ministry of education republic of seychelles english in the national curriculum … · 2017. 1....

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


K303 show understanding of

appropriate extracts using a range


K104 Understand the similarities

between English, French and Kreol

Vocabulary

K204 understand the simple

similarities and differences


grammar and Vocabulary

K304 show a good understanding

of the similarities and differences


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


SKILLS

Listening and Speaking


S101 produce and respond

appropriately to simple social formulae

and institutions


appropriately to a range of more

complex social formulae and

institutions


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


a variety of texts requiring prescriptive,

descriptive, informative, expressive and

narrative information


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


Reading


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


Writing


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


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


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


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



Knowledge


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



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


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


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



Knowledge


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



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


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


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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