DSKP LEVEL TWO

ENGLISH
YEAR 4 – A1 HIGH
YEAR 5 – A2 LOW
YEAR 6- A2 MID
ULTIMATE OBEJECTIVE BY THE END OF Y6:
A2 LOW LANGUAGE CAPABILITIES

• COMMUNICATE WITH PEERS AND ADULTS EFFECTIVELY AND APPROPRIATELY IN

FORMAL AND INFORMAL SITUATION
• READ AND COMPREEHEND A RANGE OF ENGLISH TEXTS FOR INFORMATION AND
ENJOYMENT
• USE APPROPRIATE LANGUAGE,STYLE AND FORM TO WRITE FOR DIFFERENT
PURPOSES THROUGH A VARIETY OF MEDIA
• APPRECIATE AND DEMONSTRATE UNDERSTANDING OFF ENGLISH LANGUAGE
LITERARY OR CREATIVE WORKS FOR ENJOYMENT
• USE CORRECT AND APPROPRIATE RULES OF GRAMMAR IN SPEECH AND WRITING
• APPRECIATE AND INCULCATE VALUES,POSITIVE ATTITUDES AND PATRIOTISM
STANDARD BASED ENGLISH
LANGUAGE CURRICULUM-SBELC
• CONTENT AND PEDAGOGICAL APPROACHES THAT AILIGNS WITH CEFR
• BEHAVIOURAL CURRICULUM DESIGN,PERFORMANCE STANDARD ASESSMENT
• INCLUDES KEY COMPONENETS OF A LESSON NAMELY :
• THEMES
• TOPICS
• CONTENT
• LEARNING STANDARDS
• CROSS CURRICULAR ELEMENTS
• DIFFERENTIATION STRATEGIES
• ASESSMENT STANDARDS
APPROACH :MODULAR YET
INTEGRATION IS EXPLOITED
STRATEGICALLY
• LISTENING,SPEAKING,READING AND WRITING.
• WHEN ONE SKILLS IS FOCUSED (MAIN MATERIAL),THE OTHER SKILLS
ARE INCIDENTAL AND INTEGRATED.
• MOST ACTIVITIES DURING THE LESSON WILL REVOLVE AROUND THE
SKILL FFOCUSED.THER IS NO CHRONOLOGICAL ORDER FOR THE
APPROACH CHOSEN EACH LESSON
• GRAMMATICAL ASPECTS ARE INFUSED AND AIM TO DEVEELOP PUPILS
AWARENES OF THE DIFFFERENT MEANING OF SENTENCES WITH
DIFFERENT GRAMMAR ITEMS
LEVELS
• A1 ,A2 (BASIC)
• B1 ,B2 (INDEPENDENT)
• C1,C2 (PROFICIENT)
• DIFFERENT LEVELS OF SBELC ASESSMENT BECOME THE MAIN
OBJECTIVE FOR EACH STANDARD
MAIN OBJECTIVE
• EQUIP PUPILS WITH BASIC LANGUAGE SKILLS,ENABLING EFFECTIVE
COMMUNICATION IN A VARIETY OF CONTEXT APPROPRIATE TO THEIR
LEVEL OF DEVELOPMENT
MAIN PRINCIPLES
• 1)BACK TO BASICS
• 2)FUN,MEANINGFUL AMD PURPOSEFUL
• 3)PUPIL CENTERED
• 4)INTEGRATION OF TECHNOLOGY
• 5)CHARACTER BUILDING
PUPIL BUILDING OBJECTIVE
• PROFILE (PAK21 ULTIMATE OBJECTIVE) –
RESILIENT,THINKER,COMMUNICATOR,TEAM
PLAYER,INQUISITIVE,PRINCIPLED,INFORMED,CARING AND PATRIOTIC
• HOTS-MIND MAPS,HIGH LEVEL QUESTIONING SKILLS
• PROJECT BASED LEARNING TO ENCOURAGE CHARACTER AND PROFILE
BUILDING.INFUSE CONTEXTUAL,CONSTRUCTIVE AND COLLABORATIVE
LEARNING
• CLASSROOM ENVIRONMENT IS SAFE YET STUDENTS FEEL CHALLENGED
• CLASSROOM SETTING IS SMALL AND DIVERSITY IS CELEBRATED
• TEACHER INSTRUCTIONS IN CLASSROOM IS FOCUSED ON CORRECT
LANGUAGE USE,PRONOUNCIATION,SENTENCE
STRUCTURE,GRAMMAR,TERMINOLOGY AND LANGUAGE
REGISTERS.HELPS STUDENT TO BUILD IDEAS AND COMMUNICATE
EFFECTIVELY
• SCIENCE AND TECHNOLOGY INTEGRATION DURING LESSONS
• INTEGRATES VALUES OF SPIRITUALITY,HUMANITY
CITIZENSHIP,DILIGENCE,HONESTY,TRUST,RESPONSIBILITY,SAFETY AND
CREATIVITY
ASESSMENT
• FORMATIVE-OBSERVATION,ORAL PRESENTATION,QUIZZES,q&a,TASK
SHEET,WRITTEN ASSIGNMENTS

• SUMMATIVE-CONCLUDING ACTIVITY,EXAMS,ETC

• HOTS IS SUITABLE TO BE IMPLEMENTED DURING LANGUAGE ARTS

LESSONS
SYLLABUS
• EVERY STANDARD USES ITS OWN TEXT TYPE WHICH BECOMES
INCREASINGLY ADVANCED AS THEY PROGRESS.

EVERY STANDARD ALSO HAS IT OWN CORE SET OF VOCABULARIES

WHICH IS SUPPOSED TO BE MASTERED DURING THE SAME PERIOD
AND WILL BE RECYCLED AS THEY PROGRESS WITH THE NEXT SET OF
CORE VOCABULARIES ADDED
LISTENING
• RECOGNISE PHONEMES
• UNDERSTAND MAIN IDEA,SPECIFIC INFO,LONGER SIMPLE
NARRATIVES,SEQUENCE OF QUESTIONS AND INSTRUCTIONS
• GUESS THE MEANING OF UNFAMILIAR WORDS FROM CLUES
PROVIDED BY OTHER KNOWN WORDS

• ALL WITH VISUAL OR OTHER SUPPORTS

SPEAKING
• GIVE
• ASK
• DESCRIBE
• KEEP INTERACTION
• AGREE TO STEPS
• NARRATE
READING
• UNDERSTAND MAIN IDEA,SPECIFIC INFO
• GUESS MEANING OF UNFAMILIAR WORDS BY CONTEXT OR OHER
KNOWN WORDS
• USE SELF SUPPORT (DICTIONARY,DIGITAL RESOURCE)
• READ AND ENJOY FICTION/NON FICTION
WRITING
• GIVE
• DESCRIBE
• NARRATE
• CONNECT SENTENCES
• PUNCTUATE CORRECTLY
• SPELL CORRECTLY
• DRAFT WRITING