dskp bi t6 kssr pend khas
TRANSCRIPT
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
1/24
DRAFKEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH
PENDIDIKAN KHAS (MASALAH PEMBELAJARAN)
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
BAHASA INGGERIS
TAHUN ENAM
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
2/24
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
3/24
DRAF
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS(MASALAH PEMBELAJARAN)
BAHASA INGGERIS
TAHUN ENAM
Bahagian Pembangunan Kurikulum
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
4/24
Cetakan Pertama 2014 Kementerian Pendidikan Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam
apa juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelummendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8,Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
5/24
RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-citauntuk mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya; memelihara satu cara hidupdemokratik; mencipta masyarakat yang adil bagi
kemakmuran negara yang akan dapat dinikmati bersamasecara adil dan saksama; menjamin satu cara yang liberal
terhadap tradisi-tradisi kebudayaannya yang kaya dan
berbagai-bagai corak; membina satu masyarakat progresifyang akan menggunakan sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukanseluruh tenaga dan usaha kami untuk mencapai cita-cita
tersebut berdasarkan atas prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
6/24
Pendidikan di Malaysia adalah suatu usaha
berterusan ke arah lebih memperkembangkan
potensi individu secara menyeluruh dan
bersepadu untuk melahirkan 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 memberikan sumbangan
terhadap keharmonian dan kemakmuran
keluarga, masyarakat dan negara.
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
7/24
KANDUNGAN MUKA SURAT
INTRODUCTION 1
GOALS 1
OBJECTIVES 1
STRAND BASED CURRICULUM ORGANIZATION 2
STRAND BASED CURRICULUM MODULE 2
HIGHER ORDER THINKING SKILLS 2
CROSS CURRICULAR ELEMENTS 4
SUBJECT FOCUS
SUBJECT OBJECTIVES
4
4
SUBJECT/MODULE IMPLEMENTATION 5
TEACHING AND LEARNING APPROACHES 5
INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN INDIVIDU)
ASSESSMENT
SCHOOL BASED ASSESSMENT
PERFORMANCE STANDARD
CONTENT STANDARD DOCUMENT AND ASSESSMENT
5
6
7
8
9
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
8/24
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
9/24
1
INTRODUCTION
The KSSR Special Education for the Learning Disabilities was
constructed to be consistent with the National Education
Philosophy. Based on the integrated approach principle,
comprehensive individual development, equal education
opportunity and quality and lifelong learning, the KSSR Special
Education for the Learning Disabilities is more focused on
gaining skill mastery to cater the individual needs while not
over emphasizing on education, burdening or imposing the
pupils. This is also consistent with the Malaysian Education
Development Plan (PPPM).
To fulfill individual needs, the teaching and learning processes
in Learning Disabilities Programme is designed to be flexible
and aligned with the 2013 Special Education Regulations
(Peraturan-Peraturan Pendidikan (Pendidikan Khas) 2013,
8.(1)(C)) that stated;
teachers may modify the:
(i) methods or the techniques of teaching and learning;
(ii) time allocated for the activities;
(iii) structure for the activities; and
(iv) teaching aids.
any modification stated in paragraph (1)(C) are subject to
the Special Education Curriculum.
The KSSR Special Education for the Learning Disabilities was
conceived with hope that the classroom learning will be able tobe applied in daily life. The curriculum provides quality
education for the learning impaired pupils so that they are able
to be more balance, independent and successful.
GOALS
The KSSR Special Education for the Learning Disabilities was
enacted with the goal to develop the pupils potential
comprehensively, balanced and integrated according to the
pupilspotentialor functionality. The development encompass
several key aspect, physical, spiritual, and intellectual in order
to promote a more balance, harmonious and moral human
being.
OBJECTIVES
The KSSR Special Education for the Learning Disabilities isdesigned to guide pupils to:
i. promote and practice positive attitude in meaningful
daily living and becoming a functional and useful
citizen
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
10/24
2
ii. apply the knowledge and skill and becoming self-
sufficient in daily life
iii. acquire skill and competency /aptitude towards a
successful careeriv. practice personal safety and health awareness
v. use proper communication skill to interact and socialize
in accordance to social norms
vi. enable Muslims to practice Islamic values in daily living
vii. practice apply moral values in daily living
viii. be involve in recreational activities
x. appreciate the wonders of nature and cultural heritage
xi. able to use information and communications
technologies in tune with current development
STRAND BASED CURRICULUM ORGANIZATION
Strand Based Curriculum Organization was built to promote
knowledgeable and competent human capital. Strand is the
key domain that supports each other to produce and promote
a well balance human being in terms of physical, emotional,
spiritual and intellect.
Content Standard
Domains for each strand are:
i. Communication
ii. Spiritual
iii. Humanity
iv. Science and Technology
v. Physical and Aesthetical development
vi. Self-Competency
Learning Standard
A set of learning and achievement criteria or indicator
measurable for each Content Standard.
STRAND BASED CURRICULUM MODULE
The KSSR Special Education for the Learning Disabilities isenacted in form of Content Standard and Learning Standard in
which pupil are required to master. These Standards are
organized in a module that contains elements of knowledge,
skills and values.
HIGHER ORDER THINKING SKILLS
The National Curriculum aims to produce wholesome, resilient,
curious, principled, knowledgeable and patriotic pupils who
have thinking, communicative and collaborative skills. Pupils
need to be equipped with 21st Century skills for them to
compete globally. This is outlined in the National Education
Blueprint where every pupil will be equipped with leadership
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
11/24
3
skills, bilingualism, ethics and spiritualism, social identity,
knowledge and thinking skills.
Thinking skills have been emphasised in the curriculum since
1994 with the introduction of Creative and Critical Thinking
Skills Beginning 2011, the Standard-based Curriculum for
Primary School, KSSR gives emphasis to higher order thinking
skills, (HOTS).
Higher order thinking skills encompass the ability to apply
knowledge, skills and values along with reasoning and
reflective skills to solve problems, make decisions and be
innovative and creative. Higher Order Thinking Skills refer to
the skills of applying, analyzing, evaluating and creating.
HOTS are explicitly written in the curriculum of each subject
and can be applied in the classroom through teaching and
learning activities in the form of reasoning, inquiry learning,
problem solving and project work. Teachers and pupils need
to use thinking tools such as mind maps, thinking maps and
Thinking Hats along with higher order questioning methods in
and out of the classroom to encourage pupils to think. In
doing so, pupils are given responsibility towards their own
learning.
HOTS Explanation
Application Using knowledge, skills and
values in differentsituations to complete a
piece of work
Analysis Ability to break down
information into smaller
parts in order to understand
and make connections
between these parts.
Evaluation Ability to consider, make
decisions using knowledge,
experience, skills, and
values; and justify decisions
made.
Creation Produce an idea or product
using creative and
innovative methods.
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
12/24
4
CROSS CURRICULAR ELEMENTS
Creativity and Innovation
Creativity is the ability to produce something new in an
imaginative and fun-filled way. Innovation is the process of
idea generation and utilizing the creative idea in relevant
contexts. Through creative and innovative teaching
approaches, pupils will display interest, curiosity, excitement
and greater growth in learning. Creativity and innovation in
pupils should be exploited and nurtured to ensure that their full
potential is realized.
Entrepreneurship
Fostering the entrepreneurial mind set among pupils at their
young age is essential in this new world. Some of the
elements that are linked with entrepreneurship are creativity,
innovation and initiative, which are also attributes for personal
fulfillment and success. In level two, elements of
entrepreneurship are incorporated in lessons through
activities.
Information and Communication Technology Skills (ICT)
Information and Communication Technology Skills (ICT)
include the use of multimedia resources such as TV
documentaries and the Internet, as well as the use of
computer-related activities such as e-mailing, networking and
interacting with electronic courseware.
SUBJECT FOCUS
The English Language Curriculum for the Learning Disabilities
focused to develop pupils potential, and to cater the individual
needs while not over emphasizing on education, burdening or
imposing the pupils. The curriculum provides quality education
for the Learning Disabilities pupils so that they are able to be
more balanced, independent and successful.
SUBJECT OBJECTIVES
Pupils should be able to:
I. listen, repeat and understand simple spoken
language
II. speak and respond appropriately/clearly
according given situations
III. read and understand simple messages
IV. write down given information in simple
sentences
V. use language skills in daily life
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
13/24
5
SUBJECT/MODULE IMPLEMENTATION
Teaching Module
The teaching module is based on the Curriculum Standard in
order to help teachers implement effective and efficient
teaching. Teachers have the flexibility to change, improvise or
built more effective teaching plans in accordance to the needs
of the pupils. Active involvement of the pupils would help
increase pupils performance.
Learning Module
Pupils are able to use the prepared learning module. These
modules contain worksheets as exercises, comprehension test
and gauging pupils mastery of knowledge, known skills.
TEACHING AND LEARNING APPROACHES
In implementing teaching and learning English Language,
teachers are able to diversify approaches in order to attain the
objectives of the Teaching and Learning Standard.
These approaches are:
i. Inquire
ii. Task analysis
iii. Learning through playing
iv. Thematic teaching
v. Collaboration approach (multi discipline groups)
vi. Constructivism
vii. Multi-sensory
viii. Contextual learningix. Interactive learning
x. Cooperative learning
xi. Simulation
xii. Mastery learning through learning experience
INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN
INDIVIDU)
Definition
Individualize Education Programme (RPI) is a written
document that clearly states end objectives, plans or goals to
achieve for every special education pupils. It would be a
teaching and learning guideline for teachers and would clearly
state each individuals achievement. (Peraturan-Peraturan
Pendidikan (Pendidikan Khas) 2013)
RPI is a teaching program based on multi discipline especially
prepared to cater the needs of special education needs pupils.
Each RPI is prepared and planned individually for the pupils.
Every modification and application done to teaching and
learning within the RPI will be documented. The RPI will serve
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
14/24
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
15/24
7
v. Foliothis is a complication of work done by the pupil
either individually or in a group.
vi. Essays essays would display pupils knowledge in
communicating and presenting information in anorganized and scientific form.
SCHOOL BASED ASSESSMENT
Formative assessment is a part of school-based assessment.
Formative assessment, or assessment for learning is an
important aspect of teaching and learning in the classroom
and good pedagogy always includes assessment. Formative
assessment is carried out for teachers to gain feedback on
their pupils learning and provide them with the necessary
information regarding their pupils learning so that they can
make changes to their teaching to enhance their pupils
learning. Thus, formative assessment is carried out during
teaching and learning in the classroom.
In order to help teachers to carry out effective school based
assessment, the assessment element has been incorporated
into this document together with the content and learning
standards. Teachers should refer to the Performance
Standard to help them ascertain the level of their pupils
acquisition of the various learning standards. The levels are
meant to help teachers gauge the level of their pupils
understanding and acquisition of the skills taught. With this
knowledge, teachers may change their approach or
methodology to help their pupils master the intended learningstandard.
Teachers may also use this document to assess their pupils
after a few units of study or at the end of the term to help them
determine the achievement levels of their pupils. Pupils are
assessed to determine their performance level in the different
skills of listening and speaking, reading, writing and language
arts.
Multiple sources of evidence like checklists, observations,
presentations, quizzes and tests can be used to document the
attainment of the learning standards. Through this process,
teachers will be able to build a profile of their pupils language
development through an on-going assessment.
PERFORMANCE STANDARD
The Performance Standard details six levels of performance
with descriptors for each level based on clusters of learning
standards. These levels serve as a guide to teachers in
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
16/24
8
assessing their pupils development and growth in the
acquisition of the learning standards that are taught. The
Performance Levels are arranged in an ascending hierarchical
manner to differentiate the different levels of pupils
achievement, as shown below:
The table below shows the overall generic levels of the
acquisition of skills for Year 5.
Performance StandardPerformance
LevelsDescriptor
1 Show very limited command of the language.
Requires plenty of guidance to perform basic
language tasks.
2 Show limited command of the language.
Requires guidance to perform basic language
tasks.
3 Show satisfactory command of the language.
Has the ability to use language but requires
guidance for some language tasks.
4 Show good command of the language. Has
the ability to use language but requires
guidance for more complex language tasks.
5 Show very good command of the language.
Has the ability to use language with less
guidance.
6 Show excellent command of the language.
Has the ability to use language without anyguidance.
Performance Level Description
1 Very Limited
2 Limited
3 Satisfactory
4 Good
5 Very Good
6 Excellent
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
17/24
9
Listening & Speaking
CONTENTSTANDARD
(Pupils are guidedto)
LEARNING STANDARD(Pupils should be able
to)
PERFORMANCE STANDARD(Pupils able to)
PERFORMANCELEVEL
DESCRIPTOR
1.1 Able tounderstand andrespond to oraltexts in a variety ofcontexts
1.1.1 Able to listen anddemonstrateunderstanding of oraltexts by answeringWh-Questions(What, Who, WhereWhen, Why, How)
with guidance
1Able to know the meaning of Wh-questions
(What, Who, Where When, Why, How)
2 Able to know the use of Wh-questions appropriately
3 Able to answer Wh-questions given by teacher
4 Able to ask and answer simple WH-questions.
5Able to ask and answer simple WH-questions in varioussituations.
6Able to apply Wh-questions in daily usage appropriately
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
18/24
10
CONTENTSTANDARD
(Pupils are guidedto)
LEARNING STANDARD(Pupils should be able
to)
PERFORMANCE STANDARD(Pupils able to)
PERFORMANCELEVEL
DESCRIPTOR
1.2 Able to usesimple English asthe medium ofconversations indaily routines.
1.2.1 Able tocommunicate usingsimple sentences.i) buying items or servicesii) expressing feelings
1.2.2 Able to follow andgive instructions anddirectionsi) going placesii) processes
with guidance
1Able to speak at the very basic level in classroom
2 Able to use simple sentences in classroom.
3Able to use simple sentences to deliver message according togiven situations.
4Able to carry out activities using simple conversation in
various situations.
5 Able to communicate well in daily routines.
6Able to apply English as the medium of conversations in dailyroutines and be able to set good example to other pupils.
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
19/24
11
Reading
CONTENTSTANDARD
(Pupils are guidedto)
LEARNING STANDARD
(Pupils should be ableto)
PERFORMANCE STANDARD
(Pupils able to)PERFORMANCE
LEVELDESCRIPTOR
2.1 able todemonstratethe understanding of
linear text
non-linear text
using a range ofstrategies tounderstand themeaning.
2.1.1 Able to read andspell words fromthe sentences
2.1.2 Able to read andcomplete sentences
2.1.3 Able to read aparagraph of 3 to5 sentences.
with guidance
1Able to read and understand words from the sentences.
2 Able to read and spell words from the sentences.
3Able to complete sentences by filling in the blanks.
4Able to read and understand sentences in the paragraphby matching to pictures
5Able to rearrange the sentences according to the correctsequence
6 Able to understand the content of linear or non-linear text
by answering comprehension questions.
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
20/24
12
Writing
CONTENT STANDARD
(Pupils are guidedto)
LEARNING STANDARD(Pupils should be able to)
PERFORMANCE STANDARD(Pupils able to)
PERFORMANCELEVEL
DESCRIPTOR
3.1 Able to write usingappropriatelanguage, form andstyle for a range ofpurposes.
3.1.1 Able to write:i) phrasesii) sentencesiii) simple paragraph
3.1.2 Able to punctuate correctly:
i) capital lettersii) full stopsiii) question marksiv) commasv) exclamation marks
in suitable mediums e.g.postcards , letters, forms e.g.
3.1.3 Able to write sentences toform simple paragraph.
3.2.1 Able to create simple linearand non-linear text:i) charts or diagramsii) posters
with guidance
1Able to copy and write phrases or sentences or simpleparagraph
2Able to know and understand the use of capital letters, fullstop, commas , question mark and exclamation marks inwriting
3Able to write common sight words in sentencesappropriately.
4Able to use correct punctuations in suitable mediums
5Able to construct simple paragraph using 3 to 5sentences.
6Able to create simple charts or diagrams and posters.
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
21/2413
Language Art
CONTENTSTANDARD
(Pupils are guidedto)
LEARNING STANDARD(Pupils should be able to)
PERFORMANCE STANDARD(Pupils able to)
PERFORMANCELEVEL
DESCRIPTOR
4.1 Able to enjoy andappreciate rhymes,poems and songs,throughperformance.
4.2 Able to expresspersonal responseto stories.
4.3 Able to participatein performance for
enjoyment.
4.1.1 Able to enjoy poemsand songs
4.1.2 Able to recite poemsand sing songswith rhythm
with guidance
4.2.1 Able to respond to:i) book coversii) pictures in booksiii) characters
(more than 5 objects or items)with guidance
4.3.1 Able to produce simplecreative works with
guidance based on:i) songsii) poemsiii) stories
4.3.2 Able to take part withguidance in a
performance based on:i) songii) poems
iii) stories
1 Able to respond to poems or songs or stories.
2Able to repeat after teacher to recite poems or singsongs or tell stories.
3 Able to recite poems or sing songs with simplemovements or role play characters from stories.
4Able to express personal responses from poems orsongs or stories.
5Able to present simple creative work based on actionsongs or poems or stories.
6Able to participate in performance based on poems ,songs and stories
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
22/2414
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
23/24
-
7/23/2019 DSKP BI T6 KSSR PEND KHAS
24/24
TERBITAN
KEMENTERIAN PENDIDIKAN MALAYSIA
BAHAGIAN PEMBANGUNAN KURIKULUMARAS 4-8 BLOK E9KOMPLEKS KERAJAAN PARCEL E
PUSAT PENTADBIRAN KERAJAAN PERSEKUTUAN 62604PUTRAJAYA
Tel: 03-8884 2000 Fax: 03-8888 9917http//www.moe. gov.my/bpk