2. T A B L E O F C O N T E N T S
CURRICULUM FRAMEWORK FOR ICT at PRIMARY LEVELS OF
EDUCATION [Year 1 to Year 6] ......................................................................... 1
BACKGROUND ............................................................................................................................... 1
FRAMEWORK ................................................................................................................................ 1
Scope ................................................................................................................................................. 1
Learning Outcomes ........................................................................................................................... 1
Assessment ........................................................................................................................................ 2
GENERAL AIMS .............................................................................................................................. 2
OBJECTIVES ................................................................................................................................... 3
COMPONENTS FOR ICT TEACHING AND LEARNING REVISED BLOOM’S TAXANOMY ................ 3
ICT SYLLABUS YEAR 1 TO YEAR 6 ................................................................................................... 4
EVALUATION AND ASSESSMENT .................................................................................................. 5
SKILLS AND COMPETENCIES ......................................................................................................... 5
ICT COMMITEES ............................................................................................................................ 6
SYLLABUS YEAR 5 ............................................................................................................ 7
AUDIO AND VIDEO ....................................................................................................................... 8
INVENTION AND CONTROL ........................................................................................................... 9
i

3. T A B L E O F C O N T E N T S
EVALUATION AND ASSESSMENT........................................................................... 10
OVERVIEW .................................................................................................................................. 11
CLASSROOM REPORT YEAR 5 SAMPLE ......................................................................................... 12
CONSOLIDATED REPORT YEAR 5 SAMPLE .................................................................................... 13
PROGRAMME OF STUDY YEAR 5 ............................................................................ 14
AUDIO AND VIDEO [AUDIO] ........................................................................................................ 15
AUDIO AND VIDEO [VIDEO] ......................................................................................................... 16
INVENTION AND CONTROL ......................................................................................................... 17
PERFORMANCE STANDARD YEAR 5 .................................................................... 18
ATTAINMENT TARGET ................................................................................................................. 19
PERFORMANCE STANDARD YEAR 5 ............................................................................................. 20
ii

4. C U R R I C U L U M F R A M E W O R K S f o r
ICT at PRIMARY LEVELS OF EDUCATION [Year 1 to Year 6]
BACKGROUND As we embark on the 21 s t century, our economic
imperatives will be linked to our ability to adapt
and thrive in the intense competition created by
globalization and information and communication
technology environment. Our society will continue
to be characterized by the rapid technological
development, changes in work profiles and growing
interdependence with world communities and its
global issues. The nation’s continuing develop-
ments hinges on our positive responses to these
technological challenges and the rate at which we
adapt to and infuse these challenges. In addition,
society is looking into the school of the future to be
engaging and authentic. The ICT Education for the
21 s t century should be able to develop an adequate
pool of new skills and competencies, and prepare
learners for the competitive knowledge-based
global economy. By placing technology within their
lives, we can not only go beyond using the
technology but can attribute values and meanings
to it, and promote excellence and strong desire for
life-long learning. Its education must be engaging
and authentic, teachers well qualified to translate
the curriculum into teaching/learning activities, and
teachers become mediators between knowledge
and learners. W e must also unlock the potentials of
our younger and able generations and mobilize
them to ensure the survival of our country well
beyond the 21 s t century.
FRAMEWORK The curriculum frameworks spell out the scope,
moving up the academic ladder from the first day
Sc op e they learnt ICT at Year 1. The continuity and
Le ar n in g consistency is pertinent with the fundamental role
O utc om es of curriculum to promote enjoyment of learning and
As s es s m ent excellence in learning as a result of learner’s
continual learning experience. The learning
outcomes are designed to stimulate and enhance
teachers in their developing the teaching and
learning resources and materials, and in devising
ICT CURRICULUM FRAMEWORK 1

5. the right pedagogy. W hen designing teaching/
learning activities and experiences, teachers must
plan explicitly for the type of cognitive processing
that they hope to foster. To enhance such learning,
teachers as facilitators should employ and deploy
hands-on, minds-on, and reality-on. Because
learners are different in their perceptions, thinking
styles and learning abilities, it is crucial to give due
considerations when designing and developing the
assessments - assessment of learning and
assessment for learning. Learning ICT is a
cumulative process that occurs as experience leads
to understanding, mastery of skills and knowledge.
Therefore, various assessment tools should be
handy and at ready disposal for use, including one
that would be used for diagnostic purposes or for
learners with exceptional abilities.
GENERAL The general aims of the curriculum are set below.
AIMS They are not listed in order of priority or
importance.
To assist learners become compet ent, conf ident and
responsible users of ICT by making eff icient,
eff ective and creative use of simple and standard
sof tware and har dware in their regular classroom
activities;
To encourage learners develop appropriate social
and communicat ive skills essential f or cooperat ive
and collaborative learning by using ICT;
To encourage learners to develop appropriate
personal skills essential f or independent lif elong
lear ning through ICT;
To empower ICT-disadvant aged learners by
ensur ing suff icient access f or those learners who
have litt le out-of -school opportunit ies to use the
technolog y;
To assist learners to develop and enhance their
lit eracy and numer ical apt itude and competency;
To enable learners t o take control of their own
lear ning and prepare them f or their f uture;
ICT CURRICULUM FRAMEWORK 2

6. To provide options and choices f or leveraging the
potent ial of ICT in achieving national and
educat ional goals and solving educat ional
problems; and
To equip learners with the necessar y conceptual,
cognitive, attitudinal, and social tools to continue
lear ning anywhere, anyt ime, on demand.
OBJECTIVES The objectives of ICT education are to achieve the
following. Teachers are expected to help learners to
acquire cognitive skills and the skills to learn new
knowledge and apply that knowledge to new
situations.
Create an int elligent generation in using ICT f or
perf orming tasks in rich-technolog y envir onment;
Foster an interest in, enjoyment of , and conf ident
in, - the use of computers and associated
technologies;
Develop skills and competencies in the use of ICT
as prerequisites and co-requisite condit ions f or
eff ective integration into the educational process;
Develop skills to analyze and apply knowledge to
generate solutions and test options;
Develop interpersonal skills to interact and work
collaborat ively; and
Develop skills to access knowledge, assess it, and
apply it.
COMPONENTS FOR ICT TE ACHING AND LE ARNING: REVISED
BLOOM’S TAXONOMY
Selection of a technolog y and application packages should be dr iven by
the nat ure and level of the learning outcomes it is meant t o st imulate and
enhance. The lowest level of this taxonomy places learners in a passive
roles while the highest taxonomic level represents act ive lear ners
synthesizing mater ials and using ICT to construct pr ojects such as
multimedia presentat ions or simple movies.
ICT CURRICULUM FRAMEWORK 3

7. The revised Bloom’s taxonom y includes the f ollowing. Teachers are
expected to explor e and deploy these in their t eaching chores and f or the
lear ners’ activit ies. It is imperative f or teachers when designing and
developing assessm ents.
1. REMEMBERING
Recognize, list, describe, identify retrieve, name....
Can the student RECALL information?
2. UNDERSTANDING
Interpret, exemplify, summarize, infer, paraphrase....
Can the student EXPLAIN ideas or concepts?
3. APPLYING
Implement, carry out, use...
Can the student USE the new knowledge in another familiar situation?
4. ANALYZING
Compare, attribute, organize, deconstruct...
Can the student DIFFERENTIATE between constituent parts?
5. EVALUATING
Check, critique, judge hypothesize...
Can the student JUSTIFY a decision or course of action?
6. CREATING
Design, construct, plan, produce...
Can the student GENERATE new products, ideas, or ways of viewing things?
ICT SYLLABUS FOR YE AR 1 TO YE AR 6
The new syllabus was developed in keeping with the prer equisites f or
qualit y and equit y in educat ion. The syllabus is designed with consistency
and cont inuit y f or next levels of ICT education, avoiding disjunct ion
bet ween levels of education. The content s are also developed to meet the
demands and challenges of the 21 s t cent ury work prof iles and knowledge-
based economies. The learning areas are caref ully tailored to suit the
dif f erent cognitive levels of learners. Det ails of the syllabus contents and
lear ning areas are pr esented in later section of this document.
ICT CURRICULUM FRAMEWORK 4

8. EV ALUATION AND ASSESSMENT
The assessment of and assessment f or are two main methods of
assessments recom mended. These assessments should be carried out to
provide f eedbacks to learner’s lear ning . Assessments include written
tests, continuous obser vations and recor dings, presentations, portf olios,
and works or tasks assigned to lear ners such as project works or
modeling. Teachers are required to design and develop appr opriate tools
such as rubric to keep tab of learner ’s achievements and perf ormance
over time. Such records are important f or diagnostic purpose or to design
and develop lear ning programs f or the exceptional perf ormers.
SKILLS AND COMPETENCIES
The skills and com petencies to be achieved at dif f erent levels are def ined
and determ ined by the Learning Outcomes. Teachers may design and
develop their own t ools to measure these skills and competencies. T o
enhance learning, it should employ hands-on, minds- on and realit y-on.
Hands-on: Learners are actually allowed to perf orm as they construct
meaning and acquir e understanding. Such act ivit ies take them out of the
realm of the magical or extraordinar y.
Minds-on: Activit ies f ocus on key concepts, allowing lear ner s to develop
higher or der thinking process and skills, and encouraging them to
question and seek answers that enhance their knowledge and thereby
acquire an understanding of the world in they live.
Realit y-on: Learner s are presented wit h problem-solving activities that
incorporate authentic, real- lif e questions and issues that encour ages
drawing on mult idisciplinar y knowledge and generalization of broader
ideas and knowledge. The object ive is to promote learner ’s insight into
real ever yday world, along wit h the skills needed to live and work
eff ectively.
ICT CURRICULUM FRAMEWORK 5

9. ICT COMMITEES
Pg M ohd Su f f i an b in Pg H aj i M o h d S ai d Cur r ic u lum D e v el o pm ent D e par tm ent
Ha ji J ef ri b in J ai s Cur r ic u lum D e v el o pm ent D e par tm ent
Su h a il i b in H aj i Y u so f Cur r ic u lum D e v el o pm ent D e par tm ent
M uhamma d Nu ra iz iz b in M u h a mm ad Cur r ic u lum D e v el o pm ent D e par tm ent
Jun ai di
Ha ji I sm ai l b in H a ji S er u d i n Cur r ic u lum D e v el o pm ent D e par tm ent
Jul i et Ho h Ch u i Su a n Cur r ic u lum D e v el o pm ent D e par tm ent
Nan ih a sr in ah b in t i H an af i Cur r ic u lum D e v el o pm ent D e par tm ent
M ohd No r Az m an b in S ad i m S ek ol a h Re n da h A hm ad T aj ud d i n,
K ua l a B e la i t
M ohd Zu n o K art o n o b in Al i S ek ol a h Re n da h S u lt a n Has h im B at u A p o i,
T em bur o ng
Nu r S yaz w an i b in t i Ab d u l la h Koo S ek ol a h Re n da h B i nt u r an , T u t on g I
Ha ja h Da ya n g Su z i ya n a b in t i H aj i S ek ol a h Re n da h P i nt u M a l im , Br u ne i I
Aw a ng Ab d u l lah
ICT CURRICULUM FRAMEWORK 6

11. YEAR 5
ICT Education
What pupils will learn
AUDIO APPLICATION VIDEO APPLICATION
1. Introduction to audio application. 1. Introduction to digital camera.
2. Understanding tools and main features. 2. Capturing photos and video.
3. Recording voice. 3. Getting started with video application.
4. Importing audio file. 4. Creating new project.
5. Editing and enhancing audio file. 5. Understanding tools and main features.
6. Saving and retrieving audio file. 6. Importing photos and video.
7. Exporting audio file. 7. Inserting to timeline.
8. Editing video file.
9. Saving and retrieving video file.
10. Exporting video file
LEARNING AREAS
AUDIO AND VIDEO L e a r n i n g O u t c o m e [s]
18 periods [9 hours] 1. Demonstrate ability to launch and close 1. Demonstrate ability to launch and close
application. application.
2. Demonstrate ability to record and play 2. Demonstrate ability to produce video with
sound. transition and text.
3. Develop skills in importing and editing 3. Develop skills in editing video files.
audio files. 4. Demonstrate ability to save and retrieve
4. Demonstrate ability to save and retrieve video files.
audio files.
8

12. YEAR 5
ICT Education
What pupils will learn
1. Introduction to LOGO application.
2. Introduction to basic LOGO commands.
3. Using LOGO commands to draw shapes or objects.
4. Print drawings.
LEARNING AREAS
INVENTION AND L e a r n i n g O u t c o m e [s]
CONTROL 1. Demonstrate ability to launch and close program.
18 periods [9 hours] 2. Use LOGO commands to draw objects.
3. Use LOGO commands to erase drawings or to clean screen.
4. Demonstrate ability to produce simple drawings of objects.
5. Demonstrate ability to open, save and print drawings.
9

14. E V A L U A T I O N A N D A S S E S S M E N T (O V E R V I E W)
In order to be assessed, learners must demonstrate knowledge, skills or
competencies through perf ormance, and this perf ormance must be measurable.
For ICT Educat ion at Primar y Levels, inf ormal assessment is in the f orm of
teacher ’s cont inuous obser vat ions in t he classroom, and f ormal assessment
conducted at the end of each topic. The assessment can be in the f orm of
obser vat ions and recordings and, learner’s presentat ion, portf olios, tasks or
activities. A scor ing guide or r ubric is used to track, ref lect on and share
lear ner’s achievements. Assessment materials and recor ds must be managed
and compiled syst ematically f or each learner as evidence of their perf ormance
and achievement.
Students’ perf ormances are monitored and mentored. Assessment reporting is
carried out by f illing in the Classroom Assessm ent f orm and the summative
Report f orm. Both forms must be completed by the r espect ive I CT Educat ion
teacher. Ideally, bot h f orms are handed to parents f or review and appr opr iate
actions taken.
Great care must be exercised in f illing in the f orms. Accurate and concise
reporting goes a long way to achieve the stated object ives of assessment and
f or lif e-long learning, and to inf orm parents of learner’s achievements.
Below ar e brief descriptions f or both f orms.
CL ASSROOM ASSESSMENT
The classr oom assessment is conducted at the end of each topic. Teachers
make continuous assessment by obser ving student ’s perf ormance on
applications’ usage, and development of knowledge and applicat ion of skills.
Teacher records these obser vations by ticking the appropriate item(s) and
column in t he checklist. Teachers m ight leave some item(s) t o be ticked later as
the learner continues to develop his/her skills on certain ar ea.
For General Perf ormance Comment, teachers wr ite accurate and concise
statements depict ing learner ’s competencies: abilit y to work (independently or
assisted) and mastery of skills. W orth highlighting are areas where learners
might need f urther assistance or individualized tuit ion; lear ner’s attitude
towards lear ning; self -regulated learning; and problem-solving skills.
This Report must be completed at the end of each topic and shared with
parents. This is to enable both parents and teachers to com municate and take
appropr iate actions on areas of concern.
CONSOLI D ATED REPORT
This is a consolidat ion of reports f or all topics taught at that level (Year). The
General Perf ormance Comment must ref lect the curr ent status of the learner
relat ive to his/ her previous achievement af ter the lapsed period. This report
must be properly compiled. A second copy is compiled to complete the Student
Report.
11

15. Student Name
Class
CLASSROOM ASSESMENT YEAR 5
TOPIC VIDEO APPLICATION
LEARNING 1. Demonstrate ability to launch and close applications.
OUTCOME
2. Demonstrate ability to produce video with transition and text.
3. Develop skills in editing video files.
4. Demonstrate ability to save and retrieve video files
COMPETENCY CHECKLIST Need Need Need no
Continuous Minimum assistance
assistance assistance
1. Launch and close video application
2. Save and retrieve video files.
3. Use the choices set of tools in creating,
editing video files
a. Importing video files
b. Importing pictures
c. Importing audio/music files
d. Inserting video into the storyboard
e. Inserting pictures into the
storyboard
f. Preview the video
g. Adding transition
h. Adding titles and credits
i. Editing the titles and credits
j. Adding music/audio
k. Saving the video files
l. Retrieving the video files
4. Publishing video files.
General Performance Comment Teacher ‘s Name & Signature
No of activities/ portfolio the student was able to do Date:
12

16. Student Name
Class
CONSOLIDATED REPORT
TOPIC AUDIO APPLICATION
YEAR 5
LEARNING 1. Demonstrate ability to launch and close applications.
OUTCOME 2. Demonstrate ability to record and play sound.
3. Demonstrate ability to save and retrieve audio files
General Performance Comment Teacher ‘s Name & Signature
No of activities/ portfolio the student was able to do Date:
TOPIC VIDEO APPLICATION
LEARNING 1. Demonstrate ability to launch and close applications.
OUTCOME 2. Demonstrate ability to produce video with transition and text.
3. Demonstrate ability to save and retrieve video files
General Performance Comment Teacher ‘s Name & Signature
No of activities/ portfolio the student was able to do Date:
TOPIC INVENTION AND CONTROL
LEARNING 1. Demonstrate ability to launch and close applications.
OUTCOME 2. Demonstrate ability to use commands to draw objects.
3. Demonstrate ability to load, save and print files
General Performance Comment Teacher ‘s Name & Signature
No of activities/ portfolio the student was able to do Date:
13

18. YEAR 5
Topic Audio and Video
Duration 18 periods (9 hour)
AUDIO
Learning 1. Demonstrate ability to launch and close application.
O u t c o m e (s) 2. Demonstrate ability to record and play sound.
3. Develop skills in importing and editing audio files.
4. Demonstrate ability to save and retrieve audio files.
Suggested 1. Introduce Audacity to pupils.
Activities 2. Explain the basic bars and tools in Audacity. (refer notes)
3. Show pupils on how to record and play sound.
4. Show pupils on how to edit and adding effects.
5. Show pupils on how to import sound.
6. Show pupils on how to import sound.
7. Show pupils on how to create sound to MP3 files.
8. Show pupils on how to save and retrieve project.
9. Summarize today’s lesson.
Learning 1. Computer.
M a t e r i a l (s) 2. Interactive whiteboard.
3. Suggested application: Audacity
4. Guided worksheet.
Assessment 1. Pupil’s portfolio.
Remarks
15

19. YEAR 5
Topic Audio and Video
Duration 18 periods (9 hour)
VIDEO
Learning 1. Demonstrate ability to launch and close application.
O u t c o m e (s) 2. Demonstrate ability to produce video with transition and
text.
3. Develop skills in editing video files.
4. Demonstrate ability to save and retrieve video files.
Suggested 1. Introduce Movie Maker to pupils.
Activities 2. Explain the basic bars and tools in Movie Maker. (refer
notes)
3. Guide pupils on how to take photo and record movie
using digital camera.
4. Guide pupils on how to import photo and movie to the
application.
5. Guide pupils on how to use tools to import and play video.
6. Guide pupils on how to edit movie.
7. Guide pupils on how to export sound to MP3 files.
8. Guide pupils on how to add effects and transitions.
9. Guide pupils on how to play movie.
10. Guide pupils on how to create an avi and mpeg movie file.
11. Guide pupils on how to save and retrieve project.
12. Summarize today’s lesson.
Learning 1. Computer.
M a t e r i a l (s) 2. Interactive whiteboard.
3. Suggested application: Movie Maker
4. Guided worksheet.
Assessment 1. Pupil’s portfolio.
Remarks
16

20. YEAR 5
Topic Invention and Control
Duration 18 periods (9 hours)
Learning 1. Demonstrate ability to launch and close program.
O u t c o m e (s) 2. Use LOGO commands to draw objects.
3. Use LOGO commands to erase drawings or to clean
screen.
4. Demonstrate ability to produce simple drawings of
objects.
5. Demonstrate ability to open, save and print drawings.
Suggested 1. Introduce LOGO application to pupils.
Activities 2. Explain LOGO environment.
3. Explain and demonstrate how to move the turtle around
using basic LOGO commands. [FD – forward, LT – Left
Turn, RT – Right Turn]
4. Draw different shapes such as square, rectangle, triangle
and circle.
5. Draw assortment of shapes such as a house, table,
computer monitor, rocket, ships etc.
6. Draw lines of different lengths.
7. Draw different shapes filled with colours.
8. Show pupils on how to save, retrieve and print drawings.
9. Summarize today’s lesson.
Learn ing 1. Computer.
M a t e r i a l (s) 2. Interactive whiteboard.
3. Suggested application: LOGO application.
4. Guided worksheet
Assessment 1. Pupil’s portfolio.
Remarks
17

22. A T T A I N M E N T T A R G E T
The assessment criteria for ICT subject will be focused on three main domain of learning namely knowledge, skill and
application. Each year pupils will be given knowledge, skill and application competency in their learning experience. The
attainment target will be set into six different levels, taking into account pupil’s cognitive and psychomotor development. In
each level pupils were expected to master certain area of knowledge, skill and application.
Level 1 Pupils will be able to know and understand the rules and regulations of ICT. They are also
expected to know the name of basic computer parts and can name some of the computer devices
and understand the function of each device. They use ICT to explore information, e.g. From CD
Rom and create simple design using graphic application.
Level 2 Pupils are expected to demonstrate ability to use word processor application, saving, retrieving and
basic editing. They are also expected to know how to use basic music application and understand
simple music notes. In presentation skill, pupils are expected to know how to produce simple
presentation and create hyperlink.
Level 3 Pupils use ICT to save information and to find appropriate information from internet. They use ICT
to share and exchange their ideas with others through communication application such as email and
messenger. They will be able to demonstrate their skills in creating table using given data. They use
sequences of instructions to control devices and achieve specific outcomes.
Level 4 Pupils use ICT to produce and present their ideas through graphics. They are also expected to
understand that graphic images can be edited, saved and published in the form of printed material.
They also learn how to produce designed product for commercial purposes such as how to create
brochures, flyers and business cards.
Level 5 Pupils use ICT to do video and audio editing. They are also expected to know how to create a
video and audio presentation using appropriate software. They can demonstrate the ability to use
LOGO command to produce drawings of objects according to the task given.
Level 6 Pupils use ICT to create simple multimedia product such as simple animation. They will combine
different multimedia elements such as audio, video, graphics and text to create interesting
multimedia presentations. They also use ICT application to create simple web designs and share
their ideas and information through their personal web page.
19

23. ICT EDUCATION YEAR 5
PERFORMANCE STANDARD
Knowledge Skills Applications
 Identify and understand various  Demonstrate ability to launch  Ability to use the software to
tools in the audio software used. and close application. produce audio in various
 Demonstrate ability to record formats.
and play sound.
3  Demonstrate ability to save and
Audio and months retrieve audio files.
Video  Demonstrate skills in producing
audio in various formats.
6  Identify and understand various  Demonstrate ability to launch  Ability to use the software to
months tools in the video software used. and close application. produce video clips.
 Demonstrate ability to capture
photos and videos.
 Demonstrate the ability to edit
videos files.
9  Demonstrate ability to save and
months retrieve files.
 Identify and understand various  Demonstrate ability to launch  Ability to use the software to
tools in the invention and control and close application. draw simple objects/ figures.
I n v e n t i on a n d software used.  Demonstrate ability to use
Control commands to draw objects,
erase drawings or to clean
screen.
12  Demonstrate ability to open,
months save, retrieve files.
 Demonstrate ability to print
drawings.
20