WASSCE · 87 topics

English

G3N tutors you through the full WASSCE English syllabus offline — from English Speech Sounds, Reading Comprehension and Information Retrieval, Nouns: Types and Forms and more — with adaptive lessons, instant quizzes and exam-ready summaries.

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Syllabus

What you’ll cover in English.

The complete topic outline G3N teaches, mapped to the WASSCE curriculum.

Year 1

47 topics

English Speech Sounds

Use pure vowel sounds (short and long vowels) in connected speech
- Define speech sounds as phonetically distinct units of spoken language (phonemes)
- Explain how voice is produced: airflow from lungs vibrates vocal cords to create sound
- Distinguish between vowel sounds (free airflow) and consonant sounds (obstructed airflow)
- Identify the International Phonetic Alphabet (IPA) chart and its role in representing speech sounds
- Identify the 12 pure vowel sounds (monophthongs) and locate them on the vowel chart
- Distinguish short vowel sounds (brief, single quality) from long vowel sounds (increased duration and tension)
- Classify vowels by tongue position: front vowels, back vowels, and central vowels
- Classify vowels by mouth openness: open vowels and closed vowels

Reading Comprehension and Information Retrieval

Retrieve and interpret information from written texts using appropriate reading techniques
- Apply scanning to locate specific information quickly in a text
- Apply skimming to get a general overview of a text
- Identify main ideas and supporting details in a passage
- Read passages on Ghanaian themes (e.g. family, media, culture) and answer comprehension questions
- Interpret the meaning of words and phrases in context
- Draw conclusions and make inferences based on textual evidence

Nouns: Types and Forms

Identify and use nouns accurately in speech and writing
- Define nouns as naming words for people, places, objects, animals, festivals, and ideas
- Identify common nouns as general naming words (not capitalised unless beginning a sentence)
- Identify proper nouns as specific naming words (always capitalised)
- Distinguish concrete nouns (physical things perceived through the senses) from abstract nouns (non-physical ideas)
- Identify count nouns (can be counted; have singular and plural forms) and use with 'a/an' or numbers
- Identify non-count nouns (substances and abstract concepts that cannot be individually counted)
- Identify collective nouns as words naming groups of people or things treated as a single unit
- Distinguish regular nouns (plural formed by adding -s or -es) from irregular nouns (non-standard plural forms)

Nouns: Functions in Sentences

Identify nouns as subjects, objects, complements and appositives and use them accurately
- Identify the subject of a sentence as the noun performing the action or being talked about
- Identify the direct object as the noun receiving the action of the verb
- Identify the indirect object as the noun indicating to whom or for whom the action is done
- Identify subject complements (nouns following linking verbs that refer back to the subject)
- Identify object complements (nouns that refer to and rename the direct object)
- Identify nouns functioning as objects of prepositions
- Identify appositives as nouns placed immediately after another noun to identify or explain it
- Analyse noun functions across sentences and passages in speech and writing

Paragraphs and Cohesive Devices

Write well-structured paragraphs using cohesive devices
- Define a paragraph and identify its three parts: topic sentence, supporting sentences, concluding sentence
- Write an effective topic sentence that clearly states the main idea of a paragraph
- Develop supporting sentences that elaborate on and provide evidence for the topic sentence
- Use cohesive devices (e.g. 'First and foremost', 'Furthermore', 'In summary') to link ideas within and between paragraphs
- Write a multi-paragraph passage on a chosen topic using appropriate cohesive devices
- Identify the topic sentence and cohesive structure in a given paragraph

Introduction to Literature

Identify genres of literature and relate literary texts to real life
- Define literature as the art of expression through narrative, poetry, and drama
- Identify the three major genres of literature: poetry, prose (narrative fiction), and drama
- Distinguish poetry by its use of verse, rhythm, and figurative language
- Distinguish prose (narrative) by its use of sentences and paragraphs to tell a story
- Distinguish drama by its use of dialogue, stage directions, and performance by characters
- Identify the genre of a given literary extract using its defining features
- Relate themes and ideas in literary texts to real-life experiences and Ghanaian contexts

Listening Comprehension

Recognise main ideas and key details in level-appropriate oral texts
- Define listening comprehension as the process of understanding and interpreting spoken language
- Identify factors that influence listening comprehension: tone, mood, attitude, pitch, and speech eloquence
- Distinguish tone (speaker's or author's attitude toward the subject) from mood (listener's or reader's emotional response)
- Identify a speaker's attitude from word choice, sentence structure, and figurative language
- Explain pitch as the highness or lowness of a voice, determined by frequency of vocal cord vibration
- Apply listener attentiveness: preparing to listen and observing verbal and non-verbal cues
- Extract main ideas and key details from oral conversations, stories, and presentations
- Distinguish between types of conversation: casual, informative, persuasive, therapeutic, and creative

Pronouns: Personal, Possessive and Relative

Identify and use personal, possessive and relative pronouns accurately in speech and writing
- Define pronouns as words used to replace nouns to avoid unnecessary repetition
- Identify personal pronouns (I, you, he, she, it, we, they) and their roles as subject or object
- Distinguish subject pronouns (I, he, she, we, they) from object pronouns (me, him, her, us, them)
- Identify possessive pronouns (mine, yours, his, hers, its, ours, theirs) used to show ownership
- Identify relative pronouns (who, whom, whose, which, that) used to introduce relative clauses
- Use relative pronouns correctly to link a dependent clause to a noun or pronoun in a sentence
- Compose dialogues using personal, possessive, and relative pronouns appropriately

Pronouns: Interrogative, Reflexive and Demonstrative

Identify and use interrogative, reflexive and demonstrative pronouns accurately in speech and writing
- Identify interrogative pronouns (who, whom, what, which, whose) used to ask questions
- Apply correct usage: 'who/whom' for human nouns, 'what' for non-human nouns, 'which' for both, 'whose' for possession
- Identify reflexive pronouns: singular (myself, yourself, himself, herself, itself) and plural (ourselves, yourselves, themselves)
- Use reflexive pronouns to show the action is performed on the subject or to emphasise the subject
- Avoid common errors: using reflexive pronouns in place of personal pronouns (e.g. 'my friend and myself')
- Identify demonstrative pronouns: singular (this, that) and plural (these, those)
- Use demonstrative pronouns to point out or draw attention to specific nouns
- Distinguish 'this/these' (near objects or ideas) from 'that/those' (far objects or ideas)

Short Story Writing

Draft short stories using linear and non-linear narrative styles with precise language
- Define a story as a narrative about particular events or issues conveying a message to an audience
- Identify the general elements of a story: title, setting, characters, problem, and solution
- Distinguish major characters (fully developed, central to the plot) from minor characters (limited role)
- Explain linear narrative as a story told in chronological order from beginning to end
- Explain non-linear narrative as a story told out of chronological order (e.g. flashbacks, flash-forwards)
- Use precise words and phrases to create vivid mental images and sustain reader interest
- Draft a short story using a linear narrative style based on a moral theme
- Draft a short story using a non-linear narrative style on a self-chosen topic

Characterisation in Literature

Use language to describe and analyse characters in narratives, drama, and film
- Define character as any person, animal, or figure represented in a literary or dramatic work
- Define characterisation as the act of creating and describing characters in literature
- Distinguish the protagonist (main character driving the story) from the antagonist (character in opposition)
- Distinguish dynamic characters (undergo significant change) from static characters (remain unchanged throughout)
- Describe flat characters as simple, stereotypical figures without internal conflict or development
- Explain the role of foil characters in highlighting the traits of main characters by contrast
- Analyse how characterisation is achieved through dialogue, movement, expression, and relationships
- Describe and evaluate characters from Ghanaian films, plays, and narratives using appropriate vocabulary

Discourse and Conversation

Use language appropriately in formal and informal speech situations
- Define conversation as an interactive exchange of ideas through verbal or non-verbal communication
- Identify types of conversation: casual (small talk), informative, persuasive, therapeutic, and creative
- Apply skills for effective conversation: active listening, clear communication, empathy, open-mindedness, and respectful tone
- Define formal language as Standard English used in professional or academic contexts
- Identify features of formal language: impersonal tone, technical vocabulary, logical structure, correct grammar, no colloquialisms
- Define informal language as non-standard English used with friends and family
- Identify features of informal language: contractions, slang, colloquialisms, and shorter sentence structures
- Select appropriate registers and vocabulary for different speech contexts (e.g. teacher vs. friend)

Summarising and Story Analysis

Analyse and retell the main parts and elements of stories from texts and visual media
- Identify the three main parts of a story: introduction (establishes context), body (develops events), conclusion (resolution)
- Define and identify the elements of a story: plot, setting, characters, conflict/climax, and point of view
- Define plot as the chronological arrangement of events driving the story forward
- Define setting as the time and place in which the story takes place
- Define conflict/climax as the central problem or turning point the characters face
- Define point of view as the perspective (first person, third person) from which the story is narrated
- Apply summarising techniques to reduce a text to its most essential information
- Retell stories orally from short videos, drama, and written texts, highlighting key parts and elements

Adjectives: Forms and Degrees

Use various forms and degrees of adjectives correctly in context
- Define adjectives as words that describe or qualify nouns
- Identify attributive adjectives that appear immediately before the noun they qualify
- Identify predicative adjectives that appear after linking verbs (be, feel, seem, taste, become)
- Distinguish linking verbs from action verbs and use them correctly with predicative adjectives
- Form and use the positive (absolute) degree of adjectives to describe quality without comparison
- Form the comparative degree using -er or 'more' to compare two things
- Form the superlative degree using -est or 'most' to identify the extreme quality among three or more things
- Apply the conventional order of adjectives in a noun phrase (opinion, size, age, shape, colour, origin, material, purpose)

Formal and Informal Vocabulary in Context

Use appropriate vocabulary in formal and informal contexts
- Contrast formal vocabulary (elaborate, demonstrate, provide, moreover, however) with informal equivalents (tell me more, show, give, plus, but)
- Identify formal expressions used in professional and official settings (e.g. commence proceedings, conduct thorough investigation, facilitate communication)
- Recognise that language must vary to reflect the context: professional, social, academic, or casual
- Select appropriate vocabulary when greeting or addressing people in different roles (teacher, nurse, friend, shop attendant)
- Identify formal and informal paragraphs in a given text and explain their distinguishing features
- Apply formal register in written and spoken tasks requiring professional or academic communication

Descriptive Writing

Write descriptive essays using sensory details, figurative language, and precise diction
- Define descriptive writing as a literary technique that creates vivid mental pictures through detailed sensory observations
- Apply the five senses (sight, sound, smell, taste, touch) to create immersive descriptions
- Use figurative language (simile, metaphor, personification) to enhance descriptive effect
- Apply precise diction: choosing exact, accurate words to evoke strong images without excess
- Practise the 'show, don't tell' principle: illustrate experiences through action and sensory detail rather than stating facts directly
- Organise descriptive writing using spatial order, chronological order, or order of importance
- Establish appropriate mood (emotional atmosphere) and tone (writer's attitude) through word choice and imagery
- Structure a descriptive essay with an introduction, body (developed descriptions), and conclusion (reflection and closing statement)

Monologues and Dialogues in Literature

Create and analyse monologues and dialogues in narratives, drama, and plays
- Define a monologue as a lengthy speech delivered by one character in a theatrical work, film, or literary text
- Identify and distinguish the three types of monologue: soliloquy (character speaks to themselves), dramatic monologue (delivered to another character or audience), and interior/internal monologue (unvoiced inner thoughts)
- Define a dialogue as a spoken conversation between at least two characters
- Identify the types of dialogue: outer dialogue (between characters), inner dialogue (character to self), interpersonal (building relationships), and intercultural (across cultural backgrounds)
- Describe the characteristics of effective dialogue: interactive, dynamic, contextual, purposeful, and collaborative
- Explain the functions of dialogue in narrative: character development, plot advancement, and revealing relationships
- Distinguish between a monologue and a dialogue in a given literary extract
- Write a short monologue and a short dialogue using own words for a narrative or dramatic context

Consonant Sounds: Plosives and Fricatives

Use plosive and fricative consonant sounds accurately in connected speech
- Define consonant sounds as speech sounds produced by blocking or restricting the pulmonary airstream from the lungs
- Explain place of articulation as the point in the mouth where a sound is produced (e.g. bilabial, alveolar, velar)
- Explain manner of articulation as how a sound is produced (e.g. complete closure for plosives, partial narrowing for fricatives)
- Define voicing as the presence or absence of vocal cord vibration during sound production
- Define plosives as consonant sounds produced by completely stopping airflow and suddenly releasing it (e.g. /p/, /b/, /t/, /d/, /k/, /g/)
- Define fricatives as consonant sounds produced by narrowing the vocal tract to create friction and turbulence (e.g. /f/, /v/, /s/, /z/, /ʃ/, /ʒ/)
- Classify fricatives by place of articulation: labiodental (/f/, /v/), dental (/θ/, /ð/), alveolar (/s/, /z/), palatal-alveolar (/ʃ/, /ʒ/)
- Produce plosives and fricatives accurately in words and connected speech

Retrieving and Interpreting Information From Texts

Retrieve specific information and interpret meaning from a variety of texts
- Apply skimming to get the general gist of a text quickly
- Apply scanning to locate specific facts, names, or details within a text
- Apply close reading to focus on specific language details: diction, style, structure, and figurative language
- Interpret a text by explaining the meaning of information extracted from it
- Think critically about an author's diction, language choices, and style to construct meaning
- Answer comprehension questions accurately by retrieving and interpreting relevant textual evidence
- Predict outcomes and make inferences based on details and context within a text

Verbs: Forms, Tense and Aspect

Use forms of verbs correctly to express time and duration in everyday activities
- Define verbs as words that describe an action, occurrence, or state of being
- Define tense as the verb form that indicates whether an action is in the past, present, or future
- Define aspect as the grammatical feature expressing the timing, duration, or completion of an action
- Identify the base form, past tense form, and participle forms (V+ing for continuous; V+ed for perfect) of verbs
- Distinguish regular verbs (past formed by adding -ed or -d) from irregular verbs (non-standard past forms)
- Identify primary auxiliary verbs (do, be, have) and their roles in forming tenses
- Identify modal auxiliary verbs (can/could, will/would, may/might, must, shall, should, need, ought to) and their functions
- Identify and use present tense forms: simple present, present continuous, present perfect, present perfect progressive

Paragraph Development: Introductory, Body and Concluding Paragraphs

Compose well-developed introductory, body, and concluding paragraphs for essays
- Identify the three structural components of an essay: introductory paragraph, body paragraphs, concluding paragraph
- Define the introductory paragraph as the opening section that establishes context, presents background, and states the central idea (thesis)
- Write an effective introductory paragraph with a hook, background information, and a clear thesis statement
- Write body paragraphs with a topic sentence, supporting details, and appropriate transitional expressions for unity and coherence
- Apply paragraph unity (all sentences relate to the topic sentence) and coherence (ideas connect logically)
- Define the concluding paragraph as the section that summarises the main points, restates the central idea, and provides a closing statement
- Use transitional expressions to signal the conclusion (e.g. finally, to sum up, in conclusion, to end)
- Compose a complete essay on a given topic with well-linked introductory, body, and concluding paragraphs

Fiction and Non-fiction Texts

Distinguish between fiction and non-fiction texts and analyse their key features
- Define fiction as an imaginative work created by an author, not based on actual events
- Define non-fiction as writing based on facts, real people, places, and actual events
- Identify examples of fiction: novels, short stories, plays, and narrative poems
- Identify examples of non-fiction: autobiography, biography, academic texts, journalism, and documentary accounts
- Analyse a fictional text by examining plot, characters, setting, conflict, and theme
- Analyse a non-fiction text by examining purpose, thesis, evidence, structure, author's perspective, and tone and style
- Evaluate the reliability, relevance, and sufficiency of evidence in non-fiction texts
- Reflect critically on an author's perspective and potential biases in non-fiction

Fricatives and Affricates

Produce fricative and affricate sounds accurately in words and connected speech
- Distinguish fricatives (continuous narrowed airflow creating friction) from affricates (combination of plosive release followed by fricative noise)
- Classify fricatives by place of articulation: labiodental /f/ and /v/; dental /θ/ and /ð/; alveolar /s/ and /z/; palatal-alveolar /ʃ/ and /ʒ/; glottal /h/
- Identify affricates: palatal-alveolar /tʃ/ (as in 'choke') and /dʒ/ (as in 'joke')
- Recognise high-frequency noise as a defining acoustic feature of fricatives
- Form words using fricative and affricate sounds (/f/, /v/, /s/, /z/, /ʃ/, /ʒ/, /θ/, /ð/, /tʃ/, /dʒ/) and use them accurately in connected speech
- Identify fricative and affricate sounds in spoken texts and tongue twisters

Simple Present and Present Continuous Tenses

Use the simple present and present continuous tenses accurately in speech and writing
- Use the simple present tense to express habits, unchanging situations, general truths, and fixed arrangements
- Form the simple present: base form (I/you/we/they take) and base form + s/es (he/she/it takes)
- Apply third-person singular spelling rules: add -s, change -y to -ies (for consonant + y verbs), add -es for -ss/-x/-sh/-ch/-o endings
- Form negative and interrogative simple present sentences using the auxiliary 'do/does'
- Use the simple present tense to give instructions, directions, and express future fixed arrangements
- Use the present continuous tense (be + V+ing) to describe actions currently in progress or temporary situations
- Form affirmative, negative, and interrogative present continuous sentences
- Use the present continuous for actions happening now, temporary situations, and persistent habits (with 'always/constantly')

Present Perfect and Present Perfect Continuous Tenses

Use the present perfect and present perfect continuous tenses accurately in speech and writing
- Define the present perfect tense as combining the present with the perfect aspect to express past actions with present relevance
- Form the present perfect: have/has + past participle (e.g. The cat has eaten the fish; They have spoken the truth)
- Use the present perfect to describe actions that started in the past and continue to the present
- Use the present perfect to describe actions that happened at an unspecified past time and have a connection to now
- Avoid confusing the present perfect (have/has) with the past perfect (had)
- Define the present perfect continuous as expressing an action that started in the past and is still ongoing
- Form the present perfect continuous: have/has been + V+ing
- Use the present perfect continuous to show ongoing actions or the results of recently completed actions

Persuasive Writing and Debates

Write persuasive essays and debate arguments using appropriate structure, evidence, and language
- Define persuasive writing as writing that convinces the reader to accept the writer's opinion or position
- Identify the features of persuasive writing: logical arguments, evidence, appeal to emotion, precise and powerful language, rhetorical questions
- Distinguish persuasive writing from other forms of writing (narrative, descriptive, informative)
- Structure a persuasive essay with an introductory paragraph (central argument/thesis), supporting body paragraphs (evidence and reasoning), and a concluding paragraph
- Write a debate introduction containing a hook, central position statement, and key supporting points
- Use appropriate persuasive language: hedging, counter-argument acknowledgement, and emphatic affirmations
- Practise debate: present arguments for and against a given topic, acknowledge opposing views, and rebut effectively
- Compose a persuasive letter or essay on a personal or community issue

Plot in Narrative and Drama

Analyse and describe plot structure in works of prose and drama
- Define plot as the arrangement of events and incidents in a narrative or dramatic work
- Distinguish linear (chronological/organic) plot from episodic (inorganic/non-chronological) plot structure
- Identify the components of plot: exposition, rising action, climax, falling action, and resolution
- Explain how the plot is the 'what' of a story — the storyline from beginning to end
- Trace the sequence of events in a short narrative or film using a mind map or timeline
- Analyse how a writer uses plot structure to achieve emotional, moral, or dramatic effects
- Describe plot development using evidence from a text, video, or dramatic extract

Nasal Consonant Sounds

Produce nasal consonant sounds accurately in words and connected speech
- Define nasal consonants (nasal occlusives) as sounds in which air escapes through the nose while the mouth is blocked by the lips or tongue
- Identify the three primary nasal sounds in English: /m/ (as in 'mom'), /n/ (as in 'numb'), /ŋ/ (as in 'sing')
- Describe how nasal sounds are produced: directing air through the nose, blocking airflow with the tongue or lips, then releasing
- Explain that the oral cavity acts as a resonance chamber even when the mouth is blocked during nasal production
- Recognise that most nasal sounds are voiced
- Use nasal sounds accurately in words and sentences in connected speech

Reading Techniques

Apply appropriate reading techniques to read efficiently for different purposes
- Define reading techniques as different approaches to reading used for specific purposes
- Apply skimming to read main ideas quickly and get an overall impression of a text
- Apply scanning to search for and locate specific information, facts, or details within a text
- Apply close reading to focus carefully on specific language details: diction, style, structure, and meaning
- Match reading technique to purpose: skimming for gist, scanning for specific facts, close reading for detailed analysis
- Read and summarise the main ideas of a passage using appropriate techniques
- Discuss why reading is important and address common misconceptions about reading

Simple Past Tense

Use the simple past tense correctly to describe completed actions and past habitual activities
- Define the simple past tense as describing completed actions that did not continue into the present
- Use the simple past tense for past habitual activities that no longer occur
- Form the simple past of regular verbs by adding -ed to the base form
- Form affirmative simple past sentences: Subject + Verb + -ed
- Form negative simple past sentences using 'did not' + base form infinitive
- Form interrogative simple past sentences using 'Did' + Subject + base form
- Identify common irregular verbs and their past forms: went, came, gave, wrote, bought, was/were, ran, sat
- Distinguish the main categories of irregular verbs: same form in past (hurt, put), vowel change (drink→drank), entirely different form (buy→bought)

Conjunctions

Use conjunctions correctly to join words, phrases, and clauses in speech and writing
- Define conjunctions as words used to join or link words, phrases, or groups of words together
- Identify coordinating conjunctions (FANBOYS: for, and, nor, but, or, yet, so) that join words or clauses of equal grammatical rank
- Use coordinating conjunctions to join nouns, adjectives, verbs, and independent clauses
- Identify subordinating conjunctions (because, since, as, although, though, while, whereas, until, if) that link dependent clauses to main clauses
- Use subordinating conjunctions to show cause-and-effect, contrast, condition, and time relationships between clauses
- Identify and use correlative conjunctions (both…and, either…or, neither…nor, not only…but also, whether…or) used in pairs
- Distinguish between coordinating, subordinating, and correlative conjunctions and apply them appropriately in sentences

Cohesive Devices in Writing and Speech

Use a range of cohesive devices to link ideas and create coherent texts
- Define cohesive devices as words and phrases that link ideas in a text or speech to form a unified whole
- Use additive devices to add information (also, furthermore, in addition, moreover, and, as well as)
- Use cause-and-effect devices to show consequences (as a result, therefore, consequently, because of, owing to)
- Use comparative devices to draw parallels (equally, likewise, just as, similarly, not only…but also)
- Use contrasting devices to show differences or opposition (however, conversely, unlike, whereas, alternatively)
- Use emphasising devices to stress key points (clearly, above all, indeed, notably, especially)
- Use illustrating devices to provide examples (for instance, for example, such as, namely)
- Use sequencing devices to order ideas (first, next, after, finally)

Features of a Story

Identify and describe the key features of a well-crafted story
- Identify narrative structure as the clear arrangement of beginning, middle, and end in a story
- Describe how well-developed, relatable, and engaging characters contribute to a story
- Explain plot twists as unexpected turns of events that sustain reader engagement
- Describe conflict as the central problem or tension that drives the plot forward
- Explain setting as the vividly described time and place that immerses the reader
- Identify theme as the underlying message or idea that emerges through the story
- Describe the role of realistic and compelling dialogue in advancing plot and revealing character
- Explain tone as the consistent mood or atmosphere that shapes the reader's experience

Main Ideas, Subsidiary Ideas and Summary Writing

Identify main and subsidiary ideas in oral and written texts and write effective summaries
- Define the main idea as the central or primary message that a text, speech, or conversation conveys
- Define a subsidiary idea as a supporting detail that develops, explains, or elaborates on the main idea
- Identify main word signals and subsidiary word signals as cues for recognising key versus supporting information
- Extract main ideas from a text using a step-by-step process: identify the topic, find recurring themes, consider purpose, check the conclusion, outline
- Explain paralinguistic features (gestures, facial expressions, tone of voice, body language) and their role in conveying the speaker's intent
- Define summary writing as reducing a text or speech to its essential main points
- Apply summary writing techniques: read carefully, identify main points, write in own words concisely
- Apply academic summary skills: read the text, read the questions, re-read with purpose to extract salient points

Prepositions

Use prepositions correctly to express time, place, direction, manner, instrument, and concession
- Define prepositions as words that show relationships between nouns/pronouns and other elements in a sentence
- Distinguish simple prepositions (single-word: at, in, on, by, from, to, with, through, under, over) from complex prepositions (multi-word: as a result of, in front of, in spite of, in accordance with)
- Use prepositions of time to indicate when or how long (in May, at 5pm, during Harmattan)
- Use prepositions of place to indicate location or position (at school, in the room, on the table)
- Use prepositions of direction and movement to indicate path or destination (to, from, through, across, up, down)
- Use prepositions of manner to indicate how an action is performed (in a hurry, like a professional)
- Use prepositions of instrument to indicate means of action (with a pen, by car, from Ato)
- Use prepositions of concession to indicate contrast or unexpectedness (notwithstanding, even though, despite)

Determiners

Use determiners correctly to specify nouns in speech and writing
- Define determiners as words placed before nouns to clarify aspects of meaning (quantity, possession, specificity, definiteness)
- Use the definite article 'the' to refer to a specific or known noun
- Use the indefinite article 'a' before nouns with an initial consonant sound and 'an' before nouns with an initial vowel sound
- Use possessive determiners (my, your, his, her, its, our, their) to show ownership or relationship
- Use quantifiers (some, all, many, few, each, both, every, any, neither, most) to indicate the quantity or amount of a noun
- Use demonstrative determiners (this, that, these, those) to point out specific nouns
- Distinguish between demonstrative pronouns (stand alone) and demonstrative determiners (precede a noun)
- Identify and correct common errors in determiner usage in a given text

Interjections

Use interjections appropriately to express strong emotions in speech and informal writing
- Define interjections as words or phrases used to express strong emotions, feelings, or reactions
- Identify the key features of interjections: expressive nature, grammatical independence, and distinctive punctuation
- Use interjections to express joy (Hurray!, Yay!, Woo-hoo!), surprise (Wow!, Oh!, Ah!), and disgust (Ugh!, Yuck!, Ew!)
- Use interjections to express anger or frustration (Damn!, Ugh!), pain (Ouch!, Ow!), and hesitation (Er!, Um!, Uh!)
- Use interjections for greetings and partings (Hi!, Hello!, Hey!, Bye!) and agreement (Yes!, Absolutely!)
- Punctuate interjections correctly: exclamation mark (!) for strong emotion, comma for less intense emotion
- Avoid overuse of interjections in formal written English

Informal Letter Writing

Compose a well-structured informal letter to a friend
- Define an informal letter as written communication not addressed to an official capacity, using a personal and conversational tone
- Distinguish informal letters (to friends or peers) from semi-formal letters (to older relatives like parents or aunts/uncles)
- Identify the purposes of letter writing: personal communication, maintaining relationships, personal expression, and historical record
- Recognise digital equivalents of informal letters: emails, text messages, social media messages
- Identify and apply the format of an informal letter: writer's address, date, salutation, introduction, main body, conclusion, subscription, and writer's name
- Write an effective introduction that opens warmly and states the reason for writing
- Develop the main body across paragraphs to cover the points or information to be shared
- Write a friendly conclusion that summarises the key points and closes warmly

Plot in Poetry

Analyse how plot operates in poetry and understand how narrative poems convey events and meaning
- Plot structure in narrative poetry (epics and ballads): Exposition, Rising Action, Climax, Falling Action, Resolution
- Compressed plot in poetry: how the concise nature of poetry condenses narrative elements
- Lyrical poetry: focus on emotions, thoughts, or moments in time rather than a sequence of events
- Subtle narrative arcs in lyrical poetry: progression of emotions or thoughts conveying a story
- Purpose of plot in poetry: conveying story, emotion, or theme in a compressed and symbolic manner
- Figurative language, metre, and rhyme as tools that enhance the narrative dimension of poetry
- Comparing how plot functions differently across narrative, drama, and poetry

Formal and Informal Language in Conversation

Use language appropriately in different speech situations (formal and informal)
- Formal language: used in official settings such as speech ceremonies, debates, school assemblies, and public speaking
- Polite language in formal contexts: use of please, thank you, apologies, indirect requests, and respectful address with titles
- Quotations and statistics in formal language: supporting arguments, illustrating points, and maintaining formality
- Rhetorical questions: questions used to engage audiences, emphasise points, and provoke reflection without requiring direct answers
- Idioms: fixed phrases with non-literal meanings tied to culture (e.g. take French leave, hit the nail on the head)
- Idiomatic expressions: broader phrases with non-literal meanings used to convey complex ideas, emotions, and attitudes
- Controlled jokes and humour: audience-appropriate, culturally sensitive, and contextually relevant humour
- Informal language: characteristics and typical use in peer conversations and casual communication

Text Comprehension Strategies and Prediction

Use a variety of text comprehension strategies to analyse fiction and non-fiction texts
- Definition of comprehension strategies: plans of action carried out to understand, interpret, and retain information from texts
- Previewing: scanning a text before reading to get an overview of structure, content, and main ideas
- Questioning: asking questions before, during, and after reading to focus on key points
- Visualising: creating mental images to better understand and remember text content
- Summarising: condensing a text into a brief summary capturing main ideas and essential details
- Making connections: relating material to personal experience, other texts, or world events
- Inferencing: using text clues and prior knowledge to make logical guesses about unstated information
- Monitoring comprehension: tracking one's own understanding and clarifying when content is unclear

Subject and Predicate

Identify and use subject and predicate in sentences
- Definition of a sentence: a group of words that expresses a complete thought, beginning with a capital letter and ending with a full stop, question mark, or exclamation mark
- The subject: the part of the sentence about which something is said; the person or thing performing the action
- Simple subject: a single word that names who or what the sentence is about
- Compound subject: two or more words joined by conjunctions (and, but, or) that share the same predicate
- Complex subject: a subject with modifiers adding detail; identifying the headword for correct subject-verb agreement
- The predicate: the part of the sentence containing the verb and giving information about the subject
- Sentence elements: Subject (S), Verb (V), Object (O), Complement (C), and Adjunct (A)
- Object: the element that receives or is directly affected by the action

Formal Written Communication: Email, Memo, Agenda and Formal Letters

Create an email, memo, programme agenda, and formal letter on given topics using the appropriate format
- Email: a system for electronically transmitting messages using valid email addresses via ICT tools
- Email composition: To (recipient address), Subject (reason/title), body (details of message), and Send
- Writing a job application via email: greeting, identifying the position, stating reasons, attaching a CV, and closing statement
- Attaching files to an email: steps using the attachment/paperclip icon in Gmail or Yahoo mail
- Memo (memorandum): formal internal communication used within an organisation for instructions, information, education, or warnings
- Memo structure: heading (or company letterhead), brief introduction, background information, action items and timelines, conclusion, and proofreading
- Memo format: To, From, Date, Subject, Body (introduction, main body, conclusion)
- Distinction between memo and formal letter: internal vs external communication and varying levels of formality

Themes in African Poetry

Identify and discuss the dominant themes in African poems and explain how themes contribute to meaning
- Definition of theme in poetry: the central idea or message the poet wants to share with the reader
- Common themes in African poetry: colonialism, tradition, freedom, negritude, migration and exile, urbanisation, nature, religion, values, patriarchy, corruption, death and mourning, pride and nationalism, displacement, and African unity
- Step 1 - Read the poem carefully: pay attention to the overall feeling, tone, and message the poem conveys
- Step 2 - Look for repeated ideas: identify recurring words, images, or concepts that signal what the poet finds important
- Step 3 - Ask what the poem is mostly about: summarise the poem in one or two sentences to locate the central message
- Step 4 - Connect to bigger ideas: link the poem's message to broader human themes such as love, freedom, nature, or tradition
- Step 5 - Check for emotions and imagery: examine how the poem makes you feel and what mental pictures or images it creates
- Step 6 - Find the poet's message or moral lesson: ask what the poet wants the reader to learn or reflect on

Important and Unimportant Ideas in Oral Texts

Differentiate between important ideas and unimportant ideas in level-appropriate oral texts
- Definition of an idea: any result of mental activity, a notion, thought, plan, or suggestion about what to do in a situation
- Important ideas: concepts, principles, or values that have significant meaning, relevance, and impact on lives, relationships, and society
- Examples of important ideas in conversation: human rights, democracy, scientific method, sustainability, free will, globalisation, rule of law, cultural relativism, equality and social justice
- Unimportant ideas: concepts or information that lack significance, relevance, or practical impact; ideas that are trivial, redundant, or misinformed
- Characteristics of unimportant ideas: lack of relevance, trivial information, redundant ideas, overly speculative ideas, outdated ideas, ideas with no actionable outcome, ideas based on misinformation, clichéd or overused expressions
- Criterion 1 - Relevance to goals: important ideas directly align with current objectives; unimportant ideas are tangential or unrelated
- Criterion 2 - Impact: important ideas lead to significant outcomes; unimportant ideas have limited or negligible impact
- Criterion 3 - Feasibility: important ideas are realistic and attainable; unimportant ideas may be impractical or overly idealistic

Analysing Non-fiction Texts and the KWL Strategy

Use a variety of text comprehension strategies to analyse non-fiction texts, including the KWL strategy
- Non-fiction defined: a narrative based on facts or real events, aiming to give a true account of real things or happenings
- Examples of non-fiction texts: history books, travel guides, biography, autobiography, and journalistic writing
- Identifying the main idea and summarising: understanding what is important in a non-fiction text and paraphrasing it in own words
- Questioning: asking what the text is about, what elements it contains, what it seeks to achieve, and what the key ideas are
- Visualising: creating mental images or using embedded illustrations to better appreciate and analyse non-fiction content
- Prediction in non-fiction: forming expectations based on the title, then reviewing predictions as more information is revealed while reading
- Retelling as an analysis strategy: restating the text in own words, drawing conclusions, and exploring the narrative rather than merely recounting it
- Narrative elements to consider in non-fiction: setting (when and where events take place), characters and characterisation (people involved and their development), plot (storyline and problems), theme (main idea or lesson)

Article Writing for Newspapers and Magazines

Write articles on given issues for publication in school magazines, national newspapers, and international publications
- Definition of an article: a piece of writing meant for publication in newspapers, magazines, or journals
- Features of an article: Title/Heading (bold and underlined), Introduction (insight with factual evidence), Main Body (orderly paragraphs with linking expressions and relevant illustrations), Conclusion (leaves a lasting impression), Subscription (writer's full name and address/designation)
- Expository article writing: explains a topic, concept, or idea clearly and precisely to inform the public (e.g. how-to guides, encyclopaedia entries)
- Descriptive article writing: describes a particular topic, event, or information in detail to give readers a clear and accurate picture (e.g. event descriptions, product reviews)
- Narrative article writing: narrates an incident, event, or story in a creative and engaging style (e.g. biographies of famous people, historical events)
- Persuasive article writing: argues for or against a topic using evidence, facts, and a convincing presentation to influence the reader's view (e.g. opinion pieces, calls to action)
- School magazines: periodic publications by students and faculty containing student articles, school news, creative works (poems, short stories, drawings), interviews, sports reports, and editorial content
- Academic and scholarly journals: peer-reviewed publications with original research, review articles, or case studies written by experts in a field

Year 2

29 topics

Diphthongs in English Speech Sounds

Identify, classify and produce English diphthong sounds correctly in speech
- Define a diphthong as a vowel sound formed by combining two vowel sounds within a single syllable
- Identify the eight English diphthongs: /ai/, /au/, /ei/, /oi/, /ou/, /ea/, /ia/, /ua/
- Distinguish closing diphthongs where the second vowel is more closed: /ai/, /au/, /ei/, /oi/, /ou/
- Distinguish centring diphthongs where the second vowel moves toward the central schwa: /ea/, /ia/, /ua/
- Give examples of words containing each diphthong and identify the diphthong letters in writing
- Explain the role of tongue position in producing closing vs. centring diphthongs
- Practise pronouncing diphthong sounds in context using extracts from literary texts
- Differentiate diphthongs from pure vowel sounds (monophthongs) studied in Year 1

Triphthongs in English Speech Sounds

Recognise and articulate triphthong sounds in connected English speech
- Define a triphthong as a complex vowel sound formed by combining three vowel sounds in a single syllable
- Explain how triphthongs function in connected speech and contribute to natural-sounding pronunciation
- Identify common triphthong sounds in English words (e.g., fire, power, player, tower)
- Practise articulating triphthong sounds in isolation and within sentences
- Compare triphthongs with diphthongs and monophthongs in terms of complexity and articulation

Consonant Sounds: Affricates and Approximants

Identify and correctly pronounce affricate and approximant consonant sounds
- Define affricates as consonants that begin as plosives and release as fricatives (e.g., ch in church, j in judge)
- Identify approximants as sounds where the tongue approaches but does not obstruct the airflow (w, j, l, r)
- Distinguish approximants from fricatives and plosives by degree of closure
- Practise producing affricate and approximant sounds in isolation and in connected speech
- Use the IPA to transcribe words containing affricates and approximants

Consonant Clusters

Identify, pronounce and use words containing consonant clusters accurately
- Define a consonant cluster as a group of two or more consonants occurring together without a vowel between them
- Identify consonant clusters in initial, medial and final positions in words (e.g., str- in stretch, -nd in bend)
- Pronounce commonly mispronounced consonant clusters, including those with silent consonants (e.g., ps in psychology, kn in knife, wr in write)
- Distinguish silent letters within clusters from fully pronounced clusters
- Practise reading sentences containing multiple consonant cluster words with correct pronunciation
- Read aloud level-appropriate texts fluently applying consonant cluster knowledge

Stress, Intonation and Meaning

Understand and apply stress and intonation patterns to convey and interpret meaning in spoken English
- Distinguish word-level stress (primary stress on a syllable) and sentence-level stress (emphasis on specific words)
- Explain emphatic stress: placing emphasis on a word to highlight importance (e.g., I CAN go)
- Explain contrastive stress: placing emphasis to contrast two ideas or correct a misunderstanding
- Identify falling intonation in statements and commands
- Identify rising intonation in yes/no questions and expressions of uncertainty
- Identify fall-rise intonation for politeness and incomplete thoughts
- Identify rise-fall intonation to express surprise or strong feelings
- Explain how stress and intonation affect semantic meaning (literal) and pragmatic meaning (implied)

Reading Comprehension: Strategies and Question Types

Apply reading strategies and respond accurately to different comprehension question types
- Apply decoding strategies to break words into phoneme components for pronunciation and understanding
- Use vocabulary knowledge to determine the contextual meaning of words in a text
- Apply fluency strategies: reading smoothly and confidently to support comprehension
- Use critical thinking to analyse, break down and draw conclusions from a text
- Apply inferencing: connecting ideas in a text to draw implied conclusions
- Identify main ideas and supporting details in a passage
- Recognise themes and the purpose of a text (to inform, entertain, persuade)
- Analyse text structure and organisation to support understanding

Phrases: Types and Functions

Identify and analyse the types and grammatical functions of phrases in sentences
- Define a phrase as a word or group of words without a subject and predicate that functions as a single unit
- Identify noun phrases (NP): word groups naming something and functioning as a single noun in a sentence
- State grammatical functions of noun phrases: subject, object, complement, appositive and object of preposition
- Identify verb phrases (VP): main verb alone or main verb with one or more auxiliary verbs
- Identify adjectival phrases: groups of words that qualify a noun, pronoun or noun phrase
- Identify adverbial phrases: groups of words modifying a verb, adjective or adverb (time, place, manner, frequency, degree)
- Identify prepositional phrases: phrases beginning with a preposition and ending with a noun or pronoun
- Identify absolute phrases: phrases modifying an entire sentence, separated from the main clause by a comma

Clauses: Types and Subordinate Clause Functions

Distinguish main and subordinate clauses and identify the types and functions of subordinate clauses
- Define a clause as a group of words with a subject and predicate
- Distinguish the main (independent) clause: can stand alone and convey complete meaning
- Identify the subordinate (dependent) clause: cannot stand alone and needs a main clause for meaning
- Explain how subordinators and relative pronouns introduce subordinate clauses
- Identify three types of subordinate clauses: adverbial, relative/adjectival and noun clauses
- Identify adverbial clauses: modify verbs, adjectives or adverbs; introduced by conjunctions (because, although, when, if, until)
- Identify relative (adjectival) clauses: modify nouns or pronouns; introduced by who, which, that, whose
- Identify noun clauses: function as subject, object or complement; introduced by that, what, who, whether

Cohesive Devices in Paragraph Coherence

Use cohesive devices (connectors and transitional words) to create coherent paragraphs
- Define cohesive devices as words or expressions that connect ideas in a text to form a unified whole
- Identify categories of cohesive devices: addition (furthermore, moreover), contrast (however, on the other hand), cause/effect (therefore, consequently), sequence (firstly, finally), exemplification (for instance, such as)
- Explain paragraph coherence as the logical, unified flow of ideas within a paragraph
- Identify features of a coherent paragraph: unity, cohesion, logical order and clear relationships
- Apply connectors and transitional devices to link sentences and paragraphs effectively
- Distinguish reference devices (pronouns, demonstratives) from lexical cohesion (repetition, synonyms)
- Write paragraphs that demonstrate coherence through appropriate use of cohesive devices

Poetry Appreciation: Non-african Poems

Respond to, analyse and appreciate different types of non-African poems
- Define poetry appreciation as the deeper understanding, analysis and interpretation of poems
- Identify the subject matter of a poem: the topics, ideas and descriptions the poet explores
- Analyse the structure of a poem: stanzas, rhyme scheme, line length and other organisational features
- Identify and analyse literary devices in poems: imagery, simile, metaphor, personification, alliteration, onomatopoeia
- Identify the tone and mood of a poem and how they are created through language and imagery
- Analyse the use of symbolism in a poem
- Identify common themes across non-African poems
- Analyse the poem Anthem for Doomed Youth by Wilfred Owen: theme, structure, imagery and symbols

Essay Writing: Structure and Narrative Writing

Write well-structured essays including narrative and argumentative types
- Identify the three-part structure of an essay: introduction, body paragraphs and conclusion
- Write a strong concluding paragraph: summarise main points, restate thesis and leave a lasting impression
- Write narrative essays using chronological order, descriptive language and story elements (character, plot, setting)
- Apply imagery and figurative language to make narrative writing vivid and engaging
- Write argumentative essays: state a clear position, provide evidence and address counter-arguments
- Use appropriate linking expressions to ensure coherence between paragraphs in essays

Subject-verb Agreement (concord)

Apply the rules of concord (subject-verb agreement) correctly in speech and writing
- Define concord as the grammatical harmony between subject and verb in number and person
- Apply Rule 1: singular subjects take singular verbs; plural subjects take plural verbs
- Apply Rule 2: compound subjects joined by and take plural verbs
- Apply Rule 3: compound subjects joined by either/or or neither/nor agree with the nearer subject
- Apply Rule 4: collective nouns may take singular or plural verbs depending on whether they act as a unit or individually
- Apply Rule 5: indefinite pronouns (everyone, nobody, someone, each) take singular verbs
- Apply Rule 6: indefinite pronouns (some, none, all, most) may be singular or plural depending on context
- Apply Rule 7: nouns plural in form but singular in meaning (news, mathematics, physics) take singular verbs

Active and Passive Voice

Identify active and passive voice and convert sentences between the two voices
- Define voice as the form of a verb showing whether the subject performs or receives the action
- Identify the active voice structure: subject + verb + object, where the subject performs the action
- Identify the passive voice structure: subject + be + past participle (+ by + agent)
- Distinguish the grammatical subject from the notional subject in passive sentences
- Convert active sentences to passive sentences following structural transformation rules
- Convert passive sentences to active sentences
- Handle pronoun case changes when converting between voices (e.g., me becomes I, him becomes he)
- Handle sentences without objects when converting to passive

Speech Writing: Types and Features

Plan, write and deliver formal and informal speeches for various purposes and audiences
- Define a speech as a form of oral communication given for a specific purpose (inform, persuade, entertain)
- Distinguish formal speeches from informal speeches based on context, language and structure
- Identify types of speeches: informative, persuasive, entertaining and ceremonial
- State the process of writing a formal speech: know the purpose, identify the target audience, organise content and use appropriate language
- Write informal speeches for casual contexts (announcements, personal addresses)
- Identify features of argumentative/persuasive speech writing: clear thesis, strong evidence, counter-arguments and persuasive language
- Write a debate speech: understand the proposition, take a position (proposing or opposing), prepare arguments with evidence
- Apply appropriate linking expressions to ensure coherence in speech writing

Imagery in Narrative, Drama and Poetry

Identify and analyse the use of imagery in narratives, dramatic works and poems
- Define imagery as descriptive language that appeals to the senses to create vivid mental pictures
- Identify the types of imagery: visual, auditory, olfactory, tactile and gustatory
- Analyse how imagery enhances emotion, builds atmosphere, creates vivid scenes and develops characters in narratives
- Analyse how imagery is used in drama through stage directions, dialogue and descriptions to set scenes and convey themes
- Analyse how imagery creates mood, enhances themes and engages readers in poetry
- Identify specific imagery techniques: sensory details, metaphor, simile, personification and symbolism
- Analyse imagery in unseen and prescribed literary texts (narrative, drama and poetry)
- Create a short story or poem that employs imagery effectively

Oral Narrative and Oral Communication

Understand the purposes and features of oral communication and oral narrative
- Define oral communication as the verbal exchange of information, ideas and feelings between individuals
- Identify the two main media of oral communication: face-to-face interaction and electronic interaction
- Identify the key components of oral communication: speaker, message, channel, receiver and feedback
- State the purposes of oral communication: informative, persuasive, expressive, social and instructive
- Define oral narrative as storytelling or giving an account through spoken words (myths, legends, folktales, anecdotes)
- Explain the cultural and educational roles of oral narratives: preserving culture, educating and entertaining
- Identify techniques used in oral narratives: repetition, imagery, dialogue, pacing and call-and-response
- Compose and deliver an oral presentation on a given topic or scenario

Summary Writing

Apply strategies to write concise, accurate summaries of texts of varying lengths
- Define summary writing as condensing the main ideas of a text into fewer words in own words
- Identify the main idea of a text as the starting point of a summary
- Apply paragraph shrinking: reading each paragraph and identifying its core idea
- Eliminate supporting details, examples, anecdotes and subordinate clause information when summarising
- Replace lists of specific items with general terms (e.g., specific names replaced with a general noun)
- Reduce wordy expressions to concise equivalents
- Follow the steps for summary writing: read for purpose, identify key points, eliminate details, draft in own words, check for accuracy and brevity
- Write a summary of a specified length (two sentences, one paragraph, etc.)

Cues in Communication: Euphemisms, Proverbs and Idioms

Identify and use euphemisms, proverbs and idiomatic expressions to enrich communication
- Define communication cues as signals or indicators that convey meaning beyond literal words
- Distinguish verbal cues (word choice, tone, pace) from non-verbal cues (gestures, facial expressions, body language)
- Define euphemisms as indirect polite expressions replacing harsh or sensitive words (e.g., passed away for died)
- Explain the function of euphemisms: avoiding offense and handling taboo subjects with sensitivity
- Define proverbs as short sayings expressing truth or advice based on experience
- Identify and interpret Ghanaian, African and international proverbs and their cultural significance
- Define idiomatic expressions as phrases whose figurative meaning differs from the literal meanings of individual words
- Identify features of idioms: non-literal meaning, fixed structure, cultural specificity and common usage

Registers

Identify different registers and use language appropriate to context and purpose
- Define register as the variety of language used to suit a particular context, purpose or audience
- Identify the types of register: formal, informal, colloquial, consultative and frozen
- Explain formal register: professional structured language used in official contexts (business, education, legal)
- Explain informal register: casual language used with friends and family with simple vocabulary
- Explain colloquial register: everyday language among acquaintances using slang and local idioms
- Explain frozen register: fixed, archaic and unchanging language used in ceremonial or liturgical contexts
- Identify specialised vocabulary in fields such as health, education, football, agriculture and photography
- Explain the importance of appropriate register: clarity, tone, credibility and maintenance of social relationships

Cultural Perspectives in Communication

Discuss cultural perspectives in communication and the role of technology in cultural practices
- Explain communication as the exchange of information, ideas and feelings through various means
- Identify cultural perspectives in Ghanaian communication: use of respect, community orientation, storytelling and hospitality
- Discuss cultural communication practices during weddings, funerals and arbitration in Ghana
- Compare direct and indirect communication styles across Ghanaian cultural groups
- Discuss the influence of language diversity in Ghana (over 80 languages) on communication
- Identify the positive impacts of technology on cultural communication: global connectivity and cross-cultural understanding
- Identify the negative impacts of technology on cultural communication: cultural erosion and misinformation
- Discuss the importance of cross-cultural awareness for effective communication

Vocabulary in Context

Understand and use vocabulary in context through multiple vocabulary-building strategies
- Apply contextualisation: determining word meaning from the context in which it is used
- Identify and use collocations: words that naturally occur together (verb + noun, adjective + noun, verb + preposition, etc.)
- Identify synonyms: words similar or nearest in meaning; understand subtle differences between near-synonyms
- Distinguish three types of antonyms: gradable (exist on a scale), complementary (absolute opposites) and relational (from opposing perspectives)
- Identify homonyms: words spelled and pronounced the same but with different meanings
- Identify homophones: words pronounced the same but spelled differently with different meanings
- Identify and interpret idiomatic expressions in context
- Distinguish connotations: positive, negative and neutral word associations beyond literal meaning

Synonyms

Identify and use synonyms to enrich vocabulary and improve written and spoken expression
- Define synonyms as words similar or nearest in meaning to another word
- Explain the importance of synonyms: extends vocabulary, avoids repetition, enhances clarity and adds depth to writing
- Understand that near-synonyms have subtle differences in meaning (e.g., fast, swift, rapid, brisk)
- Use synonyms effectively by considering context, register and precision of meaning
- Identify synonyms in comprehension passages and use them in original sentences
- Select the synonym that is nearest in meaning to an underlined word from a given list

Antonyms

Identify and use antonyms to express contrast and enhance communication
- Define antonyms as words opposite or nearly opposite in meaning
- Distinguish three types of antonyms: gradable antonyms (exist on a scale with degrees), complementary antonyms (absolute opposites) and relational antonyms (describe relationships from opposite perspectives)
- Use antonyms to express contrast, clarify arguments and create rhetorical effects in writing and debate
- Identify antonyms in comprehension passages and word puzzles
- Rewrite sentences by replacing underlined words with their antonyms

Minutes Writing

Write clear and accurate minutes of meetings following the correct structure and format
- Define minutes as the official written record of discussions, decisions and actions taken in a meeting
- Explain the importance of minutes writing: record-keeping, accountability, follow-up on tasks and legal documentation
- Identify types of minutes: verbatim minutes (word-for-word record) and summary minutes (condensed record)
- Identify the key components of minutes: meeting details (date, time, venue), attendance, agenda items, discussions, decisions and actions, next meeting date and approvals
- Use formal language and a neutral tone when writing minutes
- Write minutes of a class, club or community meeting with all required components

Report Writing

Write structured, purposeful reports following appropriate format and conventions
- Define report writing as the compilation and organisation of information and data into a structured document
- Identify types of reports: formal, informal, technical, business and research reports
- Identify the structure of a report: introduction (topic overview, purpose, scope), background information, findings/body, conclusion and recommendations, references and appendices
- Explain the key features of report writing: clear purpose, organised structure, objective language and evidence-based content
- Apply strategies for effective report writing: research, collaboration and use of technology
- Write a structured report on a given topic including all required components

Article Writing

Write well-structured articles suitable for publication in newspapers and magazines
- Define an article as a written piece for a target audience published in newspapers, magazines, blogs or journals
- Identify the purposes of article writing: to inform, persuade, entertain and educate
- Identify different article formats: news articles, feature articles, how-to articles, opinion pieces (editorials, columns) and reviews
- Structure an article: heading/title, introduction (hook and background), body paragraphs and conclusion
- Apply key characteristics of article writing: clarity, coherence, conciseness and audience awareness
- Write in an appropriate style and tone for the target publication (local vs. international)
- Apply research skills, in-text citations and evidence to support article content
- Proofread and edit an article for grammatical accuracy, appropriate style and correct tone

Word Collocations

Identify and use word collocations to make language sound natural and fluent
- Define collocation as a pair or set of words that naturally occur together in usage
- Identify key types of collocations: verb + noun (make a decision), adjective + noun (heavy rain), verb + preposition (rely on), noun + noun (garden chair), adverb + adjective (completely exhausted), verb + adverb (think critically)
- Explain the importance of collocations: natural-sounding language, accurate communication and vocabulary enrichment
- Use collocations appropriately in sentences to demonstrate fluency
- Identify incorrect collocations and replace them with natural alternatives (e.g., do a mistake vs. make a mistake)
- Build a collocation mind map around a central topic word

Formal Letter Writing

Write formal letters in the correct format for official and business purposes
- Distinguish official letters (written to public officials on matters of public interest) from business/employment letters
- Identify contexts for formal letters: letters to MPs, heads of institutions, ministries, scholarship/sponsorship applications and employment letters
- Identify the structure of a formal letter: sender address, date, recipient address, salutation, subject line, introduction, body, conclusion, closing and signature
- Use formal objective language: appropriate vocabulary, avoid informal contractions and maintain professional tone
- Distinguish Yours faithfully (used when recipient name is not known) from Yours sincerely (used when name is known)
- Organise the body of a formal letter: clear introduction stating purpose, body paragraphs with supporting evidence, conclusion restating purpose
- Write formal letters comparing and contrasting issues using appropriate transitional phrases
- Proofread for grammatical accuracy, appropriate tone and correct format

Research and Presentation

Conduct research following a structured process and present findings clearly and effectively
- Define research as the systematic investigation of a problem, issue or phenomenon to expand knowledge
- Identify types of research: basic/fundamental, applied, qualitative and quantitative research
- Follow the research process: identify the research problem, conduct a literature review, collect data, analyse data, draw conclusions and disseminate findings
- Apply ethical principles in research: informed consent, confidentiality, avoiding plagiarism, accuracy and respect for participants
- Gather information from print and digital sources and evaluate sources for credibility and reliability
- Use in-text citations to acknowledge sources and avoid plagiarism
- Organise research findings into a structured format: problem statement, objectives, literature review, methodology, results, conclusion and recommendations
- Identify the key elements of an effective presentation: content, structure (introduction, body, conclusion), delivery and visual aids

Year 3

11 topics

Stress and Intonation in Oral Communication

Articulate paralinguistic features (stress, intonation) effectively in oral communication
- Use word stress appropriately in disyllabic and polysyllabic words, placing prominence on the correct syllable
- Distinguish content words (typically stressed) from grammatical words (typically unstressed) in connected speech
- Use rising intonation for yes/no questions and expressions of uncertainty, and falling intonation for statements and commands
- Use intonation to express different communicative functions: asking questions, showing surprise, conveying certainty, and expressing contrast
- Practise stress and intonation patterns by listening to model texts and recording own speech for self-evaluation
- Apply appropriate stress and intonation patterns to communicate naturally and meaningfully in varied spoken contexts

Critical Listening and Oral Text Evaluation

Evaluate key information from level-appropriate oral texts
- Listen critically to oral texts (audio recordings, stories, narrations, films) and identify the main concepts and salient issues
- Form judgements and share opinions on varied oral and interactive texts with other speakers in class
- Use leading questions to infer meaning from an oral text: identifying the speaker's intent, key information, and main characters
- Apply question techniques to discuss level-appropriate oral texts: ask clarifying, probing, and reflective questions
- Practise the 5-Whys activity to critically interrogate opinions and build on what peers have shared
- Distinguish important ideas from unimportant details in conversations, stories, and presentations

Extended Conversation and Speech Delivery

Use effective strategies to engage in extensive talk on both local and global issues
- Identify and discuss various styles of speech delivery: prepared/scripted, extemporaneous, and memorised speech
- Apply verbal delivery skills: appropriate style, volume, speed/pace, pauses, voice modulation, and enunciation
- Apply non-verbal delivery skills: eye contact, purposeful gestures, facial expressions, and controlled movement
- Engage in extensive talk on topics of local and global relevance, including issues from STEM and other cross-curricular fields
- Ask and respond to critical questions about topical local and global issues in structured discussion
- Create and present different types of speech (formal, casual, consultative) on self-chosen and assigned topics
- Use gender-responsive and culturally sensitive language in all conversational and speech contexts

Advanced Reading Comprehension Strategies

Employ knowledge of text comprehension strategies and levels of text comprehension to analyse and interpret different kinds of texts
- Apply Reciprocal Teaching as a collaborative reading strategy: assign roles of Questioner, Clarifier, Summariser, and Predictor within groups
- Apply metacognitive close reading: read a complex text three times, focusing on key ideas, craft and structure, then synthesis and application
- Use metacognitive markers in the text margin to track what is unclear and plan strategies for clarification
- Identify and classify comprehension questions by type: literal, inferential, critical/evaluative, and vocabulary-in-context
- Annotate texts collaboratively, writing marginal comments about main ideas, unknown words, and text connections
- Connect a text to personal experience, other texts, and world events to deepen interpretation
Exhibit increasing confidence and interest in independent reading and text analysis
- Extensively read a variety of texts (fiction and non-fiction) ranging from simple to complex structures, using a combination of comprehension strategies
- Predict a text before reading using the title and context; skim for the gist; scan for specific answers; and read closely for deeper understanding
- Visualise texts while reading to enhance understanding and engagement
- Create an extension for a variety of literary texts (prose, drama, poetry) by brainstorming and drafting a continuation in pairs
- Peer-review and revise text extensions through gallery walks and collaborative feedback
- Analyse specific literary devices in texts and explain their effect on meaning

Advanced Summary Writing

Engage advanced strategies to summarise a variety of texts with simple and complex structures
- Apply summarising strategies to texts of varying difficulty: identify the main idea of each paragraph and distinguish it from supporting details
- Break paragraphs into main ideas and supporting ideas collaboratively, then write a condensed summary in own words
- Use paragraph shrinking to reduce each section of a text to its core idea before drafting a full summary
- Answer a variety of summary questions on texts of varied lengths, including extracts from Core Literature books
- Predict text content from introductory and concluding paragraphs before close reading the full text
- Evaluate which sentences in a paragraph carry the topic sentence and which provide supporting evidence

Phrases, Clauses, Phrasal Verbs and Idiomatic Expressions

Identify and use the different types of phrases and clauses in speech and creative writing
- Identify and use noun clauses functioning as subject, object, complement, or appositive in sentences
- Identify and use adverbial clauses of time, place, condition, manner, concession, purpose, proportion, and comparison
- Identify adjective/relative clauses: recognise the antecedent and choose the correct relative pronoun (who, whom, whose, which, that)
- Distinguish defining relative clauses (identify the noun uniquely) from non-defining relative clauses (add extra information)
- Use a wider range of phrases and clauses to convey specific meanings, adding variety and interest to speech and writing
- Construct and analyse complex sentences that combine multiple clause types appropriately
Identify forms and use phrasal verbs to create meaning in speech and writing
- Identify and determine the meaning of phrasal verbs in context (Verb + Adverb, Verb + Preposition, Verb + Adverb + Preposition)
- Distinguish intransitive phrasal verbs (no object: take off) from transitive phrasal verbs (with object: look up a word)
- Identify complex phrasal verb patterns: Verb + Adverbial + Preposition (e.g., go in for) and Verb + Object + Preposition (e.g., make room for)
- Use phrasal verbs accurately in sentences and paragraphs to convey precise meanings
Apply knowledge of idiomatic expressions in speech and writing
- Explain and identify idiomatic expressions in speech and writing, understanding their non-literal figurative meanings
- Use proverbs, complex phrasal verbs, and idiomatic expressions to convey specific meanings and add richness to communication
- Distinguish idiomatic expressions from literal language and explain their cultural context
Apply knowledge of rules when converting indirect speech to direct speech and vice versa
- Determine and use direct speech forms (exact words spoken, enclosed in quotation marks) in context
- Determine and use indirect/reported speech forms (paraphrased account of what was said) in context
- Apply the rules for converting direct speech to indirect speech: change of tense (backshift), pronouns, and time/place references
- Convert indirect speech back to direct speech, restoring the original tense, pronouns, and quotation punctuation
- Practise conversion drills using examples from journalism and literature to distinguish and transform direct and reported speech

Advanced Vocabulary: Registers, Proverbs and Idioms

Employ appropriate vocabulary in communication
- Interpret and use vocabulary appropriately in more complex reading and conversational contexts
- Incorporate proverbs, complex phrasal verbs, and idiomatic expressions to convey nuanced meaning in both speech and writing
- Interpret and use different registers (formal, informal, consultative, colloquial, frozen) in more complex and varied contexts
- Recognise how choice of vocabulary shapes tone, credibility, and social relationships in different communicative situations
- Apply contextual vocabulary strategies: using surrounding text, word parts, and reference materials to determine meaning

Paragraph Composition and Essay Structure

Compose paragraphs with varying content related to a specific subject
- Consolidate skills in composing well-structured paragraphs: topic sentence, supporting sentences, and concluding sentence
- Write an introductory paragraph containing a central idea (thesis) and supporting sentences that will serve as topic sentences in the body
- Develop body paragraphs with clear topic sentences and cohesive devices for unity and coherence
- Apply appropriate linking words to show linearity and logical sequence: first, then, further, finally, besides, in addition, moreover
- Write concluding paragraphs using strategies such as paraphrasing the central idea and summarising supporting points
- Design story maps as planning guides before composing essays with body and concluding paragraphs

Creative and Functional Writing: Prose, CVS and Proposals

Craft captivating prose to express concepts, emotions and vivid mental landscapes
- Create imaginative/narrative texts using a linear structure (introduction, rising action, climax, falling action, conclusion)
- Compose non-linear narrative essays using flashbacks, foreshadowing, and suspense to link events out of chronological order
- Use literary devices — metaphor, simile, personification, imagery, hyperbole, and alliteration — to enhance narrative style
- Write from different narrative perspectives: first person, second person, third-person omniscient, and third-person limited
- Justify opinions in writing by providing clear reasons and supporting evidence through debate-style composition
- Revise, edit, and proofread own prose for sense, meaning, emotional effect, and grammatical accuracy
Generate a curriculum vitae/resume, business proposal, and personal statement based on assigned subjects, employing the suitable structure and format
- Compose a curriculum vitae (CV) or resume including personal details, educational background, work experience, skills, and references in the correct format
- Write a business proposal identifying a problem or opportunity, proposing a solution, outlining a plan, and detailing expected outcomes
- Compose a personal statement or statement of purpose: introduce yourself, explain your goals and motivations, and demonstrate suitability for the intended programme or position
- Apply formal professional language, organised structure, and audience-appropriate tone in all functional writing tasks
- Peer-review and revise CVs, proposals, and personal statements for clarity, completeness, and professional register

Research, Referencing and Citation

Incorporate and acknowledge data from various print and digital sources through proper referencing and citation
- Identify the key information needed when referencing a source: author name, date/year, title, and publishing institution or house
- Apply APA in-text citation style: use the author's last name and year of publication, e.g. (Field, 2005); for direct quotations, add the page number
- Compile a reference list using APA format: Author, A. A. (Year). Title of work. Publisher
- Distinguish between the four major referencing styles: MLA, APA, Harvard, and MHRA
- Use concept maps to illustrate and organise information gathered from multiple print and digital sources
- Apply ethical research principles: acknowledge all sources, avoid plagiarism, and evaluate sources for credibility and relevance

Literary Texts: Genre Conversion and Setting

Explore different literary texts to create meaning and convert into other genres
- Convert narrative prose into a play script: restructure events as dialogue, stage directions, and scene descriptions
- Convert a play script back into narrative prose: incorporate descriptive language, narrative voice, and prose conventions
- Analyse how writers use descriptions to create setting in narratives, drama, and poetry
- Examine the relevance of setting (place, time, costumes) to the mood and theme of a literary text
- Analyse the relevance of setting to conflict and its resolution within a literary work
- Use grade-level literary texts to identify and interpret literary devices and explain their contribution to meaning

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