DRAFT DS SK LEVEL 2

TABLE OF CONTENTS
___________________________________________________________________________________________ RUKUN NEGARA FALSAFAH PENDIDIKAN KEBANGSAAN INTRODUCTION AIMS & OBJECTIVES UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM CURRICULUM ORGANISATION A MODULAR CURRICULUM THE MODULAR CONFIGURATION CURRICULUM CONTENT FOR LEVEL 2 EDUCATIONAL EMPHASES CONTENT AND LEARNING STANDARDS "LISTENING AND SPEAKING CONTENT AND LEARNING STANDARDS "READING CONTENT AND LEARNING STANDARDS "%RITING CONTENT AND LEARNING STANDARDS" LANGUAGE ARTS CONTENT AND LEARNING STANDARDS" GRAMMAR %ORD LIST FOR LEVEL 2 1! 13 1# 1$ 21 23 2& 2# i ii 1 2 3 5 6

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RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak; membina satu masyarakat progresi yang akan menggunakan sains dan teknologi moden; MA!A !AM"# rakyat Malaysia# berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut$ !%&%'(AYAAN !%&A)A *+HAN !%S%*"AAN !%&A)A 'A,A )AN N%-A'A !%.+H+'AN &%'.%MBA-AAN !%)A+.A*AN +N)AN--+N)AN!%S/&ANAN )AN !%S+S".AAN

FALSAFAH PENDIDIKAN KEBANGSAAN

&endidikan

di Malaysia

adalah potensi

suatu

usaha berterusan ke arah lebih secara menyeluruh dan segi dan

memperkembangkan lagi intelek# Malaysia rohani# emosi

indi0idu

bersepadu untuk melahirkan insan yang seimbang dan harmonisdari dan jasmani; berdasarkan kepercayaan kepatuhan kepada *uhan1 bertanggungja2ab dan memberi sumbangan masyarakat dan negara1

+saha ini adalah bagi melahirkan 2arganegara kesejahteraan diri serta

yang berilmu pengetahuan# berketerampilan# berakhlak mulia# berkeupayaan mencapai terhadap keharmonian dan kemakmuran keluarga#

ii

INTRODUCTION ___________________________________________________
%nglish is taught as a second language in all Malaysian primary and secondary schools1 *he mastery o %nglish is essential or pupils to gain access to in ormation and kno2ledge 2ritten in %nglish1 "n line 2ith the go0ernment3s policy on strengthening %nglish# the curriculum has been designed to produce pupils 2ho 2ill be pro icient in the language1 *he goal o the %nglish language curriculum is to help pupils ac4uire the language in order to help them use it in their daily li0es# to urther their studies# and or 2ork purposes1 %nglish 2hich is also the dominant language used in "n ormation and (ommunications *echnology 5"(*6 needs to be mastered to enable our pupils to ha0e easy access to in ormation that is a0ailable 0ia the electronic media such as the "nternet1 *he %nglish language curriculum also stresses the de0elopment o critical literacy1 *eachers 2ill pro0ide opportunities or pupils to 4uestion criti4ue and e0aluate te7ts that they listen to# read or 0ie21 *hese opportunities are essential or achie0ing personal gro2th and con idence in unctioning as an e ecti0e and producti0e member o our society1 *his is in line 2ith the goals o the National &hilosophy o %ducation 2hich seeks to optimise the intellectual# emotional and spiritual potential o all pupils1 1

AIMS AND OBJECTIVES

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AIMS
*he %nglish .anguage (urriculum or &rimary Schools aims to e4uip pupils 2ith basic language skills to enable them to communicate e ecti0ely in a 0ariety o conte7ts that is appropriate to the pupils3 le0el o de0elopment1

OBJECTIVES
By the end o Year 8# pupils should be able to$ i1 ii1 iii1 i01 01 communicate 2ith peers and adults con idently and appropriately in ormal and in ormal situations; read and comprehend a range o %nglish te7ts or in ormation and enjoyment; 2rite a range o te7ts using appropriate language# style and orm through a 0ariety o media; appreciate and demonstrate understanding o %nglish language literary or creati0e 2orks or enjoyment; and use correct and appropriate rules o grammar in speech and 2riting1 2

UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM

_____________________________________________________________________
*he approach adopted in the Standard-based curriculum is underpinned by the ollo2ing principles$ i1 B'() *+ ,'-i("t is essential or teachers to begin 2ith basic literacy skills in order to build a strong oundation o language skills1 Basic listening and speaking are introduced in order to help pupils enrich their understanding o the language1 *he strategy o phonics is introduced to help pupils read 2hile a good oundation in penmanship 2ill help pupils ac4uire good hand2riting1 ii1 L.'/0i01 i- 2304 5.'0i01236 '07 83/8+-.236 .essons# 2hich emphasise meaning ul conte7ts and the integration o language skills# allo2 pupils to engage in un- illed acti0ities1 Meaning ul# conte7tualised as 2ell as purpose ul acti0ities 2ill promote the un element in language learning1 iii1 T.'(9i01 i- 6.'/0./"(.0*/.7 *eaching approaches# lessons and curriculum materials must suit the di ering needs and abilities o pupils1 "t is important that appropriate acti0ities and materials are used 2ith pupils o di erent learning pro iles so that their ull potential can be realised1 *he Mastery .earning strategy 2ill ensure that pupils master all learning standards in order to help them ac4uire the language1 3

i01

I0*.1/'*i+0 +2 -'6i.0* 0.: *.(90+6+1i."(* has become an integral and accepted part o e0eryday li e or many people1 As "(* literacy becomes a unctional re4uirement or people3s 2ork# social# and personal li0es# teachers and pupils are encouraged to use "(* to acilitate teaching and learning1 *he use o "(* in appropriate conte7ts in education can add 0alue in teaching and learning# by enhancing the e ecti0eness o learning# or by adding a dimension to learning that 2as not pre0iously a0ailable1 "(* may also be a signi icant moti0ational actor in pupils3 learning# and can support pupils3 engagement 2ith collaborati0e learning

01

A--.--5.0* Assessment or learning is an integral part o the %nglish language curriculum 2hich enables teachers to assess 2hether pupils ha0e ac4uired the learning standards taught1 A range o acti0ities can be utilised to assess pupils3 per ormance orally or in 2riting1 9ormati0e and summati0e assessments should be used to gauge pupils: per ormance1 9ormati0e assessment is conducted as an on-going process# 2hile summati0e assessment is conducted at the end o a particular unit or term

0i1

C9'/'(*./",3i67i01 i023-.7 An important principle 2hich needs to be inculcated through the curriculum is character building1 .essons based on 0alues ha0e to be incorporated in teaching and learning in order to impart the importance o good 0alues or the 2holesome de0elopment o indi0iduals1

THE MODULAR CONFIGURATION ________________________________________________

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

LISTENING AND SPEAKING MODULE

READING MODULE

%RITING MODULE

LANGUAGE ARTS MODULE

GRAMMAR MODULE YEAR 1 YEAR 2 STAGE ONE ;YEARS 1 < 3= YEAR 3 YEAR & YEAR 5 STAGE T%O ;YEARS & < 6= YEAR 6

*he abo0e interrelated modules contain content and learning standards that describe the kno2ledge# skills and understandings that pupils need to demonstrate as they progress through the di erent stages o schooling1 *hrough these modules# pupils 2ill learn ho2 to interact 2ith peers# listen attenti0ely# e7press themsel0es orally# read 2ith comprehension and 2rite meaning ully# purpose ully and 2ith con idence1 *he inclusion o the -rammar module emphasises the importance o ha0ing pupils de0elop a sound grasp o the language structures and grammar o Standard British %nglish# both orally and in 2riting1 *he inclusion o the .anguage Arts module allo2s pupils to sho2 appreciation o and demonstrate understanding o te7ts read# sing songs# recite rhymes and poems as 2ell as produce creati0e 2orks or enjoyment1

CURRICULUM ORGANISATION _________________________________________________

*he Standard-Based %nglish .anguage (urriculum or Malaysian National &rimary Schools 5S!6 is designed to pro0ide pupils 2ith a strong oundation in the %nglish language1 *eachers should use Standard British %nglish as a re erence and model or spelling# grammar and pronunciation1 &rimary education is di0ided into t2o stages$ Stage /ne 5.e0el ;6 - Years ;# < and = *he modules or .e0el ; and .e0el < are$ L.>.6 1 Module /ne $ Module *2o $ Module *hree Module 9our $ Module 9i0e $ .istening and Speaking 'eading Writing -rammar .anguage Arts Module /ne$ Module *2o$ Module *hree$ Module 9our$ Module 9i0e$ L.>.6 2 .istening and Speaking 'eading Writing .anguage Arts 5(hildren3s (ontemporary .iterature6 -rammar Stage *2o 5.e0el <6 - Years ># ? and 81

As %nglish is the second language or pupils in schools# it is belie0ed to be prudent and pedagogically sound to de er the learning o grammar to a later stage1 &upils need to irst de0elop an a2areness o grammar in their irst language and this is later e7ploited in Year = 2hen %nglish grammar is introduced1 By doing so# the load and stress o learning in the early years 2ill be reduced as the emphasis is on learning through un and play1 7

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

*hese are broad themes rom 2hich content topics or lessons and acti0ities are to be dra2n rom to teach pupils1 All language skills are to be taught through these themes 2hich pro0ide the conte7t or language learning1 *here ore# a balanced treatment o these themes is essential to enhance personal learning and gro2th 2hich 2ill then lead to the de0elopment o more holistic and balanced indi0iduals1 8

T9. %+/67 +2 S.624 F'5i6? '07 F/i.07- theme ser0es to increase the a2areness o ho2 pupils relate to themsel0es# their surroundings# amily# lo0ed ones and riends1 Here# pupils relate language learning to their en0ironment and surroundings1 *opics dra2n rom this theme help raise pupils3 a2areness to the importance o sel -care# care and concern or amily and riends and the realisation that Ano man is an island31 *here ore# pupils need to be a2are o the community and society around them1 Social skills play an important role in this theme1 T9. %+/67 +2 S*+/i.- theme introduces pupils to the 2onder ul and magical 2orld o stories1 Stories may range rom simple Malaysian olk tales to Asian olk tales# olk tales rom around the region as 2ell as tales rom ar-a2ay lands1 *hrough these stories# pupils are e7posed to a 2ide range o 0ocabulary# sentence structures and aspects o creati0e 2riting1 Moral 0alues# kno2ledge# understanding and tolerance o other cultures and belie s are to be imparted through the stories1 *hrough these stories# it is hoped that pupils understand di erent cultural belie s and learn to li0e harmoniously 2ith others 2ho belie0e and think di erently1 T9. %+/67 +2 K0+:6.71. theme encompasses general kno2ledge about the 2orld and current issues 2hich are appropriate or pupils o this le0el1 Areas 2hich pupils should be e7posed to are general kno2ledge about the 2orld around them# simple scienti ic and mathematical kno2ledge# inancial literacy# en0ironmental a2areness# sa ety and corruption issues1 /ther current issues 2hich are pertinent to pupils o this le0el should be included as 2ell1 *opics rom this theme should enhance and increase these a2areness# kno2ledge and understanding 2hich are essential or daily li e1 9

CURRICULUM CONTENT
___________________________________________________________________________________________ *his document lays out the %nglish language curriculum or Year > - 81 *he curriculum content is organised in terms o (ontent Standards and .earning Standards1 (ontent Standards speci y the essential kno2ledge# skills# understandings and strategies that pupils need to learn1 .earning Standards describe in detail the degree or 4uality o pro iciency that pupils need to display in relation to the (ontent Standards or a particular year1

1@!

LISTENING AND SPEAKING

*he .istening and Speaking module aims to de0elop pupils3 ability to listen and respond to stimulus 2ith guidance# participate in daily con0ersations# listen and demonstrate understanding o oral te7ts# and speak con idently on related topics 2ith guidance1 &upils should be taught ho2 to listen care ully and be encouraged to speak 2ith the correct pronunciation# stress and intonation in 0arious situational conte7ts1 "n addition# pupils are also encouraged to recognise# understand and use 0erbal and non-0erbal communication1 'elationships are established through the ability to communicate1 &upils irst learn to listen# then speak and share thoughts# ideas and eelings1 *hey need to listen care ully and respond to 2hat others say# and think about the needs o their listeners1 Social con0entions in listening and speaking such as turn taking# politeness and courtesy need to be obser0ed1 e7changed1 *hese are crucial especially in group discussions 2here 0ie2points and opinions are *he use o 0arious te7t types is recommended; ranging rom teacher-simulated te7ts to media 10

broadcasts and authentic dialogues1 So# by the end o Year 8 o primary schooling# pupils 2ill become con ident speakers 2ho can communicate e ecti0ely# appropriately and coherently in any gi0en conte7t

2@!

READING

&upils are taught reading strategies such as applying 2ord attack skills to identi y homographs and homophones# using conte7tual clues to get meaning o 2ords and identi y pro0erbs# phrasal 0erbs# idioms and similes1 "n addition# pupils are e7pected to apply dictionary skills to locate 2ords to ind their meanings and apply this kno2ledge to help them understand the meaning o 2ords in conte7t1 *hen# as pupils begin to read 2ords# phrases and sentences rom linear and non-linear te7ts# their reading skills should be supported by appropriate reading materials 2hich 2ill urther de0elop their reading ability1 *his urther enables them to increase the pace o their reading# and e4ually# enable them to comprehend a te7t more e ecti0ely and e iciently so that they become a0id and independent readers1

3@!

%RITING

"n .e0el /ne# pupils 2ere taught penmanship skills1 9rom this# pupils de0eloped their skills in the mechanics o 2riting 2here they 2ere irst taught to 2rite letters# then 2ords be ore mo0ing on to phrases and sentences in neat legible print1 Along 2ith this# they 2ere also taught to use the correct punctuation 2hen 2riting1 "n .e0el *2o# pupils progress to cursi0e 2riting o 2ords# phrases# and sentences in paragraphs1 At this le0el# pupils are also e7pected to e7press their ideas clearly in 2riting 2ith the teacher3s guidance and later progress to become independent 2riters1 11

&@!

LANGUAGE ARTS

*he (hildren3 (ontemporary .iterature component is to be taught during the .anguage Arts lessons to e7pose pupils to di erent genres such as short stories# poems and graphic no0els1 *eachers are to e7ploit te7ts in these genres to create un- illed and meaning ul acti0ities in language learning so that pupils enjoy the learning e7perience1 *he learning standards or .anguage Arts allo2 teachers to e7plore the te7ts through stories# poems# ja@@ chants and songs to acti0ate pupils3 imagination# interest and creati0ity1 *his component pro0ides opportunities or pupils in .e0el *2o to e7plore a 0ariety o literary 2orks and engage them in preparing# per orming and producing creati0e 2orks1

5@!

GRAMMAR

*he teaching and learning o grammar starts rom Year = and this continues on to .e0el <1 *eachers should employ 0arious strategies in teaching grammar so that learning becomes e ecti0e# interesting# un and rele0ant1 +sing language games# teaching grammar in conte7t and through e7plicit instruction 2ill make the learning o grammar more accessible and enjoyable1 *hrough these# pupils 2ill understand# grasp and apply grammatically correct structures in speech and 2riting1

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EDUCATIONAL EMPHASES
___________________________________________________________________________________________ *he %ducational %mphases re lect current de0elopments in education1 *hese emphases are in used and 2o0en into classroom lessons to prepare pupils or the challenges o the real 2orld1 "n this respect# Moral %ducation# (iti@enship %ducation# &atriotism# *hinking Skills# Mastery .earning# "n ormation and (ommunication *echnology Skills# Multiple "ntelligences# (onstructi0ism# (onte7tual .earning# .earning Ho2 to .earn Skills# (reati0ity and "nno0ation# %ntrepreneurship and <;st (entury Skills are incorporated 2here appropriate and rele0ant in lessons1 *he educational emphases included are e7plained brie ly belo2$ T9i0)i01 S)i66(ritical and creati0e thinking skills are incorporated in the learning standards to enable pupils to sol0e simple problems# make decisions# analyse situations# rationalise and justi y opinions in simple# clear language1 M'-*./? L.'/0i01 Mastery .earning 2ill ensure that all pupils master the learning standards stipulated in the Standard Based (urriculum1 document1 13 Mastery .earning re4uires 4uality teaching and learning in the classroom1 Su icient time and appropriate learning conditions should be allo2ed so that pupils master the learning standards stipulated in this

I02+/5'*i+0 '07 C+5530i('*i+0 T.(90+6+1? S)i66- ;ICT= "n ormation and (ommunication *echnology Skills 5"(*6 include the use o multimedia resources such as *B documentaries and the "nternet# as 2ell as the use o computer-related acti0ities such as e-mailing# net2orking and interacting 2ith electronic course2are1 M36*i86. I0*.66i1.0(.*he theory o Multiple "ntelligences describes the nine di erent intelligences human beings possess1 *eachers need to be a2are o these di erent intelligences pupils possess in order to ma7imise teaching and learning1 Barious teaching and learning strategies should be planned by teachers to oster and nurture the di erent intelligences o pupils in order to meet their 0arying learning styles and needs1 C+0-*/3(*i>i-5 (onstructi0ism 2ill enable pupils to build ne2 kno2ledge and concepts based on e7isting kno2ledge or schema that they ha0e1 *he teacher assists pupils to ac4uire ne2 kno2ledge and sol0e problems through pupil-centred acti0e learning1

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C+0*.A*3'6 L.'/0i01 (onte7tual .earning is an approach to learning 2hich connects the contents being learnt to the pupils3 daily li0es# the community around them and the 2orking 2orld1 .earning takes place 2hen a pupil is able to relate kno2ledge ac4uired in meaning ul conte7ts1 L.'/0i01 H+: *+ L.'/0 S)i66.earning Ho2 to .earn Skills are integrated in classroom lessons and aim to enable pupils to take responsibility or their o2n learning1 *hese skills incorporate study skills to help pupils access in ormation and thus# e4uip them to become independent li e-long learners1

V'63.- '07 Ci*iB.0-9i8 *he 0alues contained in the Standard Based (urriculum or Moral Studies are incorporated into the %nglish language lessons1 %lements o patriotism and citi@enship are also emphasised in lessons to culti0ate a lo0e or the nation and produce patriotic citi@ens1 K0+:6.71. A(C3i-i*i+0 "n teaching the language# content is dra2n rom 0arious subject disciplines across the curriculum1 (ontent is also dra2n rom the 0arious media to keep abreast 2ith current a airs1 15

C/.'*i>i*? '07 I00+>'*i+0 (reati0ity is the ability to produce something ne2 in an imaginati0e and un- illed 2ay1 "nno0ation is the process o idea generation and utilising the creati0e idea in rele0ant conte7ts1 *hrough creati0e and inno0ati0e teaching approaches# pupils 2ill display interest# curiosity# e7citement and greater gro2th in learning1 inno0ation in pupils should be e7ploited and nurtured to ensure that their ull potential is realised1 E0*/.8/.0.3/-9i8 9ostering the entrepreneurial mindset among pupils at their young age is essential in this ne2 2orld1 Some o the elements that are linked 2ith entrepreneurship are creati0ity# inno0ation and initiati0e# 2hich are also attributes or personal ul ilment and success1 "n le0el t2o# elements o entrepreneurship are incorporated in lessons through acti0ities1 A--.--5.0* "n standard-based units o study# pupils3 products and per ormance are assessed by criteria that are directly linked to the content and learning standards1 Multiple sources o e0idence like checklists# obser0ations# presentations# 4ui@@es and tests are used to document the attainment o any one standard1 *hrough this process# teachers 2ill be able to assess pupils3 indi0idually and build a pro ile o pupils3 language de0elopment through that ongoing assessment1 (reati0ity and

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CONTENT AND LEARNING STANDARDS ___________________________________________________

*he (ontent Standards represent the speci ic standards that need to be achie0ed by the end o Year 81 *he .earning Standards or Year > detail the speci ic skills and kno2ledge that need to be attained in order to ul il a particular (ontent Standard1 LISTENING & SPEAKING SKILLS CONTENT STANDARDS
1@1 B? *9. .07 +2 *9. 6"?.'/ 8/i5'/? -(9++6i014 838i6- :i66 ,. ',6. *+ 8/+0+30(. :+/7- '07 -8.') (+02i7.0*6? :i*9 *9. (+//.(* -*/.--4 /9?*95 '07 i0*+0'*i+0@

LEARNING STANDARDS Y.'/ &

;1;1; Able to speak 2ith correct 2ord stress1

LEARNING STANDARDS Y.'/ 5

;1;1; Able to speak 2ith correct pronunciation# stress and intonation1 Able to listen to# identi y and discriminate similar and di erent sounds in stories1 Able to listen to and respond to a gi0en stimulus by using appropriate 2ords# phrases and e7pressions 2ith the correct# stress and intonation1

LEARNING STANDARDS Y.'/ 6

;1;1; Able to speak 2ith correct pronunciation# stress and intonation1

;1 ;1< Able to listen to and enjoy stories1 ;1;1= Able to listen to and recite poems# tongue t2isters# and sing songs paying attention to pronunciation# rhythm and intonation1

;1;1<

;1;1< Able to listen to# identi y and discriminate similar and di erent sounds in stories1

;1;1=

;1;1> Able to talk about related topics 2ith guidance1

;1;1= Able to listen to and respond con idently to a gi0en stimulus or impromptu situations by using appropriate 2ords# phrases and e7pressions 2ith the ;1;1> Able to speak on related topics correct stress and intonation1 2ith guidance1

17

;1;1> Able to speak con idently on related topics1 1@2 B? *9. .07 +2 *9. 6"?.'/ 8/i5'/? -(9++6i014 838i6:i66 ,. ',6. *+ 6i-*.0 '07 /.-8+07 '88/+8/i'*.6? i0 2+/5'6 '07 i02+/5'6 -i*3'*i+02+/ ' >'/i.*? +2 83/8+-.-@ ;1<1; Able to participate in daily con0ersations$ 5a6 5b6 5c6 5d6 e7tend an in0itation accept an in0itation decline an in0itation e7press sympathy ;1<1; Able to participate in daily con0ersations$ 5a6 make suggestions 5b6 respond to suggestions 5c6 0olunteer to complete a task 5d6 sho2 appreciation ;1<1< Able to listen# ollo2# and gi0e instructions1 ;1<1; Able to participate in daily con0ersations$ 5a6 e7press happiness 5b6 e7press concern 5c 6 e7press sorro2 5d6 gi0e encouragement 5e6 e7press opinions ;1<1< Able to listen to# ollo2# and gi0e instructions1

;1<1< Able to listen to# ollo2# and gi0e instructions1 ;1<1= Able to listen to# ollo2 and gi0e directions around the neighbourhood1

1@3 B? *9. .07 +2 *9. 6"?.'/ 8/i5'/? -(9++6i014 838i6:i66 ,. ',6. *+ 307./-*'07 '07 /.-8+07 *+ +/'6 *.A*- i0 ' >'/i.*? +2 (+0*.A*-@

;1<1= Able to listen to# ollo2 and gi0e directions to places ;1<1= Able to listen to# ollo2 and around their to2n and state 1 gi0e directions to places around the state and country1 ;1<1> Able to participate in ;1<1> Able to participate in guided con0ersations 2ith peers1 ;1<1> Able to participate in con0ersations 2ith peers1 con0ersations 2ith peers1 ;1<1? Able to talk on topics o interest in ormal situations 2ith ;1<1? Able to talk on topics o guidance1 interest in ormal situations1 ;1=1; Able to listen to and ;1=1; Able to listen to and ;1=1; Able to listen to and demonstrate understanding demonstrate understanding o demonstrate understanding o o oral te7ts by$ oral te7ts by$ oral te7ts by$ 5a6 asking and ans2ering 4uestions 5b6 se4uencing 5c6 predicting 2ith guidance 5a6 asking and ans2ering 4uestions 5b6 gi0ing main ideas 5c6 gi0ing supporting details 5d6 se4uencing 5e6 predicting 5a6 asking and ans2ering 4uestions 5b6 gi0ing main ideas and supporting details 5c6 stating cause and e ect 5d6 dra2ing conclusions

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READING SKILLS
CONTENT STANDARDS 2@2 B? *9. .07 +2 *9. 6"?.'/ 8/i5'/? -(9++6i014 838i6- :i66 ,. ',6. *+ 7.5+0-*/'*. 307./-*'07i0 1 +2 ' >'/i.*? +2 6i0.'/ '07 0+0"6i0.'/ *.A*- i0 *9. 2+/5 +2 8/i0* '07 0+0"8/i0* 5'*./i'63-i01 ' /'01. +2 -*/'*.1i.*+ (+0-*/3(* 5.'0i01@ LEARNING STANDARDS Y.'/ & <1<1; Able to apply 2ord attack skills by identi ying$ 5a6 homographs 5b6 homophones <1<1< Able to read and understand phrases and sentences rom$ 5a6 linear te7ts 5b6 non-linear te7ts <1<1= Able to read and demonstrate understanding o te7ts by$ 5a6 se4uencing 5b6 predicting 2ith guidance <1<1> Able to apply dictionary skills$ 5a6 locate 2ords# 5b6 meaning o base 2ord LEARNING STANDARDS Y.'/ 5 <1<1; Able to apply 2ord attack skills by$ 5a6 using conte7tual clues to get meaning o 2ords $ 5i6 be ore the 2ord 5anaphoric6 5ii6 a ter the 2ord 5cataphoric6 5b6 identi ying idioms <1<1< Able to read and understand phrases and sentences rom$ 5a6 linear te7ts 5b6 non-linear te7ts <1<1= Able to read and demonstrate understanding o te7ts by$ 5a6 gi0ing main ideas and supporting details 5b6 se4uencing 5c6 predicting <1<1> Able to apply dictionary skills$ 5a6 recognise abbre0iations 5b6 understand meaning o 2ords in conte7t LEARNING STANDARDS Y.'/ 6 <1<1; Able to apply 2ord attack skills by identi ying$ 5a6 pro0erbs 5b6 phrasal 0erbs 5c6 similies <1<1< Able to read and understand phrases and sentences rom$ 5a6 linear te7ts 5b6 non-linear te7ts <1<1= Able to read and demonstrate understanding o te7ts by$ 5a6 gi0ing main ideas and supporting details 5b6 stating cause and e ect 5c6 dra2ing conclusions <1<1> Able to apply dictionary skills to identi y and understand meaning o 2ords in conte7t1

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2@3 B? *9. .07 +2 *9. 6"?.'/ 8/i5'/? -(9++6i014 838i6:i66 ,. ',6. *+ /.'7 i07.8.07.0*6? 2+/ i02+/5'*i+0 '07 .0D+?5.0*@

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

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

<1=1; Able to read or in ormation and enjoyment $ 5a6 iction 5b6 non- iction

20

%RITING SKILLS
CONTENT STANDARDS 3@1 B? *9. .07 +2 *9. 6" ?.'/ 8/i5'/? -(9++6i014 838i6- :i66 ,. ',6. *+ 2+/5 6.**./- '07 :+/7- i0 0.'* 6.1i,6. 8/i0* i0(637i01 (3/-i>. :/i*i01@ LEARNING STANDARDS Y.'/ & =1;1; Able to 2rite in neat legible print 2ith correct spelling$ 5a6 phares 5b6 sentences 5c6 numerals in 2ord orm =1;1< Able to 2rite in neat cursi0e 2riting 2ith correct spelling$ 5a6 2ords 5b6 phrases 5c6 numerals in 2ord orm LEARNING STANDARDS Y.'/ 5 =1;1; Able to 2rite in neat legible print 2ith correct spelling$ 5a6 sentences 5b6 paragraphs =1;1< Able to 2rite in neat cursi0e 2riting 2ith correct spelling$ 5a6 sentences 5b6 paragraphs LEARNING STANDARDS Y.'/ 6 =1;1; Able to 2rite in neat legible print 2ith correct spelling$ 5a6 sentences 5b6 paragraphs =1;1< Able to 2rite in neat cursi0e 2riting 2ith correct spelling$ 5a6 sentences 5b6 paragraphs

21

3@2 B? *9. .07 +2 *9. 6 ?.'/ 8/i5'/? -(9++6i014 838i6:i66 ,. ',6. *+ :/i*. 3-i01 '88/+8/i'*. 6'013'1.4 2+/5 '07 -*?6. 2+/ ' /'01. +2 83/8+-.-@

=1<1; Able to trans er in ormation 2ith guidance to complete$ 5a6 linear te7ts 5b6 non-linear te7ts =1<1< Able to 2rite 2ith guidance$ 5a6 labels 5b6 notices 5c6 messages =1<1= Able to punctuate correctly$ 5a6 apostrophe 5b6 speech markers =1<1> Able to spell 2ords by applying spelling rules

=1<1; Able to trans er in ormation 2ith guidance to complete$ 5a6 linear te7ts 5b6 non-linear te7ts =1<1< Able to 2rite 2ith guidance$ 5a6 stories 5b6 poems 5c6 in ormal letters =1<1= Able to use punctuation correctly1 =1<1> Able to spell 2ords by applying spelling rules1

=1<1; Able to trans er in ormation to complete$ 5a6 linear te7ts 5b6 non-linear te7ts =1<1< Able to 2rite 2ith guidance$ 5a6 stories 5b6 ormal letters 5c6 poems 5d6 descriptions 5e6 instructions =1<1= Able to use punctuation correctly1 =1<1> Able to spell 2ords by applying spelling rules1

3@3@ B? *9. .07 +2 *9. 6" ?.'/ 8/i5'/? -(9++6i014 838i6:i66 ,. ',6. *+ :/i*. '07 8/.-.0* i7.'*9/+319 ' >'/i.*? +2 5.7i' 3-i01 '88/+8/i'*. 6'013'1.4 2+/5 '07 -*?6.@

=1=1;

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

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

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LANGUAGE ARTS
CONTENT STANDARDS &@1 B? *9. .07 +2 *9. 6"?.'/ 8/i5'/? -(9++6i014 838i6- :i66 ,. ',6. *+ .0D+? '07 '88/.(i'*. /9?5.-4 8+.5- '07 -+01-@ LEARNING STANDARDS Y.'/ & >1;1; Able to enjoy ja@@ chants# poems and songs through non-0erbal response1 >1;1< Able to sing songs and recite ja@@ chants and poems 2ith correct stress pronunciation# rhythm and intonation1 LEARNING STANDARDS Y.'/ 5 >1;1; Able to enjoy ja@@ chants# poems and songs through non-0erbal response1 >1;1< Able to listen to# sing songs# recite ja@@ chants and poems 2ith correct stress pronunciation# rhythm and intonation1 >1<1; Able to respond to literary te7ts$ 5a6 characters 5b6 place and time 5c6 0alues LEARNING STANDARDS Y.'/ & >1;1; Able to enjoy ja@@ chants# poems and songs through non-0erbal response1 >1;1< Able to sing songs# recite ja@@ chants and poems 2ith correct stress pronunciation# rhythm and intonation1 >1<1; Able to respond to literary te7ts$ 5a6 characters 5b6 place and time 5c6 0alues

&@2 B? *9. .07 +2 *9. 6"?.'/ 8/i5'/? -(9++6i01 838i6- :i66 ,. ',6. *+ .A8/.-8./-+0'6 /.-8+0-. *+ 6i*./'/? *.A*-@ &@3@ B? *9. .07 +2 *9. 6"?.'/ 8/i5'/? -(9++6i014 838i6- :i66 ,. ',6. *+ 86'04 +/1'0iB. '07 8/+73(. (/.'*i>. :+/)- 2+/ .0D+?5.0*@

>1<1; Able to respond to literary te7ts$ 5a6 characters 5b6 place and time 5c6 0alues

>1=1; Able to plan# produce and display creati0e 2orks based on literary te7ts using a 0ariety o media 2ith guidance1 >1=1< Able to plan# prepare and participate in a per ormance 2ith guidance based on literary 2orks1

>1=1; Able to plan# produce and display creati0e 2orks based on literary te7ts using a 0ariety o media 2ith guidance1 >1=1< Able to plan# prepare and participate in a per ormance 2ith guidance based on literary 2orks1

>1=1; Able to plan# produce and display creati0e 2orks based on literary te7ts using a 0ariety o media 2ith guidance1 >1=1< Able to plan# prepare and participate in a per ormance 2ith guidance based on literary 2orks1

23

GRAMMAR
CONTENT STANDARDS 5@1 B? *9. .07 +2 *9. 6" ?.'/ 8/i5'/? -(9++6i014 838i6:i66 ,. ',6. *+ 3-. 7i22./.0* :+/7 (6'--.- (+//.(*6? '07 '88/+8/i'*.6?@ LEARNING STANDARDS Y.'/ & ?1;1; Able to use nouns correctly and appropriately$ 5a6 5b6 5c6 5d6 5e6 common nouns singular nouns plural nouns countable nouns uncountable nouns LEARNING STANDARDS Y.'/ 5 ?1;1; Able to use nouns correctly and appropriately$ 5a6 common nouns 5b6 collecti0e nouns ?1;1< Able to use pronouns correctly and appropriately$ 5a6 re le7i0e 5b6 interrogati0e ?1;1= Able to use 0erbs correctly and appropriately$ 5a6 simple uture tense 5b6 uture continuous tense ?1;1> Able to use conjunctions correctly and appropriately$ 5a6 although 5b6 since ?1;1? Able to use prepositions correctly and appropriately$ 5a6 o0er LEARNING STANDARDS Y.'/ 6 ?1;1; Able to use nouns correctly and appropriately1 ?1;1< Able to use pronouns correctly and appropriately1 ?1;1= Able to use 0erbs correctly and appropriately1 ?1;1> Able to use conjunctions correctly and appropriately1 ?1;1? Able to use prepositions correctly and appropriately1 ?1;18 Able to use adjecti0es correctly and appropriately1 ?1;1C Able to use articles correctly and appropriately1 ?1;1D Able to use ad0erbs correctly and appropriately1

?1;1< Able to use pronouns correctly and appropriately$ 5a6 possessi0e 5b6 interrogati0e ?1;1= Able to use 0erbs correctly and appropriately$ 5a6 irregular 0erbs 5b6 0erbs that do not change orm 5c6 present continuous tense 5d6 past continuous tense ?1;1> Able to use conjunctions correctly and appropriately$

24

5a6 because 5b6 so ?1;1? Able to use prepositions correctly and appropriately$ 5a6 5b6 5c6 5d6 5e6 5 6 abo0e belo2 beside ne7t to bet2een near

5b6 among 5c6 through 5d6 across 5e6 along 5 6 against

?1;18 Able to use adjecti0es correctly and appropriately1 ?1;1C Able to use articles correctly and appropriately1 ?1;1D Able to use ad0erbs correctly and appropriately$ 5a6 re4uency 5b6 degree

?1;18 Able to use adjecti0es correctly and appropriately$ 5a6 comparati0e 5b6 superlati0e ?1;1C Able to use articles correctly and appropriately$ 5a6 the 5b6 @ero article 5-6 ?1;1D Able to use ad0erbs correctly and appropriately$ 5a6 manner 5b6 time 5c6 place

25

5@2 B? *9. .07 +2 *9. 6 < ?.'/ 8/i5'/? -(9++6i014 838i6:i66 ,. ',6. *+ (+0-*/3(* >'/i+3-.0*.0(. *?8.(+//.(*6?@

?1<1< Able to construct interrogati0e sentences correctly1

?1<1< Able to construct imperati0e sentences correctly1

?1<1< Able to construct 0arious sentence types correctly1

26

WORD LIST FOR LEVEL 2

____________________________________________________________________________________________ T9. :+/7 6i-* 2+/ L.>.6 2 838i6- i- 7i>i7.7 i0*+ 3 -.(*i+0-E a list o High 9re4uency Words that pupils need to master by the end o Year 8 a suggested list o 2ords that 2ill help pupils ac4uire 0ocabulary related to 0arious themes and content introduced in .e0el < a list o related 0ocabulary pupils 2ill engage 2ith during the teaching and learning o mathematics and

science in the irst language "n order to enhance pupils3 engagement in %nglish both in ormal and non- ormal conte7ts# it is hoped that teachers are able to use the stipulated 2ords in oral and 2ritten orm1 *eachers are also encouraged to use the 2ords rom the 2ord list in their 0arious orms as this 2ill allo2 pupils to ac4uire a myriad o 2ords by the end o their primary schooling years1 *eachers may also introduce other 2ords that they deem necessary in order to acilitate a particular teaching learning conte7t or classroom instruction1

27

Hi19 F/.C3.0(? %+/7abo0e across almost along also al2ays animal any around asked baby balloon be ore began being belo2 better bet2een birthday both brother brought belo2 better bet2een birthday both brought brother can:t change children clothes coming didn:t di erent does don:t sho2 sister small something sometimes sound started still stopped such suddenly sure s2imming think those thought 28 through today together told tries turn turned under 2alked 2alking 2atch 2here 2hile 2hite 2hole happy 2hy 2indo2 2ithout 2oke 2oken 2ord 2ork happy 2hy 2indo2 2ithout 2oke

S311.-*.7 T9.5'*i( %+/7 Li-* Y.'/ & among arrange belo2 blo2 borro2 bridge bucket celebration centre competition country decorate direction actory ail lood old righten gather glad gold hope instrument junction lake lea0e Y.'/ 5 a ter ambition apology around border bulb century compass condolence congratulations crutches do2nstairs drain edge entrance escalator e7it ire e7tinguisher lutter gender hundred thousands interest li t machine plug ramp Y.'/ 6 analogy appear assemble bargain be0erage bottom boundary calculator condition consider continent create crockery determine encourage engaged e7cited e7pect e7plore ear igure uel garage general generator

hundred thousand Y.'/ & lend li t located maga@ine match o0er party peel polish present press pretend programme recei0e repair route rush score scream seat ser0e sign slip spin spread stain state semester Y.'/ 5 sto0e ten thousands 29 term upstairs 2heelchair Y.'/ 6 imagine mangro0e million moss mushroom operate pastry plat orm stitch success suggest terminal to2ards t2ig unite upper utensil 0ie2

personality traits occupations 2ays people tra0el rules and regulations

30

S311.-*.7 M'*9.5'*i(- '07 S(i.0(. T./5absorb accuracy addition algae antibiotic area a0erage a7is bacteria beaker birth breadth breath breathe calculate cause centimetre chart circum erence classi y compare condition conduci0e conductor construction contact con0ersion cube cuboid curl de ecate de0ice diagram discount disease di0idend drug electricity diet digit e7cessi0e e7cretion e7periment e7plain e7plore e7tinct aeces ern loat raction re4uency ungus ur gas graph grease grid hatch height hori@ontal income in er inhale inno0ate insulator in0estment late7 lea lets leather length height hori@ontal income in er inhale inno0ate insulator in0estment late7 lea lets leather length li e cycle limitation li4uids litre lung magni y mankind mass ma7imum mean measurement metal millipede mimosa minimum mi7ture mode mo0ement oblong parallel parent plant pendulum percentage perimetre predict pro it pulse 4uantity range reaction recycle reduce re erence reproduce reuse round o scale schedule shelter shoot silk solar system stem solids spores s4uare stage stimuli sting s2eat urinate 0accine 0alue 0irus 0olume 2idth 2ind pipe young plant

31