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

 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

vii
 NATIONAL PRINCIPLES

INDEED, Our Country Malaysia aspires to achieving a greater unity for all her peoples:
Maintaining a democratic way of life;
Creating a just society in which the wealth of the nation shall be equitably shared; Ensuring a
liberal approach to her rich and diverse cultural traditions, and;
Building a progressive society which shall be oriented to modern science and technology;

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

BELIEF IN GOD
LOYALTY TO KING AND
COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
 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)

x
 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)

 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]
 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

xiii
KATA PENGANTAR

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

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

1

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.
. of the Malaysian society.
KSPK EDISI BAHASA INGGERIS
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
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.
 KSPK EDISI BAHASA INGGERIS

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

Figure 1: The Framework for National Preschool Standards-Based Curriculum

3
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.
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

Spirituality, Attitudes and Values Strand
The Physical Development and Aesthetics Strand emphasises physical
The Spirituality, Attitudes and Values Strand gives priority to the
development and health for personal well-being and nurturing of
appreciation of religious practises, beliefs, attitudes and values. This
imagination, creativity, talents and appreciation of arts among pupils.
strand contains two disciplines namely Islamic Education and Moral
This strand comprises Physical Development and Healthcare as well as
Education. Islamic Education will be learnt by Muslim pupils while
Creativity and Aesthetics.
Moral Education will be learnt by non-Muslim pupils.

Science and Technology Strand

Humanity Strand
The Science and Technology Strand emphasises scientific knowledge,
The Humanity Strand emphasises on the acquisition of knowledge and
skills and attitudes as well as mathematical knowledge and skills. This
practises of the local community and the environment, the country and
strand comprises of Early Science and Early Mathematics.
the world as well as instilling patriotism and unity.
 KSPK EDISI BAHASA INGGERIS

FOCUS Table 1: Pupils’ Profile

PUPILS’
The preschool curriculum focuses on producing pupils who are able to DESCRIPTION
PROFILE
communicate and socialise with confidence. It is hoped that pupils will Pupils are able to face and overcome
be able to face challenges and solve problems, are eager to learn and Resilient difficulties and challenges with wisdom,
confidence, tolerance and empathy.
ready for further learning.
Pupils are able to express their thoughts,
ideas and information confidently and
Communicators
ST
creatively in oral and written form, using a
21 CENTURY SKILLS variety of media and technology.

One of the aspirations of the National Preschool Standards- Based Pupils are able to think critically, creatively
and innovatively; able to solve complex
Curriculum is to produce pupils with 21st century skills focusing on problems; and make ethical decisions. They
thinking skills and living skills as well as their future careers which are are able to think about learning and about
based on moral values. 21st century skills aims to produce pupils with Thinkers being learners themselves. They are able to
generate questions and are receptive towards
characteristics as illustrated in Table 1. The acquisition of the Content
other people’s perspectives, values,
Standards and Learning individual traditions and community. They
Standards in the National Preschool Standards-Based Curriculum are confident and creative in handling new
learning areas.
contributes to the attainment of 21st century skills among pupils.

Pupils are able to cooperate effectively and

harmoniously with others. They share
Team Spirit collective responsibility, respect and cherish
the contribution of each member in the
team. They acquire
interpersonal skills through collaborative
5
 PUPILS’
DESCRIPTION
PROFILE
activities, which in turn enable them to
become better leaders and team members.
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
Inquisitive
as display independent traits in learning.
Pupils are able to enjoy continuous life-
long
learning experiences.
Pupils have a sense of integrity and
sincerity, equality, fairness and respect for
Virtuous individuals, groups and community. They
are responsible for their actions,
reactions and decisions.
PUPILS’
DESCRIPTION
PROFILE
Pupils are able to show empathy, sympathy
and respect towards the needs and feelings
Loving / of others. They are committed to serve the
Considerate 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

Pupils are able to obtain knowledge and order to stimulate structured and focused thinking amongst pupils. The
develop a broad and balanced explanation of HOTs is focused on four thinking levels as in Table 2.
understanding across various disciplines.
They can explore knowledge effectively in
Informative terms of local and global contexts. They
understand issues related to ethics or laws
regarding information that they have
acquired.
Table 2: Thinking levels in HOTs

Creative Thinking Skills is the ability to produce or create

HOTS Explanation something new and valuable using original and imaginative thinking
 Using knowledge, skills and values unconventionally.
Application in different situations to complete a
task.
Reasoning Skills is the ability of individuals to make
 Ability to break down information
into smaller parts in order to considerations and evaluations logically and rationally.
Analysis
understand and make connections
between these parts.
Thinking Strategies is a way of thinking that is structured and
 Ability to consider and make
decisions using knowledge, focused on problem solving.
Evaluation
experience, skills, values and justify
decisions made.
HOTS can be applied in the classroom through reasoning activities,
Creation  Produce creative and innovative idea,
product or method. inquiry learning, problem solving and project work. Teachers and
pupils need to use thinking tools such as thinking maps and mind maps
HOTS is the ability to apply knowledge, skills and values in reasoning as well as higher order questioning techniques to encourage pupils to
and reflecting to solve problems, make decisions, be innovative and be think.
able to create. HOTs encompasses critical and creative thinking skills,
reasoning and thinking strategies. LEARNING ENVIRONMENT

Learning environment refers to the atmosphere and the physical

Critical Thinking Skills is the ability to evaluate ideas logically and
surroundings where teaching and learning takes place. It is one of the
rationally in order to make reasonable judgements based on valid
key elements in preschool education and should be planned so that an
reasons and evidences.
interactive and conducive learning
environment can be realised.
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
 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.
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
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.
  provide sufficient time and opportunities for pupils to carry
There are various teaching and learning strategies which can be used
out explorative activities.
by teachers, they are:
 use of realia in teaching and learning to assist pupils to acquire
concepts and knowledge.
Child-Centred Learning
 teaching and learning activities should be balanced and varied
so that effective and meaningful learning takes place such as
Child-centred learning involves pupils’ active participation in the
outdoor and indoor, active and passive, individual, group and
learning activity, and pupils are responsible for their own learning.
whole class activities as well as activities initiated by pupils
Pupils take on an important role in the learning process as learning is
and planned by teachers.
driven by their interest, encouragement and needs. Pupils are given the
choice to choose activities, materials and time while learning.
TEACHING AND LEARNING STRATEGIES
Teachers facilitate and guide the learning activity.

There is no one method or strategy which is deemed the best

Learning Through Play
implemented for teaching and learning in the classroom for pupils of
various abilities. Teachers have to make the best choices when Learning through play is planned and structured to provide pupils with

planning lessons using various teaching and learning strategies opportunities to learn in a free and safe environment, which is

appropriate with the development, needs, abilities, talents and interests enjoyable and meaningful. It is emphasised in preschool education as

of pupils for effective and meaningful learning. For example, in the play is a natural behaviour of pupils. Play allows pupils to explore,

National Preschool Standards-Based Curriculum and Assessment make discoveries and build experiences in a natural way. Physical,

Document, there are learning standards specifically for pupils aged 4+ socio-emotional, cognitive, language development and pupils’

only. However, for pupils aged 5+ who have not acquired the potential are enhanced and maximised.

standards, teachers can conduct teaching and learning based on

learning standards for 4+.
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.
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
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.
 Naturalist intelligence: the ability to know and classify plants,
minerals and animals including grass and stones as well as
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.
flora and fauna.
 in giving positive and meaningful learning experience to pupils.
Every individual has various intelligences and abilities. One’s
potential is enhanced with constant motivation, enrichment and
appropriate learning opportunities which develops pupils’ intelligence CHILDREN WITH SPECIAL NEEDS
and interests to the maximum level.
1. Teachers need to plan strategies to address learning difficulties

INVOLVEMENT OF PARENTS AND THE LOCAL by identifying and taking appropriate actions in order to assist

COMMUNITY pupils with special needs. Actions that can be taken are as
follows:
1. Explanation of the preschool curriculum and its implementation  Identify pupils’ levels, differences in learning and their
should be disseminated to parents/guardians to create awareness needs, in order to plan suitable teaching and learning
about preschool education and obtain their cooperation to ensure strategies.
smooth and effective teaching and learning.  Prepare portfolios to compile works and to record pupils’
2. Sharing of information between the teacher and development and learning progress.
parents/guardians is essential to assist in pupils’ learning and to  Diversify learning content and activities for effective
ensure the continuity of teaching and learning from the school to teaching and learning.
the home and vice versa.  Modify learning resources based on pupils’ needs.
3. Good relationship between the school and parents/guardians as
well as the local community will assist 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
 learning difficulties. The instrument should be produced to the teaching and learning.
medical officer as reference for verification.  Knowledge and awareness on the importance of the
environment help shape pupils’ ethics in appreciating nature.
ELEMENTS ACROSS THE CURRICULUM
3. Values
Elements Across the Curriculum is a value-added element embedded  Values need to be emphasised to ensure pupils are aware of
in the teaching and learning process other than those specified in the its importance and practise them.
content standards. The application of these elements is aimed at  Values encompass the aspects of spirituality, humanity and
strengthening the human capital skills and competency as well as citizenship which are practised in daily life.
intended to prepare pupils for the challenges of the present and the
4. Science and Technology
future. The elements are explained below:
 Increased interest in science and technology will help to
1. Medium of Iinstruction improve scientific and technological literacy amongst pupils.
 The correct use of the medium of instruction should be  The use of technology in teaching can help and contribute to
emphasised. efficient and effective learning.
 During teaching and learning, emphasis should be given to  The integration of science and technology in the teaching and
pronunciation, sentence structure, grammar and the learning process covers four areas, namely:
terminology of the language in order to assist pupils organise o Knowledge of science and technology (facts,
ideas as well as communicate effectively. principles, concepts related to science and
technology);
2. Environmental Sustainability
o Scientific skills (thinking process and specific
 Developing awareness towards the love of the environment
manipulative skills);
in the pupils should be nurtured through
 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.
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.

6. Creativity and Innovation 8. Information and Communication Technology (ICT)

 Creativity is the ability to use imagination in gathering,  Incorporation of ICT elements in teaching and learning

assimilating and generating ideas or creating something new ensures pupils are able to apply and strengthen their

or original through inspiration or combination of existing knowledge and basic ICT skills.

ideas.  Application of ICT motivates pupils to be creative, stimulates

 Innovation is the application of creativity through interest and makes teaching and learning enjoyable as well as

modification and putting ideas into practice. improves the quality of learning.

 Creativity and innovation are inter-connected and needed to  ICT should be integrated based on suitability of topics and

ensure the development of human capital to meet the used as a tool to further enhance pupils’ understanding of the

challenges of the 21st Century. subject content.

 Elements of creativity and innovation should be integrated in

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

1. Assessment encompasses cognitive, affective and psychomotor

CONTENT ORGANISATION
aspects in tandem with the National Preschool Standards-Based
Curriculum. The National Preschool Standards-Based Curriculum is organised with
emphasis on Content Standards, Learning Standards and Performance
2. Assessment is conducted in line with the stipulated aim. Standards.
3. Assessment is carried out continuously.
4. Assessment methods should be valid and reliable; in accordance Table 4: Organisation of NPSC

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.
CONTENT LEARNING PERFORMANCE
STANDARD STANDARD STANDARD
Specific statements A set of criteria or A set of general
which specify the quality indicator of criteria which shows
essential knowledge, learning and performance levels
skills and values
achievement which which pupils need to
pupils need to
acquire and can can be measured. show when they
perform by the end have acquired a
of a schooling term. particular skill,
knowledge or value.
Minimum Time Allocation certified Islamic Education teacher for at least two hours a
Minimum time allocation for preschool education should be adhered to week.
as follows: 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.
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 Teaching and Learning Time Allocation
day (including recess), that is, 17½ hours a week for pupils aged Planning of daily activities in preschool should be based on time
4+. allocation as in Table 4. However, teachers are given the flexibility to
3. Bahasa Melayu is used as the instructional language for at least arrrange the timetable according to the needs of pupils.
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
Table 5: Time Allocation in Preschool 1. Routine Activities

Weekly time Allocation Routine activities are activities that are carried out on a daily basis
(minutes)
No. Learning Areas Other and have special time allocation. These activities include circle
Bahasa
Medium of time, recess and reflection.
Melayu
Instruction
1. Bahasa Melayu 60 60 Circle Time
2. English Language 60 60 Circle Time is to prepare preschoolers mentally and emotionally to
3. Chinese/Tamil Language - 60 focus on the learning activities of the day. Activities during Circle

4. Outdoor Activity 120 120 Time such as sharing of ideas and information; storytelling,
Islamic Education / Moral singing, and other activities can increase their vocabulary; and
6. 120 120
Education improve their social skills and encourage the involvement of
7. Early Mathematics 40 40 preschoolers actively. The time allocated for Circle Time is 20
8. Integrated Learning 800 740 minutes daily.

Total 1200 1200

Recess

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:
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.
 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.
 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.
COMMUNICATION
STRAND
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.
 STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+
BM 1.0 KEMAHIRAN MENDENGAR DAN BERTUTUR

BM 1.1 Mendengar dan memberi Murid boleh: Murid boleh:

respons terhadap pelbagai
BM 1.1.1 Mengenal pasti pelbagai bunyi di BM 1.1.2 Mengecam dan membezakan
bunyi di persekitaran
persekitaran bunyi di persekitaran
(i) manusia
(ii) alam sekitar
(iii) ciptaan manusia

BM 1.1.3 Memberi respons terhadap bunyi

yang didengar

BM 1.2 Mendengar, memahami Murid boleh: Murid boleh:

dan memberi respons
BM 1.2.1 Mendengar dan memberi respons BM 1.2.4 Mendengar dan memberi respons
secara gerak laku dan
terhadap cerita yang didengar dengan bertatasusila terhadap:
lisan
(i) arahan
BM 1.2.2 Mendengar dan menyanyi lagu (ii) soalan
(iii) cerita
BM 1.2.3 Mendengar, memahami dan
memberi respons secara BM 1.2.5 Mendengar dan melafazkan puisi
bertatasusila terhadap: dengan intonasi yang betul
(i) ucap selamat
(ii) arahan yang mudah BM 1.2.6 Melafazkan puisi
(i) pantun dua kerat
(ii) sajak
 STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+

BM 1.3 Mendengar dan mengecam Murid boleh: Murid boleh:

bunyi bahasa
BM 1.3.1 Mendengar dan menyebut abjad BM 1.3.4 Mendengar, mengecam dan
menyebut perkataan

BM 1.3.2 Mendengar, mengecam dan BM 1.3.5 Menyebut dan memberi respons

menyebut bunyi suku kata awal terhadap perkataan yang didengar
yang sama dalam perkataan

BM 1.3.3 Mendengar, mengecam dan

menyebut bunyi suku kata akhir
yang sama dalam perkataan

BM 1.4 Berinteraksi Murid boleh: Murid boleh:

menggunakan ayat
BM 1.4.1 Mendengar dan menyebut ayat mudah BM 1.4.4 Berinteraksi menggunakan ayat
mudah
secara bertatasusila mudah mengikut situasi

BM 1.4.2 Berinteraksi menggunakan ayat BM 1.4.5 Berinteraksi menggunakan ayat

mudah untuk: mudah untuk:
(i) meluahkan perasaan (i) memberi arahan
(ii) menyatakan permintaan (ii) memberi pandangan

BM 1.4.3 Bersoal jawab menggunakan ayat BM 1.4.6 Bersoal jawab menggunakan ayat
mudah mudah berdasarkan bahan
rangsangan
 STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+

BM 1.5 Bertutur untuk Murid boleh: Murid boleh:

menyampaikan idea BM 1.5.1 Menyampaikan idea tentang sesuatu
BM 1.5.2 Menyampaikan idea secara kritis
yang didengar, dilihat atau dialami
tentang sesuatu yang didengar,
dilihat atau dialami

BM 2.0 KEMAHIRAN MEMBACA

BM Menguasai kemahiran Murid boleh:

2.1 prabaca
BM 2.1.1 Menyatakan lambang dan cetakan
yang membawa makna tertentu

BM 2.1.2 Mengenal pasti ciri-ciri fizikal buku:

(i) judul
(ii) gambar/ilustrasi
(iii) pengarang

BM 2.1.3 Mengamalkan cara membaca

yang betul:
(i) dari kiri ke kanan
(ii) dari atas ke bawah
(iii) jarak antara mata dengan
buku
(iv) teknik memegang buku

BM 2.1.4 Mengamalkan penjagaan buku

dengan cara yang betul

BM 2.1.5 Membaca secara olok-olok

 STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+

BM 2.2 Mengenal huruf abjad Murid boleh: Murid boleh:

BM 2.2.1 Mengenal pasti abjad BM 2.2.3 Mengenal pasti dan menyebut
huruf kecil dan besar
BM 2.2.2 Menyebut dan membunyikan
huruf vokal

BM 2.3 Membina dan membaca Murid boleh: Murid boleh:

suku kata dan perkataan
BM 2.3.1 Membunyikan suku kata terbuka BM 2.3.3 Membaca perkataan dengan suku
kata terbuka:
BM 2.3.2 Membunyikan suku kata tertutup (i) KV+KV
(ii) KV+ KV+KV

BM 2.3.4 Membaca perkataan dengan suku

kata terbuka dan tertutup:
(i) KVK
(ii) V+KV
(iii) V+KVK
(iv) KV+KVK
(v) KVK+KV
(vi) KVK+KVK

BM 2.4 Membaca dan Murid boleh: Murid boleh:

memahami frasa dan
BM 2.4.1 Membaca frasa yang mengandungi BM 2.4.3 Membaca dan memahami frasa
ayat
perkataan dengan suku kata terbuka yang mengandungi perkataan
dengan suku kata terbuka dan
Membaca ayat mudah yang tertutup
BM 2.4.2 mengandungi perkataan dengan
suku kata terbuka
 STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+
BM 2.4.4 Membaca dan memahami ayat mudah
dengan sebutan yang betul

BM 2.5 Membaca dan Murid boleh: Murid boleh:

memahami bahan
BM 2.5.1 Membaca bahan bacaan mudah BM 2.5.2 Membaca dan menceritakan
bacaan
semula daripada bahan bacaan
yang dibaca

BM 2.5.3 Membaca dan meluahkan idea

daripada bahan bacaan yang
dibaca

BM 2.6 Memupuk bacaan luas Murid boleh: Murid boleh:

BM 2.6.1 Memilih bahan bacaan yang BM 2.6.4 Berkongsi bahan bacaan
digemari
BM 2.6.5 Membaca bahan bacaan secara
BM 2.6.2 Mengenal dan menamakan berkongsi dengan rakan
gambar dalam buku
BM 2.6.6 Membaca bahan bacaan dengan
BM 2.6.3 Membaca perkataan yang sendiri
terdapat dalam buku

BM 3.0 KEMAHIRAN MENULIS

BM 3.1 Menguasai kemahiran Murid boleh:

pratulis
BM 3.1.1 Memegang alat tulis dengan cara
yang betul untuk menulis

BM 3.1.2 Duduk dengan posisi yang betul

 STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+
semasa menulis

BM 3.1.3 Membuat contengan dan lakaran

menggunakan pelbagai alat tulis

BM 3.1.4 Mengkoordinasikan pergerakan

mata dengan tangan melalui
lakaran bentuk, corak dan garisan
secara bebas

BM 3.1.5 Mengkoordinasikan pergerakan

mata dengan tangan mengikut
arah yang betul

BM 3.2 Menguasai kemahiran Murid boleh: Murid boleh:

menulis Menulis huruf kecil dengan cara yang BM 3.2.5
BM 3.2.1 Menyalin ayat mudah
betul
BM 3.2.6 Meluahkan idea dalam bentuk
BM 3.2.2 Menulis huruf besar dengan cara lukisan, simbol dan tulisan
yang betul
BM 3.2.7 Menulis perkataan dan frasa
BM 3.2.3 Menyalin perkataan
BM 3.2.8 Menulis ayat mudah
BM 3.2.4 Menyalin frasa
 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

bapa, baca, batu, buku, bola, bahu, cuti, ciku, dagu, duri, feri, gigi, hari, jala, kuku, kuda, lori,
Dua suku kata terbuka KV+KV
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

V+KVK adik, ayam, awan, akar, epal, emak, ekor, itik, ubat, otak
satu suku kata tertutup

Satu suku kata terbuka dan bakul, bulan, bulat, bunga, cawan, cicak, dodol, datuk, gajah, garam, hutan, hitam, jalan, katil,
KV+KVK
satu suku kata tertutup kipas, lapan, lilin, mulut, masin, makan, nenek, pokok, siput

Satu suku kata tertutup dan

KVK+KV kunci, lampu, lembu, pintu, teksi, kanta, kurma, baldi, bomba
satu suku kata terbuka

Dua suku kata tertutup KVK+KVK biskut, kertas, masjid, coklat, sampan, bantal, kantin, tandas, cermin, mancis
 GLOSARI

Bil. Istilah Maksud / Makna

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;
1 bacaan luas
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).

 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.

LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 1.0 LISTENING AND SPEAKING SKILLS

BI 1.1 Listen to and identify Pupils can: Pupils can:

sounds
BI 1.1.1 Listen to and identify common BI 1.1.2 Listen to and respond to stimulus
sounds in the environment given:
(i) environmental sounds
(ii) voice sounds
(iii) rhythm and rhyme
(iv) alliteration

BI 1.1.3 Listen to and identify rhymes in

nursery rhymes and songs
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

BI 1.2 Listen to and respond Pupils can: Pupils can:

appropriately
BI 1.2.1 Listen to and recite nursery BI 1.2.6 Listen to and recite poems and
rhymes rhymes

BI 1.2.2 Listen to and sing songs Listen BI 1.2.7 Listen to and respond to stories

BI 1.2.3 to and repeat greetings

BI 1.2.4 Listen to and follow simple

instructions

BI 1.2.5 Listen to and enjoy simple stories

BI 1.3 Listen to, understand and Pupils can: Pupils can:

respond in a variety of
BI 1.3.1 Participate politely in daily BI 1.3.2 Name favourite things and
contexts
conversations to: activities
(i) exchange greetings
BI 1.3.3 Listen to and respond to oral texts
(ii) show appreciation
(iii) introduce oneself
BI 1.3.4 Participate in talk about familiar
(iv) express feelings
activities and experiences
(v) make simple request
BI 1.3.5 Participate in talk about stories
heard

BI 1.3.6 Participate in role play about

familiar daily situations
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 2.0 READING SKILLS

BI 2.1 Show appropriate book Pupils can:

handling skills Children who start preschool at 5+
BI 2.1.1 Handle books carefully
will develop the book handling skills
BI 2.1.2 Recognise the basic features of a learning standards of children who
started preschool at 4+.
book

Read print in the correct manner: Children who started preschool at 4+

BI 2.1.3
(i) left to right will continue to recieve appropriate
(ii) top to bottom support and challenge in book
handling skills.
(iii) distance between eyes and the
book

BI 2.1.4 Show awareness that print

conveys meaning by doing
pretend reading

BI 2.2 Apply sounds of letters to Pupils can: Pupils can:

recognise words
BI 2.2.1 Recognise letters of the alphabet by BI 2.2.5 Recognise and sound out letters of
their: the alphabet
(i) shape
(ii) name BI 2.2.6 Recognise and sound out initial,
medial and ending sounds in a
BI 2.2.2 Recognise small letters of the word
alphabet
BI 2.2.7 Blend phonemes (sounds) to form
BI 2.2.3 Recognise capital letters of the single syllable words
alphabet
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 2.2.4 Name letters of the alphabet

BI 2.3 Demonstrate Pupils can: Pupils can:

understanding of a
BI 2.3.1 Recognise and read logos and BI 2.3.3 Recognise and read high
variety of texts in the
signs frequency/sight words
form of print and non-
print materials
BI 2.3.2 Read familiar words printed in the BI 2.3.4 Read simple phrases
surroundings
BI 2.3.5 Read simple sentences

BI 2.4 Develop interest in reading Pupils can: Pupils can:

independently for
BI 2.4.1 Recognise and name objects or BI 2.4.2 Read texts independently
information and enjoyment
people in pictures
BI 2.4.3 Read and respond to texts read

BI 3.0 WRITING SKILLS

BI 3.1 Develop prewriting skills Pupils can:

BI 3.1.1 Demonstrate fine motor control of Children who start preschool at 5+
will focus on the prewriting skills
hands and fingers by using writing
tools correctly learning standards of children who
started preschool at 4+.
BI 3.1.2 Demonstrate correct posture and
Children who started preschool at 4+
pen hold grip
will continue to recieve appropriate
support and challenge in prewriting
BI 3.1.3 Develop hand-eye coordination
skills.
through scribbling, drawing lines
and patterns
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

BI 3.2 Develop writing skills Pupils can: Pupils can:

BI 3.2.1 Write recognisable letters BI 3.2.5 Copy simple phrases in legible
print
BI 3.2.2 Copy and write small letters
legibly BI 3.2.6 Copy simple sentences in legible
print
BI 3.2.3 Copy and write capital letters
legibly BI 3.2.7 Communicate ideas and
information by using drawing,
BI 3.2.4 Copy familiar words in legible print marks, symbols and writing with
invented spelling

BI 3.2.8 Write words and phrases in legible

print
 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
 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
 GLOSSARY

No. Term Definition

The use of words that begin with the same sound.

1. alliteration
Example: peas porridge pot

3. non-print material Digital reading materials.

Printed matter is a term to describe printed material produced by printers or publishers, such as
4. print material books, magazines, booklets, brochures and other publicity materials and in some cases, newspapers.

A regular repeated pattern of sounds and words that rhyme.

5. rhythm and rhyme
Example: nursery rhymes.
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。
 KSPK EDISI BAHASA INGGERIS

2. 阅读教学重视培养学生的阅读兴趣和习惯。教师应提供充足的读物及营造良好的阅读环境。课室内所置放的读物须适合学生程度并
且是趣味的图书。
3. 识字是阅读的基础，也是学前教育语文教学的一个重点，必须力求到位。教师应不厌其烦地指导学生辨识字形相似、读音相近或其

他容易出现混淆的字。介绍实物或图形和文字的关系，如：山 -水- 月-

4. 不要向学生介绍“独体字”、“合体字”、“象形字”等名词术语。

5. 识字容易写字难，识字教学，应该多识字，少写字，不可要求识写同步，以免拖慢识字的速度。识字教学需通过活动进行，避免教学枯燥单
调。不能把写字当作识字教学的活动。学前班的教师可根据班级学生程度与主题进行选择或增减认识的生字。
6. 书写教学重视发展学生眼和手的机能及协调能力，在执笔和坐姿等方面养成良好的习惯，打好写字基础，并对写字产生兴趣。

7. 写字教学要求学生会使用田字格练习写字，掌握基本笔画和偏旁部首的写法，笔顺正确，并初步具有间架结构的意识。

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
 KSPK EDISI BAHASA INGGERIS

学习标准
内容标准
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， 学生能： 学生能：

做出适当的反应
BC 1.2.1 聆听及明白单项指示与要求，并作 BC 1.2.2 聆听及明白指示与要求，并作出适
出适当的反应 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 学生能： 学生能：

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

42
 学习标准
内容标准
4+ 5+
BC 1.4.2 讲述有关自己的事物 BC 1.4.4 讲述生活中所发生的事情

BC 1.4.5 针对事情说出看法

BC 1.5 针对有关情况发问和回答 学生能： 学生能：

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 学生能： 学生能：

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

 KSPK EDISI BAHASA INGGERIS

学习标准
内容标准
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

44
 学习标准
内容标准
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 学生能：

写字前的准备
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。

 学习标准
内容标准
4+ 5+
BC 3.2.2 以正确的坐姿写字 (i) 笔画、笔顺正确
(ii) 字体整齐
BC 3.2.3 正确地写出基本笔画

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 BC 3.3.2 用图像、符号或文字表达想法

记录
 தமிழ்மமொழி

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.

கற்றல் தரம்
உள்ளடக்கத் 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 பிரொணிகள் எழுப்பும் ஒலிககள அறிவர் BT 1.1.3 மெயற்கக ஒலிககள அறிவர்
இயற்கக ஒலிககள அறிவர் BT 1.1.4 இகெக்கருவிகளின் ஒலிககள அறிவர்
BT 1.1.2
 கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
BT 1.2 மெவிமடுத்தவற்கறக் கூறுவர்; Á¡½Å÷¸û: Á¡½Å÷¸û:
அதற்வகற்பத் துலங்குவர்
BT 1.2.1 மெவிமடுத்த கட்டகள¨Âì BT 1.2.5 ¦ºÅ¢ÁÎò¾ ¸¨¾¨Âì ÜÚÅ÷
ÜÚÅ÷; «¾ற்§¸jபò
துலங்குவர் BT 1.2.6 ¦ºÅ¢ÁÎò¾ ¸¨¾¨Âô ÀjÈ¢Â
¾¸Åø¸¨Çì ÜÚÅ÷
BT 1.2.2 மெவிமடுத்த
வவண்டுவகொ¨Çì ÜÚÅ÷; BT 1.2.7 மெவிமடுத்த ¸¨¾Â¢ý
«¾ற்§¸jபò துலங்குவர்
À¡ò¾¢Ãí¸Ç¢ý
ÀñÒ¸¨Ç Å¢ÇìÌÅ÷
BT 1.2.3 மெவிமடுத்த º¢ÚÅ÷ பொடகலப் பொடுவர்

மெவிமடுத்த ெந்தப் பொடகலப் பொடுவர்

BT 1.2.4

BT 1.3 எழுத்துககள ஒலிப்பர் Á¡½Å÷¸û: Á¡½Å÷¸û:

BT 1.3.1 உயிர் எழுத்துககளயும் ஆய்த
எழுத்கதயும் ஒலிப்பர்
BT 1.3.2 மமய்மயழுத்துககள ஒலிப்பர்
BT 1.3.3 வல்லின உயிர்மமய் எழுத்துககள ஒலிப்பர்
மமல்லின உயிர்மமய் எழுத்துககள ஒலிப்பர்
BT 1.3.4
இகடயின உயிர்மமய் எழுத்துககள ஒலிப்பர்

BT 1.3.5
 கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
BT 1.3.6 குறில், மநடில் எழுத்துககள
ஒலிப்பர்

BT 1.4 மெொற்ககளச் ெரியொக Á¡½Å÷¸û: Á¡½Å÷¸û:

உச்ெரிப்பர்
BT 1.4.1 உயிமரழுòиû மகொண்ட BT 1.4.5 வல்லின ¯Â¢÷¦Áö¦ÂØòи¨Çì
மெொற்ககளச் ெரியொக ¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸
உச்ெரிப்பர் ¯îºÃ¢ôÀ÷
BT 1.4.2 வல்லின ¦Áö¦ÂØòи¨Çì BT 1.4.6 மமல்லின ¯Â¢÷¦Áö¦ÂØòи¨Çì
¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸ ¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸
¯îºÃ¢ôÀ÷ ¯îºÃ¢ôÀ÷
BT 1.4.3 BT 1.4.7
மமல்லின ¦Áö¦ÂØòи¨Çì இகடயின
¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸ ¯Â¢÷¦Áö¦ÂØòи¨Çì
¯îºÃ¢ôÀ÷ ¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸
¯îºÃ¢ôÀ÷
BT 1.4.4 BT 1.4.8
இகடயின
¦Áö¦ÂØòи¨Çì குறில், மநடில் மெொற்ககளî ºÃ¢Â¡¸
¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸ உச்ெரிப்பர்
¯îºÃ¢ôÀ÷

BT 1.5 மபொருத்தமொன மெொல், Á¡½Å÷¸û: Á¡½Å÷¸û:

மெொற்மறொடர்,
வொக்கியம் BT 1.5.1 தன்கனப் பற்றிய சுய விவரங்ககளக் கூறுவர் BT 1.5.4 உறவினர்களின் உறவுப்
மபயர்ககளச் ெரியொகப்
ஆகியவற்கறப் பயன்படுத்திப் வபசுவர்
 கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
பயன்படுத்திப் குடும்ப உறுப்பினர்களின் BT 1.5.5 ÝÆÖ째jÀ ±Ç¢Â
BT 1.5.2
வபசுவர் உறவுப் மபயர்ககளச் ெரியொகப் š츢Âí¸¨Çô ÀÂýÀÎò¾¢ô
பயன்படுத்திப் வபசுவர் §ÀÍÅ÷
BT 1.5.3 மரியொகதச் மெொற்ககளô BT 1.5.6 À¡¼ò Ш½ô¦À¡ÕÇ¢ý
பயன்படுத்திப் வபசுவர் àñ¼Ä¢ýÅÆ¢ ±Ç¢Â Å¡ì¸
¢Âí¸Ç¢ø À¾¢ø ÜÚÅ÷

BT 1.6 சூழலுக்வகற்ப நடித்துக் Á¡½Å÷¸û:

கொட்டுவர்
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 Á¡½Å÷¸û:

ӨȢø
¨¸Â¡ûÅ÷ BT 2.1.1 Òò¾¸ò¨¾ì ¸ÅÉÁ¡¸ì
¨¸Â¡ûÅ÷
BT 2.1.2 Òò¾¸ò¾¢ý «ÊôÀ¨¼
«õºí¸¨Ç «È¢Å÷
BT 2.1.3 Òò¾¸ò¨¾î ºÃ¢Â¡É
ӨȢø Å¡º¢ôÀ÷
(i) þ¼Á¢ÕjÐ ÅÄõ
(ii) §ÁÄ¢ÕjÐ ¸£ú
 கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
(iii) ¸ñ ÁjÚõ Òò¾¸ò¾¢jÌ
þ¨¼Â¢Ä¡É àÃõ
BT 2.1.4 ÌȢ£θû,
«îºÊì¸ôÀð¼¨Å¸û
¬¸¢ÂÅjÈ¢ý
¦À¡Õ¨Çì ÜÚÅ÷

BT 2.2 ெரியொன உச்ெரிப்புடன் BT 2.2.1 உயிமரழுத்தில் மதொடங்கும் மெொற்ககளச் BT 2.2.4 குற்மறழுத்தில், மநட்மடழுத்தில் மதொடங்கும்
வொெிப்பர் ெரியொன மெொற்ககளச் ெரியொன உச்ெரிப்புடன் வொெிப்பர்
உச்ெரிப்புடன் வொெிப்பர்
ஓமரழுத்துச் மெொற்ககளச் ெரியொன
BT 2.2.2 மமய்மயழுத்தில் முடியும் BT 2.2.5 உச்ெரிப்புடன் வொெிப்பர்
மெொற்ககளச் ெரியொன
உச்ெரிப்புடன் வொெிப்பர் ஈமரழுத்துச் மெொற்ககளச் ெரியொன
BT 2.2.6 உச்ெரிப்புடன் வொெிப்பர்
BT 2.2.3 உயிர்மமய் எழுத்துககளக்
மகொண்ட மெொற்ககளச் ெரியொன மூமவழுத்துச் மெொற்ககளச் ெரியொன
உச்ெரிப்புடன் வொெிப்பர் BT 2.2.7 உச்ெரிப்புடன் வொெிப்பர்

ºj¾î ¦º¡j¸¨Çî ºÃ¢Â¡É

BT 2.2.8 ¯îºÃ¢ôÒ¼ý Å¡º¢ôÀ÷
 கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
BT 2.3 வொெித்துப் புரிந்து மகொள்வர் Á¡½Å÷¸û: Á¡½Å÷¸û:
BT 2.3.1 மெொல்கல வொெித்துப் புரிந்து BT 2.3.3 எளிகமயொன மெொற்ககளக்
மகொள்வர் மகொண்ட வொக்கியங்ககள வொெிதது் ப்
புரிந்து மகொள்வர்
மெொற்மறொடகர வொெிதத் ுப்
BT 2.3.2 புரிந்து மகொள்வர்

BT 3.0 எழுத்துத் திறன்

BT 3.1 எழுதுÅதj¸¡É Á¡½Å÷¸û:
¬Âò¾ô À¢jº¢¸û கக இயக்கப் பயிற்ெிகள்
BT 3.1.1
¦ºöÅ÷ மெய்வர்
BT 3.1.2
கண்நகர் பயிற்ெிகள் மெய்வர்
BT 3.1.3
கண்ககளயும் ககககளயும்
ஒருங்கிகணக்கும் பயிற்ெிகள் மெய்வர்

BT 3.1.4 ±ØÐ வகொகலச் ெரியொகப்

பிடித்து எழுதுவர்

BT 3.1.5 மகொம்பு, வகளவு, சுழி, விலங்கு

உள்ளடங்கிய தமிழ்
எழுத்துகளுக்வகற்ற வகொலங்கள்
வகரவர்
 கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
BT 3.2 ºÃ¢Â¡É Åà Á¡½Å÷¸û: Á¡½Å÷¸û:
¢ÅÊÅòмý
àö¨Á¡¸ BT 3.2.1 மகொம்பு, வகளவு, சுழி, விலங்கு BT 3.2.3 மெொற்ககளப் பொர்த்து எழுதுவர்
ஆகியவற்கறச் ெரியொன
±ØÐÅ÷
அளவுடன் எழுதுவர் BT 3.2.4 மெொற்மறொடர்ககளப் பொர்த்து
எழுதுவர்
BT 3.2.2 ெரியொன அளவு, இகடமவளி, வரிவடிவம்
ஆகியவற்றுடன் தூய்கமயொக எழுதுவர் BT 3.2.5 எளிகமயொன வொக்கியங்ககளப்
பொர்த்து எழுதுவர்

BT 3.3 மெொல், மெொற்மறொடர், Á¡½Å÷¸û: Á¡½Å÷¸û:

வொக்கியõ
¬¸¢ÂÅj¨È BT 3.3.1 மெொல்கல உருவொக்கி எழுதுவர் BT 3.3.3 எளிய வொக்கியத்கத உருவொக்கி
எழுதுவர்
உருவொக்கி எழுதுவர்
BT 3.3.2 மெொற்மறொடகர உருவொக்கி
எழுதுவர்
 மெொற்களஞ்ெியம்
1.1.1 1.4.2 1.4.3 1.4.4 1.4.8 1.5.2 1.5.4
(வல்லினம்) (மமல்லினம்) (இகடயினம்)
குகரக்கும் படி - பொடி தடி - அம்மொ மபரியப்பொ
பிளிரும் கப்பல் அன்னம் யொழ் தொடி மடு - அப்பொ மபரியம்மொ
கர்ஜிக்கும் கட்டு அம்மொ அவர் மொடு மடி - மொடி பொட்டி ெிற்றப்பொ
கத்தும் கட்டடம் நத்கத இவர் பல் - பொல் தொத்தொ ெித்தி
ககனக்கும் தட்டு நண்டு ஐயொ நகம் - நொகம் அண்ணன் தங்கக மொமொ
ெீறும் பட்டு மரம் குரல் தம்பி அத்கத
பட்டம் மண் வரம் அக்கொள்
அறம் மபண் பழம்
விறகு இஞ்ெி பலம்
இறகு இங்கு மூகள
கண் அங்கு
துப்பொக்கி துப்பு ெங்
கு
மங்கு
தங்கு

1.5.3 2.1.1 / 2.1.4 2.2.5 2.2.6 2.2.7 2.3.2 2.3.2

வணக்கம் வட்டம் வொ எலி தண்டு பொமொ ஆடு பொப்பொ பொடு

மன்னிக்கவும் ெதுரம் மெவ்வகம் கக நொய் ஏர் பள்ளி பொப்பொ படி ஆடிப் மணிப்புறொ
தயவுமெய்து முக்வகொணம் முட்கட நொ பூகன கிணறு பொடு ஆகட அணி கொட்டுப்பகுதி
வொருங்கள் வடிவம் பிகற வடிவம் தொ முடி கல் வெவல் மொடிப்படி புத்தகம் பொர்
அமருங்கள் நட்ெத்திர வடிவம் கப பல் அணில் அம்மொ அழகு மவள்களக்கொலணி
மெல்லுங்கள் மொ மகொக்கு மபரிய வீடு சுத்தம் மெய்
தொருங்கள் வபொ எருகம ெிறிய வீடு மொட்டுவண்டி பொடம் படி
SPIRITUALITY, ATTITUDES AND VALUES
STRAND
 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.

LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 1.0 AL-QURAN

PI 1.1 Know hijaiyah letters Pupils can: Pupils can:

PI 1.1.1 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)
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 1.2 Memorise a few Quranic Pupils can: Pupils can:
verses from juzuk Amma
PI 1.2.1 Memorise the Al-Fatihah in the PI 1.2.2 Memorise the following Quranic
correct manner verses in the correct manner:
(i) An-Nas
(ii) Al-Ikhlas

PI 1.2.3 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 Say and recognise numbers 1 to 10 in
Arabic

PI 1.3.3 Pronounce simple words in Arabic

PI 2.0 FAITH (AKIDAH)

PI 2.1 Internalise the Pupils can: Pupils can:

proclamation of faith
PI 2.1.1 kalimah the Recite ‫ال إله إال هلال‬ PI 2.1.3 Recite the kalimah syahadah:
(kalimah syahadah) as a
foundation in belief of
‫أشهد أن ال إله إال هلال‬
Allah PI 2.1.2 State the meaning of kalimah ‫وأشهد أن محمدا رسول هلال‬
‫ال إله إال هلال‬
PI 2.1.4 State the meaning of the kalimah
syahadah

PI 2.1.5 Internalise the kalimah syahadah in

life
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 2.2 Understand the Pupils can: Pupils can:
foundation of faith in Glorify Allah with:
PI 2.2.1 Know oneself as a creation of Allah PI 2.2.3
Allah
Subhanallah (i) (‫َن هلال‬ ‫ُس ْب َحا‬ )
PI 2.2.2 Know Allah as the Creator: Alhamdulillah (ii) (‫ُد ِهلل‬ ‫ ْل َح ْم‬+َ‫)ا‬
(i) recite the kalimah of Allah
(ii) state the glory of Allah Akbar Allahu (iii) (‫ ْك َب ُر‬+َ‫ أ‬+ُ‫)هلال‬
(iii) glorify the kalimah of Allah

PI 2.3 Understand the meaning of Pupils can: Pupils can:

names of Allah (Asma’ul
PI 2.3.1 Say the names of Allah and the
Husna)
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 Pupils can: Pupils can:

Pillars of Iman
PI 2.4.1 State the Six Pillars of Iman: PI 2.4.2 Explain 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)
 LEARNING STANDARD
CONTENT 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 Pupils can: Pupils can:

Pillars of Islam
PI 2.5.1 State the Five Pillars of Islam: PI 2.5.2 Talk about the Five Pillars of Islam
(i) recite the kalimah syahadah in life
(ii) perform five daily prayers
(iii) fast during Ramadhan
(iv) pay tithes (zakaat)
(v) perform the Hajj

PI 3.0 WORSHIP (IBADAH)

PI 3.1 Demonstrate the proper Pupils can: Pupils can:

manner of cleaning
PI 3.1.1 State the proper manner of PI 3.1.2 Demonstrate the proper manner of
oneself
cleaning oneself after: cleaning oneself after:
(i) urination (i) urination
(ii) defecation (ii) defecation

PI 3.1.3 State the importance of cleaning

oneself after urination and
defecation
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 3.2 Perform wudhu Pupils can: Pupils can:
PI 3.2.1 Identify the parts of body for wudhu PI 3.2.3 Profess the intention of performing
wudhu in the correct manner State
PI 3.2.2 Show the limits of the parts of body
for wudhu
PI 3.2.4 the obligatory acts of wudhu

PI 3.2.5 Perform wudhu in the correct

manner

PI 3.3 Know the five obligatory Pupils can: Pupils can:

prayers
PI 3.3.1 Name the five obligatory prayers PI 3.3.3 State the number of rakaat in each
obligatory prayer
PI 3.3.2 State the times of prayers

PI 3.4 Simulate prayers Pupils can: Pupils can:

PI 3.4.1 Show the limits of the aurat during PI 3.4.4 Profess the intentions of the five
prayer obligatory prayers

PI 3.4.2 Display the correct mannerism and PI 3.4.5 Recite prayers during movements in
movements during prayer worship

PI 3.4.3 Recite takbiratulihram PI 3.4.6 Perform a simulation of prayer

accordingly in the correct manner
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 3.5 Understand the concept of Pupils can: Pupils can:
fasting
PI 3.5.1 State the meaning of fasting PI 3.5.3 State the benefits of fasting

PI 3.5.2 Talk about fasting during: PI 3.5.4 Profess the intentions of fasting
(i) Ramadhan
(ii) pre-dawn meal PI 3.5.5 State the necessary acts during the
(iii) break of fast fasting month

PI 4.0 SIRAH

PI 4.1 Know Prophet Pupils can: Pupils can:

Muhammad SAW and
PI 4.1.1 Talk about Prophet Muhammad PI 4.1.2 State the names of Prophet’s family
his family
SAW members:
(i) mother (Aminah)
(ii) father (Abdullah)
(iii) grandfather (Abdul Mutalib)
(iv) uncle (Abu Talib)

PI 4.2 Understand the events Pupils can: Pupils can:

during the birth of
PI 4.2.1 Talk about the Elephant Army PI 4.2.2 Relate the events during the
Prophet Muhammad
Prophet’s birth
SAW
PI 4.2.3 State the lessons learnt during the
events of Prophet Muhammad
SAW’s birth
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 4.3 Practise the Pupils can: Pupils can:
characteristics and
PI 4.3.1 State the characteristics of Prophet PI 4.3.2 Explain the attributes of Prophet
attributes of Prophet
Muhammad SAW: Muhammad SAW:
Muhammad SAW
(i) hardworking (i) Siddiq (truthful)
(ii) patient (ii) Amanah (trustworthy)
(iii) loving (iii) Tabligh (advocate)
(iv) Fatonah (wise)

PI 4.3.3 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 Pupils can: Pupils can:

PI 5.1.1 Recite and practise basmalah and PI 5.1.4 Recite the du’a daily
hamdalah in every good deed
PI 5.1.5 Demonstrate good manners in entering
PI 5.1.2 Demonstrate good manners in and leaving the toilet
eating and drinking
PI 5.1.6 Differentiate halal and haram food
PI 5.1.3 Demonstrate good manners
and drinks
towards:
(i) parents
(ii) family members PI 5.1.7 State sunnah food
(iii) teachers
(iv) peers
(v) places of worship PI 5.1.8 Discuss the importance of good
manners in life
 LEARNING STANDARD
CONTENT 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 Pupils can: Pupils can:

syllables
PI 6.2.1 Sound out Jawi letters which are joined PI 6.2.2 Sound out Jawi letters which are
with the vowel alif joined with the vowels wau and ya

PI 6.2.3 Read acording to syllables Read

PI 6.2.4 words with two syllables

PI 6.3 Write Jawi letters Pupils can: Pupils can:

PI 6.3.1 Sketch shapes, patterns and lines PI 6.3.2 Write single Jawi letters
from right-to-left using hand- eye
coordination PI 6.3.3 Copy words with two syllables
 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.
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 1.0 BELIEF IN GOD

PM 1.1 Belief in the existence of Pupils can: Pupils can:

God
PM 1.1.1 State God’s creation PM 1.1.2 Talk about God’s creation

PM 1.1.3 Show gratitude towards God’s

creation

PM 1.2 Know the religions or Pupils can: Pupils can:

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 Offer assistance to friends and
PM 2.1.3 Talk about experiences of helping
teachers
family members

PM2.1.2 State the benefits of helping others PM 2.1.4 Help others in need

PM 3.0 RESPONSIBILITY

PM 3.1 Be responsible to oneself Pupils can: Pupils can:

PM 3.1.1 Talk about one’s responsibility PM 3.1.3 State responsibilities at home

PM 3.1.2 Practise responsibility PM 3.1.4 Carry out responsibilities in the

classroom
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 4.0 GRATITUDE

PM 4.1 Show gratitude for Pupils can: Pupils can:

assistance, appreciation and
PM 4.1.1 Express gratitude verbally and in PM 4.1.2 Demonstrate various ways of
contribution received
writing showing gratitude for assistance,
appreciation and contribution
received

PM 5.0 COURTESY

PM 5.1 Be polite in speech and Pupils can: Pupils can:

behaviour
PM 5.1.1 Emulate politeness in speech and PM 5.1.2 Speak and behave politely with
behaviour 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 State ways of showing respect in
various situations

PM 6.1.3 Show respect to others

PM 7.0 LOVE

PM 7.1 Love oneself, others and Pupils can: Pupils can:

animals
PM 7.1.1 Talk about ways of showing love to PM 7.1.2 Show love to self, others and
self, others and animals animals
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 8.0 FAIRNESS

PM 8.1 Practise fairness in Pupils can: Pupils can:

interactions
PM 8.1.1 State examples of fairness PM 8.1.2 Identify fairness in an action

PM 8.13 Show fairness in an action

PM 9.0 COURAGE

PM 9.1 Be courageous in daily Pupils can: Pupils can:

life
PM 9.1.1 Show courage when interacting PM 9.1.2 Show courage in attempting new
with others tasks

PM 10.0 HONESTY

PM 10.1 Be honest in life Pupils can: Pupils can:

PM 10.1.1 Provide examples of honest PM 10.1.3 Identify honest behaviour in various
behaviour situations

PM 10.1.2 State the benefits of being honest PM 10.1.4 Speak truthfully when conversing
with others

PM 11.0 DILIGENCE

PM 11.1 Be diligent in life Pupils can: Pupils can:

PM 11.1.1 Provide examples of diligence in PM 11.1.2 Practise diligence in carrying out
various situations tasks
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 12.0 COOPERATION

PM 12.1 Be cooperative in Pupils can: Pupils can:

carrying out tasks
PM 12.1.1 Practise cooperation in carrying PM 12.1.2 State the benefits of being
out tasks cooperative in carrying out tasks

PM 12.1.3 Practise mutual cooperation with

friends in carrying out tasks

PM 13.0 MODERATION

PM 13.1 Be moderate in life Pupils can: Pupils can:

PM 13.1.1 State ways of being thrifty when PM 13.1.2 Discuss the benefits of being
using tools and resources thrifty when using tools and
resources

PM 13.1.3 Demonstrate thriftiness when

using tools and resources

PM 14.0 TOLERANCE

PM 14.1 Be tolerant in Pupils can: Pupils can:

interactions
PM 14.1.1 Provide examples of being tolerant PM 14.1.2 Demonstrate tolerance among
in interactions with friends friends
List of Moral Values and their Explanation:

Moral Values Explanation Moral Values Explanation

Belief in God Confidence in the existence of God as the Fairness Impartial actions and decisions.
Creator of the universe and to follow
respective religious teachings and beliefs Courage Willingness to face challenges bravely
which are in line with the National Principles. and confidently.

Honesty Be truthful, sincere and trustworthy in

Kindness Aware of the needs and welfare of self and every deed.
others by providing assistance and moral
Diligence Being hardworking, dedicated and putting in
support sincerely.
continuous effort in performing tasks.
Responsibility Willingness to bear and carry out tasks to
one’s level best. Cooperation Work together for mutual benefit.

Gratitude Expression of feelings and behaviour to show
acknowledgement and appreciation.
Courtesy Being polite and well-mannered.
Respect Appreciate and honour others as well as
respect the rules of social institutions.
Moderation Being reasonable in thought and
considerate in deed without neglecting
self interest and the interest of others.
Tolerance Be considerate, patient and develop self-
control for the well-being of self and others.

Love Awareness of sincere love.

PERSONAL COMPETENCE
STRAND
The Personal Competence Strand emphasises on knowing and managing one’s emotions; as well as building social skills. The development of this
competence is important as it is the basis for building positive self-concept and enables pupils to face challenges in the future.

Upon completion of learning activities in the Personal Competence Strand, pupils can:
1. know oneself.
2. manage one’s emotions and control one’s behaviour.
3. respect the various emotions and views of others.
4. develop social skills for community living.
5. develop confidence in facing various challenges.

Teachers are responsible in developing pupils’ socio-emotional skills effectively by providing learning opportunities through their daily routine
activities, interactions, provision of a conducive learning environment and planned as well as spontaneous teaching and learning activities.
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KD 1.0 KNOW AND MANAGE EMOTIONS

KD 1.1 Know and manage one’s Pupils can: Pupils can:

emotions
KD 1.1.1 Identify and talk about emotional KD 1.1.4 Talk about one’s feelings about an
experiences such as happiness, incident or event that had happened in
sadness, fear, anger and shyness various ways

KD 1.1.2 State likes and dislikes KD 1.1.5 Manage emotions by choosing

appropriate actions
KD 1.1.3 State emotions according to
situations

KD 1.2 Know the emotions of Pupils can: Pupils can:

others
KD 1.2.1 Identify emotions shown by others KD 1.2.2 Identify emotions expressed by
based on their behaviour others or incidents that had
happened

KD 1.2.3 Differentiate emotions amongst

individuals in specific situations

KD 2.0 ACHIEVE POSITIVE EMOTIONS

KD 2.1 Develop self-concept Pupils can: Pupils can:

KD 2.1.1 Show positive attitudes such as KD 2.1.2 Show positive attitudes such as
being: being:
(i) patient (i) united
(ii) independent (ii) loyal
(iii) confident (iii) empathetic
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
(iv) helpful
(v) sympathetic
(vi) humourous

KD 2.2 Develop self-control Pupils can: Pupils can:

KD 2.2.1 Differentiate between wants and
needs when making decisions in
specific situations
KD 2.2.2 State ways to manage emotions
positively in unpleasant situations
KD 2.2.3 Demonstrate patience when facing
unpleasant situations

KD 2.3 Develop confidence to Pupils can: Pupils can:

communicate
KD 2.3.1 Speak with confidence KD 2.3.3 Interact with confidence

KD 2.3.2 Pose questions with confidence KD 2.3.4 Talk and give opinions with
confidence

KD 2.3.5 Show one’s abilities using various

methods of communication

KD 3.0 DEVELOP SOCIAL SKILLS

KD 3.1 Understand the needs, Pupils can: Pupils can:

feelings and opinions of
KD 3.1.1 Show sensitivity to the needs of KD 3.1.3 Show respect for the feelings and
others
others and act accordingly opinion of others

KD 3.1.2 State the feelings of others based on

their non-verbal expressions
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

KD 3.2 Use social skills for Pupils can: Pupils can:

interaction with others
KD 3.2.1 Respect the rights of ownership of KD 3.2.4 Express agreement and
others dissatisfaction on matters politely

KD 3.2.2 Share tools and materials with KD 3.2.5 Adapt oneself in various situations
others during activities for socialisation

KD 3.2.3 Show ability to participate in an KD 3.2.6 Practise social etiquette in

ongoing game (play entry) relationships
 GLOSSARY

No. Term Meaning

1. social etiquette Values and norms of a society.

Ability to respond appropriately using verbal and non-verbal expressions during

2. social skills
interactions.

3. self-concept View of oneself either in a positive or negative manner.

PHYSICAL DEVELOPMENT AND AESTHETICS
STRAND
 PHYSICAL DEVELOPMENT AND HEALTH CARE

Physical Development and Health Care comprise:

1. Physical Development

Physical Development comprises fine motor skills, gross motor skills, manipulative skills and rhythmic movement which are the basis for various
complex movements which are needed for life. Physical development is important for physical and mental fitness, agility, coordination and
pupils’ health.

2. Health Care

Health Care gives emphasis on Reproductive and Social Health Education (PEERS). Awareness on health, safety and eating habits need to be instilled
from young so that this will be a good daily practice.

Upon completion of learning activities in the Physical Development and Health Strand, pupils can:
(i) carry out various fine motor and gross motor movements.
(ii) carry out movements with balance and control.
(iii) explore various movements.
(iv) carry out various manipulative skills.
(v) practice healthy lifestyle through healthy eating habits and personal hygiene.
(vi) protect oneself and understand the importance of personal safety.
 KSPK EDISI BAHASA INGGERIS

LEARNING STANDARD
CONTENT STANDARD
4+ 5+
FK1.0 FINE MOTOR DEVELOPMENT

FK 1.1 Explore various fine Pupils can: Pupils can:

motor activities
FK 1.1.1 Conduct various fine motor FK 1.1.3 Use tools to demonstrate fine
activities motor skills

FK 1.1.2 Demonstrate hand-eye coordination

and fine motor skills through
various activities

FK2.0 GROSS MOTOR DEVELOPMENT

FK2.1 Explore various Pupils can: Pupils can:

movements (spatial
FK2.1.1 Carry out movements: FK2.1.4 Carry out movements:
awareness)
(i) individual space (i) straight
(ii) general space (ii) curve
(iii) spiral
FK2.1.2 Carry out movements at various (iv) zig-zag
levels:
(i) high FK2.1.5 Carry out movements of various
(ii) medium speed
(iii) low

FK2.1.3 Carry out movements according to

direction

80
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

FK2.2 Carry out various Pupils can: Pupils can:

locomotor movements
FK2.2.1 Carry out movements: FK2.2.3 Carry out locomotor movements at
(i) walking various:
(ii) running (i) directions
(iii) jumping (ii) levels
(iv) hopping (iii) routes
(v) galloping (iv) speed
(vi) sliding
(vii) skipping

FK 2.2.2 Carry out a combination of

locomotor movements

FK2.3 Carry out various non- Pupils can: Pupils can:

locomotor movements
FK2.3.1 Carry out movements: FK 2.3.2 Carry out movements:
(i) bend (i) stretch
(ii) swing (ii) push
(iii) turn (iii) pull
(iv) twist (iv) balance

FK2.3.3 Carry out a combination of non-

locomotor movements
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
FK3.0 MANIPULATIVE SKILLS

FK3.1 Carry out various Pupils can: Pupils can:

manipulative skills
FK3.1.1 Throw objects towards the target FK3.1.3 Catch objects tossed by oneself

FK3.1.2 Kick a ball: FK3.1.4 Catch objects thrown by others

(i) freely
(ii) towards the target FK3.1.5 Roll objects towards the target

FK 4.0 RHYTHMIC MOVEMENTS

KE4.1 Apply various movements Pupils can: Pupils can:

according to rhythm
FK4.1.1 Carry out locomotor movements FK4.1.4 Create creative movements by
according to music using tools according to music

FK 4.1.2 Carry out non-locomotor

movements according to music

FK 4.1.3 Carry out free movements

according to music
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
FK 5.0 REPRODUCTIVE AND SOCIAL HEALTH EDUCATION (PEERS)

FK 5.1 Apply decision-making Pupils can: Pupils can:

skills in the context of
FK 5.1.1 State ways of taking care of one’s FK 5.1.7 Practice personal hygiene:
personal and
hygiene in the correct manner (i) body parts
reproductive health
(ii) clothes
FK 5.1.2 Talk about the importance of (iii) personal belongings
cleanliness:
(i) self FK 5.1.8 Explain how to clean genital
(ii) clothes organs correctly
(iii) personal belongings
FK 5.1.9 Practice cleanliness:
FK 5.1.3 Identify parts of the body of boys (i) in classroom
and girls: (ii) at home
(i) head – hair, eyes, ears, (iii) at public places
nose, mouth, lips & teeth
(ii) body – breast, chest,
shoulder & buttocks
(iii) hands
(iv) feet
(v) genital organs – penis &
vagina
(vi) anus
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

FK 5.1.4 Know safe touches, unsafe

touches and uncomfortable
touches
FK 5.1.5
Apply the skill of saying ”NO” to
unsafe and uncomfortable touches
FK 5.1.6
Use toilets correctly

FK 5.2 Understand the types of Pupils can: Pupils can:

diseases and preventive
FK 5.2.1 Show ways of avoiding infections FK 5.2.2 State steps taken for prevention of
measures
vector-borne diseases

FK 5.3 Care for personal safety Pupils can: Pupils can:

and demonstrate effective
FK 5.3.1 Describe source, place and FK 5.3.4 Identify dangerous situations at:
psychosocial skills in
dangerous situations (i) home
daily life
(ii) school
FK 5.3.2 State correct behaviour to ensure (iii) playground
one’s and others safety
FK 5.3.5 Demonstrate correct and safe ways of
FK 5.3.3 Talk about ways of getting help using dangerous tools and substances
during an emergency
State ways of solving problems
FK 5.3.6 during unsafe situations
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
FK 6.0 EATING HABITS

FK 6.1 Practise healthy and Pupils can: Pupils can:

safe eating habits
FK 6.1.1 Identify safe food and drinks FK 6.1.3 State nutritious and non-nutritious
food
FK 6.1.2 Talk about the importance of
healthy eating FK 6.1.4 Practise a balanced diet
 GLOSSARY

No. Term Meaning

non-locomotor Twisting the body around its axis and bending the body from a straight to a curved position. The
1. person remains in one spot while the upper body rotates from left to right. Examples: bending,
twisting, balancing, cowering, swinging, stretching, turning, pulling and pushing.

2. manipulative skills The ability to use force to throw, catch, roll and kick objects.
fine motor skills The ability to use small muscles of the hands, wrist and fingers as well as apply hand-eye
3.
coordination. This involves the ability to write, hold small objects using fingers, squeeze small
objects, button shirts, tie shoe laces and others.
4. gross motor skills The ability to use large mucles for movements such as walking, running, jumping and others.

5. spatial awareness The area used when conducting movement.

locomotor Movement which involves change in axis, vertically and horizontally. Locomotor skills are used
6.
to move from one place to another. Examples, walking, running, jumping, hopping, galloping,
sliding and skipping.
7. Reproductive and Social Health A lifelong learning experience to gain holistic knowledge in terms of biological, socio-
Education (PEERS) cultural, psychological and spirituality towards practicing a healthy lifestyle.
vector-borne diseases Diseases which are caused by agents (people, animals or micro-organisms) which bring or
8. transfer pathogeny to other living organisms.
9. rhythmic movement Emphasises on locomotor and non-locomotor movements according to rhythm.
10. movement in different directions Move to the front, back, left, right, up and down.
11. movement at various levels Move at high, medium and low levels.
12. general space Space used when moving from A to B.
No. Term Meaning

13. individual space Reachable space in a specified place.

14.
safe touch A touch that makes a person feel valued, loved and respected.
15.
unsafe touch A touch which inflicts pain physically or emotionally.
16. A touch disliked by an individual although it is a safe touch. A touch deemed uncomfortable from
uncomfortable touch
a known or unknown person.
 CREATIVITY AND AESTHETICS

The creativity and aesthetics component comprises Music, Drama and Visual Arts.

1. Music
Music, movement and drama in preschool are the basis of music education which can be developed into various creative activities which are fun
and entertaining. Pupils are given opportunities to show their talents and interests in exploring the music world at their own stages of
development.
2. Drama
Drama in preschools is the basis for pupils to emulate life according to plots which are built on three elements which are actions, place and time.
Pupils will be given the opportunity to express their emotions through the characters portrayed based on stories and their own imagination.
3. Visual Arts

Visual Arts in preschool emphasises the production and appreciation of creative works based on four fields which are drawing, pattern and
design, form and build models and introduction to traditional crafts. Integration of these fields will give pupils’ opportunities to increase their
interests, develop their personality, develop awareness and sensitivity to artistic values and the environment.
Upon completion of learning activities based on Creativity and Aesthetics Strand, pupils can:
(i) appreaciate various music genres.
(ii) move according to music heard.
(iii) act out various characters according to the story.
(iv) apply knowledge in visual arts production.
(v) produce creative works using various techniques and materials.
(vi) appreciate one’s own creative works as well as others.

Creativity and aesthetics in teaching and learning in preschool gives pupils opportunities to respond to visual arts, music and drama activities. Pupils
should be given encouragement to express themselves and the world around them creatively and imaginatively through music and art. Visual arts,
music and drama activities give pupils opportunities to explore using various materials and techniques in order to increase their imagination and
creativity naturally. Pupils should also be given opportunities to share ideas, opinions and feelings about visual arts, music and drama to enable them
to appreciate the arts.
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KE 1.0 MUSIC

KE 1.1 Sing songs of various Pupils can: Pupils can:

repertoire
KE 1.1.1 Imitate various human tones: KE 1.1.4 Sing songs with:
(i) speaking (i) correct and clear
(ii) calling pronunciation
(iii) whispering (ii) correct pitch
(iv) singing
(v) boys and girls

KE 1.1.2 Imitate various sounds in the

environment

KE 1.1.3 Sing songs according to melody

KE 1.2 Play percussions Pupils can: Pupils can:

KE 1.2.1 Produce sounds using body KE 1.2.3 Produce sounds using various
percussion improvised instruments creatively

KE 1.2.2 Explore percussions

KE 1.3 Move according to Pupils can: Pupils can:

music
KE 1.3.1 Move according to the lyrics of a KE1.3.3 Move creatively according to
song music

KE 1.3.2 Move according to tempo

 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

KE 1.4 Appreciate music of Pupils can: Pupils can:

various repertoire
KE 1.4.1 Show appreciation of music KE 1.4.2 Differentiate tempo from music
heard heard

KE 1.4.3 Differentiate loud and soft

dynamics from music heard

KE 2.0 DRAMA
KE2.1 Act out various Pupils can: Pupils can:
characters
KE2.1.1 Act out various characters using KE2.1.2 Act out characters based on
imagination stories

KE 3.0 VISUAL ARTS

KE3.1 Know elements of art Pupils can: Pupils can:

(Aesthetic Perception)
KE3.1.1 State elements of art in the KE3.1.2 State elements of art found in
environment man-made objects

KE3.1.3 State elements of art found in

visual art creation

KE3.2 Know media used in the Pupils can: Pupils can:

production of art creations
KE3.2.1 State types of media used in the KE 3.2.2 Choose appropriate media in the
(Visual Application)
production of visual art creations production of visual art creations
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

KE 3.3 Express creative ideas in Pupils can: Pupils can:

visual art creations
KE 3.3.1 Explore media KE 3.3.3 Create patterns and designs
(Creative Expression)
using one’s own creativity
KE 3.3.2 Produce creative works through
drawing KE 3.3.4 Produce creative models

KE 3.3.5 Produce traditional crafts using

various materials

KE 3.3.6 Produce creative works using

recycled materials

KE 3.4 Appreciate visual art Pupils can: Pupils can:

creations
KE 3.4.1 Talk about one’s own works KE 3.4.2 Show appreciation of other’s
(Art Appreciation)
works
 GLOSSARY

No. Term Meaning

improvised
1. Tools which replace musical instruments that produce sounds.
instruments
2. form 3 dimensional objects.
3. models A structure
4. dynamics The quality of sound which is loud or soft.

5. traditional crafts This field can be defined as an industry which involves handiwork that requires creativity by a community
which is inherited throughout the generations.
6. media Tools or materials used to produce art creations.
7. melody Sequence of pitch horizontally (high, low and medium).

form and build This field emphasises the development of pupils’ perception on aspects of visual arts such as form, space,
8.
models structure, balance and stability.

9. patterns and designs This field is the basis for visual arts creations. Traditional or contemporary visual creations cannot be
produced without patterns and designs.
This field emphasises the development of pupils’ perception, skills and ability to draw using various media and
10. drawing techniques which stresses on aspects such as space, structure, balance and
composition.

11. percussion Beat, hit, or shake musical instruments to produce sounds. Examples: kompang, triangle, castanet and
tambourine
12. pitch Loud, soft and medium sound.
13. repertoire Different genres of songs.
14. shape Lines which form shapes (geometric and organic shapes).
No. Term Meaning
15. tempo Speed of music (quick or slow tempo).
16. tone Various types of sounds.

17. elements of art Elements of art are line, colour, shape, form, texture and space.
SCIENCE AND TECHNOLOGY
STRAND
 EARLY SCIENCE

Early Science emphasises on the formation of attitudes and mastery of science process skills through investigation of living world, material world and
physical world.

Upon completion of learning activities in Early Science, pupils can:

1. enhance their curiosity and interests of the world around them.
2. acquire scientific skills and think creatively and critically.
3. practice scientific attitudes and values.
4. interact and share information as well as solve problems.

Science process skills are needed to find solutions to problems or to make decisions sistematically. It is a mental process which encourages creative,
analytical and sistematic thinking. Science process skills which have been identified to be developed are observation, classification, measurement,
inferencing, prediction and communication.
a) Observation involves the use of sight, hearing, touch, taste and smell to collect information about objects or phenomenon.
b) Classification is to observe, to separate and group objects or phenomenon according to the same characteristic.
c) Measurement is to observe quantitatively by using non-standard units of measurement. Non-standard units are measurements used as units of
reference. Examples:
i. Parts of body such as hand span, foot, fathom and handful.
ii. Objects such as pens, paper clips, skewers, spoons and cups.
d) Inferencing is the ability to make reasonable early assumptions, which may be true or untrue to explain an incident or observation.
e) Prediction is to make assumptions on happenings based on observation and past experiences or data.
f) Communication is to receive, choose, arrange and to present information or ideas in writing, orally, tables, graphs, figures or models.
 KSPK EDISI BAHASA INGGERIS

LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA 1.0 SCIENTIFIC ATTITUDE

SA 1.1 Show scientific attitudes Pupils can: Pupils can:

and values
SA 1.1.1 Show curiosity and cooperation SA 1.1.2 Show curiosity, work systematically,
cooperate and be responsible

SA 2.0 SCIENCE PROCESS SKILLS

SA 2.1 Carry out observation Pupils can: Pupils can:

using five senses
SA 2.1.1 Observe the environment using SA 2.1.2 Observe the environment using a
one’s senses: combination of two senses
(i) sight
(ii) hearing SA 2.1.3 Observe the environment using a
(iii) touch combination of three or more senses
(iv) smell
(v) taste

SA 2.2 Classify objects Pupils can: Pupils can:

SA 2.2.1 Compare and differentiate objects SA 2.2.2 Compare and differentiate objects
using one characteristic: which have two similar
(i) colour characteristics
(ii) shape
(iii) size SA 2.2.3 Group objects according to
(iv) texture identified characteristics
(v) weight
SA 2.2.4 State common characteristics

98
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
for each classification made

SA 2.3 Carry out measurement Pupils can: Pupils can:

SA 2.3.1 Compare measurement of objects: SA 2.3.3 Measure length or height of
(i) long - short objects using two or more non-
(ii) thick - thin standard units of measurement
(iii) big - small
(iv) tall - short SA 2.3.4 Weigh objects using non-standard
(v) heavy - light unit of measurement

SA 2.3.2 Measure length or height of objects SA 2.3.5 Measure liquid using non-standard
using non-standard unit of unit of measurement
measurement

SA 2.4 Making inference Pupils can: Pupils can:

SA 2.4.1 Make simple and reasonable SA 2.4.2 Make reasonable assumptions
assumptions based on based on observation
observation

SA 2.5 Making prediction Pupils can: Pupils can:

SA 2.5.1 Make predictions on situations SA 2.5.2 Make predictions on what will
based on previous experience happen based on activities
conducted
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

SA 2.6 Communicate Pupils can: Pupils can:

SA 2.6.1 State observations made through SA 2.6.2 Explain observations made
works or verbally through works or verbally

SA 2.6.3 Make conclusions based on

observations made through works or
verbally

SA 3.0 INVESTIGATION OF THE LIVING WORLD

SA 3.1 Identify living and non- Pupils can: Pupils can:

living things
SA 3.1.1 Differentiate living and non-living SA 3.1.2 Identify characteristics of living and
things non-living things

SA 3.2 Acquire basic knowledge Pupils can: Pupils can:

on body parts and senses State functions of body parts
SA 3.2.1 Identify body parts SA 3.2.2

SA 3.2.3 Identify and state functions of

sensory organs

SA 3.3 Carry out exploration on Pupils can: Pupils can:

animals
SA 3.3.1 Name animals SA 3.3.5 Identify habitats of animals

SA3.3.2 Name body parts of animals SA 3.3.6 Compare and differentiate animals
according to their diet:
SA 3.3.3 Recognise sounds of animals (i) Animals that consume meat
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
(ii) Animals that consume plants
SA 3.3.4 Observe and imitate movements of (iii) Animals that consume meat
animals and plants

SA 3.3.7 Observe and talk about life cycle of

animals

SA 3.4 Carry out exploration on Pupils can: Pupils can:

plants
SA 3.4.1 Identify parts of plants: SA 3.4.5 Observe and group parts of plants
(i) leaf based on the following
(ii) stem characteristics:
(iii) roots (i) colour
(iv) flower (ii) size
(v) fruit (iii) shape
(iv) texture
SA 3.4.2 Compare parts of plants based on the
following characteristic: SA 3.4.6 Classify plants based on specified
(i) colour characteristics
(ii) size
(iii) shape
SA 3.4.7 Observe and record germination
and growth of seeds
SA 3.4.3 Observe and name common
vegetables and fruits
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA 3.4.4 State needs of plants through
observation

SA 4.0 INVESTIGATION OF MATERIALS

SA 4.1 Investigate attributes of Pupils can: Pupils can:

materials
SA 4.1.1 Investigate objects which sink or SA 4.1.2 Describe the changes of water:
float (i) from water to ice and vice
versa
(ii) from water to steam and vice
versa

SA 4.1.3 Investigate materials that dissolve in

water

SA 4.1.4 Investigate materials that can

absorb water

SA 4.1.5 Investigate reactions of magnet on

various objects

SA 5.0 INVESTIGATION OF THE PHYSICAL WORLD

SA 5.1 Explore the physical Pupils can: Pupils can:

world in one’s daily life
SA 5.1.1 State various sources of light Record SA 5.1.3 Investigate the uses of sun light in
one’s daily life
SA 5.1.2 observations on shadows
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA 5.1.4 Observe and talk about changes in
weather
 EARLY MATHEMATICS

Early mathematics provides experiences on the concept of pre-numbers, number concepts, number operations, money, concept of time as well as
shapes and space to preschool pupils.

Upon completion of learning activities in Early Mathematics, pupils can:

1. cultivate interest in mathematics through various activities and experiences.
2. acquire basic mathematics concepts.
3. enhance thinking and problem solving skills.

The pre-number concepts in preschool education are divided into a few sections namely:
a. Matching one to one is the association of similar or different objects. Examples of matching one to one are as follows:
(i) Match similar pairs of objects such as shoes.
(ii) Match pairs of objects which are different such as fork and spoon.
(iii) Match objects with numbers.
b. Comparison is a process of associating two objects which uses specific characteristics as a basis for comparison. Examples of comparison
are measurement (long – short), size (big – small), weight (heavy – light) and quantity (many – a few).
c. Seriation is the arrangement of more than two objects according to succession based on clear criteria.
d. Patterns are the way numbers or objects have been arranged according to a defined pattern.
e. Consistency is an aspect which can be connected to mass, volume and area. The concept of consistency is introduced to ensure that pupils will
understand the concept of mass and volume even though they are placed or arranged in differing places or situations.
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
MA 1.0 PRE-NUMBER EXPERIENCES

MA 1.1 Pairing objects Pupils can: Pupils can:

MA 1.1.4 Match objects based on:
MA 1.1.1 Match similar pairs of objects
(i) colour
(ii) shape
MA 1.1.2 Match differing pairs of objects
(iii) size
MA 1.1.3 Match two groups of objects of similar
quantity

MA 1.2 Compare quantity of Pupils can:

objects
MA 1.2.1 Compare two groups of objects by
stating:
(i) many or few
(ii) equal or not equal
(iii) more or less

MA 1.3 Seriation Pupils can:

MA 1.3.1 Arrange objects based on the
following criteria:
(i) small to big
(ii) short to long
(iii) low to high
(iv) thin to thick
and vice versa
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

MA 1.4 Recognise and form Pupils can: Pupils can:

patterns
MA 1.4.1 Recognise and state patterns in the MA 1.4.3 Complete the given patterns
environment
MA 1.4.4 Produce patterns according to
MA 1.4.2 Copy patterns one’s own creativity

MA 1.5 Understand the Pupils can:

concept of
MA 1.5.1 Explain the concept of
consistency
consistency:
(i) length
(ii) mass
(iii) volume

MA 2.0 NUMBER CONCEPTS

MA 2.1 Understand numbers 1 Pupils can: Pupils can:

-10
MA 2.1.1 State numbers 1 - 10 in sequence MA 2.1.8 Count numbers in ascending and
descending order
MA 2.1.2 Recognise and state numbers
randomly MA 2.1.9 Arrange objects in ascending and
descending order
MA 2.1.3 Match numerals with words
MA 2.1.10 Write numbers correctly
MA 2.1.4 Count objects

MA 2.1.5 Use shapes like dots to represent

number of objects
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

MA 2.1.6 Match groups of objects with

numbers

MA 2.1.7 Trace numbers

MA 2.2 Understand the Pupils can:

concept of zero
MA 2.2.1 Say the number zero

MA 2.2.2 Write the number zero

MA 2.2.3 Understand the meaning of zero

MA 2.3 Understand numbers Pupils can:

11 to 20 MA 2.3.1 Count on from 11 to 20

MA 2.3.2 Compare:
(i) 11 and 12 (12 is 1 more
than 11)
(ii) 12 and13 (13 is 1 more than
12) and so on

MA 2.3.3 Write numbers 11 to 20

 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

MA 2.4 Understand numbers in Pupils can:

tens up to 100
MA 2.4.1 Count numbers in tens in
ascending and descending
order

MA 3.0 NUMBER OPERATIONS

MA 3.1 Solve operation of Pupils can: Pupils can:

addition within 18
MA 3.1.1 State the sum of two sets of MA 3.1.3 State the sum by counting on
objects from a specific number

MA 3.1.2 State the sum by using objects

MA 3.1.4 Write and state mathematical
based on the given situation
expressions using symbols;
addition (+) and equal (=)

MA 3.1.5 Add in the range of basic facts

MA 3.1.6 Solve problems involving

addition

MA 3.2 Solve operation of Pupils can: Pupils can:

subtraction within 18
MA 3.2.1 Remove objects from a group of
objects and count the balance
MA 3.2.2 State the balance using objects
MA 3.2.3 Write and state mathematical
expressions using symbols;
subtraction (-) and equal (=)
MA 3.2.4 Subtract in the range of basic
facts
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

MA 3.2.5 Solve problems involving

subtraction

MA 4.0 MONEY

MA 4.1 Recognise and use Pupils Pupils can:

money of different can:
values Arrange denominations in
MA 4.1.1 Recognise Malaysian currency in MA 4.1.2
sequence according to value
different denominations
MA 4.1.3 Use money in various activities

MA 5.0 CONCEPT OF TIME

MA 5.1 Understand time in the Pupils Pupils can:

context of daily life can:
State the time in a day State the time in hours using
MA 5.1.1 MA 5.1.4
the analogue clock
Arrange events in time
MA 5.1.2
sequence MA 5.1.5 State the months in a year

MA 5.1.3 State days of the week in MA 5.1.6 Correlate time with past,
sequence
present and future events

MA 6.0 SHAPE AND SPACE

MA 6.1 Know the position of Pupils

can:
objects in space MA 6.1.1 State the position of objects in
space
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

MA 6.1.2 Place objects in specified

positions

MA 6.2 Produce structures based Pupils Pupils can:

on shapes commonly can:
found in the MA 6.2.1 Recognise squares, rectangles, MA 6.2.3 Recognise cuboids, cubes,
environment triangles and circles pyramids and spheres

MA 6.2.2 Produce designs using two MA 6.2.4 Produce new shapes using a
dimensional shapes combination of three
dimensional shapes

MA 6.3 Produce various Pupils Pupils can:

structures based on can:
creativity MA 6.3.1 Build a closure and talk about it MA 6.3.4 Build a variety of strong and
stable structures using various
materials creatively
MA 6.3.2 Build a link between two
objects or structures and talk
about it
MA 6.3.3
Build structures using a variety of
materials creatively and talk
about it
 GLOSSARY

No. Term Meaning

1. two dimensional shapes Shapes that have length and width.

three dimensional shapes

2. Shapes that have length, width and depth.

3. basic facts of addition A combination of addition (including its inverse) which uses one digit.

basic facts of Subtraction of 1 digit number from 1 or 2 digit numbers resulting in one digit number.
4.
subtraction

5. closure Border (line) encircling something.

HUMANITIES
STRAND
The Humanities Strand provides opportunities for pupils to know and appreciate themselves and their self-worth, people around them, their local
community, the environment, Malaysia and the world. Pupils will be able to understand and appreciate the significance of their roles, responsibilities
and contributions as well as that of other members of their community for the general well-being of society. Knowledge and skills acquired from this
strand will prepare pupils to be individuals who are caring and responsible citizens.

Upon completion of learning activities in the Humanity Strand, pupils can:

1. understand the relationship between themselves and their family members, friends and community.
2. fulfil own responsibilities.
3. be proud of the identity and uniqueness of the country.
4. respect the cultural heritage of the various communities in Malaysia.
5. love the environment.
6. respect the global society.

LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KM 1.0 MY FAMILY AND I

KM 1.1 Understand oneself and Pupils can: Pupils can:

one’s relationship with
KM 1.1.1 Talk about oneself KM 1.1.3 Talk about their family tree
family
KM 1.1.2 Talk about family members KM 1.1.4 Clarify the roles and responsibilities of
family members
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KM 2.0 MY COMMUNITY AND I

KM 2.1 Foster good Pupils can: Pupils can:

relationships with
KM 2.1.1 Talk about friends KM 2.1.2 Practise speech and behaviour with
friends
friends in a positive manner

KM 2.2 Understand one’s Pupils can: Pupils can:

relationship with the
KM 2.2.1 Talk about the class KM 2.2.3 Describe their school
school
KM 2.2.2 Obey school rules KM 2.2.4 Talk about the people in the school

KM 2.2.5 Show pride for their school

KM 2.3 Understand their Pupils can: Pupils can:

responsibilities and
KM 2.3.1 Talk about their immediate KM 2.3.5 Explain the importance of caring for
relationship with their
neighbours public facilities
community
KM 2.3.2 Talk about their neighbourhood KM 2.3.6 State prohibited behaviour in public
places
KM 2.3.3 Identify symbols of public
facilities in the community KM 2.3.7 Utilise public facilities responsibly

KM 2.3.4 State ways to care for public KM 2.3.8 Talk about the roles and contributions
facilities of search and rescue teams
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KM 3.0 MALAYSIA, MY COUNTRY

KM 3.1 Know Malaysia Pupils can: Pupils can:

KM 3.1.1 Talk about one’s home state KM 3.1.2 Name the states in Malaysia

KM 3.1.3 Name the head of the country and the

head of the government

KM 3.2 Understand the Pupils can: Pupils can:

national emblem or
KM 3.2.1 Know the Jalur Gemilang and one’s KM 3.2.3 Talk about the Jalur Gemilang and the
national identity
state flag flag of their home state

KM 3.2.2 Sing the national and home KM 3.2.4 State the national identity:
state anthems (i) National Principles
(ii) National flower
(iii) National language

KM 3.2.5 Show respect for the national

emblem and national identity

KM 3.3 Celebrate National Day Pupils can: Pupils can:

and Malaysia Day
KM 3.3.1 Talk about the National Day and KM 3.3.3 Talk about the country’s
Malaysia Day celebrations independence

KM 3.3.2 Celebrate National Day and KM 3.3.4 Participate in the National Day and
Malaysia Day Malaysia Day celebrations
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

KM 3.4 Know the uniqueness Pupils can: Pupils

of the country can:
KM 3.4.1 State the national landmarks KM 3.4.2 List the achievements of the
country

KM 4.0 MY CULTURAL HERITAGE AND I

KM 4.1 Understand Malaysian Pupils can: Pupils

cultural heritage can:
State the main festivals in
KM 4.1.1 KM 4.1.5 Identify the cultural heritage
Malaysia
KM 4.1.6 Produce items of cultural
KM 4.1.2 Participate by celebrating the
heritage
main festivals
KM 4.1.7 Participate in cultural heritage
KM 4.1.3 Talk about traditional costumes
events
KM 4.1.4 Describe traditional foods

KM 5.0 THE ENVIRONMENT AND I

KM 5.1 Understand the beauty of Pupils can: Pupils

can:
the environment KM 5.1.1 Talk about the beauty of the KM 5.1.3 Describe the beauty of the
environment environment

KM 5.1.2 Participate in activities to

sustain the beauty of the
environment
 LEARNING STANDARD
CONTENT STANDARD
4+ 5+

KM 5.2 Understand the Pupils can: Pupils can:

relationship between
KM 5.2.1 Describe the importance of the KM 5.2.2 Relate human activities to
mankind and the
environment to mankind natural disasters
environment

KM 5.3 Sustain and conserve Pupils can: Pupils can:

the environment
KM 5.3.1 Talk about practices to sustain
and conserve the environment
KM 5.3.2 Carry out activities to sustain and
conserve the environment
KM 5.3.3 Discuss ways to overcome
problems and issues related to the
environment
KM 5.3.4 Practise environmental
sustainability and conservation

KM 6.0 THE WORLD AND I

KM 6.1 Know other countries Pupils can: Pupils can:

in the world
KM 6.1.1 State the names of other KM 6.1.2 Identify other countries
countries
 GLOSSARY

No. Term Meaning

1. environment Refers to all living components such as animals and plants and non-living things such as soil,
landscape and the weather.

2. natural disasters The negative effects of the forces of nature such as floods, earthquakes, typhoons, volcanic eruptions
and droughts, and also human activities.

3. emblem or national Emblem or symbols that represent Malaysia such as flags, the Coat of Arms, the national anthem, the
identity National Principles, the national flower and the national language.

4. environmental problems Pollution (air, water and land); the extinction of flora and fauna; disposal of waste and thinning of the ozone
and issues layer.
sustainability and Reforestation, gazettement of forest reserves, practice of the 3Rs (Reduce, Reuse & Recycle), cleaning of
5. conservation of the rivers and seas and law enforcement.
environment

6. landmark An object which is easy to recognise (for example: building, tree, etc) as a guide to determine the location
of a place.

7. search and rescue A group of people who protects and saves such as the Fire & Rescue Department, the police, the
teams Department of Civil Defence Malaysia, medical teams etc.

8. sustaining the environment

Actions to protect the natural resources of the earth to maintain them in their original state.

9. conserving the
environment Ways of using, handling and managing natural resources to avoid loss, damage and wastage.

10. cultural heritage Traditions and practices that are handed down or inherited from generation to generation such as folklores,
folk songs, games, food, costumes, handicrafts and traditional musical instruments.
PERFORMANCE
STANDARD
COMMUNICATION STRAND

STANDARD PRESTASI
KOD KONSTRUK TAHAP
TAFSIRAN
PENGUASAAN
BAHASA MELAYU

BM 1 Kemahiran mendengar dan 1 Boleh mendengar tetapi tidak memberi respons.

bertutur
2 Boleh mendengar dan memberi respons.
(BM 1.1, BM 1.2)
Boleh mendengar, memahami dan memberi pelbagai respons dengan
3
bertatasusila.

BM 2 Berinteraksi menggunakan ayat 1 Boleh berinteraksi tanpa menggunakan struktur ayat yang lengkap.
mudah
2 Boleh berinteraksi menggunakan ayat yang sesuai.
(BM 1.4)
Boleh berinteraksi mengikut situasi dengan menggunakan ayat yang sesuai
3
dan sopan.

BM 3 Mengecam dan menyebut abjad 1 Hanya boleh menyebut abjad.

(BM 2.2)
2 Boleh mengecam dan menyebut sebahagian abjad .

Boleh mengecam dan menyebut huruf besar dan huruf kecil dengan betul.
3
 STANDARD PRESTASI
KOD KONSTRUK TAHAP
TAFSIRAN
PENGUASAAN
BM 4 Kemahiran membaca perkataan 1 Boleh membunyikan suku kata.
(BM 2.3)
2 Boleh membaca perkataan dengan suku kata terbuka.

Boleh membaca perkataan dengan suku kata terbuka dan tertutup dengan
3
betul.

BM 5 Kemahiran membaca dan 1 Boleh membaca frasa.

memahami bahan bacaan
2 Boleh membaca dan memahami ayat mudah.
(BM 2.4, BM 2.5)
3 Boleh membaca dan mencerita semula apa yang dibaca secara beradab.

BM 6 Kemahiran menulis 1 Boleh menulis huruf dengan cara yang betul.

(BM3.2)
2 Boleh menulis perkataan dan frasa.

3 Boleh menulis ayat mudah dengan kemas.

ENGLISH LANGUAGE

BI 1 Listen to and respond 1 Can listen but unable yet to respond appropriately.
appropriately
2 Can follow simple instructions.
(BI 1.2)
3 Can respond to stimulus appropriately.
 STANDARD PRESTASI
KOD KONSTRUK TAHAP
TAFSIRAN
PENGUASAAN
BI 2 Respond to conversations 1 Can understand instructions but cannot yet carry out simple
appropriately conversations.
(BI 1.3)
2 Can participate in simple conversations with prompting.

3 Can participate in simple conversations in a polite manner.

BI 3 Read single syllable words 1 Can recognise letters of the alphabet.

(BI 2.2)
2 Can recognise and sound out letters of the alphabet.

3 Can read single syllable words correctly.

BI 4 Read phrases and sentences (BI 1 Can read words.

2.3)
2 Can read words and phrases with understanding.

3 Can read simple sentences with understanding.

BI 5 Write words and phrases 1 Can copy recognisable words.

(BI 3.2)
2 Can write words in legible print.

3 Can write words and phrases neatly in legible print.

 STANDARD PRESTASI
KOD KONSTRUK TAHAP
TAFSIRAN
PENGUASAAN
BAHASA CINA

BC 1 听说技能-理解指示,作出反应 1 能聆听但缺乏专注力。
(BC 1.2)
2 能专注地聆听并明白指示,但尚未作出适当反应。

3 能专注地聆听并明白指示,作出适当的反应。

BC 2 听说技能-沟通的能力 1 能以浅白的句子讲述事物。
( BC 1.4, BC 1.5）
2 能以浅白的句子进行交谈。

3 能以适当的言语有礼貌地进行交谈。

BC 3 阅读技能-认读字词,短语和句子 1 能看图认读字词。
( BC 2.4, BC 2.5）
2 能认读短语。

3 能流畅地阅读浅白句子。
 STANDARD PRESTASI
KOD KONSTRUK TAHAP
TAFSIRAN
PENGUASAAN
BC 4 阅读技能-理解阅读材料 1 能阅读浅白故事。

(BC 2.6, BC 2.7)

2 能阅读浅白故事,但尚未能理解故事。

3 能阅读故事后，简略地讲述故事内容。

BC 5 书写技能 1 能以正确的方法书写基本笔画。
( BC 3.2, BC 3.3）
2 能以正确笔顺写字。

3 能写工整的字，做到书面整洁。

BAHASA TAMIL

BT 1 வகட்டல் திறனும் வபச்சுத்திறனும் 1 எழுத்துககள வழிகொட்டுதலுடன் உச்ெரித்தல்.

(BT 1.3, BT 1.4) எழுத்துககள î ெரியொக உச்ெரித்தல்.
2

3 எழுத்துககளயும் மெொற்ககளயும் ெரியொக உச்ெரித்தல்.

 STANDARD PRESTASI
KOD KONSTRUK TAHAP
TAFSIRAN
PENGUASAAN
BT 2 வகட்டல் திறனும் 1 ெரியொன மெொற்ககளô பயன்படுத்திô வபசுதல்.
வபச்சுத் திறனும்
2 ெரியொன மெொற்ககளயும் மெொற்மறொடர்ககளயும் பயன்படுத்திô வபசுதல்.
(BT 1.5)
ெரியொன மெொற்கள், மெொற்மறொடர் மற்றும் வொக்கியங்ககள பயன்படுத்திô பணிவுடன் வபசுதல்.
3

BT 3 எழுத்துககள 1 வழிகொட்டுதலுடன் எழுத்துககள அகடயொளம் கொணுதல்.

அகடயொளம் கண்டு மெொற்ககள
வொெித்தல் எழுத்துககள அகடயொளம் கொணுதல் ஆனொல் மெொற்ககள வழிகொட்டுதலுடன் வொெித்தல்.
2
(BT 2.2)
3 எழுத்துககள அகடயொளம் கண்டு மெொற்ககளî ெரியொக வொெித்தல்.

BT 4 வொக்கியங்ககள 1 மெொற்ககள வழிகொட்டுதலுடன் வொெித்தல்.

வொெித்தல்
2 மெொற்ககளயும் மெொற்மறொடர்ககளயும் வொெித்தல்.
(BT 2.3)
எளிகமயொன வொக்கியங்ககள புரிதலுடன் வொெித்து, வொெித்தவற்கற பணிவுடன் விவரித்தல்.
3

BT 5 எழுத்துத் திறன் 1 மெொற்ககளô பொர்த்து எழுதுவர்.

(BT 3.2) மெொற்மறொடர்ககளô பொர்த்து எழுதுவர்.
2

3 வொக்கியங்ககள பொர்த்து முகறயொகவும் வரிவடிவத்துடனும் எழுதுவர்.

SPIRITUALITY, ATTITUDES AND VALUES STRAND

PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
ISLAMIC EDUCATION

PI 1 Know hijaiyah letters 1 Can say single hijaiya hletters.

(PI 1.1) 2 Can identify and sound out some short vowels.

3 Can identify and sound out all short vowels in the correct manner.

PI 2 Memorise Quranic verses from 1 Can recite a few verses from Al-Fatihah.
juzuk Amma
2 Can memorise the Al-Fatihah with correct pronunciation.
(PI 1.2)
Can memorise the Al-Fatihah, An-Nas and Al-Ikhlas verses with correct
3
pronunciation in the correct manner.

PI 3 Acquire basic Arabic 1 Can state numbers from 1 to 10.

(PI 1.3)
2 Can state numbers 1 to 10 with correct pronunciation.

3 Can recognise and state numbers 1 to 10 correctly.

 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
PI 4 Know kalimah syahadah 1 kalimah recite Can ‫ال إله إال هلال‬.
(PI 2.1)
2 Can recite kalimah syahadah.

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

PI 5 Know the foundation of faith in 1 Can recite kalimah Allah correctly.

Allah
2 Can praise the glory of Allah with stimulus given.
(PI 2.2)
3 Can praise the glory of Allah by professing it correctly.

PI 6 Know the Six Pillars of Iman 1 Can state some of the Six Pillars of Iman.
(PI 2.4)
2 Can state the Six Pillars of Iman correctly.

3 Can talk about the Six Pillars of Iman correctly.

PI 7 Know the Five Pillars of Islam 1 Can state some of the Five Pillars of Islam.
(PI 2.5)
2 Can state the Five Pillars of Islam correctly.

3 Can talk about the practice of the Five Pillars of Islam in life.
 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
PI 8 Perform wudhu 1 Can state the parts of body for wudhu.
(PI 3.2)
2 Can profess the intention and meaning of wudhu correctly.

3 Can perform wudhu in the correct manner.

PI 9 Simulate prayer 1 Can display mannerism and movements during prayer.

(PI 3.4)
2 Can display mannerism and movements during prayer and recite the
intention to pray correctly.
3 Can perform a simulation of prayer accordingly in the correct manner.

PI 10 Know the Sirah of Prophet 1 Can talk about Prophet Muhammad SAW.
Muhammad SAW
2 Can talk about Prophet Muhammad SAW and his family.
(PI 4.1 , PI 4.2)
Can talk about Prophet Muhammad SAW and his family as well as
3
emulate his characteristics and attributes.

PI 11 Apply good manners in life (PI 1 Can recite basmalah dan hamdalah in daily life.
5.1)
2 Can recite du’a in daily life.
Can recite and practise basmalah, hamdalah and du’a correctly in daily life.
3
 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
PI 12 Read words with two syllables 1 Can recognise and say Jawi letters.
(PI 6.2)
2 Can sound out Jawi letters correctly.

3 Can read words with two syllables correctly.

PI 13 Write Jawi letters 1 Can write some single Jawi letters.

(PI6.3)
2 Can write single Jawi letters correctly.

3 Can copy words with two syllables correctly.

MORAL EDUCATION

PM 1 Kindness – Helping others 1 Can state ways to offer assistance.

(PM 2.1)
2 Can offer assistance when requested.

3 Can offer assistance voluntarily.

PM 2 Responsibility – To carry out 1 Can talk about self responsibilities.

self responsibilities
2 Can carry out responsibilities as a pupil based on stimulus given.
(PM 3.1)
Can carry out responsibilities as a pupil.
3
 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
PM 3 Gratitude – Show gratitude 1 Can express gratitude based on stimulus given.
(PM 4.1)
2 Can express gratitude in specific situations.

3 Can practise gratitude with politeness.

PM 4 Courtesy – Be polite in speech 1 Can state examples of polite speech and behaviour.
and behaviour
2 Can be polite in speech and behaviour based on stimulus given.
(PM 5.1)
3 Can be polite in speech and behaviour in various situations.

PM 5 Respect – Be respectful to 1 Can state examples of being respectful to others.

others
2 Can demonstrate respectful behaviour towards familiar people.
(PM 6.1)
3 Can show respect to others.

PM 6 Courage – Be courageous in 1 Can attempt tasks courageously based on stimulus given.

attempting new tasks
2 Can attempt specific tasks courageously.
(PM 9.1)
3 Can attempt new tasks courageously with confidence.
 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
PM 7 Honesty – Be honest in life 1 Can state examples of honest behaviour.
(PM 10.1)
2 Can speak truthfully with others.

3 Can show honesty in various situations.

PM 8 Diligence – Diligence in carrying 1 Can state examples of diligence.

out tasks
2 Can display diligence when carrying out specific tasks.
(PM 11.1)
3 Can practise diligence in carrying out various tasks.

PM 9 Cooperation – Able to work 1 Can work together in carrying out tasks based on stimulus given.
together in carrying out tasks
2 Can work together in specific situations.
(PM 12.1)
3 Can work together in carrying out various tasks.

PM 10 Tolerance – Be tolerant in 1 Can demonstrate tolerance based on stimulus given.

interactions
2 Can demonstrate tolerance in specific situations.
(PM 14.1)
3 Can demonstrate tolerance in various situations.
PERSONAL COMPETENCE STRAND

PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
KD 1 Know and manage one’s 1 Can express one’s emotions.
emotions
2 Can express one’s emotions based on situations.
(KD 1.1)
3 Can manage one’s emotions in various situations.

KD 2 Know the emotions of others 1 Can express other people’s emotions.

(KD 1.2)
2 Can express other people’s emotions based on situations.

3 Can differentiate emotions of individuals in various situations.

KD 3 Develop positive self-concept 1 Can demonstrate positive self-concept with stimulation.

(KD 2.1)
2 Can demonstrate some positive self-concept.

3 Can demonstrate positive self-concept in various situations.

 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DDESCRIPTOR
LEVEL
KD 4 Develop self-control 1 Can exercise self-control with guidance.
(KD 2.2)
2 Can exercise self-control in some situations.

3 Can exercise self-control in various situations.

KD 5 Develop confidence to 1 Can interact with certain people only.

communicate
(KD 2.3) 2 Can interact with other people.

3 Can interact and give opinion with confidence in various situations.

KD 6 Understand the needs, feelings 1 Can understand the needs of others with guidance.
and opinion of others
(KD 3.1) 2 Can understand others’ feelings based on non-verbal expressions.

3 Can respect others’ feelings and opinion in various situations.

 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
KD 7 Use social skills in interaction 1 Can use social skills with guidance.
(KD 3.2)
2 Can adapt oneself in certain situations.

3 Can practice social etiquette in various situations.

PHYSICAL AND AESTHETIC DEVELOPMENT STRAND

PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
PHYSICAL DEVELOPMENT

FK 1 Development of fine motor skills 1 Can perform activities requiring fine motor skills.
(FK 1.1)
2 Can carry out activities requiring fine motor skills using tools correctly.

3 Can use fine motor skills to perform a variety of complex activities.

FK 2 Development of gross motor skills 1 Can perform locomotor movements.

- Locomotor
2 Can perform a combination of locomotor movements.
(FK 2.2)
3 Can perform locomotor movements with spatial awarenes.

FK 3 Development of gross motor skills 1 Can perform some non-locomotor movements.

– Non-locomotor
(FK 2.3) 2 Can perform non-locomotor movements.

3 Can perform a combination of non-locomotor movements.

FK 4 Manipulative skills 1 Can perform only one manipulative skill.

(FK 3.1)
2 Can perform manipulative skills in specific situations only.
 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL

3 Can perform manipulative skills in various situations.

FK 5 Rhythmic movements 1 Can perform locomotor movements in sync with music.

(FK 4.1)
Can perform locomotor and non-locomotor movements in sync with music.
2

Can perform a combination of creative locomotor and non-locomotor

3
movements in sync with music.

FK6 Personal and reproductive 1 Can look after personal health with guidance.
health
(FK 5.1) 2 Can look after personal health independently.

3 Can practise good personal hygiene in daily life.

FK 7 Personal safety 1 Can practise personal safety with guidance.

(FK 5.3)
2 Can practise personal safety independently.

3 Can practise personal safety at all times.

 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
FK8 Healthy and safe eating habits 1 Can eat a balanced diet based on stimulus given.
(FK 6.1)
2 Can eat a balanced diet in specific situations.

3 Can practise eating a balanced diet.

CREATIVITY AND AESTHETICS

KE 1 Sing songs from various 1 Can sing songs with guidance.

repertoire
2 Can sing songs independently.
(KE 1.1)
3 Can sing songs according to melody and with correct pronunciation.

KE 2 Play percussions 1 Can produce sound using percussion instruments.

(KE 1.2)
2 Can play percussion instruments creatively.

3 Can play a variety of percussion and improvised instruments creatively.

 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
KE 3 Move according to music 1 Can move according to lyrics of songs.
(KE 1.3)
2 Can move according to tempo.

3 Can make creative body movements according to music.

KE 4 Express creative ideas in art 1 Can produce art works based on stimulus given.
works
2 Can produce art works based on one’s creativity.
(KE 3.3)
Can produce art works based on one’s creativity using a variety of
3
media.

KE 5 Appreciate art works 1 Can appreciate one’s art works.

(KE 3.4)
2 Can appreciate other’s art works with guidance.

3 Can appreciate other’s art works.

SCIENCE AND TECHNOLOGY STRAND

PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
EARLY SCIENCE

SA 1 Observation skills 1 Can observe using one sense only.

(SA 2.1)
2 Can observe using a combination of two senses.

3 Can observe using a combination of at least three senses.

SA 2 Classification skills 1 Can compare and differentiate objects based on one characteristic.
(SA 2.2)
2 Can group objects based on two characteristics.

Can group objects and state common characteristics for each

3
classification made.

SA 3 Measurement Skills 1 Can compare measurements of objects.

(SA 2.3)
Can compare and measure length or height of objects using non-
2
standard measurement units.

Can measure length, weigh objects and measure liquid using non-
3 standard measurement units.
 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
SA 4 Prediction skills 1 Can predict based on stimulus.
(SA 2.5)
2 Can predict based on prior experience.

3 Can predict based on observations and activities.

SA 5 Communication skills 1 Can state observations verbally.

(SA 2.6)
2 Can record and explain observations through works or verbally.

Can record and make conclusions based on observations through works

3
or verbally.

SA 6 Exploration skills 1 Can conduct explorations based on stimulus.

(SA 3.1, SA 4.1, SA 5.1)
2 Can conduct explorations based on specified activities.

3 Can conduct explorations and record as well as talk about the process.
 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
EARLY MATHEMATICS

MA 1 Matching skills 1 Can match similar pairs of objects.

(MA 1.1)
2 Can match two groups of objects of the same quantity.

3 Can match objects based on specific characteristics.

MA 2 Skills of comparing quantities of 1 Can compare the quantity of two groups of objects based on stimulus.
objects
2 Can compare the quantity of two groups of objects.
(MA 1.2)
3 Can compare the quantity of two different groups of objects correctly.

MA 3 Seriation skills 1 Can arrange objects according to specified criteria with guidance.
(MA 1.3)
2 Can arrange objects according to one criteria only.

3 Can arrange objects according to various specified criterias.

MA 4 Pattern generating skills 1 Can copy patterns only.

(MA 1.4)
2 Can complete given patterns.

3 Can produce patterns with one’s own creativity.

MA 5 Understanding consistency 1 Can state the concept of consistency based on stimulus.

 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
(MA 1.5)
2 Can explain only one aspect of consistency.

3 Can explain consistency in terms of length, mass and volume.

MA 6 Knowledge of numbers 1 Can count objects.

(MA 2.1)
2 Can use shapes to represent quantity of objects.

3 Can match numerals with quantity of objects from 1 – 10.

MA 7 Arranging numbers 1 – 10 in 1 Can say numbers 1 – 10.

ascending and descending order
2 Can arrange numbers 1 – 10 in ascending order.
(MA 2.1)
3 Can arrange numbers 1 – 10 in ascending and descending order.

MA 8 Counting in tens up to 100 1 Can count in tens up to 50.

(MA 2.4) 2 Can count in tens up to 100 in ascending order.

3 Can count in tens up to 100 in ascending and descending order.

 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
MA 9 Solve operation of addition 1 Can state sum of two groups of objects.
within 18
2 Can solve problems of addition within 18 using concrete objects.
(MA 3.1)
3 Can solve problems of addition within 18.

MA 10 Solve operation of subtraction 1 Can state the balance when objects are removed from a group.
within 18
2 Can solve problems of subtraction within 18 using concrete objects.
(MA 3.2)
3 Can solve problems of subtraction within 18.

MA 11 Usage of money of different 1 Can recognise and say the value of money only.
values
2 Can arrange money according to its different values.
(MA 4.1)
3 Can recognise value of money and use in various activities.
 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
MA 12 Understanding time in daily life 1 Can state the times in a day.
(MA 5.1)
2 Can arrange events according to time sequence.

3 Can relate time with events in daily life.

MA 13 Knowledge on shapes 1 Can name two dimensional shapes.

(MA 6.2) 2 Can name two and three dimensional shapes.

Can produce new shapes from a combination of three dimensional

3
shapes.

MA 14 Produce creative models 1 Can build models based on samples.

(MA 6.3)
2 Can build models based on creativity.

3 Can build various strong and stable models based on creativity.

HUMANITIES STRAND

PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
KM 1 Understand oneself and one’s 1 Can talk about oneself.
relationship with family
2 Can talk about oneself and family.
(KM 1.1)
3 Can talk about roles and responsibilities of oneself and family.

KM 2 Understand one’s relationship 1 Can talk about one’s class.

with the school
2 Can talk about one’s school.
(KM 2.2)
3 Can show pride of one’s school.

KM 3 Be responsible in caring for 1 Can recognise symbols of public facilities.

public facilities
2 Can state ways to use public facilities correctly.
(KM 2.3)
3 Can care for public facilities.

KM 4 Know Malaysia 1 Can name one’s home state.

(KM 3.1)
2 Can talk about one’s home state.

3 Can talk about Malaysia.

 PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
KM 5 Express love for the country 1 Can sing the national anthem.
(KM 3.2)
Can sing the national anthem in the correct manner and respect the Jalur
2
Gemilang

Can demonstrate respect for national emblems and national identities in

3
various situations.
Appreciate Malaysian cultural
KM 6 1 Can state the main festivals in Malaysia.
heritage

(KM 4.1) 2 Can talk about Malaysian cultural heritage.

3 Can participate in Malaysian cultural heritage activities.

KM 7 Express love for the 1 Can state ways to care for the environment.
environment
Can talk about issues and ways to care for the environment based on the
(KM 5.1, KM 5.2, KM 5.3) 2
stimulus given.

3 Can care for the environment.

 PANEL MEMBERS

1. Norashikin binti Hashim Curriculum Development Division

2. Harlina binti Mohamad Curriculum Development Division

3. Regina JosephCyril Curriculum Development Division

4. Hor Lee Lan Curriculum Development Division

5. Siew Siew Kim Curriculum Development Division

6. Zaharah binti Ismail Ali Curriculum Development Division

7. Mohd. Azahar bin Madar Curriculum Development Division

8. Tajul Effandy bin Hassan Curriculum Development Division

9. Nani Mastina binti Abdul Hadi Curriculum Development Division

10. Mohd. Hariz bin Che Hamid Curriculum Development Division

11. Norliyana binti Nordin Curriculum Development Division

12. Nor Amilia binti Amerudin Curriculum Development Division

13. Rohani binti Abdul Curriculum Development Division

14. Rusni binti Che Adnan Curriculum Development Division

15. Azilawati bt. Abu Bakar Selangor State Education Department

16. Azlan bin Muis SK Datuk Tambychik Karim, Alor Gajah, Melaka

17. Azman bin Basri SK Kanchong Darat, Banting, Selangor

18. Professor Dr. Bustam bin Kamri Kolej Pengajian Islam, Johor Bahru, Johor

19. Cheah Eng Khoon Talento Kindergarten, Klang, Selangor

20. Datuk Dr. Chiam Heng Keng ECCE Council

21. Devi a/p Devaraj SJKT Sentul, Kuala Lumpur

22. Faridah binti Ramly Curriculum Development Division

23. Dr. Haniza binti Hamzah Examinations Syndicate

24. Haslinawati binti Mohd. Hashim SK Seri Aman, Taiping, Perak

25. Hasruddin bin Hassan Curriculum Development Division

26. Kamariah binti Mohd. Yasin Curriculum Development Division

27. Karamjit Kaur A/P Kartar Singh SK Wan Sulaiman Sidiq, Alor Setar, Kedah
 KSPK EDISI BAHASA INGGERIS

28. Lim Keat Heng Teacher Training Institute Tun Abdul Razak Campus, Kota
Samarahan, Sarawak
29. Lim Yock Chong Curriculum Development Division

30. Low Pooi Yin Seri Soka Kindergarten, Cheras, Selangor

31. Prof. Madya Dr. Mariani Md. Nor University of Malaya

32. Marina binti Siraj SK Kampong Rinching, Beranang, Selangor

33. Dr. Mastura binti Badzis International Islamic University

34. Mat Shaari Abu Hassan Kedah State Education Department

35. Dr. Mohamed Ayob bin Sukani Teacher Training Institute Bahasa Melayu Campus, Kuala Lumpur

36. Muhd. Nizam Mohd. Yusof Curriculum Development Division

37. Nani binti Menon Putra University Malaysia

38. Natapah binti Hj. Harun SK LB Johnson, Seremban, Negeri Sembilan

39. Noorhana binti Rahmat SK Seksyen 1, Puchong, Selangor

40. Noorjahan binti Sultan SK Indera Mahkota Utama, Kuantan, Pahang

41. Nor Azlin binti Mohamed Azhari SK Brickfields, Kuala Lumpur

150
42. Noraini Abd. Rashid SK Putrajaya Presint 11 (1), Putrajaya

43. Norazlina binti Alias Hilir Perak District Education Department

44. Norlela binti Ali Teacher Training Institute Ilmu Khas Campus, Kuala Lumpur

45. Nur Muriza binti Musa Curriculum Development Division

46. Oh Yean Choo Institute CECE, Kuala Lumpur

47. Paoo Chin Shiea SJKC Pandamaran B, Klang, Selangor

48. Puspa Devi a/p Munisamy SJKT Saraswathy, Kuala Lumpur

49. Rahmah Bee binti Mohd. Kabibal Saiboo SK Convent Pulau Tikus, Pulau Pinang

50. Rosli Ishak Penang State Education Department

51. Shamizan bin Shafea SK Kampong Banting, Sabak Bernam, Selangor

52. Sheal Valakshemi a/p Palaniappan Teacher Training Institute Ipoh Campus, Perak

53. Sia Soh Guat SK Batu Unjur, Selangor

54. Siti Zuhana binti Sungip SK Bandar Banting, Selangor

55. Soh Lih Ru SK Puteri Pandan (1), Kuala Lumpur

56. Suguna a/p Sankaran Teacher Training Institute International Languages Campus, Kuala
Lumpur

57. Usharani a/p Arumugam Curriculum Development Division

58. Wong Ming Tsuey SJKC Tun Tan Cheng Lock, Subang Jaya, Selangor

59. Yatimah binti Muji Curriculum Development Division

CONTRIBUTORS

1. Choo Poh Lin Institute CECE, Kuala Lumpur

2. Esther Yong Siew Nget Real Kids Kindergarten, Subang Jaya, Selangor

3. Eveleen Ling Malaysian Association of Professional Early Childhood Educators

4. Hamidah Binti Abu Bakar National Unity and Integration Department

5. Jamela Begam binti Oli Tunku Abdul Rahman University, Petaling Jaya, Selangor

6. Jeya Parera Kindergarten Association of Malaysia

7. Judith Low National Association of Professional Early Childhood Educators

8. Kamsiyah Binti Yahya Community Development Department (KEMAS)

 KSPK EDISI BAHASA INGGERIS

9. Dr. Khodori Ahmad Innovation & Special Projects Department FELDA, Kuala Lumpur

10. Lily Ganam SeDidik SEDC, Sarawak

11. Lydia Foong SEGI University

12. Mazlan bin Awi Curriculum Development Division

13. Professor Dr.Nor Hashimah Hashim Science University Malaysia

14. Patricia Teh Malaysian Association of Professional Early Childhood Educators

15. Datin Radziah Mohd. Daud National Association of Professional Early Childhood Educators

16. Zainon binti Abdul Majid Curriculum Development Division

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 ACKNOWLEDGMENT

Advisors

Dr. Sariah binti Abd. Jalil - Director

Shamsuri bin Sujak - Deputy Director
Datin Dr. Ng Soo Boon - Deputy Director

Editorial Advisors

Dr. A’azmi bin Shahri - Section Head

Policy and Evaluation Sector
Mohamed Zaki bin Abd. Ghani - Section Head
Islamic Education Sector
Haji Naza Idris bin Saadon - Section Head
Technical and Vocational Sector
Hajah Chetrilah binti Othman - Section Head
Languages and Literature Sector
Zaidah binti Mohd. Yusof - Section Head
Science and Mathematics Sector
Mohd Faudzan bin Hamzah - Section Head
Social Science Sector
Dr. Rusilawati binti Othman - Section Head
Special Education Sector
Mohamed Salim bin Taufix Rashidi - Section Head
Arts and Health Sector
 KSPK EDISI BAHASA INGGERIS

Bahagian Pembangunan Kurikulum Kementerian

Pendidikan Malaysia
Aras 4 – 8, Blok E9, Kompleks Kerajaan Parcel E
62605 Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/

155