PADDLE

Language
Introduction
This Language syllabus details the knowledge, skills and attitudes
that students should achieve in Elementary Prep, one and two in
their vernacular communication skills. These are expressed as
learning outcomes and indicators.
The learning outcomes are student-centred and written in terms
that enable them to be demonstrated, assessed or measured. The
outcomes are written to show the progression from one grade to
the next.
Each learning outcome is illustrated with a list of examples of the
kinds of things students should be able to do, know and
understand if they are achieving an outcome. These are called
indicators.
The learning outcomes and indicators will:
•
give teachers individually or in groups, the flexibility to write
programs and units of work, which should be developed to suit
local conditions and individual student needs
•
help teachers assess and report on students’ achievements in
relation to the learning outcomes
•
allow student achievement of the outcomes to be described in
consistent ways
•
help teachers monitor students’ learning
•
help teachers plan their future teaching programs.
In order for the students to meet the outcomes of this syllabus, the
teacher and the students must speak well the language of
instruction. Teachers need to read and write fluently the vernacular
of the students.
In Papua New Guinea vernacular means ‘tokples’, which is also
called ‘mother tongue’ in many countries. The vernacular in Papua
New Guinea could be one of the Papua New Guinea’s 850 local
languages including Tok Pisin, Hiri Motu and English.
In Language, a number of outcomes is identified for each grade
from Elementary Prep to Elementary 2. The outcomes are:
•
organised to show progression from one grade to the next
•
organised into strands which contain a family of separate
outcomes that are related to a particular themes—speaking and
listening, reading and writing
•
numbered to help teachers track similar outcomes linked to the
strands from one grade to the next
•
written to include all the essential knowledge, skills and
understanding a student should achieve in the Language
course
•
created using an active verb to ensure students actively
participate in the learning.
1

Elementary syllabus
In this Language syllabus all outcomes are presented in an
integrated way giving the teacher clear guidance on how this
course is to be organised and taught.
Although language is a means to communicate and understand
other subjects by learning through language, Language lessons
must be used to learn about language.
Oral English is introduced in the second half of Elementary 2.
Language is to be timetabled for 360 minutes per week in all
Elementary schools.
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Language
Rationale
The Elementary curriculum recognises and respects the languages
and cultures of different communities. Elementary education
fosters students’ pride in their own cultures and languages.
Education at this level is for three-years and is in students’ own
communities using a language that the students already speak
fluently. The school relies on and utilises local people for their
knowledge, skills, values and attitudes and resources which are
important in that community.
Young people should acquire high levels of language ability to
enable them to play a full part in modern society. They should
expand and extend their language use as it is essential to their
intellectual, social and emotional development. Students need to
acquire language skills and confidence in order to progress in key
learning areas. Students need to learn to use language in different
ways from expressive and artistic forms to finding information and
acquiring knowledge.
The curriculum aims to develop language skills in speaking and
listening, reading and writing whilst encouraging and extending
students’ skills to be active thinkers and confident users of
language.
Through programs based on this syllabus, students should gain
knowledge, skills and understanding. This will help them to
communicate their thoughts and feelings, participate in community
activities and learn to make decisions.
3

Elementary syllabus
Curriculum principles
Our way of life
Our customs, traditions and values
The syllabus provides for the growth of our cultural identity through
vernacular language skills and activities. It is through language that
important aspects of our country’s many cultures are transferred
from one generation to the next and between people who live and
work together but who originate from different cultures. Our
cultures, languages and communities are at the very heart of the
vernacular Elementary curriculum.
Ethics, morals and values
Papua New Guinea’s National Curriculum Statement emphasises
the process of socialisation and interaction. Students will
communicate their knowledge, skills, attitudes and spiritual and
moral values in their communities. They will learn how to
communicate for different audiences, purposes and situations. In
Elementary, students will learn to use language confidently in other
subject areas.
Multiculturalism
As a multicultural society, we must protect, promote and respect
our many cultures and languages. The diversity of our cultures is
the source of our knowledge, skills, attitudes and Melanesian
values. These values will be promoted and knowledge in language
and literacy will enable students to share understanding of these
with the rest of the world. In the same way, students will learn to
exchange understanding from stories and knowledge from the past
relating to their own communities and environments. In this way,
multiculturalism will be maintained and enjoyed while learning
experiences will be enriched.
Integral human development
Papua New Guinea is a rapidly changing society and faces many
challenges. To face these effectively, an individual must strive to
reach their full potential socially, intellectually, emotionally, mentally
and physically and work with other agents of education such as the
home, school and community.
The Philosophy of Education for Papua New Guinea, known as the
Matane Report, acknowledges the National Goals and Directive
Principles in the National Constitution and is based on Integral
Human Development:
4

Language
•
integral in the sense that all aspects of a person are important
•
human in the sense that social relationships are basic
•
development in the sense that every individual has the potential
to grow in knowledge, wisdom, understanding, skill and
goodness.
Citizenship
Through working individually, in pairs or in small groups, the
students will be guided how to relate responsibly to others and to
respect each others’ opinions, talents, traditions and beliefs.
Students will know that each citizen of Papua New Guinea has a
role in the growth of their country and that Papua New Guinea
herself belongs to a much larger global family.
Catering for diversity–gender
Gender is what it means to be a woman or man. Gender refers to
behaviours and attitudes that are accepted culturally as ways of
being a woman, femininity, and of being a man, masculinity.
Gender is culturally determined. In Papua New Guinea there is a
need to be mindful for the local cultural practices and values with
respect to traditional roles of females and males.
Catering for diversity–students with special
needs
Many students have special needs. These special needs may
include students who are gifted or disadvantaged, physically,
emotionally and intellectually.
5

Elementary syllabus
Teaching and learning
Elementary education is based on the children’s own languages
and cultures. The classes should have an integrated curriculum
which is organised under the following subjects—Language,
Cultural Mathematics and Culture and Community.
As well as learning skills and acquiring knowledge, students should
develop appropriate attitudes and an understanding of important
issues. They should have pride in themselves, their cultures,
languages and communities, as well as respect for other people
and their cultures and communities.
Teachers should be encouraged to develop activities using a range
of teaching methods, materials and other support resources that
are relevant and appropriate to students’ cultural and language
needs. Students should work as individuals and in groups.
Some students learn best through such activities as reading on
their own, working in small groups, talking with peers, observing,
drawing pictures, writing stories with others and finding information
for themselves. Most students use a combination of these.
Students should be encouraged to think critically about what they
are learning and to take responsibility for their learning. They
should learn to teach each other and learn from each other. They
should learn how to work things out for themselves and how to get
the information they need. They need to think in ways that make
sense by using their experiences, knowledge, intelligence and
imagination.
Flexibility
In Elementary, the school day is four hours long. The curriculum
and learning materials are based on activities, stories, culture,
beliefs and environment of the community. Teachers need to be
flexible during planning and teaching to allow for spontaneous or
unplanned learning experiences to take place any time during the
school day.
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Language
Thematic teaching and integration
Elementary teaching is integrated and based on meaning-centred
learning that is relevant to students’ lives and to the values of their
communities. The students’ learning is made easier if they take
part in activities that are interesting, have meaning for their lives,
have a purpose and allow them to learn in their natural everyday
learning style.
An integrated curriculum is organised into these areas of study,
Language, Cultural Mathematics and Culture and Community.
Literacy involves the ability to solve problems, learn useful
strategies, self-monitor and take risks in learning. Literacy occurs
in all areas of the curriculum. A balanced language program will
involve students with experiences that aid the development of their
own unique skills and strategies for use in reading and writing
practices. Teachers need to provide experiences for a student to
become a code breaker, meaning maker, text user and text analyst
in reading and able to develop and understand a range of written
texts.
The teaching of language must focus on real-life, lifelike and
focused learning experiences that ensure students know how to
use the skills and strategies they have developed on a range of
texts in a variety of contexts. Speaking, listening, reading and
writing occurs in all aspects of life.
The whole language approach has been an important aspect of
thematic teaching and integration in the past. In whole language
learning, the focus is on the natural way language is used to
communicate meaningful information rather than a set of rules.
This approach is based on the belief that students learn language
and literacy as naturally as they learn to walk and talk. Natural
learning is to learn things in the same way as we learn things
outside the classroom.
Research now suggests that this is a necessary part of a balanced
language program, but not sufficient on its own. Children also need
a set of skills to become code breakers, understanding the rules,
the vocabulary, the links between sounds and letters, along with
specific strategies to read and write different texts for different
purposes. Children must also be shown how to make meaning
from a text, the uses of texts and how people use words to make
us think, feel or believe certain things.
7

Elementary syllabus
Adults help children to learn language and literacy skills when they:
•
read to them daily and help them to notice the features of a text,
thinking and talking about how it makes them feel, what it
makes them think and understand
•
model writing many different types of texts, noticing the features
that make the text a story, a legend, a recipe, an address or a
set of instructions on how to make something
•
model story telling
•
teach children many ways to work out for themselves how to
read or write in the shared way of their community
•
help children to see that texts are made for specific purposes
and convey a shared meaning to all.
Inclusive curriculum
The curriculum must offer equal opportunities for girls and boys to
reach their full potential. It must meet the needs of all students
regardless of their abilities, gender, geographic location or cultural
and language backgrounds. Class activities and methods of
assessment must be targeted fairly at both female and male
students.
Relevance
Elementary education should be relevant to the social, spiritual,
and resource development needs of the student’s community. This
can be achieved by relating the skills and knowledge of subjects to
real-life situations. For example, in language, students can write
advertisements for products such as food or for singsing and
sporting events. People from the community could be brought into
the classroom to help teach a topic and assist the students with
projects such as making traditional bilas.
Student-centred learning
Student-centred learning recognises the fact that no two classes
are alike and no two children are the same in respect to their
needs. A teacher who uses a student-centred approach will provide
students with an environment that will motivate them to acquire
new skills and knowledge. The teacher will plan activities that meet
the needs and interest of the students.
8

Language
Multigrade teaching
Multigrade teaching refers to classes where there are students
from more than one grade with one teacher. The language course
needs to be implemented using a variety of approaches to meet
the range of individual learning needs in these situations.
Multigrade teaching is encouraged in Elementary. Teachers should
be aware that in all classes, students are of mixed abilities.
Teaching strategies for multigrade classes are appropriate in these
circumstances as well.
Multigrade teaching involves:
•
using peer work in small or large groups at different levels with
the same class
•
careful planning and organisation to provide supervision and
assistance during learning
•
annual intakes in small schools which previously only had
intakes once every two or three years.
A thematic approach is appropriate to use with multigrade classes.
Students of different grades can work side by side on similar
themes, such as food, environment, animals and cultural practices.
9

Elementary syllabus
Aims
Students who are literate in the language of the community will be
able to:
•
develop skills in problem solving, knowing what to do, planning
their activity and thinking for themselves
•
develop effective listening skills
•
participate effectively in oral discussion and share ideas and
opinions in other subjects and about issues in the local
communities
•
show interest in books, read with enjoyment and be aware of
different types of written texts
•
understand letter and word sounds, phonemes and have a
knowledge of their language to read and spell accurately
•
read, write and speak with confidence, fluency and
understanding in their vernacular language
•
use literacy to begin to extend their intellectual, social and
emotional development and appreciate the importance of
literacy as an integral part of any culture
•
become aware of the purpose and way writers of different types
of texts want to make us feel or influence us with the words
they use
•
begin to use a range of non-fiction texts to locate information in
all their school subjects and show an understanding of their
content
•
enjoy and explore language through creative activities such as
poetry, song, storytelling, dance and drama
•
develop handwriting skills
•
begin to plan, draft, revise and edit their own writing.
10

Language
Content overview
The content of this syllabus is organised in three strands. A strand
is a useful and convenient way of organising the learning
outcomes for a subject.
Each strand identifies a particular aspect of the subject. In each
strand, a typical progression of learning is outlined from one grade
to the next.
Language in Elementary Prep to Elementary 2 has three strands:
•
Speaking and listening
•
Reading
•
Writing.
Each strand is further organised into three substrands to allow the
content to be more clearly specified and described as learning
outcomes.
Each strand has three substrands:
•
Production
•
Skills and strategies
•
Context and text.
Production
This substrand gives the students opportunities to practise
speaking, listening, reading and writing in everyday learning styles
that are relevant and meaningful to their lives. The students
should be given opportunities to learn language and literacy as
naturally as they learn to walk and talk.
Students take part in language activities that are relevant and
meaningful to their lives in the community. They learn to listen to
stories and tell stories. They share their experiences with their
peers and express a personal point of view as well as contributing
in class and group discussions. They practise ways of reading
fiction and non-fiction texts for enjoyment and to gain information
and write a variety of texts or genres for different purposes and
audiences.
11

Elementary syllabus
Skills and strategies
This substrand gives students tools which they can use to make
sense of the language that they use in the classroom or come
across in their communities.
There are basic day-to-day uses of language. Therefore, students
should learn the rules for speaking, listening, reading and writing.
The students should develop skills and processes such as asking
and answering questions or presenting information in sequence.
They need to develop reading skills such as using pictures to help
them understand texts and responding appropriately to story books
and information texts. The students should develop writing skills
such as using order in stories, writing beginning and ending
sounds of words, and using capital letters and full stops correctly.
Context and text
This substrand helps students to look at how oral language and
written language are created and presented for different purposes
with different groups of people or audiences.
The word text, as used in this syllabus, refers to any spoken or
written communication performed by one person or many people.
There are factual and fictional texts. Factual texts include reports,
recounts, explanations, procedures, discussions, reviews, lists,
letters, invitations and recipes, while fictional texts include plays,
poems, stories and legends. Texts can be spoken as in
conversation and dialogue, or be visual or drawn as in photos or
diagrams, and recorded and presented in electronic form such as
fax and e-mail.
The word context, as used in this syllabus, means the people or
audiences and the purpose for which the text is created. Spoken
and written texts are used to interact with people or audiences. It is
important for students to know that the context or audience and the
purpose can determine the type of text to be created and
presented.
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Language
Table of strands and substrands for
Elementary Language
Strand
Elementary Prep
Elementary 1
Elementary 2
Speaking and
• Production
• Production
• Production
listening
• Skills and strategies
• Skills and strategies
• Skills and strategies
• Context and text
• Context and text
• Context and text
Reading
• Production
• Production
• Production
• Skills and strategies
• Skills and strategies
• Skills and strategies
• Context and text
• Context and text
• Context and text
Writing
• Production
• Production
• Production
• Skills and strategies
• Skills and strategies
• Skills and strategies
• Context and text
• Context and text
• Context and text
13

Elementary syllabus
Learning outcomes
Numbering of learning 0utcomes
Each learning outcome is numbered with three digits, such as 1.1.1.
The first number refers to the grade level. The second number refers to the strand. The third number refers to the outcome in the strand. Thus, 1.1.1
refers to an outcome at Elementary 1, strand 1 and outcome number 1.
Strand
Elementary Prep
Elementary 1
Elementary 2
Speaking and
P.1.1 Communicate with
1.1.1 Communicate with
2.1.1 Communicate with
listening
peers and known adults
people from the school
people from the
on familiar topics
community on familiar
community for a range
and introduced topics
of purposes
No outcome at this grade
No outcome at this grade
2.1.2 Respond to basic
English instructions
and messages
P.1.3 Use basic
1.1.3 Apply speaking and
2.1.3 Use speaking and
requirements of
listening skills in the
listening skills in a
speaking and listening
classroom and
range of roles
community
No outcome at this grade
No outcome at this grade
2.1.4 Compare
vernacular alphabet
sounds with English
alphabet sounds
P.1.5 Identify different
1.1.5 Adapt spoken
2.1.5 Use a variety of
oral contexts and
vernacular to suit
oral texts
situations
different day-to-day
spontaneously and
situations
appropriately
No outcome at this grade
No outcome at this grade
2.1.6 Say English words
and phrases in context
to suit the situation
Reading
P.2.1 Read and
1.2.1 Read and respond
2.2.1 Read
understand short
to a range of texts
independently using
predictable texts
own knowledge and
experiences
P.2.2 Develop strategies
1.2.2 Use a range of
2.2.2 Select and apply a
to read and understand
strategies to
variety of strategies to
short predictable texts
understand print and
interpret print and
picture texts
picture texts
P.2.3 Recognise that
1.2.3 Identify ways in
2.2.3 Interpret how texts
writing and pictures are
which writing and
are used for different
used to convey
pictures are structured
social and cultural
meaning for different
for different purposes
purposes
purposes
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Language
Strand
Elementary Prep
Elementary 1
Elementary 2
Writing
P.3.1 Use pictures and
1.3.1 Write texts for a
2.3.1 Plan, write, edit and
writing to represent
variety of purposes
publish fiction and
ideas and information
information texts
P.3.2 Recognise
1.3.2 Use a range of
2.3.2 Select and apply a
strategies that help
strategies to write
variety of strategies to
them to write
texts
plan, review and edit
texts
P.3.3 Recognise that
1.3.3 Identify some of
2.3.3 Identify ways in
pictures and writing
the purposes of writing
which print and pictures
are used for different
differ according to their
purposes
purpose and audience
15

Elementary syllabus
Learning outcomes and indicators
Strand: Speaking and listening
Substrand
Elementary Prep
Elementary 1
Elementary 2
Production
P.1.1 Communicate with
1.1.1 Communicate with
2.1.1 Communicate with
peers and known adults
people from the school
people from the
on familiar topics
community on familiar
community for a range
and introduced topics
of purposes
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• tell stories from their
• report on events and
• listen to and tell a wide
own community
activities from the
range of stories
• describe objects of
community
• discuss events in their
interest such as toys or
• retell main points of
own community
pets to the class
stories told or read
• make appropriate
• say short poems,
aloud
contributions in class
rhymes
• talk about a topic of
and group discussions
• discuss characters in
interest
• present brief reports to
stories
• tell stories from the
class groups on
• talk about their
community and
personal experiences
experiences
personal experiences
• listen to the viewpoint
• role-play characters in
• tell jokes and riddles to
of others and express a
stories told or read to
peers
personal point of view
them
• express feelings,
• give a series of oral
• rephrase sentences
needs and wants, likes
instructions
and ideas from stories
and dislikes
• respond appropriately
in their own words
• identify and describe
when others seek
• talk about own drawing,
objects, events and
information from them
writing and reading to
ideas
• speak in a way that
others
• role-play an imaginary
persuades and
• talk about favourite
character or situation
influences
books and stories
• help to formulate class
rules
• provide simple
explanations
16

Language
Strand: Speaking and listening
Substrand
Elementary Prep
Elementary 1
Elementary 2
Production
No outcome at this grade
No outcome at this grade
2.1.2 Respond to basic
English instructions and
messages
Indicators
Students will be
achieving this outcome
when they, for example
• take risks in using
English greetings
• respond to simple
requests such as
‘Please, close the door’
• give appropriate
responses to simple
questions
17

Elementary syllabus
Strand: Speaking and listening
Substrand
Elementary Prep
Elementary 1
Elementary 2
Skills and
P.1.3 Use basic
1.1.3 Apply speaking and
2.1.3 Use speaking and
strategies
requirements of
listening skills in the
listening skills in a
speaking and listening
classroom and
range of roles
community
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• use and respond to
• talk to the whole class
• plan questions to be
appropriate gestures
using an aid such as a
used in an interview
• use, ask and answer
big book or an object
• rehearse presentations
questions
• present information in
for a school assembly
• use appropriate tone of
sequence
• direct and control
voice
• improve their
discussions during
• make simple requests
vocabulary by saying
class meetings or in
things in different ways
small groups
• hear the different
sounds of the language
• listen to a partner and
• listen to the views of
accurately repeat their
others and add their
• listen to simple
message to others
own relevant ideas or
explanations and make
views
appropriate responses
• listen to a guest
speaker from the
• follow oral instructions
• give and follow simple
community and ask
on how to complete an
oral instructions
relevant questions
activity
involving one step at a
time
• respond to questions
• initiate ideas in group
appropriately
discussions
• join in with others to
say words that have the
• use and respond to
• ask help from others to
same sound
non-verbal
solve problems
communication such as
• hear the beginning, end
• listen to and share
facial expressions,
and middle sounds in
information with peers
hand gestures, body
words
• respond sensitively to
language
• talk to each other in
what others say
• listen to peers and give
pairs or small groups
• retell how to make
positive feedback
• take turns to speak and
things
• tell and understand
listen
• retell stories or events
jokes and riddles
• tell own experiences
to others
and retell stories
• notice rhymes, same
sounds at the
beginning, in the middle
and end of spoken and
written words
18

Language
Strand: Speaking and listening
Substrand
Elementary Prep
Elementary 1
Elementary 2
Skills and
No outcome at this grade
No outcome at this grade
2.1.4 Compare
strategies
vernacular alphabet
sounds with English
alphabet sounds
Indicators
Students will be
achieving this outcome
when they, for example
• say familiar English
sounds
• say or sing basic
English rhymes or
songs
• locate similar sounds in
both languages
• identify new and
different sounds in
English
• recite the sounds of the
English alphabet
19

Elementary syllabus
Strand: Speaking and listening
Substrand
Elementary Prep
Elementary 1
Elementary 2
Context and
P.1.5 Identify different
1.1.5 Adapt spoken
2.1.5 Use a variety of
text
oral contexts and
vernacular to suit
oral texts
situations
different day-to-day
spontaneously and
situations
appropriately
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• name situations at
• listen to a message
• use manners,
school such as
from a friend and
language gestures and
assembly, group work
change the language
body language
and playground where
for another audience
appropriate to the
language is used
• recognise different
setting
differently
ways of using spoken
• role-play situations to
• talk about the different
language to
match spoken texts
purposes of familiar
communicate face to
with informal and
spoken texts such as
face, to a crowd, on
formal settings
role-play, community
radio
• compare ways of
meetings, church
• greet people differently
talking in different
meetings
according to their
situations such as
• greet and respond
relationship
home, community
appropriately to others
• hear differences in the
meeting, classroom,
such as teacher,
way people speak in a
cultural activities
parents, brothers,
variety of situations
• repeat simple English
sisters, friends,
words, phrases, songs
ministers, wantoks
and rhymes
• control their voices
such as gently, loudly,
politely to suit the
situation
20

Language
Strand: Speaking and listening
Substrand
Elementary Prep
Elementary 1
Elementary 2
Context
No outcome at this grade
No outcome at this grade
2.1.6 Say English words
and text
and phrases in context
to suit the situation
Indicators
Students will be
achieving this outcome
when they, for example
• use simple English
greetings such as ‘good
morning’ before lunch
time, ‘hello’ and not
‘goodbye’ at
appropriate times
• select the right name
for the day of the week
• count objects in English
• say the names of some
common foods, colours,
shapes using English
21

Elementary syllabus
Strand: Reading
Substrand
Elementary Prep
Elementary 1
Elementary 2
Production
P.2.1 Read and
1.2.1 Read and respond
2.2.1 Read
understand short
to a range of texts
independently using
predictable texts
own knowledge and
experiences
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• read along with others
• role-play characters
• retell the main points of
in big book shared -
from stories
a big book story with
reading experiences
• read simple instructions
correct sequence and
• read simple stories with
and messages
details
a partner or in small
• read aloud to another
• read silently for periods
groups
person
of time
• select own book to read
• perform a simple
• read fiction for personal
with a partner
puppet-play to retell a
enjoyment and interest
• read own written and
story
• read information texts
picture texts such as
• read stories silently
to locate information
simple sentences, short
• pick out main ideas
• read big books aloud to
recounts of their
from big book
peers or younger
experiences, word lists
information texts
children
with pictures
• read texts from charts,
• choose appropriate
• look at books, charts,
posters, pictures
books for silent reading
posters and pictures
• read stories and
• read and understand
• ask and answer
rhymes with a partner
more complex
questions about simple
messages and
stories read aloud
• draw pictures to retell a
instructions
story
• relate personal
• dress up and perform
experiences to the text
• draw simple sketches
role-plays about main
or diagrams to show
• retell a story with
characters from texts
ideas from information
pictures or sequencing
texts
• recognise the structure
cards
of different types of
texts such as poems,
simple plays and
stories
• respond to text by
expressing own point of
view
• respond to stories by
relating them to
personal experiences
22

Language
Strand: Reading
Substrand
Elementary Prep
Elementary 1
Elementary 2
Skills and
P.2.2 Develop strategies
1.2.2 Use a range of
2.2.2 Select and apply a
strategies
to read and understand
strategies to
variety of strategies to
short predictable texts
understand print and
interpret print and
picture texts
picture texts
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• recognise that pictures
• use punctuation such
• summarise the main
aid reading and use
as commas and full
events from big book
them to understand texts
stops to help them read
stories
• ask questions about
and understand texts
• summarise the main
books read to them
• choose an appropriate
points from simple
• identify repetition of
book for reading by
information texts
words in big books
looking at the cover and
• respond to punctuation
reading the first one or
• use pictures to predict
marks such as full
two pages
what the story is about
stops, question marks,
• use pictures as an aid
commas when reading
• recognise words are
to reading and
separated by spaces
• recall parts of texts that
understanding
have been read to help
• recognise words are
• use pictures to predict
follow the story line
made of letters with
what is going to happen
distinct sounds
• make changes to texts
next in the text
by making up new
• recognise sentences are
• discuss the meaning of
endings or changing
made up of words
words from stories
names of characters
• recognise the pages of a
• use letter and word
• understand the plot by
book are numbered
cards to make words
identifying words in the
• recognise that a book
and simple sentences
text that indicate where,
has a cover page, has
• sound out and read
why, when and how
an author and is
aloud new words by
actions take place
illustrated by an
using knowledge of the
• locate information from
illustrator
sounds of their
a text to support their
• read from left to right
language
point of view
and top to bottom
• read past unknown
• retell how to make or
• sound out unknown
words to guess what
do something from a
words by splitting into
the word could be from
recipe or set of
syllables or sounds
the context
directions
• predict unknown words
• name the different parts
by looking at first letter
of a book such as the
and guessing a word
cover page, title page,
that makes sense
table of contents
• reread a sentence if it
• use sequence cards or
does not make sense
picture cards to show
• recognise the beginning
the order of events in a
and end of texts
story
23

Elementary syllabus
Strand: Reading
Substrand
Elementary Prep
Elementary 1
Elementary 2
Context and
P.2.3 Recognise that
1.2.3 Identify ways in
2.2.3 Interpret how
text
writing and pictures are
which writing and
texts are used for
used to convey
pictures are structured
different social and
meaning for different
for different purposes
cultural purposes
purposes
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• participate in shared
• talk about different
• discuss some of the
reading of different
purposes of written
different purposes of
types of texts such as
texts such as letters to
visual texts such as
poems, rhymes, chants,
send messages,
charts, maps,
narrative, lists, letters,
invitations to invite
diagrams, photographs
invitations, recipes,
guests, lists to help
• make things such as
advertisements,
them remember things,
bilums by following
procedures, reports,
advertisements to sell
written instructions
explanations,
things
• use maps to locate
exposition, discussions,
• recognise how different
things in the community
responses, reviews
types of texts such as
• display the different
poems, local recipes,
• work out meanings of
kinds of reading
simple plays, lists,
words from the context
materials such as hymn
legends are set out
• look at different pictures
books, newspapers,
• recognise how the
and say what they
letters, bills, shopping
author wants to make
mean
lists, bride price lists,
us feel from the text
diaries, calendars used
• compare pictures in
and words chosen
at home and in the
fictional texts with those
• identify a familiar
community
in information texts
product such as rice or
• draw appropriate
noodles by its label or a
pictures to match the
particular place such as
different types of texts
a shop or trade store,
church or health centre
because of a symbol or
sign used to identify it
24

Language
Strand: Writing
Substrand
Elementary Prep
Elementary 1
Elementary 2
Production
P.3.1 Use pictures and
1.3.1 Write texts for a
2.3.1 Plan, write, edit and
writing to represent
variety of purposes
publish fiction and
ideas and information
information texts
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• scribble and use
• write and publish
• plan, write, edit and
symbols to represent
different types of texts
publish fiction and
letters
such as poems,
information texts by
• label objects in the
rhymes, chants,
themselves, in groups
classroom such as
narrative, lists, letters,
and pairs
seat, table, door,
invitations, recipes,
• use appropriate
window
advertisements,
structures to sequence
procedures, reports,
• write their own names
different types of writing
explanations,
such as poems, plays,
• write titles for their own
exposition, discussions,
rhymes, chants,
pictures
responses, reviews
narrative, lists, letters,
• write a message to a
• use simple sentences
invitations, recipes,
friend
to retell their own
advertisements,
• write simple cards
experiences
procedures, reports,
• tell a story and ask
• use order such as a
explanations,
someone write it down
beginning, middle, end
exposition, discussions,
• contribute by making
in stories
responses, reviews
relevant suggestions
• write simple
• write simple letters to
when the teacher is
advertisements to
classmates, family or
modelling writing
advertise the sale of
imaginary friends
• model writing of a
things
• write advertisements for
variety of texts such as
• create their own stories
products such as food,
poems, rhymes, chants,
using simple sentences
singsing, sporting
narrative, lists, letters,
in groups, pairs and
events
invitations, recipes,
alone
advertisements,
• work together to write
procedures, reports,
and illustrate Big Books
explanations,
for the class
exposition, discussions,
• write messages for
responses, reviews
others in the class to
read
25

Elementary syllabus
Strand: Writing
Substrand
Elementary Prep
Elementary 1
Elementary 2
Skills and
P.3.2 Recognise
1.3.2 Use a range of
2.3.2 Select and apply a
strategies
strategies that help
strategies to write texts
variety of strategies to
them to write
plan, review and edit
texts
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• leave spaces between
• use order in stories
• use class proof reading
words or word-like
• improve work they have
as a guide to edit own
clusters of letters
written
and peers’ writing
• trace around cardboard
• self correct own work
• use capital letters and
letter shapes
full stops correctly
• use punctuation in
• copy letters and words
written work
• publish final copies of
from charts and
their writing for others
• use knowledge of letter
chalkboard
to read
sounds to spell words
• write some common
• identify spelling errors
• sound out and spell
words accurately
in written work
words using knowledge
without copying
of letter-sound
• spell most vernacular
• use the letter-sound
relationships
words correctly
knowledge of their
• change letter sounds to
• try to spell new words
alphabet to try to spell
make new words
even though unsure of
common words
the correct spelling
• write new vernacular
• vocalise words when
words using their
• write clearly using
trying to write them
knowledge of the letter
letters of uniform size,
• say and write beginning
sounds
shape, slope and
and ending sounds of
spacing
• spell common words
words
correctly
• re-read their own
• use approximation and
stories to see if they
• use script letters
some conventional
make sense
spelling
• form all small and
capital letters in the
• form basic letter strokes
vernacular alphabet in
and small and capital
script print correctly
letters from their
vernacular alphabet
• reread their own
sentences to see if they
• use standard grip to
make sense
hold a pencil
26

Language
Strand: Writing
Substrand
Elementary Prep
Elementary 1
Elementary 2
Context and
P.3.3 Recognise that
1.3.3 Identify some of the
2.3.3 Identify ways in
text
pictures and writing are
purposes of writing
which print and pictures
used for different
differ according to their
purposes
purpose and audience
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• model the use of a
• discuss purposes of
• select a type of writing
variety of texts such as
familiar written texts
for a particular writing
poems, rhymes, chants,
such as stories to read
purpose and explain why
narrative, lists, letters,
for pleasure, letters to
they have chosen it
invitations, recipes,
send messages to
• compare the features of
advertisements,
someone, lists to help
their own writing with
procedures, reports,
remember things
samples of similar texts
explanations,
• make a display of
• keep a record and
exposition, discussions,
samples of writing to
samples of the text types
responses, reviews
show some advantages
they have written
• talk about the purposes
of writing and recording
• examine models of text
of familiar written texts
information
types such as letters,
such as name tags to
• talk about times when
notes, simple reports,
show things belong to
people in their families
stories, poems and plays
someone, labels on
write
and discuss their
food packets, signs to
• discuss examples of
purposes and some of
advertise things
how writing and
their features
• talk about how pictures
pictures give
are used differently in
information to people
different texts
through things such as
• talk about why people
books, posters, signs
write
and newspapers
27

Elementary syllabus
Assessment and reporting
Assessment and reporting practices described here are detailed
further in the National Assessment and Reporting Policy and in
other support materials produced by the Department of Education.
Assessment
Assessment is the ongoing process of identifying, gathering and
interpreting information about students’ achievement of the
learning outcomes described in the subject syllabuses.
Assessment in Elementary schooling is the continuous process of
finding out what the students have learnt and still need to learn.
Elementary teachers should take into account Papua New Guinean
cultural values and use local cultural practices where appropriate
to assess and report students’ achievement.
Assessment at Elementary level should use a range of methods
with little emphasis on written tests. It should be based on the
learning outcomes and arise from the everyday learning
experiences of students. It is a process of:
• observing students at work
• conferencing or talking and questioning the students about their
work and how they are thinking and feeling – their attitude
towards work
• looking at work samples for information on what students can
do.
Through these processes teachers gather evidence of students’
learning.
Continuous assessment for young students is essential. Their
knowledge and skills are continually changing as they learn more.
It is important for teachers to be aware of what the students know,
can do and understand. When this information is known about the
students in the class, programming can be made more relevant
and meaningful to match the students’ needs..
Recording and reporting
Teachers must keep accurate records of students’ achievement of
the learning outcomes and report these achievements in fair and
accurate ways to parents and guardians, teachers, students and
others. Recording methods may include:
•
journal, diary or anecdotal notes
•
portfolios
•
progressive records
•
checklists
•
work samples with comments written by the teacher.
28

Language
Student reports should be based on assessement information
collected from ongoing assessment. Schools will decide how
reports will be presented to best suit the needs of their
communities.
When students first start school in Elementary Prep, parents and
guardians will be very eager to hear about their child’s progress.
Teachers should consider holding a parent-teacher interview either
at the end of the child’s first term at school or early second term.
In Elementary 1, teachers may decide to hold formal talks or
interview with parents and guardians half way through the year and
at the end of the year.
In Elementary 2, teachers may decide to hold formal talks with
parents and guardians in the middle of second term and provide
them with a written report at the end of the year.
Evaluation
Teachers will use assessment information to evaluate the
effectiveness of their teaching, learning and assessment programs
and to make improvements to their teaching practice in order to
improve student learning.
Schools may use whole school assessment data to evaluate the
effectiveness of teaching and learning in a particular subject or at
particular grade levels and make decisions on how to improve
student learning.
29

Elementary syllabus
References
Anstey, Michele 2002, Literate Futures:Reading, State of
Queensland, Department of Education, Brisbane, Queensland.
Derewianka, B. 1990, Exploring How Texts Work, Primary English
Teaching Association, Rozelle, New South Wales.
Hough, L. 2002, Language, Context and Meaning, Heinemann,
SydneyNew South Wales Department of Education 1998 English
Syllabus K-6, NSW Department of Education, Sydney.
National Department of Education
(NDOE)
National Department of Education 2003, Assessment and
Reporting Policy for Papua New Guinea, NDOE, Waigani.
National Department of Education 2003, National Curriculum
Statement, NDOE, Waigani.
National Department of Education 1998, Elementary Scope and
Sequence, Matane, P. NDOE, Waigani.
National Department of Education 1986, A Philosophy of Education
for Papua New Guinea, Ministerial Committee Report, (P. Matane,
chair) NDOE, Waigani.
30

Elementary syllabus
Language
Language
Elementary
Syllabus
Papua New Guinea
Department of Education
31

Elementary syllabus
Issued free to schools by the Department of Education
Published in 2003 by the Department of Education, Papua New
Guinea
Reprinted with amendments 2005
© Copyright 2003, 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 electronic, mechanical, photocopying, recording or
otherwise without the prior written permission of the publisher.
ISBN 9980 930 80 2
Acknowledgements
The Elementary Language Syllabus was prepared by the
Curriculum Development Division of the Department of Education
and was coordinated by Jaking Marimyas, Principal Curriculum
Officer.
The Elementary Language Advisory Committee as well as
community members, elementary teachers, elementary trainers,
provincial elementary coordinators, elementary inspectors,
educators and representatives from non-government organisations
have developed this syllabus through meetings, workshops and
trials.
This document was developed with the support of the Australian
Government through the Curriculum Reform Implementation
Project.
32
ii

Language
Language
Secretary’s message ..................................................................... iv
Introduction .................................................................................... 1
Rationale ........................................................................................ 3
Curriculum principles ...................................................................... 4
Aims ............................................................................................. 10
Content overview .......................................................................... 11
Learning outcomes ...................................................................... 14
Learning outcomes and indicators ............................................... 16
Assessment and reporting ............................................................ 28
References .................................................................................... 30
33
iii

Elementary syllabus
Secretary’s message
The current reforms in education have been in progress since
1992. The Education Reform has emphasised community-based
schooling, the use of vernacular language in schools, the
introduction of Elementary schools and the expansion of Primary
schooling to Grade 8 and increased access to Grades 9 and 10.
The syllabus is to be used by Elementary teachers (Elementary
Prep, Elementary 1 and Elementary 2) to teach students
throughout Papua New Guinea. This syllabus develops, extends,
links and builds upon concepts, skills and attitudes which flow into
Lower Primary (Grades 3, 4 and 5). This syllabus provides a sound
foundation for further learning in the reformed school system.
Students’ language abilities already gained in their home
environments must be respected, built on and extended. The
students’ first language is to be used as a medium of instruction for
the first three years of education. This will allow students in
Elementary to develop their thinking and decision-making skills, as
well as skills in speaking, listening, reading and writing in the
language that they speak fluently.
We learn our language by using our language. Language and
culture help us to know who we are. Elementary education will help
the students know who they are by using their culture and first
language. Papua New Guinea is the only country in the world to
recognise over 800 languages as official languages of the
education system.
Our students are entitled to a range of opportunities that will enable
them to acquire the values and attitudes of a progressing nation.
We need young people with the capacity to solve problems through
reading and discussing widely. They should be able to contribute
their ideas thoughtfully to make meaningful decisions.
Our villages and industries of the future will require young people
with imagination and creativity. Literacy enables our students to
gain information, think critically, develop ideas and form opinions
for our country, our province, our wantoks and for ourselves.
This Language syllabus encourages links with other curriculum
areas to provide a language learning context. It respects our
cultural diversity and traditions.
I commend and approve this syllabus as the official curriculum for
Language to be used in Elementary schools throughout Papua
New Guinea.
Peter M. Baki
Secretary for Education
34
iv

last updated Sat Sep 01, 2012