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
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