Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

ENGLISH FIRST LANGUAGE SYLLABUS

ORDINARY LEVEL
SYLLABUS CODE: 6095
GRADES 10 - 11

FOR IMPLEMENTATION IN 2019

FOR FIRST EXAMINATION IN 2020
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, Arts and Culture 2018

NSSCO English First Language Syllabus Grades 10 & 11

ISBN: 978-99945-2-210-1

Printed by NIED

Publication date: 2018

 TABLE OF CONTENTS

1. INTRODUCTION...................................................................................................................................................1
2. RATIONALE ..........................................................................................................................................................3
3. AIMS ......................................................................................................................................................................3
4. ADDITIONAL INFORMATION ...........................................................................................................................4
5. OVERVIEW OF LEARNING CONTENT .............................................................................................................5
6. LEARNING CONTENT .........................................................................................................................................6
6.1 AURAL/ORAL ........................................................................................................................................................6
6.2 READING AND WRITING....................................................................................................................................9
6.3 LITERATURE.........................................................................................................................................................16
7. ASSESSMENT .....................................................................................................................................................18
7.1 ASSESSMENT OBJECTIVES ................................................................................................................................18
7.2 SCHEME OF ASSESSMENT AND WEIGHTING OF PAPERS ..........................................................................20
7.3 DESCRIPTION OF PAPERS ..................................................................................................................................21
7.4 SPECIFICATION GRID .........................................................................................................................................24
7.5 GRADE DESCRIPTIONS.......................................................................................................................................25
8. GLOSSARY .........................................................................................................................................................27
ADDENDUM A: NOTES ON PAPER 3 AND 4 (LITERARY ASSIGNMENTS & ORAL).........................................28
ADDENDUM B: MARKING GRID FOR WRITTEN ASSIGNMENTS (PAOER 3) ..................................................33
ADDENDUM C: MARKING GRIG FOR ORAL DISCUSSION OF LITERATURE (PAPER 3) ...............................34
ADDENDUM D: MARKING GRID FOR DIRECTED WRITING TASKS (PAPER 1) ..............................................35
ADDENDUM E: MARKING GRID FOR CONTINUOUS WRITING TASK (PAPER 2) ...........................................36
1. INTRODUCTION

This syllabus describes the intended learning and assessment for English First Language Namibia Senior
Secondary Ordinary (NSSCO) Level. A first language, as a subject, falls within the language area of
learning in the curriculum, but has thematic links to other subjects across the curriculum.
The syllabus is designed to meet the requirements of the National Curriculum for Basic Education in
Namibia and has been approved by the National Examination, Assessment and Certification Board
(NEACB). As part of life-long learning, the National Curriculum Guidelines, applicable to Senior
Secondary education, recognise the uniqueness of the learner and adhere to the philosophy of learner-
centred education. Considering the uniqueness of each learner, teachers teaching the NSSCO English
First Language should strive to support individual learners to develop their full potential by encouraging
them to read widely, both for their own enjoyment and to further their awareness of the ways in which a
first language can be used. First language teachers should also endeavour to ensure that learners develop
more general analysis and communication skills such as synthesis, inference, evaluation (in addition to
those listed under the Namibian National Curriculum Guidelines below) and the ability to order facts and
present opinions effectively. The main sections are:
 Rationale
 Aims
 Additional information
 Overview of learning content
 Assessment
 Grade descriptions

The Namibia National Curriculum Guidelines aim to:

 recognise that learning involves the development of values and attitudes as well as knowledge
and skills;
 promote self-awareness and an understanding of the attitudes, values and beliefs of others in a
multilingual and multicultural society;
 encourage respect for human rights and freedom of speech;
 provide insight and understanding of crucial global issues in a rapidly changing world which
affect quality of life: the AIDS pandemic; global warming; environmental degradation;
maldistribution of wealth; expanding and increasing conflicts; the technological explosion and
increased connectivity;
 recognise that as information in its various forms becomes more accessible learners need to
develop higher cognitive skills of analysis, synthesis, interpretation and evaluation to use the
information effectively;
 challenge and motivate learners to reach their full potential and to contribute positively to the
environment, economy and society.
Thus the Namibian National Syllabuses should provide opportunities for developing essential/key skills
across the various fields of study. Such skills cannot be developed in isolation and they may differ from
context to context according to the field of study. Language contributes directly to the development of the
skills marked with an asterisk (*):

 Communication Skills *
 Numeracy Skills
 Information Skills*
 Problem-solving Skills*
 Self-management and Competitive Skills*

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  Social and Co-operative Skills*
 Physical Skills
 Work and Study Skills*
 Critical and Creative Thinking Skills*

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2. RATIONALE

The language dispensation in Namibia, i.e. the formal arrangement of the status and role of language,
has changed considerably since independence. These changes will have a direct effect on the
teaching of languages, and the language teacher is therefore faced with new challenges. It is thus
necessary to understand why these changes have occurred and what the new challenges are.

Education in Namibia is subject to an ongoing process of discussion, evaluation and innovation in a

constant effort to provide the best education possible for the people of Namibia. It is within this
spirit that the First Language syllabuses are developed and implemented by the Ministry with the
aim of improving the quality and equality of education. This process of revision and restructuring of
the existing syllabuses is built on ongoing participation, negotiation and co-operation among
learners, teachers and other stakeholders to attain the aims of the syllabus.

The broad outlines concerning language and culture are based on what is stipulated in Articles 3 and
19 of the Namibian Constitution. In addition to creating conditions for treating the First Languages
on an equal basis, the Constitution furthermore implies new roles for these languages in the
Namibian society. These roles may be defined with reference to the following:

 pedagogical value as a medium of instruction;

 use in an official capacity for certain purposes such as regional, administrative, legislative
and judicial purposes;
 important means of communication and vehicles of cultural expression.

In terms of the above it would be useful to adopt two broad principles for curriculum development.
The first principle refers to the role of the First Language within the national context, while the
second principle refers to the individual context. The syllabus therefore strives to promote an
awareness of balancing the value of one’s own language in relation to those of others. Such attitudes
can be created through providing a favourable pedagogical environment.

3. AIMS

The aims are the same for all learners. They are set out below and describe the educational purposes
of the course in English First Language for the NSSCO examination. They are not listed in order of
priority. The aims are to:

 enable learners to communicate accurately, appropriately, effectively and meaningfully in

speech and writing;
 enable learners to understand and respond appropriately to what they hear, read, see and
experience;
 encourage learners to enjoy and appreciate the variety of language;
 encourage learners to enjoy the reading of literature and a variety of other texts;
 promote and encourage critical habits and creativity;
 encourage learners to explore areas of universal human concern and gain insight into crucial
global issues;
 complement the learners’ other areas of study by developing skills of a more general
application (e.g. analysis, synthesis, drawing of inferences, ordering of facts, presentation of
opinion, detection of bias);
 promote the learners’ self-awareness and understanding of the attitudes, values and beliefs of
others in a multilingual and multicultural society.

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 4. ADDITIONAL INFORMATION

Guided learning hours

The NSSCO level syllabuses are designed on the assumption that learners have about 130 guided learning
hours per subject over the duration of two years, but this is for guidance only. The number of hours
required to gain the qualification may vary according to local conditions and the learners’ prior
experience of the subject. The National Curriculum for Basic Education (NCBE) indicates that this
subject will be taught for 9 periods of 40 minutes each per 7-day cycle, or 7 periods of 40 minutes each
per 5-day cycle, over two years.

Prior Knowledge
It is recommended that learners who are beginning this course should have previously studied a first
language at Junior Secondary (JS) level. It is further recommended that learners entering the new
NSSCO should have sufficient competence in all areas of the language.

Progression
NSSCO levels are general qualifications that enable learners to progress either directly to employment, or
to proceed to further qualifications. Learners who are awarded grades C to A* in NSSCO are well
prepared to follow courses leading to Namibia Senior Secondary Certificate Advanced Subsidiary
(NSCCAS) level.

Support to second language teachers

NSSCO syllabuses, question papers and examiner reports are sent to all schools offering this course.
Assessment manuals and subject teacher guides, where applicable, are sent to schools. Approved learning
support materials are available on the Senior Secondary Textbook Catalogue for Schools. The Senior
Secondary Textbook Catalogue is available on the institution’s (NIED) website
(http://www.nied.edu.na).

The use of other resources such as newspapers, magazines, videos, dictionaries, thesauruses,
encyclopedias and the internet is highly encouraged.
Examples of teaching resources are:
 the syllabus
 resources listed on the textbook catalogue
 teacher guide
 the language policy guide
 CDs (the approved language textbooks for learners and teachers are accompanied by CDs)

Teacher support:
 face to face workshop on syllabus interpretation and implementation
 support from the advisory services
 support from NIED
 support from Directorate National Examination and Assessment (DNEA)
 support from Programme and Quality Assurance (PQA)
 support from tertiary institutions (UNAM & NAMCOL, etc.)
 teacher resource centres
 community:

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  regional, cluster and circuit meetings

5. OVERVIEW OF LEARNING CONTENT

(See section 6.1 to 6.3 for more details)

5.1 GENERAL

The Learning Content is the same for all learners. The Learning Content in English First
Language is listed under the columns Skills, Objectives and Competencies and has been
grouped according to the five areas tested by the examination. A result of the
communicative approach to language teaching is that the basic language competencies are
taught in an integrated way similar to the way in which we use language in real-life
situations. Thus objectives for Aural/Oral are grouped together, followed by Reading and
Writing (which includes aspects of language teaching) and Literature.

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6. LEARNING CONTENT
6.1 AURAL/ORAL
SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
1. Active listening listen actively to information for a variety of  listen for appreciation and enjoyment (poems, short stories,
purposes from a range of texts etc.)
 demonstrate understanding
 identify sequence
 identify cause and effect
 use and apply information heard
 interpret and synthesise information (such as establishing
similarities and differences, advantages and disadvantages)
 predict likely outcomes in spoken texts
 use information heard to complete a task
 take notes from material heard
2. Carrying out instructions listen to and understand instructions  identify and interpret key words in instructions, such as:
-define
- name
- contrast
- compare
- discus
 demonstrate understanding of oral instructions
3. Comprehension distinguish between different types of questions  respond to both objective and open-ended questions
and respond appropriately appropriately
 respond to “yes” or “no” questions and question tags
appropriately
 respond precisely and relevantly to questions that require
recognise further information
 rhetorical questions
understand information from a variety of sources  use style and register suited to task
for specific purposes  form an opinion based on what is heard
 draw conclusions from and identify the relationship between
ideas within the material they have heard
 compare and contrast material
 report on oral material
 demonstrate general comprehension of the speaker’s
intentions where appropriate
 show awareness of major variations in register

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 6.1 AURAL/ORAL (continued)
SKILLS
OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
3. Comprehension (continued) identify the gist of a speech or discussion • select relevant key points
• interpret tone of a speaker
• recognise intention, attitude, mood, themes
evaluate what they hear • infer what a speaker is implying and form conclusions
• make deductions based on what is heard
• distinguish between important and less important information of what has
been heard
• comment on information from interviews, TV and radio, articles, stories,
shared experiences
• make relevant and evaluative comments
4. Communication communicate information and ideas • sustain a genuine conversation
• convey information and facts clearly
• develop ideas in a logical manner
• understand and communicate arguments and ideas
• recall and narrate events in texts
5. Articulation, intonation and stress speak clearly using appropriate intonation • use pronunciation of words and rhythm of speech to make meaning clear
and word stress • express mood through the use of correct intonation and word stress
6. Using vocabulary use vocabulary in different situations to • use a wide range of vocabulary
establish appropriate terminology and • explain words and phrases in context
pronunciation • use the correct grammatical structures
• choose the correct words and idiomatic expressions
7. Responding relevantly make appropriate verbal responses in • demonstrate greater flexibility in dealing with new topical ideas
different contexts • show a sense of audience
• ask relevant questions to clarify what has been heard
• respond appropriately in a dialogue or conversation
• express a point of view on a discourse
• adapt style to audience
• use grammatical structures and vocabulary accurately
• understand theme, main points and purpose
• extract specific details and information and use it appropriately

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 6.1 AURAL/ORAL (continued)

OBJECTIVES COMPETENCIES
SKILLS Learners will: Learners should be able to:
8. Presentation develop skills of oral presentation  demonstrate competence in a range of speech
activities, e.g. respond to questions on topics within
a defined range
use terminology and pronunciation appropriately  respond to a variety of oral activities such as
speeches, reports, descriptions, interviews,
dialogues, advertisements, songs, articles, poems,
and extracts from prescribed works
 deliver speeches, reports, demonstrations
 deliver instructions
 give an impromptu talk on a topic
9. Expressing attitude use language to express and establish personal • express approval and disapproval
attitudes • disagree politely
• present a point of view or opinion
• express and settle uncertainty
• demonstrate enthusiasm and desire to convince
10. Discussion, debate and negotiation resolve issues through discussions and debate, • express and defend own views clearly
using negotiation skills • acknowledge other people’s opinions
• challenge a viewpoint and suggest alternative views
• conclude an argument reaching agreement or
compromise
• restate accurately other people’s views to show
understanding
• explore solutions to real or simulated problems
• show flexibility in opinion
11. Grammar and usage use grammatical structures correctly in speech • use pronouns appropriately
• use singular and plural subjects with the correct
verb form
• use correct verb tenses
• use appropriate prepositions
• use adjectives and adverbs correctly
• use conjunctions and connectives correctly in
compound and simple sentences
• use elisions, contractions, repetitions and
interjections as appropriate in speech
• use a wide range of grammatical structures

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 6.2 READING AND WRITING
The aspects of the following content are integrated in all papers. The following aspects should not be seen in isolation while teaching Reading &
Directed Writing and Continuous Writing – all of the aspects listed under A (General) must be integrated and used.

SKILLS OBJECTIVES COMPETENCIES

Learners will: Learners should be able to:
A. GENERAL read and interpret instructions • respond to written instructions appropriately
1. Understanding/ following • understand and convey information by responding
instructions to key words such as:
- identify
- define
- list (compile)
- name
- give an account of
- explain
- describe
- illustrate
- interpret
- determine
- construct
- contrast/distinguish
- analyse
- explore
- summarise
- compare
- discuss
2. Comprehension demonstrate the ability to identify the important points or • determine the overall meaning of a text
themes from a range of texts • interpret specific information
• summarise, explain and evaluate material from a
text
• compare and contrast, using more than one text or
part of a text
• show that they can understand the main and
supporting ideas and can identify the conclusion
from a text
• recognise the author’s implicit attitude
• recognise imagery and irony

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 6.2 READING AND WRITING (continued)
SKILLS
OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
2. Comprehension (continued) demonstrate the ability to identify the • demonstrate the ability to extract relevant and specific information
important points or themes from a range from texts such as:
of texts (continued) - brochures
- reports
- articles (newspapers, magazines and others)
- reviews
- prose
3. Flexible reading apply a range of reading skills (reading • skim a variety of texts for general understanding
speed/reading with • scan for specific information
techniques varying speed using a range of reading • read intensively for understanding
techniques) • use reference material effectively, such as:
- a dictionary for a variety of purposes
- an encyclopaedia for general knowledge and specific information
- the Internet
4. Extensive reading read extensively for wider knowledge or • read and understand a range of texts from novels, relevant magazines,
pleasure newspapers, reports and mail-order materials
• report on their reading to show that they understand and convey correct
information
be exposed to different types of texts • demonstrate that they can understand, order and present facts, ideas and
opinions
• read for specific information and general knowledge
• read, understand and appreciate texts from different genres such as
novels, short stories, plays and poetry
5. Critical reading read critically materials from different • distinguish between fact, fiction and opinion
sources • identify the author’s intentions and possible bias
• draw conclusions from a text
• see relations between different texts
• analyse texts and present arguments constructively and logically
• express informed opinions and attitudes

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 6.2 READING AND WRITING (continued)
OBJECTIVES COMPETENCIES
SKILLS Learners will: Learners should be able to:
6. Summarising learn to develop summary skills • scan for and extract specific information, organise relevant material and
present it in a given format
• evaluate information and select what is relevant to specific purposes
• draw inferences, evaluate, compare, analyse and synthesise from
written material
7.Producing well organised, develop and organise ideas into coherent • use complete sentences in a paragraph to describe or explain a
coherent pieces of writing sentences, paragraphs and whole texts particular
• idea/theme
• use introductory, developmental and concluding paragraphs
• link and develop ideas
• plan, structure, draft and edit written work before attempting a piece of
writing
• write in a register appropriate to the audience
8. Applying style and register understand, differentiate between and apply • use contracted forms of writing where appropriate (as in friendly letters
written and spoken forms and dialogues)
• use figurative language and imagery in writing, also referring to the
senses
• apply stylistic devices (e.g. quotations) in writing interviews, articles
and reports
• use appropriate format/layout to enhance understanding
• use appropriate diction in formal and informal situations
• demonstrate awareness of slang, colloquialisms, jargon, dialect and
contractions
• concentrate on tone, for example irony, satire, wit

9. Clarity and conciseness demonstrate flexibility in writing about • focus on interpretation of the topic to give direction to writing
facts, feelings and opinions • give factual information
• express thoughts and feelings, using different types of register
• defend ideas and opinions logically and convincingly, for example writing
speeches/class debates
• use skills of analysis and interpretation in responding to texts

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 6.2 READING AND WRITING (continued)

SKILLS OBJECTIVES COMPETENCIES

Learners will: Learners should be able to:
10. Spelling and show competence in the use of spelling • use basic punctuation marks correctly such as:
punctuation and punctuation - full stops
- commas
- inverted commas
- question marks
- exclamation marks
- apostrophes
• use advanced appropriation marks appropriately to achieve effect in
writing:
- colons
- semi-colons
- dashes
- brackets
- ellipse
• show an understanding of and apply the basic spelling rules, for example
with regard to:
- correct syllabification of words
- hyphenated words
- contractions
- fractions
- possessive case
- words commonly confused (their/there)
- spelling of words in the continuous tense (-ing forms)
- homonyms/homophones
- capital letters

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 6.2 READING AND WRITING (continued)
SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
11. Grammar usage use appropriate grammatical structures in • use articles correctly (a, an, the)
writing • distinguish between common and proper nouns
• use pronouns appropriately
• use the correct form of the verb with singular and plural nouns
and pronouns
• apply the correct verb tense as appropriate (example: saying
‘We have a house’
instead of saying ‘We are having a house’)
• use different prepositions correctly
• use and place adjectives and adverbs correctly
• structure simple sentences in writing
• use phrases correctly
• use conjunctions and connectives correctly to write compound
and complex sentences
• use complex sentences and grammatical structures
• apply the rules of concord
• use auxiliary verbs
• use direct and indirect speech
• use active and passive voice
• know all the tenses and use of the verb
• use degrees of comparison
• use relative clauses
• use idioms and idiomatic expressions
12 Using vocabulary use appropriate and effective vocabulary in • use direct, unambiguous vocabulary
different contexts and situations • use appropriate vocabulary for a variety of personal, social and
academic purposes
• use appropriate vocabulary to display specific attitude
• use rich and varied vocabulary to describe, explain and argue
• use technical terms and specialised vocabulary suited to the
task
• acquire specific vocabulary in certain general fields such as
education, technology, sport, social matters
• use synonyms and antonyms

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 6.2 READING AND WRITING (continued)
SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
B. DIRECTED identify similarities/differences and give • identify similarities and differences between
WRITING evidence two texts
13. Comparing two texts • provide evidence for similarities and
differences

14. Writing for specific write a wide range of texts write:

purposes • informal/friendly letters
• formal letters
- application
- press
- complaint
• articles to newspapers, school magazines
• reports (e.g. accident, social activities,
reports to authorities
• newspaper reports
• press releases
• dialogues/conversations
• formal and informal speeches
• diary entries
• curricula vitae
write:
• minutes
• internal memos
• agendas
• interviews
• mail messages
• fax messages

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 6.2 READING AND WRITING (Continued)

OBJECTIVES COMPETENCIES
SKILLS Learners will:
Learners should be able to

C. CONTINUOUS WRITING • create original pieces of writing, demonstrating

15. Writing essays write a range of essays control of vocabulary, syntax and grammar
• convey abstract thought and make clear
statements of own opinions
• express experiences, thoughts, feelings,
opinions
• recall and select events and descriptive detail
• write:
•narrative essays
•descriptive essays
•discursive essays
 argumentative essays

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 6.3 LITERATURE

SKILLS OBJECTIVES COMPETENCIES

Learners will: Learners should be able to:
1.Knowledge with understanding acquire knowledge and understanding of • recall and narrate events in texts studied
different genres: • identify and interpret themes
-Prose • explain literal meanings of texts in context
-Drama • select details relevant to tasks set and
-Poetry use quotations appropriately
• understand intentions of the writer
2. Critical interpretation critique and review texts • distinguish different points of view
• detect and explore themes, motive, (cause
and effect) imagery and symbolism in
texts studied
• provide analyses of plots, characters, etc.
• identify appropriate literary language in
their critical analysis of textsstudied:
- imagery
- irony
- sarcasm
- humour and wit
 identify relationship between characters
and plot as well as characters themselves
• recognise suitable literary terms in their
analysis of texts:
personification
simile
metaphor
alliteration
assonance
• identify and explore the following aspects of
drama:
- dialogue
- conflict
- imagery
- scenes and acts
 identify emotive language:
- propaganda
- sensation
- sentiment

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 6.3 LITERATURE (continued)
OBJECTIVES COMPETENCIES
SKILLS Learners will: Learners should be able to:
3. Judgement and personal form and develop own ideas and opinions on • appraise texts studied, draw inferences, make
response aspects of the different genre connections, evaluate and interpret
• communicate an informed personal response to
texts studied
• discuss relationships in texts studied
• articulate and discuss their own assumptions,
feelings and attitudes
• compare and contrast themes, characters, etc.
• consider complicated issues
• show evidence of capacity for independent
thought and judgement

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7. ASSESSMENT

7.1 ASSESSMENT OBJECTIVES

A result of the communicative approach to language teaching is that the basic
language competencies are taught in an integrated way similar to the way in which
we use language in real-life situations. Thus language teaching cannot be divided
into different components. The objectives for Aural/Oral are grouped together and
Reading is presented as Reading and Writing.

AURAL/ORAL
Learners should be able to:
A/O1 understand, order and present facts and ideas and opinions;
A/O2 respond appropriately to spoken instructions and directions;
A/O3 evaluate information and select what is relevant to specific purposes;
A/O4 articulate experience and express what is felt, thought and imagined;
A/O5 recognise implicit meanings and attitudes;
A/O6 communicate effectively, appropriately and clearly;
A/O7 follow oral arguments, draw inferences and form conclusions.

READING AND WRITING

Learners should be able to:
R1 understand and collate explicit information and meanings;
R2 respond appropriately to written instructions and directions;
R3 locate, evaluate and select relevant information to use for a specific
purpose;
R4 recognise implicit meaning and attitudes;
R5 infer meaning from words, phrases and figurative language;
R6 follow a writer’s argument, draw inferences and form conclusions;
R7 recognise and appreciate ways in which writers use language;
R8 recognise and appreciate other ways in which writers achieve their
effects (e.g. structure, characterisation);
R9 explore how language, structure and forms contribute to the meaning of
texts.

WRITING
Learners should be able to:
W1 order and present facts, ideas and opinions;
W2 respond appropriately to the information, ideas and attitudes expressed
by a text;
W3 articulate experience and express what is thought, felt and imagined;
W4 communicate effectively and appropriately for a given audience;
W5 organise and present information in given formats using paragraphs and a
variety of sentence structures;
W6 demonstrate a clear control over internal cohesion and overall coherence
in continuous prose writing;
W7 handle accurately spelling, punctuation and all aspects of grammar;
W8 write creatively through a variety of purposeful writing tasks.

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 LITERATURE
Learners should be able to:
L1 demonstrate an understanding of literary texts;
L2 recognise how writers use language to achieve effect in an attempt to
gain insight;
L3 demonstrate an understanding of literary aspects;
L4 discuss the use of language in texts by commenting on the use of
imagery, with an irony;
L5 use a range of language appropriate to subject matter;
L6 discuss and convey an informed personal response;
L7 analyse texts within different genres.

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 7.2 SCHEME OF ASSESSMENT AND WEIGHTING OF PAPERS

The papers in the scheme of assessment are as follows:

Paper Component Time Marks Weighting

1 Reading and Directed Writing 2 hours 30 minutes 70 ÷ 2 = 35 35%

2 Continuous Writing 1 hour 30 minutes 30 30%

3 Internally Assessed Literary n/a 15 x 2 ÷ 2 = 15 15%

Assignments

4 Oral Discussion of Literature Approximately 15 minutes 30 x 2 ÷3 = 20 20%

Total: 100 marks 100%

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 7.3 DESCRIPTION OF PAPERS

Paper Type of Questions Marks

Paper 1 There will be two comparable passages, which may be

(2h 30min) informative, argumentative, narrative or imaginative. The
length of each passage will be approximately one and a half
Reading and pages of the exam paper.
Directed Writing Part 1 Question 1 (based on Passage 1)
This question consists of three multiple-choice questions
testing main points of the structure and argument and up to
four open-ended questions testing other aspects such as the use
of language and the author’s attitude towards the subject. The
open-ended questions will require more than straightforward
lifting from (or reproduction of) the text. (3 + 7 = 10)
Part 1 Question 2 (based on Passage 1)
The learner is required to write approximately one page
(depending on the size of handwriting) in response to the first
passage. This is a directed writing task, such as a report, a
speech, a letter, a script of a conversation or a broadcast, a
continuation of the story or an expressive development of an
idea in the text. This task is more closely related to the text
than the task in Question 4. (20)
Part 2 Question 3 (based on Passages 1and 2)
This question will test the ability to select, compare and
summarise specific information from both passages of sections
A and B. The question may be presented in two parts, 3(a) and
3(b). (20)
Part 2 Question 4 (based on either Passage 2 or both
passages)
This is a directed writing task testing the learners’
understanding of the passage and their ability to use and
develop given information as well as their own ideas in a
creative form such as a letter (formal/informal), report, diary
entry, CV, or minutes of a meeting. (See Learning Content for (20)
a more complete list of writing formats). The learner is
expected to write about one and a half pages, but the actual
length of the work submitted may depend on the nature of the
task. 70 ÷ 2 = [35]
Paper 2 This paper will test the learners’ skill in continuous writing. A
(1h 30min) selection of nine topics will be provided, calling for an
imaginative, discursive, narrative or argumentative response in an
Continuous Writing appropriate style. Learners will choose one topic and
should write 350-500 words (2 to 3 pages, depending on the
size of handwriting). [30]

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21
 Paper 3 The learner presents two written assignments (approximately
Literary 600 words each) based on a reading list divided into three
Assignments genres: poetry, prose and drama. Learners should write their
assignments on two of the genres. Poetry is compulsory. The
assignments will be internally assessed by the teacher and
externally moderated. See Addendum A of this document for
skills that will be assessed. The teacher will give the learners
the tasks on the texts they have chosen and ensure that the texts
are evenly distributed over the three genres. The assignments
must be submitted by the end of the second term of Grade 11 to
allow the teacher to prepare for the oral discussion. The teacher
will decide which of the two assignments will be examined in
depth. 30 ÷ 2 = [15]

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22
 Paper Type of Questions Marks

Paper 4 The oral test will consist of a conversation and discussion of

(15min) approximately 15 minutes based on the learner’s assignments.
Oral Discussion of One assignment will be discussed in depth and the other
Literature assignment will just be touched on. The teacher will raise
points made in the written tasks and provide opportunities for
the learner to develop ideas and express opinions. The
conversation should then develop into a wider examination of
the texts studied in which the learner will be required to
demonstrate knowledge of content and to give simple critical
responses. A personal response to such matters as character,
style, setting and theme will also be required. See Addendum
C of this document for the assessment criteria. A certain
number of orals must be recorded by each centre and the
sample, together with the assignments on two of the prescribed
texts, submitted to the DNEA for the purpose of external
moderation. 30 x 2 ÷3 =[20]

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23
 7.4 SPECIFICATION GRID

Assessment Paper 1 Paper 2 Paper 3 Paper 4

Objective
A/O1 √
A/O2 √
A/O3 √
A/O4 √
A/O5 √
A/O6 √
A/O7 √
R1 √ √
R2 √ √
R3 √ √
R4 √ √ √
R5 √ √ √
R6 √ √ √
R7 √
R8 √
R9 √
W1 √ √ √
W2 √ √ √
W3 √ √
W4 √ √
W5 √ √ √
W6 √ √ √
W7 √ √ √
W8 √ √
L1 √ √
L2 √ √
L3 √ √
L4 √ √ √
L5 √ √
L6 √ √
L7 √ √

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24
 7.5 GRADE DESCRIPTIONS
Grade descriptions are provided for grades A, C, E and G to give a general
indication of the standards of achievement likely to have been shown by learners
awarded particular grades. The descriptions must be interpreted in relation to the
Assessment Objectives set out in Section 6 of this syllabus, bearing in mind that
learners are offering the subject at First Language level. The grade descriptions do
not refer to performance on individual components of the examination. The final
grade awarded is based on overall performance in all examination components.
Shortcomings in some parts of the examination may be balanced by better
performance in others and the grade description provides the best fit.

A Grade A learner will be expected to:

1. understand and communicate information both at a straightforward and a
complex level;
2. understand a full range of facts, ideas and opinions, and order and present
them with clarity and accuracy in speech and in writing;
3. locate material in written texts and spoken discourse and select, present and
evaluate in detail what is relevant for specific purposes;
4. articulate and reflect upon experience, detailing and analysing effectively what
is felt and what is imagined;
5. recognise implicit meanings and attitudes of a writer or speaker and infer
meaning from words, phrases and figurative language;
6. show a clear sense of audience and an understanding of appropriate use of
language, i.e. demonstrating overall coherence;
7. write in well-constructed paragraphs, using complex sentences and showing
accuracy in spelling, punctuation and all aspects of grammar and orthography;
8. speak clearly and confidently in response to other speakers and occasionally
taking the initiative.

A Grade C learner will be expected to:

1. understand and convey information both at a straightforward level and at a
more complex level;
2. understand most significant facts, ideas and opinions and present them with a
degree of clarity and accuracy in speech and in writing;
3. locate material in written texts and spoken discourse and select what is
relevant for specific purposes;
4. articulate and reflect upon experience and express effectively what is felt and
what is imagined;
5. recognise the more obvious implicit meanings and attitudes of a writer or
speaker and show some capacity to infer meaning from words and phrases;
6. show a sense of audience and an awareness of appropriate use of language,
demonstrating some overall coherence;
7. write in paragraphs using sentences of varied kinds, exercising care over
spelling and punctuation;
8. speak clearly with some confidence and show a readiness to listen to others
and to respond appropriately.

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25
 A Grade E learner will be expected to:
1. understand and convey information at a straightforward level;
2. understand a reasonable range of facts, ideas and opinions, and present them
with a degree of coherence in speech and in writing;
3. locate material in written and spoken texts and comment upon it with a degree
of relevance;
4. describe experience in concrete terms and express intelligibly what is felt and
what is imagined;
5. recognise clear meanings and explicit attitudes of a writer or speaker and a
limited capacity to draw inferences;
6. show awareness that language is used in different ways in different circumstances;
7. write at least in simple sentences - weaknesses in spelling and punctuation and
the construction of complex sentences will be apparent, but will not seriously
impair communication;
8. speak clearly, not taking the initiative but with a satisfactory response to the
directions of other speakers.

A Grade G learner will be expected to:

1. understand and convey information at a straightforward level;
2. understand basic facts, ideas and opinions, and present them in a
comprehensive way in speech and in writing;
3. select a limited range of material from written and spoken texts and comment
on it at a literal level;
4. describe experience in concrete terms and express, at a basic level, what is felt
and what is imagined;
5. recognise clear meanings and explicit attitudes of a writer or speaker;
6. show some awareness that language is used in different ways in different
circumstances;
7. write at least in simple sentences - weaknesses in spelling and punctuation are
apparent, but communication is achieved despite the limitations;
8. speak clearly, mostly in response to the directions of others.

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26
8. GLOSSARY

There is no glossary in this document, but below are examples of dictionaries teachers
may wish to consult, should they have any uncertainties about terminology in this
document:

1. Crystal, D. 1992. A Dictionary of Linguistics and Phonetics, 3rd Edition Oxford,

Blackwell Publishers.

2. Richards, Jack C. and Platt, J&H. 1992. Dictionary of Language Teaching and Applied
Linguistics, Longman.

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27
ADDENDUM A: NOTES ON PAPER 3 AND 4 (LITERARY ASSIGNMENTS &
ORAL)

1. GENERAL
The oral test takes place in the period before the main examination timetable (for Papers
1 and 2). Each centre decides on a convenient period as advised by the DNEA for its
oral tests.

Centres must ensure that a suitably quiet room is available and that recording equipment
is in good order well in advance of the tests.

Centres must adhere to dates as set by the DNEA for completion of the oral tests and for
the receipt of mark sheets and recordings to allow sufficient time for external
moderation. It is vital that material does not arrive late.

There should be only one examiner per centre where possible. Each centre will select its
own examiner. This is normally a teacher within the English Language department, but
could be someone local from outside the centre. A group of neighbouring centres might
choose the same examiner to conduct all their tests. In such a case each centre is still
responsible for submitting properly completed forms and samples of recorded
interviews. (If a centre d e c i d e s t o u s e a n o u t s i d e r ( p r i v a t e p e r s o n ) to
conduct the oral tests, the DNEA will not be held responsible for paying such a person
for his/her services).

Centres with large numbers of learners using more than one examiner must make
arrangements for their examiners to undertake internal moderation so that a
common standard is applied to all learners.

Each centre must send the following to the DNEA: (1.1) digitally recorded sample on a
CD; (1.2) assignments of sample learners; (1.3) completed MS 1 Forms; (1.4)
completed Oral Assessment Summary Form(s). Examiners should take care to adhere to
instructions given on the forms regarding their completion and return.

1.1 Digitally recorded sample

Each centre must provide a sample of oral interviews, to be recorded on a CD.
The size of the sample required is given in the instructions on the back of the
Oral Assessment Summary Form.

The teacher responsible for internal standardisation at the centre must ensure
that the sample is representative of the whole mark range of the learners at the
Centre, with marks spaced as evenly as possible from the top mark to the lowest
mark. Where more than one examiner is involved, the sample must include, in
equal number, learners tested by all examiners.

For instructions on recording the samples see point 3 of this addendum. The CD
must be clearly labelled with details of the learners whose interviews have been
recorded.

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28
 1.2 Assignments of learners
The assignments must be submitted by the end of the second term to allow the
examiner to prepare for the examination. The assignments will be based on texts
chosen from a reading list divided into three genres: prose, poetry and drama.
Poetry is compulsory. For examination purposes one assignment will be
discussed in depth, and the other assignment will just be touched on. The
assignments will be internally assessed by the teacher and externally moderated.
The written assignments of the representative sample will be required for
moderation purposes to support the teacher’s award of the mark for speaking on
a literary topic.

During the conversation which follows the assignment based on the chosen
literary text, the learner may be expected to:

• read short extracts from written assignments;

• explain the meaning of various statements in the assignments and elaborate
on these;
• include aspects such as characterisation, style, setting, theme and the writer’s
attitude in his/her discussion;
• discuss the use of language in a text;
• give a personal response to the text.

1.3 Oral Assessment Summary Form

This is a document on which marks for each learner are to be entered in detail.
The order of the names on this form must be identical to the order of the names
on the MS 1 Forms. Instructions for its completion will be found on the reverse
side of the form.

Examiners should carefully check that all marks have been correctly calculated.
The Oral Assessment Summary Form must show the breakdown of marks for all
the learners, not just those selected for the sample. Please put an asterisk (*)
against the names of learners whose interviews have been recorded on the CD.

1.4 MS 1 Form
This is a computer-printed mark sheet, which is completed by transferring the
mark for each learner from the Total Mark column on the Oral Assessment
Summary Form. It consists of three parts:
• the first two copies should be placed in the envelope together with the CD
and other relevant documents sent to the DNEA;
• the third copy remains at the centre in case documents get lost or for future
reference, until after the results have been published.

The sample CD and assignments along with the completed MS1 and Oral
Assessment Summary Forms should be returned as specified as soon as the
oral tests have been completed. Examiners do not need to wait until the
final date of the assessment period before sending them to the DNEA.

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29
 2. CONDUCTING THE ORAL TESTS

The oral tests should proceed along the following lines:

Step 1 Start the recording. Give the learner’s number and name.

Step 2 Warm-up section: Welcome the learner and conduct a general conversation by
asking the learner a few questions about herself/himself, the school, etc. to
give the learner time to get used to the examination situation. The purpose of
this section of the test is to put learners at ease. As a guide, about 2 minutes
should be spent on this section.

Step 3 Main part of the test: Conversation based on the two chosen literary texts.
Either the examiner or the learner may start the conversation. This section of
the test should last approximately 10-12 minutes.

The total duration of the oral test, from the beginning of Step 1 to the end of Step
3, should be approximately 15 minutes.
Note that while Step 1, 2 and 3 must be recorded, only Step 3 is to be assessed.
The oral test must be conducted in English throughout.

Examination conditions must prevail in the area where the oral tests take place.
Adequate supervision must be provided to ensure that learners leaving the room for the
oral tests do not communicate with those waiting to enter.

No other person should be present during the oral test, with the exception of another
teacher/examiner, moderator or representatives of the DNEA.

Learners will be examined singly.

Learners are only allowed to bring their assignments into the examination room.

The examiner should be positioned so that s/he is facing the learner, with a table or desk
in between. Learners should not be able to see notes made on Oral Assessment
Summary Forms or similar paperwork.

3. RECORDING OF THE SAMPLE

Centres must ensure that their recording equipment is in good working order. Only
digital recorders must be used. The recorder and the CD should be tested on site, some
time before the actual oral tests, ideally with one of the learners. The warm-up section
of the test also provides an opportunity to check audibility. Where possible, it is
advisable to use a recorder with external microphones so that separate microphones can
be used for the learner and examiner. If only one microphone is used it should be placed
facing the learner.

It is important to check audibility levels before recording begins; adjustments to the

volume control during an examination should normally be avoided. Care should be
taken to avoid extraneous noise and long gaps. Checks should be made throughout the
oral testing session to ensure that voices on the recording are clearly audible. Once the
oral test has begun the recording should run without interruption and may not be
switched off.

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30
 The recording should begin with a clear statement by the examiner as follows:
Centre Number: [e.g.] NA 999
Centre Name: [e.g.] Abcxyz Academy
English First
Examination: 1220 Language
Examiner Name: [e.g.] Ms Z. Abced
Date: [e.g.] 15 September 2010

Each learner recorded on the sample should be clearly indicated on the recording
by the teacher as follows:
Learner Number: [e.g.] 1234
Learner Name: [e.g.] Abdi Zachariah

At the end of the sample the examiner should state clearly, “End of Sample”.
Before the CD is dispatched, spot checks must be made to ensure that every
learner is clearly audible. The contents of the CD must be clearly labelled.

4. GENERAL ADVICE
Please bear in mind the following when marking:

Be objective. Do not allow any knowledge of a learner’s personality and attitude

to influence objective assessment. (For example, knowledge that a learner is very
conscientious in her homework is irrelevant in assessing her oral test). If the
learner’s performance is affected because s/he faces difficult circumstances or
personal problems at the time of the test, this is a matter to be dealt with via
Special Considerations procedures, for which examination officers at centres
complete separate documentation. Oral Test examiners must not make any
separate allowance themselves in such cases.

Be realistic. Remember that it is not necessary for a learner to be of native

speaker standard to be given maximum marks within any single category, but
knowledge of a learner’s first language must not lead a marker to ignore particular
habitual errors and overlook inaccuracy.

Be consistent. It is important that the marking criteria are applied in the same way
for all learners at the centre, so that a reliable rank order for the centre is obtained.

Be positive. Marking the test should be seen as giving credit for what learners can
do, not penalising them for what they cannot do. (This does not mean that matters
of accuracy in, for example, grammar and pronunciation are to be overlooked, but
is a reminder that an NSSCO oral test is intended to credit positive achievement).

To conduct oral tests effectively, good examiners:

• always put learners at ease from the outset (smiling as learners enter the room,
indicating where they should sit, etc.), while maintaining a clear sense that the oral
test is being conducted in a formal examination situation;
• never walk about or distract learners;
• always appear interested, even in mundane matters;
• never interrupt with their own views;
• never correct mistakes;
• never show undue surprise or impatience;
• never give the impression that there must be “right” answers to questions;
• always bring the best out of their learners by asking ‘open’ questions which allow
learners to respond at length, not strings of ‘closed’ questions prompting yes/no
answers;
31
 • never indicate their opinion of the learner’s performance during or after the oral test
– a good examiner will normally send a learner out of the test smiling, no matter
how good or bad the learner’s performance has been;
• consult the examiners’ reports of previous years for assistance.

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 ADDENDUM B: MARKING GRID FOR WRITTEN ASSIGNMENTS (PAOER 3)
Assignments marked out of 15
Award a mark out of 3 for each the 5 aspects and add all the marks to get a mark out of 15.

Marks Understanding of text Understanding of task Supporting evidence Personal response Appreciation of literary devices
from the text
Demonstrates mature Demonstrates mature Able to draw relevant Communicates an informed Excellent recognition and
3 understanding of chosen understanding of task; is evidence from the text to Personal response to the appreciation of the writer’s use of
literary text able to respond to it support argument text studied characterization, structure and
competently/creatively. convincingly. language
Demonstrates a good Demonstrates a good Able to draw relevant Communicates personal Good recognition and
understanding of chosen understanding of the evidence from text to response to the text studied. appreciation of the writer’s use of
literary text, showing task and is able to support argument characterization, structure and
2 some ability to interpret respond to it at an language.
and evaluate themes and adequate level
attitudes
Demonstrates an Demonstrates Able to draw some Communicates a response Average recognition and
understanding of the understanding of the evidence from the text to which shows that some appreciation of the writer’s use of
1 chosen literary text, task and is able to support argument. points have been characterization, structure and
showing some respond to it. considered. language.
awareness of themes
and attitudes
Demonstrates a very No understanding of the Is unable to make Lacks a personal response. Lacks recognition and
0 vague understanding of task references to the text, appreciation of the writer’s use of
the literary text. characterization, structure and
language.

There is strong emphasis on individual interpretation and original thought; markers must not expect predetermined answer. Leave enough scope for the
learners’ self-expression.

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 ADDENDUM C: MARKING GRIG FOR ORAL DISCUSSION OF LITERATURE (PAPER 3)

Award a mark out of 10 in each category (Knowledge, Insight and discussion, Ability as a Speaker and Language Use). Then convert to a mark out of 20.
(30 × 2 = 60 ÷3 = 20)

Marks Knowledge, Insight and Discussion (10) Ability as a Speaker (10) Language Use (10)
9-10 Speaks about the text with familiarity and Can argue points of criticism at some length and An excellent control of language.
demonstrates a strong personal response. Takes an is involved in the conversation as an equal Alternatives come naturally in the flow of
interest in arguing from written assignment. taking an enthusiastic part in putting forward talk and emphasis and gesture aid
Excellent understanding of more difficult aspects statements of opinion. Frequently challenges the communication.
of underlying meaning and use of language teacher by asking questions and by changing the
direction of the conversation. Very fluent.
7-8 Knows and feels at home with the text. Can detail, Interacts well with the teacher, taking up Has a useful vocabulary and searches for
exemplify and help to structure the conversation occasional ideas unexpectedly and offering new alternative words to express more difficult
(though this may not be a consistent strength). directions. Speaks confidently and often with concepts. Communication will be strength.
Begins to take an interest in more difficult aspects some enthusiasm and versatility of tone.
of underlying meaning and use of language.
5-6 Displays a good overall knowledge of the text and Plays an almost equal part in the conversation Has a reasonable vocabulary and makes
is beginning to argue from the basis of points and initiates one or two ideas to engage the effort to choose words. Beginning to take
made in the written assignment. Provides more teacher’s listening. Speaks clearly, fluently and care over communicating clearly.
detail about character, setting and plot and shows occasionally at some length when given an open
some understanding of underlying themes and ended question.
meanings. Makes simple comments about style.
3-4 Displays a reasonable overall knowledge of the Listens to the teacher and responds successfully Has a reasonable vocabulary sufficient to
text and can explain points made in the written to questions and to comments. Still takes a explain some of the more complex ideas.
assignment. Can make adequate comments about slightly lesser part in the conversation but the Communicates clearly most of the time.
the character, setting and plot, and simple responses are reasonably extended. Speaks
comments about theme and author’s attitude. moderately and fluently.
Some initiative shown in the area of personal
response.
1-2 Learner’ knowledge of text is partial and often in Can respond to teacher’s questions and more Uses simple language to explain ideas and
terms of narrative. Discussion of features of text in obvious comments. Listens. Tends to take the communicates most straightforward ideas
its style limited to simple points. Can make lesser part in the discussion. Speaks clearly but adequately.
straightforward statements of personal response. less fluently.

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ADDENDUM D: MARKING GRID FOR DIRECTED WRITING TASKS (PAPER 1)

NSSCO FIRST LANGUAGE 1 2 3 4 5

Excellent control of Almost consistent use Sense of style with Functional style only Style not always
appropriate style of appropriate style occasional Vocabulary accurate appropriate, some
Some flair Range of thoughtful awkwardness but commonplace unclear
Total: 20 Wide range of wholly vocabulary Appropriate vocabulary Errors occurring Narrow range of
appropriate language Occasional errors only Range of coherent regularly sentence types
Almost completely sentences Errors occurring
accurate Surface errors not frequently
Content and Structure Enjoyable to read detracting from style
Excellent focus
1 Notable conciseness
Careful development of ideas 20-19 18-17 16-15 14-12 11-9
Particularly good structure
2 Ideas from passage explored at
some length
Consideration of detail
Good structure (introduction 18-17 16-15 14-12 11-9 8-7
sound)
3 Ideas from passage considered
but not fully developed
Satisfactory structure (including 16-15 14-12 11-9 8-7 6-5
introduction)
4 Task addressed but no consistent
development
Some attempt to focus on passage
Structure and sequence not a 14-12 11-9 8-7 6-5 4-3
strength
5 Hardly developed
Some ideas missing
Disorderly/unbalanced
Weakness in structure and 11-10 8-7 6-5 4-3 2-1
organisation

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 ADDENDUM E: MARKING GRID FOR CONTINUOUS WRITING TASK (PAPER 2)

NSSCO FIRST LANGUAGE 1 2 3 4 5

Original; imaginative; Thoughtful language; Purposeful; coherent Limited ability to
effective; excellent quite confident use expression; sound express thoughts;
vocabulary; advanced of idioms; vocabulary; adequate vocabulary;
Total: 30 structure; very good paragraphing likely to
paragraphing secure; paragraphing
paragraphing; be consistent; errors
Example: C3 +L4 = 13 effective; possibly inconsistent;
exceptional perception; evident but not too
30 almost error-free vocabulary; only distracting regular mistakes; but
occasional errors do not impede
Content and Structure reading
Interesting; original; definite
1 central theme; obvious
progression; convincing; 30-27 26-24 23-22 21-19 18-16
cohesive structure; exceptional
grasp of topic
2 Above average grasp of topic;
central theme apparent; ideas
selected for particular attention;
form/structure well considered 26-24 23-22 21-19 18-16 15-12
3 Competent work, showing sound
understanding on the level of
theme and character; coherently 23-22 21-19 18-16 15-12 11-9
organised
4 Some development, with some
helpful detail; lack of clarity
probably evident on occasions;
has some shape 21-19 18-16 15-12 11-9 8-6
5 Content and ideas simple; order/
sequence uncertain; may be
shapeless and/or undeveloped;
possibly prone to repetition 18-16 15-12 11-9 8-6 5-1

If the composition exceeds the prescribed length (500), the content is then penalized on aspects of cohesion, progression, etc. The same principle holds for learners who fail to
reach the prescribed length of 500 words.

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NSSCO English First Language Syllabus, NIED 2018