The Dokumen Standard Kurikulum dan Pentaksiran (DSKP) Bahasa Melayu Tingkatan 1 outlines the Standard Kandungan (SK) and Standard Pembelajaran (SP) for various language skills. [cite: 1] The SK is a statement about the field of knowledge that students should know and be able to do, covering knowledge, skills, and values. [cite: 2] The SP specifies the criteria for ensuring learning quality and measurable achievement for each SK. [cite: 3]
| STANDARD KANDUNGAN [cite: 5] | STANDARD PEMBELAJARAN [cite: 5] |
|---|---|
| 1.1 Mendengar, mengenal dan menyebut perkataan, rangkai kata, istilah dan ungkapan serta intonasi ayat dalam pelbagai ujaran. [cite: 5] | 1.1.1 Mendengar dan mengenal sebutan perkataan dan rangkai kata dalam pelbagai ujaran dengan betul dan tepat. [cite: 6] |
| 1.2 Mendengar dan memahami perkataan, rangkai kata, istilah, ungkapan dan ayat dalam pelbagai ujaran. [cite: 7] |
1.2.1 Mendengar dan memahami perkataan, rangkai kata, istilah dan ungkapan dalam pelbagai ujaran dengan betul dan tepat mengikut konteks. [cite: 8] 1.2.2 Mendengar dan memahami ayat tunggal dan ayat majmuk yang mudah dalam ujaran dengan menyatakan maksud yang betul, tepat dan jelas mengikut konteks. [cite: 9] |
| 1.3 Mendengar dan memahami maklumat, fakta, idea dan hujah dalam pelbagai wacana dan memberikan respons. [cite: 10] |
1.3.1 Mendengar dan memahami maklumat, fakta dan idea dalam pelbagai wacana dengan memberikan respons secara lisan dengan betul, tepat dan bermakna. [cite: 11] 1.3.2 Mendengar dan memahami maklumat, fakta dan idea dalam pengumuman dan ucapan dengan memberikan respons yang betul, tepat dan bermakna. [cite: 12] |
| 1.4 Berbicara tentang sesuatu perkara dalam pelbagai situasi formal dan tidak formal. [cite: 13] |
1.4.1 Berbual tentang kegiatan harian serta hal-hal persendirian menggunakan sebutan dan intonasi yang betul secara santun. [cite: 14] 1.4.2 Berbicara untuk memulakan dan mengakhiri perbualan, bertanya khabar, serta menyatakan terima kasih dan penghargaan secara bertatasusila. [cite: 15] 1.4.3 Menceritakan pengalaman diri dan orang lain dalam pelbagai situasi dengan sebutan dan intonasi yang betul secara santun. [cite: 16] |
| 1.5 Bersoal jawab tentang sesuatu perkara dengan menggunakan pelbagai soalan dan mengemukakan jawapan. [cite: 17] |
1.5.1 Mengemukakan soalan bertumpu untuk mengetahui pesanan, arahan, panduan dan tunjuk cara dengan betul tepat dan secara bertatasusila. [cite: 18] 1.5.2 Memberikan jawapan yang sesuai tentang sesuatu perkara dengan betul, tepat dan secara bertatasusila. [cite: 19] 1.5.3 Bersoal jawab dalam perbualan menggunakan soalan bertumpu dan mengemukakan jawapan yang sesuai dan betul secara bertatasusila. [cite: 20] |
| 1.6 Menyampaikan maklumat tentang sesuatu perkara dalam pelbagai situasi. [cite: 21] |
1.6.1 Menyampaikan isi dan fakta tentang sesuatu perkara dengan betul dan jelas menggunakan ayat yang gramatis. [cite: 22] 1.6.2 Menyampaikan maklumat dalam bentuk ucapan dan pengumuman dengan betul, tepat, jelas, intonasi yang sesuai dan berkesan menggunakan ayat yang gramatis. [cite: 23] |
| 1.7 Berbincang dan berunding tentang sesuatu perkara. [cite: 24] |
1.7.1 Berbincang tentang sesuatu perkara yang didengar atau dilihat untuk bertukar-tukar pandangan secara rasional dengan ayat yang gramatis dan bahasa yang santun. [cite: 25] 1.7.2 Berunding untuk mendapatkan persetujuan bagi sesuatu tawaran tentang sesuatu perkara secara rasional dengan ayat yang gramatis dan bahasa yang santun. [cite: 26] |
| 1.8 Mengulas sesuatu perkara, isu atau topik. [cite: 27] |
1.8.1 Menerangkan sesuatu perkara dengan bernas dan kritis secara jelas menggunakan ayat yang betul, tepat dan gramatis. [cite: 28] 1.8.2 Mengulas peristiwa mengikut urutan secara jelas dan bernas menggunakan ayat yang gramatis. [cite: 29] |
| STANDARD KANDUNGAN | STANDARD PEMBELAJARAN [cite: 30] |
|---|---|
| 2.1 Membaca secara mekanis pelbagai bahan prosa dan puisi. [cite: 30] |
2.1.1 Membaca secara mekanis pengumuman, ikrar, iklan dan promosi dengan sebutan dan intonasi yang betul, nada yang sesuai serta kepantasan yang wajar. [cite: 31] 2.1.2 Membaca secara mekanis pantun dengan sebutan dan intonasi yang betul dan nada yang sesuai. [cite: 32] |
| 2.2 Membaca untuk memahami makna perkataan, rangkai kata, istilah, ungkapan, ayat, maklumat dan maksud keseluruhan daripada pelbagai bahan. [cite: 33] |
2.2.1 Membaca untuk memahami makna perkataan yang terdapat dalam pelbagai bahan menggunakan glosari dan kamus dengan betul dan tepat. [cite: 34] 2.2.2 Membaca untuk memahami maklumat daripada arahan dalam pelbagai bahan dengan memberikan respons yang betul dan tepat. [cite: 35] 2.2.3 Membaca untuk memahami idea keseluruhan dalam pelbagai bahan prosa dengan betul dan tepat secara luncuran dan imbasan. [cite: 36] |
| 2.3 Membaca untuk memproses maklumat daripada pelbagai bahan. [cite: 37] | 2.3.1 Membaca untuk menyaring dan mengenal pasti idea utama dan idea sampingan dengan betul dan tepat. [cite: 38] |
| 2.4 Membaca secara ekstensif pelbagai bahan untuk mengukuhkan kelancaran membaca, meluaskan perbendaharaan kata dan ilmu pengetahuan. [cite: 39] | 2.4.1 Membaca secara ekstensif pelbagai bahan fiksyen dan bukan fiksyen untuk meningkatkan penguasaan kosa kata dan ungkapan menarik dengan pemahaman dan penghayatan yang baik. [cite: 40] |
| STANDARD KANDUNGAN | STANDARD PEMBELAJARAN |
|---|---|
| 4.1 Memahami dan mengapresiasi karya sastera dengan memberikan respons peribadi. [cite: 58] |
4.1.1 Memahami dan mengapresiasi karya prosa dengan memberikan respons peribadi tentang sinopsis, tema dan persoalan dengan betul, rasional dan penuh penghayatan. [cite: 59] 4.1.2 Memahami dan mengapresiasi karya puisi dengan memberikan respons peribadi tentang bentuk, huraian maksud dengan betul, rasional dan penuh penghayatan. [cite: 60] 4.1.3 Memahami dan mengapresiasi karya sastera dengan memberikan respons peribadi dari aspek pengulangan kata dan singkatan kata dengan betul dan penuh penghayatan. [cite: 61] |
| 4.2 Memahami dan menggunakan perbandingan semacam, peribahasa, kata-kata hikmat, kiasan madah pujangga, dan bahasa berirama dalam komunikasi dan penulisan. [cite: 62] | 4.2.1 Memahami dan menggunakan perbandingan semacam dalam komunikasi dan penulisan dengan betul, tepat dan mengikut konteks. [cite: 63] |
| 4.3 Menghasilkan karya fiksyen dan puisi secara terancang. [cite: 64] |
4.3.1 Menghasilkan karya fiksyen dengan mengaplikasikan kerangka penulisan sastera secara terancang dan tertib menggunakan idea yang kreatif serta bahasa yang indah dan menarik. [cite: 65] 4.3.2 Menghasilkan syair secara terancang dan tertib, menggunakan idea yang kreatif serta bahasa yang indah dan menarik. [cite: 66] |
| 4.4 Mempersembahkan karya prosa, puisi dan pelbagai persembahan lain. [cite: 67] | 4.4.1 Mempersembahkan pengacaraan menggunakan sebutan, intonasi, nada, gaya dan bahasa badan yang sesuai melalui teknik yang menarik dan berkesan. [cite: 67] |
| STANDARD KANDUNGAN | STANDARD PEMBELAJARAN |
|---|---|
| 5.1 Memahami dan menggunakan perkataan daripada pelbagai golongan kata dalam pelbagai ayat. [cite: 69] |
5.1.1 Memahami dan menggunakan kata nama am dan kata nama khas yang tunggal dan yang mengalami pemajmukan dengan betul mengikut konteks. [cite: 70] 5.1.2 Memahami dan menggunakan kata adjektif warna, bentuk, perasaan dan waktu dengan betul mengikut konteks. [cite: 71] 5.1.3 Memahami dan menggunakan kata seru, kata tanya, kata perintah, kata pembenar dan kata pangkal ayat dengan betul mengikut konteks. [cite: 72] 5.1.4 Memahami dan menggunakan kata kerja tak transitif dengan betul mengikut konteks. [cite: 73] |
| 5.2 Memahami dan menggunakan kata ganda dalam pelbagai ayat. [cite: 74] | 5.2.1 Memahami dan menggunakan kata ganda penuh, kata ganda penuh berimbuhan dan kata ganda majmuk dengan betul mengikut konteks. [cite: 75] |
| 5.3 Memahami dan menggunakan kata terbitan dalam pelbagai ayat. [cite: 76] | 5.3.1 Memahami dan menggunakan awalan dan akhiran bagi kata nama dengan betul mengikut konteks. [cite: 77] |
| 5.4 Memahami dan menggunakan frasa dalam pelbagai ayat. [cite: 78] | 5.4.1 Memahami dan menggunakan frasa nama dengan betul mengikut konteks. [cite: 79] |
| 5.5 Memahami dan membina pelbagai ayat. [cite: 79] | 5.5.1 Memahami dan membina ayat berdasarkan pola ayat inti dengan betul dan tepat mengikut konteks. [cite: 80] |
| 5.6 Menganalisis dan membetulkan kesalahan sesuatu ayat. [cite: 81] | 5.6.1 Menganalisis dan membetulkan kesalahan ayat mudah. [cite: 81] |
These tables provide a comprehensive overview of the Standard Kandungan and Standard Pembelajaran for Bahasa Melayu Tingkatan 1 as outlined in the DSKP. [cite: 81] They serve as a guide for curriculum implementation and assessment. [cite: 82]
Based on the sources provided, here are the Content Standards (CS) and Learning Standards (LS) for English Form 1. [cite: 83]
The Content Standards for Listening focus on pupils’ ability to understand meaning, use appropriate listening strategies, and recognise typical features of spoken texts. [cite: 84]
| Content Standards [cite: 84] | Focus [cite: 84] | Learning Standards [cite: 84] |
|---|---|---|
| 1.1 Understand meaning in a variety of familiar contexts [cite: 85] | Understand the main idea when listening to texts on familiar topics [cite: 86] | 1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of familiar topics [cite: 87] |
| 1.1 [cite: 88] | Understand specific details when listening to texts on familiar topics [cite: 88] | 1.1.2 Understand with little or no support specific information and details in simple longer texts on a range of familiar topics [cite: 89] |
| 1.1 [cite: 90] | Understand attitude or opinion when listening to texts on familiar topics [cite: 90] | 1.1.3 No learning standard (will be taught in subsequent years) [cite: 91] |
| 1.1 | Understand classroom instructions about familiar topics [cite: 92] | 1.1.4 Understand longer sequences of supported classroom instructions [cite: 92] |
| 1.1 | Understand questions on familiar topics [cite: 93] | 1.1.5 Understand more complex supported questions [cite: 93] |
| 1.1 | Understand narratives on familiar topics [cite: 94] | 1.1.6 Understand with support longer simple narratives on a wide range of familiar topics [cite: 94] |
| 1.2 Use appropriate listening strategies in a variety of contexts [cite: 95] | Use strategies to understand meaning on familiar topics [cite: 96] | 1.2.1 Guess the meaning of unfamiliar words from clues provided by other known words and by context on a range of familiar topics [cite: 96] |
| 1.3 Recognise features of spoken genres on familiar topics [cite: 97] | Recognise typical features of spoken texts [cite: 97] | 1.3.1 No learning standard (will be taught in subsequent years) [cite: 98] |
The four Content Standards for Speaking focus on pupils’ ability to communicate meaning, use register appropriately, use appropriate communication strategies, and communicate appropriately when speaking alone to a small or large group. [cite: 99]
| Content Standards [cite: 100] | Focus [cite: 100] | Learning Standards [cite: 100] |
|---|---|---|
| SPOKEN INTERACTION [cite: 100] | ||
| 2.1 Communicate information, ideas, opinions, and feelings intelligibly on familiar topics [cite: 101] | Communicate information clearly [cite: 101] | 2.1.1 Ask about and give detailed information about themselves and others [cite: 102] |
| 2.1 [cite: 103] | Find out about and communicate information clearly [cite: 103] | 2.1.2 Ask about and express rules and obligations [cite: 103] |
| 2.1 [cite: 104] | Communicate plans and ambitions clearly [cite: 104] | 2.1.3 Ask about and describe future plans or events [cite: 104] |
| 2.1 [cite: 105] | Communicate a point of view clearly [cite: 105] | 2.1.4 Explain and give reasons for simple advice [cite: 105] |
| 2.1 [cite: 106] | Communicate feelings clearly [cite: 106] | 2.1.5 Ask about and describe personality [cite: 106] |
| 2.2 Use register appropriately [cite: 107] | Use register appropriately in familiar contexts [cite: 107] | 2.2.1 No learning standard (will be taught in subsequent years) [cite: 107] |
| 2.3 Use appropriate communication strategies [cite: 108] | Manage interaction appropriately [cite: 108] | 2.3.1 Keep interaction going by checking understanding [cite: 108] |
| 2.3 [cite: 109] | Negotiate classroom tasks appropriately [cite: 109] | 2.3.2 Agree on steps to complete extended tasks [cite: 109] |
| SPOKEN PRODUCTION [cite: 110] | ||
| 2.4 Communicate appropriately to a small or large group on familiar topics [cite: 110] | Communicate information, events, stories, feelings, and ideas to an audience [cite: 111] | 2.4.1 Narrate short stories, events, and experiences [cite: 111] |
The two Content Standards for Reading focus on pupils’ ability to understand meaning and to extend thinking through independent reading. [cite: 112]
| Content Standards [cite: 113] | Focus [cite: 113] | Learning Standards [cite: 113] |
|---|---|---|
| 3.1 Understand a variety of texts using appropriate reading strategies [cite: 114] | Understand main ideas in texts [cite: 114] | 3.1.1 Understand the main points in simple longer texts [cite: 115] |
| 3.1 [cite: 116] | Understand specific details in texts [cite: 116] | 3.1.2 Understand specific details and information in simple longer texts [cite: 116] |
| 3.1 [cite: 117] | Guess meaning of unfamiliar words [cite: 117] | 3.1.3 Guess meaning from context and known word clues [cite: 117] |
| 3.1 [cite: 118] | Use reference resources [cite: 118] | 3.1.4 Use print/digital resources with support to check meaning [cite: 118] |
| 3.1 [cite: 119] | Recognize writer’s attitude/opinion [cite: 119] | 3.1.5 No learning standard (taught later) [cite: 119] |
| 3.1 [cite: 120] | Recognize text features [cite: 120] | 3.1.6 No learning standard (taught later) [cite: 120] |
| 3.2 Explore ideas through independent reading [cite: 121] | Read fiction/non-fiction for enjoyment [cite: 121] | 3.2.1 Read and enjoy fiction/non-fiction texts of interest [cite: 121] |
The Content Standards for Writing focus on pupils’ ability to communicate meaning and to use appropriate language, form, and style. [cite: 122]
| Content Standards [cite: 122] | Focus [cite: 122] | Learning Standards [cite: 122] |
|---|---|---|
| 4.1 Communicate intelligibly through print and digital media on familiar topics [cite: 123] | Communicate information clearly [cite: 123] | 4.1.1 Give detailed information about themselves and others [cite: 124] |
| 4.1 [cite: 125] | Communicate information clearly [cite: 125] | 4.1.2 Describe future plans or events [cite: 125] |
| 4.1 [cite: 126] | Communicate ideas clearly [cite: 126] | 4.1.3 Narrate factual and imagined events and experiences [cite: 126] |
| 4.1 [cite: 127] | Communicate feelings and opinions clearly [cite: 127] | 4.1.4 Describe personality [cite: 127] |
| 4.1 [cite: 128] | Organise information coherently [cite: 128] | 4.1.5 Connect sentences into two coherent paragraphs using basic coordinating conjunctions and reference pronouns [cite: 128] |
| 4.2 Communicate with appropriate language, form, and style [cite: 129] | Punctuate texts appropriately [cite: 129] | 4.2.1 Use capitals, full stops, commas in lists, question marks, and speech marks at discourse level [cite: 130] |
| 4.2 [cite: 131] | Spell written work accurately [cite: 131] | 4.2.2 Spell most high-frequency words accurately in independent writing [cite: 131] |
| 4.2 [cite: 132] | Plan, draft, and edit work appropriately [cite: 132] | 4.2.3 Produce a plan/draft of two paragraphs or more and modify it based on feedback [cite: 132] |
| 4.2 [cite: 133] | Use register appropriately [cite: 133] | 4.2.4 No learning standard (will be taught in subsequent years) [cite: 133] |
The Literature in Action Content Standards focus on pupils’ ability to engage with, respond to, and interpret texts, analyse and evaluate texts, and express imaginative responses. [cite: 134]
| Content Standards [cite: 135] | Focus [cite: 135] | Learning Standards [cite: 135] |
|---|---|---|
| 5.1 Engage with, respond to, and interpret literary texts [cite: 136] | Give personal responses to texts [cite: 136] | 5.1.1 Describe a character’s actions/feelings and explain reasons in simple language [cite: 137] |
| 5.1 [cite: 138] | Interpret texts [cite: 138] | 5.1.2 Identify and describe key characters in a text using simple language [cite: 138] |
| 5.2 Analyse and evaluate literary texts [cite: 139] | Analyse and evaluate texts [cite: 139] | 5.2.1 No learning standard (taught in subsequent years) [cite: 140] |
| 5.3 Express imaginative responses to texts [cite: 141] | Create imaginative work [cite: 141] | 5.3.1 Respond imaginatively through simple stories, poems, or other creative outputs [cite: 141] |
Please note that Literature in Action is assessed through the four language skills (Listening, Speaking, Reading, Writing). [cite: 142]
Based on the source "DSKP FORM 3.md", here are the Content Standards (CS) and Learning Standards (LS) for English Form 3. [cite: 143]
The three Content Standards for Listening in Form 3 focus on pupils’ ability to understand meaning, to use appropriate listening strategies, and to recognise typical features of spoken texts. [cite: 144]
| Content Standards [cite: 144] | Focus [cite: 144] | Learning Standards [cite: 144] |
|---|---|---|
| 1.1 Understand meaning in a variety of familiar contexts [cite: 145] | Understand the main idea when listening to texts on familiar topics [cite: 146] | 1.1.1 Understand independently the main ideas in simple longer texts on an increased range of familiar topics [cite: 147] |
| 1.1 [cite: 148] | Understand specific details when listening to texts on familiar topics [cite: 148] | 1.1.2 Understand independently specific information and details in longer texts on an increased range of familiar topics [cite: 149] |
| 1.1 [cite: 150] | Understand attitude or opinion when listening to texts on familiar topics [cite: 150] | 1.1.3 Recognise with little or no support attitudes or opinions in longer texts on an increased range of familiar topics [cite: 151] |
| 1.1 [cite: 152] | Understand classroom instructions about familiar topics [cite: 152] | 1.1.4 Understand independently longer sequences of classroom instructions [cite: 152] |
| 1.1 [cite: 153] | Understand questions on familiar topics [cite: 153] | 1.1.5 Understand independently more complex questions [cite: 153] |
| 1.1 [cite: 154] | Understand narratives on familiar topics [cite: 154] | 1.1.6 Understand independently longer simple narratives on a range of familiar topics [cite: 154] |
| 1.2 Use appropriate listening strategies in a variety of contexts [cite: 155] | Use strategies to understand meaning on familiar topics [cite: 155] | 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics [cite: 156] |
| 1.3 Recognise features of spoken genres on familiar topics [cite: 157] | Recognise typical features of spoken texts [cite: 157] | 1.3.1 Recognise with support typical features at word, sentence and text levels of a small number of spoken genres [cite: 158] |
The four Content Standards for Speaking in Form 3 focus on pupils’ ability to communicate meaning, to use register appropriately, to use appropriate communication strategies, and to communicate appropriately when speaking alone to a small or large group. [cite: 159]
| Content Standards [cite: 160] | Focus [cite: 160] | Learning Standards [cite: 160] |
|---|---|---|
| SPOKEN INTERACTION [cite: 160] | ||
| 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics [cite: 161] | Communicate information clearly [cite: 161] | 2.1.1 Paraphrase short simple texts [cite: 162] |
| 2.1 [cite: 163] | Find out about and communicate information clearly [cite: 163] | 2.1.2 Ask about and explain simple processes [cite: 163] |
| 2.1 [cite: 164] | Communicate plans and ambitions clearly [cite: 164] | 2.1.3 Describe future plans and ambitions [cite: 164] |
| 2.1 [cite: 165] | Communicate a point of view clearly [cite: 165] | 2.1.4 Explain own point of view [cite: 165] |
| 2.1 [cite: 166] | Communicate feelings clearly [cite: 166] | 2.1.5 Express and respond to common feelings such as happiness, sadness, surprise, and interest [cite: 166] |
| 2.2 Use register appropriately [cite: 167] | Use register appropriately in familiar contexts [cite: 167] | 2.2.1 Use formal and informal registers appropriately in some familiar contexts [cite: 168] |
| 2.3 Use appropriate communication strategies [cite: 169] | Manage interaction appropriately [cite: 169] | 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up, or repeat what they have said [cite: 169] |
| SPOKEN PRODUCTION [cite: 170] | ||
| 2.4 Communicate appropriately to a small or large group on familiar topics [cite: 171] | Communicate information, events, stories, feelings, and ideas to an audience [cite: 171] | 2.4.1 Summarise the main points of a story [cite: 171] |
The two Content Standards for Reading in Form 3 focus on pupils’ ability to understand meaning and to extend thinking through independent reading. [cite: 172]
| Content Standards [cite: 173] | Focus [cite: 173] | Learning Standards [cite: 173] |
|---|---|---|
| 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning [cite: 174] | Understand the main idea in a variety of text types on familiar topics [cite: 175] | 3.1.1 Understand the main points in longer texts on an increased range of familiar topics [cite: 176] |
| 3.1 [cite: 177] | Understand specific details in a variety of text types on familiar topics [cite: 177] | 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics [cite: 178] |
| 3.1 [cite: 179] | Guess the meaning of unfamiliar words in a variety of text types on familiar topics [cite: 179] | 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics [cite: 180] |
| 3.1 [cite: 181] | Use dictionary skills appropriately to check and extend understanding [cite: 181] | 3.1.4 Use independently familiar print and digital resources to check meaning and extend understanding [cite: 182] |
| 3.1 [cite: 183] | Recognise the attitude or opinion of the writer in a variety of text types on familiar topics [cite: 183] | 3.1.5 Recognise with support the attitude or opinion of the writer in simple longer texts on an increased range of familiar topics [cite: 184] |
| 3.1 [cite: 185] | Recognise typical features of texts on familiar topics [cite: 185] | 3.1.6 Recognise with support typical features at word, sentence, and text levels of a range of genres [cite: 186] |
| 3.2 Explore and expand ideas for personal development by reading independently and widely [cite: 187] | Read and understand a variety of fiction and non-fiction texts with confidence and enjoyment [cite: 188] | 3.2.1 Read, enjoy, and give a personal response to fiction or non-fiction and other suitable print and digital texts of interest [cite: 189] |
The Content Standards for Writing in Form 3 focus on pupils’ ability to communicate meaning and to use appropriate language, form, and style. [cite: 190]
| Content Standards [cite: 191] | Focus [cite: 191] | Learning Standards [cite: 191] |
|---|---|---|
| 4.1 Communicate intelligibly through print and digital media on familiar topics [cite: 192] | Communicate information clearly [cite: 192] | 4.1.1 Explain simple content from what they have read or heard [cite: 193] |
| 4.1 [cite: 194] | Communicate information clearly [cite: 194] | 4.1.2 Explain simple processes [cite: 194] |
| 4.1 [cite: 195] | Communicate ideas clearly [cite: 195] | 4.1.3 Summarise the main points and explain key details in a story, text, or plot [cite: 195] |
| 4.1 [cite: 196] | Communicate feelings and opinions clearly [cite: 196] | 4.1.4 Express and respond to opinions and common feelings such as happiness, sadness, surprise, and interest [cite: 196] |
| 4.1 [cite: 197] | Organise information coherently [cite: 197] | 4.1.5 Organise, sequence, and develop ideas within short texts on familiar topics [cite: 197] |
| 4.2 Communicate with appropriate language, form, and style [cite: 198] | Punctuate texts appropriately [cite: 198] | 4.2.1 Punctuate written work with moderate accuracy [cite: 199] |
| 4.2 [cite: 200] | Spell written work accurately [cite: 200] | 4.2.2 Spell written work with moderate accuracy [cite: 200] |
| 4.2 [cite: 201] | Plan, draft, and edit work appropriately [cite: 201] | 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately independently [cite: 201] |
| 4.2 [cite: 202] | Use register appropriately [cite: 202] | 4.2.4 Begin to use formal and informal registers appropriate to the target audience in familiar situations [cite: 202] |
The Literature in Action Content Standards for Form 3 focus on pupils’ ability to enjoy and appreciate different text types, to analyse and evaluate texts, and to respond imaginatively to texts. [cite: 203]
| Content Standards [cite: 204] | Focus [cite: 204] | Learning Standards [cite: 204] |
|---|---|---|
| 5.1 Engage with, respond to, and interpret a variety of literary text types [cite: 205] | Give a personal response to a variety of literary text types [cite: 206] | 5.1.1 Explain why a part or aspect of a text interests them [cite: 207] |
| 5.1 [cite: 208] | Interpret a variety of literary text types [cite: 208] | 5.1.2 Explain briefly the development of plot, characters, and themes in a text [cite: 208] |
| 5.2 Analyse and evaluate a variety of literary text types [cite: 209] | Analyse and evaluate a variety of literary text types [cite: 210] | 5.2.1 Identify key stylistic features of a text and explain briefly why the author uses them [cite: 211] |
| 5.3 Express an imaginative response to literary texts [cite: 212] | Plan, prepare, and produce creative work with a focus on language use [cite: 212] | 5.3.1 Respond imaginatively and intelligibly through creating PowerPoints, visuals, posters, blogs, and webpages [cite: 213] |
It is important to note that Literature in Action is assessed through the four language skills (Listening, Speaking, Reading, and Writing). [cite: 214]