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Republic of Namibia

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

2010

DEVELOPED IN COLLABORATION WITH

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

ENGLISH SECOND LANGUAGE SYLLABUS

HIGHER LEVEL

SYLLABUS CODE: 8315

GRADES 11 - 12

Republic of Namibia

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

ENGLISH SECOND LANGUAGE SYLLABUS

HIGHER LEVEL

This Syllabus Replaces Previous NSSC syllabuses and will be implemented in 2010 in

Grade 11

Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, 2009 NSSCH English Second Language Syllabus Grades 11&12 ISBN: 99916-58-81-5 Printed by NIED Publication date: 2009

TABLE OF CONTENTS

1. Introduction .................................................................................................................................... 1

2. Rationale ........................................................................................................................................ 2

3. Aims ............................................................................................................................................... 2

4. Overview of Learning Content ....................................................................................................... 3

4.1 General ............................................................................................................................... 3

4.2 List of Resources ............................................................................................................... 3

5. Learning Content ............................................................................................................................ 8

5.1 Listening and Speaking ...................................................................................................... 4

5.2 Reading .............................................................................................................................. 6

5.3 Writing ............................................................................................................................... 8

5.4 Language Usage ............................................................................................................... 12

5.5 Literature.......................................................................................................................... 14

6. Assessment ................................................................................................................................... 15

6.1. Assessment Objectives .................................................................................................... 15

6.2 Scheme of Assessment .................................................................................................... 15

6.3 Marks and Weighting of Papers ....................................................................................... 15

6.4 Description of Papers ....................................................................................................... 16

6.5 Specification Grid ............................................................................................................ 17

7. Grade Descriptions ....................................................................................................................... 18

8. Glossary ……………………………………………………………………………....................24 Addendum A Notes on Conducting the Oral Examinations ......................................................... 22

Addendum B: Marking Grid for Continuous Writing (Paper 2) ................................................... 28

Addendum C: Assessment Criteria for Writing on Literary Topics (Paper 3) .............................. 29

Addendum D: Marking Grid for Speaking and Listening on Literary Topics (Paper 4) ............... 26

Addendum E: Assessment Criteria for Paper 4 ............................................................................. 27

NSSCH English 2nd Language Syllabus NIED 2009 1

1. INTRODUCTION

The Namibia Senior Secondary Certificate Higher Level (NSSCH) is designed as a two-year course for examination after completion of the Junior Secondary Certificate. The syllabus is designed to meet the requirements of the National Curriculum for Basic Education in Namibia and has been approved by the National Examination, Assessment and Certification Board (NEACB). The main sections are: • Aims • Learning Content • Assessment • Grade Descriptions The English as a Second Language syllabus will develop learners’ ability to communicate accurately, appropriately and effectively in writing and in speaking. Learners will be encouraged to develop a wide vocabulary and to communicate persuasively and accurately and with a strong sense of clarity. They will be required to work in a variety of styles and genres and for specified audiences. Speaking and Listening assessment will relate to learners’ work in literature. As part of life-long learning, the National Curriculum for Basic Education recognises the uniqueness of the learner and adheres to the philosophy of learner-centred education. The Namibia National Curriculum Guidelines aim to: • recognise that learning involves developing values and attitudes as well as knowledge and skills; • promote self-awareness and an understanding of the attitudes, values and beliefs of others in a

multilingual and multicultural society; • encourage respect for human rights and freedom of speech; • provide insight and understanding of crucial global issues in a rapidly changing world which affect

quality of life; the AIDS pandemic, global warming, environmental degradation, maldistribution of wealth, expanding and increasing conflicts; the technological explosion and increased connectivity;

• recognise that as information in its various forms becomes more accessible learners need to develop higher cognitive skills of analysis, interpretation and evaluation to use the information effectively;

• challenge and motivate learners to reach their full potential and to contribute positively to the environment, economy and society.

Thus the Namibian National syllabi should provide opportunities for developing essential/key skills across the various fields of study. Such skills cannot be developed in isolation and they may differ from context to context according to the field of study. Language contributes directly to the development of the seven key skills marked * • Communication Skills * • Numeracy Skills • Information Skills* • Problem-solving Skills* • Critical and Creative Thinking Skills* • Skills (Self-management) and Competitive Skills* • Social and Co-operative Skills* • Physical Skills • Work and Study Skills*


2. RATIONALE

As the national official language of Namibia, English occupies an important position in the citizen’s life. This is reflected in the position of English as one of the compulsory subjects in the curriculum. Through the curriculum and the efforts of the teachers, the Namibian education system must meet its constitutional obligation to “ensure proficiency in the official language”. Language stimulates personal growth and assists in the development of general knowledge, attitudes, critical abilities, moral values, and the aesthetic sense. This potential is enhanced by the rich and varied heritage of literary and scholarly work that has accumulated in English. Among Namibians English will operate as one of the most important languages of national unity and identity by virtue of it being the one language all Namibian learners will study. In the wider sphere it is a language of access to the international community and a worldwide information network.

3. AIMS

The aims of the syllabus are the same for all students. These are set out below and describe the educational purposes of a course in English as a Second Language for the Higher Level examination. They are not listed in order of priority. The aims are to: • enable learners to communicate accurately, appropriately and effectively in speech and writing; • enable learners to understand and respond appropriately to what they hear, read and experience; • encourage learners to enjoy the reading of literature and explore areas of universal human concern; • encourage learners to enjoy and appreciate the variety of language; • complement the learners’ other areas of study by developing skills of a more general application (e.g.

analysis, synthesis, evaluation, drawing of inferences, ordering of facts, presentation of opinion, detection of bias);

• promote the learners’ personal development and an understanding of themselves and others. • develop and improve learners’ critical thinking skills, along with skills of a more general application

(e.g. interfacing, analysing, synthesising material) through language usage.


4. OVERVIEW OF LEARNING CONTENT

(See paragraphs 5.1 to 5.5 under Learning Content for more detail) 4.1 GENERAL

English is a unified subject, which means that learners should be given opportunities to read a wide range of transactional and literary materials, to practise writing in different styles, and to develop powers of logical and lateral thought. The content is listed under the columns Skills, Objectives and Competencies. While the Learning Content is set out under the headings Reading, Writing, Language Usage and Literature, it is understood that in practice they will be assessed together. Learning Content listed under ‘Speaking and Listening’ complements that which is relevant to the activities listed under ‘Reading’ ‘Writing’ and ‘Literature’. 4.1.1 Listening and Speaking 4.1.2 Reading 4.1.3 Writing 4.1.4 Language Usage 4.1.5 Literature

4.2 LIST OF RESOURCES

In their choice of reading texts from a variety of sources, teachers should consider the age of their learners as well as suitability of these to learners. The Textbook Catalogue is a viable source of titles to choose from. Examples of other viable sources teachers may wish to use are newspapers, magazines, listening cassettes, dictionaries, encyclopaedia and the Internet. A list of poems and prescribed texts will be announced in a circular at the beginning of each cycle.


5. LEARNING CONTENT

5.1 LISTENING AND SPEAKING

SKILLS OBJECTIVES Learners will:

COMPETENCIES Learners should be able to:

1. Communication communicate information and ideas • sustain a genuine conversation • convey information and facts clearly • develop ideas in a logical way • present ideas in a coherent manner • understand and communicate arguments, ideas and information

2. Articulation, intonation and stress

speak clearly using appropriate intonation and word stress

• use pronunciation of words and rhythm of speech to make meaning clear • express mood through the use of correct intonation and word stress

3. Using vocabulary use appropriate vocabulary in different situations

• use a wide range of vocabulary • explain words and phrases in context

4. Responding appropriately make appropriate verbal responses in different contexts

• demonstrate greater flexibility in dealing with new, topical ideas • show a sense of audience and an awareness of style and register • ask relevant questions to clarify what has been heard • respond appropriately in a dialogue or conversation • express a point of view on a discourse • adapt style to audience

5. Presentation develop skills of oral presentation • demonstrate competence in a range of speech activities e.g. respond to questions on topics within a defined range such as past and present schooling, future plans, current affairs

• deliver a short speech before a group (such as classmates, club members)

• deliver a speech before a group (such as a debate or at school assembly) • give an impromptu talk on a topic

6. Expressing attitude use language to express and establish individual attitudes

• express approval and disapproval • express pleasure, disappointment, anxiety, etc. • disagree politely • present or challenge a point of view or opinion • express and settle uncertainty • show enthusiasm and desire to convince


5.1 LISTENING AND SPEAKING (continued)



7. Discussion and debate resolve literary issues through discussions and debate

• defend an opinion • challenge a viewpoint • conclude an argument • explore solutions to real or simulated problems • show flexibility in opinion

8. Negotiation use negotiation skills • express one’s own view clearly • restate accurately other people’s views to show understanding • suggest alternative views where appropriate • acknowledge other people’s opinion • synthesise views and suggestions to reach agreement or compromise

9. Active listening listen actively to information for a variety of purposes

• listen for pleasure and enjoyment (poems, short stories, etc.) • demonstrate understanding • identify sequence • identify cause and effect • use and apply information heard • interpret and synthesise information (such as establishing similarities

and differences, advantages and disadvantages) • predict likely outcomes in spoken text • use information heard to complete a task • take notes from material heard

10. Evaluation identify and evaluate the gist of a speech or discussion

• select relevant key points • interpret tone of speaker • recognise intention, attitude, mood, themes • make deductions based on what is heard


5.2 READING



1. Understanding instructions

read and interpret instructions • respond to written instructions appropriately • understand and convey information by responding to key words such

as: - explain - identify - construct - describe - illustrate - compare - contrast/distinguish - define - compile/list - explore - analyse - interpret - evaluate - substantiate/motivate - determine - summarise

2. Comprehension demonstrate the ability to identify the important points or themes from a range of texts (likely to be within the experience of and reflecting the interests of young people from various cultural backgrounds)

• determine the overall meaning of a text • interpret information correctly • summarise, explain, and evaluate material from a text • compare and contrast, using more than one text or part of a text • recognise the author’s attitude, both stated and implicit • recognise and explain examples of imagery and irony • demonstrate the ability to extract relevant specific information from

texts such as: - brochures - reports - articles (newspapers, magazines and others) - reviews - prose (see Writing)


5.2 READING (continued)



3. Flexible reading speed/reading techniques

apply a range of reading skills (reading with varying speed using a range of reading techniques)

• skim a variety of texts for general understanding • scan texts for specific information • read intensively for understanding • use reference material effectively, such as:

- a dictionary for a variety of purposes - an encyclopaedia for general knowledge and specific information

4. Extensive reading read extensively for wider knowledge or pleasure, making use of available library facilities

• read and understand a range of material for pleasure such as books, newspapers, magazines, etc.

• read for specific information and general knowledge, for example guides

• read, understand and appreciate texts from different genres such as novels, short stories, plays and poetry (to respond actively to key aspects of texts, such as the storyline, characters, main theme, setting and author’s intention)

5. Critical reading Read, critically, materials from different sources

• distinguish between fact, fiction and opinion • identify the author’s intentions and bias • draw conclusions from a text • see relationships between different texts • analyse texts and present arguments constructively and logically • construct informed opinions and attitudes


5.3 WRITING



1. Producing well- organised, coherent pieces of writing

develop and organise ideas into coherent sentences, paragraphs and whole texts

• use complete sentences in a paragraph to describe or explain a particular idea or theme

write with enthusiasm, maturity and conviction to produce a reader friendly style

• use introductory, developmental and concluding paragraphs • link and develop ideas • plan, structure, draft and edit written work before attempting a piece of writing • write in a style appropriate to the audience and register

2. Writing successfully a wide range of texts for specific purposes

write a wide range of tasks appropriately write: • informal/friendly letters • formal letters • articles to newspapers, school magazines • reports:

- accidents - crime - sport - social activities

• essays: - narrative - descriptive - argumentative - discursive - imaginary

• summaries - paragraph form - note form

• speeches • reviews

3. Style differentiate between written and spoken forms

• use contracted forms of writing where appropriate (such as in friendly letters) • use figurative language and imagery in writing, also referring to the senses • apply stylistic devices in writing (quotations/citations) interviews, articles,

reports • use appropriate format/layout to enhance understanding


5.3 WRITING (continued)



4. Clarity and conciseness demonstrate flexibility in writing about facts, feelings and opinions

• focus on interpretation of the topic to give direction to writing • give factual information • express thoughts and feelings, using different types of register • defend ideas and opinions logically and convincingly e.g. writing

speeches/class debates • use skills of analysis and interpretation in responding to texts

5. Comprehension show comprehension of given texts • select specific information from: - literary sources - book reports/reviews - brochures - film reviews - articles (informative or argumentative)

6. Spelling and punctuation show competence in the use of spelling and punctuation

• use basic punctuation marks correctly such as: - full stop - comma - inverted commas - question mark - exclamation mark - apostrophe - capital letters - colon - semicolon - dash - brackets - hyphen - ellipses (…)





6. Spelling and punctuation (continued)

show competence in the use of spelling and punctuation (continued)

• show an understanding of and apply the basic spelling rules such as: - correct syllabification of words - writing hyphenated words - contractions - fractions - possessive case - words commonly confused e.g. stationary/stationery; voyage/journey - spelling of words in the continuous tense (-ing forms) - homonyms e.g. cannon (large, mounted gun), canon (rule, commandment) - homophones e.g. (route/root)

7. Grammar usage use appropriate grammatical structures in writing

• use articles correctly (a, an, the) • distinguish between common and proper nouns • use pronouns appropriately • use the correct form of the verb with singular and plural nouns and pronouns • apply the correct verb tense as appropriate (for example saying We have a

house instead of saying We are having a house) • use the active and passive voice as appropriate • use different prepositions correctly • use and place adjectives and adverbs correctly • structure simple sentences in writing • use phrases correctly • use conjunctions and connectives correctly to write compound and complex

sentences • use complex sentences and grammatical structures • use concord • use modal verbs • use direct and indirect speech • know all the tenses and uses of the verb • use degrees of comparison • use relative clauses • use idioms and idiomatic expressions





8. Using vocabulary use appropriate and effective vocabulary in different contexts and situations

• use direct, unambiguous vocabulary • use appropriate vocabulary for personal, social and academic purposes • use rich and varied vocabulary to describe, explain and argue • use technical terms and specialised vocabulary suited to the task • acquire and apply specific vocabulary in certain general fields such as

education, technology, sport, social matters, etc. • use synonyms and antonyms • use hyponyms e.g. vehicle: train, chariot; animals: donkey, tiger; fruit: apple,

guava • collocation (fixed expressions) e.g. cosmetic surgery, crystal clear, middle

management


5.4 LANGUAGE USAGE Although the aspects of language usage have been listed separately, they form the basis of all language skills and should be taught continuously in an integrated way. The rationale behind studying language structures is to help learners to use the language accurately and appropriately. Knowledge of and competence in the application of language structures is a prerequisite for analyses, evaluation, referencing, etc.



1. Grammar and usage

use all tenses effectively • use the present, past and future tenses correctly: • use:

- present perfect tense - past perfect tense - future perfect tense

• use conjunctions and connectives correctly in compound and complex sentences • use elisions, contractions, repetitions and interjections as appropriate

use appropriate grammatical structures in writing

• structure and use: - phrases - clauses - simple sentences - complex and compound sentences

• use correct form of the verb with singular and plural nouns and pronouns (subject-verb agreement)

• use prepositions correctly • use active and passive voice • use the first conditional when something is likely to happen • use the second conditional for things which might happen, but probably won’t • write in direct and reported speech • write direct and indirect questions • formulate and respond to:

- questions and - negative forms

• respond to question tags appropriately use grammatical structures correctly in speech

• use articles correctly (determined by spoken language e.g. a university) • use pronouns appropriately • use singular and plural subjects with the correct verb form • use correct verb tenses • use appropriate prepositions • use adjectives and adverbs correctly


5.4 LANGUAGE USAGE (continued)



2. Grammar and usage (continued)

use grammatical structures correctly in speech (continued)

• use conjunctions and connectives correctly in compound and simplex sentences

• use elisions, contractions, repetitions and interjections as appropriate in speech • use a wide range of grammatical structures

3. Using vocabulary use appropriate vocabulary in different contexts and situations to achieve effect, appropriate register and a mature style (as in writing)

• use euphemisms where appropriate • use language to create:

- mood/atmosphere - convey subtleties (intention, attitude, bias)

• employ figurative language to enrich writing and speech (for example imagery, simile, metaphor)

• use idioms and idiomatic expressions


5.5 LITERATURE



1. Knowledge and understanding

acquire knowledge and understanding of different texts

• recall and narrate events in texts studied • provide details of settings and summaries of plots, themes and characters • explain literal meanings in texts • select details relevant to tasks set and use quotations appropriately • understand intentions of the writer

2. Critical interpretation critique and review texts • distinguish different points of view • work out various themes, imagery and symbolism in texts studied • provide analyses of plots, characters, etc. • employ appropriate literary language in their critical analysis of texts studied, e.g.

imagery , irony, sarcasm, satire, etc. • identify relationship between characters and plot as well as characters themselves

3. Judgement and personal response

form and develop own ideas and opinions on aspects of the different genre

• appraise texts studied • communicate an informal personal response to texts studied • discuss relationships in texts studied • articulate and discuss their own assumptions, feelings and attitudes • compare and contrast themes, characters, etc. • consider complicated issues • show evidence of capacity for independent thought and judgement


6. ASSESSMENT

6.1. ASSESSMENT OBJECTIVES Using a range of stimuli, including literature, learners should be able to: 1. understand and convey information; 2 understand, order and present facts, ideas and opinions; 3. evaluate information and select what is relevant to specific purposes; 4. follow an argument or point of view, draw inferences and form conclusions; 5. recognise implicit meanings and attitudes; 6. articulate experience and express what is felt, thought and imagined; 7. communicate effectively, appropriately and clearly in spoken and written

language, using a range of vocabulary; 8. show a sense of audience and an awareness of style suited to the language level; 9. demonstrate an awareness of the conventions of grammatical structures,

paragraphing, spelling and punctuation; 10. respond appropriately to information, ideas and attitudes expressed; 11. recognise and appreciate ways in which writers use language to achieve their

effects.

6.2 SCHEME OF ASSESSMENT Learners who have followed this curriculum and take the relevant papers are eligible for the awards of grades 1 – 4 only. All three components will contribute to the final grade.

NSSCH

Paper 1 (2h 30m) Reading and Directed Writing

Paper 2 (1h 15m) Continuous Writing Paper 3 (2h 45m)

Writing on Literary Topics Paper 4 (15 m)

Speaking and Listening on Literary Topics

6.3 MARKS AND WEIGHTING OF PAPERS

PAPER MARKS WEIGHTING

1 50 50% 2 20 20% 3 50÷2=25 25% 4 10÷2=5 5%

TOTAL 100 100%


6.4 DESCRIPTION OF PAPERS PAPER

TYPE OF QUESTIONS REQUIRED

MARKS Paper 1

Reading & Directed Writing (2h 30m)

This paper tests learners’ powers of comprehension and writing in response to previously unseen texts, and their ability to develop and structure ideas when writing in a variety of common genres. Part 1 -Text followed by questions requiring sentence-length answers and an additional question requiring a paragraph-length response.

10 Part 2 - Prose text with six multiple choice questions testing understanding of the main points of the structure and the argument, and four open-ended questions testing other aspects such as the use of language and the author’s attitude towards the subject matter.

20 Part 3 - Learners will have to respond to one or more passages in a variety of ways, for example a selective summary, a letter, report, speech, script of a conversation or broadcast, a continuation of a story, an expressive development of an idea in the passage, etc. One task will be set, which may be subdivided. The passages may be informative, argumentative or from a literary source.

20 [50]

Paper 2 Continuous Writing

(1h 30m)

This paper assesses learners’ skills in continuous writing. A selection of six titles are provided calling for an imaginative, narrative or argumentative response in an appropriate style. Learners will answer one question, using 350-500 words.

[20] Paper 3

Literature (2h 45m)

Learners’ knowledge and understanding of literature will be assessed by means of an externally set and internally marked examination based on the three genres: Prose, Poetry and Drama. Learners will be required to answer three questions, one question on each genre. There will be three sections. Prose (Section A) and Drama (Section B) will count 20 marks each. There will be two questions set on each of these two genres: textual and contextual. Learners are free to answer either context-based or essay type questions. Essays (textual) should be 350-500 words in length. There will be two questions set on Poetry (Section C). Learners must answer any one. The length of this question should be 150-200 words and will count 10 marks (20 ÷ 2; ½ marks to be rounded up). The questions will deal with interpretation of content as well as personal and critical responses to such matters as character, setting, style and theme.

(20+20+10)

50÷2= [25]

Paper 4 Speaking and Listening on

Literary Topics (15 m)

Learners will be tested on their ability to discuss the content and features of THREE of the literary texts they have studied, one from each genre as announced by a NIED circular. Learners may use the prescribed texts during the examination, but these may not include any notes. Underlined passages will be allowed. The oral test will be conducted by the examiner/teacher using the assessment criteria in Addendum D. The test will be conducted shortly after the marking of Paper 3. The conversation will last 15 minutes, and the learners will be examined individually. The conversation will be based on learners’ written answers and topics from all three genres will be discussed. The conversation should then develop into a wider examination of the texts studied in which the learner will be required to demonstrate knowledge of content and to give personal and simple critical responses. 10÷2=[5]


6.5 SPECIFICATION GRID

Assessment Objectives

Paper 1 Reading and

Directed Writing

Paper 2 Continuous

Writing

Paper 3 Written

Literature paper

Paper 4 Oral discussion

of Literature 1 √ √ √ √ 2 √ √ √ √ 3 √ √ √ 4 √ √ √ √ 5 √ √ √ 6 √ √ √ √ 7 √ √ √ √ 8 √ √ √ √ 9 √ √ √ √ 10 √ √ √ √ 11 √ √ √

Note: It is not possible to provide actual marks against each skill because assessment, like teaching, is done on an integrated basis and one skill (assessment objective) overlaps with the others.


7. GRADE DESCRIPTIONS

Grade descriptions are provided for judgemental grades 1, 2, 3 and 4 and give a general understanding of the standards of achievement likely to have been shown by learners awarded particular grades. The descriptions must be interpreted in relation to the Learning Content specified in the syllabus, keeping in mind that learners are offering the subject at second language level.. The grade awarded will depend in practice upon the extent to which the learner has met the assessment objectives overall. Shortcomings in some aspects of assessment may be balanced by better performances in others. A Grade 1 learner will be expected to: 1. understand, convey and defend arguments and information; 2. order and present facts, ideas and opinions at a complex level; 3. evaluate and select relevant materials from texts suited to the question, showing

independence of thought; 4. understand gist and identify main points and detail in a variety of texts, drawing

relevant/suitable inferences and forming conclusions; 5. recognise and explain both subtle and obvious implicit meanings and attitudes; 6. describe and reflect upon experience and express very effectively what is felt and

imagined; 7. communicate effectively, appropriately and clearly, using a sophisticated range of

vocabulary; 8. vary style suited to purpose in a variety of tasks, showing a clear sense of audience; 9. use well-constructed paragraphs and complex sentences, obey and demonstrate

knowledge of grammatical conventions and use spelling and punctuating accurately. A Grade 2 learner is expected to: 1. understand, convey and partially defend arguments and information; 2. order and present facts, ideas and opinions at a satisfactory level; 3. evaluate and select relevant material from texts in answer to questions and provide

straightforward explanations and developments; 4. understand gist and identify some main points in a variety of texts, drawing inferences

and forming conclusions; 5. recognise and explain the more obvious implicit meanings and attitudes; 6. describe and reflect upon experience and express effectively what is felt and imagined; 7. communicate effectively, appropriately and clearly, using a wide range of vocabulary; 8. vary style in a variety of tasks, showing some sense of audience; 9. use adequate paragraphing and some variety of sentence construction, obey and

demonstrate knowledge of grammatical conventions and use correct spelling and punctuation.

A Grade 3 learner is expected to: 1. understand and convey arguments and information; 2. order and present facts, ideas and opinions; 3. evaluate and select material from texts in answer to questions and provide basic

explanations; 4. understand some gist and identify some main points in a variety of types of texts, drawing

inferences; 5. recognise implicit meanings and attitudes; 6. describe experience and explain satisfactorily what is felt and imagined; 7. communicate successfully, using a range of vocabulary suited to some of the tasks; 8. use simple sentences with the possibility of varying them in a variety of tasks; 9. use paragraphing and some variety of sentence construction, with some regard to

everyday grammatical conventions, spelling and punctuating, so that weaknesses do not seriously impair communication.


A Grade 4 learner is expected to: 1. understand and convey information; 2. order and present facts, ideas and opinions at an elementary level; 3. evaluate and select material from texts in answer to questions, sometimes providing

minimal explanations; 4. partially understand a few main points in texts; 5. sometimes recognise the most obvious meanings; 6. describe experience and explain what is felt and imagined; 7. communicate with some success, using a limited range of vocabulary; 8. use simple sentences; 9. use paragraphing with limited regard to everyday grammatical conventions, with spelling

and punctuation which impair communication.


8. GLOSSARY OF TERMS

Difficult or unfamiliar words are listed in this glossary. 1. autobiographical giving information about oneself 2. bias a tendency of mind which influences decision or

thought 3. citation a short passage taken from something written or

spoken by someone else 4. coherent naturally and reasonably connected and therefore easy

to understand 5. collocation a combination of words in a language, that happens

very often and more frequently than would happen by chance e.g. blue Monday, blue murder, sprained ankle

6. complex consisting of many different and connected parts 7. compound composed of two or more separate elements, e.g. A

sentence with more than one verb 8. concise short and clear/expressing a lot in a few words 9. concord agreement between a verb and the subject of a

sentence 10. contraction a shortened form of a word/words 11. converse to talk informally/have a conversation 12. elision the omission of a sound or syllable in speech 13. graphic concerned with or including drawing or printing 14. hyponym a word with a particular meaning that is included in

the meaning of a more general word e.g. train and airplane are hyponym of vehicle

15. homonym a word that is spelt or pronounced like another word, but which has different meaning e.g. light (weight) & light (electricity)

16. homophone a word that is pronounced like another word but is spelt differently e.g. there & their

17. idiomatic expression expression containing an idiom, e.g. It is raining cats and dogs

18. idioms fixed or common expressions 19. imagery the use of metaphorical language to produce pictures

in the minds of readers or listeners 20. impromptu said or done at once without preparation 21. interjections a phrase, word or set of sounds expressing feelings

such as shock, disapproval or pleasure 22. intonation rise and fall in the level (pitch) of the voice, which

often adds meaning to what is being said 23. metaphor figure of speech in which a word/phrase is applied to

something to which it is not literally applicable, e.g. food for thought/ to cut off one’s nose to spite one’s face

24. phonological showing constructive relationships among the fundamental speech sounds of a language

25. relative clause part of a sentence containing a verb, joined to the rest of the sentence by who, which, where, etc.

26. rhetorical a question asked to gain effect, and not expecting any answer e.g. Who cares?

27. simile an expression describing one thing by directly comparing it with another, using words as or like

28. simulated made to look, feel, etc. like the real thing 29. speculative based on reason alone and not facts about the world 30. stylistic devices of or concerning style, especially literary style


31. syllabification the division of words into syllables 32. syntax rules of grammar used for ordering and connecting

words to form phrases or sentences. Use of a variety of different types of

sentences, e.g. simple/complex and compound sentences

33. synthesise to make up or produce by combining parts


ADDENDUM A: NOTES ON CONDUCTING THE ORAL EXAMINATIONS

1. GENERAL

The oral test takes place in the period before the main examination timetable (for papers 1 and 2). Each Centre decides on a convenient period advised by DNEA for its oral tests. Centres must ensure well in advance of the tests that a suitably quiet room is available and that recording equipment is in good order. Centres must adhere to dates for completion of the oral tests as advised by the DNEA and for the receipt of mark sheets and recordings to allow sufficient time for external moderation. It is vital that material does not arrive late. There should be only one Examiner per Centre where possible. Each Centre will select its own Examiner. This is normally a teacher within the English Language department, but could be someone local from outside the Centre. A group of neighbouring Centres might choose the same examiner to conduct all their tests; in such a case each Centre is still responsible for submitting properly completed forms and samples of recorded interviews. (If a person not related to the Centre is used to conduct the oral tests, the DNEA will not be held responsible for paying such a person for his/her services). Centres with large numbers of learners using more than one Examiner must make arrangements for their examiners to undertake internal moderation so that a common standard is applied to all learners. Each Centre must send the following to the DNEA: (1.1) a digitally recorded sample on CD; (1.2) completed MS 1 Forms; (1.3) completed Oral Assessment Summary Form(s). Examiners should take care to adhere to instructions given on the forms regarding their completion and return. 1.1 Digitally voice recorded sample

Each Centre must provide a sample of oral interviews, to be recorded on CDs. The size of the sample required is given in the instructions on the back of the Oral Assessment Summary Form. The examiner responsible for internal standardisation at the Centre must ensure that the sample is representative of the whole mark range of the learners at the Centre, with marks spaced as evenly as possible from the top mark to the lowest mark. Where there is more than one examiner involved, the sample must include, in equal number learners tested by all examiners. For instructions on recording the samples see section 3 below. CDs must be clearly labelled with details of the learners whose interviews have been recorded.

1.2 MS 1 Form This is a computer-printed mark sheet, which is completed by transferring the mark for each learner from the Total Mark column on the Oral Assessment Summary Form. It consists of two parts: • the first page/top copy together with the sample CDs, the Oral Assessment Summary

Form and the other relevant documents should be placed in the envelope sent to the DNEA;

• the second page/last copy remains at the Centre in case documents get lost or for future reference, until after the results have been published.


1.3 Oral Assessment Summary Form This is a document on which marks for each learner are to be entered in detail. Instructions for its completion will be found on the reverse side of the form. Examiners should carefully check that all marks have been correctly calculated. The Oral Assessment Summary Form must show the breakdown of marks for all the learners, not just those selected for the sample. Please put an asterisk (*) against the names of learners whose interviews have been recorded on the CD. The sample CDs along with the completed MS 1 and Oral Assessment Summary Forms should be returned as specified as soon as the oral tests have been completed. Examiners do not need to wait until the final date of the assessment period before sending them to the DNEA.

2. CONDUCTING THE ORAL TESTS

The oral tests should proceed along the following lines: Step 1 Start the digital voice recorder. Give the learners number and name. Step 2 Warm-up section: Welcome the learner and conduct a general conversation by asking

the learner a few questions about herself/himself, the school, etc. to give the learner time to get used to the examination situation. The purpose of this section of the test is to put learners at ease. As a guide, about 2 minutes should be spent on this section.

Step 3 Main part of the test: Conversation based on the two literary texts. Equal time (± 6

minutes) should be spent on each text. Either the Examiner or the learner may start the conversation. This section of the test should last approximately 10-12 minutes.

The total duration of the oral test, from the beginning of Step 1 to the end of Step 3, should be approximately 15 minutes. Note that while Step 1, 2 and 3 must be recorded, only Step 3 is to be assessed. The oral test must be conducted in English throughout. Examination conditions must prevail in the area where the oral tests take place. Adequate supervision must be provided to ensure that learners leaving the room for the oral tests do not communicate with those waiting to enter. No other person should be present during the oral test, with the exception of another Teacher/Examiner, Moderator or representatives of the DNEA. Learners will be examined singly. Learners are only allowed to bring their assignments into the examination room. The Examiner should be positioned so that s/he is facing the learner, with a table or desk in between. Learners should not be able to see notes made on Oral Assessment Summary Forms or similar paperwork.


3. RECORDING THE SAMPLE

Centres must ensure that their recording equipment is in good working order. Only digital voice recorders must be used. The recorder and the CD(s) should be tested on site, some time before the actual oral tests, ideally with one of the learners. The warm-up section of the test also provides an opportunity to check audibility. Where possible it is advisable to use a recorder with external microphones so that separate microphones can be used for learner and Examiner. If only one microphone is used it should be placed facing the learner. It is important to check audibility levels before recording begins; adjustments to the volume control during an examination should normally be avoided. Care should be taken to avoid extraneous noise and long gaps. Checks should be made throughout the oral testing session to ensure that voices are clearly audible. Once the oral test has begun the recording should run without interruption. At the end of the recording the Examiner should state “No further recordings”. Each recording should begin with a clear statement by the Examiner as follows: “Centre Number: [e.g.] NA 999 Centre Name: [e.g.] Abcxyz Academy Examination: 0510 English as a Second Language Examiner’s Name: [e.g.] Ms Z. Abced Date: [e.g.] 1 October 2009” Each learner recorded on the sample should be clearly indicated by the Examiner as follows: “Learner’s Number: [e.g.] 1234 Learner’s Name: [e.g.] Abdi Zachariah” At the end of the sample the Examiner should state clearly “End of Sample”. Before the CD is dispatched, spot checks must be made to ensure that every learner is clearly audible. The contents of each CD must be clearly labelled.

4. GENERAL ADVICE

Please bear in mind the following when marking:

Be objective. Do not allow any knowledge of a learner’s personality and attitude to influence objective assessment. (For example, knowledge that a learner is very conscientious in her homework is irrelevant in assessing her oral test.) If the learner’s performance is affected because s/he faces difficult circumstances or personal problems at the time of the test, this is a matter to be dealt with via Special Considerations procedures, for which Examination Officers at Centres complete separate documentation. Oral Test Examiners must not make any separate allowance themselves in such cases. Be realistic. Remember that it is not necessary for a learner to be of native speaker standard to be given maximum marks within any single category. But knowledge of a learner’s first language must not lead a marker to ignore particular habitual errors and overlook inaccuracy. Be consistent. It is important that the marking criteria are applied in the same way for all learners at the Centre, so that a reliable rank order for the Centre is obtained. Be positive. Marking the test should be seen as giving credit for what learners can do, not penalising them for what they cannot do. (This does not mean that matters of accuracy in, for example, grammar and pronunciation are to be overlooked, but is a reminder that an NSSCH oral test is intended to credit positive achievement).


To conduct oral tests effectively, good Examiners: • always put learners at ease from the outset (smiling as learners enter the room, indicating

where they should sit etc.), while maintaining a clear sense that the oral test is being conducted in a formal examination situation;

• never walk about or distract learners; • always appear interested, even in mundane matters; • never interrupt with their own views; • never correct mistakes; • never show undue surprise or impatience; • never give the impression that there must be “right” answers to questions; • always bring the best out of their learners by asking ‘open’ questions which allow learners

to respond at length, not strings of ‘closed’ questions prompting yes/no answers; • never indicate their opinion of the learner’s performance during or after the oral test - a

good Examiner will normally send a learner out of the test smiling, no matter how good or bad the learner’s performance has been.


ADDENDUM B: MARKING GRID FOR CONTINUOUS WRITING (PAPER 2)

ENGLISH SECOND LANGUAGE NSSCH

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

CONTENT AND STRUCTURE ST

YL

E &

A

CC

UR

AC

Y

mature and convincing style suited to subject

effective vocabulary good handling of complex

grammatical structures hardly any mistakes

reasonably stylistic wide range of effective

vocabulary complex sentence structures possibly good grasp of

grammatical structures a few mistakes

sense of style some effective vocabulary sentence structures fluent some mistakes, mostly minor

spelling, commas, collocations, choosing the wrong word, etc.

tackles the task satisfactorily occasional awkwardness

limited style appropriate vocabulary sentence structures clear

without much ambition various mistakes which

do not impede reading some attempt at ideas and

order

no evidence of style vocabulary sometimes simple sentence structure insecure, some blurring of meaning frequent mistakes impede easy

reading almost incomprehensible

L1

subject matter fully developed and manipulated

complex development structure promotes easy and accurate reading throughout

mature writing

20 - 17

16 – 15

14 – 13

12 – 11

10 – 9

L2

some original and complex ideas vitality evident frequent explanation and exemplification

paragraphs well structured and linked

clear sequence of plot/argument

16 – 15

14 – 13

12 – 11

10 – 9

8 – 7

L3

overall sequence of ideas obvious. Soundly competent

some interesting and clear development and explanation mostly well structured and balanced. Some linking of paragraphs

some repetition of ideas possible

14 – 13

12 – 11

10 – 9

8 – 7

6 – 5

L4

generally enough to complete the task

ideas developed but not always enough

some signs of overall plan in places the balance and sequence of plot/argument may be weak

12 – 11

10 – 9

8 – 7

6 – 5

4 – 3

L5

some ideas randomly written no consistent development information may be list like unequal paragraphs sentences sequenced poorly

10 – 9

8 – 7

6 – 5

4 – 3

2 – 1

NOTE: For example: If Style & Accuracy is Level 3 and Content & Structure is Level 2, then marks awarded will be: 11 – 12 20


ADDENDUM C: ASSESSMENT CRITERIA FOR WRITING ON LITERARY TOPICS (PAPER 3)

Each question must be marked out of 20 marks. The marks for the poetry question must then be divided by 2. LEVEL 4: (5-8 Marks) In relation to the task set, the learner: • demonstrates a basic understanding of the chosen literary text • demonstrates some understanding of the task • is able to refer to the text, although not particularly convincingly • communicates a basic personal response to the text • recognises the writer’s use of characterisation, structure. LEVEL 3: (9-12 Marks) In relation to the task set, the learner: • demonstrates an understanding of the chosen literary text, showing some awareness of themes and

attitudes • demonstrates understanding of the task and is able to respond to it • is able to draw some evidence from the text to support her/his argument, although not always

convincingly • communicates a response which shows that some points have been considered • recognises the writer’s use of characterisation, structure and language. LEVEL 2: (13-16 Marks) In relation to the task set, the learner: • demonstrates a good understanding of the chosen literary text, showing some ability to interpret

and evaluate themes and attitudes • demonstrates a good understanding of the task and is able to respond to it at an adequate level • is able to draw some evidence from the text to support her/his argument • communicates a personal response to the text studied • recognises and appreciates the writer’s use of characterisation, structure and language. LEVEL 1: (17-20 Marks) In relation to the task set, the learner: • demonstrates a mature understanding of the chosen literary text, showing ability to interpret and

evaluate themes and attitudes • demonstrates a mature understanding of the task and is able to respond to it at a

competent/creative level • is able to draw relevant evidence from the text to support her/his argument convincingly • communicates an informed personal response to the text studied • recognises and appreciates the writer’s use of characterisation, structure and language.


ADDENDUM D: MARKING GRID FOR SPEAKING & LISTENING ON LITERARY TOPICS (PAPER 4)

Award a mark out of 20 for each of the 4 aspects. Add up to get a total mark out of 80, divide by 8 to get a mark out of 10.

Marks

Knowledge and Discussion

Literary Aspects

As a Speaker

Language

17-20

The learner is thoroughly at home with the text and is able to call upon a detailed knowledge in discussion. There is evidence of a depth of understanding of the significance of specific moments in the text and of a sustained personal response to them

The learner demonstrates an ability to reason logically and convincingly in coming to conclusions and to be able to support opinions by carefully selected quotations and references to the text

At this level, the interview becomes a conversation in which views are exchanged and opinions challenged, with the learner playing an equal, perhaps even a leading, part. The learner shows enthusiasm and desire to convince. These qualities are sustained throughout the discussion

Both vocabulary and structures are sufficiently developed to enable the learner to convey information and ideas with sustained precision. Complex structures and sophisticated vocabulary are used with confidence

13-16

The learner has a detailed knowledge of the text and understands the relationship between plot and character, and between characters themselves. There is evidence of a genuine personal response to the text, although this may not be sustained

The learner is able to consider more complicated issues and to show evidence of a capacity for independent thought and judgement, although convincing reasoning may not be sustained

Responses are fluent and sustained with the learner often going beyond the question itself, and leading the discussion in new directions. The atmosphere is that of a genuine conversation although the examiner is likely to be playing the leading role. The learner is able to maintain a point of view when challenged, but to demonstrate some flexibility

Vocabulary is sufficiently developed to convey with some precision, information and ideas relevant to the texts. Structures are varied and are used appropriately, although there may be some lack of precision when more ambitious structures are attempted

9-12

The learner knows the texts well, and is able to discuss details of the plot and the roles of characters. There is the beginning of a personal response

The learner begins to look behind the text to consider the aims and intentions of the author. At this level, responses may be limited to the more obvious issues raised by the text

The learner responds fluently to questions and may go beyond the details of the question itself, suggesting either directly or by implication, new directions which the discussion might take. The atmosphere begins to be that of a conversation although the examiner will often need to take the initiative to keep the conversation going

Vocabulary, although still relatively simple, is used with some precision, and is sufficient to convey information and ideas relevant to the text being discussed. Structures show some complexity and are used accurately, although may not be sustained

5-8

The learner has a reasonable knowledge of the text, the main features of the plot and the roles of major characters

The learner shows an ability to draw straightforward conclusions from major events in the text and can discuss simple issues arising from character, setting and plot

Responses to questions, while still restricted to the questions themselves, will be longer and expressed more fluently. However, there will still be the atmosphere of an interview rather than a conversation. The learner will not initiate, direct or influence the direction of the discussion

Vocabulary is sufficiently developed to allow communication at a simple level to be achieved effectively. There are likely to be inaccuracies of meaning if more sophisticated vocabulary is attempted. Simple structures will be accurate, with intermittent success when more ambitious structures are used

0-4

The learner has an acquaintance with the broad outline of the text, but is unlikely to display a detailed knowledge of even the most important issues of plot of character

The learner's response to the text is very limited and may be confined to simple opinions about major characters

Response is limited to brief/incomplete answers to questions. There is unlikely to be a real conversation with the examiner who will find it necessary to prompt and intervene quite frequently.

Vocabulary is limited, which may make it difficult for the learner to convey information and ideas with any clarity. Structures are simple and may be inaccurate. The influence of the learner's first language is strong


ADDENDUM E: ASSESSMENT CRITERIA FOR PAPER 4

(School-Based Assessment) The criteria for judging a learner’s speaking and listening are varied and wide but in the conversation with the teacher they fall into the following areas: MATERIAL • knowledge of texts • understanding texts at surface and deeper level • recognition of how writers use language • understanding of other devices such as structure of plot, character and setting • communicating an informed personal response SENSITIVITY TO OTHERS • responding in the appropriate tone • responding to changes of direction in the conversation • appreciating subtleties and underlying meaning • knowing when and how to take the initiative in the conversation LANGUAGE • using a wide range of language appropriate to situation and subject matter • explaining clearly and communicating well CLARITY • speaking with a clear voice at appropriate volume • pronouncing sufficiently well to be understood comfortably • speaking fluently without gaps During the conversation, the teacher may: • ask the learner to read brief passages of the essay; • discuss the meaning of various points made in the work and invite their further development; • widen the discussion to include matters such as characterisation, setting, theme, plot structure and

author’s attitude; • discuss the use of language in the texts, maybe eliciting comment on such matters as imagery, wit

and irony; • discuss the text on the level of personal response. The length of the discussion will depend on the learner’s knowledge of the text but teachers/examiners should allow for ±20 minutes per learner.

The National Institute for Educational Development P/Bag 2034 Okahandja NAMIBIA Telephone: +264 62 509000 Facsimile: + 264 62 509073 E-mail: [email protected] Website: http://www.nied.edu.na © NIED 2009

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