Bahasa Inggeris: Peneraju Pendidikan Negara

KURIKULUM STANDARD KELAS PERALIHAN
BAHASA INGGERIS
Dokumen Standard Kurikulum dan Pentaksiran
Peneraju Pendidikan Negara

BAHAGIAN PEMBANGUNAN KURIKULUM
The Standards-Based English Language
Curriculum for Remove Class (SBELCRC)
(KSKP Bahasa Inggeris)

What is Standards-Based?
Refers to systems of
 instruction
 assessment
 grading
 academic reporting
Based on pupils’
 understanding or
 mastery of the knowledge and skills
Pupils are expected to learn as they progress through their education

The Role of Standards in Teaching & Learning - Assessment Process
 Requires change in teaching and assessment
 Assessment systems - congruent with what is and how it is tested
 Assessment - final product (summative) and as a continual process

(formative)
 Curriculum sets benchmark levels of pupils achievement and progress

towards meeting the standards by describing what the pupils can do with the
language

The Role of Standards in Teaching & Learning - Assessment Process
(cont)
 Move away from testing methods which concentrate on memory and

develop those which measures understanding and application
 To assess whether pupils have achieved different benchmarks, pupils

are expected to demonstrate what they can do with the language by
applying what they know about the language in real-life situations

Aims
Content
Objectives
Organisation
Assessment Focus
SBELCRC
Cross-
21st Century
Curricular
Skills
Elements
Higher Order
T&L Strategies
Thinking Skills
1. Aims
The Standards-Based English Language Curriculum for Remove Class

aims to reinforce pupils` basic understanding of the English language
so that they are able to communicate in the language for knowledge
acquisition, future workplace needs and to enable them to
communicate effectively in a variety of contexts.

2. Objectives
By the end of Remove Class, pupils are able to:
 1. listen to and understand simple spoken English in order
to function in common real world situations.
 2. speak clearly using simple language.
 3. read and understand stories and simple factual and
literature texts for enjoyment and information.
 4. write using simple language.
 5. inculcate awareness and appreciation of moral values,
unity and love towards the nation.

•The SBELCRC is aligned to the Common European Framework of Reference
(CEFR) for Languages.
•The CEFR is used to develop the SBELCRC’s target proficiency level via the
CEFR proficiency levels.
Curriculum Target Levels Based on CEFR
Remove
Primary Secondary
Class
Pre school
1 2 3 4 5 6 1 2 3 4 5
Working
A1 High
A2 High
A1 Low
A2 Low
A2 Low
B1 Low
A1 Mid
A2 Mid
BI High
BI Mid
Towards
Mid
A2
A1

THE CURRICULUM FRAMEWORK
The Standards-Based Curriculum Framework for Remove Class adopts the KSSM framework and
is based on the following six strands:

3. Focus
a.
Curriculum
Principles
c.
Curriculum
Approach
b. d.
Curriculum Lesson
Organisation Organisation

a.
 Preparing for the Real World *
 Sustaining Language Use
 Acquiring Global Competencies
 Acknowledging Pupil Differences
 Developing Confident and Competent

Communicators

b.
Key Stages in SBELC
 Stage 1: Year 1, Year 2 & Year 3
(Lower primary)
 Stage 2: Year 4, Year 5 & Year 6

(Upper primary)
 REMOVE CLASS
 Stage 3: Form 1, Form 2 & Form 3

(Lower Secondary)
 Stage 4: Form 4 & Form 5

(Upper Secondary)
c.
 Emphasis on the modular approach

o All language skills (Listening, Speaking, Reading and Writing)
and elements of Grammar and Literature in Action are given
due focus and attention
 During teaching and learning, skills and elements are connected
through relevant theme

c.
Themes:
KSKP & KSSM
People and Culture
T
Health and Environment
Science and Technology

Consumerism and Financial Awareness

d.
THEMES
People and
Culture
LITERATURE IN ACTION
Science and
LISTENING
SPEAKING
Technology
READING
Health and
Environment
Consumerism and
Financial Awareness

d.
Time Allocation
KSKP
108 hours/year
Coverage of each theme – use the SOW

4. 21st Century Skills
Learning Skills Literacy Skills Life Skills

Critical and Creative
Information Literacy Flexible and Adaptable
Thinking
Collaboration Media Literacy Initiative and Self-Directed
Communication Social & Cross-cultural

Technology Literacy
Skills
Productive & Accountable
Display leadership &

Responsibility

21st
Century
Pupils’
Profile
Patriotic Resillient
Caring Thinker
Informed Communicator
Principled Team Player
Inquisitive
5. Higher Order Thinking Skills
Application • Use knowledge, skills and values to complete a piece

of work
Analysis • Break down information into smaller parts to

understand and make connections between parts
Evaluation • Consider, make decisions using knowledge,

experience, skills, and values and justify decisions
• Produce an idea / product through creativity and

Creation innovation

6. Teaching and Learning
Strategies
21st century teaching and
learning requires:
Supportive
environment
Teacher
as
facilitator

Teaching and learning strategies involve:
Cognitive Metacognitive Resource

Processes Processes Management
• learning and • thinking about thinking • controlling resources
understanding so as to acquire and required in T&L
information understanding activities
• e.g. paraphrasing and information • e.g. time, effort, affect
summarising • e.g. planning, and support
regulating, monitoring
and modifying

Recommended teaching and learning strategies:
Inquiry-Based
Learning
Main focus
Cooperative Project-Based
Learning Learning
Pupil-
Centredness

Inquiry-based
Learning
Can be implemented through:
 Pupil–centered activities
 Explorative learning
 Active engagement during T&L

 Teaching approach - dynamic, effective, raising curiosity,
proactive attitudes, instilling critical and creative ability,
sustain interest
 Pupils trained – pose questions, give opinions and

suggestions, gather, organise and analyse information,
explore, make judgements, solve problems
 apply learning to new situations and reflect

Methods and techniques in inquiry-based learning
include:
• project-based learning • drama
• surveys • forum
• brainstorming • dialogue
• demonstration • group work
• simulation
• role play

Project-Based
Learning
 Emulates real world experiences
 Pupils learn to:

o plan their work
o manage time
o document work progress
o make improvements and adjustments
o be critical, creative and innovative
o lead
o collaborate
o apply soft skills
 Implemented during Literature in Action (LiA)
Explore
Literary
Texts
Small
Formative
Assessment LiA Interconnected
Projects
Performance
Based on Texts

Pupil-
centredness
Pupil Centredness
• Learning through
 discovery
 inquiry
 collaborating with one another
• Get information through:

 Communicating
 Sourcing from various media

• Pupils must be taught to filter information:
 Differentiate facts from fiction
 Good from the bad
 Ethical from unethical
 Truth from lies
• Teachers guide/facilitate pupils in learning process:

 To think methodically and coherently
 Use thinking tools
 Making mistakes is part of learning process

Cooperative
Learning
Cooperative Learning
 Group work, familiarising team work:
 Recommended small group to ensure productivity and responsibility
 Turn-taking to be group leader
 Practise:
 Soft skills
 Compromise  Creativity
 Collaboration  Innovative
 Responsibility  Problem-solving

7. Cross-Curricular Elements
The complex and multi-dimensional world requires pupils to:
• make connections to various sources of knowledge

• be effective communicators
• confidently face the 21st century challenges

The cross-curricular elements include:
1. Language
2. Environmental Sustainability
3. Values
4. Science and Technology
5. Patriotism and Citizenship

6. Creativity and Innovation
7. Entrepreneurship
8. Information & Communications Technology
9. Global Sustainability
10. Financial Education

School Based
Assessment
8. Assessment
School
Assessment
Reporting

CLASSROOM ASSESSMENT
Classroom Assessment for Physical, Sports Psychometric
Centralised Exam
Assessment and Co-curricular Activities Assessment
(LP) (BKK) (BPSH)
(BPK)
• Part of the T&L • School • Measures and • Measures natural
process administration of evaluates abilities, thinking
• Involves instruments and performance, skills, problem-
Assessment as evaluation involvement and solving skills,
Learning, participation in interest, inclination,
Assessment for physical, health, attitude and pupil
Learning, and sports and co- personality
Assessment of curricular activities
Learning
• Traits (7): holistic,
inclusive,
authentic,
localised, flexible,
continuous,
standardised

Classroom Assessment (BPK)
Formative Assessment
• to improve pupils’ learning and the quality and effectiveness of teaching
strategies
• Observations or quizzes
• Formal (recorded) or Informal (unrecorded)
• Assessment tools (assignments, projects, performances, demonstrations,

field study, case study)
Summative Assessment
• Twice yearly (minimum)
• Recorded (report)
• School administration of instruments and evaluation

Pupils’ Performance Record

Performance Standard

Graphical Report

Content
Standards
9. Content Organisation
Learning
Standards
Performance
Standards

CONTENT LEARNING PERFORMANCE
STANDARDS STANDARDS STANDARDS
• what pupils should know, • concise educational • degree or quality of
understand and be able objectives that pupils are proficiency in relation to
to do within a schooling expected to know and be the CS and LS
period able to do throughout the
• allow pupils to reflect,
remove class education
• knowledge, skills and think and act upon their
values, work habits and • a set of criteria or learning strategies for self-
personal character traits indicator for learning improvement
throughout the pupils’ quality and achievements
• indicator of success
remove class education that can be measured for
each CS
• over-arching
educational goals to be • standards should be
achieved end of remove mastered by all pupils at
class the end of each Form

1.0 Listening
CONTENT STANDARDS FOCUS LEARNING STANDARDS
Understand the main idea when 1.1.1

listening to texts on familiar topics Understand with support the main ideas in simple longer
texts on a range of familiar topics
1.1.2
Understand specific details when
listening to texts on familiar topics Understand with support specific information and details in
simple longer texts on a range of familiar topics
1.1.4
1.1
Understand classroom instructions
Understand meaning in a variety of about familiar topics Understand longer sequences of supported classroom
instructions
familiar contexts
Understand questions on familiar 1.1.5

topics Understand complex supported questions
1.1.6
Understand narratives on familiar Understand with support longer simple narratives on familiar
topics
topics
1.2.1
1.2
Use strategies to understand Guess the meaning of unfamiliar words from clues provided
Use appropriate listening strategies meaning on familiar topics
by other known words and by context on familiar topics
in a variety of contexts

General Performance Standards Guide
for A2 (Basic User)
Performance
Notes
Level
Pupil hardly achieves the curriculum target even with
1
a lot of support.
2 Pupil is on track to achieve the curriculum target.
Pupil achieves expectations for the curriculum
3
target.
Pupil works towards exceeding expectations of the
4
curriculum target.
Pupil is on track to exceed expectations of the
5
curriculum target.
6 Pupil exceeds expectations of the curriculum target.
Listening

1.1 Understand meaning in a variety of familiar contexts
1.1.1 Understand with support the main ideas in simple longer texts on a
range of familiar topics
1.1.2 Understand with support specific information and details in simple
longer texts on a range of familiar topics
1.1.4 Understand longer sequences of supported classroom instructions
1.1.5 Understand complex supported questions
1.1.6 Understand with support longer simple narratives on familiar topics

1.2 Use appropriate listening strategies in a variety of contexts
1.2.1 Guess the meaning of unfamiliar words from clues provided by

other known words and by context on familiar topics
1.3 Recognise features of spoken genres on familiar topics
1.3.1 No learning standards (to be taught in subsequent years)

Performance Standards Guide For Listening Skills
PERFOR
MANCE DESCRIPTORS NOTES
LEVEL
 Hardly understands the main ideas and specific details in a text. Requires support to achieve
1  Hardly shows any understanding of classroom instructions, complex questions and
curriculum target
the meaning of unfamiliar words even with a lot of support.
 Acquires limited understanding of the listening skills in identifying the main ideas and
specific details in a text with a lot of support. On track to achieve curriculum
2
 Shows limited understanding of classroom instructions, complex questions and the target
meaning of unfamiliar words.
 Acquires satisfactory understanding of the listening skills in identifying the main ideas
and specific details in a text Achieves expectations to
3
 Shows satisfactory understanding of classroom instructions, complex questions and achieve curriculum target
the meaning of unfamiliar words.
 Acquires good understanding of the listening skills in identifying the main ideas and On track to exceed
specific details in a text.
4 expectations to achieve
 Shows good understanding of classroom instructions, complex questions and the
meaning of unfamiliar words. curriculum target
 Acquires very good understanding of the listening skills in identifying the main ideas Working towards exceeding
and specific details in a text.
 Shows very good understanding of classroom instructions, complex questions and the
meaning of unfamiliar words. curriculum target
 Acquires and uses the listening skills in identifying the main ideas and specific details
independently.
Exceeds expectations to
6  Shows excellent understanding of longer sequences of classroom instructions, more
achieve curriculum target
complex questions and the meaning of unfamiliar words.
 Displays exemplary model of language use to others. Peneraju Pendidikan Negara
SPEAKING

2.1 Communicate information, ideas, opinions and feelings
intelligibly on familiar topics
2.1.1 Ask about and give detailed information about themselves and others
2.1.2 Ask about and express rules and obligations
2.1.3 Ask about and describe future plans or events
2.1.4 Explain and give reasons for simple advice
2.1.5 Ask about and describe personality

2.2 Use register appropriately
2.2.1 No learning standard

2.3 Use appropriate communication strategies
2.3.1 Keep interaction going in short exchanges by checking

understanding of what a speaker is saying
2.3.2 Agree a set of basic steps needed to complete extended

classroom tasks
2.4 Communicate appropriately to a small or large group on

familiar topics
2.4.1 Narrate short stories and events

Performance Standards Guide for Speaking
PERFOR
MANCE DESCRIPTORS NOTES
LEVEL
 Hardly finds out about and communicates information clearly. Requires support to
 Hardly manages interaction by communicating a point of view appropriately even with a lot of achieve curriculum target
1
support.
 Hardly narrate short stories and events to an audience even with a lot of support.
 Displays limited ability to find out about and communicate information clearly.
On track to achieve
2  Shows limited response in managing interaction by communicating a point of view appropriately.
 Provides limited response in narrating short stories and events to an audience. curriculum target
 Displays satisfactory ability to find out about and communicate information clearly.
 Shows satisfactory response in managing interaction by communicating a point of view Achieves expectations to
3
appropriately. achieve curriculum target
 Provides satisfactory response in narrating short stories and events to an audience.
 Displays good response in finding out about and communicating information clearly. On track to exceed
 Shows good response in managing interaction by communicating a point of view appropriately.
 Provides good response in narrating short stories and events to an audience.
curriculum target
 Displays very good response in finding out about and communicating information clearly. Working towards
 Shows very good response in managing interaction by communicating a point of view
5 exceeding expectations to
appropriately.
 Provides very good response in narrating short stories and events to an audience. achieve curriculum target
 Displays excellent response in finding out about and communicating information clearly.
 Shows excellent response in managing interaction by communicating a point of view
appropriately. Exceeds expectations to
6
 Provides excellent response in communicating opinions about a story and events to an audience. achieve curriculum target
 Displays exemplary model of language use to others.
READING

3.1 Understand a variety of texts by using a range of appropriate
reading strategies to construct meaning
3.1.1 Understand the main points in simple texts
3.1.2 Understand specific details and information in simple texts
3.1.3 Guess the meaning of unfamiliar words from clues provided

by other known words and by context
3.1.4 Use with support familiar print and digital resources to check
meaning

3.2 Explore and expand ideas for personal development by reading
independently and widely
3.2.1 Read and enjoy fiction /non-fiction and other suitable print and digital
texts of interest

Performance Standards Guide for Reading
PERFORMA
NCE DESCRIPTORS NOTES
LEVEL
 Hardly understands in identifying the main ideas and specific details in a text.
 Hardly shows any ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words Requires support to
1
even with a lot of guidance. achieve curriculum target
 Hardly shows any ability to read and understand a variety of fiction or non-fiction texts.
 Displays limited understanding in identifying the main ideas and specific details in a text even with a lot of
guidance. On track to achieve
2  Shows limited ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words. curriculum target
 Displays limited ability to read and understand a variety of fiction or non-fiction texts.
 Displays satisfactory understanding in identifying the main ideas and specific details in a text
 Shows satisfactory ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words. Achieves expectations to
3  Displays satisfactory ability to read and understand a variety of fiction or non-fiction texts. achieve curriculum target
 Displays good understanding in identifying the main ideas and specific details in a text. On track to exceed
 Shows positive attitude in using dictionary skills to check meaning and guess the meaning of unfamiliar words
correctly.
 Shows interest to read and understand clearly a variety of fiction or non-fiction texts. curriculum target
 Displays very good understanding in identifying the main ideas and specific details in a text.
 Uses dictionary skills to check meaning and guess the meaning of unfamiliar words skilfully and precisely. Working towards
5  Shows a lot of interest to read and give opinion to a variety of fiction or non-fiction texts with some guidance. exceeding expectations
to achieve curriculum
target
 Acquires and uses the reading skills in identifying the main ideas and specific details excellently.
 Uses dictionary skills to check meaning and guess the meaning of unfamiliar words independently.
 Reads and gives opinion on a variety of fiction or non-fiction texts independently. Exceeds expectations to
6
 Displays exemplary model of language use to others. achieve curriculum target

WRITING

4.1 Communicate intelligibly through print and digital media on
familiar topics
4.1.1 Give detailed information about themselves and others
4.1.2 Describe future plans or events
4.1.3 Narrate factual and imagined events and experiences
4.1.4 Describe personality
4.1.5 Connect sentences into two coherent paragraphs or more using basic
coordinating conjunctions and reference pronouns

4.2 Communicate with appropriate language, form and style
4.2.1 Use capitals, full stops, commas in lists, question marks, and
speech marks appropriately at discourse level
4.2.2 Spell some high frequency words accurately in independent writing
4.2.3 Produce a plan or draft of two paragraphs or more and modify this
appropriately in response to feedback

Performance Standards Guide for Writing
PERFORM
ANCE DESCRIPTORS NOTES
LEVEL
 Hardly shows any ability to express ideas, opinions and organise information coherently. Requires support to achieve
1  Hardly punctuates appropriately and spells accurately even with a lot of guidance support.
curriculum target
 Hardly plans, drafts and edits written work even with a lot of support.
 Displays limited ability to express ideas, opinions and organise information coherently.
On track to achieve curriculum
2  Shows limited ability to punctuate appropriately and spell accurately.
 Shows limited ability to plan, draft and edit written work. target
 Displays adequate ability to express ideas, opinions and organise information coherently. Achieves expectations to achieve
3  Shows adequate ability to punctuate appropriately and spell accurately.
curriculum target
 Shows the ability to plan, draft and edit written work in response to feedback adequately.
 Displays a commendable level to express ideas, opinions and organise information On track to exceed expectations to
coherently.
4 achieve curriculum target
 Shows a commendable level to punctuate appropriately and spell accurately.
 Shows the ability to plan, draft and edit written work correctly in response to feedback
 Displays a high level of ability to express ideas, opinions and organise information Working towards exceeding
coherently. expectations to achieve curriculum
5  Shows a high level of ability to punctuate appropriately and spell accurately. target
 Shows the ability to plan, draft and edit written work effortlessly and precisely.in response
to feedback.
 Expresses ideas, opinions, common feelings and organises information independently.
 Shows excellent ability to punctuate appropriately and spell accurately. Exceeds expectations to achieve
6
 Shows the ability to plan, draft and edit written work independently. curriculum target
 Displays exemplary model of language use to others.
LITERATURE IN ACTION

5.1 Engage with, respond to and interpret a variety of literary text types
5.1.1 Describe in simple language a character’s actions or feelings and explain

the reasons for them
5.1.2 Identify and describe in simple language the key characters in a text

5.2 Analyse and evaluate a variety of literary text types
5.2.1 No learning standard
5.3 Express an imaginative response to literary texts
5.3.1 Respond imaginatively and intelligibly through creating simple stories
Other imaginative responses as appropriate
Literature in Action (LiA) is assessed through the four skills; Listening and
Speaking, Reading and Writing. However, LiA is taught by using the modular
approach.

GRAMMAR

• Grammar is explicitly focused on.
• These will cover a range of grammatical structures and functions at the A2 level
of the CEFR.
• Teachers need to ensure that grammatical structures and functions are
integrated where possible within those lessons focusing on the four skills.
• A list of grammatical structures and functions to be covered in remove Class is
given here as a guide.
• Teachers are encouraged to assess their pupils and identify other Grammar
structures that require further attention during English Language lessons.
• Grammar is assessed through the four main language skills.

List of Grammatical Structures and Functions
(given as a guide)
1. Indirect questions with present and past tenses

Do you know what …?
Can you tell me …?
2. Past tense with a limited range of sequencing adverbs

first, then, after that, etc.
3. Modal verbs to talk about rules and obligations

must, mustn’t, should, shouldn’t.
4. Present continuous, going to, will, to talk about future events, plans and arrangements
Tomorrow we’re meeting in the park to play football.

cont.
5. Modal verbs to give and talk about advice
Can, could, should, shouldn’t, might
6. Defining relative clauses to describe and give information

who, which, and that
7. Growing range of prepositions

against, into, out, of, towards, past, over, near to, in front of etc.
8. Infinitive of purpose
She went to the shops to buy a new bag for school.
9. Passive sentences (present simple and past simple)

The house is made of wood.

VOCABULARY

• This list contains vocabulary pertaining to areas of interest to be mastered at the
A2 level of the CEFR.
• These words should be often repeated and reiterated in classroom teaching and
learning for pupils to remember the meanings of these words effectively and
develop a familiarity for their use.
• Pupils are not expected to learn all these words by heart, or to spell all of them
with 100% accuracy; although good accuracy in spelling is a requirement at A2,
complete accuracy in spelling is above A2 targets in the CEFR.
• Teachers may also teach other words in relation to the themes provided or omit
some words from the wordlist.

http://bpk.moe.gov.my/

1. Eileen Jessie Ah Guan 016-2564644
2. Dr. Rabindra Dev Prasad 019-9867329
3. Fairuz Hamzah (KSKP Desk Officer) 013-2068166
4. Ida Hairani Bakar 019-3588524
5.
YM Tunku Ireneza Marina Tunku Mazlan 012-2063215
6. Masreen Wirda Mohammad Ali 017-2118268
7. Anon Sham Che Din 013-2334775
8. Noor Azmira Amran 012-2540607
9. Kalaichelvi Subramaniam 012-6724485
10.
Nur Amirah Abdul Manan 011-10712317
11.
Zilfadhilah Hasni Zakaria 012-6600624

UBI/SBK/BPK2018

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KURIKULUM STANDARD KELAS PERALIHAN

Peneraju Pendidikan Negara

Peneraju Pendidikan Negara

Pupils are expected to learn as they progress through their education

Peneraju Pendidikan Negara

 Requires change in teaching and assessment

 Assessment systems - congruent with what is and how it is tested

 Assessment - final product (summative) and as a continual process

 Curriculum sets benchmark levels of pupils achievement and progress

Peneraju Pendidikan Negara

 Move away from testing methods which concentrate on memory and

 To assess whether pupils have achieved different benchmarks, pupils

Peneraju Pendidikan Negara

The Standards-Based English Language Curriculum for Remove Class

Peneraju Pendidikan Negara

Peneraju Pendidikan Negara

Curriculum Target Levels Based on CEFR

Peneraju Pendidikan Negara

Peneraju Pendidikan Negara

Peneraju Pendidikan Negara

 Preparing for the Real World *

 Sustaining Language Use

 Acquiring Global Competencies

 Acknowledging Pupil Differences

 Developing Confident and Competent

Peneraju Pendidikan Negara

 Stage 2: Year 4, Year 5 & Year 6

 Stage 3: Form 1, Form 2 & Form 3

 Stage 4: Form 4 & Form 5

 Emphasis on the modular approach

Peneraju Pendidikan Negara

People and Culture

Science and Technology

Peneraju Pendidikan Negara

Peneraju Pendidikan Negara

Coverage of each theme – use the SOW

Peneraju Pendidikan Negara

Learning Skills Literacy Skills Life Skills

Collaboration Media Literacy Initiative and Self-Directed

Communication Social & Cross-cultural

Productive & Accountable

Display leadership &

Peneraju Pendidikan Negara

Principled Team Player

Application • Use knowledge, skills and values to complete a piece

Analysis • Break down information into smaller parts to

Evaluation • Consider, make decisions using knowledge,

• Produce an idea / product through creativity and

Peneraju Pendidikan Negara

Peneraju Pendidikan Negara

Cognitive Metacognitive Resource

Peneraju Pendidikan Negara

Peneraju Pendidikan Negara

Can be implemented through:

 Active engagement during T&L

Peneraju Pendidikan Negara

 Pupils trained – pose questions, give opinions and

 apply learning to new situations and reflect

Peneraju Pendidikan Negara

Peneraju Pendidikan Negara

 Emulates real world experiences

 Pupils learn to:

Peneraju Pendidikan Negara