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Language

Language

Papua New GuineaDepartment of Education

Elementary syllabus

Elementary

Syllabus

32

Elementary syllabus

Issued free to schools by the Department of Education

Published in 2003 by the Department of Education, Papua NewGuinea

Reprinted with amendments 2005

© Copyright 2003, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced,stored in a retrieval system or transmitted by any form or by anymeans electronic, mechanical, photocopying, recording orotherwise without the prior written permission of the publisher.

ISBN 9980 930 80 2

Acknowledgements

The Elementary Language Syllabus was prepared by theCurriculum Development Division of the Department of Educationand was coordinated by Jaking Marimyas, Principal CurriculumOfficer.

The Elementary Language Advisory Committee as well ascommunity members, elementary teachers, elementary trainers,provincial elementary coordinators, elementary inspectors,educators and representatives from non-government organisationshave developed this syllabus through meetings, workshops andtrials.

This document was developed with the support of the AustralianGovernment through the Curriculum Reform ImplementationProject.

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Language

Secretary’s message ..................................................................... iv

Introduction .................................................................................... 1

Rationale ........................................................................................ 3

Curriculum principles ......................................................................4

Aims ............................................................................................. 10

Content overview .......................................................................... 11

Learning outcomes ...................................................................... 14

Learning outcomes and indicators ............................................... 16

Assessment and reporting ............................................................28

References....................................................................................30

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Elementary syllabus

Secretary’s message

The current reforms in education have been in progress since1992. The Education Reform has emphasised community-basedschooling, the use of vernacular language in schools, theintroduction of Elementary schools and the expansion of Primaryschooling to Grade 8 and increased access to Grades 9 and 10.

The syllabus is to be used by Elementary teachers (ElementaryPrep, Elementary 1 and Elementary 2) to teach studentsthroughout Papua New Guinea. This syllabus develops, extends,links and builds upon concepts, skills and attitudes which flow intoLower Primary (Grades 3, 4 and 5). This syllabus provides a soundfoundation for further learning in the reformed school system.

Students’ language abilities already gained in their homeenvironments must be respected, built on and extended. Thestudents’ first language is to be used as a medium of instruction forthe first three years of education. This will allow students inElementary to develop their thinking and decision-making skills, aswell as skills in speaking, listening, reading and writing in thelanguage that they speak fluently.

We learn our language by using our language. Language andculture help us to know who we are. Elementary education will helpthe students know who they are by using their culture and firstlanguage. Papua New Guinea is the only country in the world torecognise over 800 languages as official languages of theeducation system.

Our students are entitled to a range of opportunities that will enablethem to acquire the values and attitudes of a progressing nation.We need young people with the capacity to solve problems throughreading and discussing widely. They should be able to contributetheir ideas thoughtfully to make meaningful decisions.

Our villages and industries of the future will require young peoplewith imagination and creativity. Literacy enables our students togain information, think critically, develop ideas and form opinionsfor our country, our province, our wantoks and for ourselves.

This Language syllabus encourages links with other curriculumareas to provide a language learning context. It respects ourcultural diversity and traditions.

I commend and approve this syllabus as the official curriculum forLanguage to be used in Elementary schools throughout PapuaNew Guinea.

Peter M. BakiSecretary for Education

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Language

Introduction

This Language syllabus details the knowledge, skills and attitudesthat students should achieve in Elementary Prep, one and two intheir vernacular communication skills. These are expressed aslearning outcomes and indicators.

The learning outcomes are student-centred and written in termsthat enable them to be demonstrated, assessed or measured. Theoutcomes are written to show the progression from one grade tothe next.

Each learning outcome is illustrated with a list of examples of thekinds of things students should be able to do, know andunderstand if they are achieving an outcome. These are calledindicators.

The learning outcomes and indicators will:

• give teachers individually or in groups, the flexibility to writeprograms and units of work, which should be developed to suitlocal conditions and individual student needs

• help teachers assess and report on students’ achievements inrelation to the learning outcomes

• allow student achievement of the outcomes to be described inconsistent ways

• help teachers monitor students’ learning

• help teachers plan their future teaching programs.

In order for the students to meet the outcomes of this syllabus, theteacher and the students must speak well the language ofinstruction. Teachers need to read and write fluently the vernacularof the students.

In Papua New Guinea vernacular means ‘tokples’, which is alsocalled ‘mother tongue’ in many countries. The vernacular in PapuaNew Guinea could be one of the Papua New Guinea’s 850 locallanguages including Tok Pisin, Hiri Motu and English.

In Language, a number of outcomes is identified for each gradefrom Elementary Prep to Elementary 2. The outcomes are:

• organised to show progression from one grade to the next

• organised into strands which contain a family of separateoutcomes that are related to a particular themes—speaking andlistening, reading and writing

• numbered to help teachers track similar outcomes linked to thestrands from one grade to the next

• written to include all the essential knowledge, skills andunderstanding a student should achieve in the Languagecourse

• created using an active verb to ensure students activelyparticipate in the learning.

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Elementary syllabus

In this Language syllabus all outcomes are presented in anintegrated way giving the teacher clear guidance on how thiscourse is to be organised and taught.

Although language is a means to communicate and understandother subjects by learning through language, Language lessonsmust be used to learn about language.

Oral English is introduced in the second half of Elementary 2.

Language is to be timetabled for 360 minutes per week in allElementary schools.

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Rationale

The Elementary curriculum recognises and respects the languagesand cultures of different communities. Elementary educationfosters students’ pride in their own cultures and languages.Education at this level is for three-years and is in students’ owncommunities using a language that the students already speakfluently. The school relies on and utilises local people for theirknowledge, skills, values and attitudes and resources which areimportant in that community.

Young people should acquire high levels of language ability toenable them to play a full part in modern society. They shouldexpand and extend their language use as it is essential to theirintellectual, social and emotional development. Students need toacquire language skills and confidence in order to progress in keylearning areas. Students need to learn to use language in differentways from expressive and artistic forms to finding information andacquiring knowledge.

The curriculum aims to develop language skills in speaking andlistening, reading and writing whilst encouraging and extendingstudents’ skills to be active thinkers and confident users oflanguage.

Through programs based on this syllabus, students should gainknowledge, skills and understanding. This will help them tocommunicate their thoughts and feelings, participate in communityactivities and learn to make decisions.

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Elementary syllabus

Curriculum principles

Our way of life

Our customs, traditions and values

The syllabus provides for the growth of our cultural identity throughvernacular language skills and activities. It is through language thatimportant aspects of our country’s many cultures are transferredfrom one generation to the next and between people who live andwork together but who originate from different cultures. Ourcultures, languages and communities are at the very heart of thevernacular Elementary curriculum.

Ethics, morals and values

Papua New Guinea’s National Curriculum Statement emphasisesthe process of socialisation and interaction. Students willcommunicate their knowledge, skills, attitudes and spiritual andmoral values in their communities. They will learn how tocommunicate for different audiences, purposes and situations. InElementary, students will learn to use language confidently in othersubject areas.

Multiculturalism

As a multicultural society, we must protect, promote and respectour many cultures and languages. The diversity of our cultures isthe source of our knowledge, skills, attitudes and Melanesianvalues. These values will be promoted and knowledge in languageand literacy will enable students to share understanding of thesewith the rest of the world. In the same way, students will learn toexchange understanding from stories and knowledge from the pastrelating to their own communities and environments. In this way,multiculturalism will be maintained and enjoyed while learningexperiences will be enriched.

Integral human developmentPapua New Guinea is a rapidly changing society and faces manychallenges. To face these effectively, an individual must strive toreach their full potential socially, intellectually, emotionally, mentallyand physically and work with other agents of education such as thehome, school and community.

The Philosophy of Education for Papua New Guinea, known as theMatane Report, acknowledges the National Goals and DirectivePrinciples in the National Constitution and is based on IntegralHuman Development:

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• integral in the sense that all aspects of a person are important

• human in the sense that social relationships are basic

• development in the sense that every individual has the potentialto grow in knowledge, wisdom, understanding, skill andgoodness.

Citizenship

Through working individually, in pairs or in small groups, thestudents will be guided how to relate responsibly to others and torespect each others’ opinions, talents, traditions and beliefs.Students will know that each citizen of Papua New Guinea has arole in the growth of their country and that Papua New Guineaherself belongs to a much larger global family.

Catering for diversity–gender

Gender is what it means to be a woman or man. Gender refers tobehaviours and attitudes that are accepted culturally as ways ofbeing a woman, femininity, and of being a man, masculinity.Gender is culturally determined. In Papua New Guinea there is aneed to be mindful for the local cultural practices and values withrespect to traditional roles of females and males.

Catering for diversity–students with specialneeds

Many students have special needs. These special needs mayinclude students who are gifted or disadvantaged, physically,emotionally and intellectually.

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Elementary syllabus

Teaching and learningElementary education is based on the children’s own languagesand cultures. The classes should have an integrated curriculumwhich is organised under the following subjects—Language,Cultural Mathematics and Culture and Community.

As well as learning skills and acquiring knowledge, students shoulddevelop appropriate attitudes and an understanding of importantissues. They should have pride in themselves, their cultures,languages and communities, as well as respect for other peopleand their cultures and communities.

Teachers should be encouraged to develop activities using a rangeof teaching methods, materials and other support resources thatare relevant and appropriate to students’ cultural and languageneeds. Students should work as individuals and in groups.

Some students learn best through such activities as reading ontheir own, working in small groups, talking with peers, observing,drawing pictures, writing stories with others and finding informationfor themselves. Most students use a combination of these.

Students should be encouraged to think critically about what theyare learning and to take responsibility for their learning. Theyshould learn to teach each other and learn from each other. Theyshould learn how to work things out for themselves and how to getthe information they need. They need to think in ways that makesense by using their experiences, knowledge, intelligence andimagination.

Flexibility

In Elementary, the school day is four hours long. The curriculumand learning materials are based on activities, stories, culture,beliefs and environment of the community. Teachers need to beflexible during planning and teaching to allow for spontaneous orunplanned learning experiences to take place any time during theschool day.

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Thematic teaching and integration

Elementary teaching is integrated and based on meaning-centredlearning that is relevant to students’ lives and to the values of theircommunities. The students’ learning is made easier if they takepart in activities that are interesting, have meaning for their lives,have a purpose and allow them to learn in their natural everydaylearning style.

An integrated curriculum is organised into these areas of study,Language, Cultural Mathematics and Culture and Community.

Literacy involves the ability to solve problems, learn usefulstrategies, self-monitor and take risks in learning. Literacy occursin all areas of the curriculum. A balanced language program willinvolve students with experiences that aid the development of theirown unique skills and strategies for use in reading and writingpractices. Teachers need to provide experiences for a student tobecome a code breaker, meaning maker, text user and text analystin reading and able to develop and understand a range of writtentexts.

The teaching of language must focus on real-life, lifelike andfocused learning experiences that ensure students know how touse the skills and strategies they have developed on a range oftexts in a variety of contexts. Speaking, listening, reading andwriting occurs in all aspects of life.

The whole language approach has been an important aspect ofthematic teaching and integration in the past. In whole languagelearning, the focus is on the natural way language is used tocommunicate meaningful information rather than a set of rules.This approach is based on the belief that students learn languageand literacy as naturally as they learn to walk and talk. Naturallearning is to learn things in the same way as we learn thingsoutside the classroom.

Research now suggests that this is a necessary part of a balancedlanguage program, but not sufficient on its own. Children also needa set of skills to become code breakers, understanding the rules,the vocabulary, the links between sounds and letters, along withspecific strategies to read and write different texts for differentpurposes. Children must also be shown how to make meaningfrom a text, the uses of texts and how people use words to makeus think, feel or believe certain things.

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Elementary syllabus

Adults help children to learn language and literacy skills when they:

• read to them daily and help them to notice the features of a text,thinking and talking about how it makes them feel, what itmakes them think and understand

• model writing many different types of texts, noticing the featuresthat make the text a story, a legend, a recipe, an address or aset of instructions on how to make something

• model story telling

• teach children many ways to work out for themselves how toread or write in the shared way of their community

• help children to see that texts are made for specific purposesand convey a shared meaning to all.

Inclusive curriculum

The curriculum must offer equal opportunities for girls and boys toreach their full potential. It must meet the needs of all studentsregardless of their abilities, gender, geographic location or culturaland language backgrounds. Class activities and methods ofassessment must be targeted fairly at both female and malestudents.

Relevance

Elementary education should be relevant to the social, spiritual,and resource development needs of the student’s community. Thiscan be achieved by relating the skills and knowledge of subjects toreal-life situations. For example, in language, students can writeadvertisements for products such as food or for singsing andsporting events. People from the community could be brought intothe classroom to help teach a topic and assist the students withprojects such as making traditional bilas.

Student-centred learning

Student-centred learning recognises the fact that no two classesare alike and no two children are the same in respect to theirneeds. A teacher who uses a student-centred approach will providestudents with an environment that will motivate them to acquirenew skills and knowledge. The teacher will plan activities that meetthe needs and interest of the students.

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Multigrade teaching

Multigrade teaching refers to classes where there are studentsfrom more than one grade with one teacher. The language courseneeds to be implemented using a variety of approaches to meetthe range of individual learning needs in these situations.Multigrade teaching is encouraged in Elementary. Teachers shouldbe aware that in all classes, students are of mixed abilities.Teaching strategies for multigrade classes are appropriate in thesecircumstances as well.

Multigrade teaching involves:

• using peer work in small or large groups at different levels withthe same class

• careful planning and organisation to provide supervision andassistance during learning

• annual intakes in small schools which previously only hadintakes once every two or three years.

A thematic approach is appropriate to use with multigrade classes.Students of different grades can work side by side on similarthemes, such as food, environment, animals and cultural practices.

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Elementary syllabus

Aims

Students who are literate in the language of the community will beable to:

• develop skills in problem solving, knowing what to do, planningtheir activity and thinking for themselves

• develop effective listening skills

• participate effectively in oral discussion and share ideas andopinions in other subjects and about issues in the localcommunities

• show interest in books, read with enjoyment and be aware ofdifferent types of written texts

• understand letter and word sounds, phonemes and have aknowledge of their language to read and spell accurately

• read, write and speak with confidence, fluency andunderstanding in their vernacular language

• use literacy to begin to extend their intellectual, social andemotional development and appreciate the importance ofliteracy as an integral part of any culture

• become aware of the purpose and way writers of different typesof texts want to make us feel or influence us with the wordsthey use

• begin to use a range of non-fiction texts to locate information inall their school subjects and show an understanding of theircontent

• enjoy and explore language through creative activities such aspoetry, song, storytelling, dance and drama

• develop handwriting skills

• begin to plan, draft, revise and edit their own writing.

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Content overview

The content of this syllabus is organised in three strands. A strandis a useful and convenient way of organising the learningoutcomes for a subject.

Each strand identifies a particular aspect of the subject. In eachstrand, a typical progression of learning is outlined from one gradeto the next.

Language in Elementary Prep to Elementary 2 has three strands:

• Speaking and listening

• Reading

• Writing.

Each strand is further organised into three substrands to allow thecontent to be more clearly specified and described as learningoutcomes.

Each strand has three substrands:

• Production

• Skills and strategies

• Context and text.

ProductionThis substrand gives the students opportunities to practisespeaking, listening, reading and writing in everyday learning stylesthat are relevant and meaningful to their lives. The studentsshould be given opportunities to learn language and literacy asnaturally as they learn to walk and talk.

Students take part in language activities that are relevant andmeaningful to their lives in the community. They learn to listen tostories and tell stories. They share their experiences with theirpeers and express a personal point of view as well as contributingin class and group discussions. They practise ways of readingfiction and non-fiction texts for enjoyment and to gain informationand write a variety of texts or genres for different purposes andaudiences.

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Elementary syllabus

Skills and strategiesThis substrand gives students tools which they can use to makesense of the language that they use in the classroom or comeacross in their communities.

There are basic day-to-day uses of language. Therefore, studentsshould learn the rules for speaking, listening, reading and writing.The students should develop skills and processes such as askingand answering questions or presenting information in sequence.They need to develop reading skills such as using pictures to helpthem understand texts and responding appropriately to story booksand information texts. The students should develop writing skillssuch as using order in stories, writing beginning and endingsounds of words, and using capital letters and full stops correctly.

Context and textThis substrand helps students to look at how oral language andwritten language are created and presented for different purposeswith different groups of people or audiences.

The word text, as used in this syllabus, refers to any spoken orwritten communication performed by one person or many people.There are factual and fictional texts. Factual texts include reports,recounts, explanations, procedures, discussions, reviews, lists,letters, invitations and recipes, while fictional texts include plays,poems, stories and legends. Texts can be spoken as inconversation and dialogue, or be visual or drawn as in photos ordiagrams, and recorded and presented in electronic form such asfax and e-mail.

The word context, as used in this syllabus, means the people oraudiences and the purpose for which the text is created. Spokenand written texts are used to interact with people or audiences. It isimportant for students to know that the context or audience and thepurpose can determine the type of text to be created andpresented.

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Table of strands and substrands forElementary Language

Strand Elementary Prep Elementary 1 Elementary 2

Speaking andlistening

• Production


• Context and text

• Production



• Production



Reading • Production



• Production



• Production



Writing • Production



• Production



• Production



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Elementary syllabus

Learning outcomesNumbering of learning 0utcomesEach learning outcome is numbered with three digits, such as 1.1.1.The first number refers to the grade level. The second number refers to the strand. The third number refers to the outcome in the strand. Thus, 1.1.1refers to an outcome at Elementary 1, strand 1 and outcome number 1.


Speaking andlistening

Reading

P.1.1 Communicate withpeers and known adultson familiar topics

1.1.1 Communicate withpeople from the schoolcommunity on familiarand introduced topics

2.1.1 Communicate withpeople from thecommunity for a rangeof purposes

2.1.2 Respond to basicEnglish instructionsand messages

P.1.3 Use basicrequirements ofspeaking and listening

1.1.3 Apply speaking andlistening skills in theclassroom andcommunity

2.1.3 Use speaking andlistening skills in arange of roles

2.1.4 Comparevernacular alphabetsounds with Englishalphabet sounds

P.1.5 Identify differentoral contexts andsituations

1.1.5 Adapt spokenvernacular to suitdifferent day-to-daysituations

2.1.5 Use a variety oforal textsspontaneously andappropriately

2.1.6 Say English wordsand phrases in contextto suit the situation

P.2.1 Read andunderstand shortpredictable texts

1.2.1 Read and respondto a range of texts

2.2.1 Readindependently usingown knowledge andexperiences

P.2.2 Develop strategiesto read and understandshort predictable texts

1.2.2 Use a range ofstrategies tounderstand print andpicture texts

2.2.2 Select and apply avariety of strategies tointerpret print andpicture texts

P.2.3 Recognise thatwriting and pictures areused to conveymeaning for differentpurposes

1.2.3 Identify ways inwhich writing andpictures are structuredfor different purposes

2.2.3 Interpret how textsare used for differentsocial and culturalpurposes

No outcome at this grade

No outcome at this grade No outcome at this grade

No outcome at this grade


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Writing P.3.1 Use pictures andwriting to representideas and information

1.3.1 Write texts for avariety of purposes

2.3.1 Plan, write, edit andpublish fiction andinformation texts

P.3.2 Recognisestrategies that helpthem to write

1.3.2 Use a range ofstrategies to writetexts

2.3.2 Select and apply avariety of strategies toplan, review and edittexts

P.3.3 Recognise thatpictures and writingare used for differentpurposes

1.3.3 Identify some ofthe purposes of writing

2.3.3 Identify ways inwhich print and picturesdiffer according to theirpurpose and audience

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Elementary syllabus

Learning outcomes and indicatorsStrand: Speaking and listening

Substrand Elementary Prep Elementary 1 Elementary 2

Production P.1.1 Communicate withpeers and known adultson familiar topics

1.1.1 Communicate withpeople from the schoolcommunity on familiarand introduced topics

2.1.1 Communicate withpeople from thecommunity for a rangeof purposes

Indicators Students will beachieving this outcomewhen they, for example

Students will beachieving this outcomewhen they, for example


• tell stories from theirown community

• describe objects ofinterest such as toys orpets to the class

• say short poems,rhymes

• discuss characters instories

• talk about theirexperiences

• role-play characters instories told or read tothem

• rephrase sentencesand ideas from storiesin their own words

• talk about own drawing,writing and reading toothers

• talk about favouritebooks and stories

• help to formulate classrules

• provide simpleexplanations

• report on events andactivities from thecommunity

• retell main points ofstories told or readaloud

• talk about a topic ofinterest

• tell stories from thecommunity andpersonal experiences

• tell jokes and riddles topeers

• express feelings,needs and wants, likesand dislikes

• identify and describeobjects, events andideas

• role-play an imaginarycharacter or situation

• listen to and tell a widerange of stories

• discuss events in theirown community

• make appropriatecontributions in classand group discussions

• present brief reports toclass groups onpersonal experiences

• listen to the viewpointof others and express apersonal point of view

• give a series of oralinstructions

• respond appropriatelywhen others seekinformation from them

• speak in a way thatpersuades andinfluences

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Production 2.1.2 Respond to basicEnglish instructions andmessages



• take risks in usingEnglish greetings

• respond to simplerequests such as‘Please, close the door’

• give appropriateresponses to simplequestions

Strand: Speaking and listening

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Elementary syllabus


Skills andstrategies

P.1.3 Use basicrequirements ofspeaking and listening

1.1.3 Apply speaking andlistening skills in theclassroom andcommunity

2.1.3 Use speaking andlistening skills in arange of roles

IndicatorsStudents will beachieving this outcomewhen they, for example



• use and respond toappropriate gestures

• use, ask and answerquestions

• use appropriate tone ofvoice

• make simple requests

• hear the differentsounds of the language

• listen to simpleexplanations and makeappropriate responses

• give and follow simpleoral instructionsinvolving one step at atime

• join in with others tosay words that have thesame sound

• hear the beginning, endand middle sounds inwords

• talk to each other inpairs or small groups

• take turns to speak andlisten

• tell own experiencesand retell stories

• notice rhymes, samesounds at thebeginning, in the middleand end of spoken andwritten words

• talk to the whole classusing an aid such as abig book or an object

• present information insequence

• improve theirvocabulary by sayingthings in different ways

• listen to a partner andaccurately repeat theirmessage to others

• listen to a guestspeaker from thecommunity and askrelevant questions

• respond to questionsappropriately

• use and respond tonon-verbalcommunication such asfacial expressions,hand gestures, bodylanguage

• listen to peers and givepositive feedback

• tell and understandjokes and riddles

• plan questions to beused in an interview

• rehearse presentationsfor a school assembly

• direct and controldiscussions duringclass meetings or insmall groups

• listen to the views ofothers and add theirown relevant ideas orviews

• follow oral instructionson how to complete anactivity

• initiate ideas in groupdiscussions

• ask help from others tosolve problems

• listen to and shareinformation with peers

• respond sensitively towhat others say

• retell how to makethings

• retell stories or eventsto others


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2.1.4 Comparevernacular alphabetsounds with Englishalphabet sounds


• say familiar Englishsounds

• say or sing basicEnglish rhymes orsongs

• locate similar sounds inboth languages

• identify new anddifferent sounds inEnglish

• recite the sounds of theEnglish alphabet

No outcome at this gradeNo outcome at this grade


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Elementary syllabus


Context andtext

P.1.5 Identify differentoral contexts andsituations

1.1.5 Adapt spokenvernacular to suitdifferent day-to-daysituations

2.1.5 Use a variety oforal textsspontaneously andappropriately




• name situations atschool such asassembly, group workand playground wherelanguage is useddifferently

• talk about the differentpurposes of familiarspoken texts such asrole-play, communitymeetings, churchmeetings

• greet and respondappropriately to otherssuch as teacher,parents, brothers,sisters, friends,ministers, wantoks

• control their voicessuch as gently, loudly,politely to suit thesituation

• listen to a messagefrom a friend andchange the languagefor another audience

• recognise differentways of using spokenlanguage tocommunicate face toface, to a crowd, onradio

• greet people differentlyaccording to theirrelationship

• hear differences in theway people speak in avariety of situations

• use manners,language gestures andbody languageappropriate to thesetting

• role-play situations tomatch spoken textswith informal andformal settings

• compare ways oftalking in differentsituations such ashome, communitymeeting, classroom,cultural activities

• repeat simple Englishwords, phrases, songsand rhymes


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Contextand text

2.1.6 Say English wordsand phrases in contextto suit the situation


• use simple Englishgreetings such as ‘goodmorning’ before lunchtime, ‘hello’ and not‘goodbye’ atappropriate times

• select the right namefor the day of the week

• count objects in English

• say the names of somecommon foods, colours,shapes using English

No outcome at this gradeNo outcome at this grade


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Elementary syllabus

Strand: Reading


Production P.2.1 Read andunderstand shortpredictable texts

1.2.1 Read and respondto a range of texts

2.2.1 Readindependently usingown knowledge andexperiences




• read along with othersin big book shared -reading experiences

• read simple stories witha partner or in smallgroups

• select own book to readwith a partner

• read own written andpicture texts such assimple sentences, shortrecounts of theirexperiences, word listswith pictures

• look at books, charts,posters and pictures

• ask and answerquestions about simplestories read aloud

• relate personalexperiences to the text

• retell a story withpictures or sequencingcards

• role-play charactersfrom stories

• read simple instructionsand messages

• read aloud to anotherperson

• perform a simplepuppet-play to retell astory

• read stories silently

• pick out main ideasfrom big bookinformation texts

• read texts from charts,posters, pictures

• read stories andrhymes with a partner

• draw pictures to retell astory

• draw simple sketchesor diagrams to showideas from informationtexts

• retell the main points ofa big book story withcorrect sequence anddetails

• read silently for periodsof time

• read fiction for personalenjoyment and interest

• read information textsto locate information

• read big books aloud topeers or youngerchildren

• choose appropriatebooks for silent reading

• read and understandmore complexmessages andinstructions

• dress up and performrole-plays about maincharacters from texts

• recognise the structureof different types oftexts such as poems,simple plays andstories

• respond to text byexpressing own point ofview

• respond to stories byrelating them topersonal experiences

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P.2.2 Develop strategiesto read and understandshort predictable texts

1.2.2 Use a range ofstrategies tounderstand print andpicture texts

2.2.2 Select and apply avariety of strategies tointerpret print andpicture texts




• recognise that picturesaid reading and usethem to understand texts

• ask questions aboutbooks read to them

• identify repetition ofwords in big books

• use pictures to predictwhat the story is about

• recognise words areseparated by spaces

• recognise words aremade of letters withdistinct sounds

• recognise sentences aremade up of words

• recognise the pages of abook are numbered

• recognise that a bookhas a cover page, hasan author and isillustrated by anillustrator

• read from left to rightand top to bottom

• sound out unknownwords by splitting intosyllables or sounds

• predict unknown wordsby looking at first letterand guessing a wordthat makes sense

• reread a sentence if itdoes not make sense

• recognise the beginningand end of texts

• use punctuation suchas commas and fullstops to help them readand understand texts

• choose an appropriatebook for reading bylooking at the cover andreading the first one ortwo pages

• use pictures as an aidto reading andunderstanding

• use pictures to predictwhat is going to happennext in the text

• discuss the meaning ofwords from stories

• use letter and wordcards to make wordsand simple sentences

• sound out and readaloud new words byusing knowledge of thesounds of theirlanguage

• read past unknownwords to guess whatthe word could be fromthe context

• name the different partsof a book such as thecover page, title page,table of contents

• use sequence cards orpicture cards to showthe order of events in astory

• summarise the mainevents from big bookstories

• summarise the mainpoints from simpleinformation texts

• respond to punctuationmarks such as fullstops, question marks,commas when reading

• recall parts of texts thathave been read to helpfollow the story line

• make changes to textsby making up newendings or changingnames of characters

• understand the plot byidentifying words in thetext that indicate where,why, when and howactions take place

• locate information froma text to support theirpoint of view

• retell how to make ordo something from arecipe or set ofdirections

Strand: Reading

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Elementary syllabus


Context andtext

P.2.3 Recognise thatwriting and pictures areused to conveymeaning for differentpurposes

1.2.3 Identify ways inwhich writing andpictures are structuredfor different purposes

2.2.3 Interpret howtexts are used fordifferent social andcultural purposes




• participate in sharedreading of differenttypes of texts such aspoems, rhymes, chants,narrative, lists, letters,invitations, recipes,advertisements,procedures, reports,explanations,exposition, discussions,responses, reviews

• work out meanings ofwords from the context

• look at different picturesand say what theymean

• compare pictures infictional texts with thosein information texts

• draw appropriatepictures to match thedifferent types of texts

• talk about differentpurposes of writtentexts such as letters tosend messages,invitations to inviteguests, lists to helpthem remember things,advertisements to sellthings

• recognise how differenttypes of texts such aspoems, local recipes,simple plays, lists,legends are set out

• recognise how theauthor wants to makeus feel from the textand words chosen

• identify a familiarproduct such as rice ornoodles by its label or aparticular place such asa shop or trade store,church or health centrebecause of a symbol orsign used to identify it

• discuss some of thedifferent purposes ofvisual texts such ascharts, maps,diagrams, photographs

• make things such asbilums by followingwritten instructions

• use maps to locatethings in the community

• display the differentkinds of readingmaterials such as hymnbooks, newspapers,letters, bills, shoppinglists, bride price lists,diaries, calendars usedat home and in thecommunity

Strand: Reading

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Language

Strand: Writing


Production P.3.1 Use pictures andwriting to representideas and information

1.3.1 Write texts for avariety of purposes

2.3.1 Plan, write, edit andpublish fiction andinformation texts




• scribble and usesymbols to representletters

• label objects in theclassroom such asseat, table, door,window

• write their own names

• write titles for their ownpictures

• write a message to afriend

• write simple cards

• tell a story and asksomeone write it down

• contribute by makingrelevant suggestionswhen the teacher ismodelling writing

• model writing of avariety of texts such aspoems, rhymes, chants,narrative, lists, letters,invitations, recipes,advertisements,procedures, reports,explanations,exposition, discussions,responses, reviews

• write and publishdifferent types of textssuch as poems,rhymes, chants,narrative, lists, letters,invitations, recipes,advertisements,procedures, reports,explanations,exposition, discussions,responses, reviews

• use simple sentencesto retell their ownexperiences

• use order such as abeginning, middle, endin stories

• write simpleadvertisements toadvertise the sale ofthings

• create their own storiesusing simple sentencesin groups, pairs andalone

• work together to writeand illustrate Big Booksfor the class

• write messages forothers in the class toread

• plan, write, edit andpublish fiction andinformation texts bythemselves, in groupsand pairs

• use appropriatestructures to sequencedifferent types of writingsuch as poems, plays,rhymes, chants,narrative, lists, letters,invitations, recipes,advertisements,procedures, reports,explanations,exposition, discussions,responses, reviews

• write simple letters toclassmates, family orimaginary friends

• write advertisements forproducts such as food,singsing, sportingevents

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Elementary syllabus



P.3.2 Recognisestrategies that helpthem to write

1.3.2 Use a range ofstrategies to write texts

2.3.2 Select and apply avariety of strategies toplan, review and edittexts




• leave spaces betweenwords or word-likeclusters of letters

• trace around cardboardletter shapes

• copy letters and wordsfrom charts andchalkboard

• write some commonwords accuratelywithout copying

• use the letter-soundknowledge of theiralphabet to try to spellcommon words

• vocalise words whentrying to write them

• say and write beginningand ending sounds ofwords

• use approximation andsome conventionalspelling

• form basic letter strokesand small and capitalletters from theirvernacular alphabet

• use standard grip tohold a pencil

• use order in stories

• improve work they havewritten

• self correct own work

• use punctuation inwritten work

• use knowledge of lettersounds to spell words

• sound out and spellwords using knowledgeof letter-soundrelationships

• change letter sounds tomake new words

• write new vernacularwords using theirknowledge of the lettersounds

• spell common wordscorrectly

• use script letters

• form all small andcapital letters in thevernacular alphabet inscript print correctly

• reread their ownsentences to see if theymake sense

• use class proof readingas a guide to edit ownand peers’ writing

• use capital letters andfull stops correctly

• publish final copies oftheir writing for othersto read

• identify spelling errorsin written work

• spell most vernacularwords correctly

• try to spell new wordseven though unsure ofthe correct spelling

• write clearly usingletters of uniform size,shape, slope andspacing

• re-read their ownstories to see if theymake sense

Strand: Writing

27

Language


Context andtext

P.3.3 Recognise thatpictures and writing areused for differentpurposes

1.3.3 Identify some of thepurposes of writing

2.3.3 Identify ways inwhich print and picturesdiffer according to theirpurpose and audience




• model the use of avariety of texts such aspoems, rhymes, chants,narrative, lists, letters,invitations, recipes,advertisements,procedures, reports,explanations,exposition, discussions,responses, reviews

• talk about the purposesof familiar written textssuch as name tags toshow things belong tosomeone, labels onfood packets, signs toadvertise things

• talk about how picturesare used differently indifferent texts

• talk about why peoplewrite

• discuss purposes offamiliar written textssuch as stories to readfor pleasure, letters tosend messages tosomeone, lists to helpremember things

• make a display ofsamples of writing toshow some advantagesof writing and recordinginformation

• talk about times whenpeople in their familieswrite

• discuss examples ofhow writing andpictures giveinformation to peoplethrough things such asbooks, posters, signsand newspapers

• select a type of writingfor a particular writingpurpose and explain whythey have chosen it

• compare the features oftheir own writing withsamples of similar texts

• keep a record andsamples of the text typesthey have written

• examine models of texttypes such as letters,notes, simple reports,stories, poems and playsand discuss theirpurposes and some oftheir features

Strand: Writing

28

Elementary syllabus

Assessment and reporting

Assessment and reporting practices described here are detailedfurther in the National Assessment and Reporting Policy and inother support materials produced by the Department of Education.

AssessmentAssessment is the ongoing process of identifying, gathering andinterpreting information about students’ achievement of thelearning outcomes described in the subject syllabuses.

Assessment in Elementary schooling is the continuous process offinding out what the students have learnt and still need to learn.

Elementary teachers should take into account Papua New Guineancultural values and use local cultural practices where appropriateto assess and report students’ achievement.

Assessment at Elementary level should use a range of methodswith little emphasis on written tests. It should be based on thelearning outcomes and arise from the everyday learningexperiences of students. It is a process of:

• observing students at work

• conferencing or talking and questioning the students about their work and how they are thinking and feeling – their attitude towards work

• looking at work samples for information on what students can do.

Through these processes teachers gather evidence of students’learning.

Continuous assessment for young students is essential. Theirknowledge and skills are continually changing as they learn more.It is important for teachers to be aware of what the students know,can do and understand. When this information is known about thestudents in the class, programming can be made more relevantand meaningful to match the students’ needs..

Recording and reportingTeachers must keep accurate records of students’ achievement ofthe learning outcomes and report these achievements in fair andaccurate ways to parents and guardians, teachers, students andothers. Recording methods may include:

• journal, diary or anecdotal notes

• portfolios

• progressive records

• checklists

• work samples with comments written by the teacher.

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Student reports should be based on assessement informationcollected from ongoing assessment. Schools will decide howreports will be presented to best suit the needs of theircommunities.

When students first start school in Elementary Prep, parents andguardians will be very eager to hear about their child’s progress.Teachers should consider holding a parent-teacher interview eitherat the end of the child’s first term at school or early second term.

In Elementary 1, teachers may decide to hold formal talks orinterview with parents and guardians half way through the year andat the end of the year.

In Elementary 2, teachers may decide to hold formal talks withparents and guardians in the middle of second term and providethem with a written report at the end of the year.

EvaluationTeachers will use assessment information to evaluate theeffectiveness of their teaching, learning and assessment programsand to make improvements to their teaching practice in order toimprove student learning.

Schools may use whole school assessment data to evaluate theeffectiveness of teaching and learning in a particular subject or atparticular grade levels and make decisions on how to improvestudent learning.

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Elementary syllabus

References

Anstey, Michele 2002, Literate Futures:Reading, State ofQueensland, Department of Education, Brisbane, Queensland.

Derewianka, B. 1990, Exploring How Texts Work, Primary EnglishTeaching Association, Rozelle, New South Wales.

Hough, L. 2002, Language, Context and Meaning, Heinemann,SydneyNew South Wales Department of Education 1998 EnglishSyllabus K-6, NSW Department of Education, Sydney.

National Department of Education(NDOE)National Department of Education 2003, Assessment andReporting Policy for Papua New Guinea, NDOE, Waigani.

National Department of Education 2003, National CurriculumStatement, NDOE, Waigani.

National Department of Education 1998, Elementary Scope andSequence, Matane, P. NDOE, Waigani.

National Department of Education 1986, A Philosophy of Educationfor Papua New Guinea, Ministerial Committee Report, (P. Matane,chair) NDOE, Waigani.

elementary syllabus language - home educationpng · papua new guinea department of education ......

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