dskp bi sk year 4 (1).docx

7/26/2019 DSKP BI SK YEAR 4 (1).docx

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H

AND KURIKU

INGGTAH

RISSN EPAT

DRA KEME

TERIAN PENDIDIKAN

MALAYSIA

K LUM S

DOKUME

RD

SE

REND

PENTAKSI

H

K

N

T

R

A

R

URIKU

ANDA

N

STANDA

OLAH

LUM

DAN

AS

U

EABA


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1

DRAFT DSKP

YEAR 4 SK

TABLE OF CONTENTS _

RUKUN NEGARA 2

FALSAFAH PENDIDIKAN KEBANGSAAN 3

INTRODUCTION 4

AIMS & OBJECTIVES 5

UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM 6

THE MODULAR CONFIGURATION 8

CURRICULUM ORGANISATION !

A MODULAR CURRICULUM

CURRICULUM CONTENT FOR LEVEL 2 3

EDUCATIONAL EMPHASES 6

CONTENT" LEARNING AND PERFORMANCE LEVELS # LISTENING AND SPEAKING 26

CONTENT" LEARNING AND PERFORMANCE LEVELS # READING 3

CONTENT" LEARNING AND PERFORMANCE LEVELS # $RITING 34

CONTENT" LEARNING AND PERFORMANCE LEVELS # LANGUAGE ARTS 3%

CONTENT" LEARNING AND PERFORMANCE LEVELS# GRAMMAR 44

$ORD LIST FOR LEVEL 2 4


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2

RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh

masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan

dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang

kaya dan berbagai-bagai corak; membina satu masyarakat progresi yang akan menggunakan sains dan teknologi moden;

MA!A !AM"# rakyat Malaysia# berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut

berdasarkan prinsip-prinsip berikut$

!%&%'(AYAAN !%&A)A *+HAN

!%S%*"AAN !%&A)A 'A,A )AN N%A'A

!%.+H+'AN &%'.%MBAAAN

!%)A+.A*AN +N)AN-+N)AN

!%S/&ANAN )AN !%S+S".AAN


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FALSAFAH PENDIDIKAN KEBANGSAAN

&endidikan di Malaysia adalah suatu usaha berterusan ke arah lebih memperkembangkan lagi

potensi indi0idu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan

harmonisdari segi intelek# rohani# emosi dan jasmani; berdasarkan kepercayaan dan

kepatuhan kepada *uhan1 +saha ini adalah bagi melahirkan 2arganegara Malaysia yang

berilmu pengetahuan# berketerampilan# berakhlak mulia# bertanggungja2ab dan berkeupayaan

mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan

kemakmuran keluarga# masyarakat dan negara1


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INTRODUCTION

%nglish is taught as a second language in all Malaysian primary and secondary schools1 *he mastery o %nglish is essential

or pupils to gain access to inormation and kno2ledge 2ritten in %nglish1 "n line 2ith the go0ernment3s policy on strengthening

%nglish# the curriculum has been designed to produce pupils 2ho 2ill be proicient in the language1 *he goal o the %nglish

language curriculum is to help pupils ac4uire the language in order to help them use it in their daily li0es# to urther their

studies# and or 2ork purposes1

%nglish 2hich is also the dominant language used in "normation and (ommunications *echnology 5"(*6 needs to be mastered

to enable our pupils to ha0e easy access to inormation that is a0ailable 0ia the electronic media such as the "nternet1

*he %nglish language curriculum also stresses the de0elopment o critical literacy1 *eachers 2ill pro0ide opportunities or pupils

to 4uestion criti4ue and e0aluate te7ts that they listen to# read or 0ie21 *hese opportunities are essential or achie0ing personal

gro2th and conidence in unctioning as an eecti0e and producti0e member o our society1 *his is in line 2ith the goals o the

National &hilosophy o %ducation 2hich seeks to optimise the intellectual# emotional and spiritual potential o all pupils1


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AIMS AND OBJECTIVES

AIMS

*he %nglish .anguage (urriculum or &rimary Schools aims to e4uip pupils 2ith basic language skills to enable them to

communicate eecti0ely in a 0ariety o conte7ts that is appropriate to the pupils3 le0el o de0elopment1

OBJECTIVES

By the end o Year 8# pupils should be able to$

i1 communicate 2ith peers and adults conidently and appropriately in ormal and inormal situations;

ii1 read and comprehend a range o %nglish te7ts or inormation and enjoyment;

iii1 2rite a range o te7ts using appropriate language# style and orm through a 0ariety o media;

i01 appreciate and demonstrate understanding o %nglish language literary or creati0e 2orks or enjoyment; and

01 use correct and appropriate rules o grammar in speech and 2riting1


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UNDERLYING PEDAGOGICALPRINCIPLES OF THE CURRICULUM

*he approach adopted in the Standard-based curriculum is underpinned by the ollo2ing principles$

i1 B'() *+ ,'-.(-

"t is essential or teachers to begin 2ith basic literacy skills in order to build a strong oundation o language skills1 Basic

listening and speaking are introduced in order to help pupils enrich their understanding o the language1 *he strategy o

phonics is introduced to help pupils read 2hile a good oundation in penmanship

2ill help pupils ac4uire good hand2riting1

ii1 L/'01.1 .- 1" /'1.1 '17 0+-/

.essons# 2hich emphasise meaningul conte7ts and the integration o language skills# allo2 pupils to engage in un-

illed acti0ities1 Meaningul# conte7tualised as 2ell as purposeul acti0ities 2ill promote the un element in language

learning1

iii1 T/'(9.1 .- /'01/0:(/1*0/7

*eaching approaches# lessons and curriculum materials must suit the diering needs and abilities o pupils1 "t is

important that appropriate acti0ities and materials are used 2ith pupils o dierent learning proiles so that their ull

potential can be realised1 *he Mastery .earning strategy 2ill ensure that pupils master all learning standards in order to

help them ac4uire the language1


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i01 I1*/0'*.+1 + -'./1* 1/; */(91++./-

"(* has become an integral and accepted part o e0eryday lie or many people1 As "(* literacy becomes a unctional

re4uirement or people3s 2ork# social# and personal li0es# teachers and pupils are encouragedto use "(* to acilitate teaching and learning1 *he use o "(* in appropriate conte7ts in education can add 0alue in

teaching and learning# by enhancing the eecti0eness o learning# or by adding a dimension to learning that 2as not

pre0iously a0ailable1 "(* may also be a signiicant moti0ational actor in pupils3 learning and can support pupils3

engagement 2ith collaborati0e learning

01 A--/--/1*

Assessment or learning is an integral part o the %nglish language curriculum 2hich enables teachers to assess2hether pupils ha0e ac4uired the learning standards taught1 A range o acti0ities can be utilised to assess pupils3

perormance orally or in 2riting1 9ormati0e and summati0e assessments should be used to gauge pupils: perormance1

9ormati0e assessment is conducted as an on-going process# 2hile summati0e assessment is conducted at the end

o a particular unit or term

0i1 C9'0'(*/0:,.7.1 .1-/7

An important principle 2hich needs to be inculcated through the curriculum is character building1 .essons based on0alues ha0e to be incorporated in teaching and learning in order to impart the importance o good 0alues or the

2holesome de0elopment o indi0iduals1


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THE MODULAR CONFIGURATION

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

LISTENING AND SPEAKING MODULE

READING MODULE

$RITING MODULE

LANGUAGE ARTS MODULE

GRAMMAR MODULE

YEAR YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

STAGE ONE

STAGE T$O


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*he abo0e interrelated modules contain content and learning standards that describe the kno2ledge# skills and understandings

that pupils need to demonstrate as they progress through the dierent stages o schooling1 *hrou gh these modules# pupils 2ill

learn ho2 to interact 2ith peers# listen attenti0ely# e7press themsel0es orally# read 2ith comprehension and 2rite meaningully#

purposeully and 2ith conidence1

*he inclusion o the rammar module emphasises the importance o ha0ing pupils de0elop a sound grasp o the language

structures and grammar o Standard British %nglish# both orally and in 2riting1

*he inclusion o the .anguage Arts module allo2s pupils to sho2 appreciation o and demonstrate understanding o te7ts read#

sing songs# recite rhymes and poems as 2ell as produce creati0e 2orks or enjoyment1


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CURRICULUM ORGANISATION

*he Standard-Based %nglish .anguage (urriculum or Malaysian National &rimary Schools 5S!6 is designed to pro0ide pupils

2ith a strong oundation in the %nglish language1 *eachers should use Standard British %nglish as a reerence and model or

spelling# grammar and pronunciation1

&rimary education is di0ided into t2o stages$

Stage /ne 5.e0el 6 - Years # < and = Stage *2o 5.e0el # ? and 81

*he modules or .e0el and .e0el < are$

L/?/ L/?/ 2

Module /ne $ .istening and Speaking Module /ne$ .istening and

Speaking Module *2o $ 'eading Module

*2o$ 'eading

Module *hree Writing Module *hree$ Writing

Module 9our $ .anguage Arts Module 9our$ .anguage Arts 5 (ontemporary

(hildren3s .iterature6

Module 9i0e $ rammar Module 9i0e$ rammar

As %nglish is the second language or pupils in schools# it is belie0ed to be prudent and pedagogically sound to deer the

learning o grammar to a later stage1 &upils need to irst de0elop an a2areness o grammar in their irst language and this is

later e7ploited in Year = 2hen %nglish grammar is introduced1 By doing so# the load and stress o learning in the early years

2ill be reduced as the emphasis is on learning through un and play1


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A MODULAR CURRICULUM

*he Standard-based %nglish .anguage (urriculum is modular in structure1 By organising the curriculum standards under i0e

modules 5our or Years and


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T9/ $+07 + S/" F'.@ '17 F0./17- theme ser0es to increase the a2areness o ho2 pupils relate to themsel0es#

their surroundings# amily# lo0ed ones and riends1 Here# pupils relate language learning to their en0ironment and

surroundings1 *opics dra2n rom this theme help raise pupils3 a2areness to the importance o sel-care# care and

concern or amily and riends and the realisation that no man is an island31 *hereore# pupils need to be a2are o the

community and society around them1 Social skills play an important role in this theme1

T9/ $+07 + S*+0./- theme introduces pupils to the 2onderul and magical 2orld o stories1 Stories may range rom

simple Malaysian olk tales to Asian olk tales# olk tales rom around the region as 2ell as tales rom ar-a2ay lands1

*hrough these stories# pupils are e7posed to a 2ide range o 0ocabulary# sentence structures and aspects o creati0e

2riting1 Moral 0alues# kno2ledge# understanding and tolerance o other cultures and belies are to be imparted through

the stories1 *hrough these stories# it is hoped that pupils understand dierent cultural belies and learn to li0e

harmoniously 2ith others 2ho belie0e and think dierently1

T9/ $+07 + K1+;/7/ theme encompasses general kno2ledge about the 2orld and current issues 2hich are

appropriate or pupils o this le0el1 Areas 2hich pupils should be e7posed to are general kno2ledge about the 2orld

around them# simple scientiic and mathematical kno2ledge# inancial literacy# en0ironmental a2areness# saety and

corruption issues1 /ther current issues 2hich are pertinent to pupils o this le0el should be included as 2ell1 *opics

rom this theme should enhance and increase these a2areness# kno2ledge and understanding 2hich are essential ordaily lie1


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CURRICULUM CONTENT

*his document lays out the %nglish language curriculum or Year > - 81 *he curriculum content is organised in terms o

(ontent Standards and .earning Standards1

(ontent Standards speciy the essential kno2ledge# skills# understandings and strategies that pupils need to learn1 .earning

Standards describe in detail the degree or 4uality o proiciency that pupils need to display in relation to the (ontent Standards

or a particular year1

! LISTENING AND SPEAKING

*he .istening and Speaking module aims to de0elop pupils3 ability to listen and respond to stimulus 2ith guidance# participate

in daily con0ersations# listen and demonstrate understanding o oral te7ts# and speak conidently on related topics 2ith

guidance1 &upils should be taught ho2 to listen careully and be encouraged to speak 2ith the correct pronunciation# stress

and intonation in 0arious situational conte7ts1 "n addition# pupils are also encouraged to recognise# understand and use 0erbal

and non-0erbal communication1

'elationships are established through the ability to communicate1 &upils irst learn to listen# then speak and share thoughts#

ideas and eelings1 *hey need to listen careully and respond to 2hat others say# and think about the needs o their listeners1

Social con0entions in listening and speaking such as turn taking# politeness and courtesy need to be obser0ed1 *hese are

crucial especially in group discussions 2here 0ie2points and opinions are e7changed1 *he use o 0arious te7t types is


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recommended; ranging rom teacher-simulated te7ts to media broadcasts and authentic dialogues1 So# by the end o Year 8 o

primary schooling# pupils 2ill become conident speakers 2ho can communicate eecti0ely# appropriately and coherently in any

gi0en conte7t

2! READING

&upils are taught reading strategies such as applying 2ord attack skills to identiy homographs and homophones# using

conte7tual clues to get meaning o 2ords and identiy pro0erbs# phrasal 0erbs# idioms and similes1 "n addition# pupils are

e7pected to apply dictionary skills to locate 2ords to ind their meanings and apply this kno2ledge to help them understand the

meaning o 2ords in conte7t1 *hen# as pupils begin to read 2ords# phrases and sentences rom linear and non-linear te7ts#

their reading skills should be supported by appropriate reading materials 2hich 2ill urther de0elop their reading ability1 *hisurther enables them to increase the pace o their reading# and e4ually# enable them to comprehend a te7t more eecti0ely and

eiciently so that they become a0id and independent readers1

3! $RITING

"n .e0el /ne# pupils 2ere taught penmanship skills1 9rom this# pupils de0eloped their skills in the mechanics o 2riting 2here

they 2ere irst taught to 2rite letters# then 2ords beore mo0ing on to phrases and sentences in neat legible print1 Along 2ith

this# they 2ere also taught to use the correct punctuation 2hen 2riting1 "n .e0el *2o# pupils progress to cursi0e 2riting o

2ords# phrases# and sentences in paragraphs1 At this le0el# pupils are also e7pected to e7press their ideas clearly in 2riting

2ith the teacher3s guidance and later progress to become independent 2riters1


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4! LANGUAGE ARTS

*he (ontemporary (hildren3s .iterature component is taught during the .anguage Arts lessons to e7pose pupils to dierent

literary genres such as short stories# poems and graphic no0els1 *eachers are to e7ploit te7ts in these genres to create un-illed and meaningul acti0ities in language learning so that pupils enjoy the learning e7perience and gain e7posure to the

aesthetic use o language1 *he learning standards or .anguage Arts allo2 teachers to e7plore the te7ts through stories#

poems# ja@@ chants and songs to acti0ate pupils3 imagination# interest and creati0ity1 *his component pro0ides opportunities or

pupils in .e0el *2o to e7plore a 0ariety o literary 2orks and engage them in preparing# perorming and producing creati0e

2orks1

?1 GRAMMAR

*he teaching and learning o grammar starts rom Year = and this continues on to .e0el


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EDUCATIONAL EMPHASES

*he %ducational %mphases relect current de0elopments in education1 *hese emphases are inused and 2o0en into classroom

lessons to prepare pupils or the challenges o the real 2orld1 "n this respect# Moral %ducation# (iti@enship %ducation#

&atriotism# *hinking Skills# Mastery .earning# "normation and (ommunication *echnology Skills# Multiple "ntelligences#

(onstructi0ism# (onte7tual .earning# .earning Ho2 to .earn Skills# (reati0ity and "nno0ation# %ntrepreneurship and


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Higher order thinking skills encompass the ability to apply kno2ledge# skills and 0alues along 2ith reasoning and relecti0e

skills to sol0e problems# make decisions and be inno0ati0e and creati0e1 Higher /rder *hinking Skills reer to the skills o

applying# analysing# e0aluating and creating as relected in *able 1

HOTS E'1'*.+1

A.('*.+1 +sing kno2ledge# skills and 0alues in dierent situations to complete a piece o 2ork

A1'@-.- Ability to break do2n inormation into smaller parts in order to understand and make

connections bet2een these parts1

E?''*.+1 Ability to consider# make decisions using kno2ledge# e7perience# skills# and 0alues; and

justiy decisions made1

C0/'*.+1 &roduce an idea or product using creati0e and inno0ati0e methods1

H/*S are e7plicitly 2ritten in the curriculum o each subject and can be applied in the classroom through teaching and learning

acti0ities in the orm o reasoning# in4uiry learning# problem sol0ing and project 2ork1 *eachers and pupils need to use thinking

tools such as mind maps# thinking maps and *hinking Hats along 2ith higher order 4uestioning methods in and out o theclassroom to encourage pupils to think1 "n doing so# pupils are gi0en responsibility to2ards their o2n learning1


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M'-*/0@ L/'01.1

Mastery .earning 2ill ensure that all pupils master the learning standards stipulated in the Standard Based (urriculum1

Mastery .earning re4uires 4uality teaching and learning in the classroom1 Suicient time and appropriate learning conditionsshould be allo2ed so that pupils master the learning standards stipulated in this document1

I1+0'*.+1 '17 C+1.('*.+1 T/(91++@ S).-

"normation and (ommunication *echnology Skills 5"(*6 include the use o multimedia resources such as * documentaries

and the "nternet# as 2ell as the use o computer-related acti0ities such as e-mailing# net2orking and interacting 2ith electronic

course2are1

M*./ I1*/./1(/-

*he theory o Multiple "ntelligences describes the nine dierent intelligences human beings possess1 *eachers need to be

a2are o these dierent intelligences pupils possess in order to ma7imise teaching and learning1 arious teaching and learning

strategies should be planned by teachers to oster and nurture the dierent intelligences o pupils in order to meet their 0arying

learning styles and needs1

C+1-*0(*.?.-

(onstructi0ism 2ill enable pupils to build ne2 kno2ledge and concepts based on e7isting kno2ledge or schema that they ha0e1

*he teacher assists pupils to ac4uire ne2 kno2ledge and sol0e problems through pupil-centred acti0e learning1


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C+1*/*' L/'01.1

(onte7tual .earning is an approach to learning 2hich connects the contents being learnt to the pupils3 daily li0es# the

community around them and the 2orking 2orld1 .earning takes place 2hen a pupil is able to relate kno2ledge ac4uired in

meaningul conte7ts1

L/'01.1 H+; *+ L/'01 S).-

.earning Ho2 to .earn Skills are integrated in classroom lessons and aim to enable pupils to take responsibility or their o2n

learning1 *hese skills incorporate study skills to help pupils access inormation and thus# e4uip them to become independent

lie-long learners1

V'/- '17 C.*./1-9.

*he 0alues contained in the Standard Based (urriculum or Moral Studies are incorporated into the %nglish language lessons1

%lements o patriotism and citi@enship are also emphasised in lessons to culti0ate a lo0e or the nation and produce patriotic

citi@ens1

K1+;/7/ A(.-.*.+1

"n teaching the language# content is dra2n rom 0arious subject disciplines across the curriculum1 (ontent is also dra2n rom

the 0arious media to keep abreast 2ith current aairs1


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C0/'*.?.*@ '17 I11+?'*.+1

(reati0ity is the ability to produce something ne2 in an imaginati0e and un-illed 2ay1 "nno0ation is the process o idea

generation and utilising the creati0e idea in rele0ant conte7ts1 *hrough creati0e and inno0ati0e teaching approaches# pupils 2illdisplay interest# curiosity# e7citement and greater gro2th in learning1 (reati0ity and inno0ation in pupils should be e7ploited

and nurtured to ensure that their ull potential is realised1

E1*0/0/1/0-9.

9ostering the entrepreneurial mind set among pupils at their young age is essential in this ne2 2orld1 Some o the elements

that are linked 2ith entrepreneurship are creati0ity# inno0ation and initiati0e# 2hich are also attributes or personal ulilment andsuccess1 "n le0el t2o# elements o entrepreneurship are incorporated in lessons through acti0ities1

S(9++ B'-/7 A--/--/1*

9ormati0e assessment is a part o school-based assessment1 9ormati0e assessment# or assessment or learning is an

important aspect o teaching and learning in the classroom and good pedagogy al2ays includes assessment1 9ormati0e

assessment is carried out or teachers to gain eedback on their pupils3 learning and pro0ide them 2ith the necessary

inormation regarding their pupils3 learning so that they can make changes to their teaching to enhance their pupils3 learning1

*hus# ormati0e assessment is carried out during teaching and learning in the classroom1


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"n order to help teachers to carry out eecti0e school based assessment# the assessment element has been incorporated into

this document together 2ith the content and learning standards1 *eachers should reer to the &erormance Standard to help

them ascertain the le0el o their pupils3 ac4uisition o the 0arious learning standards1 *he le0els are meant to help teachers

gauge the le0el o their pupils3 understanding and ac4uisition o the skills taught1 With this kno2ledge# teachers may change

their approach or methodology to help their pupils master the intended learning standard1

*eachers many also use this document to assess their pupils ater a e2 units o study or at the end o the term to help them

determine the achie0ement le0els o their pupils1 &upils are assessed to determine their perormance le0el in the dierent skills

o listening and speaking# reading# 2riting and language arts1

Multiple sources o e0idence like checklists# obser0ations# presentations# 4ui@@es and tests can be used to document the

attainment o the learning standards1 *hrough this process# teachers 2ill be able to build a proile o their pupils3 language

de0elopment through an ongoing assessment1

Performance Standard

*he &erormance Standard details si7 le0els o perormance 2ith descriptors or each le0el based on clusters o learning

standards1 *hese le0els ser0e as a guide to teachers in assessing their pupils3 de0elopment and gro2th in the ac4uisition o the

learning standards that are taught1 *he &erormance .e0els are arranged in an ascending hierarchical manner to dierentiatethe dierent le0els o pupils3 achie0ement# as sho2n belo2$


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P/0+0'1(/ L/?/ D/-(0.*+0

ery .imited

< .imited

= Satisactory

> ood

? ery ood

8 %7cellent

*he table belo2 sho2s the o0erall generic le0els o the ac4uisit ion o skills or Year >1

PERFORMANCE STANDARDP/0+0'1(/

L/?/

D/-(0.*+0

Sho2 ?/0@ ..*/7 command o the language1

'e4uires plenty o guidance to perorm basic language tasks$

(an listen to and understand amiliar 2ords and some basic phrases concerning amiliar topics1

(an listen and ollo2 simple instructions1

(an use 2ords and some basic phrases to talk haltingly about amiliar topics

(an ans2er simple oral 4uestions on amiliar topics1

(an read and understand short simple te7ts and ans2er lo2er order comprehension 4uestions1

(an label names o amiliar objects in clear# legible print1

(an participate in a 0ery limited 2ay in a perormance based on literary 2orks1


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(an listen to# ollo2 and gi0e instructions anddirections around the neighbourhood 2ith++7 ',..*@

?(an listen to# ollo2 and gi0e instructions anddirections around the neighbourhood 2ith?/0@ ++7 ',..*@

8(an listen to# ollo2 and gi0e instructions anddirections around the neighbourhood 2ith/(//1* ',..*@

CONTENTSTANDARD

LEARNING STANDARD PERFORMANCE STANDARD

PERFORMANCELEVEL

DESCRIPTOR

3B@ *9/ /17 + *9/ 6:@/'0 0.'0@-(9++.1" .- ;.

,/ ',/ *+ 17/0-*'17'17 0/-+17 *+ +0'*/*- .1 ' ?'0./*@ +(+1*/*-

1=1Able to listen to anddemonstrate understanding ooral te7ts by$5a6 asking and ans2ering

4uestions5b6 se4uencing

5c6 predicting2ithguidance

(an listen to and demonstrate understandingo oral te7ts by asking and ans2ering4uestions; se4uencing# and predicting 2ith?/0@ ..*/7 ',..*@

(an listen to and demonstrate understandingo oral te7ts by asking and ans2ering

4uestions; se4uencing# and predicting 2ith++7 ',..*@

?

(an listen to and demonstrate understandingo oral te7ts by asking and ans2ering4uestions; se4uencing# and predicting 2ith?/0@ ++7 ',..*@

8

(an listen to and demonstrate understandingo oral te7ts by asking and ans2ering4uestions; se4uencing# and predicting 2ith/(//1* ',..*@

(an listen to and demonstrate understanding

o oral te7ts by asking and ans2ering4uestions; se4uencing# and predicting 2ith?/0@ ..*/7 ',..*@

(an use the dierent 2ord classes 2ith '++7 le0el o accuracy

?

(an use the dierent 2ord classes 2ith '?/0@ ++7 le0el o accuracy


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5a6 the5b6 @ero article 5-6

?11GAble to use ad0erbs correctlyand appropriately$

5a6 manner5b6 time

5c6 place

8(an use the dierent 2ord classes 2ith '1/(//1* le0el o accuracy

G0''0 .*/- '0/ *+ ,/ '--/--/7 *90+9 S/').1 '17 $0.*.1 S).- ;9/0/ -.*',/ '17 '.(',/


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WORD LIST FOR LEVEL 2

T9/ ;+07 .-* +0 L/?/ 2 .- .- 7.?.7/7 .1*+ 3 -/(*.+1-#

a list o High 9re4uency Words that pupils need to master by the end o Year 8

a suggested list o 2ords that 2ill help pupils ac4uire 0ocabulary related to 0arious themes and content introduced in

.e0el

dskp bi sk year 4 (1).docx

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