Revised National Curriculum Statement: Grade 1 Home Language 1

Revised National Curriculum Statement Grade R-9 (Schools)

Grade One

Learning Area: Languages - First Additional Language
( Further information on the Outcomes for this Learning Area )

Learning Outcome 1: Listening

The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment standards

We know this when the learner:

Understands short, simple stories:

mimes the story;
joins in choruses at appropriate points (e.g. 'He huffs and he puffs and he blows the house down.’);
draws a picture of the story;
puts pictures in the right sequence;
answers simple, literal ‘yes/no’ and open questions with one-word answers;
says how the story made the learner feel (using home language if necessary).

Understands simple descriptions (e.g. by listening to a description of an object or person and matching it with a picture).
Understands simple oral instructions by responding physically (e.g. ‘Put up your hand’.).
Develops phonic awareness:

distinguishes between different sounds at the beginning and ends of word (e.g. words that begin with 'b');
recognises plural 's' at the end of words (e.g. one book, two books.)

Shows respect for classmates by giving them a chance to speak, and by listening to them.

Learning Outcome 2: Speaking

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment standards

We know this when the learner:

Responds appropriately to simple questions with single words or formulaic phrases such as ‘I’m fine’ and ‘My name is ...’.
Memorises and performs songs and action rhymes with the right intonation, rhythm and pronunciation.
Uses polite forms such as ‘please’, ‘thank you’, and ‘sorry’.
Uses and responds appropriately to simple greetings and farewells, makes simple requests and thanks people.
Expresses self in simple ways if given an oral structure (e.g. ‘I like ...’ and ‘I don’t like ...’).
Pronounces familiar words clearly.

Learning Outcome 3: Reading and Viewing

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment standards

We know this when the learner:

Uses pictures to understand written texts:

makes sense of a picture story (e.g. by identifying a picture that is out of sequence);
matches pictures and words (e.g. uses written words to label objects or pictures);
uses illustrations to understand simple captions in story books.

Matches words and objects by sticking labels on objects, starting with those that are similar in the home language (e.g. ruler/irula, board/ibhodi, desk/idesika).
Follows printed instructions on one-word flash cards (e.g. ‘Stand’, ‘Jump’, ‘Smile’).
Reads picture books with simple one-word or two-word captions.
Builds up sight recognition of common words (e.g. a, the, my, can, and).
Develops phonic awareness:

recognises initial consonants and short vowel sounds (e.g. as in ‘c-at’, ‘f-at’).

Learning Outcome 4: Writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment standards

We know this when the learner:

Copies familiar words and short sentences (e.g. labels or titles for own drawings).
Uses simple, familiar words to complete sentence ‘frames’ (e.g. ‘My name is...’; ‘I like...’; ‘I do not like...’).
Writes lists with titles (e.g. ‘My Friends’).

Learning Outcome 5: Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning.

Assessment standards

We know this when the learner:

Understands concepts and vocabulary relating to:
- identity (e.g. ‘My name is...’);
- number (e.g. one, two);
- shape (e.g. circle, square);
- size (e.g. big, small);
- time (e.g. now);
- age (e.g. ‘I am 6.’);
- direction (e.g. left, right);
- sequence (e.g. first, second);
- ability (e.g. ‘I can...’).
Identifies things from simple descriptions (e.g. ‘I am an animal. I have four legs. I have a very long neck. I have two small horns. Who am I?’).
Uses language for thinking:
- identifies similarities and differences (e.g. ‘Put all the circles together.’ ‘Find the one that is different.’);
- identifies parts from the whole (e.g. parts of the face, a body);
- classifies things (e.g. ‘Put plastic things in one pile and wooden things in another.’);
- sequences things (e.g. from biggest to smallest).
Records information on simple charts using ticks and crosses, or simple ‘yes’and ‘no’.
Understands and uses some mathematical language (e.g. add, take away from).

Learning Outcome 6: Language Structure and Use

The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment standards

We know this when the learner:

Understands question forms in oral texts (e.g. ‘What...?’, ‘Who...?’, ‘How many/much/old etc....?’, ‘Which...?’, ‘Can....?’).
Understands simple sentences in oral texts (e.g. ‘I want to go home.’).
Understands the simple present and present progressive tenses in oral texts (e.g. ‘She likes school.’ ‘He is reading.’).
Understands imperatives in oral texts (e.g. ‘ Come here.’ ‘Don’t sit down.’).
Understands some modals in oral texts (e.g. ‘I can skip/run/jump.’).
Understands some negative forms in oral texts (e.g. ‘I don’t like meat.’ ‘I can’t swim.’).
Understands plurals of nouns in oral texts (e.g. book, books), including some irregular forms (e.g. tooth, teeth).
Understands some personal pronouns in oral texts (e.g. my, your, his, her, our, their book).
Understands some prepositions in oral texts (e.g. in, at, on, to).
Understands a few adjectives (e.g. big, small) and adverbs (e.g. slowly, quickly) in oral texts.
Understands between 500 and 1000 common spoken words in context by the end of Grade 1.