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LISTENING TO PRIMARY LANGUAGE

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Khairil Shukri
Khairil Shukri

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Education
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KURIKULUM STANDARD SEKOLAH RENDAH English Language Curriculum Framework Primary
1 Primary Content and Learning Standards
2 Listening Content and Learning Standards The thinking behind the Primary Listening Content and Learning Standards The Primary Listening Content Standards focus on learners’ ability to recognise individual sounds, to understand meaning, and to use strategies to help their listening. The Learning Standards move from learners being able to understand globally to being able to understand details. The order in which the Content and Learning standards appear does not reflect a chronological sequence of classroom learning which starts with 1.1.1 and finishes with 1.3.1. Children need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different listening skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.1 Recognise and reproduce target language sounds Recognise and reproduce target language phonemes intelligibly 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes 1.1.1 Recognise and reproduce with support a range of target language phonemes 1.1.1 Recognise and reproduce with support a wide range of target language phonemes 1.1.1 Recognise and reproduce with little or no support a wide range of target language phonemes 1.1.1 Recognise and reproduce independently a wide range of target language phonemes
3 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand the main idea when listening to texts on familiar topics 1.2.1 Understand with support the main idea of very simple phrases and sentences 1.2.1 Understand with support the main idea of simple sentences 1.2.1 Understand with support the main idea of short simple texts 1.2.1 Understand with support the main idea of longer simple texts 1.2.1 Understand with support the main idea of longer simple texts on a range of familiar topics 1.2.1 Understand with little or no support the main idea of longer simple texts on a range of familiar topics
4 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand specific details when listening to texts on familiar topics 1.2.2 Understand with support specific information and details of very simple phrases and sentences 1.2.2 Understand with support specific information and details of simple sentences 1.2.2 Understand with support specific information and details of short simple texts 1.2.2 Understand with support specific information and details of longer simple texts 1.2.2 Understand with support specific information and details of longer simple texts on arange of familiar topics 1.2.2 Understand with little or no support specific information and details of longer simple texts on a range of familiar topics
5 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand narratives on familiar topics 1.2.3 Understand with a high degree of support very short simple narratives 1.2.3 Understand with support very short simple narratives 1.2.3 Understand with support short simple narratives 1.2.3 Understand with support short simple narratives on a range of familiar topics 1.2.3 Understand with support longer simple narratives on arange of familiar topics 1.2.3 Understand with little or no support longer simple narratives on a range of familiar topics
6 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand classroom instructions 1.2.4 Understand short basic supported classroom instructions 1.2.4 Understand an increased range of short basic supported classroom instructions 1.2.4 Understand a wide range of short basic supported classroom instructions 1.2.4 Understand longer supported classroom instructions 1.2.4 Understand a sequence of supported classroom instructions 1.2.4 Understand longer sequences of supported classroom instructions
7 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand questions on familiar topics 1.2.5 Understand short supported questions 1.2.5 Understand an increased range of short supported questions 1.2.5 Understand a wide range of short supported questions 1.2.5 Understand longer supported questions 1.2.5 Understand a sequence of supported questions 1.2.5 Understand more complex supported questions
8 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.3 Use appropriate listening strategies in a variety of contexts Use appropriate strategies to understand meaning 1.3.1 Predict words they will hear by using knowledge of a topic 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking 1.3.1 Guess the meaning of unfamiliar words from clues provided by knowledge of the topic 1.3.1 Guess the meaning of unfamiliar words from clues provided by other known words 1.3.1 Guess the meaning of unfamiliar words from clues provided by other known words and by context on familiar topics
9 Speaking Content and Learning Standards The thinking behind the Primary Speaking Content and Learning Standards The Primary Speaking Content Standards focus on the learner’s ability to communicate to others, their ability to use strategies when interacting with others, and their ability to communicate alone to a group. We have called interacting with others Spoken Interaction, and speaking alone to a group Spoken Production. Most learning standards focus on spoken interaction, as we think that this is a learner’s main need in Primary School. The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 2.1.1 and finishes with 2.3.1. Learners need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different speaking skills in varied sequences in their English lessons. Spoken Interaction Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Communicate simple information about themselves clearly 2.1.1 Give very basic personal information using fixed phrases 2.1.1 Give simple personal information using basic statements 2.1.1 Ask about and express basic opinions 2.1.1 Explain and give reasons for basic opinions 2.1.1 Give detailed information about themselves 2.1.1 Give detailed information about themselves and others
10 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Find out simple information from others 2.1.2 Find out about very basic personal information using fixed phrases 2.1.2 Find out about personal information by asking basic questions 2.1.2 Find out about and describe basic everyday routines 2.1.2 Find out about and describe experiences in the past 2.1.2 Find out about and describe experiences up to now 2.1.2 Ask about and express rules and obligations
11 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Communicate simple information clearly 2.1.3 Express basic likes and dislikes 2.1.3 Give a short sequence of basic instructions 2.1.3 Give a short sequence of basic directions 2.1.3 Give a longer sequence of basic instructions or directions 2.1.3 Ask for, give and respond to simple advice 2.1.3 Explain and give reasons for simple advice
12 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Communicate simple information clearly 2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases 2.1.4 Ask about and express ability 2.1.4 Ask about, make and respond to simple predictions 2.1.4 Give reasons for simple predictions 2.1.4 Ask about and describe future plans 2.1.4 Ask about and describe future plans or events
13 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Describe people and things clearly 2.1.5 Name or describe objects using suitable words from word sets 2.1.5 Describe objects using suitable words and phrases 2.1.5 Describe people and objects using suitable words and phrases 2.1.5 Describe people, and objects using suitable statements 2.1.5 Describe people, places and objects using suitable statements 2.1.5 Ask about and describe personality
14 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.2 Use appropriate communication strategies Manage interaction appropriately 2.2.1 No learning standard 2.2.1 Keep interaction going in short exchanges by using suitable non-verbal responses 2.2.1 Keep interaction going in short exchanges by repeating key words from the other speaker 2.2.1 Keep interaction going in short exchanges by: using suitable words (i) to show understanding (ii) to ask for clarification 2.2.1 Keep interaction going in short exchanges by asking suitable questions 2.2.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying
15 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.2 Use appropriate communication strategies Manage classroom tasks appropriately 2.2.2 Ask for attention or help from a teacher or classmate using one word or a fixed phrase 2.2.2 Ask for attention or help from a teacher or classmate by using suitable statements and questions 2.2.2 Ask for attention or help from a teacher or classmate by using suitable questions 2.2.2 Check steps needed to complete short classroom tasks 2.2.2 Agree a set of basic steps needed to complete short classroom tasks 2.2.2 Agreea set of basic steps needed to complete extended classroom tasks
16 Spoken Production Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.3 Communicate appropriately to a small or large group Communicate information, events and stories clearly to an audience 2.3.1 Introduce self to an audience using fixed phrases 2.3.1 Introduce self and others to an audience using fixed phrases 2.3.1 Narrate very short basic stories and events 2.3.1 Narrate short basic stories 2.3.1 Narrate short basic stories and events 2.3.1 Narrate short stories, events and experiences
17 Reading Content and Learning Standards The thinking behind the Primary Reading Content and Learning Standards The Primary Reading Content Standards focus on learners’ ability to learn to read (3.1), to understand meaning (3.2), and to read independently for enjoyment (3.3). Some Year 1 Primary children will be preliterate, and some not. We have therefore included separate learning to read Learning Standards for these children. Learning Standards for understanding meaning move from children being able to understand globally to being able to understand details Preliterate children need to learn to read before they can focus on other Learning Standards. However, the order in which the other Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 3.1.1 and finishes with 3.3.1. Learners need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different reading skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Identify and distinguish the letters of the alphabet* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.1 Identify, recognise and name the letters of the alphabet 3.1.1 No learning standard 3.1.1 No learning standard 3.1.1 No learning standard 3.1.1 No learning standard
18 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Distinguish and articulate beginning, medial and final sound words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word 3.1.2 No learning standard 3.1.2 No learning standard 3.1.2 No learning standard 3.1.2 No learning standard
19 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Blend phonemes to recognise words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.3 Blend phonemes (CVC, CCVC) 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) 3.1.3 No learning standard 3.1.3 No learning standard 3.1.3 No learning standard 3.1.3 No learning standard
20 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Segment words into phonemes to spell* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.4 Segment phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) 3.1.4 No learning standard 3.1.4 No learning standard 3.1.4 No learning standard 3.1.4 No learning standard
21 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Understand the main idea in a variety of text types on familiar topics 3.2.1 Understand the main idea of very simple phrases and sentences 3.2.1 Understand the main idea of simple sentences 3.2.1 Understand the main idea of short simple texts 3.2.1 Understand the main idea of simple texts of one or two paragraphs 3.2.1 Understand the main idea of simple texts of two paragraphs or more 3.2.1 Understand the main idea of simple longer texts
22 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Understand specific details in a variety of text types on familiar topics 3.2.2 Understand specific information and details of very simple phrases and sentences 3.2.2 Understand specific information and details of simple sentences 3.2.2 Understand specific information and details of short simple texts 3.2.2 Understand specific information and details of simple texts of one or two paragraphs 3.2.2 Understand specific information and details of two paragraphs or more 3.2.2 Understand specific information and details of simple longer texts
23 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Use appropriate word attack skills to understand specific meaning 3.2.3 i) Use visuals on the page to help understand a word or phrase ii) Identify and remember high frequency sound and letter patterns 3.2.3 i) Reread a word, phrase or sentence to understand meaning ii) Ignore unknown words in order to understand a phrase or sentence 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic 3.2.3 Guess the meaning of unfamiliar words from clues provided by title and topic 3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic, and other known words 3.2.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context
24 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Use appropriate basic dictionary skills 3.2.4 Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themes 3.2.4 Use a picture dictionary to find, list and categorise words from Year 2 topics and themes 3.2.4 Recognise and use with support key features of a simple monolingual dictionary 3.2.4 Recognise and use with little or no support key features of a simple monolingual dictionary 3.2.4 Use with support familiar print and digital resources to check meaning 3.2.4 Use with some support familiar print and digital resources to check meaning
25 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.3 Read independently for information and enjoyment Read and understand a variety of fiction and non-fiction texts with confidence and enjoyment 3.3.1 Read and enjoy simple print and digital games at word level 3.3.1 Read and enjoy simple print and digital games at sentence level 3.3.1 Read and enjoy A1 fiction/non- fiction print and digital texts of interest 3.3.1 Read and enjoy A1 fiction/non- fiction print and digital texts of interest 3.3.1 Read and enjoy A2 fiction/non- fiction print and digital texts of interest 3.3.1 Read and enjoy A2 fiction/non- fiction print and digital texts of interest
26 Writing Content and Learning Standards The thinking behind the Primary Writing Content and Learning Standards The Primary Writing Content Standards focus on learners’ ability to learn to write (4.1), to communicate meaning (4.2), and to use appropriate mechanical features of writing (4.3). Some Year 1 Primary School children will be preliterate, and some not. We have therefore included separate learning to write Learning Standards for these children. Learning Standards for communicating meaning move from children being able to communicate information, to describing people and things, to being able to organise what they write. Preliterate children need to learn to write before they can focus on other learning standards. However, the order in which the other Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 4.1.1 and finishes with 4.3.3. Children need to develop these skills simultaneously over the school year, and so will learn from chances to practise different writing skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.1 Form letters and words in neat legible print using cursive writing Develop prewriting skills* *Preliterate children only 4.1.1 i) Demonstrate fine motor control of hands and fingers by using pen or pencil correctly ii) Demonstrate correct posture and pen hold grip iii) Develop hand-eye coordination through drawing lines and patterns 4.1.1 No learning standard 4.1.1 No learning standard 4.1.1 No learning standard 4.1.1 No learning Standard 4.1.1 No learning standard
27 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.1 Form letters and words in neat legible print using cursive writing Develop early writing skills* *all children 4.1.2 i) Form upper and lower case letters of regular size and shape** **preliterate children only ii) write letters and words in a straight line from left to right with regular spaces between words and spaces* *all children iii) copy letters and familiar high frequency words and phrases correctly* *all children 4.1.2 No learning standard 4.1.2 Begin to use cursive handwriting in a limited range of written work* *all children 4.1.2 Use cursive writing in written work* *all children 4.1.2 No learning standard 4.1.2 No learning standard
28 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Communicate basic personal information clearly 4.2.1 Give very basic personal information using fixed phrases 4.2.1 Ask for and give basic personal information using basic questions and statements 4.2.1 Express simple opinions 4.2.1 Explain and give reasons for simple opinions 4.2.1 Give detailed information about themselves 4.2.1 Give detailed information about themselves and others
29 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Communicate basic information clearly 4.2.2 Greet, say goodbye, and express thanks using suitable fixed phrases 4.2.2 Express simple ability 4.2.2 Make and give reasons for simple predictions 4.2.2 Make and respond to simple offers and invitations 4.2.2 Ask for, give and respond to simple advice 4.2.2 Describe future plans or events
30 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Communicate basic information clearly 4.2.3 Express basic likes and dislikes 4.2.3 Write short familiar instructions 4.2.3 Give simple directions 4.2.3 Describe basic everyday routines 4.2.3 Narrate factual events and experiences of interest 4.2.3 Narrate factual and imagined events and experiences
31 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Describe people and things clearly 4.2.4 Name or describe objects using suitable words from word sets 4.2.4 Describe objects using suitable words and phrases 4.2.4 Describe people and objects using suitable words and phrases 4.2.4 Describe people and objects using suitable statements 4.2.4 Describe people, places and objects using suitable statements 4.2.4 Describe personality
32 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Organise basic information appropriately 4.2.5 Connect words and proper names using ‘and’ 4.2.5 Connect words and phrases using basic coordinating conjunctions 4.2.5 Connect sentences using basic coordinating conjunctions 4.2.5 Connect sentences into a coherent paragraph using basic coordinating conjunctions and reference pronouns 4.2.5 Connect sentences into one or two coherent paragraphs using basic coordinating conjunctions and reference pronouns 4.2.5 Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and reference pronouns
33 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Punctuate texts appropriately 4.3.1 Use capital letters appropriately in personal and place names 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level 4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at sentence level 4.3.1 Use capital letters, full stops, question marks and commas in lists appropriately in guided writing at discourse level 4.3.1 Use capital letters, full stops, commas in lists and question marks appropriately in independent writing at discourse level 4.3.1 Use capital letters, full stops, commas in lists, question marks, and speech marks appropriately at discourse level
34 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Spell high frequency words accurately 4.3.2 Spell familiar high frequency words accurately 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing 4.3.2 Spell most high frequency words accurately in guided writing 4.3.2 Spell a range of high frequency words accurately in independent writing 4.3.2 Spell most high frequency words accurately in independent writing
35 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Plan, draft and edit work appropriately on familiar topics 4.3.3 Plan, and write words and phrases 4.3.3 Plan, draft and write simple sentences 4.3.3 Plan, draft and write an increased range of simple sentences 4.3.3 Produce a plan or draft of one paragraph for a familiar topic and modify this appropriately in response to feedback 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback 4.3.3 Produce a plan or draft of two paragraphs or more for a familiar topic and modify this appropriately in response to feedback
36 Language Arts Content and Learning Standards The thinking behind the Primary Language Arts Content and Learning Standards The Primary Language Arts Content Standards focus on learners’ ability to enjoy and appreciate different text types, to express a personal response to texts, and to respond imaginatively to texts. The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 5.1.1 and finishes with 5.3.1. Learners need to develop Language Arts skills simultaneously over the school year, and so will learn from opportunities to practise different Language Arts skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.1 Enjoy and appreciate rhymes, poems and songs Demonstrate appreciation through non- verbal responses to: 5.1.1 i) simple chants and raps ii) simple rhymes iii) simple action songs 5.1.1 In addition to Year 1 text types: simple songs 5.1.1 In addition to Year 2 text types: simple poems 5.1.1 No learning standard 5.1.1 No learning standard 5.1.1 No learning standard
37 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.1 Enjoy and appreciate rhymes, poems and songs Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation 5.1.2 i) simple chants and raps ii) simple rhymes iii) simple action songs 5.1.2 In addition to Year 1 text types: simple songs 5.1.2 In addition to Year 2 text types: simple poems 5.1.2 No learning standard 5.1.2 No learning standard 5.1.2 No learning standard
38 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.2 Express personal responses to literary texts Identify, analyse and respond to elements in texts 5.2.1 Name people, things or places of interest in illustrations accompanying texts 5.2.1 Name people, things, actions, or places of interest in texts 5.2.1 Ask and answer simple questions about characters, actions and events of interest in a text 5.2.1 Say in simple words and phrases how a text makes them feel 5.2.1 Explain in simple language why they like or dislike an event, description or character in a text 5.2.1 Describe in simple language a character’s actions or feelings and explain the reasons for them
39 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.3 Express an imaginative response to literary texts Plan, prepare and produce creative work with a focus on language use 5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creating simple short chants or raps Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creatingsimple picture stories, simple poems and cartoon stories Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creatingsimple role-plays and simple poems Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems Other imaginative responses as appropriate
Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia Aras 4-8, Blok E9 Kompleks Kerajaan Parcel E 62604 W.P. Putrajaya Tel: 03-8884 2000 Fax: 03-8888 9917 http://bpk.moe.gov.my/

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LISTENING TO PRIMARY LANGUAGE

  • 1. KURIKULUM STANDARD SEKOLAH RENDAH English Language Curriculum Framework Primary
  • 2.
  • 4. 2 Listening Content and Learning Standards The thinking behind the Primary Listening Content and Learning Standards The Primary Listening Content Standards focus on learners’ ability to recognise individual sounds, to understand meaning, and to use strategies to help their listening. The Learning Standards move from learners being able to understand globally to being able to understand details. The order in which the Content and Learning standards appear does not reflect a chronological sequence of classroom learning which starts with 1.1.1 and finishes with 1.3.1. Children need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different listening skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.1 Recognise and reproduce target language sounds Recognise and reproduce target language phonemes intelligibly 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes 1.1.1 Recognise and reproduce with support a range of target language phonemes 1.1.1 Recognise and reproduce with support a wide range of target language phonemes 1.1.1 Recognise and reproduce with little or no support a wide range of target language phonemes 1.1.1 Recognise and reproduce independently a wide range of target language phonemes
  • 5. 3 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand the main idea when listening to texts on familiar topics 1.2.1 Understand with support the main idea of very simple phrases and sentences 1.2.1 Understand with support the main idea of simple sentences 1.2.1 Understand with support the main idea of short simple texts 1.2.1 Understand with support the main idea of longer simple texts 1.2.1 Understand with support the main idea of longer simple texts on a range of familiar topics 1.2.1 Understand with little or no support the main idea of longer simple texts on a range of familiar topics
  • 6. 4 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand specific details when listening to texts on familiar topics 1.2.2 Understand with support specific information and details of very simple phrases and sentences 1.2.2 Understand with support specific information and details of simple sentences 1.2.2 Understand with support specific information and details of short simple texts 1.2.2 Understand with support specific information and details of longer simple texts 1.2.2 Understand with support specific information and details of longer simple texts on arange of familiar topics 1.2.2 Understand with little or no support specific information and details of longer simple texts on a range of familiar topics
  • 7. 5 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand narratives on familiar topics 1.2.3 Understand with a high degree of support very short simple narratives 1.2.3 Understand with support very short simple narratives 1.2.3 Understand with support short simple narratives 1.2.3 Understand with support short simple narratives on a range of familiar topics 1.2.3 Understand with support longer simple narratives on arange of familiar topics 1.2.3 Understand with little or no support longer simple narratives on a range of familiar topics
  • 8. 6 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand classroom instructions 1.2.4 Understand short basic supported classroom instructions 1.2.4 Understand an increased range of short basic supported classroom instructions 1.2.4 Understand a wide range of short basic supported classroom instructions 1.2.4 Understand longer supported classroom instructions 1.2.4 Understand a sequence of supported classroom instructions 1.2.4 Understand longer sequences of supported classroom instructions
  • 9. 7 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand questions on familiar topics 1.2.5 Understand short supported questions 1.2.5 Understand an increased range of short supported questions 1.2.5 Understand a wide range of short supported questions 1.2.5 Understand longer supported questions 1.2.5 Understand a sequence of supported questions 1.2.5 Understand more complex supported questions
  • 10. 8 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.3 Use appropriate listening strategies in a variety of contexts Use appropriate strategies to understand meaning 1.3.1 Predict words they will hear by using knowledge of a topic 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking 1.3.1 Guess the meaning of unfamiliar words from clues provided by knowledge of the topic 1.3.1 Guess the meaning of unfamiliar words from clues provided by other known words 1.3.1 Guess the meaning of unfamiliar words from clues provided by other known words and by context on familiar topics
  • 11. 9 Speaking Content and Learning Standards The thinking behind the Primary Speaking Content and Learning Standards The Primary Speaking Content Standards focus on the learner’s ability to communicate to others, their ability to use strategies when interacting with others, and their ability to communicate alone to a group. We have called interacting with others Spoken Interaction, and speaking alone to a group Spoken Production. Most learning standards focus on spoken interaction, as we think that this is a learner’s main need in Primary School. The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 2.1.1 and finishes with 2.3.1. Learners need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different speaking skills in varied sequences in their English lessons. Spoken Interaction Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Communicate simple information about themselves clearly 2.1.1 Give very basic personal information using fixed phrases 2.1.1 Give simple personal information using basic statements 2.1.1 Ask about and express basic opinions 2.1.1 Explain and give reasons for basic opinions 2.1.1 Give detailed information about themselves 2.1.1 Give detailed information about themselves and others
  • 12. 10 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Find out simple information from others 2.1.2 Find out about very basic personal information using fixed phrases 2.1.2 Find out about personal information by asking basic questions 2.1.2 Find out about and describe basic everyday routines 2.1.2 Find out about and describe experiences in the past 2.1.2 Find out about and describe experiences up to now 2.1.2 Ask about and express rules and obligations
  • 13. 11 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Communicate simple information clearly 2.1.3 Express basic likes and dislikes 2.1.3 Give a short sequence of basic instructions 2.1.3 Give a short sequence of basic directions 2.1.3 Give a longer sequence of basic instructions or directions 2.1.3 Ask for, give and respond to simple advice 2.1.3 Explain and give reasons for simple advice
  • 14. 12 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Communicate simple information clearly 2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases 2.1.4 Ask about and express ability 2.1.4 Ask about, make and respond to simple predictions 2.1.4 Give reasons for simple predictions 2.1.4 Ask about and describe future plans 2.1.4 Ask about and describe future plans or events
  • 15. 13 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Describe people and things clearly 2.1.5 Name or describe objects using suitable words from word sets 2.1.5 Describe objects using suitable words and phrases 2.1.5 Describe people and objects using suitable words and phrases 2.1.5 Describe people, and objects using suitable statements 2.1.5 Describe people, places and objects using suitable statements 2.1.5 Ask about and describe personality
  • 16. 14 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.2 Use appropriate communication strategies Manage interaction appropriately 2.2.1 No learning standard 2.2.1 Keep interaction going in short exchanges by using suitable non-verbal responses 2.2.1 Keep interaction going in short exchanges by repeating key words from the other speaker 2.2.1 Keep interaction going in short exchanges by: using suitable words (i) to show understanding (ii) to ask for clarification 2.2.1 Keep interaction going in short exchanges by asking suitable questions 2.2.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying
  • 17. 15 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.2 Use appropriate communication strategies Manage classroom tasks appropriately 2.2.2 Ask for attention or help from a teacher or classmate using one word or a fixed phrase 2.2.2 Ask for attention or help from a teacher or classmate by using suitable statements and questions 2.2.2 Ask for attention or help from a teacher or classmate by using suitable questions 2.2.2 Check steps needed to complete short classroom tasks 2.2.2 Agree a set of basic steps needed to complete short classroom tasks 2.2.2 Agreea set of basic steps needed to complete extended classroom tasks
  • 18. 16 Spoken Production Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.3 Communicate appropriately to a small or large group Communicate information, events and stories clearly to an audience 2.3.1 Introduce self to an audience using fixed phrases 2.3.1 Introduce self and others to an audience using fixed phrases 2.3.1 Narrate very short basic stories and events 2.3.1 Narrate short basic stories 2.3.1 Narrate short basic stories and events 2.3.1 Narrate short stories, events and experiences
  • 19. 17 Reading Content and Learning Standards The thinking behind the Primary Reading Content and Learning Standards The Primary Reading Content Standards focus on learners’ ability to learn to read (3.1), to understand meaning (3.2), and to read independently for enjoyment (3.3). Some Year 1 Primary children will be preliterate, and some not. We have therefore included separate learning to read Learning Standards for these children. Learning Standards for understanding meaning move from children being able to understand globally to being able to understand details Preliterate children need to learn to read before they can focus on other Learning Standards. However, the order in which the other Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 3.1.1 and finishes with 3.3.1. Learners need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different reading skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Identify and distinguish the letters of the alphabet* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.1 Identify, recognise and name the letters of the alphabet 3.1.1 No learning standard 3.1.1 No learning standard 3.1.1 No learning standard 3.1.1 No learning standard
  • 20. 18 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Distinguish and articulate beginning, medial and final sound words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word 3.1.2 No learning standard 3.1.2 No learning standard 3.1.2 No learning standard 3.1.2 No learning standard
  • 21. 19 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Blend phonemes to recognise words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.3 Blend phonemes (CVC, CCVC) 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) 3.1.3 No learning standard 3.1.3 No learning standard 3.1.3 No learning standard 3.1.3 No learning standard
  • 22. 20 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Segment words into phonemes to spell* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.4 Segment phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) 3.1.4 No learning standard 3.1.4 No learning standard 3.1.4 No learning standard 3.1.4 No learning standard
  • 23. 21 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Understand the main idea in a variety of text types on familiar topics 3.2.1 Understand the main idea of very simple phrases and sentences 3.2.1 Understand the main idea of simple sentences 3.2.1 Understand the main idea of short simple texts 3.2.1 Understand the main idea of simple texts of one or two paragraphs 3.2.1 Understand the main idea of simple texts of two paragraphs or more 3.2.1 Understand the main idea of simple longer texts
  • 24. 22 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Understand specific details in a variety of text types on familiar topics 3.2.2 Understand specific information and details of very simple phrases and sentences 3.2.2 Understand specific information and details of simple sentences 3.2.2 Understand specific information and details of short simple texts 3.2.2 Understand specific information and details of simple texts of one or two paragraphs 3.2.2 Understand specific information and details of two paragraphs or more 3.2.2 Understand specific information and details of simple longer texts
  • 25. 23 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Use appropriate word attack skills to understand specific meaning 3.2.3 i) Use visuals on the page to help understand a word or phrase ii) Identify and remember high frequency sound and letter patterns 3.2.3 i) Reread a word, phrase or sentence to understand meaning ii) Ignore unknown words in order to understand a phrase or sentence 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic 3.2.3 Guess the meaning of unfamiliar words from clues provided by title and topic 3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic, and other known words 3.2.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context
  • 26. 24 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Use appropriate basic dictionary skills 3.2.4 Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themes 3.2.4 Use a picture dictionary to find, list and categorise words from Year 2 topics and themes 3.2.4 Recognise and use with support key features of a simple monolingual dictionary 3.2.4 Recognise and use with little or no support key features of a simple monolingual dictionary 3.2.4 Use with support familiar print and digital resources to check meaning 3.2.4 Use with some support familiar print and digital resources to check meaning
  • 27. 25 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.3 Read independently for information and enjoyment Read and understand a variety of fiction and non-fiction texts with confidence and enjoyment 3.3.1 Read and enjoy simple print and digital games at word level 3.3.1 Read and enjoy simple print and digital games at sentence level 3.3.1 Read and enjoy A1 fiction/non- fiction print and digital texts of interest 3.3.1 Read and enjoy A1 fiction/non- fiction print and digital texts of interest 3.3.1 Read and enjoy A2 fiction/non- fiction print and digital texts of interest 3.3.1 Read and enjoy A2 fiction/non- fiction print and digital texts of interest
  • 28. 26 Writing Content and Learning Standards The thinking behind the Primary Writing Content and Learning Standards The Primary Writing Content Standards focus on learners’ ability to learn to write (4.1), to communicate meaning (4.2), and to use appropriate mechanical features of writing (4.3). Some Year 1 Primary School children will be preliterate, and some not. We have therefore included separate learning to write Learning Standards for these children. Learning Standards for communicating meaning move from children being able to communicate information, to describing people and things, to being able to organise what they write. Preliterate children need to learn to write before they can focus on other learning standards. However, the order in which the other Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 4.1.1 and finishes with 4.3.3. Children need to develop these skills simultaneously over the school year, and so will learn from chances to practise different writing skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.1 Form letters and words in neat legible print using cursive writing Develop prewriting skills* *Preliterate children only 4.1.1 i) Demonstrate fine motor control of hands and fingers by using pen or pencil correctly ii) Demonstrate correct posture and pen hold grip iii) Develop hand-eye coordination through drawing lines and patterns 4.1.1 No learning standard 4.1.1 No learning standard 4.1.1 No learning standard 4.1.1 No learning Standard 4.1.1 No learning standard
  • 29. 27 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.1 Form letters and words in neat legible print using cursive writing Develop early writing skills* *all children 4.1.2 i) Form upper and lower case letters of regular size and shape** **preliterate children only ii) write letters and words in a straight line from left to right with regular spaces between words and spaces* *all children iii) copy letters and familiar high frequency words and phrases correctly* *all children 4.1.2 No learning standard 4.1.2 Begin to use cursive handwriting in a limited range of written work* *all children 4.1.2 Use cursive writing in written work* *all children 4.1.2 No learning standard 4.1.2 No learning standard
  • 30. 28 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Communicate basic personal information clearly 4.2.1 Give very basic personal information using fixed phrases 4.2.1 Ask for and give basic personal information using basic questions and statements 4.2.1 Express simple opinions 4.2.1 Explain and give reasons for simple opinions 4.2.1 Give detailed information about themselves 4.2.1 Give detailed information about themselves and others
  • 31. 29 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Communicate basic information clearly 4.2.2 Greet, say goodbye, and express thanks using suitable fixed phrases 4.2.2 Express simple ability 4.2.2 Make and give reasons for simple predictions 4.2.2 Make and respond to simple offers and invitations 4.2.2 Ask for, give and respond to simple advice 4.2.2 Describe future plans or events
  • 32. 30 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Communicate basic information clearly 4.2.3 Express basic likes and dislikes 4.2.3 Write short familiar instructions 4.2.3 Give simple directions 4.2.3 Describe basic everyday routines 4.2.3 Narrate factual events and experiences of interest 4.2.3 Narrate factual and imagined events and experiences
  • 33. 31 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Describe people and things clearly 4.2.4 Name or describe objects using suitable words from word sets 4.2.4 Describe objects using suitable words and phrases 4.2.4 Describe people and objects using suitable words and phrases 4.2.4 Describe people and objects using suitable statements 4.2.4 Describe people, places and objects using suitable statements 4.2.4 Describe personality
  • 34. 32 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Organise basic information appropriately 4.2.5 Connect words and proper names using ‘and’ 4.2.5 Connect words and phrases using basic coordinating conjunctions 4.2.5 Connect sentences using basic coordinating conjunctions 4.2.5 Connect sentences into a coherent paragraph using basic coordinating conjunctions and reference pronouns 4.2.5 Connect sentences into one or two coherent paragraphs using basic coordinating conjunctions and reference pronouns 4.2.5 Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and reference pronouns
  • 35. 33 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Punctuate texts appropriately 4.3.1 Use capital letters appropriately in personal and place names 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level 4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at sentence level 4.3.1 Use capital letters, full stops, question marks and commas in lists appropriately in guided writing at discourse level 4.3.1 Use capital letters, full stops, commas in lists and question marks appropriately in independent writing at discourse level 4.3.1 Use capital letters, full stops, commas in lists, question marks, and speech marks appropriately at discourse level
  • 36. 34 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Spell high frequency words accurately 4.3.2 Spell familiar high frequency words accurately 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing 4.3.2 Spell most high frequency words accurately in guided writing 4.3.2 Spell a range of high frequency words accurately in independent writing 4.3.2 Spell most high frequency words accurately in independent writing
  • 37. 35 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Plan, draft and edit work appropriately on familiar topics 4.3.3 Plan, and write words and phrases 4.3.3 Plan, draft and write simple sentences 4.3.3 Plan, draft and write an increased range of simple sentences 4.3.3 Produce a plan or draft of one paragraph for a familiar topic and modify this appropriately in response to feedback 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback 4.3.3 Produce a plan or draft of two paragraphs or more for a familiar topic and modify this appropriately in response to feedback
  • 38. 36 Language Arts Content and Learning Standards The thinking behind the Primary Language Arts Content and Learning Standards The Primary Language Arts Content Standards focus on learners’ ability to enjoy and appreciate different text types, to express a personal response to texts, and to respond imaginatively to texts. The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 5.1.1 and finishes with 5.3.1. Learners need to develop Language Arts skills simultaneously over the school year, and so will learn from opportunities to practise different Language Arts skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.1 Enjoy and appreciate rhymes, poems and songs Demonstrate appreciation through non- verbal responses to: 5.1.1 i) simple chants and raps ii) simple rhymes iii) simple action songs 5.1.1 In addition to Year 1 text types: simple songs 5.1.1 In addition to Year 2 text types: simple poems 5.1.1 No learning standard 5.1.1 No learning standard 5.1.1 No learning standard
  • 39. 37 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.1 Enjoy and appreciate rhymes, poems and songs Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation 5.1.2 i) simple chants and raps ii) simple rhymes iii) simple action songs 5.1.2 In addition to Year 1 text types: simple songs 5.1.2 In addition to Year 2 text types: simple poems 5.1.2 No learning standard 5.1.2 No learning standard 5.1.2 No learning standard
  • 40. 38 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.2 Express personal responses to literary texts Identify, analyse and respond to elements in texts 5.2.1 Name people, things or places of interest in illustrations accompanying texts 5.2.1 Name people, things, actions, or places of interest in texts 5.2.1 Ask and answer simple questions about characters, actions and events of interest in a text 5.2.1 Say in simple words and phrases how a text makes them feel 5.2.1 Explain in simple language why they like or dislike an event, description or character in a text 5.2.1 Describe in simple language a character’s actions or feelings and explain the reasons for them
  • 41. 39 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.3 Express an imaginative response to literary texts Plan, prepare and produce creative work with a focus on language use 5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creating simple short chants or raps Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creatingsimple picture stories, simple poems and cartoon stories Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creatingsimple role-plays and simple poems Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems Other imaginative responses as appropriate
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  • 44. Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia Aras 4-8, Blok E9 Kompleks Kerajaan Parcel E 62604 W.P. Putrajaya Tel: 03-8884 2000 Fax: 03-8888 9917 http://bpk.moe.gov.my/