Teacher
Resume:
Republic of Namibia
MINISTRY OF EDUCATION, ARTS AND CULTURE
SENIOR PRIMARY PHASE
To be implemented in 2016
ENGLISH SECOND LANGUAGE SYLLABUS
GRADES 4-7
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 English Second Language syllabus Grades 4-7, NIED 2015 1
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 2
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. English Second Language syllabus Grades 4-7, NIED 2015 3
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:
English Second Language syllabus Grades 4-7, NIED 2015 4
CROSS-
CURRICULAR
ISSUE
TOPIC –
EXAMPLES
ONLY
ACTIVITIES FOR EACH SKILL
LISTENING SPEAKING READING
WRITING
(Read & Dir.
Writing;
Continuous
Writing)
Environmental
Education
Conservation
and
sustainability of
the
environment
Listen to a
texts and do
various
aspects of
environmental
education and
answer
questions
Discuss and
debate on
various issues
on
environmental
education
issues
Read various
texts in
English on
various
aspects of
environmental
education
Write in
response to
various tasks
on
environmental
education
aspects
Population
Education
Population and:
- food supply
- life expec-
tancy
- work, etc.
Listen to
various texts
on population
and do various
activities
Discuss and
debate on
various
aspects of
population
education
Read various
texts in
English on
population
Write various
short and
longer pieces
on population
aspects
Information
and Com-
munication
Technology
(ICT)
Ethical
aspects of
ICT
Law and ICT
issues
Impact of ICT
Listen to
stories on ICT
Discuss,
dramatise and
debate ICT
issues
Read texts
and stories on
ICT issues
Draw and or
write about
various ICT
issues
Human Rights
& Democracy
Promoting a
culture of
peace
Understanding
culture and
diversity
Rights &
responsibilities
Listen to
various texts
on rights and
responsibilities
and complete
different tasks
Role play,
discuss and
debates issues
on Human
Rights and
Democracy
Read various
texts on Human
rights and
Democracy and
do the activities
based on them
Write various
tasks based
on Human
Rights and
Democracy
HIV and AIDS
Various
aspects of HIV
and AIDS
Listen to
various texts
on HIV and
AIDS and
answer
questions
Talk, role play
and debate
aspects on
HIV
and AIDS
Read and
respond to
tasks on
various HIV
and AIDS
aspects
Write
different
tasks on
various
aspects of
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.
English Second Language syllabus Grades 4-7, NIED 2015 5
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: English Second Language syllabus Grades 4-7, NIED 2015 6
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 &
USAGE
The learner will be able to know and use the English language to create and 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
Listening and
Responding
Develop auditory skills; listen and respond to information heard; recognise instructions and directions; comprehend feelings, intentions, emotions and attitudes of speakers; develop awareness of the structure of language and vocabulary. Speaking
Develop fluency in correct use of language structure; communicate confidently and effectively using appropriate vocabulary convincingly in different situations, showing a sense of audience and purpose.
Reading and
Responding,
including
Literature
Develop silent reading skills as well as skills for reading aloud; know and use reading strategies for enjoyment; understanding; extract information from a variety of texts; use reference materials and know and use simple research strategies. Writing
Write a variety of texts, showing a progressive knowledge of writing processes; a sense of audience and purpose, using sentence structures, correct spelling and punctuation in well-structured paragraphs.
Grammar and
Usage
Write with progressively more accuracy in spelling, punctuation and referencing, using appropriate vocabulary, idioms and parts of speech in a range of sentence structures.
These skills are dealt with separately for reasons of convenience and clarity but should not be taught in isolation. In practice, language skills do not function in isolation and should therefore be taught in an integrated and holistic way. English Second Language syllabus Grades 4-7, NIED 2015 7
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
OBJECTIVES
COMPETENCIES
Learners will: Grade 4 Grade 5 Grade 6 Grade 7
By the end of Gr. 4 learners
should be able to:
By the end of Gr. 5 learners
should be able to:
By the end of Gr. 6 learners
should be able to:
By the end of Gr. 7 learners
should be able to:
1. listen for specific
information and
comprehension:
e.g. conversations,
directions,
instructions, etc.
answer questions orally and
in writing based on texts
heard: short answer
questions e.g.
true or false
filling in missing
information e.g. simple
prepositions like in, on,
near, etc.
matching
multiple choice
wh-questions (e.g. what,
when, where, who)
answer questions orally and
in writing based on texts
heard: short answer
questions e.g.
true or false
filling in missing
information e.g. one to
two words
matching
multiple choice
wh-questions (e.g. what,
when, where, who)
answer questions orally and
in writing based on texts
heard: short answer
questions e.g.
true or false
filling in missing
information e.g. short
phrases
matching
multiple choice
wh-questions (e.g. what,
when, where, who, why)
make detailed lists of
items heard
follow detailed directions
identify main ideas in a
text
answer questions orally and in
writing based on texts heard:
short answer questions e.g.
true or false
filling in missing information
e.g. words and phrases
matching
multiple choice
wh-questions (from the What-
to How- and Why questions)
make more detailed lists of
items heard
follow more detailed
directions
identify main ideas in an oral
presentation
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
English Second Language syllabus Grades 4-7, NIED 2015 8
9.1 Listening (continued)
LEARNING
OBJECTIVES
COMPETENCIES
Learners will: Grade 4 Grade 5 Grade 6 Grade 7
By the end of Gr. 4 learners
should be able to:
By the end of Gr. 5
learners should be able to:
By the end of Gr. 6
learners should be able to:
By the end of Gr. 7
learners should be able to:
1. listen for specific
information and
comprehension:
e.g. conversations,
directions,
instructions, etc.
(continued)
answer questions orally and
in writing based on texts
heard and respond to long
and shorter questions e.g.
make lists of a few items
heard
follow simple
directions
respond briefly to simple
instructions e.g. the
teacher orally instructs
the learners to carry out a
certain activity by either
writing, speaking or
performing.
answer questions orally
and in writing based on
texts heard and respond
to long and shorter
questions e.g.
make lists of items
heard
follow directions
identify ideas and
supporting details in a
short oral presentation,
e.g. What is the
presentation/
text about? Why do you
say so?
respond to
conversations,
directions and
instructions heard
answer questions orally
and in writing based on
texts heard and respond
to long and shorter
questions e.g.
respond to detailed
conversations,
directions and
instructions heard
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
rearrange instructions
into the correct order
take notes from an oral
presentation using a
supplied written outline
as a guide, etc.
answer questions orally
and in writing based on
texts heard and respond to
long and shorter
questions e.g.
re-arrange instructions
into the correct order
take notes from an oral
presentation using a
supplied written outline
as a guide
make summaries in
prose and note form,
etc
English Second Language syllabus Grades 4-7, NIED 2015 9
9.1 Listening (continued)
LEARNING
OBJECTIVES
COMPETENCIES
Learners will: Grade 4 Grade 5 Grade 6 Grade 7
By the end of Gr. 4 learners
should be able to:
By the end of Gr. 5 learners
should be able to:
By the end of Gr. 6 learners
should be able to:
By the end of Gr. 7 learners
should be able to:
2. listen extensively
to a variety of
texts, e.g.
advertisements,
weather, news,
announcements and
information texts
(examples:
Diseases,
Environmental
Issues, Human
Rights, Information
Technology, etc.)
and respond
appropriately
make drawings while
listening based on the
weather, and information
technology
complete a task by
filling in the details while
listening e.g. the
learners are given
names of towns and
have to fill in maximum
and minimum
temperatures while
listening to a weather
forecast text.
complete a task by
filling in details while
listening e.g. fill in
weather elements
(temperature,
precipitation, cloud
cover, humidity, air
pressure) while listening
to a weather forecast.
complete a task by
describing weather
patterns of different
areas, e.g. Windhoek,
partly cloudy, isolated
thundershowers, very
sunny etc. Ondangwa,
no clouds, hot and
humid.
begin to express own
simple ideas on
information heard e.g.
“Should classes have
class captains? ” “Should
girls wear trousers?”
debate and discuss
information heard e.g. on
HIV and AIDS, etc.:
“Should orphans whose
parents died of AIDS be
given special attention?
debate, discuss and
express own opinions on
information about any
text including cross-
curricular issues heard
express detailed
opinions when debating
or discussing information
on any environmental
issue heard
dramatise actions based
on environmental texts
listened to
do role-plays (news,
advertisements,
announcements and
information texts) e.g.
news, news reporters,
presenters, cameramen,
weather reporter, sports,
business news
dramatise texts heard
(news, advertisements,
announcements and
information texts) e.g.
dramatise environmental
issues as: headman,
councillor, community
members, news reporter,
environmentalist, wood
carvers
dramatise, in detail, texts
heard (news,
advertisements,
announcements and
information texts) e.g.
dramatise environmental
issues as: headman,
councillor, community
members, news reporter,
environmentalist, wood
carvers
English Second Language syllabus Grades 4-7, NIED 2015 10
9.1 Listening (continued)
LEARNING
OBJECTIVES
COMPETENCIES
Learners will: Grade 4 Grade 5 Grade 6 Grade 7
By the end of Gr. 4
learners should be able
to:
By the end of Gr. 5
learners should be able
to:
By the end of Gr. 6 learners
should be able to:
By the end of Gr. 7 learners
should be able to:
2. listen extensively to
a variety of texts,
e.g. advertisements,
weather, news,
announcements and
information texts
(examples: Diseases,
Environmental Issues,
Human Rights,
Information
Technology, etc.) and
respond appropriately
rearrange cartoons
and pictures in the
correct order as they
listen to a text.
sequence pictures,
words and short
sentences while
listening to texts, e.g.
radio broadcasts,
news, weather
forecasts, sports
commentary, etc.
rearrange jumbled
sentences
sequence sentences
according to texts heard.
rearrange jumbled
sentences into
paragraphs
sequence paragraphs while
listening.
listen to various texts and
rearrange the jumbled
paragraphs, stanzas or verses
in the correct order.
complete various
simple tasks e.g. by
drawing, labelling
drawings etc. while
listening to simple
texts
answer various
simple and short
questions while
listening to grade
appropriate texts.
answer various types of
questions while listening
to texts on various issues.
complete a variety of
questions: the wh- questions,
simple questionnaires, form-
filling, etc. based on
information heard, e.g.
announcements: assembly at
school, stations, airports, radio
and TV, etc. fill in a health
questionnaire, etc.
English Second Language syllabus Grades 4-7, NIED 2015 11
9.1 Listening (continued)
LEARNING
OBJECTIVES
COMPETENCIES
Learners will: Grade 4 Grade 5 Grade 6 Grade 7
By the end of Gr. 4 learners
should be able to:
By the end of Gr. 5 learners
should be able to:
By the end of Gr. 6 learners
should be able to:
By the end of Gr. 7 learners
should be able to:
3. listen to distinguish:
fact/opinion; mood
of speaker;
cause/effect
identify and role play
moods portrayed as
they listen to a text, e.g.
sad, happy, excited,
frightened, and angry:
name mood
Naomi happy
Edith angry
identify and act out a
few different moods
from the text heard.
identify and dramatise
different moods heard
from a text
identify and dramatise
as many different
moods heard from a
text as possible.
listen to different stories
and answer True or
False on fact or opinion
activities
distinguish fact from
opinion from heard
stories e.g.
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