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ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
COMMUNICATION SKILLS SYLLABUS
FORMS 5 - 6
2015 - 2022
Curriculum Development and Technical ServicesP. O. Box MP 133Mount Pleasant
Harare
© All Rrights Reserved2015
i
Communication Skills Syllabus Forms 5 - 6
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this syllabus:
- The National Communication Skills Syllabus Panel- Representatives from Universities and Teachers’ Colleges- Representatives from Book Publishers- The Zimbabwe School Examinations Council (ZIMSEC)- United Nations Children’s Fund (UNICEF)
Communication Skills Syllabus Forms 5 - 6
ii
CONTENTSACKNOWLEDGEMENTS ................................................................................................................. i
CONTENTS ....................................................................................................................................... ii
1.0 PREAMBLE ................................................................................................................................ 1
2.0 PRESENTATION OF SYLLABUS .............................................................................................. 1
3.0 AIMS ............................................................................................................................................ 2
4.0 SYLLABUS OBJECTIVES ......................................................................................................... 2
5.0 METHODOLOGY AND TIME ALLOCATION .............................................................................. 2
6.0 TOPICS ....................................................................................................................................... 2
7.0 SCOPE AND SEQUENCE .......................................................................................................... 3
FORM 5 ............................................................................................................................................. 7
8.0 COMPETENCY MATRIX ............................................................................................................. 7
FORM 6 ............................................................................................................................................. 14
9.0 ASSESSMENT ............................................................................................................................ 20
9.0 ASSESSMENT MODEL .............................................................................................................. 23
Communication Skills Syllabus Forms 5 - 6
1.0 PREAMBLE
1.1 Introduction
The Communication Skills syllabus which is designed for Forms 5 and 6, takes an integrated approach to the appropriate use of anguage in different situations and for different purposes. It focuses on the four macro skills which are listening/observing, speaking/signing, reading/signing and writing/brailing while catering for learner diversities. The syllabus seeks to equip the learners with life-long communication skills, further develop Unhu/Ubuntu/Vumunhu and assist them to cope with the de-mands of tertiary education. It cuts across the curriculum and broadens the learners’ perception of the world by exposing them to a variety of topics and texts based on social, scientific, economic, political and other emerging issues. The teaching of this syllabus will take cognisance of the fact that people create and use language to suit different contexts.
1.2 Rationale
The syllabus is intended to assist learners to master communication skills for effective interaction in academ-ic, social, political and economic spheres. It cuts across the curriculum thereby enabling the learners to achieve their full academic potential in various learning areas. The communication skills syllabus will enable learners to develop the following life-long skills:
• Written and Oral communication• Academic writing • Research • ICT• Reading and synthesis of information• Effective listening • Critical thinking• Tolerance • Career management• Enterprise • Leadership and teamwork
1.3 Summary of Content
The Communication Skills syllabus will be based on the four macro skills which are listening/observing, speaking/signing, reading/signing and writing/brailing. The topics will be drawn from social, economic, political and scientific issues. These topics should be explored through debates, discussions, comparison and contrast,
critical analysis and evaluation.
Accurate use of language for effective oral and written communication should be developed. Students should be taught to produce texts that are coherent, cohesive, balanced, convincing and interesting. They should be trained to critically analyse a variety of texts. 1.4 Assumptions
It is assumed that the learner: • is able to independently read and communicate
views on a text• is aware of the rules governing language use• has ICT skills• is aware of cross cutting issues such as HIV and
AIDS, climate change, corruption and gender
1.5 Cross - cutting themes
The following cross-cutting themes should be addressed through the teaching and learning of Communication Skills at Forms 5 and 6:
• Children’s Rights and Responsibilities• Health, Sexuality, HIV and AIDS• Disaster Risk Reduction and Management• Heritage Studies• Collaboration• Leadership • Environmental Issues• Guidance and Counselling• Gender • Enterprise Skills• Financial Literacy• Conflict Management and Resolution• Human Trafficking• Abuse • Traffic Safety and others
2.0 PRESENTATION OF SYLLABUSThe Communication Skills syllabus is presented as a single document that covers Forms 5 and 6.
1
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
2
Communication Skills Syllabus Forms 5 - 6
3.0 AIMS This syllabus aims to:
• equip learners with the communication skills essential for life and academic work at Forms 5, 6 and beyond
• promote Unhu/Ubuntu/Vumunhu through careful selection of texts and topics for discussion
• help learners develop independent critical reading and thinking skills
• develop learners` listening skills • develop the skills of coherent topic development
and sustenance in both oral and written discourse• encourage broad exploration and appraisal of
cultural, economic, environmental, political and technological issues.
4.0 SYLLABUS OBJECTIVESBy the end of Forms 5 and 6, learners should be able to:
• write with clarity, accuracy, relevance and in a logical manner for various purposes
• communicate orally with confidence in various academic , social, professional and other situations• use language accurately and appropriately for
different purposes• read intensively and extensively• respond critically to questions on various texts• demonstrate the values of Unhu/Ubuntu/Vumunhu
and good citizenry• distinguish between fact and opinion • summarise oral and written texts• evaluate various texts orally or in written responses• participate actively in discussions, debates and
other oral activities• develop academic and professional writing skills in
order to present reasoned and mature arguments.
5.0 METHODOLOGY AND TIME ALLOCATION
5.1 Methodology
The methods that will be used to teach this syllabus should be learner-centred and hinge on the Communi-cative Approach to language teaching. The methods will
include, among others, the following:
• Close Reading • Research and Projects • Discussions • Presentations • Seminars • Debate and Public Speaking • Theatre and Drama • Educational Tours • ICT • School on the shop floor • Interviews
5.1.2 Time Allocation Communication Skills should be allocated two (2) eighty (80) minute periods per week
6.0 TOPICSThe learning and teaching of Communication Skills will focus on the following macro skills and their sub skills:
6.1 Listening/Observing6.2 Speaking/Signing6.3 Reading/Signing6.4 Writing/Brailing
3
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
7.0
SCO
PE A
ND
SEQ
UEN
CE
7.1
SKIL
L 1:
LIS
TEN
ING
/OB
SERV
ING
6.0
SCO
PE A
ND
SEQ
UEN
CE
7.
1 SK
ILL
1: L
ISTE
NIN
G/O
BSE
RVI
NG
SU
B S
KIL
L FO
RM 5
FO
RM 6
Li
sten
ing
Com
preh
ensi
on
N
ote
mak
ing
N
ote
taki
ng
Su
mm
ary
In
terp
reta
tion
Tr
ansl
atio
n
Anal
ysis
Synt
hesi
s
N
ote
mak
ing
N
ote
taki
ng
Su
mm
ary
Inte
rpre
tatio
n
Tran
slat
ion
An
alys
is
Sy
nthe
sis
Ev
alua
tion
Ora
l Com
mun
icat
ion
C
ompl
ex d
irect
ions
and
inst
ruct
ions
Anno
unce
men
ts
M
essa
ges
An
noun
cem
ents
Mes
sage
s
Con
vers
atio
ns
D
ialo
gues
Inte
rvie
ws
To
ne, m
ood
and
attit
ude
In
terv
iew
s
Tone
, moo
d an
d at
titud
e
Rol
e pl
ay a
nd d
ram
a
Crit
ical
Lis
teni
ng
D
icta
tion
D
ebat
es a
nd d
iscu
ssio
ns
D
irect
ed li
sten
ing
Se
lect
ive
liste
ning
Sy
nthe
sis
D
ebat
es a
nd d
iscu
ssio
ns
Si
mul
atio
ns
R
efle
ctiv
e lis
teni
ng
4
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
7.2
SKIL
L 2:
SPE
AK
ING
/SIG
NIN
G
7.2
SKIL
L 2:
SPE
AKIN
G/S
IGN
ING
SU
B S
KIL
L FO
RM 5
FO
RM 6
R
egis
ters
Req
uest
s
Pe
rsua
sion
Com
plai
nts
An
noun
cem
ents
Inte
rvie
ws
En
quiri
es
In
terv
iew
s
Anno
unce
men
ts
N
on-v
erba
l cue
s
Neg
otia
tion
C
onfli
ct m
anag
emen
t and
reso
lutio
n
Spee
ches
Publ
ic s
peak
ing
Im
prom
ptu
Prep
ared
Con
vers
atio
ns
Pu
blic
spe
akin
g
Impr
ompt
u
Pr
epar
ed
Eu
logy
Deb
ates
Emer
ging
issu
es-lo
cal a
nd in
tern
atio
nal
C
ross
-cut
ting
issu
es- l
ocal
and
inte
rnat
iona
l
Emer
ging
issu
es-lo
cal a
nd in
tern
atio
nal
C
ross
-cut
ting
issu
es- l
ocal
and
inte
rnat
iona
l
Dis
cuss
ions
Sem
inar
s
O
ral p
rese
ntat
ions
Cro
ss-c
uttin
g an
d em
ergi
ng is
sues
- N
atio
nal a
nd
inte
rnat
iona
l
Se
min
ars
O
ral p
rese
ntat
ions
Cro
ss-c
uttin
g an
d em
ergi
ng i
ssue
s - N
atio
nal a
nd
inte
rnat
iona
l
Con
fere
ncin
g
Use
of I
CT
Te
leph
one
and
cellu
lar p
hone
Use
of V
isua
l/gra
phic
aid
s
Vide
o an
d au
dio
reco
rdin
g
Te
leph
one
and
cellu
lar p
hone
Use
of V
isua
l/gra
phic
aid
s
Soci
al n
etw
orks
: e
-com
mun
icat
ion
(Sky
pe, v
ideo
co
nfer
enci
ng, i
nsta
gram
)
4
5
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
7.3
SK
ILL
3: R
EAD
ING
/SIG
NIN
G
SKIL
L 3:
REA
DIN
G/S
IGN
ING
SU
B S
KIL
L FO
RM 5
FO
RM 6
Inte
nsiv
e R
eadi
ng
In
fere
nces
Not
e m
akin
g
Para
phra
sing
Sum
mar
y
An
alys
is
Tr
ansf
orm
atio
n
Synt
hesi
s
Eval
uatio
n
In
fere
nces
Anal
ysis
Synt
hesi
s
Eval
uatio
n
Exte
nsiv
e R
eadi
ng
G
enre
s: m
agaz
ines
, new
spap
ers
and
nove
ls
Gen
res:
mag
azin
es, n
ewsp
aper
s an
d no
vels
Skim
min
g an
d Sc
anni
ng
N
ewsp
aper
s, jo
urna
ls, t
extb
ooks
, map
s, s
tatis
tical
da
ta, d
irect
ory,
mag
azin
es, c
onte
nts
page
s an
d in
dex
of a
boo
k
In
dex
of a
boo
k, d
irect
ory,
jour
nals
, sta
tistic
al d
ata
and
map
s
6
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
SKIL
L 4:
WR
ITIN
G/B
RA
ILIN
G
SKIL
L 4:
WR
ITIN
G/B
RAI
LIN
G
SU
B S
KIL
L FO
RM 5
Fo
rm 6
B
asic
s of
Ess
ay W
ritin
g
W
hat i
s ac
adem
ic w
ritin
g?
St
ruct
ure
of a
n ac
adem
ic e
ssay
Lang
uage
use
Para
grap
hing
Topi
c se
nten
ces
Type
s of
sen
tenc
es
C
ohes
ion
and
cohe
renc
e
Punc
tuat
ion
Reg
iste
r
Ac
adem
ic w
ritin
g
Lang
uage
use
Para
grap
hing
Topi
c se
nten
ces
St
ruct
ure
Ty
pes
of s
ente
nces
Coh
esio
n an
d co
here
nce
Pu
nctu
atio
n
R
egis
ter
H
edgi
ng
Free
Ess
ay W
ritin
g
Fact
ual
D
iscu
rsiv
e
Argu
men
tativ
e
Cre
ativ
e w
ritin
g
Res
earc
h pr
ojec
t
Fa
ctua
l
Dis
curs
ive
Ar
gum
enta
tive
C
reat
ive
writ
ing
R
esea
rch
proj
ect
Gui
ded
Writ
ing
M
emor
anda
Lette
rs
Ar
ticle
s
C
urric
ulum
vita
e/R
esum
é
Rep
orts
Spee
ches
M
emor
anda
Artic
les
C
urric
ulum
vita
e/R
esum
e
Rep
orts
Inte
rvie
w s
crip
ts
Br
ochu
res
Ad
verti
sem
ents
Info
rmal
Writ
ing
Sh
ort m
essa
ging
ser
vice
s (S
MSs
)
Shor
than
d
Shor
t mes
sagi
ng s
ervi
ces
(SM
Ss)
Sh
orth
and
W
hats
app
6
7
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
FOR
M 5
8.0
CO
MPE
TEN
CY
MAT
RIX
8.1
SKIL
L 1:
LIS
TEN
ING
/OB
SERV
ING
FORM
5
8.
0 C
OM
PETE
NC
Y M
ATR
IX
8.1
SKIL
L 1:
LIS
TEN
ING
/OB
SER
VIN
G
CO
NC
EPTS
/ASP
ECTS
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D K
NO
WLE
DG
E)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
List
enin
g C
ompr
ehen
sion
mak
e no
tes
from
ora
l te
xts
su
mm
aris
e th
e co
nten
t of
bro
adca
sts
de
duce
mea
ning
s fro
m
oral
text
s
re
port
on n
ews
and
othe
r eve
nts
from
di
ffere
nt m
edia
anal
yse
text
s
N
ote
mak
ing
Br
oadc
asts
Nar
ratio
ns
An
alys
is
Sy
nthe
sis
Li
sten
ing
to d
iffer
ent t
ypes
of
med
ia
M
akin
g no
tes
from
ora
l tex
ts
Su
mm
aris
ing
the
cont
ent o
f th
e b
road
cast
Dis
cuss
ing
the
cont
ent f
rom
br
oadc
asts
and
nar
ratio
ns
An
alys
ing
text
s fo
r: -
Bias
-
Accu
racy
-
Stre
ngth
s
- W
eakn
esse
s
IC
T to
ols
R
esou
rce
pers
ons
Pr
int m
edia
Broa
dcas
t med
ia
Ora
l Com
mun
icat
ion
pe
rform
a s
erie
s of
ac
tiviti
es a
s in
stru
cted
repo
rt on
an
noun
cem
ents
deliv
er m
essa
ges
accu
rate
ly
C
ompl
ex d
irect
ions
and
in
stru
ctio
ns
An
noun
cem
ents
M
essa
ges
Fo
llow
ing
inst
ruct
ions
ac
cura
tely
List
enin
g to
ann
ounc
emen
ts
Tran
smitt
ing
mes
sage
s ac
cura
tely
Giv
ing
feed
back
Eval
uatin
g de
liver
ed m
essa
ges
IC
T to
ols
R
esou
rce
pers
ons
Con
vers
atio
ns
de
bate
on
cros
s-cu
tting
th
emes
dem
onst
rate
inte
rvie
w
proc
edur
es
de
duce
mea
ning
from
R
esea
rch
C
ross
-cut
ting
and
emer
ging
them
es
D
ialo
gues
Inte
rvie
w p
roce
dure
s
R
esea
rchi
ng o
n cr
oss-
cutti
ng
them
es
En
gagi
ng in
deb
ate
on c
ross
- cu
tting
them
es
Si
mul
atin
g in
terv
iew
IC
T to
ols
R
esou
rce
pers
ons
Pr
int m
edia
8
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
CO
NC
EPTS
/ASP
ECTS
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D K
NO
WLE
DG
E)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
the
tone
and
moo
d of
pr
esen
ters
and
pa
rtici
pant
s
To
ne, m
ood
and
attit
ude
proc
edur
es
In
terp
retin
g m
eani
ng fr
om th
e to
ne a
nd m
ood
of p
rese
nter
s an
d pa
rtici
pant
s
Crit
ical
Lis
teni
ng
sy
nthe
sise
dic
tate
d co
nten
t
eval
uate
pre
sent
atio
ns
an
alys
e or
al
pres
enta
tions
C
ross
-cut
ting
them
es
Em
ergi
ng is
sues
Pres
enta
tions
Sem
inar
s
Deb
ates
and
di
scus
sion
s
Su
mm
aris
ing
info
rmat
ion
from
pr
esen
tatio
ns a
nd d
ebat
es
As
sess
ing
pres
enta
tions
on
cros
s-cu
tting
and
em
ergi
ng
issu
es
IC
T to
ols
Pr
int m
edia
Res
ourc
e pe
rson
s
8
9
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
8.2
SKIL
L 2
: SPE
AK
ING
/SIG
NIN
G8.
2 SK
ILL
2 : S
PEAK
ING
/SIG
NIN
G
CO
NC
EPTS
/ASP
ECTS
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D K
NO
WLE
DG
E)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
Reg
iste
r
use
appr
opria
te
regi
ster
s in
diff
eren
t co
ntex
ts
ex
hibi
t the
val
ues
of
Unh
u/ U
bunt
u/
Vum
unhu
R
egis
ters
Req
uest
s
Pers
uasi
on
C
ompl
aint
s
Anno
unce
men
ts
In
terv
iew
s
Enqu
iries
U
sing
app
ropr
iate
regi
ster
s in
di
ffere
nt s
ituat
ions
Dem
onst
ratin
g U
nhu/
Ubu
ntu/
Vum
unhu
usi
ng
appr
opria
te re
gist
ers
R
ole
play
ing
vario
us
situ
atio
ns
IC
T to
ols
R
esou
rce
pers
ons
Spee
ches
prep
are
cohe
rent
and
lo
gica
lly o
rgan
ised
sp
eech
es
sp
eak
eloq
uent
ly a
nd
conc
isel
y in
form
al
and
info
rmal
con
text
s
pres
ent
impr
ompt
u sp
eech
es
Sp
eech
es o
n cr
oss-
cutti
ng a
nd e
mer
ging
is
sues
suc
h as
: -
Hea
lth ,S
exua
lity
,HIV
and
AID
S -
Gen
der
- C
orru
ptio
n -
Empl
oym
ent
crea
tion
- D
rug,
alc
ohol
and
su
bsta
nce
abus
e
Spee
ch p
repa
ratio
n sk
ills
Pu
blic
spe
akin
g sk
ills
Sp
eaki
ng e
loqu
ently
in
diffe
rent
situ
atio
ns
Pr
esen
ting
prep
ared
and
im
prom
ptu
spee
ches
IC
T to
ols
M
otiv
atio
nal
spea
kers
Fam
ous
spee
ches
Deb
ates
expr
ess
opin
ions
and
fa
cts
on a
var
iety
of
topi
cs
de
fend
idea
s w
ith
supp
ortin
g ev
iden
ce
on g
iven
topi
cs
de
mon
stra
te to
lera
nce
on d
iffer
ing
view
s
C
ross
-cut
ting
and
emer
ging
issu
es:
econ
omic
, pol
itica
l, so
cial
, cul
tura
l, re
ligio
us
N
atio
nal p
olic
ies
Ex
pres
sing
opi
nion
s on
va
rious
cro
ss-c
uttin
g an
d em
ergi
ng is
sues
Appr
ecia
ting
diffe
rent
opi
nion
s
IC
T to
ols
Th
e N
atio
nal
Con
stitu
tion
Th
e H
ansa
rd
N
ewsp
aper
s an
d m
agaz
ines
10
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
CO
NC
EPTS
/ASP
ECTS
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D K
NO
WLE
DG
E)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
Dis
cuss
ions
exhi
bit k
now
ledg
e of
cr
oss-
cutti
ng a
nd
emer
ging
issu
es
pr
esen
t bal
ance
d di
scus
sion
s us
ing
corre
ct a
nd
appr
opria
te la
ngua
ge
an
alys
e vi
ews
rais
ed
on a
var
iety
of i
ssue
s
asse
ss th
e va
lidity
of
argu
men
ts o
n gi
ven
topi
cs
C
ross
- cu
tting
and
em
ergi
ng is
sues
: ec
onom
ic, p
oliti
cal,
soci
al, c
ultu
ral,
relig
ious
su
ch a
s:
- em
pow
erm
ent
- he
alth
issu
es
- gl
obal
war
min
g -
terro
rism
-
ICT
issu
es
D
emon
stra
ting
know
ledg
e of
cr
oss-
cutti
ng a
nd e
mer
ging
is
sues
Anal
ysin
g di
fferin
g vi
ews
on
vario
us is
sues
Eval
uatin
g ar
gum
ents
Parti
cipa
ting
in s
emin
ars
IC
T to
ols
Th
e N
atio
nal
Con
stitu
tion
Th
e H
ansa
rd
N
ewsp
aper
s an
d m
agaz
ines
Res
ourc
e pe
rson
s
Mus
eum
s
Use
of I
CT
us
e va
rious
form
s of
IC
T to
com
mun
icat
e ef
fect
ivel
y
Po
wer
Poin
t pr
esen
tatio
ns
Vi
deo
conf
eren
cing
Cel
lula
r pho
nes
and
tele
phon
es
U
sing
var
ious
form
s of
ICT
tool
s to
spe
ak e
ffect
ivel
y
Dis
cuss
ing
on b
oard
foru
ms
usin
g IC
T
IC
T to
ols
Vi
sual
gra
phic
aid
s
10
11
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
8.3
SKIL
L 3
: REA
DIN
G/S
IGN
ING
8.3
SKIL
L 3
: REA
DIN
G
SU
B T
OPI
C
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
:
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
Inte
nsiv
e R
eadi
ng
dr
aw in
fere
nces
from
w
ritte
n te
xts
pa
raph
rase
giv
en
info
rmat
ion
m
ake
note
s on
read
te
xts
sum
mar
ise
text
s
anal
yse
give
n te
xts
ev
alua
te a
var
iety
of
genr
es
C
ompr
ehen
sion
Infe
renc
es
N
ote
mak
ing
Pa
raph
rasi
ng
Su
mm
ary
Anal
ysis
Tran
sfor
mat
ion
Sy
nthe
sis
Ev
alua
tion
H
erita
ge is
sues
R
eadi
ng te
xts
for i
nfor
mat
ion
In
ferri
ng m
eani
ngs
P
arap
hras
ing
giv
en te
xts
M
akin
g no
tes
W
ritin
g su
mm
arie
s
Synt
hesi
sing
idea
s
Eval
uatin
g te
xts
• N
ovel
s,
• N
ewsp
aper
s,
• Ad
verti
sem
ents
•
Acce
ss b
illboa
rds
• St
atis
tical
dat
a •
ICT
tool
s
Exte
nsiv
e re
adin
g
read
for e
njoy
men
t
sele
ct id
eas
for
disc
ussi
ons
and
deba
tes
G
enre
s
Aspe
cts
of
Unh
u/U
bunt
u/Vu
mun
hu
in te
xts
H
erita
ge is
sues
R
eadi
ng te
xts,
bro
chur
es,
grap
hs ,
jour
nals
, mag
azin
es
and
new
spap
ers
Se
lect
ing
idea
s fo
r di
scus
sion
s an
d de
bate
s
• N
ewsp
aper
s •
Mag
azin
es
• Ad
verti
sem
ents
•
Acce
ss b
illboa
rds
• St
atis
tical
dat
a •
ICT
tool
s
Skim
min
g an
d Sc
anni
ng
sk
im a
nd s
can
text
s
eval
uate
a v
arie
ty o
f te
xts
Sk
imm
ing
Sc
anni
ng
C
ompr
ehen
sion
Eval
uatio
n
R
eadi
ng te
xts
for i
nfor
mat
ion
Ev
alua
ting
text
s •
Prin
t med
ia
• IC
T to
ols
12
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
8.4
SKIL
L 4:
WR
ITIN
G/B
RA
ILIN
G
8.4
SKIL
L 4:
WR
ITIN
G/B
RAI
LIN
G
SU
B T
OPI
C/S
KIL
L O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
Bas
ics
of E
ssay
Writ
ing
us
e ap
prop
riate
cita
tion
met
hods
use
info
rmat
ion
from
di
ffere
nt s
ourc
es
re
sear
ch u
sing
ICT
tool
s
st
ruct
ure
ess
ays
corre
ctly
writ
e co
mpo
und
and
com
plex
sen
tenc
es
us
e di
scou
rse
mar
kers
ap
prop
riate
ly
us
e ap
prop
riate
pu
nctu
atio
n m
arks
dete
rmin
e ap
prop
riate
re
gist
er fo
r use
in
diffe
rent
ess
ay ty
pes
in
terp
ret c
omm
and
wor
ds in
que
stio
ns
C
itatio
n an
d re
fere
ncin
g m
etho
ds: M
oder
n La
ngua
ges
Ass
ocia
tion
(MLA
) and
the
Amer
ican
Ps
ycho
logi
cal
Asso
ciat
ion
(APA
) an
d H
avar
d
lib
rary
use
ICT
In
trodu
ctio
ns, b
ody,
pa
ragr
aphi
ng, c
oncl
usio
n
Com
poun
d an
d co
mpl
ex
sent
ence
s
Dis
cour
se m
arke
rs
Pu
nctu
atio
n m
arks
suc
h as
: com
ma,
sem
i-col
on
and
colo
n
Essa
y re
gist
er
C
omm
and
wor
ds s
uch
as:
- ex
plai
n -
just
ify
- di
scus
s -
eval
uate
-
enum
erat
e
C
iting
and
refe
renc
ing
essa
ys c
orre
ctly
Usi
ng th
e lib
rary
to g
et
rele
vant
info
rmat
ion
R
esea
rchi
ng u
sing
ICT
tool
s
Writ
ing
essa
ys w
ith c
lear
in
trodu
ctio
n, b
ody,
pa
ragr
aph
and
conc
lusi
on
C
onst
ruct
ing
com
poun
d an
d co
mpl
ex s
ente
nces
Sele
ctin
g ap
prop
riate
di
scou
rse
mar
kers
Punc
tuat
ing
sent
ence
s us
ing
the
com
ma,
sem
i-co
lon
and
colo
n
Usi
ng s
uita
ble
regi
ster
in
diffe
rent
ess
ay ty
pes
D
iscu
ssin
g m
eani
ngs
of
com
man
d w
ords
in
ques
tions
M
LA, A
PA a
nd H
avar
d
guid
es
IC
T to
ols
Li
brar
y ca
talo
gue
Free
Ess
ay W
ritin
g
writ
e di
ffere
nt ty
pes
of
essa
ys
de
mon
stra
te c
reat
ive
writ
ing
skills
Ty
pes
of E
ssay
s:
- fa
ctua
l -
disc
ursi
ve
- ar
gum
enta
tive
C
reat
ive
writ
ing
R
esea
rch
proj
ects
W
ritin
g di
ffere
nt ty
pes
of
essa
ys
C
ompo
sing
nov
els,
sho
rt st
orie
s, p
oem
s, p
lays
, so
ngs
IC
T to
ols
Pr
int a
nd E
lect
roni
c m
edia
Res
ourc
e pe
rson
s
12
13
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
SUB
TO
PIC
/SK
ILL
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
:
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
Gui
ded
Writ
ing
co
mpo
se d
iffer
ent
type
s of
gui
ded
writ
ings
com
plet
e a
varie
ty o
f fo
rms
Ty
pes
of g
uide
d w
ritin
g:
- Le
tters
-
Rep
orts
-
Spee
ches
-
Artic
les
- M
emos
-
Cur
ricul
um
Vita
e/R
esum
é- P
roje
ct
prop
osal
s
Form
s
W
ritin
g di
ffere
nt ty
pes
of
guid
ed ta
sks
Am
plify
ing
pegs
/not
es
Fo
llow
ing
give
n in
stru
ctio
ns
O
rgan
isin
g id
eas
Fi
lling
in fo
rms
Pr
int a
nd e
lect
roni
c m
edia
ICT
tool
s
Res
ourc
e pe
rson
s
Form
s
14
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
FOR
M 6
8.0
CO
MPE
TEN
CY
MAT
RIX
8.1
SKIL
L 1:
LIS
TEN
ING
/OB
SERV
ING
FORM
6
8.0
CO
MPE
TEN
CY
MAT
RIX
8.
1 SK
ILL
1: L
ISTE
NIN
G/O
BSE
RVI
NG
SUB
SK
ILL
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
: C
ON
TEN
T (A
TTIT
UD
ES,
SKIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
List
enin
g C
ompr
ehen
sion
sele
ct re
leva
nt
info
rmat
ion
to a
nsw
er
spec
ific
ques
tions
sum
mar
ise
the
cont
ent o
f br
oadc
asts
dedu
ce m
eani
ngs
repo
rt on
new
s an
d ot
her
even
ts fr
om d
iffer
ent
med
ia
ex
amin
e or
al d
isco
urse
s
Br
oadc
asts
Nar
ratio
ns
C
ross
-cut
ting
and
emer
ging
them
es
lis
teni
ng to
diff
eren
t typ
es
of m
edia
to a
nsw
er
ques
tions
disc
ussi
ng th
e co
nten
t fro
m
broa
dcas
ts a
nd n
arra
tions
eval
uatin
g or
al d
isco
urse
s fo
r bia
s, a
ccur
acy,
st
reng
ths
and
wea
knes
ses
IC
T To
ols
R
esou
rce
pers
ons
Pr
int m
edia
Ora
l Com
mun
icat
ion
re
spon
d ac
cura
tely
to
give
n in
stru
ctio
ns
re
port
on a
nnou
ncem
ents
de
liver
mes
sage
s ac
cura
tely
C
ompl
ex d
irect
ions
Anno
unce
men
ts
Mes
sage
s
Li
sten
ing
to a
nnou
ncem
ents
Tran
smitt
ing
mes
sage
s ac
cura
tely
Giv
ing
feed
back
Eval
uatin
g de
liver
ed
mes
sage
s
IC
T to
ols
R
esou
rce
pers
ons
Con
vers
atio
ns
de
bate
on
cros
s-cu
tting
an
d em
ergi
ng th
emes
dem
onst
rate
inte
rvie
w
proc
edur
es
de
duce
mea
ning
from
the
tone
and
into
natio
n of
the
spea
ker
R
esea
rch
on
cros
s-cu
tting
and
em
ergi
ng th
emes
Dia
logu
es
In
terv
iew
pro
cedu
res
Tone
, moo
d an
d at
titud
e
R
esea
rchi
ng o
n cr
oss-
cutti
ng a
nd e
mer
ging
th
emes
Enga
ging
in d
ebat
e on
cr
oss-
cutti
ng a
nd e
mer
ging
th
emes
Sim
ulat
ing
inte
rvie
w
IC
T to
ols
R
esou
rce
pers
ons
14
15
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
SUB
SK
ILL
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
: C
ON
TEN
T (A
TTIT
UD
ES,
SKIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
proc
edur
es
In
terp
retin
g m
eani
ng fr
om
the
tone
and
into
natio
n of
th
e sp
eake
r
Crit
ical
list
enin
g
iden
tify
them
es fr
om
deba
te, s
emin
ars
and
pres
enta
tions
draw
mor
als
refle
ctin
g U
nhu/
Ubu
ntu/
Vum
unhu
fro
m o
ral t
exts
dedu
ce m
eani
ng fr
om th
e to
ne a
nd m
ood
of
pres
ente
rs a
nd
parti
cipa
nts
ev
alua
te p
rese
ntat
ions
C
ross
-cut
ting
and
emer
ging
them
es
Pr
esen
tatio
ns
Se
min
ars
D
ebat
es
D
etec
ting
them
es fr
om
pres
enta
tions
Illus
tratin
g m
oral
s re
flect
ing
Unh
u/U
bunt
u/Vu
mun
hu
from
ora
l tex
ts
In
terp
retin
g m
eani
ng fr
om
the
tone
and
moo
d of
pr
esen
ters
and
par
ticip
ants
Org
anis
ing
info
rmat
ion
from
pr
esen
tatio
ns a
nd d
ebat
es
As
sess
ing
pres
enta
tions
IC
T to
ols
Pr
int m
edia
Res
ourc
e pe
rson
s
16
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
8.2
SKIL
L 2
: SPE
AK
ING
/SIG
NIN
G 8.
2 SK
ILL
2 : S
PEAK
ING
/SIG
NIN
G
SU
B S
KIL
L O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
Reg
iste
r
use
appr
opria
te
regi
ster
s in
diff
eren
t co
ntex
ts
ex
hibi
t the
val
ues
of
Unh
u/ U
bunt
u/
Vum
unhu
• R
egis
ters
-
Anno
unce
men
ts
- In
terv
iew
s -
Non
-ver
bal c
ues
- N
egot
iatio
n -
Con
flict
man
agem
ent
and
reso
lutio
n
U
sing
app
ropr
iate
re
gist
ers
in d
iffer
ent
situ
atio
ns
D
emon
stra
ting
Unh
u/U
bunt
u/Vu
mun
hu
usin
g ap
prop
riate
regi
ster
s
Rol
e pl
ayin
g va
rious
si
tuat
ions
IC
T to
ols
R
esou
rce
pers
ons
R
efer
ence
boo
ks
Spee
ches
prep
are
cohe
rent
and
lo
gica
lly o
rgan
ised
sp
eech
es
sp
eak
eloq
uent
ly a
nd
conc
isel
y in
form
al
and
info
rmal
con
text
s
pres
ent p
repa
red
and
impr
ompt
u sp
eech
es
Sp
eech
es o
n cr
oss-
cutti
ng a
nd e
mer
ging
is
sues
suc
h as
: -
terro
rism
-
natu
ral d
isas
ters
-
lang
uage
issu
es
Sp
eech
pre
para
tion
skills
Publ
ic s
peak
ing
skills
Sp
eaki
ng e
loqu
ently
in
form
al a
nd in
form
al
situ
atio
ns
Pr
esen
ting
prep
ared
and
im
prom
ptu
spe
eche
s
IC
T to
ols
M
otiv
atio
nal s
peak
ers
Fa
mou
s sp
eech
es
C
onst
itutio
n of
Zi
mba
bwe
Deb
ates
expr
ess
opin
ions
and
fa
cts
on a
var
iety
of
topi
cs
de
fend
idea
s w
ith
supp
ortin
g ev
iden
ce
on g
iven
topi
cs
de
mon
stra
te to
lera
nce
on d
iffer
ing
view
s
C
ross
-cut
ting
and
emer
ging
issu
es:
econ
omic
, pol
itica
l, so
cial
, cul
tura
l and
re
ligio
us s
uch
as
- ca
reer
s
- tim
e m
anag
emen
t -
ente
rpris
e -
pare
ntho
od
- ea
rly m
arria
ges
Ex
pres
sing
opi
nion
s on
va
rious
cro
ss-c
uttin
g an
d em
ergi
ng is
sues
Appr
ecia
ting
diffe
rent
op
inio
ns
IC
T to
ols
Th
e N
atio
nal
Con
stitu
tion
Th
e H
ansa
rd
N
ewsp
aper
s an
d m
agaz
ines
Dis
cuss
ions
exhi
bit k
now
ledg
e of
cr
oss-
cutti
ng a
nd
emer
ging
issu
es
pr
esen
t bal
ance
d di
scus
sion
s us
ing
corre
ct a
nd
Se
min
ar p
rese
ntat
ions
Cro
ss-c
uttin
g an
d em
ergi
ng is
sues
: ec
onom
ic, p
oliti
cal,
soci
al, c
ultu
ral a
nd
relig
ious
D
emon
stra
ting
know
ledg
e of
cro
ss-c
uttin
g an
d em
ergi
ng is
sues
Anal
ysin
g di
fferin
g vi
ews
on v
ario
us is
sues
Eval
uatin
g ar
gum
ents
IC
T to
ols
Th
e N
atio
nal
Con
stitu
tion
Th
e H
ansa
rd
N
ewsp
aper
s an
d m
agaz
ines
16
17
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
appr
opria
te la
ngua
ge
an
alys
e vi
ews
rais
ed
on a
var
iety
of i
ssue
s
asse
ss th
e va
lidity
of
argu
men
ts o
n gi
ven
topi
cs
N
atio
nal s
ymbo
ls a
nd
mon
umen
ts
Ta
boos
Indi
geno
us k
now
ledg
e sy
stem
s
Gen
der
Tr
affic
saf
ety
Vu
lner
able
gro
ups
R
esou
rce
pers
ons
M
useu
ms
H
ighw
ay c
ode
Use
of I
CT
us
e va
rious
form
s of
IC
T to
com
mun
icat
e ef
fect
ivel
y
Po
wer
Poin
t pre
sent
atio
ns
Sk
ype,
Inst
agra
m, v
ideo
co
nfer
enci
ng
U
sing
var
ious
form
s of
ICT
tool
s to
spe
ak e
ffect
ivel
y
ICT
tool
s
Visu
al g
raph
ic a
ids
18
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
8.3
SKIL
L 3
: REA
DIN
G/S
IGN
ING
8.
3 SK
ILL
3 : R
EAD
ING
/SIG
NIN
G
SU
B S
KIL
L O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
Inte
nsiv
e R
eadi
ng
dr
aw in
fere
nces
from
w
ritte
n te
xts
pa
raph
rase
giv
en
info
rmat
ion
m
ake
note
s on
read
te
xts
sum
mar
ise
text
s
anal
yse
give
n te
xts
N
ote
mak
ing
In
fere
nces
Para
phra
sing
Sum
mar
y
An
alys
is
Ev
alua
tion
R
eadi
ng te
xts
for g
ener
al
info
rmat
ion
In
ferri
ng m
eani
ngs
P
arap
hras
ing
giv
en te
xts
Mak
ing
note
s
Writ
ing
sum
mar
ies
Ev
alua
ting
text
s
N
ovel
s
New
spap
ers
In
tern
et
Ad
verti
sem
ents
Acce
ss b
illboa
rds
Pr
int m
edia
Stat
istic
al d
ata
I C
T to
ols
Exte
nsiv
e R
eadi
ng
ev
alua
te in
form
atio
n fro
m a
var
iety
of
genr
es
id
entif
y th
emes
in a
va
riety
of g
enre
s
sele
ct id
eas
for
disc
ussi
ons
and
deba
tes
G
enre
s
Them
es
As
pect
s of
U
nhu/
Ubu
ntu/
Vum
unhu
in
text
s
Envi
ronm
enta
l iss
ues
D
isas
ter m
anag
emen
t
Econ
omic
sys
tem
s
Mul
tilat
eral
sys
tem
s
Spor
t
Hea
lth
An
alys
ing
text
s, b
roch
ures
, gr
aphs
, jo
urna
ls,
mag
azin
es a
nd n
ewsp
aper
s
Iden
tifyi
ng th
emes
Rev
iew
ing
text
s re
ad
N
ewsp
aper
s
Inte
rnet
Adve
rtise
men
ts
St
atis
tical
dat
a
I CT
tool
s
Res
ourc
e pe
rson
s
Skim
min
g an
d Sc
anni
ng
sk
im a
nd s
can
text
s
eval
uate
a v
arie
ty o
f te
xts
Sk
imm
ing
Scan
ning
Com
preh
ensi
on
Ev
alua
tion
R
eadi
ng te
xts
for
info
rmat
ion
Ev
alua
ting
text
s
Pr
int m
edia
ICT
tool
s
18
19
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
SKIL
L 4
: WR
ITIN
G/B
RA
ILIN
G
8.4
SKIL
L 4
: WR
ITIN
G/B
RAI
LIN
G
SU
B S
KIL
L O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D K
NO
WLE
DG
E)
SUG
GES
TED
NO
TES
AND
AC
TIVI
TIES
SU
GG
ESTE
D
RES
OU
RC
ES
Bas
ics
of E
ssay
Writ
ing
us
e so
urce
s fro
m th
e lib
rary
rese
arch
usi
ng IC
T to
ols
writ
e co
mpo
und
and
com
plex
sen
tenc
es
de
term
ine
appr
opria
te
regi
ster
for u
se in
di
ffere
nt e
ssay
type
s
esta
blis
h re
latio
nshi
ps
betw
een
para
grap
hs
he
dge
lang
uage
use
d
lib
rary
use
ICT
C
ompo
und
and
com
plex
se
nten
ces
D
isco
urse
mar
kers
Essa
y re
gist
er
U
sing
the
libra
ry to
get
re
leva
nt in
form
atio
n
Res
earc
hing
usi
ng IC
T to
ols
C
onst
ruct
ing
com
poun
d an
d co
mpl
ex s
ente
nces
Anal
ysin
g ap
prop
riate
ness
of
disc
ours
e m
arke
rs
U
sing
sui
tabl
e re
gist
er
in d
iffer
ent e
ssay
type
s
IC
T to
ols
Li
brar
y ca
talo
gue
Pr
int m
edia
Free
Ess
ay W
ritin
g
writ
e di
ffere
nt ty
pes
of
essa
ys
de
mon
stra
te c
reat
ive
writ
ing
skills
Ty
pes
of E
ssay
s:
- fa
ctua
l -
disc
ursi
ve
- ar
gum
enta
tive
- cr
eativ
e w
ritin
g
R
esea
rch
proj
ect
em
ails
W
ritin
g di
ffere
nt ty
pes
of e
ssay
s
Com
posi
ng n
ovel
s,
shor
t sto
ries,
poe
ms,
pl
ays,
son
gs, e
mai
ls
IC
T to
ols
Pr
int a
nd E
lect
roni
c m
edia
Res
ourc
e pe
rson
s
Gui
ded
Writ
ing
co
mpo
se d
iffer
ent
type
s of
gui
ded
writ
ings
com
plet
e a
varie
ty o
f fo
rms
Ty
pes
of g
uide
d w
ritin
g:
- R
epor
ts
- Ar
ticle
s -
Mem
oran
da
- In
terv
iew
scr
ipts
-
Broc
hure
s
- Ad
verti
sem
ents
-
Cur
ricul
um
Vita
e/R
esum
é -
Proj
ect p
ropo
sals
Form
s
W
ritin
g di
ffere
nt ty
pes
of g
uide
d ta
sks
Am
plify
ing
pegs
Follo
win
g gi
ven
inst
ruct
ions
Org
anis
ing
idea
s
Fillin
g in
form
s
Pr
int a
nd e
lect
roni
c m
edia
ICT
tool
s
Res
ourc
e pe
rson
s
Form
s
Communication Skills Syllabus Forms 5 - 6
20
9.0 ASSESSMENT
The scheme of assessment for the Forms 5 and 6 Communication Skills syllabus covers continuous and summative assessments. The four main language skills which are listening/observing, speaking/signing, reading/signing and writ-ing/brailing and their sub-skills will be assessed. The assessment will be grounded on the principle of inclusivity which caters for learners with diverse needs. Therefore, arrangements, accommodations and modifications will be made in both continuous and summative assessments to enable learners with special needs to access the assessment tools.
9.1 ASSESSMENT OBJECTIVES
The Communication Skills syllabus will be assessed through Continuous and Summative Assessment. The following assessment objectives outline the skills which will be assessed during and at the end of the two-year programme:
9.2 WRITING SKILLS
During and at the end of the two-year programme, learners should be able to:
9.2.1 write persuasive (argumentative), balanced (discursive) and informative (factual/expository) essays9.2.2 write interview scripts, project proposals, research projects, curriculum vitaes, letters, speeches, reports, articles
and memoranda from notes, texts, diagrams, statistical data, and graphs9.2.3 amplify given information9.2.4 write with grammatical accuracy9.2.5 use discourse markers correctly to create a sense of cohesion and coherence within and among paragraphs9.2.6 write in a style and register appropriate to the subject matter9.2.7 cite sources correctly in their written work
9.3 READING/SIGNING
Learners should be able to:
9.3.1 follow the development of ideas in texts9.3.2 recognise how language is used in texts to indicate relationships of ideas9.3.3 distinguish main propositions from exemplifying or qualifying details9.3.4 deduce information that is implied in texts9.3.5 infer the contextual meanings of words and phrases 9.3.6 paraphrase ideas from texts9.3.7 analyse the feelings, qualities and motives of characters and authors in texts9.3.8 compare, contrast and classify information9.3.9 summarise specific aspects of texts9.3.10. read proficiently
9.4 SPEAKING/SIGNING AND LISTENING/OBSERVING
Speaking and listening complement each other and are therefore usually taught together.
9.4.1 SPEAKING/SIGNING
Learners should be able to:
9.4.1.1 communicate ideas clearly, accurately and confidently on a variety of topics
Communication Skills Syllabus Forms 5 - 6
21
9.4.1.2 debate confidently on topical, cross-cutting and emerging issues9.4.1.3 use appropriate tone, intonation and gestures to emphasise points 9.4.1.4 use appropriate register depending on social situation, audience, subject matter or area being discussed
LISTENING/OBSERVING
Learners should be able to:
9.4.2.1 listen with concentration9.4.2.2 listen selectively9.4.2.3 react appropriately to different oral text types9.4.2.4 summarise oral texts
9.5 SCHEME OF ASSESSMENT
The scheme of assessment for the Forms 5 and 6 Communication Skills syllabus covers continuous and summative assessments.
9.5.1 CONTINUOUS ASSESSMENT
Continuous Assessment will be assessed as follows:
9.5.1 CONTINUOUS ASSESSMENT Continuous Assessment will be assessed as follows: LEVEL ASSESSMENT TASK FREQUENCY WEIGHTING
Form 5
Speaking 1 task per year 15% Reading proficiency 1 task per year
Writing project 1 task per year
Form 6
Speaking 2 tasks per year 15% Reading proficiency 2 tasks per year
Writing project 1 task per year TOTAL 30% 9.5.2 SUMMATIVE ASSESSMENT The summative assessment comprises two components as follows: PAPER TITLE DURATION MARKS WEIGHTING 1. Essay Writing 2 hours 50 35% 2 .Comprehension and Summary Writing
2 hours 50 35%
TOTAL 100 70% 9.6 PAPER DESCRIPTIONS 9.6.1 Paper 1 Essay Writing (2 Hours): The paper will comprise two sections, A and B.
Section A: 20 marks: A compulsory guided essay writing question will be set. The writing task will be of a practical nature. Information that will be given may be in the form of notes, texts, graphs, statistical data or pictures. Candidates may be asked to write interview scripts, project proposals, brochures, advertisements, curriculum vitaes, letters, speeches, reports, articles or memoranda.
Section B: 30 marks: 8 questions on different themes and cross-cutting issues will be set. The topics will be argumentative and discursive in nature. Candidates will be expected to choose 1 question. Questions may be set on any of the following cross-cutting and emerging issues:
Socio-economic: Employment creation
9.6 PAPER DESCRIPTIONS
9.6.1 Paper 1 Essay Writing (2 Hours): The paper will comprise two sections, A and B.
Section A: 20 marks: A compulsory guided essay writing question will be set. The writing task will be of a practical nature. Information that will be given may be in the form of notes, texts, graphs, statistical data or pictures. Candi-dates may be asked to write interview scripts, project proposals, brochures, advertisements, curriculum vitaes, letters, speeches, reports, articles or memoranda.
Section B: 30 marks: 8 questions on different themes and cross-cutting issues will be set. The topics will be argumen-tative and discursive in nature. Candidates will be expected to choose 1 question. Questions may be set on any of the following cross-cutting and emerging issues:
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
Communication Skills Syllabus Forms 5 - 6
Socio-economic: Employment creation Wealth and poverty Financial management [insurance, budgeting, stock exchange, investment, pension, broking]Enterprise Tourism, travel and leisure Drug, alcohol and substance abuse Health education [human sexuality, HIV and AIDS, family planning, diseases] Vulnerable groups The media Globalisation [Economic Systems such as Capitalism, Neo-colonialism, Socialism ][Multilateral Systems such as Southern Africa Development Community (SADC), African Union (AU), United Nations (UN), International Monetary Fund (IMF), European Union (EU)]
Cultural: Unhu/Ubuntu/VumunhuArt, music and dance/ entertainment Religion, values and morals Love and marriage Gender issues Literature Multiculturalism Heritage
Language Status: Indigenous, International, Official, Foreign, Second
Civil and Political: National symbols and monuments Human rights and democracy The National Constitution Terrorism Estates Science and Technology: Access to technology Principles and application Innovations
Other Issues: Natural and man-made disasters Environmental issues Time management Careers Safety
N.B: These suggested topics are not in any way exhaustive but are mere guidelines to assist the teacher to broaden the scope of the study.
9.6.2 Paper 2: Comprehension and Summary (2 hours)
The paper will consist of two sections, A and B, both of which will be compulsory.
Section A: Compulsory Summary [20 marks]
A factual passage will be set from which candidates will be expected to answer a summary question
Section B: Compulsory Comprehension [30 marks]
22
Com
mun
icat
ion
Skills
Syl
labu
s Fo
rms
5 - 6
Communication Skills Syllabus Forms 5 - 6
A passage will be set from which candidates will be expected to answer comprehension questions
SPECIFICATION GRID
In the Form 5 and 6 Communication Skills Paper 1 assessment, learners are expected to demonstrate their linguistic competence, ability to present reasonable balanced discussions and organise ideas.
The Form 5 and 6 Communication Skills Paper 2 test instrument will conform to the following specification grid:
broaden the scope of the study. 9.6.2 Paper 2: Comprehension and Summary (2 hours)
The paper will consist of two sections, A and B, both of which will be compulsory.
Section A: Compulsory Summary [20 marks]
A factual passage will be set from which candidates will be expected to answer a summary question
Section B: Compulsory Comprehension [30 marks] A passage will be set from which candidates will be expected to answer comprehension questions
SPECIFICATION GRID In the Form 5 and 6 Communication Skills Paper 1 assessment, learners are expected to demonstrate their linguistic competence, ability to present reasonable balanced discussions and organise ideas. The Form 5 and 6 Communication Skills Paper 2 test instrument will conform to the following specification grid: SKILL WEIGHTING Simple Recall 10% Comprehension 60% Analysis, synthesis and evaluation 30% TOTAL 100%
9.0 ASSESSMENT MODELLearners will be assessed using both continuous and summative assessments as indicated by the assessment model below
Assessment of learner performance in Communication Skills 100%
Continuous assessment 30%
Summative Assessment 70%
Profiling
Profile
Exit Profile
Projects15%
FINAL MARKCommunication Skills- 100
Oral/Aural15%
Essays35%
Comprehension & Summary 35%
Continuous assessment Mark= 30%
Summative assessment Mark= 70%
23
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