SP Syllabuses SL-EN Sep2015

Republic of Namibia
MINISTRY OF EDUCATION, ARTS AND CULTURE
SENIOR PRIMARY PHASE
ENGLISH SECOND LANGUAGE SYLLABUS
GRADES 4-7
To be implemented in 2016
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia
© Copyright NIED, Ministry of Education, Arts and Culture 2015

English Second Language Syllabus Grades 4 - 7
ISBN: 978 99945-2 101-2
Printed by NIED
Website: http://www.nied.edu.na
Publication date: December 2015

TABLE OF CONTENTS
1. Introduction .........................................................................................................1
2. Rationale .............................................................................................................1
3. Aims ....................................................................................................................2
4. Inclusive Education .............................................................................................2
5. Links to Other Subjects and Cross-curricular Issues ...........................................3
6. Approach to Teaching and Learning....................................................................4
7. End of phase competencies ................................................................................5
8. Summary of the Learning Content .......................................................................6
9. Learning Content.................................................................................................7
10. Assessment ......................................................................................................69
10.1 Continuous Assessment ..........................................................................62
10.2 Formative and summative assessment ............................................................62
10.4 Informal and formal methods ..........................................................................62
10.4 Evaluation .........................................................................................................63
10.5 Criterion-refenced grades..................................................................................63
10.6 Grade descriptors..............................................................................................63
10.7 Conducting and recording assessment .............................................................64
10.8 Assessment Objectives .....................................................................................64
10.9 Continuous assessment: Detailed guidelines ....................................................64
10.10 End-of-year examination ...................................................................................68
11. Appendices .......................................................................................................71
11.1 Appendix 1: Glossary ........................................................................................71
11.2 Appendix 2: Expressions used in conversational English .................................72
11.3 Appendix 3: Assessment of Speaking ..............................................................74
11.4 Appendix 4: Assessment of Reading.................................................................75
11.5 Appendix 5: Reading Aloud Assessment Criteria ..............................................76
11.6 Appendix 6: Marking Grid for shorter writing piece/task....................................77
11.7 Appendix 7: Marking Grid for Composition ........................................................78
11.8 Appendix 8: Reading levels…………………………………………………………...79
11.9 Continuous assessment record sheets………………………………………………80
1. Introduction
This syllabus describes the intended learning and assessment for English Second Language
in the upper primary phase. As a subject, English Second Language falls within the language
area of learning in the curriculum, but has thematic links to other subjects across the
curriculum.
2. Rationale
In the Namibian curriculum, English has a dual purpose – as a subject taught from Grades 1
to 12 and a medium of instruction from Grades 4 to 12. As such, English plays a key role
within the Namibian context.
Being the official national language of Namibia, English occupies an important position in our
citizens’ lives. By virtue of it 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. 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”.
By the end of the Senior Primary Phase, learners should have developed the English
language literacy and communication competency that forms the basis for lifelong learning.
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.
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 particular features of English Second Language in this phase are that:
 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, including literature and language usage are
integrated during teaching and learning, in order to maximise 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 gender, 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.
English Second Language syllabus Grades 4-7, NIED 2015
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3. Aims
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.
English Second Language promotes general and specific aims in the curriculum:
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
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
4. Inclusive Education
Ideally, learners with impairments get accommodated in special schools or classes.

However, due to the scarcity of special schools/classes in Namibia, many learners with
visual-, hearing impairments and learning difficulties end up in mainstream schools. As
English Second Language teachers, you should try to understand that learning impairment
affects the way that an individual takes in, retains, or expresses information. Different types
of learning impairments can impact spoken or written language, spelling, organisational skills
and memory, among others.
Nonetheless, it is imperative that English Second Language teachers should uphold the
same high standards for a learner with visual or hearing impairments and or learning
difficulties as would for all of the learners in the class. Schools do not serve a learner with
visual or hearing impairments and or learning difficulties well by lowering expectations, but
rather by understanding the impairment as an aspect of such a learner’s identity. The child
with any form of impairment is above all a learner and in recognising this, English Second
Language teachers should ask not whether one can teach such a learner, but how to assist
and support him or her to learn.
Though many teachers in mainstream schools are unspecialised, English Second language
teachers are expected to firstly try to identify the impairment some of their learners might
have and provide support for them by employing various strategies, methods and
approaches. Learners with visual or hearing impairment and or learning difficulties can
benefit from highly structured, multisensory, direct and explicit approaches that help them to
see and understand how the English Second Language is structured and provide ample
opportunity for practice in an accommodating environment.
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Additionally, where learners with impairments are found in English Second Language
classes, teachers are expected to liaise with parents or guardians and speak to such
learners to find out how they were assisted and supported in the previous grades.
Furthermore, English Second Language teachers should be aware of 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.
English Second language instruction should be well suited to address gender issues. The
different ways males and females think about morals and values, their identities, feelings,
choices and conflict can be integrated into lessons, and learners can share perspectives and
learn to respect each other. For example, teachers can use role-plays to counteract gender
stereotypes as prescribed by the syllabus. For example, boys can work in groups with girls
and reverse gender roles in order to learn more 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.
5. Links to Other Subjects and Cross-curricular Issues
The cross-curricular issues including Environmental Learning; HIV and AIDS; Population
Education; Education for Human Rights and Democracy (EHRD), Information and
Communication Technology (ICT) and Road Safety have been introduced to the formal
curriculum to be dealt with in each subject and across all phases because each of the issues
deals with particular risks and challenges in our Namibian society. All of our learners need to:
 understand the nature of these risks and challenges
 know how they will impact on our society and on the quality of life of our people now
and in the future
 understand how these risks and challenges can be addressed on a national and global
level
 understand how each learner can play a part in addressing these risks and challenges
in their own school and local community
The main risks and challenges have been identified as:

 the challenges and risks we face if we do not care for and manage our natural
resources
 the challenges and risks caused by HIV and AIDS
 the challenges and risks to health caused by pollution, poor sanitation and waste
 the challenges and risks to democracy and social stability caused by inequity and
governance that ignores rights and responsibilities
 the challenges and risks we face if we do not adhere to Road Safety measures
 the challenges and risks we face from globalisation
Since some subjects are more suitable to address specific cross-curricular issues, those
issues will receive more emphasis in those particular syllabuses. In this syllabus the following
are examples on the links to cross-curricular issues for grades 4-7. It should be noted that
the cross-curricular issues are NOT used as basis for the development of schemes of work.
The scheme of work must be designed based on the whole syllabus, but more specifically on
the content section of this syllabus:
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ACTIVITIES FOR EACH SKILL
CROSS- WRITING
TOPIC – (Read & Dir.
CURRICULAR EXAMPLES
ISSUE LISTENING SPEAKING READING Writing;
ONLY Continuous
Writing)
Environmental Conservation Listen to a Discuss and Read various Write in
Education and texts and do debate on texts in response to
sustainability of various various issues English on various tasks
the aspects of on various on
environment environmental environmental aspects of environmental
education and education environmental education
answer issues education aspects
questions
Population Population and: Listen to Discuss and Read various Write various
Education - food supply various texts debate on texts in short and
- life expec- on population various English on longer pieces
tancy and do various aspects of population on population
- work, etc. activities population aspects
education
Information  Ethical Listen to Discuss, Read texts Draw and or

and Com- aspects of stories on ICT dramatise and and stories on write about
munication ICT debate ICT ICT issues various ICT
Technology  Law and ICT issues issues
(ICT) issues
 Impact of ICT
Human Rights  Promoting a Listen to Role play, Read various Write various
& Democracy culture of various texts discuss and texts on Human tasks based
peace on rights and debates issues rights and on Human
 Understanding responsibilities on Human Democracy and Rights and
culture and and complete Rights and do the activities Democracy
diversity different tasks Democracy based on them
 Rights &
responsibilities
HIV and AIDS  Various  Listen to  Talk, role play  Read and  Write
aspects of HIV various texts and debate respond to different
and AIDS on HIV and aspects on tasks on tasks on
AIDS and HIV various HIV various
answer and AIDS and AIDS aspects of
questions aspects HIV and
AIDS
6. Approach to teaching and learning
The approach to teaching and learning is based on a paradigm of learner-centred education

(LCE) described in ministerial policy documents and the LCE conceptual framework. This
approach ensures optimal quality of learning when the principles are put into practice.
The aim is to develop learning with understanding, and the knowledge, skills and attitudes to
contribute to the development of society. The starting point for teaching and learning is the
fact that the learner brings to the school a wealth of knowledge and social experience gained
continually from the family, the community, and through interaction with the environment.
Learning in school must involve, build on, extend and challenge the learner’s prior knowledge
and experience.
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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. The 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. Teaching strategies must therefore be varied
but flexible within well-structured sequences of lessons.
The teacher must decide, in relation to the English Second Language 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.
Working in groups, in pairs, individually, or as a whole class must therefore be organised as

appropriate to 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 the learners will not see any relevance in carrying
out tasks together. As the learners develop personal, social and communication skills, they
can gradually be given increased responsibility to participate in planning and evaluating their
work, with the teacher’s guidance.
The teaching of English Second Language as a subject should draw on the cultural richness
of, and relate topics to the immediate environment. Only if learners feel secure in their
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. Apart from textbooks and prescribed literature texts, various texts from newspapers,
documents, magazines and texts from content subjects (e.g. Social Studies, Natural
Science,) could be used to teach English Second Language as a subject. Cross-curricular
issues from such content subjects should be used to teach the different aspects of language.
For the sake of curriculum design, the English Second Language Skills in this syllabus are
separated. However, it is imperative that teachers integrate skills in their lessons.
Nonetheless, the focal objective and its competency for the day or week must be taken from
one specific skill.
7. End of phase competencies
Many of the competencies included in the Senior Primary English Second Language syllabus
have been introduced already in the same syllabus for the Junior Primary Phase. In this
phase, it is important that the teacher works towards the progressive development of these
competencies with the learners. In subsequent grades, learners will be required to develop
the competencies with growing levels of sophistication.
The learners who will just manage the minimum number of competencies must receive
learning support through adapted teaching approaches, adapted materials, and assistance
from teachers and the school management.
On completing the Senior Primary phase, learners in Namibia are expected to be able to
demonstrate that they have mastered the end-of-phase competencies below:
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SKILL GRADE 7: SENIOR PRIMARY PHASE
LISTENING The learner will be able to listen (observe) for information and pleasure to texts
[texts on every day issues, children’s literature and authentic materials]
appropriate for Second Language speakers and respond in various ways.
The learner will be able to listen and employ a few listening strategies through
verbal and non-verbal actions.
SPEAKING The learner will be able to communicate ideas, opinions and emotions
adequately and appropriately in various situations.
READING The learner will be able to read and view for information, enjoyment and
understanding easy children’s literature and texts on every day issues, literature
and authentic materials and respond critically in various ways
The learner will be able to read and use simple vocabulary building and reading
strategies well.
The learner will be able to read and demonstrate knowledge of simple research
strategies.
WRITING The learner will be able to use prompts and instructions to write various short
and longer texts in which language errors do not confuse meaning.
GRAMMAR & The learner will be able to know and use the English language to create and
USAGE interpret texts.
8. Summary of the Learning Content
The English Syllabus for Grades 4-7 consists of the following 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 skills that should be
acquired:
Skills Area Area of Learning/Activities
Develop auditory skills; listen and respond to information heard; recognise
Listening and
instructions and directions; comprehend feelings, intentions, emotions and attitudes
Responding
of speakers; develop awareness of the structure of language and vocabulary.
Develop fluency in correct use of language structure; communicate confidently and
Speaking effectively using appropriate vocabulary convincingly in different situations, showing a
sense of audience and purpose.
Reading and Develop silent reading skills as well as skills for reading aloud; know and use reading
Responding, strategies for enjoyment; understanding; extract information from a variety of texts;
including use reference materials and know and use simple research strategies.
Literature
Write a variety of texts, showing a progressive knowledge of writing processes; a
Writing 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,
Grammar and
using appropriate vocabulary, idioms and parts of speech in a range of sentence
Usage
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.
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9. Learning Content
9.1 Listening
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. Please take note that teachers should build on what has been
taught in previous grades as well. What should differ is the degree of quality and quantity.
LEARNING
COMPETENCIES
OBJECTIVES
Learners will: Grade 4 Grade 5 Grade 6 Grade 7
By the end of Gr. 4 learners By the end of Gr. 5 learners By the end of Gr. 6 learners By the end of Gr. 7 learners
should be able to: should be able to: should be able to: should be able to:
1. listen for specific answer questions orally and answer questions orally and answer questions orally and answer questions orally and in
information and in writing based on texts in writing based on texts in writing based on texts writing based on texts heard:
comprehension: heard: short answer heard: short answer heard: short answer short answer questions e.g.
e.g. conversations, questions e.g. questions e.g. questions e.g.  true or false
directions,  true or false  true or false  true or false  filling in missing information
instructions, etc.  filling in missing  filling in missing  filling in missing e.g. words and phrases
information e.g. simple information e.g. one to information e.g. short  matching
prepositions like in, on, two words phrases  multiple choice
near, etc.  matching  matching  wh-questions (from the What-
 matching  multiple choice  multiple choice to How- and Why questions)
 multiple choice  wh-questions (e.g. what,  wh-questions (e.g. what,  make more detailed lists of
 wh-questions (e.g. what, when, where, who) when, where, who, why) items heard
when, where, who)  make detailed lists of  follow more detailed
items heard directions
 follow detailed directions  identify main ideas in an oral
 identify main ideas in a presentation
text  respond to much detailed
conversations/instructions
 follow a series of instructions
e.g. how to plant a tree, how
to bake bread, how to make a
cup of tea by filling in missing
information/instructions
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9.1 Listening (continued)
LEARNING
COMPETENCIES
OBJECTIVES
By the end of Gr. 4 learners By the end of Gr. 5 By the end of Gr. 6 By the end of Gr. 7
should be able to: learners should be able to: learners should be able to: learners should be able to:
1. listen for specific answer questions orally and answer questions orally answer questions orally answer questions orally
information and in writing based on texts and in writing based on and in writing based on and in writing based on
comprehension: heard and respond to long texts heard and respond texts heard and respond texts heard and respond to
and shorter questions e.g. to long and shorter to long and shorter long and shorter
e.g. conversations,
 make lists of a few items questions e.g. questions e.g. questions e.g.
directions,
heard  make lists of items  respond to detailed  re-arrange instructions
instructions, etc.  follow simple heard conversations, into the correct order
(continued) directions  follow directions directions and  take notes from an oral
 respond briefly to simple  identify ideas and instructions heard presentation using a
instructions e.g. the supporting details in a  follow a series of supplied written outline
teacher orally instructs short oral presentation, instructions e.g. how to as a guide
the learners to carry out a e.g. What is the plant a tree, how to  make summaries in
certain activity by either presentation/ bake bread, how to prose and note form,
writing, speaking or text about? Why do you make a cup of tea by etc
performing. say so? filling in missing
 respond to information /
conversations, instructions
directions and  rearrange instructions
instructions heard into the correct order
 take notes from an oral
presentation using a
supplied written outline
as a guide, etc.
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LEARNING
COMPETENCIES
OBJECTIVES
By the end of Gr. 4 learnersBy the end of Gr. 5 learners By the end of Gr. 6 learners By the end of Gr. 7 learners
2. listen extensively  make drawings while  complete a task by  complete a task by  complete a task by
to a variety of listening based on the filling in the details while filling in details while describing weather
texts, e.g. weather, and information listening e.g. the listening e.g. fill in patterns of different
advertisements, technology learners are given weather elements areas, e.g. Windhoek,
weather, news, names of towns and (temperature, partly cloudy, isolated
announcements and have to fill in maximum precipitation, cloud thundershowers, very
information texts and minimum cover, humidity, air sunny etc. Ondangwa,
(examples: temperatures while pressure) while listening no clouds, hot and
Diseases, listening to a weather to a weather forecast. humid.
Environmental forecast text.
Issues, Human  begin to express own  debate and discuss  debate, discuss and  express detailed
Rights, Information simple ideas on information heard e.g. on express own opinions on opinions when debating
Technology, etc.) information heard e.g. HIV and AIDS, etc.: information about any or discussing information
and respond “Should classes have “Should orphans whose text including cross- on any environmental
appropriately class captains? ” “Should parents died of AIDS be curricular issues heard issue heard
girls wear trousers?” given special attention?
 dramatise actions based  do role-plays (news,  dramatise texts heard  dramatise, in detail, texts
on environmental texts advertisements, (news, advertisements, heard (news,
listened to announcements and announcements and advertisements,
information texts) e.g. information texts) e.g. announcements and
news, news reporters, dramatise environmental information texts) e.g.
presenters, cameramen, issues as: headman, dramatise environmental
weather reporter, sports, councillor, community issues as: headman,
business news members, news reporter, councillor, community
environmentalist, wood members, news reporter,
carvers environmentalist, wood
carvers
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LEARNING
COMPETENCIES
OBJECTIVES
By the end of Gr. 4 By the end of Gr. 5 By the end of Gr. 6 learners By the end of Gr. 7 learners
learners should be able learners should be able should be able to: should be able to:
to: to:
2. listen extensively to  rearrange cartoons  sequence pictures,  sequence sentences  sequence paragraphs while
a variety of texts, and pictures in the words and short according to texts heard. listening.
e.g. advertisements, correct order as they sentences while  rearrange jumbled  listen to various texts and
weather, news, listen to a text. listening to texts, e.g. sentences into rearrange the jumbled
announcements and radio broadcasts, paragraphs paragraphs, stanzas or verses
information texts news, weather in the correct order.
(examples: Diseases, forecasts, sports
Environmental Issues, commentary, etc.
Human Rights,  rearrange jumbled
Information sentences
Technology, etc.) and  complete various  answer various  answer various types of  complete a variety of
respond appropriately simple tasks e.g. by simple and short questions while listening questions: the wh- questions,
drawing, labelling questions while to texts on various issues. simple questionnaires, form-
drawings etc. while listening to grade filling, etc. based on
listening to simple appropriate texts. information heard, e.g.
texts announcements: assembly at
school, stations, airports, radio
and TV, etc. fill in a health
questionnaire, etc.
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LEARNING
COMPETENCIES
OBJECTIVES
3. listen to distinguish:  identify and role play  identify and act out a  identify and dramatise  identify and dramatise
fact/opinion; mood moods portrayed as few different moods different moods heard as many different
of speaker; they listen to a text, e.g. from the text heard. from a text moods heard from a
cause/effect sad, happy, excited, text as possible.
frightened, and angry:
name mood
Naomi happy
Edith angry
 listen to different stories  distinguish fact from  distinguish fact from  distinguish fact from
and answer True or opinion from heard opinion from stories opinion from stories
False on fact or opinion stories e.g. heard and write down a heard and write down
activities - AIDS can be few reasons to support reasons why it is so.
cured (opinion), the answer.  Construct own
- AIDS kills (fact). sentences on facts and
opinions.
 listen to a text and  listen to a text and  listen and distinguish  listen, distinguish and
begin to answer simple answer various and describe describe cause/effect
questions based on questions based on cause/effect (the link (the link between action
cause and effect. e.g. cause and effect e.g. between action and and outcome, chain of
- why were the match the cause to its outcome, chain of events) e.g. being late
children crying? effect as they listen to a events) e.g. being late → speeding → accident
(cause). texts: → speeding → accident → injured → hospital →
- How did the children - Swama studied hard → injured → hospital → miss out in school
feel when they (cause) miss out in school
heard that their dog - She got an A in the
had died? (effect) test (effect).
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LEARNING
COMPETENCIES
OBJECTIVES
4. listen extensively for  begin to dramatise  dramatise stories heard  dramatise a story heard  dramatise a story heard
pleasure (stories, simple stories heard focussing on the main focusing on all focusing on characters,
poems, songs, focussing on main characters and characters, development of the plot,
dramas) characters distinguishing between development of the plot setting, climax and
(protagonist and and setting resolution
antagonist)
 retell simple stories  retell and develop heard  retell and develop heard  retell and develop heard
heard stories further by stories further by stories further by
looking at how looking at how some looking at how most
characters’ aspects aspects within the story aspects such as body
(e.g. behaviour) could could be changed e.g. and ending could be
be changed setting. changed.
 listen and match the  listen to match  listen to identify and use  identify and use
correct descriptions of descriptions with descriptions to descriptions to
the characters in stories character features, e.g. distinguish characters in distinguish characters
Sam → lazy stories heard and other aspects in
Mary → kind stories heard
 listen to initial parts of  listen to stories and  listen to parts of stories  listen to parts of stories
stories and state what predict what will happen to predict endings and to predict endings and
will happen next and support own support own predictions provide detailed support
(predicting) predictions for own predictions
 listen to songs for  listen to songs for  listen to songs for  listen to songs for
pleasure pleasure pleasure pleasure
 listen to songs and fill in  list the missing words  complete gap-filling  respond in various ways
the missing words from songs. tasks based on songs to tasks based on songs
 compose their own listened to. listened to
simple songs and sing  compose their own  compose their own
them songs and sing them songs and sing and
dramatise them
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LEARNING
COMPETENCIES
OBJECTIVES
to: to:
4. listen extensively for  listen to the title of  create a poem of  create a poem of 2  create a poem of 4 stanzas of
pleasure (stories, the poem and five lines after stanzas of four lines four lines each using similes,
poems, songs, guess what it is listening to a poem each using a few literary metaphors and personification
dramas) (continued) about aspects e.g. after
 answer simple
 questions based on  answer questions similes, after hearing an listening to an example used
simple poems heard based on poems example  answer various questions of
listened to.  answer various different difficulties based on
questions based on poems listened to
poems listened to
 listen to simple  listen to various In addition to alliteration In addition to alliteration
poems and songs texts and identify  listen to different texts  listen to various texts and
and identify words words which begin and identify words which identify and classify words
which begin with the with the same
begin with the same which begin with the same
same sounds (e.g. sounds (alliteration)
The slow slimy e.g. sounds and rhymes e.g. sounds as well as identify
slithering snake The fat furious - I want to swim in the rhymes e.g.
slithered down the father fights with his pool where the water - I want to smile.
slope.) family. is cool - I look at my file.
- It will give me the
chance to refuel
before I go back to
school
13
LEARNING
COMPETENCIES
OBJECTIVES
to: to:
4. listen extensively for  listen to texts to  listen to texts to  listen to texts to identify  listen to texts to identify
pleasure (stories, identify blended identify blended blended sounds of blended sounds of contracted
poems, songs, sounds of sounds of contracted words: that’ll’, words: that’ll’, ‘ I am’ to ‘I’m’, ‘it
dramas) (continued) contracted words: contracted words: ‘ I am’ to ‘I’m’, ‘it is / it is / it was’ to ‘it’s’, ‘do not’ to
e.g. ‘that will’ to that’ll’, ‘ I am’ to ‘I’m’, was’ to ‘it’s’, ‘do not’ to ‘don’t’, etc.
‘that’ll’, ‘ I am’ to ‘it is / it was’ to ‘it’s’, ‘don’t’, etc. - listen to various texts to
‘I’m’, ‘it is / it was’ to ‘do not’ to ‘don’t’, - listen to various texts distinguish word stress
‘it’s’, ‘do not’ to etc. to distinguish word e.g.
‘don’t’, etc.  listen to various stress e.g. MUS-ical, MUS-ical, VAN, Tal-ent,
 listen to various texts to distinguish VAN, TAL-ent, etc. CON-test (noun); con-
texts to distinguish - word stress e.g. - sentence stress e.g. TEST (verb),
- word stress e.g. - sentence stress Joe is a musical man AD-dict (noun) / addict
‘musical’, ‘van’, e.g. Joe is a who always has a (verb); COM-pound
‘talent’, etc. musical man plan to succeed’. , (noun), com-POUND
- sentence stress who always has etc. (verb); AB-sent
e.g. ‘Joe is a a plan to (adjective), ab-SENT
musical man succeed’., etc. (verb); PER-fect
who always has (adjective), per-FECT
a plan to (verb), etc.
succeed’., etc. - sentence stress e.g. Joe
is a musical man who
always has a plan to
succeed’. , etc.
14
9.2 Speaking
Teach speaking skills in meaningful contexts and help get learners engage in real-life communicative tasks. Learners should be assisted and
supported to understand English when spoken at normal conversational speed and encouraged to respond to language functions in English.
Learners should be sensitised towards cultural differences where applicable, for instance differences in greetings and relationships between
adults and juveniles. Understandable pronunciation, correct word and sentence stress in English should be encouraged and developed.
Please take note that you are required to build on what has been taught in previous grades as well. What should differ is the degree of quality
and quantity.
LEARNING
COMPETENCIES
OBJECTIVES
By the end of Gr. 4 By the end of Gr. 5 By the end of Gr. 6 By the end of Gr. 7 learners should be
learners should be learners should be able learners should be able able to:
able to: to: to:
1. speak with  pronounce  pronounce words of  pronounce words of:  pronounce words of:
accurate - one syllable up to: - 3-4 syllables - 4-5 syllables correctly, e.g.
pronunciation and words, e.g. pot, - 3 syllables correctly, e.g. in.de.pend.ence (independence),
appropriate pen, etc.; correctly, e.g. ins.pec.tion ce.le.bra.tion (celebration),
intonation - two syllable cor.rec.tion (inspection), char.ac.ter.is.tic (characteristic),
words, e.g. (correction), pre.sen.ta.tion en.cyc.lo.pe.dia (encyclopedia),
tea.cher (teacher), de.part.ment (presentation), ac.com.mo.da.tion (accommodation),
ta.ble, (table) etc. (department), cal.cu.la.tor etc.
te.le.phone (calculator), in.vi.ta.tion
(telephone), etc. (invitation), etc.
 begin using clear  speak clearly and  speak clearly and  speak clearly and fluently using the
voice qualities e.g. fluently using the fluently using the appropriate voice qualities, e.g.
volume, appropriate voice appropriate voice volume, intonation/pitch, pace,
intonation/pitch qualities, e.g. qualities, e.g. volume volume, tone and stress/emphasis:
(high, low or volume, intonation/pitch, pace, - word stress: comPUter; CAlender
hushed) intonation/pitch and volume and tone -sentence stress e.g. Angula wants
pace (slow, (casual, serious, this now (focus on subject); Angula
moderate or fast) personal, emphasis) wants this now, (focus on verb);
Angula wants this now (focus on
pronoun); Angula wants this now.
(focus on adverb of time)
15
9.2 Speaking (continued)
LEARNING
COMPETENCIES
OBJECTIVES
By the end of Gr. 4 learners By the end of Gr. 5 By the end of Gr. 6 learners By the end of Gr. 7 learners
should be able to: learners should be able should be able to: should be able to:
to:
1. speak with  speak with clarity and  speak fluently and  speak fluently and  speak fluently, appropriately
accurate fluency to be confidently in a confidently in a range of and confidently in a range of
pronunciation understood by teachers range of situations situations situations
and appropriate and peers e.g. when  give simple  give descriptions on a  give descriptions on a
intonation explaining or describing descriptions on a particular topic showing particular topic showing sense
(continued) simple familiar topics, particular topic, a sense of purpose of purpose and audience
etc. using appropriate
vocabulary
 begin to use concord  use concord  use concord correctly  use concord correctly e.g.
correctly e.g. correctly e.g. e.g. - “Neither the boy, nor the
- “One cow is…..”; - “One cow is…..”; - “The black and white girls are…”;
- “Two cows are…..”: - “two cows cow is…” - “I think either of them is….”
- “Tim goes….”; “the are…..”, - “Bill and George - “Do either of these
boys go….;” - “Tim goes….”; were…” machines work?
- “.It rains…” - “the boys go….”; - “Either his drawings or the
- “.It rains…” map is…..”
 demonstrate  demonstrate  demonstrate  demonstrate understanding of

understanding of understanding of understanding of blends, blends, e.g.
blends, e.g. blends, e.g. e.g. - sch- scheme, school, etc.
- sh- shoes, sheep, - sh- shoes, sheep, - sch- scheme, school, - str- street, strange, strong,
shirt, etc. shirt, etc. etc. etc.
- ch- chair, church, - ch- chair, church, - str- street, strange,
charity, etc. charity, etc strong, etc.
16
LEARNING COMPETENCIES
OBJECTIVES
to: to:
2. use English in  respond orally to  participate in the  practise greetings,  communicate effectively,
appropriate contexts information in classroom showing an awareness showing a sense of audience
English in school discussions, e.g. of audience in
contexts hygiene, importance communication
of cell phones, etc.
 retell short simple  retell stories in  retell and compare  retell, compare, interpret and
stories detail stories and articles from evaluate stories, movies/films
newspapers and articles
 present a simple  present talks on  present and dramatise  present own prepared stories,
prepared fictional or books and projects short dramas drama or poems
personal story or a
poem e.g. My  participate in role  report on school events
holiday, My first day play activities based (athletics, soccer or netball
at school, My hobby on fictional and non- game, fund-raising event of
fictional stories your class
 begin to make  make simple  make speeches and  present detailed speeches on
simple speeches speeches, e.g. at engage in arguments, various topics and engage in
about self, family birthday parties, agreeing/ arguments, agreeing/
members and on prize-giving disagreeing politely disagreeing politely
familiar topics e.g. ceremonies,
My pet; My personal
brother/sister, etc. experiences,
debates, etc.
17
OBJECTIVES
to: to:
2. use English in  greet other people  greet, introduce self  greet, introduce self and  greet, introduce self and
appropriate contexts e.g. classmates and and others others and sustain others and sustain dialogue
(continued) teachers in English dialogue
 make excuses  make excuses  make excuses
 begin to express  express gratitude  express gratitude using  express gratitude e.g.
gratitude through using various various phrases e.g. “thanks”, “thank you”,” thank
one word or short phrases e.g. “thanks”, “thank you”,” you very much”, ”much
phrase e.g. “thanks”, “thanks”, “thank thank you very much”, appreciated’, ‘thank you, I
“thank you”, etc. you”,” thank you ”much appreciated” etc. appreciate it very much”; “I’m
very much’ etc. grateful”, etc.
 begin to show,  show by  show by demonstrating,  demonstrate different
through role-play demonstrating, different emotions emotions (disappointment,
feelings (anger, different emotions (shock, fear/terror etc.) guilt etc.) and participate in
sadness, joy) and (anger, worry, and participate in debates
participate in simple sadness, happiness) debates
debate on concrete and interact in
things simple debates
 make simple  make requests,  make and respond to  make and respond to
requests, e.g. “May I apologies and requests; decline an offer requests, congratulations;
go out?” decline an offer and give/accept decline an offer and give
 make excuses e.g. apologies and accept apologies, etc.
“Sorry I came late” /congratulations
 introduce self and
others
18
LEARNING
COMPETENCIES
OBJECTIVES
to: to:
2. use English in  begin to give simple  ask and give  ask and give instructions,  use appropriate language in
appropriate contexts instructions and detailed instructions information and social interactions of different
(continued directions, e.g. how and information in directions ages and status
to find your way from school contexts
your classroom to
the principal’s office
 begin to request the  use simple words to  request clarification or  request clarification,
speaker to repeat request clarification confirmation, using confirmation; persuade and
e.g. “Please say it or confirmation persuasive language negotiate when necessary
again”. when necessary
 share personal  participate in  participate in classroom  participate in classroom
information and classroom and discussions and discussions and presentations
experiences group discussions presentations using a using a variety of techniques
variety of techniques such as explaining, describing
such as explaining and and summarising
describing
3. develop  demonstrate demonstrate  demonstrate knowledge  demonstrate knowledge of
understanding of key knowledge of using knowledge of using of using grammar, using correct grammar and
characteristics of simple grammar, grammar and register and discourse polite language, e.g. “May I
spoken language e.g. formulaic register correctly, markers correctly, e.g. borrow your textbook?”
expressions like: e.g. greeting a I made a mistake, well, “Sorry, I can’t lend it to you,
“how do you do?”; friend: “Hi John.” nobody noticed, so I I’m using it.”
discourse markers, Greeting your continued.
e.g. “well”, “in teacher: “Good
addition”, “finally”, morning, Sir.”, etc.
etc.
19
9.3 Reading
Make reading lessons an interesting challenge as opposed to a tedious chore. Help learners enjoy reading lessons by teaching them
reading strategies and how to use them; selecting and using interesting texts; spending time preparing and guiding them (through tasks)
before and while they read, and helping them consolidate what they read. 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. DO NOT encourage learners to read texts aloud
by themselves unless this is to learn a play or recite a poem OR when the reading aloud objective is the focus. Please take note that you are
required to build on what has been taught in previous grades as well. What should differ is the degree of quality and quantity.
9.3.1 Reading Comprehension
OBJECTIVES
By the end of Gr. 4 learners By the end of Gr. 5 learners By the end of Gr. 6 learners By the end of Gr. 7 learners should
should be able to: should be able to: should be able to: be able to:
1. read aloud  demonstrate a reading  read texts to extract  read texts to extract  read texts to extract specific
authentic vocabulary of about specific information and specific information and information and extend
texts for a 1500 words extend vocabulary up to extend vocabulary up to vocabulary up to 3000 words
specific  recognise frequently 2000 words 2500 words  read different texts fluently
purpose and used words and  recognise and  recognise and responding to punctuation
to extend punctuation marks found understand the function understand the function marks appropriately
vocabulary in most texts at their of punctuation marks of punctuation marks at
level appropriate at their level an increasing level
 read aloud with  read aloud with  read aloud with correct  read aloud with correct
appropriate use of appropriate use of pronunciation and good pronunciation, good voice
pause, to show pause and correct voice projection, to projection and fluency, to
understanding of the pronunciation, to show show understanding of show understanding of the text
text, e.g. obeying full understanding of the text the text
stops and commas in a
text
20
9.3.1 Reading Comprehension
OBJECTIVES
By the end of Gr. 4 learners By the end of Gr. 5 By the end of Gr. 6 By the end of Gr. 7 learners
should be able to: learners should be able learners should be able should be able to:
to: to:
2. read silently and  identify text features (e.g.  identify text features  read for details and read for details and use
aloud to titles/headlines, main and (e.g. titles/headlines, use contextual clues contextual clues (e.g.
understand a range sub- headings, etc.) main and sub- (e.g. titles/headlines, titles/headlines, main and
of selected texts headings, etc.) and main and sub-headings, familiar
make predictions sub-headings, vocabulary, typographical and
about the content of visuals, familiar visual features such as the art
the text vocabulary etc.) to and technique of printing as
make predictions and used in advertisements, etc.)
find meaning of the to make predictions and find
text. meaning of the text
 construct meaning from  use reading  use reading strategies  use various reading
visual texts (e.g. pictures, strategies such as such as skimming strategies, e.g. skimming,
tables, charts, etc.) skimming and and scanning to scanning, phonic and
scanning to determine meaning contextual clues to extract
determine meaning and sequence of the specific detail, meaning
of the text text and sequence of the text
(inferring)
 do simple word puzzles of  do simple word  do simple word  do simple word puzzles of
about 10 words puzzles of about 20 puzzles of about 30 about 40 words
words words
 rearrange words into  rearrange sentences  identify sequence of  read texts and sequence
meaningful sentences into meaningful events in the texts events in detail
paragraphs
21
9.3.1 Reading Comprehension (continued)
OBJECTIVES
3. read a range of  read materials for  choose and read  choose and read choose and read materials
texts across the personal enjoyment materials for personal materials for personal for personal enjoyment to
curriculum, e.g. (briefly retell the enjoyment to enjoyment to demonstrate independent
Environmental story) demonstrate independent demonstrate independent and extensive reading
Learning, HIV and reading (retell the story and extensive reading (relate the text to their own
AIDS, Population and share their (do a brief oral book lives)
Education, opinions on the text) review)
Education for  read materials e.g.  choose and read  choose and read a  read and evaluate
Human Rights and dictionaries, magazines, appropriate materials e.g. variety of materials, e.g. materials e.g.
Democracy, newspapers, etc. to dictionaries, magazines, dictionaries magazines, dictionaries, magazines,
Information, extract information for newspapers, atlases, newspapers, atlases, newspapers, atlases,
Communication simple tasks: true/false; encyclopaedia, etc. to encyclopaedia, ICT, etc. encyclopaedia, ICT,
and Technology, matching, etc. extract information for and respond to tasks in textbooks, etc. for various
and Road Safety tasks: true/false, various ways tasks
matching, simple wh-
questions etc.
 read a paragraph with  read simple passages  read passages and  read passages and
familiar vocabulary and and identify the main identify the topic identify the topic
identify the main idea ideas sentence of each sentence and purpose of
paragraph a text
 read, write and discuss  read, write and discuss  read, write and discuss  read, write and discuss
texts on cross-curricular texts on cross-curricular texts on cross-curricular texts on cross-curricular
issues and respond to issues and respond to issues and respond to issues and respond to
simple language simple language simple language simple language
questions
22
OBJECTIVES
to: to:
4. read and respond to  read and respond to  read and respond  read and respond  read and respond
instructions simple instructions, appropriately to appropriately to appropriately to instructions in
appropriately e.g. instructions in instructions in textbooks textbooks and other
textbooks and other and other assessment assessment tools, e.g.
- name, list, choose assessment tools, tools, e.g. - illustrate
- complete e.g. - define - discuss
- show - list/compile - explain - classify/distinguish
- find and tell - identify - demonstrate - categorise
- use - state - design - solve
- draw - select - decide
- give - describe
- match
- compare
 read and interpret  read and interpret  read and interpret  read and interpret directions,
simple directions, directions, rules and various directions, rules rules and procedures (such as
rules and procedures (such as and procedures (such as those from own classrooms,
procedures (such as those from own those from own school, immediate
those from own classrooms, and classrooms, school and communities and own
classrooms) using school using simple immediate communities) country) using grammatically
simple grammatically grammatically and grammatically correct phrases and
correct phrases and correct phrases and correct phrases and grammatically correct phrases
sentences sentences sentences and sentences
23
OBJECTIVES
to: to:
5. reading various  demonstrate  demonstrate  demonstrate  demonstrate
texts: success to various success to various success to various success to various
documents, questions set on questions set on questions set on questions set on
expository and the eight reading the eight reading the eight reading the eight reading
narrative texts levels (see page 79 levels when levels when levels when
for examples of the reading a variety reading a variety reading a variety
eight Reading of text domains: of text domains: of text domains:
Levels) when narrative (story), narrative (story), narrative (story),
reading a variety expository expository expository
of text domains: (information, e.g. (information, e.g. how to (information, e.g. how to
narrative (story), how to operate a operate a coffee maker) operate a coffee maker) and
expository coffee maker) and and documents (maps, charts)
(information, e.g. documents (maps, documents (maps,
how to operate a charts) charts)
coffee maker) and
documents (maps,
charts)
24
9.3 Reading (continued)
9.3.2 Literature
Texts can be classified into genres: prose; drama or poetry. Texts can also take various forms and structure. Though essay writing can be
classified into narratives, argumentative, expository, documents and descriptive, literary texts is, on the other hand, differentiated into narrative
(story), expository (information) and document (chats, diagrams and maps). Literary narrative (story), like poetry, can take a descriptive or
narrative form and structure. For example, we find descriptive poetry and narrative poetry. Please take note that you are required to build on
what has been taught in previous grades as well. What should differ is the degree of quality and quantity.
The term text in literature refers to and includes articles from newspapers, magazines, novels, drama, short stories and poetry.
OBJECTIVES
to: to:
1. read a poem, short  read short poems,  read age  read various texts of  read various types of texts
stories, drama and simple stories and appropriate texts of genres for pleasure for pleasure
novels, and simple plays for other genres for
demonstrate pleasure pleasure
understanding of
various elements of  read and identify  read and identify  read and recognise  read and distinguish
literature title, main ideas and key features and rhyming words (i.e. words between literal and figurative
key features of a the message/theme with the same endings) meaning. E.g.
poem e.g. of a poem and the rhythm (i.e. She broke her arm.
title, poet/poetess, pattern of stress or beat in (literal)
lines, stanzas / a verse) She broke his heart.
verses (figurative)
 read simple and  read poems aloud  read poems aloud with a  read poems aloud with
short poems aloud with appropriate sense of expression expression and emotion
with appropriate expression,
expression and understanding and
understanding intonation
25
9.3.2 Literature (continued)
LEARNING
COMPETENCIES
OBJECTIVES
learners should be able learners should be able to: should be able to: should be able to:
to:
1. read poems,  read and identify  read short poems and  read and identify feelings,  identify feelings, tone and
short stories, rhymes, similes and identify feelings and tone and mood in and of a mood in and of a poem, e.g.
drama and metaphors e.g. tone , e.g. happiness, poem, e.g. happiness, happiness, anger, fear,
novels, and happiness, sorrow or anger, fear, etc. anger, fear, cruelty, greed, cruelty, greed, hatred, love,
demonstrate anger etc. etc.
understanding
of various  identify and discuss  identify the simple  identify the simple  identify and discuss basic
elements of the title and the role elements of a story, elements of a story, e.g. elements of a story, e.g.
literature players (characters) e.g. title, title, author, narrator, role characters; setting and
(continued) in the story author/authoress, role players in a story plot and the moral (the
players (characters) in (characters); when and message or lesson in the
stories; when and where the story takes story)
where the story takes place (setting); a storyline
place (setting) (plot)
 read simple stories to  read prescribed texts to  read for detail and use  read for detail and use
complete tasks complete a variety of contextual clues to find contextual clues to find
tasks meaning meaning
2. read and  use pictures to predict  use pictures and titles  use pictures, titles and  use various pre-reading
demonstrate content of the texts to predict content of the index to predict content of strategies to predict and
knowledge of texts texts brainstorm content
and apply  predict new events
acquired relating to characters  predict new events  predict events relating to  use prediction as a strategy
reading while reading relating to characters various aspects while for while reading
strategies within and story line while reading
any of the 3 reading
reading stages:
26
LEARNING
COMPETENCIES
OBJECTIVES
strategies for  use pre-, while- and post-  use pre-, while- and  use pre-, while- and post-  use pre-, while- and
pre-, while- and reading strategies to post-reading strategies reading strategies to post-reading strategies
post-reading enhance understanding to enhance enhance understanding to enhance
e.g. answer questions, understanding understanding
summarise, role-play
3. vocabulary:  preview grade  preview grade  preview grade appropriate  preview grade
3.1 use effective appropriate appropriate reading materials appropriate
vocabulary reading materials reading materials to find unfamiliar reading materials
learning to find unfamiliar to find unfamiliar words and their meanings to find unfamiliar
strategies words and their words and their words and their
meanings meanings meanings
 discuss and define  discuss and define  discuss and define  discuss and define
new words to gain new words to gain new words to gain new words to gain
knowledge and knowledge and knowledge and knowledge and
understanding of understanding of understanding of understanding of
words words words words
 show understanding of  demonstrate  demonstrate
the connotations and understanding of the understanding of the
denotations of words connotations and connotations and
denotations of words denotations of words
 consolidate knowledge of  consolidate knowledge  consolidate knowledge of  consolidate knowledge
newly acquired of newly acquired newly acquired vocabulary of newly acquired
vocabulary by re-reading vocabulary by re- by re-reading texts with vocabulary by re-
relatively simple texts reading simple texts similar topics and or reading relatively
with similar topics and or with similar topics and themes difficult texts with similar
themes or themes topics and or themes
27
LEARNING
COMPETENCIES
OBJECTIVES
3. Vocabulary  use new words in their  use new words in their  use new words in their  use new words in their
(continued) written and spoken written and spoken through written and spoken through written and spoken through
3.2 repeated through multiple multiple opportunities multiple opportunities multiple opportunities
exposure to opportunities
words  use new words in their  use new words in their  new words in their  use new words in their
written and spoken form written and spoken form in written and spoken form in written and spoken form in
in simple sentences more complex sentences short paragraphs multiple opportunities e.g.
forming sentences,
paragraphs and essays
 participate in wide or  participate in wide or  participate in wide or  participate in wide or
extensive independent extensive independent extensive independent extensive independent
reading to expand word reading to expand word reading to expand word reading to expand word
knowledge knowledge knowledge knowledge
 look up words in a  look up words in a simple  look up words in a  look up words in a
simple illustrated dictionary dictionary and advanced dictionary and
dictionary encyclopaedia encyclopaedia
3.3 keyword  use word clue or key  use word clue or key  use word clue or key  use word clue or key
method words to remember words to remember words to remember words to remember
meanings of new words meanings of new words meanings of new words meanings of new words
e.g. e.g. e.g. e.g.
- a part of the definition - a part of the definition - a part of the definition - a part of the definition-
- an illustrative example - an illustrative example or - an illustrative example or - an illustrative example or
or - an image that (the reader - an image that (the reader - an image that (the reader
- an image that (the connects to the word to connects to the word to connects to the word to
reader connects to the make it easier to make it easier to make it easier to
word to make it easier remember the meaning remember the meaning remember the meaning
to remember the when reading it in context) when reading it in context) when reading it in
meaning when reading context).
it in context).
28
9.3.2 Literature
NB Though sub-objective 3 – Vocabulary (below) is dealt with under literature, ESL teachers should make sure it is taught in all the language
skills, including grammar and usage.
LEARNING
COMPETENCIES
OBJECTIVES
3. vocabulary  use graphic organisers  use graphic organisers  use graphic organisers  use graphic organisers
(continued) for new word e.g. for new word e.g. for new word e.g. for new word e.g.
graphic organisers that graphic organisers that graphic organisers that graphic organisers that
3.4 word maps
show classification show classification show classification show classification
(what class or group (what class or group (what class or group (what class or group
does the word belong does the word belong does the word belong does the word belong
to), qualities (what is the to), qualities (what is the to), qualities (what is the to), qualities (what is the
word like) and examples word like) and examples word like) usage (where word like) usage (where
is the word used) and is the word used) and
simple examples simple examples
3.5 root analysis morphemic analysis morphemic analysis morphemic analysis morphemic analysis
 identify word roots,  identify word roots,  identify and use word  identify and use word
prefixes and/or suffixes prefixes or suffixes that roots, prefixes or roots, prefixes or
in simple words e.g. hold meaning to get suffixes that hold suffixes that hold
- close (root) meaning of simple meaning to get meaning meaning to get meaning
- enclose (prefix) words e.g. of words e.g. of difficult words e.g.
- closely (suffix) - proper (root) - suitable (root) - suitable (root)
- improper (prefix) - unsuitable (prefix) - unsuitable (prefix)
- properly (suffix) - suitably (suffix) - suitably (suffix)
29
LEARNING
COMPETENCIES
OBJECTIVES
to: to:
3. vocabulary  determine meanings  determine meanings  determine meanings by  determine meanings by
(continued) by breaking down by breaking down breaking down unfamiliar breaking down unfamiliar
3.5 do root analysis simple unfamiliar words into their prefixes, words into their roots,
simple words into
(continued) words into their suffixes and roots prefixes, and suffixes e.g.
their prefixes, prefixes, suffixes uncontrolled:
suffixes and roots and roots control – root
uncontrolled - prefix
(opposite of control)
uncontrolled – suffix (past
tense)
 examine and share  examine and share  examine and share ideas  examine and share ideas of
ideas of word roots ideas of word roots of word roots and the use word roots and the use of
and the use of of prefixes and suffixes in prefixes and suffixes’ use in
and the use of
prefixes and suffixes common words common words
prefixes and suffixes in common words
in common words
3.6 restructure reading  use simple  use synonyms and  use synonyms, antonyms  use synonyms, antonyms
materials synonyms to access antonyms to access and footnotes to access and footnotes to access
meaning of meaning of unfamiliar meaning of unfamiliar and
meaning of
unfamiliar words words more complex words
unfamiliar words
30
Please take note that teachers are required to build on what has been taught in previous grades as well. What should differ is the degree of
quality and quantity.
OBJECTIVES
By the end of Gr. 4 learners By the end of Gr. 5 By the end of Gr. 6 learners By the end of Gr. 7
should be able to: learners should be able should be able to: learners should be able
to: to:
3. vocabulary show knowledge of using show knowledge of show knowledge of using show knowledge of
(continued) incidental learning to get using incidental learning incidental learning to get using incidental
3.7 use incidental meaning of difficult words e.g. to get meaning of meaning of difficult words learning to get
learning  determine meaning of simple difficult words e.g. e.g. meaning of difficult
words based on what the rest  determine meaning of  determine meaning of words e.g.
of the sentence(s) focuses on words based on what difficult words based on  determine meaning
the rest of the what the rest of the of difficult words
sentence(s) focuses sentence(s) focuses on based on what the
on rest of the
sentence(s) focuses
on
3.8 use contextual contextual analysis contextual analysis contextual analysis contextual analysis
skills  find and use context clues for  find and use context  find and use context clues  find and use context
learning new vocabulary clues for learning new for learning new clues for learning
words e.g. words in a vocabulary words e.g. vocabulary words e.g. new vocabulary
sentence or paragraph, words in a sentence or words in a sentence or words e.g. words in a
captions, illustrations and paragraph, captions, paragraph, captions, sentence or
titles that provide information illustrations and titles illustrations and titles that paragraph, captions,
about the text that provide provide information about illustrations and titles
information about the the text that provide
text information about the
text
31
9.4 Writing
At this phase, English Second language learners progress from writing isolated words and phrases, to short paragraphs about themselves or
about very familiar topics. Since many learners at this level are not yet capable either linguistically or intellectually of creating a piece of
written text from scratch, it is important that time is spent building up the language they will need and providing a model on which they can
then base their own efforts. The writing activities should therefore be based on parallel texts and guide the learners, using simple cues. Please
take note that teachers are required to build on what has been taught in previous grades as well. What should differ is the degree of quality
and quantity.
9.4.1 Directed Writing
LEARNING
COMPETENCIES
OBJECTIVES
By the end of Gr. 4 learners By the end of Gr. 5 learners By the end of Gr. 6 By the end of Gr. 7 learners
should be able to: should be able to: learners should be able to: should be able to:
1. write in a  copy chalkboard notes  copy chalkboard notes and  copy chalkboard notes  copy chalkboard notes
variety of and text accurately text correctly and text correctly and text correctly
contexts using  apply knowledge of  apply knowledge of basic  apply knowledge of  apply knowledge of basic
English basic writing writing rules/conventions: basic writing writing rules/conventions:
structures rules/conventions: - punctuation e.g. full stop, rules/conventions: - punctuation e.g. full
- punctuation e.g. full commas, question mark - punctuation e.g. full stop, commas,
stop, commas, commas and apostrophe stop, commas, question mark,
question mark and - spelling, question mark, commas, apostrophe,
apostrophe - capitalisation commas, quotation marks, semi-
- spelling, apostrophe, colon, colon,
- capitalisation quotation marks etc. exclamation mark, etc.
- spelling, - spelling,
- capitalisation - capitalisation
apply knowledge of apply knowledge of concord apply knowledge of apply knowledge of
concord correctly correctly concord correctly concord correctly
 coordinating  coordinating conjunctions:  coordinating  coordinating conjunctions:
conjunctions: conjunctions:
(Note: see examples on the (Note: see examples on the (Note: see examples on (Note: see examples on the
next page) next page) the next page) next page)
32
9.4.1 Directed Writing (continued)
and quantity.
LEARNING
COMPETENCIES
OBJECTIVES
Learners will: By the end of Gr 4 learners By the end of Gr. 5 learners By the end of Gr. 6 By the end of Gr. 7 learners
should be able to: should be able to: learners should be able to: should be able to:
1. write in a variety - for - for - for - for
of contexts using - and - and - and - and
English structures - or - or - or - nor
(continued) - so - so - so - but
- but - but - or
- yet - yet
- so
= (FANBOYS)
 apply knowledge of  apply knowledge of  apply knowledge of
 apply knowledge of
concord (subject-verb concord (subject-verb concord (subject-verb
concord (subject-verb
agreement) correctly, agreement) correctly, e.g. agreement) correctly,
agreement) correctly, e.g.
e.g. - We are learning a new e.g.
- My friends and I were
- I like pizza. song. - They were learning a
playing volley ball.
- Mark likes pizza. - He is travelling to Otavi. new song.
- There were only three
- My dog is clever. - I was the best learner at - Ellen was learning
boys in our class last year.
- It was cold our school last year. French.
- Our young brother
yesterday. - All students at our
stays with our granny
school stay in the
when we are at school.
hostel.
33
LEARNING
COMPETENCIES
OBJECTIVES
Learners will: By the end of Gr 4 learners By the end of Gr. 5 learners By the end of Gr. 6 learners By the end of Gr. 7
should be able to: should be able to: should be able to: learners should be able to:
2. write short  write simple sentences  write compound sentences  write complex sentences  write complex
sentences using visual stimuli, e.g. using coordinating using subordinating sentences using
accurately pictures, diagrams, etc. conjunctions correctly. (Note: conjunctions correctly. subordinating
(Note: A simple Compound sentences are (Note: Complex sentences conjunctions correctly.
sentence describes only made up of two or more describe more than one (Note:
one thing, idea or simple sentences combined thing or idea and have more Complex sentences
question, and has only using a coordinating than one verb in them. They describe more than
one verb), e.g. Our conjunction, e.g. are made up of one one thing or idea and
school soccer team lost - for, “She refused to walk to sentence that can stand on have more than one
their last game of the town for it was raining”. its own, and one or more verb in them. They are
season.) e.g. "She must have broken sentences that cannot stand made up of one
her leg, for she fell down alone, combined using a sentence that can
when she tried to stand up." subordinate conjunction), stand on its own, and
- and, e.g. “He lives in e.g. one or more
Windhoek and studies at - when, “Our school soccer sentences that cannot
UNAM”. team lost their last game of stand alone, combined
- nor/neither, “Mary didn’t the season when they using a subordinate
eat her porridge, nor did she played yesterday”. conjunction.) e.g.
want the milk” - because,” She is going when, because,
- or, e.g. “I could make tea or home, because she is ill”. although, while, etc.
we could order some cool - although, “Although the
drinks”. snake bit the dog, it was not
- yet, “Sophia designs high killed”.
quality yet cheap clothes” - while, “While we were in
- so e.g. “The test was difficult, Tsumeb, it rained”, etc..
so I failed it”.
34
LEARNING
COMPETENCIES
OBJECTIVES
Learners will: By the end of Gr. 4 By the end of Gr. 5 learners By the end of Gr. 6 By the end of Gr. 7 learners
learners should be able should be able to: learners should be able to: should be able to:
to:
3. write long  join sentences using  write simple complex  write complex sentences  write complex and
sentences conjunctions, (e.g. sentences by responding compound sentences
and, but, because). to questions based on
 write simple text/visual materials
sentences using
pictures.
4. organise  organise jumbled  organise jumbled  organise jumbled  organise jumbled
sentences and short sentences into sentences into a sentences into sentences into longer
paragraphs into paragraphs paragraph (max 10 paragraphs (max. 4-5 paragraphs
whole texts (maximum 5 sentences) paragraphs)  rearrange jumbled
sentences). paragraphs into a short text
 organise and (4-5 paragraphs)
sequence ideas.
5. write short texts  apply knowledge of  write a range of short  write short texts for a  write short texts of
punctuation, texts for a variety of variety of purposes e.g. increased difficulty for a
capitalization, etc. purposes e.g. - writing postcards, variety of purposes and
 use verb tenses - writing postcards, - invitations, audiences e.g.
appropriately. - invitations, - designing posters - writing postcards,
 write simple texts for - designing posters using visuals and - invitations,
a variety of purposes using visuals and text text - designing posters using
e.g. - interpreting cartoons - interpreting cartoons visuals and text
- descriptions, - filling in forms - filling in forms - interpreting cartoons
- narratives, - completing - completing - filling in forms
- fill in forms questionnaires questionnaires - completing
- messages - writing notes and - writing notes and questionnaires
- designing posters memos, memos, - writing notes and
- diaries, - diaries, memos,
- recipes, - recipes, - diaries,
- advertisements, - short reports, - recipes,
35
LEARNING
COMPETENCIES
OBJECTIVES
Learners will: By the end of Gr. 4 learners should By the end of Gr. 5 learners By the end of Gr. 6 By the end of Gr. 7
be able to: should be able to: learners should be able learners should be able to:
to:
5. write short texts - advertisements, - short reports,
- sets of short
(continued) - sets of - advertisements,
instructions
instructions, - sets of instructions
36
9.4.2 Creative Writing
and quantity.
1. cooperate  brainstorm ideas and suitable  brainstorm ideas and  sequence ideas in  write an essay (150-180
with others vocabulary for a task (whole suitable vocabulary for a writing task words) on a specific
to produce class, in pairs and groups) on task (pairs/groups/whole  show knowledge of the topic
pieces of given ideas class) writing process  show advanced
writing  draft sentences on given topics,  draft and redraft written knowledge of the writing
(e.g. my pet) work process
 publish work to be read
by others
2. produce well  writing and organising ideas into  write in complete  write with an emerging  write with a specific
organised, short paragraphs (maximum 2 sentences style and sense of style and sense of
coherent paragraphs of 3-4 sentences)  organise paragraphs into audience and purpose audience and purpose
pieces of  write: short essays  write simple formal  write formal letters:
writing - instructions  use chronological order letters: - of complaint
- simple and short reports  write simple informal and - to a teacher/principal - of invitation
 write simple friendly letters by formal letters:  write weather reports - acknowledgement
showing knowledge of: - to a friend; pen friend;  write specific diary - to order something
- own school address relative; teacher, school entries for a - to apply for a
- salutation principal, etc. weekend/week such holiday job
- signing off using e.g.  write a simple report for a as: a trip to Etosha  write a police report
your sister/brother/son/ school’s newsletter  write more detailed (eyewitness at crime
daughter; with love  write a diary entry (e.g. instructions e.g. how scene)
- at least two short one day after an event) to:  write advanced
paragraphs of the body  give explanations instructions e.g. how
 write simple dialogues to:
- use an ATM
37
9.4.2 Creative Writing (continued)
LEARNING
COMPETENCIES
OBJECTIVES
Learners will: By the end of Gr. 4 learners should By the end of Gr. 5 By the end of Gr. 6 By the end of Gr. 7 learners
be able to: learners should be able learners should be able should be able to:
to: to:
2. produce well  write short descriptive and  write instructions e.g. - Make a  write factual and simple
organised, narrative essays of at least (instructions for sandwich argumentative essays
coherent pieces three paragraphs based on making your bed/a - Make porridge (see page 71 for length)
of writing simple topics e.g. My cow; my cup of tea), etc. - find a word in a  write two paragraphs of an
(continued) dog; My home; Somebody I dictionary end to a story
love, etc. (see page 71 for  write narrative and  write a story using a
length) descriptive essays  write picture
 write a paragraph of an end to (see page 71 for factual/informative
a short story length) essays (see page 71
 write a short story using a  write two paragraphs for length)
picture / drawing of an end to a story  write two paragraphs
 write a story using a of an end to a story
picture  write a story using a
picture
38
9.5 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. Please take note that you are required to build on what has been taught in
previous grades as well. What should differ is the degree of quality and quantity.
LEARNING BASIC COMPETENCIES

OBJECTIVES
Learners will: By the end of Gr. 4 learners By the end of Gr. 5 By the end of Gr. 6 By the end of Gr.7 learners
should be able to: learners should be able to: learners should be able to: should be able to:
1. apply knowledge of  identify and use  identify and use  identify and use  identify and use
grammatical different types of nouns (common, nouns (common, nouns (common,
structures and nouns: countable, countable, countable,
conventions at word - common and uncountable, plural, uncountable, plural, uncountable, plural,
and phrase levels countable nouns (e.g. proper, possessive, proper, possessive, proper, possessive,
table, chair) gender, diminutives) gender, diminutives, gender, diminutives,
- uncountable nouns as well as: possessive, possessive,
(e.g. hair, furniture) - plural forms that collective) as well as: collective, abstract,
- plural form with –s or end in –y (e.g. lady - plural forms that nouns with no plural
– es (e.g. house – – ladies; baby – end in –o (e.g. marker) as well as:
houses; bus – buses, babies, but monkey tomato – tomatoes; - nouns ending in –f
church –churches) –monkeys) potato – potatoes. or –fe (e.g. leaf –
- proper nouns used - irregular plural form but radio – radios) leaves, wife –
correctly with a (e.g. mouse – mice, - irregular plural form wives, life – lives
capital (e.g. Namibia, woman –women, (e.g. foot – feet; but roof – roofs)
Esther) man – men) tooth – teeth) - irregular plural form
- possessive form (e.g. - possessive form of - nouns with no (e.g. criterion –
the child’s book, the plural nouns ending plural marker (e.g. criteria, fungus –
children’s books) on –s (e.g. the sheep – sheep, fungi)
- gender (e.g. boy – boys’ rooms; the deer – deer) - nouns with plural
girl, ram- ewe) ladies’ shoes) - nouns with plural forms only (e.g.
- diminutives (e.g. pig – forms only (e.g. mathematics,
piglet, dog – puppy) scissors, trousers) scissors, thanks,
- compound nouns trousers)
- compound nouns
39
9.5 Grammar and usage (continued)
LEARNING BASIC COMPETENCIES

OBJECTIVES
Learners will: By the end of Gr. 4 By the end of Gr. 5 By the end of Gr. 6 By the end of Gr. 7 learners should be
learners should be able learners should be able learners should be able to: able to:
to: to:
1. apply - compound nouns - compound nouns formed with adjective + noun (e.g.
knowledge of formed with noun + formed with noun + blackboard, software)
grammatical noun (e.g. class+room verb (e.g. haircut,
structures and – classroom, breakfast )
conventions at hair+dryer – hairdryer) - abstract nouns
word and - abstract nouns (e.g. (e.g. sarcasm,
phrase levels love, faith) passion)
(continued) - collective nouns(e.g. a
herd of cattle, a
bouquet of flowers)
identify and use  identify and use  identify and use  identify and use pronouns
different types of different types of pronouns (personal, (personal, demonstrative,
pronouns: pronouns: reflexive, reflexive,
- personal pronouns - personal interrogative, interrogative, possessive,
singular (I, he. pronouns: I, he, possessive) indefinite)
she, you, it) and she, you, it, we, - demonstrative - relative pronouns: who, whom,
plural (you, we, they (e.g. I am (singular) this, that whose whoever, whomever,
they) (e.g. I live in hungry. You are (plural) these, which, whichever, that, what,
Windhoek. You my friend.) those (e.g. These whatever. (e.g. (e.g. The boy
eat an apple.) - personal pronouns books are new. who ate my apple is naughty.) ;
- reflexive pronouns used as object: That girl is ill.) - indefinite pronoun: each, every,
(singular) myself, me, you, him her, - interrogative: what, everybody, no-one, one,
yourself, himself, it, us, them. (e.g. I which, who, someone, nobody, anybody,
herself, itself; like her. You are whose, whom everyone (e.g. Everybody loves
(plural) ourselves, his friend.)
40
9.5 Grammar and Usage (continued)
LEARNING
BASIC COMPETENCIES
OBJECTIVES
Learners will: By the end of Gr. 4 By the end of Gr. 5
By the end of Gr. 6 By the end of Gr. 7 learners should be
learners should be able to: learners should be able
learners should be able to: able to:
to:
1. apply themselves, - possessive: my, your, - (e.g. Who is that girl? her. One has to brush one’s
knowledge of yourselves. (e.g. her, his, its, our, their, Whose books do you teeth. Whatever you decide
grammatical They themselves mine, have?) is fine.)
structures and told me. I wash - hers, yours, ours, - indefinite: each, every,
conventions at myself.) theirs (e.g. The everybody, no-one,
word and books are theirs. The one, someone,
phrase levels dog wags its tail.) nobody, anybody,
(continued) everyone (e.g.
Everybody loves her.
One has to brush
one’s teeth.)
 identify and use  identify and use  identify and use  identify and use
different types of different types of adjectives (different adjectives (different types,
adjectives: adjectives: types, position): position, degrees of
- words that describe words (proper - regular comparison):
the noun or adjectives) that comparatives, - formation of adjectives
pronoun: describe the superlatives (e.g. - from nouns (e.g.
- opinion: (e.g. ugly origin of a noun or big – bigger – humour – humoristic,
girl, beautiful pronoun are biggest, pretty –
voice.) always written prettier – prettiest)
- fact – if facts are with a capital (e.g.
listed, they must The Namibian
always be in this girl is pretty. The
order: size, age, Angolan man
temperature, won the lotto.)
shape, colour. (e.g.
it )
41
OBJECTIVES
Learners will: By the end of Gr. 4 learners By the end of Gr. 5 By the end of Gr. 6 By the end of Gr. 7
should be able to: learners should be able to: learners should be able to: learners should be able to:
1. apply knowledge of is a big/new/cold/round - words that describe - irregular - music – musical)

grammatical /red ball) the material and comparatives, from verbs (e.g.
structures and purpose of a noun superlatives help-helpful ;
conventions at word or pronoun (e.g. (e.g. bad – qualify-qualifying)
and phrase levels cotton trousers, worse – worst, - the order of
(continued) school trousers) good – better – adjectives: opinion
- the order of best) adjectives come
adjectives: opinion - using before fact
adjectives come more and most adjectives (e.g. a
before fact (e.g. beautiful – pretty, young
adjectives (e.g. a more beautiful – Namibian lady)
pretty, young most beautiful)
Namibian lady)
- use adjectives in
different positions:
- before the noun
(e.g. a yellow
car, an oval
table)
- after the noun
(e.g. The car is
yellow. The
table is oval.)
42
LEARNING
COMPETENCIES
OBJECTIVES
Learners will: By the end of Gr. 4 learners should By the end of Gr. 5 learners By the end of Gr. 6 By the end of Gr. 7
be able to: should be able to: learners should be learners should be able
able to: to:
1. apply knowledge  identify and use different  identify and use verbs  identify and  identify and use
of grammatical types of verbs: (main, auxiliary, simple use verbs appropriate subject-
structures and - main verbs (e.g. kick, eat, look, tense): (main, verb agreement
conventions at sing) - modals – use modals to auxiliary, (concord)
word and phrase - helping verbs (auxiliary verbs) show a variety of simple tense, - singular/plural (e.g.
levels (continued) (e.g. do/does/did, meanings: continuous There is one child.
have/has/had, be-am/is/are, - ’can’ to show ability (e.g. tense, There are two
was/were), will/would, might, I can run fast.) concord, children.)
can/could, shall/should) - ’may’ to ask for modals) - collective nouns
- different forms of the verb: permission (e.g. May I - tenses: (e.g. Our little group
verbs of ‘to be’: be/been/being, use your pen?) - present is together again.)
am/is/are, was/were - ’must’ to show perfect - command form (e.g.
- regular verbs: necessity/obligation tense (e.g. Sit down. Take out
walk/walks/walked/walking (e.g. You must go to She has your books. Keep
- irregular verbs: bed early.) eaten quiet.)
drink/drank/drunk - ’shall’ and ‘will’ to show bread. - negative form (e.g. I
- tenses: intention/indicate They have do not have enough
- simple present tense – prediction (e.g. We shall gone to money. She does
describes regular actions have a class party. It church.) not eat porridge.)
and universal statements will rain this afternoon.) - question form (e.g.
(e.g. She always eats - ’might’ to show Are you well? Is
bread. They go to church possibility (I might go to she your mother?)
on Sundays. The sun sets town over the
in the west. weekend.)
43
LEARNING
COMPETENCIES
OBJECTIVES
Learners will: By the end of Gr. 4 By the end of Gr. 5 learners By the end of Gr. 6 By the end of Gr. 7
learners should be able to: should be able to: learners should be able learners should be able to:
to:
1. apply knowledge of - simple past tense- - tenses: - past perfect - tenses
grammatical describes - present continuous continuous tense - past perfect
structures and completed actions tense (e.g. She is (e.g. She had continuous tense
conventions at word or events (e.g. She eating bread. They are been eating (e.g. She had
and phrase levels ate bread. They going to church.) bread. They had been eating
(continued) went to church.) - past continuous tense been going to bread. They had
- simple future tense- (e.g. She was eating church.) been going to
describes future bread. They were - future perfect church.)
events or actions going to church.) tense (e.g. She - future perfect
(e.g. she will eat - future continuous will have eaten tense (e.g. She
bread. ; They will tense (e.g. She will be bread. They will will have eaten
go to church.) eating bread. They will have gone to bread. They will
be going to church.) have gone to
church.) church.)
44
LEARNING
COMPETENCIES
OBJECTIVES
Learners will: By the end of Gr. 4 learners By the end of Gr. 5 learners By the end of Gr. 6 By the end of Gr. 7 learners
should be able to: should be able to: learners should be able should be able to:
to:
1. apply knowledge  identify and use adverbs  identify and use  identify and use  identify and use
of grammatical correctly: adverbs correctly: adverbs (types) adverbs (types)
structures and - adverbs describe verbs or - there are different correctly: correctly
conventions at sometimes adjectives (e.g. types of adverbs. - there are different - adverbs have
word and phrase The children sang - adverbs of place types of adverbs. degrees of
levels (continued) beautifully. John is (e.g. here, there) - adverbs of comparison
exceptionally bright.) - adverbs of time frequency (e.g. - adverbs of one
- most adverbs end with –ly. (e.g. tomorrow, often, seldom) syllable form their
(e.g. The dog barks soon) - adverbs of degrees of
loudly.) - adverbs of duration (e.g. comparison by
- some adverbs do not end manner (e.g. briefly, shortly) adding –er and –
in –ly. (e.g. You have quickly, slowly) - adverb of est (e.g fast –
done well. They ran fast.) - you can ask the degree (e.g. faster – fastest)
following questions very, too) - if the adverb has
to determine two or more
whether the adverb syllables, we add
is of place, time or more and most
manner. (e.g. work quietly –
- where? = place work more quietly
- when? = time – worked most
- how? = manner quietly)
- some adverbs
have irregular
degrees of
comparison (e.g.
badly – worse –
worst)
45
LEARNING OBJECTIVES COMPETENCIES

Learners will: By the end of Gr. 4 By the end of Gr. 5 By the end of Gr. 6 By the end of Gr. 7 learners
learners should be learners should be able learners should be able to: should be able to:
able to: to:
1. apply knowledge of  use direct and  use direct and  use direct and  use direct and indirect
grammatical structures and indirect speech indirect speech indirect speech speech correctly: use
conventions at word and correctly: to report correctly: to report correctly: use definite definite rules of the
phrase levels (continued) orally in the simple orally in the simple rules of the reporting reporting verb: (e.g. he
present tense (e.g. “I past tense e.g. ”I verb: (e.g. he says/said)
am tired”. She says am tired”. She said says/said) - if the verb is in the
that she is tired.) that she was tired.) - if the verb is in the present tense (e.g.
present tense (e.g. says) the verb stays
says) the verb the same.
stays the same. - if the reporting verb
- if the reporting verb is in the past tense
is in the past tense (said) the verb will
(said) the verb will change one tense
change one tense back e.g. if in the
back e.g. if in the present tense, it will
present tense, it will change to the past
change to the past tense, if in the past
tense, if in the past tense it will change
tense it will change to the past perfect .
to the past perfect . (e.g. move (present)
(e.g. move changes to moved
(present) changes (past); moved (past)
to moved (past); changes to had
moved (past) moved (past perfect)
46

Learners will: By the end of Gr. 4 By the end of Gr. 5 By the end of Gr. 6 learners By the end of Gr. 7
learners should be learners should be should be able to: learners should be able
able to: able to: to:
1. apply knowledge of - changes to had moved - the punctuation
grammatical structures and (past perfect) marks: colon,
conventions at word and - the punctuation marks: comma and
phrase levels (continued) colon, comma and inverted commas
inverted commas fall fall away
away - the pronoun
- the pronoun changes changes from the
from the first person to first person to the
the third person (e.g. I third person (e.g. I
– he or she) – he or she)
- the adverbs of time - the adverbs of time
and place changes and place changes
(e.g. here – there; now (e.g. here – there;
– then; today – that now – then; today –
day that day
47
OBJECTIVES
Learners will: By the end of Gr. 4 By the end of Gr. 5 By the end of Gr. 6 By the end of Gr. 7
learners should be able to: learners should be able to: learners should be able learners should be able
to: to:
1. apply knowledge of  identify and use  identify and use  articles correctly:  identify and use
grammatical articles correctly: articles correctly: articles introduce articles correctly:
structures and articles introduce nouns: articles introduce nouns: nouns: articles introduce
conventions at word - indefinite article a/an - indefinite article a/an - indefinite article nouns:
and phrase levels (e.g. a book; an (e.g. a book; an a/an (e.g. a book; - indefinite article a/an
(continued) apple) apple) an apple) (e.g. a book; an
- ‘an’ is used only - ‘an’ is used only - ‘an’ is used only apple)
when the noun when the noun when the noun - ‘an’ is used only
starts with a vowel starts with a vowel starts with a when the noun
– a, e, i, o, u and – a, e, i, o, u as vowel – a, e, i, o, starts with a
the silent ‘h’ (e.g. and the silent ‘h’ u as and the vowel – a, e, i, o,
an honest boy) (e.g. an honest silent ‘h’ (e.g. an u as and the
- it is used when boy) honest boy) silent ‘h’ (e.g. an
you are not - it is used when you - it is used when honest boy)
referring to a are not referring to you are not - it is used when
particular person a particular person referring to a you are not
or thing (e.g. She or thing (e.g. He particular person referring to a
has a new bike.) has a new bike.) or thing (e.g. She particular person
- it is used when - it is used when has a new bike.) or thing (e.g. She
talking about a talking about a - it is used when has a new bike.)
person’s job (e.g. person’s job (e.g. talking about a - it is used when
She’s a teacher.) She’s a teacher.) person’s job (e.g. talking about a
- definite article the - definite article the She’s a teacher person’s job (e.g.
e.g. the child; the (e.g. the child; the She’s a teacher.)
donkey donkey)
48
OBJECTIVES
should be able to: learners should be able learners should be able learners should be able
to: to: to:
1. apply knowledge of - definite article the - ‘the’ is used when - definite article the - definite article
grammatical - ‘the’ is used when one one refers to a (e.g. the child; the ‘the’ (e.g. the child;
structures and refers to a specific specific donkey) the donkey)
conventions at word person/thing (e.g. person/thing (e.g. - ‘the’ is used when - ‘the’ is used when
and phrase levels thank you for the thank you for the one refers to a one refers to a
(continued) flowers = the ones you flowers = the ones specific specific
brought me.) you brought me.) person/thing person/thing (e.g.
- it is also used with - it is also used with (e.g. thank you thank you for the
names of rivers, names of rivers, for the flowers = flowers = the ones
groups of islands or groups of islands the ones you you brought me.)
mountains and deserts or mountains and brought me.) - it is also used with
(e.g. The Atlantic deserts (e.g. The - it is also used with names of rivers,
Ocean is beautiful.) Atlantic Ocean is names of rivers, groups of islands
- it is used in front of beautiful.) groups of or mountains and
musical instruments - it is used in front of islands or deserts (e.g. The
(e.g. I play the piano.) musical mountains and Atlantic
- use no article with instruments (e.g. I deserts (e.g.
uncountable play the guitar.) The Atlantic
- use no article Ocean is
beautiful.)
49

learners should be learners should be able to: learners should be able learners should be able
able to: to: to:
1. apply knowledge of nouns or with uncountable - it is used in front Ocean is
grammatical structures and countable nouns nouns or countable of musical beautiful.)
conventions at word and in plural, when nouns in plural, instruments (e.g. - it is used in front of
phrase levels (continued) you are talking in when you are talking I play a guitar.) musical instruments
general (e.g. I in general (e.g. I - use no article with (e.g. I play the
love flowers. love flowers. uncountable piano.)
Teachers are well Teachers are well nouns or - use no article with
paid.) paid.) countable nouns uncountable nouns
- when a school, - when a school, in plural, when or countable nouns
prison, court, prison, court, you are talking in in plural, when you
hospital is hospital is referred general (e.g. I are talking in
referred to as an to as an institution love flowers. general (e.g. I love
institution (e.g. (e.g. When do the Teachers are well flowers. Teachers
When do the children finish paid.) are well paid.)
children finish school? She is in - when a school, - when a school,
school? She is in hospital.) prison, court, prison, court,
hospital.) hospital is hospital is referred
referred to as an to as an institution
institution (e.g. (e.g. When do the
When do the children finish
children finish school? She is in
school? She is in hospital.)
hospital.)
50
OBJECTIVES
should be able to: learners should be able to: learners should be able learners should be able
to: to:
1. apply knowledge of  identify and use  identify and use  identify and use  identify and use
grammatical prepositions correctly: prepositions correctly: prepositions prepositions
structures and - use prepositions to - use prepositions correctly: correctly:
conventions at word convey a variety of to show purpose and - use prepositions - recognise how
and phrase levels meaning – a preposition means – for, with to show prepositions
(continued) - usually comes (e.g. We jog every concession – collocate with other
before a day for fun.) despite (e.g. words – in search
noun/pronoun and - to show comparison Despite her pain, of, search for, pick
gives information – than (e.g. I am she still competed.) up (e.g. I am in
about how, when or taller than you.) - to show support/ search of wisdom. I
where something - use and combine - opposition - for, have searched for
has happened; prepositions to form with, against (e.g. my book the entire
- is used to show complex He is against you day.)
position – on, under, prepositions like in going.)
above, next to, front of, because of,
behind, below (e.g. in spite of (e.g. She
She sits under the was walking in front
table; of me.)
- is used to show
direction – towards,
to, from, up, down
(e.g. The cat was
running towards
her.
- is used to show time
– on, during, at (e.g.
51
OBJECTIVES
Learners will: By the end of Gr. 4 By the end of Gr. 5 learners By the end of Gr. 6 By the end of Gr. 7
learners should be able should be able to: learners should be able learners should be able
to: to: to:
1. apply knowledge of On Mondays,
grammatical structures during the
and conventions at holidays, at 8
word and phrase levels o’clock we will
(continued) have extra class.)
 shows possession
– with, without
(The girl, without
friends, is
unhappy.)
 identify and use  identify and use  identify and use  identify and use
conjunctions (a conjunctions (a conjunctions (a conjunctions (a
conjunction is used to conjunction can be used) conjunction can be conjunction can be
connect words or to show how: used): used):
clauses) such as: - it can be used to show - to show cause - to show choice –
- and, because, if, addition – and (e.g. and effect – so either…or,
but, however (I You and I are going to that, therefore, neither…nor (e.g.
like you because town.) since (e.g. Since Neither John nor
you are kind.) - it can be used to show you did not James is going.
sequence – then, next attend, you will be - Neither John nor
(e.g. You shower first punished.) the boys are going
then we go to town.) - for condition – if, to town.)
- it can be used to show until, unless (e.g.
contrast – but, She will not
however, although forgive you
52
OBJECTIVES
to: to:
1. apply knowledge of - (e.g. I want to leave unless you
grammatical but have to wait for apologise.)
structures and her.)
conventions at - it can be used to
word and phrase show reason –
levels (continued) because, as (I will
pass because I
work hard.)
2. apply knowledge  identify different types of  construct simple and  use different types  use different types of
of grammatical sentences: there are four compound sentences of clauses to clauses to construct
rules at sentence main types of sentences: - a compound construct complex complex sentences (a
level ((a) A - a statement – used sentence contains sentences (a complex sentence
sentence is a group when we tell someone more than one verb. complex sentence contains a main idea
of words that are in something and always (e.g. Elizabeth did contains a main idea which has been
order. (b) A ends with a full stop. not listen to the which has been expanded by adding
sentence always e.g. (Taimi is baking a radio because she expanded by adding clauses):
starts with a capital cake.) had too much clauses): - a comparison
letter and ends with - a question – used when homework.) - a comparison clause (e.g. I eat
either a full stop, we ask a question and - simple sentences clause (e.g. I eat more than you
question mark or always ends with a can be linked with more than you do.)
exclamation mark) question mark. (e.g. conjunctions (e.g. do.) - a relative clause
When is your birthday?) and, but, because) - a relative clause (e.g. He is looking
- an exclamation is used to form a compound (e.g. He is looking for the bag which
to express sentence. (e.g. She for the bag which he has lost.)
is happy. She did he - an adverbial clause
the best in the test
53
OBJECTIVES
to: to:
2. apply knowledge of feelings and always . = She is happy has lost.) (e.g. The children
grammatical rules at ends with an because she did the - an adverbial do as they are
sentence level ((a) A exclamation mark. best in the test.) clause (e.g. The told.)
sentence is a group (e.g. I can’t stand that children do as
of words that are in noise!) they are told.)
order. (b) A sentence - a command / request
always starts with a – used when giving
capital letter and instructions and
ends with either a full always ends with a
stop, question mark full stop. (e.g. Open
or exclamation mark) your books at page
9.)
54
OBJECTIVES
Learners will: By the end of By the end of Gr. 5 By the end of By the end of Gr. 7 learners should be able to:
Gr. 4 learners learners should be Gr. 6 learners
should be able able to: should be able
to: to:
2. apply  construct and use active and passive sentences
knowledge of correctly:
grammatical - active sentence (the main rule is that the verb
rules at must remain the same tense e.g.
sentence level  He kicks the ball (active sentence; simple
((a) A sentence is present tense): subject-verb-object
a group of words - passive sentence (object-verb-subject – not
that are in order. always necessary); when passive is formed the
(b) A sentence auxiliary verb be and the past participle are
always starts with used e.g.
a capital letter  The ball is (verb to be; simple tense) kicked
and ends with by him (past participle).
either a full stop,  They kicked the balls.(active: simple past
question mark or tense)
exclamation  The balls were (verb to be; simple past
mark). tense) kicked (past participle) by them.
 He has eaten (present perfect tense) an
apple.
 An apple has (present perfect tense) been
(be) eaten (past participle) by him.
55
OBJECTIVES
should be able to: learners should be able to:learners should be able learners should be able
to: to:
2. apply knowledge  construct and use simple  construct and use  construct and use  construct and use
of grammatical sentences: A simple simple sentences: A simple sentences: A simple sentences: A
rules at sentence sentence contains: simple sentence simple sentence simple sentence
level ((a) A - a subject and a verb (e.g. contains: contains: contains:
sentence is a group She (subject) sings - a subject and a verb - a subject and a - a subject and a
of words that are in (verb).) (e.g. She (subject) verb (e.g. She verb (e.g. She
order. (b) A - a subject, verb and sings (verb).) (subject) sings (subject) sings
sentence always sometimes an object - a subject, verb and (verb).) (verb).)
starts with a capital (e.g. She (subject) sings sometimes an object - a subject, verb - a subject, verb and
letter and ends with (verb) a song (object).) (e.g. She (subject) and sometimes sometimes an
either a full stop, - determine the: sings (verb) a song an object (e.g. object (e.g. She
question mark or - subject by asking: (object).) She (subject) (subject) sings
exclamation mark). Who/What is doing - determine the: sings (verb) a (verb) a song
the action? - subject by song (object).) (object).)
- verb by asking: What asking: - determine the: - determine the:
is being done? Who/What is - subject by - subject by
- object by asking: doing the action? asking: asking:
Whom/What is having - verb by asking: Who/What is Who/What is
something done to it? What is being doing the doing the
NB: A sentence has two main done? action? action?
parts: a naming part or subject - object by asking: - verb by - verb by asking:
(contains the noun/pronoun) To whom/what is asking: What What is being
(e.g. Ruth caught the bus.) AND something done? is being done?
a doing part or predicate done? - object by
(contains the verb up to the end - object by asking: To
asking: To whom/what is
whom/what
56
OBJECTIVES
to: to:
2. apply knowledge of the sentence.) (e.g. Ruth is something something
of grammatical caught the bus.) NB: A sentence has two done? done?
rules at sentence - write simple sentences main parts: a naming part NB: A sentence has two NB: A sentence has two
level ((a) A (e.g. I love reading. ; The or subject (contains the main parts: a naming main parts: a naming part
sentence is a group cat eats fish.) noun/pronoun) (e.g. Ruth part or subject (contains or subject (contains the
of words that are in - use jumbled (put together caught the bus.) AND a the noun/pronoun) (e.g. noun/pronoun) (e.g. Ruth
order. (b) A without order/sense) doing part or predicate Ruth caught the bus.) caught the bus.) AND a
sentence always words to make sentences (contains the verb up to the AND a doing part or doing part or predicate
starts with a capital (e.g. ate friend’s her end of the sentence.) (e.g. predicate (contains the (contains the verb up to the
letter and ends with pancake she = She ate Ruth caught the bus.) verb up to the end of the end of the sentence.) (e.g.
a full stop, question her friend’s pancake.) - write simple sentence.) (e.g. Ruth Ruth caught the bus.)
mark or sentences (e.g. I caught the bus.) - write simple
exclamation mark). love reading. ; The - write simple sentences (e.g. I
cat eats fish.) sentences (e.g. I love reading. ; The
- use jumbled (put love reading. ; cat eats fish.)
together without The cat eats fish.) - use jumbled (put
order/sense) words - use jumbled (put together without
to make sentences together without order/sense) words
(e.g. ate friend’s her order/sense) to make sentences
pancake she = She words to make (e.g. ate friend’s her
ate her friend’s sentences (e.g. pancake she = She
pancake.) ate friend’s her ate her friend’s
pancake she = pancake.)
She ate her
friend’s pancake.)
57
OBJECTIVES
to: to:
3. apply knowledge  identify and use  identify and use  identify and use  identify and use
of punctuation and punctuation marks punctuation marks punctuation marks punctuation marks
spelling correctly correctly correctly correctly correctly:
- capital letters are used: - apostrophe is used: - dash is used - quotation marks are
 to begin sentences  for indicating  for giving used:
(e.g. My dog is old.) possession (e.g. extra  for indicating
 are used for proper the children’s information or direct speech
nouns, titles, toys, the cooks’ an additional (e.g. “I want to
nationalities, pies) thought (e.g. go to the
languages and initials  in contractions John is going library.”)
of people (e.g. (e.g. it’s = it is ; on a trip to  for indicating
Americans ; English ; we’ve = we Robben titles (“The
W.G. Grace) have) Island – in Great
 for the pronoun I (e.g. - hyphen is used: South Africa – Elephant”)
Thomas and I will go  for compound for the day.) - ellipsis is used:
shopping tomorrow.) words (e.g. well-  to give further  for indicating
- full stops are used: known ; passer- explanation in that the unit is
 to end sentences by) a sentence unfinished (e.g.
(e.g. I am tired (e.g. Our bags John is
today.) were packed unsure…)
 to show that some – we were
words have been ready to go.)
shortened (e.g. Capt. - colon is used
Witbooi)  for indicating
- commas are used: direct speech
 for separating nouns in a dialogue.
58
OBJECTIVES
to: to:
3. apply knowledge - in a list (e.g. I bought - (e.g. Mr Shozi
of punctuation and milk, sugar, meat and said: “Are
spelling correctly coffee.) you ready for
- after yes/no. (e.g. the exam? ”)
Yes, thank you.) - for listing
- question marks are used: items which
- for indicating the end add meaning
of a question. (e.g. to the word
Are you hungry?) before it (e.g.
- exclamation marks are The following
used: learners were
- for indicating strong absent: John,
feelings in a sentence Marcus, Lydia
(e.g. I hate broccoli!) and Matthew.)
- semi-colon is
used:
- for joining two
complete
sentences in the
place of
conjunctions (e.g.
Mile’s eyes began
to close; I too was
feeling tired.)
59
Learning COMPETENCIES
objectives
Learners will: By the end of Gr. 4 By the end of Gr. 5 learners By the end of Gr. 6 By the end of Gr. 7 learners
learners should be able should be able to: learners should be able should be able to:
to: to:
3. apply use spelling rule to spell use spelling rule to spell use spelling rule to spell use spelling rule to spell
correctly (Note that the correctly (Note that the only correctly (Note that the correctly (Note that the only fool-
knowledge
only fool-proof rule is that fool-proof rule is that all only fool-proof rule is that proof rule is that all spelling rules
of all spelling rules in English spelling rules in English have all spelling rules in English in English have exceptions.
punctuation have exceptions. exceptions. Nevertheless, have exceptions. Nevertheless, many writers find
and spelling Nevertheless, many many writers find that certain Nevertheless, many writers that certain rules help them to
writers find that certain rules help them to remember find that certain rules help remember how to spell particular
correctly
rules help them to how to spell particular types of them to remember how to types of words)
remember how to spell words) spell particular types of
particular types of words) words)  doubling a final consonant
 dropping the final e double a final single
 using i before e drop the final e before a  changing a final y to i consonant before a suffix
- use i before e, suffix beginning with a change a final y to i beginning with a vowel when
except after c, or vowel (a, e, i, o, u) but not before a suffix, unless both of these conditions exist:
when sounded as before a suffix beginning the suffix begins with i. (a) a single vowel precedes
"a" as in with a consonant. the consonant;
"neighbour" and Examples: (b) the consonant ends an
"weigh." Examples: defy + ance = defiance accented syllable or a one-
ride + ing = riding party + es = parties syllable word.
Examples: believe, chief, guide + ance = guidance pity + ful = pitiful
piece, and thief; deceive, hope + ing = hoping try + es = tries Examples:
receive, weigh, and freight entire + ly = entirely try + ing = trying stop + ing = stopping
like + ness = likeness copy + ing = copying admit + ed = admitted
Common exceptions: arrange + ment = arrangement occupy + ing = occupying occur + ence = occurrence
efficient, weird, height, stoop + ing = stooping
neither, ancient, caffeine, Common exceptions: truly, Common exceptions: benefit + ed = benefited
foreign noticeable journeying, memorise delight + ful = delightful
60

learners should be learners should be able to: learners should be able learners should be able
able to: to: to:
4. apply knowledge of a  show  show understanding  show  show understanding
variety of appropriate, understanding of of and use idiomatic understanding of of and use idiomatic
imaginative idiomatic and use idiomatic expressions correctly: and use idiomatic expressions
expressions (an expressions - use idiomatic expressions correctly:
expression or a short correctly: expressions correctly: - use idiomatic
phrase to relate a specific - use simple appropriate to - use idiomatic expressions
idea) idioms correctly purpose (e.g.”You expressions appropriate to
(e.g. Look before should be friends appropriate to purpose (e.g.”You
you leap; Pull up with that smart boy purpose (e.g.”You should be friends
your socks.) because birds of a should be friends with that smart boy
- Interpret simple feather flock with that smart because birds of a
idiomatic together.” boy because feather flock
expressions (Pull - use idiomatic birds of a feather together.”
up your socks. = expressions to flock together.” - Use idiomatic
You must work create effect (e.g. Be - use idiomatic expressions to
harder.) careful what you say expressions to create effect (e.g.
about that girl create effect (e.g. Be careful what you
because what goes Be careful what say about that girl
around comes you say about because what goes
around.) that girl because around comes
what goes around around.)
comes around.)
61
OBJECTIVES
Learners will: By the end of Gr. 4 learners By the end of Gr. 5 learners By the end of Gr. 6 learners By the end of Gr. 7 learners
5. acquire and  figure out their meanings  figure out their meanings  figure out their meanings  identify and use
expand from context –by being from context –by being from context –by being homonyms (words that
vocabulary attentive to how words attentive to how words attentive to how words have the same sound or
capacity are used are used are used spelling but are different in
 look the words up  look the words up  look the words up meaning)to expand
 carry out a search on a  carry out a search on a  carry out a search on a vocabulary knowledge
word to add vocabulary word to add vocabulary word to add vocabulary NOTE: The term homonym
learning learning learning refers generally to:
 complete vocabulary quiz  complete vocabulary quiz  complete vocabulary quiz - homophones – words that
 define and use new  define and use new  define and use new are pronounced the same
words into sentences words into sentences words into sentences but have different
 create associations and  create associations and  create associations and meanings (e.g. which-
connections to remember connections to remember connections to remember witch ; weather-whether ;
meanings of new words meanings of new words meanings of new words soul-sole)
 use mnemonics  use mnemonics  use mnemonics - homographs – words that
 use the following to  use the following to  use the following to are spelled the same but
expand vocabulary expand vocabulary expand vocabulary have different meanings
knowledge: knowledge: knowledge: (e.g. I refuse to go. – The
- antonyms (words - antonyms (words - antonyms (words refuse must be collected
that are opposite in that are opposite in that are opposite in every Wednesday. ; I bow
meaning e.g. loud – meaning e.g. loud – meaning e.g. loud – my head when I pray. –
soft ; sweet – sour) soft ; sweet – sour) soft ; sweet – sour) My hair is tied in a bow. ;
- synonyms (words - synonyms (words - synonyms (words The dogs bark all night
that are similar in that are similar in that are similar in long. – Let’s use the bark
meaning (e.g. fast- meaning (e.g. fast- meaning (e.g. fast- of that tree as part of our
quickly ; pretty- quickly ; pretty- quickly ; pretty- decorations.)
lovely) lovely) lovely),
- homonyms
62
10. Assessment
A learner-centred curriculum and learner-centred teaching use a broad range of knowledge and
skills which are relevant to the knowledge-based society. The competencies in the syllabus state
what understanding and skills a learner must demonstrate as a result of a teaching-learning
process, and which competencies will be assessed. However, it is intended that the curriculum
should focus on learning, not on assessment and examination. Assessment and examination are
only to support learning.
10.1 Continuous assessment
In order to capture the full range and levels of competence, a variety of formal and informal
continuous assessment situations is needed to give a complete picture of the learner’s progress
and achievements in English Second Language. Continuous assessment must be clear, simple
and manageable, and explicitly anchored in learner-centred principles and practice. English
Second language teachers must elicit reliable and valid information of the learner’s performance in
the basic competencies. The information gathered about the learners’ progress and achievements
should be used to give feedback to the learners about their strong and weak points, where they are
doing well, and why, and where, how and why they need to try harder. The parents should be
informed regularly about the progress of their child in all subjects, be encouraged to reward
achievements, and given suggestions as to how they can support the child's learning activities.
The learner’s progress and achievements in this subject must be reported to parents in the school
report.
10.2 Formative and summative assessment
The two modes of assessment used are formative continuous assessment and summative
assessment. Formative continuous assessment is any assessment made during the school year in
order to improve learning and to help shape and direct the teaching-learning process. Assessment
has a formative role for learners if and when:
- it is used to motivate them to extend their knowledge and skills, establish sound values, and to
promote healthy habits of study
- assessment tasks help learners to solve problems intelligently by using what they have learned
- the teacher uses the information to improve teaching methods and learning materials
Summative assessment is an assessment made at the end of the school year based on the
accumulation of the progress and achievements of the learner throughout the year in a given
subject, together with any end-of-year tests or examinations. The result of summative assessment
is a single end-of-year promotion grade.
10.3 Informal and formal methods
The teacher must assess how well each learner is mastering the basic competencies described in
the English Second Language 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 and in their participation in general,
through structured observation of each learner’s progress in learning and practice situations while
they are investigating things, interpreting phenomena and data, applying knowledge,
communicating and making value judgements.
When it is necessary to structure assessment more formally, the English Second Language
teacher should as far as possible use situations similar to ordinary learning and practice situations
to assess the competency of the learner. Formal written and oral tests can be used to assess only
a limited range of competencies and therefore should not take up a great deal of time. Short tests
should be limited to part of a lesson and only in exceptional cases use up a whole lesson.
63
10.4 Evaluation
Information from informal and formal continuous assessment is to be used by the English Second
Language teacher to ascertain where it is necessary to adapt methods and materials to the
individual progress and needs of each learner. At the end of each main unit of teaching, and at the
end of each term, the teacher, together with the learners, should evaluate the process in terms of
tasks completed, participation, what the learners have learnt, and what can be done to improve the
working atmosphere and achievements of the class.
10.5 Criterion-referenced grades
When grades are awarded in continuous assessment, it is essential that they reflect the learner’s
actual level of achievement in the competencies, and are not related to how well other learners are
achieving or to the idea that a fixed percentage of the learners must always be awarded a Grade
A, B, C, and so on (norm-referencing). In criterion-referenced assessment, each letter grade must
have a descriptor for what the learner must demonstrate in order to be awarded the grade. Grade
descriptors must be developed for each subject for each year. It is important that teachers in each
department/section work together to have a shared understanding of what the grade descriptors
mean, and how to apply them in continuous assessment, so that grades are awarded correctly and
consistently across subjects. Only then will the assessment results be reliable.
10.6 Grade descriptors
The learner’s summative achievement in the specific objectives will be shown in letter grades A to
E, where A is the highest and E the lowest grade for learners achieving minimum competency
level. In cases where a learner has not reached the minimum level of competency a U will be
awarded. When letter grades are awarded, it is essential that they reflect the learner’s actual level
of achievement in relation to the specific objectives. The relation between the letter grades and
specific objectives is shown in the table below.
%
Grade Competency descriptions
Range
Achieved competencies exceptionally well. The learner is outstanding
A 80%+
in all areas of competency.
Achieved competencies very well. The learner’s achievement lies
70-
B substantially above average requirements and is highly proficient in most
79%
areas of competency.
60- Achieved competencies well. The learner has mastered the
C
69% competencies and can apply them in unknown situations and contexts.
Achieved competencies satisfactorily. The learner’s achievement
50-
D corresponds to average requirements. The learner may be in need of
59%
learning support in some areas.
Achieved the minimum number of competencies to be considered
40- competent. The learner may not have achieved all the competencies, but
E
49% the learner’s achievement is sufficient to exceed the minimum competency
level. The learner is in need of learning support in most areas.
Not achieved the minimum number of competencies. The learner has
not been able to reach a minimum level of competency, even with
U 0-39%
extensive help from the teacher. The learner is seriously in need of
learning support.
64
10.7 Conducting and recording assessment
Continuous assessment should be planned and programmed at the beginning of the year, and kept
as simple as possible. Marks given for class work, homework activities and short tests may be
recorded for continuous assessment.
10.8 Assessment objectives
The assessment objectives for second language are:
10.8.1 Listening and responding
The 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 initiate discussions and to communicate effectively
10.8.2 Reading and responding, including literature

1. read aloud to entertain and convey understanding of the text
2. read silently from a variety of texts to extract general and specific information
3. read and respond to a variety of texts, including prescribed literary texts
10.8.3 Writing

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
10.8.4 Grammar and usage

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
10.9 Continuous assessment: Detailed guidelines
Assessment will consist of both informal and formal continuous assessment. These continuous
assessments must be carefully planned and marked according to a marking scheme, marking
criteria or memorandum. The criteria used to assess the activities other than tests should be given
to the learner before the assessment activity. Internal tests are allowed as part of formal
continuous assessment. Continuous assessment will count 50% towards the final year grade
(promotion) and an internally set end-of-year examination will count 50 % [50 marks + 50 marks =
100]. Various question types should be used to test a broad range of skills
Teachers should note that there is no selection of the best marks in English Second Language.
Where the teacher has given more than the minimum activities specified herein, a record book
must be used for recording and the averages per learner per skill must be worked out. The
average mark of the learner per skill should then be transferred to the appropriate column on the
65
CA record sheet towards the end of each trimester. A copy of all formal assessment activities,
including the mark schemes and or memorandum, record book and the CA record sheet must be
kept safely.
Listening
Learners' listening comprehension should be assessed formally at least twice per term. For this
purpose teachers will have to set a listening test that should be answered in writing. The marks
are recorded in the column for Listening Comprehension on the CA Record Sheet.
Speaking
Learners' speaking proficiency should be graded at least twice per term: once for a prepared
speech and once unprepared. The marks are recorded in the appropriate columns on the CA
Record Sheet.
Reading and literature

Reading (aloud) proficiency should be assessed at least once per term. It should preferably be
done by means of a text that the learners have prepared beforehand. The teacher may assess
reading comprehension by asking a few questions which the learner should answer orally, but
please note that the formal assessment of reading comprehension is done in the Reading and
Directed Writing exercises.
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 or drama)

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. Senseless “sing-song” chorusing must never be encouraged or
permitted. However, teachers who are well versed in coaching a speech chorus (verse-
speaking choir) are encouraged to use that skill in the classroom, because it usually adds
enjoyment to the poetry lesson.
Minimum prescribed reading per grade:
Grade 4: 4 poems AND a choice of 3 short stories OR 1 short novel/drama per annum
Grade 5: 5 poems AND a choice of 4 short stories OR 1 short novel/drama per annum.
66
Recommended extensive reading per grade:
Grade 4: 4 short stories and 1 short novel/drama per annum
Grade 5: 5 short stories and 2 short novel/drama per annum.
Grade 6: 6 short stories and 3 short novel/drama per annum.
Grade 7: 7 short stories and 4 short novel/drama per annum
Reading and directed writing

Although the CA record sheet makes provision for only one reading and directed writing task per
trimester, tasks containing reading texts on which various question types are set should be taught
and assessed regularly throughout the term. 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 reading comprehension. At least one
task should be marked by the teacher and entered on the CA record sheet.
Grammar
Grammar and vocabulary are the building blocks of language and therefore learners must acquire
a sound knowledge of the sounds, words and grammar of the language in order to be able to
communicate effectively. Therefore the assessment of grammar has now been included
pertinently in the continuous assessment schedule as well as in the end-of-year examination
paper. Despite the fact that reading and directed writing tasks may include grammar questions, at
least one comprehensive grammar test should be written per term and the marks entered on the
CA record sheet. Also in this case it is important to note that grammar should be assessed
within context.
Dictation/Spelling
Dictation in the form of sentences or a paragraph which is read to the learners will assess learners'
spelling proficiency in the language. It is important that learners get 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. 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 4: 60-80 words
Shorter tasks:
67
Summary of continuous assessment:
Skills Area Marks Total
1. Listening
Listening Comprehension 10
Listening Comprehension 10
Total: 20
2. Speaking
Prepared speech 10
Unprepared speech 10
Total: 20
3. Reading & Literature
Reading aloud 10
Reading Comprehension 10
Literature 10
Total: 30
4. Reading & Directed Writing
Reading & Directed Writing Task 10 10
Grammar 10
Dictation 10
Total: 20 ÷ 2 10
5. Continuous Writing
Composition 10
Shorter piece 10
Total: 20÷2 = 10
TOTAL 100
10.9.5 End-of-term mark for the report
The CA marks for one term (trimester) add up to 100. This mark should be used for the report at
the end of term 1 and 2. Schools wanting to organise a short end of term test series, can let the
learners write one Reading and Directed Writing task, plus a dictation, during the test series. The
marks for these tasks will then form part of the formal CA marks. It should be entered on the CA
record sheet and, along with the CA marks for the other components, will make up the report mark.
It is unacceptable to let the learners write essays and shorter pieces of continuous writing on the
last school day, in an attempt to keep them at school until the last day. This practice is not
educationally sound, because it can lead to negative attitudes towards continuous writing.
68
10.10 End-of-year examination
An internal end-of-year examination will be written in all English Second Language. The purpose
of this examination is to assess the extent to which each learner has mastered the learning
objectives for that year. Preparing for and conducting this examination should not take up more
than two weeks altogether right at the end of the year.
The end-of-year written examination will consist of two papers.
GRADES 4 AND 5 Time Marks
1 Paper 1: Reading and Directed Writing

1h 30 30
Paper 1 consists of two parts. The range of questions in paper 1 could min.
include: multiple choice questions; true/false questions, matching questions
and sentence length questions.
Part 1: Reading Skills and Part 2: Directed Writing and

Grammar (15 marks) Literature (15 marks)
Questions should be set on two or Three tasks will be set. Task 1 will
three unseen narrative, informative or be a form filling or questionnaire
document texts (approximately 250 – completion exercise (1x5 marks).
300 words) and can include visual Task 2 will be another directed
materials. Do not use two texts of writing task based on lexical and/or
the same type. Questions will visual information and requiring a
assess detailed comprehension (10 range of types of answers (1x5
marks) and grammar (5 marks) and marks).
will include a range of question types. Task 3 will consist of literature
questions based on an extract from
one of the literature works done
during the year.
(1x5)
2 Paper 2: Continuous Writing
Two 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 1 hour 20
provided where necessary. See page 66 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 66 of this syllabus for information on the
number of words required of each grade. (10 marks).
TOTAL EXAMINATION MARK: 50
69
GRADES 6 & 7 Time Marks
Paper 1: Reading and Directed Writing
Paper 1 consists of three parts. The range of questions in paper 1 could

include: multiple choice questions; true/false questions, matching
questions and questions requiring sentence length answers.
Part 1: Reading comprehension and grammar (40 marks)

Questions should be set on three unseen texts (approximately 300 – 400
words), including one narrative, one informative and one document text.
Questions will assess detailed comprehension (30 marks) and grammar
(10 marks) and will include a range of question types. 40
2 hrs
Part 2: Directed writing (20 marks)
Three tasks will be set. Task 1 will be a form filling or questionnaire
completion exercise (1x5 marks). Tasks 2 and 3 will be other directed
writing tasks based on lexical and/or visual information and requiring a
range of types of answers to a total of 15 marks. 20
Part 3: Literature (10 marks)

Part 3 will consist of literature questions based on an extract from one of
the literature works done during the year. Questions can include a range
of question types.
10
Total Paper 1: 70
Paper 2: Continuous Writing
Part 1: Essay (20 marks)

Learners will write a descriptive or narrative essay on one of four topics
(Grade 6: 100-120 words; Grade 7: 120-180 words)
1h: 15
min
Part 2: Shorter task (10 marks)
Learners will write a shorter task on one of three topics (e.g. informal or
simple formal letter, report). (Grade 6: 80-100 words; Grade 7: 100-120
words) Stimulus material will be provided where necessary.
Total Paper 2: 30
TOTAL EXAMINATION MARK: 100
70
10.11 Promotion marks
Continuous assessment will contribute 50% towards the final year grade and an internal
end-of-year examination will contribute 50 % [50 marks + 50 marks = 100].
The weighting of each assessment component is as follows:
Grades 4 and 5
COMPONENT DESCRIPTION MARKS WEIGHTING
Continuous Various language
100 50%
assessment skills
Paper 1 30 30%
Written examination
Paper 2 20 20%
Total: 100%
Grades 6 and 7
COMPONENT DESCRIPTION MARKS WEIGHTING
Continuous Various language
100 50%
assessment skills
Paper 1 70 35%
Written examination
Paper 2 30 15%
Total: 100%
10.12 Specification grid

Continuous Paper Paper
Assessment Objective
Assessment 1 2
Listening & Responding 1 √
Reading & Responding 1 √ √
Writing 1 √ √
Writing 2 √
Writing 3 √ √
Writing 4 √ √ √
Grammar & Usage 1 √ √ √
10.13 Assessment rubrics/criteria

The assessment rubrics for English Second Language start on page 81 of this syllabus.
71
11.1 Glossary Appendix 1
Acrostic poems verse in which certain letters such as the first in each
line forms a word
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
Contextual analysis involves inferring the meaning of an unfamiliar word by
scrutinising the text surrounding it
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 takes place during structured assessment under
Evaluation: controlled conditions
Humorous: funny, amusing
Imaginary: not real, something made up
Informal Continuous Evaluation: takes place during lessons and forms integral part of
everyday 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
Morphemic analysis is the process of deriving a word's meaning by analysing
its meaningful parts, or morphemes
Mnemonic strategies are systematic procedures for enhancing memory
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/examination marks is added the
continuous assessment marks and used for the
promotional mark
Trimester Mark: the grand total for all four skills for the trimester
72
Expressions used in conversational English - Reference list Appendix 2
ASKING PERMISSION/REQUESTS INTERRUPTING
• Can I…..? • Excuse me, could I ...?
• May I….? • Sorry, do you think I could ...?
• Would it be possible for me…..? • Excuse me, do you know ...?
• Is it all right if….? • I beg your pardon, could you help me? (formal)
• Would it be ok if…?
• Do you mind if I …?
• Please let/permit/allow me to …
• Would you agree to …?
OFFERING HELP SEEKING ASSISTAN CE

• May I help you? • Can I help with…..?
• Can I help you? • Would you help me to…..?
• Are you looking for something? • I need help with …
• Would you like some help? • Please assist me … (formal)
• Do you need some help? • Please lend a hand with …
• What can I do for you today?
APOLOGISING COMPLAINING
• Sorry. • I’m sorry to have to say this, but...
• I’m sorry for…. • I’m sorry to bother you, but...
• I regret…… • Maybe you forgot to...
• Please forgive me for … • I think you might have forgotten to...
• I apologise for … • Excuse me if I’m out of line, but...
• Pardon me. • There may have been a misunderstanding about...
• Excuse me. • Don’t get me wrong, but ...
• I beg your pardon.
GIVING ADVICE STATIN G A PREFERENCE
• I don’t think you should …….. • Would you like to ….
• You ought to….. • I’d rather……
• You ought not to……... • Why don’t we ...?
• If I were you, I’d ……. • Well, I’d prefer …….. What do you think?
• If I were in your position, I’d … • What do you think we should do?
• If I were in your shoes, I’d …. • If it were up to me, I’d …
• You had better …. • I think we should ….
• You shouldn’t…….
• Whatever you do, don’t…….
GUESSING, INFERRING GIVING IMPRECISE INFORMATION
• I’d say he’s about ready to ... • There are about ….
• It might need some … • There are approximately.
• He could be ... • There are a large number of ….
• It looks like ... • ……. predicts up to …..
• Perhaps he needs some… • It’s kind of …
• Maybe they want to ... • It’s the type of …
• It’s difficult to say, but I’d guess • They’re the sort of …..
that … • It’s difficult to say, but I’d guess...
• I’m not really sure, but I think … • I’m not really sure, but I think …
73
Expressions used in conversational English - Reference list (continued) Appendix 2
(continued)
SAYING GOODBYE EVALUATING YOURSELF

Long trips, vacations, short • This worked well/was effective because….
outings • I did this well because….
• Have a good trip. • It would have been better if I had ...
• Enjoy your vacation. • This could be improved by….
• Have a good journey. • Progress is/is not evident because …
• Enjoy your holidays. • This succeeds because …
• Enjoy!
• Have a good time at (destination
place such as a
restaurant)
• Have a good time in (destination
city)
GREETING AFTER A TRIP

• How was your vacation/holiday
in…?
• Did you enjoy your time in
(destination)?
• How was your journey/flight/trip?
74
ASSESSMENT OF SPEAKING Appendix 3
Mark Accuracy Fluency Appropriacy

Level 5  Very good range of  Communicates  Appropriate
(Very good) vocabulary used independent language for the
9-10 appropriately thoughts with topic and
 Virtually no confidence audience in a
grammar mistakes  Develops ideas and variety of
 Clear ideas, personal feelings interactions
opinions and well
pronunciation of  Easy and effective
words flow of ideas,
feelings and
information
Level 4  Good range of  Speaks with some  Uses largely
(Good) vocabulary confidence and appropriate
7-8  Occasional grammar ease to get vocabulary and
mistakes message across structure in most
 Few pronunciation  Develops ideas and interactions
errors – speaks personal feelings
clearly well
Level 3  Satisfactory  Speaks with some  Uses satisfactory

(Average) vocabulary hesitancy but gets language in
5-6  Some grammar message across everyday familiar
mistakes  Occasional interactions
 Reasonable development of
pronunciation – ideas
speech clear
Level 2  Limited vocabulary  Speech hesitant,  Sometimes uses
(Below and many mistakes difficulty in appropriate
average) in language usage communicating language for the
3-4  Many grammar meaning fluently given task or
mistakes  Ideas muddled audience
 Can be understood,
but poor
pronunciation –
occasionally unclear
Level 1  Very limited  Needs much  Uses appropriate
(Poor) vocabulary, needs prompting to language only in
1-2 much support from communicate very familiar
the teacher  Speaks with situations and with
 Speech very unclear hesitancy considerable
(makes support
understanding
difficult)
75
ASSESSMENT OF READING COMPREHENSION APPENDIX 4
Mark Uses strategies to Understand main Comment on Sequence Make Form and
comprehend ideas characters and events predictions support
events opinion
Level 5  uses comprehension  identifies key  uses inference  retail the  locates and  identifies
(Very strategies, including features, themes and deduction to sequence of uses words appropriate
good) inference and and characters, give detailed events clearly and phrases words and
9-10 deduction to establish and explanations of and concisely to back phrases to
meaning (e.g.  select all events and predictions support
emotions, moods) essential points characters opinion
Level 4  reads a text  grasps main idea  explains most  shows a good  makes  gives
(Good) independently using of a text and events and understanding informed opinions with
7-8 comprehension explains it describes of sequence of predictions some support
strategies appropriately  has no difficulty characters events and gives from text
to establish meaning in identifying some reasons
information words for them
Level 3  uses more than  understands what  identifies and  understands  makes some  gives opinion
(Average) strategy to comprehend the main idea of a comments on and retells the sensible on aspects of
5-6 the passage text is some characters sequence of predictions text
 finds some and events events using
information words evidence from
the passage
Level 2  uses knowledge of  displays some  has limited  connects some  predicts some  forms opinion
(Below betters to read words understanding of ability to identify events immediate but without
average) and establish meaning main ideas events and events reference to
3-4  has difficulty in characters text
finding
information words
without prompting
Level 1  guesses at immediate  displays little  has difficulty in  needs  makes limited  gives very
(poor) events from the context understanding of identifying prompting to predictions general
1-2 of the passage main idea events and connect events with opinion about
 needs support to characters prompting the events or
find content information in
words the text
76
READING ALOUD ASSESSMENT CRITERIA APPENDIX 5
Levels Pronunciation Fluency Tone

Level 5  Good pronunciation with clear  Reads with fluency and very  Variation in pitch and tone
9-10 articulation good pace
Level 4  Pronunciation good with very  Mostly fluent and good pace  Very few errors of intonation
7-8 few errors – articulation and phrasing
mostly clear
Level 3  Satisfactory ability in  Adequate pace and fluency  Tone and pitch varies
5-6 pronunciation sufficiently to aid fluency
Level 2  Pronunciation is not quite  Frequency not quite  Sometimes tone varies
3-4 satisfactory. Pace halting, satisfactory. Needs a few
this makes reading unclear prompts
Level 1  Incorrect pronunciation  Reading is hesitant. Needs  Little or no variation in tone
1-2 interferes with pace and frequent prompting
clarity
77
Marking grid for shorter writing pieces/tasks Appendix 6
SENSE OF AUDIENCE/REGISTER, 1 2 3 4 5
STYLE, LANGUAGE AND Original and Appropriate Language ordinary Simple and not very Language insufficient for
ACCURACY imaginative use of selection of but satisfactory; a effective language task though
language and language for task; little sense of which is only rarely understandable in places.
style; clear sense some sense of audience. suited to task or
TASK ACHIEVEMENT, of audience/ audience/register Some more serious audience. Frequent serious errors
COMMUNICATION, CONTENT register. Few and style. errors to impede Errors of idioms and force the reader to use the
AND LAYOUT/FORMAT errors. Some minor understanding. syntax may cause deduction in order to glean
mistakes. confusion. meaning.
1. Task clearly achieved; good,
perhaps detailed, selection of
9-10 8 7 6 5
contents; layout appropriate and
positively helpful to communication.
2. Task partially achieved; selection of
content appropriate (but not
adventurous); some understanding 8 7 6 5 4
that layout can assist
understanding.
3. Understanding of task shown; some
use of simple but appropriate
7 6 5 4 3
contents; a little evidence of
appropriate layout.
4. Task not satisfactorily achieved;
some content may be appropriate;
6 5 4 3 2
layout plain and likely to
communicate purpose.
5. Minimal effectiveness of task; very
simple and very little content; sense 5 4 3 2 1
of presentation lacking.
Glossary:
 glean – get/work out the meaning
 idioms – fixed or common expressions e.g. It is raining cats and dogs/part and parcel of/to put up with
 impeded – interfere with
 layout/format – the way the information is presented or arranged e.g. where the address and salutation for a letter should be put; how well the writing and pictures on a poster have
been placed
 sense of audience/register - being aware of who you are writing to and using an appropriate level of formality or informality
 syntax – (use of a variety of different types of sentences e.g. simple/complex and compound sentences
 task achievement – to complete the task required; to successfully communicate a message
Example: CS 3 = 4
English Second Language syllabus Grades 4-7, NIED 2015 LS 4 10
78
Marking grid for Composition Appendix 7
LANGUAGE; STYLE AND ACCURACY 1 2 3 4 5
Sentences show a Sentences quite Simple sentences Errors of idioms Virtually no
variety of well structured. and linking and syntax can control of the
appropriate Appropriate use structures used cause confusion. language.
structures. Creative of vocabulary correctly. Vocabulary is Frequent and
use of vocabulary, and idioms. Occasional sense of limited and may serious errors
idioms and syntax. Some evidence register. be inappropriate. may force the
Fluent and of style. reader to use
CONTENT AND ACCURACY appropriate Some more serious There is much deduction in
STRUCTURE style Some minor errors do not inaccuracy which order to glean
mistakes. impede may impede meaning.
Few mistakes. understanding. communication.
1. Imaginative, creative, factually
9-10 8 7 6 5
interesting. Mature thought and well-
structured paragraphs arranged in
17-20 15-16 13-14 11-12 9=10
convincing order.
2. Some interesting and effective content. 8 7 6 5 4
Fairly imaginative, well-structured with
some detail and development. 15-16 13-14 11-12 8-10 7-8
3. Content adequate but unadventurous.
7 6 5 4 3
Ideas are partly undeveloped and
structure is apparent, with a
13-14 11-12 9-10 7-8 5-6
recognisable beginning and end.
4. Content is limited. Little attempt to
6 5 4 3 2
develop ideas although main ideas are
comprehensible; some examples of
11-12 9-10 7-8 5-6 3-4
wrong order.
5. Little understanding of the topic. Poor 5 4 3 2 1
structure leads to some confusion.
Random, simple ideas. 9-10 7-8 5-6 3-4 1-2
Glossary:
 syntax – (use of0 a variety of different types of sentences e.g. simple/complex and compound sentences
 idioms – fixed or common expressions e.g. It is raining cats and dogs/part and parcel of/to put up with
 register – appropriate level of formality or informality
 impeded – interfere with Example: CS 3 = 4 or 8
Example: CS 3 4
 glean – get/work out the meaning LS 4 10 or 20
LS 4 10
Senior Primary English Second Language Syllabus, NIED 2015

1. The 3 text domains: APPENDIX 8
1.1. Narrative (story)

1.2. Expository (information)
1.3. Documentary (maps, charts)
2. Defining the 8 reading levels:
2.1. Reading Level 1: Pre-Reading (Note: Pre-Reading here means before learners know how to read and not
the pre-reading of the three stages of reading).
Matches words and pictures involving concrete concepts and everyday objects, and follows short simple written
instructions.
2.2. Reading Level 2: Emergent Reading
Matches words and pictures involving prepositions and abstract concepts; uses cuing systems (by sounding out,
using simple sentence structure, and familiar words) to interpret phrases by reading on.
2.3. Reading level 3: Basic Reading
Interprets meaning (by matching words and phrases; completing a sentence, or matching adjacent words) in a
short and simple text by reading on or reading back.
2.4. Reading Level 4: Reading for Meaning
Reads on or reads back in order to link and interpret information located in various parts of the text.
2.5. Reading Level 5: Interpretive Reading
Reads on and reads back in order to combine and interpret information from various parts of the text in
association with external information (based on recalled factual knowledge) that “completes” and contextualizes
meaning.
2.6. Reading Level 6: Inferential Reading
Reads on and reads back through longer (narrative, document or expository) in order to combine information
from various parts of the text so as to infer the writer's purpose.
2.7. Reading Level 7: Analytical Reading
Locates information in longer (narrative, document or expository) texts by reading on and reading back in order
to combine information from various parts of the text so as to infer the writer's personal beliefs (value systems,
prejudices, and/or biases).
2.8. Reading Level 8: Critical Reading
Locates information in a longer (narrative, document or expository) texts by reading on and reading back in
order to combine information from various parts of the text so as to infer and evaluate what the writer has
assumed about both the topic and the characteristics of the reader – such as age, knowledge, and personal
beliefs (value systems, prejudices, and/or biases)

80
CONTINUOUS ASSESSMENT RECORD SHEET: ENGLISH SECOND LANGUAGE
GRADES 4 & 5 CLASS: ___________________ YEAR: ____________________________________
SCHOOL: _____________________________________________________________ TEACHER: ________________________________
Reading & Grammar & Continuous

Listening Speaking DW
Average Term mark

Literature Spelling Writing
Examination mark
Total Term mark
Promotion mark
(20÷2
(20÷2
Dir. Writing task
Reading Comp
Reading aloud
Term mark
Composition
Unprepared
Short task
Grammar
Literature
Prepared
Listening
Listening
Average
Average
Spelling
(300÷6)
TOTAL
TOTAL
TOTAL
TOTAL
= 10)
= 10)
TERM
NAME 10 10 20 10 10 20 10 10 10 30 10 10 10 10 10 10 10 100 300 50 50 100

1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
CONTINUOUS ASSESSMENT RECORD SHEET: SECOND LANGUAGE
GRADES 6 & 7 CLASS: ___________________ YEAR: ____________________________________
SCHOOL: _____________________________________________________________ TEACHER: ________________________________
Reading & Grammar & Continuous

Listening Speaking DW
Average Term mark

Literature Spelling Writing
Examination mark
Total Term mark
Promotion mark
(20÷2
Dir. Writing task

Reading Comp
Reading aloud
Term mark
Composition
Unprepared
Short task
Grammar
Literature
Prepared
Listening
Listening
Average
Spelling
(300÷6)
(100÷2)
TOTAL
TOTAL
TOTAL
TOTAL
TOTAL
= 10)
TERM
NAME 10 10 20 10 10 20 10 10 10 30 10 10 10 10 10 10 10 100 300 50 50 100

1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3

The National Institute for Educational Development
Private Bag 2034
Okahandja
NAMIBIA
Telephone: +264 62 509000

Facsimile: +264 62 509073
E-mail: info@nied.edu.na
Website: http://www.nied.edu.na

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Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

SENIOR PRIMARY PHASE

ENGLISH SECOND LANGUAGE SYLLABUS

© Copyright NIED, Ministry of Education, Arts and Culture 2015

ISBN: 978 99945-2 101-2

Publication date: December 2015

 through wide experience of and exposure to English, learners will become

English Second Language syllabus Grades 4-7, NIED 2015

The syllabus promotes the following general aims:

 to support creativity and intellectual development

The syllabus promotes the following specific aims:

 to enable learners to communicate effectively in speech and writing in their second

Ideally, learners with impairments get accommodated in special schools or classes.

English Second Language syllabus Grades 4-7, NIED 2015

Furthermore, English Second Language teachers should be aware of gender issues.

5. Links to Other Subjects and Cross-curricular Issues

The main risks and challenges have been identified as:

English Second Language syllabus Grades 4-7, NIED 2015

Information  Ethical Listen to Discuss, Read texts Draw and or

6. Approach to teaching and learning

The approach to teaching and learning is based on a paradigm of learner-centred education

English Second Language syllabus Grades 4-7, NIED 2015

Working in groups, in pairs, individually, or as a whole class must therefore be organised as

7. End of phase competencies

English Second Language syllabus Grades 4-7, NIED 2015

8. Summary of the Learning Content

 Listening and Responding

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

 demonstrate  demonstrate  demonstrate  demonstrate understanding of

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

9.3.1 Reading Comprehension

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

9.4.1 Directed Writing

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

English Second Language syllabus Grades 4-7, NIED 2015

LEARNING BASIC COMPETENCIES

LEARNING BASIC COMPETENCIES

English Second Language syllabus Grades 4-7, NIED 2015