PEMETAAN KURIKULUM KELAS BERCANTUM - Bahasa Inggeris SK Tahun 4 - 5

PEMETAAN KURIKULUM BAGI PELAKSANAAN KELAS BERCANTUM
BAHASA INGGERIS
Sekolah Kebangsaan
KURIKULUM STANDARD SEKOLAH RENDAH (SEMAKAN 2017)
TAHUN 4 DAN TAHUN 5

PEMETAAN KURIKULUM BAGI PELAKSANAAN KELAS BERCANTUM
BAHASA INGGERIS
Sekolah Kebangsaan
KURIKULUM STANDARD SEKOLAH RENDAH (SEMAKAN 2017)
TAHUN 4 DAN TAHUN 5

Terbitan 2022
© Kementerian Pendidikan Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam
sebarang bentuk dan dengan cara apa-apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum
mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras
4, 6-8 Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya, MALAYSIA.
ISBN 978-967-420-701-4
KATA ALU-ALUAN
Pelaksanaan kelas bercantum Bahagian Pembangunan Kurikulum (BPK) telah
dengan kaedah pengajaran membangunkan Dokumen Pemetaan Kurikulum Kelas
dan pembelajaran (PdP) Bercantum untuk SKM Enrolmen 30 dan ke bawah bagi semua
pelbagai gred di sekolah mata pelajaran KSSR Tahun 2 dan Tahun 3 (Semakan 2017)
berenrolmen 30 dan ke bawah serta Tahun 4 dan Tahun 5 (Semakan 2017) bagi menyokong
merupakan strategi jangka pelaksanaan kelas bercantum dalam Inisiatif #40.
pendek Inisiatif #40: Dokumen Pemetaan Kelas Bercantum untuk SKM Enrolmen
Pelaksanaan Pelan Hala Tuju 30 dan ke bawah ini diharap dapat membantu guru
Sekolah Kurang Murid (SKM). Strategi PdP pelbagai gred melaksanakan PdP pelbagai gred dalam kelas bercantum
dalam kelas bercantum dilaksanakan di sekolah yang bilangan dengan lebih berkesan.
murid dan nisbah murid kepada guru yang kecil.
BPK mengucapkan terima kasih dan merakamkan
Selain mempunyai bilangan murid yang kecil, kelas bercantum penghargaan kepada semua pihak yang telah memberi
terdiri daripada murid dan tahun persekolahan yang berbeza. kerjasama dan sumbangan dalam menghasilkan dokumen
Proses PdP dalam kelas bercantum perlu mengambil kira pemetaan ini.
keperluan murid daripada aspek kebolehan, minat dan tahap
pemikiran. Pelaksanaan kelas bercantum dengan pendekatan Haji Azman bin Haji Adnan
PdP pelbagai gred akan dapat meningkatkan kecekapan guna Pengarah
Bahagian Pembangunan Kurikulum
tenaga guru.
LISTENING SKILLS
LEARNING STANDARDS
CONTENT STANDARDS NOTES
YEAR 4 YEAR 5
Year 4
1.1 Recognise and reproduce 1.1.1 Recognise and reproduce 1.1.1 Recognise and reproduce Definition of terms:
target language sounds with support a wide range of with little or no support a
target language phonemes wide range of target a wide range of target language
language phonemes phonemes
Year 5
1.1 Recognise and reproduce Phonemes are the sounds that make up
target language sounds words in spoken language. By the end of
Years 4 and 5, pupils should be able to
hear and say most of the phonemes,
including most of the less common ones,
such as /ɔɪ/ or /aʊ/ with minimal or no
support.
MATERIALS / REFERENCES
1. Primary Years 4 and 5 Schemes

of Work (SoW).
2. Get Smart Plus 4 and English
Plus 1 textbooks.
SUGGESTED DIFFERENTIATION
STRATEGIES:
Differentiate learning according to the

needs of your pupils and class. Please
see the seven differentiation strategies
listed in the SoW.
1
LISTENING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
1.2 Understand meaning in a 1.2.1 Understand with support 1.2.1 Understand with support Definition of terms:
variety of familiar contexts the main idea of longer the main idea of longer
simple texts simple texts on a range of longer simple texts
familiar topics
Year 5 Longer simple texts are those with more
1.2 Understand meaning in a than 4 or 5 utterances or sentences.
variety of familiar contexts 1.2.2 Understand with support 1.2.2 Understand with support They usually contain more than one
specific information and specific information and paragraph. They should be easy for
details of longer simple details of longer simple pupils to understand.
texts texts on a range of familiar
topics MATERIALS / REFERENCES

of Work (SoW).
Plus 1 textbooks.
STRATEGIES
Please see Strategy 5 in the SoW:
Learning preferences and needs.
Consider pairing pupils in the classroom
activities so there is a more-confident
pupil and a less-confident pupil in some
pairs.
2
LISTENING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
1.2 Understand meaning in a 1.2.3 Understand with support 1.2.3 Understand with support Definition of terms:
variety of familiar contexts short simple narratives on a longer simple narratives on
range of familiar topics a range of familiar topics short and longer simple narratives
Year 5 Simple narratives contain language

1.2 Understand meaning in a which pupils can understand, and which
variety of familiar contexts 1.2.4 Understand longer 1.2.4 Understand a sequence of is familiar. Short narratives are stories
supported classroom supported classroom which are around 10–12 pages. They
may be longer if in book form. Longer
instructions instructions narratives are stories or sequences of
events which are usually more than 15
lines long, and may be considerably
longer in some forms, such as a book or
comic.
In Years 4 and 5, narratives should be on

a range of different topics which are
familiar to pupils.
Teachers are encouraged to use their

own professional judgement when
selecting short and longer simple
narratives, based on the level, context
and interest of the pupils that they teach.
Definition of terms:
(a) longer supported classroom
instructions
(b) a sequence of supported
classroom instructions
3
LEARNING STANDARDS
YEAR 4 YEAR 5
Classroom instructions are the
instructions teachers use to direct pupils
to do activities. In Year 4, these should
be longer, for example using full
sentences and combining two or more
instructions into a sequence (e.g. First,
I’d like you to listen to the people talking.
As you listen, please write down three
place names you hear in your exercise
book)
In Year 5, these should be longer and

slightly more complex, for example using
full sentences and combining 2 or 3
instructions into a sequence (e.g. First,
read the title and answer question 1.
Then read the whole text to answer
questions 2 and 3).
Support classroom instructions using

modelling, demonstration, miming and
closed questions to check understanding
of all pupils.

of Work (SoW).
Plus 1 textbooks.
4
LISTENING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
1.2 Understand meaning in a 1.2.5 Understand longer 1.2.5 Understand a sequence of Definition of terms:
variety of familiar contexts supported questions supported questions
supported questions
Supporting questions involves using
Year 5 mime and gesture, modelling and
1.2 Understand meaning in a routines. This also includes using
variety of familiar contexts pictures and objects to visually support
meaning. By the end of Year 5, pupils
are expected to hear and understand a
sequence or 2 or 3 of such questions.

of Work (SoW).
Plus 1 textbooks.
STRATEGIES
Differentiate learning according to needs

of your pupils. Please see the seven
differentiation strategies in the SoW.
Please refer to Strategy 1: Task
5
LISTENING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
1.3 Use appropriate listening 1.3.1 Guess the meaning of 1.3.1 Guess the meaning of Definition of terms:
strategies in a variety of unfamiliar words from clues unfamiliar words from clues
contexts provided by knowledge of provided by other known unfamiliar words
the topic words These are words pupils do not know or
understand in English.
Year 5
1.3 Use appropriate listening other known words
strategies in a variety of These are the words pupils already
contexts understand. They may also be able to
use them.

of Work (SoW).
Plus 1 textbooks.
STRATEGIES
needs of your pupils. Please see the
seven differentiation strategies in the
SoW.
6
LEARNING STANDARDS
YEAR 4 YEAR 5
Refer to Strategy 4: Differentiate by the

time pupils are given to complete a task
When listening to the text, some pupils
may be slow at completing the gaps or
other guessing the meaning activities.
When pupils encounter a vocabulary

word which they are unfamiliar with,
allow them to use the contextual clues to
determine the word's meaning. Pause
the track to allow them more time to
guess.
7
SPEAKING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
2.1 Communicate simple 2.1.1 Explain and give reasons 2.1.1 Give detailed information Definition of terms:
information intelligibly for basic opinions about themselves
basic opinions
Basic opinions are expressed in simple
Year 5 language and are simple in meaning and
2.1 Communicate simple the thinking behind it, for example I
information intelligibly like/don’t like /adore…or giving an
opinion about a film (e.g. It was
amazing).
detailed information
In Year 5, pupils will talk in more detail
about themselves, their background, their
opinions, preferences and experiences.
This information is still familiar to pupils
and related to their own lives.

of Work (SoW).
Plus 1 textbooks.
8
LEARNING STANDARDS
YEAR 4 YEAR 5
STRATEGIES
Differentiate learning according to needs

of your pupils. Please see the seven
differentiation strategies in the SoW.
Please refer to Strategy 5: Differentiate
by supporting individual learning
preferences and needs.
When appropriate, teachers can support

preferences by letting pupils make
choices about what they do and how they
do it. Sometimes, for example, pupils
decide for themselves which tasks they
want to do.
Scaffolding strategies for speaking
activities:
(a) Modelling/ Gestures
(b) Intentionally small group / Pair work
(c) Connect to Background Knowledge
(d) Graphic organisers
(e) Visuals and Realia
(f) Sentence structures / Starters
e.g. Write on the board: ‘I love
learning English, so I…’ Pupils finish
the two sentence starters orally in
pairs.
9
LEARNING STANDARDS
YEAR 4 YEAR 5
Extend the activity by having pupils
respond to each other’s plans,
giving an opinion, e.g. ‘That sounds
fun/exciting!’ Encourage pupils to
practise the language for checking
instructions, either by asking teacher
for clarification or by asking each
other. Remind pupils about the verb
phrases that they have learnt in the
previous lessons.
10
SPEAKING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
2.1 Communicate simple 2.1.2 Find out about and describe 2.1.2 Find out about and describe Definition of terms:
information intelligibly experiences in the past experiences up to now … describe experiences in the past
Grammar explanations may be complex
for some pupils. At this stage of the unit,
Year 5 support those pupils by focussing on the
2.1 Communicate simple context of when using simple past tense.
information intelligibly Introduce the past forms of irregular
verbs without complex explanation about
spelling rules at this point. You can return
to these later. Avoid using grammar
terminology when explaining this.
of Work (SoW).
Plus 1 textbooks.
STRATEGIES
listed in the SoW.
11
SPEAKING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
2.1 Communicate simple 2.1.3 Give a longer sequence of 2.1.3 Ask for, give and respond to Definition of terms:
information intelligibly basic instructions or simple advice
directions longer sequence of basic directions
Year 5 Basic directions are short, are often two

2.1 Communicate simple or three words long and use imperative
information intelligibly verb forms, for example “Turn left”. More
than three or four of these together make
a longer sequence of basic directions
simple advice
Simple advice is a short piece of advice
normally no longer than a sentence using
simple language e.g. Eat an apple – it’s
good for you.

of Work (SoW).
Plus 1 textbooks.
12
LEARNING STANDARDS
YEAR 4 YEAR 5
STRATEGIES

listed in the SoW.
Please also consider the following:
When developing activities and

materials, take into account that some of
your pupils may lack confidence when
speaking in English, while others may
find it difficult to use language accurately.
Give different amounts and types of
support to these pupils, and make sure to
give different feedback to different pupils,
depending on their individual
achievements to develop confidence or
accuracy as appropriate.
Get pupils to discuss in groups/pairs on

the rules when they are in the car, on the
bike and in the street. Encourage pupils
to add more rules besides the ones
mentioned in the song using sequences
of imperative verb forms.
Expect more proficient pupils to give

more than one piece of advice in various
situations.
13
SPEAKING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
2.1 Communicate simple 2.1.4 Give reasons for simple 2.1.4 Ask about and describe MATERIALS / REFERENCES
information intelligibly predictions future plans
of Work (SoW).
Year 5 2. Get Smart Plus 4 and English
2.1 Communicate simple Plus 1 textbooks.
information intelligibly
STRATEGIES

listed in the SoW.
Strategy 5: Differentiate by supporting

individual learning preferences and
needs
When appropriate, teachers can support

preferences by letting pupils make
choices about what they do and how they
do it. Sometimes, for example, pupils
decide for themselves which tasks they
want to do (e.g. the gestures they create
for an action song, or a revision game),
depending on the ways they prefer to
14
LEARNING STANDARDS
YEAR 4 YEAR 5
learn (for example visually, through
speaking or listening, or through
movement).
Be sure to model language pupils need

and provide practise before the speaking
and writing stages.
Provide a simple model to give reasons

for their predictions, but also encourage
pupils to give their opinions more freely
using as much language as they have
available to them. Support pupils in
saying what they want to say so that
each pupil can work at their own level.
Write on board: plans and suggestions.

Introduce some key phrases in asking
about and describing future plans. Ask:
Which phrases are for making plans?
Which are for making suggestions? How
many questions are there for plans? How
many questions for suggestions? Which
phrase is negative? (I’m not really
interested in…)
15
SPEAKING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
2.1 Communicate simple 2.1.5 Describe people, and 2.1.5 Describe people, places and MATERIALS / REFERENCES
information intelligibly objects using suitable objects using suitable
statements statements 1. Primary Years 4 and 5 Schemes
of Work (SoW).
Year 5
2.1 Communicate simple 2. Get Smart Plus 4 and English
information intelligibly Plus 1 textbooks.
STRATEGIES

listed in the SoW.
Pupils in groups brainstorm words in a

mind map about towns and cities. A pupil
from each group says two words from
mind map and writes words on board.
Help pupils with spelling of e.g. square,
restaurant, theatre, building. Invite pupils
to describe their experiences with various
kinds of vehicles, if they have any, and/or
whether they’d like to go on any of them.
Note pupils’ progress and plan future
support accordingly.
16
LEARNING STANDARDS
YEAR 4 YEAR 5
Write on board as a model: ‘There’s a…’,
‘There isn’t a/an …’, ‘There are some…’,
‘There aren’t any…’. Elicit sentence
endings about places e.g. in Kuala
Lumpur There’s a river. There isn’t a
bullet train station. There are some
theatres. There aren’t any beaches and
waterfronts.
17
SPEAKING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
2.2 Use appropriate 2.2.1 Keep interaction going in 2.2.1 Keep interaction going in Definition of terms:
communication strategies short exchanges by: using short exchanges by asking
suitable words suitable questions short exchanges
Year 5 (i) to show understanding An exchange is a dialogue – that is,

2.2 Use appropriate (ii) to ask for clarification when there are two people
communication strategies communicating (or more than two). A
short exchange will usually include two
turns but could include up to three or four
turns if they are very short (e.g. one
word/phrase). The turns may be just one
word or phrase, a fixed expression, or
may be short simple sentences.

of Work (SoW).
Plus 1 textbooks.
STRATEGIES

listed in the SoW.
18
LEARNING STANDARDS
YEAR 4 YEAR 5
Write on board ‘5 minutes’. Explain that
the pupils have 5 minutes to write
questions with words from the grid.
Pupils look at the grid. Ask: What are the
five question words you can use? (When,
Where, How often, Do, Does). Check
questions after 5 minutes. With a
different partner, pupils take turns to ask
and answer questions they wrote. Their
partner should ask for clarification, e.g.
Omelette: eggs and chocolate: Sorry, did
you say chocolate? Develop the dialogue
so that it is more natural, to include
language to show and clarify
understanding (e.g. by repeating a word:
Would you like anything to drink? Yes,
please…)
If some of the pupils have difficulty with

an extended dialogue, repeat the activity
by pairing more and less proficient pupils
together so that they have the support of
each other as well as of the extra
examples.
19
SPEAKING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
2.2 Use appropriate 2.2.2 Check steps needed to 2.2.2 Agree a set of basic steps Definition of terms:
communication strategies complete short classroom needed to complete short
tasks classroom tasks a set of basic steps
Year 5 These steps refer to the procedures for

2.2 Use appropriate carrying out an activity in the classroom.
communication strategies They should be clear, short and easy to
understand and will appear in a short
sequence. Pupils will work with others to
discuss such steps when deciding how to
work as a group or pair, for example:
First, I need to tell you my answers. You
listen and write them, don’t you?
Suggested activities:
Teacher prepares a set of instructions to

create a model house. Ensure that the
instructions include materials and steps
needed for the project.
Teacher informs pupils that they are

going to create their dream house.
Before they begin the project, get pupils
to check the steps needed to complete
the model with the pupil next to them.
Teacher provides questions for pupils to
check the steps, e.g. ‘What is step 1?
What do we do next?’
20
LEARNING STANDARDS
YEAR 4 YEAR 5
Get the pupils respond to each other’s
ideas, e.g. ‘That looks
interesting/beautiful!’ Encourage pupils to
practise the language for checking
instructions, either by asking the teacher
for clarification or by asking each other.
Remind pupils about the verb phrases
that they have learnt in the previous
lesson.
Pupils will present their dream house and

explain the steps they took to create it.
Teacher supports by adding connectors
such as ‘First, Second...’.

of Work (SoW).
Plus 1 textbooks.
STRATEGIES

listed in the SOW.
21
SPEAKING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
2.3 Communicate 2.3.1 Narrate short basic stories 2.3.1 Narrate short basic stories Definition of terms:
appropriately to a small or and events
large group short basic stories and events
Where pupils are asked to tell stories

themselves, they are narrating the story.
Year 5 They may also be recounting an event
2.3 Communicate which is familiar to them. If written, the
appropriately to a small or texts should be around one or two short
large group paragraphs long and be simple in nature;
or they may be unscripted. They may be
pupil-made or be based on other input.

of Work (SoW).
Plus 1 textbooks.
STRATEGIES

listed in the SoW.
22
LEARNING STANDARDS
YEAR 4 YEAR 5

type and amount of support provided.
The teacher can support pupils to

understand and use language with:
▪ their own instruction (e.g. ‘It’s an

animal we have in Malaysia. It
begins with the letter M. It lives in
the trees in the jungle.’)
▪ with gestures.
▪ with visuals (e.g. flashcards on the

board to help pupils understand or
use vocabulary)
▪ with written words (e.g. written

words on a worksheet or the board
to help pupils with spelling)
Different types and amount of support

can be given to less proficient pupils,
depending on their needs, and extra
challenge can be provided for more
proficient pupils. For example, teachers
can give more proficient pupils more
verbal instructions without using
gestures.
23
READING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
3.1 Recognise words in linear 3.1.1 No learning standard 3.1.1 No learning standard *These learning standards have been
and non-linear texts by covered in the previous years.
using knowledge of
sounds of letters Focus:
Identify and distinguish the letters of the

Year 5 alphabet*
3.1 Recognise words in linear
and non-linear texts by *Preliterate children will need more
using knowledge of support to achieve this Learning
sounds of letters Standard, literate children more
challenge and less support
24
READING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
using knowledge of
Distinguish and articulate beginning,

Year 5 medial and final sound words*
3.1 Recognise words in linear
and non-linear texts by *Preliterate children will need more
using knowledge of support to achieve this Learning
sounds of letters Standard, literate children more
challenge and less support
25
READING SKILLS
LEARNING STANDARDS
CONTENT STANDARDS
YEAR 4 YEAR 5 NOTES
Year 4
using knowledge of
Blend phonemes to recognise words*

Year 5
3.1 Recognise words in linear *Preliterate children will need more
and non-linear texts by support to achieve this Learning
using knowledge of Standard, literate children more
sounds of letters challenge and less support
26
READING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
using knowledge of
Segment words into phonemes to spell*

Year 5
3.1 Recognise words in linear *Preliterate children will need more
and non-linear texts by support to achieve this Learning
using knowledge of Standard, literate children more
sounds of letters challenge and less support
27
READING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
3.2 Understand a variety of 3.2.1 Understand the main idea of 3.2.1 Understand the main idea of MATERIALS / REFERENCES
linear and non-linear print simple texts of one or two simple texts of two
and digital texts by using paragraphs paragraphs or more 1. Primary Years 4 and 5 Schemes
appropriate reading of Work (SoW).
strategies 2. Get Smart Plus 4 and English
Plus 1 textbooks.
Year 5
3.2 Understand a variety of SUGGESTED DIFFERENTIATION
linear and non-linear print STRATEGIES
and digital texts by using
appropriate reading Differentiate learning according to the
strategies needs of your pupils and class. Please
listed in the SoW.
Refer to Strategy 5: Differentiate by
supporting individual learning
preferences and needs.
Some pupils will have difficulty reading
and understanding the text. Support
them by reading it aloud to them when
sitting in a group.
28
LEARNING STANDARDS
YEAR 4 YEAR 5
Teacher can support needs by setting

individual tasks and targets for pupils
based on teacher assessment. For
example, if a number of pupils are not
able to read fluently yet, a teacher might
decide on a reading target for each pupil
and provide them with different tasks
from those pupils who can already read
English very well. If a few pupils are very
proficient or fast readers, they could be
given extra tasks.
Teacher can make the content of the text

simpler or more challenging by varying
vocabulary and length. Try not to
introduce new vocabulary or form in the
text, however.
Teacher could use more than one

version of the text, with different levels of
difficulty, so that more proficient pupils
are challenged as much as less proficient
pupils.
29
READING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4 3.2.2 Understand specific 3.2.2 Understand specific MATERIALS / REFERENCES

3.2 Understand a variety of information and details of information and details of
linear and non-linear print simple texts of one or two two paragraphs or more 1. Primary Years 4 and 5 Schemes
and digital texts by using paragraphs. of Work (SoW).
appropriate reading 2. Get Smart Plus 4 and English
strategies Plus 1 textbooks.
Year 5 SUGGESTED DIFFERENTIATION

3.2 Understand a variety of STRATEGIES
linear and non-linear print
and digital texts by using
appropriate reading Differentiate learning according to the
strategies needs of your pupils and class. Please
listed in the SoW.
Some pupils may find reading a longer

text challenging. For the first reading, you
could give half of the class one text and
the other half use the other text. Pupils
can then make pairs and share their
answers before providing feedback as a
whole class. This will allow pupils to
support each other and work
collaboratively.
30
LEARNING STANDARDS
YEAR 4 YEAR 5
Some of the topic content of the reading
texts may need adapting to suit the
pupils’ context. Make sure to draw
connections between the language, topic
and pupils’ own lives as much as
possible.
Suggested activity:
Start by having the pupils circle (or point

to) the main idea and underline the
specific information and details in
paragraphs. Then, ask the pupils to
restate the main idea in their own words.
Ask them to use a full sentence to
describe the main idea. This may be
something like “The main idea of this text
is blueberries” or “Blueberries are my
favourite food.”
Next, ask pupils to write out the details

that support the main idea. Again, help
the pupils use complete sentences to
describe the supporting details. These
may sound like “Blueberries are sweet
and juicy” or “Blueberries grow on
bushes”. Encourage pupils to use a
graphic organizer that can help them to
collect information about the text.
31
READING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4 3.2.3 Guess the meaning of 3.2.3 Guess the meaning of MATERIALS / REFERENCES
3.2 Understand a variety of unfamiliar words from clues unfamiliar words from clues
linear and non-linear print provided by title and topic provided by title, topic, and 1. Primary Years 4 and 5 Schemes
and digital texts by using other known words of Work (SoW).
appropriate reading 2. Get Smart Plus 4 and English
strategies Plus 1 textbooks.

and digital texts by using Differentiate learning according to the
appropriate reading needs of your pupils and class. Please
strategies see the seven differentiation strategies
listed in the SoW.

Refer to Strategy 2: Type and amount of
support
The teacher can support pupils to
understand and use language with:
• their own instruction (e.g. ‘It’s an
animal we have in Malaysia. It begins
with the letter M. It lives in the trees
in the jungle.’)
• with gestures
• with visuals (e.g. flashcards on the
board to help pupils understand or
32
LEARNING STANDARDS
YEAR 4 YEAR 5
use vocabulary)
• with written words (e.g. written words
on a worksheet or the board to help
pupils with spelling).
Different types and amount of support
can be given to less proficient pupils,
depending on their needs, and extra
challenge can be provided for more
proficient pupils. For example, you can
give more proficient pupils more verbal
instructions without using gestures.
Suggestion For Teaching A Process

Of Interpreting Context Clues
It’s also important to teach pupils a

process for finding and interpreting
context clues:
(a) Stop and reread the sentence. Pay

attention to the words that come
before and after the unfamiliar
word.
(b) Identify context clues. What clues
can pupils gather to help them
determine the word’s meaning?
(c) Make an educated guess about
the word’s meaning.
33
LEARNING STANDARDS
YEAR 4 YEAR 5
(d) Check the meaning in context.
Read the sentence again,
substituting the definition for the
unknown word. Does it make
sense?
Another strategy is using illustrations
related to the content of the reading
texts. Get pupils elicit something from
each picture. Then, let pupils read the
texts and prompt them to predict the
content of the texts based on their
feedback and understanding of the
pictures they have seen initially.
Check if their prediction is correct.

Remember to vary questions so that
teacher can support the understanding of
less proficient pupils, and ask more
proficient pupils to help explain the
content of the reading texts. Some pupils
may still struggling; say it’s good to keep
trying even when they don’t understand
every word.
Note another example;
Pupils choose 3 quiz facts they think are

surprising. In small groups, compare
ideas using key phrases: What do you
think? What about you? Write 1–12 on
board. Ask: Which facts are surprising?
34
LEARNING STANDARDS
YEAR 4 YEAR 5
Pupils put up hands for each number.
Record numbers on board. Which three
numbers have most votes?
Write on board: ‘Between 7.30 and 8.30

in the morning’; ‘Between 7.30 and 8.30
in the evening’. Teacher models
language: e.g. I think you get up, have
breakfast and go to school between 7.30
and 8.30 in the morning. In pairs, they
take turns to guess what their partner
does. How many guesses are correct?
Note how well pupils used key phrases to

interact with each other when comparing
answers. Note pupils who needed
support to understand unfamiliar words.
Some of the topic content of the lesson

may need adapting to suit your pupils’
context. Make sure to draw connections
between the language, topic and pupils’
own lives as much as possible.
35
READING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
3.2 Understand a variety of 3.2.4 Recognise and use with 3.2.4 Use with support familiar MATERIALS / REFERENCES
linear and non-linear print little or no support key print and digital resources
and digital texts by using features of a simple to check meaning 1. Primary Years 4 and 5 Schemes
appropriate reading monolingual dictionary of Work (SoW).
strategies 2. Get Smart Plus 4 and English
Plus 1 textbooks.

and digital texts by using Differentiate learning according to the
appropriate reading needs of your pupils and class. Please
strategies see the seven differentiation strategies
listed in the SoW.
Refer to Strategy 4: Time.
Differentiate by the time pupils are given

to complete a task. Some pupils need
longer than others to complete tasks,
especially when writing is involved. When
it is appropriate, these pupils should be
given a little more time to finish, and
extra tasks for pupils who complete the
task early should be provided.
A few suggestions in the primary

school language classroom to practise
and learn vocabulary:
36
LEARNING STANDARDS
YEAR 4 YEAR 5
Matching words and pictures
• playing games as pair/group or

class games
• generating a game of their own-
where the pupils have to decide
which words, which picture
definitions and also perhaps which
alphabetical order or pattern they
want to lay out their game.
Developing dictionary skills with

pelmanism card games (a card game in
which matching pairs must be selected
from memory from cards laid face down)
• simple pair pelmanism games,

where there has been prior
discussion of how pupils make
visual definition pictures in their
heads of the meaning of words.
• a pelmanism card gallery- simply
laying out the cards from the
game above as word-picture and
again encouraging the pupils to
place the words in alphabetical
order.
• a pelmanism card gallery
challenge. Ask the pupils to turn
over the picture cards - picture
side down- and leave just the
words in alphabetical order. Show
37
LEARNING STANDARDS
YEAR 4 YEAR 5
the class a picture card. Can they
recall the word, say it and locate
it? Which is the fastest and the
slowest pair to do so?
38
READING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
3.3 Read independently for 3.3.1 Read and enjoy A1 3.3.1 Read and enjoy A2 MATERIALS / REFERENCES
information and enjoyment fiction/non-fiction print and fiction/non-fiction print and
digital texts of interest digital texts of interest 1. Primary Years 4 and 5 Schemes
of Work (SoW).
Year 5 2. Get Smart Plus 4 and English
3.3 Read independently for Plus 1 textbooks.
information and enjoyment
STRATEGIES

listed in the SoW.
Refer to Strategy 2:

listed in the SoW.
Encourage pupils to read silently and

remind them they can take as long as
they need to read and understand the
story.
39
LEARNING STANDARDS
YEAR 4 YEAR 5
Some pupils might not be able to read
independently. Teacher will then have to
lead the reading, or model read a few
times before asking pupils to do so. Or if
the class consists of mixed ability pupils,
let the more proficient pupils lead the
reading. Avoid rewarding pupils for
finishing quickly, but provide a
meaningful task which will extend/review
their learning.
40
WRITING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
4.1 Form letters and words in 4.1.1 No learning standard 4.1.1 No learning standard *These learning standards have been
neat legible print using covered in the previous years.
cursive writing
Focus:
Develop prewriting skills*

Year 5
4.1 Form letters and words in *Preliterate children only
neat legible print using
cursive writing
41
WRITING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
4.1 Form letters and words in 4.1.2 Use cursive writing in 4.1.2 No learning standard MATERIALS / REFERENCES
neat legible print using written work*
cursive writing 1. Primary Years 4 and 5 Schemes
*all children of Work (SoW).
Year 5 Plus 1 textbooks.
4.1 Form letters and words in
neat legible print using SUGGESTED DIFFERENTIATION
cursive writing STRATEGIES

listed in the SoW. Please also consider
the following:
Some pupils may continue to have

difficulty with the form of cursive writing
and/or neatness. You could ask pupils to
draft their answers in their notebooks so
that you can monitor carefully and help
where needed. Then ask pupils to write
the final answers in their notebooks as
well, and collect these in to review for
content, language and handwriting.
42
WRITING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
4.2 Communicate basic 4.2.1 Explain and give reasons 4.2.1 Give detailed information MATERIALS / REFERENCES
information intelligibly for a for simple opinions about themselves
range of purposes in print 1. Primary Years 4 and 5 Schemes
and digital media of Work (SoW).
Plus 1 textbooks.
Year 5
4.2 Communicate basic SUGGESTED DIFFERENTIATION
information intelligibly for a STRATEGIES
range of purposes in print
and digital media Differentiate learning according to the
listed in the SoW.

outcome expected from pupils
The teacher may expect more language

from some pupils, and less from others.
The main aim is that every pupil says or
writes something, so that they feel
successful. Two useful strategies here
are:
43
LEARNING STANDARDS
YEAR 4 YEAR 5
A. Compulsory plus optional
Here, the teacher sets pupils targets
such as With your partner, write 2
sentences or more, or In your group,
write 5 words or more. The minimum
target (2 sentences, 5 words) is
compulsory, and everyone needs to
achieve this to be successful. But the
‘or more’ is optional, and gives a
chance for more proficient language
pupils to challenge themselves.
Some pupils will stop at the minimum
target at first, but with more practice,
they will soon get the idea of going
beyond the minimum target.
B. Remember and share
If pupils are asked to remember and
share, they have to tell the teacher
words or ideas they learned in a
previous lesson or task (e.g. Look at
the objects on my table. In one
minute, I’ll cover them… Now, share
with your group what you remember.
Make a list together and then tell
me). Sometimes, less proficient
pupils have good memories, so as
44
LEARNING STANDARDS
YEAR 4 YEAR 5
well as different outcomes, this task
also allows different pupils to make
successful contributions to a group
task.
Pupils will need a lot of individual support

in this lesson. It is important to work with
both more and less proficient pupils to
help them work to the best of their ability.
Allow pairs to support each other as
much as possible.
Provide plenty of positive feedback and

avoid too much marking of errors on
pupils’ writing. Focus on recent target
language when highlighting mistakes.
45
WRITING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
4.2 Communicate basic 4.2.2 Make and respond to simple 4.2.2 Ask for, give and respond to MATERIALS / REFERENCES
information intelligibly for a offers and invitations simple advice
Plus 1 textbooks.
Year 5
listed in the SoW. Please also consider
the following:
Vary the support you give pupils when

asking questions and giving feedback so
that they can practise and develop their
writing skills according to their level of
proficiency. You can also ask different
pupils for more/less detail or length.
Before pupils practise offering or inviting

each other to do things, in can be useful
to teach them phrases like
• “We’re…ing…”
• “We’re planning to…”
46
LEARNING STANDARDS
YEAR 4 YEAR 5
• “We’re thinking about…”
• “There is a…”
• “Do you have any plans for…?”
• “If you have time,…”
• “If you are interested,…”
Give pupils a list of places, activities, etc

that might genuinely need to be
explained if they make up part of an
invitation, for instance places that only
exist locally like “Night market”. The
person being invited always asks the
person inviting to explain what the thing
involves (even if they really know what it
is) before they respond. Pupils can then
match the places to short English
descriptions such as “a famous night
market where you can buy a lot of
things”. This is likely to be useful practice
for that real situation, or it can be used to
prepare them for visits interesting places
in Malaysia or abroad.
Have a worksheet ready where pupils

work in pairs or groups to match problem
sentences with advice sentences.
Using images on the worksheet can
make this task easier while leaving them
off will make it more challenging. Using
simple sentences and vocabulary the
pupils know well, will ensure that the
47
LEARNING STANDARDS
YEAR 4 YEAR 5
whole class can complete this activity
with confidence. While reviewing the
answers, be sure to check pupils’
comprehension of all the sentences on
the worksheet and any vocabulary they
have difficulties with.
Pupils can be encouraged to perform

simple and fun role plays that match
situations in which they make and
respond to simple offers and invitations,
ask for, give and respond to simple
advice.
48
WRITING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
4.2 Communicate basic 4.2.3 Describe basic everyday 4.2.3 Narrate factual events and MATERIALS / REFERENCES
information intelligibly for a routines experiences of interest
Plus 1 textbooks.
Year 5
and digital media
listed in the SoW.

feedback given
Feedback given to pupils should be

varied according to their ability to act on
the feedback. For example, if a pupil who
is less proficient at Writing has tried hard
and produces work with a number of
misspellings or grammatical mistakes,
feedback can be given on what they did
well, and only 2 or 3 common
misspellings or mistakes highlighted. The
pupil should respond to this feedback
because the suggested improvement is
achievable for them.
49
LEARNING STANDARDS
YEAR 4 YEAR 5
If a stronger pupil writes well and makes
2 mistakes, the teacher can tell them the
lines in which the mistakes are, and
perhaps the kind of mistakes they are,
and ask them to find and correct them.
The pupil should be able to respond to
the extra challenge built in to this
feedback.
Suggested activities:
Pupils practise using the present simple

tense to write about daily routines and
different times of the day. Pupils practise
describing what they do on school days,
play fun games and activities and take a
class survey.
For narrating factual events and

experiences of interest, teacher can ask
pupils to recall an event or experience
shared by the class. In small groups,
write each event or experience on a
sentence strip, then have another group
sequence the strips.
50
WRITING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
4.2 Communicate basic 4.2.4 Describe people and objects 4.2.4 Describe people, places and MATERIALS / REFERENCES
information intelligibly for a using suitable statements objects using suitable
range of purposes in print statements 1. Primary Years 4 and 5 Schemes
Plus 1 textbooks.
Year 5
listed in the SoW.
Provide positive feedback about pupils’

writing and for less proficient pupils
praise their effort and determination as
well.
Please also consider the following when

describing people, places and objects
using suitable statements :
Sometimes, pupils will need to actually

describe how objects look and taste and
sound and smell, and not just imply
those sensations. This exercise will help
pupils focus their attention on observing
51
LEARNING STANDARDS
YEAR 4 YEAR 5
sensations, and allow them to write
about them while the memories are still
fresh. Ask pupils to use their imagination
and use all five senses to describe the
experience. Encourage them to use
appropriate verbs and nouns, and not to
rely completely on adjectives. Pupils
need to be observant of how all of their
senses are affected.
Being able to include all five senses in

descriptive writing will gradually
increase the pupils' abilities to paint
vivid pictures with words. Pupils can
develop their descriptive writing ability
with simple exercises that are both
instructive and engaging, and can be
completed in a single class lesson.
52
WRITING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
4.2 Communicate basic 4.2.5 Connect sentences into a 4.2.5 Connect sentences into MATERIALS / REFERENCES
information intelligibly for a coherent paragraph using one or two coherent
range of purposes in print basic coordinating paragraphs using basic 1. Primary Years 4 and 5 Schemes
and digital media conjunctions and reference coordinating conjunctions of Work (SoW).
pronouns and reference pronouns 2. Get Smart Plus 4 and English
Plus 1 textbooks.
Year 5
listed in the SoW.
Refer to Strategy 1: Task
Differentiate by the task pupils are given
If teachers are using the same task for
the whole class, using open-ended tasks
such as brainstorming allows a large
number of correct responses. Open-
ended tasks (e.g. Tell me the food words
you know, or What will happen next?)
allow more proficient pupils to contribute
more unusual words, more complex
language, or more original ideas.
Sometimes, the teacher can also give
different tasks to more proficient and less
proficient groups of pupils according to
53
LEARNING STANDARDS
YEAR 4 YEAR 5
their needs and interests. Expect more
proficient pupils to write longer sentences
with conjunctions.
Suggested activity: Sentence
scramble
Put pupils into smaller groups. Give each

group two pieces of display sheets, a pair
of scissors and a marker. Instruct the
pupils to choose one sheet of paper and
cut it into long strips. Give the class an
overall topic such as “Your last birthday
party” and ask each group to write 10
simple sentences on the topic.
Next, instruct pupils to create shorter

strips with the other piece of display
sheet and then write out as many
connecting words as they can think of.
Remind them of the basic coordinating
conjunctions and reference pronouns
that they have learnt previously.
In the last part of the exercise, ask each

group to choose two sentence strips, a
reference pronoun and a conjunction to
create a complete sentence and read it
to the class. This exercise can be
repeated until all the sentences are used
by all the groups.
54
WRITING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4 4.3.1 Use capital letters, full 4.3.1 Use capital letters, full MATERIALS / REFERENCES
4.3 Communicate with stops, question marks and stops, commas in lists and
appropriate language form commas in lists question marks 1. Primary Years 4 and 5 Schemes
and style for a range of appropriately in guided appropriately in of Work (SoW).
purposes in print and writing at discourse level independent writing at 2. Get Smart Plus 4 and English
digital media discourse level Plus 1 textbooks.
Year 5 STRATEGIES
4.3 Communicate with
appropriate language form Differentiate learning according to the
and style for a range of needs of your pupils and class. Please
purposes in print and see the seven differentiation strategies
digital media listed in the SoW.

task pupils are given
Suggested activity:
One simple way to help pupils

practise choosing the correct
punctuation mark is Punctuation Pop-
Up. Give each pupil a set of
punctuation flashcards attached to a
craft stick. They will need one for
each punctuation mark that the
teacher is going to cover.
55
LEARNING STANDARDS
YEAR 4 YEAR 5
Next, read some simple sentences out
loud. Use the correct inflections and
clear pauses to help the pupils
identify which card is correct. The
pupil will then pop up the card with
the correct punctuation mark by
holding it up. Teacher can use this
activity as an informal assessment to
see where the pupils are, have them
hold it up right in front of their chest
instead of high in the air.
56
WRITING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
4.3 Communicate with 4.3.2 Spell most high frequency 4.3.2 Spell a range of high MATERIALS / REFERENCES
appropriate language words accurately in guided frequency words accurately
form and style for a writing in independent writing 3. Primary Years 4 and 5 Schemes
range of purposes in of Work (SoW).
print and digital media 4. Get Smart Plus 4 and English
Plus 1 textbooks.

4.3 Communicate with STRATEGIES
appropriate language
form and style for a Differentiate learning according to the
range of purposes in needs of your pupils and class. Please
print and digital media see the seven differentiation strategies
listed in the SoW.
Consider pairing more proficient pupils

with those who have more difficulty.
Encourage pupils to give each other
feedback.
Suggested activity: Sort and Transfer
In the sorting activity, the teacher

begins by asking pupils to read all of the
words that are in the pocket chart. The
teacher then asks the pupils to group the
words that rhyme and share a spelling
pattern. She can also ask pupils if they
can sort the words based on any other
57
LEARNING STANDARDS
YEAR 4 YEAR 5
similarities. Sometimes they sort the
words for other features (for example,
first or last letter, common vowel, length,
meaning, or presence of a capital letter).
In the transfer step of the Making Words

activity, the teacher writes other words
on index cards. The teacher does not just
ask pupils to read the words. Instead, the
teacher asks them to tell which of the
words they made would help them read
the new word if they encountered it in
text. Only after they have identified the
correct spelling pattern and put the new
word on the chart do they read the new
word.
58
WRITING SKILLS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
4.3 Communicate with 4.3.3 Produce a plan or draft of 4.3.3 Produce a plan or draft of MATERIALS / REFERENCES
appropriate language one paragraph for a one or two paragraphs for a
form and style for a familiar topic and modify familiar topic and modify 1. Primary Years 4 and 5 Schemes
range of purposes in this appropriately in this appropriately in of Work (SoW).
print and digital media response to feedback response to feedback 2. Get Smart Plus 4 and English
Plus 1 textbooks.

4.3 Communicate with STRATEGIES
appropriate language
form and style for a
range of purposes in
print and digital media
listed in the SoW.

time pupils are given to complete a
task
Suggested activity:
A good way to encourage pupils to use
paragraphs in a story is to introduce this
idea at the planning stage. A story map
or story mountain with boxes can help
children to think about each paragraph
before they start writing. For a non-fiction
text, teacher can introduce a spider
diagram with sub-headings for making
notes on.
59
LEARNING STANDARDS
YEAR 4 YEAR 5
A spider diagram encourages pupils
to arrange their notes into separate
boxes according to theme. This means
that when they come to write their notes
up into sentences, they will know that
their text needs to be split into different
paragraphs. Teachers often find that
when pupils write a first draft of their
writing, they forget to split their writing
into paragraphs. This is why writing a first
draft is a good idea, as it is a chance to
correct and improve the structure of a
piece of writing.
60
LANGUAGE ARTS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
5.1 Enjoy and appreciate 5.1.1 No learning standard 5.1.1 No learning standard *These learning standards have been
rhymes, poems and songs covered in the previous years.
Year 5
5.1 Enjoy and appreciate
rhymes, poems and songs
61
LANGUAGE ARTS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
5.1 Enjoy and appreciate 5.1.2 No learning standard 5.1.2 No learning standard *These learning standards have been
rhymes, poems and songs covered in the previous years.
Year 5
5.1 Enjoy and appreciate
rhymes, poems and songs
62
LANGUAGE ARTS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
5.2 Express personal 5.2.1 Say in simple words and 5.2.1 Explain in simple language MATERIALS / REFERENCES
responses to literary texts phrases how a text makes why they like or dislike an
them feel event, description or 1. Primary Years 4 and 5 Schemes
character in a text of Work (SoW).
5.2 Express personal 3. Contemporary Children’s
responses to literary texts Literature (CCL) reading texts.
4. CCL Teaching Guidebook (BPK)
– Poems, Short Story and
Graphic Novel.
STRATEGIES

listed in the SoW.
63
LANGUAGE ARTS
LEARNING STANDARDS
YEAR 4 YEAR 5
Year 4
5.3 Express an imaginative 5.3.1 Respond imaginatively and 5.3.1 Respond imaginatively and MATERIALS / REFERENCES
response to literary texts intelligibly through creating intelligibly through creating
simple picture stories, simple role-plays and 1. Primary Years 4 and 5 Schemes
simple poems and cartoon simple poems of Work (SoW).
stories 2. Get Smart Plus 4 and English
5.3 Express an imaginative Other imaginative 3. Contemporary Children’s
response to literary texts responses as appropriate Other imaginative Literature (CCL) reading texts.
responses as appropriate 4. CCL Teaching Guidebook (BPK)
– Poems, Short Story and
Graphic Novel.
STRATEGIES

listed in the SoW.
64
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4, 6-8 Blok E9, Kompleks Kerajaan Parcel E,
62604 Putrajaya.
Tel: 03-8884 2000 Faks: 03 8884 9917
http://bpk.moe.gov.my

PEMETAAN KURIKULUM KELAS BERCANTUM - Bahasa Inggeris SK Tahun 4 - 5

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PEMETAAN KURIKULUM BAGI PELAKSANAAN KELAS BERCANTUM

TAHUN 4 DAN TAHUN 5

TAHUN 4 DAN TAHUN 5

© Kementerian Pendidikan Malaysia

Pelaksanaan kelas bercantum Bahagian Pembangunan Kurikulum (BPK) telah

dengan kaedah pengajaran membangunkan Dokumen Pemetaan Kurikulum Kelas

merupakan strategi jangka pelaksanaan kelas bercantum dalam Inisiatif #40.

1. Primary Years 4 and 5 Schemes

Differentiate learning according to the

1. Primary Years 4 and 5 Schemes

Year 5 Simple narratives contain language

In Years 4 and 5, narratives should be on

Teachers are encouraged to use their

In Year 5, these should be longer and

Support classroom instructions using

1. Primary Years 4 and 5 Schemes

1. Primary Years 4 and 5 Schemes

Differentiate learning according to needs

1. Primary Years 4 and 5 Schemes

Refer to Strategy 4: Differentiate by the

When pupils encounter a vocabulary

1. Primary Years 4 and 5 Schemes

Differentiate learning according to needs

When appropriate, teachers can support

Year 5 Basic directions are short, are often two

1. Primary Years 4 and 5 Schemes

Differentiate learning according to the

Please also consider the following:

When developing activities and

Get pupils to discuss in groups/pairs on

Expect more proficient pupils to give

Differentiate learning according to the

Strategy 5: Differentiate by supporting

When appropriate, teachers can support

Please also consider the following:

Be sure to model language pupils need

Provide a simple model to give reasons

Write on board: plans and suggestions.

Differentiate learning according to the

Please also consider the following:

Pupils in groups brainstorm words in a

Year 5 (i) to show understanding An exchange is a dialogue – that is,

1. Primary Years 4 and 5 Schemes

Differentiate learning according to the

Please also consider the following:

If some of the pupils have difficulty with

Year 5 These steps refer to the procedures for

Teacher prepares a set of instructions to

Teacher informs pupils that they are

Pupils will present their dream house and

1. Primary Years 4 and 5 Schemes

Differentiate learning according to the

Where pupils are asked to tell stories

1. Primary Years 4 and 5 Schemes

Differentiate learning according to the

Refer to Strategy 2: Differentiate by the

The teacher can support pupils to

▪ their own instruction (e.g. ‘It’s an

▪ with visuals (e.g. flashcards on the

▪ with written words (e.g. written

Different types and amount of support

Identify and distinguish the letters of the

Distinguish and articulate beginning,