DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN BAHASA INGGERIS TAHUN 4

 

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BAHASA INGGERIS TAHUN 4

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DRAF F KEMEN NTERIAN PENDIDIK MALAYSIA KAN KURIKULUM ST U L TANDA SEK ARD KOLAH RENDA AH DOKUMEN STANDAR KURIKULUM DAN PENTAKSIR N RD RAN BAH A GGE B HASA ING ERIS SK TAHU MPAT T UN EM

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DRAFT DSKP YEAR 4 SK TABLE OF CONTENTS ____________________________________________________________________________________________ RUKUN NEGARA FALSAFAH PENDIDIKAN KEBANGSAAN INTRODUCTION AIMS & OBJECTIVES UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM THE MODULAR CONFIGURATION CURRICULUM ORGANISATION A MODULAR CURRICULUM CURRICULUM CONTENT FOR LEVEL 2 EDUCATIONAL EMPHASES CONTENT, LEARNING AND PERFORMANCE LEVELS : LISTENING AND SPEAKING CONTENT, LEARNING AND PERFORMANCE LEVELS : READING CONTENT, LEARNING AND PERFORMANCE LEVELS : WRITING CONTENT, LEARNING AND PERFORMANCE LEVELS : LANGUAGE ARTS CONTENT, LEARNING AND PERFORMANCE LEVELS: GRAMMAR WORD LIST FOR LEVEL 2 2 3 4 5 6 8 10 11 13 16 26 31 34 39 44 47 1

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RUKUN NEGARA BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak; membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut: KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN 2

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FALSAFAH PENDIDIKAN KEBANGSAAN Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonisdari segi intelek, rohani, emosi dan jasmani; berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bagi melahirkan warganegara Malaysia yang berkeupayaan dan berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian kemakmuran keluarga, masyarakat dan negara. 3

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INTRODUCTION ________________________________________________________________________________________________________________ English is taught as a second language in all Malaysian primary and secondary schools. The mastery of English is essential for pupils to gain access to information and knowledge written in English. In line with the government’s policy on strengthening English, the curriculum has been designed to produce pupils who will be proficient in the language. The goal of the English language curriculum is to help pupils acquire the language in order to help them use it in their daily lives, to further thei r studies, and for work purposes. English which is also the dominant language used in Information and Communications Technology (ICT) needs to be mastered to enable our pupils to have easy access to information that is available via the electronic media such as the Internet. The English language curriculum also stresses the development of critical literacy. Teachers will provide opportunities for pupils to question critique and evaluate texts that they listen to, read or view. These opportunities are essential for achieving personal growth and confidence in functioning as an effective and productive member of our society. This is in line with the goals of the National Philosophy of Education which seeks to optimise the intellectual, emotional and spiritual potential of all pupils. 4

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AIMS AND OBJECTIVES _____________________________________________________________________________________________________ AIMS The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts that is appropriate to the pupils’ level of development. OBJECTIVES By the end of Year 6, pupils should be able to: i. ii. iii. iv. v. communicate with peers and adults confidently and appropriately in formal and informal situations; read and comprehend a range of English texts for information and enjoyment; write a range of texts using appropriate language, style and form through a variety of media; appreciate and demonstrate understanding of English language literary or creative works for enjoyment; and use correct and appropriate rules of grammar in speech and writing. 5

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UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM ____________________________________________________________________________________________________ The approach adopted in the Standard-based curriculum is underpinned by the following principles: i. Back to basics It is essential for teachers to begin with basic literacy skills in order to build a strong foundation of language skills. Basic listening and speaking are introduced in order to help pupils enrich their understanding of the language. The strategy of phonics is introduced to help pupils read while a good foundation in penmanship will help pupils acquire good handwriting. ii. Learning is fun, meaningful and purposeful Lessons, which emphasise meaningful contexts and the integration of language skills, allow pupils to engage in funfilled activities. Meaningful, contextualised as well as purposeful activities will promote the fun element in learning. iii. Teaching is learner-centred Teaching approaches, lessons and curriculum materials must suit the differing needs and abilities of pupils. It is important that appropriate activities and materials are used with pupils of different learning profiles so that their full potential can be realised. The Mastery Learning strategy will ensure that pupils master all learning standards in order to help them acquire the language. language 6

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iv. Integration of salient new technologies ICT has become an integral and accepted part of everyday life for many people. As ICT literacy becomes a functional requirement for people’s work, social, and personal lives, teachers and pupils are encouraged to use ICT to facilitate teaching and learning. The use of ICT in appropriate contexts in education can add value in teaching and learning, by enhancing the effectiveness of learning, or by adding a dimension to learning that was not previously available. ICT may also be a significant motivational factor in pupils’ learning and can support pupils’ engagement with collaborative learning v. Assessment Assessment for learning is an integral part of the English language curriculum which enables teachers to assess whether pupils have acquired the learning standards taught. A range of activities can be utilised to assess pupils’ performance orally or in writing. Formative and summative assessments should be used to gauge pupils' performance. Formative assessment is conducted as an on-going process, while summative of a particular unit or term vi. Character-building infused An important principle which needs to be inculcated through the curriculum is character building. Lessons based on values have to be incorporated in teaching and learning in order to impart the importance of good wholesome development of individuals. values for the assessment is conducted at the end 7

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THE MODULAR CONFIGURATION _____________________________________________________________________________________________________ The following diagram shows the conceptual framework of the curriculum model. LISTENING AND SPEAKING MODULE READING MODULE WRITING MODULE LANGUAGE ARTS MODULE GRAMMAR MODULE YEAR 1 YEAR 2 STAGE ONE (YEARS 1 – 3) YEAR 3 YEAR 4 YEAR 5 STAGE TWO (YEARS 4 – 6) YEAR 6 8

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The above interrelated modules contain content and learning standards that describe the knowledge, skills and understandings that pupils need to demonstrate as they progress through the different stages of schooling. Through these modules, pupils will learn how to interact with peers, listen attentively, express themselves orally, read with comprehension and write meaningful ly, purposefully and with confidence. The inclusion of the Grammar module emphasises the importance of having pupils develop a sound grasp of the language structures and grammar of Standard British English, both orally and in writing. The inclusion of the Language Arts module allows pupils to show appreciation of and demonstrate understanding of texts read, sing songs, recite rhymes and poems as well as produce creative works for enjoyment. 9

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CURRICULUM ORGANISATION ____________________________________________________________________________________________________________ The Standard-Based English Language Curriculum for Malaysian National Primary Schools (SK) is designed to provide pupils with a strong foundation in the English language. Teachers should use Standard British English as a reference and model for spelling, grammar and pronunciation. Primary education is divided into two stages: Stage One (Level 1) - Years 1, 2 and 3 The modules for Level 1 and Level 2 are: Level 1 Module One Module Two Module Three Module Four : : : Listening and Speaking Reading Writing Language Arts Module One: Module Two: Module Three: Module Four: Level 2 Listening and Speaking Reading Writing Language Arts ( Contemporary Children’s Literature) Module Five : Grammar Module Five: Grammar Stage Two (Level 2) - Years 4, 5 and 6. As English is the second language for pupils in schools, it is believed to be prudent and pedagogically sound to defer the learning of grammar to a later stage. Pupils need to first develop an awareness of grammar in their first language and this is later exploited in Year 3 when English grammar is introduced. By doing so, the load and stress of learning in the early years will be reduced as the emphasis is on learning through fun and play. 10

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A MODULAR CURRICULUM _____________________________________________________________________________________________________ The Standard-based English Language Curriculum is modular in structure. By organising the curriculum standards under five modules (four for Years 1 and 2), pupils will be able to focus on the development of salient language skills or sub -skills under each module through purposeful activities in meaningful contexts. This modular approach does not exclude integration of skills. However, skills integration is exploited strategically to enhance pupils’ development of specific language skills as described in the content and learning standards in a module. of the content and learning standards. This curriculum is modular in design and this is reflected in the organization In order to make learning more meaningful and purposeful, language input is presented under themes and topics which are appropriate for pupils. Three broad themes have been identified in the curriculum. They are: World of Self, Family and Friends World of Stories and World of Knowledge. These are broad themes from which content topics for lessons and activities are to be drawn from to teach pupils. All language skills are to be taught through these themes which provide the context for language learning. Therefore, a balanced treatment of these themes is essential to enhance personal learning and growth which will then lead to the development of more holistic and balanced individuals. 11

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The World of Self, Family and Friends theme serves to increase the awareness of how pupils relate to themselves, their surroundings, family, loved ones and friends. Here, pupils relate language learning to their environment and surroundings. Topics drawn from this theme help raise pupils’ awareness to the importance of self-care, care and concern for family and friends and the realisation that `no man is an island’. Therefore, pupils need to be aware of the community and society around them. Social skills play an important role in this theme. The World of Stories theme introduces pupils to the wonderful and magical world of stories. Stories may range from simple Malaysian folk tales to Asian folk tales, folk tales from around the region as well as tales from far-away lands. Through these stories, pupils are exposed to a wide range of vocabulary, sentence structures and aspects of creative writing. Moral values, knowledge, understanding and tolerance of other cultures and beliefs are to be imparted through the stories. Through these stories, it is hoped that pupils understand different cultural beliefs and learn to live harmoniously with others who believe and think differently. The World of Knowledge theme encompasses general knowledge about the world and current issues which are appropriate for pupils of this level. Areas which pupils should be exposed to are general knowledge about the world around them, simple scientific and mathematical knowledge, financial literacy, environmental awareness, safety and corruption issues. Other current issues which are pertinent to pupils of this level should be included as well. Topics from this theme should enhance and increase these awareness, knowledge and understanding which are essential for daily life. 12

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