MINISTRY OF EDUCATION

Transcription

1 Republic of Namibia MINISTRY OF EDUCATION UPPER PRIMARY PHASE ENGLISH SECOND LANGUAGE SYLLABUS GRADES

2 Ministry of Education National Institute for Educational Development, (NIED) Private Bag 2034 Okahandja Namibia Copyright NIED, Ministry of Education, 2006 English Second Language Syllabus Grades 5-7 ISBN: Printed by NIED Publication date: December 2006

3 TABLE OF CONTENTS 1. Introduction Rationale and Aims Competencies and Learning Outcomes 2 4. Particular Features of this Phase Gender Issues 2 6. Local Context and Content Links to other Subjects and Cross-Curricular Issues 3 8. Approach to Teaching and Learning 5 9. Summary of the Learning Content Learning Content Listening and Responding Speaking Reading and Responding Writing Directed Writing Creative Writing Grammar and Usage Assessment Glossary 24 Continuous Assessment Record Sheet. 27 Assessment for Speaking. 28 Assessment for Reading Comprehension 29 Reading Aloud assessment Criteria 30 Marking Grids.. 31

4 1. INTRODUCTION One of the basic aims of the curriculum is the development of functional literacy and language skills in English and other Namibia languages. This implies: developing positive attitudes towards language learning enabling learners to acquire a functional vocabulary and pronunciation in the language through informal and formal learning to understand, speak, read and write fluently and correctly enabling learners to use the language with confidence for learning in school and in daily life Under optimal circumstances this subject would require 6 periods of 40 minutes each per 5 day cycle. 2. RATIONALE AND AIMS Language is the most important key to learning. Language literacy and communication are regarded as inherent facets of human development and forms the basis of lifelong learning. The overall aim of teaching English as a second language is the development of the learners communicative skills for meaningful interaction in a multi-lingual and multi-cultural society. 2.1 As the official national language of Namibia, English occupies an important position in our citizens lives. This is reflected in the position of English as one of the compulsory subjects in the curriculum. Through the curriculum and the efforts of teachers, the Namibian education system must meet its constitutional obligation to ensure proficiency in the official language. 2.2 English has important contributions to make both nationally and internationally. By virtue of its being the one language all Namibian learners will study, English operates as an important language of national unity and identity. In the wider sphere it is an access language to the international community and the worldwide information network. 2.3 English has the same potential as any other language to act as a catalyst of personal growth and to assist in the development of broad general knowledge, positive attitudes, critical thinking abilities, moral values and the aesthetic sensibilities. This potential is enhanced by the rich and varied literary and scholarly heritage that is a part of the English language. 2.4 English has an interdisciplinary role in supporting learning across the curriculum. As English is the medium of instruction, conscious attention to language will be the concern of all teachers, not only English teachers. English teachers, however, have a special responsibility to assist their colleagues and learners so that they are able to use the language effectively in all subjects. The syllabus promotes the following general aims: to support creativity and intellectual development to help learners develop self-confidence and a better understanding of the world in which they live to develop positive attitudes, values and an understanding of local, social and cultural issues to develop greater awareness of health and population issues, democracy and human rights, information and technology, HIV and AIDS, the environment and individual responsibilities regarding these and to enable learners to talk, read and write about them English Second Language Syllabus Gr 5-7 NIED

5 The syllabus promotes the following specific aims: to enable learners to communicate effectively in speech and writing in their second language to enable learners to express thoughts, ideas, experiences and values as an essential part of personal development to develop proficiency in the medium of instruction 3. COMPETENCIES AND LEARNING OUTCOMES On entry to the Upper Primary phase all learners are expected to have begun to develop the ability to use the language effectively for communication, self-development and intellectual growth. The competencies in this syllabus are fundamental language requirements and indicate the minimum level that should be attained by the learners at the end of each grade in the Upper Primary phase. They are not intended to limit the initiative of the teacher or the class, and teachers are encouraged to extend their learners beyond this level. On completing the Upper Primary phase, all learners are expected to be able to interact meaningfully, express themselves clearly in a variety of genres and situations and read and critically interpret a variety of texts. 4. PARTICULAR FEATURES OF THIS PHASE Through wide experience of and exposure to English, learners will become increasingly aware of correct and meaningful language and correct uses of grammatical structures. It is important that all four language skills and language usage are integrated during teaching and learning, in order to maximize growth and development in the language. Language under-grids the entire curriculum: the stories that learners read and listen to, the topics they deliberate on, the role plays they perform, will all have cross-curricular links with issues such as the environment, health (HIV and AIDS), information and technology, human rights, the rights of children, personal and community values including social justice and democracy. They will learn to understand and deal with these issues and develop values as they read, talk and write about them. Many of the competencies included in the Upper Primary syllabus have been already covered in the Lower Primary phase. The reason for their inclusion in the Upper Primary syllabus is to indicate to teacher the importance of the progressive development of these competencies. In subsequent grades learners will be required to develop the competencies with growing levels of sophistication. 5. GENDER ISSUES Learners and teachers confront gender inequities daily in schools. It is a reflection of sexist and stereotypical attitudes and behaviours that exist in our society. School textbooks and teacher attitudes may reinforce repressive sex-roles. For instance, teachers may encourage boys to play rough noisy games while expecting girls to play passive ones. Language instruction is well suited to address gender issues. The different ways males and females think about values, their identities, feeling, choices and conflict can be integrated into unit topics and lessons, and learners can share perspectives and learn to respect each other. For example, teachers can use role plays to show gender stereotypes as indicated in the syllabus. Boys can work in groups with girls and reverse gender roles to learn about the roles they each play in society. Teachers can group learners: girls can role play engineers, mechanics, drivers, etc.; while boys can role play nurses, typists, nannies, etc. All teaching/learning materials should be analysed by teachers and learners to ensure that they promote gender equity. 6. LOCAL CONTEXT AND CONTENT Teaching English as a medium of instruction should draw on the cultural richness of, and relate topics to the immediate environment. In school English is the means of conceptualising everything preparatory to its introduction as the medium of instruction. Only if learners feel secure in their English Second Language Syllabus Gr 5-7 NIED

6 personal and linguistic identity, and value their own culture, will they be able to absorb English and the globalisation it brings, without being alienated from their own language and culture. 7. LINKS TO OTHER SUBJECTS AND CROSS-CURRICULAR ISSUES Cross-curricular issues are integrated throughout the curriculum in all phases, and comprise Environmental Education, Population Education, Information Technology, Human Rights and Democracy Education, and HIV and AIDS Education. These are anchored in the various subject syllabuses. (See Cross - Curricular table). In light of the HIV and AIDS pandemic, it is especially important to use language lessons to enable learners to give expression to their perceptions and feelings about HIV and AIDS and the effects it has on individuals and their communities. They should learn to be open and unafraid about the issues, and develop self-confidence and a positive selfimage in order to strengthen their communication skills, to be able to support those who are infected and affected, and to be able to stand up against any form of sexual harassment or abuse. Language learning contributes to the learner s positive self-image and promotes values such as cooperation, friendly competition, tolerance and respect for others cultures and personal possessions. It also allows for new ways of understanding the link between cross curricular issues including the crucial importance of sustaining our natural environment with Namibia s political, moral, social and economic demands. Texts addressing these issues should be used in the same way teachers utilise materials from textbooks when planning tasks such as: Comprehension questions Short answer questions Grammar and usage questions Role plays Listening Comprehension Continuous Writing, etc. The following table gives ideas how teachers can integrate cross-curricular issues in language teaching and learning. What is given are examples only and are intended to guide teachers towards integrating these cross-curricular topics in their everyday language teaching. Teachers may add their own topics and activities or adapt these depending on the level and interests of their learners. CROSS-CURRICULAR TABLE CROSS- CURRICULAR ISSUE Environmental Education TOPIC What makes up our environment? Parks & recreation Conservation Arbor day ACTIVITIES FOR EACH SKILL LISTENING SPEAKING READING listen to a text to rearrange information on strips of paper interview a wildlife expert or conservationist prepared talk, speech or debate e.g. how to save water/electricity; prevent littering/pollution reading text: e.g. growing plants on the school grounds match words with correct meaning from text while reading WRITING (Read & Dir. Writ; Contin. Writ) letter of appreciation to the mayor of your town who took part in the tree-planting at your school on Arbor Day English Second Language Syllabus Gr 5-7 NIED

7 CROSS-CURRICULAR TABLE (Continued) CROSS- CURRICULAR ISSUE Population Education Information Technology (IT) Human Rights & Democracy HIV and AIDS TOPIC Namibia s population/ cultural groups Namibia s early history Living conditions in our country/villages Development of information technology Modes of communication Great inventors and inventions Promoting a culture of peace Understanding culture and diversity Rights & responsibilities Day of the African child Living positively with HIV and AIDS Prevention of infection Rights of those infected and affected ACTIVITIES FOR EACH SKILL LISTENING SPEAKING READING listen to a text on living conditions and tick the correct answers listen to information on population growth & life expectancy in Namibia and answer comprehension questions listen to descriptions of latest IT and label diagrams, e.g. parts of a computer listen to stories about people (Newton, Dewey, the Curies, Bell, Pascal) and sequence ideas on strips of paper listen to a text on rights and responsibilities and complete different tasks (e.g. True/False, Match, Short answer activities, etc.) listen to a text about people living positively with HIV and AIDS and answer true/false questions listen to information from a video/story about HIV positive people s rights and organise jumbled sentences discuss: Namibia s early history: - people who made an impact on Namibia s history debate: can we afford the present population growth? discuss radio/tv programme in class about: the impact of IT on learning, e.g. internet, TV and radio speak about different cultures (language, dress, food, etc.) speak about rights and responsibilities (charter/constitution) discuss the Education Act, 2001, part ix - compulsory school attendance interview - a local health worker about the impact of HIV and AIDS, gathering data (class activities) debate - is it good to know your HIV status? transfer information from a survey on Namibia s cultural groups to a table read a map/chart on life expectancy (see Social Studies textbooks) scan a text on the development of IT and draw a time line/complete a table i.e. when TV was invented read and respond to passages about great inventors scan different texts and identify examples of violence in each read passages giving children a positive view of their own identities and complete different tasks (e.g. True/False, Match, Short and longer answer activities, etc.) scan reading text for preventative measures information transfer: map of population census - life expectancy in various regions in Namibia WRITING (Read & Dir. Writ; Contin. Writ) poster design: the different groups that make up Namibia s population transfer information from maps to tables draw a bar graph to show how many learners own a TV/radio/cellular phone/computer write notes on how to be a peacemaker letter about celebrations at your school write about yourself write about mutual respect for others (cultures/beliefs) record data collected during speaking activity in a table/chart design posters with messages of prevention answer questions on a radio talk/cd and write a factual essay English Second Language Syllabus Gr 5-7 NIED

8 8. APPROACH TO TEACHING AND LEARNING The approach to teaching and learning is learner-centred. This approach ensures optimal quality of learning when the following principles are practiced. The aim of learner-centred teaching is to develop the learners understanding, skills and attitudes that contribute to the development of society. It begins with the belief that learners bring to school a wealth of knowledge, experience already gained from continuous interaction with their families and community. Learning in school must involve, build on, extend and challenge the learners prior knowledge and experience. Learners learn best when they are actively involved in the learning process through a high degree of participation, contribution and production. At the same time, each learner is an individual with his/her own needs, pace of learning, experiences and abilities. Teacher must be able to sense the needs of the learners, the nature of the learning to be done, and how to shape learning experiences accordingly. Therefore, teaching strategies must be varied but flexible within well-structured sequences of lessons preferably planned around linking various subject areas. Teacher must decide, in relation to the learning objectives and competencies to be achieved, when it is best to convey content directly; when it is best to let learners discover or explore information for themselves; when they need directed learning; when they need reinforcement or enrichment learning; when there is a particular progression of skills or information that needs to be followed; or when the learners can be allowed to find their own way through a topic or area of content. Therefore, working in groups, pairs, individually, or as a whole class must be organised for the task at hand. Co-operative and collaborative learning should be encouraged wherever possible. In such cases, tasks must be designed so that pair or group work is needed to complete it; otherwise, learners will not see the relevance in carrying out tasks together. As the learners at this phase already have developed personal, social and communication skills, they should be given increasing responsibility to participate in planning and evaluating their work, under the teacher s guidance. Teaching should build on what learners already know and can do, direct learners to the correct and appropriate use of language structures and develop their ability to handle the language in more complex and subtle ways. The function of the subject at this phase is to widen the extensive vocabulary which the learners already have, and deepen their understanding of meaning. The classroom must be a language-rich environment, not only in terms of using English orally, but also by having a print-rich environment. Every classroom should have a reading corner with published readers, local stories, poetry and prose developed in conjunction with the local community, the learners own creative writing, and annotated posters and displays which the learners produce. A wide variety of media such as local language radio stations, pictures without words could be used to trigger discussions, role plays and creative writing. Although few schools currently have computers available for learners, teachers should develop an awareness of present-day information technologies amongst the Junior Secondary phase learners. Teachers can strengthened the learners awareness of information technology by discussing where they will find computer and information technology in their local environment, and explain what it is used for. Teachers can also assign readings and discuss the content of pictures about information technologies. Those who have access to computers should be encouraged to work with them and to share their experience with their peers. English Second Language Syllabus Gr 5-7 NIED

9 9. SUMMARY OF THE LEARNING CONTENT The English Syllabus for Grades 5-7 consists of five essential skills that should be acquired by all learners: Listening and Responding Speaking Reading and Responding Writing Grammar and Usage The table below shows the areas of learning or activities in each of the four skills that should be acquired: Skills Area Listening and Responding Speaking Reading and Responding Writing Grammar and Usage Area of Learning/Activities Develop auditory skills; listen and respond to information heard; recognise instructions and directions; comprehend feelings, intentions, emotions and attitudes of speakers; develop awareness of the structure of language and vocabulary. Develop fluency in correct use of language structure; communicate confidently and effectively using appropriate vocabulary convincingly in different situations, showing a sense of audience and purpose. Develop silent reading skills as well as skills for reading aloud; read for understanding; enjoyment; extract information from a variety of texts; use reference materials. Write a variety of texts, showing a sense of audience and purpose, using sentence structures, correct spelling and punctuation in well structured paragraphs. Write with progressively more accuracy in spelling, punctuation and referencing, using appropriate vocabulary, idioms and parts of speech in a range of sentence structures. These skills are dealt with separately for reasons of convenience and clarity but should not be taught in isolation. In practice, language skills do not function in isolation and should therefore be taught in an integrated and holistic way. English Second Language Syllabus Gr 5-7 NIED

10 10. LEARNING CONTENT 10.1 Listening and Responding In order to assess the development of listening skills, learners will have to respond either orally or in writing. The texts and questions/tasks used in the different grades will vary in length and difficulty according to the grade. Enjoyment and appreciation of texts will follow from learners' listening to, discussing and understanding a variety of oral texts. LEARNING OBJECTIVES Learners will: 1. listen extensively to a variety of texts, e.g. instructions, stories, poems, etc. 2. listen to distinguish: fact/opinion; mood of speaker; cause/effect COMPETENCIES Grade 5 Grade 6 Grade 7 By the end of Gr. 5 learners should By the end of Gr. 6 learners should By the end of Gr. 7 learners should be able to: be able to: be able to: answer questions orally and in writing distinguish between fact and opinion e.g. there is a cure for AIDS (opinion) draw pictures when listening to texts read, radio broadcasts e.g. news, weather forecasts, sports commentary, TV programmes, songs, etc. distinguish and describe: mood of a speaker in poems, stories or songs, e.g. sad, happy, excited complete questionnaires based on information listened to retell a story sequence pictures transfer information to table/charts/maps dramatise a story distinguish and describe cause/effect (the link between action and outcome, chain of events) e.g. war and peace 3. listen extensively for pleasure (teacher reads to class) appreciate and understand: - simple poems - short stories appreciate and understand: - poems - short novels - fiction appreciate and understand: - longer narrative poems (stories) - novels - non-fiction English Second Language Syllabus Gr 5-7 NIED

11 10.2 Speaking Learners should be sensitised towards cultural differences where applicable, for instance differences in greetings and relationships between adults and juveniles. LEARNING OBJECTIVES Learners will: 1. speak accurately identify sounds from tape recordings use concord correctly e.g. One cow is.. Two cows are pronounce words of up to 3 syllables correctly form grammatically correct phrases give simple descriptions on a particular topic, using appropriate vocabulary 2. speak fluently and confidently in a range of situations 3. speak appropriately in different contexts COMPETENCIES Grade 5 Grade 6 Grade 7 By the end of Gr. 5 learners should By the end of Gr. 6 learners should be By the end of Gr. 7 learners should be able to: able to: be able to: pronounce words of 3-4 syllables pronounce words of 4-5 correctly syllables correctly give simple descriptions on a give simple descriptions on a particular topic, showing an particular topic showing a sense emerging sense of purpose of purpose communicate fluently and appropriately by telling simple stories make simple speeches e.g. at birthday parties, price-giving ceremonies, personal experiences, debates, etc. make excuses introduce self and others make requests use appropriate language in social interactions with people of different ages and status practice greetings, showing an awareness of audience in communication engage in arguments, agreeing/disagreeing politely give/accept apologies/ congratulations ask and give instructions ask and give information and directions in an appropriate manner communicate effectively, showing a sense of audience express emotions and interact in debates English Second Language Syllabus Gr 5-7 NIED

12 10.3 Reading and Responding The texts used in different grades vary in length and difficulty according to the grade and should appeal to the interest and level of development of learners. The use of other texts across the curriculum is highly encouraged. Enjoyment and appreciation of texts will follow from learners reading, discussing and understanding a variety of texts. As learners progress through the grades they should gain increased skill in silent and reading aloud techniques. LEARNING OBJECTIVES Learners will: 1. read aloud authentic texts at an appropriate level for a specific purpose and to extend vocabulary 2. read silently and understand a range of selected texts (and aloud) Examples of texts include stories, reports, cartoons, advertisements, maps, posters, timetables, graphs, news reports, recipes, newspapers, magazines COMPETENCIES Grade 5 Grade 6 Grade 7 By the end of Gr. 5 learners should be By the end of Gr. 6 learners should By the end of Gr. 7 learners able to: be able to: should be able to: demonstrate a reading vocabulary read texts to extract specific read texts to extract specific of about 1000 words information and extend information and extend show increased fluency, vocabulary up to 1500 words vocabulary up to 2000 words appropriate use of stress and intonation identify different types of texts Skim and scan a range of texts read a range of selected texts and select relevant information to complete a task do a range of activities such as word puzzles (no more than 10 words), focusing on word recognition and spelling, participate in pair, group and whole class discussions, draw routes on a map, carry out instructions extract specific information to complete a range of tasks do word puzzles (10-20 words) integrate language structures, dramatise, categorise, complete tables and charts extract specific detail to complete a range of tasks do word puzzles (25-35 words) make speeches English Second Language Syllabus Gr 5-7 NIED

13 10.3 Reading and Responding (continued) LEARNING OBJECTIVES Learners will: 3. read intensively a range of texts across the curriculum, for example, reading texts on HIV and AIDS, Population Education, Environmental Education, Human Rights and Democracy - for pleasure - for information - to complete a task, - to give personal opinions 4. read and respond to poems, novels and stories COMPETENCIES Grade 5 Grade 6 Grade 7 By the end of Gr. 5 learners should By the end of Gr. 6 learners should By the end of Gr. 7 learners be able to: be able to: should be able to: identify different language identify topic sentences infer the opinion of a writer structures identify main idea of a story identify the purpose of a text predict outcomes demonstrate an improved distinguish main points from distinguish chronological order understanding of cross- supporting arguments identify main idea curricular texts reflect critically on crosscurricular distinguish fact from opinion texts demonstrate an improved understanding of crosscurricular texts discuss feelings from the text (fear, horror, joy, excitement) respond to key aspects of texts such as: - broad content (plot and setting) - sequence of events - story line - characters give short descriptions of the main characters respond appropriately to key aspects of texts give short detailed descriptions of 2-3 character(s) show increased ability to respond to key aspects of texts give short detailed descriptions of a variety of characters English Second Language Syllabus Gr 5-7 NIED

14 10.3 Reading and Responding (continued) LEARNING OBJECTIVES Learners will: 5. read and understand poems respond to key aspects of poems such as title, content, mood (look for certain emotions such as anger; excitement) 6. use reference materials with speed and accuracy COMPETENCIES Grade 5 Grade 6 Grade 7 By the end of Gr. 5 learners should By the end of Gr. 6 learners should By the end of Gr. 7 learners should be able to: be able to: be able to: respond to attitudes and respond to themes and language emotions expressed by the poet used by the poet by dramatising, by role playing and responding miming and illustrating to poems arrange words alphabetically identify commonly used abbreviations use a dictionary, atlas, encyclopaedia to find information, correct spelling and appropriate meaning of a word 7. read and understand instructions understand and follow instructions correctly in textbooks and examinations e.g. - list/compile (Knowledge) - identify - choose - name - state - select - describe (Comprehend) - complete - show find the word class of a word (n-noun, v-verb, adj.-adjectives) use head words (e.g. happy) to find derivatives (e.g. happiness, happily) use a dictionary to find the meaning of idioms, as well as parts of speech, variation in spelling and meaning give appropriate instructions and respond to given instructions correctly e.g. - define - explain - demonstrate use a variety of resources to gain information use a dictionary to find suffixes and prefixes, special meanings recognise idiomatic phrases and expressions give appropriate instructions and respond to given instructions correctly e.g. - illustrate - discuss (Application) - motivate - contrast/distinguish (Analysis) - compare (Evaluation) English Second Language Syllabus Gr 5-7 NIED

15 10.4 Writing Directed Writing LEARNING OBJECTIVES Learners will: 1. write simple sentences accurately COMPETENCIES Grade 5 Grade 6 Grade 7 By the end of Gr. 5 learners should be By the end of Gr. 6 learners By the end of Gr. 7 learners should be able to: should be able to: able to: complete sentences complete sentences complete sentences produce sentences from visuals e.g. produce sentences from visuals produce sentences from visuals e.g. pictures e.g. diagrams charts and maps fill in gaps choose/underline correct words use key words use jumbled words use substitution tables 2. write complex sentences write simple complex sentences by responding to questions based on text/visual materials write complex sentences write complex and compound sentences English Second Language Syllabus Gr 5-7 NIED

16 Directed Writing (continued) LEARNING OBJECTIVES Learners will: 3. organise sentences and paragraphs into whole texts COMPETENCIES Grade 5 Grade 6 Grade 7 By the end of Gr. 5 learners should be By the end of Gr. 6 learners By the end of Gr. 7 learners should be able to: should be able to: able to: organise jumbled sentences into a paragraph (max 5 sentences) 4. write short texts write a range of short texts for a variety of purposes e.g. - writing postcards, invitations, - messages - designing posters using visuals and text - interpreting cartoons - filling in forms - completing questionnaires - writing notes and memos, diaries, telegrams, recipes, short reports, advertisements, information sheets, sets of instructions, publicity handouts organise jumbled sentences into paragraphs (max. 4-5 paragraphs) write longer texts for a variety of purposes organise jumbled sentences into longer paragraphs rearrange jumbled paragraphs into a short text (4-5 paragraphs) write texts of increased difficulty for a variety of purposes and audiences English Second Language Syllabus Gr 5-7 NIED

17 Creative Writing LEARNING OBJECTIVES Learners will: 5. cooperate with others to produce pieces of writing 6. produce well organised, coherent pieces of writing COMPETENCIES Grade 5 Grade 6 Grade 7 By the end of Gr. 5 learners should By the end of Gr. 6 learners should By the end of Gr. 7 learners should be be able to: be able to: able to: brainstorm ideas sequence ideas in writing write an essay ( words) on a (pairs/groups/whole class) edit own and others work specific topic draft and redraft written work publish work to be read by others write in complete sentences organise sentences into paragraphs use chronological order write simple informal letters: - to a friend; pen friend; relative; teacher simple report to school s newsletter personal diary entry (e.g. one day after an event) give explanations write simple dialogues write instructions (making your bed/a cup of tea) write narrative and descriptive essays (See page 20 for length) write with an emerging style and sense of audience and purpose write simple formal letters: - to a teacher/principal write weather reports write specific diary entries for a weekend/week such as: A trip to Etosha write more detailed instructions e.g. How to: - mend a puncture - dress a wound - find a word in a dictionary write factual/informative essays (See page 20 for length) write with a specific style and sense of audience and purpose write formal letters: - of complaint - of invitation - acknowledgement - to order something - to apply for a holiday job write a police report (eyewitness at crime scene) write advanced instructions e.g. How to: - use an ATM - make a call from a telephone booth write factual essays (See page 20 for length) English Second Language Syllabus Gr 5-7 NIED

18 10.5 Grammar and Usage The correct use of grammatical structures should be emphasised through enough exposure to the language rather than teaching grammatical terminology. It is very important that grammar be taught in context. LEARNING OBJECTIVES Learners will: 1. progressively exercise more accuracy in spelling, punctuation and grammar 2. use and extend an appropriate, imaginative and varied use of vocabulary and idioms BASIC COMPETENCIES Grade 5 Grade 6 Grade 7 By the end of Gr. 5 learners should By the end of Gr. 6 learners should be By the end of Gr. 7 learners be able to: able to: should be able to: exercise accuracy in phonics, progressively exercise more use generalisations to spell spelling, punctuation and accuracy in spelling, punctuation difficult and unfamiliar grammar and grammar words do spelling and dictation of up do spelling and dictation of up to 7 use a variety of resources to to 4 lines lines confirm spelling do spelling and dictation of up to 10 lines routinely introduce new words from their reading into their writing use words and idiomatic expressions appropriate to purpose select and use words and idioms to create specific effects select words and expressions to create specific effects introduce vocabulary from other subject areas into their writing use antonyms and synonyms correctly give evidence of an expanding vocabulary in their writing show a growing awareness of the expressiveness of words and idioms in their writing use homonyms and homophones correctly English Second Language Syllabus Gr 5-7 NIED

19 10.5 Grammar and Usage (Continued) LEARNING OBJECTIVES Learners will: 3. use different parts of speech effectively in sentences 4. apply a variety of sentence structures BASIC COMPETENCIES Grade 5 Grade 6 Grade 7 By the end of Gr. 5 learners should be By the end of Gr. 6 learners should By the end of Gr. 7 learners should able to: be able to: be able to: label, distinguish between and use use question forms, negatives, use direct and indirect speech, different parts of speech direct and indirect speech active and passive voice using different parts of speech correctly correctly correctly: use sentence types (e.g. question - nouns (singular, plural, form, commands, etc.) diminutive, collective, abstract use parts of speech; nouns, and proper nouns, correct articles, verbs, adjectives, gender) pronouns, adverbs, prepositions, - pronouns (personal, possessive, conjunctions relative, reflexive) use negatives - verbs (tenses, concord, negatives and questions, direct and indirect speech, active and passive voice, auxiliary verbs) - articles (a, an, the) - adjectives (degrees of comparison, word order, proper adjectives, formation of adjectives, adjectival phrases) - adverbs (time, manner, place, adverbial phrases) - prepositions - conjunctions use simple and complex sentences join simple sentences using conjunctions use compound sentences join compound sentences using conjunctions continue to develop longer sentences using sentence patterns English Second Language Syllabus Gr 5-7 NIED

20 11. ASSESSMENT 11.1 Introductory Remarks In learner-centred education, assessing the progress and achievements of each learner continuously is an integral part of the teaching and learning process. The main purpose of assessment is to get as reliable a picture as possible of the progress of the learner in terms of achieving the competencies of the syllabus and general life skills Purpose of Assessment Information to the learner The information gathered about the learners progress and achievements should be used to give feedback to learners about their strong and weak points, where and why they are doing well and where, how and why they need to improve. Information to the parents Parents should be regularly informed about the progress of their child, be encouraged to reward achievements and be given suggestions how they can support his/her learning activities.. Evaluating the teaching/learning process The progress and achievements of learners can be used by teachers to evaluate content relevance, learner participation, appropriate teaching methods, optimal group work, individual work and teacher-directed learning Types of Assessment Formative assessment In formative assessment observations made and information collected are used both to guide learners and to help shape and direct the teaching and learning process. Assessment has a formative role for learners if and when: - it motivates them to extend their knowledge and skills, and establish sound values; - it promotes healthy study habits; - assessment tasks help learners to solve problems intelligently by using what they have learned; - teachers use the information to improve teaching methods and learning materials. Continuous assessment Continuous assessment (CA) should be planned and scheduled at the beginning of the year, and be kept as simple as possible. Marks given for class activities, assignments, homework, or short tests on completion of a topic can be recorded for continuous assessment. The grades obtained by learners through continuous assessment must be recorded systematically throughout the year and be used to inform learners and parents about progress and achievements, and to initiate compensatory teaching when needed. (See Towards Improving Continuous Assessment in Schools: Policy and Information Guide for a detailed discussion of continuous assessment.) Summative assessment At the end of a school year, the progress and achievement of the learner throughout the year are summed up. This is called summative assessment. In an end-of-year examination, the summative assessment will consist both of the continuous assessment and the final assessment. On the basis of this, decisions have to be made whether or not a learner moves on to the next grade. English Second Language Syllabus Grade 5-7 NIED

21 11.4 Methods of Assessment Informal methods Teachers must assess how well each learner masters the basic competencies described in the subject syllabus and from this gain a picture of the all-round progress of the learner. To a large extent, this can be done in an informal way through structured observation. Each learner s progress, in learning and practice situations and from class participation, should be observed while he/she is investigating, interpreting phenomena and data, applying knowledge, communicating, and making value judgments. Formal Methods In more formal assessment, teachers should use, as far as possible, the same setting as in ordinary learning and practice to assess the competency of learners. The use of normal written and oral tests can only assess a limited range of competencies and, therefore, should not take up too much time. Tests should be limited to one lesson or a part of a lesson Assessment Objectives i) Listening and Responding Learner should be able to: 1. listen to and comprehend information 2. recognise and follow instructions and directions 3. recognise a speaker's main points and identify the supporting details and examples 4. use appropriate vocabulary to communicate effectively ii) Reading and Responding Learners should be able to: 1. read aloud to convey understanding of the text 2. read silently from a variety of texts to extract specific information 3. read and respond to a variety of texts, including prescribed literary texts iii) Writing Learners should be able to: 1. write simple, complex and compound sentences 2. write well-structured paragraphs 3. write creatively a variety of formal and informal texts 4. show a sense of audience and purpose iii) Grammar and Usage Learners should be able to: 1. exercise accuracy in spelling, punctuation and grammar 2. use appropriate and imaginative vocabulary and idioms 3. use different parts of speech effectively 4. apply a variety of sentence structures 11.6 Continuous Assessment: Detailed Guidelines Recording grades The grades obtained by learners through continuous assessment must be systematically recorded throughout the year, and used to inform the learner and parents on progress and achievements, and to guide compensatory teaching when needed. English Second Language Syllabus Grade 5-7 NIED

22 Guidelines Assessment will consist of both informal and formal continuous assessment. Internal tests are allowed as part of formal continuous assessment. In English Second Language an externally set examination will be written at the end of Grade 7. No external examinations will be written in any other second language in Grades 5-7. Continuous assessment will count 50% towards the final year grade and an externally set end-of-year examination will count 50 %. [50 marks + 50 marks = 100]. A variety of types of questions should be used to test a broad range of skills. Listening Learners' listening comprehension should be assessed formally at least twice per term. Teachers will have to set listening tests that should be answered in writing. The marks are recorded in the columns for Listening Comprehension on the CA Record Sheet. Speaking Learners' speaking proficiency should be graded at least once per term. Teachers should ensure that the marks recorded during the year, include the assessment of prepared as well as unprepared speeches. The marks are recorded in the appropriate column on the CA Record Sheet. Reading and Literature Reading (aloud) proficiency should be assessed at least once per term. It should be done by using a text that learners have prepared beforehand. The teacher may assess reading comprehension by asking a few questions which learner answer orally. The marks are recorded in the appropriate column on the CA Record Sheet. Please take note that at least one short task/test on the prescribed literature should be marked per term and the marks recorded in the appropriate column on the CA Record Sheet. The study of literature comprises two components: prose and poetry. Both prose and poems may form part of the formal oral assessment as well as being tested in written form. i) Prose (either novel or short stories) The content should be studied informally as to characters and sequence of events, actions and consequences. Written questions should be contextual. Learners should be able to work out the answers themselves using the texts. In the primary phase an in depth study of the texts is not required. ii) Poetry Learners should be taught to appreciate and enjoy poetry. To actualise this, the learners should understand the content of the poem. Poems should not be memorised. Learners should rather be guided towards the ability to read with expression and interpretation of the emotions involved. Sing-song chorusing must never be encouraged or permitted. The love of poetry should be encouraged. Prescribed reading per grade: Grade 5: 4 poems (compulsory) and a choice of 3 short stories OR novel per year. Grade 6: 5 poems (compulsory) and a choice of 4 short stories OR novel per year. 1 short 1 short English Second Language Syllabus Grade 5-7 NIED

23 Grade 7: 6 poems (compulsory) and a choice of 5 short stories OR novel per year. 1 short Reading and Directed Writing At least one task, containing a reading text on which a variety of question types are set, should be marked by the teacher and entered on the CA Record Sheet. These questions may include questions testing knowledge of grammar. It is, however, important to note that knowledge of grammar should be assessed within context. Questions should also assess comprehension. Dictation Sentence or a paragraph length dictation read to learners will assess their spelling proficiency in the language. It is important that learners have regular exercise in writing dictation tests. The paragraphs (or sentences) should include words that were encountered and deliberately taught during the course of a week/term/year. It could be marked by the learners themselves or by peers. At least one dictation test per term should be marked by the teacher for purposes of formal continuous assessment and the marks recorded on the CA Record Sheet. Continuous Writing At least one essay and one shorter piece of writing should be marked per term and the marks recorded on the CA Record Sheet. Learners will be expected to write essays of approximately the following length: Compositions/essays: Grade 5: words Grade 6: words Grade 7: words Shorter tasks: Grade 5: words Grade 6: words Grade 7: words English Second Language Syllabus Grade 5-7 NIED

24 Summary of Continuous Assessment: SKILLS MARKS TOTAL 1. Listening Listening Comprehension 10 Listening Comprehension 10 Total: Speaking Prepared Speech 10 Unprepared Speech 10 Total: Reading & Literature Reading aloud 10 Reading Comprehension 10 Literature 10 Total: Writing 4.1 Directed Writing Task 1 10 Dictation 10 Total: Continuous Writing Longer piece 10 Shorter piece 10 Total: 20 2= 10 TOTAL 100 English Second Language Syllabus Grade 5-7 NIED

25 11.7 End of Year Examination Description of Papers The end of year written examination will consist of two papers: GRADES 5 AND 6 END OF YEAR EXAMINATION Paper 1: Reading and Directed Writing Paper 1 consists of two parts. The range of questions in paper 1 could include: multiple choice; true/false matching answers; sentence length questions. Part A: Reading Skills (15 marks) Three (3) tasks will be set, one based on a narrative text, one based on an informative text and one based on a descriptive text. Questions will assess detailed comprehension and will include a range of question types. (3x5 marks). Paper 2: Continuous Writing Part B: Directed Writing (15 marks) Three (3) tasks will be set. Task 1 will be a form filling or questionnaire completion exercise (1x5 marks). Tasks 2 and 3 will be directed writing tasks based on lexical and/or visual information and requiring a range of types of answers (2x5 marks). 1 h 30 min. 30 Two (2) tasks will be set. Task 1 will be a selection of 4 topics including descriptive, narrative and simple explanation information, of which learners must choose 1 and write a composition on. Stimulus materials will be provided where necessary. See page 20 of this syllabus for information on the length of compositions for different grades. (10 marks). Task 2 will be a selection of 3 topics. Stimulus material will be provided where necessary. Learners will write on one of the topics and will be required to use language for a specific purpose, e.g. informal letter writing, report writing, dialogue. See page 20 of this syllabus for information on the number of words required of each grade. (10 marks). 1 hour 20 TOTAL MARK 50 English Second Language Syllabus Grade 5-7 NIED

26 Paper 1: Reading and Directed Writing GRADE 7 END OF YEAR EXAMINATION Paper 1 consists of two parts. The range of questions in paper 1 could include: multiple choice; true/false matching questions; sentence length questions and grammar. Part A: Reading Skills (30 marks) Three (3) tasks will be set, one based on a narrative text, one based on an informative text and one based on a descriptive text. Questions will assess detailed comprehension and will include a range of question types. (3 10) Paper 2: Continuous Writing Part B: Directed Writing (25 marks) Three (3) tasks will be set. Task 1 will be a form filling or questionnaire completion exercise (1x5 marks). Tasks 2 and 3 will be directed writing tasks based on lexical and/or visual information and requiring a range of types of answers. (2 10) 1 h 30 minutes 55 Two (2) tasks will be set. Task 1 will be a selection of 4 topics including descriptive, narrative and simple explanation information. Stimulus materials will be provided where necessary words will be written on one of the topics chosen by the learner. (10 marks) Task 2 will be a selection of 3 topics. Stimulus material will be provided where necessary words will be written on one of the topics chosen by the learner who will be required to use language for a specific purpose, e.g. informal and simple formal letter writing, report. (10 marks) 1 hour 20 TOTAL 75 x 2 3 =50 English Second Language Syllabus Grade 5-7 NIED

27 Specification Grid Assessment Objective Continuous Assessment Paper 1 Paper 2 Listening & Responding 1 Listening & Responding 2 Listening & Responding 3 Listening & Responding 4 Reading & Responding 1 Reading & Responding 2 Reading & Responding 3 Writing 1 Writing 2 Writing 3 Writing 4 Grammar & Usage 1 Grammar & Usage 2 Grammar & Usage 3 Grammar & Usage 4 English Second Language Syllabus Grade 5-7 NIED

28 Grade Descriptions The learner s level of achievement in relation to the Basic Competencies in the subject syllabus will be shown in letter grades A-E where A is the highest and E the lowest grade. The relation between the grades and basic competencies is shown below. GRADES GRADE INTERVALS (%) GRADE A GRADE B GRADE C GRADE D GRADE E 0-29 DESCRIPTION Achieved Basic Competencies exceptionally well. Achieved Basic Competencies well. Achieved Basic Competencies. The learner has mastered the competencies satisfactorily in known situations and context. Achieved the minimum number of Basic Competencies to be considered competent. The learner may not have achieved all the competencies, or may sometimes need help, but has sufficient competency to go on to the next grade. Did not achieve the minimum number of Basic Competencies to be considered competent. The learner has not been able to reach a minimum level of competency for the year s grade, even with extensive help from the teacher and is in need of compensatory teaching. English Second Language Syllabus Grade 5-7 NIED

29 12. GLOSSARY Categorising: classification Chronological Order: the order in which events happened Communicative: exchanging information, news, ideas in an interactive way Competencies: the skills or knowledge learners should develop Continuous Assessment Mark: the total mark accumulated in all four skills over the three trimesters. Continuous Writing: longer and shorter pieces of writing such as compositions, letters, reports, dialogues Debate: formal discussion Directed Writing: shorter pieces of writing, using a variety of sentence types based on stimulus materials Extensively: widely Final Examination Mark: the mark obtained for the internal or external examination/test at the end of the year Formal Continuous Evaluation: takes place during structured assessment under controlled conditions Humorous: funny, amusing Imaginary: not real, something made up Informal Continuous Evaluation: takes place during lessons and forms integral part of every day teaching Internal Examination: an examination set by the teacher and moderated by the Subject Head or a member of the school management Mixed Ability Classes: classes with less able and more able learners Predict/Make Predictions: to say/guess what is going to happen before reading or listening to a text Promotion Mark: the average of the CA and the Final Examination Mark Reading strategies: reading processes and skills Scan: to read a text quickly (to look for specific information) Sequencing: ordering a series of things to follow in a particular way Skim: read a text quickly looking for main points/general information Summative Assessment: when end-of-year test, together with the continuous assessment marks Tare used for the final assessment : the Trimester Mark grand total for all four skills for the trimester English Second Language Syllabus Grade 5-7 NIED