GES-New-JHS-Syllabus-ENGLISH-CCP-CURRICULUM-FOR-B7-10 PDF

GHANA EDUCATION SERVICE (MINISTRY OF EDUCATION) REPUBLIC OF GHANA ENGLISH LANGUAGE COMMON CORE PROGRAMME CURRICULUM (BASIC 7 - 10) FEBRUARY 2020 English Language Curriculum for B7- B10 Enquiries and comments on this Curriculum should be addr...

GHANA EDUCATION SERVICE (MINISTRY OF EDUCATION) REPUBLIC OF GHANA ENGLISH LANGUAGE COMMON CORE PROGRAMME CURRICULUM (BASIC 7 - 10) FEBRUARY 2020 English Language Curriculum for B7- B10 Enquiries and comments on this Curriculum should be addressed to: The Executive Secretary National Council for Curriculum and Assessment (NaCCA) Ministry of Education P. O. Box CT PMB 77 Cantonments Accra Telephone: 0302909071, 0302909862 Email: [email protected] Website: www.nacca.gov.gh RATIONALE Language is both a medium of communication and a library in which the elements of culture are stored. It remains the most reliable means through which the elements of one’s culture and that of other people are transmitted from generation to generation. First, the study of English as a second Language will equip learners with effective communication skills that will provide them with an appreciation of the values embodied in the language and culture of others. In the light of present-day global development and technological advancement, the learning of a second language and the acquisition of literacy must promote the respect for the language and culture of others. Secondly, the special status of English as a language across the curriculum and as the official language of Ghana and the role it plays in national life including being the language of government business and administration, commerce as well as the media, makes it important that Ghanaian learners learn English as a second language. Also, to enable our learners become members of the international community, they must be exposed to English, the most widely used global language. This means that success in education at all levels depends, to a very large extent, on the individual’s proficiency in the English language. However, learners must first be given a strong foundation in their first language to make the learning of English easier for them as confirmed by research. It is for these and other reasons that English Language is a major subject of study in Ghanaian schools. PHILOSOPHY Borrowing from a variety of philosophical ideas like the interactionists and contextualists, this English Language curriculum is informed by two major ideas, namely the Developmental Theory and the Social Constructivism which is a built-up on the theory of cognitivism. Learners go through developmental stages as they learn language and research is clear that they develop language at their own pace as they interact with the social environment around them. Therefore, when learners are provided with a good social environment, they develop language faster than learners who are in a non-interactive and poor language environment. In teaching English Language, the curriculum adopts the socio-constructivist dimensions to learning. At school, language learning goes through the same developmental processes. Learners have in-built potentials to develop and acquire new languages while approximating grammatical structures as they learn to speak. As they interact, they gradually learn the appropriate language of the community. The social constructivist theory holds the notion that reading and writing are an active process of constructing meaning from print; hence, the use of their favourite phrase “meaning making” to describe how active the reader is in learning language and comprehending what s/he reads or hears. The teacher guides learners to decode text and supports them to engage and make sense of the texts they read. This is to ensure that good readers do not just take in a store of given information but make their own interpretation of experiences to elaborate and test those interpretations. Thus, a participatory approach should be emphasised to help learners connect language learning in the classroom to solving real world problems in their environment and world around them. The teacher should promote interaction and make learners active in their own learning. Learners’ differences in the language classroom should not be taken as a deficit, but provide the teacher with the background to support learners. Current definitions emphasise that language learning is not just reading and writing but also listening, speaking and thinking. It involves the knowledge and skills to engage in social and academic processes needed for effective functioning in the school and community. 3 © NaCCA, Ministry of Education 2020 GENERAL AIMS The general aim of the language and literacy curriculum is to enable learners develop an appreciation and understanding of the English language and to use it effectively, making meaning with it in ways that are purposeful, imaginative, creative and critical. SPECIFIC AIMS The overriding aim for the Language and Literacy curriculum (in both Ghanaian Language and English language) in basic schools is to promote high standards of language and literacy by equipping pupils with a good command of the spoken and written word to enable them to: acquire the basic skills that will help them decode any text; read age-level texts easily, fluently and with comprehension; cultivate the habit of reading widely for pleasure and information; acquire a wide stock of vocabulary and understanding grammatical structures as well as linguistic conventions for easy reading, good writing and speaking; write clearly, accurately and coherently, adapting their first language style in a range of contexts for varied purposes and audience; read with pleasure, literary materials and appreciate a great stock of literary repertoire; acquire the skill of self-expression and be able to communicate their ideas to different audiences to achieve the intended purpose; develop and cultivate the skill and ability to read the lines, in-between the lines and beyond the lines; and to find out hidden meanings and ideas. TEACHING AND LEARNING EXPECTATIONS Teachers are expected to: 1. guide and facilitate learning by generating discourse among learners and challenging them to accept and share responsibility for their own learning, based on their unique individual differences; 2. select English Language content, adapt and plan lessons to meet the interests, knowledge, understanding, abilities and experiences of learners; 3. work together as colleagues within and across disciplines and grade levels to develop communities of English Language learners who exhibit good communication skills and positive attitudes towards the learning of English Language; 4. use multiple methods to systematically gather data about learners' understanding and ability in order to guide the teaching and learning of English Language, and also to provide feedback to both learners and parents; 5. design and manage learning environments that provide learners with the time, space and resources needed for learning English Language. CORE COMPETENCIES In using this curriculum, we hope that certain core competencies will be developed in learners to help them develop our country, Ghana. These competencies include: 1. Critical Thinking and Problem-Solving (CP) This skill enables learners to develop their cognitive and reasoning abilities to analyse issues and situations leading to the resolution of problems. Critical thinking and problem-solving skills enable learners to draw on and demonstrate what they have learned from their own experiences to analyse situations and 4 © NaCCA, Ministry of Education 2020 choose the most appropriate out of a number of possible solutions. It requires that learners embrace the problem at hand, persevere and take responsibility for their own learning. 2. Creativity and Innovation (CI) This competence promotes in learners entrepreneurial skills through their ability to think of new ways of solving problems and developing technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this competency can think independently and creatively as well. 3. Communication and Collaboration (CC) This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life experiences. Learners actively participate in sharing their ideas, engage in dialogue with others by listening to and learning from others in ways that respect and value the multiple perspectives of all persons involved. 4. Cultural Identity and Global Citizenship (CG) This involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is done by inculcating in them a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competencies and attitudes acquired to contribute effectively towards the socio-economic development of the country and on the global stage. Learners build skills to critically identify and analyse cultural and global trends that enable them to contribute to the global community. 5. Personal Development and Leadership (PL) PL involves improving self-awareness, self-knowledge, skills, health, building and renewing self-esteem; identifying and developing talents, fulfilling dreams and aspirations and developing other people or meeting other people’s needs. It involves recognising the importance of values such as honesty and empathy; seeking the well-being of others; distinguishing between right and wrong; fostering perseverance, resilience and self-confidence; exploring leadership, self- regulation and responsibility, and developing a love for lifelong learning. 6. Digital Literacy (DL) DL involves developing learners to discover, acquire and communicate through ICT to support their learning and make use of digital media responsibly. LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS) A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are: - Knowledge, Understanding and Application; - Language Skills; 5 © NaCCA, Ministry of Education 2020  - Attitudes and Values. Knowledge, Understanding and Application Under this domain, learners acquire knowledge through some learning experiences. They may also show understanding of concepts by comparing, summarising, re-writing, etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in some new contexts. At a higher level of learning behaviour, the learner may be required to analyse an issue or a problem. At a much more higher level, the learner may be required to synthesise knowledge by integrating a number of ideas to formulate a plan, solve a problem, compose a story, or a piece of music. Further, the learners may be required to evaluate, estimate and interpret a concept. At the last level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning behaviours namely, “knowing”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain “Knowledge, Understanding and Application”. In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the learner will be able to describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired “knowledge”. Being able to explain, summarise and give examples etc. means that the learner has understood the concept taught. Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching, in most cases, tends to stress knowledge acquisition to the detriment of other higher-level behaviours such as applying knowledge. Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which the teacher has to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on formulae, remembering facts without critiquing them or relating them to the real world – surface learning – to a new position called – deep learning. Learners are expected to deepen their learning by knowledge application to develop critical thinking skills and to generate creative ideas to solve real life problems in their school lives and later, in their adult lives. This is the position where learning becomes beneficial to the learner. The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows: Knowing: This is the ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the ability to remember or recall concepts already learnt and this constitutes the lowest level of learning. Understanding: This is the ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based on a trend. Understanding is generally the ability to grasp the meaning of some concepts that may be verbal, pictorial, or symbolic. Applying: This dimension is also referred to as “Use of Knowledge”. It is the ability to use knowledge or apply knowledge, apply rules, methods, principles, theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover, etc. 6 © NaCCA, Ministry of Education 2020 Analysing: This is the ability to break down concepts/information into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points, etc., ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts, etc. Synthesising: This is the ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, organise, create and generate new ideas and solutions. Evaluating: This is the ability to appraise, compare features of different things and make comments or judgment, contrast, criticise, justify, support, discuss, conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some concepts based on some criteria. Creating: This is the ability to use information or materials to plan, compose, produce, manufacture or construct products. From the foregoing, creating is the highest form of thinking and learning and is, therefore, a very important behaviour. This, unfortunately, is the area where most learners perform poorly. In order to get learners to develop critical thinking skills, beginning right from the lower primary level, it is advised that teachers do their best to help their learners develop analytic skills as has been said already. Language Skills There are four main language skills to develop in learners at the primary level. These are: Listening Reading Speaking Writing Explanation of the meaning of the four skills is as follows: Listening This is the ability to accurately receive and interpret messages in the communication process. For example, the ability to listen to, understand and follow directions, instructions, etc. given in a language. Reading This is the ability to read and understand what is conveyed in a piece of writing. The reader must be able to read coherently and must be able to answer questions arising from the passage read. He/she should also be able to summarise passages read in his/her own words to show understanding of the passages. 7 © NaCCA, Ministry of Education 2020  Speaking This is the ability to speak a language clearly and in a way that will be understood by listeners. This is an oral communication skill that learners should be encouraged to practise to perfection. Writing: This is the ability to express one’s self clearly and comprehensively in writing. Writing may be in the form of simple sentences, short essays, compositions, summaries, letters, etc. Learning the English Language implies the acquisition of two major abilities or behaviours. These are “Knowledge and Understanding” and the “Use of Knowledge”. “Knowledge and Understanding” refers to the ability to identify and recall, for example, the principles of grammar acquired through instruction and further acquired through Listening and Reading. “Use of Knowledge” implies the ability to use the language in writing and in speaking. Beside the two dimensions are the four skills, Listening, Reading, Speaking and Writing. Listening and Reading are referred to as “Receptive Skills.” They are the skills through which a learner receives communication. Speaking and Writing are referred to as “Productive Skills” since these are the skills which require the learner to produce knowledge acquired through speaking the language and through writing letters, compositions, etc. ATTITUDES AND VALUES To be effective, competent and reflective citizens who will be willing and capable of solving personal and societal problems, learners should be exposed to situations that challenge them to raise questions and attempt to solve problems. Learners, therefore, need to acquire positive attitudes, values and psychosocial skills that will enable them to participate in debates and take a stand on issues affecting them and others. Attitudes i. Curiosity: It is an inclination or a feeling towards seeking information about how things work in a variety of fields. ii. Perseverance: This is the ability to pursue a problem until a satisfying solution is found. iii. Flexibility in ideas: It is the willingness to change an opinion in the face of more plausible evidence. iv. Respect for Evidence: It is the willingness to collect and use data in one’s investigation and also have respect for data collected by others. v. Reflection: 8 © NaCCA, Ministry of Education 2020 This is the habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by which the investigation could be improved upon. Values At the heart of the curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including the related pedagogy should be consistent with the following set of values: Respect: This includes respect for the nation of Ghana, its institutions, laws and culture and respect among its citizens and the friends of Ghana. Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views of all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion. Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based on the unique needs of learners and schools. Ghana’s learners are from diverse backgrounds, which requires the provision of equal opportunities for all, and that all should strive to care for one another, both personally and professionally. Commitment to achieving excellence: Ghana’s learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of contemporary technology. Ghana, thus, will instil the value of excellent service above the self. Teamwork/Collaboration: Ghana’s schools are to be dedicated to a constructive and team-oriented working and learning environment. This also means that learners should live peacefully with all persons with an attitude of tolerance and collaboration. Truth and Integrity: The curriculum aims to develop Ghana’s learners into individuals who will consistently tell the truth, irrespective of the consequences, be morally upright with the attitude of doing the right thing, even when no one is watching, be true to themselves and lawful beliefs, and be willing to live the values of honesty and compassion. Equally important, the ethos of the workplace, including integrity and grit, must underpin the learning processes to allow students to see and apply academic skills and competencies in the world of work. ASSESSMENT Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning. In this curriculum, it is suggested that assessment is used to promote learning. Its purpose is to identify the strengths and weaknesses of learners to enable teachers ascertain their learners' response to instruction. Assessment is both formative and summative. Formative assessment is viewed in terms of Assessment as learning and Assessment for learning. 9 © NaCCA, Ministry of Education 2020 Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. Information that learners provide the teacher forms the basis for refining teaching-learning strategies. Learners are assisted to play their roles and to take responsibility for their own learning to improve performance. Learners set their own goals and monitor their progress. Assessment for learning: It is an approach used to monitor learners' progress and achievement. This occurs throughout the learning process. The teacher employs assessment for learning to seek and interpret evidence, which serves as timely feedback to refine their teaching strategies and improve learners’ performance. Learners become actively involved in the learning process and gain confidence in what they are expected to learn. Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a period. The emphasis is to evaluate the learner’s cumulative progress and achievement. It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, one should try to select indicators in such a way that he/she will be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a criterion to be achieved by the learners. When one develops assessment items or questions that are based on a representative sample of the indicators taught, the assessment is referred to as a “Criterion-Referenced Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term or year. The assessment procedure one uses i.e. class assessments, homework, projects, etc. must be developed in such a way that the various procedures complement one another to provide a representative sample of indicators taught over a period. SUGGESTED TIME ALLOCATION A total of (Insert) periods a week, each period consisting of (Insert), is allocated to the teaching of English Language at Basic Seven to Basic ten. PEDAGOGICAL APPROACHES These are the approaches, methods and strategies for ensuring that every learner benefits from appropriate and relevant teaching and learning episodes which are timely assessed and feedback provided to the learner and other stakeholders, such as parents and education authorities. These approaches include the type and use of appropriate and relevant teaching and learning resources to ensure that all learners make the expected level of learning outcomes. The curriculum emphasises: i. the creation of learning-centred classrooms through the use of creative approaches to teaching and learning as strategies to ensuring learner-empowerment and independent learning; ii. the positioning of inclusion and equity at the centre of quality teaching and learning; iii. the use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind; iv. the use of Information Communications Technology (ICT) as a pedagogical tool; v. the identification of SUBJECT SPECIFIC instructional expectations needed for making learning in the subject relevant to learners; and vi. the integration of assessment into the teaching and learning process and as an accountability strategy. 10 © NaCCA, Ministry of Education 2020 Learning-Centred Pedagogy The learner is at the centre of learning. At the heart of the national curriculum is the learning progression and improvement of learning outcomes for Ghana’s young people, with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase, learners would be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the next phase, a compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with his/her group. At the primary school level, the progression phases are B7 – B10. The curriculum encourages the creation of a learning-centred classroom, with the opportunity for learners to engage in meaningful “hands-on” activities that bring home to the learner what they are learning in school and what they know from outside of school. The learning-centred classroom is a place for the learners to discuss ideas and through the inspiration of the teacher, to also actively engage in looking for answers, working in groups to solve problems, researching for, analysing and evaluating information. The aim of the learning-centred classroom approach is to develop learner-autonomy so that learners can take ownership of their learning. It provides the opportunity for deep learning to take place. The teacher should create a learning atmosphere that ensures that: learners feel safe and accepted; learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways; teacher assumes the position of a facilitator or coach who; helps learners to identify a problem suitable for investigation via project work; connects the problem with the context of the learners’ world so that it presents authentic opportunities for learning; organises the subject matter around the problem, not the discipline; gives learners responsibility for defining their learning experience and planning to solve the problem; encourages learners to collaborate in learning; and expects all learners to demonstrate the results of their learning through a product or performance. In a learning-centred classroom, It is more productive for learners to find answers to their own questions rather than have teachers providing the answers and their opinions. Inclusion Inclusion is ensuring access and learning for all learners, especially, those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access to quality education is being met. The curriculum suggests a variety of approaches that address learners’ diversity and special needs in the learning process, which when effectively used in lessons, will contribute to the full development of the learning potential of every learner. Learners have individual needs and different learning styles, learning experiences and different levels of motivation for learning. Planning, delivery and reflections on daily learning episodes should consider these differences. The curriculum, therefore, promotes: 11 © NaCCA, Ministry of Education 2020  learning that is linked to the learners’ background and to their prior experiences, interests, potential and capacities; learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the practical problems of everyday life); and the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance and also enabling them to assess their own learning outcomes. Differentiation and Scaffolding Differentiation is a process by which differences between learners are accommodated so that all learners in a group have the best chances of learning. It could be by task, support and outcome. Differentiation, as a way of ensuring each learner benefits adequately from the delivery of the curriculum, can be achieved in the classroom through: i. task, ii. pastoral support and iii. outcome. Differentiation by task involves teachers setting different tasks for learners of different abilities, e.g. in sketching the plan and shape of their classroom, some learners could be made to sketch with free hand, while others would be made to trace the outline of the plan. Differentiation by support involves the teacher referring weak students to the Guidance and Counselling Unit for academic support. Differentiation by outcome involves the teacher allowing students to respond at different levels. Weaker students are allowed more time for complicated tasks. Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving students progressively towards stronger understanding and ultimately, greater independence in the learning process. It also involves breaking up the learning episodes, experiences or concepts into smaller parts and then providing learners with the support they need to learn each part. The process may require a teacher assigning an excerpt of a longer text to learners to read, engage them to discuss the excerpt to improve comprehension of its rationale, and then guide them through the key words/vocabulary to ensure learners have developed a thorough understanding of the text before engaging them to read the full text. Common scaffolding strategies available to the teacher are: give learners a simplified version of a lesson, assignment or reading and then gradually increase the complexity, difficulty or sophistication over time; describe or illustrate a concept, problem or process in multiple ways to ensure understanding; give learners an exemplar or a model of an assignment they will be asked to complete; give learners a vocabulary lesson before they read a difficult text; clearly describe the purpose of a learning activity, the directions learners need to follow and the learning goals they are expected to achieve; and explicitly describe how the new lesson builds on the knowledge and skills leaners were taught in a previous lesson. 12 © NaCCA, Ministry of Education 2020 INFORMATION COMMUNICATIONS TECHNOLOGY ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected outcomes that this curriculum aims to achieve through ICT- use for teaching and learning are: improved teaching and learning processes; improved consistency and quality of teaching and learning; increased opportunities for more learner-centred pedagogical approaches; improved inclusive education practices by addressing inequalities in gender, language, ability; improved collaboration, creativity, higher order thinking skills; and enhanced flexibility and differentiated approach of delivery. The use of ICT as a teaching and learning tool is to provide learners access to large quantities of information online. It also provides the framework for analysing data to investigate patterns and relationships in a geographical context. Once learners have made their findings, ICT can then help them organise, edit and present information in many different ways. Learners need to be exposed to the various ICT tools around them, including calculators, radios, cameras, phones, television sets and computer-related software like Microsoft Office packages – Word, PowerPoint and Excel, as teaching and learning tools. The exposure that learners are given at the primary school level to use ICT in exploring learning will build their confidence and will also increase their level of motivation to apply ICT use in later years, both within and outside of education. Thus, the ICT use for teaching and learning is expected to enhance the quality and learners’ level of competence in the 4Rs. ORGANISATION OF THE CURRICULUM The English Language Curriculum is organised into strands, sub-strands, content standards, indicators and exemplars. Strands are the broad areas/sections of the English content to be studied. Sub-strands are the topics within each strand under which the content is organised. Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education. Indicators are clear outcomes or milestones that learners have to exhibit in each year to meet the content standard expectation. The indicators represent the minimum expected standard in a year. Exemplars serve as support and guidance, which clearly explain the expected outcomes of indicators and suggest what teaching and learning activities could support the facilitators/teachers in the delivery of the curriculum. 13 © NaCCA, Ministry of Education 2020 Curriculum Reference numbers A unique annotation used for numbering the strands, sub-strands, content standards and indicators in the curriculum for the purpose of easy referencing is shown below: Strand Number Class/Year B7.1.1.1.1 Learning indicator Sub-strand Number Content Standard Number Strand Number Sub-strand Number Content Standard Number Learning Indicator Class/Year Strand 3: Grammar Usage Sub-Strand 1: Grammar B7 B8 B9 B10 B7.3.1.1: Apply the knowledge B8.3.1.1: Apply the knowledge B9.3.1.1: Apply the knowledge B10.3.1.1: Apply the knowledge of word classes and their of word classes and their of phrases and clauses and their of phrases and clauses and their functions in Communication. functions in Communication functions in Communication. functions in Communication. B7.3.1.1.1. Demonstrate command B8.3.1.1.1. Demonstrate command B9.3.1.1.1. Identify and use noun B10.3.1.1.1. Use the noun clause and application of nouns in text. of the functions of nouns in phrases accurately in context accurately in context situational analysis 14 © NaCCA, Ministry of Education 2020 NOTE TO THE TEACHER Integration of Skills A key concept of this curriculum is the integrated approach to the teaching of language skills. This is because Listening, Speaking, Reading and Writing complement one another in use, while Grammar simply sets the rules for speaking, reading and writing correctly. It is, therefore, advantageous, at this level, to adopt an integrated approach in the teaching of language skills. This means, for example, that as you teach a writing/composition lesson, relevant grammatical issues must be raised and explained in relation to the writing task. Similarly, such a lesson must have significant aural and oral components. Another issue worthy of note is the integration of laudable human values. This is not to shift the focus of language lessons to preaching these values. Small doses of these values are fused into literature and composition as well as reading and oral work. Approach to Grammar It is important to point out that at the primary school, grammar is basically internalised. It must be seen as an integral part of listening and speaking and treated as such. The main task is to assist learners to learn to use the listed language/grammatical items correctly and fluently. These should be introduced in meaningful situations in the context of everyday activities, modelled adequately and practised orally by every learner. As much as is possible, the learners must not be bothered with grammatical terminologies, definitions and lengthy explanations of abstract grammatical concepts. Oral Language (Listening and Speaking) The section on Oral Work, referred to as “Listening and Speaking” in this syllabus, has the following segments: songs, rhymes, storytelling, dramatisation, conversation, listening comprehension, asking and answering questions, giving and responding to commands/instructions/directions, making and responding to requests and presentations. The purpose of each of these segments is to encourage learners to listen carefully, recite, sing, carry out instructions and speak English with confidence. In B1 to B3, the Grammar has been integrated into the Listening and Speaking as well as Writing aspects of the lessons. The teacher must give the segments their due weight, balance and influence in the teaching process. Above all, the teacher must endeavour to get his/her learners to speak English, as much as possible, for them to be able to acquire effective skills in speaking the English Language. Reading Material To help the teacher to achieve the indicators of the strand “Reading”, a list of topics for reading has been provided below. The topics have been carefully selected to help learners acquire vital information on health issues, as well as information on issues of current interests. The teacher is further encouraged to use his/her initiative in improvising and planning new materials. It is a requirement that each learner should read five books on different topics each term, that is, fifteen books per year. Supplementary Material The teacher is further encouraged to constantly look for other supplementary materials which will enhance the teaching/learning especially of the sections on “Listening and Speaking” and “Reading”. Materials that focus on comprehensive sexuality education, moral, ethical and social values such as honesty, diligence, integrity are particularly recommended. List of Topics for Reading The following list of topics has been selected to be used in developing materials for reading from B7 to B10. The teacher is encouraged to look for materials that may be relevant to these topics or select passages from other sources that will be of interest to learners at each class level. Materials for reading must also include the basic types of prose: narrative, descriptive, expository and argumentative, as well as bits of drama and verse. 15 © NaCCA, Ministry of Education 2020 The teacher should select relevant and interesting reading materials that will help improve learners’ understanding and use of English at all levels – B7 to B10. B7 1. Ghana’s Natural Resources – Gold, Diamonds, Bauxite, Manganese, Timber, Water Resources, Oil and Gas 2. Mining 3. Environment – degradation, preservation 4. Industrialization in Ghana 5. Energy conservation 6. Diseases and their prevention – Malaria, Diarrhoea , T. B., STIs, coronavirus, 7. Festivals 8. Destruction of water bodies 9. Adolescent reproductive health 10. Entrepreneurship 11. Exercise, health and diet B8 1. Tourism (Water falls, mountains, e.g. Afajato, Everest) 2. Modern Communication 3. Space Crafts 4. Banking 5. Sports and Games 6. Inventions – local and foreign 7. Communication – E-mail, Internet, print and electronic media 8. Diseases and their control – Guinea Worm, Bird Flu 9. Bad Farming Practices 10. Environmental degradation 11. Adolescent reproductive health 12. Entrepreneurship 13. Exercise, health and diet 16 © NaCCA, Ministry of Education 2020 B9 1. Governance – Forms (Communism, Socialism and Democracy) 2. Media – social, print, audio, visual etc. 3. Social, moral & cultural values such as honesty, diligence, patriotism, commitment, respect for elders, care for public property 4. Important Rivers of the World and Their Uses 5. Forest Depletion 7. Transportation – Land, air and sea. 8. ECOWAS, AU and UN 9. Drug Abuse 10. Climate change 11. Adolescent reproductive health 12. Entrepreneurship 13. Exercise, health and diet B10 1. Values: Attitude to work: loyalty, honesty, courtesy, assertiveness, hardwork, patriotism, tolerance 2. Water Resources/Bodies 3. Environmental Issues/ Natural Disasters e.g. Floods, Bush fires, sanitation etc. 4. Nature: The Natural Environment – Plants, animals, birds 5. Entertainment: Sports, Games, Music & Dance 6. Social issues e.g. Child Labour, Child Trafficking, Child Abuse, kidnapping, bribery and corruption, armed robbers 7. Diseases: AIDS, Malaria 8. Festivals 9. Transportation: Land, air, rail & Sea 11. Adolescent reproductive health 12. Entrepreneurship 13. Exercise, health and diet. 17 © NaCCA, Ministry of Education 2020  Scope and Sequence S/N STRAND SUB-STRAND 1 Oral Language 1. Conversation/Everyday Discourse 2. Listening Comprehension 3. English sounds 2 Reading 1. Comprehension 2. Summarsing 3 Grammar 1. Grammar 2. Punctuation and Capitalisation 3. Vocabulary and Spelling 4 Writing 1. Production and Distribution of Writing 2. Text Types and Purposes 3. Building and Presenting Knowledge 5 Literature 1. Prose, Drama and Poetry 18 © NaCCA, Ministry of Education 2020  BASIC 7 19 © NaCCA, Ministry of Education 2020  STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING) SUB-STRAND 1: CONVERSATION/EVERYDAY DISCOURSE CORE COMPETENCIES AND CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC STANDARD PRACTICES B7.1.1.1: B7.1.1.1.1. Use appropriate register in everyday communication (informal Communication and collaboration Demonstrate use of and formal) with diverse partners on grade-level topics/texts/issues appropriate language Identify formal situations. E.g. interactions between strangers on varied Critical Thinking and Problem orally in specific themes, announcements, standard for work, school and public offices and Solving situations business settings. Use appropriate language to participate in formal interactions. e.g. no Personal Development and slangs/jargons. Leadership Identify informal situations: E.g. casual or intimate relationship between friends and acquaintances, family and teammates, etc. Use appropriate language to participate in conversations in the following Cultural Identity and Global situations: Greetings, requests, encouragements, partings etc Citizenship (Examples of informal language include; slang words, jargons, contracted forms, non-verbal communication, ) Digital Literacy B7.1.1.1.2. Ask questions that elicit elaboration and respond to others’ Communication and Collaboration questions in conversation Identify words that can help give elaborate responses to questions in Critical Thinking and Problem conversation (e.g. why, how, for what reason). Solving Engage in conversation using these words to elicit elaboration e.g. Ama: Do you think babies should talk? Personal Development and Aziz: Yes leadership Ama: Why do you think so? Creativity and Innovation Digital Literacy 20 © NaCCA, Ministry of Education 2020  CORE COMPETENCIES AND CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC STANDARD PRACTICES B7.1.1.1.3. Use appropriate language orally to describe experiences about Communication and Collaboration oneself and others Critical Thinking and Problem Use Solving o language: tense structures, variety of sentences, figurative Personal Development and expressions etc Leadership o vocabulary: nouns, adjectives, adverbs, etc. to talk about one’s experiences and those of others in specific situations e.g. the Creativity and innovation hospital, shopping in a market/supermarket, at a bus Digital Literacy terminal/station, etc. B7.1.1.1.4.Listen to and give accurate directions to familiar places Communication and collaboration Use appropriate language (e.g. opposite, adjacent, a few meters away, ten Critical Thinking and Problem minute-walk /drive, turn left/right) and landmarks (church, mosque, hospital, Solving filling station etc.) to show direction. Personal Development and Direct people using a range of these vocabulary and expressions Leadership appropriately to given locations. B7.1.1.1.5. Use techniques (voice modulation and eye contact) for Communication and Collaboration effective oral communication Converse using appropriate voice (pace, volume, tone, stress) e.g. word Personal Development and and sentence stress. increase (noun) increase (verb). Leadership Maintain eye contact (look at the person speaking, maintain appropriate posture and facial expression) in conversation. Engage in conversation using voice modulation and maintaining eye contact. Monitor how your partner shows this in the conversation. 21 © NaCCA, Ministry of Education 2020 STRAND 1: ORAL LANGUAGE SUB-STRAND 2 :LISTENING COMPREHENSION CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES AND STANDARD SUBJECT SPECIFIC PRACTICES B7.1.2.1: B7.1.2.1.1. Listen to a level-appropriate text attentively and identify key Communication and Collaboration Demonstrate the information Critical Thinking and Problem ability to listen to Identify key points Solving extended reading o intent or purpose of the message (e.g. to inform, persuade, instruct). Personal Development and and identify key o assessing the speaker’s enthusiasm and passion for the topic. Leadership information o Identify main idea and supporting points. Read out and cross check the information written. B7.1.2.1.2. Listen to, discuss ideas and share opinions from a level- Communication and Collaboration appropriate text Critical Thinking and Problem Listen to and write key points from texts/speeches/presentations. Solving Discuss key points identified and share opinions. Personal Development and Leadership 22 © NaCCA, Ministry of Education 2020 STRAND 1: ORAL LANGUAGE SUB-STRAND 3 :SOUNDS (VOWELS, CONSONANTS AND INTONATION) CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES STANDARD AND SUBJECT SPECIFIC PRACTICES B7.1.3.1: Articulate B7.1.3.1.1. Produce pure vowel sounds in context (short vowels) Communication and English speech sounds Identify and produce pure vowels e.g. /a/, /i/, /e/ in context. Collaboration to develop confidence Distinguish between pure vowels (long and short vowels) in context. Critical Thinking and Problem and skills in listening Use pure vowels in speech. Solving and speaking Personal Development and Leadership B7.1.3.1.2. Produce pure vowel sounds in context (long vowels) Communication and Identify words containing long vowels e. g.part, peel, bloom. Collaboration Listen to and produce sounds as used in connected speech. Critical Thinking and Problem Solving Personal Development and Leadership B7.1.3.1.3. Produce diphthongs in context (centering and closing) Communication and Identify centering diphthongs e.g. /eǝ / /iǝ/ in context. Collaboration Identify closing diphthongs e.g. /au/, /ai/ in context. Critical Thinking and Problem Listen and distinguish between vowels and diphthongs in context. Solving Use vowels and diphthongs accurately in connected speech. Personal Development and Leadership 23 © NaCCA, Ministry of Education 2020 STRAND 2: READING SUB-STRAND 1: COMPREHENSION CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES STANDARDS AND SUBJECT SPECIFIC PRACTICES B7.2.1.1: Demonstrate B7.2.1.1.1.Read and understand a range of texts using monitoring and mental Communication and increasing confidence visualization strategies collaboration in independence in reading. Read narrative texts and create mental pictures to aid understanding. Critical thinking and problem Read fluently to build confidence. solving Engage in meaningful interaction with text and peers. Monitor for understanding and self-correct where necessary. Make connections with what is read to own experiences. B7.2.1.1.2. Use prediction to assess and improve understanding of texts Communication and collaboration Make predictions about the content of a text using; o Prior knowledge Personal development and o Typographical and visual features leadership o Text features o Organizational patterns o Organizational structure Ask questions to form ideas. Answer questions to elicit understanding (meaning). B7.2.1.1.3.Generate and answer questions to increase understanding and Communication and independent reading of fiction texts collaboration Read a text closely for implicit meaning. Write questions to guide reading. Look back at questions as you read and create a link with text. Provide and interpret evidence to support understanding. Answer questions accurately. Use the answers to identify the main idea of the text. 24 © NaCCA, Ministry of Education 2020  B7.2.1.1.4. Use text structure to understand and read texts independently Personal development and Interact with a variety of texts. leadership Examine the topic sentences that clue to a specific structure. Identify how the structure (how the information is organized) of the text Communication and influences meaning. These may include; collaboration o description, o sequence, o problem and solution, o cause and effect, and o compare and contrast. Use a graphic organizer to make a chart of the text structure. Write paragraphs that follow a specific text structure. Read independently and identify how text structure helps with understanding other texts. 25 © NaCCA, Ministry of Education 2020  CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES STANDARD AND SUBJECT SPECIFIC PRACTICES B7.2.1.2: Read, B7.2.1.2.1. Identify the main text features of a non- literary texts Communication and comprehend and Use samples of varied texts such as non-fiction – articles, formal letters collaboration interpret texts (business letters, newsletters) etc. to identify text features (Print, Graphic, and Organizational): Personal development and o Print Features: Title, Heading/Sub-Heading, Bold Print, Italics, Captions, etc. leadership o Graphic Features: Photographs with or without captions, Drawing, Diagram, Map, Graph, Chart, etc. o Organizational Features: Table of Content, Index, Glossary, etc. Discuss how the text features aid in the comprehension of a text. E.g. a. A title indicates the topic, subject matter or the main idea of an entire text. b. Bold print signals important vocabulary and/or a phrase that is integral to understanding the content of a text B7.2.1.2.2. Interpret non-fiction texts pointing out attitudes, opinions, biases Communication and and facts collaboration Write out essential questions. Personal development and Read the text. leadership Make connections between texts and personal experience. Research or make inferences and share opinions on biases and facts in texts. Distinguish between facts and opinions in a range of non-fiction texts. Interpret the different attitudes exhibited by the choice of words in texts to support understanding. B7.2.1.2.3. Interpret a non-literary texts showing personal responses and Communication and supporting responses with textual evidences collaboration Read a variety of texts discussing the main ideas. Personal development and Identify how writer’s choice of words and intentions contribute to meaning. leadership Differentiate viewpoints with textual evidence. Examine the impact of different viewpoints and how these contribute to meaning. 26 © NaCCA, Ministry of Education 2020 STAND 2 : READING SUB-STRAND 2: SUMMARIZING CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES STANDARD AND SUBJECT SPECIFIC PRACTICES B7.2.2.1:Demonstrate B7.2.2.1.1:Use summarizing to understand key ideas in a range of texts Communication and an understanding in collaboration summarizing Read a variety of passages and identify the main ideas. Analyze and decide what is important. Personal development and o Don’t write the same words as author. leadership o Think and write in your own words. o Ask, what’s the whole write up about? Restate or map out the gist/main idea and key details. Put up a defense for the choice/ answer. Restate main ideas in own words as far as possible. Identify main ideas in given paragraphs/ texts individually. B7.2.2.2: Demonstrate B7.2.2.2.1.: Determine and analyze central and supporting ideas of texts understanding of Communication and textual evidence that Read a variety of texts for main ideas. collaboration supports text Identify the main idea/topic sentence in the paragraphs. Identify supporting details and how these relate to main details in texts. Personal development and leadership Summarize main ideas of texts in own words and peer edit. 27 © NaCCA, Ministry of Education 2020 STRAND 3: GRAMMAR USAGE SUB-STRAND 1: GRAMMAR CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES STANDARD AND SUBJECT SPECIFIC PRACTICES B7.3.1.1: Apply the B7.3.1.1.1. Demonstrate command and application of nouns in texts and in knowledge of word speaking Critical Thinking and Problem- classes and their Solving functions in Compile a list of noun types (common, proper, countable and uncountable, Communication. concrete) from passages. Creativity and Innovation Construct sentences (simple, compound and complex) using noun types. Categorise irregular noun forms in passages e.g. mouse – mice, child – children, Communication and sheep – sheep, half – halves. Collaboration Use nouns forms (regular and irregular) in sentences. B7.3.1.1.2. Use types of pronouns accurately in texts and in speaking Critical Thinking and Problem- Solving Classify and use types of pronouns in simple, compound and complex sentences: o Personal Pronouns Communication and o Possessive Pronouns Collaboration o Relative Pronouns o Reflexive Pronouns Creativity and Innovation o Interrogative Pronouns o Demonstrative Pronouns B7.3.1.1.3. Use adjectives accurately in texts Critical Thinking and Problem- Solving 28 © NaCCA, Ministry of Education 2020  Communication and Construct sentences using adjectives directly before nouns. E.g. Tom is Collaboration an excellent singer Creativity and Innovation Construct sentences using adjectives with the verb "to be" to describe the subject of the sentence. E.g. Peter was very tired Use adjectives with sense verbs (sight, taste, smell, touch, hearing) or verbs of appearance to modify the nouns, which comes before the verb. E.g. The fish tasted awful. He seemed very upset. B7.3.1.1.4. Relate forms of verbs to everyday activities (Tense & Aspects) Critical Thinking and Problem- Present Tense Solving Use verbs that show present tense and aspect in sentences o simple present tense – I wash a car Communication and o present progressive – I am washing a car Collaboration o present perfect – I have washed the car o present perfect progressive – I have been washing the car Past Tense Use verbs that show past tense and aspect in sentence o simple past tense – I washed the car o past progressive – I was washing the car o past perfect – I had washed the car o past perfect progressive – I had been washing the car B7.3.1.1.5. Use adverbs to modify verbs accurately at the phrase and Critical Thinking and Problem- sentence level Solving Communication and Construct sentences using adverbs to give more information about the Collaboration verb. E.g. Sheslowly entered the room. Creativity and Innovation Construct sentences using adverbs to give more information about the adjective. E.g. The test was extremely difficult. Construct sentences using the first adverb to give more information about the second adverb. E.g. The cheetah runs incredibly quickly. 29 © NaCCA, Ministry of Education 2020  B7.3.1.1.6. Use conjunctions accurately to link ideas in everyday discourse Critical Thinking and Problem- Solving Construct sentences using coordinating conjunctions. E.g. for, and, nor, but, or, Communication and yet, and so Collaboration Construct sentences using correlative conjunctions. E.g. either... or, neither... Creativity and Innovation nor, and not only... but also. Use subordinating conjunctions to join ideas. E.g. because, since, as, although, though, while, and whereas Use adverbs that sometimes can function as a conjunction in sentences. E.g. until, after, or before B7.3.1.1.7. Demonstrate command of use of prepositions in discourse Critical Thinking and Problem- Use complex prepositions (more than one word) in constructing sentences. e.g. Solving consist of, in front of, on behalf of, in view of, in spite of, due to, near to, because of, by means of, by dint of (hard work), etc. Communication and E.g.: Collaboration o The tree is in front of the house. o The prefect spoke on behalf of the class. Creativity and Innovation Use complex prepositions to express: o place e.g. near/close to, in front of, out of, far from, by the side of, etc. o time e.g. in time of, about to, during the course of, at noon, for one week, etc. o reason e.g. due to, because of, on account of, as a result of, etc. o concession e.g. in spite of, apart from etc. B7.3.1.1.8. Identify and use determiners in text and in speaking Critical Thinking and Problem- Compile list of determiners from a text. Solving o Articles are the most popular types of determiners. E.g. definite article 'the,' indefinite 'a,' and 'an.' Communication and o Possessives provide context in a sentence by informing the reader what Collaboration belongs to the subject, such as 'our,' 'your,' 'mine,' 'their,' 'her,' and 'his' E.g. Her car is over there o Demonstratives (that, this, there, these, and those) identify an object based on its location. 30 © NaCCA, Ministry of Education 2020  Use determiners in providing context and specificity to the noun/pronoun of sentences. E.g. That cat is very fat. An apple fell from the tree. Is your coffee on the counter? Use nouns preceded by articles or determiners in meaningful sentences e.g. some oil, a chicken, the student etc. B7.3.1.2: Demonstrate B7.3.1.2.1. Demonstrate command and use of compound sentences command of Critical Thinking and Problem- structural and Construct independent clauses. Solving functional use of E.g. Kofi arrived late. sentences. He missed the exam. Communication and Collaboration Join two or more independent clauses to form compound sentences using coordinating conjunction (and, but, or, so, etc.) Creativity and Innovation Analyse compound sentences to identify the various independent clauses in them. B7.3.1.3: Apply B7.3.1.3.1.Use dependent and independent clauses appropriately in writing knowledge of clauses and in speaking in communication Recognize simple sentences as independent clauses Communication and E.g. We danced at the party. Collaboration Use knowledge of independent clauses to identify the part of the sentence that Critical Thinking and Problem- cannot stand as a dependent clause. Solving Analyse sentences to identify which part is dependent and which is independent clauses. Construct sentences by combining dependent and independent clauses. Creativity and Innovation B7.3.1.4: Demonstrate B7.3.1.4.1. Use conditional sentences in communication to indicate a possible understanding of the condition and its possible Critical Thinking and Problem- use of conditional result Solving tenses in Construct simple sentences using the future simple, e.g. We will go home communication tomorrow. Communication and Collaboration Construct complex sentences and analyse them to show the main clause and the subordinate clause(s), e.g. When we came, they were at a meeting. Creativity and Innovation When we came – subordinate clause 31 © NaCCA, Ministry of Education 2020  They were at a meeting – main clause Use if- clauses to construct conditional sentence type 1 (for indicating possible conditions and their possible results), e.g. If it rains, we will get there late. Analyse given conditional sentences (main clause and subordinate clauses) Discuss features of a conditional sentence type 1 In a Type 1 conditional sentence, the tense in the 'if' clause is the simple present, and the tense in the main clause is the simple future. E.g. I will be happy if you come to my party. The ‘If clause’ is the condition while Main clause is the result and the order of the clauses is not fixed. Conditional sentence type one is used to communicate real situations. Use conditional sentences (type 1) appropriately in communication (to indicate varied possible conditions and their possible results). B7.3.1.5: Demonstrate B7.3.1.5.1. Use passive sentences with correct passive verb forms for a range mastery of use of of functions active and passive Use the passive voice to: Communication and voice o Describe processes Collaboration o Talk/write about past actions when we do not know who did them o Talk/write about past actions when we know who did them Creativity and Innovation o Write reports and other formal texts. Construct a sentence in an active voice (subject, verb and object) Critical Thinking and Problem- E.g. The class won the game. Solving Reconstruct the same sentence into a passive voice. E.g. The game was won by the class. B7.3.1.5.2. Demonstrate command of use of reported speech: 32 © NaCCA, Ministry of Education 2020  Compose sentences in the direct speech and change them to reported speech. Communication and Report what people said (when speaking) in informal and formal situations e.g. Collaboration ’she said she would meet me after school’, ‘he said he was busy on Saturday and wouldn’t be able to come’, ‘you said there wasn’t any homework’, ‘he said he had Critical Thinking and Problem- been walking along the road when the car hit the tree’. Solving Talk/write about past events when we want to include what was said without using direct speech Write newspaper reports Creativity and Innovation B7.3.1.6: Show B7.3.1.6.1. Use question tags accurately understanding and use Listen to dialogues involving question tags of question tags in Identify statements with the question tags: Critical Thinking and Problem- communication e.g. ‘You’re not going to play football today, are you?’ Solving ‘You like tea, don’t you?’ ‘She’s older than me, isn’t she?’ Communication and Explain the two types of question tags Collaboration o Positive statements followed by negative question tags o Negative statements followed by positive question tags Creativity and Innovation Compose positive statements with their question tags and negative statements with their question tags. Ask a question when they think they know the answer, e.g. about arrangements, likes and dislikes, facts: ‘You’re not going to football today, are you?’ ‘You like tea, don’t you?’ ‘She’s older than me, isn’t she?’ 33 © NaCCA, Ministry of Education 2020 STRAND 3: GRAMMAR SUB-STRAND 2: PUNCTUATION AND CAPITALISATION CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES STANANRD AND SUBJECT SPECIFIC PRACTICES B7.1.1.1: B7.1.1.1.1. Identify and use punctuation marks (question, exclamation, full- Critical Thinking and Problem- Demonstrate stop, comma) in given texts Solving mastery of use of capitalisation and Identify and use question, exclamation, full stop, comma, in a given text. punctuation in Correct punctuation errors (question, exclamation, full stop, comma) in given Communication and communication paragraphs Collaboration Creativity and Innovation B7.1.1.1.2.Identify and use capitalisation accurately in writing Critical Thinking and Problem- Identify and use capital letters in a given text. Solving Correct capitalization errors in given paragraphs o the first word in every sentence o the pronoun ‘I’ and the interjection ‘O’ Communication and Collaboration o the names of persons and animals e.g. o the names of Planets, stars, and other heavenly bodies. Creativity and Innovation 34 © NaCCA, Ministry of Education 2020 STRAND 3: GRAMMAR SUB-STRAND 3: VOCABULARY CORE COMPETENCIES CONTENT INDICATORS AND EXEMPLARS AND SUBJECT SPECIFIC STANANRD PRACTICES B7.3.3.1: Demonstrate B7.3.3.1.1.Use vocabulary appropriately in specific contexts appropriate use of vocabulary in Use appropriate vocabulary in specific contexts and situations. Communication and communication E.g Collaboration o When ordering food in a restaurant, Critical Thinking and Problem- o When buying food items in a shop or market, Solving o When chatting with friends, when speaking to a neighbor, Creativity and Innovation o When writing a formal letter. B7.3.4.1: Demonstrate B7.3.4.1.1.Use proverbs to enrich communication Critical Thinking and Problem- understanding of use Solving Identify proverbs in stories. Communication and of aesthetic language to enrich Examine proverbs in context to figure out their meanings. Collaboration communication Find Ghanaian proverbs to match the English ones identified. Creativity and Innovation Use proverbs to construct meaningful sentences. 35 © NaCCA, Ministry of Education 2020 Strand 4: WRITING Sub-Strand 1:PRODUCTION AND DISTRIBUTION OF WRITING CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC STANDARD PRACTICES AND CORE COMPETENCIES B7.4.1.1: Develop, B7.4.1.1.1. Use cohesive devices (pronouns and basic conjunctions) to link organise and express sentences Creativity and Innovation ideas coherently Explain how or why cohesive devices are linked in sentences: Communication and and cohesively in Write simple, compound and complex sentences. Collaboration writing Use conjunctions to join clauses in compound sentences: and, but, nor, or, so, then, Personal Development and yet. Leadership Use subordinating conjunctions to join clauses in complex sentences: Critical Thinking and Problem o time clauses: when, before, after, since, while, as, until Solving o conditional clauses: if, unless Cultural Identity and Global o purpose clauses: in order to, so that Citizenship o reason clauses: because, since, as o result clauses: so that Digital literacy o concessive clauses: although, though, while o place clauses: where, wherever o clauses of manner: as, like, the way. Use pronouns in place of noun phrases, adjectival phrases and adverbial phrases to expand sentences. 36 © NaCCA, Ministry of Education 2020  CORE COMPETENCIES CONTENT INDICATORS AND EXEMPLARS AND SUBJECT SPECIFIC STANDARD PRACTICES B7.4.1.2: Create B7.4.1.1.2. Organise information in a logical manner and reorganise parts Creativity and Innovation different paragraphs (introduction, body, conclusion) of a paragraph in a logical order Communication and on a given topic Collaboration Write paragraphs with a topic sentence and supporting sentences Personal Development and Organise sentences in a logical sequence to create a coherent paragraph that is Leadership appropriate for the text type (narrative, descriptive, directions, short stories, Critical Thinking and Problem notices etc.). Solving Use logical connectors to link sentences in a paragraph: Cultural Identity and Global o ordering ideas: firstly, secondly, finally, etc Citizenship o addition: moreover, furthermore, in addition, etc o similarity: similarly, likewise, in the same way, etc Digital literacy o contrast: however, nevertheless, although, though, on the other hand, etc o cause/effect: because, therefore, as a result, consequently, etc o conditions: if, provided that, unless, etc o sequence in time: next, soon, after, then, la