english language in the national curriculum key stage 1

English Language in

The National Curriculum

Key Stage 1

(Reduced English Language Syllabus to be used in 2020)

Reduced English Language Curriculum- KS1 to be used in 2020/NIE/14th May 2020 1

Acknowledgements

National Institute of Education wishes to acknowledge many schools, colleagues who have helped in the

modification of the English Language Syllabus. The publisher is grateful for the immense work done by the school

teachers who have contributed their time and effort to provide feedback to reduce the contents in the English

Language. In particular, we wish to thank:

Name of Teachers School

Vijaya Lakshmi Raiymandhoo School

Muna Zuhair Maradhoofeydhoo School

Aishath Shiuna Meemu Atoll Education Centre

Mariyam Shiura Meemu Atoll Education Centre

Fathimath Latheefa Muhyiddin School

Aminath Awana Rasheed Thinadhoo School

Aishath Shabnam Shaugy Maradhoo School

Suvaibath Saeed Aminiya School

Aishath Ibrahim Maafaru school

Ashifa Ibrahim Hithaadhoo School

Azwar Adam Maamendhoo School

Aishath Abdulla Hanimaadhoo School

Fathimath Muna Sh.Atoll Education Centre

Rizma Hassan Guraidhoo School

Fazeena Ismail Feydhoo school

Ahmed Mohamed Manik Meyna School

Latheefa Ahmed Hiriya School

Sofoora Ahmed Meyna School

Hafsa Abbas Iskandhar School

Aishath Asifa Imaduddin School

Aminath Hafza Maamendhoo School

Kiyaasa Areef Thaajuddeen School

Livaaza Hussain Thaajuddeen School


Introduction

The year 2020 have subjected us to experience one of the greatest educational crisis due to COVID 19

pandemic. In this crucial time, Ministry of Education (MoE) has developed several strategies to mitigate

the impact of the Pandemic on our students by exploring all avenues that could contribute to reduce the

loss of learning. In this regard rationalizing and reducing the contents of the syllabus documents from key

stage 1 to 3 was carried out for the academic year 2020. As a lot of curriculum time has been lost,

adjustments were brought to the syllabus documents so that it can be accommodated in the available

time in the rest of the year.

After careful assessment of the current situation Ministry of Education has come up with a revised/

alternative academic calendar for the year 2020. Adjustments made in the syllabus documents and the

academic calendar will help teachers to plan their lessons. The challenge in this situation is to reduce the

negative impact on learning by having a renewed sense of responsibility of all stakeholders involved in

educating our children. Hence MOE with the help of teachers will be working towards closing the gap of

opportunities to ensure that all children have access to quality education.

English Language is a subject in which all the strands and sub-strands are of equal importance. The

elements in each of these are interconnected and should be integrated when teaching. Emphasis must be

given to speaking and listening strand, and it should be used to develop the other two strands. Whole

class discussions should be part of reading activities. Both Speaking and Listening and Reading and Viewing

should form the basis for meaningful writing activities. It is very essential that teachers use face to face

contact time to model the whole writing process, beginning from brainstorming, to organizing content

and editing work until the final product is ready for class publication.

The English Language syllabus has been modified mostly by removing many of the indicators used to

measure the achievement of outcomes and by combing some outcomes on Skills and Strategies. Some of

the learning outcomes might have already been achieved during the first quarter of the year. However,

we should be aware that the more practice a child receives in language skills, the greater will be his

language development, leading to greater accuracy and fluency. Since English Language is also a subject

which can easily be integrated with all other subjected, teachers are recommended to integrate where

possible rather than teaching English Language as a subject in isolation. Teachers are advised to refer to

the syllabus document and select appropriate content from Student Book, other textbooks and use

supplementary activities/worksheets to achieve the outcomes through the given indicators. Teaching and

learning should not be aimed to complete the Student Book.


Syllabus Details – Grade 1

Strand: Speaking & Listening

Sub strand: Communicative Purpose

Outcome Indicators

SL.CP.1 This is evident when a student:

Engage in speaking and listening to

interact with others for a variety of

purposes.

a Conveys personal needs and feelings to the teacher and

peers using learned sentence patterns (e.g., Please give

me a pencil; Please may I drink some water?).

b Responds to greetings, farewells and apologies

appropriately.

c Talks about personal preferences (e.g., I like ice-cream).

Outcome Indicators


Listen and respond appropriately to

demonstrate comprehension.

a Restates the purpose of a listening activity (e.g., to

learn a new fact, to learn what happens, to carry out

instruction, for enjoyment).

b Follows verbal instructions, suggestions or requests in a

two-step sequence (e.g., please keep your English book

on the table and come here).

c Listens and responds to questions appropriately (e.g.,

what do cats eat?).

Outcome Indicators

SL.CP.3 This is evident when a student

Use speaking to express, present

information, ideas and feelings.

a Identifies and sets purpose for speaking and presenting with teacher support (e.g., to tell a story, to describe something, show-and-tell).

b Tells information about oneself and family using learned sentence patterns.

c Uses simple statements to describe pictures and

situations within a range of familiar topics.


Outcome Indicators



explore texts and develop thinking.

a Relates 'cause and effect' using because (He has a stomach ache because he ate a ……...).

b Offers opinions about familiar situations. (e.g., Teacher: We want to go on a class picnic. Where should we go?).

c Tells how a character in a story would feel.

Sub strand: Skills & Strategies

Outcome

Indicators

SL.SS.1

This is evident when a student:

With prompts begins to use basic skills and strategies of classroom interaction.

a Uses social conventions and agreed rules in conversations and supported groups (e.g., look at the person speaking, sometimes takes turns in conversations, stay on topic).

b Asks questions to clarify meaning or to request assistance.

c Makes connections between classroom discussion topics and personal experience.

Outcome

Indicators

SL.SS.2


With teacher support demonstrate the skills and strategies of effective speakers when expressing and presenting ideas, information and experiences.

a Engages in informal oral presentations (e.g., show-and –tell activities, perform action songs, retells a story in a meaningful sequence, etc.).

b Uses illustrations, simple graphic organisers and different materials to aid presentation.

c Adjusts volume and tone of voice as appropriate to the language situation (e.g., reduce the volume in small groups, speak loudly when talking to the class).


Outcome

Indicators

SL.SS.3


Practise the skills and strategies used by effective listeners.

a Identifies and sets purpose for listening activities (e.g., to gain information, for enjoyment).

b Make predictions before and during listening based on prior knowledge and contextual clues (e.g., visuals, setting, and topic).

c Recalls information from an oral text using a variety of ways (e.g., retells one or two main points, draw a picture, act out a sequence of events).

d Identifies and sets purpose for listening activities (e.g., to gain information, for enjoyment).

e Make predictions before and during listening based on prior knowledge and contextual clues (e.g., visuals, setting, and topic).

Sub strand: Language Structure & Feature

Outcome

Indicators

SL.LSF.1


With teacher guidance use some basic features of familiar spoken texts to convey and derive meaning

a Identifies and sets purpose for listening activities (e.g., to gain information, for enjoyment).

b Make predictions before and during listening based on prior knowledge and contextual clues (e.g., visuals, setting, and topic).

c Recalls information from an oral text using a variety of ways (e.g., retells one or two main points, draw a picture, act out a sequence of events).

d Identifies and sets purpose for listening activities (e.g., to gain information, for enjoyment).

Outcome

Indicators

SL.LSF.2


Show awareness of structures and patterns of language.

a Identifies words and sounds that are the same and different (e.g., pen, pen - same/ pen, hen - different, (h /l /b/h - /h/ is same).

b Identifies rhyming words in a poem, and gives other examples of rhyming words or identifies sounds in an alliteration (e.g., Hamna has a hen.).

c Recites rhymes, poems or riddles focusing on rhythm.


Strand: Reading & Viewing

Sub strand: Communicative Purpose Outcome Indicators

RV.CP.1 This is evident when a student:

Read grade appropriate literary texts with purpose and comprehension.

a Reads familiar literary texts (e.g. Narratives, rhymes) aloud with some fluency, expression and a sense of phrasing (e.g., read three or more words at a time while reading picture stories).

b Re-tells a story or talks about a favourite book focusing on key words and pictures.

c Makes basic inferences about characters (e.g., feelings) and events (e.g., why did he go to the hospital).

Outcome Indicators


Read and demonstrate comprehension of grade-appropriate information texts (non-fiction).

a Reads aloud information texts to others (e.g., teacher/peer) and for personal purposes (e.g., to learn new information).

b Recognises some basic 'text features' to understand and locate content in information texts (e.g., title, illustration, captions).

c Retells facts from texts through discussion, drawing or other representations.

Outcome Indicators


View and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters).

a Talks about the purposes and meanings found in particular images or visual texts (e.g., visual texts: illustrations, videos, CD-ROMs - to inform, entertain).

b Interprets messages conveyed by photographs and illustrations.

c Recalls some facts and details from viewing experiences.



Outcome Indicators

RV.SS.1 -3 This is evident when a student:

RV.SS. 1-3 Practise the skills and strategies of effective readers

a Uses images, cover illustrations and titles to predict the content of a text, with teacher support.

b Identifies and sets purpose for reading activities with teacher support (e.g., to gain information, to answer some questions, for enjoyment).

c Checks prediction about text and confirms ideas and information during shared reading

Sub strand: Language structure & Features

Outcome Indicators

RV.LSF.1 This is evident when a student:

Show an understanding of the conventions of books and how print is organised.

a Recognises common words needed to talk about books (e.g., title page, author, illustrator, front/back cover, character, setting, and main events).

b Reads words from left to right and top to bottom on a printed page during oral reading or own reading.

c Identifies the beginning, middle and ending of stories.

d Recognises common words needed to talk about books (e.g., title page, author, illustrator, front/back cover, character, setting, and main events).

Outcome Indicators


Identify all the letters of alphabet (lower/upper) and their sounds and read some high-frequency words.

a Recognises and uses some common word patterns and knowledge of word families to decode new words (e.g., at, all, ing, en).

b Uses predictable word patterns and knowledge of sentence structure to make meaning of sentences (e.g., I like the cat, I like the hat).

c Recognises and reads high-frequency words by sight (e.g., approximately 100 words that are commonly used in Grade 1).


Strand: Writing & Representing


Outcome Indicators

WR.CP.1 This is evident when a student:

Create personal and imaginative writing and representations for a variety of purposes. (using a combination of drawings, words or sentences)

a Creates messages to express feelings, ideas, likes and dislikes (e.g., use a combination of pictures, symbols, letters or words to write about their favourite toy or represent favourite characters from stories).

b Recounts personal experiences and events (e.g., 'What I did on Friday').

c Writes simple narratives with characters, setting, and a sequence of events based on models.

Outcome Indicators


Write and create representations of a wide range of information texts for a variety of purposes.

a Writes very simple personal descriptions (e.g., family members, friends, familiar places).

b Writes very simple instructions with teacher guidance (e.g., .match pictures to instructions).


Outcome Indicators

WR.SS.1-3 This is evident when a student:

Practise effective skills and strategies before/during/after writing and representing.

a Identifies a purpose (e.g., to inform, to tell a story) for writing with teacher support (e.g., for classmates, for children from another class, for a family member, for the teacher).

b Begins to use pre-writing strategies with teacher support (e.g., talking with others about a given topic, drawing, developing mind maps, charts).

c Begins to use different strategies to organise ideas before writing (e.g., talk, draw, dramatise, use graphic organisers provided by the teacher).


d Stays on topic while writing and representing.

e Rereads the writing to see if the writing included everything they wanted to say (e.g., ask questions like: have I answered all the questions).

f Edits the writing with teacher support (e.g., use capital letters to begin sentences, the pronoun 'I', names, days of the week, use question marks, commas to separate items).


Outcome Indicators

WR.LSF.1 This is evident when a student:

Uses some features and conventions of language to express meaning through writing and representing.

a Writes from left to right and top to bottom of the page.

b Writes letters in a recognisable form and attempts to maintain letter size shape and space between words.

c Shows awareness of correct word order and write simple sentences.

d Uses the plural form of nouns appropriately (regular/by adding‘s’).

e Attempts to use pronouns appropriately (e.g., I, he, she).

f Uses present tense and simple past tense of verbs with regular past form (e.g., jump/jumped).

g Begins most sentences with a capital letter and capitalise the first letter of names and the pronoun 'I'.

h Uses full stops to end most sentences and begins to use question marks.

i Uses commas to separate words in a series.





Outcome Indicators


Use speaking and listening to interact

with others for a variety of purposes.

a Independently responds to greetings/farewells appropriately and politely.

b Exchanges opinions on preferences and topics of interest (I like this cartoon because…..).

c Engages in conversations for specific purposes by

offering ideas and information (e.g., complete a web,

think-pair-share activity).

Outcome Indicators


Listen and respond appropriately to

demonstrate comprehension.

a Restates the purpose of a listening activity (e.g., to learn a new fact, to learn what happens, to carry out instruction, for enjoyment).

b Follows verbal instructions, suggestions or requests in a two-three step sequence.

c Listens and responds to questions appropriately.

Outcome Indicators


Use speaking to express, present

information, ideas and feelings.

a Give informal spoken presentations to small and large groups (e.g., performing action songs and rhymes, telling about a personal experience and reporting on a known topic).

b Introduces self and exchanges personal information (ask and respond to questions about name, age, family, likes and dislikes).

c Recounts a personal experience in a logical sequence

that includes who, where, when and what.


Outcome Indicators




a Tells how a character in a story heard would feel in different situations.

b Answers "what if ….." questions asked from a listening.

c Contributes in discussions to explore possible solutions to a problem and express it through different strategies.


Outcome

Indicators

SL.SS.1


Uses basic skills and strategies of classroom interaction with less teacher intervention.

a Uses social conventions and agreed rules independently in familiar group settings (e.g. pay attention to the speaker, take turns as listener and speaker in conversations).

b Uses polite social language independently (e.g., hello, please, thank you, sorry, excuse me).

c Asks questions to clarify or extend meaning or to request information.

Outcome

Indicators

SL.SS.2


Demonstrate the skills and strategies of effective speakers when expressing and presenting ideas, information and experiences.

a Gives informal presentations in small and large groups (e.g., perform action songs/poem, dramatisation, retell simple stories).

b Retells key information from non-fiction texts.

c Support presentation with appropriate body language, voice level and tone to enhance meaning.


Outcome

Indicators

SL.SS.3



a Matches predictions before and during listening (e.g., use prior knowledge and contextual clues).

b Sorts ideas and information from oral texts to make meaning (e.g., find similarities, differences, sequences).

c Answers simple questions asked about a story or information presented.


Outcome

Indicators

SL.LSF.1


Recognises the structures and patterns of language in oral texts.

a Recites rhymes, poems or riddles focusing on rhythm.

b Discriminates and orally manipulates sounds to decode unknown words (e.g., isolating, blending, segmenting, deleting and adding sounds).

c Identifies common word endings, onsets and rimes.



Outcome Indicators


Read grade appropriate literary texts with purpose and comprehension.

a Reads aloud grade-appropriate literary texts (e.g., narratives, rhymes, simple poems)with increasing fluency, accuracy, comprehension, expression and a sense of phrasing (e.g., three or more words at a time in meaningful phrases).


b Makes inferences about characters (e.g., feelings) and events in text, and says what may happen next and why.

c Makes connections between text, personal experiences and prior knowledge.

Outcome Indicators



a Reads grade-appropriate information texts (e.g., descriptions, procedures, information reports, explanation, exposition) with increasing fluency, accuracy and comprehension.

b Uses some basic 'text features' to understand and locate content in information texts (e.g., steps in a procedure, headings, illustration, captions).

c Follows simple written directions supported with pictures (e.g., create a simple craft, follow a recipe).

d With teacher guidance contributes in discussions and share information learned from reading.

Outcome Indicators


View and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters).

a Talks about the purposes and meanings found in particular images or visual texts (e.g., visual texts: illustrations, videos, CD-ROMs/ Purposes: to inform, entertain).

b Interprets illustrations, photographs, diagrams, maps, graphs, and other visual texts.

c Recalls details or main ideas from visual texts in response to questions.



Outcome Indicators


RV.SS.1 -3 Practise the skills and strategies of effective readers’ before/during/after reading.

a Predicts the content of a text based on contextual clues (e.g., title, pictures), and background information presented by teacher.

b Participates in discussions about the purpose and the likely audience of grade- appropriate texts (e.g., fairy tales, stories, advertisements, cartoons).

c Checks prediction about text and confirms ideas and information during shared and individual reading.

d Uses contextual clues (e.g., charts, diagrams, prior knowledge) to make ongoing predictions and confirm meaning (e.g., identify main idea, focus on elements of story).

e Responds to questions asked from a shared or individual reading text orally and in writing.

f Shares feelings evoked by different texts (e.g., evaluate feelings).


Outcome Indicators


Recognise and use text structures and features to gain meaning.

a Identifies common features of written and visual texts (e.g., titles/ headlines, main and sub-headings, captions, labels).

b Recognises and comprehend basic conventions of texts (e.g., full stop, question mark, exclamation mark, quotation mark, capitalized words).

c Identifies the beginning, middle and ending of stories and basic elements of information texts and their purposes.


Outcome Indicators


Uses knowledge of word patterns, word families, and letter-sound relationships to decode unknown words.

a Recognises and uses common word patterns and knowledge of word families to decode new words (e.g., ash, ish, ush).

b Recognises and reads high-frequency words by sight (e.g., approximately 200 words that are commonly used in Grade 2).

c Recognises and reads (age-appropriate words) fluently and accurately using a variety of cues (visual cues, syntactic cues or semantic cues).



Outcome Indicators


WR.CP.1 Create personal and imaginative writing and representations for a variety of purposes.

a Creates writings and representations to express feelings, ideas, likes and dislikes (e.g., create a thank you card for a classmate or family member).

b Recounts personal experiences and events (e.g., A visit to the park).

c Writes narratives with characters, setting, and a problem.

Outcome Indicators



a Writes personal descriptions (e.g., family members, friends, familiar places).

b Writes two- three step instructions or procedures (e.g., how to make a cup of tea).

Uses modelled structures to create simple information reports and representations with a few logically sequenced ideas (e.g., an information report on bicycles or information posters).



Outcome Indicators



a Identifies a purpose (e.g., to inform, to persuade, to explain) for writing with teacher support (e.g., for classmates, for children from another class, for a family member, for the teacher).

b Uses pre-writing strategies with teacher support (e.g., drawing, developing mind maps, interviewing).

c Organises ideas and information in a meaningful way.

d 'Thinks aloud' while writing and representing (i.e. voice out thoughts, ask questions like: does it make sense?).

e Stays on topic while writing and representing and uses complete sentences.

f Rereads the writing to see if the writing included everything he/she wanted to say (e.g., asks questions like: have I answered all the questions).

g Edits the writing with teacher support (e.g., use capital letters to begin sentences, for the pronoun 'I', names, days of the week; use question marks, commas to separate items).


Outcome Indicators


Use some features and conventions of language to express meaning through writing and representing.

a Writes simple, complete sentences and begins to use compound sentences.

b Uses some nouns with irregular plural form appropriately (butterfly/butterflies).

c Uses singular and plural pronouns.

d Uses present tense and simple past tense of verbs with regular and irregular past form (sometimes over-generalises).

e Uses full stops, question marks, or exclamation marks at the end of sentences with some inconsistency.


f Uses commas to separate words in a series.

g Uses conventional spelling of commonly used words and generalisations to write unfamiliar words.

h Writes neatly and legibly with appropriate spacing between letters, words, sentences, and paragraphs.

i Uses heading and subheadings to help a reader to understand the text.





Outcome Indicators


Use speaking and listening to interact

with others for a variety of purposes.

a Conveys personal needs in complete sentences and responds to questions related to familiar situations (e.g., What/why do you want to play?).

b Engages in conversations for specific purposes by offering ideas and information (e.g., complete a web, think-pair-share activity).

c Asks questions to solve problems and imaginatively

explores situations in their immediate context (e.g.,

who? how? why?).

Outcome Indicators


Listen purposefully for a variety of

purposes and demonstrate

comprehension.

a Determines the purpose of a listening activity (e.g., to learn a new fact, to learn what happens, to carry out instruction, for enjoyment, to learn a different viewpoint).

b Follows verbal instructions, suggestions or requests in a multi-step sequence.

c Listens and responds to questions appropriately.

Outcome Indicators


Present information, ideas and

feelings clearly and coherently.

a Participates in discussion about different purposes for speaking (e.g., entertain, inform, persuade) and different audiences (e.g. parent, peer, teacher).

b Gives informal, spoken presentations to small and large groups (e.g., performing action songs and rhymes, telling simple stories and reporting on a known topic.


c Recounts a personal experience and report briefly on

personal knowledge of a topic (e.g., describe schools

sports day, favourite food).

Outcome Indicators




a Relates 'cause and effect' using because (The character in the story is not selected for the school football team because…)

b Tells how a character in a story heard, would feel in different situations.

c Answers "what if ..." questions asked from a listening


Outcome

Indicators

SL.SS.1


Use basic skills and strategies of classroom interaction with less teacher intervention.

a Uses social conventions and agreed rules independently in familiar group settings (e.g. pays attention to the speaker, takes turns as listener and speaker in conversations).

b Uses polite social language independently (e.g., hello, please, thank you, sorry, excuse me).

c Asks questions to clarify or extend meaning or to request information.

Outcome

Indicators

SL.SS.2


Demonstrate the skills and strategies of effective speakers when expressing & presenting ideas, information and experiences.

a Gives informal presentations in small and large groups (e.g., dramatisation, retells simple stories, reports on a familiar topic).

b Makes use of simple visual prompts and objects when expressing or presenting.

c Supports presentation with appropriate body language, voice level, facial expression and tone, to enhance meaning.


Outcome

Indicators

SL.SS.3



a Identifies and sets a purpose for listening activities (e.g., to gain information, for enjoyment).

b Makes and confirms predictions and inferences based on prior knowledge and contextual clues (e.g., visuals, setting, and topic).

c Sorts ideas and information from oral texts to make meaning (e.g., finds similarities, differences, sequences).


Outcome

Indicators

SL.LSF.1


Use some basic features of familiar spoken texts to convey and derive meaning.

a Talks about a familiar topic using words such as ‘and’, then, because, so, when, while and but to link ideas in speech.

b Uses tense forms of regular and irregular verbs in a way that makes meaning clear.

c Use adverbs of frequency to sequence events.

d Demonstrates subject verb agreement.

e Uses words such as over, under, between and beside to describe location.

Outcome

Indicators

SL.LSF.2


Recognise the structures and patterns of language in oral texts.

a Demonstrates knowledge of root words, compound words and syllabication.

b Identifies alliterations in simple poems, songs and stories.

c Uses common prefixes, suffixes and word endings.

d Talks about language patterns in poems or songs (e.g., rhyme and repetition).

e Begins to recognise some idiomatic expressions and their meanings and purposes (e.g., He is under the weather = He is not feeling well).





Read grade appropriate literary texts with sufficient accuracy and fluency to support comprehension.

a Reads grade-appropriate literary texts (e.g., narratives, rhymes, simple poems, and fairy tales) with fluency, accuracy, comprehension and confidence.

b Summarises main points found in literary texts and retells the events in the correct sequence (e.g., narratives, recounts, and fairy tales).

c Demonstrates comprehension by capturing aspects of texts through different strategies (e.g., completing a cloze passage, completing a timeline of a story, or acting out the text).

Outcome Indicators



a Uses basic 'text features' to understand and locate content in information texts (e.g., steps in a procedure, headings, subheadings, illustrations, captions, bold words).

b Organises information from texts logically using different representations (e.g., writes information under categories provided by teacher- size, colour).

c Follows simple written directions (e.g., creates a craft, follow a recipe).

Outcome Indicators


RV.CP.4 View and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters, advertisements).

a Talks about the purposes and meanings found in particular images or visual texts (e.g., visual texts: illustrations, videos, CD-ROMs/ Purposes: to inform, entertain, persuade).

b Interprets illustrations, photographs, diagrams, maps, graphs, and other visual texts.

c Talks about similarities and differences in visual texts.



Outcome Indicators


Practise the skills and strategies of

effective reader’s before/during/after

reading.

a Identifies and sets purpose for reading activities independently (e.g., to gain information, to find out a specific information).

b Participates in discussions about the purpose and the likely audience of grade- appropriate texts (e.g., fairy tales, stories, advertisements, cartoons).

c Skims through the text to gain a general impression of the content (e.g., pays attention to pictures, titles, headings, sub headings).

d Checks prediction about text and confirms ideas and information during shared and individual reading.

e Uses different strategies to figure out unknown words (e.g., highlights the words and refers to picture dictionaries or word walls to understand reading texts).

f Shares feelings evoked by different texts (e.g., evaluate feelings, expresses empathy with a character).


Outcome Indicators


Recognise and use text structures and features to gain meaning.

a Uses specific vocabulary to talk about written and visual texts (e.g., plot, conflict, theme, character, setting, rhyme, rhythm, alliteration, punctuation, glossary, word order).

b Analyses organisational patterns in literary and information texts (e.g., list, sequence of ideas).

c Relates his/her knowledge of conventions of a text to comprehend written or visual texts (e.g., refer to the glossary to learn about unfamiliar words).


Outcome Indicators


Uses knowledge of word patterns, word families, and letter-sound relationships to decode unknown words.

a Recognises and uses common word patterns and knowledge of word families to decode new words (e.g., ock, ack, ick, eck).

b Recognises and reads high-frequency words by sight (e.g., approximately 300 words commonly used in Grade 3).

c Recognises and reads (age-appropriate words) fluently and accurately using a variety of cues (visual, syntactic or semantic cues).




Create personal and imaginative writing and representations for a variety of purposes.

a Recounts personal experiences and events (e.g., my birthday party).

b Writes narratives with characters, setting and a sequence of events, a complication and resolution.

c Contributes to joint construction of short poems and attempts to experiment with poetic form (e.g., changes certain words from a given poem or rhyme, use imagery, i.e. words and phrases that appeal to the senses: sight, smell, taste, touch, sound).

Outcome Indicators



a Writes descriptions of people, things and places (e.g., teacher, Islamic Centre, a bicycle).

b Writes three - four step instructions or procedures (e.g., make a paper craft).

c Creates simple information reports and representations with a few logically sequenced ideas


and some subject specific vocabulary (e.g., information posters or information reports on bats).

Sub strand: Skills & Strategies Outcome Indicators



a Identifies a purpose (e.g., to inform, to describe) for writing with teacher support (e.g., for classmates, for children from another class, for a family member, for the teacher).

b Uses different strategies to develop a plan for writing (e.g., using mind maps, making simple notes).

c Organises ideas and information in a meaningful way.

d 'Thinks aloud' while writing and representing (i.e. voice out thoughts, ask questions like: does it make sense?).

e Stays on topic while writing and representing and uses complete sentences.

f Rereads the writing to see if the writing includes everything he/she wanted to say (e.g., asks questions like: have I answered all the questions).

g Edits the writing with the help of a criteria (e.g., uses capital letters to begin sentences, the pronoun 'I', names, days of the week; use question marks, commas to separate items).


Outcome Indicators


Uses the features and conventions of language to express meaning through writing and representing.

a Writes complete and varied sentences.

b Adopts paragraph structures (i.e. writes sentences in a paragraph but there may be some inconsistencies in paragraph division.

c Uses singular and plural nouns and pronouns.


d Ensures subject verb agreement (singular nouns with singular verbs; plural nouns with plural verbs).

e Uses capital letters, full stops, question marks, or exclamation marks and commas appropriately.

f Uses apostrophes for common contractions and possessives.

g Uses newly acquired vocabulary and specific vocabulary to support texts.

h Uses drawings, charts and diagrams to support the text.

i Uses heading and subheadings to help a reader understand the text.

english language in the national curriculum key stage 1

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