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Primary English Syllabus

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Primary Syllabuses
Table of Contents

Section 4: Syllabus Structure

The structure for the Primary English syllabus provided in Section 12, is consistent with that of other subjects across the primary curriculum, detailing strands, sub-strands, outcomes and assessment. Each page is presented as in the example below.

Subject: Primary English Year: No
Strand: Title

A strand is the main area of study into which the subject is divided. In English, there are three strands: listening and speaking, reading and writing. This section contains the strand title and the statement for the year.

Substrand: Title (no. Periods)

A strand is sub-divided into sub-strands. These strands and sub-strands are outlined in Section 5 of this document.

General Learning OutcomesSpecific Learning OutcomesSuggested Assessment Events

Learner’s should:

General Learning Outcomes (GLO) are broad statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed from the domains of:

  • knowledge (k) and understanding (u)
  • skills (s)
  • attitudes (a) and values (v)

General Learning Outcomes are similar to Objectives from the previous English syllabus. General Learning Outcomes are coded (numbered) in the syllabus to indicate year level, sub-strand number and GLO number. For example

1.1.1 understands that stories carry important messages and that the way tone is varied gives it more meaning (u)

Learner’s should:

Specific Learning Outcomes (SLO) are detailed and specific examples of what learners can do, demonstrate or understand if they have achieved the General Learning Outcomes. They are usually observable, measurable and achievable. They are similar to Indicators of attainment. Specific Learning Outcomes are also coded (numbered) in the syllabus in a similar way to GLOs, with the final number identifying each SLO which contributes to the achievement of the GLO. For example.

1.1.1.1 enjoys listening to the reading of stories, instructions, a show and tell, a classmate’s recount or presentation, and personal experiences

Learner’s should:

For selected Specific Learning Outcomes, the syllabus provides a suggested assessment. These assessments may be formative or summative activities and teachers should record – formally or informally – each learner’s progress for the purposes of planning further teaching and learning activities and for reporting on progress. Assessment activities will draw from the domains of knowledge and understanding, skills and attitudes and values.