dskp tahun 4 bi sk

DSKP THN 4 SK BI

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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


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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:

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? 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.

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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.


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_______________________________________________________________________________________________________ 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


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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

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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


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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

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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

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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

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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


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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-

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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

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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

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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

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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


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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

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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

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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-


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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


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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

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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

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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

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(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
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infer
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conductor
fraction
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construction
frequency
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parent plant
stage
contact
fungus
investment
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stimuli