Professional Documents
Culture Documents
LUSAKA
2013
© CURRICULUM DEVELOPMENT CENTRE, 2013
All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system or transmitted by electronic,
mechanical, photocopying, recording or other means, without the prior permission of the Curriculum Development Centre
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VISION
Quality, life-long education for all which is accessible, inclusive and relevant to individual, national and global needs and value
systems.
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TABLE OF CONTENTS
PREFACE..................................................................................................................................................................................................7
ACKNOWLEDGEMENT........................................................................................................................................................................8
INTRODUCTION.....................................................................................................................................................................................9
ENTREPRENEURSHIP.........................................................................................................................................................................10
PART 1: LISTENING AND SPEAKING.............................................................................................................................................11
GRADE 10 LISTENING AND SPEAKING.........................................................................................................................................11
10.1 ORAL COMMUNICATION................................................................................................................................................................................ 12
GRADE 11 LISTENING AND SPEAKING.........................................................................................................................................14
11.1 ORAL COMMUNICATION..........................................................................................................................................................15
GRADE 12 LISTENING AND SPEAKING.........................................................................................................................................17
PART 2: STRUCTURE..........................................................................................................................................................................19
GRADE 10 STRUCTURES....................................................................................................................................................................20
10.2.1 FUTURE....................................................................................................................................................................................................... 21
10.2.2 VERBS AND EXPRESSIONS FOLLOWED BY – ING.........................................................................................................................................21
10.2.3 VERBS FOLLOWED BY EITHER THE INFINITIVE OR –ING WITH CHANGE OF MEANING..............................................................................21
10.2.4 DETERMINERS (ADJECTIVES OF QUANTITY)................................................................................................................................................21
10.2.5 NOUN PHRASES AND CLAUSES........................................................................................................................................................................... 22
10.2.7 COMPARISON.............................................................................................................................................................................................. 24
10.2.8 REASON....................................................................................................................................................................................................... 24
10.2.9 TIME............................................................................................................................................................................................................ 24
10.2.10 CONTRAST................................................................................................................................................................................................. 25
10.2.11 CONDITIONAL SENTENCES........................................................................................................................................................................ 25
GRADE 11 STRUCTURES....................................................................................................................................................................27
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11.2.1 CONDITION................................................................................................................................................................................................. 28
11.3.1CONDITION.................................................................................................................................................................................................. 29
11.3.6 RELATIVE CLAUSES..................................................................................................................................................................................... 32
GRADE 12 STRUCTURES....................................................................................................................................................................33
12.2.1 PHRASAL VERBS.......................................................................................................................................................................................... 34
12.2.2 VERBS AND EXPRESSIONS FOLLOWED BY – ING.........................................................................................................................................34
12.2.3 VERBS FOLLOWED BY OBJECT + INFINITIVE...............................................................................................................................................35
12.2.4 VERBS FOLLOWED BY OBJECT + INFINITIVE...............................................................................................................................................35
12.2.5 VERBS FOLLOWED BY THE INFINITIVE........................................................................................................................................................35
12.2.6 INTENSIFIERS (ADVERBS OF DEGREE...........................................................................................................................................................36
PART 3: READING AND SUMMARY................................................................................................................................................37
GRADE 10 AND 11 READING.............................................................................................................................................................37
10-11.2.1 EFFICIENT READING............................................................................................................................................................................... 38
10-11.3.1 INTENSIVE READING (COMPREHENSION...............................................................................................................................................38
10-11.4.1 EXTENSIVE READING.............................................................................................................................................................................. 39
GRADE 12................................................................................................................................................................................................40
12.3.1 INTENSIVE READING (COMPREHENSION....................................................................................................................................................41
12.3.2 EXTENSIVE READING.................................................................................................................................................................................. 41
GRADE 10 AND 11 SUMMARY AND NOTE-MAKING..................................................................................................................42
10-11.4.1 ADVANCED SUMMARIES....................................................................................................................................................................... 43
10-11.5.1 ADVANCED TABULATIONS..................................................................................................................................................................... 44
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12.4.4 NOTE SUMMARIES..................................................................................................................................................................................... 47
PART 4: WRITING (COMPOSITION)...............................................................................................................................................48
GRADE 10 WRITING............................................................................................................................................................................48
10.5.1 DESCRIPTIVE WRITING................................................................................................................................................................................ 49
10.5.2 NARRATIVE WRITING.................................................................................................................................................................................. 49
10.5.3 NOTE TAKING AND MAKING....................................................................................................................................................................... 49
10.5.4 BIOGRAPHY................................................................................................................................................................................................. 49
10.5.5 DISPOSITION AND PROCESS WRITING.........................................................................................................................................................50
10.5.6 ARTICLE WRITING........................................................................................................................................................................................ 50
10.5.7 BOOK REVIEWS...................................................................................................................................................................................... 50
11.5.1 AUTOBIOGRAPHY WRITING........................................................................................................................................................................ 52
11.5.2 ARGUMENTATIVE WRITING........................................................................................................................................................................ 52
11.5.3 DIALOGUE AND SHORT PLAYS..................................................................................................................................................................... 52
11.5.4 LETTER WRITING......................................................................................................................................................................................... 52
11.5.5 INSTRUCTION WRITING............................................................................................................................................................................... 53
11.5.6 DIARY WRITING........................................................................................................................................................................................... 53
11.5.7 COMPLETING FORMS.................................................................................................................................................................................. 53
GRADE 12 WRITING............................................................................................................................................................................54
12.5.1 NARRATIVE WRITING.................................................................................................................................................................................. 54
12.5.2 DESCRIPTIVE WRITING................................................................................................................................................................................ 54
12.5.3 CURRICULUM VITAE.................................................................................................................................................................................... 54
12.5.4 SPEECHES AND VOTE OF THANKS WRITING................................................................................................................................................54
12.5.5 INTERPRETIVE WRITING.............................................................................................................................................................................. 54
PREFACE
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The Senior English Syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education,
Science, Vocational Training and Early Education under the auspices of the Curriculum Development Centre (CDC).The curriculum
reform process started way back in 1999 when the Ministry of Education commissioned five (5) curriculum studies which were
conducted by the University of Zambia. These studies were followed by a review of the lower and middle basic and primary teacher
education curriculum. In 2005 the upper basic education National survey was conducted and information from learners, parents,
teachers, school managers, educational administrators ,tertiary institutions traditional leaders civic leaders and various stakeholders in
education was collected to help design a relevant curriculum ,.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National
symposium on curriculum held in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic,
technological and political developments but also equip learners with vital knowledge, skills and values that are necessary to
contribute to the attainment of Vision 2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life
experiences that give learners skills to access, criticize analyse and practically apply knowledge that help them gain life skills. Its
competences and general outcomes are the expected outcomes to be attained by the leaners through the acquisition of knowledge,
skills, techniques and values which are very important for the total development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective
designing, setting high expectations for all learners and appropriate opportunities.
It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided as defined and
recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework
`2013.
Nkosha Chishimba.
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
ACKNOWLEDGEMENT
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The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education
system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an
opportunity to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who
participated for their valuable contributions, which resulted in the development of this syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We
sincerely thank the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the
Directorate of Human Resource and Administration, the Directorate of Open and Distance Education, the Examinations Council of
Zambia, the University of Zambia, schools and other institutions too numerous to mention who were part of the Senior Secondary
English Curriculum Committee, for their steadfast support.
We pay special tribute to co-operating partners for rendering financial and technical support in the production of the syllabus.
INTRODUCTION
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The Senior Secondary School English language Syllabus is an extension of the Junior Secondary School English Language Syllabus.
The syllabus comprises four parts:
1. Listening and Speaking
2. Structure
3. Reading and Summary
4. Writing
Like the Junior Secondary School Syllabus, the Senior Secondary School Syllabus is presented in the form of Outcomes and stated in
result terms. Outcomes are precise statements which state what learners HAVE TO DO in order to show that they have learned what is
taught during the teaching and learning process. The Specific Outcomes are followed by the content in form of knowledge, skills and
values which learners must master in order to achieve the desired outcomes. The teacher’s task, therefore, is to provide effective
learning experiences/activities which will enable the learners achieve the planned results.
Six periods a week are allocated to English Language in Grades 10 to 12 and, wherever possible, learners should be given English
Language homework at least once a week.
It is recommended that the Senior Secondary School English Language Syllabus is interpreted through two general methodologies
which should be used concurrently – the Communicative Approach and the Text-based, Integrated Approach.
ENTREPRENEURSHIP
Another useful technique based on the same rationale as part of the Integrated Approach is the use of ‘projects’. These give the
learners the opportunity to put into practice many of their language and artistic skills including reference skills, note making,
interviewing, note-taking and composition, and even non-linguistic skills such as graphic design and illustration.
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Projects will be undertaken by learners in form of entrepreneurial activities. Learners will work in groups to plan and manage a
business venture of their own choice.
Great care must be taken in choosing the entrepreneurial activities. It must of course be viable and interesting for the learners. This
kind of work can be most interesting and worthwhile activity, for not only does it provide a practical context for employing a variety
of skills, it is also highly motivating in that learners can be empowered with some income which they can take great personal pride.
It is hoped that this syllabus will provide teachers and learners with a stimulating and effective means of contributing the national
development.
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PART 1: LISTENING AND SPEAKING
TEACHING METHODOLOGY
In Listening and Speaking, the learners are expected to carry out many verbal exercises. The onus is on the teacher to find different
methodologies for effective teaching. The activities would include individual work, pair work, group work, role playing of different
situations and class presentations. It is important that some outcomes are integrated in other components of the English Syllabus such
as structure, comprehension and composition.
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TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
10.1.1 Impart and seek factual Giving and getting accurate directions Effective Knowledge
10.1 ORAL Information in giving Examples: communication (Accuracy)
COMMUNICATION directions and Ques. Where exactly is the Central Police Application
instructions Station located?
Ans It is right opposite Levy’s Mall in Rhodes
Park
Vocabulary to use: Left, Right, Centre, Middle,
Below, beneath, adjacent to, behind, above ,
beyond, ahead, underneath etc
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Get a clarification for a question eg.
Could/Would you (mind) clarify(ing) the
point?
Advise and warn eg Would you
please/kindly keep quiet?
Carrying out oral instructions eg Could
please/kindly close the door?
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11.1.1 Impart and seek factual Probing for factual information Effective Knowledge
11.1 ORAL information in giving Giving verbal reports eg. communication Accuracy
COMMUNICATION verbal reports and oral Narrating an accident witnessed- Application Courtesy
messages mentioning What time, What happened, Respect
Who was involved, How it happened,
Condition of victims and vehicles. Personal
judgment.
Report oral messages
11.1.2 Express and find out Inquire about an agreement or a
intellectual attitudes disagreement eg Have you agreed to …Did
when making inquires you accept representing our class at the
meeting?
Inquire about feasibility/possibility eg Is it/
feasible/ possible…OR Is there a
possibility/feasibility of…
11.1.3 Express and find out Using the correct register when addressing
emotional attitudes when different classes of people eg.
addressing people of Your Honour/Lordship/ Majesty/Highness –
different classes, age to address kings/queens/Mayor
groups and sexes Honourable- to address ministers or people
of high profiles
Mr./Sir, Ms/Madam eg Yes Madam
CONTENT
TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
11.1.4 Interpret, express and Expressing beliefs eg.
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find out moral attitudes I believe/do not believe that she will pass
when expressing beliefs the exam.
and strong held opinions Vocabulary to use: Confident, petty sure,
without giving offence have no doubt etc
Express strong held opinions without giving
offence eg. When expressing doubt eg. I am
afraid she will not make it to the university.
Strongly feel/ believe / interject, do not
share your opinion etc
11.1.5 Getting things done State alternatives eg If… doesn’t work, then
… will do.
OR In the place of… you can try…
PART 2: STRUCTURE
The specific outcomes for Grade 10 and the revision work will both necessitate formal reading. The teaching of structure at Senior
Secondary School level should also be based on errors which occur in the learners’ spoken and written work.
TEACHING METHODOLOGY
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1. The teaching of structure at Senior Secondary School level should be based on errors which occur in the learners’ spoken and
written work.
2. The learners should be taught basic grammatical terms such as ‘subject’, ‘clause’, ‘object’, ‘finite’ and ‘infinite verb’, the parts
of speech and names of tenses and, where appropriate, be given ‘rule’ explanations.
All language lessons should be indirectly teaching structure. For example, in a reading lesson learners may be asked questions
that will enable them to examine structural items in the text to see how forms are used to convey meaning. (eg. “What does
‘this’ stand for in the second sentence?” Why did the writer use ‘had eaten’ in line six”). It is therefore, recommended that not
more than one period per week (ie. 40 minutes) should be spent on formal structure teaching.
Learners should be given ample opportunities to practice structures orally in meaningful situations. For example, a lesson on
the Conditional Clauses could include group work or pair work based on “What would your life have been like if you had been
born a hundred years ago?” This would link structure and oral practice and history). Learners should also be given written
activities that allow them to use the structural item being practiced in paragraphs rather than simple sentences.
GRADE 10 STRUCTURES
The learners should understand and use correctly all the Speak and write correct English in order to communicate
common English structures. intended message.
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The learners should appreciate the value of using correct Speak and write correct English in order to function
grammar effectively in the social contexts
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10.2.2.1 Use the –ing form after e.g.
10.2.2 VERBS AND expressions such as: Can’t help, I couldn’t help liking him
EXPRESSIONS can’t stand, it’s no good, it’s no It’s no use trying to escape
FOLLOWED BY – use, be worth Is it worth writing any
ING longer?
10.2.3.1 Recognise the difference in e.g.
10.2.3 VERBS meaning of similar constructions They tried walking to
FOLLOWED BY using verbs followed by either school
EITHER THE the infinitive or –ing: allow, They tried to walk to
INFINITIVE OR – permit, remember, forget, try, school
regret, mean (signify), stop,
ING WITH need, go on
CHANGE OF
MEANING
10.2.4.1 Use some meaning one or e.g.
10.2.4 another. Some body/person has
DETERMINERS taken my pen.
(ADJECTIVES OF
QUANTITY)
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10.2.5.1 Use infinitive phrases as objects Infinitive is the form of verb Effective Knowledge
10.2.5 Noun together with ‘to’ in front of communication (Appreciation
Phrases and the verb e.g. Application Accuracy)
Clauses The idea is for us to meet Appreciation
again on Thursday.
He has to stop battering his
wife.
10.2.5.2 Recognise the meaning of ‘that’ e.g.
clauses and infinitive phrases when That she is still alive is pure
they are used as subjects. luck.
For a bridge to collapse like
that is very unlikely.
10.2.5.3 Recognise the meaning of the e.g.
possessive adjectives used with –ing They don’t like our winning
phrases. all the time.
10.2.5.4 Use noun phrases in apposition to e.g.
other nouns. Yuri Gagarin, the first
man to fly in space, was a
Russian.
War and peace, a novel
written by Tolstoy, is a
masterpiece.
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TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
10.2.7.1 Use the + comparison …the + e.g. Effective Knowledge
10.2.7 comparison … to express parallel The harder he tries, the more he communication Accuracy
COMPARISON increase. succeeds. Application
The more I think about your idea,
the more I like it.
10.2.8.1 Use now that to express reason. e.g.
10.2.8 Now that you have finished the
REASON exercise, you may read your library
books.
10.2.8.2 Use seeing that to express reason. e.g.
Seeing that you have finished the
exercise, you may read your library
books.
10.2.8.3 Use participial phrases to express e.g.
reason. Being unfamiliar with the town, I had
to ask a policeman for directions.
10.2.9.1 Use conjunction + participial phrases e.g.
10.2.9 TIME to express time. Before answering your question I
must study the matter more
carefully.
While looking for the book he
found the missing money.
10.2.9.2 Use no sooner…than with an e.g.
inversion as an alternative to as soon No sooner had we finished planting
as than the rain began to fall.
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TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
10.2.10.1 Contrast ideas by using: apart e.g. Effective Knowledge
10.2.10 from, besides, although, while, Apart from being a scientist he communication (Accuracy)
CONTRAST despite, in spite of, instead of + wrote many popular novels. Application
present participle. Instead of just waiting you should
go and look for her.
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TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
10.2.11.3 Construct conditional sentences e.g.
with supposing and suppose. Supposing/suppose I hit you, what
would you do?
10.2.11.4 Construct conditional sentences e.g.
with if only to indicate hope or If only it rains, the maize will
regret. not die.
If only I had worked harder, I
would have passed the
examination.
10.2.11.5 Recognise the inverted forms of e.g.
the conditional sentences Had he known the tank was
empty of fuel, he would have
stopped for petrol at a filling
station.
Should anyone ask for me, tell
them I have gone to a funeral.
GRADE 11 STRUCTURES
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The learners should understand and use correctly all the Speak and write correct English in order to communicate
common English structures. intended message.
The learners should appreciate the value of using correct
grammar Speak and write correct English in order to function
effectively in the social contexts
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TOPICS SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
11.2.1.2 Use the improbable e.g.
CONDITION conditional sentences. If he asked her, she would help
him.
She would help him if he asked
her.
If he was to ask her, she would
help him.
If I were you, I would buy a car.
11.2.1.3 Use impossible e.g.
conditional sentences. If he had asked her, she would
have helped him.
He didn’t ask her and she hasn’t
helped him.
She would have helped him if he
had asked her.
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TOPICS SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
11.3.4.3 Change direct commands e.g. Direct Speech
and requests into “Come back and put your coat on,”
Reported Speech. said my mother.
Reported Speech
My mother told me to go back and put
on my coat on.
Direct Speech
“Open the window please, Chitengi,”
said Cha.
Reported Speechrles
Charles asked Chitengi if he
would open the window. Or
Charles asked Chitengi to open the
window.
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11.3.5.2 Use which or that with The car which (or that) killed the
subjects that are things cow was badly damaged.
11.3.5.3 Use whom, who or e.g.
nothing with objects that The boy whom (or who, or that or
are things nothing) we caught stealing has
been expelled.
GRADE 12 STRUCTURES
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effectively in tertiary education and world of work.
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12.2.1 12.2.1.1 Use commoner phrasal verbs e.g. Effective Knowledge
PHRASAL He took over the controls. communication Appreciation
VERBS She put on her best dress. Application Accuracy
12.2.1.2 Use phrasal verbs formed with e.g. Pronoun Object
adverb particles before or after He gave it away.
the object. She took them off.
e.g. Noun Object
He gave his money away, or
He gave away his money.
She took off her dress.
12.2.2 VERBS 12.2.2.1 Use the VERB + -ING e.g. Effective Knowledge
AND construction with each of the He wouldn’t admit stealing communication Appreciation
EXPRESSIONS following: the pen Application Accuracy
advise, admit, appreciate, avoid, They enjoy playing football.
FOLLOWED
consider, delay, deny, dislike, enjoy, Would you mind lending me
BY – ING escape, excuse, finish, forgive, give up, your rubber?
go on, imagine, keep on, mention, mind, Would you mind me leading
postpone, practise, put off, resent, resist, him your rubber?
risk, suggest, stop , (cease).
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TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
12.2.3.1 Use the VERB + OBJECT + e.g.
INFINITIVE construction She told the children to finish
12.2.3 with each of the following: their meal.
VERBS Advise, allow, ask, cause, command, I persuaded my brother to do his
FOLLOWED compel, encourage, homework.
BY OBJECT + forbid, force, get, instruct, invite, Will you show me how to do this
order, permit, persuade, sum?
INFINITIVE request, remind, show how, teach, tell,
tempt, worn, want.
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TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
consider, discover, explain, find out know,
understand, wonder
12.2.6 12.2.6.1 Use the following intensifiers e.g. Effective Knowledge
INTENSIFIE (adverbs of degree): He is a very strong man communication (Appreciation
RS very, much and too, I feel much better. Application Accuracy)
(ADVERBS fairly and rather, Time goes too quickly
OF DEGREE) quite to mean completely, I am fairly good at mathematics.
quite to mean a little less than, Kakoma is rather lazy
hardly, barely and scarcely, My answer is quite different to
almost and nearly, yours
just Your composition is quite good
(i.e. not very good).
We barely had time to catch the
bus
I was so tired I could scarcely
keep my eyes open.
He hardly ever visits his village.
The match had almost /nearly
finished when Peter Kaumba
scored.
Almost/nearly all the children
were playing outside.
The match was just beginning
when it started to rain.
You are just in time for a cup of
tea.
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TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
10-11.3.19 Describe the feelings, qualities and
motives of characters in stories
GRADE 12
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Acquire reading techniques and values necessary for use Demonstrate ability to;
both inside and outside school. - Read effectively and efficiently any type of material they
Demonstrate different reading skills appropriate to the come across
type of material. - Read, understand and interpret any reading material given
Acquire high level competences in summary skills. Demonstrate understanding and enjoyment of what they read
Demonstrate mastery of high level summary skills in
different situations.
The course has been carefully graded. None of the work should be omitted as the skills developed during the course will be acquired
in a gradual, cumulative way. The work will require varying amounts of teaching time, but integrated with reading.
TEACHING METHOLOGY
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The teaching of English be eclectic so as to include various approach such as question and answer group work and class discussions.
43
TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
10-11.5.1.1 Obtain specific information Extract/obtain specific
10-11.5.1 from tables, charts and information from texts,
ADVANCED diagrams maps, graphs, tables, charts
TABULATIONS 10-11.5.1.2 Fill in the details using etc
information obtained from a
passage. Fill in the details using
10-11.5.1.3 Construct their own tables information obtained from
which will contain the given a passage.
information.
Constructing tables that
contain the given
information.
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TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
12.4.1 12.4.1.1 Interpret the messages from Eg Effective Knowledge;
ADVANCED telegrams/SMS using complete Abbreviations communication (Innovativeness,
Acronyms Application Creativity)
TELEGRAMS sentences.
Creative thinking
12.4.1.2 Remove the less important words Eg. Critical thinking
and, where possible, use more Wider vocabulary;
concise wording so as to produce a cheat-telling a lie with
a view of benefiting
short message.
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PART 4: WRITING (COMPOSITION)
GRADE 10 WRITING
GENERAL OUTCOMES: COMPETENCIES:
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TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
10.5.1.1 Write advanced descriptive Grammatical Effective Knowledge
10.5.1 compositions Knowledge communication (Innovativeness;
DESCRIPTIVE Creativeness Application Creativity)
WRITING Precision
. Brevity
10.5.2.1 Write advanced narrative Chronological
10.5.2 compositions. order
NARRATIVE Cohesion
WRITING Coherence
10.5.3.1 Write advanced essays in other Introduction
10.5.3 NOTE subjects Facts/opinions
TAKING AND Conclusion
MAKING 10.5.3.2 Write prose summaries Factual parts
Vocabulary
Brevity
Cohesion
10.5.4.1 Write biographical materials Historical
10.5.4 information
BIOGRAPHY Achievements
Failures
Plans in future
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TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
10.5.5.1 Write advanced explanation of Facts
10.5.5 different events and processes. Opinions
DISPOSITION Relationships
AND PROCESS Comparisons
WRITING Contrasts
Time
10.5.6.1 Write newspaper and magazine Precision
10.5.6 ARTICLE articles Correctness
WRITING Detail
Time
References
10.5.7.1 Write book reviews Synopsis
10.5.7 BOOK Language choice
REVIEWS Critiquing,
bad/good and why.
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GRADE 11 WRITING
Acquire high level knowledge and values of writing. Write legibly, confidently and effectively to communicate
messages.
Demonstrate high level competences of different types
and styles of writing. Produce the kind of writing required of them in tertiary
education and the world of work.
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CONTENT
TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
11.5.1 11.5.1.1 Write autobiographical Writing autobiographies and Effective Knowledge
AUTOBIOGRAPHY material Profiles communication Innovativeness
WRITING Application Creativity
11.5.2 11.5.2.1 Write in favour of or against Writing an Argumentative Creative thinking
ARGUMENTATIVE topics or motions essay Critical thinking
WRITING
11.5.3 DIALOGUE 11.5.3.1 Compose dialogues and short Dialogue and short plays
AND SHORT PLAYS plays
Semi-formal
Letter to an
adult/Headteacher/Principal/
person not known
Must be: less formal, polite
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CONTENT
TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
and fairly courteous
Informal letters
are friendly letters to close
friend, parent, cousin etc
11.5.5 11.5.5.1 Write instructions to E.g. Instructions
INSTRUCTION complete a task
WRITING
11.5.6 DIARY 11.5.6.1 Write and maintain a diary Record everyday’s
WRITING happenings
Format:
Date/place/ significant
happenings
11.5.7 11.5.7.1 Complete advanced forms Filling in a variety forms as
COMPLETING appropriate
FORMS
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GRADE 12 WRITING
TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
12.5.1 12.5.1.1 Show high levels of Effective Knowledge
NARRATIVE competence in narrative Communication Appreciation
WRITING writing
12.5.2 12.5.2.1 Show high levels of Writing a descriptive composition
DESCRIPTIVE competence in making use of adjectives and adverbs
WRITING descriptive writing to give vivid picture of objects and
occurrences
12.5.3 12.5.3.1 Write curriculum vitae. Curriculum Vitae
CURRICULUM Main features:
VITAE Personal details-
Date of Birth/Place of
Birth/sex/marital status
Academic Experience- Schools
attended
Work Experience: places worked
Competencies
Hobbies:
Declaration
Date of CV
12.5.4 SPEECHES 12.5.4.1 Write speeches and vote Speech of introduction
AND VOTE OF of thanks notes
THANKS WRITING Vote of thanks
12.5.5 12.5.5.1 Interpret maps, diagrams Produce texts describing what is on
INTERPRETIVE and tables in writing maps, diagram, chart, graph etc
WRITING
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