Republic of Namibia
MINISTRY OF EDUCATION
NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)
ENGLISH SECOND LANGUAGE SYLLABUS
HIGHER LEVEL
SYLLABUS CODE: 8315
GRADES 11 - 12
FOR IMPLEMENTATION IN 2006
FOR FIRST EXAMINATION IN 2007
DEVELOPED IN COLLABORATION WITH
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Republic of Namibia
MINISTRY OF EDUCATION
NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)
ENGLISH SECOND LANGUAGE SYLLABUS
HIGHER LEVEL
SYLLABUS CODE: 8315
GRADES 11 - 12
Ministry of Education
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia
© Copyright NIED, Ministry of Education, 2005
NSSCH English Second Language Syllabus Grades 11&12
ISBN: 99916-58-81-5
Printed by NIED
Publication date: 2005
TABLE OF CONTENTS
1.
Introduction ....................................................................................................................................1
2.
Rationale ........................................................................................................................................2
3.
Aims ...............................................................................................................................................2
4.
Overview of Learning Content.......................................................................................................3
5.
6.
7.
4.1
General...............................................................................................................................3
4.2
List of Resources ...............................................................................................................3
Learning Content............................................................................................................................4
5.1
Listening snd Speaking......................................................................................................4
5.2
Reading ..............................................................................................................................6
5.3
Writing...............................................................................................................................8
5.4
Language Usage...............................................................................................................12
5.5
Literature..........................................................................................................................14
Assessment ...................................................................................................................................15
6.1.
Assessment Objectives ....................................................................................................15
6.2
Scheme of Assessment ....................................................................................................15
6.3
Marks snd Weighting of Papers.......................................................................................15
6.4
Description of Papers.......................................................................................................16
6.5
Specification Grid ............................................................................................................17
Grade Descriptions.......................................................................................................................18
Addendum A:
List of Prescribed Literature (Paper 3)..................................................................20
Addendum B:
Notes on Conducting the Oral Examinations.........................................................21
Addendum C:
Marking Grid for Oral Component (Paper 3) .......................................................25
Addendum D:
Assessment Criteria for the Oral Component of Paper 3.......................................26
Addendum E:
Marking Grid for Written Component (Paper 2) ...................................................27
Addendum F:
Assessment Criteria for the Written Component of Paper 3..................................28
1.
INTRODUCTION
The Namibia Senior Secondary Certificate Higher Level (NSSCH) is designed as a two-year
course for examination after completion of the Junior Secondary Certificate. The syllabus is
designed to meet the requirements of the Curriculum Guide for Formal Senior Secondary
Education in Namibia and has been approved by the National Examination, Assessment and
Certification Board (NEACB). The main sections are:
• Aims
• Learning Content
• Assessment
• Grade Descriptions
The English as a Second Language syllabus will develop learners’ ability to communicate
accurately, appropriately and effectively in writing and in speaking. Learners will be
encouraged to develop a wide vocabulary and to communicate persuasively and accurately and
with a strong sense of clarity. They will be required to work in a variety of styles and genres
and for specified audiences. Speaking and Listening assessment will relate to learners’ work in
literature. The National Curriculum Guidelines, applicable at the stage of Senior Secondary
Education (Grades 11 and 12) and at equivalent stages of non-formal education, as a part of
life-long learning, recognise the uniqueness of the learner and adhere to the philosophy of
learner-centred education.
The Namibia National Curriculum Guidelines aim to:
• recognise that learning involves developing values and attitudes as well as knowledge and
skills;
• promote self-awareness and an understanding of the attitudes, values and beliefs of others
in a multilingual and multicultural society;
• encourage respect for human rights and freedom of speech;
• provide insight and understanding of crucial global issues in a rapidly changing world
which affect quality of life; the AIDS pandemic, global warming, environmental
degradation, maldistribution of wealth, expanding and increasing conflicts; the
technological explosion and increased connectivity;
• recognise that as information in its various forms becomes more accessible learners need to
develop higher cognitive skills of analysis, interpretation and evaluation to use the
information effectively;
• challenge and motivate learners to reach their full potential and to contribute positively to
the environment, economy and society.
Thus the Namibian National syllabi should provide opportunities for developing essential/key
skills across the various fields of study. Such skills cannot be developed in isolation and they
may differ from context to context according to the field of study.
Language contributes directly to the development of the seven key skills marked *
•
•
•
•
•
•
•
•
•
Communication Skills *
Numeracy Skills
Information Skills*
Problem-solving Skills*
Critical and Creative Thinking Skills*
Self-management and Competitive Skills*
Social and Co-operative Skills*
Physical Skills
Work and Study Skills*
NSSCH English 2nd Language Syllabus NIED 2005
1
2.
RATIONALE
As the national official language of Namibia, English occupies an important position in the
citizen’s life. This is reflected in the position of English as one of the compulsory subjects in
the curriculum. Through the curriculum and the efforts of the teachers, the Namibian education
system must meet its constitutional obligation to “ensure proficiency in the official language”.
Language stimulates personal growth and assists in the development of general knowledge,
attitudes, critical abilities, moral values, and the aesthetic sense. This potential is enhanced by
the rich and varied heritage of literary and scholarly work that has accumulated in English.
Among Namibians English will operate as one of the most important languages of national
unity and identity by virtue of it being the one language all Namibian learners will study. In the
wider sphere it is a language of access to the international community and a worldwide
information network.
3.
AIMS
The aims of the syllabus are the same for all students. These are set out below and describe the
educational purposes of a course in English as a Second Language for the Higher Level
examination. They are not listed in order of priority. The aims are to:
•
•
•
•
•
•
enable learners to communicate accurately, appropriately and effectively in speech and
writing;
enable learners to understand and respond appropriately to what they hear, read and
experience;
encourage learners to enjoy the reading of literature and explore areas of universal human
concern;
encourage learners to enjoy and appreciate the variety of language;
complement the learners’ other areas of study by developing skills of a more general
application (e.g. analysis, synthesis, evaluation, drawing of inferences, ordering of facts,
presentation of opinion, detection of bias);
promote the learners’ personal development and an understanding of themselves and others.
NSSCH English 2nd Language Syllabus NIED 2005
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4.
OVERVIEW OF LEARNING CONTENT
(See paragraphs 5.1 to 5.6, under Learning Content, for more detail)
4.1
GENERAL
English is a unified subject, which means that learners should be given opportunities to
read a wide range of transactional and literary materials, to practise writing in different
styles, and to develop powers of logical and lateral thought. The content is listed under
the columns Skills, Objectives and Competencies. While the Learning Content is set
out under the headings Reading, Writing, Use of Language and Literature, it is
understood that in practice they will be assessed together. Learning Content listed
under ‘Speaking and Listening’ complements that which is relevant to the activities
listed under ‘Reading and Writing’ and ‘Literature’.
4.1.1
4.1.2
4.1.3
4.1.4
4.2
Listening and Speaking
Reading and Writing
Language Usage
Literature
LIST OF RESOURCES
In their choice of reading texts from a variety of sources, teachers should consider the
age of their learners as well as suitability of these to learners. The Textbook Catalogue
is a viable source of titles to choose from. Examples of other viable sources teachers
may wish to use are newspapers, magazines, listening cassettes, dictionaries,
encyclopaedia and the Internet. Teachers should consult Addendum A in this document
for guidance on texts to be used in teaching Literature. A list of poems and prescribed
texts will be announced in an annual circular.
NSSCH English 2nd Language Syllabus NIED 2005
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5.
LEARNING CONTENT
5.1
LISTENING AND SPEAKING
SKILLS
1. 1. Communication
2. Articulation, intonation and
stress
3. Using vocabulary
4. Responding relevantly
OBJECTIVES
Learners will:
communicate information and ideas
speak clearly using appropriate intonation
and word stress
use appropriate vocabulary in different
situations
make appropriate verbal responses in
different contexts
5. Presentation
develop skills of oral presentation
6. Expressing attitude
use language to express and establish
individual attitudes
NSSCH English 2nd Language Syllabus NIED 2005
4
COMPETENCIES
Learners should be able to:
• sustain a genuine conversation
• convey information and facts clearly
• develop ideas in a logical way
• present ideas in a coherent manner
• understand and communicate arguments, ideas and information
• use pronunciation of words and rhythm of speech to make meaning clear
• express mood through the use of correct intonation and word stress
• use a wide range of vocabulary
• explain words and phrases in context
• demonstrate greater flexibility in dealing with new, topical ideas
• show a sense of audience and an awareness of style and register
• ask relevant questions to clarify what has been heard
• respond appropriately in a dialogue or conversation
• express a point of view on a discourse
• adapt style to audience
• demonstrate competence in a range of speech activities e.g. respond to
questions on topics within a defined range such as past and present
schooling, future plans, current affairs
• deliver a short speech before a group (such as classmates, club
members)
• deliver a speech before a group (such as a debate or at school assembly)
• give an impromptu talk on a topic
•
express approval and disapproval
•
express pleasure, disappointment, anxiety, etc.
•
disagree politely
•
present or challenge a point of view or opinion
•
express and settle uncertainty
•
show enthusiasm and desire to convince
5.1
LISTENING AND SPEAKING (continued)
SKILLS
7. Discussion and debate
OBJECTIVES
Learners will:
resolve literary issues through discussions
and debate
8. Negotiation
use negotiation skills
9. Active listening
listen actively to information for a variety
of purposes
10. Evaluation
identify and evaluate the gist of a speech
or discussion
NSSCH English 2nd Language Syllabus NIED 2005
5
COMPETENCIES
Learners should be able to:
•
defend an opinion
•
challenge a viewpoint
•
conclude an argument
•
explore solutions to real or simulated problems
•
show flexibility in opinion
•
express one’s own view clearly
•
restate accurately other people’s views to show understanding
•
suggest alternative views where appropriate
•
acknowledge other people’s opinion
•
synthesise views and suggestions to reach agreement or compromise
•
listen for pleasure and enjoyment (poems, short stories, etc.)
•
demonstrate understanding
•
identify sequence
•
identify cause and effect
•
use and apply information heard
•
interpret and synthesise information (such as establishing similarities
and differences, advantages and disadvantages)
•
predict likely outcomes in spoken text
•
use information heard to complete a task
•
take notes from material heard
•
select relevant key points
•
interpret tone of speaker
• recognise intention, attitude, mood, themes
•
make deductions based on what is heard
5.2
READING
SKILLS
1.
Understanding
instructions
2.
Comprehension
OBJECTIVES
COMPETENCIES
Learners will:
read and interpret instructions
demonstrate the ability to identify the
important points or themes from a range of
texts (likely to be within the experience of and
reflecting the interests of young people from
various cultural backgrounds)
NSSCH English 2nd Language Syllabus NIED 2005
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Learners should be able to:
• respond to written instructions appropriately
• understand and convey information by responding to key words such
as:
- explain
- identify
- construct
- describe
- illustrate
- compare
- contrast/distinguish
- define
- compile/list
- explore
- analyse
- interpret
- evaluate
- substantiate/motivate
- determine
- summarise
• determine the overall meaning of a text
• interpret information correctly
• summarise, explain, and evaluate material from a text
• compare and contrast, using more than one text or part of a text
• recognise the author’s attitude, both stated and implicit
• recognise and explain examples of imagery and irony
• demonstrate the ability to extract relevant specific information from
texts such as:
- brochures
- reports
- articles (newspapers, magazines and others)
- reviews
- prose (see Writing)
5.2
READING (continued)
SKILLS
OBJECTIVES
COMPETENCIES
Learners will:
apply a range of reading skills (reading
with varying speed using a range of
reading techniques)
3.
Flexible reading
speed/reading techniques
4.
Extensive reading
read extensively for wider knowledge or
pleasure, making use of available library
facilities
5.
Critical reading
read critically materials from different sources
NSSCH English 2nd Language Syllabus NIED 2005
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Learners should be able to:
• skim a variety of texts for general understanding
• scan texts for specific information
• read intensively for understanding
• use reference material effectively, such as:
- a dictionary for a variety of purposes
- an encyclopaedia for general knowledge and specific information
• read and understand a range of material for pleasure such as books,
newspapers, magazines, etc.
• read for specific information and general knowledge, for example
guides
• read, understand and appreciate texts from different genres such as
novels, short stories, plays and poetry (to respond actively to key
aspects of texts, such as the storyline, characters, main theme, setting
and author’s intention)
• distinguish between fact, fiction and opinion
• identify the author’s intentions and bias
• draw conclusions from a text
• see relationships between different texts
• analyse texts and present arguments constructively and logically
• construct informed opinions and attitudes
5.3
WRITING
SKILLS
OBJECTIVES
Learners will:
develop and organise ideas into coherent
sentences, paragraphs and whole texts
write with enthusiasm, maturity and
conviction to produce a reader friendly
style
1.
Producing well
organised, coherent
pieces of writing
2.
Writing successfully for
specific purposes
write a wide range of tasks
3.
Style
differentiate between written and spoken
forms
NSSCH English 2nd Language Syllabus NIED 2005
COMPETENCIES
Learners should be able to:
• use complete sentences in a paragraph to describe or explain a particular idea or
theme
• use introductory, developmental and concluding paragraphs
• link and develop ideas
• plan, structure, draft and edit written work before attempting a piece of writing
• write in a style appropriate to the audience and register
write:
• informal/friendly letters
• formal letters
• articles to newspapers, school magazines
• reports:
- accidents
- crime
- sport
- social activities
• essays:
- narrative
- descriptive
- argumentative
- discursive
- imaginary
• summaries
- paragraph form
- note form
• speeches
• reviews
• use contracted forms of writing where appropriate (such as in friendly letters)
• use figurative language and imagery in writing, also referring to the senses
• apply stylistic devices in writing (quotations/citations) interviews, articles,
reports
• use appropriate format/layout to enhance understanding
8
5.3
WRITING (continued)
SKILLS
OBJECTIVES
Learners will:
demonstrate flexibility in writing about
facts, feelings and opinions
COMPETENCIES
Learners should be able to:
• focus on interpretation of the topic to give direction to writing
• give factual information
• express thoughts and feelings, using different types of register
• defend ideas and opinions logically and convincingly e.g. writing
speeches/class debates
• use skills of analysis and interpretation in responding to texts
• select specific information from:
- literary sources
- book reports/reviews
- brochures
- film reviews
- articles (informative or argumentative)
4.
Clarity and conciseness
5.
Comprehension
show comprehension of given texts
6.
Spelling and punctuation
show competence in the use of spelling and •
punctuation
NSSCH English 2nd Language Syllabus NIED 2005
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use basic punctuation marks correctly such as:
- full stops
- commas
- inverted commas
- question marks
- exclamation marks
- apostrophes
- capital letters
- colons
- semicolons
- dashes
- brackets
- hyphens
- eclipse
5.3
WRITING (continued)
SKILLS
6.
Spelling and punctuation
(continued)
7.
Grammar usage
OBJECTIVES
COMPETENCIES
Learners will:
Learners should be able to:
show competence in the use of spelling and • show an understanding of and apply the basic spelling rules such as:
punctuation (continued)
- correct syllabification of words
- writing hyphenated words
- contractions
- fractions
- possessive case
- words commonly confused (their/there)
- spelling of words in the continuous
- tense (-ing forms)
- homonyms/homophones
use appropriate grammatical structures in
• use articles correctly (a, an, the)
writing
• distinguish between common and proper nouns
• use pronouns appropriately
• use the correct form of the verb with singular and plural nouns and pronouns
• apply the correct verb tense as appropriate (for example saying We have a
house instead of saying We are having a house)
• use the active and passive voice as appropriate
• use different prepositions correctly
• use and place adjectives and adverbs correctly
• structure simple sentences in writing
• use phrases correctly
• use conjunctions and connectives correctly to write compound and complex
sentences
• use complex sentences and grammatical structures
• use concord
• use modal verbs
• use direct and indirect speech
• know all the tenses and uses of the verb
• use degrees of comparison
• use relative clauses
• use idioms and idiomatic expressions
NSSCH English 2nd Language Syllabus NIED 2005
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5.3
WRITING (continued)
SKILLS
8.
Using vocabulary
OBJECTIVES
Learners will:
use appropriate and effective vocabulary in
different contexts and situations
NSSCH English 2nd Language Syllabus NIED 2005
COMPETENCIES
Learners should be able to:
• use direct, unambiguous vocabulary
• use appropriate vocabulary for personal, social and academic purposes
• use rich and varied vocabulary to describe, explain and argue
• use technical terms and specialised vocabulary suited to the task
• acquire and apply specific vocabulary in certain general fields such as
education, technology, sport, social matters, etc.
• use synonyms and antonyms
11
5.4
LANGUAGE USAGE
Although the aspects of language usage have been listed separately, they form the basis of all language skills and should be taught continuously
in an integrated way. The rationale behind studying language structures is to help learners to use the language accurately and appropriately.
Knowledge of and competence in the application of language structures is a prerequisite for analyses, evaluation, referencing, etc.
SKILLS
1.
Usage
OBJECTIVES
Learners will:
use all tenses effectively
use appropriate grammatical structures in
writing
2.
Grammar and usage
use grammatical structures correctly in
speech
NSSCH English 2nd Language Syllabus NIED 2005
COMPETENCIES
Learners should be able to:
• use the present, past and future tenses correctly:
• use:
- present perfect tense
- past perfect tense
- future perfect tense
• use conjunctions and connectives correctly in compound and complex sentences
• use elisions, contractions, repetitions and interjections as appropriate
• structure and use:
- phrases
- clauses
- simple sentences
- complex and compound sentences
• use correct form of the verb with singular and plural nouns and pronouns
(subject-verb agreement)
• use prepositions correctly
• use active and passive voice
• use the first conditional when something is likely to happen
• use the second conditional for things which might happen, but probably won’t
• write in direct and reported speech
• write direct and indirect questions
• formulate and respond to:
- questions and
- negative forms
• respond to question tags appropriately
• use articles correctly (determined by spoken language e.g. a university)
• use pronouns appropriately
• use singular and plural subjects with the correct verb form
• use correct verb tenses
• use appropriate prepositions
• use adjectives and adverbs correctly
12
5.4
LANGUAGE USAGE (continued)
SKILLS
2.
Grammar and usage
(continued)
3.
Using vocabulary
OBJECTIVES
Learners will:
use grammatical structures correctly in
speech (continued)
COMPETENCIES
Learners should be able to:
• use conjunctions and connectives correctly in compound and simplex
sentences
• use elisions, contractions, repetitions and interjections as appropriate in speech
• use a wide range of grammatical structures
use appropriate vocabulary in different
• use euphemisms where appropriate
contexts and situations to achieve effect,
• use language to create:
appropriate register and a mature style (as in
- mood/atmosphere
writing)
- convey subtleties (intention, attitude, bias)
• employ figurative language to enrich writing and speech (for example imagery,
simile, metaphor)
• use idioms and idiomatic expressions
NSSCH English 2nd Language Syllabus NIED 2005
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5.5
LITERATURE
SKILLS
1.
Knowledge with
understanding
OBJECTIVES
Learners will:
acquire knowledge and understanding of
different texts
2.
Critical interpretation
critique and review texts
3.
Judgement and personal
response
form and develop own ideas and opinions
on aspects of the different genre
NSSCH English 2nd Language Syllabus NIED 2005
COMPETENCIES
Learners should be able to:
• recall and narrate events in texts studied
• provide details of settings and summaries of plots, themes and characters
• explain literal meanings in texts
• select details relevant to tasks set and use quotations appropriately
• understand intentions of the writer
•
•
•
•
distinguish different points of view
work out various themes, imagery and symbolism in texts studied
provide analyses of plots, characters, etc.
employ appropriate literary language in their critical analysis of texts studied, e.g.
imagery , irony, sarcasm, satire, etc.
• identify relationship between characters and plot as well as characters themselves
• appraise texts studied
• communicate an informal personal response to texts studied
• discuss relationships in texts studied
• articulate and discuss their own assumptions, feelings and attitudes
• compare and contrast themes, characters, etc.
• consider complicated issues
• show evidence of capacity for independent thought and judgement
14
6.
ASSESSMENT
6.1.
ASSESSMENT OBJECTIVES
Using a range of stimuli, including literature, learners should be able to:
1.
2
3.
4.
5.
6.
7.
8.
9.
10.
11.
6.2
understand and convey information;
understand, order and present facts, ideas and opinions;
evaluate information and select what is relevant to specific purposes;
follow an argument or point of view, draw inferences and form conclusions;
recognise implicit meanings and attitudes;
articulate experience and express what is felt, thought and imagined;
communicate effectively, appropriately and clearly in spoken and written
language, using a range of vocabulary;
show a sense of audience and an awareness of style suited to the language level;
demonstrate an awareness of the conventions of grammatical structures,
paragraphing, spelling and punctuation;
respond appropriately to information, ideas and attitudes expressed;
recognise and appreciate ways in which writers use language to achieve their effects.
SCHEME OF ASSESSMENT
Learners who have followed this curriculum and take the relevant papers are
eligible for the awards of grades 1 – 4 only.
All three components will contribute to the final grade.
NSSCH
Paper 1 (21/2 hours)
Reading and Directed Writing
Paper 2 (11/4 hours)
Continuous Writing
Paper 3 (21/2 hours)
Writing, Speaking and Listening on Literary Topics
6.3
MARKS AND WEIGHTING OF PAPERS
PAPER
MARKS
WEIGHTING
1
50
50%
2
20
20%
3
30
30%
TOTAL
100
100%
NSSCH English 2nd Language Syllabus NIED 2005
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6.4
DESCRIPTION OF PAPERS
This paper tests learners’ powers of comprehension and writing in response to
previously unseen texts, and their ability to develop and structure ideas when writing in
a variety of common genres.
PAPER/
COMPONENT
6.4.1 Paper 1
(21/2 hours)
6.4.2 Paper 2
(1hour 15 min.)
6.4.3 Paper 3
(2½ hours)
TYPE OF QUESTIONS REQUIRED
Part 1 -Text followed by questions requiring sentence-length answers and
an additional question requiring a paragraph-length response.
Part 2 - Prose text with six multiple choice questions testing understanding
of the main points of the structure and the argument, and four open-ended
questions testing other aspects such as the use of language and the author’s
attitude towards the subject matter.
Part 3 - Learners will have to respond to one or more passages in a variety
of ways, for example a selective summary, a letter, report, speech, script of
a conversation or broadcast, a continuation of a story, an expressive
development of an idea in the passage, etc. one task will be set, which may
be subdivided. The passages may be informative, argumentative or from a
literary source.
This paper assesses learners’ skill in continuous writing. A selection of six
titles are provided calling for an imaginative, narrative or argumentative
response in an appropriate style. Learners will answer one question, using
350-500 words.
Learners will be tested on their ability to discuss the content and features of
THREE of the literary texts they have studied, one from each genre as listed
in Addendum A. Learners may use prescribed texts during the
examination, but these may not include any notes. Underlined passages will
be allowed.
(a)
MARKS
10
20
20
20
The Written Component (21/2 hours: 20 + 20 + 10 = 50 marks)
This will be assessed by means of an external examination based on the
three genres: Prose, Poetry and Drama. Learners will be required to
answer three questions, one question on each genre.
There will be three sections. Prose (Section A) and Drama (Section B) will
count 20 marks each. There will be two questions set on these two genres:
textual and contextual. Learners are free to answer either context-based or
essay type questions. Essays (textual and contextual) should be 350-500
words in length.
There will be two questions set on Poetry (Section C). Learners must
answer any one. The length of this question should be 150-200 words and
will count 10 marks (20 ÷ 2). The questions will deal with interpretation of
content as well as personal and critical responses to such matters as
character, setting, style and theme.
(b)
The Oral Component (15 minutes: 20 ÷ 2 = 10 marks)
This will be conducted by the examiner/teacher using the assessment
criteria. The test will be conducted shortly after the marking of the Written
Component. The conversation will last 15 minutes, and the learners will
be examined individually. The topics of all written answers will be
discussed, and the conversation should then develop into a wider
examination of the texts studied in which the learner will be required to
demonstrate knowledge of content and to give personal and simple critical
responses.
(NOTE: The final mark for (a) Written Component and (b) Oral
Component is: (50 + 10 = 60 ÷ 2 = 30 marks)
NSSCH English 2nd Language Syllabus NIED 2005
16
30
6.5
SPECIFICATION GRID
Assessment
Objectives
Paper 1 Reading
and Directed
Writing
Paper 2
Continuous
Writing
1
2
3
4
5
6
7
8
9
10
11
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Paper 3
Literature
Paper 3
Literature
Written Component
√
√
√
√
√
√
√
√
√
√
√
Oral Component
√
√
√
√
√
√
√
√
√
√
√
Note: It is not possible to provide actual marks against each skill because assessment, like
teaching, is done on an integrated basis and one skill (assessment objective) overlaps with
the others.
NSSCH English 2nd Language Syllabus NIED 2005
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7.
GRADE DESCRIPTIONS
Grade descriptions are provided for judgemental grades 1, 2, 3 and 4 and give a general
understanding of the standards of achievement likely to have been shown by learners awarded
particular grades. The descriptions must be interpreted in relation to the Learning Content
specified in the syllabus, keeping in mind that learners are offering the subject at second
language level. The grade awarded will depend in practice upon the extent to which the learner
has met the assessment objectives overall. Shortcomings in some aspects of assessment may be
balanced by better performances in others.
A Grade 1 learner will be expected to:
1.
understand, convey and defend arguments and information;
2.
order and present facts, ideas and opinions at a complex level;
3.
evaluate and select relevant materials from texts suited to the question, showing
independence of thought;
4.
understand gist and identify main points and detail in a variety of texts, drawing
relevant/suitable inferences and forming conclusions;
5.
recognise and explain both subtle and obvious implicit meanings and attitudes;
6.
describe and reflect upon experience and express very effectively what is felt and
imagined;
7.
communicate effectively, appropriately and clearly, using a sophisticated range of
vocabulary;
8.
vary style suited to purpose in a variety of tasks, showing a clear sense of audience;
9.
use well-constructed paragraphs and complex sentences, obey and demonstrate
knowledge of grammatical conventions and use spelling and punctuating accurately.
A Grade 2 learner is expected to:
1.
understand, convey and partially defend arguments and information;
2.
order and present facts, ideas and opinions at a satisfactory level;
3.
evaluate and select relevant material from texts in answer to questions and provide
straightforward explanations and developments;
4.
understand gist and identify some main points in a variety of texts, drawing inferences
and forming conclusions;
5.
recognise and explain the more obvious implicit meanings and attitudes;
6.
describe and reflect upon experience and express effectively what is felt and imagined;
7.
communicate effectively, appropriately and clearly, using a wide range of vocabulary;
8.
vary style in a variety of tasks, showing some sense of audience;
9.
use adequate paragraphing and some variety of sentence construction, obey and
demonstrate knowledge of grammatical conventions and use correct spelling and
punctuation.
A Grade 3 learner is expected to:
1.
understand and convey arguments and information;
2.
order and present facts, ideas and opinions;
3.
evaluate and select material from texts in answer to questions and provide basic
explanations;
4.
understand some gist and identify some main points in a variety of types of texts, drawing
inferences;
5.
recognise implicit meanings and attitudes;
6.
describe experience and explain satisfactorily what is felt and imagined;
7.
communicate successfully, using a range of vocabulary suited to some of the tasks;
8.
use simple sentences with the possibility of varying them in a variety of tasks;
9.
use paragraphing and some variety of sentence construction, with some regard to
everyday grammatical conventions, spelling and punctuating, so that weaknesses do not
seriously impair communication.
NSSCH English 2nd Language Syllabus NIED 2005
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A Grade 4 learner is expected to:
1.
understand and convey information;
2.
order and present facts, ideas and opinions at an elementary level;
3.
evaluate and select material from texts in answer to questions, sometimes providing
minimal explanations;
4.
partially understand a few main points in texts;
5.
sometimes recognise the most obvious meanings;
6.
describe experience and explain what is felt and imagined;
7.
communicate with some success, using a limited range of vocabulary;
8.
use simple sentences;
9.
use paragraphing with limited regard to everyday grammatical conventions, with spelling
and punctuation which impair communication.
NSSCH English 2nd Language Syllabus NIED 2005
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ADDENDUM A:
LIST OF PRESCRIBED LITERATURE (Paper 3)
These titles will be changed from time to time.
The paper consists of three sections. Learners must prepare one prose text, one drama text and eight
poems:
PROSE (Section A)
Animal Farm
George Orwell
DRAMA (Section B)
'Master Harold' and the Boys
Athol Fugard
POETRY (Section C)
The following poems should be studied:
1. Anthem for Doomed Youth
Wilfred Owen
2. Ozymandias
P.B. Shelly
3. Little Boy Crying
Mervyn Morris
4. Mountain Lion
D. H Lawrence
5. My Last Duchess
Robert Browning
6. The Zulu Girl
Roy Campbell
7. Refugee Mother and Child
Chinua Achebe
8. Follower
Seamus Heaney
NSSCH English 2nd Language Syllabus NIED 2005
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ADDENDUM B:
1.
NOTES ON CONDUCTING THE ORAL EXAMINATIONS
GENERAL
The oral test takes place in the period before the main examination timetable (for papers 1, 2,
and 3). Each Centre decides on a convenient period advised by DNEA for its oral tests.
Centres must ensure well in advance of the tests that a suitably quiet room is available and that
recording equipment is in good order.
Centres must adhere to dates for completion of the oral tests as advised by the DNEA and for
the receipt of mark sheets and recordings to allow sufficient time for external moderation. It is
vital that material does not arrive late.
There should be only one Examiner per Centre where possible. Each Centre will select its own
Examiner. This is normally a teacher within the English Language department, but could be
someone local from outside the Centre. A group of neighbouring Centres might choose the
same teacher to conduct all their tests; in such a case each Centre is still responsible for
submitting properly completed forms and samples of recorded interviews. (If a person not
related to the Centre is used to conduct the oral tests, the DNEA will not be held responsible for
paying such a person for his/her services).
Centres with large numbers of learners using more than one Examiner must make
arrangements for their examiners to undertake internal moderation so that a common
standard is applied to all learners.
Each Centre must send the following to the DNEA: (1.1) tape-recorded sample on cassette(s);
(1.2) completed MS 1 Forms; (1.3) completed Oral Assessment Summary Form(s). Examiners
should take care to adhere to instructions given on the forms regarding their completion and
return.
1.1
Tape-recorded sample
Each Centre must provide a sample of oral interviews, to be recorded on cassette(s). The
size of the sample required is given in the instructions on the back of the Oral Assessment
Summary Form.
The teacher responsible for internal standardisation at the Centre must ensure that the
sample is representative of the whole mark range of the learners at the Centre, with marks
spaced as evenly as possible from the top mark to the lowest mark. Where there is more
than one teacher involved, the sample must include, in equal number, learners tested by
all teachers.
For instructions on recording the samples see section 3 below. Cassettes must be clearly
labelled with details of the learners whose interviews have been taped.
1.2
MS 1 Form
This is a computer-printed mark sheet, which is completed by transferring the mark for
each learner from the Total Mark column on the Oral Assessment Summary Form. It
consists of three parts:
• the first page/top copy should be placed in the envelope together with the other
relevant documents sent to the DNEA;
• the second page/middle copy (for use by the external examiner), together with the
sample cassette tapes and the Oral Assessment Summary Form is also sent to the
DNEA;
• the third page/last copy remains at the Centre in case documents get lost or for future
reference, until after the results have been published.
NSSCH English 2nd Language Syllabus NIED 2005
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1.3
Oral Assessment Summary Form
This is a document on which marks for each learner are to be entered in detail.
Instructions for its completion will be found on the reverse side of the form.
Examiners should carefully check that all marks have been correctly calculated. The Oral
Assessment Summary Form must show the breakdown of marks for all the learners, not
just those selected for the sample. Please put an asterisk (*) against the names of learners
whose interviews have been recorded on the cassette.
The sample cassette(s) along with the completed MS 1 and Oral Assessment Summary
Forms should be returned as specified as soon as the oral tests have been completed.
Examiners do not need to wait until the final date of the assessment period before sending
them to the DNEA.
2.
CONDUCTING THE ORAL TESTS
The oral tests should proceed along the following lines:
Step 1
Start the tape. Give the learner’s number and name.
Step 2
Warm-up section: Welcome the learner and conduct a general conversation by asking
the learner a few questions about herself/himself, the school, etc. to give the learner
time to get used to the examination situation. The purpose of this section of the test is
to put learners at their ease. As a guide, about 2 minutes should be spent on this
section.
Step 3
Main part of the test: Conversation based on the two literary texts. Equal time (± 6
minutes) should be spent on both texts. Either the Examiner or the learner may start
the conversation. This section of the test should last approximately 10-12 minutes.
The total duration of the oral test, from the beginning of Step 1 to the end of Step 3,
should be approximately 15 minutes.
Note that while Step 1, 2 and 3 must be taped, only 3 is to be assessed.
The oral test must be conducted in English throughout.
Examination conditions must prevail in the area where the oral tests take place. Adequate
supervision must be provided to ensure that learners leaving the room for the oral tests do not
communicate with those waiting to enter.
No other person should be present during the oral test, with the exception of another
Teacher/Examiner, Moderator or representatives of the DNEA.
Learners will be examined singly.
Learners are only allowed to bring their assignments into the examination room.
The Examiner should be positioned so that s/he is facing the learner, with a table or desk in
between. Learners should not be able to see notes made on Oral Assessment Summary Forms
or similar paperwork.
NSSCH English 2nd Language Syllabus NIED 2005
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3.
RECORDING THE SAMPLE
Centres must ensure that their recording equipment is in good working order. Only cassette
recorders must be used. The recorder and the cassette(s) should be tested on site, some time
before the actual oral tests, ideally with one of the learners. The warm-up section of the test
also provides an opportunity to check audibility. Where possible it is advisable to use a
recorder with external microphones so that separate microphones can be used for learner and
Examiner. If only one microphone is used it should be placed facing the learner.
It is important to check audibility levels before taping begins; adjustments to the volume control
during an examination should normally be avoided. Care should be taken to avoid extraneous
noise and long gaps. Checks should be made throughout the oral testing session to ensure that
voices on the tapes are clearly audible.
Once the oral test has begun the cassette should run without interruption.
The recording must begin at the start of Side A of the cassette, and both sides of the cassette
should be used before beginning a new cassette. A learner’s oral test should not be started on
one side and continue over to the second side. At the end of examining on each side of a
cassette the Examiner should state “No further recordings on this side”.
Side A of each cassette should begin with a clear statement by the Examiner as follows:
“Centre Number:
Centre Name:
Examination:
Examiner Name:
Date:
[e.g.]
[e.g.]
0510
[e.g.]
[e.g.]
NA 999
Abcxyz Academy
English as a Second Language
Ms Z. Abced
1 October 2006”
Each learner taped on the sample should be clearly indicated on the recording by the teacher as
follows:
“Learner Number:
Learner Name:
[e.g.] 1234
[e.g.] Abdi Zachariah”
At the end of the sample the Examiner should state clearly “End of Sample”.
Before the cassette is dispatched, spot checks must be made to ensure that every learner is
clearly audible. Cassettes should then be rewound to the start of Side A. The contents of each
cassette must be clearly labelled.
NSSCH English 2nd Language Syllabus NIED 2005
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4.
GENERAL ADVICE
Please bear in mind the following when marking:
Be Objective. Do not allow any knowledge of learner’s personality and attitude to
influence objective assessment. (For example, knowledge that a learner is very
conscientious in her homework is irrelevant in assessing her oral test.) If the learner’s
performance is affected because s/he faces difficult circumstances or personal problems at
the time of the test, this is a matter to be dealt with via Special Considerations procedures,
for which Examinations Officers at Centres complete separate documentation. Oral Test
Examiners must not make any separate allowance themselves in such cases.
Be realistic. Remember that it is not necessary for a learner to be of native speaker
standard to be given maximum marks within any single category. But knowledge of a
learner’s first language must not lead a marker to ignore particular habitual errors and
overlook inaccuracy.
Be consistent. It is important that the marking criteria are applied in the same way for all
learners at the Centre, so that a reliable rank order for the Centre is obtained.
Be positive. Marking the test should be seen as giving credit for what learners can do, not
penalising them for what they cannot do. (This does not mean that matters of accuracy in,
for example, grammar and pronunciation are to be overlooked, but is a reminder that an
NSSCH oral test is intended to credit positive achievement).
To conduct oral tests effectively, good Examiners:
• always put learners at their ease from the outset (smiling as learners enter the room,
indicating where they should sit etc.), while maintaining a clear sense that the oral test is
being conducted in a formal examination situation;
• never walk about or distract learners;
• always appear interested, even in mundane matters;
• never interrupt with their own views;
• never correct mistakes;
• never show undue surprise or impatience;
• never give the impression that there must be “right” answers to questions;
• always bring the best out of their learners by asking ‘open’ questions which allow learners
to respond at length, not strings of ‘closed’ questions prompting yes/no answers;
• never conduct the oral test as if it is a test of knowledge;
• never indicate their opinion of the learner’s performance during or after the oral test– a
good Examiner will normally send a learner out of the test smiling, no matter how good or
bad the learner’s performance has been.
NSSCH English 2nd Language Syllabus NIED 2005
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ADDENDUM C:
MARKING GRID FOR ORAL COMPONENT (PAPER 3)
Award a mark out of 20 and divide it by 2 to get a mark out of 10
Marks
17-20
13-16
9-12
Knowledge and Discussion
The learner demonstrates an ability to
reason logically and convincingly in
coming to conclusions and to be able to
support opinions by carefully selected
quotations and references to the text
The learner knows the texts well, and is
able to discuss details of the plot and the
roles of characters. There is the
beginning of a personal response
The learner begins to look behind the text
to consider the aims and intentions of the
author. At this level, responses may be
limited to the more obvious issues raised
by the text
The learner has a reasonable knowledge
of the text, the main features of the plot
and the roles of major characters
The learner shows an ability to draw
straightforward conclusions from major
events in the text and can discuss simple
issues arising from character, setting and
plot
The learner has an acquaintance with the
broad outline of the text, but is unlikely to
display a detailed knowledge of even the
most important issues of plot of character
The learner's response to the text is very
limited and may be confined to simple
opinions about major characters
5-8
0-4
Literary Aspects
The learner is thoroughly at home with
the text and is able to call upon a detailed
knowledge in discussion. There is
evidence of a depth of understanding of
the significance of specific moments in
the text and of a sustained personal
response to them
The learner has a detailed knowledge of
the text and understands the relationship
between plot and character, and between
characters themselves. There is evidence
of a genuine personal response to the text,
although this may not be sustained
NSSCH English 2nd Language Syllabus NIED 2005
The learner is able to consider more
complicated issues and to show evidence
of a capacity for independent thought and
judgement, although convincing
reasoning may not be sustained
As a Speaker
Language
At this level, the interview becomes a
conversation in which views are exchanged and
opinions challenged, with the learner playing an
equal, perhaps even a leading, part. The learner
shows enthusiasm and desire to convince.
These qualities are sustained throughout the
discussion
Responses are fluent and sustained with the
learner often going beyond the question itself,
and leading the discussion in new directions.
The atmosphere is that of a genuine
conversation although the examiner is likely to
be playing the leading role. The learner is able
to maintain a point of view when challenged,
but to demonstrate some flexibility
The learner responds fluently to questions and
may go beyond the details of the question itself,
suggesting either directly or by implication,
new directions which the discussion might take.
The atmosphere begins to be that of a
conversation although the examiner will often
need to take the initiative to keep the
conversation going
Responses to questions, while still restricted to
the questions themselves, will be longer and
expressed more fluently. However, there will
still be the atmosphere of an interview rather
than a conversation. The learner will not
initiate, direct or influence the direction of the
discussion
Both vocabulary and structures are
sufficiently developed to enable the learner
to convey information and ideas with
sustained precision. Complex structures
and sophisticated vocabulary are used with
confidence
Response is limited to brief/incomplete answers
to questions. There is unlikely to be a real
conversation with the examiner who will find it
necessary to prompt and intervene quite
frequently.
25
Vocabulary is sufficiently developed to
convey with some precision, information
and ideas relevant to the texts. Structures
are varied and are used appropriately,
although there may be some lack of
precision when more ambitious structures
are attempted
Vocabulary, although still relatively simple,
is used with some precision, and is
sufficient to convey information and ideas
relevant to the text being discussed.
Structures show some complexity and are
used accurately, although may not be
sustained
Vocabulary is sufficiently developed to
allow communication at a simple level to be
achieved effectively. There are likely to be
inaccuracies of meaning if more
sophisticated vocabulary is attempted.
Simple structures will be accurate, with
intermittent success when more ambitious
structures are used
Vocabulary is limited, which may make it
difficult for the learner to convey
information and ideas with any clarity.
Structures are simple and may be
inaccurate. The influence of the learner's
first language is strong
ADDENDUM D:
ASSESSMENT CRITERIA FOR THE ORAL COMPONENT OF
PAPER 3
(School-Based Assessment)
The criteria for judging a learner’s speaking and listening are varied and wide but in the conversation
with the teacher they fall into the following areas:
MATERIAL
• knowledge of texts
• understanding texts at surface and deeper level
• recognition of how writers use language
• understanding of other devices such as structure of plot, character and setting
• communicating an informed personal response
SENSITIVITY TO OTHERS
• responding in the appropriate tone
• responding to changes of direction in the conversation
• appreciating subtleties and underlying meaning
• knowing when and how to take the initiative in the conversation
LANGUAGE
• using a wide range of language appropriate to situation and subject matter
• explaining clearly and communicating well
CLARITY
speaking with a clear voice at appropriate volume
pronouncing sufficiently well to be understood comfortably
speaking fluently without gaps
•
•
•
During the conversation, the teacher may:
• ask the learner to read brief passages of the essay;
• discuss the meaning of various points made in the work and invite their further development;
• widen the discussion to include matters such as characterisation, setting, theme, plot structure and
author’s attitude;
• discuss the use of language in the texts, maybe eliciting comment on such matters as imagery, wit
and irony;
• discuss the text on the level of personal response.
The length of the discussion will depend on the learner’s knowledge of the text but
teachers/examiners should allow for ±20 minutes per learner.
NSSCH English 2nd Language Syllabus NIED 2005
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ADDENDUM E:
MARKING GRID FOR WRITTEN COMPONENT (PAPER 2)
CONTENT AND
STRUCTURE
L1
L2
L3
L4
L5
STYLE &
ACCURACY
ENGLISH SECOND LANGUAGE
NSSCH
ƒ subject matter fully developed
and manipulated
ƒ complex development
ƒ structure promotes easy and
accurate reading throughout
ƒ mature writing
ƒ some original and complex ideas
Vitality evident
ƒ frequent explanation and
exemplification
ƒ paragraphs well structured and
linked
ƒ clear sequence of plot/argument
ƒ overall sequence of ideas
obvious. Soundly competent
ƒ some interesting and clear
development and explanation
mostly well structured and
balanced. Some linking of
paragraphs
ƒ some repetition of ideas possible
ƒ generally enough to complete the
task
ƒ ideas developed but not always
enough
ƒ some signs of overall plan
ƒ in places the balance and
sequence of plot/argument may
be weak
ƒ some ideas randomly written
ƒ no consistent development
ƒ information may be list like
ƒ unequal paragraphs
ƒ sentences sequenced poorly
LEVEL 1
ƒ mature and convincing
style suited to subject
ƒ effective vocabulary
ƒ good handling of complex
grammatical structures
ƒ hardly any mistakes
LEVEL 2
LEVEL 3
ƒ reasonably stylistic
ƒ wide range of effective
vocabulary
ƒ complex sentence structures
ƒ possibly good grasp of
grammatical structures
ƒ a few mistakes
ƒ
ƒ
ƒ
ƒ
sense of style
some effective vocabulary
sentence structures fluent
some mistakes, mostly minor
spelling, commas, collocations,
choosing the wrong word, etc.
ƒ tackles the task satisfactorily
ƒ occasional awkwardness
LEVEL 4
LEVEL 5
ƒ limited style
ƒ appropriate vocabulary
ƒ sentence structures clear
without much ambition
ƒ various mistakes which
do not impede reading
ƒ some attempt at ideas and
order
ƒ no evidence of style
ƒ vocabulary sometimes simple
ƒ sentence structure insecure,
some blurring of meaning
ƒ frequent mistakes impede easy
reading
ƒ almost incomprehensible
40 – 33
32 – 29
28 – 25
24 – 21
20 – 17
20 - 17
16 – 15
14 – 13
12 – 11
10 – 9
32 – 29
8 – 25
24 – 21
20 – 17
16 – 13
16 – 15
14 – 13
12 – 11
10 – 9
8–7
28 – 25
24 – 21
20 – 17
16 – 13
12 – 9
14 – 13
12 – 11
10 – 9
8–7
6–5
24 – 21
20 – 17
16 – 13
12 – 9
8–5
12 – 11
10 – 9
8–7
6–5
4–3
20 – 17
16 – 13
12 – 9
8–5
4–1
10 – 9
8–7
6–5
4–3
2–1
NOTE: For example: If Style & Accuracy is Level 3 and Content & Structure is Level 2, then marks awarded will be:
NSSCH English 2nd Language Syllabus NIED 2005
27
21 – 24 or 11 – 12
40
20
ADDENDUM F:
ASSESSMENT CRITERIA FOR THE WRITTEN COMPONENT OF
PAPER 3
(School-Based Assessment) For each genre award 20 marks.
GRADE 4: (5-8 Marks)
In relation to the task set the learner:
•
•
•
•
•
demonstrates a basic understanding of the chosen literary text
demonstrates some understanding of the task
is able to refer to the text, although not particularly convincingly
communicates a basic personal response to the text
recognises the writer’s use of characterisation, structure.
GRADE 3: (9-12 Marks)
In relation to the task set the learner:
•
•
•
•
•
demonstrates an understanding of the chosen literary text, showing some awareness of themes and
attitudes
demonstrates understanding of the task and is able to respond to it
is able to draw some evidence from the text to support her/his argument, although not always
convincingly
communicates a response which shows that some points have been considered
recognises the writer’s use of characterisation, structure and language.
GRADE 2: (13-16 Marks)
In relation to the task set the learner:
•
•
•
•
•
demonstrates a good understanding of the chosen literary text, showing some ability to interpret
and evaluate themes and attitudes
demonstrates a good understanding of the task and is able to respond to it at an adequate level
is able to draw some evidence from the text to support her/his argument
communicates a personal response to the text studied
recognises and appreciates the writer’s use of characterisation, structure and language.
GRADE 1: (17-20 Marks)
In relation to the task set the learner:
•
•
•
•
•
demonstrates a mature understanding of the chosen literary text, showing ability to interpret and
evaluate themes and attitudes
demonstrates a mature understanding of the task and is able to respond to it at a
competent/creative level
is able to draw relevant evidence from the text to support her/his argument convincingly
communicates an informed personal response to the text studied
recognises and appreciates the writer’s use of characterisation, structure and language.
NSSCH English 2nd Language Syllabus NIED 2005
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The National Institute for Educational Development
P/Bag 2034
Okahandja
NAMIBIA
Telephone: +64 62 502446
Facsimile: + 64 62 502613
E-mail: [email protected]
Website: http://www.nied.edu.na
© NIED 2005