Friday, 30 November 2012

My Family Journey



        Assalamualaikum serta salam sejahtera. Di sini saya ingin berkongsi cerita serta pengalaman-pengalaman hidup saya. Saya dilahirkan pada 23 Oktober 1981 di dalam sebuah keluarga yang sederhana. Ibu saya Azizah binti Rejab seorang suri rumah manakala abah saya Mohd Raslan Bin Shaari seorang kakitangan LLN dahulunya dan kini dikenali dengan nama TNB (Tenaga Nasional Berhad). Saya mempunyai 3 orang adik beradik. Saya Rosazlina anak yang sulung kemudian adik lelaki saya Mohd Rizal dan adik bongsu saya Rosliza. Kami dibesarkan dengan penuh kasih sayang, cukup ilmu agama dan ilmu pengetahuan diberikan kepada kami. Walaupun adik  beradik kami tidak ramai keluarga kami meriah dan gembira sentiasa. Beza umur saya dan adik bongsu 11 tahun manakala beza umur adik kedua dan adik bongsu pula 8 tahun. Kami semua berkesempatan belajar di asrama. Selepas itu saya melanjutkan pelajaran di Maktab Perguruan Sultan Abdul Halim (MPSAH) , Kedah.
        Pada tahun 2004 saya telah bertemu jodoh dengan Muhamad Rizal Bin Ismail dan alhamdulillah kini, kami telah dikurniakan empat orang cahaya mata. Dua orang perempuan dan dua orang lelaki. Anak pertama diberi nama Balqis Nur Batrisyia (25.12.2005), anak kedua Muhammad Aisy Danial (20.08.2008), anak ketiga Muhammad Rayyan Zikry (23.10.2010) dan anak bongsu pula ialan Airis Nur Alisha (24.02.2012). Kehidupan kami memang meriah. Di sini, saya ingin berkongsi pengalaman-pengalaman yang telah saya lalui. Dalam masa empat tahun ini, saya telah melalui tiga kali kehilangan ahli keluarga yang paling saya sayangi. Dan kini hanya kenangan indah yang dititipkan buat saya dan adik lelaki saya. Hanya tinggal kami berdua untuk meneruskan hidup.
        Pada 11 Oktober 2008, kesemua ahli keluarga saya telah pergi ke Alor Setar untuk menemani adik kedua saya melapor diri bagi tawaran kenaikan pangkat dari Langkap. Abah, mak, adik lelaki dan adik bongsu saya pergi ke Alor Setar. Saya tidak ikut serta kerana akan ke sana  bersama suami semasa menghantar barang adik nanti. Pada tarikh tersebut hati saya berasa sayu dan tidak gembira. Walaupun dalam suasana  11 lebaran lagi, tetapi hati rasa sayu. Pada tarikh tersebut juga saya baru sahaja seminggu habis berpantang. Sebelum keluarga saya bertolak ke Kedah, saya dan suami keluar terlebih dahulu untuk menghadiri rumah terbuka rakan di Langkap. Kemudian kami pergi ke rumah mertua di Tapah Road. Ibu saya telah berpesan kepada kami agar tidur di rumah mereka sehingga mereka pulang semula. Perasaan saya dan suami pada hari tersebut sama. Rasa tidak sedap hati. Di tambah dengan cuaca yang tidak menentu dan hujan. Apabila sampai sahaja di rumah mertua saya tidak membawa keluar telefon bimbit kerana hari hujan dan ingin segera membawa anak kecil masuk ke dalam rumah. Petang itu, anak saya yang kecil asyik menangis tidak berhenti. Selepas saya selesai solat maghrib hati saya makin resah. Anak masih menangis. Tiba-tiba suami saya mendapat panggilan daripada rakan adik lelaki saya bertanya tentang adik. Dengan nada kuat, suami menanyakan adakah rakan adik itu tidak tahu bahawa mereka ke Kedah? Kemudian suami membawa telefon bimbitnya keluar rumah untuk bercakap dengan lebih lanjut. Hati saya pada ketika itu mula berdebar-debar kerana suami menerima panggilan mengejut. Tidak lama kemudian, suami masuk semula ke dalam rumah dan memandang tepat kearah saya. Saya tertanya-tanya…. Apa yang mampu suami cakap kepada saya sambil memegang kedua-dua bahu saya, ibu sabar banyak-banyak ya…Mak, abah, dan adik-adik kemalangan di Sungai Petani, Kedah. Mereka kemalangan dengan lori kontena. Terjelopok, lemah longlai saya rasakan.Ya ALLAH..itu yang mampu ku ucapkan..suami berkata, tapi…kesian kat adeq, adeq dah tak ada…fikiran saya bercelaru pada masa tu…macam-macam bermain difikiran ini…sungguh berat dugaan ini… saya cuba buat yang termampu. Saya perlu kuat untuk meneruskan hidup ini. Saya rasa bagai hendak terbang ke Kedah. Tapi saya tidak mampu. Jenazah adik saya perlu uruskan. Mak, abah dan angah semuanya kritikal. Kemudian saya mengambil telefon di dalam kereta setelah saya semakin kuat. Saya memeriksa data panggilan, ada panggilan tidak dijawab dalam jam 4 lebih daripada arwah adik. Itulah panggilan terakhir daripada arwah adik. Tapi saya tidak sempat jawab. Terputuslah kasih. Ada panggilan daripada Hospital Sultan Abdul Halim, Balai polis Sungai Petani. Kemudian saya dan suami memeanggil semula nombor yang tertera untuk mendapatkan kepastian. Memang benar, ALLAH lebih menyayangi arwah adeq Rosliza. Moga ALLAH mencucuri rahmat ke atasmu adikku sayang. Kepada saudara mara semua yang terlintas difikiran saya hubungi dan minta sampaikan pesanan. Saudara di utara banyak membantu saya menguruskan apa yang patut dilakukan dengan segera. Mereka yang menguruskan urusan menuntut jenazah adik dan sebagainya. Terima kasih banyak-banyak duhai saudara maraku semua. Budi kalian tidak terbalas, hanya ALLAH yang dapat membalasnya. Selepas Isyak saya dan suami ke rumah makcik di Langkap membawa berita sedih ini dan seterusnya berbincang dengan rukun tetangga mengenai urusan jenazah arwah adik. Alhamdulillah, selepas semuanya mendapat kata sepakat saya dan suami pulang semula ke rumah mertua kerana kedua-dua anak kami ditinggalkan bersama mertua. Sebelum pulang ke rumah mertua, saya dan suami pulang ke rumah mak dan ayah saya. Saya mengemas ruangan dapur. Tidak terfikir langsung pada ketika itu untuk membuka televisyen untuk menonton berita tengah malam. Tragedi Oktober ini memang disiarkan pada berita tengah malam tersebut. Malam tersebut memang mata saya tidak dapat dilelapkan walaupun sesaat. Macam-macam bermain difikiran. Berdebar-debar risaukan keluarga yang masih lagi di ICU dan zon merah. Adik lelaki saya koma dan banyak kehilangan darah kerana hatinya pecah. Saya cuma berharap agar hari cepat siang kerana banyak urusan perlu diselesaikan dan kami perlu segera ke Sungai Petani untuk melihat keadaan mak, abah dan angah pula……. 
          Sambungan...saudara mara yang tiba awal di hospital telah melihat jenazah arwah adik di bilik mayat untuk pengesahan setelah di post motem, kesian arwah adeq, kakinya patah, tengkuknya juga patah. Maafkan akak adeq, kerana tidak mampu nak mengecam mayat dan menuntut jenazah adeq di sana..Akak tidak mampu berbuat demikian... Tidak sedetik pun mata saya mampu saya tutup..saya dan keluarga tidur di rumah mertua. Kami semua tidur di ruang tamu. Sesekali air mata saya menitis tatkala melihat anak-anak yang sedang tidur. Ibu mertua tidak lekang memandang saya. Ibu mertua pun tidak dapat tidur. Beliau sedih melihat saya berkeadaan begitu. Hati saya sayu sepanjang malam. Apa yang berlaku memang tidak di duga sama sekali. Selalunya saya hanya melihat di kaca TV tetapi kali ini kemalangan yang berlaku menimpa keluarga saya sendiri. Dari semasa ke semasa saya menghubungi rakan-rakan adik dan saudara mara yang berada di Sungai Petani, Kedah. Tepat jam 5.30 pagi saya terus mandi dan solat. Fikiran saya bercelaru, hati sedih dan pilu. Bila hari semakin cerah saya menghubungi keluarga yang masih belum saya maklumkan tentang kejadian tersebut. Segala urusan menuntut jenazah arwah adik dibuat oleh sepupu yang berada disana. Di Perak saya dan suami menguruskan urusan yang perlu dibuat. Kami berdua memang tiada pengalaman namun cuba buat apa yang terdaya dan terbaik. Pagi itu juga setelah selesai menelefon rakan adik untuk mengetahui keadaan di sana, tiba-tiba ibu saudara saya iaitu adik abah saya menelefon sambil menagis-nangis menanyakan betulkah liang perlu dikorek lagi satu kerana adik lelaki saya telah tiada. Saya pun menafikan dan menyatakan saya baru sahaja mengesahkan adik saya masih bernyawa dan berada di ICU. Dalam keadaan begitu, masih ada juga insan yang boleh mereka-reka cerita sebegitu. Sedangkan kami sememangnya tengah bersedih. Nauzubillah....Segala urusan di sini telah siap sedia. Jenazah arwah adik telah di bawa dari Hospital Sultan Abdul Halim, Kedah dalan jam 8.30 pagi setelah selesai dimandikan dan dikafankan di hospital. Sebelum jenazah dibawa masuk ke dalam ambulan TNB, sanak saudara yang berada di hospital telah memohon jasa baik daripada Timbalan Pengarah Hospital untuk memberi peluang kepada abah saya yang telah sedar melihat jenazah anak kesayangannya buat kali terakhir sebelum dibawa pulang ke Perak untuk disemadikan. Tetapi pada masa tu keadaan abah tidak begitu stabil. Sebenarnya saya tidak membenarkan mereka berbuat demikian khuatir akan menjejaskan kondisi abah yang belum stabil. Namun, semuanya telah berlaku. Abah sedih melihat jenazah arwah adik. Beliau tidak begitu kuat pada masa itu kerana banyak tulang rusuk yang patah. Oleh itu mereka mengiringkan jenazah untuk ditatap oleh ayahanda yang tercinta. Pergilah kasih...pergilah sayang...abah redha dengan pemergian ija...mak tidak dapat bersama kerana tidak stabil dan marih meracau dan tidak ingat apa yang berlaku. Kemudian jenazah dibawa pulang ke Perak dengan diiringi oleh sepupu, Sheikh Yusof yang menemani jenazah dan saudara mara yang lain dengan kenderaan mereka.
         Jam 10.00 pagi saya menelefon sepupu dan beliau menyatakan mereka telah sampai di Taiping. Lebih kurang jam 11.30 pagi jenazah arwah adeq tiba diperkarangan rumah makcik..setelah berbincang malam semalam, kata sepakat telah dibuat agar segala urusan di buat di rumah makcik kerana rumah mak dan abah perlu dikemaskan terlebih dahulu. Setibanya jenazah arwah adeq, hati saya berdebar-debar...saudara mara dan mertua risau jika saya pengsan, tapi alhamdulillah...ALLAH telah memberikan kekuatan untuk saya menghadapi semua ini. Bila jenazah dibawa ke dalam rumah, saya dipanggil terlebih dahulu untuk melihat jenazah adik. Subhanallah, rupa adik seakan-akan sedang tidur lena.Walaupun bahagian tengkuk dan lehernya tercedera, namun jenazahnya masih sempurna. Saya mengucup jenazah adik yang sudah sejuk dan kaku. Sedih hati saya kerana sebelum mereka ke Kedah, arwah adik sihat walafiat. Namun setelah pulang, jenazah adeq yang tiba..saya redha...moga rohmu dicucuri rahmat dan ditempatkan dikalangan orang-orang yang beriman hendakNya...amin..Ada orang cakap pada saya adeq mati syahid kecil...kerana niat arwah nak menemani abangnya bekerja. Alhamdulillah...Selepas itu, seorang demi seorang dipanggil untuk menatap jenazah arwah adik buat kali terakhir sebelum disembahyangkan..Rakan-rakan arwah ramai diluar rumah makcik. Beliau seorang yang peramah serta disayangi oleh semua guru. Pada peperiksaan pertengahan yang lalu arwah adik mendapat tempat pertama di dalam alirannya iaitu aliran ICT. Tetapi ALLAH lebih menyayanginya. Ramai saudara mara serta sahabat handai solat jenazah. Setelah selesai solat jenazah, jenazah dibawa ke tanah perkuburan Atta Duri, Langkap (Taman Memperingati Alam Barzakh) untuk disemadikan. Sungguh ramai saudara mara serta sahabat handai hadir untuk mengiringi arwah adik. Penuh kawasan tanah perkuburan tersebut....
          Setelah selesai urusan pengkebumian arwah adik, kami bergegas ke Hospital Sungai Petani. Di hospital, keadaan amat tegang kerana adik lelaki saya berada di ICU dan sedang koma, manakala abah dan mak kedua-duanya berada di zon merah. Mak tidak ingat apa yang berlaku. Setelah 3 hari berlalu saya mengambil keputusan untuk membawa mak dan abah ditukarkan ke Hospital Pantai Putri, Ipoh. Kakak sepupu saya menguruskan segala urusan pertukaran dan berbincang dengan pihak kebajikan TNB, Hospital Sg Petani  serta pihak Hostital Pantai Putri, Ipoh. Segala risiko yang akan berlaku akan ditanggung kami sendiri.

DSP B.I Year 2

DSP B.I Year 2

Thursday, 29 November 2012

RPH Language Arts

Lesson Plan

My School


Anak Murid, Nurul Suhaina & Anis Syahida

Baru hendak bergambar
Cikgu Shahidan & Syafiei

Guru-guru Sek. Keb. Kampong Baharu Redang Punggur


Bersama rakan karib (Cikgu Rosniza)


Teacher Rosazlina 

Cikgu Khairul Hadi ( Peneraju pra sekolah )
Rakan sekerja (Ustaz Mohd Rassidi)
Control ayu....

Makcik Asiah, pekerja pembersihan

Cikgu shahidan bersama puteri sulungnya (Auni)

Tuesday, 27 November 2012

Let's Watch the Videos

1.English Grammar - Articles



Lets talk presents English Grammar level 1.
Learning a language is easier if one is perfect with basic Grammar skills. It gives a good command over English speaking skills, with zero grammatical errors. Learning with English Grammar program will be exciting, as its created in simple manner and language, to understand the complex rules of English language Grammar.




The lesson presents the article definition and general rules for the use of definite and indefinite articles in the English language.
The article is an auxiliary word in the English language. It is used before a noun and identifies it. If there is one or several adjectives before a noun, then the article is placed before all adjectives.
There are only three articles: ‘a’, ‘an’ and ‘the’ - in the English language.
There are two types of articles:
  • indefinite article - ‘a‘ and ‘an
  • definite article - ‘the
It’s important to know when the article is not used.
The indefinite article “a/an” originates from the word “one” and is therefore used only with countable singular nouns. It is used in case you speak of a certain object for the first time, or when somebody doesn’t know what you are talking about. It is also used to point out the fact that the object belongs to a certain type of objects.
The definite article “the” originates from the word “this” and is used with different nouns. It is used with objects or concepts that are already familiar to everybody.
Articles usually refer to a noun, but if there are attributes in front of a noun then the article precedes all attributes.
The article may be replaced by a pronoun:
  • Definite article - with demonstrative pronouns:  this, that
  • Indefinite article - with pronoun:  some


2.English Grammar - Sentence







LET'S LEARN BASIC ENGLISH FOR KIDS

The Shapes


worksheet 1


worksheet 2






The Colours


worksheet 1



worksheet 2
match words and colours






The Parts of Body


worksheet 1
worksheet 2




Monday, 26 November 2012

Singular and Plural Nouns


Singular and Plural Nouns

A noun names a person, place, thing, or idea.

Usually, the first page of a grammar book tells you about nounsNouns give names of concrete or abstract things in our lives. As babies learn "mom," "dad," or "milk" as their first wordnouns should be the first topic when you study a foreign language.

For the plural form of most nouns, add s.


  • bottle – bottles
  • cup – cups
  • pencil – pencils
  • desk – desks
  • sticker – stickers
  • window – windows
For nouns that end in ch, x, s, or s sounds, add es.


  • box – boxes
  • watch – watches
  • moss – mosses
  • bus – buses
For nouns ending in f or fe, change f to v and add es.


  • wolf – wolves
  • wife – wives
  • leaf – leaves
  • life – lives
Some nouns have different plural forms.


  • child – children
  • woman – women
  • man – men
  • mouse – mice
  • goose – geese
Nouns ending in vowels like y or o do not have definite rules.


  • baby – babies
  • toy – toys
  • kidney – kidneys
  • potato – potatoes
  • memo – memos
  • stereo – stereos
A few nouns have the same singular and plural forms.

  • sheep – sheep
  • deer – deer
  • series – series
  • species – species

singular and plural nouns exercise

example 1

example 2


example 3





Phonics song


Let's sing this song together : 


The Phonics Song





CURRICULUM CONTENT FOR YEAR 1, 2 & 3


This document lays out the English language curriculum for Year 1, 2 and 3. The curriculum content is organised in terms of Content Standards and Learning Standards.
Content Standards specify the essential knowledge, skills, understandings and strategies that pupils need to learn. Learning Standards describe in detail the degree or quality of proficiency that pupils need to display in relation to the Content Standards for a particular year.
In the initial stages of learning English, pupils will have the opportunity to listen to meaningful English input, in the form of stories or oral descriptions by teachers based on graphic texts. Through listening, pupils will become familiar with words that will be introduced in their early reading and writing lessons. The emphasis in the initial stages will be on vocabulary acquisition.


1.0 LISTENING AND SPEAKING
By the end of Year 2, the component on listening and speaking aims at developing pupils’ ability to listen and respond to stimulus with guidance, participate in daily conversations, listen and demonstrate understanding of texts, talk about stories heard; and listen and follow simple instructions. The learning standards for listening and speaking range from the discrete sound, word and phrase recognition to an understanding of chunks of heard texts. Listening and speaking are seen as core skills of early literacy. Pupils should be taught how to listen carefully as well as feel encouraged to speak from the basic level of sound, word, phrase and move on to structural sentences in various situational contexts. At every stage, the stress, rhythm and intonation patterns need to be used correctly. In addition, pupils are also encouraged to recognise, understand and use verbal and non-verbal communication. Oral communication practice by means of repeating, responding, understanding and applying what pupils have heard sensitises their senses to be ready for communication.
Relationships are established through the ability to communicate by listening first, then speaking thoughts, ideas and feelings. It is hoped by the end of primary school, pupils would become confident speakers who can communicate clearly, appropriately and coherently in any given context. Pupils need to listen carefully and respond to what others say and think about the needs of their listeners. Social conventions in listening and speaking such as turn taking, politeness and courtesy need to be observed. These are crucial especially in group discussions where viewpoints and opinions are exchanged. The use of various text types is recommended; ranging from teacher-simulated texts to media broadcasts and authentic dialogues.

2.0 READING
The Year 1 and 2 learning standards for reading addresses basic literacy using the strategies of phonics and moves on to enable pupils to become independent readers. In the beginning, pupils’ phonemic awareness will be developed by means of phonics. Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds in spoken words. This ability to recognise letter sounds is an essential and useful early reading skill. Pupils should be made aware of the relationship between phonemes (the sounds of spoken language) and graphemes (the letters and spelling that represent those sounds in written language). The ability to recognise letter sounds is further developed by blending individual sounds to build words. After pupils have begun to read words, this ability is furtherhoned by reading rhyming phrases. In order to spell, pupils are taught segmenting, in which pupils segment or break the word into individual sounds.
As pupils begin to read words, phrases and then move on to simple sentences, their reading skills should be supported by appropriate reading materials which will further develop their reading ability. This further enables them to increase the pace of their reading, and equally, enable them to comprehend a text more effectively and efficiently. However, in a second language context, it is appropriate for teachers to begin phonics instruction by first letting pupils listen to rich language input in English. The guiding principle in using phonics to teach reading is for pupils to enjoy the activities selected. Hence the use of songs, rhymes, poems, stories and pictures to make phonics instruction more enjoyable is encouraged.
Teachers are encouraged to gauge the literacy level of their pupils in Year One, if pupils are able to read well, teachers will not have to deal with the phonemes individually. Teachers can then develop challenging language activities and games which will hone their vocabulary development. If pupils have difficulty articulating particular phonemes then teachers will have to deal with problematic phonemes individually although pupils may be reading well.

3.0 WRITING
The learning standards for writing begin with pre-writing skills, which addresses penmanship, the formation of letters, words as well as numbers in clear print. Specific learning standards are attributed to penmanship so that even from a young age, pupils are taught good writing habits. Special attention should be given in order to strengthen the muscles of the hand, develop visual skills, enhance gross and fine motor skills as well as develop hand-eye coordination to help pupils acquire penmanship. Correct formation of letters of the alphabet is important in order to help pupils write neatly and later write words, phrases and sentences legibly. By the end of Year 2, pupils will master the mechanics of writing and then learn to write at word, phrase and sentence levels. Specific writing activities devised during lessons will enable pupils to begin writing for a purpose as stipulated in the learning standards.


4.0 LANGUAGE ARTS
The standards for language arts in Year 1 and 2 will explore the power of story, rhyme and song to activate pupils’ imagination and interest, thus encouraging them to use English language widely. This component will ensure that they benefit from hearing and using language from fictional as well as non-fictional sources. Through fun-filled and meaningful activities in this component, pupils will gain rich and invaluable experiences in using the English language. When taught well, pupils will take pride in their success. They will also benefit strongly from consistent praise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible. Pupils will also be encouraged to plan, prepare and produce simple creative works. In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful experiences.


5.0 GRAMMAR
The learning of grammar is deferred to Year 3. In Year 1 and 2, the emphasis is on developing pupils’ understanding of grammar in their first language and this understanding may then be exploited in Year 3 onwards when English grammar is learnt.


6.0 WORD LIST
The list of words selected for teaching is based on common words and high frequency words that can be used repetitively in different contexts. The suggested word list can be expanded upon if pupils demonstrate an ability to acquire more words.


7.0 EDUCATIONAL EMPHASES
The Educational Emphases reflect current developments in education. These emphases are infused and woven into classroom lessons to prepare pupils for the challenges of the real world. In this respect, Moral Education, Citizenship Education, Patriotism, Thinking Skills, Mastery Learning, Information and Communication Technology Skills, Multiple Intelligences, Constructivism, Contextual Learning, Learning How to Learn Skills, Creativity and Entrepreneurship are incorporated where appropriate and relevant in lessons. The educational emphases included are explained briefly below:

-Thinking Skills
Critical and creative thinking skills are incorporated in the learning standards to enable pupils to solve simple problems, make decisions, and express themselves creatively in simple language.

-Mastery Learning
Mastery Learning will ensure that all pupils master the learning standards stipulated in the Standard Based Curriculum. Mastery Learning requires quality teaching and learning in the classroom and teachers need to ensure that pupils master a learning standard before proceeding to the next learning standard.

-Information and Communication Technology Skills (ICT)
Information and Communication Technology Skills (ICT) include the use of multimedia resources such as TV documentaries and the Internet as well as the use of computer-related activities such as e-mail activities, networking and interacting with electronic courseware.

-Multiple Intelligences
The theory of Multiple Intelligences encompasses eight different intelligences human beings possess. These intelligences are essential in order to maximise teaching and learning in the classroom. For example, interpersonal intelligence is reflected when pupils are taught the polite forms of language expression so as not to offend the people they communicate with. In getting pupils to role-play or dramatise sections of a text, their kinaesthetic intelligence is nurtured. When pupils sing songs, recite poems and chant jazz chants either individually or in chorus, their musical intelligence is developed.

-Constructivism
Constructivism will enable pupils to build new knowledge and concepts based on existing knowledge or schema that they have. The teacher assists pupils to acquire new knowledge and solve problems through pupil-centred active learning.

-Contextual Learning
Contextual Learning is an approach to learning which connects the contents being learnt to the pupils’ daily lives, the community around them and the working world. Learning takes place when pupils are able to relate the new knowledge acquired in a meaningful manner in their lives.

-Learning How to Learn Skills
Learning How to Learn Skills are integrated in the learning standards and aim to enable pupils to take responsibility for their own learning. These skills incorporate study skills and information skills to equip them to become independent life-long learners.

-Values and Citizenship
The values contained in the Standard Based Curriculum for Moral is incorporated into the English language lessons. Elements of patriotism and citizenship is also emphasised in lessons in order to cultivate a love for the nation and produce patriotic citizens.


-Knowledge Acquisition
In teaching the language, content is drawn from subject disciplines such as science, geography, and environmental studies. Content is also drawn from daily news items as well as current affairs.

-Creativity and Innovation
Creativity is the ability to produce something new in an imaginative and fun-filled way. Pupils in Year 1 and 2 will display interest, confidence and self-esteem through performance and producing simple creative works. Innovation is the process of generating ideas and utilising these creative ideas in relevant contexts.

-Entrepreneurship
Fostering entrepreneurial mindset among pupils at their young age is essential in this new world. Some of the elements that are linked with entrepreneurship are creativity, innovation and initiative, which are also attributes for personal fulfilment and success. In Year 1 and 2, elements of entrepreneurship are incorporated in lessons through activities.

-Assessment
In standard-based units of study, pupils’ products and performance are assessed by criteria that are directly linked to the content and learning standards. Multiple sources of evidence like checklists, observations, presentations, quizzes and tests are used to document the attainment of any one standard. Through this process, teachers will build a profile of pupils’ language development and assess them individually. Pupils’ competence in the language is assessed by a combination of formative and summative assessment methods.