ministry of education republic of seychelles english in the national curriculum … · 2017. 1....
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Ministry of Education
Republic of Seychelles
English in the National Curriculum
PRIMARY (CYCLE 1 -3)
GENERAL OBJECTIVES
At the end of the Cycle, a learner should be able to
KNOWLEDGE
Cycle 1 Cycle 2 Cycle 3
K101 acquire basic vocabulary and
implicitly know how together they
generate meaning
K201 use certain basic rules to
show understanding of the
functions of vocabulary, grammar,
verb tenses, and structure.
K301 use the basic rule correctly to
show understanding of the
functions of vocabulary, verb
tenses, stricture spelling and syntax
K102 Understand the simple
linguistic characteristics of
narrative, descriptive, informative
and prescriptive texts
K102 understand the linguistic
characteristics of narrative,
informative, prescriptive,
expressive, descriptive and
argumentative texts
K302 understand the principle
linguistic characteristics of
narrative, informative, prescriptive,
expressive, descriptive and
argumentative texts
K103Show understanding of
appropriate extracts using basic
comprehension skills
K203 show understanding of
appropriate extracts using simple
comprehension skills
K303 show understanding of
appropriate extracts using a range
comprehension skills
K104 Understand the similarities
between English, French and Kreol
Vocabulary
K204 understand the simple
similarities and differences
between English, French and Kreol
grammar and Vocabulary
K304 show a good understanding
of the similarities and differences
between English, French and Kreol
grammar and Vocabulary
K105 Understand simple texts on a
personal level
K205 respond to simple texts on a
personal level
K305 respond to different texts on
a personal level
K106 Use pictorial clues and text
to work out meanings of basic texts
K206 have a developing ability to
use context to work out meanings
of simple words
K306 know how to use context to
work out meanings of simple
words and expressions (idioms,
proverbs, similes…)
K107 master the phonological
aspects of the language
K207 reinforce the mastery of the
phonological aspect of the
language
K307 demonstrate mastery of the
phonological aspect of the
language
K108 understand and respond to
various instructions related to
social formulae
K208 Acquire basic structure and
respond to various instructions
related to social formulae
K308 acquire complex structure
and respond to more complex
instructions related to social
formulae
K109 show knowledge of eh names
and order of the alphabet;
recognize that spelling has
patterns; produce of common
words
K209 spell correctly, in the course
of their own writing, words which
display another main patterns in
English spelling
GENERAL OBJECTIVES
At the end of the Cycle, a learner should be able to
SKILLS
Listening and Speaking
Cycle 1 Cycle 2 Cycle 3
S101 produce and respond
appropriately to simple social formulae
and institutions
S201 produce and respond
appropriately to a range of more
complex social formulae and
institutions
S301 produce and respond
appropriately to complex social
formulae and give, receive and follow
accurately precise institutions
S102 talk to the teacher, listen, ask and
answer questions
S102 listened with an increased span
of concentration to other children and
adults, asking and responding to
questions and commenting on what has
been said
S302 take part as speakers and activity,
expressing a personal view and
commenting constructively on what is
being discussed or experienced
S103 know the importance of facial
expressions, gestures and tone of voice
when speaking
S203 explore the basic contributions of
facial expressions, gestures and tone of
voice to a speaker‟s meaning
S303 explore the wider contributions
that facial expressions, gestures and
tone of voice to a speaker‟s meaning
S104 understand and produce correctly,
different types of simple texts requiring
prescriptive, descriptive, informative,
expressive and narrative information
S204 understand and produce correctly,
a variety of texts requiring prescriptive,
descriptive, informative, expressive and
narrative information
S304 understand and produce correctly,
a wide variety of texts requiring
prescriptive, informative, expressive,
narrative and argumentative
information
S105 reproduce the elements of the
spoken language
S205 produce the elements of the
spoken language
S305 begin to use and understand
language which conveys information
and ideas effectively
S106 become aware of the
particularities of the three national
languages(Creole, French English) and
develop fluency in English
S206 appreciate the particularities of
the three national languages (Creole,
French English) and become more
fluent in English
S306 demonstrate awareness of the
particularities of the three national
languages (Creole, French English)
and use English fluently
GENERAL OBJECTIVES
At the end of the Cycle, a learner should be able to
Reading
Cycle 1 Cycle 2 Cycle 3
S107 read silently with understanding
different types of basic texts
S207 read silently with understanding a
variety of simple texts
S307 read silently with understanding a
variety of complex texts and
demonstrate a developing ability to use
inference, deduction and previous
reading experience
S108 demonstrate a developing ability
to understand simple texts
S208 demonstrate the ability to
understand a variety of texts
S308 locate relevant information in a
prescriptive , informative, , expressive,
narrative and argumentative text
S109 use acquired concepts in Kreol to
demonstrate ability to understand
simple texts
S209 use acquired concepts in Kreol to
demonstrate understanding of common
types of texts
S309 use acquired concepts to identify
and differentiate between a variety of
texts
S110 read aloud straightforward signs
and notices
S210 read aloud familiar stories and
poems fluently with appropriate
expressions
S310 read aloud expressively, fluently,
and with increased confidence from a
range of familiar literature
S111 understand the importance and
nature of books and use the classroom
reading corner
S211 understand the importance of
books and how the library works and
use the classroom reading corner and
the library effectively
S311 select reference books and other
information materials and use
organizational devices to find answers
to their own questions and those of
others
S112 use a basic dictionary and
encyclopedia
S212 use a simple dictionary and
encyclopedia effectively
S312 use a dictionary and encyclopedia
effectively
S113 understand the simple written and
oral form of the language
S213 understand and explore the
written and oral form of the language
S313 demonstrate a developing ability
to understand and manipulate the
written and oral from of the language
S114 present in simple terms, the
content of stories or information in
non-fiction books
S214express opinions informed by
what has been read
S314 demonstrate the ability to express
preferences on what has been read
S115 describe what has happened in a
story and predict what may happen
next
S215 describe what has been read and
demonstrate a developing ability to
hypothesise and predict
S315 use what has been read to
hypothesise and predict what may
happen next and develop creative
thinking and problem solving skills
S116 appreciate the differences
between the written from of the three
national languages (Creole, English
and French)
GENERAL OBJECTIVES
At the end of the Cycle, a learner should be able to
Writing
Cycle 1 Cycle 2 Cycle 3
S117 write short simple texts using the
narrative, prescriptive, descriptive,
informative and expressive language
guided by the teacher
S216 write short texts using the
narrative, prescriptive, descriptive,
informative and expressive language
guided by the teacher
S316 write in a variety of forms for a
range of purposes and audiences in
ways which attempt to engage the
interest of the reader
S118 structure sequences of real or
imagined events coherently in
chronological accounts
S217 shape chronological writing,
beginning to use a wider range of
sentence connectives than „and‟ and
„then‟ and begin to produce a variety of
non-chronological writing
S317 produce independently, pieces of
writing in which the meaning is made
clear to the reader and in which
organisational devices and sentence
punctuation, including commas and the
setting out of direct speech, are
generally accurately used
S119 begin to revise and redraft in
discussion with the teacher, or other
children with the teacher, or other
children in the class, paying attention
to meaning and clarity as well as
checking for matters such as correct
and consistent use of tenses and
pronouns
S218 discuss the organization of their
own writing, revise and redraft the
writing as appropriate, independently,
in the light of that discussion
S318 assemble ideas individually or in
discussion with other, and show
evidence of an ability to produce a
draft from them and to revise and
redraft as necessary
S120 produce letters that are
recognisably formed and properly
oriented and that have clear ascenders
and descenders where necessary
S219 demonstrate an ability to write a
guided summary of a text seen, heard
or read
S319 demonstrate an ability to write a
simple summary of a text seen, heard
or read
S121 produce legible upper and lower
case letters and use them consistently
S220 begin to produce clear and
legible joined-up writing
S320 produce more fluent joined-up
writing in independent work
GENERAL OBJECTIVES
Attitudes
Towards self and others
Primary (Cycle 1-3)
Students should
Attitudes to be developed
throughout the cycles to achieve the
objectives
Attitudes towards self and others
Trust, kindness, wisdom, honesty,
open-mindedness, courage,
truthfulness, sense of humour, self-
reliance, self-esteem, self-discipline,
sincerity, self-respect, responsibility,
consideration, courtesy, compassion,
sympathy, gratitude, sharing,
reconciliation, solidarity, empathy,
simplicity, righteousness, cordiality,
creativity, mutual respect for the
religious observances of others.
Appreciation of the culture of other,
observance of small family norms, love
for family, love for the elderly,
appreciation of the world‟s cultural
heritage, sensitivity to respond to social
and cultural change
Equality, justice, loving and caring,
protection off the rights of labour
participation, freedom of speech,
belief and worship
Protection od sustainability of the
environment, awareness and
commitment to maintain the
environment for the survival of human
kind, love and care for nature.
Harmony between people and the
environment, unity of people and
nature, peaceful co-existence, love of
peace and harmony, non-violence,
interdependence, conflict resolution
through nonviolent means,
understating, cooperation, among
nations, globalism
ATP 1 have the capacity to identify own and transmit their thoughts,
feelings and emotions
ATP 2 accept the efforts and show respect towards the feelings, opinions
and beliefs of others
ATP 3 be willing to develop and share their creative interests and show
appreciation for other forms of art and culture
ATP 4 understand their rights and the rights of others and be committed
to carry out their responsibilities
Attitudes towards the environment
ATP 5 have respect and appreciation for all living things and their place
and function in the overall environment
ATP 6 be aware of and appreciate the relationship between the natural
and human-made environment and be willing to become engaged and
involved with environmental issues
Attitudes towards the subject
The following attitudes underpin all terminal objectives specific to the leaning of a language.
At the end of each cycle, a leaner should be able to:
Demonstrate the desire and the confidence to communicate in English
Use language as a stool to enhance his or her knowledge and appreciation of other cultures
Enhance his or her knowledge of the world especially where English is used as a second language
Demonstrate pleasure in listening to an communicate in English
Recognize that English is a national language and that it has a fundamental role in our society
Demonstrate the willingness to use English to work on his or her own as well as participate in set and/or
group tasks and discussions
Demonstrate competence using English and alternating between the three national languages
Appreciate the importance of a second language as an integral part of everyday life
Appreciate the numerous socio-cultural aspects of speech and literature
Appreciate the contributions of the English language as a major link between us and the outside
world way of life, family structure, religion, likes and dislikes
TERMIAL OBJECTIVES – CYCLE 1
At the end of cycle, a learner should be able to:
Knowledge
General Objectives Terminal Objectives
K101 acquire a basic vocabulary and implicitly know how
together they generate meaning Recognize and use familiar words related to his/her
environment
K102 understand the simple linguistic characteristics of texts:
a) Narrative
b) Descriptive
c) Informative
d) prescriptive
write sentences using the correct present and past tenses of
the verb “to be”
recognise three principal stages of a text (beginning, middle
, end) and their logical progression
use the present and past tenses
talk about familiar stories or event
respond to visual and aural stimulus
begin to use the comparative form
use simple adjectives
produce sentences using the affirmatives, negatives,
examinatives, deciaratives, and interrogatives
use personal and possessive pronouns
understand the operational stages of a process of activities
use the following connectors effectively – and, then , next,
and, but
K103 show understanding of appropriate extracts using basic
comprehension skills use pictures to help make sense of a text
talk in simple terms about the content of stories, or
information in non-fiction books
K104 understand the similarities between English, French, and
Kreol vocabulary differentiate between the three languages in terms of sound
and speech
K105 understand simple texts on a personal level read something unprompted with fluency, accuracy and
understanding
talk with some confidence about what has been read
produce craft work related to reading work
K106 use pictorial clues and text to work out meanings of
basic words use picture and context cues when reading
K107 master the phonological aspect of the language identify initial, middle and final sounds when they hear a
word
play with language to develop conscious awareness of
patterns of sound, including the development of a sense of
rhyme
listen to the sounds in oral language to develop
phonological awareness
K108 understand and respond to various instructions related to
social formulae Understand the correct structure pertaining to greetings,
expressions of thanks and congratulations
K109 show knowledge of the names and order of the English
alphabet; recognize that spelling has patterns; produce and
spell correctly a range of common words
Alphabet
Spelling
Name and identify the letters of the alphabet
Name the letters when spelling out loud from a simple
dictionary
Know the sequence of the letters in the alphabet
Produce recognizable spelling of a range of common words
Spell correctly monosyllabic words they use regularly
which observe common patterns such as see, car, man, sun,
hot, cold, thank
Begin to apply their knowledge of those patterns in their
attempts to spell a wider range of words such as goat, coat,
feet, street, etc.
Skills
Cycle 1 Listening and Speaking
General Objectives Terminal Objectives
S101 produce and respond appropriately to simple social
formulae Greet and respond appropriately to greetings
Use appropriate language to say goodbye
Give and ask for information on somebody‟s age and health
Ask for assistance
State ho/her thanks and respond appropriately to expressions
of thanks
Greet someone on a special occasion
Express apology
S102 talk to teacher, listen, ask and answer questions Talk about events or activities in or out of school such as a
school trip, a family outing or a television programme
S103 know the importance of facial expressions, gestures
and tone of voice when speaking Assume a role in play activity, e.g. acting out familiar stories
Change tone of voice to indicate different characters
S104 understand and produce correctly different types of
texts requiring:
a) Prescriptive information
b) Informative information
c) Descriptive
d) Expressive information
e) Narrative information
Show understanding by responding appropriately to
instructions, at least two consecutive ones; e.g. choose some
shapes from the box and draw them
Ask simple questions to clarify instructions when not
understood
Give and respond appropriately to simple instructions in
relation to his/her everyday life
Express lack of understanding
Introduce himself/ herself and ask others to introduce
themselves
Introduce a person/an animal/ an object
State position in space
Describe a person/ an animal/ an object
Describe an action according to different time a sday
Describe the weather
Describe an action or activity
State his/her or another‟s likes/ dislikes
State his/her or another‟s moods/ feelings
Express expression
Tell short simple stories seen, heard or read
Give important information on a story heard or read
Understand the different periods of time in a story
S105 reproduce the simple elements of the spoken language Listen to and reproduce basic sounds
Listen to and reproduce basic words
Listen to and reproduce simple sentences
Listen to and reproduce a short text
Understand and produce key words
S106 become aware of the particularities of the thee national
languages (Creole, English and French) and develop fluency
in English
Differentiate between the mother tongue – Kreol and the two
other languages
Recognize the three national languages when they hear them
Cycle 1 Reading
General Objectives Terminal Objectives
S107 read silently with understanding different types of
basic texts Show understanding by responding appropriately to a variety of
prompts, e.g. drawings, instructions, simple questions etc…
S108 demonstrate a developing ability to understand simple
texts Show understanding by responding appropriately to a variety of
prompts, e.g. drawings, instructions, simple questions etc…
S109 use acquired concepts in Kreol to demonstrate the
ability to understand simple texts Use the skill acquired in Kreol to decipher unfamiliar words in
English
S110 read aloud straightforward signs, labels and notices,
sentences and short texts Read labels on drawers in the classroom and around the school
Read common signs around them, e.g. road signs, „no smoking‟
etc…
Read relevant notices around them
Read with appropriate expressions
Raise or lower voice to indicate different characters, respect
punctuation markers
S111 understand the importance and nature of books and use
the classroom reading corner Identify and understand the purpose of different types of texts
(dictionary, poster…)
Understand the different purposes of reading (informative,
narrative, expressive…)
Be aware of size, shape, illustrations, print
Handle books effectively (taking from shelf, opening, holding
for reading, turning pages…)
Appreciate and love books
S112 use a basic dictionary and encyclopedia Understand how words and meanings are organized in a
dictionary
Understand the purpose of an encyclopedia
Use a dictionary to check spelling and meaning
S113 understand the simple written and oral form of the
language Understand different parts of a text and know their functions
Apply knowledge of phonic and spelling patterns to their oral
writing
Build up a sight vocabulary of common words in books read or
the reading scheme and from personal experience
Associate sounds with words
Understand the position of words in a sentence
Recognize the purpose of writing: to gain information, for
pleasure…
Understand the different purpose of writing: to inform, to
warn, to entertain, to advertise
S114 present in simple terms the content of stories or
information in non-fiction books
Talk about characters and pictures expressing likes and dislikes
Share information or ideas gathered from non-fiction sources
S115describe what has happened in a story and predict what
may happen next Talk about the plot of a story
Predict future actions, events and endings
S116 appreciate the difference between the written forms of
the three national languages (Kreol, English and French) Know the difference between the oral and written aspect of the
three language
Identify what is English from a variety of written texts
Cycle 1 Writing
General Objectives Terminal Objectives
S117 write short simple texts using the narrative,
prescriptive, descriptive, informative and expressive
language guided by the teacher
Write a short simple poem
Write stories showing an understanding of the rudiments of
story structure by establishing an opening, characters and one
or more events
Write a simple dialogue (2 persons) of a t least 4-6 exchanges
in contexts that are clear and that can be performed
Write clear and precise information to:
- Introduce himself/ herself and others
- Describe his/her actions
- Describe a familiar person/animal/object/place
- Describe the weather
- Congratulate a person on a special occasion (birthday, New
Year cards, etc…)
- Express his/ her feelings/ moods
- Give simple directions
- Write simple words and sentences
Write simple rules (class. Library, etc..)
Make correct and consistent use of appropriate tenses and
pronouns
S118 structure sequences of real or imagined events
coherently in chronological accounts Write an account of a family occasion, a practical task or an
adventure story
Produce lists, captions. Notices. Posters, etc…
S119 begin to revise and redraft in discussion with the
teacher, or other children with the teacher, or other children
in the class
Revise and redraft
Pay attention to meaning and clarity
Make correct and consistent use of appropriate tenses and
pronouns
S120 produce letters that are recognisably formed and
properly oriented and that have clear ascenders and
descenders where necessary
Produced properly formed letters
Differentiate between „b‟ and„d‟. and „p‟ and „q‟
Know which part of a letter sits on the line and which do not
S121 produce legible upper and lower case letters and use
them consistently Produce upper and lower case letters which are distinguishable
and not randomly mixed within words
TERMIAL OBJECTIVES – CYCLE 2
At the end of cycle, a learner should be able to:
Knowledge
General Objectives Terminal Objectives
K201 use certain basic rules to show
understanding of the functions of vocabulary,
grammar, verb tenses, and structure.
Name and identify people, objects and actions
Use verb tense consistently
Distinguish between adverbs and adjectives
Use plurals and pronouns correctly
Use the correct forms of simple irregular verbs (positive and negative
forms)
Make compound sentences using „and‟, „but‟, „or‟, etc.
Express likes. Dislikes. Feelings and give reasons
Talk about characters, pictures, events, etc…
K102 understand the linguistic
characteristics of texts
a) Narrative
b) Informative
c) Prescriptive
d) Expressive
e) argumentative
f) Descriptive
Write sentences using the correct present and past tense of the verb „to be‟
Recognize the three principal stages in a text
Use sentence connectives and, but, when, after, so , because, and then
Understand the purpose and use in appropriate situations sentences using the
interrogative, exclamative, affirmative, demonstrative and negative
pronouns
Use adverbs
Use personal, possessive, demonstrative, and interrogative pronouns
Use verbs in the infinitive
Use prepositions
Use imperatives
Understand the structure of a text (title, author)
Use adjectives
Use quantifiers
Use comparative form
K203 show understanding of appropriate
extracts using simple comprehension skills Ask and answer questions about what has been read
Respond to pot, character or ideas and refer to relevant passages to support
opinions
K204 understand the simple similarities and
differences between English, French and
Kreol grammar and Vocabulary
Translate a Kreol or French word into English
Pick up the differences in the sound systems of the three languages
K205 respond to simple texts on a personal
level Extend their interest in words by using synonyms, homonyms, opposites
Use words associated with specific occasions. E.g. birthdays, school events,
mealtimes
K206 have a developing ability to use context
to work out meanings of simple words Respond to the way information is structured and presented so that they can
identify key points and deduce meanings of words
K207 reinforce the mastery of the
phonological aspect of the language Understand the sound system of the English language (rhythm, intonation…)
Pronounce words correctly in English
K208 Acquire basic structure and respond to
various instructions related to social formulae Understand the correct structure pertaining to greetings/ expression of
thanks/ excuses and congratulations
K209 spell correctly, in the course of their
own writing, words which display another
main patterns in English spelling
Spell correctly simple polysyllabic words they use regularly which observe
common patterns such as because, after, open, teacher, animal, together,
etc…
Recognize and use correctly regular patterns for vowel sounds and common
letter strings such as –ing, -ion,
-ous, etc…
Show a growing awareness of work families and their relationships such as
grow, growth, growing, grown, grew, etc…
In revising and redrafting their writing begin to check the accuracy of their
spelling
Skills
Cycle 2 Listening and Speaking
General Objectives Terminal Objectives
S201 produce and respond appropriately to a range of
more complex social formulae and institutions Greet and respond correctly to greetings
Enquire and answer questions on somebody‟s health suing more
complex language
Take leave using appropriate language
Thank somebody using more complex language
Make excuses
Interrupt politely
Congratulate someone on a special occasion
S102 listened with an increased span of concentration to
other children and adults, asking and responding to
questions and commenting on what has been said
Listen to a text such as a talk by a teacher, or a radio programme
and then discuss what has been said
S203 explore the basic contributions of facial expressions,
gestures and tone of voice to a speaker‟s meaning Assume role in role-play and sketches
S204 understand and produce correctly, a variety of texts
requiring
1. Prescriptive information
2. descriptive information
3. informative information
4. expressive information
Show understanding by responding appropriately to instructions
Ask questions to clarify instructions when not understood
Give and respond appropriately to instructions in relation to
his/her everyday life
Express lack of understanding
Ask for permission to do something
Explain who something works
State the relationship between people
State his/ her own and other people‟s possessions
Make comparison in relation to people, objects, animals
according to size, colour and height
Convey a simple message
Give precise information on people, places and objects
Describe physical characteristics of self and others
Describe a person, animal, an object
Describe an action according to different times of day
Describe the weather describe articles, p[elope in relation to
position in space
Describe simple processes (how to cook something, how to play
game, etc…)
Recite a poem, sing a song
State his/her or another‟s likes and dislikes and preferences
State his/her or another‟s moods and feelings
State his/her or another‟s necessity and needs
5. narrative information Tell and retell stories heard or invented
Give important information on a story heard or read (who, which,
where, when, how, why)
Understand the different periods of time in a story
Summarise a story heard or read
Predict and respond to a story heard or read
Give information on own interests and interesting events that
have been seen, heard or read
S205 produce the elements of the spoken language Sequence and organize their talk in ways which are coherent and
understandable and use markers such as first, then, after, etc…
S206 appreciate the particularities of the three national
languages (Creole, French English) and become more
fluent in English
Differentiate between the mother tongue (Kreol) and the two
other languages
Skills
Cycle 2 Reading
General Objectives Terminal Objectives
S207 read silently with understanding a variety of simple
texts Read at a normal pace
Rad with fluency, accuracy, correct intonation and expression
Rad without verbalizing
Anticipate words in a text
Understand the gist
S208 demonstrate the ability to understand a variety of texts Show understanding by responding to a wide variety of
prompts such as competing tables, drawing graphs, diagrams,
answering open-ended questions, etc…
S209 use acquired concepts in Kreol to demonstrate
understanding of common types of texts Establish the relationship between the oral and written form
for syllables, letters and words
Combine initial sounds, simple consonants and vowel patterns
and learn common irregular words
Acquire a sight vocabulary which extends from a few words of
personal importance to a larger number of words from books
and the environment around them
Recognize the purpose of writing to gain information/ to
communicate meaning, for thinking and learning
Use the skill acquired in Kreol to decipher unfamiliar words in
English
S210 read aloud familiar stories and poems fluently with
appropriate expressions Vary the tone of voice to express feelings
Rad with appropriate intonation, pace, etc… to represent
character and mood
Use his/her voice affectively so that the listener has a clear
concept of what is being read
Respect punctuation markers
Read with correct intonation and expression
S211 understand the importance of books and how the
library works and use the classroom reading corner and the
library effectively
Use the classroom bookshelf and school library for individual
reading
Visit a public library and become familiar with the children‟s
section where favourable books are kept
Use the classification system to identify and classify books
Identify and understand the purpose of different types of texts
(dictionary, journal, poster…)
Understand the different purposes of reading (informative,
narrative, expressive…)
S212 use a simple dictionary and encyclopedia effectively Understand how words and meaning are organized in a
dictionary
Use a dictionary to find definitions, and check spelling
Use an encyclopedia to look up relevant information
S213 understand and explore the written and oral form of the
language Understand the different parts of a text and know their
functions
Shows understanding of the way stories are structured. i.e.
beginning, middle and ending
Understand the difference between the oral and written aspect
of the three languages
S214express opinions informed by what has been read Express personal preferences
Describe the qualities of a poem or story which appeal to them
and give an indication of a personal response
S215 describe what has been read and demonstrate a
developing ability to hypothesise and predict Discuss what might happen to characters in a story based on
the outcome of adventures in other stories
Recognize and use clues in a text which help the reader predict
event
Skills
Cycle 2 Writing
General Objectives Terminal Objectives
S216 write short texts using the narrative, prescriptive,
descriptive, informative and expressive language guided by
the teacher
1. Narrative
2. Prescriptive
3. Descriptive
4. informative
write short text suing simple words and short sentences
comprising the introduction, body and conclusion
Witte simple dialogues (2-4 persons) of at least six to eight
exchanges in contexts that are clear and that can be performed
Write about simple processes (how to do something, recipes)
Write a short description )8 sentences) of a person, am animal
or an object
Write a short text (8 sentences) giving basic information on a
given subject such a s the market, school, holidays, etc…
S217 shape chronological writing, beginning to use a wider
range of sentence connectives than „and‟ and „then‟ and
begin to produce a variety of non-chronological writing
Use connectives such as but, when, after, so, because, etc…
Use markers such as first, then, next, after, etc…
Produce plans and diagrams
Write a description of a person
Make notes for an activity
Record in writing an aspect of learning such as a n
experiment, an investigation, a trip, etc…
Present information and feelings in forms such as letters,
poems, invitations, posters, etc…
S218 discuss the organization of their own writing, revise
and redraft the writing as appropriate, independently, in the
light of that discussion
Discuss the organisation of their own writing
Talk about the content and those features which ensure clarity
for the reader
Redraft and write the place of writing after discussion
S219 demonstrate an ability to write a guided summary of a
text seen, heard or read Write a summary using prompts
S220 begin to produce clear and legible joined-up writing Practice joined-up writing
TERMIAL OBJECTIVES – CYCLE 3
At the end of cycle, a learner should be able to:
Knowledge
General Objectives Terminal Objectives
K301 use the basic rule correctly to show understanding of
the functions of vocabulary, grammar, verb tenses and
structure
a) Vocabulary
b) Spelling
c) Grammar
Name and identify objects, people, actions and feelings
Know adjectives, homonyms, synonyms and antonyms
Know word families
Show a grouping awareness of word families and their
relationships (grow, growth, growing, grew,…)
Use correctly the different punctuation markers
Apply their knowledge of spelling patterns to spell a wider
range of words
Spell correctly in the course of their own writing, words
which display other main patterns in English (prefixes,
suffixes)
Distinguish between verbal and nominal groups
Respond to and use the present, past and future tenses of the
verb „to be‟
Know the different forms of verbs
Use plurals correctly
K302 understand the principle linguistic characteristics of
texts
a) Narrative
b) Informative
c) Prescriptive
d) descriptive
e) expressive
f) argumentative
Use the narrative in dialogue and stories
Identify key persons in narration
Know the nature of cartoons (speech bubbles, picture,
onomatopoeia)
Use verbs in the present, past and future tenses
Use the present and past continuous
Use verbs in the present perfect simple use sentence
connectives
Use pronouns (personal, possessive, demonstrative,
interrogative, relative)
Use of the indefinite (someone, everyone, nothing,…)
Use sentence connectives such as although, even though,
etc…
Use adverbial phrases
Know how to correctly structure a text
Use the comparative and superlative forms
Use determiners
Use prepositions
Use adjectives
Use idioms, expressions and similes
Know how a poem is structured (verse, punctuation)
Understand the purpose of the various sections of a story-
opening, middle and end
Identify the main points or characteristics of an
argumentative text
Identify support evidence in a text
Discuss pros and cons of issues
K303 show understanding of appropriate extracts using a
range comprehension skills Ask and answer questions on themes, settings, characters,
authors‟ point of view
Select appropriate information
K304 show a good understanding of the similarities and
differences between English, French and Kreol grammar
and Vocabulary
Translate Kreol words into English
Note the similarities and differences between the oral and
written forms of the two languages
K305 respond to different texts on a personal level Express reasons, preferences, likes and dislikes
Talk about characters, pictures events, etc…
Express opinions and show agreement/ disagreement
Talk and ask about theirs and others feelings
K306 know how to use context to work out meanings of
simple words and expressions (idioms, proverbs, similes…) Guess meaning of unfamiliar words/ expressions/ proverbs/
idiom from context
K307 demonstrate mastery of the phonological aspect of the
language Use the sound system of the English language such as
intonation, rhythm, and stress
Pronounce words correctly in English
K308 acquire complex structure and respond to more
complex instructions related to social formulae Use the correct structure pertaining to greetings, expression of
thanks excuses and congratulations
Know when to use these different structures
Skills
Cycle 3 Listening and Speaking
General Objectives Terminal Objectives
S301 produce and respond appropriately to complex social
formulae Use more complex structures to express greetings, leave,
thanks, success, etc.
S302 take part as speakers and activity, expressing a
personal view and commenting constructively on what is
being discussed or experienced
Contribute to group discussion and respond appropriately and
constructively to others
Talk about personal views and support own arguments
Respect conversational rules (taking turns, indicate when one
wants to speak, etc…)
S303 explore the wider contributions that facial expressions,
gestures and tone of voice to a speaker‟s meaning Be able to interpret gestures, facial expressions and other
paralinguistic features as clues to meaning
Use these paralinguistic features
S304 understand and produce correctly, a wide variety of
texts requiring
1. Prescriptive
2. Informative
3. Narrative
4. Argumentative
5. Expressive
6. Descriptive
Give increasingly precise instructions using more complex
language
Ask increasingly precise or detailed questions using more
complex language
Make a proposal, recommendation
Describe a simple process in different stages
Ask for and give explanations of things
Ask about a person‟s identity
Provide an account of an event or accident
Present information of various topics or interests
Ask for clarification (to reach a place, where someone or
something is)
Ask and say where a person, an animal is going or what a
person or animal is doing
State what he/she wants to do or interested to do
Give reasons for actions committed by self and others
Tell a story imagined or from personal experience or read.
Maintaining a level of consistency in narration
Summarise a story read or heard
Describe what has happened in a story and predict what may
happen next
Extract implicit or explicit information from a story heard
Express his agreement or disagreement on an issue
Justify opinions about a story or poem
Justify judgments mane and propose action to be taken
Express his/her appreciation or lack of appreciation on a text
read or heard
Express his/her approval or disapproval on an issue
Use appropriate language to express sympathy, support,
reassurance and condolence
State his/her or another‟s likes, dislikes or preferences
State his/her interests regarding a person, an animal, an object,
an event, a place
Express and justify his/her and other people‟s opinions,
feelings and viewpoints
Describe a person, an animal or object using more complex
language
Describe and reflect on own feelings
Describe experiences and feelings
Describe how things are done
S305 begin to use and understand language which conveys
information and ideas effectively Use language appropriate to the purpose in hand
Begin to use expressions which goes beyond the literal
meaning
Choose words, terms, tenses appropriate for the targeted
audience
S306 demonstrate awareness of the particularities of the
three national languages (Creole, French English) and use
English fluently
Show in discussions or in writing that they can differentiate
between the three national languages
Talk about the sound, structure, grammar, spelling, semantics
of the two languages
Cycle 3 Reading
General Objectives Terminal Objectives
S307 read silently with understanding a variety of complex
texts and demonstrate a developing ability to use inference,
deduction and previous reading experience
Read silently with sustained concentration
Rad silently for specific purposes
Develop a sight vocabulary which goes beyond those of
personal importance and words in the reading schemes
Read silently for specific purposes
Recognizes and use clues in a text to predict events
S308 locate relevant information in a prescriptive ,
informative, , expressive, narrative and argumentative text Find out the main idea of a passage
Identify main characters (name, surname…)
Use titles and table of content to get an idea of what a passage
is about
Respond to implicit and explicit questions
Understand and explain the relationship between causes and
effect
S309 use acquired concepts to identify and differentiate
between a variety of texts Name different reading supports (books, journals,
encyclopedias…)
Understand the different purposes of writing – to inform,
advertise, to warn, to entertain,…)
Identify different types of texts – descriptive, informative,
narrative, etc…
S310 read aloud expressively, fluently, and with increased
confidence from a range of familiar literature Read aloud expressively and fluently
Vary the pace and tone of voice to express feelings and moods
and to indicate different characters
S311 select reference books and other information materials
and use organizational devices to find answers to their own
questions and those of others
Know how to use shelf labels and book categories
Know the features of a book: title, author, table of contents,
introduction, chapter
Know how to read a book to gain an overall impression
Locate relevant information by referring to chapter titles,
subheadings, symbol keys, etc.
Locate information in documents such as charts, tables, plans,
maps, etc.
S312 use a dictionary and encyclopedia effectively Use a dictionary to find definitions, check spelling and
pronunciation of words
Use encyclopedia to look up relevant information
Learn how to find information in books and databases,
sometimes drawing on more than one source, and how to
pursue an independent line of study
S313 demonstrate a developing ability to understand and
manipulate the written and oral from of the language Know the different parts of a text and know their functions
Demonstrate understanding of metaphorical language
S314 demonstrate the ability to express preferences on what
has been read Make simple comparisons between texts read and justify
preference
S315 use what has been read to hypothesise and predict what
may happen next and develop creative thinking and problem
solving skills
Make informed guesses and correct themselves in the light of
additional information
Compare surface meaning in a text with an implied sub-text
Cycle 3 Writing
General Objectives Terminal Objectives
S316 write in a variety of forms for a range of purposes and audiences in ways which attempt to engage the interest of the reader
Produce independently pieces of writing suing complete sentences, demarcated by capital letters, full stops or question marks
Structure sequences of real or imagined events coherently in chronological order
Write notes, letters, instructions, stories and poems in order to plan, inform, explain, entertain and express attitudes and emotions
Write a story (at least 3 paragraphs) comprising an opening, body and conclusion, as well as setting
Write a short poem
Write dialogues in contexts that are clear and that can be performed
Write interesting formal and informal letters to give and ask for specific information
Write short responses to things they have rad or seen on TV
Write factual pieces about things they understand, which include explanation, description of process, report of an experiments, etc…
Write a notice
Write instructions
Write in English a text in Creole
S317 produce independently, pieces of writing in which the meaning is made clear to the reader and in which organisational devices and sentence punctuation, including commas and the setting out of direct speech, are generally accurately used
Make use of layout, headings, paragraphs and verse structure
Make use of the comma and inverted commas
Use correct tenses consistently
Use the conventions of direct speech correctly
Sequence ideas logically
S318 assemble ideas individually or in discussion with other, and show evidence of an ability to produce a draft from them and to revise and redraft as necessary
Plan pieces of writing
Draft a story, a script, a poem, a description, a report, etc…
Revise a draft
S319 demonstrate an ability to write a simple summary of a text seen, heard or read
Summarise in English a story head in Kreol
Write a simple summary
S320 produce more fluent joined-up writing in independent work
Practice cursive writing
Produce cursive writing
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