ds bahasa inggeris sjk tahun 1-3

8/9/2019 DS Bahasa Inggeris SJK Tahun 1-3

1/33

DOKUMEN STANDARDKURIKULUM SEKOLAH RENDAH

BAHASA INGGERIS SJK

KEMENTERIAN PELAJARAN MALAYSIA

MODUL TERAS ASAS

DRAFT

TAHUN SATU, DUA & TIGA


2/33

DOKUMEN STANDARDKURIKULUM SEKOLAH RENDAH

BAHASA INGGERIS SJK

MODUL TERAS ASAS

BAHAGIAN PEMBANGUNAN KURIKULUM2010

TAHUN SATU, DUA & TIGA


3/33

CONTENTS

RUKUN NEGARA v

FALSAFAH PENDIDIKAN KEBANGSAAN vi

INTRODUCTION 1

AIMS 1

OBJECTIVES 2

UNDERLYING PEDAGOGICAL PRINCIPLES 2

CURRICULUM ORGANISATION 4

A MODULAR CURRICULUM

THE MODULAR CONFIGURATION !

CURRICULUM CONTENT "

CONTENT AND LEARNING STANDARDS#LISTENING AND SPEAKING 14

CONTENT AND LEARNING STANDARDS#READING 1"

CONTENT AND LEARNING STANDARDS#$RITING 21

CONTENT AND LEARNING STANDARDS#LANGUAGE ARTS 24CONTENT AND LEARNING STANDARDS#GRAMMAR 2!

$ORD LIST 2%


4/33

INTRODUCTION

English is taught as a second language in all Malaysian primary and secondary schools. The mastery of English isessential for pupils to gain access to information and knowledge written in English. In line with the government’spolicy on strengthening English, the curriculum has been designed to produce pupils who will be proficient in thelanguage. The goal of the English language curriculum is to help pupils acquire the language in order to help themuse it in their daily lives, to further their studies, and for work purposes.

English which is also the dominant language used in Information ommunications Technology !I T" needs to bemastered to enable our pupils to have easy access to information that is available on the electronic media such asthe Internet.

This curriculum stresses the development of critical literacy. Teachers will provide opportunities for pupils to questionand evaluate te#ts that they listen to, read or view. These opportunities are essential for achieving personal growthand confidence in functioning as an effective and productive member of our society. This is in line with the goals of the $ational %hilosophy of Education which seeks to optimise the intellectual, emotional and spiritual potential of pupils.

AIMS

The English &anguage urriculum for %rimary 'chools aims to equip pupils with basic language skills to enablethem to communicate effectively in a variety of conte#ts that is appropriate to the pupils’ level of development.

1


5/33

OBJECTIVES

(y the end of )ear *, pupils should be able to+i. communicate with peers and adults confidently and appropriately in formal and informal situations

ii. read and comprehend a range of English te#ts for information and en-oyment

iii. write a range of te#ts using appropriate language, style and form through a variety of media

iv. appreciate and demonstrate understanding of English language literary or creative works for en-oyment and

v. use correct and appropriate rules of grammar in speech and writing.

UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM

The approach adopted in the 'tandard based curriculum is underpinned by the following principles+

i. (ack to basics

It is essential for teachers to begin with basic literacy skills in order to build a strong foundation of language

skills. (asic listening and speaking are introduced in order to help pupils enrich their understanding of the language .The strategy of phonics is introduced in order to help pupils begin to read and a good foundation in penmanship willhelp pupils acquire good handwriting.

2


6/33

ii. &earning is fun, meaningful and purposeful

&essons, which emphasise meaningful conte#ts and the integration of language skills, allow pupils to learn bydoing fun filled activities. onte#tualised as well as purposeful activities will promote the fun element in languagelearning.

iii. Teaching is learner centred

Teaching approaches, lessons and curriculum materials must suit the differing needs and abilities of pupils. Itis important that appropriate activities and materials are used with pupils of different learning capabilities so that their full potential can be realised. The Mastery &earning strategy will ensure that pupils master all learning standards inorder to help them acquire the language.

iv. Integration of salient new technologies

In line with growing globalisation, technology is used e#tensively in our daily communication. /ence,emergent technologies can be used in language learning in order to enhance communication. Information availableon the internet and other electronic media will be vital for knowledge acquisition. $etworking facilities will be usefulfor pupils to communicate and share knowledge.

v. 0ssessment for learning

ontinuous assessment is an integral part of learning which enables teachers to assess whether pupils haveacquired the learning standards taught. 1ormative assessment is conducted as an on going process, whilesummative assessment is conducted at the end of a particular unit or term. 0 range of activities can be utilised inorder to assess pupils’ performance orally or in writing. The formative and summative assessments will be used togauge pupils performance.

3


7/33

vi. haracter building infused

0n important principle which needs to be inculcated through the curriculum is character building. &essonsbased on values have to be incorporated in teaching and learning in order to impart the importance of good valuesfor the wholesome development of individuals.

CURRICULUM ORGANISATION

The 'tandard based English &anguage urriculum for Malaysian $ational %rimary 'chools !'2" is designed toprovide pupils with a strong foundation in the English language. Teachers should use 'tandard (ritish English as areference and model for teaching the language. It should be used as a reference for spelling and grammar as wellas pronunciation for standardisation.

%rimary education is divided into two stages+ 'tage 3ne refers to )ears 4, 5 and 6 and 'tage Two refers to )ears 7,8 and *.

In )ears 4 and 5, the English language curriculum emphasises the development of basic language skills so thatpupils will have a strong foundation to build their proficiency in the language. In this initial stage, there will only befour modules, namely+

Module 3ne + &istening and 'peakingModule Two + 9eadingModule Three + :ritingModule 1our + &anguage 0rts

1or )ears 6 *, where pupils build on the skills they have acquired in )ear 4 and 5, a fifth module, ;rammar isadded to the above four modules. Therefore, the modules are+

4


8/33

Module 3ne + &istening and 'peakingModule Two + 9eadingModule Three + :ritingModule 1our + &anguage 0rtsModule 1ive + ;rammar

0s English is the second language for pupils in schools, it is believed prudent and pedagogically sound to defer thelearning of grammar to a later stage. %upils should be given the opportunity to develop an awareness of grammar intheir first language and this awareness may then be e#ploited when English grammar is introduced in )ear 6. Thisapproach will reduce the load and stress of learning in the early years where the emphasis is on learning through funand play.

A MODULAR CURRICULUMThe modularity of the 'tandard based English &anguage urriculum is of a modular structure. (y organising thecurriculum standards under five modules !four for )ears 4 and 5", pupils will be able to focus on the development of salient language skills or sub skills under each module through purposeful activities in meaningful conte#ts. Thismodular approach does not e#clude integration of skills. /owever, skills integration is e#ploited strategically toenhance pupils’ development of specific language skills as described in the content and learning standards in amodule. The curriculum is modular in design and this is reflected in the organisation of the content and learningstandards.

In order to make learning more meaningful and purposeful, language input is presented under themes and topicswhich are appropriate for pupils. Three broad themes have been identified in the curriculum+

:orld of 'elf, 1amily and 1riends:orld of 'tories:orld of 2nowledge

The following diagram shows the conceptual framework of the curriculum model.

5


9/33

THE MODULAR CONFIGURATION

The above interrelated modules will contain content and learning standards that describe the knowledge, skills andunderstandings that pupils need to demonstrate as they progress through the different stages of schooling. The

6

LISTENING AND SPEAKING MODULE

READING MODULE

$RITING MODULE

LANGUAGE ARTS MODULE

GRAMMAR MODULE

STAGE ONEYEARS 1 ' ()

STAGE T$OYEARS 4 ' !)

YEAR 1 YEAR 2 YEAR ( YEAR 4 YEAR YEAR !


10/33

standards specify the knowledge and skills that pupils need to demonstrate as they talk, listen, read and write inEnglish. :hen pupils engage in English learning e#periences as described in this curriculum, they will develop theability to speak, listen, read and write in English meaningfully, purposefully and with confidence. The inclusion of themodule on ;rammar emphasises the importance of having pupils develop a sound grasp of the language structuresand grammar of 'tandard (ritish English.

The approach taken in this syllabus stresses the need for pupils to develop all four language skills+ listening,speaking, reading, and writing. %upils will, for e#ample, learn how to interact with peers, listen attentively, e#pressthemselves orally or in writing with confidence, read with comprehension, and write with minimal grammatical errors.In the &anguage 0rts module, pupils are trained to show appreciation of and demonstrate understanding of te#tsread, sing songs, recite rhymes and poems as well as produce creative works for en-oyment.

CURRICULUM CONTENT FOR YEAR 1, 2 & (

This document lays out the English language curriculum for )ear 4, 5 and 6. The curriculum content is organised interms of ontent 'tandards and &earning 'tandards.

ontent 'tandards specify the essential knowledge, skills, understandings and strategies that pupils need to learn.&earning 'tandards describe in detail the degree or quality of proficiency that pupils need to display in relation to theontent 'tandards for a particular year.

In the initial stages of learning English, pupils will have the opportunity to listen to meaningful English input, in theform of stories or oral descriptions by teachers based on graphic te#ts. Through listening, pupils will become familiar with words that will be introduced in their early reading and writing lessons. The emphasis in the initial stages will beon vocabulary acquisition.

7


11/33

1*0 LISTENING AND SPEAKING

(y the end of )ear 6, the component on listening and speaking aims at developing pupils’ ability to listen andrespond to stimulus with guidance, participate in daily conversations, listen and demonstrate understanding of te#t,talk about stories heard and listen and follow simple instructions. The learning standards for listening and speakingrange from the discrete sound, word and phrase recognition to an understanding of chunks of heard te#ts. &isteningand speaking are seen as core skills of early literacy. %upils should be taught how to listen carefully as well as feelencouraged to speak from the basic level of sound, word, phrase and move on to structural sentences in varioussituational conte#ts. 0t every stage, the stress, rhythm and intonation patterns need to be used correctly. Inaddition, pupils are also encouraged to recognise, understand and use verbal and non verbal communication. 3ralcommunication practice by means of repeating, responding, understanding and applying what pupils have heardsensitises their senses to be ready for communication.

9elationships are established through the ability to communicate by listening first then speaking thoughts, ideas andfeelings. It is hoped that, by the end of primary school, pupils should become confident speakers who cancommunicate clearly, appropriately and coherently in any given conte#t. %upils need to listen carefully and respondto what others say and think about the needs of their listeners. 'ocial conventions in listening and speaking such asturn taking, politeness and courtesy need to be observed. These are crucial especially in group discussions whereviewpoints and opinions are e#changed. The use of various te#t types is recommended ranging from teachersimulated te#ts to media broadcasts and authentic dialogues.

2*0 READING

The &earning 'tandards of )ear 4 and 5 for reading addresses basic literacy using the strategies of phonics andmoves on to enable pupils to become independent readers. In the beginning, pupils’ phonemic awareness will bedeveloped by means of phonics. %honemic awareness is the ability to hear, identify, and manipulate the individualsounds in spoken words. This ability to recognise letter sounds is an essential and useful early reading skill. %upilsshould be made aware of the relationship between phonemes !the sounds of spoken language" and graphemes !theletters and spelling that represent those sounds in written language". The ability to recognise letter sounds is further

8


12/33


13/33

The standards for language arts in )ear 4 and 5 will e#plore the power of story, rhyme and song to activate pupils’imagination and interest, thus encouraging them to use English language widely. This component will ensure thatthey benefit from hearing and using language from fictional as well as non fictional sources. Through fun filled andmeaningful activities in this component, pupils will gain a rich and invaluable e#perience in using the Englishlanguage. :hen taught well, pupils will take pride in their success. They will also benefit strongly from consistentpraise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible.%upils will also be encouraged to plan, prepare and produce simple creative works. In addition, the &anguage 0rtsmodule also provides pupils an opportunity to integrate e#periment and apply what they have learnt in the other modules in fun filled, activity based and meaningful e#periences.

*0 GRAMMAR

The learning of grammar is deferred to )ear 6. In )ear 4 and 5, the emphasis is for pupils to develop anunderstanding of grammar in their first language and this understanding may then be e#ploited in )ear 6 onwardswhen English grammar is learnt.

!*0 $ORD LIST

The list of words selected for teaching is based on common words and high frequency words that can be usedrepetitively in different conte#ts. The suggested word list can be e#panded upon if pupils demonstrate an ability to

acquire more words.

"*0 EDUCATIONAL EMPHASES

10


14/33

The Educational Emphases reflect current developments in education. These emphases are infused and woven intoclassroom lessons to prepare pupils for the challenges of the real world. In this respect, Moral Education, iti


15/33

people they communicate with. In getting pupils to role play or dramatise sections of a te#t, their kinaestheticintelligence is nurtured. :hen pupils sing songs, recite poems and chant jazz chants either individually or in chorus,their musical intelligence is developed.

C7 :; ivi 8

onstructivism will enable pupils to build new knowledge and concepts based on e#isting knowledge or schema thatthey have. The teacher assists pupils to acquire new knowledge and solve problems through pupil centred activelearning.

C7 3= : / L3 i .

onte#tual &earning is an approach to learning which connects the contents being learnt to the pupils’ daily lives, thecommunity around them and the working world. &earning takes place when a pupil is able to relate the newknowledge acquired in a meaningful manner in their lives.

L3 i . H7> 7 L3 S-i//

&earning /ow to &earn 'kills are integrated in the learning standards and aim to enable pupils to take responsibilityfor their own learning. These skills incorporate study skills and information skills to equip them to becomeindependent life long learners.

V /:3 9 Ci i?3 +i<

12


16/33

The values contained in the 'tandard based urriculum for Moral is incorporated into the English language lessons.Elements of patriotism and citi


17/33


18/33


19/33

CONTENT STANDARD LEARNING STANDARDS Y3 O 3

LEARNING STANDARDS Y3 T>7

LEARNING STANDARDS Y3 T+ 33

1*( B5 +3 3 9 76 +3 !#53< i8 5 ;+77/i ., 1alse replies

4.6.4 0ble to listen to anddemonstrate understanding of

oral te#ts by+

!a" asking simple :h ?uestions!b" answering simple

:h ?uestions!c" giving True>1alse

replies

16

16


20/33

C7 3 9 L3 i . S 9 9 Y3 1, 2 9 ( # R3 9i .




2*1 B5 +3 3 9 76 +3 !#53< i8 5 ;+77/i .,@>!a"

>t>!t"

>p>!p"

!b" > >!i"

>n>!n"

>m>!m"

>d>!d"

!c" >g>!g"

> >!o"

>k>!c"

>k>!k"

!d" >k>!ck"

>e>!e"

> >!u"

>r>!r"

5.4.4 0ble to recognise and articulateinitial, medial and the finalsounds in single syllable wordswithin given conte#t+

) >t /!ch"

>/!sh"

>A>>B>!th"

>C>!ng"

!b" >e /( ai "

>i+>!ee"

>a / !igh"

/ D >!oa"

// /u:/( oo"

!c" >a:/(ar"

> +>!or"

/ :/(ur"

/ D >!ow"

/I/

!oi"

5.4.4 0ble to recognise andarticulate initial, medial andthe final sounds in singlesyllable words within givenconte#t+

!a" >e /( ay"

>a >! ou

"

/ a I /!ie"

>i+>!ea"

!b" /I/

!oy"

/ :/(ir"

>u+>

!ue"

> +>!aw"

!c" >w>!wh"

>f>!ph >-u+>

!ew"

>D >!oe"

> +>!au"

!d" >e /( a e"

>i+>!e e"

>a /! i e"

/ D >!o e"

>u+>!u e"

17


21/33




!e" >h>!h"

>b>!b"

>f>!f,ff"

>l>!l,ll"

>s>!ss"

! f" >d >!-"

>v>!v"

>w>!w" >ks>

>g

!#"

!g" >->!y"

>!!air "

> D>!ure"

/ :/(er"

5.4.5 0ble to blend two to fourphonemes into recognisablewords and read them aloud.

5.4.6 0ble to segment words intophonemes to spell.

2.1.2 0ble to blend phonemes intorecognisable words and readthem aloud.

5.4.6 0ble to segment words into phonemes to spell.

18


22/33

CONTENT STANDARD LEARNING STANDARDS

Y3 O 3

LEARNING STANDARDS

Y3 T>7

LEARNING STANDARDS

Y3 T+ 332*2 B5 +3 3 9 76 +3 !#53

< i8 5 ;+77/i .,


23/33




2*( B5 +3 3 9 76 +3 !#53< i8 5 ;+77/i .,


24/33

C7 3 9 L3 i . S 9 9 Y3 1, 2 9 ( ' $ i i .

CONTENT STANDARD

LEARNING STANDARDS Y3 O 3



(*1 B5 +3 3 9 76 +3 !#53< i8 5 ;+77/i .,7 9i 3 /3.i /3 < ii ;/:9i . ;: iv3> i i .*

6.4.4 0ble to demonstrate fine motor control of hands and

fingers by+!a" handling ob-ects and

manipulating them.!b" moving hands and

fingers using writingapparatus

!c" using correct postureand pen hold grip

!d" scribbling in clockwise movement!e" scribbling in anti clockwise movement!f"drawing simple strokes up and down!g" drawing lines from left

to right!h" drawing patterns.

6.4.5 0ble to copy and write inneat legible print+

!a" small !lowercase" letters!b" capital !uppercase"

letters!c" numerals!d" words!e" phrases!f" simple sentences

6.4.4 0ble to write in neat legible print+

!a" words!b" phrases!c" simple sentences

6.4.5 0ble to write numerals in neatlegible print+

!a" numeral form!b" word form

6.4.4 0ble to write in neat legibleprint with correct spelling+

!a" words!b" phrases!c" simple sentences

6.4.5 0ble to write numerals in neat legible print with correct

spelling+

!a" numeral form!b" word form

21


25/33


26/33




(*( B5 +3 3 9 76 +3 !# 53 < i8 5

;+77/i ., i 39 < 3 3 i93+ 7:.+ v i3 5 76839i : i .


27/33

C7 3 9 L3 i . S 9 9 Y3 1, 2 9 ( # L .: .3 A




4*1 B5 +3 3 9 76 +3 !#53< i8 5 ;+77/i .,


28/33

CONTENT STANDARD LEARNING STANDARDS

Y3 O 3

LEARNING STANDARDS

Y3 T>7

LEARNING STANDARDS

Y3 T+ 33

4*( B5 +3 3 9 76 +3 !#53 < i8 5 ;+77/i .,


29/33

C7 3 9 L3 i . S 9 9 Y3 1, 2 9 ( # G 88




*1 B5 +3 3 9 76 +3 !#53< i8 5 ;+77/i ., 7 9 ;/ 3;7 3; /5 9


30/33




*1 B5 +3 3 9 76 +3 !#53< i8 5 ;+77/i ., 7 9 ;/ 3;7 3; /5 9


31/33




*1 B5 +3 3 9 76 +3 !#53< i8 5 ;+77/i ., 7 9 ;/ 3;7 3; /5 9


32/33


33/33

if -ump -ust last laugh little live!d" love

made make man many may more much must

name new ne#t night not now off old

once one or our out over people push

pull put ran saw school seen should sister

so some take than that their them then

there these three time too took tree two

us very want water way were what when

where who will with would your

common colour words pupils’ name and address name and address ofschool

numbers to twenty

days of the week months of the year

30

ds bahasa inggeris sjk tahun 1-3

Documents