Академический Документы
Профессиональный Документы
Культура Документы
2017
2017 Publication
Copyrights reserved. It is not allowed to use any part, illustration or content of this book in any form whether electronically, photocopied
or recorded or in any other form without getting a written consent from the Director, Curriculum Development Division, Ministry of Education,
Levels 4 – 8, Block E9, Parcel E, Federal Government Administrative Complex, 62604 Putrajaya.
CONTENT
National Principles............................................................................................................................................ 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
Communication Strand............................................................................................................................... 22
English Language................................................................................................................................ 32
Tamil Language................................................................................................................................... 47
Moral Education................................................................................................................................... 63
Early Science....................................................................................................................................... 93
Panelists............................................................................................................................................................ 142
Contributors....................................................................................................................................................... 146
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:
vii
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
viii
FALSAFAH PENDIDIKAN KEBANGSAAN
x
NATIONAL EDUCATION PHILOSOPHY
xi
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.
xii
NATIONAL CURRICULUM DEFINITION
3. National Curriculum
xiii
KATA PENGANTAR
Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan
dilaksanakan mulai tahun 2010 telah disemak semula bagi tersebut dilakukan untuk melahirkan insan seimbang dan
memenuhi tuntutan dasar baharu di bawah Pelan Pembangunan harmonis dari segi intelek, rohani emosi dan, jasmani
Pendidikan Malaysia (PPPM) 2013-2025 kualiti kurikulum yang sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.
dilaksanakan setanding dengan standard antarabangsa.
Bagi menjayakan pelaksanaan KSPK, pengajaran dan
Kurikulum berasaskan standard yang menjadi amalan
pembelajaran guru perlu memberi penekanan kepada KBAT
antarabangsa telah dijelmakan dalam KSPK menerusi
dengan memberi fokus kepada pendekatan Pembelajaran
penggubalan Dokumen Standard Kurikulum dan Pentaksiran
Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek supaya
(DSKP) yang mengandungi Standard Kandungan, Standard
murid dapat menguasai kemahiran yang diperlukan dalam abad
Pembelajaran dan Standard Prestasi.
ke-21.
Usaha memasukkan Standard Prestasi di dalam dokumen
Kementerian Pendidikan Malaysia (KPM) merakamkan setinggi-
kurikulum telah mengubah landskap sejarah sejak Kurikulum
tinggi penghargaan dan ucapan terima kasih kepada semua
Kebangsaan dilaksanakan di bawah Sistem Pendidikan
pihak yang terlibat dalam penggubalan KSPK Pendidikan Khas
Kebangsaan. Menerusinya murid dapat ditaksir secara
(Semakan 2017). Semoga pelaksanaan KSPK Pendidikan Khas
berterusan untuk mengenal pasti tahap penguasaannya dalam
mencapai hasrat dan matlamat Sistem Pendidikan Kebangsaan.
sesuatu bidang pembelajaran serta membolehkan guru
membuat tindakan susulan bagi mempertingkatkan
Dr. SARIAH BINTI ABD. JALIL
perkembangan murid.
Pengarah
DSKP yang dihasilkan juga telah menyepadukan enam tunjang
Bahagian Pembangunan Kurikulum
Kerangka KSPK, mengintegrasikan pengetahuan, kemahiran
dan nilai, serta memasukkan secara eksplisit Kemahiran Abad
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KSPK EDISI BAHASA INGGERIS
INTRODUCTION Higher Order Thinking Skills (HOTs) have been explicitly stated
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 which learning in the classroom.
are effective, meaningful and fun-filled will equip pupils with the
It is hoped that the contents in this document will help the
necessary skills, self-confidence and a positive attitude for further
teachers to plan and execute teaching and learning effectively.
learning.
Activities planned should be able to provide enriching and fun
learning experiences for pupils while engaging them actively in a
The National Preschool Standards-Based Curriculum and
conducive and safe environment. Teachers are encouraged to
Assessment Document is the main platform which provides
creatively choose, arrange, devise and develop various activities
teachers with guidance for fulfilling the needs of the nation in
based on the Learning Standards that cater to the needs of pupils.
preparing a preschool education of international standard for the
present and future generations. It is hoped that teachers will be able to appreciate and implement
the requirements which are specified in the curriculum in order to
The National Preschool Standards-Based Curriculum and achieve its aim and objectives.
Assessment Document has been developed based on
The contents that are learnt in preschool are basic skills and
developmentally appropriate practices and child development
knowledge essential for pupils as preparation for primary
theories. The contents of the document encompass six strands
education.
namely Communication, Spirituality, Attitudes and Values,
Humanity, Physical Development and Aesthetics, Science and
Technology and Personal Competence.
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KSPK EDISI BAHASA INGGERIS
AIM OBJECTIVES
Preschool education aims to develop the potential of children The National Preschool Standards-Based Curriculum provides
between the ages of four to six in a comprehensive and integrated children with opportunities to achieve the following objectives:
manner with respect to their physical, emotional, spiritual,
intellectual and social development in a safe and enriching 1. Use language to communicate effectively.
learning environment through fun, creative and meaningful 2. Practise Islamic values in daily life for Muslims pupils.
activities. This is to improve skills, cultivate confidence and 3. Practise moral values of the Malaysian society.
develop a positive self-concept in pupils to prepare them to face 4. Appreciate and show sensitivity towards the various
challenges and participate in further learning. cultures of the Malaysian society.
. 5. Love and appreciate the environment.
6. Develop positive self-concept and self-confidence.
7. Practise a healthy lifestyle, develop physical fitness and
ensure personal safety.
8. Develop creativity and aesthetics.
9. Apply critical, creative and innovative thinking and problem-
solving skills in learning as well as in daily life.
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KSPK EDISI BAHASA INGGERIS
THE NATIONAL PRESCHOOL STANDARDS-BASED These six learning strands are the main domains that
CURRICULUM FRAMEWORK complement one another and are integrated with critical, creative
and innovative thinking. The integration aims to develop human
The National Preschool Standards-Based Curriculum is
capital that appreciates moral values based on religion,
developed based on six learning strands; Communication,
knowledge, competence, creative and critical thinking and
Sprituality, Attitudes and Values, Humanity, Personal
innovation as illustrated in Figure 1.
Competence, Physical Development and Aesthetics, and
Science and Technology.
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 must be learnt by all pupils. The development of leadership and personality is fostered
preschool pupils. For pupils in national-type schools, it is through curricular and extra-curricular activities.
compulsory for them to learn Chinese or Tamil Language.
4
KSPK EDISI BAHASA INGGERIS
PUPILS’
The preschool curriculum focuses on producing pupils who are DESCRIPTION
PROFILE
able to communicate and socialise with confidence. It is hoped Pupils are able to face and overcome
that pupils will be able to face challenges and solve problems, are Resilient difficulties and challenges with wisdom,
confidence, tolerance and empathy.
eager to learn and ready for further learning.
Pupils are able to express their thoughts,
ideas and information confidently and
Communicators
ST
creatively in oral and written form, using a
21 CENTURY SKILLS
variety of media and technology.
One of the aspirations of the National Preschool Standards- Pupils are able to think critically,
creatively and innovatively; able to solve
Based Curriculum is to produce pupils with 21st century skills
complex problems; and make ethical
focusing on thinking skills and living skills as well as their future decisions. They are able to think about
careers which are based on moral values. 21st century skills aims Thinkers learning and about being learners
themselves. They are able to generate
to produce pupils with characteristics as illustrated in Table 1.
questions and are receptive towards
The acquisition of the Content Standards and Learning other people’s perspectives, values,
Standards in the National Preschool Standards-Based individual traditions and community. They
are confident and creative in handling
Curriculum contributes to the attainment of 21st century skills
new learning areas.
among pupils.
Pupils are able to cooperate effectively
and harmoniously with others. They
Team Spirit share collective responsibility, respect
and cherish the contribution of each
member in the team. They acquire
interpersonal skills through collaborative
5
KSPK EDISI BAHASA INGGERIS
PUPILS’ PUPILS’
DESCRIPTION DESCRIPTION
PROFILE PROFILE
activities, which in turn enable them to Pupils are able to show empathy,
become better leaders and team sympathy and respect towards the
members. Loving / needs and feelings of others. They are
Considerate committed to serve the society and
Pupils are able to develop natural ensure the sustainability of the
inquisitiveness to explore new environment.
strategies and ideas. They learn skills
that are necessary for inquiry and Patriotic Pupils are able to show their love,
Inquisitive
research, as well as display support and respect for the country.
independent traits in learning. Pupils are
able to enjoy continuous life-long
learning experiences.
Pupils have a sense of integrity and HIGHER ORDER THINKING SKILLS
sincerity, equality, fairness and respect
Virtuous for individuals, groups and community.
Higher Order Thinking Skills (HOTS) are stated explicitly in the
They are responsible for their actions,
reactions and decisions. curriculum for teachers to translate them in teaching and learning
Pupils are able to obtain knowledge and in order to stimulate structured and focused thinking amongst
develop a broad and balanced pupils. The explanation of HOTs is focused on four thinking
understanding across various levels as in Table 2.
disciplines. They can explore
Informative knowledge effectively in terms of local
and global contexts. They understand
issues related to ethics or laws
regarding information that they have
acquired.
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KSPK EDISI BAHASA INGGERIS
The layout of the classroom should be flexible according to 1. 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. 2. Planning of timetables should be based on pupils’
Equipment and resources are arranged neatly and development and implemented flexibly.
accessible. The equipment and resources should be 3. The following should be taken into consideration when
changed periodically in order to maintain pupils’ interest and planning teaching and learning activities:
to achieve learning objectives. ability and cognitive development of pupils.
Pupils’ work should be prioritised and displayed. This will provide opportunities for pupils to make choices during
boost their self-confidence and encourage pupils to produce activities.
more works.
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KSPK EDISI BAHASA INGGERIS
provide sufficient time and opportunities for pupils to carry There are various teaching and learning strategies which can be
out explorative activities. used by teachers, they are:
use of realia in teaching and learning to assist pupils to
acquire concepts and knowledge. Child-Centred Learning
teaching and learning activities should be balanced and
varied so that effective and meaningful learning takes Child-centred learning involves pupils’ active participation in the
place such as outdoor and indoor, active and passive, learning activity, and pupils are responsible for their own learning.
individual, group and whole class activities as well as Pupils take on an important role in the learning process as
activities initiated by pupils and planned by teachers. learning is driven by their interest, encouragement and needs.
Pupils are given the choice to choose activities, materials and
TEACHING AND LEARNING STRATEGIES time while learning. Teachers facilitate and guide the learning
activity.
There is no one method or strategy which is deemed the best
implemented for teaching and learning in the classroom for pupils Learning Through Play
of various abilities. Teachers have to make the best choices when Learning through play is planned and structured to provide pupils
planning lessons using various teaching and learning strategies with opportunities to learn in a free and safe environment, which
appropriate with the development, needs, abilities, talents and is enjoyable and meaningful. It is emphasised in preschool
interests of pupils for effective and meaningful learning. For education as play is a natural behaviour of pupils. Play allows
example, in the National Preschool Standards-Based Curriculum pupils to explore, make discoveries and build experiences in a
and Assessment Document, there are learning standards natural way. Physical, socio-emotional, cognitive, language
specifically for pupils aged 4+ only. However, for pupils aged 5+ development and pupils’ potential are enhanced and maximised.
who have not acquired the standards, teachers can conduct
teaching and learning based on learning standards for 4+.
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KSPK EDISI BAHASA INGGERIS
Inquiry based learning allows pupils to build their own knowledge This approach integrates two or more skills to be acquired by
and understanding through investigation and exploration based pupils in one lesson. Teachers need to use pupils’ daily
on their existing knowledge. It is implemented through project- experiences in teaching and learning in the classroom. It allows
based learning, scientific investigation; problem-based learning pupils to understand the realities of life and gives them the
and collaborative learning in order to produce pupils who are understanding that situations in life are inter-related and not be
knowledgeable and able to apply higher order thinking skills. The seen as separate situations.
teaching and learning process of inquiry based learning is
focused on “learning by doing” which engages pupils to be Learning is conducted in a holistic and integrated manner and not
involved in activities such as exploration, investigation, separated into individual learning disciplines. Integration also
questioning, reflective thinking and discovery of new knowledge. involves integration of skills, integration of skills and values,
integration among strands, integration among activities as well as
Inquiry-based learning emphasises the ‘why’ and ‘how’ as various methods and techniques.
compared to ‘what’ in any situation. Inquiry-based learning
boosts critical, creative and innovative thinking which promotes Learning through integrated approach allows for diversity as the
self-access learning. This arouses curiosity and encourages needs of pupils differ in terms of development, interest and
pupils to question. At the same time, pupils will be able to reflect abilities as well as their background.
throughout the learning process.
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KSPK EDISI BAHASA INGGERIS
Thematic Approach
The characteristics of Project-based learning are as follows:
The thematic approach is organising the curriculum and learning This method can be conducted individually or in groups.
through a chosen theme or topic according to the suitability of Assessment is carried out at every phase until completion.
time, place, interest, background and level of pupils’ development. Teacher-pupil interaction is in the form of guidance and
negotiation during each phase of the project (teacher as
The thematic approach involves the following: a facilitator).
The usage of a generic theme across various learning This process involves collection of materials, information,
strands. and data as well as processing of information and data,
Choice of themes is based on pupils’ level, situation or reporting and self-reflection.
current happening. This learning method is based on skills, knowledge,
It is inter-related with existing and new experience obtained experience and pupils’ abilities.
in a consistent and systematic manner. It is based on real-life experiences.
Expansion and reinforcement of knowledge and skills.
Learning staged from easy to difficult and generic to specific. Mastery Learning
Project-Based Learning Mastery learning ensures all pupils have acquired the expected
learning objectives before moving on to the next lesson. This
Project-based learning focuses on systematically planned method focuses on mastery of lessons learnt.
practical assignments within a time frame. This teaching method
emphasises research in the form of projects in order for pupils to Pupils are given the opportunity to progress according to their
gain knowledge. It involves collection and analysis of data and abilities and rate of learning as well as improve their level of
preparation of reports. mastery. Mastery learning upholds the principle that every pupil
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KSPK EDISI BAHASA INGGERIS
Contextual learning is a learning method which integrates There are at least eight intelligences. They are:
learning content with daily experiences of the pupil, community Verbal-linguistic intelligence: the ability to use words
and the working world. This learning method provides concrete effectively in oral and writing.
learning opportunities which involve hands-on and minds-on Logical-mathematical intelligence: the ability to use
activities. numbers effectively, have the ability of logic, wise
reasoning and arguing.
Learning takes place when pupils are able to process information Visual-spatial intelligence: the ability to identify and
learnt or new knowledge acquired in a meaningful manner. visualise forms, space, colour and lines.
Learning becomes more effective if information is disseminated Kinaesthetic intelligence: the ability to use one’s body to
in various contexts and in a meaningful manner to pupils. express ideas, feelings and solve problems.
Emphasis should be given to diverse learning environments in Musical intelligence: the ability to identify rhythm and
order to achieve meaningful learning. Teachers are encouraged songs.
to choose or create different learning environments which will Interpersonal intelligence: the ability to understand feelings,
encompass a range of learning experiences in social, cultural, motivation, habits and desires of others.
physical or psychological contexts in order to obtain the aspired Intrapersonal intelligence: the ability to understand one’s
learning outcomes. strengths, weaknesses, desires and wants.
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KSPK EDISI BAHASA INGGERIS
Naturalist intelligence: the ability to know and classify in giving positive and meaningful learning experience to
plants, minerals and animals including grass and stones pupils.
as well as flora and fauna.
the school to the home and vice versa. Instrument (4 – 6 years) to identify pupils with learning
3. Good relationship between the school and difficulties. This is a tool used to identify pupils who may
parents/guardians as well as the local community will assist have learning difficulties. Teachers need to discuss with
parents/guardians if they identify pupils who show traits of
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KSPK EDISI BAHASA INGGERIS
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KSPK EDISI BAHASA INGGERIS
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KSPK EDISI BAHASA INGGERIS
summative assessment can be conducted at the end of a learning The aims of assessment in preschool are as follows:
unit, term, semester or year. Teachers should plan, build items, 1. Monitor the growth and development of pupils according to
administer, evaluate, record and report on pupils’ performance their age.
level based on the Standards-Based Curriculum and Assessment 2. Identify pupils’ level of intelligence and potential to
Document. Teachers need to use their discretion and strengthen and enhance their holistic development.
professional judgement in order to determine their pupils’ 3. Identify pupils’ strengths and weaknesses from time to
performance levels. 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 Standards-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 6. Assist teachers to plan effective follow-up actions to:
Performance Standards Develop and maximise pupils’ potential.
Performance Levels Descriptor
Pupils know basic things or can Assist in pupils’ learning.
1 perform basic skills or respond to Improve teaching methods.
basic things.
Pupils can use their knowledge
2
and skills to complete tasks.
Pupils can use their knowledge
and skills to complete tasks in new
3
situations or creatively in the
correct manner.
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KSPK EDISI BAHASA INGGERIS
PRESCHOOL ASSESSMENT IMPLEMENTATION 5. Assessment has to be carried out ethically and children’s
PRINCIPLES rights taken into consideration.
18
KSPK EDISI BAHASA INGGERIS
Minimum Time Allocation certified Islamic Education teacher for at least two hours a
week.
Minimum time allocation for preschool education should be
8. Moral Education must be taught in preschools if there are
adhered to as follows:
at least 5 or more non-Muslim pupils for at least two hours
1. Preschool has to be carried out for at least four hours a day
a week.
(including recess), that is, 20 hours a week for pupils aged 5+.
2. Preschool has to be carried out for at least three and a half
Teaching and Learning Time Allocation
hours a day (including recess), that is, 17½ hours a week for
pupils aged 4+. Planning of daily activities in preschool should be based on time
3. Bahasa Melayu is used as the instructional language for at allocation as in Table 4. However, teachers are given the
least 600 minutes in preschools where Bahasa Melayu is flexibility to arrrange the timetable according to the needs of
the medium of instruction. pupils.
4. Bahasa Melayu is used as the instructional language for at
least 400 minutes in preschools where Bahasa Melayu is
not the medium of instruction.
5. English Language is used as the instructional language for
at least 600 minutes in preschools where Bahasa Melayu
is the medium of instruction.
6. English Language is used as the instructional language for
at least 400 minutes in preschools where Bahasa Melayu
is not the medium of instruction.
7. Islamic Education must be taught in preschools if there are
at least 5 or more Muslim pupils and should be taught by a
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KSPK EDISI BAHASA INGGERIS
Weekly time Allocation Routine activities are activities that are carried out on a daily
(minutes)
No. Learning Areas Other basis and have special time allocation. These activities
Bahasa
Medium of include circle time, recess and reflection.
Melayu
Instruction
1. Bahasa Melayu 60 60 Circle Time
8. Integrated Learning 800 740 allocated for Circle Time is 20 minutes daily.
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KSPK EDISI BAHASA INGGERIS
The time allocated for Integrated Learning activities are: 2. Free Play
(i) 500 minutes a week in National Schools. Free play provides opportunities for pupils to make their own
(ii) 440 minutes a week in National Type Schools. decision about what, when and how to play. They are also
free to determine rules and their role in play. During free play,
Outdoor Activity pupils benefit in terms of physical, emotional, cognitive and
Outdoor Activity are activities that are carried out outside the social skills. Besides having fun during play, pupils learn to
classroom. It helps build fitness and stimulate pupils' intelligence interact and negotiate effectively; able to share and
as well as provide opportunities for pupils to interact and explore collaborate with others; as well as develop problem solving
their surroundings. Through these activities, pupils' awareness of skills.
21
KSPK EDISI BAHASA INGGERIS
22
KSPK EDISI BAHASA INGGERIS
COMMUNICATION
STRAND
23
KSPK EDISI BAHASA INGGERIS
Tunjang Komunikasi terdiri daripada Bahasa Melayu, Bahasa Inggeris, Bahasa Cina dan Bahasa Tamil. Kemahiran bahasa merupakan
teras kepada Tunjang Komunikasi. Kemahiran bahasa ini diorganisasikan dalam kemahiran mendengar dan bertutur; kemahiran
membaca; dan kemahiran menulis. Keempat-empat kemahiran ini adalah penting bagi memperkembangkan komunikasi lisan dan asas
literasi murid untuk pembelajaran mereka seterusnya.
Di samping itu, aspek seni bahasa juga diterapkan dalam Tunjang ini. Aspek seni bahasa merujuk kepada keupayaan murid memahami,
mengungkap dan menghargai bahasa yang indah melalui pembelajaran yang menyeronokkan secara didik hibur melalui pelbagai aktiviti
dan permainan bahasa seperti nyanyian, bercerita, berlakon dan berpuisi.
BAHASA MELAYU
Selepas mengikuti aktiviti pembelajaran yang berteraskan Bahasa Melayu, murid boleh:
1. Memberi respons secara bertatasusila terhadap pelbagai bahan rangsangan yang didengar.
2. Berkomunikasi dan menyampaikan idea.
3. Membaca dan memahami ayat mudah.
4. Menulis perkataan, frasa dan ayat mudah.
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KSPK EDISI BAHASA INGGERIS
STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+
BM 1.0 KEMAHIRAN MENDENGAR DAN BERTUTUR
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KSPK EDISI BAHASA INGGERIS
STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+
BM 1.4.3 Bersoal jawab menggunakan ayat BM 1.4.6 Bersoal jawab menggunakan ayat
mudah mudah berdasarkan bahan
rangsangan
26
KSPK EDISI BAHASA INGGERIS
STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+
27
KSPK EDISI BAHASA INGGERIS
STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+
STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+
BM 2.4.4 Membaca dan memahami ayat
mudah dengan sebutan yang betul
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KSPK EDISI BAHASA INGGERIS
STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+
semasa menulis
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KSPK EDISI BAHASA INGGERIS
Satu suku kata terbuka KV 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,
Dua suku kata terbuka KV+KV
lori, lima, mata, meja, muka, nasi, paku, pasu, rusa, roti, susu, sagu, topi, raga
Tiga suku kata terbuka KV+KV+KV dahaga, kerusi, lelaki, kereta, kepala, mereka, cerita, tomato, telaga, kemeja
Satu suku kata tertutup KVK bot, bas, beg, cat, gam, gol, jam, jet, jus, kek, kot, lap, mop, pen, pin, tin, van, zip
Dua suku kata terbuka V+KV abu, apa, api, aku, alu, ini, itu, isi, ubi, ibu
Satu suku kata terbuka dan bakul, bulan, bulat, bunga, cawan, cicak, dodol, datuk, gajah, garam, hutan, hitam, jalan,
KV+KVK
satu suku kata tertutup katil, kipas, lapan, lilin, mulut, masin, makan, nenek, pokok, siput
Dua suku kata tertutup KVK+KVK biskut, kertas, masjid, coklat, sampan, bantal, kantin, tandas, cermin, mancis
31
KSPK EDISI BAHASA INGGERIS
GLOSARI
Bacaan luas atau bacaan ekstensif merupakan satu kegiatan membaca yang dilakukan oleh
murid secara bersendirian tanpa bimbingan guru. Bacaan luas ini bertujuan untuk mengukuhkan
1 bacaan luas
asas membaca; menambah kemahiran memahami dan menaakul isi bacaan; meningkatkan
kepantasan membaca; serta membina dan mengukuh minat membaca.
32
KSPK EDISI BAHASA INGGERIS
ENGLISH LANGUAGE
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
33
KSPK EDISI BAHASA INGGERIS
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 1.2.2 Listen to and sing songs BI 1.2.7 Listen to and respond to stories
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KSPK EDISI BAHASA INGGERIS
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 2.0 READING SKILLS
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KSPK EDISI BAHASA INGGERIS
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 2.2.4 Name letters of the alphabet
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KSPK EDISI BAHASA INGGERIS
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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KSPK EDISI BAHASA INGGERIS
- at cat, mat, sat, pat, bat, fat, rat, hat - og dog, jog, log
- ad mad, sad, pad, bad - ick tick, sick, lick, pick, quick
- op hop, mop, pop, top - ill fill, ill, pill, hill, bill
- od cod, god, nod, pod, rod - ell bell, tell, well, yell, sell
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KSPK EDISI BAHASA INGGERIS
in on we went very am
*In frequency order reading down the columns from left to right
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GLOSSARY
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KSPK EDISI BAHASA INGGERIS
华语
华语是华族的母语,在我国多元种族的社会中有着重要的地位,它也是华文小学的教学媒介语,因此儿童需在学前掌握一定程度的华文,
为在小学学习华文打好基础。本课程将让儿童掌握语言的基本技能,即听话、说话、阅读和书写,协助儿童积累新知识和新经验,同时使
儿童能正确地使用华文来表达感受、分享生活经验,并有礼貌地与人沟通。
本课程通过活泼有趣的活动,如游戏、歌唱、会话、问答、表演、讲故事等语文活动,提高儿童学习华文的兴趣,加强语言的掌握。通过
本课程,学生:
1. 养成良好的听话和说话习惯。
2. 乐于使用华文,有礼貌地与人沟通。
3. 初步掌握阅读的能力,对阅读产生兴趣。
4. 能初步以书面进行表达,对书面表达产生兴趣。
教学重点:
1. 学前教育不教汉语拼音、轻声、变调等语音知识,惟教师范读语音须标准。教师在进行听说教学时,提醒学生沟通时须要注意说话
的礼貌和态度;措辞和说话内容; 以及聆听者的身分。教师也应注意学生倾听技巧,训练学生的口头表达能力。
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KSPK EDISI BAHASA INGGERIS
2. 阅读教学重视培养学生的阅读兴趣和习惯。教师应提供充足的读物及营造良好的阅读环境。课室内所置放的读物须适合学生程度并
且是趣味的图书。
3. 识字是阅读的基础,也是学前教育语文教学的一个重点,必须力求到位。教师应不厌其烦地指导学生辨识字形相似、读音相近或其
他容易出现混淆的字。介绍实物或图形和文字的关系,如:山 -水- 月-
4. 不要向学生介绍“独体字”、“合体字”、“象形字”等名词术语。
5. 识字容易写字难,识字教学,应该多识字,少写字,不可要求识写同步,以免拖慢识字的速度。识字教学需通过活动进行,避免教
学枯燥单调。不能把写字当作识字教学的活动。学前班的教师可根据班级学生程度与主题进行选择或增减认识的生字。
6. 书写教学重视发展学生眼和手的机能及协调能力,在执笔和坐姿等方面养成良好的习惯,打好写字基础,并对写字产生兴趣。
7. 写字教学要求学生会使用田字格练习写字,掌握基本笔画和偏旁部首的写法,笔顺正确,并初步具有间架结构的意识。
生精神不能集中,在执笔、坐姿、笔顺等各方面容易出错。出错了继续写下去就会养成不良的书写习惯。不要让学生写“笔画递增”
的不完整的汉字。
9. 书写教学初步培养学生书面表达的能力,重视兴趣的培养。教学时应多鼓励、多称赞,让孩子喜欢表达、放胆表达,不必强调种种
书写规矩,甚至允许学生用符号来代替文字。
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学习标准
内容标准
4+ 5+
BC 1.0 听说教学
BC 1.1.1 认识日常生活中所听到的声音
BC 1.1.2 辨别与模仿声音
BC 1.2.3 聆听会话后作出反应
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KSPK EDISI BAHASA INGGERIS
学习标准
内容标准
4+ 5+
BC 1.4.2 讲述有关自己的事物 BC 1.4.4 讲述生活中所发生的事情
BC 1.4.5 针对事情说出看法
BC 1.5.3 针对有关情况发问和回答问题
BC 2.0 阅读教学
学习标准
内容标准
4+ 5+
BC 2.4.2 看图识字
BC 2.4.3 认识字词
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KSPK EDISI BAHASA INGGERIS
学习标准
内容标准
4+ 5+
BC 2.6.3 朗读儿歌与诗歌
BC 3.0 书写教学
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KSPK EDISI BAHASA INGGERIS
学习标准
内容标准
4+ 5+
BC 3.2.2 以正确的坐姿写字 (i) 笔画、笔顺正确
(ii) 字体整齐
BC 3.2.3 正确地写出基本笔画
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KSPK EDISI BAHASA INGGERIS
தமிழ்மமொழி
கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
BT 1.0 வகட்டல் திறனும் வபச்சுத் திறனும்
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KSPK EDISI BAHASA INGGERIS
கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
BT 1.2 மெவிமடுத்தவற்கறக் Á¡½Å÷¸û: Á¡½Å÷¸û:
கூறுவர்; அதற்வகற்பத்
BT 1.2.1 மெவிமடுத்த கட்டகள¨Âì BT 1.2.5 ¦ºÅ¢ÁÎò¾ ¸¨¾¨Âì ÜÚÅ÷
துலங்குவர்
ÜÚÅ÷; «¾ற்§¸üபò
துலங்குவர் BT 1.2.6 ¦ºÅ¢ÁÎò¾ ¸¨¾¨Âô ÀüÈ¢Â
¾¸Åø¸¨Çì ÜÚÅ÷
BT 1.2.2 மெவிமடுத்த வவண்டுவகொ¨Çì
ÜÚÅ÷; «¾ற்§¸üபò BT 1.2.7 மெவிமடுத்த ¸¨¾Â¢ý
துலங்குவர் À¡ò¾¢Ãí¸Ç¢ý
ÀñÒ¸¨Ç Å¢ÇìÌÅ÷
BT 1.2.3 மெவிமடுத்த º¢ÚÅ÷ பொடகலப்
பொடுவர்
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KSPK EDISI BAHASA INGGERIS
கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
BT 1.3.6 குறில், மநடில் எழுத்துககள
ஒலிப்பர்
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KSPK EDISI BAHASA INGGERIS
கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
பயன்படுத்திப் குடும்ப உறுப்பினர்களின் BT 1.5.5 ÝÆÖ째üÀ ±Ç¢Â
BT 1.5.2
வபசுவர் உறவுப் மபயர்ககளச் ெரியொகப் š츢Âí¸¨Çô ÀÂýÀÎò¾¢ô
பயன்படுத்திப் வபசுவர் §ÀÍÅ÷
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KSPK EDISI BAHASA INGGERIS
கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
(iii) ¸ñ ÁüÚõ Òò¾¸ò¾¢üÌ
þ¨¼Â¢Ä¡É àÃõ
BT 2.1.4 ÌȢ£θû,
«îºÊì¸ôÀð¼¨Å¸û
¬¸¢ÂÅüÈ¢ý ¦À¡Õ¨Çì
ÜÚÅ÷
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KSPK EDISI BAHASA INGGERIS
கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
BT 2.3 வொெித்துப் புரிந்து Á¡½Å÷¸û: Á¡½Å÷¸û:
மகொள்வர் BT 2.3.1 மெொல்கல வொெித்துப் புரிந்து BT 2.3.3 எளிகமயொன மெொற்ககளக்
மகொள்வர் மகொண்ட வொக்கியங்ககள வொெித்துப்
புரிந்து மகொள்வர்
மெொற்மறொடகர வொெித்துப்
BT 2.3.2 புரிந்து மகொள்வர்
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KSPK EDISI BAHASA INGGERIS
கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
BT 3.2 ºÃ¢Â¡É Á¡½Å÷¸û: Á¡½Å÷¸û:
ÅâÅÊÅòмý
BT 3.2.1 மகொம்பு, வகளவு, சுழி, விலங்கு BT 3.2.3 மெொற்ககளப் பொர்த்து எழுதுவர்
àö¨Á¡¸
ஆகியவற்கறச் ெரியொன
±ØÐÅ÷
அளவுடன் எழுதுவர் BT 3.2.4 மெொற்மறொடர்ககளப் பொர்த்து
எழுதுவர்
BT 3.2.2 ெரியொன அளவு, இகடமவளி,
BT 3.2.5 எளிகமயொன வொக்கியங்ககளப்
வரிவடிவம் ஆகியவற்றுடன்
பொர்த்து எழுதுவர்
தூய்கமயொக எழுதுவர்
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மெொற்களஞ்ெியம்
54
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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.
1. recognise hijaiyah letters, memorise short Quranic verses and acquire basic Arabic language.
2. understand the basic tenets of faith and worship of Allah.
3. know theSirah and attributes of Prophet Muhammad SAW and emulate him.
4. practise good manners and morality in life.
5. read and write Jawi correctly.
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 1.0 AL-QURAN
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 1.2 Memorise a few Quranic Pupils can: Pupils can:
verses from juzuk Amma
PI 1.2.1 Memorise the Al-Fatihah in the PI 1.2.2 Memorise the following Quranic
correct manner verses in the correct manner:
(i) An-Nas
(ii) Al-Ikhlas
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 2.2 Understand the Pupils can: Pupils can:
foundation of faith in Glorify Allah with:
PI 2.2.1 Know oneself as a creation of Allah PI 2.2.3
Allah
(i) Subhanallah (حانَ هللا َ س ْب ُ )
PI 2.2.2 Know Allah as the Creator: (ii) Alhamdulillah (ح ْم ُد ِهلل ْ
َ )اَل
(i) recite the kalimah of Allah
(ii) state the glory of Allah (iii) Allahu Akbar ()هللاُ أ َ ْكبَ ُر
(iii) glorify the kalimah of Allah
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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KSPK EDISI BAHASA INGGERIS
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 3.2 Perform wudhu 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 3.4.2 Display the correct mannerism and PI 3.4.5 Recite prayers during movements
movements during prayer in worship
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 3.5 Understand the concept Pupils can: Pupils can:
of fasting
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: PI 3.5.4 Profess the intentions of fasting
(i) Ramadhan
(ii) pre-dawn meal PI 3.5.5 State the necessary acts during the
(iii) break of fast fasting month
PI 4.0 SIRAH
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 4.3 Practise the Pupils can: Pupils can:
characteristics and
PI 4.3.1 State the characteristics of Prophet PI 4.3.2 Explain the attributes of Prophet
attributes of Prophet
Muhammad SAW: Muhammad SAW:
Muhammad SAW
(i) hardworking (i) Siddiq (truthful)
(ii) patient (ii) Amanah (trustworthy)
(iii) loving (iii) Tabligh (advocate)
(iv) Fatonah (wise)
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KSPK EDISI BAHASA INGGERIS
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 6.0 JAWI
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MORAL EDUCATION
Moral Education focuses on developing individuals with moral values based on three domains:
1. Moral Reasoning
Having the mental ability to identify good from bad behaviour and right from wrong.
2. Moral Emotions
Consciousness of moral feelings raises the awareness of practising good and appropriate behaviour which induces the feeling of joy
in doing good and remorse in doing wrong. Moral feelings create moral motivations and intentions to act based on empathy and
sympathy towards oneself and others.
3. Moral Behaviour
Moral actions that relate to moral reasoning and moral emotions, done voluntarily with responsibility, accountability and integrity.
The three domains need to be applied with the 14 universal values which are crucial to develop individuals with moral values. These
accepted universal values are in tandem with religious teachings, norms or beliefs of the Malaysian society.
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 2.0 KINDNESS
PM2.1.2 State the benefits of helping others PM 2.1.4 Help others in need
PM 3.0 RESPONSIBILITY
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 4.0 GRATITUDE
PM 5.0 COURTESY
PM 6.0 RESPECT
PM 7.0 LOVE
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 8.0 FAIRNESS
PM 9.0 COURAGE
PM 10.0 HONESTY
PM 10.1.2 State the benefits of being honest PM 10.1.4 Speak truthfully when conversing
with others
PM 11.0 DILIGENCE
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 12.0 COOPERATION
PM 13.0 MODERATION
PM 14.0 TOLERANCE
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Belief in God Confidence in the existence of God as the Fairness Impartial actions and decisions.
Creator of the universe and to follow
respective religious teachings and beliefs Courage Willingness to face challenges bravely
which are in line with the National and confidently.
Principles.
Honesty Be truthful, sincere and trustworthy in
Kindness Aware of the needs and welfare of self every deed.
and others by providing assistance and
moral support sincerely. Diligence Being hardworking, dedicated and putting
in continuous effort in performing tasks.
Responsibility Willingness to bear and carry out tasks to
one’s level best. Cooperation Work together for mutual benefit.
Gratitude Expression of feelings and behaviour to Moderation Being reasonable in thought and
show acknowledgement and appreciation. considerate in deed without neglecting
self interest and the interest of others.
Courtesy Being polite and well-mannered.
Tolerance Be considerate, patient and develop self-
Respect Appreciate and honour others as well as control for the well-being of self and
respect the rules of social institutions. others.
Love Awareness of sincere love.
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PERSONAL COMPETENCE
STRAND
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The Personal Competence Strand emphasises on knowing and managing one’s emotions; as well as building social skills. The
development of this competence is important as it is the basis for building positive self-concept and enables pupils to face challenges in
the future.
Upon completion of learning activities in the Personal Competence Strand, pupils can:
1. know oneself.
2. manage one’s emotions and control one’s behaviour.
3. respect the various emotions and views of others.
4. develop social skills for community living.
5. develop confidence in facing various challenges.
Teachers are responsible in developing pupils’ socio-emotional skills effectively by providing learning opportunities through their daily
routine activities, interactions, provision of a conducive learning environment and planned as well as spontaneous teaching and learning
activities.
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
(iv) helpful
(v) sympathetic
(vi) humourous
KD 2.3.2 Pose questions with confidence KD 2.3.4 Talk and give opinions with
confidence
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KSPK EDISI BAHASA INGGERIS
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KD 3.2.2 Share tools and materials with KD 3.2.5 Adapt oneself in various situations
others during activities for socialisation
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GLOSSARY
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1. Physical Development
Physical Development comprises fine motor skills, gross motor skills, manipulative skills and rhythmic movement which are the basis
for various complex movements which are needed for life. Physical development is important for physical and mental fitness, agility,
coordination and pupils’ health.
2. Health Care
Health Care gives emphasis on Reproductive and Social Health Education (PEERS). Awareness on health, safety and eating habits
need to be instilled from young so that this will be a good daily practice.
Upon completion of learning activities in the Physical Development and Health Strand, pupils can:
(i) carry out various fine motor and gross motor movements.
(ii) carry out movements with balance and control.
(iii) explore various movements.
(iv) carry out various manipulative skills.
(v) practice healthy lifestyle through healthy eating habits and personal hygiene.
(vi) protect oneself and understand the importance of personal safety.
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
FK1.0 FINE MOTOR DEVELOPMENT
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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KSPK EDISI BAHASA INGGERIS
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
FK3.0 MANIPULATIVE SKILLS
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
FK 5.0 REPRODUCTIVE AND SOCIAL HEALTH EDUCATION (PEERS)
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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KSPK EDISI BAHASA INGGERIS
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
FK 6.0 EATING HABITS
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GLOSSARY
non-locomotor Twisting the body around its axis and bending the body from a straight to a curved
1. position. The person remains in one spot while the upper body rotates from left to right.
Examples: bending, twisting, balancing, cowering, swinging, stretching, turning, pulling
and pushing.
2. manipulative skills The ability to use force to throw, catch, roll and kick objects.
fine motor skills The ability to use small muscles of the hands, wrist and fingers as well as apply hand-eye
3. 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
6. used to move from one place to another. Examples, walking, running, jumping, hopping,
galloping, sliding and skipping.
7. Reproductive and Social Health A lifelong learning experience to gain holistic knowledge in terms of biological, socio-
Education (PEERS) cultural, psychological and spirituality towards practicing a healthy lifestyle.
vector-borne diseases Diseases which are caused by agents (people, animals or micro-organisms) which bring
8.
or transfer pathogeny to other living organisms.
9. rhythmic movement Emphasises on locomotor and non-locomotor movements according to rhythm.
10. movement in different directions Move to the front, back, left, right, up and down.
11. movement at various levels Move at high, medium and low levels.
12. general space Space used when moving from A to B.
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The creativity and aesthetics component comprises Music, Drama and Visual Arts.
1. Music
Music, movement and drama in preschool are the basis of music education which can be developed into various creative activities
which are fun and entertaining. Pupils are given opportunities to show their talents and interests in exploring the music world at their
own stages of development.
2. Drama
Drama in preschools is the basis for pupils to emulate life according to plots which are built on three elements which are actions, place
and time. Pupils will be given the opportunity to express their emotions through the characters portrayed based on stories and their
own imagination.
3. Visual Arts
Visual Arts in preschool emphasises the production and appreciation of creative works based on four fields which are drawing, pattern
and design, form and build models and introduction to traditional crafts. Integration of these fields will give pupils’ opportunities to
increase their interests, develop their personality, develop awareness and sensitivity to artistic values and the environment.
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Upon completion of learning activities based on Creativity and Aesthetics Strand, pupils can:
(i) appreaciate various music genres.
(ii) move according to music heard.
(iii) act out various characters according to the story.
(iv) apply knowledge in visual arts production.
(v) produce creative works using various techniques and materials.
(vi) appreciate one’s own creative works as well as others.
Creativity and aesthetics in teaching and learning in preschool gives pupils opportunities to respond to visual arts, music and drama
activities. Pupils should be given encouragement to express themselves and the world around them creatively and imaginatively through
music and art. Visual arts, music and drama activities give pupils opportunities to explore using various materials and techniques in order
to increase their imagination and creativity naturally. Pupils should also be given opportunities to share ideas, opinions and feelings about
visual arts, music and drama to enable them to appreciate the arts.
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KE 1.0 MUSIC
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KE 2.0 DRAMA
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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GLOSSARY
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).
form and build This field emphasises the development of pupils’ perception on aspects of visual arts such as form,
8.
models 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.
This field emphasises the development of pupils’ perception, skills and ability to draw using various
10. drawing media and techniques which stresses on aspects such as space, structure, balance and
composition.
11. percussion Beat, hit, or shake musical instruments to produce sounds. Examples: kompang, triangle, castanet
and tambourine
12. pitch Loud, soft and medium sound.
13. repertoire Different genres of songs.
14. shape Lines which form shapes (geometric and organic shapes).
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17. elements of art Elements of art are line, colour, shape, form, texture and space.
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EARLY SCIENCE
Early Science emphasises on the formation of attitudes and mastery of science process skills through investigation of living world, material
world and physical world.
Science process skills are needed to find solutions to problems or to make decisions sistematically. It is a mental process which
encourages creative, analytical and sistematic thinking. Science process skills which have been identified to be developed are observation,
classification, measurement, inferencing, prediction and communication.
a) Observation involves the use of sight, hearing, touch, taste and smell to collect information about objects or phenomenon.
b) Classification is to observe, to separate and group objects or phenomenon according to the same characteristic.
c) Measurement is to observe quantitatively by using non-standard units of measurement. Non-standard units are measurements used
as units of reference. Examples:
i. Parts of body such as hand span, foot, fathom and handful.
ii. Objects such as pens, paper clips, skewers, spoons and cups.
d) Inferencing is the ability to make reasonable early assumptions, which may be true or untrue to explain an incident or observation.
e) Prediction is to make assumptions on happenings based on observation and past experiences or data.
f) Communication is to receive, choose, arrange and to present information or ideas in writing, orally, tables, graphs, figures or models.
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA 1.0 SCIENTIFIC ATTITUDE
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
for each classification made
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA3.3.2 Name body parts of animals SA 3.3.6 Compare and differentiate animals
according to their diet:
SA 3.3.3 Recognise sounds of animals (i) Animals that consume meat
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
(ii) Animals that consume plants
SA 3.3.4 Observe and imitate movements (iii) Animals that consume meat
of animals and plants
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA 3.4.4 State needs of plants through
observation
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA 5.1.4 Observe and talk about changes in
weather
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EARLY MATHEMATICS
Early mathematics provides experiences on the concept of pre-numbers, number concepts, number operations, money, concept of time
as well as shapes and space to preschool pupils.
The pre-number concepts in preschool education are divided into a few sections namely:
a. Matching one to one is the association of similar or different objects. Examples of matching one to one are as follows:
(i) Match similar pairs of objects such as shoes.
(ii) Match pairs of objects which are different such as fork and spoon.
(iii) Match objects with numbers.
b. Comparison is a process of associating two objects which uses specific characteristics as a basis for comparison. Examples of
comparison are measurement (long – short), size (big – small), weight (heavy – light) and quantity (many – a few).
c. Seriation is the arrangement of more than two objects according to succession based on clear criteria.
d. Patterns are the way numbers or objects have been arranged according to a defined pattern.
e. Consistency is an aspect which can be connected to mass, volume and area. The concept of consistency is introduced to ensure that
pupils will understand the concept of mass and volume even though they are placed or arranged in differing places or situations.
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
MA 1.0 PRE-NUMBER EXPERIENCES
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
MA 4.0 MONEY
MA 5.1.3 State days of the week in MA 5.1.6 Correlate time with past,
sequence
present and future events
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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GLOSSARY
three dimensional
2. Shapes that have length, width and depth.
shapes
3. basic facts of addition A combination of addition (including its inverse) which uses one digit.
basic facts of Subtraction of 1 digit number from 1 or 2 digit numbers resulting in one digit number.
4.
subtraction
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HUMANITIES
STRAND
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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.
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KM 2.0 MY COMMUNITY AND I
KM 2.3.4 State ways to care for public KM 2.3.8 Talk about the roles and
facilities contributions of search and rescue
teams
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KM 3.0 MALAYSIA, MY COUNTRY
KM 3.2.2 Sing the national and home KM 3.2.4 State the national identity:
state anthems (i) National Principles
(ii) National flower
(iii) National language
KM 3.3.2 Celebrate National Day and KM 3.3.4 Participate in the National Day and
Malaysia Day Malaysia Day celebrations
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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GLOSSARY
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 Emblem or symbols that represent Malaysia such as flags, the Coat of Arms, the national anthem,
identity the National Principles, the national flower and the national language.
4. environmental problems Pollution (air, water and land); the extinction of flora and fauna; disposal of waste and thinning of
and issues the ozone layer.
sustainability and Reforestation, gazettement of forest reserves, practice of the 3Rs (Reduce, Reuse & Recycle),
5. conservation of the cleaning of rivers and seas and law enforcement.
environment
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 A group of people who protects and saves such as the Fire & Rescue Department, the police, the
teams Department of Civil Defence Malaysia, medical teams etc.
8. sustaining the
environment Actions to protect the natural resources of the earth to maintain them in their original state.
9. conserving the
environment Ways of using, handling and managing natural resources to avoid loss, damage and wastage.
10. cultural heritage Traditions and practices that are handed down or inherited from generation to generation such as
folklores, folk songs, games, food, costumes, handicrafts and traditional musical instruments.
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PERFORMANCE
STANDARD
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COMMUNICATION STRAND
STANDARD PRESTASI
KOD KONSTRUK
TAHAP
TAFSIRAN
PENGUASAAN
BAHASA MELAYU
BM 2 Berinteraksi menggunakan ayat 1 Boleh berinteraksi tanpa menggunakan struktur ayat yang lengkap.
mudah
2 Boleh berinteraksi menggunakan ayat yang sesuai.
(BM 1.4)
Boleh berinteraksi mengikut situasi dengan menggunakan ayat yang
3
sesuai dan sopan.
Boleh mengecam dan menyebut huruf besar dan huruf kecil dengan
3
betul.
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STANDARD PRESTASI
KOD KONSTRUK
TAHAP
TAFSIRAN
PENGUASAAN
ENGLISH LANGUAGE
BI 1 Listen to and respond 1 Can listen but unable yet to respond appropriately.
appropriately
2 Can follow simple instructions.
(BI 1.2)
3 Can respond to stimulus appropriately.
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STANDARD PRESTASI
KOD KONSTRUK
TAHAP
TAFSIRAN
PENGUASAAN
BI 2 Respond to conversations 1 Can understand instructions but cannot yet carry out simple
appropriately conversations.
(BI 1.3)
2 Can participate in simple conversations with prompting.
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STANDARD PRESTASI
KOD KONSTRUK
TAHAP
TAFSIRAN
PENGUASAAN
BAHASA CINA
BC 1 听说技能-理解指示,作出反应 1 能聆听但缺乏专注力。
(BC 1.2)
2 能专注地聆听并明白指示,但尚未作出适当反应。
3 能专注地聆听并明白指示,作出适当的反应。
BC 2 听说技能-沟通的能力 1 能以浅白的句子讲述事物。
( BC 1.4, BC 1.5)
2 能以浅白的句子进行交谈。
3 能以适当的言语有礼貌地进行交谈。
BC 3 阅读技能-认读字词,短语和句子 1 能看图认读字词。
( BC 2.4, BC 2.5)
2 能认读短语。
3 能流畅地阅读浅白句子。
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KSPK EDISI BAHASA INGGERIS
STANDARD PRESTASI
KOD KONSTRUK
TAHAP
TAFSIRAN
PENGUASAAN
BC 4 阅读技能-理解阅读材料 1 能阅读浅白故事。
3 能阅读故事后,简略地讲述故事内容。
BC 5 书写技能 1 能以正确的方法书写基本笔画。
( BC 3.2, BC 3.3)
2 能以正确笔顺写字。
3 能写工整的字,做到书面整洁。
BAHASA TAMIL
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KSPK EDISI BAHASA INGGERIS
STANDARD PRESTASI
KOD KONSTRUK TAHAP
TAFSIRAN
PENGUASAAN
BT 2 வகட்டல் திறனும் 1 ெரியொன மெொற்ககளô பயன்படுத்திô வபசுதல்.
வபச்சுத் திறனும்
2 ெரியொன மெொற்ககளயும் மெொற்மறொடர்ககளயும் பயன்படுத்திô வபசுதல்.
(BT 1.5)
ெரியொன மெொற்கள், மெொற்மறொடர் மற்றும் வொக்கியங்ககள பயன்படுத்திô பணிவுடன்
3
வபசுதல்.
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PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
ISLAMIC EDUCATION
(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.
PI 2 Memorise Quranic verses from 1 Can recite a few verses from Al-Fatihah.
juzuk Amma
2 Can memorise the Al-Fatihah with correct pronunciation.
(PI 1.2)
Can memorise the Al-Fatihah, An-Nas and Al-Ikhlas verses with correct
3
pronunciation in the correct manner.
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PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
PI 4 Know kalimah syahadah 1 Can recite kalimah ال إله إال هللا.
(PI 2.1)
2 Can recite kalimah syahadah.
Can recite kalimah syahadah and state the meaning in the correct
3
manner.
PI 6 Know the Six Pillars of Iman 1 Can state some of the Six Pillars of Iman.
(PI 2.4)
2 Can state the Six Pillars of Iman correctly.
PI 7 Know the Five Pillars of Islam 1 Can state some of the Five Pillars of Islam.
(PI 2.5)
2 Can state the Five Pillars of Islam correctly.
3 Can talk about the practice of the Five Pillars of Islam in life.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
PI 9 Simulate prayer 1
Can display mannerism and movements during prayer.
(PI 3.4)
2 Can display mannerism and movements during prayer and recite the
intention to pray correctly.
3 Can perform a simulation of prayer accordingly in the correct manner.
PI 10 Know the Sirah of Prophet 1 Can talk about Prophet Muhammad SAW.
Muhammad SAW
2 Can talk about Prophet Muhammad SAW and his family.
(PI 4.1 , PI 4.2)
Can talk about Prophet Muhammad SAW and his family as well as
3
emulate his characteristics and attributes.
PI 11 Apply good manners in life 1 Can recite basmalah dan hamdalah in daily life.
(PI 5.1)
2 Can recite du’a in daily life.
Can recite and practise basmalah, hamdalah and du’a correctly in daily
3
life.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
PI 12 Read words with two syllables 1 Can recognise and say Jawi letters.
(PI 6.2)
2 Can sound out Jawi letters correctly.
MORAL EDUCATION
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
PM 4 Courtesy – Be polite in speech 1 Can state examples of polite speech and behaviour.
and behaviour
(PM 5.1) 2 Can be polite in speech and behaviour based on stimulus given.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
PM 9 Cooperation – Able to work 1 Can work together in carrying out tasks based on stimulus given.
together in carrying out tasks
2 Can work together in specific situations.
(PM 12.1)
3 Can work together in carrying out various tasks.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
133
KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DDESCRIPTOR
LEVEL
KD 6 Understand the needs, feelings 1 Can understand the needs of others with guidance.
and opinion of others
(KD 3.1) 2 Can understand others’ feelings based on non-verbal expressions.
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PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
KD 7 Use social skills in interaction 1 Can use social skills with guidance.
(KD 3.2)
2 Can adapt oneself in certain situations.
135
KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
PHYSICAL DEVELOPMENT
FK 1 Development of fine motor skills 1 Can perform activities requiring fine motor skills.
(FK 1.1)
2 Can carry out activities requiring fine motor skills using tools correctly.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
FK6 Personal and reproductive 1 Can look after personal health with guidance.
health
(FK 5.1) 2 Can look after personal health independently.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
FK8 Healthy and safe eating habits 1 Can eat a balanced diet based on stimulus given.
(FK 6.1)
2 Can eat a balanced diet in specific situations.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
KE 4 Express creative ideas in art 1 Can produce art works based on stimulus given.
works
2 Can produce art works based on one’s creativity.
(KE 3.3)
Can produce art works based on one’s creativity using a variety of
3
media.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
EARLY SCIENCE
SA 2 Classification skills 1 Can compare and differentiate objects based on one characteristic.
(SA 2.2)
2 Can group objects based on two characteristics.
Can measure length, weigh objects and measure liquid using non-
3 standard measurement units.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
3 Can conduct explorations and record as well as talk about the process.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
EARLY MATHEMATICS
MA 2 Skills of comparing quantities of 1 Can compare the quantity of two groups of objects based on stimulus.
objects
2 Can compare the quantity of two groups of objects.
(MA 1.2)
3 Can compare the quantity of two different groups of objects correctly.
MA 3 Seriation skills 1 Can arrange objects according to specified criteria with guidance.
(MA 1.3)
2 Can arrange objects according to one criteria only.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
(MA 1.5)
2 Can explain only one aspect of consistency.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
MA 10 Solve operation of subtraction 1 Can state the balance when objects are removed from a group.
within 18
2 Can solve problems of subtraction within 18 using concrete objects.
(MA 3.2)
3 Can solve problems of subtraction within 18.
MA 11 Usage of money of different 1 Can recognise and say the value of money only.
values
2 Can arrange money according to its different values.
(MA 4.1)
3 Can recognise value of money and use in various activities.
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KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
145
KSPK EDISI BAHASA INGGERIS
HUMANITIES STRAND
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
146
KSPK EDISI BAHASA INGGERIS
PERFORMANCE STANDARD
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
KM 5 Express love for the country 1 Can sing the national anthem.
(KM 3.2)
Can sing the national anthem in the correct manner and respect the
2
Jalur Gemilang
KM 7 Express love for the 1 Can state ways to care for the environment.
environment
Can talk about issues and ways to care for the environment based on
(KM 5.1, KM 5.2, KM 5.3) 2
the stimulus given.
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PANEL MEMBERS
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KSPK EDISI BAHASA INGGERIS
16. Azlan bin Muis SK Datuk Tambychik Karim, Alor Gajah, Melaka
18. Professor Dr. Bustam bin Kamri Kolej Pengajian Islam, Johor Bahru, Johor
27. Karamjit Kaur A/P Kartar Singh SK Wan Sulaiman Sidiq, Alor Setar, Kedah
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KSPK EDISI BAHASA INGGERIS
28. Lim Keat Heng Teacher Training Institute Tun Abdul Razak Campus, Kota
Samarahan, Sarawak
29. Lim Yock Chong Curriculum Development Division
35. Dr. Mohamed Ayob bin Sukani Teacher Training Institute Bahasa Melayu Campus, Kuala Lumpur
150
KSPK EDISI BAHASA INGGERIS
44. Norlela binti Ali Teacher Training Institute Ilmu Khas Campus, Kuala Lumpur
49. Rahmah Bee binti Mohd. Kabibal Saiboo SK Convent Pulau Tikus, Pulau Pinang
52. Sheal Valakshemi a/p Palaniappan Teacher Training Institute Ipoh Campus, Perak
151
KSPK EDISI BAHASA INGGERIS
56. Suguna a/p Sankaran Teacher Training Institute International Languages Campus, Kuala
Lumpur
58. Wong Ming Tsuey SJKC Tun Tan Cheng Lock, Subang Jaya, Selangor
CONTRIBUTORS
2. Esther Yong Siew Nget Real Kids Kindergarten, Subang Jaya, Selangor
5. Jamela Begam binti Oli Tunku Abdul Rahman University, Petaling Jaya, Selangor
152
KSPK EDISI BAHASA INGGERIS
9. Dr. Khodori Ahmad Innovation & Special Projects Department FELDA, Kuala Lumpur
15. Datin Radziah Mohd. Daud National Association of Professional Early Childhood Educators
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ACKNOWLEDGMENT
Advisors
Editorial Advisors
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155