Published in 200
1 by the Guniculum Development Centre
P.O. Box G27,
Honiara, Solomon Islands.
Copyright O Ministry of Education, Solomon Islands, 200
1
All rights reserved.

i he d e v e h p m e ~ i
OF an!$ s ~ g l i s h
syllabus rose from the desire to make English
teaching aisd ~sasnir~g
paore natural and relevant Pas the needs of children in Solomon
Wsiands.
1 he syllabus reflects the principle that children learn any new language through
exposure fa and erse of its vseabulay and grammatical rules through activities that
promote reading, writing, speaking and listening in the target language.
The whsie language approach to English teaching allows teachers to use locasly
produced !earning materials which reflect the environment, customs, values and life
experiences of t h e children and therefore places English learning firmly within a
relevant, natural and meaningful context.
B regad the development of this teaching and learning approach as another
impsflanis step in our effsfis to provide meaningful learning experiences for our
children.
As the Minister responsible for the provision of education sewices in the Solomon
Islands, I now endorse the approval of this syllabus for use in primaq schoo1s
thrsughoul %he
Solomon Islands.
Minisaw of Education and Training

Acknowledgements
The Ministy of Education and Training is grateful to the foilowing people whose work has Bed
to the development sf this English syllabus:
Linda Puia, Sswisr Curricuium Development Ofiesr
Jacob Zikuli, Sswisr Curriculum Development Oficer
Kevin Walsh, Curriculum Advisor, Psimaw Education Development Project
Chris Lock, V S 8 Curricu%um
Counterpad
Consultants
Dr- Felicity Breet, English Education Consultant, Sunderland University, England, UK
Nguzu Ngumu English Teacher Writers
English Depadment, School of Education, SICHE
Funding Agencies
European Union
UK Depadment for International Development

Page
Fiz:ionale
2
Arns of English language education
3
Scopeandsequence
5
Standard One objectives
6
Standasd Two objectives
8
Standard Three objectives
10
Standard Four objectives
12
Standard Five objectives
14
Standard Six objectives
16
Assessment
18
Suggested timetable for Standards One to Six
19
Recommended teaching materials
20

Rationale for the inclusion of Er~gilsh
-
in 2he k~riw~arv
c,
English Ts one 04 the international languages af +he vwarld, the official language of
Ssiammir !sBands and the ~fecornmended
medium of inslruclion Bhrsugho~~t
the formal
sducatioa? system.
&y the : I ~ T E ~
children enter the formal ed~iicalioi
I systsvn they MJ~!! have already
acquired one or more languages. English should be graduaily introduced as an
additional language in a classrsom~
environment which aBBows children 'is
gain
confidence through the use of other languages as well as English.
From Standard Owe onwards, children must hear and see English used naturally
throughout the school day so that they can develop their own reading and ~!ritiwg
(literacy) skills and listening and speaking (sraey) skills in EngWish.
rhrsugk developing their literacy and oracy skills in English, ehisdrerrp wi!l be able 10
find pleasure and interest in stories, poems and other farms of writtsi-a and spoken
English. They will be able l o read and listen to stories and other forms of w~riting
about their own culture and the cultures of others. They will also be able to use their
literacy and oraey skills to succeed in other areas sf t h e school cusricu!uim as they
p~oceed
through their formal educatisra.
Later, as they grow to adulthood, they will gain access to R wealth of knowledge in
business, science and technology in English, and to the ack~aevsment
af their
e e o n s ~ ~ i c ,
social, political and cuitusa! potential.

Aims d
English language education
English is used as the medium of insfr~ction
in Solomon lslandskchool textbooks
and by teachers in aBI areas of the primav curriculum. Children learn much of their
English through immersion in an English-rich environment.
Daily English lessons, based on a whole language approach, should fuflher develop
children's abiiity 10 communicate confidently and effectively, in both speech and
writing, through encouraging the active involvement of children in developing their
listening ariid speaking (oracy) and reading and writing (8iteracy) skills.
Teachers need to expose their pupils to as much English as possible, in natural
contexts which are relevant and appropriate to the age and experience of the
children.
Using Nguzu Nguzu story books, teacher" guides and other materials, teachers are
encouraged to plan and implement a programme of varied learning activities to meet
the specific needs sf their pupils.
Aims in Oracy
To develop s~eetive
listening and speaking skills pupils should learn to:
I . listen, understand and respond to Engiish instructions, directions and
questions;
2. organise their ideas and present them in spoken Engiish in a way which is
appropriate to their purpose and that of their listener;
3. understand the ways in which the pronunciation of consonants and consonant
blends differ in English and the languages of the Solomon Islands;
4. understand and use the vocabulay, pronunciation and grammar sf standard
international English;
5. understand and use the vocabu%av
of all subjects sf the primay curriculum.

170
develop sftecteva reading and e~riting
skills pupils should learn 10:
I. view rsadin-sg and writing as both pleasurable and useful activities;
2. read silently, with understanding and enjoyment;
3, read, ua-~dsrstand
and respond to a wide range of texts, in a variety st styles
(genres) wri%len in natural English, across the primay curriculum;
4 . read aloud, accurately, fluently, with expression and with understanding;
5. write with appropriate accuracy and precision of handwriting, spelling,
punctuation and the organisation of text;
6. write confidently and expressively from their own experience and imagination
using a draft-discuss-tedrafi process;
7. unders8and that different forms of writing require writers to srganise their ideas
in paflicuiiar ways and to use the vocabulay and grammar of standard
international English

These scope and sequence labias:
+ guide teachers by suggesting the new words, phrases and grammatical rules of
English that pupils should be exposed to, by hearing and s e e i n g them used in
natural and relevant conteas;
+ help teachers to focus the pupils9 learning on some of the many words, phrases
and grammatical rules they have already been exposed to;
@ help teachers to focus pupil's learning on the English they will use in other areas
sf the primav curriculum;
4+ kelp teachers to evaluate their own effectiveness;
+ help teachers to assess teh strengths, weaknesses and progress of theri pupi!s9
English Language oracy and literacy skills;
+ enable teachers, teacher trainers and school inspectors to use the same
framework for pre-sewice training, classroom teaching and inspection of English
language teaching and learning activities;
Activities and objectives in the areas of Awareness, Knowledge and Skills are
outlined in the scope and sequence tables. It is recommended that teachers
re-teach each objective at regular times throughout the years to ensure that
children have an opportunity to develop full awareness, knowledge and mastery
of skills.

I
i Standard One:: Objectives
/ Civldreii shnuid beeorme aware of:
1
/ A1 the pleasure and usehrlness of reading and writing in English
1 2
t h e left to bplghl and top to $sfism orientation of letters, words and sentences in
English
I
1 A3. the way sxpssssion, or intonation in English carries meaning
i A4, the ways writing can help us remember? srganise our thoughts and
I
i
communicate across space and time
i
$
I
!
A5, the relationship between punctuation and expression,
P
I
eg commas & question marks
I
3
1 AS. the Er~glish
narrative form of story telling, with a clear beginning, middle
1
and end
1 A7, the sound and written form of English singular and plural nouns
/ AM. the ways in which verbs are changed to show \\when an action happened
A9. the anays in which contraetisns sound when spoken and look when written,
i
eg l"? /"/ & didnJt
-
I h
i s o d
iasrn about:
K1. vocabulay of common objects in their own classrooms and the local environment
1 K2. selected vocabulay from reading material
K3. vocabulav introduced in all subjects of the primay curriculum
K4. common and useful vocabulav,
eg common greet's,
days of the weeky times of the dax numbers- odinaal
numbers & ccolours
K5. determiners,
1 eg a, sri tile * some
1 KS, pronouns,
eg he, she, it, j7 we & they
1 K7. regular plural forms of common nouns,
eg dog-dogs
& dish-dishes
K8. formation of past tense verbs with -ed endings,
eg wajk-wajked & stop-stopped
i
K9. formation of some common irregular past tense verbs,
eg run-ran, buy-bought & am-was-were
1 M10. subject - verb - object sentence patterns,
1
eg The teacher opened the book.
?

(;LrjiI&!ren should learn to::
,z,rr'cj
uriderstar~d
the main ideas a%
a story
41~t~cj
a ! ~ ~ ~ t d e r s t ~ ~ ~ d
tnyrnes, poems, and songs
sirnpIe lnstructi~ns,
tubpn
speak
"-(=j n-cn
L ~ #
#qr p 5
-3-% O

\\.?.. ,-,, ,
-

:c
,.,.. ,.!,. :
,.,
:.-, . --.
2-,
L9@,ic~>b'.,~
t.,i.Q~
C;h;iiiidtre~j
should learn to:
e I
."-
, ,
i>,iriap~~~
ar~svivers
to a variety of question types
+
I IvZ;,--
". : I
. ; : . i f a x .
give: :sififepit2 instsuctions
*? cc>
slc-s,,
joiil tri ;tti.i.i%s
s.ioiriss, games, poems, rhymes, songs and drama
wgaks rjiic)
a
sibmp[e s$ov
i\\
n ,
i

:
3

I ~ 1 , .talk about t[neir o w r ~
experiences
~.
:$"
- !
, ":
a& :srhT]pis questions,
a
gcj j4flq12f.. , ljfh~..
. why..
7
C,"
i
'
b
.

<'--i
:::,jer, iojr> ~bq ;31*~(3
take t b j ~ i r f ~ r n ~ ~ O U P
talk
-s=iss
pradi[$ kbow a stoiy r~jight
continue
tv
,
4
=IL c:,,
J use voc;abs~lary
learn%
in ather areas sf the primav curriculum
*, .q -2
b /1 :s, pro~?c~e~ni'!ce
initial consonants clearly
r r,
g
C;hldren should learn to:
SI~!,
look at and understand stories
7
~.ec~gb"oBse
ail the letters sf the alphabet, upper and lower case
8
rsesgniss and say common words and phrases found in their stories
S
J

rpcognvss ail the Betters of the alphabet and the sounds they can
p~-c~du~ce
520 reo,ogn~~ss
familiar words by making use of initial letter sounds as clues
S k ! , rscsgnrss alphabetical order
$&?jc$i uc
a
Children should learn to:
<* P-, r
a,id;/?
v,
b$lrAte 17riejr O\\ngn names correctly
S2X ~~wixe
cornrnon words they've discussed and understood and check them in a
r,aisibye dictionzq~
when necessav
S3+, s~cs;iilise and form a![
the letters of the alphabet in a regular sine and
x1<lape,
slafling and finishing in %he
correct place
825,
fevrriite stories they have heard or made up, in their own words, with some help
Iron?
teacher
S2B. w-it@ about their own experiences

Standard ~ W Q :
Ob(aetlves
" j a P
C3%E[j!ren shmia aacome aware of:
dl, the pleasure and usefulness of reading and writing in English
2
difierewa Lypes 36 writing,
eg narralive sfoy9
& brhyme
9% the many uses of writing,
eg to remembesc, obsewe, repofl, ;,/an & communicate
A4, Ihe ways in which the purpose of writing determines the type of writing
A5. tkire value sf drafting, discussing and redrafiing a piece of writing with
improvements and changes
Knowledge
Children should learn about:
Kl. the pronouns, his, hers, theirs, mine and yours
K2, vscabula~j
relevant to all subjects in the primay ccrriculum and the local
esmm~unity
K3. t h e present simple, present continuous and past continuous tenses
K4. when to use commas, full stops, speech marks and question marks
K5, word order of phrases including adjectives or adverbs
K6. the repetition of adjectives (but never verbs or nouns) as intensifiers,
%?g
/t k Vew, r/eV hot.
K7, the formation of irregular plurals,
eg baby-babies S; person-people
K8, intonation patterns for questions and ways of using tone of voice to show different
emotions
K9, rules for forming regular comparatives and superlatives,
egr old, older & oldest
K1 Q. formation of more irregular past tense verbs,
eg swim-svvam & break-broke

1
0

tg-qs$f[@~~j~)@l
-&
ChiBdve:~
shodd learn to:
1 , lislan and 1-es,oond to questions, instructions and directions
2
isqsr~
and ~'nllav~v
ss%ones ~ ~ i t h
understanding
$ 3 11sit:n Q J ~ Z !
'r~di1
70r %heir
turn to speak
4
Ijsieru uawd iiear dide~er~ces
between p-f9 b-d & s-sh-ch and other eonssnants and
~,c~ii~x3~tar1~,
b[ec~d,a
\\
'
"
2
s $ ~ k
uui opportunities "r ilsten to English outside the classroom
S f islxew 10 aai-a recognise English stress pattems in stories, rhymes, poems and
songs
Speaking
Children shoukid Beam to:
f<?
i
ai
a7rswsc a variety a! q~~eslisn
types, srganiss ideas and choose appropriate Oanguag~
.-
S8. re%sil
a kns\\wn story
39 talk about a personal experience
$5 dOL
"siniskr off a story with a clear ending
S
J I. !el! a star)! (hey have 6made up themselves
S"u? expiaiin Ihheir reasons for a choice
S5 3p ask questia~s
mare confidently
Sl4, lake equal t u r n s in group talk
$35.
pror?eurlca clearly a range of vowels, initial and final consonants and consonant clusters
Reading
Children should learn to:
S16.
seek out sppo~unities
to read with the teacher and alone
SIT,
read and ubadeastand stories, rhymes, etc.
S4EIm
develop a range sf skills to identify and read known words,
sg a sight s~ocabulay
S18.
develop a range s
f
skills to identi5 and read new words,
eg using a picture due
S20. recagnise all letters of the alphabet in both lower and upper case
S21,
reesgnise, read and understand contractions,
eg %'I/?
didn Y 23 there 2s
S22- recsgnise punctuation marks, including full stops, commas, speech and question
marks and understand their purpose
S23. recognise irregular plurals in print
S24. use a picture dictionay
writing
Children shsuild learn to:
S25.
write all Betters sf the alphabet, upper and lower case, in a consistent style, size
and shape
$526.
write common letter strings,
sg - k g 8 -ed and words from a range of known vocabulary
S23, write simple words, phrases and sentences in story, list, message or letter form
and check spellings in a picture dictionary
S28. write new stories and books or rewrite known stories set in the past tense
S29. write for an audience other than their teacher

/ Standard f hree: Objectives
I Awareness
1
/ Children should become aware sf:
I
B
I Al. the many lases of reading in the local community and beyond
s g newspapers- [~asters,
legers, shop prices
' A2. the many uses sf writing in the local community and beyond
i
I
I
eg letters, djaries, shopping jists
1
I
!
the ways in which the purpose and likely listeners influence the level of formality o
I
informality of speaking,
eg f a / k i ~ g
to friends or talking to a visiting oflicia8'
i I A$, the ways in which the purpme and likely reaclers influence the type of writing,
I i
sg a poem, sfoyf repofl? list7 etc.
I 1 A5. the value of drafting a piece of writing, talking about it and then redrafiing it with
improvements and changes
/ Children should learn about:
j
K1. more complex vocabulay relevant to all subjects of the primay curriculum and
!
I
useful in the local and wider community
I
1 K2. future tenses
i ! K3. countable and uncountable nouns and agreement between the word^,
1
eg a, some & any and the correct verb forms
R
1 K4. conjunctions,
1
i
eg and, but, also
1
3
K5, markers used to show cause and effect,
I
I
eg if . . . then.. . . .
i
1 K6. markers used to show sequence,
I
eg first, then, after & Pinally
I
i
1
KT- joining simple sentences together to provide a variety of sentence types
I I / Kg. rules for forming irregular superlatives,
I
eg goodj better & best

Standard Three: B$sct%wse
$33 I ~ s ~ s n
and respond $0
more c~rnp!ex
questions and sequences of Insiructions,
eg 8flhyY
,
. ? MA6a t ifB 7
S2, Issten and adsntsfy the maen poina of a story as \\~vlaeiI as suppoqing details
S3. iis%e~
and dsfsrentia~e
between slo y
arid fa@$
4 iisten and difisrsntiate betwean the ssunds of English and t h e sounds of Pijin,
especially all vowel sounds, instia8 and final eonsonants and consonant clusters
5 seek out oppo~unities
to listen to English outside school
S6. give a sequence of instructions or directions
' 7 answer a variety of qusstlon types, organise ideas and choose appropriate
answers qe~ickiy
a ~ d
with precision
8
ask questions inciuding those beginning with, How ..... 7
8k Why ... .?
S9. express an opinion
S10.
develop confidence in the ability to adapt what is said to a specific audience
S11.
give their reasons for making a choice
S12, use tone of voice and appropiate rhythm and stress to convey meaning
Reading
Children should learn to:
S13. seek out oppo@unitiss to read alone
S14, read silently and with understanding
S15, develop a wider range sf skills to identify and understand new words,
eg context clues 22 phonic cGlues
S % 6 .
look for and reeognise prefixes, suffixes, and roots to help with new text
SITrn
read known stories aloud, with confidence and expression
S18. use a simple word dictionay
-
-
-
a
-

Children should learn to:
S19. write all leEers of the alphabet clearly and consistently in size, shape and spacing
S20. use the appropriate upper and lower ease leners in free writing
S21. write and illustrate short books, stories, diaries, repofls of their own experiences,
le8ers or messages in drafi form and then rewrite fol\\owing advice from the teacher
S22.
spell a wider range sf known words in their free writing and use a dicticanay to check
S23. spell correctly words with a prefix or suffix in their free writing
S24, use commas, full stops, apostrophes, question and speech marks correctly in their
writing
S25, write for audiences outside the c!assrsom
S26. use contractions appropriately in their writing

cpp;2;;ciir~b~
sjl aoyld i"ae~orne
zware of,
/2 , b h ~
i~l~ays
s i n which listening and speaking in English will help them in a range s
f

Eox,i m o
nationaE contexts at %he
present time and in their adult iives
L%2q i1hc2 vqsys
in iwhich reading and wriiing in Er3glish wil! help them in a range of
hcai 37x5 E Q B ~ ~ O S ~ ~ ~
contexts,
at ihs present time and in their adult lives
63, a rariga of different types sf spoken and written English, including; stories,
sports 06" iocaB events, news aepsfls, timetables and forms and the ways in
which xheir style is determir~ed
by the proposed audience and purpose
4 iha difiersnt jA!ays in wh4cl-i we alter our reading skills according to the type of
reading activity and our reasons for reading
the value of talking about writing in Engiish before wsiting a first draft and again
before w~riking
an improved final draft
3
the ways in vvhich English differs from the languages of the Solomon islands
i ~ 2 ~ 1 1 ~ i d i 6
Pijin, ~
in
terms of word order, pronunciation, intonation, rhylhm and
S119SS
Knowledge
Children shouid learn about:
K l . vmre complex v s c a b u l a ~
as used locally and nationally
KZn conJmon acronyms and abbreviations,
sg am, pm, PM, M e ern, m, UN
K3, wsrds of direction and place,
eg north, south, east, west, ejoser to, fuflher from, not far, a long way
K 4 prepositions for @ace and lime
sg in, at9 bg on, to
K5. words used to expiain a period sf time,
s g not long, Aajf an h o u ~
hajf a d a ~
too long
KG, Binking words,
eg and but, also, howeve< alfhough, e i t h e ~
nor
KT, question tags,
eg 770day9s Fridax 89sn3f
- YOU /ike fish, don't you?, . . . . You're sleep/, are you?
K8, wsrds used to form questions,
eg Can.. . , . ?, Wi/jOn
?, DB
~
a
*. '? IS..
. . . ?
K9, past and present tenses
KIQ, prefixes, suffixes and roots of words
K11. the spelling of a range sf words with silent letters
eg knife, write, yojk debt
K12, uncountable and countable nouns,
eg much or manx anybodg somebosd$/ or nobody

--
s k i [ i
s


p7
a)
a. "!pjidsr ranas o.! vocabu!ary as s~seb
i-mtionalBy and in a Iirnit'ed nurr~becf
of
+
jp+a,y
,,,8i,. I"~Z!$B,UJ.~
, ~ - % f . ' , 9 , s j P s ~
da/
GO~TI~BX~CS
S W G ~ I
8s spori, the er-ivironmsnfr and eurrs~rtt
affairs, iridRudin!
caryjpBgx vtxabuiay fr0rr3 s ~ b , j ~ ~ ' i ~
TOSS

the pgiimaiy S C ~ O O !
~ ~ , ; y i ~ ; ~ ~ j [ & ~
'l/im!
"
"
t . i ~ , a
:angG of ~i~oi-ds
wii,t$a srrniiar ~mear~it-ggs
(synoariyi~~s)
and opposites (ar~tonyms)
;?~:-xj :t~fof~ds
vvhich sound the sar-N'B~
but airs sps0t diflersipatlly (hornony~is)
" "rn.
&\\:$, connp3,ra%ivss
and superEalives
K$, a rmgs ID! prepositions as used in different contexts
etz; oiq h47on~fay
imorningm they 8rrPve atD he's angry bv~W%
mee the ireason f o~ ~ ~"
a
9C5, a range ' c ~ i
struct~uues
used to agree and disagree whilst talking in smal! groups,
.ia I caw see y ~ u r
point but ..,.. j t j ~ i w k
you're right ......
Yes? BY$
. . . . . i don Y agree tfiiifh that because., . . . .
6
a range of
structures used to persuade people t~ agree during small group
discussions,
eg. Don you f/m )b?k
r-
...-, / believe that ..,. ,. don" you"ahe fact is ... ...
a wider range of cajes to talk a$
length
" 'I-+(,
f
J

about ........ Exp/ain vvhat happens if -'.,...
. a
K8, alker,mmsfon tenses
K9 li-~-*
bse 06 ;!he
co~reet
articles for countable and uncountable nouns,
sg aarly y??giiQe
s d
o 7
h
%@
w a t e ~
much wafer
m y - $ea;-~s~
some beans, many beans
v
,X
,c,
PI tne spelling ~f a weder range 0%
words withi silent letters and consonant clusters
eg Chavist,~as,
taught enough, edge
K11. the meaning of the terms noun, pronoun, adjeetave, adverb, verb and preposition
K12, ways of Pinking two short sentences (or phrases) in speech and writing to
make a songsr complex sentence which is easy to understand
terms such as author, title, contents gags, index, catalogue, chapter, title and
subheading

, .
-
4
answer a wide range s.f q~resirja-.:
f:yr:>:;as arnd re:jl;:e,:;.,s ric: :l~:fnr~;,a.l,l~sn
~y :-ss;a~wding
quickly and aZ soins lsbr-iigi!-~
S5. agree and disngrea appropr'a+c?ly ir-
s
P.? 8
8 11
group debates
"
.

S6. use their skills of
persuadin,g, agreeing awt:l :jisaqresj;:g :? .:;i~cali group &;ba-ias
$57. discuss their ideas and tkei1; si,1gges"[~~;
S O [ ~ Y $ ~ Q : ~ ~ E
p:.rjb8ie-iq~
c:c~rlfjijefiiy,
:la!&j~g
and giving turns and avoiding being i;-?%er:ru~led
develop a wide rang6 ~f sifiiis to ide-..i,l;!>/,.:
;rlder.;.iakad
alb-d p:3r-!,L;:~8qce
913~q
: i J v ~ r c j ~
I -----
w
Reading
~ ~ ~ i ~ Sd~ rQ e~ rI ~~
il ,E
iin ~
ay ~
n
to:
$33. read an increasingly wiide range of le)cPs, i-.cilJJoi-ia ~ . ~ a g a z i w
ar:.ic'iss, reporis,
~
"
,

news repsfls and stories, and quickly idsn(rii;\\f
t;:-e r-paip Ific;eas arid van^ detail.--
without assistance
S10. read and understand implied or indirect ~2sa~:ing
S11. use skimming and scanning when readirag For i~frsrj~2azior7
S12. read descriptions of pracessss and sveip~.ts
snd idsn,iify the sequsncs o!everfts
and the method sf organisation used such 2,s cE-iror~u;iB~gical,
spatial 6~
general 10
detail
" ~
Sl3. seek out sppo~unities
10 read alone by ~aj~c.ji5g;
knaiQea,iaEs
~~fijb,;ci?
zre ot irj&ses.i 16,
them
a
S14. use the conventions of
upper case ane I O Y \\ , ~ F
C *
~
. S $
I@&I~s
z,ica p~ir;rc"ruatiow
. e
(capital letters, comrna,s, fuQh stops, qussiio.: s,,nd s p e c $ ! rn.i;:arks), %ke!s.
Tree
i.7:
writing
S15.
use a range of sentence types and Binb<ir:lg dev'ices t c ~
i;resA~ G. variety
of "set types which are clear, conc;ise aria csrnpre?censiva, rsdsail"ing where
h-IIJIar e*--ci~ir
to
necessay to restructure Bong confusing s ~ ' " I $ ~ ~ c &
IITIPO
si s
r i i ~ t ~ ,
$.A.~ , y l
understand ones
Sd6. use paragraphs to organise their writing
S17, use a taPk - draft - talk - redran process for the wri~ing
of longer: texts
S18. write shofier texts quickly, accurately and wii?kok;:i asskS8ance
S19. choose appropriate uocabulav 80 label diagrams and complete char%, posters
and maps
-"
"-"
--
d~
15

Standard Six: Objectives
-
Gk~ildren should become aware of:
0
an extensive range of diflerent genres of spoken and wriHen English, in
di~erent
contexts and t h e ways in which their form and style is determined by
rhe proposed audience and purpose
A 2 t h e value of disea~ssing
ideas in English before and during the drafting and
redraking process and on completion of longer pieces of writing
$43- %he
value sf speaking and writing, without lengthy preparation, both briefly and
at length
A tks many ways in which spoken and written English can difler in terms of style,
organisation and choice of vocabulav
A5. the ways in which English, as the official language of the Solomon Islands, is
used for communication
Knowledge
- ..
-----
p
-

Children should learn about:
K1. more complex vocabulav, including a range sf words from across the primay
curhculum
K2, synonyms and antonyms of known words and revision of homonyms
K3. prepositions
M4. a wider range of words with irregular spelling
eg peopje, Ieague, e h o i ~
sphere
K5. the use of rhythm and stress in more complex sentences
K6. additional ways of agreeing and disagreeing in small and large groups
KT. a range of words and phrases used when finding things out, such as questions,
question tags, summarising an issue and asking for confirmation and checking by
comparison
eg So, its fufiher fmm Honiara fo Auki than it is to Tu/agi7 is if?
K8. the meaning of noun, pronoun, adjective, adverb, verb and preposition

Standard Six: Objectives
Skills
Listening
children should [earn to:
$31. identi% the rhythm and stress of eveyday speech and how it is used
ks indicate main points and subordinate detail.
eg Noy it's
turn tts wash the dished
S2, Bislening to lhs reading of a wide range sf different texts or genres from Iscal,
nations! and international contexts and identify their source and purpose
S3, listen to a wide range of speech, talk or eonversation to identify the speaker's
mood and intention
Speaking: Children should learn to:
S4, use a range of strategies for requesting, checking and giving information and
assistance, face to face and by telephone
S 5 agree and disagree in diflerent ways during small and large group discussions ana
debates
S6, ask and answer an extensive range of question types, speaking at length where
appropriate
S7, speak at length, with and without preparation
S8. present short plays, improvised or scripted in class
S9. use the rules of standard international English for all pronunciation, intonation,
rhythm and stress
--
-
Reading: Children should learn to:
S18. read a wide range of texts silently, without finger pointing, and identify the main
ideas
S11. read a wide range of texts silently and quickly to pick out details as required
S12. read and differentiate between fact and opinion
eg jn aadveHising, newspaper editorials
Sd3. read and identify the writer's point of view or bias,
eg in news repofling
S14. read unknown texts with confidence and understanding, using a range of
strategies to deal with new words and new types of text
S15. use dictionaries and other reference books to support independent learning
S16. seek oppoflunities to read informative material which will enable them to enhance
their eveyday lives
Writing: Children should learn to:
S17, use a variety of sentence types, linking devices and paragraphing in all their free
writing
S18. use a talk - draft - talk - write process to write a range of different types including
letters, reports on local, national and international events, descriptions of
processes, poems and stories

Assessment
Teachers should csntinuaBBy assess the progress sf the children and base their
lessons ow the children" seeds rather than on the need to follow a prescribed
programme.
Assessments should be based on the objectives contained in the Engiish syllabus.
The accompanying Nguzu Nguzu Teacher" GGuides contain reminders for teachers Ba
make assessments at regular intewals. These reminders appear as questions to the
teacher, with a cross reference to a skill or knowiedge from the scope and sequence
tables in brackets, a s in the example below.
Continuous assessments should be made during lessons by obsewation of the
children as they pedorm classroom tasks. In this way the teacher can be quickly
alefled to children" learning diflicullies and can take steps to help overcome their
difficulties.

Suggested timetable far Standards Qna to Six
The whole Ganguage approach p r ~ m ~ o t e d
by this syllabus recognises lhat 3eariujriq (-i;ce
-
net taka place in a f~agrnentsd,
programmed way but that all aspects 05 lanquagf?
(iristening, speaking, reading and writing) are interrelated. For this reason, the tirnslabix
does not divide English into pssscribsd Issssns. The teacher madst design their own
tim-asiable lo suit the needs of ihe children and the activities they are involved rri.
Xeachars must provide a balanced programme Po cover ail the spscst~sd
learrring
objectives.
-
i he foiBswCng timetable is recon~mendsd,
although it may be adapted to suit iocal rassds
and circumstances.
I
Suggested timetable for Standards One to Six
Assembly and Registrailon
1
Christian Eda~cation
i
Language activities
talkng, poems, h p e s , shared reading, guided reading, oral activities, writing activi'lies, I~andn~hting,
spelling, gwmmar7 drama
Break
Language activities
"salbng, poems, hymes, shared reading, guid& reading, sml adivilies, w&ing ackkies, kaaeadwbting,
spelling, grammar, drama
.
-

Community Studies

Paiina~ El;agGlsE.a ln-se~viete
r~sierlals,
Materials incla~ds
Nguzu Nguz~ii
English In-sarvics Course books, posters and
booklets. T h e course book foarns panl of the in-service training offered by the
C~rrieuium
Dswsiopment Centre to launch the new Erglish C L A ~ ~ ~ C U B
it U L T
gives ~ ~
valudbls advece ow how t~ p k n and conduct varied and interesting Bessoi-ss and
ir?icluaes Isaeiing lschnlquss sueki as Shared Fleading and Guided Reading. A video
fiim entilled Teaching Reading atzcsmpanies the Primary English In-sewice Course.
Nguzu Nguzd English Teacher" guides for Standards One to Six,
Nguzu Nguzu English Teacher" Guides give ideas for English language iear~ing
aetivitsss based on %he
whose language approach recommended far Standards
One 1s Six. The guides suggest ways in which teachers can create a stimulating
learning environment in the classroom and make use sf the natural envisswment
outside the classrosn~-
Children" books and materialis for Standards One to Six,
Ngunu Nguzu w
s
a series of Issally produced stow books which refiiect the natural
environment, cuiturs and experience of the children. Guided Reading books contain
short rhymes and a variety sf texts in diReren8 styles. English Textbooks contain
varied activities based on a range of language genres found in the locality and based
on the cRi8daenk sown experiences. The Ngunu Nguzu Picture Dictionay ccotains
relevant vscabulay in picture and alphabetical sections.
The Ngunu Nguzu materials produced by the Curriculum Development Centre are
the recommended texts for all Primav schso!s. Additional texts may be used as
supplemsntay materials. Ngunu Nguzu English Teacher's Guides are carefully cross
referenced with this syllabus.



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last updated Sat Sep 01, 2012