KSSR Tahun 6 Pendidikan Khas (BP) Bahasa Inggeris

DRAF KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH
PENDIDIKAN KHAS (MASALAH PEMBELAJARAN)

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

BAHASA INGGERIS

TAHUN ENAM



DRAF

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
KURIKULUM STANDARD SEKOLAH RENDAH PENDIDIKAN KHAS

(MASALAH PEMBELAJARAN)

BAHASA INGGERIS

TAHUN ENAM

Bahagian Pembangunan Kurikulum

Cetakan Pertama 2014
© Kementerian Pendidikan Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam
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Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita
untuk mencapai perpaduan yang lebih erat dalam kalangan

seluruh masyarakatnya; memelihara satu cara hidup
demokratik; mencipta masyarakat yang adil bagi

kemakmuran negara yang akan dapat dinikmati bersama
secara adil dan saksama; menjamin satu cara yang liberal

terhadap tradisi-tradisi kebudayaannya yang kaya dan
berbagai-bagai 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 atas prinsip-prinsip yang berikut:

 KEPERCAYAAN KEPADA TUHAN
 KESETIAAN KEPADA RAJA DAN NEGARA
 KELUHURAN PERLEMBAGAAN
 KEDAULATAN UNDANG-UNDANG
 KESOPANAN DAN KESUSILAAN

Pendidikan di Malaysia adalah suatu usaha
berterusan ke arah lebih memperkembangkan

potensi individu secara menyeluruh dan
bersepadu untuk melahirkan insan yang
seimbang dan harmonis dari segi intelek, rohani,
emosi dan jasmani berdasarkan kepercayaan dan
kepatuhan kepada Tuhan. Usaha ini adalah
bertujuan untuk melahirkan warganegara
Malaysia yang berilmu pengetahuan,

berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan mencapai
kesejahteraan diri serta memberikan sumbangan

terhadap keharmonian dan kemakmuran
keluarga, masyarakat dan negara.

KANDUNGAN MUKA SURAT

INTRODUCTION 1
GOALS 1
OBJECTIVES 1
STRAND BASED CURRICULUM ORGANIZATION 2
STRAND BASED CURRICULUM MODULE 2
HIGHER ORDER THINKING SKILLS 2
CROSS CURRICULAR ELEMENTS 4
SUBJECT FOCUS 4
SUBJECT OBJECTIVES 4
SUBJECT/MODULE IMPLEMENTATION 5
TEACHING AND LEARNING APPROACHES 5
INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN INDIVIDU) 5
ASSESSMENT 6
SCHOOL BASED ASSESSMENT 7
PERFORMANCE STANDARD 8
CONTENT STANDARD DOCUMENT AND ASSESSMENT 9



INTRODUCTION … any modification stated in paragraph (1)(C) are subject to
the Special Education Curriculum.
The KSSR Special Education for the Learning Disabilities was
constructed to be consistent with the National Education The KSSR Special Education for the Learning Disabilities was
Philosophy. Based on the integrated approach principle, conceived with hope that the classroom learning will be able to
comprehensive individual development, equal education be applied in daily life. The curriculum provides quality
opportunity and quality and lifelong learning, the KSSR Special education for the learning impaired pupils so that they are able
Education for the Learning Disabilities is more focused on to be more balance, independent and successful.
gaining skill mastery to cater the individual needs while not
over emphasizing on education, burdening or imposing the GOALS
pupils. This is also consistent with the Malaysian Education
Development Plan (PPPM). The KSSR Special Education for the Learning Disabilities was
enacted with the goal to develop the pupils potential
To fulfill individual needs, the teaching and learning processes comprehensively, balanced and integrated according to the
in Learning Disabilities Programme is designed to be flexible pupils’ potential or functionality. The development encompass
and aligned with the 2013 Special Education Regulations several key aspect, physical, spiritual, and intellectual in order
(Peraturan-Peraturan Pendidikan (Pendidikan Khas) 2013, to promote a more balance, harmonious and moral human
8.(1)(C)) that stated; being.

… “teachers may modify the: OBJECTIVES

(i) methods or the techniques of teaching and learning; The KSSR Special Education for the Learning Disabilities is
designed to guide pupils to:
(ii) time allocated for the activities;
i. promote and practice positive attitude in meaningful
(iii) structure for the activities; and daily living and becoming a functional and useful
citizen
(iv) teaching aids.

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ii. apply the knowledge and skill and becoming self- iii. Humanity
sufficient in daily life iv. Science and Technology
v. Physical and Aesthetical development
iii. acquire skill and competency /aptitude towards a vi. Self-Competency
successful career
Learning Standard
iv. practice personal safety and health awareness
v. use proper communication skill to interact and socialize A set of learning and achievement criteria or indicator
measurable for each Content Standard.
in accordance to social norms
vi. enable Muslims to practice Islamic values in daily living STRAND BASED CURRICULUM MODULE
vii. practice apply moral values in daily living
viii. be involve in recreational activities The KSSR Special Education for the Learning Disabilities is
x. appreciate the wonders of nature and cultural heritage enacted in form of Content Standard and Learning Standard in
xi. able to use information and communications which pupil are required to master. These Standards are
organized in a module that contains elements of knowledge,
technologies in tune with current development skills and values.
STRAND BASED CURRICULUM ORGANIZATION
HIGHER ORDER THINKING SKILLS
Strand Based Curriculum Organization was built to promote
knowledgeable and competent human capital. Strand is the The National Curriculum aims to produce wholesome, resilient,
key domain that supports each other to produce and promote curious, principled, knowledgeable and patriotic pupils who
a well balance human being in terms of physical, emotional, have thinking, communicative and collaborative skills. Pupils
spiritual and intellect. need to be equipped with 21st Century skills for them to
compete globally. This is outlined in the National Education
Content Standard Blueprint where every pupil will be equipped with leadership

Domains for each strand are:

i. Communication
ii. Spiritual

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skills, bilingualism, ethics and spiritualism, social identity, HOTS Explanation
knowledge and thinking skills.
Application  Using knowledge, skills and
Thinking skills have been emphasised in the curriculum since Analysis
1994 with the introduction of Creative and Critical Thinking Evaluation values in different
Skills Beginning 2011, the Standard-based Curriculum for Creation
Primary School, KSSR gives emphasis to higher order thinking situations to complete a
skills, (HOTS).
piece of work
Higher order thinking skills encompass the ability to apply
knowledge, skills and values along with reasoning and  Ability to break down
reflective skills to solve problems, make decisions and be
innovative and creative. Higher Order Thinking Skills refer to information into smaller
the skills of applying, analyzing, evaluating and creating.
parts in order to understand
HOTS are explicitly written in the curriculum of each subject
and can be applied in the classroom through teaching and and make connections
learning activities in the form of reasoning, inquiry learning,
problem solving and project work. Teachers and pupils need between these parts.
to use thinking tools such as mind maps, thinking maps and
Thinking Hats along with higher order questioning methods in  Ability to consider, make
and out of the classroom to encourage pupils to think. In
doing so, pupils are given responsibility towards their own decisions using knowledge,
learning.
experience, skills, and
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values; and justify decisions

made.

 Produce an idea or product

using creative and

innovative methods.

CROSS CURRICULAR ELEMENTS computer-related activities such as e-mailing, networking and
interacting with electronic courseware.
Creativity and Innovation
SUBJECT FOCUS
Creativity is the ability to produce something new in an
imaginative and fun-filled way. Innovation is the process of The English Language Curriculum for the Learning Disabilities
idea generation and utilizing the creative idea in relevant focused to develop pupils’ potential, and to cater the individual
contexts. Through creative and innovative teaching needs while not over emphasizing on education, burdening or
approaches, pupils will display interest, curiosity, excitement imposing the pupils. The curriculum provides quality education
and greater growth in learning. Creativity and innovation in for the Learning Disabilities pupils so that they are able to be
pupils should be exploited and nurtured to ensure that their full more balanced, independent and successful.
potential is realized.
SUBJECT OBJECTIVES
Entrepreneurship
Pupils should be able to:
Fostering the entrepreneurial mind set among pupils at their
young age is essential in this new world. Some of the I. listen, repeat and understand simple spoken
elements that are linked with entrepreneurship are creativity, language
innovation and initiative, which are also attributes for personal
fulfillment and success. In level two, elements of II. speak and respond appropriately/clearly
entrepreneurship are incorporated in lessons through according given situations
activities.
III. read and understand simple messages
Information and Communication Technology Skills (ICT) IV. write down given information in simple

Information and Communication Technology Skills (ICT) sentences
include the use of multimedia resources such as TV V. use language skills in daily life
documentaries and the Internet, as well as the use of

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SUBJECT/MODULE IMPLEMENTATION v. Collaboration approach (multi discipline groups)
vi. Constructivism
Teaching Module vii. Multi-sensory
viii. Contextual learning
The teaching module is based on the Curriculum Standard in ix. Interactive learning
order to help teachers implement effective and efficient x. Cooperative learning
teaching. Teachers have the flexibility to change, improvise or xi. Simulation
built more effective teaching plans in accordance to the needs xii. Mastery learning through learning experience
of the pupils. Active involvement of the pupils would help
increase pupils performance.

Learning Module INDIVIDUAL LESSON PLAN (RANCANGAN PENDIDIKAN
INDIVIDU)
Pupils are able to use the prepared learning module. These
modules contain worksheets as exercises, comprehension test Definition
and gauging pupil’s mastery of knowledge, known skills.
Individualize Education Programme (RPI) is a written
TEACHING AND LEARNING APPROACHES document that clearly states end objectives, plans or goals to
In implementing teaching and learning English Language, achieve for every special education pupils. It would be a
teachers are able to diversify approaches in order to attain the teaching and learning guideline for teachers and would clearly
objectives of the Teaching and Learning Standard. state each individual’s achievement. “(Peraturan-Peraturan
Pendidikan (Pendidikan Khas) 2013)”

These approaches are: RPI is a teaching program based on multi discipline especially
prepared to cater the needs of special education needs pupils.
i. Inquire Each RPI is prepared and planned individually for the pupils.
ii. Task analysis Every modification and application done to teaching and
iii. Learning through playing learning within the RPI will be documented. The RPI will serve
iv. Thematic teaching

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to notify parents, school administrators about the needs of that ASSESSMENT
particular pupil and how the RPI help to fulfill it. In order to
achieve it there must be a collaboration of cooperation Class room assessment is crucial to gauge the level of
between school administrators, parents and the pupil with the mastery and comprehension attained by the pupil. The
help of state or district appointed education officer in assessment would be done formatively or summatively.
conjunction with other agency or service agents.
The information from these assessments would help improve
RPI defines: teaching method and provide early feedback so action or
follow up can be initiated in order to improve the RPI thus
i. pupil’s current performance increasing mastery and comprehension and cutting down the
ii. academic and non-academic plans pupils’ learning curve.
iii. goals and objectives achievable by the pupil within
In-class assessment methods include:
the year
iv. measurable educational objectives i. Observation – appropriate to evaluate individual skills,
v. objectives, procedures and sequence of attitude and values. A checklist must be provided and
used during observation.
assessment to help identify developmental
achievements ii. Test/ quizzes – conducted in written and oral form.
vi. services needed by and for the pupil Written test can be in objective or subjective form,
vii. planning, period, and dateline for services that while quizzes can be done orally.
needs to be provided for the pupil
viii. planning and preparations in order to help and iii. Oral presentation – this method of assessment is
guide pupils to interact with their surrounding crucial to evaluate communication skills, to build up
environment their confidence and to reinforce the acquired
knowledge.

iv. Checklist – provides a report on mastery, knowledge,
skills, attitude and values.

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v. Folio – this is a complication of work done by the pupil meant to help teachers gauge the level of their pupils’
either individually or in a group. understanding and acquisition of the skills taught. With this
knowledge, teachers may change their approach or
vi. Essays – essays would display pupils’ knowledge in methodology to help their pupils master the intended learning
communicating and presenting information in an standard.
organized and scientific form.

SCHOOL BASED ASSESSMENT Teachers may also use this document to assess their pupils
after a few units of study or at the end of the term to help them
Formative assessment is a part of school-based assessment. determine the achievement levels of their pupils. Pupils are
Formative assessment, or assessment for learning is an assessed to determine their performance level in the different
important aspect of teaching and learning in the classroom skills of listening and speaking, reading, writing and language
and good pedagogy always includes assessment. Formative arts.
assessment is carried out for teachers to gain feedback on
their pupils’ learning and provide them with the necessary Multiple sources of evidence like checklists, observations,
information regarding their pupils’ learning so that they can presentations, quizzes and tests can be used to document the
make changes to their teaching to enhance their pupils’ attainment of the learning standards. Through this process,
learning. Thus, formative assessment is carried out during teachers will be able to build a profile of their pupils’ language
teaching and learning in the classroom. development through an on-going assessment.

In order to help teachers to carry out effective school based PERFORMANCE STANDARD
assessment, the assessment element has been incorporated
into this document together with the content and learning The Performance Standard details six levels of performance
standards. Teachers should refer to the Performance with descriptors for each level based on clusters of learning
Standard to help them ascertain the level of their pupils’ standards. These levels serve as a guide to teachers in
acquisition of the various learning standards. The levels are

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assessing their pupils’ development and growth in the The table below shows the overall generic levels of the
acquisition of the learning standards that are taught. The acquisition of skills for Year 5.
Performance Levels are arranged in an ascending hierarchical
manner to differentiate the different levels of pupils’ Performance Standard
achievement, as shown below:
Performance Descriptor
Performance Level Description Levels
1 Very Limited 1 Show very limited command of the language.
2 Requires plenty of guidance to perform basic
3 Limited 2 language tasks.
4 Satisfactory Show limited command of the language.
5 3 Requires guidance to perform basic language
6 Good tasks.
Very Good 4 Show satisfactory command of the language.
Excellent Has the ability to use language but requires
5 guidance for some language tasks.
Show good command of the language. Has
6 the ability to use language but requires
guidance for more complex language tasks.
Show very good command of the language.
Has the ability to use language with less
guidance.
Show excellent command of the language.
Has the ability to use language without any
guidance.

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Listening & Speaking

CONTENT LEARNING STANDARD PERFORMANCE PERFORMANCE STANDARD
LEVEL (Pupils able to…)
STANDARD (Pupils should be able
to…) DESCRIPTOR
(Pupils are guided
to…)

1.1 Able to 1.1.1 Able to listen and Able to know the meaning of Wh-questions
understand and demonstrate 1 (What, Who, Where When, Why, How)
respond to oral understanding of oral
texts in a variety of texts by answering 2 Able to know the use of Wh-questions appropriately
contexts Wh-Questions
(What, Who, Where 3 Able to answer Wh-questions given by teacher
When, Why, How)

with guidance

4 Able to ask and answer simple WH-questions.

5 Able to ask and answer simple WH-questions in various
situations.

6 Able to apply Wh-questions in daily usage appropriately

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CONTENT LEARNING STANDARD PERFORMANCE PERFORMANCE STANDARD
LEVEL (Pupils able to…)
STANDARD (Pupils should be able
to…) DESCRIPTOR
(Pupils are guided
to…)

1.2 Able to use 1.2.1 Able to 1 Able to speak at the very basic level in classroom
simple English as communicate using
the medium of simple sentences. 2 Able to use simple sentences in classroom.
conversations in i) buying items or services
daily routines. ii) expressing feelings

3 Able to use simple sentences to deliver message according to
given situations.

1.2.2 Able to follow and 4 Able to carry out activities using simple conversation in
give instructions and various situations.
directions
i) going places 5 Able to communicate well in daily routines.
ii) processes

with guidance Able to apply English as the medium of conversations in daily
6 routines and be able to set good example to other pupils.

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Reading

CONTENT LEARNING STANDARD PERFORMANCE PERFORMANCE STANDARD
LEVEL (Pupils able to…)
STANDARD (Pupils should be able
to…) DESCRIPTOR
(Pupils are guided
to…)

2.1 able to 2.1.1 Able to read and 1 Able to read and understand words from the sentences.
2 Able to read and spell words from the sentences.
demonstrate spell words from

the understanding of the sentences

 linear text 2.1.2 Able to read and

 non-linear text complete sentences 3 Able to complete sentences by filling in the blanks.

using a range of 2.1.3 Able to read a

strategies to paragraph of 3 to

understand the 5 sentences. 4 Able to read and understand sentences in the paragraph
by matching to pictures
meaning.

with guidance

Able to rearrange the sentences according to the correct
5 sequence

6 Able to understand the content of linear or non-linear text
by answering comprehension questions.

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Writing

CONTENT STANDARD LEARNING STANDARD PERFORMANCE PERFORMANCE STANDARD
(Pupils should be able to…) LEVEL (Pupils able to…)
(Pupils are guided
to…) DESCRIPTOR

3.1 Able to write using 3.1.1 Able to write: Able to copy and write phrases or sentences or simple
appropriate i) phrases 1 paragraph
language, form and ii) sentences
style for a range of iii) simple paragraph Able to know and understand the use of capital letters, full
purposes. 2 stop, commas , question mark and exclamation marks in
3.1.2 Able to punctuate correctly:
i) capital letters writing
ii) full stops
iii) question marks 3 Able to write common sight words in sentences
iv) commas appropriately.
v) exclamation marks
4 Able to use correct punctuations in suitable mediums
in suitable mediums e.g.
postcards , letters, forms e.g.

3.1.3 Able to write sentences to 5 Able to construct simple paragraph using 3 to 5
form simple paragraph. sentences.

3.2.1 Able to create simple linear 6 Able to create simple charts or diagrams and posters.
and non-linear text:
i) charts or diagrams
ii) posters

with guidance

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Language Art

CONTENT LEARNING STANDARD PERFORMANCE STANDARD
(Pupils should be able to…) PERFORMANCE (Pupils able to…)
STANDARD
LEVEL DESCRIPTOR
(Pupils are guided
to…)

4.1 Able to enjoy and 4.1.1 Able to enjoy poems 1 Able to respond to poems or songs or stories.
appreciate rhymes, and songs 2
poems and songs, 3 Able to repeat after teacher to recite poems or sing
through 4.1.2 Able to recite poems 4 songs or tell stories.
performance. and sing songs 5 Able to recite poems or sing songs with simple
with rhythm movements or role play characters from stories.
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with guidance Able to express personal responses from poems or
13 songs or stories.
4.2 Able to express 4.2.1 Able to respond to:
personal response i) book covers Able to present simple creative work based on action
to stories. ii) pictures in books songs or poems or stories.
iii) characters
Able to participate in performance based on poems ,
(more than 5 objects or items) songs and stories
with guidance

4.3 Able to participate 4.3.1 Able to produce simple
in performance for creative works with
enjoyment. guidance based on:
i) songs
ii) poems
iii) stories

4.3.2 Able to take part with
guidance in a

performance based on:
i) song
ii) poems
iii) stories

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TERBITAN

KEMENTERIAN PENDIDIKAN MALAYSIA
BAHAGIAN PEMBANGUNAN KURIKULUM

ARAS 4-8 BLOK E9
KOMPLEKS KERAJAAN PARCEL E
PUSAT PENTADBIRAN KERAJAAN PERSEKUTUAN 62604

PUTRAJAYA
Tel: 03-8884 2000 Fax: 03-8888 9917

http//www.moe. gov.my/bpk