DSKP LEVEL 2

ENGLISH
YEAR 4- A1 HIGH
YEAR 5- A2 LOW
YEAR 6- A2 MID

CEFR
 01
LEARNING OBJECTIVE
BY THE END OF THE PRESENTATION ,
you will understand in depth :

● The goal of Primary School DSKP for English subject at large. (Big Picture)

● How does it complement the TS25 programme objective by KPM

● What is SBELC, and what framework does it refer to for its design

● How do SBELC lessons flow in order to achieve its main objective

● How to conduct SBELC classroom sessions

● How to make valid assessments for SBELC classroom

● Where to get the materials for creating the lessons

The goal of Primary School DSKP for
English:
A2 LOW LANGUAGE CAPABILITIES- CEFR
● COMMUNICATE WITH PEERS AND ADULTS EFFECTIVELY AND APPROPRIATELY IN FORMAL AND
INFORMAL SITUATION.

● READ AND COMPREHEND 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 OF 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.

TS25How can the
DSKP be of
help?
Let’s go through the TS25
objectives
02
In Depth
You can enter a subtitle
here if you need it
 02
What is SBELC
AND THE FRAMEWORK
OF REFERENCE OF ITS
CURRICULUM DESIGN
 01
02
SBELC SBELC
IS A SET OF CONTENT ALIGNS WITH THE CEFR
AND APPROACHES STANDARD

03 04 05
SBELC SBELC SBELC
CURRICULUM IS
INCLUDES KEY ASESSMENT IS BASED
DESIGNED WITH
COMPONENTS ON STUDENT
BEHAVIORAL
REVOLVING AROUND 3 PERFORMANCE
APPROACH
MAJOR THEMES
MAIN PRINCIPLES OF SBELC

01 02 03
BACK TO BASICS FUN PUPIL
READ ALOUD AND MEANINGFUL AND CENTERED
TOGETHER ETC. PURPOSEFUL

04 05
INTEGRATION CHARACTER
OF TECHNOLOGY BUILDING
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR
LANGUAGES

THE INTERNATIONAL STANDARD FOR DESCRIBING AND COMPARING

LANGUAGE ABILITY IN ANY LANGUAGE
 A REVOLUTION OF GRADING
>TRADITIONAL METHODS USE VAGUE A, B, C’S GRADE WHICH DOESN’T
REFLECT THE OVERRALL ABILITY OF A STUDENT.
>CEFR USES A SET OF “CAN DO” STATEMENTS IN EACH LEVEL TO DESCRIBE
LEARNERS ABILITY IN THE REAL WORLD

A1, A2 (BEGINNER)
B1, B2 (INDEPENDENT)
C1, C2 (PROFICIENT)

B1 STUDENT IN A SCHOOL HAS APPROXIMATELY THE SAME ABILITY AS A B1

STUDENT IN ANOTHER SCHOOL,IN ANY COUNTRY
 WOW,SUCH CLAIM

YES

DESIGNED TO BE FAIR AND ACCURRATE FOR OVER 100 YEARS OF

DEVELOPMENT BY CAMBRIDGE AND HIGHLY INFLUENTAL ACROSS THE
GLOBE

A REFERENCE TO MANY MAJOR SIGNIFICANT EXAMINATIONS GLOBALLY

 CEFR IN MALAYSIA

MAIN REFERENCE NOT AN EXAM

ENGLISH DSKP IS EXAMS ARE BUILT
DESIGNED REFERRING IT REFERRING IT

COMPARISON COMPARISON
NOT TO ANY NATIVE SPEAKER ONLY TO THE CEFR
OR ANOTHER STUDENT SCALE
 MODULAR ASESSMENT

RECEPTION RECEPTION PRODUCTION PRODUCTION

LISTENING READING SPEAKING WRITING

 MEDIATION

TRANSLATING INTERPRETING
DESCRIBING MEANING DESCRIBING MAIN
FROM L2 TO L1 AND VICE CONCEPT OF A LONG
VERSA INFORMATION SET
GIVEN
CLIL-
CONTENT
AND
LANGUAGE
INTEGRATED
LEARNING
INTERNATIONAL
STANDARD TEACHING
APPROACH
A TYPE OF TEACHING APPROACH

SUBJECT CLASSROOM LANGUAGE CLASSROOM

STUDENT LEARNS A STUDENT GAINS RELEVANT
SUBJECT AND A 2ND VOCAB AND LANGUAGE
LANGUAGE AT THE SKILLS USED IN THE TARGET
SAME TIME LANGUAGE OF THE SUBJECT
SUITABLE
FOR ALL
SUBJECT CONTENT AND
TARGET LANGUAGE MUST BE
DESIGNED RELEVANTLY TO
THE STUDENTS
 BENEFITS
MORE NATURAL ENGAGING MOTIVATIONAL
WAY TO EXTRA DIMENSION TARGET LANGUAGE IS
LEARN IS ADDED IN THE ACTUALLY ESSENTIAL
LESSON FOR THE LESSON

DEEPER ASSIMILATION FASTER ENCOURAGES

REPETITIVE LANGUAGE USE LANGUAGE 21ST CENTURY
BECAUSE OF TARGET ACQUISITION SKILLS
CONTENT
 CHALLENGES
SUBJECT FOCUSED CAREFUL STRUCTURING
LANGUAGE TEACHERS CONTENT AND TARGET
HAVE TO DEVELOP LANGUAGE MUST BE
SUBJECT KNOWLEDGE DESIGN RELEVANTLY TO
THE STUDENTS

HIGH AWARENESS
CONSISTENT CONCEPT
INDIVIDUAL CHECK
UNDERSTANDING AND FOR SUBJECT AND
PROGRESS IN EVERY TARGET LANGUAGE
SESSION RELEVANCE
REMEMBER!
NOT SUBJECT CLASS,NOT
LANGUAGE CLASS. IT IS SPECIAL.
IT IS BOTH
 ELEMENTS
CONTENT
KNOWLEDGE PROGRESSION
COMMUNICATION
RELATED TO SPECIFIC ELEMENTS USE THE LANGUAGE
IN SUBJECT IN TERMS OF SKILL TO LEARN,LEARN TO
AND UNDERSTANDING USE THE LANGUAGE

COGNITION CULTURE
DEVELOP THINKING EXPOSURE TO DIFFERRENT
SKILLS ,HOW TO LINK
PERSPECTIVES,SHARED
ABSTRACT AND
CONCRETE CONCEPT FOR UNDERSTANDING,DEEPENS
BOTH LANGUAGE AND AWARENESS OF SELF AND
SUBJECT OTHERS
 CLASSROOM SETTING

SAFE SPACE CHALLENGING ACHIEVABLE

SITUATIONAL MATERIALS RELEVANT
FREE TAILORED TO MATERIAL FOR
EXPRESSION STUDENT THE
LEVEL CLASSROOM
ALL FOUR LANGUAGE SKILLS INTEGRATED IN A LESSON

LISTENING SPEAKING
NORMAL INPUT MAIN FOCUS IS
ACTIVITY-VITAL FLUENCY,ACCURACY
FOR LANGUAGE AS SUBORDINATE
LEARNING

READING WRITING
MEANINGFUL USING A SERIES OF
MATERIAL AS LEXICAL ACTIVITY
MAJOR SOURCE WHERE GRAMMAR IS
OF INPUT RECYCLED AND
REPETITIVE
 “A SET OF DIFFFERENT PARTS
COMBINED MAKES A MACHINE.”

—any engineer would agree

 4 STAGE FRAMEWORK FOR CLIL LESSON

IDENTIFICATION OF LANGUAGE
KNOWLEDGE IDENTIFICATION
LABELLING,DESCRIBING REPRODUCE
PEOPLE,PLACE,OBJECTS PROVIDED TEXT IN
OWN WORDS

01 02 03 04
PROCESSING ORGANIZATION OF
TEXTS KNOWLEDGE
ASSISTED WITH TREE DIAGRAM,HERIARCHIES,MIND
IMAGES/DIAGRAMS MAPS
 TEACHER POINTS OUT:
USEFUL LANGUAGE
FOR MATERIALS

LANGUAGE ITEM
CATEGORIES
ACCORDINGLY
TODESCRIBE
FUNCTION-COMPARE AND
CONTRAST,LOCATION,DESCRIBING A
PROCESS,ADVERB
PHRASES,PREPOSITION
PHRASES,SUBJECT SPECIFIC AND
ACADEMIC VOCABULARY
“BE SPECTACULAR AT THE BORING
STUFF.IT MAKES THE BORING LIFE
SPECTACULAR”
—Jim Rohn
 03
HOW DOES SBELC LESSONS FLOW
TO ACHIEVE ITS MAIN
OBJECTIVE
BIG PICTURE OBJECTIVE

EQUIP PUPILS WITH BASIC LANGUAGE

SKILLS,ENABLING EFFECTIVE
COMMUNICATION IN A VARIETY OF
CONTEXT APPROPRIATE TO THEIR
LEVEL OF DEVELOPMENT
SYLLABUS
*Specific details can be THEY BECOME
referred in the DSKP and SOME ADDITION TO INCREASINGLY
SOW for each level available COMPLEXITY OF TEXT COMPLEX AND USE
on Google
TYPE INCREASINGLY MORE
WORDS
SET OF VOCABULARY
ADDED IT FLOWS
YEAR 5 UPHILL

YEAR 4 YEAR 6
TEXT TYPE SPECIFIED MOST COMPLEX TEXT
IN DSKP TYPE FOR PRIMARY
SCHOOL
SET OF CORE
VOCABULARIES FOR VOCAB FROM PREVIOUSLY
YEAR 4 USED WITH MORE
 MODULAR WORKFLOW
STRATEGIC EXPLOITATION FOR INTEGRATION

LISTENING READING SPEAKING WRITING

IS THE LESSON TARGET IS THE LESSON AND HERE.IF IT IS AND HERE
DURING THE TARGET,THEN THE SAME THE LESSON SO PUPILS ARE AWARE OF
SESSION,OTHER SKILLS THING WITH LISTENING TARGET,THE SAME THE DIFFERENT MEANINGS
ARE INCIDENTAL AND HAPPENS.THEN THE THING HAPPENS AND FUNCTIONS OF
INTEGRATED GRAMMAR LESSONS JUST LIKE OTHER GRAMMAR
COME HERE SKILLS
LISTENING

RECOGNIZE GUESS
PHONEMES MEANING OF
UNKNOWN WORDS
USING CLUES FROM
OTHER KNOWN
UNDERSTAND WORDS
MAIN IDEA
SUPPORTED
SPECIFIC INFO ALL ACTIVITES
SUPPORTED BY A
LONGER SIMPLE NARRATIVES
VISUAL AID OR THE
SEQUENCE OF SENTENCE AND
TEACHER
INSTRUCTIONS
SPEAKING

GIVE DESCRIBE
INFORMATION AND PROGRESS TO
ABOUT SELF AND NARRATING ABILITY
ADVANCE TO OTHER
RELEVANT
INFORMATION
KEEP
ASK INTERACTION
FOR DETAILS AND BY ASKING AND
AGREE TO STEPS AGREEING AND
PROVIDED BY GIVING OPINIONS
INSTRUCTIONS
READING

UNDERSTAND USE
MAIN IDEAS AND SELF SUPPORT SUCH
SPECIFIC AS DICTIONARIES
INFORMATION AND ONLINE
RESOURCES

GUESS READ
MEANING OF AND ENJOY
UNFAMILIAR WORDS FICTION/NON-
USING CONTEXT OR FICTION
OTHER KNOWN
WORDS
WRITING

GIVE NARRATE
INFORMATION AND AND ADVANCE TO
PAYING ATTENTION DRAFTING A 2
TO CORRECT PARAGRAPH TEXT
PUNCTUATION MATERIAL

CONNECT
DESCRIBE SENTENCES
AND SPELL SO IT FORMS A
CORRECTLY COHERENT PHRASE
AND COMPLIES TO
CONTEXT.
 04
HOW TO CONDUCT SBELC CLASSROOM
SESSIONS
WE
DESIGN
CLASSES
Just like how we write normal RPH with
induction sets,teaching,exercise and
conclusion
WE CREATE A LOT OF PROJECTS

PROJECT
BASED
LEARNING
TO INFUSE CONTEXT AND
LANGUAGE LEARNING
MAKING THE LANGUAGE
LESSON MEANINGFUL AND
PURPOSEFUL
WE CONTROL CLASS SETTINGS
SAFE YET
CHALLENGING YET
ACHIEVABLE

THE CLASSROOM BECOMES A SAFE SPACE TO

EXPRESS FREELY,BUT TO EXPRESS THEY NEED TO
USE THE TARGET LANGUAGE,AND THE TARGET
LANGUAGE FOR THE SESSION IS ALREADY SET
FOR THEM THAT WE KNOW ARE RELEVANTLY
ACHIEVABLE FOR THEIR LEVEL
WE HELP WITH INSTRUCTIONS

How to properly use :

CORRECT LANGUAGE
PRONOUNCIATION
SENTENCE STRUCTURE
GRAMMAR
TERMINOLOGY
LANGUAGE REGISTERS
 WHY
HELP?
> TO HELP STUDENT BUILD IDEAS.

> TO HELP STUDENTS

COMMUNICATE EFFFECTIVELY

> TO TEACH VALUES AND GOOD

MANNERS
CREDITS: This presentation template was created by Slidesgo,
> TO INVOLVE TECHNOLOGY including icons by Flaticon, and infographics & images by Freepik

TEACHER IS THE FACILITATOR,YET THE TEACHER

INTERVENTION AND PRESENCE IS STILL
IMPORTANT AS THE CLASSROOM MUST ACHIEVE
THE OBJECTIVE THAT WE DESIGN.
 05
HOW TO MAKE VALID ASESSMENTS
FOR SBELC
CLASSROOMS
ASESSMENTS

IMMEDIATE MID CLASS END CLASS

ORAL
PRESENTATION, QUIZZES,Q&A,TASK
FORMATIVE OBSERVATION
WRITTEN SHEETS
ASSIGNMENTS

CONCLUDING
SUMMATIVE ACTIVITIES TESTS EXAMS
CEFR-ALIGNED LEVELS TARGET

YEAR 4
A1 HIGH – BETTER THAN BASIC
ENGLISH CAPABILITIES,STILL
NEEDS A LOT OF SUPPORT

YEAR 5 YEAR 6
A2 LOW-STILL A A2 MID -BEGINNER BUT
BEGINNER,BUT ALREADY WITH ENOUGH SCHEMATA
NEEDING LESS SUPPORT TO MASTER MORE
THAN PREVIOUS LEVEL COMPLEX ABILITIES.
 06
WHERE TO GET THE MATERIALS
TO CREATE SBELC
CLASSROOM SESSIONS
WITH SOME CREATIVITY ON YOUR PART,YOUR PUPILS WILL BENEFIT
TREMENDOUSLY.

ONLINE RESOURCE OFFLINE RESOURCES

https://www.teacherfiera.com GET SMART ACTIVITY BOOK
/official-documents/
ENGLISH YEAR 4, 5 AND 6
http://anyflip.com/dwfp/gitc
TEXTBOOK
http://anyflip.com/geixk/rcjl/
VARIOUS CEFR ACTIVITY
BOOK FROM BOOKSTORES
https://anyflip.com/bcnyv/
ojkw/basic