STANDARD-BASED CURRICULUM AND ASSESSMENT DOCUMENT. Curriculum Development Division Ministry of Education Malaysia

Size: px
Start display at page:

Download "STANDARD-BASED CURRICULUM AND ASSESSMENT DOCUMENT. Curriculum Development Division Ministry of Education Malaysia"

Transcription

1

2

3 STANDARD-BASED CURRICULUM AND ASSESSMENT DOCUMENT Curriculum Development Division Ministry of Education Malaysia 2017

4 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, Putrajaya.

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

6 Children with Special Needs Elements Across the Curriculum School-Based Assessment Content Organisation Minimum Time Allocation Teaching and Learning Time Allocation Communication Strand Bahasa Melayu English Language Chinese Language Tamil Language Spirituality, Attitudes and Values Strand Islamic Education Moral Education Personal Competence Strand Physical Development and Aesthetics Strand Physical Development and Health Care... 76

7 Creativity and Aesthetics Science and Technology Strand Early Science Early Mathematics Humanities Strand Performance Standards Communication Strand Spritiuality, Attitudes and Values Strand Personal Competence Strand Physical Development and Aesthetics Strand Science and Technology Strand Humanities Strand Panelists Contributors Acknowlegment

8

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

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

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

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

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

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

15 KATA PENGANTAR Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang dilaksanakan pada tahun 2010 telah disemak semula bagi memenuhi tuntutan dasar baharu di bawah Pelan Pembangunan Pendidikan Malaysia (PPPM) dan keperluan semasa. Penyemakan ini dilakukan bagi memastikan kualiti kurikulum yang dilaksanakan di prasekolah setanding dengan standard antarabangsa. Kurikulum berasaskan standard yang diterjemahkan dalam KSPK 2017 mengandungi Standard Kandungan, Standard Pembelajaran dan Standard Pentaksiran. Dokumen kurikulum ini dinamakan Dokumen Standard Kurikulum dan Pentaksiran (DSKP). DSKP yang dihasilkan telah menyepadukan enam tunjang dalam kerangka KSPK 2017 iaitu Tunjang Komunikasi; Kerohanian, Sikap dan Nilai; Kemanusiaan; Perkembangan Fizikal dan Estetika; Sains dan Teknologi; dan Keterampilan Diri. Usaha memasukkan Standard Pentaksiran dalam dokumen kurikulum telah mengubah landskap sejarah sejak Kurikulum Kebangsaan dilaksanakan di bawah Sistem Pendidikan Kebangsaan. Menerusi Standard Pentaksiran, murid dapat ditaksir secara berterusan untuk mengenal pasti tahap penguasaannya dalam sesuatu ilmu, kemahiran dan nilai, serta membolehkan guru membuat tindakan susulan bagi mempertingkat pencapaian murid. Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi penghargaan dan ucapan terima kasih kepada semua pihak yang terlibat dalam penggubalan KSPK Semoga pelaksanaan KSPK 2017 mencapai hasrat dan matlamat Sistem Pendidikan Kebangsaan. KSPK 2017 mengintegrasikan pengetahuan, kemahiran dan nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke- 21 termasuk Kemahiran Berfikir Aras Tinggi (KBAT). Dr. SARIAH BINTI ABD. JALIL Pengarah Bahagian Pembangunan Kurikulum xvi

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

17 DRAFT NPSC AIM OBJECTIVES 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.. The National Preschool Standard-Based Curriculum provides children with opportunities to achieve the following objectives: 1. Use language to communicate effectively. 2. Practise Islamic values in daily life for Muslims pupils. 3. Practise moral values of the Malaysian society. 4. Appreciate and show sensitivity towards the various cultures of the Malaysian society. 5. Love and appreciate theenvironment. 6. Develop positive self-concept and self-confidence. 7. Practise a healthy lifestyle, develop physical fitness and ensure personal safety. 8. Develop creativity and aesthetics. 9. Apply critical, creative and innovative thinking and problem-solving skills in learning as well as in daily life. 2

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

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

20 FOCUS Table1: Pupils Profile The preschool curriculum focuses on producing pupils who are able to communicate and socialise with confidence. It is hoped that pupils will be able to face challenges and solve problems, are eager to learn and ready for further learning. 21 ST CENTURY SKILLS One of the aspirations of the National Preschool Standard- Based Curriculum is to produce pupils with 21 st century skills focusing on thinking skills and living skills as well as their future careers which are based on moral values. 21 st century skills aims to produce pupils with characteristics as illustrated in Table 1. The acquisition of the Content Standards and Learning Standards in the National Preschool Standard-Based Curriculum contributes to the attainment of 21 st century skills among pupils. PUPILS PROFILE Resilient Communicators Thinkers Team Spirit DESCRIPTION Pupils are able to face and overcome difficulties and challenges with wisdom, confidence, tolerance and empathy. Pupils are able to express their thoughts, ideas and information confidently and creatively in oral and written form, using a variety of media and technology. Pupils are able to think critically, creatively and innovatively; able to solve complex problems; and make ethical decisions. They are able to think about learning and about being learners themselves. They are able to generate questions and are receptive towards other people s perspectives, values, individual traditions and community. They are confident and creative in handling new learning areas. Pupils are able to cooperate effectively and harmoniously with others. They share collective responsibility, respect and cherish the contribution of each member in the team. They acquire interpersonal skills through 5

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

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

23 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. 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. Involvepupils in setting up learning centres. Layout PLANNING TEACHING AND LEARNING ACTIVITIES The layout of the classroom should be flexible according to lessons planned. Appropriate layout of furniture and equipment which allows room for movement and activities. Equipment and resources are arranged neatly and accessible. The equipment and resources should be changed periodically in order to maintain pupils interest and to achieve learning objectives. Pupils work should be prioritised and displayed. This will boost their self-confidence and encourage pupils to produce more works. 1. Long-term and short-term planning of teaching and learning activities should be in tandem with the needs of the curriculum. 2. Planning of timetables should be based on pupils development and implemented flexibly. 3. The following should be taken into consideration when planning teaching and learning activities: ability and cognitive development of pupils. provide opportunities for pupilsto make choices during activities. 8

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

25 socio-emotional, cognitive, language development and pupils potential are enhanced and maximised. 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; problembased 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 individual. 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 10

26 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 11

27 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 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. 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. 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. 12

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

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

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

31 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 affairsresponsibly. 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 16

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

33 2. Assessment is conducted in line with the stipulated aim. 3. Assessment is carried out continuously. 4. Assessment methods should be valid and reliable; in accordance to pupils development and based on scientific methods. Criterion-based assessment and not a comparison between pupils. Assessment method is through continuous observation and assessment of pupils works. Tests or formal exams should not be conducted. Data collected should be analysed so that reporting is done in a valid and reliable manner. Implementation of systematic documentation. Examples of assessment records are checklist, rating scale, anecdote record, running record, time sampling and event sampling. 5. Assessment has to be carried out ethically and children s rights taken into consideration. CONTENT ORGANISATION The National Preschool Standard-Based Curriculum is organised with emphasis on Content Standards, Learning Standards and Performance Standards. Table 4: Organisation of NPSC CONTENT STANDARD Specific statements which specify the essential knowledge,skills and values pupils need to acquire and can perform by the end of a schooling term. Minimum Time Allocation LEARNING STANDARD A set of criteria or quality indicator of learning and achievement which can be measured. PERFORMANCE STANDARD A set of general criteria which shows performance levels which pupils need to show when they have acquired a particular skill, knowledge or value. Minimum time allocation for preschool education should be adhered to as follows: 1. Preschool has to be carried out for at least four hours a day (including recess), that is, 20 hours a week for pupils aged Preschool has to be carried out for at least three and a half hours a day (including recess), that is, 17½ hours a week for pupils aged

34 3. Bahasa Melayu is used as the instructional language for at least 600 minutes in preschools where Bahasa Melayu is the medium of instruction. 4. Bahasa Melayu is used as the instructional language for at least 400 minutes in preschools where Bahasa Melayu is not the medium of instruction. 5. English Language is used as the instructional language for at least 600 minutes in preschools where Bahasa Melayu is the medium of instruction. 6. English Language is used as the instructional language for at least 400 minutes in preschools where Bahasa Melayu is not the medium of instruction. 7. Islamic Education must be taught in preschools if there are at least 5 or more Muslim pupils and should be taught by a certified Islamic Education teacher for at least two hours a week. 8. Moral Education must be taught in preschools if there are at least 5 or more non-muslim pupils for at least two hours a week. flexibility to arrrange the timetable according to the needs of pupils. Table 5: Time Allocation in Preschool No. Learning Areas Weekly time Allocation (minutes) Other Bahasa Medium of Melayu Instruction 1. Bahasa Melayu English Language Chinese/Tamil Language Outdoor Activity Islamic Education / Moral Education Early Mathematics Integrated Learning Total Details of the learning areas in preschool are as follows: Teaching and Learning Time Allocation Planning of daily activities in preschool should be based on time allocation as in Table 4. However, teachers are given the 19

35 Integrated Learning Integrated Learning provides opportunities for pupils to obtain their own meaningful learning experience. Teachers need to integrate strands, skills and values in teaching and learning. Integrated Learning include: 1. Routine Activities Routine activities are activities that are carried out on a daily basis and have special time allocation. These activities includes circle time, recess and reflection. Circle Time Circle Time is to prepare preschoolers mentally and emotionally to focus on the learning activities of the day. Activities during Circle Time such as sharing of ideas and information; storytelling, singing, and other activities can increase their vocabulary; and improve their social skills and encourage the involvement of preschoolers actively. The time allocated for Circle Time is 20 minutes daily. Recess In preschool education, recess is part of teaching and learning. Recess is allotted for pupils to have their meals as well as for physical and mental relaxation. Recess can be used to involve pupils in food and dining preparation. Aspects of self-management, manners, healthy eating and balanced diet should be emphasised during recess. Time allocated for recess is 30 minutes daily. 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. 20

36 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 Activityis 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. 21

37 COMMUNICATION STRAND 22

38 Tunjang Komunikasi terdiri daripada Bahasa Melayu, Bahasa Inggeris, Bahasa Cina dan Bahasa Tamil. Kemahiran bahasa merupakan teras kepada Tunjang Komunikasi. Kemahiran bahasa ini diorganisasikan dalam kemahiran mendengar dan bertutur; kemahiran membaca; dan kemahiran menulis. Keempat-empat kemahiran ini adalah penting bagi memperkembangkan komunikasi lisan dan asas literasi murid untuk pembelajaran mereka seterusnya. Di samping itu, aspek seni bahasa juga diterapkan dalam Tunjang ini. Aspek seni bahasa merujuk kepada keupayaan murid memahami, mengungkap dan menghargai bahasa yang indah melalui pembelajaran yang menyeronokkan secara didik hibur melalui pelbagai aktiviti dan permainan bahasa seperti nyanyian, bercerita, berlakon dan berpuisi. BAHASA MELAYU Selepas mengikuti aktiviti pembelajaran yang berteraskan Bahasa Melayu, murid boleh: 1. Memberi respons secara bertatasusila terhadap pelbagai bahan rangsangan yang didengar. 2. Berkomunikasi dan menyampaikan idea. 3. Membaca dan memahami ayat mudah. 4. Menulis perkataan, frasa dan ayat mudah. 23

39 STANDARD KANDUNGAN STANDARD PEMBELAJARAN BM 1.0 KEMAHIRAN MENDENGAR DAN BERTUTUR BM 1.1 Mendengar dan memberi respons terhadap pelbagai bunyi di persekitaran Murid boleh: BM Mengenal pasti pelbagai bunyi di persekitaran Murid boleh: BM Mengecam dan membezakan bunyi di persekitaran (i) manusia (ii) alam sekitar (iii) ciptaan manusia BM Memberi respons terhadap bunyi yang didengar BM 1.2 Mendengar, memahami dan memberi respons secara gerak laku dan lisan Murid boleh: BM BM BM Mendengar dan memberi respons terhadap cerita yang didengar Mendengar dan menyanyi lagu Mendengar, memahami dan memberi respons secara bertatasusila terhadap: (i) ucap selamat (ii) arahan yang mudah Murid boleh: BM BM BM Mendengar dan memberi respons dengan bertatasusila terhadap: (i) arahan (ii) soalan (iii) cerita Mendengar dan melafazkan puisi dengan intonasi yang betul Melafazkan puisi (i) pantun dua kerat (ii) sajak BM 1.3 Mendengar dan mengecam bunyi bahasa Murid boleh: Murid boleh: BM Mendengar dan menyebut abjad BM Mendengar, mengecam dan menyebut perkataan 24

40 STANDARD KANDUNGAN STANDARD PEMBELAJARAN BM Mendengar, mengecam dan menyebut bunyi suku kata awal yang sama dalam perkataan BM Menyebut dan memberi respons terhadap perkataan yang didengar BM Mendengar, mengecam dan menyebut bunyi suku kata akhir yang sama dalam perkataan BM 1.4 Berinteraksi menggunakan ayat mudah Murid boleh: BM Mendengar dan menyebut ayat mudah secara bertatasusila Murid boleh: BM Berinteraksi menggunakan ayat mudah mengikut situasi BM Berinteraksi menggunakan ayat mudah untuk: (i) meluahkan perasaan (ii) menyatakan permintaan BM Berinteraksi menggunakan ayat mudah untuk: (i) memberi arahan (ii) memberi pandangan BM Bersoal jawab menggunakan ayat mudah BM Bersoal jawab menggunakan ayat mudah berdasarkan bahan rangsangan BM 1.5 Bertutur untuk menyampaikan idea Murid boleh: BM Menyampaikan idea tentang sesuatu yang didengar, dilihat atau dialami Murid boleh: BM Menyampaikan idea secara kritis tentang sesuatu yang didengar, dilihat atau dialami 25

41 STANDARD KANDUNGAN STANDARD PEMBELAJARAN BM 2.0 KEMAHIRAN MEMBACA BM 2.1 Menguasai kemahiran prabaca Murid boleh: BM Menyatakan lambang dan cetakan yang membawa makna tertentu BM BM BM BM Mengenal pasti ciri-ciri fizikal buku: (i) judul (ii) gambar/ilustrasi (iii) pengarang Mengamalkan cara membaca yang betul: (i) dari kiri ke kanan (ii) dari atas ke bawah (iii) jarak antara mata dengan buku (iv) teknik memegang buku Mengamalkan penjagaan buku dengan cara yang betul Membaca secara olok-olok BM 2.2 Mengenal huruf abjad Murid boleh: Murid boleh: BM BM Mengenal pasti abjad Menyebut dan membunyikan huruf vokal BM Mengenal pasti dan menyebut huruf kecil dan besar 26

42 STANDARD KANDUNGAN STANDARD PEMBELAJARAN BM 2.3 Membina dan membaca suku kata dan perkataan Murid boleh: BM Membunyikan suku kata terbuka BM Membunyikan suku kata tertutup Murid boleh: BM Membaca perkataan dengan suku kata terbuka: (i) KV+KV (ii) KV+ KV+KV BM Membaca perkataan dengan suku kata terbuka dan tertutup: (i) KVK (ii) V+KV (iii) V+KVK (iv) KV+KVK (v) KVK+KV (vi) KVK+KVK BM 2.4 Membaca dan memahami frasa dan ayat Murid boleh: BM BM Membaca frasa yang mengandungi perkataan dengan suku kata terbuka Membaca ayat mudah yang mengandungi perkataan dengan suku kata terbuka Murid boleh: BM BM Membaca dan memahami frasa yang mengandungi perkataan dengan suku kata terbuka dan tertutup Membaca dan memahami ayat mudah dengan sebutan yang betul 27

43 STANDARD KANDUNGAN STANDARD PEMBELAJARAN BM 2.5 Membaca dan memahami bahan bacaan Murid boleh: Murid boleh: BM Membaca bahan bacaan mudah BM Membaca dan menceritakan semula daripada bahan bacaan yang dibaca BM Membaca dan meluahkan idea daripada bahan bacaan yang dibaca BM 2.6 Memupuk bacaan luas Murid boleh: Murid boleh: BM BM BM Memilih bahan bacaan yang digemari Mengenal dan menamakan gambar dalam buku Membaca perkataan yang terdapat dalam buku BM BM BM Berkongsi bahan bacaan Membaca bahan bacaan secara berkongsi dengan rakan Membaca bahan bacaan dengan sendiri BM 3.0 KEMAHIRAN MENULIS BM 3.1 Menguasai kemahiran pratulis Murid boleh: BM Memegang alat tulis dengan cara yang betul untuk menulis BM Duduk dengan posisi yang betul semasa menulis 28

44 STANDARD KANDUNGAN STANDARD PEMBELAJARAN BM BM BM Membuat contengan dan lakaran menggunakan pelbagai alat tulis Mengkoordinasikan pergerakan mata dengan tangan melalui lakaran bentuk, corak dan garisan secara bebas Mengkoordinasikan pergerakan mata dengan tangan mengikut arah yang betul BM 3.2 Menguasai kemahiran menulis Murid boleh: BM BM BM BM Menulis huruf kecil dengan cara yang betul Menulis huruf besar dengan cara yang betul Menyalin perkataan Menyalin frasa Murid boleh: BM BM BM BM Menyalin ayat mudah Meluahkan idea dalam bentuk lukisan, simbol dan tulisan Menulis perkataan dan frasa Menulis ayat mudah 29

45

46 Senarai Suku Kata Suku Kata Contoh Satu suku kata terbuka KV ba, ca, de, fi, gu, hi, ja, ku, lo, ma, ni, pu, ra, si, to Dua suku kata terbuka KV+KV bapa, baca, batu, buku, bola, bahu, cuti, ciku, dagu, duri, feri, gigi, hari, jala, kuku, kuda, lori, lima, mata, meja, muka, nasi, paku, pasu, rusa, roti, susu, sagu, topi, raga Tiga suku kata terbuka KV+KV+KV dahaga, kerusi, lelaki, kereta, kepala, mereka, cerita, tomato, telaga, kemeja Satu suku kata tertutup KVK bot, bas, beg, cat, gam, gol, jam, jet, jus, kek, kot, lap, mop, pen, pin, tin, van, zip Dua suku kata terbuka V+KV abu, apa, api, aku, alu, ini, itu, isi, ubi, ibu Satu suku kata terbuka dan satu suku kata tertutup Satu suku kata terbuka dan satu suku kata tertutup Satu suku kata tertutup dan satu suku kata terbuka V+KVK KV+KVK KVK+KV adik, ayam, awan, akar, epal, emak, ekor, itik, ubat, otak bakul, bulan, bulat,bunga,cawan, cicak, dodol, datuk, gajah, garam, hutan, hitam, jalan, katil, kipas, lapan, lilin, mulut, masin, makan, nenek, pokok, siput kunci, lampu, lembu, pintu, teksi, kanta, kurma, baldi, bomba Dua suku kata tertutup KVK+KVK biskut, kertas, masjid, coklat, sampan, bantal, kantin, tandas, cermin, mancis 30

47 GLOSARI Bil. Istilah Maksud / Makna 1 bacaan luas Bacaan luas atau bacaan ekstensif merupakan satu kegiatan membaca yang dilakukan oleh murid secara bersendirian tanpa bimbingan guru. Bacaan luasini bertujuan untuk mengukuhkan asas membaca; menambah kemahiran memahami dan menaakul isi bacaan; meningkatkan kepantasan membaca; serta membina dan mengukuh minat membaca. 2. konsonan Huruf selain vokal (b, d, f,...). 3. suku kata terbuka Suku kata yang diakhiri dengan vokal. 4. suku kata tertutup Suku kata yang diakhiri dengan konsonan. 5. vokal Huruf hidup atau huruf saksi (a, e, i, o, u). 31

48 ENGLISH LANGUAGE Upon completion of learning activities inenglish Language, pupils can: 1. listen and respond using appropriate verbal and non-verbal responses. 2. communicate using simple sentences with manners. 3. read and understand simple sentences. 4. write words and phrases. CONTENT STANDARD LEARNING STANDARD BI 1.0 LISTENING AND SPEAKING SKILLS BI 1.1 Listen to and identify sounds BI Listen to and identify common sounds in the environment BI Listen to and respond to stimulus given: (i) environmental sounds (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI Listen to and identify rhymes in nursery rhymes and songs 32

49 CONTENT STANDARD LEARNING STANDARD BI 1.2 Listen to and respond appropriately BI Listen to and recite nursery rhymes BI Listen to and recite poems and rhymes BI Listen to and sing songs BI Listen to and respond tostories BI Listen to and repeat greetings BI Listen to and follow simple instructions BI Listen to and enjoy simple stories BI 1.3 Listen to, understand and respond in a variety of contexts BI Participate politely in daily conversations to: (i) exchange greetings (ii) show appreciation (iii) introduce oneself (iv) express feelings (v) make simple request BI BI BI Name favourite things and activities Listen to and respond to oral texts Participate in talk about familiar activities and experiences BI Participate in talk about stories heard BI Participate in role play about familiar daily situations 33

50 CONTENT STANDARD LEARNING STANDARD BI 2.0 READING SKILLS BI 2.1 Show appropriate book handling skills BI BI Handle books carefully Recognise the basic features of a book Children who start preschool at 5+ will develop the book handling skills learning standards of children who started preschool at 4+. BI Read print in the correct manner: (i) left to right (ii) top to bottom (iii) distance between eyes and the book Children who started preschool at 4+ will continue to recieve appropriate support and challenge in book handling skills. BI Show awareness that print conveys meaning by doing pretend reading BI 2.2 Apply sounds of letters to recognise words BI BI BI Recognise letters of the alphabet by their: (i) shape (ii) name Recognise small letters of the alphabet Recognise capital letters of the alphabet BI BI BI Recognise and sound out letters of the alphabet Recognise and sound out initial, medial and ending sounds in a word Blend phonemes (sounds) to form single syllable words 34

51 CONTENT STANDARD BI LEARNING STANDARD Name letters of the alphabet BI 2.3 Demonstrate understanding of a variety of texts in the form of print and nonprint materials BI BI Recognise and read logos and signs Read familiar words printed in the surroundings BI BI BI Recognise and read high frequency/sight words Read simple phrases Read simple sentences BI 2.4 Develop interest in reading independently for information and enjoyment BI Recognise and name objects or people in pictures BI BI Read texts independently Read and respond to texts read BI 3.0 WRITING SKILLS BI 3.1 Develop prewriting skills BI BI BI Demonstrate fine motor control of hands and fingers by using writing tools correctly Demonstrate correct posture and pen hold grip Develop hand-eye coordination through scribbling, drawing lines and patterns Children who start preschool at 5+ will focus on the prewriting skills learning standards of children who started preschool at 4+. Children who started preschool at 4+ will continue to recieve appropriate support and challenge in prewriting skills. 35

52 CONTENT STANDARD LEARNING STANDARD BI 3.2 Develop writing skills BI BI BI BI Write recognisable letters Copy and write small letters legibly Copy and write capital letters legibly Copy familiar words in legible print BI BI BI Copy simple phrases in legible print Copy simple sentences in legible print Communicate ideas and information by using drawing, marks, symbols and writing with invented spelling BI Write words and phrases in legible print 36

53 Suggested Word List According To Rimes (Basic Phonics) Rime Word List Rime Word List - at cat, mat, sat, pat, bat, fat, rat, hat - og dog, jog, log - ap cap, lap, map, tap, nap - et jet, wet, net, pet - an fan, man, can, pan, van - en hen, pen, ten, men - am jam, yam, ram - ed bed, red - in bin, fin, pin, tin, win - eg leg, peg - ip dip, sip, lip, zip, hip - ut cut, hut, nut - it hit, kit, pit, sit - un bun, fun, gun, run, sun - ig big, dig, fig, wig - um gum, hum, mum - ag bag, rag, tag, wag - ack back, pack, rack, sack - ad mad, sad, pad, bad - ick tick, sick, lick, pick, quick - ot cot, dot, hot, not, pot - ock sock, lock, rock - op hop, mop, pop, top - ill fill, ill, pill, hill, bill - od cod, god, nod, pod, rod - ell bell, tell, well, yell, sell 37

54 Suggested High Frequency Words the of for my so your and it at her go put a was his out no too to you that this so here said they with have me an in on we went very am he she can be get yes I is are like got did *In frequency order reading down the columns from left to right 38

55 GLOSSARY No. Term Definition 1. alliteration The use of words that begin with the same sound. Example: peas porridge pot. 3. non-print material Digital reading materials. 4. print material Printed matter is a term to describe printed material produced by printers or publishers, such as books, magazines, booklets, brochures and other publicity materials and in some cases, newspapers. 5. rhythm and rhyme A regular repeated pattern of sounds and words that rhyme. Example: nursery rhymes. 39

56 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 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 40

57 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 内容标准 学习标准 BC 1.0 听说教学 BC 1.1 专注且耐心地听话学生能 : BC BC 认识日常生活中所听到的声音 辨别与模仿声音 41

58 内容标准 学习标准 BC 1.2 聆听和理解指示与要求, 做出适当的反应 学生能 : 学生能 : BC 聆听及明白单项指示与要求, 并作出适当的反应 BC 聆听及明白指示与要求, 并作出适当的反应 BC 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 聆听教材, 根据内容作出反应 BC 聆听教材, 根据内容作出适当的反 应 BC 1.4 以口语参与互动, 有礼貌地与人沟通 学生能 : 学生能 : BC 有礼貌地向人请安问候 BC 有礼貌地提出要求 BC 讲述有关自己的事物 BC 讲述生活中所发生的事情 BC 针对事情说出看法 BC 1.5 针对有关情况发问和回答问题 学生能 : 学生能 : BC 有礼貌地发问和回答问题 BC 针对不明白或感兴趣的事物发问 BC 针对有关情况发问和回答问题 43

59 BC 2.0 阅读教学 内容标准 学习标准 BC 2.1 理解生活环境中的图像与符号 学生能 : 学生能 : BC 理解符号中的具体物件内容 BC 以生活环境中的线索诠释符号的意义 BC 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 知道各种讯息类文本的功能 BC 理解故事角色 情节与内容 BC 使用图像记录与说明 BC 辨认与欣赏创作者的图像细节 BC 2.3 认识汉字的基本知识 学生能 : 学生能 : BC 认识汉字起源于图形 BC 认识和说出基本笔画的名称 BC 认识汉字一字一音 BC 认识基本部首和偏旁 BC 2.4 认识字词 学生能 : 学生能 : BC 认识自己的姓名 BC 从教材中认识生字 BC BC 看图识字 认识字词 44

60 内容标准 学习标准 BC 2.5 认读词语 学生能 : 学生能 : BC 认读单字 BC 认读词语 BC 看图认读词语 BC 认读短语 BC 2.6 朗读句子 学生能 : 学生能 : BC 朗读简单的句子 BC 以适当的语调朗读句子 BC 朗读儿歌与诗歌 BC 2.7 理解阅读材料 学生能 : 学生能 : BC 根据教材回答问题 BC 根据教材进行问答活动 BC 以口述或绘画方式, 表达教材内容 BC 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 主动翻阅图书 BC 主动翻阅图书, 并乐于分享有关图书内容 BC 顺序翻阅书本 BC 针对故事内容发问 45

61 内容标准 学习标准 BC 3.0 书写教学 BC 3.1 发展眼和手的机能, 做好写字前的准备 学生能 : BC 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 正确的执笔 BC BC 以正确的坐姿写字 以正确的方法写字 (i) 笔画 笔顺正确 (ii) 字体整齐 BC 正确地写出基本笔画 BC 3.3 书面表达学生能 : 学生能 : BC 用图像或符号标示空间 物件或做记录 BC 用图像 符号或文字表达想法 46

62 தம ழ மம ழ தம ழ மம ழ க கற றல நடவட க கககள க க ப ப றக, ம ணவர கள : 1. ம வ மட த த பல வவற த ண டல கள க க ப பண ப டன த லங க வர. 2. எள ய வ க க யங கள ன வழ மத டர ப மக ள வர. 3. எள ய வ க க யங ககள வ ப பர ; ப ர ந த மக ள வர. 4. ம ற கள, ம ற மற டர, எள ய வ க க யங கள ஆக யவற கற எழ த வர. உள ளடக கத தரம கற றல தரம BT 1.0 ககட டல த றன ம க ச ச த த றன ம BT 1.1 பல வகக ஒல ககள Á ½Å û: Á ½Å û: அற வர BT ப ர ண கள எழ ப ப ம ஒல ககள BT ம யற கக ஒல ககள அற வர BT அற வர இயற கக ஒல ககள அற வர BT இக க கர வ கள ன ஒல ககள அற வர 47

63 உள ளடக கத தரம கற றல தரம BT 1.2 ம வ மட த தவற கறக Á ½Å û: Á ½Å û: க ற வர ; அதற வகற பத த லங க வர BT BT ம வ மட த த கட டகள Âì ÜÚÅ ; «¾ற üபò த லங க வர ம வ மட த த வவண ட வக Çì ÜÚÅ ; BT BT ºÅ ÁÎò¾ ¾ Âì ÜÚÅ ºÅ ÁÎò¾ ¾ Âô ÀüÈ Â ¾ Åø Çì ÜÚÅ BT «¾ற üபò த லங க வர ம வ மட த த º ÚÅ ப டகலப ப ட வர BT ம வ மட த த ¾Â ý À ò¾ Ãí Ç ý ÀñÒ Ç Å ÇìÌÅ BT ம வ மட த த ந தப ப டகலப ப ட வர BT 1.3 எழ த த ககள Á ½Å û: Á ½Å û: ஒல ப பர BT உய ர எழ த த ககளய ம ஆய த BT வல ல ன உய ர மமய எழ த த ககள எழ த கதய ம ஒல ப பர ஒல ப பர BT மமய மயழ த த ககள ஒல ப பர BT மமல ல ன உய ர மமய எழ த த ககள ஒல ப பர BT இகடய ன உய ர மமய எழ த த ககள ஒல ப பர BT க ற ல, மநட ல எழ த த ககள ஒல ப பர BT 1.4 ம ற ககளச ர ய க Á ½Å û: Á ½Å û: உச ர ப பர BT உய மரழ òð û மக ண ட ம ற ககள BT வல ல ன  Áö ÂØòÐ Çì ñ¼ உச ர ப பர ம ற ககளî ºÃ Â îºã ôà 48

64 உள ளடக கத தரம கற றல தரம BT வல ல ன Áö ÂØòÐ Çì ñ¼ BT மமல ல ன  Áö ÂØòÐ Çì ñ¼ ம ற ககளî ºÃ Â îºã ôà ம ற ககளî ºÃ Â îºã ôà BT மமல ல ன Áö ÂØòÐ Çì ñ¼ ம ற ககளî ºÃ Â îºã ôà BT இகடய ன  Áö ÂØòÐ Çì ñ¼ ம ற ககளî ºÃ Â îºã ôà BT இகடய ன Áö ÂØòÐ Çì ñ¼ ம ற ககளî ºÃ Â îºã ôà BT க ற ல, மநட ல ம ற ககளî ºÃ Â உச ர ப பர BT 1.5 மப ர த தம ன Á ½Å û: Á ½Å û: ம ல, ம ற மற டர, வ க க யம ஆக யவற கறப பயன பட த த ப வபச வர BT BT BT தன கனப பற ற ய ச ய வ வரங ககளக க ற வர க ட ம ப உற ப ப னர கள ன உறவ ப மபயர ககளச ர ய கப பயன பட த த ப வபச வர மர ய கதச ம ற ககளô பயன பட த த ப வபச வர BT BT BT உறவ னர கள ன உறவ ப மபயர ககளச ர ய கப பயன பட த த ப வபச வர ÝÆÖì üà ±Ç Â Å ì Âí Çô ÀÂýÀÎò¾ ô ÀÍÅ À ¼ò Ð ½ô À ÕÇ ý àñ¼ä ýåæ ±Ç Â Å ì Âí Ç ø À¾ ø ÜÚÅ BT 1.6 ச ழல க வகற ப Á ½Å û: நட த த க க ட ட வர BT கத ப த த ரங ககள ஏற ற ºÃ  ன ப வகனய ல நட த த க க ட ட வர 49

65 உள ளடக கத தரம கற றல தரம BT 2.0 வ ச ப ப த த றன BT 2.1 Òò¾ ò ¾î ºÃ Â É Ó È ø  ûå Á ½Å û: BT Òò¾ ò ¾ì ÅÉÁ ì  ûå BT BT BT Òò¾ ò¾ ý «ÊôÀ ¼ «õºí Ç «È Å Òò¾ ò ¾î ºÃ Â É Ó È ø Å º ôà (i) þ¼á ÕóÐ ÅÄõ (ii) ÁÄ ÕóÐ ú (iii) ñ ÁüÚõ Òò¾ ò¾ üì þ ¼Â Ä É àãõ ÌÈ Â Î û, «îºêì ôàð¼ Å û ÂÅüÈ ý À Õ Çì ÜÚÅ BT 2.2 ர ய ன Á ½Å û: Á ½Å û: உச ர ப ப டன வ ப பர BT உய மரழ த த ல மத டங க ம ம ற ககளச ர ய ன உச ர ப ப டன வ ப பர BT க ற மறழ த த ல, மநட மடழ த த ல மத டங க ம ம ற ககளச ர ய ன உச ர ப ப டன வ ப பர BT மமய மயழ த த ல ம ட ய ம ம ற ககளச ர ய ன உச ர ப ப டன வ ப பர BT ஓமரழ த த ச ம ற ககளச ர ய ன உச ர ப ப டன வ ப பர BT உய ர மமய எழ த த ககளக மக ண ட ம ற ககளச ர ய ன உச ர ப ப டன வ ப பர BT ஈமரழ த த ச ம ற ககளச ர ய ன உச ர ப ப டன வ ப பர BT ம மவழ த த ச ம ற ககளச ர ய ன உச ர ப ப டன வ ப பர 50

66 உள ளடக கத தரம கற றல தரம BT ºó¾î º ü Çî ºÃ Â É îºã ôò¼ý Å º ôà BT 2.3 வ த த ப ப ர ந த Á ½Å û: Á ½Å û: மக ள வர BT ம ல கல வ த த ப ப ர ந த மக ள வர BT எள கமய ன ம ற ககளக மக ண ட BT ம ற மற டகர வ த த ப ப ர ந த மக ள வர வ க க யங ககள வ த த ப ப ர ந த மக ள வர 3.0 எழ த த த த றன BT 3.1 எழ த Åதü É Âò¾ô À üº û ºöÅ Á ½Å û: BT கக இயக கப பய ற கள ம ய வர BT BT BT கண நகர பய ற கள ம ய வர கண ககளய ம ககககளய ம ஒர ங க கணக க ம பய ற கள ம ய வர ±ØÐவக கலச ர ய கப ப ட த த எழ த வர BT மக ம ப, வகளவ, ச ழ, வ லங க உள ளடங க ய தம ழ எழ த த கள க வகற ற வக லங கள வகரவர 51

67 உள ளடக கத தரம கற றல தரம BT 3.2 ºÃ Â É Åà ÅÊÅòмý àö Á ±ØÐÅ Á ½Å û: BT மக ம ப, வகளவ, ச ழ, வ லங க Á ½Å û: BT ம ற ககளப ப ர த த எழ த வர ஆக யவற கறச ர ய ன அளவ டன எழ த வர BT ம ற மற டர ககளப ப ர த த எழ த வர BT ர ய ன அளவ, இகடமவள, வர வட வம ஆக யவற ற டன த ய கமய க எழ த வர BT எள கமய ன வ க க யங ககளப ப ர த த எழ த வர BT 3.3 ம ல, ம ற மற டர, Á ½Å û: Á ½Å û: வ க க யõ ÂÅü È உர வ க க எழ த வர BT BT ம ல கல உர வ க க எழ த வர ம ற மற டகர உர வ க க எழ த வர BT எள ய வ க க யத கத உர வ க க எழ த வர 52

68 மச ற களஞ ச யம க கரக க ம ப ள ர ம கர ஜ க க ம கத த ம ககனக க ம ற ம (வல ல னம ) கப பல கட ட கட டடம தட ட பட ட பட டம (மமல ல னம ) அன னம அம ம நத கத நண ட மரம மண (இடடய னம ) ய ழ அவர இவர ஐய க ரல வரம பட - ப ட தட - த ட மட -ம ட மட -ம ட பல - ப ல நகம - ந கம அம ம அப ப ப ட ட த த த அண ணன தங கக தம ப மபர யப ப மபர யம ம ற றப ப த த ம ம அத கத அறம மபண பழம அக க ள வ றக இஞ பலம இறக இங க ம கள கண அங க த ப ப க க ங க த ப ப மங க தங க / வணக கம வட டம வ எல தண ட ப ம ஆட ப ப ப ப ட மன ன க கவ ம த ரம கக ந ய பள ள ப ப ப பட மண ப ப ற தயவ ம ய த ம வ வகம ந ஏர க ணற ஆட ப ப ட க ட ட ப பக த வ ர ங கள ம க வக ணம த ப கன வ வல ஆகடஅண ப த தகம ப ர அமர ங கள ம ட கடவட வம கப ம ட அண ல ம ட ப பட மவள களக க லண ம ல ல ங கள ப கறவட வம ம கல மக க க அம ம அழக ச த தம ம ய த ர ங கள நட த த ரவட வம வப பல எர கம மபர யவ ட ம ட ட வண ட ற யவ ட ப டம பட 53

69 SPIRITUALITY, ATTITUDES AND VALUES STRAND 54

70 ISLAMIC EDUCATION Islamic Education emphasises the basic mastery of the Quran and Jawi, manifestation of faith (Akidah), interlisation of tenets of worship, enrichment of good manners and morality and introduction of Sirah. Upon completion of learning activities in Islamic Education, pupils can: 1. recognise hijaiyah letters, memorise short Quranic verses and acquire basic Arabic language. 2. understand the basic tenets of faith and worship of Allah. 3. know thesirah and attributes of Prophet Muhammad SAWand emulate him. 4. practise good manners and morality in life. 5. read and write Jawi correctly. CONTENT STANDARD PI 1.0 AL-QURAN LEARNING STANDARD PI 1.1 Know hijaiyah letters PI Say single hijaiyah letters PI Identify and sound out short vowels: (i) small diagonal line above a letter (fathah) (ii) a similar diagonal line below a letter (kasrah) (iii) a small curl-like diacritic placed above a letter (dhommah) 55

71 CONTENT STANDARD LEARNING STANDARD PI 1.2 Memorise a few Quranic verses from juzuk Amma PI Memorise the Al-Fatihah in the correct manner PI Memorise the following Quranic verses in the correct manner: (i) An-Nas (ii) Al-Ikhlas PI Recite and practise the Al-Fatihah, An-Nas and Al-Ikhlas verses in life PI 1.3 Acquire basic Arabic PI Say numbers 1 to 10 in Arabic PI Say and recognise numbers 1 to 10 in Arabic PI Pronounce simple words in Arabic PI 2.0 FAITH (AKIDAH) PI 2.1 Internalise the proclamation of faith (kalimah syahadah)as a foundation in belief of Allah PI PI ال إله إال هللا Recite the kalimah State the meaning of kalimah ال إله إال هللا PI PI Recite the kalimah syahadah: أشهد أن ال إله إال هللا وأشهد أن محمدا رسول هللا State the meaning of the kalimah syahadah PI Internalise the kalimah syahadah in life 56

72 CONTENT STANDARD LEARNING STANDARD PI 2.2 Understand the foundation of faith in Allah PI PI Know oneself as a creation of Allah Know Allah as the Creator: (i) recite the kalimah of Allah (ii) state the glory of Allah (iii) glorify the kalimah of Allah PI Glorify Allah with: (i) (س ب ح ان اهلل) Subhanallah (ا ل ح م د هلل) (ii) Alhamdulillah (اهلل أ ك ب ر ( Akbar (iii) Allahu PI 2.3 Understand the meaning of names of Allah (Asma ul Husna) PI Say the names of Allah and the meaning: (i) Ar-Rahman (The All- Compassionate) (ii) Ar-Rahim (The All-Merciful) (iii) Al-Malik (The Absolute Ruler) (iv) Al-Hakim (The Perfectly Wise) (v) Al-Ghafur (The Forgiver and Hider of Faults) PI Explain the names of Allah with examples: (i) Ar-Rahman (The All- Compassionate) (ii) Ar-Rahim (The All-Merciful) (iii) Al-Malik (The Absolute Ruler) (iv) Al-Hakim (The Perfectly Wise) (v) Al-Ghafur (The Forgiver and Hider of Faults) PI 2.4 Understand the Six Pillars of Iman PI State the Six Pillars of Iman: (i) Belief in Allah (ii) Belief in Malaa ika (Angels) (iii) Belief in Kitab (Scriptures) (iv) Belief in the Prophets (Messengers of Allah) PI Explain the Six Pillars of Iman 57

73 CONTENT STANDARD LEARNING STANDARD (v) Belief in Qiyaamah (Day of Judgement (vi) Belief inqada and Qadar (Divine Will and Decree) PI 2.5 Understand the Five Pillars of Islam PI State the Five Pillars of Islam: (i) recite thekalimah syahadah (ii) perform five daily prayers (iii) fast during Ramadhan (iv) pay tithes (zakaat) (v) perform the Hajj PI Talk about the Five Pillars of Islam in life PI 3.0 WORSHIP (IBADAH) PI 3.1 Demonstrate the proper manner of cleaning oneself PI State the proper manner of cleaning oneself after: (i) urination (ii) defecation PI Demonstrate the proper manner of cleaning oneself after: (i) urination (ii) defecation PI State the importance of cleaning oneself after urination and defecation 58

74 CONTENT STANDARD LEARNING STANDARD PI 3.2 Perform wudhu PI PI Identify the parts of body for wudhu Show the limits of the parts of body for wudhu PI PI Profess the intention of performing wudhu in the correct manner State the obligatory acts of wudhu PI Perform wudhu in the correct manner PI 3.3 Know the five obligatory prayers PI Name the five obligatory prayers PI State the times of prayers PI State the number of rakaat in each obligatory prayer PI 3.4 Simulate prayers PI Show the limits of the aurat during prayer PI Profess the intentions of the five obligatory prayers PI Display the correct mannerism and movements during prayer PI Recite prayers during movements in worship PI Recite takbiratulihram PI Perform a simulation of prayer accordingly in the correct manner 59

75 CONTENT STANDARD LEARNING STANDARD PI 3.5 Understand the concept of fasting PI State the meaning of fasting PI State the benefits of fasting PI Talk about fasting during: (i) Ramadhan (ii) pre-dawn meal (iii) break of fast PI PI Profess the intentions of fasting State the necessary acts during the fasting month PI 4.0 SIRAH PI 4.1 Know Prophet Muhammad SAW and his family PI Talk about Prophet Muhammad SAW PI State the names of Prophet s family members: (i) mother (Aminah) (ii) father (Abdullah) (iii) grandfather (Abdul Mutalib) (iv) uncle (Abu Talib) PI 4.2 Understand the events during the birth of Prophet Muhammad SAW PI Talk about the Elephant Army PI PI Relate the events during the Prophet s birth State the lessons learnt during the events of the Prophet Muhammad SAW s birth 60

76 CONTENT STANDARD LEARNING STANDARD PI 4.3 Practise the characteristics and attributes of Prophet Muhammad SAW PI State the characteristics of Prophet Muhammad SAW: (i) hardworking (ii) patient (iii) loving PI Explain the attributes of Prophet Muhammad SAW: (i) Siddiq (truthful) (ii) Amanah (trustworthy) (iii) Tabligh (advocate) (iv) Fatonah (wise) PI 5.0 GOOD MANNERS (AKHLAK) PI Practise the Prophet Muhammad SAW s characteristics and attributes in life PI 5.1 Apply good manners in life PI PI Recite and practise basmalah and hamdalah in every good deed Demonstrate good manners in eating and drinking PI PI Recite the du a daily Demonstrate good manners in entering and leaving the toilet PI Demonstrate good manners towards: (i) parents (ii) family members (iii) teachers (iv) peers (v) places of worship PI PI PI Differentiate halal and haram food and drinks State sunnahfood Discuss the importance of good manners in life 61

77 CONTENT STANDARD PI 6.0 JAWI LEARNING STANDARD PI 6.1 Know Jawi letters PI Say Jawi letters PI Identify the shapes of Jawi letters PI 6.2 Read words with two syllables PI Sound out Jawi letters which are joined with the vowel alif PI Sound out Jawi letters which are joined with the vowels wau andya PI PI Read acording to syllables Read words with two syllables PI 6.3 Write Jawi letters PI Sketch shapes, patterns and lines from right-to-left using hand- eye coordination PI PI Write single Jawi letters Copy words with two syllables 62

78 MORAL EDUCATION Moral Education focuses on developing individuals with moral values based on three domains: 1. Moral Reasoning Having the mental ability to identify good from bad behaviour and right from wrong. 2. Moral Emotions Consciousness of moral feelings raises the awareness of practising good and appropriate behaviourwhich induces the feeling of joy in doing good and remorse in doing wrong. Moral feelings create moral motivations and intentions to act based on empathy and sympathy towards oneself and others. 3. Moral Behaviour Moral actions that relate tomoral reasoning and moral emotions, done voluntarily with responsibility, accountability and integrity. The three domains need to be applied with the 14 universal values which are crucial to develop individuals with moral values. These accepted universal values are in tandem with religious teachings, norms or beliefs of the Malaysian society. Upon completion of learning activities in Moral Education, pupils can: (i) understand the values practised by the Malaysian society. (ii) appreciate and practise courteousness in their daily lives. (iii) foster close ties with members of society to strengthen unity. 63

79 CONTENT STANDARD LEARNINGSTANDARD PM 1.0 BELIEF IN GOD PM 1.1 Belief in the existence of God PM State God s creation PM Talk about God s creation PM Show gratitude towards God s creation PM 1.2 Know the religions or beliefs in Malaysia PM State one s religion or beliefs PM Talk about religions or beliefs of the people in Malaysia PM 2.0 KINDNESS PM 2.1 Be helpful to others PM Offer assistance to friends and PM Talk about experiences of helping teachers family members PM2.1.2 State the benefits of helping others PM Help others in need PM 3.0 RESPONSIBILITY PM 3.1 Be responsible to oneself PM Talk about one s responsibility PM State responsibilities at home PM Practise responsibility PM Carry out responsibilities in the classroom 64

80 CONTENT STANDARD LEARNINGSTANDARD PM 4.0 GRATITUDE PM 4.1 Show gratitude for assistance, appreciation and contribution received PM Express gratitude verbally and in writing PM Demonstrate various ways of showing gratitude for assistance, appreciation and contribution received PM 5.0 COURTESY PM 5.1 Be polite in speech and behaviour PM Emulate politeness in speech and behaviour PM Speak and behave politely with others PM 6.0 RESPECT PM 6.1 Be respectful PM Emulate being respectful to others PM State ways of showing respect in various situations PM Show respect to others PM 7.0 LOVE PM 7.1 Love oneself, others and animals PM Talk about ways of showing love to self, others and animals PM Show love to self, others and animals 65

81 CONTENT STANDARD LEARNINGSTANDARD PM 8.0 FAIRNESS PM 8.1 Practise fairness in interactions PM State examples of fairness PM Identify fairness in an action PM 8.13 Show fairness in an action PM 9.0 COURAGE PM 9.1 Be courageous in daily life PM Show courage when interacting with others PM Show courage in attempting new tasks PM 10.0 HONESTY PM 10.1 Be honest in life PM Provide examples of honest behaviour PM Identify honest behaviour in various situations PM State the benefits of being honest PM Speak truthfully when conversing with others PM 11.0 DILIGENCE PM 11.1 Be diligent in life PM Provide examples of diligence in various situations PM Practise diligence in carrying out tasks 66

82 CONTENT STANDARD LEARNINGSTANDARD PM 12.0 COOPERATION PM 12.1 Be cooperative in carrying out tasks PM Practise cooperation in carrying out tasks PM State the benefits of being cooperative in carrying out tasks PM Practise mutual cooperation with friends in carrying out tasks PM 13.0 MODERATION PM 13.1 Be moderate in life PM State ways of being thrifty when using tools and resources PM PM Discuss the benefits of being thrifty when using tools and resources Demonstrate thriftiness when using tools and resources PM 14.0 TOLERANCE PM 14.1 Be tolerant in interactions PM Provide examples of being tolerant in interactions with friends PM Demonstrate tolerance among friends 67

83 List of Moral Values and their Explanation: Moral Values Explanation Moral Values Explanation Belief in God Kindness Responsibility Confidence in the existence of God as the Creator of the universe and to follow respective religious teachings and beliefs which are in line with the National Principles. Aware of the needs and welfare of self and others by providing assistance and moral support sincerely. Willingness to bear and carry out tasks to one s level best. Fairness Courage Honesty Diligence Cooperation Impartial actions and decisions. Willingness to face challenges bravely and confidently. Be truthful, sincere and trustworthy in every deed. Being hardworking, dedicated and putting in continuous effort in performing tasks. Work together for mutual benefit. Gratitude Courtesy Respect Expression of feelings and behaviour to show acknowledgement and appreciation. Being polite and well-mannered. Appreciate and honour others as well as respect the rules of social institutions. Moderation Tolerance Being reasonable in thought and considerate in deed without neglecting self interest and the interest of others. Be considerate, patient and develop selfcontrol for the well-being of self and others. Love Awareness of sincere love. 68

84 PERSONAL COMPETENCE STRAND 69

85 The Personal Competence Strand emphasises on knowing and managing one s emotions; as well as building social skills. The development of this competence is important as it is the basis for the building of a positive self-concept and enables pupils to face challenges in the future. Upon completion of learning activities in the Personal Competence Strand, pupils can: 1. know oneself. 2. manage one s emotions and control one s behaviour. 3. respect the various emotionsand views of others. 4. develop social skills for community living. 5. develop confidence in facing various challenges. Teachers are responsible in developing pupils socio-emotional skills effectively by providing learning opportunities through their daily routine activities, interactions, provision of a conducive learning environment and planned as well as spontaneous teaching and learning activities. 70

86 CONTENT STANDARD LEARNING STANDARD KD 1.0 KNOW AND MANAGE EMOTIONS KD 1.1 Know and manage one s emotions KD Identify and talk about emotional experiences such as happiness, sadness, fear, anger and shyness KD Talk about one s feelings about an incident or event that had happened in various ways KD KD State likes and dislikes State emotions according to situations KD Manage emotions by choosing appropriate actions KD 1.2 Know the emotions of others KD Identify emotions shown by others based on their behaviour KD Identify emotions expressed by others or incidents that had happened KD Differentiate emotions amongst individuals in specific situations KD 2.0 ACHIEVE POSITIVE EMOTIONS KD 2.1 Develop self-concept KD Show positive attitudes such as being: (i) patient (ii) independent (iii) confident KD Show positive attitudes such as being: (i) united (ii) loyal (iii) empathetic 71

87 CONTENT STANDARD (iv) helpful (v) sympathetic (vi) humourous LEARNING STANDARD KD 2.2 Develop self-control KD Differentiate between wants and needs when making decisions in specific situations KD KD State ways to manage emotions positively in unpleasant situations Demonstrate patience when facing unpleasant situations KD 2.3 Develop confidence to communicate KD Speak with confidence KD Interact with confidence KD Pose questions with confidence KD Talk and give opinions with confidence KD Show one s abilities using various methods of communication KD 3.0 DEVELOP SOCIAL SKILLS KD 3.1 Understand the needs, feelings and opinions of others KD Show sensitivity to the needs of others and act accordingly KD Show respect for the feelings and opinion of others KD State the feelings of others based on their non-verbal expressions 72

88 CONTENT STANDARD LEARNING STANDARD KD 3.2 Use social skills for interaction with others KD Respect the rights of ownership of others KD Express agreement and dissatisfaction on matters politely KD Share tools and materials with others during activities KD Adapt oneself in various situations for socialisation KD Show ability to participate in an ongoing game (play entry) KD Practise social etiquette in relationships 73

89 GLOSSARY No. Term Meaning 1. social etiquette Values and norms of a society. 2. social skills Ability to respond appropriately using verbal and non-verbal expressions during interactions. 3. self-concept View of oneself either in a positive or negative manner. 74

90 PHYSICAL DEVELOPMENT AND AESTHETICS STRAND 75

91 PHYSICAL DEVELOPMENT AND HEALTH CARE Physical Development and Health Care comprise: 1. Physical Development Physical Development comprises fine motor skills, gross motor skills, manipulative skills and rhythmic movement which are the basis for various complex movements which are needed for life. Physical development is important for physical and mental fitness, agility, coordination and pupils health. 2. Health Care Health Care gives emphasis on Reproductive and Social Health Education (PEERS). Awareness on health, safety and eating habits needs to be instilled from young so that this will be a good daily practice. Upon completion of learning activities in thephysical Development and Health Strand, pupils can: (i) carry out various fine motor and gross motor movements. (ii) carry out movements with balance and control. (iii) explore various movements. (iv) carry out various manipulative skills. (v) practice healthy lifestyle through healthy eating habits and personal hygiene. (vi) protect oneself and understand the importance of personal safety. 76

92 CONTENT STANDARD LEARNING STANDARD FK1.0 FINE MOTOR DEVELOPMENT FK 1.1 Explore various fine motor activities FK Conduct various fine motor activities FK Use tools to demonstrate fine motor skills FK Demonstrate hand-eye coordination and fine motor skills through various activities FK2.0 GROSS MOTOR DEVELOPMENT FK2.1 Explore various movements (spatial awareness) FK2.1.1 FK2.1.2 Carry out movements: (i) individual space (ii) general space Carry out movements at various levels: (i) high (ii) medium (iii) low FK2.1.4 FK2.1.5 Carry out movements: (i) straight (ii) curve (iii) spiral (iv) zig-zag Carry out movements of various speed FK2.1.3 Carry out movements according to direction 77

93 CONTENT STANDARD LEARNING STANDARD FK2.2 Carry out various locomotor movements FK2.2.1 Carry out movements: (i) walking (ii) running (iii) jumping (iv) hopping (v) galloping (vi) sliding (vii) skipping FK2.2.3 Carry out locomotor movements at various: (i) directions (ii) levels (iii) routes (iv) speed FK Carry out a combination of locomotor movements FK2.3 Carry out various nonlocomotor movements FK2.3.1 Carry out movements: (i) bend (ii) swing (iii) turn (iv) twist FK Carry out movements: (i) stretch (ii) push (iii) pull (iv) balance FK2.3.3 Carry out a combination of nonlocomotor movements 78

94 CONTENT STANDARD LEARNING STANDARD FK3.0 MANIPULATIVE SKILLS FK3.1 Carry out various manipulative skills FK3.1.1 Throw objects towards the target FK3.1.3 Catch objects tossed by oneself FK3.1.2 Kick a ball: (i) freely (ii) towards the target FK3.1.4 FK3.1.5 Catch objects thrown by others Roll objects towards the target FK 4.0 RHYTHMIC MOVEMENTS KE4.1 Apply various movements according to rhythm FK4.1.1 Carry out locomotor movements according to music FK4.1.4 Create creative movements by using tools according to music FK FK Carry out non-locomotor movements according to music Carry out free movements according to music 79

95 CONTENT STANDARD LEARNING STANDARD FK 5.0 REPRODUCTIVE AND SOCIAL HEALTH EDUCATION (PEERS) FK 5.1 Apply decision-making skills in the context of personal and reproductive health FK FK FK State ways of taking care of one s hygiene in the correct manner Talk about the importance of cleanliness: (i) self (ii) clothes (iii) personal belongings Identify parts of the body of boys and girls: (i) head hair, eyes, ears, nose, mouth, lips & teeth (ii) body breast, chest, shoulder & buttocks (iii) hands (iv) feet (v) genital organs penis & vagina (vi) anus FK FK FK Practice personal hygiene: (i) body parts (ii) clothes (iii) personal belongings Explain how to clean genital organs correctly Practice cleanliness: (i) in classroom (ii) at home (iii) at public places 80

96 CONTENT STANDARD LEARNING STANDARD FK FK FK Know safe touches, unsafe touches and uncomfortable touches Apply the skill of saying NO to unsafe and uncomfortable touches Use toilets correctly FK 5.2 Understand the types of diseases and preventive measures FK Show ways of avoiding infections FK State steps taken for prevention of vector-borne diseases FK 5.3 Care for personal safety and demonstrate effective psychosocial skills in daily life FK FK FK Describe source, place and dangerous situations State correct behaviour to ensure one s and others safety Talk about ways of getting help during an emergency FK FK Identify dangerous situations at: (i) home (ii) school (iii) playground Demonstrate correct and safe ways of using dangerous tools and substances FK State ways of solving problems during unsafe situations 81

97 CONTENT STANDARD LEARNING STANDARD FK 6.0 EATING HABITS FK 6.1 Practise healthy and safe eating habits FK FK Identify safe food and drinks Talk about the importance of healthy eating FK FK State nutritious and non-nutritious food Practise a balanced diet 82

98 GLOSSARY No. Term Meaning non-locomotor manipulative skills fine motor skills Twisting the body around its axis and bending the body from a straight to a curved position. The person remains in one spot while the upper body rotates from left to right. Examples: bending, twisting, balancing, cowering, swinging, stretching, turning, pulling and pushing. The ability to use force to throw, catch, roll and kick objects. The ability to use small muscles of the hands, wrist and fingers as well as apply hand-eye coordination. This involves the ability to write, hold small objects using fingers, squeeze small objects, button shirts, tie shoe laces and others. 4. gross motor skills The ability to use large mucles for movements such as walking, running, jumping and others. 5. spatial awareness The area used when conducting movement. 6. locomotor 7. Reproductive and Social Health Education (PEERS) 8. vector-borne diseases Movement which involves change in axis, vertically and horizontally. Locomotor skills are used to move from one place to another. Examples, walking, running, jumping, hopping, galloping, sliding and skipping. A lifelong learning experience to gain holistic knowledge in terms of biological, sociocultural, psychological and spirituality towards practicing a healthy lifestyle. Diseases which are caused by agents (people, animals or micro-organisms) which bring or transfer pathogeny to other living organisms. 9. rhythmic movement Emphasises on locomotor and non-locomotor movements according to rhythm. 10. movement in different directions Move to the front, back, left, right, up and down. 11. movement at various levels Move at high, medium and low levels. 12. general space Space used when moving from A to B. 83

99 No. Term Meaning 13. individual space Reachable space in a specified place safe touch unsafe touch uncomfortable touch A touch that makes a person feel valued, loved and respected. A touch which inflicts pain physically or emotionally. A touch disliked by an individual although it is a safe touch. A touch deemed uncomfortable from a known or unknown person. 84

100 CREATIVITY AND AESTHETICS The creativity and aesthetics component comprises Music, Drama and Visual Arts. 1. Music Music, movement and drama in preschool are the basis of music education which can be developed into various creative activities which are fun and entertaining. Pupils are given opportunities to show their talents and interests in exploring the music world at their own stages of development. 2. Drama Drama in preschools is the basis for pupils to emulate life according to plots which are built on three elements which are actions, place and time. Pupils will be given the opportunity to express their emotions through the characters portrayed based on stories and their own imagination. 3. Visual Arts Visual Arts in preschool emphasises the production and appreciation of creative works based on four fields which are drawing, pattern and design, form and build models and introduction to traditional crafts. Integration of these fields will give pupils opportunities to increase their interests, develop their personality, develop awareness and sensitivity to artistic values and the environment. 85

101 Upon completion of learning activities based on Creativity and Aesthetics Strand, pupils can: (i) appreaciate various music genres. (ii) move according to music heard. (iii) act out various characters according to the story. (iv) apply knowledge in visual arts production. (v) produce creative works using various techniques and materials. (vi) appreciate one s own creative works as well as others. Creativity and aesthetics in teaching and learning in preschool gives pupils opportunities to respond to visual arts, music and drama activities. Pupils should be given encouragement to express themselves and the world around them creatively and imaginativelythrough music and art. Visual arts, music and drama activities give pupils opportunities to explore using various materials and techniques in order to increase their imagination and creativity naturally. Pupils should also be given opportunities to share ideas, opinions and feelings about visual arts, music and drama to enable them to appreciate the arts. 86

102 CONTENT STANDARD LEARNING STANDARD KE 1.0 MUSIC KE 1.1 Sing songs of various repertoire KE Imitate various human tones: (i) speaking (ii) calling (iii) whispering (iv) singing (v) boys and girls KE Sing songs with: (i) correct and clear pronunciation (ii) correct pitch KE Imitate various sounds in the environment KE Sing songs according to melody KE 1.2 Play percussions KE Produce sounds using body percussion KE Produce sounds using various improvised instruments creatively KE Explore percussions KE 1.3 Move according to music KE Move according to the lyrics of a song KE1.3.3 Move creatively according to music KE Move according to tempo 87

103 CONTENT STANDARD LEARNING STANDARD KE 1.4 Appreciate music of various repertoire KE Show appreciation of music heard KE Differentiate tempo from music heard KE Differentiate loud and soft dynamics from music heard KE 2.0 DRAMA KE2.1 Act out various characters KE2.1.1 Act out various characters using imagination KE2.1.2 Act out characters based on stories KE 3.0 VISUAL ARTS KE3.1 Know elements of art (Aesthetic Perception) KE3.1.1 State elements of art in the environment KE3.1.2 State elements of art found in man-made objects KE3.1.3 State elements of art found in visual art creation KE3.2 Know media used in the production of art creations (Visual Application) KE3.2.1 State types of media used in the production of visual art creations KE Choose appropriate media in the production of visual art creations 88

104 CONTENT STANDARD LEARNING STANDARD KE 3.3 Express creative ideas in visual art creations (Creative Expression) KE KE Explore media Produce creative works through drawing KE KE Create patterns and designs using one s own creativity Produce creative models KE Produce traditional crafts using various materials KE Produce creative works using recycled materials KE 3.4 Appreciate visual art creations (Art Appreciation) KE Talk about one s own works KE Show appreciation of other s works 89

105 GLOSSARY No. Term Meaning 1. improvised instruments Tools which replace musical instruments that produce sounds. 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). 8. form and build models This field emphasises the development of pupils perception on aspects of visual arts such as form, space, structure, balance and stability. 9. patterns and designs This field is the basis for visual arts creations. Traditional or contemporary visual creations cannot be produced without patterns and designs. 10. drawing This field emphasises the development of pupils perception, skills and ability to draw using various media and techniques which stresses on aspects such as space, structure, balance and composition. 11. percussion Beat, hit, or shake musical instruments to produce sounds. Examples: kompang, triangle, castanet and tambourine 12. pitch Loud, soft and medium sound. 13. repertoire Different genres of songs. 14. shape Lines which form shapes (geometric and organic shapes). 15. tempo Speed of music (quick or slow tempo). 90

106 No. Term Meaning 16. tone Various types of sounds. 17. elements of art Elements of art are line, colour, shape, form, texture and space. 91

107 SCIENCE AND TECHNOLOGY STRAND 92

108 EARLY SCIENCE Early Science emphasises on the formation of attitudes and mastery of science process skills through investigation of living world, material world and physical world. Upon completion of learning activities in Early Science, pupils can: 1. enhance their curiosity and interests of the world around them. 2. acquire scientific skills and think creatively and critically. 3. practice scientific attitudes and values. 4. interact and share information as well as solve problems. Science process skills are needed to find solutions to problems or to make decisions sistematically. It is a mental process which encourages creative, analytical and sistematic thinking. Science process skills which have been identified to be developed are observation, classification, measurement, inferencing, prediction and communication. a) Observation involves the use of sight, hearing, touch, taste and smell to collect information about objects or phenomenon. b) Classification is to observe, to separate and group objects or phenomenon according to the same characteristic. c) Measurement is to observe quantitatively by using non-standard units of measurement. Non-standard units are measurements used as units of reference. Examples: i. Parts of body such as hand span, foot, fathom and handful. ii. Objects such as pens, paper clips, skewers, spoons and cups. d) Inferencing is the ability to make reasonable early assumptions, which may be true or untrue to explain an incident or observation. e) Prediction is to make assumptions on happenings based on observation and past experiences or data. f) Communication is to receive, choose, arrange and to present information or ideas in the form of writing, verbal, table, graph, figure or model. 93

109 CONTENT STANDARD LEARNING STANDARD SA 1.0 SCIENTIFIC ATTITUDE SA 1.1 Show scientific attitudes and values SA Show curiosity and cooperation SA Show curiosity, work systematically, cooperate and be responsible SA 2.0 SCIENCE PROCESS SKILLS SA 2.1 Carry out observation using five senses SA Observe the environment using one s senses: (i) sight (ii) hearing (iii) touch (iv) smell (v) taste SA SA Observe the environment using a combination of two senses Observe the environment using a combination of three or more senses SA 2.2 Classify objects SA Compare and differentiate objects using one characteristic: (i) colour (ii) shape (iii) size (iv) texture (v) weight SA SA SA Compare and differentiate objects which have two similar characteristics Group objects according to identified characteristics State common characteristics for each classification made 94

110 CONTENT STANDARD LEARNING STANDARD SA 2.3 Carry out measurement SA Compare measurement of objects: (i) long - short (ii) thick - thin (iii) big - small (iv) tall - short (v) heavy - light SA SA Measure length or height of objects using two or more non-standard units of measurement Weigh objects using non-standard unit of measurement SA Measure length or height of objects using non-standard unit of measurement SA Measure liquid using non-standard unit of measurement SA 2.4 Making inference SA Make simple and reasonable assumptions based on observation SA Make reasonable assumptions based on observation SA 2.5 Making prediction SA Make predictions on situations based on previous experience SA Make predictions on what will happen based on activities conducted SA 2.6 Communicate SA State observations made through works or verbally SA Explain observations made through works or verbally 95

111 CONTENT STANDARD LEARNING STANDARD SA Make conclusions based on observations made through works or verbally SA 3.0 INVESTIGATION OF THE LIVING WORLD SA 3.1 Identify living and nonliving things SA Differentiate living and non-living things SA Identify characteristics of living and non-living things SA 3.2 Acquire basic knowledge on body parts and senses SA Identify body parts SA SA State functions of body parts Identify and state functions of sensory organs SA 3.3 Carry out exploration on animals SA Name animals SA Identify habitats of animals SA3.3.2 SA SA Name body parts of animals Recognise sounds of animals Observe and imitate movements of animals SA Compare and differentiate animals according to their diet: (i) Animals that consume meat (ii) Animals that consume plants (iii) Animals that consume meat and plants 96

112 CONTENT STANDARD LEARNING STANDARD SA Observe and talk about life cycle of animals SA 3.4 Carry out exploration on plants SA Identify parts of plants: (i) leaf (ii) stem (iii) roots (iv) flower (v) fruit SA Observe and group parts of plants based on the following characteristics: (i) colour (ii) size (iii) shape (iv) texture SA SA Compare parts of plants based on the following characteristic: (i) colour (ii) size (iii) shape Observe and name common vegetables and fruits SA SA Classify plants based on specified characteristics Observe and record germination and growth of seeds SA State needs of plants through observation 97

113 CONTENT STANDARD LEARNING STANDARD SA 4.0 INVESTIGATION OF MATERIALS SA 4.1 Investigate attributes of materials SA Investigate objects which sink or float SA Describe the changes of water: (i) from water to ice and vice versa (ii) from water to steam and vice versa SA SA SA Investigate materials that dissolve in water Investigate materials that can absorb water Investigate reactions of magnet on various objects SA 5.0 INVESTIGATION OF THE PHYSICAL WORLD SA 5.1 Explore the physical world in one s daily life SA State various sources of light SA Record observations on shadows SA SA Investigate the uses of sun light in one s daily life Observe and talk about changes in weather 98

114 EARLY MATHEMATICS Early mathematics provides experiences on the concept of pre-numbers, number concepts, number operations, money, concept of time as well as shapes and space to preschool pupils. Upon completion of learning activities in Early Mathematics, pupils can: 1. cultivate interest in mathematics through various activities and experiences. 2. acquire basic mathematics concepts. 3. enhance thinking and problem solving skills. The pre-number concepts in preschool education are divided into a few sections namely: a. Matching one to one is the association of similar or different objects. Examples of matching one to one are as follows: (i) Match similar pairs of objects such as shoes. (ii) Match pairs of objects which are different such as fork and spoon. (iii) Match objects with numbers. b. Comparison is a process of associating two objects which uses specific characteristics as a basis for comparison. Examples of comparison are measurement (long short), size (big small), weight (heavy light) and quantity (many a few). c. Seriation is the arrangement of more than two objects according to succession based on clear criteria. d. Patterns are the way numbers or objects have been arranged according to a defined pattern. e. Consistency is an aspect which can be connected to mass, volume and area. The concept of consistency is introduced to ensure that pupils will understand the concept of mass and volume even though they are placed or arranged in differing places or situations. 99

115 CONTENT STANDARD LEARNING STANDARD MA 1.0 PRE-NUMBER EXPERIENCES MA 1.1 Pairing objects MA MA Match similar pairs of objects Match differing pairs of objects MA Match objects based on: (i) colour (ii) shape (iii) size MA Match two groups of objects of similar quantity MA 1.2 Compare quantity of objects MA Compare two groups of objects by stating: (i) many or few (ii) equal or not equal (iii) more or less MA 1.3 Seriation MA Arrange objects based on the following criteria: (i) small to big (ii) short to long (iii) low to high (iv) thin to thick and vice versa 100

116 CONTENT STANDARD LEARNING STANDARD MA 1.4 Recognise and form patterns MA MA Recognise and state patterns in the environment Copy patterns MA MA Complete the given patterns Produce patterns according to one s own creativity MA 1.5 Understand the concept of consistency MA Explain the concept of consistency: (i) length (ii) mass (iii) volume MA 2.0 NUMBER CONCEPTS MA 2.1 Understand numbers 1-10 MA MA MA MA State numbers 1-10 in sequence Recognise and state numbers randomly Match numerals with words Count objects MA MA MA Count numbers in ascending and descending order Arrange objects in ascending and descending order Write numbers correctly MA Use shapes like dots to represent number of objects 101

117 CONTENT STANDARD LEARNING STANDARD MA MA Match groups of objects with numbers Trace numbers MA 2.2 Understand the concept of zero MA Say the number zero MA Write the number zero MA Understand the meaning of zero MA 2.3 Understand numbers 11 to 20 MA Count on from 11 to 20 MA Compare: (i) 11 and 12 (12 is 1 more than 11) (ii) 12 and13 (13 is 1 more than 12) and so on MA Write numbers 11 to

118 CONTENT STANDARD LEARNING STANDARD MA 2.4 Understand numbersin tens up to 100 MA Count numbers in tens in ascending and descending order MA 3.0 NUMBER OPERATIONS MA 3.1 Solve operation of addition within 18 MA State the sum of two sets of objects MA State the sum by counting on from a specific number MA State the sum by using objects based on the given situation MA Write and state mathematical expressions using symbols; addition (+) and equal (=) MA Add in the range of basic facts MA Solve problems involving addition MA 3.2 Solve operation of subtraction within 18 MA MA Remove objects from a group of objects and count the balance State the balance using objects MA MA Write and state mathematical expressions using symbols; subtraction (-) and equal (=) Subtract in the range of basic facts 103

119 CONTENT STANDARD LEARNING STANDARD MA Solve problems involving subtraction MA 4.0 MONEY MA 4.1 Recognise and use money of different values MA Recognise Malaysian currency in different denominations MA Arrange denominations in sequence according to value MA Use money in various activities MA 5.0 CONCEPT OF TIME MA 5.1 Understand time in the context of daily life MA MA State the time in a day Arrange events in time sequence MA MA State the time in hours using the analogue clock State the months in a year MA State days of the week in sequence MA Correlate time with past, present and future events MA 6.0 SHAPE AND SPACE MA 6.1 Know the position of objects in space MA State the position of objects in space 104

120 CONTENT STANDARD LEARNING STANDARD MA Place objects in specified positions MA 6.2 Produce structures based on shapes commonly found in the environment MA Recognise squares, rectangles, triangles and circles MA Recognise cuboids, cubes, pyramids and spheres MA Produce designs using two dimensional shapes MA Produce new shapes using a combination of three dimensional shapes MA 6.3 Produce various structures based on creativity MA MA Build a closure and talk about it Build a link between two objects or structures and talk about it MA Build a variety of strong and stable structures using various materials creatively MA Build structures using a variety of materials creatively and talk about it 105

121 GLOSSARY No. Term Meaning 1. two dimensional shapes Shapes that have length and width. 2. three dimensional shapes Shapes that have length, width and depth. 3. basic facts of addition A combination of addition (including its inverse) which uses one digit 4. basic facts of subtraction Subtraction of 1 digit number from 1 or 2 digit numbers resulting in one digit number 5. closure Border (line) encircling something. 106

122 HUMANITIES STRAND 107

123 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. CONTENT STANDARD LEARNING STANDARD KM 1.0 MY FAMILY AND I KM 1.1 Understand oneself and one s relationship with family KM Talk about oneself KM Talk about their family tree KM Talk about family members KM Clarify the roles and responsibilities of family members 108

124 CONTENT STANDARD LEARNING STANDARD KM 2.0 MY COMMUNITY AND I KM 2.1 Foster good relationships with friends KM Talk about friends KM Practise speech and behaviour with friends in a positive manner KM 2.2 Understand one s relationship with the school KM Talk about the class KM Describe their school KM Obey school rules KM Talk about the people in the school KM Show pride for their school KM 2.3 Understand their responsibilities and relationship with their community KM Talk about their immediate neighbours KM Explain the importance of caring for public facilities KM KM Talk about their neighbourhood Identify symbols of public facilities in the community KM KM State prohibited behaviour in public places Utilise public facilities responsibly KM State ways to care for public facilities KM Talk about the roles and contributions of search and rescue teams 109

125 CONTENT STANDARD LEARNING STANDARD KM 3.0 MALAYSIA, MY COUNTRY KM 3.1 Know Malaysia KM Talk about one s home state KM Name the states in Malaysia KM Name the head of the country and the head of the government KM 3.2 Understand the national emblem or national identity KM Know the Jalur Gemilang and one s state flag KM Talk about the Jalur Gemilang and the flag of their home state KM Sing the national and home state anthems KM State the national identity: (i) National Principles (ii) national flower (iii) national language KM Show respect for the national emblem and national identity KM 3.3 Celebrate National Day and Malaysia Day KM Talk aboutthe National Day and Malaysia Day celebrations KM Talk about the country s independence KM Celebrate National Day and Malaysia Day KM Participate in the National Day and Malaysia Day celebrations 110

126 CONTENT STANDARD LEARNING STANDARD KM 3.4 Know the uniqueness of the country KM State the national landmarks KM List the achievements of the country KM 4.0 MYCULTURALHERITAGE AND I KM 4.1 Understand Malaysian cultural heritage KM State the main festivals in Malaysia KM Identify the cultural heritage KM Participate by celebrating the main festivals KM Produce items of cultural heritage KM Talk about traditional costumes KM Participate in cultural heritage events KM Describe traditional foods KM 5.0 THEENVIRONMENT AND I KM 5.1 Understand the beauty of the environment KM Talk about the beauty of the environment KM Describe the beauty of the environment KM Participate in activities to sustain the beauty of the environment 111

127 CONTENT STANDARD LEARNING STANDARD KM 5.2 Understand the relationship between mankind and the environment KM Describe the importance of the environment to mankind KM Relate human activities to natural disasters KM 5.3 Sustain and conserve the environment KM KM Talk about practices to sustain and conserve the environment Carry out activities to sustain and conserve the environment KM KM Discuss ways to overcome problems and issues related to the environment Practise environmental sustainability and conservation KM 6.0 THE WORLD AND I KM 6.1 Know other countries in the world KM State the names of other countries KM Identify other countries 112

128 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 natural disasters emblem or national identity environmental problems and issues sustainability and conservation of the environment landmark search and rescue teams sustaining the environment conserving the environment The negative effects of the forces of nature such as floods, earthquakes, typhoons, volcanic eruptions and droughts, and also human activities. Emblem or symbols that represent Malaysia such as flags, the Coat of Arms, the national anthem, the National Principles, the national flower and the national language. Pollution (air, water and land); the extinction of flora and fauna; disposal of waste and thinning of the ozone layer. Reforestation, gazettement of forest reserves, practice of the 3Rs (Reduce, Reuse & Recycle), cleaning of rivers and seas and law enforcement. An object which is easy to recognise (for example: building, tree, etc) as a guide to determine the location of a place. A group of people who protects and saves such as the Fire & Rescue Department, the police, the Department of Civil Defence Malaysia, medical teams etc. Actions to protect the natural resources of the earth to maintain them in their original state. Ways of using, handling and managing natural resources to avoid loss, damage and wastage. 10. cultural heritage Traditions and practices that are handed down or inherited from generation to generation such as folklores, folk songs, games, food, costumes, handicrafts and traditional musical instruments. 113

129 PERFORMANCE STANDARD 114

130 COMMUNICATION STRAND KOD KONSTRUK TAHAP PENGUASAAN STANDARD PRESTASI TAFSIRAN BAHASA MELAYU BM 1 BM 2 BM 3 Kemahiran mendengar dan bertutur (BM 1.1, BM 1.2) Berinteraksi menggunakan ayat mudah (BM 1.4) Mengecam dan menyebut abjad (BM 2.2) 1 Boleh mendengar tetapi tidak memberi respons. 2 Boleh mendengar dan memberi respons. 3 Boleh mendengar, memahami dan memberi pelbagai respons dengan bertatasusila. 1 Boleh berinteraksi tanpa menggunakan struktur ayat yang lengkap. 2 Boleh berinteraksi menggunakan ayat yang sesuai. 3 Boleh berinteraksi mengikut situasi dengan menggunakan ayat yang sesuai dan sopan. 1 Hanya boleh menyebut abjad. 2 Boleh mengecam dan menyebut sebahagian abjad. 3 Boleh mengecam dan menyebut huruf besar dan huruf kecil dengan betul. 115

131 KOD KONSTRUK TAHAP PENGUASAAN STANDARD PRESTASI TAFSIRAN BM 4 Kemahiran membaca perkataan (BM 2.3) 1 Boleh membunyikan suku kata. 2 Boleh membaca perkataan dengan suku kata terbuka. 3 Boleh membaca perkataan dengan suku kata terbuka dan tertutup dengan betul. BM 5 BM 6 Kemahiran membaca dan memahami bahan bacaan (BM 2.4, BM 2.5) Kemahiran menulis (BM3.2) 1 Boleh membaca frasa. 2 Boleh membaca dan memahami ayat mudah. 3 Boleh membaca dan mencerita semula apa yang dibaca secara beradab. 1 Boleh menulis huruf dengan cara yang betul. 2 Boleh menulis perkataan dan frasa. 3 Boleh menulis ayat mudah dengan kemas. ENGLISH LANGUAGE BI 1 Listen to and respond appropriately (BI 1.2) 1 Can listen but unable yet to respond appropriately. 2 Can follow simple instructions. 3 Can respond to stimulus appropriately. 116

132 KOD KONSTRUK TAHAP PENGUASAAN STANDARD PRESTASI TAFSIRAN BI 2 BI 3 BI 4 BI 5 Respond to conversations appropriately (BI 1.3) Read single syllable words (BI 2.2) Read phrases and sentences (BI 2.3) Write words and phrases (BI 3.2) 1 Can understand instructions but cannot yet carry out simple conversations. 2 Can participate in simple conversations with prompting. 3 Can participate in simple conversations in a polite manner. 1 Can recognise letters of the alphabet. 2 Can recognise and sound out letters of the alphabet. 3 Can read single syllable words correctly. 1 Can read words. 2 Can read words and phrases with understanding. 3 Can read simple sentences with understanding. 1 Can copy recognisable words. 2 Can write words in legible print. 3 Can write words and phrases neatly in legible print. 117

133 KOD KONSTRUK TAHAP PENGUASAAN STANDARD PRESTASI TAFSIRAN BAHASA CINA BC 1 BC 2 BC 3 听说技能 - 理解指示, 作出反应 (BC 1.2) 听说技能 - 沟通的能力 ( BC 1.4, BC 1.5) 阅读技能 - 认读字词, 短语和句子 ( BC 2.4, BC 2.5) 1 能聆听但缺乏专注力 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 1 能以浅白的句子讲述事物 2 能以浅白的句子进行交谈 3 能以适当的言语有礼貌地进行交谈 1 能看图认读字词 2 能认读短语 3 能流畅地阅读浅白句子 118

134 KOD KONSTRUK TAHAP PENGUASAAN STANDARD PRESTASI TAFSIRAN BC 4 BC 5 阅读技能 - 理解阅读材料 (BC 2.6, BC 2.7) 书写技能 ( BC 3.2, BC 3.3) 1 能阅读浅白故事 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 1 能以正确的方法书写基本笔画 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 வகட டல த றன ம வபச ச த த றன ம (BT 1.3, BT 1.4) 1 எழ த த ககளவழ க ட ட தல டன உச ர த தல. 2 எழ த த ககள ர ய கஉச ர த தல. 3 எழ த த ககளய ம ம ற ககளய ம ர ய கஉச ர த தல. 119

135 KOD BT 2 BT 3 BT 4 BT 5 KONSTRUK வகட டல த றன ம வப ச ச த த றன ம (BT 1.5) எழ த த ககளஅகட ய ளம கண ட ம ற ககளவ த தல (BT 2.2) வ க க யங ககளவ த தல (BT 2.3) எழ த த த த றன (BT 3.2) TAHAP PENGUASAAN STANDARD PRESTASI TAFSIRAN 1 ர ய னம ற ககளபயன பட த த வபச தல. 2 ர ய னம ற ககளய ம ம ற மற டர ககளய ம பயன பட த த வபச தல. 3 ர ய னம ற கள, ம ற மற டர மற ற ம வ க க யங ககளபயன பட த த பண வ டன வபச தல. 1 வழ க ட ட தல டன எழ த த க ககளஅகடய ளம க ண தல. 2 எழ த த ககளஅகடய ளம க ண தல ஆன ல ம ற ககளவழ க ட ட தல ட ன வ த தல. 3 எழ த த ககளஅகடய ளம கண ட ம ற ககள ர ய கவ த தல. 1 ம ற ககளவழ க ட ட தல டன வ த தல. 2 ம ற ககளய ம ம ற மற டர ககளய ம வ த தல. 3 எள கமய னவ க க யங ககளப ர தல டன வ த த, வ த தவற கறபண வ டன வ வர த தல. 1 ம ற ககளப ர த த எழ த வர. 2 ம ற மற டர ககளப ர த த எழ த வர. 3 வ க க யங ககளம கறய கவ ம வர வட வத த டன ம ப ர த த எழ த தல. 120

136 SPIRITUALITY, ATTITUDES AND VALUES STRAND CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR ISLAMIC EDUCATION PI 1 PI 2 PI 3 Know hijaiyahletters (PI 1.1) Memorise Quranic verses from juzuk Amma (PI 1.2) Acquire basic Arabic (PI 1.3) 1 Can say single hijaiyahletters. 2 Can identify and sound out some short vowels. 3 Can identify and sound out all short vowels in the correct manner. 1 Can recite a few verses from Al-Fatihah. 2 Can memorise the Al-Fatihah with correct pronunciation. 3 Can memorise the Al-Fatihah, An-Nas and Al-Ikhlas verses with correct pronunciation in the correct manner. 1 Can state numbers from 1 to Can state numbers 1 to 10 with correct pronunciation. 3 Can recognise and state numbers 1 to 10 correctly. 121

137 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR PI 4 Know kalimah syahadah (PI 2.1).ال إله إال هللا 1 Can recite kalimah 2 Can recite kalimah syahadah. 3 Can recite kalimah syahadah and state the meaning in the correct manner. PI 5 PI 6 PI 7 Know the foundation of faith in Allah (PI 2.2) Know the Six Pillars of Iman (PI 2.4) Know the Five Pillars of Islam (PI 2.5) 1 Can recite kalimah Allah correctly. 2 Can praise the glory of Allah with stimulus given. 3 Can praise the glory of Allah by professing it correctly. 1 Can state some of the Six Pillars of Iman. 2 Can state the Six Pillars of Iman correctly. 3 Can talk about the Six Pillars of Iman correctly. 1 Can state some of the Five Pillars of Islam. 2 Can state the Five Pillars of Islam correctly. 3 Can talk about the practice of the Five Pillars of Islam in life. 122

138 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR PI 8 PI 9 PI 10 PI 11 Perform wudhu (PI 3.2) Simulate prayer (PI 3.4) Know thesirah of Prophet Muhammad SAW (PI 4.1, PI 4.2) Apply good manners in life (PI 5.1) 1 Can state the parts of body for wudhu. 2 Can profess the intention and meaning of wudhu correctly. 3 Can perform wudhu in the correct manner. 1 Can display mannerism and movements during prayer. 2 Can display mannerism and movements during prayer and recite the intention to pray correctly. 3 Can perform a simulation of prayer accordingly in the correct manner. 1 Can talk about Prophet Muhammad SAW. 2 Can talk about Prophet Muhammad SAW and his family. 3 Can talk about Prophet Muhammad SAW and his family as well as emulate his characteristics and attributes. 1 Can recite basmalah dan hamdalah in daily life. 2 Can recite du a in daily life. 3 Can recite and practise basmalah, hamdalah and du a correctly in daily life. 123

139 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR PI 12 PI 13 Read words with two syllables (PI 6.2) Write Jawi letters (PI6.3) 1 Can recognise and sayjawi letters. 2 Can sound outjawi letters correctly. 3 Can read words with two syllables correctly. 1 Can write some single Jawi letters. 2 Can write single Jawi letters correctly. 3 Can copy words with two syllables correctly. MORAL EDUCATION PM 1 PM 2 Kindness Helping others (PM 2.1) Responsibility To carry out self responsibilities (PM 3.1) 1 Can state ways to offer assistance. 2 Can offer assistance when requested. 3 Can offer assistance voluntarily. 1 Can talk about self responsibilities. 2 Can carry out responsibilities as a pupil based on stimulus given. Can carry out responsibilities as a pupil

140 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR PM 3 PM 4 PM 5 PM 6 Gratitude Show gratitude (PM 4.1) Courtesy Be polite in speech and behaviour (PM 5.1) Respect Be respectful to others (PM 6.1) Courage Be courageous in attempting new tasks (PM 9.1) 1 Can express gratitude based on stimulus given. 2 Can express gratitude in specific situations. 3 Can practise gratitude with politeness. 1 Can state examples of polite speech and behaviour. 2 Can be polite in speech and behaviour based on stimulus given. 3 Can be polite in speech and behaviour in various situations. 1 Can state examples of being respectful to others. 2 Can demonstrate respectful behaviour towards familiar people. 3 Can show respect to others. 1 Can attempt tasks courageously based on stimulus given. 2 Can attempt specific tasks courageously. 3 Can attempt new tasks courageously with confidence. 125

141 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR PM 7 PM 8 PM 9 PM 10 Honesty Be honest in life (PM 10.1) Diligence Diligence in carrying out tasks (PM 11.1) Cooperation Able towork together in carrying out tasks (PM 12.1) Tolerance Be tolerant in interactions (PM 14.1) 1 Can state examples of honest behaviour. 2 Can speak truthfully with others. 3 Can show honesty in various situations. 1 Can state examples of diligence. 2 Can display diligence when carrying out specific tasks. 3 Can practise diligence in carrying out various tasks. 1 Can work together in carrying out tasks based on stimulus given. 2 Can work together in specific situations. 3 Can work together in carrying out various tasks. 1 Can demonstrate tolerance based on stimulus given. 2 Can demonstrate tolerance in specific situations. 3 Can demonstrate tolerance in various situations. 126

142 PERSONAL COMPETENCE STRAND CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR KD 1 KD 2 KD 3 Know and manage one s emotions (KD 1.1) Know the emotions of others (KD 1.2) Develop positive self-concept (KD 2.1) 1 Can express one s emotions. 2 Can express one s emotions based on situations. 3 Can manage one s emotions in various situations. 1 Can express other people s emotions. 2 Can express other people s emotions based on situations. 3 Can differentiate emotions of individuals in various situations. 1 Can demonstrate positive self-concept with stimulation. 2 Can demonstrate some positive self-concept. 3 Can demonstrate positive self-concept in various situations. 127

143 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DDESCRIPTOR KD 4 KD 5 KD 6 Develop self-control (KD 2.2) Develop confidence to communicate (KD 2.3) Understand the needs, feelings and opinion of others (KD 3.1) 1 Can exercise self-control with guidance. 2 Can exercise self-control in some situations. 3 Can exercise self-control in various situations. 1 Can interact with certain people only. 2 Can interact with other people. 3 Can interact and give opinion with confidence in various situations. 1 Can understand the needs of others with guidance. 2 Can understand others feelings based on non-verbal expressions. 3 Can respect others feelings and opinion in various situations. 128

144 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR KD 7 Use social skills in interaction (KD 3.2) 1 Can use social skills with guidance. 2 Can adapt oneself in certain situations. 3 Can practice social etiquette in various situations. 129

145 PHYSICAL AND AESTHETIC DEVELOPMENT STRAND CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR PHYSICAL DEVELOPMENT FK 1 FK 2 FK 3 FK 4 Development of fine motor skills (FK 1.1) Development of gross motor skills - Locomotor (FK 2.2) Development of gross motor skills Non-locomotor (FK 2.3) Manipulative skills (FK 3.1) 1 Can perform activities requiring fine motor skills. 2 Can carry out activities requiring fine motor skills using tools correctly. 3 Can use fine motor skills to perform a variety of complex activities. 1 Can perform locomotor movements. 2 Can perform a combination of locomotor movements. 3 Can perform locomotor movements with spatial awarenes. 1 Can perform some non-locomotor movements. 2 Can perform non-locomotor movements. 3 Can perform a combination of non-locomotor movements. 1 Can perform only one manipulative skill. 2 Can perform manipulative skills in specific situations only. 130

146 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR FK 5 Rhythmic movements (FK 4.1) 3 Can perform manipulative skills in various situations. 1 Can perform locomotor movements in sync with music. 2 Can perform locomotor and non-locomotor movements in sync with music. 3 Can perform a combination of creative locomotor and non-locomotor movements in sync with music. FK6 FK 7 Personal and Reproductive health (FK 5.1) Personal safety (FK 5.3) 1 Can look after personal health with guidance. 2 Can look after personal health independently. 3 Can practise good personal hygiene in daily life. 1 Can practise personal safety with guidance. 2 Can practise personal safety independently. 3 Can practise personal safety at all times. 131

147 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR FK8 Healthy and safe eating habits (FK 6.1) 1 Can eat a balanced diet based on stimulus given. 2 Can eat a balanced diet in specific situations. 3 Can practise eating a balanced diet. CREATIVITY AND AESTHETIC KE 1 KE 2 Sing songs from various repertoire (KE 1.1) Play percussions (KE 1.2) 1 Can sing songs with guidance. 2 Can sing songs independently. 3 Can sing songs according to melody and with correct pronunciation. 1 Can produce sound using percussion instruments. 2 Can play percussion instruments creatively. 3 Can play a variety of percussion and improvised instruments creatively. 132

148 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR KE 3 KE 4 KE 5 Move according to music (KE 1.3) Express creative ideas in art works (KE 3.3) Appreciate art works (KE 3.4) 1 Can move according to lyrics of songs. 2 Can move according to tempo. 3 Can make creative body movements according to music. 1 Can produce art works based on stimulus given. 2 Can produce art works based on one s creativity. 3 Can produce art works based on one s creativity using a variety of media. 1 Can appreciate one s art works. 2 Can appreciate other s art works with guidance. 3 Can appreciate other s art works. 133

149 SCIENCE AND TECHNOLOGY STRAND CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR EARLY SCIENCE SA 1 SA 2 Observation skills (SA 2.1) Classification skills (SA 2.2) 1 Can observe using one sense only. 2 Can observe using a combination of two senses. 3 Can observe using a combination of at least three senses. 1 Can compare and differentiate objects based on one characteristic. 2 Can group objects based on two characteristics. 3 Can group objects and state common characteristics for each classification made. SA 3 Measurement Skills (SA 2.3) 1 Can compare measurements of objects. 2 Can compare and measure length or height of objects using nonstandard measurement units. 3 Can measure length, weigh objects and measure liquid using nonstandard measurement units. 134

150 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR SA 4 SA 5 Prediction skills (SA 2.5) Communication skills (SA 2.6) 1 Can predict based on stimulus. 2 Can predict based on prior experience. 3 Can predict based on observations and activities. 1 Can state observations verbally. 2 Can record and explain observations through works or verbally. 3 Can record and make conclusions based on observations through works or verbally. SA 6 Exploration skills (SA 3.1, SA 4.1, SA 5.1) 1 Can conduct explorations based on stimulus. 2 Can conduct explorations based on specified activities. 3 Can conduct explorations and record as well as talk about the process. 135

151 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR EARLY MATHEMATICS MA 1 MA 2 MA 3 MA 4 Matching skills (MA 1.1) Skills of comparing quantities of objects (MA 1.2) Seriation skills (MA 1.3) Pattern generating skills (MA 1.4) 1 Can match similar pairs of objects. 2 Can match two groups of objects of same quantity. 3 Can match objects based on specific characteristics. 1 Can compare the quantity of two groups of objects based on stimulus. 2 Can compare the quantity of two groups of objects. 3 Can compare the quantity of two different groups of objects correctly. 1 Can arrange objects according to specified criteria with guidance. 2 Can arrange objects according to one criteria only. 3 Can arrange objects according to various specified criterias. 1 Can copy patterns only. 2 Can complete given patterns. 3 Can produce patterns with one s own creativity. MA 5 Understanding consistency 1 Can state the concept of consistency based on stimulus. 136

152 CODE MA 6 MA 7 (MA 1.5) CONSTRUCT Knowledge of numbers (MA 2.1) Arranging numbers 1 10 in ascending and descending order (MA 2.1) PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR 2 Can explain only one aspect of consistency. 3 Can explain consistency in terms of length, mass and volume. 1 Can count objects. 2 Can use shapes to represent quantity of objects. 3 Can match numerals with quantity of objects from Can say numbers Can arrange numbers 1 10 in ascending order. 3 Can arrange numbers 1 10 in ascending and descending order. MA 8 Counting in tens up to 100 (MA 2.4) 1 Can count in tens up to Can count in tens up to 100 in ascending order. 3 Can count in tens up to 100 in ascending and descending order. 137

153 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR MA 9 MA 10 MA 11 Solve operation of addition within 18 (MA 3.1) Solve operation of subtraction within 18 (MA 3.2) Usage of money of different values (MA 4.1) 1 Can state sum of two groups of objects. 2 Can solve problems of addition within 18 using concrete objects. 3 Can solve problems of addition within Can state the balance when objects are removed from a group. 2 Can solve problems of subtraction within 18 using concrete objects. 3 Can solve problems of subtraction within Can recognise and say the value of money only. 2 Can arrange money according to its different values. 3 Can recognise value of money and use in various activities. 138

154 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR MA 12 MA 13 Understanding time in daily life (MA 5.1) Knowledge on shapes (MA 6.2) 1 Can state the times in a day. 2 Can arrange events according to time sequence. 3 Can relate time with events in daily life. 1 Can name two dimensional shapes. 2 Can name two and three dimensional shapes. 3 Can produce new shapes from a combination of three dimensional shapes. MA 14 Produce creative models (MA 6.3) 1 Can build models based on samples. 2 Can build models based on creativity. 3 Can build various strong and stable models based on creativity. 139

155 HUMANITIES STRAND CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR KM 1 KM 2 KM 3 KM 4 Understand oneself and one s relationship with family (KM 1.1) Understand one s relationship with the school (KM 2.2) Be responsible in caring for public facilities (KM 2.3) Know Malaysia (KM 3.1) 1 Can talk about oneself. 2 Can talk about oneself and family. 3 Can talk about roles and responsibilities of oneself and family. 1 Can talk about one s class. 2 Can talk about one s school. 3 Can show pride of one s school. 1 Can recognise symbols of public facilities. 2 Can state ways to use public facilities correctly. 3 Can care for public facilities. 1 Can name one s home state. 2 Can talk about one s home state. 3 Can talk about Malaysia. 140

156 CODE CONSTRUCT PERFORMANCE LEVEL PERFORMANCE STANDARD DESCRIPTOR KM 5 KM 6 KM 7 Express love for the country (KM 3.2) Appreciate Malaysian cultural heritage (KM 4.1) Express love for the environment (KM 5.1, KM 5.2, KM 5.3) 1 Can sing the national anthem. 2 3 Can sing the national anthem in the correct manner and respect the Jalur Gemilang Can demonstrate respect for national emblems and national identities in various situations. 1 Can state the main festivals in Malaysia. 2 Can talk about Malaysian cultural heritage. 3 Can participate in Malaysian cultural heritage activities. 1 Can state ways to care for the environment. 2 Can talk about issues and ways to care for the environment based on the stimulus given. 3 Can care for the environment. 141

157 PANEL MEMBERS 1. Norashikin binti Hashim Curriculum Development Division 2. Harlina binti Mohamad Curriculum Development Division 3. Regina JosephCyril Curriculum Development Division 4. Hor Lee Lan Curriculum Development Division 5. Siew Siew Kim Curriculum Development Division 6. Zaharah binti Ismail Ali Curriculum Development Division 7. Mohd. Azahar bin Madar Curriculum Development Division 8. Tajul Effandy bin Hassan Curriculum Development Division 9. Nani Mastina binti Abdul Hadi Curriculum Development Division 10. Mohd. Hariz bin Che Hamid Curriculum Development Division 11. Norliyana binti Nordin Curriculum Development Division 12. Nor Amilia binti Amerudin Curriculum Development Division 13. Rohani binti Abdul Curriculum Development Division 142

158 14. Rusni binti Che Adnan Curriculum Development Division 15. Azilawati bt. Abu Bakar Selangor State Education Department 16. Azlan bin Muis SK Datuk Tambychik Karim, Alor Gajah, Melaka 17. Azman bin Basri SK Kanchong Darat, Banting, Selangor 18. Dr. Bustam bin Kamri Professor Kolej Pengajian Islam, Johor Bahru, Johor 19. Cheah Eng Khoon Talento Kindergarten, Klang, Selangor 20. Datuk Dr. Chiam Heng Keng ECCE Council 21. Devi a/p Devaraj SJKT Sentul, Kuala Lumpur 22. Faridah binti Ramly Curriculum Development Division 23. Dr. Haniza binti Hamzah Examinations Syndicate 24. Haslinawati binti Mohd. Hashim SK Seri Aman, Taiping, Perak 25. Hasruddin bin Hassan Curriculum Development Division 26. Kamariah binti Mohd. Yasin Curriculum Development Division 27. Karamjit Kaur A/P Kartar Singh SK Wan Sulaiman Sidiq, Alor Setar, Kedah 143

159 28. Lim Keat Heng Teacher Training Institute Tun Abdul Razak Campus, Kota Samarahan, Sarawak 29. Lim Yock Chong Curriculum Development Division 30. Low Pooi Yin Seri Soka Kindergarten, Cheras, Selangor 31. Dr. Mariani Md. Nor Prof. Madya University of Malaya 32. Marina binti Siraj SK Kampong Rinching, Beranang, Selangor 33. Dr. Mastura binti Badzis International Islamic University 34. Mat Shaari Abu Hassan Kedah State Education Department 35. Dr. Mohamed Ayob bin Sukani Teacher Training Institute Bahasa Melayu Campus, Kuala Lumpur 36. Muhd. Nizam Mohd. Yusof Curriculum Development Division 37. Nani binti Menon Putra University Malaysia 38. Natapah binti Hj. Harun SK LB Johnson, Seremban, Negeri Sembilan 39. Noorhana binti Rahmat SK Seksyen 1, Puchong, Selangor 40. Noorjahan binti Sultan SK Indera Mahkota Utama, Kuantan, Pahang 41. Nor Azlin binti Mohamed Azhari SK Brickfields, Kuala Lumpur 144

160 42. Noraini Abd. Rashid SK Putrajaya Presint 11 (1), Putrajaya 43. Norazlina binti Alias Hilir Perak District Education Department 44. Norlela binti Ali Teacher Training Institute Ilmu Khas Campus, Kuala Lumpur 45. Nur Muriza binti Musa Curriculum Development Division 46. Oh Yean Choo Institute CECE, Kuala Lumpur 47. Paoo Chin Shiea SJKC Pandamaran B, Klang, Selangor 48. Puspa Devi a/p Munisamy SJKT Saraswathy, Kuala Lumpur 49. Rahmah Bee binti Mohd. Kabibal Saiboo SK Convent Pulau Tikus, Pulau Pinang 50. Rosli Ishak Penang State Education Department 51. Shamizan bin Shafea SK Kampong Banting, Sabak Bernam, Selangor 52. Sheal Valakshemi a/p Palaniappan Teacher Training Institute Ipoh Campus, Perak 53. Sia Soh Guat SK Batu Unjur, Selangor 54. Siti Zuhana binti Sungip SK Bandar Banting, Selangor 55. Soh Lih Ru SK Puteri Pandan (1), Kuala Lumpur 145

161 56. Suguna a/p Sankaran Teacher Training InstituteInternational Languages Campus, Kuala Lumpur 57. Usharani a/p Arumugam Curriculum Development Division 58. Wong Ming Tsuey SJKC Tun Tan Cheng Lock, Subang Jaya, Selangor 59. Yatimah binti Muji Curriculum Development Division CONTRIBUTORS 1. Choo Poh Lin Institute CECE, Kuala Lumpur 2. Esther Yong Siew Nget Real Kids Kindergarten, Subang Jaya, Selangor 3. Eveleen Ling Malaysian Association of Professional Early Childhood Educators 4. Hamidah Binti Abu Bakar National Unity and Integration Department 5. Jamela Begam binti Oli Tunku Abdul RahmanUniversity, Petaling Jaya, Selangor 6. Jeya Parera Kindergarten Association of Malaysia 7. Judith Low National Association of Professional Early Childhood Educators 8. Kamsiyah Binti Yahya Community Development Department (KEMAS) 146

162 9. Dr. Khodori Ahmad Innovation & Special Projects Department FELDA, Kuala Lumpur 10. Lily Ganam SeDidik SEDC, Sarawak 11. Lydia Foong SEGI University 12. Mazlan bin Awi Curriculum Development Division 13. Professor Dr.Nor Hashimah Hashim Science University Malaysia 14. Patricia Teh Malaysian Association of Professional Early Childhood Educators 15. Datin Radziah Mohd. Daud National Association of Professional Early Childhood Educators 16. Zainon binti Abdul Majid Curriculum Development Division 147

163 ACKNOWLEDGMENT Advisors Dr. Sariah binti Abd. Jalil - Director Shamsuri bin Sujak - Deputy Director Datin Dr. Ng Soo Boon - Deputy Director Editorial Advisors Dr. A azmi bin Shahri - Section Head Policy and Evaluation Sector Mohamed Zaki bin Abd. Ghani - Section Head Islamic Education Sector Haji Naza Idris bin Saadon - Section Head Technical and Vocational Sector Hajah Chetrilah binti Othman - Section Head Languages and Literature Sector Zaidah binti Mohd. Yusof - Section Head Science and Mathematics Sector Mohd Faudzan bin Hamzah - Section Head Social Science Sector Dr. Rusilawati binti Othman - Section Head Special Education Sector Mohamed Salim bin Taufix Rashidi - Section Head Arts and Health Sector 148

164 149

KURIKULUM STANDARD SEKOLAH RENDAH

KURIKULUM STANDARD SEKOLAH RENDAH KEMENTERIAN PELAJARAN MALAYSIA KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) PENDIDIKAN JASMANI TAHUN SATU DOKUMEN STANDARD KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS

More information

STUDENTS SATISFACTION LEVEL TOWARDS THE GENERIC SKILLS APPLIED IN THE CO-CURRICULUM SUBJECT IN UNIVERSITI TEKNOLOGI MALAYSIA NUR HANI BT MOHAMED

STUDENTS SATISFACTION LEVEL TOWARDS THE GENERIC SKILLS APPLIED IN THE CO-CURRICULUM SUBJECT IN UNIVERSITI TEKNOLOGI MALAYSIA NUR HANI BT MOHAMED STUDENTS SATISFACTION LEVEL TOWARDS THE GENERIC SKILLS APPLIED IN THE CO-CURRICULUM SUBJECT IN UNIVERSITI TEKNOLOGI MALAYSIA NUR HANI BT MOHAMED AN ACADEMIC EXERCISE INPARTIAL FULFILMENT FOR THE DEGREE

More information

yang menghadapi masalah Down Syndrome. Mereka telah menghadiri satu program

yang menghadapi masalah Down Syndrome. Mereka telah menghadiri satu program ABSTRAK Kajian ini telah dikendalikan untuk menguji kebolehan komunikasi enam kanak-kanak yang menghadapi masalah Down Syndrome. Mereka telah menghadiri satu program Intervensi di dalam kelas yang dikendalikan

More information

PENGGUNAAN BAHAN ILUSTRASI OBJEK PADANAN ABJAD (IOAP) BAGI MENINGKATKAN KEUPAYAAN MENGECAM HURUF KANAK-KANAK PRASEKOLAH

PENGGUNAAN BAHAN ILUSTRASI OBJEK PADANAN ABJAD (IOAP) BAGI MENINGKATKAN KEUPAYAAN MENGECAM HURUF KANAK-KANAK PRASEKOLAH 179 PENGGUNAAN BAHAN ILUSTRASI OBJEK PADANAN ABJAD (IOAP) BAGI MENINGKATKAN KEUPAYAAN MENGECAM HURUF KANAK-KANAK PRASEKOLAH Mohd Firdaus Razlan Fakulti Pendidikan, Universiti Kebangsaan Malaysia, 43600

More information

DI SEKOLAH RENDAH: SATU KAJIAN KES

DI SEKOLAH RENDAH: SATU KAJIAN KES PELAKSANAAN PENGAJARAN DAN PEMBELAJARAN PENDIDIKAN MUZIK DI SEKOLAH RENDAH: SATU KAJIAN KES NIK AIDA MUSNIE BT NIK MAHMOOD LAPORAN PROJEK DIKEMUKAKAN BAGI MEMENUHI SYARAT UNTUK MEMPEROLEH IJAZAH SARJANA

More information

UNIVERSITI PUTRA MALAYSIA RELATIONSHIP BETWEEN LEARNING STYLES AND ENTREPRENEURIAL COMPETENCIES AMONG STUDENTS IN A MALAYSIAN UNIVERSITY

UNIVERSITI PUTRA MALAYSIA RELATIONSHIP BETWEEN LEARNING STYLES AND ENTREPRENEURIAL COMPETENCIES AMONG STUDENTS IN A MALAYSIAN UNIVERSITY UNIVERSITI PUTRA MALAYSIA RELATIONSHIP BETWEEN LEARNING STYLES AND ENTREPRENEURIAL COMPETENCIES AMONG STUDENTS IN A MALAYSIAN UNIVERSITY CHAI FOONG TENG FPP 2013 30 RELATIONSHIP BETWEEN LEARNING STYLES

More information

UNIVERSITY ASSET MANAGEMENT SYSTEM (UniAMS) CHE FUZIAH BINTI CHE ALI UNIVERSITI TEKNOLOGI MALAYSIA

UNIVERSITY ASSET MANAGEMENT SYSTEM (UniAMS) CHE FUZIAH BINTI CHE ALI UNIVERSITI TEKNOLOGI MALAYSIA UNIVERSITY ASSET MANAGEMENT SYSTEM (UniAMS) CHE FUZIAH BINTI CHE ALI UNIVERSITI TEKNOLOGI MALAYSIA JUNE 2006 i UNIVERSITY ASSET MANAGEMENT SYSTEM CHE FUZIAH BINTI CHE ALI A thesis submitted in partial

More information

SIMILARITY MEASURE FOR RETRIEVAL OF QUESTION ITEMS WITH MULTI-VARIABLE DATA SETS SITI HASRINAFASYA BINTI CHE HASSAN UNIVERSITI TEKNOLOGI MALAYSIA

SIMILARITY MEASURE FOR RETRIEVAL OF QUESTION ITEMS WITH MULTI-VARIABLE DATA SETS SITI HASRINAFASYA BINTI CHE HASSAN UNIVERSITI TEKNOLOGI MALAYSIA SIMILARITY MEASURE FOR RETRIEVAL OF QUESTION ITEMS WITH MULTI-VARIABLE DATA SETS SITI HASRINAFASYA BINTI CHE HASSAN UNIVERSITI TEKNOLOGI MALAYSIA SIMILARITY MEASURE FOR RETRIEVAL OF QUESTION ITEMS WITH

More information

SULIT FP511: HUMAN COMPUTER INTERACTION/SET 1. INSTRUCTION: This section consists of SIX (6) structured questions. Answer ALL questions.

SULIT FP511: HUMAN COMPUTER INTERACTION/SET 1. INSTRUCTION: This section consists of SIX (6) structured questions. Answer ALL questions. SECTION B: 70 MARKS BAHAGIAN B: 70 MARKAH INSTRUCTION: This section consists of SIX (6) structured questions. Answer ALL questions. ARAHAN: Bahagian ini mengandungi ENAM (6) soalan berstruktur. Jawab semua

More information

Pada akhir pengajaran dan pembelajaran Bahasa Melayu sekolah rendah murid dapat :

Pada akhir pengajaran dan pembelajaran Bahasa Melayu sekolah rendah murid dapat : PENDAHULUAN Selaras dengan Dasar Pendidikan Kebangsaan yang termaktub dalam Akta Pendidikan 1996, Bahasa Melayu ialah mata pelajaran teras di semua sekolah rendah dan menengah. Bahasa Melayu berperanan

More information

KURIKULUM STANDARD SEKOLAH MENENGAH SAINS PELAKSANAAN PENTAKSIRAN SEKOLAH

KURIKULUM STANDARD SEKOLAH MENENGAH SAINS PELAKSANAAN PENTAKSIRAN SEKOLAH KURIKULUM STANDARD SEKOLAH MENENGAH SAINS PELAKSANAAN PENTAKSIRAN SEKOLAH UNIT SAINS MENENGAH SEKTOR SAINS DAN MATEMATIK BAHAGIAN PEMBANGUNAN KURIKULUM PENGENALAN Pentaksiran sekolah adalah proses pengumpulan

More information

KEPERLUAN SUSUNATUR DAN PERANCANGAN TAPAK BAGI KESELAMATAN KEBAKARAN (ARIAL 18 ) NORAINI BINTI ISMAIL FAKULTI ALAM BINA UNIVERSITI MALAYA 2007

KEPERLUAN SUSUNATUR DAN PERANCANGAN TAPAK BAGI KESELAMATAN KEBAKARAN (ARIAL 18 ) NORAINI BINTI ISMAIL FAKULTI ALAM BINA UNIVERSITI MALAYA 2007 LAMPIRAN A Contoh catatan pada kulit depan disertasi dan tulang tepi disertasi KEPERLUAN SUSUNATUR DAN PERANCANGAN TAPAK BAGI KESELAMATAN KEBAKARAN (ARIAL 18 ) X cm NORAINI BINTI ISMAIL X cm FAKULTI ALAM

More information

UNIVERSITI PUTRA MALAYSIA TYPES OF WRITTEN FEEDBACK ON ESL STUDENT WRITERS ACADEMIC ESSAYS AND THEIR PERCEIVED USEFULNESS

UNIVERSITI PUTRA MALAYSIA TYPES OF WRITTEN FEEDBACK ON ESL STUDENT WRITERS ACADEMIC ESSAYS AND THEIR PERCEIVED USEFULNESS UNIVERSITI PUTRA MALAYSIA TYPES OF WRITTEN FEEDBACK ON ESL STUDENT WRITERS ACADEMIC ESSAYS AND THEIR PERCEIVED USEFULNESS TEE PEI LENG @ KELLY FBMK 2011 37 TYPES OF WRITTEN FEEDBACK ON ESL STUDENT WRITERS

More information

UNIVERSITI PUTRA MALAYSIA IMPACT OF ASEAN FREE TRADE AREA AND ASEAN ECONOMIC COMMUNITY ON INTRA-ASEAN TRADE

UNIVERSITI PUTRA MALAYSIA IMPACT OF ASEAN FREE TRADE AREA AND ASEAN ECONOMIC COMMUNITY ON INTRA-ASEAN TRADE UNIVERSITI PUTRA MALAYSIA IMPACT OF ASEAN FREE TRADE AREA AND ASEAN ECONOMIC COMMUNITY ON INTRA-ASEAN TRADE COLIN WONG KOH KING FEP 2010 13 IMPACT OF ASEAN FREE TRADE AREA AND ASEAN ECONOMIC COMMUNITY

More information

Abstrak. Penerapan Rutin Berfikir dalam Membina Penguasaan Kosa Kata Murid. Khuraisah Mohd Abthar

Abstrak. Penerapan Rutin Berfikir dalam Membina Penguasaan Kosa Kata Murid. Khuraisah Mohd Abthar 24 Penerapan Rutin Berfikir dalam Membina Penguasaan Kosa Kata Murid Khuraisah Mohd Abthar khuraisah_mohamed_abthar@moe.edu.sg Salamah Massa id salamah_massaid@moe.edu.sg Sekolah Rendah Junyuan Abstrak

More information

SYARAT-SYARAT KEMASUKAN DI TATI UNIVERSITY COLLEGE

SYARAT-SYARAT KEMASUKAN DI TATI UNIVERSITY COLLEGE SYARAT-SYARAT KEMASUKAN DI TATI UNIVERSITY COLLEGE Bil Nama Kursus Pengajian dan Rujukan Kursus Syarat Kelayakan Masuk Dalam Standard Program Yang Diluluskan Tarikh Berkuat Kuasa 1. Bachelor of Computer

More information

Dian Wahyu Susanti English Education Department Teacher Training and Education Faculty. Slamet Riyadi University, Surakarta ABSTRACT

Dian Wahyu Susanti English Education Department Teacher Training and Education Faculty. Slamet Riyadi University, Surakarta ABSTRACT IMPROVING STUDENTS READING COMPREHENSION THROUGH LITERATURE CIRCLES STRATEGY FOR THE ELEVENTH GRADE OF SMK NEGERI 8 SURAKARTA IN 2015/2016 ACADEMIC YEAR Dian Wahyu Susanti English Education Department

More information

FAKTOR-FAKTOR YANG MUNGKIN MEMPENGARUHI PERLAKSANAAN PROGRAM BIMBINGAN TAULAN DALAM MEMBANTU GURU SAINS MENGUASAI BAHASA INGGERIS DI SEKOLAH

FAKTOR-FAKTOR YANG MUNGKIN MEMPENGARUHI PERLAKSANAAN PROGRAM BIMBINGAN TAULAN DALAM MEMBANTU GURU SAINS MENGUASAI BAHASA INGGERIS DI SEKOLAH FAKTOR-FAKTOR YANG MUNGKIN MEMPENGARUHI PERLAKSANAAN PROGRAM BIMBINGAN TAULAN DALAM MEMBANTU GURU SAINS MENGUASAI BAHASA INGGERIS DI SEKOLAH Azin Bin Nordin & Norlela Binti A. Kahar Fakulti Pendidikan,

More information

TEACHING WRITING DESCRIPTIVE TEXT BY COMBINING BRAINSTORMING AND Y CHART STRATEGIES AT JUNIOR HIGH SCHOOL

TEACHING WRITING DESCRIPTIVE TEXT BY COMBINING BRAINSTORMING AND Y CHART STRATEGIES AT JUNIOR HIGH SCHOOL TEACHING WRITING DESCRIPTIVE TEXT BY COMBINING BRAINSTORMING AND Y CHART STRATEGIES AT JUNIOR HIGH SCHOOL By: Rini Asrial *) **) Herfyna Asty, M.Pd Staff Pengajar Program Studi Pendidikan Bahasa Inggris

More information

HUBUNGAN ANTARA KUALITI GURU BAHASA ARAB DAN KECENDERUNGAN MINAT PELAJAR DALAM BAHASA ARAB

HUBUNGAN ANTARA KUALITI GURU BAHASA ARAB DAN KECENDERUNGAN MINAT PELAJAR DALAM BAHASA ARAB HUBUNGAN ANTARA KUALITI GURU BAHASA ARAB DAN KECENDERUNGAN MINAT PELAJAR DALAM BAHASA ARAB Oleh: Mohammad Abdillah Samsuiman kalamhamba85@yahoo.com Jabatan Pengajian Arab dan Tamadun Islam Fakulti Pengajian

More information

PENGGUNAAN ICT DALAM KALANGAN GURU PELATIH KEMAHIRAN HIDUP FAKULTI PENDIDIKAN, UTM

PENGGUNAAN ICT DALAM KALANGAN GURU PELATIH KEMAHIRAN HIDUP FAKULTI PENDIDIKAN, UTM PENGGUNAAN ICT DALAM KALANGAN GURU PELATIH KEMAHIRAN HIDUP FAKULTI PENDIDIKAN, UTM M.Al-Muz-Zammil Bin Yasin & Abd. Muezzam Shah Bin Abdullah Fakulti Pendidikan, Universiti Teknologi Malaysia ABSTRAK:

More information

ILLOCUTIONARY ACTS FOUND IN HARRY POTTER AND THE GOBLET OF FIRE BY JOANNE KATHLEEN ROWLING

ILLOCUTIONARY ACTS FOUND IN HARRY POTTER AND THE GOBLET OF FIRE BY JOANNE KATHLEEN ROWLING 1 ILLOCUTIONARY ACTS FOUND IN HARRY POTTER AND THE GOBLET OF FIRE BY JOANNE KATHLEEN ROWLING By: AA. ISTRI GINA WINDRAHANNY WIDIARTA ENGLISH DEPARTMENT FACULTY OF LETTERS UDAYANA UNIVERSITY ABSTRAK Bahasa

More information

TINJAUAN TENTANG AMALAN KOMUNIKASI GURU MATEMATIK SEKOLAH MENENGAH

TINJAUAN TENTANG AMALAN KOMUNIKASI GURU MATEMATIK SEKOLAH MENENGAH TINJAUAN TENTANG AMALAN KOMUNIKASI GURU MATEMATIK SEKOLAH MENENGAH 1 Sazwani Suhaimi, 2 Noor Shah Saad, 3 Sazelli Ab Ghani 1, 3 Jabatan Matematik, Fakulti Sains dan Matematik 2 Jabatan Pengajian Pendidikan,

More information

TAHAP PENGUASAAN PELAJAR TINGKATAN EMPAT TERHADAP KOMPONEN KEMAHIRAN BERFIKIR SECARA KRITIS DAN KREATIF (KBKK) DALAM MATAPELAJARAN MATEMATIK

TAHAP PENGUASAAN PELAJAR TINGKATAN EMPAT TERHADAP KOMPONEN KEMAHIRAN BERFIKIR SECARA KRITIS DAN KREATIF (KBKK) DALAM MATAPELAJARAN MATEMATIK TAHAP PENGUASAAN PELAJAR TINGKATAN EMPAT TERHADAP KOMPONEN KEMAHIRAN BERFIKIR SECARA KRITIS DAN KREATIF (KBKK) DALAM MATAPELAJARAN MATEMATIK FATTIMA ZAHARA BINTI ZABA Laporan projek ini dikemukakan sebagai

More information

KEMAHIRAN EMPLOYABILITY:TANGGAPAN GURU TERHADAP PENERAPANNYA DI SEKOLAH SATU KAJIAN KES

KEMAHIRAN EMPLOYABILITY:TANGGAPAN GURU TERHADAP PENERAPANNYA DI SEKOLAH SATU KAJIAN KES KEMAHIRAN EMPLOYABILITY:TANGGAPAN GURU TERHADAP PENERAPANNYA DI SEKOLAH SATU KAJIAN KES Yahya bin Buntat, Zakaria Mohd. Yusof & Meor Ibrahim Kamaruddin Universiti Teknologi Malaysia Abstrak Penulisan ini

More information

Abstrak. Masalah Pembelajaran Bahasa bukan Saintifik dalam Pembelajaran Sains

Abstrak. Masalah Pembelajaran Bahasa bukan Saintifik dalam Pembelajaran Sains Sains DP lilid 4, Bit. 1/2004 Masalah Pembelajaran Bahasa bukan Saintifik dalam Pembelajaran Sains SaidiSamsudin cydsam@hotmail.com ZuridaHajilsmail zurida@usm.my Abstrak It is assumed that proficiency

More information

Lulus Matrikulasi KPM/Asasi Sains UM/Asasi Sains UiTM/Asasi Undang-Undang UiTM dengan mendapat sekurangkurangnya

Lulus Matrikulasi KPM/Asasi Sains UM/Asasi Sains UiTM/Asasi Undang-Undang UiTM dengan mendapat sekurangkurangnya SYARAT KEMASUKAN PROGRAM IJAZAH PERTAMA UKM SESI AKADEMIK 2016-2017 (FAKULTI TEKNOLOGI & SAINS MAKLUMAT) (CALON LEPASAN STPM, MATRIKULASI, ASASI, DIPLOMA/SETARAF) SYARAT AM UNIVERSITI Lulus Sijil Pelajaran

More information

Kentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations

Kentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations Kentucky s Standards for Teaching and Learning Included in this section are the: Kentucky s Learning Goals and Academic Expectations Kentucky New Teacher Standards (Note: For your reference, the KDE website

More information

IMPROVING STUDENTS SPEAKING ABILITY THROUGH SHOW AND TELL TECHNIQUE TO THE EIGHTH GRADE OF SMPN 1 PADEMAWU-PAMEKASAN

IMPROVING STUDENTS SPEAKING ABILITY THROUGH SHOW AND TELL TECHNIQUE TO THE EIGHTH GRADE OF SMPN 1 PADEMAWU-PAMEKASAN IMPROVING STUDENTS SPEAKING ABILITY THROUGH SHOW AND TELL TECHNIQUE TO THE EIGHTH GRADE OF SMPN 1 PADEMAWU-PAMEKASAN M. Darrin Zuhri Universitas Madura (UNIRA) Pamekasan E-mail Address : darentzuhri@gmail.com

More information

Research Journal ADE DEDI SALIPUTRA NIM: F

Research Journal ADE DEDI SALIPUTRA NIM: F IMPROVING REPORT TEXT WRITING THROUGH THINK-PAIR-SHARE Research Journal By: ADE DEDI SALIPUTRA NIM: F42107085 TEACHER TRAINING AND EDUCATION FACULTY TANJUNGPURA UNIVERSITY PONTIANAK 2013 IMPROVING REPORT

More information

Noor Chahaya Ngosman Sekolah Kebangsaan Rantau Panjang, Kementerian Pendidikan Malaysia

Noor Chahaya Ngosman Sekolah Kebangsaan Rantau Panjang, Kementerian Pendidikan Malaysia KEBERKESANAN PENDEKATAN KONTEKSTUAL DALAM MENINGKATKAN KEMAHIRAN BAHASA MURID (The Effectiveness of the Contextual Approach in Improving the Language Skills of Students) Noor Chahaya Ngosman Sekolah Kebangsaan

More information

Jurnal Pendidikan Bahasa Melayu JPBM (Malay Language Education Journal MyLEJ)

Jurnal Pendidikan Bahasa Melayu JPBM (Malay Language Education Journal MyLEJ) 11 Jurnal Pendidikan Bahasa Melayu JPBM (Malay Language Education Journal MyLEJ) KEBERKESANAN PEMBELAJARAN KOPERATIF TERHADAP PENCAPAIAN DAN MOTIVASI MURID SEKOLAH MENENGAH DALAM PEMBELAJARAN BAHASA MELAYU

More information

Jurnal Pendidikan Bahasa Melayu JPBM (Malay Language Education Journal MyLEJ)

Jurnal Pendidikan Bahasa Melayu JPBM (Malay Language Education Journal MyLEJ) 66 Jurnal Pendidikan Bahasa Melayu JPBM (Malay Language Education Journal MyLEJ) PENDEKATAN PENGAJARAN SECARA BERKUMPULAN DALAM PROGRAM PEMULIHAN KHAS BAHASA MELAYU (Group Teaching Approach in the Malay

More information

AN INVESTIGATION INTO THE FACTORS AFFECTING SECOND LANGUAGE LEARNERS CLASSROOM PARTICIPATION

AN INVESTIGATION INTO THE FACTORS AFFECTING SECOND LANGUAGE LEARNERS CLASSROOM PARTICIPATION AN INVESTIGATION INTO THE FACTORS AFFECTING SECOND LANGUAGE LEARNERS CLASSROOM PARTICIPATION Faizah Mohamad Nor & Liew Hui Choo Fakulti Pendidikan, Universiti Teknologi Malaysia ABSTRACT: This study was

More information

INSTRUCTION: This section consists of SIX (6) structured questions. Answer FOUR (4) questions only.

INSTRUCTION: This section consists of SIX (6) structured questions. Answer FOUR (4) questions only. INSTRUCTION: This section consists of SIX (6) structured questions. Answer FOUR (4) questions only. ARAHAN: Bahagian ini mengandungi ENAM (6) soalan berstruktur. Jawab EMPAT (4) soalan sahaja. QUESTION

More information

THE ROLES OF INTEGRATING INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN TEACHING SPEAKING AT THE FIRST SEMESTER OF ENGLISH STUDENTS OF FKIP UIR

THE ROLES OF INTEGRATING INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN TEACHING SPEAKING AT THE FIRST SEMESTER OF ENGLISH STUDENTS OF FKIP UIR THE ROLES OF INTEGRATING INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN TEACHING SPEAKING AT THE FIRST SEMESTER OF ENGLISH STUDENTS OF FKIP UIR Betty Sailun 1), Andi Idayani 2) *1)*2) Universitas Islam

More information

PEMBANGUNAN DAN PENGESAHAN INSTRUMEN UJIAN KEMAHIRAN BERFIKIR ARAS TINGGI FIZIK BAGI TAJUK DAYA DAN GERAKAN ROHANA BINTI AMIN

PEMBANGUNAN DAN PENGESAHAN INSTRUMEN UJIAN KEMAHIRAN BERFIKIR ARAS TINGGI FIZIK BAGI TAJUK DAYA DAN GERAKAN ROHANA BINTI AMIN PEMBANGUNAN DAN PENGESAHAN INSTRUMEN UJIAN KEMAHIRAN BERFIKIR ARAS TINGGI FIZIK BAGI TAJUK DAYA DAN GERAKAN ROHANA BINTI AMIN UNIVERSITI PENDIDIKAN SULTAN IDRIS 2015 iv ABSTRAK Kajian kuantitatif ini bertujuan

More information

AMALAN PEMBANGUNAN PROFESIONAL (LDP) DALAM KALANGAN GURU SEKOLAH MENENGAH DAERAH MANJUNG

AMALAN PEMBANGUNAN PROFESIONAL (LDP) DALAM KALANGAN GURU SEKOLAH MENENGAH DAERAH MANJUNG AMALAN PEMBANGUNAN PROFESIONAL (LDP) DALAM KALANGAN GURU SEKOLAH MENENGAH DAERAH MANJUNG Noor Lela bt Ahmad Faculty of Management and Economic, UPSI noor.lela@fpe.upsi.edu.my Hariyaty bt Ab Wahid Faculty

More information

PENGHASILAN BAHAN E-PEMBELAJARAN BAGI TOPIK POLYGONS II UNTUK PELAJAR TINGKATAN TIGA BERASASKAN MOODLE

PENGHASILAN BAHAN E-PEMBELAJARAN BAGI TOPIK POLYGONS II UNTUK PELAJAR TINGKATAN TIGA BERASASKAN MOODLE PENGHASILAN BAHAN E-PEMBELAJARAN BAGI TOPIK POLYGONS II UNTUK PELAJAR TINGKATAN TIGA BERASASKAN MOODLE SHAMSHIYATUL BAQIYAH BT ABDUL WAHAB UNIVERSITI TEKNOLOGI MALAYSIA PENGHASILAN BAHAN E-PEMBELAJARAN

More information

PENGGUNAAN GAMBAR RAJAH DALAM MENYELESAIKAN MASALAH GERAKAN LINEAR SITI NOR HIDAYAH BINTI ISMAIL UNIVERSITI TEKNOLOGI MALAYSIA

PENGGUNAAN GAMBAR RAJAH DALAM MENYELESAIKAN MASALAH GERAKAN LINEAR SITI NOR HIDAYAH BINTI ISMAIL UNIVERSITI TEKNOLOGI MALAYSIA PENGGUNAAN GAMBAR RAJAH DALAM MENYELESAIKAN MASALAH GERAKAN LINEAR SITI NOR HIDAYAH BINTI ISMAIL UNIVERSITI TEKNOLOGI MALAYSIA PENGGUNAAN GAMBAR RAJAH DALAM MENYELESAIKAN MASALAH GERAKAN LINEAR SITI NOR

More information

CHAPTER III RESEARCH METHODOLOGY. A. Research Type and Design. questions. As stated by Moleong (2006: 6) who makes the synthesis about

CHAPTER III RESEARCH METHODOLOGY. A. Research Type and Design. questions. As stated by Moleong (2006: 6) who makes the synthesis about 30 CHAPTER III RESEARCH METHODOLOGY A. Research Type and Design This research applies descriptive qualitative method. Qualitative research is all about exploring issues, understanding phenomena, and answering

More information

EXTENSIVE READING AND ITS IMPACT ON STUDENTS COMPREHENSION, VOCABULARY AND READING ATTITUDE

EXTENSIVE READING AND ITS IMPACT ON STUDENTS COMPREHENSION, VOCABULARY AND READING ATTITUDE EXTENSIVE READING AND ITS IMPACT ON STUDENTS COMPREHENSION, VOCABULARY AND READING ATTITUDE SHAMINI A/P A.BALAKRISHNAN UNIVERSITI TEKNOLOGI MALAYSIA UNIVERSITI TEKNOLOGI MALAYSIA PSZ 19:16(Pind. 1/07)

More information

MEMBANGUN WEB PORTAL BERASASKAN MOODLE BERTAJUK PROBABILITY SPM

MEMBANGUN WEB PORTAL BERASASKAN MOODLE BERTAJUK PROBABILITY SPM MEMBANGUN WEB PORTAL BERASASKAN MOODLE BERTAJUK PROBABILITY SPM Muhini binti Muhamed & Noor Hidayah binti Alias Fakulti Pendidikan, Universiti Teknologi Malaysia. ABSTRAK : Pembelajaran berasaskan web

More information

PENERAPAN STRATEGI PENGUTARAAN MASALAH UNTUK MENINGKATKAN KEMAHIRAN BERFIKIR ARAS TINGGI

PENERAPAN STRATEGI PENGUTARAAN MASALAH UNTUK MENINGKATKAN KEMAHIRAN BERFIKIR ARAS TINGGI PENERAPAN STRATEGI PENGUTARAAN MASALAH UNTUK MENINGKATKAN KEMAHIRAN BERFIKIR ARAS TINGGI Vinogharri Muniandy, Johari Surif dan Nor Hasniza Ibrahim Fakulti Pendidikan, Universiti Teknologi Malaysia 81310

More information

qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwer

qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwer qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb UJIAN DIAGNOSTIK: KEPENTINGANNYA DALAM PROSES PENGAJARAN DAN PEMELAJARAN nmqwertyuiopasdfghjklzxcvbnmqwer

More information

KESAN DASAR PENGAJARAN MATEMATIK DAN SAINS DALAM BAHASA INGGERIS Dl SEKOLAH RENDAH

KESAN DASAR PENGAJARAN MATEMATIK DAN SAINS DALAM BAHASA INGGERIS Dl SEKOLAH RENDAH KESAN DASAR PENGAJARAN MATEMATIK DAN SAINS DALAM BAHASA INGGERIS Dl SEKOLAH RENDAH PROFESOR EMERITUS DATO' ISAHAK HARON (KETUA) PROF. MADYA DR. ABDUL LAT1F HJ, GAPOR DR. MD IMASIR BIN MASRAN ENCIK ABDUL

More information

TAHAP KEFAHAMAN PELAJAR TINGKATAN 4 TENTANG PENGGUNAAN KONSEP SAINS DALAM KEHIDUPAN FASEEHA BINTI SHAIK IBRAHIM

TAHAP KEFAHAMAN PELAJAR TINGKATAN 4 TENTANG PENGGUNAAN KONSEP SAINS DALAM KEHIDUPAN FASEEHA BINTI SHAIK IBRAHIM TAHAP KEFAHAMAN PELAJAR TINGKATAN 4 TENTANG PENGGUNAAN KONSEP SAINS DALAM KEHIDUPAN FASEEHA BINTI SHAIK IBRAHIM Laporan kajian ini dikemukakan sebagai memenuhi sebahagian daripada syarat penganugerahan

More information

PENGGUNAAN KOMPUTER DI KALANGAN GURU DALAM PENGAJARAN MATA PELAJARAN MATEMATIK DI DAERAH KOTA STAR, KEDAH DANIEL CHAN

PENGGUNAAN KOMPUTER DI KALANGAN GURU DALAM PENGAJARAN MATA PELAJARAN MATEMATIK DI DAERAH KOTA STAR, KEDAH DANIEL CHAN i PENGGUNAAN KOMPUTER DI KALANGAN GURU DALAM PENGAJARAN MATA PELAJARAN MATEMATIK DI DAERAH KOTA STAR, KEDAH DANIEL CHAN Laporan projek ini dikemukakan sebagai memenuhi sebahagian daripada syarat penganugerahan

More information

UNIVERSITI TEKNOLOGI MALAYSIA

UNIVERSITI TEKNOLOGI MALAYSIA FAKTOR-FAKTOR YANG MEMPENGARUHI PENCAPAIAN PELAJAR DALAM LUKISAN KEJURUTERAAN DI SEKOLAH AKADEMIK : SATU KAJIAN DI SEKOLAH MENENGAH KEBANGSAAN BUKIT GUNTONG DAN SEKOLAH MENENGAH KEBANGSAAN MANIR, KUALA

More information

INCREASING STUDENTS ABILITY IN WRITING OF RECOUNT TEXT THROUGH PEER CORRECTION

INCREASING STUDENTS ABILITY IN WRITING OF RECOUNT TEXT THROUGH PEER CORRECTION INCREASING STUDENTS ABILITY IN WRITING OF RECOUNT TEXT THROUGH PEER CORRECTION Jannatun Siti Ayisah, Muhammad Sukirlan, Budi Kadaryanto Email: Ishaaisha@rocketmail.com Mobile Phone: +6285367885479 Institution:

More information

TAHAP PENGETAHUAN DAN TAHAP KEPUASAN GURU TERHADAP LATIHAN DALAM PERKHIDMATAN DI SEKOLAH MENENGAH DAERAH SEGAMAT

TAHAP PENGETAHUAN DAN TAHAP KEPUASAN GURU TERHADAP LATIHAN DALAM PERKHIDMATAN DI SEKOLAH MENENGAH DAERAH SEGAMAT TAHAP PENGETAHUAN DAN TAHAP KEPUASAN GURU TERHADAP LATIHAN DALAM PERKHIDMATAN DI SEKOLAH MENENGAH DAERAH SEGAMAT GOH GEOK POH UNIVERSITI TEKNOLOGI MALAYSIA TAHAP PENGETAHUAN DAN TAHAP KEPUASAN GURU TERHADAP

More information

A SURVEY ON UTM TESL UNDERGRADUATES READING PREFERENCE: BETWEEN HYPERTEXTS AND BOOKS

A SURVEY ON UTM TESL UNDERGRADUATES READING PREFERENCE: BETWEEN HYPERTEXTS AND BOOKS A SURVEY ON UTM TESL UNDERGRADUATES READING PREFERENCE: BETWEEN HYPERTEXTS AND BOOKS DAYANG MAS MULIANY BINTI ABANG ABU BAKAR UNIVERSITI TEKNOLOGI MALAYSIA ii UNIVERSITI TEKNOLOGI MALAYSIA BORANG PENGESAHAN

More information

UNIVERSITI PUTRA MALAYSIA SKEW ARMENDARIZ RINGS AND THEIR RELATIONS

UNIVERSITI PUTRA MALAYSIA SKEW ARMENDARIZ RINGS AND THEIR RELATIONS UNIVERSITI PUTRA MALAYSIA SKEW ARMENDARIZ RINGS AND THEIR RELATIONS HAMIDEH POURTAHERIAN FS 2012 71 SKEW ARMENDARIZ RINGS AND THEIR RELATIONS By HAMIDEH POURTAHERIAN Thesis Submitted to the School of Graduate

More information

GARIS PANDUAN BAGI POTONGAN PERBELANJAAN DI BAWAH PERENGGAN 34(6)(m) DAN 34(6)(ma) AKTA CUKAI PENDAPATAN 1967 BAGI MAKSUD PENGIRAAN CUKAI PENDAPATAN

GARIS PANDUAN BAGI POTONGAN PERBELANJAAN DI BAWAH PERENGGAN 34(6)(m) DAN 34(6)(ma) AKTA CUKAI PENDAPATAN 1967 BAGI MAKSUD PENGIRAAN CUKAI PENDAPATAN LHDN.01/35/(S)/42/51/84 GARIS PANDUAN BAGI POTONGAN PERBELANJAAN DI BAWAH PERENGGAN 34(6)(m) DAN 34(6)(ma) AKTA CUKAI PENDAPATAN 1967 BAGI MAKSUD PENGIRAAN CUKAI PENDAPATAN 1. Objektif Garis panduan ini

More information

PENILAIAN ESEI BERBANTUKAN KOMPUTER MENGGUNAKAN TEKNIK BAYESIAN DAN PENGUNDURAN LINEAR BERGANDA

PENILAIAN ESEI BERBANTUKAN KOMPUTER MENGGUNAKAN TEKNIK BAYESIAN DAN PENGUNDURAN LINEAR BERGANDA PENILAIAN ESEI BERBANTUKAN KOMPUTER MENGGUNAKAN TEKNIK BAYESIAN DAN PENGUNDURAN LINEAR BERGANDA MOHD AZWAN BIN MOHAMAD@HAMZA UNIVERSITI TEKNOLOGI MALAYSIA Khas buat ibu, abah, isteri, puteri dan bakal

More information

Jurnal Pendidikan Bahasa Melayu JPBM (Malay Language Education Journal MyLEJ)

Jurnal Pendidikan Bahasa Melayu JPBM (Malay Language Education Journal MyLEJ) 24 Jurnal Pendidikan Bahasa Melayu JPBM (Malay Language Education Journal MyLEJ) SIKAP DAN MOTIVASI MURID BAJAU DALAM MEMPELAJARI BAHASA MELAYU SEBAGAI BAHASA KEDUA (Attitude and Motivation Students Bajau

More information

COOPERATIVE LEARNING TIME TOKEN IN THE TEACHING OF SPEAKING

COOPERATIVE LEARNING TIME TOKEN IN THE TEACHING OF SPEAKING COOPERATIVE LEARNING TIME TOKEN IN THE TEACHING OF SPEAKING Rachda Adilla English Education, Languages and Arts Faculty, State University of Surabaya rachdaadilla@gmail.com Prof. Dr. Susanto, M. Pd. English

More information

KESEDIAAN PENGAJAR DAN PELAJAR TERHADAP PROGRAM KOUZA MEETING DI KOLEJ KEMAHIRAN TINGGI MARA BERANANG NURIMAN BIN YUSOP

KESEDIAAN PENGAJAR DAN PELAJAR TERHADAP PROGRAM KOUZA MEETING DI KOLEJ KEMAHIRAN TINGGI MARA BERANANG NURIMAN BIN YUSOP i KESEDIAAN PENGAJAR DAN PELAJAR TERHADAP PROGRAM KOUZA MEETING DI KOLEJ KEMAHIRAN TINGGI MARA BERANANG NURIMAN BIN YUSOP Laporan projek ini dikemukakan sebagai memenuhi sebahagian daripada syarat penganugerahan

More information

FAKTOR-FAKTOR YANG MEMPENGARUHI PEMILIHAN PELAJAR MENGIKUTI MATA PELAJARAN VOKASIONAL (MPV) DI SEKOLAH- SEKOLAH AKADEMIK DI DAERAH ALOR GAJAH, MELAKA

FAKTOR-FAKTOR YANG MEMPENGARUHI PEMILIHAN PELAJAR MENGIKUTI MATA PELAJARAN VOKASIONAL (MPV) DI SEKOLAH- SEKOLAH AKADEMIK DI DAERAH ALOR GAJAH, MELAKA FAKTOR-FAKTOR YANG MEMPENGARUHI PEMILIHAN PELAJAR MENGIKUTI MATA PELAJARAN VOKASIONAL (MPV) DI SEKOLAH- SEKOLAH AKADEMIK DI DAERAH ALOR GAJAH, MELAKA HALIJAH BINTI YUSOH UNIVERSITI TEKNOLOGI MALAYSIA i

More information

PROFORMA KURSUS Course Proforma. FAKULTI PENDIDIKAN Faculty of Education SEMESTER I, SESI

PROFORMA KURSUS Course Proforma. FAKULTI PENDIDIKAN Faculty of Education SEMESTER I, SESI PROFORMA KURSUS Course Proforma FAKULTI PENDIDIKAN Faculty of Education GGGE6433 SEMINAR ALIRAN TERKINI DALAM PENGAJARAN SUMBER DAN TEKNOLOGI MAKLUMAT SEMINAR ON RECENT TRENDS IN TEACHING RESOURCES AND

More information

Faculty Of Information and Communication Technology

Faculty Of Information and Communication Technology Faculty Of Information and Communication Technology INTERNSHIP SUPERVISOR SELECTION USING GENETIC ALGORITHMS Junaida binti Karim Master of Computer Science (Software Engineering and Intelligence) 2015

More information

PEMBINAAN DAN PENILAIAN KESESUAIAN MODUL PENGAJARAN KENDIRI PERMODELAN OBJEK PADU MATA PELAJARAN REKABENTUK BERBANTU KOMPUTER

PEMBINAAN DAN PENILAIAN KESESUAIAN MODUL PENGAJARAN KENDIRI PERMODELAN OBJEK PADU MATA PELAJARAN REKABENTUK BERBANTU KOMPUTER PEMBINAAN DAN PENILAIAN KESESUAIAN MODUL PENGAJARAN KENDIRI PERMODELAN OBJEK PADU MATA PELAJARAN REKABENTUK BERBANTU KOMPUTER Muhammad Sukri B.Saud & Lee Wan Ki Fakulti Pendidikan, Universiti Teknologi

More information

PENGURUSAN PUSAT SUMBER SEKOLAH DI SEKOLAH MENENGAH ZON BANDAR DAERAH SEGAMAT, JOHOR RAJA ROZITA BINTI RAJA ARIFF SHAH UNIVERSITI TEKNOLOGI MALAYSIA

PENGURUSAN PUSAT SUMBER SEKOLAH DI SEKOLAH MENENGAH ZON BANDAR DAERAH SEGAMAT, JOHOR RAJA ROZITA BINTI RAJA ARIFF SHAH UNIVERSITI TEKNOLOGI MALAYSIA PENGURUSAN PUSAT SUMBER SEKOLAH DI SEKOLAH MENENGAH ZON BANDAR DAERAH SEGAMAT, JOHOR RAJA ROZITA BINTI RAJA ARIFF SHAH UNIVERSITI TEKNOLOGI MALAYSIA UNIVERSITI TEKNOLOGI MALAYSIA BORANG PENGESAHAN STATUS

More information

KEBOLEHAN PENULISAN KANAK-KANAK BERUMUR 6 HINGGA 9 TAHUN SURAYAH BINTI ZAIDON

KEBOLEHAN PENULISAN KANAK-KANAK BERUMUR 6 HINGGA 9 TAHUN SURAYAH BINTI ZAIDON KEBOLEHAN PENULISAN KANAK-KANAK BERUMUR 6 HINGGA 9 TAHUN SURAYAH BINTI ZAIDON TESIS DIKEMUKAKAN BAGI MEMENUHI SYARAT UNTUK MEMPEROLEH IJAZAH DOKTOR FALSAFAH PUSAT PENYELIDIKAN PERKEMBANGAN KANAK-KANAK

More information

PENGGUNAAN PERISIAN PAINTER DALAM PEMBELAJARAN ASAS LUKISAN DIKALANGAN PELAJAR FSM, UPSI

PENGGUNAAN PERISIAN PAINTER DALAM PEMBELAJARAN ASAS LUKISAN DIKALANGAN PELAJAR FSM, UPSI PENGGUNAAN PERISIAN PAINTER DALAM PEMBELAJARAN ASAS LUKISAN DIKALANGAN PELAJAR FSM, UPSI ADNAN BIN ABD AZIZ ABDUL AZIZ BIN ZALI@ZALAY ABDUL RAZAK BIN HJ ABDUL JABBAR KOD PENYELIDIKAN: 02-04-16-06 BATSYA

More information

PROBLEMS IN ADJUNCT CARTOGRAPHY: A CASE STUDY NG PEI FANG FACULTY OF LANGUAGES AND LINGUISTICS UNIVERSITY OF MALAYA KUALA LUMPUR

PROBLEMS IN ADJUNCT CARTOGRAPHY: A CASE STUDY NG PEI FANG FACULTY OF LANGUAGES AND LINGUISTICS UNIVERSITY OF MALAYA KUALA LUMPUR PROBLEMS IN ADJUNCT CARTOGRAPHY: A CASE STUDY NG PEI FANG FACULTY OF LANGUAGES AND LINGUISTICS UNIVERSITY OF MALAYA KUALA LUMPUR 2012 PROBLEMS IN ADJUNCT CARTOGRAPHY: A CASE STUDY NG PEI FANG SUBMITTED

More information

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field. 1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it

More information

SIFU Oleh: HANITA LADJAHARUN SMK Bandaraya Kota Kinabalu, Sabah ABSTRAK

SIFU Oleh: HANITA LADJAHARUN SMK Bandaraya Kota Kinabalu, Sabah ABSTRAK SIFU Oleh: HANITA LADJAHARUN SMK Bandaraya Kota Kinabalu, Sabah hanita75harun@yahoo.com ABSTRAK Kajian ini dijalankan bagi meninjau keberkesanan aktiviti SIFU dalam proses pembelajaran dalam pengajaran

More information

PEMBANGUNAN PERISIAN PEMBELAJARAN BERBANTUKAN KOMPUTER SUBJEK TEKNOLOGI MAKLUMAT DAN KOMUNIKASI BAGI TAJUK KESELAMATAN KOMPUTER TINGKATAN 4

PEMBANGUNAN PERISIAN PEMBELAJARAN BERBANTUKAN KOMPUTER SUBJEK TEKNOLOGI MAKLUMAT DAN KOMUNIKASI BAGI TAJUK KESELAMATAN KOMPUTER TINGKATAN 4 PEMBANGUNAN PERISIAN PEMBELAJARAN BERBANTUKAN KOMPUTER SUBJEK TEKNOLOGI MAKLUMAT DAN KOMUNIKASI BAGI TAJUK KESELAMATAN KOMPUTER TINGKATAN 4 STILLAH BINTI SITIM Tesis ini dikemukakan sebagai memenuhi sebahagian

More information

Pendekatan Pengajaran Guru Dan Kesannya Terhadap Pencapaian Pelajar Dalam Mata Pelajaran Kemahiran Hidup Di Sekolah Menengah Kebangsaan Senai, Johor

Pendekatan Pengajaran Guru Dan Kesannya Terhadap Pencapaian Pelajar Dalam Mata Pelajaran Kemahiran Hidup Di Sekolah Menengah Kebangsaan Senai, Johor Journal of Technical, Vocational & Engineering Educational Volume 3 September 2011, Pages 67-78 /ISSN: 2231-7376 Pendekatan Pengajaran Guru Dan Kesannya Terhadap Pencapaian Pelajar Dalam Mata Pelajaran

More information

ISU KRITIKAL PENGGUNAAN TULISAN JAWI DALAM PELAKSANAAN KURIKULUM PENDIDIKAN ISLAM PERINGKAT SEKOLAH MENENGAH: PANDANGAN PAKAR

ISU KRITIKAL PENGGUNAAN TULISAN JAWI DALAM PELAKSANAAN KURIKULUM PENDIDIKAN ISLAM PERINGKAT SEKOLAH MENENGAH: PANDANGAN PAKAR ISU KRITIKAL PENGGUNAAN TULISAN JAWI DALAM PELAKSANAAN KURIKULUM PENDIDIKAN ISLAM PERINGKAT SEKOLAH MENENGAH: PANDANGAN PAKAR Norhazliana Mohd Hasan Abdullah Saedah Siraj Zaharah Hussin Norlidah Alias

More information

MINAT MEMBACA DALAM KALANGAN GURU PELATIH TAHUN DUA FAKULTI PENDIDIKAN UTM SKUDAI MD ZAKI BIN MD GHAZALI

MINAT MEMBACA DALAM KALANGAN GURU PELATIH TAHUN DUA FAKULTI PENDIDIKAN UTM SKUDAI MD ZAKI BIN MD GHAZALI MINAT MEMBACA DALAM KALANGAN GURU PELATIH TAHUN DUA FAKULTI PENDIDIKAN UTM SKUDAI MD ZAKI BIN MD GHAZALI Laporan projek ini dikemukakan sebagai memenuhi sebahagian daripada syarat penganugerahan Ijazah

More information

KUALITI GURU PERMULAAN KELUARAN SEBUAH INSTITUT PERGURUAN: SATU TINJAUAN DARI PERSPEKTIF PENTADBIR SEKOLAH

KUALITI GURU PERMULAAN KELUARAN SEBUAH INSTITUT PERGURUAN: SATU TINJAUAN DARI PERSPEKTIF PENTADBIR SEKOLAH Jurnal Pendidik dan Pendidikan, Jil. 23, 49 67, 2008 KUALITI GURU PERMULAAN KELUARAN SEBUAH INSTITUT PERGURUAN: SATU TINJAUAN DARI PERSPEKTIF PENTADBIR SEKOLAH (QUALITY OF BEGINNING TEACHERS OF A TEACHER

More information

THE ROLE OF ENGLISH TEACHERS ON HELPING PASSIVE LEARNERS IN CLASSROOM (A Study at The Ninth Grade Students of SMP N 31 Andalas Padang)

THE ROLE OF ENGLISH TEACHERS ON HELPING PASSIVE LEARNERS IN CLASSROOM (A Study at The Ninth Grade Students of SMP N 31 Andalas Padang) THE ROLE OF ENGLISH TEACHERS ON HELPING PASSIVE LEARNERS IN CLASSROOM (A Study at The Ninth Grade Students of SMP N 31 Andalas Padang) Wewen Muthia *) (Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat,

More information

FAKTOR YANG BERKAITAN DENGAN PENCAPAIAN MATEMATIK PELAJAR MELAYU SEKOLAH MENENGAH AGAMA DAERAH PONTIAN MOHD FAIZAL BIN MAZALAN

FAKTOR YANG BERKAITAN DENGAN PENCAPAIAN MATEMATIK PELAJAR MELAYU SEKOLAH MENENGAH AGAMA DAERAH PONTIAN MOHD FAIZAL BIN MAZALAN FAKTOR YANG BERKAITAN DENGAN PENCAPAIAN MATEMATIK PELAJAR MELAYU SEKOLAH MENENGAH AGAMA DAERAH PONTIAN MOHD FAIZAL BIN MAZALAN Projek kajian ini dikemukakan Sebagai memenuhi sebahagian daripada syarat

More information

CHAPTER III RESEARCH METHODOLOGY. A. Research Method. descriptive form in conducting the research since the data of this research

CHAPTER III RESEARCH METHODOLOGY. A. Research Method. descriptive form in conducting the research since the data of this research 42 CHAPTER III RESEARCH METHODOLOGY A. Research Method This research uses a descriptive-qualitative method. The researcher applies descriptive form in conducting the research since the data of this research

More information

BAB 3 KEBERKESANAN PELAKSANAAN SISTEM SEBUTAN BAKU DALAM PENGAJARAN DAN PEMBELAJARAN BAHASA MELAYU

BAB 3 KEBERKESANAN PELAKSANAAN SISTEM SEBUTAN BAKU DALAM PENGAJARAN DAN PEMBELAJARAN BAHASA MELAYU BAB 3 KEBERKESANAN PELAKSANAAN SISTEM SEBUTAN BAKU DALAM PENGAJARAN DAN PEMBELAJARAN BAHASA MELAYU Bahagian ini akan memberikan gambaran ringkas tentang faktor-faktor yang membawa kepada pelaksanaan sistem

More information

PROGRAM I SEE YOU ; APLIKASI PEMBELAJARAN MASTERI DALAM MATAPELAJARAN SAINS PMR DI SMK (P) TEMENGGONG IBRAHIM, BATU PAHAT, JOHOR ABSTRAK

PROGRAM I SEE YOU ; APLIKASI PEMBELAJARAN MASTERI DALAM MATAPELAJARAN SAINS PMR DI SMK (P) TEMENGGONG IBRAHIM, BATU PAHAT, JOHOR ABSTRAK PROGRAM I SEE YOU ; APLIKASI PEMBELAJARAN MASTERI DALAM MATAPELAJARAN SAINS PMR DI SMK (P) TEMENGGONG IBRAHIM, BATU PAHAT, JOHOR 1 Irrinna Shakinah Bt Subawi@Fendi, 2 Haslina Bt. Mohd. Ismail, 3 Hafiza

More information

UNIVERSITI PUTRA MALAYSIA

UNIVERSITI PUTRA MALAYSIA UNIVERSITI PUTRA MALAYSIA DATA ENVELOPMENT ANALYSIS FOR TARGET SETTING WITH IMPRECISE DATA NAJMEH MALEKMOHAMMADI IPM 2010 17 DATA ENVELOPMENT ANALYSIS FOR TARGET SETTING WITH IMPRECISE DATA By NAJMEH MALEKMOHAMMADI

More information

DESINGING TASK-BASED INSTRUCTIONAL STRATEGY ON RECYCLING NEWSPAPER IN READING PROCEDURE TEXT

DESINGING TASK-BASED INSTRUCTIONAL STRATEGY ON RECYCLING NEWSPAPER IN READING PROCEDURE TEXT DESINGING TASK-BASED INSTRUCTIONAL STRATEGY ON RECYCLING NEWSPAPER IN READING PROCEDURE TEXT SittiAtika, Ikhsanudin, EniRosnija English Education Study Program, Language and Arts Education Department,

More information

KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax:

KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax: KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: 450 632-8770 Fax: 450 632-8042 JOB DESCRIPTION SPECIAL EDUCATION TEACHER ASSISTANT August 2013 SUMMARY DESCRIPTION: The teacher assistant,

More information

Assessing School-based Learning: A Developmental Framework for Student Teachers

Assessing School-based Learning: A Developmental Framework for Student Teachers Jumal Pendidikdan Pendidikan,Vol. 14, 1995 Assessing School-based Learning: A Developmental Framework for Student Teachers MICHAEL JOHN ROWE and JOHN FURLONG, University of Wales, Swansea ABSTRAK Susulan

More information

THE EFFECT OF USING SILENT CARD SHUFFLE STRATEGY TOWARD STUDENTS WRITING ACHIEVEMENT A

THE EFFECT OF USING SILENT CARD SHUFFLE STRATEGY TOWARD STUDENTS WRITING ACHIEVEMENT A THE EFFECT OF USING SILENT CARD SHUFFLE STRATEGY TOWARD STUDENTS WRITING ACHIEVEMENT A Study at Eight Grade Students of SMP N 10 Padang By : Heni Safitri*) Advisors : **) Riny Dwitya Sani dan M. Khairi

More information

BODJIT KAUR A/P RAM SINGH

BODJIT KAUR A/P RAM SINGH THE RELATIONSHIP BETWEEN CLASSROOM INSTRUCTIONS AND ENGLISH AS A SECOND LANGUAGE (ESL) ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS FROM DIFFERENT SOCIO-ECONOMIC STATUS, GENDER AND ETHNIC GROUPS: A CASE

More information

PENDEKATAN P-P FIT DALAM PROSES PEMILIHAN CALON GURU DI INSTITUSI PENGAJIAN TINGGI AWAM DI MALAYSIA. Oleh:

PENDEKATAN P-P FIT DALAM PROSES PEMILIHAN CALON GURU DI INSTITUSI PENGAJIAN TINGGI AWAM DI MALAYSIA. Oleh: PENDEKATAN P-P FIT DALAM PROSES PEMILIHAN CALON GURU DI INSTITUSI PENGAJIAN TINGGI AWAM DI MALAYSIA Oleh: Sidek Mohd Noah, Abdul Malek Abdul Karim, W.Marzuki W.Jaafar, Nabilah Abdullah, Munirah Ghazali,

More information

TAHAP PENGUASAAN KEMAHIRAN MANIPULATIF DI KALANGAN GURU PELATIH KIMIA UNIVERSITI TEKNOLOGI MALAYSIA

TAHAP PENGUASAAN KEMAHIRAN MANIPULATIF DI KALANGAN GURU PELATIH KIMIA UNIVERSITI TEKNOLOGI MALAYSIA TAHAP PENGUASAAN KEMAHIRAN MANIPULATIF DI KALANGAN GURU PELATIH KIMIA UNIVERSITI TEKNOLOGI MALAYSIA FATHIAH BT MOHAMED @ MOHD ZAMANI UNIVERSITI TEKNOLOGI MALAYSIA UNIVERSITI TEKNOLOGI MALAYSIA BORANG PENGESAHAN

More information

PENGESAHAN PENYELIA. Tandatangan : PROF DR. NOOR AZLAN BIN AHMAD ZANZALI

PENGESAHAN PENYELIA. Tandatangan : PROF DR. NOOR AZLAN BIN AHMAD ZANZALI PENGESAHAN PENYELIA " Saya akui bahawa saya telah membaca karya ini dan pada pandangan saya karya ini adalah memadai dari segi skop dan kualiti untuk tujuan penganugerahan Ijazah Sarjana Muda Serta Pendidikan

More information

NATIONAL INSTITUTE OF OCCUPATIONAL SAFETY AND HEALTH

NATIONAL INSTITUTE OF OCCUPATIONAL SAFETY AND HEALTH Laporan Piagam Januari Februari 2017 CCAR-16-12 08.03.2017 1/5 Ringkasan Peratusan Piagam Januari hingga Februari 2017 No 1 Kursus dan Latihan 92 2 Khidmat Rundingan 97 3 Pasport Keselamatan 85 4 Peperiksaan

More information

KEBERKESANAN PEMBELAJARAN KOOPERATIF MODEL STAD TERHADAP PENCAPAIAN TAJUK PEPEJAL GEOMETRI DAN MOTIVASI MURID BERPENCAPAIAN SEDERHANA

KEBERKESANAN PEMBELAJARAN KOOPERATIF MODEL STAD TERHADAP PENCAPAIAN TAJUK PEPEJAL GEOMETRI DAN MOTIVASI MURID BERPENCAPAIAN SEDERHANA KEBERKESANAN PEMBELAJARAN KOOPERATIF MODEL STAD TERHADAP PENCAPAIAN TAJUK PEPEJAL GEOMETRI DAN MOTIVASI MURID BERPENCAPAIAN SEDERHANA JAYA MALA A/P P.KUPUSAMY DISERTASI DIKEMUKAKAN BAGI MEMENUHI SYARAT

More information

Katakunci : E-learning, MOODLE, Photosynthesis, KBSM PENGENALAN

Katakunci : E-learning, MOODLE, Photosynthesis, KBSM PENGENALAN MEMBANGUNKAN BAHAN E-PEMBELAJARAN BERASASKAN MOODLE BAGI TAJUK PHOTOSYNTHESIS TINGKATAN DUA Ismail bin Khailani & Nurjannah binti Berhannudin Fakulti Pendidikan, Universiti Teknologi Malaysia. ABSTRAK

More information

MAJLIS PEPERIKSAAN MALAYSIA. Perbandingan bilangan dan peratusan calon (mendaftar) STPM 2009 dengan calon STPM 2010

MAJLIS PEPERIKSAAN MALAYSIA. Perbandingan bilangan dan peratusan calon (mendaftar) STPM 2009 dengan calon STPM 2010 LAMPIRAN 1 MAJLIS PEPERIKSAAN MALAYSIA Perbandingan bilangan dan peratusan calon (mendaftar) STPM 2009 dengan calon STPM 2010 Jenis Calon STPM 2009 (mendaftar) STPM 2010 (mendaftar) Calon sekolah kerajaan

More information

Introduction to Corporate Secretarial and Administration Practices

Introduction to Corporate Secretarial and Administration Practices FINAL EXAMINATION SCHEDULE SEMESTER JANUARY 2011 SABAH REGIONAL CENTRE DAY/ DATE TIME COURSE CODE COURSE TITLE NO. OF STUDENT VENUE 25-Apr-2011 9.00 am UQB3013:1 Business Communication 1 119 WEST A + WEST

More information

UNIVERSITI PUTRA MALAYSIA

UNIVERSITI PUTRA MALAYSIA UNIVERSITI PUTRA MALAYSIA ACQUISITION OF ENGLISH ARTICLES BY L1 ARABIC SPEAKERS MOHAMED TAHA ALI HASSAN FBMK 2011 24 ACQUISITION OF ENGLISH ARTICLES BY L1 ARABIC SPEAKERS By MOHAMED TAHA ALI HASSAN Thesis

More information

HUBUNGAN MINAT DAN SIKAP TERHADAP PENCAPAIAN PELAJAR DALAM KURSUS DPA3043 AUDITING. Fazlina Binti. Abd Rahiman. Aniza Suriati Binti Abdul Shukor

HUBUNGAN MINAT DAN SIKAP TERHADAP PENCAPAIAN PELAJAR DALAM KURSUS DPA3043 AUDITING. Fazlina Binti. Abd Rahiman. Aniza Suriati Binti Abdul Shukor HUBUNGAN MINAT DAN SIKAP TERHADAP PENCAPAIAN PELAJAR DALAM KURSUS DPA3043 AUDITING Fazlina Binti. Abd Rahiman Aniza Suriati Binti Abdul Shukor ABSTRAK Minat yang mendalam perlu hadir dalam diri pelajar

More information

Whole School Evaluation REPORT. Tigh Nan Dooley Special School Carraroe, County Galway Roll Number: 20329B

Whole School Evaluation REPORT. Tigh Nan Dooley Special School Carraroe, County Galway Roll Number: 20329B An Roinn Oideachais agus Scileanna Department of Education and Skills Whole School Evaluation REPORT Tigh Nan Dooley Special School Carraroe, County Galway Roll Number: 20329B Date of inspection: 19 September

More information

An Investigation into Teacher Practice of Jigsaw Technique in Teaching Narrative for Eight Graders of SMPN 1 Menganti

An Investigation into Teacher Practice of Jigsaw Technique in Teaching Narrative for Eight Graders of SMPN 1 Menganti An Investigation into Teacher s Practice of Jigsaw Technique in Teaching Narrative for Eight Graders of SMPN 1 Anggi Aisaturida English Education, Faculty of Language and Art, State University of Surabaya

More information

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable

More information

Digital Media Literacy

Digital Media Literacy Digital Media Literacy Draft specification for Junior Cycle Short Course For Consultation October 2013 2 Draft short course: Digital Media Literacy Contents Introduction To Junior Cycle 5 Rationale 6 Aim

More information

TAHAP PERANCANGAN BAHAN SUMBER, KEMUDAHAN DAN PERALATAN PENGAJARAN DALAM KALANGAN GURU PENDIDIKAN JASMANI

TAHAP PERANCANGAN BAHAN SUMBER, KEMUDAHAN DAN PERALATAN PENGAJARAN DALAM KALANGAN GURU PENDIDIKAN JASMANI TAHAP PERANCANGAN BAHAN SUMBER, KEMUDAHAN DAN PERALATAN PENGAJARAN DALAM KALANGAN GURU PENDIDIKAN JASMANI LEVEL OF THE PLANNING OF RESOURCES MATERIALS, EQUIPMENT AND FACILITIES OF TEACHING AMONG PHYSICAL

More information