1. General Learning Outcomes for the end of Basic Education

By the end of Basic Education learners will be able to: Use the English Language in a variety of situations and for different

purposes (Applications) Use the English language effectively and competently (Language

Competence) Use strategies to maximise their learning of the target language and

communication (Strategies) Apply the knowledge, skills and attitudes required to be effective global

citizens (Global Citizenship)In the area of Applications learners will have:

Developed a range of study skills and strategies which assist learning Developed techniques to maintain interpersonal relationships Developed skills to express a personal standpoint Developed skills to extend their knowledge of the world Developed skills to receive and provide information

In the area of Language Competence learners will have: Acquired a satisfactory, sound knowledge of English structures,

expressions and vocabulary and be able to use these to communicate about daily needs, familiar topics and areas of interest

Acquired satisfactory, all round competence in all four language skills and be able to communicate and comprehend information, opinions and feelings about daily needs, familiar topics and areas of interest

Developed an initial understanding and appreciation of the differences between Arabic and English languages and cultures and subsequently developed an understanding and appreciation of the value and role of their own language and culture

Developed an initial understanding and appreciation of a limited range of contemporary and classic English language Literature

In the area of Strategies learners will have: Acquired basic ICT skills which enable them to access the Internet and

benefit from on-line materials and resources Developed a basic understanding of the significance of English for the

purposes of international communications, business and trade Developed basic strategies that enable them to enhance their ability to

communicate in the target language Developed basic learning strategies that enable them to further enhance

their learning experienceIn the area of Global Citizenship learners will have:

Developed confidence in using the target language to interact and work with others effectively

Developed an understanding and appreciation of their roles as global citizens

Developed an understanding of basic human needs and rights and of their responsibilities as Global Citizens

Developed an understanding of historical and present day disagreements Acquired the knowledge, skills and attitude to be effective citizens

Syllabus for Basic Education, Bahrain 1

9 Years of English in Basic EducationSpecific Learning Outcomes

The Specific Learning Outcomes are a detailed realisation of the General Learning Outcomes at each grade and will enable stakeholders to monitor progress of learning, to plan and write materials and to plan assessment. Any programme which is derived from this syllabus will need to build in regular recycling.

Cycle 1By the end of cycle 1 learners will be able to operate at a basic level with reference to the following areas of the syllabus:

Applications Information Opinions

Grade 3 Describe location Share information on familiar classroom topics

Express a personal response to a variety of situationsExpress and ask questions about likes and dislikes

Grade 2 Share basic information (ask and answer)Describe classroom objects

Identify favourite people, pictures or events in a storyIdentify the emotions of characters in a story

Grade 1 Identify and name people and objectsExpress basic information, such as name and age

Respond to a topic, story, song or visual stimulusExpress a personal response to a topic, story, song or visual stimulus

Language CompetenceListening Speaking Reading Writing

Grade 3 Understand and extract the general idea from very short recorded passages dealing with familiar topics when they are delivered slowly and clearly

Interact at a very basic level in structured situations and short formulaic conversations, for example to request clarification and repetition or to make simple classroom requests Employ pronunciation at a basic level of accuracy

Understand words and very short phrases when there is clear visual supportRead from left to right

Write very short, simple, formulaic, sentence-level texts on familiar topicsUse full stops and capital letters appropriatelyEmploy basic IT skillsCheck spelling of common words

Grade 2 Understand and extract specific information from very short recorded passages dealing with familiar topics when they are delivered slowly and clearlyUnderstand short, simple classroom instructions and directions (TPR)

Respond with short or one word answers to questions about themselves, their daily needs and familiar topics Tell simple stories using isolated words and phrases Use very limited classroom language

Understand sight wordsUse a picture dictionary

Label picturesForm the letters of the alphabet and write from left to right

Grade 1 Understand very simple, short, repetitive stories Understand and follow very simple classroom instructions Identify the sounds of English as distinct from those of Arabic

Use isolated words and phrases to communicate daily needsProduce the sounds of English as distinct from those of Arabic

Recognise the letters of the alphabet as distinct from those of Arabic

Strategies Note: Learners at this level will need specific guidance from teachers to

employ and understand the usefulness of these strategies.

Cognitive: Social / affectiveGrade 3 Make use of a picture dictionary to check spelling

Begin to use language creativelyParticipate in group reading activitiesReflect on learning experiences

Grade 2 Memorize phrases from songs and storiesMake simple choices about activities and tasks

Listen to classmatesAsk a friend for help

Grade 1 Pay attention, for example when listening to a storyImitate words and simple phrases from songs and stories

Interact with classmatesWork in pairs / small groups

Global Citizenship

Syllabus for Basic Education, Bahrain 2

Grade 3 Concept of Citizenship: human context, belonging, loyalty, unity, developing and maintaining friendships, respecting differences between people Life Skills for Citizenship: participation, co-operation, taking responsibilities at home and at school, recognise bullying and how to deal with it

Grade 2 Concept of Citizenship: belonging, loyalty, taking responsibility for other living things, recognising and dealing with feelings of anger, understanding the relationship within the familyLife Skills for Citizenship: participation, co-operation; making choices and understanding the differences between right and wrong choices, making a contribution to the environment

Grade 1 Concept of Citizenship: belonging; developing awareness of the needs and feelings of others, recognising feelings such as bravery, disappointment, fear, worry Life Skills for Citizenship: participation, understanding how to deal with feelings in a positive way, recognising what is fair and unfair

Cycle 2

By the end of cycle 2 learners will be able to operate at a good basic level with reference to the following areas of the syllabus:Applications

Information Opinions

Grade 6 Share detailed information on a specific topicProvide and make use of dictionary definitions

Express degrees of probability and certaintyExpress satisfaction and dissatisfaction

Grade 5 Compare objects, people and placesShare information about events in the past or future

Express agreement and disagreementExpress interest or lack of interest

Grade 4 Describe people and placesDescribe a sequence of events in a story

Record and share thoughts and feelings, for example in self-assessment tasks

Language Competence Listening

Speaking Reading

WritingGrade 6 Identify the topic of a

discussion when it is articulated slowly and clearly Understand (and respond to) questions about themselves, their daily needs and familiar topics

Talk about themselves, their daily needs and familiar topics in both rehearsed and spontaneous conditionsRespond to questions about themselves, their daily needs and familiar topicsUse a range of classroom language

Understand and identify specific information in a basic range of text types such as instructions, menus, lists, personal letters, recipes, poems, emails, postcards, timetables, advertisements, articles, brochures, storiesUse a dictionary / the internet for reference

Write simple phrases and linked sentences about familiar topics and manage a limited variety of text types such as personal letters, projects, lists, emails, cards, messages, descriptionsWrite legibly in cursive script and use accurate punctuation and spelling

Grade 5 Understand and extract the general idea and / or specific information from short recorded passages dealing with familiar topics when they are delivered slowly and clearly

Employ pronunciation at a reasonable level of accuracyInteract with reasonable ease in structured situations and short conversations and manage routine exchanges

Employ, when guided, the skills of skimming and scanning appropriately to facilitate understanding of a textUnderstand high frequency / international signs and notices

Write simple phrases and sentences about familiar topics and manage a limited variety of texts types such as postcards, cards, descriptions, storiesEmploy the basic techniques of process writing when working on texts such as projects or stories

Grade 4 Understand (and respond to) formulaic questions about themselves, their daily needs and familiar topicsUnderstand and follow simple directions for example to find a place on a map

Talk about themselves, their daily needs and familiar topics using isolated phrases and simple formulaic expressionsRequest clarification and repetitionTell simple stories

Understand very short, simple texts with visual support on familiar topics such as instructions, poems, postcards, stories

Write simple isolated phrases and sentences and manage a limited variety of texts types such as postcards, cards, descriptions, stories on familiar topics

Strategies

Syllabus for Basic Education, Bahrain 3

Learners at this level will need some guidance from teachers to employ and understand the usefulness of these strategies.

Metacognitive Cognitive

Social / affective Grade 6 Find information using reference

materials and technical aidsPlan and work through tasks with other learnersProvide supportive feedback to others, for example peer correction

Evaluate their learning or those of others (self/ peer- assessment)

Grade 5 Associate new words with those previously learned, for example word building

Participate actively in lively and more focused learning activitiesShow a willingness to take risks and try different tasks and activities

Reflect with others on the listening, reading, writing process, for example when editing a written text (process writing)

Grade 4 Classify language into groups, for example lexical setsPlan ahead how to approach a simple learning task

Work independentlyWork effectively in pairs and groups

Talk about their work with others

Global CitizenshipGrade 6 Concept of Citizenship: human context, belonging, loyalty, unity, independence, education

Life Skills for Citizenship: participation, co-operation, critical thinkingPreserving Heritage: positive traditions and valuesDuties: conserving and developing resources, saving the environment

Grade 5 Concept of Citizenship: human context, belonging, loyalty, unity, independence Life Skills for Citizenship: participation, co-operation, critical thinkingPreserving Heritage: positive traditions and valuesDuties: conserving and developing resources

Grade 4 Concept of Citizenship: human context, belonging, loyalty, unity Life Skills for Citizenship: participation, co-operationPreserving Heritage: positive traditions and valuesDuties: conserving resources

Cycle 3By the end of cycle 3 learners will be able to operate at a satisfactory level with reference to the following areas of the syllabus:Applications

Information

OpinionsGrade 9 Discuss factual information and identify where there is

bias or implied meaningExchange and compare opinions and preferences on a variety of topics in a variety of situationsAnalyse and discuss emotions and feelings

Grade 8 Explain, sequence and summarise factual information for a variety of audiences

Express and substantiate opinions in formal and less formal situations (register and style)Express strong emotions

Grade 7 Ask and answer questions about a variety of texts listened to or read

Express and substantiate opinions on a variety of topicsExpress and explain preferences

Language Competence Listening Speaking

Reading Writing

Grade 9 Understand (and respond to) unrehearsed questions about themselves, their daily needs and areas of interestIdentify the topic and main points of a discussion when it is articulated in standard speechUnderstand a limited range of accents

Talk at some length about themselves, their daily needs and areas of interest in both rehearsed and spontaneous conditionsEmploy pronunciation at a good level of accuracy

Employ independently the skills of skimming and scanning appropriately to facilitate understanding of a textUnderstand both stated and implied meaning and lines of argument in texts related to personal interest

Write a variety of texts types such as informal and formal letters, emails, reviews and home pages and show an awareness of audience, style and register Employ the techniques of process writing when working on texts such as projects, stories or reports

Grade 8 Understand and extract the general idea and specific information from recorded passages dealing with less familiar topics when they

Interact with reasonable ease in less structured situations and conversations Sequence ideas for an audience, for example by

Understand the main idea and related points in a range of longer textsUse an English English dictionary /

Sequence ideas for an audience, for example by summarising the plot of a book or filmWrite fluently and use

Syllabus for Basic Education, Bahrain 4

are delivered in standard speech

relating the plot of a book or by describing real or imagined events

encyclopaedia / the internet for reference

accurate punctuation and spelling

Grade 7 Understand the main points in simplemessages and announcements Understand and follow directions and instructions

Respond to unrehearsed questions about themselves, their daily needs and areas of interestRequest clarification and repetitionUse a wide range of classroom language

Understand and identify specific information in a range of longer textsUnderstand text in both cursive and manuscript

Write short linked texts on topics of personal interest, both factual and creative

StrategiesLearners at this level will still need guidance from teachers to employ and understand the usefulness of these strategies.

Cognitive

Social / affective Metacognitive

Grade 9 Reflect on and generate generalisations for language use

Show an awareness of the achievements of self and others, for example not being over critical

Reflect on own learning style and identify specific learning needs

Grade 8 Make comparisons between English and ArabicMake use of an English / English dictionary

Show support and tolerance for other learners’ learning stylesRespond to feedback from teacher and peers

Monitor own speech and writing for persistent errors

Grade 7 Make use of graphic representations such as mind maps

Collaborate with other learners on longer tasks, such as projects and process writing tasks

Make use of a variety of strategies for coping with new or unknown words in texts

Global Citizenship

Grade 9 Defining Citizenship: effective citizenship, belongingLife Skills for Citizenship: communication, participation, co-operation, critical thinking, ability to negotiate, debating, tolerance, taking wise decisionsPreserving and Maintaining National Heritage: positive traditions and values, art, folkloreGlobal citizenship: Bahrain and the worldBasic Constituent for a Society: family, social societies, voluntary workRights: economical and social rightsDuties: taking responsibilities, offering services to others, preserving and developing resources, preserving public and private properties, respecting the law and others’ freedoms

Grade 8 Defining Citizenship: effective citizenship, belongingLife Skills for Citizenship: communication, participation, co-operation, critical thinking, tolerance, taking wise decisionsPreserving and Maintaining National Heritage: positive traditions and values, art, folkloreGlobal citizenship: Bahrain and the worldBasic Constituent for a Society: family, social societies, voluntary workRights: economical and social rightsDuties: taking responsibilities, offering services to others, preserving and developing resources, preserving public and private properties

Grade 7 Defining Citizenship: effective citizenship, belongingLife Skills for Citizenship: communication, participation, co-operation, critical thinking, tolerancePreserving and Maintaining National Heritage: positive traditions and values, artGlobal citizenship: Bahrain and the worldBasic Constituent for a Society: family, social societiesDuties: taking responsibilities, offering services to others, preserving and developing resources

Syllabus for Basic Education, Bahrain 5