2017 Standard Curriculum and Assessment Document English Translation

EDISI TERJEMAHAN BAHASA INGGERIS

Dokumen Standard Kurikulum dan Pentaksiran Semakan 2017
(EDISI TERJEMAHAN BAHASA INGGERIS)
Bahagian Pembangunan Kurikulum
2017

2017 Publication
© Ministry of Education, Malaysia
Copyrights reserved. It is not allowed to use any part, illustration or content of this book in any form whether electronically, photocopied
or recorded or in any other form without getting a written consent from the Director, Curriculum Development Division, Ministry of Education,
Levels 4 – 8, Block E9, Parcel E, Federal Government Administrative Complex, 62604 Putrajaya.

CONTENT
National Principles............................................................................................................................................ ix
National Education Philosophy.......................................................................................................................... xi
National Curriculum Definition..................................................................... ...................................................... xiii
Foreword............................................................................................................................................................ xvi
Introduction........................................................................................................................................................ 1
Aim......... ........................................................................................................................................................... 2
Objectives.......................................................................................................................................................... 2
The National Preschool Standard-Based Curriculum Framework..................................................................... 3
Focus ................................................................................................................................................................ 5
21st Century Skills............................................................................................................................................. 5
Higher Order Thinking Skills.............................................................................................................................. 6
Learning Environment....... ............................................................................................................................... 7
Planning Teaching and Learning Activities.............. ........................................................................................ 8
Teaching and Learning Strategies........ ............................................................................................................ 9
Involvement of Parents and the Local Community............................................................................................. 13

Children with Special Needs.............................................................................................................................. 14
Elements Across the Curriculum....................................................................................................................... 14
School-Based Assessment .............................................................................................................................. 16
Content Organisation... ..................................................................................................................................... 18
Minimum Time Allocation............................................................................................................................ 18
Teaching and Learning Time Allocation...................................................................................................... 19
Communication Strand............................................................................................................................... 22
Bahasa Melayu ................................................................................................................................... 23
English Language................................................................................................................................ 32
Chinese Language .............................................................................................................................. 40
Tamil Language................................................................................................................................... 47
Spirituality, Attitudes and Values Strand..................................................................................................... 54
Islamic Education ................................................................................................................................ 55
Moral Education................................................................................................................................... 63
Personal Competence Strand..................................................................................................................... 69
Physical Development and Aesthetics Strand............................................................................................ 75
Physical Development and Health Care.............................................................................................. 76

Creativity and Aesthetics..................................................................................................................... 85
Science and Technology Strand................................................................................................................. 92
Early Science....................................................................................................................................... 93
Early Mathematics .............................................................................................................................. 99
Humanities Strand....... ............................................................................................................................... 107
Performance Standards.............................................................................................................................. 114
Communication Strand.. ..................................................................................................................... 115
Spritiuality, Attitudes and Values Strand............................................................................................. 121
Personal Competence Strand ............................................................................................................ 127
Physical Development and Aesthetics Strand..................................................................................... 130
Science and Technology Strand.......................................................................................................... 134
Humanities Strand............................................................................................................................... 140
Panelists............................................................................................................................................................ 142
Contributors....................................................................................................................................................... 146
Acknowlegment ................................................................................................................................................. 148

vii
RUKUN NEGARA
BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;
Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara yang liberal terhadap tradisi-tradisi
kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan
sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

viii
NATIONAL PRINCIPLES
INDEED, Our Country Malaysia aspires to achieving a greater unity for all her peoples:
Maintaining a democratic way of life;
Creating a just society in which the wealth of the nation shall be equitably shared;
Ensuring a liberal approach to her rich and diverse cultural traditions, and;
Building a progressive society which shall be oriented to modern science and technology;
WE, the people of Malaysia, pledge our united efforts to attain these ends, guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY

x
FALSAFAH PENDIDIKAN KEBANGSAAN
“Pendidikan di Malaysia adalah suatu usaha berterusan
ke arah memperkembangkan lagi potensi individu secara menyeluruh
dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis
dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan
dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk
melahirkan warganegara Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan
mencapai kesejahteraan diri serta memberi sumbangan terhadap
keharmonian dan kemakmuran keluarga, masyarakat dan negara.”
Sumber: Akta Pendidikan 1996 (Akta 550)

xi
NATIONAL EDUCATION PHILOSOPHY
Education in Malaysia is an on-going effort towards further developing the
potential of individuals in a holistic and integrated manner, so as to
produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonic, based on a firm belief in and devotion
to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and
who are responsible and capable of achieving high level of personal well-
being as well as being able to contribute to the harmony and betterment
of the family, the society and the nation at large.
Source: Education Act 1996 (Act 550)

xii
DEFINISI KURIKULUM KEBANGSAAN
3. Kurikulum Kebangsaan
(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk kurikulum
dan kegiatan kokurikulum yang merangkumi semua pengetahuan,
kemahiran, norma, nilai, unsur kebudayaan dan kepercayaan
untuk membantu perkembangan seseorang murid dengan sepenuhnya
dari segi jasmani, rohani, mental dan emosi serta untuk menanam dan
mempertingkatkan nilai moral yang diingini dan untuk menyampaikan
pengetahuan.
Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997
[PU(A)531/97]

xiii
NATIONAL CURRICULUM DEFINITION
3. National Curriculum
(1) An educational programme that includes curriculum and co-
curricular activities which encompasses all the knowledge, skills, norms,
values, cultural elements and beliefs to help develop a pupil fully with
respect to the physical, spiritual, mental and emotional aspects as well
as to inculcate and develop desirable moral values and to transmit
knowledge.
Source: Education Regulations (National Curriculum) 1997
[PU(A)531/97

xiv
KATA PENGANTAR
Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang
dilaksanakan mulai tahun 2010 telah disemak semula bagi
memenuhi tuntutan dasar baharu di bawah Pelan Pembangunan
Pendidikan Malaysia (PPPM) 2013-2025 kualiti kurikulum yang
dilaksanakan setanding dengan standard antarabangsa.
Kurikulum berasaskan standard yang menjadi amalan
antarabangsa telah dijelmakan dalam KSPK menerusi
penggubalan Dokumen Standard Kurikulum dan Pentaksiran
(DSKP) yang mengandungi Standard Kandungan, Standard
Pembelajaran dan Standard Prestasi.
Usaha memasukkan Standard Prestasi di dalam dokumen
kurikulum telah mengubah landskap sejarah sejak Kurikulum
Kebangsaan dilaksanakan di bawah Sistem Pendidikan
Kebangsaan. Menerusinya murid dapat ditaksir secara
berterusan untuk mengenal pasti tahap penguasaannya dalam
sesuatu bidang pembelajaran serta membolehkan guru
membuat tindakan susulan bagi mempertingkatkan
perkembangan murid.
DSKP yang dihasilkan juga telah menyepadukan enam tunjang
Kerangka KSPK, mengintegrasikan pengetahuan, kemahiran
dan nilai, serta memasukkan secara eksplisit Kemahiran Abad
Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan
tersebut dilakukan untuk melahirkan insan seimbang dan
harmonis dari segi intelek, rohani emosi dan, jasmani
sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.
Bagi menjayakan pelaksanaan KSPK, pengajaran dan
pembelajaran guru perlu memberi penekanan kepada KBAT
dengan memberi fokus kepada pendekatan Pembelajaran
Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek supaya
murid dapat menguasai kemahiran yang diperlukan dalam abad
ke-21.
Kementerian Pendidikan Malaysia (KPM) merakamkan setinggi-
tinggi penghargaan dan ucapan terima kasih kepada semua
pihak yang terlibat dalam penggubalan KSPK Pendidikan Khas
(Semakan 2017). Semoga pelaksanaan KSPK Pendidikan Khas
mencapai hasrat dan matlamat Sistem Pendidikan Kebangsaan.
Dr. SARIAH BINTI ABD. JALIL
Pengarah
Bahagian Pembangunan Kurikulum

KSPK EDISI BAHASA INGGERIS
1
INTRODUCTION
Preschool education is an essential early learning experience in
the world of education. Schooling and learning experiences which
are effective, meaningful and fun-filled will equip pupils with the
necessary skills, self-confidence and a positive attitude for further
learning.
The National Preschool Standards-Based Curriculum and
Assessment Document is the main platform which provides
teachers with guidance for fulfilling the needs of the nation in
preparing a preschool education of international standard for the
present and future generations.
The National Preschool Standards-Based Curriculum and
Assessment Document has been developed based on
developmentally appropriate practices and child development
theories. The contents of the document encompass six strands
namely Communication, Spirituality, Attitudes and Values,
Humanity, Physical Development and Aesthetics, Science and
Technology and Personal Competence.
Higher Order Thinking Skills (HOTs) have been explicitly stated
in the Learning Standards. Teachers will have to translate the
Learning Standards with emphasis on HOTs in teaching and
learning in the classroom.
It is hoped that the contents in this document will help the
teachers to plan and execute teaching and learning effectively.
Activities planned should be able to provide enriching and fun
learning experiences for pupils while engaging them actively in a
conducive and safe environment. Teachers are encouraged to
creatively choose, arrange, devise and develop various activities
based on the Learning Standards that cater to the needs of pupils.
It is hoped that teachers will be able to appreciate and implement
the requirements which are specified in the curriculum in order to
achieve its aim and objectives.
The contents that are learnt in preschool are basic skills and
knowledge essential for pupils as preparation for primary
education.

2
AIM
Preschool education aims to develop the potential of children
between the ages of four to six in a comprehensive and integrated
manner with respect to their physical, emotional, spiritual,
intellectual and social development in a safe and enriching
learning environment through fun, creative and meaningful
activities. This is to improve skills, cultivate confidence and
develop a positive self-concept in pupils to prepare them to face
challenges and participate in further learning.
.
OBJECTIVES
The National Preschool Standards-Based Curriculum provides
children with opportunities to achieve the following objectives:
1. Use language to communicate effectively.
2. Practise Islamic values in daily life for Muslims pupils.
3. Practise moral values of the Malaysian society.
4. Appreciate and show sensitivity towards the various
cultures of the Malaysian society.
5. Love and appreciate the environment.
6. Develop positive self-concept and self-confidence.
7. Practise a healthy lifestyle, develop physical fitness and
ensure personal safety.
8. Develop creativity and aesthetics.
9. Apply critical, creative and innovative thinking and problem-
solving skills in learning as well as in daily life.

3
THE NATIONAL PRESCHOOL STANDARDS-BASED
CURRICULUM FRAMEWORK
The National Preschool Standards-Based Curriculum is
developed based on six learning strands; Communication,
Sprituality, Attitudes and Values, Humanity, Personal
Competence, Physical Development and Aesthetics, and
Science and Technology.
These six learning strands are the main domains that
complement one another and are integrated with critical, creative
and innovative thinking. The integration aims to develop human
capital that appreciates moral values based on religion,
knowledge, competence, creative and critical thinking and
innovation as illustrated in Figure 1.
Figure 1: The Framework for National Preschool Standards-Based Curriculum

4
Communication Strand
The Communication Strand emphasises verbal and non-verbal
communication in interaction. This strand comprises Bahasa
Melayu and English Language which must be learnt by all
preschool pupils. For pupils in national-type schools, it is
compulsory for them to learn Chinese or Tamil Language.
Spirituality, Attitudes and Values Strand
The Spirituality, Attitudes and Values Strand gives priority to the
appreciation of religious practises, beliefs, attitudes and values.
This strand contains two disciplines namely Islamic Education
and Moral Education. Islamic Education will be learnt by Muslim
pupils while Moral Education will be learnt by non-Muslim pupils.
Humanity Strand
The Humanity Strand emphasises on the acquisition of
knowledge and practises of the local community and the
environment, the country and the world as well as instilling
patriotism and unity.
Personal Competence Strand
The Personal Competence Strand emphasises the development
of socio-emotional, interaction skills and social skills amongst
pupils. The development of leadership and personality is fostered
through curricular and extra-curricular activities.
Physical Development and Aesthetics Strand
The Physical Development and Aesthetics Strand emphasises
physical development and health for personal well-being and
nurturing of imagination, creativity, talents and appreciation of
arts among pupils. This strand comprises Physical Development
and Healthcare as well as Creativity and Aesthetics.
Science and Technology Strand
The Science and Technology Strand emphasises scientific
knowledge, skills and attitudes as well as mathematical
knowledge and skills. This strand comprises of Early Science and
Early Mathematics.

5
FOCUS
The preschool curriculum focuses on producing pupils who are
able to communicate and socialise with confidence. It is hoped
that pupils will be able to face challenges and solve problems, are
eager to learn and ready for further learning.
21ST
CENTURY SKILLS
One of the aspirations of the National Preschool Standards-
Based Curriculum is to produce pupils with 21st
century skills
focusing on thinking skills and living skills as well as their future
careers which are based on moral values. 21st
century skills aims
to produce pupils with characteristics as illustrated in Table 1.
The acquisition of the Content Standards and Learning
Standards in the National Preschool Standards-Based
Curriculum contributes to the attainment of 21st
century skills
among pupils.
Table 1: Pupils’ Profile
PUPILS’
PROFILE
DESCRIPTION
Resilient
Pupils are able to face and overcome
difficulties and challenges with wisdom,
confidence, tolerance and empathy.
Communicators
Pupils are able to express their thoughts,
ideas and information confidently and
creatively in oral and written form, using a
variety of media and technology.
Thinkers
Pupils are able to think critically,
creatively and innovatively; able to solve
complex problems; and make ethical
decisions. They are able to think about
learning and about being learners
themselves. They are able to generate
questions and are receptive towards
other people’s perspectives, values,
individual traditions and community. They
are confident and creative in handling
new learning areas.
Team Spirit
Pupils are able to cooperate effectively
and harmoniously with others. They
share collective responsibility, respect
and cherish the contribution of each
member in the team. They acquire
interpersonal skills through collaborative

6
PUPILS’
PROFILE
DESCRIPTION
activities, which in turn enable them to
become better leaders and team
members.
Inquisitive
Pupils are able to develop natural
inquisitiveness to explore new
strategies and ideas. They learn skills
that are necessary for inquiry and
research, as well as display
independent traits in learning. Pupils are
able to enjoy continuous life-long
learning experiences.
Virtuous
Pupils have a sense of integrity and
sincerity, equality, fairness and respect
for individuals, groups and community.
They are responsible for their actions,
reactions and decisions.
Informative
Pupils are able to obtain knowledge and
develop a broad and balanced
understanding across various
disciplines. They can explore
knowledge effectively in terms of local
and global contexts. They understand
issues related to ethics or laws
regarding information that they have
acquired.
PUPILS’
PROFILE
DESCRIPTION
Loving /
Considerate
Pupils are able to show empathy,
sympathy and respect towards the
needs and feelings of others. They are
committed to serve the society and
ensure the sustainability of the
environment.
Patriotic Pupils are able to show their love,
support and respect for the country.
HIGHER ORDER THINKING SKILLS
Higher Order Thinking Skills (HOTS) are stated explicitly in the
curriculum for teachers to translate them in teaching and learning
in order to stimulate structured and focused thinking amongst
pupils. The explanation of HOTs is focused on four thinking
levels as in Table 2.

7
Table 2: Thinking levels in HOTs
HOTS Explanation
Application
 Using knowledge, skills and
values in different situations to
complete a task.
Analysis
 Ability to break down information
into smaller parts in order to
understand and make connections
between these parts.
Evaluation
 Ability to consider and make
decisions using knowledge,
experience, skills, values and
justify decisions made.
Creation  Produce creative and innovative
idea, product or method.
HOTS is the ability to apply knowledge, skills and values in
reasoning and reflecting to solve problems, make decisions, be
innovative and be able to create. HOTs encompasses critical and
creative thinking skills, reasoning and thinking strategies.
Critical Thinking Skills is the ability to evaluate ideas logically
and rationally in order to make reasonable judgements based on
valid reasons and evidences.
Creative Thinking Skills is the ability to produce or create
something new and valuable using original and imaginative
thinking unconventionally.
Reasoning Skills is the ability of individuals to make
considerations and evaluations logically and rationally.
Thinking Strategies is a way of thinking that is structured and
focused on problem solving.
HOTS can be applied in the classroom through reasoning
activities, inquiry learning, problem solving and project work.
Teachers and pupils need to use thinking tools such as thinking
maps and mind maps as well as higher order questioning
techniques to encourage pupils to think.
LEARNING ENVIRONMENT
Learning environment refers to the atmosphere and the physical
surroundings where teaching and learning takes place. It is one
of the key elements in preschool education and should be
planned so that an interactive and conducive learning
environment can be realised.

8
A good learning environment will contribute to effective learning,
good class control, active teacher-pupil relationship and ensures
fun learning.
Safety and Health
 Clean and safe space, furniture, equipment and materials.
 Appropriate lighting and ventilation.
 A safe natural environment that stimulates learning.
Layout
Learning Centres
 Create learning centres and optimise their usage.
 Learning centres should be well-equipped, easily accesed,
appropriate with adequate resources, and updated regularly
according to teaching and learning needs.
 Provide learning centres which encourage individual and
collaborative play.
 Involve pupils in setting up learning centres.
PLANNING TEACHING AND LEARNING ACTIVITIES
 The layout of the classroom should be flexible according to
lessons planned.
 Appropriate layout of furniture and equipment which allows
room for movement and activities.
 Equipment and resources are arranged neatly and
accessible. The equipment and resources should be
changed periodically in order to maintain pupils’ interest and
to achieve learning objectives.
 Pupils’ work should be prioritised and displayed. This will
boost their self-confidence and encourage pupils to produce
more works.
1. Long-term and short-term planning of teaching and learning
activities should be in tandem with the needs of the
curriculum.
2. Planning of timetables should be based on pupils’
development and implemented flexibly.
3. The following should be taken into consideration when
planning teaching and learning activities:
 ability and cognitive development of pupils.
 provide opportunities for pupils to make choices during
activities.

9
 provide sufficient time and opportunities for pupils to carry
out explorative activities.
 use of realia in teaching and learning to assist pupils to
acquire concepts and knowledge.
 teaching and learning activities should be balanced and
varied so that effective and meaningful learning takes
place such as outdoor and indoor, active and passive,
individual, group and whole class activities as well as
activities initiated by pupils and planned by teachers.
TEACHING AND LEARNING STRATEGIES
There is no one method or strategy which is deemed the best
implemented for teaching and learning in the classroom for pupils
of various abilities. Teachers have to make the best choices when
planning lessons using various teaching and learning strategies
appropriate with the development, needs, abilities, talents and
interests of pupils for effective and meaningful learning. For
example, in the National Preschool Standards-Based Curriculum
and Assessment Document, there are learning standards
specifically for pupils aged 4+ only. However, for pupils aged 5+
who have not acquired the standards, teachers can conduct
teaching and learning based on learning standards for 4+.
There are various teaching and learning strategies which can be
used by teachers, they are:
Child-Centred Learning
Child-centred learning involves pupils’ active participation in the
learning activity, and pupils are responsible for their own learning.
Pupils take on an important role in the learning process as
learning is driven by their interest, encouragement and needs.
Pupils are given the choice to choose activities, materials and
time while learning. Teachers facilitate and guide the learning
activity.
Learning Through Play
Learning through play is planned and structured to provide pupils
with opportunities to learn in a free and safe environment, which
is enjoyable and meaningful. It is emphasised in preschool
education as play is a natural behaviour of pupils. Play allows
pupils to explore, make discoveries and build experiences in a
natural way. Physical, socio-emotional, cognitive, language
development and pupils’ potential are enhanced and maximised.

10
Inquiry Based Learning
Inquiry based learning allows pupils to build their own knowledge
and understanding through investigation and exploration based
on their existing knowledge. It is implemented through project-
based learning, scientific investigation; problem-based learning
and collaborative learning in order to produce pupils who are
knowledgeable and able to apply higher order thinking skills. The
teaching and learning process of inquiry based learning is
focused on “learning by doing” which engages pupils to be
involved in activities such as exploration, investigation,
questioning, reflective thinking and discovery of new knowledge.
Inquiry-based learning emphasises the ‘why’ and ‘how’ as
compared to ‘what’ in any situation. Inquiry-based learning
boosts critical, creative and innovative thinking which promotes
self-access learning. This arouses curiosity and encourages
pupils to question. At the same time, pupils will be able to reflect
throughout the learning process.
Integrated Approach
This approach integrates two or more skills to be acquired by
pupils in one lesson. Teachers need to use pupils’ daily
experiences in teaching and learning in the classroom. It allows
pupils to understand the realities of life and gives them the
understanding that situations in life are inter-related and not be
seen as separate situations.
Learning is conducted in a holistic and integrated manner and not
separated into individual learning disciplines. Integration also
involves integration of skills, integration of skills and values,
integration among strands, integration among activities as well as
various methods and techniques.
Learning through integrated approach allows for diversity as the
needs of pupils differ in terms of development, interest and
abilities as well as their background.

11
Thematic Approach
The thematic approach is organising the curriculum and learning
through a chosen theme or topic according to the suitability of
time, place, interest, background and level of pupils’ development.
The thematic approach involves the following:
 The usage of a generic theme across various learning
strands.
 Choice of themes is based on pupils’ level, situation or
current happening.
 It is inter-related with existing and new experience obtained
in a consistent and systematic manner.
 Expansion and reinforcement of knowledge and skills.
 Learning staged from easy to difficult and generic to specific.
Project-Based Learning
Project-based learning focuses on systematically planned
practical assignments within a time frame. This teaching method
emphasises research in the form of projects in order for pupils to
gain knowledge. It involves collection and analysis of data and
preparation of reports.
The characteristics of Project-based learning are as follows:
 This method can be conducted individually or in groups.
 Assessment is carried out at every phase until completion.
 Teacher-pupil interaction is in the form of guidance and
negotiation during each phase of the project (teacher as
a facilitator).
 This process involves collection of materials, information,
and data as well as processing of information and data,
reporting and self-reflection.
 This learning method is based on skills, knowledge,
experience and pupils’ abilities.
 It is based on real-life experiences.
Mastery Learning
Mastery learning ensures all pupils have acquired the expected
learning objectives before moving on to the next lesson. This
method focuses on mastery of lessons learnt.
Pupils are given the opportunity to progress according to their
abilities and rate of learning as well as improve their level of
mastery. Mastery learning upholds the principle that every pupil

12
is able to learn if opportunities are given. Opportunities should be
given to pupils to learn according to their abilities. Enrichment and
remedial activities should be included in teaching and learning.
This entails adequate time and high quality teaching and learning.
Contextual Learning
Contextual learning is a learning method which integrates
learning content with daily experiences of the pupil, community
and the working world. This learning method provides concrete
learning opportunities which involve hands-on and minds-on
activities.
Learning takes place when pupils are able to process information
learnt or new knowledge acquired in a meaningful manner.
Learning becomes more effective if information is disseminated
in various contexts and in a meaningful manner to pupils.
Emphasis should be given to diverse learning environments in
order to achieve meaningful learning. Teachers are encouraged
to choose or create different learning environments which will
encompass a range of learning experiences in social, cultural,
physical or psychological contexts in order to obtain the aspired
learning outcomes.
Multiple Intelligences
Multiple intelligences is an important theory as it is closely related
to the field of education. Every pupil has various intelligences
and ways of thinking, responding and learning which differ from
one another.
There are at least eight intelligences. They are:
 Verbal-linguistic intelligence: the ability to use words
effectively in oral and writing.
 Logical-mathematical intelligence: the ability to use
numbers effectively, have the ability of logic, wise
reasoning and arguing.
 Visual-spatial intelligence: the ability to identify and
visualise forms, space, colour and lines.
 Kinaesthetic intelligence: the ability to use one’s body to
express ideas, feelings and solve problems.
 Musical intelligence: the ability to identify rhythm and
songs.
 Interpersonal intelligence: the ability to understand feelings,
motivation, habits and desires of others.
 Intrapersonal intelligence: the ability to understand one’s
strengths, weaknesses, desires and wants.

13
 Naturalist intelligence: the ability to know and classify
plants, minerals and animals including grass and stones
as well as flora and fauna.
Every individual has various intelligences and abilities. One’s
potential is enhanced with constant motivation, enrichment and
appropriate learning opportunities which develops pupils’
intelligence and interests to the maximum level.
INVOLVEMENT OF PARENTS AND THE LOCAL
COMMUNITY
1. Explanation of the preschool curriculum and its
implementation should be disseminated to
parents/guardians to create awareness about preschool
education and obtain their cooperation to ensure smooth
and effective teaching and learning.
2. Sharing of information between the teacher and
parents/guardians is essential to assist in pupils’ learning
and to ensure the continuity of teaching and learning from
the school to the home and vice versa.
3. Good relationship between the school and
parents/guardians as well as the local community will assist
in giving positive and meaningful learning experience to
pupils.
CHILDREN WITH SPECIAL NEEDS
1. Teachers need to plan strategies to address learning
difficulties by identifying and taking appropriate actions in
order to assist pupils with special needs. Actions that can
be taken are as follows:
 Identify pupils’ levels, differences in learning and their
needs, in order to plan suitable teaching and learning
strategies.
 Prepare portfolios to compile works and to record
pupils’ development and learning progress.
 Diversify learning content and activities for effective
teaching and learning.
 Modify learning resources based on pupils’ needs.
2. Teachers can use the Special Needs Children Placement
Instrument (4 – 6 years) to identify pupils with learning
difficulties. This is a tool used to identify pupils who may
have learning difficulties. Teachers need to discuss with
parents/guardians if they identify pupils who show traits of

14
learning difficulties. The instrument should be produced to
the medical officer as reference for verification.
ELEMENTS ACROSS THE CURRICULUM
Elements Across the Curriculum is a value-added element
embedded in the teaching and learning process other than those
specified in the content standards. The application of these
elements is aimed at strengthening the human capital skills and
competency as well as intended to prepare pupils for the
challenges of the present and the future. The elements are
explained below:
1. Medium of Iinstruction
 The correct use of the medium of instruction should be
emphasised.
 During teaching and learning, emphasis should be given
to pronunciation, sentence structure, grammar and the
terminology of the language in order to assist pupils
organise ideas as well as communicate effectively.
2. Environmental Sustainability
 Developing awareness towards the love of the
environment in the pupils should be nurtured through
 Knowledge and awareness on the importance of the
environment help shape pupils’ ethics in appreciating
nature.
3. Values
 Values need to be emphasised to ensure pupils are
aware of its importance and practise them.
 Values encompass the aspects of spirituality, humanity
and citizenship which are practised in daily life.
4. Science and Technology
 Increased interest in science and technology will help to
improve scientific and technological literacy amongst
pupils.
 The use of technology in teaching can help and
contribute to efficient and effective learning.
 The integration of science and technology in the teaching
and learning process covers four areas, namely:
o Knowledge of science and technology (facts,
principles, concepts related to science and
technology);
o Scientific skills (thinking process and specific
manipulative skills);

15
o Scientific attitudes (such as accuracy, honesty,
safety); and
o Use of technology in teaching and learning.
5. Patriotism
 Patriotism can be nurtured through learning and extra-
curricular activities and community service.
 Patriotism develops love for the country and proud to be
Malaysians.
6. Creativity and Innovation
 Creativity is the ability to use imagination in gathering,
assimilating and generating ideas or creating something
new or original through inspiration or combination of
existing ideas.
 Innovation is the application of creativity through
modification and putting ideas into practice.
 Creativity and innovation are inter-connected and
needed to ensure the development of human capital to
meet the challenges of the 21st Century.
 Elements of creativity and innovation should be
integrated in teaching and learning.
7. Entrepreneurship
 The incorporation of entrepreneurship elements aims at
developing entrepreneurial attributes and practices that
will become a culture amongst pupils.
 Entrepreneurial attributes can be embedded during
lessons through fostering attitudes such as diligence,
honesty, trustworthiness and responsibility as well as
developing a creative and innovative mind-set to drive
ideas into the market economy.
8. Information and Communication Technology (ICT)
 Incorporation of ICT elements in teaching and learning
ensures pupils are able to apply and strengthen their
knowledge and basic ICT skills.
 Application of ICT motivates pupils to be creative,
stimulates interest and makes teaching and learning
enjoyable as well as improves the quality of learning.
 ICT should be integrated based on suitability of topics
and used as a tool to further enhance pupils’
understanding of the subject content.

16
9. Global Sustainability
 The elements of Global Sustainability aims to produce
pupils of sustainable thinking who are responsive to their
environment in their daily life by applying knowledge,
skills and values obtained through elements of
Sustainable Consumption and Production, Global
Citizenship and Solidarity.
 Global sustainable elements are essential in preparing
pupils to face challenges and current issues in various
situations, be it locally and globally.
 These elements are taught directly or embedded in
related lessons.
10. Financial Literacy
 The integration of Financial Literacy element in lessons
is aimed at developing future generations who are
capable of making sensible financial decisions,
practising ethical financial management as well as
managing financial affairs responsibly.
 The elements of Financial Literacy can be applied directly
or embedded in lessons. This can be integrated in the
topic such as ‘Money’ comprising explicit financial
elements e.g. simple interest calculations and compound
interest. Financial literacy is integrated through related
topics across the curriculum. Exposure to financial
management in real life is necessary in order to prepare
pupils with knowledge, skills and values that can be
applied effectively and meaningfully.
SCHOOL-BASED ASSESSMENT
School-based assessment is an integral part of assessment
which enables teachers to derive information on pupils’
development and is planned, implemented and reported by
teachers. This is a continuous process which is conducted
formally and informally that enables teachers to determine pupils’
actual level of performance. School-based assessment should be
conducted in a holistic manner based on the principles of
inclusivity, authenticity and localised. The information derived
from this assessment can be used by the school management,
teachers, parents/guardians and pupils to plan follow-up actions
to further improve pupils’ learning.
School-based assessment can be conducted as formative and
summative assessment by teachers. Formative assessment can
be conducted during the teaching and learning process, while

17
summative assessment can be conducted at the end of a learning
unit, term, semester or year. Teachers should plan, build items,
administer, evaluate, record and report on pupils’ performance
level based on the Standards-Based Curriculum and Assessment
Document. Teachers need to use their discretion and
professional judgement in order to determine their pupils’
performance levels.
Assessment in preschool is a process which involves various
methods to obtain information on pupils’ development and
learning. It is a basic and important continuous process in
Table 3: General Descriptors of Performance Levels
Performance Standards
Performance Levels Descriptor
1
Pupils know basic things or can
perform basic skills or respond to
basic things.
2
Pupils can use their knowledge
and skills to complete tasks.
3
Pupils can use their knowledge
and skills to complete tasks in new
situations or creatively in the
correct manner.
The aims of assessment in preschool are as follows:
1. Monitor the growth and development of pupils according to
their age.
2. Identify pupils’ level of intelligence and potential to
strengthen and enhance their holistic development.
3. Identify pupils’ strengths and weaknesses from time to
time.
4. Provide feedback to pupils, parents/guardians and school
management on pupils’ growth and development in
learning based on aspects stipulated in the National
Preschool Standards-Based Curriculum.
5. Identify the effectiveness of teaching as well as learning
opportunities and the environment provided.
6. Assist teachers to plan effective follow-up actions to:
 Develop and maximise pupils’ potential.
 Assist in pupils’ learning.
 Improve teaching methods.

18
PRESCHOOL ASSESSMENT IMPLEMENTATION
PRINCIPLES
1. Assessment encompasses cognitive, affective and
psychomotor aspects in tandem with the National
Preschool Standards-Based Curriculum.
2. Assessment is conducted in line with the stipulated aim.
3. Assessment is carried out continuously.
4. Assessment methods should be valid and reliable; in
accordance to pupils’ development and based on scientific
methods.
 Criterion-based assessment and not a comparison
between pupils.
 Assessment method is through continuous observation
and assessment of pupils’ works. Tests or formal exams
should not be conducted.
 Data collected should be analysed so that reporting is
done in a valid and reliable manner.
 Implementation of systematic documentation. Examples
of assessment records are checklist, rating scale,
anecdote record, running record, time sampling and
event sampling.
5. Assessment has to be carried out ethically and children’s
rights taken into consideration.
CONTENT ORGANISATION
The National Preschool Standards-Based Curriculum is
organised with emphasis on Content Standards, Learning
Standards and Performance Standards.
Table 4: Organisation of NPSC
CONTENT
STANDARD
LEARNING
STANDARD
PERFORMANCE
STANDARD
Specific
statements which
specify the
essential
knowledge, skills
and values pupils
need to acquire
and can perform by
the end of a
schooling term.
A set of criteria or
quality indicator
of learning and
achievement
which can be
measured.
A set of general
criteria which
shows
performance levels
which pupils need
to show when they
have acquired a
particular skill,
knowledge or
value.

19
Minimum Time Allocation
Minimum time allocation for preschool education should be
adhered to as follows:
1. Preschool has to be carried out for at least four hours a day
(including recess), that is, 20 hours a week for pupils aged 5+.
2. Preschool has to be carried out for at least three and a half
hours a day (including recess), that is, 17½ hours a week for
pupils aged 4+.
3. Bahasa Melayu is used as the instructional language for at
least 600 minutes in preschools where Bahasa Melayu is
the medium of instruction.
4. Bahasa Melayu is used as the instructional language for at
least 400 minutes in preschools where Bahasa Melayu is
not the medium of instruction.
5. English Language is used as the instructional language for
at least 600 minutes in preschools where Bahasa Melayu
is the medium of instruction.
6. English Language is used as the instructional language for
at least 400 minutes in preschools where Bahasa Melayu
is not the medium of instruction.
7. Islamic Education must be taught in preschools if there are
at least 5 or more Muslim pupils and should be taught by a
certified Islamic Education teacher for at least two hours a
week.
8. Moral Education must be taught in preschools if there are
at least 5 or more non-Muslim pupils for at least two hours
a week.
Teaching and Learning Time Allocation
Planning of daily activities in preschool should be based on time
allocation as in Table 4. However, teachers are given the
flexibility to arrrange the timetable according to the needs of
pupils.

20
Table 5: Time Allocation in Preschool
No. Learning Areas
Weekly time Allocation
(minutes)
Bahasa
Melayu
Other
Medium of
Instruction
1. Bahasa Melayu 60 60
2. English Language 60 60
3. Chinese/Tamil Language - 60
4. Outdoor Activity 120 120
6.
Islamic Education / Moral
Education
120 120
7. Early Mathematics 40 40
8. Integrated Learning 800 740
Total 1200 1200
Details of the learning areas in preschool are as follows:
Integrated Learning
Integrated Learning provides opportunities for pupils to obtain
their own meaningful learning experience. Teachers need to
integrate strands, skills and values in teaching and learning.
Integrated Learning include:
1. Routine Activities
Routine activities are activities that are carried out on a daily
basis and have special time allocation. These activities
include circle time, recess and reflection.
Circle Time
Circle Time is to prepare preschoolers mentally and
emotionally to focus on the learning activities of the day.
Activities during Circle Time such as sharing of ideas and
information; storytelling, singing, and other activities can
increase their vocabulary; and improve their social skills and
encourage the involvement of preschoolers actively. The time
allocated for Circle Time is 20 minutes daily.
Recess
In preschool education, recess is part of teaching and
learning. Recess is allotted for pupils to have their meals as
well as for physical and mental relaxation. Recess can be
used to involve pupils in food and dining preparation.
Aspects of self-management, manners, healthy eating and
balanced diet should be emphasised during recess. Time
allocated for recess is 30 minutes daily.

21
Reflection
Reflection provides opportunities for teachers and pupils to
reflect on their learning and happenings of the day. In
addition, teachers and pupils can discuss about further
learning. The time allotted for reflection is 10 minutes daily.
2. Learning Activities
Learning activities provide opportunities for teachers to
choose appropriate teaching strategies to allow pupils to
carry out exploration and experiment, problem solving and
promote critical thinking. There are various ways and
methods that can be used, they include thematic approach,
project-based learning and using learning centres.
The time allocated for Integrated Learning activities are:
(i) 500 minutes a week in National Schools.
(ii) 440 minutes a week in National Type Schools.
Outdoor Activity
Outdoor Activity are activities that are carried out outside the
classroom. It helps build fitness and stimulate pupils' intelligence
as well as provide opportunities for pupils to interact and explore
their surroundings. Through these activities, pupils' awareness of
health and safety as well as sensitivity to the environment can be
improved. Outdoor Activity should be carried out every day as
follows:
1. Physical Activity
Physical activity involves body movements that require
energy to improve one’s physical fitness and health. Physical
activity is very important for pupils’ development and basis for
a healthy and active lifestyle. In addition, physical activity
promotes body fitness, dexterity and coordination as well as
cognitive development, social competence and emotional
maturity. Time allocation for Physical Activity is 30 minutes
per session and is carried out twice a week.
2. Free Play
Free play provides opportunities for pupils to make their own
decision about what, when and how to play. They are also
free to determine rules and their role in play. During free play,
pupils benefit in terms of physical, emotional, cognitive and
social skills. Besides having fun during play, pupils learn to
interact and negotiate effectively; able to share and
collaborate with others; as well as develop problem solving
skills.

22
During free play, teacher acts as a planner, facilitator, play
partner and observer. The teacher also needs to be wise in
providing a suitable environment for free play to be effective
and meaningful. Time allocation for free play is 20 minutes for
each slot and carried out 3 times a week.
Islamic Education/Moral Education
Time allocated for Islamic Education/Moral Education is 120
minutes a week. In classes that have five or more Muslim pupils,
Islamic Education must be taught by a certified teacher for at least
120 minutes per week. For classes that have five or more non-
Muslim pupils, Moral Education must be taught for at least 120
minutes per week. However, for classes that do not have or have
less than 5 Muslim pupils, Moral Education can be combined with
Integrated Learning.

23
COMMUNICATION
STRAND

24
Tunjang Komunikasi terdiri daripada Bahasa Melayu, Bahasa Inggeris, Bahasa Cina dan Bahasa Tamil. Kemahiran bahasa merupakan
teras kepada Tunjang Komunikasi. Kemahiran bahasa ini diorganisasikan dalam kemahiran mendengar dan bertutur; kemahiran
membaca; dan kemahiran menulis. Keempat-empat kemahiran ini adalah penting bagi memperkembangkan komunikasi lisan dan asas
literasi murid untuk pembelajaran mereka seterusnya.
Di samping itu, aspek seni bahasa juga diterapkan dalam Tunjang ini. Aspek seni bahasa merujuk kepada keupayaan murid memahami,
mengungkap dan menghargai bahasa yang indah melalui pembelajaran yang menyeronokkan secara didik hibur melalui pelbagai aktiviti
dan permainan bahasa seperti nyanyian, bercerita, berlakon dan berpuisi.
BAHASA MELAYU
Selepas mengikuti aktiviti pembelajaran yang berteraskan Bahasa Melayu, murid boleh:
1. Memberi respons secara bertatasusila terhadap pelbagai bahan rangsangan yang didengar.
2. Berkomunikasi dan menyampaikan idea.
3. Membaca dan memahami ayat mudah.
4. Menulis perkataan, frasa dan ayat mudah.

25
STANDARD KANDUNGAN
STANDARD PEMBELAJARAN
4+ 5+
BM 1.0 KEMAHIRAN MENDENGAR DAN BERTUTUR
BM 1.1 Mendengar dan memberi
respons terhadap
pelbagai bunyi di
persekitaran
Murid boleh: Murid boleh:
BM 1.1.1 Mengenal pasti pelbagai bunyi di
persekitaran
BM 1.1.2
BM 1.1.3
Mengecam dan membezakan
bunyi di persekitaran
(i) manusia
(ii) alam sekitar
(iii) ciptaan manusia
Memberi respons terhadap bunyi
yang didengar
BM 1.2 Mendengar, memahami
dan memberi respons
secara gerak laku dan
lisan
BM 1.2.1
BM 1.2.2
BM 1.2.3
Mendengar dan memberi respons
terhadap cerita yang didengar
Mendengar dan menyanyi lagu
Mendengar, memahami dan
memberi respons secara
bertatasusila terhadap:
(i) ucap selamat
(ii) arahan yang mudah
BM 1.2.4
BM 1.2.5
BM 1.2.6
Mendengar dan memberi respons
dengan bertatasusila terhadap:
(i) arahan
(ii) soalan
(iii) cerita
Mendengar dan melafazkan puisi
dengan intonasi yang betul
Melafazkan puisi
(i) pantun dua kerat
(ii) sajak

26
STANDARD KANDUNGAN
4+ 5+
BM 1.3 Mendengar dan
mengecam bunyi bahasa
BM 1.3.1
BM 1.3.2
BM 1.3.3
Mendengar dan menyebut abjad
Mendengar, mengecam dan
menyebut bunyi suku kata awal
yang sama dalam perkataan
menyebut bunyi suku kata akhir
yang sama dalam perkataan
BM 1.3.4
BM 1.3.5
menyebut perkataan
Menyebut dan memberi respons
terhadap perkataan yang didengar
BM 1.4 Berinteraksi
menggunakan ayat
mudah
BM 1.4.1
BM 1.4.2
BM 1.4.3
Mendengar dan menyebut ayat
mudah secara bertatasusila
Berinteraksi menggunakan ayat
mudah untuk:
(i) meluahkan perasaan
(ii) menyatakan permintaan
Bersoal jawab menggunakan ayat
mudah
BM 1.4.4
BM 1.4.5
BM 1.4.6
mudah mengikut situasi
mudah untuk:
(i) memberi arahan
(ii) memberi pandangan
Bersoal jawab menggunakan ayat
mudah berdasarkan bahan
rangsangan

27
STANDARD KANDUNGAN
4+ 5+
BM 1.5 Bertutur untuk
menyampaikan idea
BM 1.5.1 Menyampaikan idea tentang
sesuatu yang didengar, dilihat atau
dialami
BM 1.5.2 Menyampaikan idea secara kritis
tentang sesuatu yang didengar,
dilihat atau dialami
BM 2.0 KEMAHIRAN MEMBACA
BM
2.1
Menguasai kemahiran
prabaca
Murid boleh:
BM 2.1.1
BM 2.1.2
BM 2.1.3
BM 2.1.4
BM 2.1.5
Menyatakan lambang dan cetakan
yang membawa makna tertentu
Mengenal pasti ciri-ciri fizikal buku:
(i) judul
(ii) gambar/ilustrasi
(iii) pengarang
Mengamalkan cara membaca
yang betul:
(i) dari kiri ke kanan
(ii) dari atas ke bawah
(iii) jarak antara mata dengan
buku
(iv) teknik memegang buku
Mengamalkan penjagaan buku
dengan cara yang betul
Membaca secara olok-olok

28
STANDARD KANDUNGAN
4+ 5+
BM 2.2 Mengenal huruf abjad Murid boleh: Murid boleh:
BM 2.2.1
BM 2.2.2
Mengenal pasti abjad
Menyebut dan membunyikan
huruf vokal
BM 2.2.3 Mengenal pasti dan menyebut
huruf kecil dan besar
BM 2.3 Membina dan membaca
suku kata dan perkataan
BM 2.3.1
BM 2.3.2
Membunyikan suku kata terbuka
Membunyikan suku kata tertutup
BM 2.3.3
BM 2.3.4
Membaca perkataan dengan suku
kata terbuka:
(i) KV+KV
(ii) KV+ KV+KV
Membaca perkataan dengan suku
kata terbuka dan tertutup:
(i) KVK
(ii) V+KV
(iii) V+KVK
(iv) KV+KVK
(v) KVK+KV
(vi) KVK+KVK
BM 2.4 Membaca dan
memahami frasa dan
ayat
BM 2.4.1
BM 2.4.2
Membaca frasa yang
mengandungi perkataan dengan
suku kata terbuka
Membaca ayat mudah yang
mengandungi perkataan dengan
suku kata terbuka
BM 2.4.3 Membaca dan memahami frasa
yang mengandungi perkataan
dengan suku kata terbuka dan
tertutup

29
STANDARD KANDUNGAN
4+ 5+
BM 2.4.4 Membaca dan memahami ayat
mudah dengan sebutan yang betul
BM 2.5 Membaca dan
memahami bahan
bacaan
BM 2.5.1 Membaca bahan bacaan mudah BM 2.5.2
BM 2.5.3
Membaca dan menceritakan
semula daripada bahan bacaan
yang dibaca
Membaca dan meluahkan idea
daripada bahan bacaan yang
dibaca
BM 2.6 Memupuk bacaan luas Murid boleh: Murid boleh:
BM 2.6.1
BM 2.6.2
BM 2.6.3
Memilih bahan bacaan yang
digemari
Mengenal dan menamakan
gambar dalam buku
Membaca perkataan yang
terdapat dalam buku
BM 2.6.4
BM 2.6.5
BM 2.6.6
Berkongsi bahan bacaan
Membaca bahan bacaan secara
berkongsi dengan rakan
Membaca bahan bacaan dengan
sendiri
BM 3.0 KEMAHIRAN MENULIS
BM 3.1 Menguasai kemahiran
pratulis
Murid boleh:
BM 3.1.1
BM 3.1.2
Memegang alat tulis dengan cara
yang betul untuk menulis
Duduk dengan posisi yang betul

30
STANDARD KANDUNGAN
4+ 5+
BM 3.1.3
BM 3.1.4
BM 3.1.5
semasa menulis
Membuat contengan dan lakaran
menggunakan pelbagai alat tulis
Mengkoordinasikan pergerakan
mata dengan tangan melalui
lakaran bentuk, corak dan garisan
secara bebas
Mengkoordinasikan pergerakan
mata dengan tangan mengikut
arah yang betul
BM 3.2 Menguasai kemahiran
menulis
BM 3.2.1
BM 3.2.2
BM 3.2.3
BM 3.2.4
Menulis huruf kecil dengan cara
yang betul
Menulis huruf besar dengan cara
yang betul
Menyalin perkataan
Menyalin frasa
BM 3.2.5
BM 3.2.6
BM 3.2.7
BM 3.2.8
Menyalin ayat mudah
Meluahkan idea dalam bentuk
lukisan, simbol dan tulisan
Menulis perkataan dan frasa
Menulis ayat mudah

31
Senarai Suku Kata
Suku Kata Contoh
Satu suku kata terbuka KV ba, ca, de, fi, gu, hi, ja, ku, lo, ma, ni, pu, ra, si, to
Dua suku kata terbuka KV+KV
bapa, baca, batu, buku, bola, bahu, cuti, ciku, dagu, duri, feri, gigi, hari, jala, kuku, kuda,
lori, lima, mata, meja, muka, nasi, paku, pasu, rusa, roti, susu, sagu, topi, raga
Tiga suku kata terbuka KV+KV+KV dahaga, kerusi, lelaki, kereta, kepala, mereka, cerita, tomato, telaga, kemeja
Satu suku kata tertutup KVK bot, bas, beg, cat, gam, gol, jam, jet, jus, kek, kot, lap, mop, pen, pin, tin, van, zip
Dua suku kata terbuka V+KV abu, apa, api, aku, alu, ini, itu, isi, ubi, ibu
Satu suku kata terbuka dan
satu suku kata tertutup
V+KVK adik, ayam, awan, akar, epal, emak, ekor, itik, ubat, otak
Satu suku kata terbuka dan
satu suku kata tertutup
KV+KVK
bakul, bulan, bulat, bunga, cawan, cicak, dodol, datuk, gajah, garam, hutan, hitam, jalan,
katil, kipas, lapan, lilin, mulut, masin, makan, nenek, pokok, siput
Satu suku kata tertutup dan
satu suku kata terbuka
KVK+KV kunci, lampu, lembu, pintu, teksi, kanta, kurma, baldi, bomba
Dua suku kata tertutup KVK+KVK biskut, kertas, masjid, coklat, sampan, bantal, kantin, tandas, cermin, mancis

32
GLOSARI
Bil. Istilah Maksud / Makna
1 bacaan luas
Bacaan luas atau bacaan ekstensif merupakan satu kegiatan membaca yang dilakukan oleh
murid secara bersendirian tanpa bimbingan guru. Bacaan luas ini bertujuan untuk mengukuhkan
asas membaca; menambah kemahiran memahami dan menaakul isi bacaan; meningkatkan
kepantasan membaca; serta membina dan mengukuh minat membaca.
2. konsonan Huruf selain vokal (b, d, f, ...).
3. suku kata terbuka Suku kata yang diakhiri dengan vokal.
4. suku kata tertutup Suku kata yang diakhiri dengan konsonan.
5. vokal Huruf hidup atau huruf saksi (a, e, i, o, u).

33
ENGLISH LANGUAGE
Upon completion of learning activities in English Language, pupils can:
1. listen and respond using appropriate verbal and non-verbal responses.
2. communicate using simple sentences with manners.
3. read and understand simple sentences.
4. write words and phrases.
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
BI 1.0 LISTENING AND SPEAKING SKILLS
BI 1.1 Listen to and identify
sounds
Pupils can: Pupils can:
BI 1.1.1 Listen to and identify common
sounds in the environment
BI 1.1.2
BI 1.1.3
Listen to and respond to stimulus
given:
(i) environmental sounds
(ii) voice sounds
(iii) rhythm and rhyme
(iv) alliteration
Listen to and identify rhymes in
nursery rhymes and songs

34
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
BI 1.2 Listen to and respond
appropriately
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.2.5
Listen to and recite nursery
rhymes
Listen to and sing songs
Listen to and repeat greetings
Listen to and follow simple
instructions
Listen to and enjoy simple stories
BI 1.2.6
BI 1.2.7
Listen to and recite poems and
rhymes
Listen to and respond to stories
BI 1.3 Listen to, understand and
respond in a variety of
contexts
BI 1.3.1 Participate politely in daily
conversations to:
(i) exchange greetings
(ii) show appreciation
(iii) introduce oneself
(iv) express feelings
(v) make simple request
BI 1.3.2
BI 1.3.3
BI 1.3.4
BI 1.3.5
BI 1.3.6
Name favourite things and
activities
Listen to and respond to oral texts
Participate in talk about familiar
activities and experiences
Participate in talk about stories
heard
Participate in role play about
familiar daily situations

35
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
BI 2.0 READING SKILLS
BI 2.1 Show appropriate book
handling skills
Pupils can:
BI 2.1.1
BI 2.1.2
BI 2.1.3
BI 2.1.4
Handle books carefully
Recognise the basic features of a
book
Read print in the correct manner:
(i) left to right
(ii) top to bottom
(iii) distance between eyes and
the book
Show awareness that print
conveys meaning by doing
pretend reading
Children who start preschool at 5+
will develop the book handling
skills learning standards of
children who started preschool at
4+.
Children who started preschool at
4+ will continue to recieve
appropriate support and challenge
in book handling skills.
BI 2.2 Apply sounds of letters to
recognise words
BI 2.2.1
BI 2.2.2
BI 2.2.3
Recognise letters of the alphabet
by their:
(i) shape
(ii) name
Recognise small letters of the
alphabet
Recognise capital letters of the
alphabet
BI 2.2.5
BI 2.2.6
BI 2.2.7
Recognise and sound out letters
of the alphabet
Recognise and sound out initial,
medial and ending sounds in a
word
Blend phonemes (sounds) to form
single syllable words

36
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
BI 2.2.4 Name letters of the alphabet
BI 2.3 Demonstrate
understanding of a
variety of texts in the
form of print and non-
print materials
BI 2.3.1
BI 2.3.2
Recognise and read logos and
signs
Read familiar words printed in the
surroundings
BI 2.3.3
BI 2.3.4
BI 2.3.5
Recognise and read high
frequency/sight words
Read simple phrases
Read simple sentences
BI 2.4 Develop interest in
reading independently for
information and
enjoyment
BI 2.4.1 Recognise and name objects or
people in pictures
BI 2.4.2
BI 2.4.3
Read texts independently
Read and respond to texts read
BI 3.0 WRITING SKILLS
BI 3.1 Develop prewriting skills Pupils can:
BI 3.1.1
BI 3.1.2
BI 3.1.3
Demonstrate fine motor control of
hands and fingers by using writing
tools correctly
Demonstrate correct posture and
pen hold grip
Develop hand-eye coordination
through scribbling, drawing lines
and patterns
Children who start preschool at 5+
will focus on the prewriting skills
learning standards of children who
started preschool at 4+.
Children who started preschool at
4+ will continue to recieve
appropriate support and challenge
in prewriting skills.

37
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
BI 3.2 Develop writing skills Pupils can: Pupils can:
BI 3.2.1
BI 3.2.2
BI 3.2.3
BI 3.2.4
Write recognisable letters
Copy and write small letters
legibly
Copy and write capital letters
legibly
Copy familiar words in legible print
BI 3.2.5
BI 3.2.6
BI 3.2.7
BI 3.2.8
Copy simple phrases in legible
print
Copy simple sentences in legible
print
Communicate ideas and
information by using drawing,
marks, symbols and writing with
invented spelling
Write words and phrases in legible
print

38
Suggested Word List According To Rimes (Basic Phonics)
Rime Word List Rime Word List
- at cat, mat, sat, pat, bat, fat, rat, hat - og dog, jog, log
- ap cap, lap, map, tap, nap - et jet, wet, net, pet
- an fan, man, can, pan, van - en hen, pen, ten, men
- am jam, yam, ram - ed bed, red
- in bin, fin, pin, tin, win - eg leg, peg
- ip dip, sip, lip, zip, hip - ut cut, hut, nut
- it hit, kit, pit, sit - un bun, fun, gun, run, sun
- ig big, dig, fig, wig - um gum, hum, mum
- ag bag, rag, tag, wag - ack back, pack, rack, sack
- ad mad, sad, pad, bad - ick tick, sick, lick, pick, quick
- ot cot, dot, hot, not, pot - ock sock, lock, rock
- op hop, mop, pop, top - ill fill, ill, pill, hill, bill
- od cod, god, nod, pod, rod - ell bell, tell, well, yell, sell

39
Suggested High Frequency Words
the of for my so your
and it at her go put
a was his out no too
to you that this so here
said they with have me an
in on we went very am
he she can be get yes
I is are like got did
*In frequency order reading down the columns from left to right

40
GLOSSARY
No. Term Definition
1. alliteration
The use of words that begin with the same sound.
Example: peas porridge pot
3. non-print material Digital reading materials.
4. print material
Printed matter is a term to describe printed material produced by printers or publishers,
such as books, magazines, booklets, brochures and other publicity materials and in some
cases, newspapers.
5. rhythm and rhyme
A regular repeated pattern of sounds and words that rhyme.
Example: nursery rhymes.

41
华语
华语是华族的母语，在我国多元种族的社会中有着重要的地位，它也是华文小学的教学媒介语，因此儿童需在学前掌握一定程度的华文，
为在小学学习华文打好基础。本课程将让儿童掌握语言的基本技能，即听话、说话、阅读和书写，协助儿童积累新知识和新经验，同时使
儿童能正确地使用华文来表达感受、分享生活经验，并有礼貌地与人沟通。
本课程通过活泼有趣的活动，如游戏、歌唱、会话、问答、表演、讲故事等语文活动，提高儿童学习华文的兴趣，加强语言的掌握。通过
本课程，学生：
1. 养成良好的听话和说话习惯。
2. 乐于使用华文，有礼貌地与人沟通。
3. 初步掌握阅读的能力，对阅读产生兴趣。
4. 能初步以书面进行表达，对书面表达产生兴趣。
教学重点：
1. 学前教育不教汉语拼音、轻声、变调等语音知识，惟教师范读语音须标准。教师在进行听说教学时，提醒学生沟通时须要注意说话
的礼貌和态度；措辞和说话内容；以及聆听者的身分。教师也应注意学生倾听技巧，训练学生的口头表达能力。

42
2. 阅读教学重视培养学生的阅读兴趣和习惯。教师应提供充足的读物及营造良好的阅读环境。课室内所置放的读物须适合学生程度并
且是趣味的图书。
3. 识字是阅读的基础，也是学前教育语文教学的一个重点，必须力求到位。教师应不厌其烦地指导学生辨识字形相似、读音相近或其
他容易出现混淆的字。介绍实物或图形和文字的关系，如：山 -水- 月-
4. 不要向学生介绍“独体字”、“合体字”、“象形字”等名词术语。
5. 识字容易写字难，识字教学，应该多识字，少写字，不可要求识写同步，以免拖慢识字的速度。识字教学需通过活动进行，避免教
学枯燥单调。不能把写字当作识字教学的活动。学前班的教师可根据班级学生程度与主题进行选择或增减认识的生字。
6. 书写教学重视发展学生眼和手的机能及协调能力，在执笔和坐姿等方面养成良好的习惯，打好写字基础，并对写字产生兴趣。
7. 写字教学要求学生会使用田字格练习写字，掌握基本笔画和偏旁部首的写法，笔顺正确，并初步具有间架结构的意识。
8. 写字要贵精不贵多，不是每个教过的字都要写。每个字写 3 至 5 个。每一次的书写时间不宜持续超过 3-5 分钟。书写时间过长，学
生精神不能集中，在执笔、坐姿、笔顺等各方面容易出错。出错了继续写下去就会养成不良的书写习惯。不要让学生写“笔画递增”
的不完整的汉字。
9. 书写教学初步培养学生书面表达的能力，重视兴趣的培养。教学时应多鼓励、多称赞，让孩子喜欢表达、放胆表达，不必强调种种
书写规矩，甚至允许学生用符号来代替文字。

42
内容标准
学习标准
4+ 5+
BC 1.0 听说教学
BC 1.1 专注且耐心地听话学生能：
BC 1.1.1 认识日常生活中所听到的声音
BC 1.1.2 辨别与模仿声音
BC 1.2 聆听和理解指示与要求，
做出适当的反应
学生能：学生能：
BC 1.2.1 聆听及明白单项指示与要求，并作
出适当的反应
BC 1.2.2 聆听及明白指示与要求，并作出适
当的反应
BC 1.2.3 聆听会话后作出反应
BC 1.3 听读教材，理解主要内容学生能：学生能：
BC 1.3.1 聆听教材，根据内容作出反应 BC 1.3.2 聆听教材，根据内容作出适当的反
应
BC 1.4 以口语参与互动，有礼貌
地与人沟通
BC 1.4.1 有礼貌地向人请安问候 BC 1.4.3 有礼貌地提出要求

43
内容标准
学习标准
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 针对有关情况发问和回答
问题
BC 1.5.1 有礼貌地发问和回答问题 BC 1.5.2 针对不明白或感兴趣的事物发问
BC 1.5.3 针对有关情况发问和回答问题
BC 2.0 阅读教学
BC 2.1 理解生活环境中的图像与
符号
BC 2.1.1 理解符号中的具体物件内容 BC 2.1.3 以生活环境中的线索诠释符号的意
义
BC 2.1.2 知道能使用图像记录与说明
BC 2.2 理解图画书的内容与功能学生能：学生能：
BC 2.2.1 知道各种讯息类文本的功能 BC 2.2.3 理解故事角色、情节与内容
BC 2.2.2 使用图像记录与说明 BC 2.2.4 辨认与欣赏创作者的图像细节

44
内容标准
学习标准
4+ 5+
BC 2.3 认识汉字的基本知识学生能：学生能：
BC 2.3.1 认识汉字起源于图形 BC 2.3.3 认识和说出基本笔画的名称
BC 2.3.2 认识汉字一字一音 BC 2.3.4 认识基本部首和偏旁
BC 2.4 认识字词学生能：学生能：
BC 2.4.1 认识自己的姓名 BC 2.4.4 从教材中认识生字
BC 2.4.2 看图识字
BC 2.4.3 认识字词
BC 2.5 认读词语学生能：学生能：
BC 2.5.1 认读单字 BC 2.5.3 认读词语
BC 2.5.2 看图认读词语 BC 2.5.4 认读短语
BC 2.6 朗读句子学生能：学生能：
BC 2.6.1 朗读简单的句子 BC 2.6.2 以适当的语调朗读句子

45
内容标准
学习标准
4+ 5+
BC 2.6.3 朗读儿歌与诗歌
BC 2.7 理解阅读材料学生能：学生能：
BC 2.7.1 根据教材回答问题 BC 2.7.3 根据教材进行问答活动
BC 2.7.2 以口述或绘画方式，表达教材内容 BC 2.7.4 聆听或阅读故事后，讲述故事内容
BC 2.8 培养阅读兴趣学生能：学生能：
BC 2.8.1 主动翻阅图书 BC 2.8.3 主动翻阅图书，并乐于分享有关图
书内容
BC 2.8.2 顺序翻阅书本
BC 2.8.4 针对故事内容发问
BC 3.0 书写教学
BC 3.1 发展眼和手的机能，做好
写字前的准备
学生能：
BC 3.1.1 灵活、准确地运用眼睛和手的协调
能力
BC 3.2 书写硬笔字学生能：学生能：
BC 3.2.1 正确的执笔 BC 3.2.4 以正确的方法写字。

46
内容标准
学习标准
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
BC 3.3 书面表达学生能：学生能：
BC 3.3.1 用图像或符号标示空间、物件或做
记录
BC 3.3.2 用图像、符号或文字表达想法

47
தமிழ்மமொழிக் கற்றல் நடவடிக்கககளுக்குப் பிறகு, மொணவர்கள்:
1. மெவிமடுத்த பல்வவறு தூண்டல்களுக்குப் பண்புடன் துலங்குவர்.
2. எளிய வொக்கியங்களின்வழி மதொடர்பு மகொள்வர்.
3. எளிய வொக்கியங்ககள வொெிப்பர்; புரிந்து மகொள்வர்.
4. மெொற்கள், மெொற்மறொடர்கள், எளிய வொக்கியங்கள் ஆகியவற்கற எழுதுவர்.
உள்ளடக்கத் தரம்
கற்றல் தரம்
4+ 5+
BT 1.0 வகட்டல் திறனும் வபச்சுத் திறனும்
BT 1.1 பல்வகக ஒலிககள
அறிவர்
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 1.1.1
BT 1.1.2
பிரொணிகள் எழுப்பும் ஒலிககள
அறிவர்
இயற்கக ஒலிககள அறிவர்
BT 1.1.3
BT 1.1.4
மெயற்கக ஒலிககள அறிவர்
இகெக்கருவிகளின் ஒலிககள
அறிவர்
தமிழ்மமொழி

48
4+ 5+
BT 1.2 மெவிமடுத்தவற்கறக்
கூறுவர்; அதற்வகற்பத்
துலங்குவர்
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 1.2.1
BT 1.2.2
BT 1.2.3
BT 1.2.4
மெவிமடுத்த கட்டகள¨Âì
ÜÚÅ÷; «¾ற்§¸üபò
மெவிமடுத்த வவண்டுவகொ¨Çì
ÜÚÅ÷; «¾ற்§¸üபò
மெவிமடுத்த º¢ÚÅ÷ பொடகலப்
பொடுவர்
மெவிமடுத்த ெந்தப் பொடகலப்
பொடுவர்
BT 1.2.5
BT 1.2.6
BT 1.2.7
¦ºÅ¢ÁÎò¾ ¸¨¾¨Âì ÜÚÅ÷
¦ºÅ¢ÁÎò¾ ¸¨¾¨Âô ÀüÈ¢Â
¾¸Åø¸¨Çì ÜÚÅ÷
மெவிமடுத்த ¸¨¾Â¢ý
À¡ò¾¢Ãí¸Ç¢ý
ÀñÒ¸¨Ç Å¢ÇìÌÅ÷
BT 1.3 எழுத்துககள ஒலிப்பர் Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 1.3.1
BT 1.3.2
உயிர் எழுத்துககளயும் ஆய்த
எழுத்கதயும் ஒலிப்பர்
மமய்மயழுத்துககள ஒலிப்பர்
BT 1.3.3
BT 1.3.4
BT 1.3.5
வல்லின உயிர்மமய் எழுத்துககள
ஒலிப்பர்
மமல்லின உயிர்மமய் எழுத்துககள
இகடயின உயிர்மமய் எழுத்துககள

49
4+ 5+
BT 1.3.6 குறில், மநடில் எழுத்துககள
BT 1.4 மெொற்ககளச் ெரியொக
உச்ெரிப்பர்
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 1.4.1
BT 1.4.2
BT 1.4.3
BT 1.4.4
உயிமரழுòÐ¸û மகொண்ட
மெொற்ககளச் ெரியொக
வல்லின ¦Áö¦ÂØòÐ¸¨Çì
¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸
¯îºÃ¢ôÀ÷
மமல்லின ¦Áö¦ÂØòÐ¸¨Çì
¯îºÃ¢ôÀ÷
இகடயின
¦Áö¦ÂØòÐ¸¨Çì ¦¸¡ñ¼
மெொற்ககளî ºÃ¢Â¡¸
¯îºÃ¢ôÀ÷
BT 1.4.5
BT 1.4.6
BT 1.4.7
BT 1.4.8
வல்லின ¯Â¢÷¦Áö¦ÂØòÐ¸¨Çì
¯îºÃ¢ôÀ÷
மமல்லின ¯Â¢÷¦Áö¦ÂØòÐ¸¨Çì
¯îºÃ¢ôÀ÷
இகடயின
¯Â¢÷¦Áö¦ÂØòÐ¸¨Çì ¦¸¡ñ¼
மெொற்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷
குறில், மநடில் மெொற்ககளî ºÃ¢Â¡¸
BT 1.5 மபொருத்தமொன மெொல்,
மெொற்மறொடர்,
வொக்கியம்
ஆகியவற்கறப்
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 1.5.1 தன்கனப் பற்றிய சுய
விவரங்ககளக் கூறுவர்
BT 1.5.4 உறவினர்களின் உறவுப்
மபயர்ககளச் ெரியொகப்
பயன்படுத்திப் வபசுவர்

50
4+ 5+
பயன்படுத்திப்
வபசுவர்
BT 1.5.2
BT 1.5.3
குடும்ப உறுப்பினர்களின்
உறவுப் மபயர்ககளச் ெரியொகப்
மரியொகதச் மெொற்ககளô
BT 1.5.5
BT 1.5.6
ÝÆÖì§¸üÀ ±Ç¢Â
Å¡ì¸¢Âí¸¨Çô ÀÂýÀÎò¾¢ô
§ÀÍÅ÷
À¡¼ò Ð¨½ô¦À¡ÕÇ¢ý
àñ¼Ä¢ýÅÆ¢ ±Ç¢Â
Å¡ì¸¢Âí¸Ç¢ø À¾¢ø ÜÚÅ÷
BT 1.6 சூழலுக்வகற்ப நடித்துக்
கொட்டுவர்
Á¡½Å÷¸û:
BT 1.6.1 கதொபொத்திரங்ககள ஏற்றுச் ºÃ¢Â¡ன
பொவகனயில் நடித்துக் கொட்டுவர்
BT 2.0 வொெிப்புத் திறன்
BT 2.1 Òò¾¸ò¨¾î ºÃ¢Â¡É
Ó¨ÈÂ¢ø ¨¸Â¡ûÅ÷
Á¡½Å÷¸û:
BT 2.1.1
BT 2.1.2
BT 2.1.3
Òò¾¸ò¨¾ì ¸ÅÉÁ¡¸ì
¨¸Â¡ûÅ÷
Òò¾¸ò¾¢ý «ÊôÀ¨¼
«õºí¸¨Ç «È¢Å÷
Òò¾¸ò¨¾î ºÃ¢Â¡É
Ó¨ÈÂ¢ø Å¡º¢ôÀ÷
(i) þ¼Á¢ÕóÐ ÅÄõ
(ii) §ÁÄ¢ÕóÐ ¸£ú

51
4+ 5+
BT 2.1.4
(iii) ¸ñ ÁüÚõ Òò¾¸ò¾¢üÌ
þ¨¼Â¢Ä¡É àÃõ
ÌÈ¢Â£Î¸û,
«îºÊì¸ôÀð¼¨Å¸û
¬¸¢ÂÅüÈ¢ý ¦À¡Õ¨Çì
ÜÚÅ÷
BT 2.2 ெரியொன உச்ெரிப்புடன்
வொெிப்பர்
BT 2.2.1
BT 2.2.2
BT 2.2.3
உயிமரழுத்தில் மதொடங்கும்
மெொற்ககளச் ெரியொன
உச்ெரிப்புடன் வொெிப்பர்
மமய்மயழுத்தில் முடியும்
மெொற்ககளச் ெரியொன
உயிர்மமய் எழுத்துககளக்
மகொண்ட மெொற்ககளச் ெரியொன
BT 2.2.4
BT 2.2.5
BT 2.2.6
BT 2.2.7
BT 2.2.8
குற்மறழுத்தில், மநட்மடழுத்தில்
மதொடங்கும் மெொற்ககளச் ெரியொன
ஓமரழுத்துச் மெொற்ககளச் ெரியொன
ஈமரழுத்துச் மெொற்ககளச் ெரியொன
மூமவழுத்துச் மெொற்ககளச் ெரியொன
ºó¾î ¦º¡ü¸¨Çî ºÃ¢Â¡É
¯îºÃ¢ôÒ¼ý Å¡º¢ôÀ÷

52
4+ 5+
BT 2.3 வொெித்துப் புரிந்து
மகொள்வர்
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 2.3.1
BT 2.3.2
மெொல்கல வொெித்துப் புரிந்து
மகொள்வர்
மெொற்மறொடகர வொெித்துப்
புரிந்து மகொள்வர்
BT 2.3.3 எளிகமயொன மெொற்ககளக்
மகொண்ட வொக்கியங்ககள வொெித்துப்
புரிந்து மகொள்வர்
BT 3.0 எழுத்துத் திறன்
BT 3.1 எழுதுÅதü¸¡É
¬Âò¾ô ÀÂ¢üº¢¸û
¦ºöÅ÷
Á¡½Å÷¸û:
BT 3.1.1
BT 3.1.2
BT 3.1.3
BT 3.1.4
BT 3.1.5
கக இயக்கப் பயிற்ெிகள்
மெய்வர்
கண்நகர் பயிற்ெிகள் மெய்வர்
கண்ககளயும் ககககளயும்
ஒருங்கிகணக்கும் பயிற்ெிகள்
மெய்வர்
±ØÐவகொகலச் ெரியொகப்
பிடித்து எழுதுவர்
மகொம்பு, வகளவு, சுழி, விலங்கு
உள்ளடங்கிய தமிழ்
எழுத்துகளுக்வகற்ற வகொலங்கள்
வகரவர்

53
4+ 5+
BT 3.2 ºÃ¢Â¡É
ÅÃ¢ÅÊÅòÐ¼ý
àö¨ÁÂ¡¸
±ØÐÅ÷
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 3.2.1
BT 3.2.2
மகொம்பு, வகளவு, சுழி, விலங்கு
ஆகியவற்கறச் ெரியொன
அளவுடன் எழுதுவர்
ெரியொன அளவு, இகடமவளி,
வரிவடிவம் ஆகியவற்றுடன்
தூய்கமயொக எழுதுவர்
BT 3.2.3
BT 3.2.4
BT 3.2.5
மெொற்ககளப் பொர்த்து எழுதுவர்
மெொற்மறொடர்ககளப் பொர்த்து
எழுதுவர்
எளிகமயொன வொக்கியங்ககளப்
பொர்த்து எழுதுவர்
BT 3.3 மெொல், மெொற்மறொடர்,
வொக்கியõ
¬¸¢ÂÅü¨È
உருவொக்கி எழுதுவர்
Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 3.3.1
BT 3.3.2
மெொல்கல உருவொக்கி எழுதுவர்
மெொற்மறொடகர உருவொக்கி
BT 3.3.3 எளிய வொக்கியத்கத உருவொக்கி

54
மெொற்களஞ்ெியம்
1.1.1
குகரக்கும்
பிளிரும்
கர்ஜிக்கும்
கத்தும்
ககனக்கும்
ெீறும்
1.4.2
(வல்லினம்)
கப்பல்
கட்டு
கட்டடம்
தட்டு
பட்டு
பட்டம்
அறம்
விறகு
இறகு
கண்
துப்பொக்கி
துப்பு
1.4.3
(மமல்லினம்)
அன்னம்
அம்மொ
நத்கத
நண்டு
மரம்
மண்
மபண்
இஞ்ெி
இங்கு
அங்கு
ெங்கு
மங்கு
தங்கு
1.4.4
(இகடயினம்)
யொழ்
அவர்
இவர்
ஐயொ
குரல்
வரம்
பழம்
பலம்
மூகள
1.4.8
படி - பொடி
தடி - தொடி
மடு - மொடு
மடி - மொடி
பல் - பொல்
நகம் - நொகம்
1.5.2
அம்மொ
அப்பொ
பொட்டி
தொத்தொ
அண்ணன்
தங்கக
தம்பி
அக்கொள்
1.5.4
மபரியப்பொ
மபரியம்மொ
ெிற்றப்பொ
ெித்தி
மொமொ
அத்கத
1.5.3
வணக்கம்
மன்னிக்கவும்
தயவுமெய்து
வொருங்கள்
அமருங்கள்
மெல்லுங்கள்
தொருங்கள்
2.1.1 / 2.1.4
வட்டம்
ெதுரம்
மெவ்வகம்
முக்வகொணம்
முட்கட வடிவம்
பிகற வடிவம்
நட்ெத்திர
வடிவம்
2.2.5
வொ
கக
நொ
தொ
கப
மொ
வபொ
2.2.6
எலி
நொய்
ஏர்
பூகன
முடி
கல்
பல்
2.2.7
தண்டு
பள்ளி
கிணறு
வெவல்
அணில்
மகொக்கு
எருகம
2.3.2
பொமொ ஆடு
பொப்பொ படி
ஆடிப் பொடு
ஆகட அணி
மொடிப்படி
அம்மொ அழகு
மபரிய வீடு
ெிறிய வீடு
2.3.2
பொப்பொ பொடு
மணிப்புறொ
கொட்டுப்பகுதி
புத்தகம் பொர்
மவள்களக்கொலணி
சுத்தம் மெய்
மொட்டுவண்டி
பொடம் படி

56
SPIRITUALITY, ATTITUDES AND VALUES
STRAND

57
ISLAMIC EDUCATION
Islamic Education emphasises the basic mastery of the Quran and Jawi, manifestation of faith (Akidah), interlisation of tenets of
worship, enrichment of good manners and morality and introduction of Sirah.
Upon completion of learning activities in Islamic Education, pupils can:
1. recognise hijaiyah letters, memorise short Quranic verses and acquire basic Arabic language.
2. understand the basic tenets of faith and worship of Allah.
3. know theSirah and attributes of Prophet Muhammad SAW and emulate him.
4. practise good manners and morality in life.
5. read and write Jawi correctly.
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PI 1.0 AL-QURAN
PI 1.1 Know hijaiyah letters Pupils can: Pupils can:
PI 1.1.1 Say single hijaiyah letters PI 1.1.2 Identify and sound out short
vowels:
(i) small diagonal line above a
letter (fathah)
(ii) a similar diagonal line below a
letter (kasrah)
(iii) a small curl-like diacritic
placed above a letter
(dhommah)

58
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PI 1.2 Memorise a few Quranic
verses from juzuk Amma
PI 1.2.1 Memorise the Al-Fatihah in the
correct manner
PI 1.2.2
PI 1.2.3
Memorise the following Quranic
verses in the correct manner:
(i) An-Nas
(ii) Al-Ikhlas
Recite and practise the Al-Fatihah,
An-Nas and Al-Ikhlas verses in life
PI 1.3 Acquire basic Arabic Pupils can: Pupils can:
PI 1.3.1 Say numbers 1 to 10 in Arabic PI 1.3.2
PI 1.3.3
Say and recognise numbers 1 to 10
in Arabic
Pronounce simple words in Arabic
PI 2.0 FAITH (AKIDAH)
PI 2.1 Internalise the
proclamation of faith
(kalimah syahadah) as a
foundation in belief of
Allah
PI 2.1.1
PI 2.1.2
Recite the kalimah ‫هللا‬ ‫إال‬ ‫إله‬ ‫ال‬
State the meaning of kalimah
‫هللا‬ ‫إال‬ ‫إله‬ ‫ال‬
PI 2.1.3
PI 2.1.4
PI 2.1.5
Recite the kalimah syahadah:
‫هللا‬ ‫إال‬ ‫إله‬ ‫ال‬ ‫أن‬ ‫أشهد‬
‫هللا‬ ‫رسول‬ ‫محمدا‬ ‫أن‬ ‫وأشهد‬
State the meaning of the kalimah
syahadah
Internalise the kalimah syahadah in
life

59
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PI 2.2 Understand the
foundation of faith in
Allah
PI 2.2.1
PI 2.2.2
Know oneself as a creation of Allah
Know Allah as the Creator:
(i) recite the kalimah of Allah
(ii) state the glory of Allah
(iii) glorify the kalimah of Allah
PI 2.2.3 Glorify Allah with:
(i) Subhanallah (‫هللا‬ َ‫ان‬َ‫ح‬ْ‫ب‬ُ‫س‬)
(ii) Alhamdulillah (‫ِهلل‬ ُ‫د‬ْ‫م‬َ‫ح‬ْ‫ل‬َ‫ا‬)
(iii) Allahu Akbar (ُ‫ر‬َ‫ب‬ْ‫ك‬َ‫أ‬ ُ‫هللا‬)
PI 2.3 Understand the meaning
of names of Allah
(Asma’ul Husna)
PI 2.3.1 Say the names of Allah and the
meaning:
(i) Ar-Rahman (The All-
Compassionate)
(ii) Ar-Rahim (The All-Merciful)
(iii) Al-Malik (The Absolute Ruler)
(iv) Al-Hakim (The Perfectly Wise)
(v) Al-Ghafur (The Forgiver and
Hider of Faults)
PI 2.3.2 Explain the names of Allah with
examples:
(i) Ar-Rahman (The All-
Compassionate)
(ii) Ar-Rahim (The All-Merciful)
(iii) Al-Malik (The Absolute Ruler)
(iv) Al-Hakim (The Perfectly Wise)
(v) Al-Ghafur (The Forgiver and
Hider of Faults)
PI 2.4 Understand the Six
Pillars of Iman
PI 2.4.1 State the Six Pillars of Iman:
(i) Belief in Allah
(ii) Belief in Malaa’ika (Angels)
(iii) Belief in Kitab (Scriptures)
(iv) Belief in the Prophets
(Messengers of Allah)
PI 2.4.2 Explain the Six Pillars of Iman

60
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
(v) Belief in Qiyaamah (Day of
Judgement
(vi) Belief in Qada’ and Qadar
(Divine Will and Decree)
PI 2.5 Understand the Five
Pillars of Islam
PI 2.5.1 State the Five Pillars of Islam:
(i) recite the kalimah syahadah
(ii) perform five daily prayers
(iii) fast during Ramadhan
(iv) pay tithes (zakaat)
(v) perform the Hajj
PI 2.5.2 Talk about the Five Pillars of Islam
in life
PI 3.0 WORSHIP (IBADAH)
PI 3.1 Demonstrate the proper
manner of cleaning
oneself
PI 3.1.1 State the proper manner of
cleaning oneself after:
(i) urination
(ii) defecation
PI 3.1.2
PI 3.1.3
Demonstrate the proper manner of
cleaning oneself after:
(i) urination
(ii) defecation
State the importance of cleaning
oneself after urination and
defecation

61
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PI 3.2 Perform wudhu Pupils can: Pupils can:
PI 3.2.1
PI 3.2.2
Identify the parts of body for wudhu
Show the limits of the parts of body
for wudhu
PI 3.2.3
PI 3.2.4
PI 3.2.5
Profess the intention of performing
wudhu in the correct manner
State the obligatory acts of wudhu
Perform wudhu in the correct
manner
PI 3.3 Know the five obligatory
prayers
PI 3.3.1
PI 3.3.2
Name the five obligatory prayers
State the times of prayers
PI 3.3.3 State the number of rakaat in each
obligatory prayer
PI 3.4 Simulate prayers Pupils can: Pupils can:
PI 3.4.1
PI 3.4.2
PI 3.4.3
Show the limits of the aurat during
prayer
Display the correct mannerism and
movements during prayer
Recite takbiratulihram
PI 3.4.4
PI 3.4.5
PI 3.4.6
Profess the intentions of the five
obligatory prayers
Recite prayers during movements
in worship
Perform a simulation of prayer
accordingly in the correct manner

62
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PI 3.5 Understand the concept
of fasting
PI 3.5.1
PI 3.5.2
State the meaning of fasting
Talk about fasting during:
(i) Ramadhan
(ii) pre-dawn meal
(iii) break of fast
PI 3.5.3
PI 3.5.4
PI 3.5.5
State the benefits of fasting
Profess the intentions of fasting
State the necessary acts during the
fasting month
PI 4.0 SIRAH
PI 4.1 Know Prophet
Muhammad SAW and
his family
PI 4.1.1 Talk about Prophet Muhammad
SAW
PI 4.1.2 State the names of Prophet’s family
members:
(i) mother (Aminah)
(ii) father (Abdullah)
(iii) grandfather (Abdul Mutalib)
(iv) uncle (Abu Talib)
PI 4.2 Understand the events
during the birth of
Prophet Muhammad
SAW
PI 4.2.1 Talk about the Elephant Army PI 4.2.2
PI 4.2.3
Relate the events during the
Prophet’s birth
State the lessons learnt during the
events of Prophet Muhammad
SAW’s birth

63
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PI 4.3 Practise the
characteristics and
attributes of Prophet
Muhammad SAW
PI 4.3.1 State the characteristics of Prophet
Muhammad SAW:
(i) hardworking
(ii) patient
(iii) loving
PI 4.3.2
PI 4.3.3
Explain the attributes of Prophet
Muhammad SAW:
(i) Siddiq (truthful)
(ii) Amanah (trustworthy)
(iii) Tabligh (advocate)
(iv) Fatonah (wise)
Practise the Prophet Muhammad
SAW’s characteristics and
attributes in life
PI 5.0 GOOD MANNERS (AKHLAK)
PI 5.1 Apply good manners in
life
PI 5.1.1
PI 5.1.2
PI 5.1.3
Recite and practise basmalah and
hamdalah in every good deed
Demonstrate good manners in
eating and drinking
Demonstrate good manners
towards:
(i) parents
(ii) family members
(iii) teachers
(iv) peers
(v) places of worship
PI 5.1.4
PI 5.1.5
PI 5.1.6
PI 5.1.7
PI 5.1.8
Recite the du’a daily
Demonstrate good manners in
entering and leaving the toilet
Differentiate halal and haram food
and drinks
State sunnah food
Discuss the importance of good
manners in life

64
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PI 6.0 JAWI
PI 6.1 Know Jawi letters Pupils can: Pupils can:
PI 6.1.1 Say Jawi letters PI 6.1.2 Identify the shapes of Jawi letters
PI 6.2 Read words with two
syllables
PI 6.2.1 Sound out Jawi letters which are
joined with the vowel alif
PI 6.2.2
PI 6.2.3
PI 6.2.4
Sound out Jawi letters which are
joined with the vowels wau and ya
Read acording to syllables
Read words with two syllables
PI 6.3 Write Jawi letters Pupils can: Pupils can:
PI 6.3.1 Sketch shapes, patterns and lines
from right-to-left using hand- eye
coordination
PI 6.3.2
PI 6.3.3
Write single Jawi letters
Copy words with two syllables

65
MORAL EDUCATION
Moral Education focuses on developing individuals with moral values based on three domains:
1. Moral Reasoning
Having the mental ability to identify good from bad behaviour and right from wrong.
2. Moral Emotions
Consciousness of moral feelings raises the awareness of practising good and appropriate behaviour which induces the feeling of joy
in doing good and remorse in doing wrong. Moral feelings create moral motivations and intentions to act based on empathy and
sympathy towards oneself and others.
3. Moral Behaviour
Moral actions that relate to moral reasoning and moral emotions, done voluntarily with responsibility, accountability and integrity.
The three domains need to be applied with the 14 universal values which are crucial to develop individuals with moral values. These
accepted universal values are in tandem with religious teachings, norms or beliefs of the Malaysian society.
Upon completion of learning activities in Moral Education, pupils can:
(i) understand the values practised by the Malaysian society.
(ii) appreciate and practise courteousness in their daily lives.
(iii) foster close ties with members of society to strengthen unity.

66
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PM 1.0 BELIEF IN GOD
PM 1.1 Belief in the existence of
God
PM 1.1.1 State God’s creation PM 1.1.2
PM 1.1.3
Talk about God’s creation
Show gratitude towards God’s
creation
PM 1.2 Know the religions or
beliefs in Malaysia
PM 1.2.1 State one’s religion or beliefs PM 1.2.2 Talk about religions or beliefs of the
people in Malaysia
PM 2.0 KINDNESS
PM 2.1 Be helpful to others Pupils can: Pupils can:
PM 2.1.1
PM2.1.2
Offer assistance to friends and
teachers
State the benefits of helping others
PM 2.1.3
PM 2.1.4
Talk about experiences of helping
family members
Help others in need
PM 3.0 RESPONSIBILITY
PM 3.1 Be responsible to oneself Pupils can: Pupils can:
PM 3.1.1
PM 3.1.2
Talk about one’s responsibility
Practise responsibility
PM 3.1.3
PM 3.1.4
State responsibilities at home
Carry out responsibilities in the
classroom

67
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PM 4.0 GRATITUDE
PM 4.1 Show gratitude for
assistance, appreciation
and contribution received
PM 4.1.1 Express gratitude verbally and in
writing
PM 4.1.2 Demonstrate various ways of
showing gratitude for assistance,
appreciation and contribution
received
PM 5.0 COURTESY
PM 5.1 Be polite in speech and
behaviour
PM 5.1.1 Emulate politeness in speech and
behaviour
PM 5.1.2 Speak and behave politely with
others
PM 6.0 RESPECT
PM 6.1 Be respectful Pupils can: Pupils can:
PM 6.1.1 Emulate being respectful to others PM 6.1.2
PM 6.1.3
State ways of showing respect in
various situations
Show respect to others
PM 7.0 LOVE
PM 7.1 Love oneself, others and
animals
PM 7.1.1 Talk about ways of showing love to
self, others and animals
PM 7.1.2 Show love to self, others and
animals

68
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PM 8.0 FAIRNESS
PM 8.1 Practise fairness in
interactions
PM 8.1.1 State examples of fairness PM 8.1.2
PM 8.13
Identify fairness in an action
Show fairness in an action
PM 9.0 COURAGE
PM 9.1 Be courageous in daily
life
PM 9.1.1 Show courage when interacting
with others
PM 9.1.2 Show courage in attempting new
tasks
PM 10.0 HONESTY
PM 10.1 Be honest in life Pupils can: Pupils can:
PM 10.1.1
PM 10.1.2
Provide examples of honest
behaviour
State the benefits of being honest
PM 10.1.3
PM 10.1.4
Identify honest behaviour in various
situations
Speak truthfully when conversing
with others
PM 11.0 DILIGENCE
PM 11.1 Be diligent in life Pupils can: Pupils can:
PM 11.1.1 Provide examples of diligence in
various situations
PM 11.1.2 Practise diligence in carrying out
tasks

69
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
PM 12.0 COOPERATION
PM 12.1 Be cooperative in
carrying out tasks
PM 12.1.1 Practise cooperation in carrying
out tasks
PM 12.1.2
PM 12.1.3
State the benefits of being
cooperative in carrying out tasks
Practise mutual cooperation with
friends in carrying out tasks
PM 13.0 MODERATION
PM 13.1 Be moderate in life Pupils can: Pupils can:
PM 13.1.1 State ways of being thrifty when
using tools and resources
PM 13.1.2
PM 13.1.3
Discuss the benefits of being
thrifty when using tools and
resources
Demonstrate thriftiness when
using tools and resources
PM 14.0 TOLERANCE
PM 14.1 Be tolerant in
interactions
PM 14.1.1 Provide examples of being
tolerant in interactions with
friends
PM 14.1.2 Demonstrate tolerance among
friends

2017 Standard Curriculum and Assessment Document English Translation

2017 Standard Curriculum and Assessment Document English Translation

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