PRIMARY 5 and 6 ENGLISH SYLLABUS

  LEARNING OUTCOMES (MOE)

Pupils will:

Respond to a variety of texts and demonstrate a positive attitude

towards reading and language

a) Recall, talk and write about books read

b) Enjoy the creative use of language in e.g. similes, idioms, proverbs, stories and poems

c) Respond creatively and imaginatively e.g. retell a story from a character’s point of view

 

Listen for information from a variety of sources

a) Listen for a sustained period of time: when a classmate is making a presentation

b) Demonstrate understanding that body language and audio cues (tone, volume) convey meaning

c) Take down notes on main ideas and details according to an outline

d) Understand formal and informal English

e) Use knowledge of cohesive devices to follow what is being said: connectors to do with time, sequence, contrast, reason, choice, place, condition, cause-and-effect, purpose

 

Speak fluently and expressively on a range of topics

a) Use the stress patterns and rhythm of English appropriately

b) Use internationally acceptable pronunciation

c) Use an appropriate register

d) Vary pitch, tone, pace and volume as required

e) Use grammar appropriate to speech, and vocabulary appropriate to the topic

f)  Understand and use verbal and non-verbal cues appropriately

 

Present and develop ideas effectively in speech / writing for a variety of purposes and audiences

a) Plan and organise with purpose and audience in mind e.g. to present a summary of a group discussion, a role play

b) Select an appropriate focus and format, and develop main ideas relevant to the topic

c) Support ideas with audio / visual / print resources

d) Monitor and adjust presentation to sustain audience interest

e) Emphasise salient points

 

5  Write legibly, coherently and cohesively for different purposes and audiences

  • Write paragraphs that develop main ideas 
  • Compose multiple-paragraph texts that unify main ideas into a coherent whole 
  • Use details that elaborate on main ideas: examples, descriptions, 
  • personal experiences 
  • Use grammar, punctuation and vocabulary appropriately 
  • Use an appropriate register 
  • Draft, revise and edit a text with teacher / peers / individually 


 6  Demonstrate knowledge about language and text types from print / non-print / electronic sources

 

a) Understand and use appropriately terms relating to:

- books: cover, title, author, illustrator, page number, contents page, chapter, headings, sub-headings, index

- text types / media e.g. news story: headlines, caption, credit / byline

- software e.g. word processing: edit, spellcheck

b) Understand how the purpose of various texts is achieved through text organisation, grammar and vocabulary

c) Understand and use grammatical items and structures: see Chapter Three Grammar


7  Use reading strategies to construct meaning

  • Use phonological awareness strategies: 

- Use known parts of a word to make sense of the whole word

- Read aloud to check pronunciation and understanding

 

  • Use meaning-based strategies: 

- Construct meaning from visuals: pictures, charts, diagrams, symbols, graphs

- Monitor and confirm understanding of texts read e.g. read aloud, re-read, read on

- Use knowledge of cohesive devices: connectors to do with time, sequence, comparison, contrast, reason, choice, place, condition, cause-and-effect, purpose

- Use contextual clues: visuals, headings, sub-headings, word formation, punctuation

- Use prior knowledge: familiar words, word association, knowledge of the topic / similes / idioms / proverbs

- Skim for gist

- Scan for details

 

Explanations

  • Connectors to show cause-and-effect, reason, choice Modal auxiliaries 
  • Simple Present Tense 
  • Verbs and Verb Phrases 


 Expositions 

  • Adjectives, Adjectival Phrases and Clauses 
  • Connectors 
  • Simple Present Tense 
  • Verbs and Verb Phrases 


 Factual Recounts 

  • Adverbs and Adverbials 
  • Nouns, Noun Phrases and Clauses 
  • Past Tense 
  • Prepositions and Prepositional Phrases 
  • Pronouns 
  • Verbs and Verb Phrases 


 Narratives / Personal Recounts

 

  • Adjectives, Adjectival Phrases and Clauses 
  • Adverbs and Adverbials 
  • Compound and Complex sentences 
  • Connectors 
  • Direct and Indirect Speech 
  • Nouns, Noun Phrases and Clauses 
  • Pronouns 
  • Punctuation 
  • Tense: a range of tenses 
  • Verbs and Verb Phrases 
  •  

Information Reports

 
  • Adjectives, Adjectival Phrases and Clauses 
  • Language for comparing, contrasting, defining, classifying (e.g. are called, 
  • belong to, can be classified as, are similar to 
  • Pronouns: 3rd person  
  • Simple Present Tense  
  • Verbs and Verb Phrases  


 Instructions 

  • Nouns and Noun Phrases 
  • Simple Present Tense  
  • Verbs: Imperatives  


 Conversations and Short Functional Texts 

  • Adverbs and Adverbials 
  • Contractions of verb forms and modal auxiliaries  
  • Modal auxiliaries  
  • Prepositions and Prepositional Phrases  
  • Pronouns  
  • Questions, Answers and Negative Statements  
  • Tense: a range of tenses  

 

LEARNING OUTCOMES BY THE END OF PRIMARY SIX EM3

 

 

 Pupils will:


 

 

 1  Read and respond to a variety of texts and demonstrate a positive

attitude towards reading and language


  • Recall, talk and write about books read 
  • Enjoy the creative use of language in e.g. similes, idioms, proverbs, stories 
  • and simple poems 
  • Respond creatively and imaginatively e.g. create a different ending to a story 


 2 Listen for information from a variety of sources


  • Listen for a sustained period of time: when a teacher is giving an explanation 
  • Demonstrate understanding that body language and audio cues (tone, 
  • volume) convey meaning 
  • Take down details of messages e.g. time, day, date, activities and names 
  • Use knowledge of cohesive devices to follow what is being said: connectors 
  • to do with time, sequence, contrast, reason, choice, place, condition, 
  • cause-and-effect, purpose 


 3  Speak fluently and expressively on a range of topics


  • Use the stress patterns and rhythm of English appropriately 
  • Pronounce words clearly 
  • Speak to convey meaning using intonation 
  • Vary tone, pace and volume as required 
  • Use appropriate vocabulary 

  


 4  Present and develop ideas effectively in speech / writing for a variety

of purposes and audiences


  • Plan and organise with teacher guidance a simple presentation on a familiar topic 
  • Select an appropriate focus with teacher guidance when speaking / writing 
  • Support ideas with audio / visual / print resources 
  • Monitor peers’ oral presentation / recitation to ensure audibility and visibility 

5 Write legibly, coherently and cohesively for different purposes and audiences

  • Use cursive script 
  • Apply knowledge of spelling conventions and strategies to their own writing  
  • Write paragraphs that develop main ideas  
  • Use details that elaborate on main ideas: examples  
  • Use grammar and vocabulary appropriately  
  • Draft, revise and edit a text with teacher / peers  


  6  Demonstrate knowledge about language and text types from print / non-print / electronic sources

  • Understand and use appropriately terms relating to: 

- books: cover, title, author, illustrator, page number, contents page, chapter, headings, sub-headings

- text types / media e.g. brochure: heading, sub-headings, illustrations 

  • Understand and use grammatical items and structures: see Chapter Three  Grammar 

 

 

7 Use reading strategies to construct meaning

 

  • Use phonological awareness strategies: 

- Match spoken words to printed words

- Read common, irregular sight words e.g. the, have, said

- Decode words using common letter sounds / letter patterns e.g. th~, ~tion

- Use known parts of a word to make sense of the whole word

- Read aloud to check pronunciation and understanding

  • Use meaning-based strategies: 

- Construct meaning from visuals: pictures, simple charts, diagrams

- Monitor and correct own reading e.g. pause or repeat words / phrases to check that what is read makes sense

- Use knowledge of cohesive devices: connectors to do with time, sequence, comparison, contrast, reason

- Use contextual clues: pictures, title, simple charts and diagrams, headings and sub-headings

- Use prior knowledge: familiar words, word association, knowledge of the topic / similes

- Skim for gist

- Scan for specific information

 

Conversations and Short Functional Texts

  • Adverbs and Adverbials 
  • Contractions of verb forms and modal auxiliaries  
  • Modal Auxiliaries  
  • Prepositions and Prepositional Phrases  
  • Pronouns  
  • Tag Questions  
  • Tense: Simple Present and Past  


 Expositions 

  • Adjectives, Adjectival Phrases and Clauses 
  • Connectors  
  • Simple Present Tense  
  • Verbs  


 Factual recounts 

  • Adverbs and Adverbials 
  • Nouns and Noun Phrases  
  • Prepositions  
  • Pronouns  
  • Simple Past Tense  
  • Verbs and Verb Phrases  


 General Knowledge Texts 

  • Nouns and Noun Phrases 
  • Simple Present Tense  
  • Verbs  


 Instructions 

  • Connectors 
  • Simple Present Tense  
  • Verbs: Imperatives 
  •  

 

Lists


 

  • Nouns and Noun Phrases 
  • Quantifiers  
  • Verbs: Imperatives 
     
     

Narratives / Personal Recounts

  • Adjectives and Adjectival Phrases 
  • Adverbs and Adverbials  
  • Compound Sentences  
  • Connectors  
  • Direct and Indirect Speech  
  • Nouns and Noun Phrases  
  • Pronouns  
  • Punctuation  
  • Tenses: Simple Past and Past Continuous  
  • Verbs and Verb Phrases