ministry of education republic of seychelles english in ... · expressive, descriptive and...

Ministry of Education

Republic of Seychelles

English in the National Curriculum

SECONDARY (CYCLE 4 -5)

GENERAL OBJECTIVES

At the end of the Cycle, a learner should be able to

Knowledge

Cycle 4 Cycle 5

K401 understand the way in which language items

(grammar, verb, tenses, vocabulary, spelling, syntax)

are used and use these correctly

K501 have a wider understanding of the way in which

language items (grammar, verb, tenses, vocabulary, spelling,

syntax) are used and use these correctly

K402 demonstrate understanding of the linguistic

characteristics of narrative, informative, prescriptive,

expressive, descriptive and argumentative texts

K502 demonstrate through understanding of the linguistic

characteristics of narrative, informative, prescriptive,

expressive, descriptive and argumentative texts

K403 show understanding of appropriate extracts using

a range comprehension skills

K503 demonstrate through understanding of appropriate

extracts using a range of complex comprehension skills

K404 explore the similarities and differences between

English, French and Kreol grammar and Vocabulary

K504 demonstrate ability to compare English, French and

Kreol grammar and Vocabulary

K405 appreciate and respond to different texts on a

personal level

K505 appreciate and respond to a wider variety of texts on a

personal level

K406 use context to work out meanings of complex

words and explore the use of figurative language

K506 use context to work out meanings of complex words

and demonstrate the ability to explore the use of figurative

language

GENERAL OBJECTIVES


Skills

Listening and Speaking

Cycle 4 Cycle 5

S401 select appropriate language for a related context and

demonstrate fluency in the use of that language

S501 demonstrate ability to use appropriate language fluently

for a given context

S402 contribute to and respond constructively in discussion

including the development of ideas


including a point of view clearly and cogently and interprets

points of view with accuracy and discrimination

S403 show in discussion an awareness of the contributions

that facial expressions, gestures and tone of voice to a

speaker’s meaning

S503 demonstrate the ability to use facial expressions,

gestures and tone of voice effectively

S404 understand and produce correctly, a wider variety of

texts requiring prescriptive, informative, express narrative

and argumentative information paying particular attention to

rules of organization and syntax




the finer rules of organization and use more complex syntax

S405 use and understand language which conveys

information and ideas effectively

S505 convey information and ideas in a variety of complex

situations involving a range of audiences and in language

which is matched to context and purpose

GENRAL OBJETIIVES


Reading

Cycle 4 Cycle 5

S406 read silently different types of texts with sustained

concentration and demonstrate the ability to use inference,

deduction and previous reading experience

S506 read silently a wide variety of texts with sustained

concentration and use inference, deduction and previous

reading experience

S407 extract explicit and implicit information from a text

read including summarizing


read including summarizing

S408 demonstrate understanding of different types of texts S508 appreciate the different genres

S409 read with correct pronunciation, stress, intonation,

rhythm etc., a range of literary and non-literary texts


rhythm etc., a range of literary and non-literary texts

S410 select, retrieve and combine information

independently from a wide range of reference material

S510 select, retrieve, evaluate and combine information

independently and with discrimination from a comprehensive

range of reference materials, making effective use of the

information

S411 make effective use of intermediate dictionaries,

thesauruses and encyclopedias

S511 make effective use of advanced dictionaries, thesauruses

and encyclopedias

S412 demonstrate the ability to understand and manipulate

the written and oral from of the language

S512 demonstrate the competence in manipulating the written

and oral from of the language

S413 express own views on what has been read and support

them

S513 present (orally or in writing) and express personal

opinions, feelings etc.., clearly and convincingly, on a text

read

S414 use what has been read to stimulate imagination and

creative thinking, hypothesise and develop further problem

solving and prediction skills

S514 use contextual clues to stimulate imagination and

creative thinking, hypothesise and demonstrate problem

solving and prediction ability when reading a text

GENRAL OBJETIIVES


Writing

Cycle 4 Cycle 5

S415 write in a variety of forms for a range of purposes,

presenting subject matter differently to suit the needs of

specified audiences and demonstrating the ability to sustain

the interest of the reader

S515 write in a variety of forms, with commitment and a

clear sense of purpose and awareness of audiences,

demonstrating an ability to anticipate the reader’s response

S416 produce well-structured pieces of writing, some of

which handle demanding subject matter, punctuate their

writing so that meaning and structure are clear to the reader

S516 organise and present complex subject linked sentences

within paragraphs, punctuate writing so that meaning and

structure are clear to the reader

S417 recognise when redrafting and revising are appropriate

and act accordingly

S517 demonstrate an increased awareness that a first draft

may be changed, amended and reordered in a variety of ways

S418 demonstrate a developing ability to write summaries

S518 demonstrate an improving ability to write summaries

S519 demonstrate knowledge of organisational differences

between spoken and written English

S520 demonstrate in discussion and in writing knowledge of

ways in which language varies between types of text

GENERAL OBJECTIVES

Attitudes

Towards self and others

Secondary (Cycle 4-5)

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

ATS 1 want to find out more about themselves and their independent

relationship with other people

ATS 2 appreciate the essential work of others and the commonality of

needs, rights, beliefs, aspirations, behavior and talents which bind

humankind

ATS 3 be willing to explore new patterns of interaction and be prepared

to utilize and value their capacities for creative and critical thinking

ATS 4 have a commitment to defending their rights, respect the rights of

others and be committed to carry their responsibilities

Attitudes towards the environment

ATS 5 appreciate, respect and value the different physical and human

environments and reflect positively upon their own place in them

ATS 6 appreciate that in an interdependent world system, consideration

for the overall good of humankind and the planet should influence their

decisions and actions

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 4

At the end of cycle, a learner should be able to:

Knowledge

General Objectives Terminal Objectives

K401 understand the way in which language items

(grammar, verb, tenses, vocabulary, spelling, syntax) are

used and use these correctly

a) Vocabulary

b) Grammar

c) spelling

define unfamiliar words from context

use a dictionary to determine the meanings of words

write familiar words correctly

Demonstrate mastery of subjects, verb – agreement, verb

tenses, etc.

use correctly, the different punctuation markers

know verb tenses

know different types of sentences/ know different forms of the

verbs

Know the different parts of speech: (subject, verb, adjectives,

etc.)

identify and understand the common verb tenses

continue to spell correctly, in the course of their writing, by

applying their knowledge of spelling pattern and other

strategies

K402 demonstrate understanding of the linguistic

characteristics of texts:

a) narrative

b) prescriptive

c) informative

d) expressive

e) descriptive

f) argumentative

identify the structure of a narrative text

identify the stages of a narrative text

use verb tenses correctly

identify the sequence of a prescriptive text

use adverbs of manner correctly

understand the structure of an informative text

identify/ understand the purpose of the various sections of a

poem/story e.g. opening, ending, etc.

understand the purpose and choice of language used in , say, a

poem

choose language that is relevant/ pertinent to particular theme

identify the structure of descriptive texts, and how this

develops

use verbs and language that convey objectivity/ subjectivity

identify the structure of an argumentative text

identify the main points of an argumentative text

identify the arguments and counter arguments of such texts

identify supporting evidence in the text

choose language and verb tenses that are pertinent to such texts

vary presentation styles according to the purpose of the text

understand he forms used to discriminate the genders

K403 show understanding of appropriate extracts using a

range comprehension skills read different extracts and demonstrate understanding by

answering factual, recall, interpretive, inferential, etc.

questions

show in discussion that they can differentiate between facts

and opinions

recognize puns, word play, unconventional spellings and the

placing together of pictures and texts

K404 explore the similarities and differences between

English, French and Kreol grammar and Vocabulary show in discussion or in writing an understanding of the

various ways in which the English, French and Kreol

vocabulary are similar and how they differ

K405 appreciate and respond to different texts on a personal

level make simple comparisons between stories or poems, and offer

justification for personal preference

show involvement and independence choice over a range of

genres


and explore the use of figurative language in group discussions on poems, advertisement, or other

materials, refer to rhyme, alliteration and figures of speech

such as similes, idioms, metaphors and personification

Skills

Cycle 4 Listening and Speaking


S401 select appropriate language for a related context and

demonstrate fluency in the use of that language use the correct register and style in a given context

express him/herself with ease and confidence


including the development of ideas give and seek information

advocate and justify a point of view

present and summarise narrative e.g. explain actions of a

character in a novel

manipulate language for creative and recreational purposes

work in a group to develop a detailed plan of action

S403 show in discussion an awareness of the contributions

that facial expressions, gestures and tone of voice to a

speaker’s meaning

comment on the varied use of these features in, for example a

stage presentation, television, drama or film

comment on what may be conveyed, internationally or

inadvertently, in advertisements, speeches, interview or in

observed behaviour around the school




rules of organization and syntax

indicate lack of understanding

participate in all classroom interactions – understanding and

responding to questions, information and points of view

provide clear explanations for personal behavior, courses of

action, events in the outside world

describe similarities and differences

present reasons

explain cause and effect

seek clarification

give and follow instructions/ directions

express and defend opinions, arguments intelligibly

justify opinions or a course of action, or behavior

tell story – imagined, from personal experiences, from hearsay

or read

predict and respond to a story heard

summarise a story heard

extract explicit and implicit information from a story heard

produce an appreciation of characters from texts heard/ read

Share jokes, anecdotes, anagrams, riddles

S405 use and understand language which conveys

information and ideas effectively show in discussions an awareness of the ways in which

language varies between different types of communication

Cycle 4 Reading


S406 read silently different types of texts with sustained

concentration and demonstrate the ability to use inference,

deduction and previous reading experience

skim read to discover the structure and gist if a text quickly

read silently with sustained concentration

rad silently for specific purposes

recognize and use clues in a text to predict events


read including summarizing establish the purpose of a given text

distinguish between facts and pinions

cross refer and compare texts

quote accurately from a text to support their opinions

select and organise materials from the text or different sources)

to produce a summary

discuss the use/choice of words in a text and how these affect

and shape meaning

extract implicit and explicit information from a text

S408 demonstrate understanding of different types of texts read an increasingly wide range of texts so as to become more

experience readers

discuss the themes, settings and characters of the texts they

read in order to make personal response to them

develop this personal taste in reading (with guidance from the

teacher)

become more independent and reflective in his or her reading


rhythm etc., a range of literary and non-literary texts read aloud to the classroom or teacher and talk about the books

they have been reading

read aloud poems, stories of their choices

talk or write about poems/stories rad and explain preferences

show understanding of techniques used in poems/ stories

prepare and read a selection of poems, reciting some from

memory

take part in s tory telling sessions or dramatic activities

S410 select, retrieve and combine information independently

from a wide range of reference material select information/evidence in poems and stories to form

judgments about characters’ motives

write a short study, drawing upon ideas from different parts of

a text or different texts

prepare a well-argued report drawing on information from a

variety of sources

identify clues about characters or actions and use these to make

conclusions, evaluate or predict what may happen

use organizational devices e.g. chapter heading, titles etc… to

locate information in a text

identify (and use) features of presentation to inform, reassure

or persuade in non-literary texts

select and organise materials from different sources to produce

a synthesis

S411 make effective use of intermediate dictionaries,

thesauruses and encyclopedias find relevant information from a range of sources

S412 demonstrate the ability to understand and manipulate

the written and oral from of the language discuss character, actions, facts and opinion on what has been

read relating them to personal experiences and use supportive

evidence

S413 express own views on what has been read and support

them use the evidence in a text to interpret and form judgments

about characters’ motives and quote evidence in support of

their views

S414 use what has been read to stimulate imagination and

creative thinking, hypothesise and develop further problem

solving and prediction skills

evaluate existing material and make informed guesses and

correct themselves in the light of additional information

use available clues such as pictures, titles, story beginnings to

predict the development of stories

Cycle 4 Writing


S415 write in a variety of forms for a range of purposes,

presenting subject matter differently to suit the needs of

specified audiences and demonstrating the ability to sustain

the interest of the reader

write a short story according to given/ suggested stimuli (The

story should shop a sound narrative outline, though it may lack

storytelling characteristics such as dialogue, effective

characteristic, etc.)

describe a character from various points of view

write an autobiography

write a poems

write the biography of a friend

describe a particular place at any one particular time

describe a given object paying particular attention to

usefulness, durability, purpose, etc.

describe an even real or imagined

describe a process

write instructions for e.g. a game

give directions (e.g. Street) from one location to another

draw proposals

make recommendations

design a notice

informing about a forthcoming event

cancelling a planned event

write reports, diary entries, timetables

write to influence someone/ some people to

review/ reconsider/ change a particular habit

attend an event they do not like with you

design an original advert for a particular product, place or

event

design a poster showing the dangers and/ or benefits of certain

substances/ animals/ people/plants

provide views FOR and AGAINST given issues

compare and contrast texts, viewed, opinions, etc.

write interesting formal and informal letters to, among other

reasons, apologies and express sympathy

write short plays, television programmes and newspaper

articles

S416 produce well-structured pieces of writing, some of

which handle demanding subject matter, punctuate their

writing so that meaning and structure are clear to the reader

write in any of the forms inn S414

go beyond first-hand experience

separate distinct ideas and events and unify related ones

make use of a wide range of grammatical constructions which

are appropriate for topic, purpose/genre and audience

make use of varied and appropriate vocabulary such as

colloquial, formal, technical, poetic or figurative

use appropriate non-linguistic strategies (e.g. layout, diagrams,

etc.) to support written work when necessary

S417 recognise when redrafting and revising are appropriate

and act accordingly through discussion, recognize the need to revise writing

redraft as necessary

S418 demonstrate a developing ability to write summaries write summaries of different forms of writing

TERMIAL OBJECTIVES – CYCLE 5

At the end of cycle, a learner should be able to:

Knowledge


K501 have a wider understanding of the way in which

language items (grammar, verb, tenses, vocabulary, spelling,

syntax) are used and use these correctly

a) vocabulary

b) grammar

c) spelling

understand the relationship between the words and the context

in which these words have been used

understand the various definitions of a single word used in

various contexts

write familiar words correctly

Demonstrate mastery of subjects, verb – agreement, verb tenses,

etc.

use correctly, the different punctuation markers

know verb tenses

know different types of sentences/ know different forms of the

verbs

Know the different parts of speech: (subject, verb, adjectives,

etc.)

identify and understand the common verb tenses

Spell, in the course of their writing, word which are familiar as

well as new ones by applying various spelling patterns and

other strategies

K502 demonstrate through understanding of the linguistic

characteristics of texts

a) Narrative

b) prescriptive

c) informative

d) expressive,

e) descriptive

f) argumentative

Identify the different types of narrative text (romance, myths,

legends, etc…)

• identify the sequence of a prescriptive text

• use adverbs of manner correctly

• understand the structure of an informative text

• understand the function of e.g. rhyming patterns, rhythm,

alliteration, similes, metaphors in a poem

• understand the characteristics of various descriptive texts: a

programme, tourist guides

• identify the structure of an argumentative text

• identify the main points of an argumentative text

• identify the arguments and counter arguments of such texts

• identify supporting evidence in the text

• choose language and verb tenses that are pertinent to such texts

• vary presentation styles according to the purpose of the text

K503 demonstrate through understanding of appropriate

extracts using a range of complex comprehension skills Show in discussion or in writing that they can recognise what is

presented as fact or opinion. Identifying some of the ways in

which the distinction can be made, such as the use of statistics,

unsupported assertions and attacks on character which distract

reasoning or evidence

Understand that technological developments, euphemism,

contact with other languages or fashion all contribute to

language change

K504 demonstrate ability to compare English, French and

Kreol grammar and Vocabulary show in discussion or in writing an understanding of the various

ways in which the English, French and Kreol vocabulary are

similar and how they differ

K505 appreciate and respond to a wider variety of texts on a

personal level read texts whose content, length, organization and language

make demands on the reader


and demonstrate the ability to explore the use of figurative

language

in group discussions on poems, advertisement, or other

materials, refer to rhyme, alliteration and figures of speech such

as similes, idioms, metaphors and personification

Skills

Cycle 5 Listening and Speaking


S501 demonstrate ability to use appropriate language

fluently for a given context convey information an ideas in a variety of complex situations

involving range of audiences and in language which is

matched to context and purpose

explain cause sand effects

speculate upon outcomes of a policy or a given course of

action

take part in interviews


including a point of view clearly and cogently and interprets

points of view with accuracy and discrimination

Take part in real or simulated (committee) discussions which

requires an agreement

Express views and cite evidence In group discussions of , for

example, books or poems

Recognise and help to develop the views of others, accepting

and offering alternatives in positive ways in discussions, e.g. of

a film or television programme

S503 demonstrate the ability to use facial expressions,

gestures and tone of voice effectively Use these features in different contexts (advertisements,

speeches, interview, drama, etc. ) to convey meaning




the finer rules of organization and use more complex syntax

indicate lack of understanding

participate in all classroom interactions – understanding and

responding to questions, information and points of view

provide clear explanations for personal behavior, courses of

action, events in the outside world

describe similarities and differences clearly and fluently

present reasons

explain cause and effect

show an understanding (by giving oral responses to or

completing notes on , or summarizing the main points) of texts

listened to

seek clarification

give and follow instructions/ directions

express and defend a point of view clearly to arrange of

audiences

show an awareness of the appropriate use of spoken language

according to purpose, topic or audience

take a variety of leading roles in discussions. E.g. taking a

chair, listening with concentration, taking notes, reporting

justify an opinion, a course of action, or behavior

tell story – imagined, or from personal experiences, or from

hearsay or read, illustrating story-telling characteristics of

setting, theme, characterization (and including dialogue)

predict and respond to a story heard

summarise a story heard

extract explicit and implicit information from a story heard

produce an appreciation of characters from texts heard/ read

produce an appreciation of texts heard/ read

Share jokes, anecdotes, anagrams, riddles

Speak about a given/ prepared topic before an audience or

group using the correct register, style, etc…

S505 convey information and ideas in a variety of complex

situations involving a range of audiences and in language

which is matched to context and purpose

show in discussions an awareness of some of the factors that

influence people’s attitude to the way other people speak, e.g.

using the results of a survey, make a report on the attitudes to

spoken language held by the class and the community

Cycle 5 Reading


S506 read silently a wide variety of texts with sustained

concentration and use inference, deduction and previous

reading experience

continue to read with sustained concentration

show understanding though inference and deduction techniques

build on previous reading experience


read including summarizing establish the purpose of a given text

distinguish clearly between facts and pinions

cross refer and compare texts

quote accurately from a text to support their opinions

select and organise materials from the text (or different

sources) to produce a summary

discuss the use/choice of words in a text and how these affect

and shape meaning

extract implicit and explicit information from a text

identify the tone and mood of a text

S508 appreciate the different genres read and respond to a variety of genres, e.g. letters, diaries,

poetry, autobiographies, travel books, etc…


rhythm etc., a range of literary and non-literary texts continue to read aloud highlighting meaning in a sensitive way

read aloud poems, stories of their choice

talk or write about poems/stories read and explain preferences

show understanding of techniques used in poems/ stories

S510 select, retrieve, evaluate and combine information

independently and with discrimination from a

comprehensive range of reference materials, making

effective use of the information

select information/evidence in poems and stories to form

judgments about characters’ motives

interpret and assess characterisation, ideas, setting and themes

in a text/across a range of texts

identify clues about characters or actions and use these to make

conclusions, evaluate or predict what may happen

establish the purpose, effect and intended audience of a

particular text

use contextual clues to deduce author’s/poet’s views

use organizational devices e.g. chapter heading, titles etc… to

locate information in a text

identify (and use) features of presentation to inform, reassure

or persuade in non-literary texts

select and organise materials from different sources to produce

a synthesis

S511 make effective use of advanced dictionaries,

thesauruses and encyclopedias

find relevant information from a range of sources, e.g. subject

specific books, databases, adult encyclopedia

pursue an independent line of enquiry

S512 demonstrate the competence in manipulating the

written and oral from of the language Discuss a variety of works so as to bring out the range and

effects of different types of sound patterns, e.g. assonance,

rhymes, onomatopoeia and ideas in stories to predict future

happening and solve relevant problems and also figures of

speech such as similes, metaphors, etc…

S513 present (orally or in writing) and express personal

opinions, feelings etc.., clearly and convincingly, on a text

read

quote accurately from a text to support opinions

use evidence when explaining conclusions

S514 use contextual clues to stimulate imagination and

creative thinking, hypothesise and demonstrate problem

solving and prediction ability when reading a text

respond to available information on plot, char

Cycle 5 Writing


S515 write in a variety of forms, with commitment and a

clear sense of purpose and awareness of audiences,

demonstrating an ability to anticipate the reader’s response

write a short story according to given/ suggested stimuli (The

story should shop a sound narrative outline, though it may lack

storytelling characteristics such as dialogue, effective

characteristic, etc.)

describe a character from various points of view

write an autobiography

write a poems

write the biography of a friend

describe a particular place at any one particular time

describe a given object paying particular attention to

usefulness, durability, purpose, etc.

describe an even real or imagined

describe a process

write instructions for e.g. a game

give directions (e.g. Street) from one location to another

draw proposals

make recommendations

design or produce a leaflet providing factual information about

e.g. a place, a product e.g. Coca Cola

design a notice

informing about a forthcoming event

cancelling a planned event

write reports, diary entries, timetables

write to influence someone/ some people to

review/ reconsider/ change a particular habit

attend an event they do not like with you

design an original advert for a particular product, place or

event

design a poster showing the dangers and/ or benefits of certain

substances/ animals/ people/plants

provide views FOR and AGAINST given issues

compare and contrast texts, viewed, opinions, etc.

write interesting formal and informal letters to, among other

reasons, apologies and express sympathy

write short plays, television programmes and newspaper

articles

S516 organise and present complex subject linked sentences

within paragraphs, punctuate writing so that meaning and

structure are clear to the reader

Write in any forms in S414

Go beyond first-hand experience

Separate distinct ideas and events and unify related ones

Make use of a wide range of grammatical constructions which

are appropriate for topic, purpose/genre and audience

Make use of varied and appropriate vocabulary such as

colloquial, formal, technical, poetic or figurative

Use appropriate non-linguistic strategies (e.g. layout, diagrams,

etc.) to support written when necessary

S517 demonstrate an increased awareness that a first draft

may be changed, amended and reordered in a variety of ways Through discussion, recognise the need to revise writing

Redraft as necessary

S518 demonstrate an improving ability to write summaries Write summaries of different forms of writing

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