SKILLS SA 2.1 SA 2.2 Carry out observation using five senses Classify objects Pupils can: Pupils can: SA 2.1.1 SA 2.1.2 Observe the environment using a combination of two senses SA 2.1.3 Observe the environment using a combination of three or more senses Observe the environment using one’s senses: (i) sight (ii) hearing (iii) touch (iv) smell (v) taste Pupils can: Pupils can: SA 2.2.1 SA 2.2.2 Compare and differentiate objects which have two similar characteristics SA 2.2.3 Group objects according to identified characteristics SA 2.2.4 State common characteristics for each classification made Compare and differentiate objects using one characteristic: (i) colour (ii) shape (iii) size (iv) texture (v) weight 94 LEARNING STANDARD CONTENT STANDARD 4+ SA 2.3 Carry out measurement Pupils can: Pupils can: SA 2.3.1 Compare measurement of objects: (i) long - short (ii) thick - thin (iii) big - small (iv) tall - short (v) heavy - light SA 2.3.3 Measure length or height of objects using two or more non-standard units of measurement SA 2.3.4 Weigh objects using non-standard unit of measurement Measure length or height of objects using non-standard unit of measurement SA 2.3.5 Measure liquid using non-standard unit of measurement SA 2.3.2 SA 2.4 SA 2.5 SA 2.6 Making inference Making prediction Communicate 5+ Pupils can: Pupils can: SA 2.4.1 SA 2.4.2 Make simple and reasonable assumptions based on observation Make reasonable assumptions based on observation Pupils can: Pupils can: SA 2.5.1 SA 2.5.2 Make predictions on situations based on previous experience Make predictions on what will happen based on activities conducted Pupils can: Pupils can: SA 2.6.1 SA 2.6.2 State observations made through works or verbally Explain observations made through works or verbally 95 LEARNING STANDARD CONTENT STANDARD 4+ 5+ SA 2.6.3 Make conclusions based on observations made through works or verbally SA 3.0 INVESTIGATION OF THE LIVING WORLD SA 3.1 SA 3.2 SA 3.3 Identify living and nonliving things Pupils can: Pupils can: SA 3.1.1 SA 3.1.2 Acquire basic knowledge on body parts and senses Pupils can: Pupils can: SA 3.2.1 SA 3.2.2 State functions of body parts SA 3.2.3 Identify and state functions of sensory organs Carry out exploration on animals Differentiate living and non-living things Identify body parts Identify characteristics of living and non-living things Pupils can: Pupils can: SA 3.3.1 Name animals SA 3.3.5 Identify habitats of animals SA3.3.2 Name body parts of animals SA 3.3.6 SA 3.3.3 Recognise sounds of animals SA 3.3.4 Observe and imitate movements of animals Compare and differentiate animals according to their diet: (i) Animals that consume meat (ii) Animals that consume plants (iii) Animals that consume meat and plants 96 LEARNING STANDARD CONTENT STANDARD 4+ 5+ SA 3.3.7 SA 3.4 Carry out exploration on plants Observe and talk about life cycle of animals Pupils can: Pupils can: SA 3.4.1 Identify parts of plants: (i) leaf (ii) stem (iii) roots (iv) flower (v) fruit SA 3.4.5 Observe and group parts of plants based on the following characteristics: (i) colour (ii) size (iii) shape (iv) texture SA 3.4.2 Compare parts of plants based on the following characteristic: (i) colour (ii) size (iii) shape SA 3.4.6 Classify plants based on specified characteristics SA 3.4.7 Observe and record germination and growth of seeds SA 3.4.3 Observe and name common vegetables and fruits SA 3.4.4 State needs of plants through observation 97 LEARNING STANDARD CONTENT STANDARD 4+ 5+ SA 4.0 INVESTIGATION OF MATERIALS SA 4.1 Investigate attributes of materials Pupils can: Pupils can: SA 4.1.1 SA 4.1.2 Describe the changes of water: (i) from water to ice and vice versa (ii) from water to steam and vice versa SA 4.1.3 Investigate materials that dissolve in water SA 4.1.4 Investigate materials that can absorb water SA 4.1.5 Investigate reactions of magnet on various objects Investigate objects which sink or float SA 5.0 INVESTIGATION OF THE PHYSICAL WORLD SA 5.1 Explore the physical world in one’s daily life Pupils can: Pupils can: SA 5.1.1 State various sources of light SA 5.1.3 Investigate the uses of sun light in one’s daily life SA 5.1.2 Record observations on shadows SA 5.1.4 Observe and talk about changes in weather 98 EARLY MATHEMATICS Early mathematics provides experiences on the concept of pre-numbers, number concepts, number operations, money, concept of time as well as shapes and space to preschool pupils. Upon completion of learning activities in Early Mathematics, pupils can: 1. cultivate interest in mathematics through various activities and experiences. 2. acquire basic mathematics concepts. 3. enhance thinking and problem solving skills. The pre-number concepts in preschool education are divided into a few sections namely: a. Matching one to one is the association of similar or different objects. Examples of matching one to one are as follows: (i) Match similar pairs of objects such as shoes. (ii) Match pairs of objects which are different such as fork and spoon. (iii) Match objects with numbers. b. Comparison is a process of associating two objects which uses specific characteristics as a basis for comparison. Examples of comparison are measurement (long – short), size (big – small), weight (heavy – light) and quantity (many – a few). c. Seriation is the arrangement of more than two objects according to succession based on clear criteria. d. Patterns are the way numbers or objects have been arranged according to a defined pattern. e. Consistency is an aspect which can be connected to mass, volume and area. The concept of consistency is introduced to ensure that pupils will understand the concept of mass and volume even though they are placed or arranged in differing places or situations. 99 LEARNING STANDARD CONTENT STANDARD 4+ 5+ MA 1.0 PRE-NUMBER EXPERIENCES MA 1.1 MA 1.2 MA 1.3 Pairing objects Pupils can: MA 1.1.1 Match similar pairs of objects MA 1.1.2 Match differing pairs of objects MA 1.1.3 Match two groups of objects of similar quantity Compare quantity of objects Pupils can: Seriation Pupils can: MA 1.2.1 MA 1.3.1 Pupils can: MA 1.1.4 Match objects based on: (i) colour (ii) shape (iii) size Compare two groups of objects by stating: (i) many or few (ii) equal or not equal (iii) more or less Arrange objects based on the following criteria: (i) small to big (ii) short to long (iii) low to high (iv) thin to thick and vice versa 100 LEARNING STANDARD CONTENT STANDARD 4+ MA 1.4 MA 1.5 Recognise and form patterns 5+ Pupils can: Pupils can: MA 1.4.1 Recognise and state patterns in the environment MA 1.4.3 Complete the given patterns MA 1.4.4 MA 1.4.2 Copy patterns Produce patterns according to one’s own creativity Pupils can: Understand the concept of consistency MA 1.5.1 Explain the concept of consistency: (i) length (ii) mass (iii) volume MA 2.0 NUMBER CONCEPTS MA 2.1 Understand numbers 1 -10 Pupils can: Pupils can: MA 2.1.1 State numbers 1 - 10 in sequence MA 2.1.8 Count numbers in ascending and descending order MA 2.1.2 Recognise and state numbers randomly MA 2.1.9 Arrange objects in ascending and descending order MA2.1.10 Write numbers correctly MA 2.1.3 Match numerals with words MA 2.1.4 Count objects MA 2.1.5 Use shapes like dots to represent number of objects 101 LEARNING STANDARD CONTENT STANDARD 4+ MA 2.2 MA 2.3 Understand the concept of zero Understand numbers 11 to 20 MA 2.1.6 Match groups of objects with numbers MA 2.1.7 Trace numbers 5+ Pupils can: MA 2.2.1 Say the number zero MA 2.2.2 Write the number zero MA 2.2.3 Understand the meaning of zero Pupils can: MA 2.3.1 Count on from 11 to 20 MA 2.3.2 Compare: (i) 11 and 12 (12 is 1 more than 11) (ii) 12 and13 (13 is 1 more than 12) and so on MA 2.3.3 Write numbers 11 to 20 102 LEARNING STANDARD CONTENT STANDARD 4+ MA 2.4 5+ Pupils can: Understand numbersin tens up to 100 MA 2.4.1 Count numbers in tens in ascending and descending order MA 3.0 NUMBER OPERATIONS MA 3.1 Solve operation of addition within 18 Pupils can: MA 3.1.1 MA 3.1.2 MA 3.2 Solve operation of subtraction within 18 Pupils can: State the sum of two sets of objects State the sum by using objects based on the given situation Pupils can: MA 3.1.3 State the sum by counting on from a specific number MA 3.1.4 Write and state mathematical expressions using symbols; addition (+) and equal (=) MA 3.1.5 Add in the range of basic facts MA 3.1.6 Solve problems involving addition Pupils can: MA 3.2.1 Remove objects from a group of objects and count the balance MA 3.2.2 State the balance using objects MA 3.2.3 Write and state mathematical expressions using symbols; subtraction (-) and equal (=) MA 3.2.4 Subtract in the range of basic facts 103 LEARNING STANDARD CONTENT STANDARD 4+ 5+ MA 3.2.5 Solve problems involving subtraction MA 4.0 MONEY MA 4.1 Recognise and use money of different values Pupils can: MA 4.1.1 Pupils can: Recognise Malaysian currency in different denominations MA 4.1.2 Arrange denominations in sequence according to value MA 4.1.3 Use money in various activities MA 5.0 CONCEPT OF TIME MA 5.1 Understand time in the context of daily life Pupils can: MA 5.1.1 MA 5.1.2 MA 5.1.3 Pupils can: State the time in a day Arrange events in time sequence State days of the week in sequence MA 5.1.4 State the time in hours using the analogue clock MA 5.1.5 State the months in a year MA 5.1.6 Correlate time with past, present and future events MA 6.0 SHAPE AND SPACE MA 6.1 Know the position of objects in space Pupils can: MA 6.1.1 State the position of objects in space 104 LEARNING STANDARD CONTENT STANDARD 4+ MA 6.1.2 MA 6.2 MA 6.3 Produce structures based on shapes commonly found in the environment Produce various structures based on creativity 5+ Place objects in specified positions Pupils can: Pupils can: MA 6.2.1 Recognise squares, rectangles, triangles and circles MA 6.2.3 Recognise cuboids, cubes, pyramids and spheres MA 6.2.2 Produce designs using two dimensional shapes MA 6.2.4 Produce new shapes using a combination of three dimensional shapes Pupils can: Pupils can: MA 6.3.1 Build a closure and talk about it MA 6.3.2 Build a link between two objects or structures and talk about it MA 6.3.3 Build structures using a variety of materials creatively and talk about it MA 6.3.4 Build a variety of strong and stable structures using various materials creatively 105 GLOSSARY No. Term Meaning 1. two dimensional shapes Shapes that have length and width. 2. three dimensional shapes Shapes that have length, width and depth. 3. basic facts of addition A combination of addition (including its inverse) which uses one digit 4. basic facts of subtraction Subtraction of 1 digit number from 1 or 2 digit numbers resulting in one digit number 5. closure Border (line) encircling something . 106 HUMANITIES STRAND 107 The Humanities Strand provides opportunities for pupils to know and appreciate themselves and their self-worth, people around them, their local community, the environment, Malaysia and the world. Pupils will be able to understand and appreciate the significance of their roles, responsibilities and contributions as well as that of other members of their community for the general well-being of society. Knowledge and skills acquired from this strand will prepare pupils to be individuals who are caring and responsible citizens. Upon completion of learning activities in the Humanity Strand, pupils can: 1. understand the relationship between themselves and their family members, friends and community. 2. fulfil own responsibilities. 3. be proud of the identity and uniqueness of the country. 4. respect the cultural heritage of the various communities in Malaysia. 5. love the environment. 6. respect the global society. LEARNING STANDARD CONTENT STANDARD 4+ 5+ KM 1.0 MY FAMILY AND I KM 1.1 Understand oneself and one’s relationship with family Pupils can: Pupils can: KM 1.1.1 Talk about oneself KM 1.1.3 Talk about their family tree KM 1.1.2 Talk about family members KM 1.1.4 Clarify the roles and responsibilities of family members 108 LEARNING STANDARD CONTENT STANDARD 4+ 5+ KM 2.0 MY COMMUNITY AND I KM 2.1 KM 2.2 KM 2.3 Foster good relationships with friends Pupils can: Understand one’s relationship with the school Pupils can: Understand their responsibilities and relationship with their community KM 2.1.1 Pupils can: Talk about friends KM 2.1.2 Practise speech and behaviour with friends in a positive manner Pupils can: KM 2.2.1 Talk about the class KM 2.2.3 Describe their school KM 2.2.2 Obey school rules KM 2.2.4 Talk about the people in the school KM 2.2.5 Show pride for their school Pupils can: Pupils can: KM 2.3.1 Talk about their immediate neighbours KM 2.3.5 Explain the importance of caring for public facilities KM 2.3.2 Talk about their neighbourhood KM 2.3.6 State prohibited behaviour in public places KM 2.3.3 Identify symbols of public facilities in the community KM 2.3.7 Utilise public facilities responsibly KM 2.3.8 Talk about the roles and contributions of search and rescue teams KM 2.3.4 State ways to care for public facilities 109 LEARNING STANDARD CONTENT STANDARD 4+ 5+ KM 3.0 MALAYSIA, MY COUNTRY KM 3.1 Know Malaysia Pupils can: KM 3.1.1 KM 3.2 KM 3.3 Understand the national emblem or national identity Celebrate National Day and Malaysia Day Pupils can: Talk about one’s home state Pupils can: KM 3.1.2 Name the states in Malaysia KM 3.1.3 Name the head of the country and the head of the government Pupils can: KM 3.2.1 Know the Jalur Gemilang and one’s state flag KM 3.2.3 Talk about the Jalur Gemilang and the flag of their home state KM 3.2.2 Sing the national and home state anthems KM 3.2.4 State the national identity: (i) National Principles (ii) national flower (iii) national language KM 3.2.5 Show respect for the national emblem and national identity Pupils can: Pupils can: KM 3.3.1 Talk aboutthe National Day and Malaysia Day celebrations KM 3.3.3 Talk about the country’s independence KM 3.3.2 Celebrate National Day and Malaysia Day KM 3.3.4 Participate in the National Day and Malaysia Day celebrations 110 LEARNING STANDARD CONTENT STANDARD 4+ KM 3.4 Know the uniqueness of the country Pupils can: KM 3.4.1 5+ Pupils can: State the national landmarks KM 3.4.2 List the achievements of the country KM 4.0 MYCULTURALHERITAGE AND I KM 4.1 Understand Malaysian cultural heritage Pupils can: KM 4.1.1 Pupils can: State the main festivals in Malaysia KM 4.1.2 Participate by celebrating the main festivals KM 4.1.3 Talk about traditional costumes KM 4.1.4 Describe traditional foods KM 4.1.5 Identify the cultural heritage KM 4.1.6 Produce items of cultural heritage KM 4.1.7 Participate in cultural heritage events KM 5.0 THEENVIRONMENT AND I KM 5.1 Understand the beauty of the environment Pupils can: Pupils can: KM 5.1.1 Talk about the beauty of the environment KM 5.1.2 Participate in activities to sustain the beauty of the environment KM 5.1.3 Describe the beauty of the environment 111 LEARNING STANDARD CONTENT STANDARD 4+ KM 5.2 KM 5.3 Understand the relationship between mankind and the environment Pupils can: Sustain and conserve the environment Pupils can: KM 5.2.1 5+ Pupils can: Describe the importance of the environment to mankind KM 5.2.2 Relate human activities to natural disasters Pupils can: KM 5.3.1 Talk about practices to sustain and conserve the environment KM 5.3.2 Carry out activities to sustain and conserve the environment KM 5.3.3 Discuss ways to overcome problems and issues related to the environment KM 5.3.4 Practise environmental sustainability and conservation KM 6.0 THE WORLD AND I KM 6.1 Know other countries in the world Pupils can: KM 6.1.1 Pupils can: State the names of other countries KM 6.1.2 Identify other countries 112 GLOSSARY No. Term Meaning 1. environment Refers to all living components such as animals and plants and non-living things such as soil, landscape and the weather. 2. natural disasters The negative effects of the forces of nature such as floods, earthquakes, typhoons, volcanic eruptions and droughts, and also human activities. 3. emblem or national identity Emblem or symbols that represent Malaysia such as flags, the Coat of Arms, the national anthem, the National Principles, the national flower and the national language. 4. environmental problems and issues Pollution (air, water and land); the extinction of flora and fauna; disposal of waste and thinning of the ozone layer. 5. sustainability and conservation of the environment Reforestation, gazettement of forest reserves, practice of the 3Rs (Reduce, Reuse & Recycle), cleaning of rivers and seas and law enforcement. 6. landmark An object which is easy to recognise (for example: building, tree, etc) as a guide to determine the location of a place. 7. search and rescue teams A group of people who protects and saves such as the Fire & Rescue Department, the police, the Department of Civil Defence Malaysia, medical teams etc. 8. sustaining the environment Actions to protect the natural resources of the earth to maintain them in their original state. 9. conserving the environment Ways of using, handling and managing natural resources to avoid loss, damage and wastage. 10. cultural heritage Traditions and practices that are handed down or inherited from generation to generation such as folklores, folk songs, games, food, costumes, handicrafts and traditional musical instruments. 113 PERFORMANCE STANDARD 114 COMMUNICATION STRAND STANDARD PRESTASI KOD KONSTRUK TAHAP PENGUASAAN TAFSIRAN BAHASA MELAYU BM 1 Kemahiran mendengar dan bertutur (BM 1.1, BM 1.2) BM 2 Berinteraksi menggunakan ayat mudah (BM 1.4) BM 3 Mengecam dan menyebut abjad (BM 2.2) 1 Boleh mendengar tetapi tidak memberi respons. 2 Boleh mendengar dan memberi respons. 3 Boleh mendengar, memahami dan memberi pelbagai respons dengan bertatasusila. 1 Boleh berinteraksi tanpa menggunakan struktur ayat yang lengkap. 2 Boleh berinteraksi menggunakan ayat yang sesuai. 3 Boleh berinteraksi mengikut situasi dengan menggunakan ayat yang sesuai dan sopan. 1 Hanya boleh menyebut abjad. 2 Boleh mengecam dan menyebut sebahagian abjad . 3 Boleh mengecam dan menyebut huruf besar dan huruf kecil dengan betul. 115 STANDARD PRESTASI KOD BM 4 KONSTRUK Kemahiran membaca perkataan (BM 2.3) BM 5 Kemahiran membaca dan memahami bahan bacaan (BM 2.4, BM 2.5) BM 6 Kemahiran menulis (BM3.2) TAHAP PENGUASAAN TAFSIRAN 1 Boleh membunyikan suku kata. 2 Boleh membaca perkataan dengan suku kata terbuka. 3 Boleh membaca perkataan dengan suku kata terbuka dan tertutup dengan betul. 1 Boleh membaca frasa. 2 Boleh membaca dan memahami ayat mudah. 3 Boleh membaca dan mencerita semula apa yang dibaca secara beradab. 1 Boleh menulis huruf dengan cara yang betul. 2 Boleh menulis perkataan dan frasa. 3 Boleh menulis ayat mudah dengan kemas. 1 Can listen but unable yet to respond appropriately. 2 Can follow simple instructions. 3 Can respond to stimulus appropriately. ENGLISH LANGUAGE BI 1 Listen to and respond appropriately (BI 1.2) 116 STANDARD PRESTASI KOD BI 2 KONSTRUK Respond to conversations appropriately (BI 1.3) BI 3 Read single syllable words (BI 2.2) BI 4 Read phrases and sentences (BI 2.3) BI 5 Write words and phrases (BI 3.2) TAHAP PENGUASAAN TAFSIRAN 1 Can understand instructions but cannot yet carry out simple conversations. 2 Can participate in simple conversations with prompting. 3 Can participate in simple conversations in a polite manner. 1 Can recognise letters of the alphabet. 2 Can recognise and sound out letters of the alphabet. 3 Can read single syllable words correctly. 1 Can read words. 2 Can read words and phrases with understanding. 3 Can read simple sentences with understanding. 1 Can copy recognisable words. 2 Can write words in legible print. 3 Can write words and phrases neatly in legible print. 117 STANDARD PRESTASI KOD KONSTRUK TAHAP PENGUASAAN TAFSIRAN BAHASA CINA BC 1 听说技能-理解指示,作出反应 (BC 1.2) BC 2 听说技能-沟通的能力 ( BC 1.4, BC 1.5） BC 3 阅读技能-认读字词,短语和句子 ( BC 2.4, BC 2.5） 1 能聆听但缺 2 能 注地聆听并明白指示,但尚未作出适当反应 3 能 注地聆听并明白指示,作出适当的反应 1 能以浅白的句子讲述事物 2 能以浅白的句子进行交谈 3 能以适当的言语 礼貌地进行交谈 1 能看 2 能认读短语 3 能流畅地阅读浅白句子 注力 认读字词 118 STANDARD PRESTASI KOD BC 4 BC 5 KONSTRUK TAHAP PENGUASAAN TAFSIRAN 阅读技能-理解阅读材料 1 能阅读浅白故事 (BC 2.6, BC 2.7) 2 能阅读浅白故事,但尚未能理解故事 3 能阅读故事 1 能以 确的方法书写 本笔画 2 能以 确笔 3 能写工整的字，做到书面整洁 1 எு்ுககளவழிகொ்ுதுட்உ்ெி்த். 2 எு்ுககளெியொகஉ்ெி்த். 3 எு்ுககளு்மெொ்ககளு்ெியொகஉ்ெி்த். 书写技能 ( BC 3.2, BC 3.3） ，简略地讲述故事内容 写字 BAHASA TAMIL BT 1 வக்ட்திறு்வப்ு்திறு் (BT 1.3, BT 1.4) 119 STANDARD PRESTASI KOD KONSTRUK BT 2 வக்ட்திறு்வப ்ு்திறு் (BT 1.5) TAHAP PENGUASAAN 1 2 3 BT 3 எு்ுககளஅகட யொள்க்ுமெொ் BT 4 1 ெியொனமெொ்ககளபய்பு்திவபுத். ெியொனமெொ்ககளு்மெொ்மறொட்ககளு்பய்பு்திவபுத். ெியொனமெொ்க், மெொ்மறொட்ம்ு்வொ்கிய்ககளபய்பு்திபணிுட்வபுத். வழிகொ்ுதுட்எு்ு்ககளஅகடயொள்கொுத். எு்ுககளஅகடயொள்கொுத்ஆனொ்மெொ்ககளவழிகொ்ுதுட ககளவொெி்த் (BT 2.2) 2 3 எு்ுககளஅகடயொள்க்ுமெொ்ககளெியொகவொெி்த். வொ்கிய்ககளவொ 1 மெொ்ககளவழிகொ்ுதுட்வொெி்த். ெி்த் (BT 2.3) 2 மெொ்ககளு்மெொ்மறொட்ககளு்வொெி்த். 3 BT 5 TAFSIRAN எு்ு்திற் (BT 3.2) ்வொெி்த். எளிகமயொனவொ்கிய்ககளுிதுட்வொெி்ு, வொெி்தவ்கறபணிுட்விவி்த். 1 மெொ்ககளபொ்்ுஎுுவ். 2 மெொ்மறொட்ககளபொ்்ுஎுுவ். 3 வொ்கிய்ககளுகறயொகு்விவிவ்ுடு்பொ்்ுஎுுத். 120 SPIRITUALITY, ATTITUDES AND VALUES STRAND PERFORMANCE STANDARD CODE CONSTRUCT PERFORMANCE LEVEL DESCRIPTOR ISLAMIC EDUCATION PI 1 PI 2 Know hijaiyahletters 1 Can say single hijaiyahletters. (PI 1.1) 2 Can identify and sound out some short vowels. 3 Can identify and sound out all short vowels in the correct manner. 1 Can recite a few verses from Al-Fatihah. 2 Can memorise the Al-Fatihah with correct pronunciation. 3 Can memorise the Al-Fatihah, An-Nas and Al-Ikhlas verses with correct pronunciation in the correct manner. 1 Can state numbers from 1 to 10. 2 Can state numbers 1 to 10 with correct pronunciation. 3 Can recognise and state numbers 1 to 10 correctly. Memorise Quranic verses from juzuk Amma (PI 1.2) PI 3 Acquire basic Arabic (PI 1.3) 121 PERFORMANCE STANDARD CODE PI 4 CONSTRUCT Know kalimah syahadah (PI 2.1) PI 5 Know the foundation of faith in Allah (PI 2.2) PI 6 Know the Six Pillars of Iman (PI 2.4) PI 7 Know the Five Pillars of Islam (PI 2.5) PERFORMANCE LEVEL DESCRIPTOR 1 Can recite kalimah ا إله إا ه. 2 Can recite kalimah syahadah. 3 Can recite kalimah syahadah and state the meaning in the correct manner. 1 Can recite kalimah Allah correctly. 2 Can praise the glory of Allah with stimulus given. 3 Can praise the glory of Allah by professing it correctly. 1 Can state some of the Six Pillars of Iman. 2 Can state the Six Pillars of Iman correctly. 3 Can talk about the Six Pillars of Iman correctly. 1 Can state some of the Five Pillars of Islam. 2 Can state the Five Pillars of Islam correctly. 3 Can talk about the practice of the Five Pillars of Islam in life. 122 PERFORMANCE STANDARD CODE PI 8 CONSTRUCT Perform wudhu (PI 3.2) PI 9 Simulate prayer (PI 3.4) PI 10 Know theSirah of Prophet Muhammad SAW (PI 4.1 , PI 4.2) PI 11 Apply good manners in life PERFORMANCE LEVEL DESCRIPTOR 1 Can state the parts of body for wudhu. 2 Can profess the intention and meaning of wudhu correctly. 3 Can perform wudhu in the correct manner. 1 Can display mannerism and movements during prayer. 2 Can display mannerism and movements during prayer and recite the intention to pray correctly. 3 Can perform a simulation of prayer accordingly in the correct manner. 1 Can talk about Prophet Muhammad SAW. 2 Can talk about Prophet Muhammad SAW and his family. 3 Can talk about Prophet Muhammad SAW and his family as well as emulate his characteristics and attributes. 1 Can recite basmalah dan hamdalah in daily life. 2 Can recite du’a in daily life. 3 Can recite and practise basmalah, hamdalah and du’a correctly in daily life. (PI 5.1) 123 PERFORMANCE STANDARD CODE PI 12 CONSTRUCT Read words with two syllables (PI 6.2) PI 13 Write Jawi letters (PI6.3) PERFORMANCE LEVEL DESCRIPTOR 1 Can recognise and sayJawi letters. 2 Can sound outJawi letters correctly. 3 Can read words with two syllables correctly. 1 Can write some single Jawi letters. 2 Can write single Jawi letters correctly. 3 Can copy words with two syllables correctly. 1 Can state ways to offer assistance. 2 Can offer assistance when requested. 3 Can offer assistance voluntarily. 1 Can talk about self responsibilities. 2 Can carry out responsibilities as a pupil based on stimulus given. MORAL EDUCATION PM 1 Kindness – Helping others (PM 2.1) PM 2 Responsibility – To carry out self responsibilities (PM 3.1) 3 Can carry out responsibilities as a pupil. 124 PERFORMANCE STANDARD CODE PM 3 CONSTRUCT Gratitude – Show gratitude PM 5 Can express gratitude based on stimulus given. 2 Can express gratitude in specific situations. 3 Can practise gratitude with politeness. Courtesy – Be polite in speech and behaviour 1 Can state examples of polite speech and behaviour. (PM 5.1) 2 Can be polite in speech and behaviour based on stimulus given. 3 Can be polite in speech and behaviour in various situations. 1 Can state examples of being respectful to others. 2 Can demonstrate respectful behaviour towards familiar people. 3 Can show respect to others. 1 Can attempt tasks courageously based on stimulus given. 2 Can attempt specific tasks courageously. 3 Can attempt new tasks courageously with confidence. Respect – Be respectful to others (PM 6.1) PM 6 DESCRIPTOR 1 (PM 4.1) PM 4 PERFORMANCE LEVEL Courage – Be courageous in attempting new tasks (PM 9.1) 125 PERFORMANCE STANDARD CODE PM 7 CONSTRUCT Honesty – Be honest in life (PM 10.1) PM 8 Diligence – Diligence in carrying out tasks (PM 11.1) PM 9 Cooperation – Able towork together in carrying out tasks (PM 12.1) PM 10 Tolerance – Be tolerant in interactions (PM 14.1) PERFORMANCE LEVEL DESCRIPTOR 1 Can state examples of honest behaviour. 2 Can speak truthfully with others. 3 Can show honesty in various situations. 1 Can state examples of diligence. 2 Can display diligence when carrying out specific tasks. 3 Can practise diligence in carrying out various tasks. 1 Can work together in carrying out tasks based on stimulus given. 2 Can work together in specific situations. 3 Can work together in carrying out various tasks. 1 Can demonstrate tolerance based on stimulus given. 2 Can demonstrate tolerance in specific situations. 3 Can demonstrate tolerance in various situations. 126 PERSONAL COMPETENCE STRAND PERFORMANCE STANDARD CODE KD 1 CONSTRUCT Know and manage one’s emotions (KD 1.1) KD 2 Know the emotions of others (KD 1.2) KD 3 Develop positive self-concept (KD 2.1) PERFORMANCE LEVEL DESCRIPTOR 1 Can express one’s emotions. 2 Can express one’s emotions based on situations. 3 Can manage one’s emotions in various situations. 1 Can express other people’s emotions. 2 Can express other people’s emotions based on situations. 3 Can differentiate emotions of individuals in various situations. 1 Can demonstrate positive self-concept with stimulation. 2 Can demonstrate some positive self-concept. 3 Can demonstrate positive self-concept in various situations. 127 PERFORMANCE STANDARD CODE KD 4 CONSTRUCT Develop self-control KD 6 DDESCRIPTOR 1 Can exercise self-control with guidance. 2 Can exercise self-control in some situations. 3 Can exercise self-control in various situations. Develop confidence to communicate 1 Can interact with certain people only. (KD 2.3) 2 Can interact with other people. 3 Can interact and give opinion with confidence in various situations. Understand the needs, feelings and opinion of others 1 Can understand the needs of others with guidance. (KD 3.1) 2 Can understand others’ feelings based on non-verbal expressions. 3 Can respect others’ feelings and opinion in various situations. (KD 2.2) KD 5 PERFORMANCE LEVEL 128 PERFORMANCE STANDARD CODE KD 7 CONSTRUCT Use social skills in interaction PERFORMANCE LEVEL DESCRIPTOR 1 Can use social skills with guidance. 2 Can adapt oneself in certain situations. 3 Can practice social etiquette in various situations. (KD 3.2) 129 PHYSICAL AND AESTHETIC DEVELOPMENT STRAND PERFORMANCE STANDARD CODE CONSTRUCT PERFORMANCE LEVEL DESCRIPTOR PHYSICAL DEVELOPMENT FK 1 Development of fine motor skills 1 Can perform activities requiring fine motor skills. 2 Can carry out activities requiring fine motor skills using tools correctly. 3 Can use fine motor skills to perform a variety of complex activities. 1 Can perform locomotor movements. 2 Can perform a combination of locomotor movements. 3 Can perform locomotor movements with spatial awarenes. Development of gross motor skills – Non-locomotor 1 Can perform some non-locomotor movements. (FK 2.3) 2 Can perform non-locomotor movements. 3 Can perform a combination of non-locomotor movements. 1 Can perform only one manipulative skill. 2 Can perform manipulative skills in specific situations only. (FK 1.1) FK 2 Development of gross motor skills - Locomotor (FK 2.2) FK 3 FK 4 Manipulative skills (FK 3.1) 130 PERFORMANCE STANDARD CODE FK 5 CONSTRUCT PERFORMANCE LEVEL 3 Can perform manipulative skills in various situations. 1 Can perform locomotor movements in sync with music. 2 Can perform locomotor and non-locomotor movements in sync with music. 3 Can perform a combination of creative locomotor and non-locomotor movements in sync with music. Personal and Reproductive health 1 Can look after personal health with guidance. (FK 5.1) 2 Can look after personal health independently. 3 Can practise good personal hygiene in daily life. 1 Can practise personal safety with guidance. 2 Can practise personal safety independently. 3 Can practise personal safety at all times. Rhythmic movements (FK 4.1) FK6 FK 7 DESCRIPTOR Personal safety (FK 5.3) 131 PERFORMANCE STANDARD CODE FK8 CONSTRUCT Healthy and safe eating habits (FK 6.1) PERFORMANCE LEVEL DESCRIPTOR 1 Can eat a balanced diet based on stimulus given. 2 Can eat a balanced diet in specific situations. 3 Can practise eating a balanced diet. 1 Can sing songs with guidance. 2 Can sing songs independently. 3 Can sing songs according to melody and with correct pronunciation. 1 Can produce sound using percussion instruments. 2 Can play percussion instruments creatively. 3 Can play a variety of percussion and improvised instruments creatively. CREATIVITY AND AESTHETIC KE 1 Sing songs from various repertoire (KE 1.1) KE 2 Play percussions (KE 1.2) 132 PERFORMANCE STANDARD CODE KE 3 CONSTRUCT Move according to music (KE 1.3) KE 4 Express creative ideas in art works (KE 3.3) KE 5 Appreciate art works (KE 3.4) PERFORMANCE LEVEL DESCRIPTOR 1 Can move according to lyrics of songs. 2 Can move according to tempo. 3 Can make creative body movements according to music. 1 Can produce art works based on stimulus given. 2 Can produce art works based on one’s creativity. 3 Can produce art works based on one’s creativity using a variety of media. 1 Can appreciate one’s art works. 2 Can appreciate other’s art works with guidance. 3 Can appreciate other’s art works. 133 SCIENCE AND TECHNOLOGY STRAND PERFORMANCE STANDARD CODE CONSTRUCT PERFORMANCE LEVEL DESCRIPTOR EARLY SCIENCE SA 1 Observation skills (SA 2.1) SA 2 Classification skills (SA 2.2) SA 3 Measurement Skills 1 Can observe using one sense only. 2 Can observe using a combination of two senses. 3 Can observe using a combination of at least three senses. 1 Can compare and differentiate objects based on one characteristic. 2 Can group objects based on two characteristics. 3 Can group objects and state common characteristics for each classification made. 1 Can compare measurements of objects. 2 Can compare and measure length or height of objects using nonstandard measurement units. (SA 2.3) 3 Can measure length, weigh objects and measure liquid using nonstandard measurement units. 134 PERFORMANCE STANDARD CODE SA 4 CONSTRUCT Prediction skills (SA 2.5) SA 5 Communication skills (SA 2.6) SA 6 Exploration skills (SA 3.1, SA 4.1, SA 5.1) PERFORMANCE LEVEL DESCRIPTOR 1 Can predict based on stimulus. 2 Can predict based on prior experience. 3 Can predict based on observations and activities. 1 Can state observations verbally. 2 Can record and explain observations through works or verbally. 3 Can record and make conclusions based on observations through works or verbally. 1 Can conduct explorations based on stimulus. 2 Can conduct explorations based on specified activities. 3 Can conduct explorations and record as well as talk about the process. 135 PERFORMANCE STANDARD CODE CONSTRUCT PERFORMANCE LEVEL DESCRIPTOR EARLY MATHEMATICS MA 1 Matching skills (MA 1.1) MA 2 Skills of comparing quantities of objects (MA 1.2) MA 3 Seriation skills (MA 1.3) MA 4 Pattern generating skills (MA 1.4) MA 5 Understanding consistency 1 Can match similar pairs of objects. 2 Can match two groups of objects of same quantity. 3 Can match objects based on specific characteristics. 1 Can compare the quantity of two groups of objects based on stimulus. 2 Can compare the quantity of two groups of objects. 3 Can compare the quantity of two different groups of objects correctly. 1 Can arrange objects according to specified criteria with guidance. 2 Can arrange objects according to one criteria only. 3 Can arrange objects according to various specified criterias. 1 Can copy patterns only. 2 Can complete given patterns. 3 Can produce patterns with one’s own creativity. 1 Can state the concept of consistency based on stimulus. 136 PERFORMANCE STANDARD CODE CONSTRUCT (MA 1.5) MA 6 Can explain only one aspect of consistency. 3 Can explain consistency in terms of length, mass and volume. 1 Can count objects. 2 Can use shapes to represent quantity of objects. 3 Can match numerals with quantity of objects from 1 – 10. 1 Can say numbers 1 – 10. 2 Can arrange numbers 1 – 10 in ascending order. 3 Can arrange numbers 1 – 10 in ascending and descending order. Counting in tens up to 100 1 Can count in tens up to 50. (MA 2.4) 2 Can count in tens up to 100 in ascending order. 3 Can count in tens up to 100 in ascending and descending order. Knowledge of numbers Arranging numbers 1 – 10 in ascending and descending order (MA 2.1) MA 8 DESCRIPTOR 2 (MA 2.1) MA 7 PERFORMANCE LEVEL 137 PERFORMANCE STANDARD CODE MA 9 CONSTRUCT Solve operation of addition within 18 (MA 3.1) MA 10 Solve operation of subtraction within 18 (MA 3.2) MA 11 Usage of money of different values (MA 4.1) PERFORMANCE LEVEL DESCRIPTOR 1 Can state sum of two groups of objects. 2 Can solve problems of addition within 18 using concrete objects. 3 Can solve problems of addition within 18. 1 Can state the balance when objects are removed from a group. 2 Can solve problems of subtraction within 18 using concrete objects. 3 Can solve problems of subtraction within 18. 1 Can recognise and say the value of money only. 2 Can arrange money according to its different values. 3 Can recognise value of money and use in various activities. 138 PERFORMANCE STANDARD CODE MA 12 CONSTRUCT Understanding time in daily life MA 14 DESCRIPTOR 1 Can state the times in a day. 2 Can arrange events according to time sequence. 3 Can relate time with events in daily life. Knowledge on shapes 1 Can name two dimensional shapes. (MA 6.2) 2 Can name two and three dimensional shapes. 3 Can produce new shapes from a combination of three dimensional shapes. 1 Can build models based on samples. 2 Can build models based on creativity. 3 Can build various strong and stable models based on creativity. (MA 5.1) MA 13 PERFORMANCE LEVEL Produce creative models (MA 6.3) 139 HUMANITIES STRAND PERFORMANCE STANDARD CODE KM 1 CONSTRUCT Understand oneself and one’s relationship with family (KM 1.1) KM 2 Understand one’s relationship with the school (KM 2.2) KM 3 Be responsible in caring for public facilities (KM 2.3) KM 4 Know Malaysia (KM 3.1) PERFORMANCE LEVEL DESCRIPTOR 1 Can talk about oneself. 2 Can talk about oneself and family. 3 Can talk about roles and responsibilities of oneself and family. 1 Can talk about one’s class. 2 Can talk about one’s school. 3 Can show pride of one’s school. 1 Can recognise symbols of public facilities. 2 Can state ways to use public facilities correctly. 3 Can care for public facilities. 1 Can name one’s home state. 2 Can talk about one’s home state. 3 Can talk about Malaysia. 140 PERFORMANCE STANDARD CODE KM 5 CONSTRUCT Express love for the country PERFORMANCE LEVEL 1 Can sing the national anthem. 2 Can sing the national anthem in the correct manner and respect the Jalur Gemilang 3 Can demonstrate respect for national emblems and national identities in various situations. Appreciate Malaysian cultural heritage 1 Can state the main festivals in Malaysia. (KM 4.1) 2 Can talk about Malaysian cultural heritage. 3 Can participate in Malaysian cultural heritage activities. Express love for the environment 1 Can state ways to care for the environment. (KM 5.1, KM 5.2, KM 5.3) 2 Can talk about issues and ways to care for the environment based on the stimulus given. 3 Can care for the environment. (KM 3.2) KM 6 KM 7 DESCRIPTOR 141 PANEL MEMBERS 1. Norashikin binti Hashim Curriculum Development Division 2. Harlina binti Mohamad Curriculum Development Division 3. Regina JosephCyril Curriculum Development Division 4. Hor Lee Lan Curriculum Development Division 5. Siew Siew Kim Curriculum Development Division 6. Zaharah binti Ismail Ali Curriculum Development Division 7. Mohd. Azahar bin Madar Curriculum Development Division 8. Tajul Effandy bin Hassan Curriculum Development Division 9. Nani Mastina binti Abdul Hadi Curriculum Development Division 10. Mohd. Hariz bin Che Hamid Curriculum Development Division 11. Norliyana binti Nordin Curriculum Development Division 12. Nor Amilia binti Amerudin Curriculum Development Division 13. Rohani binti Abdul Curriculum Development Division 142 14. Rusni binti Che Adnan Curriculum Development Division 15. Azilawati bt. Abu Bakar Selangor State Education Department 16. Azlan bin Muis SK Datuk Tambychik Karim, Alor Gajah, Melaka 17. Azman bin Basri SK Kanchong Darat, Banting, Selangor 18. Dr. Bustam bin Kamri Professor Kolej Pengajian Islam, Johor Bahru, Johor 19. Cheah Eng Khoon Talento Kindergarten, Klang, Selangor 20. Datuk Dr. Chiam Heng Keng ECCE Council 21. Devi a/p Devaraj SJKT Sentul, Kuala Lumpur 22. Faridah binti Ramly Curriculum Development Division 23. Dr. Haniza binti Hamzah Examinations Syndicate 24. Haslinawati binti Mohd. Hashim SK Seri Aman, Taiping, Perak 25. Hasruddin bin Hassan Curriculum Development Division 26. Kamariah binti Mohd. Yasin Curriculum Development Division 27. Karamjit Kaur A/P Kartar Singh SK Wan Sulaiman Sidiq, Alor Setar, Kedah 143 28. Lim Keat Heng Teacher Training Institute Tun Abdul Razak Campus, Kota Samarahan, Sarawak 29. Lim Yock Chong Curriculum Development Division 30. Low Pooi Yin Seri Soka Kindergarten, Cheras, Selangor 31. Dr. Mariani Md. Nor Prof. Madya University of Malaya 32. Marina binti Siraj SK Kampong Rinching, Beranang, Selangor 33. Dr. Mastura binti Badzis International Islamic University 34. Mat Shaari Abu Hassan Kedah State Education Department 35. Dr. Mohamed Ayob bin Sukani Teacher Training Institute Bahasa Melayu Campus, Kuala Lumpur 36. Muhd. Nizam Mohd. Yusof Curriculum Development Division 37. Nani binti Menon Putra University Malaysia 38. Natapah binti Hj. Harun SK LB Johnson, Seremban, Negeri Sembilan 39. Noorhana binti Rahmat SK Seksyen 1, Puchong, Selangor 40. Noorjahan binti Sultan SK Indera Mahkota Utama, Kuantan, Pahang 41. Nor Azlin binti Mohamed Azhari SK Brickfields, Kuala Lumpur 144 42. Noraini Abd. Rashid SK Putrajaya Presint 11 (1), Putrajaya 43. Norazlina binti Alias Hilir Perak District Education Department 44. Norlela binti Ali Teacher Training Institute Ilmu Khas Campus, Kuala Lumpur 45. Nur Muriza binti Musa Curriculum Development Division 46. Oh Yean Choo Institute CECE, Kuala Lumpur 47. Paoo Chin Shiea SJKC Pandamaran B, Klang, Selangor 48. Puspa Devi a/p Munisamy SJKT Saraswathy, Kuala Lumpur 49. Rahmah Bee binti Mohd. Kabibal Saiboo SK Convent Pulau Tikus, Pulau Pinang 50. Rosli Ishak Penang State Education Department 51. Shamizan bin Shafea SK Kampong Banting, Sabak Bernam, Selangor 52. Sheal Valakshemi a/p Palaniappan Teacher Training Institute Ipoh Campus, Perak 53. Sia Soh Guat SK Batu Unjur, Selangor 54. Siti Zuhana binti Sungip SK Bandar Banting, Selangor 55. Soh Lih Ru SK Puteri Pandan (1), Kuala Lumpur 145 56. Suguna a/p Sankaran Teacher Training InstituteInternational Languages Campus, Kuala Lumpur 57. Usharani a/p Arumugam Curriculum Development Division 58. Wong Ming Tsuey SJKC Tun Tan Cheng Lock, Subang Jaya, Selangor 59. Yatimah binti Muji Curriculum Development Division CONTRIBUTORS 1. Choo Poh Lin Institute CECE, Kuala Lumpur 2. Esther Yong Siew Nget Real Kids Kindergarten, Subang Jaya, Selangor 3. Eveleen Ling Malaysian Association of Professional Early Childhood Educators 4. Hamidah Binti Abu Bakar National Unity and Integration Department 5. Jamela Begam binti Oli Tunku Abdul RahmanUniversity, Petaling Jaya, Selangor 6. Jeya Parera Kindergarten Association of Malaysia 7. Judith Low National Association of Professional Early Childhood Educators 8. Kamsiyah Binti Yahya Community Development Department (KEMAS) 146 9. Dr. Khodori Ahmad Innovation & Special Projects Department FELDA, Kuala Lumpur 10. Lily Ganam SeDidik SEDC, Sarawak 11. Lydia Foong SEGI University 12. Mazlan bin Awi Curriculum Development Division 13. Professor Dr.Nor Hashimah Hashim Science University Malaysia 14. Patricia Teh Malaysian Association of Professional Early Childhood Educators 15. Datin Radziah Mohd. Daud National Association of Professional Early Childhood Educators 16. Zainon binti Abdul Majid Curriculum Development Division 147 ACKNOWLEDGMENT Advisors Dr. Sariah binti Abd. Jalil - Director Shamsuri bin Sujak - Deputy Director Datin Dr. Ng Soo Boon - Deputy Director Editorial Advisors Dr. A’azmi bin Shahri - Section Head Policy and Evaluation Sector Mohamed Zaki bin Abd. Ghani - Section Head Islamic Education Sector Haji Naza Idris bin Saadon - Section Head Technical and Vocational Sector Hajah Chetrilah binti Othman - Section Head Languages and Literature Sector Zaidah binti Mohd. Yusof - Section Head Science and Mathematics Sector Mohd Faudzan bin Hamzah - Section Head Social Science Sector Dr. Rusilawati binti Othman - Section Head Special Education Sector Mohamed Salim bin Taufix Rashidi - Section Head Arts and Health Sector 148 149
