Untuk meningkatkan pengetahuan dan kemahiran murid dalam pendidikan agama dan moral di samping memartabatkan nilai warisan Islam. Seterusnya, dapat melahirkan insan yang beragama, mempunyai jati diri dan nilai-nilai murni serta modal insan kearah masa depan yang cemerlang.

• Menyediakan kemahiran dan konsep asas dalam pembelajaran bahasa melayu.
• Mengajarkan kemahiran dan konsep melalui tema-tema yang sama subjek .
• Memperkukuh kemahiran murid dalam membaca, menulis dan menambah kosa kata.

• A head start in learning basic skills and concept in language.
• Allows children to learn the skills and concepts through themes that are similar across the subjects.

• A head start in learning basic skills and concept in numbers
• Allows children to learn the skills and concepts through themes that are similar across the subjects.

To introduce the knowledge and skills in religious and moral education to uphold the legacy of Islam. Then, can produce individuals who are, have identity and values , and human capital towards an excellent future.

• Sound Starters
  Sound Starters are books to read and chant. They introduce the skill of associating letters and sounds (grapho-phonic knowledge). At the same time, there are real books providing children with real stories to enjoy.
• Sound Rhymes
  Sound Rhymes will help the beginning reader consolidate early reading skills. The stories focus on important letter and sound patterns for reading and spelling. The stories in this series are meaningful and amusing, and each has as its focus a particular rhyming family. Children learn to associate the sounds of the rhyme with a particular letter pattern.
• Sound Blends
  Sound blends help the beginning reader to consolidate early reading skills. The stories focus on initial consonant blends. A blend consists of a sequence of two or more consonants in the spoken word.
• Sound Stories
  Sound Stories introduce children to ‘reading’ first books. They reinforce the skill of associating letters and sounds (grapho-phonic knowledge) but do this within the context of meaningful stories that can be enjoyed and shared.

• We all need stories for our minds as much as we need food for our bodies; we watch television, go to the cinema and theatre, read books, and exchange stories with our friends.
• Stories are particularly important in the lives of our children: stories help children to understand their world and to share it with others.
• Children’s hunger for stories is constant.
• Every time they enter your classroom they enter with a need for stories.

• It is important for children to make stories as well as to receive and respond to stories from other people.
• When we make stories we take our experience and make in meaningful for ourselves rather than waiting it for other people or do it for us.
• When children create and tell a story in a foreign language the story and the language become theirs.

Untuk meningkatkan pengetahuan dan kemahiran murid dalam membaca Al-Quran. Dimulai dengan peringkat bacaan Iqra’ yang disusun secara sistematik dan menarik dari peringkat yang mudah sehingga mampu menguasai Al-Quran keseluruhannya.

• Oxford Reading Tree stories at stages 1-4 feature settings and situations most children will find familiar. The stories reflect the experiences of most preschool children. Children of this age will readily identify with the characters and situations. This also will help build comprehension.
• Each book tells a complete story, using natural language, phonically decodable words and high frequency words, all supported by funny and engaging pictures.
• The books offer plenty of scope for developing children’s word recognition and language comprehension skills. When used alongside your systematic phonic teaching they will help children put all their reading skills into practice in a highly motivating way.
  Oxford Reading Tree stories at stages 5-9 continue to feature the familiar characters from previous stages in stories that reflect the experiences of most children.
• The stories still use natural language, phonically decodable words and high frequency words, all illustrated with funny and engaging pictures. Reading them will enable children to practice different reading skills and continue to develop their word recognition and language comprehension.

• Learning is a highly integrated process which cannot be easily separated into domains or traditional academic disciplines, such as math, science, and language. Children learn by active engagement with their environment and through social engagement with other human beings. Multiple complex and concrete experiences are essential for meaningful learning and teaching.
• Thematic learning provides an integrated approach to teaching and learning. Such an integrated approach is supported by research on how the brain works and how human beings learn. Ultimately, the use of thematic units helps young children achieve higher levels of learning.

• Field trips give students educational experiences away from their regular school environment.
• Students visiting different educational facilities learn in a more hands-on and interactive manner than they do in school.
• Children learn about different professions, ideas and opportunities when they travel outside their own neighborhoods. A field trip can awaken the desire in a child to try new things and pursue previously unconsidered dreams. Field trips can introduce children to job opportunities and can spark new interests and passions.
• During service-oriented field trips, kids learn about helping others in the community. The community also benefits both from the work that the kids do as part of the trip, and from any further volunteering that the children do as a result of the trip.
• Field trips can result in greater achievement in all subjects. By seeing real-life application of the lessons that they are learning in school, children might be more likely to understand and appreciate the importance and relevance of what they are learning.