l/pri lang. prelims 18/06/04education.gov.pg/quicklinks/primary-syllabus/lower/...key links between...

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Language

Language

Lower Primary

Syllabus

DEPARTMENT OF EDUCATION

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Lower primary syllabus

Issued free to schools by the Department of Education

Published in 2004 by the Department of Education, Papua New Guinea

© Copyright 2004, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored in aretrieval system or transmitted by any form or by any means electronic,mechanical, photocopying, recording or otherwise without the prior writtenpermission of the publisher.

ISBN 9980-930-99-3

Acknowledgements

This syllabus was written, edited and formatted by the CurriculumDevelopment Division of the Department of Education. The development ofthe syllabus was coordinated by Jaking Marimyas with support from OttoAnduari, Darusilla Arazi and Stephanie Nakatt.

Teachers, inspectors, tertiary educators, community members,representatives from non-government organisations and the LanguageSubject Advisory Committee have developed this syllabus through meetings,workshops and consultations.

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

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Contents

Secretary’s Message .....................................................................................iv

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

Rationale ........................................................................................................2

Curriculum Principles .................................................................................... 3

Aims ...............................................................................................................8

Content Overview ...........................................................................................9

Learning Outcomes ......................................................................................12

Learning Outcomes and Indicators...............................................................14

Assessment and Reporting...........................................................................38

References .................................................................................................. 41

Appendix ......................................................................................................42

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Secretary’s Message

Education Reform has been in progress since 1992. The Education Reformhas emphasised community-based schooling, the use of bilingual educationand bridging to English from vernacular languages, the introduction ofElementary schools, the expansion of primary schooling to Grade 8 andincreased access to secondary schools at Grades 9 and 10.

This syllabus is to be used by teachers to teach Grades 3, 4 and 5 studentsthroughout Papua New Guinea. The syllabus builds upon concepts, skillsand attitudes from Elementary and links to concepts, skills and attitudes inUpper Primary.

When students come to Grade 3 from Elementary 2 they have learned toread and write in the language they speak at home. Students’ languageabilities already gained in their home environments and Elementary must berespected, built upon and extended. The students’ first language used inElementary will continue to be the language of instruction while bridging toEnglish takes place. This will allow students in Grade 3 to continue todevelop their thinking, and decision-making skills as well as skills inspeaking and listening, reading and writing in the language that they speakwhile acquiring English.

We learn language by using language. Language and culture help us to knowwho we are. Papua New Guinea is the only country in the world to recogniseover 800 languages as official languages of the education system. LowerPrimary education will help the students to know who they are by building onthe knowledge from Elementary about their first language and culture.

Our students are entitled to a range of opportunities that will enable them toacquire the values and attitudes of a progressing nation. We need youngpeople with the capacity to solve problems through reading and discussingwidely. They should be able to contribute their ideas thoughtfully to makemeaningful decisions.

Our villages and industries of the future will require young people withimagination and creativity. Literacy enables our students to gain information,think critically, develop ideas and form opinions to shape the development ofour country.

This Language Syllabus encourages links with other subjects to providelanguage learning contexts. It respects our cultural diversity and traditions.

I commend and approve this syllabus as the official curriculum for Languageto be used in all Lower Primary schools throughout Papua New Guinea.

PETER M. BAKI, CBESecretary for Education

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Introduction

This Language Syllabus is designed to be used in a bilingual classroom –teaching and learning using two languages. The syllabus details theknowledge, skills and attitudes that all Lower Primary students will develop intheir vernacular and English communications. These are expressed aslearning outcomes and indicators.

In order for students to meet the learning outcomes of this syllabus, teachersin Lower Primary need to speak, read and write fluently the vernacular of thestudents.

In Papua New Guinea vernacular means tokples, which is also called‘mother tongue’ in many countries. There are over 800 vernacular languagesin Papua New Guinea including Tok Pisin, Hiri Motu and English.

Bridging to English begins in Grade 3. This syllabus is designed to promotethe continued development of vernacular language skills to enable studentsto transfer their vernacular comprehension and communication skills toEnglish. This transfer should enable students also to participate and learnEnglish in other subjects.

In the Language Syllabus, outcomes are identified for vernacular andEnglish for Grades 3 and 4. In Grade 5 there is only one set of outcomes tobe used for both vernacular and English.

Although language is a means to communicate and understand othersubjects, this Language Syllabus focuses on learning about language.

Language is timetabled for 570 minutes in Grade 3, 450 minutes in Grade 4and 405 minutes in Grade 5 per week.

Key links between the Elementary, Lower Primary and Upper Primarylearning areas, subjects and strands are shown in the table below.

Key links between Elementary, Lower Primary and Upper Primary

Learning Area

Subject

Strands

Elementary Lower Primary Upper Primary

Language Language Language

Speaking and Listening

Reading

Writing


Reading

Writing


Reading

Writing

Language Language Language

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Rationale

Education at Lower Primary uses a bilingual approach. Students in LowerPrimary come from many different social and economic backgrounds. Mostcome from villages. Most students are nine years old at the start of Grade 3,but many are older. They can read and write in their own language as aresult of three years of Elementary education.

In general, communities place a high value on their own culture andvernacular, but also share a wider educational view that the acquisition ofEnglish is an important step towards success in contemporary Papua NewGuinea. Although students’ home backgrounds vary greatly, most studentscome from families where print materials are not part of their everyday lives.

Students should expand and extend their language use as it is essential fortheir intellectual, social and emotional development. Students need toacquire language skills and confidence in order to progress in other subjects.Students need to learn to use language in different ways from expressiveand artistic forms to finding information and acquiring knowledge.

The curriculum aims to develop language skills in speaking and listening,and reading and writing, whilst encouraging and extending students’ skills tobe active thinkers and confident users of language.

Through programs based on this syllabus, students gain knowledge, skillsand understanding about their vernacular language and English. This willhelp them to communicate their thoughts and feelings, participate incommunity activities and learn to make informed decisions.

By learning in both vernacular and English, students develop a soundunderstanding of language use to prepare them to become active,responsible citizens of Papua New Guinea.

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Curriculum PrinciplesThe following curriculum principles are important for teaching and learning inLanguage.

Our Way of Life

Cultural relevance

This Language Syllabus provides for the growth of our cultural identitythrough the development of language skills and knowledge. It is throughlanguages that important aspects of our country’s many cultures aretransferred from one generation to the next. By using a bilingual approach atLower Primary, students learn to value and maintain our many cultures andlanguages which contribute to the rich cultural diversity of Papua NewGuinea.

Bilingual education

There are over 800 different spoken languages across Papua New Guinea.Most Papua New Guinean students do not speak English as their firstlanguage.

Bilingual education is the regular use of two languages for instruction. PapuaNew Guinea’s Language Policy in All Schools (NDOE, 1999) requires abilingual approach to education that incorporates bridging to English inGrades 3, 4 and 5. This policy states:

At the Lower Primary level (Grades 3–5) the learning and teaching will be

conducted in a bilingual situation, in which there is planned, gradual bridging from

vernacular (or the lingua franca) to English. Oral and written vernacular language

development will continue throughout Lower Primary. Oral and written English

development will gradually be introduced and established as the major language

of instruction by the end of Grade 5…

At the Lower Primary level, while English is being learned, the language mostly

used for teaching and learning should be the same language that the children

used in Elementary school.

Where a number of active languages exist in one community, the main language

of interaction between the language groups and of commerce in the community

should be the language selected, that is the local lingua franca.

(Ministerial Policy Statement no. 38/99, NDOE,1999)

Lower Primary uses a bilingual education approach because currentinternational educational research indicates that there are academic benefitsfor students from being bilingual. Students continue to learn in their firstlanguage because learning only in English as a second language can limittheir learning and social development. As students become confident inthinking, reasoning, problem solving and decision making in their vernacular,they are more able to learn another language such as English. It is importantto continue to develop, expand and enhance vernacular language to that usedby adults in and out of the classroom.

Bilingual education:the regular use of twolanguages forinstruction.

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Bridging to English

Students complete Elementary education in their vernacular. Bridging toEnglish is the gradual change from vernacular to English instruction duringGrades 3 to 5. Bridging, while maintaining vernacular language, helpsstudents retain their identity, culture, self-confidence and self-esteem.

The table below shows the gradual progression from vernacular to English.It is anticipated that as students become more confident in their Englishskills, the time allocation for vernacular instruction will be reduced. Thepercentages presented in this table are suggestions only to help teacherssee the expected progression.

Using vernacular language for continued learning and development, whileEnglish is being learned, is an effective way for Papua New Guineanstudents to develop to their full potential.

Bridging to English strategies will be explained with examples in the TeacherGuide.

Multiculturalism

As a multicultural society, we must protect, promote and respect our manycultures and languages. The diversity of our cultures is the source of ourknowledge, skills, attitudes and Melanesian values. These values, along withlanguage and literacy knowledge, are promoted through the LanguageSyllabus. This knowledge enables students to share understanding of theircultures, past and present, with the rest of the world. In this waymulticulturalism and a respect for diverse cultures are promoted andmaintained in our schools.

Integral Human DevelopmentPapua New Guinea is a rapidly changing society that faces many newchallenges. To face these challenges effectively, individuals must strive toreach their full potential socially, intellectually, emotionally and physically.Students develop fully through a combination of schooling and influencesfrom other agents of education: the home, school and community.

The Philosophy of Education for Papua New Guinea as described in theMatane Report (1986) acknowledges the National Goals and DirectivePrinciples in the National Constitution that promote Integral HumanDevelopment:

Bridging to English:the gradual changefrom vernacular toEnglish instructionduring Grades 3 to 5.

Suggested Percentage of Teaching, Learning and Assessment inLower Primary in Vernacular and English

Grade 3 Grade 4

vernacular English vernacular English vernacular English

60% 40% 50% 50% 30% 70%

Grade 5

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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 potential to growin knowledge, wisdom, understanding, skill and goodness.

Citizenship

Through working individually, in pairs or in small groups, students are guidedto relate responsibly to others and respect each others’ opinions, talents,traditions and beliefs. Students know that each citizen of Papua New Guineahas a role in the growth of their country and that Papua New Guinea belongsto a much larger global family.

Catering for diversity

Gender

All Lower Primary syllabuses are designed to cater for the educational needsand interests of both girls and boys. The Department of Education GenderEquity in Education Policy (2003) recommends that no student in the PapuaNew Guinea education system of will be disadvantaged on the basis of gender.

To implement the policy, teachers have the responsibility to use and promotegender equity practices in their classrooms and with the wider community.This means they will provide:

• a curriculum that caters for the educational needs of girls and boys

• a safe, challenging learning environment which is socially and culturallysupportive

• programs that recognise the contributions to society of both women and men.

In Papua New Guinea, there is a need for sensitivity to local culturalpractices and values, with respect to traditional roles for males and females.In Language, students will be given equal opportunities to participate in alllearning and assessment activities regardless of their gender. Language willenable students to develop positive attitudes towards sensitive culturalissues about gender.

In gender sensitive classrooms students:

• take turns in being the leader, reporter and take other roles in group work

• share and participate in activities involving different students

• show respect for other students and their contributions.

Students with special needs

Many students have special needs. This includes students who are giftedand those who are disadvantaged. Gifted students should be givenopportunities to extend their learning. Students with physical or intellectualimpairments and emotional or learning difficulties need special support in theclassroom. Teachers have a responsibility to ensure that the learning needsof these students are met. All students are individuals and all have the rightto quality education in order to reach their full potential.

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Teaching and LearningEducation at Lower Primary is bilingual. Students who come to Grade 3continue to use the language that they use at Elementary for instructionwhile they start to learn English.

As well as learning skills and knowledge, students develop appropriateattitudes and an understanding of important issues. They have pride inthemselves, their cultures, languages and communities, as well as respectfor other people and their cultures and communities.

Teachers are encouraged to develop activities using a range of teachingmethods, materials and other support resources that are relevant andappropriate to students’ cultural and language needs. Students are providedwith opportunities to work as individuals and in groups. Usually studentshave their own preferred way of learning but they often use a combination ofways. Some of these include reading on their own, working in small groups,talking with peers, observing, drawing pictures, writing stories with othersand finding information for themselves.

Students are encouraged to think critically about what they are learning andto take responsibility for their learning. They learn to teach each other andlearn from each other. They learn how to work things out for themselves andhow to get the information they need. They use their experiences,knowledge, intelligence and imagination to make sense of the informationthey gather and receive.

Student-centred learning

Student centred learning recognises the fact that no two classes are alikeand no two students are the same with respect to their needs. A teacher whouses a student-centred approach provides students with an environment thatmotivates them to acquire new skills and knowledge. The teacher plansrelevant activities that meet the needs and interests of the students.

Inclusive curriculum

All students are individuals and all have the right to quality education in orderto reach their full potential. An inclusive curriculum uses content, languageand teaching methods that take account of all students. All Lower Primarysyllabuses value the experiences and knowledge of all students, regardlessof gender, ability, geographic location, religious and cultural background orsocioeconomic status.

Teachers must ensure that the teaching, learning and assessment activitiesare inclusive of all students when interpreting and implementing syllabuslearning outcomes. The following statement identifies importantrequirements of an inclusive curriculum.

• All students have fair access to resources such as time spent with theteacher, space in the classroom, books, equipment and playground space.

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• All students have equal opportunity to participate fully in teaching,learning and assessment activities.

• The curriculum includes and addresses the needs and interests of allstudents: girls as well as boys, gifted students, students with disabilitiesand students from different cultural and religious backgrounds.

• The experiences and knowledge of all students are valued by teachersand are reflected in classroom practice.

• Teaching and learning methods cater for different learning styles byallowing students opportunities to learn in different ways.

• Teachers use a variety of assessment methods that give studentsopportunities to demonstrate achievement of learning outcomes.

Teachers have a responsibility to ensure that the curriculum they teach, andthe classroom practices they use, give all students the opportunity to reachtheir full potential.

Language development across the curriculum

Language development across the curriculum is encouraged because allsubjects provide meaningful contexts for real language learning. Specificsubjects have different language features such as vocabulary and genresthat meet the purpose and context. These language features must beexplicitly taught in the different subjects across the curriculum.

Students are encouraged to use their own language both in and out of theclassroom. This results not only in stronger development of literacy invernaculars and English, but also in stronger intellectual development. Ithelps students to see the relevance of specific curriculum, to achieve athigher levels and to be better prepared for life outside school.

Multigrade teaching

Multigrade teaching refers to classes where there are students from morethan one grade with one teacher. The Lower Primary Language Syllabusneeds to be implemented using a variety of approaches to meet the range ofindividual learning needs in such multigrade classes. Teachers should beaware that in all classes, multi-grade or single grade, that students are ofmixed abilities. Teaching strategies for multigrade classes are appropriate insingle grade classes as well. A thematic approach is appropriate to use withmultigrade classes where students of different grades can work side by sideon similar themes.

Thematic teaching and integration

Language is best taught through an integrated approach to teaching andlearning where the other subjects provide the contexts for Languagelearning. Teachers can integrate Language outcomes within and acrossdifferent Strands and also with outcomes from other subjects. This approachmakes it possible for students to see the links with other subjects and tobroaden their understanding of Language in real life situations.

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Aims

The aims of the Lower Primary Language curriculum are for students to:

• be literate in the language of the community and English and appreciatethe importance of language as an integral part of any culture

• develop sound listening skills and participate effectively in a broad rangeof oral interactions

• show interest in books, read with enjoyment and be aware of differentwritten text types

• use a range of non-fiction texts to locate information in other subjects

• produce different texts for a broad range of purposes and audiences

• develop handwriting skills

• develop strategies to spell words correctly.

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Content Overview

The content of this syllabus is organised in three Strands and fourSubstrands. Each Strand identifies a particular aspect of the subject. In eachStrand a typical progression of learning is outlined from one grade to thenext. The Strands are further organised into Substrands to allow the contentto be more clearly specified and described as learning outcomes.

Strands and SubstrandsLanguage is organised into the following Strands:

• Speaking and Listening

• Reading

• Writing.

Each of these Strands is further organised into Substrands:

• Production

• Skills and Strategies

• Context and Text

• Critical Literacy.

Production

The emphasis in the Production Substrand is for students to understand andcreate a variety of spoken, written and visual text types in all genrecategories. Students are provided with opportunities to develop skills inspeaking, listening, reading and writing using activities that are relevant andmeaningful for their lives in the community. Students learn to build upon theirown experiences and prior knowledge to create a variety of text types for arange of audiences and purposes. They learn to tell, read and write fictionand factual texts and share information gained from them with others.

Skills and Strategies

The emphasis in the Skills and Strategies Substrand is for students tounderstand that speakers, listeners, readers and writers apply certain ruleswhen they create spoken, written and visual texts. It is important thatstudents develop a range of skills, processes and strategies to speak, readand write different text types for different purposes and audiences.

Context and Text

The emphasis in the Context and Text Substrand is for students tounderstand that language changes in different contexts, according to thedifferent purposes and audiences. Students learn that the different purposesshape the way texts are structured and laid out and different audiencesaffect the style of language used.

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The word text, as used in this syllabus, refers to any spoken, written andvisual form of communication performed by one person or many people.Written texts can be either fiction or information texts. Texts can also bespoken as in conversation and dialogue, be visual or drawn as inphotographs or diagrams and recorded and presented in electronic formsuch as fax and e-mail.

The word context, as used in this syllabus, talks about the situations, theaudiences and purposes for which the language is being used.

Critical Literacy

The emphasis in the Critical Literacy Substrand is for students to understandthat texts are presented according to the views and interests of speakersand writers. Students develop an understanding that speakers, readers andwriters create spoken, written and visual texts for different purposes.

This Substrand helps students to select and evaluate information theyreceive in order to make informed decisions, form opinions and makechoices. Students’ critical thinking enables them to understand thatinformation or ideas are expressed to influence the way readers, listeners orviewers think.

StrandSubstrands

Grade 3 Grade 4

Strands and Substrands for Language

SpeakingandListening

Production

Skills and strategies

Context and text

Critical literacy

Production


Context and text

Critical literacy

Reading Production


Context and text

Critical literacy

Production


Context and text

Critical literacy

Production


Context and text

Critical literacy

Writing Production


Context and text

Critical literacy

Production


Context andtext

Critical literacy

Production


Context and text

Critical literacy

Production


Context and text

Critical literacy

Grade 5

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Learning Outcomes and IndicatorsThis syllabus makes explicit the knowledge, skills, attitudes and values thatstudents should achieve for Grades 3, 4 and 5 in Language. The Strandsand Substrands are expressed as learning outcomes and indicators.

A learning outcome is a specific statement that identifies the knowledge,skills, attitudes and values all students should achieve or demonstrate.

These statements are student centred and written in terms that enable themto be demonstrated, assessed or measured. For example, outcome 4.1.1VUse a range of spoken text types for different audiences and purposes topresent familiar and unfamiliar ideas.

Indicators are examples of the kinds of things students should be able to do,know and understand if they have achieved an outcome.

Each learning outcome is accompanied by a set of indicators. Indicators arewhat students do, know and understand if they have achieved the learningoutcomes. Learning outcomes help teachers to determine the standardexpected of students at particular grades in particular subjects. Indicatorsare examples only and should not be used as checklists.

The learning outcomes and indicators will:

• give teachers, individually or collaboratively, the flexibility to writeprograms and units of work. These can be developed to suit localconditions and individual student needs

• help teachers assess and report students’ achievements in relation to thelearning outcomes

• allow student achievement of the outcomes to be described inconsistentways

• help teachers to monitor student learning

• help teachers plan their future teaching programs.

Learning outcome:a specific statementthat identifies theknowledge, skills,attitudes and valuesall students shouldachieve ordemonstrate.

Indicators:examples of the kindsfo things studentsshould be able to do,know and understandif they have achievedan outcome.

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StrandGrade 3 Grade 4 Grade 5

Speaking andListening

3.1.1V Use a range of spokentext types for differentpurposes and audiences onfamiliar topics

4. 1.1V Use a range ofspoken text types fordifferent audiences andpurposes to present familiarand unfamiliar ideas

5.1.1VE Use a broad range ofspoken text types fordifferent purposes topresent creative andinformation texts3.1.1E Use a range of spoken

text types for differentpurposes in structured andspontaneous learningexperiences

4.1.1E Use a range ofspoken text types for bothfamiliar and unfamiliartopics

3.1.2V Use oral skills andstrategies in a range oftasks and communityinteractions

4.1.2V Use oral skills andstrategies to share ideasand information

5.1.2VE Apply a range of oralskills and strategies ininformal and formalsituations3.1.2E Use oral skills and

strategies in simpleclassroom situations

4.1.2E Use oral skills andstrategies to respond tosimple classroom and socialsituations

3.1.3V Identify language thatrelates to differentaudiences and purposes infamiliar spoken texts

4.1.3V Identify how audience,purpose and topic accountfor differences in howlanguage is used

5.1.3VE Identify howspeakers adapt language tosuit different purposes,audiences and contexts3.1.3E Identify how

individuals adjust theirspeaking and listening indifferent situations

4.1.3E Compare how simplespoken English texts aredifferent according to theiraudience and purpose

3.1.4V Use language tocreate positive or negativeresponses about charactersor events

4.1.4V Identify how languageis used to convey differentmessages to listeners 5.1.4VE Evaluate own

language and that of othersto identify particular viewsand opinions of speakers3.1.4E Identify how spoken

English builds up pictures ofcharacters, events, placesor things

4.1.4E Identify and uselanguage to presentdifferent points of view onfamiliar topics

Learning OutcomesNumbering Learning OutcomesEach learning outcome is numbered, such as 3.1.2V (vernacular), 3.1.2E (English) or 3.1.2VE (vernacular and/or English).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, 3.1.2 refers to an outcome at Grade 3, Strand number 1 and outcome number 2.

Reading 3.2.1V Read and respond toa range of text types onfamiliar and unfamiliarideas and information

4.2.1V Read independentlyand respond to a range oftext types

5.2.1VE Read, reflect on andrespond to ideas andinformation from a widerange of text types in allgenre categories3.2.1E Read a range of

predictable text types4.2.1E Read simple text

types and interact with theideas and information fromthe texts

3.2.2V Use a range of skillsand strategies when readingand comprehending texts

4.2.2V Apply a wide range ofskills and strategies whenreading andcomprehending texts 5.2.2VE Apply a wide range of

skills and strategiesappropriate to the type oftext being read

3.2.2E Select and applystrategies to interpret simplewritten and picture texts

4.2.2E Apply knowledge ofskills and strategies tomake meaning from writtenand picture texts

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Strand Grade 3 Grade 4 Grade 5

3.2.3V Recognise different texttypes and select texts usefulfor different purposes

4.2.3V Select and use a rangeof text types to supportlearning in other subjects

5.2.3VE Identify how ideasand information arepresented in informationand fiction texts

3.2.3E Recognise how simplewritten and picture texts areused to suit differentpurposes and situations

4.2.3E Identify how ideas andinformation are presented insimple written and picturetexts

3.2.4V Identify the languageused in texts to create aresponse from readers

4.2.4V Identify how language isused in written and visualtexts to represent people,places, events and things

5.2.4VE Describe howbelonging to differentgroups influences howtexts are interpreted3.2.4E Identify how people,

things and places arerepresented in written andvisual texts

4.2.4E Identify ways in whichlanguage has been used ina range of text types tocreate a response fromreaders

Writing 3.3.1V Plan and produce arange of text types todevelop familiar ideas andinformation

4.3.1V Plan and produce arange of text types todevelop familiar andunfamiliar ideas andinformation

5.3.1VE Plan and producea range of text types in allgenre categories topresent ideas andinformation3.3.1E Use illustrations and

writing to present ideas andinformation

4.3.1E Write simple texts thatpresent familiar ideas andinformation

3.3.2V Apply knowledge ofwriting skills and strategiesto plan and edit texts

4.3.2V Select and applyknowledge of writing skillsand strategies to plan, reviewand edit own texts and thoseof peers

5.3.2VE Apply skills ofdrafting, revising andediting when constructingtexts3.3.2E Recognise and use

writing skills and strategies toplan and write own texts

4.3.2E Apply writing skills andstrategies to plan, write andedit own texts

3.3.3V Identify differentpurposes and audiences forwriting

4.3.3V Identify how textsare structured fordifferent topics,audiences and purposes

5.3.3VE Evaluate owntexts and those of othersto identify how subjectmatter, audience andpurpose have shaped thetexts

3.3.3E Recognise appropriatetext types for particularpurposes

4.3.3E Demonstrate knowledgeof a range of text types andtheir structures and languagefeatures

3.3.4V Identify how people,places and things arerepresented in their ownwritten texts

4.3.4V Produce a range of texttypes to demonstrate theirunderstanding of how textsinfluence readers

5.3.4VE Identify persuasivelanguage and evaluatethe quality of informationin texts3.3.4E Identify how

illustrations and simpledescriptive language havebeen used in own texts torepresent people, placesand events

4.3.4E Identify how peopleand things are representedin illustrations and writtentexts

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IndicatorsStudents will be achieving the above learning outcomes in vernacular, when they, for example:

Substrand Grade 3 Grade 4 Grade 5

Learning Outcomes and Indicators

Production 3.1.1V Use a range of spokentext types for differentpurposes and audiences onfamiliar topics

• gather information frompeers, teachers andcommunity members abouttopics such as bride-price,cultural symbols, totemsand designs of theircommunity

• summarise main ideas thatguest speakers such asPolice and Health Officershave presented

• talk about personalexperiences or events suchas preparing bilas forsingsing, youth camp orcooking

• say poems, chants, andsing songs that relate tocertain occasions such asfishing, harvesting of cropsand mourning.

4. 1.1V Use a range ofspoken text types fordifferent audiences andpurposes to present familiarand unfamiliar ideas

• discuss important issues inthe community such aseffects of drugs and HIVAIDS

• role play certain topics,issues or events in theircommunity such asharvesting festivals andsports days

• express opinions on topics,issues or events such asnews items from thecommunity, radio, TV ornewspaper

• interview people from thecommunity to collectinformation then report topeers

• listen, ask questions andexpress own opinions abouta presentation by a speaker

• present reports to class onitems of interest such asclass excursions orcommunity news.

5.1.1V Use a broad range ofspoken text types fordifferent purposes topresent creative andinformation texts

• give and follow instructionsand directions to locate aplace, a person or an object

• discuss the roles of leadersin the local and widercommunity

• conduct a survey andpresent information thatwas gathered

• carry out research usingquestions and interviewtechniques

• participate in debates aboutcommunity issues

• select and present mainideas as items of interest inany subject for discussionpurposes.

All indicators arelisted as bulletpoints after eachoutcome. The listof indicatorsalways begins withthe statement:Students will beachieving theabove learningoutcomes invernacular and/orEnglish, when theyfor example:

Strand: SPEAKING AND LISTENING

Language

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IndicatorsStudents will be achieving the above learning outcomes in English, when they, for example:


SPEAKING AND LISTENING

Production 3.1.1E Use a range of spokentext types for differentpurposes in structured andspontaneous learningexperiences

• follow instructions from theteacher, such as, “Please siton the floor”

• name colours, items ofclothing, parts of the body,shapes, numbers andfoodstuffs

• listen to and join in groupactivities such as singing,chanting and dramatisingparts of known stories

• say short repetitive poemsand rhymes with peers andteacher

• use and respond to Englishgreetings, such as, “Howare you today?” “I am verywell, thank you and how areyou?”

• describe known objects forexample, “The pencil is red.I use it for writing.”

• talk about their experiencesin one or two sentences.

4.1.1E Use a range of spokentext types for both familiarand unfamiliar topics

• identify and describe maincharacters in text typessuch as legends and poems

• use visual texts such asenvironmental posters andcharts as motivation tocreate texts to share withthe class

• use visual aids such asphotographs, pictures andvideos to obtain and shareinformation with peers

• use a variety of means suchas touching smelling, andtasting to gather informationto develop texts

• express likes and dislikessuch as “I like taro, but Idon’t like kumu.”

• provide explanations suchas, “I am late because myuniform was not dry.”

5.1.1E Use a broad range ofspoken text types fordifferent purposes topresent creative andinformation texts

• use role play to advertiseitems for sale

• introduce peers, friends andvisitors

• compare characters in textsby describing their qualities

• participate in debates aboutfamiliar community issuessuch as chewing betelnutand littering theenvironment

• express own and others’points of view, and givereasons to support theirviews.


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Skills andStrategies

3.1.2V Use oral skills andstrategies in a range oftasks and communityinteractions

• use simple maps to explainand give directions aboutthe locations of places

• perform role plays onfamiliar topics using non-verbal communication suchas gestures and facialexpressions

• participate in well-sequenced conversationwith peers and teacher

• listen attentively and retellinformation

• recount or retell a familiarexperience and respond toquestions

• use questions such as why,how and what if aboutrelevant issues or topics

• use pictures or objects asaids to tell a story

• give and follow instructionsto carry out a task

• demonstrate effective groupwork skills such as turn-taking, listening attentively,speaking clearly andresponding appropriately.

4.1.2V Use oral skills andstrategies to share ideasand information

• develop relevant questionsto interview communitymembers or peers

• use appropriate tone ofvoice to ask questions,make statements or givecommands

• role play how to make andaccept apologies

• use and explain differentmessages hidden in similessuch as ‘he ran like thewind’ and metaphors suchas ‘kill two birds with onestone ’ in the language ofthe local community

• recognise the differencebetween open and closedquestions and use them togather information

• share information usingappropriate aids in smallgroups or pairs

• use variation in voice, toneand pitch to recite poems

• listen and take notes onspecific information.

5.1.2V Apply a range of oralskills and strategies ininformal and formalsituations

• use role play to compareand contrast the way actorsuse body language andvoice to show feelings,moods and humour

• distinguish between factand opinion

• use various parts of speechsuch as nouns, verbs,adjectives, adverbs,pronouns, prepositions andconjunctions in oralinteractions

• recognise and usequestions such as why,what if and how to makeinferences and analyseinformation

• identify main ideas tosummarise short spokentexts.


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3.1.2E Use oral skills andstrategies in simpleclassroom situations

• use appropriate facialexpressions, and hand andbody gestures tocommunicate ideas andfeelings

• recognise beginning, middleand ending sounds inspoken words

• identify and say words thatbegin with a certain soundsuch as ‘m’ in monkey,money, marble

• make simple requests suchas “May I use the ruler,please?”

• follow and give simpleinstructions involving onestep at a time

• identify nouns, adjectivesand verbs in stories read ortold to them

• use plurals for known words

• use conjunctions such asthen, because and but insimple sentences.

4.1.2E Use oral skills andstrategies to respond tosimple classroom and socialsituations

• ask and answer questionsin different situations usingcorrect intonation

• use singular and pluralcorrectly when speaking

• identify the differencebetween statements,questions and commands

• identify and name familiarsounds heard in thecommunity such as birdssinging, people singing andsomeone chopping firewood

• identify and use relevantwords to describe placesand people

• make appropriateresponses such as ‘allright’, ‘really’ and ‘I see’during conversation withpeers

• use the appropriate tone ofvoice, such as soft or loud,angry or calm, happy orsad, high or low to suit thesituation.

5.1.2E Apply a range of oralskills and strategies ininformal and formalsituations

• use the correct tense forexpressing past, presentand future

• use correct nouns andadjectives when describingobjects, people, places andthings

• use correctly, articles suchas a, the, an; prepositionssuch as on, in, near andpronouns such as she, their

• use a variety of intonationpatterns for presentingdifferent kinds ofinformation, such as makinga point in a debate orpresenting a report

• listen and respond to radiobroadcasts by asking andanswering questions ortaking brief notes

• ask relevant questionsusing words such as who,when, where and what.


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Context andText

3.1.3V Identify language thatrelates to differentaudiences and purposes infamiliar spoken texts

• brainstorm words thatbelong to different groupssuch as kitchen ware,gardening or carpentrytools and trade store goods

• talk about different eventsfor different audiences andadjust the language asrequired

• role play and compare howlanguage changes indifferent situations, such asat the market, schoolassemblies and church

• select appropriate languageand gestures forconversations with differentaudiences

• role play appropriate bodylanguage, tone and style oflanguage when interactingin different situations.

4.1.3V Identify how audience,purpose and topic accountfor differences in howlanguage is used

• discuss reasons whylanguage changes indifferent situations

• use appropriate language indifferent situations such asstudent to teacher, child toparent

• talk about differentlanguage used in localcultural events such asprovincial shows andchurch conventions

• compare the differentlanguage features ofdifferent genres such asexplanations andnarratives.

5.1.3V Identify how speakersadapt language to suitdifferent purposes,audiences and contexts

• discuss how speakers usesimiles and metaphors tocreate special effects

• explain when and whyspeakers use diagrams,graphs, displays andposters to presentinformation

• listen to a variety of textsand respond to them byusing role plays, drawingout main ideas or writingsongs and poems

• compare the way speakersuse particular styles oflanguage to create different‘worlds’ through audiovisual texts such as film andmusic.


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Context andText

3.1.3E Identify howindividuals adjust theirspeaking and listening indifferent situations

• create and use simplesentences about familiarsituations, using pictures

• dramatise how to greetclassmates and friendscompared with how to greetsomeone for the first time

• use adjectives to changethe personalities ofcharacters in narratives

• listen to and directquestions to differentaudiences on familiar topics

• demonstrate how changingthe tone of voice changesthe meaning of themessage.

4.1.3E Compare how simplespoken English texts aredifferent according to theiraudience and purpose

• role-play language used indifferent situations such asin the shop, at home and inthe playground

• use greetings such as hello,good morning, goodafternoon, good night, andgood bye appropriate to thesituation

• listen to a variety of simplespoken texts and talk aboutthe audience and purpose.

5.1.3E Identify how speakersadapt language to suitdifferent purposes,audiences and contexts

• discuss the formats andstyles used by writers in avariety of picture books,local newspapers, postersand magazines

• discuss the features of texttypes within a particulargenre

• listen to and discuss howspecific spoken or audio-visual texts are constructed

• view audio-visual tapes toidentify purpose, topic andaudience

• use picture books and BigBooks to explore how textand illustrations supporteach other.


20




CriticalLiteracy

3.1.4V Use language tocreate positive or negativeresponses about charactersor events

• identify words and phrasesthat describe the moodsand feelings of characters

• tell a narrative whichdescribes the motives ofcharacters

• compose and perform oraltexts that present aparticular point of view

• explain the meanings ofparables and riddles used inthe local community

• role play different situationsand events to show howpersuasive language caninfluence listeners

• use role play to showdifferences in behaviourssuch as being assertive andaggressive .

4.1.4V Identify how languageis used to convey differentmessages to listeners

• listen to an unfamiliar textand work out any hiddenmessages

• discuss words and phrasesfrom a variety of texts suchas radio and TV programsand advertisements that areused to influence listeners

• identify words and phrasesused to persuade listenersto a point of view

• explain how the choice oflanguage in radio and TVadvertisements influenceslisteners and viewers.

5.1.4V Evaluate ownlanguage and that of othersto identify particular viewsand opinions of speakers

• examine texts to identifywhat is implied but notactually stated

• discuss how language isused to build up particularconcepts about people fromdifferent regions in PapuaNew Guinea

• practise using inclusivelanguage in spoken textsrelated to race, religion,gender and people withspecial needs

• analyse bias andstereotyped language usedin a variety of spoken texttypes and suggest ways toovercome them

• present debates on issuesrelating to stereotypes onrace and gender

• discuss how idioms andmetaphors are used intraditional stories andpoems to bring imaginationand feelings to life.


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CriticalLiteracy

3.1.4E Identify how spokenEnglish builds up pictures ofcharacters, events, placesor things

• identify and use descriptivewords and phrases to showwhat a character is like

• use simple adjectives todescribe places, events andobjects using pictures anddrawings as aids

• change the descriptions ofcharacters from well knownstories and identify how thestory changes

• create and role play ingroups advertisements witha specific purpose.

4.1.4E Identify and uselanguage to presentdifferent points of view onfamiliar topics

• use words that presentdifferent points of view onissues such as caring forthe local environment

• participate in group debatesto present different points ofview on a topic

• discuss differentinterpretations about anillustration or a text

• present own points of viewon topics studied in othersubjects.

5.1.4E Evaluate ownlanguage and that of othersto identify the particularviews and opinions ofspeakers

• role play different points ofview on community issuesand identify how languageis used to support eachpoint of view

• identify the language andgestures that describe themoods of characters insongs, stories, poems andplays

• identify and discussstereotypes in texts

• retell a news article from adifferent point of view

• discuss the underlyingmessages in texts such asposters and signs.


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Production 3.2.1V Read and respond toa range of text types onfamiliar and unfamiliarideas and information

• read texts in pairs andgroups to collect informationfor specific tasks in othersubjects

• read a variety of text typesin all genre categories

• read and act out short playson familiar topics such asthose in School Journals

• read and follow instructionson how to do somethingsuch as baking a cakeusing a recipe

• develop and follow a set ofclass rules

• compare own experienceswith characters fromdifferent texts

• predict what characters maydo at different stages of astory.

4.2.1V Read independentlyand respond to a range oftext types

• read texts such as posters,charts, maps, graphs anddiagrams from othersubjects and use theinformation for specific tasks

• read headlines and articlesfrom local newspapers

• read and share informationgained from a variety of texttypes

• read and role play shortstories and plays fromSchool Journals

• read a variety of fiction textsand discuss the plots,characters and settings.

5.2.1V Read, reflect on andrespond to ideas andinformation from a widerange of text types in allgenre categories

• read texts for information tosupport oral and written classactivities in other subjects

• read a variety of narrativessuch as autobiographies andbiographies and carry outresearch on aspects of thetext

• read a range of text types toan audience such as ayounger class or schoolassembly

• read and respond topersonal letters, notes,invitations, greetings ornotices

• explain in their own wordsinformation gained from textssuch as maps, graphs anddiagrams

• make comparisons betweencharacters in fiction texts

• express feelings andopinions on a range of texts

• read and share informationfrom newspapers such asWantok and Post Courier.

Strand: READING

Language

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Production 3.2.1E Read a range ofpredictable text types

• read simple texts on familiartopics

• participate in sharedreading of simple illustratedBig Books with the teacher,as a class, in groups orindividually

• read class rules, labels andsigns

• play simple card gamessuch as word dominoes torecognise and read newwords

• use a small bank of sightwords.

4.2.1E Read simple text typesand interact with the ideasand information from thetexts

• read texts from othersubjects such as posters,charts, stories, maps,graphs and diagrams

• read road signs and otherpublic signs and notices

• read headlines from localnewspapers

• read and retell stories

• read own or others’ writingsuch as diaries or journals,poems, Big Books andletters.

5.2.1E Read, reflect on andrespond to ideas andinformation from a widerange of text types in allgenre categories

• read and discuss fictiontexts

• read and obtain informationpresented in different wayssuch as diagrams, graphsand posters

• share favourite books orbooks written by favouriteauthors with peers oryounger children

• illustrate or role play owninterpretations of texts read

• identify key messages fromposters and advertisements

• read and interpretinformation from maps andatlases.

Strand: READING

24





3.2.2V Use a range of skillsand strategies whenreading and comprehendingtexts

• use the clues in picturesand the text to select themain idea in a text

• read aloud with expressionand appropriate tone, ingroups or individually to anaudience

• recognise and usepunctuation such ascommas, full stops,exclamation marks whenreading to helpunderstanding

• use phonics to sound outwords

• guess at a new word bylooking at the first letterand trying a word thatmakes sense in thesentence

• use headings andheadlines in informationtexts to locate information

• use pictures to predictwhat will happen next inthe text.

4.2.2V Apply a wide range ofskills and strategies whenreading and comprehendingtexts

• distinguish between fact,opinion and fiction inwritten texts

• read aloud withexpression and effectivecharacterisation toyounger children, parentsor at school assembly

• use pictures and contextclues to predict what willhappen next in the story

• use alphabetical skills tofind topics in an index andthen locate page numbersand the information

• use knowledge ofgrammar to assist reading

• recognise cause andeffect in texts

• use table of contents,index, page numbers,headings, captions andkey words to findinformation.

5.2.2V Apply a wide range ofskills and strategiesappropriate to the type oftext being read

• use chapter headings tolocate information in fictionand factual texts

• use chapter headings topredict what will happennext in a fiction text

• read over unknown wordsand try to make sense ofthe sentence

• re-read different sections ofthe text to gain clearunderstanding

• use table of contents, index,page numbers, headings,captions and key words tofind information

• read a variety of texts topeers and younger studentsand demonstrate the use ofexpression and punctuationfeatures

• apply reading strategiessuch as reading silently forpleasure and information,reading aloud for others,browsing to select readingmaterials, skimming fordetails and re-reading tolocate main ideas

• use appropriate readingstrategies such as readingtitles of texts, skimming andscanning and readingcarefully for detail whenreading for differentpurposes.

Strand: READING

Language

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3.2.2E Select and applystrategies to interpretsimple written and picturetexts

• identify repetitive sentencepatterns in Big Book texts

• use letter-soundrelationships and wordshapes to read unknownwords

• recognise letter patternssuch as ing, oo, sh, ea

• recognise and readfrequently used words

• recognise print such aslabels in the classroom,signs on the road and signsin shops

• predict what a text will beabout from the picture andthe title on the cover.

4.2.2E Apply knowledge ofskills and strategies tomake meaning from writtenand picture texts

• recognise and use knownwords in compound wordssuch as playground to helpin reading new words

• recognise and use linkingwords such as but, so, then,because to understandtexts

• identify words that tell whator who such as this, that,these, those

• recognise sound and visualpatterns in words such askick, lick, pick, sick

• use events in a story tounderstand sequence

• use a number of sources forinformation such aspictures, posters, signs,labels and books.

5.2.2E Apply a wide range ofskills and strategiesappropriate to the type oftext being read

• predict what might comenext in missing parts ofdifferent text types

• apply skills of letter-soundrelationships and contextclues when reading

• apply skills of scanning andskimming when readingnewspapers and magazines

• read texts aloud for anaudience, using appropriatestress, pause and intonation

• identify words that helpreaders to distinguishbetween fact, opinion andfiction

• identify different parts of abook such as title page,contents page, glossary andindex

• select texts that tell stories,texts that have informationand texts that tell how to dothings

• use knowledge ofalphabetical order to locateinformation in dictionariesand encyclopedias.

Strand: READING

26




Context andText

3.2.3V Recognise differenttext types and select textsuseful for different purposes

• use maps, diagrams,illustrations, photographsand timetables to gatherinformation for particularpurposes

• compare the differencesbetween text types such asletters, instructions on howto make something, classtimetables and classreaders

• identify the main parts ofnarratives and recounts andcompare them

• talk about the structure andlanguage features of fictionand information texts.

4.2.3V Select and use arange of text types tosupport learning in othersubjects

• recognise the differencesbetween two versions of atext, such as a story that isturned into a play

• recognise that texts areconstructed for particularpurposes and to appeal tocertain audiences

• identify and discuss ways inwhich information ispresented in texts relevantto other subjects

• talk about a text they haveread in other subjects toidentify audience andpurpose.

5.2.3V Identify how ideas andinformation are presented ininformation and fiction texts

• read text types from othersubject areas, such asposters, labels, charts,maps and graphs anddiscuss the reasons forsimilarities and differences

• read a story they havewritten from their ownpersonal experience andexplain how they shapedthe story to take account ofaudience and purpose

• compare information andfiction texts and identifymajor differences

• read a variety of text typesand list their purposes

• read different text types topeers and younger childrenand give reasons for thedifferences.

Strand: READING

Language

27



Context andText

3.2.3E Recognise how simplewritten and picture texts areused to suit differentpurposes and situations

• recognise that signs andnotices such as roadsigns, notices on churchhalls and market places,banners andadvertisements havedifferent messages fordifferent purposes

• use the title andillustrations of texts topredict the topic andcontent

• talk about the purposes ofpictures, photographs andother visual texts

• discuss the purposes ofsimple written texts suchas letters, notes, labelsand lists.

4.2.3E Identify how ideas andinformation are presented insimple written and picturetexts

• recognise that information ispresented differently in textsused in other subjects

• discuss the different waysheadings are used innewspapers, stories andSchool Journals

• talk about audiences andpurposes of texts such asposters, labels, charts,stories, maps, diagramsand graphs

• discuss the differentpurposes for reading fictionand information texts.

5.2.3E Identify how ideas andinformation are presented ininformation and fiction texts

• look for similarities anddifferences in the structuresof vernacular stories andstories told in English

• identify and link differentkinds of reading materials todifferent topics in othersubjects

• recognise the differencesbetween fiction andinformation texts.

Strand: READING

28




Critical Literacy 3.2.4V Identify the languageused in texts to create aresponse from readers

• identify the language usedto build up images ofcharacters in stories

• compare characters andsituations from books withtheir own experiences

• distinguish between fact,opinion and fiction in avariety of texts

• identify words that describefeelings of characters instories

• identify words and phrasesthat create a picture in themind of the reader

• make inferences andexpress opinions about theactions, qualities andmotives of characters intexts read or viewed.

4. 2.4V Identify how languageis used in written and visualtexts to represent people,places, events and things

• discuss how cultural groupsare represented in visualand written texts andwhether they arerepresented fairly andaccurately

• identify whose point of viewis being presented in textsabout local issues andevents

• discuss reasons why peopleinterpret and reactdifferently to texts

• examine how differentauthors select and presentinformation to create aparticular point of view

• read articles or view a videoto study the roles ofdifferent cultural groups andtalk about how else thesegroups could have beenrepresented

• discuss differentinterpretations of messagesin drawings, photographsand advertisements.

5.2.4V Describe howbelonging to differentgroups influences how textsare interpreted

• evaluate how textsrepresent particularinterests and points of viewand leave out the opinions,viewpoints and interests ofothers

• identify how ideas andinformation are expressedto influence readers,listeners and viewers

• identify how values,attitudes and beliefs can beinfluenced by what is read,heard or seen

• identify language used toinfluence readers’ viewsand opinions on particularissues

• talk about how texts andwriters put readers in aposition to sympathise orfeel angry towardscharacters, events or pointsof view

• use personal experience toexplain why people interprettexts differently.

Strand: READING

Language

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Critical Literacy 3.2.4E Identify how people,things and places arerepresented in written andvisual texts

• give reasons for choice offavourite characters inwritten and visual texts

• talk about how certainwords create a picture inthe mind of the reader

• identify ways in which visualtexts such as pictures andadvertisements are used toinfluence people

• talk about why people usepictures instead of words toget messages across toaudiences.

4.2.4E Identify ways in whichlanguage has been used ina range of text types tocreate a response fromreaders

• compare characters andsituations from books withtheir own experiences

• identify expressions such askick the bucket and barkingup the wrong tree anddiscuss their meanings

• use own knowledge andexperience to reflect on howcharacters and events arerepresented

• role play characters in textsand give opinions andreasons for their motivesand feelings

• discuss varyinginterpretations of eventssuch as a rugby grand finalor singsing festival and talkabout reasons for thedifferences.

5.2.4E Describe howbelonging to differentgroups influences how textsare interpreted

• study a variety ofadvertisements and talkabout the intentions of thewriters

• discuss the differencebetween fact and opinion ina range of texts

• discuss how people’sinterpretations of texts areinfluenced when aspects ofa text such as gender rolesare changed

• make comparisons betweentexts representing differentpoints of view on the sametopic

• talk about the ways differentpeople are represented intexts.

Strand: READING

30




Production 3.3.1V Plan and produce arange of text types todevelop familiar ideas andinformation

• plan and write tumbunastories from the localcommunity

• write personal recounts offamily, local community,school and sports events ina diary or journal

• write letters to friends orstudents in another school

• write procedural texts abouthow to make traditionalmeals, tools and fishinggear

• write information reportsabout animals, plants andillnesses from the localenvironment

• use visuals such asdiagrams, illustrations,graphs, charts andphotographs to enhancemeaning in their writing

• plan and create comic stripswith illustrations and speechbubbles

• write and illustrate class bigbooks.

4.3.1V Plan and produce arange of text types todevelop familiar andunfamiliar ideas andinformation

• plan and write scripts oftumbuna stories from thelocal community and otherplaces

• write and publish historicalaccounts of people, placesand events in Papua NewGuinea

• write news reports of localevents to share with otherclasses in the school

• write instructions for how tomake herbal drinks andcures for minor healthproblems

• write explanations thatdescribe processes abouthow things are made suchas coffee, sago and bread

• plan and write informationreports about topics fromother subjects

• produce simple brochureswith graphics

• write opinions about socialor health issues and givereasons for their opinions.

5.3.1V Plan and produce arange of text types in allgenre categories to presentideas and information

• write letters of complaintgiving a point of view andsome supporting evidence

• plan and write a report ofobservations made in theenvironment

• plan and write an argumentthat presents a particularpoint of view on a relevantissue

• write and publish differenttext types such as poems,recipes, letters,advertisements and reports

• use various types of graphs,diagrams and charts topresent information

• plan and create a short playor drama

• write explanations on topicssuch as the life cycles ofinsects, water and raincycles and plant growth.

Strand: WRITING

Language

31



Production 3.3.1E Use illustrations andwriting to present ideas andinformation

• label diagrams, murals andcharts in vernacular andEnglish

• write captions forillustrations, maps,diagrams, tables andphotographs

• write invitations or cards forspecial events such asChristmas, Easter,birthdays, get well, Mother’sDay

• write advertisements,posters and signs forcommunity events

• write a recount of apersonal experience

• write a short story in a bigbook jointly constructed bythe class

• jointly construct descriptionsof community people,places and events

• write own texts usingobjects, artefacts, picturesand photographs for ideas.

4.3.1E Write simple texts thatpresent familiar ideas andinformation

• write short stories jointlyconstructed in groups andindividually with teachersupport

• write simple poetry usingwords that rhyme

• write messages and listsof class rules

• write short descriptions ofanimals, characters in astory and familiar orfamous people

• write short news reportsindicating who, what,when and where for theother classes

• write recipes andinstructions on how tomake things.

5.3.1E Plan and produce arange of text types in allgenre categories to presentideas and information

• use diagrams, graphs,flowcharts and timelinesin written work to helpclarify ideas

• plan and produce a classnewsletter with supportfrom the teacher

• record minutes of classmeetings

• draw up programs forevents such as schoolsports carnivals, speechdays and cultural daycelebrations

• brainstorm a set ofquestions to interviewpeers or communitymembers and writeprofiles about them

• plan and producebilingual big books foryounger classes.

Strand: WRITING

32





3.3.2V Apply knowledge ofwriting skills and strategiesto plan and edit texts

• make corrections to ownwritten work as the writingtakes place

• re-read own stories to seeif they make sense

• identify spelling errors inown writing and that ofpeers

• attempt correct spelling ofvocabulary being learnedin other subjects

• publish final copies of ownwriting for others to read

• choose appropriate wordsto label pictures, objectsand illustrations

• write clearly using lettersof uniform size, shape,slope and spacing

• begin to use modifiedcursive writing

• use common punctuationcorrectly in own writtenwork.

4.3.2V Select and applyknowledge of writing skillsand strategies to plan,review and edit own textsand those of peers

• brainstorm ideas for writing

• draw pictures and makenotes to plan events instories

• develop story maps to plansimple stories

• draw concept maps tosupport writing ofinformation texts

• take notes from texts tocomplete specific tasks

• write common wordscorrectly

• use correct word order insentences

• use appropriate structuresfor a variety of text types

• re-read own writing to checkthe sequence of events

• self correct own and peers’work

• identify parts of own textssuch as introduction, body,conclusion.

5.3.2V Apply skills of drafting,revising and editing whenconstructing texts

• write a variety of text typestaking into account topic,purpose and audience andlanguage features such asspelling, punctuation andgrammar

• identify different features intext types

• use the processes ofplanning, composing,revising, editing andproofreading when writing

• edit written workindividually or in pairs

• organise information forpersonal writing by takingnotes, summarising andnoting useful references.

Strand: WRITING

Language

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3.3.2E Recognise and usewriting skills and strategiesto plan and write own texts

• plan simple story outlineswith a partner

• sequence events in storiesusing strip cartoons or aseries of pictures

• use punctuation such asfull-stops, commas,apostrophes and questionmarks correctly

• use class word wall to spellwords

• use letter-soundrelationships to spellcommon words used inother subjects

• write new English wordsusing letter-soundrelationships

• write fluently withappropriate size, slope andspacing

• make own dictionary

• write simple sentences andquestions.

4.3.2E Apply writing skills andstrategies to plan, write andedit own texts

• use adjectives to providemore information aboutnouns in written work

• use past tense in simplerecounts and stories

• use titles, headings andsub-headings in simplewritten texts to assistreaders

• publish final copies of ownwriting for others to read

• read own writing aloud andmake corrections to clarifymeaning

• use speech marks in textswhere characters talk toeach other

• self correct words that donot look right

• try to spell new wordscorrectly

• use dictionary to checkspelling

• write letters for initial,middle and final sounds

• keep samples of differenttext types and use these asmodels.

5.3.2E Apply skills of drafting,revising and editing whenconstructing texts

• use known word patterns tospell similar words such asfine and mine, cake andbake

• use knowledge of smallwords to build compoundwords such as class androom to spell classroom

• use prefixes and suffixes tobuild new words

• spell common words fromother subjects correctly

• use correct singular andplural forms of words

• use a range of draftingstrategies such as note-taking, organising headingsand writing key words,

• revise, edit, proofread andpublish final draft for anaudience.

Strand: WRITING

34




Context andText

3.3.3V Identify differentpurposes and audiences forwriting

• discuss purposes for whichpeople write

• examine and comparestructures of a range of texttypes

• compare the languagefeatures of different textsand talk about how thesedifferences relate to thepurpose, audience andtopic.

4.3.3V Identify how texts arestructured for differenttopics, audiences andpurposes

• identify language featuresof different text types anddiscuss how and why theydiffer

• develop and display avariety of written text typessuitable for working oncertain themes

• talk about how peopleadjust their writing to suitaudiences and purposessuch as writing letters tofriends and writing a formalletter to the head teacher

• talk about how the writer’sideas and feelingsinfluence the choice ofnarrative text types suchas poems, songs andstories

• identify language features,such as grammar,vocabulary, spelling,punctuation andsequencing that writersuse to construct texts fordifferent purposes.

5.3.3V Evaluate own textsand those of others toidentify how subject matter,audience and purpose haveshaped the texts

• compare two texts on thesame topic and identify howthey are written andstructured to suit differentaudiences and purposes

• identify how language isused in songs and poemsand explain why it issuitable for certainaudiences

• compare stories and factualtexts about the same topic

• identify how the choice oftopic, interest of theaudience and the purposeshapes fiction andinformation texts.

Strand: WRITING

Language

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Context andText

3.3.3E Recogniseappropriate text types forparticular purposes

• talk about how visualimages such as illustrations,cartoons, graphs and mapsare used differently inwritten texts according topurpose and audience

• select visual images tomatch particular text typessuch as recounts,descriptions,advertisements and storiesand label them

• identify and use descriptivephrases to label posters,charts and murals withteacher support.

4.3.3E Demonstrateknowledge of a range oftext types and theirstructures and languagefeatures

• label and write captions onillustrations and diagrams

• talk about how to adjusttexts to suit differentaudiences and purposes

• identify nouns, adjectives,verbs and adverbs that areused in the texts to suitdifferent purposes

• examine the structures andlanguage features ofdifferent text types such asstories, poems, plays,reports, lists, recipes,instructions anddescriptions.

5.3.3E Evaluate own textsand those of others toidentify how subject matter,audience and purpose haveshaped the texts

• compare texts such asrecipes and narratives anddiscuss their differences

• talk about different topics inother subjects that can beresearched and written upfor different purposes

• identify language featuressuch as vocabulary andgrammar that areassociated with differenttext types

• evaluate own and jointlyconstructed texts to seehow well the structure andsubject matter suit thepurpose and audience

• talk about appropriate lettersize, style and print to suitparticular audiences andpurposes.

Strand: WRITING

36




Critical Literacy 3.3.4V Identify how people,places and things arerepresented in their ownwritten texts

• write stories choosingdescriptive words andillustrations to representcharacters, places, eventsor things positively ornegatively

• use appropriate language inpoems to express feelings,describe people andaspects of the environment

• choose language to expressopinions about what theylike and dislike and givereasons

• identify in own writing thewords and phrases thatcreate a response from thereader.

4.3.4V Produce a range oftext types to demonstratetheir understanding of howtexts influence readers

• write letters to seek the helpof community members withlocal issues

• write advertisements topersuade people to buycrafts at school

• write stories with amessage or moral such asfables and parables

• identify in recounts, reportsand descriptions the wordsand phrases that influencereaders about communityissues.

5.3.4V Identify persuasivelanguage and evaluate thequality of information intexts

• evaluate the quality ofinformation used in ownreports on topics from othersubjects

• rewrite an article or storyfrom a different point ofview

• write and evaluate own andpeer texts such asarguments for clarity andcohesiveness

• use various methods suchas writing letters,conducting interviews andsurveys to seek differentviewpoints about localissues

• design posters that usepersuasive language onissues in community lifesuch as drugs, drinking,smoking and HIV/AIDS.

Strand: WRITING

Language

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Critical Literacy 3.3.4E Identify how illustrationsand simple descriptivelanguage have been used inown texts to representpeople, places and events

• create posters usingdescribing words andpictures to influencereaders or viewers aboutpeople, places and events

• brainstorm and write a list ofwords which relate toparticular topics, places,events, people andsituations

• design notices, signs andcharts to create awarenesson local community issues.

4.3.4E Identify how peopleand things are representedin illustrations and writtentexts

• create pictures, charts andposters to communicateimportant messages fromother subjects such ascaring for the environmentand promoting personalhealth and safety

• look at a variety ofadvertisements and talkabout how people andthings have beenrepresented and how theycould be representeddifferently

• create a variety of visualtexts such as pictures,posters, diagrams, graphsand maps to represent thesame information indifferent ways.

5.3.4E Identify persuasivelanguage and quality ofinformation in texts

• write particular text typessuch as letters to the editoron local environmentalissues and evaluatepersuasive language used

• identify the language ofstereotypes relating togender, race and religion intexts and suggest alternateunbiased language

• use persuasive language ofadvertising to influencepeople such as sway to thebeat with the famoustamure dancers.

Strand: WRITING

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Assessment and Reporting

Assessment and reporting practices described here are detailed further inthe National Assessment and Reporting Policy (NDOE 2003) and in othersupport materials produced by the Department of Education.

AssessmentAssessment is the ongoing process of identifying, gathering and interpretinginformation about students’ achievement of the learning outcomes describedin the subject syllabuses.

Teachers record evidence of students’ learning and use this to makejudgements about their achievements of the learning outcomes. To ensurethat assessment is fair and balanced, teachers must use a range ofassessment methods including:

• observing and recording details of students’ performance on particulartasks

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

• analysing students’ products

• setting written assignments, projects and practical work

• setting and marking written tests.

Teachers should provide opportunities for students to assess their ownlearning (self-assessment) and the learning of others (peer assessment)according to set negotiated criteria. The overall purpose of assessment is toimprove student learning.

Assessment in vernacular and English

The suggested percentage of assessment, teaching and learning invernacular and English is shown below:

Assessment:the ongoing processof identifying,gathering andinterpretinginformation aboutstudents’ achievementof the learningoutcomes.

0 %

20 %

10 %

30 %

40 %

50 %

60 %

70 %

80 %

90 %

100 %

Vernacular

English

Grade 3 Grade 4 Grade 5

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Language

Teachers will need to apply the principles described in the NationalAssessment and Reporting Policy (NDOE 2003) to ensure that students aretreated fairly and given many opportunities to demonstrate their achievementof the learning outcomes in each subject. When assessing students’achievements, teachers should be clear about:

• which language best enables students to demonstrate their learning

• whether they are assessing subject content or language skills andknowledge or both

• whether the percentages of assessment in vernacular and English aresimilar to those suggested in the graph above.

Assessment in Lower Primary

Assessment in Lower Primary schooling is the continuous process of findingout if students have achieved the learning outcomes. Assessment at LowerPrimary should:

• be predominantly integrated into teaching and learning activities asstudents bridge from vernacular to English

• use a range of assessment methods

• use local cultural approaches to assess and report students’achievements where appropriate

• be used for diagnostic purposes only.

Recording

Teachers must keep accurate records of students’ achievement of thelearning outcomes. They must report these achievements in fair andaccurate ways to parents, guardians, teachers and students. Examples ofrecording methods include:

• anecdotal notes in a journal or diary

• checklists

• portfolios of students’ work

• progressive records

• work samples with comments written by the teacher.

ReportingReporting is communicating clearly to students, parents and guardians,teachers and others, the information gained from assessing students’learning.

Students’ reports should be based on assessment information collected fromongoing assessments. Schools will decide on how reports will be presentedto best suit the needs of their communities. Methods will include interviewsand written reports. Written reports should include:

Reporting:communicating clearlyto students, parentsand guardians,teachers and others,the information gainedfrom assessingstudents’ learning.

40


• a written record of learning outcomes achieved by students since theprevious report

• a written record of the learning outcomes the student is now workingtowards

• information about students’ attitudes, values and other additionalinformation that is specific to individual students.

(National Assessment and Reporting Policy 2003: p. 6)

Evaluation

Teachers will use assessment information to make judgements about theeffectiveness of their teaching, learning and assessment programs and tomake improvements to their teaching practice in order to improve studentlearning.

Schools may use whole school assessment data to evaluate theeffectiveness of teaching and learning in a particular subject or at particulargrade levels and to make decisions on how to improve student learning.

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References

NDOENDOE refers to the Department of Education, Papua New Guinea, otherwisereferred to as the National Department of Education.

NDOE 1986 A Philosophy of Education for Papua New Guinea, MinisterialCommittee Report, P. Matane, chair, NDOE, Waigani

NDOE 2002 National Curriculum Statement for Papua New Guinea NDOE

NDOE 2003 Elementary Language Syllabus. NDOE

NDOE 2003 National Assessment and Reporting Policy. NDOE

NDOE 2003 Upper Primary Language Syllabus. NDOE

NDOE Jenkinson, L. 1999 ‘Bilingual Education and Bridging to English’.NDOE, Waigani

NDOE Josephs, J. 2000 Education for all, National Department of Education,Waigani

OtherBaker, C. 1997 Foundations of Bilingual Education and Bilingualism.Multilingual Matters Ltd, United States of America

Chamot, A. and O’Malley, J. 1989 The CALLA Handbook - Implementing theCognitive Academic Language Learning Approach.

Department of Education and the Arts 1989 Pathways of LanguageDevelopment, Tasmania, Australia

Dutcher, N. (1995) The use of first and second languages in education: Areview of international experience, Pacific Islands Discussion Paper Series,No. 1, World Bank, Washington

Ludwig, C. 2000 ‘Why Wait, A way into teaching critical literacies in the earlyyears’, Education Queensland

New South Wales Department of Education, 1998 English Syllabus K-6.Department of Education, Sydney

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Appendix

MINISTERIAL POLICY STATEMENT

Language Policy In All Schools

The authority of this Ministerial Policy Statement is Section 27 (1) (h) of theEducation Act (Chapter No. 163) as amended.

The purpose of this circular is to advise authorities of all institutions withinthe National Education System regarding the use of languages in schools.This statement should be read in conjunction with the Ministerial PolicyStatement No. 1/91 and Secretary’s Instruction No. 1/91.

The future direction for language use in the formal school system as statedin Secretary’s circular No. 1/91 is that the language of the community,together with its cultures, spiritual and work practices will form the basis forthe activities of the school.

In practice, using the language of the community as the basis for the schoolactivities means the use of vernacular or a language spoken by both thestudents and the teacher in the school system for teaching and learning. Theuse of vernacular languages establishes strong culture bonding betweenchildren and their community. This is one of the aims of the education reformin Papua New Guinea. Research findings also support the use of vernacularlanguages in schools.

The findings indicate that:

• there are academic achievement benefits for the student from beingbilingual

• to stop students learning in their first language and forcing them to learnonly in a new language can be harmful and obstructive to theirdevelopment

• it usually takes an English language learner five or more years to developthe ability to use English for learning complex concepts

• beginning schooling in the children’s first language and using thislanguage for continued learning and development while the Englishlanguage is being learned, is the best way for children to develop their fullpotential in schooling.

On the basis of this information, the reform curriculum calls for a program ofbilingual education in Primary Schools. Children who graduate fromElementary Schools will enter this new bilingual program in Grade 3.

1. At the Elementary School level (Prep to Elementary 2), this means thatthe language of instruction is completely in the children’s vernacularlanguage, or the community lingua franca, with an introduction to oralEnglish at the end of Elementary 2. Children will leave Elementary Schoolliterate in their first language.

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Language

The community through their Parents and Citizens Association (P&C) andthe Board of Management (BOM) will decide the language to be used atthe Elementary level of education.

In practice, the community must be informed in order to make thedecision on what language should be used at Elementary level. Thelanguage chosen should be the language that is shared in the communityand used for most communication in that community.

2. At the Lower Primary level (Grades 3-5) the learning and teaching will beconducted in a bilingual situation, in which there is planned, gradualbridging from vernacular (or the lingua franca) to English. Oral and writtenvernacular language development will continue throughout LowerPrimary. Oral and written English development will gradually beintroduced and established as the major language of instruction by theend of Grade 5, using “Teaching English to Speakers of OtherLanguages” (TESOL) methodology.

At the Lower Primary level, while English is being learned, the languagemostly used for teaching and learning should be the same language thatthe children used in Elementary school.

Where a number of active languages exist in one community, the mainlanguage of interaction between the language groups and of commercein the community should be the language selected, that is the local linguafranca.

Every effort must be made to appoint vernacular speaking teachers to theLower Primary grades, particularly those who have received inservice inbilingual education strategies.

3. At the Upper Primary level (Grades 6-8), class activities will be conductedwith English as the main language of instruction, but students should stillbe provided with opportunities to further develop their oral and writtenvernacular (or lingua franca) skills.

4. At the Secondary level and Provincial High School level includingVocational School, lessons will be conducted in English. But advantageshould be taken where opportunities arise for students to further developtheir oral and written vernacular (or lingua franca) skills or if a conceptcan be better explained using the vernacular or lingua franca.

Whereas children must be encouraged to learn and use English, allschools at all levels should not discourage free communication invernacular languages that the children speak in and out of schoolgrounds. This will establish confidence in students to use vernacular inacademic learning.

Honourable Prof. JOHN WAIKO, Ph.D, MP.Minister for Education

l/pri lang. prelims 18/06/04education.gov.pg/quicklinks/primary-syllabus/lower/...key links between...

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