dskp tahun 6 bi sk
Standard-based English Language Curriculum is modular in design and this is reflected in the organization of the content and learning
standards. 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, integration of skills is exploited strategically to enhance pupils’ development of
specific language skills as described in the content and learning standards in a module.
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 the content topics for lessons and activities for teaching and learning are derived. All language skills
are 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. This will develop personal learning and
growth which will eventually lead to the development of more holistic and balanced individuals.
A MODULAR CURRICULUM
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 faraway 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 imparted through these stories. These will help pupils understand different cultural beliefs and
learn to live harmoniously with others.
The World of Knowledge encompasses general knowledge about the world, simple scientific and mathematical knowledge,
financial literacy, environmental issues, awareness of safety and corruption and other current issues which are appropriate for
primary school pupils.
The overall description of performance for each level is detailed in the table below:
Performance Level Generic Descriptor
1
Very Limited
Pupils show very limited command of the language and require a lot of
guidance to perform basic language tasks.
2
Limited
Pupils show limited command of the language and require guidance to
perform basic language tasks.
3
Satisfactory
Pupils show satisfactory command of the language. They have the ability to
use language adequately but require guidance for some challenging language
tasks.
4
Good
Pupils show good command of the language. They have the ability to use
language fairly independently but require guidance for more complex
language tasks.
5
Very Good
Pupils show very good command of the language. They have the ability to
use language almost independently. They are able to perform challenging and
complex language tasks with minimal guidance.
6
Excellent
Pupils show excellent command of the language. They have the ability to use
language independently. They are able to perform challenging and complex
language tasks.
The table below shows the overall generic levels of the acquisition of English Language skills for Year 6 SK.
Skill
Level
Descriptor
Listening
and
Speaking
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 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
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 conversations on
related topics with some prompting
? Can listen to oral texts on related topics and complete tasks 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 conversations on related topics with minimal prompting
? Can listen to oral texts on related topics and complete tasks with minimal guidance
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 conversations on related topics fairly fluently and accurately
? Can listen to oral texts on related topics and complete tasks fairly accurately
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 conversations on related topics fluently and accurately
? Can listen to oral texts on related topics and complete tasks accurately
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 conversations on related topics fluently, accurately and confidently
? Can listen to oral texts on related topics and complete tasks accurately and independently
_____________________________________________________________________________________________________________
The Content Standards represent the specific standards that need to be achieved by the end of Year 6. The Learning Standards for Year
6 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
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
confidently to a given stimulus by
using appropriate words, phrases
and expressions with the correct
stress and intonation
1
? Can respond to a given stimulus with a very limited
level of fluency, accuracy and use of correct stress and
intonation
2
? Can respond to a given stimulus with a limited level of
fluency, accuracy and use of correct stress and
intonation
3
? Can respond to a given stimulus with a satisfactory
level of limited level of fluency, accuracy and use of
correct stress and intonation
4
? Can respond to a given stimulus with a good level of
fluency, accuracy and use of correct stress and
intonation
5
? Can respond to a given stimulus with a very good
level of fluency, accuracy and use of correct stress and
intonation
6
? Can respond to a given stimulus with an excellent
level of fluency, accuracy and use of correct stress and
intonation
CONTENT, LEARNING AND
PERFORMANCE STANDARDS
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 confidently on related
topics
1
Can talk about related topics with a very limited level of
fluency, accuracy and use of correct pronunciation, stress
and intonation
2
Can talk about related topics with a limited level of
fluency, accuracy and use of correct pronunciation, stress
and intonation
3
Can talk about related topics with a satisfactory level of
fluency, accuracy and use of correct pronunciation, stress
and intonation
4
Can talk about related topics with a good level of fluency,
accuracy and use of correct pronunciation, stress and
intonation
5
Can talk about related topics with a very good level of
fluency, accuracy and use of correct pronunciation, stress
and intonation
6
Can talk about related topics with an excellent level of
fluency, accuracy and use of correct pronunciation, stress
and intonation
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
respond
appropriately in
formal and
informal
situations for a
variety of
purposes.
1.2.2
Able to listen, follow, and give
instructions
1
Can listen to, follow and give instructions with very limited
ability
2
Can listen to, follow and give instructions with limited
ability
3
Can listen to, follow and give instructions with satisfactory
ability
4
Can listen to, follow and give instructions with good ability
5
Can listen to, follow and give instructions with very good
ability
6
Can listen to, follow and give instructions with excellent
ability
1.2.3
Able to listen to, follow and give
directions to places around the state
and country
1
Can listen to, follow and give directions to places around
the state and country with very limited ability
2
Can listen to, follow and give directions to places around
the state and country with limited ability
3
Can listen to, follow and give directions to places around
the state and country with satisfactory ability
4
Can listen to, follow and give directions to places around
the state and country with good ability
5
Can listen to, follow and give directions to places around
the state and country with very good ability
6
Can listen to, follow and give directions to places around
the state and country with excellent ability
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.2.1
Able to participate in conversations
to:
(a) express happiness
(b) express concern
(c) express sorrow
(d) give encouragement
(e) express opinions
1.2.4
Able to participate in conversations
with peers
1
Can participate in conversations with peers with a very
limited level of fluency, accuracy and appropriateness
2
Can participate in conversations with peers with a limited
level of fluency, accuracy and appropriateness
3
Can participate in conversations with peers with a
satisfactory level of fluency, accuracy and
appropriateness
4
Can participate in conversations with peers with a good
level of fluency, accuracy and appropriateness
5
Can participate in conversations with peers with a very
good level of fluency, accuracy and appropriateness
6
Can participate in conversations with peers with an
excellent level of fluency, accuracy and appropriateness
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
1.2.5
Able to talk on topics of interest in
formal situations
1
Can talk on topics of interest in formal situations with a
very limited level of fluency, accuracy and
appropriateness
2
Can talk on topics of interest in formal situations with a
limited level of fluency, accuracy and appropriateness
3
Can talk on topics of interest in formal situations with a
satisfactory level of fluency, accuracy and
appropriateness
4
Can talk on topics of interest in formal situations with a
good level of fluency, accuracy and appropriateness
5
Can talk on topics of interest in formal situations with a
very good level of fluency, accuracy and appropriateness
6
Can talk on topics of interest in formal situations with an
excellent level of fluency, accuracy and appropriateness
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) asking and answering
questions
(b) giving main ideas and
supporting details
(c) stating cause and effect
(d) drawing conclusions
1
Can listen to and demonstrate understanding of oral texts
by asking and answering questions, giving main ideas and
supporting details, stating cause and effect and drawing
conclusions with very limited ability
2
Can listen to and demonstrate understanding of oral texts
by asking and answering questions, giving main ideas and
supporting details, stating cause and effect and drawing
conclusions with limited ability
3
Can listen to and demonstrate understanding of oral texts
by asking and answering questions, giving main ideas and
supporting details, stating cause and effect and drawing
conclusions with satisfactory ability
4
Can listen to and demonstrate understanding of oral texts
by asking and answering questions, giving main ideas and
supporting details, stating cause and effect and drawing
conclusions with good ability
5
Can listen to and demonstrate understanding of oral texts
by asking and answering questions, giving main ideas and
supporting details, stating cause and effect and drawing
conclusions with very good ability
6
Can listen to and demonstrate understanding of oral texts
by asking and answering questions, giving main ideas and
supporting details, stating cause and effect and drawing
conclusions with excellent ability
READING
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 nonprint
materials
using a range of
strategies to
construct
meaning.
2.2.1
Able to apply word attack skills by
identifying:
(a) proverbs
(b) phrasal verbs
(c) similes
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:
? identifying proverbs; phrasal verbs; similes
? understanding phrases and sentences from linear
and non-linear texts
2
Can demonstrate limited ability in:
? identifying proverbs; phrasal verbs; similes
? understanding phrases and sentences from linear
and non-linear texts
3
Can demonstrate satisfactory ability in:
? identifying proverbs; phrasal verbs; similes
? understanding phrases and sentences from linear
and non-linear texts
4
Can demonstrate good ability in:
? identifying proverbs; phrasal verbs; similes
? understanding phrases and sentences from linear
and non-linear texts
5
Can demonstrate very good ability in:
? identifying proverbs; phrasal verbs; similes
? understanding phrases and sentences from linear
and non-linear texts
6
Can demonstrate excellent ability in:
? identifying proverbs; phrasal verbs; similes
? understanding phrases and sentences from linear
and non-linear texts
CONTENT
STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
2.2.3
Able to read and demonstrate
understanding of texts by:
(a) giving main ideas and supporting
details
(b) stating cause and effect
(c) drawing conclusions
2.2.4
Able to apply dictionary skills to
identify and understand meaning of
words in context
1
Can demonstrate very limited ability in:
? giving main ideas and supporting details; stating
cause and effect; drawing conclusions
? applying dictionary skills
2
Can demonstrate limited ability in:
? giving main ideas and supporting details; stating
cause and effect; drawing conclusions
? applying dictionary skills
3
Can demonstrate satisfactory ability in:
? giving main ideas and supporting details; stating
cause and effect; drawing conclusions
? applying dictionary skills
4
Can demonstrate good ability in:
? giving main ideas and supporting details; stating
cause and effect; drawing conclusions
? applying dictionary skills
5
Can demonstrate very good ability in:
? giving main ideas and supporting details; stating
cause and effect; drawing conclusions
? applying dictionary skills
6
Can demonstrate excellent ability in:
? giving main ideas and supporting details; stating
cause and effect; drawing conclusions
? applying dictionary skills
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:
(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
WRITING
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:
? neatness
? accuracy in spelling
2
Can write sentences and paragraphs legibly with a
limited level of:
? neatness
? accuracy in spelling
3
Can write sentences and paragraphs legibly with a
satisfactory level of:
? neatness
? accuracy in spelling
4
Can write sentences and paragraphs legibly with a good
level of:
? neatness
? accuracy in spelling
5
Can write sentences and paragraphs legibly with a very
good level of:
? neatness
? accuracy in spelling
6
Can write sentences and paragraphs legibly with an
excellent level of:
? neatness
? accuracy in spelling
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 sentences and paragraphs in cursive writing
with a very limited level of:
? neatness
? accuracy in spelling
2
Can write sentences and paragraphs in cursive writing
with a limited level of:
? neatness
? accuracy in spelling
3
Can write sentences and paragraphs in cursive writing
with a satisfactory level of:
? neatness
? accuracy in spelling
4
Can write sentences and paragraphs in cursive writing
with a good level of:
? neatness
? accuracy in spelling
5
Can write sentences and paragraphs in cursive writing
with a very good level of:
? neatness
? accuracy in spelling
6
Can write sentences and paragraphs in cursive writing
with an excellent level of:
? neatness
? accuracy in spelling
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 to
complete:
(a) linear texts
(b) non-linear texts
1
Can transfer information to complete linear and nonlinear
texts with a very limited level of accuracy
2
Can transfer information to complete linear and nonlinear
texts with a limited level of accuracy
3
Can transfer information to complete linear and nonlinear
texts with a satisfactory level of accuracy
4
Can transfer information to complete linear and nonlinear
texts with a good level of accuracy
5
Can transfer information to complete linear and nonlinear
texts with a very good level of accuracy
6
Can transfer information to complete linear and nonlinear
texts with an excellent level of accuracy
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) stories
(b) formal letters
(c) poems
(d) descriptions
(e) instructions
1
Can write stories, formal letters, poems, descriptions
and instructions with a very limited level of accuracy
in language, form and style
2
Can write stories, formal letters, poems, descriptions
and instructions with a limited level of accuracy in
language, form and style
3
Can write stories, formal letters, poems, descriptions
and instructions with a satisfactory level of accuracy
in language, form and style
4
Can write stories, formal letters, poems, descriptions
and instructions with a good level of accuracy in
language, form and style
5
Can write stories, formal letters, poems, descriptions
and instructions with a very good level of accuracy in
language, form and style
6
Can write stories, formal letters, poems, descriptions
and instructions with an excellent level of accuracy
in language, form and style
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 use punctuation
correctly
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
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:
(a) non-linear
(b) linear
1
Can create linear and non-linear texts with a very
limited level of accuracy and appropriate in language,
form and style
2
Can create linear and non-linear texts with a limited
level of accuracy and appropriate in language, form and
style
3
Can create linear and non-linear texts with a
satisfactory level of accuracy and appropriate in
language, form and style
4
Can create linear and non-linear texts with a good level
of accuracy and appropriate in language, form and style
5
Can create linear and non-linear texts with a very good
level of accuracy and appropriate in language, form and
style
6
Can create linear and non-linear texts with an excellent
level of accuracy and appropriate in language, form and
style
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 nonverbal
responses
4.1.2
Able to sing songs
and recite jazz
chants and poems
with correct stress,
pronunciation,
rhythm and
intonation
1
? Can show enjoyment and appreciation of jazz chants, poems and
songs with very limited non-verbal responses
? Can sing songs, recite jazz chants and poems with a very limited
level of correct stress, pronunciation, rhythm and intonation
2
? Can show enjoyment and appreciation of jazz chants, poems, and
songs with limited non-verbal responses
? Can sing songs, recite jazz chants and poems with a limited level of
correct stress, pronunciation, rhythm and intonation
3
? Can show enjoyment and appreciation of jazz chants, poems, and
songs with satisfactory non-verbal responses
? Can sing songs, recite jazz chants and poems with a satisfactory
level of correct stress, pronunciation, rhythm and intonation
4
? Can show enjoyment and appreciation of jazz chants, poems, and
songs with good non-verbal responses
? Can sing songs, recite jazz chants and poems with a good level of
correct stress, pronunciation, rhythm and intonation
5
? Can show enjoyment and appreciation of jazz chants, poems and
songs with very good non-verbal responses
? Can sing songs, recite jazz chants and poems with a very good level
of correct stress, pronunciation, rhythm and intonation
6
? Can show enjoyment and appreciation of rhymes, poems and songs
with excellent and creative non-verbal responses
? Can sing songs, recite jazz chants and poems with an excellent level
of correct stress, pronunciation, rhythm and intonation
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
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
plan, organise
and produce
creative works for
enjoyment.
4.3.1
Able to plan,
produce and display
creative works
based on literary
texts using a variety
of media with
guidance
4.3.2
Able to plan,
prepare and
participate in a
performance with
guidance based on
literary works
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 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
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
5.1.2
Able to use pronouns correctly and appropriately
5.1.3
Able to use verbs correctly and appropriately
5.1.4
Able to use conjunctions correctly and appropriately
5.1.5
Able to use prepositions correctly and appropriately
5.1.6
Able to use adjectives correctly and appropriately
5.1.7
Able to use articles correctly and appropriately
5.1.8
Able to use adverbs correctly and appropriately
1
Can use different word classes with a
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
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
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 various sentence
types correctly
1
Can construct various sentence types with a very
limited level of accuracy
2
Can construct various sentence types with a limited
level of accuracy
3
Can construct various sentence types with a
satisfactory level of accuracy
4
Can construct various sentence types with a good
level of accuracy
5
Can construct various sentence types with a very
good level of accuracy
6
Can construct various sentence types with an
excellent level of accuracy.
*Grammar items are to be assessed through Speaking and Writing Skills where suitable and applicable
____________________________________________________________________________________________________________
The word list for Level 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 Level 2
? a list of related vocabulary pupils will engage with during the teaching and learning of mathematics and science in the first
language
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 myriad of words by the end of their primary schooling years.
Teachers may also introduce other words that they deem necessary in order to facilitate a particular teaching learning context or
classroom instruction.
WORD LIST FOR LEVEL 2
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
Suggested Thematic Word List
Year 4 Year 5 Year 6
among magazine after machine appear imagine
arrange match ambition press assemble mangrove
blow over apology rush bargain million
borrow party around ramp beverage moss
bridge polish border scream bottom mushroom
bucket present bulb serve boundary operate
celebration programme century semester calculator pastry
centre receive compass spin condition platform
competition repair condolence stove consider stitch
country seat congratulations term continent success
decorate sign crutches upstairs create suggest
direction slip downstairs wheelchair crockery terminal
factory spread drain pretend determine towards
fail state edge route encourage twig
flood ten thousands entrance score engaged unite
fold 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
Suggested Mathematics and Science Terms
absorb conversion fur maximum reuse
accuracy cube gas mean round off
addition cuboid graph measurement scale
algae curl grease metal schedule
antibiotic defecate grid millipede shelter
area device hatch mimosa shoot
average diagram height minimum silk
axis discount horizontal mixture solar system
bacteria disease income mode stem
beaker dividend infer movement solids
birth drug inhale oblong spores
breadth electricity innovate parallel square
breath diet insulator parent plant stage
breathe digit investment pendulum stimuli
calculate excessive latex percentage sting
cause excretion leaflets perimeter sweat
centimetre experiment leather predict urinate
chart explain length profit vaccine
circumference explore life cycle pulse value
classify extinct limitation quantity virus
compare faeces liquids range volume
condition fern litre reaction width
conducive float lung recycle wind pipe
conductor fraction magnify reduce young plant
construction frequency mankind reference
contact fungus mass reproduce
Sunday, September 2, 2018
dskp tahun 4 bi sk
DSKP THN 4 SK BI
22
The table below shows the overall generic levels of the acquisition of skills for Year 4.
PERFORMANCE STANDARD
Performance Level
Descriptor
1
Show very limited command of the language. Requires plenty of guidance to perform basic language tasks:
? Can listen to and understand familiar words and some basic phrases concerning familiar topics.
? Can listen and follow simple instructions.
? Can use words and some basic phrases to talk haltingly about familiar topics
? Can answer simple oral questions on familiar topics.
? Can read and understand short simple texts and answer lower order comprehension questions.
? Can label names of familiar objects in clear, legible print.
? Can participate in a very limited way in a performance based on literary works.
Performance Level
Descriptor
1
Very Limited
2
Limited
3
Satisfactory
4
Good
5
Very Good
6
Excellent
23
2
Show limited command of the language. Requires guidance to perform basic language tasks:
? Can listen to and understand words and phrases and some basic sentences concerning familiar topics.
? Can listen to and follow simple instructions and directions.
? Can use phrases and short sentences to talk haltingly about familiar topics.
? Can ask and answer simple oral questions about familiar topics.
? Can read and understand simple texts on familiar topics and answer lower order comprehension questions
? Can write labels and short notices in clear, legible print.
? Can spell some familiar words and use partially correct grammar.
? Can participate in a limited way in a performance based on literary works.
3
Show satisfactory command of the language. Has the ability to use language independently to a certain degree but requires guidance for some language tasks:
? Can listen to and understand most words, phrases and sentences concerning familiar topics.
? Can listen and follow instructions and directions adequately.
? Can give simple instructions and directions.
? Can identify the main point in short oral texts on familiar topics.
? Can use phrases and sentences to talk about some topics using mostly correct pronunciation.
? Can participate in simple daily conversations.
? Can read and understand texts, can answer some higher order comprehension questions and sequence information found in texts.
? Can write labels, notices and messages in clear, legible print and cursive writing.
? Can spell familiar words correctly and use correct grammar to a satisfactory extent.
? Can give short, simple personal responses to literary works.
? Can prepare and participate in performances based on literary works.
4
Show good command of the language. Has the ability to use language independently but requires guidance for more complex language tasks:
24
? Can listen to and understand words, phrases and sentences concerning familiar and a limited range of unfamiliar topics.
? Can listen to, follow and give instructions and directions.
? Can give simple instructions and directions.
? Can identify the main points in oral texts on a wide range of topics
? Can talk well about familiar topics and participate in short conversations.
? Can read and answer some higher order comprehension questions, sequence information found in written texts and predict sensible outcomes.
? Can write labels, notices and messages in clear, legible print and cursive writing using correct spelling.
? Can spell and use correct grammar with some minor slips.
? Can create a variety of linear and non-linear texts.
? Can give personal response to literary texts and prepare and participate in performances based on literary works.
5
Show very good command of the language. Has the ability to use language independently almost independently.
? Can listen to and understand words, phrases and sentences on a wide range of topics.
? Can listen to, follow and give clear instructions and directions very well.
? Can identify the main points in extended oral texts on a wide range of topics
? Can participate in extended conversations on familiar topics fluently.
? Can talk about a wide range of topics with correct pronunciation and intonation correctly.
? Can read and answer a wide range of comprehension questions, sequence information and predict several possible outcomes.
? Can spell and use correct grammar with occasional minor slips.
? Can create a variety of interesting linear and non-linear texts in clear, legible print and cursive writing.
? Can give interesting personal response to literary texts, plan, prepare and participate in performances based on literary works.
25
6
Show excellent command of the language. Has the ability to use language independently without any guidance
? Can listen to and understand extended oral texts on a wide range of topics.
? Can listen to, follow and give clear, detailed instructions and directions confidently.
? Can identify the main points and supporting details in extended oral texts on a wide range of topics
? Can participate in extended conversations fluently and talk about a wide range of topics using correct pronunciation and intonation confidently.
? Can read and answer a wide range of higher order comprehension questions, sequence explicit and implicit information and predict outcomes in a creative manner.
? Can spell and use grammar accurately and confidently..
? Can create a variety of interesting and creative linear and non-linear texts.
? Can give an extended and creative personal response to literary texts confidently.
? Can lead in the planning, preparation and participation in performances based on literary works.
26
_______________________________________________________________________________________________________ The Content Standards represent the specific standards that need to be achieved by the end of Year 6. The Learning Standards for Year 4 detail the specific skills and knowledge that need to be attained in order to fulfil a particular Content Standard. The Performance Standard detail the Performance Levels 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.
1.1.1 Able to speak with correct word stress 1.1.4 Able to talk about related topics with guidance
1
Can talk about related topics with a very limited level of fluency and very limited use of correct word stress
2
Can talk about related topics with a limited level of fluency and limited use of correct word stress
3
Can talk about related topics with a satisfactory level of fluency and satisfactory use of correct word stress
4
Can talk about related topics with a good level of fluency and good use of correct word stress
CONTENT, LEARNING AND
PERFORMANCE LEVELS
LEARNING STANDARDS
27
5
Can talk about related topics with a very good level of fluency and very good use of correct word stress
6
Can talk about related topics with an excellent level of fluency and excellent use of correct word stress
1.1.2 Able to listen to and enjoy stories 1.1.3 Able to listen to and recite poems, tongue twisters and sing songs, paying attention to pronunciation, rhythm and intonation
1
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with a very limited level of correct pronunciation, rhythm and intonation
2
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with a limited level of correct pronunciation, rhythm and intonation
3
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with a satisfactory level of correct pronunciation, rhythm and intonation
4
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with a good level of correct pronunciation, rhythm and intonation
5
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with a very good level of correct pronunciation, rhythm and intonation
6
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with an excellent level of correct pronunciation, rhythm and intonation
28
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 respond appropriately in formal and informal situations for a variety of purposes.
1.2.1 Able to participate in daily conversations:
(a) extend an invitation
(b) accept an invitation
(c) decline an invitation
(d) express sympathy
1.2.4 Able to participate in guided conversations with peers
1
Can participate in daily and guided conversations with peers with a very limited level of fluency and appropriateness
2
Can participate in daily and guided conversations with peers with a limited level of fluency and appropriateness
3
Can participate in daily and guided conversations with peers with a satisfactory level of fluency and appropriateness
4
Can participate in daily and guided conversations with peers with a good level of fluency and appropriateness
5
Can participate in daily and guided conversations with peers with a very good level of fluency and appropriateness
6
Can participate in daily and guided conversations with peers with an excellent level of fluency and appropriateness
1.2.2 Able to listen to, follow and give instructions 1.2.3
1
Can listen to, follow and give instructions and directions around the neighbourhood with very limited ability
2
Can listen to, follow and give instructions and directions around the neighbourhood with
29
Able to listen to, follow and give directions around the neighbourhood 1.2.4 Able to participate in guided conversations with peers
limited ability
3
Can listen to, follow and give instructions and directions around the neighbourhood with satisfactory ability
4
Can listen to, follow and give instructions and directions around the neighbourhood with good ability
5
Can listen to, follow and give instructions and directions around the neighbourhood with very good ability
6
Can listen to, follow and give instructions and directions around the neighbourhood with excellent ability
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) asking and answering questions
(b) sequencing
(c) predicting
with guidance
1
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with very limited ability
2
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with limited ability
3
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with
30
satisfactory ability
4
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with good ability
5
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with very good ability
6
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with excellent ability
1
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with very limited ability
2
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with limited ability
31
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 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 identifying:
(a) homographs
(b) homophones
2.2.2 Able to read and understand phrases and sentences from:
(a) linear texts
(b) non-linear texts
2.2.4 Able to apply dictionary skills:
(a) locate words
(b) meaning of base word
1
Can read but show very limited understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
2
Can read but show limited understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
3
Can read and show satisfactory understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
4
Can read and show good understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
32
5
Can read and show very good understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
6
Can read and show excellent understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
2.2.3 Able to read and demonstrate understanding of texts by:
(a) sequencing
(b) predicting
with guidance
1
Can read but show very limited understanding of texts by:
? sequencing
? making predictions
2
Can read but show limited understanding of texts by:
? sequencing
? making predictions
3
Can read and show satisfactory understanding of texts by:
? sequencing
? making predictions
4
Can read and show good understanding of texts by:
? sequencing
? making predictions
33
5
Can read and show very good understanding of texts by:
? sequencing
? making predictions
6
Can read and show excellent understanding of texts by:
? sequencing
? making predictions
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 read aloud and/or silently but show very limited understanding of fiction and non-fiction texts
2
Can read aloud and/or silently but show limited understanding of fiction and non-fiction texts
3
Can read aloud and/or silently and show satisfactory understanding of fiction and non-fiction texts
4
Can read aloud and/or silently and show good understanding of fiction and non-fiction texts
5
Can read aloud and/or silently and show very good understanding of fiction and non-fiction texts
6
Can read aloud and/or silently and show excellent understanding of fiction and non-
34
fiction texts
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) phrases
(b) sentences
(c) numerals in word form
1
Can write phrases, sentences, numerals in word form with a very limited level of:
? neatness and legibility
? accuracy in spelling
2
Can write phrases, sentences, numerals in word form with a limited level of:
? neatness and legibility
? accuracy in spelling
3
Can write phrases, sentences, numerals in word form with a satisfactory level of:
? neatness and legibility
? accuracy in spelling
4
Can write phrases, sentences, numerals in word form with a good level of:
? neatness and legibility
? accuracy in spelling
5
Can write phrases, sentences, numerals in word form with a very good level of:
? neatness and legibility
? accuracy in spelling
35
6
Can write phrases, sentences, numerals in word form with an excellent level of:
? neatness and legibility
? accuracy in spelling
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) words
(b) phrases
numerals in word form
1
Can write words, phrases and numerals in word form in cursive writing with a very limited level of:
? neatness
? accuracy in spelling
2
Can write words, phrases and numerals in word form in cursive writing with a limited level of:
? neatness
? accuracy in spelling
3
Can write words, phrases and numerals in word form in cursive writing with a satisfactory level of:
? neatness
? accuracy in spelling
4
Can write words, phrases and numerals in word form in cursive writing with a good level of:
? neatness
? accuracy in spelling
36
5
Can write words, phrases and numerals in word form in cursive writing with a very good level of:
? neatness
? accuracy in spelling
6
Can write words, phrases and numerals in word form in cursive writing with an excellent level of:
? neatness
? accuracy in spelling
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
non-linear texts
1
Can transfer information to complete linear and non-linear texts with a very limited level of accuracy
2
Can transfer information to complete linear and non-linear texts with a limited level of accuracy
3
Can transfer information to complete linear and non-linear texts with a satisfactory level of accuracy
4
Can transfer information to complete linear and non-linear texts with a good level of accuracy
37
5
Can transfer information to complete linear and non-linear texts with a very good level of accuracy
6
Can transfer information to complete linear and non-linear texts with an excellent level of accuracy
38
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 labels, notices and messages with a very limited level of accuracy
2
Can write labels, notices and messages with a limited level of accuracy
3
Can write labels, notices and messages with a satisfactory level of accuracy
4
Can write labels, notices and messages with a good level of accuracy
5
Can write labels, notices and messages with a very good level of accuracy
6
Can write labels, notices and messages with an excellent level of accuracy
3.2.3 Able to punctuate correctly:
(a) apostrophe
(b) 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
39
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 simple texts using a variety of media with guidance:
(a) non-linear
(b) linear
1
Can create simple linear and non-linear texts with a very limited level of accuracy and appropriateness
2
Can create simple linear and non-linear texts with a limited level of accuracy and appropriateness
3
Can create simple linear and non-linear texts with a satisfactory level of accuracy and appropriateness
4
Can create simple linear and non-linear texts with a good level of accuracy and appropriateness
5
Can create simple linear and non-linear texts with a very good level of accuracy and appropriateness
6
Can create simple linear and non-linear texts with an excellent level of accuracy and appropriateness
40
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 sing songs and recite jazz chants and poems with correct stress, pronunciation, rhythm and intonation
1
? Can show enjoyment and appreciation of rhymes, poems and songs with very limited non-verbal and verbal responses
? Can sing songs, recite jazz chants and poems with a very limited level of correct stress, pronunciation, rhythm and intonation
2
? Can show enjoyment and appreciation of rhymes, poems and songs with limited non-verbal and verbal responses
? Can sing songs, recite jazz chants and poems with a limited level of correct stress, pronunciation, rhythm and intonation
3
? Can show enjoyment and appreciation of rhymes, poems and songs with satisfactory non-verbal and verbal responses
? Can sing songs, recite jazz chants and poems with a satisfactory level of correct stress, pronunciation, rhythm and intonation
4
? Can show enjoyment and appreciation of rhymes, poems and songs with good non-
41
verbal and verbal responses
? Can sing songs, recite jazz chants and poems with a good level of correct stress, pronunciation, rhythm and intonation
5
? Can show enjoyment and appreciation of rhymes, poems and songs with very good non-verbal and verbal responses
? Can sing songs, recite jazz chants and poems with a very good level of correct stress, pronunciation, rhythm and intonation
6
? Can show enjoyment and appreciation of rhymes, poems and songs with excellent and creative non-verbal and verbal responses
? Can sing songs, recite jazz chants and poems with an excellent level of correct stress, pronunciation, rhythm and intonation
42
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
1
Can express very limited personal responses to literary texts on character(s), place and time and, values
2
Can express limited personal responses to literary texts on character(s), place and time and, values
3
Can express satisfactory personal responses to literary texts on character(s), place and time and, values
4
Can express good personal responses to literary texts on character(s), place and time and, values
5
Can express very good personal responses to literary texts on character(s), place and time and, values
6
Can express excellent personal responses to literary texts on character(s), place and time and, values
43
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 plan, organize and produce creative works for enjoyment.
4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance 4.3.2 Able to plan, prepare and participate in a performance with guidance based on literary works
1
? Can plan, produce and display very limited creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a very limited level
2
? Can plan, produce and display limited creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a limited level
3
? Can plan, produce and display satisfactory creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a satisfactory level
4
? Can plan, produce and display good creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a good level
5
? Can plan, produce and display very good creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a very good level
6
? Can plan, produce and display excellent creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at an excellent level
44
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 plan, organize and produce creative works for enjoyment.
4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance 4.3.2 Able to plan, prepare and participate in a performance with guidance based on literary works
1
? Can plan, produce and display very limited creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a very limited level
2
? Can plan, produce and display limited creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a limited level
3
? Can plan, produce and display satisfactory creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a satisfactory level
4
? Can plan, produce and display good creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a good level
5
? Can plan, produce and display very good creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a very good level
6
? Can plan, produce and display excellent creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at an excellent level
45
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) common nouns (b) singular nouns (c) plural nouns (d) countable nouns (e) uncountable nouns 5.1.2 Able to use pronouns correctly and appropriately: (a) possessive (b) interrogative 5.1.3 Able to use verbs correctly and appropriately: (a) irregular verbs
(b) verbs that do not change
1
Can use the different word classes with a very limited level of accuracy
2
Can use the different word classes with a limited level of accuracy
46
form (c) present continuous tense (d) past continuous tense 5.1.4 Able to use conjunctions correctly and appropriately: (a) because (b) so 5.1.5 Able to use prepositions correctly and appropriately: (a) above (b) below (c) beside (d) next to (e) between (f ) near 5.1.6 Able to use adjectives correctly and appropriately: (a) comparative (b) superlative 5.1.7 Able to use articles correctl and appropriately:
3
Can use the different word classes with a satisfactory level of accuracy
4
Can use the different word classes with a good level of accuracy
5
Can use the different word classes with a very good level of accuracy
47
(a) the (b) zero article (-) 5.1.8 Able to use adverbs correctly and appropriately: (a) manner (b) time (c) place
6
Can use the different word classes with an excellent level of accuracy
*Grammar items are to be assessed through Speaking and Writing Skills where suitable and applicable
49
High Frequency Words
above
brought
through
woke
across
brother
today
almost
can't
together
along
change
told
also
children
tries
always
clothes
turn
animal
coming
turned
any
didn't
under
around
different
walked
asked
does
walking
baby
don't
watch
balloon
show
where
before
sister
while
began
small
white
being
something
whole
below
sometimes
happy
better
sound
why
between
started
window
birthday
still
without
both
stopped
woke
brother
such
woken
brought
suddenly
word
below
sure
work
better
swimming
happy
between
think
why
birthday
those
window
both
thought
without
50
Suggested Thematic Word List
Year 4
Year 5
Year 6
among
after
analogy
arrange
ambition
appear
below
apology
assemble
blow
around
bargain
borrow
border
beverage
bridge
bulb
bottom
bucket
century
boundary
celebration
compass
calculator
centre
condolence
condition
competition
congratulations
consider
country
crutches
continent
decorate
downstairs
create
direction
drain
crockery
factory
edge
determine
fail
entrance
encourage
flood
escalator
engaged
fold
exit
excited
frighten
fire extinguisher
expect
gather
flutter
explore
glad
gender
fear
gold
hundred thousands
figure
hope
interest
fuel
instrument
lift
garage
junction
machine
general
lake
plug
generator
leave
semester
hundred thousand
51
Year 4
Year 5
Year 6
lend
stove
imagine
lift
ten thousands
mangrove
located
term
million
magazine
upstairs
moss
match
wheelchair
mushroom
over
operate
party
pastry
peel
platform
polish
stitch
present
success
press
suggest
pretend
terminal
programme
towards
receive
twig
repair
unite
route
upper
rush
utensil
score
view
scream
seat
serve
? personality traits
sign
? occupations
slip
? ways people travel
spin
? rules and regulations
spread
stain
state
52
Suggested Mathematics and Science Terms
absorb
conversion
fur
latex
percentage
sting
accuracy
cube
gas
leaflets
perimetre
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
22
The table below shows the overall generic levels of the acquisition of skills for Year 4.
PERFORMANCE STANDARD
Performance Level
Descriptor
1
Show very limited command of the language. Requires plenty of guidance to perform basic language tasks:
? Can listen to and understand familiar words and some basic phrases concerning familiar topics.
? Can listen and follow simple instructions.
? Can use words and some basic phrases to talk haltingly about familiar topics
? Can answer simple oral questions on familiar topics.
? Can read and understand short simple texts and answer lower order comprehension questions.
? Can label names of familiar objects in clear, legible print.
? Can participate in a very limited way in a performance based on literary works.
Performance Level
Descriptor
1
Very Limited
2
Limited
3
Satisfactory
4
Good
5
Very Good
6
Excellent
23
2
Show limited command of the language. Requires guidance to perform basic language tasks:
? Can listen to and understand words and phrases and some basic sentences concerning familiar topics.
? Can listen to and follow simple instructions and directions.
? Can use phrases and short sentences to talk haltingly about familiar topics.
? Can ask and answer simple oral questions about familiar topics.
? Can read and understand simple texts on familiar topics and answer lower order comprehension questions
? Can write labels and short notices in clear, legible print.
? Can spell some familiar words and use partially correct grammar.
? Can participate in a limited way in a performance based on literary works.
3
Show satisfactory command of the language. Has the ability to use language independently to a certain degree but requires guidance for some language tasks:
? Can listen to and understand most words, phrases and sentences concerning familiar topics.
? Can listen and follow instructions and directions adequately.
? Can give simple instructions and directions.
? Can identify the main point in short oral texts on familiar topics.
? Can use phrases and sentences to talk about some topics using mostly correct pronunciation.
? Can participate in simple daily conversations.
? Can read and understand texts, can answer some higher order comprehension questions and sequence information found in texts.
? Can write labels, notices and messages in clear, legible print and cursive writing.
? Can spell familiar words correctly and use correct grammar to a satisfactory extent.
? Can give short, simple personal responses to literary works.
? Can prepare and participate in performances based on literary works.
4
Show good command of the language. Has the ability to use language independently but requires guidance for more complex language tasks:
24
? Can listen to and understand words, phrases and sentences concerning familiar and a limited range of unfamiliar topics.
? Can listen to, follow and give instructions and directions.
? Can give simple instructions and directions.
? Can identify the main points in oral texts on a wide range of topics
? Can talk well about familiar topics and participate in short conversations.
? Can read and answer some higher order comprehension questions, sequence information found in written texts and predict sensible outcomes.
? Can write labels, notices and messages in clear, legible print and cursive writing using correct spelling.
? Can spell and use correct grammar with some minor slips.
? Can create a variety of linear and non-linear texts.
? Can give personal response to literary texts and prepare and participate in performances based on literary works.
5
Show very good command of the language. Has the ability to use language independently almost independently.
? Can listen to and understand words, phrases and sentences on a wide range of topics.
? Can listen to, follow and give clear instructions and directions very well.
? Can identify the main points in extended oral texts on a wide range of topics
? Can participate in extended conversations on familiar topics fluently.
? Can talk about a wide range of topics with correct pronunciation and intonation correctly.
? Can read and answer a wide range of comprehension questions, sequence information and predict several possible outcomes.
? Can spell and use correct grammar with occasional minor slips.
? Can create a variety of interesting linear and non-linear texts in clear, legible print and cursive writing.
? Can give interesting personal response to literary texts, plan, prepare and participate in performances based on literary works.
25
6
Show excellent command of the language. Has the ability to use language independently without any guidance
? Can listen to and understand extended oral texts on a wide range of topics.
? Can listen to, follow and give clear, detailed instructions and directions confidently.
? Can identify the main points and supporting details in extended oral texts on a wide range of topics
? Can participate in extended conversations fluently and talk about a wide range of topics using correct pronunciation and intonation confidently.
? Can read and answer a wide range of higher order comprehension questions, sequence explicit and implicit information and predict outcomes in a creative manner.
? Can spell and use grammar accurately and confidently..
? Can create a variety of interesting and creative linear and non-linear texts.
? Can give an extended and creative personal response to literary texts confidently.
? Can lead in the planning, preparation and participation in performances based on literary works.
26
_______________________________________________________________________________________________________ The Content Standards represent the specific standards that need to be achieved by the end of Year 6. The Learning Standards for Year 4 detail the specific skills and knowledge that need to be attained in order to fulfil a particular Content Standard. The Performance Standard detail the Performance Levels 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.
1.1.1 Able to speak with correct word stress 1.1.4 Able to talk about related topics with guidance
1
Can talk about related topics with a very limited level of fluency and very limited use of correct word stress
2
Can talk about related topics with a limited level of fluency and limited use of correct word stress
3
Can talk about related topics with a satisfactory level of fluency and satisfactory use of correct word stress
4
Can talk about related topics with a good level of fluency and good use of correct word stress
CONTENT, LEARNING AND
PERFORMANCE LEVELS
LEARNING STANDARDS
27
5
Can talk about related topics with a very good level of fluency and very good use of correct word stress
6
Can talk about related topics with an excellent level of fluency and excellent use of correct word stress
1.1.2 Able to listen to and enjoy stories 1.1.3 Able to listen to and recite poems, tongue twisters and sing songs, paying attention to pronunciation, rhythm and intonation
1
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with a very limited level of correct pronunciation, rhythm and intonation
2
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with a limited level of correct pronunciation, rhythm and intonation
3
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with a satisfactory level of correct pronunciation, rhythm and intonation
4
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with a good level of correct pronunciation, rhythm and intonation
5
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with a very good level of correct pronunciation, rhythm and intonation
6
Can listen to, enjoy stories and:
? recite poems, tongue twisters and sing songs with an excellent level of correct pronunciation, rhythm and intonation
28
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 respond appropriately in formal and informal situations for a variety of purposes.
1.2.1 Able to participate in daily conversations:
(a) extend an invitation
(b) accept an invitation
(c) decline an invitation
(d) express sympathy
1.2.4 Able to participate in guided conversations with peers
1
Can participate in daily and guided conversations with peers with a very limited level of fluency and appropriateness
2
Can participate in daily and guided conversations with peers with a limited level of fluency and appropriateness
3
Can participate in daily and guided conversations with peers with a satisfactory level of fluency and appropriateness
4
Can participate in daily and guided conversations with peers with a good level of fluency and appropriateness
5
Can participate in daily and guided conversations with peers with a very good level of fluency and appropriateness
6
Can participate in daily and guided conversations with peers with an excellent level of fluency and appropriateness
1.2.2 Able to listen to, follow and give instructions 1.2.3
1
Can listen to, follow and give instructions and directions around the neighbourhood with very limited ability
2
Can listen to, follow and give instructions and directions around the neighbourhood with
29
Able to listen to, follow and give directions around the neighbourhood 1.2.4 Able to participate in guided conversations with peers
limited ability
3
Can listen to, follow and give instructions and directions around the neighbourhood with satisfactory ability
4
Can listen to, follow and give instructions and directions around the neighbourhood with good ability
5
Can listen to, follow and give instructions and directions around the neighbourhood with very good ability
6
Can listen to, follow and give instructions and directions around the neighbourhood with excellent ability
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) asking and answering questions
(b) sequencing
(c) predicting
with guidance
1
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with very limited ability
2
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with limited ability
3
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with
30
satisfactory ability
4
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with good ability
5
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with very good ability
6
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with excellent ability
1
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with very limited ability
2
Can listen to and demonstrate understanding of oral texts by asking and answering questions; sequencing, and predicting with limited ability
31
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 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 identifying:
(a) homographs
(b) homophones
2.2.2 Able to read and understand phrases and sentences from:
(a) linear texts
(b) non-linear texts
2.2.4 Able to apply dictionary skills:
(a) locate words
(b) meaning of base word
1
Can read but show very limited understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
2
Can read but show limited understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
3
Can read and show satisfactory understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
4
Can read and show good understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
32
5
Can read and show very good understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
6
Can read and show excellent understanding of:
? phrases and sentences from linear and non-linear texts in:
? homographs and homophones
? dictionary skills: locate words, meaning of base word
2.2.3 Able to read and demonstrate understanding of texts by:
(a) sequencing
(b) predicting
with guidance
1
Can read but show very limited understanding of texts by:
? sequencing
? making predictions
2
Can read but show limited understanding of texts by:
? sequencing
? making predictions
3
Can read and show satisfactory understanding of texts by:
? sequencing
? making predictions
4
Can read and show good understanding of texts by:
? sequencing
? making predictions
33
5
Can read and show very good understanding of texts by:
? sequencing
? making predictions
6
Can read and show excellent understanding of texts by:
? sequencing
? making predictions
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 read aloud and/or silently but show very limited understanding of fiction and non-fiction texts
2
Can read aloud and/or silently but show limited understanding of fiction and non-fiction texts
3
Can read aloud and/or silently and show satisfactory understanding of fiction and non-fiction texts
4
Can read aloud and/or silently and show good understanding of fiction and non-fiction texts
5
Can read aloud and/or silently and show very good understanding of fiction and non-fiction texts
6
Can read aloud and/or silently and show excellent understanding of fiction and non-
34
fiction texts
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) phrases
(b) sentences
(c) numerals in word form
1
Can write phrases, sentences, numerals in word form with a very limited level of:
? neatness and legibility
? accuracy in spelling
2
Can write phrases, sentences, numerals in word form with a limited level of:
? neatness and legibility
? accuracy in spelling
3
Can write phrases, sentences, numerals in word form with a satisfactory level of:
? neatness and legibility
? accuracy in spelling
4
Can write phrases, sentences, numerals in word form with a good level of:
? neatness and legibility
? accuracy in spelling
5
Can write phrases, sentences, numerals in word form with a very good level of:
? neatness and legibility
? accuracy in spelling
35
6
Can write phrases, sentences, numerals in word form with an excellent level of:
? neatness and legibility
? accuracy in spelling
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) words
(b) phrases
numerals in word form
1
Can write words, phrases and numerals in word form in cursive writing with a very limited level of:
? neatness
? accuracy in spelling
2
Can write words, phrases and numerals in word form in cursive writing with a limited level of:
? neatness
? accuracy in spelling
3
Can write words, phrases and numerals in word form in cursive writing with a satisfactory level of:
? neatness
? accuracy in spelling
4
Can write words, phrases and numerals in word form in cursive writing with a good level of:
? neatness
? accuracy in spelling
36
5
Can write words, phrases and numerals in word form in cursive writing with a very good level of:
? neatness
? accuracy in spelling
6
Can write words, phrases and numerals in word form in cursive writing with an excellent level of:
? neatness
? accuracy in spelling
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
non-linear texts
1
Can transfer information to complete linear and non-linear texts with a very limited level of accuracy
2
Can transfer information to complete linear and non-linear texts with a limited level of accuracy
3
Can transfer information to complete linear and non-linear texts with a satisfactory level of accuracy
4
Can transfer information to complete linear and non-linear texts with a good level of accuracy
37
5
Can transfer information to complete linear and non-linear texts with a very good level of accuracy
6
Can transfer information to complete linear and non-linear texts with an excellent level of accuracy
38
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 labels, notices and messages with a very limited level of accuracy
2
Can write labels, notices and messages with a limited level of accuracy
3
Can write labels, notices and messages with a satisfactory level of accuracy
4
Can write labels, notices and messages with a good level of accuracy
5
Can write labels, notices and messages with a very good level of accuracy
6
Can write labels, notices and messages with an excellent level of accuracy
3.2.3 Able to punctuate correctly:
(a) apostrophe
(b) 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
39
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 simple texts using a variety of media with guidance:
(a) non-linear
(b) linear
1
Can create simple linear and non-linear texts with a very limited level of accuracy and appropriateness
2
Can create simple linear and non-linear texts with a limited level of accuracy and appropriateness
3
Can create simple linear and non-linear texts with a satisfactory level of accuracy and appropriateness
4
Can create simple linear and non-linear texts with a good level of accuracy and appropriateness
5
Can create simple linear and non-linear texts with a very good level of accuracy and appropriateness
6
Can create simple linear and non-linear texts with an excellent level of accuracy and appropriateness
40
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 sing songs and recite jazz chants and poems with correct stress, pronunciation, rhythm and intonation
1
? Can show enjoyment and appreciation of rhymes, poems and songs with very limited non-verbal and verbal responses
? Can sing songs, recite jazz chants and poems with a very limited level of correct stress, pronunciation, rhythm and intonation
2
? Can show enjoyment and appreciation of rhymes, poems and songs with limited non-verbal and verbal responses
? Can sing songs, recite jazz chants and poems with a limited level of correct stress, pronunciation, rhythm and intonation
3
? Can show enjoyment and appreciation of rhymes, poems and songs with satisfactory non-verbal and verbal responses
? Can sing songs, recite jazz chants and poems with a satisfactory level of correct stress, pronunciation, rhythm and intonation
4
? Can show enjoyment and appreciation of rhymes, poems and songs with good non-
41
verbal and verbal responses
? Can sing songs, recite jazz chants and poems with a good level of correct stress, pronunciation, rhythm and intonation
5
? Can show enjoyment and appreciation of rhymes, poems and songs with very good non-verbal and verbal responses
? Can sing songs, recite jazz chants and poems with a very good level of correct stress, pronunciation, rhythm and intonation
6
? Can show enjoyment and appreciation of rhymes, poems and songs with excellent and creative non-verbal and verbal responses
? Can sing songs, recite jazz chants and poems with an excellent level of correct stress, pronunciation, rhythm and intonation
42
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
1
Can express very limited personal responses to literary texts on character(s), place and time and, values
2
Can express limited personal responses to literary texts on character(s), place and time and, values
3
Can express satisfactory personal responses to literary texts on character(s), place and time and, values
4
Can express good personal responses to literary texts on character(s), place and time and, values
5
Can express very good personal responses to literary texts on character(s), place and time and, values
6
Can express excellent personal responses to literary texts on character(s), place and time and, values
43
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 plan, organize and produce creative works for enjoyment.
4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance 4.3.2 Able to plan, prepare and participate in a performance with guidance based on literary works
1
? Can plan, produce and display very limited creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a very limited level
2
? Can plan, produce and display limited creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a limited level
3
? Can plan, produce and display satisfactory creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a satisfactory level
4
? Can plan, produce and display good creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a good level
5
? Can plan, produce and display very good creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a very good level
6
? Can plan, produce and display excellent creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at an excellent level
44
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 plan, organize and produce creative works for enjoyment.
4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance 4.3.2 Able to plan, prepare and participate in a performance with guidance based on literary works
1
? Can plan, produce and display very limited creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a very limited level
2
? Can plan, produce and display limited creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a limited level
3
? Can plan, produce and display satisfactory creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a satisfactory level
4
? Can plan, produce and display good creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a good level
5
? Can plan, produce and display very good creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at a very good level
6
? Can plan, produce and display excellent creative works based on literary texts using a variety of media
? Can plan, prepare and participate in a performance based on literary works at an excellent level
45
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) common nouns (b) singular nouns (c) plural nouns (d) countable nouns (e) uncountable nouns 5.1.2 Able to use pronouns correctly and appropriately: (a) possessive (b) interrogative 5.1.3 Able to use verbs correctly and appropriately: (a) irregular verbs
(b) verbs that do not change
1
Can use the different word classes with a very limited level of accuracy
2
Can use the different word classes with a limited level of accuracy
46
form (c) present continuous tense (d) past continuous tense 5.1.4 Able to use conjunctions correctly and appropriately: (a) because (b) so 5.1.5 Able to use prepositions correctly and appropriately: (a) above (b) below (c) beside (d) next to (e) between (f ) near 5.1.6 Able to use adjectives correctly and appropriately: (a) comparative (b) superlative 5.1.7 Able to use articles correctl and appropriately:
3
Can use the different word classes with a satisfactory level of accuracy
4
Can use the different word classes with a good level of accuracy
5
Can use the different word classes with a very good level of accuracy
47
(a) the (b) zero article (-) 5.1.8 Able to use adverbs correctly and appropriately: (a) manner (b) time (c) place
6
Can use the different word classes with an excellent level of accuracy
*Grammar items are to be assessed through Speaking and Writing Skills where suitable and applicable
49
High Frequency Words
above
brought
through
woke
across
brother
today
almost
can't
together
along
change
told
also
children
tries
always
clothes
turn
animal
coming
turned
any
didn't
under
around
different
walked
asked
does
walking
baby
don't
watch
balloon
show
where
before
sister
while
began
small
white
being
something
whole
below
sometimes
happy
better
sound
why
between
started
window
birthday
still
without
both
stopped
woke
brother
such
woken
brought
suddenly
word
below
sure
work
better
swimming
happy
between
think
why
birthday
those
window
both
thought
without
50
Suggested Thematic Word List
Year 4
Year 5
Year 6
among
after
analogy
arrange
ambition
appear
below
apology
assemble
blow
around
bargain
borrow
border
beverage
bridge
bulb
bottom
bucket
century
boundary
celebration
compass
calculator
centre
condolence
condition
competition
congratulations
consider
country
crutches
continent
decorate
downstairs
create
direction
drain
crockery
factory
edge
determine
fail
entrance
encourage
flood
escalator
engaged
fold
exit
excited
frighten
fire extinguisher
expect
gather
flutter
explore
glad
gender
fear
gold
hundred thousands
figure
hope
interest
fuel
instrument
lift
garage
junction
machine
general
lake
plug
generator
leave
semester
hundred thousand
51
Year 4
Year 5
Year 6
lend
stove
imagine
lift
ten thousands
mangrove
located
term
million
magazine
upstairs
moss
match
wheelchair
mushroom
over
operate
party
pastry
peel
platform
polish
stitch
present
success
press
suggest
pretend
terminal
programme
towards
receive
twig
repair
unite
route
upper
rush
utensil
score
view
scream
seat
serve
? personality traits
sign
? occupations
slip
? ways people travel
spin
? rules and regulations
spread
stain
state
52
Suggested Mathematics and Science Terms
absorb
conversion
fur
latex
percentage
sting
accuracy
cube
gas
leaflets
perimetre
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
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