This document outlines the English language curriculum for Year 5 of the Malaysian primary school system. It is organized into modules that cover key language skills: Listening and Speaking, Reading, Writing, Grammar, and Language Arts. For each module, the document describes the aims, content standards, and learning standards that students should achieve by the end of the year. It provides recommendations for allocating time to each module and emphasizes teaching methods that make learning fun, meaningful, and student-centered. The overall goals are for students to gain proficiency in English and develop literacy, critical thinking, and good character.
This document contains exercises on English tenses, active/passive voice, forms and functions, and vocabulary. For the tenses section, the student is prompted to fill in verbs in blanks with the appropriate tense. In the active/passive voice section, sentences are to be rewritten either in the active or passive voice. The forms and functions section tests knowledge of grammatical forms and their functions. Finally, the vocabulary section asks the student to identify vocabulary words that complete sentences. The exercises assess a range of English grammar and language concepts.
Contoh laporan kajian tindakan pemulihanShangari Ram
Ringkasan dokumen ini adalah sebagai berikut:
Murid mengalami kesulitan dalam mengeja dan menyebut perkataan yang mengandung konsonan bergabung seperti "ng", "ny", "kh", dan "sy". Guru melakukan kajian tindakan untuk mengatasi masalah ini dengan melakukan aktivitas "Cantum dan Sebut" menggunakan kartu huruf dan presentasi gambar. Hasilnya, kemampuan mengeja dan membaca murid meningkat.
This document provides suggested activities and worksheets for teaching poems from an anthology to Year Four students over 17 weeks. It includes the titles of 8 poems to be covered, along with 2-week activity plans for the poem "Grandma's House". The activities involve identifying rhyming words, reciting stanzas with actions, making a clay model of the house and labeling it, and performing a jazz chant about the poem with gestures. Worksheets are provided for an enrichment activity identifying other rhyming words and for practicing the jazz chant.
This document provides a summary of the Malaysian Ministry of Education's Standard Curriculum and Assessment Document for English in primary schools. It outlines the curriculum content, educational emphases, and modules for years 1-6. The curriculum aims to equip students with strong English language skills and is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It emphasizes developing literacy, mastery learning, integration of technology, and character building. Assessment is used to evaluate student progress and inform teaching practices.
This document contains exercises on English tenses, active/passive voice, forms and functions, and vocabulary. For the tenses section, the student is prompted to fill in verbs in blanks with the appropriate tense. In the active/passive voice section, sentences are to be rewritten either in the active or passive voice. The forms and functions section tests knowledge of grammatical forms and their functions. Finally, the vocabulary section asks the student to identify vocabulary words that complete sentences. The exercises assess a range of English grammar and language concepts.
Contoh laporan kajian tindakan pemulihanShangari Ram
Ringkasan dokumen ini adalah sebagai berikut:
Murid mengalami kesulitan dalam mengeja dan menyebut perkataan yang mengandung konsonan bergabung seperti "ng", "ny", "kh", dan "sy". Guru melakukan kajian tindakan untuk mengatasi masalah ini dengan melakukan aktivitas "Cantum dan Sebut" menggunakan kartu huruf dan presentasi gambar. Hasilnya, kemampuan mengeja dan membaca murid meningkat.
This document provides suggested activities and worksheets for teaching poems from an anthology to Year Four students over 17 weeks. It includes the titles of 8 poems to be covered, along with 2-week activity plans for the poem "Grandma's House". The activities involve identifying rhyming words, reciting stanzas with actions, making a clay model of the house and labeling it, and performing a jazz chant about the poem with gestures. Worksheets are provided for an enrichment activity identifying other rhyming words and for practicing the jazz chant.
This document provides a summary of the Malaysian Ministry of Education's Standard Curriculum and Assessment Document for English in primary schools. It outlines the curriculum content, educational emphases, and modules for years 1-6. The curriculum aims to equip students with strong English language skills and is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It emphasizes developing literacy, mastery learning, integration of technology, and character building. Assessment is used to evaluate student progress and inform teaching practices.
The document repeatedly states "ANTHOLOGY OF POEMS KSSR YEAR FOUR" and contains various bullet points and images but no discernible content. It appears to be an incomplete draft of a poetry anthology for Year Four students that is missing the intended poems, descriptions and other expected content.
This document outlines the English language curriculum for Malaysian primary schools. It discusses the curriculum's aims, objectives, content, and pedagogical principles. The curriculum is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It provides content and learning standards for each year level. It also discusses educational emphases that will be incorporated into lessons, such as higher-order thinking skills, citizenship education, and 21st century skills. The overall goal is to help pupils develop proficiency in English and acquire language skills to use in their daily lives, further studies, and careers.
Rangkuman dokumen tersebut dalam 3 kalimat atau kurang:
Rancangan pengajaran harian Bahasa Melayu Tahun 4 meliputi 5 kelas kemahiran bahasa dan menggunakan pendekatan tematik kemasyarakatan dengan fokus kepada unit jiran tetangga. Aktiviti pembelajaran dirancang untuk mencapai objektif pembelajaran menggunakan strategi pengajaran dan pembelajaran tertentu.
The document provides an overview of the English Language Curriculum for Year 4 in Malaysian primary schools. It outlines the content standards and learning standards that pupils should achieve by the end of Year 4 across five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules focus on developing pupils' pronunciation, comprehension, composition, appreciation of literary texts, and mastery of word classes and tenses. Sample learning standards include being able to participate in conversations, read phrases and sentences, write in neat print and cursive, respond to literary texts, and use nouns, verbs and other parts of speech correctly.
Ringkasan dokumen tersebut adalah:
1. Kajian ini bertujuan untuk meningkatkan penguasaan membaca dan membunyikan suku kata KVKV melalui permainan 'Dadu Spongebob' bagi murid prasekolah.
2. Teknik ini melibatkan aktiviti melambung dadu dan membaca suku kata yang muncul, serta bergerak mengikut bilangan titik pada dadu di dalam dam.
3. Harapannya teknik ini dapat menarik minat mur
Meningkatkan penguasaan menulis huruf besar pada pangkalMat mohd
Ringkasan:
Kajian ini bertujuan untuk meningkatkan kemahiran murid-murid tahun empat dalam menulis huruf besar pada pangkal kata nama khas melalui pelaksanaan strategi pengajaran dan pembelajaran. Hasil ujian pra dan pasca menunjukkan peningkatan min purata sebanyak 44.5% setelah pelaksanaan strategi seperti penerangan konsep, nota ringkas, dan teknik bantu bimbing. Kajian ini membuktikan strategi yang
Modul 2 membahas mengenai peranan pemimpin sekolah dalam transformasi sekolah. Terdapat empat elemen utama: (1) memberikan bimbingan kepada pemimpin menengah untuk menjalankan proyek-proyek transformasi, (2) menganalisis data untuk merancang intervensi, (3) melaksanakan komunitas pembelajaran profesional, dan (4) memimpin perubahan sekolah sesuai dengan tujuan transformasi pendidikan.
Sistem Pengurusan Pentaksiran Bersepadu (SPPB) KPM merupakan sistem bersepadu untuk menguruskan proses pentaksiran di sekolah. Ia terdiri daripada 13 modul untuk menguruskan pelbagai jenis pentaksiran termasuk pentaksiran bilik darjah, ujian akhir sesi, pentaksiran khas, dan pelaporan prestasi murid. SPPB membolehkan data pentaksiran dikumpul, disimpan dan dilaporkan secara sistematik untuk mem
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
This document provides an overview of the structure and rationale for teaching listening, speaking, reading, and writing lessons according to three stages - presentation, practice, and production. It explains that the presentation stage introduces new concepts, the practice stage provides opportunities for students to develop their skills with guidance, and the production stage allows students to demonstrate their understanding. Sample learning standards and activities are also included for each subject to exemplify how this three-stage approach can be implemented in Year 5 classrooms. The document aims to help teachers plan and execute lessons in an organized, progressive, and developmentally appropriate manner.
The document repeatedly states "ANTHOLOGY OF POEMS KSSR YEAR FOUR" and contains various bullet points and images but no discernible content. It appears to be an incomplete draft of a poetry anthology for Year Four students that is missing the intended poems, descriptions and other expected content.
This document outlines the English language curriculum for Malaysian primary schools. It discusses the curriculum's aims, objectives, content, and pedagogical principles. The curriculum is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It provides content and learning standards for each year level. It also discusses educational emphases that will be incorporated into lessons, such as higher-order thinking skills, citizenship education, and 21st century skills. The overall goal is to help pupils develop proficiency in English and acquire language skills to use in their daily lives, further studies, and careers.
Rangkuman dokumen tersebut dalam 3 kalimat atau kurang:
Rancangan pengajaran harian Bahasa Melayu Tahun 4 meliputi 5 kelas kemahiran bahasa dan menggunakan pendekatan tematik kemasyarakatan dengan fokus kepada unit jiran tetangga. Aktiviti pembelajaran dirancang untuk mencapai objektif pembelajaran menggunakan strategi pengajaran dan pembelajaran tertentu.
The document provides an overview of the English Language Curriculum for Year 4 in Malaysian primary schools. It outlines the content standards and learning standards that pupils should achieve by the end of Year 4 across five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules focus on developing pupils' pronunciation, comprehension, composition, appreciation of literary texts, and mastery of word classes and tenses. Sample learning standards include being able to participate in conversations, read phrases and sentences, write in neat print and cursive, respond to literary texts, and use nouns, verbs and other parts of speech correctly.
Ringkasan dokumen tersebut adalah:
1. Kajian ini bertujuan untuk meningkatkan penguasaan membaca dan membunyikan suku kata KVKV melalui permainan 'Dadu Spongebob' bagi murid prasekolah.
2. Teknik ini melibatkan aktiviti melambung dadu dan membaca suku kata yang muncul, serta bergerak mengikut bilangan titik pada dadu di dalam dam.
3. Harapannya teknik ini dapat menarik minat mur
Meningkatkan penguasaan menulis huruf besar pada pangkalMat mohd
Ringkasan:
Kajian ini bertujuan untuk meningkatkan kemahiran murid-murid tahun empat dalam menulis huruf besar pada pangkal kata nama khas melalui pelaksanaan strategi pengajaran dan pembelajaran. Hasil ujian pra dan pasca menunjukkan peningkatan min purata sebanyak 44.5% setelah pelaksanaan strategi seperti penerangan konsep, nota ringkas, dan teknik bantu bimbing. Kajian ini membuktikan strategi yang
Modul 2 membahas mengenai peranan pemimpin sekolah dalam transformasi sekolah. Terdapat empat elemen utama: (1) memberikan bimbingan kepada pemimpin menengah untuk menjalankan proyek-proyek transformasi, (2) menganalisis data untuk merancang intervensi, (3) melaksanakan komunitas pembelajaran profesional, dan (4) memimpin perubahan sekolah sesuai dengan tujuan transformasi pendidikan.
Sistem Pengurusan Pentaksiran Bersepadu (SPPB) KPM merupakan sistem bersepadu untuk menguruskan proses pentaksiran di sekolah. Ia terdiri daripada 13 modul untuk menguruskan pelbagai jenis pentaksiran termasuk pentaksiran bilik darjah, ujian akhir sesi, pentaksiran khas, dan pelaporan prestasi murid. SPPB membolehkan data pentaksiran dikumpul, disimpan dan dilaporkan secara sistematik untuk mem
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
This document provides an overview of the structure and rationale for teaching listening, speaking, reading, and writing lessons according to three stages - presentation, practice, and production. It explains that the presentation stage introduces new concepts, the practice stage provides opportunities for students to develop their skills with guidance, and the production stage allows students to demonstrate their understanding. Sample learning standards and activities are also included for each subject to exemplify how this three-stage approach can be implemented in Year 5 classrooms. The document aims to help teachers plan and execute lessons in an organized, progressive, and developmentally appropriate manner.
The document outlines a yearly scheme of work for English lessons in Year 5 of the Malaysian primary school curriculum. It is divided into 26 weeks covering 10 units of work. Each unit covers objectives and skills in listening and speaking, reading, writing, language arts and grammar. The units include topics such as self-esteem, manners, gratitude, peer pressure, folk tales, money, study skills, international folk tales and safety. The document provides a structured plan to guide English teaching and help students develop various language skills over the academic year.
The document outlines the yearly scheme of work for an English class at Sekolah Kebangsaan Sungai Tukang Sidin in 2015. It includes 11 units to be covered from weeks 1 to 28, with topics ranging from family, saving money, and natural disasters. Each unit lists the learning objectives and outcomes for listening & speaking, reading, writing, grammar, and language arts (e.g. poems, stories). The objectives cover skills like using nouns, verbs and other parts of speech correctly, reading comprehension, writing paragraphs, and engaging in conversations. Formal exams are scheduled for weeks 10 and 20 to evaluate students' progress.
This document outlines the English language curriculum standards for primary schools in Malaysia. It discusses the aims of developing pupils' basic English communication skills and literacy. The curriculum is organized into modules focusing on specific language skills like listening, speaking, reading and writing. It is based on principles like starting with basic literacy, making learning fun and learner-centered, integrating technology, and character building. Skills are assessed formatively and summatively to gauge pupil performance. The standards are divided into two stages from Years 1 to 3 and Years 4 to 6, with an emphasis on developing awareness of grammar later in the primary years.
This document outlines the English language curriculum for primary schools in Malaysia. It introduces the aims, objectives, and underlying pedagogical principles of the curriculum. The curriculum is organized into modules that focus on key language skills like listening, speaking, reading, writing, and language arts. It emphasizes building a strong foundation in basic English skills in the early years before introducing more advanced concepts like grammar. The principles of the curriculum focus on making learning fun, learner-centered, and integrated with technology. It also emphasizes continuous assessment of students' language abilities.
Our school had a cleanliness campaign last Saturday where classes were divided into groups to clean up the school field and basketball court. Our class picked up rubbish and dried leaves from the ground. We were tired but happy to help our school.
Dokumen ini menyediakan panduan kurikulum untuk mata pelajaran Pendidikan Jasmani tahun lima. Ia menetapkan matlamat, objektif, fokus, dan susunan kandungan kurikulum yang terdiri daripada modul-modul kemahiran dan kecergasan. Dokumen ini juga membincangkan pelaksanaan pengajaran dan pembelajaran serta pentaksiran pencapaian murid.
The document provides a lesson plan for teaching idioms to English language learners. The lesson involves matching idioms to their meanings using picture cards and phrase strips. Students then work in groups to match idioms and definitions. They complete a worksheet to determine the meaning of idioms in different contexts. The goal is for students to apply word attack skills and dictionary skills to identify and understand idiom meanings. The appendix includes sample idioms, picture cards, and a 15-question worksheet with sentences containing idioms for students to decipher.
This document outlines the English language curriculum for primary schools in Malaysia. It is divided into two stages, with Stage One covering Years 1-3 and Stage Two covering Years 4-6. The curriculum consists of five interrelated modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules contain learning standards describing the knowledge and skills pupils need to demonstrate as they progress through each stage. The curriculum aims to equip pupils with basic language skills to communicate effectively and is underpinned by principles like emphasizing fun and meaningful learning, learner-centered teaching, and character building. Grammar learning is deferred to Year 3 to reduce stress in early years.
This document provides curriculum specifications for primary school mathematics in Malaysia. It outlines the content organization, aims, objectives and emphases for teaching and learning mathematics. The content is organized into 4 main areas: Numbers, Measures, Shape and Space, and Statistics. The document describes the emphasis on problem solving, communication, and representation in mathematics. It provides guidance on teaching strategies, learning outcomes, and vocabulary for each topic.
The document discusses best practices for designing multiple choice questions (MCQs) to assess different cognitive levels. It provides guidelines for writing effective MCQ stems and answer options, including examples. Key points covered include how to classify MCQs by cognitive level, evaluate MCQ quality using difficulty and discrimination indices, and strategies for reducing guessing. The overall focus is helping participants learn principles of creating high-quality MCQs and sample test papers.
This document provides information about Shirley Hughes, a British children's book author, as well as lists several popular seaside locations in Malaysia and activities that can be done at the seaside such as eating sandwiches, drinking tea, collecting seashells and stones, eating ice cream, swimming, playing in water, and building sandcastles. It also mentions rhyming words in an unspecified poem and discusses causes and effects of seaside pollution.
The document contains an English exam for year 5 students with 3 sections:
1) Writing 5 sentences describing a beach scene picture
2) Completing a table with product details and choosing a gift for mother's birthday
3) Writing a story based on pictures of a woman being attacked and rescued
Dokumen standard kurikulum dan pentaksiran bahasa inggeris sk tahun 5Irene See
This document provides a summary of the Malaysian Ministry of Education's Standard Curriculum and Assessment Document for English in primary schools. It outlines the curriculum content, educational emphases, and modules for years 1-6. The curriculum aims to equip students with strong English language skills and is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It emphasizes developing literacy, mastery learning, integration of technology, and character building. Assessment is used to evaluate student progress and inform teaching practices.
This document outlines the English language curriculum for Year 5 in Malaysian primary schools. It is organized into 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The curriculum aims to equip students with strong English language skills and develop their ability to communicate effectively, read for information and enjoyment, write for different purposes, appreciate literature, and use correct grammar. Educational emphases like moral education and technology skills are also infused into the lessons.
The document outlines the draft Standard-based English Language Curriculum for Malaysian primary schools, which is divided into two stages. Stage One covers Years 1-3 and focuses on developing basic language skills through fun and meaningful activities. Stage Two covers Years 4-6 and builds on these foundations. The curriculum consists of five interrelated modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. It aims to equip students with strong English communication skills and foster a love of learning the language.
This document provides an overview of the Standard-based English Language Curriculum for Malaysian primary schools. It outlines the curriculum's modular structure and organization into five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. It describes the content standards and learning standards for each module across levels 1 and 2 (years 1-6). The document also discusses the curriculum's underlying pedagogical principles of emphasizing basics, making learning fun and meaningful, being learner-centered, integrating technology, and character building. It provides themes for contextualizing language learning and describes educational emphases to be infused into lessons.
This document provides an overview of the English language curriculum for primary school levels 2 (years 4-6) in Malaysia. It outlines the curriculum's organization, pedagogical principles, content standards, and learning objectives. The curriculum is modular and focuses on listening and speaking, reading, writing, language arts, and grammar. It aims to equip students with proficiency in English and emphasizes mastery of learning standards, thinking skills, and incorporating educational priorities like citizenship.
The document provides details on the English language curriculum for primary schools in Malaysia. It outlines five modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. It describes the content standards and learning standards for each module and explains the educational aims and approaches for teaching English at different levels. The curriculum is designed to equip students with strong language skills and develop their ability to communicate effectively in English.
The document outlines the English language curriculum for primary schools in Malaysia, which aims to equip pupils with basic language skills to communicate effectively. It is divided into two stages, with Level 1 covering Years 1-3 and focusing on listening, speaking, reading, and writing. Level 2 covers Years 4-6 and adds modules on language arts and grammar. The curriculum is underpinned by principles such as making learning fun and meaningful, adopting a learner-centered approach, and integrating technologies and character building into the lessons.
This document outlines the English language curriculum for primary schools in Malaysia for Years 1, 2 and 3. It discusses the aims, objectives, pedagogical principles and organization of the curriculum. The curriculum is organized into modules including Listening and Speaking, Reading, Writing, Language Arts and Grammar (for Years 3-6). It provides the content standards and learning standards for each module and year level. The standards describe the knowledge, skills and understandings students need to demonstrate in English communication. The document emphasizes developing students' language skills through meaningful, contextualized and fun activities.
This document outlines the English language curriculum for primary schools in Malaysia for Years 1, 2 and 3. It discusses the aims, objectives, pedagogical principles and organization of the curriculum. The curriculum is organized into modules including Listening and Speaking, Reading, Writing, Language Arts and Grammar (for Years 3-6). It provides the content standards and learning standards for each module, describing the skills and knowledge students should develop as they progress through the years. The document emphasizes developing students' basic literacy and language skills, including phonics, reading comprehension, writing mechanics, oral communication, and an appreciation of literature. It adopts a modular and theme-based approach to make learning fun, meaningful and help students communicate effectively in
This document provides an overview of the Standard-Based English Language Curriculum for Malaysian National Primary Schools. It discusses the aims, objectives, underlying pedagogical principles and organization of the curriculum. The curriculum is organized into modules focusing on different language skills. It is designed to provide pupils with a strong foundation in English and allow them to develop their language skills in a step-by-step manner from Years 1 to 6. The curriculum emphasizes developing basic skills in the early years and integrating skills development throughout in a fun and meaningful way to support pupils' mastery of the English language.
The document outlines the English language curriculum for primary schools in Malaysia, which aims to equip students with basic language skills to communicate effectively. It is organized into a modular format with modules on listening and speaking, reading, writing, language arts, and grammar. The curriculum is based on principles such as focusing on basic literacy skills, making learning fun and meaningful, catering to different student needs and abilities, integrating technology, and assessing student learning. It provides content and performance standards for students to master by the end of each year.
The document outlines the standard curriculum and assessment for Year 4 of the Standard-Based Primary School Curriculum (KSSR) in Malaysia. It discusses the curriculum's aims of developing pupils' English language communication skills. The curriculum is organized into modules that progressively develop listening, speaking, reading, writing, language arts and grammar skills from Years 1 to 6. It is based on principles such as making learning fun and meaningful, using learner-centered teaching approaches, and integrating technology and character building into the curriculum.
This document outlines the Malaysian Ministry of Education's Standard Curriculum for primary school English in Year 4. It includes the curriculum's aims, principles, organization, content and learning standards. The curriculum aims to equip students with basic English skills to communicate effectively. It is organized into modules focusing on listening, speaking, reading, writing, grammar and language arts. The content and learning standards for each skill are described for Year 4. The curriculum is designed to teach English as a foundation for further education and life.
This document provides a summary of the English language curriculum for primary schools in Malaysia for Years 1-3. It outlines 5 modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The goals are to equip students with basic English skills to communicate effectively and to develop a strong foundation in literacy. Some key points covered include introducing phonics to help with reading, a focus on developing writing skills and penmanship, and using stories, songs and rhymes to make language learning fun and promote comprehension.
The document outlines Malaysia's English language curriculum for primary schools, which aims to equip students with basic language skills to communicate effectively. It is organized into modules that focus on specific skills like listening, speaking, reading, writing, and grammar. The curriculum emphasizes learning English in a fun, meaningful way and ensuring students master essential concepts before progressing to more advanced ones. It also integrates technology and character building into the language lessons.
The document outlines Malaysia's English language curriculum for primary schools, which aims to equip students with basic language skills to communicate effectively. It is organized into modules that focus on specific skills like listening, speaking, reading, writing, and grammar. The curriculum emphasizes learning English in a fun, meaningful way and ensuring students master essential concepts before progressing to more advanced ones. It also integrates technology and character building into the language lessons.
Dokumen standard bahasa inggeris sk tahun 3Man Tianxing
This document provides a summary of the English language curriculum for primary schools in Malaysia for Years 1-3. It outlines five modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The goals are to equip students with basic English language skills to communicate effectively and prepare them for further education. The curriculum emphasizes developing literacy skills through phonics and ensuring learning is fun, learner-centered and integrated with technology. Assessment is used to evaluate students' mastery of the objectives.
This document provides a summary of the English language curriculum for primary schools in Malaysia for Years 1-3. It outlines 5 modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The goals are to equip students with basic English skills to communicate effectively and to develop a strong foundation in literacy. Some key points covered include introducing phonics to help with reading, a focus on developing writing skills and penmanship, and using stories, songs and rhymes to make language learning fun and promote comprehension.
This document provides a summary of the English language curriculum for primary schools in Malaysia for Years 1-3. It outlines five modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The goals are to equip students with basic English language skills to communicate effectively and prepare them for further education. The curriculum emphasizes developing literacy through phonics, building vocabulary, and learning writing mechanics. It also aims to make learning fun through songs, stories, and integrating technology. Assessment will be both formative and summative to evaluate students' mastery of the objectives.
This document outlines the English language curriculum for Year 6 in Malaysian primary schools. It discusses the curriculum content which is organized into 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The aims are to equip pupils with basic English skills to communicate effectively and to read and write for various purposes. Some key points discussed include adopting a modular curriculum approach with themes, recommended time allocation, curriculum organization, and the content, learning, and performance standards for each module. The overall goal is for pupils to gain proficiency in the English language.
Similar to DSKP Bahasa Inggeris (SJK) Tahun 5 (20)
The document describes the experiences of the author as a participant in a teacher training course. During the first week of orientation activities, the facilitators treated the participants like children through strict rules and humiliating punishments that went past midnight. While common for orientation, the author and others found it degrading as they were older with prior jobs and responsibilities. The stressful activities made the author cry and take time to recollect. The principles of adult learning discussed later seemed true for the author, who sought practical application of lessons to their job.
Opening the classroom to the world is one of the cultures in 21 Century Learning. This view is aligned with our 6 Aspirations in the Malaysia Educational Blueprint. The project aspires to ignite the students' leadership skills, dual-language competency, empower knowledge, fostering good ethics, encourage higher-order thinking skills and embracing national identity. The students are expected to play riddles with their counterparts, using their background knowledge of the world around them and work collaboratively with their teachers and friends.
This project is an initiative under the Highly Immersive Programme aimed at collaboration between Pejabat Pendidikan Daerah Hulu Terengganu and schools in the vicinity through vocabulary learning. The collaboration requires the teacher to guide learners where they are expected to use their background knowledge in designing short vocabulary lessons as well as interacting with the world around them in physical and digital form.
Injecting the element of fun by using a realia called Perky Piung, it promotes experiences that are active, social, contextual and engaging. Through this project, the collaboration became personal and tangible post-project via interaction on the various social media platform. In conclusion, this project aspires to ignite positive relationship thus providing opportunities for higher-order thinking, oral communication, and leadership skills in the parties involved.
Jaringan Kepakaran SISC+ Terengganu: Inovasi BimbinganAsniem CA
Bimbingan berkelompok SISC+ bersama guru Bahasa Inggeris yang melaksanakan intervensi seperti berikut:
Analisis Data
Membincangkan Profil Murid
Menyenaraikan Keperluan Dan Kehendak Sekolah
Membincang Jadual Pelaksanaan
Sesi Perkongsian Bersama Guru Subjek
Sesi ‘Individual Coaching’ Atau ‘Group Coaching’ Bersama Calon SPM
A HIP initiative for 2019. Contact me if your school would like to join!
Link to Appendix 1:
https://www.slideshare.net/asniemca/perky-piung-words-adventure
This document contains the trainer's notes for a workshop on classroom language. The workshop will last 90 minutes and have 20 participants. It aims to help participants identify and use appropriate classroom language for different needs. The session will include introductions, explaining the objectives and rules, a morning circle activity where participants act as students, group work to learn different types of classroom language, and a settler and explorer activity to teach each other. The session will end with a debrief and reflection.
The document provides a novice guide for teaching exam-focused content in a fun manner. It includes ideas for teaching grammar, reading, and writing in engaging ways for Form 5 and Year 6 students. The ideas are divided into induction, presentation, practice, production, and closure steps. They involve activities like charades, group work, and using colorful visuals. The goal is to help students learn important concepts for their exams while reducing stress and encouraging creativity.
There are four species of sea turtles found in Malaysia: the green turtle, hawksbill turtle, leatherback turtle, and olive-ridley turtle. All four of these sea turtle species are endangered. Protecting these endangered sea turtles is important for maintaining biodiversity in Malaysia's oceans.
This lesson plan is for a 30-minute workshop on sea turtles for a Year 6 class. The objectives are for students to demonstrate understanding of a text by accurately drawing scenes from a passage. Activities include the teacher reading a passage using turtle dolls, putting students in groups to read scenarios and draw related pictures, and discussing ways to help sea turtles. Students will then view each other's work and answer post-reading questions before recapping the lesson techniques and dancing to a song.
Murid dapat mengasah bakat menulis mereka selama cuti sekolah dengan menulis karangan tentang aktivitas liburan menggunakan peta pemikiran seperti peta alir yang disediakan guru. Guru dapat melatih murid menggunakan peta sebelum liburan dimulai.
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This document provides tips for students to re-energize their mind and body during the school holidays. It recommends setting process goals for the upcoming semester instead of performance goals. Examples of process goals include doing extra math questions daily or improving physical fitness by completing exercises like pushups and situps. The document also suggests using the free time to learn a new skill, such as public speaking or cooking, and to reconnect with friends and family. Overall, the holidays present an opportunity for students to unwind after a busy semester through self-reflection, goal-setting, engaging in physical activity, acquiring new abilities, and strengthening relationships.
The document provides suggestions for students to spend their school holidays improving their English language skills. It recommends playing word games with siblings, doing word puzzles, and taking an English tuition class. It also suggests keeping a vocabulary notebook, reading sample essays and writing essays on their own. Students are encouraged to read novels, magazines and visit book fairs during the holidays.
This 30 minute English lesson on adjectives has 6 groups of 5 students each and uses a "I do, We do, You do" technique. The teacher will demonstrate adjectives, have students classify them and write sample sentences. Then students will work in groups, taking turns roaming to other groups where they must write sentences using assigned adjectives and receive stickers for correct sentences. Groups with the most stickers at the end win. The lesson aims to practice writing sentences using adjectives through cooperative group work and movement between stations.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. 2
___________________________________________________________________________________________________
RUKUN NEGARA 3
FALSAFAH PENDIDIKAN KEBANGSAAN 4
INTRODUCTION 5
AIMS & OBJECTIVES 6
UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM 7
CURRICULUM ORGANISATION 9
A MODULAR CURRICULUM 10
THE MODULAR CONFIGURATION 12
CURRICULUM CONTENT FOR LEVEL 2 15
EDUCATIONAL EMPHASES 18
CONTENT, LEARNING AND PERFORMANCE LEVELS -LISTENING AND SPEAKING 29
CONTENT, LEARNING AND PERFORMANCE LEVELS -READING 35
CONTENT, LEARNING AND PERFORMANCE LEVELS -WRITING 38
CONTENT, LEARNING AND PERFORMANCE LEVELS- LANGUAGE ARTS 44
CONTENT, LEARNING AND PERFORMANCE LEVELS- GRAMMAR 48
WORD LIST FOR LEVEL 2 51
_____________________________________________________________________________________________________
TABLE OF CONTENTS
DRAFT DSKP
YEAR 5 SJK
3. 3
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 progresif yang akan menggunakan sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan
prinsip-prinsip berikut:
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
4. 4
FALSAFAH PENDIDIKAN KEBANGSAAN
Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih memperkembangkan lagi potensi
individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonisdari segi
intelek, rohani, emosi dan jasmani; berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha
ini adalah bagi melahirkan warganegara Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak
mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan
terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara.
5. 5
_________________________________________________________________________________________________________________________
English is taught as a second language in all Malaysian primary and secondary schools. The mastery of English is essential for pupils to
gain access to information and knowledge written in English. As the language is also the dominant language used in Information and
Communications Technology (ICT), pupils need to master it to enable them to have easy access to information that is available via the
electronic media such as the Internet.
In line with the government’s policy on strengthening English, the curriculum has been designed to produce pupils who will be proficient in
the language. The content and learning standards that have been developed in the curriculum are designed to help pupils acquire the
language so that they can use it in their daily lives, to further their studies and for work purposes.
The English language curriculum also stresses the development of literacy and critical literacy. This is to ensure that pupils who undergo
primary schooling will be literate and be given a strong foundation in the language so that they can progress towards language
proficiency at the secondary school level. Literacy is essential to prepare pupils to achieve personal growth and confidence in functioning
as an effective and productive member of our society, in line with the goals of the National Philosophy of Education which seeks to
optimise the intellectual, emotional and spiritual potential of all pupils.
INTRODUCTION
6. 6
_____________________________________________________________________________________________________________
AIMS
The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate
effectively in a variety of contexts that is appropriate to the pupils’ level of development.
OBJECTIVES
By the end of Year 6, pupils should be able to:
i. communicate with peers and adults confidently and appropriately in formal and informal situations;
ii. read and comprehend a range of English texts for information and enjoyment;
iii. write a range of texts using appropriate language, style and form through a variety of media;
iv. appreciate and demonstrate understanding of English language literary or creative works for enjoyment; and
v. use correct and appropriate rules of grammar in speech and writing.
AIMS AND OBJECTIVES
7. 7
_____________________________________________________________________________________________________________
The approach adopted in the Standard-based curriculum is underpinned by the following principles:
i. Back to basics
It is essential for teachers to begin with basic literacy skills in order to build a strong foundation of language skills. Basic listening
and speaking skills are introduced in order to help pupils enrich their understanding of the language. The strategy of phonics is
introduced to help pupils read while a good foundation in penmanship will help pupils acquire good handwriting.
ii. Fun, meaningful and purposeful learning
Lessons which are contextualised and meaningful help pupils to learn more effectively. Lessons should be fun and interesting
through pupil-centred learning activities.
iii. Learner-centred teaching and learning
Teaching approaches, lessons and materials must suit the differing needs and abilities of pupils. It is important that appropriate
activities and materials are used with pupils of different learning capabilities so that their full potential can be realised. The Mastery
Learning strategy will ensure that pupils master all learning standards in order to help them acquire the language.
UNDERLYING PEDAGOGICAL
PRINCIPLES OF THE CURRICULUM
8. 8
iv. Integration of salient new technologies
In line with growing globalisation, technology is used extensively in our daily life for a variety of purposes such as communication,
to gain information, knowledge and to be connected globally. Hence, emergent technologies can be used in language teaching
and learning to engage pupils in more visual and interactive activities. Information available on the Internet and other electronic
media will be vital for knowledge acquisition.
vi. Assessment
Assessment for learning is an integral part of teaching and learning which enables teachers to assess whether pupils have
acquired the learning standards taught. The feedback gained on pupils’ progress in learning will inform teachers on the best
approach or strategy for enhancement in the classroom teaching and learning. All language skills should be assessed using
appropriate assessment tools. Formative and summative assessments should be used to gauge pupils' performance. Formative
assessment is conducted as an on-going process, while summative assessment is conducted at the end of a particular unit or
term.
vi. Character-building
An important principle which needs to be inculcated through the curriculum is character building. Lessons based on values have
to be incorporated in teaching and learning in order to impart the importance of good values for the wholesome development of
individuals.
9. 9
_________________________________________________________________________________________________________________________
The Standard-based English Language Curriculum for Malaysian National Type Primary Schools (SJK) is designed to provide pupils with
a strong foundation in the English language. Teachers should use Standard British English as a reference and model for spelling,
grammar and pronunciation for standardisation.
Primary education is divided into two stages:
Stage One - Year 1, 2 and 3 Stage Two - Year 4, 5 and 6
The modules for Stage One and Stage Two are:
Stage One Stage Two
Year 1 and 2 Year 3 Year 4, 5 and 6
Module One: Listening and Speaking
Module Two: Reading
Module Three: Writing
Module Four: Language Arts
Module One: Listening and Speaking
Module Two: Reading
Module Three: Writing/Grammar
Module Four: Grammar/Writing
Module Five: Language Arts
Module One: Listening and Speaking
Module Two: Reading
Module Three: Writing/Grammar
Module Four: Grammar/Writing
Module Five: Language Arts (Contemporary
Children’s Literature)
The emphasis on grammar in the second language is deferred to a later stage as pupils need to develop an awareness of grammar in
their first language. Although grammar is implicitly taught in Year 1 and 2, the grammar module is only introduced in Year 3 to reduce the
stress of learning in the early years.
CURRICULUM ORGANISATION
10. 10
_____________________________________________________________________________________________________________
The modularity of the Standard-based English Language Curriculum is of a modular structure. By organising the curriculum standards
under five modules (four for Years 1 and 2), pupils will be able to focus on the development of salient language skills or sub-skills under
each module through purposeful activities in meaningful contexts. This modular approach does not exclude integration of skills. However,
skills integration is exploited strategically to enhance pupils’ development of specific language skills as described in the content and
learning standards in a module. This curriculum is modular in design and this is reflected in the organization of the content and learning
standards.
In order to make learning more meaningful and purposeful, language input is presented under themes and topics which are appropriate
for pupils. Three broad themes have been identified in the curriculum. They are:
World of Self, Family and Friends
World of Stories
World of Knowledge
These are broad themes from which content topics for lessons and activities to be derived for teaching and learning. All language skills
are to be taught through these themes which provide the context for language learning. Therefore, a balanced treatment of these themes
is essential to enhance the development of language skills through various strategies and activities. Hence, these will develop personal
learning and growth which will eventually lead to the development of more holistic and balanced individuals.
A MODULAR CURRICULUM
11. 11
The World of Self, Family and Friends serves to increase the awareness of how pupils relate to themselves, their surroundings,
family, loved ones and friends. Here, pupils relate language learning to their surroundings and environment. Topics drawn from
this theme help raise pupils’ awareness of the importance of self-care, care and concern for family and friends. Therefore, pupils
need to be aware of the community and society around them. An integral part of this theme is the teaching and learning of social
skills; an important aspect of communication.
The World of Stories introduces pupils to the wonderful and magical world of stories. Stories may range from local fables, folk
tales, legends and myths to tales around the region as well as far-away lands. Through these stories, pupils are exposed to a
wide range of vocabulary, sentence structures and aspects of creative writing. Moral values, knowledge, understanding and
tolerance of other cultures and beliefs are to be imparted through these stories. These will help pupils understand different cultural
beliefs and learn to live harmoniously with others who believe and think differently.
The World of Knowledge encompasses general knowledge about the world and current issues which are appropriate for pupils
of this level. Areas which pupils should be exposed to are general knowledge, simple scientific and mathematical knowledge,
financial literacy, environmental issues, awareness of safety and corruption. Other current issues which are pertinent to pupils of
this level should also be included.
13. 13
Organisation of English Language Lessons According To the Modular Configuration
Lesson 1 -
Listening &
Speaking
Lesson 2 -
Reading
Lesson 3 –
Writing/Grammar
Lesson 4 –
Grammar/Writing
Lesson 5 –
Language Arts
(Contemporary
Children’s Literature
14. 14
Recommended Time Allocation For English Language Lessons
The table below is a recommendation on how the 180 minutes allocated for the English Language lessons should be divided throughout
the week. However, schools are given the flexibility and liberty to adapt the total number of minutes for each module according to the
needs of the pupils as long as the 180 minutes of English lessons in a week is adhered to.
Week 1
Lesson 1
(60 mins)
Lesson 2
(60 mins)
Lesson 3
(60 mins)
Listening & Speaking Reading Writing/Grammar
Week 2
Lesson 1
(60 mins)
Lesson 2
(60 mins)
Lesson 3
(60 mins)
Grammar/Writing Language Arts *Listening & Speaking
*Lesson 3 (Week 2) can be a new topic or reinforcement of any module chosen by the teacher.
15. 15
_____________________________________________________________________________________________________________
This document details the English Language curriculum for Year 4. The curriculum content is organised according to Content Standards
and Learning Standards.
Content Standards specify the essential knowledge, skills and understandings that pupils need to acquire by the end of Year 6.
Learning Standards describe in detail the degree or quality of proficiency that pupils need to acquire in relation to the Content Standards
for a particular year.
1.0 LISTENING AND SPEAKING
The Listening and Speaking module aims to develop pupils’ ability to listen and respond to stimulus with guidance, participate in daily
conversations, listen and demonstrate understanding of oral texts and speak confidently on related topics with guidance. Pupils should
be taught how to listen carefully and be encouraged to speak with the correct pronunciation, stress and intonation in various situational
contexts. In addition, pupils are also encouraged to recognise, understand and use verbal and non-verbal cues for effective
communication.
Relationships are established through the ability to communicate. Pupils first learn to listen, then speak and share thoughts, ideas and
feelings. They need to listen carefully and respond to what others say, and think about the needs of their listeners. Social conventions in
listening and speaking such as turn taking, politeness and courtesy need to be observed. These are crucial especially in group
discussions where viewpoints and opinions are exchanged. The use of various text types is recommended; ranging from teacher-
CURRICULUM CONTENT
16. 16
simulated texts to media broadcasts and authentic dialogues. By the end of Year 6, pupils will become confident speakers who can
communicate effectively, appropriately and coherently in any given context.
2.0 READING
The Reading module begins by developing pupils’ ability to read words, phrases and sentences. Pupils are taught reading skills and
strategies to further develop their reading ability so that they can progress to reading a variety of texts for information and enjoyment. In
order to develop pupils’ ability to read independently, they are also taught to apply dictionary skills and find meaning of words from
context. Appropriate reading materials should be utilised to enhance pupils’ reading skills. By the end of Year 6, pupils will be able to read
a variety of texts effectively and efficiently so that they become avid and independent readers.
3.0 WRITING
The Writing module aims to develop the pupils’ ability to write and present a range of texts using appropriate language, style and form for
different purposes and audience through a variety of media. They learn to write words, phrases, sentences and paragraphs in neat
legible print and cursive writing. The use of ICT should be encouraged so that pupils are able to source for information and communicate
via the electronic media. Pupils are also introduced to the process of writing simple compositions which includes planning, drafting,
revising and editing. In addition, the mechanics of writing such as spelling, punctuation and grammar checking is emphasised. The writing
at this level is guided. The amount of control is gradually relaxed; moving pupils towards independent writing. By the end of Year 6, pupils
will be able to write a range of texts using appropriate language, style and form through a variety of media.
17. 17
4.0 LANGUAGE ARTS
The Contemporary Children’s Literature component is taught during the Language Arts lessons to expose pupils to different literary
genres such as short stories, poems and graphic novels. Teachers are to explore texts of these genres to create fun-filled and meaningful
activities so that pupils will benefit from the learning experience and gain exposure to the aesthetic use of the language. The Language
Arts module provides opportunities for pupils to immerse in a variety of literary works and engage them in planning, organising, producing
and performing creative works. This will further stimulate pupils’ imagination, interest and creativity. By the end of Year 6, pupils will be
able to appreciate and respond to a variety of literary texts.
5.0 GRAMMAR
The Grammar module aims to develop pupils’ ability to use correct rules of grammar in speech and writing. Grammar is essential to the
teaching and learning of languages and should be taught in context as well as explicitly. Teachers should employ various strategies in
teaching grammar so that learning becomes effective, interesting, fun and relevant. This can be realised through various techniques
such as language games, quizzes and songs that will make the learning of grammar more accessible. By the end of Year 6, pupils will
be able to use different word classes and construct various sentence types correctly and appropriately.
18. 18
_____________________________________________________________________________________________________________
The Educational Emphases reflect current developments in education. These emphases are infused and woven into classroom lessons
to prepare pupils for the challenges of the real world. In this respect, Moral Education, Citizenship Education, Patriotism, Thinking Skills,
Mastery Learning, Information and Communication Technology Skills, Multiple Intelligences, Constructivism, Contextual Learning,
Learning How to Learn Skills, Creativity and Innovation, Entrepreneurship and 21st
century skills are incorporated where appropriate and
relevant in lessons. The educational emphases included are explained briefly below:
Higher Order Thinking Skills
The National Curriculum aims to produce wholesome, resilient, curious, principled, knowledgeable and patriotic pupils who have thinking,
communicative and collaborative skills. Pupils need to be equipped with 21st
century skills for them to compete globally. This is outlined
in the National Education Blueprint where every pupil will be equipped with leadership skills, bilingualism, ethics and spiritualism, social
identity, knowledge and thinking skills.
Thinking skills have been emphasised in the curriculum since 1994 with the introduction of Creative and Critical Thinking Skills.
Beginning 2011, the Standard-based Curriculum for Primary Schools gives emphasis to higher order thinking skills (HOTS).
Higher order thinking skills encompass the ability to apply knowledge, skills and values along with reasoning and reflective skills to solve
problems, make decisions and be innovative and creative. Higher order thinking skills refer to the skills of applying, analysing, evaluating
and creating as reflected in Table 3.
EDUCATIONAL EMPHASES
19. 19
Table 3
HOTS are explicitly written in the curriculum and can be applied in the classroom through teaching and learning activities in the form of
reasoning, inquiry learning, problem solving and project work. Teachers and pupils need to use thinking tools such as thinking maps and
Thinking Hats along with higher order questioning methods in and out of the classroom to encourage pupils to think. In doing so, pupils
are given responsibility towards their own learning.
Mastery Learning
Mastery Learning will ensure that all pupils master the learning standards stipulated in the Standard-based Curriculum. Mastery Learning
requires quality teaching and learning in the classroom. Sufficient time and appropriate learning conditions should be allowed so that
pupils master the learning standards stipulated in this document.
HOTS Explanation
Application Using knowledge, skills and values in different situations to complete a piece of work
Analysis Ability to break down information into smaller parts in order to understand and make connections
between these parts.
Evaluation Ability to consider, make decisions using knowledge, experience, skills, values and justify decisions
made.
Creation Produce an idea or product using creative and innovative methods.
20. 20
Information and Communication Technology Skills (ICT)
Information and Communication Technology Skills (ICT) include the use of multimedia resources such as TV documentaries and the
Internet, as well as the use of computer-related activities such as e-mailing, networking and interacting with electronic courseware.
Multiple Intelligences
The theory of Multiple Intelligences describes the different intelligences human beings possess. Teachers need to be aware of these
different intelligences pupils possess in order to maximise teaching and learning. Various teaching and learning strategies should be
planned by teachers to foster and nurture the different intelligences of pupils in order to meet their varying learning styles and needs.
Constructivism
Constructivism will enable pupils to build new knowledge and concepts based on existing knowledge or schema that they have. The
teacher assists pupils to acquire new knowledge and solve problems through pupil-centred active learning.
Contextual Learning
Contextual Learning is an approach to learning which connects the contents being learnt to the pupils’ daily lives, the community around
them and the working world. Learning takes place when a pupil is able to relate knowledge acquired to their own lives.
21. 21
Learning How to Learn Skills
Learning How to Learn Skills are integrated in classroom lessons and aim to enable pupils to take responsibility for their own learning.
These skills incorporate study skills which help pupils to access information and thus, equip them to become independent life-long
learners.
Values and Citizenship
The values contained in the Standard-based Curriculum for Moral Studies are incorporated into the English language lessons. Elements
of patriotism and citizenship are emphasised in lessons to cultivate a love for the nation and produce patriotic citizens.
Knowledge Acquisition
In teaching the language, content is drawn from various subject disciplines across the curriculum. Knowledge is also further acquired
from various sources to enable pupils to keep abreast with current affairs.
Creativity and Innovation
Creativity is the ability to produce something new and different in an imaginative way. Innovation is the process of idea generation and
the utilisation of the creative idea in relevant contexts. Through creative and innovative teaching approaches, pupils will display interest,
curiosity, excitement and greater growth in learning. Creativity and innovation in pupils should be exploited and nurtured to ensure that
their full potential is realised.
22. 22
Entrepreneurship
Fostering the entrepreneurial mind-set among pupils at their young age is essential in this competitive and global age. Some of the
elements that are linked to entrepreneurship are creativity, innovation and initiative, which are also attributes for personal fulfilment and
success. The elements of entrepreneurship are incorporated in lessons through relevant and meaningful activities.
23. 23
School Based Assessment
Formative assessment is a part of school-based assessment. Formative assessment or assessment for learning is an important aspect
of teaching and learning in the classroom and good pedagogy always includes this. Formative assessment is carried out by teachers to
gain feedback on their pupils’ learning and provide them with the necessary information regarding their pupils’ learning so that they can
make changes to their teaching by perhaps, changing their approaches or methodology in order to further enhance pupils’ learning in the
classroom. Thus, formative assessment is carried out during classroom teaching and learning.
In order to help teachers implement effective school based assessment, the assessment element has been incorporated into this
document together with the content and learning standards. Teachers should refer to the Performance Standard to help them ascertain
the level of their pupils’ acquisition of the various learning standards. The levels have been designed to help teachers gauge the level of
their pupils’ understanding and acquisition of the skills taught. With this knowledge, teachers may change their approach or methodology
to help their pupils master the intended learning standard.
Teachers should refer to this document to plan their lessons and assess their pupils. Assessment should be carried out during the
teaching and learning process and pupils achievement levels are recorded and reported every quarterly. Various methods of
assessments such as checklists, observations, oral presentations, quizzes, question and answer, task sheets or written assignments can
be used to document the attainment of the learning standards. Through this process, teachers will be able to build a profile of their pupils’
language development through an on-going assessment.
24. 24
Performance Standard
The Performance Standard details six levels of performance with descriptors for each level based on clusters of learning standards.
These levels serve as a guide to teachers in assessing their pupils’ development and growth in the acquisition of the learning standards
that are taught. The Performance Levels are arranged in an ascending hierarchical manner to differentiate the different levels of pupils’
achievement, as shown below:
Performance Level Descriptor
1 Very Limited
2 Limited
3 Satisfactory
4 Good
5 Very Good
6 Excellent
25. 25
The overall description of performance for each levels are detailed in the table below:
Performance Level Generic Descriptors
1
Very Limited
Pupils show very limited knowledge and proficiency of the language as well
as have difficulty in communicating with others.
2
Limited
Pupils show limited knowledge and proficiency of the language which
disrupts the fluency of communication.
3
Satisfactory
Pupils show basic level of language acquisition and skills.
4
Good
Pupils show good use of the language acquired effectively and
independently.
5
Very Good
Pupils show very good knowledge of the language, are proficient and able to
apply language skills in various situations independently.
6
Excellent
Pupils show an excellent use of the language in a consistent manner and are
able to apply language skills in an effective, independent, confident and
exemplary manner.
26. 26
The table below shows the overall generic levels of the acquisition of skills for Year 5.
PERFORMANCE STANDARD
Performance
Level
Descriptor
1
Can listen to, identify and discriminate sounds in words on related topics with a lot of prompting.
Can listen to, follow and give instructions and directions with a lot of guidance.
Can use words and some basic phrases to talk haltingly and participate in daily conversations on related topics
with a lot of prompting.
Can listen to oral texts on related topics and complete tasks with a lot of guidance.
Can understand the meaning of unknown words in sentences using contextual clues and idioms from texts with
a lot of guidance.
Can apply dictionary skills with a lot of guidance.
Can demonstrate understanding of texts by completing tasks with a lot of guidance.
Can read extensively for information and enjoyment with a lot of guidance.
Can transfer information to complete linear and non-linear texts with a lot of guidance.
Can create linear and non-linear texts using a variety of media with a lot of guidance.
Can write in legible print and cursive writing with correct spelling and punctuation with a lot of guidance.
Can write texts for a range of purposes using appropriate language conventions with a lot of guidance.
Can give verbal and non-verbal responses to literary texts with a lot of guidance
Can plan, produce and display creative works based on literary texts with a lot of guidance
Can plan, prepare and participate in a performance based on literary works with a lot of guidance
Can reproduce literary works heard with a lot of guidance
2
Can listen to, identify and discriminate sounds in words on related topics with some prompting.
Can listen to, follow and give instructions and directions with some guidance.
Can use basic phrases and some simple sentences to talk haltingly and participate in daily conversations on
related topics with some prompting.
Can listen to oral texts on related topics and complete tasks with some guidance.
Can understand the meaning of unknown words in sentences using contextual clues and idioms from texts with
some guidance.
27. 27
Can apply dictionary skills with some guidance.
Can demonstrate understanding of texts by completing tasks with some guidance.
Can read extensively for information and enjoyment with some guidance.
Can transfer information to complete linear and non-linear texts with some guidance.
Can create linear and non-linear texts using a variety of media with some guidance.
Can write in legible print and cursive writing with correct spelling and punctuation with some guidance.
Can write texts for a range of purposes using appropriate language conventions with some guidance.
Can give verbal and non-verbal responses to literary texts with some guidance
Can plan, produce and display creative works based on literary texts with some guidance
Can plan, prepare and participate in a performance based on literary works with some guidance
Can reproduce literary works heard with some guidance
3
Can listen to, identify and discriminate sounds in words on related topics with minimal prompting.
Can listen to, follow and give instructions and directions with minimal guidance.
Can use simple sentences to talk and participate in daily conversations on related topics with minimal prompting.
Can listen to oral texts on related topics and complete tasks with minimal guidance.
Can understand the meaning of unknown words in sentences using contextual clues and idioms from texts with
minimal guidance.
Can apply dictionary skills with minimal guidance.
Can demonstrate understanding of texts by completing tasks with minimal guidance.
Can read extensively for information and enjoyment with minimal guidance.
Can transfer information to complete linear and non-linear texts with minimal guidance.
Can create linear and non-linear texts using a variety of media with minimal guidance.
Can write in legible print and cursive writing with correct spelling and punctuation with minimal guidance.
Can write texts for a range of purposes using appropriate language conventions with minimal guidance.
Can give verbal and non-verbal responses to literary texts with minimal guidance
Can plan, produce and display creative works based on literary texts with minimal guidance
Can plan, prepare and participate in a performance based on literary works with minimal guidance
Can reproduce literary works heard with minimal guidance
28. 28
4
Can listen to, identify and discriminate sounds in words on related topics fairly accurately.
Can listen to, follow and give instructions and directions clearly.
Can talk and participate in daily conversations on related topics fairly fluently and accurately.
Can listen to oral texts on related topics and complete tasks fairly accurately.
Can understand the meaning of unknown words in sentences using contextual clues and idioms from texts.
Can apply dictionary skills.
Can demonstrate understanding of texts by completing tasks.
Can read extensively for information and enjoyment.
Can transfer information to complete linear and non-linear texts fairly accurately.
Can create linear and non-linear texts using a variety of media fairly accurately.
Can write in legible print and cursive writing neatly with correct spelling and punctuation.
Can write texts for a range of purposes using appropriate language conventions fairly accurately.
Can give verbal and non-verbal responses to literary texts
Can plan, produce and display creative works based on literary texts
Can plan, prepare and participate in a performance based on literary works
Can reproduce literary works heard
5
Can listen to, identify and discriminate sounds in words on related topics accurately.
Can listen to, follow and give detailed instructions and directions clearly.
Can talk and participate in daily conversations on related topics fluently and accurately.
Can listen to oral texts on related topics and complete tasks accurately.
Can understand the meaning of unknown words in sentences using contextual clues and idioms from texts with
ease.
Can apply dictionary skills confidently.
Can demonstrate understanding of texts by completing tasks accurately.
Can read extensively for information and enjoyment independently.
Can transfer information to complete linear and non-linear texts accurately.
Can create linear and non-linear texts using a variety of media accurately.
Can write in legible print and cursive writing neatly with correct spelling and punctuation independently.
Can write texts for a range of purposes using appropriate language conventions accurately
29. 29
Can give verbal and non-verbal responses to literary texts independently.
Can plan, produce and display creative works based on literary texts independently.
Can plan, prepare and participate in a performance based on literary works independently.
Can reproduce literary works heard independently.
6
Can listen to, identify and discriminate sounds in words on related topics accurately and confidently.
Can listen to, follow and give detailed instructions and directions clearly and confidently.
Can talk and participate in daily conversations on related topics fluently, accurately and confidently.
Can listen to oral texts on related topics and complete tasks accurately and independently.
Can understand the meaning of unknown words in sentences using contextual clues and idioms from texts
confidently and independently.
Can apply dictionary skills confidently and independently.
Can demonstrate understanding of texts by completing tasks accurately and independently.
Can read extensively for information and enjoyment independently with great enthusiasm
Can transfer information to complete linear and non-linear texts accurately and independently.
Can create linear and non-linear texts using a variety of media accurately and creatively.
Can write in legible print and cursive writing neatly with correct spelling and punctuation independently and
effortlessly.
Can write texts for a range of purposes using appropriate language conventions accurately and independently.
Can give verbal and non-verbal responses to literary texts critically, creatively and independently.
Can plan, produce and display creative works based on literary texts creatively and independently.
Can plan, prepare and participate in a performance based on literary works creatively and independently.
Can reproduce literary works heard creatively and independently.
30. 30
_____________________________________________________________________________________________________________
The Content Standards represent the specific standards that need to be achieved by the end of Year 6. The Learning Standards for Year
5 detail the specific skills and knowledge that need to be attained in order to fulfil a particular Content Standard. The Performance Levels
detail the performance level of pupils in the respective skills.
LISTENING & SPEAKING SKILLS
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1
By the end of the
6-year primary
schooling, pupils
will be able to
pronounce words
and speak
confidently with
the correct stress,
rhythm and
intonation.
1.1.2
Able to listen to and respond to a
given stimulus by using appropriate
words, phrases and expressions
with guidance.
1
Can respond to a given stimulus but with a very
limited level of fluency and accuracy
2
Can respond to a given stimulus but with a limited
level of fluency and accuracy
3
Can respond to a given stimulus with a satisfactory
level of fluency and accuracy
4
Can respond to a given stimulus with a good level of
fluency and accuracy
5
Can respond to a given stimulus with a very good
level of fluency and accuracy
6
Can respond to a given stimulus with an excellent
level of fluency and accuracy
CONTENT, LEARNING AND
PERFORMANCE LEVELS
LEARNING STANDARDS
31. 31
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.1.1
Able to speak with correct
pronunciation, stress and intonation.
1.1.3
Able to speak on related topics with
guidance.
1
Can talk about related topics with a very limited level of
fluency and accuracy
2
Can talk about related topics with a limited level of fluency
and accuracy
3
Can talk about related topics with a satisfactory level of
fluency and accuracy
4
Can talk about related topics with a good level of fluency
and accuracy
5
Can talk about related topics with a very good level of
fluency and accuracy
6
Can talk about related topics with an excellent level of
fluency and accuracy
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.2
By the end of the
6-year primary
schooling, pupils
will be able to
listen and
1.2.2
Able to listen, follow and give
instructions.
1.2.3
Able to listen to, follow, and give
1
Can follow and give instructions, and directions to places
with very limited ability
2
Can follow and give instructions, and directions to places
with limited ability
3
Can follow and give instructions, and directions to places
with satisfactory ability
32. 32
respond
appropriately in
formal and
informal
situations for a
variety of
purposes.
directions to places around their
town.
4
Can follow and give instructions, and directions to places
with good ability
5
Can follow and give instructions, and directions to places
with very good ability
6
Can follow and give instructions, and directions to places
with excellent ability
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.2.1
Able to participate in daily
conversations:
(a) make suggestions
(b) respond to suggestions
(c) volunteer to complete a task
(d) show appreciation
1.2.4
Able to participate in guided
conversations with peers.
1
Can participate in daily conversations with peers with a
very limited level of fluency, accuracy and
appropriateness
2
Can participate in daily conversations with peers with a
limited level of fluency, accuracy and appropriateness
3
Can participate in daily conversations with peers with a
satisfactory level of fluency, accuracy and
appropriateness
4
Can participate in daily conversations with peers with a
good level of fluency, accuracy and appropriateness
5
Can participate in daily conversations with peers with a
very good level of fluency, accuracy and
appropriateness
6
Can participate in daily conversations with peers with an
excellent level of fluency, accuracy and appropriateness
33. 33
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.2.5
Able to talk on topics of interest in
formal situations with guidance.
1
Can talk on topics of interest in formal situations with
very limited ability of fluency, accuracy and
appropriateness
2
Can talk on topics of interest in formal situations with
limited ability of fluency, accuracy and
appropriateness
3
Can talk on topics of interest in formal situations with
satisfactory ability of fluency, accuracy and
appropriateness
4
Can talk on topics of interest in formal situations with
good ability of fluency, accuracy and appropriateness
5
Can talk on topics of interest in formal situations with
very good ability of fluency, accuracy and
appropriateness
6
Can talk on topics of interest in formal situations with
excellent ability of fluency, accuracy and
appropriateness
34. 34
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.3
By the end of the
6-year primary
schooling, pupils
will be able to
understand and
respond to oral
texts in a variety
of contexts.
1.3.1
Able to listen to and demonstrate
understanding of oral texts by:
a) giving main ideas
b) giving supporting details
c) sequencing
d) predicting
1
Can demonstrate very limited understanding of oral
texts
2
Can demonstrate limited understanding of oral texts
3
Can demonstrate satisfactory understanding of oral
texts
4
Can demonstrate good understanding of oral texts
5
Can demonstrate very good understanding of oral
texts
6
Can demonstrate excellent understanding of oral
texts
35. 35
READING SKILLS
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
2.2
By the end of the
6-year primary
schooling, pupils
will be able to
demonstrate
understanding of
a variety of linear
and non-linear
texts in the form
of print and non-
print materials
using a range of
strategies to
construct
meaning.
2.2.1
Able to apply word attack skills
by:
(a) using contextual clues to get
meaning of words:
(i) before the word (anaphoric)
(ii) after the word (cataphoric)
(b) identifying idioms
2.2.2
Able to read and understand
phrases and sentences from:
(a) linear texts
(b) non-linear texts
1 Can demonstrate very limited ability in applying word
attack skills and in understanding phrases and sentences
from a variety of texts
2 Can demonstrate limited ability in applying word attack
skills and in understanding phrases and sentences from a
variety of texts
3 Can demonstrate satisfactory ability in applying word
attack skills and in understanding phrases and sentences
from a variety of texts
4 Can demonstrate good ability in applying word attack
skills and in understanding phrases and sentences from a
variety of texts
5 Can demonstrate very good ability in applying word
attack skills and in understanding phrases and sentences
from a variety of texts
6 Can demonstrate excellent ability in applying word attack
skills and in understanding phrases and sentences from a
variety of texts
36. 36
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
2.2.3
Able to read and demonstrate
understanding of texts by:
(a) sequencing
(b) predicting
(c) giving main ideas and
supporting details
with guidance
2.2.4
Able to apply dictionary skills
(a) locate words
(b) meaning of base word
1 Can demonstrate very limited ability in
understanding a variety of texts and in applying
dictionary skills
2 Can demonstrate limited ability in understanding a
variety of texts and in applying dictionary skills
3 Can demonstrate satisfactory ability in
understanding a variety of texts and in applying
dictionary skills
4 Can demonstrate good ability in understanding a
variety of texts and in applying dictionary skills
5 Can demonstrate very good ability in understanding
a variety of texts and in applying dictionary skills
6 Can demonstrate excellent ability in understanding a
variety of texts and in applying dictionary skills
37. 37
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
2.3
By the end of the
6-year primary
schooling, pupils
will be able to
read
independently for
information and
enjoyment.
2.3.1
Able to read for information and
enjoyment with guidance:
(a) fiction
(b) non-fiction
1 Can demonstrate very limited ability to read
independently for information and enjoyment
2 Can demonstrate limited ability to read
independently for information and enjoyment
3 Can demonstrate satisfactory ability to read
independently for information and enjoyment
4 Can demonstrate good ability to read independently
for information and enjoyment
5 Can demonstrate very good ability to read
independently for information and enjoyment
6 Can demonstrate excellent ability to read
independently for information and enjoyment
38. 38
WRITING SKILLS
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3.1
By the end of the
6-year primary
schooling, pupils
will be able to
form letters and
words in neat
legible print
including cursive
writing.
3.1.1
Able to write in neat legible print
with correct spelling:
(a) sentences
(b) paragraphs
1
Can write sentences and paragraphs
legibly with a very limited level of
accuracy in spelling
2
Can write sentences and paragraphs
legibly with a limited level of accuracy in
spelling
3
Can write sentences and paragraphs
legibly with a satisfactory level of
accuracy in spelling
4
Can write sentences and paragraphs
legibly with a good level of neatness and
accuracy in spelling
5
Can write sentences and paragraphs
legibly with a very good level of
neatness and accuracy in spelling
6
Can write sentences and paragraphs
legibly with an excellent level of
neatness and accuracy in spelling
39. 39
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3.1
By the end of the
6-year primary
schooling, pupils
will be able to
form letters and
words in neat
legible print
including cursive
writing.
3.1.2
Able to write in neat cursive writing
with correct spelling:
(a) sentences
(b) paragraphs
1
Can write in cursive writing with a very
limited level of accuracy in spelling
2
Can write in cursive writing with a limited
level of accuracy in spelling
3
Can write in cursive writing with a
satisfactory level of accuracy in spelling
4
Can write in cursive writing with a good
level of neatness and accuracy in spelling
5
Can write in cursive writing with a very
good level of neatness and accuracy in
spelling
6
Can write in cursive writing with an
excellent level of neatness and accuracy
in spelling
40. 40
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3.2
By the end of the
6-year primary
schooling, pupils
will be able to
write using
appropriate
language, form
and style for a
range of
purposes.
3.2.1
Able to transfer information with
guidance to complete:
(a) linear texts
(b) non-linear texts
1
Can transfer information to complete a
variety of texts with a very limited level of
accuracy
2
Can transfer information to complete a
variety of texts with a limited level of
accuracy
3
Can transfer information to complete a
variety of texts with a satisfactory level of
accuracy
4
Can transfer information to complete a
variety of texts with a good level of
accuracy
5
Can transfer information to complete a
variety of texts with a very good level of
accuracy
6
Can transfer information to complete a
variety of texts with an excellent level of
accuracy
41. 41
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3.2
By the end of the
6-year primary
schooling, pupils
will be able to
write using
appropriate
language, form
and style for a
range of
purposes.
3.2.2
Able to write with guidance:
(a) labels
(b) notices
(c) messages
1
Can write using appropriate language
conventions but with a very limited level
of accuracy
2
Can write using appropriate language
conventions but with a limited level of
accuracy
3
Can write using appropriate language
conventions with a satisfactory level of
accuracy
4
Can write using appropriate language
conventions with a good level of accuracy
5
Can write using appropriate language
conventions with a very good level of
accuracy
6
Can write using appropriate language
conventions with an excellent level of
accuracy
42. 42
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3.2
By the end of the
6-year primary
schooling, pupils
will be able to
write using
appropriate
language, form
and style for a
range of
purposes.
3.2.3
Able to punctuate correctly:
(a) speech markers
3.2.4
Able to spell words by applying
spelling rules.
1
Can punctuate and spell with a very limited
level of accuracy
2
Can punctuate and spell with a limited level
of accuracy
3
Can punctuate and spell with a satisfactory
level of accuracy
4
Can punctuate and spell with a good level of
accuracy
5
Can punctuate and spell with a very good
level of accuracy
6
Can punctuate and spell with an excellent
level of accuracy
43. 43
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
3.3
By the end of the
6-year primary
schooling, pupils
will be able to
write and present
ideas through a
variety of media
using appropriate
language, form
and style.
3.3.1
Able to create texts using a variety
of media with guidance:
(a) non-linear
(b) linear
1
Can create texts using a variety of media
with a very limited level of accuracy and
appropriateness
2
Can create texts using a variety of media
with a limited level of accuracy and
appropriateness
3
Can create texts using a variety of media
with a satisfactory level of accuracy and
appropriateness
4
Can create texts using a variety of media
with a good level of accuracy and
appropriateness
5
Can create texts using a variety of media
with a very good level of accuracy and
appropriateness
6
Can create texts using a variety of media
with an excellent level of accuracy,
appropriateness and creativity
44. 44
LANGUAGE ARTS
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
4.1
By the end of the
6-year primary
schooling, pupils
will be able to
enjoy and
appreciate
rhymes, poems
and songs.
4.1.1
Able to enjoy jazz chants, poems
and songs through non-verbal
response
4.1.2
Able to listen to, sing songs, recite
jazz chants and poems with correct
stress, pronunciation, rhythm and
intonation
1 Can show enjoyment and appreciation
with very limited non-verbal response
Can reproduce literary works heard with a
very limited level of fluency
2 Can show enjoyment and
appreciation with limited non-verbal
response
Can reproduce literary works heard with a
limited level of fluency
3 Can show enjoyment and appreciation
with satisfactory non-verbal response
Can reproduce literary works heard with a
satisfactory level of fluency
4 Can show enjoyment and appreciation
with good non-verbal response
Can reproduce literary works heard with a
good level of fluency
5 Can show enjoyment and appreciation
with a very good level of non-verbal
response
Can reproduce literary works heard with a
very good level of fluency
6 Can show enjoyment and appreciation
with excellent and creative non-verbal
response
Can reproduce literary works heard with
an excellent level of fluency
45. 45
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
4.2
By the end of the
6-year primary
schooling, pupils
will be able to
express personal
response to
literary texts.
4.2.1
Able to respond to literary texts:
(a) characters
(b) place and time
(c) values
with guidance
1 Can express very limited personal
response to literary texts
2 Can express limited personal response
to literary texts
3 Can express satisfactory personal
response to literary texts
4 Can express good personal response to
literary texts
5 Can express very good personal
response to literary texts
6 Can express excellent and critical
personal response to literary texts
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
4.3
By the end of the
6-year primary
schooling, pupils
will be able to
4.3.1
Able to plan, produce and display
creative works based on literary
texts using a variety of media with
guidance
1 Can demonstrate very limited ability to
plan, produce and display creative works
using a variety of media
Can demonstrate very limited ability to
plan, prepare and participate in a
46. 46
plan, organise
and produce
creative works for
enjoyment.
4.3.2
Able to plan, prepare and participate
in a performance with guidance
based on literary works
performance
2 Can demonstrate limited ability
to plan, produce and display creative
works using a variety of media
Can demonstrate limited ability
to plan, prepare and participate in a
performance
3 Can demonstrate satisfactory ability
to plan, produce and display creative
works using a variety of media
Can demonstrate satisfactory ability
to plan, prepare and participate in a
performance
4 Can demonstrate good ability
to plan, produce and display creative
works using a variety of media
Can demonstrate good ability
to plan, prepare and participate in a
performance
5 Can demonstrate very good ability
to plan, produce and display creative
works using a variety of media
Can demonstrate very good ability
to plan, prepare and participate in a
performance
6 Can demonstrate excellent ability
to plan, produce and display creative
works using a variety of media
Can demonstrate excellent ability
to plan, prepare and participate in a
performance
47. 47
GRAMMAR
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
5.1
By the end of the
6-year primary
schooling, pupils
will be able to use
different word
classes correctly
and appropriately.
5.1.1
Able to use nouns correctly and
appropriately:
(a) countable nouns
(b) uncountable nouns
5.1.2
Able to use pronouns correctly and
appropriately:
(a) interrogative
5.1.3
Able to use verbs correctly and
appropriately:
(a) present continuous tense
(b) past continuous tense
5.1.4
Able to use conjunctions correctly and
appropriately:
(a) although
(b) since
1 Can use different word classes with very limited
level of accuracy.
2 Can use different word classes with a limited level
of accuracy.
3 Can use different word classes with a satisfactory
level of accuracy.
4 Can use different word classes with a good level
of accuracy.
48. 48
5.1.5
Able to use prepositions correctly and
appropriately:
(a) beside
(b) next to
(c) between
(d) near
(e) over
5.1.6
Able to use adjectives correctly and
appropriately:
(a) comparative
(b) superlative
5.1.7
Able to use articles correctly and
appropriately.
5.1.8
Able to use adverbs correctly and
appropriately:
(a) place
(b) frequency
5 Can use different word classes with a very good
level of accuracy.
6 Can use different word classes with an excellent
level of accuracy
49. 49
CONTENT
STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
5.2
By the end of the
6-year primary
schooling, pupils
will be able to
construct various
sentence types
correctly.
5.2.1
Able to construct imperative
sentences correctly.
1 Can construct sentences with a very limited
level of accuracy
2 Can construct sentences with a limited level
of accuracy
3 Can construct sentences with a satisfactory
level of accuracy
4 Can construct sentences with a good level of
accuracy
5 Can construct sentences with a very good
level of accuracy
6 Can construct sentences with an excellent
level of accuracy
*Grammar items are to be assessed through Speaking and Writing Skills where suitable and applicable
50. 50
________________________________________________________________________________________________________
The word list for Stage 2 pupils is divided into 3 sections:
a list of High Frequency Words that pupils need to master by the end of Year 6
a suggested list of words that will help pupils acquire vocabulary related to various themes and content introduced in stage 2
a list of suggested mathematics and science terms
In order to enhance pupils’ engagement in English both in formal and non-formal contexts, it is hoped that teachers are able to use the
stipulated words in oral and written form. Teachers are also encouraged to use the words from the word list in their various forms as this
will allow pupils to acquire a substantial number of words by the end of their primary schooling years.
Teachers may also introduce other words that they may are necessary in order to facilitate a particular teaching learning context or
classroom instruction.
WORD LIST FOR LEVEL 2
51. 51
High Frequency Words
above didn't under
across different walked
almost does walking
along don't watch
also show where
always sister while
animal small white
any something whole
around sometimes happy
asked sound why
baby started window
balloon still without
before stopped woke
began such woken
being suddenly word
below sure work
better swimming
between think
birthday those
both thought
brother through
brought today
can't together
change told
children tries
clothes turn
coming turned
52. 52
Suggested Thematic Word List
Year 4 Year 5 Year 6
among after machine appear imagine
arrange magazine ambition press assemble mangrove
blow match apology rush bargain million
borrow over around ramp beverage moss
bridge party border scream bottom mushroom
bucket polish bulb serve boundary operate
celebration present century semester calculator pastry
centre programme compass spin condition platform
competition receive condolence stove consider stitch
country repair congratulations term continent success
decorate seat crutches upstairs create suggest
direction sign downstairs wheelchair crockery terminal
factory slip drain pretend determine towards
fail spread edge route encourage twig
flood state entrance score engaged unite
fold ten thousands escalator stain excited upper
frighten exit plug expect utensil
gather fire extinguisher explore view
glad flutter fear
gold gender figure
hope hundred thousands fuel
junction interest garage
lake instrument general
leave lift generator
lend located
53. 53
Suggested Mathematics and Science Terms
absorb conversion fur latex percentage sting
accuracy cube gas leaflets perimeter sweat
addition cuboid graph leather predict urinate
algae curl grease length profit vaccine
antibiotic defecate grid life cycle pulse value
area device hatch limitation quantity virus
average diagram height liquids range volume
axis discount horizontal litre reaction width
bacteria disease income lung recycle wind pipe
beaker dividend infer magnify reduce young plant
birth drug inhale mankind reference
breadth electricity innovate mass reproduce
breath diet insulator maximum reuse
breathe digit investment mean round off
calculate excessive latex measurement scale
cause excretion leaflets metal schedule
centimetre experiment leather millipede shelter
chart explain length mimosa shoot
circumference explore height minimum silk
classify extinct horizontal mixture solar system
compare faeces income mode stem
condition fern infer movement solids
conducive float inhale oblong spores
conductor fraction innovate parallel square
construction frequency insulator parent plant stage
contact fungus investment pendulum stimuli