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Revised National Curriculum Statement Grade R-9 (Schools)
Grade One
Learning Area: Languages - Home 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:
- Listens attentively to instructions and announcements, and responds appropriately.
- Demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker, taking turns to speak, and asking questions for clarification.
- Listens with enjoyment to short stories, rhymes, poems and songs from a variety of cultures, and shows understanding:
- listens for the main idea and important details in the story;
- acts out parts of story, song or rhyme;
- joins in choruses;
- draws a picture of the story and writes a few words about it;
- puts pictures in right sequence and matches captions with pictures;
- answers open questions about the story;
- expresses feelings about the story;
- communicates back the sequence of ideas.
- Listens, enjoys and responds appropriately to riddles and jokes.
- Listens to messages and conveys them correctly.
- Develops phonic awareness:
- distinguishes between different phonemes, especially at the beginning of words;
- recognises some rhyming words in common rhymes and songs such as ‘We ’re going to the zoo, zoo, zoo; you can come too, too, too’;
- recognises plurals (‘s’ and ‘es’), ‘-ing’ and ‘-ed’ at the end of words.
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:
- Talks about personal experiences, feelings and news.
- Communicates ideas using interesting descriptions and action words.
- Sings, recites, act out and mimes songs, poems and rhymes.
- Uses language imaginatively for fun and fantasy.
- Passes on messages.
- Recounts in sequence personal experiences.
- Tells a familiar short story that has a beginning, middle and ending, using pictures for support if necessary.
- Contributes to class and group discussions:
- by taking turns, asking quesions and showing sensitivity to the rights and feelings of others;
- reports back on behalf of group following group work;
- responds to questions asked by listeners.
- Uses appropriate language for different occasions and with different people:
- interviews an adult visitor to the class;
- role-plays relevant situations such as making new friends;
- varies tone and volume of voice.
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 visual cues to make meaning:
- predicts from the cover of a book what the story is about;
- uses illustrations to interpret the meaning of stories, and tells a story;
- interprets information including simple tables and graphical images found in print, media and advertising such as calendars and rosters, HIV/AIDS posters.
- Role-plays reading:
- holds a book the right way up;
- turns pages appropriately;
- looks at words and pictures;
- uses pictures to construct ideas.
- Makes meaning of written text:
- reads a story with the teacher and:
- discusses the main idea,
- identifies the details (e.g. main characters, sequence of events, setting),
- says whether the story was liked and why.
- Recognises letters and words and makes meaning of written text:
- reads simple written materials (labels, stories, etc.) for different purposes;
- reads own writing and the writing of classmates;
- uses phonic and word recognition skills to decode new or unfamiliar words in context (e.g. visual cues like shape of word and letter patterns, picture clues, context clues, and letter-sound relationships).
- Develops phonic awareness:
- recognises and names letters of the alphabet;
- understands the difference between letter names and letter sounds;
- understands that letter names remain constant but the sounds they represent may vary;
- understands the letter-sound relationships of most single consonants and short forms of vowels in words like ‘hat’ and ‘mat’;
- segments simple words with single initial consonants and short vowels (CVC pattern) into onset (the first sound) and rime (the last part of the syllable) (e.g. f-at, c-at, m-at, h-at, s-at);
- groups common words into word families (e.g. fat, cat, mat, hat, sat);
- recognises the ‘silent e’ in common words such as ‘cake’;
- recognises two letter blends at the beginning of words (e.g. gr-een, bl-ow);
- recognises common consonant diagraphs (single sounds spelt with two letters) at the beginning and end of words (e.g. sh, th, ch);
- recognises some high-frequency sight words such as ‘the’, ‘a’, ‘to’, ‘my’, ‘your’, ‘like’ and including own name and print in the environment.
- Reads for information and enjoyment:
- reads picture books with simple captions.
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:
- Writes with increasing legibility:
- manipulates writing tools like crayons and pencils effectively;
- develops letter formation and handwriting skills, drawing patterns, tracing and copying words);
- forms letters of the alphabet successfully.
- Does pre-writing:
- creates and uses drawings as a focus for writing;
- responds to a picture by writing simple sentences;
- discusses with classmates (in pairs or groups) topics and ideas for writing.
- Writes for different purposes:
- compiles lists;
- writes simple labels or captions for drawings;
- creates simple texts such as birthday cards (with written and visual text);
- uses simple strategies for getting and recording information, such as carrying out a survey of how many languages are spoken in a group;
- organises information in simple graphical forms, such as a chart or roster;
- collects suitable pictures and graphics to illustrate text.
- Drafts and revises:
- contributes ideas to a group writing a story (initially with teacher as scribe);
- revises a draft of the group’s story to be clearer and more interesting;
- writes and reads own draft to teacher and classmates, and starts to make revisions.
- Writes so that others can understand, using writing conventions:
- uses letters to form single words and short sentences;
- leaves spaces between words;
- uses left to right, top to bottom orientation to print;
- writes own sentences, with the support of writing frames where necessary;
- starts to use basic punctuation (capital letters and full stops).
- Begins to build vocabulary and starts to spell words so that they can be read and understood by others:
- writes words that represent familiar people, places and things;
- spells common words correctly;
- attempts to spell unfamiliar words using knowledge of phonics (emergent spelling);
- builds own word bank and personal dictionary.
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:
- Uses language to develop concepts:
- demonstrates developing knowledge of concepts such as quantity, size, shape, direction, colour, speed, time, age, sequence;
- understands and uses the conceptual language of different learning areas necessary at this level and in preparation for the next level.
- Uses language to think and reason:
- understands and uses language for logic and reasoning, such as cause and effect;
- classifies information (e.g. groups of different kinds of animals);
- identifies parts from the whole (e.g. parts of a bicycle, parts of a plant);
- identifies similarities and differences, using appropriate language (e.g. like, the same as, different from).
- Uses language to investigate and explore:
- asks questions and searches for explanations;
- offers explanations and solutions;
- uses simple strategies for getting and recording information, such as carrying out a survey of how many languages are spoken in a group, or finding relevant information in texts;
- solves picture and word puzzles.
- Processes information:
- organises information in simple graphical forms such as a chart, timeline, etc.
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:
- Relates sounds to letters and words:
- uses phonics to read and spell words.
- Works with words:
- knows where a written word begins and ends, and leaves spaces between words;
- spells some familiar words correctly;
- forms the plural of familiar words;
- groups words (e.g. words which rhyme);
- uses capital letters for names (e.g. Brenda).
- Works with sentences:
- writes simple sentences (e.g. ‘Jay won the race.’);
- uses punctuation - a capital letter at the beginning of a sentence and a full stop at the end;
- uses nouns, pronouns (I, you, she, he, etc.) and prepositions correctly;
- uses simple present and past tenses correctly.
- Works with texts:
- sequences text (e.g. by using words like ‘then’ and ‘next’ in a recount);
- talks about texts (e.g. stories) using terms like ‘beginning’, ‘middle’ and ‘end’.
- Develops critical language awareness;
- recognises the difference between language used in the classroom (e.g. at news time) and when playing with friends;
- explores why different language is used in different contexts.
- Uses meta-language (terms such as sentence, capital letter, full stop, dictionary).
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