AIMS and Objectives of Kssr

AIMS

The English Language Curriculum for Primary Schools aim to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts that is appropriate to the pupils’ level of evelopment!

OBJECTIVES

"y the en of #ear $% pupils shoul be able to& i!

Communicate Communicate with peers an aults confiently confiently an appropriately appropriately in

formal an informal situation' ii!

rea an comprehen comprehen a range of English English texts for information information an

en(oyment' iii!

write a range of texts texts using appropriate appropriate language% language% style style an form

through a variety of meia' iv! iv!

appreci appreciate ate an emonst emonstrat rate e unerst unerstani aning ng of Englis English h language language

literary or creative works for en(oyment' an v!

use correct correct an appropri appropriate ate rules rules of grammar grammar in speech speech an

writing!

CURRICULUM CONTENT

The Listen Listening ing and Speaki Speaking  ng mo moul ule e aims aims to eve evelop lop pupi pupils ls’’ abili ability ty to list listen en an an resp respon on  to stim timulus ulus with ith gui guianc ance% e% par partici ticipa pate te in aily aily conver conversat sation ions% s% listen listen an emons emonstra trate te unerst unerstan aning ing of oral texts% texts% an

speak confiently on relate topics with guiance! Pupils shoul be taught how to listen carefully an be encourage to speak with the correct pronunciation% stress an intonation in various situational contexts! )n aition% pupils are also encourage to recognise% unerstan an use verbal an non*verbal communication!

+elationships are establishe through the ability to communicate! Pupils first learn to listen% then speak an share thoughts% ieas an feelings! They nee to listen carefully an respon to what others say% an think about the nees of their listeners! Social conventions in listening an speaking such as turn taking% politeness an courtesy nee to be observe! These are crucial especially in group iscussions where viewpoints an opinions are exchange! The use of various text types is recommene' ranging from teacher*simulate texts to meia broacasts an authentic ialogues! So% by the en of #ear $ of primary schooling% pupils will become confient speakers who can communicate effectively% appropriately an coherently in any given context!

Pupils are taught Reading   strategies such as applying wor attack skills to ientify homographs an homophones% using contextual clues to get meaning of wors an ientify proverbs% phrasal verbs% iioms an similes! )n aition% pupils are expecte to apply ictionary skills to locate wors to fin their meanings an apply this knowlege to help them unerstan the meaning of wors in context! Then% as pupils begin to rea wors% phrases an sentences from linear an non*linear texts% their reaing skills shoul

be supporte by appropriate reaing materials which will further evelop their reaing ability! This further enables them to increase the pace of their  reaing% an equally% enable them to comprehen a text more effectively an efficiently so that they become avi an inepenent reaers! )n Level ,ne% pupils were taught penmanship skills! -rom this% pupils evelope their skills in the mechanics of Writing where they were first taught to write letters% then wors before moving on to phrases an sentences in neat legible print! .long with this% they were also taught to use the correct punctuation when writing! )n Level Two% pupils progress to cursive writing of wors% phrases% an sentences in paragraphs! .t this level% pupils are also expecte to express their ieas clearly in writing with the teacher’s guiance an later progress to become inepenent writers!

The Contemporary Chilren’s Literature component is taught uring the Language Arts  lessons to expose pupils to ifferent literary genres such as short stories% poems an graphic novels! Teachers are to exploit texts in these genres to create fun* fille an meaningful activities in language learning so that pupils en(oy the learning experience an gain exposure to the aesthetic use of language! The learning stanars for Language Arts allow teachers to explore the texts through stories% poems% (a// chants an songs to activate pupils’ imagination% interest an creativity! This component provies opportunities for pupils in Level Two to explore a variety of literary works an engage them in preparing% performing an proucing creative works!

The teaching an learning of Grammar starts from #ear 0 an this continues on to Level 1! Teachers shoul employ various strategies in teaching grammar so that learning becomes effective% interesting% fun an relevant! 2rammar shoul be taught in context as well as explicitly so that pupils learn the rules of grammar an how to apply these rules in speech an writing! 3arious activities such as language games% qui//es% grammar  songs an meaningful grammar rills will make the learning of grammar  more accessible an en(oyable! Through these% pupils will unerstan% grasp an apply grammatically correct structures in speech an writing!