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DRAFT DSKP YEAR 4 SJK

TABLE OF CONTENTS
___________________________________________________________________________________________________ RUKUN NEGARA FALSAFAH PENDIDIKAN KEBANGSAAN INTRODUCTION AIMS & OBJECTIVES UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM THE MODULAR CONFIGURATION CURRICULUM ORGANISATION A MODULAR CURRICULUM CURRICULUM CONTENT EDUCATIONAL EMPHASES CONTENT" LEARNING AND PERFORMANCE LEVELS #LISTENING AND SPEAKING CONTENT" LEARNING AND PERFORMANCE LEVELS #READING CONTENT" LEARNING AND PERFORMANCE LEVELS #$RITING CONTENT" LEARNING AND PERFORMANCE LEVELS# LANGUAGE ARTS CONTENT" LEARNING AND PERFORMANCE LEVELS# GRAMMAR $ORD LIST FOR LEVEL 2 FOR LEVEL 2 3 6 25 3! 33 38 44 46 2 3 4 5 6 8 !

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RUKUN NEGARA BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak; membina satu masyarakat 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

FALSAFAH PENDIDIKAN KEBANGSAAN

&endidikan di Malaysia harmonisdari segi

adalah

suatu usaha berterusan ke arah lebih rohani# emosi

memperkembangkan lagi dan

potensi indi0idu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan intelek# dan jasmani; berdasarkan kepercayaan kepatuhan kepada *uhan1 mencapai kesejahteraan +saha ini adalah bagi melahirkan 2arganegara Malaysia yang berkeupayaan dan diri serta memberi sumbangan terhadap keharmonian

berilmu pengetahuan# berketerampilan# berakhlak mulia# bertanggungja2ab dan kemakmuran keluarga# masyarakat dan negara1

INTRODUCTION
________________________________________________________________________________________________________________ %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 in ormation 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 pro icient 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 "n ormation and (ommunications *echnology 5"(*6 needs to be mastered to enable our pupils to ha0e easy access to in ormation 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 con idence in unctioning as an e ecti0e 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

AIMS AND OBJECTIVES


_____________________________________________________________________________________________________ AIMS *he %nglish .anguage (urriculum or &rimary Schools aims to e4uip pupils 2ith basic language skills to enable them to communicate e ecti0ely 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 ii1 iii1 i01 01 communicate 2ith peers and adults con idently and appropriately in ormal and in ormal situations; read and comprehend a range o %nglish te7ts or in ormation and enjoyment; 2rite a range o te7ts using appropriate language# style and orm through a 0ariety o media; appreciate and demonstrate understanding o %nglish language literary or creati0e 2orks or enjoyment; and use correct and appropriate rules o grammar in speech and 2riting1

UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM


_____________________________________________________________________________________________________ *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-%./,/0 ,+ 12/" 3-%/,/0124 %/5 62.6)+-124 .essons# 2hich emphasise meaning ul conte7ts and the integration o language skills# allo2 pupils to engage in unilled acti0ities1 Meaning ul# conte7tualised as 2ell as purpose ul acti0ities 2ill promote the un element in learning1 iii1 T-%&7,/0 ,+ 4-%./-.#&-/(.-5 *eaching approaches# lessons and curriculum materials must suit the di ering needs and abilities o pupils1 "t is language

important that appropriate acti0ities and materials are used 2ith pupils o di erent learning pro iles 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 i01 I/(-0.%(,)/ )1 +%4,-/( /-8 (-&7/)4)0,-+ "(* has become an integral and accepted part o e0eryday li e 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 e ecti0eness o learning# or by adding a dimension to learning that 2as not pre0iously a0ailable1 "(* may also be a signi icant moti0ational actor in pupils3 learning and can support pupils3 engagement 2ith collaborati0e learning 01 A++-++3-/( 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 assessment is conducted at the end per ormance orally or in 2riting1 9ormati0e and summati0e assessments should be used to gauge pupils: per ormance1 9ormati0e assessment is conducted as an on-going process# 2hile summati0e o a particular unit or term 0i1 C7%.%&(-.#*2,45,/0 ,/12+-5 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 2holesome de0elopment o indi0iduals1 or the

THE MODULAR CONFIGURATION


;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; *he ollo2ing diagram sho2s the conceptual rame2ork o the curriculum model1

LISTENING AND SPEAKING MODULE

READING MODULE

$RITING MODULE

LANGUAGE ARTS MODULE GRAMMAR MODULE YEAR YEAR 2 STAGE ONE 9YEARS : 3; YEAR 3 YEAR 4 YEAR 5 STAGE T$O 9YEARS 4 : 6; YEAR 6

*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 di erent stages o schooling1 *hrough these modules# pupils 2ill

learn ho2 to interact 2ith peers# listen attenti0ely# e7press themsel0es orally# read 2ith comprehension and 2rite meaning ully# purpose ully and 2ith con idence1 *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

CURRICULUM ORGANISATION
_____________________________________________________________________________________________________________ *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 re erence and model or spelling# grammar and pronunciation1 &rimary education is di0ided into t2o stages$ Stage /ne 5.e0el <6 - Years <# = and > *he modules or .e0el < and .e0el = are$ L-<-4 Module /ne Module *2o Module *hree Module 9our $ Module 9i0e $ $ $ .istening and Speaking 'eading Writing .anguage Arts -rammar Module /ne$ Module *2o$ Module *hree$ Module 9our$ Module 9i0e$ L-<-4 2 .istening and Speaking 'eading Writing .anguage Arts 5(ontemporary (hildren3s .iterature6 -rammar Stage *2o 5.e0el =6 - Years ?# @ and 81

As %nglish is the second language or pupils in schools# it is belie0ed to be prudent and pedagogically sound to de er 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

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A MODULAR CURRICULUM
_____________________________________________________________________________________________________ *he Standard-based %nglish .anguage (urriculum is modular in structure1 By organising the curriculum standards under i0e modules 5 our or Years < and =6# pupils 2ill be able to ocus on the de0elopment o salient language skills or sub-skills under each module through purpose ul acti0ities in meaning ul conte7ts1 *his modular approach does not e7clude integration o skills1 Ho2e0er# skills integration is e7ploited strategically to enhance pupils3 de0elopment o speci ic language skills as described in the content and learning standards in a module1 o the content and learning standards1 "n order to make learning more meaning ul and purpose ul# language input is presented under themes and topics 2hich are appropriate or pupils1 *hree broad themes ha0e been identi ied in the curriculum1 *hey are$ World o Sel # 9amily and 9riends World o Stories and World o !no2ledge1 *his curriculum is modular in design and this is re lected in the organiAation

*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 *here ore# 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

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T7- $).45 )1 S-41" F%3,4= %/5 F.,-/5+ 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 Bno man is an island31 *here ore# pupils need to be a2are o the community and society around them1 Social skills play an important role in this theme1 T7- $).45 )1 S().,-+ theme introduces pupils to the 2onder ul 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 belie s are to be imparted through the stories1 *hrough these stories# it is hoped that pupils understand di erent cultural belie s and learn to li0e harmoniously 2ith others 2ho belie0e and think di erently1 T7- $).45 )1 K/)84-50- 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 scienti ic and mathematical kno2ledge# inancial literacy# en0ironmental a2areness# sa ety 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 li e1

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CURRICULUM CONTENT
_____________________________________________________________________________________________________ *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 speci y the essential kno2ledge# skills# understandings and strategies that pupils need to learn1 .earning Standards describe in detail the degree or 4uality o pro iciency that pupils need to display in relation to the (ontent Standards or a particular year1

>!

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 con idently on related topics 2ith guidance1 &upils should be taught ho2 to listen care ully 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 care ully 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 recommended; ranging rom teacher-simulated te7ts to media broadcasts and authentic dialogues1 So# by the end o Year 8 o

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primary schooling# pupils 2ill become con ident speakers 2ho can communicate e ecti0ely# appropriately and coherently in any gi0en conte7t 2>! READING

&upils are taught reading strategies such as applying 2ord attack skills to identi y homographs and homophones# using conte7tual clues to get meaning o 2ords and identi y pro0erbs# phrasal 0erbs# idioms and similes1 meaning o 2ords in conte7t1 "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 *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 e ecti0ely and e iciently so that they become a0id and independent readers1

3>!

$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 be ore 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 4>! LANGUAGE ARTS

*he (ontemporary (hildren3s .iterature component is taught during the .anguage Arts lessons to e7pose pupils to di erent literary genres such as short stories# poems and graphic no0els1 *eachers are to e7ploit te7ts in these genres to create un-

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illed and meaning ul 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# jaAA 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# per orming and producing creati0e 2orks1 5>! 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 e ecti0e# 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 Carious acti0ities such as language games# 4uiAAes# grammar songs and meaning ul grammar drills 2ill make the learning o grammar more accessible and enjoyable1 structures in speech and 2riting1 *hrough these# pupils 2ill understand# grasp and apply grammatically correct

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EDUCATIONAL EMPHASES
_____________________________________________________________________________________________________ *he %ducational %mphases re lect current de0elopments in education1 *hese emphases are in used and 2o0en into classroom lessons to prepare pupils or the challenges o the real 2orld1 "n this respect# Moral %ducation# (itiAenship %ducation# &atriotism# *hinking Skills# Mastery .earning# "n ormation 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 brie ly belo2$ H,07-. O.5-. T7,/',/0 S',44+ *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 <DD? 2ith the introduction o (reati0e and (ritical *hinking Skills Beginning =E<<# the Standard-based (urriculum or &rimary School# KSSR gi0es emphasis to higher order thinking skills# 5H/*S61 Higher order thinking skills encompass the ability to apply kno2ledge# skills and 0alues along 2ith reasoning and re lecti0e skills to sol0e problems# make decisions and be inno0ati0e and creati0e1 applying# analysing# e0aluating and creating as re lected in *able <1 Higher /rder *hinking Skills re er to the skills o

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HOTS A664,&%(,)/ A/%4=+,+ E<%42%(,)/ C.-%(,)/

E?64%/%(,)/ +sing kno2ledge# skills and 0alues in di erent situations to complete a piece o 2ork Ability to break do2n in ormation into smaller parts in order to understand and make connections bet2een these parts1 Ability to consider# make decisions using kno2ledge# e7perience# skills# 0alues and justi y decisions made1 &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 learning too1 M%+(-.= L-%./,/0 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 Su icient time and appropriate learning conditions should be allo2ed so that pupils master the learning standards stipulated in this document1

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I/1).3%(,)/ %/5 C)332/,&%(,)/ T-&7/)4)0= S',44+ 9ICT; "n ormation and (ommunication *echnology Skills 5"(*6 include the use o multimedia resources such as *C documentaries and the "nternet# as 2ell as the use o computer-related acti0ities such as e-mailing# net2orking and interacting 2ith electronic course2are1 M24(,64- I/(-44,0-/&-+ *he theory o Multiple "ntelligences describes the nine di erent intelligences human beings possess1 *eachers need to be a2are o these di erent intelligences pupils possess in order to ma7imise teaching and learning1 Carious teaching and learning strategies should be planned by teachers to oster and nurture the di erent intelligences o pupils in order to meet their 0arying learning styles and needs1 C)/+(.2&(,<,+3 (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)/(-?(2%4 L-%./,/0 (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 meaning ul conte7ts1

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L-%./,/0 H)8 () L-%./ S',44+ .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 in ormation and thus# e4uip them to become independent li e-long learners1

V%42-+ %/5 C,(,@-/+7,6 *he 0alues contained in the Standard Based (urriculum or Moral Studies are incorporated into the %nglish language lessons1 %lements o patriotism and citiAenship are also emphasised in lessons to culti0ate a lo0e or the nation and produce patriotic citiAens1 K/)84-50- A&A2,+,(,)/ "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 a airs1 C.-%(,<,(= %/5 I//)<%(,)/ (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 and nurtured to ensure that their ull potential is realised1 (reati0ity and inno0ation in pupils should be e7ploited

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E/(.-6.-/-2.+7,6 9ostering the entrepreneurial mindset 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 ul ilment and success1 "n le0el t2o# elements o entrepreneurship are incorporated in lessons through acti0ities1

S&7))4 B%+-5 A++-++3-/( 9ormati0e assessment is a part o school-based assessment1 9ormati0e assessment# or assessment or learning is an 9ormati0e

important aspect o teaching and learning in the classroom and good pedagogy al2ays includes assessment1

assessment is carried out or teachers to gain eedback on their pupils3 learning and pro0ide them 2ith the necessary in ormation 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 e ecti0e school based assessment# the assessment element has been incorporated into this document together 2ith the content and learning standards1 *eachers should re er to the &er ormance Standard to help 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 a ter 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 per ormance le0el in the di erent skills o listening and speaking# reading# 2riting and language arts1

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Multiple sources o e0idence like checklists# obser0ations# presentations# 4uiAAes and tests can be used to document the attainment o the learning standards1 *hrough this process# teachers 2ill be able to build a pro ile o their pupils3 language de0elopment through an ongoing assessment1 Performance Standard *he &er ormance Standard details si7 le0els o per ormance 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 &er ormance .e0els are arranged in an ascending hierarchical manner to di erentiate the di erent le0els o pupils3 achie0ement# as sho2n belo2$

P-.1).3%/&- L-<-4 < = > ? @ 8

D-+&.,6(,)/ Cery .imited .imited Satis actory -ood Cery -ood %7cellent

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*he table belo2 sho2s the o0erall generic le0els o the ac4uisition o skills or Year ?1 PERFORMANCE STANDARD D-+&.,6(). Sho2 <-.= 4,3,(-5 command o the language1 'e4uires plenty o guidance to per orm 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 per ormance based on literary 2orks1

P-.1).3%/&L-<-4+

<

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Sho2 4,3,(-5 command o the language1 'e4uires guidance to per orm 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 grammar (an participate in a limited 2ay in a per ormance based on literary 2orks

Sho2 +%(,+1%&().= 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 identi y 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 in ormation 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 satis actory e7tent11 (an gi0e short# simple personal responses to literary 2orks1 (an prepare and participate in per ormances based on literary 2orks1

>

Sho2 0))5 command o the language1 Has the ability to use language independently but re4uires guidance or more comple7 language tasks$

23

(an listen to and understand 2ords# phrases and sentences concerning amiliar and a limited range o un amiliar topics1 (an listen to# ollo2 and gi0e instructions and directions1 (an gi0e simple instructions and directions1 (an identi y 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 in ormation 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 slips1 (an create a 0ariety o linear and non-linear te7ts1 (an gi0e personal response to literary te7ts and prepare and participate in per ormances based on literary 2orks1

Sho2 <-.= 0))5 command o the language1 Has the ability to use language almost independently1 8 (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 identi y 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 in ormation and predict se0eral possible outcomes1 (an spell and use correct grammar 2ith occasional slips11 (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 per ormances based on literary 2orks1

Sho2 -?&-44-/( command o the language1 Has the ability to use language independently 2ithout any guidance

24

(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 con idently1 (an identi y 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 con idently1 (an read and ans2er a 2ide range o higher order comprehension 4uestions# se4uence e7plicit and implicit in ormation and predict outcomes in a creati0e manner1 (an spell and use grammar accurately and con idently11 (an create a 0ariety o interesting and creati0e linear and non-linear te7ts1 (an gi0e an e7tended and creati0e personal response to literary te7ts con idently1 (an lead in the planning# preparation and participation in per ormances based on literary 2orks1

CONTENT, LEARNING AND PERFORMANCE LEVELS ________________________________________________________________________________________________ LEARNING STANDARDS


*he (ontent Standards represent the speci ic standards that need to be achie0ed by the end o Year 81 *he .earning Standards or Year ? detail the speci ic skills and kno2ledge that need to be attained in order to ul il a particular (ontent Standard1 *he &er ormance .e0els detail the per ormance le0el o pupils in the respecti0e skills1

LISTENING & SPEAKING SKILLS 25

CONTENT STANDARD > B= (7- -/5 )1 (7- 6# =-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () 6.)/)2/&8).5+ %/5 +6-%' &)/1,5-/(4= 8,(7 (7&)..-&( +(.-++" .7=(73 %/5 ,/()/%(,)/>

LEARNING STANDARD PERFORMANCE LEVEL <1<1< Able to speak 2ith correct 2ord stress <1<1? Able to talk about related topics 2ith guidance < = > ? @ 8 <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

PERFORMANCE STANDARD DESCRIPTOR (an talk about related topics 2ith % <-.= 4,3,(-5 le0el o luency and <-.= 4,3,(-5 use o correct 2ord stress (an talk about related topics 2ith % 4,3,(-5 le0el o luency and 4,3,(-5 use o correct 2ord stress (an talk about related topics 2ith % +%(,+1%&().= le0el o luency and +%(,+1%&().= use o correct 2ord stress (an talk about related topics 2ith % 0))5 le0el o luency and 0))5 use o correct 2ord stress (an talk about related topics 2ith % <-.= 0))5 le0el o luency and <-.= 0))5 use o correct 2ord stress (an talk about related topics 2ith %/ -?&-44-/( le0el o luency and -?&-44-/( use o correct 2ord stress (an listen to# enjoy stories and$ recite poems# tongue t2isters and sing songs 2ith % <-.= 4,3,(-5 4-<-4 o correct pronunciation# rhythm and intonation (an listen to# enjoy stories and$ recite poems# tongue t2isters and sing songs 2ith % 4,3,(-5 4-<-4 o correct pronunciation# rhythm and intonation (an listen to# enjoy stories and$ recite poems# tongue t2isters and sing songs 2ith % +%(,+1%&().= 4-<-4 o correct pronunciation# rhythm and intonation

<

>

26

(an listen to# enjoy stories and$ recite poems# tongue t2isters and sing songs 2ith % 0))5 4-<-4 o correct pronunciation# rhythm and intonation (an listen to# enjoy stories and$ recite poems# tongue t2isters and sing songs 2ith % <-.= 0))5 4-<-4 o correct pronunciation# rhythm and intonation (an listen to# enjoy stories and$ recite poems# tongue t2isters and sing songs 2ith %/ -?&-44-/( 4-<-4 o correct pronunciation# rhythm and intonation

CONTENT STANDARD >B B= (7- -/5 )1 (7- 6 =-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () 4,+(-/ %/5 .-+6)/5 %66.)6.,%(-4= ,/ 1).3%4 %/5 ,/1).3%4 +,(2%(,)/+ 1). % <%.,-(= )1 62.6)+-+>

LEARNING STANDARD PERFORMANCE LEVEL 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 < = > ?

PERFORMANCE STANDARD DESCRIPTOR (an participate in daily and guided con0ersations 2ith peers 2ith % <-.= 4,3,(-5 4-<-4 )1 142-/&= %/5 %66.)6.,%(-/-++ (an participate in daily and guided con0ersations 2ith peers 2ith % 4,3,(-5 4-<-4 )1 142-/&= %/5 %66.)6.,%(-/-++ (an participate in daily and guided con0ersations 2ith peers 2ith % +%(,+1%&().= 4-<-4 )1 142-/&= %/5 %66.)6.,%(-/-++ (an participate in daily and guided con0ersations 2ith peers 2ith % 0))5 4-<-4 )1 142-/&= %/5 %66.)6.,%(-/-++

27

@ 8 <1=1= Able to listen to# ollo2 and gi0e instructions <1=1> Able to listen to# ollo2 and gi0e directions around the neighbourhood <1=1? Able to participate in guided con0ersations 2ith peers < = > ? @ 8

(an participate in daily and guided con0ersations 2ith peers 2ith % <-.= 0))5 4-<-4 )1 142-/&= %/5 %66.)6.,%(-/-++ (an participate in daily and guided con0ersations 2ith peers 2ith %/ -?&-44-/( 4-<-4 )1 142-/&= %/5 %66.)6.,%(-/-++ (an listen to# ollo2 and gi0e instructions and directions around the neighbourhood 2ith <-.= 4,3,(-5 %*,4,(= (an listen to# ollo2 and gi0e instructions and directions around the neighbourhood 2ith 4,3,(-5 %*,4,(= (an listen to# ollo2 and gi0e instructions and directions around the neighbourhood 2ith +%(,+1%&().= %*,4,(= (an listen to# ollo2 and gi0e instructions and directions around the neighbourhood 2ith 0))5 %*,4,(= (an listen to# ollo2 and gi0e instructions and directions around the neighbourhood 2ith <-.= 0))5 %*,4,(= (an listen to# ollo2 and gi0e instructions and directions around the neighbourhood 2ith -?&-44-/( %*,4,(=

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE STANDARD PERFORMANCE LEVEL < DESCRIPTOR (an listen to and demonstrate understanding o oral te7ts by asking and ans2ering 4uestions; se4uencing# and predicting 2ith

>3 B= (7- -/5 )1 (7- 6#

<1>1< Able to listen to and demonstrate understanding o

28

=-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () 2/5-.+(%/5 %/5 .-+6)/5 () ).%4 (-?(+ ,/ % <%.,-(= )1 &)/(-?(+> >

oral te7ts by$ 5a6 asking and ans2ering 4uestions 5b6 se4uencing 5c6 predicting 2ith guidance

<-.= 4,3,(-5 %*,4,(= = (an listen to and demonstrate understanding o oral te7ts by asking and ans2ering 4uestions; se4uencing# and predicting 2ith 4,3,(-5 %*,4,(= (an listen to and demonstrate understanding o oral te7ts by asking and ans2ering 4uestions; se4uencing# and predicting 2ith +%(,+1%&().= %*,4,(= (an listen to and demonstrate understanding o oral te7ts by asking and ans2ering 4uestions; se4uencing# and predicting 2ith 0))5 %*,4,(= (an listen to and demonstrate understanding o oral te7ts by asking and ans2ering 4uestions; se4uencing# and predicting 2ith <-.= 0))5 %*,4,(= (an listen to and demonstrate understanding o oral te7ts by asking and ans2ering 4uestions; se4uencing# and predicting 2ith -?&-44-/( %*,4,(=

>

29

READING SKILLS
CONTENT STANDARD 2>2 B= (7- -/5 )1 (7- 6 =-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () 5-3)/+(.%(2/5-.+(%/5,/0 )1 <%.,-(= )1 4,/-%. %/5 /)/#4,/-%. (-?(+ ,/ (7- 1).3 )1 LEARNING STANDARD =1=1< Able to apply 2ord attack skills by identi ying$ 5a6 homographs 5b6 homophones =1=1= Able to read and understand phrases and sentences rom$ 5a6 linear te7ts PERFORMANCE STANDARD PERFORMANCE DESCRIPTOR LEVEL (an read but sho2 <-.= 4,3,(-5 understanding o $ phrases and sentences rom linear and < non-linear te7ts in$ homographs and homophones dictionary skills$ entry# e7it (an read but sho2 4,3,(-5 understanding o $ phrases and sentences rom linear and = non-linear te7ts in$ homographs and homophones

30

6.,/( %/5 /)/#6.,/( 3%(-.,%4+ 2+,/0 % .%/0- )1 +(.%(-0,-+ () &)/+(.2&( 3-%/,/0>

5b6 non-linear te7ts =1=1? Able to apply dictionary skills$ 5a6 entry 5b6 e7it

dictionary skills$ entry# e7it (an read and sho2 +%(,+1%&().= understanding o $ phrases and sentences rom linear and non-linear te7ts in$ homographs and homophones dictionary skills$ entry# e7it (an read and sho2 0))5 understanding o $ phrases and sentences rom linear and non-linear te7ts in$ homographs and homophones dictionary skills$ entry# e7it (an read and sho2 <-.= 0))5 understanding o$ phrases and sentences rom linear and non-linear te7ts in$ homographs and homophones dictionary skills$ entry# e7it (an read and sho2 -?&-44-/( understanding o$ phrases and sentences rom linear and non-linear te7ts in$ homographs and homophones dictionary skills$ entry# e7it (an read but sho2 <-.= 4,3,(-5 understanding o te7ts by$ se4uencing making predictions (an read but sho2 4,3,(-5 understanding o te7ts by$ se4uencing

>

=1=1> Able to read and demonstrate understanding o te7ts by$ 5a6 se4uencing 5b6 predicting 2ith guidance

<

31

making predictions (an read and sho2 +%(,+1%&().= understanding o te7ts by$ se4uencing making predictions (an read and sho2 0))5 understanding o te7ts by$ se4uencing making predictions (an read and sho2 <-.= 0))5 understanding o te7ts by$ se4uencing making predictions (an read and sho2 -?&-44-/( understanding o te7ts by$ se4uencing making predictions

>

CONTENT STANDARD 2>3 B= (7- -/5 )1 (7- 6# =-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () .-%5 ,/5-6-/5-/(4= 1). ,/1).3%(,)/ %/5 -/C)=3-/(

LEARNING STANDARD

PERFORMANCE STANDARD PERFORMANCE LEVEL DESCRIPTOR (an read aloud andFor silently but sho2 <-.= 4,3,(-5 understanding o iction and noniction te7ts (an read aloud andFor silently but sho2 4,3,(-5 understanding o iction and noniction te7ts (an read aloud andFor silently and sho2 +%(,+1%&().= understanding o iction and non-

=1>1< Able to read or in ormation and enjoyment 2ith guidance$ 5a6 iction 5b6 non- iction

< = >

32

iction te7ts ? @ 8 (an read aloud andFor silently and sho2 0))5 understanding o iction and non- iction te7ts (an read aloud andFor silently and sho2 <-.= 0))5 understanding o iction and non- iction te7ts (an read aloud andFor silently and sho2 -?&-44-/( understanding o iction and noniction te7ts

$RITING SKILLS
CONTENT STANDARD 3> B= (7- -/5 )1 (76 =-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () 1).3 4-((-.+ %/5 8).5+ ,/ /-%( LEARNING STANDARD PERFORMANCE LEVEL >1<1< Able to 2rite in neat legible print 2ith correct spelling$ 5a6 phrases 5b6 sentences 5c6 numerals in 2ord orm < PERFORMANCE STANDARD DESCRIPTOR (an 2rite phrases# sentences# numerals in 2ord orm 2ith % <-.= 4,3,(-5 4-<-4 )1D neatness and legibility accuracy in spelling (an 2rite phrases# sentences# numerals in 2ord orm 2ith % 4,3,(-5 4-<-4 )1D neatness and legibility

33

4-0,*4- 6.,/( ,/&425,/0 &2.+,<8.,(,/0> >

accuracy in spelling (an 2rite phrases# sentences# numerals in 2ord orm 2ith % +%(,+1%&().= 4-<-4 )1D neatness and legibility accuracy in spelling (an 2rite phrases# sentences# numerals in 2ord orm 2ith % 0))5 4-<-4 )1D neatness and legibility accuracy in spelling (an 2rite phrases# sentences# numerals in 2ord orm 2ith % <-.= 0))5 4-<-4 )1D neatness and legibility accuracy in spelling (an 2rite phrases# sentences# numerals in 2ord orm 2ith %/ -?&-44-/( 4-<-4 )1D neatness and legibility accuracy in spelling PERFORMANCE STANDARD PERFORMAN CE LEVEL >1<1= Able to 2rite in neat cursi0e 2riting 2ith correct spelling$ 5a6 2ords 5b6 phrases numerals in 2ord orm DESCRIPTOR (an 2rite 2ords# phrases and numerals in 2ord orm in cursi0e 2riting 2ith % <-.= 4,3,(-5 4-<-4 )1D neatness accuracy in spelling (an 2rite 2ords# phrases and numerals in 2ord orm in cursi0e 2riting 2ith % 4,3,(-5 4-<-4 )1D neatness

CONTENT STANDARD 3> B= (7- -/5 )1 (7- 6 =-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () 1).3 4-((-.+ %/5 8).5+ ,/ /-%( 4-0,*4- 6.,/( ,/&425,/0 &2.+,<8.,(,/0>

LEARNING STANDARD

<

34

accuracy in spelling (an 2rite 2ords# phrases and numerals in 2ord orm in cursi0e 2riting 2ith % +%(,+1%&().= 4-<-4 )1D neatness accuracy in spelling (an 2rite 2ords# phrases and numerals in 2ord orm in cursi0e 2riting 2ith % 0))5 4-<-4 )1D neatness accuracy in spelling (an 2rite 2ords# phrases and numerals in 2ord orm in cursi0e 2riting 2ith % <-.= 0))5 4-<-4 )1D neatness accuracy in spelling (an 2rite 2ords# phrases and numerals in 2ord orm in cursi0e 2riting 2ith %/ -?&-44-/( 4-<-4 )1D neatness accuracy in spelling

>

CONTENT STANDARD 3>2 B= (7- -/5 )1 (7- 6 =-%. 6.,3%.=

LEARNING STANDARD

>1=1< Able to trans er in ormation 2ith

PERFORMANCE STANDARD PERFORMANCE DESCRIPTOR LEVEL (an trans er in ormation to complete linear < and non-linear te7ts 2ith % <-.= 4,3,(-5 4-<-4 )1 %&&2.%&=

35

+&7))4,/0" 626,4+ 8,44 *- %*4- () 8.,(- 2+,/0 %66.)6.,%(- 4%/02%01).3 %/5 +(=4- 1). % .%/0- )1 62.6)+-+>

guidance to complete$ 5a6 linear te7ts non-linear te7ts

= > ? @ 8

(an trans er in ormation to complete linear and non-linear te7ts 2ith % 4,3,(-5 4-<-4 )1 %&&2.%&= (an trans er in ormation to complete linear and non-linear te7ts 2ith % +%(,+1%&().= 4-<-4 )1 %&&2.%&= (an trans er in ormation to complete linear and non-linear te7ts 2ith % 0))5 4-<-4 )1 %&&2.%&= (an trans er in ormation to complete linear and non-linear te7ts 2ith % <-.= 0))5 4-<-4 )1 %&&2.%&= (an trans er in ormation to complete linear and non-linear te7ts 2ith %/ -?&-44-/( 4-<-4 )1 %&&2.%&=

CONTENT STANDARD 3>2 B= (7- -/5 )1 (7- 6 =-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () 8.,(- 2+,/0

LEARNING STANDARD

>1=1= Able to 2rite 2ith guidance$ 5a6 compound sentences 5b6 4uestions

PERFORMANCE STANDARD PERFORMANCE DESCRIPTOR LEVEL (an 2rite compound sentences and < 4uestions 2ith % <-.= 4,3,(-5 4-<-4 )1 %&&2.%&= (an 2rite compound sentences and = 4uestions 2ith % 4,3,(-5 4-<-4 )1 %&&2.%&=

36

%66.)6.,%(- 4%/02%01).3 %/5 +(=4- 1). % .%/0- )1 62.6)+-+>

> ? @ 8 >1=1> Able to punctuate correctly$ 5a6 apostrophe >1=1? Able to spell 2ords by applying spelling rules < = > ? @ 8

(an 2rite compound sentences and 4uestions 2ith % +%(,+1%&().= 4-<-4 )1 %&&2.%&= (an 2rite compound sentences and 4uestions 2ith % 0))5 4-<-4 )1 %&&2.%&= (an 2rite compound sentences and 4uestions 2ith % <-.= 0))5 4-<-4 )1 %&&2.%&= (an 2rite compound sentences and 4uestions 2ith %/ -?&-44-/( 4-<-4 )1 %&&2.%&= (an punctuate and spell 2ith % <-.= 4,3,(-5 4-<-4 )1 %&&2.%&= (an punctuate and spell 2ith % 4,3,(-5 4-<-4 )1 %&&2.%&= (an punctuate and spell 2ith % +%(,+1%&().= 4-<-4 )1 %&&2.%&= (an punctuate and spell 2ith % 0))5 4-<-4 )1 %&&2.%&= (an punctuate and spell 2ith % <-.= 0))5 4-<-4 )1 %&&2.%&= (an punctuate and spell 2ith %/ -?&-44-/( 4-<-4 )1 %&&2.%&=

CONTENT STANDARD

LEARNING STANDARD PERFORMANCE LEVEL

PERFORMANCE STANDARD DESCRIPTOR

37

3>3 B= (7- -/5 )1 (7- 6# =-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () 8.,(- %/5 6.-+-/( ,5-%+ (7.)207 % <%.,-(= )1 3-5,% 2+,/0 %66.)6.,%(- 4%/02%0-" 1).3 %/5 +(=4->

>1>1< Able to create simple te7ts using a 0ariety o media 2ith guidance$ 5a6 non-linear 5b6 linear

< = > ? @ 8

(an create simple linear and non-linear te7ts 2ith % <-.= 4,3,(-5 4-<-4 )1 %&&2.%&= %/5 %66.)6.,%(-/-++ (an create simple linear and non-linear te7ts 2ith % 4,3,(-5 4-<-4 )1 %&&2.%&= %/5 %66.)6.,%(-/-++ (an create simple linear and non-linear te7ts 2ith % +%(,+1%&().= 4-<-4 )1 %&&2.%&= %/5 %66.)6.,%(-/-++ (an create simple linear and non-linear te7ts 2ith % 0))5 4-<-4 )1 %&&2.%&= %/5 %66.)6.,%(-/-++ (an create simple linear and non-linear te7ts 2ith % <-.= 0))5 4-<-4 )1 %&&2.%&= %/5 %66.)6.,%(-/-++ (an create simple linear and non-linear te7ts 2ith %/ -?&-44-/( 4-<-4 )1 %&&2.%&= %/5 %66.)6.,%(-/-++

LANGUAGE ARTS
CONTENT STANDARD 4> LEARNING STANDARD PERFORMANCE LEVEL < PERFORMANCE STANDARD DESCRIPTOR (an sho2 enjoyment and appreciation o

?1<1<

38

B= (7- -/5 )1 (7- 6# =-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () -/C)= %/5 %66.-&,%(- .7=3-+" 6)-3+ %/5 +)/0+>

Able to enjoy jaAA chants# poems and songs through non0erbal response ?1<1= Able to sing songs and recite jaAA chants and poems 2ith correct stress# pronunciation# rhythm and intonation =

>

? @

rhymes# poems and songs 2ith <-.= 4,3,(-5 non-0erbal and 0erbal responses (an sing songs# recite jaAA chants and poems 2ith % <-.= 4,3,(-5 le0el o correct stress# pronunciation# rhythm and intonation (an sho2 enjoyment and appreciation o rhymes# poems and songs 2ith 4,3,(-5 non-0erbal and 0erbal responses (an sing songs# recite jaAA chants and poems 2ith % 4,3,(-5 le0el o correct stress# pronunciation# rhythm and intonation (an sho2 enjoyment and appreciation o rhymes# poems and songs 2ith +%(,+1%&().= non-0erbal and 0erbal responses (an sing songs# recite jaAA chants and poems 2ith % +%(,+1%&().= le0el o correct stress# pronunciation# rhythm and intonation (an sho2 enjoyment and appreciation o rhymes# poems and songs 2ith 0))5 non0erbal and 0erbal responses (an sing songs# recite jaAA chants and poems 2ith % 0))5 le0el o correct stress# pronunciation# rhythm and intonation (an sho2 enjoyment and appreciation o rhymes# poems and songs 2ith <-.= 0))5 non-0erbal and 0erbal responses (an sing songs# recite jaAA chants and poems 2ith % <-.= 0))5 le0el o correct stress# pronunciation# rhythm and

39

intonation (an sho2 enjoyment and appreciation o rhymes# poems and songs 2ith -?&-44-/( %/5 &.-%(,<- non-0erbal and 0erbal responses (an sing songs# recite jaAA chants and poems 2ith an -?&-44-/( le0el o correct stress# pronunciation# rhythm and intonation

CONTENT STANDARD 4>2 B= (7- -/5 )1 (7- 6# =-%. 6.,3%.=

LEARNING STANDARD PERFORMANCE LEVEL ?1=1< Able to respond to literary te7ts$ <

PERFORMANCE STANDARD DESCRIPTOR (an e7press <-.= 4,3,(-5 personal responses to literary te7ts on character5s6# place and time and# 0alues

40

+&7))4,/0 626,4+ 8,44 *- %*4- () -?6.-++ 6-.+)/%4 .-+6)/+- () 4,(-.%.= (-?(+>

5a6 characters 5b6 place and time 5c6 0alues

= > ? @ 8

(an e7press 4,3,(-5 personal responses to literary te7ts on character5s6# place and time and# 0alues (an e7press +%(,+1%&().= personal responses to literary te7ts on character5s6# place and time and# 0alues (an e7press 0))5 personal responses to literary te7ts on character5s6# place and time and# 0alues (an e7press <-.= 0))5 personal responses to literary te7ts on character5s6# place and time and# 0alues (an e7press -?&-44-/( personal responses to literary te7ts on character5s6# place and time and# 0alues

CONTENT STANDARD 4>3 B= (7- -/5 )1 (7- 6#=-%.

LEARNING STANDARD PERFORMANCE LEVEL ?1>1< Able to plan# produce and display creati0e 2orks <

PERFORMANCE STANDARD DESCRIPTOR (an plan# produce and display <-.= 4,3,(-5 creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance

41

6.,3%.= +&7))4,/0" 626,4+ 8,44 *%*4- () 64%/" ).0%/,@- %/5 6.)52&&.-%(,<- 8).'+ 1). -/C)=3-/(>

based on literary te7ts using a 0ariety o media 2ith guidance ?1>1= Able to plan# prepare and participate in a per ormance 2ith guidance based on literary 2orks =

based on literary 2orks at % <-.= 4,3,(-5 4-<-4 (an plan# produce and display 4,3,(-5 creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance based on literary 2orks at % 4,3,(-5 4-<-4 (an plan# produce and display +%(,+1%&().= creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance based on literary 2orks at % +%(,+1%&().= 4-<-4 (an plan# produce and display 0))5 creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance based on literary 2orks at % 0))5 4-<-4 (an plan# produce and display <-.= 0))5 creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance based on literary 2orks at % <-.= 0))5 4-<-4 (an plan# produce and display -?&-44-/( creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance based on literary 2orks at %/ -?&-44-/( 4-<-4

>

CONTENT STANDARD 4>3 B= (7- -/5 )1 (7-

LEARNING STANDARD PERFORMANCE LEVEL ?1>1< Able to plan# produce and <

PERFORMANCE STANDARD DESCRIPTION (an plan# produce and display <-.= 4,3,(-5 creati0e 2orks based on literary te7ts using a 0ariety o media

42

6#=-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () 64%/" ).0%/,@- %/5 6.)52&- &.-%(,<8).'+ 1). -/C)=3-/(>

display creati0e 2orks based on literary te7ts using a 0ariety o media 2ith guidance ?1>1= Able to plan# prepare and participate in a per ormance 2ith guidance based on literary 2orks

>

(an plan# prepare and participate in a per ormance based on literary 2orks at % <-.= 4,3,(-5 4-<-4 (an plan# produce and display 4,3,(-5 creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance based on literary 2orks at % 4,3,(-5 4-<-4 (an plan# produce and display +%(,+1%&().= creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance based on literary 2orks at % +%(,+1%&().= 4-<-4 (an plan# produce and display 0))5 creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance based on literary 2orks at % 0))5 4-<-4 (an plan# produce and display <-.= 0))5 creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance based on literary 2orks at % <-.= 0))5 4-<-4 (an plan# produce and display -?&-44-/( creati0e 2orks based on literary te7ts using a 0ariety o media (an plan# prepare and participate in a per ormance based on literary 2orks at %/ -?&-44-/( 4-<-4

GRAMMAR 43

CONTENT STANDARD 5> B= (7- -/5 )1 (7- 6 =-%. 6.,3%.= +&7))4,/0" 626,4+ 8,44 *- %*4- () 2+5,11-.-/( 8).5 &4%++-+ &)..-&(4= %/5 %66.)6.,%(-4=>

LEARNING STANDARD

PERFORMANCE STANDARD PERFORMANCE LEVEL DESCRIPTION (an use the di erent 2ord classes 2ith % <-.= 4,3,(-5 le0el o accuracy <

@1<1< Able to use nouns correctly and appropriately$ 5a6 singular nouns 5b6 plural nouns @1<1= Able to use pronouns correctly and appropriately$ 5a6 possessi0e @1<1> Able to use 0erbs correctly and appropriately$ 5a6 irregular 0erbs 5b6 0erbs that do not change orms @1<1? Able to use conjunctions correctly and appropriately$ 5a6 but 5b6 because 5c6 so @1<1@ Able to use prepositions correctly and appropriately$

(an use the di erent 2ord classes 2ith % 4,3,(-5 le0el o accuracy =

(an use the di erent 2ord classes 2ith % +%(,+1%&().= le0el o accuracy >

(an use the di erent 2ord classes 2ith % 0))5 le0el o accuracy

44

5a6 in ront o 5b6 behind 5c6 at

5d6 abo0e 5e6 belo2 (an use the di erent 2ord classes 2ith % <-.= 0))5 le0el o accuracy

@1<18 Able to use adjecti0es correctly and appropriately1 5a6 siAe 5b6 opinion @1<1G Able to use articles correctly and appropriately1 5a6 the 5b6 Aero article 5-6 @1<1H Able to use ad0erbs correctly and appropriately$ 5a6 manner 5b6 time 8 @

(an use the di erent 2ord classes 2ith %/ -?&-44-/( le0el o accuracy

EG.%33%. ,(-3+ %.- () *- %++-++-5 (7.)207 S6-%',/0 %/5 $.,(,/0 S',44+ 87-.- +2,(%*4- %/5 %664,&%*4-

WORD LIST FOR LEVEL 2


45

____________________________________________________________________________________________ T7- 8).5 4,+( 1). L-<-4 2 626,4+ ,+ 5,<,5-5 ,/() 3 +-&(,)/+D 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 "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,07 F.-A2-/&= $).5+ abo0e across almost brought brother can:t through today together 2oke

46

along also al2ays animal any around asked baby balloon be ore began being belo2 better bet2een birthday both brother brought belo2 better bet2een birthday both

change children clothes coming didn:t di erent does don:t sho2 sister small something sometimes sound started still stopped such suddenly sure s2imming think those thought

told tries turn turned under 2alked 2alking 2atch 2here 2hile 2hite 2hole happy 2hy 2indo2 2ithout 2oke 2oken 2ord 2ork happy 2hy 2indo2 2ithout

S200-+(-5 T7-3%(,& $).5 L,+( Y-%. 4 among arrange Y-%. 5 a ter ambition Y-%. 6 analogy appear

47

belo2 blo2 borro2 bridge bucket celebration centre competition country decorate direction actory ail lood old righten gather glad gold hope instrument junction lake lea0e

apology around border bulb century compass condolence congratulations crutches do2nstairs drain edge entrance escalator e7it ire e7tinguisher lutter gender hundred thousands interest li t machine plug ramp semester

assemble bargain be0erage bottom boundary calculator condition consider continent create crockery determine encourage engaged e7cited e7pect e7plore ear igure uel garage general generator hundred thousand

Y-%. 4 lend li t located magaAine

Y-%. 5 sto0e ten thousands term upstairs

Y-%. 6 imagine mangro0e million moss

48

match o0er party peel polish present press pretend programme recei0e repair route rush score scream seat ser0e sign slip spin spread stain state

2heelchair

mushroom operate pastry plat orm stitch success suggest terminal to2ards t2ig unite upper utensil 0ie2

personality traits occupations 2ays people tra0el rules and regulations

S200-+(-5 M%(7-3%(,&+ %/5 S&,-/&- T-.3+

49

absorb accuracy addition algae antibiotic area a0erage a7is bacteria beaker birth breadth breath breathe calculate cause centimetre chart circum erence classi y compare condition conduci0e conductor construction contact

con0ersion cube cuboid curl de ecate de0ice diagram discount disease di0idend drug electricity diet digit e7cessi0e e7cretion e7periment e7plain e7plore e7tinct aeces ern loat raction re4uency ungus

ur gas graph grease grid hatch height horiAontal income in er inhale inno0ate insulator in0estment late7 lea lets leather length height horiAontal income in er inhale inno0ate insulator in0estment

late7 lea lets leather length li e cycle limitation li4uids litre lung magni y mankind mass ma7imum mean measurement metal millipede mimosa minimum mi7ture mode mo0ement oblong parallel parent plant pendulum

percentage perimetre predict pro it pulse 4uantity range reaction recycle reduce re erence reproduce reuse round o scale schedule shelter shoot silk solar system stem solids spores s4uare stage stimuli

sting s2eat urinate 0accine 0alue 0irus 0olume 2idth 2ind pipe young plant

50