SNC-English-Overview

Aims and Objectives

For the majority of Pakistani students, learning English language is rarely a subconscious process. Learners have few opportunities to absorb the language from their environment to acquire a natural feel for appropriate linguistic structure, i.e. vocabulary and style in varied contexts of use, both in academic and social settings. Hence, it is not the students who lack the capacity to learn but the environment, at least in an academic setting, whose capacity needs to be built up. Learners have to be provided with formal opportunities to learn the language in an instructional setting through implementation  of  a  well thought-out and organized curriculum. The current curriculum aims to serve as a guide for teachers, learners, textbook developers, assessors and anyone else interested in benefitting from it. It is recognized that the instructional settings vary greatly in Pakistan in terms of teachers’ background and proficiency in English: students’ background and opportunities for exposure and/or use of English at home and in the community outside the school and classroom. Similarly, the resources available for teaching and learning of English also vary to a great extent. However, it is hoped that the competencies and standards defined in this curriculum will provide a roadmap for the provision of both human and financial resources in schools for quality teaching and learning of English for all children in Pakistan.

 

The curriculum is designed to promote high standards of literacy and competency in English language equipping learners with the language skills they need to excel in any field, not only for the purpose of achieving further education, but also for future employability and becoming productive members of society.

 

The content and process of learning are structured and integrated  to  realize  the standards for key competencies through spiral progression with a major focus on the development of language skills. Functional, literary and everyday texts2 provide a context for the teaching of the micro skills and strategies used in listening, speaking, reading and writing. The teaching strategies ensure the integration of the above mentioned language skills. Students learn to acquire knowledge and ideas through listening and reading and to effectively communicate their ideas through speaking and writing.

 

To rectify the relatively narrow focus on building learners’ listening and speaking skills in the previous curriculum, the Single National Curriculum 2020, for English emphasizes the development of these skills through interactive teaching and learning practices in the classroom. The resultant listening and  speaking  skills  acquired,  spanning  the  use  of English language in a range  of  contexts,  would  then  be  tested  through  the  inclusion  of test items embedded in the examination and assessment system. This will give learners the opportunity to be exposed to English language as it is spoken around them, in media and in offices, etc. Use of CDs, online resources, radio and sound-enabled multimedia can be employed for practicing intensive and extensive listening for wider language exposure and enhancement.

 

The curriculum places emphasis on the understanding and use of the English language in different academic and social contexts. Such an approach acknowledges, on one hand, the importance of teaching knowledge about the language system; and on the other hand, it moves a step forward to emphasize the appropriate use of that knowledge so that students’ ability to communicate in real life situations is enhanced and made effective for various purposes.

 

Benchmarks

 

C1: Oral Communication Skills (Listening and Speaking)

 

Standard – 1

Students understand and articulate widely acceptable

pronunciation, stress and intonation patterns of the English language for improved communication. (C1,S1)

 

BM 1

Grade I - II

Grade III - V

Recognize and articulate the basic sounds and sound patterns  of English language at word and sentence level.

Recognize and articulate sound patterns and stress in words, and basic intonation patterns in statements and questions as they occur in classroom texts.

 

 

 

 

Standard – 2

Students use appropriate social and academic conventions of spoken discourse for effective oral communication with

individuals and in groups, in both informal and  formal  settings. (C1, S2)

 

BM 1

Grade I - II

Grade III - V

Use some formulaic  expressions for basic routine greetings and social courtesies  for  oral interaction in class and school environment.

Use linguistic expressions to communicate appropriately for functions and co-functions of opinions, apologies, requests and instructions in class and school environment.

 

BM 2

Demonstrate through recitation of poems  and  “show-and-tell” activities, the social and academic conventions and dynamics to communicate  information   and ideas.

Demonstrate through role plays, discussions, conversations,  the social and academic  conventions and dynamics to communicate information and ideas.

 

C2: Reading and Critical Thinking Skills

 

 

Standard – 1

Students discover, understand and engage with a variety of text types through tasks which require multiple reading and thinking strategies for comprehension, fluency and enjoyment (C2, S1).

 

BM 1

Grade I - II

Grade III - V

Use reading readiness  strategies and recognize  words  and sentences as meaningful units of expression.                                     Identify and articulate digraphs. Recognize paragraphs as graphical units of expression.

Identify and articulate digraphs, tri-graphs, silent letters and inflections in words.

Comprehend  words,   sentences and  paragraphs  as   meaningful units of expression.

 

BM 2

Locate information from  a  visual cue or a graphic organizer and express the information verbally.

Comprehend information from a visual cue or a graphic organizer to describe positions, directions, events, sequences, and to show comparison and contrast.

 

BM 3

Identify factual information.

Apply reading comprehension and thinking strategies.

Interpret factual information, new processes and procedures, personal, school and public related information, applying reading comprehension and thinking strategies.

BM 4

Gather and locate information for specific  purposes  using  various aids and study skills.

Gather and use information for a variety of purposes using  various aids and study skills.

 

 

Standard – 2

Students read and analyse literary text to seek information, ideas, and enjoyment and to relate their own experiences to those of

common humanity as depicted in literature. (C2, S2)

 

BM 1

Grade I - II

Grade III - V

Recall stories and nursery rhymes. Express personal reactions to characters, events and morals.

Describe basic elements of stories and simple poems.

Express      personal          preferences giving reasons.

C3: Formal and Lexical Aspects of Language

 

Standard - 1 Vocabulary

Students enhance their vocabulary for meaningful and e?ective communication (C3, S1)

 

 

BM 1

Grade I - II

Grade III - V

Recognize and use naming, action and describing words with correct spelling, rhymes, common phrases and formulaic expressions from immediate surroundings.

Build vocabulary through simple affixes, compound words, converting parts of speech, and classifying words into different categories.

Use vocabulary with correct spelling from the textbooks, extended environment and media.

 

Standard – 2 Grammar and Structure

Students understand punctuation, syntax, grammatical functions, rules and application for developing accuracy in their spoken and written communication in formal and informal settings and

contexts (C3, S2)

 

BM 1

Grade I - II

Grade III - V

Recognize  grammatical   functions of some parts of speech and use them for spoken and written purposes.

Recognize  grammatical   functions of selected parts of speech, limited concepts of time, tense and aspect, and use them for spoken and written purposes.

 

BM 2

Recognize and use punctuation such as; full stop, question mark, exclamation mark, comma and capitalization to read and  write simple sentences.

Recognize and use punctuation including the use of  hyphen, comma and colon to read and write lists and simple paragraphs.

 

BM 3

Use and respond to simple commands, requests and questions verbally and non-verbally

Recognize and use  different types of sentence structures and appropriate sentence  types  to write meaningful paragraphs.

C4: Writing Skills

 

 

Standard - 1

Students produce academic, transactional and creative  writing that is fluent, accurate, focused, and purposeful and shows an insight into the writing process. (C4, S1)

BM 1

Grade I - II

Grade III - V

Write words and sentences using writing techniques.

Write meaningful and effective sentences and a paragraph using different writing techniques.

BM 2

Write naming and action words, sentences, answers to simple questions and guided stories about familiar topics.

Write short, descriptive, narrative, expository and argumentative paragraphs and stories for academic and creative purposes.

 

 

BM 3

Write a variety of simple interpersonal and transactional texts using guided writing techniques e.g. greeting cards, po?cards, dialogues (speech bubbles, cartoon strips) using vocabulary appropriate to the communicative purpose and context.

Write a variety  of  interpersonal and transactional texts e.g. short notes, informal invitations, letters, and dialogues (speech bubbles, cartoon strips) using vocabulary, tone and style of expression appropriate to the communicative purpose and context.

BM 4

Grade I - II

Grade III - V

Revise    and      edit     word       order, spelling and punctuation.

Revise    and       edit     word       order, spelling and punctuation.