English

Syllabus

Primary
Grades 3, 4 & 5

Standards Based

‘FREE ISSUE Papua New Guinea

Department of Education
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Junior Primary
 English
Syllabus

Primary
Grades 3, 4 & 5

Standards Based

Papua New Guinea

Department of Education
Primary

Issued free to schools by the Department of Education

First Edition

Published in 2017 by the Department of Education, Papua New Guinea

© Copyright 2017, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system or transmitted by any form or by any means of
electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of the publisher.

Graphic Design & Layout by Vitus Witnes Kanua

ISBN 978-9980-86-572-4

Acknowledgements

This Primary Grades 3, 4 and 5 English Syllabus was written by the

Curriculum Development Division of the Department of Education. The
development of this book was coordinated by Elizabeth Moli with
assistance from Betty Banna and the Subject Curriculum Group (SCG).

Teachers, school inspectors, teachers college lecturers, community

members and representatives from Non-Government organisations
(NGOs), assisted in the development of this Syllabus through many
workshops, meetings and consultations. They are all acknowledged for
their support and contributions.

The Subject Advisory Committee (SAC) and Board of Studies (BOS) are
acknowledged for their recommendations and endorsement respectively
of this Syllabus.

The Department extends special acknowledgement to Jaking Marimyas

and Colette Dadavana for assisting in the initial development of this
Syllabus.

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 English Syllabus

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

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

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

Aims....................................................................... 4

National Benchmarks............................................. 5

Curriculum Principles............................................. 6

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

Content Standards................................................. 10

Content Expansion ................................................. 13

Assessment and Reporting.................................... 40

Glossary and Acronyms......................................... 49

References............................................................. 52

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Primary

Secretary’s Message
The development of the Primary English Syllabus is a direct response to
the government’s directive through the Outcomes Based Education (OBE)
exit report, (Czuba 2013). The report recommended for the phasing out
of Outcomes Based Curriculum (OBC) and the introduction of Standards
Based Curriculum (SBC) to raise standards in teaching and learning at all
levels of schooling. The designing of courses in the curriculum have been
done through reviewing, aligning, re-aligning and repositioning of the
existing content in order to cater for the shift in the pedagogy.

English is an important subject and a Key Learning Area in the

implementation of SBC. The English curriculum reflects the nation’s
expectations of what students must know and be able to do in English to
address the falling levels of reading, writing and speaking fluently with a
good command of English language.

The study of English plays a vital role in the development of literacy,

enhances students’ learning in all areas of the curriculum and provides
them with the communication skills and critical understanding of
language necessary for active participation in society. Students will use
the basic English skills to demonstrate their expressive abilities by
creating oral, written, and visual texts that inform an audience.

Teachers are encouraged to use the guided lessons in the teacher guides
and other relevant resources to generate creative teaching and learning
activities to deliver the English content to the students.

I commend and approve this English Syllabus for Grades 3, 4 & 5 to be

used in all Primary Schools throughout Papua New Guinea.

..............................................
DR. UKE W. KOMBRA, PhD
Secretary for Education

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 English Syllabus

Introduction
The introduction of Standards Based Education in Papua New Guinea is
an important Government directive which stemmed from the OBE Task
Force or the Czuba Report (2013). The rationale for adopting Standards
Based Education in PNG is to raise PNG’s performance competencies in
all aspects of education, curriculum development, teacher training,
student and teacher performance, monitoring, school management and
leadership.

Papua New Guinea adopted a Standards Based Curriculum to improve

the standards of learning. Teachers must have a clear purpose, and focus
on what will be taught and assessed, and students must understand what
they need to know and be able to achieve. Both teachers and the
students must understand the purpose and focus of the curriculum.

English Syllabus contains the National Content Standards for Speaking

and Listening, Reading and Writing. The English Content Standards are
consistent and aligned to the expectations of the main National Education
Standards with the aim of preparing students to be able to collaborate
and compete with their peers in the community and beyond. The
standards outlined in each subject for each grade are called the National
Curriculum Content Standards.

A Content Standard is a statement describing a specific behaviour,

action, or competency that a student should be able to demonstrate,
based on the underlying instruction by the teacher or the discovery
performed by the student. These statements are supported by student
Performance Standards. The standards are student centred. They show
progression from one grade to the next and are written in terms that
enable teachers to demonstrate, assess and measure them.

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Primary

The English Syllabus for Grades 3, 4 & 5 is designed to promote the main
developmental stages and skills for oral language and the six essential
skills for reading.

Main oral developmental

Six essential early reading skills:
stages and skills:

1. Attention, listening and 1. Print awareness - understanding what print is and what it
understanding does.
2. Phonemic awareness – being able to hear and say the
2. Phonics sounds in words.
3. Phonics – linking sounds with letters to read words.
3. Vocabulary 4. Fluency – reading with speed, accuracy and expression.
5. Vocabulary – knowing the meaning of words
4. Sentence building and (orally and in print).
Grammar 6. Comprehension – getting meaning from print (the purpose of
learning to read.

Grades 3, 4 & 5 English is timetabled for 510 minutes per week. Students
at these levels may lack confidence in their command and expression of
the English language. Hence, every aspect of the English language
(in Speaking and Listening, Reading and Writing) must be given a fair time
allocation so that students learn the relevant skills and develop their
understanding better in English.

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 English Syllabus

Rationale
The essence of the English language is communication - exchanging and
exploring information and insights. The English language is a vehicle for
communication which enables us to live, work and share, to build ideas
and understanding of the present, to reflect on the past, and to imagine
the future. Through the English language, we learn to appreciate,
integrate, and apply what is learned in our homes, schools, communities,
and workplaces.

The reason for the new Standards Based English Curriculum is to

address the falling standards of speaking and listening, reading and
writing. The proficiency and competence of Papua New Guinea students
must be improved.

The English language encompasses process and content - how people

communicate as well as what they communicate. Process includes skills
and strategies used in listening, speaking, reading, writing, and viewing.
Content includes the ideas, themes, issues, problems, and conflicts found
in classical and contemporary literature. Other texts, include
technical manuals, periodicals, legends, spoken and visual ‘texts’.

The ideas, experiences and cultural perspectives we discover in texts can

help us shape our vision of the world. The insights we gain can enable us
to understand our cultural, linguistic, and literary heritage. The
development of English language study will build a nation of literate
people.

We should strive to make sense of our world and use the English
language in every area of our lives, not just the classroom. English helps
us to relate to other people in the world around us. Listening, speaking,
reading, and writing are the means by which we communicate. We
continually improve our understanding by drawing on our past
experiences, the circumstances in which we find ourselves, and what
we hear, read, or write in the world around us. We know we are using the
English language effectively when we understand or when we are
understood by others.

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Primary

Aims
The overarching aims for English in the National Curriculum is to promote
high standards of literacy by equipping students with a strong command
of the written and spoken word, and to develop their love for literature
through widespread reading for enjoyment. The National Curriculum for
English aims to ensure that all students:

• read fluently, accurately and expressively with understanding

• develop the habit of reading for both pleasure and information

• acquire a wide range of vocabulary, an understanding of grammar

and knowledge of linguistic conventions for reading, writing
and spoken English

• appreciate our rich and diverse literary heritage

• write clearly, accurately and coherently, adapting their language and

style in a range of contexts, purposes and audiences

• elaborate and explain clearly their understanding and ideas in a

wide range of different genres

• are competent in the art of speaking and listening, making formal

and informal presentations, communicating with others and
participating in debates.

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 English Syllabus

National Benchmarks
Benchmarking is nationally set to evaluate and validate the effectiveness
of the curriculum. Standards are set for all students to achieve in a
particular grade or grade level, in order to proceed to the next level of
their education.

Benchmarks can be organised at the school level, within schools, in

districts, or at the provincial level. Teachers, provincial authorities and
other stakeholders are encouraged to organise and set Benchmarks to
monitor student’s achievements.

Benchmarking occurs at the end of Elementary 2, Grade 5 and 8.

Benchmarks are the standards. Students must master at the end of each
grade level. The Benchmarks are linked to the content standards and
performance standards.

English Benchmarks
By the end of Grade 5 all students should be able to:

1. Speaking and Listening

a) Listen and respond appropriately to a wide range of text types
including audio and visual aids.
b) Listen and respond critically to instructions, directions and
procedures.
c) Summarise main ideas from oral, audio and visual presentations.
d) Understand and present correct structured sentences orally using
declarative, interrogative, imperative and exclaimative correctly.

2. Reading
a) Read a range of texts with understanding, confidence, speed,
accuracy and fluency.
b) Recognize and use compound words, synonyms, antonyms,
homonyms, homophones and syllabification rules to decode and
read unfamiliar words, in order to increase vocabulary.
c) Apply referencing skills using a dictionary, an encyclopedia, and
thesaurus, to determine meaning of new words.
d) Read with appreciation a range of literary and other forms of text
types for information and pleasure.

3. Writing
a) Apply and use the appropriate writing processes and conventions
including planning, developing, revising, editing, proof reading
and publishing written work.
b) Produce a wide range of text types, including non-fiction, fiction
and poetry, with correct grammar usage.
c) Apply writing conventions and guidelines in written text.
d) Write neatly and clearly in cursive hand writing.

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Curriculum Principles
The Standards Based Curriculum sets the National Content Standards for
all subjects at Primary level. For the subject of English, it sets standards
which students at this level are expected to attain. The standards clearly
demonstrate what students are expected to learn at each grade level so
that every parent and teacher can understand what is expected and
support their learning.

The Principles of the Standards Based Curriculum include the following:

• A clear focus on the learning attainments to be achieved by the

end of each grade level.

• A clear, understandable and consistent progression of learning

development.

• Alignment with the National Education Standards which are

intended to prepare students for further studies and life after
school.

• Based on the strengths and lessons of Outcomes Based

Curriculum learning.

Papua New Guinea National Curriculum standards are based on the

following underpinning principles:

1. Integral human development

2. Our way of life
3. Teaching and learning
4. Guiding principles for English

1. Integral Human Development

The National Goals and Directive in the National Constitution highlights
Integral Human Development as one of the core principles for Papua
New Guinea. It acknowledges the importance and value of all the people
in all walks of life. It emphasises the significance of exploring individual
potential to grow in knowledge, wisdom, understanding, skill and the
ability to live well in different situations. Students should strive to reach
their full potential socially, intellectually, emotionally and physically. They
will be provided with opportunities to discover their full potential and to
value every aspect of who they are. They can be involved dynamically in
the process of freeing themselves from domination and oppression as
they actively participate in school and community groups as important
and valued participants. The acquisition of English will enable students to
communicate effectively and acquire knowledge about different places,
environments and people. They will be able to appreciate the diversity
surrounding them. As they move out of their school environment, they
should be able to express and manage themselves appropriately.

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 English Syllabus

2. Our Way of Life

For the majority of Papua New Guineans, English is their second or third
language. In order to effectively understand and use the skills of English,
it can be important to use the students’ lingua franca or vernacular to
bridge the students from one language to another.

English is the language of instruction in schools. However teachers are

still encouraged to use the vernacular to explain difficult concepts or skills
so to help students understand those concepts and skills in English. The
use of different teaching and learning strategies will help students master
the basic skills of speaking, listening, reading and writing in English.

Papua New Guinea is a multicultural society. English has a pre-eminent

place in education and in our society. A high-quality education in English
will teach pupils to write and speak fluently, so that they can
communicate their ideas and feelings to others and others can
communicate with them. Through reading in particular, students can
develop culturally, emotionally, intellectually, socially and spiritually.

The English language has the potential to connect and link people from
different cultures and places as one unified community.

3. Teaching and Learning

Standards for teaching and learning

The expectations for all students set out in this Standards Based
Curriculum strongly emphasise intellectual discipline and high attainment
standards through relevant curriculum content. The Standards Based
Curriculum presupposes a different approach to teaching and learning for
all students. This approach emphasises the connections between subject
areas and the skills to be acquired and perfected over time. The students
should develop the ability to reason, solve problems, apply knowledge,
and communicate effectively. Instructional practices are required to
encourage students to learn from active, independent inquiry in life
situations, and that students pursue a lifelong quest for learning and
continuous growth.

In short, this approach to teaching and learning demands that

teachers understand and apply the standards for Teaching and Learning
to the educational environment they create in schools and classrooms.
The standards for Teaching and Learning require higher-order thinking
skills, deep knowledge, substantive conversation and connections to the
world.

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Primary

4. Guiding Principles for English

English Guiding Principles identify, describe and focus attention on the
important concerns that must be addressed when implementing the
English curriculum. They are based on significant cultural, social and
educational values, beliefs or norms. The Guiding Principles also assist
in identifying the knowledge, skills and processes or values set out in the
Standard Statements.

In order to develop fluency in oral and written communication, the

following Guiding Principles must underpin the teaching and learning of
the English curriculum:

i) Sound assessment: when the students are not meeting the required
standards, the teacher should ask the following questions: “What
can this student do? At what stage of reading, writing or oral
development is the student? How were the literacy levels of these
students assessed?” It is vital that the mode of assessment
is suited to the level of development of each individual student.

ii) Target identified needs: careful initial observation followed by

regular and systematic monitoring will enable teachers to target the
learning needs and apply appropriate teaching strategies.

iii) Advance learning: ensuring allowance is made for fast learners to

advance their knowledge and skills.

iv) Aim for independence: create an environment where students can

become independent in their writing and reading skills.

v) Varied repertoire of methods: choose a range of strategies and

techniques to assist teaching and learning. Ensure there is a
balance between explicit and general instruction.

In primary education:
We believe that language is learnt by:
a. using it for real life purposes and contexts
b. demonstrating the way language is used
c. interacting with others.

We use language to:

• establish and maintain personal relationships
• understand the world
• facilitate learning.

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 English Syllabus

Content Overview
The Content Standards describe what all students should know and be
able to do in the subject of English. The statement comprises of a set of
facts, concepts and ideas. These are important and indicate the
knowledge, skills and attitudes that students should attain.

Content outline

Grade 3 Grade 4 Grade 5

Strand Speaking and Listening

Units 1. Listening 1. Listening 1. Listening
Comprehension Comprehension Comprehension
2. Talking 2. Talking 2. Talking
3. Oral Expression 3. Oral Expression 3. Oral Expression

Strand Reading
Units 1. Phonemic Awareness 1. Phonics 1. Vocabulary
2. Phonics 2. Vocabulary 2. Fluency
3. Vocabulary 3. Fluency 3. Comprehension
4. Fluency 4. Comprehension
5. Comprehension

Strand Writing
Units 1. Handwriting 1. Handwriting 1. Handwriting
2. Written Expression 2. Written Expression 2. Written Expression
3. Grammar and Spelling 3. Grammar and Spelling 3. Grammar and Spelling

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Primary

Content Standards
At every grade level, the study of English will provide the opportunity for
students to understand the language, its rules and conventions, how to
speak it fluently, to read and comprehend, and write correctly. English
will prepare students for lifelong learning and enable them to be effective
communicators within the community and globally.

Strand 1: Speaking and Listening

Grade 3 Grade 4 Grade 5

Unit 1: Listening Comprehension

3.1.1a Listen for information 4.1.1a Listen for 5.1.1a Listen and analyse views
from a range of oral text types information from a range of from a wide range of texts on
for different purposes and oral text types for different familiar and unfamiliar topics
audiences on familiar topics and purposes and audiences on and respond appropriately.
respond appropriately. familiar and unfamiliar topics
and respond appropriately.

3.1.1b Listen to a range of 4.1.1b Listen and respond 5.1.1b Listen and respond
simple structured classroom appropriately to a range of appropriately to a wide range of
instructions and directions and structured and spontaneous structured and spontaneous
respond appropriately. classroom instructions. classroom instructions.

Unit 2: Talking
3.1.2a Give directions, 4.1.2a Give a range of 5.1.2a Give a wide range of
instructions and messages in directions, instructions and directions, instructions and
structured classroom situations. messages in structured and messages in structured and
spontaneous classroom spontaneous situations.
situations.
3.1.2b Apply correct use of 4.1.2b Apply correct use of 5.1.2b Use the English
English grammar in familiar oral English grammar in familiar and grammar correctly in a wide
situations. unfamiliar oral situations. range of familiar and introduced
oral situations.

Unit 3: Oral Expression

3.1.3a Express ideas and 4.1.3a Express clearly and 5.1.3a Express ideas and
opinions clearly and confidently confidently solutions on how to opinions using a wide range
using correct grammar, solve problems using vocabulary on familiar and
vocabulary, tone and projection approprIate grammar, introduced topics using correct
in appropriate manner. vocabulary, tone and projection grammar, vocabulary, tone and
in an appropriate manner. projection.
3.1.3b Use appropriate 4.1.3b Use appropriate 5.1.3b Use appropriate
descriptive language and body descriptive language, body descriptive language and body
gestures to express personal posture and gestures to gestures to express personal
feelings about familiar topics. express personal feelings feelings about familiar and
about familiar and unfamiliar introduced topics.
topics.
4.1.3c Use appropriate
English language for effective
communication in familiar and
unfamiliar situations.

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 English Syllabus

Strand 2: Reading

Grade 3 Grade 4 Grade 5

Unit 1: Phonemic Awareness

3.2.1 Apply knowledge of
phonemic awareness to identify
Ends at Grade 3
sounds in spoken words.

Unit 2: Phonics Unit 1: Phonics

3.2.2 Apply appropriate phonic 4.2.1 Apply a variety of
knowledge to decode unknown strategies to decode unknown
Ends at Grade 4
words. words.

Unit 3: Vocabulary Unit 2: Vocabulary Unit 1: Vocabulary

3.2.3 Use appropriate skills and 4.2.2 Use a range of strategies 5.2.1 Use a wide range of
strategies to comprehend to comprehend common sight strategies to comprehend
common sight words and words and vocabulary. common sight words and
vocabulary. vocabulary.

Unit 4: Fluency Unit 3: Fluency Unit 2: Fluency

3.2.4 Read a range of text types 4.2.3 Read a range of text types 5.2.2 Read a wide range of
on familiar topics to improve on familiar and unfamiliar topics text types on familiar and
fluency. to improve fluency. unfamiliar topics to improve
fluency.

Unit 5: Comprehension Unit 4: Comprehension Unit 3: Comprehension

3.2.5a Read a range of texts 4.2.4a Read a wide range of 5.2.3a Read and evaluate
containing familiar ideas and texts containing familiar and ideas and information from a
information and respond unfamiliar ideas and information wide range of texts.
appropriately. and respond appropriately.

3.2.5b Read with appreciation a 4.2.4b Read with appreciation 5.2.3b Read with a range of
range of literary texts and a range of literary texts and literary texts and analyse how
interpret the use of figurative analyse the use of figurative the texts inform and
language. language. manipulate the responses of
the readers.

3.2.5c Read simple fiction and 4.2.4c Read a range of fiction 5.2.3c Read a wide range of
factual texts for pleasure. and factual texts for pleasure. literary and factual texts for
pleasure.

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Primary

Strand 3: Writing

Grade 3 Grade 4 Grade 5

Unit 1: Handwriting
3.3.1a Write neatly and clearly 4.3.1 Write legibly in cursive 5.3.1 Write legibly in cursive
in print script. allowing margins and correct allowing margins and correct
spacing between letters in spacing between letters in words
3.3.1b Transition from writing words and words in sentences. and words in sentences.
in print script to cursive
writing.

Unit 2: Written Expression

3.3.2a Apply appropriate 4.3.2a Apply appropriate writing 5.3.2a Apply appropriate writing
writing process in writing. processes in writing. processes in writing.

3.3.2b Create and 4.3.2b Create and communicate 5.3.2b Create and communicate
communicate a range of a range of familiar and unfamiliar a wide range of familiar and
familiar and unfamiliar ideas ideas and information for various unfamiliar ideas and information
and information for various purposes and audiences. for various purposes and
purposes and audiences. audiences.

Unit 3: Grammar and Spelling

3.3.3a Apply correct use of 4.3.3a Use correct written 5.3.3a Apply correct use of
written English grammar in a English grammar in a range of written English grammar in a wide
range of structured writing structured and spontaneous range of structured and
situations. writing situations. spontaneous writing situations.

3.3.3b Identify and use 4.3.3b Identify and use 5.3.3b Identify and use
appropriate capitalization and capitalization and punctuation in appropriate capitalization and
punctuation in a variety of written texts. punctuation in a variety of written
written texts. texts.

3.3.3c Apply appropriate 4.3.3c Apply appropriate 5.3.3c Apply appropriate

sentence structure and sentence structure and sentence structure and
grammatical features in grammatical features in writing grammatical features in writing a
writing different types of different types of sentences. wide range of sentences.
sentences.

3.3.3d Use appropriate 4.3.3d Use a range of strategies 5.3.3d Use a wide range of
strategies to spell, read and to spell, read and write sight strategies to spell, read and write
write sight words and new words and new vocabulary. sight words and new vocabulary.
vocabulary.

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 English Syllabus

Content Expansion
Grade 3

Strand 1: Speaking and Listening

By the end of Grade 3, all students should be able to:
• communicate confidently using simple English in formal and informal
situations,
• apply appropriate social behaviour when listening, speaking and
interacting with different audiences,
• listen, question and interpret a range of simple oral, and audio visual
texts for different purposes on familiar topics,
• understand and use appropriate grammar and clearly express
opinions using descriptive language, and
• know and use the correct structures of text types such as recounts,
narratives, poems, rhymes, songs and procedures.

Unit 1: Listening Comprehension

Content 3.1.1a Listen for information from a range of oral text types for different purposes
Standard and different audiences on familiar topics and respond appropriately.

Performance a) Listen to stories for meaning and pleasure, and respond appropriately.
Standards b) Listen attentively to interpret implied information.
c) Listen to and organise ideas chronologically.
d) Listen to teacher-read stories and poems and make inferences.

Assessment 1. Retell the stories read by the teacher in sequence clearly and confidently using
Tasks correct grammar and vocabulary.
2. Listen to the teacher read-stories and respond correctly to ‘what, when, where, who
and how’ questions.
3. Listening comprehension test.

Content 3.1.1b Listen to a range of simple structured classroom instructions and

Standard directions and respond appropriately.

Performance a) Listen and follow simple instructions such as ‘Simon says’ and ‘Chinese whispers’.
Standards b) Listen to and relay messages correctly.
c) Listen to and identify parts of speech such as nouns, pronouns, verbs and adverbs in
spoken texts.
d) Listen to and identify similarities and differences in letter sounds and words.
e) Listen and respond to stimulus such as rhymes, riddles, poems, sounds, music,
songs and jokes.

Assessment 1. Listen and carry out instructions correctly in small groups with peers.
Tasks 2. Listen to and relay oral messages correctly.
3. Listen and identify parts of speech in spoken texts correctly.

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Primary

Unit 2: Talking

Content 3.1.2a Give directions, instructions and messages in structured classroom

Standard situations.

Performance a) Give instructions for directions and games.

Standards b) Give a three step instructions or directions to peers.
c) Create messages using visual or audio-aids for presentations.

Assessment 1. Give a three step oral instructions correctly.

Tasks 2. Create and present messages from visual or audio presentation.

Content 3.1.2b Apply correct use of English grammar in familiar oral situations.
Standard

Performance a) Use the parts of speech (nouns, pronouns, verbs, adjectives, adverbs,
Standards prepositions, articles and conjunctions) correctly in oral statements and questions.
b) Identify concrete and abstract nouns from a given sets of words.
c) Identify and use nominative and possessive nouns.
d) Identify and use simple present, past and future tense correctly.
e) Identify and use regular, irregular and auxiliary (helping) verbs appropriately.
f) Use possessive, comparative and superlative adjectives.
g) Use declarative, imperative, interrogative and exclamatory sentences.

Assessment 1. Create statements, questions, commands and exclamatory sentences using

Task grammatically correct sentences.

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 English Syllabus

Unit 3: Oral Expression

Content 3.1.3a Express ideas and opinions clearly and confidently using appropriate
Standard grammar, vocabulary, tone and projection in appropriate manner.

Performance a) Give a short talk on a given topic expressing main ideas clearly using appropriate
grammar.
Standards
b) Present an oral report or news on a local topic or personal experience using visual
aids.
c) Using a logical structure, provide a clear beginning, middle; and end when retelling a
familiar story or making oral presentations.
d) Retell a simple story using a role play.

Assessment 1. Tell a short story based on personal experience using correct grammar, text structure
and vocabulary.
Task

Content 3.1.3b Use appropriate descriptive language and body gestures to express
Standard personal feelings about familiar topics.

Performance a) Express their likes and dislikes about regular community events or activities using
body gestures.
Standards
b) Display good manners in verbal and non-verbal communication while
communicating messages, ideas and opinions such as listening attentively,
displaying positive manner and being polite such as ‘Pardon me’, ‘Excuse me’ or
‘Can you repeat, please..’ when interacting with others.
c) Role play an event that occurs in the community using appropriate descriptive
dialogue and body gestures.
d) Listen to a guest speaker or a story and ask relevant questions.
e) Identify and use colloquial speech (for example, boss for manager) and demonstrate
how oral language changes in different familiar situations with different audiences
using songs, poems or plays.

Assessment 1. Select a regular activity from the community and explain what they like or don’t like
about that event using appropriate vocabulary and body gestures.
Tasks
2. Participate in role plays using appropriate language and body gestures.
3. Participate in role play to show good manners in verbal and non-verbal
communication while communicating messages, ideas and opinions.

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Primary

Strand 2: Reading
By the end of Grade 3, all students should be able to:
• read a range of simple text types confidently with understanding,
• self-select reading materials for independent reading,
• read aloud fluently with speed, accuracy and expression,
• read and respond critically to a range of texts about real and
imaginary worlds on familiar and unfamiliar topics,
• apply appropriate strategies to expand their knowledge of personal
vocabulary and phrases in English and
• hear, recognise and use common English sounds to read unknown
words.

Unit 1: Phonemic Awareness

Content 3.2.1 Apply knowledge of phonemic awareness to identify sounds in spoken

Standard words.

Performance a) Listen in order to identify the beginning, middle and ending sounds in one-and
Standards two-syllable words for example beginning sound of dog is /d/, middle sound of pen is
/e/ and ending sound in cat is /t/.
b) Hear and count syllables in words.
c) Hear, segment and blend the phonemes of one-syllable words for example, bat = /b/
/a/ /t/.
d) Hear and say rhyming words for example, cat, mat, sat, pat.
e) Listen in order to identify and add or delete a phoneme to a word such as /s/ + at =
sat, pit – p = it.
f) Listen in order to identify and substitute a phoneme to change a word for example,
cap, change the /p/ to /t/ = cat.

Assessment 1. Listen carefully in order to identify beginning, middle and ending sounds in words
correctly.
Tasks
2. Listen carefully in order to add or delete a phoneme to a word correctly.

Unit 2: Phonics

Content 3.2.2 Apply grade appropriate phonic knowledge to decode unknown words.
Standard

Performance a) Apply phonics knowledge to decode one-syllable words for example, short and long
vowel patterns CVC = hat, hid, cut, CVCV= (final e) = hate, hide and CV = he, me, so.
Standards
b) Segment and blend 2-syllable words for example pencil = /p/ /e/ /n/ /c/ /i/ /l/).
c) Use two letter blends that combine to make one sound for example, fl, tr, sl, sm, sn,
bl, gr and str, and three letter blends that combine to make two sounds for example,
2 letter vowel blends – oo, ee, au, ai , ea 2 letter consonant/ blends- sh, th, ph,
3 letter blends – shr, str, chr.
d) Use digraphs, sh, th, ch, diphthongs, oi, oy, ou, ow.
e) Use structure analysis such as word endings ( -s, -es, -ing –ed), compound words
(play + ground = playground), contractions (can + not = can’t) to decode words.

Assessment 1. Say sounds of letters accurately.

Tasks 2. Apply phonic knowledge to read unknown words.

16
 English Syllabus

Unit 3: Vocabulary

Content 3.2.3 Use appropriate skills and strategies to comprehend common sight words
Standard and vocabulary.

Performance a) Explain meaning of words and vocabulary orally and in writing.

Standards b) Write dictated sight words, vocabulary and sentences.
c) Recognise and use synonyms, antonyms, homonyms and homophones.
d) Identify and use simple prefixes, suffixes and compound words.
e) Classify and categorise words such as fruits (mangoes, oranges) and vegetables
(beans, cabbage).

Assessment 1. Read a list of sight words correctly within a certain time limit.
Tasks 2. Use sight words in sentences correctly.

Unit 4: Fluency

Content 3.2.4 Read a range of text types on familiar topics to increase fluency.
Standard

Performance a) Read aloud independent- level texts in which no more than 1 in 20 words is difficult
for the readers’ fluency and accuracy with appropriate speed, intonation and
Standards
expression.
b) Use punctuations such as commas, speech marks, full stops and exclamation
correctly when reading to help understanding.
c) Read 200-300 high frequency or irregular spelled words in meaningful texts fluently
and accurately.
d) Read an assigned reader repeatedly to improve fluency.

Assessment 1. Read a text aloud fluently and accurately with appropriate speed, intonation and
expression.
Tasks
2. Read high frequency words accurately and fluently within a time limit.

17
Primary

Unit 5: Comprehension

Content 3.2.5a Read a range of texts containing familiar ideas and information and
Standard respond appropriately.

Performance a) Use pre-reading strategies to preview, activate prior knowledge, make predictions,
use picture clues to establish the purpose of the text.
Standards
b) Ask and respond to questions designed to develop comprehension.
c) Make inferences and interpretations about events, characters and ideas in fictional
texts by connecting prior knowledge and experiences with information from the text.
d) Produce oral or written summaries by discussing the ‘Wh-H’ questions by identifying
the main ideas and significant supporting details of a text.
e) Identify simple cause and effect relationships in a text, make comparisons and draw
conclusions on what is read.
f) Distinguish between fact and opinion in non-fiction text.
g) Participate in a reading conference with the teacher or peers.
h) Apply skimming and scanning skills when reading quickly to identify main idea or
locate specific information.

Assessment 1. Write short descriptions of animals and characters in the story read in class such as
‘clever dog,’ ‘talkative girl.’
Tasks
2. Answer who, what, where, when, why, and how questions to a story (dictated or
read).

Content 3.2.5b Read with appreciation a range of literary texts and interpret the use of
Standard figurative language.

Performance a) Identify and use figurative language including idioms, similes, metaphors and
Standards personification.
b) Recite nursery rhyme and tongue twisters (Rain, rain go away, come again another
day; Jack and Jill went up the hill), poem and alliteration for example ‘She sells, sea
shells by the sea shore’, ‘Peter Piper, picked a pack of pickled pepper’.
c) Differentiate fiction from non-fiction.
d) Identify plot, setting and characters in narrative.

Assessment 1. Compose and read own nursery rhymes and poems.

Tasks 2. Compose own tongue twisters.
3. Write a book report.

Content 3.2.5c Read simple fiction and factual texts for pleasure.
Standard

Performance a) Select books and other reading materials such as PNG School Journals,
Standards magazines, newspapers and books from classroom library for leisure time reading
based on personal interest.
b) Participate in Uninterrupted Silent Sustained Reading (USSR) or Drop Everything
And Read (DEAR).
c) Participate in paired reading strategy.
d) Listen to the teacher reading aloud and model fluent reading with expression.

Assessment 1. Write character profiles from the text read.

Tasks 2. Present an oral or written book review using specific vocabulary and correct
grammar.
3. Do story map about the story.

18
 English Syllabus

Strand 3: Writing
By the end of Grade 3, all students should be able to:
• write simple texts on familiar topics using appropriate grammar,
• know and use the correct structures of texts such as recounts
narratives, poems, rhymes, songs and procedures,
• apply the writing process in all the writing activities,
• demonstrate understanding and choose vocabulary, phrases and
punctuation appropriate for the text type in personal writing, and
• demonstrate legibility in handwriting which includes letter formation,
spacing, size and slope.

Unit 1: Handwriting

Content 3.3.1a Write neatly and clearly in print script.

Standard

Performance a) Write lower case and upper case letters in print script observing correct letter
Standard formation and spacing between letters and between words in a sentence.

Assessment 1. Write in print script a row of upper and lower case letters neatly on lined space
Tasks observing correct letter formation and spacing between letters.
2. Write a sentence in print script and observe correct letter formation and spacing
between letters and words.

Content 3.3.1b Transition from writing in print script to cursive writing.

Standard

Performance a) Demonstrate increasing proficiency in writing letters in lower and upper case, using
cursive script, making joins between letters.
Standard
Assessment 1. Write a sentence in cursive script observing correct letter-word formation and
Task spacing.

Unit 2: Written Expression

Content 3.3.2a Apply appropriate writing process in writing.

Standard

Performance a) Use prewriting activities such as brain storming, clustering of ideas and illustrations in
the process of writing.
Standards
b) Apply appropriate strategy to organize and develop the main idea in the process of
writing.
c) Develop logically the first draft by clearly stating the beginning, middle and end.
d) Revise the draft by making necessary changes to improve it.
e) Proof read and edit own writing with the teacher and the peers.
f) Publish own writing and share with others in the class.

Assessment 1. Plan an appropriate strategy and organize the main ideas in the writing process and
attach this to the final product as evidence.
Task

19
Primary

Content 3.3.2b Create and communicate a range of familiar and unfamiliar ideas and
Standard information for various purposes and audiences.

Performance a) Write texts of 100-200 words.

Standards b) Write personal letters, invitation and greetings to friends in other schools using
appropriate grammar and vocabulary.
c) Write invitations, thank you letters or cards for special events such as Christmas,
Mother/Father’s Day.
d) Write personal recounts of family, local community, school and sports events in a
diary or journal.
e) Write rhymes and poems.
f) Write recounts of personal experiences clearly stating beginning, middle and end.
g) Write narrative texts of personal experiences using appropriate structure.
h) Write captions for illustrations, maps, diagrams and photographs.
i) Write advertisements, posters and signs for community events.
j) Label charts, murals and diagrams.
k) Contribute to a class story book, recipe book or poetry book.

Assessment 1. Write invitation letters or cards using appropriate language features and grammar.
Tasks 2. Write a personal recount using appropriate text structure.

Unit 3: Grammar and Spelling

Content 3.3.3a Apply correct use of written English grammar in a range of structured
Standard writing situations.

Performance a) Recognize and use singular, plural and possessive forms of nouns correctly in their
writing.
Standards
b) Identify and use common and proper nouns correctly.
c) Use verbs in the present, past and present perfect tenses Use conjunction
appropriately.
d) Use regular, irregular and auxiliary (helping) verbs appropriately.
e) Use simple and complete predicates correctly.
f) Use possessive, comparative and superlative adjectives.
g) Use comparative forms of adverbs.
h) Use time, place, manner degree adverbs correctly.

Assessment 1. Edit sentences by making necessary changes such as changing singular to plural and
present tense to past tense where appropriate.
Task

20
 English Syllabus

Content 3.3.3b Identify and use appropriate capitalization and punctuation in a variety of
Standard written texts.

Performance a) Capitalised the first letter of a sentence, the pronoun ‘I’ and proper nouns;
Standards b) Punctuate sentences correctly.
c) Identify and correct grammatical errors in a given text.

Assessment 1. Edit a text and apply appropriate punctuation.

Task

Content 3.3.3c Apply appropriate sentence structure and grammatical features in writing
Standard different types of sentences.

Performance a) Write the four basic types of sentences (declarative, imperative, interrogative and
exclamatory) using vocabulary and concepts from other curriculum areas.
Standards
b) Write sentences using adjectives, participle phrases, direct objects, prepositional
phrases and conjunctions.
c) Correct sentence fragments and run-ons.

Assessment 1. Create appropriate sentences using vocabulary and concepts from other curriculum
areas.
Task

Content 3.3.3d Use appropriate strategies to spell, read and write sight words and new
Standard vocabulary.

Performance a) Write dictated spelling words.

Standards b) Spell and write 300 grade-level sight words correctly.
c) Spell and write root word and inflections correctly, such as '-s/-es, -er, -ing’, suffixes
such as ‘-ment, -ness, -tion’ and prefixes such as ‘dis-, un-, im-, in-’.
d) Spell and write words with the same sound but different meanings such as ‘to, too,
two, there, their, they’re’ (homophones).
e) Spell and write words that have pattern and rhythm, for example ‘-ill kill, sill;
-ight, light, sight, might’.
f) Use spelling and sight words in sentences.
g) Write definitions of spelling and sight words.
h) Use spelling and sight words in short texts.

Assessment 1. Write spelling words dictated by teacher, correctly.

Tasks 2. Fill in the blank space with the correct spelling words.

21
Primary

Grade 4
Strand 1: Speaking and Listening
By the end of Grade 4, all students should be able to:

• communicate confidently in English in formal and informal situations

• apply appropriate social behaviour when listening, speaking and
interacting with different audiences
• listen, question and interpret a range of oral, audio and visual texts
• understand and use appropriate grammar and express opinions
using descriptive language
• know and use the correct structures of text types such as recounts,
narratives, poems, rhymes, songs and procedure.

Unit 1: Listening Comprehension

Content 4.1.1a Listen for information from a range of oral text types for different purposes
Standard and audiences on familiar and unfamiliar topics and respond appropriately.

Performance a) Listen and interpret main ideas or viewpoints from oral or visual presentations and
Standards summarise the main ideas.
b) Listen attentively to information from an oral presentation and respond appropriately.
c) Listen to and respond appropriately to the who, what, where, when, why, and how
questions.
d) Listen to teacher-read stories and poems, for meaning and pleasure.

Assessment 1. Do a summary of an oral presentation using correct text structures.

Tasks 2. Answer questions on certain text types.
3. Recite poems.
4. Retell a story.

Content 4.1.1b Listen and respond appropriately to a range of structured and

Standard spontaneous classroom instructions.

Performance a) Listen to and follow 4-5 step oral instructions to complete a given task or a simple
Standards Process.
b) Listen to and relay messages correctly.
c) Listen to detect key sounds, words and identify word-order patterns.
d) Listen and identify basic grammatical word classes or word groups.

Assessment 1. Follow 4-step directions correctly to complete a task or a simple process.

Task

22
 English Syllabus

Unit 2: Talking

Content 4.1.2a Give a range of directions, instructions and messages in structured and
Standard spontaneous classroom situations.

Performance a) Give instructions for games or other activities such as ‘Simon says’.
Standards b) Give 3-5 step instructions or directions to peers to locate places in the community
(using maps) or on how to cook or make something.

Assessment 1. Give directions to peers to complete an activity using correct grammar and
Task vocabulary.

Content 4.1.2b Apply correct use of English grammar in familiar and unfamiliar oral
Standard situations.

Performance a) Use articles such as ‘a’, ‘the’, ‘an’, correctly.

Standards b) Identify and use singular, plural and possessive forms of nouns correctly.
c) Identify and use common and proper nouns correctly.
d) Use simple present, past and future tense correctly.
e) Use regular, irregular and auxiliary (helping) verbs appropriately.
f) Identify predicates in sentences correctly.
g) Use possessive, comparative and superlative adjectives.
h) Use comparative forms of adverbs.
i) Use declarative, imperative, interrogative and exclamatory sentences.
j) Use adjectives, participle phrases, direct objects, prepositional phrases and
conjunctions, in sentences.
k) Use time, place, manner and degree adverbs correctly.

Assessment 1. Create statements, questions, commands and exclamatory sentences using correct
grammar.
Tasks
2. Fill in blank spaces in the sentences with suitable words.

Unit 3: Oral Expression

Content 4.1.3a Express clearly and confidently solutions on how to solve problems using
Standard appropriate grammar, vocabulary, tone and projection in an appropriate manner.

Performance a) Create and present an oral report on a topic or a personal experience visually from a
Standards range of sources.
b) Use persuasive vocabulary and language, to respond to an oral or visual presentation
on familiar or unfamiliar issues.
c) Interpret and provide clear opinions related to the main idea or viewpoint.
d) Ask ‘who, what, where, when and how’ questions after listening to an oral or visual
presentation.
e) Retell a story using mimes/dramas in groups.
f) Make charts, comic strips and diagrams to illustrate sequence in stories, and report
to the class.
g) Present narratives and recounts using appropriate structures.

Assessment 1. Plan and present a 3-minute narrative on a personal experience in a logical sequence
Task using specific vocabulary and appropriate text structure.

23
Primary

Content 4.1.3b Use appropriate descriptive language, body posture and gestures to
Standard express personal feelings about familiar and unfamiliar topics.

Performance a) Express personal feelings, likes and dislikes about certain community issues such as
Standards wet and dry seasons, safe healthy eating habits, domestic violence and budgeting.
b) Use clear and specific vocabulary to express ideas.
c) Use role play and mime to express personal feelings about an event using
appropriate language and body gestures.
d) Participate in group debates to present different points of view on topics such as
good health care services or the importance of promoting healthy lifestyle.
e) Identify descriptive language and gestures that describe the moods of characters in
stories, songs, poems and plays.
f) Role play main ideas from information, events and other community news using
appropriate gestures, facial expressions, tone, stress and volume.

Assessment 1. Present a 3-minute talk on a class topic expressing a viewpoint using correct
Task sentence structures and appropriate vocabulary.

Content 4.1.3c Use appropriate English language for effective communication in familiar
Standard and unfamiliar situations.

Performance a) Select and use appropriate vocabulary, phrases and language to describe main ideas
Standards in local issues, poems, plays/songs and characters in texts.
b) Select and use appropriate vocabulary, phrases and language for different purposes
with different audiences.
c) Request repetition and clarification such as ‘Please, could you say that again?’ or
‘Please, can you explain what you mean by that?’
d) Display good manners in verbal and non-verbal communication while
communicating messages, ideas and opinions such as listening attentively,
displaying a positive manner and being polite, such as ‘Pardon me’, ‘Excuse me’ or
‘Can you repeat, please..’ when interacting with others.
e) Use verbal and nonverbal communication in effective ways such as making
announcements in class, giving directions or instructions, accepting or refusing
invitations, or making an apology, in formal and informal situations.
f) Identify and use colloquial speech and demonstrate how oral language changes in
different familiar situations with different audiences, using songs, poems or plays.

Assessment 1. Identify a topic, poem or song common in the community and present your own
views about the main idea using descriptive words, phrases and body gestures to
Task
persuade the listeners.

24
 English Syllabus

Strand 2: Reading
By the end of Grade 4, all students should be able to:

• read a range of text types confidently with understanding

• self-select reading materials for independent reading
• read aloud fluently, with speed, accuracy and expression
• apply a range of skills and strategies to interpret and respond
critically to written and visual texts about real and imaginary worlds
• apply a wide range of strategies to expand their knowledge of
personal vocabulary and phrases in English
• hear, recognise and use common English sounds to read unknown
words.

Unit 1: Phonics

Content 4.2.1 Apply a variety of strategies to decode unknown words.

Standard

Performance a) Apply knowledge of phonetic analysis to read unknown words using common
Standards letter-sound relationships, consonants, vowels, blends, digraphs and diphthongs.
b) Apply knowledge of structural analysis to read unknown words using syllabification
rules, affixes, root words, compound words, spelling patterns and contractions.
c) Use dictionaries to learn the correct pronunciation of grade-level words.
d) Read grade-level words.
e) Discuss meanings of words.

Assessment 1. Read a list of familiar and unfamiliar words correctly within a certain time limit.
Task

Unit 2: Vocabulary

Content 4.2.2 Use a range of skills and strategies to comprehend common sight words
Standard and vocabulary.

Performance a) Read 300 grade-level appropriate words and vocabulary.

Standards b) Classify and use synonyms, antonyms, homonyms and homophones.
c) Identify and use prefixes and suffixes.
d) Explain the meaning of words and vocabulary orally and in writing.
e) Use correct vocabulary in different situations for different audiences.
f) Write dictated sight words, vocabulary and sentences.
g) Use the contents page, index and glossary in information and reference books, such
a dictionary, a thesaurus or an encyclopaedia to determine the meaning of unknown
words and locate information quickly and accurately.

Assessment 1. Read a list of sight words correctly within a certain time limit.
Tasks 2. Use sight words and vocabulary in sentences correctly.

25
Primary

Unit 3: Fluency

Content 4.2.3 Read a range of text types on familiar and unfamiliar topics to improve
Standard fluency.

Performance a) Read aloud (regularly) independent-level texts in which no more than 1 in 20 words is
Standards difficult for the reader to read fluently and accurately with appropriate speed,
intonation and expression.
b) Read aloud (regularly) instructional-level texts that are challenging yet manageable, in
which no more than 1 in 10 words is difficult for the reader.
c) Read 300-400 high frequency or irregularly spelled words in meaningful texts,
accurately and fluently.
d) Use punctuation marks such as commas, direct speech, full stops and exclamation
marks correctly, when reading, to help understanding.
e) Use skimming and scanning skills to identify main ideas or locate specific
Information.
f) Reread the same text to increase fluency.

Assessment 1. Read a text aloud, fluently with appropriate speed and expression.
Task

Unit 4: Comprehension

Content 4.2.4a Read a range of texts containing familiar and unfamiliar ideas and
Standard information, and respond appropriately.

Performance a) Read (regularly) fiction and non-fiction texts at Grade 4 level.

Standards b) Explain the differences in fiction and non-fiction texts.
c) Use pre-reading strategies to preview, activate prior knowledge, make predictions,
use picture clues to establish the purpose of the text.
d) Make inferences about events, characters and ideas in fictional texts by connecting
prior knowledge and experiences with information from texts.
e) Identify cause and effect relationships, make comparisons and draw conclusions
about what is read in a text.
f) Distinguish between fact and opinion in non-fiction text.
g) Ask and answer questions related to texts.
h) Participate in reading conference with the teacher or peers.
i) Use skimming and scanning skills to identify the key ideas from texts and explain
how this supports the main ideas.
j) Interpret the meanings of different signs and symbols.
k) Identify and use figurative words and expressions (idiom, simile, metaphor, hyperbole
and personification) and sound and poetic devices (alliteration, assonance,
onomatopoeia) in writing, and how they affect the development of literary work.
l) Apply and use skimming and scanning skills when reading quickly, to identify main
ideas or locate specific information.

Assessment 1. Answer who, what, where, when, why, and how questions correctly.
Tasks 2. Engage in a reading conference with the teacher.
3. Use text types to outline meaning, purpose, and audience.

26
 English Syllabus

Content 4.2.4b Read with appreciation a range of literary texts and analyse the use of
Standard figurative language.

Performance a) Identify figurative language (including idiom, simile, metaphor and personification) in
Standards written text and explain their meanings.
b) Use poetry and poetic styles in grade-level poems to create your own poems or
rhymes. Use different techniques and styles, e.g. alliteration, assonance and
onomatopoeia, and free verse and patterned, cinquain and diamante.
c) Identify plot, setting and characters and how they are used in a story.

Assessment 1. Create poems based on a theme using figurative language.

Task

Content 4.2.4c Read a range of fiction and factual texts for pleasure.
Standard

Performance a) Select books and other reading materials such as PNG School Journals, newspapers
Standards and magazines for leisure-time reading, based on personal interest.
b) Participate in Uninterrupted Silent Sustained Reading (USSR) or Drop Everything And
Read (DEAR).
c) Participate in paired reading strategy.
d) Listen to the teacher reading aloud and modelling fluent reading with expression.

Assessment 1. Summarise a story, read with peer or teacher, using correct sentence structures,
grammar and vocabulary.
Task

27
Primary

Strand 3: Writing
By the end of Grade 4, all students should be able to:

• write a range of texts on familiar and unfamiliar topics using

appropriate grammar
• know and use the correct structures of text types such as recounts,
narratives, poems, rhymes, songs and procedures
• apply the writing process in all the writing activities
• demonstrate understanding and choose vocabulary, phrases and
punctuation appropriate for the text types in personal writing
• demonstrate legibility in handwriting which includes letter formation,
spacing, size and slope.

Unit 1: Handwriting

Content 4.3.1 Write legibly in cursive allowing margins and correct spacing between
Standard letters in words and words in sentences.

Performance a) Write clearly using letters of uniform shape, slope, size and spacing.
Standards b) Use modified cursive or joined italics to write with speed, legibility and consistency.

Assessment 1. Write a short text in cursive script correctly, with uniform shape, size, slope and
Task spacing.

Unit 2: Written Expression

Content 4.3.2a Apply appropriate writing processes in writing.

Standard

Performance a) Use a variety of prewriting activities such as brainstorming, clustering of ideas and
Standards illustrations, in the process of writing.
b) Apply appropriate strategy to organize and develop the main idea in the process of
writing.
c) Develop logically the first draft by clearly stating the beginning, middle and end.
d) Revise the draft by making necessary changes to improve it.
e) Proofread and edit own writing with the teacher and peers.
f) Publish own writing and share with others in the class.

Assessment 1. Publish and share own writing with others.

Task

28
 English Syllabus

Content 4.3.2b Create and communicate a range of familiar and unfamiliar ideas and
Standard information for various purposes and audiences.

Performance a) Write narrative texts of 200-300 words using appropriate text structure and
Standards vocabulary.
b) Create poems using different poetic styles (rhymes, and alliteration, etc.).
c) Use the elements of setting, character, plot, conflict and ending to write an
expository essay.
d) Create narratives and poems using varied word choice, dialogue, figurative language,
alliteration, personification, simile and metaphor.
e) Write formal and informal letters, thank you notes and invitations (including date,
greeting, body, closing and signature).

Assessment 1. Write an invitation letter using appropriate structures and language features.
Task

Unit 3: Grammar and Spelling

Content 4.3.3a Use correct written English grammar in a range of structured and
Standard spontaneous writing situations.

Performance a) Use singular, plural and possessive forms of nouns correctly in writing.
Standards b) Use common and proper nouns correctly in writing.
c) Use past, present and present perfect tenses.
d) Use conjunctions appropriately.
e) Use regular, irregular and auxiliary (helping) verbs appropriately in written work.
f) Write simple and complete predicates correctly.
g) Write possessive, comparative and superlative adjectives.
h) Write comparative forms of adverbs.
i) Use time, place, manner and degree of adverbs correctly in written work
(comparative forms of adverbs).

Assessment 1. Identify nouns, adjectives, adverbs, predicates and verbs in written sentences.
Tasks 2. Change singular words to plural forms.

Content 4.3.3b Identify and use capitalization and punctuation in written texts.
Standard

Performance a) Capitalize the first letter of a sentence, the pronoun ‘I’, geographical names,
Standards holidays, days of the week, months, proper nouns, book titles, titles of respect
(Mr Mrs Dr).
b) Punctuate sentence correctly (using commas, full stops, quotation marks,
exclamation marks, capital letters and question marks).

Assessment 1. Apply punctuation marks correctly to a piece of text.

Task

29
Primary

Content 4.3.3c Apply appropriate sentence structure and grammatical features in writing
Standard different types of sentences.

Performance a) Write declarative, imperative, interrogative and exclamatory sentences.

Standards b) Write sentences using adjectives, participle phrases, direct and indirect objects,
subjects, prepositional phrases and conjunctions.
c) Create sentences about a subject that you understand.
d) Make corrections to sentence fragments and run-ons.

Assessment 1. Fill in the gaps in sentences using appropriate prepositions.

Tasks 2. Use the four sentence types to construct sentences grammatically (declarative,
imperative, interrogative and exclamatory).

Content 4.3.3d Use a range of strategies to spell, read and write sight words and new
Standard vocabulary.

Performance a) Spell and write 400 grade-level sight words correctly.

Standards b) Spell and write root words, inflections (e.g. -s, -es,-er,-ing),
suffixes (e.g. -ment, -ness, -tion) and prefixes (e.g. dis-, un-, im-, in-) correctly.
c) Spell and write words with the same sound but different meanings (homophones),
e.g, to, too, two; there, their, they’re.
d) Spell and write words that have pattern and rhythm (e.g. –ill, kill, sill; - ight, light,
sight, might).
e) Write definitions of spelling words correctly in sentences.
f) Write short texts using sight words.

Assessment 1. Write dictated spelling words correctly.

Tasks 2. Write dictated sentences correctly.
3. Write sentences using spelling words.

30
 English Syllabus

Grade 5
Strand 1: Speaking and Listening
By the end of Grade 5, all students should be able to:

• communicate confidently and express themselves fluently in English

in formal and informal situations
• apply appropriate social behaviour when listening, speaking and
interacting with different audiences
• listen, question, report and interpret a wide range of oral, and audio
visual texts used for different purposes on familiar and unfamiliar
topics
• understand and use appropriate grammar and descriptive language
to express opinions
• know and use the correct structures of text types such as recounts,
narratives, procedures, poems, information reports, explanations
and expositions.

Unit 1: Listening Comprehension

Content 5.1.1a Listen and analyse views from a wide range of texts on familiar and
Standard unfamiliar topics and respond appropriately.

Performance a) Listen attentively to and classify an oral presentation as either facts or opinions.
Standards b) Listen attentively to interpret and respond to questions on oral presentations from
text types.
c) Listen to and explain the cause and effects from an oral or visual presentation.
d) Listen and respond to teacher-read stories.

Assessment 1. Listen and classify information as facts or opinions using correct grammar and
Task vocabulary.

Content 5.1.1b Listen and respond appropriately to a wide range of structured and
Standard spontaneous classroom instructions.

Performance a) Listen to and follow 5 or 6-step oral instructions to complete a task or a simple
Standards process.
b) Listen to detect key words, sentence parts such as subject, verb, object, prepositions
and basic punctuation marks.
c) Identify vocabulary and guess meaning from context.

Assessment 1. Follow correctly a 5-step directions to complete a task or a simple process.

Tasks 2. Respond appropriately to questions in relation to a story using strategies such as ‘hot
seat’ and ‘quiz’.

31
Primary

Unit 2: Talking

Content 5.1.2a Give a wide range of directions, instructions and messages in structured
Standard and spontaneous situations.

Performance a) Give instruction for games.

Standards b) Give directions using landmarks to locate places (maps or treasure hunt).
c) Give directions to locate a place in the school.
d) Give instructions on how to make something.

Assessment 1. Give directions to locate a place using accurate and specific vocabulary words.
Task

Content 5.1.2b Use English grammar correctly in a wide range of familiar and
Standard introduced oral situations.

Performance a) Use nouns, pronouns, verbs, adjectives, contractions and conjunctions correctly;
Standards b) Use singular and plural forms of nouns.
c) Use declarative, imperative, interrogative and exclamatory sentences.
d) Identify and use common and proper nouns correctly.
e) Use regular, irregular and auxiliary (helping) verbs appropriately.
f) Use past, present, future and present perfect tense correctly.
g) Use objective, reflective and possessive pronouns.
h) Use possessive, comparative and superlative adjectives.
i) Use comparative forms of adverbs.
j) Use time, place, and manner degree adverbs.

Assessment 1. Create different types of sentences using English grammar in speech.

Tasks 2. Identify tenses and parts of speech in sentences or texts.

32
 English Syllabus

Unit 3: Oral Expression

Content 5.1.3a Express ideas and opinions using a wide range of vocabulary on familiar
Standard and introduced topics using correct grammar, vocabulary, tone and voice
projection.

Performance a) Create and present an oral or visual report on familiar or unfamiliar topics using a
Standards range of sources.
b) Discuss and ask appropriate questions after listening to an oral presentation.
c) Ask ‘Wh-H’ questions for understanding and clarification on familiar and unfamiliar
issues.
d) Use pictures, cartoon strips, diagrams, short stories and drama to illustrate sequence
orally.
e) Summarize main ideas orally from information or events.
f) Conduct group debates about issues of interest such as ‘men are better soccer
players than women’, ‘women are better drivers than men.’
g) Discuss (in groups) community issues such as environmental damage and illegal
logging.

Assessment 1. Ask questions on current issues using correct grammar and vocabulary.
Tasks 2. Identify a topic for debate and present own views using descriptive words, phrases
and body gestures to convince the listeners.

Content 5.1.3b Use appropriate descriptive language and body gestures to express
Standard personal feelings about familiar and unfamiliar situations.

Performance a) Role play main ideas from information and events using appropriate gestures, facial
Standards expressions, intonation, stress and volume.
b) State the main ideas from posters, advertisements and signs.
c) Debate points for and against a message in a given text.
d) Discuss relevant and irrelevant information from a given text.
e) Identify and discuss underlying messages in texts such as posters, advertisements
and signs.
f) Identify stereotypes in spoken texts and discuss this with other students.

Assessment 1. Role play situations from the community or school such as parents expressing
Tasks viewpoints during school meeting using appropriate gestures, facial expressions,
tone, stress and volume.
2. Listen to oral texts and state the main ideas using correct grammar and vocabulary.

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Primary

Strand 2: Reading
By the end of Grade 5, all students should be able to:

• read a wide range of text types confidently with understanding

• self-select reading materials for independent reading
• read aloud with increasing speed, accuracy and expression
• apply a range of strategies to comprehend, interpret and evaluate a
range of text types
• identify themes and issues presented in the texts and respond
critically to them
• apply a wide range of strategies to comprehend and expand their
knowledge of personal vocabulary and phrases in English. They
should hear, recognise and use common English sounds to read
unknown words.

Unit 1: Vocabulary

Content 5.2.1 Use a wide range of strategies to comprehend common sight words and
Standard vocabulary.

Performance a) Use knowledge of word parts, word relationships and context clues to determine the
Standards meaning of words orally and in writing.
b) Use compound words, prefixes, suffixes, root words and stems to determine the
meaning of unknown words.
c) Classify and categorise words such as fruits (mangoes, oranges) and vegetables
(beans, cabbage).
d) identify and use synonyms, antonyms, homonyms, homophones to determine
meaning of words and phrases.
e) Use syllabification rules to read unfamiliar words.
f) Use reference materials such as dictionary, thesaurus and encyclopaedia, table of
contents, index and glossary to determine concepts and meanings and pronunciation
of unknown words.
Assessment 1. Define words using text and context clues appropriately
Tasks 2. Use analogies of words (sit: is to stand; buy: is to sell) antonyms and synonyms

34
 English Syllabus

Unit 2: Fluency

Content 5.2.2 Read a wide range of texts on familiar and unfamiliar topics to improve
Standard fluency.
Performance a) Read (regularly) independent-level texts in which no more than 1 in 20 words is
Standards difficult for the reader to read fluently and accurately with appropriate speed,
intonation and expression;
b) Read (regularly) instructional-level texts in which no more than approximately 1 in 10
words is difficult for the reader.
c) Read silently for increased periods of time.
d) Participate in reading conference with teacher or peer.
e) Use punctuation marks such as commas, full stops and exclamation marks, correctly
when reading, to help understanding.
f) Reread the same text to increase fluency.

Assessment 1. Read texts aloud to the teacher and peers, with expression, fluency, speed and
Task accuracy.

Unit 3: Comprehension

Content 5.2.3a Read and evaluate ideas and information from a wide range of texts.
Standard

Performance a) Use pre-reading strategies to preview, activate prior knowledge, make predictions,
Standards formulate questions that might be answered by the text, to establish the purpose for
reading.
b) Explain and differentiate fiction and non-fiction texts at grade 5 level.
c) Make inferences, draw conclusions and interpret information from fiction and
non-fiction texts.
d) Respond creatively to text through drama and plays.
e) Identify the key ideas from a text and explain how these support the main idea.
f) Identify cause and effect relationships, make comparisons and draw conclusions on
what is read in a text.
g) Make inferences and draw conclusions about characters qualities and actions based
on the knowledge of plot, setting, characters’ motives and characters’ appearances.
h) Distinguish between fact and opinion in non-fiction texts.
i) Read and discuss the morals or lessons learnt from short stories such as folklore/
folktales, legends, myths and fables.
j) Identify and interpret key messages from posters, advertisements, signs and
symbols.
k) Discuss the purpose of simple written texts such as letters, notes and labels (and
their differences).
l) Apply and use skimming and scanning skill when reading.

Assessment 1. Identify the key ideas from a text and explain how these support the main idea.
Tasks 2. Identify, interpret and discuss key messages from posters, advertisements, signs and
symbols.
3. Distinguish between fact and opinion in non-fiction texts.

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Primary

Content 5.2.3b Read a range of literary texts and analyse how they inform and manipulate
Standard the responses of the readers.

Performance a) Identify the purpose of different text types (to inform, to explain, to entertain).
Standards b) Define figurative language such as idioms, similes, metaphors and personification in
written texts, and explain how they affect the development of literary work.
c) Use poetry and styles in grade-level poems and create their own rhymed (alliteration,
assonance, onomatopoeia); free verse and patterned (cinquain, diamante).
d) Identify plot, setting and characters in a story.

Assessment 1. Read poems and identify figurative language used in them.

Tasks 2. Use the skimming and scanning skills to identify facts and opinions from a set text.

Content 5.2.3c Read a wide range of literary and factual texts for pleasure.
Standard
Performance a) Select books and other reading materials such as PNG School Journals, magazines,
Standards newspapers and books from classroom library for leisure-time reading based on
personal interest.
b) Participate in Uninterrupted Silent Sustained Reading (USSR) or Drop Everything And
Read (DEAR).
c) Participate in paired reading strategy.
d) Listen to teacher reading aloud a favourite story and modelling fluent reading with
expression.

Assessment 1. Discuss texts read with the teacher or peers.

Task

36
 English Syllabus

Strand 3: Writing
By the end of Grade 5, all students should be able to:

• write a wide range of texts on familiar and unfamiliar topics using

appropriate grammar
• know and use the correct structures of text types such as recounts,
narratives, procedures, poems and information reports
• apply the writing process in all the writing activities
• demonstrate understanding and choose vocabulary, phrases and
punctuation appropriate for the text type in personal writing, and
• demonstrate legibility in handwriting.

Unit 1: Handwriting

Content 5.3.1 Write legibly in cursive allowing margins and correct spacing between
Standard letters in words and words in sentences.

Performance a) Write legibly using uniform shape, size, slope and spacing.
Standards b) Use modified cursive or italics writing.
c) Write texts with increasing speed and neatness.

Assessment 1. Write a paragraph neatly in cursive script with uniform shape, size, slope and spacing
Task

Unit 2: Written Expression

Content 5.3.2a Apply appropriate writing processes in writing.

Standard

Performance a) Use writing processes such as brainstorming, clustering of ideas and illustrations to
Standards develop the ideas for writing texts.
b) Apply appropriate strategy to organize and develop the main idea for the texts.
c) Develop the first draft logically by clearly stating the beginning, middle and end.
d) Proofread and edit own texts with the teacher and peers.
e) Publish own text and share with others in the class.

Assessment 1. Write a short story or a narrative recount using the writing processes.
Task

37
Primary

Content 5.3.2b Create and communicate a wide range of familiar and unfamiliar ideas and
Standard information for various purposes and audiences.

Performance a) Write narrative texts of 300-400 words using appropriate text structure and
Standards vocabulary.
b) Create poems using different poetic styles (rhymes, and alliteration, etc.)
c) Use the elements of setting, character, plot, conflict and ending to write an expository
essay.
d) Create narratives and poems using varied word choice, dialogue, figurative language,
alliteration, personification, simile and metaphor.
e) Write formal and informal letters, thank you notes and invitations (including date,
greeting, body, closing and signature).

Assessment 1. Plan, write, edit and publish a text of 200 words with correct with correct grammar
and vocabulary.
Task

Unit 3: Grammar and Spelling

Content 5.3.3a Apply correct use of written English grammar in a wide range of structured
Standard and spontaneous situations.

Performance a) Identify and use nouns, pronouns, verbs, adjectives, contractions and conjunctions,
Standards correctly in writing.
b) Identity and use singular and plural forms of nouns in sentences.
c) Distinguish and use common and proper nouns correctly.
d) Use past, present, future and present perfect verb tense correctly.
e) Use objective, reflective and possessive pronouns in sentences.
f) Use simple and complete predicates in sentences.
g) Use possessive, comparative and superlative adjectives correctly in sentences.
h) Use time, place, manner and degree adverbs correctly in written work.

Assessment 1. Classify common and proper nouns from a list of words.

Tasks 2. Create own sentences using identified words (common and proper nouns)
3. Create sentences using positive, comparative and superlative adjectives.

Content 5.3.3b Identify and use appropriate capitalization and punctuation in a variety of
Standard written texts.

Performance a) Capitalise proper nouns such as titles of books, magazines, stories, titles of respect,
Standards organisations, nationalities and religions.
b) Use correct conventions of letter writing.
c) Demonstrate appropriate punctuation such as parentheses, quotation marks,
question marks and exclamation marks, in writing.
d) Use apostrophes, contractions, possessives, colons, semi-colons, commas, hyphens
and dashes, correctly in sentences.

Assessment 1. Apply correct punctuation marks to a piece of text.

Task

38
 English Syllabus

Content 5.3.3c Apply appropriate sentence structure and grammatical features in writing
Standard a wide range of sentences.

Performance a) Write declarative, imperative, interrogative and exclamatory sentences.

Standards b) Create simple, compound and complex sentences to describe, explain, or
provide additional details and connections (such as adjectives, appositives, participial
phrases, prepositional phrases, simple, complete predicates, modifiers pronouns and
conjunctions).
c) Create sentences using adjectives, appositives, participial phrases, prepositional
phrases, simple complete predicates, pronouns and conjunctions.
d) Identify and correct sentence fragments and run-ons in a written text.

Assessment 1. Identify imperative and interrogative statements in a text read in class.

Tasks 2. Correct sentence fragments in written texts.

Content 5.3.3d Use a wide range of strategies to spell, read and write sight words and
Standard new vocabulary.

Performance a) Write 400 grade-level words correctly.

Standards b) Write roots, inflections such as -s, -es, -er, -ing, suffixes such as -ment, -ness, -tion
and
prefixes such as dis-, un-, in-, re-, mis-, pre-.
c) Apply syllabification rule to spell and write new words (for example, grad.u.a.tion).
d) Write homophones correctly according to usage (for example, to, too, two; there,
they’re, their, and other words that are commonly misspelt in English).
e) Use reference materials including glossary, dictionary, encyclopaedia and technology,
to check and correct spelling.
f) Write dictated sentences, using spelling words in sentences.
g) Write definitions of spelling and sight words.

Assessment 1. Write dictated sentences with sight words and new vocabulary.
Tasks 2. Write sentences using sight words and new vocabulary words.

39
Primary

Assessment and Reporting

The relationship between the Assessment Tasks, the Content Standards,
and the Performance Standards emphasizes a statement that is
frequently made: Good assessment is an integral part of good instruction.
The most effective teaching aligns the Content Standards with instruction
and assessment.

What is Assessment?
The term ‘assessment’ generally refers to the activities and methods used
by teachers to evaluate and measure students’ progress in order to
improve their learning. Assessment is an ongoing process.

Purpose of Assessment
The purpose of assessment is to fulfil the following:

• Inform and improve students’ progress and achievements in

learning.

• Provide valuable information that enables teachers, schools and

National Department of Education (NDoE), to make decisions
about how to improve the quality of teaching and learning in the
education system.

• Inform teachers about the progress of students’ learning in order

to adjust teaching planning to improve students’ learning.

• Inform parents and guardians about their children’s progress and

achievements.

• Inform schools and school systems about teaching strategies,

resource allocation and curriculum; and inform other educational
institutions, employers and the community, about the
achievements of particular students or students in general.

Assessment is an integral part of the learning and teaching program and

not a separate process.

Types of Assessment
• Initial assessment
• Formative assessment
• Summative assessment
• Objective and subjective assessment
• Reference assessment (criterion-referenced and norm-referenced)
• Benchmark assessment.

40
 English Syllabus

Initial Assessment
• Also referred to as pre-assessment or diagnostic assessment

• Initial assessments are conducted prior to instruction or

intervention to establish a baseline from which individual student
growth can be measured.

Formative Assessment
• Generally carried out throughout a course or project.

• Takes place in the classroom as part of everyday learning.

• Designed to inform students about what they do well and what

they need to improve on daily/weekly.

• Occurs as an integral part of everyday teaching and learning.

• Helps teachers to identify those students who need extra help

and those who need to be further challenged in their learning.

• Helps teachers identify learning problems as they arise so

students can be given help straight away to improve their work.

• In an educational setting, formative assessment might be a

teacher (or a peer group or the learner) providing feedback on a
student’s work which would not necessarily be used for grading
purposes.

• Formative assessment can take the form of diagnostic,

standardised tests.

Assessment for learning

Assessment for learning is also known as formative assessment.
It is ongoing assessment. It is the assessment that teachers do
every day during their teaching and at the end of the lesson.
Formative assessment helps teachers to plan their next lesson.

• A common form of assessment for learning is diagnostic

assessment.

• Diagnostic assessment measures a student’s current knowledge

and skills for the purpose of identifying a suitable program of
learning.

• Provide opportunities for students to review and reflect on their

learning (self-assessment is encouraged).

• Helps students understand the standard to which they are

expected to perform.

• Help teachers to reflect and refine their own teaching practices.

41
Primary

Assessment as learning
Assessment as learning means that students are involved in
assessing their own progress and the work of other children in the
class. It is formative assessment.

• Occurs as part of daily teaching lessons, exercises, activities or

experiments that students do in each lesson

• Provides opportunities for students to review and reflect on their

learning (self-assessment is encouraged).

Summative Assessment

• Designed to provide a summary of a student’s learning over a set

period of time.

• Generally carried out at the end of a course or project.

• Typically used to grade or mark a student at the end of a course.

• Summarises student learning for a particular purpose such as

end-of-term or end-of-year reports and Grade 8, 10 or 12
certificates.

• Summative assessments are evaluative because they evaluate

how a student has performed a particular task or test.

• ‘Performance-based’ assessment because it focuses on

achievement.

• Frequently aligned with Standards Based Education.

• Uses free-form responses to standard questions scored by

human scorers on a standards-based scale, meeting, falling
below or exceeding a performance standard rather than being
ranked on a curve.

• A well-defined task is identified and students are asked to

produce something, often in settings that involve real-world
application of knowledge and skills.

• Proficiency is demonstrated by providing an extended response.

• Performance formats can be differentiated into products and

performances.

• The performance format may result in a product, such as a

painting, portfolio, paper or exhibition; or it may consist of a
performance, such as a speech, an athletic skill, a musical recital
or a reading.

42
 English Syllabus

Assessment of learning
Summative assessment is also known as assessment of
learning. It is done at the end of a topic or term and it assesses
how a student has performed.

Comparison between formative and summative assessment

Educational researcher; Robert Stake explains the difference between
formative and summative assessment with the following analogy:
When the cook tastes the soup, that’s formative. When the guests taste
the soup, that’s summative.

Formative assessment of students is an ongoing process. Formative

assessment can help a teacher and student to make changes that will
improve the student’s learning. Summative assessment takes place when
the student has completed a test or a task.

NOTE: different forms of assessment are not necessarily separate or

unconnected to each other. They may be used individually or together,
and used formally or informally.

Objective and Subjective Assessment

• Assessment (either summative or formative) is often categorized
as either Objective or Subjective.

• Objective assessment is a form of questioning which has a single

correct answer.

• Subjective assessment is a form of questioning which may have

more than one correct answer or (or more than one way of
expressing the correct answer).

• There are various types of objective and subjective questions.

• Objective question types include true/false answers, multiple

choice, multiple-response and matching questions.

• Subjective questions include extended-response questions and

essays.

Referencing Assessment
• Criterion-referenced assessment
• Norm-referenced assessment

Criterion-referenced assessment
Measures a student’s performance based on mastery of a specific set
of skills. It measures what a student knows and do not know at the time
of the assessment. The student’s performance is not compared to other
students’ performance on the same assessment.

• Occurs when candidates are measured against defined

and objective criteria.

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Primary

• Criterion-referenced assessment is often, but not always, used to

establish a person’s competence (whether s/he can do
something).

• Example of criterion-referenced assessment is the driving test,

when learner drivers are measured against a range of explicit
criteria (such as ‘not endangering other road users’). A test
designed to assess if students have mastered material presented
in a specific unit is a criterion-referenced test. The criterion is
mastery of the material. All students can achieve 100% if they
have all fully mastered the material.

Norm-referenced assessment

Measures a student's performance in comparison to the performance of

other students in the same class, or of the same age, on the same
assessment.

• Known as “bell-curve grading on the curve”. The bell curve is

used in statistics to show the distribution of a set of data.
Students’ performance can be plotted on a graph shaped like a
bell. Most of the students will be near the middle, with fewer
students towards the outsides or edges of the bell curve.

• Norm-referenced tests are not measured against defined criteria.

• Norm-referenced tests relate a student’s results to the results of

other students undertaking the same assessment.

• An effective way of comparing students. The IQ test is the best

known example of norm-referenced assessment.

• Many entrance tests to tertiary education or universities are

norm-referenced, permitting a fixed proportion of students to
pass. (To ‘pass’ in this context means being accepted into the
school or university rather than an explicit mark).

Benchmark Assessment
• Measures achievement of important grade-level content
periodically during the year in order to provide feedback about
how students are progressing towards demonstrating proficiency.

• Benchmark assessments can be short tests administered

throughout the school year to give teachers feedback on how
students are meeting academic standards. Regular use of
benchmark assessments can be a tool to measure student growth
and to design curriculum to meet individual learning needs.

44
 English Syllabus

Sample Assessment Rubric

Content Standard: 3.2.2 Assessment task: Write a recount on a
favourite topic or story with correct conventions of Standard English
showing clearly the capitalization, punctuation and spelling.

Score Description
1. The text is well organised, the ideas are related and are well sequenced.
2. Text is based on the correct function or purpose.
3. Tenses and punctuation (including capital letters and full stops) in the text are
5 correct.
4. Good use of varied vocabulary.
5. Limited language errors throughout.

1. The text is organised, the ideas are related and are well sequenced.
2. Text is based on the correct function or purpose.
3. Tenses and punctuation including capital letters and full stops in the text are
4 partly correct.
4. Good use of varied of vocabulary.
5. Limited language errors throughout.

1. The text is well organised, the ideas are related and are well sequenced.
2. Text is not based on the correct function or purpose.
3. Tenses and punctuation including capital letters and full stops in the text are
3 partly correct.
4. Good use of varied vocabulary.
5. Limited language errors throughout.

1. The text is well organised, the ideas are related and are well sequenced.
2. Text is not based on the correct function or purpose.
3. Tenses and punctuation (including capital letters and full stops) in the text are
2 partly correct.
4. Poor use of vocabulary.
5. Limited language errors throughout.

1. The text is not well organised, the ideas are related and are well sequenced.
2. Text is not based on the correct function or purpose.
3. Tenses and punctuation (including capital letters and full stops) in the text are
1 incorrect.
4. Poor use of vocabulary.
5. Lots of language errors throughout.

Note: The English Teacher Guides contains assessment rubrics for

specific assessment tasks.

45
Primary

Recording Students Achievement

• Evidence of students learning should come from a range of
sources and be gathered and recorded over time using a variety
of assessment methods.

• Evidence should reflect students’ achievement of the content

standards being assessed.

Purpose of Recording
The purpose of recording is to:

• Check every student’s progress

• Plan and program future learning

• Report learning progress to parents and guardians

• Inform students of their progress.

46
 English Syllabus

Monitoring And Recording The Content Standards

Sample strategy to assess the standards against each grade
performance

Grade
Specific standards to be achieved at specific grades
3 4 5 6 7 8
Ensure capitalisation correctly.

Pronounce and spell words correctly.

Choose words and phrases for effect.

Produce complete sentences, recognising and correcting

inappropriate fragments and run-ons.

Correctly use frequently confused words (e.g., to/too/two;

there/their).

Choose words and phrases to convey ideas precisely.

Choose punctuation for effect.

Recognize and correct inappropriate shifts in verb tense.

Recognize and correct inappropriate shifts in pronoun number

and person.

Recognize and correct vague pronouns (i.e., ones with unclear

or ambiguous antecedents).

Recognize variations from standard English in their own and

others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.

Use punctuation (commas, parentheses, dashes) to set off

non-restrictive/parenthetical elements.

Vary sentence patterns for meaning, reader/listener interest,

and style.

Maintain consistency in style and tone.

Place phrases and clauses within a sentence, recognizing and

correcting misplaced and dangling modifiers.

Choose language that expresses ideas precisely and concisely,

recognising and eliminating wordiness and redundancy.

Recognise and correct inappropriate shifts in verb voice and

mood.

47
Primary

Reporting
• Reporting students achievement is very important for both the
students and parents.

• It informs appropriate parties about the students’ progress in their

learning and how to improve their work.

• Schools can present reports in a format that best suits their

communities.

• Use report cards to report what is learned, assessed and

recorded in the schools.

Evaluation
• All stakeholders have a role to play in using assessment
information to make judgments about student’s achievements.

• Analysis of assessment data must be used to inform decisions

about:

⁓ the effectiveness of teaching, learning and assessment

programs

⁓ the suitability of available resources

⁓ the degree of community participation in schools

⁓ the trend in students' achievement at local and national levels.

The contribution of the education systems to the future development of

the nation.

• Evaluation is part of the process of continuously raising standards

of student achievement in Papua New Guinea.

• Assessment information used for evaluation purposes should be

used in ethical and constructive ways.

48
 English Syllabus

Glossary and Acronyms

Assessment tasks On-going test of knowledge, skills and attitudes/values gained
throughout the particular unit or topic.

Assessment for learning A common form of assessment. It is an ongoing process that arises
out of the interaction between teaching and learning. Also referred to
as formative assessment.

Assessment as/in learning Is a design to inform students what they will do well and what they
need to improve on daily/weekly bases as an integral part of everyday
teaching and learning such as exercise, activities or experiments
students do or practice in each lesson.

Assessment of learning Provides a summary of students learning over a set period of time and
is generally carried out at the end of a course or project. Sometimes it
is referred to as summative assessment and are evaluative.

Assessment The activities and methods used by teachers to evaluate and measure
students’ progress in order to improve their learning.

Assessment strategies Different styles and ways of assessing students work

Benchmark A benchmark is a required standard or yardstick in which something

is measured against. In the national curriculum, it is set to evaluate
and validate the standard of curriculum as well as the effectiveness of
teaching and learning at the end of each level of schooling. In Papua
New Guinea, Benchmarking is referred to as assessment of content
standards at the end of each level of schooling such as Elementary 2,
Grade 5 and Grade 8.

Content standards A broad statement of what students need to know, understand, and
be able to do as intended by the syllabus. They define the breadth and
depth of knowledge, skills and processes and attitudes and values that
are to be taught in the strand, unit or topic.

Educational standards Written descriptions of what students are expected to know and be
able to do at a specific stage in their education. They describe what
students must know and be able to do at the end of a grade or course.
They do not dictate any particular pedagogy.

National education Refers to the overarching goals or competencies for the whole
standards curriculum on Papua New Guinea, set by the National Department of
Education.

National curriculum Refers to the overall curriculum attainment targets and competencies.
standards They are set to assess the standards students are expected to attain
at the end of schooling. They identify what students will know and be
able to do by the end of Grade 12. NOTS are the foundation for the
Content Standards at every grade level.

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Primary

Performance standards A descriptive statement of the knowledge and skills that students may
display as they work towards the achievement of the content standard.
The performance standards are examples only. Performance standards
make content standards operational.

Phonemics The study of sound in language. A phoneme is a distinct unit of sound

in a language that makes one word different from another, e.g: the
sounds made by the letters d and t in the words bad and bat.
Phonemics is the study of phonemes.

Phonemic awareness The ability to hear and say the sounds in words.

Phonics A way of teaching reading and spelling that stresses symbol-sound

Relationships. The ability to associate letters and letter combinations
with sounds and blend them into syllables and words.

Phonology A term covering both phonemics and phonetics, it is the study of the
sounds of language, their use and production.

Phonetics A systematic study of the sounds of language and their production.

Rubric Refer to the descriptions of activities or things that children can do in

the process of learning. It’s a scoring guide that provides evidence of
learning and the achievement of Content Standards.

Standards A level of quality or achievement, especially a level that is thought to

be acceptable. It is something used to measure or estimate the quality
or degree of something, for example, how good a piece of work is.

Standards Based Evolved from the Outcomes Based Education. Standards Based
Education Education is a philosophical concept that is centred on the process of
planning, developing, delivering, monitoring, and improving education
Programs.

Standards Based Is a cumulative body of knowledge and set of competencies that forms
Curriculum the basis for quality education.

Standards based Is a learning system and is a systematic and ongoing process of

education assessment collecting and interpreting information about students achievements.

NDoE National Department of Education.

EGMA Early Grade Mathematics Assessment.

EGRA Early Grade Reading Assessment.

CSMT Curriculum Standard Monitoring Tool.

CVC consonant/vowel/consonant.

50
 English Syllabus

Alphabet Letter Sounds

Sounds in the English language

Short-Vowel sounds Consonant sounds Digraphs

Short /a/ in apple /b/ in bat /ch/ in chin

Short /e/ in elephant /c/ in cat and kite /sh/ in ship
Short /i/ in igloo /d/ in dog Unvoiced /th/ in thin
Short /o/ in octopus /f/ in fan Voiced /th/ in this
Short /u/ in umbrella /g/ in goat /wh/ in whip
/h/ in hat /ng/ in sing
/j/ in jam /nk/ in sink
/l/ in lip
/m/ in map *(wh is pronounced /w/ in some
/n/ in nest cases)
/p/ in pig
/q/ in queen
/r/ in rat
/s/ in sun
/t/ in top
/v/ in van
/w/ in wig
/y/ in yell
/z/ in zip

Long-vowel sounds Controlled vowel sounds Other dipthongs

Long /ay / in cake /er/ in fern, bird, hurt /oy/ in oil, boy
Long /ee/ in feet /ar/ in park /ou/ in owl, house, ouch
Long /ie/ in pie /or/ in port, jaw /oo/ in cook, put
Long /oa/ in boat /air/ in hair, there, square
Long /ue/ (yoo) in mule /ear/ in fear, pier
Long /ooh/ in flew

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Primary

References
NDOE 2003, Outcomes Based Primary Syllabuses, 2003 NDOE Waigani

NDOE 2003, Outcomes Based Primary Teacher Guides, 2003 NDOE

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