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ENGLISH LANGUAGE ARTS SKILLS

From the Revised Primary Curriculum 2013


CURRICULUM PLANNING AND DEVELOPMENT DIVISION
Contents
Oral Communication ................................................................................................................................................................................ 3

Listening for information ........................................................................................................................................................................................................................................................................ 4


Speaking (Phonemic Awareness) ............................................................................................................................................................................................................................................................ 5
Speaking (Pronunciation and Enunciation) ............................................................................................................................................................................................................................................. 5
Speaking (Performance) .......................................................................................................................................................................................................................................................................... 6
Speaking: Personal Response (link to Reading, Literary Appreciation and Media Literacy) ................................................................................................................................................................ 6
Speaking: Verbal and Non-verbal Communication ................................................................................................................................................................................................................................ 6
Listening and Speaking (Code-Switching) ............................................................................................................................................................................................................................................. 8
Listening and Speaking: Directions and Instructions .............................................................................................................................................................................................................................. 9
Literary Appreciation ............................................................................................................................................................................. 10
Reading .................................................................................................................................................................................................... 13

Phonemic Awareness ............................................................................................................................................................................................................................................................................ 13


Phonics .................................................................................................................................................................................................................................................................................................. 14
Vocabulary ............................................................................................................................................................................................................................................................................................ 17
Fluency .................................................................................................................................................................................................................................................................................................. 20
Comprehension...................................................................................................................................................................................................................................................................................... 23
Writing ..................................................................................................................................................................................................... 30

Handwriting........................................................................................................................................................................................................................................................................................... 30
Punctuation and Capitalization.............................................................................................................................................................................................................................................................. 31
Sentence Structure ................................................................................................................................................................................................................................................................................. 32
Spelling and Vocabulary ....................................................................................................................................................................................................................................................................... 32
Revised Primary Curriculum 2013
1
Grammar................................................................................................................................................................................................................................................................................................ 36
Writing Forms using the Writing Process ............................................................................................................................................................................................................................................. 41
Media Literacy ........................................................................................................................................................................................ 47

Revised Primary Curriculum 2013


2
Oral Communication
Infant 1 Infants 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Listening (Listening behaviour)


1.2.1 Display appropriate 1.2.1 Display appropriate
listening behaviours for a listening behaviours for a
sustained period of time: sustained period of time:

a) maintaining eye-  maintaining eye-


contact contact
b) appropriate sitting  keeping appropriate
or standing posture sitting or standing
c) appropriate facial posture
expressions  using appropriate
d) showing interest by facial expressions
gestures  showing interest by
e) not speaking while gestures
listening  not speaking while
f) showing listening
appreciation after  showing appreciation
listening after listening
Listening: Visualisation (Link to Literary Appreciation, Reading Strands and Media Literacy strands)
1.2.2 Create mental images 1.2.2 Create mental images 1.2.1 Create mental images 1.2.1 Create mental images 8.2.12 Create mental 8.2.7 Create mental images
based on given stimuli. based on given stimuli. based on given stimuli. based on given stimuli. images to respond to the to respond to text.
text e.g., share reactions,
clarify confusion, generate
questions, predict outcomes
and draw inferences.
1.2.3 Connect stimuli to 1.2.3 Connect stimuli to 1.2.2 Connect stimuli to 1.2.2 Connect stimuli to
personal experiences personal and collective personal and collective personal and collective
experiences. experiences. experiences.

Revised Primary Curriculum 2013


3
Oral Communication
Infant 1 Infants 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

1.2.4 Connect ‘self’ to 1.2.4 Connect ”self’ to 1.2.3 Connect ‘self’ to 1.2.1 Use imagination, 1.2.1 Use imagination, 1.2.1 Use different genres
Literature (characters). Literature (characters) Literature (characters and experiences and listening experiences and listening of poetry and oral tradition
experiences). skills to enjoy and connect skills to enjoy and connect stories to develop
to aural, aesthetic materials. to aural, aesthetic materials. appreciation of language
and Literature.

Listening for information


4.2.1 Use “5Ws+H” 4.2.1 Use “5Ws+H” 2.2.2 Discuss the message 2.2.2 Discuss the message 2.2.2 Discuss the message 2.2.2 Discuss the message 2.2.2 Discuss the message
questions to derive questions as guides to gain of audio-visual texts using of aural texts by asking and of aural texts by asking and of aural texts by asking and of aural stimuli by asking
meaning. meaning from aural media. “5Ws+H” questions. answering “5Ws+H” answering “5Ws+H”’ answering “5Ws+H” and answering ”5Ws+H“’
questions. questions to make meaning: questions to make meaning: questions to make meaning,
4.2.2 Answer “5Ws+H”  Main idea including:
questions (to derive 2.2.3 Articulate a summary  Supporting details a) Main idea and
meaning). statement for audio/audio-  Simple summary supporting details a. Main idea, supporting
visual texts. statement b) Summary statements details and summary
c) Use of facts and statements.
4.2.3 Indicate the main idea opinions
of simple audio-visual d) Speaker’s b. Use and effects of facts
texts. 4.2.3 Indicate the intention/purpose and opinions.
main idea.
c. Speaker’s
intention/purpose,
motivation (including
speaker bias).
3.2.1 Take notes after 3.2.1 Take notes after 3.2.1 Take notes after
listening. listening. listening.
4.2.2 Employ simple 2.2.1 Employ taught 2.2.1 Employ taught 3.2.2 Ask pertinent 3.2.2 Ask pertinent 3.2.2 Ask pertinent
graphic organizers to assist strategies to assist in strategies to assist in questions to create questions. questions.
in making meaning. making meaning: making meaning: meaning.
 pre-listening:  pre-listening: purpose
purpose for for listening,
Revised Primary Curriculum 2013
4
Oral Communication
Infant 1 Infants 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

listening, expectations at end.


expectations at end  during-listening: self-
questioning if
 during-listening: expectations are being
self-questioning if met.
expectations are  post-listening: self-
being met question to determine if
expectations were met,
post-listening: self-question oral response to the
to determine if expectations aural piece.
were met, oral response to
the aural piece

Speaking (Phonemic Awareness)


2.2.1 Imitate sounds, 2.2.1 Imitate sounds,
rhymes, poems and simple rhymes, poems and simple
pieces of music. pieces of music.

Speaking (Pronunciation and Enunciation)


11.2 Speak with attention to 5.2 Speak with attention to 4.2.1 Speak with attention 4.2.6 Speak with attention 1.2.3 Speak with attention 1.2.3 Speak with attention
Standard English Standard English to Standard English to Standard English to Standard English to Standard English
pronunciation pronunciation. pronunciation. pronunciation. pronunciation. pronunciation.

4.2.2 Speak with attention


to Standard English
enunciation.

Revised Primary Curriculum 2013


5
Oral Communication
Infant 1 Infants 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Speaking (Performance)
2.2.2 Perform nursery 2.2.2 Perform nursery 1.2.4 Perform recitation, 1.2.3 Perform recitation, 1.2.2 Perform recitation, 1.2.2 Speak and perform for 1.2.2 Speak and perform for
rhymes and simple poems. rhymes and simple poems choral speaking pieces and choral speaking pieces and choral speaking and school audiences with wider school audiences
individually and in peer- individually and in peer- scenarios/skits with scenarios/skits with scenarios/skits with appropriate pronunciation with appropriate
groups with attention to groups with attention to attention to selected attention to selected attention to pronunciation and enunciation. pronunciation and
basic pronunciation and basic pronunciation and pronunciation and pronunciation and and enunciation. enunciation.
enunciation skills. enunciation skills. enunciation skills. enunciation skills

2.2.4 Express ‘self’ through 2.2.3 Express ‘self’ through


at least one of the at least one of the
following: speech, drama or following: speech, drama or
visual representations. visual representations.

Speaking: Personal Response (link to Reading, Literary Appreciation and Media Literacy)

1.2.5 Articulate appropriate 1.2.4 Articulate appropriate 1.2.3 Articulate emotional 1.2.4 Articulate emotional 1.2.4 Articulate emotional
emotional and intellectual emotional and intellectual and intellectual responses to and intellectual responses to and intellectual responses to
responses to a variety of responses to a variety of a variety of audio/audio- a variety of aural stimuli. a variety of aural stimuli.
audio-visual stimuli, audio-visual stimuli, visual stimuli, including
including literary texts. including literary texts. literary texts.
1.2.5 Evaluate personal 1.2.4 Evaluate personal
connections with Literature connections with Literature
(characters and (characters, experiences and
experiences). main message[s]).

Speaking: Verbal and Non-verbal Communication


6.2.1 Use appropriate 6.2.1 Use appropriate facial 3.2.1 Use appropriate facial 3.2.2 Use appropriate 4.2.2 Use appropriate 4.2.2 Use appropriate 4.2.2 Use appropriate
gestures, facial expressions, expression, gestures, expression, gestures, verbal and non-verbal verbal and non-verbal verbal and non-verbal verbal and non-verbal
proxemics, haptics, body paralinguistics (volume), paralinguistics (volume and language features to language features to language features to language features to
Revised Primary Curriculum 2013
6
Oral Communication
Infant 1 Infants 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

language and eye contact body language and posture, tone), body language and communicate effectively. communicate effectively. communicate effectively. communicate effectively.
when communicating. proxemics, haptics, eye posture, proxemics, haptics,
contact when eye contact when
communicating. communicating.

3.2.2 Introduce self


3.2.3 Greet others
3.2.4 Express thanks
3.2.5 Respond to questions
7.2.1 7.2.1
a) Introduction of self a) Introduction of self
b) Greetings b) Greetings
c) Expression of c) Expression of
thanks thanks
d)Response to questions d)Response to questions
3.2.3 Highlight important 3.2.3 Highlight important 3.2.3 Highlight important
points relevant to a given points relevant to a given points relevant to a given
topic. topic. topic.
3.2.4 Present alternative 3.2.4 Present alternative 3.2.4 Present alternative
points of view. points of view. points of view.

3.2.5 Discuss varying 3.2.5 Discuss varying 3.2.5Discuss varying points


points of view E.g. use of points of view. of view.
graphic organizers.
3.2.6 Identify and assess 3.2.6 Identify and assess the 3.2.6 Identify and assess the
words and phrases in effects of words and effects of words and
messages which are used phrases in messages which phrases in messages which
for persuasion and facts and are used for persuasion, are used for persuasion,
opinions: facts and opinions. facts and opinions.
a) Advertisements  Advertisements
b) Arguments/Argum  Political speeches
Revised Primary Curriculum 2013
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Oral Communication
Infant 1 Infants 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

entation
3.2.7 Ask questions to 3.2.8 Ask questions to 3.2.7 Ask questions to
assess the reliability of assess the reliability of assess the reliability of
claims or arguments made. claims or arguments made. claims or arguments made.
3.2.8 Make judgments of 3.2.10 Make judgments of 3.2.9 Make judgments of
what is heard by assessing what is heard by assessing what is heard by assessing
the message’s strengths and the message’s strengths and the message’s strengths and
weaknesses. weaknesses. weaknesses.

Listening and Speaking (Code-Switching)


8.2.1 Speak freely in 8.2.1 Speak freely in 4.2.2 Code switch between 3.2.6 Code-switch. 4.2.8 Code-switch between 4.2.6 Code-switch between
classroom discussions and classroom discussions and English Creole and Creole and Standard Creole and Standard
conversations in both the conversations in either the Standard English. . English based on purpose, English based on purpose,
Creole and Standard Creole and Standard audience and topic. audience and topic.
English. English.

8.2.2 Convert Commonly 8.2.2 Convert Commonly


used Creole languages to used Creole languages to
Standard English Standard English
10.2.1 Differentiate 4.2.1 Distinguish between 3.2.5 Distinguish between 4.2.7 Distinguish between 4.2.5 Distinguish between 4.2.5 Distinguish between
between English Creole and English Creole and English Creole and English Creole and Creole and Standard Creole and Standard
Standard English Standard English based on Standard English languages Standard English languages English languages based on English languages based on
phonology (sounds), based on phonology, based on phonology phonology, morphology phonology, morphology
morphology (grammar) and morphology and syntax (sounds), morphology and syntax. and syntax.
syntax (arrangement of (grammar) and syntax
words). (arrangement of words).
10.2.2 Speak Standard 4.2.3 Engage in 3.2.3 Engage in 4.2.5 Engage in 4.2.4 Use Standard English 4.2.4 Use Standard English
English in the classroom conversations using conversations and other conversations and other for formal speech contexts. for formal interactions
setting Standard English. formal interactions using formal interactions using including conversations,

Revised Primary Curriculum 2013


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Oral Communication
Infant 1 Infants 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Standard English. Standard English. speeches and presentations.


10.2.3 Use Standard
English in conversations
1.2.6 Use high-frequency 3.2.4 Use high-frequency
and content-specific words and content-specific words
to create and express to create and express
meaning. meaning.
3.2.9 Form opinions about 3.2.7 Advertisements 3.2.10 Form and articulate
what is heard and how it is 3.2.11 Form and articulate opinions about what is
said, to prove or disprove. opinions about what is heard and how it is said to
heard and how it is said to approve or disprove claims.
approve or disprove.
3.2.9 Consider the influence 3.2.8 Consider the influence
of perspective, motivation of perspective, motivation
and medium of a message and medium of a message
on its meaning. on its meaning.

Listening and Speaking: Directions and Instructions


5.2.1 Follow and provide 5.2.1 Follow and provide 3.2.1 Follow and provide 4.2.1 Follow and provide 4.2.1 Follow and provide
simple one-step to three- simple one-step to three- relatively complex relatively complex relatively complex
step directions and step directions and directions and instructions. directions and instructions. directions and instructions.
instructions. instructions.

Revised Primary Curriculum 2013


9
Literary Appreciation
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
14.2.1 Participate in the
selection of literature based
on interest.

14.2.2 Engage in readings 18.2.1 Engage in readings


from various genres. from various genres

14.2.3 Discuss the lessons 18.2.3 Discuss the lessons


learnt from favourite texts. learnt from favourite texts.

14.2.4 Describe simple 18.2.4 Describe simple 9.2.4 Re-create key


physical features of literary physical features of literary characters and events from
characters. characters. selected literary texts using
different media.
14.2.5 Imagine self and 18.2.5 Imagine self and
others as characters in the others as characters in the
texts. texts.

14.2.6 Role-play characters


encountered in texts.
18.2.2 Visualize the setting 10.2.1 Describe place and
and events in texts time where story occurs.
15.2.2 Retell and discuss 18.2.6 Dramatize events 10.2.3 Identify the series of 9.2.3 Identify problems and 9.2.4 Discuss introduction, 9.2.3 Recreate plot
events in stories encountered in texts. events that lead to the offer solutions. rising action, climax, falling structures.
sequentially. solution of problems. action and conclusion in
18.2.9 Discuss possible literary texts.
solutions for simple conflict
scenarios.
18.2.7 Re-tell story in 10.2.5 Recite and perform 9.2.7 Create dialogue from
different forms. (T.G. poems, rhymes and songs. selected material.
performance, illustrations,
images). 10.2.7 Develop the ability
to recite poetry with the 9.2.8 Practice scenarios
Revised Primary Curriculum 2013
10
Literary Appreciation
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
required articulation, involving use of dialogues
intonation and expression. created.
19 .2.1 Replicate the 10.2.6 Develop a sense of
rhythms and sound patterns rhythm in their recitation.
from literary texts.

19.2.2 Compose simple 10.2.9 Create new sound 9.2.10 Compose simple 9.2.6 Compose own poems
rhymes and verses orally. and word patterns based on forms of poetry. and stories.
literary devices.
10.2.10 Identify and use 9.2.5 Identify and discuss 9.2.4 Produce own 9.2.1 Produce own
alliteration, onomatopoeia, figurative language based figurative language based figurative language based
repetition and simile in on context and content. on context and content. on context and content.
poetry.
10.2.2 Identify people or
personified animals and
objects that carry out the
action in stories.

10.2.4 Identify and use


personification in literary
texts.

15.2.1 Share feelings and 18.2.8 Share feelings and 10.2.8 Discuss the form and 9.2.11 Make connections 9.2.9 Make connections 9.2.5 Make connections
thoughts about the settings, thoughts about the settings, language of poems. between poetry and real life between literature and real among different cultures
events and characters in events and characters in situations. life situations. through literature
texts with peers and adults. texts with peers and adults.
9.2.5 Make connections
between stories and real life
situations.
9.2.1 Identify the major 9.2.1 Compare a similar 9.2.3 Compare and contrast
themes and main ideas in theme presented in two similar themes presented in
literary texts. different literary texts. two different literary texts

Revised Primary Curriculum 2013


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Literary Appreciation
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
9.2.6 Examine writer’s 9.2.7 Examine the writer’s 9.2.2 Share thoughts and 9.2.2 Express points-of-
point-of-view. and the reader’s points-of- feelings about literary texts view.
view. expressing point-of-view.
9.2.4 Discuss own ideas
9.2.2 Relate the story and opinions about
through another character’s characters and events in
perspective. literary texts.
9.2.2 Predict outcomes and 9.2.1 Use graphic .
draw conclusions. organizers for visual
representation of narrative
elements.
9.2.9 Use diction and tone
to gain deeper meaning in 9.2.3 Draw conclusions and
literature. infer meaning.

9.2.6 Explore the mood of a


literary piece.

9.2.8 Discuss how the


creole is used in selected
literary texts.

Revised Primary Curriculum 2013


12
Reading

Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Phonemic Awareness: the knowledge and manipulation of sounds in spoken words.


9.2.1 Recognise letter 13.2.1 Say letters and
sounds. pronounce their
corresponding sounds
9.2.2 Pronounce the sounds independently.
of letters of the English
alphabet 13.2.2 Substitute, isolate
and delete phonemes.
9.2.3 Generate rhymes and
rhyming patterns. 13.2.3 Manipulate (identify,
segment and blend)
9.2.4 Link sound and letter phonemes in words in the
patterns, exploring rhyme, order in which they occur.
alliteration and other sound
patterns. 13.2.4 Blend and segment
onsets and rimes of one and
9.2.5 Discriminate between two-syllable words.
words which differ in their:
initial sounds, medial 13.2.5 Link sound and letter
sounds, and final sounds. patterns, exploring rhyme,
alliteration and other sound
9.2.6 Use onset, rime and patterns.
phonemes to spell words.
13.2.6 Orally add or
9.2.7 Recognize rhyme, substitute individual sounds
syllables and phonemes in (phonemes) in simple, one
spoken words. and two-syllable words to
make new words
Revised Primary Curriculum 2013
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Reading

Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

9.2.8 Segment and blend


sounds orally to pronounce 13.2.7 Use onset, rime and
words. phonemes to spell words.
9.2.8a Orally substitute,
isolate and delete
phonemes in words.

Phonics: the relationship between written and spoken letters and sounds.

10.2.11 Read grade level 14.2.10 Read grade level 6.2.1 Read appropriate- 5.2.1 Read appropriate- 5.2.1 Read grade level texts 5.2.1 Read grade level texts 5.2.1 Read grade level texts
texts from a variety of texts from a variety of level texts from a variety of level texts independently. independently. independently. independently.
genres genres genres.

6.2.2 Read in isolation, and 5.2.2 Read in isolation, and 5.2.2 Read in isolation, and 5.2.2 Read in isolation, and
in context, high-frequency in context, high-frequency in context, high-frequency in context, high-frequency
words appropriate to grade words appropriate to grade words appropriate to grade words appropriate to grade
level. level. level. level.
10.2.1 Identify letter-sound 5.2.4 Use knowledge of 5.2.3 Use knowledge of 5.2.2 Use knowledge of
correspondence. phonics combined with phonics in conjunction with phonics in conjunction with
other word-attack strategies other word-attack strategies other word-attack strategies
10.2.2 Discriminate such as knowledge of such as knowledge of
such as knowledge of
between words that differ morphemic word families, morphemic word families,
by one phoneme (e.g., hat, spelling generalizations, spelling generalizations, morphemic word families,
hot, hit; mat, rat, sat). and letter combinations and letter combinations spelling generalizations,
including double letters to including double letters to and letter combinations
10.2.3 Apply knowledge of decode new words decode new words in including double letters to
one-to-one letter-sound context. decode new words.
correspondences to blend
simple word parts together
to form a word.
Revised Primary Curriculum 2013
14
Reading

Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

10.2.4 Blend consonant


sounds at the beginning and
end of words.
10.2.5 Associate the long 14.2.1 Pronounce words
and short sounds with the with short and long vowel
common spellings sounds.
(graphemes) for the five
major vowels.
10.2.6 Apply knowledge of 14.2.2 Discriminate 6.2.3 Apply prior
long and short vowel between short and long knowledge of letter sound
sounds to blend word parts vowel sounds. symbol relationships to
together to form words. reading.
10.2.7 Use differing 14.2.3 Associate sounds 6.2.4 Associate sounds with 5.2.8 Associate diphthongs 5.2.3 Associate sounds with
pronunciations of some with letters, consonant consonant blends and with their respective sounds phonograms e.g. –ble,-cle, -
letters appropriately (e.g., blends, and consonant clusters, consonant including “u, au and aw;” ture, -ciam, -ic, -ick in
ceiling, cake). diagraphs and vowel diagraphs and vowel phonograms -ough, -tion/- isolation and in context
digraphs and blend them to digraphs and blend them to sion, in the final position
10.2.8 Read and spell CVC read words. read words. with their respective sounds
pattern words. /off/ and /shun/and silent
14.2.4 Blend words with 6.2.5 Discriminate between consonant digraphs in the
short (cvc) sounds and long sounds with consonant initial position (e.g. 'gn-,
(cvcv) sounds. blends and clusters, wh-, wr- and kn-').
consonant diagraphs and
vowel digraphs when
reading words.
10.2.9 Use onset and rimes 14.2.5 Create words using
to create words. consonant blends at the
beginning and end of
10.2.10 Use phonograms to words.
form new words.

Revised Primary Curriculum 2013


15
Reading

Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

14.2.6 Correctly use


homophones and
homographs in reading and
spelling.
14.2.7 Identify and apply 5.2.3 Read level-
regular and irregular appropriate irregularly
spelling patterns to words spelled words.
when reading.
12.2.3 Apply relevant 16.2.2 Apply meaning 6.2.6 Decode multi-syllabic 5.2.7 Display proficiency in 5.2.5 Apply knowledge of 5.2.3 Apply phonics to read
decoding and word clues, structure clues, words. using relevant decoding and phonological awareness and and spell new words.
recognition strategies with decoding, and word word- analysis skills to phonics to decode words
proper phrasing to read recognition skills to read 6.2.9 Syllabicate words to decode multi-syllabic words e.g. long vowel patterns in
fluently and monitor fluently and monitor assist with pronunciation when reading. multi-syllabic words,
meaning. meaning. and meaning. consonant clusters
('straight', 'throat', 'screech',
'squawk').

6.2.7 Associate and apply 5.2.8 Associate diphthongs 5.2.6 Associate diphthongs
diphthongs to their with their respective sounds with their respective sounds
respective sounds e.g., “oi” including “u, au and aw;” including /u/, /au/ and /aw/.
- toil; “oy” - oyster; “ou” – phonograms -ough, -tion/-
mouse and “ow”- brown sion, in the final position
when reading. with their
respective sounds /off/ and
6.2.8 Identify words with /shun/and silent consonant
vowels modified by r, l and digraphs in the initial
w. position (e.g. 'gn-, wh-, wr-
and kn-').

Revised Primary Curriculum 2013


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Reading

Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

6.2.10 Identify and use 5.2.4 Pronounce words with 5.2.7 Associate sounds with
words with inconsistent but variable consonant sounds silent consonant digraphs in
common spelling-sound e.g. the initial position (e.g. 'gn-,
correspondences in reading (/g/enerous, /g/ood; wh-, wr- and kn-').
and spelling. /c/eiling, /c/ome; jump/ed/,
tri/ed/). 5.2.8 Apply rules of
6.2.11 Use word attack syllabication to decode
skills to decode words 5.2.5 Apply rules of multi-syllabic words.
(chunking, syllabication, syllabication to decode
decoding by analogy-use of multi-syllabic words. 5.2.9 Identify words with
phonograms and blending). inconsistent but common
5.2.6 Apply knowledge of spelling-sound
6.2.12 Analyse words with phonological awareness and correspondences.
common prefixes and phonics to decode words
suffixes, inflectional e.g. long vowel patterns in
endings and plurals to gain multi-syllabic words;
meaning. consonant clusters ('sprain',
'throat', 'screen', 'squawk').

Vocabulary: the knowledge of words, their definitions, and context.

11.2.1 Recognize familiar


vocabulary explicitly
taught in a variety of
contexts to promote
understanding of texts.

11.2.3 Experiment with


familiar vocabulary
explicitly taught to deepen
and widen understanding of
Revised Primary Curriculum 2013
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Reading

Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

a variety of texts.

11.2.4 Develop a more 15.2.8 Develop a more 7.2.9 Develop a more 6.2.11 Develop a more 6.2.2 Develop a more 6.2.1 Develop a more 6.2.5 Develop a more
sophisticated vocabulary by sophisticated vocabulary by sophisticated vocabulary sophisticated vocabulary by sophisticated vocabulary sophisticated vocabulary by sophisticated vocabulary by
extending basic word extending basic word across content areas. extending basic word across content areas. extending basic word extending basic word
knowledge across content knowledge across content knowledge across content knowledge across content
knowledge across content
areas. areas. areas. areas.
areas.
7.2.4 Infer the meaning of 6.2.5 Infer and recognise
15.2.3 Infer the meaning of figurative language in vocabulary in phrases and
words in context and apply context. sentences that convey a
in speaking, reading and formal, factual tone.
writing. 7.2.5 Infer the meaning of
factual words in context. 6.2.6 Infer the meaning of
figurative language in
context.
15.2.4 Supply high- 7.2.1 Supply high- 6.2.1 Supply high-
frequency words in context, frequency words in context, frequency words accurately
using guided instruction. using guided instruction. in a variety of contexts.
11.2.2 Use picture clues to 15.2.1 Use picture clues to 6.2.2 Use context-clues, 6.2.1 Use context-clues, 6.2.2 Determine the 6.2.1 Determine the
infer the meaning of words. infer the meaning of words word structure clues, word structure clues, meaning of words used in meaning of words used in
definition clues and definition clues and descriptive and factual descriptive and factual
background knowledge to background knowledge to language.
language.
15.2.2 Determine the 7.2.2 Determine the determine the meaning of determine the meaning of
meaning of words using meaning of words using words or phrases (including words or phrases (including
definition clues, context definition clues, context homophones and multiple- homophones and multiple-
clues and background clues and background meaning words). meaning words).
knowledge. knowledge.
6.2.3 Determine the
7.2.3 Determine that 6.2.3 Use synonyms, meaning of words used in
prefixes and suffixes antonyms, multiple- descriptive and factual
Revised Primary Curriculum 2013
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Reading

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change a word’s meaning. meaning words language.


homophones and
7.2.6 Determine the homographs in context
meaning of words and (familiar and new).
phrases in text relevant to
content areas. 6.2.4 Determine the
meaning of words used in
descriptive and factual
language.

6.2.7 Determine the


meaning of words and
phrases in context relevant
to content areas.

6.2.8 Determine the


meaning of general
academic and domain-
specific words and phrases
in texts relevant to a content
area level.
6.2.4 Apply multi-meaning 6.2.3 Apply multi-meaning 6.2.2 Apply multi-meaning
words in technical words in technical words in technical
vocabulary in speaking, vocabulary in speaking, vocabulary in speaking,
writing and reading in writing and reading in
writing and reading in
context. context.
context.
11.2.5 Compose simple 15.2.9 Compose simple 7.2.7 Generate sentences 6.2.9 Generate sentences
factual and descriptive factual and descriptive orally and in writing using orally and in writing using
sentences. sentences. synonyms, antonyms, synonyms, antonyms,
multiple-meaning words multiple-meaning words

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and homophones in context and homophones in context


15.2.5 Generate sentences (familiar and new). (familiar and new).
orally and in writing using
synonyms.

15.2.6 Generate sentences


orally and in writing using
antonyms.
15.2.7 Experiment with 7.2.8 Experiment with 6.2.10 Experiment with 6.2.5 Interpret analogy and 6.2.4 Demonstrate the 6.2.3 Interpret metaphor,
familiar vocabulary familiar vocabulary familiar vocabulary connotative language. meaning of figurative analogy, and connotative
explicitly taught to deepen explicitly taught to deepen explicitly taught to deepen language in all genres. language.
and widen understanding of and widen understanding of and widen understanding of 6.2.6 Demonstrate the
a variety of texts. a variety of texts. a variety of texts. meaning of figurative 6.2.4 Demonstrate the
language in all genres. 6.2.5 Interpret metaphor, meaning of figurative
analogy, and connotative language in all genres.
language

Fluency: the ability to read with accuracy, and with appropriate rate, expression, and phrasing.

12.2.1 Read accurately 16.2.1 Read high frequency 8.2.1 Read accurately, high 7.2.1 Read accurately, high
high frequency words with words with accuracy and frequency words with frequency words in context
automaticity. automaticity. automaticity. with automaticity.

12.2.2 Read in context


inflectional forms, s, ed,
ing and words with
contractions e.g., isn’t and
I’m.
12.2.4 Use correct 16.2.3 Read with 8.2.2 Read with good 7.2.4 Read with appropriate
pronunciation; clear appropriate volume to volume, breath-control, volume, correct
enunciation, intonation, match the text; correct correct pronunciation and pronunciation and clear

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rhythm, pace, expression pronunciation; clear clear enunciation, enunciation, intonation,


and phrasing to read aloud enunciation; eye- voice intonation, rhythm, pace rhythm, pace and prosody
fluently. span, intonation, rhythm, and prosody (expression (expression and phrasing)
pace, expression and and phrasing) to read to read fluently to convey
phrasing to read (aloud) fluently to convey the the meaning of the text to
fluently. meaning of the text to the the reader and to an
reader and to an audience audience.
16.2.4 Read words with 8.2.5 Pronounce correctly,
contractions -not (-n’t), I words with inflectional
am (I’m), will (-’ll) and forms, -s, -es, -ed, -ing, and
have -est in context.
(-’ve).
8.2.6 Read and interpret
words with singular and
plural possessive (‘-s/-s’)
and contractions not
(-n’t), I am (I’m), will (-ll)
and have (-ve).

8.2.7 Recognize and use


compound words in
context.

8.2.8 Demonstrate an
understanding of the
connections between
punctuation and sentence
structure, intonation and
emphasis.

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12.2.5 Self-correct miscues 16.2.5 Use context and 8.2.4 Use context to 7.2.3 Monitor reading 7.2.3 Monitor reading for 7.2.3 Monitor reading for 7.2.3 Monitor reading for
word attack skills to confirm or self-correct through a variety of accuracy and sense, accuracy and sense, accuracy and sense,
confirm or self-correct miscues. strategies previously taught demonstrating that they demonstrating that they demonstrating that they
word recognition and (at the sentence, paragraph have the confidence to
have the confidence to have the confidence to
understanding. and whole-text level) to adjust their reading.
support comprehension. adjust their reading. adjust their reading.
8.2.3 Apply decoding and 7.2.2 Apply a variety of 7.2.1 Apply a variety of 7.2.1 Apply a variety of 7.2.1 Apply a variety of
word analysis skills with appropriate-level strategies appropriate-level strategies appropriate-level strategies appropriate-level strategies
proper phrasing to read and skills to construct and skills to construct and skills to construct and skills to construct
fluently and monitor meaning from text, meaning from text,
meaning from text, meaning from text,
meaning using:- including before, during including before, during
Root words, affixes, and after reading. and after reading. including before, during including before, during
inflectional endings and and after reading. and after reading.
compound words
Phonemic awareness and
phonic skills e.g., onset and
rime; syllabication,
digraphs, long vowels,
blends and morphemes
7.2.2 Read a variety of 7.2.2 Read a variety of 7.2.2 Read a variety of
informational and informational and informational and
narrative/descriptive narrative/descriptive narrative/descriptive
texts/genres with sufficient
texts/genres with sufficient texts/genres with sufficient
accuracy to support
comprehension. accuracy to support accuracy to support
comprehension. comprehension.
7.2.4 Develop a love for 7.2.4 Develop a love for
reading a range of genres. reading a range of genres.

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Comprehension: The understanding of meaning in text.

9.29 Differentiate between


uppercase letters and
lower-case letters

9.2.10 Print both lower and


uppercase letters of the
English alphabet

9.2.11 Arrange letters of


the English alphabet in
sequence

9.2.12 Make words

9.2.13 Recognise letters


individually and in text

9.2.14 Recognise that


letters have different
shapes.

9.2.15 Hold and open a


book correctly.

9.2.16 Discover the layout

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of texts e.g., front and back


covers, title, author and
illustrator.

9.2.17 Differentiate
between the terms letter
and word.

9.2.18 Differentiate
between the terms,
beginning of sentence and
top of page.

9.2.19 Recognize that


sentences have spacing
between words.

9.2.20 Move finger from


left to right, top to bottom
when reading to
demonstrate directionality
of print.

9.2.21 Distinguish between


print (letters and words)
and illustrations.

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9.2.22 Use illustrations to


make meaning of print.

9.2.23 Make connections


between spoken and
printed words.

9.2.24 Explain why


punctuation and
capitalization are used.

13.2.1 Answer literal and 17.2.1 Answer literal and


inferential type questions inferential type questions
orally based on a given orally on a given stimulus.
stimulus.

13.2.3 Describe the 17.2.2 Give simple details


relationship between from pictures, using picture
illustrations and the story in clues.
which they appear.
Apply Reading Use guided reading Use reading comprehension Apply reading Use reading comprehension
Comprehension skills and comprehension strategies strategies to answer literal comprehension skills and skills and strategies
strategies explicitly taught, and skills previously taught and inferential type strategies independently to: independently to:
to: to answer literal and questions independently:
inferential type questions.
9.2.1 Identify and clarify 8.2.1 Answer and ask 8.2.1 Respond to and ask 8.2.1 Respond to and ask
key ideas (think about questions based on a given literal and inferential literal and inferential

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Reading

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what’s read). stimulus. questions based on a given questions based on a given


stimulus. stimulus.
9.2.2 Answer literal and 8.2.3 Activate prior
inferential questions. knowledge and (content-
area) vocabulary to deepen
9.2.7 Use prior knowledge understanding of texts.
to understand texts in a
variety of genres.
8.2.1 Identify key words 8.2.5 Identify key words 8.2.2 Identify key words 8.2.2 Identify key words
when scanning texts to when scanning texts to when scanning texts to when scanning texts to
establish relevance establish relevance. establish relevance. establish relevance.
8.2.6 Understand that texts 8.2.3 Understand that texts 8.2.3 Understand that texts
have purposes and are have purposes and are have purposes and are
written for audiences. written for audiences. written for audiences.

8.2.4 Express preferences 8.2.9 Express preferences 8.2.8 Express preferences 8.2.8 Express preferences
and support views by and support their views by and support views by and support their views by
reference to texts. reference to texts. reference to texts. reference to texts.
13.2.2 Identify explicit 17.2.3 Identify explicit 9.2.3 Identify explicit main 8.2.2 Determine the main 8.2.4 Identify main idea and 8.2.4 Identify main idea and
main idea of fiction and main idea of pictures and idea of texts in a variety of idea and supporting details supporting details from supporting details from
informational texts. short texts. genres. from text by showing their text. text.
relationship to text.
8.2.7 Identify main idea and
supporting details from text
to show their relationship to
text.

8.2.5 Demonstrate an
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Reading

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understanding of supporting
details and show their
relationship to text.
13.2.4 Sequence details or 17.2.4 Sequence details or 9.2.4 Sequence details or
events in a variety of events in a variety of events in a variety of
genres. genres. genres.
13.2.5 Predict outcomes 17.2.5 Predict outcomes 9.2.5 Predict outcomes 8.2.6 Creating mental
using title, pictures, or prior using title and pictures. using title, pictures and images to respond to the
events in the text. prior events. text e.g., share reactions,
clarify confusion, generate
questions, predict outcomes
and draw inferences.
13.2.6 Use text structure to 17.2.8 Use text structure to 9.2.12 Apply
understand texts (titles, understand texts (titles, understandings of text
beginning, middle, and headings, beginning, middle structure and organization
end). and end). to infer and deduce
meaning.
13.2.10 Discuss the
organizational features of
stories (beginning, middle,
end, characters, setting).
17.2.12 Use text features 9.2.10 Use text features 8.2.9 Use text features such
such as headings, title page such as headings, title page as headings, title pages,
and tables of content to and tables of content to tables of content to locate
locate information. locate information. and understand information.
8.2.10 Use the dictionary 8.2.2 Use the dictionary and
and thesaurus to discover thesaurus to acquire
meanings of words in meanings of words in
context. context.
17.2.7 Identify

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words/details from stimulus


that suggest feelings or
appeal to the senses.
13.2.7 Compare and 17.2.6 Make text-to-self, 9.2.6 Make text-to-self, 8.2.11 Make text-to-self, 8.2.9 Make text-to-self, 8.2.9 Make text-to-self,
contrast the adventures and text-to-text and text-to- text-to-text and text-to- text-to-text and text-to- text-to-text and text-to- text-to-text and text-to-
experiences of characters in world connections using world connections using world connections between world connections between world connections between
familiar stories and their information in a selected information in a selected what they already know and
what they already know and what they already know and
own experiences. text. text. the information presented in
two different texts. the information presented in the information presented in
13.2.8 Make text-to-self the text. the text.
connections using
information from selected
text and a variety of media.

13.2.9 Interpret information 8.2.3 Apply knowledge of 8.2.8 Apply knowledge of 8.2.5 Apply knowledge of 8.2.6 Apply knowledge of
presented in a variety of inference and deduction to inference and deduction to inference and deduction to inference and deduction to
media. identify cause and effect identify/discuss cause and identify cause and effect identify cause and effect
relationships in texts. effect relationships in texts.
relationships in texts. relationships in texts.
8.2.10 Generate questions 8.2.10 Generate questions
about the text. about the text.
17.2.13 Engage in research 9.2.11 Develop research 8.2.8 Develop research
skills e.g., finding skills using media literacy. skills to interpret symbols,
information in non-fiction signs, charts and (simple)
text using headings, sub- graphs.
headings, illustrations and
captions, alphabetize words
according to the first letter.
13.2.11 Infer meaning from 17.2.10 Interpret symbols, 9.2.8 Identify words/details
a variety of genres (fiction signs and pictographs. from stimulus that suggest
and non-fiction). feelings or appeal to the
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17.2.11 Follow directions to senses.


complete a task.

9.2.13 Compare and


17.2.14 Interpret contrast ideas in fictional
information presented in a text: character, plot, setting
variety of media. and themes.

17.2.9 Analyse details using 9.2.9 Create graphic 8.2.11 Analyse details using 8.2.11 Analyse details using
graphic organizers. organizers to represent key graphic organizers. graphic organizers.
ideas.

9 2.14 Use metacognitive 8.2.11 Use metacognitive 8.2.4 Use metacognitive 8.2.6 Use metacognitive 8.2.7 Use metacognitive
strategies to clarify strategies to clarify strategies to clarify strategies to clarify strategies to clarify
meaning in text e.g., re- meaning in text; e.g. re- meaning in text e.g., meaning in text e.g., meaning in text e.g.,
reading, visualizing, reading, visualizing, rereading, visualizing,
rereading, visualizing, rereading, visualizing,
thinking about the text, thinking about the text. thinking about the text,
before, during and after before, during and after thinking about the text, thinking about the text,
reading strategies. reading strategies. before, during and after before, during and after
reading strategies. reading strategies.
8.2.10 Reflect and share
personal views based on
their reading experience
with given text.
13.2.12 17.2.15 Make judgments 8.2.7 Evaluate texts by 8.2.13 Evaluate texts by 8.2.12 Evaluate texts by 8.2.12 Evaluate texts by
Make judgments and form and form opinions using making explicit and making explicit and making explicit and making explicit and
opinions using explicit explicit information from inferential reference to inferential reference to inferential reference to texts inferential reference to
information from selected selected texts. texts. texts.
texts and media.

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Handwriting

16.2.1 Show the


Handwriting Readiness
skills of grasp of pencil,
line awareness,
directionality, correct
stroke, appropriate size,
and spatial and temporal
words.
16.2.2 Reproduce letters, 20.2 Reproduce letters and 11.2 Write words, 10.2.1 Reproduce correct cursive
numerals, words and numerals as words and sentences and paragraphs writing patterns, formation,
simple sentences using sentences with correct with correct strokes, spacing and neatness in writing.
correct strokes and strokes, direction, neatness direction, neatness and
patterns, direction, and appropriate size. appropriate size.
neatness and appropriate
size.

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Punctuation and Capitalization (link to sentence structure)

17.2.1 Use a capital letter 21.2. Use a capital letter for: 12.2.1 Use capitalization 11.2.1 Use capitalization to 10.2.2 Use capital letters in Incorporated in the Incorporated in the
for: the first letter in their the first letter in names, days for initials, the first letter indicate letters for days of the sentences for: Writing Process below. Writing Process below
names, days of the week, of the week, months of the of days of the week, week, months of the year,  first word in a quotation
and the first letter of year and the first letter of months of the year, titles initials, titles of respect,  title of books, chapters,
sentences. sentences. of respect, holidays, holidays, places, addresses, poems
places, addresses and proper names of students, book  title of proper names
books titles. titles, first word in a sentence  important words in
and the word ‘I’. headlines, subject
heading etc.

18.2.1 Use the full stop 22.2. Use the full stop and 12.2.2 Use punctuation in 11.2.2 Use punctuation in 10.2.1 Use the following 10.2 Apply the correct 10.2 Use punctuation
and question mark at the question mark at the end of sentences correctly for sentences: punctuation marks in punctuation marks to marks and capital letters
end of sentences. sentences. full stop, question mark, full stop, question mark, sentences: writing: correctly in writing.
exclamation mark and exclamation mark, apostrophe in
commas, for words in a contractions and possessives. full stop, question mark, a) Colon
series. exclamation mark, b) Quotation marks
11.2.3 Use a period after apostrophe in contractions in dialogue, titles and
abbreviations: titles of respect, and possessives, quotation direct speech.
initials of names, street name. marks and commas in
apposition, in words in a
11.2.4 Use a comma after series and in addresses.
greeting and closing of letter or
social note, in dates, in
addresses, with items in a series,
with nouns of direct address.

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Sentence Structure (link to grammar)


27.2.5 Present sentences 17.2 Create compound 16.2.1 Use coordinating 11.2.1 Write the different 11.2 Expand the basic
orally and written. sentences using the conjunctions to join two simple types of sentences. sentence type by adding
conjunctions and/but. sentences to form compound nouns, adjectives or
sentences. 11.2.2 Expand the basic adverbs (word or phrase).
23.2.2 Write simple sentence type by adding an
sentences using high adjective or adverb in word 12.2.1 Use a conjunction
frequency words. and phrase. to join two main clauses
to make a compound
25.2 Create simple sentences 12.2.1 Use a conjunction to sentence: (for, and, nor,
using vocabulary in context. join two simple sentences to but, or, yet, so)
form a compound sentence.
12.2.2 Use a conjunction
to join a main clause and
subordinate clause to form
a complex sentence:
(because, unless, when
where, why, wherever,
who, that, since, whether,
unless, until, as, if, as if,
while, before, after,
although, as long as, so
that, than, though,
whenever, unless.)

Spelling and Vocabulary

19.2.1 Spell high 23.2.1 Spell high frequency 22.2 Apply spelling rules 19.2 Apply spelling 17.2 Use spelling rules 11.1 Apply spelling rules
frequency words across words across content areas. correctly in writing. rules correctly in correctly in writing. when writing.
content areas. writing. Produce the following
correctly:

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a) make compound
words into plural
forms

b) when a word ends in a


silent ‘-e’, drop the ‘-
e’ before adding -ing
c) for action words that
end in ‘-ie’, change
the ‘-ie’ to a ‘-y’
before adding
–ing

d) when the suffix -full


is added to the end of
a base word, drop one
‘-l’.

e) double the last letter


of words ending in a
short vowel followed
by a single consonant
before adding a ‘-y’
e.g. bag - baggy

f) add a ‘-y’ to words


ending with two
consonants to form
describing words e.g.
dirt-dirty

g) for words ending in a


silent ‘-e’, drop the ‘-
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Writing
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
e’ before adding ‘-y’
e.g. ice-icy

h) key words in subject


areas.
15.2.1 Make and use new 14.2.1 Use prefixes and suffixes 21.2.1 Make and use new
words by adding prefixes to make and use new words in words by adding prefixes
and suffixes to root writing. and suffixes to root words
words. in writing.
Prefixes:
‘un-, ‘dis-’, ‘in-’, ‘im-’, ‘mis-’, Suffixes:- :-less,-ness, -
‘pre-’, ‘non-’, ‘ir-’ ‘il-’ ous,-ful, -ly, and different
forms of –shun
Suffixes:
-‘ish’, ‘-ly’, ‘-ness’, ‘-able’, Prefixes: tele, anti, pre,
‘-y’, ‘-ist’, ‘-ous’, ‘-tion’ aero, etc

21.2.2 Give the meaning of


new words formed with the
affixes.
Produce the following 22.2.1 Produce the following Produce the following 18.2.1 Make new words
correctly: correctly: correctly: by adding prefixes and
suffixes to root words.
a) plural forms in which a) plural forms in which ‘y is  plural forms in which ‘y
‘y’ is changed to changed ‘i’ and ‘f’ to ‘v’ is changed ‘i’and ‘f’ to a) Suffixes:
‘i’and ‘f’ to ‘v’ before adding an “es” ending ‘v’ before adding an -able,-ness, -ous,-ful,
before adding an “es” “es” ending -ity, and different
ending. forms of [shun]
b) words that double the final
b) words that double the  words that double the
final consonant consonant before adding b) Prefixes:
final consonant before
before adding endings adding endings tele-, anti-, pre-, aero-
endings. , etc.
c) words that drop the c) words that drop the final ‘e’  words that drop the
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Writing
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final ‘e’ before an before an ending final ‘e’ before an
ending. ending
d) words with hard and
soft ‘c’ and ‘g’ d) ‘ie’ and ‘ei’ words  ‘ie’ and ‘ei’ words
e) words with silent
letters. e) Words with hard and soft ‘c’  words with hard and
f) common and ‘g’ soft ‘c’ and ‘g’
homophones.
f) Words with silent letters  words with silent letters
g) Common homophones
 common homophones
h) Key words in other subject
 key words in other
areas
subject areas

25.2 Create simple sentences 21.2 Apply vocabulary in 21.2.1 Apply vocabulary in 20.2 .1Use the different 19.2
using vocabulary in context. context: context: types of vocabulary in Use the different types of
a) Sight words context across content vocabulary in context
b) Content area a) Sight words areas: across content areas:
vocabulary b) Content area vocabulary a) Technical terms
c) Technical terms c) Technical terms a) Technical terms b) Synonyms
d) Synonyms d) Synonyms c) Antonyms
e) Antonyms e) Antonyms b) Synonyms d) Homophones
f) Homophones f) Homophones e) Homographs
g) Multiple Meaning c) Antonyms f) Words with multiple-
Words including g) Multiple Meaning Words meanings
words from including words from d) Homophones
Trinidadian and Trinidadian and Tobagonian e) Homographs
Tobagonian creole.
Creole. f) Words with multiple-
meanings

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23.2.1 Change Creole patterns to 22.2 .1 Use a code 20.2 17.2 Use a code switching
Standard English contextually. switching analysis chart to Use a code switching analysis chart to change
change Creole patterns to analysis chart to change Creole patterns to
Standard English patterns. English Creole patterns to Standard English patterns.
Standard English patterns.

Grammar

16.2 Use the different 15.2.1Use the different parts of 13.2.1 Use Nouns: 13.2 Use the correct form 12.2 Use the different
parts of speech in speech in sentences: common, proper, collective of the verb in writing: types of vocabulary in
sentences: and abstract in sentences. context across content
a) Phrases ‘together areas:
a) Common and a) Common Proper and 13.2.2 Use Verbal forms: with,’ ‘as well as,’ a) Technical terms
Proper Nouns Collective Nouns ‘along with,’ the verb b) Synonyms
b) Number b) Number a) Simple Present, agrees with the c) Antonyms
c) Gender c) Gender Classification Past, Future, subject word. d) Homophones
Classification d) Apostrophe for Present Continuous e) Homographs
d) Apostrophe for ownership Tense, Past Perfect b) Some personal f) • Words with
single ownership e) Personal Pronouns – Tense, pronouns agree with multiple-
e) Personal subject, object, the singular verb meanings
Pronouns – possessive b) Use Modals: can, while others agree 13.2 Apply rules:
subject, object, f) Comparative and may, should, with the plural form. a) of subject and
possessive Superlative forms of would, could, verb agreement
f) Comparative and adjectives might. c) Expressions such as: b) appropriate use of
Superlative forms g) Indefinite Article a/an most of, many of, a tense
of adjectives h) Conjunction c) Participle-past and lot of, a little of, c) correct usage of
g) Indefinite Article i) Prepositions present. much, some, all of, parts of speech
a/an j) Adverbs and some of, can take
d) Regular and either a singular or
irregular. plural verb. When the
subject is countable
the verb is plural,
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13.2.3 Use Adjectives: when the subject is
comparative and superlative uncountable it takes a
degree. singular verb.
13.2.4 Use Pronouns:
Personal, Possessive d) Forms of the verb ‘to
Reflexive and Relative be’ take the number
Pronoun. of the subject.

13.2.5 Use Adverbs: e) Sums of money,


comparative and superlative measurements,
forms. fractional parts take
. the singular verb.
13.2.6 Use Prepositions in f) A collective noun
context. which is singular in
meaning is followed
13.2.7 Use Conjunctions to by a singular verb.
combine ideas and
sentences.
14.2 Choose verbs to agree
with subjects in number.

15.2 Analyse a sentence


identifying its subject and
verb.
24.2 Use “Who is doing the 13.2 Make subject and 12.2.1 Make subject and verb
action?” and “What is being verb agree in number, agree in number, using singular
done?” to distinguish using singular and plural and plural nouns and personal
between subject and verb in nouns and personal pronoun forms.
sentences. pronoun forms.
20.2.1 Use the following 26.2 Use the following 14.2 Use the different 13.2 When to use the different
Tense patterns language structures: tenses of verbs within tenses of verbs within context:
context:
1. The verb “to be” -
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Present Tense 1. The verb “to be”-Present Patterns based on: a) Patterns based on:
Tense patterns am, is, are am, is, are
1st, 2nd. 3rd, persons, 1st, 2nd. 3rd, persons, has, have has, have
singular and plural. singular and plural. do, does do, does
e.g., 1st Person Present E.g.
Tense  I am + noun Present continuous tense b) Present continuous tense
e.g., is/are eating e.g. is/are eating
a) I am + noun  I am + adjective
b) I am + adjective Simple present tense c) Simple present tense
c) I am + Adjective  I am + Adjective e.g., I/You/We e.g. I/You/We/They/The
Phrase Phrase /They/The dogs/walk dogs/ walk He/She/It/The
d) I am + Adverb Phrase He/She/It/The dog dog walks
e) Present Participle I’m  I am + Adverb Phrase walks
walking d) Simple past tense
 Present Participle e.g., Simple past tense e.g. walk – walked
2nd Person Present tense I’m walking e.g., walk – walked run – ran
run – ran eat – ate
a) You are + noun  He/She/It/Andrew + IS eat – ate e) Future tense: use of will
b) You are + adjective + Noun
c) You are + Adjective Future tense: use of will Statements: negative and
Phrase  He/She/It/Andrew + IS+ interrogative forms.
d) You are + Adverb Negative Words and the
adjective
Phrase verb.
 He/She/It/Andrew + IS
e) Present Participle You
+ adverbial phrase
are Walking e.g., has not, have not,
3rd Person Present Tense haven’t hasn’t
 He/She/It/Andrew + IS -
Singular it is not, isn’t.
a)He/She/It/Ethan + is + ing”
Noun Contractions: I’m not -
b)He/She/It/Ethan + is+  You/We/They/Adrian n’t
adjective and Sarah + are + noun
c)He/She/It/Ethan + is + Existential Patterns
adverbial phrase  You/We/They/Adrian There is/are
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Writing
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
d)Present Participle and Sarah + are There is a book on the
He/She/It/Ethan + is - +adjective table.
walking There are books on the
1st, 2nd, 3rd Person Plural  You/We/They/Adrian table.
Present Tense and Sarah + are +
a) We/You/They/Aeidon Adverbial Phrase
and Melanie + are + noun
b) We/You/They/Aeidon
and Melanie + are  You/We/They/Adrian
+adjective and Sarah + are + -ing
c)We/You/They/Aeidon
and Melanie + are +
Adverbial Phrase 2. The verb “to be”- Past
d)Present Participle Tense patterns
We/You/They/Aeidon
and Melanie + are + 1st, 2nd. 3rd, persons
walking singular and plural.

2. The verb “to be” -  I/He/She/It +was + noun


Past Tense
1st, 3rd, persons singular  I/He/She/It + was +
a) I/He/She/It +was + adjective
noun
b) I/He/She/It + was +  I/He/She/It + was +
adjective Adverbial Phrase
c) I/He/She/It + was +
Adverbial Phrase  I/He/She/It + was + -ing
d) I/He/She/It + was + -
ing  You/We/They + were +
noun
1st, 2nd. 3rd, persons
plural.
 You/We/They + were +
a) We/You//They + were
adjective
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Writing
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
+ noun
b) We/You//They + were  You/We/They + were +
+ adjective Adverbial Phrase
c) We/You//They + were
+ Adverbial Phrase  You/We/They + were +
d) We/You//They + were -ing
+ -ing
3. Present Habitual Tense
3. Patterns based on patterns
“to have”
Patterns based on  I/You/We/They + Verb
has/have. E.g. I eat fruits every day.
 On Sundays
I/We/You/They go to
church

 He/She/The doctor +
verb
E.g. She comes early every
morning.
4. Future Tense patterns

 I + will + verb

 He/She/It/The
man/Mom + will +
verb

 We/You/They + will
+ verb

5. Patterns based on “to


have”
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Writing
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
 Patterns based on
has/have
6. Patterns based on “to
do”
 Patterns based on
does/do
27.2.1 Listen, view,
articulate and discuss ideas
based on a given stimulus.

Writing Forms using the Writing Process

16.2.3 Produce drawing, 27.2.2 Write words and 18.2 Write the following 17.2.1Write a friendly letter
painting and writing in sentences based on applying the process applying the process approach.
response to stories and prewriting activity. approach:
rhymes. a) Factual paragraph 17.2.2 Organize paragraphs
27.2.3 Compose and write at b) Simple using a topic sentence and
least two related sentences instructions and supporting details.
using simple transitions directions
based on a given stimulus. c) Comic Strips and 17.2.3 Use transitional words
Mad-libs and phrases to link sentences and
27.2.4 Review and edit d) Rhymes and paragraphs.
written sentences. poems
e) Narrative- 17.2.4 Use the following
descriptive on organizational structure:
self and others. address, salutation,
body/content, conclusion and
closure.

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Writing
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
17.2.5 Address an envelope.

17.2.6 Apply Pre-writing Skills


(think, brainstorm, create web
maps,
articulate/list ideas, make notes,
outline important
points/relevance, sequence
information, read related
information)

17.2.7 Apply Drafting Skills


(follow pre-writing plan,
formulate topic sentences and
supporting details, express ideas
in paragraphs).

17.2.8 Apply Revising Skills (to


address, salutation, body/
content, conclusion, closure,
organization of ideas,
transitional words and phrases
and paragraphing).

17.2.9 Apply Editing Skills (edit


writing applying grammar and
mechanics rules).

17.2.10 Apply Publishing Skills.

18.2.1 Write an e-mail to close


friends and relatives.
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Writing
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
19.2 Create a paragraph 19.2.1 Write using creative
using internal descriptions appealing to the five
organizational features senses.
taught.
19.2.2 Use the simile in writing.

19.2.3 Organize descriptive


paragraphs using a topic
sentence and supporting details.

19.2.4 Use transitional words


and phrases to link sentences and
paragraphs.
19.2.5 Apply Pre-writing Skills 16.2.1 Write narrative- 14.2.1 Write narrative- 14.2.1 Compose narrative
(think, brainstorm, create web descriptive stories showing descriptive stories descriptive pieces in the
maps, articulate/list ideas, make beginning middle and end showing beginning, different genres:
notes, outline important plot structure, character middle and end plot
points/relevance, sequence development, setting, structure, character a) Stories
information, read related sensory descriptive words development, setting, b) Poems
information) and the simile, simple sensory descriptive words c) Songs
metaphor and and the simile, simple d) Scripts
19.2.6 Apply Drafting Skills personification devices. metaphor and
(follow pre-writing plan, personification devices. 14.2.2 Applying the
formulate topic sentences and 16.2.2 Write narrative process approach to
supporting details, express ideas descriptive stories applying 14.2.2 Write narrative writing.
in paragraphs) the stages in the writing descriptive stories
process: applying the stages in the
19.2.7 Apply Revising Skills writing process:
(descriptive and figurative  apply Pre-writing
language, organization of ideas, Skills (think,  apply Pre-writing
transitional words and phrases brainstorm, create Skills (think,
and paragraphing). web maps, brainstorm, create
articulate/list ideas, web maps,
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Writing
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19.2.8 Apply Editing Skills (edit make notes, outline articulate/list ideas,
writing applying grammar and important make notes, outline
mechanics rules). points/relevance, important
19.2.9 Apply Publishing Skills sequence points/relevance,
information, read sequence information,
related information) read related
information)
 apply Drafting
Skills (follow pre-
writing plan,  apply Drafting Skills
formulate topic (follow pre-writing
sentences and plan, formulate topic
supporting details, sentences and
express ideas in supporting details,
paragraphs) express ideas in
paragraphs)
 apply Revising
Skills (review plot  apply Revising Skills
structure, figurative (review plot structure,
language, sensory figurative language,
details, sensory details,
organization of organization of ideas,
ideas, transitional transitional words and
words and phrases phrases and
and paragraphing) paragraphing)

 apply Editing Skills  apply Editing Skills


(edit writing by (edit writing applying
applying grammar grammar and
and mechanics mechanics rules)
rules)  apply Publishing Skills
 apply Publishing
Skills
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Writing
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
17.2.1 Write simple reports 15.2 Write simple reports, 15.2 Apply the stages of
on selected daily activities instructions and directions Pre-writing, Drafting,
applying the process applying the process Revising, Editing and
approach to writing: approach to writing: Publishing to the writing
of:
 apply Pre-writing  apply Pre-writing
Skills (think, Skills (think, a) Reports
brainstorm, create brainstorm, create b) Instructions
web maps, web maps, c) Directions
articulate/list ideas, articulate/list ideas,
make notes, outline make notes, outline
important important
points/relevance, points/relevance,
sequence sequence information,
information, read read related
related information) information)

 apply Drafting  apply Drafting Skills


Skills (follow pre- (follow pre-writing
writing plan, plan, formulate topic
formulate topic sentences and
sentences and supporting details,
supporting details, express ideas in
express ideas in paragraphs)
paragraphs)
 apply Revising Skills
 apply Revising (review content,
Skills (review language and
content, language organization – logical
and organization – sequencing of
logical sequencing information,
of information, paragraphing,
paragraphing, introduction, body,
Revised Primary Curriculum 2013
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Writing
Infant 1 Infant 2 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
introduction, body, conclusion, and
conclusion, and transitional words and
transitional words phrases)
and phrases)
 apply Editing Skills
 apply Editing Skills (edit writing applying
(edit writing grammar and
applying grammar mechanics rules)
and mechanics
rules)  Apply Publishing
Skills
 apply Publishing
Skills
20.2.1 Self-question to 20.2.1 Self-question to elicit 18.2.1 Critically question 16.2 Express their 16.2 Write reflections
elicit thoughts and thoughts and feelings about self and their own thinking thoughts and feelings in a expressing their thoughts
feelings about selected selected daily activities. about a situation/event. reflective piece. and feelings.
daily activities.
20.2.2 Express thoughts and 18.2.2 Express their
20.2.2 Express thoughts feelings in writing. thoughts and feelings in a
and feelings in writing. reflective piece.

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Media Literacy
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21.2.1 Communicate their
ideas verbally and non-
verbally about a variety of
media materials.
21.2.2 Critically view and 23.2.2 24.2.2 Critically view and 24.2.1 Critically examine 21.2.1 Critically examine
listen to a variety of media Critically view and listen listen to a variety of media created media texts. created media texts.
materials. to a variety of media materials with a focus on
materials with a focus on simple audio works.
simple animated works.

27.2.1 Critically examine


created media texts.
21.2.3 Recognize that 28.2.9 Recognize that all 26.2.4 Use a think aloud 23.2.3 Recognize that all 22.2.3 Recognize that 19.2.3 Recognize that
media texts are constructed media texts are strategy to demonstrate forms of media contain different media forms use different media forms use
by people. ‘constructions’ thinking about how reality constructed messages. particular language styles particular language styles
and fantasy is constructed and techniques in their and techniques in their
29.2.5 Recognize that in media texts. 25.2.2 Explain how construction. construction.
illustrators use colour as a illustrators can use colour
tool (or technique) to create and other tools/techniques
a mood. to construct a reality for
their audiences.
. 27.2.1 Deconstruct selected 26.2.3 Explain that media 21.2.1 Deconstruct selected 20.2.3 Deconstruct selected
media to understand how are constructions; each media to understand how media to understand how
information and/or medium has its own information/messages are information/messages are
messages are presented to language, style, form, presented to audiences. presented to audiences
audiences. techniques, conventions and
aesthetics.
22.2.1 Use media and 28.2.1 Use media and 25.2.1 Use media and 25.2.1 Use media and 23.2.1 Use media and
technology equipment with technology equipment with technology equipment with technology equipment with technology equipment with
care. care. care. care. care.

22.2.4 Demonstrate proper 28.2.8 Demonstrate proper 18.2.1 Demonstrate proper


handling and care of media handling and care of media handling and care of media

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Media Literacy
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and technology (e.g., and technology. and technology to peers and
books, board games, CDs, students in lower classes.
televisions, radios etc.).

22.2.2 Describe the 30.2.5 Select different 25.2.6 Select different


characteristics of different forms of media designed forms of media tailored to
forms of media (two for different audiences and audience and purpose.
attributes per type). purposes e.g., using
media/resources/tools
….direct instruction…. e.g.,
using YouTube videos.

22.2.3 Categorize media 28.2.6 Categorize media


forms as audio, visual, forms as audio, visual,
audio-visual, print. audio-visual or print.

22.2.5 Explain how


different forms of media
are used in their
environment.
23.2.1 Read illustrations 23.2.3 Identify overt and 24.2.3 Identify that 24.2.3 Identify overt and 24.2.4 Consider both the 21.2.2 Identify overt and 19.2.1 Identify overt and
and pictures in media texts implied messages, initially animated characters hold implied messages, with overt and implied messages implied messages in implied messages in
to determine overt and with support and direction, both overt and implied support and direction, in in electronic/digital media selected media texts. selected media texts.
implied messages (with in simple audio-visual messages (e.g. students can simple audio media texts. texts.
guided instruction). media texts. create flip-page
animations).

23.2.1 Identify animated


works as media texts.
23.2.2 State the purpose of 30.2.2 State the purpose of
a variety of media forms. a variety of media forms.

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23.2.3 List the 28.2.4 Describe the


characteristics of selected characteristics of selected
media (e.g., signs in the media forms.
immediate environment,
pictures and illustrations in
books, advertisements in
newspapers etc.).
30.2.1 Compare and 25.2.3 Compare and 26.2.1 Compare and 27.2.4 Compare and 24.2.4 Compare and 21.2.4 Compare and
contrast the characteristics contrast the characteristics contrast the characteristics contrast media produced by contrast media produced by contrast media produced by
of selected media which tell of selected media which of selected media which tell individuals in the class. individuals in the class. individuals in the class.
about their purpose (e.g., tell about their purpose if they are reality-based or
red and yellow colour in (e.g. use of pictures in fantasy-based.
signs is used to show visual media to
danger/warning, size of target/influence children or
billboards to reach wide adults, girls or boys etc.).
audiences vs. a flyer).

30.2.4 List the


characteristics of selected
media which tell about their
intended audience. (size,
use of age-specific actors
e.g., children to target
children)
23.2.4 Explain why they 25.2.6 Explain why they
like or dislike selected like or dislike selected
media texts. (e.g., a media texts. (e.g. a
character in a cartoon, character in a cartoon, song,
song, or movie; draw a or movie; draw a picture of
picture of the character in a the character in a song).
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song).
24.2.1 Examine the basic 28.2.5 Analyse different 25.2.2 Analyse different
elements of selected media media packaging (modes media packaging (modes
(e.g., colour, shape and of ‘presentation’, e.g., CD, of ‘presentation’, e.g., CD,
material) to understand DVD, radio broadcast, DVD, radio broadcast,
how information/messages television broadcast, comic television broadcast, comic
are presented to audiences. book, comic strip) to book, comic strip) to
determine their content determine their content
(audio, visual, audio- (audio, visual, audio-
visual, print). visual, print).

24.2.2 Give examples of 31.2.1 Give examples of 26.2.1 Give examples of 28.2.2 Give examples of 20.2.4 Give examples of
tools and materials needed tools and materials needed tools and materials needed tools and materials needed tools and materials needed
to create visual media to create selected media to create a new character to create a public service to create selected media
(e.g., paper, crayons, (e.g., paper, pens, pictures, for an animation or story announcement for the (e.g., paper, pens, pictures,
pictures, glue, paint etc.) glue, paint microphone (e.g. drawing and painting school community (e.g. glue, paint microphones,
etc.). materials, plasticine, fabric radio, computer, cameras etc.)
pieces for costumes, microphone, audio
microphone e.g. use of recorder, CDs etc.).
computer software etc.)
24.2.3 Generate ideas for 31.2.2 Generate ideas for 26.2.2 Generate ideas for 28.2.1 Generate ideas for 20.2.5 Generate ideas for
creating media for various creating media for various creating characters for creating audio texts for creating media to influence
purposes and audiences. various purposes and various purposes and beliefs, values and
audiences. audiences. behaviours e.g., (i) media
promoting belief in folklore

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characters (ii) posters for
importance of washing
hands.
24.2.4 Use different 31.2.3 Use different 26.2.3 Use different 20.2.6 Use different
methods to create visual methods to create a methods to create a methods and tools to create
media texts (e.g., painting, storybook cover with character for an animation media texts (e.g.,
drawing, collage, fabric illustration and title or a or book (e.g. printing, storyboarding, videotaping,
patchwork). poster with illustrations drawing). podcasting, painting,
and captions (e.g., printing, publishing, web design).
drawing, painting, collage
etc.). 20.2.7 Design a new toy
and create an advertisement
campaign to promote it to a
specific audience for
financial purposes.
21.2.4 Develop a portfolio 28.2.3 Use appropriate 26.2.4 Develop a 23.2.4 Produce some short 20.2.8 Design a public
of media artefacts. media tools to create an storyboard in order to media texts for specific service announcement to
audio book or voice over retell a story in visual form purposes and audiences, give information and raise
for an animation etc. (using Photo Story). (Class using a few simple media awareness about an issue of
outing, Agricultural forms and appropriate their choice (e.g., healthy
Science practical, a skit, conventions and eating).
including sound effects, techniques:
based on a photograph; a a) to influence attitudes
weather report with positively e.g., towards
illustrations, animations pollution or smoking
and captions etc.) health effects
b) to influence attitudes
26.2.5 Demonstrate by negatively e.g., ‘eating
manipulating visual candy is good for you’.
images (e.g., re- (e.g. a poem,
sequencing), alternative announcement, or flyer
stories can be told. produced electronically by
combining word-processed

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text with pictures and/or
photographs; a newspaper
article that includes a
photograph and headline).
28.2.2 Identify a wide range
of sources of information.

28.2.3 Match media forms


to information sources (e.g.,
emails through
computer/smart phone/iPad
from family, friends).
28.2.7 Compare different
media forms.
29.2.1 Select books with
various styles of
illustrations (e.g., use of
dark colours, bright colours,
warm colours, cool colours,
etc.).

29.2.2 Use the think aloud


strategy to demonstrate
their thinking about the
pictures/illustrations in
books.
29.2.3 Highlight how the
illustrator creates a
particular mood.
29.2.4 Share reactions to
the colours used in picture
book images.

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29.2.6 Write the names of
colours (e.g., blue, red,
yellow, green)
29.2.7 Classify colours into
mood categories (warm,
cold, happy, sad colours).
30.2.3 Answer questions
that allow for inferential
and critical thinking, based
on viewed
pictures/illustrations.
31.2.2 Generate ideas for
creating media for purposes
and audiences.
31.2.4 Create a chart that
shows different colours and
the moods they represent.
31.2.5 Create pictures using
different colours to
represent the mood of the
picture.
31.2.6 Give explanations
for choosing colours in
created media texts.
23.2.4 Express personal 24.2.4 Express personal 24.2.3 Express personal 22.2.2 Express personal
thoughts and feelings about thoughts and feelings about thoughts and feelings thoughts and feelings
some simple animated some simple audio media about selected about some simple media
media works. works. electronic/digital media works (e.g. state whether
works. they like or dislike a
23.2.5 Share personal character in a cartoon,
feelings about animated song, or movie; draw a
characters. picture of the character in a
song).

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23.2.6 Recognize media
texts that are fictional and
non-fictional.
23.2.7 Name kinds of
media texts that contain
a. imaginary materials
(e.g. fairy tales)

b. real materials
(e.g. sports coverage)
23.2.8 Recognize and
describe characteristics that
distinguish real and
imaginary material
e.g. use of actors, live
action.
24.2.1 Participate in show
and tell of objects/media
that are connected with
their favourite animated
characters (i.e. merchandise
such as tee shirts, lunch
bags, backpacks,
thermoses).
24.2.2 Discuss favourite
animated character.
24.2.4 Act out parts from
their favourite animated
shows.
25.2.4 Interpret content in 25.2.3 Interpret content in
print, visual, audio and print, visual, audio and
electronic media. electronic media

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25.2.5 Identify 25.2.2 Identify purposes of 23.2.4 Identify purposes of
entertainment and media media.
information as purposes of
media.
26.2.4 Create a skit by role-
playing a favourite
character in a number of
different situations (e.g.
Photo Story).
26.2.6 Demonstrate how to
use audio-visual recording
hardware.
26.2.7 Record an activity or
skit using a video camera to
produce audio-video media
24.2.1 Identify audio works
as media texts.
25.2.5 Explain the purpose 23.2.6 Explain the purpose 22.2.1 Explain the purpose 18.2.5 Explain the purpose
of selected media texts (a of selected media texts of selected media texts (a of selected media texts (a
television show, (magazine ads, newspaper television show, television show,
advertisement, radio pull-outs, an email advertisement, radio advertisement, radio
broadcast, poem and other message, text message, broadcast, poem any other broadcast, poem any other
audio selections etc.) online advertisements etc.) audio selections etc.) audio selections etc.)

26.2.2 Analyse messages in


media to determine if they
are fact or fiction e.g.,
exposure to web pages
which show fiction or
nonfiction.

26.2.3 Discuss selected


media to justify if they

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portray reality and fantasy.
27.2.2 Discuss in group
settings, preferences of
media types.
27.2.3 Explain why one
media form is preferred
over another.
27.2.4 Determine how
language, style, form,
techniques, conventions,
and aesthetics help to
create preferential bias
towards a product (word
usage such as ‘crunchy
taste’).
28.2.4 Show that each
medium has its own
language, style, form,
techniques, conventions,
and aesthetics:
(Media producers use
sound effect clips, music,
speaking skills to create
and deliver messages.)
23.2.2 Comprehend content
in print, visual, audio and
electronic media.
25.2.4 Make choices as 23.2.5 Demonstrate 19.2.2 Demonstrate
independent consumers competence in gaining competence in gaining
based on media messages. messages as an independent messages as an independent
consumer of media texts. consumer of media texts.
24.2.1 Identify media texts.
25.2.1 Examine the codes

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and conventions of visual
imagery, meaning
illustrations in picture
books, by looking at the
role that formatting plays in
message making.
25.2.3 Show how websites
use various styles and
techniques to influence
audiences and to convey
messages
(e.g., use of images, use of
dark colours, bright
colours, warm colours,
cool colours, pictures,
headlines, fonts, sound
effects, animations, use of
celebrities to advertise,
embellishments such as
flashing lights etc.)
26.2.1 Use information 23.2.1 Use information 20.2.1 Use information
products and technology products and technology products and technology
ethically. ethically. ethically.
26.2.2 Employ media 23.2.2 Employ media 20.2.2 Employ media
etiquette when using etiquette when using etiquette when using
technology and producing technology and producing technology and producing
media texts. media texts. media texts.

27.2.2 Reflect on
techniques and tools used to
create media to make
judgments on pros and cons
of these.

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27.2.3 Discuss strengths 24.2.3 Discuss strengths 21.2.3 Discuss strengths
and weaknesses of created and weaknesses of created and weaknesses of created
media texts. media texts. media texts.
27.2.5 Determine/judge 24.2.5 Determine/judge 21.2.5 Determine/judge
impact of created media re impact of created media re impact of created media re
purpose. purpose. purpose.
23.2.3 Select appropriate
formats based on the needs
of the audience and
purpose.
24.2.2 Reflect on 21.2.2 Reflect on
techniques and tools used to techniques and tools used to
create media to make create media to make
judgments on pros and cons judgments on pros and cons
of these. of these.
21.2.6 Conduct research
(e.g., interviews) in order to
collect, analyse and share
the results about media
usage and preferences.
21.2.7 Generate awareness
about Media and
Information Literacy as
well as other related topics
(i.e. health issues, gender
stereotypes, bullying,
media violence and
internet safety).

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