KURIKULUM STANDARD SEKOLAH RENDAH

English Language
Curriculum Framework
Primary
 Primary
Content and Learning Standards

1
 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 Learning Learning Learning Learning Learning Learning

Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1

Recognise and Recognise and Recognise and Recognise and Recognise and Recognise and Recognise and Recognise and
reproduce reproduce reproduce with reproduce with reproduce with reproduce with reproduce with reproduce
target language target language support a limited support a range support a range support a wide little or no independently a
sounds phonemes range of high of high frequency of target range of target support a wide wide range of
intelligibly frequency target target language language language range of target target language
language phonemes phonemes phonemes language phonemes
phonemes phonemes

2
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

1.2 1.2.1 1.2.1 1.2.1 1.2.1 1.2.1 1.2.1

Understand Understand the Understand with Understand with Understand with Understand with Understand with Understand with
meaning in a main idea when support the main support the main support the main support the main support the main little or no
variety of listening to idea of very idea of simple idea of short idea of longer idea of longer support the main
familiar texts on familiar simple phrases sentences simple texts simple texts simple texts on a idea of longer
contexts topics and sentences range of familiar simple texts on a
topics range of familiar
topics

3
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

1.2 1.2.2 1.2.2 1.2.2 1.2.2 1.2.2 1.2.2

Understand Understand Understand with Understand with Understand with Understand with Understand with Understand with
meaning in a specific details support specific support specific support specific support specific support specific little or no
variety of when listening information and information and information and information and information and support specific
familiar to texts on details of very details of simple details of short details of longer details of longer information and
contexts familiar topics simple phrases sentences simple texts simple texts simple texts on details of longer
and sentences arange of familiar simple texts on a
topics range of familiar
topics

4
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

1.2 1.2.3 1.2.3 1.2.3 1.2.3 1.2.3 1.2.3

Understand Understand Understand with Understand with Understand with Understand with Understand with Understand with
meaning in a narratives on a high degree of support very support short support short support longer little or no
variety of familiar topics support very short simple simple narratives simple narratives simple narratives support longer
familiar short simple narratives on a range of on arrange of simple narratives
contexts narratives familiar topics familiar topics on a range of
familiar topics

5
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

1.2 1.2.4 1.2.4 1.2.4 1.2.4 1.2.4 1.2.4

Understand Understand Understand short Understand an Understand a Understand Understand a Understand
meaning in a classroom basic supported increased range wide range of longer supported sequence of longer
variety of instructions classroom of short basic short basic classroom supported sequences of
familiar instructions supported supported instructions classroom supported
contexts classroom classroom instructions classroom
instructions instructions instructions

6
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

1.2 1.2.5 1.2.5 1.2.5 1.2.5 1.2.5 1.2.5

Understand Understand Understand short Understand an Understand a Understand Understand a Understand more
meaning in a questions on supported increased range wide range of longer supported sequence of complex
variety of familiar topics questions of short short supported questions supported supported
familiar supported questions questions questions
contexts questions

7
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

1.3 1.3.1 1.3.1 1.3.1 1.3.1 1.3.1 1.3.1

Use appropriate Use appropriate Predict words Understand the Guess the Guess the Guess the Guess the
listening strategies to they will hear by message the meaning of meaning of meaning of meaning of
strategies in a understand using knowledge teacher or unfamiliar words unfamiliar words unfamiliar words unfamiliar words
variety of meaning of a topic classmate is by using visual from clues from clues from clues
contexts communicating clues when a provided by provided by other provided by other
by using visual teacher or knowledge of the known words known words
clues when they classmate is topic and by context
are speaking speaking on familiar topics

8
 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 Learning Learning Learning Learning Learning Learning

Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

2.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1

Communicate Communicate Give very basic Give simple Ask about and Explain and give Give detailed Give detailed
simple simple personal personal express basic reasons for basic information about information about
information information information using information using opinions opinions themselves themselves and
intelligibly about fixed phrases basic statements others
themselves
clearly

9
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

2.1 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2

Communicate Find out simple Find out about Find out about Find out about Find out about Find out about Ask about and
simple information very basic personal and describe and describe and describe express rules
information from others personal information by basic everyday experiences in experiences up and obligations
intelligibly information using asking basic routines the past to now
fixed phrases questions

10
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

2.1 2.1.3 2.1.3 2.1.3 2.1.3 2.1.3 2.1.3

Communicate Communicate Express basic Give a short Give a short Give a longer Ask for, give and Explain and give
simple simple likes and dislikes sequence of sequence of sequence of respond to reasons for
information information basic instructions basic directions basic instructions simple advice simple advice
intelligibly clearly or directions

11
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

2.1 2.1.4 2.1.4 2.1.4 2.1.4 2.1.4 2.1.4

Communicate Communicate Greet, say Ask about and Ask about, make Give reasons for Ask about and Ask about and
simple simple goodbye, and express ability and respond to simple describe future describe future
information information express thanks simple predictions plans plans or events
intelligibly clearly using suitable predictions
fixed phrases

12
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

2.1 2.1.5 2.1.5 2.1.5 2.1.5 2.1.5 2.1.5

Communicate Describe people Name or Describe objects Describe people Describe people, Describe people, Ask about and
simple and things describe objects using suitable and objects and objects places and describe
information clearly using suitable words and using suitable using suitable objects using personality
intelligibly words from word phrases words and statements suitable
sets phrases statements

13
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

2.2 2.2.1 2.2.1 2.2.1 2.2.1 2.2.1 2.2.1

Use appropriate Manage No learning Keep interaction Keep interaction Keep interaction Keep interaction Keep interaction
communication interaction standard going in short going in short going in short going in short going in short
strategies appropriately exchanges by exchanges by exchanges by: exchanges by exchanges by
using suitable repeating key using suitable asking suitable checking
non-verbal words from the words questions understanding of
responses other speaker (i) to show what a speaker
understanding is saying
(ii) to ask for
clarification

14
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

2.2 2.2.2 2.2.2 2.2.2 2.2.2 2.2.2 2.2.2

Use appropriate Manage Ask for attention Ask for attention Ask for attention Check steps Agree a set of Agreea set of
communication classroom or help from a or help from a or help from a needed to basic steps basic steps
strategies tasks teacher or teacher or teacher or complete short needed to needed to
appropriately classmate using classmate by classmate by classroom tasks complete short complete
one word or a using suitable using suitable classroom tasks extended
fixed phrase statements and questions classroom tasks
questions

15
 Spoken Production
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

2.3 2.3.1 2.3.1 2.3.1 2.3.1 2.3.1 2.3.1

Communicate Communicate Introduce self to Introduce self Narrate very Narrate short Narrate short Narrate short
appropriately to information, an audience and others to an short basic basic stories basic stories and stories, events
a small or large events and using fixed audience using stories and events and experiences
group stories clearly phrases fixed phrases events
to an audience

16
 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 Learning Learning Learning Learning Learning Learning

Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

3.1 3.1.1 3.1.1 3.1.1 3.1.1 3.1.1 3.1.1

Recognise Identify and Identify and Identify, No learning No learning No learning No learning
words in linear distinguish the recognise the recognise and standard standard standard standard
and non-linear letters of the shapes of the name the letters
texts by using alphabet* letters in the of the alphabet
knowledge of alphabet
sounds of *Preliterate children
letters will need more
support to achieve
this Learning
Standard, literate
children more
challenge and less
support

17
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

3.1 3.1.2 3.1.2 3.1.2 3.1.2 3.1.2 3.1.2

Recognise Distinguish and Recognise and Recognise and No learning No learning No learning No learning
words in linear articulate sound out with sound out with standard standard standard standard
and non-linear beginning, support some support
texts by using medial and final beginning, beginning,
knowledge of sound words* medial and final medial and final
sounds of sounds in a word sounds in a word
letters *Preliterate children
will need more
support to achieve
this Learning
Standard, literate
children more
challenge and less
support

18
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

3.1 3.1.3 3.1.3 3.1.3 3.1.3 3.1.3 3.1.3

Recognise Blend Blend phonemes Blend phonemes No learning No learning No learning No learning
words in linear phonemes to (CVC, CCVC) (CVC, CCVC, standard standard standard standard
and non-linear recognise CVCV, CCV)
texts by using words*
knowledge of
sounds of *Preliterate children
letters will need more
support to achieve
this Learning
Standard, literate
children more
challenge and less
support

19
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

3.1 3.1.4 3.1.4 3.1.4 3.1.4 3.1.4 3.1.4

Recognise Segment words Segment Segment No learning No learning No learning No learning
words in linear into phonemes phonemes (CVC, phonemes (CVC, standard standard standard standard
and non-linear to spell* CCVC) CCVC, CVCV,
texts by using CCV)
knowledge of *Preliterate children
sounds of will need more
support to achieve
letters
this Learning
Standard, literate
children more
challenge and less
support

20
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

3.2 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1

Understand a Understand the Understand the Understand the Understand the Understand the Understand the Understand the
variety of linear main idea in a main idea of very main idea of main idea of main idea of main idea of main idea of
and non-linear variety of text simple phrases simple sentences short simple simple texts of simple texts of simple longer
print and digital types on and sentences texts one or two two paragraphs texts
texts by using familiar topics paragraphs or more
appropriate
reading
strategies

21
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

3.2 3.2.2 3.2.2 3.2.2 3.2.2 3.2.2 3.2.2

Understand a Understand Understand Understand Understand Understand Understand Understand
variety of linear specific details specific specific specific specific specific specific
and non-linear in a variety of information and information and information and information and information and information and
print and digital text types on details of very details of simple details of short details of simple details of two details of simple
texts by using familiar topics simple phrases sentences simple texts texts of one or paragraphs or longer texts
appropriate and sentences two paragraphs more
reading
strategies

22
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

3.2 3.2.3 3.2.3 3.2.3 3.2.3 3.2.3 3.2.3

Understand a Use appropriate i) Use visuals on i) Reread a word, Guess the Guess the Guess the Guess the
variety of linear word attack the page to help phrase or meaning of meaning of meaning of meaning of
and non-linear skills to understand a sentence to unfamiliar words unfamiliar words unfamiliar words unfamiliar words
print and digital understand word or phrase understand from clues from clues from clues from clues
texts by using specific meaning provided by provided by title provided by title, provided by other
appropriate meaning ii) Identify and visuals and the and topic topic, and other known words
reading remember high ii) Ignore topic known words and by context
strategies frequency sound unknown words
and letter in order to
patterns understand a
phrase or
sentence

23
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

3.2 3.2.4 3.2.4 3.2.4 3.2.4 3.2.4 3.2.4

Understand a Use appropriate Use with support Use a picture Recognise and Recognise and Use with support Use with some
variety of linear basic dictionary a simple picture dictionary to find, use with support use with little or familiar print and support familiar
and non-linear skills dictionary to find, list and key features of a no support key digital resources print and digital
print and digital list and categorise simple features of a to check resources to
texts by using categorise words from Year monolingual simple meaning check meaning
appropriate words from Year 2 topics and dictionary monolingual
reading 1 topics and themes dictionary
strategies themes

24
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

3.3 3.3.1 3.3.1 3.3.1 3.3.1 3.3.1 3.3.1

Read Read and Read and enjoy Read and enjoy Read and enjoy Read and enjoy Read and enjoy Read and enjoy
independently understand a simple print and simple print and A1 fiction/non- A1 fiction/non- A2 fiction/non- A2 fiction/non-
for information variety of fiction digital games at digital games at fiction print and fiction print and fiction print and fiction print and
and enjoyment and non-fiction word level sentence level digital texts of digital texts of digital texts of digital texts of
texts with interest interest interest interest
confidence and
enjoyment

25
 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 Learning Learning Learning Learning Learning Learning

Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

4.1 4.1.1 4.1.1 4.1.1 4.1.1 4.1.1 4.1.1

Form letters Develop i) Demonstrate No learning No learning No learning No learning No learning
and words in prewriting fine motor control standard standard standard Standard standard
neat legible skills* of hands and
print using fingers by using
cursive writing *Preliterate children
only
pen or pencil
correctly

ii) Demonstrate
correct posture
and pen hold grip

iii) Develop
hand-eye
coordination
through drawing
lines and
patterns
26
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

4.1 4.1.2 4.1.2 4.1.2 4.1.2 4.1.2 4.1.2

Form letters Develop early i) Form upper No learning Begin to use Use cursive No learning No learning
and words in writing skills* and lower case standard cursive writing in written standard standard
neat legible letters of regular handwriting in a work*
print using *all children
size and shape** limited range of
cursive writing written work* *all children
**preliterate children
only *all children

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

27
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

4.2 4.2.1 4.2.1 4.2.1 4.2.1 4.2.1 4.2.1

Communicate Communicate Give very basic Ask for and give Express simple Explain and give Give detailed Give detailed
basic basic personal personal basic personal opinions reasons for information about information about
information information information using information using simple opinions themselves themselves and
intelligibly for a clearly fixed phrases basic questions others
range of and statements
purposes in
print and digital
media

28
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

4.2 4.2.2 4.2.2 4.2.2 4.2.2 4.2.2 4.2.2

Communicate Communicate Greet, say Express simple Make and give Make and Ask for, give and Describe future
basic basic goodbye, and ability reasons for respond to respond to plans or events
information information express thanks simple simple offers and simple advice
intelligibly for a clearly using suitable predictions invitations
range of fixed phrases
purposes in
print and digital
media

29
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

4.2 4.2.3 4.2.3 4.2.3 4.2.3 4.2.3 4.2.3

Communicate Communicate Express basic Write short Give simple Describe basic Narrate factual Narrate factual
basic basic likes and dislikes familiar directions everyday events and and imagined
information information instructions routines experiences of events and
intelligibly for a clearly interest experiences
range of
purposes in
print and digital
media

30
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

4.2 4.2.4 4.2.4 4.2.4 4.2.4 4.2.4 4.2.4

Communicate Describe people Name or Describe objects Describe people Describe people Describe people, Describe
basic and things describe objects using suitable and objects and objects places and personality
information clearly using suitable words and using suitable using suitable objects using
intelligibly for a words from word phrases words and statements suitable
range of sets phrases statements
purposes in
print and digital
media

31
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

4.2 4.2.5 4.2.5 4.2.5 4.2.5 4.2.5 4.2.5

Communicate Organise basic Connect words Connect words Connect Connect Connect Connect
basic information and proper and phrases sentences using sentences into a sentences into sentences into
information appropriately names using using basic basic coherent one or two two coherent
intelligibly for a ‘and’ coordinating coordinating paragraph using coherent paragraphs or
range of conjunctions conjunctions basic paragraphs using more using basic
purposes in coordinating basic coordinating
print and digital conjunctions and coordinating conjunctions
media reference conjunctions and reference
pronouns and reference pronouns
pronouns

32
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

4.3 4.3.1 4.3.1 4.3.1 4.3.1 4.3.1 4.3.1

Communicate Punctuate texts Use capital Use capital Use capital Use capital Use capital Use capital
with appropriately letters letters and full letters, full stops letters, full stops, letters, full stops, letters, full stops,
appropriate appropriately in stops and question question marks commas in lists commas in lists,
language form personal and appropriately in marks and commas in and question question marks,
and style for a place names guided writing at appropriately in lists marks and speech
range of sentence level guided writing at appropriately in appropriately in marks
purposes in sentence level guided writing at independent appropriately at
print and digital discourse level writing at discourse level
media discourse level

33
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

4.3 4.3.2 4.3.2 4.3.2 4.3.2 4.3.2 4.3.2

Communicate Spell high Spell familiar Spell a narrow Spell an Spell most high Spell a range of Spell most high
with frequency high frequency range of familiar increased range frequency words high frequency frequency words
appropriate words words accurately high frequency of familiar high accurately in words accurately accurately in
language form accurately words accurately frequency words guided writing in independent independent
and style for a in guided writing accurately in writing writing
range of guided writing
purposes in
print and digital
media

34
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

4.3 4.3.3 4.3.3 4.3.3 4.3.3 4.3.3 4.3.3

Communicate Plan, draft and Plan, and write Plan, draft and Plan, draft and Produce a plan Produce a plan Produce a plan
with edit work words and write simple write an or draft of one or draft of one or or draft of two
appropriate appropriately phrases sentences increased range paragraph for a two paragraphs paragraphs or
language form on familiar of simple familiar topic and for a familiar more for a
and style for a topics sentences modify this topic and modify familiar topic and
range of appropriately in this appropriately modify this
purposes in response to in response to appropriately in
print and digital feedback feedback response to
media feedback

35
 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 Learning Learning Learning Learning Learning Learning

Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

5.1 5.1.1 5.1.1 5.1.1 5.1.1 5.1.1 5.1.1

Enjoy and Demonstrate i) simple chants In addition to In addition to No learning No learning No learning
appreciate appreciation and raps Year 1 text Year 2 text standard standard standard
rhymes, poems through non- ii) simple rhymes types: simple types: simple
and songs verbal iii) simple action songs poems
responses to: songs

36
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

5.1 5.1.2 5.1.2 5.1.2 5.1.2 5.1.2 5.1.2

Enjoy and Say the words i) simple chants In addition to In addition to No learning No learning No learning
appreciate in simple texts, and raps Year 1 text Year 2 text standard standard standard
rhymes, poems and sing simple ii) simple rhymes types: simple types: simple
and songs songs with iii) simple action songs poems
intelligible songs
pronunciation,
rhythm and
intonation

37
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

5.2 5.2.1 5.2.1 5.2.1 5.2.1 5.2.1 5.2.1

Express Identify, Name people, Name people, Ask and answer Say in simple Explain in simple Describe in
personal analyse and things or places things, actions, simple questions words and language why simple language
responses to respond to of interest in or places of about characters, phrases how a they like or a character’s
literary texts elements in illustrations interest in texts actions and text makes them dislike an event, actions or
texts accompanying events of interest feel description or feelings and
texts in a text character in a explain the
text reasons for them

38
 Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

5.3 5.3.1 5.3.1 5.3.1 5.3.1 5.3.1 5.3.1

Express an Plan, prepare Respond Respond Respond Respond Respond Respond
imaginative and produce imaginatively and imaginatively and imaginatively and imaginatively and imaginatively and imaginatively and
response to creative work intelligibly intelligibly intelligibly intelligibly intelligibly intelligibly
literary texts with a focus on through creating through creating through creating through creating through creating through creating
language use simple art and simple short simple action simple picture simple role-plays simple stories
craft products chants or raps songs on familiar stories, simple and simple and simple
topics poems and poems poems
Other Other cartoon stories
imaginative imaginative Other Other Other
responses as responses as imaginative Other imaginative imaginative
appropriate appropriate responses as imaginative responses as responses as
appropriate responses as appropriate appropriate
appropriate

39
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/