Primary Curriculum Framework 2018

(1)

KURIKULUM STANDARD SEKOLAH RENDAH

English Language

(2)

(3)

1 Primary

(4)

2 Listening Content and Learning Standards

The thinking behind the Primary Listening Content and Learning Standards

The Primary Listening Content Standards focus on learners’ ability to recognise individual sounds, to understand meaning, and to use strategies to help their listening. The Learning Standards move from learners being able to understand globally to being able to understand details.

The order in which the Content and Learning standards appear does not reflect a chronological sequence of classroom learning which starts with 1.1.1 and finishes with 1.3.1. Children need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different listening skills in varied sequences in their English lessons.

Content

Standard Focus

Learning Standard

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Working towards A1

A1

Recognise and reproduce target language sounds

Recognise and reproduce target language phonemes intelligibly

1.1.1

Recognise and reproduce with support a limited range of high frequency target language phonemes

1.1.1

Recognise and reproduce with support a range of high frequency target language phonemes

1.1.1

Recognise and reproduce with support a range of target language phonemes

1.1.1

Recognise and reproduce with support a wide range of target language phonemes

1.1.1

Recognise and reproduce with little or no support a wide range of target language phonemes

1.1.1

(5)

3

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

1.2

Understand meaning in a variety of familiar contexts

Understand the main idea when listening to texts on familiar topics

1.2.1

Understand with support the main idea of very simple phrases and sentences

1.2.1

Understand with support the main idea of simple sentences

1.2.1

Understand with support the main idea of short simple texts

1.2.1

Understand with support the main idea of longer simple texts

1.2.1

Understand with support the main idea of longer simple texts on a range of familiar topics

1.2.1

(6)

4

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

1.2

Understand specific details when listening to texts on familiar topics

1.2.2

Understand with support specific information and details of very simple phrases and sentences

1.2.2

Understand with support specific information and details of simple sentences

1.2.2

Understand with support specific information and details of short simple texts

1.2.2

Understand with support specific information and details of longer simple texts

1.2.2

Understand with support specific information and details of longer simple texts on arange of familiar topics

1.2.2

(7)

5

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

1.2

Understand narratives on familiar topics

1.2.3

Understand with a high degree of support very short simple narratives

1.2.3

Understand with support very short simple narratives

1.2.3

Understand with support short simple narratives

1.2.3

Understand with support short simple narratives on a range of familiar topics

1.2.3

Understand with support longer simple narratives on arrange of familiar topics

1.2.3

(8)

6

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

1.2

Understand classroom instructions

1.2.4

Understand short basic supported classroom instructions

1.2.4

Understand an increased range of short basic supported classroom instructions

1.2.4

Understand a wide range of short basic supported classroom instructions

1.2.4

Understand longer supported classroom instructions

1.2.4

Understand a sequence of supported classroom instructions

1.2.4

(9)

7

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

1.2

Understand questions on familiar topics

1.2.5

Understand short supported questions

1.2.5

Understand an increased range of short

supported questions

1.2.5

Understand a wide range of short supported questions

1.2.5

Understand longer supported questions

1.2.5

Understand a sequence of supported questions

1.2.5

Understand more complex

(10)

8

Content

A1

Use appropriate listening

strategies in a variety of contexts

Use appropriate strategies to understand meaning

1.3.1

Predict words they will hear by using knowledge of a topic

1.3.1

Understand the message the teacher or classmate is communicating by using visual clues when they are speaking

1.3.1

Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking

1.3.1

Guess the meaning of unfamiliar words from clues provided by knowledge of the topic

1.3.1

Guess the meaning of unfamiliar words from clues provided by other known words

1.3.1

(11)

9 Speaking Content and Learning Standards

The thinking behind the Primary Speaking Content and Learning Standards

The Primary Speaking Content Standards focus on the learner’s ability to communicate to others, their ability to use strategies when interacting with others, and their ability to communicate alone to a group. We have called interacting with others Spoken Interaction, and speaking alone to a group Spoken Production. Most learning standards focus on spoken interaction, as we think that this is a learner’s main need in Primary School.

The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 2.1.1 and finishes with 2.3.1. Learners need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different speaking skills in varied sequences in their English lessons.

Spoken Interaction

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

2.1

Communicate simple

information intelligibly

information about themselves clearly

2.1.1

Give very basic personal

information using fixed phrases

2.1.1

Give simple personal

information using basic statements

2.1.1

Ask about and express basic opinions

2.1.1

Explain and give reasons for basic opinions

2.1.1

Give detailed information about themselves

2.1.1

(12)

10

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

2.1

Find out simple information from others

2.1.2

Find out about very basic personal

2.1.2

Find out about personal information by asking basic questions

2.1.2

Find out about and describe basic everyday routines

2.1.2

Find out about and describe experiences in the past

2.1.2

Find out about and describe experiences up to now

2.1.2

(13)

11

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

2.1

information clearly

2.1.3

Express basic likes and dislikes

2.1.3

Give a short sequence of basic instructions

2.1.3

Give a short sequence of basic directions

2.1.3

Give a longer sequence of basic instructions or directions

2.1.3

Ask for, give and respond to simple advice

2.1.3

(14)

12

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

2.1

2.1.4

Greet, say goodbye, and express thanks using suitable fixed phrases

2.1.4

Ask about and express ability

2.1.4

Ask about, make and respond to simple

predictions

2.1.4

Give reasons for simple

predictions

2.1.4

Ask about and describe future plans

2.1.4

(15)

13

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

2.1

Describe people and things clearly

2.1.5

Name or describe objects using suitable words from word sets

2.1.5

Describe objects using suitable words and phrases

2.1.5

Describe people and objects using suitable words and phrases

2.1.5

Describe people, and objects using suitable statements

2.1.5

Describe people, places and objects using suitable statements

2.1.5

(16)

14

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

2.2

Use appropriate communication strategies

Manage interaction appropriately

2.2.1

No learning standard

2.2.1

Keep interaction going in short exchanges by using suitable non-verbal responses

2.2.1

Keep interaction going in short exchanges by repeating key words from the other speaker

2.2.1

Keep interaction going in short exchanges by: using suitable words (i) to show understanding (ii) to ask for clarification

2.2.1

Keep interaction going in short exchanges by asking suitable questions

2.2.1

Keep interaction going in short exchanges by checking

(17)

15

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

2.2

Use appropriate communication strategies

Manage classroom tasks

appropriately

2.2.2

Ask for attention or help from a teacher or classmate using one word or a fixed phrase

2.2.2

Ask for attention or help from a teacher or classmate by using suitable statements and questions

2.2.2

Ask for attention or help from a teacher or classmate by using suitable questions

2.2.2

Check steps needed to complete short classroom tasks

2.2.2

Agree a set of basic steps needed to complete short classroom tasks

2.2.2

(18)

16 Spoken Production

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

2.3

Communicate appropriately to a small or large group

Communicate information, events and stories clearly to an audience

2.3.1

Introduce self to an audience using fixed phrases

2.3.1

Introduce self and others to an audience using fixed phrases

2.3.1

Narrate very short basic stories and events

2.3.1

Narrate short basic stories

2.3.1

Narrate short basic stories and events

2.3.1

(19)

17 Reading Content and Learning Standards

The thinking behind the Primary Reading Content and Learning Standards

The Primary Reading Content Standards focus on learners’ ability to learn to read (3.1), to understand meaning (3.2), and to read independently for enjoyment (3.3). Some Year 1 Primary children will be preliterate, and some not. We have therefore included separate learning to read Learning Standards for these children. Learning Standards for understanding meaning move from children being able to understand globally to being able to understand details

Preliterate children need to learn to read before they can focus on other Learning Standards. However, the order in which the other Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 3.1.1 and finishes with 3.3.1. Learners need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different reading skills in varied sequences in their English lessons.

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

3.1

Recognise words in linear and non-linear texts by using knowledge of sounds of letters

Identify and distinguish the letters of the alphabet*

*Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support

3.1.1

Identify and recognise the shapes of the letters in the alphabet

3.1.1

Identify, recognise and name the letters of the alphabet

3.1.1

(20)

18

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

3.1

Distinguish and articulate beginning, medial and final sound words*

3.1.2

Recognise and sound out with support beginning, medial and final sounds in a word

3.1.2

Recognise and sound out with some support beginning, medial and final sounds in a word

3.1.2

(21)

19

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

3.1

Blend

phonemes to recognise words*

3.1.3

Blend phonemes (CVC, CCVC)

3.1.3

Blend phonemes (CVC, CCVC, CVCV, CCV)

3.1.3

(22)

20

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

3.1

Segment words into phonemes to spell*

3.1.4

Segment

phonemes (CVC, CCVC)

3.1.4

Segment

phonemes (CVC, CCVC, CVCV, CCV)

3.1.4

(23)

21

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

3.2

Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies

Understand the main idea in a variety of text types on familiar topics

3.2.1

Understand the main idea of very simple phrases and sentences

3.2.1

Understand the main idea of simple sentences

3.2.1

Understand the main idea of short simple texts

3.2.1

Understand the main idea of simple texts of one or two paragraphs

3.2.1

Understand the main idea of simple texts of two paragraphs or more

3.2.1

(24)

22

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

3.2

Understand specific details in a variety of text types on familiar topics

3.2.2

Understand specific

information and details of very simple phrases and sentences

3.2.2

Understand specific

information and details of simple sentences

3.2.2

Understand specific

information and details of short simple texts

3.2.2

Understand specific

information and details of simple texts of one or two paragraphs

3.2.2

Understand specific

information and details of two paragraphs or more

3.2.2

Understand specific

(25)

23

Content

A1

Use appropriate word attack skills to understand specific meaning

3.2.3

i) Use visuals on the page to help understand a word or phrase ii) Identify and remember high frequency sound and letter patterns

3.2.3

i) Reread a word, phrase or

sentence to understand meaning ii) Ignore unknown words in order to understand a phrase or sentence

3.2.3

Guess the meaning of unfamiliar words from clues provided by visuals and the topic

3.2.3

Guess the meaning of unfamiliar words from clues provided by title and topic

3.2.3

Guess the meaning of unfamiliar words from clues provided by title, topic, and other known words

3.2.3

(26)

24

Content

A1

Use appropriate basic dictionary skills

3.2.4

Use with support a simple picture dictionary to find, list and

categorise words from Year 1 topics and themes

3.2.4

Use a picture dictionary to find, list and

categorise words from Year 2 topics and themes

3.2.4

Recognise and use with support key features of a simple

monolingual dictionary

3.2.4

Recognise and use with little or no support key features of a simple monolingual dictionary

3.2.4

Use with support familiar print and digital resources to check

meaning

3.2.4

(27)

25

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

3.3 Read

independently for information and enjoyment

Read and understand a variety of fiction and non-fiction texts with confidence and enjoyment

3.3.1

Read and enjoy simple print and digital games at word level

3.3.1

Read and enjoy simple print and digital games at sentence level

3.3.1

Read and enjoy A1 fiction/non-fiction print and digital texts of interest

3.3.1

(28)

26 Writing Content and Learning Standards

The thinking behind the Primary Writing Content and Learning Standards

The Primary Writing Content Standards focus on learners’ ability to learn to write (4.1), to communicate meaning (4.2), and to use appropriate mechanical features of writing (4.3). Some Year 1 Primary School children will be preliterate, and some not. We have therefore included separate learning to write Learning Standards for these children. Learning Standards for communicating meaning move from children being able to communicate information, to describing people and things, to being able to organise what they write.

Preliterate children need to learn to write before they can focus on other learning standards. However, the order in which the other Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 4.1.1 and finishes with 4.3.3. Children need to develop these skills simultaneously over the school year, and so will learn from chances to practise different writing skills in varied sequences in their English lessons.

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

4.1

Form letters and words in neat legible print using cursive writing

Develop prewriting skills*

*Preliterate children only

4.1.1

i) Demonstrate fine motor control of hands and fingers by using pen or pencil correctly ii) Demonstrate correct posture and pen hold grip iii) Develop hand-eye coordination through drawing lines and patterns

4.1.1

No learning Standard

4.1.1

(29)

27

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

4.1

Form letters and words in neat legible print using cursive writing

Develop early writing skills*

*all children

4.1.2

i) Form upper and lower case letters of regular size and shape**

**preliterate children only

ii) write letters and words in a straight line from left to right with regular spaces between words and spaces*

*all children

iii) copy letters and familiar high frequency words and phrases correctly*

*all children

4.1.2

Begin to use cursive

handwriting in a limited range of written work*

*all children

4.1.2

Use cursive writing in written work*

*all children

4.1.2

(30)

28

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

4.2

Communicate basic

information intelligibly for a range of

purposes in print and digital media

Communicate basic personal information clearly

4.2.1

Give very basic personal

4.2.1

Ask for and give basic personal information using basic questions and statements

4.2.1

Express simple opinions

4.2.1

Explain and give reasons for simple opinions

4.2.1

Give detailed information about themselves

4.2.1

(31)

29

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

4.2

4.2.2

Greet, say goodbye, and express thanks using suitable fixed phrases

4.2.2

Express simple ability

4.2.2

Make and give reasons for simple predictions

4.2.2

Make and respond to simple offers and invitations

4.2.2

Ask for, give and respond to simple advice

4.2.2

(32)

30

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

4.2

4.2.3

Express basic likes and dislikes

4.2.3

Write short familiar instructions

4.2.3

Give simple directions

4.2.3

Describe basic everyday routines

4.2.3

Narrate factual events and experiences of interest

4.2.3

(33)

31

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

4.2

Describe people and things clearly

4.2.4

Name or describe objects using suitable words from word sets

4.2.4

Describe objects using suitable words and phrases

4.2.4

Describe people and objects using suitable words and phrases

4.2.4

Describe people and objects using suitable statements

4.2.4

Describe people, places and objects using suitable statements

4.2.4

(34)

32

Content

A1

Organise basic information appropriately

4.2.5

Connect words and proper names using

‘and’

4.2.5

Connect words and phrases using basic coordinating conjunctions

4.2.5

Connect

sentences using basic

coordinating conjunctions

4.2.5

Connect sentences into a coherent

paragraph using basic

coordinating conjunctions and reference pronouns

4.2.5

Connect sentences into one or two coherent

paragraphs using basic

coordinating conjunctions and reference pronouns

4.2.5

(35)

33

Content

A1

Communicate with

appropriate language form and style for a range of purposes in print and digital media

Punctuate texts appropriately

4.3.1

Use capital letters

appropriately in personal and place names

4.3.1

Use capital letters and full stops

appropriately in guided writing at sentence level

4.3.1

Use capital letters, full stops and question marks

appropriately in guided writing at sentence level

4.3.1

Use capital letters, full stops, question marks and commas in lists

appropriately in guided writing at discourse level

4.3.1

Use capital letters, full stops, commas in lists and question marks

appropriately in independent writing at discourse level

4.3.1

Use capital letters, full stops, commas in lists, question marks, and speech marks

(36)

34

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

4.3

Spell high frequency words accurately

4.3.2

Spell familiar high frequency words accurately

4.3.2

Spell a narrow range of familiar high frequency words accurately in guided writing

4.3.2

Spell an

increased range of familiar high frequency words accurately in guided writing

4.3.2

Spell most high frequency words accurately in guided writing

4.3.2

Spell a range of high frequency words accurately in independent writing

4.3.2

(37)

35

Content

A1

Plan, draft and edit work appropriately on familiar topics

4.3.3

Plan, and write words and phrases

4.3.3

Plan, draft and write simple sentences

4.3.3

Plan, draft and write an

increased range of simple sentences

4.3.3

Produce a plan or draft of one paragraph for a familiar topic and modify this appropriately in response to feedback

4.3.3

Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback

4.3.3

(38)

36 Language Arts Content and Learning Standards

The thinking behind the Primary Language Arts Content and Learning Standards

The Primary Language Arts Content Standards focus on learners’ ability to enjoy and appreciate different text types, to express a personal response to texts, and to respond imaginatively to texts.

The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 5.1.1 and finishes with 5.3.1. Learners need to develop Language Arts skills simultaneously over the school year, and so will learn from opportunities to practise different Language Arts skills in varied sequences in their English lessons.

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

5.1

Enjoy and appreciate rhymes, poems and songs

Demonstrate appreciation through non-verbal

responses to:

5.1.1

i) simple chants and raps ii) simple rhymes iii) simple action songs

5.1.1

In addition to Year 1 text types: simple songs

5.1.1

In addition to Year 2 text types: simple poems

5.1.1

(39)

37

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

5.1

Enjoy and appreciate rhymes, poems and songs

Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation

5.1.2

i) simple chants and raps

ii) simple rhymes iii) simple action songs

5.1.2

In addition to Year 1 text types: simple songs

5.1.2

In addition to Year 2 text types: simple poems

5.1.2

(40)

38

Content

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

5.2 Express personal responses to literary texts

Identify, analyse and respond to elements in texts

5.2.1

Name people, things or places of interest in illustrations accompanying texts

5.2.1

Name people, things, actions, or places of interest in texts

5.2.1

Ask and answer simple questions about characters, actions and events of interest in a text

5.2.1

Say in simple words and phrases how a text makes them feel

5.2.1

Explain in simple language why they like or dislike an event, description or character in a text

5.2.1

Describe in simple language

a character’s

(41)

39

Content

A1

Express an imaginative response to literary texts

Plan, prepare and produce creative work with a focus on language use

5.3.1

Respond

imaginatively and intelligibly

through creating simple art and craft products Other

imaginative responses as appropriate

5.3.1

Respond

through creating simple short chants or raps Other

5.3.1

Respond

through creating simple action songs on familiar topics

Other imaginative responses as appropriate

5.3.1

Respond

through creating simple picture stories, simple poems and cartoon stories Other

5.3.1

Respond

through creating simple role-plays and simple poems Other imaginative responses as appropriate

5.3.1

Respond

(42)

(43)

(44)

Primary Curriculum Framework 2018

KURIKULUM STANDARD SEKOLAH RENDAH

English Language

1

Primary

2

Listening Content and Learning Standards

3

4

5

6

7

8

9

Speaking Content and Learning Standards

Spoken Interaction

10

11

12

13

14

15

16

Spoken Production

17

Reading Content and Learning Standards

18

19

20

21

22

23

24

25

26

Writing Content and Learning Standards

27

28

29

30

31

32

33

34

35

36

Language Arts Content and Learning Standards

37

38

39

Bahagian Pembangunan Kurikulum

Kementerian Pendidikan Malaysia

Aras 4-8, Blok E9

Kompleks Kerajaan Parcel E

62604 W.P. Putrajaya