KSPK - Eng HDPS 4303 18MEI

EDISI TERJEMAHAN BAHASA INGGERIS
Dokumen Standard Kurikulum dan Pentaksiran Semakan 2017

(EDISI TERJEMAHAN BAHASA INGGERIS)
Bahagian Pembangunan Kurikulum
2017
2017 Publication
© Ministry of Education, Malaysia
Copyrights reserved. It is not allowed to use any part, illustration or content of this book in any form whether electronically, photocopied
or recorded or in any other form without getting a written consent from the Director, Curriculum Development Division, Ministry of Education,
Levels 4 – 8, Block E9, Parcel E, Federal Government Administrative Complex, 62604 Putrajaya.
CONTENT
National Principles............................................................................................................................................ ix
National Education Philosophy.......................................................................................................................... xi
National Curriculum Definition..................................................................... ...................................................... xiii
Foreword............................................................................................................................................................ xvi
Introduction........................................................................................................................................................ 1
Aim......... ........................................................................................................................................................... 2
Objectives.......................................................................................................................................................... 2
The National Preschool Standard-Based Curriculum Framework..................................................................... 3
Focus ................................................................................................................................................................ 5
21st Century Skills............................................................................................................................................. 5
Higher Order Thinking Skills.............................................................................................................................. 6
Learning Environment....... ............................................................................................................................... 7
Planning Teaching and Learning Activities.............. ........................................................................................ 8
Teaching and Learning Strategies........ ............................................................................................................ 9
Involvement of Parents and the Local Community............................................................................................. 13
Children with Special Needs.............................................................................................................................. 14
Elements Across the Curriculum....................................................................................................................... 14
School-Based Assessment .............................................................................................................................. 16
Content Organisation... ..................................................................................................................................... 18
Minimum Time Allocation............................................................................................................................ 18
Teaching and Learning Time Allocation...................................................................................................... 19
Communication Strand............................................................................................................................... 22
Bahasa Melayu ................................................................................................................................... 23
English Language................................................................................................................................ 32
Chinese Language .............................................................................................................................. 40
Tamil Language................................................................................................................................... 47
Spirituality, Attitudes and Values Strand..................................................................................................... 54
Islamic Education ................................................................................................................................ 55
Moral Education................................................................................................................................... 63
Personal Competence Strand..................................................................................................................... 69
Physical Development and Aesthetics Strand............................................................................................ 75
Physical Development and Health Care.............................................................................................. 76

Creativity and Aesthetics..................................................................................................................... 85
Science and Technology Strand................................................................................................................. 92
Early Science....................................................................................................................................... 93
Early Mathematics .............................................................................................................................. 99
Humanities Strand....... ............................................................................................................................... 107
Performance Standards.............................................................................................................................. 114
Communication Strand.. ..................................................................................................................... 115
Spritiuality, Attitudes and Values Strand............................................................................................. 121
Personal Competence Strand ............................................................................................................ 127
Physical Development and Aesthetics Strand..................................................................................... 130
Science and Technology Strand.......................................................................................................... 134
Humanities Strand............................................................................................................................... 140
Panelists............................................................................................................................................................ 142
Contributors....................................................................................................................................................... 146
Acknowlegment ................................................................................................................................................. 148

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

KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
vii
NATIONAL PRINCIPLES
INDEED, Our Country Malaysia aspires to achieving a greater unity for all her peoples:
Maintaining a democratic way of life;
Creating a just society in which the wealth of the nation shall be equitably shared;
Ensuring a liberal approach to her rich and diverse cultural traditions, and;
Building a progressive society which shall be oriented to modern science and technology;
WE, the people of Malaysia, pledge our united efforts to attain these ends, guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
viii
FALSAFAH PENDIDIKAN KEBANGSAAN
“Pendidikan di Malaysia adalah suatu usaha berterusan

ke arah memperkembangkan lagi potensi individu secara menyeluruh
dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis
dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan
dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk
melahirkan warganegara Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan
mencapai kesejahteraan diri serta memberi sumbangan terhadap
keharmonian dan kemakmuran keluarga, masyarakat dan negara.”
Sumber: Akta Pendidikan 1996 (Akta 550)
x
NATIONAL EDUCATION PHILOSOPHY
Education in Malaysia is an on-going effort towards further developing the

potential of individuals in a holistic and integrated manner, so as to
produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonic, based on a firm belief in and devotion
to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and
who are responsible and capable of achieving high level of personal well-
being as well as being able to contribute to the harmony and betterment
of the family, the society and the nation at large.
Source: Education Act 1996 (Act 550)
xi
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]
xii
NATIONAL CURRICULUM DEFINITION
3. National Curriculum
(1) An educational programme that includes curriculum and co-

curricular activities which encompasses all the knowledge, skills, norms,
values, cultural elements and beliefs to help develop a pupil fully with
respect to the physical, spiritual, mental and emotional aspects as well
as to inculcate and develop desirable moral values and to transmit
knowledge.
Source: Education Regulations (National Curriculum) 1997

[PU(A)531/97
xiii
KATA PENGANTAR
Kurikulum Standard Prasekolah Kebangsaan (KSPK) yang Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan
dilaksanakan mulai tahun 2010 telah disemak semula bagi tersebut dilakukan untuk melahirkan insan seimbang dan
memenuhi tuntutan dasar baharu di bawah Pelan Pembangunan harmonis dari segi intelek, rohani emosi dan, jasmani
Pendidikan Malaysia (PPPM) 2013-2025 kualiti kurikulum yang sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.
dilaksanakan setanding dengan standard antarabangsa.
Bagi menjayakan pelaksanaan KSPK, pengajaran dan
Kurikulum berasaskan standard yang menjadi amalan
pembelajaran guru perlu memberi penekanan kepada KBAT
antarabangsa telah dijelmakan dalam KSPK menerusi
dengan memberi fokus kepada pendekatan Pembelajaran
penggubalan Dokumen Standard Kurikulum dan Pentaksiran
Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek supaya
(DSKP) yang mengandungi Standard Kandungan, Standard
murid dapat menguasai kemahiran yang diperlukan dalam abad
Pembelajaran dan Standard Prestasi.
ke-21.
Usaha memasukkan Standard Prestasi di dalam dokumen
Kementerian Pendidikan Malaysia (KPM) merakamkan setinggi-
kurikulum telah mengubah landskap sejarah sejak Kurikulum
tinggi penghargaan dan ucapan terima kasih kepada semua
Kebangsaan dilaksanakan di bawah Sistem Pendidikan
pihak yang terlibat dalam penggubalan KSPK Pendidikan Khas
Kebangsaan. Menerusinya murid dapat ditaksir secara
(Semakan 2017). Semoga pelaksanaan KSPK Pendidikan Khas
berterusan untuk mengenal pasti tahap penguasaannya dalam
mencapai hasrat dan matlamat Sistem Pendidikan Kebangsaan.
sesuatu bidang pembelajaran serta membolehkan guru
membuat tindakan susulan bagi mempertingkatkan
Dr. SARIAH BINTI ABD. JALIL
perkembangan murid.
Pengarah
DSKP yang dihasilkan juga telah menyepadukan enam tunjang
Kerangka KSPK, mengintegrasikan pengetahuan, kemahiran
dan nilai, serta memasukkan secara eksplisit Kemahiran Abad
xiv
KSPK EDISI BAHASA INGGERIS
INTRODUCTION Higher Order Thinking Skills (HOTs) have been explicitly stated
in the Learning Standards. Teachers will have to translate the
Preschool education is an essential early learning experience in Learning Standards with emphasis on HOTs in teaching and
the world of education. Schooling and learning experiences which learning in the classroom.
are effective, meaningful and fun-filled will equip pupils with the
It is hoped that the contents in this document will help the
necessary skills, self-confidence and a positive attitude for further
teachers to plan and execute teaching and learning effectively.
learning.
Activities planned should be able to provide enriching and fun
learning experiences for pupils while engaging them actively in a
The National Preschool Standards-Based Curriculum and
conducive and safe environment. Teachers are encouraged to
Assessment Document is the main platform which provides
creatively choose, arrange, devise and develop various activities
teachers with guidance for fulfilling the needs of the nation in
based on the Learning Standards that cater to the needs of pupils.
preparing a preschool education of international standard for the
present and future generations. It is hoped that teachers will be able to appreciate and implement
the requirements which are specified in the curriculum in order to
The National Preschool Standards-Based Curriculum and achieve its aim and objectives.
Assessment Document has been developed based on
The contents that are learnt in preschool are basic skills and
developmentally appropriate practices and child development
knowledge essential for pupils as preparation for primary
theories. The contents of the document encompass six strands
education.
namely Communication, Spirituality, Attitudes and Values,
Humanity, Physical Development and Aesthetics, Science and
Technology and Personal Competence.
1
AIM OBJECTIVES
Preschool education aims to develop the potential of children The National Preschool Standards-Based Curriculum provides
between the ages of four to six in a comprehensive and integrated children with opportunities to achieve the following objectives:
manner with respect to their physical, emotional, spiritual,
intellectual and social development in a safe and enriching 1. Use language to communicate effectively.
learning environment through fun, creative and meaningful 2. Practise Islamic values in daily life for Muslims pupils.
activities. This is to improve skills, cultivate confidence and 3. Practise moral values of the Malaysian society.
develop a positive self-concept in pupils to prepare them to face 4. Appreciate and show sensitivity towards the various
challenges and participate in further learning. cultures of the Malaysian society.
. 5. Love and appreciate the environment.
6. Develop positive self-concept and self-confidence.
7. Practise a healthy lifestyle, develop physical fitness and
ensure personal safety.
8. Develop creativity and aesthetics.
9. Apply critical, creative and innovative thinking and problem-
solving skills in learning as well as in daily life.
2
THE NATIONAL PRESCHOOL STANDARDS-BASED These six learning strands are the main domains that
CURRICULUM FRAMEWORK complement one another and are integrated with critical, creative
and innovative thinking. The integration aims to develop human
The National Preschool Standards-Based Curriculum is
capital that appreciates moral values based on religion,
developed based on six learning strands; Communication,
knowledge, competence, creative and critical thinking and
Sprituality, Attitudes and Values, Humanity, Personal
innovation as illustrated in Figure 1.
Competence, Physical Development and Aesthetics, and
Science and Technology.
Figure 1: The Framework for National Preschool Standards-Based Curriculum

3
Communication Strand Personal Competence Strand
The Communication Strand emphasises verbal and non-verbal The Personal Competence Strand emphasises the development
communication in interaction. This strand comprises Bahasa of socio-emotional, interaction skills and social skills amongst
Melayu and English Language which must be learnt by all pupils. The development of leadership and personality is fostered
preschool pupils. For pupils in national-type schools, it is through curricular and extra-curricular activities.
compulsory for them to learn Chinese or Tamil Language.
Physical Development and Aesthetics Strand

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

Humanity Strand
The Science and Technology Strand emphasises scientific
The Humanity Strand emphasises on the acquisition of
knowledge, skills and attitudes as well as mathematical
knowledge and practises of the local community and the
knowledge and skills. This strand comprises of Early Science and
environment, the country and the world as well as instilling
Early Mathematics.
patriotism and unity.
4
FOCUS Table 1: Pupils’ Profile
PUPILS’
The preschool curriculum focuses on producing pupils who are DESCRIPTION
PROFILE
able to communicate and socialise with confidence. It is hoped Pupils are able to face and overcome
that pupils will be able to face challenges and solve problems, are Resilient difficulties and challenges with wisdom,
confidence, tolerance and empathy.
eager to learn and ready for further learning.
Pupils are able to express their thoughts,
ideas and information confidently and
Communicators
ST
creatively in oral and written form, using a
21 CENTURY SKILLS
variety of media and technology.
One of the aspirations of the National Preschool Standards- Pupils are able to think critically,
creatively and innovatively; able to solve
Based Curriculum is to produce pupils with 21st century skills
complex problems; and make ethical
focusing on thinking skills and living skills as well as their future decisions. They are able to think about
careers which are based on moral values. 21st century skills aims Thinkers learning and about being learners
themselves. They are able to generate
to produce pupils with characteristics as illustrated in Table 1.
questions and are receptive towards
The acquisition of the Content Standards and Learning other people’s perspectives, values,
Standards in the National Preschool Standards-Based individual traditions and community. They
are confident and creative in handling
Curriculum contributes to the attainment of 21st century skills
new learning areas.
among pupils.
Pupils are able to cooperate effectively
and harmoniously with others. They
Team Spirit share collective responsibility, respect
and cherish the contribution of each
member in the team. They acquire
interpersonal skills through collaborative
5
PUPILS’ PUPILS’
DESCRIPTION DESCRIPTION
PROFILE PROFILE
activities, which in turn enable them to Pupils are able to show empathy,
become better leaders and team sympathy and respect towards the
members. Loving / needs and feelings of others. They are
Considerate committed to serve the society and
Pupils are able to develop natural ensure the sustainability of the
inquisitiveness to explore new environment.
strategies and ideas. They learn skills
that are necessary for inquiry and Patriotic Pupils are able to show their love,
Inquisitive
research, as well as display support and respect for the country.
independent traits in learning. Pupils are
able to enjoy continuous life-long
learning experiences.
Pupils have a sense of integrity and HIGHER ORDER THINKING SKILLS
sincerity, equality, fairness and respect
Virtuous for individuals, groups and community.
Higher Order Thinking Skills (HOTS) are stated explicitly in the
They are responsible for their actions,
reactions and decisions. curriculum for teachers to translate them in teaching and learning
Pupils are able to obtain knowledge and in order to stimulate structured and focused thinking amongst
develop a broad and balanced pupils. The explanation of HOTs is focused on four thinking
understanding across various levels as in Table 2.
disciplines. They can explore
Informative knowledge effectively in terms of local
and global contexts. They understand
issues related to ethics or laws
regarding information that they have
acquired.
6
Table 2: Thinking levels in HOTs
Creative Thinking Skills is the ability to produce or create

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

Critical Thinking Skills is the ability to evaluate ideas logically surroundings where teaching and learning takes place. It is one
and rationally in order to make reasonable judgements based on of the key elements in preschool education and should be
valid reasons and evidences. planned so that an interactive and conducive learning
environment can be realised.
7
A good learning environment will contribute to effective learning, Learning Centres

good class control, active teacher-pupil relationship and ensures  Create learning centres and optimise their usage.
fun learning.  Learning centres should be well-equipped, easily accesed,
appropriate with adequate resources, and updated regularly
Safety and Health according to teaching and learning needs.
 Provide learning centres which encourage individual and
 Clean and safe space, furniture, equipment and materials. collaborative play.
 Appropriate lighting and ventilation.  Involve pupils in setting up learning centres.
 A safe natural environment that stimulates learning.
Layout PLANNING TEACHING AND LEARNING ACTIVITIES
 The layout of the classroom should be flexible according to 1. Long-term and short-term planning of teaching and learning
lessons planned. activities should be in tandem with the needs of the
 Appropriate layout of furniture and equipment which allows curriculum.
room for movement and activities. 2. Planning of timetables should be based on pupils’
 Equipment and resources are arranged neatly and development and implemented flexibly.
accessible. The equipment and resources should be 3. The following should be taken into consideration when
changed periodically in order to maintain pupils’ interest and planning teaching and learning activities:
to achieve learning objectives.  ability and cognitive development of pupils.
 Pupils’ work should be prioritised and displayed. This will  provide opportunities for pupils to make choices during
boost their self-confidence and encourage pupils to produce activities.
more works.
8
 provide sufficient time and opportunities for pupils to carry There are various teaching and learning strategies which can be
out explorative activities. used by teachers, they are:
 use of realia in teaching and learning to assist pupils to
acquire concepts and knowledge. Child-Centred Learning
 teaching and learning activities should be balanced and
varied so that effective and meaningful learning takes Child-centred learning involves pupils’ active participation in the
place such as outdoor and indoor, active and passive, learning activity, and pupils are responsible for their own learning.
individual, group and whole class activities as well as Pupils take on an important role in the learning process as
activities initiated by pupils and planned by teachers. learning is driven by their interest, encouragement and needs.
Pupils are given the choice to choose activities, materials and
TEACHING AND LEARNING STRATEGIES time while learning. Teachers facilitate and guide the learning
activity.
There is no one method or strategy which is deemed the best
implemented for teaching and learning in the classroom for pupils Learning Through Play
of various abilities. Teachers have to make the best choices when Learning through play is planned and structured to provide pupils
planning lessons using various teaching and learning strategies with opportunities to learn in a free and safe environment, which
appropriate with the development, needs, abilities, talents and is enjoyable and meaningful. It is emphasised in preschool
interests of pupils for effective and meaningful learning. For education as play is a natural behaviour of pupils. Play allows
example, in the National Preschool Standards-Based Curriculum pupils to explore, make discoveries and build experiences in a
and Assessment Document, there are learning standards natural way. Physical, socio-emotional, cognitive, language
specifically for pupils aged 4+ only. However, for pupils aged 5+ development and pupils’ potential are enhanced and maximised.
who have not acquired the standards, teachers can conduct
teaching and learning based on learning standards for 4+.
9
Inquiry Based Learning Integrated Approach
Inquiry based learning allows pupils to build their own knowledge This approach integrates two or more skills to be acquired by
and understanding through investigation and exploration based pupils in one lesson. Teachers need to use pupils’ daily
on their existing knowledge. It is implemented through project- experiences in teaching and learning in the classroom. It allows
based learning, scientific investigation; problem-based learning pupils to understand the realities of life and gives them the
and collaborative learning in order to produce pupils who are understanding that situations in life are inter-related and not be
knowledgeable and able to apply higher order thinking skills. The seen as separate situations.
teaching and learning process of inquiry based learning is
focused on “learning by doing” which engages pupils to be Learning is conducted in a holistic and integrated manner and not
involved in activities such as exploration, investigation, separated into individual learning disciplines. Integration also
questioning, reflective thinking and discovery of new knowledge. involves integration of skills, integration of skills and values,
integration among strands, integration among activities as well as
Inquiry-based learning emphasises the ‘why’ and ‘how’ as various methods and techniques.
compared to ‘what’ in any situation. Inquiry-based learning
boosts critical, creative and innovative thinking which promotes Learning through integrated approach allows for diversity as the
self-access learning. This arouses curiosity and encourages needs of pupils differ in terms of development, interest and
pupils to question. At the same time, pupils will be able to reflect abilities as well as their background.
throughout the learning process.
10
Thematic Approach
The characteristics of Project-based learning are as follows:
The thematic approach is organising the curriculum and learning  This method can be conducted individually or in groups.
through a chosen theme or topic according to the suitability of  Assessment is carried out at every phase until completion.
time, place, interest, background and level of pupils’ development.  Teacher-pupil interaction is in the form of guidance and
negotiation during each phase of the project (teacher as
The thematic approach involves the following: a facilitator).
 The usage of a generic theme across various learning  This process involves collection of materials, information,
strands. and data as well as processing of information and data,
 Choice of themes is based on pupils’ level, situation or reporting and self-reflection.
current happening.  This learning method is based on skills, knowledge,
 It is inter-related with existing and new experience obtained experience and pupils’ abilities.
in a consistent and systematic manner.  It is based on real-life experiences.
 Expansion and reinforcement of knowledge and skills.
 Learning staged from easy to difficult and generic to specific. Mastery Learning
Project-Based Learning Mastery learning ensures all pupils have acquired the expected
learning objectives before moving on to the next lesson. This
Project-based learning focuses on systematically planned method focuses on mastery of lessons learnt.
practical assignments within a time frame. This teaching method
emphasises research in the form of projects in order for pupils to Pupils are given the opportunity to progress according to their
gain knowledge. It involves collection and analysis of data and abilities and rate of learning as well as improve their level of
preparation of reports. mastery. Mastery learning upholds the principle that every pupil
11
is able to learn if opportunities are given. Opportunities should be Multiple Intelligences

given to pupils to learn according to their abilities. Enrichment and
remedial activities should be included in teaching and learning. Multiple intelligences is an important theory as it is closely related
This entails adequate time and high quality teaching and learning. to the field of education. Every pupil has various intelligences
and ways of thinking, responding and learning which differ from
Contextual Learning one another.
Contextual learning is a learning method which integrates There are at least eight intelligences. They are:
learning content with daily experiences of the pupil, community  Verbal-linguistic intelligence: the ability to use words
and the working world. This learning method provides concrete effectively in oral and writing.
learning opportunities which involve hands-on and minds-on  Logical-mathematical intelligence: the ability to use
activities. numbers effectively, have the ability of logic, wise
reasoning and arguing.
Learning takes place when pupils are able to process information  Visual-spatial intelligence: the ability to identify and
learnt or new knowledge acquired in a meaningful manner. visualise forms, space, colour and lines.
Learning becomes more effective if information is disseminated  Kinaesthetic intelligence: the ability to use one’s body to
in various contexts and in a meaningful manner to pupils. express ideas, feelings and solve problems.
Emphasis should be given to diverse learning environments in  Musical intelligence: the ability to identify rhythm and
order to achieve meaningful learning. Teachers are encouraged songs.
to choose or create different learning environments which will  Interpersonal intelligence: the ability to understand feelings,
encompass a range of learning experiences in social, cultural, motivation, habits and desires of others.
physical or psychological contexts in order to obtain the aspired  Intrapersonal intelligence: the ability to understand one’s
learning outcomes. strengths, weaknesses, desires and wants.
12
 Naturalist intelligence: the ability to know and classify in giving positive and meaningful learning experience to
plants, minerals and animals including grass and stones pupils.
as well as flora and fauna.
CHILDREN WITH SPECIAL NEEDS

Every individual has various intelligences and abilities. One’s
potential is enhanced with constant motivation, enrichment and 1. Teachers need to plan strategies to address learning
appropriate learning opportunities which develops pupils’ difficulties by identifying and taking appropriate actions in
intelligence and interests to the maximum level. order to assist pupils with special needs. Actions that can
be taken are as follows:
INVOLVEMENT OF PARENTS AND THE LOCAL  Identify pupils’ levels, differences in learning and their
COMMUNITY needs, in order to plan suitable teaching and learning
strategies.
1. Explanation of the preschool curriculum and its
 Prepare portfolios to compile works and to record
implementation should be disseminated to
pupils’ development and learning progress.
parents/guardians to create awareness about preschool
education and obtain their cooperation to ensure smooth  Diversify learning content and activities for effective
teaching and learning.
and effective teaching and learning.
2. Sharing of information between the teacher and  Modify learning resources based on pupils’ needs.
parents/guardians is essential to assist in pupils’ learning

and to ensure the continuity of teaching and learning from 2. Teachers can use the Special Needs Children Placement
the school to the home and vice versa. Instrument (4 – 6 years) to identify pupils with learning
3. Good relationship between the school and difficulties. This is a tool used to identify pupils who may
parents/guardians as well as the local community will assist have learning difficulties. Teachers need to discuss with
parents/guardians if they identify pupils who show traits of
13
learning difficulties. The instrument should be produced to teaching and learning.

the medical officer as reference for verification.  Knowledge and awareness on the importance of the
environment help shape pupils’ ethics in appreciating
ELEMENTS ACROSS THE CURRICULUM nature.
Elements Across the Curriculum is a value-added element 3. Values

 Values need to be emphasised to ensure pupils are
embedded in the teaching and learning process other than those
aware of its importance and practise them.
specified in the content standards. The application of these
 Values encompass the aspects of spirituality, humanity
elements is aimed at strengthening the human capital skills and
and citizenship which are practised in daily life.
competency as well as intended to prepare pupils for the
challenges of the present and the future. The elements are 4. Science and Technology
explained below:  Increased interest in science and technology will help to
1. Medium of Iinstruction improve scientific and technological literacy amongst
 The correct use of the medium of instruction should be pupils.
emphasised.  The use of technology in teaching can help and
 During teaching and learning, emphasis should be given contribute to efficient and effective learning.
to pronunciation, sentence structure, grammar and the  The integration of science and technology in the teaching
terminology of the language in order to assist pupils and learning process covers four areas, namely:
organise ideas as well as communicate effectively. o Knowledge of science and technology (facts,
principles, concepts related to science and
2. Environmental Sustainability
technology);
 Developing awareness towards the love of the
o Scientific skills (thinking process and specific
environment in the pupils should be nurtured through
manipulative skills);
14
o Scientific attitudes (such as accuracy, honesty, 7. Entrepreneurship

safety); and  The incorporation of entrepreneurship elements aims at
o Use of technology in teaching and learning. developing entrepreneurial attributes and practices that
will become a culture amongst pupils.
5. Patriotism  Entrepreneurial attributes can be embedded during
 Patriotism can be nurtured through learning and extra- lessons through fostering attitudes such as diligence,
curricular activities and community service. honesty, trustworthiness and responsibility as well as
 Patriotism develops love for the country and proud to be developing a creative and innovative mind-set to drive
Malaysians. ideas into the market economy.
8. Information and Communication Technology (ICT)

6. Creativity and Innovation
 Incorporation of ICT elements in teaching and learning
 Creativity is the ability to use imagination in gathering,
ensures pupils are able to apply and strengthen their
assimilating and generating ideas or creating something
knowledge and basic ICT skills.
new or original through inspiration or combination of
 Application of ICT motivates pupils to be creative,
existing ideas.
stimulates interest and makes teaching and learning
 Innovation is the application of creativity through
enjoyable as well as improves the quality of learning.
modification and putting ideas into practice.
 ICT should be integrated based on suitability of topics
 Creativity and innovation are inter-connected and
and used as a tool to further enhance pupils’
needed to ensure the development of human capital to
understanding of the subject content.
meet the challenges of the 21st Century.
 Elements of creativity and innovation should be
integrated in teaching and learning.
15
9. Global Sustainability interest. Financial literacy is integrated through related

 The elements of Global Sustainability aims to produce topics across the curriculum. Exposure to financial
pupils of sustainable thinking who are responsive to their management in real life is necessary in order to prepare
environment in their daily life by applying knowledge, pupils with knowledge, skills and values that can be
skills and values obtained through elements of applied effectively and meaningfully.
Sustainable Consumption and Production, Global
Citizenship and Solidarity. SCHOOL-BASED ASSESSMENT
 Global sustainable elements are essential in preparing
pupils to face challenges and current issues in various School-based assessment is an integral part of assessment
situations, be it locally and globally. which enables teachers to derive information on pupils’
 These elements are taught directly or embedded in development and is planned, implemented and reported by
related lessons. teachers. This is a continuous process which is conducted
formally and informally that enables teachers to determine pupils’
10. Financial Literacy
actual level of performance. School-based assessment should be
 The integration of Financial Literacy element in lessons
conducted in a holistic manner based on the principles of
is aimed at developing future generations who are
inclusivity, authenticity and localised. The information derived
capable of making sensible financial decisions,
from this assessment can be used by the school management,
practising ethical financial management as well as
teachers, parents/guardians and pupils to plan follow-up actions
managing financial affairs responsibly.
to further improve pupils’ learning.
 The elements of Financial Literacy can be applied directly
or embedded in lessons. This can be integrated in the School-based assessment can be conducted as formative and
topic such as ‘Money’ comprising explicit financial summative assessment by teachers. Formative assessment can
elements e.g. simple interest calculations and compound be conducted during the teaching and learning process, while
16
summative assessment can be conducted at the end of a learning The aims of assessment in preschool are as follows:
unit, term, semester or year. Teachers should plan, build items, 1. Monitor the growth and development of pupils according to
administer, evaluate, record and report on pupils’ performance their age.
level based on the Standards-Based Curriculum and Assessment 2. Identify pupils’ level of intelligence and potential to
Document. Teachers need to use their discretion and strengthen and enhance their holistic development.
professional judgement in order to determine their pupils’ 3. Identify pupils’ strengths and weaknesses from time to
performance levels. time.
4. Provide feedback to pupils, parents/guardians and school
Assessment in preschool is a process which involves various management on pupils’ growth and development in
methods to obtain information on pupils’ development and learning based on aspects stipulated in the National
learning. It is a basic and important continuous process in Preschool Standards-Based Curriculum.
teaching and learning. 5. Identify the effectiveness of teaching as well as learning
opportunities and the environment provided.
Table 3: General Descriptors of Performance Levels 6. Assist teachers to plan effective follow-up actions to:
Performance Standards  Develop and maximise pupils’ potential.
Performance Levels Descriptor
Pupils know basic things or can  Assist in pupils’ learning.
1 perform basic skills or respond to  Improve teaching methods.
basic things.
Pupils can use their knowledge
2
and skills to complete tasks.
Pupils can use their knowledge
and skills to complete tasks in new
3
situations or creatively in the
correct manner.
17
PRESCHOOL ASSESSMENT IMPLEMENTATION 5. Assessment has to be carried out ethically and children’s
PRINCIPLES rights taken into consideration.
1. Assessment encompasses cognitive, affective and

CONTENT ORGANISATION
psychomotor aspects in tandem with the National
The National Preschool Standards-Based Curriculum is
Preschool Standards-Based Curriculum.
organised with emphasis on Content Standards, Learning
2. Assessment is conducted in line with the stipulated aim. Standards and Performance Standards.
3. Assessment is carried out continuously.
Table 4: Organisation of NPSC
4. Assessment methods should be valid and reliable; in
accordance to pupils’ development and based on scientific
CONTENT LEARNING PERFORMANCE
methods. STANDARD STANDARD STANDARD
 Criterion-based assessment and not a comparison
Specific A set of criteria or A set of general
between pupils. statements which quality indicator criteria which
specify the
 Assessment method is through continuous observation of learning and shows
essential
achievement performance levels
and assessment of pupils’ works. Tests or formal exams knowledge, skills
and values pupils which can be which pupils need
should not be conducted. measured. to show when they
need to acquire
 Data collected should be analysed so that reporting is and can perform by have acquired a
the end of a particular skill,
done in a valid and reliable manner.
schooling term. knowledge or
 Implementation of systematic documentation. Examples value.
of assessment records are checklist, rating scale,
anecdote record, running record, time sampling and
event sampling.
18
Minimum Time Allocation certified Islamic Education teacher for at least two hours a
week.
Minimum time allocation for preschool education should be
8. Moral Education must be taught in preschools if there are
adhered to as follows:
at least 5 or more non-Muslim pupils for at least two hours
1. Preschool has to be carried out for at least four hours a day
a week.
(including recess), that is, 20 hours a week for pupils aged 5+.
2. Preschool has to be carried out for at least three and a half
Teaching and Learning Time Allocation
hours a day (including recess), that is, 17½ hours a week for
pupils aged 4+. Planning of daily activities in preschool should be based on time
3. Bahasa Melayu is used as the instructional language for at allocation as in Table 4. However, teachers are given the
least 600 minutes in preschools where Bahasa Melayu is flexibility to arrrange the timetable according to the needs of
the medium of instruction. pupils.
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
19
Table 5: Time Allocation in Preschool 1. Routine Activities
Weekly time Allocation Routine activities are activities that are carried out on a daily
(minutes)
No. Learning Areas Other basis and have special time allocation. These activities
Bahasa
Medium of include circle time, recess and reflection.
Melayu
Instruction
1. Bahasa Melayu 60 60 Circle Time
2. English Language 60 60 Circle Time is to prepare preschoolers mentally and

3. Chinese/Tamil Language - 60 emotionally to focus on the learning activities of the day.
Activities during Circle Time such as sharing of ideas and
4. Outdoor Activity 120 120
Islamic Education / Moral information; storytelling, singing, and other activities can
6. 120 120
Education increase their vocabulary; and improve their social skills and
7. Early Mathematics 40 40 encourage the involvement of preschoolers actively. The time
8. Integrated Learning 800 740 allocated for Circle Time is 20 minutes daily.
Total 1200 1200 Recess
In preschool education, recess is part of teaching and

Details of the learning areas in preschool are as follows:
learning. Recess is allotted for pupils to have their meals as
Integrated Learning well as for physical and mental relaxation. Recess can be
Integrated Learning provides opportunities for pupils to obtain used to involve pupils in food and dining preparation.
their own meaningful learning experience. Teachers need to Aspects of self-management, manners, healthy eating and
integrate strands, skills and values in teaching and learning. balanced diet should be emphasised during recess. Time
Integrated Learning include: allocated for recess is 30 minutes daily.
20
Reflection health and safety as well as sensitivity to the environment can be

improved. Outdoor Activity should be carried out every day as
Reflection provides opportunities for teachers and pupils to
follows:
reflect on their learning and happenings of the day. In
addition, teachers and pupils can discuss about further
1. Physical Activity
learning. The time allotted for reflection is 10 minutes daily.
Physical activity involves body movements that require
2. Learning Activities energy to improve one’s physical fitness and health. Physical
activity is very important for pupils’ development and basis for
Learning activities provide opportunities for teachers to
a healthy and active lifestyle. In addition, physical activity
choose appropriate teaching strategies to allow pupils to
promotes body fitness, dexterity and coordination as well as
carry out exploration and experiment, problem solving and
cognitive development, social competence and emotional
promote critical thinking. There are various ways and
maturity. Time allocation for Physical Activity is 30 minutes
methods that can be used, they include thematic approach,
per session and is carried out twice a week.
project-based learning and using learning centres.
The time allocated for Integrated Learning activities are: 2. Free Play
(i) 500 minutes a week in National Schools. Free play provides opportunities for pupils to make their own
(ii) 440 minutes a week in National Type Schools. decision about what, when and how to play. They are also
free to determine rules and their role in play. During free play,
Outdoor Activity pupils benefit in terms of physical, emotional, cognitive and
Outdoor Activity are activities that are carried out outside the social skills. Besides having fun during play, pupils learn to
classroom. It helps build fitness and stimulate pupils' intelligence interact and negotiate effectively; able to share and
as well as provide opportunities for pupils to interact and explore collaborate with others; as well as develop problem solving
their surroundings. Through these activities, pupils' awareness of skills.
21
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.
22
COMMUNICATION
STRAND
23
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.
24
STANDARD PEMBELAJARAN
STANDARD KANDUNGAN
4+ 5+
BM 1.0 KEMAHIRAN MENDENGAR DAN BERTUTUR
BM 1.1 Mendengar dan memberi Murid boleh: Murid boleh:

respons terhadap
BM 1.1.1 Mengenal pasti pelbagai bunyi di BM 1.1.2 Mengecam dan membezakan
pelbagai bunyi di
persekitaran bunyi di persekitaran
persekitaran
(i) manusia
(ii) alam sekitar
(iii) ciptaan manusia
BM 1.1.3 Memberi respons terhadap bunyi

yang didengar
BM 1.2 Mendengar, memahami Murid boleh: Murid boleh:

dan memberi respons
BM 1.2.1 Mendengar dan memberi respons BM 1.2.4 Mendengar dan memberi respons
secara gerak laku dan
terhadap cerita yang didengar dengan bertatasusila terhadap:
lisan
(i) arahan
BM 1.2.2 Mendengar dan menyanyi lagu (ii) soalan
(iii) cerita
BM 1.2.3 Mendengar, memahami dan
memberi respons secara BM 1.2.5 Mendengar dan melafazkan puisi
bertatasusila terhadap: dengan intonasi yang betul
(i) ucap selamat
(ii) arahan yang mudah BM 1.2.6 Melafazkan puisi
(i) pantun dua kerat
(ii) sajak
25
STANDARD KANDUNGAN
4+ 5+
BM 1.3 Mendengar dan Murid boleh: Murid boleh:

mengecam bunyi bahasa
BM 1.3.1 Mendengar dan menyebut abjad BM 1.3.4 Mendengar, mengecam dan
menyebut perkataan
BM 1.3.2 Mendengar, mengecam dan BM 1.3.5 Menyebut dan memberi respons

menyebut bunyi suku kata awal terhadap perkataan yang didengar
yang sama dalam perkataan
BM 1.3.3 Mendengar, mengecam dan

menyebut bunyi suku kata akhir
yang sama dalam perkataan
BM 1.4 Berinteraksi Murid boleh: Murid boleh:

menggunakan ayat
BM 1.4.1 Mendengar dan menyebut ayat BM 1.4.4 Berinteraksi menggunakan ayat
mudah
mudah secara bertatasusila mudah mengikut situasi
BM 1.4.2 Berinteraksi menggunakan ayat BM 1.4.5 Berinteraksi menggunakan ayat

mudah untuk: mudah untuk:
(i) meluahkan perasaan (i) memberi arahan
(ii) menyatakan permintaan (ii) memberi pandangan
BM 1.4.3 Bersoal jawab menggunakan ayat BM 1.4.6 Bersoal jawab menggunakan ayat
mudah mudah berdasarkan bahan
rangsangan
26
STANDARD KANDUNGAN
4+ 5+
BM 1.5 Bertutur untuk Murid boleh: Murid boleh:

menyampaikan idea BM 1.5.1 Menyampaikan idea tentang
BM 1.5.2 Menyampaikan idea secara kritis
sesuatu yang didengar, dilihat atau
tentang sesuatu yang didengar,
dialami
dilihat atau dialami
BM 2.0 KEMAHIRAN MEMBACA
BM Menguasai kemahiran Murid boleh:

2.1 prabaca
BM 2.1.1 Menyatakan lambang dan cetakan
yang membawa makna tertentu
BM 2.1.2 Mengenal pasti ciri-ciri fizikal buku:

(i) judul
(ii) gambar/ilustrasi
(iii) pengarang
BM 2.1.3 Mengamalkan cara membaca

yang betul:
(i) dari kiri ke kanan
(ii) dari atas ke bawah
(iii) jarak antara mata dengan
buku
(iv) teknik memegang buku
BM 2.1.4 Mengamalkan penjagaan buku

dengan cara yang betul
BM 2.1.5 Membaca secara olok-olok
27
STANDARD KANDUNGAN
4+ 5+
BM 2.2 Mengenal huruf abjad Murid boleh: Murid boleh:

BM 2.2.1 Mengenal pasti abjad BM 2.2.3 Mengenal pasti dan menyebut
huruf kecil dan besar
BM 2.2.2 Menyebut dan membunyikan
huruf vokal
BM 2.3 Membina dan membaca Murid boleh: Murid boleh:

suku kata dan perkataan
BM 2.3.1 Membunyikan suku kata terbuka BM 2.3.3 Membaca perkataan dengan suku
kata terbuka:
BM 2.3.2 Membunyikan suku kata tertutup (i) KV+KV
(ii) KV+ KV+KV
BM 2.3.4 Membaca perkataan dengan suku

kata terbuka dan tertutup:
(i) KVK
(ii) V+KV
(iii) V+KVK
(iv) KV+KVK
(v) KVK+KV
(vi) KVK+KVK
BM 2.4 Membaca dan Murid boleh: Murid boleh:

memahami frasa dan
ayat BM 2.4.1 Membaca frasa yang BM 2.4.3 Membaca dan memahami frasa
mengandungi perkataan dengan yang mengandungi perkataan
suku kata terbuka dengan suku kata terbuka dan
tertutup
BM 2.4.2 Membaca ayat mudah yang
mengandungi perkataan dengan
suku kata terbuka
28
STANDARD KANDUNGAN
4+ 5+
BM 2.4.4 Membaca dan memahami ayat
mudah dengan sebutan yang betul
BM 2.5 Membaca dan Murid boleh: Murid boleh:

memahami bahan
bacaan BM 2.5.1 Membaca bahan bacaan mudah BM 2.5.2 Membaca dan menceritakan
semula daripada bahan bacaan
yang dibaca
BM 2.5.3 Membaca dan meluahkan idea

daripada bahan bacaan yang
dibaca
BM 2.6 Memupuk bacaan luas Murid boleh: Murid boleh:

BM 2.6.1 Memilih bahan bacaan yang BM 2.6.4 Berkongsi bahan bacaan
digemari
BM 2.6.5 Membaca bahan bacaan secara
BM 2.6.2 Mengenal dan menamakan berkongsi dengan rakan
gambar dalam buku
BM 2.6.6 Membaca bahan bacaan dengan
BM 2.6.3 Membaca perkataan yang sendiri
terdapat dalam buku
BM 3.0 KEMAHIRAN MENULIS
BM 3.1 Menguasai kemahiran Murid boleh:

pratulis
BM 3.1.1 Memegang alat tulis dengan cara
yang betul untuk menulis
BM 3.1.2 Duduk dengan posisi yang betul
29
STANDARD KANDUNGAN
4+ 5+
semasa menulis
BM 3.1.3 Membuat contengan dan lakaran

menggunakan pelbagai alat tulis
BM 3.1.4 Mengkoordinasikan pergerakan

mata dengan tangan melalui
lakaran bentuk, corak dan garisan
secara bebas
BM 3.1.5 Mengkoordinasikan pergerakan

mata dengan tangan mengikut
arah yang betul
BM 3.2 Menguasai kemahiran Murid boleh: Murid boleh:

menulis
BM 3.2.1 Menulis huruf kecil dengan cara BM 3.2.5 Menyalin ayat mudah
yang betul
BM 3.2.6 Meluahkan idea dalam bentuk
BM 3.2.2 Menulis huruf besar dengan cara lukisan, simbol dan tulisan
yang betul
BM 3.2.7 Menulis perkataan dan frasa
BM 3.2.3 Menyalin perkataan
BM 3.2.8 Menulis ayat mudah
BM 3.2.4 Menyalin frasa
30
Senarai Suku Kata
Suku Kata Contoh
Satu suku kata terbuka KV ba, ca, de, fi, gu, hi, ja, ku, lo, ma, ni, pu, ra, si, to
bapa, baca, batu, buku, bola, bahu, cuti, ciku, dagu, duri, feri, gigi, hari, jala, kuku, kuda,
Dua suku kata terbuka KV+KV
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

V+KVK adik, ayam, awan, akar, epal, emak, ekor, itik, ubat, otak
satu suku kata tertutup
Satu suku kata terbuka dan bakul, bulan, bulat, bunga, cawan, cicak, dodol, datuk, gajah, garam, hutan, hitam, jalan,
KV+KVK
satu suku kata tertutup katil, kipas, lapan, lilin, mulut, masin, makan, nenek, pokok, siput
Satu suku kata tertutup dan

KVK+KV kunci, lampu, lembu, pintu, teksi, kanta, kurma, baldi, bomba
satu suku kata terbuka
Dua suku kata tertutup KVK+KVK biskut, kertas, masjid, coklat, sampan, bantal, kantin, tandas, cermin, mancis
31
GLOSARI
Bil. Istilah Maksud / Makna
Bacaan luas atau bacaan ekstensif merupakan satu kegiatan membaca yang dilakukan oleh
murid secara bersendirian tanpa bimbingan guru. Bacaan luas ini bertujuan untuk mengukuhkan
1 bacaan luas
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).
32
ENGLISH LANGUAGE
Upon completion of learning activities in English Language, pupils can:
1. listen and respond using appropriate verbal and non-verbal responses.

2. communicate using simple sentences with manners.
3. read and understand simple sentences.
4. write words and phrases.
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 1.0 LISTENING AND SPEAKING SKILLS
BI 1.1 Listen to and identify Pupils can: Pupils can:

sounds
BI 1.1.1 Listen to and identify common BI 1.1.2 Listen to and respond to stimulus
sounds in the environment given:
(i) environmental sounds
(ii) voice sounds
(iii) rhythm and rhyme
(iv) alliteration
BI 1.1.3 Listen to and identify rhymes in

nursery rhymes and songs
33
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 1.2 Listen to and respond Pupils can: Pupils can:

appropriately
BI 1.2.1 Listen to and recite nursery BI 1.2.6 Listen to and recite poems and
rhymes rhymes
BI 1.2.2 Listen to and sing songs BI 1.2.7 Listen to and respond to stories
BI 1.2.3 Listen to and repeat greetings
BI 1.2.4 Listen to and follow simple

instructions
BI 1.2.5 Listen to and enjoy simple stories
BI 1.3 Listen to, understand and Pupils can: Pupils can:

respond in a variety of
BI 1.3.1 Participate politely in daily BI 1.3.2 Name favourite things and
contexts
conversations to: activities
(i) exchange greetings
BI 1.3.3 Listen to and respond to oral texts
(ii) show appreciation
(iii) introduce oneself
BI 1.3.4 Participate in talk about familiar
(iv) express feelings
activities and experiences
(v) make simple request
BI 1.3.5 Participate in talk about stories
heard
BI 1.3.6 Participate in role play about

familiar daily situations
34
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 2.0 READING SKILLS
BI 2.1 Show appropriate book Pupils can:

handling skills Children who start preschool at 5+
BI 2.1.1 Handle books carefully
will develop the book handling
skills learning standards of
BI 2.1.2 Recognise the basic features of a
children who started preschool at
book
4+.
BI 2.1.3 Read print in the correct manner:
Children who started preschool at
(i) left to right
4+ will continue to recieve
(ii) top to bottom
appropriate support and challenge
(iii) distance between eyes and
in book handling skills.
the book
BI 2.1.4 Show awareness that print

conveys meaning by doing
pretend reading
BI 2.2 Apply sounds of letters to Pupils can: Pupils can:

recognise words
BI 2.2.1 Recognise letters of the alphabet BI 2.2.5 Recognise and sound out letters
by their: of the alphabet
(i) shape
(ii) name BI 2.2.6 Recognise and sound out initial,
medial and ending sounds in a
BI 2.2.2 Recognise small letters of the word
alphabet
BI 2.2.7 Blend phonemes (sounds) to form
BI 2.2.3 Recognise capital letters of the single syllable words
alphabet
35
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 2.2.4 Name letters of the alphabet
BI 2.3 Demonstrate Pupils can: Pupils can:

understanding of a
BI 2.3.1 Recognise and read logos and BI 2.3.3 Recognise and read high
variety of texts in the
signs frequency/sight words
form of print and non-
print materials
BI 2.3.2 Read familiar words printed in the BI 2.3.4 Read simple phrases
surroundings
BI 2.3.5 Read simple sentences
BI 2.4 Develop interest in Pupils can: Pupils can:

reading independently for
BI 2.4.1 Recognise and name objects or BI 2.4.2 Read texts independently
information and
people in pictures
enjoyment
BI 2.4.3 Read and respond to texts read
BI 3.0 WRITING SKILLS
BI 3.1 Develop prewriting skills Pupils can:

Children who start preschool at 5+
BI 3.1.1 Demonstrate fine motor control of
will focus on the prewriting skills
hands and fingers by using writing
learning standards of children who
tools correctly
started preschool at 4+.
BI 3.1.2 Demonstrate correct posture and
Children who started preschool at
pen hold grip
4+ will continue to recieve
appropriate support and challenge
BI 3.1.3 Develop hand-eye coordination
in prewriting skills.
through scribbling, drawing lines
and patterns
36
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 3.2 Develop writing skills Pupils can: Pupils can:

BI 3.2.1 Write recognisable letters BI 3.2.5 Copy simple phrases in legible
print
BI 3.2.2 Copy and write small letters
legibly BI 3.2.6 Copy simple sentences in legible
print
BI 3.2.3 Copy and write capital letters
legibly BI 3.2.7 Communicate ideas and
information by using drawing,
BI 3.2.4 Copy familiar words in legible print marks, symbols and writing with
invented spelling
BI 3.2.8 Write words and phrases in legible

print
37
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
38
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
39
GLOSSARY
No. Term Definition
The use of words that begin with the same sound.

1. alliteration
Example: peas porridge pot
3. non-print material Digital reading materials.
Printed matter is a term to describe printed material produced by printers or publishers,

4. print material such as books, magazines, booklets, brochures and other publicity materials and in some
cases, newspapers.
A regular repeated pattern of sounds and words that rhyme.

5. rhythm and rhyme
Example: nursery rhymes.
40
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。
41
2. 阅读教学重视培养学生的阅读兴趣和习惯。教师应提供充足的读物及营造良好的阅读环境。课室内所置放的读物须适合学生程度并
且是趣味的图书。
3. 识字是阅读的基础，也是学前教育语文教学的一个重点，必须力求到位。教师应不厌其烦地指导学生辨识字形相似、读音相近或其
他容易出现混淆的字。介绍实物或图形和文字的关系，如：山 -水- 月-
4. 不要向学生介绍“独体字”、“合体字”、“象形字”等名词术语。
5. 识字容易写字难，识字教学，应该多识字，少写字，不可要求识写同步，以免拖慢识字的速度。识字教学需通过活动进行，避免教
学枯燥单调。不能把写字当作识字教学的活动。学前班的教师可根据班级学生程度与主题进行选择或增减认识的生字。
6. 书写教学重视发展学生眼和手的机能及协调能力，在执笔和坐姿等方面养成良好的习惯，打好写字基础，并对写字产生兴趣。
7. 写字教学要求学生会使用田字格练习写字，掌握基本笔画和偏旁部首的写法，笔顺正确，并初步具有间架结构的意识。
8. 写字要贵精不贵多，不是每个教过的字都要写。每个字写 3 至 5 个。每一次的书写时间不宜持续超过 3-5 分钟。书写时间过长，学
生精神不能集中，在执笔、坐姿、笔顺等各方面容易出错。出错了继续写下去就会养成不良的书写习惯。不要让学生写“笔画递增”
的不完整的汉字。
9. 书写教学初步培养学生书面表达的能力，重视兴趣的培养。教学时应多鼓励、多称赞，让孩子喜欢表达、放胆表达，不必强调种种
书写规矩，甚至允许学生用符号来代替文字。
42
学习标准
内容标准
4+ 5+
BC 1.0 听说教学
BC 1.1 专注且耐心地听话学生能：
BC 1.1.1 认识日常生活中所听到的声音
BC 1.1.2 辨别与模仿声音
BC 1.2 聆听和理解指示与要求，学生能：学生能：

做出适当的反应 BC 1.2.1 BC 1.2.2
聆听及明白单项指示与要求，并作聆听及明白指示与要求，并作出适
出适当的反应当的反应
BC 1.2.3 聆听会话后作出反应
BC 1.3 听读教材，理解主要内容学生能：学生能：
BC 1.3.1 聆听教材，根据内容作出反应 BC 1.3.2 聆听教材，根据内容作出适当的反

应
BC 1.4 以口语参与互动，有礼貌学生能：学生能：

地与人沟通
BC 1.4.1 有礼貌地向人请安问候 BC 1.4.3 有礼貌地提出要求
42
学习标准
内容标准
4+ 5+
BC 1.4.2 讲述有关自己的事物 BC 1.4.4 讲述生活中所发生的事情
BC 1.4.5 针对事情说出看法
BC 1.5 针对有关情况发问和回答学生能：学生能：

问题
BC 1.5.1 有礼貌地发问和回答问题 BC 1.5.2 针对不明白或感兴趣的事物发问
BC 1.5.3 针对有关情况发问和回答问题
BC 2.0 阅读教学
BC 2.1 理解生活环境中的图像与学生能：学生能：

符号
BC 2.1.1 理解符号中的具体物件内容 BC 2.1.3 以生活环境中的线索诠释符号的意
义
BC 2.1.2 知道能使用图像记录与说明
BC 2.2 理解图画书的内容与功能学生能：学生能：
BC 2.2.1 知道各种讯息类文本的功能 BC 2.2.3 理解故事角色、情节与内容
BC 2.2.2 使用图像记录与说明 BC 2.2.4 辨认与欣赏创作者的图像细节

43
学习标准
内容标准
4+ 5+
BC 2.3 认识汉字的基本知识学生能：学生能：
BC 2.3.1 认识汉字起源于图形 BC 2.3.3 认识和说出基本笔画的名称
BC 2.3.2 认识汉字一字一音 BC 2.3.4 认识基本部首和偏旁
BC 2.4 认识字词学生能：学生能：
BC 2.4.1 认识自己的姓名 BC 2.4.4 从教材中认识生字
BC 2.4.2 看图识字
BC 2.4.3 认识字词
BC 2.5 认读词语学生能：学生能：
BC 2.5.1 认读单字 BC 2.5.3 认读词语
BC 2.5.2 看图认读词语 BC 2.5.4 认读短语
BC 2.6 朗读句子学生能：学生能：
BC 2.6.1 朗读简单的句子 BC 2.6.2 以适当的语调朗读句子
44
学习标准
内容标准
4+ 5+
BC 2.6.3 朗读儿歌与诗歌
BC 2.7 理解阅读材料学生能：学生能：
BC 2.7.1 根据教材回答问题 BC 2.7.3 根据教材进行问答活动
BC 2.7.2 以口述或绘画方式，表达教材内容 BC 2.7.4 聆听或阅读故事后，讲述故事内容
BC 2.8 培养阅读兴趣学生能：学生能：
BC 2.8.1 主动翻阅图书 BC 2.8.3 主动翻阅图书，并乐于分享有关图

书内容
BC 2.8.2 顺序翻阅书本
BC 2.8.4 针对故事内容发问
BC 3.0 书写教学
BC 3.1 发展眼和手的机能，做好学生能：

写字前的准备 BC 3.1.1 灵活、准确地运用眼睛和手的协调
能力
BC 3.2 书写硬笔字学生能：学生能：
BC 3.2.1 正确的执笔 BC 3.2.4 以正确的方法写字。
45
学习标准
内容标准
4+ 5+
BC 3.2.2 以正确的坐姿写字 (i) 笔画、笔顺正确
(ii) 字体整齐
BC 3.2.3 正确地写出基本笔画
BC 3.3 书面表达学生能：学生能：

BC 3.3.1 用图像或符号标示空间、物件或做 BC 3.3.2 用图像、符号或文字表达想法
记录
46
தமிழ்மமொழி
தமிழ்மமொழிக் கற்றல் நடவடிக்கககளுக்குப் பிறகு, மொணவர்கள்:

1. மெவிமடுத்த பல்வவறு தூண்டல்களுக்குப் பண்புடன் துலங்குவர்.
2. எளிய வொக்கியங்களின்வழி மதொடர்பு மகொள்வர்.
3. எளிய வொக்கியங்ககள வொெிப்பர்; புரிந்து மகொள்வர்.
4. மெொற்கள், மெொற்மறொடர்கள், எளிய வொக்கியங்கள் ஆகியவற்கற எழுதுவர்.
கற்றல் தரம்
உள்ளடக்கத் தரம்
4+ 5+
BT 1.0 வகட்டல் திறனும் வபச்சுத் திறனும்
BT 1.1 பல்வகக ஒலிககள Á¡½Å÷¸û: Á¡½Å÷¸û:

அறிவர்
BT 1.1.1 பிரொணிகள் எழுப்பும் ஒலிககள BT 1.1.3 மெயற்கக ஒலிககள அறிவர்
அறிவர்
BT 1.1.4 இகெக்கருவிகளின் ஒலிககள
BT 1.1.2 இயற்கக ஒலிககள அறிவர் அறிவர்
47
4+ 5+
BT 1.2 மெவிமடுத்தவற்கறக் Á¡½Å÷¸û: Á¡½Å÷¸û:
கூறுவர்; அதற்வகற்பத்
BT 1.2.1 மெவிமடுத்த கட்டகள¨Âì BT 1.2.5 ¦ºÅ¢ÁÎò¾ ¸¨¾¨Âì ÜÚÅ÷
துலங்குவர்
ÜÚÅ÷; «¾ற்§¸üபò
துலங்குவர் BT 1.2.6 ¦ºÅ¢ÁÎò¾ ¸¨¾¨Âô ÀüÈ¢Â
¾¸Åø¸¨Çì ÜÚÅ÷
BT 1.2.2 மெவிமடுத்த வவண்டுவகொ¨Çì
ÜÚÅ÷; «¾ற்§¸üபò BT 1.2.7 மெவிமடுத்த ¸¨¾Â¢ý
துலங்குவர் À¡ò¾¢Ãí¸Ç¢ý
ÀñÒ¸¨Ç Å¢ÇìÌÅ÷
BT 1.2.3 மெவிமடுத்த º¢ÚÅ÷ பொடகலப்
பொடுவர்
BT 1.2.4 மெவிமடுத்த ெந்தப் பொடகலப்

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

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

ஒலிப்பர்
BT 1.3.5 இகடயின உயிர்மமய் எழுத்துககள

48
4+ 5+
BT 1.3.6 குறில், மநடில் எழுத்துககள
BT 1.4 மெொற்ககளச் ெரியொக Á¡½Å÷¸û: Á¡½Å÷¸û:

உச்ெரிப்பர்
BT 1.4.1 உயிமரழுòÐ¸û மகொண்ட BT 1.4.5 வல்லின ¯Â¢÷¦Áö¦ÂØòÐ¸¨Çì
மெொற்ககளச் ெரியொக ¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸
உச்ெரிப்பர் ¯îºÃ¢ôÀ÷
BT 1.4.2 வல்லின ¦Áö¦ÂØòÐ¸¨Çì BT 1.4.6 மமல்லின ¯Â¢÷¦Áö¦ÂØòÐ¸¨Çì

¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸ ¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸
¯îºÃ¢ôÀ÷ ¯îºÃ¢ôÀ÷
மமல்லின ¦Áö¦ÂØòÐ¸¨Çì BT 1.4.7 இகடயின

BT 1.4.3
¦¸¡ñ¼ மெொற்ககளî ºÃ¢Â¡¸ ¯Â¢÷¦Áö¦ÂØòÐ¸¨Çì ¦¸¡ñ¼
¯îºÃ¢ôÀ÷ மெொற்ககளî ºÃ¢Â¡¸ ¯îºÃ¢ôÀ÷
BT 1.4.4 இகடயின BT 1.4.8 குறில், மநடில் மெொற்ககளî ºÃ¢Â¡¸

¦Áö¦ÂØòÐ¸¨Çì ¦¸¡ñ¼ உச்ெரிப்பர்
மெொற்ககளî ºÃ¢Â¡¸
¯îºÃ¢ôÀ÷
BT 1.5 மபொருத்தமொன மெொல், Á¡½Å÷¸û: Á¡½Å÷¸û:
மெொற்மறொடர்,
BT 1.5.1 தன்கனப் பற்றிய சுய BT 1.5.4 உறவினர்களின் உறவுப்
வொக்கியம்
விவரங்ககளக் கூறுவர் மபயர்ககளச் ெரியொகப்
ஆகியவற்கறப்
பயன்படுத்திப் வபசுவர்
49
4+ 5+
பயன்படுத்திப் குடும்ப உறுப்பினர்களின் BT 1.5.5 ÝÆÖì§¸üÀ ±Ç¢Â
BT 1.5.2
வபசுவர் உறவுப் மபயர்ககளச் ெரியொகப் Å¡ì¸¢Âí¸¨Çô ÀÂýÀÎò¾¢ô
பயன்படுத்திப் வபசுவர் §ÀÍÅ÷
BT 1.5.3 மரியொகதச் மெொற்ககளô BT 1.5.6 À¡¼ò Ð¨½ô¦À¡ÕÇ¢ý

பயன்படுத்திப் வபசுவர் àñ¼Ä¢ýÅÆ¢ ±Ç¢Â
Å¡ì¸¢Âí¸Ç¢ø À¾¢ø ÜÚÅ÷
BT 1.6 சூழலுக்வகற்ப நடித்துக் Á¡½Å÷¸û:

கொட்டுவர்
BT 1.6.1 கதொபொத்திரங்ககள ஏற்றுச் ºÃ¢Â¡ன
பொவகனயில் நடித்துக் கொட்டுவர்
BT 2.0 வொெிப்புத் திறன்
BT 2.1 Òò¾¸ò¨¾î ºÃ¢Â¡É Á¡½Å÷¸û:

Ó¨ÈÂ¢ø ¨¸Â¡ûÅ÷ Òò¾¸ò¨¾ì ¸ÅÉÁ¡¸ì
BT 2.1.1
¨¸Â¡ûÅ÷
BT 2.1.2 Òò¾¸ò¾¢ý «ÊôÀ¨¼

«õºí¸¨Ç «È¢Å÷
BT 2.1.3 Òò¾¸ò¨¾î ºÃ¢Â¡É

Ó¨ÈÂ¢ø Å¡º¢ôÀ÷
(i) þ¼Á¢ÕóÐ ÅÄõ
(ii) §ÁÄ¢ÕóÐ ¸£ú
50
4+ 5+
(iii) ¸ñ ÁüÚõ Òò¾¸ò¾¢üÌ
þ¨¼Â¢Ä¡É àÃõ
BT 2.1.4 ÌÈ¢Â£Î¸û,
«îºÊì¸ôÀð¼¨Å¸û
¬¸¢ÂÅüÈ¢ý ¦À¡Õ¨Çì
ÜÚÅ÷
BT 2.2 ெரியொன உச்ெரிப்புடன் BT 2.2.1 உயிமரழுத்தில் மதொடங்கும் BT 2.2.4 குற்மறழுத்தில், மநட்மடழுத்தில்

வொெிப்பர் மெொற்ககளச் ெரியொன மதொடங்கும் மெொற்ககளச் ெரியொன
உச்ெரிப்புடன் வொெிப்பர் உச்ெரிப்புடன் வொெிப்பர்
BT 2.2.2 மமய்மயழுத்தில் முடியும் BT 2.2.5 ஓமரழுத்துச் மெொற்ககளச் ெரியொன

மெொற்ககளச் ெரியொன உச்ெரிப்புடன் வொெிப்பர்
உச்ெரிப்புடன் வொெிப்பர்
BT 2.2.6 ஈமரழுத்துச் மெொற்ககளச் ெரியொன
உயிர்மமய் எழுத்துககளக் உச்ெரிப்புடன் வொெிப்பர்
BT 2.2.3
மகொண்ட மெொற்ககளச் ெரியொன
உச்ெரிப்புடன் வொெிப்பர் BT 2.2.7 மூமவழுத்துச் மெொற்ககளச் ெரியொன
உச்ெரிப்புடன் வொெிப்பர்
BT 2.2.8 ºó¾î ¦º¡ü¸¨Çî ºÃ¢Â¡É

¯îºÃ¢ôÒ¼ý Å¡º¢ôÀ÷
51
4+ 5+
BT 2.3 வொெித்துப் புரிந்து Á¡½Å÷¸û: Á¡½Å÷¸û:
மகொள்வர் BT 2.3.1 மெொல்கல வொெித்துப் புரிந்து BT 2.3.3 எளிகமயொன மெொற்ககளக்
மகொள்வர் மகொண்ட வொக்கியங்ககள வொெித்துப்
புரிந்து மகொள்வர்
மெொற்மறொடகர வொெித்துப்
BT 2.3.2 புரிந்து மகொள்வர்
BT 3.0 எழுத்துத் திறன்
BT 3.1 எழுதுÅதü¸¡É Á¡½Å÷¸û:

¬Âò¾ô ÀÂ¢üº¢¸û
BT 3.1.1 கக இயக்கப் பயிற்ெிகள்
¦ºöÅ÷
மெய்வர்
BT 3.1.2
கண்நகர் பயிற்ெிகள் மெய்வர்
BT 3.1.3
கண்ககளயும் ககககளயும்
ஒருங்கிகணக்கும் பயிற்ெிகள்
மெய்வர்
BT 3.1.4
±ØÐவகொகலச் ெரியொகப்
பிடித்து எழுதுவர்
BT 3.1.5
மகொம்பு, வகளவு, சுழி, விலங்கு
உள்ளடங்கிய தமிழ்
எழுத்துகளுக்வகற்ற வகொலங்கள்
வகரவர்
52
4+ 5+
BT 3.2 ºÃ¢Â¡É Á¡½Å÷¸û: Á¡½Å÷¸û:
ÅÃ¢ÅÊÅòÐ¼ý
BT 3.2.1 மகொம்பு, வகளவு, சுழி, விலங்கு BT 3.2.3 மெொற்ககளப் பொர்த்து எழுதுவர்
àö¨ÁÂ¡¸
ஆகியவற்கறச் ெரியொன
±ØÐÅ÷
அளவுடன் எழுதுவர் BT 3.2.4 மெொற்மறொடர்ககளப் பொர்த்து
எழுதுவர்
BT 3.2.2 ெரியொன அளவு, இகடமவளி,
BT 3.2.5 எளிகமயொன வொக்கியங்ககளப்
வரிவடிவம் ஆகியவற்றுடன்
பொர்த்து எழுதுவர்
தூய்கமயொக எழுதுவர்
BT 3.3 மெொல், மெொற்மறொடர், Á¡½Å÷¸û: Á¡½Å÷¸û:

வொக்கியõ
BT 3.3.1 மெொல்கல உருவொக்கி எழுதுவர் BT 3.3.3 எளிய வொக்கியத்கத உருவொக்கி
¬¸¢ÂÅü¨È
உருவொக்கி எழுதுவர்
BT 3.3.2 மெொற்மறொடகர உருவொக்கி
53
மெொற்களஞ்ெியம்
1.1.1 1.4.2 1.4.3 1.4.4 1.4.8 1.5.2 1.5.4

(வல்லினம்) (மமல்லினம்) (இகடயினம்)
குகரக்கும் படி - பொடி அம்மொ மபரியப்பொ
பிளிரும் கப்பல் அன்னம் யொழ் தடி - தொடி அப்பொ மபரியம்மொ
கர்ஜிக்கும் கட்டு அம்மொ அவர் மடு - மொடு பொட்டி ெிற்றப்பொ
கத்தும் கட்டடம் நத்கத இவர் மடி - மொடி தொத்தொ ெித்தி
ககனக்கும் தட்டு நண்டு ஐயொ பல் - பொல் அண்ணன் மொமொ
ெீறும் பட்டு மரம் குரல் நகம் - நொகம் தங்கக அத்கத
பட்டம் மண் வரம் தம்பி
அறம் மபண் பழம் அக்கொள்
விறகு இஞ்ெி பலம்
இறகு இங்கு மூகள
கண் அங்கு
துப்பொக்கி ெங்கு
துப்பு மங்கு
தங்கு
1.5.3 2.1.1 / 2.1.4 2.2.5 2.2.6 2.2.7 2.3.2 2.3.2
வணக்கம் வட்டம் வொ எலி தண்டு பொமொ ஆடு பொப்பொ பொடு

மன்னிக்கவும் ெதுரம் கக நொய் பள்ளி பொப்பொ படி மணிப்புறொ
தயவுமெய்து மெவ்வகம் நொ ஏர் கிணறு ஆடிப் பொடு கொட்டுப்பகுதி
வொருங்கள் முக்வகொணம் தொ பூகன வெவல் ஆகட அணி புத்தகம் பொர்
அமருங்கள் முட்கட வடிவம் கப முடி அணில் மொடிப்படி மவள்களக்கொலணி
மெல்லுங்கள் பிகற வடிவம் மொ கல் மகொக்கு அம்மொ அழகு சுத்தம் மெய்
தொருங்கள் நட்ெத்திர வபொ பல் எருகம மபரிய வீடு மொட்டுவண்டி
வடிவம் ெிறிய வீடு பொடம் படி
54
55
SPIRITUALITY, ATTITUDES AND VALUES

STRAND
56
ISLAMIC EDUCATION
Islamic Education emphasises the basic mastery of the Quran and Jawi, manifestation of faith (Akidah), interlisation of tenets of
worship, enrichment of good manners and morality and introduction of Sirah.
Upon completion of learning activities in Islamic Education, pupils can:
1. recognise hijaiyah letters, memorise short Quranic verses and acquire basic Arabic language.
2. understand the basic tenets of faith and worship of Allah.
3. know theSirah and attributes of Prophet Muhammad SAW and emulate him.
4. practise good manners and morality in life.
5. read and write Jawi correctly.
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 1.0 AL-QURAN
PI 1.1 Know hijaiyah letters Pupils can: Pupils can:

PI 1.1.1 Say single hijaiyah letters PI 1.1.2 Identify and sound out short
vowels:
(i) small diagonal line above a
letter (fathah)
(ii) a similar diagonal line below a
letter (kasrah)
(iii) a small curl-like diacritic
placed above a letter
(dhommah)
57
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 1.2 Memorise a few Quranic Pupils can: Pupils can:
verses from juzuk Amma
PI 1.2.1 Memorise the Al-Fatihah in the PI 1.2.2 Memorise the following Quranic
correct manner verses in the correct manner:
(i) An-Nas
(ii) Al-Ikhlas
PI 1.2.3 Recite and practise the Al-Fatihah,

An-Nas and Al-Ikhlas verses in life
PI 1.3 Acquire basic Arabic Pupils can: Pupils can:

PI 1.3.1 Say numbers 1 to 10 in Arabic PI 1.3.2 Say and recognise numbers 1 to 10
in Arabic
PI 1.3.3 Pronounce simple words in Arabic
PI 2.0 FAITH (AKIDAH)
PI 2.1 Internalise the Pupils can: Pupils can:

proclamation of faith
(kalimah syahadah) as a
PI 2.1.1 Recite the kalimah ‫ال إله إال هللا‬ PI 2.1.3 Recite the kalimah syahadah:
foundation in belief of ‫أشهد أن ال إله إال هللا‬
Allah PI 2.1.2 State the meaning of kalimah ‫وأشهد أن محمدا رسول هللا‬
‫ال إله إال هللا‬
PI 2.1.4 State the meaning of the kalimah
syahadah
PI 2.1.5 Internalise the kalimah syahadah in

life
58
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 2.2 Understand the Pupils can: Pupils can:
foundation of faith in Glorify Allah with:
PI 2.2.1 Know oneself as a creation of Allah PI 2.2.3
Allah
(i) Subhanallah (‫حانَ هللا‬ َ ‫س ْب‬ ُ )
PI 2.2.2 Know Allah as the Creator: (ii) Alhamdulillah (‫ح ْم ُد ِهلل‬ ْ
َ ‫)اَل‬
(i) recite the kalimah of Allah
(ii) state the glory of Allah (iii) Allahu Akbar (‫)هللاُ أ َ ْكبَ ُر‬
(iii) glorify the kalimah of Allah
PI 2.3 Understand the meaning Pupils can: Pupils can:

of names of Allah
PI 2.3.1 Say the names of Allah and the PI 2.3.2 Explain the names of Allah with
(Asma’ul Husna)
meaning: examples:
(i) Ar-Rahman (The All- (i) Ar-Rahman (The All-
Compassionate) Compassionate)
(ii) Ar-Rahim (The All-Merciful) (ii) Ar-Rahim (The All-Merciful)
(iii) Al-Malik (The Absolute Ruler) (iii) Al-Malik (The Absolute Ruler)
(iv) Al-Hakim (The Perfectly Wise) (iv) Al-Hakim (The Perfectly Wise)
(v) Al-Ghafur (The Forgiver and (v) Al-Ghafur (The Forgiver and
Hider of Faults) Hider of Faults)
PI 2.4 Understand the Six Pupils can: Pupils can:

Pillars of Iman
PI 2.4.1 State the Six Pillars of Iman: PI 2.4.2 Explain the Six Pillars of Iman
(i) Belief in Allah
(ii) Belief in Malaa’ika (Angels)
(iii) Belief in Kitab (Scriptures)
(iv) Belief in the Prophets
(Messengers of Allah)
59
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
(v) Belief in Qiyaamah (Day of

Judgement
(vi) Belief in Qada’ and Qadar
(Divine Will and Decree)
PI 2.5 Understand the Five Pupils can: Pupils can:

Pillars of Islam
PI 2.5.1 State the Five Pillars of Islam: PI 2.5.2 Talk about the Five Pillars of Islam
(i) recite the kalimah syahadah in life
(ii) perform five daily prayers
(iii) fast during Ramadhan
(iv) pay tithes (zakaat)
(v) perform the Hajj
PI 3.0 WORSHIP (IBADAH)
PI 3.1 Demonstrate the proper Pupils can: Pupils can:

manner of cleaning
PI 3.1.1 State the proper manner of PI 3.1.2 Demonstrate the proper manner of
oneself
cleaning oneself after: cleaning oneself after:
(i) urination (i) urination
(ii) defecation (ii) defecation
PI 3.1.3 State the importance of cleaning

oneself after urination and
defecation
60
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 3.2 Perform wudhu Pupils can: Pupils can:
PI 3.2.1 Identify the parts of body for wudhu PI 3.2.3 Profess the intention of performing
wudhu in the correct manner
PI 3.2.2 Show the limits of the parts of body
for wudhu
PI 3.2.4 State the obligatory acts of wudhu
PI 3.2.5 Perform wudhu in the correct

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

prayers
PI 3.3.1 Name the five obligatory prayers PI 3.3.3 State the number of rakaat in each
obligatory prayer
PI 3.3.2 State the times of prayers
PI 3.4 Simulate prayers Pupils can: Pupils can:

PI 3.4.1 Show the limits of the aurat during PI 3.4.4 Profess the intentions of the five
prayer obligatory prayers
PI 3.4.2 Display the correct mannerism and PI 3.4.5 Recite prayers during movements
movements during prayer in worship
PI 3.4.3 Recite takbiratulihram PI 3.4.6 Perform a simulation of prayer

accordingly in the correct manner
61
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 3.5 Understand the concept Pupils can: Pupils can:
of fasting
PI 3.5.1 State the meaning of fasting PI 3.5.3 State the benefits of fasting
PI 3.5.2 Talk about fasting during: PI 3.5.4 Profess the intentions of fasting
(i) Ramadhan
(ii) pre-dawn meal PI 3.5.5 State the necessary acts during the
(iii) break of fast fasting month
PI 4.0 SIRAH
PI 4.1 Know Prophet Pupils can: Pupils can:

Muhammad SAW and
PI 4.1.1 Talk about Prophet Muhammad PI 4.1.2 State the names of Prophet’s family
his family
SAW members:
(i) mother (Aminah)
(ii) father (Abdullah)
(iii) grandfather (Abdul Mutalib)
(iv) uncle (Abu Talib)
PI 4.2 Understand the events Pupils can: Pupils can:

during the birth of
PI 4.2.1 Talk about the Elephant Army PI 4.2.2 Relate the events during the
Prophet Muhammad
Prophet’s birth
SAW
PI 4.2.3 State the lessons learnt during the
events of Prophet Muhammad
SAW’s birth
62
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 4.3 Practise the Pupils can: Pupils can:
characteristics and
PI 4.3.1 State the characteristics of Prophet PI 4.3.2 Explain the attributes of Prophet
attributes of Prophet
Muhammad SAW: Muhammad SAW:
Muhammad SAW
(i) hardworking (i) Siddiq (truthful)
(ii) patient (ii) Amanah (trustworthy)
(iii) loving (iii) Tabligh (advocate)
(iv) Fatonah (wise)
PI 4.3.3 Practise the Prophet Muhammad

SAW’s characteristics and
attributes in life
PI 5.0 GOOD MANNERS (AKHLAK)
PI 5.1 Apply good manners in Pupils can: Pupils can:

life
PI 5.1.1 Recite and practise basmalah and PI 5.1.4 Recite the du’a daily
hamdalah in every good deed
PI 5.1.5 Demonstrate good manners in
PI 5.1.2 Demonstrate good manners in entering and leaving the toilet
eating and drinking
PI 5.1.6 Differentiate halal and haram food
PI 5.1.3 Demonstrate good manners
and drinks
towards:
(i) parents
(ii) family members PI 5.1.7 State sunnah food
(iii) teachers
(iv) peers
(v) places of worship PI 5.1.8 Discuss the importance of good
manners in life
63
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PI 6.0 JAWI
PI 6.1 Know Jawi letters Pupils can: Pupils can:

PI 6.1.1 Say Jawi letters PI 6.1.2 Identify the shapes of Jawi letters
PI 6.2 Read words with two Pupils can: Pupils can:

syllables
PI 6.2.1 Sound out Jawi letters which are PI 6.2.2 Sound out Jawi letters which are
joined with the vowel alif joined with the vowels wau and ya
PI 6.2.3 Read acording to syllables
PI 6.2.4 Read words with two syllables
PI 6.3 Write Jawi letters Pupils can: Pupils can:

PI 6.3.1 Sketch shapes, patterns and lines PI 6.3.2 Write single Jawi letters
from right-to-left using hand- eye
coordination PI 6.3.3 Copy words with two syllables
64
MORAL EDUCATION
Moral Education focuses on developing individuals with moral values based on three domains:
1. Moral Reasoning
Having the mental ability to identify good from bad behaviour and right from wrong.
2. Moral Emotions
Consciousness of moral feelings raises the awareness of practising good and appropriate behaviour which induces the feeling of joy
in doing good and remorse in doing wrong. Moral feelings create moral motivations and intentions to act based on empathy and
sympathy towards oneself and others.
3. Moral Behaviour
Moral actions that relate to moral reasoning and moral emotions, done voluntarily with responsibility, accountability and integrity.
The three domains need to be applied with the 14 universal values which are crucial to develop individuals with moral values. These
accepted universal values are in tandem with religious teachings, norms or beliefs of the Malaysian society.
Upon completion of learning activities in Moral Education, pupils can:

(i) understand the values practised by the Malaysian society.
(ii) appreciate and practise courteousness in their daily lives.
(iii) foster close ties with members of society to strengthen unity.
65
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 1.0 BELIEF IN GOD
PM 1.1 Belief in the existence of Pupils can: Pupils can:

God
PM 1.1.1 State God’s creation PM 1.1.2 Talk about God’s creation
PM 1.1.3 Show gratitude towards God’s

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

beliefs in Malaysia
PM 1.2.1 State one’s religion or beliefs PM 1.2.2 Talk about religions or beliefs of the
people in Malaysia
PM 2.0 KINDNESS
PM 2.1 Be helpful to others Pupils can: Pupils can:

PM 2.1.1 Offer assistance to friends and
PM 2.1.3 Talk about experiences of helping
teachers
family members
PM2.1.2 State the benefits of helping others PM 2.1.4 Help others in need
PM 3.0 RESPONSIBILITY
PM 3.1 Be responsible to oneself Pupils can: Pupils can:

PM 3.1.1 Talk about one’s responsibility PM 3.1.3 State responsibilities at home
PM 3.1.2 Practise responsibility PM 3.1.4 Carry out responsibilities in the

classroom
66
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 4.0 GRATITUDE
PM 4.1 Show gratitude for Pupils can: Pupils can:

assistance, appreciation
PM 4.1.1 Express gratitude verbally and in PM 4.1.2 Demonstrate various ways of
and contribution received
writing showing gratitude for assistance,
appreciation and contribution
received
PM 5.0 COURTESY
PM 5.1 Be polite in speech and Pupils can: Pupils can:

behaviour
PM 5.1.1 Emulate politeness in speech and PM 5.1.2 Speak and behave politely with
behaviour others
PM 6.0 RESPECT
PM 6.1 Be respectful Pupils can: Pupils can:

PM 6.1.1 Emulate being respectful to others PM 6.1.2 State ways of showing respect in
various situations
PM 6.1.3 Show respect to others
PM 7.0 LOVE
PM 7.1 Love oneself, others and Pupils can: Pupils can:

animals
PM 7.1.1 Talk about ways of showing love to PM 7.1.2 Show love to self, others and
self, others and animals animals
67
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 8.0 FAIRNESS
PM 8.1 Practise fairness in Pupils can: Pupils can:

interactions
PM 8.1.1 State examples of fairness PM 8.1.2 Identify fairness in an action
PM 8.13 Show fairness in an action
PM 9.0 COURAGE
PM 9.1 Be courageous in daily Pupils can: Pupils can:

life
PM 9.1.1 Show courage when interacting PM 9.1.2 Show courage in attempting new
with others tasks
PM 10.0 HONESTY
PM 10.1 Be honest in life Pupils can: Pupils can:

PM 10.1.1 Provide examples of honest PM 10.1.3 Identify honest behaviour in various
behaviour situations
PM 10.1.2 State the benefits of being honest PM 10.1.4 Speak truthfully when conversing
with others
PM 11.0 DILIGENCE
PM 11.1 Be diligent in life Pupils can: Pupils can:

PM 11.1.1 Provide examples of diligence in PM 11.1.2 Practise diligence in carrying out
various situations tasks
68
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
PM 12.0 COOPERATION
PM 12.1 Be cooperative in Pupils can: Pupils can:

carrying out tasks
PM 12.1.1 Practise cooperation in carrying PM 12.1.2 State the benefits of being
out tasks cooperative in carrying out tasks
PM 12.1.3 Practise mutual cooperation with

friends in carrying out tasks
PM 13.0 MODERATION
PM 13.1 Be moderate in life Pupils can: Pupils can:

PM 13.1.1 State ways of being thrifty when PM 13.1.2 Discuss the benefits of being
using tools and resources thrifty when using tools and
resources
PM 13.1.3 Demonstrate thriftiness when

using tools and resources
PM 14.0 TOLERANCE
PM 14.1 Be tolerant in Pupils can: Pupils can:

interactions
PM 14.1.1 Provide examples of being PM 14.1.2 Demonstrate tolerance among
tolerant in interactions with friends
friends
69
List of Moral Values and their Explanation:
Moral Values Explanation Moral Values Explanation
Belief in God Confidence in the existence of God as the Fairness Impartial actions and decisions.
Creator of the universe and to follow
respective religious teachings and beliefs Courage Willingness to face challenges bravely
which are in line with the National and confidently.
Principles.
Honesty Be truthful, sincere and trustworthy in
Kindness Aware of the needs and welfare of self every deed.
and others by providing assistance and
moral support sincerely. Diligence Being hardworking, dedicated and putting
in continuous effort in performing tasks.
Responsibility Willingness to bear and carry out tasks to
one’s level best. Cooperation Work together for mutual benefit.
Gratitude Expression of feelings and behaviour to Moderation Being reasonable in thought and
show acknowledgement and appreciation. considerate in deed without neglecting
self interest and the interest of others.
Courtesy Being polite and well-mannered.
Tolerance Be considerate, patient and develop self-
Respect Appreciate and honour others as well as control for the well-being of self and
respect the rules of social institutions. others.
Love Awareness of sincere love.
70
71
PERSONAL COMPETENCE
STRAND
72
The Personal Competence Strand emphasises on knowing and managing one’s emotions; as well as building social skills. The
development of this competence is important as it is the basis for building positive self-concept and enables pupils to face challenges in
the future.
Upon completion of learning activities in the Personal Competence Strand, pupils can:
1. know oneself.
2. manage one’s emotions and control one’s behaviour.
3. respect the various emotions and views of others.
4. develop social skills for community living.
5. develop confidence in facing various challenges.
Teachers are responsible in developing pupils’ socio-emotional skills effectively by providing learning opportunities through their daily
routine activities, interactions, provision of a conducive learning environment and planned as well as spontaneous teaching and learning
activities.
73
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KD 1.0 KNOW AND MANAGE EMOTIONS
KD 1.1 Know and manage one’s Pupils can: Pupils can:

emotions
KD 1.1.1 Identify and talk about emotional KD 1.1.4 Talk about one’s feelings about an
experiences such as happiness, incident or event that had
sadness, fear, anger and shyness happened in various ways
KD 1.1.2 State likes and dislikes KD 1.1.5 Manage emotions by choosing

appropriate actions
KD 1.1.3 State emotions according to
situations
KD 1.2 Know the emotions of Pupils can: Pupils can:

others
KD 1.2.1 Identify emotions shown by others KD 1.2.2 Identify emotions expressed by
based on their behaviour others or incidents that had
happened
KD 1.2.3 Differentiate emotions amongst

individuals in specific situations
KD 2.0 ACHIEVE POSITIVE EMOTIONS
KD 2.1 Develop self-concept Pupils can: Pupils can:

KD 2.1.1 Show positive attitudes such as KD 2.1.2 Show positive attitudes such as
being: being:
(i) patient (i) united
(ii) independent (ii) loyal
(iii) confident (iii) empathetic
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(iv) helpful
(v) sympathetic
(vi) humourous
KD 2.2 Develop self-control Pupils can: Pupils can:

KD 2.2.1 Differentiate between wants and KD 2.2.2 State ways to manage emotions
needs when making decisions in positively in unpleasant situations
specific situations
KD 2.2.3 Demonstrate patience when facing
unpleasant situations
KD 2.3 Develop confidence to Pupils can: Pupils can:

communicate
KD 2.3.1 Speak with confidence KD 2.3.3 Interact with confidence
KD 2.3.2 Pose questions with confidence KD 2.3.4 Talk and give opinions with
confidence
KD 2.3.5 Show one’s abilities using various

methods of communication
KD 3.0 DEVELOP SOCIAL SKILLS
KD 3.1 Understand the needs, Pupils can: Pupils can:

feelings and opinions of
KD 3.1.1 Show sensitivity to the needs of KD 3.1.3 Show respect for the feelings and
others
others and act accordingly opinion of others
KD 3.1.2 State the feelings of others based

on their non-verbal expressions
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CONTENT STANDARD
4+ 5+
KD 3.2 Use social skills for Pupils can: Pupils can:

interaction with others
KD 3.2.1 Respect the rights of ownership of KD 3.2.4 Express agreement and
others dissatisfaction on matters politely
KD 3.2.2 Share tools and materials with KD 3.2.5 Adapt oneself in various situations
others during activities for socialisation
KD 3.2.3 Show ability to participate in an KD 3.2.6 Practise social etiquette in

ongoing game (play entry) relationships
76
GLOSSARY
No. Term Meaning
1. social etiquette Values and norms of a society.
Ability to respond appropriately using verbal and non-verbal expressions during

2. social skills
interactions.
3. self-concept View of oneself either in a positive or negative manner.
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PHYSICAL DEVELOPMENT AND AESTHETICS

STRAND
78
PHYSICAL DEVELOPMENT AND HEALTH CARE
Physical Development and Health Care comprise:
1. Physical Development
Physical Development comprises fine motor skills, gross motor skills, manipulative skills and rhythmic movement which are the basis
for various complex movements which are needed for life. Physical development is important for physical and mental fitness, agility,
coordination and pupils’ health.
2. Health Care
Health Care gives emphasis on Reproductive and Social Health Education (PEERS). Awareness on health, safety and eating habits
need to be instilled from young so that this will be a good daily practice.
Upon completion of learning activities in the Physical Development and Health Strand, pupils can:
(i) carry out various fine motor and gross motor movements.
(ii) carry out movements with balance and control.
(iii) explore various movements.
(iv) carry out various manipulative skills.
(v) practice healthy lifestyle through healthy eating habits and personal hygiene.
(vi) protect oneself and understand the importance of personal safety.
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
FK1.0 FINE MOTOR DEVELOPMENT
FK 1.1 Explore various fine Pupils can: Pupils can:

motor activities
FK 1.1.1 Conduct various fine motor FK 1.1.3 Use tools to demonstrate fine
activities motor skills
FK 1.1.2 Demonstrate hand-eye

coordination and fine motor skills
through various activities
FK2.0 GROSS MOTOR DEVELOPMENT
FK2.1 Explore various Pupils can: Pupils can:

movements (spatial
FK2.1.1 Carry out movements: FK2.1.4 Carry out movements:
awareness)
(i) individual space (i) straight
(ii) general space (ii) curve
(iii) spiral
FK2.1.2 Carry out movements at various (iv) zig-zag
levels:
(i) high FK2.1.5 Carry out movements of various
(ii) medium speed
(iii) low
FK2.1.3 Carry out movements according to

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

locomotor movements
FK2.2.1 Carry out movements: FK2.2.3 Carry out locomotor movements at
(i) walking various:
(ii) running (i) directions
(iii) jumping (ii) levels
(iv) hopping (iii) routes
(v) galloping (iv) speed
(vi) sliding
(vii) skipping
FK 2.2.2 Carry out a combination of

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

locomotor movements
FK2.3.1 Carry out movements: FK 2.3.2 Carry out movements:
(i) bend (i) stretch
(ii) swing (ii) push
(iii) turn (iii) pull
(iv) twist (iv) balance
FK2.3.3 Carry out a combination of non-

locomotor movements
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FK3.0 MANIPULATIVE SKILLS
FK3.1 Carry out various Pupils can: Pupils can:

manipulative skills
FK3.1.1 Throw objects towards the target FK3.1.3 Catch objects tossed by oneself
FK3.1.2 Kick a ball: FK3.1.4 Catch objects thrown by others

(i) freely
(ii) towards the target FK3.1.5 Roll objects towards the target
FK 4.0 RHYTHMIC MOVEMENTS
KE4.1 Apply various Pupils can: Pupils can:

movements according to
FK4.1.1 Carry out locomotor movements FK4.1.4 Create creative movements by
rhythm
according to music using tools according to music
FK 4.1.2 Carry out non-locomotor

movements according to music
FK 4.1.3 Carry out free movements

according to music
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FK 5.0 REPRODUCTIVE AND SOCIAL HEALTH EDUCATION (PEERS)
FK 5.1 Apply decision-making Pupils can: Pupils can:

skills in the context of
FK 5.1.1 State ways of taking care of one’s FK 5.1.7 Practice personal hygiene:
personal and
hygiene in the correct manner (i) body parts
reproductive health
(ii) clothes
FK 5.1.2 Talk about the importance of (iii) personal belongings
cleanliness:
(i) self FK 5.1.8 Explain how to clean genital
(ii) clothes organs correctly
(iii) personal belongings
FK 5.1.9 Practice cleanliness:
FK 5.1.3 Identify parts of the body of boys (i) in classroom
and girls: (ii) at home
(i) head – hair, eyes, ears, (iii) at public places
nose, mouth, lips & teeth
(ii) body – breast, chest,
shoulder & buttocks
(iii) hands
(iv) feet
(v) genital organs – penis &
vagina
(vi) anus
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FK 5.1.4 Know safe touches, unsafe

touches and uncomfortable
touches
FK 5.1.5
Apply the skill of saying ”NO” to
unsafe and uncomfortable touches
FK 5.1.6
Use toilets correctly
FK 5.2 Understand the types of Pupils can: Pupils can:

diseases and preventive
FK 5.2.1 Show ways of avoiding infections FK 5.2.2 State steps taken for prevention of
measures
vector-borne diseases
FK 5.3 Care for personal safety Pupils can: Pupils can:

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

during unsafe situations
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CONTENT STANDARD
4+ 5+
FK 6.0 EATING HABITS
FK 6.1 Practise healthy and Pupils can: Pupils can:

safe eating habits
FK 6.1.1 Identify safe food and drinks FK 6.1.3 State nutritious and non-nutritious
food
FK 6.1.2 Talk about the importance of
healthy eating FK 6.1.4 Practise a balanced diet
85
GLOSSARY
No. Term Meaning
non-locomotor Twisting the body around its axis and bending the body from a straight to a curved
1. 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.
2. manipulative skills The ability to use force to throw, catch, roll and kick objects.
fine motor skills The ability to use small muscles of the hands, wrist and fingers as well as apply hand-eye
3. coordination. This involves the ability to write, hold small objects using fingers, squeeze
small objects, button shirts, tie shoe laces and others.
4. gross motor skills The ability to use large mucles for movements such as walking, running, jumping and
others.
5. spatial awareness The area used when conducting movement.
locomotor Movement which involves change in axis, vertically and horizontally. Locomotor skills are
6. used to move from one place to another. Examples, walking, running, jumping, hopping,
galloping, sliding and skipping.
7. Reproductive and Social Health A lifelong learning experience to gain holistic knowledge in terms of biological, socio-
Education (PEERS) cultural, psychological and spirituality towards practicing a healthy lifestyle.
vector-borne diseases Diseases which are caused by agents (people, animals or micro-organisms) which bring
8.
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.
86
No. Term Meaning
13. individual space Reachable space in a specified place.

14.
safe touch A touch that makes a person feel valued, loved and respected.
15.
unsafe touch A touch which inflicts pain physically or emotionally.
16.
uncomfortable touch A touch disliked by an individual although it is a safe touch. A touch deemed
uncomfortable from a known or unknown person.
87
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.
88
Upon completion of learning activities based on Creativity and Aesthetics Strand, pupils can:
(i) appreaciate various music genres.
(ii) move according to music heard.
(iii) act out various characters according to the story.
(iv) apply knowledge in visual arts production.
(v) produce creative works using various techniques and materials.
(vi) appreciate one’s own creative works as well as others.
Creativity and aesthetics in teaching and learning in preschool gives pupils opportunities to respond to visual arts, music and drama
activities. Pupils should be given encouragement to express themselves and the world around them creatively and imaginatively through
music and art. Visual arts, music and drama activities give pupils opportunities to explore using various materials and techniques in order
to increase their imagination and creativity naturally. Pupils should also be given opportunities to share ideas, opinions and feelings about
visual arts, music and drama to enable them to appreciate the arts.
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KE 1.0 MUSIC
KE 1.1 Sing songs of various Pupils can: Pupils can:

repertoire
KE 1.1.1 Imitate various human tones: KE 1.1.4 Sing songs with:
(i) speaking (i) correct and clear
(ii) calling pronunciation
(iii) whispering (ii) correct pitch
(iv) singing
(v) boys and girls
KE 1.1.2 Imitate various sounds in the

environment
KE 1.1.3 Sing songs according to melody
KE 1.2 Play percussions Pupils can: Pupils can:

KE 1.2.1 Produce sounds using body KE 1.2.3 Produce sounds using various
percussion improvised instruments creatively
KE 1.2.2 Explore percussions
KE 1.3 Move according to Pupils can: Pupils can:

music
KE 1.3.1 Move according to the lyrics of a KE1.3.3 Move creatively according to
song music
KE 1.3.2 Move according to tempo
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KE 1.4 Appreciate music of Pupils can: Pupils can:

various repertoire
KE 1.4.1 Show appreciation of music KE 1.4.2 Differentiate tempo from music
heard heard
KE 1.4.3 Differentiate loud and soft

dynamics from music heard
KE 2.0 DRAMA
KE2.1 Act out various Pupils can: Pupils can:

characters
KE2.1.1 Act out various characters using KE2.1.2 Act out characters based on
imagination stories
KE 3.0 VISUAL ARTS
KE3.1 Know elements of art Pupils can: Pupils can:

(Aesthetic Perception)
KE3.1.1 State elements of art in the KE3.1.2 State elements of art found in
environment man-made objects
KE3.1.3 State elements of art found in

visual art creation
KE3.2 Know media used in the Pupils can: Pupils can:

production of art
KE3.2.1 State types of media used in the KE 3.2.2 Choose appropriate media in the
creations
production of visual art creations production of visual art creations
(Visual Application)
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KE 3.3 Express creative ideas Pupils can: Pupils can:

in visual art creations
KE 3.3.1 Explore media KE 3.3.3 Create patterns and designs
(Creative Expression)
using one’s own creativity
KE 3.3.2 Produce creative works through
drawing KE 3.3.4 Produce creative models
KE 3.3.5 Produce traditional crafts using

various materials
KE 3.3.6 Produce creative works using

recycled materials
KE 3.4 Appreciate visual art Pupils can: Pupils can:

creations
KE 3.4.1 Talk about one’s own works KE 3.4.2 Show appreciation of other’s
(Art Appreciation)
works
92
GLOSSARY
No. Term Meaning

improvised
1. Tools which replace musical instruments that produce sounds.
instruments
2. form 3 dimensional objects.
3. models A structure
4. dynamics The quality of sound which is loud or soft.
5. traditional crafts This field can be defined as an industry which involves handiwork that requires creativity by a
community which is inherited throughout the generations.
6. media Tools or materials used to produce art creations.
7. melody Sequence of pitch horizontally (high, low and medium).
form and build This field emphasises the development of pupils’ perception on aspects of visual arts such as form,
8.
models 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.
This field emphasises the development of pupils’ perception, skills and ability to draw using various
10. drawing 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).
93
No. Term Meaning

15. tempo Speed of music (quick or slow tempo).
16. tone Various types of sounds.
17. elements of art Elements of art are line, colour, shape, form, texture and space.
94
95
SCIENCE AND TECHNOLOGY

STRAND
96
EARLY SCIENCE
Early Science emphasises on the formation of attitudes and mastery of science process skills through investigation of living world, material
world and physical world.
Upon completion of learning activities in Early Science, pupils can:

1. enhance their curiosity and interests of the world around them.
2. acquire scientific skills and think creatively and critically.
3. practice scientific attitudes and values.
4. interact and share information as well as solve problems.
Science process skills are needed to find solutions to problems or to make decisions sistematically. It is a mental process which
encourages creative, analytical and sistematic thinking. Science process skills which have been identified to be developed are observation,
classification, measurement, inferencing, prediction and communication.
a) Observation involves the use of sight, hearing, touch, taste and smell to collect information about objects or phenomenon.
b) Classification is to observe, to separate and group objects or phenomenon according to the same characteristic.
c) Measurement is to observe quantitatively by using non-standard units of measurement. Non-standard units are measurements used
as units of reference. Examples:
i. Parts of body such as hand span, foot, fathom and handful.
ii. Objects such as pens, paper clips, skewers, spoons and cups.
d) Inferencing is the ability to make reasonable early assumptions, which may be true or untrue to explain an incident or observation.
e) Prediction is to make assumptions on happenings based on observation and past experiences or data.
f) Communication is to receive, choose, arrange and to present information or ideas in writing, orally, tables, graphs, figures or models.
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA 1.0 SCIENTIFIC ATTITUDE
SA 1.1 Show scientific attitudes Pupils can: Pupils can:

and values
SA 1.1.1 Show curiosity and cooperation SA 1.1.2 Show curiosity, work
systematically, cooperate and be
responsible
SA 2.0 SCIENCE PROCESS SKILLS
SA 2.1 Carry out observation Pupils can: Pupils can:

using five senses
SA 2.1.1 Observe the environment using SA 2.1.2 Observe the environment using a
one’s senses: combination of two senses
(i) sight
(ii) hearing SA 2.1.3 Observe the environment using a
(iii) touch combination of three or more
(iv) smell senses
(v) taste
SA 2.2 Classify objects Pupils can: Pupils can:

SA 2.2.1 Compare and differentiate objects SA 2.2.2 Compare and differentiate objects
using one characteristic: which have two similar
(i) colour characteristics
(ii) shape
(iii) size SA 2.2.3 Group objects according to
(iv) texture identified characteristics
(v) weight
SA 2.2.4 State common characteristics
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CONTENT STANDARD
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for each classification made
SA 2.3 Carry out measurement Pupils can: Pupils can:

SA 2.3.1 Compare measurement of objects: SA 2.3.3 Measure length or height of
(i) long - short objects using two or more non-
(ii) thick - thin standard units of measurement
(iii) big - small
(iv) tall - short SA 2.3.4 Weigh objects using non-standard
(v) heavy - light unit of measurement
SA 2.3.2 Measure length or height of SA 2.3.5 Measure liquid using non-standard

objects using non-standard unit of unit of measurement
measurement
SA 2.4 Making inference Pupils can: Pupils can:

SA 2.4.1 Make simple and reasonable SA 2.4.2 Make reasonable assumptions
assumptions based on based on observation
observation
SA 2.5 Making prediction Pupils can: Pupils can:

SA 2.5.1 Make predictions on situations SA 2.5.2 Make predictions on what will
based on previous experience happen based on activities
conducted
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA 2.6 Communicate Pupils can: Pupils can:

SA 2.6.1 State observations made through SA 2.6.2 Explain observations made
works or verbally through works or verbally
SA 2.6.3 Make conclusions based on

observations made through works
or verbally
SA 3.0 INVESTIGATION OF THE LIVING WORLD
SA 3.1 Identify living and non- Pupils can: Pupils can:

living things
SA 3.1.1 Differentiate living and non-living SA 3.1.2 Identify characteristics of living and
things non-living things
SA 3.2 Acquire basic knowledge Pupils can: Pupils can:

on body parts and State functions of body parts
SA 3.2.1 Identify body parts SA 3.2.2
senses
SA 3.2.3 Identify and state functions of
sensory organs
SA 3.3 Carry out exploration on Pupils can: Pupils can:

animals
SA 3.3.1 Name animals SA 3.3.5 Identify habitats of animals
SA3.3.2 Name body parts of animals SA 3.3.6 Compare and differentiate animals
according to their diet:
SA 3.3.3 Recognise sounds of animals (i) Animals that consume meat
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(ii) Animals that consume plants
SA 3.3.4 Observe and imitate movements (iii) Animals that consume meat
of animals and plants
SA 3.3.7 Observe and talk about life cycle of

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

plants
SA 3.4.1 Identify parts of plants: SA 3.4.5 Observe and group parts of plants
(i) leaf based on the following
(ii) stem characteristics:
(iii) roots (i) colour
(iv) flower (ii) size
(v) fruit (iii) shape
(iv) texture
SA 3.4.2 Compare parts of plants based on
the following characteristic: SA 3.4.6 Classify plants based on specified
(i) colour characteristics
(ii) size
(iii) shape
SA 3.4.7 Observe and record germination
and growth of seeds
SA 3.4.3 Observe and name common
vegetables and fruits
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA 3.4.4 State needs of plants through
observation
SA 4.0 INVESTIGATION OF MATERIALS
SA 4.1 Investigate attributes of Pupils can: Pupils can:

materials
SA 4.1.1 Investigate objects which sink or SA 4.1.2 Describe the changes of water:
float (i) from water to ice and vice
versa
(ii) from water to steam and vice
versa
SA 4.1.3 Investigate materials that dissolve

in water
SA 4.1.4 Investigate materials that can

absorb water
SA 4.1.5 Investigate reactions of magnet on

various objects
SA 5.0 INVESTIGATION OF THE PHYSICAL WORLD
SA 5.1 Explore the physical Pupils can: Pupils can:

world in one’s daily life
SA 5.1.1 State various sources of light SA 5.1.3 Investigate the uses of sun light in
one’s daily life
SA 5.1.2 Record observations on shadows
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
SA 5.1.4 Observe and talk about changes in
weather
103
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.
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
MA 1.0 PRE-NUMBER EXPERIENCES
MA 1.1 Pairing objects Pupils can: Pupils can:

MA 1.1.4 Match objects based on:
MA 1.1.1 Match similar pairs of objects
(i) colour
(ii) shape
MA 1.1.2 Match differing pairs of objects
(iii) size
MA 1.1.3 Match two groups of objects of
similar quantity
MA 1.2 Compare quantity of Pupils can:

objects
MA 1.2.1 Compare two groups of objects by
stating:
(i) many or few
(ii) equal or not equal
(iii) more or less
MA 1.3 Seriation Pupils can:

MA 1.3.1 Arrange objects based on the
following criteria:
(i) small to big
(ii) short to long
(iii) low to high
(iv) thin to thick
and vice versa
105
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
MA 1.4 Recognise and form Pupils can: Pupils can:

patterns
MA 1.4.1 Recognise and state patterns in MA 1.4.3 Complete the given patterns
the environment
MA 1.4.4 Produce patterns according to
MA 1.4.2 Copy patterns one’s own creativity
MA 1.5 Understand the Pupils can:

concept of
MA 1.5.1 Explain the concept of
consistency
consistency:
(i) length
(ii) mass
(iii) volume
MA 2.0 NUMBER CONCEPTS
MA 2.1 Understand numbers Pupils can: Pupils can:

1 -10
MA 2.1.1 State numbers 1 - 10 in sequence MA 2.1.8 Count numbers in ascending and
descending order
MA 2.1.2 Recognise and state numbers
randomly MA 2.1.9 Arrange objects in ascending and
descending order
MA 2.1.3 Match numerals with words
MA 2.1.10 Write numbers correctly
MA 2.1.4 Count objects
MA 2.1.5 Use shapes like dots to represent

number of objects
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
MA 2.1.6 Match groups of objects with

numbers
MA 2.1.7 Trace numbers
MA 2.2 Understand the Pupils can:

concept of zero
MA 2.2.1 Say the number zero
MA 2.2.2 Write the number zero
MA 2.2.3 Understand the meaning of zero
MA 2.3 Understand numbers Pupils can:

11 to 20 MA 2.3.1 Count on from 11 to 20
MA 2.3.2 Compare:
(i) 11 and 12 (12 is 1 more
than 11)
(ii) 12 and13 (13 is 1 more than
12) and so on
MA 2.3.3 Write numbers 11 to 20
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
MA 2.4 Understand numbers Pupils can:

in tens up to 100
MA 2.4.1 Count numbers in tens in
ascending and descending
order
MA 3.0 NUMBER OPERATIONS
MA 3.1 Solve operation of Pupils can: Pupils can:

addition within 18
MA 3.1.1 State the sum of two sets of MA 3.1.3 State the sum by counting on
objects from a specific number
MA 3.1.2 State the sum by using objects

MA 3.1.4 Write and state mathematical
based on the given situation
expressions using symbols;
addition (+) and equal (=)
MA 3.1.5 Add in the range of basic facts
MA 3.1.6 Solve problems involving

addition
MA 3.2 Solve operation of Pupils can: Pupils can:

subtraction within 18
MA 3.2.1 Remove objects from a group MA 3.2.3 Write and state mathematical
of objects and count the expressions using symbols;
balance subtraction (-) and equal (=)
MA 3.2.2
State the balance using objects MA 3.2.4 Subtract in the range of basic
facts
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
MA 3.2.5 Solve problems involving

subtraction
MA 4.0 MONEY
MA 4.1 Recognise and use Pupils can: Pupils can:

money of different Arrange denominations in
MA 4.1.1 Recognise Malaysian currency MA 4.1.2
values sequence according to value
in different denominations
MA 4.1.3 Use money in various activities
MA 5.0 CONCEPT OF TIME
MA 5.1 Understand time in Pupils can: Pupils can:

the context of daily life State the time in a day State the time in hours using
MA 5.1.1 MA 5.1.4
the analogue clock
Arrange events in time
MA 5.1.2
sequence MA 5.1.5 State the months in a year
MA 5.1.3 State days of the week in MA 5.1.6 Correlate time with past,
sequence
present and future events
MA 6.0 SHAPE AND SPACE
MA 6.1 Know the position of Pupils can:

objects in space
MA 6.1.1 State the position of objects in
space
109
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
MA 6.1.2 Place objects in specified

positions
MA 6.2 Produce structures Pupils can: Pupils can:

based on shapes
MA 6.2.1 Recognise squares, rectangles, MA 6.2.3 Recognise cuboids, cubes,
commonly found in the
triangles and circles pyramids and spheres
environment
MA 6.2.2 Produce designs using two MA 6.2.4 Produce new shapes using a
dimensional shapes combination of three
dimensional shapes
MA 6.3 Produce various Pupils can: Pupils can:

structures based on
MA 6.3.1 Build a closure and talk about it MA 6.3.4 Build a variety of strong and
creativity
stable structures using various
materials creatively
MA 6.3.2 Build a link between two
objects or structures and talk
about it
MA 6.3.3
Build structures using a variety
of materials creatively and talk
about it
110
GLOSSARY
No. Term Meaning
1. two dimensional shapes Shapes that have length and width.
three dimensional
2. Shapes that have length, width and depth.
shapes
3. basic facts of addition A combination of addition (including its inverse) which uses one digit.
basic facts of Subtraction of 1 digit number from 1 or 2 digit numbers resulting in one digit number.
4.
subtraction
5. closure Border (line) encircling something.
111
112
HUMANITIES
STRAND
113
The Humanities Strand provides opportunities for pupils to know and appreciate themselves and their self-worth, people around them,
their local community, the environment, Malaysia and the world. Pupils will be able to understand and appreciate the significance of their
roles, responsibilities and contributions as well as that of other members of their community for the general well-being of society.
Knowledge and skills acquired from this strand will prepare pupils to be individuals who are caring and responsible citizens.
Upon completion of learning activities in the Humanity Strand, pupils can:

1. understand the relationship between themselves and their family members, friends and community.
2. fulfil own responsibilities.
3. be proud of the identity and uniqueness of the country.
4. respect the cultural heritage of the various communities in Malaysia.
5. love the environment.
6. respect the global society.
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KM 1.0 MY FAMILY AND I
KM 1.1 Understand oneself Pupils can: Pupils can:

and one’s relationship
KM 1.1.1 Talk about oneself KM 1.1.3 Talk about their family tree
with family
KM 1.1.2 Talk about family members KM 1.1.4 Clarify the roles and responsibilities
of family members
114
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KM 2.0 MY COMMUNITY AND I
KM 2.1 Foster good Pupils can: Pupils can:

relationships with
KM 2.1.1 Talk about friends KM 2.1.2 Practise speech and behaviour
friends
with friends in a positive manner
KM 2.2 Understand one’s Pupils can: Pupils can:

relationship with the
KM 2.2.1 Talk about the class KM 2.2.3 Describe their school
school
KM 2.2.2 Obey school rules KM 2.2.4 Talk about the people in the school
KM 2.2.5 Show pride for their school
KM 2.3 Understand their Pupils can: Pupils can:

responsibilities and
KM 2.3.1 Talk about their immediate KM 2.3.5 Explain the importance of caring for
relationship with their
neighbours public facilities
community
KM 2.3.2 Talk about their neighbourhood KM 2.3.6 State prohibited behaviour in public
places
KM 2.3.3 Identify symbols of public
facilities in the community KM 2.3.7 Utilise public facilities responsibly
KM 2.3.4 State ways to care for public KM 2.3.8 Talk about the roles and
facilities contributions of search and rescue
teams
115
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KM 3.0 MALAYSIA, MY COUNTRY
KM 3.1 Know Malaysia Pupils can: Pupils can:

KM 3.1.1 Talk about one’s home state KM 3.1.2 Name the states in Malaysia
KM 3.1.3 Name the head of the country and

the head of the government
KM 3.2 Understand the Pupils can: Pupils can:

national emblem or
KM 3.2.1 Know the Jalur Gemilang and KM 3.2.3 Talk about the Jalur Gemilang and
national identity
one’s state flag the flag of their home state
KM 3.2.2 Sing the national and home KM 3.2.4 State the national identity:
state anthems (i) National Principles
(ii) National flower
(iii) National language
KM 3.2.5 Show respect for the national

emblem and national identity
KM 3.3 Celebrate National Pupils can: Pupils can:

Day and Malaysia Day
KM 3.3.1 Talk about the National Day KM 3.3.3 Talk about the country’s
and Malaysia Day celebrations independence
KM 3.3.2 Celebrate National Day and KM 3.3.4 Participate in the National Day and
Malaysia Day Malaysia Day celebrations
116
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KM 3.4 Know the uniqueness Pupils can: Pupils can:

of the country
KM 3.4.1 State the national landmarks KM 3.4.2 List the achievements of the
country
KM 4.0 MY CULTURAL HERITAGE AND I
KM 4.1 Understand Malaysian Pupils can: Pupils can:

cultural heritage State the main festivals in
KM 4.1.1 KM 4.1.5 Identify the cultural heritage
Malaysia
KM 4.1.6 Produce items of cultural
KM 4.1.2 Participate by celebrating the
heritage
main festivals
KM 4.1.7 Participate in cultural heritage
KM 4.1.3 Talk about traditional costumes
events
KM 4.1.4 Describe traditional foods
KM 5.0 THE ENVIRONMENT AND I
KM 5.1 Understand the beauty Pupils can: Pupils can:

of the environment
KM 5.1.1 Talk about the beauty of the KM 5.1.3 Describe the beauty of the
environment environment
KM 5.1.2 Participate in activities to

sustain the beauty of the
environment
117
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
KM 5.2 Understand the Pupils can: Pupils can:

relationship between
KM 5.2.1 Describe the importance of the KM 5.2.2 Relate human activities to
mankind and the
environment to mankind natural disasters
environment
KM 5.3 Sustain and conserve Pupils can: Pupils can:

the environment
KM 5.3.1 Talk about practices to sustain KM 5.3.3 Discuss ways to overcome
and conserve the environment problems and issues related to
the environment
KM 5.3.2 Carry out activities to sustain
and conserve the environment KM 5.3.4 Practise environmental
sustainability and conservation
KM 6.0 THE WORLD AND I
KM 6.1 Know other countries Pupils can: Pupils can:

in the world
KM 6.1.1 State the names of other KM 6.1.2 Identify other countries
countries
118
GLOSSARY
No. Term Meaning
1. environment Refers to all living components such as animals and plants and non-living things such as soil,
landscape and the weather.
2. natural disasters The negative effects of the forces of nature such as floods, earthquakes, typhoons, volcanic
eruptions and droughts, and also human activities.
3. emblem or national Emblem or symbols that represent Malaysia such as flags, the Coat of Arms, the national anthem,
identity the National Principles, the national flower and the national language.
4. environmental problems Pollution (air, water and land); the extinction of flora and fauna; disposal of waste and thinning of
and issues the ozone layer.
sustainability and Reforestation, gazettement of forest reserves, practice of the 3Rs (Reduce, Reuse & Recycle),
5. conservation of the cleaning of rivers and seas and law enforcement.
environment
6. landmark An object which is easy to recognise (for example: building, tree, etc) as a guide to determine the
location of a place.
7. search and rescue A group of people who protects and saves such as the Fire & Rescue Department, the police, the
teams Department of Civil Defence Malaysia, medical teams etc.
8. sustaining the
environment Actions to protect the natural resources of the earth to maintain them in their original state.
9. conserving the
environment Ways of using, handling and managing natural resources to avoid loss, damage and wastage.
10. cultural heritage Traditions and practices that are handed down or inherited from generation to generation such as
folklores, folk songs, games, food, costumes, handicrafts and traditional musical instruments.
119
PERFORMANCE
STANDARD
120
COMMUNICATION STRAND
STANDARD PRESTASI
KOD KONSTRUK
TAHAP
TAFSIRAN
PENGUASAAN
BAHASA MELAYU
BM 1 Kemahiran mendengar dan 1 Boleh mendengar tetapi tidak memberi respons.

bertutur
2 Boleh mendengar dan memberi respons.
(BM 1.1, BM 1.2)
Boleh mendengar, memahami dan memberi pelbagai respons dengan
3
bertatasusila.
BM 2 Berinteraksi menggunakan ayat 1 Boleh berinteraksi tanpa menggunakan struktur ayat yang lengkap.
mudah
2 Boleh berinteraksi menggunakan ayat yang sesuai.
(BM 1.4)
Boleh berinteraksi mengikut situasi dengan menggunakan ayat yang
3
sesuai dan sopan.
BM 3 Mengecam dan menyebut abjad 1 Hanya boleh menyebut abjad.

(BM 2.2)
2 Boleh mengecam dan menyebut sebahagian abjad .
Boleh mengecam dan menyebut huruf besar dan huruf kecil dengan
3
betul.
121
STANDARD PRESTASI
KOD KONSTRUK
TAHAP
TAFSIRAN
PENGUASAAN
BM 4 Kemahiran membaca perkataan 1 Boleh membunyikan suku kata.

(BM 2.3)
2 Boleh membaca perkataan dengan suku kata terbuka.
Boleh membaca perkataan dengan suku kata terbuka dan tertutup

3
dengan betul.
BM 5 Kemahiran membaca dan 1 Boleh membaca frasa.

memahami bahan bacaan
2 Boleh membaca dan memahami ayat mudah.
(BM 2.4, BM 2.5)
3 Boleh membaca dan mencerita semula apa yang dibaca secara beradab.
BM 6 Kemahiran menulis 1 Boleh menulis huruf dengan cara yang betul.

(BM3.2)
2 Boleh menulis perkataan dan frasa.
3 Boleh menulis ayat mudah dengan kemas.
ENGLISH LANGUAGE
BI 1 Listen to and respond 1 Can listen but unable yet to respond appropriately.
appropriately
2 Can follow simple instructions.
(BI 1.2)
3 Can respond to stimulus appropriately.
122
STANDARD PRESTASI
KOD KONSTRUK
TAHAP
TAFSIRAN
PENGUASAAN
BI 2 Respond to conversations 1 Can understand instructions but cannot yet carry out simple
appropriately conversations.
(BI 1.3)
2 Can participate in simple conversations with prompting.
3 Can participate in simple conversations in a polite manner.
BI 3 Read single syllable words 1 Can recognise letters of the alphabet.

(BI 2.2)
2 Can recognise and sound out letters of the alphabet.
3 Can read single syllable words correctly.
BI 4 Read phrases and sentences 1 Can read words.

(BI 2.3)
2 Can read words and phrases with understanding.
3 Can read simple sentences with understanding.
BI 5 Write words and phrases 1 Can copy recognisable words.

(BI 3.2)
2 Can write words in legible print.
3 Can write words and phrases neatly in legible print.
123
STANDARD PRESTASI
KOD KONSTRUK
TAHAP
TAFSIRAN
PENGUASAAN
BAHASA CINA
BC 1 听说技能-理解指示,作出反应 1 能聆听但缺乏专注力。
(BC 1.2)
2 能专注地聆听并明白指示,但尚未作出适当反应。
3 能专注地聆听并明白指示,作出适当的反应。
BC 2 听说技能-沟通的能力 1 能以浅白的句子讲述事物。
( BC 1.4, BC 1.5）
2 能以浅白的句子进行交谈。
3 能以适当的言语有礼貌地进行交谈。
BC 3 阅读技能-认读字词,短语和句子 1 能看图认读字词。
( BC 2.4, BC 2.5）
2 能认读短语。
3 能流畅地阅读浅白句子。
124
STANDARD PRESTASI
KOD KONSTRUK
TAHAP
TAFSIRAN
PENGUASAAN
BC 4 阅读技能-理解阅读材料 1 能阅读浅白故事。
(BC 2.6, BC 2.7)

2 能阅读浅白故事,但尚未能理解故事。
3 能阅读故事后，简略地讲述故事内容。
BC 5 书写技能 1 能以正确的方法书写基本笔画。
( BC 3.2, BC 3.3）
2 能以正确笔顺写字。
3 能写工整的字，做到书面整洁。
BAHASA TAMIL
BT 1 வகட்டல் திறனும் வபச்சுத்திறனும் 1 எழுத்துககள வழிகொட்டுதலுடன் உச்ெரித்தல்.

(BT 1.3, BT 1.4) எழுத்துககளî ெரியொக உச்ெரித்தல்.
2
3 எழுத்துககளயும் மெொற்ககளயும் ெரியொக உச்ெரித்தல்.
125
STANDARD PRESTASI
KOD KONSTRUK TAHAP
TAFSIRAN
PENGUASAAN
BT 2 வகட்டல் திறனும் 1 ெரியொன மெொற்ககளô பயன்படுத்திô வபசுதல்.
வபச்சுத் திறனும்
2 ெரியொன மெொற்ககளயும் மெொற்மறொடர்ககளயும் பயன்படுத்திô வபசுதல்.
(BT 1.5)
ெரியொன மெொற்கள், மெொற்மறொடர் மற்றும் வொக்கியங்ககள பயன்படுத்திô பணிவுடன்
3
வபசுதல்.
BT 3 எழுத்துககள 1 வழிகொட்டுதலுடன் எழுத்துககள அகடயொளம் கொணுதல்.

அகடயொளம் கண்டு
மெொற்ககள வொெித்தல் எழுத்துககள அகடயொளம் கொணுதல் ஆனொல் மெொற்ககள வழிகொட்டுதலுடன்
2
வொெித்தல்.
(BT 2.2)
3 எழுத்துககள அகடயொளம் கண்டு மெொற்ககளî ெரியொக வொெித்தல்.
BT 4 வொக்கியங்ககள 1 மெொற்ககள வழிகொட்டுதலுடன் வொெித்தல்.

வொெித்தல்
2 மெொற்ககளயும் மெொற்மறொடர்ககளயும் வொெித்தல்.
(BT 2.3)
எளிகமயொன வொக்கியங்ககள புரிதலுடன் வொெித்து, வொெித்தவற்கற பணிவுடன்
3
விவரித்தல்.
BT 5 எழுத்துத் திறன் 1 மெொற்ககளô பொர்த்து எழுதுவர்.

(BT 3.2) மெொற்மறொடர்ககளô பொர்த்து எழுதுவர்.
2
3 வொக்கியங்ககள பொர்த்து முகறயொகவும் வரிவடிவத்துடனும் எழுதுவர்.
126
SPIRITUALITY, ATTITUDES AND VALUES STRAND
PERFORMANCE STANDARD
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
ISLAMIC EDUCATION
PI 1 Know hijaiyah letters 1 Can say single hijaiya hletters.
(PI 1.1) 2 Can identify and sound out some short vowels.
3 Can identify and sound out all short vowels in the correct manner.
PI 2 Memorise Quranic verses from 1 Can recite a few verses from Al-Fatihah.
juzuk Amma
2 Can memorise the Al-Fatihah with correct pronunciation.
(PI 1.2)
Can memorise the Al-Fatihah, An-Nas and Al-Ikhlas verses with correct
3
pronunciation in the correct manner.
PI 3 Acquire basic Arabic 1 Can state numbers from 1 to 10.

(PI 1.3)
2 Can state numbers 1 to 10 with correct pronunciation.
3 Can recognise and state numbers 1 to 10 correctly.
127
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
PI 4 Know kalimah syahadah 1 Can recite kalimah ‫ال إله إال هللا‬.
(PI 2.1)
2 Can recite kalimah syahadah.
Can recite kalimah syahadah and state the meaning in the correct
3
manner.
PI 5 Know the foundation of faith in 1 Can recite kalimah Allah correctly.

Allah
2 Can praise the glory of Allah with stimulus given.
(PI 2.2)
3 Can praise the glory of Allah by professing it correctly.
PI 6 Know the Six Pillars of Iman 1 Can state some of the Six Pillars of Iman.
(PI 2.4)
2 Can state the Six Pillars of Iman correctly.
3 Can talk about the Six Pillars of Iman correctly.
PI 7 Know the Five Pillars of Islam 1 Can state some of the Five Pillars of Islam.
(PI 2.5)
2 Can state the Five Pillars of Islam correctly.
3 Can talk about the practice of the Five Pillars of Islam in life.
128
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
PI 8 Perform wudhu 1 Can state the parts of body for wudhu.

(PI 3.2)
2 Can profess the intention and meaning of wudhu correctly.
3 Can perform wudhu in the correct manner.
PI 9 Simulate prayer 1
Can display mannerism and movements during prayer.
(PI 3.4)
2 Can display mannerism and movements during prayer and recite the
intention to pray correctly.
3 Can perform a simulation of prayer accordingly in the correct manner.
PI 10 Know the Sirah of Prophet 1 Can talk about Prophet Muhammad SAW.
Muhammad SAW
2 Can talk about Prophet Muhammad SAW and his family.
(PI 4.1 , PI 4.2)
Can talk about Prophet Muhammad SAW and his family as well as
3
emulate his characteristics and attributes.
PI 11 Apply good manners in life 1 Can recite basmalah dan hamdalah in daily life.
(PI 5.1)
2 Can recite du’a in daily life.
Can recite and practise basmalah, hamdalah and du’a correctly in daily
3
life.
129
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
PI 12 Read words with two syllables 1 Can recognise and say Jawi letters.
(PI 6.2)
2 Can sound out Jawi letters correctly.
3 Can read words with two syllables correctly.
PI 13 Write Jawi letters 1 Can write some single Jawi letters.

(PI6.3)
2 Can write single Jawi letters correctly.
3 Can copy words with two syllables correctly.
MORAL EDUCATION
PM 1 Kindness – Helping others 1 Can state ways to offer assistance.

(PM 2.1)
2 Can offer assistance when requested.
3 Can offer assistance voluntarily.
PM 2 Responsibility – To carry out 1 Can talk about self responsibilities.

self responsibilities
2 Can carry out responsibilities as a pupil based on stimulus given.
(PM 3.1)
Can carry out responsibilities as a pupil.
3
130
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
PM 3 Gratitude – Show gratitude 1 Can express gratitude based on stimulus given.

(PM 4.1)
2 Can express gratitude in specific situations.
3 Can practise gratitude with politeness.
PM 4 Courtesy – Be polite in speech 1 Can state examples of polite speech and behaviour.
and behaviour
(PM 5.1) 2 Can be polite in speech and behaviour based on stimulus given.
3 Can be polite in speech and behaviour in various situations.
PM 5 Respect – Be respectful to 1 Can state examples of being respectful to others.

others
2 Can demonstrate respectful behaviour towards familiar people.
(PM 6.1)
3 Can show respect to others.
PM 6 Courage – Be courageous in 1 Can attempt tasks courageously based on stimulus given.

attempting new tasks
2 Can attempt specific tasks courageously.
(PM 9.1)
3 Can attempt new tasks courageously with confidence.
131
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
PM 7 Honesty – Be honest in life 1 Can state examples of honest behaviour.

(PM 10.1)
2 Can speak truthfully with others.
3 Can show honesty in various situations.
PM 8 Diligence – Diligence in carrying 1 Can state examples of diligence.

out tasks
2 Can display diligence when carrying out specific tasks.
(PM 11.1)
3 Can practise diligence in carrying out various tasks.
PM 9 Cooperation – Able to work 1 Can work together in carrying out tasks based on stimulus given.
together in carrying out tasks
2 Can work together in specific situations.
(PM 12.1)
3 Can work together in carrying out various tasks.
PM 10 Tolerance – Be tolerant in 1 Can demonstrate tolerance based on stimulus given.

interactions
2 Can demonstrate tolerance in specific situations.
(PM 14.1)
3 Can demonstrate tolerance in various situations.
132
PERSONAL COMPETENCE STRAND
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
KD 1 Know and manage one’s 1 Can express one’s emotions.

emotions
2 Can express one’s emotions based on situations.
(KD 1.1)
3 Can manage one’s emotions in various situations.
KD 2 Know the emotions of others 1 Can express other people’s emotions.

(KD 1.2)
2 Can express other people’s emotions based on situations.
3 Can differentiate emotions of individuals in various situations.
KD 3 Develop positive self-concept 1 Can demonstrate positive self-concept with stimulation.

(KD 2.1)
2 Can demonstrate some positive self-concept.
3 Can demonstrate positive self-concept in various situations.
133
CODE CONSTRUCT
PERFORMANCE
DDESCRIPTOR
LEVEL
KD 4 Develop self-control 1 Can exercise self-control with guidance.

(KD 2.2)
2 Can exercise self-control in some situations.
3 Can exercise self-control in various situations.
KD 5 Develop confidence to 1 Can interact with certain people only.

communicate
(KD 2.3) 2 Can interact with other people.
3 Can interact and give opinion with confidence in various situations.
KD 6 Understand the needs, feelings 1 Can understand the needs of others with guidance.
and opinion of others
(KD 3.1) 2 Can understand others’ feelings based on non-verbal expressions.
3 Can respect others’ feelings and opinion in various situations.
134
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
KD 7 Use social skills in interaction 1 Can use social skills with guidance.
(KD 3.2)
2 Can adapt oneself in certain situations.
3 Can practice social etiquette in various situations.
135
PHYSICAL AND AESTHETIC DEVELOPMENT STRAND
CODE CONSTRUCT PERFORMANCE
DESCRIPTOR
LEVEL
PHYSICAL DEVELOPMENT
FK 1 Development of fine motor skills 1 Can perform activities requiring fine motor skills.
(FK 1.1)
2 Can carry out activities requiring fine motor skills using tools correctly.
3 Can use fine motor skills to perform a variety of complex activities.
FK 2 Development of gross motor 1 Can perform locomotor movements.

skills - Locomotor
2 Can perform a combination of locomotor movements.
(FK 2.2)
3 Can perform locomotor movements with spatial awarenes.
FK 3 Development of gross motor 1 Can perform some non-locomotor movements.

skills – Non-locomotor
(FK 2.3) 2 Can perform non-locomotor movements.
3 Can perform a combination of non-locomotor movements.
FK 4 Manipulative skills 1 Can perform only one manipulative skill.

(FK 3.1)
2 Can perform manipulative skills in specific situations only.
136
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
3 Can perform manipulative skills in various situations.
FK 5 Rhythmic movements 1 Can perform locomotor movements in sync with music.

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

3
movements in sync with music.
FK6 Personal and reproductive 1 Can look after personal health with guidance.
health
(FK 5.1) 2 Can look after personal health independently.
3 Can practise good personal hygiene in daily life.
FK 7 Personal safety 1 Can practise personal safety with guidance.

(FK 5.3)
2 Can practise personal safety independently.
3 Can practise personal safety at all times.
137
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
FK8 Healthy and safe eating habits 1 Can eat a balanced diet based on stimulus given.
(FK 6.1)
2 Can eat a balanced diet in specific situations.
3 Can practise eating a balanced diet.
CREATIVITY AND AESTHETICS
KE 1 Sing songs from various 1 Can sing songs with guidance.

repertoire
2 Can sing songs independently.
(KE 1.1)
3 Can sing songs according to melody and with correct pronunciation.
KE 2 Play percussions 1 Can produce sound using percussion instruments.

(KE 1.2)
2 Can play percussion instruments creatively.
3 Can play a variety of percussion and improvised instruments creatively.
138
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
KE 3 Move according to music 1 Can move according to lyrics of songs.

(KE 1.3)
2 Can move according to tempo.
3 Can make creative body movements according to music.
KE 4 Express creative ideas in art 1 Can produce art works based on stimulus given.
works
2 Can produce art works based on one’s creativity.
(KE 3.3)
Can produce art works based on one’s creativity using a variety of
3
media.
KE 5 Appreciate art works 1 Can appreciate one’s art works.

(KE 3.4)
2 Can appreciate other’s art works with guidance.
3 Can appreciate other’s art works.
139
SCIENCE AND TECHNOLOGY STRAND
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
EARLY SCIENCE
SA 1 Observation skills 1 Can observe using one sense only.

(SA 2.1)
2 Can observe using a combination of two senses.
3 Can observe using a combination of at least three senses.
SA 2 Classification skills 1 Can compare and differentiate objects based on one characteristic.
(SA 2.2)
2 Can group objects based on two characteristics.
Can group objects and state common characteristics for each

3
classification made.
SA 3 Measurement Skills 1 Can compare measurements of objects.

(SA 2.3)
Can compare and measure length or height of objects using non-
2
standard measurement units.
Can measure length, weigh objects and measure liquid using non-
3 standard measurement units.
140
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
SA 4 Prediction skills 1 Can predict based on stimulus.

(SA 2.5)
2 Can predict based on prior experience.
3 Can predict based on observations and activities.
SA 5 Communication skills 1 Can state observations verbally.

(SA 2.6)
2 Can record and explain observations through works or verbally.
Can record and make conclusions based on observations through

3
works or verbally.
SA 6 Exploration skills 1 Can conduct explorations based on stimulus.

(SA 3.1, SA 4.1, SA 5.1)
2 Can conduct explorations based on specified activities.
3 Can conduct explorations and record as well as talk about the process.
141
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
EARLY MATHEMATICS
MA 1 Matching skills 1 Can match similar pairs of objects.

(MA 1.1)
2 Can match two groups of objects of the same quantity.
3 Can match objects based on specific characteristics.
MA 2 Skills of comparing quantities of 1 Can compare the quantity of two groups of objects based on stimulus.
objects
2 Can compare the quantity of two groups of objects.
(MA 1.2)
3 Can compare the quantity of two different groups of objects correctly.
MA 3 Seriation skills 1 Can arrange objects according to specified criteria with guidance.
(MA 1.3)
2 Can arrange objects according to one criteria only.
3 Can arrange objects according to various specified criterias.
MA 4 Pattern generating skills 1 Can copy patterns only.

(MA 1.4)
2 Can complete given patterns.
3 Can produce patterns with one’s own creativity.
MA 5 Understanding consistency 1 Can state the concept of consistency based on stimulus.
142
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
(MA 1.5)
2 Can explain only one aspect of consistency.
3 Can explain consistency in terms of length, mass and volume.
MA 6 Knowledge of numbers 1 Can count objects.

(MA 2.1)
2 Can use shapes to represent quantity of objects.
3 Can match numerals with quantity of objects from 1 – 10.
MA 7 Arranging numbers 1 – 10 in 1 Can say numbers 1 – 10.

ascending and descending order
2 Can arrange numbers 1 – 10 in ascending order.
(MA 2.1)
3 Can arrange numbers 1 – 10 in ascending and descending order.
MA 8 Counting in tens up to 100 1 Can count in tens up to 50.

(MA 2.4) 2 Can count in tens up to 100 in ascending order.
3 Can count in tens up to 100 in ascending and descending order.
143
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
MA 9 Solve operation of addition 1 Can state sum of two groups of objects.

within 18
2 Can solve problems of addition within 18 using concrete objects.
(MA 3.1)
3 Can solve problems of addition within 18.
MA 10 Solve operation of subtraction 1 Can state the balance when objects are removed from a group.
within 18
2 Can solve problems of subtraction within 18 using concrete objects.
(MA 3.2)
3 Can solve problems of subtraction within 18.
MA 11 Usage of money of different 1 Can recognise and say the value of money only.
values
2 Can arrange money according to its different values.
(MA 4.1)
3 Can recognise value of money and use in various activities.
144
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
MA 12 Understanding time in daily life 1 Can state the times in a day.

(MA 5.1)
2 Can arrange events according to time sequence.
3 Can relate time with events in daily life.
MA 13 Knowledge on shapes 1 Can name two dimensional shapes.

(MA 6.2) 2 Can name two and three dimensional shapes.
Can produce new shapes from a combination of three dimensional

3
shapes.
MA 14 Produce creative models 1 Can build models based on samples.

(MA 6.3)
2 Can build models based on creativity.
3 Can build various strong and stable models based on creativity.
145
HUMANITIES STRAND
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
KM 1 Understand oneself and one’s 1 Can talk about oneself.

relationship with family
2 Can talk about oneself and family.
(KM 1.1)
3 Can talk about roles and responsibilities of oneself and family.
KM 2 Understand one’s relationship 1 Can talk about one’s class.

with the school
2 Can talk about one’s school.
(KM 2.2)
3 Can show pride of one’s school.
KM 3 Be responsible in caring for 1 Can recognise symbols of public facilities.

public facilities
2 Can state ways to use public facilities correctly.
(KM 2.3)
3 Can care for public facilities.
KM 4 Know Malaysia 1 Can name one’s home state.

(KM 3.1)
2 Can talk about one’s home state.
3 Can talk about Malaysia.
146
CODE CONSTRUCT
PERFORMANCE
DESCRIPTOR
LEVEL
KM 5 Express love for the country 1 Can sing the national anthem.
(KM 3.2)
Can sing the national anthem in the correct manner and respect the
2
Jalur Gemilang
Can demonstrate respect for national emblems and national identities

3
in various situations.
Appreciate Malaysian cultural
KM 6 1 Can state the main festivals in Malaysia.
heritage
(KM 4.1) 2 Can talk about Malaysian cultural heritage.
3 Can participate in Malaysian cultural heritage activities.
KM 7 Express love for the 1 Can state ways to care for the environment.
environment
Can talk about issues and ways to care for the environment based on
(KM 5.1, KM 5.2, KM 5.3) 2
the stimulus given.
3 Can care for the environment.
147
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
148
14. Rusni binti Che Adnan Curriculum Development Division
15. Azilawati bt. Abu Bakar Selangor State Education Department
16. Azlan bin Muis SK Datuk Tambychik Karim, Alor Gajah, Melaka
17. Azman bin Basri SK Kanchong Darat, Banting, Selangor
18. Professor Dr. Bustam bin Kamri Kolej Pengajian Islam, Johor Bahru, Johor
19. Cheah Eng Khoon Talento Kindergarten, Klang, Selangor
20. Datuk Dr. Chiam Heng Keng ECCE Council
21. Devi a/p Devaraj SJKT Sentul, Kuala Lumpur
22. Faridah binti Ramly Curriculum Development Division
23. Dr. Haniza binti Hamzah Examinations Syndicate
24. Haslinawati binti Mohd. Hashim SK Seri Aman, Taiping, Perak
25. Hasruddin bin Hassan Curriculum Development Division
26. Kamariah binti Mohd. Yasin Curriculum Development Division
27. Karamjit Kaur A/P Kartar Singh SK Wan Sulaiman Sidiq, Alor Setar, Kedah
149
28. Lim Keat Heng Teacher Training Institute Tun Abdul Razak Campus, Kota
Samarahan, Sarawak
29. Lim Yock Chong Curriculum Development Division
30. Low Pooi Yin Seri Soka Kindergarten, Cheras, Selangor
31. Prof. Madya Dr. Mariani Md. Nor University of Malaya
32. Marina binti Siraj SK Kampong Rinching, Beranang, Selangor
33. Dr. Mastura binti Badzis International Islamic University
34. Mat Shaari Abu Hassan Kedah State Education Department
35. Dr. Mohamed Ayob bin Sukani Teacher Training Institute Bahasa Melayu Campus, Kuala Lumpur
36. Muhd. Nizam Mohd. Yusof Curriculum Development Division
37. Nani binti Menon Putra University Malaysia
38. Natapah binti Hj. Harun SK LB Johnson, Seremban, Negeri Sembilan
39. Noorhana binti Rahmat SK Seksyen 1, Puchong, Selangor
40. Noorjahan binti Sultan SK Indera Mahkota Utama, Kuantan, Pahang
41. Nor Azlin binti Mohamed Azhari SK Brickfields, Kuala Lumpur
150
42. Noraini Abd. Rashid SK Putrajaya Presint 11 (1), Putrajaya
43. Norazlina binti Alias Hilir Perak District Education Department
44. Norlela binti Ali Teacher Training Institute Ilmu Khas Campus, Kuala Lumpur
45. Nur Muriza binti Musa Curriculum Development Division
46. Oh Yean Choo Institute CECE, Kuala Lumpur
47. Paoo Chin Shiea SJKC Pandamaran B, Klang, Selangor
48. Puspa Devi a/p Munisamy SJKT Saraswathy, Kuala Lumpur
49. Rahmah Bee binti Mohd. Kabibal Saiboo SK Convent Pulau Tikus, Pulau Pinang
50. Rosli Ishak Penang State Education Department
51. Shamizan bin Shafea SK Kampong Banting, Sabak Bernam, Selangor
52. Sheal Valakshemi a/p Palaniappan Teacher Training Institute Ipoh Campus, Perak
53. Sia Soh Guat SK Batu Unjur, Selangor
54. Siti Zuhana binti Sungip SK Bandar Banting, Selangor
55. Soh Lih Ru SK Puteri Pandan (1), Kuala Lumpur
151
56. Suguna a/p Sankaran Teacher Training Institute International Languages Campus, Kuala
Lumpur
57. Usharani a/p Arumugam Curriculum Development Division
58. Wong Ming Tsuey SJKC Tun Tan Cheng Lock, Subang Jaya, Selangor
59. Yatimah binti Muji Curriculum Development Division
CONTRIBUTORS
1. Choo Poh Lin Institute CECE, Kuala Lumpur
2. Esther Yong Siew Nget Real Kids Kindergarten, Subang Jaya, Selangor
3. Eveleen Ling Malaysian Association of Professional Early Childhood Educators
4. Hamidah Binti Abu Bakar National Unity and Integration Department
5. Jamela Begam binti Oli Tunku Abdul Rahman University, Petaling Jaya, Selangor
6. Jeya Parera Kindergarten Association of Malaysia
7. Judith Low National Association of Professional Early Childhood Educators
8. Kamsiyah Binti Yahya Community Development Department (KEMAS)
152
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
153
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
154

Kementerian Pendidikan Malaysia
Aras 4 – 8, Blok E9, Kompleks Kerajaan Parcel E
62605 Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/
155

KSPK - Eng HDPS 4303 18MEI

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EDISI TERJEMAHAN BAHASA INGGERIS

Dokumen Standard Kurikulum dan Pentaksiran Semakan 2017

Bahagian Pembangunan Kurikulum

© Ministry of Education, Malaysia

School-Based Assessment .............................................................................................................................. 16

Content Organisation... ..................................................................................................................................... 18

Minimum Time Allocation............................................................................................................................ 18

Teaching and Learning Time Allocation...................................................................................................... 19

Bahasa Melayu ................................................................................................................................... 23

Chinese Language .............................................................................................................................. 40

Spirituality, Attitudes and Values Strand..................................................................................................... 54

Islamic Education ................................................................................................................................ 55

Personal Competence Strand..................................................................................................................... 69

Physical Development and Aesthetics Strand............................................................................................ 75

Physical Development and Health Care.............................................................................................. 76

Science and Technology Strand................................................................................................................. 92

Early Mathematics .............................................................................................................................. 99

Humanities Strand....... ............................................................................................................................... 107

Performance Standards.............................................................................................................................. 114

Communication Strand.. ..................................................................................................................... 115

Spritiuality, Attitudes and Values Strand............................................................................................. 121

Personal Competence Strand ............................................................................................................ 127

Physical Development and Aesthetics Strand..................................................................................... 130

Science and Technology Strand.......................................................................................................... 134

Humanities Strand............................................................................................................................... 140

Acknowlegment ................................................................................................................................................. 148

KEPERCAYAAN KEPADA TUHAN

“Pendidikan di Malaysia adalah suatu usaha berterusan

Sumber: Akta Pendidikan 1996 (Akta 550)

Education in Malaysia is an on-going effort towards further developing the

Source: Education Act 1996 (Act 550)

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997

(1) An educational programme that includes curriculum and co-

Source: Education Regulations (National Curriculum) 1997

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

Communication Strand Personal Competence Strand

Physical Development and Aesthetics Strand

Science and Technology Strand

FOCUS Table 1: Pupils’ Profile

Table 2: Thinking levels in HOTs

Creative Thinking Skills is the ability to produce or create

Learning environment refers to the atmosphere and the physical

A good learning environment will contribute to effective learning, Learning Centres

Layout PLANNING TEACHING AND LEARNING ACTIVITIES

Inquiry Based Learning Integrated Approach

is able to learn if opportunities are given. Opportunities should be Multiple Intelligences

CHILDREN WITH SPECIAL NEEDS

parents/guardians is essential to assist in pupils’ learning

learning difficulties. The instrument should be produced to teaching and learning.

Elements Across the Curriculum is a value-added element 3. Values

o Scientific attitudes (such as accuracy, honesty, 7. Entrepreneurship

8. Information and Communication Technology (ICT)

9. Global Sustainability interest. Financial literacy is integrated through related

1. Assessment encompasses cognitive, affective and

Table 5: Time Allocation in Preschool 1. Routine Activities

2. English Language 60 60 Circle Time is to prepare preschoolers mentally and

Total 1200 1200 Recess

In preschool education, recess is part of teaching and

Integrated Learning include: allocated for recess is 30 minutes daily.

Reflection health and safety as well as sensitivity to the environment can be

During free play, teacher acts as a planner, facilitator, play

Islamic Education/Moral Education

Time allocated for Islamic Education/Moral Education is 120