____________________________________________________________________________________________

RUKUN NEGARA 2
FALSAFAH PENDIDIKAN KEBANGSAAN 3
INTRODUCTION 4
AIMS & OBJECTIVES 5
UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM 6
THE MODULAR CONFIGURATION 8
CURRICULUM ORGANISATION !
A MODULAR CURRICULUM
CURRICULUM CONTENT FOR LEVEL 2 3
EDUCATIONAL EMPHASES 6
CONTENT" LEARNING AND PERFORMANCE LEVELS # LISTENING AND SPEAKING 26
CONTENT" LEARNING AND PERFORMANCE LEVELS # READING 3
CONTENT" LEARNING AND PERFORMANCE LEVELS # $RITING 34
CONTENT" LEARNING AND PERFORMANCE LEVELS # LANGUAGE ARTS 3%
CONTENT" LEARNING AND PERFORMANCE LEVELS# GRAMMAR 44
$ORD LIST FOR LEVEL 2 4&
1
TABLE OF CONTENTS
DRAFT DSKP YEAR
4 SK
RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh
masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan
dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang
kaya dan berbagai-bagai corak; membina satu masyarakat progresi yang akan menggunakan sains dan teknologi moden;
MA!A !AM"# rakyat Malaysia# berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut
berdasarkan prinsip-prinsip berikut$
!%&%'(AYAAN !%&A)A *+HAN
!%S%*"AAN !%&A)A 'A,A )AN N%-A'A
!%.+H+'AN &%'.%MBA-AAN
!%)A+.A*AN +N)AN--+N)AN-
!%S/&ANAN )AN !%S+S".AAN
2
FALSAFAH PENDIDIKAN KEBANGSAAN
&endidikan di Malaysia adalah suatu usaha berterusan ke arah lebih memperkembangkan lagi
potensi indi0idu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan
harmonisdari segi intelek# rohani# emosi dan jasmani; berdasarkan kepercayaan dan
kepatuhan kepada *uhan1 +saha ini adalah bagi melahirkan 2arganegara Malaysia yang
berilmu pengetahuan# berketerampilan# berakhlak mulia# bertanggungja2ab dan berkeupayaan
mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan
kemakmuran keluarga# masyarakat dan negara1
3
________________________________________________________________________________________________________________
%nglish is taught as a second language in all Malaysian primary and secondary schools1 *he mastery o %nglish is essential
or pupils to gain access to inormation and kno2ledge 2ritten in %nglish1 "n line 2ith the go0ernment3s policy on strengthening
%nglish# the curriculum has been designed to produce pupils 2ho 2ill be proicient in the language1 *he goal o the %nglish
language curriculum is to help pupils ac4uire the language in order to help them use it in their daily li0es# to urther their
studies# and or 2ork purposes1
%nglish 2hich is also the dominant language used in "normation and (ommunications *echnology 5"(*6 needs to be mastered
to enable our pupils to ha0e easy access to inormation that is a0ailable 0ia the electronic media such as the "nternet1
*he %nglish language curriculum also stresses the de0elopment o critical literacy1 *eachers 2ill pro0ide opportunities or pupils
to 4uestion criti4ue and e0aluate te7ts that they listen to# read or 0ie21 *hese opportunities are essential or achie0ing personal
gro2th and conidence in unctioning as an eecti0e and producti0e member o our society1 *his is in line 2ith the goals o the
National &hilosophy o %ducation 2hich seeks to optimise the intellectual# emotional and spiritual potential o all pupils1
4
INTRODUCTION
INTRODUCTION
_____________________________________________________________________________________________________
AIMS
*he %nglish .anguage (urriculum or &rimary Schools aims to e4uip pupils 2ith basic language skills to enable them to
communicate eecti0ely in a 0ariety o conte7ts that is appropriate to the pupils3 le0el o de0elopment1
OBJECTIVES
By the end o Year 8# pupils should be able to$
i1 communicate 2ith peers and adults conidently and appropriately in ormal and inormal situations;
ii1 read and comprehend a range o %nglish te7ts or inormation and enjoyment;
iii1 2rite a range o te7ts using appropriate language# style and orm through a 0ariety o media;
i01 appreciate and demonstrate understanding o %nglish language literary or creati0e 2orks or enjoyment; and
01 use correct and appropriate rules o grammar in speech and 2riting1
5
AIMS AND OBJECTIVES
____________________________________________________________________________________________________
*he approach adopted in the Standard-based curriculum is underpinned by the ollo2ing principles$
i1 B'() *+ ,'-.(-
"t is essential or teachers to begin 2ith basic literacy skills in order to build a strong oundation o language skills1 Basic
listening and speaking are introduced in order to help pupils enrich their understanding o the language1 *he strategy o
phonics is introduced to help pupils read 2hile a good oundation in penmanship
2ill help pupils ac4uire good hand2riting1
ii1 L/'01.12 .- 341" 5/'1.12346 '17 8408+-/346
.essons# 2hich emphasise meaningul conte7ts and the integration o language skills# allo2 pupils to engage in un-
illed acti0ities1 Meaningul# conte7tualised as 2ell as purposeul acti0ities 2ill promote the un element in language
learning1
iii1 T/'(9.12 .- 6/'01/0:(/1*0/7
*eaching approaches# lessons and curriculum materials must suit the diering needs and abilities o pupils1 "t is
important that appropriate acti0ities and materials are used 2ith pupils o dierent learning proiles so that their ull
potential can be realised1 *he Mastery .earning strategy 2ill ensure that pupils master all learning standards in order to
help them ac4uire the language1
6
UNDERLYING PEDAGOGICAL PRINCIPLES
OF THE CURRICULUM
i01 I1*/20'*.+1 +3 -'6./1* 1/; */(91+6+2./-
"(* has become an integral and accepted part o e0eryday lie or many people1 As "(* literacy becomes a unctional
re4uirement or people3s 2ork# social# and personal li0es# teachers and pupils are encouraged
to use "(* to acilitate teaching and learning1 *he use o "(* in appropriate conte7ts in education can add 0alue in
teaching and learning# by enhancing the eecti0eness o learning# or by adding a dimension to learning that 2as not
pre0iously a0ailable1 "(* may also be a signiicant moti0ational actor in pupils3 learning and can support pupils3
engagement 2ith collaborati0e learning

01 A--/--5/1*
Assessment or learning is an integral part o the %nglish language curriculum 2hich enables teachers to assess
2hether pupils ha0e ac4uired the learning standards taught1 A range o acti0ities can be utilised to assess pupils3
perormance orally or in 2riting1 9ormati0e and summati0e assessments should be used to gauge pupils: perormance1
9ormati0e assessment is conducted as an on-going process# 2hile summati0e assessment is conducted at the end
o a particular unit or term
0i1 C9'0'(*/0:,4.67.12 .134-/7
An important principle 2hich needs to be inculcated through the curriculum is character building1 .essons based on
0alues ha0e to be incorporated in teaching and learning in order to impart the importance o good 0alues or the
2holesome de0elopment o indi0iduals1
7
_____________________________________________________________________________________________________
*he ollo2ing diagram sho2s the conceptual rame2ork o the curriculum model1
8
LISTENING AND SPEAKING MODULE
READING MODULE
$RITING MODULE
LANGUAGE ARTS MODULE
GRAMMAR MODULE
STAGE ONE
<YEARS = 3>
STAGE T$O
<YEARS 4 = 6>
YEAR YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
THE MODULAR CONFIGURATION
*he abo0e interrelated modules contain content and learning standards that describe the kno2ledge# skills and understandings
that pupils need to demonstrate as they progress through the dierent stages o schooling1 *hrough these modules# pupils 2ill
learn ho2 to interact 2ith peers# listen attenti0ely# e7press themsel0es orally# read 2ith comprehension and 2rite meaningully#
purposeully and 2ith conidence1
*he inclusion o the -rammar module emphasises the importance o ha0ing pupils de0elop a sound grasp o the language
structures and grammar o Standard British %nglish# both orally and in 2riting1
*he inclusion o the .anguage Arts module allo2s pupils to sho2 appreciation o and demonstrate understanding o te7ts read#
sing songs# recite rhymes and poems as 2ell as produce creati0e 2orks or enjoyment1
9
____________________________________________________________________________________________________________
*he Standard-based %nglish .anguage (urriculum or Malaysian National &rimary Schools 5S!6 is designed to pro0ide pupils
2ith a strong oundation in the %nglish language1 *eachers should use Standard British %nglish as a reerence and model or
spelling# grammar and pronunciation1
&rimary education is di0ided into t2o stages$
Stage /ne 5.e0el ;6 - Years ;# < and = Stage *2o 5.e0el <6 - Years ># ? and 81
*he modules or .e0el ; and .e0el < are$
L/?/6 L/?/6 2
Module /ne $ .istening and Speaking Module /ne$ .istening and Speaking
Module *2o $ 'eading Module *2o$ 'eading
Module *hree Writing Module *hree$ Writing
Module 9our $ .anguage Arts Module 9our$ .anguage Arts 5 (ontemporary
(hildren3s .iterature6
Module 9i0e $ -rammar Module 9i0e$ -rammar

As %nglish is the second language or pupils in schools# it is belie0ed to be prudent and pedagogically sound to deer the
learning o grammar to a later stage1 &upils need to irst de0elop an a2areness o grammar in their irst language and this is
later e7ploited in Year = 2hen %nglish grammar is introduced1 By doing so# the load and stress o learning in the early years
2ill be reduced as the emphasis is on learning through un and play1
10
CURRICULUM ORGANISATION
_____________________________________________________________________________________________________
*he Standard-based %nglish .anguage (urriculum is modular in structure1 By organising the curriculum standards under i0e
modules 5our or Years ; and <6# pupils 2ill be able to ocus on the de0elopment o salient language skills or sub-skills under
each module through purposeul acti0ities in meaningul conte7ts1 *his modular approach does not e7clude integration o skills1
Ho2e0er# skills integration is e7ploited strategically to enhance pupils3 de0elopment o speciic language skills as described in
the content and learning standards in a module1 *his curriculum is modular in design and this is relected in the organi@ation
o the content and learning standards1
"n order to make learning more meaningul and purposeul# language input is presented under themes and topics 2hich are
appropriate or pupils1 *hree broad themes ha0e been identiied in the curriculum1 *hey are$
World o Sel# 9amily and 9riends
World o Stories and
World o !no2ledge1
*hese are broad themes rom 2hich content topics or lessons and acti0ities are to be dra2n rom to teach pupils1 All language
skills are to be taught through these themes 2hich pro0ide the conte7t or language learning1 *hereore# a balanced treatment
o these themes is essential to enhance personal learning and gro2th 2hich 2ill then lead to the de0elopment o more holistic
and balanced indi0iduals1
11
A MODULAR CURRICULUM
T9/ $+067 +3 S/63" F'5.6@ '17 F0./17- theme ser0es to increase the a2areness o ho2 pupils relate to themsel0es#
their surroundings# amily# lo0ed ones and riends1 Here# pupils relate language learning to their en0ironment and
surroundings1 *opics dra2n rom this theme help raise pupils3 a2areness to the importance o sel-care# care and
concern or amily and riends and the realisation that Ano man is an island31 *hereore# pupils need to be a2are o the
community and society around them1 Social skills play an important role in this theme1
T9/ $+067 +3 S*+0./- theme introduces pupils to the 2onderul and magical 2orld o stories1 Stories may range rom
simple Malaysian olk tales to Asian olk tales# olk tales rom around the region as 2ell as tales rom ar-a2ay lands1
*hrough these stories# pupils are e7posed to a 2ide range o 0ocabulary# sentence structures and aspects o creati0e
2riting1 Moral 0alues# kno2ledge# understanding and tolerance o other cultures and belies are to be imparted through
the stories1 *hrough these stories# it is hoped that pupils understand dierent cultural belies and learn to li0e
harmoniously 2ith others 2ho belie0e and think dierently1
T9/ $+067 +3 K1+;6/72/ theme encompasses general kno2ledge about the 2orld and current issues 2hich are
appropriate or pupils o this le0el1 Areas 2hich pupils should be e7posed to are general kno2ledge about the 2orld
around them# simple scientiic and mathematical kno2ledge# inancial literacy# en0ironmental a2areness# saety and
corruption issues1 /ther current issues 2hich are pertinent to pupils o this le0el should be included as 2ell1 *opics
rom this theme should enhance and increase these a2areness# kno2ledge and understanding 2hich are essential or
daily lie1
12
_____________________________________________________________________________________________________
*his document lays out the %nglish language curriculum or Year > - 81 *he curriculum content is organised in terms o (ontent
Standards and .earning Standards1
(ontent Standards speciy the essential kno2ledge# skills# understandings and strategies that pupils need to learn1 .earning
Standards describe in detail the degree or 4uality o proiciency that pupils need to display in relation to the (ontent Standards
or a particular year1
A! LISTENING AND SPEAKING
*he .istening and Speaking module aims to de0elop pupils3 ability to listen and respond to stimulus 2ith guidance# participate
in daily con0ersations# listen and demonstrate understanding o oral te7ts# and speak conidently on related topics 2ith
guidance1 &upils should be taught ho2 to listen careully and be encouraged to speak 2ith the correct pronunciation# stress
and intonation in 0arious situational conte7ts1 "n addition# pupils are also encouraged to recognise# understand and use 0erbal
and non-0erbal communication1
'elationships are established through the ability to communicate1 &upils irst learn to listen# then speak and share thoughts#
ideas and eelings1 *hey need to listen careully and respond to 2hat others say# and think about the needs o their listeners1
Social con0entions in listening and speaking such as turn taking# politeness and courtesy need to be obser0ed1 *hese are
crucial especially in group discussions 2here 0ie2points and opinions are e7changed1 *he use o 0arious te7t types is
13
CURRICULUM CONTENT
recommended; ranging rom teacher-simulated te7ts to media broadcasts and authentic dialogues1 So# by the end o Year 8 o
primary schooling# pupils 2ill become conident speakers 2ho can communicate eecti0ely# appropriately and coherently in any
gi0en conte7t
2A! READING
&upils are taught reading strategies such as applying 2ord attack skills to identiy homographs and homophones# using
conte7tual clues to get meaning o 2ords and identiy pro0erbs# phrasal 0erbs# idioms and similes1 "n addition# pupils are
e7pected to apply dictionary skills to locate 2ords to ind their meanings and apply this kno2ledge to help them understand the
meaning o 2ords in conte7t1 *hen# as pupils begin to read 2ords# phrases and sentences rom linear and non-linear te7ts#
their reading skills should be supported by appropriate reading materials 2hich 2ill urther de0elop their reading ability1 *his
urther enables them to increase the pace o their reading# and e4ually# enable them to comprehend a te7t more eecti0ely and
eiciently so that they become a0id and independent readers1

3A! $RITING
"n .e0el /ne# pupils 2ere taught penmanship skills1 9rom this# pupils de0eloped their skills in the mechanics o 2riting 2here
they 2ere irst taught to 2rite letters# then 2ords beore mo0ing on to phrases and sentences in neat legible print1 Along 2ith
this# they 2ere also taught to use the correct punctuation 2hen 2riting1 "n .e0el *2o# pupils progress to cursi0e 2riting o
2ords# phrases# and sentences in paragraphs1 At this le0el# pupils are also e7pected to e7press their ideas clearly in 2riting
2ith the teacher3s guidance and later progress to become independent 2riters1
14
4A! LANGUAGE ARTS
*he (ontemporary (hildren3s .iterature component is taught during the .anguage Arts lessons to e7pose pupils to dierent
literary genres such as short stories# poems and graphic no0els1 *eachers are to e7ploit te7ts in these genres to create un-
illed and meaningul acti0ities in language learning so that pupils enjoy the learning e7perience and gain e7posure to the
aesthetic use o language1 *he learning standards or .anguage Arts allo2 teachers to e7plore the te7ts through stories#
poems# ja@@ chants and songs to acti0ate pupils3 imagination# interest and creati0ity1 *his component pro0ides opportunities or
pupils in .e0el *2o to e7plore a 0ariety o literary 2orks and engage them in preparing# perorming and producing creati0e
2orks1
5A! GRAMMAR
*he teaching and learning o grammar starts rom Year = and this continues on to .e0el <1 *eachers should employ 0arious
strategies in teaching grammar so that learning becomes eecti0e# interesting# un and rele0ant1 -rammar should be taught in
conte7t as 2ell as e7plicitly so that pupils learn the rules o grammar and ho2 to apply these rules in speech and 2riting1
Barious acti0ities such as language games# 4ui@@es# grammar songs and meaningul grammar drills 2ill make the learning o
grammar more accessible and enjoyable1 *hrough these# pupils 2ill understand# grasp and apply grammatically correct
structures in speech and 2riting1
15
____________________________________________________________________________________________________
*he %ducational %mphases relect current de0elopments in education1 *hese emphases are inused and 2o0en into classroom
lessons to prepare pupils or the challenges o the real 2orld1 "n this respect# Moral %ducation# (iti@enship %ducation#
&atriotism# *hinking Skills# Mastery .earning# "normation and (ommunication *echnology Skills# Multiple "ntelligences#
(onstructi0ism# (onte7tual .earning# .earning Ho2 to .earn Skills# (reati0ity and "nno0ation# %ntrepreneurship and <;
st
(entury Skills are incorporated 2here appropriate and rele0ant in lessons1 *he educational emphases included are e7plained
briely belo2$
H.29/0 O07/0 T9.1).12 S).66-
*he National (urriculum aims to produce 2holesome# resilient# curious# principled# kno2ledgeable and patriotic pupils 2ho
ha0e thinking# communicati0e and collaborati0e skills1 &upils need to be e4uipped 2ith <;
st
(entury skills or them to compete
globally1 *his is outlined in the National %ducation Blueprint 2here e0ery pupil 2ill be e4uipped 2ith leadership skills#
bilingualism# ethics and spiritualism# social identity# kno2ledge and thinking skills1
*hinking skills ha0e been emphasised in the curriculum since ;CC> 2ith the introduction o (reati0e and (ritical *hinking Skills
Beginning <D;;# the StandardEbased (urriculum or &rimary School# KSSR gi0es emphasis to higher order thinking skills#
5H/*S61
16
EDUCATIONAL EMPHASES
Higher order thinking skills encompass the ability to apply kno2ledge# skills and 0alues along 2ith reasoning and relecti0e
skills to sol0e problems# make decisions and be inno0ati0e and creati0e1 Higher /rder *hinking Skills reer to the skills o
applying# analysing# e0aluating and creating as relected in *able ;1
HOTS EB86'1'*.+1
A886.('*.+1
+sing kno2ledge# skills and 0alues in dierent situations to complete a piece o 2ork
A1'6@-.- Ability to break do2n inormation into smaller parts in order to understand and make
connections bet2een these parts1
E?'64'*.+1
Ability to consider# make decisions using kno2ledge# e7perience# skills# and 0alues; and
justiy decisions made1
C0/'*.+1 &roduce an idea or product using creati0e and inno0ati0e methods1
H/*S are e7plicitly 2ritten in the curriculum o each subject and can be applied in the classroom through teaching and learning
acti0ities in the orm o reasoning# in4uiry learning# problem sol0ing and project 2ork1 *eachers and pupils need to use thinking
tools such as mind maps# thinking maps and *hinking Hats along 2ith higher order 4uestioning methods in and out o the
classroom to encourage pupils to think1 "n doing so# pupils are gi0en responsibility to2ards their o2n learning1
M'-*/0@ L/'01.12
17
Mastery .earning 2ill ensure that all pupils master the learning standards stipulated in the Standard Based (urriculum1
Mastery .earning re4uires 4uality teaching and learning in the classroom1 Suicient time and appropriate learning conditions
should be allo2ed so that pupils master the learning standards stipulated in this document1
I13+05'*.+1 '17 C+5541.('*.+1 T/(91+6+2@ S).66- <ICT>
"normation and (ommunication *echnology Skills 5"(*6 include the use o multimedia resources such as *B documentaries
and the "nternet# as 2ell as the use o computer-related acti0ities such as e-mailing# net2orking and interacting 2ith electronic
course2are1
M46*.86/ I1*/66.2/1(/-
*he theory o Multiple "ntelligences describes the nine dierent intelligences human beings possess1 *eachers need to be
a2are o these dierent intelligences pupils possess in order to ma7imise teaching and learning1 Barious teaching and learning
strategies should be planned by teachers to oster and nurture the dierent intelligences o pupils in order to meet their 0arying
learning styles and needs1
C+1-*04(*.?.-5
(onstructi0ism 2ill enable pupils to build ne2 kno2ledge and concepts based on e7isting kno2ledge or schema that they ha0e1
*he teacher assists pupils to ac4uire ne2 kno2ledge and sol0e problems through pupil-centred acti0e learning1
C+1*/B*4'6 L/'01.12
18
(onte7tual .earning is an approach to learning 2hich connects the contents being learnt to the pupils3 daily li0es# the
community around them and the 2orking 2orld1 .earning takes place 2hen a pupil is able to relate kno2ledge ac4uired in
meaningul conte7ts1
L/'01.12 H+; *+ L/'01 S).66-
.earning Ho2 to .earn Skills are integrated in classroom lessons and aim to enable pupils to take responsibility or their o2n
learning1 *hese skills incorporate study skills to help pupils access inormation and thus# e4uip them to become independent
lie-long learners1
V'64/- '17 C.*.C/1-9.8
*he 0alues contained in the Standard Based (urriculum or Moral Studies are incorporated into the %nglish language lessons1
%lements o patriotism and citi@enship are also emphasised in lessons to culti0ate a lo0e or the nation and produce patriotic
citi@ens1
K1+;6/72/ A(D4.-.*.+1
"n teaching the language# content is dra2n rom 0arious subject disciplines across the curriculum1 (ontent is also dra2n rom
the 0arious media to keep abreast 2ith current aairs1
C0/'*.?.*@ '17 I11+?'*.+1
19
(reati0ity is the ability to produce something ne2 in an imaginati0e and un-illed 2ay1 "nno0ation is the process o idea
generation and utilising the creati0e idea in rele0ant conte7ts1 *hrough creati0e and inno0ati0e teaching approaches# pupils 2ill
display interest# curiosity# e7citement and greater gro2th in learning1 (reati0ity and inno0ation in pupils should be e7ploited
and nurtured to ensure that their ull potential is realised1
E1*0/80/1/40-9.8
9ostering the entrepreneurial mind set among pupils at their young age is essential in this ne2 2orld1 Some o the elements
that are linked 2ith entrepreneurship are creati0ity# inno0ation and initiati0e# 2hich are also attributes or personal ulilment and
success1 "n le0el t2o# elements o entrepreneurship are incorporated in lessons through acti0ities1
S(9++6 B'-/7 A--/--5/1*
9ormati0e assessment is a part o school-based assessment1 9ormati0e assessment# or assessment or learning is an
important aspect o teaching and learning in the classroom and good pedagogy al2ays includes assessment1 9ormati0e
assessment is carried out or teachers to gain eedback on their pupils3 learning and pro0ide them 2ith the necessary
inormation regarding their pupils3 learning so that they can make changes to their teaching to enhance their pupils3 learning1
*hus# ormati0e assessment is carried out during teaching and learning in the classroom1
"n order to help teachers to carry out eecti0e school based assessment# the assessment element has been incorporated into
this document together 2ith the content and learning standards1 *eachers should reer to the &erormance Standard to help
20
them ascertain the le0el o their pupils3 ac4uisition o the 0arious learning standards1 *he le0els are meant to help teachers
gauge the le0el o their pupils3 understanding and ac4uisition o the skills taught1 With this kno2ledge# teachers may change
their approach or methodology to help their pupils master the intended learning standard1
*eachers many also use this document to assess their pupils ater a e2 units o study or at the end o the term to help them
determine the achie0ement le0els o their pupils1 &upils are assessed to determine their perormance le0el in the dierent skills
o listening and speaking# reading# 2riting and language arts1
Multiple sources o e0idence like checklists# obser0ations# presentations# 4ui@@es and tests can be used to document the
attainment o the learning standards1 *hrough this process# teachers 2ill be able to build a proile o their pupils3 language
de0elopment through an ongoing assessment1
Performance Standard
*he &erormance Standard details si7 le0els o perormance 2ith descriptors or each le0el based on clusters o learning
standards1 *hese le0els ser0e as a guide to teachers in assessing their pupils3 de0elopment and gro2th in the ac4uisition o the
learning standards that are taught1 *he &erormance .e0els are arranged in an ascending hierarchical manner to dierentiate
the dierent le0els o pupils3 achie0ement# as sho2n belo2$


P/03+05'1(/ L/?/6 D/-(0.8*+0
; Bery .imited
< .imited
= Satisactory
> -ood
? Bery -ood
8 %7cellent
21
*he table belo2 sho2s the o0erall generic le0els o the ac4uisition o skills or Year >1

PERFORMANCE STANDARD
P/03+05'1(/
L/?/6
D/-(0.8*+0
;
Sho2 ?/0@ 6.5.*/7 command o the language1
'e4uires plenty o guidance to perorm basic language tasks$
(an listen to and understand amiliar 2ords and some basic phrases concerning amiliar topics1
(an listen and ollo2 simple instructions1
(an use 2ords and some basic phrases to talk haltingly about amiliar topics
(an ans2er simple oral 4uestions on amiliar topics1
(an read and understand short simple te7ts and ans2er lo2er order comprehension 4uestions1
(an label names o amiliar objects in clear# legible print1
(an participate in a 0ery limited 2ay in a perormance based on literary 2orks1
22
<
Sho2 6.5.*/7 command o the language1
'e4uires guidance to perorm basic language tasks$
(an listen to and understand 2ords and phrases and some basic sentences concerning amiliar topics1
(an listen to and ollo2 simple instructions and directions1
(an use phrases and short sentences to talk haltingly about amiliar topics1
(an ask and ans2er simple oral 4uestions about amiliar topics1
(an read and understand simple te7ts on amiliar topics and ans2er lo2er order comprehension 4uestions
(an 2rite labels and short notices in clear# legible print1
(an spell some amiliar 2ords and use partially correct grammar1
(an participate in a limited 2ay in a perormance based on literary 2orks1
=
Sho2 -'*.-3'(*+0@ command o the language1
Has the ability to use language independently to a certain degree but re4uires guidance or some language tasks$
(an listen to and understand most 2ords# phrases and sentences concerning amiliar topics1
(an listen and ollo2 instructions and directions ade4uately1
(an gi0e simple instructions and directions1
(an identiy the main point in short oral te7ts on amiliar topics1
(an use phrases and sentences to talk about some topics using mostly correct pronunciation1
(an participate in simple daily con0ersations1
(an read and understand te7ts# can ans2er some higher order comprehension 4uestions and se4uence
inormation ound in te7ts1
(an 2rite labels# notices and messages in clear# legible print and cursi0e 2riting1
(an spell amiliar 2ords correctly and use correct grammar to a satisactory e7tent1
(an gi0e short# simple personal responses to literary 2orks1
(an prepare and participate in perormances based on literary 2orks1
23
>
Sho2 2++7 command o the language1
Has the ability to use language independently but re4uires guidance or more comple7 language tasks$
(an listen to and understand 2ords# phrases and sentences concerning amiliar and a limited range o
unamiliar topics1
(an listen to# ollo2 and gi0e instructions and directions1
(an gi0e simple instructions and directions1
(an identiy the main points in oral te7ts on a 2ide range o topics
(an talk 2ell about amiliar topics and participate in short con0ersations1
(an read and ans2er some higher order comprehension 4uestions# se4uence inormation ound in 2ritten
te7ts and predict sensible outcomes1
(an 2rite labels# notices and messages in clear# legible print and cursi0e 2riting using correct spelling1
(an spell and use correct grammar 2ith some minor slips1
(an create a 0ariety o linear and non-linear te7ts1
(an gi0e personal response to literary te7ts and prepare and participate in perormances based on literary
2orks1
? Sho2 ?/0@ 2++7 command o the language1
Has the ability to use language almost independently1
(an listen to and understand 2ords# phrases and sentences on a 2ide range o topics1
(an listen to# ollo2 and gi0e clear instructions and directions 0ery 2ell1
(an identiy the main points in e7tended oral te7ts on a 2ide range o topics
(an participate in e7tended con0ersations on amiliar topics luently1
(an talk about a 2ide range o topics 2ith correct pronunciation and intonation correctly1
(an read and ans2er a 2ide range o comprehension 4uestions# se4uence inormation and predict se0eral
possible outcomes1
(an spell and use correct grammar 2ith occasional minor slips1
(an create a 0ariety o interesting linear and non-linear te7ts in clear# legible print and cursi0e 2riting1
(an gi0e interesting personal response to literary te7ts# plan# prepare and participate in perormances
24
based on literary 2orks1
8
Sho2 /B(/66/1* command o the language1
Has the ability to use language independently 2ithout any guidance
(an listen to and understand e7tended oral te7ts on a 2ide range o topics1
(an listen to# ollo2 and gi0e clear# detailed instructions and directions conidently1
(an identiy the main points and supporting details in e7tended oral te7ts on a 2ide range o topics
(an participate in e7tended con0ersations luently and talk about a 2ide range o topics using correct
pronunciation and intonation conidently1
(an read and ans2er a 2ide range o higher order comprehension 4uestions# se4uence e7plicit and implicit
inormation and predict outcomes in a creati0e manner1
(an spell and use grammar accurately and conidently11
(an create a 0ariety o interesting and creati0e linear and non-linear te7ts1
(an gi0e an e7tended and creati0e personal response to literary te7ts conidently1
(an lead in the planning# preparation and participation in perormances based on literary 2orks1
25
________________________________________________________________________________________________
*he (ontent Standards represent the speciic standards that need to be achie0ed by the end o Year 81 *he .earning
Standards or Year > detail the speciic skills and kno2ledge that need to be attained in order to ulil a particular (ontent
Standard1 *he &erormance Standard detail the &erormance .e0els o pupils in the respecti0e skills1
LISTENING & SPEAKING SKILLS
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
A
B@ *9/ /17 +3 *9/ 6:
@/'0 80.5'0@
-(9++6.12" 848.6- ;.66
,/ ',6/ *+ 80+1+41(/
;+07- '17 -8/')
(+13.7/1*6@ ;.*9 *9/
(+00/(* -*0/--"
09@*95 '17
.1*+1'*.+1A
;1;1;
Able to speak 2ith correct 2ord
stress
;1;1>
Able to talk about related topics
2ith guidance
;
(an talk about related topics 2ith ' ?/0@
6.5.*/7 le0el o luency and ?/0@ 6.5.*/7 use
o correct 2ord stress
<
(an talk about related topics 2ith ' 6.5.*/7
le0el o luency and 6.5.*/7 use o correct
2ord stress
=
(an talk about related topics 2ith '
-'*.-3'(*+0@ le0el o luency and -'*.-3'(*+0@
use o correct 2ord stress
>
(an talk about related topics 2ith ' 2++7
le0el o luency and 2++7 use o correct 2ord
stress
26
CONTENT, LEARNING AND
PERFORMANCE LEVELS
LEARNING STANDARDS
?
(an talk about related topics 2ith ' ?/0@
2++7 le0el o luency and ?/0@ 2++7 use o
correct 2ord stress
8
(an talk about related topics 2ith '1
/B(/66/1* le0el o luency and /B(/66/1* use
o correct 2ord stress
;1;1<
Able to listen to and enjoy
stories
;1;1=
Able to listen to and recite
poems# tongue t2isters and sing
songs# paying attention to
pronunciation# rhythm and
intonation
;
(an listen to# enjoy stories and$
recite poems# tongue t2isters and sing
songs 2ith ' ?/0@ 6.5.*/7 6/?/6 o correct
pronunciation# rhythm and intonation
<
(an listen to# enjoy stories and$
recite poems# tongue t2isters and sing
songs 2ith ' 6.5.*/7 6/?/6 o correct
pronunciation# rhythm and intonation
=
(an listen to# enjoy stories and$
recite poems# tongue t2isters and sing
songs 2ith ' -'*.-3'(*+0@ 6/?/6 o correct
pronunciation# rhythm and intonation
>
(an listen to# enjoy stories and$
recite poems# tongue t2isters and sing
songs 2ith ' 2++7 6/?/6 o correct
pronunciation# rhythm and intonation
?
(an listen to# enjoy stories and$
recite poems# tongue t2isters and sing
songs 2ith ' ?/0@ 2++7 6/?/6 o correct
pronunciation# rhythm and intonation
8
(an listen to# enjoy stories and$
recite poems# tongue t2isters and sing
songs 2ith '1 /B(/66/1* 6/?/6 o correct
pronunciation# rhythm and intonation
27
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
A&
B@ *9/ /17 +3 *9/ 6
@/'0 80.5'0@
-(9++6.12" 848.6- ;.66
,/ ',6/ *+ 6.-*/1 '17
0/-8+17
'880+80.'*/6@ .1
3+05'6 '17 .13+05'6
-.*4'*.+1- 3+0 '
?'0./*@ +3 8408+-/-A
1.2.1
Able to participate in daily
con0ersations$
5a6 e7tend an in0itation
5b6 accept an in0itation
5c6 decline an in0itation
5d6 e7press sympathy
;1<1>
Able to participate in guided
con0ersations 2ith peers
;
(an participate in daily and guided
con0ersations 2ith peers 2ith ' ?/0@ 6.5.*/7
6/?/6 +3 364/1(@ '17 '880+80.'*/1/--
<
(an participate in daily and guided
con0ersations 2ith peers 2ith ' 6.5.*/7 6/?/6
+3 364/1(@ '17 '880+80.'*/1/--
=
(an participate in daily and guided
con0ersations 2ith peers 2ith ' -'*.-3'(*+0@
6/?/6 +3 364/1(@ '17 '880+80.'*/1/--
>
(an participate in daily and guided
con0ersations 2ith peers 2ith ' 2++7 6/?/6 +3
364/1(@ '17 '880+80.'*/1/--
?
(an participate in daily and guided
con0ersations 2ith peers 2ith ' ?/0@ 2++7
6/?/6 +3 364/1(@ '17 '880+80.'*/1/--
8
(an participate in daily and guided
con0ersations 2ith peers 2ith '1 /B(/66/1*
6/?/6 +3 364/1(@ '17 '880+80.'*/1/--
;1<1<
Able to listen to# ollo2 and gi0e
instructions
;
(an listen to# ollo2 and gi0e instructions and
directions around the neighbourhood 2ith
?/0@ 6.5.*/7 ',.6.*@
28
;1<1=
Able to listen to# ollo2 and gi0e
directions around the
neighbourhood
;1<1>
Able to participate in guided
con0ersations 2ith peers
<
(an listen to# ollo2 and gi0e instructions and
directions around the neighbourhood 2ith
6.5.*/7 ',.6.*@
=
(an listen to# ollo2 and gi0e instructions and
directions around the neighbourhood 2ith
-'*.-3'(*+0@ ',.6.*@
>
(an listen to# ollo2 and gi0e instructions and
directions around the neighbourhood 2ith
2++7 ',.6.*@
?
(an listen to# ollo2 and gi0e instructions and
directions around the neighbourhood 2ith
?/0@ 2++7 ',.6.*@
8
(an listen to# ollo2 and gi0e instructions and
directions around the neighbourhood 2ith
/B(/66/1* ',.6.*@
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
A3
B@ *9/ /17 +3 *9/ 6:
@/'0 80.5'0@
-(9++6.12" 848.6- ;.66
,/ ',6/ *+ 417/0-*'17
'17 0/-8+17 *+ +0'6
*/B*- .1 ' ?'0./*@ +3
(+1*/B*-A
A
;1=1;
Able to listen to and
demonstrate understanding o
oral te7ts by$
5a6 asking and ans2ering
4uestions
5b6 se4uencing
5c6 predicting
2ith guidance
;
(an listen to and demonstrate understanding
o oral te7ts by asking and ans2ering
4uestions; se4uencing# and predicting 2ith
?/0@ 6.5.*/7 ',.6.*@
<
(an listen to and demonstrate understanding
o oral te7ts by asking and ans2ering
4uestions; se4uencing# and predicting 2ith
6.5.*/7 ',.6.*@
=
(an listen to and demonstrate understanding
o oral te7ts by asking and ans2ering
29
4uestions; se4uencing# and predicting 2ith
-'*.-3'(*+0@ ',.6.*@
>
(an listen to and demonstrate understanding
o oral te7ts by asking and ans2ering
4uestions; se4uencing# and predicting 2ith
2++7 ',.6.*@
?
(an listen to and demonstrate understanding
o oral te7ts by asking and ans2ering
4uestions; se4uencing# and predicting 2ith
?/0@ 2++7 ',.6.*@
8
(an listen to and demonstrate understanding
o oral te7ts by asking and ans2ering
4uestions; se4uencing# and predicting 2ith
/B(/66/1* ',.6.*@
READING SKILLS
30
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
2A2
B@ *9/ /17 +3 *9/ 6
@/'0 80.5'0@
-(9++6.12" 848.6-
;.66 ,/ ',6/ *+
7/5+1-*0'*/
417/0-*'17.12 +3
?'0./*@ +3 6.1/'0 '17
1+1:6.1/'0
*/B*- .1 *9/ 3+05 +3
80.1* '17 1+1:80.1*
5'*/0.'6- 4-.12 '
0'12/ +3 -*0'*/2./-
*+ (+1-*04(*
5/'1.12A
<1<1;
Able to apply 2ord attack skills
by identiying$
5a6 homographs
5b6 homophones
<1<1<
Able to read and understand
phrases and sentences rom$
5a6 linear te7ts
5b6 non-linear te7ts
<1<1>
Able to apply dictionary skills$
5a6 locate 2ords
5b6 meaning o base 2ord
;
(an read but sho2 ?/0@ 6.5.*/7
understanding o$
phrases and sentences rom linear and
non-linear te7ts in$
homographs and homophones
dictionary skills$ locate 2ords# meaning o
base 2ord
<
(an read but sho2 6.5.*/7 understanding o$
phrases and sentences rom linear and
non-linear te7ts in$
homographs and homophones
dictionary skills$ locate 2ords# meaning o
base 2ord
=
(an read and sho2 -'*.-3'(*+0@
understanding o$
phrases and sentences rom linear and
non-linear te7ts in$
homographs and homophones
dictionary skills$ locate 2ords# meaning o
base 2ord
>
(an read and sho2 2++7 understanding o$
phrases and sentences rom linear and
non-linear te7ts in$
homographs and homophones
dictionary skills$ locate 2ords# meaning o
base 2ord
31
?
(an read and sho2 ?/0@ 2++7 understanding
o$
phrases and sentences rom linear and
non-linear te7ts in$
homographs and homophones
dictionary skills$ locate 2ords# meaning o
base 2ord
8
(an read and sho2 /B(/66/1* understanding
o$
phrases and sentences rom linear and
non-linear te7ts in$
homographs and homophones
dictionary skills$ locate 2ords# meaning o
base 2ord
<1<1=
Able to read and demonstrate
understanding o te7ts by$
5a6 se4uencing
5b6 predicting
2ith guidance
;
(an read but sho2 ?/0@ 6.5.*/7
understanding o te7ts by$
se4uencing
making predictions
<
(an read but sho2 6.5.*/7 understanding o
te7ts by$
se4uencing
making predictions
=
(an read and sho2 -'*.-3'(*+0@
understanding o te7ts by$
se4uencing
making predictions
>
(an read and sho2 2++7 understanding o
te7ts by$
se4uencing
making predictions
32
?
(an read and sho2 ?/0@ 2++7 understanding
o te7ts by$
se4uencing
making predictions
8
(an read and sho2 /B(/66/1* understanding
o te7ts by$
se4uencing
making predictions
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
2A3
B@ *9/ /17 +3 *9/ 6:
@/'0 80.5'0@
-(9++6.12" 848.6- ;.66
,/ ',6/ *+ 0/'7
.17/8/17/1*6@ 3+0
.13+05'*.+1 '17
/1E+@5/1*
<1=1;
Able to read or inormation and
enjoyment 2ith guidance$
5a6 iction
5b6 non-iction
;
(an read aloud andFor silently but sho2 ?/0@
6.5.*/7 understanding o iction and non-
iction te7ts
<
(an read aloud andFor silently but sho2
6.5.*/7 understanding o iction and non-
iction te7ts
=
(an read aloud andFor silently and sho2
-'*.-3'(*+0@ understanding o iction and non-
iction te7ts
>
(an read aloud andFor silently and sho2
2++7 understanding o iction and non-iction
te7ts
?
(an read aloud andFor silently and sho2 ?/0@
2++7 understanding o iction and non-iction
te7ts
8 (an read aloud andFor silently and sho2
/B(/66/1* understanding o iction and non-
33
iction te7ts
$RITING SKILLS

CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3A
B@ *9/ /17 +3 *9/
6 @/'0 80.5'0@
-(9++6.12" 848.6-
;.66 ,/ ',6/ *+
3+05 6/**/0- '17
;+07- .1 1/'*
6/2.,6/ 80.1*
.1(647.12 (40-.?/
;0.*.12A
=1;1;
Able to 2rite in neat legible print
2ith correct spelling$
5a6 phrases
5b6 sentences
5c6 numerals in 2ord orm
;
(an 2rite phrases# sentences# numerals in
2ord orm 2ith ' ?/0@ 6.5.*/7 6/?/6 +3#
neatness and legibility
accuracy in spelling
<
(an 2rite phrases# sentences# numerals in
2ord orm 2ith ' 6.5.*/7 6/?/6 +3#
neatness and legibility
accuracy in spelling
=
(an 2rite phrases# sentences# numerals in
2ord orm 2ith ' -'*.-3'(*+0@ 6/?/6 +3#
neatness and legibility
accuracy in spelling
>
(an 2rite phrases# sentences# numerals in
2ord orm 2ith ' 2++7 6/?/6 +3#
neatness and legibility
accuracy in spelling
?
(an 2rite phrases# sentences# numerals in
2ord orm 2ith ' ?/0@ 2++7 6/?/6 +3#
neatness and legibility
accuracy in spelling
34
8
(an 2rite phrases# sentences# numerals in
2ord orm 2ith '1 /B(/66/1* 6/?/6 +3#
neatness and legibility
accuracy in spelling
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMAN
CE LEVEL
DESCRIPTOR
3A
B@ *9/ /17 +3 *9/ 6
@/'0 80.5'0@
-(9++6.12" 848.6- ;.66
,/ ',6/ *+ 3+05 6/**/0-
'17 ;+07- .1 1/'*
6/2.,6/ 80.1*
.1(647.12 (40-.?/
;0.*.12A
=1;1<
Able to 2rite in neat cursi0e
2riting 2ith correct spelling$
5a6 2ords
5b6 phrases
numerals in 2ord orm
;
(an 2rite 2ords# phrases and numerals in
2ord orm in cursi0e 2riting 2ith ' ?/0@ 6.5.*/7
6/?/6 +3#
neatness
accuracy in spelling
<
(an 2rite 2ords# phrases and numerals in
2ord orm in cursi0e 2riting 2ith ' 6.5.*/7 6/?/6
+3#
neatness
accuracy in spelling
=
(an 2rite 2ords# phrases and numerals in
2ord orm in cursi0e 2riting 2ith ' -'*.-3'(*+0@
6/?/6 +3#
neatness
accuracy in spelling
> (an 2rite 2ords# phrases and numerals in
2ord orm in cursi0e 2riting 2ith ' 2++7 6/?/6
+3#
neatness
accuracy in spelling
35
?
(an 2rite 2ords# phrases and numerals in
2ord orm in cursi0e 2riting 2ith ' ?/0@ 2++7
6/?/6 +3#
neatness
accuracy in spelling
8
(an 2rite 2ords# phrases and numerals in
2ord orm in cursi0e 2riting 2ith '1 /B(/66/1*
6/?/6 +3#
neatness
accuracy in spelling
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3A2
B@ *9/ /17 +3 *9/ 6
@/'0 80.5'0@
-(9++6.12" 848.6- ;.66
,/ ',6/ *+ ;0.*/ 4-.12
'880+80.'*/ 6'124'2/
3+05 '17 -*@6/ 3+0 '
0'12/ +3 8408+-/-A
=1<1;
Able to transer inormation 2ith
guidance to complete$
5a6 linear te7ts
non-linear te7ts
;
(an transer inormation to complete linear
and non-linear te7ts 2ith ' ?/0@ 6.5.*/7 6/?/6
+3 '((40'(@
<
(an transer inormation to complete linear
and non-linear te7ts 2ith ' 6.5.*/7 6/?/6 +3
'((40'(@
=
(an transer inormation to complete linear
and non-linear te7ts 2ith ' -'*.-3'(*+0@ 6/?/6
+3 '((40'(@
>
(an transer inormation to complete linear
and non-linear te7ts 2ith ' 2++7 6/?/6 +3
'((40'(@
36
?
(an transer inormation to complete linear
and non-linear te7ts 2ith ' ?/0@ 2++7 6/?/6 +3
'((40'(@
8
(an transer inormation to complete linear
and non-linear te7ts 2ith '1 /B(/66/1* 6/?/6 +3
'((40'(@
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3A2
B@ *9/ /17 +3 *9/ 6
@/'0 80.5'0@
-(9++6.12" 848.6- ;.66
,/ ',6/ *+ ;0.*/ 4-.12
'880+80.'*/ 6'124'2/
3+05 '17 -*@6/ 3+0 '
0'12/ +3 8408+-/-A
=1<1<
Able to 2rite 2ith guidance$
5a6 labels
5b6 notices
5c6 messages
;
(an 2rite labels# notices and messages 2ith
' ?/0@ 6.5.*/7 6/?/6 +3 '((40'(@
<
(an 2rite labels# notices and messages 2ith
' 6.5.*/7 6/?/6 +3 '((40'(@
=
(an 2rite labels# notices and messages 2ith
' -'*.-3'(*+0@ 6/?/6 +3 '((40'(@
>
(an 2rite labels# notices and messages 2ith
' 2++7 6/?/6 +3 '((40'(@
?
(an 2rite labels# notices and messages 2ith
' ?/0@ 2++7 6/?/6 +3 '((40'(@
8
(an 2rite labels# notices and messages 2ith
'1 /B(/66/1* 6/?/6 +3 '((40'(@
=1<1=
Able to punctuate correctly$
5a6 apostrophe
5b6 speech markers
=1<1>
Able to spell 2ords by applying
;
(an punctuate and spell 2ith ' ?/0@ 6.5.*/7
6/?/6 +3 '((40'(@
<
(an punctuate and spell 2ith ' 6.5.*/7 6/?/6
+3 '((40'(@
=
(an punctuate and spell 2ith ' -'*.-3'(*+0@
6/?/6 +3 '((40'(@
>
(an punctuate and spell 2ith ' 2++7 6/?/6 +3
'((40'(@
37
spelling rules
?
(an punctuate and spell 2ith ' ?/0@ 2++7
6/?/6 +3 '((40'(@
8
(an punctuate and spell 2ith '1 /B(/66/1*
6/?/6 +3 '((40'(@
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3A3
B@ *9/ /17 +3 *9/ 6:
@/'0 80.5'0@
-(9++6.12" 848.6- ;.66
,/ ',6/ *+ ;0.*/ '17
80/-/1* .7/'-
*90+429 ' ?'0./*@ +3
5/7.' 4-.12
'880+80.'*/ 6'124'2/"
3+05 '17 -*@6/A
=1=1;
Able to create simple te7ts using
a 0ariety o media 2ith
guidance$
5a6 non-linear
5b6 linear
;
(an create simple linear and non-linear te7ts
2ith ' ?/0@ 6.5.*/7 6/?/6 +3 '((40'(@ '17
'880+80.'*/1/--
<
(an create simple linear and non-linear te7ts
2ith ' 6.5.*/7 6/?/6 +3 '((40'(@ '17
'880+80.'*/1/--
=
(an create simple linear and non-linear te7ts
2ith ' -'*.-3'(*+0@ 6/?/6 +3 '((40'(@ '17
'880+80.'*/1/--
>
(an create simple linear and non-linear te7ts
2ith ' 2++7 6/?/6 +3 '((40'(@ '17
'880+80.'*/1/--
? (an create simple linear and non-linear te7ts
2ith ' ?/0@ 2++7 6/?/6 +3 '((40'(@ '17
38
'880+80.'*/1/--
8
(an create simple linear and non-linear te7ts
2ith '1 /B(/66/1* 6/?/6 +3 '((40'(@ '17
'880+80.'*/1/--
LANGUAGE ARTS
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
4A
B@ *9/ /17 +3 *9/ 6:
@/'0 80.5'0@
-(9++6.12" 848.6- ;.66
,/ ',6/ *+ /1E+@ '17
'880/(.'*/ 09@5/-"
8+/5- '17 -+12-A
>1;1;
Able to enjoy ja@@ chants#
poems and songs through non-
0erbal response
>1;1<
Able to sing songs and recite
ja@@ chants and poems 2ith
correct stress# pronunciation#
rhythm and intonation
;
(an sho2 enjoyment and appreciation o
rhymes# poems and songs 2ith ?/0@
6.5.*/7 non-0erbal and 0erbal responses
(an sing songs# recite ja@@ chants and
poems 2ith ' ?/0@ 6.5.*/7 le0el o correct
stress# pronunciation# rhythm and
intonation
< (an sho2 enjoyment and appreciation o
rhymes# poems and songs 2ith 6.5.*/7
non-0erbal and 0erbal responses
(an sing songs# recite ja@@ chants and
poems 2ith ' 6.5.*/7 le0el o correct
stress# pronunciation# rhythm and
intonation
39
=
(an sho2 enjoyment and appreciation o
rhymes# poems and songs 2ith
-'*.-3'(*+0@ non-0erbal and 0erbal
responses
(an sing songs# recite ja@@ chants and
poems 2ith ' -'*.-3'(*+0@ le0el o correct
stress# pronunciation# rhythm and
intonation
>
(an sho2 enjoyment and appreciation o
rhymes# poems and songs 2ith 2++7 non-
0erbal and 0erbal responses
(an sing songs# recite ja@@ chants and
poems 2ith ' 2++7 le0el o correct stress#
pronunciation# rhythm and intonation
?
(an sho2 enjoyment and appreciation o
rhymes# poems and songs 2ith ?/0@ 2++7
non-0erbal and 0erbal responses
(an sing songs# recite ja@@ chants and
poems 2ith ' ?/0@ 2++7 le0el o correct
stress# pronunciation# rhythm and
intonation
8
(an sho2 enjoyment and appreciation o
rhymes# poems and songs 2ith /B(/66/1*
'17 (0/'*.?/ non-0erbal and 0erbal
responses
(an sing songs# recite ja@@ chants and
poems 2ith an /B(/66/1* le0el o correct
stress# pronunciation# rhythm and
intonation
40
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
4A2
B@ *9/ /17 +3 *9/ 6:
@/'0 80.5'0@
-(9++6.12 848.6- ;.66
,/ ',6/ *+ /B80/--
8/0-+1'6
0/-8+1-/ *+ 6.*/0'0@
*/B*-A
>1<1;
Able to respond to literary te7ts$
5a6 characters
5b6 place and time
5c6 0alues
;
(an e7press ?/0@ 6.5.*/7 personal responses
to literary te7ts on character5s6# place and
time and# 0alues
<
(an e7press 6.5.*/7 personal responses to
literary te7ts on character5s6# place and time
and# 0alues
=
(an e7press -'*.-3'(*+0@ personal responses
to literary te7ts on character5s6# place and
time and# 0alues
>
(an e7press 2++7 personal responses to
literary te7ts on character5s6# place and time
and# 0alues
? (an e7press ?/0@ 2++7 personal responses
to literary te7ts on character5s6# place and
time and# 0alues
41
8
(an e7press /B(/66/1* personal responses to
literary te7ts on character5s6# place and time
and# 0alues
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
4A3
B@ *9/ /17 +3
*9/ 6:@/'0
80.5'0@
-(9++6.12"
848.6- ;.66 ,/
',6/ *+ 86'1"
+02'1.C/ '17
80+74(/ (0/'*.?/
;+0)- 3+0
/1E+@5/1*A
>1=1;
Able to plan# produce
and display creati0e
2orks based on literary
te7ts using a 0ariety o
media 2ith guidance
>1=1<
Able to plan# prepare
and participate in a
perormance 2ith
guidance based on
literary 2orks
;
(an plan# produce and display ?/0@ 6.5.*/7 creati0e
2orks based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at ' ?/0@ 6.5.*/7 6/?/6
<
(an plan# produce and display 6.5.*/7 creati0e 2orks
based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at ' 6.5.*/7 6/?/6
=
(an plan# produce and display -'*.-3'(*+0@ creati0e
2orks based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at ' -'*.-3'(*+0@ 6/?/6
>
(an plan# produce and display 2++7 creati0e 2orks
based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at ' 2++7 6/?/6
?
(an plan# produce and display ?/0@ 2++7 creati0e
2orks based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at ' ?/0@ 2++7 6/?/6
42
8
(an plan# produce and display /B(/66/1* creati0e 2orks
based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at '1 /B(/66/1* 6/?/6
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
4A3
B@ *9/ /17 +3 *9/
6:@/'0 80.5'0@
-(9++6.12" 848.6-
;.66 ,/ ',6/ *+
86'1" +02'1.C/ '17
80+74(/ (0/'*.?/
;+0)- 3+0
/1E+@5/1*A
>1=1;
Able to plan# produce
and display creati0e
2orks based on literary
te7ts using a 0ariety o
media 2ith guidance
>1=1<
Able to plan# prepare
and participate in a
perormance 2ith
guidance based on
literary 2orks
;
(an plan# produce and display ?/0@ 6.5.*/7 creati0e
2orks based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at ' ?/0@ 6.5.*/7 6/?/6
<
(an plan# produce and display 6.5.*/7 creati0e 2orks
based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at ' 6.5.*/7 6/?/6
=
(an plan# produce and display -'*.-3'(*+0@ creati0e
2orks based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at ' -'*.-3'(*+0@ 6/?/6
>
(an plan# produce and display 2++7 creati0e 2orks
based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at ' 2++7 6/?/6
? (an plan# produce and display ?/0@ 2++7 creati0e
2orks based on literary te7ts using a 0ariety o media
43
(an plan# prepare and participate in a perormance
based on literary 2orks at ' ?/0@ 2++7 6/?/6
8
(an plan# produce and display /B(/66/1* creati0e
2orks based on literary te7ts using a 0ariety o media
(an plan# prepare and participate in a perormance
based on literary 2orks at '1 /B(/66/1* 6/?/6
GRAMMAR
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
5A
B@ *9/ /17 +3 *9/ 6
@/'0 80.5'0@
-(9++6.12" 848.6- ;.66
,/ ',6/ *+ 4-/
7.33/0/1* ;+07
(6'--/- (+00/(*6@ '17
'880+80.'*/6@A
?1;1;
Able to use nouns correctly
and appropriately$
5a6 common nouns
5b6 singular nouns
5c6 plural nouns
5d6 countable nouns
5e6 uncountable nouns
;
(an use the dierent 2ord classes 2ith '
?/0@ 6.5.*/7 le0el o accuracy
44
?1;1<
Able to use pronouns correctly
and appropriately$
5a6 possessi0e
5b6 interrogati0e
?1;1=
Able to use 0erbs correctly and
appropriately$
5a6 irregular 0erbs
5b6 0erbs that do not change
orm
5c6 present continuous tense
5d6 past continuous tense
?1;1>
Able to use conjunctions
correctly and appropriately$
5a6 because
5b6 so
?1;1?
Able to use prepositions
correctly and appropriately$
5a6 abo0e
5b6 belo2
5c6 beside
5d6 ne7t to
<
(an use the dierent 2ord classes 2ith '
6.5.*/7 le0el o accuracy
=
(an use the dierent 2ord classes 2ith '
-'*.-3'(*+0@ le0el o accuracy
>
(an use the dierent 2ord classes 2ith '
2++7 le0el o accuracy
45
5e6 bet2een
5 6 near
?1;18
Able to use adjecti0es correctly
and appropriately$
5a6 comparati0e
5b6 superlati0e
?1;1G
Able to use articles correctl and
appropriately$
5a6 the
5b6 @ero article 5-6
?1;1H
Able to use ad0erbs correctly
and appropriately$
5a6 manner
5b6 time
5c6 place
?
(an use the dierent 2ord classes 2ith '
?/0@ 2++7 le0el o accuracy
8
(an use the dierent 2ord classes 2ith '1
/B(/66/1* le0el o accuracy
FG0'55'0 .*/5- '0/ *+ ,/ '--/--/7 *90+429 S8/').12 '17 $0.*.12 S).66- ;9/0/ -4.*',6/ '17 '886.(',6/
46
____________________________________________________________________________________________
T9/ ;+07 6.-* 3+0 L/?/6 2 848.6- .- 7.?.7/7 .1*+ 3 -/(*.+1-#
a list o High 9re4uency Words that pupils need to master by the end o Year 8
a suggested list o 2ords that 2ill help pupils ac4uire 0ocabulary related to 0arious themes and content introduced in
.e0el <
a list o related 0ocabulary pupils 2ill engage 2ith during the teaching and learning o mathematics and science in the
irst language
47
WORD LIST FOR LEVEL 2
"n order to enhance pupils3 engagement in %nglish both in ormal and non-ormal conte7ts# it is hoped that teachers are able to
use the stipulated 2ords in oral and 2ritten orm1 *eachers are also encouraged to use the 2ords rom the 2ord list in their
0arious orms as this 2ill allo2 pupils to ac4uire a myriad o 2ords by the end o their primary schooling years1
*eachers may also introduce other 2ords that they deem necessary in order to acilitate a particular teaching learning conte7t
or classroom instruction1
H.29 F0/D4/1(@ $+07-
abo0e brought through 2oke
across brother today
almost can:t together
along change told
also children tries
al2ays clothes turn
animal coming turned
any didn:t under
around dierent 2alked
asked does 2alking
baby don:t 2atch
balloon sho2 2here
beore sister 2hile
began small 2hite
48
being something 2hole
belo2 sometimes happy
better sound 2hy
bet2een started 2indo2
birthday still 2ithout
both stopped 2oke
brother such 2oken
brought suddenly 2ord
belo2 sure 2ork
better s2imming happy
bet2een think 2hy
birthday those 2indo2
both thought 2ithout
S422/-*/7 T9/5'*.( $+07 L.-*
Y/'0 4 Y/'0 5 Y/'0 6
among ater analogy
arrange ambition appear
belo2 apology assemble
blo2 around bargain
borro2 border be0erage
bridge bulb bottom
bucket century boundary
celebration compass calculator
centre condolence condition
competition congratulations consider
country crutches continent
decorate do2nstairs create
direction drain crockery
actory edge determine
49
ail entrance encourage
lood escalator engaged
old e7it e7cited
righten ire e7tinguisher e7pect
gather lutter e7plore
glad gender ear
gold hundred thousands igure
hope interest uel
instrument lit garage
junction machine general
lake plug generator
lea0e
semester
hundred thousand
Y/'0 4 Y/'0 5 Y/'0 6
lend sto0e imagine
lit ten thousands mangro0e
located term million
maga@ine upstairs moss
match 2heelchair mushroom
o0er operate
party pastry
peel platorm
polish stitch
present success
press suggest
pretend terminal
programme to2ards
recei0e t2ig
repair unite
route upper
50
rush utensil
score 0ie2
scream
seat
ser0e personality traits
sign occupations
slip 2ays people tra0el
spin rules and regulations
spread
stain
state
S422/-*/7 M'*9/5'*.(- '17 S(./1(/ T/05-
absorb con0ersion ur late7 percentage sting
accuracy cube gas lealets perimetre s2eat
addition cuboid graph leather predict urinate
algae curl grease length proit 0accine
antibiotic deecate grid lie cycle pulse 0alue
area de0ice hatch limitation 4uantity 0irus
a0erage diagram height li4uids range 0olume
a7is discount hori@ontal litre reaction 2idth
bacteria disease income lung recycle 2ind pipe
beaker di0idend iner magniy reduce young plant
birth drug inhale mankind reerence
breadth electricity inno0ate mass reproduce
breath diet insulator ma7imum reuse
breathe digit in0estment mean round o
calculate e7cessi0e late7 measurement scale
51
cause e7cretion lealets metal schedule
centimetre e7periment leather millipede shelter
chart e7plain length mimosa shoot
circumerence e7plore height minimum silk
classiy e7tinct hori@ontal mi7ture solar system
compare aeces income mode stem
condition ern iner mo0ement solids
conduci0e loat inhale oblong spores
conductor raction inno0ate parallel s4uare
construction re4uency insulator parent plant stage
contact ungus in0estment pendulum stimuli
52